Resource Pack

Contents
1. LESSON PLANS ...................................................................... 1
1.1. ME..................................................................................... 1
1.2. MY FAMILY.......................................................................... 21
1.3. HEALTHY LIVING................................................................... 41
2. TERM 1 CHECKLISTS, RUBRICS & TERM REPORT ............................. 61
a) Mathematics Checklist ........................................................... 61
b) Home Language Recording Sheet/ Checklist .................................. 3
c) Life Skills Checklist ............................................................... 63
d) Perceptual Checklist .............................................................. 6
e) Rubrics Term 1 ..................................................................... 8
f) General and Perceptual Development (Report to Parent) ................. 74
g) Report ............................................................................... 11
3. TERM 2 CHECKLISTS, RUBRICS & TERM REPORT ............................. 76
a) Mathematics Checklist ........................................................... 76
b) Home Language Recording Sheet/ Checklist ................................. 13
c) Life Skills Checklist ............................................................... 14
d) Perceptual skills ................................................................... 16
e) Rubrics Term 2 .................................................................... 17
f) General and Perceptual Development (Report to Parent) ................. 26
g) Report ............................................................................... 27
4. TERM 3 CHECKLISTS, RUBRICS & TERM REPORT ............................. 28
a) Mathematics Checklist ........................................................... 28
b) Home Language Recording Sheet/ Checklist ................................. 29
c) Life Skills Checklist ............................................................... 30
d) Perceptual skills ................................................................... 32
e) Rubrics .............................................................................. 33
f) General and Perceptual Development (Report to Parent) ................. 47
g) Report ............................................................................... 48
5. TERM 4 CHECKLISTS, RUBRIKS & TERM REPORT ............................. 50
a) Mathematics Checklist ........................................................... 50
b) Home Language Recording Sheet/ Checklist ................................. 51
c) Life Skills Checklist ............................................................... 52
d) Perceptual skills ................................................................... 54
e) Term 4 Rubrics .................................................................... 55
 f) General and Perceptual Development (Report to Parent) ................. 61
g) Report ............................................................................... 62
6. SCHOOL IMPROVEMENT PLAN ................................................... 63
7. SAMPLE MARKSHEET .............................................................. 68
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Term 1

Checklist & Rubric scores

Allocated Marks
Learner Names
HOME LANGUAGE

RUBRIC 1: Listens attentively to

7
simple ques & announce
&responds approp.

RUBRIC 1: Listens to short

WEEK 4

7
stories with enjoyment and joins
in at the approp. time

RUBRIC 3 A: Tells and retells

3

story
a) Home Language Recording Sheet/ Checklist

RUBRIC 3B: Use language to

7
WEEK 5/6

explain (focus on Sentence

LISTENING AND SPEAKING

construction)
24

TOTAL ( 7+7+3+7=24)

RUBRIC: Develop eye

7

movement

RUBRIC 2: Distinguishes aurally

6

between different letter sounds

WEEK 5 / 6

RUBRIC 2: Recogs & points out

6

common objects in pictures

(Phonic table)
EMERGENT READING

TOTAL ( 7+6+6=19)
19

ASSESSMENT IN GRADE R – RESOURCE PACK

RUBRIC 4A: Draws picture to

5
7/8

convey a message

RUBRIC 4B: Uses a variety of

2
7/8

tools
WEEK WEEK

TOTAL ( 5+2=7)
EMERGENT WRITING

Observation book : DAILY NEWS

RUBRIC 5

Observation book : PEGBOARDS

ONGOING

Observation book : story telling

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Allocated Marks

Learner Names
Term 1

Checklist & Rubric scores

HOME LANGUAGE

RUBRIC 1: Tells stories and retells

4
stories in own words

RUBRIC 2: Arranges a set of

pictures in such a way that they
All weeks

4
form a story and logical sequence
Continuous

of events when verbalized and

a) Home Language Recording Sheet/ Checklist

relates the story created
8

TOTAL (4+4=8)
LISTENING AND SPEAKING

RUBRIC 1: Recognises aurally and

visually some initial consonants
and vowels especially at the
beginning of a word
4

RUBRIC 2: Begins to recognise that

words are made up of sounds:
gives the beginning sound of own
4
All weeks

namethat they form a story and

Continuous

logical sequence of events when

verbalized and relates the story
created
EMERGENT READING

ASSESSMENT IN GRADE R – RESOURCE PACK

RUBRIC 3: Makes up own story by
4

reading the pictures

TOTAL (4+4+4=12)
12

RUBRIC 1: Develops small muscle

4

skills and fine motor skills.

RUBRIC 2: Draws pictures

4

capturing main idea of a story.

RUBRIC 3: Understands that

All weeks

writing and drawing are

4

different: pretend writing

EMERGENT WRITING

represented using squiggles.

TOTAL (4+4+4=12)
12

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ASSESSMENT IN GRADE R – RESOURCE PACK 5
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CHECKLIST1
PERCEPTUAL

Learner Names
b) Perceptual Checklist

Adapted and ready for Gr R

Energetic and enjoys Gr R

Loves to help others

Shares toys and other with peers

Communicates well with peers

Makes friends easily

Has good self image

Participates in group activities

Speaks confidently
ASSESSMENT IN GRADE R – RESOURCE PACK

Shows a love for books

Loves to participate in singing and

dance

Can hold a book and turn pages

Plays eagerly with PE resources-

ropes, hoops, etc

Can follow a swinging ball with eye

not moving head

Can make a shape with body

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CHECKLIST 2
PERCEPTUAL
Perceptual checklist 2

Learner Names Builds a 6 piece puzzle

Identifies left & right side and uses

dominant side confidently

Can bounce &catch a ball using the

body

Can identify smooth & rough

Enjoys building and stacking blocks

Uses sense of smell

Touches many objects - diff. rough

and smooth

Can complete an unfinished drawing

of a body

Can easily tear paper into small

ASSESSMENT IN GRADE R – RESOURCE PACK pieces

Crumbles paper with both dominant

and other hand

Performs activities using the non

dom. side of the body

Uses a scissor during free cutting

activities

Uses a range of writing tools during

creative arts

Can jump and move over obstacles

Can jump and move under obstacles

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 c) Rubrics Term 1 Home Language: Listening and Speaking: (My Family: Day 7) Learners listen
to a story and and retell story.

A Listening and Speaking

HOME LANGUAGE 3 Learners listen to a story attentively and joins in the chorus of the
story at the appropriate time
RUBRIC ONE 2 Learners listen to a story attentively and tries to join in the chorus of
Home Language: Listening and Speaking the story
1 Learners listen to a story and has to be prompted to join in the chorus
Tells stories and retells stories in own words of the story
4 The learner is able to tell story following a logical sequence and has a
beginning, middle and end; characters and setting described in detail; B Tell and retell story
intentions and feelings of characters are described; uses longer and 7 The learner is able to retell the story ( more than 4
more complex sentences and joining words such as “and then”; “after sentences)accurately with clear beginning/middle and end
that”; uses new vocabulary from the story. 6 The learner is able to retell (4 sentences) of the story with accurate
3 The learner is able to retell most events in story with beginning, middle beginning and end
and end but very few details; needs prompts such as: “and then”; what 5 The learner is able to retell (4 sentences) of the story with accurate
happened next?”; starting to use longer sentences. beginning
2 The learner is limited retelling; only includes some events; order might 4 The learner is able to retell (3 sentences) of the story
not be correct; uses short sentences and simple vocabulary 3 The learner is able to retell (1 to 2 sentences) of the story
1 The learner is unable to tell stories and retell stories; only able to say 2 The learner is able to retell (1 to 2 sentences) of the story with
a few words assistance
1 The learner attempted to retell the story when prompted by the
teacher
RUBRIC TWO Final score add A-Listening and speaking and B-Tell and retell story
Home Language: Listening and Speaking
Home Language: Emergent Reading.
Arranges a set of pictures in such a way that they
form a story and logical sequence of events when RUBRIC ONE
verbalized and relates the story created
4 The learner is able to arrange a set of cards in a correct sequence and
able to relate a story with relevant details
A Recognises aurally and visually some initial consonants and
3 The learner is able to arrange a set of cards in a correct sequence and vowels especially at the beginning of a word
able to relate a simple story 4 The learner is able to recognise 7-8 letters and say the sounds that
2 The learner is able to arrange a set of cards in a correct sequence, but these letters make.
not able to tell the story 3 The learner is able to recognise 4-6 letters and say the sounds that
1 The learner is unable to arrange a set of cards in a correct sequence
these letters make.
2 The learner is able to recognise 1-3 letters and say the sounds that
RUBRIC THREE these letters make.

ASSESSMENT IN GRADE R – RESOURCE PACK 8

 1 The learner is not able to recognise any letters and say the sounds Emergent Writing and Handwriting
that these letters make. RUBRIC ONE

RUBRIC TWO Develops small muscle skills and fine motor skills.
4
A Begins to recognise that words are made up of sounds: Completes fine motor activities with confidence, accuracy and ease.
gives the beginning sound of own name 3 The learner is able to complete most fine motor activities; becoming
4 The learner is consistently able to give the beginning sound of own
more accurate and working more efficiently.
name and other words. 2 The learner is able to complete some fine motor activities but takes
3 The learner is able to give the beginning sound of own name; able to
time; output is inaccurate.
give the beginning sound of some other words. 1 The learner struggles to complete fine motor activities; avoids tasks
2 The learner is able to give beginning sound of own name but
or become frustrated.
struggles when asked for beginning sound of other words.
1 The learner is not able to recognise that words are made up of
sounds; unable to give the beginning sound of own name or other RUBRIC TWO
words.

Draws pictures capturing main idea of a story.

RUBRIC THREE 4 Draws a colourful, detailed picture related to a story; includes main
characters with details such as clothes.
Makes up own story by reading the pictures 3 The learner is able draw a colourful picture related to a story;
4 The learner is consistently able to use pictures to predict what the drawings of main characters have some of the following: legs, arms,
story is about; shows an understanding that pictures and words are hands, feet, eyes, nose, mouth, ears.
related, but different; adopts a ‘reading voice’; points to text when 2 The learner’s drawing is recognisable but not related to the story,
‘reading’. song or rhyme.
3 The learner is able to use pictures to predict what the story is about; 1 The drawing is recognisable but not related to the story, song or
might adopt a ‘reading voice’. rhyme.
2 The learner is able to use pictures to predict and describe the story
but with assistance.
1 The learner is not able to use pictures to predict what the story is
about; describes pictures using very limited language. RUBRIC THREE

Understands that writing and drawing are different: pretend writing

represented using squiggles.

ASSESSMENT IN GRADE R – RESOURCE PACK 9

 4 Understands that writing and drawing are different and begins to
‘write’ using a mixture of copied letters and squiggles; may copy
letters and numbers from the classroom environment in own writing
attempts.
3 Understands that writing and drawing are different: pretends to
write using squiggles.
2 Represents ideas through drawing but no evidence of pretend writing
or scribbles.
1 Not able to represent ideas through drawing or writing.

RUBRIC FOUR
Home Language: Emergent Writing: (Healthy Living: Day 4) Learners draw a
picture about the story.
A Emergent writing
5 The learner is able to draw a detailed picture
4 The learner is able to draw a picture with some detail
3 The learner is able to draw a picture with basic detail
2 The learner is able to draw a simple picture
1 The learner is unable to draw and explain a very simple picture

B
1 Uses a variety of tools e.g. crayons, paper, decorative
1 Traces names

Final score A-drawing and B

6 Total

ASSESSMENT IN GRADE R – RESOURCE PACK 10

 d) Report
HOME LANGUAGE 1 2 3 4 5 6 7 MATHEMATICS 1 2 3 4 5 6 7
Listens attentively to simple questions and Identifies basic shapes.
announcements and responds appropriately. Can rote count to 5.
Listens to short stories with enjoyment and joins in  Solves oral word problems of addition and subtraction using
LISTENING and

at the appropriate time

SPEAKING

concrete aids for numbers 1-5.

Use language to explain and is aware of sentence Understands the concepts of light, heavy
construction. Collects, sorts and represents data according to one attribute.
Is able to tell and retell a story. Knows the concept of day and night.
Builds a 6 piece jigsaw puzzle. Overall Performance Mathematics
Can complete an unfinished drawing of a body.
Has good eye movement from left to right. LIFE SKILLS 1 2 3 4 5 6 7
EMERGENT READING

Distinguishes aurally between different letter Knows Personal details- name, age, address
sounds. contact number.

SOCIAL WELL BEING

KNOWLEDGE AND
Recognises and points out common objects in Identify body parts. 

PERSONAL and
pictures and on Phonic table. Adapted and ready for Gr R. 

BEGGINING
Matches words to pictures. Contributes to theme discussions.
Can follow a swinging ball with eye not moving head Identifies healthy and unhealthy foods.
Can hold a book and turn pages
Performs warm and cool down exercises.
Shows a love for books
Follows music independently and confidently.
Uses a scissor during free cutting activities. Is able to recite poems and songs.
EMERGENT

Draws picture to convey a message.

WRITING

Draws picture of themselves.

Crumbles paper with both dominant and other hand. Moves through an obstacle course- running,
Can easily tear paper into small pieces jumping, jumping around markers.

CREATIVE ARTS
Uses a range of writing tools during creative arts. Is able to climb, slide, slide down pole, travel while
Overall performance Home Language hanging, crawl/weave through frames, move under
obstacles.
MATHEMATICS 1 2 3 4 5 6 7 Is able to throw a ball with two hands – overhand
Match number names, symbols with pictures and underhand.
Problem solving using concrete objects  Can bounce and catch a ball using the body.
Copy, extend and create simple patterns. Visual memory – Treads a pattern of two colours.
Recognises boxes and ball shapes in the environment. Has good self-image.
Can make a shape with body. Plays eagerly with PE resources-ropes, hoops, etc
Knows position in space – on, under, front, back. Overall performance Life Skills

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Term 1
Home Language

Allocated Marks
Checklist & Rubric scores
Rubric 1: Listening skills

Rubric 1: Looks and

discusses pictures

Rubric 2: Tell and retell story

b) Home Language Recording Sheet/ Checklist

WEEK4
WEEK 6

Rubric 2: Emergent reading

skills

Rubric 2: Describes
characters in a story

Rubric 4: Recognise
8

phonemic names
WEEK

Rubric 6: Read words on

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Theme table
WEEK

ASSESSMENT IN GRADE R – RESOURCE PACK

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Rubric 3: Direction
WEEK
7

Rubric 3: Tracing
WEEK

Rubric 5: Draw for Daily News

WEEK8

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Life Skills

SCORE
CHECKLIST AND RUBRICS
c) Life Skills Checklist

Rubric 1: Different jobs in

4
WEEK

the house
5

4 Rubric 1: Rooms in home

WEEK
6

Rubric 2: Personal
7
WEEK

contact details
7

Rubric 4 : National
5
WEEK

symbols
7

Rubric 4 : Colours of the

6
WEEK

flag
7

Rubric 4 : National
3
WEEK

Anthem
BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELLBEING

29

TOATAL

Rubric 3: Performs warm up

7

& cool down exercises

7

Rubric 3: Music
7

ASSESSMENT IN GRADE R – RESOURCE PACK Rubric 3: Movement

7

Rubric 3: Voice
7

Rubric3: Use of instruments

WEEK 6

Rubric3: Dramatising
CREATIVE ARTS - PERFORMING ARTS

Rubric3: Spatial awareness

7

Rubric 3: Rhymes and song

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TOATAL
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LIFE SKILLS

CHECKLIST AND RUBRICS

Learner Names Date:
Life Skills Checklist (cont.)

5
Rubric 5.1: Run
5

Rubric 5.2: Ball skills

WEEK 7

Rubric 5.3:Spatial
orientation

Rubric 5.4: Work

5

through an obstacle
course
7

Rubric 6.1: Jungle gym

7
PHYSICAL EDUCATION

Rubric 6.2: Balance

WEEK 8

Skip
1

Roll
ASSESSMENT IN GRADE R – RESOURCE PACK
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TOTAL
4

Rubric 7.1: Drawing

4

Rubric 7.2:
Painting
4

Rubric 7.3:
Manipulate scissors
ONGOING

Rubric 7.3:
4

Manipulate play
dough
CREATIVE ARTS - Visual Arts

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16

TOTAL
 Date

LEARNER NAMES
d) Perceptual skills

likes to play on his/her own

is a very independent learner

loves to play with friends

has good concentration skills

respects adults and classmates

listens the first time when spoken to

he/she can easily make a decision /

choice

is able to kick the ball during outdoor play

can fasten buttons, laces, zips and bows

accurately cutting on line, precise and

neat
can throw a ball/beanbag under or over to
cover a distance of 3 metres
recognises his/her, as well as other friends
written names in the class
holds brushes, crayons, colouring pens
etc. correctly in preparation of writing
easily finds specified images in a busy or
ASSESSMENT IN GRADE R – RESOURCE PACK detailed picture

identifies sweet and sour taste with ease

General and Perceptual Development Skills Checklist: Term 2

likes to demonstrate/act out the sounds of

different everyday life and animals
Can do windmills – hand to opposite foot/
knees
Complete the unfinished drawing of a
face

forms letters and numbers with body

Identify similarities and differences

Builds piece puzzle

scissors
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 e) Rubrics Term 2

Home Language: Activity 1: Rubric 1: Listening and Speaking (Homes Day 3) Learners will read
pictures and participate in discussions.

Listening and speaking

A Listening skills
1 Listens attentively without interrupting
1 Takes turns to respond

B Look at picture and participates in discussion

5 The learner is able to give 4 details in the picture and participates in discussions
4 The learner is able to give 3 details in the picture and participates in discussions
3 The learner is able to give 2 details in the picture and participates in discussions
2 The learner is able to give 1 detail in the picture and has to be prompted to participate in
discussions
1 The learner is struggles picture reading and has to be prompted to participate in discussions

Home Language: Activity 2: Rubric 2: Listening and Speaking (My Country Day 3) Learners retell a
story that they read from the Integrated Resource Pack.

A Tell and retell story

5 The learner is able to retell the story ( more than 4 sentences)accurately with clear
beginning/middle and end
4 The learner is able to retell (4 sentences) of the story with accurate beginning and end
3 The learner is able to retell (4 sentences) of the story with accurate beginning
2 The learner is able to retell (3 sentences) of the story
1 The learner is able to retell (1 to 2 sentences) of the story with assistance

B Emergent reading skills

1 Hold book correctly
1 Turn pages correctly

C Discusses and describes characters in stories

3 The learner is able to discuss and describe more than four characters in the story
2 The learner is able to discuss and describe at least three characters in the story
1 The learner is able to discuss and describe at least one character in the story

Home Language: Activity 3: Rubric 3: Emergent writing (My Country Day 7) Learners trace the
writing pattern.

Emergent writing
A Direction: The learner understands
1 Starting from the left to right
1 Starting top to bottom
1 Correct pencil grip

B Tracing
4 The learner is able to trace 4 curvy patterns, numerals or letters
3 The learner is able to trace 3 curvy patterns, numerals or letters
2 The learner is able to trace 2 curvy patterns, numerals or letters
1 The learner is able to trace 1 patterns, numerals or letters

ASSESSMENT IN GRADE R – RESOURCE PACK 17

Home Language: Activity 4: Rubric 4: Emergent Reading (Transport Day 2) Learners work with the
Phonics.
Emergent Reading
6 The learner is able to match the 6 sounds with the objects
5 The learner is able to match the 5 sounds with the objects
4 The learner is able to match the 4 sounds with the objects
3 The learner is able to match the 3 sounds with the objects with the assistance of the teacher
2 The learner is able to match the 2 sounds with the objects
1 The learner is able to match the 1 sound with the objects with the assistance of the teacher

Home Language: Activity 5: Emergent Writing (Transport Day 3) Learners draw a picture for the
news. They write a caption using squiggles. They read what they drew
Emergent Writing
7 The learner draws picture of the news, writes a caption using squiggles and describes what
was drawn with 3 sentences well-constructed sentences.
6 The learner draws picture of the news, writes a caption using squiggles and describes what
was drawn with 2 sentences well-constructed sentences.
5 The learner draws picture of the news, writes a caption using squiggles and describes what
was drawn with 1 sentences well-constructed sentences.
4 The learner draws picture of the news and writes a caption using squiggles and is able to
describe what was drawn with the assistance of the teacher.
3 The learner draws picture of the news and writes a caption using squiggles with the
assistance of the teacher, however struggles to describe what was drawn.
2 The learner draws picture of the news with the assistance of the teacher. Struggles to write a
caption using squiggles or describes what was drawn.
1 The learner is struggles to draw picture of the news. Is unable write a caption using
squiggles or describes what was drawn.

Home Language: Activity 6: Rubric 6: Emergent Reading (Transport Day 9) Learners read words
on the theme table
7 The learner is able to match at least 7 labels to the objects on the theme table
6 The learner is able to match at least 6 labels to the objects on the theme table
5 The learner is able to match at least 5 labels to the objects on the theme table
4 The learner is able to match at least 4 labels to the objects on the theme table
3 The learner is able to match at least 3 labels to the objects on the theme table
2 The learner is able to match at least 2 labels to the objects on the theme table
1 The learner is able to match at least 1 label to the objects on the theme table

Mathematics
Mathematics: Activity 1: Rubric 1: Numbers, Operations and Relationships (Homes Day 6)
Learners match number, number names and symbols.
Match number names, symbols with pictures
7 The learners is able match number pictures, dot cards, number symbols and number names
accurately
6 The learner is able to match most of the number pictures, dot cards, number symbols and
number names
5 The learner is able to match most of the number pictures, dot cards number symbols, and
some number names
4 The learner is able to match some of the number pictures, dot cards, number symbols and
number names
3 The learner is only able to match number pictures, dot cards, number symbols and number
names with assistance
2 The learner is only able to match number pictures, dot cards and number symbols with
assistance
1 The learner is only able to match number pictures and dot cards with assistance

ASSESSMENT IN GRADE R – RESOURCE PACK 18

Mathematics: Activity 2: Rubric 2: Space and Shape (Geometry) (Homes Day 9) Learners play in
the block area
A Space and shape (Geometry)
4 The learner is able to copy a construction accurately
3 The learner is able to copy most part of the construction
2 The learner is able to copy some part of the construction
1 The learner is able to copy some part of the construction with the assistance of the teacher

B Construction
1 Is able to organize the blocks
1 Is able to plan the activity
1 Creativity

Final score: Add score from A-Shape and space and B-Construction

Mathematics: Activity 3: Rubric 3: Number operations and Relationships (My Country Day 2)
A Number operations and Relationships: Problem solving with more than
4 The learner is able to solve 4 “more” problems using concrete objects
3 The learner is able to solve 3 “more” problems using concrete objects
2 The learner is able to solve 2 “more” problems using concrete objects with assistance
1 The learner is able to solve 1 “more” problems using concrete objects with assistance

B Number operations and Relationships: Problem solving with less than

3 The learner is able to solve 3 “less” problems using concrete objects
2 The learner is able to solve 3 “less” problems using concrete objects with assistance
1 The learner struggles to solve “less” problems using concrete objects with assistance

Mathematic: Activity 4: Rubric 4: Patterns, Functions and Algebra (My Country Day 8) Learners
work with patterns (AB,AB,AB)
A Patterns, Functions and Algebra
7 The learner is able to a copy patterns and extends and creates own accurately (4 different
patterns)
6 The learner is able to a copy patterns and extends and creates own accurately (3 different
patterns)
5 The learner is able to a copy patterns and extends and creates own accurately (2 different
patterns)
4 The learner is able to a copy patterns and extends and creates own accurately (1 different
patterns)
3 The learner is able to a copy patterns and extends and creates own pattern with assistance
2 The learner is able to a copy patterns and extends patterns with assistance, but is unable to
creates own pattern
1 The learner is able to a copy patterns with assistance, but is unable to extend and creates
own pattern

Mathematics: Activity 5: Rubric 5: Number Operations and Relationships (Transport Day 5)

Learners count up to 20. Learners solve problems with addition.
A Number operations and Relationships: Problem solving with addition
4 The learner is able to solve 5 addition problems using concrete objects
3 The learner is able to solve 4 addition problems using concrete objects
2 The learner is able to solve 2 addition problem using concrete objects with assistance
1 The learner is able to solve 1 addition problems using concrete objects with assistance

ASSESSMENT IN GRADE R – RESOURCE PACK 19

 B Number operations and Relationships: Problem solving with subtraction
3 The learner is able to solve 4 subtraction problems using concrete objects
2 The learner is able to solve 3 subtraction problems using concrete objects with assistance
1 The learner struggles to solve subtraction problems using concrete objects

Mathematics: Activity 6: Rubric 6: Measurement (Transport Day 6) Learner compare the length of
objects.
Length
The learner understands
1 long
1 short
1 longer
1 shorter
1 tall
1 The learner is able to measure in hand spans
1 The learner is able to measure in foot spans
Total

Mathematics: Activity 8: Rubric 7: Data Handling: (Transport Day 10) Learners collect and sort
objects
Data handling
5 The learners is able to collect and sort objects accurately
4 The learners is able to collect and sort objects.
3 The learners is able to collect objects but struggles to sort objects.
2 The learner is only able to collect and sort objects with the assistance from the teacher
1 The learner is only able to collect objects with the assistance from the teacher

Mathematics: Ongoing: Rubric 8: Counts forward

7 The learner is able to count forwards up to at least 7 accurately
6 The learner is able to count forwards up to at least 7 with 1 mistake
5 The learner is able to count forwards up to at least 7 with 2 mistakes
4 The learner is able to count forwards up to at least 7 with 4 mistakes
3 The learner is able to count forwards up to at least 7 with the assistance of the teacher
2 The learner is able to count forwards up to at least 5 with the assistance of the teacher
1 The learner is able to count forwards up to at least 4 with the assistance of the teacher

Mathematics: Ongoing: Rubric 9: Counts backwards

7 The learner is able to count backwards from at least 7 accurately
6 The learner is able to count backwards from at least 7 with 1 mistake
5 The learner is able to count backwards from at least 7 with 2 mistakes
4 The learner is able to count backwards from at least 7 with 4 mistakes
3 The learner is able to count backwards from at least 7 with the assistance of the teacher
2 The learner is able to count backwards from at least 5 with the assistance of the teacher
1 The learner is able to count backwards from at least 4 with the assistance of the teacher

ASSESSMENT IN GRADE R – RESOURCE PACK 20

Mathematics: Ongoing: Rubric 10: Learners work with different positions
✓ ✓
1 in front of 8 below
2 behind 9 in
3 on top of 10 out
4 on 11 up
5 under 12 down
6 backwards 13 forwards
7 front 14 back
7 Is able to identify 14 of the 14 positions
6 Is able to identify 12 of the 14 positions
5 Is able to identify 10 of the 14 positions
4 Is able to identify 8 of the 14 positions
3 Is able to identify 6 of the 14 positions
2 Is able to identify 4 of the 14 positions
1 Is able to identify 2 of the 14 positions

Mathematics: Ongoing: Rubric 11: Pegboards

7 The learner is able to complete a simple pegboard one colour pattern accurately
6 The learner is able to complete a simple pegboard one colour pattern
5 The learner is able to complete a simple pegboard one colour pattern with assistance of the
teacher
4 The learner is able to complete part of the pegboard
3 The learner is able to complete part of the pegboard with the assistance of the teacher
2 The learner struggles to work with the pegboard
1 The learner is unable to work with the pegboard

Life skills
Life skills: Activity 1: Rubric 1: Beginning Knowledge/ Personal and Social Well-being (Homes Day
7) Learners identify the jobs people do and the rooms in the homes.
A Different jobs they do in home
1 Keep our rooms clean
1 Cooking
1 Cleaning
1 Help set the table

B Rooms in the home

1 Bathroom: bath
1 Bedroom
1 Kitchen
1 Lounge

Life skills: Activity 2: Rubric 2: Beginning Knowledge/ Personal and Social Well-being: (Homes:
Day 8) Learners knows personal details.
Personal contact details
1 Name
1 Age
1 Address
1 Contact number
Total (4)

ASSESSMENT IN GRADE R – RESOURCE PACK 21

Life skills: Activity 3: Rubric 3: Creative arts: Performing Arts: (My Country: Day 4) Learners sing/
recite songs/ rhymes
1 2 3 4 5 6 7
Performs Is unable to Attempts to Performs Performs Performs Performs Performs
warm and perform perform some warm warm and warm and warm and warm and
cool down warm and warm and and cool cool down cool down cool down cool down
exercises cool down cool down down exercises exercises exercises exercises with
exercises exercises exercises with some with some
confidence confidence independently
and
confidently
Music Is unable to Attempts to Follows Follows the Follows the Follows the Follows the
follow the follow the parts of the music music with music music
music music music some confidently independently
confidence and
confidently
Movement Is shy to Is able to Attempts to Moves to Moves to Moves to Moves to
move to move to move to the music music with music music
the music the music the music some confidently confidently
when confidence and
prompted independently
Voice Is shy to Projects Attempts to Project Projects Projects Projects voice
project the voice only project voice voice with voice confidently
voice when voice some confidently and
prompted confidence independently
Use of Is unable to Is able to Attempts to Plays Plays Plays Plays musical
instruments play with play the play musical musical musical instruments
the musical musical musical instruments instruments instruments confidently
instruments instruments instruments with some confidently and
when confidence independently
prompted

Dramatising Is too shy Is able to Attempts to Is able to Is able to Is able to Is able to

to dramatise dramatise dramatise dramatise dramatise dramatise the
dramatise the rhymes the rhymes the rhymes the rhymes the rhymes rhymes or
the rhymes or songs or songs or songs or songs or songs songs
or songs with some confidently confidently
confidence and
independently
Spatial Is unable to Is able to Attempts to Works in Works in Works in Works in own
awareness work in work in work in own space own space own space space
own space own space own space with some confidently confidently
confidence and
independently
Rhymes Is unable to Is able to Attempts to Is able to Is able to Is able to Is able to
and song recite recite recite at recite 2 recite 3 recite 4 recite 5
rhymes rhymes least 1 rhymes rhymes rhymes rhymes
and/or and/or rhymes and/or and/or and/or and/or songs
songs songs and/or songs songs songs
when songs
prompted

Activity 4: Rubric 4: Beginning Knowledge/ Personal and Social Well-being (My Country Day 6)
Learners identify the different features of SA
A National symbols
1 National flower: King Protea
1 National animal: Springbok
1 National fish: Galjoen
1 National bird: Blue crane
1 National tree: Real yellowwood

ASSESSMENT IN GRADE R – RESOURCE PACK 22

 B Colours of the flag
1 Black
1 Yellow (Gold)
1 Green
1 White
1 Red
1 Blue

C National Anthem
3 The learner is able to sing the National Anthem with accuracy
2 The learner is able to sing the National Anthem but makes a many mistakes
1 The learner is able to sing the National Anthem with the assistance of the teacher

Life skills: Activity 5: Rubric 5.1: Physical Education (My Country Day 9) Set up an obstacle course
with the following activities for the learners to work through.
Locomotor
The learner is able to
1 Walk in different directions
1 Run forwards
1 Run backwards
1 Run fast
1 Run slow

Life skills: Activity 5: Rubric 5.2: Physical Education (My Country Day 9) Set up an obstacle course
with the following activities for the learners to work through.
Coordination: Ball skills
The learner is able to
1 Bounce the ball 5 times
1 Throw the ball underarm
1 Throw the ball overarm
1 Roll a ball to a friend
1 Stop a rolling ball

Life skills: Activity 5: Rubric 5.3: Physical Education (My Country Day 9) Set up an obstacle course
with the following activities for the learners to work through.
Spatial Orientation
The learner is able to
1 Jumping over obstacles
1 Move under obstacles
1 Climb through a hoop
1 Weave around cones
1 Skip

Life skills: Activity 5: Rubric 5.4: Physical Education (My Country Day 9) Set up an obstacle course
with the following activities for the learners to work through.
Obstacle course
5 The learner is able to work through 5 stations comfortably
4 The learner is able to work through 4 stations comfortably
3 The learner is able to work through 3 stations comfortably
2 The learner is able to work through 2 stations with the assistance of the teacher
1 The learner is able to work through 1 station with the assistance of the teacher

ASSESSMENT IN GRADE R – RESOURCE PACK 23

Life skills: Activity 6: Rubric 6.1: Physical Education (Transport Day 4) The teacher will observe the
learner during the Physical Education ring time
Jungle gym skills
1 Climbing
2 Swinging
3 Sliding
4 Slide down the pole
5 Travelling while hanging with over-grasp
6 Swinging on over-grasp
7 Crawling through frames
8 Weaving through frames
9 Moving under obstacles

7 The learner is able to achieve 9 of the jungle gym skills

6 The learner is able to achieve 7 of the jungle gym skills
5 The learner is able to achieve 5 of the jungle gym skills
4 The learner is able to achieve 4 of the jungle gym skills
3 The learner is able to achieve 3 of the jungle gym skills
2 The learner is able to achieve 2 of the jungle gym skills

Life skills: Activity 6: Rubric 6.2: Physical Education (Transport Day 4) The teacher will observe
the learner during the Physical Education ring-time
Balance
1 Balance on one foot for 5 seconds
1 Balance bean bag on head
1 Balance bean bag on foot
1 Balance bean bag on hand
1 Balance bean bag on shoulder
1 Balance bean bag on elbow
1 Balance bean bag on knee

7 The learner is able to complete 7 balance activities

6 The learner is able to complete 6 balance activities
5 The learner is able to complete 5 balance activities
4 The learner is able to complete 4 balance activities
3 The learner is able to complete 3 balance activities
2 The learner is able to complete 2 balance activities
1 The learner is able to complete 1 balance activities

Life skills: Ongoing: Rubric 7.1: Creative Arts: Visual art: Learner draws a picture
Drawing
4 The learner is able to draw a picture with lots of detail
3 The learner is able to draw a picture with some of detail
2 The learner draws simple pictures
1 The learners draws a picture, however the teacher has to ask what has been drawn

Life skills: Ongoing: Rubric 7.2: Creative Arts: Visual art: Learner paints a picture
Painting
4 The learner is able to work confidently with the paint, using at least 2 different brushes and
the picture has lots of detail
3 The learner is able to work with the paint, using at least 1brushes and the picture has some
detail
2 The learner paints a simple pictures
1 The learners paints a picture, however the teacher has to ask what has been drawn

ASSESSMENT IN GRADE R – RESOURCE PACK 24

Life skills: Ongoing: Rubric 7.3: Creative Arts: Visual art: Learner manipulates scissors
Manipulate scissors
4 The learner is able to hold the scissor correctly and cuts on a straight line
3 The learner is able to hold the scissor correctly but struggles to cut on a straight line
2 The learner is struggles to hold the scissor correctly and cuts on a straight line with the
assistance of the teacher
1 The learner is struggles to hold the scissor correctly and is unable to cut on a straight line.

Life skills: Ongoing: Rubric 7.4: Creative Arts: Visual art: Learner manipulates play dough
Manipulate play dough skills
1 Pinch dough
1 Make 2D object
1 Roll the dough into a ball
1 Roll it flat

4 The learner is able to do 4 play dough skills

3 The learner is able to do 3 play dough skills
2 The learner is able to do 2 play dough skills
1 The learner is able to do 1 play dough skills

ASSESSMENT IN GRADE R – RESOURCE PACK 25

 f) General and Perceptual Development (Report to Parent)
Name of learner: ____________________ Term: 2

I mastered the skills I am getting there I sruggle to master the skill,

completely but I am still trying

Integrated specific criteria to ensure the holistic

Comment
development of the Grade R learner
General Development
• likes to play on his/her own
• is a very independent learner
• loves to play with friends
• has good concentration skills
• respects adults and classmates
• listens the first time when spoken to
• he/she can easily make a decision / a choice
Perceptual Development
• is able to kick the ball during outdoor play
• can fasten buttons, zips and bows
• accurately cutting on line, precise and neat
• can throw a ball/beanbag under or over to cover a
distance of 3 metres
• recognises his/her, as well as other friends written
names in the class
• holds brushes, crayons, colouring pens etc. correctly in
preparation of writing
• easily finds specified images in a busy or detailed
picture
• identifies sweet and sour taste with ease
• likes to demonstrate/act out the sounds of different
everyday life and animals
• can do windmills-hand to opposite foot/knee
• complete the unfinished drawing of a face
• forms letter and numbers with body
• Identifies similarities and differences

ASSESSMENT IN GRADE R – RESOURCE PACK 26

 g) Report MATHEMATICS 1 2 3 4 5 6 7
HOME LANGUAGE 1 2 3 4 5 6 7 Copies a construction accurately using blocks.
Listens attentively without interrupting. Copies and creates patterns accurately.
LISTENING and SPEAKING

Measures items in their environment using foot and hand spans.

Waits for turn to respond. 
Knows the difference between day and night.
Gives details in the picture without prompting and
Recognises circles, squares and triangles in the environment.
participates in discussions.
Understands position: in front of, behind, below, under, forwards,
Tell and retells a story.
backwards, front and back.
Builds a 12 piece jigsaw puzzle. Knows own birthday.
Describes characters in a story. Collects and sorts objects accurately.
Narrates a story with a clear beginning and end. Overall performance in Mathematics
Holds a book correctly.
EMERGENT

Turns pages of a book correctly. LIFE SKILLS 1 2 3 4 5 6 7

READING

Recognises phonemic words. Identifies jobs we do in different rooms of the house.

KNOWLEDGE
Reads words from labels on theme table. Knows name, age, address and contact number. 

WELL BEING
BEGGINING

and SOCIAL
PERSONAL
Matches sounds with objects. Sings the National Anthem.  
Knows left to right. Names the national symbols.

AND
Starts from the top and moves to bottom. Knows colours on the South African flag.
Has correct pencil grip. Paints a picture using a brush with lots of detail.
EMERGENT

Traces curvy patterns and numerals. Holds a scissor correctly and cuts on line.

CREATIVE
WRITING

Traces curvy patterns and letters Uses play dough to make a 3D object.

ARTS
Draws a picture for news. Follows music creatively and independently.
Describes the picture drawn. Sings and recites rhymes and songs.
Overall performance Home Language Completes an obstacle course with ball skills, moving over
and under, climbing and swinging.
Balances bean bag on hand, leg, arm and knee.

EDUCATION
MATHEMATICS

PHYSICAL
1 2 3 4 5 6 7
Matches number names with pictures. Runs forwards and backwards.
Plays with friends and works well in a group.
Matches number symbols with pictures.  
Respects adults and classmates.
Solves problems - more than, using concrete objects.
Works independently at all tasks.
Solves problems- less than, using concrete objects.
Recognises own and friends names in class.
Solves problems with addition using concrete objects.
Overall performance in Life Skills
Solves problems with subtraction using concrete objects.
Counts forwards to at least 7.
Counts backwards from at least 7.

ASSESSMENT IN GRADE R – RESOURCE PACK 27

 1.

11
10
9
8
7
6
5
4
3
2
1
TERM 3

Date:
Allocated Mark
RECORDING SHEET
MATHEMATICS

Learner Names /
4

7
RUBRIC : More, less & equal
a) Mathematics Checklist

WEEK

RUBRIC : Matching:

7
5
WEEK

picture,symbo ldot cards

7
6

RUBRIC : Problem solving

WEEK
RELATIONSHIPS

TOTAL ( 7+7+7=21)
NUMBERS, OPERATIONS &

RUBRIC : Copy, extends

7

simple patterns
FUNCS
PATTS,

WEEK 3
ALGEBRA
TERM 3 CHECKLISTS, RUBRICS & TERM REPORT

7
3

RUBRIC : Construction
WEEK

7
4

RUBRIC : Symmetry
WEEK

7
6

RUBRIC : Shapes
WEEK
(GEOMETRY)
9

RUBRIC : Position
WEEK
SPACE AND SHAPE

ASSESSMENT IN GRADE R – RESOURCE PACK TOTAL ( 7+7+7+7=28)

7

RUBRIC : Capacity
WEEK

7
8

RUBRIC : Measure length

WEEK

7
9

RUBRIC : Money
WEEK
MEASUREMENT

TOTAL ( 7+7+7=21)
7
5

RUBRIC : Data Handling

WEEK
DATA

ESTIMATION
7

COUNT FORWARD/BACKWARD
28
7

PEGBOARDS
ONGOING

POSITION IN SPACE
 12
11
10
9
8
7
6
5
4
3
2
1
Term 3

Date:
Checklist & Rubric scores

Allocated Marks
HOME LANGUAGE

Learner Names /
7
RUBRIC : Listening Skills

RUBRIC : Tells and retells

7
WEEK 2

stories

RUBRIC : Sequence stories &

7

match cards
b) Home Language Recording Sheet/ Checklist

WEEK 4

RUBRIC : Sequence stories

LISTENING AND SPEAKING

28

TOTAL ( 7+7+7+7=28)

RUBRIC : Draw a picture for

2

news
WEEK

RUBRIC : Single sound

2

recognition
WEEK

RUBRIC : Holds and handles

3

books
WEEK 8

RUBRIC : Understands simple

4

sentences
EMERGENT READING

TOTAL ( 7+7+3+4=21)
21

ASSESSMENT IN GRADE R – RESOURCE PACK

6

RUBRIC : Direction/pencil grip

RUBRIC : Trace curvy

6

patterns/ numerals/letters
WEEK WEEK

TOTAL ( 3+4=7)
EMERGENT WRITING

RUBRIC : Ongoing Labels on theme table

RUBRIC : Ongoing reads high frequency

7

words
ONGOING

29
14

TOTAL ( 3+4=7)
 c) Life Skills Checklist
BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL
WELLBEING
CREATIVE ARTS

RUBRIC : People who help us

VISUAL ARTS PERFORMING ARTS

RUBRIC : Mime doctors

TOTAL : (7+7+7+7=28)
LIFE SKILLS

TOTAL : (7+7+12=26 )
RUBRIC : Communication

RUBRIC : Make a dog

RUBRIC : Sing a song

TOTAL : (7+7=14 )
RUBRIC : Make a

TOTAL : (7+5=12 )
RUBRIC : Animals
RUBRIC : Winter

television
CHECKLIST AND RUBRICS

visit
Learner Names Date: 7 7 7 7 28 5 7 12 7 7 14 26
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

ASSESSMENT IN GRADE R – RESOURCE PACK 30

 17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
CHECKLIST AND RUBRICS
Physical Education

Learner Names Date:

Life Skills Checklist (cont.)

7 RUBRIC : Hopping
WEEK 6/7

RUBRIC : Spatial
7

Orientation
WEEK 6

CRITERIA FOR JUMPING : 1. Jump over low objects

2. Jump for at least 3-4metres 3.Jumping with feet together CRITERIA FOR RUBRIC
4. Jump with alternate feet 5. Jump fast
WEEK 6/7/8

RUBRIC : Jumping

CRITERIA FOR HOPSCTCH: 1. Is able to hop 2. Single take off to

single landing 3.Single take off to double landing 4. Double CRITERIA FOR RUBRIC
take off to single foot landing 5. Double foot take off to double
foot landing fast
WEEK 6/7/8

RUBRIC : Hopscotch
PHYSICAL EDUCATION

ASSESSMENT IN GRADE R – RESOURCE PACK

CRITERIA FOR BALANCE: 1. Walks backwards on a rope/balancing
beam 2. Walk on a rope 3.Walk on tyres/logs or stones CRITERIA FOR RUBRIC
4. Move across balancing beams 5. Balance on bridge log 6.
Balance on dominant foot 7. Balance on non-dominant foot
WEEK 6/7/8

RUBRIC : Balance

CRITERIA FOR JUNGLE GYM: 1. Climb up a ladder 2. Climb down

a ladder 3.Slide down a slide 4. Slide down a pole 5. Travel CRITERIA FOR RUBRIC
while hanging (monkey bars) 6. Crawling through frames on
Jungle Gym
7. Weaving through frames on jungle gym
WEEK 6/7/8

RUBRIC : Jungle gym

31

TOTAL
42

(7+7+7+7+7+7=42)
 Date

Name
can convey a simple message
d) Perceptual skills

is a friendly learner and helps when it is

cleaning up time
loves to play in the fantasy area e.g.
kitchen
very creative when doing creative art
activities
pronounces words well when speaking

uses good sentences structure when

he/she is speaking
can complete tasks given

can take responsibility for his/her actions

can handle conflict situations well

can match pictures or objects that go

together e.g. nest and bird
awareness of own body: mirror games

enjoys simple and advanced pegboard

activities
can put 3 pictures of a story in correct
sequence
can catch the bean bag when playing
with the “ step a catch”
ASSESSMENT IN GRADE R – RESOURCE PACK

can identify colours when mixed to make

4

another colour (example red and blue =

purple)
can demonstrate position regarding
space: behind, in front, under, on top, at
General and Perceptual Development Skills Checklist: Term 3

the side, first, middle, last

can match words describing objects on
theme table to words on cards

can describe the character in a story ,

and give a reason why he/she
likes/dislike the person
can gallop like a horse

can skip over a swinging rope

can jump over and move under obstacles

,and weave through obstacles (obstacle
32

course)
can balance on one foot: 5 sec = L 5 sec
=R
e) Rubrics

ASSESSMENT IN GRADE R – RESOURCE PACK 33

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 f) General and Perceptual Development (Report to Parent)
Name of learner: ____________________ Term: 3

I sruggle to master the skill,

I mastered the skills completely I am getting there
but I am still trying

Integrated specific criteria to ensure the holistic Comment

development of the Grade R learner
General Development
• can convey a simple message
• is a friendly learner and helps when it is cleaning up time
• loves to play in the fantasy area e.g. kitchen
• very creative when doing creative art activities
• pronounces words well when speaking
• uses good sentences structure when he/she is speaking
• can complete tasks given
• can take responsibility for his/her actions
• can handle conflict situations well
Perceptual Development
• body image
• awareness of left and right
• can put 3 pictures of a story in correct sequence
• can catch the bean bag when playing with the “step and
catch”
• can identify colours when mixed to make another colour
(example red and blue = purple)
• midline
• eye movement
• eye-hand co-ordination
• eye-foot co-ordinatiom
• figure ground
• can describe the character in a story and give a reason
why he/she likes/dislike the person
• can gallop like a horse
• clapping hands
• tapping feet
• clicking fingers
• can identify numbers and join the dots correctly
• stenciling
• fastening buttons
• tying shoelace

ASSESSMENT IN GRADE R – RESOURCE PACK 47

 g) Report MATHEMATICS
HOME LANGUAGE Recognises animals on bank note
Listening and Speaking 1 2 3 4 5 6 7 Estimates and counts
Listens without interrupting, showing respect for the   Counts forwards up to at least 9
speaker and takes turns to speak Counts backwards from at least 9
Is able to tell and retell a story. Patterns, Functions and Algebra 1 2 3 4 5 6 7
Matches words to pictures. Copies, extends and creates simple patterns.
Sequence pictures related to a story Shape and Space (Geometry) 1 2 3 4 5 6 7
Can tell Daily news Builds from construction example
Emergent Reading 1 2 3 4 5 6 7 Copies design
Interprets pictures to make up own story. Symmetry
Describes characteristics of characters in stories and Identifies shapes
give opinions Identifies colours
Match sounds with pictures Knows position in space
Matches words to pictures on Theme/ Phonic table Knows Directionality
Holds book up correctly Works with Pegboards
Uses pictures to understand simple words/ phrases Is able to work with ________ puzzle
Reads high frequency works Measurement 1 2 3 4 5 6 7
Recognises phonemic names Works with length
Emergent Writing 1 2 3 4 5 6 7 Works with capacity
Draws a detailed picture to convey a message. Understands heavy and light
Understands the direction of writing Data Handling 1 2 3 4 5 6 7
Begins to form patterns Collects, sorts, draw and interpret data.
Traces patterns Overall Performance Mathematics
Overall Performance Home Language LIFE SKILLS
MATHEMATICS Beginning Knowledge, Personal and Social well- 1 2 3 4 5 6 7
Number Operations and Relationships 1 2 3 4 5 6 7 being
Knows number names, symbols and matches it with Identify food we eat
pictures and dot cards Identifies clothes we wear
Solves problems with more than, using concrete Identifies animals
objects Describe animals
Solves problems with less than, using concrete objects
Identify different ways to communicate
Solves problems with addition using concrete objects.
Knows name, age, address and contact number
Solves problems with subtraction using concrete
objects.

ASSESSMENT IN GRADE R – RESOURCE PACK 48

 LIFE SKILLS Tearing and pasting
Identify jobs people do   Manipulate playdough
Identify features of the job people do   Physical Education 1 2 3 4 5 6 7
Creative Arts: Performing Arts 1 2 3 4 5 6 7 Moves through an obstacle course
Performs warming up and cooling down exercises. Walk in different directions
Follows music independently and confidently. Run in different directions
Follows movement independently and confidently. Marching
Use of instruments Rolling
Gestures and facial expressions Bending
Dramatisation   Throw and catch
Is able to recite poems and songs. Spatial orientation
Creative Arts: Visual Arts 1 2 3 4 5 6 7 Is able to skip
Paper folding Is able to gallop
Completes the dog Play Hopscotch
Manipulate objects Jungle gym skills
Construction Balance
Manipulate scissors: Cut on a line Overall Performance Life Skills

ASSESSMENT IN GRADE R – RESOURCE PACK 49

 2.

12
11
10
9
8
7
6
5
4
3
2
1
TERM 4

Allocated Mark
RECORDING SHEET

Learner Names
SCHOOL READINESS
MATHEMATICS
Knows number symbols/ number

5
Pg 6

names
a) Mathematics Checklist

Understands "more than" and

4
18
Pg

"less than" problems

Solves addition problems-

4
1
ACT

Mathematics Activity 1 Rubric A

Solves subtraction problems -

3
1
ACT

Mathematics Activity 1 Rubric B

Recognises number names/ dot

7

cards- Mathematics Activity 2

ACT 2

Rubric

Completes number pattern-

7
2
ACT

Mathematics Activity 2 Rubric

Understands ordinal numbers-

7
Pg 6

Mathematics Activity 3 Rubric

TERM 4 CHECKLISTS, RUBRIKS & TERM REPORT

NUMBERS, OPERATIONS AND RELATIONSHIPS

37

TOTAL
3
17

Creates own pattern

Pg
9

Copies and extends patterns

Pg
FUNCTIONS
& ALGEBRA

8
PATTERNS AND

TOTAL
8

Draw shapes
Pg
8

Knows shapes
Pg

2
11

Dot to dot
Pg

ASSESSMENT IN GRADE R – RESOURCE PACK

12

14

Visual closure
Pg
14

18

Gestalt
Pg
16

24

Directionality
Pg
SPACE AND SHAPE

20
Pg

10

Position in space
5
21
Pg

Lazy ∞
81

TOTAL
4

Measurement - bigger, longer,

22
Pg

taller, heavier
MENT

4
MEASURE

TOTAL
5
19

50
Pg

Data Handling
DATA

TOTAL
 b) Home Language Recording Sheet/ Checklist
LISTENING AND SPEAKING EMERGENT READING EMERGENT WRITING
Pg 4 Pg 7 Pg 10 Pg 13 Pg 15 Pg 20 Pg 23 &24 Pg 15 ACT 1

Draws picture to convey a

TERM 4

Identifies similarities and

SCHOOL READINESS

Interpret picture- Home

message - Home Lang

Draw a picture for the
Visual discrimination

Tell and retell stories

Lang Activity 1 Rubric

HOME LANGUAGE

TOTAL

TOTAL

TOTAL
Visual Association
Visual Analysis

Activity 1 Rubric
Differences
Memory
Checklist & Rubric scores

sound
Allocated Marks
Learner Names 5 8 4 3 18 7 45 12 7 19 7 7
1
2
3
4
5
6
7
8
9
10
11
12
13

ASSESSMENT IN GRADE R – RESOURCE PACK 51

 17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
TERM 4

LIFE SKILLS

CHECKLIST AND RUBRICS

SCHOOL READINESS

Learner Names
c) Life Skills Checklist

Going to grade 1 - Life Skills

7
ACT 1

Activity 1 Rubric

Features of Summer - Life

7

skills Activity 2 Rubric A&B =

ACT 2

Talk about Culture - Life

7
ACT 3

Skills Activity 3 Rubric

BEGINNING KNOWLEDGE

21

TOTAL
25

Body Image - Page 5

Making a doiley Life Skills Activity

7

4 Rubric
VISUAL ARTS

32

TOTAL

Performs warm up &

7

cool down excersises

ASSESSMENT IN GRADE R – RESOURCE PACK
7

Music
7

Movement
7

Voice
CREATIVE ARTS

Movement
PERFORMING ARTS

Use of instruments

Gestures & facial

7
LIFE SKILLS ACTIVITY 3 - Performing Arts Rubric

expressions
7

Rhymes and song

52
88

TOTAL (32 + 56)

 14
13
12
11
10
9
8
7
6
5
4
3
2
1
TERM 4

CHECKLIST AND RUBRICS

SCHOOL READINESS

Learner Names
PHYSICAL EDUCATION
Life Skills Checklist (cont.)

15 Gross motor
Pg 16

development
6

Balance
Pg 3

Bounce balls - Life Skills

7

Rubric 5.1
ACT 5.1

Throw bean bag in the

7

hoop- Life Skills

ACT 5.2

Rubric 5.2

Striking - Life Skills

7

Rubric 5.3
ACT 5.3

Sports and games - Life

7

Skills
PHYSICAL EDUCATION
ACT 5.4

Rubric 5.4
ASSESSMENT IN GRADE R – RESOURCE PACK

Hopping - Life Skills

7

Rubric 6.1
ACT 6.1

TOTAL
56

Perceptual Skills -
35

checklist
Checklist

TOTAL (56+35)
91

53
d) Perceptual skills
PERCEPTUAL DEVELOPMENT SKILLS
Pg 1 Pg 1 Pg 1 Pg 2 Pg 2 Pg 2 Pg 2 Pg 2 Pg 2 Pg 2 Pg 2 Pg 2 Pg 2
TERM 4

Touch right ear with left hand

SCHOOL READINESS

Construct clay/play dough

LIFE SKILLS

emotional Development
General Development
PERCEPTUAL SKILLS

TOTAL
Cut on a straight line

Hold pencil correctly

Social development

String small beads

35
Fastening buttons

Paint with a brush

Tie a shoe lace

Pegboards
CHECKLIST AND RUBRICS

Puzzle
Learner Names
5 10 10 1 1 1 1 1 1 1 1 1 1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

ASSESSMENT IN GRADE R – RESOURCE PACK 54

 e) Term 4 Rubrics

Home Language: Activity 1: Emergent writing/ Emergent reading (Summer Day 2) Learners will draw a picture for the story or
news
Emergent writing
7 The learner is able to draw a detailed picture and is able to verbalise orally 4 complete sentences to explain the
picture clearly showing characters, beginning, middle and end.
6 The learner is able to draw a detailed picture and is able to verbalise orally 3 complete sentences to explain the
picture clearly showing characters, beginning, middle and end.
5 The learner is able to draw a detailed picture and is able to verbalise orally give 2 complete sentence to explain the
picture clearly showing a beginning and end.
4 The learner is able to draw a picture with some detail and is able to verbalise an explanation of the picture
3 The learner is able to draw a picture with basic detail and is able to verbalise a phrase to explain the picture
2 The learner is able to draw a simple picture with support of an adult and is able to verbalise at least a word to
explain the picture if prompted by an adult.
1 The learner is unable to draw and explain a very simple picture

Emergent reading
7 The learner is able to interpret the picture accurately and coherently
6 The learners is able to interpret picture but leaves out I or 2 facts
5 The learner is able to interpret most of the picture
4 The learner is able to interpret only some part of the picture however thoughts are not coherent
3 The learner is able to interpret features in the picture with coaching
2 The learner is able to interpret picture with the assistance of the teacher
1 The learner is unable to interpret the picture

Mathematics: Activity 1: Number Operations and Relationships (Festivals Day 2) Learners solve problems with
addition.
A Number operations and Relationships: Problem solving with addition
4 The learner is able to solve 6 addition problems using concrete objects
3 The learner is able to solve 5 addition problems using concrete objects
2 The learner is able to solve 3 addition problem using concrete objects with assistance
1 The learner is able to solve 2 addition problems using concrete objects with assistance

B Number operations and Relationships: Problem solving with subtraction

3 The learner is able to solve 5 subtraction problems using concrete objects
2 The learner is able to solve 4 subtraction problems using concrete objects with assistance
1 The learner struggles to solve subtraction problems using concrete objects

Final score from A (addition) and B(subtraction)

ASSESSMENT IN GRADE R – RESOURCE PACK 55

Mathematics: Activity 2: Numbers, Operations and Relationships (Festivals Day 2) Learners match the number
names with the dot cards.
Match number names and dot cards
7 The learner is only able to match 10 number names and dot cards
6 The learner is only able to match 8 number names and dot cards
5 The learner is only able to match 6 number names and dot cards
4 The learner is only able to match 5 number names and dot cards
3 The learner is only able to match 4 number names and dot cards with assistance
2 The learner is only able to match 3 number names and dot cards with assistance
1 The learner is only able to match 2 number names and dot cards with assistance

Mathematics: Activity 2: Numbers, Operations and Relationships (Festivals Day 2) Learners complete simple number
patterns.
Number patterns
7 The learner completes 6 number patterns.
6 The learner completes 5 number patterns.
5 The learner completes 4 number patterns.
4 The learner completes 3 number patterns.
3 The learner completes 2 number patterns with assistance.
2 The learner completes 1 number pattern with assistance.
1 The learner is unable to complete the number patterns.

Mathematics: Activity 3: Numbers, Operations and Relationships (Festivals 7) Learners order themselves.
Understands first, second, third, fourth, fifth, sixth.
Number patterns
7 The learner understands 6 ordinal numbers (first, second, third, fourth, fifth, sixth)
6 The learner understands 5 ordinal numbers (first, second, third, fourth, fifth)
5 The learner understands 4 ordinal numbers (first, second, third, fourth)
4 The learner understands 3 ordinal numbers (first, second, third)
3 The learner struggles to understand ordinal numbers (first, second, third) with assistance
2 The learner understand ordinal numbers (first, second) with assistance
1 The learner struggles to understand ordinal numbers (first, second, third, fourth, fifth, sixth)

Life skills: Activity 1: Beginning Knowledge/ Personal and Social Well-being (Going to Grade 1 Day 8) Learners say
five sentences about going to Grade 1.
Learners say five sentences about going to Grade 1.
7 The learner is able to say 5 sentence about Going to Grade 1
6 The learner is able to say 4 sentence about Going to Grade 1
5 The learner is able to say 3 sentence about Going to Grade 1
4 The learner is able to say 2 sentence about Going to Grade 1
3 The learner is able to say 1 sentence about Going to Grade 1
2 The learner is able to say 1 sentence about Going to Grade 1 with assistance from the teacher
1 The learner is struggling to talk about Going to Grade 1

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Life skills: Activity 2: Beginning Knowledge/ Personal and Social Well-being (Summer Day 4) Learners identify the
features of Summer
A Summer
1 Identify foods we eat
1 Identify clothes we wear

B Features
5 The learner is able to identify 5 features of Summer (hot, leaves on the trees, wear cool clothes like
shorts, t-shirt (any 1), fruit: watermelon, litchis, mango(any 1), safety in swimming pool.
4 The learner is able to identify 4 features of Summer (hot, leaves on the trees, wear cool clothes like
shorts, t-shirt (any 1), fruit: watermelon, litchis, mango(any 1).
3 The learner is able to identify 3 features of Summer (hot, leaves on the trees, wear cool clothes like
shorts, t-shirt (any 1).
2 The learner is able to identify 3 features of Summer (hot, leaves on the trees)
1 The learner is able to identify 3 features of Summer (hot)

Final score: Add score from A- Summer and B-Features

Life skills: Activity 3: Beginning Knowledge/ Personal and Social Well-being (Festival Day 7/8) Learners talk about
their culture
Learners talk about their culture
7 The learner is able to talk about their culture(6 features: food I eat (2), clothes I wear (2), how do I pray,
festivals I celebrate)
6 The learner is able to talk about their culture(5 features: food I eat (2), clothes I wear (1), how do I pray,
festivals I celebrate)
5 The learner is able to talk about their culture(4 features: food I eat (1), clothes I wear (1), how do I pray,
festivals I celebrate)
4 The learner is able to talk about their culture(3 features: food I eat (1), clothes I wear (1), how do I pray)
3 The learner is able to talk about their culture(2 features: food I eat (1), clothes I wear (1))
2 The learner is able to talk about their culture(1 feature: food I eat (1))
1 The learner is able to talk about their culture(1 feature: food I eat (1)) with the assistance of the teacher

ASSESSMENT IN GRADE R – RESOURCE PACK 57

 Life skills: Activity 3: Creative art: Performing Arts: The teacher will do a music ring with the learners. (Festivals Day
3)
1 2 3 4 5 6 7
Performs Is unable to Attempts to Performs Performs Performs Performs Performs warm
warm and perform perform some warm warm and warm and warm and and cool down
cool down warm and warm and and cool cool down cool down cool down exercises with
exercises cool down cool down down exercises exercises exercises some
exercises exercises exercises with some with independently
confidence confidence and confidently
Music Is unable to Attempts to Follows Follows the Follows the Follows the Follows the
follow the follow the parts of the music music with music music
music music music some confidently independently
confidence and confidently
Voice Is shy to Projects Attempts to Project Projects Projects Projects voice
project the voice only project voice voice with voice confidently and
voice when voice some confidently independently
prompted confidence
Movement Is shy to Is able to Attempts to Moves to Moves to Moves to Moves to music
move to move to move to the music music with music confidently and
the music the music the music some confidently independently
when confidence
prompted
Use of Is unable to Is able to Attempts to Plays Plays Plays Plays musical
instruments play with play the play musical musical musical instruments
the musical musical musical instruments instruments instruments confidently and
instruments instruments instruments with some confidently independently
when confidence
prompted
Gestures Is unable to Is able to Attempts to Shows Shows Shows Shows gestures
and facial show show show gestures gestures gestures and facial
expressions gestures gestures gestures and facial and facial and facial expressions
and facial and facial and facial expressions expressions expressions confidently and
expressions expressions expressions with some confidently independently
when confidence
prompted
Rhymes Is unable to Is able to Attempts to Is able to Is able to Is able to Is able to recite
and song recite recite recite at recite 6 recite 8 recite 9 10 rhymes
rhymes rhymes least 4 rhymes rhymes rhymes and/or songs
and/or and/or rhymes and/or and/or and/or
songs songs when and/or songs songs songs
prompted songs
Dramatising Is too shy Is able to Attempts to Is able to Is able to Is able to Is able to
to dramatise dramatise dramatise dramatise dramatise dramatise the
dramatise the rhymes the rhymes the rhymes the rhymes the rhymes rhymes or songs
the rhymes or songs or songs or songs or songs or songs confidently and
or songs with some confidently independently
confidence

ASSESSMENT IN GRADE R – RESOURCE PACK 58

Life skills: Activity 4: Creative Arts: Visual Arts: Learners make a doily. (Festivals Day 4)
A Folding and cut
The learner is able to
3 Able to fold and cut the paper accurately
2 Able to fold and cut the paper
1 Able to fold and cut the paper with the assistance of the teacher

B The learner is able to complete the doily

4 Is able to creatively decorate the doily with the wax crayons and paint over it
3 Is able to decorate the doily (uses a variety of colours, however lacks creativity) with the wax crayons and
paint over it
2 Is able to decorate the doily (only using one or two colours) with the wax crayons and paint over it
1 Decorate the doily with the guidance of the teacher but struggles to paint over it.

Final score: Add score from A (Fold and cut) and B (complete the doily)

Life skills: Activity 5.1: Physical Education (bouncing balls)

Bouncing balls
1 Bounce small ball using one hand
2 Bounce medium ball using one hand
3 Bounce big ball using one hand
4 Bounce small ball using two hand
5 Bounce medium ball using two hand
6 Bounce big ball using two hand

7 The learner is able to achieve 6 of the bouncing skills

6 The learner is able to achieve 5 of the bouncing skills
5 The learner is able to achieve 4 of the bouncing jump skills
4 The learner is able to achieve 3 of the bouncing skills
3 The learner is able to achieve 2 of the bouncing skills with assistance
2 The learner is able to achieve 1 of the bouncing skills with assistance
1 The learner is unable to bounce balls

Life skills: Activity 5.2: Physical Education (Throw ball in a hoop)

A Ball skills
1 Throw ball in a hoop overhand
2 Throw ball in a hoop underhand

B Throw ball in a hoop

5 The learner is able throw a ball in the hoop accurately
4 The learner is able to throw a ball and it lands at the edge of the hoop
3 The learner is able to throw a ball and it lands half way between the hoop and the learner
2 The learner is able to throw a ball and it lands in front of the learner
1 The learner struggles to throw the ball in the hoop

Final score: Add score from A (Ball skills) and B (Throw ball in a hoop)

ASSESSMENT IN GRADE R – RESOURCE PACK 59

Life skills: Activity 5.3: Physical Education (Striking)
7 The learner is able to hit the ball with the bat accurately at least 4 times
6 The learner is able to hit the ball with the bat accurately at least 3 times
5 The learner is able to hit the ball with the bat accurately at least 2 times
4 The learner is able to hit the ball with the bat accurately at least times
3 The learner is able to hit the ball with the bat with assistance
2 The learner struggles to the hit the ball with the bat
1 The learner is unable to hit the ball with the bat

Life skills: Activity 5.4: Physical Education (Sports and games)

A Game skills
1 Participates in games enthusiastically
1 Is able to work as a team
1 Show respect for each other
1 Show effort
1 Is able to follow rules

B Participation
3 The learner participates in the games confidently
2 The learner participates in the games
1 The learner struggles to be a part of the games

Final score: A (Game skills) and B (Participation)

ASSESSMENT IN GRADE R – RESOURCE PACK 60

 f) General and Perceptual Development (Report to Parent)
Name of learner: ____________________ Term: 4

I sruggle to master the skill, but

I mastered the skills completely I am getting there
I am still trying

Integrated specific criteria to ensure the Comment

holistic development of the Grade R learner
General Development
• Is ready and looking forward to grade 1
• Can express himself / herself
• Enjoys listening to stories
• Is adventurous when playing outside during
outdoor play
• Has good manners
• Can wait his /her turn when doing activities
• Can work independently without any assistance
• Is able to listen well and pay attention although
the class is busy talking etc.
Perceptual Development
• Cuts a simple picture very neatly and correctly on
the lines.
• Can click fingers fast and slow
• Likes to identify rhyming words after a rhyme
• Can create or pack a pattern with different objects
e.g. shapes, seeds etc.
• Demonstrates the correct pencil grip when using
crayons, brushes, colouring pens etc.
• Can fold a paper in symmetry ensuring corners
are on corners. Very neat & accurate.
• Can identify name & surname among others
• Knows his / her address & parents cell number
• When blindfolded can identify from where the
sound comes from by pointing in the correct
direction.
• Can easily add and expand on sounds if he/she
needs to e.g. what else begins with a “s” or “b”
• With a flat hand turned upwards: keep balloon in
air for 10 sec

ASSESSMENT IN GRADE R – RESOURCE PACK 61

 MATHEMATICS 1 2 3 4 5 6 7
Gestalt

MEASUR SHAPE AND SPACE

g) Report Knows position in space
HOME LANGUAGE

EMENT (GEOMETRY)
1 2 3 4 5 6 7 Knows Directionality
Visual Analysis Works with Pegboards
Visual Discrimination
LISTENING and

 
Is able to work with a 36 piece puzzle
Visual Association Measurement (Mass, Capacity, Length)
EMERGE SPEAKING

Memory
Identifies similarities and differences
Tells and retells stories DATA Collects, sorts and represents data
Draws a picture for the sound Overall Performance Mathematics
READING

Interprets pictures
“Reads” picture books LIFE SKILLS 1 2 3 4 5 6 7
NT

Recognise phonemic names Understands going to grade 1

WELL BEING
KNOWLEDG

and SOCIAL
BEGGINING

PERSONAL
EMERGENT WRITING Identifies the features of Summer 
E/
W

Draws a detailed picture to convey a message Talk about their culture  

E AND
Overall performance Home Language
Performs warming up and cooling down exercises.
MATHEMATICS 1 2 3 4 5 6 7 Follows music independently and confidently.
Follows movement independently and confidently.

PERFORMING ARTS
Matches number names and symbols with pictures
Use of instruments
Solves problems with more and less than, using concrete  
NUMBERS OPERATIONS AND

Uses gestures and facial expressions

CREATIVE &
objects.
Solves problems with addition using concrete objects. Participates in dramatisation
RELATIONSHIPS

Solves problems with subtraction using concrete objects. Is able to recite poems and songs.
Recognises number names/ dot cards Makes a doiley
Completes a number pattern Draws a picture of self.
Understands ordinal numbers Gross motor development
Estimates and counts Is able to balance

PHYSICAL EDUCATION
Counts forwards to at least 10 Bounces balls
Throws a ball in hoop
Counts backwards from at least 10
Strikes a ball
Counts in two’s (number rhyme)
Hopping
Creates own pattern
ON
NC

Sports and games

NS
PA

ER

FU
TT

TI

Copies and extends patterns

&

Fine motor skills

Is able to draw shapes
(GEOMETRY
SHAPE AND

General development
Identifies shapes
Emotional development
SPACE

Completes dot to dot

Social development
Visual closure
Overall performance Life Skills
)

ASSESSMENT IN GRADE R – RESOURCE PACK 62

 6. SCHOOL IMPROVEMENT PLAN
TEMPLATE FOR GRADE R IMPROVEMENT PLAN

1. GENERAL SCHOOL INFORMATION

1.1 Academic Year

1.2 Name of School

1.3 School Address

1.4 Landline 1.5 Cellphone 1.6 Fax

1.7 EMIS Number 1.8 District

1.9 Type of school Primary Secondary Combined Special

2. ACADEMIC PERFORMANCE OF THE SCHOOL

ANNUAL PERFORMANCE (Indicate Pass Percentage )

GRADE R

MATHS LANG

2017
2018

2019
ASSESSMENT IN GRADE R – RESOURCE PACK 63
3. KEY SCHOOL IMPROVEMENT AREAS FOR CURRENT ACADEMIC YEAR

FOCUS AREA DESCRIPTION OF AREAS TARGETED FOR IMPROVEMENT

1 MATHS

2 LANGUAGE

3 LIFESKILLS

4 PERCEPTUAL

5 EMOTIONAL

6 SOCIAL

4. SCHOOL IMPROVEMENT STRATEGY – AREAS THAT LEAD TO IMPROVED LEARNER PERFORMANCE

Status Key

Less than 50% of progress has been made in implementing the activity

50% or more progress has been made in implementing the activity

The activity has been successfully concluded

SIP ACTION PLAN

ASSESSMENT IN GRADE R – RESOURCE PACK 64

AREA FOR DESCRIPTION TARGET RESPONSIBI START FINISH RESOURCES PROGRESS

STATUS
DEVELOPMENT OF ACTIVITIES / GROUP LITY DATE DATE
INTERVENTION
PROGRAMMES

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

ASSESSMENT IN GRADE R – RESOURCE PACK 65

5. GENERAL COMMENTS

6. SIGNATURES
OFFICIAL NAME IN PRINT SIGNATURE CONTACT NO. DATE

Principal

SGB Chairperson

Grade R Practitioner

ECD FP HOD

ASSESSMENT IN GRADE R – RESOURCE PACK 66

 SCHOOL STAMP

7. DISCTRICT APPROVAL / COMMENTS ON THE PLAN

ASSESSMENT IN GRADE R – RESOURCE PACK 67

 7. SAMPLE MARKSHEET
(will be replaced with decent copy)

ASSESSMENT IN GRADE R – RESOURCE PACK 68