phase work schedules foundation - western cape · 2019. 9. 23. · - 1 - work schedule life skills...

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Life Skills

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

Dr. S. Naicker, Chief Director: Curriculum Development

WORK SCHEDULE LIFE SKILLS

GRADE 3

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

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

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

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

- 1 -


GRADE 3

TERM 1

WK LEARNING OUTCOMES

ASSESSSMENT STANDARDS & CORE TEACHING TEACHER’S GUIDE

1

LO 1 – 4 LO 1 HEALTH PROMOTION

LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT

BASELINE ASSESSMENT

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

Day 1 Personal Hygiene

o Discuss ways to keep the whole body clean daily e.g. Regularly washing of the hair and body Clean the ears Brush teeth Wash body to remove odours Cut the nails

Day 2

Rights and responsibility o Obeying rules

Explain the concept ‘rules’ (i.e. a set of laws)

Discuss the importance of obeying rules

Discuss the consequences of disobeying rules.

Day 3

Personal details o Discuss ‘All about me’

Describe and list things that I like and dislike

Day 4

Game, Functional movement and Perceptual motor

o Locomotion o Foot-eye co-ordination o Spatial orientation

o Warm up

In teams of about 6 learners each, dribble ball around cone / marker and back to next team member.

o Main Activity: Mini soccer

Set up goal posts at various sides of the field and demarcate playing areas

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 2 -

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

Learners learn the Techniques of

soccer – pass, dribble, kick and tackle

o Cooling exercise o Reflect on game and rules

Day 5

Investigate, make and reflect Discuss and explore elements of colour, shape,

line and texture Use simple print making Techniques (e.g.

potato/finger/hand/foot print other…), on an object e.g. table mat, gift wrap, etc

Describe to others – either verbally or in writing

Arts & Culture (Visual

Art) learning area

2

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

Day 1

Personal Hygiene o Discuss the consequences of not washing

the body daily. Day 2

Rights and responsibility Obeying rules o Identify and list rules (set of laws) applied

by government and the importance of obeying them e.g. Do not steal, murder, do crime etc. Do not litter, urinate in public, Do not set fire to the environment,

vandalise property etc. Respect rules of the road Other

Day 3

Personal details o Explore ‘All about me’

Describes own strengths and abilities Day 4


o Locomotion o Foot-eye co-ordination o Spatial orientation

o Warm up

In teams of about 6 learners each, out-dribble an opposing team

o Main Activity: Mini soccer (continued)

As before but now in opposing teams -form teams of 5 to 7 learners

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 3 -

Introduction of the Technology learning area LO 1

Set up goal posts at various sides of

the field and demarcate playing areas Learners play and learn to follow the

rules of soccer

o Cooling exercise Reflection

Day 5

Project: Make a book/pop-up card Investigate: types of books/pop-up cards Design: Draw and plan own book/ pop-up cards Make: Select materials

Technology learning area

3


Day 1

Personal Hygiene o Explain the importance of wearing clean

clothes and the consequences of not wearing clean clothes

Day 2

Rights and responsibility Obeying rules

o Identify and list rules (set of laws) at school and the importance of obeying them. (e.g. be punctual, no littering, walk quietly in passages, greet, be neat, etc.)

Day 3


Identify and explain different occupations of interest.

Day 4


o Locomotion o Hand-eye co-ordination o Spatial orientation

o Warm up

Circle: Call name, throw and catch

o Main Activity: Mini netball / basket ball

Learn the rules of the game Dribble with one hand, no running

with the ball, stop to pass the ball, no body contact etc

In teams of 6 learners, defend possession of a netball from your opponents

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 4 -


o Cooling exercise

Reflection on the rules of the game Reflection on tactics and strategies

to overcome opponents

Day 5 Project: Make a book/pop-up card Make: Select materials and make the book/pop-

up card Evaluate: Display the product and assess

according to criteria by doing a walkabout the class.


4


Day 1

Care of school environment o Identify ways to keep the class clean and

neat o Discuss respect for class property

Day 2

Rights and responsibility Obeying rules

o Identify and list rules in the classroom and the importance of obeying them.

Day 3


Revise different occupations of interest Identify a desired adult occupation

(e.g. “what I want to be when I grow up”)

Day 4



o Warm up

Pairs: Dribble with one hand, no running with the ball, stop to pass the ball, no body contact etc

o Main Activity: Mini netball / basket ball

Set out area with goals Set up teams of 6 learners Learn the rules of the game:

defend possession of a netball from your opponents

shoot into the goal

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 5 -

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

o Cooling exercise

Reflection on the rules of the game Day 5

Singing and making music o Use body (using own body to make

sounds) and / or instrument percussion to; Invent own rhythmic patterns Imitate songs and music Accompany games, dance and drama

Arts & Culture (Music)

learning area

5


Day 1

Care of environment o Identify ways to keep school clean and

neat o Discuss care of and respect for school

property

Day 2 Rights and responsibility

Obeying rules o Identify and list rules on the playground

and the importance of obeying them.

Day 3 Personal details

o Explore ‘All about me’ o Select a desired occupation for research

e.g. what must one do in this

occupation what one must know What characteristics and attributes

are needed? Day 4

Game, Functional movement and perceptual motor


o Warm up

In groups of 5-8 learners a train holding one another around the waist they zig/zag across the play area

o Main Activity: Relay running with baton

Teams in heterogeneous groupings in terms of mass and weight

Use a relay baton, race around a marker and transfer the baton to a team mate

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 6 -

Introduction of the Natural Sciences learning area LO 1

Mark out a distance of about 50

meters for this activity

o Cooling exercise Reflection

Day 5

Theme: Earth and Beyond Investigate soils and rocks

Plan: Investigate types of soils that plants prefer Do: Conduct investigation Review: Describe own investigation and findings

Natural Sciences

learning area

6


Day 1

Care of environment o Identify ways of protecting our community

e.g. respect for others, property, environment, living things

Day 2

Rights and Responsibilities Obeying rules

o Identify and list rules at home and the importance of obeying them.

Day 3

Personal details o Explore ‘All about me’ o Present research on a desired occupation.

Day 4



o Warm up

Stretching exercises

o Main Activity: Relay running with baton Teams in heterogeneous

groupings in terms of mass and weight

Use a relay baton, run to next person, transfer the baton to a team mate, etc. until last runner reaches the finish line

Teams compete

o Cooling exercise o Reflection

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 7 -

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

Day 5

Imagination exercises Describe a fantasy situation e.g. visit to the moon,

swimming with dolphins etc. Identify the beginning, middle and ending of the

story Dramatise the fantasy situation.

Arts & Culture

(Drama) learning area

7


Day 1

Care of Environment o Identify environmental health problems in

the community e.g. o Pollution: AIR, WATER, LAND

Day 2

Rights and Responsibilities o Discuss the concept of a ‘democracy’ (i.e.

elected to rule, free, independent thinking) Day 3

Personal details o Explore ‘All about me’ o Continue presentations on research of

desired occupations Day 4



o Warm up

Do simulation activities of a basketball player: Jump…dribble…shoot at the hoop ring, etc.

o Main Activity:

Form relay teams Mark out the area Give a fixed sequence, e.g. run -

bounce /dribble a net/soccer ball - zigzag through markers - turn around a marker - dribble back towards the team - the following team member starts, etc

Variations

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 8 -

Introduction of the Economic and Management Sciences learning area LO 1

o Cooling exercise

Play Simon Says: Instructions to walk forward, backwards, side ways, sit down

Reflection Day 5

The Economic cycle and problem Households: Consumers & Producers

Define the concepts: Household Consumer Producer Needs Explain the economic cycle (e.g. household has a need, farmer produces crops and household consumes)

Economic & Management

Sciences learning area

8


Day 1

Care of environment o Identify factors of AIR pollution on our

society o Discuss the impact of AIR pollution on our

society Day 2

Rights and Responsibilities o Discuss the concept of an ‘election’ (i.e.

vote, choose, select by ballot or by show of hands)

Day 3

Personal details o Explore ‘All about me’ o Complete presentations on research of




o Warm up

On teachers command - form groups of 2…3…4…5…6, etc.

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 9 -

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

o Main Activity: Ball handling as a team

Five to six learners in a group Demarcate large square using e.g.

skittles Running to opposite skittles,

learners pass the ball to one another as they cross

o Cooling exercise

In groups cooling down by throwing the ball in a circle passing it to the others

Reflection Day 5

Social Sciences: History Knowledge focus: Interesting person / people

in history Question: Who were the first people to live in

South Africa? Get information through sources e.g. books,

pictures or objects Interpret the information Record the past and report.

Social Sciences (History)

learning area

9


Day 1

Care of environment o Identify factors of WATER pollution on our

society o Discuss the impact of WATER pollution on

our society and life in the water. Day 2

Rights and Responsibilities o Choose a leader by voting for a class

captain for the second term Day 3



Perceptual motor o Hand-eye co-ordination

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 10 -

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

o Warm up

Chase a ball – teacher throws a number of

soft cricket balls around learners race to retrieve

and give it back to the teacher

o Main Activity: Fielding a ball

Use a tennis/ soft cricket ball for this activity

In pairs learn the technique of fielding

pick up by keeping the eye on the ball

attack by moving towards the ball

defend -wait for the ball and then pick it up without moving forward

In pairs learn to catch a high ball by keeping the eye on the ball - one throws high and the other catches, swop

o Cooling exercise

Play stumping while cooling off : try to throw the ball on target e.g. the cricket stumps

Reflection Day 5

Dance to express and communicate Explore different movements through dance e.g.

animals, birds, trees, etc with vocabulary and imagery

Arts & Culture

(Dance) learning area

10

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT

Day 1

Care of environment o Identify factors of LAND pollution on our

society e.g. litter, cutting trees, buildings o Discuss the impact of LAND pollution on

our society and life in the water. Day 2

Country pride o Identify important days on the calendar o Explain the meaning of Human Rights day

– 21 March

Chapter 1

Chapter 2

- 11 -

LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduction of the Social Sciences learning area: Geography LO 1, 2, 3

Day 3



Functional movement and Perceptual motor o Locomotion o Hand-eye co-ordination

o Warm up

Game: Mr. Wolf what’s the time?

o Main Activity: Free Play

o Cooling exercise o Circle – pass on a baton, big ball, small

ball, rugby ball, bean bag o Reflection

Day 5

Knowledge focus: Different types of land usage

Investigate: ‘Farming’ Evaluate information: People and resources that

are needed Formulate opinion: Analyse the information and

provide feedback.

Chapter 3

Chapter 4

Social Sciences

(Geography) learning area

- 12 -


GRADE 3

TERM 2



1


Day 1

Care of environment o Revise AIR, WATER, LAND pollution

briefly. Day 2

My family o Discuss the importance of having a

family o Identify members of own family

Day 3 Emotions

o Identify difficult / challenging emotions e.g. anger, sorrow, anxiety, frustration, confusion

o Describe situations when these emotions are experienced

Day 4

Functional movement and Perceptual motor o Locomotion o Hand and foot-eye co-ordination

o Warm up o Game “Hot potato”: whoever is the hot

potato tries to tag others - once tagged that learner becomes the “hot potato”

o Main Activity: Tactical sequences o Station 1

In basket ball…dribble a ball through markers…zigzag… and jump shoot it on a target ( hoop)

o Station 2 In basket ball…pass the ball to

each other after dribbling ....bouncing 4 times

o Station 3 In netball pass the ball to each

other while standing - the other learners run into a space to receive the ball

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 13 -


o Station 4

In rugby pass the ball while running in a line, avoiding forward pass

o Station 5 In soccer kick the ball to each

other (stand in triangles)

o Cooling exercise Jog slowly to cool down Reflection

Day 5

Theme: Matter and Materials Investigate how properties of materials impact on use

Plan: Choose a common piece of material, e.g. paper and identify what it is made from (i.e. the properties of the material )

Do: Conduct investigation to see if the material e.g. can bend, fold, sink, float, fly etc.

Review: to be continued

Natural Sciences

learning area

2


Day 1

Care of environment o Discuss ways of protecting the AIR from

pollution. Day 2

My family o Discuss ways to maintain healthy social

relationships with family Day 3

Emotions o Identify ways to cope with difficult /

challenging emotions e.g. anger, sorrow, anxiety, frustration, confusion

Day 4 Functional movement and Perceptual motor

o Locomotion o Hand and foot-eye co-ordination

o Warm up o Game: “Freeze”: Running freely… on the

signal of a whistle learners “freeze” in the action position and learners who move fall out

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 14 -


o Main Activity: Tactical sequences

(continued) o Station 1

In basket ball…dribble a ball through markers…zigzag… and jump shoot it on a target ( hoop)

o Station 2 In basket ball…pass the ball to

each other after dribbling ....bouncing 4 times

o Station 3 In netball pass the ball to each

other while standing - the other learners run into a space to receive the ball

o Station 4 In rugby pass the ball while

running in a line, avoiding forward pass

o Station 5 In soccer kick the ball to each

other (stand in triangles)

o Cooling exercise o Stretch and curl exercises o Reflection

Day 5

Natural Sciences Investigate how properties of materials impact on use Do: Conduct investigation according to plan Review: Describe own investigation and

findings

Natural Sciences

learning area

3

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT

LO 3 PERSONAL DEVELOPMENT

Day 1

Care of environment o Discuss ways of protecting the WATER

from pollution.

Day 2 My Friends

o Identify own circle of friends and why they are friends?

o Discuss the importance of maintaining healthy social relationships with friends

Day 3

Abuse o Revise the meaning of ‘abuse’ and forms

of abuse e.g. verbal, physical, emotional, sexual

Chapter 1

Chapter 2

Chapter 3

- 15 -

LO 4 PHYSICAL DEVELOPMENT Introduction of the Arts & Culture learning area: Drama LO 1, 2, 3, 4

Day 4

Functional movement o Locomotion o Rhythmic movement

o Warm up

Skip on the spot and skipping forwards, backwards

o Main Activity: Rope skipping sequences

In groups of 3s: two swing the other one skip the rope

Individually: stand skipping with a double take-off

Individually: single take off on one spot

Individually: running while skipping through rope

o Cooling exercise

Stand holding the rope above the head - bend the body forward - recover while breathing smoothly

Reflection Day 5

Media Choose a familiar TV advert / programme / video

/ drama Discuss the characters, message, etc Explore characters tone and gesture e.g.

through imitation Compare different media requirements

Chapter 4

Arts & Culture (Drama)

learning area

4

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

Day 1

Care of environment o Discuss ways of protecting the LAND

from pollution.

Day 2

My Neighbours o Explain who is a ‘neighbour’ o Identifies own neighbours o Discuss the importance of maintaining a

healthy relationship with neighbours and why?

Day 3

Abuse o Discuss ‘verbal’ abuse o Identify signs of verbal abuse

Chapter 1

Chapter 2

Chapter 3

- 16 -

LO 4 PHYSICAL DEVELOPMENT Introduction of the Economic and Management Sciences learning area LO 1

o Discuss feelings o Discuss ways to cope with verbal abuse o Demonstrate ways to say no o Identify a person to tell

Day 4

Functional movement o Locomotion o Rhythmic movement

o Warm up

Skip on the spot and skip forwards, backwards

o Main Activity: Rope skipping sequences

(continued) In groups of 3s: two swing the

other one skip the rope Individually: stand skipping with a

double take-off Individually: single take off on one

spot Individually: running while

skipping through rope Advanced: Try the double swing

skip Advanced: Try the cross over

swing skip

o Cooling exercise Line up as a group – run through

skipping rope turned by 2 learners. Sit in circle after the turn

Reflection

Day 5

Needs and wants and advertisements Revise the meaning of a ‘need’ compared to a

‘want’ Select an advertisement from a magazine or

newspaper Identify if the item advertised and what makes

one feel like buying it. Identify if the item in the advertisement is a need

or a want Discuss how to avoid being attracted to certain

advertisements that looks appealing to the eye.

Chapter 4



5

LO 1 HEALTH PROMOTION

Day 1 Care of the Environment

Waste Management o Discuss what to do with waste material.

Chapter 1

- 17 -


Day 2

My Community o Identify key members of a community

e.g. the shopkeeper, doctor, petrol attendant, neighbours, friends, postmaster, butcher etc.

o Discuss the importance of healthy social relationships with members of the community.

Safety

o Identify dangerous situations in own community

o Identify and memorize important emergency numbers e.g. Police, Ambulance, Fire Brigade, Child line, Doctor etc.

Day 3

Abuse o Discuss ‘sexual’ abuse o Identify signs of sexual abuse o Discuss feelings (emotions) o Discuss ways to cope with sexual abuse o Demonstrate ways to say no o Identify a person to tell

Day 4

Functional movement o Balance o Rhythmic movement

o Warm up

Using hoops – roll / wheel the hoops around the playing area trying to avoid collisions

o Main Activity: Hoop sequence to music

Stand in rank and file formation The hoop is raised above the

head in a slow movement …slowly crouch sitting keeping the hoop above the head … standing lowering the hoop …sideways launch with hoop in one hand …back to standing …sideway launch to the other side …keeping the hoop in one hand and swing the hoop up and down while bending (rebound) the knees with every swing … recover to standing

Repeat

Chapter 2

Chapter 3

Chapter 4

- 18 -


o Cooling exercise

Walking in a circle while cooling down

Reflection Day 5

Auditory discrimination Identifies elements of music (e.g. loud, soft,

tone, pitch –high/low) within a musical piece Explains characteristics of different music styles

– how music elements are used effectively to create the mood etc.


learning area

6


Day 1

Care of the environment Waste Management

o Explain the concept of ‘recycling’

Day 2

Country pride o Discuss the importance of

commemoration/ (remembrance) days on the calendar

Day 3

Abuse o Discuss ‘physical’ abuse o Identify signs of physical abuse o Discuss feelings (emotions) o Discuss ways to cope with physical

abuse o Demonstrate ways to say no o Identify a person to tell

Day 4

Functional movement o Balance o Rhythmic co-ordination

o Warm up

Play hula hoop Create own hoop dance

sequence

o Main Activity: Hoop sequence to music (continued)

Stand in rank and file formation

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 19 -

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

The hoop is raised above the

head in a slow movement …slowly crouch sitting keeping the hoop above the head … standing lowering the hoop …sideways launch with hoop in one hand …back to standing …sideway launch to the other side …keeping the hoop in one hand and swing the hoop up and down while bending (rebound) the knees with every swing … recover to standing

Repeat

o Cooling exercise Walking around slowly, with hoop

held waist high, avoid touching another hoop

Reflection Day 5

Knowledge focus: Places on maps Investigate: Local maps showing key features Evaluate information: Explain meaning of

symbols Formulate opinion: Draw conclusions on the

location of places through symbols on maps.

Social Sciences


7


Day 1

Care of the environment o Explain the concept of ‘recycling’ o Plan a recycling/ waste management

project for the classroom. Day 2

Country Pride o Discuss the meaning of Youth day 16

June and the history of this day. Day 3

Morals and values o Explain the meaning of a ‘citizen’ and

‘citizenship’ o Discuss the importance of excellent

morals and values for good citizenship o List ways to show good citizenship

Chapter 1

Chapter 2

Chapter 3

- 20 -

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

Day 4

Functional movement and expressive movement

o Balance o Rhythmic co-ordination

o Warm up

Skipping around to music - swing the ribbon to make all kinds of patterns

o Main Activity: Ribbon sequence to

music Introduce a ribbon sequence that

could include the following movement patterns;

Standing in rank and file position, swing the ribbon to form circular movements… change position to swing on the side…while rebounding the knees every time when changing the swing …..make a wave action horizontal…from right to left…a figure 8 while stepping forward and back…a spiral action in front … to the side with rebounding action

Repeat

o Cooling exercise o Stand and make various patterns with

the ribbons in the space around own body

o Reflection Day 5

Movement vocabulary Compose own movement ‘sentences’ / dance

sequence Pay attention to the execution of movements

Chapter 4

Arts & Culture


8


Day 1

Care of the environment o Revise the concept of ‘recycling’ o Set up the recycling/ waste management

project for the classroom e.g. storage for paper, plastic and glass etc.

Chapter 1

- 21 -

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

Day 2

Country Pride o Identify and discuss the national

symbols: national animal national tree national flower national bird flag

Day 3

Morals and values o Explain the meaning of ‘assertiveness’

and ‘confidence’ o Provide examples

Day 4

Functional movement and expressive movement

o Balance o Rhythmic co-ordination

o Warm up

Run, leap and wave ribbon high, low

o Main Activity: Ribbon sequence to

music Revise the learnt ribbon

sequence Create own ribbon sequence With partner – mirrored ribbon

sequence

o Cooling exercise o Stand and make various patterns with

the ribbons in the space around own body

o Reflection Day 5

Knowledge focus: Children’s Rights Question: Why do children have rights? What

are their responsibilities? Get information through sources e.g. pictures,

books or objects Interpret the information and record.

Chapter 2

Chapter 3

Chapter 4


learning area

9


Day 1

Care of the environment o Revise the concept of ‘recycling’

Chapter 1

- 22 -

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

o Review the progress of the recycling/

waste management project for the classroom by recording on a bar graph which waste basket fills up faster e.g. is it the plastic, paper or the glass?

Day 2

Country pride o Explain the meaning of being “ Proudly

South African” o Identify goods that are “Proudly South

African”

Day 3 Morals and values

o Revise the meaning of ‘assertiveness’ and ‘confidence’

o Role play being ‘assertive’ and ‘confident’ Day 4

Game and Functional movement o Locomotion o Spatial orientation

o Warm up

Simulation of animals: run like a horse…walk like a duck…pronk like springbok…jump like a kangaroo…etc.

o Main Activity: Cops and robbers / Stay out of jail

o Divide the class into two teams : The cops chase the robbers and put them in holding sites (jails)

o The robbers try to free their mates and the cops protect the jails

o Cooling exercise o Reflection including discussion about the

effect of this activity on their bodies Day 5

Thinking and talking about images View an art piece and write what you liked and

disliked about it in terms of line, form, shape, colour.

Chapter 2

Chapter 3

Chapter 4


Art) learning area

- 23 -

10 LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduction of the Technology learning area LO 1

Day 1

Care of the environment o Revise the concept of ‘recycling’ o Evaluate the success of the project and

report on the findings Day 2

Country pride o Demonstrate and identify more ways to

be “ Proudly South African”

Day 3 Morals and values

o Explain the concept of ‘choice’ o Identify good and bad choices o Discuss the importance of making good

choices.

Day 4 Functional movement and Perceptual motor

o Locomotion Hand-eye co-ordination

o Warm up Game: Mr. Wolf what’s the time?

o Main Activity:

Play stations to consolidate skills learnt this term:

Station 1: skipping ropes Station 2: hoops Station 3: ribbons Station 4: balls

o Cooling exercise o Circle – pass on a hoop by stepping

through it o Reflection

Day 5

Project: Making a Fruit salad Investigate: Source a simple recipe to make fruit

salad Design: - Plan the ingredients to make the fruit

salad Make: peel and mix the fruit and other

ingredients Evaluate: Eat and assess Provide feedback

Chapter 1

Chapter 2

Chapter 3

Chapter 4


- 24 -


GRADE 3

TERM 3



1


Day 1

Communicable diseases o Discuss the meaning of ‘contagious

diseases’ o Identify contagious diseases

Day 2

Country pride o Explain the meaning of ‘race’ o Identify different the different races in SA

(i.e. Black, Indian, Coloured, Asian, White)

o Discuss the notion of a ‘Rainbow Nation” o Discuss the notion of equality for ALL

races. Day 3

Group work o Discuss strategies of group work

learning

Day 4 Game, Functional movement and perceptual

motor o Locomotion o Hand-eye co-ordination o Spatial orientation

o Warm up

Keep a volley ball in the air as long as possible

o Main Activity: Volley ball Techniques

In stations Station 1 – Keep the volley ball in

the air Station 2 – Practice the forearm

dig Station 3 – Do the serve Station 4 – Pass the ball using

their open hand/palm

Station 5 – Hit the ball over a net (rope)

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 25 -


o Cooling exercise

Slow motion movements Reflection

Day 5

Knowledge focus: Social Sciences: History Question: What is the name of this Province and

who is the current premier and what has she/he done for the province thus far?

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

Interpret the information: Conclude and report on the findings.


learning area

2


Day 1

Communicable diseases o Describe the symptoms of different

contagious disease o Suggest ways of preventing contagious

diseases o Discuss myths about these diseases

Day 2

Country pride o Identify the 11 official languages in SA

and record the information o Explain that all the languages have

equal status. Day 3

Group work o Demonstrate different strategies of group

work learning

Day 4



o Warm up

Practice volley ball Techniques from previous week

o Main Activity:

Demarcate court Form teams Learn the rules of volleyball

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 26 -



Day 5

Group work o Sing as a choir

Arts & Culture (Music) learning

area

3


Day 1

Communicable diseases Identify HIV and Aids as a serious

‘communicable disease’ Explain the meaning of HIV and Aids and how

the disease is contracted. Day 2

Culture o Identify the different cultures in South

Africa e.g. Indian, African Black, White, Asian, Coloured etc.

o Investigate and compare similarities and differences between 2 given cultures in terms of customs, clothing, food and religion.

Day 3

Self concept o Explain the meaning of ‘self concept’ o Identifies things I like/dislike about

myself o Things I am good at and not so good at

doing. Day 4



o Warm up

Jog around a mini “cross-country” course

o Main Activity: Rugby Techniques

In stations

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 27 -


Station 1- Passing the ball in a

line running without giving a forward pass

Station 2 – Kicking and catching a rugby ball

Station 3 – Picking up a rolling ball

Station 4 – Throw a ball into a line out

Station 5 – Throwing a ball into a scrum


Day 5

Group work Choose a familiar story or poem to recite in a

group and in class parts Rehearse and present


learning area

4


Day 1

Communicable diseases o Revise the meaning of HIV and Aids and

how the disease is contracted o Discuss ways of preventing HIV and

Aids (NB must be age appropriate and relevant to context)

o Discuss myths about HIV and Aids

Day 2 Culture

o Identify the different cultures in South Africa e.g. Indian, African Black, White, Asian, Coloured etc.

o Investigate and compare similarities and differences between 2 given cultures in terms of customs, clothing, food and religion.

Day 3

Self concept o Continue with the meaning of ‘self

concept’ o Identifies things I like/dislike about

myself o Things I am good at and not so good at

doing.

Chapter 1

Chapter 2

Chapter 3

- 28 -


Day 4



o Warm up

Practice throwing and catching a rugby ball

o Main Activity:

Demarcate the area (to keep playing fields separate)

Form teams (about 6 learners per team)

Play touch rugby and learn the rules of the game


Day 5

Savings Explain the concept of saving and its purpose Identify ways of saving

Chapter 4



5


Day 1

Care of the body o Identify the different systems of the body

skeletal, muscular, digestive, nervous, circulatory, excretory

Day 2

Culture o Revise the different cultures in South

Africa. o Investigate and compare similarities and

differences between 2 more cultures in terms of customs, clothing, food and religion.

Day 3

Self concept o Continue with the meaning of ‘self

concept’ o Explain and discuss how to improve

image of self.

Chapter1

Chapter 2

Chapter 3

- 29 -

LO 4 PHYSICAL DEVELOPMENT Introduction of the Arts & Culture learning area: Visual Art LO 1, 2, 3, 4

Day 4

Functional movement o Locomotion o Rhythmic co-ordination

o Warm up

Warming up parts of the body – neck, trunk, arms, legs, hips, ankles

o Main Activity: Gymnastic movement

sequences Simple gymnastic movement

sequences are introduced such as

Couching… hand-knee sitting Forward roll long sitting… half

turn… prone support … jump to standing

Standing… one leg balancing keeping the arms horizontal…step… running into forward roll…into back lying…short sitting position… balance sitting hands supporting sideways …straddle sitting…short sitting…jump to standing…

Standing …back lying…crab standing

Standing…front launch raising the L/R leg…standing

Standing…crouch sitting… forward roll…standing

o Cooling exercise o Stretch and relax all muscles o Reflection

Day 5

Group work Create a collage in groups based on a given

topic.

Chapter 4

Arts & Culture

(Visual Art) learning area

6


Day 1

Care of the body o Describe the skeletal system o Explain the functions of the skeletal

system o Identify how to care for bones

Chapter 1

- 30 -

LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduction of the Social Sciences learning area: Geography LO 1, 2, 3

Day 2

Culture o Present the findings of ‘similarities and

differences’ between the different cultures to the class and discuss the results.

Day 3

Group work o Explain the meaning of a ‘hobby’ o Do a research on different ‘hobbies’ in

groups o Demonstrate group work skills

Day 4

Functional movement o Locomotion o Rhythmic co-ordination

o Warm up

Warming up parts of the body – neck, trunk, arms, legs, hips, ankles

o Main Activity: Gymnastic movement

sequences (continued) Revise simple gymnastic

movement sequences from previous week

Stations Forward roll sequence Backward roll sequence Leap frog Jump off e.g. chair and

land on two feet

o Cooling exercise Stretch and relax all muscles Reflection

Day 5

Knowledge focus: Change in the environment

Investigate: New developments in own local area e.g. new stadium / school / road etc.

Evaluate information: Explain why there is development, where it is situated and when it will be complete.

Formulate opinion: Describe the impact of the new development on the local people and the environment

Chapter 2

Chapter 3

Chapter 4

Social Sciences


- 31 -

7


Day 1

Care of the body o Describe the muscular system o Explain the functions of the muscular

system o Identify how to care for muscles

Day 2

Morals and Values o Identify different male role models in

South – Africa o Discuss why they are deemed as role

models e.g. what are their morals and values.

Day 3

Group work o Do a poster presentation on research of

hobbies as a group. o Demonstrate group work skills and

strategies Day 4

Functional movement and Perceptual motor o Locomotion o Balance o Hand-eye co-ordination

o Warm up o Game: Shrinking islands

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

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

Repeat with variations

o Main Activity: Play stations to consolidate skills

learnt Station 1: skipping ropes Station 2: gymnastics Station 3: ribbons Station 4: balls

o Cooling exercise

Circle walk – clockwise, anticlockwise

Reflection

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 32 -


Day 5

Theme: Energy and Change Investigate growth of a bean plant from seed

Plan: Determine type of seeds soil, dish to start planting

Do: Place seed in soil and water regularly Review: Investigate progress and assess the

findings

Natural


8


Day 1

Care of the body o Describe the digestive system o Explain the functions of the digestive

system o Identify how to maintain a healthy

digestive system Day 2

Morals and Values o Identify different female role models in

South – Africa o Discuss why they are deemed as role

models e.g. what are their morals and values.

Day 3

Group work o Do a poster presentation on role models

as a group. o Demonstrate group work skills and

strategies Day 4

Functional movement and Expressive movement

o Locomotion o Rhythmic co-ordination

o Warm up

The hoop sequence: Teacher directed movements e.g. climb through the hoop, wheel the hoop; jump over a moving hoop, etc.

o Main Activity: Hoop sequence to music

Stand in rank and file formation Use different coloured hoops

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 33 -


Choreograph a sequence e.g.

stand with hoop in the right hand… on the beat swing the hoop back wards and forward …rebounding… swing the hoop forward and change hands … repeat… swing the hoop and keep it with both hands high above the head… going on the toes… rebounding to standing …repeat

Create variations

o Cooling exercise Walking around slowly whilst

turning hoop like a skipping rope, do not touch another hoop

Reflection Day 5

Project : Making musical instruments Investigate: How to make percussion

instruments Plan: Research and identify an instrument to

make Design: Draw the instrument Make: to be continued.


9


Day 1

Care of the body o Describe the nervous system o Explain the functions of the nervous

system o Identify how to care for nerves

Day 2

Morals and Values o Identify and describe characteristics of a

good role model o Presentation of own role model to class

Day 3

Group work o Display the posters and do a walkabout

assessing the findings. o Provide feedback on presentations.

Chapter 1

Chapter 2

Chapter 3

- 34 -

LO 4 PHYSICAL DEVELOPMENT Introduction of the Technology learning area LO 1

Day 4

Functional movement and Expressive movement

o Locomotion o Rhythmic co-ordination

o Warm up

Free play - Hula hoop

o Main Activity: Hoop and ribbon sequence to music

Stand in rank and file formation Divide into pairs – one learner

gets a ribbon and the other gets a hoop

Choreograph a movement pattern of own sequence of mirror movements

Swop with partner Share – show another pair

o Cooling exercise o Circle – slow sway / Mexican wave o Reflection

Day 5

Project: Making musical instruments Make: Choose materials, make and decorate Evaluate: Make music and assess

Chapter 4


10


Day 1

Care of the body o Describe the circulatory system o Explain the functions of the circulatory

system o Identify how to care for circulation

Day 2

Consolidate Morals and Values

Day 3

Consolidate Group work Day 4

Game and Functional movement o Balance o Co-ordination

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 35 -


o Warm up

Pairs: one is the wheelbarrow and the other pushes the wheelbarrow - swop

o Main Activity: “Tug of war”

Form matching teams (weight, size) of about 6 learners each

Demarcate line Play game to see who can pull

the other team over the line Learn rules and practice

Techniques Swop teams

o Cooling exercise

Reflection on the effect on the body, emotions

Day 5

Communication and expression through art Read a story Express own opinion about the story Create an image/drawing or model to portray

this story

Arts & Culture


- 36 -


GRADE 3

TERM 4



1


Day 1

Care of the body o Describe the respiratory system o Explain the functions of the respiratory

system o Identify how to care for respiratory

system Day 2

Culture and Religion o Identify different Religions in South Africa

e.g. Christianity, Judaism, Baha’i, Islam, Hinduism other…

o Discuss religious freedom and tolerance vs. persecution

Day 3

Group work o Revise the role of the different members

of the group o Discuss strategies for group work

Day 4

Games o Reaction time

o Warm up o Jogging on the spot, around the field

o Main Activity: Reaction drills

In partners …using a ruler… one learner hold the ruler high above the head… letting the ruler fall the other learner try to catch it before it hits the ground

Hand knee sitting position…two learners facing each other… a tennis ball between them. On the signal of the teachers the learners try to grab the ball away from the other

Partners facing each other. Hold arms and hands stretch out the two try to hit the hands of the other while avoiding to be hit

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 37 -


Knee boxing: In partners they try

to box the knees of each other while avoiding the hit

o Cooling exercise o Learners stride walk, swinging arms,

gradually slowing to stop o Reflection

Day 5

Theme: Life and Living Humans and Plants – Investigate corresponding needs and dependency Plan: Select a common plant to study e.g. potato

plant, coffee bean tree, canola oil plant Find out what it needs compared to human

needs Identify interdependence between man and

plant Do: Conduct investigation Review: : Describe own investigation and

findings

Natural Sciences

learning area

2


Day 1

Care of the body o Describe the excretory system o Explain the functions of the excretory

system Day 2

Culture and Religion o Identify known Christian traditions and

belief system o Describe symbols of Christianity and

their meaning o Discuss practices and festivals of

Christians Day 3

Emotions o Coping with different emotions in difficult

situations e.g. o a family member in hospital o a family member dying o a family member suffering from a disease

like HIV and Aids

Chapter 1

Chapter 2

Chapter 3

- 38 -

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

Day 4

Game and Functional movement o Locomotion o Balance o Spatial orientation

o Warm up Safe islands: Using hoops scattered

on the playing area, learners zig zag through it without bumping to each other

On command learners race each other to jump into the centre of a hoop

Repeat the command shouting out numbers...1.2..3 and 4 to indicate how many learners may stand in the hoop

The extra one/s fall out Remove hoops as learners fall out

o Main Activity: Obstacle course The team has to carry an object

(motor car tyre / chair/ bin, etc. across an

obstacle course without letting it fall on the

ground Include the following challenges

Climbing over Crawling under Elevation ( obstacle elevated but

not too high) Turning points End point

o Cooling exercise o Pass the parcel o Reflection

Day 5

Communication and expression through music

Use the voice or instruments and elements of music to express mood e.g. loud and soft, happy and sad, etc

Chapter 4


learning area

3


Day 1

Care of the body o Describe the reproductive system o Explain the functions of the reproductive

system o Discuss changes in puberty

Chapter 1

- 39 -


o (NB! Be mindful of age appropriate

discussion) Day 2

Culture and Religion o Identify known Islam traditions and belief

system o Describe symbols of Islam and their

meaning o Discuss practices and festivals in Islam

Day 3

Group work o Discuss the different roles performed by

different members in the group o Discuss the importance of teamwork.

Day 4

Game and Functional movement o Locomotion o Balance

o Warm up Horse and cart …one learner act as a

horse the other as rider Using a rope put onto the “horse”

over the neck underneath through the arm pits and keeps the end as leads to drive the “horse”

Gallop around and change positions on signal

o Main Activity: Obstacle course Form teams Each team gets to design own

obstacle course which must include Climbing over Crawling under Elevation ( obstacle elevated but

not too high) Turning points End point

Team sets up and trials own design Whole class has a turn

o Cooling exercise

Pass the parcel Reflection

Chapter 2

Chapter 3

Chapter 4

- 40 -


Day 5

Characterisation Explore different voices of different characters Explore and imitate different registers (language) Explore and imitate different physical builds


learning area

4


Day 1

The body (Group work) o Conduct investigation and research on

any system of the body i.e. skeletal, muscular, digestive, nervous, circulatory, excretory

o (Report back next week) Day 2

Culture and Religion o Identify known Hindu traditions and belief

system o Describe symbols of Hindu’s and their

meaning o Discuss practices and festivals of Hindu’s

Day 3

Group work o Complete an evaluation form to assess

the performance of the members in the group in a group activity.

o Evaluate the effectiveness of the leader of the group.

Day 4 Game and Perceptual motor

o Hand-eye co-ordination

o Warm up o Swinging arms like windmills

o Main Activity: Tennis set

Note: This activity can be done without tennis set bats- use the hand to hit the ball

o In groups of 6 to8 learners work in stations:

Station 1: With a tennis set bat bounce the ball while standing

Station 2: In pairs hit the ball to one another using only forehand shot

Station 3: Hit the ball over the net (Set up a low horizontal rope)

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 41 -


Station 4: Hit the ball using the

backhand shot Station 5: Serve a ball over a low

span rope

o Cooling exercise Play free-standing bouncing ball:

In pairs learners hit the ball to one another using either a tennis set bat or the hand

Reflection

Day 5 Dance to express and communicate Explore a variety of movements that are one of

the same kind and link them into a dance sequence e.g. a greeting dance, a sticky dance, etc

Arts & Culture (Dance)

learning area

5


Day 1

The body (Group work) o Report back on research on any system

of the body i.e. skeletal, muscular, digestive, nervous, circulatory, excretory

Day 2

Culture and Religion o Identify Jewish traditions and belief

system o Describe symbols of Jews and their

meaning o Discuss practices and festivals in

Judaism

Day 3

Group work ( My body ) o Evaluate group performance on

presentation of Day 1 o Discuss the performance of each

member of the group Day 4

Game and Perceptual motor o Hand-eye co-ordination

o Warm up

Free rope skipping for warming up

Using ropes in pairs learners try to pull one another over a line

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 42 -


o Main Activity: Perceptual motor

activities focusing on rules Station 1: Netball - Dribble,

bounce and shoot the ball Station 2: Tennis – Returning

after one bounce Station 3: Cricket – Throwing the

ball at the stumps Station 4: Cricket – Bowling a ball

on the stumps Station 5: Volleyball – Keeping

the ball up and hitting it over the net ( rope )

o Cooling exercise o Circle running…clockwise/ant-

clockwise… to standing o Reflection

Day 5

Knowledge focus: Historically significant place in own life

Question: E.g. Where were your parents born? Get information through sources e.g. pictures or

objects Compare similarities and differences to own

place of birth Discuss significance of the birth place. Interpret the information and record in logical

order


learning area

6


Day 1

The Body (Group work) o Report back on research on any system


Day 2

Culture and Religion o Identify the Baha’i traditions and belief

system o Describe symbols of the Baha’i and their

meaning o Discuss practices and festivals in

Judaism Day 3

Group work (My body) o Introduce group work for specific

activities and complete and evaluation form to identify group performance.

Chapter 1

Chapter 2

Chapter 3

- 43 -


o Provide feedback and improve on poor

contributions in groups. Day 4

Functional movement o Locomotion o Rhythmic co-ordination o Balance

o Warm up

Form a circle and throw a tennis ball in a fixed pattern e.g. to every 2nd person

Introduce more balls into the activity

o Main Activity: Rhythmic sequences in

open order positions Running on the spot lifting the

knees as high as possible Running …hop-hop-jump Running 5 meters…. hop-hop-

jump…. Hop-hop jump Running hop…skip…and…jump Running skip on L/R leg and jump Walking star jump

forward…landing on the toes Walking backwards on a straight

line

o Cooling exercise o Stretching the muscles and joints for

cooling down o Reflection

Day 5

Entrepreneurship Class Shopping Day: e.g. of items made or bought

Decide on items to sell Make or source the products Buy and sell or barter and exchange on

shopping day

Chapter 4



FORMAL ASSESSMENT TASK

7 LO 1 HEALTH PROMOTION

Day 1

The body (Group work) o Report back on research on any system


Chapter 1

- 44 -

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

Day 2

Culture and Religion o Discuss important religious holidays and

the significance e.g. Eid-ul-Fitr – Islam

Day 3

Group work ( My body ) o Evaluate the results of the groups

reporting back on day 1 o Discuss the performance of each

member of the group Day 4

Expressive movement o Rhythmic movement o Co-ordination

o Warm up

Walk like a crab; walk like dog; walk like a cat; walk like a tiger/lion, etc.

o Main Activity: Gymnastic movements o Learners practice the following

individually / in pairs:- Head stand Hand stand Cart wheel

o Cooling exercise

Sit cross legged in small circle groups and blow an imaginary bubble to each other

Reflection Day 5

Communication and expression through art Read a story Express own opinion about the story Create an image or model to portray this story

Chapter 2

Chapter 3

Chapter 4


Art) learning area

8


Day 1

My body (Revision) o Discuss ways of maintaining a healthy

body o Compile a diet and exercise program

with prior knowledge obtained during the year.

Chapter 1

- 45 -

LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduction of the Social Sciences learning area: Geography LO 1, 2, 3

Day 2

Culture and religion o Discuss important religious holidays and

the significance e.g. Rosh Hashanah – Jewish Diwali – Hindu

Day 3

Morals and values o Revise the meaning of different morals

and values obtained during the year making good choices assertiveness fairness responsibility respect trustworthy

Day 4

Expressive movement o Rhythmic movement o Co-ordination

o Warm up

Teams of five… defend the ball from the other team

Practice gymnastic movements from previous week

o Main Activity:

Simple gymnastic expressive movements in the following sequence

Head stand Hand stand Cart wheel Crouch balance Forward roll Backward roll

o Crab standing o Repeat sequence

o Cooling exercise

Stretching the muscles and joints for cooling down

Reflection Day 5

Knowledge focus: Common useful items (resources and processes)

Investigate: Choose a common, useful item e.g. milk / fruit juice / wool and investigate where it comes from

Chapter 2

Chapter 3

Chapter 4

Social Sciences


- 46 -

Evaluate information: Explain natural origins and

human processes Formulate opinion: Describe the impact of e.g.

floods / droughts on this item

9


Day 1

Safety precautions o Discuss personal safety o Discuss safety at home o Discuss safety over the holidays o Identify dangers o Suggest ways to be safe

Day 2


the significance e.g. o Feast of Ridvan – Baha’i

Day 3

Morals and values o Discuss ways to demonstrate the

following morals and values obtained during the year

Responsibility honesty respect reliable

Day 4

Structured activities o Aquatics

o Warm up o Use water sprays (plastic bottles with

little holes) to wet each other while avoiding the spray

o Main Activity: Water confidence o Aquatic activity: Confidence exercises

using buckets of water/ or take learners to a swimming pool.

Activity 1: Throw water over the face

Activity 2: Blow bubbles in the water

Activity 3. Open the eyes in the water to see underwater

Activity 4: Breath in and blow out in the water

Chapter 1

Chapter 2

Chapter 3

Chapter 4

- 47 -


Activity 5 : Put one ear in the

water/ Change to the other ear Put head under the water

o If using a swimming pool, all precautions should be observed

o Extension: In cases of access to swimming pools additional activities can be introduced, i.e. strokes, kicks etc

o Cooling exercise o Learners warming up by simulating

swimming actions such as the freestyle, butterfly, backstroke movements in swimming

o Reflection Day 5

Project: An end of year gift Investigate: Which gift to make and the materials

needed Design: plan how to make Make: to be continued


10


Day 1

Safety precautions o Safety over the holidays o Identify dangers o Suggest ways to be safe o Recognise the importance of knowing

important telephone numbers in case of emergency - Ambulance, Police, Fire Brigade, 10111,

o a relative / another contact person Day 2


the significance e.g. Christmas day -Christians

Day 3

Morals and Values o Discuss ways to demonstrate the

following morals and values obtained during the year ( Role play )

making good choices assertiveness fairness kindness

Chapter 1

Chapter 2

Chapter 3

- 48 -

LO 4 PHYSICAL DEVELOPMENT Introduction of the Technology learning area LO 1

Day 4

Functional movement o Locomotion

o Warm up o Role play athletic games: Emulate a

sprinter; a javelin thrower; a long jumper; a high jumper

o Main Activity: Athletics o Groups rotate around the following

activities: Station 1: Sprinting Set out the

distance – 100 metres Station 2: Long jump Station 3: High jump Station 4: Tug of war

o Cooling exercise o Groups play follow the leader o Reflection

Day 5

Project: An end of year gift Make: construct the gift and decorate Evaluate: Self assessment

Chapter 4


phase work schedules foundation - western cape · 2019. 9. 23. · - 1 - work schedule life skills...

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