How to Build a School Timetable That Meets CAPS Contact Time

Creating a school timetable that meets CAPS contact time requirements is one of the most challenging tasks facing South African school administrators. Whether you’re using school timetable software SA solutions or building timetables manually, ensuring every subject receives the correct number of contact hours per week while managing teacher availability, room allocation, and subject combinations requires careful planning and deep understanding of the Department of Basic Education’s (DBE) Curriculum and Assessment Policy Statement (CAPS) time allocations. This comprehensive guide walks you through CAPS contact time requirements, common timetabling constraints, the pros and cons of manual versus software-based approaches, and practical strategies for building compliant timetables that support effective teaching and learning.

Understanding CAPS contact time is essential because the DBE specifies minimum instructional hours for each subject across all phases — Foundation Phase (Grades R–3), Intermediate Phase (Grades 4–6), Senior Phase (Grades 7–9), and Further Education and Training Phase (Grades 10–12). These requirements ensure learners receive adequate exposure to all learning areas, but they create complex scheduling challenges when combined with teacher specialisation, limited classroom space, and subject choice combinations in higher grades. Many schools struggle with timetabling, leading to non-compliance, teacher frustration, and compromised learning time.

This guide provides practical, actionable advice for building CAPS-compliant timetables, whether you’re a deputy principal managing timetables for the first time or an experienced administrator looking to optimise your scheduling process. We’ll cover the exact contact time requirements per subject and phase, explain common constraints and how to manage them, compare manual and software-based timetabling approaches, and highlight mistakes that can derail your timetable planning.

Understanding CAPS Contact Time Requirements

CAPS contact time refers to the minimum number of hours per week that learners must spend in formal instruction for each subject. The DBE specifies these requirements to ensure curriculum coverage and maintain educational standards across all South African schools. Contact time is measured in hours per week and varies by phase, subject, and sometimes by grade within a phase.

Why contact time matters:

Curriculum coverage: Adequate contact time ensures teachers can cover all CAPS content and learning outcomes
DBE compliance: Schools must meet minimum contact time requirements for curriculum audits and quality assurance
Learner progression: Insufficient contact time can lead to gaps in learning and poor performance
Teacher planning: Clear contact time allocations help teachers plan lessons and assessments effectively
Resource allocation: Contact time requirements inform staffing, classroom, and resource planning decisions

Contact time requirements are non-negotiable — schools cannot reduce contact hours below the CAPS minimums without DBE approval, which is rarely granted. However, schools can allocate more time than the minimum if resources allow, which can benefit subjects requiring additional practice or support.

CAPS Contact Time by Phase and Subject

The following tables show the exact contact time requirements per subject for each phase, as specified in the CAPS documents. These allocations are based on a standard school week and must be distributed across the week to avoid overloading learners on specific days.

Foundation Phase (Grades R–3)

Foundation Phase focuses on developing foundational literacy, numeracy, and life skills through integrated, play-based learning. Contact time is distributed across learning areas rather than discrete subjects.

Subject/Learning Area	Grade R	Grade 1	Grade 2	Grade 3
Home Language	6 hours	7 hours	7 hours	7 hours
First Additional Language	2 hours	2 hours	3 hours	4 hours
Mathematics	7 hours	7 hours	7 hours	7 hours
Life Skills	6 hours	6 hours	6 hours	6 hours
Total per week	21 hours	22 hours	23 hours	24 hours

Foundation Phase notes:

Grade R operates on a shorter day (typically 3–4 hours), so contact time is distributed differently
Life Skills includes Beginning Knowledge, Creative Arts, Physical Education, and Personal and Social Well-being
Languages focus on reading, writing, listening, and speaking skills development
Mathematics emphasises hands-on, practical activities using manipulatives
Contact time includes both formal instruction and structured play-based activities

Intermediate Phase (Grades 4–6)

Intermediate Phase introduces subject specialisation while maintaining a broad curriculum foundation. Learners study discrete subjects taught by specialist teachers.

Subject	Grade 4	Grade 5	Grade 6
Home Language	6 hours	6 hours	6 hours
First Additional Language	5 hours	5 hours	5 hours
Mathematics	6 hours	6 hours	6 hours
Natural Sciences and Technology	3.5 hours	3.5 hours	3.5 hours
Social Sciences	3 hours	3 hours	3 hours
Life Skills	4 hours	4 hours	4 hours
Creative Arts	2 hours	2 hours	2 hours
Physical Education	2 hours	2 hours	2 hours
Total per week	31.5 hours	31.5 hours	31.5 hours

Intermediate Phase notes:

Social Sciences includes History and Geography taught as integrated subjects
Natural Sciences and Technology combines science concepts with technology applications
Life Skills includes Personal and Social Well-being
Creative Arts and Physical Education are separate learning areas
Total contact time assumes a standard 35-hour school week with breaks

Senior Phase (Grades 7–9)

Senior Phase prepares learners for subject choice in FET Phase while maintaining a broad curriculum. Contact time increases to accommodate more complex content.

Subject	Grade 7	Grade 8	Grade 9
Home Language	5 hours	5 hours	5 hours
First Additional Language	4 hours	4 hours	4 hours
Mathematics	4.5 hours	4.5 hours	4.5 hours
Natural Sciences	3.5 hours	3.5 hours	3.5 hours
Social Sciences	3 hours	3 hours	3 hours
Technology	2 hours	2 hours	2 hours
Economic Management Sciences	2 hours	2 hours	2 hours
Life Orientation	2 hours	2 hours	2 hours
Creative Arts	2 hours	2 hours	2 hours
Total per week	28 hours	28 hours	28 hours

Senior Phase notes:

Social Sciences splits into History and Geography (1.5 hours each)
Natural Sciences covers Life Sciences and Physical Sciences concepts
Technology becomes a separate subject requiring specialised facilities
Economic Management Sciences introduces business and economic concepts
Life Orientation replaces Life Skills and includes career guidance

Further Education and Training Phase (Grades 10–12)

FET Phase offers subject choice while maintaining compulsory subjects. Contact time varies based on subject selection, but all learners must complete certain core subjects.

Compulsory subjects (all FET learners):

Subject	Grade 10	Grade 11	Grade 12
Home Language	4.5 hours	4.5 hours	4.5 hours
First Additional Language	4.5 hours	4.5 hours	4.5 hours
Mathematics or Mathematical Literacy	4.5 hours	4.5 hours	4.5 hours
Life Orientation	2 hours	2 hours	2 hours

Elective subjects (learners choose 3–4):

Most elective subjects receive 4.5 hours per week, though some subjects have different allocations:

Physical Sciences: 4.5 hours (includes practical work)
Life Sciences: 4.5 hours (includes practical work)
Geography: 4.5 hours
History: 4.5 hours
Accounting: 4.5 hours
Business Studies: 4.5 hours
Economics: 4.5 hours
Information Technology: 4.5 hours
Computer Applications Technology: 4.5 hours
Visual Arts: 4.5 hours
Music: 4.5 hours
Dramatic Arts: 4.5 hours
Design: 4.5 hours
Agricultural Sciences: 4.5 hours
Engineering Graphics and Design: 4.5 hours
Consumer Studies: 4.5 hours
Hospitality Studies: 4.5 hours
Tourism: 4.5 hours

FET Phase total: Typically 27–31.5 hours per week depending on subject choices.

FET Phase notes:

Learners must choose at least one subject from each of the following groups: Languages, Mathematics/Mathematical Literacy, and electives
Some subjects require specialised facilities (laboratories, computer rooms, workshops)
Practical subjects (Life Sciences, Physical Sciences) include allocated time for practical work within the 4.5 hours
Subject combinations must be feasible given teacher availability and facility constraints
Grade 12 learners may have reduced contact time in some subjects to accommodate examination preparation

Common Timetabling Constraints

Building a CAPS-compliant timetable requires balancing multiple constraints that can conflict with contact time requirements. Understanding these constraints helps administrators plan realistic, workable timetables.

Teacher Availability

The challenge: Teachers specialise in specific subjects and phases, limiting their availability for certain classes. A Mathematics teacher cannot teach History, and a Foundation Phase teacher may not be qualified for Senior Phase subjects.

Solutions:

Cross-phase teaching: Where possible, allow qualified teachers to teach across phases (e.g., a Mathematics teacher teaching both Grade 9 and Grade 10)
Subject specialisation mapping: Create a matrix showing which teachers can teach which subjects and grades
Part-time or shared teachers: Consider part-time appointments or sharing teachers between schools for specialised subjects
Professional development: Invest in upskilling teachers to teach additional subjects where feasible
Timetable software: Use school timetable software SA solutions that automatically check teacher availability and prevent double-booking

Common mistakes:

Assigning teachers to subjects they’re not qualified to teach
Overloading teachers with too many different subjects or grades
Creating timetables that require teachers to be in two places simultaneously
Ignoring teacher preferences that could improve morale and effectiveness

Classroom and Facility Allocation

The challenge: Not all subjects can be taught in any classroom. Science requires laboratories, Technology needs workshops, Physical Education needs sports facilities, and some subjects require computer rooms or specialised equipment.

Solutions:

Room capacity planning: Ensure classrooms can accommodate class sizes (especially important for large Grade 8–9 classes)
Specialised facility scheduling: Block-book laboratories, workshops, and computer rooms for subjects that require them
Mobile resource management: For schools with limited specialised facilities, schedule practical subjects to share facilities efficiently
Timetable coordination: Coordinate timetables across grades to maximise facility utilisation without conflicts
Infrastructure audit: Regularly assess whether facilities meet CAPS requirements for practical subjects

Common mistakes:

Scheduling two classes requiring the same specialised facility simultaneously
Overlooking room capacity limits, leading to overcrowded classes
Failing to account for setup and cleanup time for practical subjects
Not considering accessibility requirements for learners with disabilities

Subject Combinations and Class Grouping

The challenge: In FET Phase especially, learners choose different subject combinations, creating multiple class groups that must be scheduled simultaneously. Some combinations are more popular than others, leading to uneven class sizes.

Solutions:

Subject combination analysis: Before timetabling, analyse which combinations learners have chosen and group learners accordingly
Balanced class sizes: Aim for similar class sizes across different subject groups to optimise resource use
Timetable-first subject choice: Some schools require learners to choose subjects that fit existing timetable structures (though this limits choice)
Flexible grouping: Consider streaming or setting for subjects like Mathematics where ability grouping may be beneficial
Communication with learners: Ensure learners understand how their subject choices affect timetable feasibility

Common mistakes:

Creating timetables before finalising subject choices, leading to conflicts
Allowing too many unique subject combinations, making timetabling impossible
Ignoring minimum class size requirements (typically 15–20 learners for a subject to be viable)
Failing to communicate timetable constraints to learners before subject choice

Break Times and School Hours

The challenge: Contact time must fit within the school day, accounting for breaks, assembly, and administrative periods. Schools have different start and end times, affecting available contact hours.

Solutions:

Standard school week calculation: Calculate total available hours per week (e.g., 35 hours) minus breaks and non-instructional time
Break scheduling: Schedule breaks to maximise learning time while ensuring learners and teachers have adequate rest
Assembly and administrative time: Block out time for weekly assemblies, staff meetings, and administrative tasks
Period length consistency: Use consistent period lengths (typically 40–50 minutes) to simplify timetabling
Flexible scheduling: Consider longer periods for practical subjects that require setup time

Common mistakes:

Not accounting for break times when calculating available contact hours
Creating timetables that exceed the school day length
Inconsistent period lengths that confuse teachers and learners
Overlooking transition time between periods, leading to late starts

Learner Movement and Travel Time

The challenge: In larger schools or schools with multiple buildings, learners need time to move between classrooms. This is especially important when learners change subjects and teachers between periods.

Solutions:

Transition time: Build 5–10 minutes between periods for learner movement (often included in break times)
Classroom allocation: Where possible, keep classes in the same room or nearby rooms to minimise movement
Subject clustering: Schedule related subjects (e.g., all Mathematics classes) in the same area of the school
Timetable communication: Ensure learners have clear timetables showing room numbers and locations
School layout optimisation: Consider school layout when allocating classrooms to minimise travel distances

Common mistakes:

Not allowing enough time for learners to move between distant classrooms
Scheduling classes in buildings that are far apart back-to-back
Failing to account for learners with mobility challenges who need extra time
Creating timetables that require excessive movement, reducing learning time

Manual Versus Software-Based Timetabling

Schools use two main approaches to timetable creation: manual methods (spreadsheets, paper, or whiteboards) and school timetable software SA solutions. Each approach has advantages and disadvantages.

Manual Timetabling

How it works: Administrators create timetables using spreadsheets, paper grids, or physical boards, manually checking for conflicts and ensuring CAPS compliance.

Advantages:

Low cost: No software licensing fees
Full control: Administrators understand every decision and can make immediate adjustments
Flexibility: Easy to make last-minute changes or accommodate special requests
Learning tool: Manual timetabling helps administrators deeply understand school constraints and requirements
No technical barriers: No need for IT support or software training

Disadvantages:

Time-consuming: Manual timetabling can take weeks or months, especially for large schools
Error-prone: Easy to miss conflicts, double-book teachers, or miscalculate contact time
Difficult conflict resolution: Identifying and resolving scheduling conflicts manually is complex
Limited optimisation: Hard to test different scenarios or find optimal solutions
Compliance checking: Manual verification of CAPS contact time requirements is tedious and error-prone
Version control: Multiple versions of spreadsheets can lead to confusion and errors
Scalability: Becomes unmanageable for schools with many grades, subjects, and teachers

Best for: Small schools (under 200 learners) with simple subject structures, schools with experienced timetablers who have refined manual processes, or schools with very limited budgets.

Software-Based Timetabling

How it works: Administrators input school data (teachers, subjects, classes, facilities, constraints) into school timetable software SA solutions, which automatically generate compliant timetables and check for conflicts.

Advantages:

Speed: Software can generate initial timetables in hours rather than weeks
Conflict detection: Automatically identifies teacher double-booking, room conflicts, and scheduling violations
CAPS compliance: Built-in CAPS contact time requirements ensure compliance
Optimisation: Can test multiple scenarios to find optimal solutions
Visualisation: Clear visual representations of timetables for teachers, learners, and administrators
Integration: Often integrates with school management systems for seamless data flow
Change management: Easy to make adjustments and see immediate impact on the rest of the timetable
Reporting: Generates reports on contact time compliance, teacher loads, and facility utilisation
Collaboration: Multiple administrators can work on timetables simultaneously
Historical data: Maintains records of previous timetables for reference and planning

Disadvantages:

Cost: Software licensing can be expensive, though many solutions offer affordable pricing for South African schools
Learning curve: Administrators need training to use software effectively
Data input: Requires accurate initial data entry (teachers, subjects, constraints)
Over-reliance: Administrators may lose deep understanding of timetabling constraints
Technical requirements: Requires computers and reliable internet access
Customisation limits: Some software may not accommodate unique school requirements perfectly

Best for: Medium to large schools (200+ learners), schools with complex subject combinations (especially FET Phase), schools wanting to ensure CAPS compliance, or schools looking to reduce administrative time.

Hybrid Approach

Many schools use a hybrid approach: using school timetable software SA to generate initial timetables and check compliance, then making manual adjustments for special cases or fine-tuning.

Benefits of hybrid approach:

Combines software speed and accuracy with manual flexibility
Allows administrators to understand software-generated solutions before finalising
Enables customisation for unique school requirements
Provides backup if software fails or data is incorrect

Common Timetabling Mistakes and How to Avoid Them

Even experienced timetablers make mistakes. Here are the most common errors and strategies to prevent them.

Mistake 1: Not Starting Early Enough

The problem: Timetabling is left until the last minute, leading to rushed decisions, errors, and non-compliance.

Solution: Start timetabling at least 2–3 months before the new academic year. Begin with data collection (subject choices, teacher availability, facility audits) in Term 3, create draft timetables in Term 4, and finalise before the year ends.

Mistake 2: Ignoring CAPS Contact Time Requirements

The problem: Timetables allocate insufficient contact time to subjects, leading to DBE non-compliance and curriculum coverage gaps.

Solution: Use the CAPS contact time tables provided earlier in this guide. Verify every subject meets minimum requirements. Consider using school timetable software SA with built-in CAPS compliance checking, or create a checklist to verify each subject manually.

Mistake 3: Double-Booking Teachers or Rooms

The problem: Teachers scheduled to teach two classes simultaneously, or two classes assigned to the same room at the same time.

Solution: Use software with automatic conflict detection, or create manual checks (e.g., teacher availability matrix, room booking register). Always verify teacher and room availability before finalising periods.

Mistake 4: Creating Unbalanced Teacher Loads

The problem: Some teachers overloaded with classes while others have light loads, leading to unfairness and burnout.

Solution: Aim for balanced teaching loads across all teachers. Consider contact time, class sizes, and subject difficulty when allocating classes. Use software reporting features to analyse teacher loads, or manually calculate hours per teacher.

Mistake 5: Not Accounting for Practical Subject Requirements

The problem: Scheduling practical subjects (Science, Technology, Arts) without ensuring facilities are available or allowing setup time.

Solution: Block-book specialised facilities for practical subjects. Allow buffer time for setup and cleanup. Coordinate timetables across grades to share facilities efficiently.

Mistake 6: Overlooking Learner Subject Combinations

The problem: Creating timetables that don’t accommodate learners’ chosen subject combinations, forcing learners to change choices or creating impossible schedules.

Solution: Finalise subject choices before timetabling. Analyse combination popularity and group learners accordingly. Use software that checks subject combination feasibility, or manually verify that all combinations are possible.

Mistake 7: Inconsistent Period Lengths

The problem: Mixing 40-minute, 45-minute, and 50-minute periods, confusing teachers and learners and complicating contact time calculations.

Solution: Standardise period lengths across the school (typically 40–50 minutes). Use longer periods only for practical subjects if necessary, and clearly communicate any exceptions.

Mistake 8: Not Communicating Changes

The problem: Timetable changes not communicated to teachers, learners, and parents, leading to confusion and missed classes.

Solution: Establish clear communication channels for timetable updates. Distribute timetables well in advance. Use digital platforms (school management systems, apps) for real-time updates. Provide printed copies as backup.

Mistake 9: Failing to Plan for Contingencies

The problem: No backup plans for teacher absences, facility breakdowns, or unexpected changes, leading to last-minute scrambling.

Solution: Maintain substitute teacher lists and backup facility options. Create flexible timetable structures that can accommodate changes. Keep previous timetables for reference. Use software that allows quick adjustments.

Mistake 10: Not Reviewing and Improving

The problem: Using the same timetable approach year after year without evaluating effectiveness or seeking feedback.

Solution: Conduct annual timetable reviews with teachers, learners, and administrators. Collect feedback on what works and what doesn’t. Analyse data on teacher satisfaction, learner performance, and facility utilisation. Continuously refine timetabling processes.

Best Practices for CAPS-Compliant Timetabling

Following these best practices helps ensure your timetables meet CAPS requirements while supporting effective teaching and learning.

1. Start with Data Collection

Before timetabling begins, gather accurate data:

Teacher qualifications and availability: Which subjects and grades can each teacher teach? Are there part-time teachers or shared appointments?
Learner subject choices: What combinations have learners chosen? How many learners per combination?
Facility audit: Which classrooms, laboratories, workshops, and specialised facilities are available? What are their capacities?
School schedule: What are school start and end times? When are breaks, assemblies, and administrative periods?
CAPS requirements: Review current CAPS documents for any updates to contact time requirements

2. Use a Systematic Approach

Follow a logical sequence:

Block non-negotiable periods: Schedule breaks, assemblies, and administrative time first
Schedule specialised facilities: Block-book laboratories, workshops, and computer rooms for subjects that require them
Allocate core subjects: Schedule compulsory subjects (Languages, Mathematics) across all grades
Fill in elective subjects: Schedule elective subjects based on subject combinations
Balance teacher loads: Ensure fair distribution of classes across teachers
Verify CAPS compliance: Check that every subject meets minimum contact time requirements
Resolve conflicts: Address any scheduling conflicts systematically

3. Prioritise CAPS Compliance

CAPS contact time requirements are non-negotiable. Ensure:

Every subject receives at least the minimum contact hours per week
Contact time is distributed across the week (not all hours on one day)
Practical subjects have adequate time for hands-on activities
Language subjects include time for all four skills (reading, writing, listening, speaking)

4. Balance Multiple Objectives

While CAPS compliance is essential, also consider:

Teacher satisfaction: Balanced loads and reasonable schedules improve morale
Learner needs: Avoid overloading learners on specific days
Facility efficiency: Maximise use of specialised facilities without conflicts
School culture: Accommodate school-specific priorities (e.g., extended Mathematics support, enrichment programmes)

5. Test and Refine

Before finalising timetables:

Test scenarios: Use software or manual methods to test different approaches
Seek feedback: Share draft timetables with teachers and department heads
Identify issues early: Address conflicts and problems before the academic year begins
Plan adjustments: Be prepared to make minor adjustments after the year starts based on feedback

6. Document Decisions

Keep records of:

Timetabling rationale: Why certain decisions were made (e.g., why a teacher teaches specific subjects)
Constraint documentation: What limitations affected timetabling (e.g., limited laboratory availability)
Change log: Record all timetable adjustments and reasons
Compliance verification: Document how CAPS requirements were met

7. Use Technology Wisely

If using school timetable software SA:

Input accurate data: Garbage in, garbage out — ensure all data is correct before generating timetables
Understand constraints: Learn how to set constraints properly (teacher availability, facility requirements, subject combinations)
Review software output: Don’t blindly accept software-generated timetables — review and adjust as needed
Leverage reporting: Use software reports to analyse teacher loads, facility utilisation, and compliance
Train users: Ensure all administrators using the software are properly trained

8. Communicate Effectively

Clear communication prevents confusion:

Share timetables early: Distribute timetables to teachers, learners, and parents well before the academic year begins
Explain changes: If timetables change, clearly communicate what changed and why
Provide multiple formats: Offer digital and printed timetables to accommodate different preferences
Create visual aids: Use colour-coding or visual representations to make timetables easier to understand
Establish feedback channels: Allow teachers and learners to report timetable issues or suggest improvements

Technology Solutions: School Timetable Software SA

Modern school timetable software SA solutions can significantly streamline the timetabling process while ensuring CAPS compliance. These tools automate conflict detection, contact time verification, and timetable optimisation.

Key features to look for:

CAPS compliance checking: Automatic verification of contact time requirements
Conflict detection: Identifies teacher double-booking, room conflicts, and scheduling violations
Subject combination analysis: Checks feasibility of learner subject choices
Teacher load balancing: Ensures fair distribution of classes across teachers
Facility management: Tracks specialised facilities and prevents double-booking
Visualisation tools: Clear, easy-to-read timetable displays
Reporting: Generates compliance reports, teacher load analyses, and facility utilisation reports
Integration: Connects with school management systems for seamless data flow
Multi-user support: Allows multiple administrators to collaborate on timetables
Change management: Easy adjustment of timetables with automatic conflict checking

Benefits of using school timetable software:

Time savings: Reduces timetabling time from weeks to days or hours
Accuracy: Eliminates manual calculation errors and missed conflicts
Compliance assurance: Built-in CAPS requirements ensure DBE compliance
Optimisation: Tests multiple scenarios to find best solutions
Documentation: Maintains records of timetabling decisions and changes
Scalability: Handles complex timetables for large schools with many grades and subjects

Fundisa includes comprehensive timetable tools that help South African schools build CAPS-compliant timetables efficiently. The system handles contact time verification, conflict detection, teacher load balancing, and facility management, integrating seamlessly with Fundisa’s complete school management platform. Whether you’re timetabling a small primary school or a large high school with complex subject combinations, Fundisa’s timetable module ensures compliance while saving administrators significant time.

For schools managing timetables alongside other administrative tasks, Fundisa provides an integrated solution covering assessment recording (see our guide on CAPS Assessment Requirements 2026), educator leave management (see Educator Leave Entitlement South Africa), and all aspects of school administration. Explore Fundisa’s timetable features to see how technology can transform your timetabling process.

Conclusion

Building a CAPS-compliant school timetable requires understanding contact time requirements, managing multiple constraints, and choosing the right approach for your school. Whether you use manual methods or school timetable software SA solutions, following systematic processes, prioritising CAPS compliance, and learning from common mistakes helps create timetables that support effective teaching and learning while meeting DBE requirements.

Key takeaways:

CAPS contact time requirements vary by phase and subject, with Foundation Phase focusing on integrated learning areas and FET Phase offering subject choice
Common constraints include teacher availability, facility allocation, subject combinations, and school schedules — all must be balanced
Manual timetabling offers control and flexibility but is time-consuming and error-prone for larger schools
Software-based timetabling provides speed, accuracy, and compliance checking but requires investment and training
Common mistakes include starting too late, ignoring CAPS requirements, double-booking, and poor communication
Best practices include early planning, systematic approaches, CAPS prioritisation, testing and refinement, and effective communication

For South African schools, meeting CAPS contact time requirements is not optional — it’s essential for curriculum compliance and learner success. By understanding requirements, managing constraints effectively, and leveraging appropriate tools and processes, administrators can create timetables that serve learners, teachers, and the broader school community.

Whether you’re building your first timetable or refining an existing process, this guide provides the foundation for CAPS-compliant timetabling. For schools ready to streamline their timetabling with technology, Fundisa’s timetable tools integrate CAPS compliance, conflict detection, and optimisation features into a comprehensive school management solution designed specifically for South African schools.

Frequently Asked Questions

What is the minimum contact time for Mathematics in Grade 7?

According to CAPS requirements, Mathematics in Grade 7 requires 4.5 hours per week of contact time. This must be distributed across the week (typically 4–5 periods of 40–50 minutes each) and cannot be reduced below this minimum without DBE approval. Schools can allocate more time if resources allow, which can benefit learners who need additional support.

How do I verify that my timetable meets CAPS contact time requirements?

To verify CAPS compliance, create a checklist for each grade showing:

Required contact time for each subject (from CAPS documents)
Allocated contact time in your timetable (calculate hours per week)
Verification that allocated time meets or exceeds required time

You can do this manually using spreadsheets, or use school timetable software SA with built-in CAPS compliance checking. Software solutions automatically verify contact time and flag any subjects that don’t meet requirements, making compliance checking much faster and more accurate.

Can I reduce contact time for some subjects if learners are struggling?

No, you cannot reduce contact time below CAPS minimums without DBE approval, which is rarely granted. CAPS contact time requirements are designed to ensure adequate curriculum coverage, and reducing time can lead to gaps in learning and DBE non-compliance. Instead, consider:

Additional support classes: Schedule extra Mathematics or Language support outside normal contact time
Differentiated instruction: Use contact time more effectively to support struggling learners
Remedial programmes: Offer after-school or holiday programmes for learners needing extra help
Resource allocation: Ensure struggling subjects have adequate resources and qualified teachers

What should I do if subject combinations make timetabling impossible?

If learner subject choices create impossible timetabling scenarios, you have several options:

Communicate constraints early: Before subject choice, explain which combinations are feasible given teacher and facility availability
Guide subject choice: Provide guidance on combinations that work well together and fit your school’s resources
Limit combinations: Some schools restrict subject choices to combinations that are known to be timetable-friendly
Seek additional resources: Consider hiring additional teachers or sharing teachers with other schools for specialised subjects
Use software: School timetable software SA solutions can test combination feasibility and suggest alternatives

The best approach is prevention — work with learners and parents during subject choice to ensure combinations are feasible before timetabling begins.