Curriculum and Assessment Policy Statement
Grades 10-12

life sciences

CAPS

LIFE SCIENCES GRADES 10-12

Department of Basic Education

222 Struben Street
Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 357 3000
Fax: +27 12 323 0601

120 Plein Street Private Bag X9023
Cape Town 8000
South Africa
Tel: +27 21 465 1701
Fax: +27 21 461 8110
Website: http://www.education.gov.za

© 2011 Department of Basic Education

Isbn: 978-1-4315-0578-4

Design and Layout by: Ndabase Printing Solution

Printed by: Government Printing Works

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

FOREWORD by thE ministER

Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). the Preamble to the Constitution states that the aims of the
Constitution are to:

• heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;

• improve the quality of life of all citizens and free the potential of each person;

• lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law;
and

• build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of
nations.

Education and the curriculum have an important role to play in realising these aims.

in 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience
of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).

Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National
Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.

From 2012 the two national Curriculum statements, for Grades R-9 and Grades 10-12 respectively, are combined
in a single document and will simply be known as the National Curriculum Statement Grades R-12. the National
Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide
clearer specification of what is to be taught and learnt on a term-by-term basis.

the National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in south
African schools and comprises of the following:

(a) Curriculum and Assessment Policy statements (CAPs) for all approved subjects listed in this document;

(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and

(c) National Protocol for Assessment Grades R-12.

MRS ANGIE MOTSHEKGA, MP
MINISTER OF BASIC EDUCATION

CAPS

CONTENTS

Section 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS... 3

1.1 Background......................................................................................................................................................3

1.2 Overview...........................................................................................................................................................3

1.3 General Aims of the South African Curriculum.............................................................................................4

1.4 Time Allocation.................................................................................................................................................6

1.4.1 Foundation Phase....................................................................................................................................6

1.4.2 Intermediate Phase..................................................................................................................................6

1.4.3 Senior Phase...........................................................................................................................................7

1.4.4 Grades 10-12...........................................................................................................................................7

SECTION 2: INTRODUCTION TO LIFE SCIENCES..........................................................................................8

2.1 What is Life Sciences?....................................................................................................................................8

2.2 Life Sciences as a School Subject.................................................................................................................9

2.3 The Organisation of the Life Sciences Curriculum.......................................................................................9

2.4 The Purpose of Studying Life Sciences.......................................................................................................12

2.5 Specific Aims..................................................................................................................................................13

2.5.1 Specific Aim 1: Knowing Life Sciences..................................................................................................13

2.5.2 Specific Aim 2: Investigating Phenomena in Life Sciences ...................................................................15

2.5.3 Specific Aim 3: Appreciating and Understanding the History, Importance and Applications of Life
Sciences in Society................................................................................................................................17

2.5.4 Developing Language Skills: Reading and Writing................................................................................19

2.6 Time ................................................................................................................................................................19

2.7 Resources ......................................................................................................................................................19

SECTION 3: CONTENT............................................................................................................................ 22

3.1 Life Sciences for Grade 10: Content............................................................................................................22



SECTION 4: ASSESSMENT IN LIFE SCIENCES ............................................................................................66

4.1 Introduction....................................................................................................................................................66

4.2 Informal and Daily Assessment ...................................................................................................................66

4.3 Formal Assessment.......................................................................................................................................67

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4.4 Assessment Requirements for Life Sciences: Grades 10-12....................................................................68

4.4.1 Grade 10: Programme of Formal Assessment.......................................................................................68



4.5 End-of-year Examinations.............................................................................................................................71

4.5.1 Grade 10................................................................................................................................................71

4.5.2 Grade 11................................................................................................................................................72

4.5.3 Grade 12................................................................................................................................................73

4.6 Recording and Reporting .............................................................................................................................74

4.7 Moderation of Assessment...........................................................................................................................74

4.7.1 Grades 10 and 11...................................................................................................................................74

4.7.2 Grade 12................................................................................................................................................75

4.7.2.1 Formal assessment (school-based assessment - SBA)......................................................................75

4.8 General ...........................................................................................................................................................76

2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

sECTION 1

INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for LIFE
SCIENCES gradeS 10-12

1.1 Background

The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.

To improve implementation, the National Curriculum Statement was amended, with the amendments coming into
effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for
each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines
in Grades R-12.

1.2 Overview

(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning
and teaching in South African schools and comprises the following:

(i) Curriculum and Assessment Policy Statements for each approved school subject;

(ii) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12; and

(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).

(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula
statements, namely the

(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002,
and

(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and
No. 27594 of 17 May 2005.

(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy
documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January
2012) during the period 2012-2014:

(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment
Guidelines for Grades R-9 and Grades 10-12;

(ii) The policy document, National Policy on assessment and qualifications for schools in the General
Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No.
29626 of 12 February 2007;

(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;

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(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special
needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy
document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and

(v) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol
for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette
No. 29467 of 11 December 2006.

(d) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as
contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National
Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act,
1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes
and standards, as well as the processes and procedures for the assessment of learner achievement to be
applicable to public and independent schools.

1.3 General aims of the South African Curriculum

(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives.

(b) The National Curriculum Statement Grades R-12 serves the purposes of:

• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;

• providing access to higher education;

• facilitating the transition of learners from education institutions to the workplace; and

• providing employers with a sufficient profile of a learner’s competences.

(c) The National Curriculum Statement Grades R-12 is based on the following principles:

• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of the population;

• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and
uncritical learning of given truths;

• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved 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 and practices of social and
environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality,
race, gender, language, age, disability and other factors;

• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as
important contributors to nurturing the values contained in the Constitution; and

• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to
those of other countries.

(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:

• identify and solve problems and make decisions using critical and creative thinking;

• work effectively as individuals and with others as members of a team;

• organise and manage themselves and their activities responsibly and effectively;

• collect, analyse, organise and critically evaluate information;

• communicate effectively using visual, symbolic and/or language skills in various modes;

• use science and technology effectively and critically showing responsibility towards the environment and
the health of others; and

• demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.

(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to learning,
and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).

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1.4 Time Allocation

1.4.1 Foundation Phase

(a) The instructional time in the Foundation Phase is as follows:

GRADE R GRADES 1-2 GRADE 3
SUBJECT
(HOURS) (HOURS) (HOURS)
Home Language 10 8/7 8/7
First Additional Language 2/3 3/4
Mathematics 7 7 7
Life Skills 6 6 7
Beginning Knowledge (1) (1) (2)
Creative Arts
(2) (2) (2)
Physical Education
(2) (2) (2)
Personal and Social Well-being
(1) (1) (1)
TOTAL 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.

(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a
minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for
Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated
for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.

(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in
brackets for Grade 3.

1.4.2 Intermediate Phase

(a) The instructional time in the Intermediate Phase is as follows:

SUBJECT HOURS
Home Language 6
First Additional Language 5
Mathematics 6
Natural Sciences and Technology 3,5
Social Sciences 3
Life Skills 4
Creative Arts (1,5)
Physical Education
(1)
Personal and Social Well-being
(1,5)
TOTAL 27,5


1.4.3 Senior Phase

(a) The instructional time in the Senior Phase is as follows:

SUBJECT HOURS
Home Language 5
First Additional Language 4
Mathematics 4,5
Natural Sciences 3
Social Sciences 3
Technology 2
Economic Management Sciences 2
Life Orientation 2
Creative Arts 2
TOTAL 27,5

1.4.4 Grades 10-12

(a) The instructional time in Grades 10-12 is as follows:

Subject Time allocation per week (hours)
Home Language 4.5
First Additional Language 4.5
Mathematics 4.5
Life Orientation 2
A
minimum of any three subjects selected from Group B Annexure 12 (3x4h)
B, Tables B1-B8 of the policy document, National policy pertaining
to the programme and promotion requirements of the National
Curriculum Statement Grades R-12, subject to the provisos
stipulated in paragraph 28 of the said policy document.
TOTAL 27,5

The allocated time per week may be utilised only for the minimum required NCS subjects as specified above,
and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish
to offer additional subjects, additional time must be allocated for the offering of these subjects.

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SECTION 2

APPROACHING LIFE SCIENCES

2.1 What is Life Sciences?

‘Life Sciences’ is the scientific study of living things from molecular level to their interactions with one another and
their environments. To be accepted as a science, it is necessary to use certain methods for broadening existing
knowledge, or discovering new things. These methods must lend themselves to replication and a systematic approach
to scientific inquiry. The methods include formulating hypotheses and carrying out investigations and experiments as
objectively as possible to test these hypotheses. Repeated investigations are carried out and adapted. The methods
and results are analysed, evaluated and debated before the community of scientists accepts them as valid.

Knowledge production in science is an ongoing endeavour that usually happens gradually but, occasionally, knowledge
and insights take a leap forward as new knowledge, or a new theory, replaces what was previously accepted. As
with all knowledge, scientific knowledge changes over time as scientists improve their knowledge and understanding
and as people change their views of the world around them. Scientific investigations are mostly about things that
are poorly understood or not understood at all. Scientists are frequently involved in debates and disagreements. As
more people take on such investigations, they tend to reach consensus about the ways in which the world works. The
science theory that is taught in schools has been tested and is generally accepted. A good teacher will inform learners
of debates and arguments among the scientists who were the first to investigate a phenomenon.

Scientists continue to explore the unknown. They tackle questions to which no-one has definite answers, such as:
‘Why is the climate changing?’; ‘What is causing the universe to expand?’; ‘What causes the Earth’s magnetic field
to change?’; and ‘What, exactly, is the human mind?’. No one knows for sure

By studying and learning about Life Sciences, learners will develop:

• their knowledge of key biological concepts, processes, systems and theories;

• an ability to critically evaluate and debate scientific issues and processes;

• greater awareness of the ways in which biotechnology and knowledge of Life Sciences have benefited
humankind;

• an understanding of the ways in which humans have impacted negatively on the environment and organisms
living in it;

• a deep appreciation of the unique diversity of past and present biomes in Southern Africa and the importance
of conservation;

• an awareness of what it means to be a responsible citizen in terms of the environment and life-style choices
that they make;

• an awareness of South African scientists’ contributions;

• scientific skills and ways of thinking scientifically that enable them to see the flaws in pseudo-science in
popular media; and


• a level of academic and scientific literacy that enables them to read, talk about, write and think about biological
processes, concepts and investigations.

2.2 Life Sciences as a School Subject

Life Sciences is the study of life at various levels of organisation and comprises a variety of sub-disciplines, or
specialisations, such as:

• Biochemistry;

• Biotechnology;

• Microbiology;

• Genetics;

• Zoology;

• Botany;

• Entomology;

• Physiology (plant and animal);

• Anatomy (plant and animal);

• Morphology (plant and animal);

• Taxonomy (plant and animal);

• Environmental Studies; and

• Sociobiology (animal behaviour).

At school level, all of these sub-disciplines are introduced, to varying degrees, to provide a broad overview of the
subject, Life Sciences. The three main reasons for taking Life Sciences are:

• to provide useful knowledge and skills that are needed in everyday life

• to expose learners to the scope of biological studies to stimulate interest in and create awareness of possible
specialisations; and

• to provide a sufficient background for further studies in one or more of the biological sub-disciplines.

2.3 The Organisation of the Life Sciences Curriculum

The Life Sciences content framework is organised according to four ‘knowledge strands’. Knowledge strands are
developed progressively over the three years of FET. These knowledge strands are:

• Knowledge Strand 1: Life at the Molecular, Cellular and Tissue Level;

• Knowledge Strand 2:Life Processes in Plants and Animals

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• Knowledge Strand 3: Environmental Studies;

• Knowledge Strand 4: Diversity, Change and Continuity.

These Knowledge Strands and the topics within each knowledge strand should not be studied separately or
independently. The Knowledge Strands do not need to be taught in the same sequence each year, nor do all four
Knowledge Strands have to be covered in each year. This categorisation is simply a tool for organising the subject
content and they are also not weighted equally. When teaching Life Sciences, it is very important to help learners
to recognise the links between related topics so that they acquire a thorough understanding of the nature and inter-
connectedness of life. These links must also be made across grades.

Life Sciences: Concept and Content Progression

Life at molecular, Life processes in plants Diversity, change and
Strands Environmental studies
cellular, and tissue level and animals continuity
• Chemistry of life • Support and transport • Biodiversity and • Biosphere to
systems in plants classification ecosystems
- Inorganic
compounds • Support systems in • History of life on Earth
animals
- Organic
Grade compounds • Transport system in
10 mammals
• Cell - unit of life

• Cell division (mitosis)

• Plant and animal
tissues
• Energy • Biodiversity - • Population ecology
transformations classification of
• Human impact on
to support life: microorganisms
environment: current
photosynthesis
• Biodiversity - plants crises
• Animal nutrition
Grade • Reproduction - plants
11 • Energy
• Biodiversity - animals
transformations:
respiration

• Gas exchange

• Excretion
• DNA code of Life • Reproduction in • Darwinism and • Human impact on
vertebrates Natural Selection environment: current
• RNA and protein
crises Grade 11
synthesis • Human reproduction • Human evolution
Grade • Meiosis • Nervous system
12
• Senses

• Endocrine system

• Homeostasis

The content framework focuses on ideas, skills and concepts as well as connections between them, rather than on
listing the facts and procedures that need to be learned. It also does not prescribe particular instructional strategies
or methodologies. Instead, educators have the freedom to expand concepts and to design and organise learning
experiences according to their local circumstances, including the availability of resources.


In Grade 10, all four Knowledge Strands are addressed and serve to introduce learners to the four strands.

The recommended Grade 10 teaching sequence for the four Knowledge Strands is:

1. Life at Molecular, Cellular and Tissue level (Molecules to organs)

2. Life Processes in Plants and Animals (Processes that sustain life)

3. Environmental Studies (Biosphere to Ecosystems)

4. Diversity, Change and Continuity (History of Life on Earth)

The rationale for this order In Grade 10 is that some areas of South Africa are best suited for an environmental study
during early spring and also because seasonal comparisons in a chosen ecosystem are required where possible.
Some teachers may elect to deal with the Environmental Study at the beginning of the year. However it is important to
retain the sequence of Knowledge Strand 1 before Knowledge Strand 2 and Knowledge Strand 3 before Knowledge
Strand 4. Decisions regarding the sequence (starting the year with Knowledge Strands 1 and 2 or starting the year
with Knowledge Strands 3 and 4) must be made by teachers.

The first section in Grade 10, called “Subject Orientation”, is designed to prepare learners for the FET phase, and is
intended to:

• connect what learners learned in the GET (Natural Sciences) with what they will be learning in the FET (Life
Sciences). The Life Sciences subject builds on knowledge and skills acquired from the Life Sciences knowledge
areas in GET.

• describe how knowledge is built/constructed in science, and introduces the scientific approach that both
teachers and learners are required to use when teaching and learning Life Sciences.

• introduce learners to some basic principles related to science.

• familiarise learners with the range of skills that they will need to develop.

The orientation should be done in the first lessons as an introduction but is not part of the assessable curriculum
although the principles and skills will be assessed in the context of specific content during the year. Learners will
have been exposed to similar orientations at the start of the Senior Phase (Grade 7) and at the start of High School
(Grade 8). The orientation on Grade 10 should then simply remind learners of what is expected of them and expand
on some of the aspects.

In Grade 11, three of the four Knowledge Strands are addressed and serve to ensure progression. The content
described in Life at Molecular, Cellular and Tissue level in Grade 10 is used to understand Life Processes in Plant
and Animals in Grade 11 but it is not taught as a separate strand in Grade 11.

The recommended Grade 11 teaching sequence for the three Knowledge Strands is:

1. Diversity, Change and Continuity (Microorganisms, Plants and Animals)


3. Environmental Studies (Population Ecology and Human Impact)

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In Grade 12, three of the four Knowledge Strands are addressed and serve to ensure progression. The content
described in Environmental Studies: Human Impacts (Current Crises) is dealt with in Grade 11 in order to lessen the
pressure in Grade 12 but this Knowledge Strand will be examined in the National Senior Certificate examination at
the end of Grade 12.

The recommended Grade 12 teaching sequence for the four Knowledge Strands is:

1. Life at Molecular, Cellular and Tissue level (DNA and protein synthesis)


3. Diversity, Change and Continuity (Darwinsim and Human Evolution)

4. Environmental Studies (Human Impact, taught and assessed in Grade 11)

The identified range of cognitive and practical skills must be taught, and assessed, in an integrated way in the context
provided by the topics in the four Knowledge Strands in each year in the FET band.

2.4 The Purpose of Studying Life Sciences

• The development of Scientific Knowledge and Understanding

Scientific knowledge and understanding can be used to answer questions about the nature of the living world
around us. It can prepare learners for economic activity and self-expression and it lays the basis of further
studies in science and prepares learners for active participation in a democratic society that values human
rights and promotes acting responsibly towards the environment.

• The Development of Science Process Skills (Scientific Investigations)

The teaching and learning of science involves the development of a range of process skills that may be used
in everyday life, in the community and in the workplace. Learners can gain these skills in an environment that
supports creativity, responsibility and growing confidence. Learners develop the ability to think objectively
and use different types of reasoning while they use process skills to investigate, reflect, synthesise and
communicate.

• The Development of an Understanding of Science’s Roles in society

Both science and technology have made a major impact, both positive and negative, on our world. A careful
selection of scientific content and the use of a variety of methods to teach and learn science should promote
the understanding of science as a human activity as well as the history of science and the relationship between
Life Sciences and other subjects. It also helps learners to understand the contribution of science to social
justice and societal development as well as the need for using scientific knowledge responsibly in the interest
of ourselves, society and the environment. Moreover, understanding science also helps us to understand the
consequences of decisions that involve ethical issues.


2.5 Specific Aims

There are three broad subject-specific aims in Life Sciences which relate to the purposes of learning science. These
are:

1. Specific Aim 1, which relates to knowing the subject content (‘theory’);

2. Specific Aim 2, which relates to doing science or practical work and investigations; and

3. Specific Aim 3, which relates to understanding the applications of Life Sciences in everyday life, as well as
understanding the history of scientific discoveries and the relationship between indigenous knowledge and
science.

WHAT DO THE THREE AIMS MEAN AND HOW DO THEY RELATE TO ASSESSMENT?

2.5.1 Specific Aim 1: Knowing Life Sciences

(Life Sciences concepts, processes, phenomena, mechanisms, principles, theories, laws, models, etcetera).

Specific Aim 1 involves knowing, understanding, and making meaning of sciences, thereby enabling learners to make
many connections between the ideas and concepts. Making such connections makes it possible for learners to apply
their knowledge in new and unfamiliar contexts. The process of acquiring a deep understanding of science is about
more than just knowing a lot of facts. The scope of knowledge that learners should acquire includes knowledge of the
process skills related to carrying out investigations.

The following cognitive (thinking) skills comprise the range of skills that all learners should develop by working
through the curriculum in a school year. These skills indicate what should be assessed at the appropriate grade
level in a variety of different kinds of assessments. Note that not every skill is assessed in every assessment, but
that teachers must ensure that, by the end of the year, the assessments provide evidence that the range of different
skills have been assessed for each learner.

2.5.1.1 Acquire Knowledge

In the process of acquiring knowledge learners must:

• access information from a variety of sources (teachers, reference books, textbooks, internet, experts, peers,
parents, etc.);

• select key ideas;

• recall facts; and

• describe concepts, processes, phenomena, mechanisms, principles, theories, laws and models in Life
Sciences.

Assessment

In order to assess these competences (or cognitive skills), teachers should use the following verbs in the tasks or
assessments that they set: state, name, label, list, define, describe and any other verbs that indicate that learners’
knowledge of the subject is being assessed.

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2.5.1.2 Understand and Make Connections Between Ideas and Concepts to Make Meaning of Life Sciences

In the process of making meaning and achieving understanding learners must:

• build a conceptual framework of science ideas;

• organise or reorganise knowledge to derive new meaning;

• write summaries;

• develop flow charts, diagrams and mind maps; and

• recognise patterns and trends.

Assessment

In order to assess these competencies (cognitive skills), teachers should use the following verbs in the tasks or
assessments they set: explain, compare, rearrange, give an example of, illustrate, calculate, interpret, suggest a
reason, make a generalisation, interpret information or data, predict, select, differentiate or any other suitable verbs
that indicate that learners’ understanding of the subject is being assessed.

2.5.1.3 Apply Knowledge on Life Sciences in New and Unfamiliar Contexts

Learners must be able to:

• use information in a new way; and

• apply knowledge to new and unfamiliar contexts.

Assessment

assessments that they set: demonstrate, interpret, predict, compare, differentiate, illustrate, solve and select as well
as any other appropriate verbs that assess a learner’s ability to apply knowledge. The key is that learners must be
able to apply knowledge in a context or situation for which they have not yet acquired specific knowledge, or use the
knowledge in a new way.

2.5.1.4 Analyse, Evaluate and Synthesise Scientific Knowledge, Concepts and Ideas

In the process of learning science, learners must be able to:

• analyse information/data;

• recognise relationships between existing knowledge and new ideas;

• critically evaluate scientific information;

• identify assumptions; and

• categorise information.


Assessment

assessments that they set: appraise, argue, judge, select, evaluate, defend (a point of view), compare, contrast,
criticise (an argument or assumption) differentiate, distinguish, discuss or any other suitable verbs that indicate that
analysis, evaluation and synthesis are being assessed.

2.5.2 Specific Aim 2: Investigating Phenomena in Life Sciences

Learners must be able to plan and carry out investigations as well as solve problems that require some practical
ability. This ability is underpinned by an attitude of curiosity and an interest in wanting to find out how the natural world
and living things in it work.

The following range of skills relates to doing practical work in Life Sciences. All seven skills will not apply to every
activity equally. The skills are aligned to what learners would be doing in the normal course of carrying out an
investigation. Teachers must select those skills that apply to and can be assessed in the context of specific activities.
By the end of the Grade 10 year, all seven skills must have been assessed at a grade-appropriate level.

Note: While doing practical investigations involves a specific range of skills, learners’ knowledge on and understanding
of science can, and should, be assessed within the context of the cognitive domains of Specific Aim 1.


2.5.2.1 Follow Instructions

This is essential, especially in the lower grades and in large classes. Teachers cannot expect all learners to use
unfamiliar equipment and to do so independently without giving them a clear set of instructions to follow. The amount
of assistance required would indicate the level of performance in this regard. Adherence to safety rules should be
part of this.

2.5.2.2 Handle Equipment or Apparatus

This should include having knowledge of the apparatus, that is, being able to name it and knowing what it is used
for. The learner should be able to use different kinds of equipment. ‘Handling equipment’ is a generic skill and
applies to any equipment used for many different kinds of investigations. Handling improvised equipment requires the
same skills as would be required for handling standard laboratory equipment. The emphasis is on using equipment
appropriately and safely (and not on only memorising the names of apparatus).

2.5.2.3 Make Observations

A variety of observations are possible and observations can be recorded in different ways, such as:

• drawings;

• descriptions;

• grouping of materials or examples based on observable similarities and/or differences;

• measurements;

• comparing materials before and after treatment;

CAPS 15

• observing results of an experimental investigation which will involve recording information in an appropriate
way; and

• counting.

2.5.2.4 Record Information or Data

This should include recording observations or information as drawings, descriptions, in simple table format, as simple
graphs, etc. The skill of ‘recording’ is transferable across a range of different scientific activities.

2.5.2.5 Measure

Learners should know what to measure, how to measure it and have a sense of the degree of accuracy that is
required. A variety of things could be measured including (but not limited to) length, volume, temperature, weight or
mass and numbers (counting). Measuring is a way of quantifying observations and in this process learners should
learn to make estimations.

2.5.2.6 Interpret

Learners should be able to convert information from one form, in which it was recorded, into another, for instance
converting a table into an appropriate graph.

Learners should be able to perform appropriate simple calculations, to analyse and extract information from tables
and graphs, apply knowledge of theory to practical situations, recognise patterns and/or trends, appreciate the
limitations of experimental procedures as well as make deductions based on evidence.

2.5.2.7 Design/Plan Investigations or Experiments

Not all investigations are based on the ‘classic’ dependent-independent variables and controls. For example, an
investigation could involve observing soil profiles or counting populations.

Designing an investigation is a different process to planning an investigation. In the design process options need to
be considered in terms of the hypothesis and variables may have to be identified.

Skills include:

• identifying a problem;

• hypothesising;

• selecting apparatus or equipment and/or materials;

• identifying variables;

• suggesting ways of controlling variables;

• planning an experiment;

• suggesting ways of recording results; and

• understanding the need for replication or verification.

In Grades 10, 11 and 12, learners must be able to plan and/or design a simple investigation or experiment.


Note: Skills 2.5.2.1-2.5.2.6 (following instructions, handling equipment, making observations, recording information,
measuring and interpreting information) are all required, in one form or another, to carry out an experiment or
investigation. By separating seven different kinds of skills (2.5.2.1-2.5.2.7), these skills can apply to the variety of
practical work that is appropriate for a particular grade in Life Sciences, including simple investigations or experiments.
This approach makes it easier to assess learners in a range of different circumstances and it enables a teacher to
judge a learner’s ability to do science. The skills are based on what learners will be doing actions during the normal
course of doing practical work. However, there are some circumstances in which only some of these skills would
apply and not every skill can be assessed in every practical task.

2.5.3 Specific Aim 3: Appreciating and Understanding the History, Importance and Applications of Life
Sciences in Society

The third aim of Life Sciences is to enable learners to understand that school science can be relevant to their lives
outside of the school and that it enriches their lives.

Learners must be exposed to the history of science and indigenous knowledge systems from other times and other
cultures. Scientific knowledge and understanding have been developed over time by people who were curious and
who persevered with their quest for knowledge. Our present understanding of science will change and improve as
modern scientists make new discoveries.

The skills that can be developed in the process of achieving Specific Aim 3 are cognitive rather than practical. These
are the same cognitive skills as the ones identified for Specific Aim1.

Since the knowledge that will be acquired in respect of Specific Aim 3 always relates to specific subject content, the
content provides the context for learning about various aspects of science in society. Science should therefore be
taught in an integrated way in order to both enhance the subject and to clarify the relationship between the subject
and society i.e. indigenous knowledge systems that relate to a specific topic, related history of scientific discoveries
and the applications of science in everyday life.

2.5.3.1 Understanding the History and Relevance of Some Scientific Discoveries

The subject content provides the context for learning about the history of scientific discoveries and their relevance for
society. These aspects, the history and relevance, should be linked to and taught in conjunction with the topics and
content that are related to a particular discovery or a particular scientist.

2.5.3.2 The Relationship Between Indigenous knowledge and Life Sciences

All knowledge stems from views on how the world works. One of the differences between modern science (and
technology) and traditional, indigenous knowledge systems is that they have their origins in different world views.
Learners should understand the different cultural contexts in which indigenous knowledge systems were developed.

The examples of indigenous knowledge that are selected for study should, as far as possible, reflect different South
African cultural groups. They should also link directly to specific areas in the Life Sciences subject content.

2.5.3.3 The Value and Application of Life Sciences Knowledge in the Industry in Respect of Career
Opportunities and in Everyday Life

Knowledge of Life Sciences is applied in and relevant to various aspects of society. Examples should be relevant to
the subject content that learners are dealing with at a particular time. There are career opportunities in the field of
socio-biology and animal behaviour, plant pathology, game management, environmental impact studies, preservation

CAPS 17

of biodiversity, palaeontology, palaeoanthropology, agriculture, horticulture, environmental law, science journalism,
biotechnology, genetic engineering, and many others. Moreover, although learners should be made aware of career
choices, it is not necessary to discuss or teach these in great detail.

Skills

Whilst the kind of knowledge is different for Specific Aims 1 and 3, the content should be taught in an integrated way
in order for learners to understand the history, relevance and applications of science more easily. Importantly, the
skills that must be developed and assessed for Specific Aim 3 are the same as those of Specific Aim 1 (under 2.5).


• access information;

• select key ideas;
Specific Aim 1.1
• recall information;

• describe knowledge of natural sciences;

• build a conceptual framework;

• organise or reorganise knowledge;

• write summaries; Specific Aim 1.2

• develop flow charts and mind maps;

• recognise patterns and trends;

• apply knowledge in new contexts;

• use knowledge in a new way; Aim 1.3
Specific

• analyse information/data;

• critically evaluate scientific information;

• recognise relationships between existing;

knowledge and new ideas; Aim 1.4
Specific

• identify assumptions; and

• categorise information.

The three aims are aligned with the three learning outcomes with which teachers are familiar. Within each of these
aims, specific skills or competences have been identified. It is not advisable to try to assess each of the skills
separately, nor is it possible to report on individual skills separately. However, well designed assessments must
show evidence that, by the end of the year, all of the skills have been assessed at a grade-appropriate level.
There must be a clear link between the aims and the outcomes of learning. The processes of teaching, learning and
assessment will provide the links between the specific aims and the achievement of the outcomes.


2.5.4 Developing Language Skills: Reading and Writing

Teachers of Life Sciences should be aware that they are also engaged in teaching language across the curriculum.
This is particularly important for learners for whom the Language of Learning and Teaching (LoLT) is not their home
language. It is important to provide learners with opportunities to develop and improve their language skills in the
context of learning Life Sciences. It will therefore be critical to afford learners opportunities to read scientific texts and
to write reports, paragraphs and short essays as part of the assessment, especially in (but not limited to) the informal
assessments for learning.

2.6 Time

The time allocation for Life Sciences is 4 hours per week in Grades 10 to 12.

The curriculum for Grade 10 has been designed to be completed within 32 weeks out of 40 weeks in the school year.
This leaves 8 weeks in the year for examinations, tests and disruptions due to other school activities.

The curriculum for Grade 11 has been designed to be completed within 32 weeks out of 40 weeks in the school year.
This leaves 8 weeks in the year for examinations, tests and disruptions due to other school activities.

The curriculum for Grade 12 has been designed to be completed within 27½ weeks out of 40 weeks in the school
year. This leaves 12½ weeks in the year for examinations, tests and disruptions due to other school activities.

In Grades 10, 11 and 12 the time allocated for the teaching of the content includes the practical tasks and
investigations. These are an integral part of the teaching and learning process.

2.7 Resources

The resources needed for teaching Life Sciences are listed next to each topic in order to assist teachers with planning
and preparation.

Every learner must have his or her own textbook. Teachers should ensure that a system is in place for recovering
textbooks at the end of every year. Schools must provide secure storage space where textbooks and other equipment
can be stored safely.

Ideally, every learner should have access to sufficient workspace and equipment to carry out investigations. For safety
reasons, no more than three learners may share space and equipment in instances where space and equipment are
limited due to large classes. With regard to equipment, schools must make every effort to ensure that the essential
equipment is provided.

While it is acknowledged that it is not ideal to use improvised equipment, teachers should remember that it is more
important for learners to have the experience of carrying out a variety of investigations than to depend on the
availability of standard laboratory equipment. If equipment is limited, teachers should be encouraged to improvise.
The same skills can be developed using improvised equipment. Moreover, if there are no alternatives, it is more
effective for teachers to demonstrate an investigation than to not do investigations at all due to a lack of equipment.
Secure storage for equipment and chemicals must be provided by the school.

Teachers should ensure that learners are familiar with rules regarding the safe use of equipment and chemicals. The
Life Sciences classroom or laboratory should be equipped with charts, Bunsen burners or spirit lamps, hand lenses,
bioviewers and relevant biostrips, microscopes, a set of prepared slides, glass slides and cover slips, reference

CAPS 19

books, blades or scalpels, models, field guides, identification keys, thermometers, glass beakers, test tubes and
chemicals, and, if at all possible, access to appropriate DVDs and a DVD player.

Fresh plant material can be obtained from the surroundings and teachers should ensure that appropriate plants (e.g.,
Impatiens) are planted on the school grounds. Fresh animal material can very often be obtained at reasonable prices
from local butchers.

Teachers must be qualified to teach the subject and must familiarise themselves with the equipment and how it is
used.


SECTION 3

3.1 LIFE SCIENCES FOR GRADE 10: CONTENT

The first part of the curriculum in Grade 10, called ‘Subject Orientation’, is included to prepare learners for Life
Sciences in the FET band. Its purpose is to:

• familiarise learners with the way in which the teacher will organise learning activities;

• familiarise learners with the behaviour that will be required and rules of safety;

• connect what learners have learnt in the Senior Phase with what they will learn and the range of skills that they
must develop in FET;

• describe how knowledge is constructed in Life Sciences and to confirm a scientific approach that both teachers
and learners will be required to use when teaching and learning Life Sciences; and

• introduce learners to some basic principles related to Life Sciences

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GRADE 10

TERM 1

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Time Orientation to Life Sciences: Subject Orientation
½ week Establish links between Natural Sciences (GET) and Life Sciences (FET). Define life, its scope, and its continuity. Life on Earth is dynamic, with homeostasis maintaining
(2 hours) balance at every level of organisation. Life is characterised by changes over billions of years. Living systems exhibit levels of organisation from molecules to biomes.
The nature of science: science involves contested knowledge, and non-dogmatic inferences based on evidence and peer review.
How Science Works: Science is based on:
• fundamental knowledge built on scientific evidence and verified findings (articles that are published in journals or at conferences: peer review);
• observing;
• investigating;
• making measurements and understanding the importance of scaling;
• collecting and presenting data in the form of drawings, written descriptions, tables and graphs;

• understanding the limitations of scientific evidence;
• identifying patterns and relationships in data;
• communicating findings; and
• taking societal aspects of scientific evidence into account.
Scientific skills involve:
• importance of biological principles such as relationship between surface area and volume/size, the relationship between structure and function
• biological drawings: principles that apply
• translating 3 dimensional objects or specimens into 2 dimensional drawings and photographs and interpreting 2 dimensional drawings and photographs: transverse
and longitudinal sections
• general introduction to the range of skills listed under the Specific Aims that must be developed
• introduction to graphs: different kinds of graphs and when to use them; interpreting graphs.
• calculating

Organisation of learning and rules include:
• using equipment and other resources;
• understanding procedures and how to safely use apparatus in laboratories and classrooms;
• working in groups;
• understanding assessment requirements; and
• a very brief mention of careers and subject combinations for entrance to higher education.
Note: This introduction is not assessable. However, the relevant aspects must be incorporated into in the context of the specific content where they apply, and will then
be assessed.

TERM 1
Strand 1: Life at the Molecular, Cellular and Tissue Level
All living organisms are made of atoms which combine to form molecules. In turn, these molecules make up the basic units of life i.e. cells. Plant and animal cells have a complex

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organisation which enables them to carry out the basic processes of life, i.e. movement (movement in and around the cells and some cells move), nutrition (cells produce food or obtain
food from elsewhere), respiration, excretion, growth, reproduction and responding to stimuli. Cells are specialised and form tissues which perform particular functions. The tissues are
arranged into organs which are also specialised to carry out particular functions. This strand introduces learners to life at the molecular, cellular, tissue and organ level (links to Grade 9).
Time Topic Content Investigations Resources
2½ weeks The Chemistry Molecules For Life Optional: • Textbooks
(10 hours) of Life Organic molecules are made up of C, H, and O, and • Construct models of simple and more complex • Charts
some contain other elements, such as N and P. Cells are molecules using beads or plasticine. • Equipment
made up of proteins, carbohydrates, lipids, nucleic acids
• Test tubes
and vitamins.
(Only basic structural detail required.)
Inorganic Compounds
• The main functions of:
- water: 2 H and 1 O;
- minerals: e.g., Na, K, Ca, P, Fe, I, nitrates, • Analyse nutritional content indicated on food • A selection of
phosphates; macro and micro elements; main packaging: vitamins, minerals and other nutritional food packaging showing
functions and deficiency diseases (link to nutrition content. nutritional content
and Grade 9).
• The need for fertilisers in over utilised soils, e.g.,
where crops are grown and regularly harvested,
fertilizers are washed away into rivers, and
eutrophication can take place (link to ecology).

23

TERM 1
Organic Compounds Essential: • Chemicals

24
• carbohydrates - monosaccharaides (single sugars), • Food tests for starch, glucose, lipids and proteins. • Bunsen burners
e.g., glucose and fructose; disaccharides, (double • Investigate the working of a ‘biological’ washing • Thermometers
sugars), e.g., sucrose and maltose; polysaccharides powder (containing enzymes). • Washing powder
(many sugars), e.g., starch, cellulose and glycogen;
• lipids (fats and oils) - 1 glycerol and 3 fatty acids:
OR
unsaturated and saturated fats; cholesterol in foods;
and heart disease (link to Grade 9);
• Hydrogen Peroxide and chicken liver to demonstrate • H2O2 and chicken liver
• proteins - amino acids (C,H, O and N and some
the effect of enzymes. or
have P, S, Fe) - are sensitive to temperature and pH:
loss of structure and function; the role of enzymes in
breaking down/synthesising molecules; the influence OR
of temperature and pH on enzyme action; the Lock

and Key Model of how enzymes work; enzymes in
• Fresh pineapple juice and solid egg white in a plastic • Pineapple juice, egg
everyday life (for instance using washing powders);
drinking straw. white and plastic drinking
• Mention of nucleic acids - DNA and RNA - consisting straws
AND
of C, H, O, N and P
(no details of structure required); and
• vitamins - e.g., A, one of the B vitamins, C, D and E.
• Observe, measure and record results of the
(Simple diagrams to represent molecules. Review briefly
experiment done at different temperatures.
why these substances are needed in plants and animals
i.e. build on prior knowledge. Do not give detail of
structure or function - functions will be dealt with in later • Compare the Recommended Daily Allowance (RDA)
sections where appropriate. This is a brief introduction to with usual diet of individual learners. Draw a pie chart
the molecular make-up of organisms.) of the food types and discuss implications of the

usual diet of learners.

TERM 1
3 weeks Cells: The Molecular Make-Up • Textbooks
(12 hours) Basic Units of Cells are mostly made up of proteins, carbohydrates, • Charts

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Life lipids, nucleic acids and water. • Micrographs
• Microscope slides
Brief overview of the history of microscopy: from lens • Explain and demonstrate how a light microscope • Chemicals
and light microscopes and to electron microscopes. How works. • Electron micrographs (in
these instruments enabled people to see cells and then Use a light microscope to observe and record (draw) text books)
structures within cells which led to cell theory. the structure of a: • Transparent rulers
(Briefly revise Grade 9 work on the cell.) - plant cell (wet mount of onion epidermis) and an • Light microscopes
Cell Structure and Function: The Roles of Organelles - animal cell (cheek cells) • Bioviewers and biostrips
• cell wall - support structure in plant cells only; If microscopes are not available, use micrographs.
• cell membrane - fluid mosaic model, boundaries and - Calculate magnification of drawing by measuring
transport: movement across membranes: diffusion, the field of view under a microscope.
osmosis and active transport;
OR
• nucleus, chromatin material, nuclear membrane,
nucleopores, nucleolus: the control centre, heredity; • Calculate the size of specimen on a micrograph using
the scale line provided.
• cytoplasm - storage and circulation of materials;
• mitochondria - release energy during cell respiration;
• ribosomes - protein synthesis;
• endoplasmic reticulum (rough and smooth) - transport
systems;
• Golgi body - assembles secretions;
• plastids - production and storage of food and
pigments; and
• vacuole, lysosomes, vesicles - storage, digestion and • Investigate diffusion. • Beakers
osmoregulation.
• Investigate osmosis. • Salt,
Relate structure and location of organelles to their
• Potatoes or eggs
functions.
(This is an introduction; some organelle functions will be
explored in more detail in other sections.)
Cells differ in size, shape and structure in order to carry
out specialised functions [link to tissues].

25
The differences between plant and animal cells (link to
Grade 9).

TERM 1
2 weeks Cell Division: The Cell Cycle including Mitosis: • Use suitable resources to examine cell division, e.g., • Textbooks

26
(8 hours) Mitosis Interphase, mitosis (with names of phases), cytokinesis microscope slides, micrographs, posters and models. • Charts
and growth. Record observations as drawings. • Micrographs/micro-scope
The Continuous Process of Mitosis: The division of a cell slides
to form two identical cells. • Microscopes
(Simple description with diagrams to show chromosome • Reference books
changes so that one parent cell forms two identical
daughter cells.)
• The difference in telophase between plant and animal
cells.
Chromosomes: are found in nuclei of all cells; two
chromatids and centromere.

Role of Mitosis: growth and repair; Reproduction in
some simple organisms.
Cancer: Uncontrolled cell division and growth • Research and present information on ONE of the
• causes of cancer; cancers. This must include causes, prevalence and
treatment. Information can be presented verbally or
• beliefs and attitudes concerning cancer (discuss
as a written report.
briefly);
• treatments of cancer; and
• medical biotechnology, e.g., radiotherapy and
chemotherapy (no detail required).
1 week Plant and Introduction to tissues • Textbooks
(4 hours) Animal Tissues Introduce the concept of a tissue as a group of similar • Charts

cells adapted for a particular function; cell differentiation. • Microscope slides
Emphasise the relationship between their basic structure • Micrographs
and function.
• Microscopes
Plant Tissues • Examine and identify some plant tissues using
Total
Xylem, phloem, parenchyma, collenchyma, microscope, biostrips, micrographs or posters. Draw
9 weeks
sclerenchyma, epidermis and meristematic tissues. cells that make up these tissues to show specialised
(36 hours) structure.

TERM 1
Assessment • One formal, recorded class test. • One practical task.
• Assessment for learning (informal) using a variety • Refer to the range of skills specified under Specific

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of strategies and appropriate forms of assessment Aim 2.
in tests, homework exercises, worksheets, reports,
summaries, essays, etc.
Refer to the range of skills listed under Specific Aims
1 and 3. Note that knowledge and understanding
of investigations and practical work should also be
assessed in written worksheets, reports, homework
exercises and tests. The cognitive skills listed under
Specific Aims 1 and 3 will also apply to knowledge and
understanding of investigations.

27

TERM 2
Strand 1: Life at Molecular, Cellular and Tissue Level (continued)

28
2 weeks (8 Plant and Animal Tissues • Examine and identify some animal tissues using • Textbook
hours) Animal Tissues The Four basic types with some examples: microscope, biostrips, micrographs or posters. • Charts
(continued) Draw the cells that make up these tissues to show
• epithelial; • Microscope slides/
specialised structure.
• connective; micrographs

• muscle; and • Microscopes

• nerve tissues • Reference books

The relationship between structure and function.
(No detail required - some tissues, e.g., blood and nerves
in the reflex arc, will be covered in more detail in relevant

sections.)
Applications of Indigenous Knowledge Systems and • Collect information on ONE field of biotechnology
Biotechnology related to plant or animal tissues e.g., cloning, stem
cell research or in vitro fertilisation.
• traditional technology, e.g., traditional medicines and
healers;
• medical biotechnology, e.g., immunity, vaccines,
antibiotics and blood transfusions; and
• the cloning of plant and animal tissues and stem cell
research (ethics and legislation).
½ week Organs Organs consist of a number of tissues. Leaf structure will • Observe and draw a section of a dicotyledonous leaf. • Textbooks
(2 hours) be used as an example of an organ. Other organs will be • Charts
dealt with in their relevant sections in life processes.

• Micrographs/bioviewers
Leaf Structure
Options: • Microscopes
A cross-section of a dicotyledonous leaf to demonstrate
• Observe prepared slides of a cross section of a leaf. • Micrographs/bioviewers
and explain its structure in terms of its functions, i.e.
OR
photosynthesis, gas exchange and transport. Link this
with plant tissues, appropriate cell organelles, movement • Observe micrographs.
across membranes and movement of molecules into, OR
through and out of the leaf. • Observe bioviewer slide strips

TERM 2
Strand 2: Life Processes in Plants and Animals
Learners explore the anatomy of plants and animals in respect of support and transport systems. In animals, the different support systems are compared, with a focus on the human

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support system and locomotion.
3 weeks Support and Anatomy of Dicotyledonous Plants (link to Grade 7) • Use a microscope or micrographs to observe and • Textbook
(12 hours) Transport • Root and stem: the distribution of different tissues; draw cross sections of root and stem (plan only). • Microscopes
Systems in • If microscopes are available make mounts of, and
• the structure of cells in different tissues (link to plant • Prepared slides
Plants draw, whole xylem vessels from celery or pumpkin
tissues) • Glass slides
stalks to see secondary thickening patterns.
• Cover slips
• Pumpkin or celery stems
• Blades or scalpels
• Secondary growth (link to cell division); the annual • Observe annual rings in a cut tree to assess age and • Coloured ink/food
rings in a tree trunk to assess age and to infer climate climatic conditions . colouring
change.

Transpiration • Design an investigation to discover the effect of • Potometer
The relationship between water loss and leaf structure temperature, light intensity or humidity on transpiration • Beakers
(link to Term 1). rate (using a simple potometer). Identify variables and
• Leafy twigs
control variables.
Factors that affect the rate of transpiration are:
• temperature;
• Investigate water uptake through the roots
• light intensity;
• wind;
• humidity.

• Soft plant e.g., Busy
• Investigate water movement through xylem (use
• Wilting and Guttation Lizzie/Impatiens
Impatiens if possible).
• the intake of water and minerals into the xylem in • Eosin
roots; • Glass containers
- the transport of water and minerals to leaves;
- The translocation of manufactured food from

29
leaves to other parts of plant

TERM 2
3 weeks Support Skeletons • Observe the human skeleton (model or photographs). • Textbooks

30
(12 hours) Systems in • Examples of animals with: • Models
Animals
- a hydrostatic skeleton, • Photographs
- an endoskeleton and
- an exoskeleton
Advantages and disadvantages of each.

• Emphasise developmental progression and relate it to
the need for support linked to a terrestrial lifestyle.

Human Skeleton

• the axial skeleton: mention of facial bones, cranium,
foramen magnum, palate and jaws (to link with human
evolution in Grade 12); and
• the appendicular skeleton.

Functions of the Skeleton
• Movement
• Protection
• Support
• Storage of minerals
• Hearing

• Structure of a long bone; • Observe and draw a typical longbone: longitudinal • Selection of cut long
• the relationship between the structure and function of section bones (from butchery)
the following tissues:
- bone; • Observe as many of these tissues as possible: fresh • Obtain material from a
- cartilage; material from a butcher butcher: Joint with bone,
cartilage ligaments
- tendons;
OR
- ligaments.

TERM 2
Joints • Observe and describe the movement which occurs at • Microscope prepared
• Fixed joints each of these types of joints. If possible, observe an slides

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X-ray of ball and socket and hinge joints OR
• Partly movable joints
• Freely movable (synovial) joints. Structure of synovial • Micrographs
joints: ball and socket, hinge, pivot and gliding.
The roles of the following in human locomotion: • X-rays if possible
• bones;
• joints;
• ligaments;
• tendons;
• antagonistic muscles (e.g., biceps/triceps).
• The Structure of voluntary skeletal muscles: Myofibrils
Total and muscle contraction.
8½ weeks • Diseases that affect the skeleton: Rickets in children,
(34 hours) osteoporosis, arthritis, etc.
Assessment • One formal, recorded class test. One practical task.
• Mid-year examination (2½ hrs).
Refer to the range of skills specified in Specific Aims 1 Refer to the range of skills specified in Specific Aim 2.
and 3. Assessment for learning (informal) using a variety
of strategies and appropriate forms of assessment
in homework exercises, written worksheets, reports,
summaries, essays, tests, etc.
Note that knowledge and understanding of investigations
and practical work should also be assessed in written
worksheets, homework exercises, reports, tests, essays
and examinations. The cognitive skills listed under

31

TERM 3
Strand 2: Life Processes in Plants and Animals (Continued))

32
Learners study the transport systems of the human body.
3 weeks Transport Circulatory System • Textbooks
(12 hours) Systems in • The blood circulation system: pulmonary and systemic • Charts
Mammals (double, closed) circulatory systems, including the:
(Human) • Dissection of mammal heart (sheep, cow or pig)
- heart and associated blood vessels; • Sheep, cow or pig heart
obtained from a butchery. Identify chambers, valves, obtained from a butchery.
- heart internal and external structure related to
muscle, and blood vessels. • Scalpels or blades
functioning; and
- cardiac cycle (the flow of blood through the heart)
• The direction of blood flow: the difference between • In pairs, measure the pulse of one learner before and • Stop watch or cell phone

oxygenated and deoxygenated blood in different parts after exercise. Record, interpret and explain the data clocks
of the system (diagram or schematic drawing): presented as a graph.
- lungs and pulmonary system and associated
blood vessels;
- major organs and systemic system; the associated
major blood vessels of the brain, small intestine,
liver and kidneys.
• The mechanisms for controlling the cardiac cycle and
heart rate (pulse).
• The blood vessels, including the structure and • Observe and draw prepared microscope slides or • Microscopes
functioning of arteries, veins with valves and micrographs of blood cells and blood vessels as seen
capillaries. in cross section.
• Prepared slides or

• Lymph: the relationship between the blood system • Draw a table of the differences between different micrographs
and lymphatic system. Functions of lymphatic system. types of blood vessels.
• Diseases of the heart and circulatory system, e.g.,
high and low blood pressure, heart attacks and
strokes, the treatments of heart diseases, e.g., stents,
valve replacements, bypass surgery, pacemakers,
and heart transplants (mention only).

TERM 3
Strand 3: Environmental Studies
Organisms interact with other organisms and with the environments in which they live in order to survive and produce offspring. The study of these interactions is called ecology. This

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section is structured to expose learners to some of the interactions that occur in nature and to the terminology and concepts that describe them. For the Grade 11 curriculum, the
terminology and concepts selected here will be used across all strands, where appropriate. This will enable learners to contextualise the meaning of these terms and concepts within the
familiar contexts of their local area as well as Southern Africa as a whole. The local area context is also used to introduce how humans influence the environments in which they and other
organisms live. The effect man has had on the environment - both locally and globally - will be examined in more detail in Grade 11. This section also builds on the knowledge that has
been acquired during the Senior Phase.
6 weeks Biosphere to Biosphere • Textbooks
(24 hours) Ecosystems • The concept of the biosphere.
• The inter-connectedness with and components of the
global ecosystem: the hydrosphere, lithosphere and
atmosphere (Links to Grade 8).
Biomes
• Terrestrial and aquatic biomes of southern Africa
and how climate, soils and vegetation influence the
organisms found in each.
• The location of the different biomes in South Africa.
Environment
The concept of environment in terms of human activities
in and interactions with the natural environment. Abiotic
and biotic factors: effects on the community.
Ecosystems Fieldwork • Identification guides
The concept of ecosystem, structure and ecosystem Choose ONE ecosystem (close to the school) within a and keys to groups of
functioning: local biome for special study. The study must: organisms
• Abiotic factors: • Access to an ecosystem
- physiographic factors (aspect, slope, and altitude) • deal with abiotic and biotic factors and the interactions • Map of South Africa
- soil (pH, humus content, texture, water retention between them; • DVDs
capacity and air content) • the trophic relationships in an ecosystem; • The internet
- light (day length and seasonal changes) • record and describe seasonal changes over two terms • Nature programmes on
- temperature (effect of day/night and seasons) either Terms 1 and 2 or Terms 3 and 4 TV
- water (water cycle and the importance of • biodiversity within the ecosystem using field guides • Local information

33
wetlands) and keys • Appropriate instruments
• positive and/or negative human impact on the for measuring abiotic

ecosystem factors.

TERM 3
- atmospheric gases (link to pollution-Grade 12); Different groups should investigate different factors.

34
and Each group must plan, collect, record and present,
- wind (link to transpiration). analyse and evaluate data.
- Biotic factors, which include: (Links to Grade 8) (This serves as an introduction/link to human influences
- producers on the environment in Grade 11.)

- consumers
- decomposers.
• Energy flow through ecosystems and relationship to
trophic structure (food pyramids):
- Trophic levels: producers, consumers (herbivores
and carnivores and omnivores , decomposers (link
with Grade 9 and nutrition in Grade 11);

- Flow charts of the following: nutrients water,
oxygen, carbon and nitrogen cycles
(Names, e.g., nitrates are required but no detail of
chemistry is necessary)
• Ecotourism:

Total: 9 - economics
weeks - ethics
(36 hours) - opportunities
Assessment • One formal, recorded class test. One practical task
• Assessment for learning (informal) using a variety of
strategies and appropriate forms of assessment in Refer to the range of skills specified under Specific Aim 2.

written worksheets, homework exercises, summaries,
reports, essays, etc. Refer to range of skills specified
in Specific Aims1 and 3.
worksheets, reports, homework exercises and tests.
The cognitive skills listed under Specific Aims 1 and 3
will also apply to the knowledge and understanding of
investigations.

TERM 4
Strand 4: Diversity, Change and Continuity
Life exists in a huge array of forms and modes of life which scientists organise according to man-made classification systems. Modern life forms have a long history, extending from the

CAPS
first bacteria, around 3,5 billion years ago. South Africa has a rich fossil record of some key events in the history of life. Changes in life forms are related to climate changes as well as
movements of continents and oceans over long periods of time.

1 week Biodiversity Biodiversity • Textbooks
(4 hours) and Enormous biodiversity on Earth (large variety of species, • Photographs
Classification different ecosystems and genetic differences) with an • Micrographs
emphasis on the extent of biodiversity and endemism in
southern Africa: indigenous and endemic species.

• Principles of classification by grouping everyday
• Classification Schemes
objects on the basis of shared similarities into a
Classification schemes are a way of organising simple nested hierarchy. • A selection of everyday
biodiversity objects
• Brief history of classification: Scientists attempt to • Identification guides
classify organisms based on shared features. As • Keys to groups of
information increases classification changes. organisms
One of the currently accepted classification systems
is the five-kingdom system: Animalia, Plantae, Fungi,
Protista and Monera (Bacteria).
• The naming of things in science: species concept
and binomial system. Focus on Linnaeus (Carl von
Linne) and his role in classification systems: Why do
we use Latin?
• Differences between prokaryotes and eukaryotes
(link to cell structure).
• The main groupings of living organisms, diagnostic • Classify a selection of familiar organisms into • Identification guides
features of each: groups based on visible evidence. Use keys and • Keys
- Bacteria identification guides.
• Photographs
- Protista

35
- Fungi
- Plants

- Animals

TERM 4
5 weeks History of Life Life’s History:Change throughtout the history of life • Construct a timeline showing the history of life on

36
(20 hours) on Earth on Earth Earth. The timeline should show key events from the
• Changes in the composition of the atmosphere (eg. emergence of the earliest life forms to the present
increases in the levels of oxygen) day to emphasise the long history of life.

• changes in climate (eg. ice ages) • Research ‘missing link’ between dinosaurs and birds
eg. Archaeopteryx
• geological events (eg. movements of continents)
and their effect on the distribution of living organisms Coelacanth as an example of a living fossil found off
(biogeography) the coast of South Africa

Evidence for changing sea level and rise and fall of Present a verbal or written report.
the land (eg. bivalves and ammonites found on the
Makhatini Flats in Northern KZN, whale fossils in the
Sahara, trilobites in the Karoo
• The three eras: Paleozoic, Mesozoic and Coenozoic

periods are each divided into periods (Names of
periods not to be memorised):
• Geological Timescale
The meaning and use of timescales (details not to be
memorised).
• Cambrian Explosion
The Cambrian Explosion, which gives us insights into
the origins of the major forms of all animal groups.

In the last four million years, significant changes have
occurred in species occurring in Africa (e.g., humans)

(Link with Grade 12).
• Mass Extinctions • Various hypotheses have been proposed for
the extinction, 65 million years ago, such as the
There have been five mass extinctions throughout
meteorite impact theory and the volcanism evidence
history, two of which are particularly important: 250 mya
(in India) theory. Select ONE of these hypotheses
(the extinction of about 90% of all life on Earth) and
and describe the evidence scientists have gathered
65 Mya (the extinction of many species, including the
in support of it. (Nature of science)
dinosaurs).
The rate of extinction on the Earth at present is higher
than at any time in the past. The present time has been
called the sixth extinction (Links to Grades 11 and 12).

TERM 4
• Fossil Formation and Methods of Dating Them • Examine fossils at a museum or fossil site or study
Fossil formation and methods of dating them, e.g., photographs of fossils.

CAPS
radiometric dating and relative dating. • Optional: Use plaster of Paris to construct a ‘fossil’.
• Key Events
There is evidence from South Africa of certain key • Map the Key fossil sites on a map of South Africa
events in life’s history:
• origins of the earliest forms of life: evidence of single-
celled fossilised bacteria (stromatolites) from many
parts of South Africa;
• soft-bodied animals in Namibia, Northern Cape;
• early land plants in the Grahamstown area;
• forests of primitive plants such as Glossopteris near
Mooi River and Estcourt;
• location of coal deposits in South Africa (map only);
• the coelacanth as a ‘living fossil’ found on the
Northern KwaZulu-Natal coast;
• mammal-like reptiles found in the Karoo (e.g.
Lystrosaurus and Thrinaxodon);
• dinosaurs (in the foothills of Drakensberg and Maluti
mountains), as well as cone-bearing plants;
• early mammals (Eastern Cape and Lesotho);
• humans and pre-humans (eg Gauteng, (Cradle of
Humankind) Namibia, North West (Taung), Free
State (Florisbad), KwaZulu-Natal (Border Cave) and,
Limpopo (Makapansgat)).
Understanding Fossils
• Scientists use deductive reasoning (inference) to
understand fossils and the history of life on Earth.
The impact of humans on biodiversity and the natural
environment.

37
Total: 6 Fossil Tourism
weeks Fossil tourism is a source of income and employment in

(24 hours) some localities.

TERM 4
Assessment • One formal recorded class test Practical examination(1 hour)

38
• One project/assignment
• End-of-year examination (2 x 2½ hours) Note: The practical work done during the year must develop the range of skills described
Assessment for learning (informal) using a variety of in Specific Aim 2. The practical examination will assess some of these skills.
strategies and appropriate forms of assessment in
exercises, summaries, essays, tests, etc.
Refer to range of skills specified in Specific Aims 1 and
3.
worksheets, reports, homework exercises and tests.
The cognitive skills listed under Specific Aims 1 and

3 will also apply to knowledge and understanding of
investigations.


3.2 GRADE 11: CONTENT

TERM 1

CAPS
Life exists in a wide variety of forms which live in different niches. This section enables learners to be exposed to an array of life forms from microorganisms to macroscopic plants
and animals. These are organised according to a man-made system of classification based on observable features. Learners explore the roles of organisms in an ecosystem including
microorganisms that are a major cause of diseases. This strand also includes some evolutionary development in plant and animal phyla.
3 weeks Biodiversity Biodiversity • Where possible, the prevalence of bacteria/fungi • Textbooks
(12 hours) and • Microorganisms: basic structure and general should be demonstrated by growing cultures on agar • Reference books
Classification characteristics of the following groups (links with plates, or bread mould (fungus) on bread. • Charts
of Grade 9 and 10): • Agar
Microorgaisms - viruses • Petri dishes
- bacteria • Hand lenses
- protista
- fungi.
(Macroscopic organisms in the protista and fungi should
only be mentioned - not studied in any detail)
• Mention of the roles that these groups play in
maintaining balance in the environment and web of
life.
• Symbiotic relationships, including, nitrogen fixing
bacteria in plants and E.Coli in the human intestine
(link with Grade 10).
• The effect and management of one disease from • Look for evidence of bacterial/fungal diseases on
each of the four groups: plants (school and home). Map the distriution of one
- viruses (rabies, HIV/AIDS, influenza) disease in the study area.
- bacteria (blight, cholera, tuberculosis, anthrax)
- protists (malaria)
- fungi (rusts, thrush, ringworm, athlete’s foot).
• Immunity, including plants and animals’ immune
responses of against the infecting microorganism
Vaccinations (briefly).
• The use of drugs, e.g., antibiotics; effect on
microorganisms
• The use of microorganisms to produce medicines

39
(e.g., insulin and antibiotics).
• Traditional technology to produce, e.g., beer, wine

and cheese.

TERM 1
3 weeks Biodiversity of • Grouping of bryophytes, pteridophytes, • Observe and draw relevant macroscopic parts to • Text books

40
Plants gymnosperms and angiosperms according to the provide examples of each of the following divisions:
(12 hours) • Plant specimens
(Focus on the presence/absence of: - bryophytes: moss plant • Identification guides/keys
Developmental - vascular tissue (xylem and phloem) - pteridophytes: rhizome, frond with sori • Hand lens
Lines and Not
- true leaves and roots - gymnosperms: needles, cones and seeds; and
on In-Depth • Micrographs
- seeds or spores - angiosperms: flower, fruit and seeds.
Studies of • Charts
Life Cycles. - fruit.
• Models
Learners Decreasing dependence on water for reproduction from
Bryophytes to Angiosperms • Microscopes
should have
a basic • Prepared slides
understanding
of Phylogenetic
Trees as

reconstructions
of evolutionary
pathways) and
cladograms

• Asexual and sexual reproduction, name • Draw a phylogenetic tree showing the evolutionary
advantages and disadvantages of each. history of the four plant groups and major structural
Reproduction
• Flowers as reproductive structures changes in their history of development.
in Plants
Adaptations for pollination through (different • Dissect an example of each of the following types of Various flowers
pollinators) wind, insects and birds (South African
examples only) differences and similarities. flowers: Scalpels or blades
- wind pollinated Hand lenses

- insect pollinated Micrographs
- bird pollinated.
Record observations in a comparative table.
• The Significance of Seeds Optional: Germinate seeds: record process. Seeds
- seed banks;
- seeds as a food source; and
- endemic species in South Africa.

TERM 1
2 weeks Biodiversity of • The relationship between the body plan and grouping • Calculate approximate surface area to volume ratios • Textbooks
(8 hours) Animals with a of animals in phyla. The concept of a phylum. of selected examples. • Reference books

CAPS
focus on six of • Six phyla (out of about 30 in the animal kingdom): • Observe examples from as many phyla as possible • Photographs
the major phyla (photographs/DVDs).
- Porifera • DVDs if possible.
- Cnidaria • Select one phylum and design a poster to show
(Focus on the diversity in that phylum in South Africa.
- Platyhelminthes
Developmental
- Annelida
Lines and
Phylogenetic - Arthropoda
Trees. No - Chordata.
Further Details • Key features in respect of body plans: • Construct a comparative table of these four key
are Required features in the six selected phyla.
- symmetry and cephalisation;
Regarding the
Morphology of - the number of tissue layers developed from
the Six Phyla). embryo;
- the number of openings in the gut;
- coelom and blood systems.
• The relationship between body plans and modes
of living for each of the six phyla; similarities and
Total
differences.
8 weeks
• The role of invertebrates in agriculture and ecosystems
(32 hours)
(e.g., pollination, decomposition, soil aeration etc.)
Assessment • One formal recorded class test. • One practical task.
• Assess learning (informal) using a variety of
strategies and appropriate forms of assessment in
tests, homework exercises, worksheets, reports,
• Refer to the range of skills specified under Specific Aim 2.
1 and 3. Note that knowledge and understanding to
investigations and practical work should also be assessed
in written worksheets, reports, homework exercises and
tests. The cognitive skills listed under Specific Aims 1 and

41
3 will also apply to the knowledge and understanding of
investigations.

TERM 2

42
Organisms require energy to stay alive. They get this in one of two ways: by harnessing radiant energy from the sun and transforming it into chemical energy which they can use
(autotrophs) or (if they cannot do this themselves), by eating other organisms (heterotrophs). The energy transformations that sustain life are include photosynthesis, (where energy is
incorporated in to food), animal nutrition (where the food is processed so that it can get to the cells), and cellular respiration (how this energy is made available to organisms in order
to stay alive). Gaseous exchange between an organism and its environment is necessary for photosynthesis and cellular respiration. Life processes also involve the removal of carbon
dioxide and later the removal of nitrogenous wastes from the body through the kidney.
3 weeks Energy Photosynthesis Essential • Textbooks
(12 hours) Transformations • process of photosynthesis using words and symbols: • Investigate photosynthesis by showing that • Living plants
to Sustain Life the intake of raw materials, trapping and storing - starch is produced during photosynthesis; and • Suitable equipment
of energy, formation of food in chloroplasts and its
- light is necessary for photosynthesis. • Chemicals
storage. The release of oxygen. Mention only of light
• The following investigations can be done (by

and dark phases (no biochemical details of light and
learners) as experiments or as demonstrations:
dark phases are required);
- carbon dioxide is necessary for photosynthesis;
• importance of photosynthesis: release of oxygen,
uptake of carbon dioxide from atmosphere, food - chlorophyll is necessary for photosynthesis
production (trapping energy); - oxygen is produced during photosynthesis;
• effects of variable amounts of light, carbon dioxide or
and temperature on the rate of photosynthesis (brief - data can be provided and interpreted by learners.
discussion together with graphs).
• The role of carbon dioxide enrichment, optimum light
and optimum temperatures in greenhouse systems
to improve crop yields (link to environmental issues
discussed later).

• Role of ATP as an important energy carrier in the
cell.

TERM 2
3 weeks Animal Nutrition • The differences in dentition for herbivorous, • Textbooks
(12 hours) (Mammals) carnivorous and omnivorous lifestyles in terms of • Newspapers

CAPS
nutritional requirements and energy relationships • Popular magazines
(link with ecology - food chains).
• Obtain intestines of a sheep from a butcher and trace • Sheep intestines
• Human nutrition the passage that food will take. obtained from a butchery.
The macro-structure of the alimentary canal and • Cut open the stomach, portion of the small intestine • Scalpels or sharp knives
associated organs and the functions of the different and a portion of the large intestine to compare the • Hand lenses
parts. structure of the wall in each.
• The Processes of ingestion, digestion, absorption,
assimilation and egestion and the significance of
each:
- Mechanical or physical digestion: types and
functions of different kinds of teeth, processes of
chewing. Peristalsis • DVD/video to show
- Chemical digestion: Enzymes: functions of dissection of a mammal
carbohydrases, proteases and lipases: where in progress
produced; substrate, pH and end-products
(Specific enzymes need not be named - link to
enzyme activity.)
- Absorption: small intestine as a region of most
absorption of digested food; adaptations to
increase surface area. Structure (to tissue level)
and significance of villi. Importance of hepatic
portal system in the transport of absorbed food to
the liver and then through hepatic vein to the rest
of the body
- Assimilation: incorporation of glucose and
amino acids into cells, the role of the liver:
glucose metabolism, deamination of excess
amino acids, and the breakdown of alcohol, drugs
and hormones.
• Homeostatic Control
Hormonal control of blood sugar levels.Increase in

43
the number of people affected by diabetes in recent
years and brief explanation of diabetes.

TERM 2
• The relationships between food intake, energy, • Selection of food

44
growth and health. The importance of a balanced diet packaging
and changing requirements due to age, gender and
activity levels.
- Different diets due to cultural, religious, personal
and health choices, e.g., vegan, vegetarian,
halaal, kosher
- Interpret dietary information on food packaging; • Calculate the nutritional value of a meal/diet. Use
- Dietary supplements: for health, sport, beauty dietary information or food packaging.
and anti-ageing (link to organic and inorganic
substances)
- Malnutrition: the reason for and the effects of • Photographs of the
malnutrition with respect to unbalanced diets effects of kwashiorkor,

(e.g., kwashiorkor), starvation (e.g., marasmus marasmus, anorexia,
and anorexia), bulimia, food allergies, coronary obesity
heart disease, diabetes and obesity.
• Analysis of information in the popular press, or any
other sources, with respect to malnutrition.
• Tooth decay related to diet and fluoride in water
supplies and its effect on teeth.
Magazines, newspaper
• The effects of alcohol and drug abuse and the
articles etc.
dangers associated with their misuse.


TERM 2
1½ weeks Energy • Cellular Respiration • Design an investigation or demonstration to show • Textbooks
(6 hours) Transformations The process of respiration and uses of energy for that: • Snails

CAPS
to Sustain Life. living cells: - oxygen is used by living organisms during or
- aerobic respiration: in cytoplasm and mitochondria; respiration.
• seedlings
use words and symbols: glycolysis, Krebs cycle and - carbon dioxide is produced by living organisms
• Chemicals
oxidative phosphorylation during respiration
• Appropriate
(no biochemical detail is required); or
equipment
- anaerobic respiration: production of lactic acid in - provide relevant data that can be interpreted by
muscles during exercise; words and symbols (no learners. Identify variables, suggest controls for
biochemical detail of process is required); variables and record observations
- The role of anaerobic respiration in the industry, e.g
beer brewing and bread making.
Total A comparison between aerobic respiration and
7½ weeks anaerobic respiration in terms of raw materials required,
(34 hours) products and relative amounts of energy released.

Assessment • One formal recorded class test. • One practical task
• Mid-year examination (2½ hours)
• Assessment for learning (informal) using a variety
• Refer to the range of skills specified under Specific Aim 2
to investigations and practical work should also be
assessed in written worksheets, reports, homework
exercises and tests. The cognitive skills listed under

45

TERM 3
Strand 2: Life Processes in Plants and Animals (continued)

46
2½ weeks Gaseous Distinguish between cellular respiration, breathing and • Textbooks
(10 hours) Exchange gas exchange. The need for gas exchange. • Models
• Requirements of efficient Gas Exchange Organs: • Use books end on end and one on top of another • Charts
- large surface area to illustrate and calculate the differences in respect
• Dissection board and
of surface area to volume ratio which is caused
- thin instruments
by different shapes: e.g., flatworm (Planaria) and
- moist earthworm. • DVDs/videos
- well ventilated • Hand lenses
- protected
- transport system.

These requirements are met in different ways in different
environments, e.g., compare aquatic and terrestrial
animals and plants. Brief mention of how these
requirements are met in:
- dicotyledonous plant
- earthworm
- insect
- bony fish
- mammal.
• Human Gas Exchange: • Observe and investigate the structure of the lungs,
The structure (macro and tissue level), location, diaphragm, associated pulmonary blood vessels and

adaptations and functioning of the ventilation system: the heart of a pig or a sheep obtained from a butcher.

- trachea • Construct a model of the human breathing system.
Explain the limitations of the model.
- epiglottis
• Demonstrate that expired air contains carbon dioxide.
- bronchi
- bronchioles

TERM 3
- lungs • Measure and compare the depth of breathing of
- ribs two or more learners and the effect of exercise on

CAPS
breathing/pulse rate. Interpret data on depth and rate
- intercostal muscles
of breathing.
- diaphragm
- alveoli.
Ventilation of the lungs:
- gaseous exchange in alveoli;
- the transport of gases around the body;
• Analyse and interpret data showing the effects of
- gaseous exchange in tissues; and
altitude on the number of red blood cells and the
- composition of inspired air vs. expired air- analyse consequent effect on athletes at different altitudes
data. (Links to Grade 10.)
Brief mention of the homeostatic control of breathing.
• Diseases and abnormalities: causes symptoms and
treatment of TB in South Africa. (Link to biodiversity -
microorganisms)
Brief study of other respiratory diseases:
- asthma
- hay fever
- bronchitis
- emphysema
- lung cancer.
The effects of smoking on gaseous exchange. Smoking
legislation in South Africa.
• Brief mention of artificial respiration and the effect of
mouth to mouth resuscitation.
• The effects of altitude on gaseous exchange, e.g.,
the performance of athletes in Johannesburg versus
Durban or Cape Town.

47

TERM 3
2 ½ weeks Excretion in • Excretion in Various Organs: Brief role of the • Textbooks

48
(10 hours) Humans following: • Charts
- the lungs; • Models
- the kidneys and bladder; • Hand lenses
- the liver;
- the alimentary canal (gut); and
- the skin.
The substances excreted by each and the origins of
these substances.
• Urinary system
The structure of the: • Dissection of a sheep’s or pig’s kidney (obtained from • Sheep or pig kidney (from
butchery). Use a worksheet to identify the following: butchery)
- urinary system: position of kidneys, ureters, bladder,

urethra. capsule, cortex, medulla, pyramids, blood vessels, • Scalpel/blade
pelvis, ureter and hilum.
- kidney: structure and functioning, removal of urea • Dissecting boards
and excess water and salts, re-absorption of glucose Draw and label the dissected kidney
• Scissors
and some salts.
- nephron: structure and functioning; ultra-filtration, re- Note: A pig’s kidney more
absorption, tubular excretion, pH control, formation of closely resembles that of a
urine human.
• Homeostatic control of water and salts: role of ADH and
aldosterone: Dialysis and kidney transplants.
• Mention of diseases affecting kidney function, e.g.
kidney stones, kidney failure due to overuse of some

painkillers, effect of bilharzia infection.

TERM 3
Strand 3: Environmental Studies
Organisms interact with other organisms and with the environments in which they live. This section is structured so that learners must explore the impact of people on their environments

CAPS
(global, international and local). Learners are encouraged to look for and suggest solutions to local environmental problems. The intention is that learners will become more informed and
more sensitive to environmental issues and will modify their behaviour to lessen their impact on the environment.
4 weeks Population • Population Size • Determine the size of a population by quadrant or • Textbooks
(24 hours) Ecology Immigration, emigration, mortality, births. Fluctuations. simple sampling e.g., simulated mark/recapture. • Reference books
Limiting factors and carrying capacity. Collect and record data, • Posters
Logistic and geometric growth curves with phases. Interpret data • Charts
Calculate/estimate the population size. • Brochures
• Case study: Rationale for culling, e.g. elephants in the
Kruger National Park as an example of an application
of estimating population size (link to researched
reasons for culling).
• DVDs
• Draw up a public survey form to test the public opinion
about culling. Show results in a pie graph. • Newspapers
• Magazines
• Interactions in the Environment • Watching nature
- predation: two South African examples of predator- programmes on TV
prey relationships: graphs;
- competition:
interspecific: for light, space, water, shelter and
food;
intraspecific: for food, access to mates, water,
space, and shelter; survival is determined by
access to the above, ecological niches;
- specialisation: competitive exclusion and resource
partitioning; discuss one example of coexistence in
animals and one example in plants;

49

TERM 3
- parasitism: two examples from South Africa; one • Draw a life cycle of the bilharzia parasite or tapeworm

50
species benefits (simplify larval stages). (Links to animal biodiversity)
- mutualism: two examples from South Africa; both • Identify an area in or close to the school grounds where
species benefit; succession is taking/has taken place. (e.g., in the goal
- commensalism: two examples from South Africa. area on the sports field at the end of a season or a
roadside that has been scraped).

• Social Organisation: The benefits of herds/flocks
(avoidance); packs (hunting); dominance; and the
division of tasks (castes) (mention only).
• Community change over time: Succession
Primary and secondary succession and possible endpoints
depending on environmental fluctuations (mention

only).
• Human Population
Reasons for exponential growth:
- age and gender distributions for different countries,
including South Africa;
Total
- forecast of South Africa’s population growth
9½ Weeks over the next twenty years and predict possible
(38 Hours) consequences for the environment.
Assessment • One formal recorded class test. • One practical task.

• Refer to the range of skills specified in Specific Aim 1.
Refer to the range of skills listed under Specific Aims 1 and
3. Note that knowledge and understanding to investigations
worksheets, reports, homework exercises and tests. The
cognitive skills listed under Specific Aims 1 and 3 will also
apply to knowledge and understanding of investigations.

TERM 4
Stand 3 Environmental Studies (Continued): Human Impact on the Environment
Note: Human Impact on the Environment must be completed in Grade 11, but this topic will be examined in both Grade 11 and in the National Senior Certificate at the end of Grade 12.

CAPS
In this knowledge strand, it is important to emphasise the interrelatedness and interdependence of the human impacts and the environment.
7 weeks Human Causes and consequences of the following (relate to • Practical observation of ONE example of human • Textbooks
(28 hours) Impact on the conditions and circumstances in South Africa): influence on the environment in the local area (e.g., • Reference books
Environment: • The atmosphere and climate change the impact of alien species on biodiversity). Written
• Reports in the media
Current Crises report on the chosen example.
- carbon dioxide emissions; • Share - Net booklets
for Human
- concept of ‘carbon footprint’ and the need to
Survival:
reduce the carbon footprint;
Problems to
be Solved - deforestation;
Within the Next - greenhouse effect and global warming:
Generation desertification, drought and floods;
- methane emissions;
- ozone depletion.
• Water
• Availability:
- Construction of dams
- Destruction of wetlands
- Poor farming practices
- Droughts and floods
- Exotic plantations and depletion of water table
- Boreholes and effects on aquifers
- Wastage
- Cost of water
• Quality:
- Water for domestic use, industry, agriculture and
mining: pollution, diseases, eutrophication and
algal bloom.

51
- The effect of mining on quality of water
- Thermal pollution

TERM 4
- The need for water purification and recycling

52
- Alien plants, e.g., Eichornia
• Food Security (link with population ecology dynamics)
- human exponential population growth;
- droughts and floods (climate change);
- poor farming practices: monoculture; pest control,
loss of topsoil and the need for fertilisers;
- alien plants and reduction of agricultural land;
- the loss of wild varieties: impact on gene pools;
- genetically engineered foods;
- wastage.

• Loss of Biodiversity (the sixth extinction) • Rhino poaching in South Africa: read articles and
- habitat destruction: farming methods, e.g., make suggestions on how it can be prevented.
overgrazing and monoculture, golf estates, mining,
urbanisation, deforestation; loss of wetlands and
grasslands;
- poaching, e.g., for rhino horn, ivory and ‘bush
meat’;
- alien plant invasions: control using mechanical,
chemical and biological methods; and
- indigenous knowledge systems and the
sustainable use of the environment e.g., devils’
claw, rooibos, fynbos, the African potato (Hypoxis)

and Hoodia.

• Solid Waste Disposal • Analyse the solid waste generated in the household
- managing dumpsites for rehabilitation and in one week, including paper, metals and plastic.
prevention of soil and water pollution; Estimate the percentage that could be recycled or
- the need for recycling; reused.
Total - using methane from dumpsites for domestic use: • Visit a municipal landfill site, or a local refuse dump.
7 weeks heating and lighting; and Observe rehabilitation (or lack thereof) in practice.

(28 hours) - safe disposal of nuclear waste. • Assess the effectiveness of waste management.

TERM 4
Assessment • One formal recorded class test. One practical exam (1 hour)
• One project/assignment.

CAPS
• End-of-year examination: 2 x 2 ½ hours.
Note: Refer to the range of skills specified in Specific Aim 2.
1 and 3. Note that knowledge and understanding to
investigations and practical work should also be assessed
in written worksheets, reports, homework exercises and
tests.
The cognitive skills listed under Specific Aims 1 and
3 will also apply to knowledge and understanding of
investigations.

53

3.3 GRADE 12: CONTENT

TERM 1

54
Strand 1: Life at Molecular, Cellular and Tissue Level
All living organisms are made of atoms which combine to form molecules. Of these, DNA (or Deoxyribonucleic Acid) carries the genetic code for cell specialisation and cell functioning and
DNA packages, as genes, determine what an organism will look like and how it will function. Plant and animal cells have a complex organisation which enables them to carry out the basic
processes of life, i.e. movement, nutrition, respiration, excretion, growth, reproduction and responding to stimuli. Cells are specialised and form tissues which perform particular functions.
Tissues are arranged into organs which are also specialised to carry out particular functions.
In order to understand species, speciation, biodiversity and change, it is essential to understand how DNA and chromosomes enable continuity and change.
2½weeks DNA: The Code • Deoxyribonucleic acid (DNA) If possible: • Textbooks
(10 hours) of Life - Location in the cell; chromosomes, genes and • Perform a simple process to extract DNA and examine • Micrographs
extranuclear DNA; the threads • Equipment

- Discovery of the structure DNA by Watson, Crick, • Chemicals
Franklin and Wilkins;
- Structure of DNA;
- Role of DNA: genes and non-coding DNA; If possible:
- Replication: cell cycle (link to Grade 10): necessity • DNA ‘finger printing’/DNA profiling: (case study only)
for exact copy.
Ribonucleic Acid (RNA)
- Types and location in cells;
- Structure of RNA;
- Transcription from DNA;
- Translation of RNA into proteins (protein synthesis)

(mRNA, tRNA): sequence of events; and
- Genetic code (basic understanding).

TERM 1
2 weeks Meiosis • Meiosis: the process of reduction division • Observe and draw prepared microscope slides, • Textbooks
(8 hours) - purposes of reduction division (gametogenesis micrographs or models of cells in selected stages of • Posters

CAPS
and exceptions: mosses, ferns); meiotic cell division, e.g., crossing over in metaphase
• Models
I; anaphase I, metaphase II, telophase II.
- importance of meiosis: diploid to haploid: • Microscopes
production of gametes;
• Prepared microscope
- introduction of genetic variation (random slides or micrographs
segregation, crossing over);
- consequences of abnormal meiosis, e.g., Down’s
syndrome
• Mitosis and meiosis
Similarities and differences between mitosis and
meiosis (link to Grade 10)
This knowledge strand deals with the ways in which animals are able to respond to their environments in order to ensure survival. Learners explore different reproductive strategies
in animals. Reproduction in humans is dealt with in more detail as a specific example of animal reproduction. This expands on the basic knowledge of human reproduction that was
introduced in Grades 7 and 9.
½ week Reproduction • Diversity of reproductive strategies • Textbooks
(2 hours) in Vertebrates Appropriate examples of different groups in the animal • Charts
kingdom to illustrate maximising reproductive success in • Reference books
different environments:
• DVDs (if possible)
- external or internal fertilisation
- ovipary, ovovivipary, vivipary
- amniotic egg
- precocial and altricial development
- parental care.

55

TERM 1
3 weeks Human • The structure of male and female reproductive • Prepared microscope slides of an ovary, testes and a • Textbooks

56
(12 hours) Reproduction systems; (link to Grade 7 and 9) section through a penis. Identify tissues and different • Charts
• The unique human characteristics of some aspects of structures
• Micrographs
reproduction (link with Grade 9): • Observe and describe prepared microscope slides
• Microscope
- puberty: main changes; or micrographs or ultrasound pictures of embryonic
• Prepared microscope
development.
- gametogenesis: relate briefly to meiosis (no slides
individual names of stages); • If possible observe stages of pregnancy by watching
• Ultrasound pictures of
- menstrual cycle: emphasis on hormonal control; DVDs of the development of an embryo and the birth
embryonic development
process.
- fertilisation and development of zygote to • DVDs
Total • Observe contraceptive devices
blastocyst;
8 weeks
- gestation (mention briefly);
(32 hours)
- implantation and development: the role of

placenta.
Assessment • One formal, recorded class test. • One practical task
in homework exercises, written worksheets, reports,
summaries, essays, tests, etc.
Refer to range of skills specified in Specific Aims 1 and 3.
and practical work should also be assessed in written • Refer to the range of skills specified in Specific aim 2.
worksheets, homework exercises and tests. The cognitive
skills listed under Specific Aims 1 and 3 will also apply to
knowledge and understanding of investigations.


TERM 2
Strand 1: Life at Molecular, Cellular and Tissue Level (continued); and

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Life exists in a variety of life forms and it is in the study of DNA, genetics and inherited characteristics that life at molecular level intersects with Strand 4: Diversity, Change and Continuity.
In order to understand species, speciation, biodiversity and change, it is essential to understand how DNA and chromosomes enable continuity and change
4 weeks Genetics and • Genes: Dominant and recessive genes and alleles Solving genetic problems • Textbooks
(16 hours) Inheritance Mention of Mendel, father of genetics • Monohybrid crosses • Reference books
• Inheritance and variation • Dihybrid crosses
- Monohybrid crosses: phenotype and genotype, • Complete and incomplete dominance
homozygous and heterozygous (pure bred and • Blood groups
hybrid); examples of complete, incomplete/partial
• Sex chromosomes and sexually linked diseases e.g.,
dominance and codominance;
haemophilia and colour blindness
- Dihybrid crosses: phenotypes and genotypes.
• Genetic lineages
• Sex chromosomes
Sex-linked alleles; sex-linked diseases
• Mutations
-
harmless and harmful mutations: examples
of diseases, disorders; gene mutations and
chromosomal aberrations; and
- useful mutations, link with natural selection
• Genetic engineering: Stem cell research, genetically
modified organisms, biotechnology and cloning.
• Mention mitochondrial DNA and the tracing of genetic
links
• Paternity testing and DNA finger printing (forensics)

57

TERM 2
Strand 2: Life Processes in Plants and Animals (continued)

58
This continues investigating the ways in which animals and plants are able to respond to their environments in order to ensure their survival.
4 weeks Responding • Humans have two systems: nerves and • Textbooks
(16 hours) to the hormones that enable them to respond to the • Wall charts
Environment: environment.
• Scalpel or blade
Humans • Human nervous system
Reactions to stimuli in the surroundings. • Models:
- Central Nervous System: Brain: Meninges for • Model of the brain or a sheep’s brain in order to eye
protection, location and functions of cerebrum, observe regions of brain. ear
cerebellum, corpus callosum, medulla oblongata, Identify the cerebrum, cerebellum and spinal cord brain
spinal cord
• Examine a cross-section of spinal cord to observe

• Sheep’s skull sawn
- Peripheral Nervous System: location and the white and grey matter. in half to expose the
functions only
brain (obtained from the
- Autonomic Nervous System: location and butchery)
functions only
- Nerves: Structure of a nerve : Nerve tissue:
structure of sensory neurons and motor neurons
- Reflex arc: Structure, function and significance
of a simple reflex arc. Significance of synapses • Obtain sawn through
• Design an investigation to determine the reaction vertebrae from butcher to
• Disorders: Alzheimer’s disease and multiple time of different learners to a stimulus. Record the show spinal cord.
sclerosis results and calculate the average time. Calculate
• Injuries: Brain and spinal damage. Mention stem cell the distance that will be travelled by a car travelling

research and the possibility of repairing injuries. at 100 km per hour within the average reaction
• Effects of drugs: Dagga, heroin, ecstasy, tik, etc. time. Apply this knowledge to safe driving: following
(Links to Grade 11) distances..

TERM 2
• Receptors • Eye of sheep or pig
Detection of a range of stimuli: light, sound, touch, obtained from butchery

CAPS
temperature, pressure, pain and chemicals (taste
and smell). Details of the structure of the eye and ear
(only)
- Human eye: structure and functioning, binocular • Dissect the eye of a sheep or pig. Observe the
vision, accommodation, pupil reflex different regions. Worksheet to be used to follow
- Short-sightedness, long-sightedness, instructions for dissecting and observing the
astigmatism, cataracts (brief explanations using significant parts.
diagrams)
- Human ear: structure and functioning: hearing
Total and balance
8 weeks - Hearing defects: deafness, middle ear infections,
(32 hours) grommets
Assessment • One formal, recorded class test. • One practical task
• Mid-year examination (2½ hours) or control test
in homework exercises, flow diagrams, written
worksheets, reports, summaries, essays, tests, etc.
Refer to range of skills specified in Specific Aims
• Refer to the range of skills specified in Specific Aim 2
of investigations and practical work should also be
assessed in written worksheets, homework exercises
reports, essays etc. The cognitive skills listed under

59

TERM 3
Strand 2:Life Processes in Plants and Animals (Continued)

60
This continues investigating the ways in which animals and plants are able to respond to their environments in order to ensure their survival.
1½ weeks Human • Endocrine glands • Research disorders caused by under-and over • Textbooks
(6 hours) Endocrine Location in the body, hormones secreted, roles of secretion of at least one hormone. Different learners • Charts
System hormones of the following glands: should research different hormones. Brief written
• Photographs of giantism,
report.
- Hypothalamus : ADH dwarfism, and
- Pituitary gland : TSH, FSH,LH, prolactin, growth persons suffering from:
hormone (link to reproduction)
hypothyroidism
- Thyroid gland: thyroxin
and hyperthyroidism
- Pancreas: insulin, glucagon

- Adrenal gland: adrenalin, aldosterone
- Gonads: oestrogen, progesterone and testosterone
(link to reproduction)
Examples of negative feedback mechanisms: TSH and
thyroxin; insulin and glucagon; diabetes

1 week Homeostasis in • Homeostasis • Observe prepared microscope slides of a section • Textbooks
(4 hours) Humans The process of maintaining a constant, optimal internal through human skin or use a micrograph or model. • Microscope prepared
environment: Identify main features. slides
- negative feedback: glucose, carbon dioxide; water or
and salts; Micrographs

- thermoregulation: adaptations of human skin; or model
sweating, vasodilatation, vasoconstriction.

TERM 3
1 week Responding • Plant hormones The general functions of auxins, • Design investigations to show geotropism and • Textbooks
(4 hours) to the gibberellins, abscisic acid. phototropism. Identify the variables and recommend • Suitable equipment:

CAPS
Environment: Weed control by using growth hormones. ways to control the variables. Record and interpret the geotropism and
Plants results. phototropism experiments

• Geotropism and phototropism • If available, a klinostat
should be used
Growth regulation by auxins.
• Seedlings

• Plant defence mechanisms
Chemicals, thorns.

Strand 4: Diversity, Change and Continuity (continued):
It is necessary to have a firm grasp on the work done earlier in the year on DNA, genetics and heredity in order to understand the concept of change, natural selection and evolution. This
knowledge strand is expanded on by exploring the mechanisms of evolution and specifically human evolution in Africa. .
2 weeks Evolution • Origin of ideas about origins • Class debate and discussion. • Textbooks
(8 hours) by Natural Different kinds of evidence: fossil record (link to Grade • Reference books.
Selection 10), modification by descent, biogeography (link to Grade • Demonstrate natural selection through games, e.g., • Biography of Darwin (if
10), genetics (Grade 12) and other forms of evidence: camouflage possible and if learner
- difference between hypothesis and theory; and • Research one example of artificial selection. Present shows interest)
- brief overview of history of different theories findings in a report
of development: Lamarckism, Darwinism, and
Punctuated Equilibrium.
• Artificial selection: ONE example of a domesticated
animal and ONE example of a crop species.
• Darwin’s theory of evolution by natural selection
• Evolution (change) through natural selection (link to
Genetics): depends on variation/gene pool of inherited
characteristics, and the production of more offspring
than is required. Changes in the environment.
Pressure leads to extinction or successful adaption.

61
Continuous and discontinuous variation.

TERM 3
• Formation/emergence of new species Speciation;

62
biological species concept. Interbreeding produces
viable offspring in a species.
ONE example of speciation due to geographic
isolation (Galapagos finches, Galapagos tortoises,
mammals or plants on different landmasses, e.g.,
baobabs in Africa and Madagascar, proteas in South
Africa and Australia).

• Mechanisms for reproductive isolation:
Introduction to some examples:
- breeding at different times of the year;

- species-specific courtship behaviour;
- adaptation to different pollinators (plants);
- prevention of fertilisation;
- infertile offspring in cross-species hybrids.

• Evolution in present times Examples of
natural selection and evolution, e.g., resistance
to insecticides in insects, bill and body size of
Galapagos finches, resistance to antibiotics in
various bacteria (TB), HIV resistance to anti-
retrovirals.


TERM 3
2 weeks Human • Evidence of common ancestors for living hominids • Poster presentation • Textbooks
(8 hours) Evolution including humans: Anatomical differences and Map out the three major phases in hominid evolution from • Newspaper articles (e.g.,

CAPS
similarities between African apes and humans: 6 mya up to the present: the discovery of Sediba)
- Fossil evidence: key features: bipedalism (spine - Ardipithecus (Ethiopia) • DVDs if possible
and pelvic girdle), brain size, teeth (dentition),
- Australopithecus (East and South Africa) • Maps, pictures and
prognathism and palate shape, cranial and brow
- Homo (various sites) photographs
ridges. The number of fossils that have been
found (it is important to know that thousands of The map/timeline should show the diagnostic features
fossil fragments have been found). and the approximate times that examples of the three
major genera existed. It is not necessary to show the
- Genetic evidence: mitochondrial DNA
relationships between genera. (Scientists may interpret
- Cultural evidence tool-making.
relationships differently as new evidence is found)
or
• Out of Africa hypothesis
(see Term 4)
Evidence African origins for all modern humans:
genetic links, mitochondrial DNA:
- Rift valley fossil sites in East Africa (Kenya
and Tanzania) and in Ethiopia. Scientists e.g.,
Johansen and White, the Leaky family
- Fossils discovered at these sites: Ardipithecus,
Total Australopithecus, Homo
7½ weeks - Fossils sites in South Africa: Fossils discovered at
(30 hours) these sites: Australopithecus and Homo

63

TERM 3
Assessment • One formal, recorded test. • One practical task.

64
• Trial examination: 2 x 2½ hours.
• One project/assignment.
in tests, homework exercise, written worksheets,
reports, summaries, essays, etc.

Refer to the range skills specified in Specific Aims 1 and 3
and practical work should also be assessed in written • Refer to the range of skills specified in Specific Aim 2.
worksheets, homework, summaries, reports and essays

and tests. The cognitive skills listed under Specific Aims
1 and 3 will also apply to knowledge and understanding
of investigations.


TERM 4
Strand 4: Diversity, Change and Continuity (continued)

CAPS
2 weeks Human • Importance of the Cradle of Humankind: • Poster presentation: Map out the changes in the
(8 hours) Evolution: - Main fossil sites in South Africa, e.g., Taung, evolution of the Genus: Homo. The map/timeline
continued Sterkfontein, Kromdraai, Swartkrans, Malapa, should show where the different fossils have been
Plovers Lake, Gladysvale, Makapansgat, found and the approximate periods that the selected
Florisbad, Border Cave, Blombos: Evidence and examples existed. The most significant features of
evolutionary trends from these sites (refer to each type of fossil (Genus and species) to illustrate
dating of fossils Grade 10). At least two examples the difference between them.
should be studied to see evolutionary trends.
Mention scientists such as Dart, Broome, Tobias,
Brain, Ron Clark, Berger, Keyser and others
• Alternatives to evolution
- different cultural and religious expalanations for • Research and discussion to share information
the origin and development of life on Earth: about different explanations: cultural or religious
- Creationism; explanations.

- Intelligent Design;
- Literalism
- Theistic evolution
2 weeks • Do revision on particularly (but not only) Grade 11
(8 hours) work that will be examined in the NSC exam.

Total
4 weeks
(16 hours)
Assessment: 2 x 2½ hour exams: Paper 1 and Paper 2 (topics specified)

65

SECTION 4

ASSESSMENT

4.1 Introduction

Assessment is a continuous planned process of identifying, gathering and interpreting information on learners’
performance, using various forms of assessment. It involves four steps: generating and collecting evidence of
achievement; evaluating this evidence, recording the findings and using this information to understand and thereby
assist the learners’ development in order to improve the process of learning and teaching.

Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases,
regular feedback should be provided to learners to enhance their learning experience.

Assessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills) in
a subject by collecting, analysing and interpreting the data and information obtained from this process to:

• enable the teacher to make reliable judgements about a learner’s progress;

• inform learners about their strengths, weaknesses and progress; and

• assist teachers, parents and other stakeholders in making decisions about the learning process and the
progress of the learners.

Assessment should be mapped against the content and intended aims specified for Life Sciences and in informal and
formal assessments it is important to ensure that in the course of the year:

• all of the subject content is covered;

• the full range of skills is included; and

• different forms of assessment are used.

4.2 Informal Assessment or Daily Assessment

Assessment for learning has the purpose of continuously collecting information on learners’ achievement that can
be used to improve their learning.

Informal assessment is daily monitoring of learners’ progress. This is done through observations, discussions,
practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment
may be as simple as stopping during the lesson to observe learners or to discuss how their learning is progressing.
Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but
it need not be recorded. It should not be seen as separate from learning activities taking place in the classroom.
Learners or teachers can mark these assessment tasks.

Self-assessment and peer assessment actively involve the learners being assessed. This is important as it allows
learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are
not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into
account for promotion or certification purposes.


Informal, ongoing assessments should be used to structure the acquisition of knowledge and skills and should be a
precursor to formal tasks in the Programme of Assessment.

4.3 Formal Assessment

Grades Formal school-based assessments End-of-year examinations
R-3 100% n/a
4-6 75% 25%
7-9 40% 60%
10 and 11 25% including a mid-year examination 75%
12 25% including mid-year and trial External examination: 75%
examinations

All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment.
Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes.
All formal assessment tasks are subject to moderation to ensure that appropriate standards are maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in
a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks,
projects, oral presentations, demonstrations and performances. Formal assessment tasks form part of a year-long
formal Programme of Assessment in each grade and subject.

The cognitive demands in assessment should be appropriate for the age and developmental level of the learners
in the grade. Assessment in Life Sciences must cater for a range of cognitive levels and abilities of learners. The
assessment tasks should be carefully designed to cover the content of the subject as well as the range of skills and
the cognitive levels that have been identified in the specific aims. The design of assessments should therefore ensure
that a full range of content and skills are assessed within each Grade in the Phase. The specific aims, topics, content
and range of skills in the subject should be used to inform the planning and development of assessments.

Weighting of Cognitive Demands for the Assessment of content in Grades 10, 11 and 12

Evaluating,
Understanding Applying scientific analysing and
Knowing Science
Science knowledge synthesising
scientific knowledge
% 40% 25% 20% 15%
Examples of Useful • State • Explain • Predict • Select
Verbs
• Name • Compare • Apply • Differentiate

• Label • Rearrange • Use knowledge • Analyse

• List • Give an example of • Demonstrate • Infer

• Define • Illustrate • Solve • Suggest a reason

• Describe • Calculate • Implement • Discuss

and others • Make a • Judge • Categorise
generalisation
and others and others
and others

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Note: A single, formal class test per term will not necessarily provide the most accurate and reliable evidence of
every learner’s performance. As far as possible, teachers should try to let learners write more than one test per term
in order to get a better picture of their abilities. One formal class test per term is the minimum number that must be
recorded.

The requirements (number and nature of tasks) for Life Sciences are indicated below:

4.4 Assessment Requirements for Life Sciences:

4.4.1 Grade 10

The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout
a term.

GRADE 10

PROGRAMME OF FORMAL ASSESSMENT

END-OF-YEAR INTERNAL
FORMAL, RECORDED, SCHOOL-BASED ASSESSMENTS
EXAMINATION 75%
Two Written
Practical
Examinations
Content Practical Examination
(2½ Hours + 2½
(1 Hour)
Hours)
• Four tests (minimum of 50 marks A selection of three representative This exam tests This exam
each) practical tasks, which cover the knowledge on tests practical
• One midyear examination (2½ range of skills, must be marked and content, concepts knowledge and
hours 150 marks) recorded. (The marks allocated for a and skills across skills
practical task should range from 20 to all topics. This should be set
• One project/assignment (can be
40.) Knowledge of by each teacher
done in any term: 100 marks in the
The range of skills is described in practical work as taking into account
fourth term)
Specific Aim 2. well as some of the resources
• Skills are listed under Specific Aims
the skills related that are available
1 and 3
to practical work for practical
must be assessed examination.
in the written
examination.
80% = 60 marks 20% = 15 marks
School-based Assessment (During the Year) 75
Term 1 Term 2 Term 3 Term 4
• One test • One test • One test • One test
• One selected • One selected • One selected • One project/
practical task practical task practical task assignment
• Mid-year
* Environmental
examination studies:
fieldwork
25% 25% 25% 25%
Convert to 25% 75%

* This is an example of a project/assignment.


4.4.2 Grade 11


FORMAL, RECORDED, SCHOOL-BASED ASSESSMENTS END-OF-YEAR INTERNAL
EXAMINATION 75%
Content Practical Two Written Practical
Examinations Examination(1
(2½ hours + 2½ hour)
hours)
• Four tests (minimum of 50 marks A selection of three representative These exams This exam
each) practical tasks, which cover the test knowledge tests practical
• One mid-year examination (2½ range of skills, must be marked and on content, knowledge and
hours, 150 marks) recorded. (The marks allocated for a concepts and skills
• One project/assignment (can be practical task should range from 20 to skills across all This should be set
done in any term: 100 marks in Term 40). topics. Knowledge by each teacher
4) The range of skills is described in of practical work taking into account
• Skills are listed under Specific Aims Specific Aim 2. as well as some of the resources
1 and 3 the skills related that are available
to practical work for practical
must be assessed examination.
in the written
examination.

80% = 60 marks 20% = 15 marks
School-based Assessment (during the year) 75

Term 1 Term 2 Term 3 Term 4
• One test • One test • One test • One test

• One selected • One selected • One selected • One project/
practical task practical task practical task assignment

• Mid-year * Environmental
examination studies:
fieldwork
25% 25% 25% 25%
75%

*This is an example of a project/assignment.

CAPS 69

The requirements (number and nature of tasks) for Life Sciences are indicated below:

4.4.3 Grade 12


TRIAL: END-OF-YEAR
FORMAL, RECORDED, SCHOOL-BASED ASSESSMENTS INTERNAL EXAMINATION
50%
Two written examinations
Content Practical
(2½ hours + 2½ hours)
• Four tests (minimum of 50 marks each) A selection of three These exams test knowledge
representative practical of content, concepts and
• *One mid-year examination (2½ hours, 150 marks) or
tasks, which cover the skills across all topics.
control test
range of skills, must be Knowledge of practical work
• One trial examination (2 x 2½ hours, 300 marks) marked and recorded. as well as some of the skills
• One project/assignment (can be done in any term: 100 (The marks allocated for a related to practical work
marks in term 3). practical task should range must be assessed in the
from 20 to 40). written examination
• Skills are listed under Specific Aims 1 and 3
The range of skills is
described in Specific Aim 2.
School-based assessment (during the year)
Term 1 Term 2 Term 3 and Term 4
• One test • One test • One test
The trial (preliminary)
• One selected practical • One selected practical • One selected practical examination should be set
task task task (will not be included on the work completed in
in year mark) Terms 1, 2 and 3.
* Mid-year examination or
control test project/assignment

* Environmental studies:
fieldwork
33% 33% 33%
Convert to 50% 50%

* Note: Schools that are performing well (above an 80% pass rate in the previous year) may elect not to write the
mid-year examination.

Note: The year mark will be converted to 25% and the external examination will count 75% of the final mark.


4.5 THE END-OF-YEAR EXAMINATIONS:

4.5.1 Grade 10

The examination will consist of two examination papers of 2½ hours and 150 marks each.

The weighting and assessment of topics in Paper 1 and Paper 2 will be as follows:

Paper 1

Weighting
Topic Time
% Marks
T1:

• Chemistry of Life 2½ weeks 16 23

• Cells: Basic Units of Life 3 weeks 17 25

• Cell Division: Mitosis 2 weeks 12 18

• Plant and Animal Tissues 1 week 5 (50) 9

T2:

• Plant and Animal Tissues 2 weeks 13 20

• Plant Organs (Leaf) ½ week 3 5

• Support and Transport Systems: Plants 3 weeks 17 25

• Support Systems: Animals 3 weeks 17 (50) 25
Totals 17 weeks 100% 150

Paper 2

Weighting
Topic Time
% Marks
T3:

• Transport Systems in mammals 3 weeks 20 30

• Biosphere to Ecosystems 6 weeks 40 (60) 60

T 4:

• Biodiversity and Classification 1 week 7 10

• History of Life and Earth 5 weeks 33 (40) 50


The weighting per topic must serve as a guideline for teachers; slight deviations in respect of the number of marks
allocated to a topic are acceptable. The purpose of providing the weighting is to ensure that all topics are covered
according to approximately the correct weighting.

CAPS 71

4.5.2 Grade 11

The examination will consist of two examination papers of 2½ hours and 150 marks each. The weighting and
assessment of topics in Paper 1 and Paper 2 will be as follows:

Paper 1

Weighting
Topic Time
% Marks
T2

• Energy transformations to sustain Life: Photosynthesis 3 weeks 18 27

• Animal Nutrition 3 weeks 18 27

• Energy transformation: Respiration 1½ weeks 10 15

T3

• Gas exchange 2½ weeks 15 22

• Excretion in humans 2½ weeks 15 23

• Population Ecology 4 weeks 24 36
Totals 16½ weeks 100% 150

Paper 2

Weighting
Topic Time
% Marks
T1
• Biodiversity and classification of micro-organisms 3 weeks 20 30
• Biodiversity in plants and reproduction 3 weeks 20 30
• Biodiversity of animals 2 weeks 13 20
T4
• Human impact on the environment: 7 weeks 47 70
• current crises


The weighting per topic must serve as a guideline for teachers; slight deviations in respect of the number of marks
allocated to a topic are acceptable. The purpose of providing the weighting is to ensure that all topics are covered in
approximately the correct weighting.

4.5.3 Grade 12

The examination will consist of two examination papers of 2½ hours and 150 marks each. The weighting and
assessment of topics in Paper 1 and Paper 2 will be as follows:

Paper 1

Weighting
Topic Time
% Marks
T1

• Meiosis 1 week 7 11

• Reproduction in Vertebrates ½ week 4 6

• Human Reproduction 3 weeks 21 31

T2

• Responding to be environment (humans) 4 weeks 27 40

T3

• Human endocrine system 1½ weeks 10 15

• Homeostasis in humans 1 week 7 11

• Responding to the Environment (plants) 1 week 7 11

T4

• Human impact (Grade 11) ‘2½ weeks’ 17 25
Totals 14½weeks 100% 150

Paper 2

Weighting
Topic Time
% Marks
T1

• DNA: Code of Life 2½ weeks 19 27

• Meiosis 1 week 7 12

T2

• Genetics and Inheritance 4 weeks 30 45

T3

• Evolution through Natural Selection 2 weeks 15 23

T 3/T4

• Human evolution 4 weeks 29 43
Totals 13½ weeks 100% 150

The weighting per topic must serve only as a guideline to teachers and examiners and is included to ensure that
all topics are adequately covered in examinations. The number of marks per topic is not expected to be exactly
according to this weighting in the examination papers.

CAPS 73

4.6 RECORDING AND REPORTING

Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment
task. It indicates learner progress towards the achievement of knowledge as prescribed in the Curriculum and
Assessment Policy Statement. Records of learner performance should provide evidence of the learner’s conceptual
progression within a grade and her or his readiness to progress or be promoted to the next grade. Records of learner
performance should also be used to verify the progress made by teachers and learners during the teaching and
learning process.

Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders.
Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school
visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. For all grades,
teachers report learners’ achievements in percentages next to the appropriate subject. The various achievement
levels and their corresponding percentage bands are as shown in the table below.

Note: The seven-point scale should have clear descriptions that give detailed information for each level. Teachers
will record actual marks against the task by suing a record sheet; and report percentages against the subject on the
learners’ report cards.

Codes and Percentages for Reporting in Grades R-12

Rating code Description of competence Percentage
7 Outstanding achievement 80- 100
6 Meritorious achievement 70 - 79
5 Substantial achievement 60 - 69
4 Adequate achievement 50 - 59
3 Moderate achievement 40 - 49
2 Elementary achievement 30 - 39
1 Not achieved 0 - 29

Schools are required to provide quarterly feedback to parents on the Programme of Assessment using a formal
reporting tool such as a report card. The schedule and the report card should indicate the overall level of a learners’
performance.

4.7 MODERATION OF ASSESSMENT

Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation
should be implemented at school and district level and if necessary also at provincial level. Comprehensive and
appropriate moderation practices must be in place for the quality assurance of all subject assessments.

4.7.1 Grades 10 and 11

In Grades 10 and 11 Formal School-based Assessment and the Practical Assessment Tasks should be moderated
by the relevant subject specialists at district and, if necessary, provincial levels in consultation with the moderators at
the school. Moderation serves five purposes:


• Firstly, it should ascertain whether the subject-specific content and skills are sufficiently covered.

• Secondly, the moderator must ensure that the various levels of cognitive demand are reflected in the
assessments.

• Thirdly, that the assessments and marking are of an acceptable standard and consistency.

• Fourthly, to ensure that assessment in different schools are more or less comparable whilst recognising that
different teachers have different standards.

• Finally, to identify areas in which the teacher may need further support and development and to provide such
necessary support

In Grades 10 and 11 there is no compulsory national moderation. Moderation is therefore an ongoing process and
not a once-off end-of-year event.

4.7.2 Grade 12

Moderation refers to the process which ensures that the assessment tasks are fair, valid and reliable. Moderation
should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation
practices must be in place for the quality assurance of all subject assessments.

4.7.2.1 Formal Assessment (School-based Assessment - SBA)

In Grade 12, moderation must take place at four levels:

• School-based moderation and verification of learner performance

This is intended to ensure that the assessments meet the requirements in terms of content, cognitive demands
and skills; that the marking has been consistent and fair and that the marks are a true reflection of learners’
performance in the assessments. This will enable the school to easily identify problems related to the pacing,
standard and reliability of assessment and to ensure that appropriate interventions are put in place early. This
is an ongoing process.

• Moderation by the subject advisor

This is also an ongoing process. Subject advisors should moderate assessments, to ascertain whether:

- Subject-specific content and skills have been covered adequately;

- The prescribed number of assessments have been complied with;

- the appropriate cognitive demands are reflected in the assessments;

- the marking is of an acceptable standard and is consistent;

- the assessments in different schools are comparable whilst recognising that different teachers teach
and assess differently.

CAPS 75

Subject advisors should provide teachers with the necessary guidance and support should any shortcomings be
identified. Early identification of shortcomings and early interventions are essential. It is therefore necessary that
moderation at this level should be ongoing and not a once-off end-of-year event.

• Moderation by the province

Moderation of SBA at this level is once-off and is related to the quality assurance processes that are necessary
developed jointly by the Department of Basic Education and Umalusi in terms of National Policy.

• At a national level

Statistical moderation of learner performance in the School Based Assessment is necessary to ensure comparability
across schools, districts, and provinces.

Note that, in Grade 12, the assessment of Practical work is incorporated into the SBA (per term) and that there is no
practical examination. This is because schools are not all equally resourced and some learners may be disadvantaged
because of this.

4.8 GENERAL

This document should be read in conjunction with:

4.8.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and

4.8.2 The policy document, National Protocol for Assessment Grades R-12.


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