Grade 2 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 2 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 2 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 2 Coding & Robotics ATP Pacing
What We Need to Live · Myself & Others · Seasons of the Year (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
Beginning Knowledge: Basic needs of living things (air, water, food, shelter) (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 1)
|
I can list the four essential needs of all living things (air, water, food, shelter). Demonstrate Beginning Knowledge: Basic needs of living things (air, water, food, shelter) 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: Respecting individual differences, abilities, and feelings (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 2)
|
I can explain how human activities change during the four seasons. Demonstrate Personal Well-being: Respecting individual differences, abilities, and feelings using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
Seasons of the Year: Earth's cycle, seasonal changes in plants, animals, and farming (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 3)
|
I can demonstrate respect and empathy for learners with different abilities. Demonstrate Seasons of the Year: Earth's cycle, seasonal changes in plants, animals, and farming using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
Healthy Habits: Nutrition, food pyramid, preventing dehydration and sunstroke (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 4)
|
I can list the four essential needs of all living things (air, water, food, shelter). Demonstrate Healthy Habits: Nutrition, food pyramid, preventing dehydration and sunstroke 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): Drawing seasonal trees across four seasons; wax resist painting (Grade 2 Foundation Phase)
Formal SBA Task (Term 1 Week 5): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can explain how human activities change during the four seasons. Demonstrate Creative Arts (Visual): Drawing seasonal trees across four seasons; wax resist painting 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): Rhythmic movement to traditional South African music (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 6)
|
I can demonstrate respect and empathy for learners with different abilities. Demonstrate Creative Arts (Performing): Rhythmic movement to traditional South African music 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 circuits, skipping rope routines, throwing for accuracy (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 7)
|
I can list the four essential needs of all living things (air, water, food, shelter). Demonstrate Physical Education: Locomotor circuits, skipping rope routines, throwing for accuracy using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 8 |
Formal SBA Task 1: Basic needs poster and seasonal change investigation (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 8)
|
I can explain how human activities change during the four seasons. Demonstrate Formal SBA Task 1: Basic needs poster and seasonal change investigation using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
Bullying prevention: Being an upstander, empathy, and classroom rules (Grade 2 Foundation Phase)
Formal SBA Task (Term 1 Week 9): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can demonstrate respect and empathy for learners with different abilities. Demonstrate Bullying prevention: Being an upstander, empathy, and classroom rules 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 2 Foundation Phase)
Formal SBA Task (Term 1 Week 10): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can list the four essential needs of all living things (air, water, food, shelter). 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 2 Coding & Robotics ATP Pacing
Transport & Travel · Road Safety · Healthy Living & Disease Prevention (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
Transport Through Time: Walking, horses, steam engines, modern cars, high-speed trains (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 1)
|
I can explain how transport has evolved over time from animals to modern vehicles. Demonstrate Transport Through Time: Walking, horses, steam engines, modern cars, high-speed trains using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 2 |
Road Safety: Safe passenger habits in cars/taxis/buses; bicycle safety helmets (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 2)
|
I can identify ways germs spread and demonstrate how to prevent illness. Demonstrate Road Safety: Safe passenger habits in cars/taxis/buses; bicycle safety helmets using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
Healthy Living: Common communicable diseases (colds, flu, diarrhoea) and prevention (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 3)
|
I can build a working model vehicle using recycled household materials. Demonstrate Healthy Living: Common communicable diseases (colds, flu, diarrhoea) and prevention using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
Cleanliness in the Community: Refuse disposal, avoiding littering, keeping parks clean (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 4)
|
I can explain how transport has evolved over time from animals to modern vehicles. Demonstrate Cleanliness in the Community: Refuse disposal, avoiding littering, keeping parks clean 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): Model vehicle construction using recycled cardboard and bottle caps (Grade 2 Foundation Phase)
Formal SBA Task (Term 2 Week 5): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can identify ways germs spread and demonstrate how to prevent illness. Demonstrate Creative Arts (Visual): Model vehicle construction using recycled cardboard and bottle caps 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): Sound effects and drama of a busy taxi rank or train station (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 6)
|
I can build a working model vehicle using recycled household materials. Demonstrate Creative Arts (Performing): Sound effects and drama of a busy taxi rank or train station 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: Agility obstacle course, dodging games, catching tennis balls (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 7)
|
I can explain how transport has evolved over time from animals to modern vehicles. Demonstrate Physical Education: Agility obstacle course, dodging games, catching tennis balls using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 8 |
Formal SBA Task 2: Recycled vehicle model and road safety quiz (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 8)
|
I can identify ways germs spread and demonstrate how to prevent illness. Demonstrate Formal SBA Task 2: Recycled vehicle model and road safety quiz using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
Fire Safety: Emergency exit routes at school and home; Stop, Drop, and Roll (Grade 2 Foundation Phase)
Formal SBA Task (Term 2 Week 9): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can build a working model vehicle using recycled household materials. Demonstrate Fire Safety: Emergency exit routes at school and home; Stop, Drop, and Roll 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 Mid-Year Holistic Well-Being Review (Grade 2 Foundation Phase)
Formal SBA Task (Term 2 Week 10): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can explain how transport has evolved over time from animals to modern vehicles. Demonstrate Term 2 Mid-Year Holistic Well-Being Review 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 2 Coding & Robotics ATP Pacing
People Who Help Us · Soil, Plants & Food Chains · Communication (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
Soil & Earth: Types of soil (clay, sand, loam) and why healthy soil matters (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 1)
|
I can compare sandy, clay, and loam soil and explain which is best for plants. Demonstrate Soil & Earth: Types of soil (clay, sand, loam) and why healthy soil matters using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 2 |
How Plants Make Food: Sunlight, photosynthesis basics, and food chains (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 2)
|
I can trace the history of communication from rock art to smartphones. Demonstrate How Plants Make Food: Sunlight, photosynthesis basics, and food chains using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
Communication Through Time: From rock art and smoke signals to letters, phones, and internet (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 3)
|
I can treat a simple graze or nosebleed using basic first-aid steps. Demonstrate Communication Through Time: From rock art and smoke signals to letters, phones, and internet using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
Responsible Media Use: Screen time limits, digital kindness, and asking an adult before clicking (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 4)
|
I can compare sandy, clay, and loam soil and explain which is best for plants. Demonstrate Responsible Media Use: Screen time limits, digital kindness, and asking an adult before clicking 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): Clay modeling of indigenous animals; natural dye printmaking (Grade 2 Foundation Phase)
Formal SBA Task (Term 3 Week 5): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can trace the history of communication from rock art to smartphones. Demonstrate Creative Arts (Visual): Clay modeling of indigenous animals; natural dye printmaking 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): Indigenous storytelling drama with singing and drumming (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 6)
|
I can treat a simple graze or nosebleed using basic first-aid steps. Demonstrate Creative Arts (Performing): Indigenous storytelling drama with singing and drumming 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: Striking and fielding games, mini-cricket bat handling (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 7)
|
I can compare sandy, clay, and loam soil and explain which is best for plants. Demonstrate Physical Education: Striking and fielding games, mini-cricket bat handling using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 8 |
Formal SBA Task 3: Soil investigation experiment and communication timeline (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 8)
|
I can trace the history of communication from rock art to smartphones. Demonstrate Formal SBA Task 3: Soil investigation experiment and communication timeline using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
First Aid Basics: Treating minor grazes, burns, nosebleeds, and wasp stings (Grade 2 Foundation Phase)
Formal SBA Task (Term 3 Week 9): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can treat a simple graze or nosebleed using basic first-aid steps. Demonstrate First Aid Basics: Treating minor grazes, burns, nosebleeds, and wasp stings 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 Environmental Reflection (Grade 2 Foundation Phase)
Formal SBA Task (Term 3 Week 10): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can compare sandy, clay, and loam soil and explain which is best for plants. Demonstrate Term 3 Environmental Reflection 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 2 Coding & Robotics ATP Pacing
Water as a Precious Resource · Sky & Space · Religious & National Days (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
Water Cycle & Conservation: Evaporation, condensation, rain; water pollution sources (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 1)
|
I can describe the water cycle (evaporation, condensation, rain). Demonstrate Water Cycle & Conservation: Evaporation, condensation, rain; water pollution sources 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 Night Sky: The moon phases, constellations (Southern Cross), and astronauts (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 2)
|
I can locate the Southern Cross constellation in the southern night sky. Demonstrate The Night Sky: The moon phases, constellations (Southern Cross), and astronauts using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
Our Country South Africa: Map of 9 provinces, capital cities, diverse cultures (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 3)
|
I can name my province and describe a South African national celebration. Demonstrate Our Country South Africa: Map of 9 provinces, capital cities, diverse cultures using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
National Days: Freedom Day, Youth Day, Heritage Day, Reconciliation Day (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 4)
|
I can describe the water cycle (evaporation, condensation, rain). Demonstrate National Days: Freedom Day, Youth Day, Heritage Day, Reconciliation Day 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 Southern Cross night sky; traditional beadwork patterns (Grade 2 Foundation Phase)
Formal SBA Task (Term 4 Week 5): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can locate the Southern Cross constellation in the southern night sky. Demonstrate Creative Arts (Visual): Painting the Southern Cross night sky; traditional beadwork patterns 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): Choral verse speaking and provincial dance festival (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 6)
|
I can name my province and describe a South African national celebration. Demonstrate Creative Arts (Performing): Choral verse speaking and provincial dance festival 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: Athletics sports day preparation (sprints, relay batons, long jump) (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 7)
|
I can describe the water cycle (evaporation, condensation, rain). Demonstrate Physical Education: Athletics sports day preparation (sprints, relay batons, long jump) 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 2 Life Skills Comprehensive Paper (Grade 2 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 8)
|
I can locate the Southern Cross constellation in the southern night sky. Demonstrate End-of-Year SBA Examination: Grade 2 Life Skills Comprehensive Paper using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
Personal Growth Portfolio Review and Goal Setting (Grade 2 Foundation Phase)
Formal SBA Task (Term 4 Week 9): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can name my province and describe a South African national celebration. Demonstrate Personal Growth Portfolio Review and Goal Setting using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 10 |
Grade 3 Transition orientation (Grade 2 Foundation Phase)
Formal SBA Task (Term 4 Week 10): Grade 2 Coding & Robotics Foundation Phase Practical & Written Assessment
|
I can describe the water cycle (evaporation, condensation, rain). Demonstrate Grade 3 Transition orientation 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: Basic needs of living things (air, water, food, shelter) (Grade 2 Foundation Phase))
Every weekly topic in Grade 2 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)
-
10 min Phase 1: Multisensory Hook & Rhyme (Hook & Prior Knowledge)Activate prior knowledge using quick mental maths flashcards and an everyday community scenario for Beginning Knowledge: Basic needs of living things (air, water, food, shelter). Sing the welcome song and introduce today's target vocabulary in English and Mother-Tongue.
-
20 min Phase 2: Teacher Modelling & Carpet Demonstration ("I Do" Explicit Modelling)Explicitly model Beginning Knowledge: Basic needs of living things (air, water, food, shelter) 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.
-
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: Basic needs of living things (air, water, food, shelter). Teacher provides targeted small-group intervention. Rotate to support struggling learners with concrete bead strings while advancing fast finishers.
-
10 min Phase 4: Independent Exercise Application ("You Do" Worksheet Practice)Learners complete the levelled 20-mark CAPS exercises on "Beginning Knowledge: Basic needs of living things (air, water, food, shelter) (Grade 2 Foundation Phase)". Teacher circulates with the scoring rubric to check Method [M] and Accuracy [A] steps in real time.
-
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: Basic needs of living things (air, water, food, shelter).
2. 20-Mark Cognitive Worksheet & Memo
Cognitive Weighting: Aligned to CAPS Barrett / Bloom Taxonomy
-
Question 1 · Level 1: Knowing (25%) [4 Marks]Name the FOUR essential needs that every living human and animal needs to survive.Memo: Air/oxygen (1), clean water (1), nutritious food (1), shelter/protection (1) = 4 marks.
-
Question 2 · Level 2: Understanding (45%) [4 Marks]Explain why loam soil is better for growing vegetables than pure sandy soil.Memo: Loam holds both water and nutrients well (2 marks), whereas sandy soil drains water too fast and dries out (2 marks) = 4 marks.
-
Question 3 · Level 3: Applying (20%) [3 Marks]Describe THREE rules a passenger must follow when riding in a car or minibus taxi.Memo: Wear a seatbelt (1), do not distract the driver (1), do not lean out of windows (1) = 3 marks.
-
Question 4 · Level 3: Applying (20%) [3 Marks]What should you do if your clothes catch fire? State the THREE safety steps.Memo: STOP (1), DROP to the ground (1), and ROLL to smother the flames (1) = 3 marks.
-
Question 5 · Level 2: Understanding (45%) [3 Marks]Explain the difference between communication long ago and communication today.Memo: Long ago people used rock art, smoke signals, or letters that took weeks (1.5 marks); today digital phones/internet send messages instantly (1.5 marks) = 3 marks.
-
Question 6 · Level 4: Evaluating (10%) [3 Marks]Why is water called a 'finite precious resource' in South Africa?Memo: South Africa is a water-scarce country with frequent droughts (1.5 marks); we must conserve water so everyone has clean water to drink (1.5 marks). Total = 20 marks.
3. Sunday WhatsApp Family Guide & Resources
This week in Grade 2 Coding & Robotics, your child is exploring: "Beginning Knowledge: Basic needs of living things (air, water, food, shelter)". 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: Soil sample jars (sand, clay, loam), plant growth charts, road safety posters · Recycled construction materials, balance scales, First Aid demonstration box · Map of South Africa's 9 provinces, celestial charts of Southern Cross
Frequently Asked Questions — Grade 2 Coding & Robotics
What is covered in the Grade 2 Coding & Robotics 2026 CAPS Annual Teaching Plan (ATP)?
The Grade 2 Coding & Robotics (Foundation Phase) curriculum covers 40 weeks across Terms 1 to 4, starting with "Beginning Knowledge: Basic needs of living things (air, water, food, shelter) (Grade 2 Foundation Phase)" under the "What We Need to Live · Myself & Others · Seasons of the Year (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 2 Coding & Robotics?
Yes. Every week in Grade 2 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 2 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 2 Coding & Robotics terminology.
Other Grade 2 CAPS Subjects (Foundation Phase)
Grade 2 MathematicsGrade 2 English Home LanguageGrade 2 Afrikaans FALGrade 2 isiXhosa HL / FALGrade 2 isiZulu HL / FALGrade 2 Life Skills / Life OrientationGrade 2 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