Suggested Planning Of Teaching And Assessment Grade 1 Life Skills 2019

-Body awarenessexploring spaceand direction:COOLING DOWNCooling down thebody andrelaxationtempo and timewhile walking infours and skipping intwos.COOLING DOWNCooling down andrelaxation related tothe activity of theday-Cooling down andrelaxation related tothe activity of thedaymovement anddramatizationCOOLING DOWNCooling down andrelaxation relatedto the activity ofthe day-Page 69 MAINACTIVITY 2COOLING DOWNRelaxationexercise related tothe activity of thedayfamiliarexperiencesCOOLING DOWNRelaxationexercise related tothe activity of theday-Relaxationexercise relatedto the activity ofthe day-Relaxation exerciserelated to the activity ofthe dayion usingthe samesong toexplorefamiliarexperiencesCOOLING DOWNRelaxation exerciserelated to the activityof the day-Cooling down andrelaxation related tothe activity of thedayPHYSICAL EDUCATIONTopic, concepts,skills and valuesUse the Life Skillsresource site preknowledgeResources (otherthan textbook) toenhance learningPHYSICAL EDUCATIONWarm-up:Main Activity:Cooling down:LocomotorPerceptual teralitySports andGames- fair play;follow rules;respect, fairnessetc.NB. Choose a few skills perLessonInclusion is importantPHYSICAL EDUCATIONWarm-up:Main Activity:Cooling down:LocomotorPerceptual motorRhythmCoordinationBalanceSpatial OrientationLateralitySports and Gamesfair play; followrules; respect,fairness etc.NB. Choose a few skills perLessonInclusion is importantPHYSICAL EDUCATIONWarm-up:Main Activity:Cooling down:LocomotorPerceptual motorRhythmCoordinationBalanceSpatial OrientationLateralitySports and Gamesfair play; followrules; respect,fairness etc.NB. Choose a few skills perLessonInclusion is importantPHYSICAL EDUCATIONWarm-up:Main Activity:Cooling down:LocomotorPerceptual teralitySports andGames- fair play;follow rules;respect, fairnessetc.NB. Choose a few skills perLessonInclusion is importantPHYSICAL EDUCATIONWarm-up:Main Activity:Cooling down:LocomotorPerceptual teralitySports andGames- fair play;follow rules;respect, fairnessetc.NB. Choose a few skills perLessonInclusion is importantPHYSICAL EDUCATIONWarm-up:Main Activity:Cooling down:LocomotorPerceptual teralitySports andGames- fair play;follow rules;respect, fairnessetc.NB. Choose a few skills perLessonInclusion is importantPHYSICAL EDUCATIONWarm-up:Main Activity:Cooling anceSpatialOrientationLateralitySports andGames- fair play;follow rules;respect, fairnessetc.NB. Choose a few skills perLessonInclusion is importantPHYSICAL EDUCATIONWarm-up:Main Activity:Cooling down:LocomotorPerceptual motorRhythmCoordinationBalanceSpatial OrientationLateralitySports and Games- fairplay; follow rules;respect, fairness etc.NB. Choose a few skills per LessonInclusion is importantPHYSICALEDUCATIONWarm-up:Main Activity:Cooling anceSpatialOrientationLateralitySports andGamesfair play;followrules;respect,fairnessetc.NB. Choose a fewskills per LessonInclusion is importantPHYSICAL EDUCATIONWarm-up:Main Activity:Cooling down:LocomotorPerceptual motorRhythmCoordinationBalanceSpatial OrientationLateralitySports and Gamesfair play; followrules; respect,fairness etc.NB. Choose a few skills perLessonInclusion is importantEXPLANATION OF THE TERMS Locomotor: Locomotor movements are those which the body is transported in a horizontal or vertical direction from one point to another. Activities such as running, jumping, hopping, leaping, galloping, and skipping are considered fundamental locomotor skills. When these fundamental skills become elaborated and furtherrefined, they can be applied to specific sports. Perceptual motor: Perceptual - Motor Skills. Perceptual-motor development refers to the child's developing ability to interact with the environment, combining use of the senses and motor skills. The developmental process of use of perceptual or sensory skills and motor skills is viewed as a combined process. Perceptualmotor learning or motor skill learning is the acquisition of motor skills requiring perceptual motor coordination. it is the process of improving the smoothness and accuracy of movements Rhythm: Rhythmic activities are any form of action in which an individual respond both emotionally and physically to any rhythmic accompaniment. This can be done individually, in pairs or in small or large groups. Skills performed to music include: locomotor skills, ball skills, moving in a variety of ways such as circles andsquares, folk dance routines, international dances, aa well as creating and performing movement routines to music with a partner and in a group. Coordination: The ability to integrate muscle actions to execute a specific movement or movement phrase in the most effective way. Coordination of large muscles for total body movement. The ability to use hands and eyes or feet and eyes together in the execution of a movement. Balance: The ability to gain or maintain body equilibrium against gravity. Spatial orientation: Our natural ability to maintain our body orientation and/or posture in relation to the surrounding environment (physical space) at rest and during motion. Laterality: Inner awareness of left and right and the ability to control the two sides of the body together or separately. Sports and games: A sport is a physical activity carried out under an agreed set of rules, with a recreational purpose: for competition or self-enjoyment or a combination of these. A game is a recreational activity involving one or more players, defined by a goal that the players try to reach, and some set of rules to play it. primary colours, shape primary colours, shape primary colours, shape primary colours, shape primary colours, shape primary colours, shape primary colours, shape primary colours, shape and primary primary colours,and lineand lineand lineand lineand lineand lineand linelinecolours, shapeshape and line Vocabulary: colours Vocabulary: colours Vocabulary: colours Vocabulary: colours Vocabulary: colours Vocabulary: colours Vocabulary: colours Vocabulary: colours (primary),and line Vocabulary: colours(primary), lines, shapes,(primary), lines, shapes,(primary), lines, shapes,(primary), lines, shapes,(primary), lines, shapes,(primary), lines, shapes,(primary), lines,lines, shapes, space, Vocabulary:(primary), lines,space, interaction (e.g.space, interaction (e.g.space, interaction (e.g.space, interaction (e.g.space, interaction (e.g.space, interaction (e.g.shapes, space,interaction (e.g. play,coloursshapes, space,play, communication,play, communication,play, communication,play, communication,play, communication,play, communication,interaction (e.g. play,communication, singing,(primary),interaction (e.g. play,singing, dancing)singing, dancing)singing, dancing)singing, dancing)singing, dancing)singing, dancing)communication,dancing)lines, shapes,communication,singing, dancing)space,interaction(e.g. play,communication, singing,dancing)PSW & BKDaily weather chart, Seasons chartVocabulary and symbols, Photographs: Own , Birth certificate, Name tagDBE Life Skills Workbook 1VISUAL ARTSA3 paper, Brushes, Paint Clay, Play doughsinging, dancing)

Thick wax crayons or chalkVocabulary: colours (primary), lines, shapes, spaceCalendar, ClothingPHYSICAL EDUCATIONLTSM, skittles, ropes, hoops, balls,Page 12 and 13ChecklistObservation sheet/bookRubricMemorandumInformal assessment; Multiple opportunities and levels of difficulty/ complexityremediation 3276SBA (FormalAssessment)TERM 2days1 SBA per Term- All 4 Study AreasMostly oral, practical, demonstrationsGrade 2 and 3 BK has written and a practical componentWeek 1:AprilWeek 2:AprilWeek 3:AprilWeek 4:AprilWeek 5:April - MayWeek 6:May - MayWeek 7:MayWeek 8:MayWeek 9:MayWeek 10:JunePERSONAL AND SOCIALWELL-BEINGMy body 6 hoursPersonal Awareness ofhow my body moves/works Different parts of mybody Different partsof my body whichmove Parts of my body thatIcannot see; includelungs, heart, stomach,brain, skeleton The five senses andtheiruses; touch, smell,sound, sight and taste How do we hear? Ageappropriate [Soundwaves – Video orstory] What will happen ifwe put cotton wool inears How do we taste? Learners tastedifferent things- salt,candy floss,condensed milk,aloe describe the taste Which is the same andwhich is different? Compare and recordPERSONAL AND SOCIALWELL-BEINGMy body 6 hoursPersonal Awareness ofhow my body moves/works Different parts of mybody Different partsof my body whichmove Parts of my body thatIcannot see; includelungs, heart, stomach,brain, skeleton The five senses andtheiruses; touch, smell,sound, sight and taste How do we hear? Ageappropriate [Soundwaves – Video orstory] What will happen ifwe put cotton wool inears How do we taste? Learners tastedifferent things- salt,candy floss,condensed milk,aloe describe the taste Which is the same andwhich is different? Compare and recordPERSONAL AND SOCIALWELL-BEINGMy body 6 hoursPersonal Awareness of howmy body moves /works Different parts of mybody Different parts ofmy body which move Parts of my body that Icannot see; includelungs, heart, stomach,brain, skeleton The five senses andtheiruses; touch, smell,sound, sight and taste How do we hear? Ageappropriate [Soundwaves – Video or story] What will happen if weput cotton wool in ears How do we taste? Learners taste differentthings- salt, candyfloss, condensed milk,aloe describe the taste Which is the same andwhich is different? Compare and recordPERSONAL AND SOCIALWELL-BEINGKeeping my body safe 4hoursPersonal safety:Healthy practicesSafe and unsafesituations and places such as waiting for transport,alone in shoppingareas ‘Yes’ and ‘No’ feelings Practising saying ‘No’ Protecting our bodiesfromillness-- Covering mouth andnosewhen sneezing orcoughing-- Never touchinganotherperson’s blood-- Washing fruit andvegetables beforeeating-- Making water safe todrink(NS)PERSONAL AND SOCIALWELL-BEINGKeeping my body safe 4hoursPersonal safety:Healthy practicesSafe and unsafe situationsand places - such as waiting for transport,alone in shopping areas ‘Yes’ and ‘No’ feelings Practising saying ‘No’ Protecting our bodiesfromillness-- Covering mouth andnosewhen sneezing orcoughing-- Never touching anotherperson’s blood-- Washing fruit andvegetables before eating-- Making water safe todrink(NS)PERSONAL AND SOCIAL WELL-BEINGPERSONAL AND SOCIALWELL-BEINGMy family 4 hoursNo natural linksPERSONAL AND SOCIALWELL-BEINGMy family 4 hoursWhat a family is: Members of my family –immediate and extended Caring for each other athomeNote: Learners come frommany different types offamily. Ensure inclusivity.CAPS sectionTopic, concepts,skills and valuesPERSONAL AND SOCIALWELL-BEINGMy family 4 hoursWhat a family is: Members of my family –immediate andextended Caring for each other athomeNote: Learners come frommany different types offamily. Ensure inclusivity.PERSONAL AND SOCIAL WELL-BEINGSocial Health / Well-beingSafety in the home 4 hoursDangers at home- When cooking- When washing- Lighting and electricity- Outside areas- MedicinePoisonous substances types and recognising warningsymbols- Keeping safe when homeAlone- Emergency number [card Technology]- Police, Fire Station,Hospital, Help-line, Momand ous and special days 2hoursDiversity and individualityRecord and discuss- Clothing, food, celebrationsAscension DayRamadanPERSONAL AND SOCIALWELL-BEINGSocial Health / Well-beingSafety in the home 4 hoursDangers at home- When cooking- When washing- Lighting and electricity- Outside areas- MedicinePoisonous substancestypes and recognisingwarning symbols- Keeping safe when homeAlone- Emergency number [cardTechnology]- Police, Fire Station,Hospital, Help-line, Momand Dad

SuccotSimchatBEGINNING KNOWLEDGENATURAL SCIENCEBEGINNING KNOWLEDGENATURAL SCIENCENo natural linksBEGINNING KNOWLEDGENATURAL SCIENCENo natural linksBEGINNING KNOWLEDGENATURAL SCIENCENo natural linksBEGINNING KNOWLEDGENATURAL SCIENCENo natural linksBEGINNING KNOWLEDGENATURAL SCIENCENo natural linksWhat is a living thing?BEGINNING KNOWLEDGENATURAL SCIENCELife and LivingDifferent parts of mybody: Different parts of mybody which move(locomotion) Parts of my body thatI cannot see -includelungs, heart, stomach,brain, skeleton The five senses andtheir uses – touch,smell, sound, sightand taste How do we hear? Ageappropriate [Soundwaves – Video orstory] What willhappen if we putcotton wool in ears How do we taste? Learners tastedifferent things- salt,candy floss,condensed milk,aloe describe the tasteWhich is the same andwhich is different?Compare and recordBEGINNING KNOWLEDGENATURAL SCIENCELife and LivingDifferent parts of mybody: Different parts of mybody which move(locomotion) Parts of my body thatI cannot see -includelungs, heart, stomach,brain, skeleton The five senses andtheir uses – touch,smell, sound, sightand taste How do we hear? Ageappropriate [Soundwaves – Video orstory] What willhappen if we putcotton wool in ears How do we taste? Learners tastedifferent things- salt,candy floss,condensed milk,aloe describe the tasteWhich is the same andwhich is different?Compare and recordBEGINNING KNOWLEDGENATURAL SCIENCENo natural linksBEGINNINGKNOWLEDGENATURAL SCIENCENo natural linksBEGINNING KNOWLEDGENATURAL SCIENCENo natural linksBEGINNING KNOWLEDGESOCIAL SCIENCENo natural linksBEGINNING KNOWLEDGESOCIAL SCIENCENo natural linksBEGINNING KNOWLEDGESOCIAL SCIENCENo natural linksBEGINNINGKNOWLEDGESOCIAL SCIENCENo natural linksBEGINNING KNOWLEDGESOCIAL SCIENCENo natural linksBEGINNING KNOWLEDGETECHNOLOGYNo natural linksBEGINNING KNOWLEDGETECHNOLOGYNo natural linksBEGINNING KNOWLEDGETECHNOLOGYNo natural linksBEGINNINGKNOWLEDGETECHNOLOGYNo natural linksBEGINNING KNOWLEDGETECHNOLOGYNo natural linksBEGINNING KNOWLEDGENATURAL SCIENCEPlanet Earth and beyondThe weather Observation of weather conditions (e.g. hot, cold, cloudy, sunny, misty, rainy Recording of daily weather conditions Clothing and materialSOCIAL SCIENCEBEGINNING KNOWLEDGESOCIAL SCIENCENo natural linksBEGINNING KNOWLEDGESOCIAL SCIENCENo natural linksBEGINNING KNOWLEDGESOCIAL SCIENCENo natural linksBEGINNING KNOWLEDGESOCIAL SCIENCENo natural linksBEGINNING KNOWLEDGESOCIAL SCIENCENo natural linksTECHNOLOGYBEGINNING KNOWLEDGETECHNOLOGYNo natural linksBEGINNING KNOWLEDGETECHNOLOGYNo natural linksBEGINNING KNOWLEDGETECHNOLOGYNo natural linksBEGINNING KNOWLEDGETECHNOLOGYTechnological Process SkillsLearner will engage in investigating designing making evaluating communicating solutions. Make your emergencyNumber card to stick onfridge with a magnet ordouble sided tape.Use any design of yourchoice Make a colour wheel clock – when mom and dad comeshomeBEGINNING KNOWLEDGETECHNOLOGYTechnological Process SkillsLearner will engage in investigating designing making evaluating communicatingsolutions. Make your emergencyNumber card to stickonfridge with a magnetordouble sided tape.Use any design of yourchoice Make a colour wheelclock – when mom anddad comes homeCREATIVE ARTS

VISUAL ARTSCREATIVE ARTSVISUAL ARTSVisual literacy Create 3D(construction) Make models out ofclay/ playdoughCREATIVE ARTSVISUAL ARTSVisual literacy Create 3D(construction) Make models out ofclay/ playdoughCREATIVE ARTSVISUAL ARTSVisual literacy Create a 2D(construction) Draw a picture of yourfamily doing an activitye.g. At the beachCREATIVE ARTSVISUAL ARTSVisual literacyCreate a 2D Finger or brush painting ‘safe environment’CREATIVE ARTSVISUAL ARTSCREATIVE ARTSVISUAL ARTSCREATIVE ARTSVISUAL ARTSVisual literacyCreate a 2D Draw a picture ofyou running/climbing a tree etc.CREATIVE ARTSVISUAL ARTSVisual literacyCreate a 2D Draw a picture of yourunning/ climbing atree etc.CREATIVE ARTSVISUAL ARTSCREATIVE ARTSVISUAL ARTSPERFORMING ARTS Creative games andskills Improvise andPERFORMING ARTS Creative games andskills Improvise andPERFORMING ARTS Creative games andskills Improvise andPERFORMING ARTS Creative gamesand skills Improvise andPERFORMING ARTS Creative games andskills Improvise andPERFORMING ARTSPERFORMING ARTS Creative games andskills Improvise andinterpretWARM UPWarm up the body:circling hands and anklesVocal exercises to warmup the voice (songs)MAIN ACTIVITYSing songs: contrasts - softand loud, fast and slowIsolate body parts throughmovements (according tosong).COOLING DOWNRelaxation gamesPERFORMING ARTS Creative games andskills Improvise andinterpretWARM UPWarm up the body: makingshapes with the bodyVocal exercises to warm upthe voice (tongue twisters)MAIN ACTIVITYCopying of movementsderived from the song.Movements appropriate tothe song (skipping, clapping.)Role play (according tocharacters in the song) andmovement appropriate tothe roles in the songCOOLING DOWNRelaxationPERFORMING ARTS Creative games andskills Improvise andinterpretWARM UPLocomotor movements:hopping, jumping andgalloping forwards andsideways (using theselected song as stimulus)MAIN ACTIVITYSinging songs usingcontrasts such as soft andloud, fast and slow.Exploring beginnings,middles and endings of theselected song.COOLING DOWNCooling down the body andrelaxation: games such as‘rocking a baby’, ‘swaying’etc.PERFORMING ARTS Creative games and skills Improvise and interpretWARM UPFreeze games focusing on control, eye focus and use ofspaceMAIN ACTIVITYSinging songs using contrasts such as soft and loud, fast andslow.Develop short sentences of dialogue such as a conversationbetween the different characters derived from the song.Movements appropriate to a role in different situations, asderived from the song.COOLING DOWNRelaxation by exploring axial movements: twisting, swingingthe arms and side bendsPERFORMING ARTS Creative games andskills Improvise andinterpretWARM UPVocal exercises such asrhymes, tongue twistersand songs with focus andclarity in vocal exercisesMAIN ACTIVITYSinging a new songs usingcontrasts such as soft andloud, fast and slow.Copying of movements,rhythms and movementpatterns such as follow theleader, walking, skipping,and clapping.COOLING DOWNRelaxation by isolatingbody parts through interpretWARM UPWarming up the body:circling the hands andankles, making shapeswith the body such aslarge and small, wide andnarrow, as derived fromthe song.MAIN ACTIVITYSinging songs usingcontrasts such as soft andloud, fast and slow.Movements appropriateto a role in differentsituations, e.g. during ameal, a classroom, a bus.COOLING DOWNRelaxation by playingfreeze games focusing oncontrol, eye focus and useof spaceWARM UPWarm up the body bydoing controlled axialmovements: twisting,swinging the arms andside bendsMAIN ACTIVITYSinging a new song usingcontrasts such as soft andloud, fast and slow.Role play the differentcharacters as depicted inthe song (stepping intothe shoes of somebodyelse)COOLING DOWNRelaxation by doing ashort dance usinglocomotor movements:hopping, jumping andgalloping forwards andSidewaysWARM UPVocal exercises such asrhymes, tongue twistersand songs with focus andclarity in vocal exercisesMAIN ACTIVITYAssessment: Singing ofselected song, usingappropriate movementsand creating characters,based on the song,through role playWARM UPVocal exercises such asrhymes, tongue twistersand songs with focusand clarity in vocalexercisesMAIN ACTIVITYAssessment: Singing ofselected song, usingappropriate movementsand creating characters,based on the song,through role playWARM UPVocal exercises such asrhymes, tongue twistersand songs with focus andclarity in vocal exercisesMAIN ACTIVITYSinging a new s

SUGGESTED PLANNING OF TEACHING AND ASSESSMENT GRADE 1 LIFE SKILLS 2019 TERM 1 ? days Week 1: Jan (3 days) Week 2: Jan Week 3: Jan Week 4: Jan- Feb Week 5: Feb Week 6: Feb Week 7: Feb Week 8: Feb - Mar Week 9: Mar Week 10: Mar PERSONAL AND SOCIAL WELL-BEING PSW (2x 30 minutes) (3x20 minutes) CAPS section my friends? BK & PSW W: 40 .