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LSK3701: Life Skills – Science and Technology
in the Foundation Phase
Comprehensive Exam Revision Guide
⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆
Education – Foundation Phase Teaching
Exam Revision Guide
LSK3701
Module Code:
Life Skills: Science and Technology in the Foundation Phase
Module Name:
Oct/Nov 2023 & May/June 2024 & May/June 2025
Papers Covered:
100 marks per paper
Total Marks:
MS A CARRIM / DR R MPHAHLELE
Examiner:
Use this guide to revise thoroughly. This is an open-book module – focus on un-
derstanding, not memorisation.
Exam Revision Notes | LSK3701 | 2023/2024
,LSK3701 | Exam Revision Life Skills: Science & Technology – Foundation Phase
PART 1: Oct/Nov 2023 Examination Paper
100 Marks | Duration: 3 Hours | All Questions Compulsory
Question 1 [25 marks]
1.1 [10 marks]
Question: Read the extract below and answer the questions that follow.
“Scientific literacy is increasingly recognised as an essential outcome of science education
in the 21st century. It involves more than knowing scientific facts – it requires learners to
understand how science works, to engage with scientific ideas critically, and to apply sci-
entific thinking to decisions that affect their lives and society. In the Foundation Phase,
developing scientific literacy means giving young learners opportunities to ask questions,
observe carefully, and make sense of the world around them.”
1.1.1 Define scientific literacy in your own words. (2)
1.1.2 Identify and explain the four features of scientific literacy as described in your
study guide. (8)
Answer:
1.1.1 Definition of Scientific Literacy (2 marks)
Scientific literacy is a person’s ability to use scientific knowledge and ways of thinking
to understand the natural world, identify questions, gather evidence, draw conclusions,
and make informed decisions about issues involving science – both in their personal lives
and as members of society.
Exam Tip
For 2 marks, the examiner wants: (1) a clear definition that goes beyond “knowing
facts,” and (2) the idea of applying science to real life or society. Always mention
decision-making.
Page 2 of 35 ⋆
,LSK3701 | Exam Revision Life Skills: Science & Technology – Foundation Phase
1.1.2 Four Features of Scientific Literacy (8 marks – 2 marks each)
According to Goodrum, Hackling, and Rennie (as cited in the study guide), the four
interrelated features of scientific literacy are:
1. Scientific knowledge and its use: This is about knowing key science concepts
and being able to use that knowledge to make sense of the world. It is not memo-
rising facts, but understanding how ideas connect – for example, a learner under-
standing why plants need sunlight involves applying knowledge of photosynthesis
and energy.
2. Scientific methods of investigation: Scientifically literate people understand how
science gathers knowledge. They know that scientists observe, ask questions, design
investigations, collect and analyse data, and draw conclusions. In the Foundation
Phase, learners practise these steps even in simple activities like measuring how tall
a bean seedling grows.
3. The nature of science: This involves understanding that science is a human ac-
tivity that is constantly revised as new evidence appears. Learners should grasp
that scientific knowledge is tentative, evidence-based, and shaped by the people and
society in which it develops.
4. Science and its interactions with technology and society: Scientific liter-
acy includes understanding that science and technology affect – and are affected by
– society. Learners need to see that scientific discoveries have consequences, both
positive (medicines, clean water) and negative (pollution, climate change).
Example
A Grade 2 class investigates whether soil or sand holds water better. They are
practising Feature 2 (investigating) and Feature 1 (applying knowledge about
soil properties). The teacher linking their findings to water conservation in their
community integrates Feature 4.
1.2 [15 marks]
Page 3 of 35 ⋆
, LSK3701 | Exam Revision Life Skills: Science & Technology – Foundation Phase
Question: The South African CAPS Life Skills curriculum is organised around science
content strands.
1.2.1 Name and briefly describe the four science content strands in the CAPS Foun-
dation Phase Life Skills curriculum. (8)
1.2.2 Explain the concept of “big ideas” in science education and give ONE example of a
big idea you would use when teaching a Grade 1 class about plants. (4)
1.2.3 Why is it important to integrate the big ideas into a theme plan rather than teaching
science topics in isolation? (3)
Answer:
1.2.1 Four Science Content Strands (8 marks)
Description and Focus
Strand
Deals with living organisms: their characteristics, life cycles,
Life and Living
habitats, and how they interact with one another and the
environment. Covers plants, animals, humans, ecosystems,
and food chains.
Explores energy in its various forms (light, sound, heat,
Energy and Change
movement) and how energy causes change. Includes investi-
gation of electricity, magnets, and forces.
Focuses on the properties of materials – solid, liquid, gas
Matter and Materials
– and how materials can change state or be transformed.
Learners investigate texture, strength, and uses of everyday
materials.
Covers the planet Earth, weather, seasons, the solar system,
Earth and Beyond
and space. Learners observe patterns in nature such as day
and night, seasonal changes, and the moon’s phases.
1.2.2 Big Ideas in Science (4 marks)
A big idea in science is a broad, overarching concept that links multiple science topics
and helps learners build a coherent understanding of the world, rather than learning dis-
connected facts. Big ideas are not taught as separate topics but are woven across themes
Page 4 of 35 ⋆
⋆ ⋆
LSK3701: Life Skills – Science and Technology
in the Foundation Phase
Comprehensive Exam Revision Guide
⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆
Education – Foundation Phase Teaching
Exam Revision Guide
LSK3701
Module Code:
Life Skills: Science and Technology in the Foundation Phase
Module Name:
Oct/Nov 2023 & May/June 2024 & May/June 2025
Papers Covered:
100 marks per paper
Total Marks:
MS A CARRIM / DR R MPHAHLELE
Examiner:
Use this guide to revise thoroughly. This is an open-book module – focus on un-
derstanding, not memorisation.
Exam Revision Notes | LSK3701 | 2023/2024
,LSK3701 | Exam Revision Life Skills: Science & Technology – Foundation Phase
PART 1: Oct/Nov 2023 Examination Paper
100 Marks | Duration: 3 Hours | All Questions Compulsory
Question 1 [25 marks]
1.1 [10 marks]
Question: Read the extract below and answer the questions that follow.
“Scientific literacy is increasingly recognised as an essential outcome of science education
in the 21st century. It involves more than knowing scientific facts – it requires learners to
understand how science works, to engage with scientific ideas critically, and to apply sci-
entific thinking to decisions that affect their lives and society. In the Foundation Phase,
developing scientific literacy means giving young learners opportunities to ask questions,
observe carefully, and make sense of the world around them.”
1.1.1 Define scientific literacy in your own words. (2)
1.1.2 Identify and explain the four features of scientific literacy as described in your
study guide. (8)
Answer:
1.1.1 Definition of Scientific Literacy (2 marks)
Scientific literacy is a person’s ability to use scientific knowledge and ways of thinking
to understand the natural world, identify questions, gather evidence, draw conclusions,
and make informed decisions about issues involving science – both in their personal lives
and as members of society.
Exam Tip
For 2 marks, the examiner wants: (1) a clear definition that goes beyond “knowing
facts,” and (2) the idea of applying science to real life or society. Always mention
decision-making.
Page 2 of 35 ⋆
,LSK3701 | Exam Revision Life Skills: Science & Technology – Foundation Phase
1.1.2 Four Features of Scientific Literacy (8 marks – 2 marks each)
According to Goodrum, Hackling, and Rennie (as cited in the study guide), the four
interrelated features of scientific literacy are:
1. Scientific knowledge and its use: This is about knowing key science concepts
and being able to use that knowledge to make sense of the world. It is not memo-
rising facts, but understanding how ideas connect – for example, a learner under-
standing why plants need sunlight involves applying knowledge of photosynthesis
and energy.
2. Scientific methods of investigation: Scientifically literate people understand how
science gathers knowledge. They know that scientists observe, ask questions, design
investigations, collect and analyse data, and draw conclusions. In the Foundation
Phase, learners practise these steps even in simple activities like measuring how tall
a bean seedling grows.
3. The nature of science: This involves understanding that science is a human ac-
tivity that is constantly revised as new evidence appears. Learners should grasp
that scientific knowledge is tentative, evidence-based, and shaped by the people and
society in which it develops.
4. Science and its interactions with technology and society: Scientific liter-
acy includes understanding that science and technology affect – and are affected by
– society. Learners need to see that scientific discoveries have consequences, both
positive (medicines, clean water) and negative (pollution, climate change).
Example
A Grade 2 class investigates whether soil or sand holds water better. They are
practising Feature 2 (investigating) and Feature 1 (applying knowledge about
soil properties). The teacher linking their findings to water conservation in their
community integrates Feature 4.
1.2 [15 marks]
Page 3 of 35 ⋆
, LSK3701 | Exam Revision Life Skills: Science & Technology – Foundation Phase
Question: The South African CAPS Life Skills curriculum is organised around science
content strands.
1.2.1 Name and briefly describe the four science content strands in the CAPS Foun-
dation Phase Life Skills curriculum. (8)
1.2.2 Explain the concept of “big ideas” in science education and give ONE example of a
big idea you would use when teaching a Grade 1 class about plants. (4)
1.2.3 Why is it important to integrate the big ideas into a theme plan rather than teaching
science topics in isolation? (3)
Answer:
1.2.1 Four Science Content Strands (8 marks)
Description and Focus
Strand
Deals with living organisms: their characteristics, life cycles,
Life and Living
habitats, and how they interact with one another and the
environment. Covers plants, animals, humans, ecosystems,
and food chains.
Explores energy in its various forms (light, sound, heat,
Energy and Change
movement) and how energy causes change. Includes investi-
gation of electricity, magnets, and forces.
Focuses on the properties of materials – solid, liquid, gas
Matter and Materials
– and how materials can change state or be transformed.
Learners investigate texture, strength, and uses of everyday
materials.
Covers the planet Earth, weather, seasons, the solar system,
Earth and Beyond
and space. Learners observe patterns in nature such as day
and night, seasonal changes, and the moon’s phases.
1.2.2 Big Ideas in Science (4 marks)
A big idea in science is a broad, overarching concept that links multiple science topics
and helps learners build a coherent understanding of the world, rather than learning dis-
connected facts. Big ideas are not taught as separate topics but are woven across themes
Page 4 of 35 ⋆
