Foundation Phase assessment covers Grades R to 3. It is continuous School-Based Assessment. There is no end-of-year examination component in this phase under the National Protocol for Assessment. Teachers gather evidence through informal (daily) assessment and planned Formal Assessment Tasks, then record and report using the national seven-level codes.
This page is for Foundation Phase teachers and HODs who need a clear planning and recording map. Subject detail always lives in Section 4 of the subject CAPS you teach from. CAPS123 is not an official DBE site.
Need this now
- Subject CAPS PDFs: CAPS for Foundation Phase (DBE)
- Abridged Section 4 (FP amendments PDF): Foundation Phase CAPS Amendments
- Recording and reporting: National Protocol for Assessment Grades R–12 (PDF)
- Progression guidelines: Programme and promotion requirements (PDF)
- Phase subject map on this site: Foundation Phase CAPS guide
- Cross-phase overview: CAPS assessment across phases
What you assess in the Foundation Phase
Foundation Phase subjects for assessment planning are:
| Subject | Grades | Where Section 4 lives |
|---|---|---|
| Home Language | R–3 | Language CAPS on the FP CAPS list |
| First Additional Language | 1–3 | FAL CAPS on the same list |
| Mathematics | R–3 | Mathematics / Grade R Mathematics CAPS |
| Life Skills | R–3 | Life Skills CAPS (Beginning Knowledge, Personal and Social Well-being, Creative Arts, Physical Education) |
| Coding and Robotics | R–3 | Final 2025 FP Coding and Robotics CAPS Section 4 on the FP CAPS list; confirm rollout guidance with your province or district |
Use your school’s language of learning and teaching (LoLT) when you choose language files. Do not copy another subject’s Formal Assessment Task into a different subject.
Informal and formal assessment in Grades R–3
| Type | What it looks like in FP | Recording |
|---|---|---|
| Informal / daily assessment | Observation during lessons, oral responses, practical work, class activities | Not every activity must be recorded. Keep enough evidence to support professional judgement. |
| Formal Assessment Task (FAT) | A planned set of concepts, content and skills assessed through a range of activities (observation, oral, practical, written) | Recorded. Contributes to SBA and reporting. |
A FAT is not one single test on one day. The abridged Foundation Phase Section 4 states that each formal assessment task should follow continuous assessment principles and use varied forms of evidence gathered over time.
Grades 1 to 3: programme of assessment (verified high level)
Under the abridged CAPS Section 4 for the Foundation Phase, the Programme of Assessment for Grades 1 to 3 is:
One Formal Assessment Task per subject per term.
That means four formal tasks per year for each of:
- Home Language
- First Additional Language
- Mathematics
- Life Skills
| Grade | Home Language | FAL | Mathematics | Life Skills | Tasks per term |
|---|---|---|---|---|---|
| Grade 1 | 1 per term | 1 per term | 1 per term | 1 per term | 4 |
| Grade 2 | 1 per term | 1 per term | 1 per term | 1 per term | 4 |
| Grade 3 | 1 per term | 1 per term | 1 per term | 1 per term | 4 |
Minimum requirements inside each subject (for example language components or Life Skills study areas) are set out in the official Foundation Phase CAPS Amendments PDF and the subject CAPS. Use those tables rather than adding extra national task counts.
Plan FATs with grade colleagues. Submit the plan to the Foundation Phase HOD for monitoring. District and provincial oversight may also apply for quality assurance.
Grade R: observation first
Grade R assessment is 100% continuous School-Based Assessment. Learning is play-based and integrated. Assessment should be informal. Learners should not be put into a formal “test” situation.
Most Grade R evidence comes from planned and ongoing observation during daily routine, structured activities and free play. Teachers typically use observation notes, checklists and rubrics. Track progress term by term so strengths and support needs are clear by year-end.
Report Grade R achievement using the same seven-level national codes used across Grades R to 3 for Home Language, Mathematics and Life Skills.
For Grade R CAPS orientation on this site, see CAPS in Grade R.
Recording and reporting codes (Grades R–3)
Foundation Phase recording and reporting uses national codes and achievement descriptions (not percentages alone). From the National Protocol for Assessment and the programme and promotion policy:
| Rating code | Achievement description | Marks % |
|---|---|---|
| 7 | Outstanding Achievement | 80–100 |
| 6 | Meritorious Achievement | 70–79 |
| 5 | Substantial Achievement | 60–69 |
| 4 | Adequate Achievement | 50–59 |
| 3 | Moderate Achievement | 40–49 |
| 2 | Elementary Achievement | 30–39 |
| 1 | Not Achieved | 0–29 |
Report against the total for tasks completed in a term. Promotion or progression decisions use the composite picture across terms and the official progression guidelines. Schools also use comments that help parents understand the learner’s next steps.
Term planning checklist for teachers and HODs
Before the term
- Open Section 4 (and the abridged amendment where it applies) for each subject you teach.
- Draft one FAT per subject for the term (Grades 1–3). Name the concepts and skills from the term’s teaching, not from next term’s work.
- Decide forms of assessment (observation, oral, practical, written) that fit the age and the skill.
- Diarise completion dates on the school assessment calendar.
- File the programme with the HOD.
During the term
- Teach first. Assess what you have taught.
- Use informal assessment daily to adjust groups, support and enrichment.
- Collect FAT evidence over time. Avoid one rushed sit-down test as the whole task.
- Record codes and keep samples (books, checklists, photos of practical work where your school allows it).
Before reports go out
- Check that each required FAT is complete and moderated as your school requires.
- Convert evidence to the national code with a clear comment.
- Flag learners who need support. Progression guidelines and support rules sit in the official promotion policy, not in school custom alone.
Progression guidelines (pointer only)
Progression through the Foundation Phase should normally follow the age cohort, with support where a learner is not ready. Official guidelines for Grade R and for Grades 1 to 3 (Home Language, FAL and Mathematics achievement levels) are in the programme and promotion requirements policy. Use that PDF for decisions. Do not rely on an unofficial summary for retention or progression.
Related CAPS123 pages
- Foundation Phase CAPS guide
- CAPS assessment across phases
- Foundation Phase hub
- Foundation Phase Mathematics
- Foundation Phase Life Skills
- Foundation Phase English FAL
- How to use Foundation Phase ATPs
- What is CAPS?
Check the live official page for the current file or circular. This page does not replace a subject CAPS Section 4, the National Protocol for Assessment, or promotion policy.