life skills grade 1 recovery plan package 2020 · 2020. 6. 23. · safety skills • to care for...

Life Skills

Grade 1 Recovery Plan Package

2020

TABLE OF CONTENT:

INTRODUCTION: .............................................................................................................................................. 3

PURPOSE ......................................................................................................................................................... 4

IMPLEMENTATION DATES: ............................................................................................................................... 4

REVISED TEACHING PLAN: LIFE SKILLS GRADE 1 ............................................................................................... 5

TOPIC 1: MY FAMILY ...................................................................................................................................... 24

LESSON PLANS - WEEK 1 ........................................................................................................................................ 24 Beginning Knowledge, Personal and Social Well - Being ............................................................................ 25 CREATIVE ARTS: Performing Art .................................................................................................................. 29 CREATIVE ARTS: Visual Art .......................................................................................................................... 31 Physical Education ....................................................................................................................................... 34

TOPIC 1: MY FAMILY ...................................................................................................................................... 36

LESSON PLANS - WEEK 2 ........................................................................................................................................ 36 Beginning Knowledge, Personal and Social Well -Being ............................................................................. 37 CREATIVE ARTS: Performing Art .................................................................................................................. 42 CREATIVE ARTS: Visual Art .......................................................................................................................... 44 Physical Education ....................................................................................................................................... 46

TOPIC 2: SAFETY AT MY HOME ...................................................................................................................... 49

LESSON PLANS - WEEK 3 ........................................................................................................................................ 49 Beginning Knowledge, Personal and Social Well-being .............................................................................. 50 CREATIVE ARTS: Performing Art .................................................................................................................. 56 CREATIVE ARTS: Visual Art ......................................................................................................................... 60 Physical Education ....................................................................................................................................... 62

TOPIC 2: SAFETY AT MY HOME ...................................................................................................................... 66

LESSON PLANS - WEEK 4 ........................................................................................................................................ 66 Beginning Knowledge, Personal and Social Well-being .............................................................................. 67 CREATIVE ARTS: Performing Art .................................................................................................................. 71 CREATIVE ARTS: Visual Art ......................................................................................................................... 73 Physical Education ...................................................................................................................................... 75

EXEMPLAR ASSESSMENT GRADE 1 ................................................................................................................. 78

READING PASSAGES GRADE 1 ........................................................................................................................ 97

GRADE 1:DBE TRIMMING DOCUMENT and GDE LESSON PLANS of 110

Introduction: The National Curriculum Statement, Grades R-12 was approved as National Policy and published in the Government Gazette 34600, Notices 722 and 723 of 12 September 2011.

The National Curriculum Statement, Grades R-12 comprises: • The Curriculum and Assessment Policy Statements for all approved subjects for Grades R-12;

• The National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum

Statement Grades R-12; and The National Protocol for Assessment.

The Curriculum and Assessment Policy Statement (CAPS) is a single, comprehensive, and concise document developed for all subjects listed in the National Curriculum Statement Grades R-12 and is arranged into Four Sections.

The National State of Disaster due to Covid and the ensuing lockdown has created a unique situation which has disrupted the school calendar thus impacting on the implementation of the Curriculum and Assessment Policy Statement (CAPS) for the 2020 academic year. To mitigate the impact of the Covid lockdown, the Department of Basic Education (DBE) working in collaboration Provincial Education

Departments (PEDs), has put together a framework for curriculum recovery plans after the extended lockdown.

The framework, which was consulted with key stakeholders in the sector, proposes a revised school calendar

and curriculum reorganization and trimming, as some of the strategies to create opportunities for curriculum

recovery.

In the context of the framework for the school curriculum recovery plan whose overarching aim is to ensure that

the critical skills, knowledge, values and attitudes outlined in the CAPS are covered over a reduced time period,

the purpose of curriculum reorganisation and trimming is to:

• Reduce the envisaged curriculum to manageable core content including skills, knowledge, attitudes and

values so that schools have ample room for deep and meaningful learning

• Define the core knowledge, skills, attitude to be taught and assessed more specifically so that it provides

guidance and support to teachers;

• Align curriculum content and assessment to the available teaching time;

• Maintain the alignment in the learning trajectory for learners, without compromising learners’ transition

between the grades; and

• Present a planning tool to inform instruction during the remaining school terms

The curriculum trimming and reorganisation maintain and support the foundational principles of the National

Curriculum Statement (NCS) Grades R – 12 as stated in the Curriculum and Assessment Policy Statement

(CAPS) namely:

• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal

educational opportunities are provided for all sections of the population;

• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and

uncritical learning of given truths;

• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each

grade are specified and high, achievable standards in all subjects have been set;

• Progression: content and context of each grade shows progression from simple to complex


• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social

and environmental justice and human rights as defined in the Constitution of the Republic of South Africa.

• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as

important contributors to nurturing the values contained in the Constitution; and

• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth

to those of other countries.

In addition, the principles below guided the process of curriculum reorganisation and trimming: • Maintain the spiral development of values, attitudes, concepts and skills, extension, consolidation and

deeper understanding leading learners towards the final learning outcomes.

• Efficiency – less teaching time but more effective learning outcomes.

• Inclusivity – learning experience must cater for different types of learners who are differently abled by

providing different types of learning experiences.

• Validity – the relevance of the content to the stated goals and outcomes of the curriculum.

• Utility –the content must lead to the acquisition of values, attitudes, skills and knowledge that are

considered useful for transition to the next level and have relevance to the contexts in which learners live.

• Feasibility – analyse and examine the content in the light of the time and resources available to the

schools, considering the current socio- economic and political climate.

• Coherence – Systematic curriculum mapping must have horizontal, vertical, subject area and

interdisciplinary coherence; and

• Emphasise assessment for learning as a teaching strategy as opposed to assessment of learning to achieve the learning outcomes of each grade and subject.

Purpose

The purpose of the revised phase plan and revised annual national teaching plans is to:

• ensure that meaningful teaching proceeds during the revised school calendar.

• assist teachers with guided pacing and sequencing of curriculum content and assessment.

• enable teachers to cover the essential core content in each phase within the available time.

• address assessment overload to recoup time loss.

• assist teachers with planning for the different forms of assessment.

• ensure learners are adequately prepared for the subsequent year/s in terms of content, skills, knowledge, attitudes, and values

Implementation Dates: To meet the above-mentioned objectives, Section 3 of the CAPS, which deals with the overview of topics per term and annual teaching plans per subject have been trimmed and/or reorganised for the year 2020. The revised teaching and assessment plans are effective from the 1st June 2020. Lesson Plans, Assessment and Reading passages: Gauteng Department of Education developed exemplar Lesson Plans and Formal Assessment Tasks to assist teachers with the implementation of the Life Skills Revised Teaching Plan. In Gauteng an hour (60 minutes) of Physical Education time should be added to Beginning Knowledge, Social and Personal Well-Being to ensure sufficient time is available to catch up with the content of BKSPW. The reading passages based on the Life Skills Topics, included in the document ,should be used to support “Reading” in an integrated manner in the classroom when teaching Beginning Knowledge, Social and Personal Well-Being.


Revised Teaching Plan: Life Skills Grade 1

DEPARTMENT OF BASIC EDUCATION:

GRADE 1 CURRICULUM TRIMMING: FOUNDATION PHASE – LIFE SKILLS

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7

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TOPIC: ORIENTATION

MY FAMILY

ORIENTATION

MY FAMILY

SAFETY IN THE

HOME

MY BODY MY BODY KEEPING MY

BODY SAFE

KEEPING MY

BODY SAFE

SOCIAL DISTANCING AND HYGIENCE IMPERATIVE DAILY

ORIENTATION

DAILY COVID-19 MEASURES:

Daily hygiene routines are to be strictly followed:

• Remind learners of the daily routine tests when coming to school.

• Encourage learners to stay at home when ill.

• Teach learners how to greet without touching.

• Learners are to wear masks every day. Masks are only to be removed and placed in a safe place while they are eating.

• Supervise snack and lunchtime.

• Teach them to cover their mouth and nose with a flexed elbow or tissue when coughing or sneezing. Dispose of the used tissue immediately.

• Wash hands with soap and water often or sanitize your hands

• Sanitize and clean frequently touched surfaces or (5 table spoons of jik to 1 litre of water) toys, stationery, objects, etc. Introduce this practice as routine.

• Slogan: Keep your distance - Teach learners about social distancing and how to greet without touching.

• Help learners to cultivate compassion, increase resilience while building a safe environment and caring for others.

• Respond to learners’ anxieties with love and care.

• Maintain a regular routine to keep the abnormal situation adapted to a “new normal”.

• TEACHERS TO ENSURE THE SAFEY OF THEIR LEARNERS IN THEIR OWN CONTEXTS

• Beginning Knowledge and Personal and Social Well-being activities should address key concepts and skills relating to Social Science, Natural Science and Technology e.g. investigations, design, enquiry skills,

etc. Ensure that vocabulary development is intentionally included to improve language.

• Creative Arts [Visual Arts and Performing Arts] should be integrated very strongly with Languages.

• Physical Education will be implemented for one hour per week, the 2nd hour will be utilised for reading of Personal and Social Well-being and Beginning Knowledge content knowledge e.g. comprehension pieces:

“reading for meaning”, stories, poems etc.

• Every Life Skills lesson will commence with a 10-minute lesson based on making learners aware of Covid-19 addressing washing hands, healthy habits, symptoms of Covid-19, social distancing, what and when to

report to whom, discussing when a friend/family member pass away, etc.

• Learners are expected to complete the DBE workbook activities and one or two written activities or practical per week in a class workbook for BK and PSW


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TOPIC: ORIENTATION

MY FAMILY

ORIENTATION

MY FAMILY

SAFETY IN THE

HOME

MY BODY MY BODY KEEPING MY BODY

SAFE

KEEPING MY BODY

SAFE

SKILLS:

• Respect

• To show love and

admiration

• Respect

• To show love and

admiration

Safety skills • To care for your

body

• Appreciation

• Appreciation for your

sense of smell, taste,

touch, hearing

• Textures, taste,

smells, etc.

• Caring for yourself

• Appreciation for safe

situations

• Taking care of your

body

• Practicing healthy

responses

KNOWLEDGE:

Understands

concept of family

and responsibility

• Understands concept

of family

• Love and appreciation

• Understand the concept

of safety in and around

the home

• Knowing what to do in

an emergency

Personal

Awareness of how

my body moves/

functions

• Personal Awareness

of the senses –

sensory experience

• Identify uses and

expresses them

Personal safety and

health practices

Personal safety and

health practices

CAPS CONTENT:

ENSURE

OPTIMAL USE OF DBE WORKBOOKS

• What a family is

• Members of my family - immediate and extended

• Caring for each other at home

• Note: Learners come

from many different

types of family.

Ensure inclusivity

• DBE Workbook

Pg. 34 to 39

• What is a family

• Caring for each other at

home

• DBE Workbook

Pg. 34 to 39

• Dangers at home

-When cooking

-When washing

-Lighting & electricity

-Outside areas

-Medicine

-Poisonous substances

- types and recognising

warning symbols

• Keeping safe when home

alone

• DBE Workbook

Pg. 40 to 46

• Different parts of my

body and how it

moves

• DBE Workbook

Pg. 48 to 53

• The five senses and

their uses

• Touch, smell, sound,

sight and taste

• DBE Workbook

Pg. 48 to 53

• Safe and Unsafe

situations & places

• Yes, and no feelings

• Practicing saying no

• DBE Workbook

Pg. 54 to 59

Protecting our bodies

from illness

- Covering mouth and nose when sneezing or coughing

- Never touching another person’s blood

- Washing fruit and vegetables before eating

- Making water

safe to drink

DBE Workbook pg. 54

t0 59

RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGH THE TERM

SCHOOL BASED ASSESSMENT:

REFER TO DBE SBA Guidelines


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TOPIC:

ORIENTATION

MY FAMILY

ORIENTATION

MY FAMILY

SAFETY IN THE

HOME


SAFE

KEEPING MY BODY

SAFE

SKILLS:

TECHNOLOGICAL

PROCESS SKILLS

SCIENTIFIC

PROCESS

SKILLS

SCIENTIFIC

PROCESS SKILLS

KNOWLEDGE:

Understanding the

dangers of being

alone and what to do.

LIFE AND LIVING

Understand and

explain how

the organs

works

(functions)

LIFE AND LIVING

Understand and

explain how

the organs

works

(functions)

CAPS CONTENT:

ENSURE

OPTIMAL USE OF DBE WORKBOOKS

Reading for meaning (comprehen -sion) of fictional and non-fictional text

No natural link • Dangers at home

• Design and make an

Emergency number card

• DBE Workbook pg. 4046

• Parts of my body

that I cannot see -

include lungs,

heart,

(inquiry process)

• DBE Workbook pg.

48-53

• Parts of my body that

I cannot see -

stomach, brain,

skeleton

(inquiry process)


48-53

No natural link

WEATHER:

• Predictions

• Minimum and maximum temperature

• Symbols (Celsius, weather forecast)

• Cloud cover

• Complete own weather chart Precipitation, wind, etc.




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TOPIC: ORIENTATION

MY FAMILY

ORIENTATION

MY FAMILY

SAFETY IN THE

HOME


SAFE

KEEPING MY BODY

SAFE

CREATE IN 2D

Learners to EACH have their own ice cream container with their own stationery (pritt, scissors, pencil crayons, crayons etc.)

Finger painting or brush

painting: discuss mixing of

primary colours to achieve

secondary colours

x x x

Make drawings of self with

your family in an activity.

Discuss line and shape

x

x

Fine motor and sensory coordination: eye hand coordination.

Manipulation of tools and

equipment

x x x

Makes drawings of self in action, Encourage awareness of the body Name and discuss active body parts

x x

CREATE A 3D (CONSTRUCTION)

(Learners to have their own dough or clay in container and own materials for personal use)

Make models out

of clay/ playdough; encourage

correct use of materials and

tools

x x

Construct houses/imaginary shelters using recyclable boxes and other materials. Encourage the correct use of

glue and applicators x


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SKILL IMPROVISE AND INTERPRET

Role play (stepping in the

shoes of someone else) x

Developing short sentences of dialogue conversation between the elephant and mouse

x

Movements

appropriate to a role in

different situations x

Sings songs using contrasts

such as soft and loud, fast

and slow

x

CREATIVE GAMES AND SKILLS

Use own space at their chair or a demarcated area outside with clear markings (lanes can be drawn on tarmac- learners take turns 7 or 8 at a time dependent on the number of lanes- If no space, do not do

the locomotor activities

Warming up the

body: circling the hands and

ankles, making shapes with

the body such as large and

small, wide narrow

x x x x x x

Freeze games focusing on

control, eye focus and use of

space

x x

Locomotor movements: hopping, jumping and galloping forwards and sideways (outside)

x

Axial movements: twisting,

swinging the arms and side

bends x


Exploring beginnings, middles and endings of songs, stories

&movements

x

Vocal exercises rhymes,

tongue twisters, songs with

focus& clarity in vocal ex.

x x x

Cooling down the body and

relaxation: games e.g. rocking

a baby, swaying, etc. x x x x



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TOPIC: ORIENTATION

MY FAMILY

ORIENTATION

MY FAMILY

SAFETY IN THE

HOME


SAFE

KEEPING MY BODY

SAFE

SKILLS:

• Maintain social distancing.

• Activities has been modified to maintain social distancing.

• The activities are adapted for a classroom situation- where overcrowding exist- allow learners to be keep a safe distance outside the class.

• Locomotor activities can be practiced whilst learners are walking in and out of class in the morning or returning from interval.

• Navigating safely when responding to movement instructions

• Ensure that the 15-minute lessons have the following activities: warm-up, main and cool down.

• Allow learners to use their own apparatus or alternatively use the apparatus in groups on different days to allow for sanitizing.

• All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik


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LOCOMOTOR

Body parts: singing songs or recite

rhymes while touching various

parts of the body such as touch the

knees, toes, nose, head, ears, etc.

x x

Games - “Simon Says” - moving

different parts of the body x

RHYTHM

(use chair as marker- mostly on the spot or around their chair)

Jumping and hopping x

Jump up and down; jump high

and low x

x x

Jump forwards, backwards and

sideways x x

Finger play activities - finger rhymes

x x x

COORDINATION

Activity can be done only if you have enough space- Learners do the activity outside in a demarcated area

Eye-hand-foot co-ordination -

dribbling balls around skittles and

kicking balls between skittles

x x

x

BALANCE

Walking from line-up to classroom

Walking on a rope or line marked on the ground

x x x

LATERALITY

(At chair)

Throw and catch a bean bag with

non-dominant hand x

Balance on nondominant leg x x


Own activity- Develop a 2minute

chair routine x x x

SPORTS AND GAMES

Traditional

/indigenous games chose by

learners- played seated

x x



T ERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7

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TOPIC: MY COMMUNITY MY COMMUNITY PETS MANNERS AND

RESPONSIBILITY

PLANTS

AND

SEEDS

FOOD FOOD









• Teach them to cover their mouth and nose with a flexed elbow or tissue when coughing or sneezing or use a tissue. Dispose of the used tissue

immediately.



• Slogan: Keep your distance - Teach learners about social distancing and how to greet without touching

• Help learners to cultivate compassion, increase resilience while building a safe environment and caring for others Respond to learners’ anxieties with

love and care

• Maintain a regular routine to keep the abnormal situation adapted to a “new normal”



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SKILLS:

• Caring

• Function of Animal

Welfare, work and

contact details

• Sharing

• Kindness

• Listening

• Honesty

• Identifying healthy and

unhealthy lifestyles

• Correct choices

Identifying healthy and

unhealthy lifestyles

Correct choices

KNOWLEDGE:

Healthy living/ habits/

practices

Interpersonal

relationships

and values

• Balanced diet

• Correct choices

• Balanced diet

• Correct choices

CAPS

CONTENT:

ENSURE OPTIMAL

USE OF DBE

WORKBOOKS

No nat ural link • Animals we can keep as pets

• How to look after pets at home

• Treating animals appropriately

• Animal Welfare DBE

Workbook pg. 10-13

• Greeting people we know and strangers

• Waiting my turn

• Listening to others

• Sharing

• Showing kindness

• Being honest

• Respecting others and belongings

• DBE Workbook pg. 14-

17

No natural link Foods we eat

Healthy and

Unhealthy food

DBE Workbook pg.

26-32

• Healthy choices and the right amount of food


32

RELIGIOUS AND OT HER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGH THE TERM


REFER TO DBE SBA

Guidelines

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TOPIC:

MY COMMUNITY MY COMMUNITY PETS MANNERS AND

RESPONSIBILITY

PLANTS

AND

SEEDS

FOOD

FOOD

SKILLS:

INVESTIGATE • IDENTIFY

PROBLEMS

• PROBLEM SOLVING

SCIENTIFIC PROCESS

SKILLS

SCIENTIFIC &

TECHNOLOGICAL

PROCESS SKILLS

SCIENTIFIC &

TECHNOLOGICAL

PROCESS SKILLS


KNOWLEDGE:

PLACE

Knowledge of the

different places in my

community and what

they are used for

PLACE

How to respect and use facilities in my community and why

we should not litter

LIFE AND LIVING

• Know the different parts of a plant

• The importance of plants

• Understanding how

plants grow and what

they need to grow

LIFE AND LIVING

• Identify food from different food groups

• Know where food products come from

• Ways to store &

preserve food

LIFE AND LIVING

• Identify food from different food groups

• Know where food products come from

• Ways to store &

preserve food

CAPS CONTENT:

ENSURE OPTIMAL

USE OF DBE

WORKBOOKS

• Places in my community

• People in my community

• DBE Workbook Pg. 2-9

• Looking after facilities in my community

• Keeping places clean

- littering

DBE Workbook pg. 29

No natural link • Why we need plants

• What plants look like - roots, stem, leaves, flowers

• What plants need to

grow

• Where different foods come from: fruit; vegetables; dairy; meat

• DBE Workbook pg. 26

-32

• Storing food - fresh,

tinned, dried, frozen

• DBE Workbook pg. 26 -

32

Reading for meaning (comprehension)of fictional

and nonfictional text

• Growing a plant from a seed


25

WEATHER:

• Predictions


• Symbols (Celsius, weather forecast)

• Cloud cover

• Complete own weather chart Precipitation, wind, etc.

SCHOOL BASED

ASSESSMENT:



TOPIC: MY COMMUNITY MY COMMUNITY PETS MANNERS AND

RESPONSIBILITY

PLANTS

AND SEEDS

FOOD FOOD

CREATE IN 2D

Learners to EACH have their own ice cream container with their own stationery (pritt, scissors, pencil crayons, crayons etc.)

Make paintings and drawings of

real or imaginary creatures;

encourage awareness of line and

shape, and added detail;

describe own pictures (oral)

x

x

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Make paintings and drawings of selfusing various modes of transport; encourage

awareness of line and shape,

colour, and contrast (e.g.

big/small, long/short

x

CREATE IN 3D (CONSTRUCTING)

Learners to have their own dough in a container

Make models of imaginative creatures using clay, playdough or recyclable materials; emphasize appropriate use of materials and spatial awareness

x x

Emphasize appropriate use of materials and spatial awareness

x x

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IMPROVISE AND INTERPRET

Choosing and making own

movement sentences to interpret

a theme with a beginning and an

end

x x x

Clapping rhythms in three or four

time. Moving to the music in three

or 4 time (on the spot or around

the chair)

x x


Dramatizing a make believe

situation based on South African

poem, song or story guided by

teacher (seated)

x x

GAMES AND SKILLS

Warming up the body: e.g.,

leading with the nose, elbow,

knee

x

Combining locomotor (on the spot

or around the chair) and non-

locomotor movements such as

run, run-forward shrink-stretch-up

x x

Mime actions showing emotion

using visualization such as eating

my favourite food, opening a book

x

Games focusing on numeracy

and literacy such as number

songs and rhymes, making

shapes through movement

x x x

Listening skills through music

games using different tempo,

pitch, dynamics, duration x x

Cooling down the body and relaxation: using imagery or words such as shrink slowly and grow slowly

x x x x

SCHOOL BASED

ASSESSMENT:



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RESPONSIBILITY

PLANTS

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SEEDS

FOOD FOOD

SKILLS:



• The activities are adapted for a classroom situation- where overcrowding exist- allow learners to be keep a safe distance outside the Locomotor

activities can be practiced whilst learners are walking in and out of class in the morning or returning from interval.




• All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik ) class.

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LOCOMOTOR

Use the space around the chair or an area demarcated (marked) for movement

Move – jump, run, and crawl. x x

Walk backwards on heels and toes x x

Walk forward crossing dominant

leg over x x

Follow instructions to move fast

and slow- on the spot x x x x

RHTHYM

Rope skipping: alone,

Using no apparatus- Continue to

move the arms for a full swing x x

X

LATERALITY

Only if you have space in a demarcated area and learners are schooled and adhere to social distancing

Learners wait their turn and sit in demarcated spaces

Hop-scotch with nondominant leg x


Walking and swinging a rope

sash/ribbon using non-

dominant leg ( Walk around

the perimeter of the netball

court – observing social

distancing

x

SCHOOL BASED ASSESSMENT: REFER TO DBE SBA Guidelines

T ERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7

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TOPIC: HOMES HOMES PICTURE MAPS WATER WATER THE SKY AT NIGHT THE SKY AT NIGHT









• Teach them to cover their mouth and nose with flexed elbow or tissue when coughing or sneezing or use a tissue. Dispose of the used tissue immediately.



• Slogan: Keep your distance - Teach learners about social distancing and how to greet without touching

• Help learners to cultivate compassion, increase resilience while building a safe environment and caring for others Respond to learners’ anxieties with love and care

• Maintain a regular routine to keep the abnormal situation adapted to a “new normal”


SKILLS:

Identify safe and unsafe

water

To know that we do

not waste water

KNOWLEDGE:

Healthy lifestyle Healthy Lifestyle


CAPS CONTENT:

ENSURE OPTIMAL

USE OF DBE

WORKBOOKS

No natural link Ways water is wasted Ways of saving

water DBE Workbook pg. 50-57

• Safe and unsafe drinking water


50-57

No natural link

RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGH THE TERM



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TOPIC: HOMES HOMES PICTURE MAPS WATER WATER THE SKY AT NIGHT THE SKY AT NIGHT

SKILLS:

• Investigate

• Question

• Analyze

• Organize

• TECHNOLOGICAL PROCESS SKILLS

• Design and make

GEOGRAPHICAL

SKILLS ( Simple Map

reading)

SCIENTIFIC

PROCESS SKILLS

TECHNOLOGICAL

PROCESS SKILLS &

SCIENTIFIC

PROCESS SKILLS

• SCIENTIFIC

PROCESS SKILLS

• Observation

• Comparing

• Recording

• SCIENTIFIC

PROCESS SKILLS

• Observation

• Comparing

• Recording

KNOWLEDGE:

MATTER AND

MATERIALS

• Different types of homes

• Material and suitability

for weather conditions

MATTER AND

MATERIALS

• Different types of homes

• Material and

suitability for weather

conditions

PLACE

• Be able to use directions to find a place (navigate) on a picture map

• Problem solve

CONSERVATION

Different uses of water

CONSERVATION

• Different ways of storing clean water (Water conservation)

• Prevent wastage of

water

• PLANET EARTH

AND BEYOND

• Understand how day changes to night

• The moon and stars

and their functions

• PLANET EARTH

AND BEYOND

• Understand how day changes to night

• The moon and stars

and their functions

CAPS CONTENT:

ENSURE OPTIMAL

USE OF DBE

WORKBOOKS

• Types of homes - include flats, houses, shacks, traditional homes

• Homes to suit different weather conditions


3441

• What different homes are made of - include wood, mud, bricks, tin, stone, hardboard, plastic

• DBE Workbook

pg.34-

41

• Finding places and things on a picture map (identify)

• Finding the way

from one place to

another DBE

Workbook pg. 42-

49

• Uses of water at home and school

• Ways water is wasted

• Safe and unsafe drinking water


50 -57

• Ways of

saving water

• Storing clean

water

• “Harvesting

rain water” DBE

Workbook pg. 50-57

• Changing from day to night

• The moon

What the moon looks

like

DBE Workbook pg. 58

61

• When we can see the moon

• Stars

A star burns like the sun DBE Workbook pg.

58-61


WEATHER:

• Predictions


• Symbols (Celsius, weather forecast) Complete own weather chart

Precipitation, wind, etc.



CR

EA

TIV

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VIS

UA

L A

RT

TOPIC: HOMES HOMES PICTURE MAPS WATER WATER THE SKY AT NIGHT

THE SKY AT NIGHT

CREATE IN 2D

Learners to have own stationery, food colouring, paint etc.

Make a drawing or painting relevant to the terms topics. Focus on body in action line, shape and colour

x x x x

CREATE IN 3D (MODELLING) Learners to have clay for their own use in a sealed container

Make models of self in action in

own environment clay/

playdough; encourage personal

expression, appropriate use of

materials and spatial

awareness

x x


CR

EA

TIV

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RT

S:

PE

RF

OR

MIN

G A

RT

IMPROVISE AND INTERPRET

Representing

objects, ideas in movement and sound such as: making a machine, a magic forest, ambulance individually or in

groups

x

Classroom performance

incorporating a South African

song/poem/ story with movement

and dramatization- Well spaced

x x x

GAMES AND SKILLS

Warming up the body: different

levels such as high: picking an

apple, low: crawling and medium,

crouching

x x x

Locomotor movements: hopping,

galloping, running, and skipping

around the chair and changing

directions

x x

Non-locomotor movements: combining twisting, swinging the

arms, side bends and jumps x

Clapping games on desk

developing focus and

coordination x x

Listening to music and describing

how it makes you feel using words

such as happy, sad, etc. x x


Cooling down the body and

relaxation – feel like a feather and

float through the sky x x

SCHOOL BASED ASSESSMENT: REFER TO DBE SBA Guidelines

PH

YS

ICA

L E

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CA

TIO

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TOPIC: HOMES HOMES PICTURE MAPS WATER WATER THE SKY AT

NIGHT

SKILLS:



• The activities are adapted for a classroom situation- where overcrowding exist- allow learners to be keep a safe distance outside the class.

• Locomotor activities can be practiced whilst learners are walking in and out of class in the morning or returning from interval.




• All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik

LOCOMOTOR

Demarcated area- working with small groups- social distancing

Walk, run and skip using signal to

change from walking to running;

etc. Adapt for classroom x x

Non-locomotor: spin alone, x

RHYTHM

Follow instruction using a musical instrument to signal

change

On the spot: Marching, running,

skipping, walk bend

x x x

COORDINATION

Foot-eye coordination, greeting

each other by touching the feet x


BALANCE

Walk on ropes backward, forward

and sideways with or without

crossing feet – on the way to the

bathroom and return

x x x x x

Walk on ropes with hands on

head, hands behind backs hands

on hips. on the way to the

bathroom and return

x x

Stand on tip toes, crouch on

haunches, walk on the balls of the

feet, walk on the heels slowly

Around the chair

x x x

SPATIAL ORIENTATION

Human shapes- form numbers

1,2,3, or letters A, B, C in a

human chain.

x x

LATERALITY

Turn on the spot to the left and to

the right x x

Throw a BEAN BAG through a hoop

with L/R hand

SCHOOL BASED ASSESSMENT: REFER TO DBE

SBA Guidelines


Topic 1: My Family

Lesson Plans - Week 1


SUBJECT LIFE SKILLS

TERM: WEEK 1

DATE: GRADE: 1

STUDY AREA: Beginning Knowledge, Personal and Social Well - Being

TOPIC: MY FAMILY

ACTIVITY 1:

TIME 30 minutes

OUTCOME By the end of this activity, the learners will have:

• Learnt about What a family is

• Understand that families have different structures and compositions (some have

a mother, some live with father, or child headed families etc.)

RESOURCES • CAPS LIFE SKILLS Policy document

• RTP

• Flash cards with the following words: family, mother, father, brother, sister, baby,

grandmother, grandfather,

• Story of a family

• A Family poster

• Drawing paper for learners

ACTIVITY DESCRIPTION

Introduction:

• Introduce the lesson with a story about a family. Then ask learners what and who do they think the story

is about?

• As the learners identify a mother, father, brother, sister or baby in the family, the teacher displays the

flashcards against the chalkboard.

• Ask learners what they think a family is.

• The teacher gives learners opportunity to talk about the different types of families and who forms part of

their family.

Teacher Activity 1:

• Teacher tells the class in one sentence

something about her family.

• Ask learners to tell the class something about

their family in one sentence.

• Explain to learners that all families are

different. Show an example of a family poster...

If you look at this family is it the same as

yours? Discuss the structure and composition

of the family.

Learner Activity 1:

• Give each learner a sheet of paper. Have them

draw a picture of their family. In this picture they

need to illustrate something about their family that

is important to them.

• Something that might be important to them is the

love they get from their family. To illustrate this,

they might draw a heart. Maybe their family plays

a lot of games, so drawing a game would illustrate

something about their family that is important to

them.


• Explain to learners that some families have

moms and dads, and some don’t. Some

families live with their grandmothers, or

grandfathers, uncles, aunts; some are child

headed families being cared for by an older

sister or brother etc.

Conclusion:

• Learners can share their pictures with the class.

EXPANDED OPPORTUNITIES (Gifted and or challenged learners):

Picture Board. Create a bulletin board for students to bring pictures of their family and pin them up. They can

share their family pictures with other students. Learners can also compare different pictures to notice the

differences between the student's families. A newsletter will need to be sent home to the learner’s parents asking

them to send a couple pictures of the family with their child. The gifted learner can include the extended family of

parents.

ASSESSMENT:

Observe if the learners can answer questions on what a family is.

ACTIVITY 2:

TIME 30 minutes


• Learnt about the importance of families

• Learnt about the public holiday called ‘Family Day”


• RTP

• Flash cards with the following words public, holiday, important

• DBE workbook 1 Worksheet 17: My family


Introduction:

• The Teacher asks learners if they know what holiday was celebrated on 13 April - The Monday after Good

Friday

• The Government consider families as being very important and that is why they declared a special holiday

called “Family Day”; for families to spend time together.

• The teacher displays the flashcards against the chalkboard as the words are mentioned.

Teacher Activity 2:

• Ask learners if they can remember how they

spend Family Day.

• Also discuss the importance of families. Why

are families so important? Are they there to

support each other? Give examples. (i.e., My

family is important to me because they are

always willing to help me. If I need help

Learner Activity 2:

• Learners share why their family is important to

them.

• Learners complete DBE Book 1 Term 2 Week 1

Worksheet 17 of the topic My Family-Did you

know…. with the questions.


moving, they will come and help me move.

Also, they are important to me because if I am

sad, they try to make me happy.) Have

learners think about why their families are

important to them.

• Ask for volunteers or choose learners randomly

to share why their family is important

• Discuss DBE Book 1 Term 2 Week 1

Worksheet 17 on the topic My Family – Did you

know…. with questions.

• Homework activity can be sent to parents on

WhatsApp or the system used at your school.

• Homework- Choose one person in your family

you’d like to know more about. Ask them about

what they think of when they hear the word

FAMILY and what family means to them.

Conclusion:

• Allow learners to play a cultural game, adhering to social distancing when they play.


Learners can be provided with simple story books or picture books about families. ASSESSMENT:

Observe if learners can discuss their families.

ACTIVITY 3:

TIME 30 minutes


• Learnt the meaning and importance of family

• Learnt to interview a member of their family

• Shared their experience


• RTP

• Flash cards with the following words family, interview

• DBE workbook


Introduction:

• The teacher calls a learner and asks the learner a few simple questions about his or her family

• Explain to learners that by questioning another person you are conducting an interview.

• The teacher displays the flashcards against the chalkboard as the words are mentioned.

• Ask learners whether they enjoyed their interviews.

Teacher Activity 3:

• Ask learners to share their interview

experience with their classmates.

Learner Activity 3:

• Share your discoveries with your classmates.

• Learners complete DBE Book 1 Term 2 Week 1

Worksheet 18 on My Family- Draw a picture….


• Discuss DBE Book 1 Term 2 Week 1

Worksheet 18 on My Family- Draw a picture…

• (Activity can be integrated with Visual Arts.)

Conclusion:

• Learners sing a song about a family. (Integrate it with Performing Arts.)


Learners can interview their friends in class about their families.

ASSESSMENT:

The teacher assesses whether learners understand the concept of “My Family” by drawing their own family

members indicating the correct numbers e.g. 2 sisters, no mother etc.

ACTIVITY 4:

TIME 30 minutes


• Experienced the togetherness of a family group.

• Shared their experience


• RTP

• Flash cards

• Chart work for learners to complete

• Family posters

• A family poem/song about a family


Introduction:

• Learners recite a poem/sing a song about a family.

(Integrate with Performing Arts)

Teacher Activity:

• Recap work taught with the posters

• Learners revise vocabulary from all the

flashcards used

• Ask learners to discuss with their partners what

they like to do with their families. (e.g. I love

going to the movies with my family.)

• Teacher walks around and guides the

discussion.

• Explain missing word activity to learners.

Learner Activity:

• Learners copy missing word sentences from the

board/data projector /chart into exercise

books/worksheet.

• See example of written activity below:

Example: (Integrate with Visual Arts.)

Draw a picture of what they love to do with their

families.


Example of written activity:

Choose the correct word to complete the sentence:

big small brother grand mother

mum dad sister grand father

My Family

I have a _______ family.

I have _____ sisters and ____ brothers.

We live with my _____________and______________.

Conclusion:

• Family Web. Using the learner’s pictures, from their first activity create a web on the wall or bulletin board.

In the center, have a circle that says, "Families are Different". Then use string or yarn to connect their

pictures to the center circle.


Learners discuss who their families are at school.

ASSESSMENT:

Observe if learners can draw their family and read the vocabulary relating to my family.

SUBJECT LIFE SKILLS

TERM WEEK 1

DATE : GRADE 1

STUDY AREA: CREATIVE ARTS: Performing Art

TOPIC MY FAMILY

ACTIVITY 1

Improvised and interpreted.

• Role play/dramatize: A song or rhyme.

TIME 60 minutes


• Improvised and interpreted:

Role played (stepping into the shoes of somebody else) the song/rhyme: “This is my

father short and stout” (finger puppet on thumb) etc.

• Enjoyed dressing up like father, mother etc. and acted out their typical movements.

• Enjoyed singing while dramatizing


• RTP

• Song/Rhyme: “This is my father short and stout”

• Finger puppets: father, mother, brother, sister and baby

• Clothing that represent:

- Mother – Ladies hat and handbag

- Father – a man’s hat, newspaper, tie

- brother – cap and slingshot or toy car

- sister – doll


- baby – dummy or baby bottle, baby hat (prevent learner from putting the

dummy or bottle in his/her mouth due to the spread of germs especially during

COVID-19 )


Introduction:

Recap what was discussed in the Beginning Knowledge and Personal and Social Wellbeing activity about My Family. Show learners a pictures of different families. Discuss with learners that families differ in size and members.

Introduce the rhyme/song :”This is my father”…

This is my father short and stout (finger puppet on thumb)

This is my mother with children all about (finger puppet on second finger)

This is my brother tall you can see (finger puppet on middle finger)

This is my sister with her dolly on her knee (finger puppet on ring finger)

This is the baby so small you can see (finger puppet on pinkie)

This is my family proud and pure (spread all five fingers of both hands

out)

• Ask learners who share their composition of their family that lives with them at home.

• Recap the names of immediate family members and extended family members. (Use flash cards with pictures

and words.)

Teacher Activity:

• The teacher guides the learners to decide as a

class what the action of each family member

should be e.g.

Father would walk like a man; big steps;

Mother would pretend to control the children

around her by waving her finger at them;

Brother would stretch his body to pretend to be

tall;

Sister would sit with her dolly on her knee;

Baby would come crawling in;

Family would take hands and dance together in

a circle.

• The teacher allow learners to sit on the carpet in a

ring.(Keep social distancing in consideration)

• The selected learners dress up in the provided

clothing items.

• They dramatise the song while the rest of the group

sings along.

Learners Activity:

• Learners do the actions according to the decision

that was made regarding actions before the reciting

of the rhyme.

• Action of each family member should be e.g.

Father would walk like a man; big steps;

Mother would pretend to control the children

around her by waving her finger at them;

Brother would stretch his body to pretend to be

tall;

Sister would sit with her dolly on her knee;

Baby would come crawling in;

Family would take hands and dance together in

a circle.

• Learners sit on the carpet in a ring. (Keep social

distancing in consideration)


clothing items.


• Once done the teacher gives other learners an

opportunity.

Example of finger puppets:

• They dramatise the song while the rest of the group

sings along.


opportunity.

NOTE:

Keep social distancing and hygiene in consideration.

Sanitize the clothing before other learners use it of let

learners just dramatise without any props.

Conclusion:

Cool down

• Let learners lie on their backs. Learners should think of what they enjoyed most. While they recited the rhyme.

• Teacher asks individual learners to indicate what they enjoyed.

EXPANDED OPPORTUNITIES (Gifted and/or challenged Learners)

The teacher assist learners that struggles with the Language by saying the rhyme slower and a few times.

ASSESSMENT:

Observe if learners can role played (stepping into the shoes of somebody else) the song/rhyme: “This is my father

short and stout” while showing the actions.

SUBJECT LIFE SKILLS

TERM WEEK 1

DATE : GRADE 1

STUDY AREA: CREATIVE ARTS: Visual Art

TOPIC MY FAMILY

ACTIVITY 1:

Create in 2D

• Draw a picture representing their family members.

TIME 60 minutes


• Drawn a picture representing their family members- Create in 2D

• Been exposed to the skill of cutting, drawing and painting

• Understanding primary colours: red, yellow and blue(Colours cannot be created by

mixing them)

• Understanding that mixing colour to get secondary colours: orange, green and

purple (can be created by mixing them)



• Cardboard or paper A4 or A3 if not available use Life Skills exercise books

• Template of a small circle (use mathematical geometric shapes)

• Wax crayons and or paint

• Glue or Pritt

• Scissors

• Collage material such as:

- wool for hair,

- cut out shapes to make a hat for father and cap for brother,

- florist ribbon for sisters ponytails,

- extra paper to draw earrings for mother or a dummy for baby,

- any interesting collage material learners can use to illustrate their family.


Introduction:

• Revise the song or the rhyme learnt in Performing Art.

• Revise the song :”This is my father”…






This is my family proud and pure (spread all five fingers of both hands out)

• Ask learners who share their composition of their family that lives with them at home.

• Recap the names of immediate family members and extended family members. (Use flash cards with pictures

and words.)

Teacher Activity:

• Teacher request learners to clean their tables and

prepare their workspace.

• Teacher or group leaders hand out an A4 white

page or cardboard. All learners receive a scissor,

glue , lead pencil and a plastic circle.

• Explain to learners that they going to make their

family by following the teacher step by step.

• The teacher explain to learners to use the small

circle shaped template and draw five circles on a

paper.

• Request the learners to cut out the five small

circles they trace on the cardboard/paper.

Learner Activity:

• Learners clean their tables and prepare their

workspace.

• All learners receive an A4 white page or

cardboard. All learners receive a scissor,

glue , lead pencil and a plastic circle.

• Learners follow the teachers instructions.

• Learners to use the small circle shaped

template and draw five circles on a paper.

• Request the learners to cut out the five small

circles they trace on the cardboard/paper.


• The teacher shows the learners how to trace their

hand on the A3 page before they stick the circles

for each family member.

• Guide the learners to paste the 5 circles at the

fingertips of the hand print made on their big A4/3

page. They should leave 1-2 fingers spaces

between each circle as learners must decorate

the faces.

• The teacher demonstrate to learner how to draw

individual members’ faces on each circle using

typical features such as the persons mouth, nose,

eyes, ears. Additional features such as

moustache, earrings, hat, dummy etc. can be

added.

Examples of additional ideas to draw the family:

• Learners receive an A3 page to trace their

hand on the A4/3 page before they stick the

circles for each family member on the finger

tips.

• Learners to paste the 5 circles at each

fingertips of the hand print made on their big

A4/3 page. They should leave 1-2 fingers

spaces between each circle as learners

must decorate the faces.

• Learner decorate each family members’

faces on each circle using typical features

such as the persons mouth, nose, eyes,

ears. Additional features such as

moustache, earrings, hat, dummy etc. can

be added.

Conclusion:

• Learners clean their work space.

• Let learners settle down and discuss a few learners art work with the rest of the class.

• It is important that learners should make positive remarks about art work as we are different in the way we do

thing or think about a creation.


The teacher can allow the learners that is very fast and accurate to make a paper doll using old magazines.

ASSESSMENT:

Observe is learners can create their family by adding the correct facial features.


SUBJECT LIFE SKILLS

WEEK 1

DATE: GRADE 1

STUDY AREA: Physical Education (Follow your school’s Covid- 19 risk management at all times when teaching PE)

TOPIC MY BODY

ACTIVITY 1:

Locomotor and Rhythm

TIME 60 minutes

OUTCOME By the end of this activity, the learners will have engaged in:

Locomotor:

• Body parts song or rhymes while touching various parts of the body (excluding

mouth, eyes and nose due to Covid 19).

Rhythm:

• Finger play activities-finger rhymes (Integrate with BKPSW topic for the week,

My family)

RESOURCES Resources must be ready before activity

• Personal, Protective, Equipment(PPE) e.g. masks, gloves, sanitiser

• CAPS Life Skills Policy document

• Recovery teaching Plan for Life Skills

• Safe area for activity that is large enough to allow for at least 1m social

distancing between each learner

• Learners appropriately dressed (Learners and teacher must be wearing masks

during PE)

• Whistle

• Cones

• Rhyme (Finger rhyme) see attached suggested resource

• First aid kit


Introduction: Warm up exercise

• Learners spread out and find a safe space.

• They must stretch arms straight out to sides this should allow for 1 m distance between them.

• Have the learners start at one end of the field, hall or classroom. Instruct them to run fast when you shout,

“green light”, slow down when you shout, “yellow light”, and stop when you say, “red light.”

• As the learners go to the opposite end of the area, keep shouting commands!


Teacher Activity:

• The activity is divided into two sections/halves.

• In each half the teacher explains and

demonstrate the activity:

Divide the lesson into two groups.

For the first half 1:

• Let the learners identify their own body parts

starting from the head down to the feet.

Discuss the division of the body in the context

of Physical Education: Head, nose, upper

extremities, and lower extremities. Ask learners

to stand and take their position 1 m apart.

• Demonstrate as you sing and touch the

different body parts excluding mouth, eyes and

nose.

For the second half:

• Recite the rhyme to the learners. Get learners

to follow you reciting the rhyme and doing the

action

Introduce the rhyme: “ Open shut them”…

Open, shut them, open shut them, give a little clap.

Open, shut them, open shut them,

put them in your lap.

Creep them, crawl them, creep them, crawl them,

Right up to your chin.

Open wide your little mouth, But do not let them in!

Creep them, crawl them, creep them, crawl them,

Right down to your toes.

Let them fly up in the air and, Bop you on the head

Open, shut them, open shut them, give a little clap.

Open, shut them, open shut them,

put them in your lap.

Learner Activity:

• Learners do the actions according to the

rhyme. Learners play they are little worms.

• Worms wiggle and curl all the time. Learners

should quickly practise while looking what the

teacher does how to wiggle.

• Learners should stand 1 m apart from each

other!

For the first half 1:

Introduce the rhyme: “ I wiggle”…

I wiggle my fingers

Wiggle fingers.

I wiggle my toes

Wiggle toes or feet.

I wiggle my shoulders

Shrug shoulders.

I wiggle my nose

Scrunch nose.

Now the wiggles are out of me and I am as

still

as still as can be…Sit still.

For the second half:

Learners recite the rhyme or any finger rhyme doing the

actions according to the word in the rhyme.

NOTE:

(The activity can be integrated with Performing Art.)

Conclusion: Cool down

• Tell learners to sit with the legs outstretched. Lean forward and try to touch toes, one leg at the time. Hold

for 30 seconds. Repeat a few times until cool.


Be sensitive to learners who may not have complete family units should you be using the rhyme “this is my

family”.

ASSESSMENT:

Observe if learners can recite an action rhyme while doing relevant actions.


Topic 1: My Family



SUBJECT LIFE SKILLS

TERM WEEK 2

DATE: GRADE :1

STUDY AREA: Beginning Knowledge, Personal and Social Well -Being

TOPIC: MY FAMILY

ACTIVITY 1:

• My family tree

TIME 30 minutes


• Learnt about the composition of their immediate family members.

.


• Flash cards with the following words: family, mother, father, brother, sister,

grandmother, grandfather, aunt, uncle, sibling

• A Family poster with extended family members.

• Cut out faces of immediate family members


Introduction:

• Flash previous weeks vocabulary

• Quickly recap previous weeks lesson on what is a family.

• Ask learners what they did with their families over the weekend.

• Introduce a poster/cards that has immediate family members and aunts and uncles.

• As learners name the people on the chart include aunt, uncle, sibling, cousin to flash cards.

Teacher Activity 1:

• Ask learners to talk about who do they live with

at home.

• Show learners the poster on a family and the

poster on the extended family and ask learners

to discuss the difference between the two

posters.

• Ask learners to talk about their immediate

family members. Number of brothers, eldest,

youngest etc.

• Explain to learners that their parents’ brothers,

sisters, their children etc. are their aunts and

uncles and become part of their extended

families.

Learner Activity 1:

• Learners choose a flashcard and match the

word to the correct picture on the poster

displayed on the chalkboard.

• Learners draw and complete their family tree

with immediate family members in their learner

exercise books. (Teacher walks around and

guides the activity).

NOTE:

• The activity can be integrated or be replaced

with the Creative Art activity)


• Select children randomly to choose a word

from the flashcards and to match to the poster.

• Teacher explains to learners that a family has

roots and branches like a tree.

• Teacher explains to learners that she is going

to draw a family tree with immediate family

members, and they should help her.

• Discuss the composition of the tree.

• Give learners cut out faces or they can draw to

compose their own family tree.

Conclusion:

• Learners discuss their completed family tree. (Integrate with Languages)

EXPANDED OPPORTUNITIES (Gifted and or challenged learners): Learners bring photos, cut pictures from

magazines or draw pictures to create a family album. Gifted learners should label and write a sentence about the

family tree. ASSESSMENT:

Observe if learners can draw and discuss their family tree.

ACTIVITY 2:

• My family tree-Labelling

TIME 30 minutes


• Learnt about the composition of their family members with extended family

members.


• Flash cards with the following words: family, mother, father, brother, sister,

grandmother, grandfather, aunt, uncle, sibling

• DBE Life Skills workbook 1

• Finger puppets with family members

• Tape recorder

• Worksheet- image of family tree for extended family


Introduction:

• Learners sing a song about family members using the finger puppets( Integrate with Performing Art)

• Example: ”This is my father”…








Teacher Activity 2:

• Quickly revise work from previous activity.

• Show learners a poster of a family tree and

how their immediate and extended members

are placed on the family tree.

• Ask learners questions on how extended family

members contribute to their family life. Have a

short discussion

• Give learners a worksheet activity with an

extended family tree image and words to cut

and paste the words.

• Teacher let learners read the words while she

shows the word and picture.

Example:

Learner Activity 2:

• Learners complete extended family tree by

cutting and pasting given words and drawing a

picture on the family tree. Learners paste

completed activity into learner exercise books.

Example:

Conclusion:

• Learners use finger puppets to create their own song about their family members (Integrate with

Performing Art and Languages)


Learners continue with a family album.

ASSESSMENT:

Observe if learners can read and write the vocabulary related to my family e.g. mother, father, sister, brother etc.

ACTIVITY 3:

TIME 30 minutes


• Learnt about the importance of Caring for each other at home.


• Flash cards with the following words: care, help, responsible, love,

duty, chores polite

• DBE workbook

• A poster showing family busy with chores at home

• Some old aprons, dads’ t-shirts etc. for role play



Introduction:

• Teachers makes up a story of an incident that required family members to help each other.

• Ask learners questions related to what happened in the story.

• Display flash cards on the board as learners read them

Teacher Activity 3:

• Ask learners; “Do they think it is important for

family members to care for each other and

why?”.

• Ask learners to speak about how they will show

care towards their family.

• The teacher talks about the word values and

ubuntu

Values: Words meaning the same - principals,

standards, morals, ethics, ideals

Ubuntu also meaning “human dignity”

In order to care for one another we need to

understand values

Value of “Ubuntu”

You will need to:

Help Care

Polite Respect

Trust Honesty

Responsibility etc.

• The teachers talk about the above words that

explain values.

• Discuss the Worksheet in DBE Life Skills

workbook 1 Term 2 Week 2 Worksheet 19 on

We care for each other.

Learner Activity 3:

• Learners complete the Worksheet in the DBE

workbook 1 Term 2 Week 2 Worksheet 19 on

We care for each other.

Conclusion:

• Ask a few learners to role play the pictures.(Integrate with Performing Art and Languages)


Learners cut out pictures from magazines to tell a story about caring for each other or integrate with Creative Art

activity) ASSESSMENT:

Observe if learners can label family members correctly in a picture.

ACTIVITY 4:

TIME 30 minutes



• Learnt about roles and responsibilities of family members


• Flash cards with the following words: responsible, love, duty, chores,

vacuuming, dusting, washing, feeding etc.

• DBE workbook

• A poster showing family busy with chores at home


Introduction:

• Teacher mimes different household chores that family members do at home.

• Learners try to guess the chores.

Teacher Activity 4:

• Show learners the poster on family chores.

• Ask learners to speak about their chores at

home.

• Individual learners have opportunity to tell the

class who in their family is responsible for:

- Cooking

- Vacuuming the house

- Dusting and cleaning

- Washing the clothes

- Washing the dishes

- Feeding the animals

- Laying or setting the table etc.

• Discuss the DBE workbook 1 Term 2 Week 2

Worksheet 20 Showing you care-Read our

evening jobs with learners

Learner Activity 4:

• Learners complete the DBE workbook 1 Term

2 Week 2 Worksheet 20 Showing you care.

Conclusion:

• Learners draw the chores they do at home into their learner exercise books and write 1-2 sentence or

words about their picture.


Learners complete their stories. (Cut out pictures from magazines to tell a story about caring for each other.) ASSESSMENT:

Observe if learners can talk and write short sentences about chores they do at home.


SUBJECT LIFE SKILLS

TERM WEEK 2

DATE : GRADE 1


TOPIC MY FAMILY

ACTIVITY 1:

Improvise and interpret

• Role play (stepping into the shoes of somebody else)

• Song: The mommy’s on the bus go chat, chat, chat

TIME 60 minutes


Improvised and interpreted:

• Role played (stepping into the shoes of somebody else) the song: The mommy’s

on the bus go chat, chat, chat

• Movements appropriate to a role in different situations, e.g. during a meal,

anything that happens at home, in a bus.

• Enjoyed dressing up like father, mother etc. and acted out their typical movements

while driving on a bus.

• Enjoyed singing while dramatizing.


• 7 chairs arranged in two rows behind one another as in a bus (Ensure social

distancing is taken in consideration)

• 7 learners that represent a family member e.g. mother, father, 2 children, a baby,

grandmother, grandfather

• Clothing that represent: (Ensure the equipment are sanitized)

- Mother – Ladies hat and handbag

- Father – a man’s hat, newspaper, tie

- child – cap and slingshot or toy car

- child– doll

- baby – dummy or baby bottle or baby hat (prevent learner from putting the

dummy or bottle in his/her mouth)

- grandmother – pretend to knit

- grandfather – newspaper

• beanbag

• Hand drum or CD and CD Player



Introduction:

Improvise and interpret

• Role play by stepping into the shoes of somebody else.

• Movements appropriate to a role in different situations, e.g. during a bus trip

Preparation: Arrange the chairs accordingly-like seats in a bus.

Have clothing readily available.

Warming-up:

• Sing the song: “The mommy’s on the bus go chat, chat, chat…”

The mothers in the bus go chat, chat ,chat

Chat, chat ,hat, chat, chat, chat

The mothers in the bus go chat, chat, chat

All over town

Repeat with:

The fathers in the bus go read, read, read

The children in the bus go shout, shout, shout

The babies in the bus go cry, cry, cry

The grandmothers in the bus go knit, knit, knit

The grandfathers in the bus go smoke, smoke, smoke

Teacher Activity:

• Teacher ask learners to sit on the carpet in a ring.

(Keep social distance in consideration)

• The teacher selects the participants by passing a

bean bag around while she’s playing a hand drum.

When the music stops the learner with the bean

bag in his/her hand is the selected learner.

• Repeat until there are seven learners. One for

each character in the song e.g. bus driver,

mothers, fathers, children, babies, grandmothers

and grandfathers.


clothing items and sit on the chairs in the bus.

• Teacher allow the selected learners to dramatise

the song while the rest of the group sings along.


opportunity.

Learner Activity:

• Learners sit on the carpet in a ring. (Keep social

distance in consideration)

• The selects learners sit aside and prepare for the

dramatization. A learner per character in the song

e.g. bus driver, mothers, fathers, children, babies,

grandmothers and grandfathers must participate.


clothing items and sit on the chairs in the bus.

• Learners dramatise the song while the rest of the

group sings along.

• All learners should get an opportunity.

Conclusion:

Cool down

• Learners sit at their chairs imitating to “rocking a baby‟.


• Learners close their eyes and think of an action that a specific person in their family likes to do e.g. father

likes to whistle.


The teacher assist learners that struggles with the Language by saying the songs words slower and a few times.

ASSESSMENT INFORMAL:

Observe if learners participate and show role play/imitation skills.

SUBJECT LIFE SKILLS

TERM WEEK 2

DATE : GRADE 1


TOPIC MY FAMILY

ACTIVITY 1

Created in 2D:

• Finger painting of My Family.

TIME 60 minutes


• Created in 2D: Learners create a finger painting of their family.

• Been exposed to the skill of painting

• Understanding primary colours : red, yellow and blue(Colours cannot be

created by mixing them)

• Understanding that mixing colour to get secondary colours: orange, green

and purple/violet (can be created by mixing them)


• A4/A3 paper

• Paint- primary colours : red, yellow and blue

• Mix secondary colours: orange, green and purple/violet

• Worksheet to mix colours


Introduction:

• Revise the song: ”This is my father”…








• Discuss different colours with learners:

• Revise the names of the colour by showing a specific colour and learners say the name of the colour. Allow

learners also to read the names of the colours. Garde 1 learners should be able to identify colours and read

the names of the following colours:

red blue green yellow orange purple white black pink brown

• Teacher explain how to use paint when doing finger

painting. How do we mix new colours.

• Explain to learners that we have primary colours that we

work with in art: red, yellow and blue, those are colours

that cannot be created by mixing it.

• All colours that can be created by mixing it is called

secondary colours: orange, green and purple/violet

• Demonstrate to learners how to create secondary colours.

• Learners can do a worksheet where they practically mix

the secondary colours.

red yellow blue

orange green purple

Teacher Activity:

Example of a worksheet:

Teacher assist learners step by step to mix primary

colours to make secondary colours.

(Please note if you would like to combine this activity

with drawing and painting it can be allowed.)

• Teacher guide learners to create a picture

using their fingers to paint their family on an A

4/3 page.

• Make learners aware of different sizes: Father

is tall, Mother a little bit shorter and children

must shorter depending on their age. Learners

should draw their family sze in relation to each

other.

• Emphasise the use of the entire page: Top,

bottom and side ways.

Learner Activity:

Example of a worksheet:

Learners mix primary colours to make secondary

colours following the teachers instructions step by

step:

• Learners create a picture using their fingers to

paint their family on an A 4/3 page.

• Make learners aware of different sizes: Father

is tall, Mother a little bit shorter and children

must shorter depending on their age. Learners

should draw their family sze in relation to each

other.

• Emphasise the use of the entire page: Top,

bottom and side ways.

• Ensure learners use primary and secondary

colours in their picture.

• Learners may draw the picture fisrt with a

pencil and then print paint it with their fingers.

Example:


• Ensure learners use primary and secondary

colours in their picture.

• Learners may draw the picture fisrt with a

pencil and then print paint it with their fingers.

Conclusion:

• Learners clean their work space.

• Let learners settle down and discuss a few learners art work with the rest of the class.

• It is important that learners should make positive remarks about art work as we are different in the way we

do thing or think about a creation.

EXPANDED OPPORTUNITIES (Gifted and/or challenge Learner):

Learners can label their family members in their picture.


Observe if the learners are able to demonstrate an understand of primary and secondary colours.

SUBJECT LIFE SKILLS

WEEK 2

DATE: GRADE 1


TOPIC MY FAMILY

ACTIVITY 1:

• Perceptual motor and Co-ordination

TIME 60 minutes


Perceptual motor:

• Ball skills-passing a ball around a circle:

• over heads

• under legs while standing in a straight line

• throw a ball to a partner

• bounce and catch a ball with a partner

Co-ordination:

• Eye-hand-foot co-ordination-dribbling balls around skittles and kicking balls

between skittles


• Personal, Protective, Equipment(PPE) e.g. masks, gloves, sanitiser




• Life Skills DBE workbook -English: Activity 20, Page 39, Book 1(to consolidate

or follow-up)

• Safe area for activity that is large enough to allow for at least 1m social

distancing between each learner


during PE)

• Whistle and First aid kit

• Cones and available light weight balls


Introduction:

Warm up exercise

• Learners must be spread out maintaining arm’s length between each other. Learners jog around the

inside of markers.

Teacher Activity:

• Set up 3 stations with cones. Demarcate all

the stations using cones before the lesson

starts. Ensure that there is sufficient space to

allow for learners to move freely without

hurting themselves or each other and at the

same time maintaining at least 1m social

distance.

Station 1:

• Provide the learners with balls.

• Demonstrate bouncing and catching a ball.

Station 2:

• Teacher indicate that learners to stand in a

circular formation. Demonstrate passing ball

around a circle overhead,

• Get learners to move from circular formation to

straight line.

• Indicate to learners to stand in a straight line

with an arm’s length between them.

• Learners follow each skill after the

demonstration by teacher.

Station 3:

• Provide the learners with a ball and

markers/cones.

• Demonstrate dribbling between markers/cones

and kicking the ball.

Learner Activity:

Station 1:

• Bouncing with a partner: Roll the ball back

and forth. Bounce the ball to each other. Try

light and strong bounces. Toss and catch with

an underhand throw. Toss the ball high and

jump to make a catch. Toss the ball low and

bend to make a catch.

Station 2:

• Learners pass the ball around a circle

overhead.

• Standing, roll the ball around the body:

• In a circle, kick the ball to each other

clockwise then counterclockwise.

• In stand-up position, pass the ball between

feet and then up overhead while standing in a

straight line.

• Throw a ball to a partner.


Dribble a ball between cones:

Station 3:

Learners take turns in:

Dribbling the balls between cones and kicking balls

between cones.

Tell learners to try running sideways and not always in

a straight line. Say to learners

• When dribbling, use small touches as you are

moving around with the ball, keeping too close

to you (so you have more control, harder for

the other team to tackle you)

• Keep your head up as often as you can – so

you can see other players to pass to, and

where the opponents are

• Use different parts of your foot (outside, inside,

sole) to touch

• As you are dribbling, shield the ball with your

body, to stop someone from tackling you


• Ask learners to follow the rhythm and walk slowly as you beat the drum. Let them find a space to stretch

their arms. Walk on their heels and slowly kneel.

• Breathe in and out to relax.

EXPANDED OPPORTUNITIES (Gifted and or challenged learners): Adapt and vary activities to suit all the

learners.

Ball skills are very complex set of skills to learn. Learners who find ball skills difficult need a lot of practice. ASSESSMENT:

Observe if learners can throw, catch and dribble balls.

Cones should be placed 1.5 -2m apart


Topic 2: Safety at my Home



SUBJECT LIFE SKILLS

TERM: 2 WEEK: 3

DATE : GRADE: 1

STUDY AREA: Beginning Knowledge, Personal and Social Well-being

TOPIC SAFETY IN THE HOME ACTIVITY 1:

• Dangers at home: when cooking and washing

TIME 30 minutes


• Learnt to identify dangers at home when cooking and washing

• Learnt how to avoid dangerous situations when cooking and washing


• RTP

• DBE Life Skills Workbook 1

• A poster/pictures depicting dangerous situations when cooking and

washing

• Some examples of household equipment: candle, electrical plug, box of

matches, an iron, kettle

• Magazines

• Worksheet

Introduction:

• Introduce the new topic ‘Safety in the home’. Give learners a few minutes to read picture story on

worksheet 21 of DBE Life Skills workbook 1 Term 2 Week 3 or give them pictures showing dangers of

cooking and washing at home.

Teacher Activity 1:

Talk and engage learners about what is happening in

each picture (Things that can be dangerous inside the

house and how to prevent dangerous situation).

Discuss the following:

WHEN COOKING

Adult supervision

Avoid touching stove plates

Learner Activity 1:

Learners get a worksheet to identify and colour

dangerous items.

Look at the picture of the kitchen.

Identify at least 6 dangers in the kitchen.

Provide learners with a similar picture to paste in their

exercise books. Learners circle the dangers and write

at least two sentences to explain the danger.


Do not play around the stove or cooking area

Do not light a paraffin stove

Stay away from starting up any fire

Do not play with any sharp objects e.g., knives

Avoid handling boiling water

Discuss, explain practically (demonstrate) and involve

leaners where possible on the following:

WHEN WASHING

Check temperature of water

Start with cold water first

Too much of soap can be dangerous

Do not use any electric appliance close to

water –prompt discussion

Conclusion:

• Reading about safety in and around the home/school DBE Life Skills Workbook 1 Term 2 Week 3

Worksheet 21


Gifted learners will use the picture and write keyword of the dangers identified.

ASSESSMENT:

Observe if learners can identify dangers in the picture.

ACTIVITY 2:

• Dangers at home: lighting and electricity TIME 30 minutes


• Learnt to identify lighting and electricity dangers at home

• Learnt how to avoid dangerous situations related to lighting and

electricity

• How to save on electricity


• RTP

• DBE Workbook 1 Term 2 Week 3 Worksheet 21 second page first

picture

• Puppet which you will make up as an “electric superhero” (you may use

a sock/paper bag or even stick puppet)

• Word bank :( example only, you may select your own words)

• Write the words on flash cards or your word wall)

switch lights plugs off television


Introduction:

Learners will be seated at their desks.

• Look for a poster/picture that depicts dangerous situations of misused or negligent electric usage.

• Briefly ask learners what they see in the picture/poster

Teacher Activity 2:

• Refer to DBE Workbook 1 Term 2 Week 3

Worksheet 21 second page first picture

• Teacher will ask the learners to look at the

pictures in their books without talking to

anyone and think about what they see in the

first picture.

• Further talk about the content below

LIGHTING AND ELECTRICITY

Do not use electric appliance without adult

supervision

Do not use electric appliances as toys

Avoid touching electric appliances with wet

hands

Do not push objects into plug points

Wear shoes when handling electricity

Avoid lighting or blowing out candles on your

own

Switch off lights and other electric appliances if

you are not using the so as to save electricity.

Do not stand under a tree in a storm

Learner Activity 2:

• Written activity learners write sentences on saving

electricity. (Differentiate between slow, average

and high flyers according to the number of

sentences.)

• Ask learners to refer to a word bank that you will

write on the board or have on your word wall.

• Word bank:

switch, lights, plugs, off, television

(examples only, you may select your own words.

Have a picture with every word in your word bank

where possible)

Example:

Safe electricity

Switch the light off.

Conclusion:

Teacher discuss with the class that they are going to have a character to help safe electricity.

Introduce a character for e.g. “ELECTRIC ERNI” (The teacher can have a special character in the form of a

puppet or doll or picture that represent your class’s superhero.

Examples of an Electricity Superhero:

or or

Teacher motivates learners to help the “Electric superhero” to use electricity wisely.


Challenged learners will write on a key word, whilst gifted learners write complex sentences.

ASSESSMENT:

Observe if learners can write a sentence using a word bank.


ACTIVITY 3:

• Dangers at home: outside areas TIME 60 minutes


• Learnt to identify dangerous areas and objects outside the home

• Learnt to identify safe areas to play outside the home


• RTP

• DBE Workbook 1 Term 2 Week 3 Worksheet 21 second page second

picture

• A refuse bag with some items such as a broken bottle, empty medicine

container, wire, nails, etc. * ensure that learners do not touch or get too

close to these items)

• Magazines, scissors and glue/pritt

WORKSHEET DESCRIPTION

Introduction:

Seat learners in a circle or at their tables due to social distancing.

• Tell learners that you were cleaning your yard and these are some of the items you found lying around.

• Ask them if they have seen such items around their homes?

• Ask learners what other kinds of dangerous objects/incidents they came across?

• Ask learners what they do if they come across such items?

Teacher Activity 3:

From the introduction prompt discussion that will allow

learners to be vigilant with regard to the content below.

Also refer to DBE workbook 1 Term 2 Week 3

Worksheet 21 and prompt discussion covering

suggested content below.

OUTSIDE AREAS

Stay away from electric wires

Do not play around electricity boxes

Make learners aware of electricity signs that

warn of danger

Always play in safe areas

Do not play on the road, play within a fenced

area

Do not play with things that are sharp or

broken

Do not play near a river

Do not play in a swimming pool without adult

supervision

Learner Activity 3:

• Learners to cut out 2/3 pictures of dangerous

items they may find around their homes from a

magazine and stick in their exercise

workbooks.

• Learners will follow the teacher’s instruction to

complete DBE Workbook 1 Term 2 Week 3

worksheet 22 on Safety in and around the

home.


Do not speak to or go with strangers

Do not accept sweets or other edibles from

strangers

Do not taste any substance

Additional worksheet:

Design a word search puzzle for learners to do. Explain to learners how to complete a word search, as this

maybe a new concept to them.

It is important that learners can recognize capital letters before doing word search activities or the word search

must be in lower case letters.

Example 1:

Word search

plug off fire

iron match water

s o f f e r e m g b

t o t f y f m a k f

a f s i r o n t l i

l c a t t p o c n r

w a t e r h j h p e

z a d o g t y l l s

p c m a n p l u g w

w p p l a y i s f f

Example 2: (Expanded opportunity)

Conclusion:

• Ask learners to cut out 2 or 3 pictures of dangerous items they may find around their homes from a

magazine and stick in their workbooks.(Learners can draw it of provided photocopies with pictures to

learners)


Have a different word search for gifted learners to complete

Guide learners who still need to develop cutting skills.

ASSESSMENT:

Observe if learners can identify dangerous objects and discuss specific dangers.

ACTIVITY 4:

• Dangers at home: medicines and poisons substances recognizing warning signs. TIME 30 minutes


• Learnt to identify poisonous substances

• Learnt to safely store away medicine

• Take any medicine only with adult supervision

• Learnt to recognize warning symbols/signs


• Emergency treatment in the case of someone consuming a poisonous

substance

RESOURCES • CAPS

• Empty medicine containers

• Template of a first aid box (you need to develop your own)

• First aid kit with contents

• A chart or mobile made of poisonous signs by the teacher

See DBE Workbook Term 2 Week 3 Worksheet 22 for guidance of what the

sign looks like. The chart/mobile should be the size of A3 or bigger so that

learners can clearly see it)

• Containers/packages that have warning signs on them to show to learners

(ensure that these packages/containers are empty and clean before you bring

them to class)

Introduction:

• Introduce yourself as a new friend/visitor in the class “doctor/nurse/first aid worker”

• Teacher can dress up like a doctor, nurse or aid worker.

• Tell learners that you are going to share with them the do’s and don’ts of dangers

with regard to medicines and poisons.

• Show learners the posters/mobiles of the warning signs (you should have already

made)

• Tell them to talk about what they think the sign is saying?

• Allow a few learners to give feedback on personal experiences

Teacher Activity 4:

Your “visitor “will talk to learners about the following:

• Refrain from simply tasting any substance

• Do not self-medicate

• Chronic medicines that are brought to school must

have an attached letter from parent and be

administered with adult supervision

• Do not share medicines with anyone

• Asthma pumps must always be carried along

wherever the learner goes

• All medication should be stored away safely in a

medicine cabinet or first aid kit

• Do not touch any medication you see at home. If

learner sees medication lying around it must be

brought to the attention of an adult in the house.

• Discuss contents and importance of a first aid box

in the home-where it should be safely kept. (Show

the learners the First Aid kit you have in class)

Learner Activity 4:

Learners get a worksheet to circle things that go into

first aid kit.

Learners receive a worksheet to identify pictures

showing poisonous substance, cut them out and paste

them on to their exercise workbooks.

Example:


DISCUSS POISONOUS SUBSTANCES: TYPES AND

RECOGNISING WARNING SYMBOLS

• Not to taste any substance lying around

• Teacher can name a few

• What to do in an emergency situation if

someone consumes a poisonous substance,

i.e. calling an adult to assist, calling an

ambulance, taking the person to a hospital, not

forcing the person to throw-up, read the

package/container that will advise of action to

be taken in case of consumption, etc.

• Warning signs on bottles or other packages

NOTE:

Learners can divide the page in their exercise book in

half. Stick all the dangerous items on the left and not

dangerous on right.

Dangerous Not dangerous

Conclusion:

• Ask learners to see how much they remember from what they have seen in the First Aid box that you

have shown to them.


Gifted learners can choose items (maximum 3) from first aid kit worksheet and write a sentence of for each item.

ASSESSMENT:

Observe if learners can identify pictures showing poisonous substance.

SUBJECT LIFE SKILLS

TERM WEEK 3

DATE : GRADE 1


TOPIC SAFETY IN THE HOME

ACTIVITY 1:

Action song: “This is the way I help at home…”

TIME 30 minutes


• Learnt the action song: This is the way I help at home, or any other suitable song

etc.

• Experienced the joy of singing and performing the actions.

• Improvise and Interpret

• Role play(Stepping into the shoes of somebody else) Copying of movements,

rhythms and movement patterns such as follow the leader, walking, skipping,

clapping


• Cool down: relaxation: games such as ‘rocking a baby’, ‘swaying’, etc.


• RTP

• Action song: This is the way I help at home, …etc.


Introduction:

Warm up

• Learners wash their hands and shake the water off.

• Learners play the water is hot, it is burning them and blow their hands to cool them off.

• Introduce the song: “This is the way we help at home”… (Tune of “Here we go round the mulberry

bush”)

This is the way we help at home,

help at home, help at home


To make the family happy.

Repeat with:

This is the way we wash the dishes

This is the way we sweep the room

This is the way we make the bed

This is the way we polish our shoes

(Allow learners to add appropriate

verses)

Teacher Activity:

• The teachers introduce the action song while

learners imitate the actions according to the verse of

the song.

• The teachers should allow learners to act out their

own interpretations of what action can be done,

when singing a verse.

• The teacher indicates to learners to imitate the

following in contrasts:

walk fast like brother

Walk slow like grandfather

Walk soft like baby

Walk loud like father.

Give small steps like sister

Give big steps like big brother

It is important that the learners enjoy the activity and feel

free to express their own way of doing imitations.

Learner Activity:

• Learners sing the song along and imitate the

actions according to the verse of the song.

• Learners act out their own interpretations of what

action can be done, when singing a verse.

• Learners sing and imitate the following in

contrasts:

walk fast like brother

Walk slow like grandfather

Walk soft like baby

Walk loud like father.

Give small steps like sister

Give big steps like big brother

Learners should enjoy the activity and feel free to

express their own way of doing imitations.

Conclusion:

Cool down


• The teacher indicate to learners they must play they a small seed (make body small) of their family tree

and grow taller and taller (grow slowly and stretch) like a huge tree.

• Shrink to become a seed again.


• Learners with physical challenges must be assisted by allowing the learners to stand next to the teacher

in order to support the learner with the imitation action.


Observe if learners understand music contrast such as: fast/slow, soft/loud.

ACTIVITY 2:

Music: Playing percussion instruments (kitchen utensils) in time to music and/or class singing.

TIME 30 minutes


- Played percussion instruments (kitchen utensils) in time to music and/or class

singing.

- Exposed to using kitchen utensils to make music

- Performed music contrasts such as soft and loud, fast and slow


• RTP

• Action song: This is the way I help at home, or any other suitable song etc.

• Different kitchen utensils such as:

▪ kitchen pots, pans, lids of pots, wooden spoons, plastic mugs, stainless

steel spoons.

▪ or any utensils that make a noise

• Ensure that at least half of your class have an instrument

• CD Player and CD or drum


Introduction:

Warm up - Voice exercise:

• Teacher indicates to learners to recite a specific rhyme been taught previously in the class.

• Indicate to learners to first say the rhyme slowly and then repeat it by saying very fast.

Handing out music instruments: (Kitchen utensils)

Play the game

• The teacher spreads the utensils on the carpet.

• Indicate to learners that they must move around the carpet amongst the utensils to the beat of a drum or

music played on a CD.

• Indicate to learners the moment the music stops, the learners must pick up one kitchen utensil the closest to

them.

• Continue until all learners have an “instrument” or at least as many as the number of utensils you have

available.

Teacher Activity: Learners Activity:


• Allow all learners to sit at their tables to adhere

to social distancing.

• The learners sing the song taught this week

namely: “This is the way we help at home”…

• The teacher explains how each “instrument”

should be played.

• The learners without instruments sing the song

while the learners with an “instruments” play

theirs to the beat of the song.

• The teacher keeps the beat by playing on her

instrument or clapping her hands.

4 Beat rhythm:

• Learners copy the following in contrasts actions:

Play fast like brother

Play slow like grandfather

Play soft like baby’s walk

Play loud like father.

• Give all learners an opportunity to play with the

“instruments” and perform the song and contrasts.

• Learners sit at their tables to adhere to social

distancing.

• Learners sing the song taught this week

namely: “This is the way we help at

home”…

• Learners listen while the teacher explains how

each “instrument” should be played.

• Learners without instruments sing the song

while the learners with an “instruments” play

theirs to the beat of the song.

• Learners copy the following in contrasts

actions:

Play fast like brother

Play slow like grandfather

Play soft like baby’s walk

Play loud like father.

• All learners get an opportunity to play with the

“instruments” and perform the song and contrasts.

Conclusion: Cooling down

• The teacher plays her drum/instrument loud while learners are stretching like tall trees.

• As she plays her instrument softer the learners shrink into a small seed and lie there for a while


The teachers assist the learner that cannot keep the rhythm by placing her hand over the learners and assist to

keep rhythm.

ASSESSMENT:

Observe whether learners understand music contrast such as: fast/slow, soft/loud using instruments.


SUBJECT LIFE SKILLS

TERM WEEK 3

DATE : GRADE 1



ACTIVITY 1:

Create in 2D

• Make drawings and paintings of self in action, encourage awareness of body in action; name and discuss

active body parts

• Understand different lines and shapes to be used in drawings: curved, smooth, rough, thin and thick lines

TIME 60 minutes


• Developed the skill of drawing with charcoal (if not available use wax crayons or

pastels)

• Drawn a picture depicting themselves in action playing in safe areas or doing

some

RESOURCES Resources must be ready a day before activity

• CAPS LIFE SKILLS Policy document

• RTP

• Charcoal sticks/pencils for each leaner

• A3 sheets of paper for each leaner

• Newspaper or any other table covers to

prevent tables from messy work

• Aprons or old t-shirts for each learner to

wear

• Tissue or toilet paper

NOTE:

New charcoal is available in a

stick or pencil format that works

wonderful for Foundation Phase

learners.


Introduction:

• Remind learners of what they have learnt about playing in areas that are safe and the poster/pictures you have

shown to them about safe outside areas. (Integrate with safety precautions for COVID-19 at your school.

Where learners may play and what they not allowed to do in order to be safe)

• Explain that you want them to draw a picture of themselves playing in a safe outside area using a stick of

charcoal.

• Explain that charcoal is a piece of burnt wood. This is a new medium the learners will be using in art and must

be explained very well.

• Show learners how to hold the charcoal when drawing, bringing to their attention that they should not press

hard on it. A very soft grip must be applied.

• Demonstrate on a piece of paper curved, smooth, rough, zig zag, thin and thick lines and shapes that should

be used in their art.


Examples of lines:

Learners can practice using charcoal on

an A5 scrap paper before they start with the activity.

Examples of shapes:

Demonstrate to learners how to use shapes to draw

a person using charcoal.

Circles and triangles are very prominent when

drawing people.

• Tell learners that charcoal is messy and that they should use the tissue/toilet paper to clean their fingers,

regularly.

• Make learners to be cautious not to wipe with their arms over their pictures as the charcoal will smear.

Teacher Activity:

• Teacher ensure all learners receive an A4

page/cardboard, charcoal and a tissue/toilet paper.

• The teacher guide learners as they start the activity.

Ensure learners identified/planned where they want

to draw the specific picture before starting.

• Teacher walk around to ensure discipline and

remind learners of dangerous objects/poisonous

substances that we spoke about and safe areas

away from swimming pools and rivers.

• Demonstrate to those learners who are struggling to

handle charcoal, how to hold it.

• Discuss some learners work with class as you move

around as this gives learners ideas on what to draw.

Learner Activity:

• Learners receive an A4 page/cardboard, charcoal

and a tissue/toilet paper. Learners write their names

in pencil at the back of the page.

• Learners identified/plan where they want to draw

the specific picture before starting.

• Learners adhere to basic class rules that apply

during Creative art.

• Learners who are struggling should request support

from the teacher.

Example of charcoal pictures:

NOTE: (The Creative Arts activity can also be integrate with Beginning Knowledge, Personal and Social Well-

Being)

BE SAFE DURING COVID -19

This activity can also be adapted by allowing learners to draw appropriate pictures in their exercise books and

transcribe a sentence.

Use wax crayons or thick pencils to avoid a mess in their books.

POSSIBLE IDEAS:

Learners can do the activities in their exercise books. Teacher divides a page in half before the activity.

Learners write the heading/s and draw the picture/s.

1.Draw two things that they must do when they alone at home.


Be safe:

Lock the door.

Do not swim when you alone.

or

2. Draw two things you must do when you get home from school or town to be safe from COVID- 19.

Be safe: Wash your hands.

Take off your clothes and wash your clothes.

Conclusion:

Clean- up

• Ensure that learners clean their work space after the activity.

• Collect learners’ art work and display some learners work on the walls for that week.

EXPANDED OPPORTUNITIES (Gifted and/challenged learners):

• Learners who may not have completed activity may continue, if they have some time the next day

ASSESSMENT:

Possible Informal Assessment- record findings in the Observation Book/Recording sheet.

• While the learners are drawing ask each learner to tell you a safety rule for outside areas.

• Do they understand playing in safe areas? Can the leaner make a drawing of what he/she is saying?

SUBJECT LIFE SKILLS

WEEK 3

DATE: GRADE 1


TOPIC SAFETY AT MY HOME

ACTIVITY 1:

• Rhythm, Laterality and Locomotor

TIME 60 minutes


Rhythm:

• Jumping and hopping


• Jump up and down: jump high and low: jump forwards, backwards and

sideways

Laterality:

• Balance on non-dominant leg

Locomotor:

• Games “Simon Says”-moving different parts of the body.


• Personal Protection Equipment (PPE) e.g. masks, gloves, sanitaser


• Recovery Teaching Plan for Life Skills

• Life Skills DBE workbook -English: Activity 22, Page 43, Book 1

• Move to the beat of the music

• Safe area for activity that is large enough to allow for at least 1m social distancing

between each learner


during PE)

• Whistle

• Cones and activity card as attached in exemplar resources.

• First aid kit


Warm up exercise:

• Learners spread out keeping at least

1m distance between each other.

Move to the beat of the music.

Refer to the activity in the Life Skills DBE

workbook (English: Activity 22, Page 43)

Book 1

Teacher Activity:

The teacher set up 2 stations with cones. Mark all the

cones before the lesson starts.

Station 1:

• Demonstrate the activity first to learners.

• Have the group line up behind a cone on a start

line. (Make sure they are 1 m apart from each

other)

NOTE:

Learner Activity:

Station 1:

Ensure 1.2m social distancing

Learners do the different jumps as instructed by the

teacher.

• Designate a turnaround point that the learners

reach.


Balance is the ability to stay upright or stay in

control of body parts.

Station 2 :

• Tell the learners they will be performing one-

legged balance drills. They must listen to your

instruction when you blow the whistle.

Class Game: Play the game: “Simon Says”.

Gather your group of players. Normally, all the players

in Simon says remain standing for the duration of the

playing round. However, you could also play sitting

down.

• Designate someone as Simon. Whoever is

chosen to be Simon will then stand in front and

face the rest of players in the group.

• Give commands as Simon. Because you are

trying to eliminate as many listeners as you can,

you should try and make your commands tricky to

follow. For example, frequently switch up when

you give commands preceded with, “Simon

says…” Give your commands quickly so your

listeners have to make quick decisions on

whether to obey your command or not.]When

someone incorrectly obeys one of your (Simon’s

commands), call them out so they can be

eliminated from the remaining group of players

still in the game.

• As Simon, you can get creative with your

commands; however, some common commands

Simon can give include:

Touch your toes.

Hop on one foot.

Dance around the room.

• For each round, announce which movement is

being used e.g. hop, jump, skip.

• In a relay fashion, the first learner in line must

travel to the point and back to their line using the

selected movement.

• They call out their teammate, who goes next.

• For each round, each learner must go twice.

• After they have gone a second time, they can sit

down at the back of the line to show they are

finished. Once all team members had a change,

the whole team should be sitting down in a line to

indicate they are finished.

Station 2:

Learners do balance on non-dominant leg

Tell learners to do the following:

• When you hear my whistle, lift your right leg off

the ground and stand only on your left leg.

• Wait 60 seconds and see who is still standing

on one leg.

• Now switch and do the same thing with the

learners standing on their right legs.

• Allow them to rest. Ask them:

• Which leg was it easier to stand on? Why?

Class Game: Learners play the game: “Simon Says”

• Learners obey commands as per the game rules.

They must understand the role of Simon. Simon is

the leader and commander of the group of

listeners.

• Simon gives commands to the group of listeners.

Simon’s commands can be given in two different

ways: beginning a command by saying, “Simon

says…” or simply stating the command. Simon’s

goal is to eliminate as many listeners as possible,

until there is one listener remaining as the winner

Depending on which way the command is

phrased, the group of listeners will either obey the

command, or not. Simon eliminates listeners by

having them incorrectly obey or not obey

commands, they are eliminated from the rest of

https://www.wikihow.com/Play-Simon-Says#_note-6


Do some jumping jacks.

Give yourself a hug

the game round and must sit out until another

game round is started.

• Understand the role of the listeners. Listeners

must listen closely to what the leader, Simon

says.

• Keep playing until there is one remaining listener

left. The remaining listener is the winner for the

round and becomes the new Simon.


• Learners lie down on their backs with their eyes closed, and relaxed.


Adapt the activities to suit all the learners.

ASSESSMENT:

Observe if learners can follow instructions.


Topic 2: Safety at my Home



SUBJECT LIFE SKILL

TERM: WEEK: 4

DATE : GRADE: 1

STUDY AREA: Beginning Knowledge, Personal and Social Well-being

TOPIC SAFETY IN THE HOME ACTIVITY 1:

• Keeping safe when home alone (Integrate with Performing Art activity)

TIME 30 minutes


• Learnt to prevent accidents when home alone


• RTP

• Picture worksheets

• Learner exercise workbook

• Video player / TV and memory stick/Computer

Introduction:

• Show learners an extract from the movie “Home alone”

• Discuss what happens in the extract.

Teacher Activity 1:

• Discuss with the learners the possibility of being left alone without supervision

• Why was the boy left ‘home alone’? – Obedience

• What precautions to take if you are in a similar situation.

• Learners share their own experiences and feelings when left at home.

Learner Activity !:

• Learners discuss their own experiences and relate their feelings when at home without supervision

• Learners write two sentences about their feelings when they are at home without supervision. NOTE:

• (Integrate with Performing Art activity regarding feelings and staying home during the Covid-19 lockdown)

Conclusion:

• Learners complete their sentences.

EXPANDED OPPORTUNITIES (Gifted and or challenged learners): Challenged learners only write key words. Gifted learners will write five sentences.

ASSESSMENT: Observe if learners can discuss their feelings regarding staying at home.

ACTIVITY 2:

• Keeping safe when home alone

TIME 60 minutes


• Learnt ways to remain safe at home

• Learnt to adhere to parents/caregivers instructions


• Two separate charts: one with the heading “safe activity” the other with heading “unsafe activity”. (The charts should be A2 and stuck or placed on chalk board so that all learners can see as you write on chart)

• Learnt what to do in case of an emergency if home alone


• RTP

• DBE Workbook

• Learner Exercise books

• Magazines and newspapers

Introduction:

• Ask learners to open their Life skills DBE workbook Term 1 Week 4 at Worksheet 23

• Ask learners to look at the pictures and discuss what is happening in each picture.

• Ask few learners to share their ideas with the class.

• (Integrate the activity with Performing Art and creative Art)

Teacher Activity 2:

• Point out the headings of the two charts. Read them to learners and let them repeat the words “safe” and “unsafe”

• Discuss safe and unsafe situations and write learners response and furthers emphasize on the following:

• Keep doors locked

• Do not invite or welcome strangers

• Follow parents/care-givers instructions

• Do not play with unsafe objects e.g. knifes

• Do not eat/drink anything left around that adult has not okayed

• Do not switch on electrical or gas appliances such as stoves or irons

• Stay away from a swimming pool if you have one

• How to prevent accidents

• Keep contact numbers close by.

Learner Activity 2:

• Learners choose any picture from the given pictures about keeping safe at home and write creative sentences about the pictures (Differentiate the number of sentences according to the challenged, average and gifted learners)

• Learners to divide one of the pages of their exercise workbooks in half and write the heading safe on the other half and unsafe on the other. Then they look for and cut out pictures of safe and unsafe items from magazines and newspapers and paste the pictures in the correct spaces.

Conclusion:

• Tell learners to work in their Learner Exercise Workbooks

• Learners write creative sentences on keeping safe when home alone.(Learners can also write about what did they do at home to keep safe during the Covid-19 lockdown)

• The teachers assist challenged learners.

EXPANDED OPPORTUNITIES (Gifted and or challenged learners): Allow for gifted learners to write additional sentence or to read in the reading corner.

ASSESSMENT: Observe if learners knows emergency numbers.


ACTIVITY 3: Emergency services

TIME 30 minutes


• Learnt who to call in the case of an emergency

• Learnt how to make an emergency call

• Identified and explained roles of rescue services


• RTP

• Poster of emergency numbers and emergency workers

• Video player/TV and memory stick/Computer

• Pictures and flash cards of police, fire brigade, nurse, doctor etc.

Introduction:

• Show another extract from the movie “Home alone” where the police assist him to capture the burglars

• Ask learners what they would do if there was an emergency at home and they were home alone (explain what emergency mean)

• Listen to responses from learners

• If a response is to call/contact the police/ambulance, etc. ask learners how they would know the number.

Teacher Activity 3:

• Talk to learners about the people who help us when we are in danger.

• Explain the different roles of rescue services and show pictures of rescue services

• Include the following in your discussion:

• Parents

• Police

• Doctor

• Ambulance

• Fire brigade

• Paramedic

• Clinic

• SPCA, etc.

• Emphasize to the learners that emergency numbers should be written and put up in a visible place at home.

• Also bring to learners’ attention that they must always first call Parents/caregivers or neighbours before making an emergency call.

• Emergency number card should be kept in their homework books as well.

Learner Activity 3:

• Learners are completing DBE workbook 1 Term 2 Week 4 Worksheet 23 page 45 Teacher writes the correct numbers on the board for learners to copy.

• Learners learn the number of the police practically.

• Learners receive a worksheet to go home

and find out the number of different people to contact in case of an emergency – do not forget the number for snake bite and poisons.

Conclusion: Learners act out the number of the police to call in case of an emergency.

EXPANDED OPPORTUNITIES (Gifted and or challenged learners): Assist challenged learners to copy the correct information. Gifted learners may add additional emergency services and contact numbers.

ASSESSMENT: Observe if learners know the duties of people who rescue/help us.


ACTIVITY 4: Emergency number cards

TIME 30 minutes


• Learnt who to call in the case of an emergency

• Learnt how to make an emergency call

• Identified rescue services and copied telephone numbers correctly


• RTP

• Poster of emergency workers and their telephone numbers

Introduction:

• Ask learners when do you contact an emergency worker?

• Listen to responses from learners

Teacher Activity:

• Talk to learners about the different emergency workers who help us when we are in danger.

• Include the following in your discussion:

• Parents

• Police

• Doctor

• Ambulance

• Fire brigade

• Paramedic

• Clinic

• SPCA, etc.

• Emphasize to the learners that emergency numbers should be in a visible place at home.

• Also bring to learners’ attention that they must always first call Parents/caregivers or neighbours before making an emergency call.

• Emergency number card should be kept in their homework books as well.

Learner Activity:

• Learners look at the picture of the emergency number 1 0111 in the DBE workbook 1 Term 2 Week 4 Worksheet 23

• Learners discuss their own emergency number card. Learners should be given guidance on what numbers they should add.

• Learners cut pictures from a magazine to illustrate or draw pictures of the different emergency services or provide a worksheet with pictures to cut out.

Example:

• Learners can cut the pictures out, paste in their exercise books and write the numbers next to the vehicle.

Conclusion:

• Learners act out an emergency and use the emergency card to contact someone for help.

EXPANDED OPPORTUNITIES (Gifted and or challenged learners): Assist challenged learners to copy the correct information. Gifted learners may add additional emergency services and contact numbers.

ASSESSMENT: Observe if learners know emergency numbers.


SUBJECT LIFE SKILLS

TERM WEEK 4

DATE : GRADE 1



ACTIVITY 1:

Dramatisation

• Role play (stepping into the shoes of somebody else)

TIME 30 minutes


• Developed the Skill of empathizing(stepping into the shoes of somebody else)

• Act appropriately in the case of an emergency at home



• RTP

• A safe and large enough space for learners to move around

• Song

• A short story of an incident that involves people who help us (teacher may

develop own or find one)

• Dress-up clothes


Introduction:

Warm up:

Revise the song: “This is the way we help at home”… (Tune of “Here we go round the mulberry bush”)


help at home, help at home


To make the family happy.

Repeat with:

This is the way we wash the dishes

This is the way we sweep the room

This is the way we make the bed

This is the way we polish our shoes

(Allow learners to add appropriate

verses)

Recap what was discussed in the Beginning Knowledge and Personal and Social Wellbeing activity about Safety in the home. Discuss dangerous situations when helping at home.

• What dangers can there be when you:

• wash the dishes?

• sweep the room?

• make the bed?

• polish the floor?


• put out the trash/rubbish?

NOTE: COVID-19

The teacher should also talk about safety at home during the COVID-19 pandemic.

Discuss with learners some of the COVID-19 prevention tips:

Discuss these three signs with learners and how they feel to do this:

Let learners demonstrate by imitating some of the COVID-19 safety measures that they follow at home.

Example:

Correct way to wash hands. Correct way to wear a mask.

Learners can also tell about unsafe situations they encounter at home during the lockdown period.

Teacher Activity:

Introduce the song: “You’ve got to be safe.”

You’ve got to be safe

You’ve got to be smart

When dangers all around

Use your head

Before you act

Safety comes first and that’s a fact!

• Teacher indicate that learners should tell a story

of an incident at home that need the attention of

a police/paramedic/fireman/doctor, etc.

• Ask learners to listen attentively as other learners

tell their story.

Learner Activity:

• Learners sing along while the teacher sings and

repeat the words of the song.

• Learners should tell a story of an incident at home

that need the attention of a

police/paramedic/fireman/doctor, etc.

• Learners listen attentively as other learners tell their

story.

• Learners sing the song again while they imitate the

actions by using their own creativity.


• Teacher allow learners to sing the song again

while they should imitate the actions by using

their own creativity.


• Tell learners stand at their tables. Play a soft gentle song and ask them to sway to the music.


Learners who is reserved and shy must be motivated and encouraged by the teacher to talk and share stories.

ASSESSMENT:

Observe if learners can imitate actions while singing the song.

SUBJECT LIFE SKILLS

TERM WEEK 4

DATE : GRADE 1



ACTIVITY 1:

Create in 2-D

• Draw a picture of self with family involved in an activity.(Themselves and family during COVID-19

lockdown)

TIME 60 minutes


• The correct use of lines and shapes: curved, smooth, rough

• Specific use of lines: thick and thin



• RTP

• A4/A3 papers

• Wax crayons or pastels

• Printed paper with COVID-19 virus models


Introduction:

Revise the song that was taught in Performing Art.

Introduce the song: “You’ve got to be safe.” or any suitable song

You’ve got to be safe

You’ve got to be smart

When dangers all around

Use your head

Before you act

Safety comes first and that’s a fact!


• Discuss with learners what did they do as a family during the COVID-19 pandemic as a family.

• Talk to learners about the warning signs that are displayed during the COVID-19 pandemic. Also have

some signs available to show learners. Discuss with learners people that helped us during the pandemic.

Make learners aware who to call when you have an emergency at home.

• Make them aware of the colours and shapes of the signs.

The teacher explains and demonstrate different shapes and lines used in art to draw pictures. Show learners how

to use a circle and triangle to draw a father.

• Examples of lines/shapes used in art: (Teacher information)

Lines

straight

thin

straight

thick zig -zag curly dotted waves spiral curved

shapes

circle triangle oval square rectangle diamond heart

Teacher Activity:

• The teacher indicate that learners must draw a

picture with their family that involve safety

measures that they followed during the COVID -

19 lockdown or an activity they did as a family.

• Encourage them to use different colours,

shapes, lines and the entire page.

• Remind learners of the class rules during Visual

Art activities.

• The teacher indicates that learners work on

their own.

• Whilst learners are busy walk around and guide

learners.

Learner Activity:

• Learners use the A4/3 page to draw a picture

with their family that involve safety measures

that they followed during the COVID -19

lockdown or an activity they did as a family.

• Learners should use different colours, shapes,

lines and the entire page.

• Learners follow the class rules during Visual

Art activities.

• Learners work on their own to complete their

drawing.

Examples:


NOTE:

Teacher can also provide learners with copies

of the covid-19 virus model to make a boarder

around the page before they start to draw.

Conclusion:

• Give positive comments to class on a few learners’ drawings by allowing learners to discuss the picture

with rest of the class.

• Remember this can be a very traumatic experience for some learners as they maybe lost a person due to

COVID-19.

Clean-up:

• Ensure that learners clean their work space after the activity.


Learners who complete the activity very quickly let them draw a COVID-19 virus model in their

exercise books.

ASSESSMENT:

Observe if learners can draw a 2-D picture of self with family involved in an activity using lines and shapes.

SUBJECT LIFE SKILLS

WEEK 4

DATE: GRADE 1

STUDY AREA: Physical Education (Follow your school’s Covid 19 risk management at all times when teaching PE)

TOPIC SAFETY AT MY HOME

ACTIVITY 1:

Perceptual motor, Co-ordination and Spatial Orientation

TIME 60 minutes


Perceptual motor:

• Hitting balloons in the air

Co-ordination:

• Balloon push-push balloon through a target or goal post.

Spatial Orientation:

• Completes obstacle course using the jungle gym or similar equipment


• PPE




• Life Skills DBE workbook -English: Activity 24, Page 47, Book 1

• Safe area for activity that is large enough to allow for at least 1m social distancing

between each learner

• Learners appropriately dressed (Learners and teacher must be wearing masks during

PE)

• Whistle, balloons (enough for each learner and some extra in case of popping),

goalpost, hoops, chairs, rope

• First aid kit


Introduction:

Warm up exercise

Learners stand maintaining a safe distance of at least an arm’s length between themselves.

Get learners to stand on the spot singing and shaking their arms and legs:

Shake, shake, shake your sillies out,



And wiggle your worries away.

Vary this each time by singing the song with different words and changing movements, for example:

Hop, hop, hop your sillies out,

Jump, jump, jump your sillies out,

Dance, dance, dance your sillies out...

Teacher Activity:

The teacher set up 3 stations with cones. Mark all the

cones before the lesson starts.

Station 1:

• Demonstrate to the learners hitting a balloon in

the air.

Station 2:

• Set up station with skipping ropes. Divide

learners in groups of 3.

Station 3:

(Refer to Life Skills DBE workbook -English: Activity 24,

Page 47, Book 1)

• Put obstacle course for the learners

• Learners help you to move the chairs, tables

and boxes outside the classroom.

• They climb over the chairs, tables and boxes,

crawl underneath them and jump down from

them.

• They must try balancing on one foot on a chair.

Learner Activity:

Station 1:

• This activity will give children the opportunity to

practice the skills of throwing or tossing a

balloon straight up into the air and then

catching the balloon.

The learners must:

• Throw the balloon straight up into the air.

• Watch the balloon as it begins to come down.

• When the balloon floats down in front of you

wrap both hands around the balloon and catch

it!

• It will be difficult for learners this young to catch

the balloon if they are not able to throw it

straight up into the air. In order to throw the

balloon straight into the air they should follow

these simple directions:

• Hold the balloon out in front of you with one hand

on each side of the balloon.


• Lower the balloon below your waist so that the

balloon almost touches your knees.

• Raise both hands into the air and let go of the

balloon as it passes your nose.

• Do the above step by step .

Station 2:

• Two learners hold the skipping ropes at either

end.

• The one learner tries to hit the balloon over the

line.

• If the learner succeeds then they get to hold the

rope.

Station 3:

• Learners stand in a line ensure the 1.2m social

distancing and let them go through the

obstacles one learner at a time.


• Learners sit and stretch touching their toes and calf stretches.


Adapt the activities for challenged learners.

ASSESSMENT:

Observe if learners can hit a balloon, skip with a skipping rope and follow an obstacle course.


EXEMPLAR ASSESSMENT

GRADE 1


L i f e S k i l l s F o r m a l A s s e s s m e n t T a s k

E x e m p l a r : G r a d e 1

N a m e o f s c h o o l : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

L e a r n e r : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Formal Assessment Task Marks

Section A Beginning Knowledge, Personal and Social Well- Being 10

Section B Creative Arts: Performing Art (Practical) 5

Section C Creative Arts: Visual Art (Practical) 5

Section D Physical Education (Practical) 5

Total Marks SASAMS 25


SECTION A:

Life Skills: Formal Assessment Task

Grade: 1 Term: 2

Topic/s: My family, Safety at my home, My body Week: 8

Study Area: Beginning Knowledge, Personal and Social Well-Being

Content and skills to be assessed:

• Knowledge about families and chores.

• Knowledge of and understanding my body.

• Knowledge of safety at home.

• Know emergency numbers.

Written Assessment: Rubric

Total:

___ 30


10111 10177

Total: (30) ÷ 3 = (10)

SASAMS Mark =

1 2 3 4 5 6 7

0-2 3 4 5 6 7 8-10

___ 10


0-29% 30 - 39% 40 - 49% 50 - 59% 60 - 69 % 70 - 79% 80 - 100%

Not achieved

Elementary achievement

Moderate achievement

Adequate achievement

Substantial achievement

Meritorious achievement

Outstanding achievement

Total:

___ 5


•

•

•

•

•

•

•

•

•

•

•

•

•

•

Total:

___ 5


•

•


•

•

•

•

•

Total:

___ 5


•


Section D: Physical Education

•

•

•

•

•

•

•

•

•

•

Total:

___ 5


Example 3:

1 2 3 4 5 6 7

0-2 3 4 5 6 7 8-10


0-29% 30 - 39% 40 - 49% 50 - 59% 60 - 69 % 70 - 79% 80 - 100%

Not achieved

Elementary achievement

Moderate achievement

Adequate achievement

Substantial achievement

Meritorious achievement

Outstanding achievement


e.


READING PASSAGES GRADE 1

• Topic 1: My Family • Week 1 and 2

• Topic 2: Safety at my Home • Week 3 and 4

Reading Passages

GRADE: 1

TOPIC: My family Week:1

ACTIVITY:

• Learners read the story and answer the questions either orally to one another or in written format.

Answers to passage 1:

Passage 1: I love my family

Questions and answers:

1. What is the name of these family? Miya

2. Where do they live? Cape Town

3. How many people are in the family? Five

4. Who makes the rules? The parents

5. Who is the older sibling? Sarah

6. Identify important manners in the story and why? Helping each other/ respect.


Passage 2: Dan’s Family

Questions and answers:

1. List two responsibilities that you have at home. Making bed /opening windows every morning (learners

can give you many different answers)

Write true or false:

2. Every human being deserves respect. True

3. What will happen if people are not respecting each other? There will be lots of fights (different answers

are allowed)

4. What do we mean about family rules? Are the rules that you developed as family.

5. Do you have family rules and explain why? Answers will differ.

6. What do we mean about good times? We mean good times that you experience as a person. (e.g.

having a picnic, playing games, etc.)

GRADE 1 GDE: RTP and LESSON PLANS 2020 of 110


7.


Reading Passages

GRADE: 1

TOPIC: My family Week:2

ACTIVITY:



Passage 1: The Family Celebration

Questions and Answers:

1. Who is celebrating a birthday? Aunt Mary

2. Who are the older members of the Family? My grandmother and grandfather

3. How is the weather? It is sunny

4. What are the two things the family is doing together? Celebrating birthdays together/Sharing gifts.

5. How many people are in the family? There are eight

6. Draw and label aunt Mary’s birthday cake? Learners will draw a cake


Passage 2: The Big Family


1. Count all the members of the family. Twenty

2. How many grandparents? Four

3. What does the family likes to do? They like to celebrate events together

4. How many members are in your family? Learners will give different answers

5. Do you think that this is a happy family. Why? Learners will give different answers.

6. What do you like most about this family? Learners will give different answers


Reading Passages

GRADE: 1

TOPIC: Safety at my home Week:3

ACTIVITY:



Passage 1: Hidden Dangers at Home Questions and Answers:

1. Who is Peter and Cathy’s mother? Mrs. Botha

2. Name three unsafe things? Electrical sockets, poison and water answers may differ

3. Where do think you can keep medicine? In a lockable cupboard

4. Why is important to keep the house clean? To protect the family from germs answers may differ.

5. What do you understand about germ free? Answers may differ/good hygiene

6. Why must we teach children about dangers at home? To ensure that children are safe at home

answers may differ.


Passage 2: Safety in the kitchen Questions and Answers:

1. Who is taking care of this family? Mom and dad

2. What is the first thing you should do before you start working with food? We must wash our hand with

soap and water.

3. Identify objects in your kitchen that can be hazardous. Stove/cupboard/fridge/knifes/pots etc. (Any

appropriate answers are allowed)

4. Describe what you will do when working with hot items, give two examples. When working with hot

items, an adult must assist or supervise. I will wear oven mittens to handle hot pots or a boiling

kettle.

5. When will germs stay in your kitchen and how will you get rid of them? Germs will stay in your kitchen

when it is not regularly cleaned. I will clean surfaces with water and soap daily to get rid of germs

or disinfect the kitchen. Wash the dishes/keep the sink empty/wipe the kitchen tops/sweep/vacuum

(any appropriate answer is allowed)

6. What will happen to you if mom is not keeping the kitchen clean? The germs can spread to food and

make you sick.


Reading Passages

GRADE: 1

TOPIC: Safety at my home Week: 4

ACTIVITY:



Passage 1: Playing at Granny’s House Questions and Answers:

1. What were the children playing? Soccer 2. Where were the children playing? At the grandparents’ house. 3. List three places that they should avoid and tell us why? Jumping over the fence/ running around the

swimming pool/ kicking the ball to the windows/not running in the house, it is not safe/it is dangerous/to obey the rules - the reasons will differ

4. Why are mommy watching them? The answers will differ 5. Do you think it is fair that they should have rules? The answers will differ 6. What do you think is going to happen and what should they do if someone is injured? The answers will

differ


Passage 2: Bathroom safety



1. Who open the hot water tap for Ben? Mom 2. How old is Ben? Six years’ old 3. How will you know whom to contact when you slip and fall in the bathroom? Mommy has a list of the

emergency services and their contact numbers against the bathroom cabinet. 4. What are the dangers in the bathroom? Germs, hot water, wet floor (Learners will give different

answers) 5. Why must we keep the bathroom clean? Learners will give different answers. 6. What are the important things to remember when in the bathroom? Do not get into the water when the

water is still running/do not open the hot water before the cold water/do not play in the bathroom if the floor is wet/do not drink anything from the bathroom cabinet if mommy does not give it to you. (Learners will give different answers)


6.

life skills grade 1 recovery plan package 2020 · 2020. 6. 23. · safety skills • to care for...

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