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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 2

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 2

TERM 1

WK LEARNING OUTCOMES

ASSESSSMENT STANDARDS & CORE TEACHING TEACHER’S GUIDE

1

LO 1 HEALTH PROMOTION 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

BASELINE ASSESSMENT

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

Day 1

Personal Hygiene o Discuss the importance of keeping the body

clean daily o Identify how to prevent body odours

Day 2

Rights and Responsibilities o Discuss the right to be ‘loved’ o Identify the responsibility give love

Day 3

Personal details o Revise address and telephone numbers

Day 4 Functional movement and perceptual motor

o Locomotion o Hand-eye co-ordination

o Warm up: Game: “Simon Says” Use playground equipment /

apparatus : walk, run, crawl, climb

o Main Activity: Obstacle course Include challenges that allow

learners to swing, balance, throw and catch

o Cooling exercise

Form a circle Reflection

Day 5

Investigate, make and reflect o Make a simple colour wheel using specific

colours from the colour wheel

Chapter 1

Chapter 2

Chapter 3

Arts & Culture (Visual

Art) learning area

- 2 -

o Create an image o Display and talk / write about own art

2 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 body o The senses: Identify the 5 senses o Discuss sense of ‘smell’

Day 2

Rights and Responsibilities o Discuss the right to a name/surname and

an identity. o Own responsibilities to preserve name and

identity

Day 3 Self concept

o Explore “All about me”: Gender o Identify own gender o Identify differences between boys / girls

Day 4

Indigenous games o Hopscotch o Warm up o Play simple indigenous games such as

S.T.O.P. - learners walk but freeze on the last letter “p”

o Main Activity: o Draw simple patterns of hopscotch marking

on the grounds. In groups learners get a chance to jump the hop scotch

o Introduce rhymes to jump the scotch o Cooling exercise o Free playing hop scotch with own

innovation o Reflection

Day 5

Project : A box construction model of a house as a group project o Investigate: Discuss different house designs o Design: plan what is needed and design the

house o Make: to be continued.

Chapter 1

Chapter 2

Chapter 3

Technology learning area

- 3 -

3 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 body o The senses: Discuss the sense of ‘taste’

Day 2

Rights and Responsibilities o Discuss the right to be ‘belong’ e.g. to a

family or ‘like family situation’ , church, social/cultural group

Day 3 Self concept

o Explore “All about me”: Things I like

Day 4

Functional movement o Locomotion o Spatial orientation

o Warm up Learners warm up various parts of

the body - starting with the neck, upper trunk, lower trunk, legs and feet

o Main Activity: Obstacle course

Include the following activities: crawling, jumping, zig zag, running, turning and balancing on an elevated platform

o Cooling exercise

Form rows. Sit and reflect on the activity while cooling down

Day 5

Project: A box construction model of a house as a group project o Make: construct and decorate the house o Evaluate: Display and assess the house

designs in a group walkabout. o Provide feedback

Chapter 1

Chapter 2

Chapter 3


4

LO 1 HEALTH PROMOTION

Day 1

Care of the body o The senses: Identify the 5 senses o Discuss the sense of ‘sight’

Chapter 1

- 4 -

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

Day 2

Rights and Responsibility o Discuss the right to attend school and to

learn o Identify the responsibility to be at school and

to learn. Day 3

Self concept o Explore “All about me”: Things I dislike.

Day 4

Functional movement o Locomotion

o Warm up Jump forward in and out of your

hoop Hula hoop

o Main Activity:

Hoop challenge: Spring out of your hoop and jump as far form it as possible

Hoop relay: Learners use the hoop as a jumping rope, running a relay

o Cooling exercise

Step in and out of hoop then sit. Reflection

Day 5

Group work o Responding to commands o Finding own space o Moving freely with a partner

Chapter 2

Chapter 3

Arts & Culture (Dance)

learning area

5

LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT

Day 1

Care of the body o The senses: Identify 5 senses: The sense of

‘hearing’ Day 2

Rights and Responsibility o Discuss the right to be protected from harm

and danger o Identify responsibilities to protect own self

Chapter 1

Chapter 2

- 5 -

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

Day 3

Self concept o Explore “All about me”: Strengths / positives o Identify own strengths

Day 4

Expressive movement o Rhythm

o Warm up o Demarcate personal space o Learners skip to beat / music without

bumping into one another

o Main Activity: Rhythmic patterns o Learners make the same movements

with feet and arms to the music o Move to the beat and rhythm of the

music o Change movements when music

changes...hop on one foot...stamp the feet….run on toes, etc.

o Cooling exercise o Lie in personal space and listen to

music o Reflection

Day 5

Household as the consumer o Describe a ‘household’ and ‘consumer’ o Identify items in the home that is frequently

consumed o Compare lists and provide feedback on

frequently consumed products in a home.

Chapter 3

Economic & Management

Sciences learning area

6


LO 3 PERSONAL DEVELOPMENT

Day 1

Care of the body o Identify the framework and parts of the body

e.g. head, neck, arms, torso etc. Day 2

Rights and Responsibility o Discuss the right to be a ‘child’ e.g. without

adult responsibilities, play, be cared for etc. o Identify responsibilities of being a child

Day 3 Self concept

o Explore “All about me”: When I grow up o Describe desired role / occupation etc

Chapter 1

Chapter 2

Chapter 3

- 6 -

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

Day 4

Expressive movement o Spatial orientation o Shape and patterns

o Warm up o On command, learners walk / run in

patterns e.g. run the letter “S”, “O” etc.

o Main Activity: Group shapes o Walk individually in line, then in a circle

and semi-circles. etc o Then as group

o Cooling exercise o In own personal space – lie and draw

shapes in the air o Reflection

Day 5

Singing and making music o Clap / move to different beats and rhythms

of music o Add body percussion as accompaniment to

music

Arts & Culture (Music)

learning area

7

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

Day 1

Care of the body o Identify framework and parts of the body;

Head, arms, fingers, torso, legs etc. o Describe the function and movement of the

body parts. Day 2

Rights and Responsibility o Discuss the right to a viewpoint from self

and others o The responsibility to express viewpoints

responsibly and respect others viewpoint. Day 3

Emotions o Identify different emotions e.g. sad, happy,

shy, angry, etc. Day 4

Perceptual motor o Hand-eye co-ordination

Chapter 1

Chapter 2

Chapter 3

- 7 -

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

Warm up o Eye and finger exercises o Catch and throw ball Main Activity: Relay teams - ball games o Throw and catch o Pass along o Bounce the ball o Roll the ball o Dribble the ball Cooling exercise o Form a big circle, call a name and throw the

ball to that person o Reflection

Day 5

Role play o View a poster / picture depicting a range of

people and activities e.g. market scene o Discuss the scene o Act out the scene, taking on the roles of the

various people o Compare different interpretations

Arts & Culture (Drama)

learning area

8


Day 1

Care of the body o Discuss ways to protect the body against

different weather conditions: heat and sun Day 2

Rights and Responsibility Explain the concept ‘human rights’ Explain Human Rights Day - 21 March

Day 3

Emotions o Discuss the emotion of jealousy / envy o Demonstrate a situation – jealous / envious o Identify ways to cope with jealousy / envy in

different situations Day 4

Perceptual motor o Hand-eye and foot-eye co-ordination Warm up o In groups of 4 to 6 learners. One learner

swings a stocking ball around while the others jump over it

Chapter 1

Chapter 2

Chapter 3

- 8 -

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

Main Activity: Throwing and catching o In pairs, learners swing the stocking ball

and throw it to the partner to catch o Partner swings and throw back o Repeat. Cooling exercise o Find a space – swing arms around, body,

and then slow to stop and rest o Reflection

Day 5

Knowledge focus: Social experiences over time

Question: How did slaves live in early Cape? o Get information through sources e.g.

pictures, books or objects o Interpret the information e.g. compare

similarities and differences to modern life.

Social Sciences (History)

learning area

9


Day 1

Care of the body o Discuss protecting body against weather

conditions: Cold and wet Day 2

Rights and Responsibilities Discuss rights/freedom to a ‘religion’ and

the responsibility to respect other religions and practices

Day 3

Emotions o Explain the emotion of ‘frustration’ o Discuss a situation/s that causes

‘frustration’ o Identify ways to cope with frustration in

different situations Day 4

Game and Functional movement Locomotion Warm up o Form teams of 4 to 5 learners and defend a

ball from their opponents

Main Activity: Relay running o Groups of 6 to 8 learners form a team

Chapter 1

Chapter 2

Chapter 3

- 9 -

Introduction of the Natural Sciences learning area LO 1

o Use a ball or stocking ball to pass-over as

the individual members run around a turning point marked by the teacher for each team

Cooling exercise o Come together in a circle o Reflection

Day 5

Theme: Earth and Beyond E.g. Investigate atmosphere and weather o Plan: Select different weather temperatures

on different days to gauge the temperature. o Do: Use a weather gauge and carry out the

investigation according to the plan. o Review: Evaluate and compare the findings.

Natural Sciences

learning area

10


Day 1

Care of the body o Discuss protecting the body against weather

conditions o Wind: eyes, ears, skin

Day 2

Consolidate: Rights and Responsibilities Day 3

Emotions o Discuss the emotion ‘anger’ o Demonstrate causes of ‘angry’ o Identify ways to cope with anger in different

situations Day 4

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

Warm up o Using soccer balls, run and kick the ball to

each other Main Activity o Free Play Cooling exercise o Circle movements – clockwise and

anticlockwise o Reflection

Chapter 1

Chapter 2

Chapter 3

- 10 -

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

Day 5

Knowledge focus: Picture map with key features

Investigate: Source a map of South Africa Evaluate information: Identify and discuss the

places on the map. Formulate opinion: Discuss the findings

Social

Sciences (Geography) learning area

- 11 -


GRADE 2

TERM 2



1

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

Days 1 to 3

Revision of difficult concepts of Term 1 o Rights and responsibilities o Religious rights o Safety precautions o Discuss road safety on the way to school o Explain scholar patrol rules

Day 4

Game and Rhythmic movement o Rhythm and balance Warm up o Learners each have a rope: Free playing

rope skipping Main Activity: Rope skipping o Jump over a swinging rope: In groups of three’s Two swinging the rope the third jump the

swinging rope Take turns - change on signal Cooling exercise o Form circle with own rope. Move from own

circle to another on command. Repeat until back home – sit and rest

o Reflection Day 5

Thinking and talking about images Look for and describe colours, lines,

shapes and textures and proportions in own and others art works

Chapter 1 Chapter 2 Chapter 3

Arts & Culture(Visual

Art) learning area

2


Day 1 Road safety

o Identify and discuss the meaning of road signs e.g. information signs , warning signs

Day 2

Relationships o My Family: Identify different types of

families e.g. single family, nucleus/ core family, extended family

Chapter 1

Chapter 2

- 12 -

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

Day 3

Emotions o Discuss the emotion ‘fear’ o Demonstrate causes of fear o Identify ways to cope with fear in different

situations e.g. when there is change, conflict, abuse

Day 4

Game and Functional movement o Locomotion o Spatial orientation

o Warm up

Follow the thumb: Free running. On the signal change direction by following the direction shown by the teacher’s thumb

o Main Activity: Game

Cat and mouse: Learners form a big circle holding hands (form two circles for large classes)

Two learners are selected, one is the cat the other is the mouse

On the signal the cat tries to catch the mouse that has to run inside and outside of the circle with the learners holding hand prevents the cat from catching the mouse

o Cooling exercise

Walk in the circle doing breathing exercises

Reflection Day 5

Auditory discrimination o Identifies different music genres e.g.

lullabies, marches, waltzes, etc o Responds to different music

Chapter 3


learning area

3


Day 1 Safety precautions

o Identify road signs for pedestrians o Explain their meaning and purpose

Day 2

Relationships o My family: Discuss the ‘nucleus’/core

family e.g. mother, father, siblings

Chapter 1

Chapter 2

- 13 -

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

Day 3

Emotions o Discuss the emotion of ‘uncertainty’ o Discuss situations that causes uncertainty o Identify ways to cope with feeling of

uncertainty in different situations Day 4

Functional movement o Locomotion o Balance

o Warm up

Simulate workers working…running picking apples…digging the garden…sowing a plank…using a hammer…etc.

o Main Activity: Game

Copy movements/ Follow the leader Learners practice the following

positions using their body parts: walk and stand…going into toe

standing walk and stand, arms held horizontally

… lift left leg forward upwards with out bending the knee - alternate L/R

walk and stand… arms held horizontally, lift L/R leg sideways

walking around…walk on toes… walk on inside of feet… walk on outside of feet.

walking…swing arms forwards…. sideways…up and down

o Cooling exercise

Stretching exercises…begin with legs…lower trunk… upper trunk… arms… neck

Reflection Day 5

Movement vocabulary o Explore basic dance steps / sequenced /

rhythmic movements

Chapter 3

Arts & Culture(Dance)

learning area

4


Day 1 Safety precautions

o Identify road signs for pedestrians (cont) o around the school o around own home / neighbourhood

Chapter 1

- 14 -

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

Relationships o My family: Discuss the ‘extended family’

e.g. cousins, aunts, uncles Day 3

Emotions o Discuss the emotion : sorrow o Identify things/events that causes sorrow o Identify ways to cope with sorrow.

Day 4

Expressive movement o Rhythmic pattern Warm up

o Using music let learners move on the beat of the music in free movements

o Use various dance actions show the learners how to use their bodies rhythmically

Main Activity: ‘Sweep the house’

o Sweeping movements in front, on sides, above head, etc. Add music

o Create a dance where learners can express themselves

Cooling exercise

o Slow motion: sweeping movements o Reflection

Day 5

Knowledge focus: Communication networks o Investigate: The different routes to school

and find the shortest route. o Evaluate information: Assess the findings o Formulate opinion: Express own view on

shortest route to school

Chapter 2

Chapter 3

Social Sciences

(Geography) learning area

5


Day 1 Care of school environment

o Describe a healthy school environment e.g. cleanliness, tidiness, green – shade, flowers, vegetables, water, playground areas, ablutions, classrooms

Day 2

Relationships and Responsibilities o Explore “My friends”: o Identify and list qualities of a good friend

Chapter 1

Chapter 2

- 15 -

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

o Give reasons for choices

Day 3

Morals and values o My family: Discuss the ‘single’ e.g. Mom or

Dad and children Day 4

Expressive movement o Rhythmic pattern o Warm up

Loosen up: move the various body parts on the beat of the music…the head…arms…hips…legs…feet

o Main Activity:

Recap sweeping movements and use of space

Continue with “ Sweep the house” In lines, in circles, etc.

o Cooling exercise

Sit in a circle – swivel ankles, rotate feet

Reflection

Day 5 Group dramatization

o Small groups choose a familiar story o Act out the story, taking parts o Create a different ending

Chapter 3

Arts & Culture(Drama)

learning area

6


LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT


o Suggest and investigate ways to make the school a healthy environment

Day 2 Country pride

o Celebration Days; o Discuss Youth day: 16 June and reasons

for the celebration

Day 3 Morals and values

o Discuss importance of knowing what is right and what is wrong

o Identify and discuss things/situations that are right or wrong.

Chapter 1

Chapter 2

Chapter 3

- 16 -

LO 4 PHYSICAL DEVELOPMENT Introduction of the Natural Sciences learning area LO 1

Day 4

Game and Expressive movement o Rhythmic pattern o Warm up

Circle game: Mexican wave

o Main Activity: “Open the ring” Circle moves to left and to the right Move in / forwards and out / backwards Weave in and out

o Cooling exercise

Stretch body to the music…the head…arms…hips…legs…feet, etc.

Reflection Day 5

Theme: Matter and Materials E.g. Investigate properties of materials – texture, strength, weight, etc o Plan: choose 2 different materials e.g.

(wood, steel) and plan to investigate properties of each.

o Do: Conduct the investigation e.g. does it float / sink, does it bend, does it break, etc

o Evaluate: To be continued.

Natural Sciences

learning area

7

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

LO 4 PHYSICAL DEVELOPMENT

Day 1 Care of the school environment

o Suggest and investigate ways to make the school a healthy environment (continued)

Day 2

Rights and Responsibility o Explain and discuss the right to ‘vote’ to

arrive at the best solution or decision through a majority and by consensus (agreement).

Day 3

Morals and values o Discuss the value of ‘respect’ for adults

/elderly people. o Identify ways to show respect e.g. greet,

give up seat to an adult in bus, carry goods, make way in a queue etc.

Day 4

Perceptual motor o Hand-eye co-ordination

Chapter 1

Chapter 2

Chapter 3

- 17 -


Warm up

o Game: In pairs… using a tennis ball to defend possession of the ball from an opposing team of two

Main Activity: Tennis

o Using tennis balls: In pairs learners throw and catch the ball

o In pairs learners play hand tennis…using the hand to hit the ball to opponent… using only one hand to hit the ball back to the opponent

o In pairs using the bowl action in cricket to throw the ball the one another

Cooling exercise

o Stretching the muscles o Reflection

Day 5

Theme: Matter and Materials E.g. Investigate properties of materials – texture, strength, weight, etc o Plan: choose 2 different materials e.g.

(glass, plastic) and plan to investigate properties of each.

o Do: Conduct the investigation e.g. does it float / sink, does it bend, does it break, etc

o Evaluate: Assess the findings and record

Natural Sciences

learning area

8




o Suggest and investigate ways to make the school a healthy environment

Day 2

Rights and Responsibility o Explain and discuss the right to ‘vote’ o Discuss ways to vote


o Explain and discuss respect for ‘authority’ e.g. teacher, principal, doctor, parent, pastor, government etc.

o Identify ways to show respect for ‘authority’

Day 4 Game

o Teamwork o Foot-eye co-ordination

Chapter 1

Chapter 2

Chapter 3

- 18 -

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

Warm up

o “Freeze” :Running freely… on the signal of a whistle learners “freeze” in the action position

o The learner that moves falls out

Main Activity: Dribble relay o In teams of 6 to 8 form rows o Teams are expected to complete

dribble action with the feet using a soccer ball through a zig zag course

o The team that ends first is the winner

Cooling exercise o Learners do simple stretching

exercises while breathing easy o Reflection

Day 5

Knowledge focus: Government o Question: Who is the government of SA,

and the President and key ministers such as minister of education, health, social development, finance, safety and security?

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


learning area

9



o Suggest and investigate ways to make the school a healthy environment (continued)

Day 2

Rights and responsibilities o Role play a voting exercise to choose a

‘class captain’ for next term. o Note: Do not calculate neither read

findings Day 3

Morals and values o Explain and discuss respect for : ‘those

who work for us/serve us’ e.g. domestic worker, gardener

o Identify ways to demonstrate respect Day 4

Game o Reaction time

Chapter 1

Chapter 2

Chapter 3

- 19 -

Introduction of the Technology learning area LO 1

o Warm up

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

Knee boxing: In partners they try to box the knees of each other while avoiding the hit

o Cooling exercise

Learners walk about freely, swinging arms while breathing freely

Reflection Day 5

Project: E.g. Making butter o Investigate: How butter is made o Plan and Design: In groups, plan

ingredients and other material/objects/tools needed.

o Make: Combine ingredients and beat o Evaluate: Have a tasting session to assess

the quality of butter made.


10


Day 1

Care of school environment o Present ways to make the school a healthy

environment (continued)

Day 2

Rights and responsibilities o Calculate and announce the findings of the

voting exercise held in Week 9 o Discuss the voting process and provide

feedback on improvements e.g. fairness, privacy, vote rigging etc.

Chapter 1

Chapter 2

- 20 -


Day 3

Morals and values o Explain and discuss respect for : ‘those

who work for us/serve us’ e.g. domestic worker, gardener

o Identify ways to demonstrate respect

Day 4

Perceptual motor o Hand-eye co-ordination o Warm up

Play dodge ball

o Main Activity: Eye-Ball games In pairs one standing in front, other

behind. Front partner throws the ball back over head for the other one to retrieve/ catch the ball… change positions

In pairs facing each other standing legs astride. Try to throw the tennis ball through the legs of the other

In pairs… one act as a goalie in soccer and the other one tries to kick the ball into goal

o Cooling exercise

Pass the ball without using hands Reflection

Day 5

Needs and wants o Explain the concepts of ‘needs’ and ‘wants’

and provide examples. o Identify own wants and needs

Chapter 3



- 21 -


GRADE 2

TERM 3



1

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

Days 1 to 3

Revision of difficult concepts of Term 2 o Morals and values o Rights and responsibilities o Emotions

Day 4 Functional movement and Perceptual motor

o Consolidation o Warm up

Jogging gently to begin, getting faster

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

includes activities along the way for throwing and catching, kicking

o Cooling exercise

Balance bean bag on body parts Reflection

Day 5

Group work o Create a group-guided collage based on a

given theme/topic


Arts & Culture (Visual

Art) learning area

2


Day 1

Healthy Food o Discuss the 4 main food groups e.g.

proteins, carbohydrates, fruit and vegetables, diary products and provide examples.

Day 2

Safety o Investigate safety at school o Identify the dangers of e.g. bullying,

throwing objects, scissors, running, fighting, etc

o Describe responsible (safe) behaviour

Chapter 1

Chapter 2

- 22 -


Day 3

Morals and values o Explain and discuss the value of ‘respect’

and ‘tolerance’ for those less fortunate than us e.g. poor, hungry, weak, homeless, etc.

o Identify ways to demonstrate respect and tolerance

Day 4

Game and Functional movement o Spatial orientation o Locomotion

Warm up

o Play “touch and go”

Main Activity: Wolves and sheep o Divide learners in two groups - one

group are the wolves and the other the sheep

o Demarcate with big circles the holding sheds of the sheep once they are captured

o On teacher’s signal the wolves try to catch the sheep and put them into the sheds

o The free sheep try to “free” the others that are captured by touching their hands

o Once the captured sheep are touched they are again free

Cooling exercise

o Stretching muscles… bending forward and touch the ground, head on knee, etc.

o Reflection Day 5

Sources of income o Discuss ways to earn money e.g. by means

of being employed or self employed o Relay own experience of earning money o Describe future ideas of earning money

(e.g. when I grow up)

Chapter 3



3


Day 1

Healthy Food o Discuss the food group: ‘Protein’ and

provide examples .

Chapter 1

- 23 -

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

Day 2

Relationships o Friends:

Identify who is a friend e.g. the characteristics of a friend.

In groups list and discuss own friends and why?

Day 3


and ‘tolerance’ for people from different cultures.

o Identify ways to demonstrate respect and tolerance for people from different cultures.

Day 4


Learners run in a circle formation…on the signal change clockwise… anti-clockwise, etc.

o Main Activity: Circle pattern

Learners form a big circle. Using a tennis ball and throw the ball in a particular pattern Repeat the pattern

Introduce a second… a third… fourth ball

o Cooling exercise

o Pass imaginary balls around the circle o Reflection

Day 5

Group work o Sing and use percussion instruments to

accompany the song

Chapter 2

Chapter 3


learning area

4


Day 1 Healthy Food

o Discuss the food group: dairy Day 2

Culture and religion o Identify the different cultures and religions

in South Africa

Chapter 1

Chapter 2

- 24 -

LO 3 PERSONAL DEVELOPMENT LO 4 PHYSICAL DEVELOPMENT Introduction of the Technology learning area LO 1

o Identify own culture and religion.

Day 3


and ‘tolerance’ for people with physical and mental disabilities.

o Identify ways to demonstrate respect and tolerance for people with physical and mental disabilities.

Day 4


Warm up

o Horse and cart …one learner act as a horse the other as rider

o 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”

o Gallop around and change positions on signal

Main Activity: Crows and Cranes

o Divide the class into two groups. One group will be the crows and the other cranes

o Teams square up on one centre line and on the command “Crows” the crow learners run to the safety line marked approx. 20m to the back of the court

o Repeat by commanding the “Cranes” to run for safety, etc

Cooling exercise

o In pairs: Mirror movements o Reflection

Day 5

Project: Making a Mask Investigate: Types of masks Design: Plan and design own mask Make: To be continued

Chapter 3


5


Day 1

Healthy Food o Discuss the food group: ‘Carbohydrates’

and provide examples

Chapter 1

- 25 -

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

Day 2

Culture o Identify different cultures in class / school /

community o Group work – choose a culture to research

and focus on the following: Values/ belief system clothing food festivals

o Do a presentation in three weeks

Day 3


for animals o Identify ways to demonstrate respect for

animals. Day 4


o Warm up

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: Hoop worm

Learners form one single file row… holding hoops on the right on the ground

The one at the back crawls through the hoops follow by the next one etc.

The hoops are then passed forward until every one has had a turn crawling through the tunnel

o Cooling exercise

Stretch exercises inside the hoop – reaching to space outside

Reflection

Chapter 2

Chapter 3

- 26 -


Day 5

Project: Making a Mask o Make: Make the mask and decorate it. o Evaluate: Display the masks and assess

the final product. o Provide feedback

Technology

learning area

6


Day 1

Healthy Food o Discuss the food group: ‘Fruit and

vegetables’ and provide examples.

Day 2

Culture o Research a culture – values and belief

system, practices, festivals, food, dress etc. (presentation in two weeks)


o Explain and discuss the value of ‘respect’ for property

o Identify ways to demonstrate respect for property.

Day 4

Game and Perceptual motor o Hand-eye co-ordination Warm up

o Team tag game Two teams. Give sashes to identify

teams. Toss which team is first to be tagged. Start. On signal stop.

The attacking team forms groups of twos, holding hands and try to tag the defenders

Attacking team forms group of 4…5…6…7…8…10 holding hand and try to tag the defending team

Main Activity: “Drie Blikkies”/ Hit and Run

o Learners are divided into two teams. Using three tins stacked upon another the bowling team bowls the tins over and run to put it back onto each other while the defending team tag those and put them in jail

o Change the bowling team and start the game restart the game

Chapter 1

Chapter 2

Chapter 3

- 27 -

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

o The bowling team gets three chances to

bowl the tins over. If they fail, then they are out

Cooling exercise

o Reflection: Hold a team discussion on tactics for next time

Day 5

Puppet play o Identify an environmental problem / issue o Use puppets to act out the issue


learning area

7


Day 1

Healthy Food o Discuss the food group: ‘Diary products’

and provide examples Day 2

Culture o Continue the research on a culture –

values/ belief system, practices, dress etc. (presentation in one week)

Day 3


for the environment e.g. do not litter, break trees, make fires, drive on beaches etc.

o Identify ways to demonstrate respect for the environment.

Day 4

Perceptual motor o Laterality o Foot-eye co-ordination

Warm up

o Introduce a range of simulation movements that are done with the right and left side of the body. Example: Right hand finger snap…left hand finger snap… right foot kick…left foot kick... circle with arm L/R etc.

Chapter 1

Chapter 2

Chapter 3

- 28 -

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

Main Activity: Dribble and kick

o Individually dribble a ball (soccer type) using both feet equally; dribble a ball around a hoop… clockwise/anti clockwise; dribble the ball through markers using L/R feet

o In groups of four: standing in a circle formation learners kick the ball to one another using first the dominant and then the non-dominant foot.

o Build in own variations

Cooling exercise o Sit in threes - pass the ball to each

other in a using both feet o Reflection

Day 5

Thinking and talking about dancing Talk about and compare familiar dances

e.g. hip, hop, pantsula, crumping, ballet, ballroom on TV, etc


learning area

8


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

Day 1 Healthy Foods

o Plan a menu that includes the 4 main food groups

Day 2

Culture o Present the research on cultures.

Day 3

Morals and values o Explain and discuss the value of ‘self

respect’. o Identify ways to demonstrate respect for

self. Day 4

Expressive movements o Rhythmic patterns Warm up

o Introduce a song and dance activity, for example: “There comes the Alibama”

o Main Activity: Traditional dance

Chapter 1

Chapter 2

Chapter 3

- 29 -

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

o Learners perform various steps as to

emulate the dance of the Cape Malay slaves celebrating the coming of a ship to free them

Cooling exercise

o Sing the song o Reflection

Day 5

Knowledge focus: Important places in the local community Investigate: An important place in the local

community e.g. Goldmine, table mountain, Kimberly hole, art museum, mosque, temple, church etc.

Evaluate information: Describe importance in detail

Formulate opinion: Analyse the findings and formulate an opinion.

Provide feedback.

Social Sciences


9


Day 1 Healthy Food

o Explain importance of water as part of a healthy diet e.g. drink 8 glasses of water a day.

Day 2

Culture o Presentation on cultures

Day 3

Morals and values o Explain and discuss the value of ‘self

respect’. o Identify ways to demonstrate respect for

self. Day 4

Perceptual motor o Hand-eye and foot-eye co-ordination Warm up: “Keep your eye on the ball”

o Learners have one ball which they have to throw for anyone to catch

o The learner who catches the ball then throws it immediately to someone else, etc.

Main Activity: Ball skills

o Divide the class into 5 homogeneous groups

Chapter 1

Chapter 2

Chapter 3

- 30 -


o Groups practice the following skills at

practice stations and rotate after 7-10 minutes Station 1 Kicking with the inside of

the foot Station 2 Catching a rolling ball Station 3 Stop the ball with the feet Station 4 Passing the ball after

stopping it

Cooling exercise o Slow walk while stretching the main

muscle groups, i.e. legs and back o Reflection

Day 5

Theme: Life and Living E.g. Humans and Animals – Investigate corresponding needs and dependency o Plan: Select a common animal to study o Do: Conduct investigation e.g.

Find out what it needs to be alive. Compare to human needs Identify dependence on man or other

animal o Review: Describe own investigation and

findings

Natural Sciences

learning area

10


Day 1

Healthy Food o Explain the importance of Vitamins as part

of a healthy diet. Day 2

Country pride o Heritage Day - 24 September

Discuss importance of heritage Identify responsibility to preserve our

heritage o Sings the national anthem

Day 3

Morals and values o Discuss what would happen if there were

no morals or values o Identify the need to have morals and values

to guide behaviour

Chapter 1

Chapter 2

Chapter 3

- 31 -

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

Day 4

Games, Functional movement and Perceptual motor o All Warm up

o Traditional game: e.g. Oranges and Lemons / crows and cranes / tag

Main Activity:

o Free play stations:- Hopscotch Stocking balls Hoops Ropes

Cooling exercise

o Rotating body parts o Reflection

Day 5

Knowledge focus: Life of SA people in the past Question: What is your heritage? Get information through sources e.g.

pictures or objects o Interpret the information e.g. explain

compare with others - similarities and differences

o record information


learning area

- 32 -


GRADE 2

TERM 4


ASSESSSMENT STANDARDS & CORE TEACHING FORMAL ASSESSMENT TASK

TEACHER’S GUIDE

1

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

Days 1 to 3

Revision of difficult concepts from Term 3

Group work o Demonstrate different strategies of group

work

Day 4 Functional movement and Perceptual motor

o Revision o Warm up

Stretching Leap frog with a partner

o Main Activity: Obstacle course

Teams complete an obstacle course, which includes activities along the way for throwing and catching

o Cooling exercise

Balance bean bag on body parts Reflection

Day 5 Knowledge focus: Housing and the

immediate environment o Investigate: Types of housing in the

community o Evaluate information: Identify

advantages and disadvantages for people living there

o Formulate opinion: Describe challenges, suggest alternatives, etc


Social Sciences


2


Day 1

Communicable diseases o Identify different ‘communicable diseases’

e.g. malaria, flu, TB, HIV/AIDS, Cholera o Discuss the characteristics of the individual

‘communicable disease’

Chapter 1

- 33 -

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

Day 2

Country pride o Identifies national symbols o the anthem o the flag o the coat of arms

Day 3

Abuse o Identify the different forms of ‘abuse’ e.g.

verbal, emotional, physical, sexual Day 4

Games and perceptual motor o Hand-eye co-ordination o Warm up

Follow the leader – teacher chooses a learner to be the leader

o Main Activity: Mini cricket:

Focus on the rules of the game Two teams, using soft practice ball and

stumps, setting out a pitch adapted to play cricket.

Limit the over to allow for as many batters and bowlers to participate

o Cooling exercise

Stretch and flex muscles Reflection

Day 5

Communication and expression through music Use the voice to imitate sounds in the

environment e.g. traffic, a storm, waterfall, tap dripping etc

Create a ‘sounds cape’ as in example above

Chapter 2

Chapter 3


learning area

3


Day 1

Communicable diseases o Identify different ‘communicable diseases’

e.g. malaria, flu, TB, HIV/AIDS, Cholera o Discuss the characteristics of the individual

‘communicable disease’ o Identify how the diseases spread

Chapter 1

- 34 -

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

Day 2

Country pride o Identifies national symbols o flower o tree

Day 3

Abuse o Identify physical abuse o Discuss appropriate responses to physical

abuse Day 4

Games and perceptual motor o Hand-eye co-ordination Warm up

o Game: Eggie in the middle

Main Activity: Mini cricket o Continue from previous week

Cooling exercise

o Stretch and flex muscles o Reflection

Day 5

Mime o In small groups. o One person acts out a word or a phrase

without any speech o Others to guess

Chapter 2

Chapter 3


learning area

4


Day 1

Communicable diseases o Identify the common infectious diseases,

e.g. colds, measles, German measles, chickenpox, mumps

o Identify how common infectious diseases spread

o Explain ways to prevent the spread of infectious disease

Day 2

Country pride o Identifies national symbols o fish o bird o animal

Chapter 1

Chapter 2

- 35 -

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

Day 3

Abuse o Identify emotional abuse o Discuss appropriate responses to

emotional abuse Day 4

Functional movement o Locomotion Warm up

o Role play athletic games: Emulate a sprinter; javelin thrower; a long jumper; a high jumper

Main Activity: Sprinting

o Set out the distance – 50 to 60 metres o Put 4 to 6 learners (similar build)

together in a group o Learners in each group race one

another to the finish o Practise rules and sequence: “On your

mark” ; “Get Set”; “Go” o Practice running straight in a lane and

run towards the finishing post

Cooling exercise o Groups play follow the leader o Reflection

Day 5

Knowledge focus: Life in the past E.g. health and medicine o Question: Investigate doctors / nurses /

dentists long ago o Get information through sources e.g.

pictures books or objects o Interpret the information e.g. compare

similarities and differences to now, discuss advantages and disadvantages.

o Record / dramatise past and present

Chapter 3


learning area

5


Day 1 Communicable diseases

o Identify common contagious diseases, e.g. ring worm, scabies

Day 2 Country pride

o Identifies national symbols and sings the national anthem

o Discuss ways of honoring the flag and anthem

Chapter 1

Chapter 2

- 36 -

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

Day 3

Abuse o Identify sexual abuse o Identify bad and good touches o Discuss appropriate response to sexual

abuse Day 4

Functional movement o Locomotion o Warm up

Jog on spot; around

o Main Activity: Jumping Long jump: Draw lines from which

learners must jump as far forward as possible

High jump; Learners jump over low level ropes to determine their take-off leg

o Cooling exercise

Pairs: game – rhythmic clapping hands Reflection

Day 5

Dance to express and communicate o Explore different movements e.g. animals,

birds, trees, etc with vocabulary and imagery

Chapter 3


learning area

6


Day 1

Communicable diseases o Identify how common contagious diseases

spread o Explain ways to prevent the spread of

contagious diseases Day 2

Country pride o Identifies national currency and symbols on

currency e.g. coins and notes

Day 3 Abuse

o Discuss the importance of the right to say NO

o Describe ways to do so

Chapter 1

Chapter 2

Chapter 3

- 37 -

LO 4 PHYSICAL DEVELOPMENT Introduction of the Economic and Management Sciences learning area LO 1, 2

Day 4


Bounce a ball (small or big) while walking

o Main Activity: Bouncing

Stand still and bounce a ball around the body using the left and right hand

In knee sitting …bounce a ball showing control

Stand and throw the ball in the air …clap hands before catching it

Stand and throw the ball in the air…spin (rotate) around once before catching the ball

In pairs throw a ball to each other at different heights…low…middle… high

In groups of 5 to 8 form a circle with one person in the centre of the circle. The others run in the circle formation while the one in the middle passes the ball to anyone

o Cooling exercise

Blow up an imaginary ball Reflection

Day 5

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

Buy and sell with change of not more than R2 Barter and exchange



FORMAL ASSESSMENT TASK

7 LO 1 HEALTH PROMOTION LO 2 SOCIAL DEVELOPMENT

Day 1

Communicable diseases o Distinguish between situations that are safe

and those which require precautions o Explain and demonstrate measures to

protect self and others Day 2

Cultures and religions o Identify important days in different religions o Religious festivals: Eid (Muslim),

Christmas (Christians), Hanukkah(Jewish), Divali (Hindu)

Chapter 1

Chapter 2

- 38 -

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

Day 3

Abuse o Discuss the importance of finding a

trustworthy person to tell o Identify appropriate persons

Day 4


o Swinging arms like windmills

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) Station 4: Hit the ball using the

backhand shot Station 5: Serve a ball over a low

span rope

Cooling exercise o Play free-standing bouncing ball: In

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

o Reflection Day 5

Communication and expression through art Engage with cultural artifacts or artworks

that reflect real life e.g. jewellery, pictures, photos

Discuss how the artist has used elements to effect in the artwork e.g. lines, colour, shape etc

Chapter 3

Arts & Culture (Visual Art)

learning area

8


Day 1

Communicable diseases o Discuss concept of convalescence (i.e. the

period of recovery ) o Explain the importance of regaining full

health how?

Chapter 1

- 39 -

LO 2 SOCIAL DEVELOPMENT LO 3 PERSONAL DEVELOPMENT



Day 2 Cultures and religions

o (Continued) Identify important days in different religions

o Discuss religious festivals – Eid (Muslim), Christmas (Christians), Hanukkah (Jewish), Divali (Hindu)

Day 3

Self concept o Identify ways to treat own body well healthy

eating, self respect, safety, hygiene, exercise, positive attitude

Day 4


o Swinging arms like windmills

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) Station 4: Hit the ball using the

backhand shot Station 5: Serve a ball over a low

span rope

Cooling exercise o Play free-standing bouncing ball: In

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

o Reflection Day 5

Theme: Energy and Change E.g. Investigate “full of energy” = ready for action Plan: Choose a sportsman or woman to

interview e.g. athlete, swimmer, bodybuilder, boxer, cyclist etc.

Do: Investigate through the interview which foods are required for fitness and energy

Review: Describe own investigation and findings.

Chapter 2

Chapter 3

Natural Sciences

learning area

- 40 -

9


Day 1

Safety precautions o Discuss personal safety at home during the

forthcoming holidays, what to do, where to play.

Day 2

Cultures and religions o (Continued) Identify important days in

different religions o Describe religious festivals – Eid (Muslim),

Christmas (Christians), Hanukkah (Jewish), Divali (Hindu)

Day 3

Group work o Identify positive and negative attitude

towards group work o Describe own preferred group role and

state why Day 4

Structured activities o Aquatics o Warm up

Learners warming up by simulating swimming actions such as the freestyle, butterfly, backstroke movements in swimming

o Main Activity: Water confidence

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 Activity 5 : Put one ear in the water/

Change to the other ear. If using a swimming pool, all

precautions should be observed.

o Cooling exercise Lay down on backs and imagine floating

in a pool Reflection

Chapter 1

Chapter 2

Chapter 3

- 41 -


Day 5

Project: An end of year / Christmas gift/card o Investigate: Which gift/card to make o Design: plan how to make o Make: To be continued NEXT WEEK

Technology

learning area

10


Day 1

Safety precautions o Suggest ways to be safe during the

holidays o Recognise the importance of knowing

important telephone numbers o Memorize important numbers o emergency numbers in case of emergency

- Ambulance, Police, Fire Brigade, 10111, o parents at work o a relative / another contact person

Day 2

Cultures and religions o (Continued) Identify important days in

different religions o Group work: role play different religious

festivals - Eid (Muslim), Christmas (Christians), Hanukkah (Jewish), Divali (Hindu)

Day 3

Group work Demonstrate different strategies of group

work Day 4

Games Athletics Team work

o Warm up

Wolf, what’s the time

o Main Activity: Station 1: Mini cricket Station 2: Tennis set Station 3: Mini soccer Station 4: High jump Station 6: Long jump Station 7: Sprinting

o Cooling exercise

Circle: stand and sway gently Reflection

Chapter 1

Chapter 2

Chapter 3

- 42 -


Day 5

Project : Make a gift/card Make: Make the gift or card and decorate it Evaluate: Self assessment and record

Technology

learning area

phase work schedules foundation - western cape€¦ · as a jumping rope, running a relay o cooling...

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