Grade 1 Coding & Robotics — CAPS Lesson Plans, Worksheets & 2026 ATP
Complete Term 1–4 South African Department of Basic Education (DBE) Annual Teaching Plan (ATP) for Grade 1 Coding & Robotics. Generate print-ready 60-minute lesson plans, toner-safe A4 worksheets, 20-mark cognitive SBA tests & memos, and 11-language MTbBE parent guides in 60 seconds.
Curriculum Phase
Foundation Phase
ATP Pacing
Terms 1–4 (40 Weeks)
Weekly Assessment
20-Mark SBA + Memo
MTbBE Languages
All 11 Official SA
Term 1 to Term 4 Annual Teaching Plan (ATP) — Grade 1 Coding & Robotics
Click any week below to open the complete 5-in-1 classroom pack (Lesson Plan, A4 Worksheet, 20-Mark Assessment & Memo, and Parent Digest).
Term 1 — Grade 1 Coding & Robotics ATP Pacing
Me & My Body · Healthy Habits · Safety at Home & School (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
Beginning Knowledge: My body parts, external features, and personal growth (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 1)
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I can name the major parts of my body and explain how to keep them healthy. Demonstrate Beginning Knowledge: My body parts, external features, and personal growth using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 2 |
Personal Well-being: Good hygiene habits, washing hands, dental care, and sleep (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 2)
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I can identify safe and unsafe situations and know who to ask for help. Demonstrate Personal Well-being: Good hygiene habits, washing hands, dental care, and sleep using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
Feelings & Empathy: Identifying emotions in myself and others; resolving conflict (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 3)
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I can draw a self-portrait with correct proportions and features. Demonstrate Feelings & Empathy: Identifying emotions in myself and others; resolving conflict using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
Safety: Safe and unsafe situations at home, school, and road; stranger danger (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 4)
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I can name the major parts of my body and explain how to keep them healthy. Demonstrate Safety: Safe and unsafe situations at home, school, and road; stranger danger using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 5 |
Creative Arts (Visual): Self-portrait drawing with oil pastels; primary colour mixing (Grade 1 Foundation Phase)
Formal SBA Task (Term 1 Week 5): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can identify safe and unsafe situations and know who to ask for help. Demonstrate Creative Arts (Visual): Self-portrait drawing with oil pastels; primary colour mixing using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 6 |
Creative Arts (Performing): Body percussion, call-and-response rhymes, action songs (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 6)
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I can draw a self-portrait with correct proportions and features. Demonstrate Creative Arts (Performing): Body percussion, call-and-response rhymes, action songs using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 7 |
Physical Education: Locomotor movements (running, skipping, dodging) and balance (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 7)
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I can name the major parts of my body and explain how to keep them healthy. Demonstrate Physical Education: Locomotor movements (running, skipping, dodging) and balance using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 8 |
SBA Task 1: Self-portrait artwork, personal hygiene checklist, and movement routine (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 8)
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I can identify safe and unsafe situations and know who to ask for help. Demonstrate SBA Task 1: Self-portrait artwork, personal hygiene checklist, and movement routine using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
Health & Nutrition: Clean food, safe drinking water, and packing a healthy lunchbox (Grade 1 Foundation Phase)
Formal SBA Task (Term 1 Week 9): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can draw a self-portrait with correct proportions and features. Demonstrate Health & Nutrition: Clean food, safe drinking water, and packing a healthy lunchbox using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 10 |
Term 1 Life Skills Review and Reflection (Grade 1 Foundation Phase)
Formal SBA Task (Term 1 Week 10): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can name the major parts of my body and explain how to keep them healthy. Demonstrate Term 1 Life Skills Review and Reflection using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
Term 2 — Grade 1 Coding & Robotics ATP Pacing
My Family & Home · Weather & Seasons · Farm & Wild Animals (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
My Family: Different types of families, family trees, and shared responsibilities (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 1)
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I can describe the different roles people have in a family and household. Demonstrate My Family: Different types of families, family trees, and shared responsibilities using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 2 |
Home Safety: Dangerous substances (medicines, paraffin, cleaning chemicals) and fire safety (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 2)
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I can explain what animals need to live and name farm animal products. Demonstrate Home Safety: Dangerous substances (medicines, paraffin, cleaning chemicals) and fire safety using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
Weather & Seasons: Autumn into Winter, tracking temperature and rainfall (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 3)
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I can observe and record winter weather conditions. Demonstrate Weather & Seasons: Autumn into Winter, tracking temperature and rainfall using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
Farm Animals: Animals that provide food (milk, eggs, meat) and working animals (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 4)
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I can describe the different roles people have in a family and household. Demonstrate Farm Animals: Animals that provide food (milk, eggs, meat) and working animals using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 5 |
Wild Animals of South Africa: Habitats, baby animals, and animal protection (Grade 1 Foundation Phase)
Formal SBA Task (Term 2 Week 5): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can explain what animals need to live and name farm animal products. Demonstrate Wild Animals of South Africa: Habitats, baby animals, and animal protection using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 6 |
Creative Arts (Visual): Animal mask making with cardboard and wool; texture rubbing (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 6)
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I can observe and record winter weather conditions. Demonstrate Creative Arts (Visual): Animal mask making with cardboard and wool; texture rubbing using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 7 |
Creative Arts (Performing): Dramatising a farm or bushveld story with animal calls (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 7)
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I can describe the different roles people have in a family and household. Demonstrate Creative Arts (Performing): Dramatising a farm or bushveld story with animal calls using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 8 |
Physical Education: Spatial orientation, rolling balls to a target, hopping on one leg (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 8)
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I can explain what animals need to live and name farm animal products. Demonstrate Physical Education: Spatial orientation, rolling balls to a target, hopping on one leg using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
Formal SBA Task 2: Farm animal product matching and winter collage (Grade 1 Foundation Phase)
Formal SBA Task (Term 2 Week 9): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can observe and record winter weather conditions. Demonstrate Formal SBA Task 2: Farm animal product matching and winter collage using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 10 |
Term 2 Consolidation and mid-year wellness check (Grade 1 Foundation Phase)
Formal SBA Task (Term 2 Week 10): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can describe the different roles people have in a family and household. Demonstrate Term 2 Consolidation and mid-year wellness check using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
Term 3 — Grade 1 Coding & Robotics ATP Pacing
Community Helpers · Transport · Plants & Seeds · Food (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
Community Helpers: Police officers, doctors, nurses, firefighters, and teachers (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 1)
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I can identify community helpers and know emergency numbers (10111 / 112). Demonstrate Community Helpers: Police officers, doctors, nurses, firefighters, and teachers using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 2 |
Transport: Road transport (cars, taxis, buses, bicycles), rail, water, and air (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 2)
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I can explain the four main parts of a plant and what it needs to grow. Demonstrate Transport: Road transport (cars, taxis, buses, bicycles), rail, water, and air using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
Road Safety: Pedestrian rules, traffic lights (robots), zebra crossings, seatbelts (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 3)
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I can demonstrate how to cross a road safely at a zebra crossing or robot. Demonstrate Road Safety: Pedestrian rules, traffic lights (robots), zebra crossings, seatbelts using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
Plants & Seeds: Parts of a plant (roots, stem, leaves, flower) and what plants need (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 4)
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I can identify community helpers and know emergency numbers (10111 / 112). Demonstrate Plants & Seeds: Parts of a plant (roots, stem, leaves, flower) and what plants need using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 5 |
Food We Eat: From farm to table; healthy vs unhealthy food groups (Grade 1 Foundation Phase)
Formal SBA Task (Term 3 Week 5): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can explain the four main parts of a plant and what it needs to grow. Demonstrate Food We Eat: From farm to table; healthy vs unhealthy food groups using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 6 |
Creative Arts (Visual): Vegetable printing, seed mosaic collages, box construction (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 6)
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I can demonstrate how to cross a road safely at a zebra crossing or robot. Demonstrate Creative Arts (Visual): Vegetable printing, seed mosaic collages, box construction using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 7 |
Creative Arts (Performing): Role-playing emergency services calling 10111 or 112 (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 7)
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I can identify community helpers and know emergency numbers (10111 / 112). Demonstrate Creative Arts (Performing): Role-playing emergency services calling 10111 or 112 using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 8 |
Physical Education: Hand-eye coordination, catching a medium ball with two hands (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 8)
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I can explain the four main parts of a plant and what it needs to grow. Demonstrate Physical Education: Hand-eye coordination, catching a medium ball with two hands using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
Formal SBA Task 3: Community helper presentation and emergency call role-play (Grade 1 Foundation Phase)
Formal SBA Task (Term 3 Week 9): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can demonstrate how to cross a road safely at a zebra crossing or robot. Demonstrate Formal SBA Task 3: Community helper presentation and emergency call role-play using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 10 |
Term 3 Reflection and environmental stewardship (Grade 1 Foundation Phase)
Formal SBA Task (Term 3 Week 10): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can identify community helpers and know emergency numbers (10111 / 112). Demonstrate Term 3 Reflection and environmental stewardship using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
Term 4 — Grade 1 Coding & Robotics ATP Pacing
Water · Space & Sky · Celebrations & Our South African Heritage (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
Water Is Precious: Uses of water, water conservation, and avoiding water wastage (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 1)
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I can explain why saving clean water is essential in South Africa. Demonstrate Water Is Precious: Uses of water, water conservation, and avoiding water wastage using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 2 |
The Sky Above Us: Sun, moon, stars, daytime vs nighttime activities (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 2)
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I can recognise the South African flag and explain its significance. Demonstrate The Sky Above Us: Sun, moon, stars, daytime vs nighttime activities using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
South African National Symbols: National flag colours, national anthem, Springbok (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 3)
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I can participate in traditional South African singing and movement games. Demonstrate South African National Symbols: National flag colours, national anthem, Springbok using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
Celebrations: Religious and cultural celebrations in South Africa; respect for diversity (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 4)
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I can explain why saving clean water is essential in South Africa. Demonstrate Celebrations: Religious and cultural celebrations in South Africa; respect for diversity using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 5 |
Creative Arts (Visual): Painting the South African flag; holiday greeting card (Grade 1 Foundation Phase)
Formal SBA Task (Term 4 Week 5): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can recognise the South African flag and explain its significance. Demonstrate Creative Arts (Visual): Painting the South African flag; holiday greeting card using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 6 |
Creative Arts (Performing): Traditional singing and clapping games from our provinces (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 6)
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I can participate in traditional South African singing and movement games. Demonstrate Creative Arts (Performing): Traditional singing and clapping games from our provinces using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 7 |
Physical Education: Traditional indigenous games (Diketo, Morabaraba movement, skipping) (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 7)
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I can explain why saving clean water is essential in South Africa. Demonstrate Physical Education: Traditional indigenous games (Diketo, Morabaraba movement, skipping) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 8 |
End-of-Year SBA Examination: Grade 1 Life Skills Comprehensive Assessment (Grade 1 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 8)
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I can recognise the South African flag and explain its significance. Demonstrate End-of-Year SBA Examination: Grade 1 Life Skills Comprehensive Assessment using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
Health, Nutrition, and Summer Water Safety Review (Grade 1 Foundation Phase)
Formal SBA Task (Term 4 Week 9): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can participate in traditional South African singing and movement games. Demonstrate Health, Nutrition, and Summer Water Safety Review using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 10 |
Transition bridge to Grade 2 Life Skills and leadership habits (Grade 1 Foundation Phase)
Formal SBA Task (Term 4 Week 10): Grade 1 Coding & Robotics Foundation Phase Practical & Written Assessment
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I can explain why saving clean water is essential in South Africa. Demonstrate Transition bridge to Grade 2 Life Skills and leadership habits using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
Sample 5-in-1 Pack Preview: Term 1 Week 1 (Beginning Knowledge: My body parts, external features, and personal growth (Grade 1 Foundation Phase))
Every weekly topic in Grade 1 Coding & Robotics generates a structured lesson plan, cognitive-weighted questions, and a bilingual parent guide.
1. 60-Minute CAPS Lesson Plan
Source: DBE Official Foundation Phase CAPS Recovery ATP 2026 (Circular S19 of 2025) (Term 1 · Week 1 · Grades R–3 Recovery Curriculum)
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10 min Phase 1: Multisensory Hook & Rhyme (Hook & Prior Knowledge)Engage learners with an active counting/language rhyme and concrete tactile objects for Beginning Knowledge: My body parts, external features, and personal growth. Sing the welcome song and introduce today's target vocabulary in English and Mother-Tongue.
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20 min Phase 2: Teacher Modelling & Carpet Demonstration ("I Do" Explicit Modelling)Explicitly model Beginning Knowledge: My body parts, external features, and personal growth using big demonstration manipulatives, visual chart cards, and bilingual home-language terms. Check understanding with finger signals. Model common mistakes (e.g. counting the same object twice or reversing digits) and show how to fix them.
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20 min Phase 3: Guided Pair & Small-Group Stations ("We Do" Guided & Pair Work)Learners work in ability-differentiated groups with concrete counters, chalkboards, or structured workbooks on Beginning Knowledge: My body parts, external features, and personal growth. Teacher provides targeted small-group intervention. Rotate to support struggling learners with concrete bead strings while advancing fast finishers.
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10 min Phase 4: Independent Exercise Application ("You Do" Worksheet Practice)Learners complete the levelled 20-mark CAPS exercises on "Beginning Knowledge: My body parts, external features, and personal growth (Grade 1 Foundation Phase)". Teacher circulates with the scoring rubric to check Method [M] and Accuracy [A] steps in real time.
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10 min Phase 5: Reflection & High-Five Consolidation (Exit Ticket & Family Bridge)Review the core lesson outcome. Learners share their discovery with a peer and complete a 2-minute visual exit ticket or thumbs-up check. Explain the Family & Home Learning guide prompt so learners share their lesson at home.
Differentiation & Support: Provide physical counters (bottle tops, unifix cubes), ten-frames, and paired buddy support for Beginning Knowledge: My body parts, external features, and personal growth.
2. 20-Mark Cognitive Worksheet & Memo
Cognitive Weighting: Aligned to CAPS Barrett / Bloom Taxonomy
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Question 1 · Level 1: Knowing (25%) [3 Marks]State THREE things your body needs to stay healthy and strong.Memo: Clean water, healthy food, exercise, sleep, hygiene (any 3 for 1 mark each = 3 marks).
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Question 2 · Level 3: Applying (20%) [4 Marks]What should you do if a stranger asks you to get into their car? Give TWO safety rules.Memo: Say NO loudly (2 marks); run to a trusted adult / do not go near the car (2 marks) = 4 marks.
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Question 3 · Level 1: Knowing (25%) [3 Marks]Match the community helper to their job: (a) Firefighter, (b) Doctor, (c) Police officer.Memo: (a) Puts out fires (1); (b) Heals sick people (1); (c) Keeps us safe / stops crime (1) = 3 marks.
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Question 4 · Level 2: Understanding (45%) [4 Marks]Name the FOUR main parts of a plant.Memo: Roots (1), stem (1), leaves (1), flower/seeds (1) = 4 marks.
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Question 5 · Level 3: Applying (20%) [3 Marks]Explain TWO ways your family can save water at home.Memo: Turn off taps while brushing teeth (1.5 marks); take shorter showers / reuse grey water for plants (1.5 marks) = 3 marks.
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Question 6 · Level 4: Evaluating (10%) [3 Marks]Name TWO colours on the South African national flag and explain why we respect our flag.Memo: Any 2: Red, blue, green, black, white, gold (2 marks); It unites all South Africans in peace (1 mark). Total = 20 marks.
3. Sunday WhatsApp Family Guide & Resources
This week in Grade 1 Coding & Robotics, your child is exploring: "Beginning Knowledge: My body parts, external features, and personal growth". At this age, learning happens best through play, talking, and touching real objects!
Dinner-Table Coaching Prompts:
- "Can you show me what you counted or made at school today?"
- "How does this connect to what we see at home or on the way to school?"
- "Tell me the story of what your teacher and friends did together today."
Required Classroom Resources: Anatomy charts, handwashing posters, safety warning symbols (poison, fire, electricity) · South African flag posters, pictures of community workers and emergency vehicles · Seed planting trays, soil, indigenous seeds, recycled boxes for construction
Frequently Asked Questions — Grade 1 Coding & Robotics
What is covered in the Grade 1 Coding & Robotics 2026 CAPS Annual Teaching Plan (ATP)?
The Grade 1 Coding & Robotics (Foundation Phase) curriculum covers 40 weeks across Terms 1 to 4, starting with "Beginning Knowledge: My body parts, external features, and personal growth (Grade 1 Foundation Phase)" under the "Me & My Body · Healthy Habits · Safety at Home & School (Foundation Phase Grades R–3)" strand, including weekly informal classwork and formal School-Based Assessment (SBA) tasks in Weeks 5 and 9.
Can I download printable A4 worksheets and marking memorandums for Grade 1 Coding & Robotics?
Yes. Every week in Grade 1 Coding & Robotics includes a print-ready 60-minute CAPS lesson plan, a toner-safe A4 learner worksheet, a 20-mark cognitive-weighted assessment with a complete teacher marking memorandum, and a Sunday WhatsApp parent guide.
Are Grade 1 Coding & Robotics worksheets available with bilingual South African language support?
Yes. Grasp includes built-in Mother Tongue-based Bilingual Education (MTbBE) vocabulary bridges across all 11 official languages (English, Afrikaans, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, isiNdebele) to help learners master Grade 1 Coding & Robotics terminology.
Other Grade 1 CAPS Subjects (Foundation Phase)
Grade 1 MathematicsGrade 1 English Home LanguageGrade 1 Afrikaans FALGrade 1 isiXhosa HL / FALGrade 1 isiZulu HL / FALGrade 1 Life Skills / Life OrientationGrade 1 Coding & Robotics
Coding & Robotics Across All Grades (Grades R–12)
Grade R Coding & RoboticsGrade 1 Coding & RoboticsGrade 2 Coding & RoboticsGrade 3 Coding & RoboticsGrade 4 Coding & RoboticsGrade 5 Coding & RoboticsGrade 6 Coding & RoboticsGrade 7 Coding & RoboticsGrade 8 Coding & RoboticsGrade 9 Coding & RoboticsGrade 10 Coding & RoboticsGrade 11 Coding & RoboticsGrade 12 Coding & Robotics