2020N ATIONAL R EVISED T EACHING P LANSG RADE 7
Table of ContentsTable of Contents. i1.Introduction . 12.Purpose. 23.Implementation Dates . 24.Revised Teaching Plans per Subject . 21.1Creative Arts . 31.1Dance . 31.2Drama. 51.3Music . 71.4Visual Arts . 82Life Orientation . 93Mathematics . 154Technology . 17i
1.IntroductionThe National Curriculum Statement, Grades R-12 was approved as National Policy and published inthe Government Gazette 34600, Notices 722 and 723 of 12 September 2011.The National Curriculum Statement, Grades R-12 comprises: The Curriculum and Assessment Policy Statements for all approved subjects for Grades R-12; The National Policy Pertaining to the Programme and Promotion Requirements of the NationalCurriculum Statement Grades R-12; and The National Protocol for Assessment.The Curriculum and Assessment Policy Statement (CAPS) is a single, comprehensive, and concisedocument developed for all subjects listed in the National Curriculum Statement Grades R-12 and isarranged into Four Sections.The National State of Disaster due to Covid-19 and the ensuing lockdown has created a uniquesituation which has disrupted the school calendar thus impacting on the implementation of theCurriculum and Assessment Policy Statement (CAPS) for the 2020 academic year. To mitigate theimpact of the Covid-19 lockdown, the Department of Basic Education (DBE) working in collaborationProvincial Education Departments (PEDs), has put together a framework for curriculum recoveryplans the 19 lockdown. The framework, which was consulted with key stakeholders in the sector,proposes a revised school calendar and curriculum reorganization and trimming as some of thestrategies to create opportunities for curriculum recovery.In the context of the framework for the school curriculum recovery plan whose overarching aim is toensure that the critical skills, knowledge, values and attitudes outlined in the CAPS are covered overa reduced time period, the purpose of curriculum reorganisation and trimming is to: Reduce the envisaged curriculum to manageable core content including skills, knowledge,attitudes and values so that schools have ample room for deep and meaningful learning Define the core knowledge, skills, attitude to be taught and assessed more specifically so thatit provides guidance and support to teachers; Align curriculum content and assessment to the available teaching time; Maintain the alignment in the learning trajectory for learners, without compromising learners’transition between the grades; and Present a planning tool to inform instruction during the remaining school termsThe curriculum trimming and reorganisation maintain and support the foundational principles of theNational Curriculum Statement (NCS) Grades R – 12 as stated in the Curriculum and AssessmentPolicy Statement (CAPS) namely: Social transformation: ensuring that the educational imbalances of the past are redressed, andthat equal educational opportunities are provided for all sections of the population; Active and critical learning: encouraging an active and critical approach to learning, rather thanrote and uncritical learning of given truths; High knowledge and high skills: the minimum standards of knowledge and skills to beachieved at each grade are specified and set high, achievable standards in all subjects; Progression: content and context of each grade shows progression from simple to complex Human rights, inclusivity, environmental and social justice: infusing the principles andpractices of social and environmental justice and human rights as defined in the Constitutionof the Republic of South Africa.1
Valuing indigenous knowledge systems: acknowledging the rich history and heritage of thiscountry as important contributors to nurturing the values contained in the Constitution; and Credibility, quality and efficiency: providing an education that is comparable in quality, breadthand depth to those of other countries.In addition, the principles below guided the process of curriculum reorganisation and trimming: Maintain the spiral development of values, attitudes, concepts and skills, extension,consolidation and deeper understanding leading learners towards the final learning outcomes. Efficiency – less teaching time but more effective learning outcomes. Inclusivity – learning experience must cater for different types of learners who are differentlyabled by providing different types of learning experiences. Validity – the relevance of the content to the stated goals and outcomes of the curriculum. Utility –the content must lead to the acquisition of values, attitudes, skills and knowledge thatare considered useful for transition to the next level and have relevance to the contexts inwhich learners live. Feasibility – analyse and examine the content in the light of the time and resources availableto the schools, considering the current socio- economic and political climate. Coherence – Systematic curriculum mapping must have horizontal, vertical, subject area andinterdisciplinary coherence; and Emphasise assessment for learning as a teaching strategy as opposed to assessment oflearning to achieve the learning outcomes of each grade and subject.2.PurposeThe purpose of the revised phase plan and revised annual national teaching plans is to:3. ensure that meaningful teaching proceeds during the revised school calendar. assist teachers with guided pacing and sequencing of curriculum content and assessment. enable teachers to cover the essential core content in each phase within the available time. address assessment overload to recoup time loss. assist teachers with planning for the different forms of assessment. ensure learners are adequately prepared for the subsequent year/s in terms of content, skills,knowledge, attitudes, and valuesImplementation DatesTo meet the above-mentioned objectives, Section 3 of the CAPS, which deals with the overview oftopics per term and annual teaching plans per subject have been trimmed and/or reorganised for theyear 2020. The revised teaching and assessment plans are effective from the 1st June 2020.4.Revised Teaching Plans per SubjectThis document presents the revised national annual teaching plans for Grade 7.2
1. Creative Arts1.1 DanceRevised National Teaching PlanTerm/WeekGrade 7Pagenumber/s24Content/Topics identifiedBriefly explain the action ion for ActionTopic 1: Dance PerformanceTopic 1: Arm movements have been integrated with warmups and transfer of weight and turnsBody part isolation integrated with warm up and floorworkLearning a short movement sequence usingtravelling/locomotor steps - RemovedTopic 2: Dance Improvisation &CompositionTopic 2: Remains as stipulatedTopic 1: Arm movement to develop mobility,coordination and control can easily beintegrated with any other activityinstead of a standalone activity.Learners have been exposed to armcoordination since IntermediatePhase.Body part isolation have been donesince Intermediate Phase and skillsdevelopment is also done in warm upand floor work.Learning a short movement sequencehas been removed as the content andskills developed are covered in Term3 and 4 in Topic 2.Topic 3: Dance theory andLiteracyTopic 3: Importance of spotting - ReorganizedTerm 2Topic 3: Importance of spotting can becovered in the practical applicationwhen introducing turns in Topic 1.3
Term/WeekPagenumber/sContent/Topics identifiedBriefly explain the action (reduced/reorganised/removed)Grade 725Topic 1: Dance PerformanceTopic 1: Body part isolation integrated with warm up and floor Topic 1:workCombination of locomotor movement withcoordinating arm movements - RemovedTopic 2: Dance Improvisation &CompositionTopic 2: Restructured - Response to different stimuli and eye Topic 2: There is a natural integration betweenfocus and eye contact are addressed simultaneously.the two concepts as the stimuli canenhance the use of eye contact or eyefocusTerm 3Topic 3: Dance Theory and Literacy Topic 3: Restructured - Different dance forms, at least 2 andhow movements may convey meaning.Grade 7Term 426Topic 1: Dance PerformanceJustification/Motivation for ActionBody part isolation was introduced inIntermediate Phase and the concept isalso done in warm up and floor work.Combinations of locomotor movementwith coordinating arm movements havebeen removed as the skills are alreadydeveloped in the warm up and floorwork.Topic 3: These two concepts can be exploredtogether by looking at the meaningbehind the movements of each danceforms.Topic 1: Consolidation of the work as indicated in Term 2 and Topic 1: As stipulated by CAPS on page 263 of this document.Topic 2: Dance Improvisation &CompositionTopic 3: Dance theory and LiteracyTopic 3: Revision of the work completed in Term 2 and 3 asindicated in this document.4Topic 3: As stipulated by CAPS on page 26
1.2 DramaRevised National Teaching PlanTerm/WeekGr 7Pagenumber/s36Content/Topics identifiedBriefly explain the otivation for ActionTopic 1 Dramatic Skills DevelopmentTopic 1: Reduced vocal andphysical exercises.Topic 1:Integrate into every lesson throughvarious exercises over the course ofthe term. These exercises are the coreof what is needed for progression.Topic 3:Topic 3 Interpretation and Performanceof Selected Dramatic Forms:FolktalesTopic 3: Reduced choice ofperformance.Only focus on Folktales. Condenseand integrate theory with practicalactivities to fit into a 5-week timeframe.SA’s to write guided lesson plans andcreate informal assessment tools toguide and lessen the workload on theteacher.Topic 5:Not essential to progress to next grade,rather to be integrated with topic 2 and3.Term 2Topic 5: Removed and integratedwith topic 2 and 3.Gr.737Topic 1 Dramatic Skills DevelopmentTopic 1: Reduced vocal andphysical exercises.Topic 1:Integrate into every lesson throughvarious exercises over the course ofthe term. These exercises are the coreof what is needed for progression.Topic 2 Drama Elements in PlaymakingTopic 2: No reductions.Topic 2:Focus for the term must be on practicalimprovisation. Condense and integratetheory with practical activities to fit intoa 5-week timeframe. SA’s to writeguided lesson plans and createinformal assessment tools to guide andlessen the workload on the teacher.Topic 5: Removed and integratedwith topic 2 and 3.Topic 5:Not essential to progress to next grade,rather to beintegrated with topic 2 and 3.Term 35
Term/WeekGr 7Pagenumber/s38Content/Topics identifiedBriefly explain the otivation for ActionTopic 1 Dramatic Skills DevelopmentTopic 1: Reduced vocal andphysical exercises.Topic 1:Integrate into every lesson throughvarious exercises to prepare learner forperformance. These exercises are thecore of what is needed for progression.Topic 3:Topic 3 Interpretation and Performanceof Selected Dramatic Forms:Choral VerseTopic 3: Reduced choice ofperformance.Only focus on Choral Verse, asFolktales were done in term 2.Condense and integrate theory withpractical activities to fit into a 5-weektimeframe.SA’s to write guided lesson plans,create performance rubric and drafttheory paper for theory exam to guideand lessen the workload on theteacher.Topic 5:Not essential to progress to next grade,rather to be integrated with topic 2 and3.Term 4Topic 5: Removed and integratedwith topic 2 and 3.6
1.3 MusicRevised National Teaching PlanTerm/WeekPagenumber/s248 & 49Content/Topics identifiedBriefly explain the otivation for ActionTopic 1 Music literacyContent in TERM 1 & 2 was compared and identifiedrepetitions. Removed content which was covered inTERM 1 and can be done away with in TERM 2.ANNEXURE 1 captured the content repeated and canbe done away with in TERM 2.Content that has been removed can be donewithout in TERM 2 as it is by implicationintegrated throughout the topics and not a Core.Content in TERM 2 & 3 was compared and identifiedrepetitions. Removed content which was covered inTERM 2 and can be done away with in TERM 3.ANNEXURE 1 captured the content repeated and canbe done away with in TERM 3.Content that has been removed can be donewithout in TERM 3 as it is by implicationintegrated throughout the topics and not a Core.Topic 1 has been left as is because it consolidates whathas been taught and learned in TERM 1- 3.Content in TERM 3 & 4 was compared and identifiedrepetitions. Removed content which was covered inTERM 3 and can be done away with in TERM 4.ANNEXURE 1 captured the content repeated and canbe done away with in TERM 4.Content that has been removed can be donewithout in TERM 4 as it is by implicationintegrated throughout the topics and not a Core.Topic 2 Music listeningTopic 3 Performing andcreating music350Topic 1 Music literacyTopic 2 Music listeningTopic 3 Performing andcreating music451 & 52Topic 1 Music literacyTopic 2 Music listeningTopic 3 Performing andcreating music7
1.4 Visual ArtsRevised National Teaching PlanSubject: Creative Arts: Visual ArtsWeekTERM 21–23–45–67–8TERM 31–23–45–6TERM 47–81–25–6Grade: 7TopicsSyllabus completionHoursTopic 1Create in 2DTopic 3Visual LiteracyEtching, Scratching, Drawing Exercise; Art elements2 hrs%Coverage2.5%Visual Analysis and Interpretation; Informal Task on Etching orScratching; Theory2 hrs2.5%Topic 1Create in 2DTopic 1Create in 2D, TaskTopic 2Create in 3DTopic 3Visual LiteracyTopic 1Create in 2DTopic 1Create in 2DFormal AssessmentProjectTempera Painting Exercise based on Still Life, Arts Elements2 hrs2.5%Continuation of Tempera Painting Exercise based on Still Life2 hrs2.5%Art elements, Design principles (construction and modellingtechniques), Useful ContainersThe role of the artist in society. Continuation of Construction andModelling Technique (3D)Paper Cut Collage: Buildings as Heritage; Art elements, DesignprinciplesContinuation of Collage and Drawing – observational drawing2 hrs2.5%2 hrs2.5%2 hrs2.5%2 hrs2.5%Topic 1Create in 2D: Drawing: Life drawing2 hrs2.5%Written ExaminationInvolving; Terminology, Art elements, Design principles, Symboliclanguage in art, Role of the artist in society, Visual literacy2 hrs2.5%8DatecompletedNotes/Comments
2Life OrientationRevised National Teaching PlanSubject:Life Orientation Grade 7TERM 2 39daysTopic,concepts,skills andvaluesWeek 1: JuneWeek 2: JuneWeek 3: JuneHealth, social andenvironmentalresponsibilityBasic hygiene principles(issues of COVID-19) Self-managementskills Common diseases:tuberculosis,diabetes, epilepsy,obesity, anorexia,HIV and AIDS andCOVID -19Health, social andenvironmentalresponsibility Causes of diseases:social, economic andenvironmentalfactors including useof alcohol andtobacco, poor eatinghabits and physicalinactivity Treatment options,care and support(coping withemotions: trauma,grief, loss andanxiety) Resources on healthinformation andhealth servicesHealth, social andenvironmentalresponsibility Strategies for livingwith tuberculosis,diabetes, epilepsy,HIV and AIDSincluding COVID-19 Management oftuberculosis,diabetes, epilepsy,HIV and AIDSincluding COVID -19Requisite preknowledgeHealth and environmentalresponsibilityHealth and environmentalresponsibilityHealth and environmentalresponsibility9Week 4: JuneWeek 5: JulyConstitutional rights andresponsibilities Basic hygieneprinciples (issues ofCOVID-19 for 5min) Dealing with abusein different contexts:between adults andchildren andbetween peers Identify threateningand risky situationsWeek 6: JulyHealth and environmentalresponsibilityHealth and environmentalresponsibilityConstitutional rights andresponsibilities Effects of abuse onpersonal and socialhealth andrelationships Importance ofcommunication topromote healthy andnon-violentrelationships How to protectoneself fromthreatening and riskysituations Places of protectionand safety for victimsof abuse: where tofind helpWeek 7: JulyWeek 8. JulyWorld of work Basic hygieneprinciples (issues ofCOVID-19 for 5min) Career fields:- Qualities relating toeach field: interestsand abilities- School subjectsrelated to eachcareer field- Work environmentand activities in eachcareer field- Opportunities withineach career field- Challenges withineach career field- Level of schooling –requirements foreach career field- Duration of study foreach career field- - Services andsources for careerfields and studyinformationDevelopment of the self
Resources(other thantextbook) tbook, resources on careers and study skillsTextbooks, resources on target games, Department ofHealth Flyers and pamphlets, e-book on COVID-19,posters, etc.Textbook, resources on careers and career guidanceand counsellingTextbooks, posters, e-book on COVID-19Homework/ classwork worksheetsHomework/ classwork /worksheetsSBA (FormalAssessment)TESTTextbook, newspaper articles; health magazinesTextbooks, posters, e-book on COVID-19Homework/ classwork /worksheets10
Subject:TERM 3 37daysTopic,concepts,skills andvaluesRequisitepreknowledgeResources(other thantextbook) toenhancelearningLife Orientation Grade 7Week 1: AugWeek 2: AugWeek 3: AugHealth, social and environmentalresponsibility Basic hygiene principles (issues ofCOVID-19 for 5min) Substance abuse:- Types/ forms of substance abuse- Symptoms of substance abuse - Personal factors that contribute to substance abuse: intrapersonal andinterpersonal- Protective factors that reduce thelikelihood of substance abuse- Prevention measures: earlydetectionWeek 4: AugWeek 5: SeptWeek 6: SeptHealth, social and environmentalresponsibility Basic hygiene principles (issues ofCOVID-19) and the need for cleanwater for 5min) Concept: environmental healthLocal environmental health problemsCommunity and individual projects andstrategies to prevent and deal withenvironmental health problems- Problem-solving skills: an actionplan to address an environmentalhealth problem and formulateenvironmentally sound choices andactionsWorld of work Basic hygiene principles (issues ofCOVID-19 for 5min)- Simulation of career-relatedactivities: name of car
Topic 5: Not essential to progress to next grade, rather to be integrated with topic 2 and 3. Gr.7 Term 3 37 Topic 1 Dramatic Skills Development Topic 2 Drama Elements in Playmaking Topic 1: Reduced vocal and physical exercises. Topic 2: No reductions. Topic 5: Topic 5:Removed and integrated with topic 2 and 3.
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Emphasise assessment for learning as a teaching strategy as opposed to assessment of learning to achieve the learning outcomes of each grade and subject. 2. Purpose The purpose of the revised phase plan and revised annual national teaching plans is to: ensure that meaning
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