MULTIGRADE TOOLKIT · 2019. 8. 16. · components Visual Arts, Performing Arts (Dance, Music,...

a MULTIGRADE TOOLKIT LIFE SKILLS FOUNDATION PHASE

MULTIGRADE TOOLKIT

LIFE SKILLSFOUNDATION PHASE

FOR

1 MULTIGRADE TOOLKIT LIFE SKILLS FOUNDATION PHASE

Department of Basic Education

MULTIGRADE TOOL KIT LIFE SKILLS

Foundation phase

(Grades 1-3)

[July 2017 ]


FOUNDATION PHASE LIFE SKILLS MULTIGRADE TOOLKIT

Introduction to the Multi-Grade Toolkit The Multigrade Toolkit for Foundation Phase comprises two main components namely the Multi-grade Annual Teaching Plan (MATP) and exemplar lesson plans for each of the subjects offered in Grades 1-3. The content set out in CAPS for each subject namely Home Languages, Mathematics, First Additional Language and Life Skills have been reorganized in a systematic way across the grades starting in grade 1 and progressing to Grade 3 in the MATP.

The MATP is a curriculum planning resource tool and is set out in a format which demonstrates the pacing and sequencing of the curriculum horizontally across Grades 1 to 3 and vertically across Terms 1 to 4 for each subject offered in the Foundation Phase. The MATP is aimed at making the CAPS more accessible to the multi-grade teacher who teaches a multigrade class of Grades 1, 2 and 3 or Grades 1 and 2 or Grades 2 and 3. In this way it is envisaged that the multi-grade teacher will become more familiar with the content that needs to be covered per grade in each term. The purpose of the MATP and the exemplar lesson plans The MATP is aimed at enabling the teacher to teach common topics/concepts/skills/content to the whole class (combination of grades) where it is conceptually appropriate for each grade. MATP enables the multigrade teacher to cover the curriculum for each term by encouraging her/him to teach common content across the grades where it is conceptually and grade appropriate. Hence the MATP is encouraging multi-grade teachers to do whole class teaching and assessment as well as focused grade group teaching and assessment too. For example to overcome the challenge of time management in multigrade grade classes teachers are encouraged to teach the these components Visual Arts, Performing Arts (Dance, Music, Drama, Physical Education as whole class lessons but differentiate the activities to suit each grade.

Exemplar Lesson plans The lesson plans have been developed to enhance quality learning and teaching as well as to strengthen curriculum coverage in multigrade classes. The lesson plans are aligned to the MATP for each subject. The lesson plans have been written in a format that speaks to multi-grade teaching in Grades 1 to 3. The exemplar lesson plans for each subject have been packaged in weeks. The lesson plans mediate the content to be taught as set out in the MATP. The lesson plans unpack the content to be taught and assessed in the grade for the week. This has been done by providing grade appropriate activities.

Teaching ideas, time allocation break downs, resources and notes to the teacher and activities in the DBE Workbook are listed. Lesson plans also state that teacher made resources should also be used namely flashcards, number cards, own Big Books, posters, masks, puppets etc using recylcled materials.

Exemplar Home Language Weekly Lesson plans


Weekly exemplar lesson plans have been developed and cover the following components: Listening and Speaking Phonics Shared Reading Group Guided Reading Independent and Paired Reading Handwriting Writing

Number of lesson plan exemplars: 12 weekly lesson plan exemplars have been developed (3 weeks x 4 terms) Teaching Ideas The teacher is expected to teach and assess these weekly activities over at least a 5 day cycle. Teachers are encouraged to do at least one focused Shared Reading lesson and Group Guided Reading per week with each grade. Learners should engage in reading and writing activities using at least 1or 2 texts per week from the DBE Workbook, Big Book, Graded Reader, Story books etc. Reading lessons should focus on:

pre-reading activities (cover, title, talk through the visuals, author), during reading activities (visuals, read the text, use phonic skills and sight words to recognise unfamiliar

words, observe punctuations etc) after reading activities (discuss setting, beginning, characters, main events, plot, ending, comprehension,

writing and drama etc). Teachers should model reading in the Read Aloud, Shared Reading and Group Guided sessions to inspire learners to read aloud and silently on their own independently as well as read in groups and pairs every day. Written activities (at least 3 per week) should include word building and sentence construction activities using phonics and sight words, story writing (topics, reading texts, news etc) and a variety of comprehension activities. The DBE Workbook activities should be used to teach listening and speaking, phonics, reading, comprehension and writing in all grades.

Timetabling: At least 2 hours per day should be dedicated for Home Language in the multigrade class and so that every grade can have a Home Language period of at least 30 minutes daily so that some form of reading and writing is done from Monday to Friday. Exemplar First Additional Language (FAL) Weekly Lesson plan FAL lesson plan covers these components:

Listening and Speaking Phonics Shared Reading Group Guided Reading Writing

Number of lesson plan exemplars: 37 weekly lesson plan exemplars have been developed (10 weeks IN Terms 1, 2, 3 and 7 weeks in Term 4).


Teaching Ideas Listening and speaking activities should be the focus initially to introduce the learners to the new language and thereafter other the language components namely phonics, reading and writing should be taught as set out in the curriculum. The DBE Workbook activities should be used to teach listening and speaking, phonics, reading, comprehension and writing in all grades. Timetabling: At least 40 minutes per day should be dedicated for First Additional Language (FAL) in the multigrade class and so that every grade will have a FAL period of at least 20 minutes daily so that listening and speaking, phonics reading and writing are done regularly from Monday to Friday. Exemplar Mathematics Weekly lesson plan Mathematics lesson plan covers the following components mainly for Numbers Operations and Relationships:

Mental Mathematics Number sense Number concepts Number operations Word problems The weekly lesson plans also include at least one lesson per week on the other topics namely: Patterns Space and Shape Measurement Data Handling

Number of lesson plan exemplars: 19 weekly lesson plan exemplars have been developed (10 weeks in Terms 1, 3 weeks in Term 2, 3 and 4). Teaching Ideas All grades should be exposed to oral, practical and written activities. At least 3 word problems should be done weekly by each grade. The DBE Workbook activities should be used to reinforce and consolidate skills and concepts in the Mathematics lessons. Timetabling: At least 1, 5 hours per day should be dedicated for Mathematics in the multigrade class and so that every grade can have a Mathematics period of at least 30 minutes daily so that at least two Mathematics components can be taught to each grade daily. Exemplar Life Skills Weekly lesson plan The weekly lesson plan includes the following study areas:

Beginning knowledge and Personal and Social Wellbeing Creative Arts are made up of Performing Arts (dance, Music and Drama) and Visual Arts Physical Education

Number of lesson plan exemplars: 24 weekly lesson plan exemplars have been developed (6 weeks per term). The bi-weekly lesson plans can also used over a 3 week cycle to ensure that all the activities are covered accordingly.


Teaching Ideas The topics for Beginning Knowledge and Personal and Social Well being have been listed for each grade and grouped in such a way that common content across topics can be taught to all grades in a whole class lesson. Teachers are also encouraged to teach the Creative Arts and Physical Education as whole class lessons. At least one Life Skills study area should be done per day. Beginning Knowledge topics should be used to provide contexts to teach the language components namely listening and speaking and reading and writing skills. Drama should be done as an integrated language activity (role-play, miming, dramatization, dialogues etc). Music, Dance and Physical Education can be done as an integrated lesson with all grades. The DBE Workbook should be used in Life Skills lessons. Timetabling: At least 1 hour per day should be dedicated to Life Skills per day. At least one Physical Education (outdoor lesson) and a Visual Arts lesson should be done per week in the multigrade class. Adapting the exemplar lesson plan for the Multigrade class Teachers are encouraged to use these weekly lesson plans to plan their daily classroom lesson plan activities for each subject per day from Monday to Friday. These lesson plans are generic and the teacher is expected to provide the activities that will be done across all grades in whole class sessions and the focused grade activities. Specific details such as the title of Big Book, stories in the Graded Reader and page references in the DBE Workbook etc should be indicated. The lesson plan should indicate grade specific activities and whole class activities. In addition oral, written, independent and assessment activities for each grade should be explicit in the daily lesson plan as well as the resources to be used to mediate the activity namely the DBE Workbook, Readers, realia etc.

The lesson plan should reflect the Language of Learning and Teaching (LoLT), where isiXhosa is offered as LoLT, the phonics, spelling words sight words , word problems etc should be contextualised for isiXhosa. Hence teachers are encouraged to write their daily lesson plans to reflect the LoLT of the school.


TABL

E 1 A

sugg

este

d da

ily le

sson

plan

tem

plat

e DA

ILY

LESS

ON P

LANN

ER

SUBJ

ECT

HOME

LAN

GUAG

ES (

List

enin

g an

d sp

eakin

g, P

honi

cs, R

eadi

ng, H

andw

ritin

g, W

ritin

g, A

sses

smen

t, re

sour

ces)

GRAD

E MO

NDAY

TU

ESDA

Y W

EDNE

SDAY

TH

URSD

AY

FRID

AY

1

2

3

SUBJ

ECT:

FIR

ST A

DDIT

IONA

L LA

NGUA

GE((

List

enin

g an

d sp

eakin

g, P

honi

cs, R

eadin

g, W

ritin

g, A

sses

smen

t, re

sour

ces)

GRAD

E MO

NDAY

TU

ESDA

Y W

EDNE

SDAY

TH

URSD

AY

FRID

AY

1

2

3

SUBJ

ECT

: MA

THEM

ATIC

S (M

enta

l Mat

hem

atics

, Num

ber

sens

e de

velo

pmen

t, nu

mbe

r co

ncep

ts, w

ord

prob

lems,

Patte

rns,

Shap

e an

d Sp

ace,

Meas

urem

ent,

Data

Han

dlin

g, A

sses

smen

t)

GRAD

E MO

NDAY

TU

ESDA

Y W

EDNE

SDAY

TH

URSD

AY

FRID

AY

1

2

3


SUBJ

ECT

LIFE

SKI

LLS

(Beg

inni

ng kn

owled

ge an

d Pe

rson

al an

d So

cial B

eing,

Cre

ative

Arts

, Phy

sical

Educ

atio

n)

GRAD

E MO

NDAY

TU

ESDA

Y W

EDNE

SDAY

TH

URSD

AY

FRID

AY

1

2

3


School Based Assessment (SBA) requirements for Foundation Phase

National Policy pertaining to the programme and promotion and progression requirements Grades R to 12 (2012) stipulates that assessment in Foundation Phase (Grades R-3) is 100 % Continuous Assessment (CASS) meaning that both formative assessments (assessment for learning) and summative assessments (assessment of learning) will be used to assess, evaluate and report on the learner’s performance and progress on a quarterly basis on a 7 rating point scale.

The Curriculum and Assessment Policy Statement (CAPS) maps the number of formal assessment tasks per term for each subject. Teachers are encouraged to include at least two assessment activities in each formal assessment task.The Table 2 below indicates the number of formal assessment tasks per subject per term. Exemplar Programme of assessment (Tables 3 and 4) provides an overview of the content (concepts, skills) that should be assessed, the form and type of assessment and assessment tools to be used for each assessment task.

Table 2: FOUNDATION PHASE SCHOOL BASED ASSESSMENT

HOME LANGUAGE GRADE 1

TERM 1 TERM 2 TERM 3 TERM 4 TOTAL

GRADE 1 1 1 1 1 4

GRADE 2 1 1 1 1 4

GRADE 3 1 1 1 1 4

FIRST ADDITIONAL LANGUAGE GRADE


GRADE 1 1 1 1 1 4

GRADE 2 1 1 1 1 4

GRADE 3 1 1 1 1 4

MATHEMATICS


GRADE 1 1 1 1 1 4

GRADE 2 1 1 1 1 4

GRADE 3 1 1 1 1 4


LIFE SKILLS


GRADE 1 1 1 1 1 4

GRADE 2 1 1 1 1 4

GRADE 3 1 1 1 1 4


MULT

I-GRA

DE A

NNUA

L TE

ACHI

NG P

LAN

LIFE

SKI

LLS

FOUN

DATI

ON P

HASE


MULT

I-GRA

DE A

NNUA

L TE

ACHI

NG P

LAN

(MAT

P)

FOUN

DATI

ON P

HASE

: LIF

E SK

ILLS

TER

M 1

Stud

y Are

as

Topi

cs

Grad

e1

Grad

e2

Grad

e3

Beg.

Kno

w. P

ers.

& So

c./

Well

bein

g

Me

Myse

lf an

d ot

hers

Abou

t me

Me

Myse

lf an

d ot

hers

Abou

t me

• Per

sona

l deta

ils -

such

as

name

, add

ress

, telep

hone

nu

mber

s and

age

• We a

re sp

ecial

and u

nique

• Thin

gs I c

an do

• How

I am

the sa

me as

my

friend

s

• How

I am

differ

ent fr

om m

y frie

nds

• Frie

nds -

quali

ties o

f a

good

frien

d

• Peo

ple at

scho

ol an

d at

home

- inc

lude s

harin

g, he

lping

, sho

wing

resp

ect

Deali

ng po

sitive

ly wi

th co

nflict

- inc

lude s

elf-

estee

m an

d bull

ying

• Wha

t a tim

eline

is

• Tim

eline

of ow

n life

- inc

lude

date

of bir

th, st

artin

g sch

ool,

at lea

st on

e inte

resti

ng fa

ct

• An i

ntere

sting

objec

t from

my

past

At

scho

ol

Ever

yone

is sp

ecial

Feeli

ngs

At sc

hool

Ever

yone

is

spec

ial

Feeli

ngs

• Nam

e of s

choo

l, tea

cher

and

princ

ipal

• Whe

re to

find d

iffere

nt pla

ces

• Peo

ple ar

e sim

ilar a

nd

peop

le ar

e diffe

rent

• Thin

gs th

at he

lp pe

ople

-

• Thin

gs th

at ma

ke m

e hap

py

and t

hings

that

make

me

sad


in the

scho

ol - in

clude

toile

t, off

ice, p

lay ar

eas

• Clas

sroom

routi

nes a

nd ru

les

• How

I get

to sc

hool

such

as re

ading

glas

ses,

walki

ng fr

ames

, guid

e do

gs, h

earin

g aids

• Car

ing fo

r peo

ple w

ith

disab

ilities

• I ca

n be a

hero

• Rec

ogniz

ing fe

eling

s - su

ch

as an

ger,

fear,

worry

, lon

eline

ss

• Goo

d way

s to e

xpre

ss w

hat

we fe

el

• Apo

logies

- ho

w to

say s

orry

Ke

epin

g m

y bod

y sa

fe

How

peop

le liv

ed

long

ago

Way

s we

co

mm

unica

te

Keep

ing

my b

ody

safe

Way

s we

co

mm

unica

te

How

peop

le liv

ed

long

ago

• Safe

and u

nsafe

situa

tions

and

place

s - su

ch as

wait

ing fo

r tra

nspo

rt, al

one i

n sho

pping

ar

eas

• ‘Yes

’ and

‘No’

feelin

gs

• Pra

cticin

g say

ing ‘N

o’

• Pro

tectin

g our

bodie

s fro

m illn

ess

- Cov

ering

mou

th an

d nos

e

Sp

eakin

g - in

clude

ex

plaini

ng, c

onve

rsatio

n, po

etry a

nd so

ng

• Writi

ng -

includ

e writi

ng a

letter

or ca

rd an

d pos

ting i

t

• Rea

ding -

inclu

de

instru

ction

s and

ad

vertis

emen

ts

• List

ening

- inc

lude r

adio

and s

tories

• Loo

king -

inclu

de lip

re

ading

, sign

ing an

d

• Stor

ies an

d exp

erien

ces o

f old

er fa

mily

and c

ommu

nity

memb

ers-i

nclud

ing fo

od,

clothe

s and

tran

spor

t

• Obje

cts us

ed by

olde

r fam

ily

and c

ommu

nity m

embe

rs-too

ls, to

ys an

d coo

king

utens

ils

• Sele

ction

of ol

d pict

ures

and

photo

grap

hs fr

om fa

mily

album

s and

book

s.

. How

peop

le liv

ed th

en an

d


when

snee

zing o

r cou

ghing

- Nev

er to

uchin

g ano

ther

perso

n’s bl

ood

- Was

hing f

ruit a

nd ve

getab

les

befor

e eati

ng

- Mak

ing w

ater s

afe to

drink

gestu

res

now

He

althy

Hab

its

Healt

hy liv

ing

Healt

h pr

otec

tion

Healt

hy H

abits

Healt

hy liv

ing

Healt

h pr

otec

tion

• Sl

eep

• Ea

ting h

ealth

y foo

d

• Pr

oper

use o

f toile

t

• W

ashin

g han

ds

• Ke

eping

clea

n

- H ai

r, tee

th an

d nail

s

- Was

hing r

egula

rly

• Re

gular

exer

cise a

nd pl

ay

• Lim

ited t

elevis

ion

Reli

giou

s day

s and

oth

er

spec

ial d

ays -

2 ho

urs

• Pr

otecti

ng fo

od w

e eat

- inc

lude p

rotec

tion f

rom

flies,

keep

ing fo

od co

ol

• Sim

ple w

ays o

f pur

ifying

wa

ter

• Thin

gs th

at ha

rm us

- sm

oking

, alco

hol, d

rugs

• Goo

d hab

its -

such

as

regu

lar ex

ercis

e, lim

ited

telev

ision

Relig

ious

day

s and

oth

er

• Bas

ic firs

t aid

prac

tices

in

situa

tions

such

as no

se

bleed

s, an

imal

bites

, cuts

an

d bur

ns

• Bas

ic he

alth a

nd hy

giene

- inc

lude n

ot tou

ching

othe

r pe

ople’

s bloo

d

Relig

ious

day

s and

oth

er

spec

ial d

ays -

2 ho

urs


spec

ial d

ays -

2 ho

urs

Beg.

Kno

wled

ge.

Pers

onal

and

Socia

l Well

bein

g

TERM

2: L

IFE

SKIL

LS

Pe

ts

Anim

als

Inse

cts

Pets

Anim

als

Inse

cts

• Anim

als w

e can

keep

as pe

ts

• How

to lo

ok af

ter pe

ts at

home

- in

clude

shelt

ers,

food,

water

, an

imal

clean

lines

s

• Tre

ating

anim

als ap

prop

riatel

y - s

uch a

s givi

ng ex

ercis

e, no

t tea

sing,

not lo

cking

in a

car

• Far

m an

imals

- Typ

es

- Use

s - su

ch as

food

and

clothi

ng

• Wild

anim

als

- Typ

es

- Cam

oufla

ge

• Cha

racte

ristic

s of a

n ins

ect

• Diffe

rent

insec

ts - s

uch a

s fly,

mo

squit

o, an

t, bee

tle

• Obs

ervin

g and

draw

ing an

ins

ect

• How

inse

cts he

lp us

• How

some

inse

cts ha

rm us

Sa

fety

at h

ome

Road

safe

ty

Safe

ty at

hom

e

Road

safe

ty

Publ

ic sa

fety


Publ

ic sa

fety

• Dan

gers

at ho

me

- Whe

n coo

king

- Whe

n was

hing

- Ligh

ting a

nd el

ectric

ity

- Outs

ide ar

eas

- Med

icine

s

- Pois

onou

s sub

stanc

es -

types

and r

ecog

nising

wa

rning

symb

ols

• Ke

eping

safe

when

home

alo

ne

• Em

erge

ncy n

umbe

r car

d

• Roa

d safe

ty ru

les

- pe

destr

ians

- cy

clists

- pa

ssen

gers

• Roa

d sign

s for

pede

strian

s an

d cyc

lists

• Sch

olar p

atrol

• How

traff

ic off

icers

help

us

• D

ange

rous

plac

es to

play

- inc

lude r

ubbis

h dum

ps, tr

ain

track

s, ro

ads,

cons

tructi

on

sites

• Ri

ding t

rains

and t

axis

safel

y

• Da

nger

s of e

lectric

ity

• Po

isono

us an

d infl

amma

ble

subs

tance

s

• Sign

s tha

t war

n us o

f dan

ger

My

bod

y

Wha

t we n

eed

to liv

e

Healt

hy ea

ting

My b

ody

Wha

t we n

eed

to

live

Healt

hy ea

ting

• Diffe

rent

parts

of m

y bod

y

• D

iffere

nt pa

rts of

my b

ody

which

mov

e

• P

arts

of my

body

that

I

• Diffe

rent

types

of fo

od -

for

grow

th, en

ergy

, hea

lth

• W

ater -

why

we n

eed

water

, sou

rces o

f wate

r

• Foo

d gro

ups

- Vita

mins

- fru

it and

ve

getab

les

- Car

bohy

drate

s - br

ead,


cann

ot se

e - in

clude

lung

s, he

art, s

tomac

h, br

ain,

skele

ton

• T

he fiv

e sen

ses a

nd th

eir

uses

- tou

ch, s

mell,

soun

d, sig

ht an

d tas

te

• A

ir - cl

ean a

ir

• S

unlig

ht - in

clude

pr

otecti

on fr

om th

e sun

maize

/miel

ie me

al

- Pro

teins

- eg

gs, b

eans

, mea

t, nu

ts

- Dair

y - m

ilk, c

hees

e, yo

ghur

t

• A ba

lance

d diet

Fo

od

Anim

als an

d cr

eatu

res t

hat l

ive in

wa

ter

Life

cycle

s

Food

Anim

als an

d cr

eatu

res t

hat

live i

n wa

ter

Life

cycle

s

• F

oods

we e

at

• Whe

re di

ffere

nt foo

ds co

me

from:

fruit

; veg

etable

s; da

iry;

meat

• Hea

lthy e

ating

- He

althy

and u

nhea

lthy

food

s

- Hea

lthy c

hoice

s and

the r

ight

amou

nt of

food

• St

oring

food

- fre

sh, ti

nned

, dr

ied, fr

ozen

• Fr

esh w

ater

- Rive

r - e.

g. fis

h, cro

codil

e

- Pon

ds an

d dam

s - e.

g. fro

g, dr

agon

fly

• Sa

lt wate

r

- Sea

- e.g

. sha

rk, cr

ayfis

h

- Roc

k poo

ls - e

.g. st

arfis

h, cra

b

• W

hat a

life c

ycle

is

• Lif

e cyc

le

of a

mam

mal(e

.g. do

g)

• Ins

ect(e

.g. bu

tterfly

)

• Am

phibi

ans(e

.g. fr

og)

• Bird

(e.g.

chick

en)


Relig

ious

day

s and

oth

er

spec

ial d

ays -

2 ho

urs

Relig

ious

day

s and

oth

er

spec

ial d

ays -

2 ho

urs

Relig

ious

day

s and

oth

er

spec

ial d

ays -

2 ho

urs

Beg.

Kno

w.

Pers

. Soc

ial w

ellbe

ing

TER

M 3:

LIF

E SK

ILLS

Pl

ants

and

seed

s

Soil

Prod

ucts

and

proc

esse

s

Plan

ts an

d se

eds

Soil

Prod

ucts

and

proc

esse

s

• W

hy w

e nee

d plan

ts -

includ

e foo

d, sh

ade,

shelt

er

for an

imals

• W

hat p

lants

look l

ike -

roots

, ste

m, le

aves

, flow

ers

•

Diffe

rent

plants

- sim

ilariti

es

and d

iffere

nces

• S

eeds

and w

here

they

come

fro

m

• W

hat p

lants

need

to gr

ow

• G

rowi

ng a

plant

from

a see

d - s

uch a

s a be

an or

a len

til

• D

iffere

nt so

ils -

colou

rs an

d tex

tures

• C

reatu

res t

hat li

ve in

the

soil -

such

as

earth

worm

s, mo

les

• S

oil fo

r the

grow

th of

plants

; the v

alue o

f gr

owing

vege

tables

• Plan

ts

- W

hat w

e get

from

plants

- P

roce

ss -

from

suga

r can

e to

suga

r

• The

earth

- W

hat w

e get

from

the ea

rth

- P

roce

ss -

from

clay t

o bric

k


W

eath

er

Seas

ons

Disa

ster

and

what

we

shou

ld d

o

Wea

ther

Seas

ons

Disa

ster

and

what

we

sho

uld

do

• A

dail

y wea

ther

char

t

- Reg

ular o

bser

vatio

n of w

eathe

r co

nditio

ns

- Hot,

cold,

wind

y, clo

udy,

sunn

y, mi

sty, r

ainy

- Sym

bols

to de

scrib

e con

dition

s on

wea

ther c

hart

• The

wea

ther a

nd us

- inc

lude

clothe

s, foo

d, ac

tivitie

s

The f

our s

easo

ns

• H

ow se

ason

s affe

ct us

- clo

thes,

food,

activ

ities

•

How

seas

ons a

ffect

grow

ing th

ings -

sowi

ng,

grow

ing an

d har

vesti

ng

• H

ow se

ason

s affe

ct an

imals

- inc

lude f

armi

ng

e.g. s

heep

shea

ring,

anim

al dip

ping;

birds

e.g.

migr

ation

and n

estin

g

• Ty

pes o

f disa

ster

- Flo

ods

-

Fire

• Ot

her p

heno

mena

-

Ligh

tening

-

Ear

thqua

kes

-

Stor

ms an

d stro

ng w

inds

Ma

nner

s and

re

spon

sibilit

ies

Anim

al ho

mes

Ani

mals

and

crea

ture

s tha

t help

s us

Mann

ers a

nd re

spon

sibilit

ies

Anim

al ho

mes

Anim

als an

d cr

eatu

res t

hat

help

s us


• G

reeti

ng pe

ople

we kn

ow

and g

reeti

ng st

rang

ers

• W

aiting

my t

urn

• L

isten

ing to

othe

rs

• h

aring

• S

howi

ng ki

ndne

ss

• B

eing h

ones

t

• R

espe

cting

othe

r peo

ple an

d wh

at be

longs

to th

em.

• A

nimals

and c

reatu

res

that m

ake t

heir h

omes

- su

ch as

bird

s, so

me

bees

, ants

• A

nimals

and c

reatu

res

that fi

nd a

home

- su

ch

as ba

boon

s, sn

akes

, sq

uirre

ls

• A

nimals

and c

reatu

res

that c

arry

their h

omes

- su

ch as

snail

s, tor

toise

s.

• An

imals

that

give u

s foo

d an

d/or c

lothe

s

-

Bee

s

-

Chic

kens

-

Cow

s

-

She

ep

• An

imals

that

work

for us

-

Dogs

- gu

ide do

gs, w

atch

dogs

, snif

fer do

gs

-

Donk

eys a

nd ho

rses.

My fa

mily

Peop

le wh

o he

lp u

s

Keep

ing

my b

ody s

afe

My fa

mily

Peop

le wh

o he

lp u

s

Keep

ing

my b

ody s

afe


W

hat fa

mily

is

Me

mber

s of th

e fam

ily

Ke

eping

my b

ody s

afe

Relig

ious

day

s and

oth

er

spec

ial d

ays -

2 ho

urs

Pe

ople

who h

elp us

in

our c

ommu

nity-

nurse

s, aft

er ca

re

teach

er, li

brar

ian

Ho

w dif

feren

t pe

ople

help

me

Ho

w I a

sk fo

r inf

orma

tion a

nd

assis

tance

-goo

d ma

nner

s

Ho

w I a

sk fo

r help

in

an em

erge

ncy-

who t

o con

tact,

what

infor

matio

n to

give

Relig

ious

day

s and

oth

er

spec

ial d

ays -

2 ho

urs

W

e are

not s

afe w

ith

ever

y one

Ru

les to

keep

my

body

safe

Tr

ustin

g Yes

and N

o fee

lings

Ho

w to

say N

o to a

ny

form

of ab

use

Ho

w to

repo

rt ab

use

Relig

ious

day

s and

oth

er

spec

ial d

ays -

2 ho

urs

Beg.

Kno

w.

T

ERM

4: L

IFE

SKIL

LS


Pers

onal

Socia

l well

bein

g

Ho

mes

Our c

ount

ry

Righ

ts an

d re

spon

sibilit

ies

Hom

es

Our c

ount

ry

Righ

ts an

d re

spon

sibilit

ies

• Ty

pes o

f hom

es -

includ

e flat

s, ho

uses

, sha

cks,

tradit

ional

home

s

• Ho

mes t

o suit

diffe

rent

weath

er co

nditio

ns

• W

hat d

iffere

nt ho

mes a

re

made

of -

includ

e woo

d, mu

d, br

icks,

tin, s

tone,

hard

boar

d, pla

stic

A ma

p of S

outh

Afric

a

- Nam

e and

loca

tion o

f own

pr

ovinc

e

- Whe

re w

e live

• So

uth A

frican

flag -

inclu

de

reco

gnisi

ng th

e flag

and

place

s whe

re w

e can

se

e it fl

ying

• Sou

th Af

rican

anthe

m -

listen

ing an

d sing

ing

• Lea

rner

s’ rig

hts an

d re

spon

sibilit

ies

• Righ

ts an

d res

pons

ibiliti

es of

oth

ers

-

At h

ome

- A

t sch

ool

-

In ou

r com

munit

y

- I

n the

envir

onme

nt

Sk

y at n

ight

Life

at n

ight

Spac

e

Sky a

t nig

ht

Life

at n

ight

Spac

e

• Ch

angin

g fro

m da

y to n

ight

• W

hat th

e nigh

t sky

look

s like

• Thin

gs I d

o at n

ight -

get

read

y for

bed,

read

and

tell s

tories

, slee

p and

• Ea

rth fr

om sp

ace -

wha

t it

looks

like (

land,

sea,

cloud

s)


• Th

e moo

n

-

Wha

t the m

oon l

ooks

like

-

Whe

n we c

an se

e the

moo

n

-

How

the m

oon s

eems

to

chan

ge sh

ape

• Star

s

- A

star

burn

s like

the s

un (t

he

sun i

s a st

ar)

drea

m

• Peo

ple w

ho w

ork a

t nigh

t -

such

as se

curity

offic

ers,

docto

rs, pi

lots,

truck

dr

ivers

• Nigh

t anim

als -

such

as

owls,

hams

ters,

porcu

pines

, leop

ards

, jac

kal

• St

ars a

nd pl

anets

- wh

at the

y are

• Na

mes o

f the p

lanets

Te

lesco

pes

• Sp

ace t

rave

l

• Sa

tellite

s and

infor

matio

n we

get

W

ater

Tran

spor

t

Pollu

tion

Wat

er

Tran

spor

t

Pollu

tion

• Us

es of

wate

r - ho

me an

d sc

hool

• W

ays w

ater is

was

ted

• W

ays o

f sav

ing w

ater

• S

afe an

d uns

afe dr

inking

wa

ter- s

toring

clea

n wate

r

• W

hat tr

ansp

ort is

• R

oad t

rans

port

• R

ail tr

ansp

ort

• A

ir tra

nspo

rt

• W

ater t

rans

port

• U

ses o

f diffe

rent

kinds

of

trans

port

• W

hat p

olluti

on is

• D

iffere

nt typ

es of

pollu

tion -

wa

ter, la

nd, a

ir, no

ise

• E

ffects

of po

llutio

n on

peop

le

• E

ffects

of po

llutio

n on t

he

envir

onme

nt


My

Com

mun

ity

Recy

cling

.Plac

es in

my c

ommu

nity-

includ

e buil

dings

and p

laces

wh

ere w

e mee

t

. Peo

ple w

ho he

lp me

, who

sell

thing

s; oth

er pe

ople

know

.Look

ing af

ter fa

cilitie

s in m

y co

mmun

ity- p

ublic

telep

hone

s, pu

blic t

rans

port

and p

ublic

toi

lets

. Kee

ping p

laces

clea

n- in

clude

us

ing bi

ns an

d not

litter

ing

Relig

ious

day

s and

oth

er

spec

ial d

ays -

2 ho

urs

Relig

ious

day

s and

oth

er

spec

ial d

ays -

2 ho

urs

. Wha

t hap

pens

to ou

r was

te

. Re-

using

(thin

gs th

at ca

n be

used

again

)

. Rec

yclin

g (us

ed th

ings t

hat

can b

e mad

e into

so

methi

ng ne

w)

. Red

ucing

(usin

g les

s)

. Wha

t can

not b

e rec

ycled

. Rec

yclin

g at h

ome a

nd at

sc

hool

.Mak

ing co

mpos

t from

rotte

n thi

ngs

.Re-

using

wate

r

Relig

ious

day

s and

oth

er

spec

ial d

ays -

2 ho

urs

CREA

TIVE

ART

S

Grad

e1

Grad

e2

Grad

e3


TERM

1:Pe

rform

ing

Arts

DA

NCE

AND

MUSI

C:

Crea

tive g

ames

and

skills

• W

armi

ng up

body

parts

such

as

‘play

ing th

e pian

o’, et

c.

• S

afe en

viron

ment:

findin

g ow

n and

shar

ing sp

ace

• Lo

como

tor m

ovem

ents:

wa

lking

, skip

ping

• N

on-L

ocom

otor m

ovem

ents•

W

armi

ng up

voice

: bre

athing

ex

ercis

es an

d cre

ative

ga

mes

• B

ody a

ware

ness

explo

ring

spac

e and

dire

ction

• K

eepin

g a st

eady

beat

with

chan

ges i

n tem

po w

hilst

clapp

ing or

mov

ing in

time t

o mu

sic

• C

oolin

g dow

n the

body

and

DANC

E AN

D MU

SIC:

Cr

eativ

e gam

es an

d sk

ills

• W

armi

ng up

the b

ody:

brea

thing

exer

cises

and

use o

f diffe

rent

joints

• W

armi

ng up

the v

oice:

using

song

s, sin

ging

vowe

ls, rh

ymes

etc.

• S

inging

song

s usin

g un

ison,

roun

ds, a

nd ca

ll an

d res

pons

e

• B

ody p

ercu

ssion

: kee

ping

a stea

dy be

at an

d the

us

e of d

iffere

nt tim

bres

(cl

ick, c

lap, s

tamp)

• L

ocom

otor m

ovem

ents

with

a par

tner

• N

on-L

ocom

otor

move

ments

: rea

ching

,

DANC

E AN

D MU

SIC:

Cr

eativ

e gam

es an

d sk

ills

• W

armi

ng up

: co-

ordin

ation

of

isolat

ed bo

dy pa

rts •

War

ming

up by

focu

sing

on br

eathi

ng

• W

armi

ng-u

p the

voice

and

singin

g son

gs in

tune

and

in tim

e

• D

rama

game

s: de

velop

int

erac

tion a

nd ca

use a

nd

effec

t suc

h as c

ounti

ng

game

s, na

me ga

mes,

etc.

• Pl

aying

rhyth

m pa

ttern

s and

sim

ple po

ly-rh

ythms

in 2,

3 or

4 tim

e on p

ercu

ssion

ins

trume

nts

• Lo

como

tor m

ovem

ent:

skip/

gallo

p etc.

• N

on-L

ocom

otor


relax

ation

DRAM

A Im

prov

ise an

d in

terp

ret:

• Ex

plorin

g sha

pe an

d weig

ht us

ing ac

tion w

ords

and

move

ments

• S

inging

indig

enou

s son

gs

using

appr

opria

te mo

veme

nts an

d dr

amati

zatio

n

• S

imple

impr

ovisa

tion a

roun

d fam

iliar e

xper

ience

s in o

wn,

etc.

• D

rama

tizati

on: m

aking

up

shor

t stor

ies of

no m

ore t

han

a few

sente

nces

, bas

ed on

a bo

x of in

teres

ting o

bjects

.

bend

ing et

c.

• In

terac

tive s

tory t

elling

ac

tivitie

s: lis

ten an

d re

spon

d.

• Acc

umula

ting s

tories

, ech

o sto

ries,

etc.

• C

oolin

g dow

n and

re

laxati

on

DRAM

A Im

prov

ise an

d in

terp

ret

• C

reati

ng sh

ort s

cene

s ba

sed o

n app

ropr

iate

topics

, focu

sing o

n sto

ryline

• C

reati

ng ap

prop

riate

char

acter

s: sh

ow

differ

ence

s betw

een

char

acter

s and

ch

arac

ter’s

point

of vi

ew

in sh

ort s

cene

s

• R

hythm

patte

rns u

sing

key w

ords

from

selec

ted

topics

such

as pe

ople

at wo

rk

• U

sing a

bove

exam

ples t

o ex

plore

appr

opria

te

move

ments

: ben

ding,

rising

, rea

ching

etc.

• Co

oling

down

the b

ody a

nd

relax

ation

DRAM

A Im

prov

ise an

d in

terp

ret

• L

isten

to S

outh

Afric

an

music

(indig

enou

s and

we

stern

) foc

using

on

rhyth

m an

d bea

t, 2, 3

or 4

time

• P

erfor

m no

tated

rhyth

m pa

ttern

s (no

tation

or

Fren

ch no

te na

mes o

r gr

aphic

scor

es) c

ontai

ning

the eq

uivale

nt of

s

emibr

eves

, mini

ms,

crotch

ets, q

uave

rs an

d re

sts, u

sing b

ody

percu

ssion

• R

ole pl

ays w

ith be

ginnin

g, mi

ddle,

end u

sing s

timulu

s e.g

. Sou

th Af

rican

poem

etc

.

• P

ortra

ying c

hara

cter a

nd

objec

ts in

the ro

le pla

y us

ing ob

serva

tion,


tempo

and d

ynam

ics •

Lear

n mov

emen

ts fro

m a

South

Afric

an da

nce,

such

as gu

mboo

t da

ncing

, and

othe

rs.

imita

tion a

nd ex

agge

ratio

n

• Lea

rn an

d com

bine

move

ments

from

Sou

th Af

rican

danc

e with

ap

prop

riate

music

.

TERM

2: P

ERFO

RMIN

G AR

TS

DANC

E AN

D MU

SIC:

Cre

ative

ga

mes

and

skills

• War

ming

up th

e bod

y

• Fre

eze g

ames

focu

sing o

n co

ntrol,

eye f

ocus

and u

se

of sp

ace

• Loc

omoto

r mov

emen

ts

• Axia

l mov

emen

ts: tw

isting

, sw

inging

etc.

• Exp

loring

begin

nings

, midd

les

and e

nding

s of s

ongs

, sto

ries a

nd m

ovem

ents

• Cop

ying o

f mov

emen

ts,

rhyth

ms an

d mov

emen

t pa

ttern

s

• Iso

late b

ody p

arts

throu

gh

DANC

E AN

D MU

SIC

Crea

tive g

ames

and

skills

• War

ming

up th

e voic

e: de

velop

ing ar

ticula

tion

throu

gh im

agina

tive

play

• War

ming

up th

e bod

y: co

ntras

ting m

ovem

ents

using

verb

al an

d sou

nd

signa

ls

• Rhy

thm ga

mes f

ocus

ing on

lis

tening

skills

and

reca

lling c

ontra

sting

rh

ythm

patte

rns

• Play

ing pe

rcuss

ion

instru

ments

/body

pe

rcuss

ion in

time t

o mu

sic an

d/or c

lass

DANC

E AN

D MU

SIC

Crea

tive g

ames

and

skills

• War

ming

up: fo

cus o

n po

sture

,

• War

ming

up: fo

cus o

n ar

ticula

tion a

nd vo

cal

tone u

sing r

hyme

s, so

ngs,

creati

ve ga

mes

and t

ongu

e twi

sters

• Sen

sory

awar

enes

s: tou

ch,

taste,

smell

, hea

ring a

nd

sight

in dr

amati

c ac

tivitie

s

• Rhy

thm ga

mes:

listen

ing

skills

, rec

all co

ntras

ting

rhyth

m pa

ttern

s, ke

ep a

stead

y bea

t, use


move

ment

• Voc

al ex

ercis

es su

ch as

rh

ymes

, son

gs w

ith fo

cus

and c

larity

in vo

cal

exer

cises

• Coo

ling d

own t

he bo

dy an

d re

laxati

on.

DRAM

A

Impr

ovise

and

inte

rpre

t

• Role

play

• Dev

elopin

g sho

rt se

ntenc

es of

dia

logue

• Mo

veme

nts

appr

opria

te to

a role

in

differ

ent s

ituati

ons,

• Si

nging

song

s usin

g co

ntras

ts su

ch as

soft a

nd

loud,

fast a

nd sl

ow

singin

g

• Loc

omoto

r mov

emen

ts:

march

ing, le

aping

etc.

• Non

-Loc

omoto

r mo

veme

nts

• Coo

ling d

own t

he bo

dy an

d re

laxati

on: e

xpre

ss

mood

s and

idea

s thr

ough

mov

emen

t.

DRAM

A Im

prov

ise an

d in

terp

ret

• Per

formi

ng rh

ythm

patte

rns

comb

ined w

ith

•Loc

omoto

r mov

emen

ts,

Skipp

ing, e

tc.

• Per

formi

ng so

ngs f

ocus

ing

on dy

nami

cs

• Role

play

relat

ed to

se

lected

topic

s or

storie

s told

by th

e tea

cher

differ

ent ti

mbre

s

• Dev

elopin

g con

trol, c

o-or

dinati

on, b

alanc

e and

ele

vatio

n • Lo

como

tor

and n

on-L

ocom

otor

move

ments

with

co-

ordin

ated a

rm

move

ments

in tim

e to

music

• Coo

ling d

own a

nd re

laxati

on

DRAM

A Im

prov

ise an

d in

terp

ret •

Inter

pret

and

rehe

arse

Sou

th

Afric

an so

ngs:

roun

ds, c

all

and r

espo

nse

• Dra

matis

e in g

roup

s usin

g an

exist

ing st

ory b

ased

on

appr

opria

te top

ics, to

de

velop

own e

nding

s

• Clas

sroom

dram

as: e

xpre

ss

feelin

gs an

d por

tray

theme

s fro

m the

en

viron

ment

and o

wn lif

e


• Usin

g dra

ma te

chniq

ues t

o ex

plore

char

acter

s’ tho

ughts

and f

eelin

gs,

• Mov

emen

t sen

tence

sh

owing

begin

ning,

midd

le an

d end

on a

selec

ted to

pic w

orkin

g in

small

grou

p

TERM

3 PE

RFOR

MING

ART

S

DANC

E &

MUSI

C Cr

eativ

e ga

mes

and

skills

• War

ming

up th

e bod

y• Fr

eeze

ga

mes

• Loc

omoto

r mov

emen

ts

• Axia

l mov

emen

ts

• Exp

loring

begin

nings

, midd

les

and e

nding

s of s

ongs

, sto

ries a

nd m

ovem

ents

• Cop

ying o

f mov

emen

ts,

rhyth

ms an

d patt

erns

• Iso

late b

ody p

arts

throu

gh

move

ment

• Voc

al ex

ercis

es su

ch as

rhym

es,

tongu

e twi

sters

and s

ongs

DANC

E &M

USIC

Cre

ative

ga

mes

and

skills

• War

ming

up th

e bod

y:

• Lan

ding s

oftly

throu

gh th

e fee

t (toe

-ball

-hee

l, ben

ding

knee

s)

• Loc

omoto

r and

non

-Lo

como

tor m

ovem

ents

• Poly

rhyth

ms us

ing bo

dy

percu

ssion

and/o

r pe

rcuss

ion in

strum

ents

• List

ening

to m

usic

and

identi

fying

moo

ds

• Sim

ple m

ime;

imita

ting

DANC

E &M

USIC

Crea

tive g

ames

and

skills

• War

ming

up bo

dy

• War

ming

up vo

ice: fo

cus o

n ex

pres

siven

ess a

nd

involv

emen

t in po

etry

creati

ve dr

ama g

ames

• Obs

erva

tion a

nd

conc

entra

tion s

kills

etc.

• Bod

y per

cuss

ion an

d/or

percu

ssion

instr

umen

ts to

acco

mpan

y Sou

th Af

rican

mus

ic

• Link

ing m

ovem

ents

in sh

ort

move

ment

sente

nces

• Run

ning c

ombin

ed w

ith


• Coo

ling d

own t

he bo

dy an

d re

laxati

on: g

ames

etc.

DRAM

A

Impr

ovise

and

inte

rpre

t

• Role

play

(step

ping i

nto th

e sh

oes o

f som

ebod

y else

)

• Dev

elopin

g sho

rt se

ntenc

es of

dia

logue

• Mo

veme

nts

appr

opria

te to

a role

in

differ

ent s

ituati

ons,

• Si

nging

song

s usin

g co

ntras

ts su

ch as

soft a

nd

loud,

fast a

nd sl

ow

ever

yday

activ

ities

focus

ing on

weig

ht an

d sh

ape.

Gam

es fo

cusin

g on

nume

racy

and l

itera

cy

• Coo

ling d

own t

he bo

dy an

d re

laxati

on.

DRAM

A

Impr

ovise

and

inte

rpre

t

• Cre

ating

a sim

ple pu

ppet

using

was

te Im

prov

ise

and

inte

rpre

t

• Cre

ating

a sim

ple pu

ppet

• Own

pupp

et pe

rform

ance

ba

sed o

n app

ropr

iate

voca

l cha

racte

risati

on an

d ma

nipula

tion o

f own

pu

ppet

• Cre

ate so

unds

and

rhyth

ms sp

ecific

to th

e mo

od or

char

acter

spinn

ing m

ovem

ents

• Coo

ling d

own b

ody a

nd

relax

ation

: DRA

MA

Impr

ovise

and

inte

rpre

t (to

be co

vere

d thr

ough

out

the te

rm)

• Cre

ate a

move

ment

sente

nce i

n sma

ll gro

ups

and u

se it

to ma

ke

patte

rns

• Com

pose

cycli

c rhy

thm

patte

rns b

ased

on S

outh

Afric

an m

usic.

Foc

us on

appr

opria

te tem

po

/dyna

mic c

hoice

s

• Clas

sroom

dram

as: il

lustra

te dif

feren

t cha

racte

rs thr

ough

voca

l and

ph

ysica

l cha

racte

risati

on

• Poe

try pe

rform

ance

s in

grou

ps e.

g. ch

oral

verse

co

mbine

d with

mo

veme

nt an

d ges

tures


• Own

pupp

et pe

rform

ance

ba

sed o

n app

ropr

iate

voca

l cha

racte

rizati

on an

d ma

nipula

tion o

f own

pu

ppet

• Cre

ate so

unds

and

rhyth

ms sp

ecific

to th

e mo

od or

char

acter

of th

e pu

ppet

by us

ing vo

ice,

instru

ments

etc.

• Exp

loring

the m

ovem

ent

char

acter

istics

of th

e pu

ppet.

TERM

4 PE

RFOR

MING

ART

S

Crea

tive g

ames

and

skills

• W

armi

ng- u

p the

body

ac

tivitie

s

• Lo

como

tor m

ovem

ents•

Non

-Lo

como

tor m

ovem

ents

• C

lappin

g gam

es

• L

isten

ing to

mus

ic an

d de

scrib

ing ho

w it m

akes

you

feel

• C

oolin

g dow

n the

body

and

Crea

tive g

ames

and

skills

• War

ming

activ

ities

• War

ming

up th

e voic

e: us

ing so

ngs a

nd rh

ymes

• Sing

ing so

ngs t

o imp

rove

the

abilit

y to s

ing in

tune

• Com

bining

non-

Loco

motor

an

d Loc

omoto

r mo

veme

nts

• Sim

ple m

ime:

imita

ting

ever

yday

activ

ities

Crea

tive g

ames

and

skills

• War

ming

up

activ

ities

• Cre

ative

dram

a ga

mes:

deve

lop fo

cus

and v

isuali

satio

n

• Res

pond

ing to

sti

muli l

ike pi

cture

s, ph

rase

s, idi

oms,

dram

a gam

es to

ex

plore

body


relax

ation

activ

ities

DRAM

A

Impr

ovise

and

inte

rpre

t

• R

epre

senti

ng ob

jects

and

ideas

in m

ovem

ent a

nd

soun

d suc

h as:

makin

g a

mach

ine, a

mag

ic for

est,

ambu

lance

,

indivi

duall

y and

in gr

oups

• Clas

sroom

perfo

rman

ce

incor

pora

ting a

Sou

th Af

rican

song

/poem

/stor

y wi

th mo

veme

nt an

d dr

amati

zatio

n

focus

ing on

weig

ht, sh

ape

and s

pace

• Com

posin

g sou

ndsc

apes

, us

ing dy

nami

cs, p

itch,

timbr

e and

temp

o to

expr

ess c

hara

cter,

feelin

gs

and m

ood

• Coo

ling d

own t

he bo

dy an

d re

laxati

on ac

tivitie

s

DRAM

A Im

prov

ise an

d in

terp

ret

• List

ening

to m

usic

and

identi

fying

how

dyna

mics

, pit

ch, ti

mbre

and t

empo

• Imp

rovis

ing ap

prop

riate

move

ments

and

char

acter

s usin

g axia

l, Lo

como

tor an

d lev

els to

int

erpr

et a s

tory

• Dev

elopin

g a pu

ppet

perfo

rman

ce by

focu

sing

on a

conv

ersa

tion b

etwee

n pu

ppets

• Exp

loring

attitu

de, s

tatus

an

d rela

tions

hips o

f pu

ppet

- cha

racte

rs

langu

age,

gestu

res

and f

acial

expr

essio

n

• Loc

omoto

r mo

veme

nts

• Coo

ling d

own b

ody

and r

elaxa

tion

activ

ities

DRAM

A

Impr

ovise

and

inte

rpre

t

• List

ening

to S

outh

Afric

an m

usic:

focu

s on

how

tempo

, dy

nami

cs,

timbr

e con

tribute

to

uniqu

e sou

nd

• List

ening

to an

d ide

ntify

prom

inent

South

Afric

an

instru

ments

, exp

lore

uniqu

e qua

lities

of

instru

ments

• Cre

ating

a mo

od:


use v

erba

l dyn

amics

, ex

pres

sive s

ound

s an

d mov

emen

t, use

po

em, p

ictur

e or s

ong

• Cre

ating

mo

veme

nts ba

sed o

n pic

tures

, mov

emen

t se

ntenc

e (se

quen

ce),

show

ing be

ginnin

g, mi

ddle,

end

TER

M 1:

VIS

UAL

ARTS

Crea

te in

2D

• F

inger

paint

ing or

brus

h pa

inting

: disc

uss m

ixing

of

prim

ary c

olors

to ac

hieve

se

cond

ary c

olors

• M

ake d

rawi

ngs o

f self

with

fam

ily in

volve

d in a

n acti

vity;

discu

ss lin

e and

shap

e

• M

ake d

rawi

ngs a

nd

paint

ings o

f self

in ac

tion;

enco

urag

e awa

rene

ss of

bo

dy in

actio

n; na

me an

d dis

cuss

activ

e bod

y par

ts

Crea

te in

3D

• M

ake m

odels

out o

f

Crea

te in

2D

• M

ake p

aintin

gs or

dr

awing

s disc

uss c

olor,

shap

e, tex

ture,

patte

rn

and e

mpha

sis; lo

ok at

an

d disc

uss f

amou

s ar

twor

ks of

natur

al wo

rld

• M

ake p

aintin

gs of

fan

tasy p

lants

and

flowe

rs; di

scus

s prim

ary

and s

econ

dary

color

s, em

phas

is, an

d con

cepts

lik

e beh

ind, in

fron

t, etc.

Crea

te in

3D

Crea

te in

2D

• D

rawi

ng an

d pain

ting:

explo

ring a

varie

ty of

media

• In

creas

ed ob

serva

tion a

nd

inter

preta

tion o

f patt

ern

• D

esign

princ

iples

: nam

ing

of co

ntras

t, pro

portio

n, em

phas

is an

d bala

nce

• T

each

patte

rn an

d pr

intma

king w

ith fo

und

objec

ts

Crea

te in

3D (c

onst

ruct

ing)


clay/p

lay do

ugh;

enco

urag

e co

rrect

use o

f mate

rials.

• C

onstr

uct h

ouse

s/ima

ginar

y sh

elter

s usin

g rec

yclab

le bo

xes a

nd ot

her m

ateria

ls,

corre

ctly.

(con

stru

ctin

g)

• U

se re

cycla

ble m

ateria

ls an

d pap

er m

aché

to

make

usefu

l obje

cts,

deco

rate

using

pa

ttern

; disc

uss

geom

etric

shap

es an

d co

ol an

d war

m co

lors,

deve

lop cr

aft sk

ills

• C

raft f

rom

recy

clable

ma

terial

s: pa

ttern

ed

frame

s for

own a

rtwor

ks,

etc.

• A

rt ele

ments

: nam

ing an

d us

ing ge

ometr

ic an

d sh

apes

form

s

• E

mpha

sis on

patte

rn an

d su

rface

deco

ratio

n

Visu

al Li

tera

cy

• Inc

reas

e awa

rene

ss of

pa

ttern

and p

rintm

aking

in

Afric

a, e.g

. Nde

bele

paint

ing, b

eadw

ork,

deco

rativ

e cer

amics

: loo

king,

talkin

g, lis

tening

ab

out p

atter

n

TERM

2 VI

SUAL

ART

S

Crea

te in

2D

• F

inger

paint

ing or

brus

h pa

inting

: disc

uss m

ixing

of

prim

ary c

olors

to ac

hieve

se

cond

ary c

olors

• M

ake d

rawi

ngs o

f self

with

fam

ily in

volve

d in a

n acti

vity;

Crea

te in

2D

• D

raw

or pa

int pi

cture

s re

lated

to to

pics o

f the

term;

focu

s info

rmall

y on

line,

tone,

textur

e, co

lor

• U

se re

cycla

ble ob

jects

and t

hick p

aint to

crea

te a p

rinted

surfa

ce; ta

lk

Crea

te in

2D

• F

orma

l teac

hing o

f dra

wing

an

d pain

ting e

tc.: e

xplor

ing

a var

iety o

f med

ia

• S

imila

r to p

revio

us te

rm;

includ

e emp

hasis

on

grea

ter aw

aren

ess o

f the

body

in m

otion

;


discu

ss lin

e and

shap

e

• M

ake d

rawi

ngs a

nd

paint

ings o

f self

in ac

tion;

enco

urag

e awa

rene

ss of

bo

dy in

actio

n; na

me an

d dis

cuss

activ

e bod

y par

ts

Crea

te in

3D

• M

ake m

odels

out o

f clay

/play

do

ugh;

enco

urag

e cor

rect

use o

f mate

rials

and t

ools

• C

onstr

uct h

ouse

s/ima

ginar

y sh

elter

s usin

g rec

yclab

le bo

xes a

nd ot

her m

ateria

ls.

Enco

urag

e the

corre

ct us

e of

glue a

nd ap

plica

tors.

abou

t geo

metric

and

orga

nic sh

apes

Crea

te in

3D (c

onst

ruct

ing)

• C

onstr

uct a

mas

k usin

g re

cycla

ble m

ateria

ls;

discu

ss sh

ape,

textur

e, de

velop

craft

skills

over

lappin

g

Crea

te in

3D (b

ox

scul

ptur

es)

• T

each

and e

xtend

simp

le co

nstru

ction

tech

nique

s to

create

box s

culpt

ure:

stack

ing, jo

ining

, sur

face

deco

ratio

n

• S

patia

l awa

rene

ss: s

ame

as be

fore:

exten

d co

nscio

us aw

aren

ess o

f wo

rking

in sp

ace

Visu

al Li

tera

cy

• U

se of

art e

lemen

ts an

d de

sign p

rincip

les in

de

scrip

tion a

nd

discu

ssion

; intro

duce

ba

lance

• U

se ar

twor

ks an

d visu

al sti

muli t

o rela

te to

own

work

• D

escri

ption

of ow

n ar

twor

k: us

e art

voca

bular

y con

sciou

sly.

T

ERM

3: V

ISUA

L AR

TS


Crea

te in

2D

• F

inger

paint

ing or

brus

h pa

inting

: disc

uss m

ixing

of

prim

ary c

olors

to ac

hieve

se

cond

ary c

olors

• M

ake d

rawi

ngs o

f self

with

fam

ily in

volve

d in a

n acti

vity;

discu

ss lin

e and

shap

e

• M

ake d

rawi

ngs a

nd

paint

ings o

f self

in ac

tion;

enco

urag

e awa

rene

ss of

bo

dy in

actio

n; na

me an

d dis

cuss

activ

e bod

y par

ts

Crea

te in

3D

• M

ake m

odels

out o

f cla

y/play

doug

h; en

cour

age

corre

ct us

e of m

ateria

ls.

• C

onstr

uct h

ouse

s/ima

ginar

y sh

elter

s usin

g rec

yclab

le bo

xes a

nd ot

her m

ateria

ls,

corre

ctly.

Crea

te in

2D

• M

ake p

aintin

gs or

dr

awing

s war

m co

lors

and c

ool c

olors;

disc

uss

color

, sha

pe, te

xture

, pa

ttern

and e

mpha

sis;

look a

t and

disc

uss

famou

s artw

orks

of

natur

al wo

rld

• M

ake p

aintin

gs of

fan

tasy p

lants

and

flowe

rs; di

scus

s prim

ary

and s

econ

dary

color

s, em

phas

is, an

d con

cepts

Crea

te in

3D (c

onst

ruct

ing)

• U

se re

cycla

ble m

ateria

ls an

d pap

er m

aché

to

make

usefu

l obje

cts,

deco

rate

using

patte

rn;

discu

ss ge

ometr

ic sh

apes

and c

ool a

nd

warm

color

s, de

velop

cra

ft skil

ls

Crea

te in

2D

• D

rawi

ng an

d pain

ting:

explo

ring a

varie

ty of

media

• In

creas

ed ob

serva

tion a

nd

inter

preta

tion o

f patt

ern

• D

esign

princ

iples

: nam

ing

of co

ntras

t, pro

portio

n, em

phas

is an

d bala

nce

• T

each

patte

rn an

d pr

intma

king w

ith fo

und

objec

ts

Crea

te in

3D (c

onst

ruct

ing)

• C

raft f

rom

recy

clable

ma

terial

s: pa

ttern

ed

frame

s for

own a

rtwor

ks,

etc.

• A

rt ele

ments

: nam

ing an

d us

ing ge

ometr

ic an

d sh

apes

form

s

• E

mpha

sis on

patte

rn an

d su

rface

deco

ratio

n

Visu

al Li

tera

cy

• I

ncre

ase a

ware

ness

of

patte

rn an

d prin

tmak

ing in


Afric

a, e.g

. Nde

bele

paint

ing, b

eadw

ork,

and

deco

rativ

e cer

amics

: loo

king,

talkin

g, an

d lis

tening

abou

t patt

ern.

TE

RM 4:

Visu

al Ar

ts

Crea

te in

2D

• M

ake d

rawi

ngs o

r pain

tings

re

levan

t to th

e ter

m’s t

opics

. Fo

cus o

n bod

y in a

ction

, lin

e, sh

ape a

nd a

colou

r

Crea

te in

3D (c

onst

ruct

ing)

• M

ake m

odels

of se

lf in

actio

n in o

wn en

viron

ment

using

clay

/play

doug

h; en

cour

age p

erso

nal

expr

essio

n, ap

prop

riate

use

of ma

terial

s and

spati

al aw

aren

ess.

Crea

te in

2D

• M

ake p

aintin

gs re

levan

t to

the te

rm’s

topics

; dis

cuss

color

, tone

, tex

ture,

contr

ast, s

hape

Crea

te in

3D (c

onst

ruct

ing)

• M

ake c

lay m

odels

Crea

te in

2D

• D

rawi

ng an

d pain

ting:

explo

ring a

varie

ty of

media

• D

rawi

ng ov

erlap

ping,

body

in

motio

n, co

mpos

itions

of

m

ore t

han t

wo pe

ople

Cre

ate i

n 3D

(con

stru

ctin

g)

• T

each

craft

tech

nique

of

pape

r mac

hê: c

reate

ob

jects

by pa

sting

, cutt

ing,

tearin

g, sm

oothi

ng,

• A

rt ele

ments

: textu

re,

shap

e/for

m

• D

esign

princ

iples

: nam

ing

of pr

opor

tion,

balan

ce,


contr

ast

• S

patia

l awa

rene

ss: e

xtend

co

nscio

us aw

aren

ess o

f wo

rking

in sp

ace

Visu

al Li

tera

cy

• A

rt ele

ments

: iden

tify an

d na

me al

l art

eleme

nts

•

Des

ign pr

incipl

es: n

ame

and u

se co

ntras

t, pr

opor

tion,

emph

asis

and

balan

ce

• Q

uesti

ons t

o dee

pen a

nd

exten

d obs

erva

tion o

f ele

ments

and d

esign

pr

incipl

es.

TE

RM1:

PHY

SICA

L ED

UCAT

ION

Grad

e1

Grad

e2

Grad

e3

Loco

mot

or

• Do

dging

and w

alking

in

differ

ent d

irecti

ons

Loco

mot

or

• Bo

dy pa

rts: s

inging

song

s or

recit

e rhy

mes w

hile

touch

ing va

rious

parts

of

Loco

mot

or

• Mo

ve -

jump,

run,

climb

and

crawl


• Do

dging

game

s aro

und

skittl

es ch

angin

g dire

ction

• Us

ing se

nses

: obs

ervin

g -

obsta

cle co

urse

• Us

ing se

nses

: hea

ring -

listen

to

instru

ction

s whil

e mov

ing

arou

nd

Perc

eptu

al m

otor

• Ro

lling a

larg

e ball

to a

partn

er

• Pa

ssing

a ba

ll fro

m on

e me

mber

of a

grou

p to a

nothe

r

• Thr

owing

and c

atchin

g lar

ge

balls

Rhyt

hm

• Ho

p-sc

otch

• Ro

pe sk

ipping

• Rh

ymes

sing

ing w

hile

perfo

rming

body

actio

ns

Co-o

rdin

atio

n

• Thr

owing

and c

atchin

g

the bo

dy

• Gam

es -

“ Sim

on S

ays”

- mo

ving d

iffere

nt pa

rts

of the

body

Perc

eptu

al m

otor

• Hitti

ng ba

lloon

s in t

he ai

r.

Rhyt

hm

• Ju

mping

and h

oppin

g

• Ju

mp up

and d

own;

jump

high a

nd lo

w; ju

mp

forwa

rds,

back

ward

s and

sid

eway

s

• Fin

ger p

lay ac

tivitie

s -

finge

r rhy

mes

Co-o

rdin

atio

n

• Eye

-han

d-foo

t co-

ordin

ation

- dr

ibblin

g and

kic

king b

alls

• Ball

oon p

ush-

push

a ba

lloon

thro

ugh a

targ

et or

• W

alk ba

ckwa

rds o

n hee

ls;

walk

back

ward

s on t

oes

• Walk

forw

ards

cros

sing

domi

nant

leg ov

er

• Foll

ow in

struc

tions

to m

ove

slow

and f

ast

Perc

eptu

al m

otor

• Lea

rner

s help

to se

t up a

n ob

stacle

cour

se.

Rhyt

hm

• R

ope s

kippin

g, alo

ne, in

gr

oups

of th

ree,

two s

wing

an

d the

othe

r jump

s, ro

tate

roles

Co-o

rdin

atio

n

• Han

d-ey

e co-

ordin

ation

- thr

owing

and c

atchin

g.

• Jum

ping o

ver a

swing

ing

stock

ing ba

ll.


bean

bags

• Jun

gle gy

m - a

rm tr

avell

ing

while

hang

ing w

ith ov

er-g

rasp

• Jun

gle gy

m - c

limbin

g up a

lad

der

Balan

ce

• Do

dging

game

s aro

und

skittl

es ch

angin

g dire

ction

• Ide

ntify

differ

ent w

ays o

f mo

ving a

cross

balan

cing

beam

s

• Jun

gle gy

m - b

alanc

e walk

ing

on lo

w lev

el ba

lancin

g for

m.

Spat

ial O

rient

atio

n

• Us

ing se

nses

: pro

prioc

eptio

n -

navig

ate bo

dy th

roug

h var

ious

obsta

cles

• Ru

n in d

iffere

nt dir

ectio

ns

witho

ut bu

mping

into

other

s

• Diffe

rent

forma

tion:

circle

• Jum

p ove

r and

mov

e und

er

obsta

cles,

crawl

, etc.

goal

post

Balan

ce

• W

alking

on a

rope

or lin

e ma

rked o

n the

grou

nd

• Ba

lance

on a

low le

vel

beam

/plan

k

• Ba

lance

on ch

airs

Spat

ial o

rient

atio

n

• Com

plete

obsta

cle co

urse

us

ing th

e jun

gle gy

m or

sim

ilar e

quipm

ent

Late

ralit

y

• R

oll si

dewa

ys in

both

direc

tions

, roll

forw

ards

an

d bac

kwar

ds

• Th

row

and c

atch a

bean

ba

g with

non-

domi

nant

hand

• Ba

lance

on no

n-do

mina

nt leg

Spor

ts an

d ga

mes

• Tra

dition

al/ind

igeno

us

Balan

ce

• Bala

nce a

ctivit

ies

• Play

game

s to b

alanc

e on

differ

ent p

arts

of the

body

Spat

ial o

rient

atio

n

• Cra

wl th

roug

h tyre

s tha

t hav

e be

en se

t up i

n a lin

e

Late

ralit

y

• Hop

-scotc

h jum

p with

non-

domi

nant

leg

• Run

ning a

nd sw

inging

Spor

ts an

d ga

mes

• Play

“Hide

-and

-See

k”

• Buc

k and

hunte

rs


• Jun

gle gy

m cra

wl an

d wea

ve

using

diffe

rent

parts

of th

e bo

dy

Late

ralit

y

• Acti

vities

using

the n

on-

domi

nant

side o

f the b

ody

Spor

ts an

d ga

mes

• Play

favo

rite ga

mes s

electe

d by

the l

earn

ers

• Mov

emen

t gam

es -

conc

epts

of siz

e, dis

tance

, spa

ce an

d qu

antity

cove

red

game

s cho

sen b

y the

lea

rner

s

TERM

2: P

HYSI

CAL

EDUC

ATIO

N


Loco

mot

or

• B

ody p

arts:

sing

ing so

ngs o

r re

cite r

hyme

s whil

e tou

ching

va

rious

parts

of th

e bod

y su

ch as

touc

h the

knee

s, toe

s, no

se, h

ead,

ears,

etc.

• G

ames

- “ S

imon

Say

s” -

movin

g diffe

rent

parts

of th

e bo

dy

Perc

eptu

al m

otor

• H

itting

ballo

ons i

n the

air

Rhyt

hm

• Ju

mping

and h

oppin

g

• Ju

mp up

and d

own;

high a

nd

low; fo

rwar

ds, b

ackw

ards

and

sidew

ays

• F

inger

play

activ

ities -

finge

r rh

ymes

Co-o

rdin

atio

n

• E

ye-h

and-

foot c

o-or

dinati

on

- drib

bling

balls

arou

nd

skittl

es an

d kick

ing ba

lls

Loco

mot

or

• S

imula

tion a

ctivit

ies su

ch

as “f

ollow

-the-

leade

r”

•

Relay

runn

ing w

ith or

wi

thout

equip

ment

•

Relay

runn

ing; d

ribble

a ba

ll; zig

zag t

hrou

gh

skittl

es or

mar

kers

•

Reac

tion d

rills,

such

as

knee

boxin

g;

Perc

eptu

al m

otor

• B

all sk

ills -

boun

cing

balls

whil

e mar

ching

on

the sp

ot

Rhyt

hm

• S

kippin

g with

and

witho

ut sk

ipping

rope

s.

•

Keep

the b

eat o

f mus

ic or

drum

ming

, mov

e va

rious

parts

of th

e bo

dy.

Co-o

rdin

atio

n

• W

ork w

ith a

partn

er

throw

ing, c

atchin

g

Loco

mot

or

• S

imula

tion a

ctivit

ies su

ch as

ru

nning

, walk

ing et

c.

Perc

eptu

al m

otor

• C

atch/

throw

a hig

h ball

Rhyt

hm

• R

ope s

kippin

g in g

roup

s of

three

• Rop

e skip

ping i

ndivi

dual

single

take

-off w

hile r

unnin

g

Co-o

rdin

atio

n

• St

ation

1: B

aske

tball-

dribb

le a b

all zi

gzag

thro

ugh

marke

rs

• St

ation

2: H

ocke

y - dr

ibble

a


betw

een s

kittle

s

• B

alloo

n pus

h- pu

sh a

ballo

on th

roug

h a ta

rget

or

goal

post

Balan

ce

• W

alking

on a

rope

or lin

e ma

rked o

n the

grou

nd

• B

alanc

e on a

low

level

beam

/plan

k

• B

alanc

e on c

hairs

Spat

ial o

rient

atio

n

• C

omple

te ob

stacle

cour

se

using

the j

ungle

gym

or

simila

r equ

ipmen

t

Late

ralit

y

• R

oll si

dewa

ys in

both

direc

tions

, roll

forw

ards

and

back

ward

s

• T

hrow

and c

atch a

bean

bag

with

non-

domi

nant

hand

•

Balan

ce on

non-

domi

nant

objec

ts etc

.

• T

hrow

a lar

ge ba

ll at a

tar

get e

.g. go

al po

st or

ne

tball r

ing

• S

imula

tion a

ctivit

ies, i.

e. pic

king a

pples

, etc.

Balan

ce

• In

pairs

duck

fighti

ng or

co

ck fig

hting

• P

lay si

mple

game

s suc

h as

S.T

.O.P

• H

op-sc

otch

Spat

ial o

rient

atio

n

• C

ircle

forma

tion p

laying

“ca

t and

mou

se”

• O

bstac

le co

urse

Late

ralit

y

• I

n pair

s catc

h a ba

ll with

the

non-

domi

nant

hand

• I

n pair

s kick

a ba

ll with

no

n-do

mina

nt foo

t

ball t

houg

h obs

tacles

• St

ation

3: N

etball

- pa

ss

while

runn

ing

• St

ation

4: R

ugby

- ru

nning

an

d pas

sing t

he ba

ll in a

ba

cklin

e acti

on

• St

ation

5: S

occe

r - dr

ibble

a ba

ll thr

ough

mar

kers

Balan

ce

• R

elay r

unnin

g: zig

zag

throu

gh sk

ittles

/mar

kers

• B

alanc

e on o

ne le

g

• G

ymna

stics

: Hea

d stan

d/ ha

nd st

and

• B

ridge

stan

ding

Spat

ial O

rient

atio

n

• C

omple

x obs

tacle

cour

se

Late

ralit

y

• Ha

nd ap

para

tus su

ch as

hu

la ho

ops o

r ribb

ons


leg

Spor

ts an

d ga

mes

• T

radit

ional/

indige

nous

ga

mes c

hose

n by t

he

learn

ers

Spor

ts an

d ga

mes

• G

ames

invo

lving

pullin

g, ru

nning

, jump

ing an

d ho

ops,

e.g. ‘t

ug-o

f-war

’

• P

lay ga

mes s

uch a

s “W

olf, w

olf w

hat’s

the

time?

”

Spor

ts an

d Ga

mes

• Ind

igeno

us ga

mes

• Mini

- so

ccer

, hoc

key,

rugb

y, ne

tball a

nd ba

sketb

all

T

ERM

3: P

HYSI

CAL

EDUC

ATIO

N

Loco

mot

or

• Non

-Loc

omoto

r mov

emen

ts

• Hop

ping o

ver a

dista

nce

carry

ing so

methi

ng

• Jum

ping w

hile s

tandin

g ...

doub

le tak

e-off

and s

ingle

take-

off

• Lea

ping:

simula

ting a

ction

s -.

Perc

eptu

al m

otor

• Kick

a mo

ving b

all an

d cha

nge

direc

tion,

Loco

mot

or

• Obs

tacle

cour

se

• Rea

ction

time d

rills,

resp

ond t

o tea

cher

’s co

mman

d

Perc

eptu

al m

otor

• Fre

e play

and t

ime t

o ex

perim

ent w

ith di

ffere

nt wa

ys of

using

a be

an

bag e

tc.

• P

erce

ption

game

s fol

lowing

a pa

ttern

- pla

cing i

tems i

n the

Loco

mot

or

• Non

-Loc

omoto

r mov

emen

ts

• Hop

ping o

ver a

dista

nce

carry

ing so

methi

ng an

d ho

lding

hand

s with

a pa

rtner

• Jum

ping w

hile s

tandin

g do

uble

take-

off an

d sing

le tak

e-off

• Lea

ping:

simula

ting a

ction

s

Perc

eptu

al m

otor

• Kick

a mo

ving b

all an

d


• Thr

owing

balls

to ta

rgets

Rhyt

hm

• R

ope s

kippin

g -

• G

ymna

stic m

ovem

ent s

uch

as fo

rwar

d roll

, bac

kwar

d ro

ll, ha

nd sp

ring,

and

cartw

heel

Co-o

rdin

atio

n

• V

olley

ball a

ctivit

ies: h

and-

eye c

o-or

dinati

on, s

erve

, dig

and s

et ac

tions

• P

artne

r acti

vities

such

as

strad

dle va

ult ov

er th

e ben

t ba

ck of

a pa

rtner

Balan

ce

• S

tand a

nd w

alk on

tiptoe

an

d hee

l

• C

rawl

ing on

hand

and k

nees

• B

alanc

e walk

ing fo

rwar

d and

ba

ckwa

rds

• C

limbin

g on a

jung

le gy

m:

movin

g fre

ely on

balan

cing

pole/

beam

corre

ct or

der

• C

atchin

g and

thro

wing

a ten

nis ba

ll

Rhyt

hm

• L

ayou

t swi

ng on

a jun

gle

gym

using

over

-gra

sp

• U

sing o

ver-g

rasp

, swi

ng

on a

horiz

ontal

bar o

f a

jungle

gym

Co-o

rdin

atio

n

• C

ircle

forma

tion r

unnin

g clo

ck w

ise an

d anti

-cloc

k wi

se

• U

sing o

ver-g

rasp

, arm

tra

vellin

g on j

ungle

gym

Balan

ce

• B

alanc

ing on

one l

eg

• B

alanc

ing m

oves

alon

g ro

pes,

plank

s, ba

lancin

g be

ams •

“Hor

se an

d car

t”

• H

ula ho

op ac

tivitie

s

Spat

ial o

rient

atio

n

• In

trodu

ce fo

rwar

d and

chan

ge di

recti

on, to

a tar

get

or a

partn

er

• Thr

owing

balls

to ta

rgets

and

betw

een p

artne

rs wi

th on

e an

d two

hand

s, hig

h and

far

Rhyt

hm

• R

ope s

kippin

g - ad

vanc

ed

move

ment

such

as cr

oss

over

, dou

ble sk

ip, et

c.

• G

ymna

stic m

ovem

ent s

uch

as fo

rwar

d roll

, bac

kwar

d ro

ll, ha

nd sp

ring,

and

cartw

heel

Co-o

rdin

atio

n

• V

olley

ball a

ctivit

ies: h

and-

eye c

o-or

dinati

on, s

erve

, dig

and s

et ac

tions

• P

artne

r acti

vities

such

as

strad

dle va

ult ov

er th

e be

nt ba

ck of

a pa

rtner

Balan

ce

• S

tand a

nd w

alk on

tiptoe

an

d hee

l

• C

rawl

ing on

hand

and


• S

imple

dism

ounts

off

appa

ratus

• G

ymna

stics

: bala

ncing

ac

tions

such

as ha

nd st

and,

head

stan

d lau

nche

s, etc

.

Spat

ial o

rient

atio

n

• O

bstac

le co

urse

that

includ

es ac

tivitie

s for

cra

wling

, jump

and l

and

from

a cer

tain h

eight,

agilit

y, sp

eed,

etc.

• Gam

es su

ch as

“one

again

st thr

ee”

• Par

tner t

ag; c

atch y

our

partn

er’s

tail

Late

ralit

y

• Par

tner a

ctivit

ies: p

ulling

and

push

ing m

ovem

ents

• See

-saw

Spor

ts an

d Ga

mes

• Mini

-socc

er

• Voll

eyba

ll

• Cat-

and-

mous

e

back

ward

rolls

• G

ames

• C

rawl

ing th

roug

h ap

para

tus e.

g. tyr

es

Late

ralit

y

• In

circl

e for

matio

n thr

ow a

ball c

lock w

ise…

anti-

clock

wise

• La

teral

trunk

mov

emen

ts su

ch as

thro

w a b

all

sidew

ays L

/R lik

e in

rugb

y

Spor

ts an

d ga

mes

• D

ivide

lear

ners

into t

eams

an

d com

pete

in re

lay

race

s

• T

radit

ional

game

s

knee

s

• B

alanc

e walk

ing fo

rwar

d an

d bac

kwar

ds

• C

limbin

g on a

jung

le gy

m:

movin

g fre

ely on

balan

cing

pole/

beam

• S

imple

dism

ounts

off

appa

ratus

• G

ymna

stics

: bala

ncing

ac

tions

such

as ha

nd

stand

, hea

d stan

d lau

nche

s, etc

.

Spat

ial o

rient

atio

n

• O

bstac

le co

urse

that

includ

es ac

tivitie

s for

cra

wling

, jump

ing an

d lan

ding f

rom

a cer

tain

heigh

t, agil

ity, s

peed

, etc.

• G

ames

• Pa

rtner

tag;

catch

your

pa

rtner

’s tai

l

Late

ralit

y

• P

artne

r acti

vities

: pull

ing

and p

ushin

g mov

emen

ts


• S

ee-sa

w

Spor

ts an

d Ga

mes

• M

ini-so

ccer

• V

olley

ball

• C

at-an

d-mo

use

TERM

4: P

HYSI

CAL

EDUC

ATIO

N

Loco

mot

or

• W

alk, r

un an

d skip

using

sig

nals

to ch

ange

from

wa

lking

to ru

nning

or

skipp

ing

• N

on-lo

como

tor: s

pin -

differ

ent w

ays o

f spin

ning;

spin

alone

and w

ith a

partn

er

Perc

eptu

al m

otor

• C

ircle

forma

tion -

game

s su

ch as

“bea

t the b

all”

Rhyt

hm

• G

ames

using

rope

s like

Ug

qaph

u/Kga

ti/Ntim

o

• F

ollow

instr

uctio

ns us

ing a

drum

to si

gnal

chan

ge in

Loco

mot

or/N

on-lo

com

otor

• Jum

p high

; walk

with

big

steps

; walk

with

small

ste

ps; s

kip; h

op

• A

thleti

cs -

sprin

ting

• A

thleti

cs -

relay

runn

ing

Perc

eptu

al m

otor

• F

lashc

ards

with

diffe

rent

actio

n wor

ds on

them

- jum

p, ru

n, sk

ip etc

.

• Ten

nis an

d cric

ket a

ctivit

ies

Rhyt

hm

• S

tep up

and d

own o

n ste

ps or

balan

cing f

orms

• S

wimm

ing, b

reath

ing

Loco

mot

or

• F

ollow

visu

al ins

tructi

ons t

o wa

lk, et

c.

• A

thleti

cs -

sprin

ting

• A

thleti

cs -

relay

runn

ing

Perc

eptu

al m

otor

• Sh

adow

imita

tions

• T

ennis

: fore

hand

, bac

khan

d an

d voll

ey

• Cr

icket:

battin

g, bo

wling

, fie

ld wo

rk an

d wick

et ke

eping

Rhyt

hm

• R

hythm

ic se

quen

ce w

ith or


rhyth

m

Co-o

rdin

atio

n

• Han

d soc

cer

• Foo

t-eye

co-o

rdina

tion

Balan

ce

• W

alk on

rope

s - ba

ckwa

rds,

forwa

rds a

nd si

dewa

ys

• W

alk on

rope

s with

hand

s on

head

s, ha

nds b

ehind

back

s, ha

nds o

n hips

• S

tand o

n tip

toes,

crouc

h on

haun

ches

, walk

on th

e ball

s of

the fe

et, an

d walk

on th

e he

els sl

owly.

Spat

ial o

rient

atio

n

• P

laying

game

s

• H

uman

shap

es -

form

shap

es of

numb

ers 1

, 2, 3

or

letter

s A, B

, C, e

tc. in

a hu

man c

hain

Late

ralit

y

• T

urn o

n the

spot

to the

left

and t

o the

right

exer

cises

Co-o

rdin

atio

n

• S

wimm

ing ex

ercis

es

Balan

ce

• A

thleti

cs -

long j

ump

build

-up a

ctivit

ies

• A

thleti

cs -

high j

ump b

uild-

up ac

tivitie

s

Spat

ial o

rient

atio

n

• F

ollow

ing di

recti

ons

• S

kippin

g

Late

ralit

y

• Stre

tching

, up a

nd

sidew

ays

Spor

ts an

d ga

mes

• P

lay va

rious

game

s

• M

ini cr

icket

• S

wimm

ing ex

ercis

es -

brea

thing

exer

cises

.

•

witho

ut ap

para

tus

Co-o

rdin

atio

n

• G

ymna

stics

: forw

ard a

nd

back

ward

rolls

• S

wimm

ing: g

liding

, bu

oyan

cy, k

icking

and

padd

ling a

nd ar

m ac

tion

Balan

ce

• B

alanc

ing on

one a

nd tw

o fee

t on o

bjects

, and

ba

lancin

g bea

n bag

s and

oth

er ob

jects

on he

ad or

in

hand

s

• G

ymna

stics

: Hea

d stan

d, ha

nd st

and,

crab s

tand

Spat

ial o

rient

atio

n

• O

bstac

le co

urse

• S

wimm

ing ex

ercis

es

Late

ralit

y

• S

wimm

ing: k

icking

with

L/R

legs

; arm

actio

ns w

ith

L/R ar

ms

Spor

ts an

d ga

mes


• K

ick a

ball a

t a ta

rget

Spor

ts

and

gam

es

• P

lay ga

mes o

f catc

hes

• W

alking

race

s

• R

elay g

ames

• W

ater g

ames

–

• T

hree

legg

ed ga

mes

• C

atch t

he dr

agon

’s tai

l

• B

all ga

mes

• M

ini-cr

icket


LESS

ON P

LANS

: TER

M 1

MULT

I-GRA

DE T

EACH

ING:

LIF

E SK

ILLS

LES

SON

PLAN

TE

RM 1

W

EEK

1&2

Tim

e all

ocat

ion

Who

le Cl

ass

Activ

ity( 2

x 30

min

ute s

essio

ns)

GRAD

E 1

GRAD

E 2

GRAD

E 3

NOTE

S TO

THE

TE

ACHE

R

Inclu

de at

leas

t on

e/two

Life

Skil

ls st

udy a

reas

ever

yday

on

the t

ime t

able.

8 les

sons

x 30

min

se

ssio

ns

8 les

sons

x 30

min

se

ssio

ns

8 les

sons

x 45

min

sess

ions

Stud

y Are

a AC

TIVI

TIES


BEGI

NNIN

G KN

OWLE

DGE,

PE

RSON

AL

AND

SOCI

AL

WEL

LBEI

NG

Cons

olid

atio

n of

pe

rson

al de

tails

W

EEK

1 To

pic:

Me

Pe

rsona

l deta

ils -

such

as

name

, add

ress

, tel

epho

ne nu

mber

s an

d age

We a

re sp

ecial

and

uniqu

e

WEE

K 1

Topi

c: M

yself

and

othe

rs

Frien

ds -

quali

ties o

f a go

od

friend

Ca

ring,

helpi

ng, s

harin

g, no

t bull

ying a

nd no

t figh

ting

WEE

K 1

Topi

c : A

bout

me

Pe

rsona

l suc

h as n

ame,

addr

ess,

telep

hone

nu

mber

s and

age d

etails

W

hat a

timeli

ne is

? -st

ages

of de

velop

ment

– tod

dler t

o Gra

de 3

- Ti

me A

lloca

tion:

Be

ginn

ing

and

Pers

onal

Know

ledge

: Gr

ade

1 &2:

2 hou

rs PE

R W

EEK

and G

rade

3:

3 hou

rs PE

R W

eek:

this w

eekly

plan

is

for tw

o wee

ks .U

se

of DB

E wo

rkboo

ks is

hig

hly

reco

mmen

ded a

nd

other

reso

urce

s. DB

E W

orkb

ooks

ac

tiviti

es

GR 1:

pgs 2

-3

GR 2:

pgs 1

0-11

GR

3:Pgs

2-3

W

EEK

2

Th

ings I

can d

o: jum

p, sin

g etc.

Ho

w I a

m the

sa

me as

my

friend

s: ge

nder

, lea

rner

and

huma

n bein

g, etc

.

How

I am

differ

ent

from

my fr

iends

: ge

nder

, weig

ht, ei

ght,

abilit

y, ra

ce an

d

WEE

K 2

Pe

ople

at sc

hool

- inc

lude s

harin

g, he

lping

, sho

wing

re

spec

t Dea

ling

posit

ively

with

confl

ict -

includ

e se

lf-este

em

a

nd bu

llying

Pe

ople

at ho

me –

pare

nts, s

ibling

s, etc

. inclu

de

shar

ing, h

elping

, an

d sho

wing

re

spec

t dea

ling

posit

ively

with

WEE

K 2

Timeli

ne of

own l

ife -

includ

e date

of bi

rth,

startin

g sch

ool, a

t leas

t on

e inte

resti

ng fa

ct e.g

. wh

en I w

as 1

year

old I

co

uld w

alk

An in

teres

ting f

act fr

om m

y gr

owing

up e.

g. los

t my

teeth

when

I was

5 ye

ars.


clothe

s. co

nflict

- inc

lude

self-e

steem

and

bully

ing.

Reso

urce

s

Glue

,Scis

sors,

Cra

yons

Ma

gazin

es

DBE

Wor

kboo

ks, P

ictur

es

Poste

rs an

d othe

r tex

t bo

oks,

weath

er ch

art

DBE

Wor

kboo

ks,

Wor

kshe

et, C

lass w

ork b

ooks

Pi

cture

s ,Po

sters,

E

xamp

les of

thing

s tha

t he

lp pe

ople

- suc

h as

read

ing

glass

es, w

alking

fram

es,

guide

dogs

, hea

ring a

ids

Equip

ment

to sh

ow si

mple

ways

of pu

rifying

wate

r

DBE

Wor

kboo

ks

Clas

s wor

k boo

ks po

sters

, pict

ures

st

ories

, rhy

mes a

bout

feelin

gs

pupp

ets an

d mas

ks

a sim

ple F

irst A

id kit

Enco

urag

e the

use o

f re

cycle

d mate

rials

As

sess

men

t Or

al, P

ract

ical,

Writ

ten

work

Cu

t and

paste

pic

tures

of

clothe

s for

boys

an

d girls

Co

mplet

e a

match

ing ac

tivity

on

diffe

rent

clothe

s and

ge

nder

.

Ma

ke a

poste

r on

quali

ties o

f a g

ood f

riend

.

Co

mplet

e an

activ

ity on

wo

rkboo

ks

Co

mplet

e wor

kboo

ks

activ

ities

Or

derin

g of s

tages

of

deve

lopme

nt fro

m ba

by to

sc

hool

going

age.

Ma

ke a

poste

r of s

elf

show

ing st

ages

of

deve

lopme

nt.

- Di

splay

proje

cts in

the

Life

Skills

Cen

tre

- Th

eme t

able


Tim

e all

ocat

ion

Who

le Cl

ass A

ctivi

ty( 4

x 15)

min

ute s

essio

ns)

NOTE

S TO

THE

TE

ACHE

R

Perfo

rmin

g Ar

ts(D

ance

, Mu

sic an

d Dr

ama)

W

armi

ng up

body

pa

rts su

ch as

‘pl

aying

the

piano

’, ‘wa

shing

bo

dy’, ‘

shak

ing of

f wa

ter ’,

etc.

W

armi

ng up

vo

ice: b

reath

ing

exer

cises

and

creati

ve ga

mes

such

as bl

owing

ou

t can

dles,

etc

Si

nging

ind

igeno

us so

ngs

using

appr

opria

te mo

veme

nts an

d dr

amati

satio

n

Ch

ildre

n’s so

ngs

and r

hyme

s

Lo

como

tor

move

ments

: wa

lking

, skip

ping

W

armi

ng up

the b

ody:

brea

thing

exer

cises

an

d use

of di

ffere

nt joi

nts su

ch as

ankle

s; po

inting

and f

lexing

an

d wris

ts

cir

cling

, etc.

War

ming

up th

e voic

e: us

ing so

ngs,

singin

g vo

wels,

rhym

es an

d ton

gue t

wiste

rs

Si

nging

song

s usin

g ind

igeno

us, u

nison

, ro

unds

, and

call a

nd

resp

onse

Ch

ildre

n’s so

ngs a

nd

rhym

es

Lo

como

tor

move

ments

: walk

ing,

runn

ing, s

kippin

g, ho

pping

in di

ffere

nt dir

ectio

ns on

own a

nd

with

a par

tner

Le

arn m

ovem

ents

from

a Sou

th Af

rican

da

nce,

such

as

W

armi

ng up

: co-

ordin

ation

of

isolat

ed bo

dy pa

rts su

ch as

ar

ms sw

inging

, swa

ying

W

armi

ng up

by fo

cusin

g on

brea

thing

: e.g.

‘pain

ting w

ith

your

brea

th’, ‘p

antin

g like

a do

g’, et

c.

War

ming

-up t

he vo

ice an

d sin

ging s

ongs

(unis

on,

roun

ds an

d call

and

resp

onse

song

s) in

tune a

nd

in tim

e

Listen

to S

outh

Afric

an

music

(indig

enou

s and

we

stern

) foc

using

on rh

ythm

and b

eat, 2

, 3 or

4 tim

e

No

n-Lo

como

tor m

ovem

ents:

be

nding

, risi

ng, r

each

ing, c

o-or

dinati

ng ar

ms an

d leg

s in

time t

o mus

ic

Le

arn a

nd co

mbine

mo

veme

nts fr

om S

outh

Afric

an da

nce e

.g. In

dian

Crea

tive A

rts is

mad

e up

of P

erfor

ming

Arts

an

d Visu

al Ar

ts.

Tim

e Allo

catio

n: 1

hour

for

perfo

rming

arts

(dan

ce, m

usic

and

dram

a) in

Gra

des 1

to 3

per w

eek.

Integ

rate

perfo

rming

arts

activ

ities w

ith Li

stenin

g an

d spe

aking

activ

ities.


and r

unnin

g for

ward

s and

ba

ckwa

rds.

Dr

amati

ze th

e sto

ry ch

arac

ters

Co

oling

down

the

body

and

relax

ation

: e.g.

‘ca

ndle

meltin

g’,

‘ballo

on de

flatin

g’

Dr

amati

satio

n of

story

char

acter

s

gumb

oot d

ancin

g, an

d oth

ers

Ind

igeno

us da

nces

Mi

me st

ory c

hara

cters

Rh

ythm

patte

rns

using

key w

ords

from

se

lected

topic

s suc

h as

peop

le at

work:

‘w

oodc

utter

’ cho

p-ch

op-ch

op, ‘b

utche

r’ sli

ce-sl

ice, a

nd ot

hers

Co

oling

down

and

relax

ation

: lying

down

on

back

, bre

athing

in an

d out,

vis

ualis

ing co

lour a

s a

stimu

lus.

danc

e, P

anstu

la, w

ith

appr

opria

te mu

sic

Ch

ildre

n’s so

ngs a

nd rh

ymes

Dr

ama g

ames

: dev

elop

inter

actio

n and

caus

e and

eff

ect s

uch a

s cou

nting

ga

mes,

name

game

s, etc

.

Role

play w

ith be

ginnin

g, mi

ddle,

end u

sing s

timulu

s e.g

. Sou

th Af

rican

poem

, sto

ry, so

ng or

pictu

re

Po

rtray

ing ch

arac

ter an

d ob

jects

in the

role

play u

sing

obse

rvatio

n, im

itatio

n and

ex

agge

ratio

n

Da

ncing

to tr

aditio

nal m

usic

Ro

le pla

y stor

y cha

racte

rs

Pe

rform

dialo

gues

(tea

cher

,pa

rent

,lear

ner)

Re

sour

ces

Costu

mes,

music

al ins

trume

nts, a

udio

equip

ment,

rega

lia (r

eal o

bjects

), lea

rner

s own

crea

ted

reso

urce

s, W

orkb

ooks

activ

ities.


Asse

ssm

ent:

Obse

rvat

ion,

Or

al an

d Pr

actic

al

Sing

ing an

indig

enou

s so

ng ce

lebra

ting a

n eve

nt lik

e ‘’bi

rthda

y’”.

Make

a sh

ort d

rama

abou

t my

first

day a

t sch

ool(in

gr

oups

)

Relat

e duti

es of

fami

ly me

mber

s; co

llect

infor

matio

n fro

m fat

her,

mothe

r, br

other

, etc

.

Perfo

rm an

indig

enou

s son

g ac

comp

anied

by tr

aditio

nal

danc

e.

Co

mplet

e an a

ctivit

y on

page

2 of

the

workb

ooks

abou

t my

Identi

ty.

Re

coun

t sho

wing

be

ginnin

g, mi

ddle,

end

abou

t a sp

ecial

even

t, e.g

. birth

day p

arty,

ex

cursi

on, e

tc.

Pe

rform

dialo

gue e

.g.

Lear

ner a

nd te

ache

r

Vi

sual

Arts

2D

• Prin

t patt

erns

wi

th thi

ck pa

int

Crea

te a b

irthda

y ca

rd

Dr

aw a

pictur

e of m

e an

d self

.

Crea

te pa

ttern

s usin

g ge

ometr

ic sh

apes

Crea

te a b

irthda

y ca

rd sh

apes

; disc

uss

rhyth

m an

d rep

etitio

n

Fo

rmal

teach

ing of

dr

awing

and p

aintin

g an

d othe

r: ex

plorin

g a

varie

ty of

media

Intro

duce

over

lappin

g be

hind,

in fro

nt of

Va

riatio

n of p

aper

size

an

d for

mat: e

ncou

rage

wo

rking

in di

ffere

nt sc

ale an

d deg

rees

of

detai

l

Asse

ssme

nt ac

tivitie

s sh

ould

be in

tegra

ted in

the

less

on.


3D

• Box

co

nstru

ction

s us

ing re

cycla

ble

boxe

s (jew

eller

y bo

x); em

phas

is on

geom

etric

shap

es; d

iscus

s sh

apes

• Us

e clay

to m

ake a

nd

deco

rate

conta

iners;

dis

cuss

patte

rn,

geom

etric

shap

e, lin

e, dis

cuss

surfa

ce

textur

e and

corre

ct joi

ning t

echn

iques

Crea

te a

penc

il ho

lder

Cl

ay m

odell

ing:

anim

als, d

rago

ns,

pinch

pots

and o

ther

Ar

t elem

ents:

sh

ape/f

orm,

textu

re

Te

ach s

imple

mo

dellin

g tec

hniqu

es: r

olling

, pin

ching

, mod

elling

; inc

lude s

urfac

e tex

tural

treatm

ent

• Use

of to

ols:

safet

y, co

nside

ratio

n of

other

s, sh

aring

re

sour

ces.

Re

sour

ces

Cray

ons ,

Pape

rs ,P

aint ,B

rush

es ,S

cisso

rs ,G

lue, C

lay ,b

oxes

,con

taine

rs ,

As

sess

men

t Ob

serv

atio

n, O

ral,

dem

onst

ratio

n

3D- m

akes

a jew

elry b

ox

OR

2D- m

ake a

pictu

re of

self w

ith

other

s in a

ction

play

ing a

favor

ite ga

me, e

.g. so

ccer

3D- C

reate

penc

il con

taine

rs us

ing cl

ay, e

mpha

sis on

ge

ometr

ic sh

ape,

2D- D

raw

a pict

ure o

f self

foc

using

on ar

t elem

ents

i.e.

line,

shap

e, co

lour,

textur

e ton

e, etc

.

3D- C

reate

a flo

wer v

ase

using

clay

, emp

hasis

on ar

t

Tool

box u

sing w

aste

mater

ial e.

g. old

pape

rs an

d box

es.

Line

and t

extur

e and

color

the

m us

ing pa

int.

eleme

nts, i.

e. sh

ape,

form

textur

e, etc

.


Phys

ical

Educ

atio

n W

hole

Clas

s Act

ivity

( 2x 6

0 min

ute l

esso

ns tw

ice a

week

NOTE

S TO

THE

TE

ACHE

R

Loco

mot

or:

Dodg

ing an

d walk

ing in

diffe

rent

direc

tions

Using

sens

es: o

bser

ving -

obsta

cle

cour

se

Rh

ymes

sing

ing w

hile p

erfor

ming

body

ac

tions

Dodg

ing ga

mes a

roun

d skit

tles c

hang

ing

direc

tion

Ju

ngle

gym

- bala

nce w

alking

on lo

w lev

el ba

lancin

g for

m.

Loco

mot

or:

Pl

ay an

indig

enou

s ga

me, e

.g. U

puca

, izi

ngen

do

Th

rowi

ng be

an ba

gs

to a p

artne

r

Pass

ing ba

ll und

er

legs w

ith le

arne

rs sta

nding

one b

ehind

the

othe

r

Co

ntrol,

co-o

rdina

tion

and b

alanc

e ex

ercis

es

Loco

mot

or

Whe

el ba

rrow,

thre

e-leg

ged r

ace

Mi

ni-cri

cket:

Run

ning

betw

een w

ickets

Athle

tics:

Sprin

ting

With

a pa

rtner

, voll

ey

W

ith a

partn

er, h

it the

ball o

ver t

he ne

t us

ing fo

reha

nd

W

ith a

partn

er, h

it the

ball o

ver t

he ne

t us

ing ba

ck ha

nd

- Ti

me A

lloca

tion:

2 ho

urs p

er w

eek f

or

all gr

ades

- PE

attir

e enc

oura

ge

learn

ers t

o wea

r PE

clothe

s (sh

orts,

“T”

shirts

and t

akkie

s )

- W

eath

er D

o PE

lesso

ns in

the

morn

ing le

sson

in

humi

d wea

ther

cond

itions

.

- Eq

uipm

ent

- En

sure

that

equip

ment

for th

e les

son i

s ava

ilable

be

fore t

he


MULT

I-GRA

DE T

EACH

ING:

LIF

E SK

ILLS

LES

SON

PLAN

TE

RM 1

WEE

K 5 &

6 Ti

me a

lloca

tion

Who

le Cl

ass

Activ

ity( 2

x 30

min

ute s

essio

ns)

GRAD

E 1

GRAD

E 2

GRAD

E 3

NOTE

S TO

THE

TE

ACHE

R

Inclu

de at

leas

t one

/two

Life

Skil

ls st

udy a

reas

ev

eryd

ay o

n th

e tim

e ta

ble.

8 les

sons

x 30

min

se

ssio

ns

8 les

sons

x 30

min

se

ssio

ns

8 les

sons

x 45

min

sess

ions

Stud

y Are

a AC

TIVI

TIES

BEGI

NNIN

G KN

OWLE

DGE,

PE

RSON

AL A

ND

SOCI

AL W

ELLB

EING

Topi

c

TOPI

C: A

T SC

HOOL

WEE

K 1

TOPI

C: E

VERY

ONE

IS S

PECI

AL

WEE

K1

TOPI

C: F

EELI

NGS

WEE

K1

- Ti

me A

lloca

tion:

Be

ginn

ing

and

Pers

onal

Know

ledge

: G

rade

1 &

2: 2 h

ours

and

Grad

e 3: 3

hour

s per

we

ek

- W

hole

class

ac

tivity

: Foc

us on

co

mmon

topic

s. -

Use L

ife S

kills

topics

as

conte

xt for

Hom

e La

ngua

ge an

d FAL

( Lis

tening

and

Spea

king,

Shar

ed

Writi

ng ac

tivitie

s) -

Use t

heme

topic

s for

wh

ole cl

ass s

hare

d wr

iting

- Pl

an in

depe

nden

t

• Nam

e of s

choo

l, tea

cher

and

princ

ipal

• Whe

re to

find d

iffere

nt pla

ces

in the

scho

ol - in

clude

toile

t, off

ice, p

lay ar

eas,

class

room

, etc

.

• Peo

ple ar

e sim

ilar a

nd

peop

le ar

e diffe

rent

-char

acter

s -a

bilitie

s -lik

es an

d disl

ikes

• I ca

n be a

hero

- sc

hool

(clas

s mon

itor

teach

er)

- co

mmun

ity (f

ather

• Thin

gs th

at ma

ke m

e hap

py

and t

hings

that

make

me s

ad

• Rec

ogniz

ing fe

eling

s - su

ch

as an

ger,

fear,

worry

, lon

eline

ss

- cau

ses

- re

medie

s


mothe

r ,my

fami

ly do

ctor)

- co

untry

(spo

rts-m

an

pres

ident)

activ

ities(W

orkb

ook

etc) f

or gr

ade g

roup

s wh

o are

not in

volve

d in

small

grou

p( di

rect

teach

ing) w

ith

teach

er

- Me

diate

Wor

kboo

k ac

tivitie

s rela

ted to

the

topic

in Li

fe Sk

ills

lesso

ns

- GR

3Note

: Use

pic

tures

, stor

ies,

rhym

es, p

uppe

ts an

d ma

sks

Equip

ment

to sh

ow si

mple

ways

of pu

rifying

wate

r No

te: G

R 3 U

se pi

cture

s, sto

ries,

rhym

es, p

uppe

ts an

d mas

ks

DBE

Gr1 b

ook1

Pg1

2-14

3 DB

E Gr

2 DB

E Gr

3 boo

k1 P

g10-

11

WEE

K 2

• Clas

sroom

routi

nes a

nd ru

les

• How

I get

to sc

hool

- tra

nspo

rt

- walk

WEE

K 2

• Thin

gs th

at he

lp pe

ople

- su

ch as

read

ing gl

asse

s, wa

lking

fram

es, g

uide d

ogs,

hear

ing ai

ds

• Car

ing fo

r peo

ple w

ith

disab

ilities

WEE

K 2

• Goo

d way

s to e

xpre

ss w

hat

we fe

el • A

polog

ies –

how

to sa

y so

rry

Reso

urce

s

Photo

grap

hs, C

harts

, W

orkb

ooks

,Nam

e car

ds ,M

ap

Flash

card

s , w

eathe

r cha

rt clo

ck , e

tc

Them

e Pos

ters,

Pictu

res,

Rega

lia (r

eal fo

od e.

g. fru

it, da

iry pr

oduc

ts, of

thing

s tha

t he

lp pe

ople

- suc

h as

read

ing

glass

es, w

alking

fram

es,

guide

dogs

, hea

ring a

ids

Wor

kboo

ks, W

orks

heet,

Clas

s

work

book

s

Pictu

res,

storie

s, rh

ymes

ab

out fe

eling

s pup

pets

and

mask

s

Enco

urag

e the

use o

f re

cycle

d mate

rials

Asse

ssm

ent

Obse

rvat

ion,

Ora

l Or

al, P

ract

ical a

nd W

ritte

n Or

al, P

ract

ical a

nd W

ritte

n Or

al, P

ract

ical a

nd W

ritte

n


and

Writ

ten

work

work

-

Dire

ction

s to s

choo

l -

Look

at th

e pict

ure a

nd fil

l in

the co

rrect

word

for

each

pictu

re

- Ma

tch w

ord w

ith th

e pic

ture

- Sc

hool

detai

ls, te

ache

r an

d prin

cipal

(telep

hone

nu

mber

etc.

- DB

E wo

rkboo

k acti

vity.

work

- W

rite 2

sente

nces

ab

out th

eir ow

n pict

ures

- Th

ink of

some

thing

that

can m

ake y

ou ha

ppy

and t

ell.

- Te

ll mea

ning o

f own

na

mes

- De

mons

trate

how

differ

ent fr

om ea

ch ot

her

- DB

E wo

rkboo

k acti

vity

work

-Que

stion

s and

answ

ers o

n

Wha

t mak

es th

em fe

el ha

ppy

,sad ,

afraid

,uns

afe

-Write

a pa

ragr

aph t

elling

-

abou

t their

feeli

ngs

- DB

E wo

rkboo

k acti

vity

Tim

e allo

catio

n W

hole

Clas

s Act

ivity

( 4x 1

5) m

inut

e ses

sions

)

NO

TES

TO T

HE

TEAC

HER

Perfo

rmin

g Ar

ts(D

ance

, Mus

ic an

d Dr

ama)

War

ming

up bo

dy

parts

such

as,”

playin

g the

pian

o”,

“was

hing b

ody”,

” sh

aking

off w

ater”,

etc

.

War

ming

up vo

ice:

brea

thing

exer

cises

an

d cre

ative

game

s su

ch as

blow

ing ou

t ca

ndles

, etc.

Si

nging

indig

enou

s so

ngs u

sing

W

armi

ng up

the

body

: bre

athing

ex

ercis

es an

d use

of

differ

ent jo

ints

such

as an

kles;

point

ing an

d flex

ing

and w

rists

W

armi

ng up

the

voice

: usin

g son

gs,

singin

g vow

els,

rhym

es an

d ton

gue

twist

ers

Si

nging

song

s

W

armi

ng up

: co-

ordin

ation

of is

olated

bo

dy pa

rts su

ch as

ar

ms sw

inging

, sw

aying

War

ming

up by

foc

using

on

brea

thing

: e.g.

‘pa

inting

with

your

br

eath’

, ‘pan

ting l

ike

a dog

’, etc.

W

armi

ng-u

p the

vo

ice an

d sing

ing

song

s (un

ison,

Crea

tive A

rts is

mad

e up

of Pe

rform

ing A

rts an

d Vi

sual

Arts.

Tim

e Allo

catio

n: 1

hour

for

perfo

rming

arts

(dan

ce, m

usic

and d

rama

) in

Grad

es 1

to 3 p

er w

eek.

Integ

rate

perfo

rming

arts

activ

ities w

ith Li

stenin

g an

d spe

aking

activ

ities.


appr

opria

te mo

veme

nts an

d dr

amati

satio

n

Sa

fe en

viron

ment:

fin

ding o

wn an

d sh

aring

spac

e of n

o bu

mping

.

Loco

motor

mo

veme

nts w

alking

, sk

ipping

and r

unnin

g for

ward

s and

ba

ckwa

rds.

Ma

king u

p sho

rt sto

ries o

f no m

ore

than a

few

sente

nces

, ba

sed o

n a bo

x of

inter

estin

g obje

ct –

an ob

ject is

selec

ted,

and i

magin

ed to

be

alive

using

indig

enou

s, un

ison,

roun

ds, a

nd

call a

nd re

spon

se

Us

ing ab

ove

exam

ples t

o ex

plore

appr

opria

te tem

po an

d dy

nami

cs su

ch as

: ‘ch

op-ch

op-

and s

low

Bo

dy pe

rcuss

ion:

keep

ing a

stead

y be

at an

d the

use o

f dif

feren

t timb

res

(click

, clap

, stam

p)

Le

arn m

ovem

ents

from

a Sou

th Af

rican

danc

e, su

ch

as gu

mboo

t da

ncing

, and

othe

rs

Crea

ting s

hort

scen

es ba

sed o

n ap

prop

riate

topics

, foc

using

on

storyl

ine

Co

oling

down

and

relax

ation

: lying

do

wn on

back

, br

eathi

ng in

and

out, v

isuali

sing

colou

r as a

stim

ulus

roun

ds an

d call

and

resp

onse

song

s) in

tune a

nd in

time

Pl

aying

rhyth

m pa

ttern

s and

simp

le po

lyrhy

thm in

2, 3

or

4 tim

e on p

ercu

ssion

ins

trume

nts

Lis

ten to

Sou

th Af

rican

mus

ic foc

using

on rh

ythm

and b

eat, t

ime

Lo

como

tor

move

ment:

sk

ip/ga

llop f

orwa

rds,

back

ward

s, sid

eway

s and

tur

ning i

n diffe

rent

pathw

ays (

diago

nal,

circle

s-sh

apes

, etc.

)

No

n-Lo

como

tor

move

ments

: be

nding

, risi

ng,

reac

hing,

co-

ordin

ating

arms

and

legs i

n tim

e to m

usic

Le

arn a

nd co

mbine

mo

veme

nts fr

om

South

Afric

an da

nce

e.g. In

dian d

ance

, Pa

nstul

a, wi

th


ap

prop

riate

music

Ro

le pla

y with

be

ginnin

g, mi

ddle,

en

d usin

g stim

ulus

e.g. S

outh

Afric

an

poem

, stor

y, so

ng or

pic

ture

Po

rtray

ing ch

arac

ter

and o

bjects

in th

e ro

le pla

y usin

g ob

serva

tion,

imita

tion a

nd

exag

gera

tion

Reso

urce

s Pe

rcuss

ion in

strum

ents

e.g. d

rum,

Sha

kers,

tamb

ourin

e etc

pupp

ets, m

asks

, use

clas

sroom

prop

s(imp

rovis

e),

impr

ovise

costu

mes ,

Rhym

es an

d son

gs on

CD

Make

mus

ical in

strum

ents

Asse

ssm

ent

Obse

rvat

ion,

Or

al,

Dem

onst

ratio

n,

role-

play

- Si

ng th

e sch

ool s

ong.

- Rh

yme a

bout

the

class

room

rules

-

Role

play b

eing a

tea

cher

/a pr

incipa

l

- Co

mpos

e and

sing

a so

ng ab

out

thems

elves

/a fr

iend

using

the b

eat a

nd

rhyth

m

Da

nce t

o the

co

mpos

ed so

ng.

- Ro

le-pla

y the

ir her

o

Comp

ose a

nd si

ng a

song

abou

t righ

ts an

d re

spon

sibilit

ies

-Dan

ce an

d rhy

me ab

out

their f

eelin

gs(if

you

happ

y and

you k

now

it sta

mp yo

ur fe

et)

-Role

-play

the w

ays t

o ma

ke ap

ologie

s

Asse

ssme

nt ac

tivitie

s sh

ould

be in

tegra

ted in

the

less

on.

Visu

al Ar

ts

Who

le Cl

ass A

ctivi

ty( 1

x 60 m

inut

e les

son

per

week

)

NOTE

S TO

THE


TE

ACHE

R

W

EEK

1 W

EEK

2

Dr

aw a

scho

ol ma

p

Dr

aw th

e rou

te to

scho

ol

Us

e the

recy

cled

mater

ial to

crea

te po

sters

of the

ir he

roes

Cr

eate

thing

s tha

t ar

e use

d by p

eople

liv

ing w

ith di

sabil

ities

e.g. s

pecta

cles

,whe

elcha

irs

Us

ing re

cycle

d mate

rial

they m

ake p

uppe

ts

U

sing r

ecyc

led m

ateria

l the

y mak

e mas

ks to

de

mons

trate

differ

ent

emoti

ons

- Ti

me A

lloca

tion:

1 ho

ur pe

r wee

k for

all

grad

es

- Do

2 D

and 3

D

activ

ities i

n the

less

on

- Us

e rec

yclab

le ma

terial

s

- En

cour

age l

earn

ers

to we

ar ol

d “T”

shirt

for pa

inting

less

ons

- Di

splay

art w

ork i

n the

clas

sroom

and i

n sc

hool

foyer

Reso

urce

s

Cray

ons,

A4/A

3 bla

nk pa

per,

paint

and p

aint b

rush

es,

cotto

n woo

l, 3 D

objec

ts (re

cycla

ble bo

xes a

nd

conta

iners)

, clay

or p

lay

doug

h

• Box

cons

tructi

ons u

sing

recy

clable

boxe

s; em

phas

is on

geom

etric

shap

es; d

iscus

s sh

apes

• Us

e clay

to m

ake

and d

ecor

ate

conta

iners;

disc

uss

patte

rn, g

eome

tric

shap

e, lin

e, dis

cuss

su

rface

textu

re an

d co

rrect

joinin

g tec

hniqu

es

-

Asse

ssm

ent

Obse

rvat

ion:

Ob

serve

whe

ther

the le

arne

r can

:

- Dra

w a s

choo

l map

-

Draw

the r

oute

to sc

hool

- Us

e the

recy

cled m

ateria

l to

create

poste

rs of

their

hero

es

- Cr

eate

thing

s tha

t are

us

ed by

peop

le liv

ing w

ith

disab

ilities

e.g.

spec

tacles

,whe

elcha

irs

-Usin

g rec

ycled

mate

rial th

ey

make

pupp

ets an

d mas

ks to

de

mons

trate

differ

ent

emoti

ons


Phys

ical

Educ

atio

n W

hole

Clas

s Ac

tivity

( 2x 6

0 m

inut

e les

sons

tw

ice a

week

NOTE

S TO

THE

TEA

CHER

-

Dodg

ing an

d walk

ing

in dif

feren

t dire

ction

s

Using

sens

es:

hear

ing -

listen

to

instru

ction

s whil

e mo

ving a

roun

d lea

rner

s.

Ro

lling a

larg

e ball

to

a par

tner

Pa

ssing

a ba

ll fro

m on

e mem

ber o

f a

grou

p to a

nothe

r

Thro

wing

and

catch

ing la

rge b

alls

Do

dging

game

s ar

ound

skittl

es

chan

ging d

irecti

on

Ide

ntify

differ

ent

ways

of m

oving

ac

ross

balan

cing

beam

s

Using

sens

es:

prop

rioce

ption

- na

vigate

body

thr

ough

vario

us

obsta

cles

Di

ffere

nt for

matio

n: cir

cle

Play

an in

digen

ous

game

, e.g.

Upu

ca,

izing

endo

Potat

o rac

es

Eg

g-an

d-sp

oon

race

s - ba

lance

a sm

all ba

ll on a

larg

e sp

oon

Th

rowi

ng be

an ba

gs

up in

the a

ir and

ca

tching

them

Thro

wing

and h

itting

ba

lls in

pairs

W

ork i

n pair

s, fac

e on

e ano

ther w

ith

legs s

tretch

ed ou

t an

d fee

t touc

hing,

holdi

ng ha

nds,

pull

and p

ush f

orwa

rds

and b

ackw

ards

, so

les of

feet

togeth

er

Athle

tics:

Sprin

ting

W

alking

, bou

nce

tennis

ball i

n the

air,

on th

e gro

und a

nd

with

alter

nativ

e sid

es of

the b

at

With

a pa

rtner

, vo

lley

W

ith a

partn

er, h

it the

ball o

ver t

he ne

t us

ing fo

reha

nd an

d ba

ckha

nd

Hand

-eye

co-

ordin

ation

: bou

nce a

ten

nis ba

ll on a

ten

nis-se

t bat…

in

the ai

r… on

the

grou

nd w

hile

walki

ng

- Ti

me A

lloca

tion:

2 ho

urs p

er w

eek f

or al

l gr

ades

- PE

attir

e enc

oura

ge

learn

ers t

o wea

r PE

clothe

s (sh

orts,

“T”

shirts

and t

akkie

s )

- Eq

uipm

ent

- En

sure

that

equip

ment

for th

e les

son i

s ava

ilable

be

fore t

he le

sson

.

- Co

llect

and s

tore a

ll eq

uipme

nt aft

er th

e les

son.

- Pl

an ac

tivitie

s for

ph

ysica

lly ch

allen

ged

learn

ers


Reso

urce

s Sk

ipping

rope

s, ba

lls (t

ennis

and s

occe

r ball

s), be

an ba

gs, b

aske

ts, bu

ckets

,(plas

tic co

ntaine

rs),ho

ops,

tyres

, sma

ll ba

ts ,st

icks,

jungle

gym,

hop s

cotch

mar

king,

whist

le (T

each

er)

Asse

ssm

ent

Obse

rvat

ion

and

Dem

onst

ratio

n As

sess

whe

ther t

he le

arne

r can

- Fo

llow

and r

espo

nd to

instr

uctio

ns lik

e run

, jump

, hop

, skip

, clim

b, cra

wl, s

wing

, bala

nce e

tc

- Sh

are a

ppar

atus a

nd w

ork w

ell w

ith a

partn

er an

d a gr

oup d

uring

activ

ities.

- Ta

ke re

spon

sibilit

y for

appa

ratus

- Sh

ow le

ader

ship

skills

in th

e gro

up du

ring a

ctivit

ies in

the d

iffere

nt sta

tions

.

- De

mons

tratin

g the

unde

rstan

ding o

f skil

ls lik

e thr

ow, c

atch,

kick,

roll,

bat a

ball w

hen p

laying

with

lear

ners

with

disab

ilities

.


LESS

ON P

LANS

: TER

M 2


MU

LTI-G

RADE

TEA

CHIN

G: L

IFE

SKIL

LS L

ESSO

N PL

AN

TERM

2

W

EEK

1 & 2

Tim

e allo

catio

n W

hole

Clas

s Ac

tivity

( 2x 3

0 m

inut

e ses

sions

)

GRAD

E 1

GRAD

E 2

GRAD

E 3

NOTE

S TO

THE

TEA

CHER

Inclu

de at

leas

t one

/two

Life

Sk

ills st

udy a

reas

ever

yday

on

the t

ime t

able.

8 les

sons

x 30

min

utes

se

ssio

ns

8 les

sons

x 30

min

utes

se

ssio

ns

8 les

sons

x 45

min

utes

se

ssio

ns

Stud

y Are

a AC

TIVI

TIES

BE

GINN

ING

KNOW

LEDG

E,

PERS

ONAL

AND

SO

CIAL

WEL

LBEI

NG

Topi

c: A

nim

als

WEE

K 1

Topi

c: P

ets

- An

imals

we k

eep

as pe

ts(do

g, ca

t, bir

d ,etc

)

- Ch

arac

terist

ics

- Bo

dy pa

rts

- Ho

w the

y help

us

WEE

K 1

Topi

c :An

imals

- Ty

pes (

Shee

p, Ho

rse,

Fowl

etc.)

-

Uses

of an

imals

-food

an

d clot

hing

- W

ild an

imals

-type

s Ca

moufl

age

W

hat d

o we g

et fro

m

ea

ch an

imal

Sh

elter

Gen

der t

he ba

by,

the

soun

d

WEE

K 1

Topi

c : In

sect

s -

Char

acter

istics

of

an

insec

ts(bo

dy

parts

,whe

re

they l

ive ,w

hat

they e

at))

- D

iffere

nt typ

es

of ins

ects(

fly

bee)

- Ti

me A

lloca

tion:

Be

ginn

ing

and

Pers

onal

Know

ledge

: G

rade

1 &2

: 2 ho

urs a

nd G

rade

3:

3 hou

rs pe

r wee

k -

Who

le cla

ss ac

tivity

: Fo

cus o

n com

mon t

opics

. -

Use L

ife S

kills

topics

as

conte

xt for

Hom

e La

ngua

ge an

d FAL

( Lis

tening

and S

peak

ing,

Shar

ed W

riting

activ

ities)

- Us

e the

me to

pics f

or

whole

clas

s sha

red w

riting

-

Plan

inde

pend

ent

activ

ities(W

orkb

ook e

tc)

for gr

ade g

roup

s who

are

not in

volve

d in s

mall

- gr

oup(

dire

ct tea

ching

) wi

th tea

cher

-

Media

te W

orkb

ook


WEE

K 2

- Ho

w to

look f

or

pets

at ho

me-

shelt

er, fe

eding

the

m,

water

,clea

nline

ss

- Tr

eatin

g anim

als

appr

opria

tely -

such

as

giving

exer

cise,

not

teasin

g, no

t lock

ing in

a ca

r

WEE

K 2

- W

ild an

imals

- typ

es (B

ig fiv

e and

their

name

s) -

Cam

oufla

ge

- Lis

ten to

a sto

ry ab

out

anim

als-O

ld Ma

cDon

ald

had a

farm

.

- Ho

w an

imals

camo

uflag

e

WEE

K 2

- Ob

servi

ng an

d dr

awing

an

insec

t. -

How

insec

ts he

lp us

-

How

some

ins

ects

hurt

us

activ

ities r

elated

to th

e top

ic in

Life S

kills

lesso

ns

- Pe

t top

ic is

extra

cted

fro

m T

erm

3.

- DB

E wo

rkbo

ok to

use

wi

ll be b

ook 2

DB

E wo

rkbo

ok1 G

2 Pg

49-5

1 DB

E wo

rkbo

ok 1

Gr3

Pg

44-4

8 and

50

-

Diffe

rent

types

of

insec

ts DB

E wo

rkbo

ok 1

Gr2 P

g 52

-5

Reso

urce

s

Poste

r , P

ictur

es , C

oncre

te ob

jects

,DBE

wor

k boo

ks

Poste

r , P

ictur

es , C

oncre

te ob

jects

,DBE

wor

k boo

ks

Poste

r , P

ictur

es ,

Conc

rete

objec

ts ,D

BE

work

book

s, oth

er te

xt bo

oks

Asse

ssm

ent

Or

al, P

ract

ical a

nd W

ritte

n

work

-

Tell u

s abo

ut th

eir

pets

-

Soun

ds m

ade b

y pet

, wh

at th

ey ea

t.

Oral,

Pra

ctica

l and

Writ

ten

work

- Fil

l in m

issing

infor

matio

n

- Dr

aw a

wild

anim

al, te

ll ho

w it c

amou

flage

s

Oral,

Pra

ctica

l and

W

ritte

n wo

rk

-Matc

h an

insec

t with

its

name

-Fill

the m

issing

the

wor

d nam

e

- Di

splay

proje

cts in

the L

ife

Skills

Cen

tre

- Pr

ojects

shou

ld be

su

pervi

sed b

y tea

cher

an

d don

e in t

he Li

fe Sk

ills

lesso

ns.

- Us

e lea

rner

’s Bi

g Boo

ks

and z

ig-za

g boo

ks in

Re

ading

less

ons.


of ins

ect (

bee-

hone

y) -

Disp

lay bo

oks i

n the

Re

ading

corn

er

Ti

me a

lloca

tion

Who

le Cl

ass A

ctivi

ty( 4

x 15)

min

ute s

essio

ns)

NOTE

S TO

THE

TEA

CHER

Crea

tive A

rts

Cr

eativ

e Gam

es

and

skills

•

War

ming

up th

e bod

y: cir

cling

the h

ands

and

ankle

s, ma

king s

hape

s wi

th the

body

such

as

large

and s

mall,

wide

an

d na

rrow

• W

armi

ng up

the v

oice:

deve

loping

artic

ulatio

n (lip

s, ton

gue,

jaw) t

hrou

gh

imag

inativ

e play

•

War

ming

up th

e bod

y: co

ntras

ting m

ovem

ents

using

ve

rbal

and s

ound

sign

als su

ch

as ‘F

reez

e!’, ‘G

o!’, ‘U

p!’

• W

armi

ng up

: focu

s on

postu

re, a

lignm

ent o

f kn

ees o

ver t

he m

iddle

toes w

hen b

endin

g an

d poin

ting f

eet

• W

armi

ng up

: focu

s on

artic

ulatio

n and

voca

l ton

e usin

g rhy

mes,

song

s, cre

ative

game

s an

d ton

gue t

wiste

rs

Crea

tive A

rts is

mad

e up o

f Pe

rform

ing A

rts an

d Visu

al Ar

ts.

Tim

e Allo

catio

n: 1

hour

for

perfo

rming

arts

(dan

ce,

music

and d

rama

) in

Grad

es 1

to 3 p

er w

eek.

Int

egra

te pe

rform

ing ar

ts ac

tivitie

s with

Liste

ning a

nd

spea

king a

ctivit

ies.

The

follo

wing

conte

nt is

to be

cove

red i

n the

cour

se of

ter

m 2.

Selec

t app

ropr

iate

Life S

kills

topics

for t

he te

rm

to pr

ovide

the c

ontex

t for

Perfo

rming

Arts

and V

isual

Arts

lesso

ns.

MUSI

C •

Exp

loring

begin

nings

, mi

ddles

and e

nding

s of

song

s, sto

ries a

nd

move

ments

•

Voca

l exe

rcise

s suc

h as

rhym

es, to

ngue

twist

ers

and s

ongs

with

focu

s an

d clar

ity in

voca

l ex

ercis

es

• Sing

ing so

ngs u

sing

contr

asts

such

as so

ft an

d lou

d, fas

t and

slow

MUSI

C •

Rhy

thm ga

mes:

listen

ing sk

ills, r

ecall

co

ntras

ting r

hythm

pa

ttern

s, ke

ep a

stead

y bea

t, use

dif

feren

t timb

res

• Inte

rpre

t and

rehe

arse

So

uth A

frican

song

s: ro

unds

, call

and

resp

onse

MUSI

C • R

hythm

game

s foc

using

on

listen

ing sk

ills an

d rec

alling

co

ntras

ting r

hythm

patte

rns

• Play

ing pe

rcuss

ion

instru

ments

/body

percu

ssion

in

time t

o mus

ic an

d/or c

lass

singin

g • P

erfor

ming

song

s foc

using

on

dyna

mics

such

as: lo

ud an

d soft

, slo

w an

d fas

t.


DA

NCE

• Lo

como

tor an

d non

-Lo

como

tor m

ovem

ents

with

coor

dinate

d arm

mo

veme

nts in

time t

o mu

sic

• De

velop

ing co

ntrol,

co-

ordin

ation

, bala

nce a

nd

eleva

tion i

n jum

ping

actio

ns w

ith so

ft lan

dings

• M

ovem

ent s

enten

ce

show

ing be

ginnin

g, mi

ddle

and e

nd on

a se

lected

topic

wor

king

in sm

all gr

oup.

DANC

E •

Free

ze ga

mes f

ocus

ing

on co

ntrol,

eye f

ocus

and

use o

f spa

ce

• Lo

como

tor m

ovem

ents:

ho

pping

, jump

ing an

d ga

llopin

g for

ward

s and

sid

eway

s •

Axia

l mov

emen

ts:

twist

ing, s

wing

ing th

e ar

ms an

d side

bend

s •

Cop

ying o

f mov

emen

ts,

rhyth

ms an

d mov

emen

t pa

ttern

s suc

h as f

ollow

the

lead

er, w

alking

, sk

ipping

, and

clap

ping.

DANC

E •

Loco

motor

mov

emen

ts:

march

ing, le

aping

, jump

ing,

gallo

ping,

turnin

g on t

heir o

wn

and w

ith a

partn

er

• No

n-Lo

como

tor m

ovem

ents:

ro

lling,

swing

ing, s

tretch

ing

alone

and w

ith a

partn

er

• Pe

rform

ing rh

ythm

patte

rns

comb

ined w

ith lo

como

tor

move

ments

such

as cl

appin

g the

rhyth

m of

pony

gallo

ps,

march

ing,

Skipp

ing, e

tc.

DRAM

A S

enso

ry aw

aren

ess:

touch

, taste

, sme

ll,


DRAM

A

Isolat

e bod

y par

ts thr

ough

mov

emen

t su

ch as

point

ing an

d fle

xing t

he fe

et, et

c.

Co

oling

down

the b

ody

and r

elaxa

tion:

game

s su

ch as

‘rock

ing a

baby

’, ‘sw

aying

’, etc.

Deve

loping

shor

t se

ntenc

es of

dialo

gue

such

as a

conv

ersa

tion

betw

een t

he el

epha

nt an

d the

mou

se

Mo

veme

nts

appr

opria

te to

a role

in

differ

ent s

ituati

ons,

e.g.

durin

g a m

eal, a

cla

ssro

om, a

bus

Ro

le pla

y (ste

pping

into

the sh

oes o

f som

ebod

y els

e)

hear

ing an

d sigh

t in

dram

atic a

ctivit

ies

such

as bl

indfol

d ac

tivitie

s and

brok

en

telep

hone

game

, etc.

D

rama

tise i

n gro

ups

using

an ex

isting

sto

ry ba

sed o

n ap

prop

riate

topics

, to

deve

lop ow

n end

ings

Clas

sroom

dram

as:

expr

ess f

eelin

gs an

d po

rtray

them

es fr

om

the en

viron

ment

and

own l

ife su

ch as

‘co

llecti

ng ru

bbish

in

my ne

ighbo

rhoo

d’,

etc.

DRAM

A

Role

play r

elated

to se

lected

top

ics or

stor

ies to

ld by

the

teach

er, w

orkin

g with

a pa

rtner

in

role

and s

witch

ing ro

les

Us

ing dr

ama t

echn

iques

to

explo

re ch

arac

ters’

thoug

hts

and f

eelin

gs, e

.g. th

e dra

ma is

fro

zen a

nd ea

ch ch

arac

ter in

tur

n

Is tap

ped o

n the

shou

lder,

and a

sked

to re

veal

what

s/he

is fee

ling a

t that

mome

nt, et

c


Co

olin

g do

wn

The b

ody a

nd re

laxati

on: e

xpre

ss

mood

s and

idea

s thr

ough

mo

veme

nt su

ch as

floati

ng on

a clo

ud, fe

eling

sle

epy,

etc.

Cool

ing

down

Co

oling

down

and

relax

ation

: lying

down

on

back

brea

thing

in

and o

ut vis

ualiz

ing

colou

r as a

stim

ulus

Cr

eate

in 2D

Ma

ke a

colla

ge of

pets

with

recy

cled m

ateria

ls Dr

aw pi

cture

of fa

rm an

imal

e.g.

cow

horse

etc

Make

a co

llage

of in

sects

us

ing re

cycle

d mate

rial

Crea

te 3D

Make

mod

els of

pets

out o

f clay

/play

doug

h; en

cour

age c

orre

ct us

e of

mater

ials a

nd to

ols,

Co

nstru

ct a m

asks

of fa

rm

anim

als us

ing re

cycla

ble

mater

ials;

Ma

ke a

colla

ge of

ins

ects

using

re

cycla

ble m

ateria

l.

Reso

urce

s D

rawi

ng pa

pers,

paint

, cra

yons

, con

crete

objec

ts, m

odell

ing cl

ay, m

asks

, pu

ppets

, cos

tumes

, aud

io eq

uipme

nt re

cycla

ble m

ateria

l, bru

shes

, colo

ured

chalk

s.

Asse

ssm

ent

Obse

rvat

ion,

Ora

l, dem

onst

ratio

n, ro

le-pl

ay

Asse

ssme

nt ac

tivitie

s sho

uld


Cut p

ictur

es of

diffe

rent

pets

from

old

maga

zine

De

velop

a pe

t coll

age

Dr

aw a

wild

anim

al

Te

ll the

frien

d how

the a

nimal

camo

uflag

es its

elf

Ma

ke th

eir ow

n butt

erflie

s

Deco

rate

their b

utter

flies

using

patte

rns o

f colo

urs

De

velop

a mo

del o

f any

ins

ect

be in

tegra

ted in

the l

esso

n.

Phys

ical

Educ

atio

n W

hole

Clas

s Act

ivity

( 2x 6

0 min

ute l

esso

ns tw

ice a

week

NOTE

S TO

THE

TEA

CHER

Eye-

hand

-foot

co-o

rdina

tion -

dr

ibblin

g ball

s aro

und s

kittle

s and

kic

king b

alls b

etwee

n skit

tle

Ballo

on pu

sh- p

ush a

ballo

on

throu

gh a

targe

t or g

oal p

ost

W

ork w

ith a

partn

er -

one r

olls

ball t

o othe

r who

kick

s it b

ack

befor

e it s

tops r

olling

Thro

w a l

arge

ball a

t a ta

rget

e.g. g

oal p

ost o

r netb

all rin

g

Simu

lation

activ

ities,

i.e. p

icking

ap

ples,

diggin

g in t

he ga

rden

, sa

wing

a pla

nk, e

tc.

St

ation

1: B

aske

tball-

dribb

le a b

all zi

gzag

thr

ough

mar

kers

St

ation

2: H

ocke

y - dr

ibble

a ball

thou

gh ob

stacle

s

Stati

on 3:

Netb

all -

pass

wh

ile ru

nning

Stati

on 4:

Rug

by -

runn

ing

and p

assin

g the

ball i

n a

back

line a

ction

Stati

on 5:

Soc

cer -

dribb

le a b

all th

roug

h mar

kers

-

Co

mplet

e obs

tacle

cour

se us

ing

the ju

ngle

gym

or si

milar

eq

uipme

nt

Walk

ing on

a ro

pe or

line m

arke

d on

the g

roun

d

Balan

ce on

a low

leve

l be

am/pl

ank

Ba

lance

on ch

airs

Ci

rcle f

orma

tion p

laying

“cat

and

mous

e”

Ob

stacle

cour

se

Co

mplex

obsta

cle co

urse

Relay

runn

ing: z

igzag

thr

ough

skittl

es/m

arke

rs

Balan

ce on

one l

eg

Gy

mnas

tics:

Head

stan

d/ ha

nd st

and

Br

idge s

tandin

g


Tr

aditio

nal/in

digen

ous g

ames

ch

osen

by th

e lea

rner

s

Game

s inv

olving

pullin

g, ru

nning

, jump

ing an

d hoo

ps,

e.g. ‘t

ug-o

f-war

’

Play

game

s suc

h as “

Wolf

, wolf

wh

at’s t

he tim

e?”

Ind

igeno

us ga

mes

Mi

ni - s

occe

r, ho

ckey

, ru

gby,

netba

ll and

ba

sketb

all.

-

Reso

urce

s Sk

ipping

rope

s, ba

lls (t

ennis

and s

occe

r ball

s), be

an ba

gs, b

aske

ts, bu

ckets

,(plas

tic co

ntaine

rs),ho

ops,

tyres

, sm

all ba

ts ,st

icks,

jungle

gym,

hop s

cotch

mar

king,

tennis

rack

et, sk

ittles

whis

tle (T

each

er)

Asse

ssm

ent

Obse

rvat

ion

and

Dem

onst

ratio

n As

sess

whe

ther t

he le

arne

r can

- Co

-ord

inatio

n

- Fo

llow

and r

espo

nd to

instr

uctio

ns

- W

ork w

ell w

ith a

partn

er an

d a gr

oup

- Sh

are a

ppar

atus

- Ta

ke re

spon

sibilit

y for

appa

ratus

- Sh

ow le

ader

ship

skills

in th

e gro

up

- Do

Loco

motor

mov

emen

ts e.g

. run

, jump

, hop

, skip

, clim

b, cra

wl, s

wing

, bala

nce e

tc

- Th

row

, catc

h, kic

k, ro

ll, ba

t a ba

ll

MULT

I-GRA

DE T

EACH

ING:

LIF

E SK

ILLS

LES

SON

PLAN

TE

RM 2

WEE

K 3&

4


Tim

e allo

catio

n W

hole

Clas

s Ac

tivity

( 2x 3

0 m

inut

e se

ssio

ns)

GRAD

E 1

GRAD

E 2

GRAD

E 3

NOTE

S TO

THE

TEA

CHER

Inclu

de at

leas

t one

/two

Life

Skil

ls st

udy a

reas

ever

yday

on

the t

ime

tabl

e.

8 les

sons

x 30

min

se

ssio

n 8 l

esso

ns x

30 m

in

sess

ion

8 les

sons

x 30

min

se

ssio

n

Stud

y Are

a AC

TIVI

TIES

BE

GINN

ING

KNOW

LEDG

E,

PERS

ONAL

AND

SO

CIAL

W

ELLB

EING

SAFE

TY

Topi

c: :

Safe

ty in

the

hom

e

Topi

c: R

oad

Safe

ty

Topi

c: P

ublic

sa

fety

-

Tim

e Allo

catio

n: B

egin

ning

and

Pers

onal

Know

ledge

: G

rade

1 &

2: 2 h

ours

/ Gra

de 3:

3 ho

urs p

er

week

-

Who

le cla

ss ac

tivity

: Foc

us on

co

mmon

topic

s. -

Use L

ife S

kills

topics

as co

ntext

for

Home

Lang

uage

and F

AL(

Listen

ing an

d Spe

aking

, Sha

red

Writi

ng ac

tivitie

s) -

Use t

heme

topic

s for

who

le cla

ss

shar

ed w

riting

-

Plan

inde

pend

ent

activ

ities(W

orkb

ook e

tc) fo

r gra

de

grou

ps w

ho ar

e not

involv

ed in

sm

all gr

oup(

dire

ct tea

ching

) with

tea

cher

-

Media

te W

orkb

ook a

ctivit

ies

relat

ed to

the t

opic

in Lif

e Skil

ls les

sons

WEE

K 1

W

hen c

ookin

g-ele

ctrici

ty us

age(

switc

hes,

plugs

)

W

ashin

g

Lig

htenin

g and

ele

ctrici

ty

Me

dicine

s

WEE

K 1

Ro

ad S

afety

Rules

- P

edes

trian

- Cyc

lists

- Pa

ssen

gers

How

traff

ic off

icers

help

us

WEE

K 1

Ru

bbish

dump

s -w

hat is

rubb

ish

-whe

re ca

n we g

et ru

bbish

Ri

ding t

rains

and

taxis

safel

y

Si

gns t

hat w

arn

us of

dang

er

WEE

K 2

Po

isons

subs

tance

s

Ty

pes a

nd

reco

gnisi

ng w

arnin

g sy

mbols

and s

igns.

WEE

K 2

Roa

d sign

s for

pe

destr

ians

Sch

olar p

atrol

WEE

K 2

Po

isono

us an

d inf

lamma

ble

subs

tance

s

Da

nger

s of

electr

icity


Ke

ep sa

fe wh

en

home

alon

e

Ou

tside

area

s

.

Reso

urce

s

Exam

ples o

f dan

ger/

poiso

n sign

s ,DB

E wo

rk bo

ok

Road

sign

s ,DB

E wo

rk bo

ok

Dang

er si

gns a

nd

symb

ols D

BE w

ork

book

Enco

urag

e the

use o

f rec

ycled

ma

terial

s

Asse

ssm

ent

Obse

rvat

ion,

Or

al an

d W

ritte

n

Oral

, pra

ctica

l and

W

ritte

n -O

bser

ve an

y dan

ger

arou

nd

them

-K

now

the em

erge

ncy

numb

ers a

nd im

porta

nt nu

mber

s.

Oral

,pra

ctica

l and

W

ritte

n

-Obs

erve

the r

oad s

igns

-Role

play

road

safet

y

Oral

,pra

ctica

l and

W

ritte

n

-Exp

lain t

he si

gns i

n pu

blic

venu

es

e.g.”D

o not

litter

"

-Com

plete

the

works

heet.

- Di

splay

proje

cts in

the L

ife S

kills

Centr

e -

Proje

cts sh

ould

be su

pervi

sed b

y tea

cher

and d

one i

n the

Life

Skills

les

sons

. -

Disp

lay bo

oks i

n the

Rea

ding

corn

er D

BE W

ORKB

OOK

Gr 1

book

1 Gr

2&3 b

oth ar

e tak

en fr

om

Term

3

Tim

e allo

catio

n W

hole

Clas

s Act

ivity

(4 x

15) m

inut

e ses

sions

) Chil

dren

Rhy

me S

ong:

Ther

e is a

fire i

n the

mo

untai

n ….

NOTE

S TO

THE

TEA

CHER

Perfo

rmin

g Ar

ts(D

ance

, Mu

sic an

d Dr

ama)

. Si

ng an

d da

nce t

o the

mu

sic us

ing th

eir bo

dy pa

rts

e.g. T

here

is a

fire in

the

moun

tain.

Dram

a: Mi

me th

e war

ning

Dram

atise

the r

oad

safet

y rule

s.

Role

play

char

acter

s of

the st

ory

: A tr

affic

office

r

Role

play

co

llecti

ng

rubb

ish

Dram

atisin

g a

train

/taxi

ride

Crea

tive A

rts is

mad

e up o

f Pe

rform

ing A

rts an

d Visu

al Ar

ts.

Tim

e Allo

catio

n: 1

hour

for p

erfor

ming

ar

ts (d

ance

, mus

ic an

d dra

ma) in

Gr

ades

1 to

3 per

wee

k.

Integ

rate

perfo

rming

arts

activ

ities w

ith


symb

ols.

Lis

tening

and s

peak

ing ac

tivitie

s.

Res

ourc

es

percu

ssion

instr

umen

ts e.g

. dru

m, S

hake

rs, ta

mbou

rine e

tc pu

ppets

, mas

ks, u

se cl

assro

om

prop

s(imp

rovis

e), im

prov

ise co

stume

s, rh

ymes

and s

ongs

on C

D Ma

ke m

usica

l instr

umen

ts

Asse

ssm

ent

Obse

rvat

ion,

Ora

l, Dem

onst

ratio

n, R

ole-

play

As

sess

ment

activ

ities s

hould

be

integ

rated

in th

e les

son.

- Ma

ke a

mode

l of a

co

llage

show

ing

dang

ers a

t hom

e.

- Ma

ke a

colla

ge sh

owing

road

sig

ns.

- Ma

ke a

mode

l of b

ins.

Visu

al Ar

ts

W

hole

Clas

s Act

ivity

( 1x 6

0 min

ute l

esso

n pe

r wee

k)

NOTE

S TO

THE

TEA

CHER

-

Make

a mo

del o

f a

colla

ge sh

owing

any

warn

ings y

ou fin

d on

dang

erou

s plac

es

- Ma

ke a

mode

l of a

traff

ic off

icer o

n the

robo

t

- Us

e rec

yclab

le ob

jects

to ma

ke a

colla

ge of

po

isono

us an

d flam

mable

su

bstan

ces

- Us

e rec

yclab

le ma

terial

s

- En

cour

age l

earn

ers t

o wea

r old

“T”

shirt

for pa

inting

less

ons

Reso

urce

s Cr

ayon

s, A4

/A3

blank

pape

r, pa

int an

d pain

t bru

shes

, cott

on w

ool, 3

D ob

jects

(recy

clable

boxe

s an

d con

taine

rs), g

arde

n too

ls, cu

tlery

utens

ils, k

itche

n uten

sils


Asse

ssm

ent

Obse

rvat

ion:

Ob

serve

whe

ther t

he

learn

er ca

n: Ma

ke a

mode

l of a

colla

ge

show

ing an

y war

nings

yo

u find

on da

nger

ous

place

s

Obse

rvat

ion:

Obs

erve

whe

ther t

he

learn

er ca

n: Ma

ke a

mode

l of a

traff

ic off

icer o

n the

robo

t.

Obse

rvat

ion:

Obs

erve

wh

ether

the l

earn

er ca

n: Un

derst

and t

he us

e re

cycla

ble ob

jects

to ma

ke a

colla

ge of

poiso

nous

and

flamm

able

subs

tance

s.

Phys

ical

Educ

atio

n W

hole

Clas

s Act

ivity

( 2x 6

0 min

ute l

esso

ns tw

ice a

week

NO

TES

TO T

HE T

EACH

ER

U

sing s

ense

s: he

aring

- lis

ten

to ins

tructi

ons

while

mov

ing

arou

nd

Pl

ay do

dging

ga

mes

Th

row

and

catch

bean

ba

gs

Pl

ay ne

tball a

nd

socc

er in

team

s an

d pair

s.

Le

arn t

o swi

m in

the

water

Ob

stacle

cour

se

Ga

mes i

nvolv

ing

pullin

g, ru

nning

, jum

ping a

nd ho

ops,

e.g. “

enor

mous

pu

mpkin

”

• P

lay ga

mes s

uch a

s “L

ittle r

ain dr

ops”

At

hletic

s: Sp

rintin

g

In

digen

ous g

ames

(gro

up

game

going

arou

nd in

a cir

cle –

Pula

ya na

M

ini -

socc

er, h

ocke

y, ru

gby,

netba

ll and

ba

sketb

all.

- Ti

me A

lloca

tion:

2 ho

urs p

er

week

for a

ll gra

des

- PE

attir

e enc

oura

ge le

arne

rs to

wear

PE

clothe

s (sh

orts,

“T” s

hirts

and t

akkie

s )

Lear

ners

expe

rienc

ing

barri

ers t

o lea

rnin

g

- Pl

an ac

tivitie

s for

phys

ically

ch

allen

ged l

earn

ers.

Reso

urce

s Sk

ipping

rope

s, ba

lls (t

ennis

and s

occe

r ball

s), be

an ba

gs, b

aske

ts, bu

ckets

,(plas

tic

conta

iners)

,hoop

s, tyr

es, s

mall b

ats ,s

ticks

, jung

le gy

m, ho

p sco

tch m

arkin

g, ten

niquo

t ring

, whis

tle

(Tea

cher

)


Asse

ssm

ent

Obse

rvat

ion

and

Dem

onst

ratio

n As

sess

whe

ther t

he le

arne

r can

- Fo

llow

and r

espo

nd to

instr

uctio

ns e.

g. ru

n, jum

p, ho

p, sk

ip, cl

imb,

crawl

, swi

ng, b

alanc

e etc

- W

ork w

ell w

ith a

partn

er an

d a gr

oup

- Sh

are a

ppar

atus d

uring

exer

cises

like -

thro

w , c

atch,

kick,

roll,

bat a

ball

- Ta

ke re

spon

sibilit

y for

appa

ratus

- Sh

ow le

ader

ship

skills

in th

e gro

up

MULT

I-GRA

DE T

EACH

ING:

LIF

E SK

ILLS

LES

SON

PLAN

TE

RM 2

WEE

K 5&

6 Ti

me a

lloca

tion

Who

le Cl

ass

Activ

ity( 2

x 30

min

ute

sess

ions

)

GRAD

E 1

GRAD

E 2

GRAD

E 3

NOTE

S TO

THE

TEA

CHER

Inclu

de at

leas

t one

/two

Life

Sk

ills st

udy a

reas

ever

yday

on

the t

ime t

able.

8 les

sons

x 30

min

se

ssio

n 8 l

esso

ns x

30 m

in

sess

ion

8 les

sons

x 30

min

sess

ion

Stud

y Are

a AC

TIVI

TIES

BE

GINN

ING

KNOW

LEDG

E,

PERS

ONAL

AND

SAFE

TY

Topi

c: :

Safe

ty in

the

hom

e

Topi

c: R

oad

Safe

ty

Topi

c: P

ublic

safe

ty

- Ti

me A

lloca

tion:

Be

ginn

ing

and

Pers

onal

Know

ledge

: G

rade

1 &

2: 2 h

ours

/ Gra

de 3:

3 ho

urs

per w

eek

- W

hole

class

activ

ity:


SOCI

AL

WEL

LBEI

NG

WEE

K 1

W

hen c

ookin

g-ele

ctrici

ty us

age(

switc

hes,

plugs

)

W

ashin

g

Lig

htenin

g and

ele

ctrici

ty

Me

dicine

s

WEE

K 1

Road

Safe

ty Ru

les

- Ped

estria

n - C

yclis

ts -

Pass

enge

rs

Ho

w tr

affic

office

rs he

lp us

WEE

K 1

Ru

bbish

dump

s -w

hat is

rubb

ish

-whe

re ca

n we g

et ru

bbish

Ri

ding t

rains

and t

axis

safel

y

Si

gns t

hat w

arn u

s of

dang

er

Focu

s on c

ommo

n top

ics.

- Us

e Life

Skil

ls top

ics as

co

ntext

for H

ome L

angu

age

and F

AL( L

isten

ing an

d Sp

eakin

g, Sh

ared

Writi

ng

activ

ities)

- Us

e the

me to

pics f

or w

hole

class

shar

ed w

riting

-

Plan

inde

pend

ent

activ

ities(W

orkb

ook e

tc) fo

r gr

ade g

roup

s who

are n

ot inv

olved

in sm

all gr

oup(

dir

ect te

achin

g) w

ith te

ache

r -

Media

te W

orkb

ook a

ctivit

ies

relat

ed to

the t

opic

in Lif

e Sk

ills le

sson

s

WEE

K 2

Po

isons

subs

tance

s

Ty

pes a

nd

reco

gnisi

ng w

arnin

g sy

mbols

and s

igns.

WEE

K 2

Ro

ad si

gns f

or

pede

strian

s

Sc

holar

patro

l

WEE

K 2

Po

isono

us an

d inf

lamma

ble

subs

tance

s

Da

nger

s of

electr

icity

Ke

ep sa

fe wh

en

home

alon

e

Ou

tside

area

s

.

Reso

urce

s

Exam

ples o

f dan

ger/

poiso

n sign

s ,DB

E wo

rk bo

ok

Road

sign

s ,DB

E wo

rk bo

ok

Dang

er si

gns a

nd sy

mbols

DBE

work

book

Enco

urag

e the

use o

f rec

ycled

ma

terial

s


Asse

ssm

ent

Obse

rvat

ion,

Or

al an

d W

ritte

n wo

rk

Oral,

Pra

ctica

l and

W

ritte

n wo

rk

-Obs

erve

any d

ange

r ar

ound

th

em

-Kno

w the

emer

genc

y nu

mber

s and

impo

rtant

numb

ers

Oral,

Pra

ctica

l and

W

ritte

n wo

rk

-Obs

erve

the r

oad s

igns

-Role

play

road

safet

y

Oral,

Pra

ctica

l and

W

ritte

n wo

rk

-Exp

lain t

he si

gns i

n pub

lic

venu

es e.

g.”Do

not li

tter"

-Com

plete

the w

orks

heet.

- Di

splay

proje

cts in

the L

ife

Skills

Cen

tre

- Pr

ojects

shou

ld be

su

pervi

sed b

y tea

cher

and

done

in th

e Life

Skil

ls les

sons

. -

Disp

lay bo

oks i

n the

Re

ading

corn

er D

BE

WOR

KBOO

K Gr

1 bo

ok1

Gr 2&

3 both

are t

aken

from

Te

rm 3

Tim

e allo

catio

n W

hole

Clas

s Act

ivity

(4x 1

5) m

inut

e ses

sions

) Chil

dren

Rhy

me S

ong:

Ther

e is a

fire i

n the

mo

untai

n ….

NOTE

S TO

THE

TEA

CHER

Perfo

rmin

g Ar

ts(D

ance

, Mu

sic an

d Dr

ama)

. Si

ng an

d da

nce t

o the

mu

sic us

ing th

eir bo

dy pa

rts

e.g. T

here

is a

fire in

the

moun

tain.

Dram

a: Mi

me th

e war

ning

symb

ols.

Dram

atise

the r

oad

safet

y rule

s.

Role

play

char

acter

s of

the st

ory

: A tr

affic

office

r

Role

play

colle

cting

ru

bbish

Dr

amati

sing a

train

/ta

xi rid

e

Crea

tive A

rts is

mad

e up o

f Pe

rform

ing A

rts an

d Visu

al Ar

ts.

Tim

e Allo

catio

n: 1

hour

for

perfo

rming

arts

(dan

ce, m

usic

and d

rama

) in G

rade

s 1 to

3 pe

r we

ek.

Integ

rate

perfo

rming

arts

activ

ities w

ith Li

stenin

g and

sp

eakin

g acti

vities

.

Res

ourc

es

Percu

ssion

instr

umen

ts e.g

. dru

m, S

hake

rs, ta

mbou

rine e

tc pu

ppets

, mas

ks, u

se cl

assro

om

prop

s(imp

rovis

e), im

prov

ise co

stume

s, rh

ymes

and s

ongs

on C

D Ma

ke m

usica

l instr

umen

ts

Asse

ssm

ent

Obse

rvat

ion,

Ora

l, Dem

onst

ratio

n, R

ole-

play

As

sess

ment

activ

ities s

hould

be


- Ma

ke a

mode

l of a

co

llage

show

ing

dang

ers a

t hom

e

- Ma

ke a

colla

ge sh

owing

road

sign

s.

- Ma

ke a

mode

l of b

ins.

integ

rated

in th

e les

son.

Visu

al Ar

ts

W

hole

Clas

s Act

ivity

( 1x 6

0 min

ute l

esso

n pe

r wee

k)

NOTE

S TO

THE

TEA

CHER

-

Make

a mo

del o

f a

colla

ge sh

owing

any

warn

ings y

ou fin

d on

dang

erou

s plac

es

- Ma

ke a

mode

l of a

traff

ic off

icer o

n the

ro

bot

- Us

e rec

yclab

le ob

jects

to ma

ke a

colla

ge of

po

isono

us an

d fla

mmab

le su

bstan

ces

- Us

e rec

yclab

le ma

terial

s

- En

cour

age l

earn

ers t

o wea

r old

“T” s

hirt fo

r pain

ting

lesso

ns

Reso

urce

s Cr

ayon

s, A4

/A3

blank

pape

r, pa

int an

d pain

t bru

shes

, cott

on w

ool, 3

D ob

jects

(recy

clable

boxe

s and

co

ntaine

rs), g

arde

n too

ls, cu

tlery

utens

ils, k

itche

n uten

sils

Asse

ssm

ent

Obse

rvat

ion:

Ob

serve

whe

ther t

he

learn

er ca

n: Ma

ke a

mode

l of a

colla

ge

show

ing an

y war

nings

yo

u find

on da

nger

ous

place

s

Obse

rvat

ion:

Obs

erve

whe

ther t

he le

arne

r can

: Ma

ke a

mode

l of a

traff

ic off

icer o

n the

robo

t.

Obse

rvat

ion:

Obs

erve

wh

ether

the l

earn

er ca

n: Un

derst

and t

he us

e re

cycla

ble ob

jects

to ma

ke

a coll

age o

f pois

onou

s and

fla

mmab

le su

bstan

ces.


Phys

ical

Educ

atio

n W

hole

Clas

s Act

ivity

( 2x 6

0 min

ute l

esso

ns tw

ice a

week

NOTE

S TO

THE

TEA

CHER

U

sing s

ense

s: he

aring

- lis

ten

to ins

tructi

ons

while

mov

ing

arou

nd

Pl

ay do

dging

ga

mes

Th

row

and

catch

bean

ba

gs

Pl

ay ne

tball a

nd

socc

er in

team

s an

d pair

s.

Le

arn t

o swi

m in

the

water

Ob

stacle

cour

se

Ga

mes i

nvolv

ing

pullin

g, ru

nning

, jum

ping a

nd ho

ops,

e.g. “

enor

mous

pu

mpkin

”

• P

lay ga

mes s

uch a

s “L

ittle r

ain dr

ops”

At

hletic

s: Sp

rintin

g

In

digen

ous g

ames

(gro

up ga

me

going

arou

nd in

a cir

cle –

Pula

ya

na

Mini

- so

ccer

, hoc

key,

rugb

y, ne

tball a

nd ba

sketb

all.

- Ti

me A

lloca

tion:

2 ho

urs

per w

eek f

or al

l gra

des

- PE

attir

e enc

oura

ge

learn

ers t

o wea

r PE

clothe

s (sh

orts,

“T” s

hirts

and

takkie

s )

Lear

ners

expe

rienc

ing

barri

ers

to le

arni

ng

- Pl

an ac

tivitie

s for

phys

ically

ch

allen

ged l

earn

ers.

Reso

urce

s Sk

ipping

rope

s, ba

lls (t

ennis

and s

occe

r ball

s), be

an ba

gs, b

aske

ts, bu

ckets

,(plas

tic co

ntaine

rs),ho

ops,

tyres

, sma

ll bats

,stic

ks, ju

ngle

gym,

hop s

cotch

mar

king,

tenniq

uet r

ing, w

histle

(Tea

cher

)

Asse

ssm

ent

Obse

rvat

ion

and

Dem

onst

ratio

n As

sess

whe

ther t

he le

arne

r can

- Fo

llow

and r

espo

nd to

instr

uctio

ns e.

g. ru

n, jum

p, ho

p, sk

ip, cl

imb,

crawl

, swi

ng, b

alanc

e etc

- W

ork w

ell w

ith a

partn

er an

d a gr

oup

- Sh

are a

ppar

atus d

uring

exer

cises

like -

thro

w , c

atch,

kick,

roll,

bat a

ball

- Ta

ke re

spon

sibilit

y for

appa

ratus

- Sh

ow le

ader

ship

skills

in th

e gro

up


LESS

ON P

LANS

: TER

M 3


MU

LTI-G

RADE

TEA

CHIN

G: L

IFE

SKIL

LS L

ESSO

N PL

AN

TERM

3

W

EEK

1& 2

Tim

e allo

catio

n W

hole

Clas

s Ac

tivity

( 2x

30

min

ute

sess

ions

)

GRAD

E 1

GRAD

E 2

GRAD

E 3

NOTE

S TO

THE

TEA

CHER

In

clude

at le

ast o

ne/tw

o Li

fe S

kills

stud

y are

as ev

eryd

ay o

n th

e tim

e ta

ble.

3 les

sons

x 30

m

ins s

essio

ns

3 les

sons

x 30

min

s se

ssio

ns

5 les

sons

x 30

min

sess

ions

Stud

y Are

a Ac

tiviti

es

WEE

K 1

Begi

nnin

g Kn

owled

ge,

Pers

onal

And

Socia

l Well

bein

g

To

pic:

Plan

ts an

d se

eds

• W

hy w

e nee

d plan

ts - in

clude

food

, sh

ade,

shelt

er fo

r an

imals

•

Wha

t plan

ts loo

k like

- r

oots,

stem

, leav

es,

flowe

rs •

Diffe

rent

plants

- sim

ilariti

es an

d dif

feren

ces

Topi

c : S

oil

• Di

ffere

nt so

ils,

- colo

urs a

nd te

xture

s •

Crea

tures

that

live i

n the

soil,

- suc

h as e

arthw

orms

, mo

les

Topi

c: P

rodu

cts a

nd

Proc

esse

s • P

lants

- Wha

t we g

et fro

m pla

nts

- Pro

cess

- fro

m su

gar c

ane

to su

gar

- Ti

me A

lloca

tion:

Beg

inni

ng an

d Pe

rson

al Kn

owled

ge :

-

N.B

The t

opic

for G

rade

3 i.e

. Pr

oduc

t and

proc

esse

s is t

aken

fro

m Te

rm 4.

-

Grad

e 1 &

2: 2 h

ours

and G

rade

3:

3 hou

rs pe

r wee

k -

Who

le cla

ss ac

tivity

: -

Use L

ife S

kills

topics

as co

ntext

for H

ome L

angu

age a

nd F

AL

Media

te W

orkb

ook a

ctivit

ies re

lated

to

the to

pic in

Life

Skills

less

ons

Wee

k 2

Enco

urag

e the

use o

f was

te an

d re

cycla

ble m

ateria

ls for

life s

kills

activ

ities.

GR

ADE

1 GR

ADE

2 GR

ADE

3 To

pic:

Plan

ts an

d se

eds

• Se

eds a

nd w

here

Topi

c : S

oil

• Cr

eatur

es th

at liv

e in

Topi

c: P

rodu

cts a

nd

Proc

esse

s • T

he ea

rth


they c

ome f

rom

• W

hat p

lants

need

to

grow

• G

rowi

ng a

plant

from

a see

d - su

ch as

a be

an or

lenti

ls.

the so

il - su

ch as

ea

rthwo

rms,

moles

•

Soil f

or th

e gro

wth o

f pla

nts; th

e valu

e of

grow

ing ve

getab

les

- Wha

t we g

et fro

m the

earth

- P

roce

ss -

from

clay t

o br

ick.

Reso

urce

s :

• Flow

char

ts to

show

proc

esse

s • I

nform

ation

/ libr

ary b

ooks

and p

ictur

es

• New

spap

er an

d tele

vision

repo

rts of

disa

sters

• Natu

re co

rner

/ disc

over

y tab

le wi

th pla

nts

• Pict

ures

of pl

ants

and f

oods

/diffe

rent

foods

and p

acka

ges

• Sam

ples o

f diffe

rent

soil t

ypes

• P

ictur

e and

infor

matio

n boo

ks

As

sess

men

t Or

al,

Obse

rvatio

n an

d Writt

en

work

Asse

ssm

ent

Are l

earn

ers a

ble to

: -

give

reas

ons o

f wh

y plan

ts ar

e ne

eded

by ;

-

peop

le -

anim

als, N

ame

fruits

and

vege

tables

as

healt

hy fo

od.

Obse

rve an

d tell

by

lookin

g at p

lants

if the

y are

-

roo

t plan

ts(po

tato)

-

leav

es

lands

(spina

ch)

- F

lower

pla

nts(to

mato)

-

Matc

hing a

ctivit

y fro

m the

abov

e ac

tivity

in w

riting

. -

Mak

e a fr

uit sa

lad.

Asse

ssm

ent

Are l

earn

ers a

ble to

: -

name

type

s of

soil(s

andy

, clay

),

and

their

ch

arac

terist

ics

- n

ame c

reatu

res t

hat

lives

in th

e so

il(mole

s, ea

rthwo

rms)

- n

ame p

lants

that

grow

from

the s

oil,

dividi

ng th

em in

to ve

getab

les an

d fru

its

- W

ritten

activ

ity

wher

e lea

rner

s co

mplet

e a

works

heet

on ty

pes

of pla

nts gr

own i

n dif

feren

t type

s of

soil.

Asse

ssm

ent

Are l

earn

ers a

ble to

: -

tell w

hat w

e get

from

the

earth

, i.e.

(oxy

gen,

mine

rals

like g

old, c

rude

oil

, etc.

) -

Nam

e pro

ducts

from

mi

nera

ls (g

old je

welle

ry,

rings

, nec

klace

s, etc

.) -

nam

e pro

ducts

from

cru

de oi

l (petr

ol an

d die

sel)

W

rite a

para

grap

h tha

nking

the e

arth

for its

pr

oduc

ts.

C

omple

te ac

tivitie

s fro

m W

orkb

ooks

on th

is top

ic.

- Pr

oject:

Wha

t we g

et fro

m ea

rth.

Wor

kboo

ks ac

tiviti

es:

GR1;

pgs 1

8-25

GR

3; pg

s 34-

41

Plea

se ge

t acti

vities

for g

rade

2 fro

m DB

E W

orkb

ooks

(Volu

me2)


CREA

TIVE

ART

S

War

min

g up

:

• W

armi

ng up

the

body

: e.g.

lead

ing

with

the no

se,

elbow

, and

knee

.

• War

ming

up th

e bod

y: cu

rling a

nd st

retch

ing

the sp

ine si

tting o

n the

flo

or, c

urlin

g into

a tig

ht ba

ll, un

foldin

g len

gthen

ing th

e sp

ine, e

tc.

• War

ming

up bo

dy: c

ombin

e bo

dy pa

rts an

d iso

lation

s e.g

. mak

e circ

les w

ith w

rists

and h

ips si

multa

neou

sly

• War

ming

up vo

ice: fo

cus

on ex

pres

siven

ess a

nd

involv

emen

t in po

etry,

rhym

es an

d cre

ative

dram

a ga

mes.

NB. C

reati

ve ar

ts ac

tivitie

s are

to be

co

mplet

ed th

roug

hout

the te

rm.

• C

ombin

ing

Lo

como

tor an

d no

n-Lo

como

tor

move

ments

such

as

run-

run-

turn,

run-

forwa

rd-

shrin

k-stre

tch-u

p •

Gam

es fo

cusin

g on

nume

racy

and

litera

cy su

ch as

nu

mber

song

s an

d rhy

mes,

makin

g lett

er

shap

es th

roug

h mo

veme

nt •

Cho

osing

and

makin

g own

mo

veme

nt se

ntenc

es to

• Lo

como

tor

move

ments

: slid

ing

the fe

et on

the f

loor

and r

unnin

g with

a lea

p on t

heir o

wn an

d wi

th a p

artne

r •

Non

-Loc

omoto

r mo

veme

nts: tu

rning

, fal

ling,

stamp

ing,

kickin

g on t

heir o

wn

and w

ith a

partn

er

• Lan

ding s

oftly

throu

gh

the fe

et (to

e-ba

ll-hee

l, be

nding

knee

s) wh

ile

hopp

ing, s

kippin

g, jum

ping a

nd le

aping

, etc

. • E

xplor

ing th

e mo

veme

nt

• Ru

nning

comb

ined w

ith

spinn

ing m

ovem

ents

• L

inking

mov

emen

ts in

shor

t mov

emen

t se

ntenc

es an

d re

memb

ering

them

•

Cre

ate a

move

ment

sente

nce i

n sma

ll gro

ups

and u

se it

to ma

ke

patte

rns


inter

pret

a the

me

with

a beg

inning

an

d an •

Clap

ping

rhyth

ms in

thre

e or

four

time.

Movin

g to m

usic

in thr

ee or

four

time

endin

g.

char

acter

istics

of th

e pu

ppet

such

as: ‘t

he

hung

ry lio

n cra

wling

an

d cre

eping

abou

t to

catch

the M

ouse

’, etc.

Da

nce:

• D

rama

tising

a ma

ke-b

eliev

e sit

uatio

n bas

ed on

a S

outh

Afric

an

poem

, son

g or

story

guide

d by

teach

er.

• M

ime a

ction

s sh

owing

emoti

on

using

visu

alisa

tion

such

as ea

ting m

y fav

ourite

food

, op

ening

a gif

t.

• P

olyrh

ythms

using

bo

dy pe

rcuss

ion

and/o

r per

cuss

ion

instru

ments

•

Sim

ple m

ime;

imita

ting e

veryd

ay

activ

ities f

ocus

ing on

we

ight a

nd sh

ape,

Feath

er’, e

tc.

• C

reati

ng a

simple

pu

ppet

using

was

te ma

terial

: soc

k pu

ppets

, fing

er

pupp

ets.

- Do

pupp

et dia

logue

C

lassro

om dr

amas

: illu

strate

diffe

rent

char

acter

s thr

ough

voca

l an

d phy

sical

char

acter

isatio

n e.g.

mo

ving a

nd sp

eakin

g,

as

the m

other

, the

gran

dfathe

r, the

docto

r, etc

. •

Poe

try pe

rform

ance

s in

grou

ps e.

g. ch

oral

verse

co

mbine

d with

mov

emen

t an

d ges

tures

Mu

sic

• List

ening

skills

thr

ough

mus

ic ga

mes u

sing

differ

ent te

mpo,

pitch

, dyn

amics

, du

ratio

n

• L

isten

ing to

mus

ic an

d ide

ntifyi

ng

mood

s suc

h as

‘sad’,

‘hap

py’, ‘

calm

’ an

d ‘ex

cited

’ •

Ga

mes f

ocus

ing on

nu

mera

cy an

d lite

racy

such

as

numb

er so

ngs a

nd

rhym

es,

• C

ompo

se cy

clic r

hythm

pa

ttern

s bas

ed on

Sou

th Af

rican

mus

ic. F

ocus

on

appr

opria

te tem

po

/dyna

mic c

hoice

s •

Bod

y per

cuss

ion an

d/or

percu

ssion

instr

umen

ts to

acco

mpan

y Sou

th Af

rican

mus

ic (re

cord

ed

or liv

e), fo

cusin

g on


partic

ipator

y stor

ies,

makin

g lett

er

shap

es

m

ovem

ent, w

riting

na

mes w

ith to

es,

verb

al dy

nami

cs

(pull

, twist

, stre

tch,

bend

, spin

) •

Cre

ate so

unds

and

rhyth

ms sp

ecific

to

the m

ood o

r ch

arac

ter of

the

pupp

et by

using

vo

ice, in

strum

ents

or fo

und o

bjects

.

cycli

c (cir

cular

) rhy

thm

patte

rns

Reso

urce

s:

music

al ins

trume

nts,

includ

ing fo

und a

nd

made

, va

riety

of pr

ops

e.g. m

ateria

ls, ba

lls,

differ

ent s

ized a

nd

shap

ed ob

jects,

old

clothe

s

Reso

urce

s:

music

al ins

trume

nts,

includ

ing fo

und a

nd

made

, va

riety

of pr

ops

e.g. m

ateria

ls, ba

lls,

differ

ent s

ized a

nd

shap

ed ob

jects,

old

clothe

s

Reso

urce

s:

music

al ins

trume

nts,

includ

ing fo

und a

nd m

ade,

varie

ty of

prop

s e.g

. mate

rials,

balls

, diffe

rent

sized

and s

hape

d obje

cts,

old cl

othes

Asse

ssm

ent:

- Le

arne

rs to

create

mus

ical

instru

ments

us

ing se

eds,

e.g.

shak

ers

- Da

ncing

in

differ

ent

Asse

ssm

ent:

- Do

non L

ocom

otor

move

ment

like a

n ea

rthwo

rm,

swer

ving l

ike tr

ees

and t

urnin

g like

a su

nflow

er, e

tc.

- Lis

ten to

mus

ic an

d

Asse

ssm

ent:

- En

gage

in a

dialog

ue

with

a par

tner o

n the

jou

rney

of a

suga

r- ca

ne

until

its su

gar

- Si

ng in

digen

ous s

ongs

ma

de fr

om th

e top

ic lik

e, “”s

ugar

give

s us


move

ments

pla

ying t

heir

instru

ments

e.g.

an ac

tion s

ongs

lik

e “im

ithi ig

oba

kahle

” -

Mimi

ng ac

tions

sh

owing

em

otion

s suc

h as

excit

emen

t wh

en ea

ting m

y fav

ourite

fruit

show

moo

ds

like,”

sad”

,a wi

lting

flowe

r, “e

xcite

ment”

a b

losso

ming

flo

wer

- Ma

ke pu

ppets

us

ing w

aste

mater

ial lik

e old

sock

, then

do a

pupp

et sh

ow

betw

een a

mole

an

d an e

arthw

orm

abou

t “pe

ople

worki

ng in

the

gard

en” a

nd ho

w tha

t hur

t them

ener

gy”

- Mo

veme

nts fr

om

imag

ery o

f a m

achin

e gr

inding

suga

r – ca

ne,

jump-

jump

, skip

- skip

an

d hop

- hop

Crea

te in

2D

-

Make

a co

llage

us

ing se

eds,

e.g. p

umpk

in or

su

nflow

er se

eds

and g

lue,

indica

ting w

hat

plants

need

to

grow

( sun

, wate

r an

d soil

) -

Dra

w a p

lant

show

ing

differ

ent p

arts.

Crea

te in

2D

- M

ake a

colla

ge

using

sand

y soil

an

d lea

ves o

n a

glued

piec

e of c

ard

boar

d - C

ollag

e of fr

uit an

d ve

getab

les

Crea

te in

2D

- Dr

awing

and p

aintin

g: ex

plorin

g a va

riety

of me

dia

- Po

ster o

f wha

t we g

et fro

m ea

rth, p

rodu

cts an

d pr

oces

ses b

y cutt

ing

pictur

es fr

om m

agaz

ines

and p

astin

g the

m on

a ch

art/ o

ld ca

lenda

r e

.g. su

gar-

cane

(sug

ar,

swee

ts ch

ocola

tes)

maiz

e-(co

rnfla

kes,

meali

e-me

al, po

pcor

ns)

cla

y(bric

ks, h

ouse

s/ bu

ilding

s)

Crea

te in

3D

(con

stru

ctin

g)

Crea

te in

3D

(con

stru

ctin

g)

Crea

te in

3D (c

onst

ruct

ing)

• M

odels

of ne

cklac

es, r

ings,


Use r

ecyc

lable

mater

ials (

colou

rful

tissu

e pap

ers p

lant

leave

s) ma

ke cu

t out

,e.g.

flowe

rs

• Us

e rec

yclab

le ma

terial

s to m

ake

mode

ls of

differ

ent

creatu

res t

hat li

ve in

so

il

etc.

Visu

al Li

tera

cy

• Inc

reas

e awa

rene

ss of

pa

ttern

and p

rintm

aking

in

Afric

a, e.g

. Nde

bele

paint

ing, b

eadw

ork,

deco

rativ

e cer

amics

: loo

king,

tal

king,

listen

ing ab

out

patte

rn

Reso

urce

s P

aper

, oil p

astel

s, ch

alk, p

lay do

ugh,

paint

s and

brus

hes,

bead

s and

strin

gs fo

r thr

eadin

g cha

rcoal,

sand

, glue

, see

ds, c

ard b

oard

boxe

s sc

issor

s, co

lourfu

l tiss

ue pa

pers

As

sess

men

t

Asse

ssm

ent:

- Ma

ke a

colla

ge

using

seed

s, e.g

. pu

mpkin

or

sunfl

ower

seed

s an

d glue

, ind

icatin

g wha

t pla

nts ne

ed to

gr

ow( s

un, w

ater

and s

oil)

- Us

e rec

yclab

le ma

terial

, mak

e cut

outs

e.g. fl

ower

s.

Asse

ssm

ent:

- Ma

ke a

colla

ge

using

sand

y soil

an

d lea

ves o

n a

glued

piec

e of c

ard

boar

d. -

Mode

lling u

sing c

lay

soil t

o mak

e mod

els

of litt

le ro

ndav

els

roofi

ng it

with

gras

s, dif

feren

t type

s of

fruit a

nd ve

getab

les

and c

olor t

hem

corre

ctly.

Asse

ssm

ent:

- M

ake a

poste

r of p

rodu

cts

and p

roce

sses

by cu

tting

pictur

es fr

om m

agaz

ines

and p

astin

g the

m on

a ch

art/ o

ld ca

lenda

r e.g.

su

gar-

cane

(sug

ar,

swee

ts ch

ocola

tes)

m

aize-

(corn

flake

s, me

alie-

meal,

popc

orns

)

lay(b

ricks

, hou

ses/

build

ings)

- C

reate

a lan

tern u

sing

pape

r cu

t dec

orati

vely

and c

olore

d.

Phys

ical E

duca

tion

Lo

com

otor

•

Mov

e - ju

mp, r

un,

climb

and c

rawl

•

Walk

back

ward

s on

heels

; walk

ba

ckwa

rds o

n toe

s

Loco

mot

or

• O

bstac

le co

urse

with

be

an ba

g on

shou

lder/

foot/ h

ead/

hand

Rea

ction

time d

rills,

at the

teac

hers

Loco

mot

or

• N

on-L

ocom

otor

move

ments

like t

wisti

ng,

turnin

g, be

nding

, cur

ling,

comb

ined a

nd co

-co

ordin

ated i

n gro

ups

• H

oppin

g ove

r a di

stanc

e

Adap

t acti

vities

Fo

r disa

bled l

earn

ers.

Teac

hers

must

alway

s be p

rese

nt wi

th the

lear

ners

durin

g phy

sical

educ

ation

pe

riods

. NB

. Phy

sical

educ

ation

activ

ities a

re


• W

alk fo

rwar

ds

cross

ing do

mina

nt leg

over

•

Foll

ow

instru

ction

s to

move

slow

and

fast

comm

and..

. run

...hit

the

de

ck...h

op...s

top...e

tc

• P

erce

ption

game

s fol

lowing

a pa

ttern

- pla

cing i

tems i

n the

co

rrect

orde

r, i.e

. ru

nning

and p

lace

marke

rs on

pr

edete

rmine

d pla

ces,

using

the

corre

ct or

der

• C

atchin

g and

thr

owing

a ten

nis

ball

carry

ing so

methi

ng an

d ho

lding

hand

s with

a pa

rtner

•

Jum

ping w

hile s

tandin

g ...

doub

le tak

e-off

and

single

take

-off

• L

eapin

g: sim

ulatin

g ac

tions

- ka

ngar

oo,

sprin

gbuc

k, ra

bbit,

etc.

to be

comp

leted

thro

ugho

ut the

term

.

Perc

eptu

al m

otor

•

Lea

rner

s help

to

set u

p an o

bstac

le co

urse

and m

ove

throu

gh th

e ob

stacle

cour

se

safel

y - cl

imbin

g on

, clim

bing o

ver,

crawl

ing, h

angin

g on

to ba

rs an

d ba

lancin

g

Perc

eptu

al m

otor

•

Fr

ee pl

ay an

d tim

e to

expe

rimen

t with

dif

feren

t way

s of

using

a be

an ba

g

Perc

eptu

al m

otor

•

Kick

a mo

ving b

all an

d ch

ange

dire

ction

, to a

targe

t or a

partn

er

• T

hrow

ing ba

lls to

targ

ets

and b

etwee

n par

tners

with

one a

nd tw

o han

ds,

high a

nd fa

r

Rhyt

hm

• R

ope s

kippin

g, alo

ne, in

grou

ps of

thr

ee, tw

o swi

ng

and t

he ot

her

jumps

, rota

te ro

les

Rhyt

hm

• La

yout

swing

on a

jungle

gym

using

ov

er-g

rasp

•

Usin

g ove

r-gra

sp,

swing

on a

horiz

ontal

bar o

f a

Rhyt

hm

• R

ope s

kippin

g - ad

vanc

ed

move

ment

such

as cr

oss

over

, dou

ble sk

ip, et

c. •

Gym

nasti

c mov

emen

t su

ch as

forw

ard r

oll,

back

ward

roll,

hand


jungle

gym

sp

ring,

and c

artw

heel

Co

-ord

inat

ion

• H

and-

eye c

o-or

dinati

on -

throw

a t

ennis

ball i

n the

air

and c

atch i

t, bo

unce

it on

the

grou

nd; p

ass i

t to

a par

tner

• J

umpin

g ove

r a

swing

ing st

ockin

g ba

ll

Co-o

rdin

atio

n •

Circ

le for

matio

n ru

nning

cloc

k wise

an

d anti

-cloc

k wise

•

Usin

g ove

r-gra

sp,

arm

trave

lling o

n jun

gle gy

m

Co-o

rdin

atio

n •

Voll

eyba

ll acti

vities

: ha

nd-e

ye co

-ord

inatio

n, se

rve, d

ig an

d set

actio

ns

• P

artne

r acti

vities

such

as

strad

dle va

ult ov

er th

e be

nt ba

ck of

a pa

rtner

Balan

ce

• B

alanc

e on m

otor

car t

yres,

laid f

lat

on th

e gro

und o

r sta

nding

up

• P

lay ga

mes u

sing

bean

bags

to

balan

ce on

dif

feren

t par

ts of

the bo

dy e.

g. “S

imon

Say

s” -

balan

ce th

e bea

n ba

g on y

our

S

hould

er, e

tc.

Balan

ce

• B

alanc

ing on

one

leg

• B

alanc

ing m

oves

alo

ng ro

pes,

plank

s, ba

lancin

g bea

ms

(bala

nce o

n one

leg;

arms

horiz

ontal

) •

“Hor

se an

d car

t” •

Hula

hoop

swing

s wi

th ar

m, hi

ps an

d ne

ck

Balan

ce

• S

tand a

nd w

alk on

tiptoe

an

d hee

l •

Cra

wling

on ha

nd an

d kn

ees

• B

alanc

e walk

ing fo

rwar

d an

d bac

kwar

ds

• C

limbin

g on a

jung

le gy

m: m

oving

free

ly on

ba

lancin

g pole

/beam

•

Sim

ple di

smou

nts of

f ap

para

tus

• G

ymna

stics

: bala

ncing

ac

tions

such

as ha

nd

stand

, hea

d stan

d lau

nche

s, etc

.

Spat

ial o

rient

atio

n •

Cr

awl th

roug

h tyr

es th

at ha

ve

been

set u

p in a

lin

e

Spat

ial o

rient

atio

n •

Int

rodu

ce fo

rwar

d an

d bac

kwar

d roll

s - e

xplai

n safe

ty •

“W

olf an

d She

ep”

using

the o

ptima

l

Spat

ial o

rient

atio

n •

O

bstac

le co

urse

that

includ

es ac

tivitie

s for

cra

wling

, jump

and l

and

from

a cer

tain h

eight,

ag

ility,

spee

d, etc

.


play a

rea

•

Cra

wl th

roug

h a

“tunn

el”, i.

e. un

dern

eath

a ch

air, th

roug

h mo

tor ty

res o

r ma

ke-sh

ift tun

nels.

•

Gam

es su

ch as

“one

ag

ainst

three

” •

P

artne

r tag

; catc

h you

r pa

rtner

’s tai

l

Late

ralit

y •

Hop

-scotc

h jum

p wi

th no

n-do

mina

nt leg

•

Run

ning a

nd

swing

ing a

rope

/ sa

sh / r

ibbon

us

ing th

e non

-do

mina

nt ha

nd

Late

ralit

y •

In ci

rcle f

orma

tion

throw

a ba

ll cloc

k wi

se…

anti-c

lock

wise

•

Late

ral tr

unk

move

ments

such

as

throw

a ba

ll sid

eway

s L/R

like i

n ru

gby

Late

ralit

y •

Par

tner a

ctivit

ies: p

ulling

an

d pus

hing m

ovem

ents

L/R

• S

ee-sa

w

Phys

ical e

duca

tion

S

ports

and

gam

es

• Play

“Hide

-and

-Se

ek”

• Buc

k and

hunte

rs

Spor

ts an

d ga

mes

•

Divi

de le

arne

rs int

o tea

ms an

d com

pete

in re

lay ra

ces -

ex

plain

rules

and

how

this w

orks

•

Tra

dition

al ga

mes o

f the

lear

ner’s

own

choo

sing

Spor

ts an

d Ga

mes

•

Mini

-socc

er

• V

olley

ball

• C

at-an

d-mo

use

Reso

urce

s

Scar

ves/l

ength

s of m

ateria

l So

ccer

balls

and g

oal p

osts

Old c

ar ty

res

Obsta

cle co

urse

equip

ment;

bean

bags

; ball

s of v

ariou

s kind

s.


MULT

I-GRA

DE T

EACH

ING:

LIF

E SK

ILLS

LES

SON

PLAN

TE

RM 3

WEE

K 3 A

ND 4

Ti

me a

lloca

tion

Who

le Cl

ass

Activ

ity( 2

x 30

min

ute

sess

ions

)

GRAD

E 1

GRAD

E 2

GRAD

E 3

NOTE

S TO

THE

TE

ACHE

R In

clude

at le

ast

one/t

wo L

ife S

kills

stud

y are

as ev

eryd

ay

on th

e tim

e tab

le.

3 les

sons

x 30

min

s se

ssio

ns

3 les

sons

x 30

min

s ses

sions

5 les

sons

x 30

min

sess

ions

BEGI

NNIN

G KN

OWLE

DGE,

PE

RSON

AL A

ND

SOCI

AL

WEL

LBEI

NG

W

EEK

3 NO

TES:

Us

e Per

sona

l Ex

perie

nces

And

Ne

wspa

pers

And T

V Re

ports

Of D

isaste

rs Th

e Wea

ther C

hart

Shou

ld Be

Upd

ated

Thro

ugho

ut Th

e Yea

r Th

e wea

ther c

hart

shou

ld be

upda

ted

throu

ghou

t the y

ear.

Expla

in to

learn

ers w

hy

they s

hould

neve

r look

dir

ectly

into

the su

n. U

se pe

rsona

l ex

perie

nces

as w

ell as

ne

wspa

per a

nd

telev

ision

repo

rts of

dis

aster

s

Wea

ther

SE

ASON

S Di

sast

ers a

nd w

hat w

e sho

uld

do.

Obse

rve an

d talk

ab

out th

e dail

y we

ather

.

A

daily

wea

ther c

hart

.Reg

ular o

bser

vatio

n of

weath

er co

nditio

ns

e.g. lo

ok at

diffe

rent

types

of w

eathe

r and

tel

l you

r frie

nd w

hat

weath

er yo

u like

the

best,

etc.

In

some

parts

of ou

r co

untry

it so

metim

es

beco

mes s

o hot,

co

ld, w

indy,

cloud

y, su

nny,

misty

, rain

y, an

d stor

my e.

g. in

Leso

tho it

beco

mes

very

cold

in wi

nter,

Uping

ton in

the

North

ern C

ape

beco

mes v

ery h

ot in

Ob

serve

and t

alk ab

out th

e da

ily w

eathe

r.

Th

e fou

r sea

sons

e.g.

look

at the

pictu

res o

f the f

our

seas

ons.

Tell y

our f

riend

wh

at yo

u see

in ea

ch

pictur

e; sa

y how

the f

our

seas

ons d

iffer.

How

seas

ons a

ffect

us e.

g.

Cloth

es th

at we

wea

r in

differ

ent s

easo

ns, fo

od th

at we

eat in

diffe

rent

seas

ons,

activ

ities t

hat w

e can

do in

dif

feren

t sea

sons

.

Talk

abou

t the

exc

eptio

nal

weath

er

cond

itions

in

differ

ent

seas

ons

e.g.

in su

mmer

, the

day

s ar

e lon

g an

d nig

hts

are

shor

t, in

autum

n, the

leav

es b

egin

to tur

n go

lden

and

fall o

ff the

Ob

serve

and t

alk ab

out th

e da

ily w

eathe

r.

Ty

pes o

f disa

ster e

.g.

hurri

cane

s, Flo

ods a

nd F

ire,

etc.

How

do th

ey af

fect th

e pe

ople

e.g. h

urric

anes

de

stroy

the h

ouse

s, sc

hools

, cli

nics,

etc.

Ho

w do

they

affec

t the

anim

als e.

g. fire

kills

anim

als

and d

estro

y gra

ss, d

omes

tic

anim

als st

rugg

le to

get fo

od.

In

winte

r the

wea

ther is

cold

and i

n som

e plac

es th

ere i

s sn

ow or

fros

t that

some

times

kil

ls pe

ople

and a

nimals

.


summ

er, e

tc.

W

inds t

hat a

re ve

ry str

ong a

re ca

lled

hurri

cane

s/sefe

fo/

inkan

yama

, etc,

If it

rains

too m

any d

ays

witho

ut sto

pping

, it

caus

es flo

ods,

etc.

trees

, etc.

Reso

urce

s

GR. 1

Wor

kboo

k pgs

. 30-

34.

GR

. 2 W

orkb

ook p

gs. 3

4- 43

Wea

ther c

hart

Fla

sh ca

rds a

nd pi

cture

s of d

iffere

nt we

ather

cond

itions

symb

ols

Asse

ssm

ent

W

eek 3

Wea

ther

SE

ASON

S Di

sast

ers a

nd w

hat w

e sho

uld

do.

Gr

ade 1

Gr

ade 2

Gr

ade 3


Asse

ss w

hethe

r lear

ners

can:

Ide

ntify

differ

ent

weath

er co

nditio

ns

from

the w

eathe

r ch

art a

nd gi

ve th

eir

views

with

rega

rd to

the

diffe

rent

types

of

weath

er.

Na

me th

e plac

es th

at ar

e hav

ing ex

treme

we

ather

cond

itions

du

ring d

iffere

nt se

ason

s.

Name

one w

ord

desc

ribing

the

weath

er co

nditio

n e.g

. Wind

s tha

t are

ve

ry str

ong a

re ca

lled

hurri

cane

s/sef

efo/

in

kany

ama,

etc.

Asse

ss w

hethe

r lear

ners

can:

Na

me th

e fou

r sea

sons

.

De

scrib

e ho

w dif

feren

t se

ason

s aff

ect

us e

.g. i

n wi

nter

we

wear

wa

rm

clothe

s, we

eat

warm

food

etc

.

Di

scus

s in

grou

ps:

the

ir fav

ourite

se

ason

s, the

se

ason

s the

y we

re b

orn

in the

y lov

e mos

t, etc.

Name

the

ex

cepti

onal

weath

er

cond

itions

in

differ

ent

seas

ons

e.g.

in su

mmer

, the

day

s ar

e lon

g an

d nig

hts

are

shor

t, in

autum

n, the

leav

es b

egin

to tur

n go

lden

and

fall o

ff the

tre

es, e

tc.

Asse

ss w

hethe

r lear

ners

can:

Na

me th

e typ

es of

disa

ster

e.g. h

urric

anes

,

Floo

ds an

d Fire

, etc.

Desc

ribe h

ow do

they

affec

t the

peop

le e.g

. hur

rican

es

destr

oy th

e hou

ses,

scho

ols, c

linics

, etc.

De

scrib

e how

do th

ey af

fect

the an

imals

e.g.

fire ki

lls

anim

als an

d des

troy g

rass

.

De

scrib

e how

the w

eathe

r co

nditio

ns ar

e in w

inter

e.g.

it is c

old an

d in s

ome p

laces

the

re is

snow

or fr

ost th

at so

metim

es ki

lls pe

ople

and

anim

als.

BEGI

NNIN

G KN

OWLE

DGE,

PE

RSON

AL A

ND

SOCI

AL

WEL

LBEI

NG

W

eek 4

No

tes:

Th

e tea

cher

mus

t em

phas

ize th

e sym

bols

show

ing th

e diffe

rent

weath

er co

nditio

ns.

Wea

ther

Se

ason

s Di

sast

ers a

nd w

hat w

e sho

uld

do.

Grad

e 1

Grad

e 2

Grad

e 3

Sy

mbols

to de

scrib

e co

nditio

ns on

we

ather

char

t e.g.

we

use a

wea

ther c

hart

to sh

ow w

hat th

e we

ather

is lik

e. W

e us

e sym

bols

to sh

ow

the di

ffere

nt kin

ds of

Ho

w se

ason

s affe

ct gr

owing

thi

ngs -

sowi

ng, g

rowi

ng

and h

arve

sting

• How

seas

ons a

ffect

anim

als -

includ

e far

ming

e.g

. she

ep sh

earin

g, an

imal

dippin

g; bir

ds e.

g. mi

grati

on

and n

estin

g

Ot

her p

heno

mena

e.g.

Lighte

ning

Wha

t are

the t

hings

that

we

are n

ot su

ppos

e to d

o whe

n the

re is

lightn

ing i.e

. play

ing

with

water

, etc.

Earth

quak

es th

ere a

re

place

s tha

t are

mos

tly


weath

er lik

e the

sy

mbol

show

ing a

sunn

y wea

ther,

etc.

Th

e wea

ther a

nd us

- inc

lude c

lothe

s, foo

d, ac

tivitie

s

affec

ted by

earth

quak

es.e.

g. mi

nining

area

like W

elkom

,

Stor

ms an

d stro

ng w

inds

affec

t peo

ple by

destr

oying

the

ir hom

es, im

porta

nt pla

ces l

ike cl

inics

and

scho

ols, e

tc.

Re

sour

ces

GR

. 1 W

orkb

ook p

gs. 3

0-34

.

GR. 2

Wor

kboo

k pgs

. 34-

43

W

eathe

r cha

rt

Flash

card

s

Pictu

res o

f diffe

rent

weath

er co

nditio

ns sy

mbols

As

sess

men

t

Wee

k 4

Wea

ther

Or

al an

d wr

itten

ac

tiviti

es

Seas

ons

Oral

and

writt

en ac

tiviti

es

Disa

ster

s and

wha

t we s

houl

d do

. Or

al an

d wr

itten

activ

ities

Grad

e 1

Grad

e 2

Grad

e 3

Asse

ss w

hethe

r the

lea

rner

s kno

w:

Sy

mbols

to de

scrib

e co

nditio

ns on

we

ather

char

t.

Ho

w to

use a

we

ather

char

t to

show

wha

t the

weath

er is

like.

Th

e wea

ther a

nd

how

it affe

cts us

.

Asse

ss w

hethe

r the

lear

ners

know

:

How

seas

ons a

ffect

grow

ing

thing

s.

Ho

w se

ason

s affe

ct an

imals

.

Asse

ss w

hethe

r the

lear

ners

know

:

Wha

t are

the t

hings

that

we

are n

ot su

ppos

e to d

o whe

n the

re is

lightn

ing.

Th

at the

re ar

e plac

es th

at ar

e mos

tly af

fected

by

earth

quak

es.

Ho

w sto

rms a

nd st

rong

wi

nds a

re af

fectin

g peo

ple.

Wee

k 3


Cr

eativ

e Ar

ts:

W

eath

er

SEAS

ONS

Disa

ster

s and

wha

t we s

houl

d do

.

Pe

rform

ing

Arts

Grad

e 1

Grad

e 2

Grad

e 3

Cr

eativ

e gam

es an

d sk

ills

• W

armi

ng up

the b

ody:

e.g. le

ading

with

the

nose

, elbo

w, an

d kn

ee.

• M

ime t

he di

ffere

nt we

ather

cond

ition e

.g.

spre

ad yo

ur ar

ms

wide

abov

e you

r hea

d an

d pre

tend t

o be a

lar

ge cl

oud,

etc.

• G

ames

focu

sing o

n nu

mera

cy an

d lite

racy

su

ch as

numb

er so

ngs

and r

hyme

s, ma

king

letter

shap

es th

roug

h mo

veme

nt e.g

. two

learn

ers h

olding

a sk

ipping

rope

whil

e on

e lea

rner

is ju

mping

wi

th a s

kippin

g rop

e, lyi

ng do

wn cu

rling i

n

Crea

tive g

ames

and

skills

•

War

ming

up th

e bo

dy: c

urlin

g and

str

etchin

g the

spine

sit

ting o

n the

floor

, cu

rling i

nto a

tight

ball,

unfol

ding

length

ening

the

S

pine,

etc.

• Si

mple

mime

; imita

ting

ever

yday

activ

ities

focus

ing on

weig

ht an

d sha

pe, s

uch a

s pic

king u

p a ‘h

eavy

ro

ck’ o

r a ‘li

ght

Feath

er’, e

tc.

• G

ames

focu

sing o

n nu

mera

cy an

d lite

racy

such

as

numb

er so

ngs a

nd

rhym

es, p

artic

ipator

y sto

ries ,

e.g. te

lling

the st

ory

abou

t any

se

ason

and a

ll lea

rner

s par

ticipa

te wh

en re

ading

the

Crea

tive g

ames

and

skills

•

War

ming

up bo

dy: c

ombin

e bod

y pa

rts an

d iso

lation

s e.g.

mak

e circ

les

with

wrist

s and

hips

simu

ltane

ously

. •

Obs

erva

tion a

nd co

ncen

tratio

n skil

ls:

dram

a acti

vities

like b

uildin

g a m

ime

sequ

ence

in pa

irs, e

tc.

• B

ody p

ercu

ssion

and/o

r per

cuss

ion

instru

ments

to ac

comp

any S

outh

Afric

an m

usic

(reco

rded

or liv

e),

focus

ing on

cycli

c (C

ircula

r) rh

ythm

while

mak

ing a

circle

an

d mov

ing in

a sp

ecifie

d patt

ern a

s if a

build

ing is

on fir

e. •

Run

ning c

ombin

ed w

ith sp

inning

mo

veme

nts e.

g. ru

n cou

nting

ten

times

and s

pin.


an s

form

etc.

• Lea

rner

s clos

e the

ir ey

es an

d tell

the n

ame

of the

objec

t whe

re

the so

und c

omes

fro

m, te

ll how

long

wa

s the

soun

d, the

pit

ch an

d the

temp

o of

the so

und,

etc.

Im

prov

ise an

d in

terp

ret

• C

hoos

ing an

d mak

ing

own m

ovem

ent

sente

nces

to in

terpr

et dif

feren

t wea

ther

cond

itions

. •

Clap

ping r

hythm

s in

three

or fo

ur tim

e. Mo

ving t

o mus

ic in

three

or fo

ur tim

e. •

Dra

matiz

ing a

make

-be

lieve

situa

tion

base

d on a

Sou

th

part

that is

repe

ated

seve

ral ti

mes i

n the

sto

ry, et

c • P

olyrh

ythms

using

bo

dy pe

rcuss

ion

and/o

r per

cuss

ion

instru

ments

e.g.

clapp

ing w

hile

listen

ing to

the s

ound

ma

de fr

om th

e dru

m.

Im

prov

ise an

d in

terp

ret

• C

reati

ng a

simple

pu

ppet

using

was

te ma

terial

: soc

k pu

ppets

, fing

er

pupp

ets, s

hado

w pu

ppets

and t

ell a

story

abou

t any

se

ason

that

they l

ike.

• Lea

rner

s dra

matiz

e a

story

using

their

pu

ppets

abou

t the

thing

s tha

t peo

ple

usua

lly sa

y dur

ing

the di

ffere

nt we

ather

co

nditio

ns e.

g. it i

s so

Im

prov

ise an

d in

terp

ret

• C

reate

a mo

veme

nt se

ntenc

e in

small

grou

ps an

d use

it to

make

pa

ttern

s bas

ed on

disa

ster e

.g.

flood

s. •

Com

pose

cycli

c rhy

thm pa

ttern

s ba

sed o

n Sou

th Af

rican

mus

ic e.g

. tha

thi is

gubu

focu

sing o

n app

ropr

iate

tempo

/dyn

amic

choic

es


Afric

an po

em, s

ong o

r sto

ry gu

ided b

y tea

cher

hot in

such

a wa

y tha

t fish

es ar

e sw

immi

ng ou

tside

the

wate

r, etc

.

.

Reso

urce

s

Ta

pe re

cord

er or

a CD

Play

er

CD

s

Old

sock

s

Woo

l

Pape

r

Glue

sciss

ors,

etc.

Asse

ssm

ent

Cr

eativ

e gam

es an

d sk

ills

Asse

ss w

hethe

r lear

ners

are a

ble to

perfo

rm th

e fol

lowing

: •

Mim

e the

diffe

rent

weath

er co

nditio

n e.g.

sp

read

your

arms

wi

de ab

ove y

our h

ead

and p

reten

d to b

e a

large

clou

d, etc

.

Crea

tive g

ames

and

skills

Asse

ss w

hethe

r lear

ners

are

able

to pe

rform

the f

ollow

ing:

• M

ime;

imita

ting e

veryd

ay

activ

ities f

ocus

ing on

weig

ht an

d sha

pe, s

uch a

s pick

ing

up a

‘heav

y roc

k’ or

a ‘lig

ht fat

her’,

etc.

Write

a sto

ry ab

out s

umme

r, wi

nter,

etc.

• C

reati

ng a

simple

pupp

et us

ing w

aste

mater

ial: s

ock

pupp

ets, fi

nger

pupp

ets,

shad

ow pu

ppets

and t

ell a

story

abou

t any

seas

on th

at the

y like

. •

Lea

rner

s dra

matiz

e a st

ory

using

their

pupp

ets ab

out th

e thi

ngs t

hat p

eople

usua

lly sa

y

Crea

tive g

ames

and

skills

As

sess

whe

ther le

arne

rs ar

e able

to pe

rform

the

follow

ing:

Ob

serva

tion a

nd

conc

entra

tion s

kills:

dram

a ac

tivitie

s like

build

ing a

mime

sequ

ence

in pa

irs,

etc.

.


durin

g the

diffe

rent

weath

er

cond

itions

e.g.

it is s

o hot

in su

ch a

way t

hat fi

shes

are

swim

ming

outsi

de th

e wate

r, etc

.

W

eek 4

Crea

tive

Arts

:

Wea

ther

SE

ASON

S Di

sast

ers a

nd w

hat w

e sh

ould

do.

Vi

sual

Arts

Grad

e 1

Grad

e 2

Grad

e 3

Cr

eate

in 2D

•

Dra

w a p

ictur

e of

differ

ent w

eathe

r co

nditio

ns us

ing

differ

ent m

edia

e.g. th

ick

wax c

rayo

ns or

chalk

an

d also

show

diffe

rent

clothe

s tha

t we w

ear

durin

g the

se fo

ur

seas

ons.

Crea

te in

3D

(con

stru

ctin

g)

Ma

ke a

weath

er ch

art

using

recy

clable

ma

terial

s, an

d em

phas

ize ge

ometr

ic sh

apes

.

Crea

te in

2D

• D

raw

a pict

ure o

f four

se

ason

s usin

g diffe

rent

e.g. th

ick w

ax cr

ayon

s or

chalk

also

show

diffe

rent

clothe

s tha

t we w

ear

durin

g the

se fo

ur

seas

ons.

Crea

te in

3D (c

onst

ruct

ing)

•

Use

recy

clable

mate

rials

and p

apier

mac

hé to

ma

ke fr

uit th

at we

eat

durin

g diffe

rent

seas

ons

e.g. u

se eg

g cup

s, co

ntaine

rs, pl

ant h

older

s, etc

.

Crea

te in

2D

• D

rawi

ng an

d pain

ting:

explo

ring a

varie

ty of

media

, pict

ures

of an

y dis

aster

that

they h

ave

seen

. Cr

eate

in 3D

(con

stru

ctin

g)

• C

raft a

bridg

e tha

t ca

nnot

be w

ashe

d awa

y by

flood

s or a

nythi

ng th

at ca

n with

stand

any f

orm

of dis

aster

from

re

cycla

ble m

ateria

ls, et

c. Vi

sual

Lite

racy

• I

ncre

ase a

ware

ness

of

patte

rn an

d prin

tmak

ing

in Af

rica,

e.g. a

paint

ing


of a r

iver a

fter f

loods

. Re

sour

ces

Ma

gazin

es

Cr

ayon

s

egg c

ontai

ners

wo

od

glu

e

paint

As

sess

men

t

Crea

te in

2D

Asse

ss w

hethe

r lear

ners

can:

• D

raw

a pict

ure o

f dif

feren

t wea

ther

cond

itions

using

dif

feren

t med

ia e.g

. thick

wa

x cra

yons

or ch

alk

and a

lso sh

ow di

ffere

nt clo

thes t

hat w

e wea

r du

ring t

hese

four

se

ason

s. Cr

eate

in 3D

(c

onst

ruct

ing)

As

sess

whe

ther le

arne

rs ca

n:

Make

a we

ather

char

t us

ing re

cycla

ble

mater

ials,

and

emph

asize

geom

etric

shap

es.

Crea

te in

2D

Asse

ss w

hethe

r lear

ners

can:

• D

raw

a pict

ure o

f four

se

ason

s usin

g diffe

rent

e.g. th

ick w

ax cr

ayon

s or

chalk

also

show

diffe

rent

clothe

s tha

t we w

ear

durin

g the

se fo

ur

seas

ons.

Crea

te in

3D (c

onst

ruct

ing)

As

sess

whe

ther le

arne

rs ca

n: • U

se re

cycla

ble m

ateria

ls an

d pap

ier m

aché

to

make

fruit

that

we ea

t du

ring d

iffere

nt se

ason

s e.g

. use

egg

cups

, etc.

Crea

te in

2D

Asse

ss w

hethe

r lear

ners

can:

• D

raw

and p

aint: e

xplor

e a

varie

ty of

media

, pict

ures

of

any d

isaste

r tha

t they

ha

ve se

en.

Crea

te in

3D (c

onst

ruct

ing)

As

sess

whe

ther le

arne

rs ca

n: • M

ake a

mod

el of

a brid

ge.

etc.

Phys

ical

Educ

atio

n

Wee

k 3

Note

s:


Wea

ther

Se

ason

s Di

sast

ers a

nd w

hat w

e sh

ould

do.

Grad

e 1

Grad

e 2

Grad

e 3

Loco

mot

or

• M

ove -

jump

, run

, clim

b an

d cra

wl e.

g. pla

ying

with

old ty

res,

climb

ing

in an

d out

while

they

are

laid d

own a

nd cr

awlin

g thr

ough

out th

e tyre

s, pla

y hop

scotc

h, etc

. Pe

rcep

tual

mot

or

• L

earn

ers h

elp to

set u

p an

obsta

cle co

urse

and

move

thro

ugh t

he

obsta

cle co

urse

safel

y -

climb

ing on

, clim

bing

over

e.g.

makin

g hur

dles

with

the le

gs of

brok

en

chair

s and

Cra

wling

thr

ough

them

, mov

e on

a bala

ncing

beam

or on

a l

ine of

strin

g, etc

.

Loco

mot

or

• P

lay an

indig

enou

s gam

e, e.g

. Upu

ca, P

otato

race

s, Eg

g-an

d-sp

oon r

aces

- ba

lance

a sm

all ba

ll on a

lar

ge sp

oon

Perc

eptu

al m

otor

•

Thr

owing

bean

bags

up

in the

air a

nd ca

tching

the

m or

play

ing

indige

nous

game

s e.g.

dik

eto/ U

puca

, etc.

•

Thr

owing

and h

itting

balls

in

pairs

e.g.

playin

g vo

lleyb

all

Loco

mot

or

• Whe

el ba

rrow,

thre

e-leg

ged

race

• A

thleti

cs: S

print

ing or

play

an

indig

enou

s gam

e tha

t was

pla

yed d

uring

disa

sters

like

drau

ght (

lesok

wana

) whil

e sin

ging a

n ind

igeno

us so

ng

abou

t disa

sters.

Pe

rcep

tual

mot

or

W

alking

, bou

nce t

ennis

ba

ll in t

he ai

r, on

the

grou

nd an

d with

alt

erna

tive s

ides o

f the

bat

W

ith a

partn

er, e

.g.

volle

yball

With

a pa

rtner

, hit t

he

ball o

ver t

he ne

t usin

g for

ehan

d

With

a pa

rtner

, hit t

he

ball o

ver t

he ne

t usin

g ba

ck ha

nd.

Notes

: Impr

ovise

and u

se

recy

clable

mate

rials

e.g. th

e ne

t for t

he vo

lleyb

all ca

n be

made

out o

f ora

nges

/ ca

bbag

e bag

s..

Reso

urce

s

Volle

yball

Net


Ba

lancin

g bea

m

Hurd

les

Te

nnis

ball

Asse

ssm

ent

Lo

com

otor

As

sess

whe

ther

the

learn

er ca

n:

• Mov

e – ju

mp lik

e a fr

og,

run,

climb

and c

rawl

e.g.

throu

gh th

e tyre

s, pla

y ho

psco

tch, e

tc.

• mov

e thr

ough

the o

bstac

le co

urse

safel

y - cl

imbin

g on,

climb

ing ov

er.

Loco

mot

or

Asse

ss w

heth

er th

e lea

rner

can:

• P

lay an

indig

enou

s gam

e, e.g

. Upu

ca, P

otato

race

s, Eg

g-an

d-sp

oon r

aces

- ba

lance

a sm

all ba

ll on a

lar

ge sp

oon

• Thr

ow be

an ba

gs up

in th

e air

and c

atch t

hem

or pl

ay

indige

nous

game

s e.g.

dik

eto/ U

puca

, etc.

• T

hrow

and h

it ball

s in p

airs

e.g. p

laying

volle

yball

Loco

mot

or

Asse

ss w

heth

er th

e lea

rner

can:

• I

mitat

e the

whe

el ba

rrow,

thr

ee-le

gged

race

by fa

cing

the sa

me di

recti

on, fa

stenin

g the

ir righ

t leg t

o the

ir pa

rtner

s left

leg a

nd ru

nning

tog

ether

whil

e sing

ing an

ind

igeno

us so

ng ab

out

disas

ters,

etc.

W

alk, b

ounc

e ten

nis ba

ll in

the ai

r, on

the g

roun

d an

d with

alter

nativ

e sid

es of

the b

at.

Pl

ay w

ith a

partn

er, e

.g.

volle

yball

Pl

ay w

ith a

partn

er, h

it the

ball o

ver t

he ne

t us

ing fo

reha

nd

Pl

ay w

ith a

partn

er; h

it the

ball o

ver t

he ne

t us

ing ba

ck ha

nd.

Phys

ical

Educ

atio

n

Wee

k 4

Wea

ther

Se

ason

s Di

sast

ers a

nd w

hat w

e sh

ould

do.


Grad

e 1

Grad

e 2

Grad

e 3

Asse

ss w

heth

er th

e lea

rner

can

perfo

rm

the f

ollo

wing

: • P

lay ro

pe sk

ipping

, alo

ne, in

grou

ps of

thr

ee, tw

o swi

ng an

d the

oth

er ju

mps,

rotat

e ro

les.

• Thr

ow a

ball o

r a be

an

bag i

n the

air a

nd ca

tch

it, bo

unce

it on

the

grou

nd; p

ass i

t to a

partn

er.

Asse

ss w

heth

er th

e lea

rner

ca

n pe

rform

the f

ollo

wing

: •

Thro

wing

bean

bags

to a

partn

er

• Pas

sing b

all un

der le

gs w

ith

learn

ers s

tandin

g one

behin

d the

othe

r, etc

.

Asse

ss w

heth

er th

e lea

rner

can

perfo

rm th

e fo

llowi

ng:

• Play

athle

tics e

.g. re

lay,

race

s, etc

. • H

and-

eye c

o-or

dinati

on:

boun

ce a

tennis

ball o

n a

tennis

-set b

at… in

the

air…

on th

e gro

und w

hile

walki

ng.

Show

lear

ners

how

to pla

y tra

dition

al ga

mes.

Reso

urce

s

Sk

ipping

rope

Tenn

is ba

ll

Tenn

is ra

cket

Be

an ba

gs

Asse

ssm

ent

As

sess

whe

ther

the

learn

er ca

n pe

rform

th

e fol

lowi

ng:

• P

lay ro

pe sk

ipping

, alo

ne, in

grou

ps of

thr

ee, tw

o swi

ng an

d the

oth

er ju

mps,

rotat

e ro

les.

• T

hrow

tenn

is ba

ll in t

he

air an

d catc

h it, b

ounc

e it o

n the

grou

nd; p

ass i

t

Asse

ss w

heth

er th

e lea

rner

can

perfo

rm th

e fo

llowi

ng:

• J

ump o

ver r

opes

that

are

place

d par

allel

to on

e an

other

- re

peat

and

move

rope

s fur

ther a

part.

•

Thr

ow be

an ba

gs to

a pa

rtner

.

Asse

ss w

heth

er th

e lea

rner

can

perfo

rm th

e fo

llowi

ng:

• A

thleti

cs: th

row

and c

atch

a ten

nis ba

ll. •

Bou

nce a

tenn

is ba

ll on a

ten

nis-se

t bat…

in th

e air

… on

the g

roun

d like

a thu

nder

stor

m hit

ting t

he


to a p

artne

r. •

Jump

over

a sw

inging

sto

cking

ball.

• P

ass t

he ba

ll und

er le

gs

with

learn

ers s

tandin

g on

e beh

ind th

e othe

r, etc

.

roof.

MULT

I-GRA

DE T

EACH

ING:

LIF

E SK

ILLS

LES

SON

PLAN

TE

RM 3

WEE

K 5&

6

Ti

me a

lloca

tion

Who

le Cl

ass

Activ

ity( 2

x 30

min

ute s

essio

ns)

GRAD

E 1

GRAD

E 2

GRAD

E 3

NOTE

S TO

THE

TEA

CHER

In

clude

at le

ast o

ne/tw

o Li

fe

Skills

stud

y are

as ev

eryd

ay

on th

e tim

e tab

le.

8 les

sons

x 30

m

ins s

essio

ns

8 les

sons

x 30

min

s se

ssio

ns

8 les

sons

x 30

min

sess

ions

Stud

y Are

a Ac

tiviti

es

WEE

K 1

Begi

nnin

g Kn

owled

ge,

Pers

onal

And

Socia

l W

ellbe

ing

To

pic:

Man

ners

an

d re

spon

sibilit

ies

•

Gree

ting

peop

le we

kn

ow an

d gr

eetin

g str

ange

rs •

Res

pect

and

care

towa

rds

Topi

c : A

nim

al ho

mes

•

Anim

als an

d cre

ature

s tha

t ma

ke th

eir ho

mes

- suc

h as b

irds,

some

bees

, ants

(m

ateria

l that

they

use t

o mak

e the

se

Topi

c: A

nim

als an

d cr

eatu

res t

hat h

elp u

s • A

nimals

that

give u

s foo

d an

d/or c

lothe

s - B

ees,

hone

y - C

hicke

ns, e

ggs,

meat,

fea

thers

- Cow

s, mi

lk, m

eat

skin(

leathe

r jack

ets, b

ags a

nd

shoe

s)

- Ti

me A

lloca

tion:

Be

ginn

ing

and

Pers

onal

Know

ledge

:

- N.

B. F

ind an

d rea

d sto

ries a

bout

other

an

imals

, that

have

helpe

d pe

ople,

as w

ell as

othe

r an

imals

and t

heir h

omes

-

Grad

e 1 &

2: 2 h

ours

and

Grad

e 3: 3

hour

s per

we

ek


anim

als

• W

aiting

my

turn,(

do no

t tal

k whil

e oth

ers a

re

talkin

g, tak

e tur

ns)

•

Listen

ing to

oth

ers(

cons

ider

learn

er

differ

ence

s, so

me ar

e slo

w, so

me

are f

ast, b

e inc

lusive

) •

Obs

erve

an

imals

and

be re

spec

tful

• R

espe

ct for

eld

ers

home

s and

wha

t the

home

s are

ca

lled)

, e.g

. bird

s live

in th

e ne

st, be

es in

hiv

es, a

nts in

ho

les

• A

nimals

and

creatu

res t

hat fi

nd

a hom

e - su

ch as

ba

boon

s, sn

akes

, sq

uirre

ls, e.

g.

Bab

oons

live i

n for

ests,

snak

es

live i

n hole

s,

- She

ep, w

ool, e

tc

- W

hole

class

activ

ity:

- Us

e Life

Skil

ls top

ics as

co

ntext

for H

ome

Lang

uage

and F

AL

- Me

diate

Wor

kboo

k ac

tivitie

s rela

ted to

the

topic

in Lif

e Skil

ls les

sons

Wee

k 2

-

GRAD

E 1

GRAD

E 2

GRAD

E 3

-

Topi

c :

Mann

ers a

nd

resp

onsib

ilities

•

Sha

ring-

re

spon

sibilit

ies i

nform

ation

, toy

s, foo

d, etc

. •

Show

ing

kindn

ess a

nd

resp

ect

towar

ds

Topi

c : A

nim

al ho

mes

•

Anim

als an

d cre

ature

s tha

t car

ry the

ir hom

es -

such

as

snail

s, tor

toise

s -

Desc

ribe t

hem

- Mo

vem

ent

- W

here

they

live

Topi

c: A

nim

als an

d cr

eatu

res t

hat h

elp u

s •

Anim

als th

at wo

rk for

us

- D

ogs -

guide

dogs

, watc

h

d

ogs,

sniffe

r dog

s

Cat-

catch

es m

ice

• D

onke

ys- t

rans

port

• ho

rses-

trans

port

and

enter

tainm

ent


other

s, an

d tow

ards

an

imals

•

Bein

g hon

est

to on

e an

other

and

towar

ds

anim

als

• R

espe

cting

oth

er pe

ople,

the

ir fee

lings

an

d wha

t be

longs

to

them

includ

ing

anim

als

Re

sour

ces :

• P

ictur

es an

d info

rmati

on bo

oks,

Pictu

res a

nd st

ories

of co

mmun

ity pl

aces

, peo

ple an

d pets

, Stor

ies ab

out a

nimals

that

help

peop

le, •

Infor

matio

n/ lib

rary

book

s and

pictu

res

Asse

ssm

ent

Oral,

Ob

serv

atio

n an

d W

ritte

n

Are l

earn

ers a

ble

to:

- di

splay

ma

nner

s tow

ards

one

anoth

er, a

dults

an

d anim

als

- m

anne

rs of

gree

ting,

askin

g(ple

ase)

an

d tha

nking

) -

Matc

hing

pictur

es an

d re

spon

sibilit

y ac

tivity

from

DB

E W

orkb

ooks

Are l

earn

ers a

ble to

: -n

ame t

he ho

mes o

f dif

feren

t anim

als

-des

cribe

featu

res o

f dif

feren

t anim

als,

acco

rding

how

it loo

ks

and w

here

they

live

-ans

wer q

uesti

ons

ques

tion f

rom

DBE

Wor

kboo

ks ac

tivity

P58

-59

Are l

earn

ers a

ble to

: -

talk

abou

t diffe

rent

anim

als

that h

elp us

, nam

ing th

em

and t

elling

how

they h

elp us

-

write

two p

arag

raph

s abo

ut an

imals

that

help

us( o

f the

ir own

choic

e fro

m tho

se

learn

ed ab

out)

- Pr

ojec

t: con

duct

an

inves

tigati

on on

one a

nimal,

co

llect

infor

matio

n suc

h as,

name

, featu

res,

habit

at,

feed a

nd ho

w it h

elps u

s (in

to a b

ookle

t).

DBE

Wor

kboo

ks ac

tiviti

es:

GR1;

pgs 1

4-17

(boo

k2)

GR2;

pgs 5

8-59

(boo

k1)

GR3;

pgs 5

2-53


CREA

TIVE

ART

S W

arm

ing

up:

•

War

ming

up

the bo

dy: e

.g.

leadin

g with

the

nose

, elb

ow, a

nd

knee

.

• War

ming

up th

e bod

y: cu

rling a

nd st

retch

ing

the sp

ine si

tting o

n the

floor

, cur

ling i

nto

a tigh

t ball

, unfo

lding

len

gthen

ing th

e s

pine,

etc.

• War

ming

up bo

dy: c

ombin

e bo

dy pa

rts an

d iso

lation

s e.g

. mak

e circ

les w

ith w

rists

and h

ips si

multa

neou

sly

• War

ming

up vo

ice: fo

cus o

n ex

pres

siven

ess a

nd

involv

emen

t in po

etry,

rhym

es an

d cre

ative

dram

a ga

mes.

NB. C

reati

ve ar

ts ac

tivitie

s are

to

be co

mplet

ed th

roug

hout

the te

rm.

Da

nce:

• Com

bining

and n

on-

Loco

motor

mo

veme

nts

such

as ru

n-ru

n-tur

n, ru

n-for

ward

-shrin

k-str

etch-

up

• In

tegra

ting

with

Maths

, La

ngua

ges

such

as

numb

er

song

s and

rh

ymes

, ma

king l

etter

sh

apes

thr

ough

mo

veme

nt •

Clap

ping

rhyth

ms in

thr

ee or

four

tim

e. Mo

ving

to mu

sic in

thr

ee or

four

tim

e end

ing

Run

ning,

slidin

g the

fee

t on t

he flo

or an

d ru

nning

leap

ing on

the

ir own

and w

ith a

partn

er

• Tur

ning,

fallin

g, sta

mping

, kick

ing on

the

ir own

and w

ith a

partn

er

• Lan

ding s

oftly

throu

gh

the fe

et (to

e-ba

ll-hee

l, be

nding

knee

s) wh

ile

hopp

ing, s

kippin

g, jum

ping a

nd le

aping

, etc

. • E

xplor

ing th

e mo

veme

nt ch

arac

terist

ics of

the

pupp

et su

ch as

: ‘the

hu

ngry

lion c

rawl

ing

and c

reep

ing ab

out to

ca

tch th

e Mou

se’, e

tc.

• Run

ning c

ombin

ed w

ith

spinn

ing m

ovem

ents

• Link

ing m

ovem

ents

in sh

ort

move

ment

sente

nces

and

reme

mber

ing th

em

• Cre

ate a

move

ment

sente

nce i

n sma

ll gro

ups

and u

se it

to ma

ke pa

ttern

s


• D

rama

tising

a ma

ke-b

eliev

e sit

uatio

n ba

sed o

n a

South

Afric

an

poem

, son

g or

stor

y gu

ided b

y tea

cher

. •

Mim

e acti

ons

show

ing

emoti

on us

ing

visua

lisati

on

such

as

eatin

g my

favou

rite

food,

open

ing

a gift.

• S

imple

mim

e; im

itatin

g eve

ryday

ac

tivitie

s foc

using

on

weig

ht an

d sh

ape,

such

as

pickin

g up a

‘hea

vy

rock

’ or a

‘ligh

t Fe

ather

’, etc.

•

Cre

ating

a sim

ple

pupp

et us

ing w

aste

mater

ial: s

ock

pupp

ets, fi

nger

pu

ppets

.

• C

lassro

om dr

amas

: illu

strate

diffe

rent

char

acter

s thr

ough

voca

l an

d phy

sical

char

acter

isatio

n e.g.

mo

ving a

nd sp

eakin

g, as

the

moth

er, th

e gr

andfa

ther,

the do

ctor,

etc.

• P

oetry

perfo

rman

ces i

n gr

oups

e.g.

chor

al ve

rse

comb

ined w

ith m

ovem

ent

and g

estur

es

• Li

stenin

g skil

ls thr

ough

mus

ic ga

mes u

sing

differ

ent te

mpo,

pitch

, dy

nami

cs,

dura

tion

• Li

stenin

g to m

usic

and i

denti

fying

moo

ds

such

as ‘s

ad’, ‘

happ

y’,

‘calm

’ and

‘exc

ited’

• C

reate

soun

ds an

d rh

ythms

spec

ific to

the

moo

d or c

hara

cter

of the

pupp

et by

us

ing vo

ice,

instru

ments

or fo

und

objec

ts

• Com

pose

cycli

c rhy

thm

patte

rns b

ased

on S

outh

Afric

an m

usic.

Foc

us on

ap

prop

riate

tempo

/dyn

amic

choic

es

• Bo

dy pe

rcuss

ion an

d/or

percu

ssion

instr

umen

ts to

acco

mpan

y Sou

th Af

rican

mu

sic (r

ecor

ded o

r live

), foc

using

on cy

clic

(circu

lar) r

hythm

patte

rns

Reso

urce

s:

music

al ins

trume

nts,

includ

ing fo

und

and m

ade,

Reso

urce

s:

audio

and a

udiov

isual

equip

ment

with

a ran

ge

of su

itable

mus

ic,

varie

ty of

prop

s

Reso

urce

s:

audio

and a

udiov

isual

equip

ment

with

a ran

ge of

su

itable

mus

ic, va

riety

of pr

ops


varie

ty of

prop

s e.g

. mate

rials,

ba

lls, d

iffere

nt siz

ed an

d sha

ped

objec

ts, ol

d clo

thes

e.g. m

ateria

ls, ba

lls,

differ

ent s

ized a

nd

shap

ed ob

jects,

old

clothe

s

e.g. m

ateria

ls, ba

lls, d

iffere

nt siz

ed an

d sha

ped o

bjects

, old

clothe

s

Asse

ssme

nt:

- Mo

veme

nts

while

sing

ing a

gree

ting s

ong

e.g. “

Good

mo

rning

, goo

d mo

rning

How

ar

e you

” -

Dan

cing i

n dif

feren

t mo

veme

nts

e.g. a

n acti

on

song

s like

“If

you h

appy

and

you k

now

it cla

p you

r ha

nds”

- Mi

ming

actio

ns

show

ing

“man

ners

when

gr

eetin

g and

as

king a

nd

sayin

g tha

nk

you”

Asse

ssme

nt:

- Do

loco

motor

mo

veme

nt wh

en

being

stun

g by a

be

e, bit

by a

snak

e ba

rked a

t by t

he

dog.

Make

mus

ic im

itatin

g an

imal

soun

ds, s

uch a

s “b

uzz l

ike a

bee”

, “ba

rk lik

e a do

g”, “

meow

like a

ca

t” Dr

amati

ze a

story

abou

t tw

o anim

als e.

g. ca

t and

a m

ouse

chas

e

Asse

ssme

nt:

- En

gage

in a

dialog

ue w

ith a

partn

er on

the l

ife of

an

anim

al tha

t stay

s in t

he

hous

e and

the o

ne th

at liv

es

in a k

raal

Write

a sc

ript o

f a sh

ort s

tory

abou

t anim

als th

at he

lp us

an

d act

it out

in gr

oups

.


Crea

te in

2D

- Dr

aw, c

olour

an

d cut

out

pictur

es of

an

imals

to

make

a mo

bile

using

coat

hang

ers a

nd

string

s -

Mould

ing of

dif

feren

t kind

s of

anim

als

using

play

do

ugh

Crea

te in

2D

- Ma

ke a

poste

r of

anim

als th

at ca

rry

their h

omes

by cu

tting

out p

ictur

es fr

om ol

d ma

gazin

es an

d pa

sting

them

on a

char

t/old

calen

dar

- Cr

eate

a dog

kenn

el,

nest

for bi

rds u

sing

recy

clable

mate

rial,

e.g. b

oxes

, gra

ss,

feathe

rs an

d stic

ks.

Crea

te in

2D

- Ma

ke a

poste

r by c

utting

an

d pas

ting p

ictur

es of

pr

oduc

ts fro

m an

imals

that

help

us, li

ke fr

om sh

eep

(jerse

ys, c

oat),

cow

(bag

s, sh

oes,

skirts

, jack

ets, e

tc.)

bees

( ho

ney)

c

hicke

n( eg

gs

- Ma

ke a

pape

r Mac

he an

d cre

ate a

bird t

hen p

aste

feathe

rs on

it.

Crea

te in

3D

• Ma

ke m

odels

of

imag

inativ

e cre

ature

s usin

g cla

y, pla

y do

ugh o

r re

cycla

ble

mater

ials;

emph

asize

ap

prop

riate

use

of Ma

terial

s an

d spa

tial

awar

enes

s

Crea

te in

3D

• Us

e rec

yclab

le ma

terial

s and

pape

r ma

ché t

o mak

e use

ful

objec

ts: eg

g cup

s, co

ntaine

rs, pl

ant

holde

rs, et

c. de

cora

te us

ing pa

ttern

; disc

uss

geom

etric

shap

es

and c

ool a

nd w

arm

colou

rs, de

velop

craft

sk

ills

Crea

te in

3D

• Cra

ft fro

m re

cycla

ble

mater

ials:

patte

rned

fram

es

for ow

n artw

orks

, con

taine

rs for

clas

sroom

, etc.

•

Art e

lemen

ts: na

ming

and

using

geom

etric

shap

es/

forms

Vi

sual

Lite

racy

•

Incre

ase a

ware

ness

of

patte

rn an

d prin

tmak

ing in

Af

rica,

e.g. N

debe

le pa

inting

, bea

dwor

k, de

cora

tive c

eram

ics:

lookin

g, t

alking

, liste

ning a

bout

patte

rn


Reso

urce

s

Wax

cray

ons,

pape

rs, oi

l pas

tels,

chalk

, play

doug

h, pa

ints a

nd br

ushe

s, be

ads a

nd st

rings

for t

hrea

ding c

harco

al, sa

nd, g

lue,

seed

s, ca

rd bo

ard b

oxes

sciss

ors,

coat

hang

ers,

penc

ils.

Asse

ssm

ent

-

Draw

, colo

ur

and c

ut ou

t pic

tures

of

anim

als to

ma

ke a

mobil

e us

ing co

at ha

nger

s and

str

ings

- Mo

ulding

of

differ

ent k

inds

of an

imals

us

ing pl

ay

doug

h.

- Ma

ke a

poste

r of

anim

als th

at ca

rry

their h

omes

by cu

tting

out p

ictur

es fr

om ol

d ma

gazin

es an

d pa

sting

them

on a

char

t/old

calen

dar

- Cr

eate

a dog

kenn

el,

nest

for bi

rds u

sing

recy

clable

mate

rial,

e.g. b

oxes

, gra

ss,

feathe

rs an

d stic

ks.

- Ma

ke a

poste

r by c

utting

an

d pas

ting p

ictur

es of

pr

oduc

ts fro

m an

imals

that

help

us, li

ke fr

om sh

eep

(jerse

ys, c

oat),

cow

(bag

s, sh

oes,

skirts

, jack

ets, e

tc.)

bees

( ho

ney)

chick

en( e

ggs

- Ma

ke a

pape

r Mac

he an

d cre

ate a

bird t

hen p

aste

feathe

rs on

it...

Phys

ical e

duca

tion

• M

ove -

jump

, ru

n, cli

mb an

d cra

wl

• Walk

back

ward

s on

heels

; walk

ba

ckwa

rds o

n toe

s

Obsta

cle co

urse

with

be

an ba

g on

hand

/shou

lder/f

oot/h

ead

• F

ollow

instr

uctio

ns to

mo

ve sl

ow an

d fas

t

• Mov

emen

ts lik

e twi

st, tu

rn,

bend

, cur

l, com

bined

and

coor

dinate

d in p

airs

• Lea

ping:

simula

ting a

ction

s -

kang

aroo

, spr

ingbu

ck,

rabb

it, etc

.

Adap

t acti

vities

Fo

r disa

bled l

earn

ers.

Teac

hers

must

alway

s be

pres

ent w

ith th

e lea

rner

s du

ring p

hysic

al ed

ucati

on

perio

ds.

NB. P

hysic

al ed

ucati

on

activ

ities a

re to

be

comp

leted

thro

ugho

ut the

ter

m.

Perc

eptu

al m

otor

•

Lear

ners

help

to se

t up a

n ob

stacle

cour

se

Perc

eptu

al m

otor

•

Free

play

and t

ime t

o ex

perim

ent w

ith

differ

ent a

nimals

•

Perce

ption

game

s

Perc

eptu

al m

otor

•

Kick

a mo

ving b

all an

d ch

ange

dire

ction

, to a

targe

t or

a pa

rtner

•

Thro

wing

balls

to ta

rgets


and m

ove

throu

gh th

e ob

stacle

cour

se

safel

y -

climb

ing on

, cli

mbing

over

, c

rawl

ing,

hang

ing on

to ba

rs an

d ba

lancin

g

follow

ing a

patte

rn -

placin

g item

s in t

he

corre

ct or

der,

i.e.

runn

ing an

d plac

e ma

rkers

on

pre

deter

mine

d plac

es,

using

the c

orre

ct or

der

• Ca

tching

and

throw

ing a

tennis

ball

and b

etwee

n par

tners

with

one a

nd tw

o han

ds, h

igh

and f

ar

Rhyt

hm

• R

ope

skipp

ing,

alone

, in

grou

ps of

thr

ee, tw

o sw

ing an

d the

oth

er ju

mps,

rotat

e role

s

Rhyt

hm

• La

yout

swing

on a

jungle

gym

using

ov

er-g

rasp

Co-o

rdin

atio

n •

Han

d-ey

e co-

ordin

ation

- thr

ow a

tennis

ba

ll in t

he ai

r an

d catc

h it,

boun

ce it

on

the gr

ound

; pa

ss it

to a

partn

er

• J

umpin

g ove

r a s

wing

ing

stock

ing ba

ll

Co-o

rdin

atio

n •

Circ

le for

matio

n and

an

ti-cloc

k wise

•

Usin

g ove

r gra

sp,

arm

trave

lling o

n jun

gle gy

m ru

nning

clo

ck w

ise

Co-o

rdin

atio

n •

Voll

eyba

ll acti

vities

: han

d-ey

e co-

ordin

ation

, ser

ve,

dig an

d set

actio

ns

• P

artne

r acti

vities

such

as

strad

dle va

ult ov

er th

e be

nt ba

ck of

a pa

rtner

Balan

ce

• B

alanc

e on

Balan

ce

• B

alanc

ing on

one

Balan

ce

• St

and a

nd w

alk on

tiptoe


motor

car

tyres

, laid

flat

on th

e gro

und

or st

andin

g up

, takin

g tur

ns an

d sh

owing

good

ma

nner

s wh

ile sh

aring

fun

leg

• B

alanc

ing m

oves

alo

ng ro

pes,

plank

s, ba

lancin

g bea

ms

(bala

nce o

n one

leg

; arm

s ho

rizon

tal)

• “

Horse

and c

art”

• H

ula ho

op sw

ings

with

arm,

hips

and

neck

and h

eel

• C

rawl

ing on

hand

and

knee

s like

anim

als

• Ba

lance

walk

ing fo

rwar

d an

d bac

kwar

ds lik

e anim

als

Spor

ts an

d ga

mes

•

Play

“Hide

-an

d-Se

ek”

• Bu

ck an

d hu

nters

Spor

ts an

d ga

mes

•

Divi

de le

arne

rs int

o tea

ms an

d com

pete

in re

lay ra

ces -

ex

plain

rules

and h

ow

this w

orks

• T

radit

ional

game

s of

the le

arne

r’s ow

n ch

oosin

g

Spor

ts an

d Ga

mes

•

Mini-

socc

er

• Vo

lleyb

all

• Ca

t-and

-mou

se

Spat

ial

orien

tatio

n •

Cra

wl th

roug

h hu

la ho

ops

that h

ave

been

set u

p in

a line

Spat

ial o

rient

atio

n •

Intro

duce

forw

ard

and b

ackw

ard r

olls -

ex

plain

safet

y •

“Wolf

and S

heep

” us

ing th

e opti

mal p

lay

area

•

Craw

l thro

ugh a

“tu

nnel”

, i.e.

the hu

la ho

ops.

Spat

ial o

rient

atio

n • O

bstac

le co

urse

that

includ

es ac

tivitie

s for

cra

wling

, jump

and l

and

from

a cer

tain h

eight,

agilit

y, sp

eed,

etc.

• Ga

mes s

uch a

s “on

e ag

ainst

three

” •

Partn

er ta

g; ca

tch yo

ur

partn

er’s

tail.

Late

ralit

y •

Hop

-scotc

h jum

p with

non-

domi

nant

leg

• R

unnin

g and

Late

ralit

y • I

n circ

le for

matio

n thr

ow a

ball c

lock

wise

… an

ti-cloc

k wise

•

Later

al tru

nk

Late

ralit

y •

Par

tner a

ctivit

ies: p

ulling

an

d pus

hing m

ovem

ents

L/R

• S

ee-sa

w


swing

ing a

rope

/ sas

h /

ribbo

n usin

g the

non-

domi

nant

hand

move

ments

such

as

throw

a ba

ll side

ways

L/R

like i

n rug

by

Reso

urce

s So

ccer

balls

and g

oal p

osts,

hula

hoop

s Ob

stacle

cour

se eq

uipme

nt; be

an ba

gs; b

alls o

f var

ious k

ind

Asse

ssm

ent

-

Play

hop-

sc

otch t

aking

tur

ns an

d bein

g pa

tient

with

each

othe

r. -

Do ba

lancin

g us

ing be

an

bags

on th

e he

ad, s

hould

er,

etc.

- De

mons

trate

Loco

motor

game

mo

veme

nt, ho

op

activ

ities,

skipp

ing

activ

ities

- Co

-ord

inatio

n mo

veme

nts

- Ba

lancin

g acti

vities

- A

bility

to pl

ay di

ffere

nt ga

mes

- Mo

veme

nt of

a far

mer

cuttin

g tre

es us

ing a

saw

- An

actio

n of p

icking

fruit

s fro

m the

tree

s and

puttin

g the

m in

the ba

sket,

whil

e mo

ving f

rom

tree t

o tre

e -

In pa

rtner

s lea

rner

s per

form

an ac

tion o

f siev

ing

sorg

hum

in an

olde

n way


LESS

ON P

LANS

: TER

M 4


MU

LTI-G

RAD

E TE

ACH

ING

: LIF

E SK

ILLS

LES

SON

PLA

N

TER

M 4

Wee

k 7-

9 Ti

me

allo

catio

n W

hole

Cla

ss

Activ

ity

GR

ADE

1 G

RAD

E 2

GR

ADE

3 N

OTE

S TO

TH

E TE

AC

HER

In

clud

e at

leas

t on

e/tw

o Li

fe S

kills

st

udy

area

s ev

eryd

ay

on th

e tim

e ta

ble.

2h

rs

4x30

min

2h

rs

4x30

min

3h

rs

8x45

min

BEG

INN

ING

K

NO

WLE

DG

E PE

RSO

NAL

AN

D

SOC

IAL

WEL

LBEI

NG

Topi

c: W

ater

Topi

c: U

ses

of w

ater

At

hom

e e.

g.

was

hing

thei

r bo

dies

, di

shes

, w

ashi

ng th

eir

clot

hes

etc.

At

sch

ool e

.g.

flush

ing

the

toile

t, dr

inki

ng,

wat

erin

g pl

ants

W

ays

wat

er is

w

aste

d

At

hom

e e.

g.

bath

ing

in a

ba

th, w

ashi

ng

a ca

r or

wat

erin

g a

gard

en w

ith a

ho

sepi

pe.

Topi

c Tr

ansp

ort

Wha

t is

trans

port?

R

oad

trans

port

Rai

l tra

nspo

rt

Topi

c: P

ollu

tion

Wha

t is

pollu

tion?

D

iffer

ent t

ypes

of

pol

lutio

n e.

g.

wat

er, l

and,

air

and

nois

e

C

ause

s of

po

llutio

n

W

ater

e.g

. sea

po

llutio

n by

pe

ople

, boa

ts,

indu

strie

s et

c.

Air e

.g.

Perfu

mes

, sm

oke

from

in

dust

ries,

car

s,

truck

s, a

eros

ol

spra

ys,

ciga

rette

s et

c.

Tim

e al

loca

tion:

gra

de

1 &

3 is

2 h

rs a

nd

Gra

de 3

is 3

hrs

per

wee

k: I

ntro

duce

the

who

le c

lass

act

ivity

to

the

who

le c

lass

D

ispl

ay p

oste

rs

of u

ses

of

wat

er, w

ater

po

llutio

n, h

ow

wat

er is

was

ted

and

clea

n an

d un

clea

n w

ater

Surv

ey a

nd

clea

n th

e en

viro

nmen

t al

so in

vite

EP

WP

peop

le

to a

ssis

t the

le

arne

rs

Ex

curs

ion

tour


At

sch

ool e

.g.

livin

g w

ater

flo

win

g fro

m

the

tap,

w

ater

ing

plan

ts,

pour

ing

each

Way

s of

sa

ving

wat

er

La

nd e

.g.

litte

ring,

du

mpi

ng,

split

ting

oils

by

big

and

smal

l in

dust

ries

and

ship

O

zone

laye

r

to d

ams

rese

rvoi

rs e

tc

(alw

ays

acco

mpa

nied

by

adu

lts)

Who

le c

lass

ac

tivity

: Foc

us

on c

omm

on

topi

cs.

Use

Life

Ski

lls

topi

cs a

s co

ntex

t for

H

ome

Lang

uage

and

FA

L( L

iste

ning

an

d Sp

eaki

ng,

Shar

ed W

ritin

g ac

tiviti

es)

Use

them

e to

pics

for w

hole

cl

ass

shar

ed

writ

ing

Plan

in

depe

nden

t ac

tiviti

es(W

ork

book

etc

.) fo

r gr

ade

grou

ps

who

are

AS

SESS

MEN

T W

EEK

1

GR

ADE

1 G

RAD

E 2

GR

ADE

3

Obs

erva

tion,

Ora

l an

d W

ritte

n w

ork

Obs

erva

tion,

Ora

l an

d W

ritte

n w

ork

Obs

erva

tion,

O

ral a

nd


Asse

ss w

heth

er th

e le

arne

r can

:

Id

entif

y th

e us

es o

f wat

er

at h

ome

and

scho

ol

(wor

kshe

et)

How

wat

er is

w

aste

d us

ing

a “tr

ue o

r fa

lse”

act

ivity

Be

abl

e to

di

scus

s ho

w

clea

n w

ater

is

stor

ed

Asse

ss w

heth

er th

e le

arne

r can

be

able

to:

To e

xpla

in

wha

t tra

nspo

rt is

Ar

e le

arne

rs

able

to id

entif

y ro

ad a

nd ra

il tra

nspo

rt us

ing

a po

ster

?

D

raw

a m

otor

-ca

r, bu

s,

aero

plan

e

Writ

ten

wor

k As

sess

whe

ther

the

lear

ner c

an:

Be

abl

e to

ex

plai

n w

hat

pollu

tion

is

Iden

tify

diffe

rent

way

s to

pre

vent

po

llutio

n

Be a

ble

to g

ive

diffe

rent

type

s of

pol

lutio

n an

d ca

uses

ther

eof

e.g.

air,

wat

er,

land

and

noi

se

(wor

kshe

et.

Be a

ble

to

men

tion

thin

gs

that

affe

ct th

e O

zone

laye

r an

d ho

w to

pr

even

t fur

ther

da

mag

e .

RES

OU

RC

ES

GR

ADE

1 G

RAD

E 2

GR

ADE

3


- W

orkb

ook

Pgs.

50 –

55

*Pos

ters

of

wat

er, -

-*us

es

of w

ater

*B

ath

basin

po

ster

, *M

uddy

da

m p

oste

r w

ith m

osqu

itos

& p

ollu

tion

*was

hing

bas

in,

buck

et e

tc

*Hos

e pi

pe, c

ar,

Sa

fe a

nd

unsa

fe

drin

king

wat

er

Stor

ing

clea

n w

ater

Ai

r tra

nspo

rt

e.g.

jet,

aero

plan

e,

helic

opte

r

W

ater

tr

ansp

ort e

.g.

boat

, yac

ht,

ship

etc

Us

es o

f di

ffere

nt k

inds

of

tran

spor

t e.

g. tr

ain,

do

nkey

cart

an

d ae

ropl

ane

Effe

cts o

f pol

lutio

n on

pe

ople

, env

ironm

ent

O

n pe

ople

e.g

. tig

ht c

hest

, co

nsta

nt

coug

hing

, rus

h al

l ove

r the

bo

dy

Envi

ronm

ent

e.g.

fish

, w

hale

s et

c.

dyin

g be

caus

e of

oil

ASSE

SSM

ENT

WEE

K 2

GR

ADE

1

GR

ADE

2

GR

ADE

3

Asse

ss w

heth

er th

e le

arne

r can

:

Id

entif

y so

urce

s of

cl

ean

and

uncl

ean

wat

er

Fill

in

wor

kshe

et o

n sa

fe a

nd

unsa

fe w

ater

to

drin

k

Asse

ss w

heth

er th

e le

arne

r can

:

Be

abl

e to

id

entif

y ai

r, w

ater

tra

nspo

rt et

c.

To b

e ab

le to

di

ffere

ntia

te

betw

een

air

and

wat

er

Asse

ss w

heth

er th

e le

arne

r can

:

Be

abl

e to

writ

e ef

fect

s of

po

llutio

n on

pe

ople

Be

abl

e to

id

entif

y ef

fect

s of

pol

lutio

n to

th

e en

viro

nmen

t


Be to

exp

lain

ho

w to

pur

ify

wat

er

Be a

ble

to

draw

pla

ces

whe

re w

ater

is

sto

red

tran

spor

t

W

rite

a fe

w

sent

ence

s of

di

ffere

nt k

inds

of

tran

spor

t

usin

g a

wor

kshe

et

Be a

ble

to li

st

thin

gs th

at

pollu

te o

ur

Ozo

ne la

yer

Perfo

rmin

g Ar

ts(D

ance

, M

usic

and

Dram

a)

WEE

K 1

GRAD

E 1

GRAD

E 2

GRAD

E 3

NOTE

S TO

THE

TEA

CHER

Mus

ic

w

arm

up

body

us

ing

diffe

rent

le

vels

suc

h as

hi

gh, p

icki

ng

an a

pple

Mus

ic

w

arm

up

body

us

ing

diffe

rent

le

vels

suc

h as

hi

gh, p

icki

ng

an a

pple

Mus

ic

-war

m u

p bo

dy u

sing

di

ffere

nt le

vels

suc

h as

hi

gh, p

icki

ng a

n ap

ple

-war

m b

ody

up th

e bo

dy u

sing

zig

zag

War

min

g u

p ac

tiviti

es

focu

sing

on

leng

then

ing

& cu

rling

*L

iste

ning

to m

usic

de

scrib

ing

how

it

mak

es y

ou fe

el u

sing

w

ords

suc

h as

hap

py,

sad

etc

*Iden

tify

how

dy

nam

ics,

pitc

h,

timbr

e &

com

bine

to

tell

a st

ory

such

as

……

……

.

List

enin

g to

SA

mus

ic

focu

s on

tim

bre

cont

ribut

e to

uni

que

soun

d


Coo

ling

dow

n th

e bo

dy a

nd re

laxa

tion:

fe

el li

ke a

feat

her a

nd

float

thro

ugh

the

sky,

et

c

Coo

ling

dow

n th

e bo

dy a

nd re

laxa

tion:

m

ovin

g to

slo

w

soot

hing

mus

ic

Coo

ling

dow

n : l

ie o

n ba

ck ti

ghte

ning

/ co

ntra

ctin

g al

l mus

cles

, m

ake

tight

fist

s, c

lenc

h sh

ould

ers,

then

rele

ase

all t

he m

uscl

es m

akin

g bo

dy h

eavy

on

the

floor

War

m u

p vo

ice

usin

g so

ngs

& rh

ymes

fo

cusi

ng o

n hi

gh &

lo

w n

otes

, fas

t, sl

ow

tem

po

War

m u

p vo

ice

usin

g so

ngs

& rh

ymes

fo

cusi

ng o

n hi

gh &

lo

w n

otes

, fas

t, sl

ow

tem

po

War

m u

p vo

ice

usin

g so

ngs

& rh

ymes

fo

cusi

ng o

n hi

gh &

low

no

tes,

fast

, slo

w te

mpo

Mak

e dr

awin

gs &

pa

intin

gs re

leva

nt to

th

e te

rms

topi

c

Mak

e pa

intin

gs

rele

vant

to th

e te

rms

topi

c, d

iscu

ss c

olou

r, to

ne te

xtur

e

Dra

win

g &

pain

ting

expl

orin

g a

varie

ty o

f m

edia

RES

OU

RC

ES :

Teac

h te

chni

que

of p

apie

r mac

he, c

reat

e ob

ject

s of

pas

ting,

cut

ting,

tear

ing,

sm

ooth

ing

Rad

io, c

asse

ttes,

or C

D,

sign

s de

plet

ing

low

, hig

h, fa

st a

nd s

low

tem

po

ASSE

SSM

ENT

G

rade

1

Gra

de 2

G

rade

3

NO

TES

TO T

HE

TEA

CH

ER

List

enin

g to

mus

ic

desc

ribin

g ho

w it

m

akes

you

feel

usi

ng

wor

ds s

uch

as h

appy

, sa

d et

c

Iden

tify

how

dy

nam

ics,

pitc

h,

timbr

e &

com

bine

to

tell

a st

ory

such

as

……

……

.

List

enin

g to

SA

mus

ic

focu

s on

tim

bre

cont

ribut

e to

uni

que

soun

d


Asse

ss w

heth

er th

e le

arne

r can

:

Be

abl

e de

scrib

e th

e fe

elin

gs w

hen

liste

ning

to th

e m

usic

thro

ugh

dram

atisa

tion

Liste

n to

di

ffere

nt

soun

ds m

ade

by w

ater

sw

ayin

g to

the

soun

d

Asse

ss w

heth

er th

e le

arne

r can

:

Le

arne

rs t

ell a

st

ory

in a

gro

up

usin

g th

eir

voice

s (hi

gh,

low

) an

d to

im

itate

di

ffere

nt

soun

ds a

nd

char

acte

rs in

th

e st

ory

(The

stor

ies

shou

ld b

e ba

sed

on a

ny

mod

e of

tr

ansp

ort.)

Asse

ss w

heth

er th

e le

arne

r can

:

Be

abl

e to

id

entif

y di

ffere

nt

soun

ds in

the

SA

mus

ic e.

g

“Stim

ela

sase

Zola

” mus

ic by

Mzw

akhe

M

buli,

Tse

po

Thsu

la e

tc

Educ

ator

to h

ave

diffe

rent

sto

ries

on

poem

s, s

ongs

on

trans

port

Perf

orm

ing

WEE

K 2

G

RAD

E 1

GR

ADE

2 G

RAD

E 3


Arts

(Dan

ce,

Mus

ic a

nd

Dra

ma)

C

lass

room

perfo

rman

ce

inco

rpor

atin

g a

Sout

h

Afric

an/ p

oem

sto

ry,

dram

atis

atio

n

Dev

elop

ing

a pu

ppet

perfo

rman

ce b

y

focu

sing

on

a

conv

ersa

tion

betw

een

pupp

ets

Cre

ate

a m

ood:

use

verb

al d

ynam

ics,

expr

essi

ve s

ound

s an

d

mov

emen

t, us

e po

em,

pict

ure

or s

ong

As

sess

men

t Le

arne

rs a

re a

ble

to:

Dr

amat

ise a

st

ory

base

d on

w

ater

(any

tr

aditi

onal

st

ory

etc

Lear

ners

are

abl

e to

:

pe

rform

a

pupp

et sh

ow

on ra

il an

d ro

ad

tran

spor

t ar

guin

g w

ho is

th

e fa

stes

t

Lear

ners

are

abl

e to

:

Cr

eate

a sh

ort

poem

and

de

mon

stra

tion

it cr

eatin

g a

moo

d of

dan

gers

of

pollu

tion

and

taki

ng ca

re o

f our

la

nd p

rote

ctin

g ou

r lan

d

Coo

ling

dow

n ex

erci

ses

VISU

AL A

RTS

W

EEK

1

GR

ADE

1

Gra

de 2

G

RAD

E 3


Cre

ate

in 2

D &

3D

M

ake

draw

ings

or

pain

tings

rele

vant

to

term

s to

pic

focu

s on

bo

dy in

act

ion,

line

, sh

ape

and

colo

ur e

.g.

I am

wat

erin

g th

e ga

rden

, Col

lage

use

s of

wat

er

Cre

ate

in 2

D &

3D

M

ake

pain

tings

re

leva

nt to

term

s to

pics

dis

cuss

col

our

tone

text

ure,

con

trast

, an

d sh

ape.

Dra

w a

pi

ctur

e of

trai

n,

bicy

cle,

bus

, shi

p,

aero

plan

e m

ake

mod

els

Cre

ate

in 2

D &

3D

M

ake

a co

llage

of

wat

er p

ollu

tion,

air

etc

VISU

AL L

ITER

ACY

Art e

lem

ents

iden

tify

and

nam

e al

l art

elem

ents

C

reat

e dr

awin

g an

d pa

intin

g ex

plor

ing

a va

riety

of m

edia

- Ti

me

Allo

catio

n:

1 ho

ur p

er w

eek

for a

ll gr

ades

-

Do

2 D

and

3 D

ac

tiviti

es in

the

less

on

- U

se re

cycl

able

m

ater

ials

Pa

int a

nd a

rt re

sour

ces

ASSE

SSM

ENT

WEE

K 1

G

RAD

E 1

G

rade

2

GR

ADE

3

Lear

ners

are

abl

e to

:

To

mak

e a

colla

ge o

f di

ffere

nt u

ses

of w

ater

at

hom

e an

d at

sc

hool

To

dra

w h

ow

wat

er is

save

d

Use

spa

ce

corre

ctly

Man

ipul

ate

a cr

ayon

and

po

sitio

n pa

per

corre

ctly

Lear

ners

are

abl

e to

:

Tr

ace

geom

etric

sh

apes

and

cr

eate

tr

ansp

ort u

sing

them

To p

aint

or

draw

rail

or

road

tran

spor

t

Use

spa

ce

corre

ctly

Man

ipul

ate

a cr

ayon

and

po

sitio

n pa

per

corre

ctly

Lear

ners

are

abl

e to

:

To m

ake

draw

ings

of

diffe

rent

type

s of

pol

lutio

n e.

g.

wat

er, l

and,

air

and

nois

e

M

ake

colla

ge o

f ho

w a

ir is

po

llute

d

Mak

e a

finge

r pa

intin

g of

af

fect

ed O

zone

la

yer

U

se s

pace

co

rrect

ly

M

anip

ulat

e a

cray

on a

nd

posi

tion

pape

r co

rrect

ly


VISU

AL A

RTS

W

EEK

2

GR

ADE

1

GR

ADE

2

GR

ADE

3

-

Cre

ate

in 3

D

Mak

e M

odel

s of

sel

f in

act

ion

in o

wn

envi

ronm

ent u

sing

cl

ay o

r pla

y do

ugh,

en

cour

age

pers

onal

ex

pres

sion

, ap

prop

riate

use

of

mat

eria

ls a

nd s

patia

l aw

aren

ess

Mak

e cl

ay m

odel

s

Teac

h cr

aft t

echn

ique

of

pap

er m

ache

, cre

ate

obje

cts

by p

astin

g,

cutti

ng, t

earin

g,

smoo

thin

g

Shou

ld b

e pr

epar

ed

befo

re th

e le

sson

. Pa

int m

ust s

tore

d in

co

ntai

ners

En

cour

age

lear

ners

to

wea

r old

“T” s

hirt

for

pain

ting

less

ons

Dis

play

art

wor

k in

the

clas

sroo

m a

nd in

sc

hool

foye

r

Lear

ners

are

abl

e to

:

Mak

e m

odel

s of

sel

f dr

inki

ng w

ater

Lear

ners

are

abl

e to

:

Mak

e cl

ay

mod

els

of a

do

nkey

car

t /

air/

road

and

ra

il tra

nspo

rt

Lear

ners

are

abl

e to

: M

ake

mod

els

of

aero

plan

e, tr

ain,

bus

, sh

ip e

tc

To p

ut e

xpre

ssio

ns

on th

eir m

odel

s an

d to

use

ap

prop

riate

m

ater

ial

Pain

t, pa

int b

rush

es, c

rayo

ns, p

aint

con

tain

ers,

A3

shee

ts, o

ld m

agaz

ines

, glu

e, w

ater

(pap

er m

ache

), cr

aft k

nife

, sci

ssor

s PH

YSIC

AL

EDU

CAT

ION

GR

ADE

1 G

RAD

E 2

GR

ADE

3

War

min

g up

ac

tiviti

es(5

min

utes

)

Spat

ial

Orie

ntat

ion

Play

ing

gam

es li

ke

catc

hes

‘Impu

ku

neka

ti” /

“Peb

a pe

ba

tsw

aa h

ao”

catc

hes

i.e

War

min

g up

ac

tiviti

es(5

min

utes

)

Skip

ping

ar

ound

pla

y ar

ea a

lone

or

with

a p

artn

er

War

min

g up

ac

tiviti

es(5

min

utes

)

Obs

tacl

e co

urse


cats

am

ongs

t th

e pi

geon

s in

a

dem

arca

ted

area

PHYS

ICAL

ED

UC

ATIO

N

ASSE

SSM

ENT

GR

ADE

1 G

RAD

E 2

GR

ADE

3 G

RAD

E 1

Asse

ss w

heth

er

lear

ners

are

list

enin

g to

inst

ruct

ions

to:

sh

owin

g

enou

gh

ener

gy fo

r th

eir a

ge a

nd

are

able

to

shar

e re

sour

ces

Asse

ss w

heth

er

lear

ners

are

:

follo

win

g in

stru

ctio

ns

and

are

able

to

wor

k w

ith a

pa

rtner

usi

ng

spac

e ef

fect

ivel

y -

Asse

ss w

heth

er

lear

ners

are

:

Th

ey a

re a

ble

to fo

llow

in

stru

ctio

ns ru

n ar

ound

, cra

wl

and

clim

b on

th

e ob

stac

les

Sh

ow e

nerg

y an

d en

joym

ent

are

they

abl

e to

ta

ke tu

rns

- Ti

me

Allo

catio

n:

2 ho

urs

per w

eek

for a

ll gr

ades

- M

ake

diff

eren

t st

atio

ns a

nd a

llow

le

arne

rs to

rota

te

in th

ose

stat

ions

-

PE a

ttire


- en

cour

age

lear

ners

to w

ear

PE c

loth

es (s

horts

, “T

” shi

rts a

nd

takk

ies)

W

eath

er

- D

o PE

less

ons

in

the

mor

ning

less

on

in h

umid

wea

ther

co

nditi

ons.

-

Equi

pmen

t -

Ensu

re th

at

equi

pmen

t for

the

less

on is

ava

ilabl

e be

fore

the

less

on.

- C

olle

ct a

nd s

tore

al

l equ

ipm

ent a

fter

the

less

on.

Lear

ners

ex

perie

ncin

g ba

rrie

rs

to le

arni

ng

Plan

act

iviti

es fo

r ph

ysic

ally

cha

lleng

ed

lear

ners

PH

YSIC

AL

EDU

CAT

ION

W

EEK

2

GR

ADE

1 G

RAD

E 2

GR

ADE

3

RES

OU

RC

ES

Skip

ping

rope

s, b

alls

(ten

nis

and

socc

er b

alls

), be

an b

ags,

bas

kets

, buc

kets

,(pla

stic

con

tain

ers)

,hoo

ps, t

yres

, sm

all b

ats

,stic

ks, j

ungl

e gy

m, h

op s

cotc

h m

arki

ng, t

echn

ique

ring

, fris

by w

hist

le (T

each

er)

Perc

eptu

al m

otor

: C

ircle

form

atio

n –

gam

es s

uch

as “b

eat

the

ball”

Perc

eptu

al m

otor

: Fl

ashc

ards

with

di

ffere

nt a

ctio

n w

ords

on

them

– ju

mp,

run,

sk

ip, h

op, s

it, w

alk

and

stan

d

Perc

eptu

al m

otor

: Sh

adow

imita

tions

: one

le

arne

r is

the

shad

ow

of a

noth

er le

arne

r and

co

pies

mov

emen

ts


ASSE

SSM

ENT

WEE

K 2

G

RAD

E 1

GR

ADE

2 G

RAD

E 3

TEAC

HER

S N

OTE

S

-

As

sess

whe

ther

le

arne

rs a

re li

sten

ing

to in

stru

ctio

ns to

:

mov

ing

to th

e le

ft an

d w

hen

whi

stle

blo

ws

they

cha

nge

dire

ctio

n U

sing

diff

eren

t si

zes

of b

alls

co

ncen

tratin

g on

inst

ruct

ions

gi

ven

to th

em

Asse

ss w

heth

er

lear

ners

are

abl

e to

lis

teni

ng to

in

stru

ctio

ns to

:

do a

ctio

n th

at

are

show

n in

th

eir f

lash

ca

rds

chan

ging

ca

rds

rand

omly

e.g

. ju

mp,

sit,

wal

k et

c

pl

ay m

usic

al

chai

r

Asse

ss w

heth

er

lear

ners

are

abl

e to

lis

teni

ng to

inst

ruct

ions

to

:

Do

the

stat

ue

gam

es

Teac

her s

houl

d m

ake

circ

le g

ames

mor

e in

tere

stin

g by

say

ing

thos

e w

ho a

re w

earin

g a

certa

in c

olou

r sho

uld

boun

ce th

e ba

ll to

the

othe

r lea

rner

who

is

wea

ring

the

sam

e co

lour

Te

ache

r to

stop

the

lear

ners

on

the

mot

ion

and

inst

ruct

them

to

freez

e En

cour

age

shy

lear

ners

to ta

ke a

lead

ta

king

turn

s to

do

that


RES

OU

RC

E AN

NEX

UR

ES

GR

ADE1

G

RAD

E2

GR

ADE3

ME

FEEL

INGS

AT S

CH

OO

L

KEEP

ING

FOOD

FRE

SH

HEAL

TH P

ROTE

CTIO

N


SAM

E AN

D D

IFFE

REN

T

WAS

HIN

G H

AND

S IS

HEA

LTHY

EVER

YONE

IS S

PECI

AL

WAT

ER F

ILTER

HEAL

TH P

ROTE

CTIO

N


HEA

LTH

Y AN

D U

NH

EALT

HY

FOO

D

SLEE

PIN

G E

NO

UGH

IS H

EALT

HY

SMO

KIN

G IS

BAD


LIFE

SKILL

S AS

SESS

MEN

T FR

AMEW

ORK

TERM

1

Life

skill

s Stu

dy

Area

s

Cont

ent a

nd

Skill

s Fo

rm o

f ass

essm

ent

Asse

ssm

ent i

tem

s w

eigh

ting

G

rade

1; G

rade

2;

Grad

e3

BK/P

S

Topi

cs: M

e, M

ysel

f and

ot

hers

, Abo

ut m

e, A

t sc

hool

, Eve

ryon

e is

spec

ial,

Heal

thy

habi

ts a

nd, F

eelin

g,

Keep

ing

my

body

safe

, Co

mm

unica

tion,

How

we

lived

long

ago

Po

ster

s and

DBE

W

orkb

ooks

Obs

erva

tion;

ora

l, pr

actic

al,

writ

ten

M

e (P

erso

nal d

etai

ls na

me,

add

ress

, te

leph

one

num

bers

an

d ag

e)

Sc

hool

det

ails

(nam

e of

scho

ol, p

rincip

al,

teac

her),

clas

sroo

m

rule

s

Feel

ings

– h

ow d

o I

expr

ess m

y fe

elin

gs,

to b

e aw

are

of o

ther

pe

ople

’s fe

elin

gs

He

alth

y ha

bits

-pe

rson

al h

ygie

ne,

keep

ing

clean

hai

r te

eth

and

nails

Sl

eepi

ng e

arly

, dr

inki

ng 8

gla

sses

of

wat

er a

re h

ealth

y ha

bits

Keep

ing

my

body

sa

fe-p

rote

ct o

ur

bodi

es fr

om

illne

sses

(cov

er

mou

th w

hen

High


coug

hing

),saf

e an

d un

safe

pla

ces a

nd

situa

tions

- not

w

alki

ng a

lone

Ever

yone

is sp

ecia

l- pe

ople

are

the

sam

e an

d di

ffere

nt, l

ikes

an

d di

slike

may

di

ffer,

we

need

to

care

for p

eopl

e liv

ing

with

di

sabi

litie

s,

Ho

w p

eopl

e liv

ed

long

ago

- how

they

co

mm

unica

ted,

tr

ansp

ort,

chan

ge

and

cont

inui

ty -

com

parin

g th

en a

nd

now

Com

mun

icatio

n,

way

s we

com

mun

icate

- sp

eaki

ng, w

ritin

g,

read

ing,

list

enin

g

Perfo

rmin

g Art

s:

Danc

e Dr

ama

M

usic

Parti

cipa

te in

loco

mot

or

mov

emen

t,

Safe

env

ironm

ent

Body

aw

aren

ess

Parti

cipa

te in

non

- lo

co

mot

or a

ctiv

ities

Obs

erva

tion;

ora

l, Pr

actic

al a

nd

dram

atiz

ing,

sin

ging

Loco

mot

or: W

alki

ng,

skip

ping

, run

ning

, ba

ckw

ards

and

fo

rwar

d be

ndin

g kn

ees,

coo

rdin

atin

g ar

ms

, rea

chin

g an

d ga

llop

High


Rol

e pl

ay

Impr

ove

and

inte

rpre

t mus

ic

Cre

ativ

e ga

mes

and

ski

lls

Body

aw

aren

ess

and

expl

orin

g sp

ace(

dire

ctio

n-

belo

w, a

bove

, be

hind

usi

ng b

odie

s an

d ob

stac

les

Expl

orin

g sh

ape

and

wei

ght u

sing

act

ion

wor

ds a

nd

mov

emen

t- cr

ooke

d,

narro

w

M

akin

g sh

ort s

torie

s ba

sed

on in

tere

stin

g ob

ject

Keep

ing

a st

eady

be

at w

ith c

hang

es

in te

mpo

whi

lst

clap

ping

/ mov

ing

in

time

to m

usic

Visu

al A

rts

H

andl

es a

rt m

edia

pro

perly

Li

sten

s to

and

car

ries

out

inst

ruct

ions

pro

perly

. C

reat

e in

2D

, dra

win

g,

pain

ting

Cre

ate

in 3

D- C

onst

ruct

ion

I3D

Use

rec

ycla

ble

boxe

s to

con

stru

ct.

Use

cla

y to

de

cora

te

cont

aine

rs.

Und

erst

ands

m

odel

ling

tech

niqu

es:

Mod

el

clay

m

odel

ling

Iden

tify

art e

lem

ents

.

Obs

erva

tion;

ora

l, Pr

actic

al &

D

raw

ing

Dr

aw p

ictur

es o

f se

lf, u

sing

diffe

rent

m

edia

, pai

nt o

wn

port

rait

addi

ng

feat

ures

- eye

s, ea

rs,

nose

and

mou

th,

Pa

int p

ictu

res

with

ot

hers

in a

ctio

n

High

Phys

ical

List

ens

to a

nd c

arrie

s ou

t Ob

serv

atio

n; o

ral,

Do

ggin

g an

d w

alki

ng

High


educ

atio

n in

stru

ctio

ns.

Loco

mot

or: P

lay

indi

geno

us g

ames

e.

g.up

uca,

dik

eto,

iz

inge

ndo.

Pla

ying

thre

e le

gged

race

Pe

rcep

tual

m

otor

:. W

alki

ng.

Basi

c sk

ills

of

tenn

is b

all g

ame

R

ythm

: R

ope

skip

ping

in

gr

oups

of

thre

e, i

ndiv

idua

l do

uble

ta

ke

–off

and

indi

vidu

al d

oubl

e ta

ke-o

ff.

Bal

ance

in d

iffer

ent d

irect

ion

Do

ggin

g ga

mes

ar

ound

skitt

les

chan

ging

dire

ctio

ns.

Di

ffere

nt fo

rmat

ion-

cir

cle, h

opsc

otch

, ro

pe sk

ippi

ng,

R

ollin

g, p

assi

ng a

nd

thro

win

g th

e ba

ll

Ball

gam

e, ju

mpi

ng

over

rope

s an

d ro

pe

skip

ping

.

Jum

ping

and

ho

ppin

g an

d fin

ger

play

act

iviti

es.

Sk

ippi

ng w

ith a

nd

with

out s

kipp

ing

rope

s, b

eat t

he d

rum

an

d m

ove

vario

us

parts

of t

he b

ody.

Bala

ncin

g on

a ro

pe,

stre

tchi

ng a

rms

side

way

s SE

CTI

ON

3: W

RIT

TEN

WO

RK

TER

M 1

GR

ADE

1


QU

ESTI

ON

1

Circ

le th

e le

tter w

ith th

e co

rrec

t ans

wer

to c

ompl

ete

the

give

n se

nten

ce:

1. A

lway

s __

____

____

____

____

frui

t and

veg

etab

les

befo

re e

atin

g th

em.

A.

ki

ck

B.

was

h

C.

keep

Teac

hers

wor

k at

____

____

____

__.

A.

hom

e

B.

hosp

ital

C.

scho

ol

1.

We

mus

t alw

ays

slee

p __

____

____

__

A.

ear

ly

B.

late

C.

in th

e m

orni

ng

QU

ESTI

ON

2

Writ

e Tr

ue o

r Fal

se

1.

Br

ush

your

teet

h tw

ice

ever

y da

y.


2.

We

mus

t drin

k ei

ght g

lass

es o

f wat

er e

very

day

.

3.

Was

hing

han

ds b

efor

e ea

ting

is g

ood.

4.

It is

col

d w

hen

ther

e is

sun

.

5.

We

slee

p 8

hour

s a

nigh

t.

QU

ESTI

ON

3

Com

plet

e th

e cl

assr

oom

rule

s us

ing

wor

ds in

the

box;

resp

ect ;

n

oise

;

pape

rs

1.

Do

not m

ake

____

____

____

____

____

____

in th

e cl

assr

oom

.

2.

Thro

win

g __

____

____

____

____

___o

n th

e flo

or is

wro

ng.

3.

We

mus

t alw

ays

____

____

____

____

____

_ ea

ch o

ther

.

Q

UES

TIO

N 4

Fi

ll in

you

r per

sona

l det

ails

on

the

box

belo

w:

Nam

e


Surn

ame

D

ate

of b

irth

G

ende

r

G

RAD

E 2

TER

M 1

QU

ESTI

ON

1

Circ

le th

e le

tter w

ith th

e co

rrec

t ans

wer

to c

ompl

ete

the

give

n se

nten

ce:


1.

G

ood

frien

ds a

re _

____

____

____

A.

help

ful

B.

bully

C.

none

of t

he a

bove

2.

Frui

t and

veg

etab

les

are

____

____

____

__

A.

blac

k

B.

heal

thy

C.

unhe

alth

y

3.

We

cann

ot li

ve w

ithou

t ___

____

____

___

A.

Coc

a-co

la

B.

swee

ts

C.

wat

er

4

. G

uide

dog

s he

lp

A

. hap

py p

eopl

e

B

. blin

d pe

ople

C

. pla

ying

peo

ple

QU

ESTI

ON

2

Writ

e Tr

ue o

r Fal

se

1.

24

.11.

1964

is th

e da

te o

f birt

h.

2.

Boys

are

bor

n in

win

ter.


3.

Girl

s ar

e bo

rn in

sum

mer

.

4.

It is

goo

d to

exe

rcis

e re

gula

rly.

QU

ESTI

ON

3

Sequ

ence

the

step

s of

wat

er p

urifi

catio

n be

low

by

num

berin

g th

em (1

,2,3

,)

Wai

t for

24

hour

s

Fetc

h 20

litr

es o

f wat

er fr

om th

e riv

er

Ad

d on

e te

aspo

on o

f ble

ach

Q

UES

TIO

N 4

Writ

e a

get w

ell c

ard

to w

ish

a sp

ecia

l frie

nd s

peed

y re

cove

ry.


GR

ADE

3 TE

RM

1

QU

ESTI

ON

1

Circ

le th

e le

tter w

ith th

e co

rrec

t ans

wer

to c

ompl

ete

the

give

n se

nten

ce:

1.

I _

____

____

__ b

efor

e I w

alke

d.

A.

Jum

p

B.

Run

C.

Cra

wle

d

2. O

lden

day

s fo

rm o

f tra

nspo

rt w

ere

____

____

____

___

A.

helic

opte

rs

B.

hors

es

C.

aero

plan

es

2.

Do

not t

hrow

___

____

____

__ a

t eac

h ot

her.

A.

Ston

es

B.

Pape

rs

C.

Dog

s

4. L

ong

ago

mes

sage

s w

ere

sent

usi

ng

A

. cel

l pho

ne

B

. dov

es

C

. tel

evis

ion

5. W

e us

e th

e nu

mbe

r___

____

____

__ to

repo

rt ch

ild a

buse

A

. 101

11

B

. 901

1


C

. 082

56

QU

ESTI

ON

2

Writ

e Tr

ue o

r Fal

se fo

r the

sta

tem

ents

bel

ow

1.

Stor

ies

of h

ow p

eopl

e liv

ed lo

ng a

go w

ere

told

by

elde

rs.

2.

Whe

n yo

u ar

e sa

d yo

u cr

y.

3.

Frie

nds

fight

alw

ays.

4.

Whe

n yo

u ar

e ha

ppy

you

smile

.

5.

Do

not t

ouch

oth

er p

eopl

e’s

bloo

d.

QU

ESTI

ON

3

Com

plet

e th

e fo

llow

ing

timel

ine

usin

g th

e da

tes.

My

birth

day

__

____

____

____

____

____

____

____

____

____

____

Star

ted

Gra

de R

.

___

____

____

____

____

____

____

____

____

____

____

I los

t my

first

toot

h

____

____

____

____

____

____

____

____

____

____

___


Star

ted

Gra

de 1

___

____

____

____

____

____

____

____

____

____

__

QU

ESTI

ON

4

Fill

in th

e sp

aces

on

the

para

grap

h be

low

with

the

corr

ect a

nsw

ers

prov

ided

in a

box

.

Lon

ely,

Wor

ried,

Ang

ry

Whe

n m

y m

othe

r lef

t me

with

nob

ody,

I fe

lt so

___

____

____

____

___.

I was

___

____

____

___

whe

n th

ere

was

a k

nock

at t

he d

oor.

I got

ver

y __

____

____

_ to

see

that

it w

as m

y br

othe

r not

my

mot

her w

hen

I ope

ned

the

door

.

Q

UES

TIO

N 5

C

ompa

re c

omm

unic

atio

n in

the

olde

n da

ys a

nd in

rece

nt ti

mes

by

sort

ing

from

the

list b

elow

ho

rn, c

ell p

hone

, hor

ses,

tele

phon

es, d

ove,

tele

visi

on.

Olde

n da

ys

Rece

nt ti

mes

LIF

E SK

ILLS

ASSE

SSM

ENT

FRAM

EWOR

K TE

RM 2


Life

skill

s St

udy

Area

s

Cont

ent a

nd Sk

ills

Form

of

asse

ssm

ent

Asse

ssm

ent i

tem

s W

eigh

ting

G

rade

1; G

rade

2; G

rade

3

BK/P

S

Topi

cs :

Pets

, Ani

mal

s, In

sect

s,

Safe

ty a

t hom

e, R

oad

safe

ty,

Publ

ic s

afet

y, M

y bo

dy, W

hat w

e ne

ed to

live

, Hea

lthy

eatin

g,

Food

,

Anim

als

and

crea

ture

s th

at li

ve in

w

ater

, Li

fe c

ycle

s

Obs

erva

tion;

or

al, p

ract

ical

w

ritte

n

Pe

ts (

anim

als

as o

ur fr

iend

s)

desc

riptio

n &

carin

g fo

r the

m

D

omes

tic a

nd fa

rm a

nim

als

&the

ir im

porta

nce

and

how

we

bene

fit

from

them

Ty

pes

of in

sect

s, th

eir g

ood

and

bad

Sa

fety

at h

ome,

wha

t the

y sh

ould

be

aw

are

of ,

the

do’

s an

d do

nt’s

at

hom

e

Kn

ow e

mer

genc

y nu

mbe

rs- p

olic

e,

ambu

lanc

e, fi

re e

xtin

guis

hers

Pa

rts o

f the

bod

y- k

now

ing

exte

rnal

an

d in

tern

al p

arts

and

thei

r fu

nctio

ns

R

oad

safe

ty, r

ules

and

sig

ns a

nd

thei

r im

porta

nce-

wal

king

on

the

corre

ct s

ide

of th

e ro

ad, n

ot p

layi

ng

on th

e ro

ad

Pu

blic

saf

ety,

wha

t it m

eans

and

ho

w it

affe

cts

them

, dan

gers

of

elec

trici

ty, s

igns

that

war

ns u

s of

da

nger

, rid

ing

train

s an

d ta

xes

corre

ctly

- not

stic

king

you

r hea

d ou

tsid

e th

e w

indo

w o

f mov

ing

train

Ver

y Hi

gh


/taxi

Li

fe c

ycle

-

Des

crib

ing

wha

t a li

fe c

ycle

is o

f di

ffere

nt a

nim

als-

mam

mal

s,

inse

ct, a

mph

ibia

ns, b

irds.

Perfo

rmin

g Ar

ts:

Danc

e

Mus

ic

Dram

a

Parti

cipa

te in

loco

mot

or

mov

emen

ts, P

artic

ipat

e in

non

- lo

co m

otor

act

iviti

es b

endi

ng

knee

s , r

each

ing;

coo

rdin

atin

g ar

ms

and

gallo

p;

NB

: Be

min

dful

of w

arm

ing

up

and

cool

ing

dow

n ex

erci

ses

Obs

erva

tion;

or

al,

Lo

com

otor

: wal

king

, ski

ppin

g,

freez

e ga

mes

focu

sing

on

cont

rol

eye

focu

s an

d us

e of

spa

ce,

co

ntra

stin

g m

ovem

ents

usi

ng

verb

al a

nd s

ound

, foc

usin

g on

po

stur

e, a

xial

mov

emen

t and

tw

istin

g

M

usic

: Foc

usin

g on

arti

cula

tion

and

voca

l ton

e us

ing

rhym

es, s

ongs

an

d cr

eativ

e ga

mes

D

ram

a: R

ole

play

, dev

elop

ing

shor

t se

nten

ces

of d

ialo

gue,

per

form

ing

rhyt

hmic

pat

tern

s co

mbi

ned

with

lo

com

otor

mov

emen

ts a

nd

inte

rpre

t, re

hear

se s

outh

Afri

can

song

s

D

ram

atiz

e, u

sing

an

exis

ting

stor

y ba

sed

on a

ppro

pria

te to

pics

to

deve

lop

own

endi

ngs

High

Visu

al A

rts

Han

dles

art

med

ia p

rope

rly.

List

ens

to a

nd c

arrie

s ou

t O

bser

vatio

n;

oral

, pra

ctic

al

Cr

eate

in 2

D, fi

nger

pai

ntin

gs,

High


in

stru

ctio

ns p

rope

rly2D

Dra

w

your

selv

es u

sing

thic

k cr

ayon

s.

Pain

t pic

ture

s w

ith o

ther

s in

ac

tion

.Dra

win

g an

d pa

intin

g ex

plor

ing

a va

riety

of m

edia

.

I3D

Use

re

cycl

able

bo

xes

to

cons

truct

. U

se c

lay

to d

ecor

ate

cont

aine

rs.

Und

erst

ands

m

odel

ling

tech

niqu

es:

Mod

el

clay

mod

ellin

g

Iden

tify

art e

lem

ents

.

draw

ing,

di

scus

s col

or sh

ape

text

ure

patte

rn

and

emph

asis,

disc

uss f

amou

s ar

twor

ks id

entif

ying

art

ele

men

ts

and

expl

orin

g a

varie

ty o

f med

ia

M

akin

g dr

awin

gs/p

aint

ings

of s

elf

in a

ctio

n, d

iscus

s prim

ary

and

seco

ndar

y co

lors

em

phas

izing

po

sitio

n.

De

sign

prin

ciple

s nam

ing

of

cont

rast

, pro

port

ion,

em

phas

is an

d ba

lanc

e

Te

ach

patt

ern

and

prin

t mak

ing

of

foun

d ob

ject

Cr

eatin

g in

3D,

mak

e m

odel

s out

of

clay

or p

lay

doug

h

Co

nstr

uct h

ouse

s/sh

elte

rs re

cycle

d m

ater

ials-

boxe

s, pa

per m

ache

’ and

de

cora

te u

sing

patt

erns

Na

me

art e

lem

ents

em

phas

izing

on

patt

erns

and

surfa

ce d

ecor

atio

n

Vi

sual

lite

racy

, inc

reas

e aw

aren

ess

of p

atte

rn a

nd p

rint m

akin

g in

Af

rica,

bea

dwor

k an

d de

cora

tive

cera

mics


Phys

ical

educ

atio

n Li

sten

s to

an

d ca

rries

ou

t in

stru

ctio

ns.

Loco

mot

or: P

layi

ng d

odgi

ng a

nd

wal

king

gam

es.

Non

-loco

mot

or

Play

indi

geno

us g

ames

e.

g.up

uca,

dik

eto,

izin

gend

o.

Play

ing

thre

e le

gged

race

PE

RC

EPTU

AL M

OTO

R:

Rol

ling,

pa

ssin

g an

d th

row

ing

the

ball.

Ba

ll ga

me,

ju

mpi

ng

over

ro

pes

and

rope

ski

ppin

g. W

alki

ng. B

asic

sk

ills o

f ten

nis

ball

gam

e

RH

YTH

M:

Jum

ping

and

hop

ping

an

d fin

ger p

lay

activ

ities

. Ski

ppin

g w

ith a

nd w

ithou

t sk

ippi

ng r

opes

, be

at t

he d

rum

and

mov

e va

rious

pa

rts o

f th

e bo

dy.

Rop

e sk

ippi

ng

in

grou

ps

of

thre

e,

indi

vidu

al

doub

le t

ake

–off

and

indi

vidu

al

doub

le ta

ke-o

ff.

Coo

rdin

atio

n

Bala

ncin

g

Spor

ts a

nd g

ames

NB

: B

e m

indf

ul o

f w

arm

ing

up

and

cool

ing

dow

n ex

erci

ses

Obs

erva

tion;

or

al, P

ract

ical

Play

ing

dodg

ing

and

wal

king

ga

mes

usi

ng s

ense

s, w

alk

back

war

ds a

nd fo

rwar

ds o

n he

els

and

toes

, fol

low

ing

inst

ruct

ions

to

mov

e sl

ow a

nd fa

st, P

layi

ng th

ree

legg

ed ra

ce

R

ollin

g, p

assi

ng a

nd th

row

ing

the

ball.

O

bsta

cle

cour

se, f

inge

r pla

y ac

tiviti

es,

Ju

mpi

ng a

nd h

oppi

ng, h

opsc

otch

ro

pe s

kipp

ing,

rhym

es s

ingi

ng

Ey

e, h

and

foot

coo

rdin

atio

n,

drib

blin

g an

d ki

ckin

g ba

ll, ju

mpi

ng

over

a s

win

ging

sta

lkin

g ba

ll,

thro

win

g an

d ca

tchi

ng b

ean

bags

Ba

lanc

e ac

tiviti

es, a

low

leve

l be

am/ p

lank

, bal

ance

on

chai

rs

Ba

ll ga

mes

High

SEC

TIO

N 3

: WR

ITTE

N W

OR

K: G

RAD

E 1

TERM

2


QUES

TION

1

Circ

le th

e le

tter w

ith th

e co

rrec

t ans

wer

1

. An

oran

ge is

___

____

____

____

____

____

food

.

A.

bad

B.

hea

lthy

C.

unh

ealth

y

2.

Fro

zen

food

is k

ept i

n th

e___

____

____

____

____

____

_

A.

box

B.

bag

C.

refri

gera

tor

3. W

e ge

t mea

t fro

m _

____

____

____

____

____

_

A.

ani

mal

s

B.

tree

s

C.

gar

dens

4. N

ever

leav

e op

ened

tinn

ed fo

od _

____

____

____

____


A.

on

the

floor

B.

ope

ned

on th

e sh

elf

C.

in th

e re

frige

rato

r

QUES

TION

2

Are

the

follo

win

g st

atem

ents

TRU

E or

FALS

E?

1.

Keep

med

icine

s aw

ay fr

om ch

ildre

n.

2.

It is

right

to p

lay

with

the

brok

en co

d of

ele

ctric

wire

s. 3.

Do

not

clim

b tr

ees a

t hom

e an

d at

scho

ol.

4.

Polic

e te

leph

one

num

ber,

ambu

lanc

e an

d fir

e fig

hter

s are

em

erge

ncy

num

bers

. QU

ESTI

ON 3

Labe

l par

ts o

f the

bod

y;


QUES

TION

4


Writ

e tw

o go

od se

nten

ces a

bout

you

r fav

ourit

e pe

t (an

imal

)

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___.

SECT

ION

3: W

RITT

EN W

ORK

GRAD

E 2

TERM

2

QUES

TION

1

Circ

le th

e le

tter

with

the

corr

ect a

nsw

er;


1.

Guid

e do

gs h

elp

A. cl

ever

peo

ple

B. la

zy p

eopl

e

C. b

lind

peop

le

2.

Hear

ing

aids

are

use

d by

peo

ple

who

cann

ot

A. ju

mp

B. h

ear

C. si

ng

3.

A

traf

fic li

ght i

s cal

led

a A.

robo

t B.

man

C.

sist

er

4.

Pede

stria

ns w

alk

on th

e __

____

____

____

____

_sid

e of

the

road

. A.

mid

dle

B. fa

r C.

righ

t Q

uest

ion

2

Say

whe

ther

the

follo

win

g st

atem

ents

are

true

or f

alse

;

1. W

e al

l mus

t car

e fo

r peo

ple

with

disa

bilit

ies.

2. Y

ou a

re a

pas

seng

er in

a b

us.

3

. Cyc

lists

ride

don

keys

.


4

. Roa

d sa

fety

rule

s mus

t be

obey

ed a

t all

times

.

5

. You

mus

t run

on

the

road

.

Que

stio

n 3

We

need

food

, wat

er, a

ir an

d su

nlig

ht to

live

. Writ

e on

e se

nten

ce o

n ea

ch

1. F

ood

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___.

2. W

ater

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___.

3. A

ir __

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___.

4. S

unlig

ht _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___.

Que

stio

n 4

1. D

raw

, col

our a

nd la

bel t

he ro

bot.

2. E

xpla

in th

e m

eani

ng o

f the

colo

urs o

f the

robo

t

Que

stio

n 5

Sort

the

anim

als i

n th

e bo

x bel

ow a

ccor

ding

to th

eir w

ater

hab

itatio

n

Croc

odile

, fish

, fro

g cr

ab, s

hark

, dra

gonf

ly


Fres

h w

ater

Sa

lt w

ater

SE

CTIO

N 3:

WRI

TTEN

WOR

K

GRAD

E 3

TERM

2

QUE

STIO

N 1

Circ

le th

e le

tter w

ith th

e co

rrect

ans

wer

1. A

n in

sect

has

___

____

____

par

ts o

f the

bod

y.

A.

five

B.

thre

e

C

. one

2. W

e ge

t___

____

____

____

_ fro

m b

ees.

A.

milk

B.

sw

eets

C

. hon

ey

3. _

____

____

____

____

___

are

troub

leso

me.

A.

mos

quito

es


B.

bird

s

C

. mou

se

4. F

lies

carry

___

____

____

____

___.

A.

gem

s

B.

hat

s

C

. bag

s

5. _

____

____

____

____

are

colo

urfu

l.

A.

flie

s

B.

but

terfl

ies

C

. mos

quito

s

QUES

TION

2

Stat

e w

heth

er th

e fo

llow

ing

stat

emen

ts a

re T

RUE

or FA

LSE

1. W

e ca

n dr

ink

para

ffin.

2. W

e pu

t tra

sh in

side

the

dust

bins

.

3. D

o no

t stic

k yo

ur h

ead

out o

f a w

indo

w o

n a

mov

ing

vehi

cle.

4. C

onst

ruct

ion

sites

mus

t be

clear

ly m

arke

d /s

ecur

ed.

5. E

lect

ricity

is d

ange

rous

.


QUES

TION

3

Cho

ose

two

corre

ct fo

od ty

pes

and

writ

e un

der e

ach

food

gro

up fr

om th

e lis

t bel

ow;

Mea

t, fru

it, b

read

, coo

king

oil,

rice

, veg

etab

les,

che

ese,

mar

garin

e

Vita

min

s C

arbo

hydr

ates

Pr

otei

ns

Fats

QUES

TION

4

Labe

l the

stag

es o

f the

life

cycle

of a

but

terfl

y. U

se n

umbe

rs 1

-6


LIFE

SKILL

S AS

SESS

MEN

T FR

AMEW

ORK

TERM

3


Life

skill

s St

udy A

reas

C

onte

nt a

nd S

kills

Fo

rm o

f ass

essm

ent

Asse

ssm

ent i

tem

s w

eigh

ting

Gra

de1;

Gra

de2;

Gra

de3

BK/P

S

Topi

cs:

Man

ners

and

resp

onsi

bilit

ies,

An

imal

hom

es, A

nim

als

and

crea

ture

s th

at h

elps

us,

Pla

nts

and

seed

s, S

oil,

Prod

ucts

and

pr

oces

ses

,Wea

ther

, Sea

sons

, D

isas

ter a

nd w

hat w

e sh

ould

do,

M

y fa

mily

, Pe

ople

who

hel

p us

, Ke

epin

g m

y bo

dy s

afe

Obse

rvat

ion;

ora

l, pr

actic

al

writ

ten

W

eath

er-d

escr

iptio

n (h

ot, c

old,

win

dy,

cloud

y, su

nny,

m

isty,

rain

y) d

aily

w

eath

er ch

art,

sym

bols

to d

escr

ibe

wea

ther

cond

ition

s, w

eath

er a

nd u

s-clo

thes

, fo

od, e

tc

Fo

ur se

ason

s, ho

w

they

affe

ct u

s, an

imal

s and

pla

nts

Ty

pes o

f disa

ster

s-flo

ods,

fire,

lig

htni

ng, s

torm

s an

d st

rong

win

ds

M

anne

rs a

nd

resp

onsib

ilitie

s,

Very

Hig

h


gree

ting,

list

enin

g to

ot

hers

, sho

win

g ki

ndne

ss, b

eing

ho

nest

, res

pect

ing

othe

rs.

An

imal

s and

cr

eatu

res t

hat h

elp

us: b

ees-

hone

y,

chick

en-e

ggs,

cow

s-m

ilk, d

ogs-

guid

e bl

ind

peop

le.

An

imal

s- th

at m

ake

thei

r ow

n ho

mes

e.g

bi

rds,

bees

that

find

th

eir h

omes

- ba

boon

s, sn

akes

, th

at ca

rry

thei

r ho

mes

-sna

ils a

nd

tort

oise

s

Perfo

rmin

g Ar

ts

Danc

e

N.B

. Rem

embe

r to

do a

ll w

arm

ing

up a

nd c

oolin

g do

wn

exer

cise

s.

Loco

mot

or n

on- l

ocom

otor

Obse

rvat

ion;

ora

l, pr

actic

al,

Loco

mot

or n

on- l

ocom

otor

m

ovem

ents

Expl

orin

g be

ginn

ings

, m

iddl

es a

nd e

ndin

gs o

f

High


Mus

ic

Dram

a

mov

emen

ts

Axia

l mov

emen

t

Expl

orin

g be

ginn

ings

, mid

dles

an

d en

ding

s of

son

gs

Land

ing

softl

y th

roug

h th

e fe

et

(toe-

ball-

heel

, ben

ding

kne

es)

War

min

g up

voi

ce: f

ocus

on

expr

essi

vene

ss a

nd in

volv

emen

t in

poe

try ,c

reat

ive

dram

a ga

mes

Obs

erva

tion

and

conc

entra

tion

skills

Body

per

cuss

ion,

inst

rum

ents

to

acco

mpa

ny S

outh

Afri

can

mus

ic

Rol

e pl

ay

Dev

elop

ing

shor

t sen

tenc

es o

f di

alog

ue.

Sing

ing

song

s us

ing

cont

rast

: fa

st-s

low

, sof

t-lou

d

Cre

atin

g a

sim

ple

pupp

et u

sing

w

aste

Cla

ssro

om d

ram

as :

illust

rate

di

ffere

nt c

hara

cter

s th

roug

h vo

cal a

nd p

hysi

cal

char

acte

risat

ion

song

s

Land

ing

softl

y th

roug

h th

e fe

et (t

oe-b

all-h

eel,

bend

ing

knee

s)

Focu

s on

exp

ress

iven

ess

and

invo

lvem

ent i

n po

etry

cr

eativ

e dr

ama

gam

es

Body

per

cuss

ion,

in

stru

men

ts to

acc

ompa

ny

Sout

h Af

rican

mus

ic

Rol

e pl

ay

Sing

ing

song

s us

ing

cont

rast

: fas

t-slo

w, s

oft-

loud

Cre

atin

g a

sim

ple

pupp

et

usin

g w

aste

mat

eria

ls.

Cla

ssro

om d

ram

as :

illust

rate

diff

eren

t ch

arac

ters

thro

ugh

voca

l an

d ph

ysic

al

char

acte

risat

ion


Visu

al A

rts

CR

EATE

2D

Fing

er/b

rush

pai

ntin

g: d

iscu

ss

mix

ing

of p

rimar

y co

lour

s to

ac

hiev

e se

cond

ary

colo

urs,

w

arm

and

coo

l col

ours

Dis

cuss

fam

ous

artw

orks

of

natu

ral w

orld

. Mak

e pa

intin

gs o

f fa

ntas

y pl

ants

and

flow

ers

Expl

ore

varie

ty o

f med

ia :

inte

rpre

tatio

n of

pat

tern

s

Des

ign

prin

cipl

es;

Con

trast

, pro

porti

on, b

alan

ce

CR

EATE

3D

Use

rec

ycla

ble

boxe

s an

d pa

per

mac

he’

to

cons

truct

-to

mak

e us

eful

obj

ects

.

Cra

ft fro

m re

cycl

able

mat

eria

l

Obse

rvat

ion;

ora

l, pr

actic

al

Cre

ate

in 2

D

Mix

ing

of p

rimar

y co

lour

s to

ach

ieve

sec

onda

ry

colo

urs,

war

m a

nd c

ool

colo

urs

Mak

e pa

intin

gs o

f fan

tasy

pl

ants

and

flow

ers

Cre

ate

in 3

D(Co

nstr

uctin

g)

Use

rec

ycla

ble

boxe

s an

d pa

per m

ache

’ to

cons

truct

- m

ake

usef

ul o

bjec

ts.

Cra

ft fro

m

recy

clab

le

mat

eria

l

High


Art e

lem

ents

Emph

asis

on

pa

ttern

an

d su

rface

dec

orat

ion

Visu

al L

itera

cy

Incr

ease

aw

aren

ess

and

prin

t m

akin

g in

Afri

ca e

.g.

Nde

bele

pa

intin

g ,b

eadw

ork

and

deco

rativ

e ce

ram

ics

.

Phys

ical

educ

atio

n Li

sten

s to

an

d ca

rries

ou

t in

stru

ctio

ns.

LOC

OM

OTO

R: H

oppi

ng o

ver a

di

stan

ce c

arry

ing

som

ethi

ng.

Jum

ping

whi

le s

tand

ing

, dou

ble

take

–of

f, si

ngle

take

-off

Free

pla

y an

d tim

e to

exp

erim

ent

with

diff

eren

t way

s of

usi

ng a

be

an b

ag

PER

CEP

TUAL

MO

TOR

:

Kick

a m

ovin

g ba

ll an

d ch

ange

di

rect

ion

to a

targ

eted

par

tner

Perc

eptio

n ga

mes

, fo

llow

ing

a pa

ttern

pla

cing

item

s in

a c

orre

ct

orde

r

RYT

HM

: R

ope

skip

ping

in g

roup

s of

thr

ee,

indi

vidu

al d

oubl

e ta

ke –

Obse

rvat

ion;

Ora

l, Pr

actic

al w

ork

Hi

gh


off

and

indi

vidu

al d

oubl

e ta

ke-o

ff,

adva

nced

m

ovem

ent

such

as

cr

osso

ver.

Layo

ut s

win

g on

a j

ungl

e gy

m

usin

g ov

er g

rasp

.

Gym

nast

ic

mov

emen

t su

ch

as

forw

ard

roll

and

back

war

d ro

ll ha

nd s

prin

ging

car

twhe

el

Co-

ordi

natio

n –v

olle

ybal

l ac

tiviti

es: h

and

–eye

coo

rdin

atio

n,

serv

e, d

ig, a

nd s

et a

ctio

ns

Circ

le

form

atio

n ru

nnin

g cl

ockw

ise

and

anti-

cloc

kwis

e,

Bala

nce:

Sta

nd a

nd w

alk

on ti

ptoe

an

d he

els

Bala

ncin

g on

one

leg

Spat

ial

orie

ntat

ion:

use

of

spac

e fo

r cra

wlin

g, ju

mp

and

land

from

a

certa

in h

eigh

t

Cra

wlin

g th

roug

h ap

para

tus-

tyre

s

Late

ralit

y:

pullin

g an

d pu

shin

g m

ovem

ents

In c

ircle

for

mat

ion

thro

w a

bal

l cl

ockw

ise

and

anti-

cloc

kwis

e.


Spor

ts a

nd g

ames

: m

ini

socc

er,

rela

y ra

ces,

tra

ditio

nal

gam

es,

volle

ybal

l cat

and

mou

se.

GR

ADE

1 TE

RM 3

QUES

TION

1

Circ

le th

e le

tter w

ith th

e co

rrec

t ans

wer

from

opt

ions

giv

en b

elow

:

1.

Plan

ts g

ive

us

A. g

lass

es

B. fo

od


C. ce

ll ph

ones

2.

In o

rder

to g

row

pla

nts n

eed

A. sw

eets

B.

juice

C.

wat

er

3.

W

e us

e co

tton

woo

l to

grow

A.

bea

n se

ed

B. a

pple

seed

C.

ban

ana

seed

QUES

TION

2

Use

wor

ds in

a b

ox to

labe

l the

fam

ily tr

ee

Mot

her;

fath

er; b

roth

er; s

ister

; me


QUES

TION

3

Read

the

rhym

e ab

out m

anne

rs. U

nder

line

good

man

ners

usin

g bl

ue cr

ayon

s and

bad

man

ners

usin

g re

d cr

ayon

s.


Man

ners

Th

ank

you

Ar

guin

g Pl

ease

Sh

are

toys

In

terr

upt o

ther

s Fi

ghtin

g

QUES

TION

4

Writ

e tw

o go

od se

nten

ces a

bout

the

wea

ther

.


GRAD

E 2

TERM

3

QUES

TION

1

Circ

le th

e le

tter w

ith th

e co

rrec

t ans

wer

.

1.

Soi

l is v

ery

impo

rtan

t for

gro

win

g

A

. pla

nts

B

. coo

king

C

. drin

king

2. S

oil i

s a h

ome

to a

nim

als l

ike

A

. dog

s

B

. ear

thw

orm

s

C

. din

osau

r

3. It

is g

ood

and

heal

thy

to h

ave

a lit

tle g

arde

n to

pla

nt

A

. mea

t


B

. bre

ad

C

. veg

etab

les

QUES

TION

2

Say

whe

ther

the

stat

emen

ts b

elow

are

TRU

E or

FALS

E

1. C

olou

r and

text

ure

of th

e so

il te

lls y

ou w

hich

pla

nt to

gro

w.

2. D

inos

aurs

and

croc

odile

s liv

e in

the

soil.

3. S

ome

anim

als l

ike

bird

s mig

rate

in w

inte

r.

4. T

here

are

five

seas

ons o

f the

yea

r.

5. D

ays a

re lo

nger

in su

mm

er.

QUES

TION

3

Seas

ons a

ffect

the

way

we

dres

s, so

rt th

e clo

thes

in th

e bo

x bel

ow a

s in

sum

mer

and

win

ter.


jers

eys;

v

ests

;

shor

ts;

trac

ksui

ts

Sum

mer

clot

hes

Win

ter c

loth

es

QUES

TION

4

Fill

in th

e se

nten

ces b

elow

with

corr

ect w

ords

from

the

brac

kets

1. A

nim

als t

hat c

arry

thei

r hom

es a

re _

____

____

____

____

___

(sna

ils, m

onke

ys).

2. A

nim

als t

hat b

uild

thei

r hom

es a

re _

____

____

____

____

___

(dog

s, bi

rds)

.

3. _

____

____

____

____

____

__he

lp u

s whe

n w

e ar

e sic

k at

the

clini

c (Nu

rses

, cup

).

4. _

____

____

____

____

___

fight

crim

e in

the

com

mun

ity (p

aper

s, Po

licem

en).

LIFE

SKILL

S AS

SESS

MEN

T FR

AMEW

ORK

TERM

4

Life

skill

s

Cont

ent a

nd Sk

ills

Form

of a

sses

smen

t As

sess

men

t ite

ms

Wei

ghtin

g


Stud

y Ar

eas

Gra

de1;

Gra

de2;

Gra

de3

BK/P

S

Topi

cs:

Hom

es, o

ur c

ount

ry, r

ight

s an

d re

spon

sibi

litie

s

Sky

at n

ight

, life

at n

ight

, spa

ce

Wat

er, t

rans

port,

pol

lutio

n,

My

com

mun

ity, r

ecyc

ling

Obse

rvat

ion;

ora

l, pr

actic

al

writ

ten

Ho

mes

- typ

es o

f ho

mes

and

the

mat

eria

l use

d to

bu

ild th

em, m

y dr

eam

hom

e.

M

ap o

f Sou

th A

frica

, pr

ovin

ces,

tour

ism

dest

inat

ions

in

prov

ince

s

Ri

ghts

and

re

spon

sibili

ties-

re

latio

nshi

p be

twee

n th

em

Sk

y at

nig

ht- w

hat

do w

e se

e at

nig

ht,

the

moo

n, st

ars.

Lif

e at

nig

ht- w

hich

an

imal

s are

act

ive

at

nigh

t-ow

l. pe

ople

w

orki

ng n

ight

shift

-po

lice,

nur

ses

Sp

ace-

is th

ere

life,

pe

ople

who

visi

ted

the

spac

e, p

lane

ts

Very

Hig

h


W

ater

- use

s, w

here

do

we

get w

ater

, ho

w d

o w

e pu

rify

wat

er

Tr

ansp

ort-

type

s, im

port

ance

of

tran

spor

t whi

ch is

th

e fa

stes

t and

slo

wes

t

M

y co

mm

unity

–

impo

rtan

t pla

ces

whe

re w

e m

eet,

whe

re w

e ge

t hel

p an

d pe

ople

who

he

lp u

s, ch

iefs

, co

uncil

ors a

nd

elde

rs

Re

cycli

ng- r

e-us

eabl

e, re

ducin

g,

recy

cling

at s

choo

l an

d at

hom

e, re

-us

ing

wat

er, t

yres

,

pape

rs, p

last

ics a

nd

glas

s


Perfo

rmin

g Ar

ts

Danc

e

Mus

ic

Dram

a

N.B

. Rem

embe

r to

do a

ll w

arm

ing

up a

nd c

oolin

g do

wn

exer

cise

s.

Loco

mot

or n

on- l

ocom

otor

m

ovem

ents

Axia

l mov

emen

t

Expl

orin

g be

ginn

ings

, mid

dles

an

d en

ding

s of

son

gs

Land

ing

softl

y th

roug

h th

e fe

et

(toe-

ball-

heel

, ben

ding

kne

es)

War

min

g up

voi

ce: f

ocus

on

expr

essi

vene

ss a

nd in

volv

emen

t in

poe

try ,c

reat

ive

dram

a ga

mes

Obs

erva

tion

and

conc

entra

tion

skills

Body

per

cuss

ion,

inst

rum

ents

to

acco

mpa

ny S

outh

Afri

can

mus

ic

Rol

e pl

ay

Dev

elop

ing

shor

t sen

tenc

es o

f di

alog

ue.

Sing

ing

song

s us

ing

cont

rast

: fa

st-s

low

, sof

t-lou

d

Cre

atin

g a

sim

ple

pupp

et u

sing

w

aste

Cla

ssro

om d

ram

as :

illust

rate

Obse

rvat

ion;

ora

l, pr

actic

al,

Loco

mot

or n

on- l

ocom

otor

m

ovem

ents

Expl

orin

g be

ginn

ings

, m

iddl

es a

nd e

ndin

gs o

f so

ngs,

cla

ppin

g ga

mes

Land

ing

softl

y th

roug

h th

e fe

et (t

oe-b

all-h

eel,

bend

ing

knee

s)

focu

s on

exp

ress

iven

ess

and

invo

lvem

ent i

n po

etry

,c

reat

ive

dram

a ga

mes

Body

per

cuss

ion,

in

stru

men

ts to

acc

ompa

ny

Sout

h Af

rican

mus

ic

Sing

ing

song

s to

impr

ove

the

abilit

y to

sin

g in

tune

an

d m

imin

g

Rol

e pl

ay

Cla

ssro

om p

erfo

rman

ce

inco

rpor

atin

g a

Sout

h Af

rican

poe

m/ s

tory

ex

plor

ing

gest

ures

and

boy

High


diffe

rent

cha

ract

ers

thro

ugh

voca

l and

phy

sica

l ch

arac

teriz

atio

n

lang

uage

Cre

atin

g a

sim

ple

pupp

et

usin

g w

aste

Cla

ssro

om

dram

as :

illust

rate

diff

eren

t ch

arac

ters

thro

ugh

voca

l an

d ph

ysic

al

char

acte

rizat

ion

Visu

al A

rts

CR

EATE

2D

Fing

er/b

rush

pai

ntin

g: d

iscu

ss

mix

ing

of p

rimar

y co

lors

to

achi

eve

seco

ndar

y co

lors

, war

m

and

cool

col

ors

Dis

cuss

fam

ous

artw

orks

of

natu

ral w

orld

. Mak

e pa

intin

gs o

f fa

ntas

y pl

ants

and

flow

ers

Expl

ore

varie

ty o

f med

ia :

inte

rpre

tatio

n of

pat

tern

s

Des

ign

prin

cipl

es;

Con

trast

, pro

porti

on, b

alan

ce

Cre

ate

3d

Use

rec

ycla

ble

boxe

s an

d pa

per

mac

he’

to

cons

truct

-to

mak

e us

eful

obj

ects

.

Cra

ft fro

m re

cycl

able

mat

eria

l

Art e

lem

ents

Emph

asis

on

pa

ttern

an

d

Obse

rvat

ion;

ora

l, pr

actic

al,

Cre

ate

in 2

D

Mix

ing

of p

rimar

y co

lour

s to

ach

ieve

sec

onda

ry

colo

rs, w

arm

and

coo

l co

lors

Mak

e pa

intin

gs o

f fan

tasy

pl

ants

and

flow

ers

Cre

ate

in 3

D(Co

nstr

uctin

g)

Use

rec

ycla

ble

boxe

s an

d pa

per m

ache

’ to

cons

truct

- m

ake

usef

ul o

bjec

ts.

Cra

ft fro

m

recy

clab

le

mat

eria

l

Visu

al L

itera

cy

Obs

ervi

ng a

nd li

sten

ing

to

pain

ting

lang

uage

lik

e

High


surfa

ce d

ecor

atio

n

Visu

al L

itera

cy

Incr

ease

aw

aren

ess

and

prin

t m

akin

g in

Afri

ca e

.g.

Nde

bele

pa

intin

g ,b

eadw

ork

and

deco

rativ

e ce

ram

ics

.

colo

r, sh

apes

, lin

es,

text

ure(

art

elem

ents

and

de

sign

prin

cipl

es)

patte

rns

done

with

bea

dwor

k

Phys

ical

educ

atio

n Li

sten

s to

an

d ca

rries

ou

t in

stru

ctio

ns.

LOC

OM

OTO

R: H

oppi

ng o

ver a

di

stan

ce c

arry

ing

som

ethi

ng.

Jum

ping

whi

le s

tand

ing

, dou

ble

take

–of

f, si

ngle

take

-off

Free

pla

y an

d tim

e to

exp

erim

ent

with

diff

eren

t way

s of

usi

ng a

be

an b

ag

PER

CEP

TUAL

MO

TOR

:

Kick

a m

ovin

g ba

ll an

d ch

ange

di

rect

ion

to a

targ

eted

par

tner

Perc

eptio

n ga

mes

, fo

llow

ing

a pa

ttern

pla

cing

item

s in

a c

orre

ct

orde

r

RYT

HM

: R

ope

skip

ping

in g

roup

s of

thr

ee,

indi

vidu

al d

oubl

e ta

ke –

off

and

indi

vidu

al d

oubl

e ta

ke-o

ff,

Obse

rvat

ion;

ora

l, Pr

actic

al

Hi

gh


adva

nced

m

ovem

ent

such

as

cr

osso

ver.

Layo

ut s

win

g on

a j

ungl

e gy

m

usin

g ov

er g

rasp

.

Gym

nast

ic

mov

emen

t su

ch

as

forw

ard

roll

and

back

war

d ro

ll ha

nd s

prin

ging

car

twhe

el

Co-

ordi

natio

n –v

olle

ybal

l ac

tiviti

es: h

and

–eye

coo

rdin

atio

n,

serv

e, d

ig, a

nd s

et a

ctio

ns

Circ

le

form

atio

n ru

nnin

g cl

ockw

ise

and

anti-

cloc

kwis

e,

Bala

nce:

Sta

nd a

nd w

alk

on ti

ptoe

an

d he

els

Bala

ncin

g on

one

leg

Spat

ial

orie

ntat

ion:

use

of

spac

e fo

r cra

wlin

g, ju

mp

and

land

from

a

certa

in h

eigh

t

Cra

wlin

g th

roug

h ap

para

tus-

tyre

s

Late

ralit

y:

pullin

g an

d pu

shin

g m

ovem

ents

In c

ircle

for

mat

ion

thro

w a

bal

l cl

ockw

ise

and

anti-

cloc

kwis

e.

Spor

ts a

nd g

ames

: m

ini

socc

er,

rela

y ra

ces,

tra

ditio

nal

gam

es,

volle

ybal

l cat

and

mou

se.


TER

M 4

GR

ADE

1

QU

ESTI

ON

1

Writ

e a

mis

sing

wor

d to

mak

e th

e st

atem

ent r

ight

usi

ng w

ords

in th

e bo

x.

W

ater

, sub

urbs

, nig

ht, t

in, w

indo

ws

1.

Sha

cks

are

built

with

___

____

____

____

__.

2. W

e op

en _

____

____

____

_ w

hen

it is

hot

.

3. P

last

ic h

ouse

s ar

e no

t fou

nd in

___

____

____

____

___.

4. S

tars

shi

ne a

t ___

____

____

___.

5. W

e m

ust s

ave

____

____

____

____

____

____

____

.

QU

ESTI

ON

2

Ti

n


QU

ESTI

ON

3

Com

plet

e th

e se

nten

ces

from

the

pict

ures

usi

ng th

e fo

llow

ing

wor

ds:

C

loth

Br

icks

Sa

nd

St

raw


1. B

rush

ing

the.

......

......

......

......

....

2. W

ater

ing

the.

......

......

......

......

......

3. F

lush

ing

the.

......

......

......

......

...

4. D

rinki

ng...

......

......

......

......

......

car

, tee

th, h

ands

, to

ilet,

pot p

lant

, wat

er


5. W

ashi

ng...

......

......

......

......

...

QU

ESTI

ON

4

Nam

e fo

ur (4

) diff

eren

t typ

es o

f hom

es

1___

____

____

____

____

____

____

____

___

2___

____

____

____

____

____

____

____

___

3___

____

____

____

____

____

____

____

___

4___

____

____

____

____

____

____

____

___

QU

ESTI

ON

5

Expl

ain

the

diffe

renc

e be

twee

n da

y tim

e an

d ni

ght t

ime.


TER

M 4

GR

ADE

2

QU

ESTI

ON

1


Look

at t

he m

ap a

bove

and

ans

wer

the

follo

win

g qu

estio

ns

1.

Wha

t is

the

nam

e of

you

r pro

vinc

e?

___

____

____

____

____

____

___

2. N

ame

four

pla

ces

of in

tere

st in

you

r Pro

vinc

e __

____

____

____

____

____

____

____

____

____

____

____

____

_

Map

Of S

A

Pict

ure


____

____

____

____

____

____

____

____

____

____

____

____

__

3.

W

hich

thre

e (3

) pro

vinc

es a

re c

lose

r to

your

ow

n pr

ovin

ce?

a. _

____

____

____

____

____

____

b. _

____

____

____

____

____

____

c. _

____

____

____

____

____

____

4.

Nam

e th

e la

rges

t city

in y

our p

rovi

nce.

___

____

____

____

____

____

__

5

W

rite

the

nam

es o

f tw

o (2

) pro

vinc

es y

ou w

ould

like

to

visi

t.

a. _

____

____

____

____

____

____

b. _

____

____

____

____

____

____

6

.

Why

wou

ld y

ou li

ke to

vis

it th

ese

prov

ince

s? M

entio

n (n

ame)

two

reas

ons

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_


____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Q

UES

TIO

N 2

Look

at t

he p

ictu

res

of d

iffer

ent t

ypes

of t

rans

port.

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erne

ath

the

trans

port

writ

e w

hich

tran

spor

t is

it,


QU

ESTI

ON

3

Exp

lain

in o

ne

sen

ten

ce w

hat

you

kn

ow a

bou

t th

e ty

pes

of t

ran

spor

t lis

ted

belo

w.

1.

Car

___

____

____

____

____

____

____

____

____

____

____

____

_.


2.

Aero

plan

e __

____

____

____

____

____

____

____

____

____

____

__.

3.

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ip _

____

____

____

____

____

____

____

____

____

____

____

__.

4.

Bi

cycl

e __

____

____

____

____

____

____

____

____

____

____

____

.

5

.

B

oat _

____

____

____

____

____

____

____

____

____

____

____

____

.

TERM

4

GR

ADE

3

QU

ESTI

ON

1

Stat

e w

heth

er th

e fo

llow

ing

stat

emen

ts a

re T

RU

E or

FAL

SE.


1.M

ark

Shut

tlew

orth

wen

tnto

spa

ce in

Apr

il 20

02 _

____

____

____

_ . 2.

Nei

l Arm

stro

ng w

ent t

o sp

ace

on th

e 20

Jul

y 19

16. _

____

____

___

3.Yu

ri G

agar

in w

as R

ussi

an w

ho w

ent t

o sp

ace

in 2

0 Ju

ly 1

969.

___

____

____

4.

Euro

pian

Chr

ista

McA

uliff

e w

ent t

o sp

ace

on th

e 28

janu

ary

1986

. ___

____

____

_ 5.

Man

dla

Mas

eko

is a

Sou

th A

frica

n w

ent t

o sp

ace

in 2

015.

___

____

____

____

___

QU

ESTI

ON

2

Mat

ch ri

ght t

o re

spon

sibi

lity

RIG

HT

RES

PON

SIB

ILIT

Y 1.

To e

duca

tion

Take

you

r med

icin

e

2.G

et b

asic

hea

lth

Play

in s

afe

area

s

3.To

saf

ety

Stud

y an

d w

ork

hard

4.To

she

lter

Keep

you

r hom

e cl

ean

and

tidy

QU

ESTI

ON

3

Look

at t

he p

lane

ts a

nd a

nsw

er q

uest

ions

that

follo

w.


1.

How

man

y pl

anet

s ar

e in

our

gal

axy?

___

____

____

____

____

____

____

2. W

hich

is n

eare

st to

the

sun?

___

____

____

____

____

____

____

____

____

3. W

hich

is th

e bi

gges

t? _

____

____

____

____

____

____

____

4. W

hich

is th

e sm

alle

st?

____

____

____

____

____

____

____

5. W

hich

is th

e fu

rthes

t fro

m th

e su

n? _

____

____

____

____

____

__

QU

ESTI

ON

4.

The

pict

ure

show

s ty

pes

of p

ollu

tion

and

thei

r effe

cts.

Answ

er th

e qe

ustio

ns b

elow

the

pict

ure

Ty

pes

of p

ollu

tion

show

n ar

e:


1. _

____

____

____

____

____

__ p

ollu

tion

caus

es__

____

____

____

____

____

__ .

2.__

____

____

____

____

____

__ p

ollu

tion

caus

es _

____

____

____

____

____

__ .

3.__

____

____

____

____

____

__ p

ollu

tion

caus

es__

____

____

____

____

____

__ .

4.__

____

____

____

____

____

__ p

ollu

tion

caus

es _

____

____

____

____

____

___

.

MULTIGRADE TOOLKIT · 2019. 8. 16. · components Visual Arts, Performing Arts (Dance, Music,...

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Transcript of MULTIGRADE TOOLKIT · 2019. 8. 16. · components Visual Arts, Performing Arts (Dance, Music,...