2021

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CONTENTS
ABOUT THE PLANNER AND TRACKER 3
ADJUSTED SCHOOL CALENDER 4
CONTENT COVERAGE 6

WEEKLY PLANNER AND TRACKER 7

ASSESSMENT RATIONALE AND RESOURCES 16

ITEM BANK FOR WRITTEN ASSESSMENTS: EXEMPLARS 18

SKILLS MASTERY ASSESSMENTS 24

SKILLS MASTERY EXEMPLARS 26

CONSOLIDATION (REVISION) ASSESSMENTS FOR END OF THE YEAR 35

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ABOUT THE PLANNER AND TRACKER
This 2021 Revised Recovery Curriculum and Assessment Planner and Tracker is provided by the
National Education Collaboration Trust (NECT) on behalf of the Department of Basic Education
(DBE)! We hope that this programme provides you with additional skills, methodologies and content
knowledge that you can use to teach your learners more effectively.

WHAT IS NECT?
In 2012 our government launched the National Development Plan (NDP) to eliminate poverty and
reduce inequality by the year 2030. Improving education is an important goal in the NDP which
states that 90% of learners will pass Maths, Science and languages with at least 50% by 2030. This is
an ambitious goal for the DBE to achieve on its own, so the NECT was established in 2015 to assist in
improving education.

The NECT has successfully brought together groups of people interested in education so that we can
work collaboratively to improve education. These groups include the teacher unions, businesses,
religious groups, trusts, foundations and NGOs.

PURPOSE OF PLANNER AND TRACKER

1) To mediate the amendments of the trimmed and re-organised 2021 Annual Teaching Plan
including School-Based Assessments for Mathematics Grade 7.
2) To ensure that meaningful teaching continues during the remaining teaching time as per the
school calendar for TERM 4.
3) To assist teachers with guided pacing and sequencing of curriculum content and assessment.
4) To enable teachers to cover the core skills and knowledge in each grade within the available
time.
5) To assist teachers with planning for the different forms of assessment.
6) To ensure learners are adequately prepared for the subsequent year/s in terms of skills,
knowledge, attitudes and values.

PREAMBLE
It must be emphasized that Term 1, term 2 and term 3 content coverage by teachers were impacted
by COVID-19. Schools were particularly disrupted by the fact that learners only attended school for
50% of the time and had to endure variations of the rotation system implemented in the schools.
Disruption in schools has also meant disruption in different forms of assessment, so it has been hard
to fully pin down exactly how much the school closures and transitions in and out of virtual learning
have affected students’ mathematical learning, but the evidence so far does not bode well.

Curriculum coverage in term 1, 2 and 3, must be viewed and implemented in term 4, in the light of
some contextual realities that includes the following:
1) 2020 was an abnormal year in terms of content coverage. Learners have progressed to a
higher grade level without learning all the core skills required for that grade.
2) Some learners were not in school for most of 2020 and perhaps part of 2021.
3) Mathematics is almost always formally learned at school. Many of our parents are often less
well-equipped to help their children with mathematics, at a time when parent support can
be even more crucial to student progress. This means that the burden falls directly on our
teachers.
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4) Broader stress and trauma related to the pandemic may worsen existing mathematics
anxiety in some students, and mathematics anxiety can exacerbate students’ other stress
while in class.
Awareness of the above challenges and the consequent assumptions that emerge out of it, is crucial
for the implementation of the Revised ATPs emphasizing the recovery of skills not yet mastered in
mathematics. This Planner and Tracker is in alignment with the theme of recovery of skills not learnt
and covers the following:
1) aims to ensure that the critical skills, knowledge, values and attitudes outlined in the ATPs
are covered over this time period.
2) Curriculum Reorganisation and Trimming for this term purports to reduce the envisaged
curriculum to manageable core content , skills, knowledge, attitudes and values to enhance
deep and meaningful learning.
3) Create opportunities through adjusted ATPs to strengthen pre-knowledge, consolidation,
revision, and deeper learning.
4) The Planner and Tracker clearly define the core knowledge, skills, attitude to be taught and
assessed more specifically to guide and support teachers.
5) It also aligns curriculum content and assessment to the available teaching time. Entrench
assessment for learning as a Pedagogical Approach to address the learning losses.
6) Be used as planning tool to inform instruction during the remaining school terms.

ADJUSTED SCHOOL CALENDAR

SCHOOL TERMS DATES TEACHING DAYS
Term 1 15 February - 23 April 50(10 weeks)
Term 2 3 May – 9 July 50(10 weeks)
Term 3 26 July – 01 October 50(10 weeks)
Term 4 11 Oct - 15 Dec 48(10 weeks)

NOTES:
• TEACHING APPROACH in this term assumes that ALL learners are attending schools and the
Rotation system may not be implemented meaning that schools may implement normal
timetable.
• NECT TERM 4 Planner and Tracker has 48 teaching and learning days, of which 15 days are
used for formative and summative Assessment days.
• NECT Term 4 Planner and Tracker focuses on Deep learning through assessment for learning
- There is no time for assessment that does not inform the way forward. Teachers should
consolidate, revise and remediate through error analysis that leads to skills mastery.

MANAGING TIME ALLOCATED IN THE TRACKER

• The tracker for each term contains details of work to be covered over 60 lessons per term,
six per week for ten weeks.
• The CAPS prescribes four and a half hours of Mathematics per week in Grade 7.
• Each school will organise its timetable differently, so the programme of lessons is based on
work in the Learner’s Book and DBE workbook, which should take just about an hour per day
to complete. Perhaps, at end of week 30 minutes – will be great if this is also an hour.
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 • You might have to divide the sessions in the programme slightly differently to accommodate
the length of the lessons at your school.
• Depending on the pace at which your learners work, and how much support is needed,
• you might also have to supplement the set activities by using other resources to ensure that
the full four and a half hours allocated to teaching Mathematics is used constructively.
• The breakdown of work to be done each week corresponds to the ‘annual teaching plan and
programme of assessment’ drawn up by the Provincial Department of Education; however,
the tracker gives a more detailed outline of what should be taught each day.
• This tracker is designed for a term that is 10 weeks long.
• In most weeks, one lesson is set aside – at the end of the week - for you to catch up on work
not done in the previous four lessons, or to provide remedial support or enrichment.
• The formal teaching programme, the project, some revision, and the term test should be
completed by the end of Week 9.

REMEMBER: The teacher should employ group teaching based on principles of differentiation – cater
for the needs of every learner by making sure every learner masters the fundamental skills in
mathematics. The teacher is also mindful to plan well for effective assessment for learning to inform
the remediation and teaching, through the skills mastery approach applied in this Planner and
Tracker.

LINKS TO THE DBE WORKBOOKS

The tracker gives links to worksheets in the DBE workbooks relevant to the content described for
each day. The worksheets are referred to by worksheet number and page number. These workbooks
should be used in conjunction with the Learner’s Book activities. You should review the suggested
worksheets before each lesson and decide how best to use them – for teaching, revision, extension
or consolidation, in class or for homework.

TEACHING TIME
𝟏
Since there are 4 and hours allocated for Mathematics per week, the following is a suggested plan
𝟐
for daily lessons.

𝟏
WEEK: 4 and 𝟐 hours
Consolidation of Concepts – skills
mastery and other 10 min
New Concept – class activity 50 min

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CONTENT COVERAGE

CORE DID ALL LEARNERS DID ALL LEARNERS NEW

QUESTIONS MASTER TERM 1 AND MASTER TERM 3 SKILLS? CONCEPTS/CONTENT
TERM 2 SKILLS?

RECOMMEN- 1. Implement at least two Skills Mastery (SM) NEW

DATION formative assessments every week. CONCEPTS/CONTENT
2. Consolidation of Concepts – 10 minutes – twice a
week apply 5-item SM assessments.
3. Teacher – can use SM as individual, pair, small
group, or whole class activity.
4. Aim – to consolidate, remediate and work towards
mastery.
5. Record – monitor learners who have learning gaps
in the REFLECTION section of the Tracker

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WEEKLY PLANNER AND TRACKER
RECOMMENDATION
BASELINE TERM 4: Implement DBE Diagnostic – see exemplar in Planner and Tracker – or any similar
diagnostic – Based on term 1, term 2 and term 3 core skills. Teachers are encouraged to use the
exemplar, based on what content they have completed. Meaning teachers can select different items
in the diagnostic for their purposes.
WHEN: Day 1, allow learners to complete individually and/or work with ability groups based on your
classroom context. Day 2 is set aside for remediation purposes.
NUMBER OF ITEMS: Grade 7 = 20 items – depending on your context and ability groups
ITEM BANK: Items can be from previous:
1) BASELINE/READINESS assessment, 2) Assessment Resources in this TRACKER or 3) the DBE
Item Bank and 4) PREPARATION: Test, Marking Guideline/s, Marksheet and apparatus.

11 – 15 October 2021
Week 1
Lesson ATP Content concepts, skills DBE workbook Resour Date
ces
Baseline: (Revision,
1 consolidation of term
1,2 & 3 skills)
Baseline: Remediation
2
– error analysis
AREA AND PERIMETER OF 2D SHAPES Calculate perimeter of Bk 1
Area and perimeter: regular and irregular
No. R12 (pp.
Calculate the perimeter of regular and shapes xxxviii & xxxix)
3 irregular polygons
Use appropriate formulae to calculate
perimeter and area of:‒ squares‒ rectangles
‒ triangles
AREA AND PERIMETER OF 2D SHAPES Calculate perimeter of Bk 1
Area and perimeter: regular and irregular No. 52 (pp. 118 &
Calculate the perimeter of regular and shapes 119)
4 irregular polygons
Use appropriate formulae to calculate
perimeter and area of:‒ squares‒ rectangles
‒ triangles
AREA AND PERIMETER OF 2D SHAPES Calculate area of Bk 1
Area and perimeter: triangles using No. 53 (pp. 120 &
Calculate the perimeter of regular and rectangles 121)
irregular polygons Calculate area of
5
Use appropriate formulae to calculate triangles using
perimeter and area of:‒ squares‒ formula
rectangles
‒ triangles
Notes for the teacher.
1. The Baseline Assessment can be administered one-on one or to a group of at least 5 learners at a time – it is an
assessment FOR learning.
2. The onus is on the teacher to prepare substantial activities for the rest of the learners while the Baseline
Assessment is being administered.
3. Prepare well - study the Baseline Assessment i.e. familiarise yourself with the apparatus and templates that
must be used.
Reflection
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DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? What will you change next time? Why?
ARE THEY ABLE TO:
• Calculate perimeter of regular and irregular shapes
• Calculate area of triangles using rectangles Struggling Learners Names:
• Calculate area of triangles using formula

HOD: Date:

18 - 22 October 2021
Week 2
Lesson ATP Content concepts, skills DBE Resourc Date
workbook es
AREA AND PERIMETER OF 2D SHAPES Measure and Bk 1
Calculations and solving problems: calculate areas of No. 54 (pp.
Solve problems involving perimeter and area triangles 122)
6 of polygons Draw triangles to
Calculate to at least 1 decimal place calculate area
Use and convert between appropriate SI
units, including:‒ mm2 ↔ cm2, ‒ cm2 ↔ m2
AREA AND PERIMETER OF 2D SHAPES Measure and Bk 1
Calculations and solving problems: calculate areas of No. 54 (pp.
Solve problems involving perimeter and area triangles 123)
7 of polygons Draw triangles to
Calculate to at least 1 decimal place calculate area
Use and convert between appropriate SI
units, including:‒ mm2 ↔ cm2, ‒ cm2 ↔ m2
AREA AND PERIMETER OF 2D SHAPES Convert between SI Bk 1
Calculations and solving problems: units No. 55 (pp.
Solve problems involving perimeter and area 124)
8 of polygons
Calculate to at least 1 decimal place
Use and convert between appropriate SI
units, including:‒ mm2 ↔ cm2, ‒ cm2 ↔ m2
AREA AND PERIMETER OF 2D SHAPES Convert between SI Bk 1
Calculations and solving problems: units No. 55 (pp.
Solve problems involving perimeter and area 125)
9 of polygons
Calculate to at least 1 decimal place
Use and convert between appropriate SI
units, including:‒ mm2 ↔ cm2, ‒ cm2 ↔ m2
Assessment Activity: Consolidate and revise – use SM Activities
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Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY ABLE What will you change next time?
TO: Why?
• Measure and calculate areas of triangles
• Draw triangles to calculate area Struggling Learners Names?
• Convert between SI units

HOD:

Date:

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25 – 29 October 2021
Week 3
Lesson ATP content concepts, skills DBE Resourc Date
workbook es
11 SURFACE AREA/VOLUME OF 3D OBJECTS Counting cubes in a Bk 1
Surface area and volume: block No. 56 (pp.
126 & 127)
Use appropriate formulae to calculate the Label and count cubes
surface area, volume and capacity of: in cubes and rect.
‒ cubes‒ rectangular prisms Prisms
Describe the interrelationship between Draw the cube with
surface area and volume of the objects given dimensions
mentioned above
12 SURFACE AREA/VOLUME OF 3D OBJECTS Describe the Bk 1
Surface area and volume: difference between No. 57a (pp.
Use appropriate formulae to calculate the volume and capacity 128 & 129)
surface area, volume and capacity of: Determine the
‒ cubes‒ rectangular prisms formula to calculate
Describe the interrelationship between volume of cubes
surface area and volume of the objects
mentioned above
13 SURFACE AREA/VOLUME OF 3D OBJECTS Describe the Bk 1
Surface area and volume: difference between No. 57b (pp.
Use appropriate formulae to calculate the volume and capacity 130 & 131)
surface area, volume and capacity of: Determine the
‒ cubes‒ rectangular prisms formula to calculate
Describe the interrelationship between volume of cubes
surface area and volume of the objects Convert across SI
mentioned above units
14 SURFACE AREA/VOLUME OF 3D OBJECTS Count cubes in a rect. Bk 1
Surface area and volume: prism No. 58 (pp.
Determine the 132 & 133)
Use appropriate formulae to calculate the
surface area, volume and capacity of: formula of differently No. 59 (pp.
shaped buildings 134 & 135)
‒ cubes‒ rectangular prisms
Describe the interrelationship between Derive formula
surface area and volume of the objects Apply formula
mentioned above
15 Assessment Activity: Consolidate and revise –– use SM Activities

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? What will you change next time? Why?
ARE THEY ABLE TO:
• Counting cubes in a block
• Label and count cubes in cubes and rect. Prisms
• Draw the cube with given dimensions
• Describe the difference between volume and Struggling Learners names:
capacity
• Determine the formula to calculate volume of
cubes
• Convert across SI units
• Count cubes in a rect. prism

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• Determine the formula of differently shaped HOD: Date:
buildings
• Derive formula for Volume
• Apply formula for volume

1 – 5 November 2021
Week 4
Day ATP Content CAPS content, DBE Resour Date
concepts, skills workbook ces
16 SURFACE AREA/VOLUME OF 3D OBJECTS Calculate volume in real Bk 1
Calculations and solving problems: contexts No 60 (pp.
136 & 137)
Solve problems involving surface area, volume
and capacity
Use and convert between appropriate SI units,
including:‒ mm2 ↔ cm2
‒ cm2 ↔ m2 ‒ mm3 ↔ cm3 ‒ cm3 ↔ m3 Use
equivalence between units when solving
problems:‒ 1 cm3 ↔ 1 ml
‒ 1 m3 ↔ 1 kl
17 SURFACE AREA/VOLUME OF 3D OBJECTS Calculate volume in real Bk 1
Calculations and solving problems: contexts No 61 (pp.
138 & 139)
Solve problems involving surface area, volume Connecting volume and
and capacity capacity ito equivalence
between units
Use and convert between appropriate SI units,
including:‒ mm2 ↔ cm2 Converting units
‒ cm2 ↔ m2 ‒ mm3 ↔ cm3 ‒ cm3 ↔ m3 Use Define units of measure
equivalence between units when solving for volume
problems:‒ 1 cm3 ↔ 1 ml
‒ 1 m3 ↔ 1 kl
18 SURFACE AREA/VOLUME OF 3D OBJECTS Calculate surface areas Bk 1
Calculations and solving problems: Draws nets to determine No 62 (pp.
140 & 141)
Solve problems involving surface area, volume surface areas No 63 (pp.
and capacity Calculate volume 142 & 143)
Use and convert between appropriate SI units,
including:‒ mm2 ↔ cm2
‒ cm2 ↔ m2 ‒ mm3 ↔ cm3 ‒ cm3 ↔ m3 Use
equivalence between units when solving
problems:‒ 1 cm3 ↔ 1 ml
‒ 1 m3 ↔ 1 kl
19 SURFACE AREA/VOLUME OF 3D OBJECTS Solve volume problems Bk 1
Calculations and solving problems: in real contexts No 64 (pp.
144 & 145)
Solve problems involving surface area, volume
and capacity
Use and convert between appropriate SI units,
including:‒ mm2 ↔ cm2
‒ cm2 ↔ m2 ‒ mm3 ↔ cm3 ‒ cm3 ↔ m3 Use
equivalence between units when solving
problems:‒ 1 cm3 ↔ 1 ml
‒ 1 m3 ↔ 1 kl
20 Assessment Activity: Consolidate and revise – use SM Activities
Reflection

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DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Calculate volume in real contexts
• Connecting volume and capacity ito equivalence
Struggling Learners Names:
between units
• Converting units
• Define units of measure for volume
• Calculate surface areas
• Draws nets to determine surface areas
• Calculate volume
• Solve volume problems in real contexts
HOD: Date:

8 – 12 October 2021
Week 5
Day ATP Content concepts, skills DBE Resources Dat
workbook e
21 DATA HANDLING Review data handling cycle Bk 1
Revision Answer questions using a No. R16 (pp.
pictograph xlviii & xlix)
sort data using a frequency
table
use frequency table to draw
a pie chart
22 DATA HANDLING Draw up a hypothesis and Bk 2
Collect Data: collect data. No. 126a (pp.
Pose questions - Select appropriate Describe primary data and 136 & 137)
No. 126b (pp.
sources for the collection of data - secondary data
138 & 139)
Distinguish between samples and Design a questionnaire
populations and suggest appropriate
samples for investigation- Design and
use simple questionnaires to answer
questions with:‒ yes/no type responses
‒ multiple choice responses
23 DATA HANDLING Use tallies to organise data Bk 2
Organize and summarize data Draw frequency tables No 127a (pp.
Organize (including grouping where Draw Stem-and-leaf tables 140 & 141)
appropriate) and record data using No. 127b (pp.
‒ tally marks‒ tables‒ stem-and-leaf 142 & 143)
displays
Group data into intervals
Summarize and distinguishing
between ungrouped numerical data by
determining:‒ mean‒ median‒ mode
Identify the largest and smallest
scores in a data set and determine the
difference between them in order to
determine the spread of the data
(range)
24 DATA HANDLING Summarise data Bk 2
Organize and summarize data Calculate the range of the No 128a (pp.
data 144 & 145)

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 Organize (including grouping where Find the mean, median and Bk 2
appropriate) and record data using mode of the different data No. 128b (pp.
‒ tally marks‒ tables‒ stem-and-leaf sources 146 & 147)
displays
Group data into intervals
Summarize and distinguishing
between ungrouped numerical data by
determining:‒ mean‒ median‒ mode
Identify the largest and smallest
scores in a data set and determine
the difference between them in order
to determine the spread of the data
(range)
25 Assessment Activity: Consolidate and revise – use SM Activities
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Review data handling cycle
• Answer questions using a pictograph
Struggling Learner names:
• sort data using a frequency table
• use frequency table to draw a pie chart
• Draw up a hypothesis and collect data.
• Describe primary data and secondary data
• Design a questionnaire
• Use tallies to organise data HOD: Date:
• Draw frequency tables
• Draw Stem-and-leaf tables
• Summarise data
• Calculate the range of the data
• Find the mean, median and mode of the
different data sources

15 – 19 November 2021
Week 6
Day ATP Content concepts, skills DBE Resour Date
workbook ces
26 DATA HANDLING Draw the bar graph Bk 2
Represent data Answer questions No. 129a (pp.
relating to the graph 148 & 149)
Draw a variety of graphs by hand/ No. 129b (pp.
technology to display and interpret data Interpret the bar-graph 150 & 151)
(grouped and ungrouped) including:‒
bar graphs and double bar graphs‒
histograms with given intervals‒ pie
charts
Interpret data:
Critically read and interpret data
represented in:‒ words‒ bar graphs
‒ double bar graphs- pie charts
‒ histograms
Analyse data: Critically analyse data by
answering questions
related to:‒ data categories, including
data intervals‒ data sources and
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 contexts‒ central tendencies (mean,
mode, median)‒ scales used on graphs

27 DATA HANDLING Describe the double Bk 2

Represent data bar No. 130a (pp.
Draw a variety of graphs by hand/ Draw the double bar 152 & 153)
No. 130b (pp.
technology to display and interpret data graph 154 & 155)
(grouped and ungrouped) including:‒ Answer questions
bar graphs and double bar graphs‒ relating to the graph
histograms with given intervals‒ pie Interpret the double-
charts bar graph
Interpret data:
Critically read and interpret data
represented in:‒ words‒ bar graphs
‒ double bar graphs- pie charts
‒ histograms
Analyse data: Critically analyse data by
answering questions
related to:‒ data categories, including
data intervals‒ data sources and
contexts‒ central tendencies (mean,
mode, median)‒ scales used on graphs
28 DATA HANDLING Describe the histogram Bk 2
Represent data Draw the histogram No. 131a (pp.
graph 156 & 157)
Draw a variety of graphs by hand/ No. 131b (pp.
technology to display and interpret data Answer questions 158 & 159)
(grouped and ungrouped) including:‒ relating to the graph No. 132a (pp.
bar graphs and double bar graphs‒ Interpret the histogram 160 & 161)
histograms with given intervals‒ pie graph No 132b (pp.
charts 162 & 163)
Interpret data:
Critically read and interpret data
represented in:‒ words‒ bar graphs
‒ double bar graphs- pie charts
‒ histograms
Analyse data: Critically analyse data by
answering questions
related to:‒ data categories, including
data intervals‒ data sources and
contexts‒ central tendencies (mean,
mode, median)‒ scales used on graphs
29 DATA HANDLING Describe the pie chart Bk 2
Represent data Draw the pie chart No. 133 (pp.
164 & 165)
Draw a variety of graphs by hand/ Answer questions No. 134 (pp.
technology to display and interpret data relating to the pie chart 166 & 167)
(grouped and ungrouped) including:‒ Interpret the pie chart
bar graphs and double bar graphs‒ Report data
histograms with given intervals‒ pie
charts
Interpret data:
Critically read and interpret data
represented in:‒ words‒ bar graphs
‒ double bar graphs- pie charts
‒ histograms

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 Analyse data: Critically analyse data by
answering questions
related to:‒ data categories, including
data intervals‒ data sources and
contexts‒ central tendencies (mean,
mode, median)‒ scales used on graphs
30 DATA HANDLING Draw conclusions Bk 2
Report data Make predictions No. 135 (pp.
Summarize data in short paragraphs Apply data cycle to for 170 & 171)
that include‒ drawing conclusions about data to answer No. 136 (pp.
the data‒ making predictions based on hypothesis 172 & 173)
the data‒ identifying sources of error
and bias in the data‒ choosing
appropriate summary statistics for the
data (mean, median, mode)

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Draw the bar graph
• Answer questions relating to the graph
Struggling Learners Names:
• Interpret the bar-graph
• Describe the double bar
• Draw the double bar graph
• Answer questions relating to the graph
• Interpret the double-bar graph
• Describe the histogram
• Draw the histogram graph HOD: Date:
• Answer questions relating to the histogram
• Interpret the histogram graph
• Describe the pie chart
• Draw the pie chart
• Answer questions relating to the pie chart
• Interpret the pie chart
• Report data
• Draw conclusions
• Make predictions
• Apply data cycle to for data to answer
hypothesis

22 – 26 November 2021
Week 7
Day ATP Content concepts, skills DBE workbook Resources Date

31 Consolidation assessment 1

32 Remediation

33 Skills Mastery assessments 11

and 12

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 34 Consolidation assessment 2

35 Remediation

Reflection Assessment ac
understood and

DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? WHAT ARE THEY ABLE TO MASTER:
•
Struggling Learners Names:

HOD: Date:

29 November – 3 December 2021

Week 8
Day ATP content concepts, skills DBE workbook Resources Date

36 Consolidation assessment 3

37 Remediation

38 Skills Mastery assessments –

selected items from term 3

39 Consolidation assessment 4

40 Remediation

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? What will you change next time? Why?
WHAT SKILLS ARE THEY ABLE TO MASTER?

Struggling Learners Names:

HOD: Date:

6 – 10 December 2021
Week 9
Day ATP content concepts, skills DBE workbook Resources Date
41 FORMAL ASSESSMENT TASK
TEST – term 3 and 4 concepts
42 FORMAL ASSESSMENT TASK
TEST – term 3 and 4 concepts

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 43 FORMAL ASSESSMENT TASK
TEST – term 3 and 4 concepts
44 FORMAL ASSESSMENT TASK
TEST – term 3 and 4 concepts
45 FORMAL ASSESSMENT TASK
TEST – term 3 and 4 concepts
Reflection
What will you change next time? Why?

HOD: Date:

13 – 15 December 2021 (three-day week)

Week 10
Day ATP content concepts, skills DBE workbook Resources Date

46 FORMAL ASSESSMENT TASK

TEST – term 3 and 4 concepts

47 FORMAL ASSESSMENT TASK

TEST – term 3 and 4 concepts

48 FORMAL ASSESSMENT TASK

TEST – term 3 and 4 concepts

49

50

Reflection
Identify some skills that need revising during the What will you change next time? Why?
next term in 2022
Struggling Learners Names:

ASSESSMENT RATIONALE AND RESOURCES

Assessment Term Plan
The assessment term plan gives an overview of
1) how the formal and informal assessment programme fits into the weekly lesson plans.
2) How the skills mastery assessments fit into the weekly lesson plans
Note:
• There are ONE FORMAL Assessment tasks: 1) Test

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 • The Skills mastery assessments – aimed at consolidating, revising and remediating skills
already covered this year - are added at the end of the document.
Written assessment tasks are to be selected and marked by teachers in appropriate lessons
according to the lesson plans. Teachers may wish to group the items or use them individually.

Week Skills Mastery Activities Formative Assessment Activities:

(Tuesdays and Thursdays) Aimed to enhance Revision
Programme

1 Baseline Assessment Baseline Assessment

2 Tuesday
Skills mastery Assessment 1
Thursday
Skills mastery Assessment 2

3 Tuesday
Skills mastery Assessment 3
Thursday
Skills mastery Assessment 4

4 Tuesday
Skills mastery Assessment 5
Thursday
Skills mastery Assessment 6
5 Tuesday
Skills mastery Assessment 7
Thursday
Skills mastery Assessment 8

6 Tuesday
Skills mastery Assessment 9
Thursday
Skills mastery Assessment 10
7 Lesson 3 Lesson 1 and 2:
Skills mastery Assessment 11 Consolidation Assessment 1 plus Remediation
Skills mastery Assessment 12 Lesson 4 and 5:
Consolidation Assessment 2 plus Remediation

8 Select SMA assessments – teacher choice Lesson 1 and 2:

Consolidation Assessment 1 plus Remediation
Lesson 4 and 5:
Consolidation Assessment 2 plus Remediation
9 FORMAL ASSESSMENT TASK – Test

10 FORMAL ASSESSMENT TASK – Test

Exemplar Written Assessment ITEMS with marking memos.

The exemplar items can be used as a diagnostic pre-assessment, but can be used, later in the term,
as a post-assessment to monitor learning.

The skills mastery items can be used as a secondary assessment, both to monitor progress in
learning skills and mastery of skills. For example, the teacher can select 5 items from the first three
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Skills Mastery Assessments (a selection from 15 items) and use it for end of week assessments. End-
of-week days have been planned for this purpose, as well as for consolidating the learning of the
week’s content.

• Written assessments is to be done in addition to oral and practical assessment to carry

out meaningful continuous assessment throughout the term.
• You need to plan when you will do a written assessment. We suggest you do it at the
end-of week.
• The questions provided in the exemplar and Skills Mastery Assessments are taken from
past written assessment papers and assessments generally, that were previously in the
lesson plans. We suggest you use selected items as smaller written assessment tasks.
This aligns better with the curriculum objective of continuous assessment.
• There is one lesson “slot” per week that is assigned for you to catch up or consolidate
the lesson plan content covered in the week’s lessons. This lesson should also be used
for the purpose of carrying out written assessment tasks or to complete oral or practical
tasks for that week.

ITEM BANK FOR BASELINE: EXEMPLAR

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SOLUTIONS AND MEMORANDUM

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SKILLS MASTERY ASSESSMENTS
Rationale
• A Skills Mastery Assessment (SMA) is one in which there is an iterative revisiting of skills,
topics, subjects or themes throughout the year.
• SMA is not simply the repetition of a topic taught. It requires the deepening of it, with
each successive encounter building on the previous one.
• SMA is critical in today’s educational environment, especially in mathematics, where we
must consistently give our learners the opportunity to revisit and practice skills they
have already learned aimed at mastery.
• The traditional practice is to incorporate consolidating, revising or reviewing, through
homework, morning work, small group instruction, and even after school math classes.
Through SMA we are going to continuously review skills and concepts with our students.
• It makes sense that we would continue to assess their understanding on those same
skills by changing the context of the question using C-P-A-W (Concrete – Pictorial –
Abstract -Worded)
• When we first teach and assess a skill, many of our students have yet to master it. By
incorporating a SMA activity into your classroom, you are providing your students with
the opportunity to demonstrate their growth and understanding on a regular basis.
• These regular SMAs help you see where your students are always struggling. You can
use the results to guide your small group instruction and customize your lessons and
activities to meet the needs of your students, not just the covering of curriculum.

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Implementation
• In every lesson plan there are 10 minutes set aside for consolidation and revision,
meaning one could apply SMA every day for 10 minutes, before teaching a new concept
for that day.
• Each SMA is using a five-item design to ensure teachers can complete it in 10 minutes.
• As a minimum, this Planner and Tracker, recommends the use of Tuesdays and Fridays,
but teachers could use every day.
• Each Tuesday and Thursday you are encouraged to take 10 minutes and give a SMA to
the whole class, or groups. Learners should be able to take about 5 minutes to complete
– then the teacher must remediate by addressing errors, misconceptions and
misunderstandings.
• Teachers could also use the data from the SMA to help plan small group lessons for the
next week.
• Teachers could also pull different students for different skills until the teacher felt
confident that the learners were more confident in their responses. Then next week,
repeat….new set of SMAs, similar skills being assessed, new data for small group
instruction.
• These daily SMAs should be seen as a progress monitoring tool as well. This will prove
to be effective in letting teachers know how their most struggling students are
progressing.

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SKILLS MASTERY EXEMPLARS

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CONSOLIDATION (REVISION ASSESSMENTS FOR END OF TERM

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MEMORANDUM

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MEMORANDUM

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