Our aim in Grade 4 is to develop the learners critical thinking, problem solving and time management abilities. We focus on basic operations and timetable concepts to ensure the learners have a firm and solid foundation in the intermediate phase.

Key content taught in Grade 4 promotes communication, creativity, connections as well as helps learners gain and give perspective to different situations/circumstances. Our language studies enforce skills such as listening, speaking, reading, writing and language concepts.

Natural Science and Technology includes the knowledge of life (living and non-living), matter and materials, energy and change, and Earth and beyond. We focus on skills that will promote learners’ ability to understand how things work in the things around us. We encourage learners to understand their responsibility towards themselves as well as those around them. Learners are provided with the opportunity to research and explore as well as demonstrate their own understanding on how things work.

Social Studies: Geography: Geography develops useful skills that enrich learners’ ability to problem solve, apply their knowledge, read maps, design, and explore various real – world situations.

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Social Studies: History: History enables learners to interpret and investigate events, people, and changes in the past. Learners are provided with the opportunity to apply communication, organising, and presenting skills. Predicting future events or changes is a valuable life skill that is practiced and encouraged in Grade 4 History.

PSW in Grade 4 promotes problem solving, communication skills, creative thinking, relationship skills, empathy, coping with bullying, and promoting positive self – awareness abilities.  

Summary of formal and continuous assessment

Grade 4 is made up of two types of assessment. Term 1 and 3: Learners are required to study for tests and complete assignments at home as well as at school. Term 2 and 4 are exam terms.

(1) Progression from grade to grade through this phase within the appropriate age cohort should be the accepted norm, unless the learner displays a lack of competence to cope with the following grade’s work.

(2) The following are guidelines for determining a learner’s progression from Grade 4 to 6 in the Intermediate Phase:

(a) Adequate Achievement (Level 4) (50%-59%) in one official language at Home Language level;

(b) Moderate Achievement (Level 3) (40%-49%) in the second required official language at First Additional Language level 

(bA) Moderate Achievement (Level 3) (40%-49%) in South African Sign Language at Home Language level, if offered by Deaf learners in lieu of an official language at First Additional Language level;

(c) Moderate Achievement (Level 3) (40%-49%) in Mathematics a

(e), Moderate Achievement (Level 3) (40%-49%) in any other two (2) of the remaining approved subjects;

(e) Immigrant learners may be exempted from achieving one official language, provided they obtain Moderate Achievement (Level 3) (40%-49%) in all three (3) of the remaining subjects;

(3) A learner may only be retained once in the Intermediate Phase in order to prevent the learner being retained in this phase for longer than four years;

(4) A learner who is not ready to perform at the expected level and who has been retained in the first phase for four (4) years or more and who is likely to be 17 retained again in the second phase for four (4) years or more, should receive the necessary support in order to progress to the next grade and

(5) Deaf learners, who do not offer South African Sign Language at Home Language level, may obtain an Elementary Achievement (Level 2) (30—39%) in one of the two required official languages.