PLANNING TEACHING

GUIDE ON USING THE HANDOVER TEMPLATES AND THE CURRICULUM

RECOVERY ANNUAL TEACHING PLANS
SCHOOL MANAGEMENT TEAMS ARE REQUESTED TO SHARE THE HANDOVER
TOOLS AND GUIDE WITH TEACHERS AND SUPPORT THEM IN IMPLEMENTING
THIS ADVICE

Background:
As we all know, teaching and learning time was lost in 2020 and 2021 because of the lockdowns and
alternating attendance. ATPs could not be completed, so ‘trimmed’ ATPs were developed with
content trimmed and reorganized to fit into the revised calendar. However, many teachers were
unable to complete the trimmed ATPs in 2020 because of attendance on alternate days.

In December 2020, CURRICULUM RECOVERY ANNUAL TEACHING PLANS FOR 2021 were
made available on the Department of Basic Education (DBE) website. These 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. A key goal of all assessment
should be to identify learning gaps. The DBE amendments to assessment requirements aim to
create more time for deeper learning

At school level, School Management Teams (SMTs) are requested to assist teachers by supporting
them. The SMT should take responsibility to monitor and support the scheduling and planning of
these meetings and provide support where needed so that professional, evidence-based and
collaborative discussions are realised. Teachers at the school should:
 Review what was planned, what was taught, and what was learned (curriculum coverage)
 Collaborate to solve teaching and learning challenges

Circuit Managers should support School Management Teams in carrying this task.

Handover Templates
We would like all teachers to complete the Handover Templates for classes they taught in the
previous year.
The purpose of the Templates is to assist teachers to plan for the current year by receiving a
comprehensive report from colleagues who taught the classes in the previous year about what was
covered by each grade in each subject the previous year.
The Templates are already populated with the content area/topic concepts/skills from the recovery
ATPs for each subject and grade. Teachers will simply:
1. Tick what they taught
2. Estimate a percentage of what learners understood of what was taught
3. Comment if necessary
4. Pass the report on to the colleagues who will be teaching the learners in the New Year.

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 the New Year

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As teachers plan their teaching, they will use:

 The Template from the previous grades teachers “ Handover Reporting Template”
 The Curriculum Recovery Annual Teaching Plans for the year
 Diagnostic assessments of learner mastery of key concept/ content necessary for effective
teaching and learning in the current year
These are the suggested planning steps

IMPLEMENTATION OF THE RECOVERY ATP 2021-2023

HANDOVER REPORTING TOOL
ENGLISH FIRST ADDITIONAL LANGUAGE
NAME OF SCHOOL: _______________________TEACHER: __________________________

GRADE 1
LIST THE THEMES USED:
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
6. __________________________________________________________
7. __________________________________________________________
8. __________________________________________________________

A. LISTENING AND SPEAKING

SKILLS INDICATE WITH % OF LEARNERS

A TICK ( ) THE WHO MASTERED COMMENTS
CONTENT AREA/ CONTENT AREA/ (IF ANY)
TOPIC OR TOPIC OR
CONCEPTS/ CONCEPTS/SKILLS
SKILLS COVERED TAUGHT
AS PER THE
REVISED 2020
ATPS
1. Develop oral vocabulary

2
using themes

2. Makes simple requests

3. Points to object in the

classroom or picture in
response to instructions

4. Name objects in a
picture or in the classroom
in response to questions

5. Respond physically to
oral instructions
6. Joins in action rhymes
and songs, doing the
actions.

7. Sings simple songs and

does actions

8. Identifies a person,
animal, or object from a
simple oral description

9. Plays language games

(integrate with Shared
Reading)

10. Listens to stories told

and read:
 Name some things
in the pictures in
response to
questions

B. READING AND PHONICS

SKILLS INDICATE % OF LEARNERS

WITH A WHO MASTERED COMMENTS
TICK ( ) CONTENT AREA/ (IF ANY)
THE TOPIC OR
CONTENT CONCEPTS/SKIL
AREA/ LS TAUGHT
TOPIC OR
CONCEPTS/
SKILLS
COVERED
AS PER THE
REVISED
2020 ATPS

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 PHONICS
1. Develops phonemic awareness in
the FAL through rhymes and songs
2. Identifies some rhyming words
3. Recognises initial sounds in
familiar words
4. Segments oral sentences into
individual words by clapping on
each word.
5. Claps out the syllables in familiar
6. Distinguishes the first sound
(onset) from the remaining part of a
syllable (rime) in simple words
7. begins to identify different initial
sounds in words.
13. Recognises plurals (‘s’ and ‘es)
aurally.

C. SHARED READING (Integrate with Listening and Speaking)

SKILLS INDICATE WITH % OF LEARNERS

A TICK ( ) THE WHO MASTERED COMMENTS
CONTENT AREA/ CONTENT AREA/ (IF ANY)
TOPIC OR TOPIC OR
CONCEPTS/ CONCEPTS/SKILLS
SKILLS COVERED TAUGHT
AS PER THE
REVISED 2020
ATPS
Environmental print:
Begins to read some simple
labels in the FAL (and HL)
of objects in the classroom
and wider environment.
Emergent reading

transfers some of the

knowledge and skills
acquired in the HL to reading
in the FAL such as book
handling skills, basics
concepts of print
Recognises a few high
frequency sight words
Shared Reading as a class
with the teacher
1. Listens to a very simple

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story or non-fiction text read
by the teacher from an
enlarged text such as a Big
Book or illustrated poster
2. Talks about pictures (use
home language where
necessary).

3. Identifies objects in
pictures.
4. Answers simple questions
with the support of the
pictures.

5. Learn new oral

vocabulary.

6. Joins in choruses where

appropriate.

7. Acts out story using some

dialogue.

8. Draws a picture capturing

the main idea of the story .

D. WRITING

SKILLS INDICATE % OF LEARNERS

WITH A TICK ( WHO MASTERED COMMENTS
) THE CONTENT CONTENT AREA/ (IF ANY)
AREA/ TOPIC TOPIC OR
OR CONCEPTS/ CONCEPTS/SKILLS
SKILLS TAUGHT
COVERED AS
PER THE
REVISED 2020
ATPS
1. Uses handwriting skills
already taught in HL.
2. With the help of the teacher,
writes caption for his drawing
and reads back what he has
written.
3. With the help of the teacher,
writes simple lists with
headings.

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 FOUNDATION PHASE
IMPLEMENTATION OF THE RECOVERY ATP 2021-2023
HANDOVER REPORTING TOOL
ENGLISH FIRST ADDITIONAL LANGUAGE
NAME OF SCHOOL:_______________________TEACHER:__________________________

GRADE 2
LIST THE THEMES USED:
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
6. __________________________________________________________
7. __________________________________________________________
8. __________________________________________________________

A. LISTENING AND SPEAKING

SKILLS INDICATE WITH % OF LEARNERS

A TICK ( ) THE WHO MASTERED COMMENTS
CONTENT AREA/ CONTENT AREA/ (IF ANY)
TOPIC OR TOPIC OR
CONCEPTS/ CONCEPTS/SKILLS
SKILLS TAUGHT
COVERED AS
PER THE
REVISED 2020
ATPS
1. Develop oral (Listening
and speaking) vocabulary
using themes or topics.

2. Follows and gives a short

sequence of instructions

3. Understand and responds

to simple questions.

6
4. Make simple requests and
statements.

5. Identifies an object from

a simple oral description.

6. Talks about an objects in

a picture in response to
teacher’s instruction.

7. Listens to and gives a

simple recount.

8. Memorises and performs

simple poems, action
rhymes and songs.

9. Play language games.

10. Begins to develop

understanding and ability to
use simple language
structures in context: use the
verb “to be” (e.g. it is
summer), greater range of
adjectives and adverbs.

B. SHARED READING

SKILLS INDICATE WITH % OF LEARNERS

A TICK ( ) THE WHO MASTERED COMMENTS
CONTENT AREA/ CONTENT AREA/ (IF ANY)
TOPIC OR TOPIC OR
CONCEPTS/ CONCEPTS/SKILLS
SKILLS TAUGHT
COVERED AS
PER THE
REVISED 2020
ATPS
1. Listens to short stories,
recounts or non-fiction texts
told or read from a Big Book or
illustrated poster.
2. Understands and responds to
instructions (e.g. learners
points to objects in the
picture/name objects in the
story)
3. Answers simple literal
questions about the text with

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short answers.
4. Name some of the things in
the picture in response to
questions from the teacher.
4. Acts out the story using
some of the dialogue.
5. With help from the teacher
retells the story or gives a
simple summary of the text.

B. READING AND PHONICS

SKILLS INDICATE % OF LEARNERS

WITH A TICK WHO MASTERED COMMENTS (IF
( ) THE CONTENT AREA/ ANY)
CONTENT TOPIC OR
AREA/ TOPIC CONCEPTS/SKILLS
OR CONCEPTS/ TAUGHT
SKILLS
COVERED AS
PER THE
REVISED 2020
ATPS
PHONICS
1. Phonemic awareness
2. Identifies letter-sound
relationships of single letters
starting with those that are the
same in the HL and FAL
3. Identifies letter-sound
relationships that are different
from those in the HL
4. Builds up and break down
simple words beginning with
simple consonant blends.
5. Recognises vowel digraphs.
6. Distinguishes aurally between
sounds that are often confused.
7. Groups common words into
word families.

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C. GROUP GUIDED READING

SKILLS INDICATE WITH % OF LEARNERS

A TICK ( ) THE WHO MASTERED COMMENTS
CONTENT AREA/ CONTENT AREA/ (IF ANY)
TOPIC OR TOPIC OR
CONCEPTS/ CONCEPTS/SKILLS
SKILLS TAUGHT
COVERED AS
PER THE
REVISED 2020
ATPS
1. Reads aloud from own book
in a guided reading group with
the teacher. The whole group
reads the same story or non-
fiction text with the teacher.
2. Uses the reading strategies
taught in the Home Language
to:
 Make sense monitor self
when reading ( phonics,
context clues, structural
analysis and sight
words)

3. Reads with increasing fluency

and expression.

4. Shows understanding of
punctuation when reading aloud.

5. Continues to build sight

vocabulary from the guided,
shared and independent reading.

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D. WRITING

SKILLS INDICATE WITH % OF LEARNERS

A TICK ( ) THE WHO MASTERED COMMENTS
CONTENT AREA/ CONTENT AREA/ (IF ANY)
TOPIC OR TOPIC OR
CONCEPTS/ CONCEPTS/SKILLS
SKILLS TAUGHT
COVERED AS
PER THE
REVISED 2020
ATPS
1. Uses handwriting skills
taught in Home Language.
2. Writes lists with headings
3. With help, writes a caption
for a pictures. Reads back what
is written.
4. Completes sentences by
filling in missing words.
5. Writes sentences a frame
(e.g. I like ____. I do not like
____.)
6. Writes sentences using words
containing the phonic sounds
and common sight words
already taught.
7. Put jumbled sentences in the
correct order to make a
paragraph and copies it.
8. Writes a paragraph of at least
3 sentences on a familiar topic.
9. Organises information in a
simple graphic form, e.g. chart
or timeline
10. Writes familiar words and
sentences from dictation.
11. Spells words correctly from
memory.
12. Uses a children’s dictionary
when necessary.
13. Builds own word bank and
personal dictionary.

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E. LANGUAGE STRUCTURE

SKILLS INDICATE % OF
WITH A TICK LEARNERS COMMENTS (IF
( ) THE WHO ANY)
CONTENT MASTERED
AREA/ TOPIC CONTENT
OR CONCEPTS/ AREA/ TOPIC
SKILLS OR
COVERED AS CONCEPTS/SK
PER THE ILLS TAUGHT
REVISED 2020
ATPS
1. Uses some nouns and pronouns (I,
you, he, she, it etc.) when writing.
2. Uses simple present, present
progressive and past tenses when
writing.
3. Uses plurals of some familiar words
when writing

FOUNDATION PHASE
IMPLEMENTATION OF THE RECOVERY ATP 2021-2023
HANDOVER REPORTING TOOL
ENGLISH FIRST ADDITIONAL LANGUAGE
NAME OF SCHOOL:_______________________TEACHER:__________________________

INDICATE SKILLS COVERED

GRADE 3
LIST THE THEMES USED:
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
6. __________________________________________________________

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7. __________________________________________________________
8. __________________________________________________________

A. LISTENING AND SPEAKING

SKILLS INDICATE % OF
WITH A TICK ( LEARNERS COMMENTS
) THE WHO (IF ANY)
CONTENT MASTERED
AREA/ TOPIC CONTENT
OR CONCEPTS/ AREA/ TOPIC
SKILLS OR
COVERED AS CONCEPTS/SK
PER THE ILLS TAUGHT
REVISED 2020
ATPS
1. Develop oral vocabulary using
themes

2. Follows and gives instructions

3. Understands and responds to

simple questions

4. Responds to and makes requests

5. Participates in a short
conversation on a familiar topic

6. Identifies an object from a simple

oral description

7. Talks about an object in a picture

or photograph
8. With the help of the teacher,
listens to and gives a simple recount

9. Memorises and performs simple

poems, action rhymes and songs

10. Plays language games

11. Begins to develop understanding

and ability to use simple language
structures in context: present and
past tense, countable and
uncountable nouns, articles; ‘a’ and
‘the’, prepositions, comparative
adjectives
SHARED READING
1. Listens to stories told and read:

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  From big books, illustrated
posters and join in choruses
(Stories, Recount, Non-
fiction texts)
2. Answers comprehension
questions

3. Predicts what will happen next

4. Express feelings about the story

5. Retells the story (fiction and non-

fiction) or summarises the story
6. Listens to a procedural text and
answers comprehension questions
7. Reads a short written text with the
teacher, using the title for prediction
8. With the teacher’s help, gives a
simple summary of non-fiction text
9. Builds conceptual vocabulary
 Describing processes (non-
fiction)
 Comparing
10. Develops simple language
structures:
 Present tense
 Past tense
 Countable and uncountable
nouns
 Articles ‘a’ and ‘the’
 Prepositions
 Demonstrative pronouns
 Comparative adjectives

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B. READING AND PHONICS

SKILLS INDICATE % OF
WITH A TICK LEARNERS COMMENTS (IF
( ) THE WHO ANY)
CONTENT MASTERED
AREA/ TOPIC CONTENT
OR CONCEPTS/ AREA/ TOPIC
SKILLS OR
COVERED AS CONCEPTS/SK
PER THE ILLS TAUGHT
REVISED 2020
ATPS
PHONICS
1. Identifies letter-sound
relationships of all single letters in
HL and FAL and is aware of any
differences
2. Recognises vowel digraphs

3. Uses consonant blends to builds up

and break down words
4. Recognises three-letter consonant
blends at the beginning and end of
words
5. Recognises silent ‘e’
6. Recognises consonant digraphs in
a word
7. Recognises and uses some suffixes
8. Recognises some differences
between sound – spelling
relationships in Home and Additional
Languages (cat – icici)
9. Distinguishes between different
vowel sounds aurally ( bird / bed;
ship / sheep)
10. Distinguishes between long and
short vowel sounds
11. Recognises rhyming words (fly /
sky
12. Recognises the first sound (onset)
and te last syllable (rime) in more
complex pattern (e.g. dr-eam, cr-eam,
scr-eam, str-eam)
13. Builds and sound out words using
sounds learnt
14. Recognises more complex word
families (e.g. -‘tch’)

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C. GROUP GUIDED READING

SKILLS INDICATE % OF LEARNERS

WITH A TICK WHO MASTERED COMMENTS
( ) THE CONTENT AREA/ (IF ANY)
CONTENT TOPIC OR
AREA/ TOPIC CONCEPTS/SKILLS
OR TAUGHT
CONCEPTS/
SKILLS
COVERED AS
PER THE
REVISED 2020
ATPS
1. Reads aloud from own book
2. Uses the reading strategies taught
in the Home Language to:
 Make sense of what he
reads

 Monitor self when reading

 Use phonic knowledge

 Use context clues

 Use structural analysis

 Use sight words

3. Reads with increasing fluency
and expression
4. Shows understanding of
punctuation when reading
5. Continues to build sight
vocabulary from the guided, share
and independent reading
Independent Reading:
 Reads independently from
classroom reading corner:
 Simple caption
books
 Picture books
 Story books
 Reads familiar poems and
rhymes

 Uses children’s picture

dictionary to find meaning
of unknown words

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D. WRITING

SKILLS INDICATE % OF LEARNERS

WITH A TICK WHO MASTERED COMMENTS
( ) THE CONTENT AREA/ (IF ANY)
CONTENT TOPIC OR
AREA/ TOPIC CONCEPTS/SKILLS
OR CONCEPTS/ TAUGHT
SKILLS
COVERED AS
PER THE
REVISED 2020
ATPS
1. Shared writing:
Together with the teacher, writes a
simple story and copies it

2. Writes increasingly complex lists

with headings

3. Writes a simple set of

instructions

4. Uses the writing process

(drafting, writing, editing and
publishing)

5. Writes a paragraph of 6 - 8
sentences on a familiar topic
6. Writes personal recount of
experiences
7. Organises information into:
 a chart, a table, a bar graph
8. Uses punctuation already taught
in Home Language, including :
 question marks

 exclamation marks

 inverted commas
9. Builds own world bank and
personal dictionary
10. Uses children’s dictionaries –
monolingual and bilingual
11. Develops simple language
structures:
 Understands and uses the

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 past tense
 Understands and uses the
future tense
 Understands and uses the
present progressive tense
 Understands and uses the
articles ‘a’, ‘an’ and ‘the’
with nouns
 Understands and uses
countable and uncountable
nouns
 Revises grammar covered
in Grades R to 2:

 Verbs

 Adverbs

 Adjectives

 Plurals

 Joining words

 Prepositions

 Negative forms

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