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Curriculum and Assessment Policy Statement
Further Education and Training PhaseGrades 10-12
National Curriculum Statement (NCS)
CAPS
CurriCulum and assessment PoliCy statement
Grades 10-12
life sCienCes
LIFE SCIENCES GRADES 10-12
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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
LIFE SCIENCES GRADES 10-12
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 thedivisionsof thepastandestablishasocietybasedondemocraticvalues, social justice and fundamental human rights;
• improvethequalityoflifeofallcitizensandfreethepotentialofeachperson;
• laythefoundationsforademocraticandopensocietyinwhichgovernmentisbasedonthewillofthepeopleandeverycitizenisequallyprotectedbylaw;and
• buildaunitedanddemocraticSouthAfricaabletotakeitsrightfulplaceasasovereignstateinthefamilyofnations.
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 ofimplementationpromptedareviewin2000.Thisledtothefirstcurriculumrevision:theRevised 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 inasingledocumentandwillsimplybeknownastheNational 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 clearerspecificationofwhatistobetaughtandlearntonaterm-by-termbasis.
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
LIFE SCIENCES GRADES 10-12
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
LIFE SCIENCES GRADES 10-12
1CAPS
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 SpecificAims .................................................................................................................................................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
3.2 life sciences for Grade 11: Content............................................................................................................39
3.3 life sciences for Grade 12: Content ...........................................................................................................54
seCtion 4: assessment in life sCienCes ...........................................................................................66
4.1 introduction ...................................................................................................................................................66
4.2 informal and daily assessment ..................................................................................................................66
4.3 formal assessment ......................................................................................................................................67
LIFE SCIENCES GRADES 10-12
2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
4.4 assessment requirements for life sciences: Grades 10-12....................................................................68
4.4.1 Grade 10: Programme of Formal Assessment ......................................................................................68
4.4.2 Grade 11: Programme of Formal Assessment ......................................................................................69
4.4.3 Grade 12: Programme of Formal Assessment ......................................................................................70
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
LIFE SCIENCES GRADES 10-12
3CAPS
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
QualificationsFramework(NQF),promulgatedinGovernmentGazetteNo.27819of20July2005;
LIFE SCIENCES GRADES 10-12
4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualificationatLevel4ontheNationalQualificationsFramework(NQF),regardinglearnerswithspecial
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
qualificationatLevel4ontheNationalQualificationsFramework(NQF),regardingtheNationalProtocol
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(ActNo.84of1996,) 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;
LIFE SCIENCES GRADES 10-12
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• 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).
LIFE SCIENCES GRADES 10-12
6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
1.4 time allocation
1.4.1 foundation Phase
(a) The instructional time in the Foundation Phase is as follows:
suBJeCtGrade r
(Hours)
Grades 1-2
(Hours)
Grade 3
(Hours)
Home Language 10 8/7 8/7
First Additional Language 2/3 3/4
Mathematics 7 7 7
Life Skills
Beginning Knowledge
Creative Arts
Physical Education
Personal and Social Well-being
6
(1)
(2)
(2)
(1)
6
(1)
(2)
(2)
(1)
7
(2)
(2)
(2)
(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
Creative Arts
Physical Education
Personal and Social Well-being
4
(1,5)
(1)
(1,5)
total 27,5
LIFE SCIENCES GRADES 10-12
7CAPS
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
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.
12 (3x4h)
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.
LIFE SCIENCES GRADES 10-12
8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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
LIFE SCIENCES GRADES 10-12
9CAPS
• 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
LIFE SCIENCES GRADES 10-12
10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• 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
strandslife at molecular,
cellular, and tissue level
life processes in plants
and animals
diversity, change and
continuityenvironmental studies
Grade
10
• Chemistry of life
- Inorganic
compounds
- Organic
compounds
• Cell - unit of life
• Cell division (mitosis)
• Plant and animal
tissues
• Support and transport
systems in plants
• Support systems in
animals
• Transport system in
mammals
• Biodiversity and
classification
• History of life on Earth
• Biosphere to
ecosystems
Grade
11
• Energy
transformations
to support life:
photosynthesis
• Animal nutrition
• Energy
transformations:
respiration
• Gas exchange
• Excretion
• Biodiversity -
classification of
microorganisms
• Biodiversity - plants
• Reproduction - plants
• Biodiversity - animals
• Population ecology
• Human impact on
environment: current
crises
Grade
12
• DNA code of Life
• RNA and protein
synthesis
• Meiosis
• Reproduction in
vertebrates
• Human reproduction
• Nervous system
• Senses
• Endocrine system
• Homeostasis
• Darwinism and
Natural Selection
• Human evolution
• Human impact on
environment: current
crises Grade 11
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.
LIFE SCIENCES GRADES 10-12
11CAPS
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)
2. Life Processes in Plants and Animals (Processes that sustain life)
3. Environmental Studies (Population Ecology and Human Impact)
LIFE SCIENCES GRADES 10-12
12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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)
2. Life Processes in Plants and Animals (Processes that sustain life)
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
• ThedevelopmentofScientificKnowledgeandUnderstanding
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.
• TheDevelopmentofScienceProcessSkills(ScientificInvestigations)
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.
• TheDevelopmentofanUnderstandingofScience’sRolesinsociety
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.
LIFE SCIENCES GRADES 10-12
13CAPS
2.5 SpecificAims
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?
2.5.1SpecificAim1:KnowingLifeSciences
(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.
LIFE SCIENCES GRADES 10-12
14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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
In order to assess these competencies (cognitive skills), teachers should use the following verbs in the tasks or
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,EvaluateandSynthesiseScientificKnowledge,ConceptsandIdeas
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.
LIFE SCIENCES GRADES 10-12
15CAPS
assessment
In order to assess these competencies (cognitive skills), teachers should use the following verbs in the tasks or
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 SpecificAim2:InvestigatingPhenomenainLifeSciences
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.
Learners must be able to:
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;
LIFE SCIENCES GRADES 10-12
16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• 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.
LIFE SCIENCES GRADES 10-12
17CAPS
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 SpecificAim 3:Appreciating and Understanding the History, Importance andApplications 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 UnderstandingtheHistoryandRelevanceofSomeScientificDiscoveries
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
LIFE SCIENCES GRADES 10-12
18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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).
Learners must be able to:
• access information;
• select key ideas;
• recall information;
• describe knowledge of natural sciences;
• build a conceptual framework;
• organise or reorganise knowledge;
• write summaries;
• develop flow charts and mind maps;
• recognise patterns and trends;
• apply knowledge in new contexts;
• use knowledge in a new way;
• analyse information/data;
• critically evaluate scientific information;
• recognise relationships between existing;
knowledge and new ideas;
• 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.
Specific Aim 1.1
Specific Aim 1.2
Specific Aim 1.3
Specific Aim 1.4
LIFE SCIENCES GRADES 10-12
19CAPS
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
LIFE SCIENCES GRADES 10-12
20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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.
LIFE SCIENCES GRADES 10-12
21CAPS
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
LIFE SCIENCES GRADES 10-12
22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 1
0
te
rm
1
tim
eo
rien
tati
on
to
lif
e s
cien
ces:
su
bje
ct o
rien
tati
on
½ w
eek
(2 h
ou
rs)
Est
ablis
h lin
ks b
etw
een
Nat
ural
Sci
ence
s (G
ET
) and
Life
Sci
ence
s (F
ET
). D
efine
life
, its
sco
pe, a
nd it
s co
ntin
uity
. Life
on
Ear
th is
dyn
amic
, with
hom
eost
asis
mai
ntai
ning
bala
nce
at e
very
leve
l of
orga
nisa
tion.
Life
is c
hara
cter
ised
by
chan
ges
over
bill
ions
of
year
s. L
ivin
g sy
stem
s ex
hibi
t le
vels
of
orga
nisa
tion
from
mol
ecul
es t
o bi
omes
.
The
nat
ure
of s
cien
ce: s
cien
ce in
volv
es c
onte
sted
kno
wle
dge,
and
non
-dog
mat
ic in
fere
nces
bas
ed o
n ev
iden
ce a
nd p
eer
revi
ew.
Ho
w s
cien
ce W
ork
s: S
cien
ce is
bas
ed o
n:
•fu
ndam
enta
l kno
wle
dge
built
on
scie
ntifi
c ev
iden
ce a
nd v
erifi
ed fi
ndin
gs (
artic
les
that
are
pub
lishe
d in
jour
nals
or
at c
onfe
renc
es: p
eer
revi
ew);
•ob
serv
ing;
•in
vest
igat
ing;
•m
akin
g m
easu
rem
ents
and
und
erst
andi
ng th
e im
port
ance
of s
calin
g;
•co
llect
ing
and
pres
entin
g da
ta in
the
form
of d
raw
ings
, writ
ten
desc
riptio
ns, t
able
s an
d gr
aphs
;
•un
ders
tand
ing
the
limita
tions
of s
cien
tific
evid
ence
;
•id
entif
ying
pat
tern
s an
d re
latio
nshi
ps in
dat
a;
•co
mm
unic
atin
g fin
ding
s; a
nd
•ta
king
soc
ieta
l asp
ects
of s
cien
tific
evid
ence
into
acc
ount
.
Sci
entifi
c sk
ills
invo
lve:
•im
port
ance
of b
iolo
gica
l prin
cipl
es s
uch
as r
elat
ions
hip
betw
een
surf
ace
area
and
vol
ume/
size
, the
rel
atio
nshi
p be
twee
n st
ruct
ure
and
func
tion
•bi
olog
ical
dra
win
gs: p
rinci
ples
that
app
ly
•tr
ansl
atin
g 3
dim
ensi
onal
obj
ects
or
spec
imen
s in
to 2
dim
ensi
onal
dra
win
gs a
nd p
hoto
grap
hs a
nd in
terp
retin
g 2
dim
ensi
onal
dra
win
gs a
nd p
hoto
grap
hs: t
rans
vers
e an
d lo
ngitu
dina
l sec
tions
•ge
nera
l int
rodu
ctio
n to
the
rang
e of
ski
lls li
sted
und
er th
e S
peci
fic A
ims
that
mus
t be
deve
lope
d
•in
trod
uctio
n to
gra
phs:
diff
eren
t kin
ds o
f gra
phs
and
whe
n to
use
them
; int
erpr
etin
g gr
aphs
.
•ca
lcul
atin
g
Org
anis
atio
n of
lear
ning
and
rul
es in
clud
e:
•us
ing
equi
pmen
t and
oth
er r
esou
rces
;
•un
ders
tand
ing
proc
edur
es a
nd h
ow to
saf
ely
use
appa
ratu
s in
labo
rato
ries
and
clas
sroo
ms;
•w
orki
ng in
gro
ups;
•un
ders
tand
ing
asse
ssm
ent r
equi
rem
ents
; and
•a
very
brie
f men
tion
of c
aree
rs a
nd s
ubje
ct c
ombi
natio
ns fo
r en
tran
ce to
hig
her
educ
atio
n.
no
te:
Thi
s in
trod
uctio
n is
not
ass
essa
ble.
How
ever
, the
rel
evan
t asp
ects
mus
t be
inco
rpor
ated
into
in th
e co
ntex
t of t
he s
peci
fic c
onte
nt w
here
they
app
ly, a
nd w
ill th
en
be a
sses
sed.
LIFE SCIENCES GRADES 10-12
23CAPS
te
rm
1
str
and
1:
lif
e at
th
e m
ole
cula
r, C
ellu
lar
and
tis
sue
lev
el
All
livin
g or
gani
sms
are
mad
e of
ato
ms
whi
ch c
ombi
ne t
o fo
rm m
olec
ules
. In
tur
n, t
hese
mol
ecul
es m
ake
up t
he b
asic
uni
ts o
f lif
e i.e
. ce
lls.
Pla
nt a
nd a
nim
al c
ells
hav
e a
com
plex
orga
nisa
tion
whi
ch e
nabl
es t
hem
to c
arry
out
the
basi
c pr
oces
ses
of li
fe, i
.e. m
ovem
ent (
mov
emen
t in
and
arou
nd t
he c
ells
and
som
e ce
lls m
ove)
, nut
ritio
n (c
ells
pro
duce
food
or
obta
in
food
fro
m e
lsew
here
), r
espi
ratio
n, e
xcre
tion,
gro
wth
, re
prod
uctio
n an
d re
spon
ding
to
stim
uli.
Cel
ls a
re s
peci
alis
ed a
nd f
orm
tis
sues
whi
ch p
erfo
rm p
artic
ular
fun
ctio
ns.
The
tis
sues
are
arra
nged
into
org
ans
whi
ch a
re a
lso
spec
ialis
ed to
car
ry o
ut p
artic
ular
func
tions
. Thi
s st
rand
intr
oduc
es le
arne
rs to
life
at t
he m
olec
ular
, cel
lula
r, tis
sue
and
orga
n le
vel (
links
to G
rade
9).
tim
e to
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
2½ w
eeks
(10
ho
urs
)
th
e C
hem
istr
y
of
lif
e
mo
lecu
les
fo
r l
ife
Org
anic
mol
ecul
es a
re m
ade
up o
f C, H
, and
O, a
nd
som
e co
ntai
n ot
her
elem
ents
, suc
h as
N a
nd P
. Cel
ls a
re
mad
e up
of p
rote
ins,
car
bohy
drat
es, l
ipid
s, n
ucle
ic a
cids
and
vita
min
s.
(Onl
y ba
sic
stru
ctur
al d
etai
l req
uire
d.)
ino
rgan
ic C
om
po
un
ds
• T
he m
ain
func
tions
of:
-
wat
er: 2
H a
nd 1
O;
-
min
eral
s: e
.g.,
Na,
K, C
a, P
, Fe,
I, n
itrat
es,
phos
phat
es; m
acro
and
mic
ro e
lem
ents
; mai
n
func
tions
and
defi
cien
cy d
isea
ses (linktonutrition
and
Gra
de 9
).
• T
he n
eed
for
fert
ilise
rs in
ove
r ut
ilise
d so
ils, e
.g.,
whe
re c
rops
are
gro
wn
and
regu
larly
har
vest
ed,
fert
ilize
rs a
re w
ashe
d aw
ay in
to r
iver
s, a
nd
eutr
ophi
catio
n ca
n ta
ke p
lace(linktoecology).
op
tio
nal
:
• C
onst
ruct
mod
els
of s
impl
e an
d m
ore
com
plex
mol
ecul
es u
sing
bea
ds o
r pl
astic
ine.
• A
naly
se n
utrit
iona
l con
tent
indi
cate
d on
food
pack
agin
g: v
itam
ins,
min
eral
s an
d ot
her
nutr
ition
al
cont
ent.
• Te
xtbo
oks
• C
hart
s
• E
quip
men
t
• Te
st tu
bes
• A
sel
ectio
n of
fo
od p
acka
ging
sho
win
g
nutr
ition
al c
onte
nt
LIFE SCIENCES GRADES 10-12
24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
1
org
anic
Co
mp
ou
nd
s
• ca
rboh
ydra
tes
- m
onos
acch
arai
des
(sin
gle
suga
rs),
e.g.
, glu
cose
and
fruc
tose
; dis
acch
arid
es, (
doub
le
suga
rs),
e.g
., su
cros
e an
d m
alto
se; p
olys
acch
arid
es
(man
y su
gars
), e
.g.,
star
ch, c
ellu
lose
and
gly
coge
n;
• lip
ids
(fat
s an
d oi
ls)
- 1
glyc
erol
and
3 fa
tty a
cids
:
unsa
tura
ted
and
satu
rate
d fa
ts; c
hole
ster
ol in
food
s;
and
hear
t dis
ease
(linktoGrade9);
• pr
otei
ns -
am
ino
acid
s (C
,H, O
and
N a
nd s
ome
have
P, S
, Fe)
- a
re s
ensi
tive
to te
mpe
ratu
re a
nd p
H:
loss
of s
truc
ture
and
func
tion;
the
role
of e
nzym
es in
brea
king
dow
n/sy
nthe
sisi
ng m
olec
ules
; the
influ
ence
of te
mpe
ratu
re a
nd p
H o
n en
zym
e ac
tion;
the
Lock
and
Key
Mod
el o
f how
enz
ymes
wor
k; e
nzym
es in
ever
yday
life
(fo
r in
stan
ce u
sing
was
hing
pow
ders
);
• M
entio
n of
nuc
leic
aci
ds -
DN
A a
nd R
NA
- c
onsi
stin
g
of C
, H, O
, N a
nd P
(no
deta
ils o
f str
uctu
re r
equi
red)
; and
• vi
tam
ins
- e.
g., A
, one
of t
he B
vita
min
s, C
, D a
nd E
.
(Simplediagramstorepresentmolecules.R
eviewbriefly
whythesesubstancesareneededinplantsandanimals
i.e.buildonpriorknow
ledge.Donotgivedetailof
structureorfunction-functionswillbedealtw
ithinlater
sectionswhereappropriate.Thisisabriefintroductionto
themolecularmake-upoforganisms.)
ess
enti
al:
• F
ood
test
s fo
r st
arch
, glu
cose
, lip
ids
and
prot
eins
.
• In
vest
igat
e th
e w
orki
ng o
f a ‘b
iolo
gica
l’ w
ashi
ng
pow
der
(con
tain
ing
enzy
mes
).
OR
• H
ydro
gen
Per
oxid
e an
d ch
icke
n liv
er to
dem
onst
rate
the
effe
ct o
f enz
ymes
.
OR
• F
resh
pin
eapp
le ju
ice
and
solid
egg
whi
te in
a p
last
ic
drin
king
str
aw.
AN
D
• O
bser
ve, m
easu
re a
nd r
ecor
d re
sults
of t
he
expe
rimen
t don
e at
diff
eren
t tem
pera
ture
s.
• C
ompa
re th
e R
ecom
men
ded
Dai
ly A
llow
ance
(R
DA
)
with
usu
al d
iet o
f ind
ivid
ual l
earn
ers.
Dra
w a
pie
cha
rt
of th
e fo
od ty
pes
and
disc
uss
impl
icat
ions
of t
he
usua
l die
t of l
earn
ers.
• C
hem
ical
s
• B
unse
n bu
rner
s
• T
herm
omet
ers
• W
ashi
ng p
owde
r
• H
2O2
and
chic
ken
liver
or • P
inea
pple
juic
e, e
gg
whi
te a
nd p
last
ic d
rinki
ng
stra
ws
LIFE SCIENCES GRADES 10-12
25CAPS
te
rm
1
3 w
eeks
(12
ho
urs
)
Cel
ls:
th
e
Bas
ic u
nit
s o
f
lif
e
mo
lecu
lar
mak
e-u
p
Cel
ls a
re m
ostly
mad
e up
of p
rote
ins,
car
bohy
drat
es,
lipid
s, n
ucle
ic a
cids
and
wat
er.
Brie
f ove
rvie
w o
f the
his
tory
of m
icro
scop
y: fr
om le
ns
and
light
mic
rosc
opes
and
to e
lect
ron
mic
rosc
opes
. How
thes
e in
stru
men
ts e
nabl
ed p
eopl
e to
see
cel
ls a
nd th
en
stru
ctur
es w
ithin
cel
ls w
hich
led
to c
ell t
heor
y.
(BrieflyreviseGrade9workonthecell.)
Cel
l str
uct
ure
an
d f
un
ctio
n:
th
e r
ole
s o
f o
rgan
elle
s
• ce
ll w
all -
sup
port
str
uctu
re in
pla
nt c
ells
onl
y;
• ce
ll m
embr
ane
- flu
id m
osai
c m
odel
, bou
ndar
ies
and
tran
spor
t: m
ovem
ent a
cros
s m
embr
anes
: di
ffusi
on,
osm
osis
and
act
ive
tran
spor
t;
• nu
cleu
s, c
hrom
atin
mat
eria
l, nu
clea
r m
embr
ane,
nucl
eopo
res,
nuc
leol
us: t
he c
ontr
ol c
entr
e, h
ered
ity;
• cy
topl
asm
- s
tora
ge a
nd c
ircul
atio
n of
mat
eria
ls;
• m
itoch
ondr
ia -
rel
ease
ene
rgy
durin
g ce
ll re
spira
tion;
• rib
osom
es -
pro
tein
syn
thes
is;
• en
dopl
asm
ic r
etic
ulum
(ro
ugh
and
smoo
th)
- tr
ansp
ort
syst
ems;
• G
olgi
bod
y -
asse
mbl
es s
ecre
tions
;
• pl
astid
s -
prod
uctio
n an
d st
orag
e of
food
and
pigm
ents
; and
• va
cuol
e, ly
soso
mes
, ves
icle
s -
stor
age,
dig
estio
n an
d
osm
oreg
ulat
ion.
Rel
ate
stru
ctur
e an
d lo
catio
n of
org
anel
les
to th
eir
func
tions
.
(Thisisanintroduction;som
eorganellefunctionswillbe
expl
ored
in m
ore
deta
il in
oth
er s
ectio
ns.)
Cel
ls d
iffe
r in
siz
e, s
hape
and
str
uctu
re in
ord
er to
car
ry
out s
peci
alis
ed fu
nctio
ns [linktotissues].
The
diff
eren
ces
betw
een
plan
t and
ani
mal
cel
ls (linkto
Gra
de 9
).
• E
xpla
in a
nd d
emon
stra
te h
ow a
ligh
t mic
rosc
ope
wor
ks.
Use
a li
ght m
icro
scop
e to
obs
erve
and
rec
ord
(dra
w)
the
stru
ctur
e of
a:
- pl
ant c
ell (
wet
mou
nt o
f oni
on e
pide
rmis
) an
d an
- an
imal
cel
l (ch
eek
cells
)
If m
icro
scop
es a
re n
ot a
vaila
ble,
use
mic
rogr
aphs
.
- C
alcu
late
mag
nific
atio
n of
dra
win
g by
mea
surin
g
the
field
of v
iew
und
er a
mic
rosc
ope.
OR
• C
alcu
late
the
size
of s
peci
men
on
a m
icro
grap
h us
ing
the
scal
e lin
e pr
ovid
ed.
• In
vest
igat
e di
ffusi
on.
• In
vest
igat
e os
mos
is.
• Te
xtbo
oks
• C
hart
s
• M
icro
grap
hs
• M
icro
scop
e sl
ides
• C
hem
ical
s
• E
lect
ron
mic
rogr
aphs
(in
text
boo
ks)
• T
rans
pare
nt r
uler
s
• Li
ght m
icro
scop
es
• B
iovi
ewer
s an
d bi
ostr
ips
• B
eake
rs
• S
alt,
• P
otat
oes
or e
ggs
LIFE SCIENCES GRADES 10-12
26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
1
2 w
eeks
(8 h
ou
rs)
Cel
l div
isio
n:
mit
osi
s
th
e C
ell C
ycle
incl
ud
ing
mit
osi
s:
inte
rpha
se, m
itosi
s (w
ith n
ames
of p
hase
s), c
ytok
ines
is
and
grow
th.
The
Con
tinuo
us P
roce
ss o
f Mito
sis:
The
div
isio
n of
a c
ell
to fo
rm tw
o id
entic
al c
ells
.
(Simpledescriptionwithdiagram
stoshowchrom
osom
e
chan
ges
so th
at o
ne p
aren
t cel
l for
ms
two
iden
tica
l
daug
hter
cel
ls.)
• T
he d
iffer
ence
in te
loph
ase
betw
een
plan
t and
ani
mal
cells
.
Ch
rom
oso
mes
: ar
e fo
und
in n
ucle
i of a
ll ce
lls; t
wo
chro
mat
ids
and
cent
rom
ere.
ro
le o
f m
ito
sis:
gro
wth
and
rep
air;
Rep
rodu
ctio
n in
som
e si
mpl
e or
gani
sms.
Can
cer:
Unc
ontr
olle
d ce
ll di
visi
on a
nd g
row
th
• ca
uses
of c
ance
r;
• be
liefs
and
atti
tude
s co
ncer
ning
can
cer
(dis
cuss
brie
fly);
• tr
eatm
ents
of c
ance
r; a
nd
• m
edic
al b
iote
chno
logy
, e.g
., ra
diot
hera
py a
nd
chem
othe
rapy
(no
det
ail r
equi
red)
.
• U
se s
uita
ble
reso
urce
s to
exa
min
e ce
ll di
visi
on, e
.g.,
mic
rosc
ope
slid
es, m
icro
grap
hs, p
oste
rs a
nd m
odel
s.
Rec
ord
obse
rvat
ions
as
draw
ings
.
• R
esea
rch
and
pres
ent i
nfor
mat
ion
on O
NE
of t
he
canc
ers.
Thi
s m
ust i
nclu
de c
ause
s, p
reva
lenc
e an
d
trea
tmen
t. In
form
atio
n ca
n be
pre
sent
ed v
erba
lly o
r
as a
writ
ten
repo
rt.
• Te
xtbo
oks
• C
hart
s
• M
icro
grap
hs/m
icro
-sco
pe
slid
es
• M
icro
scop
es
• R
efer
ence
boo
ks
1 w
eek
(4 h
ou
rs)
tota
l
9 w
eeks
(36
ho
urs
)
Pla
nt
and
an
imal
tis
sues
intr
od
uct
ion
to
tis
sues
Intr
oduc
e th
e co
ncep
t of a
tiss
ue a
s a
grou
p of
sim
ilar
cells
ada
pted
for
a pa
rtic
ular
func
tion;
cel
l diff
eren
tiatio
n.
Em
phas
ise
the
rela
tions
hip
betw
een
thei
r ba
sic
stru
ctur
e
and
func
tion.
Pla
nt
tis
sues
Xyl
em, p
hloe
m, p
aren
chym
a, c
olle
nchy
ma,
scle
renc
hym
a, e
pide
rmis
and
mer
iste
mat
ic ti
ssue
s.
• E
xam
ine
and
iden
tify
som
e pl
ant t
issu
es u
sing
mic
rosc
ope,
bio
strip
s, m
icro
grap
hs o
r po
ster
s. D
raw
cells
that
mak
e up
thes
e tis
sues
to s
how
spe
cial
ised
stru
ctur
e.
• Te
xtbo
oks
• C
hart
s
• M
icro
scop
e sl
ides
• M
icro
grap
hs
• M
icro
scop
es
LIFE SCIENCES GRADES 10-12
27CAPS
te
rm
1
ass
essm
ent
• O
ne fo
rmal
, rec
orde
d cl
ass
test
.
• A
sses
smen
t for
lear
ning
(in
form
al)
usin
g a
varie
ty
of s
trat
egie
s an
d ap
prop
riate
form
s of
ass
essm
ent
in te
sts,
hom
ewor
k ex
erci
ses,
wor
kshe
ets,
rep
orts
,
sum
mar
ies,
ess
ays,
etc
.
Ref
er to
the
rang
e of
ski
lls li
sted
und
er S
peci
fic A
ims
1 an
d 3.
Not
e th
at k
now
ledg
e an
d un
ders
tand
ing
of in
vest
igat
ions
and
pra
ctic
al w
ork
shou
ld a
lso
be
asse
ssed
in w
ritte
n w
orks
heet
s, r
epor
ts, h
omew
ork
exer
cise
s an
d te
sts.
The
cog
nitiv
e sk
ills
liste
d un
der
Spe
cific
Aim
s 1
and
3 w
ill a
lso
appl
y to
kno
wle
dge
and
unde
rsta
ndin
g of
inve
stig
atio
ns.
• O
ne p
ract
ical
task
.
• R
efer
to th
e ra
nge
of s
kills
spe
cifie
d un
der
Spe
cific
Aim
2.
te
rm
1
2 w
eeks
(8 h
ou
rs)
Cel
l div
isio
n:
mit
osi
s
th
e C
ell C
ycle
incl
ud
ing
mit
osi
s:
inte
rpha
se, m
itosi
s (w
ith n
ames
of p
hase
s), c
ytok
ines
is
and
grow
th.
The
Con
tinuo
us P
roce
ss o
f Mito
sis:
The
div
isio
n of
a c
ell
to fo
rm tw
o id
entic
al c
ells
.
(Simpledescriptionwithdiagram
stoshowchrom
osom
e
chan
ges
so th
at o
ne p
aren
t cel
l for
ms
two
iden
tica
l
daug
hter
cel
ls.)
• T
he d
iffer
ence
in te
loph
ase
betw
een
plan
t and
ani
mal
cells
.
Ch
rom
oso
mes
: ar
e fo
und
in n
ucle
i of a
ll ce
lls; t
wo
chro
mat
ids
and
cent
rom
ere.
ro
le o
f m
ito
sis:
gro
wth
and
rep
air;
Rep
rodu
ctio
n in
som
e si
mpl
e or
gani
sms.
Can
cer:
Unc
ontr
olle
d ce
ll di
visi
on a
nd g
row
th
• ca
uses
of c
ance
r;
• be
liefs
and
atti
tude
s co
ncer
ning
can
cer
(dis
cuss
brie
fly);
• tr
eatm
ents
of c
ance
r; a
nd
• m
edic
al b
iote
chno
logy
, e.g
., ra
diot
hera
py a
nd
chem
othe
rapy
(no
det
ail r
equi
red)
.
• U
se s
uita
ble
reso
urce
s to
exa
min
e ce
ll di
visi
on, e
.g.,
mic
rosc
ope
slid
es, m
icro
grap
hs, p
oste
rs a
nd m
odel
s.
Rec
ord
obse
rvat
ions
as
draw
ings
.
• R
esea
rch
and
pres
ent i
nfor
mat
ion
on O
NE
of t
he
canc
ers.
Thi
s m
ust i
nclu
de c
ause
s, p
reva
lenc
e an
d
trea
tmen
t. In
form
atio
n ca
n be
pre
sent
ed v
erba
lly o
r
as a
writ
ten
repo
rt.
• Te
xtbo
oks
• C
hart
s
• M
icro
grap
hs/m
icro
-sco
pe
slid
es
• M
icro
scop
es
• R
efer
ence
boo
ks
1 w
eek
(4 h
ou
rs)
tota
l
9 w
eeks
(36
ho
urs
)
Pla
nt
and
an
imal
tis
sues
intr
od
uct
ion
to
tis
sues
Intr
oduc
e th
e co
ncep
t of a
tiss
ue a
s a
grou
p of
sim
ilar
cells
ada
pted
for
a pa
rtic
ular
func
tion;
cel
l diff
eren
tiatio
n.
Em
phas
ise
the
rela
tions
hip
betw
een
thei
r ba
sic
stru
ctur
e
and
func
tion.
Pla
nt
tis
sues
Xyl
em, p
hloe
m, p
aren
chym
a, c
olle
nchy
ma,
scle
renc
hym
a, e
pide
rmis
and
mer
iste
mat
ic ti
ssue
s.
• E
xam
ine
and
iden
tify
som
e pl
ant t
issu
es u
sing
mic
rosc
ope,
bio
strip
s, m
icro
grap
hs o
r po
ster
s. D
raw
cells
that
mak
e up
thes
e tis
sues
to s
how
spe
cial
ised
stru
ctur
e.
• Te
xtbo
oks
• C
hart
s
• M
icro
scop
e sl
ides
• M
icro
grap
hs
• M
icro
scop
es
LIFE SCIENCES GRADES 10-12
28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
2
str
and
1:
lif
e at
mo
lecu
lar,
Cel
lula
r an
d t
issu
e l
evel
(co
nti
nu
ed)
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
2 w
eeks
(8
ho
urs
)
Pla
nt
and
an
imal
tis
sues
(co
nti
nu
ed)
an
imal
tis
sues
The
Fou
r ba
sic
type
s w
ith s
ome
exam
ples
:
• ep
ithel
ial;
• co
nnec
tive;
• m
uscl
e; a
nd
• ne
rve
tissu
es
The
rel
atio
nshi
p be
twee
n st
ruct
ure
and
func
tion.
(No
deta
il re
quire
d -
som
e tis
sues
, e.g
., bl
ood
and
nerv
es
in t
he r
eflex
arc
, w
ill b
e co
vere
d in
mor
e de
tail
in r
elev
ant
sect
ions
.)
ap
plic
atio
ns
of
ind
igen
ou
s k
no
wle
dg
e s
yste
ms
and
Bio
tech
no
log
y
• tr
aditi
onal
tec
hnol
ogy,
e.g
., tr
aditi
onal
med
icin
es a
nd
heal
ers;
• m
edic
al
biot
echn
olog
y,
e.g.
, im
mun
ity,
vacc
ines
,
antib
iotic
s an
d bl
ood
tran
sfus
ions
; and
• th
e cl
onin
g of
pla
nt a
nd a
nim
al t
issu
es a
nd s
tem
cel
l
rese
arch
(et
hics
and
legi
slat
ion)
.
• E
xam
ine
and
iden
tify
som
e an
imal
tis
sues
us
ing
mic
rosc
ope,
bi
ostr
ips,
m
icro
grap
hs
or
post
ers.
Dra
w t
he c
ells
tha
t m
ake
up t
hese
tis
sues
to
show
spec
ialis
ed s
truc
ture
.
• C
olle
ct
info
rmat
ion
on
ON
E
field
of
bi
otec
hnol
ogy
rela
ted
to p
lant
or
anim
al t
issu
es e
.g.,
clon
ing,
ste
m
cell
rese
arch
or
in v
itro
fert
ilisa
tion.
• Te
xtbo
ok
• C
hart
s
• M
icro
scop
e sl
ides
/
mic
rogr
aphs
• M
icro
scop
es
• R
efer
ence
boo
ks
½ w
eek
(2 h
ou
rs)
org
ans
Org
ans
cons
ist
of a
num
ber
of t
issu
es.
Leaf
str
uctu
re w
ill
be u
sed
as a
n ex
ampl
e of
an
orga
n. O
ther
org
ans
will
be
deal
t with
in th
eir
rele
vant
sec
tions
in li
fe p
roce
sses
.
lea
f s
tru
ctu
re
A c
ross
-sec
tion
of a
dic
otyl
edon
ous
leaf
to
dem
onst
rate
and
expl
ain
its s
truc
ture
in
term
s of
its
fun
ctio
ns,
i.e.
phot
osyn
thes
is,
gas
exch
ange
and
tra
nspo
rt.
Link
thi
s
with
pla
nt t
issu
es,
appr
opria
te c
ell o
rgan
elle
s, m
ovem
ent
acro
ss
mem
bran
es
and
mov
emen
t of
m
olec
ules
in
to,
thro
ugh
and
out o
f the
leaf
.
• O
bser
ve a
nd d
raw
a s
ectio
n of
a d
icot
yled
onou
s le
af.
op
tio
ns:
• O
bser
ve p
repa
red
slid
es o
f a c
ross
sec
tion
of a
leaf
.
OR
• O
bser
ve m
icro
grap
hs.
OR
• O
bser
ve b
iovi
ewer
slid
e st
rips
• Te
xtbo
oks
• C
hart
s
• M
icro
grap
hs/b
iovi
ewer
s
• M
icro
scop
es
• M
icro
grap
hs/b
iovi
ewer
s
LIFE SCIENCES GRADES 10-12
29CAPS
te
rm
2
str
and
2:
lif
e P
roce
sses
in P
lan
ts a
nd
an
imal
s
Lear
ners
exp
lore
the
ana
tom
y of
pla
nts
and
anim
als
in r
espe
ct o
f su
ppor
t an
d tr
ansp
ort
syst
ems.
In
anim
als,
the
diff
eren
t su
ppor
t sy
stem
s ar
e co
mpa
red,
with
a f
ocus
on
the
hum
an
supp
ort s
yste
m a
nd lo
com
otio
n.
3 w
eeks
(12
ho
urs
)
su
pp
ort
an
d
tran
spo
rt
sys
tem
s in
Pla
nts
an
ato
my
of
dic
oty
led
on
ou
s P
lan
ts (linktoGrade7)
• R
oot a
nd s
tem
: the
dis
trib
utio
n of
diff
eren
t tis
sues
;
• th
e st
ruct
ure
of c
ells
in
diffe
rent
tis
sues
(linktoplant
tissu
es)
• S
econ
dary
gro
wth
(linktocelldivision);
the
ann
ual
rings
in a
tree
trun
k to
ass
ess
age
and
to in
fer
clim
ate
chan
ge.
tran
spir
atio
n
The
rel
atio
nshi
p be
twee
n w
ater
los
s an
d le
af s
truc
ture
(linktoTerm1).
Fac
tors
that
affe
ct th
e ra
te o
f tra
nspi
ratio
n ar
e:
• te
mpe
ratu
re;
• lig
ht in
tens
ity;
• w
ind;
• hu
mid
ity.
• W
iltin
g an
d G
utta
tion
• th
e in
take
of
wat
er a
nd m
iner
als
into
the
xyl
em i
n
root
s;
- th
e tr
ansp
ort o
f wat
er a
nd m
iner
als
to le
aves
;
- T
he
tran
sloc
atio
n of
m
anuf
actu
red
food
fr
om
leav
es to
oth
er p
arts
of p
lant
• U
se a
mic
rosc
ope
or m
icro
grap
hs t
o ob
serv
e an
d
draw
cro
ss s
ectio
ns o
f roo
t and
ste
m (
plan
onl
y).
• If
mic
rosc
opes
are
ava
ilabl
e m
ake
mou
nts
of,
and
draw
, w
hole
xyl
em v
esse
ls f
rom
cel
ery
or p
umpk
in
stal
ks to
see
sec
onda
ry th
icke
ning
pat
tern
s.
• O
bser
ve a
nnua
l rin
gs in
a c
ut t
ree
to a
sses
s ag
e an
d
clim
atic
con
ditio
ns .
• D
esig
n an
in
vest
igat
ion
to
disc
over
th
e ef
fect
of
tem
pera
ture
, lig
ht in
tens
ity o
r hum
idity
on
tran
spira
tion
rate
(us
ing
a si
mpl
e po
tom
eter
). Id
entif
y va
riabl
es a
nd
cont
rol v
aria
bles
.
• In
vest
igat
e w
ater
upt
ake
thro
ugh
the
root
s
• In
vest
igat
e w
ater
m
ovem
ent
thro
ugh
xyle
m
(use
Impa
tiens
if p
ossi
ble)
.
• Te
xtbo
ok
• M
icro
scop
es
• P
repa
red
slid
es
• G
lass
slid
es
• C
over
slip
s
• P
umpk
in o
r ce
lery
ste
ms
• B
lade
s or
sca
lpel
s
• C
olou
red
ink/
food
colo
urin
g
• P
otom
eter
• B
eake
rs
• Le
afy
twig
s
• S
oft p
lant
e.g
., B
usy
Lizz
ie/Im
patie
ns
• E
osin
• G
lass
con
tain
ers
LIFE SCIENCES GRADES 10-12
30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
2
3 w
eeks
(12
ho
urs
)
su
pp
ort
sys
tem
s in
an
imal
s
ske
leto
ns
• E
xam
ples
of a
nim
als
with
:
- a
hydr
osta
tic s
kele
ton,
- an
end
oske
leto
n an
d
- an
exo
skel
eton
Adv
anta
ges
and
disa
dvan
tage
s of
eac
h.
• E
mph
asis
e de
velo
pmen
tal p
rogr
essi
on a
nd r
elat
e it
to
the
need
for
supp
ort l
inke
d to
a te
rres
tria
l life
styl
e.
Hu
man
ske
leto
n
• th
e ax
ial
skel
eton
: m
entio
n of
fac
ial
bone
s, c
rani
um,
fora
men
mag
num
, pal
ate
and
jaw
s (tolinkwithhum
an
evol
utio
n in
Gra
de 1
2); a
nd
• th
e ap
pend
icul
ar s
kele
ton.
fu
nct
ion
s o
f th
e s
kele
ton
• M
ovem
ent
• P
rote
ctio
n
• S
uppo
rt
• S
tora
ge o
f min
eral
s
• H
earin
g
• S
truc
ture
of a
long
bon
e;
• th
e re
latio
nshi
p be
twee
n th
e st
ruct
ure
and
func
tion
of
the
follo
win
g tis
sues
:
- bo
ne;
- ca
rtila
ge;
- te
ndon
s;
- lig
amen
ts.
• O
bser
ve th
e hu
man
ske
leto
n (m
odel
or
phot
ogra
phs)
.
• O
bser
ve a
nd d
raw
a t
ypic
al l
ongb
one:
lon
gitu
dina
l
sect
ion
• O
bser
ve a
s m
any
of t
hese
tis
sues
as
poss
ible
: fr
esh
mat
eria
l fro
m a
but
cher
• Te
xtbo
oks
• M
odel
s
• P
hoto
grap
hs
• S
elec
tion
of
cut
long
bone
s (f
rom
but
cher
y)
• O
btai
n m
ater
ial
from
a
butc
her:
Joi
nt w
ith b
one,
cart
ilage
liga
men
ts
OR
LIFE SCIENCES GRADES 10-12
31CAPS
te
rm
2
tota
l
8½ w
eeks
(34
ho
urs
)
Join
ts
• F
ixed
join
ts
• P
artly
mov
able
join
ts
• F
reel
y m
ovab
le (
syno
vial
) jo
ints
. S
truc
ture
of
syno
vial
join
ts: b
all a
nd s
ocke
t, hi
nge,
piv
ot a
nd g
lidin
g.
th
e ro
les
of
the
follo
win
g in
hu
man
loco
mo
tio
n:
• bo
nes;
• jo
ints
;
• lig
amen
ts;
• te
ndon
s;
• an
tago
nist
ic m
uscl
es (
e.g.
, bic
eps/
tric
eps)
.
• T
he S
truc
ture
of v
olun
tary
ske
leta
l mus
cles
: Myo
fibril
s
and
mus
cle
cont
ract
ion.
• D
isea
ses
that
affe
ct t
he s
kele
ton:
Ric
kets
in c
hild
ren,
oste
opor
osis
, art
hriti
s, e
tc.
• O
bser
ve a
nd d
escr
ibe
the
mov
emen
t w
hich
occ
urs
at
each
of
thes
e ty
pes
of j
oint
s. I
f po
ssib
le,
obse
rve
an
X-r
ay o
f bal
l and
soc
ket a
nd h
inge
join
ts
• M
icro
scop
e pr
epar
ed
slid
es
OR
• M
icro
grap
hs
• X
-ray
s if
poss
ible
ass
essm
ent
• O
ne fo
rmal
, rec
orde
d cl
ass
test
.
• M
id-y
ear
exam
inat
ion
(2½
hrs
).
Ref
er t
o th
e ra
nge
of s
kills
spe
cifie
d in
Spe
cific
Aim
s 1
and
3. A
sses
smen
t fo
r le
arni
ng (
info
rmal
) us
ing
a va
riety
of
stra
tegi
es
and
appr
opria
te
form
s of
as
sess
men
t
in
hom
ewor
k ex
erci
ses,
w
ritte
n w
orks
heet
s,
repo
rts,
sum
mar
ies,
ess
ays,
test
s, e
tc.
Not
e th
at k
now
ledg
e an
d un
ders
tand
ing
of in
vest
igat
ions
and
prac
tical
wor
k sh
ould
als
o be
ass
esse
d in
writ
ten
wor
kshe
ets,
hom
ewor
k ex
erci
ses,
rep
orts
, te
sts,
ess
ays
and
exam
inat
ions
. T
he
cogn
itive
sk
ills
liste
d un
der
Spe
cific
Aim
s 1
and
3 w
ill a
lso
appl
y to
kno
wle
dge
and
unde
rsta
ndin
g of
inve
stig
atio
ns.
One
pra
ctic
al ta
sk.
Ref
er to
the
rang
e of
ski
lls s
peci
fied
in S
peci
fic A
im 2
.
LIFE SCIENCES GRADES 10-12
32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
3
str
and
2:
lif
e P
roce
sses
in P
lan
ts a
nd
an
imal
s (C
on
tin
ued
))
Lear
ners
stu
dy th
e tr
ansp
ort s
yste
ms
of th
e hu
man
bod
y.
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
3 w
eeks
(12
ho
urs
)
tran
spo
rt
sys
tem
s in
mam
mal
s
(Hu
man
)
Cir
cula
tory
sys
tem
• T
he b
lood
circ
ulat
ion
syst
em: p
ulm
onar
y an
d sy
stem
ic
(dou
ble,
clo
sed)
circ
ulat
ory
syst
ems,
incl
udin
g th
e:
- he
art a
nd a
ssoc
iate
d bl
ood
vess
els;
- he
art
inte
rnal
an
d ex
tern
al
stru
ctur
e re
late
d to
func
tioni
ng; a
nd
- ca
rdia
c cy
cle
(the
flow
of b
lood
thro
ugh
the
hear
t)
• T
he d
irect
ion
of b
lood
flow
: th
e di
ffere
nce
betw
een
oxyg
enat
ed a
nd d
eoxy
gena
ted
bloo
d in
diff
eren
t par
ts
of th
e sy
stem
(di
agra
m o
r sc
hem
atic
dra
win
g):
- lu
ngs
and
pulm
onar
y sy
stem
an
d as
soci
ated
bloo
d ve
ssel
s;
- m
ajor
org
ans
and
syst
emic
sys
tem
; the
ass
ocia
ted
maj
or b
lood
ves
sels
of
the
brai
n, s
mal
l in
test
ine,
liver
and
kid
neys
.
• T
he m
echa
nism
s fo
r co
ntro
lling
the
card
iac
cycl
e an
d
hear
t rat
e (p
ulse
).
• T
he
bloo
d ve
ssel
s,
incl
udin
g th
e st
ruct
ure
and
func
tioni
ng
of
arte
ries,
ve
ins
with
va
lves
an
d
capi
llarie
s.
• l
ymp
h:
the
rela
tions
hip
betw
een
the
bloo
d sy
stem
and
lym
phat
ic s
yste
m. F
unct
ions
of l
ymph
atic
sys
tem
.
• D
isea
ses
of t
he h
eart
and
circ
ulat
ory
syst
em,
e.g.
,
high
an
d lo
w
bloo
d pr
essu
re,
hear
t at
tack
s an
d
stro
kes,
the
trea
tmen
ts o
f hea
rt d
isea
ses,
e.g
., st
ents
,
valv
e re
plac
emen
ts,
bypa
ss
surg
ery,
pa
cem
aker
s,
and
hear
t tra
nspl
ants
(m
entio
n on
ly).
• D
isse
ctio
n of
m
amm
al
hear
t (s
heep
, co
w
or
pig)
obta
ined
fro
m a
but
cher
y. I
dent
ify c
ham
bers
, va
lves
,
mus
cle,
and
blo
od v
esse
ls.
• In
pai
rs, m
easu
re th
e pu
lse
of o
ne le
arne
r be
fore
and
afte
r ex
erci
se.
Rec
ord,
inte
rpre
t an
d ex
plai
n th
e da
ta
pres
ente
d as
a g
raph
.
• O
bser
ve
and
draw
pr
epar
ed
mic
rosc
ope
slid
es
or
mic
rogr
aphs
of b
lood
cel
ls a
nd b
lood
ves
sels
as
seen
in c
ross
sec
tion.
• D
raw
a
tabl
e of
th
e di
ffere
nces
be
twee
n di
ffere
nt
type
s of
blo
od v
esse
ls.
• Te
xtbo
oks
• C
hart
s
• S
heep
, cow
or
pig
hear
t
obta
ined
from
a b
utch
ery.
• S
calp
els
or b
lade
s
• S
top
wat
ch o
r ce
ll ph
one
cloc
ks
• M
icro
scop
es
• P
repa
red
slid
es o
r
mic
rogr
aphs
LIFE SCIENCES GRADES 10-12
33CAPS
te
rm
3
str
and
3:
en
viro
nm
enta
l stu
die
s
Org
anis
ms
inte
ract
with
oth
er o
rgan
ism
s an
d w
ith t
he e
nviro
nmen
ts in
whi
ch t
hey
live
in o
rder
to
surv
ive
and
prod
uce
offs
prin
g. T
he s
tudy
of
thes
e in
tera
ctio
ns is
cal
led
ecol
ogy.
Thi
s
sect
ion
is s
truc
ture
d to
exp
ose
lear
ners
to
som
e of
the
int
erac
tions
tha
t oc
cur
in n
atur
e an
d to
the
ter
min
olog
y an
d co
ncep
ts t
hat
desc
ribe
them
. F
or t
he G
rade
11
curr
icul
um,
the
term
inol
ogy
and
conc
epts
sel
ecte
d he
re w
ill b
e us
ed a
cros
s al
l str
ands
, whe
re a
ppro
pria
te. T
his
will
ena
ble
lear
ners
to c
onte
xtua
lise
the
mea
ning
of t
hese
term
s an
d co
ncep
ts w
ithin
the
fam
iliar
con
text
s of
thei
r lo
cal a
rea
as w
ell a
s S
outh
ern
Afr
ica
as a
who
le. T
he lo
cal a
rea
cont
ext i
s al
so u
sed
to in
trod
uce
how
hum
ans
influ
ence
the
envi
ronm
ents
in w
hich
they
and
oth
er
orga
nism
s liv
e. T
he e
ffect
man
has
had
on
the
envi
ronm
ent
- bo
th lo
cally
and
glo
bally
- w
ill b
e ex
amin
ed in
mor
e de
tail
in G
rade
11.
Thi
s se
ctio
n al
so b
uild
s on
the
kno
wle
dge
that
has
been
acq
uire
d du
ring
the
Sen
ior
Pha
se.
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
6 w
eeks
(24
ho
urs
)
Bio
sph
ere
to
eco
syst
ems
Bio
sph
ere
• T
he c
once
pt o
f the
bio
sphe
re.
• T
he in
ter-
conn
ecte
dnes
s w
ith a
nd c
ompo
nent
s of
the
glob
al e
cosy
stem
: the
hyd
rosp
here
, lith
osph
ere
and
atm
osph
ere (LinkstoGrade8).
Bio
mes
• Te
rres
tria
l and
aqu
atic
bio
mes
of s
outh
ern
Afr
ica
and
how
clim
ate,
soi
ls a
nd v
eget
atio
n in
fluen
ce th
e
orga
nism
s fo
und
in e
ach.
• T
he lo
catio
n of
the
diffe
rent
bio
mes
in S
outh
Afr
ica.
en
viro
nm
ent
The
con
cept
of e
nviro
nmen
t in
term
s of
hum
an a
ctiv
ities
in a
nd in
tera
ctio
ns w
ith th
e na
tura
l env
ironm
ent.
Abi
otic
and
biot
ic fa
ctor
s: e
ffect
s on
the
com
mun
ity.
eco
syst
ems
The
con
cept
of e
cosy
stem
, str
uctu
re a
nd e
cosy
stem
func
tioni
ng:
• a
bio
tic
fact
ors
:
- ph
ysio
grap
hic
fact
ors
(asp
ect,
slop
e, a
nd a
ltitu
de)
- so
il (p
H, h
umus
con
tent
, tex
ture
, wat
er r
eten
tion
capa
city
and
air
cont
ent)
- lig
ht (
day
leng
th a
nd s
easo
nal c
hang
es)
- te
mpe
ratu
re (
effe
ct o
f day
/nig
ht a
nd s
easo
ns)
- w
ater
(w
ater
cyc
le a
nd th
e im
port
ance
of
wet
land
s)
fie
ldw
ork
Cho
ose
ON
E e
cosy
stem
(cl
ose
to t
he s
choo
l) w
ithin
a
loca
l bio
me
for
spec
ial s
tudy
. The
stu
dy m
ust:
• de
al w
ith a
biot
ic a
nd b
iotic
fact
ors
and
the
inte
ract
ions
betw
een
them
;
• th
e tr
ophi
c re
latio
nshi
ps in
an
ecos
yste
m;
• re
cord
and
des
crib
e se
ason
al c
hang
es o
ver t
wo
term
s
eith
er T
erm
s 1
and
2 or
Ter
ms
3 an
d 4
• bi
odiv
ersi
ty w
ithin
the
eco
syst
em u
sing
fiel
d gu
ides
and
keys
• po
sitiv
e an
d/or
ne
gativ
e hu
man
im
pact
on
th
e
ecos
yste
m
• Te
xtbo
oks
• Id
entifi
catio
n gu
ides
and
keys
to g
roup
s of
orga
nism
s
• A
cces
s to
an
ecos
yste
m
• M
ap o
f Sou
th A
fric
a
• D
VD
s
• T
he in
tern
et
• N
atur
e pr
ogra
mm
es o
n
TV
• Lo
cal i
nfor
mat
ion
• A
ppro
pria
te in
stru
men
ts
for
mea
surin
g ab
iotic
fact
ors.
LIFE SCIENCES GRADES 10-12
34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
3
tota
l: 9
wee
ks
(36
ho
urs
)
- at
mos
pher
ic g
ases
(linktopollution-Grade12);
and
- w
ind
(linktotranspiration)
.
- B
ioti
c fa
cto
rs, w
hich
incl
ude:
(LinkstoGrade8)
- pr
oduc
ers
- co
nsum
ers
- de
com
pose
rs.
• E
nerg
y flo
w t
hrou
gh e
cosy
stem
s an
d re
latio
nshi
p to
trop
hic
stru
ctur
e (f
ood
pyra
mid
s):
- T
roph
ic le
vels
: pr
oduc
ers,
con
sum
ers
(her
bivo
res
and
carn
ivor
es a
nd o
mni
vore
s , d
ecom
pose
rs (link
withGrade9andnutritioninGrade11);
- F
low
ch
arts
of
th
e fo
llow
ing:
nu
trie
nts
wat
er,
oxyg
en, c
arbo
n an
d ni
trog
en c
ycle
s
(Nam
es,
e.g.
, ni
trat
es a
re r
equi
red
but
no d
etai
l of
chem
istr
y is
nec
essa
ry)
• E
coto
uris
m:
- ec
onom
ics
- et
hics
- op
port
uniti
es
Diff
eren
t gro
ups
shou
ld in
vest
igat
e di
ffere
nt fa
ctor
s.
Eac
h gr
oup
mus
t pl
an,
colle
ct,
reco
rd
and
pres
ent,
anal
yse
and
eval
uate
dat
a.
(Thisservesasanintroduction/linktohum
aninfluences
on th
e en
viro
nmen
t in
Gra
de 1
1.)
ass
essm
ent
• O
ne fo
rmal
, rec
orde
d cl
ass
test
.
• A
sses
smen
t fo
r le
arni
ng (
info
rmal
) us
ing
a va
riety
of
stra
tegi
es a
nd a
ppro
pria
te f
orm
s of
ass
essm
ent
in
writ
ten
wor
kshe
ets,
hom
ewor
k ex
erci
ses,
sum
mar
ies,
repo
rts,
ess
ays,
etc
. R
efer
to
rang
e of
ski
lls s
peci
fied
in S
peci
fic A
ims1
and
3.
Not
e th
at k
now
ledg
e an
d un
ders
tand
ing
of in
vest
igat
ions
and
prac
tical
wor
k sh
ould
als
o be
ass
esse
d in
writ
ten
wor
kshe
ets,
re
port
s,
hom
ewor
k ex
erci
ses
and
test
s.
The
cog
nitiv
e sk
ills
liste
d un
der
Spe
cific
Aim
s 1
and
3
will
als
o ap
ply
to t
he k
now
ledg
e an
d un
ders
tand
ing
of
inve
stig
atio
ns.
One
pra
ctic
al ta
sk
Ref
er to
the
rang
e of
ski
lls s
peci
fied
unde
r S
peci
fic A
im 2
.
LIFE SCIENCES GRADES 10-12
35CAPS
te
rm
4
str
and
4: d
iver
sity
, Ch
ang
e an
d C
on
tin
uit
y
Life
exi
sts
in a
hug
e ar
ray
of fo
rms
and
mod
es o
f life
whi
ch s
cien
tists
org
anis
e ac
cord
ing
to m
an-m
ade
clas
sific
atio
n sy
stem
s. M
oder
n lif
e fo
rms
have
a lo
ng h
isto
ry, e
xten
ding
from
the
first
bac
teria
, aro
und
3,5
billi
on y
ears
ago
. Sou
th A
fric
a ha
s a
rich
foss
il re
cord
of s
ome
key
even
ts in
the
hist
ory
of li
fe. C
hang
es in
life
form
s ar
e re
late
d to
clim
ate
chan
ges
as w
ell a
s
mov
emen
ts o
f con
tinen
ts a
nd o
cean
s ov
er lo
ng p
erio
ds o
f tim
e.
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
1 w
eek
(4 h
ou
rs)
Bio
div
ersi
ty
and
Classification
Bio
div
ersi
ty
Eno
rmou
s bi
odiv
ersi
ty o
n E
arth
(la
rge
varie
ty o
f spe
cies
,
diffe
rent
eco
syst
ems
and
gene
tic d
iffer
ence
s) w
ith a
n
emph
asis
on
the
exte
nt o
f bio
dive
rsity
and
end
emis
m in
sout
hern
Afr
ica:
indi
geno
us a
nd e
ndem
ic s
peci
es.
• ClassificationSchem
es
Cla
ssifi
catio
n sc
hem
es a
re a
way
of o
rgan
isin
g
biod
iver
sity
• B
rief h
isto
ry o
f cla
ssifi
catio
n: S
cien
tists
atte
mpt
to
clas
sify
org
anis
ms
base
d on
sha
red
feat
ures
. As
info
rmat
ion
incr
ease
s cl
assi
ficat
ion
chan
ges.
O
ne o
f the
cur
rent
ly a
ccep
ted
clas
sific
atio
n sy
stem
s
is th
e fiv
e-ki
ngdo
m s
yste
m: A
nim
alia
, Pla
ntae
, Fun
gi,
Pro
tista
and
Mon
era
(Bac
teria
).
• T
he n
amin
g of
thin
gs in
sci
ence
: spe
cies
con
cept
and
bino
mia
l sys
tem
. Foc
us o
n Li
nnae
us (
Car
l von
Linn
e) a
nd h
is r
ole
in c
lass
ifica
tion
syst
ems:
Why
do
we
use
Latin
?
• D
iffer
ence
s be
twee
n pr
okar
yote
s an
d eu
kary
otes
(linktocellstructure).
• T
he m
ain
grou
ping
s of
livi
ng o
rgan
ism
s, d
iagn
ostic
feat
ures
of e
ach:
- B
acte
ria
- P
rotis
ta
- F
ungi
- P
lant
s
- A
nim
als
• P
rinci
ples
of c
lass
ifica
tion
by g
roup
ing
ever
yday
obje
cts
on th
e ba
sis
of s
hare
d si
mila
ritie
s in
to a
sim
ple
nest
ed h
iera
rchy
.
• C
lass
ify a
sel
ectio
n of
fam
iliar
org
anis
ms
into
grou
ps b
ased
on
visi
ble
evid
ence
. Use
key
s an
d
iden
tifica
tion
guid
es.
• Te
xtbo
oks
• P
hoto
grap
hs
• M
icro
grap
hs
• A
sel
ectio
n of
eve
ryda
y
obje
cts
• Id
entifi
catio
n gu
ides
• K
eys
to g
roup
s of
orga
nism
s
• Id
entifi
catio
n gu
ides
• K
eys
• P
hoto
grap
hs
LIFE SCIENCES GRADES 10-12
36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
4
5 w
eeks
(20
ho
urs
)
His
tory
of
lif
e
on
ear
th
lif
e’s
His
tory
:Ch
ang
e th
rou
gh
tou
t th
e h
isto
ry o
f lif
e
on
ear
th
• C
hang
es in
the
com
posi
tion
of th
e at
mos
pher
e (e
g.
incr
ease
s in
the
leve
ls o
f oxy
gen)
• ch
ange
s in
clim
ate
(eg.
ice
ages
)
• ge
olog
ical
eve
nts
(eg.
mov
emen
ts o
f con
tinen
ts)
and
thei
r ef
fect
on
the
dist
ribut
ion
of li
ving
org
anis
ms
(bio
geog
raph
y)
Evi
denc
e fo
r ch
angi
ng s
ea le
vel a
nd r
ise
and
fall
of
the
land
(eg
. biv
alve
s an
d am
mon
ites
foun
d on
the
Mak
hatin
i Fla
ts in
Nor
ther
n K
ZN
, wha
le fo
ssils
in th
e
Sah
ara,
trilo
bite
s in
the
Kar
oo
• T
he th
ree
eras
: Pal
eozo
ic, M
esoz
oic
and
Coe
nozo
ic
perio
ds a
re e
ach
divi
ded
into
per
iods
(N
ames
of
perio
ds n
ot to
be
mem
oris
ed):
• G
eolo
gic
al t
imes
cale
The
mea
ning
and
use
of t
imes
cale
s (d
etai
ls n
ot to
be
mem
oris
ed).
• C
amb
rian
exp
losi
on
The
Cam
bria
n E
xplo
sion
, whi
ch g
ives
us
insi
ghts
into
the
orig
ins
of th
e m
ajor
form
s of
all
anim
al g
roup
s.
In th
e la
st fo
ur m
illio
n ye
ars,
sig
nific
ant c
hang
es h
ave
occu
rred
in s
peci
es o
ccur
ring
in A
fric
a (e
.g.,
hum
ans)
(LinkwithGrade12).
• m
ass
ext
inct
ion
s
The
re h
ave
been
five
mas
s ex
tinct
ions
thro
ugho
ut
hist
ory,
two
of w
hich
are
par
ticul
arly
impo
rtan
t: 25
0 m
ya
(the
ext
inct
ion
of a
bout
90%
of a
ll lif
e on
Ear
th)
and
65 M
ya (
the
extin
ctio
n of
man
y sp
ecie
s, in
clud
ing
the
dino
saur
s).
The
rat
e of
ext
inct
ion
on th
e E
arth
at p
rese
nt is
hig
her
than
at a
ny ti
me
in th
e pa
st. T
he p
rese
nt ti
me
has
been
calle
d th
e si
xth
extin
ctio
n (LinkstoGrades11and12).
• C
onst
ruct
a ti
mel
ine
show
ing
the
hist
ory
of li
fe o
n
Ear
th. T
he ti
mel
ine
shou
ld s
how
key
eve
nts
from
the
emer
genc
e of
the
earli
est l
ife fo
rms
to th
e pr
esen
t
day
to e
mph
asis
e th
e lo
ng h
isto
ry o
f life
.
• R
esea
rch
‘mis
sing
link
’ bet
wee
n di
nosa
urs
and
bird
s
eg. A
rcha
eopt
eryx
Coe
laca
nth
as a
n ex
ampl
e of
a "
livin
g" fo
ssil
foun
d of
f
the
coas
t of S
outh
Afr
ica
Pre
sent
a v
erba
l or
writ
ten
repo
rt.
• V
ario
us h
ypot
hese
s ha
ve b
een
prop
osed
for
the
extin
ctio
n, 6
5 m
illio
n ye
ars
ago,
suc
h as
the
met
eorit
e im
pact
theo
ry a
nd th
e vo
lcan
ism
evi
denc
e
(in In
dia)
theo
ry. S
elec
t ON
E o
f the
se h
ypot
hese
s
and
desc
ribe
the
evid
ence
sci
entis
ts h
ave
gath
ered
in s
uppo
rt o
f it.
(Nat
ure
of s
cien
ce)
LIFE SCIENCES GRADES 10-12
37CAPS
te
rm
4
tota
l: 6
wee
ks
(24
ho
urs
)
• f
oss
il f
orm
atio
n a
nd
met
ho
ds
of
dat
ing
th
em
Fos
sil f
orm
atio
n an
d m
etho
ds o
f dat
ing
them
, e.g
.,
radi
omet
ric d
atin
g an
d re
lativ
e da
ting.
• k
ey e
ven
ts
The
re is
evi
denc
e fr
om S
outh
Afr
ica
of c
erta
in k
ey
even
ts in
life
’s h
isto
ry:
• or
igin
s of
the
earli
est f
orm
s of
life
: evi
denc
e of
sin
gle-
celle
d fo
ssili
sed
bact
eria
(st
rom
atol
ites)
from
man
y
part
s of
Sou
th A
fric
a;
• so
ft-bo
died
ani
mal
s in
Nam
ibia
, Nor
ther
n C
ape;
• ea
rly la
nd p
lant
s in
the
Gra
ham
stow
n ar
ea;
• fo
rest
s of
prim
itive
pla
nts
such
as
Glo
ssop
teris
nea
r
Moo
i Riv
er a
nd E
stco
urt;
• lo
catio
n of
coa
l dep
osits
in S
outh
Afr
ica
(map
onl
y);
• th
e co
elac
anth
as
a ‘li
ving
foss
il’ fo
und
on th
e
Nor
ther
n K
waZ
ulu-
Nat
al c
oast
;
• m
amm
al-li
ke r
eptil
es fo
und
in th
e K
aroo
(e.
g.
Lyst
rosa
urus
and
Thr
inax
odon
);
• di
nosa
urs
(in th
e fo
othi
lls o
f Dra
kens
berg
and
Mal
uti
mou
ntai
ns),
as
wel
l as
cone
-bea
ring
plan
ts;
• ea
rly m
amm
als
(Eas
tern
Cap
e an
d Le
soth
o);
• hu
man
s an
d pr
e-hu
man
s (e
g G
aute
ng, (
Cra
dle
of
Hum
anki
nd)
Nam
ibia
, Nor
th W
est (
Taun
g), F
ree
Sta
te (
Flo
risba
d), K
waZ
ulu-
Nat
al (
Bor
der
Cav
e) a
nd,
Lim
popo
(M
akap
ansg
at))
.
un
der
stan
din
g f
oss
ils
• S
cien
tists
use
ded
uctiv
e re
ason
ing
(infe
renc
e) to
unde
rsta
nd fo
ssils
and
the
hist
ory
of li
fe o
n E
arth
.
The
impa
ct o
f hum
ans
on b
iodi
vers
ity a
nd th
e na
tura
l
envi
ronm
ent.
fo
ssil
tou
rism
Fos
sil t
ouris
m is
a s
ourc
e of
inco
me
and
empl
oym
ent i
n
som
e lo
calit
ies.
• E
xam
ine
foss
ils a
t a m
useu
m o
r fo
ssil
site
or
stud
y
phot
ogra
phs
of fo
ssils
.
• O
ptio
nal:
Use
pla
ster
of P
aris
to c
onst
ruct
a ‘f
ossi
l’.
• M
ap th
e K
ey fo
ssil
site
s on
a m
ap o
f Sou
th A
fric
a
te
rm
4
5 w
eeks
(20
ho
urs
)
His
tory
of
lif
e
on
ear
th
lif
e’s
His
tory
:Ch
ang
e th
rou
gh
tou
t th
e h
isto
ry o
f lif
e
on
ear
th
• C
hang
es in
the
com
posi
tion
of th
e at
mos
pher
e (e
g.
incr
ease
s in
the
leve
ls o
f oxy
gen)
• ch
ange
s in
clim
ate
(eg.
ice
ages
)
• ge
olog
ical
eve
nts
(eg.
mov
emen
ts o
f con
tinen
ts)
and
thei
r ef
fect
on
the
dist
ribut
ion
of li
ving
org
anis
ms
(bio
geog
raph
y)
Evi
denc
e fo
r ch
angi
ng s
ea le
vel a
nd r
ise
and
fall
of
the
land
(eg
. biv
alve
s an
d am
mon
ites
foun
d on
the
Mak
hatin
i Fla
ts in
Nor
ther
n K
ZN
, wha
le fo
ssils
in th
e
Sah
ara,
trilo
bite
s in
the
Kar
oo
• T
he th
ree
eras
: Pal
eozo
ic, M
esoz
oic
and
Coe
nozo
ic
perio
ds a
re e
ach
divi
ded
into
per
iods
(N
ames
of
perio
ds n
ot to
be
mem
oris
ed):
• G
eolo
gic
al t
imes
cale
The
mea
ning
and
use
of t
imes
cale
s (d
etai
ls n
ot to
be
mem
oris
ed).
• C
amb
rian
exp
losi
on
The
Cam
bria
n E
xplo
sion
, whi
ch g
ives
us
insi
ghts
into
the
orig
ins
of th
e m
ajor
form
s of
all
anim
al g
roup
s.
In th
e la
st fo
ur m
illio
n ye
ars,
sig
nific
ant c
hang
es h
ave
occu
rred
in s
peci
es o
ccur
ring
in A
fric
a (e
.g.,
hum
ans)
(LinkwithGrade12).
• m
ass
ext
inct
ion
s
The
re h
ave
been
five
mas
s ex
tinct
ions
thro
ugho
ut
hist
ory,
two
of w
hich
are
par
ticul
arly
impo
rtan
t: 25
0 m
ya
(the
ext
inct
ion
of a
bout
90%
of a
ll lif
e on
Ear
th)
and
65 M
ya (
the
extin
ctio
n of
man
y sp
ecie
s, in
clud
ing
the
dino
saur
s).
The
rat
e of
ext
inct
ion
on th
e E
arth
at p
rese
nt is
hig
her
than
at a
ny ti
me
in th
e pa
st. T
he p
rese
nt ti
me
has
been
calle
d th
e si
xth
extin
ctio
n (LinkstoGrades11and12).
• C
onst
ruct
a ti
mel
ine
show
ing
the
hist
ory
of li
fe o
n
Ear
th. T
he ti
mel
ine
shou
ld s
how
key
eve
nts
from
the
emer
genc
e of
the
earli
est l
ife fo
rms
to th
e pr
esen
t
day
to e
mph
asis
e th
e lo
ng h
isto
ry o
f life
.
• R
esea
rch
‘mis
sing
link
’ bet
wee
n di
nosa
urs
and
bird
s
eg. A
rcha
eopt
eryx
Coe
laca
nth
as a
n ex
ampl
e of
a "
livin
g" fo
ssil
foun
d of
f
the
coas
t of S
outh
Afr
ica
Pre
sent
a v
erba
l or
writ
ten
repo
rt.
• V
ario
us h
ypot
hese
s ha
ve b
een
prop
osed
for
the
extin
ctio
n, 6
5 m
illio
n ye
ars
ago,
suc
h as
the
met
eorit
e im
pact
theo
ry a
nd th
e vo
lcan
ism
evi
denc
e
(in In
dia)
theo
ry. S
elec
t ON
E o
f the
se h
ypot
hese
s
and
desc
ribe
the
evid
ence
sci
entis
ts h
ave
gath
ered
in s
uppo
rt o
f it.
(Nat
ure
of s
cien
ce)
LIFE SCIENCES GRADES 10-12
38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
4
ass
essm
ent
• O
ne fo
rmal
rec
orde
d cl
ass
test
• O
ne p
roje
ct/a
ssig
nmen
t
• E
nd-o
f-ye
ar e
xam
inat
ion
(2 x
2½
hou
rs)
Ass
essm
ent f
or le
arni
ng (
info
rmal
) us
ing
a va
riety
of
stra
tegi
es a
nd a
ppro
pria
te fo
rms
of a
sses
smen
t in
exer
cise
s, s
umm
arie
s, e
ssay
s, te
sts,
etc
.
Ref
er to
ran
ge o
f ski
lls s
peci
fied
in S
peci
fic A
ims
1 an
d
3. Not
e th
at k
now
ledg
e an
d un
ders
tand
ing
of in
vest
igat
ions
and
prac
tical
wor
k sh
ould
als
o be
ass
esse
d in
writ
ten
wor
kshe
ets,
rep
orts
, hom
ewor
k ex
erci
ses
and
test
s.
The
cog
nitiv
e sk
ills
liste
d un
der
Spe
cific
Aim
s 1
and
3 w
ill a
lso
appl
y to
kno
wle
dge
and
unde
rsta
ndin
g of
inve
stig
atio
ns.
Pra
ctic
al e
xam
inat
ion
(1 h
ou
r)
Not
e: T
he p
ract
ical
wor
k do
ne d
urin
g th
e ye
ar m
ust d
evel
op th
e ra
nge
of s
kills
des
crib
ed
in S
peci
fic A
im 2
. The
pra
ctic
al e
xam
inat
ion
will
ass
ess
som
e of
thes
e sk
ills.
LIFE SCIENCES GRADES 10-12
39CAPS
3.2
G
ra
de
11:
Co
nt
en
t
te
rm
1
str
and
1:
div
ersi
ty, C
han
ge
and
Co
nti
nu
ity
Life
exi
sts
in a
wid
e va
riety
of
form
s w
hich
liv
e in
diff
eren
t ni
ches
. T
his
sect
ion
enab
les
lear
ners
to
be e
xpos
ed t
o an
arr
ay o
f lif
e fo
rms
from
mic
roor
gani
sms
to m
acro
scop
ic p
lant
s
and
anim
als.
The
se a
re o
rgan
ised
acc
ordi
ng t
o a
man
-mad
e sy
stem
of
clas
sific
atio
n ba
sed
on o
bser
vabl
e fe
atur
es.
Lear
ners
exp
lore
the
rol
es o
f or
gani
sms
in a
n ec
osys
tem
incl
udin
g
mic
roor
gani
sms
that
are
a m
ajor
cau
se o
f dis
ease
s. T
his
stra
nd a
lso
incl
udes
som
e ev
olut
iona
ry d
evel
opm
ent i
n pl
ant a
nd a
nim
al p
hyla
.
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
3 w
eeks
(12
ho
urs
)B
iod
iver
sity
an
d
Classification
of
mic
roo
rgai
sms
Bio
div
ersi
ty
• M
icro
orga
nism
s: b
asic
str
uctu
re a
nd g
ener
al
char
acte
ristic
s of
the
follo
win
g gr
oups
(linkswith
Grade9and10):
- vi
ruse
s-
bact
eria
- pr
otis
ta-
fung
i.(M
acro
scop
ic o
rgan
ism
s in
the
prot
ista
and
fung
i sho
uld
only
be
men
tione
d -
not s
tudi
ed in
any
det
ail)
• M
entio
n of
the
role
s th
at th
ese
grou
ps p
lay
in
mai
ntai
ning
bal
ance
in th
e en
viro
nmen
t and
web
of
life.
• S
ymbi
otic
rel
atio
nshi
ps, i
nclu
ding
, nitr
ogen
fixi
ng
bact
eria
in p
lant
s an
d E
.Col
i in
the
hum
an in
test
ine
(linkwithGrade10).
• T
he e
ffect
and
man
agem
ent o
f on
e di
seas
e fr
om
each
of t
he fo
ur g
roup
s:-
viru
ses
(rab
ies,
HIV
/AID
S, i
nflue
nza)
- ba
cter
ia (
blig
ht, c
hole
ra, t
uber
culo
sis,
ant
hrax
)-
prot
ists
(m
alar
ia)
- fu
ngi (
rust
s, th
rush
, rin
gwor
m, a
thle
te’s
foot
).
• W
here
po
ssib
le,
the
prev
alen
ce
of
bact
eria
/fung
i sh
ould
be
dem
onst
rate
d by
gro
win
g cu
lture
s on
aga
r pl
ates
, or
brea
d m
ould
(fu
ngus
) on
bre
ad.
• Lo
ok
for
evid
ence
of
ba
cter
ial/f
unga
l di
seas
es
on
plan
ts (
scho
ol a
nd h
ome)
. M
ap t
he d
istr
iutio
n of
one
di
seas
e in
the
stud
y ar
ea.
• Te
xtbo
oks
• R
efer
ence
boo
ks•
Cha
rts
• A
gar
• P
etri
dish
es•
Han
d le
nses
• Im
mun
ity, i
nclu
ding
pla
nts
and
anim
als’
imm
une
resp
onse
s of
aga
inst
the
infe
ctin
g m
icro
orga
nism
V
acci
natio
ns (
brie
fly).
• T
he u
se o
f dru
gs, e
.g.,
antib
iotic
s; e
ffect
on
mic
roor
gani
sms
• T
he u
se o
f mic
roor
gani
sms
to p
rodu
ce m
edic
ines
(e
.g.,
insu
lin a
nd a
ntib
iotic
s).
• T
radi
tiona
l tec
hnol
ogy
to p
rodu
ce, e
.g.,
beer
, win
e an
d ch
eese
.
LIFE SCIENCES GRADES 10-12
40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
1
3 w
eeks
(12
ho
urs
)
Bio
div
ersi
ty o
f P
lan
ts
(fo
cus
on
th
e
dev
elo
pm
enta
l
lin
es a
nd
no
t
on
in-d
epth
stu
die
s o
f
lif
e C
ycle
s.
lea
rner
s
sho
uld
hav
e
a b
asic
un
der
stan
din
g
of
Ph
ylo
gen
etic
tree
s as
reco
nst
ruct
ion
s
of
evo
luti
on
ary
pat
hw
ays)
an
d
clad
og
ram
s
rep
rod
uct
ion
in P
lan
ts
• G
roup
ing
of b
ryop
hyte
s, p
terid
ophy
tes,
gym
nosp
erm
s an
d an
gios
perm
s ac
cord
ing
to th
e
pres
ence
/abs
ence
of:
- va
scul
ar ti
ssue
(xy
lem
and
phl
oem
)
- tr
ue le
aves
and
roo
ts
- se
eds
or s
pore
s
- fr
uit.
Dec
reas
ing
depe
nden
ce o
n w
ater
for
repr
oduc
tion
from
B
ryop
hyte
s to
Ang
iosp
erm
s
• a
sexu
al a
nd
sex
ual
rep
rod
uct
ion
, nam
e ad
vant
ages
and
dis
adva
ntag
es o
f eac
h.
• f
low
ers
as r
epro
du
ctiv
e st
ruct
ure
s
A
dapt
atio
ns fo
r po
llina
tion
thro
ugh
(dif
fere
nt
polli
nato
rs)
win
d, in
sect
s an
d bi
rds
(Sou
th A
fric
an
exam
ples
on
ly)
diffe
renc
es a
nd s
imila
ritie
s.
• TheSignificanceofSeeds
- se
ed b
anks
;
- se
eds
as a
food
sou
rce;
and
- en
dem
ic s
peci
es in
Sou
th A
fric
a.
• O
bser
ve a
nd d
raw
rel
evan
t mac
rosc
opic
par
ts to
prov
ide
exam
ples
of e
ach
of th
e fo
llow
ing
divi
sion
s:
- br
yoph
ytes
: mos
s pl
ant
- pt
erid
ophy
tes:
rhi
zom
e, fr
ond
with
sor
i
- gy
mno
sper
ms:
nee
dles
, con
es a
nd s
eeds
; and
- an
gios
perm
s: fl
ower
, fru
it an
d se
eds.
• D
raw
a p
hylo
gene
tic tr
ee s
how
ing
the
evol
utio
nary
hist
ory
of th
e fo
ur p
lant
gro
ups
and
maj
or s
truc
tura
l
chan
ges
in th
eir
hist
ory
of d
evel
opm
ent.
• D
isse
ct a
n ex
ampl
e of
eac
h of
the
follo
win
g ty
pes
of
flow
ers:
- w
ind
polli
nate
d
- in
sect
pol
linat
ed
- bi
rd p
ollin
ated
.
Rec
ord
obse
rvat
ions
in a
com
para
tive
tabl
e.
Opt
iona
l: G
erm
inat
e se
eds:
rec
ord
proc
ess.
• Te
xt b
ooks
• P
lant
spe
cim
ens
• Id
entifi
catio
n gu
ides
/key
s
• H
and
lens
• M
icro
grap
hs
• C
hart
s
• M
odel
s
• M
icro
scop
es
• P
repa
red
slid
es
Var
ious
flow
ers
Sca
lpel
s or
bla
des
Han
d le
nses
Mic
rogr
aphs
See
ds
LIFE SCIENCES GRADES 10-12
41CAPS
te
rm
1
2 w
eeks
(8 h
ou
rs)
tota
l
8 w
eeks
(32
ho
urs
)
Bio
div
ersi
ty o
f
an
imal
s w
ith
a
focu
s o
n s
ix o
f
the
maj
or
ph
yla
(fo
cus
on
th
e
dev
elo
pm
enta
l
lin
es a
nd
Ph
ylo
gen
etic
tree
s. n
o
fu
rth
er d
etai
ls
are
req
uir
ed
reg
ard
ing
th
e
mo
rph
olo
gy
of
the
six
Ph
yla)
.
• T
he r
elat
ions
hip
betw
een
the
body
pla
n an
d gr
oupi
ng
of a
nim
als
in p
hyla
. The
con
cept
of a
phy
lum
.
• S
ix p
hyla
(ou
t of a
bout
30
in th
e an
imal
kin
gdom
):
- P
orife
ra
- C
nida
ria
- P
laty
helm
inth
es
- A
nnel
ida
- A
rthr
opod
a
- C
hord
ata.
• K
ey fe
atur
es in
res
pect
of b
ody
plan
s:
- sy
mm
etry
and
cep
halis
atio
n;
- th
e nu
mbe
r of
tis
sue
laye
rs
deve
lope
d fr
om
embr
yo;
- th
e nu
mbe
r of
ope
ning
s in
the
gut;
- co
elom
and
blo
od s
yste
ms.
• T
he
rela
tions
hip
betw
een
body
pl
ans
and
mod
es
of l
ivin
g fo
r ea
ch o
f th
e si
x ph
yla;
sim
ilarit
ies
and
diffe
renc
es.
• T
he ro
le o
f inv
erte
brat
es in
agr
icul
ture
and
eco
syst
ems
(e.g
., po
llina
tion,
dec
ompo
sitio
n, s
oil a
erat
ion
etc.
)
• C
alcu
late
app
roxi
mat
e su
rfac
e ar
ea t
o vo
lum
e ra
tios
of s
elec
ted
exam
ples
.
• O
bser
ve e
xam
ples
fro
m a
s m
any
phyl
a as
pos
sibl
e
(pho
togr
aphs
/DV
Ds)
.
• S
elec
t on
e ph
ylum
an
d de
sign
a
post
er
to
show
dive
rsity
in th
at p
hylu
m in
Sou
th A
fric
a.
• C
onst
ruct
a
com
para
tive
tabl
e of
th
ese
four
ke
y
feat
ures
in th
e si
x se
lect
ed p
hyla
.
• Te
xtbo
oks
• R
efer
ence
boo
ks
• P
hoto
grap
hs
• D
VD
s if
poss
ible
.
ass
essm
ent
• O
ne fo
rmal
rec
orde
d cl
ass
test
.
• A
sses
s le
arni
ng
(info
rmal
) us
ing
a va
riety
of
stra
tegi
es a
nd a
ppro
pria
te f
orm
s of
ass
essm
ent
in
test
s,
hom
ewor
k ex
erci
ses,
w
orks
heet
s,
repo
rts,
sum
mar
ies,
ess
ays,
etc
.
Ref
er t
o th
e ra
nge
of s
kills
lis
ted
unde
r S
peci
fic A
ims
1 an
d 3.
N
ote
that
kn
owle
dge
and
unde
rsta
ndin
g to
inve
stig
atio
ns a
nd p
ract
ical
wor
k sh
ould
als
o be
ass
esse
d
in w
ritte
n w
orks
heet
s, r
epor
ts,
hom
ewor
k ex
erci
ses
and
test
s. T
he c
ogni
tive
skill
s lis
ted
unde
r S
peci
fic A
ims
1 an
d
3 w
ill a
lso
appl
y to
the
kno
wle
dge
and
unde
rsta
ndin
g of
inve
stig
atio
ns.
• O
ne p
ract
ical
task
.
• R
efer
to th
e ra
nge
of s
kills
spe
cifie
d un
der
Spe
cific
Aim
2.
LIFE SCIENCES GRADES 10-12
42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
2
str
and
2:
lif
e P
roce
sses
in P
lan
ts a
nd
an
imal
s
Org
anis
ms
requ
ire e
nerg
y to
sta
y al
ive.
The
y ge
t thi
s in
one
of t
wo
way
s: b
y ha
rnes
sing
rad
iant
ene
rgy
from
the
sun
and
tran
sfor
min
g it
into
che
mic
al e
nerg
y w
hich
they
can
use
(aut
otro
phs)
or
(if th
ey c
anno
t do
this
them
selv
es),
by
eatin
g ot
her
orga
nism
s (h
eter
otro
phs)
. The
ene
rgy
tran
sfor
mat
ions
that
sus
tain
life
are
incl
ude
phot
osyn
thes
is, (
whe
re e
nerg
y is
inco
rpor
ated
in to
food
), a
nim
al n
utrit
ion
(whe
re th
e fo
od is
pro
cess
ed s
o th
at it
can
get
to th
e ce
lls),
and
cel
lula
r re
spira
tion
(how
this
ene
rgy
is m
ade
avai
labl
e to
org
anis
ms
in o
rder
to s
tay
aliv
e). G
aseo
us e
xcha
nge
betw
een
an o
rgan
ism
and
its
envi
ronm
ent i
s ne
cess
ary
for
phot
osyn
thes
is a
nd c
ellu
lar
resp
iratio
n. L
ife p
roce
sses
als
o in
volv
e th
e re
mov
al o
f car
bon
diox
ide
and
late
r th
e re
mov
al o
f nitr
ogen
ous
was
tes
from
the
body
thro
ugh
the
kidn
ey.
tim
e to
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
3 w
eeks
(12
ho
urs
)
en
erg
y
tran
sfo
rmat
ion
s
to s
ust
ain
lif
e
Ph
oto
syn
thes
is
• pr
oces
s of
pho
tosy
nthe
sis
usin
g w
ords
and
sym
bols
:
the
inta
ke o
f raw
mat
eria
ls, t
rapp
ing
and
stor
ing
of e
nerg
y, fo
rmat
ion
of fo
od in
chl
orop
last
s an
d its
stor
age.
The
rel
ease
of o
xyge
n. M
entio
n on
ly o
f lig
ht
and
dark
pha
ses
(no
bioc
hem
ical
det
ails
of l
ight
and
darkphasesarerequired);
• im
port
ance
of p
hoto
synt
hesi
s: r
elea
se o
f oxy
gen,
upta
ke o
f car
bon
diox
ide
from
atm
osph
ere,
food
prod
uctio
n (t
rapp
ing
ener
gy);
• ef
fect
s of
var
iabl
e am
ount
s of
ligh
t, ca
rbon
dio
xide
and
tem
pera
ture
on
the
rate
of p
hoto
synt
hesi
s (b
rief
disc
ussi
on to
geth
er w
ith g
raph
s).
• T
he r
ole
of c
arbo
n di
oxid
e en
richm
ent,
optim
um li
ght
and
optim
um te
mpe
ratu
res
in g
reen
hous
e sy
stem
s
to im
prov
e cr
op y
ield
s (linktoenvironm
entalissues
disc
usse
d la
ter)
.
• R
ole
of A
TP
as
an im
port
ant e
nerg
y ca
rrie
r in
the
cell.
ess
enti
al
• In
vest
igat
e ph
otos
ynth
esis
by
show
ing
that
- st
arch
is p
rodu
ced
durin
g ph
otos
ynth
esis
; and
- lig
ht is
nec
essa
ry fo
r ph
otos
ynth
esis
.
• Thefollowinginvestigationscanbedone(by
learners)asexperimentsorasdem
onstrations:
- ca
rbon
dio
xide
is n
eces
sary
for
phot
osyn
thes
is;
- ch
loro
phyl
l is
nece
ssar
y fo
r ph
otos
ynth
esis
- ox
ygen
is p
rodu
ced
durin
g ph
otos
ynth
esis
;
or
- da
ta c
an b
e pr
ovid
ed a
nd in
terp
rete
d by
lear
ners
.
• Te
xtbo
oks
• Li
ving
pla
nts
• S
uita
ble
equi
pmen
t
• C
hem
ical
s
LIFE SCIENCES GRADES 10-12
43CAPS
te
rm
2
3 w
eeks
(12
ho
urs
)
an
imal
nu
trit
ion
(mam
mal
s)
• T
he d
iffer
ence
s in
den
titio
n fo
r he
rbiv
orou
s,
carn
ivor
ous
and
omni
voro
us li
fest
yles
in te
rms
of
nutr
ition
al r
equi
rem
ents
and
ene
rgy
rela
tions
hips
(linkwithecology-foodchains).
• H
um
an n
utr
itio
n
The
mac
ro-s
truc
ture
of t
he a
limen
tary
can
al a
nd
asso
ciat
ed o
rgan
s an
d th
e fu
nctio
ns o
f the
diff
eren
t
part
s.
• T
he P
roce
sses
of i
nges
tion,
dig
estio
n, a
bsor
ptio
n,
assi
mila
tion
and
eges
tion
and
the
sign
ifica
nce
of
each
:
- m
ech
anic
al o
r p
hys
ical
dig
esti
on
: ty
pes
and
func
tions
of d
iffer
ent k
inds
of t
eeth
, pro
cess
es o
f
chew
ing.
Per
ista
lsis
- C
hem
ical
dig
esti
on
: e
nzy
mes
: fu
nctio
ns o
f
carb
ohyd
rase
s, p
rote
ases
and
lipa
ses:
whe
re
prod
uced
; sub
stra
te, p
H a
nd e
nd-p
rodu
cts
(Specificenzym
esneednotbenamed-linkto
enzy
me
activ
ity.)
- a
bso
rpti
on
: sm
all i
ntes
tine
as a
reg
ion
of m
ost
abso
rptio
n of
dig
este
d fo
od; a
dapt
atio
ns to
incr
ease
sur
face
are
a. S
truc
ture
(to
tiss
ue le
vel)
and
sign
ifica
nce
of v
illi.
Impo
rtan
ce o
f hep
atic
port
al s
yste
m in
the
tran
spor
t of a
bsor
bed
food
to
the
liver
and
then
thro
ugh
hepa
tic v
ein
to th
e re
st
of th
e bo
dy
- a
ssim
ilati
on
: in
corp
orat
ion
of g
luco
se a
nd
amin
o ac
ids
into
cel
ls, t
he r
ole
of th
e liv
er:
gluc
ose
met
abol
ism
, dea
min
atio
n of
exc
ess
amin
o ac
ids,
and
the
brea
kdow
n of
alc
ohol
, dru
gs
and
horm
ones
.
• H
om
eost
atic
Co
ntr
ol
Hor
mon
al c
ontr
ol o
f blo
od s
ugar
leve
ls.In
crea
se in
the
num
ber
of p
eopl
e af
fect
ed b
y di
abet
es in
rec
ent
year
s an
d br
ief e
xpla
natio
n of
dia
bete
s.
• O
btai
n in
test
ines
of a
she
ep fr
om a
but
cher
and
trac
e
the
pass
age
that
food
will
take
.
• C
ut o
pen
the
stom
ach,
por
tion
of th
e sm
all i
ntes
tine
and
a po
rtio
n of
the
larg
e in
test
ine
to c
ompa
re th
e
stru
ctur
e of
the
wal
l in
each
.
• Te
xtbo
oks
• N
ewsp
aper
s
• P
opul
ar m
agaz
ines
• S
heep
inte
stin
es
obta
ined
from
a b
utch
ery.
• S
calp
els
or s
harp
kni
ves
• H
and
lens
es
• D
VD
/vid
eo to
sho
w
diss
ectio
n of
a m
amm
al
in p
rogr
ess
LIFE SCIENCES GRADES 10-12
44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
2
• T
he r
elat
ions
hips
bet
wee
n fo
od in
take
, ene
rgy,
grow
th a
nd h
ealth
. The
impo
rtan
ce o
f a b
alan
ced
diet
and
chan
ging
req
uire
men
ts d
ue to
age
, gen
der
and
activ
ity le
vels
.
- D
iffer
ent d
iets
due
to c
ultu
ral,
relig
ious
, per
sona
l
and
heal
th c
hoic
es, e
.g.,
vega
n, v
eget
aria
n,
hala
al, k
oshe
r
- In
terp
ret d
ieta
ry in
form
atio
n on
food
pac
kagi
ng;
- D
ieta
ry s
uppl
emen
ts: f
or h
ealth
, spo
rt, b
eaut
y
and
anti-
agei
ng (linktoorganicandinorganic
subs
tanc
es)
- M
alnu
triti
on: t
he r
easo
n fo
r an
d th
e ef
fect
s of
mal
nutr
ition
with
res
pect
to u
nbal
ance
d di
ets
(e.g
., kw
ashi
orko
r), s
tarv
atio
n (e
.g.,
mar
asm
us
and
anor
exia
), b
ulim
ia, f
ood
alle
rgie
s, c
oron
ary
hear
t dis
ease
, dia
bete
s an
d ob
esity
.
• A
naly
sis
of in
form
atio
n in
the
popu
lar
pres
s, o
r an
y
othe
r so
urce
s, w
ith r
espe
ct to
mal
nutr
ition
.
• To
oth
deca
y re
late
d to
die
t and
fluo
ride
in w
ater
supp
lies
and
its e
ffect
on
teet
h.
• T
he e
ffect
s of
alc
ohol
and
dru
g ab
use
and
the
dang
ers
asso
ciat
ed w
ith th
eir
mis
use.
• C
alcu
late
the
nutr
ition
al v
alue
of a
mea
l/die
t. U
se
diet
ary
info
rmat
ion
or fo
od p
acka
ging
.
• S
elec
tion
of fo
od
pack
agin
g
• P
hoto
grap
hs o
f the
effe
cts
of k
was
hior
kor,
mar
asm
us, a
nore
xia,
obes
ity
Mag
azin
es, n
ewsp
aper
artic
les
etc.
LIFE SCIENCES GRADES 10-12
45CAPS
te
rm
2
1½ w
eeks
(6 h
ou
rs)
en
erg
y
tran
sfo
rmat
ion
s
to s
ust
ain
lif
e.
• C
ellu
lar
res
pir
atio
n
T
he p
roce
ss o
f res
pira
tion
and
uses
of e
nerg
y fo
r
livin
g ce
lls:
- a
ero
bic
res
pir
atio
n:
in c
ytop
lasm
and
mito
chon
dria
;
use
wor
ds a
nd s
ymbo
ls: g
lyco
lysi
s, K
rebs
cyc
le a
nd
oxid
ativ
e ph
osph
oryl
atio
n
(no
bioc
hem
ical
det
ail i
s re
quire
d);
- a
nae
rob
ic r
esp
irat
ion
: pr
oduc
tion
of la
ctic
aci
d in
mus
cles
dur
ing
exer
cise
; wor
ds a
nd s
ymbo
ls (
no
bioc
hem
ical
det
ail o
f pro
cess
is r
equi
red)
;
- T
he r
ole
of a
naer
obic
res
pira
tion
in th
e in
dust
ry, e
.g
beer
bre
win
g an
d br
ead
mak
ing.
• D
esig
n an
inve
stig
atio
n or
dem
onst
ratio
n to
sho
w
that
:
- ox
ygen
is u
sed
by li
ving
org
anis
ms
durin
g
resp
iratio
n.
- ca
rbon
dio
xide
is p
rodu
ced
by li
ving
org
anis
ms
durin
g re
spira
tion
or
- pr
ovid
e re
leva
nt d
ata
that
can
be
inte
rpre
ted
by
lear
ners
. Ide
ntify
var
iabl
es, s
ugge
st c
ontr
ols
for
varia
bles
and
rec
ord
obse
rvat
ions
• Te
xtbo
oks
• S
nails
or
• se
edlin
gs
• C
hem
ical
s
• A
ppro
pria
te
equi
pmen
t
tota
l
7½ w
eeks
(34
ho
urs
)
A c
om
par
iso
n b
etw
een
aero
bic
resp
iratio
n an
d
anae
robi
c re
spira
tion
in te
rms
of r
aw m
ater
ials
req
uire
d,
prod
ucts
and
rel
ativ
e am
ount
s of
ene
rgy
rele
ased
.
ass
essm
ent
• O
ne fo
rmal
rec
orde
d cl
ass
test
.
• M
id-y
ear
exam
inat
ion
(2½
hou
rs)
• A
sses
smen
t for
lear
ning
(in
form
al)
usin
g a
varie
ty
of s
trat
egie
s an
d ap
prop
riate
form
s of
ass
essm
ent
in te
sts,
hom
ewor
k ex
erci
ses,
wor
kshe
ets,
rep
orts
,
sum
mar
ies,
ess
ays,
etc
.
Ref
er to
the
rang
e of
ski
lls li
sted
und
er S
peci
fic A
ims
1 an
d 3.
Not
e th
at k
now
ledg
e an
d un
ders
tand
ing
to in
vest
igat
ions
and
pra
ctic
al w
ork
shou
ld a
lso
be
asse
ssed
in w
ritte
n w
orks
heet
s, r
epor
ts, h
omew
ork
exer
cise
s an
d te
sts.
The
cog
nitiv
e sk
ills
liste
d un
der
Spe
cific
Aim
s 1
and
3 w
ill a
lso
appl
y to
kno
wle
dge
and
unde
rsta
ndin
g of
inve
stig
atio
ns.
• O
ne p
ract
ical
task
• R
efer
to th
e ra
nge
of s
kills
spe
cifie
d un
der
Spe
cific
Aim
2
LIFE SCIENCES GRADES 10-12
46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
3
str
and
2:
lif
e P
roce
sses
in P
lan
ts a
nd
an
imal
s (c
on
tin
ued
)
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
2½ w
eeks
(10
ho
urs
)
Gas
eou
s
exc
han
ge
Dis
tingu
ish
betw
een
cellu
lar
resp
iratio
n, b
reat
hing
and
gas
exch
ange
. The
nee
d fo
r ga
s ex
chan
ge.
• Requirem
entsofefficientGasExchangeOrgans:
- la
rge
surf
ace
area
- th
in
- m
oist
- w
ell v
entil
ated
- p
rote
cted
- tr
ansp
ort s
yste
m.
The
se r
equi
rem
ents
are
met
in d
iffer
ent
way
s in
diff
eren
t
envi
ronm
ents
, e.
g.,
com
pare
aq
uatic
an
d te
rres
tria
l
anim
als
and
plan
ts.
Brie
f m
entio
n of
ho
w
thes
e
requ
irem
ents
are
met
in:
- di
coty
ledo
nous
pla
nt
- ea
rthw
orm
- in
sect
- b
ony
fish
- m
amm
al.
• H
um
an G
as e
xch
ang
e:
T
he
stru
ctur
e (m
acro
an
d tis
sue
leve
l),
loca
tion,
adap
tatio
ns a
nd fu
nctio
ning
of t
he v
entil
atio
n sy
stem
:
- tr
ache
a
- e
pigl
ottis
- b
ronc
hi
- b
ronc
hiol
es
• U
se b
ooks
end
on
end
and
one
on t
op o
f an
othe
r
to i
llust
rate
and
cal
cula
te t
he d
iffer
ence
s in
res
pect
of
surf
ace
area
to
vo
lum
e ra
tio
whi
ch
is
caus
ed
by
diffe
rent
sh
apes
: e.
g.,
flatw
orm
(P
lana
ria)
and
eart
hwor
m.
• O
bser
ve a
nd i
nves
tigat
e th
e st
ruct
ure
of t
he l
ungs
,
diap
hrag
m,
asso
ciat
ed p
ulm
onar
y bl
ood
vess
els
and
the
hear
t of a
pig
or
a sh
eep
obta
ined
from
a b
utch
er.
• C
onst
ruct
a m
odel
of
the
hum
an b
reat
hing
sys
tem
.
Exp
lain
the
limita
tions
of t
he m
odel
.
• D
emon
stra
te th
at e
xpire
d ai
r co
ntai
ns c
arbo
n di
oxid
e.
• Te
xtbo
oks
• M
odel
s
• C
hart
s
• D
isse
ctio
n bo
ard
and
inst
rum
ents
• D
VD
s/vi
deos
• H
and
lens
es
LIFE SCIENCES GRADES 10-12
47CAPS
te
rm
3
- lu
ngs
- rib
s
- in
terc
osta
l mus
cles
- di
aphr
agm
- al
veol
i.
Ven
tilat
ion
of th
e lu
ngs:
- ga
seou
s ex
chan
ge in
alv
eoli;
- th
e tr
ansp
ort o
f gas
es a
roun
d th
e bo
dy;
- ga
seou
s ex
chan
ge in
tiss
ues;
and
- co
mpo
sitio
n of
ins
pire
d ai
r vs
. ex
pire
d ai
r- a
naly
se
data
.
Brie
f men
tion
of th
e ho
meo
stat
ic c
ontr
ol o
f bre
athi
ng.
• D
isea
ses
and
abno
rmal
ities
: ca
uses
sym
ptom
s an
d
trea
tmen
t of
TB
in S
outh
Afr
ica.
(Linktobiodiversity-
mic
roor
gani
sms)
Brie
f stu
dy o
f oth
er r
espi
rato
ry d
isea
ses:
- as
thm
a
- ha
y fe
ver
- br
onch
itis
- em
phys
ema
- lu
ng c
ance
r.
The
effe
cts
of s
mok
ing
on g
aseo
us e
xcha
nge.
Sm
okin
g
legi
slat
ion
in S
outh
Afr
ica.
• B
rief
men
tion
of a
rtifi
cial
res
pira
tion
and
the
effe
ct o
f
mou
th to
mou
th r
esus
cita
tion.
• T
he e
ffect
s of
alti
tude
on
gase
ous
exch
ange
, e.
g.,
the
perf
orm
ance
of
athl
etes
in
Joha
nnes
burg
ver
sus
Dur
ban
or C
ape
Tow
n.
• M
easu
re
and
com
pare
th
e de
pth
of
brea
thin
g of
two
or m
ore
lear
ners
and
the
effe
ct o
f ex
erci
se o
n
brea
thin
g/pu
lse
rate
. In
terp
ret
data
on
dept
h an
d ra
te
of b
reat
hing
.
• A
naly
se
and
inte
rpre
t da
ta
show
ing
the
effe
cts
of
altit
ude
on t
he n
umbe
r of
red
blo
od c
ells
and
the
cons
eque
nt e
ffect
on
athl
etes
at
diffe
rent
alti
tude
s
(LinkstoGrade10.)
te
rm
3
str
and
2:
lif
e P
roce
sses
in P
lan
ts a
nd
an
imal
s (c
on
tin
ued
)
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
2½ w
eeks
(10
ho
urs
)
Gas
eou
s
exc
han
ge
Dis
tingu
ish
betw
een
cellu
lar
resp
iratio
n, b
reat
hing
and
gas
exch
ange
. The
nee
d fo
r ga
s ex
chan
ge.
• Requirem
entsofefficientGasExchangeOrgans:
- la
rge
surf
ace
area
- th
in
- m
oist
- w
ell v
entil
ated
- p
rote
cted
- tr
ansp
ort s
yste
m.
The
se r
equi
rem
ents
are
met
in d
iffer
ent
way
s in
diff
eren
t
envi
ronm
ents
, e.
g.,
com
pare
aq
uatic
an
d te
rres
tria
l
anim
als
and
plan
ts.
Brie
f m
entio
n of
ho
w
thes
e
requ
irem
ents
are
met
in:
- di
coty
ledo
nous
pla
nt
- ea
rthw
orm
- in
sect
- b
ony
fish
- m
amm
al.
• H
um
an G
as e
xch
ang
e:
T
he
stru
ctur
e (m
acro
an
d tis
sue
leve
l),
loca
tion,
adap
tatio
ns a
nd fu
nctio
ning
of t
he v
entil
atio
n sy
stem
:
- tr
ache
a
- e
pigl
ottis
- b
ronc
hi
- b
ronc
hiol
es
• U
se b
ooks
end
on
end
and
one
on t
op o
f an
othe
r
to i
llust
rate
and
cal
cula
te t
he d
iffer
ence
s in
res
pect
of
surf
ace
area
to
vo
lum
e ra
tio
whi
ch
is
caus
ed
by
diffe
rent
sh
apes
: e.
g.,
flatw
orm
(P
lana
ria)
and
eart
hwor
m.
• O
bser
ve a
nd i
nves
tigat
e th
e st
ruct
ure
of t
he l
ungs
,
diap
hrag
m,
asso
ciat
ed p
ulm
onar
y bl
ood
vess
els
and
the
hear
t of a
pig
or
a sh
eep
obta
ined
from
a b
utch
er.
• C
onst
ruct
a m
odel
of
the
hum
an b
reat
hing
sys
tem
.
Exp
lain
the
limita
tions
of t
he m
odel
.
• D
emon
stra
te th
at e
xpire
d ai
r co
ntai
ns c
arbo
n di
oxid
e.
• Te
xtbo
oks
• M
odel
s
• C
hart
s
• D
isse
ctio
n bo
ard
and
inst
rum
ents
• D
VD
s/vi
deos
• H
and
lens
es
LIFE SCIENCES GRADES 10-12
48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
3
2 ½
wee
ks
(10
ho
urs
)
exc
reti
on
in
Hu
man
s
• e
xcre
tio
n
in
Var
iou
s o
rgan
s:
Brie
f ro
le
of
the
follo
win
g:
- th
e lu
ngs;
- th
e ki
dney
s an
d bl
adde
r;
- th
e liv
er;
- th
e al
imen
tary
can
al (
gut)
; and
- th
e sk
in.
The
sub
stan
ces
excr
eted
by
each
and
the
orig
ins
of
thes
e su
bsta
nces
.
•Urinarysystem
The
str
uctu
re o
f the
:
- ur
inar
y sy
stem
: po
sitio
n of
kid
neys
, ur
eter
s, b
ladd
er,
uret
hra.
- ki
dney
: st
ruct
ure
and
func
tioni
ng,
rem
oval
of
urea
and
exce
ss w
ater
and
sal
ts, r
e-ab
sorp
tion
of g
luco
se
and
som
e sa
lts.
- ne
phro
n: s
truc
ture
and
func
tioni
ng; u
ltra-
filtr
atio
n, r
e-
abso
rptio
n, tu
bula
r ex
cret
ion,
pH
con
trol
, for
mat
ion
of
urin
e
• H
omeo
stat
ic c
ontr
ol o
f wat
er a
nd s
alts
: rol
e of
AD
H a
nd
aldo
ster
one:
Dia
lysi
s an
d ki
dney
tran
spla
nts.
• M
entio
n of
di
seas
es
affe
ctin
g ki
dney
fu
nctio
n,
e.g.
kidn
ey s
tone
s, k
idne
y fa
ilure
due
to
over
use
of s
ome
pain
kille
rs, e
ffect
of b
ilhar
zia
infe
ctio
n.
• D
isse
ctio
n of
a s
heep
’s o
r pi
g’s
kidn
ey (
obta
ined
fro
m
butc
hery
). U
se a
wor
kshe
et t
o id
entif
y th
e fo
llow
ing:
caps
ule,
co
rtex
, m
edul
la,
pyra
mid
s,
bloo
d ve
ssel
s,
pelv
is, u
rete
r an
d hi
lum
.
D
raw
and
labe
l the
dis
sect
ed k
idne
y
• Te
xtbo
oks
• C
hart
s
• M
odel
s
• H
and
lens
es
• S
heep
or
pig
kidn
ey (
from
butc
hery
)
• S
calp
el/b
lade
• D
isse
ctin
g bo
ards
• S
ciss
ors
Not
e: A
pig
’s k
idne
y m
ore
clos
ely
rese
mbl
es th
at o
f a
hum
an.
LIFE SCIENCES GRADES 10-12
49CAPS
te
rm
3
str
and
3:
en
viro
nm
enta
l stu
die
s
Org
anis
ms
inte
ract
with
oth
er o
rgan
ism
s an
d w
ith th
e en
viro
nmen
ts in
whi
ch th
ey li
ve. T
his
sect
ion
is s
truc
ture
d so
that
lear
ners
mus
t exp
lore
the
impa
ct o
f peo
ple
on th
eir
envi
ronm
ents
(glo
bal,
inte
rnat
iona
l and
loca
l). L
earn
ers
are
enco
urag
ed to
look
for
and
sugg
est s
olut
ions
to lo
cal e
nviro
nmen
tal p
robl
ems.
The
inte
ntio
n is
that
lear
ners
will
bec
ome
mor
e in
form
ed a
nd
mor
e se
nsiti
ve to
env
ironm
enta
l iss
ues
and
will
mod
ify th
eir
beha
viou
r to
less
en th
eir
impa
ct o
n th
e en
viro
nmen
t.
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
4 w
eeks
(24
ho
urs
)
Po
pu
lati
on
eco
log
y
• P
op
ula
tio
n s
ize
Im
mig
ratio
n, e
mig
ratio
n, m
orta
lity,
birt
hs.
Flu
ctua
tions
.
Lim
iting
fact
ors
and
carr
ying
cap
acity
.
Lo
gist
ic a
nd g
eom
etric
gro
wth
cur
ves
with
pha
ses.
• in
tera
ctio
ns
in t
he
en
viro
nm
ent
- p
red
atio
n: t
wo
Sou
th A
fric
an e
xam
ples
of p
reda
tor-
prey
rel
atio
nshi
ps: g
raph
s;
- co
mp
etit
ion
:
interspecific:
for
lig
ht,
spac
e, w
ater
, sh
elte
r an
d
food
;
intraspecific:
for
foo
d, a
cces
s to
mat
es,
wat
er,
spac
e,
and
shel
ter;
su
rviv
al
is
dete
rmin
ed
by
acce
ss to
the
abov
e, e
colo
gica
l nic
hes;
- sp
ecia
lisat
ion
: com
petit
ive
excl
usio
n an
d re
sour
ce
part
ition
ing;
dis
cuss
one
exa
mpl
e of
coe
xist
ence
in
anim
als
and
one
exam
ple
in p
lant
s;
• D
eter
min
e th
e si
ze o
f a
popu
latio
n by
qua
dran
t or
sim
ple
sam
plin
g e.
g., s
imul
ated
mar
k/re
capt
ure.
C
olle
ct a
nd r
ecor
d da
ta,
In
terp
ret d
ata
C
alcu
late
/est
imat
e th
e po
pula
tion
size
.
• C
ase
stu
dy:
Rat
iona
le fo
r cu
lling
, e.g
. ele
phan
ts in
the
Kru
ger
Nat
iona
l Par
k as
an
exam
ple
of a
n ap
plic
atio
n
of
estim
atin
g po
pula
tion
size
(li
nk
to
rese
arch
ed
reas
ons
for
culli
ng).
• D
raw
up
a pu
blic
sur
vey
form
to te
st th
e pu
blic
opi
nion
abou
t cul
ling.
Sho
w r
esul
ts in
a p
ie g
raph
.
• Te
xtbo
oks
• R
efer
ence
boo
ks
• P
oste
rs
• C
hart
s
• B
roch
ures
• D
VD
s
• N
ewsp
aper
s
• M
agaz
ines
• W
atch
ing
natu
re
prog
ram
mes
on
TV
LIFE SCIENCES GRADES 10-12
50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
3
tota
l
9½ W
eeks
(38
Ho
urs
)
- p
aras
itis
m:
two
exam
ples
fro
m S
outh
Afr
ica;
one
spec
ies
bene
fits
- m
utu
alis
m:
two
exam
ples
fro
m S
outh
Afr
ica;
bot
h
spec
ies
bene
fit;
- co
mm
ensa
lism
: tw
o ex
ampl
es fr
om S
outh
Afr
ica.
• s
oci
al
org
anis
atio
n:
The
be
nefit
s of
he
rds/
flock
s
(avo
idan
ce);
pa
cks
(hun
ting)
; do
min
ance
; an
d th
e
divi
sion
of t
asks
(ca
stes
) (m
entio
n on
ly).
• C
om
mu
nit
y ch
ang
e o
ver
tim
e: s
ucc
essi
on
Prim
ary
and
seco
ndar
y su
cces
sion
and
pos
sibl
e en
dpoi
nts
depe
ndin
g on
en
viro
nmen
tal
fluct
uatio
ns
(men
tion
only
).
• H
um
an P
op
ula
tio
n
Rea
sons
for
expo
nent
ial g
row
th:
- ag
e an
d ge
nder
dis
trib
utio
ns fo
r di
ffere
nt c
ount
ries,
incl
udin
g S
outh
Afr
ica;
- fo
reca
st
of
Sou
th
Afr
ica’
s po
pula
tion
grow
th
over
the
nex
t tw
enty
yea
rs a
nd p
redi
ct p
ossi
ble
cons
eque
nces
for
the
envi
ronm
ent.
• D
raw
a li
fe c
ycle
of
the
bilh
arzi
a pa
rasi
te o
r ta
pew
orm
(sim
plify
larv
al s
tage
s). (
Link
s to
ani
mal
bio
dive
rsity
)
• Id
entif
y an
are
a in
or c
lose
to th
e sc
hool
gro
unds
whe
re
succ
essi
on is
tak
ing/
has
take
n pl
ace.
(e.
g.,
in t
he g
oal
area
on
the
spor
ts fi
eld
at t
he e
nd o
f a
seas
on o
r a
road
side
that
has
bee
n sc
rape
d).
ass
essm
ent
• O
ne fo
rmal
rec
orde
d cl
ass
test
.
• A
sses
smen
t fo
r le
arni
ng
(info
rmal
) us
ing
a va
riety
of
stra
tegi
es
and
appr
opria
te
form
s of
as
sess
men
t
in
test
s,
hom
ewor
k ex
erci
ses,
w
orks
heet
s,
repo
rts,
sum
mar
ies,
ess
ays,
etc
.
Ref
er to
the
rang
e of
ski
lls li
sted
und
er S
peci
fic A
ims
1 an
d
3. N
ote
that
kno
wle
dge
and
unde
rsta
ndin
g to
inve
stig
atio
ns
and
prac
tical
wor
k sh
ould
als
o be
ass
esse
d in
writ
ten
wor
kshe
ets,
rep
orts
, ho
mew
ork
exer
cise
s an
d te
sts.
The
cogn
itive
ski
lls li
sted
und
er S
peci
fic A
ims
1 an
d 3
will
als
o
appl
y to
kno
wle
dge
and
unde
rsta
ndin
g of
inve
stig
atio
ns.
• O
ne p
ract
ical
task
.
• R
efer
to th
e ra
nge
of s
kills
spe
cifie
d in
Spe
cific
Aim
1.
LIFE SCIENCES GRADES 10-12
51CAPS
te
rm
4
sta
nd
3 e
nvi
ron
men
tal s
tud
ies
(Co
nti
nu
ed):
Hu
man
imp
act
on
th
e e
nvi
ron
men
t
Not
e: H
uman
Impa
ct o
n th
e E
nviro
nmen
t mus
t be
com
plet
ed in
Gra
de 1
1, b
ut th
is to
pic
will
be
exam
ined
in b
oth
Gra
de 1
1 an
d in
the
Nat
iona
l Sen
ior
Cer
tifica
te a
t the
end
of G
rade
12.
In th
is k
now
ledg
e st
rand
, it i
s im
port
ant t
o em
phas
ise
the
inte
rrel
ated
ness
and
inte
rdep
ende
nce
of th
e hu
man
impa
cts
and
the
envi
ronm
ent.
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
7 w
eeks
(28
ho
urs
)
Hu
man
imp
act
on
th
e
en
viro
nm
ent:
Cu
rren
t C
rise
s
for
Hu
man
su
rviv
al:
Pro
ble
ms
to
be
so
lved
Wit
hin
th
e n
ext
Gen
erat
ion
Cau
ses
and
cons
eque
nces
of
the
follo
win
g (r
elat
e to
cond
ition
s an
d ci
rcum
stan
ces
in S
outh
Afr
ica)
:
• t
he
atm
osp
her
e an
d c
limat
e ch
ang
e
- ca
rbon
dio
xide
em
issi
ons;
- co
ncep
t of
‘c
arbo
n fo
otpr
int’
and
the
need
to
redu
ce th
e ca
rbon
foot
prin
t;
- de
fore
stat
ion;
- gr
eenh
ouse
ef
fect
an
d gl
obal
w
arm
ing:
dese
rtifi
catio
n, d
roug
ht a
nd fl
oods
;
- m
etha
ne e
mis
sion
s;
- oz
one
depl
etio
n.
• W
ater
• A
vaila
bilit
y:
- C
onst
ruct
ion
of d
ams
- D
estr
uctio
n of
wet
land
s
- P
oor
farm
ing
prac
tices
- D
roug
hts
and
flood
s
- E
xotic
pla
ntat
ions
and
dep
letio
n of
wat
er ta
ble
- B
oreh
oles
and
effe
cts
on a
quife
rs
- W
asta
ge
- C
ost o
f wat
er
• Q
ualit
y:
- W
ater
for
dom
estic
use
, in
dust
ry,
agric
ultu
re a
nd
min
ing:
po
llutio
n,
dise
ases
, eu
trop
hica
tion
and
alga
l blo
om.
- T
he e
ffect
of m
inin
g on
qua
lity
of w
ater
- T
herm
al p
ollu
tion
• P
ract
ical
ob
serv
atio
n of
O
NE
ex
ampl
e of
hu
man
influ
ence
on
the
envi
ronm
ent
in t
he l
oca
l ar
ea (
e.g.
,
the
impa
ct o
f al
ien
spec
ies
on b
iodi
vers
ity).
Writ
ten
repo
rt o
n th
e ch
osen
exa
mpl
e.
• Te
xtbo
oks
• R
efer
ence
boo
ks
• R
epor
ts in
the
med
ia
• S
hare
- N
et b
ookl
ets
LIFE SCIENCES GRADES 10-12
52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
4
tota
l
7 w
eeks
(28
ho
urs
)
- T
he n
eed
for
wat
er p
urifi
catio
n an
d re
cycl
ing
- A
lien
plan
ts, e
.g.,
Eic
horn
ia
• f
oo
d s
ecu
rity
(linkwithpopulationecologydynamics)
- hu
man
exp
onen
tial p
opul
atio
n gr
owth
;
- dr
ough
ts a
nd fl
oods
(cl
imat
e ch
ange
);
- po
or f
arm
ing
prac
tices
: m
onoc
ultu
re;
pest
con
trol
,
loss
of t
opso
il an
d th
e ne
ed fo
r fe
rtili
sers
;
- al
ien
plan
ts a
nd r
educ
tion
of a
gric
ultu
ral l
and;
- th
e lo
ss o
f wild
var
ietie
s: im
pact
on
gene
poo
ls;
- ge
netic
ally
eng
inee
red
food
s;
- w
asta
ge.
• l
oss
of
Bio
div
ersi
ty (
the
sixt
h ex
tinct
ion)
- ha
bita
t de
stru
ctio
n:
farm
ing
met
hods
, e.
g.,
over
graz
ing
and
mon
ocul
ture
, gol
f est
ates
, min
ing,
urba
nisa
tion,
def
ores
tatio
n; l
oss
of w
etla
nds
and
gras
slan
ds;
- po
achi
ng,
e.g.
, fo
r rh
ino
horn
, iv
ory
and
‘bus
h
mea
t’;
- al
ien
plan
t in
vasi
ons:
con
trol
usi
ng m
echa
nica
l,
chem
ical
and
bio
logi
cal m
etho
ds; a
nd
- in
dige
nous
kn
owle
dge
syst
ems
and
the
sust
aina
ble
use
of t
he e
nviro
nmen
t e.
g.,
devi
ls’
claw
, roo
ibos
, fyn
bos,
the
Afr
ican
pot
ato
(Hyp
oxis
)
and
Hoo
dia.
• s
olid
Was
te d
isp
osa
l
- m
anag
ing
dum
psite
s fo
r re
habi
litat
ion
and
prev
entio
n of
soi
l and
wat
er p
ollu
tion;
- th
e ne
ed fo
r re
cycl
ing;
- us
ing
met
hane
fro
m d
umps
ites
for
dom
estic
use
:
heat
ing
and
light
ing;
and
- sa
fe d
ispo
sal o
f nuc
lear
was
te.
• R
hino
po
achi
ng
in S
outh
Afr
ica:
rea
d ar
ticle
s an
d
mak
e su
gges
tions
on
how
it c
an b
e pr
even
ted.
• A
naly
se t
he s
olid
was
te g
ener
ated
in
the
hous
ehol
d
in
one
wee
k,
incl
udin
g pa
per,
met
als
and
plas
tic.
Est
imat
e th
e pe
rcen
tage
tha
t co
uld
be r
ecyc
led
or
reus
ed.
• V
isit
a m
unic
ipal
lan
dfill
site
, or
a l
ocal
ref
use
dum
p.
Obs
erve
reh
abili
tatio
n (o
r la
ck th
ereo
f) in
pra
ctic
e.
• A
sses
s th
e ef
fect
iven
ess
of w
aste
man
agem
ent.
LIFE SCIENCES GRADES 10-12
53CAPS
te
rm
4
ass
essm
ent
• O
ne fo
rmal
rec
orde
d cl
ass
test
.
• O
ne p
roje
ct/a
ssig
nmen
t.
• E
nd-o
f-ye
ar e
xam
inat
ion:
2 x
2 ½
hou
rs.
• A
sses
smen
t fo
r le
arni
ng (
info
rmal
) us
ing
a va
riety
of s
trat
egie
s an
d ap
prop
riate
for
ms
of a
sses
smen
t
in t
ests
, ho
mew
ork
exer
cise
s, w
orks
heet
s, r
epor
ts,
sum
mar
ies,
ess
ays,
etc
.
Ref
er t
o th
e ra
nge
of s
kills
lis
ted
unde
r S
peci
fic A
ims
1 an
d 3.
N
ote
that
kn
owle
dge
and
unde
rsta
ndin
g to
inve
stig
atio
ns a
nd p
ract
ical
wor
k sh
ould
als
o be
ass
esse
d
in w
ritte
n w
orks
heet
s, r
epor
ts,
hom
ewor
k ex
erci
ses
and
test
s.
The
co
gniti
ve
skill
s lis
ted
unde
r S
peci
fic A
ims
1 an
d
3 w
ill
also
ap
ply
to
know
ledg
e an
d un
ders
tand
ing
of
inve
stig
atio
ns.
One
pra
ctic
al e
xam
(1
hour
)
Not
e: R
efer
to th
e ra
nge
of s
kills
spe
cifie
d in
Spe
cific
Aim
2.
LIFE SCIENCES GRADES 10-12
54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
3.3
Gr
ad
e 1
2: C
on
te
nt
te
rm
1
str
and
1:
lif
e at
mo
lecu
lar,
Cel
lula
r an
d t
issu
e l
evel
All
livin
g or
gani
sms
are
mad
e of
ato
ms
whi
ch c
ombi
ne to
form
mol
ecul
es. O
f the
se, D
NA
(or
Deo
xyrib
onuc
leic
Aci
d) c
arrie
s th
e ge
netic
cod
e fo
r ce
ll sp
ecia
lisat
ion
and
cell
func
tioni
ng a
nd
DN
A p
acka
ges,
as
gene
s, d
eter
min
e w
hat a
n or
gani
sm w
ill lo
ok li
ke a
nd h
ow it
will
func
tion.
Pla
nt a
nd a
nim
al c
ells
hav
e a
com
plex
org
anis
atio
n w
hich
ena
bles
them
to c
arry
out
the
basi
c
proc
esse
s of
life
, i.e
. mov
emen
t, nu
triti
on, r
espi
ratio
n, e
xcre
tion,
gro
wth
, rep
rodu
ctio
n an
d re
spon
ding
to s
timul
i. C
ells
are
spe
cial
ised
and
form
tiss
ues
whi
ch p
erfo
rm p
artic
ular
func
tions
.
Tis
sues
are
arr
ange
d in
to o
rgan
s w
hich
are
als
o sp
ecia
lised
to c
arry
out
par
ticul
ar fu
nctio
ns.
In o
rder
to u
nder
stan
d sp
ecie
s, s
peci
atio
n, b
iodi
vers
ity a
nd c
hang
e, it
is e
ssen
tial t
o un
ders
tand
how
DN
A a
nd c
hrom
osom
es e
nabl
e co
ntin
uity
and
cha
nge.
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
2½w
eeks
(10
ho
urs
)
dn
a:
th
e C
od
e
of
lif
e
• d
eoxy
rib
on
ucl
eic
acid
(d
na
)
- Lo
catio
n in
the
cel
l; ch
rom
osom
es,
gene
s an
d
extr
anuc
lear
DN
A;
- D
isco
very
of
the
stru
ctur
e D
NA
by
Wat
son,
Cric
k,
Fra
nklin
and
Wilk
ins;
- S
truc
ture
of D
NA
;
- R
ole
of D
NA
: gen
es a
nd n
on-c
odin
g D
NA
;
- R
eplic
atio
n: c
ell c
ycle
(linktoGrade10):n
eces
sity
for
exac
t cop
y.
rib
on
ucl
eic
aci
d (
rn
a)
- Ty
pes
and
loca
tion
in c
ells
;
- S
truc
ture
of R
NA
;
- T
rans
crip
tion
from
DN
A;
- T
rans
latio
n of
RN
A in
to p
rote
ins
(pro
tein
syn
thes
is)
(mR
NA
, tR
NA
): s
eque
nce
of e
vent
s; a
nd
- G
enet
ic c
ode
(bas
ic u
nder
stan
ding
).
If po
ssib
le:
• P
erfo
rm a
sim
ple
proc
ess
to e
xtra
ct D
NA
and
exa
min
e
the
thre
ads
If po
ssib
le:
• D
NA
‘fing
er p
rintin
g’/D
NA
pro
filin
g: (
case
stu
dy o
nly)
• Te
xtbo
oks
• M
icro
grap
hs
• E
quip
men
t
• C
hem
ical
s
LIFE SCIENCES GRADES 10-12
55CAPS
te
rm
1
2 w
eeks
(8 h
ou
rs)
mei
osi
s•
mei
osi
s: th
e pr
oces
s of
red
uctio
n di
visi
on
- pu
rpos
es o
f red
uctio
n di
visi
on (
gam
etog
enes
is
and
exce
ptio
ns: m
osse
s, fe
rns)
;
- im
port
ance
of m
eios
is: d
iplo
id to
hap
loid
:
prod
uctio
n of
gam
etes
;
- in
trod
uctio
n of
gen
etic
var
iatio
n (r
ando
m
segr
egat
ion,
cro
ssin
g ov
er);
- co
nseq
uenc
es o
f abn
orm
al m
eios
is, e
.g.,
Dow
n’s
synd
rom
e
• m
ito
sis
and
mei
osi
s
Sim
ilarit
ies
and
diffe
renc
es b
etw
een
mito
sis
and
mei
osis
(linktoGrade10)
• O
bser
ve
and
draw
pr
epar
ed
mic
rosc
ope
slid
es,
mic
rogr
aphs
or
mod
els
of c
ells
in
sele
cted
sta
ges
of
mei
otic
cel
l div
isio
n, e
.g.,
cros
sing
ove
r in
met
apha
se
I; an
apha
se I,
met
apha
se II
, tel
opha
se II
.
• Te
xtbo
oks
• P
oste
rs
• M
odel
s
• M
icro
scop
es
• P
repa
red
mic
rosc
ope
slid
es o
r m
icro
grap
hs
str
and
2:
lif
e P
roce
sses
in P
lan
ts a
nd
an
imal
s
Thi
s kn
owle
dge
stra
nd d
eals
with
the
way
s in
whi
ch a
nim
als
are
able
to
resp
ond
to t
heir
envi
ronm
ents
in
orde
r to
ens
ure
surv
ival
. Le
arne
rs e
xplo
re d
iffer
ent
repr
oduc
tive
stra
tegi
es
in a
nim
als.
Rep
rodu
ctio
n in
hum
ans
is d
ealt
with
in
mor
e de
tail
as a
spe
cific
exa
mpl
e of
ani
mal
rep
rodu
ctio
n. T
his
expa
nds
on t
he b
asic
kno
wle
dge
of h
uman
rep
rodu
ctio
n th
at w
as
intr
oduc
ed in
Gra
des
7 an
d 9.
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
½ w
eek
(2 h
ou
rs)
rep
rod
uct
ion
in V
erte
bra
tes
• d
iver
sity
of
rep
rod
uct
ive
stra
teg
ies
App
ropr
iate
exa
mpl
es o
f diff
eren
t gro
ups
in th
e an
imal
king
dom
to il
lust
rate
max
imis
ing
repr
oduc
tive
succ
ess
in
diffe
rent
env
ironm
ents
:
- ex
tern
al o
r in
tern
al fe
rtili
satio
n
- ov
ipar
y, o
vovi
vipa
ry, v
ivip
ary
- am
niot
ic e
gg
- pr
ecoc
ial a
nd a
ltric
ial d
evel
opm
ent
- pa
rent
al c
are.
• Te
xtbo
oks
• C
hart
s
• R
efer
ence
boo
ks
• D
VD
s (if
pos
sibl
e)
LIFE SCIENCES GRADES 10-12
56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
1
3 w
eeks
(12
ho
urs
)
tota
l
8 w
eeks
(32
ho
urs
)
Hu
man
rep
rod
uct
ion
• T
he
stru
ctur
e of
m
ale
and
fem
ale
repr
oduc
tive
syst
ems;
(linktoGrade7and9)
• T
he u
niqu
e hu
man
cha
ract
eris
tics
of s
ome
aspe
cts
of
repr
oduc
tion
(linkwithGrade9):
- pu
bert
y: m
ain
chan
ges;
- ga
met
ogen
esis
: re
late
br
iefly
to
m
eios
is
(no
indi
vidu
al n
ames
of s
tage
s);
- m
enst
rual
cyc
le: e
mph
asis
on
horm
onal
con
trol
;
- fe
rtili
satio
n an
d de
velo
pmen
t of
zy
gote
to
blas
tocy
st;
- ge
stat
ion (mentionbriefly);
- im
plan
tatio
n an
d de
velo
pmen
t: th
e ro
le
of
plac
enta
.
• P
repa
red
mic
rosc
ope
slid
es o
f an
ova
ry,
test
es a
nd a
sect
ion
thro
ugh
a pe
nis.
Ide
ntify
tis
sues
and
diff
eren
t
stru
ctur
es
• O
bser
ve a
nd d
escr
ibe
prep
ared
mic
rosc
ope
slid
es
or m
icro
grap
hs o
r ul
tras
ound
pic
ture
s of
em
bryo
nic
deve
lopm
ent.
• If
poss
ible
obs
erve
sta
ges
of p
regn
ancy
by
wat
chin
g
D
VD
s of
the
dev
elop
men
t of
an
embr
yo a
nd t
he b
irth
proc
ess.
• O
bser
ve c
ontr
acep
tive
devi
ces
• Te
xtbo
oks
• C
hart
s
• M
icro
grap
hs
• M
icro
scop
e
• P
repa
red
mic
rosc
ope
slid
es
• U
ltras
ound
pi
ctur
es
of
embr
yoni
c de
velo
pmen
t
• D
VD
s
ass
essm
ent
• O
ne fo
rmal
, rec
orde
d cl
ass
test
.
• A
sses
smen
t fo
r le
arni
ng (
info
rmal
) us
ing
a va
riety
of s
trat
egie
s an
d ap
prop
riate
for
ms
of a
sses
smen
t
in h
omew
ork
exer
cise
s, w
ritte
n w
orks
heet
s, r
epor
ts,
sum
mar
ies,
ess
ays,
test
s, e
tc.
Ref
er to
ran
ge o
f ski
lls s
peci
fied
in S
peci
fic A
ims
1 an
d 3.
Not
e th
at k
now
ledg
e an
d un
ders
tand
ing
of in
vest
igat
ions
and
prac
tical
wor
k sh
ould
als
o be
ass
esse
d in
writ
ten
wor
kshe
ets,
hom
ewor
k ex
erci
ses
and
test
s. T
he c
ogni
tive
skill
s lis
ted
unde
r S
peci
fic A
ims
1 an
d 3
will
als
o ap
ply
to
know
ledg
e an
d un
ders
tand
ing
of in
vest
igat
ions
.
• O
ne p
ract
ical
task
• R
efer
to th
e ra
nge
of s
kills
spe
cifie
d in
Spe
cific
aim
2.
LIFE SCIENCES GRADES 10-12
57CAPS
te
rm
2
str
and
1:
lif
e at
mo
lecu
lar,
Cel
lula
r an
d t
issu
e l
evel
(co
nti
nu
ed);
an
d
str
and
4:
div
ersi
ty, C
han
ge
and
Co
nti
nu
ity
Life
exi
sts
in a
var
iety
of l
ife fo
rms
and
it is
in th
e st
udy
of D
NA
, gen
etic
s an
d in
herit
ed c
hara
cter
istic
s th
at li
fe a
t mol
ecul
ar le
vel i
nter
sect
s w
ith S
tran
d 4:
Div
ersi
ty, C
hang
e an
d C
ontin
uity
.
In o
rder
to u
nder
stan
d sp
ecie
s, s
peci
atio
n, b
iodi
vers
ity a
nd c
hang
e, it
is e
ssen
tial t
o un
ders
tand
how
DN
A a
nd c
hrom
osom
es e
nabl
e co
ntin
uity
and
cha
nge
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
4 w
eeks
(16
ho
urs
)
Gen
etic
s an
d
inh
erit
ance
• G
enes
: D
omin
ant a
nd r
eces
sive
gen
es a
nd a
llele
s
Men
tion
of M
ende
l, fa
ther
of g
enet
ics
• in
her
itan
ce a
nd
var
iati
on
- m
on
oh
ybri
d
cro
sses
: ph
enot
ype
and
geno
type
,
hom
ozyg
ous
and
hete
rozy
gous
(p
ure
bred
an
d
hybr
id);
ex
ampl
es
of
com
plet
e,
inco
mpl
ete/
part
ial
dom
inan
ce a
nd c
odom
inan
ce;
- d
ihyb
rid
cro
sses
: phe
noty
pes
and
geno
type
s.
• s
ex c
hro
mo
som
es
Sex
-link
ed a
llele
s; s
ex-li
nked
dis
ease
s
• m
uta
tio
ns
- ha
rmle
ss
and
harm
ful
mut
atio
ns:
exam
ples
of
dise
ases
, di
sord
ers;
ge
ne
mut
atio
ns
and
chro
mos
omal
abe
rrat
ions
; and
- us
eful
mut
atio
ns, l
ink
with
nat
ural
sel
ectio
n
• G
enet
ic e
ngin
eerin
g: S
tem
cel
l re
sear
ch,
gene
tical
ly
mod
ified
org
anis
ms,
bio
tech
nolo
gy a
nd c
loni
ng.
• M
entio
n m
itoch
ondr
ial
DN
A a
nd t
he t
raci
ng o
f ge
netic
links
• P
ater
nity
test
ing
and
DN
A fi
nger
prin
ting
(for
ensi
cs)
so
lvin
g g
enet
ic p
rob
lem
s
• M
onoh
ybrid
cro
sses
• D
ihyb
rid c
ross
es
• C
ompl
ete
and
inco
mpl
ete
dom
inan
ce
• B
lood
gro
ups
• S
ex c
hrom
osom
es a
nd s
exua
lly l
inke
d di
seas
es e
.g.,
haem
ophi
lia a
nd c
olou
r bl
indn
ess
• G
enet
ic li
neag
es
• Te
xtbo
oks
• R
efer
ence
boo
ks
LIFE SCIENCES GRADES 10-12
58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
2
str
and
2:
lif
e P
roce
sses
in P
lan
ts a
nd
an
imal
s (c
on
tin
ued
)
Thi
s co
ntin
ues
inve
stig
atin
g th
e w
ays
in w
hich
ani
mal
s an
d pl
ants
are
abl
e to
res
pond
to th
eir
envi
ronm
ents
in o
rder
to e
nsur
e th
eir
surv
ival
.
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
4 w
eeks
(16
ho
urs
)
res
po
nd
ing
to t
he
en
viro
nm
ent:
Hu
man
s
• H
um
ans
hav
e tw
o s
yste
ms:
ner
ves
and
ho
rmo
nes
th
at e
nabl
e th
em to
res
pond
to th
e
envi
ronm
ent.
• H
um
an n
ervo
us
syst
em
Rea
ctio
ns to
stim
uli i
n th
e su
rrou
ndin
gs.
- C
entr
al n
ervo
us
sys
tem
: Bra
in: M
enin
ges
for
prot
ectio
n, lo
catio
n an
d fu
nctio
ns o
f cer
ebru
m,
cere
bellu
m, c
orpu
s ca
llosu
m, m
edul
la o
blon
gata
,
spin
al c
ord
- P
erip
her
al n
ervo
us
sys
tem
: lo
catio
n an
d
func
tions
onl
y
- a
uto
no
mic
ner
vou
s s
yste
m:
loca
tion
and
func
tions
onl
y
- n
erve
s: s
tru
ctu
re o
f a
ner
ve :
Ner
ve ti
ssue
:
stru
ctur
e of
sen
sory
neu
rons
and
mot
or n
euro
ns
- Reflexarc:
Str
uctu
re, f
unct
ion
and
sign
ifica
nce
of a
sim
ple
refle
x ar
c. S
igni
fican
ce o
f syn
apse
s
• d
iso
rder
s: A
lzhe
imer
’s d
isea
se a
nd m
ultip
le
scle
rosi
s
• in
juri
es:
Bra
in a
nd s
pina
l dam
age.
Men
tion
stem
cel
l
rese
arch
and
the
poss
ibili
ty o
f rep
airin
g in
jurie
s.
• e
ffec
ts o
f d
rug
s: D
agga
, her
oin,
ecs
tasy
, tik
, etc
.
(LinkstoGrade11)
• M
odel
of t
he b
rain
or
a sh
eep’
s br
ain
in o
rder
to
obse
rve
regi
ons
of b
rain
.
Id
entif
y th
e ce
rebr
um, c
ereb
ellu
m a
nd s
pina
l cor
d
• E
xam
ine
a cr
oss-
sect
ion
of s
pina
l cor
d to
obs
erve
the
whi
te a
nd g
rey
mat
ter.
• D
esig
n an
inve
stig
atio
n to
det
erm
ine
the
reac
tion
time
of d
iffer
ent l
earn
ers
to a
stim
ulus
. Rec
ord
the
resu
lts a
nd c
alcu
late
the
aver
age
time.
Cal
cula
te
the
dist
ance
that
will
be
trav
elle
d by
a c
ar tr
avel
ling
at 1
00 k
m p
er h
our
with
in th
e av
erag
e re
actio
n
time.
App
ly th
is k
now
ledg
e to
saf
e dr
ivin
g: fo
llow
ing
dist
ance
s..
• Te
xtbo
oks
• W
all c
hart
s
• S
calp
el o
r bl
ade
• M
odel
s:
ey
e
ea
r
br
ain
• S
heep
’s s
kull
saw
n
in h
alf t
o ex
pose
the
brai
n (o
btai
ned
from
the
butc
hery
)
• O
btai
n sa
wn
thro
ugh
vert
ebra
e fr
om b
utch
er to
show
spi
nal c
ord.
LIFE SCIENCES GRADES 10-12
59CAPS
te
rm
2
tota
l
8 w
eeks
(32
ho
urs
)
• r
ecep
tors
Det
ectio
n of
a r
ange
of s
timul
i: lig
ht, s
ound
, tou
ch,
tem
pera
ture
, pre
ssur
e, p
ain
and
chem
ical
s (t
aste
and
smel
l). D
etai
ls o
f the
str
uctu
re o
f the
eye
and
ear
(onl
y)
- H
um
an e
ye: s
truc
ture
and
func
tioni
ng, b
inoc
ular
visi
on, a
ccom
mod
atio
n, p
upil
refle
x
- S
hort
-sig
hted
ness
, lon
g-si
ghte
dnes
s,
astig
mat
ism
, cat
arac
ts (
brie
f exp
lana
tions
usi
ng
diag
ram
s)
- H
um
an e
ar: s
truc
ture
and
func
tioni
ng: h
earin
g
and
bala
nce
- H
earin
g de
fect
s: d
eafn
ess,
mid
dle
ear
infe
ctio
ns,
grom
met
s
• D
isse
ct th
e ey
e of
a s
heep
or
pig.
Obs
erve
the
diffe
rent
reg
ions
. Wor
kshe
et to
be
used
to fo
llow
inst
ruct
ions
for
diss
ectin
g an
d ob
serv
ing
the
sign
ifica
nt p
arts
.
• E
ye o
f she
ep o
r pi
g
obta
ined
from
but
cher
y
ass
essm
ent
• O
ne fo
rmal
, rec
orde
d cl
ass
test
.
• M
id-y
ear
exam
inat
ion
(2½
hou
rs)
or c
ontr
ol te
st
• A
sses
smen
t for
lear
ning
(in
form
al)
usin
g a
varie
ty
of s
trat
egie
s an
d ap
prop
riate
form
s of
ass
essm
ent
in h
omew
ork
exer
cise
s, fl
ow d
iagr
ams,
writ
ten
wor
kshe
ets,
rep
orts
, sum
mar
ies,
ess
ays,
test
s, e
tc.
Ref
er to
ran
ge o
f ski
lls s
peci
fied
in S
peci
fic A
ims
1 an
d 3.
Not
e th
at k
now
ledg
e an
d un
ders
tand
ing
of in
vest
igat
ions
and
pra
ctic
al w
ork
shou
ld a
lso
be
asse
ssed
in w
ritte
n w
orks
heet
s, h
omew
ork
exer
cise
s
repo
rts,
ess
ays
etc.
The
cog
nitiv
e sk
ills
liste
d un
der
Spe
cific
Aim
s 1
and
3 w
ill a
lso
appl
y to
kno
wle
dge
and
unde
rsta
ndin
g of
inve
stig
atio
ns.
• O
ne p
ract
ical
task
• R
efer
to th
e ra
nge
of s
kills
spe
cifie
d in
Spe
cific
Aim
2
LIFE SCIENCES GRADES 10-12
60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
3
str
and
2:l
ife
Pro
cess
es in
Pla
nts
an
d a
nim
als
(Co
nti
nu
ed)
Thi
s co
ntin
ues
inve
stig
atin
g th
e w
ays
in w
hich
ani
mal
s an
d pl
ants
are
abl
e to
res
pond
to th
eir
envi
ronm
ents
in o
rder
to e
nsur
e th
eir
surv
ival
.
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
1½ w
eeks
(6 h
ou
rs)
Hu
man
en
do
crin
e
sys
tem
• e
nd
ocr
ine
gla
nd
s
Loca
tion
in
the
body
, ho
rmon
es
secr
eted
, ro
les
of
horm
ones
of t
he fo
llow
ing
glan
ds:
- H
ypot
hala
mus
: A
DH
- P
ituita
ry
glan
d :
TS
H,
FS
H,L
H,
prol
actin
, gr
owth
horm
one
(linktoreproduction)
- T
hyro
id g
land
: thy
roxi
n
- P
ancr
eas:
insu
lin, g
luca
gon
- A
dren
al g
land
: adr
enal
in, a
ldos
tero
ne
- G
onad
s: o
estr
ogen
, pr
oges
tero
ne a
nd t
esto
ster
one
(linktoreproduction)
Exa
mpl
es o
f ne
gativ
e fe
edba
ck m
echa
nism
s: T
SH
and
thyr
oxin
; ins
ulin
and
glu
cago
n; d
iabe
tes
• R
esea
rch
diso
rder
s ca
used
by
un
der-
and
over
secr
etio
n of
at
leas
t on
e ho
rmon
e. D
iffer
ent
lear
ners
shou
ld
rese
arch
di
ffere
nt
horm
ones
. B
rief
writ
ten
repo
rt.
• Te
xtbo
oks
• C
hart
s
• P
hoto
grap
hs o
f gia
ntis
m,
dwar
fism
, and
pers
ons
suffe
ring
from
:
hypo
thyr
oidi
sm
and
hype
rthy
roid
ism
1 w
eek
(4 h
ou
rs)
Ho
meo
stas
is in
Hu
man
s
• H
om
eost
asis
The
pro
cess
of m
aint
aini
ng a
con
stan
t, op
timal
inte
rnal
envi
ronm
ent:
- n
egat
ive
feed
bac
k: g
luco
se,
carb
on d
ioxi
de;
wat
er
and
salts
;
- th
erm
ore
gu
lati
on
: ad
apta
tions
of
hu
man
sk
in;
swea
ting,
vas
odila
tatio
n, v
asoc
onst
rictio
n.
• O
bser
ve
prep
ared
m
icro
scop
e sl
ides
of
a
sect
ion
thro
ugh
hum
an s
kin
or u
se a
mic
rogr
aph
or m
odel
.
Iden
tify
mai
n fe
atur
es.
• Te
xtbo
oks
• M
icro
scop
e pr
epar
ed
slid
es
or
M
icro
grap
hs
or
mod
el
LIFE SCIENCES GRADES 10-12
61CAPS
te
rm
3
1 w
eek
(4 h
ou
rs)
res
po
nd
ing
to t
he
en
viro
nm
ent:
Pla
nts
•
Pla
nt
ho
rmo
nes
The
gen
eral
fun
ctio
ns o
f au
xins
,
gibb
erel
lins,
abs
cisi
c ac
id.
Wee
d co
ntro
l by
usin
g gr
owth
hor
mon
es.
•
Geo
tro
pis
m a
nd
ph
oto
tro
pis
m
Gro
wth
reg
ulat
ion
by a
uxin
s.
•
Pla
nt
def
ence
mec
han
ism
s
Che
mic
als,
thor
ns.
• D
esig
n in
vest
igat
ions
to
sh
ow
geot
ropi
sm
and
phot
otro
pism
. Id
entif
y th
e va
riabl
es a
nd r
ecom
men
d
way
s to
con
trol
the
varia
bles
. Rec
ord
and
inte
rpre
t the
resu
lts.
• Te
xtbo
oks
• S
uita
ble
equi
pmen
t:
geot
ropi
sm a
nd
phot
otro
pism
exp
erim
ents
• If
avai
labl
e, a
klin
osta
t
shou
ld b
e us
ed
• S
eedl
ings
str
and
4:
div
ersi
ty, C
han
ge
and
Co
nti
nu
ity
(co
nti
nu
ed):
It is
nec
essa
ry to
hav
e a
firm
gra
sp o
n th
e w
ork
done
ear
lier
in th
e ye
ar o
n D
NA
, gen
etic
s an
d he
redi
ty in
ord
er to
und
erst
and
the
conc
ept o
f cha
nge,
nat
ural
sel
ectio
n an
d ev
olut
ion.
Thi
s
know
ledg
e st
rand
is e
xpan
ded
on b
y ex
plor
ing
the
mec
hani
sms
of e
volu
tion
and
spec
ifica
lly h
uman
evo
lutio
n in
Afr
ica.
.
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
2 w
eeks
(8 h
ou
rs)
evo
luti
on
by
nat
ura
l
sel
ecti
on
• o
rig
in o
f id
eas
abo
ut
ori
gin
s
Diff
eren
t ki
nds
of e
vide
nce:
fos
sil
reco
rd (linktoG
rade
10),
mod
ifica
tion
by d
esce
nt, b
ioge
ogra
phy (linktoGrade
10),
gen
etic
s (G
rade
12)
and
oth
er fo
rms
of e
vide
nce:
- di
ffere
nce
betw
een
hypo
thes
is a
nd th
eory
; and
- br
ief
over
view
of
hi
stor
y of
di
ffere
nt
theo
ries
of
deve
lopm
ent:
Lam
arck
ism
, D
arw
inis
m,
and
Pun
ctua
ted
Equ
ilibr
ium
.
• Artificialselection
: O
NE
exa
mpl
e of
a d
omes
ticat
ed
anim
al a
nd
ON
E e
xam
ple
of a
cro
p sp
ecie
s.
• d
arw
in’s
th
eory
of
evo
luti
on
by
nat
ura
l sel
ecti
on
• E
volu
tion
(cha
nge)
thr
ough
nat
ura
l se
lect
ion
(linkto
Gen
etic
s): d
epen
ds o
n va
riatio
n/ge
ne p
ool o
f inh
erite
d
char
acte
ristic
s, a
nd t
he p
rodu
ctio
n of
mor
e of
fspr
ing
than
is
re
quire
d.
Cha
nges
in
th
e en
viro
nmen
t.
Pre
ssur
e le
ads
to e
xtin
ctio
n or
suc
cess
ful
adap
tion.
Con
tinuo
us a
nd d
isco
ntin
uous
var
iatio
n.
• C
lass
deb
ate
and
disc
ussi
on.
• D
emon
stra
te n
atur
al s
elec
tion
thro
ugh
gam
es,
e.g.
,
cam
oufla
ge
• R
esea
rch
one
exam
ple
of a
rtifi
cial
sel
ectio
n. P
rese
nt
findi
ngs
in a
rep
ort
• Te
xtbo
oks
• R
efer
ence
boo
ks.
• B
iogr
aphy
of
D
arw
in
(if
poss
ible
an
d if
lear
ner
show
s in
tere
st)
LIFE SCIENCES GRADES 10-12
62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
3
• f
orm
atio
n/e
mer
gen
ce o
f n
ew s
pec
ies
Spe
ciat
ion;
biol
ogic
al s
peci
es c
once
pt. I
nter
bree
ding
pro
duce
s
viab
le o
ffspr
ing
in a
spe
cies
.
O
NE
exa
mpl
e of
spe
ciat
ion
due
to g
eogr
aphi
c
isol
atio
n (G
alap
agos
finc
hes,
Gal
apag
os to
rtoi
ses,
mam
mal
s or
pla
nts
on d
iffer
ent l
andm
asse
s, e
.g.,
baob
abs
in A
fric
a an
d M
adag
asca
r, pr
otea
s in
Sou
th
Afr
ica
and
Aus
tral
ia).
• m
ech
anis
ms
for
rep
rod
uct
ive
iso
lati
on
:
Intr
oduc
tion
to s
ome
exam
ples
:
- br
eedi
ng a
t diff
eren
t tim
es o
f the
yea
r;
- sp
ecie
s-sp
ecifi
c co
urts
hip
beha
viou
r;
- ad
apta
tion
to d
iffer
ent p
ollin
ator
s (p
lant
s);
- pr
even
tion
of fe
rtili
satio
n;
- in
fert
ile o
ffspr
ing
in c
ross
-spe
cies
hyb
rids.
• e
volu
tio
n in
pre
sen
t ti
mes
Exa
mpl
es o
f
natu
ral s
elec
tion
and
evol
utio
n, e
.g.,
resi
stan
ce
to in
sect
icid
es in
inse
cts,
bill
and
bod
y si
ze o
f
Gal
apag
os fi
nche
s, r
esis
tanc
e to
ant
ibio
tics
in
vario
us b
acte
ria (
TB
), H
IV r
esis
tanc
e to
ant
i-
retr
ovira
ls.
LIFE SCIENCES GRADES 10-12
63CAPS
te
rm
3
2 w
eeks
(8 h
ou
rs)
tota
l
7½ w
eeks
(30
ho
urs
)
Hu
man
evo
luti
on
• e
vid
ence
of c
om
mo
n a
nce
sto
rs fo
r liv
ing
ho
min
ids
incl
ud
ing
h
um
ans:
A
nato
mic
al
diffe
renc
es
and
sim
ilarit
ies
betw
een
Afr
ican
ape
s an
d hu
man
s:
- F
ossi
l ev
iden
ce:
key
feat
ures
: bi
peda
lism
(sp
ine
and
pelv
ic
gird
le),
br
ain
size
, te
eth
(den
titio
n),
prog
nath
ism
and
pal
ate
shap
e, c
rani
al a
nd b
row
ridge
s.
The
nu
mbe
r of
fo
ssils
th
at
have
be
en
foun
d (it
is
impo
rtan
t to
kno
w t
hat
thou
sand
s of
foss
il fr
agm
ents
hav
e be
en fo
und)
.
- G
enet
ic e
vide
nce:
mito
chon
dria
l DN
A
- C
ultu
ral e
vide
nce
tool
-mak
ing.
• o
ut
of
afr
ica
hyp
oth
esis
E
vide
nce
Afr
ican
or
igin
s fo
r al
l m
oder
n hu
man
s:
gene
tic li
nks,
mito
chon
dria
l DN
A:
- R
ift
valle
y fo
ssil
site
s in
E
ast
Afr
ica
(Ken
ya
and
Tanz
ania
) an
d in
E
thio
pia.
S
cien
tists
e.
g.,
Joha
nsen
and
Whi
te, t
he L
eaky
fam
ily
- F
ossi
ls d
isco
vere
d at
the
se s
ites:
Ard
ipith
ecus
,
Aus
tral
opith
ecus
, Hom
o
- F
ossi
ls s
ites
in S
outh
Afr
ica:
Fos
sils
dis
cove
red
at
thes
e si
tes:
Aus
tral
opith
ecus
and
Hom
o
• P
ost
er p
rese
nta
tio
n
Map
out
the
thre
e m
ajor
pha
ses
in h
omin
id e
volu
tion
from
6 m
ya u
p to
the
pres
ent:
- A
rdip
ithec
us (
Eth
iopi
a)
- A
ustr
alop
ithec
us (
Eas
t and
Sou
th A
fric
a)
- H
omo
(var
ious
site
s)
The
map
/tim
elin
e sh
ould
sho
w t
he d
iagn
ostic
fea
ture
s
and
the
appr
oxim
ate
times
tha
t ex
ampl
es o
f th
e th
ree
maj
or g
ener
a ex
iste
d. I
t is
not
nec
essa
ry t
o sh
ow t
he
rela
tions
hips
bet
wee
n ge
nera
. (S
cien
tists
may
int
erpr
et
rela
tions
hips
diff
eren
tly a
s ne
w e
vide
nce
is fo
und)
or
(see
Ter
m 4
)
• Te
xtbo
oks
• N
ewsp
aper
art
icle
s (e
.g.,
the
disc
over
y of
Sed
iba)
• D
VD
s if
poss
ible
• M
aps,
pic
ture
s an
d
phot
ogra
phs
LIFE SCIENCES GRADES 10-12
64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
te
rm
3
ass
essm
ent
• O
ne fo
rmal
, rec
orde
d te
st.
• T
rial e
xam
inat
ion:
2 x
2½
hou
rs.
• O
ne p
roje
ct/a
ssig
nmen
t.
• A
sses
smen
t fo
r le
arni
ng (
info
rmal
) us
ing
a va
riety
of s
trat
egie
s an
d ap
prop
riate
for
ms
of a
sses
smen
t
in
test
s,
hom
ewor
k ex
erci
se,
writ
ten
wor
kshe
ets,
repo
rts,
sum
mar
ies,
ess
ays,
etc
.
Ref
er to
the
rang
e sk
ills
spec
ified
in S
peci
fic A
ims
1 an
d 3
Not
e th
at k
now
ledg
e an
d un
ders
tand
ing
of in
vest
igat
ions
and
prac
tical
wor
k sh
ould
als
o be
ass
esse
d in
writ
ten
wor
kshe
ets,
hom
ewor
k, s
umm
arie
s, r
epor
ts a
nd e
ssay
s
and
test
s. T
he c
ogni
tive
skill
s lis
ted
unde
r S
peci
fic A
ims
1 an
d 3
will
als
o ap
ply
to k
now
ledg
e an
d un
ders
tand
ing
of in
vest
igat
ions
.
• O
ne p
ract
ical
task
.
• R
efer
to th
e ra
nge
of s
kills
spe
cifie
d in
Spe
cific
Aim
2.
LIFE SCIENCES GRADES 10-12
65CAPS
te
rm
4
str
and
4:
div
ersi
ty, C
han
ge
and
Co
nti
nu
ity
(co
nti
nu
ed)
tim
eto
pic
Co
nte
nt
inve
stig
atio
ns
res
ou
rces
2 w
eeks
(8 h
ou
rs)
2 w
eeks
(8 h
ou
rs)
tota
l
4 w
eeks
(16
ho
urs
)
Hu
man
evo
luti
on
:
con
tin
ued
• im
po
rtan
ce o
f th
e C
rad
le o
f H
um
anki
nd
:
- m
ain
fo
ssil
site
s in
so
uth
afr
ica,
e.g
., Ta
ung,
Ste
rkfo
ntei
n, K
rom
draa
i, S
war
tkra
ns, M
alap
a,
Plo
vers
Lak
e, G
lady
sval
e, M
akap
ansg
at,
Flo
risba
d, B
orde
r C
ave,
Blo
mbo
s: E
vide
nce
and
evol
utio
nary
tren
ds fr
om th
ese
site
s (r
efer
to
datin
g of
foss
ils G
rade
10)
. At l
east
two
exam
ples
shou
ld b
e st
udie
d to
see
evo
lutio
nary
tren
ds.
M
entio
n sc
ient
ists
suc
h as
Dar
t, B
room
e, T
obia
s,
Bra
in, R
on C
lark
, Ber
ger,
Key
ser
and
othe
rs
•Alternativestoevolution
- di
ffere
nt c
ultu
ral a
nd r
elig
ious
exp
alan
atio
ns fo
r
the
orig
in a
nd d
evel
opm
ent o
f life
on
Ear
th:
- C
reat
ioni
sm;
- In
telli
gent
Des
ign;
- Li
tera
lism
- T
heis
tic e
volu
tion
• D
o re
visi
on o
n pa
rtic
ular
ly (
but n
ot o
nly)
Gra
de 1
1
wor
k th
at w
ill b
e ex
amin
ed in
the
NS
C e
xam
.
• P
oste
r pr
esen
tatio
n: M
ap o
ut th
e ch
ange
s in
the
evol
utio
n of
the
Gen
us: H
omo.
The
map
/tim
elin
e
shou
ld s
how
whe
re th
e di
ffere
nt fo
ssils
hav
e be
en
foun
d an
d th
e ap
prox
imat
e pe
riods
that
the
sele
cted
exam
ples
exi
sted
. The
mos
t sig
nific
ant f
eatu
res
of
each
type
of f
ossi
l (G
enus
and
spe
cies
) to
illu
stra
te
the
diffe
renc
e be
twee
n th
em.
• R
esea
rch
and
disc
ussi
on to
sha
re in
form
atio
n
abou
t diff
eren
t exp
lana
tions
: cul
tura
l or
relig
ious
expl
anat
ions
.
Assessm
ent:2x2½hourexam
s:Paper1andPaper2(topicsspecified)
LIFE SCIENCES GRADES 10-12
66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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.
LIFE SCIENCES GRADES 10-12
67CAPS
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
examinations
External examination: 75%
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
knowing scienceunderstanding
science
Applyingscientific
knowledge
evaluating,
analysing and
synthesising
scientificknowledge
% 40% 25% 20% 15%
examples of useful
Verbs
• State
• Name
• Label
• List
• Define
• Describe
and others
• Explain
• Compare
• Rearrange
• Give an example of
• Illustrate
• Calculate
• Make a
generalisation
and others
• Predict
• Apply
• Use knowledge
• Demonstrate
• Solve
• Implement
• Judge
and others
• Select
• Differentiate
• Analyse
• Infer
• Suggest a reason
• Discuss
• Categorise
and others
LIFE SCIENCES GRADES 10-12
68 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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
formal, reCorded, sCHool-Based assessmentsend-of-year internal
eXamination 75%
Content Practical
two Written
examinations
(2½ Hours + 2½
Hours)
Practical
examination
(1 Hour)
• Four tests (minimum of 50 marks
each)
• One midyear examination (2½
hours 150 marks)
• One project/assignment (can be
done in any term: 100 marks in the
fourth term)
• Skills are listed under Specific Aims
1 and 3
A selection of three representative
practical tasks, which cover the
range of skills, must be marked and
recorded. (The marks allocated for a
practical task should range from 20 to
40.)
The range of skills is described in
Specific Aim 2.
This exam tests
knowledge on
content, concepts
and skills across
all topics.
Knowledge of
practical work as
well as some of
the skills related
to practical work
must be assessed
in the written
examination.
80% = 60 marks
This exam
tests practical
knowledge and
skills
This should be set
by each teacher
taking into account
the resources
that are available
for practical
examination.
20% = 15 marks
school-based assessment (during the year) 75
term 1 term 2 term 3 term 4
• One test
• One selected
practical task
• One test
• One selected
practical task
• Mid-year
examination
• One test
• One selected
practical task
* Environmental
studies:
fieldwork
• One test
• One project/
assignment
25% 25% 25% 25%
Convert to 25% 75%
* This is an example of a project/assignment.
LIFE SCIENCES GRADES 10-12
69CAPS
4.4.2 Grade 11
ProGramme of formal assessment
formal, reCorded, sCHool-Based assessments end-of-year internal
eXamination 75%
Content Practical two Written
examinations
(2½ hours + 2½
hours)
Practical
examination(1
hour)
• Four tests (minimum of 50 marks
each)
• One mid-year examination (2½
hours, 150 marks)
• One project/assignment (can be
done in any term: 100 marks in Term
4)
• Skills are listed under Specific Aims
1 and 3
A selection of three representative
practical tasks, which cover the
range of skills, must be marked and
recorded. (The marks allocated for a
practical task should range from 20 to
40).
The range of skills is described in
Specific Aim 2.
These exams
test knowledge
on content,
concepts and
skills across all
topics. Knowledge
of practical work
as well as some of
the skills related
to practical work
must be assessed
in the written
examination.
80% = 60 marks
This exam
tests practical
knowledge and
skills
This should be set
by each teacher
taking into account
the resources
that are available
for practical
examination.
20% = 15 marks
school-based assessment (during the year) 75
term 1 term 2 term 3 term 4
• One test
• One selected
practical task
• One test
• One selected
practical task
• Mid-year
examination
• One test
• One selected
practical task
* Environmental
studies:
fieldwork
• One test
• One project/
assignment
25% 25% 25% 25%
75%
*This is an example of a project/assignment.
LIFE SCIENCES GRADES 10-12
70 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
The requirements (number and nature of tasks) for Life Sciences are indicated below:
4.4.3 Grade 12
ProGramme of formal assessment
formal, reCorded, sCHool-Based assessments
trial: end-of-year
internal eXamination
50%
Content Practicaltwo written examinations
(2½ hours + 2½ hours)
• Four tests (minimum of 50 marks each)
• *One mid-year examination (2½ hours, 150 marks) or
control test
• One trial examination (2 x 2½ hours, 300 marks)
• One project/assignment (can be done in any term: 100
marks in term 3).
• Skills are listed under Specific Aims 1 and 3
A selection of three
representative practical
tasks, which cover the
range of skills, must be
marked and recorded.
(The marks allocated for a
practical task should range
from 20 to 40).
The range of skills is
described in Specific Aim 2.
These exams test knowledge
of content, concepts and
skills across all topics.
Knowledge of practical work
as well as some of the skills
related to practical work
must be assessed in the
written examination
The trial (preliminary)
examination should be set
on the work completed in
Terms 1, 2 and 3.
school-based assessment (during the year)
term 1 term 2 term 3 and term 4
• One test
• One selected practical
task
• One test
• One selected practical
task
* Mid-year examination or
control test
• One test
• One selected practical
task (will not be included
in year mark)
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.
LIFE SCIENCES GRADES 10-12
71CAPS
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
topic timeWeighting
% marks
t1:
• Chemistry of Life
• Cells: Basic Units of Life
• Cell Division: Mitosis
• Plant and Animal Tissues
t2:
• Plant and Animal Tissues
• Plant Organs (Leaf)
• Support and Transport Systems: Plants
• Support Systems: Animals
2½ weeks
3 weeks
2 weeks
1 week
2 weeks
½ week
3 weeks
3 weeks
16
17
12
5 (50)
13
3
17
17 (50)
23
25
18
9
20
5
25
25
totals 17 weeks 100% 150
Paper 2
topic timeWeighting
% marks
t3:
• Transport Systems in mammals
• Biosphere to Ecosystems
t 4:
• Biodiversity and Classification
• History of Life and Earth
3 weeks
6 weeks
1 week
5 weeks
20
40 (60)
7
33 (40)
30
60
10
50
totals 15 weeks 100% 150
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.
LIFE SCIENCES GRADES 10-12
72 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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
topic timeWeighting
% marks
t2
• Energy transformations to sustain Life: Photosynthesis
• Animal Nutrition
• Energy transformation: Respiration
t3
• Gas exchange
• Excretion in humans
• Population Ecology
3 weeks
3 weeks
1½ weeks
2½ weeks
2½ weeks
4 weeks
18
18
10
15
15
24
27
27
15
22
23
36
totals 16½ weeks 100% 150
Paper 2
topic timeWeighting
% marks
t 1
• Biodiversity and classification of micro-organisms
• Biodiversity in plants and reproduction
• Biodiversity of animals
t4
• Human impact on the environment:
• current crises
3 weeks
3 weeks
2 weeks
7 weeks
20
20
13
47
30
30
20
70
totals 15 weeks 100% 150
LIFE SCIENCES GRADES 10-12
73CAPS
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
topic time Weighting
% marks
t 1
• Meiosis
• Reproduction in Vertebrates
• Human Reproduction
t2
• Responding to be environment (humans)
t3
• Human endocrine system
• Homeostasis in humans
• Responding to the Environment (plants)
t4
• Human impact (Grade 11)
1 week
½ week
3 weeks
4 weeks
1½ weeks
1 week
1 week
‘2½ weeks’
7
4
21
27
10
7
7
17
11
6
31
40
15
11
11
25
totals 14½weeks 100% 150
Paper 2
topic time Weighting
% marks
t 1
• DNA: Code of Life
• Meiosis
t 2
• Genetics and Inheritance
t3
• Evolution through Natural Selection
t 3/t4
• Human evolution
2½ weeks
1 week
4 weeks
2 weeks
4 weeks
19
7
30
15
29
27
12
45
23
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.
LIFE SCIENCES GRADES 10-12
74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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:
LIFE SCIENCES GRADES 10-12
75CAPS
• 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-basedmoderationandverificationoflearnerperformance
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.
LIFE SCIENCES GRADES 10-12
76 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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.