This is a very basic
Grade 2 South African syllabus outline that I put together for my own use. I found the online one wordy
and confusing. Please note that this is
my own guide and is by no means an official syllabus! I have marked the major
upgrades from Grade 1 to Grade 2 in pink, again for my own use.
For the full South
African Grade 2 Revised National Curriculum Statement Guide, visit - http://wced.pgwc.gov.za/ncs/grade2/gr2_la.html
MATHEMATICS
Numbers and Relationships
-Counts forwards and backwards in ones, twos, fives and tens from any number between 0 and 200.
-Knows and reads number symbols from 1 to at least 200 and writes number names from 1 to at least 100.
-Orders, describes and compares
whole numbers to at least 2-digit numbers and fractions including halves and
quarters.
-Recognises the place value of digits in whole numbers
to at least 2-digit numbers.
-Solves money problems
involving totals and change in rands and cents.
-Solves & explains solutions to practical problems
involving equal sharing & grouping with solutions including fractions.
-Calculations, using appropriate symbols, to solve problems in addition
and subtraction with whole numbers of at
least two digits.
-Calculations with appropriate symbols to solve problems of multiplication of whole 1-digit by
1-digit numbers with solutions to at least 50.
-Performs mental calculations in addition and subtraction for numbers to
at least 20 and multiplication of whole
numbers with solutions to at least 20.
-Uses the following techniques : doubling and halving, apparatus such as
counters, number lines.
Patterns and Algebra
-Copies and extends simple patterns using physical objects and drawings
(e.g. using colours and shapes).
-Copies and extends simple number sequences to at least 200.
-Identifies, describes and copies geometric patterns.
Geometry
-Recognises, identifies and names two-dimensional shapes and
three-dimensional objects including boxes (prisms), balls (spheres), cylinders, triangles, rectangles and circles.
-Describes and compares two-dimensional shapes and three-dimensional
objects according to size; objects that roll or slide and shapes that have
straight or round edges.
-Recognises symmetry in self and own environment with focus on ‘left’,
‘right’, ‘front’ and ‘back’.
-Describes and acts out one three-dimensional object in relation to
another e.g. ‘in front of ’ or ‘behind’.
Measurement
-Uses analogue and digital clock
time in hours and minutes.
-Names in order the days of the week and the months of
the year.
-Calculates elapsed time using clocks and calendars.
-Sequences events according to days, weeks, months and
years.
-Identifies important religious and historical events
on calendars.
-Estimates, measures, compares and orders objects using measures in mass
(e.g. bricks, sand bags); capacity (e.g. spoons, cups) and length (e.g. hand
spans, footsteps).
Data Handling
-Collects data according to given criteria or categories and sorts
objects according to one attribute.
-Draws a picture as a record of collected objects.
-Describes own collection of objects, explains how it was sorted, and
answers questions about it.
HOME LANGUAGE
Listening
-Listens attentively for a longer
period and responds to an extended sequence of instructions.
-Listens without interrupting, taking turns to speak and asking
questions for clarification.
-Listens with enjoyment to short stories, rhymes, poems and songs and
can listen for the topic or main idea and important details in the story; predicts what will happen; can
communicate back a sequence of events; answers questions about the story and expresses feelings, giving
reasons, about the story; works
out cause and effect.
-Listens, enjoys and responds appropriately to riddles
or jokes.
-Listens to a speaker the learner cannot see and
responds to questions and instructions.
-Phonic awareness by distinguishing between different sounds at the
beginning of words; recognising rhyming words and recognising plurals (‘s’ and
‘es’), ‘-ing’ and ‘-ed’ at the end of words (Grade 1)
Speaking
-Talks about personal experiences and general news events. Uses language imaginatively for fun and
fantasy. Passes on messages. Recounts in sequence personal experiences. Creates
and tells a short story that has a beginning, middle and
ending using descriptive language and avoiding repetition. Contributes to group
discussions.
-Predicts from the cover of a book what the story is about, interprets the main message and
identifies the purpose.
-Makes meaning of written text -
reads a story on own or with the parent and discusses the main idea,
identifies the details, identifies and discusses cultural values, identifies cause-effects,
draws conclusions and says whether the story
was liked and why.
-Reads texts such as simple fiction
and non-fiction books, simple instructions, greeting cards etc.
-Recognises and makes meaning of letters and words in longer texts - reads with increasing speed and
fluency; reads aloud and uses correct pronunciation and appropriate stress; uses phonics and word recognition; uses self-correcting strategies such as
re-reading, pausing, practising a word before saying it out loud.
-Develops phonic awareness -
recognises vowel sounds spelled with two letters (vowel diagraphs) (e.g. ea,
ee, ay, ai, ar, er, or, ir, ur, ou, oo, oi); recognises single consonants
spelled with two letters (consonant diagraphs) (e.g. wh, th, sh, ph, ll, ss,
zz); recognises two-letter and three-letter consonant blends at the beginnings
and ends of words (e.g. bl, str, lp, nds); recognises the first sounds (onset)
and last syllable (rime) in more complex patterns (e.g. dr-eam, cr-eam,
str-eam, scr-eam); recognises more complex word families (e.g. dream, cream,
stream, scream); recognises known rhymes (e.g. fly, sky, dry); recognises some
more complex suffixes (e.g. zz+es, -ies, -ly); recognises an increasing number
of high-frequency sight words.
-Reads picture books and simple stories.
-Starts to use dictionary to check
spelling and meanings of words.
-Reads a variety of texts for enjoyment such as
magazines, comics, non-fiction books.
Writing
- Uses prewriting skills and chooses a topic to write about that is personally
significant.
-Writes for different purposes: compiles lists; writes letters, recipes, simple stories, poems and
writes a title that reflects content.
-Writes and reads own draft to others, and tries to edit own writing and
make revisions.
-Shares own writing by reading
aloud, displaying or making own books.
-Builds vocabulary and starts to spell words correctly; attempts to
spell unfamiliar words using knowledge of phonics; uses dictionary to check on spellings and meanings of
words.
- Writes so that others can understand: shows different kinds of sentence and text structures; uses basic punctuation (capital letters and full
stops) and experiments with other punctuation
marks such as exclamation and/or question marks; uses some narrative devices (e.g.
once upon a time, the end); applies knowledge of grammar;
-Writes with increasing legibility
and greater ease and speed; forms letters clearly.
Thinking and Reasoning
-Uses language to develop concepts, think and reason, identify and
compare things.
-Uses language to investigate and explore, ask questions, offer
solutions, record information.
-Processes information and organises information in simple graphical
forms such as a chart, timetable, etc.
Language Structure and Use
-Words: spells
familiar words correctly; uses a dictionary to confirm spelling; uses phonics
to spell unfamiliar words; identifies some synonyms and antonyms
-Sentences: joins two
clauses with a conjunction (‘and’ or ‘but’) to form a co-ordinate sentence;
uses negative forms correctly (will not, cannot etc.); uses simple past,
present and future tenses correctly; uses a variety of sentence types
(questions, statements, exclamations); uses punctuation correctly (question
mark, comma to separate items in a list, capital letters for proper names -
e.g. ‘Gauteng’).
-Texts: links
sentences to form paragraphs; sequences text by using words like ‘first’,
‘next’, ‘finally’; uses meta-language (terms such as noun, adjective, pronoun,
verb, adverb, preposition, comma, question mark, paragraph).
SECOND LANGUAGE
As far as I
understand, a second language is not compulsory until Grade 3 unless you want
to start earlier.
OTHER SUBJECTS
The other subjects
for Grade 1 such as Arts, Economics, Life Orientation, Technology, Natural
Science, History and Geography are pretty much part of a homeschoolers everyday
life. I found them obvious, but if you’d like to make sure, you can find all
the details on the link provided at the top of this page.
SOME RECOMMENDED
Grade 2 ALL-IN-ONE
Integrated Learning Programmes package (available in English and Afrikaans from
Kalahari.net or CNA countrywide)
Consists of Teacher’s
Guide, Resource Book, Literacy, Numeracy and Life Skills Workbooks
Little Footprints in Our Land is an excellent literature
based curriculum for ages 4-8.
Online Reading
Programmes-
Free Maths
Curriculums-
http://www.cimt.plymouth.ac.uk/projects/mep/default.htm
http://ceure.buffalostate.edu/~csmp/
THIS PAGE WAS LAST UPDATED JAN
2008