Phase Work Schedules Foundation

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Grade

1

Life Skills

FOREWORD Policy implementation is not an uncomplicated event. It is a process of interpretation and engagement that spans a period of time. We learn from this process and we try to modify interventions so that they become appropriate and relevant to diverse contexts. Our learning over the last decade and more has taught us that we all need to talk, listen and find solutions to the challenges we face. The work schedules are the result of such a policy and learning process. Literacy and Numeracy, together with other areas of work in the Foundation and Intermediate Phases, are important focuses of the Western Cape Education Department. We want to strengthen primary schools and create possibilities for a solid foundation so that we improve the chances of learners in their scholastic careers. We believe that this foundation can improve literacy and numeracy results, pass-rates in general and the throughput rate. South Africa is a developing country and we have heard, in this age of globalisation, that countries involved in the catch-up must produce the necessary skills. So countries such as ours are capable of being competitive and stable. What is more important is to have a community of scholars who are able to read, write and enjoy schooling. The social value of school can be improved if the scholastic effort is enhanced. The work schedules will be regarded as a component of the package that is concerned with the Foundations for Learning Campaign. It is regarded as a tool to bolster and give meaning to the campaign. In view of the perception that campaigns are merely rhetoric, the work schedules will act as support mechanism to give meaning to the building of foundations for literacy and numeracy. It is an attempt to provide guidelines to teachers on how to teach each school day. The work schedules will be sent out with a view to eliciting feedback. They will also be field-tested in selected schools. The documents will be circulated as guidelines in January 2009 and comments requested by July 2009. The work schedules will also be field-tested in July 2009. All comments will inform the further development of work schedules. The Western Cape Education Department is a learning organisation and attempts to understand its environment at all times. This learning process is a continuous one, since we have such a dynamic and rapidly changing context. Bearing this in mind, the invitation for comments and field-testing is an attempt to embrace the notion of a learning organisation through developing insights based on views of teachers, as well as those in other diverse contexts within our province. We know that a one-size-fits-all approach is not a recipe for success. We also know that we all need to listen, talk and find solutions to our challenges. Field-testing and an invitation to comment will give us the space to talk, listen and find solutions as we move forward to a quality education system for all our learners.

Dr. S. Naicker, Chief Director: Curriculum Development

WORK SCHEDULE LIFE SKILLS

GRADE 1

INTRODUCTION The Life skills work schedule is a practical guide to help teachers prepare learners for life and its possibilities. It therefore covers the social, personal, intellectual, emotional and physical aspects of what learners should know and be able to do at the end of the Foundation phase. It is envisaged that the topics covered within the work schedule will enable learners to make informed, morally responsible and accountable decisions about their health and the environment. It is further the intention that learners will be encouraged to acquire and practice life skills that will assist them to respond to challenges and play an active and responsible role in the economy and in the society. NCS Grades R -3 (2002).

The work schedule has thus been divided into 5 days and everyday deals with a specific facet of Life skills i.e. Day 1: Health promotion Day 2: Personal development Day 3: Social development Day 4: Physical development Day 5: introduces a new Learning Area and outcome/s to familiarize both the teacher and the learner to other aspects of the curriculum that does not often get the allotted time attention due to it causing deficit in the fundamental understanding of a specific learning area when the learner enters the Intermediate phase. The time allocation for Life skills is:

o Grade 1 and 2 : 1 hr 10 minutes o Grade 3 : 1 hr 15 minutes

It is intended for the teacher to follow the daily/weekly programme as illustrated for the learner to ultimately portray a balanced approach to life.

- 1 -


GRADE 1

TERM 1

WK LEARNING OUTCOMES

ASSESSSMENT STANDARDS & CORE TEACHING TEACHER’S GUIDE

1

LO 1 – 4

LO 1 HEALTH PROMOTION

LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT

LO 4 PHYSICAL DEVELOPMENT

BASELINE ASSESSMENT

To be completed during the first two weeks of school parallel to teaching during this period

Day 1

Care of the body o Discuss the hands o Explain how to take care of hands and

nails

Care of the school environment: o Discuss the care of the classroom

environment; o daily classroom routines and how to

keep the classroom clean Day 2

Rights and Responsibilities o Discuss the concept of ‘rules’ o Lists / draws classroom rules

Day 3

Personal Details o Discuss names

everyone has a name give the meaning of a name Recognise own name

Day 4

Functional movement Locomotion

o Warm up: Game: “Simon Says” Simon says - walk in different

directions Simon says – crawl in different ways

o Main Activity:

Walk, Run, Crawl, Climb, Swing Set rules.

o Cooling exercise

Form a circle, inhale , exhale Reflection

Chapter 1

Chapter 2

Chapter 3

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Introduce the Arts & Culture learning area: Visual Art LO 1, 2, 3, 4

Day 5

Investigate, make and reflect o Create something of own choice using

the following range of media e.g. o Paint e.g. Finger paint, brush paint,

sponge paint, etc o Drawing media e.g. pastels, chalk (wet

and dry), charcoal o Moulding e.g. with play dough o Talks about own art created

Arts & Culture

learning area

2

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT

Day 1

Care of the body o Discuss the nose o Explain how to keep the nose clean, o Introduce tissue or handkerchief drill.

Care of the school environment:

o Introduce: The ablution area for boys and

girls toilet routine keeping ablution facilities

hygienic. Day 2

Rights and Responsibilities o Discuss school rules o List school rules with/without drawings

Day 3

Personal Details o Discuss names (cont) o identify everyone has a name o give the meaning of a name o Recognise / read own name

Day 4

Functional movement o Spatial orientation

o Warm up: Game: “Simon Says”

Simon says – run, hop, skip, stand in different directions

o Main Activity: Circle up!

Form a single circle holding hands

Move the circle clockwise and anti-clock wise slowly and then faster

Keep the shape of the circle

Chapter 1

Chapter 2

Chapter 3

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Introduce the Technology learning area LO 1

o Cooling exercise

Breathing in and blowing out Reflection

Day 5

Project: e.g. ‘Make a gift for a special person’ o Discuss the significance of a gift. o Choose a product e.g. a key holder,

photo frame etc. to make o Plan the design i.e. materials needed,

colour, size etc. o draw own design o Discuss criteria for evaluation

Technology learning area

3


Day 1

Care of the body o Discuss the teeth, mouth and tongue o Explain how to keep teeth, mouth and

tongue clean and healthy

Safety precautions: o Discuss safety precautions inside the

home e.g. electrical, sharp objects, poisonous products etc.

Day 2 Rights and Responsibilities

o Discuss playground rules o Demonstrate respect for playground

rules Day 3

Personal Details o State own physical address e.g. street

name, house number, suburb Day 4

Functional movement o Spatial orientation

o Warm up

Simulation of animal activities: e.g. run like a horse; jump like a frog; walk like duck, etc.

o Main Activity: Circle up!

In groups of 10 form a circle and hold hands

On command the circle moves clockwise and anti-clock wise, slowly and then faster – keep the shape

Chapter 1

Chapter 2

Chapter 3

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o Break the circle and form two separate

circles while moving…re-group the big circle … form three circles while moving etc.

o Cooling exercise

Catch breaths by stretching “long bodies”

Breathing in and blowing out Reflection

Day 5

Project: ‘Make a gift’ (continued) o Make own gift based on design. o Evaluate gift in pairs using set criteria o Provide feedback


4


Day 1

Care of the body o Discuss the care of ears: o How to keep the ears clean o Do not put objects into ears or pull it. o Do not scream into ears.

Safety precautions:

o Identify safety at school, e.g. on the playground and classroom

Day 2 Relationships

o Discuss relationships between immediate family members e.g. brother, mother, sister, father, grandmother etc.

Day 3

Personal Details o Discuss names of parents,

grandparents, clan name, etc Day 4

Functional movement o Locomotion

o Warm up

Simulation of automobiles, airplanes, trains, ships, bicycles

o Main Activity: Obstacle Course

Include opportunities for a variety of movements’ e.g. Crawling under Climbing over Jumping over Running zigzag.

Chapter 1

Chapter 2

Chapter 3

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Introduce the Social Sciences learning area: History LO 1, 2, 3

o Cooling exercise

Inhale and exhale to catch breath Reflection

Day 5

Knowledge focus: Own / Family life then and now o Question: what was e.g. school like

when own parents were in Grade 1? o Find / use sources e.g. pictures, books,

and objects to support statements. o Compare similarities and differences to

own life now. o Record past and present events using

sources e.g. pictures, artifacts etc.

Social Sciences (History)

learning area

5


Day 1

Care of the body o Discuss the care of the eyes o Explain how to keep the eyes clean and

healthy Safety precautions

o Discuss safety precautions on the way to school, e.g. road safety

Day 2

Relationships o Discuss relationships between extended

family, e.g. grand parents, uncles, aunts and cousins

Day 3

Personal Details o State details of own family members,

close relatives or neighbours

Day 4 Perceptual motor

o Hand-eye co-ordination

o Warm up Warming up the hands and fingers to

catch a ball Making all kinds of movements with

fingers, hands and wrists

o Main Activity: Catching and throwing balls In pairs roll a ball ( small or big) to

each other and keep the eye on the ball

Chapter 1

Chapter 2

Chapter 3

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Introduce the Social Sciences learning area: Geography LO 1, 2, 3

In groups of five… form a circle, pass

the ball clockwise… anti clockwise Increase the spacing in between until

throwing and catching the ball - clockwise and anti - clockwise

o Cooling exercise

Form one big circle, holding hands lift up the hands while inhaling and recover while exhaling

Reflection Day 5

Knowledge focus: Safe and unsafe places o Question: What is a safe or an unsafe

place? o Understanding: Discuss characteristics /

reasons for this place being safe or unsafe

o Explore: what to do to keep safe, be safe, make safe, etc

Social Sciences

(Geography) learning area

6


Day 1

Care of the body o Discuss hair o Explain care of the hair, e.g. wash,

comb, plait, tie hair

Safety precautions: o Describe personal safety e.g.

recognizing situations that will lead to personal danger

Day 2

Relationships o Discuss the importance of good

relationships at school e.g. with friends, teachers, caretakers, principal

o Explain own relationships at school Day 3

Personal Details o State birthday e.g. date, month, year o Identify ways of celebrating own birthday

Day 4

Perceptual motor o Hand-eye co-ordination

o Warm up

Warming up the hands and fingers

Chapter 1

Chapter 2

Chapter 3

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Introduce the Arts & Culture learning area: Dance LO 1, 2, 3, 4

Making all kinds of movements

with fingers, hands, wrists, arms and shoulders

o Main Activity: Catching and throwing bean bags

Individually and in pairs; stand, walk, throw and catch own beanbag

Game: Keep the basket full Throw bean bags into a container within a given time frame; in pairs, then in a small group. Group with the most beanbags in bucket wins

o Cooling exercise

Stretching and bending the body in all directions

Reflection Day 5

o Group work Responds to commands e.g. to the

beat march to the left/ right, hop, skip, jump, twirl

Finding own space

Arts & Culture (Dance)

learning area

7

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT

Day 1

Care of the body o Discuss the care of the skin e.g. wash,

dry moisturize, keep cool, protect from weather etc.

Day 2

Safety precautions: o Identify and memorize emergency

numbers, e.g. police, ambulance, fire brigade, doctor

Relationships

o Identify the broader community e.g. neighbours and people living and working in the community e.g. shopkeepers, cleaners, doctor, policeman, etc.

Day 3

Personal Details o Discuss own birth history: place, weight

at birth o describe anything unique about own

birth

Chapter 1

Chapter 2

Chapter 3

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LO 4 PHYSICAL DEVELOPMENT Introduce the Economic and Management Sciences learning area LO 2

Day 4


o Warm up o Play Simon Says game to warm up the

fingers, hands, wrists, arms and shoulders with all kinds of movements

o Main Activity: Catching and throwing

bean bags Individually and impairs stand,

walk, throw and catch beanbag Circle game “Eggie”: learner in

the middle is the Eggie. Eggie to throw beanbag up and call a learners name. That person must run and catch. They have the next turn in the middle. Continue until everyone has had a turn

o Cooling exercise

Stretching and bending the body in all directions

Reflection Day 5

Tasks and responsibilities o Introduce the concept of a task o Describe tasks that are done e.g. at

school / home and why they are necessary

o Identify who does which tasks e.g. grocery shopping

o Explain consequences of leaving tasks unfinished, not being responsible, etc.

Economic & Management

Sciences learning area

8


Day 1

Care of the body o Explain ways to protect the body

against, weather, infection and disease Day 2

Relationships o Discuss the importance of maintaining

good relationships within the community e.g. the shopkeeper, neighbour, doctor, pastor, principal etc.

Day 3

Personal Details o State details of own doctor, dentist, clinic o Memorize an emergency number

Chapter 1

Chapter 2

Chapter 3

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LO 4 PHYSICAL DEVELOPMENT Introduce the Natural Sciences learning area LO 1

Day 4

Game, and Functional movement o Locomotion

o Warm up o Walk / run / freeze on command

o Main Activity: Crawling Circle game: Cat and mice

Form a circle Choose a learner to be the cat

and 6 to 10 learners to be mice Mice sleeping in the circle Cat creeps into the circle – mice

wake and try to escape through circle (under legs), cat tries to ‘catch’ as many as possible

Replay with new cat and mice, etc.

o Cooling exercise

Stretching and breathing exercises

Reflection Day 5

Life and Living theme o Plan and investigation e.g. the body

parts of a given animal (cow, frog, insect etc.)

o Draw similarities and differences with own body

o Evaluate findings and report back

Natural Sciences

learning area

9


Day 1

Care of the body o Wear appropriate clothing to protect the

body from the weather. o explain importance of washing clothes

and the use of sun / iron to kill germs Day 2

o Consolidate the topic: Relationships Day 3

Group work o Group discussion on a given topic o Listens without interrupting, showing

respect for the speaker o Take turns to speak

Chapter 1

Chapter 2

Chapter 3

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LO 4 PHYSICAL DEVELOPMENT Introduce the Arts & Culture learning area: Music LO 1, 2, 3, 4

Day 4

Functional movement and Perceptual motor o Consolidation, see previous weeks

o Warm up o Jogging gently to begin, getting faster

o Main Activity: Obstacle course o Complete an obstacle course, which

includes activities along the way for throwing and catching

o Cooling exercise o Balance bean bag on body parts o Reflection

Day 5

Singing and making music Clap and move rhythmically Explore sounds of body percussion (rhythmic

movement) and percussion instruments

Arts & Culture (Music)

learning area

10


Day 1

o Consolidate the topic: Care of the body Day 2

o Consolidate the topic (cont) : Relationships

Day 3

o Consolidate the topic: Personal Details Day 4

o Perceptual motor Hand–eye co-ordination

o Warm up

Free play with apparatus

o Main Activity: throwing and catching o Set up work stations:-

Fill the basket (throw the bean bags)

Skittles (roll the ball) Catch the peg (throw a ring) Throw and catch in a circle

(name game)

Chapter 1

Chapter 2

Chapter 3

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Introduce the Arts & Culture learning area: Drama LO 1, 2, 3, 4

o Cooling exercise

Circle – pass the ball, pass the bean bag

Reflection Day 5

Improvisation o Discuss improvisation (create

something) and role play o Act out a simple improvisation around a

familiar experience

Arts & Culture (Drama)

learning area

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GRADE 1

TERM 2


ASSESSMENT STANDARDS & CORE TEACHING TEACHER’S GUIDE

1


Day 1

Safety precautions o identify danger outside of the home e.g.

stones, glass, nails, climbing and falling, playing in the road or in litter, crossing the road, etc.

o suggest steps to avoid harm Day 2

Country pride o Explain the meaning of ‘country pride’ o Discuss what makes one South African o Identify things that make us uniquely

South African e.g. our Fauna, flora, wild life, language, culture

Day 3

Personal details o Own family o discuss role of family members o state duties / responsibilities of family

members


o Hand-eye co-ordination o Warm up

Punching the air Hitting a big plastic ball/bottle in the

air using hands

o Main Activity: Balloon push (plastic bottle) Use as many balloons as possible

(e.g. each learner gets a balloon) Tap / push the balloon in the air

towards a specific target / a goal post

o Cooling exercise Sit down – pretend to blow up a

balloon with slow, deep breathing Reflection

Chapter 1

Chapter 2

Chapter 3

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Introduce the Social Sciences learning area: Geography LO 1, 2, 3

Day 5

Knowledge focus: Spatial orientation and relationships o Investigate: Where the sun rises and sets o Evaluate information: in pairs compare

and discuss findings o Formulate opinion: Decide if sun rises

and sets in the same place

Social

Sciences (Geography)learning area

2


Day 1

Safety precautions o Discuss safety at school, tackling,

playing, bullying, climbing, throwing, running, waiting for someone after school etc.

Day 2

Country pride o Discuss and identify National symbols

e.g. national bird, fish, flower, animal, flag, etc.

Day 3

Personal details o Own family o Discuss own role and position in family o State own duties

Day 4

Perceptual motor o Laterality o Warm up

Throwing and catching the beanbag whilst walking; running; running ... stopping ... turning while throwing and catching the bean bag, etc.

o Main Activity: Throw and catch, pass

and catch Throw and catch with one hand Change to other hand Determine dominant hand Throw to partner opposite – note use

of same hands but opposing sides Form lines – pass bean bag

backwards using left hand, last person runs to front now pass bean bag backwards using right hand, etc. until all have had a turn in the front.

o Cooling exercise Balance the bean bag on body parts Reflection

Chapter 1

Chapter 2

Chapter 3

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Day 5

Project: Make a paper maché vase o Investigate: material needed o Design: select mould o Make: apply paper maché to mould and

leave to set

Technology

learning area

3


Day 1

Safety precautions o Discuss road safety

Identify and discuss the rules of the road

Day 2

Country pride o Discuss and identify National symbols

e.g. national bird, fish, flower, animal, flag, etc.

Day 3

Personal details: o Own family o state what makes own family special o identify the importance of family

Day 4

Perceptual motor o Hand-eye co-ordination and laterality

o Warm up o Bounce like a ball on command – a big

ball, a small ball, a soft ball, a rubber ball, etc

o Main Activity: Bounce passing

(preferably use big light balls) o Partners bounce one ball to each other o Then groups: three learners bounce two

balls to each other...in groups of four bouncing three balls to each other, etc. Keep the balls bouncing

o Bouncing a big size ball using left and then right hands and determine own dominance

o Scatter e.g. red and blue hoops on the ground - bounce ball with left hand in blue hoops and right hand in red hoops. Bounce in all the hoops.

o Cooling exercise o Inside a hoop – breathing in and

stretching, breathing out and curling / contracting body shape

o Reflection

Chapter 1

Chapter 2

Chapter 3

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Day 5

Project: Make a paper maché vase Make: Paint and decorate the vase Evaluate: self assessment of process and

product

Technology

learning area

4

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Economic and Management Sciences learning area LO 1

Day 1

Safety precautions o Discuss personal safety o Distinguish between safe and unsafe

situations o Identify ways to promote personal safety

Day 2

Country pride o Discuss the South African flag e.g. the

design and meaning of the colours Day 3

Self concept o Explain the meaning of a positive self

concept o Identify positive aspects about self

Day 4

Functional movement o Balance

o Warm up

Stand and rise onto toes. Walking on toes, change to running on toes, balance on toes, etc.

o Main Activity: Balance on stable surface

Walk on lines marked on the play surface, balancing with arms stretched horizontally

Progress to walking on a rope Progress to walking on e.g. tyres /

a beam / a plank / a ladder laying flat on the ground

o Cooling exercise

Learners form a big circle...one leg then the other, holding hands and balance against each other not to fall over

Reflection Day 5

Savings o Introduce the concept of ‘saving’ o Discuss ways to save money o Identify ways to use savings o Discuss benefits of saving

Chapter1

Chapter 2

Chapter 3


Sciences learning

area

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5

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Natural Sciences learning area LO 1

Day 1

Communicable diseases o Explain the term ‘communicable disease’ o Identify various communicable diseases

Day 2

Country Pride o Discuss the meaning of’ loyalty’ and

‘pride’ o Identify reasons for having loyalty and

pride for country Day 3

o Self concept o Describe own body in a positive way:

size, height, weight, features Day 4


o Warm up

Balancing game: free running on the signal - stop and balance on one leg, on toes, on one leg and one hand, etc.

o Main Activity: Static and dynamic

balance Static balance: Stand and balance

the bean bag on head, on the shoulder… on the fore-arm… on the back of the hands…on the one knee… on the foot L/R, etc.

Dynamic balance: Move and balance the bean bag on head, on the shoulder… on the fore-arm… on the back of the hands…on the one knee… on the foot L/R, etc.

o Cooling exercise

Lie on back with knees up and balance bean bag on knee

Deep slow breathing Reflection

Day 5

Theme: Matter and Materials E.g. Investigate the changes that happen when primary colours are mixed

o Plan: select primary colours to mix o Do: mix colours according to plan o Review: evaluate the findings

Chapter 1

Chapter 2

Chapter 3

Natural Sciences learning

area

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6 LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Arts & Culture learning area: Music LO 1, 2, 3, 4

Day 1

Communicable diseases cont. o Discuss symptoms of a ‘communicable

disease’ e.g. flu, tuberculosis/TB, Malaria Cholera, HIV other…

Day 2

Country Pride o Discuss the meaning of a National

Anthem o Identify the South African National

Anthem through a tape recording or other means.

Day 3

Self concept o Describe own body in a positive way e.g.

size, height, weight, features etc. Day 4

Functional movement o Spatial orientation / Locomotion

o Warm up

Run zig zag through hoops that are placed on the playing surface.

o Main Activity: Hoops

On command take various positions in relation to own hoop. E.g. - inside, outside, left, right , through, under

Mirror game with partner: copy your partner’s actions then swop

Playing hula-hoop: Swing the hoop around body

o Cooling exercise

Stretching and curling exercises inside own hoop

Reflection Day 5

Auditory discrimination o Identify different elements of music e.g.

pitch, tempo, dynamics o Respond appropriately to different

elements of the music e.g. pitch, tempo, dynamics

Chapter 1 Chapter 2

Chapter 3

Arts & Culture (Music) learning

area

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7 LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Arts & Culture learning area: Dance LO 1, 2, 3, 4

Day 1

Communicable diseases o Discuss ways to prevent communicable

diseases o Distinguish between situations that are

safe and that which require precautions Day 2

Country Pride o Identify the writer of the National Anthem

and discuss the history of the National Anthem e.g. who, why, when, where?

Day 3

Group work o Discuss importance of being part of a

team / group o Group / team work in sports

Day 4

Expressive movement o Tempo

o Warm up

Use music - move on the beat of the drum... slow beat... fast beat, etc.

o Main Activity: Music as stimulus

Spatial boundary – inside own ball, move and do not bump each other

Play music with various tempos. The tempo of the music will determine whether to walk slowly on slow music, faster on faster tempo music etc.

Also crawl, hop, roll to music

o Cooling exercise Catch breath Reflection

Day 5

Movement vocabulary o Explore movements separately and then

in sequences e.g. Locomotor Axial Midline

Chapter 1

Chapter 2

Chapter 3

Arts & Culture (Dance) learning

area

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8 LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Social Sciences learning area: History LO 1, 2, 3

Day 1

Safety precautions o Discuss the importance of knowing

important telephone numbers e.g. emergency numbers such as Ambulance, Police, Fire Brigade, doctor, parents etc.

o Memorize important telephone numbers Day 2

Country Pride o Discuss the meaning of the verses of the

National Anthem o Identify the different languages in the

National Anthem Day 3

Group work o Discuss the roles and responsibilities

within a team Day 4

Expressive movement o Rhythm

o Warm up

Circle – practice the ‘Mexican wave’ clockwise and anti clockwise

o Main Activity:

With partner make up own hop, skip and jump sequences

Teams play a rhythmic game e.g. “Oranges and Lemons”

o Cooling exercise

Resting back to back Day 5

Knowledge focus: Person of interest from the past

e.g. Shaka Zulu, Nelson Mandela, Mahatma Ghandi, Florence Nightingale, great grandparent / etc

o Question: What did he / she do / make, etc

o Get information through sources e.g. books, pictures or objects

o Interpret the information e.g. why, when, how, who, what, where?

o Record the information

Chapter 1

Chapter 2

Chapter 3

Social Sciences (History) learning

area

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9 LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Arts & Culture learning area: Drama LO 1, 2, 3, 4

Day 1

Consolidate safety precautions o Personal safety o Safety at home and school o Road safety

Day 2

Country pride o Memorise the words of the National

Anthem through singing.

Day 3 Group work

o Identify and discuss the different roles, responsibilities within a group e.g. the leader, scribe, rapporteur etc.

Day 4

Functional movement o Locomotion

o Warm up

Free running forming groups of 2, 3, 4 and 5

o Main Activity: Friendly races

Mark-off a 30 meter distance. Race to the finish

Pair off and race to the finish line Challenge a friend – of the same

size

o Cooling exercise Sit / lie and take deep breaths,

relax Reflection

Day 5

Role play o Choose a familiar rhyme / story o Discuss the characters o Explore characters by

use of voice to portray them use of body language (gesture,

expression) use of movement Explain the difference between

own self and characters

Chapter 1

Chapter 2

Chapter 3

Arts & Culture (Drama) learning

area

10


Day 1 Consolidate the theme ‘Care of the Body’ Consolidate the theme ‘Communicable

Diseases ‘

Chapter1

- 21 -

LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Arts & Culture learning area: Visual Art LO 1, 2, 3, 4

Day 2

Consolidate the theme ‘Country Pride’ Day 3

Consolidate the themes; o ‘Healthy Relationships’ at home, school

and in the community. o Group work

Day 4

Consolidation: Functional movement and perceptual motor

o Locomotion o Balance o Hand-eye co-ordination

o Warm up

Free running forming groups of 2, 3, 4 and 5

o Main Activity: Friendly races with

equipment Mark-off a suitable distance for

each of the following Race: walk balancing an object

(e.g. “egg and spoon”) Race: ball between knees Race: 3 legged

o Cooling exercise

Sit / lie and take deep breaths, relax

Reflection Day 5

Thinking and talking about images o Identify elements of art i.e. colour, shape,

line and texture in pictures and how these are be used to create effects, mood, etc.

Chapter 2

Chapter 3

Arts & Culture (Visual

Art) learning

area

- 22 -


GRADE 1

TERM 3


ASSESSSMENT STANDARDS & CORE TEACHING TEACHER’S GUIDE

1

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Natural Sciences learning area LO 1

Day 1

Healthy food o Identify healthy food, e.g. fresh fruit and

vegetables, meat, milk, eggs etc. Day 2

Rights and Responsibilities o Explain the concept of ‘rights’ o Explain in simple terms the meaning

and purpose of the ‘Constitution’ / ‘Bill of Rights’

Day 3

Morals and Values o Explain the meaning of a ‘moral’ e.g.

(ethics, belief) o Read a fable and identify the moral.

Day 4


o Warm up o Throwing ball up in the air with one

hand and catch it with the other hand – standing, walking, free running

o Main Activity: Bouncing ball relay o 6 to 8 learners form a team in single

row behind a cone marker o Leaders place the ball in a hoop 20-25

meters in front of each team o The aim of the game is that each

learner must run to the hoop, bounce the ball 3 times before placing it back in the hoop, and run back to tag the next team member

o Cooling exercise o Walk in a big circle whilst cooling down o Reflection

Day 5

Theme: Matter and Materials E.g. Investigate changes that happen when secondary colours are mixed

Chapter 1

Chapter 2

Chapter 3

Natural Sciences

learning area

- 23 -

o Plan: plan and select secondary

colours to mix o Do: mix colours according to plan o Review: evaluate and record the

findings and sample colours

2

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Technology learning area LO 1

Day 1

Healthy Food o Discuss in simple form the four main

food groups e.g. protein carbohydrates fats minerals and vitamins

Day 2

Rights and Responsibilities o Introduce the’ Children’s Rights’ charter

and list all the ‘rights’ individually Day 3

Morals and Values o Identify common universal values, e.g.

honesty, respect, kindness, generosity, loyalty, commitment, trustworthy, fair etc.

Day 4 Perceptual Motor

o Hand-eye co-ordination

o Warm up o Game:

o Main Activity: o Using smaller balls than previously e.g.

tennis balls/ small balls o Set up various catching situations: e.g.

throw in the air and catch it; in partners throwing to each other; in groups of 4-5 throwing the ball accurately to a person to catch, etc

o Throwing the ball at a target

o Cooling exercise o Sit in free space, cross legged and the

ball is thrown to the nearest learner o Reflection

Day 5

Project : E.g. A moving object E.g. a sail boa, car, robot etc..

Investigate: What is needed Design: draw own ideas Make: select materials

Chapter 1

Chapter 2

Chapter 3


- 24 -

3

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Technology learning area LO 1

Day 1

Healthy Food o Draw a food pyramid of the four main

food groups Day 2

Rights and Responsibilities o Discuss the concept of ‘responsibilities’

that go with rights o List some responsibilities

Day 3

Morals and Values o Discuss the value of “respect” o Discus the respect for self, others,

animals, property, environment etc. Day 4

Perceptual motor o Laterality

o Warm up

Bounce the ball to each other

o Main Activity: Laterality bouncing Bounce a ball individually using

non-dominant hand, individually, in partners and groups

Game: In teams - two challenge another team for possession of the ball (dominant hand behind back)

o Cooling exercise

Return to home stations and sit cross legged

Reflection Day 5

Project: E.g. A moving object e.g. a sail boa, car, robot etc.

Make: build the given object Evaluate: assess the outcome and provide

feedback.

Chapter 1

Chapter 2

Chapter 3


4

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT

Day 1

Healthy Food Day 2

Rights and Responsibilities o Discuss ‘Children’s rights’ and

responsibilities.

Chapter 1

Chapter 2

- 25 -

LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Arts & Culture learning area: Music LO 1, 2, 3, 4

o Select one right/responsibility for

discussion (e.g. the right to shelter, food, love, a name, protection, learn, healthcare, to be heard etc..)

Day 3

Morals and Values o Explore the concept “honesty” o Discuss the importance of being

honest in life o Discuss the consequences of being

dishonest.

Day 4 Expressive movement

o Rhythm

o Warm up Using soccer balls, run and kick

the ball to each other

o Main Activity: Skipping rope jump Using a skipping rope, in 3s -

jump over a low held skipping rope, change until all have had a turn

Individually do rope skipping

o Cooling exercise In pairs blow imaginary bubble

to each other Reflection

Day 5 Group work

o Play games e.g. echo games with the voice and/ or percussion (body and instruments)

Chapter 3

Arts & Culture(Music)

learning area

5


Day 1

Healthy Food o Discuss healthy and unhealthy meals o Benefits of eating healthy food e.g.

proTECHt the body against diseases, for growth, healthy teeth, skin, eyes, bowl system etc. and

o Consequences of eating unhealthy meals

Day 2


responsibilities.

Chapter 1

Chapter 2

- 26 -

LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Economic and Management Sciences learning area LO 1

o Select one right/responsibility for


Day 3

Morals and Values o Explore the concept “honesty” o Discuss the importance of being

honest in life o Discuss the consequences of being

dishonest. Day 4

Perceptual motor o Foot-eye co-ordination

o Warm up

Run around and jump over various obstacles

o Main Activity:

In partners: swing a ball in a stocking in circles for the partner to jump over it with every swing

o Cooling exercise

Go to home stations and sit quietly - resting and breathing

Reflection Day 5

Own family as a consumer o Identify types of things that are bought

and used in a household o Describe how frequently things must be

bought and why o Describe what does the family need vs.

what does the family want

Chapter 3



6


LO 2 SOCIAL DEVELOPMENT

Day 1

Healthy Meals o Discuss the different meals for different

times of the day e.g. breakfast, lunch, supper

Day 2 Rights and responsibilities

o Discuss ‘Children’s rights’ and responsibilities.

o Select one right/responsibility for discussion (e.g. the right to shelter, food, love, a name, protection, learn, healthcare, to be heard etc.)

Chapter 1

Chapter 2

- 27 -

LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Arts & Culture learning area: Dance LO 1, 2, 3, 4

Day 3

Morals and values o Explore the concept “trust” o Discuss the importance of being

trustworthy in life o Discuss the consequences of not being

trustworthy. Day 4

Perceptual motor o Hand-eye co-ordination o Direction

o Warm up

Follow the leader activities- simulate all the movement of your leader- swing the arms, hop, skip, bounce etc.

o Main Activity: Game : Buck and

Hunters Play area - an open space with

two lines drawn to identify the “camp”

Equipment - two light medium balls

Learners in the middle are the buck

Learners in the camp are the hunters

The hunters roll the ball at the buck

Buck to dodge the balls whilst the hunters collect the balls on either sides and keep on shooting. When a buck is shot, that learner becomes a hunter.

o Cooling exercise

Slow gallop with the R/L leg leading alternatively

Reflection Day 5

Thinking and talking about dancing o Explain the meaning of ‘ thoughts’ and

‘feelings’ o Use movements (dance) to represent

‘thoughts’ and ‘feelings’

Chapter 3

Arts & Culture(Dance)

learning area

7


Day 1

Healthy Meals o Plan a healthy meal using the four main

food groups as a guide.

Chapter1

- 28 -

LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Social Sciences learning area: history LO 1, 2, 3

Day 2


responsibilities. o Select one right/responsibility for


Day 3

Morals and values o Explore the concept “kindness” o Discuss the importance of being kind o Identify the consequences not being

kind. Day 4


o Warm up

In partners. One partner tucks a sash / ribbon into the back of the pants to serve as a tail. On the signal try and catch the tail of the partner who is running avoiding the catch

o Main Activity: Push and pull

In pairs do various balancing activities such as:

pushing and pulling your partner stand on one leg balancing

supporting each other, etc.

o Cooling exercise Lie on the ground/floor and lift

up the legs in lying, sitting and side -lying

Reflection Day 5

Knowledge focus: A social experience then and now The communication system Question: How did people communicate before the telephone was invented? o Source information from sources such

as; books, pictures, objects, people etc. o Record and report the information.

Chapter 2

Chapter 3


learning area

8


Day 1

Healthy Meals o Discuss the importance of vitamins e.g.

for a healthy skeletal system

Chapter 1

- 29 -

LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Arts & Culture learning area: Drama LO 1, 2, 3, 4

o Identify foods that contain specific

vitamins e.g. oranges contain vitamin C etc.

Day 2

Rights and responsibilities o Discuss ‘Children’s rights’ and


discussion (e.g. the right to shelter, food, love, a name, protection, learn, healthcare, to be heard etc.)

Day 3

Morals and values o Explore the value of ‘sharing’ o Describe ways to share and the

consequences of not sharing. Day 4

Game and Functional movement o Locomotion o Spatial orientation

o Warm up

Using free standing formation, move around with arms spread horizontally, creating space without touching each other

o Main Activity: Mouse trap

Form a big circle, one learner inside is the mouse and one learner outside is the cat

Cat and mouse run around the circle (outside and inside)

Let the mouse out if the cat gets in o Take turns

o Cooling exercise o Sit cross legged in the circle and pass

an imaginary baby bird around o Reflection

Day 5

Group dramatisation o Read a fable o Identify the characters o Role play the fable taking on a specific

character/s within the fable.

Chapter 2

Chapter 3

Arts & Culture(Drama)

learning area

- 30 -

9 LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Social Sciences learning area: Geography LO 1, 2, 3

Day 1

Healthy Meals o Discuss the importance of drinking

water (e.g. 8 glasses a day) as part of a healthy diet.

Day 2

Rights and responsibilities o Discuss ‘Children’s rights’ and


discussion (e.g. the right to shelter, food, love, a name, protection, learn, healthcare, to be heard etc.)

Day 3

Morals and values o Explore the concept of ‘commitment’ o Discuss the importance of making and

keeping commitments. Day 4


o Warm up

Walk on the toes and stretch arm above the head – walk rhythmically to music while staying tall

o Main Activity: Ribbon dance

Give learners ribbons / scarves / sashes

On the beat of the music they must swing the ribbon to form a pattern... circles, up and down, sideways and forward/backward

Dance with the ribbon while enjoying the beat

o Cooling exercise

Float and fold, lie quietly Reflection

Day 5

Knowledge focus: Basic need for water and the resources to meet these needs

Investigate: The water cycle Evaluate information: identify how water is

recycled. Formulate opinion: Record findings and

provide feedback (report)

Chapter 1

Chapter 2

Chapter 3

Social Sciences


- 31 -

10

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Arts & Culture learning area: Visual Art LO 1, 2, 3, 4

Day 1

Consolidate the importance of healthy food and clean water

Day 2

Consolidate the importance of rights and responsibilities

Day 3

Consolidate the importance of morals and values in everyday life.

Day 4

Consolidation: Functional movement, Perceptual motor, expressive movement

Day 5

Group work Create a teacher-guided group collage based

on a theme

Chapter 1

Chapter 2

Chapter 3

Arts & Culture(Visual

Art) learning area

- 32 -


GRADE 1

TERM 4


ASSESSSMENT STANDARDS & CORE TEACHING

TEACHER’S GUIDE

1

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Social Sciences learning area: Geography LO 1, 2, 3

Day 1 Abuse

o Explain the meaning of ‘abuse’ o Identify and list forms of abuse e.g.

physical, verbal, emotional, sexual. Day 2

Culture and Religion o Explain the meaning of “culture” o Identify and list the different cultures in

South Africa Day 3

Emotions o Explain the meaning of ‘emotion’ o Identify different emotions, e.g. sad,

happy, shy, angry, etc. Day 4


o Warm up

Run in circle formation and change direction on command of the teacher

Introduce a ball – learner to catch the ball when the teacher shouts out the name

o Main Activity: o Keep the circle formation: learners in a

stationary position pass the ball clockwise around and change direction

o Game: Beat the ball: One runner tries to beat the ball while running around the circle with the ball being passed from one learner to the other

o Cooling exercise

Walk in the circle, then sit, then lie Reflection

Day 5

Knowledge focus: Places of value (own experience or stories) o Investigate: A town, country, continent

that is threatened e.g. by pollution / drought / floods, earthquake etc.

Chapter 1

Chapter 2

Chapter 3

Social Sciences


- 33 -

o Evaluate information: Identify reasons

for e.g. pollution or, drought, floods, earthquake etc.

o Formulate opinion: Record findings and report.

2 LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT

Day 1

Abuse Explain briefly the different forms of

abuse i.e. physical, verbal, emotional, sexual and provide examples.

Day 2

Culture and Religion o Discuss the different cultures in South

Africa under the following themes: Belief system/religion Dress Food Festivals/ religious celebrations

o Select one culture per week

Day 3 Emotions

o Discuss the causes of different emotions e.g. what causes anger, sadness, happiness, shyness


o Laterality o Hand and foot-eye co-ordination

o Warm up o Run and then on the teacher’s signal

turn - left or right. Change direction on the signal

o Main Activity: o Kick a ball through ‘goal’ posts using L/R

foot o Roll a ball at a target using LR hand

(skittles) o Jump over a rope with R/L leg leading o Throw a ball through a hoop L/R o Catch a tennis ball with L/R hand

alternatively

o Cooling exercise o Foot-eye: greet one another by touching

feet o Reflection

Chapter 1

Chapter 2

Chapter 3

- 34 -

Introduce the Arts & Culture learning area: Dance LO 1, 2, 3, 4

Day 5

Dance to express and communicate Explore shapes and sounds of letters and

numbers through movement patterns and games

Arts & Culture

(Dance) learning area

3


Day 1

Abuse o Identify and discuss potentially

dangerous situations e.g. walking in quiet areas, taking lifts, being offered sweets for a favour, improper touches/games, viewing improper graphics/film

o Discuss what to do in potentially dangerous situations.

Day 2




Day 3 Emotions

o Demonstrates different emotions through role play and find solutions.

Day 4

Perceptual motor o Hand and foot eye coordination

o Warm up

Play dodge the ball

o Main Activity: In partners, 20 meters apart -roll

the ball to each other with the partner changing position all the time

Receiving and catching a ball: In partners, throw a medium size ball to each other focusing on catching the ball. Keep the eye on the ball. Build in variations

o Cooling exercise

Running freely and on a signal return to home stations to rest

Reflection

Chapter 1

Chapter 2

Chapter 3

- 35 -

Introduce the Arts & Culture learning area: Music LO 1, 2, 3, 4

Day 5

Communication and expression through music o Identify sounds that can accompany a

story o Make sound effects during story telling

Arts & Culture

(Music) learning area

4


Day 1


dangerous situations e.g. walking in quiet areas, taking lifts, offer sweets for a favour, improper touches/games, viewing improper graphics/film


Day 2




Day 3 Emotions

o Discuss extreme emotions e.g. temper tantrums, rudeness, screaming fit, hysteria i.e. (fits of laughter) etc and how to control it.

Day 4


o Warm up

In pairs: partners push and pull one another over a line

o Main Activity:

Take the following static balance positions:

Hand knee sitting… stretch alternate arm and leg straight out at the same time, repeat with other arm and leg

Knee sitting…arms held up high bend to the left and alternate to the right

Front balanced position, on one leg launch forward

Chapter 1

Chapter 2

Chapter 3

- 36 -

Introduce the Arts & Culture learning area: Visual Art LO 1, 2, 3, 4

Front balanced position, on one

leg launch backward

o Cooling exercise Circle game “Eggie”: learner in

the middle is the Eggie. Eggie to throw beanbag up and call a learners name. That person must run and catch. They have the next turn in the middle. Continue until everyone has had a turn

Reflection Day 5

Communication and expression through art o Create a story in groups o Make hand or finger puppets that can be

used r role play the story

Arts & Culture (Visual

Art) learning area

5


Day 1


dangerous situations e.g. walking in quiet areas, taking lifts, offer sweets for a favour, improper touches/games, viewing improper graphics/film


Day 2




Day 3 Emotions

o Explores negative emotions through role play and find solutions.

Day 4


Chapter 1

Chapter 2

Chapter 3

- 37 -

Introduce the Natural Sciences learning area LO 1

o Warm up

Game: Cat amongst the pigeons: One act like a cat and chase the others trying to touch them. The ones that are touched become cats

o Main Activity: Dynamic balance

Using hoops – hop on one leg around the hoop, changing legs on signal

Set up zig/zag obstacles to move through while hopping on one leg

Hop forwards on a rope Walk backwards on a rope while

balancing

o Cooling exercise Walk/run around - touching the

ground on signal, jump in the air on signal, lie down on signal ...rest, breathing quietly

Reflection Day 5

Theme: Earth and Beyond E.g. our place in space – investigate familiar objects in the sky

o Plan: investigate changes in the moon o Do: Weekly observation and recording o Review: Evaluate the findings and report

Natural Sciences

learning area

6


Day 1

Abuse o Discuss the right to say ‘NO’ to any

improper suggestion/behavior o Describe ways to say’ NO’, e.g. shout ,

tell , run o Role play different threatening scenarios

to reinforce the ‘NO’ response.

Day 2 Culture and Religion

o Discuss the different cultures in South Africa under the following themes: Belief system/religion Dress Food Festivals/ religious celebrations


Chapter 1

Chapter 2

- 38 -

LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Economic and Management Sciences learning area LO 1, 2

Day 3

Emotions o Identify situations that will make you sad,

happy, angry, shy o Find solutions to overcome hampering

emotions. Day 4

Functional movement o Spatial orientation o Locomotion o Balance

o Warm up

Run around in free space and on a signal find an open space to:

lie on back lie on R/L side lie on stomach

o Main Activity: Shrinking islands

Pair off learners and give each pair a small carpet square / piece of newspaper.

Learners move to music but when it stops put the carpet down and both partners get onto it balancing on one leg while holding on to each other

Repeat with variations

o Cooling exercise In a big circle pass a ball

clockwise and anti clockwise Reflection

Day 5

Entrepreneurship Class activity: Shopping (not more than R2 should be used for items) Plan: what to sell, who is the target market, price, place Make: products planned Do: Sell and buy items

Chapter 3



FORMAL ASSESSMENT TASK

7 LO 1 HEALTH PROMOTION

Day 1

Abuse o Discuss the right to say ‘NO’ to any

improper suggestion/behavior o Describe ways to say’ NO’, e.g. shout ,

tell , run o Role play different threatening scenarios

to reinforce the ‘NO’ response.

Chapter 1

- 39 -

LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Arts & Culture learning area: Drama LO 1, 2, 3, 4

Day 2




Day 3 Emotions

o Identify non-verbal ways to express emotions

o body language, sign language and facial expressions

Day 4


o Warm up o Rhythmic gymnastics – hopping,

skipping, galloping

o Main Activity: Hoop relay o Form teams of 4 - in shuttle formation

with two learners at opposite ends of a marked course of 20 meters

o In turn use the hoop like a jump rope to travel across the opposite side

o Cooling exercise o Teams sit cross legged around hoop

blow imaginary bubble from one to the other

o Reflection Day 5

Story sequencing o Read a traditional story e.g. The seven

dwarfs, Cinderella o Use body shapes and sounds to

represent characters and objects in the story

Chapter 2

Chapter 3

Arts & Culture (Drama)

learning area

8


Day 1

o Abuse o Discuss abusers o Identify who to tell about abuse of self or

friend, e.g. teacher, clinic nurse etc.

Chapter 1

- 40 -

LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Social Sciences learning area: History LO 1, 2, 3

Day 2

o Culture and Religion o Identify own culture, traditions and

religion Day 3

Emotions o Identify emotional skills to grow up to be

happy e.g. forgive, forget, respect, laugh etc.

Day 4 Expressive movement

o Rhythm

o Warm up o Simulation activities:

Athletics - the running action in athletics

Cricket – the batting action in cricket

Swimming - the swimming strokes

o Main Activity: Rhythmic gymnastics o Top spinning: Turn and spin clock and

anti-clock wise o Clock ticking game: In prone support

position spin around like the hands of the clock

o Top spinning game: Spin around like a top

o Animation: On signal with arms held horizontally spin like e.g. the blades of a helicopter

o Cooling exercise o Cooling down by slow walking,

crouching and sitting o Reflection

Day 5

o Knowledge focus: A special object / personal belonging from the past e.g. baby toy, ring, clothing piece, cup, tool etc

Question: What makes this object special? o Source information through pictures,

books or objects o Interpret the information o Explain historical significance o record and report findings

Chapter 2

Chapter 3


learning area

- 41 -

9 LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Technology learning area LO 1

Day 1

Abuse o Identify and discuss where to find help in

cases of abuse. Day 2

Culture and Religion o Discuss differences and similarities of

the different cultures Day 3

Emotions o Identify ways to overcome hampering

emotions Day 4

Functional movement o Spatial orientation o Locomotion

o Warm up o Teams of five… defend the ball from the

other team

o Main Activity: Body awareness o With a partner form shapes, numbers or

letters o Join another pair and mirror each other o Move and form a shape on a given

signal

o Cooling exercise o Stepping on command: forward,

backward, left, right o Reflection

Day 5

Project started E.g. An end of year gift/card Investigate: Which gift/card to make Design: plan how to make Make: construct according to plan

Chapter 1

Chapter 2

Chapter 3


10


Day 1

Abuse o Consolidate forms of ‘Abuse’ and the

preventative measures to be used. Day 2

Culture and Religion o Discuss respect for different cultures and

religions

Chapter 1

Chapter 2

- 42 -

LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduce the Technology learning area LO 1

Day 3

Emotions o Revise Week 9

Day 4

o Functional movement, Perceptual motor,

Expressive movement o All

o Warm up o Choose a favourite game / activity

o Main Activity: o Free play using apparatus

o Cooling exercise o Choose a favourite activity o Reflection

Day 5

Project completed o Make: decorate o Evaluate: Self assessment

Chapter 3


Documents

Phase Work Schedules Foundation