Accelerated Christian Education (South Africa)
Accelerated Christian Education (South Africa)
Accelerated Christian Education (South Africa)
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S.A. CURRICULUM GUIDE<br />
With<br />
SCOPE AND SEQUENCE<br />
For<br />
• SOUTH AFRICAN-DEVELOPED PACES<br />
• GUIDELINES FOR DIAGNOSTIC TESTING AND<br />
HIGH SCHOOL TRANSFER LEARNERS<br />
• 4 th EDITION CURRICULUM GUIDE<br />
<strong>Accelerated</strong> <strong>Christian</strong> <strong>Education</strong><br />
(<strong>South</strong> <strong>Africa</strong>)<br />
Revised October 2011<br />
0
AFRIKAANS<br />
NEW AFRIKAANS LEARNING MATERIALS –<br />
AFRIKAANS IS PRET (Available in January 2012)<br />
The entire programme is focused towards the<br />
learner who does NOT have Afrikaans as his<br />
home language and allows for ample<br />
opportunity to develop listening, speaking and<br />
reading skills in a fun filled way with integrated<br />
language exercises.<br />
The emphasis is on a strong communicative<br />
approach lending itself to a combination of<br />
group work and self-study. It will therefore be<br />
advisable to lock-step the learners.<br />
Learners in Grade 3 (level1) are exposed to a<br />
basic Afrikaans phonetic reading programme<br />
and then the focus moves to developing<br />
appropriate vocabulary using themes.<br />
The materials cover the first 5 levels (Grade 3-7)<br />
of the Afrikaans curriculum for Home Language<br />
and First Additional Language speakers and<br />
include:<br />
• One reading book per level<br />
• Four workbooks per level – one per quarter<br />
with score keys<br />
• Audio-CD with every workbook also<br />
available in MP3 format to use with cell<br />
phones or i-pods<br />
• Formal assessments similar to checkups<br />
included in workbook<br />
• One teachers guide per level divided into<br />
4 quarters<br />
• Diagnostic test<br />
AFRIKAANS PACEs<br />
(Grade 3-7 only available till Nov 2012)<br />
The Afrikaans PACEs were developed in order<br />
to take account of the requirement in <strong>South</strong><br />
<strong>Africa</strong> to study two of the official languages<br />
from Grade 3 to the completion of Grade 12.<br />
With reference to inspection reports concerning<br />
‘gaps’ in presenting Afrikaans in some ACE<br />
Schools, the following guidelines for the<br />
effective instruction of Afrikaans are<br />
established:<br />
1. A language is initially learned through<br />
hearing.<br />
2. For a language to be learned, it is first<br />
heard, then spoken, afterwards read and<br />
then written.<br />
3. Although the Afrikaans PACEs consist of<br />
listening activities, it is not sufficient for<br />
effective language instruction / education.<br />
With the necessary creative use of PACEs,<br />
instruction can be made more effective.<br />
1<br />
4. The National Curriculum Statement for<br />
Languages, Literacy and Communication<br />
and Additional Languages gives good<br />
guidelines for how a second language on a<br />
communicative approach should be<br />
taught.<br />
You are advised to seriously study the<br />
Curriculum Statement to ensure that the<br />
communicative approach can be<br />
successfully combined with the PACEs.<br />
5. The following, introductory, activities give<br />
an idea of which listening-, speaking-,<br />
reading- and writing activities should be<br />
followed for sensible and effective<br />
language instruction:<br />
LISTENING ACTIVITIES (hearing)<br />
Games, stories, talks, songs, questions,<br />
interviews, idiomatic language use,<br />
comprehension, fables, completion of full<br />
sentences, tales, instructions, poems, thematic<br />
treasure hunts, jokes, videos, TV advertisements,<br />
debates, cryptic descriptions, logical thought<br />
development, chain talks, problem solving,<br />
descriptions, telephone discussions, poetry,<br />
reading, imitation, dictation, public speaking,<br />
etc.<br />
SPEECH ACTIVITIES (speaking)<br />
Games, stories, talks, songs, questions,<br />
interviews, idiomatic language use,<br />
comprehension, fables, completion of full<br />
sentences, tales, instructions, poems, thematic<br />
treasure hunts, jokes, videos, TV advertisements,<br />
debates, cryptic descriptions, logical thought<br />
development, chain talks, problem solving,<br />
poetry, reading by students, puppets, drama,<br />
public speaking, etc.<br />
READING ACTIVITIES<br />
These include Afrikaans PACE reading activities,<br />
as well as stories, writing boards, questions,<br />
pictures, dictionary use, fables, comics, word<br />
variations, mimicking, treasure hunt, crosswords,<br />
videos, TV advertisements, picture variations,<br />
handling of definite subjects, reading, masks,<br />
concerts, flannel boards, flip cards, research,<br />
etc.<br />
WRITING ACTIVITIES<br />
These include Afrikaans PACE writing exercises,<br />
as well as contextual questions, paragraphs,<br />
word-inserts, tests, essays, treasure hunts,<br />
crossword puzzles, dictation, comprehension,<br />
word painting, etc.<br />
PRACTICAL AFRIKAANS<br />
The Afrikaans PACEs give sufficient exposure to<br />
and exercise of formal Afrikaans, e.g. letter<br />
writing, comprehension, greetings,<br />
abbreviations, grammar, correct language use,<br />
etc. The PACEs also supply listening-, reading-<br />
and speech activities – with Supervisor<br />
guidance and grading of the activities. This
helps in acquiring practical skills and can be a<br />
part of the accumulative oral and writing<br />
aspect of Afrikaans in the Learning Centre on a<br />
weekly evaluating basis.<br />
ORAL AND CREATIVE AFRIKAANS<br />
(Group class education)<br />
NB!! Students must spend a minimum of 60<br />
minutes a week on communicative skills in a<br />
group. Make sure you follow a well-planned<br />
communicative education programme which<br />
consists of the following 3 phases:<br />
Foundation Phase:<br />
• Listening skills - and activities whereby two<br />
thirds include repetition (grammar)<br />
• Listening lesson - stories, pictures, songs,<br />
poems, etc.<br />
In this phase the teacher is very active and in<br />
the foreground.<br />
Intermediate Phase: (Listen and do)<br />
Instructions, dramatizations, commands, mimic,<br />
games, etc.<br />
Here the student gets actively involved.<br />
Senior Phase:<br />
Speech (oral activities and accompaniment)<br />
Reading<br />
Writing<br />
The First Edition Afrikaans PACEs have been<br />
written on First Language Level and are of a<br />
high, but obtainable, standard. A student who<br />
takes Afrikaans as a second language can be<br />
advanced with one or even two years for<br />
evaluation purposes.<br />
e.g. Level 36 for 2 nd Language evaluation =<br />
Level 48 (36 + 12 = 48) or even<br />
Level 60 (36 + 24 = 60).<br />
The discretion of the teacher is always<br />
applicable and the Afrikaans Diagnostic Test<br />
should be used.<br />
AFRIKAANS PACE USE IN THE LEARNING CENTRE<br />
Second Language at Grade Level 2 only<br />
involves orals (communicative). At Grade 3<br />
level, students begin with Afrikaans PACE 1-12.<br />
When a student completes PACE 24, oral<br />
phonic sound revision must be done, while the<br />
student continues normal PACE work in the<br />
Learning Centre. For phonic sound revision, the<br />
following course, consisting of 5 books can be<br />
used:<br />
• Afrikaans Phonetic Dictionary 1-5<br />
“Leer om te Lees en Spel”<br />
Smile <strong>Education</strong> Systems (Pty) Ltd.<br />
Smile Enterprises<br />
P O Box 84518<br />
Greenside<br />
2034<br />
Email: richard@smilesa.co.za<br />
Tel: (011) 477-1013<br />
Each book contains: Stories<br />
Comprehension exercises<br />
2<br />
Word Building<br />
Language activity programmes<br />
Applied perceptual exercises<br />
Students can work in these books individually,<br />
although oral assistance from the teacher is<br />
essential.<br />
The natural approach in language education<br />
occurs in the following order:<br />
• hearing<br />
• speaking<br />
• reading<br />
• writing<br />
Each student from Grade 3 must have a<br />
creative (practical) workbook for written<br />
activities (See syllabus).<br />
ACCUMULATIVE EVALUATION WITH THE HELP OF<br />
AFRIKAANS PACES<br />
Through studying the Afrikaans PACEs, a<br />
teacher who is familiar with the ACE PACE<br />
methods as applied in English, Word Building,<br />
Social Studies and Science, will be able to build<br />
in evaluation controls for listening, reading,<br />
writing and speaking. Before you can decide<br />
on a grade for different facets, the official<br />
syllabus must be consulted (progress and<br />
evaluation).<br />
EXAMPLE:<br />
You can evaluate a student’s reading skills<br />
once a week in the Learning Centre and give a<br />
symbol or grade for each reading exercise e.g.<br />
6/10. At the end of the term you should have<br />
at least 9 evaluation points which you can use<br />
to calculate an average reading grade. You<br />
can also have the student read poems, do<br />
prepared or unprepared reading, evaluate<br />
written work etc.<br />
To use PACEs intelligently you must evaluate the<br />
PACEs in terms of listening, reading, writing and<br />
speaking activities. Afterwards, work out an<br />
evaluating system for the aspects of language<br />
education that can be evaluated in the<br />
Learning Centre. A programme like this, with<br />
the help of all other Afrikaans speaking<br />
teachers and monitors, can be implemented.<br />
The end result must have a balance between<br />
formal language education and communicative<br />
education. For evaluation purposes<br />
you could implement a file and grade card<br />
system, which should be at hand so all teachers<br />
are able to do evaluations.<br />
In addition to class evaluation, an evaluation of<br />
the following aspects of language could also<br />
be done by a qualified teacher in the Learning<br />
Centre:<br />
Listening, Speaking and Reading Activities:<br />
• reading of grammar and paragraphs in a<br />
PACE by the teacher and student
• unprepared reading by the student<br />
• comprehension reading by the teacher<br />
• prepared reading by the student<br />
Formal written work:<br />
• Comprehension<br />
• paragraphs<br />
• essays<br />
• spelling<br />
• creative writing in PACEs<br />
A Goal Chart (in a compact file) could be<br />
prepared for every student, which should be<br />
available to the teachers as the need arises.<br />
NAAM: PIET STEYN ST/GROEP/VLAK 6<br />
JAAR: 2002 TERMYN 1<br />
TAALFASETTE UIT 1 2 3 4 5 6<br />
Leesbegrip 20 15 14 15<br />
Voorber. lees 10 7 6 7<br />
Onvoor. lees 10 7 7 6<br />
Begripstoets 10 8 6 7<br />
Spelling 10 10 9 9<br />
Kreatiewe skryfw. 20 15 14<br />
Ens.<br />
At the end of the term, grades accumulated in<br />
the Learning Centre are added to grades<br />
accumulated in the creative group class, in<br />
order to give an accurate evaluation of each<br />
student’s Second Language ability.<br />
An Afrikaans Diagnostic Test is available from<br />
the Warehouse.<br />
Students doing Afrikaans as Home Language<br />
should start on PACE work during the grade 2<br />
year.<br />
SA AFRIKAANS<br />
1001<br />
Om die a, e, en I klanke te skryf.<br />
Om nuwe woorde te lees en te skryf.<br />
1002<br />
Om die o, u en y klanke te skryf.<br />
Om woorde te lees en te skryf.<br />
1003<br />
Om die aa, ee en oo klanke te leer.<br />
Om te lees en te skryf.<br />
1004<br />
Om die ou en oe klanke te lees .<br />
Om te leer om van een tot tien te tel.<br />
1005<br />
Om die ui en ie klanke te lees en te skryf.<br />
Om die dae van die week te leer.<br />
1006<br />
Om die ei en ê klanke te lees en te skryf.<br />
Om van my huis te leer.<br />
3<br />
1007<br />
Om die uu en eu klanke te lees en te skryf.<br />
Om van my familie te leer.<br />
1008<br />
Om die ooi, aai, oei en eeu klanke te lees en te<br />
skryf.<br />
Om nuwe woorde te leer.<br />
1009<br />
Om te leer wanneer ons hoofletters gebruik.<br />
Om die maande van die jaar te leer.<br />
1010<br />
Om die vier seisoene van die jaar te leer.<br />
Om van leestekens te leer.<br />
1011<br />
Om die volgende klanke te leer: ê, ie, aa, ee,<br />
eeu, oo, y.<br />
Om woorde te hersien en te spel.<br />
1012<br />
Om die volgende klanke te leer: ei, oe, ou, ui,<br />
uu, eu, aai, oei, ooi.<br />
Om nuwe woorde te leer en spel.<br />
1013<br />
Om die alfabet te leer, lees en te skryf.<br />
Om klinkers en medeklinkers te leer.<br />
1014<br />
Om begin klanke van woorde te leer: te, dr, vr,<br />
br, kr, pr, gr, sp, st, sk, sl, sw.<br />
Om kleure te leer.<br />
1015<br />
Om die l, k, h, en b klanke te lees.<br />
Om die l, k, h, en b klanke te skryf.<br />
1016<br />
Om die n, m, r, en w te leer.<br />
Om nuwe woorde te lees en te skryf.<br />
1017<br />
Om die v, g, s en p letters te leer.<br />
Om nuwe woorde te lees en te skryf.<br />
Om nuwe woorde te leer spel.<br />
Om my gesig te leer ken.<br />
1018<br />
Om t, d, j en f woorde te lees en te skryf.<br />
Om nuwe woorde met t, d, j en f te leer spel.<br />
1019<br />
Om meer te leer van sinne wat ons iets vertel,<br />
iets vra en iets uitroep.<br />
Om nuwe woorde te leer, te skryf en te spel.<br />
1020<br />
Om te leer wat ‘n meervoud is.<br />
Om meer van verskillende beroepe te leer.<br />
1021<br />
Om sinne te maak met ek/my, hy/sy en sy/haar.<br />
Om sinne te maak met jy/jou, ons/ons en<br />
hulle/hulle.
1022<br />
Om meer te leer van woorde met kort en lang<br />
klanke.<br />
Om meer te leer van verkleinwoorde.<br />
1023<br />
Om te leer wat ‘n voorsetsel is.<br />
Om die “ei” en “y” klanke te leer.<br />
1024<br />
Om die verskil tussen woorde wat met “b” en<br />
“d” begin, te leer.<br />
Om te leer dat ons woorde soms anders.<br />
uitspreek as wat ons dit spel.<br />
1025<br />
Om meer van klinkers te leer.<br />
Om kort en lang klinkers te herken, lees en skryf.<br />
Om te leer wat teenoorgesteldes is.<br />
1026<br />
Om die name van diere en die geluide wat<br />
hulle maak te leer.<br />
Om meer te leer van medeklinkers.<br />
Om te leer wat ‘n lettergreep is.<br />
1027<br />
Om meer te leer van meervoude.<br />
Om te leer wat oop en geslote lettergrepe is.<br />
Om te leer wat die verskillende tye van die dag<br />
genoem word.<br />
Om te leer wat om te sê wanneer ons iemand<br />
groet.<br />
1028<br />
Om nuwe verkleinwoorde te leer.<br />
Om versamelname te leer.<br />
1029<br />
Om manlike en vroulike vorme van mense te<br />
leer.<br />
Om manlike en vroulike vorme van diere te<br />
leer.<br />
Om te leer waar om leestekens in sinne te<br />
gebruik.<br />
1030<br />
Om te leer wat trappe van vergelyking is.<br />
Om te leer wat intensiewe vorme is.<br />
1031<br />
Om van persoonlike voornaamwoorde te leer.<br />
Om meer van verskillende beroepe te leer.<br />
Om nuwe woorde te leer, lees en skryf.<br />
1032<br />
Om te leer hoe om sinne reg te skryf.<br />
1033<br />
Om te leer wat ‘n samestelling is.<br />
Om plekname te leer en ook te leer wat daar<br />
gebeur.<br />
Om ontkennende sinne te maak.<br />
1034<br />
Om te leer om stelsinne na vraagsinne te<br />
verander.<br />
4<br />
Om te leer watter woorde ons gebruik om ‘n<br />
vraag mee te vra (wie, waar, wat, waarom,<br />
waarheen).<br />
Om te leer om ‘n kort storie te lees en vrae<br />
daaroor te beantwoord.<br />
1035<br />
Om te leer wat ‘n idioom is.<br />
Om te leer waar om voegwoorde te gebruik.<br />
1036<br />
Om afkortings te leer en te skryf.<br />
Om te leer wat sinonieme is.<br />
Om te leer om ‘n paragraaf te skryf.<br />
Om te leer om ‘n brief te skryf.<br />
1037<br />
Om my leesvaardighede uit te brei: stillees,<br />
begripslees en hardop lees.<br />
Om nuwe spelwoorde te leer –<br />
woordeskatuitbreiding.<br />
1038<br />
Meervoude.<br />
Manlik en vroulik.<br />
Begripstoets.<br />
1039<br />
Verkleining.<br />
Begripslees.<br />
Spelling.<br />
1040<br />
Byvoeglike naamwoorde – verbuiging, trappe<br />
van vergelyking.<br />
Begripslees.<br />
1041<br />
Om sinne te skryf oor ‘n strokiesprent.<br />
Om woordekat uit te brei – die huis (buite, die<br />
badkamer), soorte wonings (bv. vir diere,<br />
insekte).<br />
1042<br />
Die werkwoord – verlede en toekomende tyd.<br />
1043<br />
Die werkwoord – wil, kan, moet, mag.<br />
Bywoord van tyd – woordvolgorde.<br />
Die infinitief.<br />
1044<br />
Stelling, vraag, bevel en uitroep.<br />
Voornaamwoorde.<br />
1045<br />
Die dubbele ontkenning.<br />
Die telwoord.<br />
Woordeskat oor die plaas, en die horlosie.<br />
1046<br />
Voorsetsels.<br />
Teenoorgesteldes.<br />
1047<br />
Lidwoorde – ‘n, die.<br />
Die gebruik van dankie, asseblief, ens.
Woordeskat – die jaargetye.<br />
1048<br />
Om Afrikaans te verstaan en te praat.<br />
Om Afrikaans vlot te lees en korrek te skryf.<br />
Om te leer wanneer gebruik ons v en f.<br />
Om die alfabet te hersien.<br />
1049<br />
Om te verstaan wat ek lees.<br />
Om te leer wat ‘n selfstandige naamwoord<br />
(s.nw.) is.<br />
1050<br />
Om woorde te leer.<br />
Om te verstaan wat ek lees.<br />
1051<br />
Om woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1052<br />
Om hersiening te doen van:<br />
• die selfstandige naamwoord<br />
• versamelname<br />
• vraagsinne<br />
• enkelvoud en meervoud<br />
• werkwoorde<br />
• teenwoordige, verlede en toekomende tyd<br />
• voornaamwoorde<br />
Om te verstaan wat ek lees en woordeskat te<br />
leer.<br />
1053<br />
Om woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1054<br />
Om woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1055<br />
Om te verstaan wat ek lees.<br />
Om woordeskat te leer.<br />
1056<br />
Om woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1057<br />
Om woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1058<br />
Om woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1059<br />
Om woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1060<br />
Om woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
Om hersiening te doen van werkwoorde,<br />
bywoorde, sinonieme, antonieme, homofone,<br />
homonieme en intensiewe vorme.<br />
5<br />
1061<br />
Om te verstaan wat gelees is.<br />
Om woordeskat uit te brei.<br />
1062<br />
Leer wat ‘n selfstandige naamwoord (s.nw.) is.<br />
Leer nuwe woorde ken.<br />
1063<br />
Om die fonetiese tekens te leer en te onthou.<br />
Leer die byvoeglike naamwoord (b.nw.) ken.<br />
1064<br />
Om die fonetiese tekens te leer en te onthou.<br />
Leer om te verstaan wat ek lees en te onthou.<br />
1065<br />
Om te verstaan en te onthou wat ek lees.<br />
Woordeskat.<br />
1066<br />
Om nuwe woordeskat te leer.<br />
Om te begryp wat ek lees.<br />
1067<br />
Om nuwe woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1068<br />
Om nuwe woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1069<br />
Om nuwe woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1070<br />
Om nuwe woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1071<br />
Om nuwe woordeskat te leer.<br />
Om te verstaan wat ek lees.<br />
1072<br />
Om te verstaan wat ek lees.<br />
Om hersiening te doen van:<br />
• selfstandige naamwoorde en werkwoorde<br />
• lydende en bedrywende vorm<br />
• byvoeglike naamwoorde, bywoorde en<br />
trappe van vergelyking<br />
• teenwoordige tyd, verlede tyd en<br />
toekomende tyd<br />
• voornaamwoorde, lidwoorde en telwoorde<br />
• direkte en indirekte rede<br />
• ontkenning en samestelling<br />
• vraagsinne, enkelvoud en meervoud<br />
• sinonieme en antonieme<br />
• voegwoorde<br />
• homofone en homonieme<br />
1073<br />
Om te leer hoe klanke voortgebring word, die<br />
Afrikaanse fonetiese alfabet, vokale,<br />
konsonante en diftonge, oop en geslote<br />
lettergrepe en verskillende skryftekens.<br />
Om spelwoorde en idiome te leer.
1074<br />
Om te leer van idiome en spreekwoorde, die<br />
los of vas skryf van woorde, hoofletters en<br />
afkortings.<br />
Om stukke poёsie te lees en vrae daaroor te<br />
beantwoord.<br />
1075<br />
Om te leer van die selfstandige naamwoord,<br />
versamelname, idiome en meervoude.<br />
Om stukke prosa en poёsie te lees en vrae<br />
daaroor te beantwoord.<br />
1076<br />
Om te leer van idiome en spreekwoorde.<br />
Om stukke prosa en poёsie te lees en vrae<br />
daaroor te beantwoord.<br />
1077<br />
Om te leer van idiome en spreekwoorde.<br />
Om stukke prosa te lees en vrae daaroor te<br />
beantwoord.<br />
1078<br />
Om van werkwoorde, verlede-, teenwoordige-<br />
of toekomende tyd, hulp- en<br />
koppelwerkwoorde, asook deelwoorde te leer.<br />
Om van werkwoorde en selfstandige<br />
naamwoorde vaste verbindinge te leer.<br />
1079<br />
Om van werkwoorde en selfstandige<br />
naamwoorde in vaste verbindinge te leer.<br />
Om stukke prosa te lees en vrae daaroor te<br />
beantwoord.<br />
1080<br />
Om prosa te lees en vrae daaroor te<br />
beantwoord.<br />
Om van bywoorde, die samestelling van sinne,<br />
homonieme en homofone te leer.<br />
Om te leer om informele briewe te skryf.<br />
Om sinne en paragrawe te skryf.<br />
Om ‘n voorbereide mondeling te doen.<br />
1081<br />
Om van idiome en spreekwoorde te leer.<br />
Om prosa te lees en vrae daaroor te<br />
beantwoord.<br />
1082<br />
Om van idiome en spreekwoorde te leer.<br />
Om stukke prosa te lees en vrae daaroor te<br />
beantwoord.<br />
1083<br />
Om vrae oor te lees tekste te beantwoord.<br />
Om woordeskat uit te brei.<br />
1084<br />
Om stukke prosa te lees en vrae daaroor te<br />
beantwoord.<br />
Om van direkte en indirekte rede en<br />
ontkenning te leer.<br />
1085<br />
Om my woordeskat en spelling uit te brei.<br />
Om ‘n informele brief te skryf.<br />
6<br />
1086<br />
Om my woordeskat en spelling uit te brei.<br />
Om ‘n poskaart te kan skryf.<br />
1087<br />
Om my woordeskat en spelling uit te brei.<br />
Om my begrip van Afrikaans uit te brei, deur<br />
verskeie soorte leestukke te lees en vrae<br />
daaroor te beantwoord, nl.:<br />
• prosa<br />
• dialoog<br />
• poёsie<br />
1088<br />
Om my woordeskat en spelling uit te brei.<br />
Om my begrip van Afrikaans uit te brei deur ‘n<br />
leesstuk te lees en vrae daaroor te<br />
beantwoord.<br />
1089<br />
Om die spelling en betekenis van die woorde<br />
te leer.<br />
Selfstandige naamwoorde: manlik en vroulik.<br />
1090<br />
Om my woordeskat en spelling uit te brei.<br />
Begripstoets.<br />
1091<br />
Om my woordeskat en spelling uit te brei.<br />
Om my begrip van Afrikaans uit te brei deur ‘n<br />
leesstuk te lees en vrae daaroor te<br />
beantwoord.<br />
1092<br />
Om my woordeskat en spelling uit te brei.<br />
Om my begrip van Afrikaans uit te brei deur ‘n<br />
leesstuk te lees en vrae daaroor te<br />
beantwoord.<br />
1093<br />
Om my woordeskat en spelling uit te brei.<br />
Om my begrip van Afrikaans uit te brei deur ‘n<br />
leesstuk te lees en vrae daaroor te<br />
beantwoord.<br />
1094<br />
Om my woordeskat en spelling uit te brei.<br />
Om my begrip van Afrikaans uit te brei deur ‘n<br />
leesstuk te lees en vrae daaroor te<br />
beantwoord.<br />
1095<br />
Om my woordeskat en spelling te verbeter en<br />
uit te brei.<br />
Om my begrip van Afrikaans uit te brei deur ‘n<br />
leesstuk te lees en vrae daaroor te<br />
beantwoord.<br />
1096<br />
Om my woordeskat en spelling te verbeter en<br />
uit te brei.<br />
Om my begrip van Afrikaans uit te brei deur ‘n<br />
leesstuk te lees en vrae daaroor te<br />
beantwoord.<br />
1097<br />
Om te leer van die verdeling van spraakklanke<br />
in vokale, diftonge en konsonante.
Om te leer van die onderverdeling van<br />
konsonante in stemhebbende en stemlose<br />
klanke, eksplosiewe en frikatiewe.<br />
1098<br />
Om met begrip te lees.<br />
Om te leer hoe om ‘n opstel te skryf.<br />
1099<br />
Om meer te leer van die ontstaan van<br />
Afrikaans – Taalgeskiedenis.<br />
Om vrae te beantwoord oor gedigte vanuit die<br />
Tweede Taalbeweging.<br />
1100<br />
Om te leer hoe om ‘n begripstoets te<br />
beantwoord.<br />
Om spelreёls te leer en toe te pas.<br />
1101<br />
Om idiome te leer en my woordeskat uit te brei.<br />
Om stukke prosa lees en vrae daaroor te<br />
beantwoord.<br />
1102<br />
Om stukke prosa lees en vrae daaroor te<br />
beantwoord.<br />
Om te leer van byvoeglike naamwoorde,<br />
lidwoorde, telwoorde en tussenwerpsels.<br />
1103<br />
Om stukke prosa lees en vrae daaroor te<br />
beantwoord.<br />
Om te leer van werkwoorde, die verskillende<br />
tye van werkwoorde, hulp- en<br />
koppelwerkwoorde, deelwoorde en die infinitief<br />
in Afrikaans.<br />
1104<br />
Om stukke prosa te lees en vrae daaroor te<br />
beantwoord.<br />
Om te leer van bywoorde, voorsetsels,<br />
voegwoorde en informele briewe.<br />
1105<br />
Om stukke prosa te lees en vrae daaroor te<br />
beantwoord.<br />
Om te leer van woordeskat en woordvorming.<br />
1106<br />
Om gedigte te lees en vrae daaroor te<br />
beantwoord.<br />
Om te leer van sinonieme, antonieme,<br />
homonieme, homofone, doeblette, paronieme,<br />
verkortings, woordverwarring en betekenis –<br />
onderskeiding, asook formele briewe.<br />
1107<br />
Om stukke prosa te lees en vrae daaroor te<br />
beantwoord.<br />
Om te leer van ontkenning, sinne, die ontleding<br />
van sinne, direkte en indirekte rede asook die<br />
lydende en bedrywende vorme.<br />
1108<br />
Om literêre begrippe aangaande die<br />
verhaalkuns te leer.<br />
7<br />
Om vrae te beantwoord oor ‘n voorgeskrewe<br />
werk.<br />
1109<br />
Om te leer hoe om informele briewe te skryf.<br />
Om te leer hoe om die volgende formele<br />
briewe te skryf:<br />
• dekbrief<br />
• sakebrief<br />
• brief aan die pers<br />
1110<br />
Om te leer van die volgende tipes selfstandige<br />
naamwoorde: soortname, eiename, abstrakte<br />
selfstandige naamwoorde, versamelname;<br />
massaname, maatname.<br />
Om te leer van taalgebruik: versamelname.<br />
1111<br />
Om te leer hoe om ‘n begripstoets te<br />
beantwoord.<br />
Om te leer hoe om die volgende tipes opstelle<br />
te skryf:<br />
• verhalende opstel<br />
• beskrywende opstel<br />
1112<br />
Om te leer van die volgende:<br />
Die Voornaamwoord:<br />
• persoonlike vnwe.<br />
• besitlike vnwe.<br />
• betreklike vnwe.<br />
• vraende vnwe.<br />
• onbepaalde vnwe.<br />
• wederkerende vnwe.<br />
• wederkerige vnwe.<br />
• aanwysende vnwe.<br />
Die Byvoeglike Naamwoord:<br />
• funksie en kenmerke<br />
• intensiewe vorme<br />
• verbuiging van die attributiewe b.nw.<br />
• trappe van vergelyking<br />
Idiomatiese Taalgebruik:<br />
• idiomatiese uitdrukkings<br />
• spreekwoorde<br />
Om my woordeskat uit te brei.<br />
1113<br />
Die byvoeglike naamwoord - attributief,<br />
predikatief.<br />
Woordeskat: die diereryk – wilde diere, voёls,<br />
insekte ens.<br />
1114<br />
Byvoeglike naamwoord – vergelykings.<br />
Uitbreiding van woordeskat – bome, struike,<br />
blomme, ens.<br />
1115<br />
Die lidwoord.<br />
Uitbreiding van woordeskat – klimaat, reёn,<br />
wind en storms.<br />
1116<br />
Die Telwoord.<br />
Uitbreiding van woordeskat – grootte, vorm en<br />
kleur.
1117<br />
Die werkwoord – oorganklik, onoorganklik.<br />
1118<br />
Die werkwoord, teenwoordige deelwoord.<br />
Uitbreiding van woordeskat.<br />
1119<br />
Die werkwoord – verlede deelwoorde.<br />
Uitbreiding van woordeskat.<br />
1120<br />
Die werkwoord – skeibaar en onskeibaar<br />
samegestelde werkwoorde.<br />
Uitbreiding van woordeskat.<br />
1121<br />
Maak sinne met persoonlike voornaamwoorde,<br />
(1ste, 2de en 3rde persoon).<br />
1122<br />
Literêre begrippe i. v. m. verhaalkuns<br />
(kortverhaal).<br />
Kenmerke van die kortverhaal.<br />
1123<br />
Om gegewe tekste met insig en begrip te lees.<br />
Die beantwoording van vrae oor die gegewe<br />
tekste.<br />
1124<br />
Om die belangrike elemente van die prosakuns<br />
in te skerp.<br />
Om die verhaal “Vanya” te ontleed.<br />
1125<br />
Die beantwoording van ‘n geïntegreerde<br />
taaloefening.<br />
Die maak van ‘n uittreksel (précis).<br />
1126<br />
Om die belangrike elemente van die prosakuns<br />
in te skerp.<br />
Om die verhaal “Die Koning se Wingerd” (F. A.<br />
Venter) te ontleed.<br />
1127<br />
Die kenmerke van ‘n drama.<br />
8<br />
1128<br />
Die beantwoording van vrae oor Job.<br />
1129<br />
Die skryf en beantwoording van die volgende<br />
briewe:<br />
• vriendskaplike brief<br />
• sakebrief<br />
• die amptelike brief<br />
• aansoekbrief<br />
• brief aan die pers<br />
1130<br />
Betekenisleer (Semantiek).<br />
AFRIKAANS (TWEEDE TAAL) EERSTE ADDISIONELE<br />
TAAL<br />
Nuwe Passe Graad 9-12:<br />
1073<br />
Geskrewe werk.<br />
Sin tipes.<br />
Homofone, homonieme, spreekwoorde.<br />
1085<br />
Geskrewe werk.<br />
Koerantberigte.<br />
1086<br />
Taalwerk – telwoord, lidwoord:<br />
• dialoog<br />
• lees en skryf, praat en skryf<br />
1097<br />
Geskrewe werk.<br />
Sakebriewe, faksbriewe, E-pos.<br />
Die opstel.<br />
Die gedig.<br />
1109<br />
Geskrewe werk.<br />
Briewe – informele, formele, sake.<br />
Briewe aan die Pers.
LANGUAGE OF LEARNING AND<br />
TEACHING: ENGLISH<br />
English as a subject must be recognised for<br />
what it is – a language. It forms part of the<br />
learning area: “Languages, Literacy and<br />
Communication (LLC).”<br />
A language needs to be more than just<br />
grammar and written work. It needs to be<br />
expressed in its various forms. Most of these<br />
ideas are already built into the programme.<br />
The 3 rd Edition PACEs need to be implemented<br />
before turning to Conventional Ideas.<br />
Please take note of the following:<br />
READING<br />
1. ABCs Learning-to-Read Programme (Grade<br />
1).<br />
2. Social Studies and Science PACEs 1001 to<br />
1036 (Basic Reading to Grade 3).<br />
3. Readmaster: a computer programme used<br />
to enhance reading skills, as well as to test<br />
speed and comprehension while<br />
expanding vocabulary. (For Grades 1-12.)<br />
4. Literature for High school – Basic Literature<br />
9, <strong>Christian</strong> Growth and Introduction to<br />
Missions.<br />
5. All Literature PACEs come with answer<br />
sheets that require creative written work.<br />
6. Literature & Creative Writing: These PACEs<br />
are available for levels 2 to 7 at present,<br />
and will replace the Basic Literature series.<br />
Literature and Creative Writing is a core<br />
subject and should therefore be prescribed<br />
for all students.<br />
7. All students should spend an additional 60<br />
minutes per week in a group lesson on<br />
speaking, listening and expression skills.<br />
Refer to Procedures Manual Vol. II page 95<br />
(just after paragraph 1), and 177 on<br />
conducting mini-classes.<br />
8. Literature I and Literature II (# 21121, 21134,<br />
score key # 22121): These are elective<br />
courses for students in the FET band. The<br />
following Literature books are required:<br />
122 To Be The First # 165<br />
124 Man Sent From God # 147<br />
126 The Flood # 148<br />
128 Let Us Pray # 131<br />
130 The Hiding Place # 104<br />
132 The Scottish Chiefs # 106<br />
134 The Law # 120<br />
136 None Dare Call It<br />
Conspiracy # 150<br />
138 The Late Great Planet Earth # 151<br />
140 Foxe’s Book of Martyrs (no longer available)<br />
142 Ben Hur # 108<br />
144 Billy Sunday # 153<br />
9<br />
STUDENT CONVENTION GUIDELINES<br />
The events for this convention cover Creative<br />
Composition, Illustrated Story Telling, Poetry<br />
Writing and Recitation, Dramatic Monologue,<br />
plus many others. If each topic was taught in<br />
conventional lesson form, and then each child<br />
submitted one entry per month, you would<br />
have made early progress into preparing for this<br />
event. The student would also have covered<br />
most aspects of the Creative English Curriculum<br />
plus extras not required e.g. puppets. (Refer to<br />
Manual for topics).<br />
ORALS<br />
Book reports and oral presentations are an<br />
integral part of English education, and so all<br />
children should be involved in an oral report<br />
and book report on a regular basis.<br />
Each student should be required to present at<br />
least one oral report per month. Should the<br />
student apply for C or E Privilege, he/she must<br />
present an additional oral report each month.<br />
Supervisors should use the standard ‘Oral<br />
Report’ scoring sheet (Item # 377) to give<br />
effective feedback to each student. This sheet<br />
should form part of the student’s CASS<br />
(Continuous Assessment) portfolio.<br />
Book reports can be written on each Literature<br />
Book issued from PACE 49 - 107. Should the<br />
student apply for C or E Privilege, he/she must<br />
present an additional, approved book report as<br />
well.<br />
Please also refer to p. 45 to 48 of Procedures<br />
Manual Vol. II.<br />
WORD BUILDING (3 rd edition)<br />
Spelling & Vocabulary development is covered<br />
in these PACEs and can be enhanced with<br />
Computer Software - Word Builder, CD-ROM<br />
Testing.<br />
SPEECH<br />
These are High School Elective PACEs and are<br />
illustrated with a video and audio tape.<br />
✦ ✦ ✦ ✦ ✦ ✦ ✦ ✦<br />
The following English PACES were developed for<br />
the <strong>South</strong> <strong>Africa</strong>n market to accommodate<br />
<strong>South</strong> <strong>Africa</strong>n requirements, and differences in<br />
approaches in the <strong>South</strong> <strong>Africa</strong>n milieu to that<br />
of the United States. For example, in <strong>South</strong><br />
<strong>Africa</strong> we use different conventions for letterwriting,<br />
there are variations in punctuation and<br />
so on.
SA ENGLISH<br />
1036<br />
Sentences and Paragraphs.<br />
Writing Letters and Addressing Envelopes.<br />
Poems.<br />
1048<br />
Telephone Manners and Being Polite.<br />
Writing Friendly Letters, Business Letters and<br />
Postcards.<br />
1060<br />
Using the Apostrophe.<br />
Synonyms, Antonyms, Homonyms and<br />
Heteronyms.<br />
Complete Sentences and Sentence Fragments.<br />
10<br />
1072<br />
Punctuation and Capitalization.<br />
How to Prepare an Outline.<br />
SA CURSIVE WRITING<br />
2601<br />
Cursive letters: i, t, n, m, r, p, u, v, e, s, c, x, o<br />
2602<br />
Cursive letters: a, d, q, j, y, g, z, l, h, b, k, f<br />
2603<br />
Cursive capitals: A – Z
HUMAN AND SOCIAL SCIENCES<br />
SOUTH AFRICAN GEOGRAPHY & HISTORY<br />
It is essential to supplement Social Studies<br />
PACEs with local history and geography<br />
content as this is not only a national curriculum<br />
requirement, but it is also recommended in the<br />
Procedures Manual Vol. 1 page 77. Students<br />
must be exposed to their own country’s<br />
heritage and culture.<br />
New SA Social Studies PACES have therefore<br />
been developed to take account of this at all<br />
Grade levels from Grade 4-9. These PACEs<br />
include the necessary projects required by the<br />
national curriculum and therefore additional<br />
work from the Project Manuals is not required.<br />
NOTE:<br />
The Educators Board desires that all students<br />
work all 4th Edition Social Studies PACEs (for<br />
their Biblical and character values) and S.A.<br />
Social Studies PACEs. However, we do realise<br />
that this is not practical for below-average<br />
students. The S.A. PACE Sequence must<br />
therefore be followed and all 4th Edition Social<br />
Studies PACEs which have been omitted from<br />
the sequence, can be worked for enrichment<br />
purposes for students who show acceleration<br />
ahead of their chronological age.<br />
SA SOCIAL STUDIES<br />
1012<br />
Learning About Provinces of <strong>South</strong> <strong>Africa</strong>.<br />
Learning About Freedom in <strong>South</strong> <strong>Africa</strong>.<br />
Learning About Pledges in <strong>South</strong> <strong>Africa</strong>.<br />
1023<br />
Learning About Provinces of <strong>South</strong> <strong>Africa</strong>.<br />
Learning About Laws of <strong>South</strong> <strong>Africa</strong>.<br />
1045<br />
Settlements.<br />
Basic maps.<br />
The rest of the world.<br />
1046<br />
Farming and food production.<br />
Resources and services.<br />
Access to food and water.<br />
The environment.<br />
1047<br />
History of the local area.<br />
Democracy and leadership.<br />
<strong>Christian</strong>ity and <strong>Christian</strong> leaders.<br />
1048<br />
History of transport and travel.<br />
Modern transport.<br />
1052<br />
Physical structure and resources.<br />
Mining and manufacturing.<br />
11<br />
1053<br />
Climate and mapwork.<br />
1054<br />
Population and health.<br />
1055<br />
Ancient civilizations.<br />
1056<br />
Early <strong>South</strong> <strong>Africa</strong>n societies.<br />
1057<br />
Provincial heritage, government and<br />
democracy.<br />
1067<br />
Trade, transport and development.<br />
1068<br />
Climate, environmental issues and mapwork.<br />
1069<br />
Democracy and global population patterns.<br />
1070<br />
Ancient <strong>Africa</strong>n civilizations and the history of<br />
exploration.<br />
1071<br />
History of science and technology.<br />
1072<br />
History of medicine.<br />
1073<br />
<strong>South</strong> <strong>Africa</strong>n history.<br />
1074<br />
Industrialization.<br />
1075<br />
Colonialism and British control of <strong>South</strong> <strong>Africa</strong>.<br />
1076<br />
World War I and World War II.<br />
1077<br />
<strong>South</strong> <strong>Africa</strong>n after World War II.<br />
1078<br />
Settlements, transportation and natural<br />
resources.<br />
1079<br />
Development and the sustainable use of<br />
resources.<br />
1080<br />
Maps and photographs.
MATHEMATICS, MATHEMATICAL<br />
LITERACY<br />
INTRODUCTION TO THE ACE MATH CURRICULUM<br />
With the swing away from drills, repetition,<br />
tables, bonds, etc. toward self-discovery and<br />
problem-solving approaches, it has once again<br />
caused consternation in certain circles as to<br />
the validity of our current Math PACEs. It<br />
should, however, be remembered that the socalled<br />
‘New Maths’ approach originates from<br />
the 1950’s and earlier. Although it has some<br />
merit, an all out approach in this direction<br />
could prove somewhat counter-productive as<br />
in years past. One has to understand that in life<br />
the so-called pendulum always swings back<br />
and forth. Somewhere in the middle is the<br />
balance. It is a fact of life that there will always<br />
be folk who live a structured approach to life,<br />
and those who live life spontaneously. Neither<br />
approach is wrong but somewhere in-between<br />
there is a balance. Therefore, to throw away<br />
the existing PACEs which represent the<br />
structured approach would be irrational, but by<br />
the same token to embrace the ‘New’<br />
approach totally would also be irrational. We<br />
have therefore decided to use the PACEs as<br />
they are, with the following guidelines:<br />
ABC’s of ACE<br />
Do all 12 PACEs in sequence, introducing<br />
worksheets at relevant intervals based on<br />
discovery and problem-solving. Worksheets<br />
should be available and adapted from local<br />
Maths forums in your area. There are many free<br />
worksheets available on the Internet – a<br />
particularly good source is www.edhelper.com<br />
or www.primaryworksheets.co.uk. Drills in bonds<br />
are encouraged. (+ 10-15 minutes per day).<br />
Junior Primary: (Grades 2 & 3) (now new 4 th<br />
edition)<br />
Follow sequence from PACE 13 to 36, again<br />
using worksheets at relevant intervals. The<br />
supervisor should include 10 - 15 minutes per<br />
day of group drills in mental arithmetic.<br />
Senior Primary: (Grades 4 to 7) (now new 4 th<br />
edition)<br />
Follow PACE order as laid out in the SA PACE<br />
Sequence. Worksheets on problem-solving,<br />
etc. should be done at least once a week at a<br />
designated time in a group setting. The<br />
Mathbuilder computer programme helps<br />
reinforce all the math skills at this level. Please<br />
provide timetable drills for students.<br />
High School:<br />
Follow PACE order as laid out in the SA PACE<br />
Sequence. Various textbooks can be used to<br />
supplement and reinforce principles. All SA<br />
PACEs have been developed with this in mind.<br />
12<br />
A mathematical set with compass, dividers,<br />
etc., is required for Geometry PACEs. Various<br />
computer programmes can also be used to<br />
reinforce mathematical procedures in PACEs<br />
that a student has difficulty with. Algebra I,<br />
Geometry and Algebra II courses are all<br />
available on video (Algebra I is also available<br />
on CD ROM), and should be viewed lesson by<br />
lesson in order for the student to obtain<br />
maximum benefit from these courses.<br />
NEW SA MATH 133 – 144 PACES<br />
This course replaced the College Math PACEs in<br />
the FET phase.<br />
It is essential that the learner has access to the<br />
Learning Channel videos for Math Higher<br />
Grade.<br />
These can be obtained from The Learning<br />
Channel – Phone (011) 214-7100.<br />
GENERAL<br />
1. The PACEs put a tremendous amount of<br />
emphasis on repetition in order to ensure<br />
that the principles being taught, ‘stick’ well.<br />
For PACEs 1049 to 1072 we suggest that<br />
Supervisors get students to do selected<br />
examples of at least 50% of the PACE<br />
content, only if concepts are grasped.<br />
Students must complete each Checkup<br />
and Self Test in totality to ensure all<br />
principles have been covered and<br />
understood. If a student fails one of these<br />
PACEs, they should then be asked to do all<br />
the remaining activity numbers and redo<br />
the Checkups and Self Test, again in<br />
totality.<br />
It is suggested a Supervisor with<br />
mathematical knowledge select examples<br />
from these PACEs, (not necessarily<br />
even/odd numbers), that will cover all the<br />
objectives of the PACEs. Remember that<br />
at least 50% of the PACE content must be<br />
done.<br />
2. Please ensure that students have the<br />
correct or maximum amount of time for<br />
Maths each day (as laid down in the<br />
<strong>Education</strong> Department Handbooks).<br />
We suggest that along with English, Math<br />
be concentrated on before the 1 st tea<br />
break of each day. Maths and English<br />
normally require the best concentration<br />
hours of the day, and also constitute the<br />
most time allocated in terms of the<br />
National Curriculum. If they don’t get this<br />
time, they will not have sufficient time to<br />
complete the twelve PACEs each year.<br />
3. You will need a qualified staff member with<br />
at least MATHEMATICS I for Junior<br />
Secondary Phase, and MATHEMATICS II for<br />
Senior Secondary Phase.
PLEASE NOTE:<br />
1. 3 rd Edition PACEs (level 8-11) build upon<br />
concepts and are totally self-contained.<br />
2. 4 th Edition Math course (level 2-7) begins at<br />
level 2.<br />
3. SA PACEs introduce new concepts and will<br />
require more supervisor assistance. They<br />
cover sections of the S.A. National<br />
Curriculum Statements not supplied in the<br />
PACEs.<br />
4. PACES relating to American Business Math<br />
(77 – 79) have been removed from the<br />
core curriculum, and has been replaced<br />
by new <strong>South</strong> <strong>Africa</strong>n PACEs that cover<br />
similar concepts.<br />
5. At the Grade 8 level SA PACEs 90 – 95 have<br />
been provided to take account of the<br />
geometry requirements of the <strong>South</strong><br />
<strong>Africa</strong>n syllabus at the Grade 8 level.<br />
6. The new sequence for Math Grades 10-12<br />
ensures that students are adequately<br />
prepared for the SAT and NBT, and also<br />
meets the requirements of the NCS in the<br />
FET Band and therefore the NSC<br />
examination.<br />
7. Elective credits for graduation in 2008 and<br />
beyond. Students majoring in Math<br />
Literacy may take Math 109-132 for added<br />
elective credits. Students majoring in Math<br />
may take Math Literacy courses for added<br />
elective credits.<br />
8. A math dictionary, “Mason’s Math<br />
Dictionary,” is valuable as a reference while<br />
working through the high school Math.<br />
Mr. Peter Mason Tel: (044) 874 – 7892 or<br />
mason@lantic.net<br />
9. A Math handbook and study guide for<br />
grades 10 -12 is also available from Beryl<br />
Lutherin at Berlut books email:<br />
beryl@lutrin.co.za<br />
MATH - HIGH SCHOOL SUMMARY<br />
1. Follow S.A. PACE Sequence as laid out in<br />
the SA PACE Sequence for Grades 1 to<br />
12.<br />
2. Remember, a staff member with<br />
Mathematics II is essential for High<br />
School students.<br />
3. Ensure all necessary equipment is<br />
available.<br />
4. Credits will be earned by correctly<br />
following these guidelines and the lesson<br />
time guidelines in the Procedures<br />
Manual.<br />
5. Video/DVD courses (or CD ROM<br />
alternative) are essential viewing for<br />
students to maximize their potential.<br />
13<br />
SA MATH<br />
SA1010<br />
Add 1- cent pieces, 5-cent pieces and 10-cent<br />
pieces.<br />
Learn shorter and longer.<br />
Tell the time.<br />
SA1011<br />
Number words.<br />
Cups and litres.<br />
Circle, square, triangle, rectangle.<br />
SA1024<br />
1c, 5c, 10c & 20c coins.<br />
Litres, 2l and 5l.<br />
Measuring Length.<br />
SA1036<br />
Rands and Cents.<br />
Counting Change.<br />
Measuring Length, Weight and Liquids.<br />
Adding and Subtracting Like Fractions.<br />
SA1048<br />
Rands and Cents.<br />
Measuring Length, Weight and Liquids.<br />
Adding and Subtracting Like Fractions.<br />
SA1060<br />
Count rands and cents.<br />
Add and subtract rands and cents.<br />
Write out words for rands and cents.<br />
Multiply rands and cents.<br />
Round to the nearest rand.<br />
Measure to the nearest half centimetre.<br />
Learn the metric units of measure for length,<br />
volume and weight.<br />
Change larger metric units of measure to<br />
smaller metric units of measure.<br />
Learn the meanings of the prefixes: centi-, milli-<br />
and kilo-.<br />
Learn about pictographs.<br />
Solve word problems.<br />
SA1072<br />
Using <strong>South</strong> <strong>Africa</strong>n Currency.<br />
Multiplying and Dividing Money.<br />
Using the S.I. System.<br />
SA1088<br />
Financial freedom.<br />
Calculating percentages from decimals and<br />
fractions.<br />
Working out a formal budget.<br />
Calculating profit and loss of sales.<br />
Calculating discounts.<br />
Understanding the current account and savings<br />
account of a bank.<br />
Understanding how interest is earned and<br />
charged.<br />
SA1091<br />
Terms used when Loaning Money.<br />
Calculation of Simple and Compound Interest.<br />
Principles when Borrowing Money.<br />
Metric System.<br />
SA1092
Geometrical Terms.<br />
The Protractor.<br />
Kinds of Angles.<br />
Further Aspects of Angles.<br />
Solution of Simple Equations.<br />
Solution of Equations for Geometry.<br />
Using Equations to Solve Geometrical Problems.<br />
SA1093<br />
Parallel Lines.<br />
Quadrilaterals.<br />
Geometry Problems.<br />
SA1094<br />
Revision of Geometry Concepts.<br />
Theorems.<br />
Geometry Problems.<br />
Triangles.<br />
Isosceles Triangles, etc.<br />
SA1095<br />
Congruency.<br />
Pythagoras.<br />
Area/Perimeter.<br />
The Protractor.<br />
SA1132A<br />
Trigonometric Ratios.<br />
SA1132B<br />
Trigonometric Graphs.<br />
SA1133<br />
data collection methods.<br />
simulations for real-world situations.<br />
measures of central tendency (mean, median,<br />
mode).<br />
construct box and whisker.<br />
percentiles.<br />
statistical inference.<br />
SA1134<br />
Counting Principles.<br />
Probability of Single Events.<br />
Addition of Probabilities.<br />
Multiplication of Probabilities.<br />
Conditional Probability.<br />
The Binomial Theroem.<br />
SA1135<br />
Graphing Rational Functions.<br />
Graphing the Inverse of a Function.<br />
Graphing Linear Inequalities.<br />
Linear Programming.<br />
SA1136<br />
Logarithms.<br />
More Challenging Logarithms.<br />
Logarithmic Functions and their Graphs.<br />
Properties of Logarithms.<br />
Solving Logarithmic Equations.<br />
Solving Exponential Equations using Logarithms.<br />
Applications of Exponential and Logarithmic<br />
Functions.<br />
14<br />
SA1137<br />
Arithmetic Sequences.<br />
Geometric Sequences.<br />
Arithmetic and Geometric Means.<br />
Arithmetic Series.<br />
Geometric Series.<br />
Infinite Geometric Series.<br />
Convergent and Divergent Sequences.<br />
SA1138<br />
Compound Interest.<br />
Ordinary Annuities.<br />
Present Value of an Annuity.<br />
SA1139<br />
Frequency Distributions, Histograms, and<br />
Frequency Polygons.<br />
Measures of Central Tendency.<br />
Range and Deviation.<br />
The Normal Distribution.<br />
SA1140<br />
Right Triangles.<br />
Law of Cosines.<br />
Law of Sines.<br />
General Triangles.<br />
Areas of Triangles.<br />
SA1141<br />
Fundamental Identities.<br />
Proving Identities.<br />
Reduction and Cofunction Identities.<br />
Two-Angle Identities.<br />
Double-Angle Identities.<br />
SA1142<br />
Limits.<br />
Average Gradient.<br />
First Principles of Differentiation.<br />
Standard Forms of Differentiation (Short Form)<br />
Applications of Differentiation.<br />
Finding the Equation of the Tangent.<br />
SA1143<br />
Solving Cubic Equations.<br />
Sketching Differential Graphs of the Form<br />
y = ax 3 + bx 2 + cx + d.<br />
How to Interpret Cubic Graphs.<br />
Determining Equations of Cubic Graphs.<br />
Practical Applications of Differentiation.<br />
SA1144<br />
Chords.<br />
Angles in a Circle.<br />
Cyclic Quadrilaterals.<br />
Tangents.
SA MATH - PROJECTS<br />
Grades 1-3:<br />
Geometry.<br />
Max's Fantastical Zoo.<br />
Data Handling.<br />
Grades 4-6:<br />
Tree Measurement.<br />
Smarties, Line Plots and Graphing.<br />
Fault Lines.<br />
Polygon Capture.<br />
Analyzing Numeric and Geometric Patterns of<br />
Paper Pool.<br />
Pumpkin Pie For All!<br />
Grades 7-9:<br />
Five-Pointed 3D Star.<br />
Chambered Nautilus.<br />
Math of the Ferris Wheel.<br />
Building Polyhedra.<br />
Free Standing Structure.<br />
Roman Numerals.<br />
Geometry With Quilts.<br />
Noodle Structures.<br />
Math In Ancient Civilizations.<br />
Mathematics at the Mall.<br />
Concrete Creatures and Marble Mysteries.<br />
Making Pentominoes.<br />
SA MATHEMATICAL LITERACY<br />
Grade 10:<br />
1109<br />
Analyzing Cell Phone Accounts.<br />
Analyzing Contracts and Adverts.<br />
1110<br />
The Impact of Interest on our Lives.<br />
Mortgage and Home Loans.<br />
The Budget.<br />
1111<br />
Linear Functions.<br />
Non-Linear Functions.<br />
1112<br />
Estimating Measuring Length and Distance.<br />
Calculating Areas, Perimeters and Volume.<br />
1113<br />
Introduction to Data Handling.<br />
Illustrating Data Graphically.<br />
Analyzing Data.<br />
1114<br />
Data Handling.<br />
Statistics.<br />
15<br />
Grade 11:<br />
1121<br />
Random Experiments.<br />
Experimental Probability.<br />
Theoretical Probability.<br />
1122<br />
Estimating and Calculator Work.<br />
Working with Formulae.<br />
Becoming an Entrepreneur.<br />
1123<br />
Functional Relationships.<br />
Simultaneous Equations.<br />
The Quadratic Function.<br />
1124<br />
Two-Dimensional Shapes.<br />
Three-Dimensional Shapes.<br />
Converting Units of Measurement.<br />
Maps and Compass Directions.<br />
1125<br />
Collecting Data.<br />
Selecting Samples.<br />
1126<br />
Organising Data.<br />
Analysing Data.<br />
Measures of Central Tendency.<br />
Measures of Variability.<br />
Graphing Data.<br />
Grade 12:<br />
1133<br />
Ratios.<br />
Investments and loans.<br />
Tax.<br />
1134<br />
Linear relationships.<br />
Linear programming.<br />
1135<br />
Two-dimensional shapes.<br />
Three-dimensional shapes.<br />
Properties of shapes.<br />
Maps and compass directions.<br />
1136<br />
Trigonometry.<br />
1137<br />
Central tendency and spread.<br />
Summarising and displaying data.<br />
1138<br />
Revision.
SCIENCE AND BIOLOGY<br />
Up to Grade 9 Science and Biology are<br />
integrated into one learning area, namely<br />
Natural Sciences. From Grade 10 upwards,<br />
these two subjects are separated into Physical<br />
Science and Life Science (Biology).<br />
FOUNDATION PHASE SCIENCE (new 4 th edition<br />
PACEs for levels 1-4)<br />
(Grades 1-3):<br />
PACEs 1001 to 1036 should be covered fully, as<br />
these are also part of the student’s reading<br />
programme.<br />
INTERMEDIATE PHASE SCIENCE<br />
(Grades 4-6):<br />
Use the STA Science Kit S grades 5, 6, 7<br />
“Experiment Notes”, or similar, for all practical<br />
experiments. Experiments for grade 4 can be<br />
gained from the grade 5 experiment notes.<br />
One half hour practical class per week will<br />
cover all the experiments, and practical marks<br />
can be assigned for CASS.<br />
Grade 4:<br />
Certain PACE numbers are for enrichment on<br />
the PACE sequence chart. It is recommended<br />
that the students do these PACEs even though<br />
they are not part of the National Syllabus. Only<br />
below-average students should be allowed to<br />
leave some out.<br />
NOTE<br />
1. If the student is below average<br />
intellectually, rather issue just those PACEs<br />
that supplement the Revised National<br />
Curriculum Statement. Average to above<br />
average students should try and cover all<br />
enrichment PACEs as well, so as to stay in<br />
PACE sequence for reading purposes.<br />
2. The sections on plants, animals and man &<br />
birds, are excellent sections for project<br />
work.<br />
3. The use of STA experiment notes, or similar,<br />
is recommended.<br />
Grade 5:<br />
1. Allow students to continue in the standard<br />
PACE sequence in Science, if possible.<br />
2. If the student is slow, rather issue just those<br />
PACEs that cover the essential Curriculum<br />
requirements. All other students should try<br />
and complete the enrichment PACEs, too.<br />
3. The sections on soil, life cycle of insect and<br />
germination of plants are excellent for<br />
project work.<br />
4. The use of STA grade 5 experiment notes, or<br />
similar, is imperative. Do all the experiments<br />
with students (get students involved too in<br />
setting up apparatus and performing<br />
experiments).<br />
16<br />
One half hour period per week is ample<br />
time.<br />
Grade 6:<br />
1. Try and encourage full use of all PACEs -<br />
even those that are not required by the<br />
Revised National Curriculum Statement. The<br />
student’s reading level must not be<br />
interfered with if possible.<br />
2. Project work is again encouraged, e.g.<br />
crystal growing, food chains, feeding<br />
habits.<br />
3. Follow all the grade 6 experiments in STA<br />
experiment notes, or similar, - one half hour<br />
period per week is sufficient.<br />
SENIOR PHASE SCIENCE (Grades 7 – 9)<br />
Grade 7:<br />
1. The order of PACEs has been slightly<br />
changed in some instances so as to cover<br />
the National Curriculum Statement in its<br />
sequence.<br />
2. Use the STA experiment notes, or similar, to<br />
cover the forty experiments (one 30 minute<br />
period per week in a group setting).<br />
3. Project work is again encouraged,<br />
specifically for ants, termites and plants.<br />
Grade 8:<br />
Special Equipment: Grade 8 Science Kit for<br />
practical investigations, available from STA (See<br />
p. 16), or similar.<br />
1. SA Science PACEs 1085 – 1090 have been<br />
developed to cover the requirements of<br />
the National Curriculum Statements for<br />
Natural Sciences at the Grade 8 level. The<br />
American Science PACEs 85 – 96, (which<br />
cover Earth Science), are utilised for the<br />
Human and Social Sciences Learning Area.<br />
2. The apparatus for all grade 8 experiments<br />
can be ordered from STA, or similar.<br />
3. One half hour period per week should be<br />
spent on group practicals.<br />
Grade 9:<br />
1. Biology 1097-1108. Please make use of the<br />
prescribed videos for this course. This<br />
course may be commenced in Grade 8<br />
after SA Science 1085 to 1090 has been<br />
completed.<br />
2. SA Science PACEs 97 – 102 have been<br />
developed to cover the requirements of<br />
the National Curriculum Statements for<br />
Natural Sciences at the Grade 9 level.<br />
3. The apparatus for all experiments can be<br />
ordered from STA, or similar.<br />
Grade 10:<br />
1. Physical Science PACEs 1109 - 1120 must be<br />
worked together with correlating Science<br />
videos 1109 – 1120. These also deal with the<br />
practical aspects. The videos are available<br />
from ACE Warehouse.
2. The SEP Physical Science grade 10<br />
Worksheets can also be used for practicals.<br />
Apparatus available from STA (See p. 22),<br />
or similar .<br />
3. Life Sciences (SA) 10 (Biology). Activity Pac<br />
containing text and student workbook.<br />
Grade 11:<br />
1. Chemistry videos 1121 - 1132 are available<br />
for purchase with Chemistry PACEs 1121 -<br />
1132.<br />
2. All PACE practicals must be done with the<br />
students in the Science lab.<br />
3. Life Science 11 (Biology) is available for<br />
Grade 11. A complete Activity Pac<br />
containing text and student workbook.<br />
4. Video teachings for greater understanding<br />
of the PACEs can be purchased from:<br />
Video Systems – Phone: (031) 903-7895<br />
The Learning Channel – Phone (011) 214-7100<br />
Please also make use of videos available<br />
from your local educational library / video<br />
bank:<br />
Pretoria - (012) 322-7685<br />
Cape Town - (021) 948-7504<br />
Grade 12:<br />
1. All Physics PACEs 1133 - 1144 are worked in<br />
conjunction with the Physics videos 1133 -<br />
1144.<br />
2. All PACE practical work must be done with<br />
students in a Physical Science lab.<br />
3. Life Sciences 12 (Biology): A complete<br />
Activity Pac containing text and student<br />
workbook.<br />
PRACTICALS<br />
In Grade 10, students begin to work individually<br />
on practical assignments as indicated in the<br />
Activity Packs. These are accompanied by<br />
videos.<br />
Scientific Teaching Aids (STA) for apparatus and<br />
SEP worksheets:<br />
Durban:<br />
PO Box 10003<br />
Ashwood<br />
3605<br />
Tel: (031) 701-0741 / Fax: (031) 702-9898<br />
Science/Biology Equipment:<br />
Edutrade: (011) 794-3411<br />
Toys R Us: (011) 606-3700<br />
SCIENCE AND BIOLOGY - HIGH SCHOOL<br />
SUMMARY<br />
1. Follow SA PACE Sequence, plus complete<br />
all practical experiments for Grade 8 to 12.<br />
2. A qualified high school Science/Biology<br />
teacher is essential. Part time teachers can<br />
17<br />
be used, depending on the number of<br />
students.<br />
3. Laboratory and STA Equipment (or similar<br />
scientific equipment) for each grade level<br />
is required.<br />
4. Videos/DVD’s for Biology in Grade 11 and<br />
12 can be purchased from:<br />
Video Systems - Phone (031) 903-7895<br />
The Learning Channel:<br />
Phone (011) 214-7100<br />
6. Have one TV/VCR combination available<br />
for every 5 to 10 high school students for<br />
use with Math, Science and Biology videos.<br />
SIMILAR SCIENCE EQUIPMENT AVAILABLE FROM:<br />
* Japie Stander <strong>Education</strong> -Tel: (011) 888-1375<br />
(Grades 8 & 9 only)<br />
MINI SCIENCE KITS AVAILABLE FROM:<br />
* Potchefstroom University - Tel: (018) 2992354<br />
- Prof. Du Toit<br />
(Grades 4 – 12) kits & teacher training<br />
e-mail: checjdt@puknet.pk.ac.za<br />
* Somerset <strong>Education</strong>al – Tel: (042) 2432030 or<br />
0800 – 42 – 44 – 70 (Grades 4 - 12)<br />
SA SCIENCE<br />
1085<br />
Elements and Compounds.<br />
Decomposition of substances by heating,<br />
electrical energy.<br />
Formation of new substances from simpler<br />
substances.<br />
Classification of elements as metals and nonmetals.<br />
General characteristics of metal elements.<br />
General characteristics of non-metal elements.<br />
1086<br />
The History of the Periodic Table.<br />
Periods.<br />
The first 20 elements of the Periodic Table.<br />
Atomic Number.<br />
Some characteristics of the first 20 elements.<br />
Formation of compounds.<br />
1087<br />
What Is An Atom?<br />
Energy Levels of The Elements.<br />
Reactions of Elements.<br />
Formation of Hydrogen Gas.<br />
Formation of Oxygen Gas.<br />
Reaction of Oxygen Gas with Group I And II<br />
Elements.<br />
Hydrogen Gas and Its Properties.<br />
1088<br />
Classification of the Elements.<br />
Structure of Matter.<br />
Particle Model of Matter.<br />
Density of a Liquid.
1089<br />
Difference between a Compound and a<br />
Mixture.<br />
Separation of Mixtures.<br />
1090<br />
Force.<br />
Work.<br />
Power.<br />
Energy.<br />
1097<br />
Pressure.<br />
Revision from Grade 8.<br />
Calculating Pressure.<br />
Liquids.<br />
The Gas Phase.<br />
Air Pressure.<br />
Atmospheric Pressure.<br />
1098<br />
Electricity.<br />
The Atom – a revision.<br />
The Neutral Atom.<br />
Charging Atoms.<br />
Electrostatics.<br />
Two Types of Electrical Charges.<br />
Detecting and Labelling a Charge.<br />
What is Electricity?<br />
1099<br />
Measuring Current with an Ammeter.<br />
Effect of the Number of Cells on the Current in<br />
a Circuit.<br />
Measuring Potential Difference in the Circuit.<br />
Resistance.<br />
Safety Precautions.<br />
Fuses.<br />
Trip Switch.<br />
1100<br />
Introduction to Light.<br />
Interesting Facts about Light.<br />
Formation of an Image.<br />
Reflection of Light.<br />
Regular or Diffused Reflection.<br />
Refraction of Light.<br />
Spectrum of White Light.<br />
1101<br />
Revision of Grade 8 Chemistry.<br />
Atoms, Molecules and Compounds.<br />
Balancing of Chemical Equations.<br />
Combustion.<br />
Reactions of Oxygen Gas with that of Other<br />
Elements.<br />
Carbon Dioxide.<br />
Chemical Production of Carbon Dioxide.<br />
Testing for Carbon Dioxide.<br />
18<br />
Uses of Carbon Dioxide.<br />
1102<br />
Acids and Bases.<br />
Indicators.<br />
Reaction of Dilute Acids with Metals.<br />
The Reaction of Acids with Metal Oxides.<br />
Neutralisation of an Acid.<br />
Neutralisation Reaction between HCl and<br />
NaOH.<br />
Reaction of Dilute Acids with Carbonates.<br />
SA BIOLOGY / LIFE SCIENCES – GRADE 10-12<br />
SA LIFE SCIENCES (BIOLOGY) – Grade 10<br />
A complete Activity Pac containing text and<br />
student workbook, practical work, exercises,<br />
assessment tasks and tests cover the following:<br />
PACE 1: Tissues, Cells and Molecular Studies<br />
PACE 2: Food Production and Energy Release<br />
PACE 3: Human Nutrition and Gaseous Exchange<br />
PACE 4: Environmental Studies<br />
PACE 5: Diversity, Change and Continuity<br />
SA LIFE SCIENCES (BIOLOGY) – Grade 11<br />
A complete Activity Pac containing text and<br />
student workbook, practical exercises,<br />
assessment tasks and tests cover the following:<br />
PACE 1: Tissues, Cells and Molecular Studies<br />
PACE 2: Plant and Animal Diversity<br />
PACE 3: Life Processes in Plants and Animals –<br />
Support and Transport<br />
PACE 4: Life Processes in Humans – Transport<br />
and Excretion<br />
PACE 5: Environmental studies – Population<br />
Studies<br />
PACE 6: Environmental studies – Human<br />
Influences – Impact on the<br />
Environment<br />
SA LIFE SCIENCES (BIOLOGY) – Grade 12<br />
A complete Activity Pac containing text and<br />
student workbook, practical work, exercises,<br />
assessment tasks and tests cover the following:<br />
PACE 1: Tissues, Cells and Molecular Studies<br />
PACE 2: Tissues, Cells and Molecular Studies –<br />
Genetics<br />
PACE 3: Life Systems of Plants and Humans –<br />
Reproduction<br />
PACE 4: Life Systems of Plants and Humans –<br />
Responding to the Environment:<br />
Humans<br />
PACE 5: Diversity, Change and Continuity –<br />
Creation vs. Evolution
ECONOMIC AND MANAGEMENT<br />
SCIENCES<br />
EMS is a new learning area in grades 7 to 9,<br />
which includes basic Accounting skills. PACEs<br />
are available for grades 7, 8 and 9.<br />
ACCOUNTING can be taken as a major subject<br />
starting from Grade 10, following on Economic<br />
and Management Sciences Grade 9. This a<br />
non-PACE course; workbooks and answer keys<br />
are available directly from the publishers.<br />
Recommended providers:<br />
• Japie Stander Accounting (10-112)<br />
Tel: (011) 794-4033<br />
Email: japie@iafrica.com<br />
• New Era Accounting (10-12)<br />
Tel: (031) 208-6946<br />
Email: newgen@netactive.co.za<br />
• A Logical Approach Series (10-12) can be<br />
purchased from most school book suppliers.<br />
Workbooks are divided into about 12 chapters<br />
with revision sections at the end of each<br />
chapter. Students should score each exercise<br />
as they work through the workbook, and scores<br />
must be recorded on the SPC.<br />
SA ECONOMIC AND MANAGEMENT SCIENCES<br />
GRADES 7, 8 AND 9<br />
1073<br />
The economic cycle.<br />
Wants and needs.<br />
Demand and supply.<br />
The Sectors of the economy.<br />
Production and economic activity.<br />
Power relationships.<br />
1074<br />
To learn about sustainable growth and<br />
development.<br />
Economic growth and development.<br />
Savings and investment.<br />
The Reconstruction and Development Program<br />
(RDP).<br />
Biblical guidelines on finances.<br />
1075<br />
To learn about management, consumer and<br />
financial skills.<br />
General management in business.<br />
Administration.<br />
Human resources.<br />
1076<br />
To learn about entrepreneurial knowledge and<br />
skills.<br />
Entrepreneurship.<br />
Market research and advertising.<br />
19<br />
Starting a business.<br />
1085<br />
The economic cycle<br />
Money and trade<br />
Economic systems<br />
Trade unions<br />
Inflation<br />
1086<br />
Sustainable growth, reconstruction and<br />
development<br />
The <strong>South</strong> <strong>Africa</strong>n economy<br />
Reconstruction and development<br />
Technology<br />
Banks and savings<br />
1087<br />
Managerial, consumer and financial skills<br />
Financial concepts<br />
Accounting skills<br />
Leadership and management<br />
1088<br />
Entrepreneurial knowledge and skills<br />
Basic opportunities in <strong>South</strong> <strong>Africa</strong><br />
Forms of ownership<br />
Financial concepts<br />
1097<br />
The economic cycle<br />
Demand, supply and pricing<br />
The influence of trade unions<br />
1098<br />
Sustainable growth, reconstruction and<br />
development<br />
Savings and investment<br />
Productivity and economic prosperity<br />
Conditions of employment<br />
1099<br />
Entrepreneurial knowledge and skills<br />
Developing a business idea<br />
The business plan<br />
Small, medium and micro enterprises<br />
Forms of ownership<br />
1100<br />
Managerial, consumer and financial skills<br />
Accounting as a management tool<br />
The use of computer technology in<br />
accounting<br />
Transactions<br />
Recording transactions<br />
1101<br />
Managerial, consumer and financial skills<br />
Accounting terminology<br />
General ledger<br />
Financial Statements<br />
Chamber of Business, Nafcoc and Die<br />
Afrikaanse Handelsinstituut.
SA BUSINESS STUDIES<br />
GRADES 10, 11 AND 12<br />
The recommended text book for NSC is "Enjoy<br />
Business Studies - gr12" (Heinemann)<br />
1109<br />
The Micro-Environment.<br />
The Market Environment.<br />
The Macro-Environment.<br />
Interrelationship of the Different Environments.<br />
Business Sectors.<br />
1110<br />
The Eight Business Functions.<br />
Relationship Between Business Functions.<br />
1111<br />
Socio-Economic Issues.<br />
Social Responsibility.<br />
Entrepreneurial Qualities.<br />
1112<br />
Sole Proprietorship.<br />
Partnership.<br />
Close Corporation.<br />
Profit Companies.<br />
- Private Company.<br />
- Public Company.<br />
- State-Owned Company.<br />
Cooperative.<br />
Non-Profit Company.<br />
Choosing the Correct Form of Ownership.<br />
1113<br />
Creative Thinking.<br />
Problem-Solving Techniques.<br />
Business Opportunities.<br />
Business Location.<br />
1114<br />
Contracts.<br />
Business Information.<br />
Business Plans.<br />
Conflict Management.<br />
1115<br />
Self-Management.<br />
Business Relationships.<br />
Team Performance.<br />
1133<br />
Macro-Economic Challenges.<br />
Different Environments.<br />
Macro-Environment Business Strategies.<br />
Business Sectors.<br />
Labor Legislation.<br />
Social Responsibility.<br />
1134<br />
Introduction.<br />
Success Factors.<br />
The Business Plan.<br />
Financial Records.<br />
Business Investment.<br />
20<br />
1135<br />
Forms of Ownership.<br />
Sole Trader (Sole Proprietorship).<br />
Partnership.<br />
Close Corporation.<br />
Private Company.<br />
Public Company.<br />
Cooperative Society or Company.<br />
Insurance.<br />
1136<br />
Problem Solving.<br />
Creative Thinking.<br />
Ethical Business Practice.<br />
Business Information.<br />
1137<br />
The Difference between Leadership and<br />
Management.<br />
Leadership Styles.<br />
Theories of Management and Leadership.<br />
The Role of Personal Attitude in Leadership.<br />
Power and Authority.<br />
Motivation.<br />
Management Controls.<br />
The Levels of Management.<br />
The <strong>Christian</strong> Leader.<br />
1138<br />
Employment Legislation.<br />
Human Resources Management.<br />
1139<br />
Choosing a Career.<br />
Team Dynamics.<br />
Conflict Management.<br />
Quality of Performance.
TOURISM<br />
TOURISM 1<br />
Tourism Through the Ages.<br />
What is Tourism?<br />
What is a Tourist?<br />
The Importance of Tourism.<br />
Tourism Services are Interrelated.<br />
Sectors in the Tourism Industry.<br />
TOURISM 2<br />
Sectors in the Tourism Industry.<br />
Benefits of Tourism.<br />
Careers in Tourism.<br />
TOURISM 3<br />
Responsible and Sustainable Tourism.<br />
The Elements of Ecotourism.<br />
Culture and Tourism.<br />
World Heritage Sites.<br />
TOURISM 4<br />
Geography and Tourism.<br />
Map Reading and Tour Planning.<br />
Travel.<br />
Trends and the Economy.<br />
<strong>South</strong> <strong>Africa</strong> and the SADC.<br />
TOURISM 5<br />
Tourism in <strong>South</strong> <strong>Africa</strong>.<br />
Physical Features of <strong>South</strong> <strong>Africa</strong>.<br />
Climate.<br />
Social and Demographic Features.<br />
Economic Features.<br />
Gauteng.<br />
Free State.<br />
KwaZulu-Natal.<br />
Mpumalanga.<br />
TOURISM 6<br />
Northern Cape.<br />
Limpopo.<br />
Eastern Cape.<br />
North-West.<br />
Western Cape.<br />
TOURISM 7<br />
Communication.<br />
Providing Quality Service.<br />
TOURISM 8<br />
Teamwork in Tourism.<br />
Written Communication.<br />
Technology in Tourism.<br />
21<br />
Khanyisa (“Shine a light”) <strong>Education</strong>al Services<br />
(Recommended resource available from the<br />
ACE Warehouse)<br />
Using the curriculum:<br />
VISUAL ARTS<br />
Grade 8 and 9: Art forms a compulsory part of<br />
the NCS in the Senior Phase. Grade 8 and 9<br />
modules introduce the student to all the basic<br />
art elements, design elements, and introduce<br />
and explain the art terminology used.<br />
The Grade 8 and 9 curriculum is predominantly<br />
PRACTICAL.<br />
The course consists of 36 exercises of 1 to 2<br />
hours each per grade. i.e. a total of 36 – 72<br />
hours per grade depending on how the<br />
learner.<br />
The Grade 10–12 modules are used if the<br />
student wishes to take Art as a Matric subject. A<br />
minimum of 5 hours per WEEK is required by the<br />
Department of <strong>Education</strong>. We recommend 5<br />
hours during the school day and 5 hours as<br />
home work.<br />
The Grade 10-12 curriculum is BOTH PRACTICAL<br />
AND THEORETICAL (Art History is studied)<br />
Note: the theme for the Grade 12 art will<br />
change annually but the procedure will stay<br />
the same i.e. a certain number of art works<br />
must be produced, an Art Exhibition must be<br />
held and a final art exam completed.<br />
What if a Grade 10 student decides to take Art<br />
as a major?<br />
PRACTICAL<br />
The Grade 8 and 9 curriculum is a pre-requisite<br />
for the Grade 10-12 modules.<br />
1. Set aside 5 hours (min) per week. The<br />
Grade 8 course should be completed in 10<br />
weeks and grade 9 course in 10 weeks. A<br />
student who is able to set aside 10 hours<br />
per week i.e. 5 hours of class time and 5<br />
hours per week homework could<br />
complete the Grade 8 and 9 curriculum in<br />
one term,<br />
2. Once the Grade 8 and 9 curriculum has<br />
successfully been completed, the student<br />
can continue with the Grade 10 practical<br />
course.<br />
THEORY<br />
The Grade 10 student can immediately start<br />
working on the Art History modules. There is no<br />
pre-requisite for these modules.
COMPUTYPING<br />
Computyping is an elective subject or can be<br />
used to meet outcomes in Technology in<br />
Grades 8-9. As from 2010 the subject cannot be<br />
taken as a FET major.<br />
GENERAL<br />
After setting the computer according to the<br />
guidelines, use the current PACEs as is for<br />
exercises, Checkups, Self Tests and PACE Tests.<br />
The current PACEs are totally usable. In typing,<br />
students master the skills of:<br />
• reproducing a document according to<br />
specifications<br />
• speed<br />
• accuracy<br />
All these skills are taught and drilled very well in<br />
the existing PACEs.<br />
Disable all automatic settings such as spell<br />
check, auto-correct, etc. on the computer. Do<br />
not allow the student to go back and correct<br />
text while doing an exercise. Follow all other<br />
usual procedures for typing as when using a<br />
typewriter (such as a student should look at the<br />
text only and not his / her hands, etc.).<br />
Scope and Sequence<br />
Typing commences at Grade 1 level with<br />
Typemaster I (Grades 1 - 3), continuing onto<br />
Grade 4 level with Typemaster II (Grades 4 - 6).<br />
These computer programmes are a must for all<br />
primary school learning centres especially in<br />
today’s computer age.<br />
Following Typemaster II, all students must begin<br />
with PACE number 601, irrespective of what<br />
grade level they are in. PACE numbers 601,<br />
602, 603 and 604 are the most important to a<br />
beginner as they teach how to use the<br />
keyboard and give drills for touch-typing.<br />
The PACEs are designed to be used by more<br />
than one student - except for PACE 601 - as the<br />
PACEs are not written in, but only used for<br />
exercise purposes. The student should hand the<br />
PACE back to the Supervisor before typing the<br />
PACE Test.<br />
Each student must have a file, preferably a<br />
lever arch file, to keep the typing neat and in<br />
numerical order for each year. Start the file<br />
with PACE 601, filing from the bottom to the<br />
top, with Exercise No. 1 at the bottom and the<br />
last exercise at the top.<br />
The Supervisor must also initial each page of<br />
each exercise in the PACE, in order to ensure<br />
that all the exercises have been properly<br />
completed and checked before the student<br />
proceeds to type the Test.<br />
22<br />
A clean sheet of paper is to then be placed on<br />
top of the last exercise and marked “PACE No.<br />
601”. Then Exercise No. 1 of PACE 602 is to be<br />
filed on top of that, up to the last, thus the<br />
Supervisor can see at a glance how the student<br />
is progressing.<br />
Pass Mark<br />
The pass mark is 50%. To make 80% the goal,<br />
the PACEs would have to be much simpler. The<br />
PACEs are designed for the student to progress<br />
through practice as this is a practical subject. It<br />
is not recommended that a student repeat a<br />
PACE, this would frustrate the student and they<br />
would become bored. Rather the student<br />
should repeat an exercise if:<br />
• the exercise is badly set out,<br />
• spacing concepts not clearly understood,<br />
• the work does not look neat, especially<br />
when typing letters, or<br />
• more than 8 - 10 errors.<br />
Speed Tests are included in all the PACEs. They<br />
should be done twice per week.<br />
Extra speed tests should be given each week to<br />
students who appear to be advancing too fast.<br />
A book of speed tests is available from book<br />
stockists for each standard.<br />
Grade 8:<br />
A student taking the subject of typing has a<br />
great advantage starting at this point and will,<br />
of course, begin with PACE 601 through to the<br />
end of the 8 series (PACE 608).<br />
Should a student finish the number 6 series<br />
before the end of the year, they may proceed<br />
with the number 7 series, but not further than<br />
703 in the Grade 8 year. It is better to add<br />
more typing exercises by using the Junior<br />
Intermediate Speed Tests or giving sections<br />
from the Bible or PACEs to type.<br />
It is essential that the student strive for accuracy<br />
and proper setting out of the work. Quality is<br />
the keyword, not quantity.<br />
The amount of work for the year is easily<br />
attainable and a diligent student will very likely<br />
finish before the end of the year.<br />
The exercises in the PACEs are designed to be<br />
able to be typed in a 20-30 minute period each<br />
day, thus the 15 exercises should take the<br />
average student 3 weeks. The PACE Test was<br />
designed to be typed over the period of a<br />
week - thus each PACE should take<br />
approximately a month to complete, together<br />
with the PACE Test.<br />
Spiritual content is included in the PACEs.
Grade 9:<br />
If a student is in Grade 9 and is starting the<br />
subject of typing for the first time, it is essential<br />
that the student completes PACEs 601, 602, 603<br />
and 604. Thereafter they may proceed with<br />
PACE 701 onwards.<br />
SA TYPING<br />
Grade 6:<br />
601<br />
This workbook is an introduction to typing for<br />
ALL beginners.<br />
Important Parts of a Typewriter.<br />
Posture.<br />
Home-Row (Finger positioning).<br />
Keyboard Exercises (left and right hand).<br />
SPACE Bar.<br />
Individual Finger Drills.<br />
Spacing.<br />
Capitals (Shift key).<br />
Capitals (Shift lock).<br />
Figures - Upper and Lower case.<br />
Commas and Full Stops (correct spacing).<br />
602<br />
Speed and Accuracy (502 strokes: 15 min).<br />
Paragraphs in Double Spacing.<br />
Extra Signs on the Keyboard.<br />
Symbols.<br />
Tabulation.<br />
Keyboard Drill.<br />
Numbered Sentences.<br />
Paragraphs with a Heading in Capitals.<br />
Typing in Afrikaans.<br />
603<br />
Centring.<br />
Paragraphs (block method).<br />
Paragraphs (centred heading).<br />
Speed and Accuracy (10 minutes: 10 wpm).<br />
Syllabification.<br />
Abbreviations.<br />
Typing in Afrikaans.<br />
Roman Numerals.<br />
Tabulation.<br />
Keyboard Drills.<br />
604<br />
Speed and Accuracy (10 minutes - 10 wpm).<br />
Afrikaans.<br />
Tabulation (figures).<br />
Numbered Paragraphs (centred heading).<br />
Numbered Paragraphs (block method).<br />
Paragraphs.<br />
Keyboard Drill.<br />
605<br />
Speed and Accuracy (10 minutes - 10 wpm).<br />
Tabulation.<br />
23<br />
Students who complete all 600 and 700 series<br />
PACEs (601 to 608 and 701 to 708) will gain one<br />
full credit.<br />
Typing of Dates.<br />
Paragraphs (block method).<br />
Paragraphs (centred headings).<br />
Figure Drill.<br />
Afrikaans.<br />
Alphabetically Numbered Paragraphs.<br />
Basic Letter.<br />
606<br />
Speed and Accuracy (10 minutes - 10 wpm).<br />
Tabulation.<br />
Paragraphs (centred headings).<br />
Keyboard Drill.<br />
Numbered Sentences.<br />
Afrikaans.<br />
Headed Paragraphs.<br />
Symbols on the Keyboard.<br />
Basic Letter.<br />
607<br />
Speed and Accuracy (10 minutes - 10 wpm).<br />
Tabulation.<br />
Paragraphs (centred headings).<br />
Numbered Paragraphs (block method).<br />
Paragraphs Block Method.<br />
Figure Drill.<br />
Afrikaans.<br />
Basic Letter.<br />
608<br />
Speed and Accuracy (10 minutes - 10 wpm).<br />
Tabulation.<br />
Keyboard Drill.<br />
Paragraphs (block method).<br />
Paragraphs (centred headings).<br />
Numbered Paragraphs.<br />
Figure Drill.<br />
Afrikaans.<br />
Basic Letter.<br />
Grade 7:<br />
701<br />
Speed and Accuracy (10 minutes - 10 wpm).<br />
Numbered Paragraphs.<br />
Headed Paragraphs.<br />
Business Letters.<br />
Tabulation.<br />
Paragraphs (block method).<br />
Keyboard Drills.<br />
Figures.<br />
Afrikaans.<br />
702<br />
Speed and Accuracy (10 minutes - 15 wpm).
Keyboard Drill.<br />
Figure Drill.<br />
Business Letter.<br />
Numbered Paragraphs (alphabetical).<br />
Numbered Paragraphs (with headings).<br />
Paragraphs (block method).<br />
Afrikaans.<br />
703<br />
Speed and Accuracy (10 minutes - 15 wpm).<br />
Tabulation.<br />
Figure Drill.<br />
Business Letters.<br />
Paragraphs (block method).<br />
Numbered Paragraphs (alphabetic and<br />
numbers).<br />
Keyboard Drill.<br />
Afrikaans.<br />
704<br />
Speed and Accuracy (10 minutes - 20 wpm).<br />
Tabulation.<br />
Figure Drill.<br />
Business Letters.<br />
Paragraphs (block method).<br />
Numbered Paragraphs.<br />
Paragraphs (centred heading).<br />
Afrikaans.<br />
705<br />
Speed and Accuracy (10 minutes - 20 wpm).<br />
Tabulation.<br />
Figure Practice.<br />
Business Letters.<br />
Numbered Paragraphs with Headings.<br />
Paragraphs with Centred Headings.<br />
Letters to a Friend.<br />
Paragraphs (block method).<br />
Afrikaans.<br />
706<br />
Speed and Accuracy (10 minutes - 20 wpm).<br />
Keyboard Drill.<br />
Figure Drill.<br />
Paragraphs (block method).<br />
Business Letters.<br />
Typing of Envelopes.<br />
Numbered Paragraphs.<br />
Paragraphs with Centred Headings.<br />
Afrikaans.<br />
707<br />
Speed and Accuracy (10 minutes - 20 wpm).<br />
Tabulation.<br />
Syllabification.<br />
Business Letter.<br />
Numbered Paragraphs.<br />
Paragraphs (block method).<br />
Afrikaans.<br />
708<br />
Speed and Accuracy (10 minutes - 20 wpm).<br />
Numbered Paragraphs with display.<br />
Numbered Paragraphs (block method).<br />
Business Letters.<br />
Figure Drills.<br />
24<br />
Keyboard Drills.<br />
Typing on a Printed Letterhead.<br />
Paragraphs with Centred Headings.<br />
Afrikaans.<br />
Grade 8:<br />
801<br />
Speed and Accuracy - 20 wpm (1 500 strokes).<br />
Typing on a Printed Letterhead.<br />
Alphabetical Numbering.<br />
Business Letters.<br />
Typing over Two Pages.<br />
Numbered Paragraphs.<br />
Menus.<br />
Private Letter.<br />
Afrikaans Paragraphs.<br />
802<br />
Speed and Accuracy 25 wpm (1 875 strokes).<br />
Business Letters Typed over Two Pages.<br />
Menu (Breakfast, Lunch and Dinner).<br />
Tabulation.<br />
Keyboard Practice.<br />
Manuscript.<br />
Numbered Paragraphs.<br />
Afrikaans Paragraphs.<br />
Speed Test (to calculate wpm).<br />
803<br />
Speed and Accuracy - 25 wpm (1 875 strokes).<br />
Scrambled Business Letter typed over 2 pages.<br />
Scrambled Menu’s (Breakfast, Lunch).<br />
Tabulation (Commercial Abbreviations).<br />
Letter typed on a Printed Letterhead and<br />
Extending.<br />
Keyboard Practice.<br />
Manuscript.<br />
Business Letter (over 2 pages).<br />
A La Carte Menu.<br />
Dated Paragraphs.<br />
Afrikaans Paragraphs.<br />
Speed Test to Calculate wpm.<br />
804<br />
Speed and Accuracy.<br />
Letter on Printed Letterhead.<br />
Envelope.<br />
Business Letters.<br />
Menus.<br />
Bilingual Menu.<br />
Speed Test (to calculate wpm).<br />
Manuscript.<br />
Tabulation.<br />
Keyboard Drill.<br />
Carbon Copying.<br />
Numbered Paragraphs.<br />
Afrikaans Exercise.<br />
805<br />
Speed and Accuracy - 25 wpm (1 875 strokes).<br />
Typing a Letter Extending to 2 pages.<br />
Envelope.<br />
Display Work.<br />
Typing across Two Pages.<br />
Typing on a Printed Letterhead.<br />
Menu.
Keyboard Drill.<br />
Carbon Copying.<br />
Programme.<br />
Numbered Paragraphs.<br />
Afrikaans.<br />
806<br />
Speed and Accuracy - 25 wpm (1 875 strokes).<br />
Typing an A4 Envelope.<br />
Typing on a Printed Letterhead.<br />
Tabulation.<br />
Manuscript.<br />
Business Letter with Carbon Copy.<br />
Scrambled Menu.<br />
Numbered Paragraphs with Headings.<br />
Speed and Accuracy Test to Calculate wpm.<br />
Paragraphs with Centred Headings.<br />
Paragraphs with Alphabetical Numbering.<br />
Keyboard Practice.<br />
Afrikaans Paragraph.<br />
25<br />
807<br />
Speed and Accuracy.<br />
Testimonial.<br />
Committee Meeting Report.<br />
Proxy Form.<br />
Will and Testament.<br />
Notice of Meeting with Letter on Letterhead.<br />
Shareholders Report.<br />
Menus: Breakfast, Lunch, Dinner.<br />
Report on Annual General Meeting.<br />
Afrikaans paragraphs.<br />
Agenda.<br />
Lease (Residential Accommodation).<br />
808<br />
Speed and Accuracy (15 minutes - 25 wpm).<br />
Typing on a Printed Letterhead.<br />
Typing Invitations.<br />
Numbered Paragraphs.<br />
Tabulation.<br />
Afrikaans.
MUSIC<br />
Elective credits for music (practical and theory examinations) can be earned as follows:<br />
INSTITUTION COURSE DESCRIPTION CREDITS<br />
UNISA<br />
Grade 12<br />
Grade 6 Practical & Grade 5 Theory<br />
1<br />
Royal Schools/Trinity<br />
Grade 12<br />
Grade 6 Practical & Grade 6 Theory<br />
1<br />
Grade 11<br />
Grade 5 Practical & Grade 4 Theory<br />
1<br />
Grade 10<br />
Grade 4 Practical & Grade 3 Theory<br />
1<br />
Grade 9<br />
Grade 3 Practical & Grade 2 Theory<br />
1<br />
Only UNISA, Royal Schools and Trinity are accepted according to university entrance requirements.<br />
Note: For 1 credit learners must do 150 hours of work.<br />
Please note that some universities require Grade 7 practical for admission to a B. Mus. degree.<br />
TECHNICAL DRAWING /<br />
ENGINEERING GRAPHICS AND DESIGN<br />
This is a non-PACE course. Students use a<br />
textbook and a workbook for each standard<br />
(grade level). Several options are available to<br />
cover the syllabus. Follow the National Syllabus<br />
guidelines.<br />
❃ ❃ ❃ ❃ ❃ ❃ ❃ ❃ ❃ ❃<br />
26<br />
Use the material by Johan Engelbrecht from<br />
HSE Publishers. To order online go to<br />
www.hsecc.co.za or phone (012) 344-2454 for<br />
an order form.
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