Embedding Literacy, Numeracy and ICT

Learning outcomes

• Design PBL tasks that intentionally develop literacy, numeracy and appropriate ICT skills alongside subject knowledge for Senior Phase learners.
• Identify concrete literacy, numeracy and ICT learning opportunities in each phase of a project (launch, investigation, production, presentation, reflection).
• Apply scaffolds, differentiation and low‑resource ICT strategies so all learners can demonstrate progress against CAPS assessment standards.

Why integrate literacy, numeracy and ICT?

• Literacy and numeracy are CAPS cross‑cutting priorities: they are not add‑ons but essential tools learners need to access subject content and demonstrate understanding.
• ICT skills enable investigation, representation and communication; chosen appropriately, they increase authenticity and learner agency.
• Embedding these skills in authentic tasks improves transfer: learners apply reading, measurement, data analysis and digital communication in realistic contexts, strengthening both disciplinary knowledge and functional competence.

Design checklist: planning PBL with L, N and ICT in mind

• Define the authentic task and list the literacy, numeracy and ICT skills required to complete it.
• Map each required skill to CAPS assessment standards and learning outcomes for relevant subjects.
• Build explicit success criteria for each strand (literacy, numeracy, ICT) and share with learners.
• Plan scaffolds and differentiated routes for learners of different readiness.
• Choose ICT tools appropriate to your context (connectivity, device access, safety).
• Include formative checks that sample L, N and ICT progress regularly; adapt teaching accordingly.

Embedding across the project phases

1. Launch (tuning in, framing the driving question)

• Literacy: model reading strategies for source materials (skimming, scanning, summarising); use vocabulary lists and concept maps for key terms.
• Numeracy: define key quantitative questions (e.g. “How much?” “How many?” “How often?”); demonstrate how to estimate and plan measurement.
• ICT: introduce the digital tools learners will use; teach a short “how‑to” (e.g. taking clear photos, filling a simple spreadsheet).

Classroom routines

• Provide a one‑page task brief with clear language and visual icons for steps.
• Teach and use sentence starters for initial discussions and question formulation (e.g. “I predict that… because…”).

2. Investigation (data collection, research)

• Literacy:
  • Structured reading tasks: adapted texts with guided questions; source‑evaluation checklists.
  • Note‑taking templates (two‑column, Cornell, bullet cues) and audio note options for learners with weaker writing skills.
• Numeracy:
  • Data collection templates (tables with units and spaces for raw data).
  • Short mini‑lessons on measurement, unit conversion, sampling and basic statistics (mean, mode, range) as needed.
• ICT:
  • Use phones or tablets for photographs, GPS coordinates, audio interviews; teach file‑naming conventions and consent protocols.
  • For low connectivity: collect data offline (paper forms) then transfer to a single device for digitising.

Scaffolds

• Pre‑prepared data sheets, laminated vocabulary cards, visual prompts for measurement technique, exemplar annotated images or recordings.

3. Production (analyse, create artefact)

• Literacy:
  • Graphic organisers for structuring reports, arguments and reflections.
  • Success criteria for text types (report, letter, presentation, script).
• Numeracy:
  • Explicit expectations for data processing: which graphs to use, how to label axes, how to interpret trends.
  • Provide worked examples and calculator / spreadsheet templates.
• ICT:
  • Templates for digital presentations, simple video scripts, guided steps for creating a spreadsheet chart.
  • Teach basic media literacy: selecting images, captioning, citing sources.

Example classroom task‑script

• Step 1: learners insert raw data into a shared spreadsheet template.
• Step 2: pair activity — calculate class mean and draw a bar graph; teacher circulates checking calculations and axis labels.
• Step 3: learners write a 150–200 word explanation of the graph using sentence starters and a vocabulary checklist.
• Step 4: groups create a 2‑minute video summary (camera phone) and upload or hand in on a USB.

4. Presentation and community engagement

• Literacy: prepare concise written summaries or persuasive letters to stakeholders; practise oral presentation with audience awareness.
• Numeracy: present key figures with clear interpretation; prepare one visual (chart/infographic) that a non‑specialist can understand.
• ICT: share digital artefacts in accessible formats; ensure offline copies for community audiences.

5. Reflection and assessment

• Literacy: reflective journals, learner self‑assessment against literacy success criteria.
• Numeracy: short audits of data accuracy and interpretation (spot errors).
• ICT: portfolio of digital artefacts and a short reflection on tool choices and data ethics.

Concrete project examples (Senior Phase)

1. Water quality and local stream (Natural Sciences / Geography / English / Mathematics)

• Literacy tasks: read government water quality guidelines; write an executive summary and a letter to the municipality; conduct and transcribe interviews with community members.
• Numeracy tasks: measure pH, turbidity and temperature; record repeated measures; calculate averages, range and plot time series; create infographics showing trends.
• ICT tasks: use phone cameras for site photos; Google Sheets (or offline CSV) for data; simple data visualisation (embedded charts); short video to present findings.
• Assessment evidence: data table, graph with interpretation paragraph (150 words), video presentation, stakeholder letter.
• Differentiation: provide simplified data sheets for learners needing support; extension task — regression/ correlation analysis for higher‑ability learners.

2. School food garden for food security (Life Orientation / Natural Sciences / Mathematics / Technology / Languages)

• Literacy tasks: research planting guides; write budgets and care instructions; produce labels and explanatory pamphlets for parents.
• Numeracy tasks: calculate area, spacing, seed quantities, cost estimates and yield projections.
• ICT tasks: use spreadsheet budgeting template; create QR codes linking to care videos; design posters digitally (low‑bandwidth options: MS Paint, LibreOffice Draw).
• Assessment evidence: planting plan, budget spreadsheet, poster/leaflet, reflective journal.
• Low‑resource note: use paper templates and manual calculations if no device available, then digitise at school.

Scaffolds and differentiation strategies

Readiness

• Lower readiness: provide sentence starters, word banks, step‑by‑step measurement guides, pre‑filled spreadsheet with missing entries to complete.
• Higher readiness: give open investigation prompts, require additional analyses or cross‑subject linkages.

Interest

• Give choice of project subtopics, roles (data collector, analyst, writer, presenter, ICT lead).

Learning profile / access

• Multimodal evidence options (audio, video, pictures) for learners with writing challenges.
• Provide assistive technology where possible (text‑to‑speech, enlarged print, dyslexia fonts).
• Pair stronger literacy/numeracy learners with peers for peer mentoring; rotate roles to build skills.

Formative assessment strategies (practical)

• Quick literacy check: 3‑minute summary using 3 sentences (what I did, what I found, one question).
• Quick numeracy check: mini‑quiz on units, calculations or interpreting a graph at the end of an investigation session.
• ICT checkpoint: a short task demonstrating correct file saving and naming; teacher checks two examples per lesson.
• Data and portfolio checks: weekly review of collected data and digital artefacts; teacher signs off when entries meet quality criteria.

Sample success criteria (share with learners)

• Literacy (report paragraph): presents clear topic sentence, two supporting points with evidence, and a concluding sentence; uses subject vocabulary correctly.
• Numeracy (data presentation): data recorded with units; correct calculation of mean; graph correctly labelled with title, axes and units; one interpretation sentence that links pattern to cause.
• ICT (digital artefact): files are named correctly; images are clear and credited; presentation plays without technical errors; privacy and consent documented.

Sample combined rubric (3 levels: Developing / Proficient / Advanced)

Strand	Developing	Proficient	Advanced
Literacy	Uses basic sentences; limited subject vocabulary; partial explanations	Clear paragraph structure; correct use of key vocabulary; evidence used to support claims	Coherent extended explanations; precise vocabulary; synthesises multiple sources
Numeracy	Data recorded but units or calculations sometimes incorrect; graph labels missing	Accurate data and calculations; correctly labelled graphs; valid interpretation	Accurate and sophisticated analyses; appropriate statistical description; insightful interpretation linked to context
ICT	Uses basic ICT tools but with errors (file naming, low‑quality images); limited digital safety awareness	Produces functional digital artefacts; follows file conventions; demonstrates consent and citation	Produces polished digital products; uses tools creatively; models good digital citizenship and accessibility

ICT selection and low‑bandwidth options

• Prioritise tools that are accessible on basic mobile phones and low‑cost devices: phone camera, SMS/WhatsApp for data collection (with privacy protocols), offline spreadsheets (Excel/LibreOffice), USB transfer, LibreOffice/OpenOffice, GeoGebra desktop for maths, Scratch Offline Editor for simple coding.
• When connectivity is limited: gather data offline and schedule a digitising session in the computer lab; provide printed scaffolds and photo evidence on USB drives.
• Free/low‑cost platforms: Google Docs/Sheets (when available), Microsoft Office Mobile, Canva Free (for simple posters), Audacity (audio editing), VLC (playback), GeoGebra.

Digital citizenship and ethics

• Obtain written or recorded consent for photos/interviews; discuss community privacy.
• Teach learners to cite sources and avoid plagiarism.
• Discuss safe online communication and the permanence of uploaded materials.

Linking to CAPS and assessment practices

• Map each project product to CAPS assessment standards in the relevant subject(s): e.g. Natural Sciences investigation skills; Mathematics data handling and measurement; Languages writing, speaking and listening.
• Use the school’s formal assessment programme to convert project evidence into term marks where appropriate — keep teacher records of formative checks to justify levels.
• Provide exemplars and moderation evidence: teacher annotated exemplars, checklists, and internal moderation meetings to ensure standards.

Practical teacher prompts and questioning (to develop L, N and ICT)

• Literacy prompts: “What is the main idea here? Which words tell you that? How would you explain this to a younger learner?”
• Numeracy prompts: “Which unit will you use? Why this method to measure? How can we check our calculations?”
• ICT prompts: “Which tool will best show this data? How will we save and share the file so others can open it? What permissions have we collected?”

Final notes

• Explicitly teach the skills; do not assume learners will pick up literacy, numeracy or ICT incidentally.
• Make success criteria visible and assessable; use frequent, low‑stakes formative checks to adapt scaffolds.
• Keep equity central: design alternate pathways so learners without constant device access still produce high‑quality evidence.

Suggested quick resources (names)

• Department of Basic Education (DBE) CAPS documents and Thutong resources
• GeoGebra (maths visualisation)
• Scratch Offline Editor (introductory coding)
• Google Sheets / Excel (data handling)
• LibreOffice (offline documents)
• Audacity (audio editing)
• WhatsApp (communication and low‑bandwidth sharing) — use with consent and safety protocols

Use this guidance to audit any planned project: list the literacy, numeracy and ICT opportunities, add scaffolds and assessment criteria, and confirm alignment with CAPS outcomes before launching the unit.