SUMMERWOOD PRIMARY SCHOOL GRADE 5
This is an overview of subjects taught in Grade 5. Grade heads, class teachers and subject teachers are included:
The key outcome(s) for each subject are listed.
Some subjects focus on learning areas, while other subjects focus on topics.
Mr W. Shaw
5A (Mnr. W Shaw), 5E1 (Mrs. C Peel), 5E2 (Ms. J Heijn), 5E3 (Mr. S Watkins)
English HL: Mrs. C Peel; Ms. J Heijn; Mr. S Watkins
English FAL: Ms. J Heijn
Afrikaans HT: mnr. W Shaw
Afrikaans EAT: mnr. W Shaw; Mrs. C Peel; Ms. T Botha
Mathematics: mnr. W Shaw; Mrs. C Peel; Ms. J Heijn, Mr. S Watkins
NST: mnr. W Shaw; Mrs. C Peel; Ms. J Heijn, Mr. S Watkins
Geography: mnr. W Shaw; Mrs. C Peel; Ms. J Heijn, Mr. S Watkins
History: mnr. W Shaw; Mrs. C Peel; Ms. J Heijn, Mr. S Watkins
PSW: Mr. S Watkins; Mr. K Haschick, Mr. J Raven; Ms. T Botha
Art: Ms. L Manley
ICT: Ms. B Jonson
VISION FOR ALL SUBJECTS
Our vision is to raise kind, caring and compassionate young people with the skills to apply their values in their lives outside of school. We strive to create a collaborative learning environment where students learn from and inspire one another.
The levels of attainment for all subjects are: Level 7 (Outstanding achievement) 80% - 100%; Level 6 (Meritorious Achievement) 70% - 79%; Level 5 (Substantial achievement) 60 - 69%; Level 4 (Adequate achievement) 50% - 59%; Level 3 (Moderate achievement) 40% - 49%; Level 2 (Elementary achievement) 30% - 39%: Level 1 (Not achieved) 0% - 29%.
Identify and solve problems and make decisions using critical and creative thinking.
Collect, analyse, organise and critically evaluate information.
Topics covered: Whole numbers, capacity and volume, length, 2D and 3D, fractions, symmetry, patterns, mass, time, viewing of objects, transformations, temperature, perimeter, area and volume.
Weighting per Content Area
Numbers, Operations and relationships: 50%; patterns, functions: 10%; space and shape (Geometry): 15%; measurement: 15% and data handling: 10%
The learners communicate effectively using visual, symbolic and/or language skills in various modes.
Emphasis is placed on listening and speaking, reading and viewing, writing and presenting and language structures and conventions.
The time allocation for each learning area is identical across the grades in the Intermediate Phase (4 – 6).
The lengths of the texts for the LEARNERS to produce in Home Language are:
Oral texts: 1 – 3 minutes; Essay: 120 – 150 words in 3 – 5 paragraphs; Summary: 60 – 70 words –Transactional texts e.g., letters: 100 – 120 words; Comprehension: 180 – 200 words.
The lengths of the texts for the LEARNERS to produce in First Additional Language are Language are:
Oral texts: 1 -2 minutes; Essay: 100-120 words in 3 – 5 paragraphs; Summary: 50 – 60 words; Transactional texts e.g. letters: 80 – 100 Shorter text e.g. diary entries: 50 – 60 words.
There is time allocated for formal practice. Thinking and reasoning skills are incorporated into the skills and strategies required for listening and speaking, for reading and viewing, and for writing and presenting.
Home Language level also provides for language proficiency that reflects the basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.
This level also provides learners with a literary, aesthetic, and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.
The learners are expected to maintain a high level of knowledge and skills in Home Language.
Language is developed as a tool for thought and communication.
Natural Sciences and
The learners use Science and Technology effectively and critically showing responsibility towards the environment and the health of others.
Life and Living and structures
Matter and Materials and processing
Energy and Change and systems
Planet Earth and Beyond
Geography / History / PSW:
The learners demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.
Hunter-gatherers and herders in Southern Africa
First Farmers in Southern Africa
An ancient African society: Egypt
A heritage trail through the provinces of South Africa
Physical features of South Africa
The weather, climate and vegetation of South Africa
Minerals and mining in South Africa
Progression and Promotion
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
(c) Moderate Achievement (Level 3) (40%-49%) in Mathematics
(d) 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.
MISSION FOR ALL SUBJECTS
Work effectively as individuals and with others as members of a team.
Organise and manage themselves and their activities responsibly and effectively.