CAPS – First Additional Language Foundation Phase
“Therefore, I urge you brothers, in view of God’s mercy, to
offer your bodies as living sacrifices, holy and pleasing to
God- this is your spiritual act of worship. Do not conform any
longer to the patterns of this world, but be transformed by the
renewing of your mind.”
Romans 12:1-2
GLOSSARY
CAPS – Curriculum and Assessment Policy
 NCS – National Curriculum Statement
 NQF – National Qualifications Framework
 FAL – First Additional Language
 FP – Foundation Phase
 Subject – replaces Learning Area
 LOLT – Language of Learning and Teaching
Structure of the CAPS documents
Section 1 (pages 1 – 5)
1.1 Background
 brief history
 a desire to improve
education in South Africa.
1.2 Overview
 policy Social transformation
 statement for learning and teaching in South Africa
 cross reference of relevant government documents/policies
Section 1 (pages 1 – 5) continued
1.3 General aims of the South African Curriculum
 focus on knowledge, skills and values
 purpose, broad aims and foundational principles
Active critical thinking
High level knowledge and skills
Effective progression
Human rights
 Inclusive education
1.4 Time Allocation
 FAL Grade R, 1 and 2 = 4 hours a week
 FAL Grade 3 = 5 hours a week
 Two languages at FAL level have to share the time
Advantages: two languages are offered to the learners
Disadvantages: have to achieve the desired level with
less time.
Section 2 (pages 6 – 12)
It is essential to note that the current
FAL document has been written with
English as the FAL. Content has to be
adjusted for other languages.
2.1 Introduction
 Outcomes
Listening and speaking
 Reading and phonics
Writing and handwriting
To be continuously integrated
Thinking and reasoning
 Language structure and use
2.2 Teaching and Learning a First Additional Language
 Methodology – approaches and strategies for successful teaching are
given. The most important being the teaching of vocabulary in context
e.g. themes and the progression from listening and speaking first to
reading and writing.
Section 3 (pages 13 –16)
Overview grids: Yearly requirements for each outcome
Section 4
Term planners
 Per term, per grade
 Structured according to outcomes
 organised according to these headings
 Grade/outcome/subject
 Suggested contact time
 content, concepts and skills to be taught
 Formal and informal assessment tasks
 Recommended resources
Flexibility for private Christian schools
• Accountability for the Learning Outcomes met, but can
for e.g. add Language as a separate outcome .
• Must meet a minimum standard of work but time
allocation and progression can be adapted.
• Themes are flexible. e.g. a Bible story of Noah can be used
for an animal theme.
• Methodology (Method of teaching) is flexible.
• Different ideas for Assessment activities can be used.
•The right to operate according to Christian beliefs, principles
and values.
Biblical Integration
• Step 1 be a disciple of Christ.
• Importance of Biblical integration in a
Christian school
Called to build character
The Bible is Truth and our foundation
• Be intentional – plan the integration
 School wide biblical theme
e.g. Romans 12 – Transformation
by Truth
beginning of a lesson e.g. animals
theme – reading of the creation of animals.
during the lesson e.g. writing a prayer in the FAL to
thank God for specific attributes of animals.
concluding the lesson e.g. singing a praise song about
animals in the FAL.
• Support material e.g. Interact Curriculum