GET DIRECTORATE: GRADES 1 TO 9

PLANNING TEACHING IN 2022

USING THE HANDOVER TEMPLATES (FROM 2021 TO 2022) AND THE CURRICULUM
RECOVERY ANNUAL TEACHING PLANS FOR 2022

Background:
As we all know, teaching and learning time was lost in 2020 due to the lockdowns and
attendance on alternating days. Because the ATPs could not be completed, ‘Trimmed’ ATPs
were developed for each grade and subject with content trimmed and reorganized to fit into the
school days and these were used as a guide to be used with assessment to plan teaching. We
also know that many teachers were unable to complete the trimmed ATPs.

In 2021, CIRCULAR S13 OF 2020 informed us that the CURRICULUM RECOVERY ANNUAL
TEACHING PLANS FOR 2021 are now available on the DBE website.

The circular indicated that the ‘recovery curriculum’ is designed to accommodate the negative
impact of Covid-19 and is an interim deviation from the original curriculum and a transitional
arrangement until the policy amendment processes are completed.

The multi-year recovery ATPs were developed taking into account that:
 Learning losses from 2020 will be recovered over three years
 Opportunities must be created to strengthen consolidation and revision
 Assessment for Learning is key to addressing learning losses. This means that a key
goal of all assessment should be to ensure that learning gaps are identified for
remediation
 The DBE amendments to assessment requirements will create more time for deeper
learning by, for example, replacing exams with controlled tests

At school level, School Management Teams are asked to assist teachers by making sure that
teaching teams meet (as Professional Learning Communities at school level). The SMT must
take responsibility to monitor and support the scheduling and planning of these meetings and
providing support where needed in the professional, evidence-based and collaborative
discussions. These teaching teams / school-based PLC should:
 Review what was planned, what was taught and what was learned (curriculum coverage)
 Use an approach of Lesson Study to review what worked and why
 Collaborate to solve teaching and learning challenges

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School Management Teams will be monitored and supported in this task by Circuit Managers
and Advisers.

Handover Templates
We are making available to all schools Handover Templates.
The purpose of the Templates is to assist teachers and teaching teams to plan for 2022 by
providing information about what was covered by each grade in each subject during 2021. The
template has been developed to assist you to provide a comprehensive report to your
colleagues who taught the learners in 2021 that you will be teaching in 2022.

The Templates will come already populated with content area/topic concepts/skills as per the
recovery 2021 ATPs per subject and grade. This will therefore mean the teacher will simply tick
what they taught, put a percentage of how well the learners understood what was taught and
then comment where necessary.

It is suggested that all teachers complete this form. This will help the ‘receiving’ grade plan their
teaching for 2022. Professional, supportive conversations should be convened for the forms to
be discussed and understood so that there is effective handover from 2021 to 2022.

For the handover for Grade 7, where this is from Primary to Secondary Schools, we propose
that schools take the initiative to collaborate with Secondary schools in the feeder area or
neighbourhood.
Planning for 2022
As you plan your teaching for 2022, you will use:
 The Template from the previous grades teaching team
 The Curriculum Recovery Annual Teaching Plans for 2022
 Diagnostic assessments of learner mastery of key concept/ content necessary for
effective teaching and learning in 2022

Continue reviewing
Establish learners' Work with colleagues to
learner progress
needs plan, monitor, report
and solve challenges
Use what you learn from
Use diagnostic assessment to formative assessment to
identify gaps in what has been Review the Curriculum
guide any further
remembered from 2021 Recovery ATP on the basis of adjustment to your plans
Discuss with colleagues what the diagnostic assessment and Keep monitoring what has
these gaps mean for work the time available been taught and learned,
going forward Plan your teaching and report this collabortively
particiapte in the school-based ans you work witin your PLC
PLC to assist with planning and at school level - and in in
refelctions PLC beyond the school

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 HANDOVER REPORTING TOOL FROM 2021 TO 2022: GRADES 1 TO 9
SCHOOL: SUBJECT: MATHEMATICS GRADE: 4 TERM 1
TICK (√ ) TOPIC / % OF LEARNERS
WEEK TOPIC CONCEPTS AND SKILLS AS PER THE REVISED 2021 ATPs CONCEPTS & WHO MASTERED
SKILLS COVERED CONTENT TAUGHT COMMENTS IF ANY
WEEK
REVISION
1
Count forwards and backwards (in 2s, 3s, 5s, 10s, 25s, 50s, 100s)
between 0 and at least 10 000
WHOLE
NUMBERS: Order, compare and represent numbers to at least 4-digits
WEEK count, order,
Represent odd and even numbers to at least 1 000.
2&3 compare;
represent, and Recognize the place value of digits in whole numbers to at least 4-digit
place value numbers
Round off to the nearest 10, 100 and 1 000.

Write number sentences to describe problem situations

Solve and complete number sentences by inspection; trial and
improvement
WEEK NUMBER
Check solution by substitution
4&5 SENTENCES
Recognize and use the commutative; associative and distributive
properties of operations with whole numbers.
0 in terms of its additive property

Addition and subtraction of whole of at least 4 digits

WHOLE
Add and subtract whole numbers using a range of techniques
WEEK NUMBERS:
Recognize and use the commutative and associative properties of whole
6, 7 & 8 ADDITION AND numbers
SUBTRACTION 0 in terms of its additive property
Solve problems in contexts involving whole numbers, including financial
contexts and measurement contexts

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SCHOOL: SUBJECT: MATHEMATICS GRADE: 4 TERM 2
TICK (√ ) TOPIC / % OF LEARNERS
WEEK CONCEPTS AND SKILLS AS PER THE REVISED 2021
TOPIC CONCEPTS & SKILLS WHO MASTERED
ATPs CONTENT TAUGHT COMMENTS IF ANY
COVERED
WEEK WHOLE NUMBERS: Multiplication and division (1-digit by 1-digit)
MULTIPLICATION
1&2 Multiples of 1-digit numbers to at least 100
AND DIVISION
Multiplication of at least 2-digit by 2-digit numbers using a range
of techniques
WHOLE
WEEK Multiples and factors of 1-digit numbers to at least 100
NUMBERS:
3, 4 & 5 Recognize and use the commutative; associative and distributive
MULTIPLICATION properties of whole numbers.
Problem solving including financial, measurement contexts, ratio
and rate
Division of at least 3-digit by 1-digit numbers using a range of
WHOLE techniques
WEEK Multiples and factors to at least 100
NUMBERS:
5, 6 & 7 Recognize and use the distributive properties of whole numbers.
DIVISION
Problem solving involving financial and measurement contexts,
ratio and rate. Grouping and equal sharing with remainders
Investigate and extend numeric patterns involving a constant
difference or ratio and of learner’s own creation
NUMERIC Describe observed relationships or rules for sequences involving
WEEK
PATTERNS constant difference or ratio in learner’s own words
7&8 Determine input values, output values and rules for patterns and
relationships in flow diagrams and tables
Determine equivalence of different descriptions: verbally; in a
flow diagram and by a number sentence
Investigate and extend geometric patterns: sequences not
limited to a constant difference or ratio; of learner’s own creation
WEEK GEOMETRIC Describe observed relationships or rules in learner’s own words
PATTERNS
9 Determine input values, output values and rules for the patterns
and relationships using flow diagrams
Determine equivalence: verbally; in a flow diagram and by a
number sentence

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SCHOOL: SUBJECT: MATHEMATICS GRADE: 4 TERM 3
TICK (√ ) TOPIC / % OF LEARNERS
WEEK TOPIC CONCEPTS AND SKILLS AS PER THE REVISED 2021 ATPs CONCEPTS & WHO MASTERED
SKILLS COVERED CONTENT TAUGHT COMMENTS IF ANY
Compare and order common fractions of different denominators (halves,
thirds, quarters, fifths, sixths, sevenths, eighths)
Describe and compare common fractions in diagram form.
WEEK
COMMON Recognize, describe and use the equivalence of division and fractions
1, 2, 3 & Addition of common fractions with same denominators.
FRACTIONS
4 Solve problems in contexts involving fractions, including grouping and equal
sharing.
Recognize and use equivalent forms of common fractions (denominators
which are multiples of each other)
Read, tell and write time in 12-hour and 24-hour formats on analogue and
digital instruments in hours; minutes, seconds using clocks and watches
WEEK Reading calendars
TIME Problems in contexts involving time
4&5
Calculation of the number of days between any two dates within the same or
consecutive years
Calculation of time intervals where time is given in minutes or hours
Estimate and practically measure 2-D shapes and 3-D objects using rulers;
metre sticks; tape measures and trundle wheels
WEEK Record, compare and order lengths of shapes and objects in millimetres
LENGTH (mm), centimetres (cm), metres (m), kilometres (km)
6 Solve problems in contexts involving length
Convert between mm and cm; cm and m; m and km limited to whole numbers
and fractions
Recognize, visualize and name 2-D shapes focusing on irregular, regular
PROPERTIES polygons; quadrilaterals; pentagons; hexagons; heptagons, circles
WEEK
OF 2-D Similarities and differences between squares and rectangles
7&8
SHAPES Describe, sort and compare 2-D shapes in terms of: straight and curved sides
as well as number of sides

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 TICK (√ ) TOPIC / % OF LEARNERS
WEEK TOPIC CONCEPTS AND SKILLS AS PER THE REVISED 2021 ATPs CONCEPTS & WHO MASTERED COMMENTS IF ANY
SKILLS COVERED CONTENT TAUGHT

Draw 2-D shapes on grid paper

SYMMETRY
Recognize, draw and describe line(s) of symmetry in 2-D shapes
WEEK Put 2-D shapes together to make different composite 2-D shapes
including some shapes with line symmetry.
9 Pack out 2-D shapes to make tessellated patterns including some
TRANSFORMATIONS patterns with line symmetry.
Refer to lines, 2-D shapes, 3-D objects and lines of symmetry when
describing patterns; in nature; from modern everyday life and our
cultural heritage

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 SCHOOL: SUBJECT: MATHEMATICS GRADE: 4 TERM 4
TICK (√ ) TOPIC / % OF LEARNERS WHO
WEEK CONCEPTS AND SKILLS AS PER THE REVISED 2021
TOPIC CONCEPTS & SKILLS MASTERED CONTENT
ATPs TAUGHT COMMENTS IF ANY
COVERED

Measure perimeter using ruler or measuring tapes

WEEK PERIMETER, AREA
1&2 AND VOLUME Determine areas of regular and irregular shapes by
counting squares on grids in order to develop an
understanding of square units
Estimate and practically measure 3-D objects using
measuring spoons, cups and jugs
Record, compare and order capacity and volume of 3-D
WEEK CAPACITY / objects in ml and l
3 VOLUME
Solve problems in context involving capacity / volume.
Convert between ml and l limited to examples with whole
numbers and fractions
NUMBER Write number sentences to describe problem situations
WEEK SENTENCES -
4&5 FOUR BASIC Solve problems in contexts involving whole numbers and
fractions, including financial and measurement contexts;
OPERATIONS
fractions, grouping and equal sharing; ratio and rate

DEPARTMENTAL
TEACHER/S:
HEAD:
SIGNATURE/S: SIGNATURE:

DATE: DATE:

(It is understood that not all content/skills could be taught in 2021. This template will inform teacher planning for 2022, as concepts foundational to subsequent learning that were not taught in 2021 will need to
be taught in 2022. The Recovery ATPs will provide further guidance in this regard. This will complement the baseline which will be conducted in schools.