2022 Grade 1 Combined Life Skills Revised Annual Teaching Plans
2022 Grade 1 Combined Life Skills Revised Annual Teaching Plans
2022 Grade 1 Combined Life Skills Revised Annual Teaching Plans
GUIDELINES ON HOW TO USE THE ADJUSTED CURRICULUM FOR LIFE SKILLS IN FOUNDATION PHASE:
• Life Skills is the backbone to teaching and learning in Foundation Phase. This fact cannot be emphasized strong enough. It enables “deep teaching and learning” when learners use the vocabulary,
created Shared reading and writing texts, dictionary skills, creative writing and so forth.
• Beginning Knowledge and Personal and Social Well-being in the Life Skills curriculum are organized into topics. The use of topics is suggested as a means to integrate the content from the different
study areas where possible and appropriate. Selected Life Skills topics in the CAPS for term 1 to 4 need to be covered
• The Life Skills Curriculum for Term 1 to 4 is encapsulated in this document.
• As in Term 2 to 4, the document includes Skills and Values, Core concepts and knowledge as well as possible resources to be used which is not included in CAPS.
• Life Skills content has been scaffolded in a coherent, simple manner across the allocated weeks for each Term.
• Four weeks has been allocated for ‘Readiness” for Grade 1 which includes Perceptual development and Phonological awareness for learners who may not be ready for the formal curriculum. Teaching
and learning will continue after 2 weeks using the Topic as prescribed. PE and Creative Arts, Read-aloud, Shared reading, games, sing-along, puzzle building continues as in the Topic “Me”.
• The Grade 1 context will determine whether some learners will need longer than 4 weeks and those few learners can continue the “Readiness Programme and Phonological awareness” alongside
teaching. YOU MAY ADJUST THE WEEKS TO TEACH THE LIFE SKILLS TOPICS IN TERM 1 depending on how many weeks the learners needed to “catch up”.
• Please note that exposing learners to Physical Education and Music allow for the development of Perceptual Development e.g. Auditory discrimination, crossing the midline, spatial orientation etc.
• Grade 2 to 3 has an allocated 2 weeks for Baseline and orientation. You may use Term 4 Topics if you need to catch-up in Languages. Use the Topics, Content and skills to drive the Language teaching.
YOU MAY ADJUST THE WEEKS TO TEACH THE LIFE SKILLS TOPICS IN TERM 1 depending on how many weeks your learners needed to “catch up”.
PLEASE NOTE THE FOLLOWING WHEN TEACHING THE MORE PRACTICAL STUDY AREAS (NATIRAL SCIENCE, TECHNOLOGY, CREATIVE ARTS AND PHYSICAL EDUCATION) OF LIFE SKILLS
• PLAY, own choice and organized, is the most important pedagogy in Foundation Phase and cannot be neglected. This within COVID adherences.
• Learners need to feel that they belong and part of a group as this foster as sense of belonging and acceptance, especially in these times.
• Creative Art, singing and movement is a form of therapy to counteract the stresses which may be present. Psycho-social and emotional support is one of our priorities.
• In most cases some activities have either been omitted or adapted to adhere to social distancing. THE ACTIVITIES MAY BE ADAPTED to suit the context.
GUIDELINES FOR SCHOOL-BASED ASSESSMENT:
• This will be a continuous, informal process through observation and mostly practical in nature. Learners are to have multiple opportunities before any formal recording or code is given.
• Beginning Knowledge and Personal well-being may be a written assessment, however topics which included practical such as recording weather, plant growth, making a plant holder can be used as an
assessment for both Life Skills and Home Language. Similarly, an art piece and ‘talking’ about your art piece can be used both for CA and Oral…Listening and Speaking. Use a rubric (one for each) with
specific descriptors for each of the skills and outcomes specific to the product (oral and the art piece)
• Use the SBA Guidelines – You may adapt some of the rubrics.
We find ourselves in a very different “new normal” and we would like to remind you to take care of yourselves. Thank you for your dedication and drive to
prepare our learners to be competent readers, critical thinkers and problem solvers.
1|P age
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
PLEASE NOTE: EXECUTIVE FUNCTIONS CONTROL AND REGULATES COGNITIVE AND SOCIAL BEHAVIOURS IS NOT WRITTEN INTO CAPS BUT THESE SKILLS ENABLE LEARNERS TO CONTROL
IMPULSES, PAY ATTENTION, REMEMBER INFORMATION, PLAN AND ORGANISE TIME AND MATERIALS AND RESPOND APPROPRIATELY TO SOCIAL AND STRESSFUL SITUATIONS, THUS
IMPERATIVE FOR LEARNING. PLEASE READ MORE ABOUT THIS.
2|P age
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
48 DAYS
ORIENTATION/ ORIENTATION/ ME ME AT AT HEALTHY HEALTHY
CAPS TOPICS: PERCEPTUAL PERCEPTUAL PERCEPTUAL PERCEPTUAL WEATHER WEATHER
DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT SCHOOL SCHOOL HABITS HABITS
SKILLS AND • To show • To show • To develop a • To develop a • Identity • Identity • Observe • Observe • Observe • Observe
VALUES: respect, love, respect, love, good good hygiene, • Identify • Identify • Identify • Identify • Compare • Compare
• Compare empathy and empathy and hygiene, self- esteem, • Respect • Respect • Respect • Respect • Identify • Identify
• Observe acceptance acceptance self- esteem, self-love and • Tolerance • Tolerance • Care • Care • Communi- • Communi-
• Communicate • To demon- • To demon- self-love and respect • Observe • Observe • Compare cate cate
• Ability to … strate SKAVs strate SKAVs respect differences school and class and • Record • Record
• Respect differences • class rules school rules • Identify. • Identify.
Tolerance etc.
CORE • Orientation to • Orientation to • Everyone is • Similarities and • Names • Names • Care of your • Toilet routine • Knowledge • Care of your
CONCEPTS & rules and rules and unique differences • Rules and • Rules and body. • Care of your of the effect eyes
KNOWLEDGE procedures procedures • Knowledge, • Respect your routines routines • Know what body. of weather
REMEMBER to • Places in the • Places in the identify, own and good hygiene • Knows good on how we
always be aware classroom and classroom and respect other’s is and how to exercise and dress
of activities to school school explore differences and exercise it. games
promote • Baseline • Baseline different similarities. • Application
EXECUTIVE things of
FUNCTION - you/others knowledge
Working memory can do.
Inhibitory control
Self-regulation
PRE- • Perceptual • Perceptual • Perceptual • Perceptual • Perceptual • Perceptual • Perceptual • Perceptual • Perceptual • Perceptual
KNOWLEDGE: skills skills skills skills skills skills skills skills skills skills
• Everyday • Everyday • Everyday • Everyday • Everyday • Everyday • Everyday • Everyday • Everyday • Everyday
knowledge knowledge knowledge knowledge knowledge knowledge knowledge knowledge knowledge knowledge
CAPS • Perceptual • Perceptual • We are • How I am the • Name of my • Name of my • Sleep • Proper use • The weather • Do not look
CONTENT: development development special and same as my school, school, • Eating healthy of toilet and us- directly into
• Phonological • Phonological unique friends. teacher and teacher and food • Regular clothes, the sun-
REMEMBER to awareness awareness • Things I can (Height, hair principal principal • Washing exercise and food,
always be aware games- e.g. games- e.g. do (count, colour, hands play. activities
of activities to
3|P age
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
promote animal animal know gender, weight • Classroom • Classroom • Keeping clean • Limited
EXECUTIVE sounds, sounds, colours, etc.) routines and routines and • Hair, teeth television
FUNCTION - everyday everyday jump etc. • How I am rules rules and nails
Working memory sounds, sounds, • Discussion different from • IPkeep my
Inhibitory control music etc. music • Where was I my friends. h clean:
body
Self-regulation • Patterns- • Patterns- born? • Discussion; o
• Some good
colour and colour and show and tell n
habits
Ensure optimal shape shape i
use of DBE • Building • Building c
workbooks puzzles puzzles s
Reading and • Find my name • Find my name
Comprehension • Games • Games
RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGHOUT THE TERM
RESOURCES: • 3D Objects • 3D Objects • DBE WB pg. • DBE WB pg. 6- • DBE WB pg. • DBE WB pg. • DBE WB pg. • DBE WB pg. • DBE WB pg. • Flashcards
- Fruit, veg, Fruit, veg, cars, 2. 8 12-13 16 20-21 22-23 31-32 • Charts
Flashcards/ cars, animals animals etc. • DBE WB pg. • 3D reality • 3D reality • 3D reality • DBE WB pg. • DBE WB pg. • 3D reality • Video
Vocabulary for etc. • Colour 6 • Charts • Flashcards • Flashcards 24. 26-27 • Flashcards
Focus board • Colour • Size • Charts • Flashcards • Charts • Charts • 3D reality • DBE WB pg. • Charts
and Word Wall • Size • Shape • Flashcards • Height chart • Flashcards 28 • Video
Library • Shape • Directions • Scale • Charts • DBE WB
books/books • Directions • Flashcards pg.29
• Flashcards • Name tags
• Name tags • Signs
• Signs • Bean bags
• Bean bags etc.
etc.
INFORMAL • The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and
ASSESSMENT Mathematics.
• Written activities can be given.
• Skills, knowledge application, attitude and values are not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to
demonstrate these skills orally, practically and in written form.
• This must be informal and continuous.
4|P age
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
SCHOOL REFER TO DBE SBA Guidelines
BASED
ASSESSMENT:
TERM 1
48 DAYS WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
INFORMAL • The practical activities must be observed and informally assessed during daily lesson activities in Life Skills. Also note SKAVs that is developing, developed and
ASSESSMENT mastered for Home Language and Mathematics
• Some written activities can be given.
• Skills, knowledge application, attitude and values are not meant to be an assessment activity but ensure that leaners are afforded opportunities to demonstrate these
skills orally and practically.
6|P age
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
• This is informal and continuous.
SCHOOL BASED
ASSESSMENT: • REFER TO DBE SBA Guidelines
TERM 1
48 DAYS WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
CREATE A 3D (CONSTRUCTION)
Adapt the activity to your context – The activity helps to consolidate/revise geometric shape (Mathematics)
7|P age
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
• Box constructions using X X
• recyclable boxes;
emphasis on geometric
shapes; discuss shapes
8|P age
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
• Warming up body parts
such as ‘playing the piano’,
X X X
‘washing body’, ‘shaking off
water’, etc.
• Safe environment: finding
own space: Direction,
place; next to, behind, in
front of, on top of
X
[Mathematics vocabulary]
Use a bean bag or
crumbled paper ball.
• Locomotor movements:
walking, skipping and
running forwards and X X X
backwards – own space
• Non-locomotor movements:
bending knees, shoulder
X
and wrist circles
• Warming up voice:
breathing exercises and
creative games such as
blowing out candles, etc. X X X X
Song: Five little monkeys.
DBE WB pg.10
10 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
TERM 1
48DAYS WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
PLEASE NOTE, EVEN THOUGH ACTIVITIES HAVE BEEN PLOTTED PER WEEK, YOU MAY CHANGE THE ACTIVITIES TO SUIT YOUR NEED OR/AND
CONTEXT
LOCOMOTOR
These activities to be done in a clearly demarcated area. If a large enough area is not available work in small groups OR adapt the activities (Observation of COVID regulation)
MOVEMENT AND STRENGTHENING LARGE AND CORE MUSCLES IMPORTANT FOR DEVELOPMENT FOR SITTING AT TABLE OR ON MAT . IT ALSO GIVES A SENSE OF
BELONGING.
• Dodging and walking
in different directions X X X X
• Dodging games
around skittles
X
changing direction
11 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
• Using senses:
hearing - listen to
instructions while X
moving around
RHYTHM
(Observe spacing – social distancing) Hop scotch ONE child at a time – sanitise handles of the rope
• Hop-scotch
X
• Rope skipping X
• Rhymes singing
while performing
X X
body actions
BALANCE
With strict supervision - one child at a time ( Draw a few blocks for 5 learners to have a turn simultaneously observe social distancing while the others are sitting lined up to wait their turn)
• Dodging games
around skittles
X
changing direction
• Balance walking on X
low level balancing
form in different X
ways
LATERALITY
(At chair OR outdoors in an open demarcated space)
• Activities using the
non-dominant [ND]
side of the body-
Hopping on ND X
foot, catching own
bean bag with NB.
Hand, foot etc.
12 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
SPORTS AND GAMES
You may add your own games
• Movement games
concepts of size,
distance, space and X X
quantity covered
RESOURCES • Use painted empty cooldrink bottles filled with sand as markers/ cones
Improvise • Skipping ropes – pick and pay plastic bags plaited for a long enough skipping rope
• Bean bags – small squares sown and filled with pebbles, beans etc. – Bean bags easier to handle and control – Home- made ball- newspaper rolled into a ball and
covered with cellotape
• Balance beam- bricks covered with material; blocks covered with material etc.
INFORMAL • The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and
ASSESSMENT Mathematics
• Ensure that leaners are afforded opportunities to demonstrate these skills practically.
• This is informal and continuous.
13 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
GRADE 1 REVISED TEACHING PLANS: LIFE SKILLS
TERM 2 WEEK 1-4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11&12
59 DAYS
TERM 1
ORIENTATION ORIENTATION SAFETY IN KEEPING MY KEEPING MY
CAPS TOPICS: “THEMES AND
MY FAMILY MY FAMILY THE HOME
MY BODY MY BODY
BODY SAFE BODY SAFE
COVERAGE”
SKILLS AND VALUES: • Respect • Respect • Observe • To care for your • Appreciation • Caring for yourself • Taking care
• Compare • To show love • To show love • Identify body for your sense • Appreciation for of your body
• Observe and admiration and admiration • Appreciation of smell, taste, safe situations • Practicing
• Communicate touch, hearing healthy
• Identify/ • Textures, responses
PERSONAL & SOCIAL WELLL-BEING
CAPS • What a family is • What is a family • Dangers at • Different parts • The five • Safe and Unsafe • Protecting
CONTENT: • Members of my • Caring for each home of my body and senses and situations & places our bodies
family - other at home -When cooking how it moves their uses • Yes, and no from illness
immediate and -When • Touch, smell, feelings - Covering
Ensure Optimal use of extended washing sound, sight • Practicing saying mouth and
DBE WORKBOOKS Reading • Caring for each -Lighting & and taste “no” nose when
for meaning of fictional and other at home electricity sneezing or
non-fictional text -Outside areas coughing
14 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
• Note: Learners -Medicine - Never
come from many -Poisonous touching
different types of substances - another
family. Ensure types and person’s
inclusivity recognising blood
warning - Washing
symbols fruit and
• Keeping safe vegetables
when home before
alone eating
RESOURCES: • DBE Workbook • DBE WB Pg. 34 • DBE WB Pg. • DBE WB Pg. 48 • DBE WB Pg. • DBE WB Pg. 54 to • DBE WB pg.
Flashcards/ Vocabulary for Pg. 34 to 39 to 39 40 to 46 to 53 48 to 53 59 54 to 59
Focus board and Word Wall • 3D • Charts • 3D • 3D • Charts • Charts
Library books/books • Charts • Charts • Salt, pepper, • Video • Videos
honey etc.
taste
• Flowers, herbs,
garlic etc.
smell.
• Recordings
of everyday
sounds
RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGHOUT THE TERM
INFORMAL • The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home
ASSESSMENT: Language and Mathematics.
• Written activities can be given.
• Skills, knowledge application, attitude and values are not meant to be an assessment activity but rather should ensure that leaners are afforded
opportunities to demonstrate these skills orally, practically and in written form.
• This must be done informally and continuous.
SCHOOL BASED
ASSESSMENT:
REFER TO DBE SBA Guidelines
15 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
TERM 2
WEEK 1-4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11&12
59 DAYS
TERM 1
CAPS TOPICS: “THEMES ORIENTATION ORIENTATION SAFETY IN THE KEEPING MY KEEPING MY
MY BODY MY BODY
AND MY FAMILY MY FAMILY HOME BODY SAFE BODY SAFE
COVERAGE”
SKILLS AND VALUES: Technological Scientific Scientific Scientific Scientific
• Scientific Process Skills Process Skills Process Process Skills Process Skills Process Skills
• Technological Process skills Values Skills Values Values Values
• Geographical skills Values Attitudes Attitudes Attitudes
• Inquiry Attitudes
• Interpretation
• Values
• Attitudes
BEGINNING KNOWLEDGE
16 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
RESOURCES: • DBE WB pg. 40- • DBE WB pg. • DBE WB pg. 48- • DBE WB pg. 54 to 59
Flashcards/ Vocabulary for 46 48-53 53 • Videos
Focus board and Word Wall • Materials for • 3D • 3D
Library books/books Technological • Charts • Chart
process • Videos • Videos
WEATHER: WEATHER TO BE TAUGHT UNTIL LEARNERS CAN INDEPENDENTLY OBSERVE THE WEATHER AND CHANGE THE ICONS DAILY.
THE WEATHER CHART SHOULD BE UPDATED DAILY THROUGHOUT THE YEAR.
• Predictions
• Minimum and maximum temperature
• Symbols (Celsius, weather forecast)
• Cloud cover
• Complete own weather chart - Precipitation (rain), wind, etc. Complete own weather chart. Precipitation (rain) , wind, etc. Develop knowledge and skills progressively
INFORMAL ASSESSMENT: • The practical activities must be observed and informally assessed during daily lesson activities in Life Skills. Also note SKAVs that is developing,
developed and mastered for Home Language and Mathematics
• Some written activities can be given.
• Skills, knowledge application, attitude and values are not meant to be an assessment activity but ensure that leaners are afforded opportunities to
demonstrate these skills orally and practically.
• This is informal and continuous.
17 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
TERM 2
59 DAYS WEEK 1-4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11&12
TERM 1 KEEPING
ORIENTATION ORIENTATION SAFETY IN THE KEEPING MY
CAPS TOPICS: “THEMES AND MY BODY MY BODY MY BODY
MY FAMILY MY FAMILY HOME BODY SAFE
COVERAGE” SAFE
REMEMBER to always be aware of activities to promote Executive Functioning :
Working memory, Inhibitory control and Self-regulation
CREATE IN 2D
Learners to EACH have their own ice cream container with their own stationery (pritt, scissors, pencil crayons, crayons etc.)
Finger painting or brush
painting: discuss mixing of
primary colours to achieve X X X
secondary colours
CREATIVE ARTS
18 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
CREATE A 3D (CONSTRUCTION)
(Learners to have their own dough or clay in container and own materials for personal use)
Make models out of clay/
playdough; encourage
correct use of materials and X X
tools
Construct houses/imaginary
shelters using recyclable
boxes and other materials. X
Encourage the correct use
of glue and applicators
SKILL IMPROVISE AND INTERPRET
19 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
Freeze games focusing on
control, eye focus and use
X X
of space
Locomotor movements:
hopping, jumping and
galloping forwards and X
sideways (outside)
Exploring beginnings,
middles and endings of
X
songs, stories &movements
INFORMAL • The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language
ASSESSMENT: and Mathematics
• Ensure that leaners are afforded opportunities to demonstrate these skills practically.
• This is informal and continuous
20 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
TERM 2 WEEK 1-4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 10 WEEK 11&12
59 DAYS WEEK 9
TERM 1
ORIENTATION ORIENTATION SAFETY IN THE KEEPING MY KEEPING MY
“THEMES AND MY BODY MY BODY
CAPS TOPICS: COVERAGE”
MY FAMILY MY FAMILY HOME BODY SAFE BODY SAFE
SKILLS: PLAY IS THE NATURAL WAY LEARNERS LEARN AT THIS AGE AND STAGE OF DEVELOPMENT. PLAY SHOULD NOT BE WITHELD.
• Maintain social distancing.
• Activities has been modified to maintain social distancing.
REMEMBER to always be • The activities are adapted for a classroom situation- where overcrowding exist- allow learners to be keep a safe distance outside the class.
aware of activities to • Locomotor activities can be practiced whilst learners are walking in and out of class in the morning or returning from interval.
promote EXECUTIVE • Navigating safely when responding to movement instructions
FUNCTION - • Ensure that the lessons have the following activities: warm-up, main and cool down. You could combine some of the warming-up, locomotor and non-
Working memory locomotor activities of creative games and skills with PE.
PHYSICAL EDUCATION
Inhibitory control • Allow learners to use their own apparatus or alternatively use the apparatus in groups on different days to allow for sanitizing.
Self-regulation • All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik)
PLEASE NOTE, EVEN THOUGH ACTIVITIES HAVE BEEN PLOTTED PER WEEK, YOU MAY CHANGE THE ACTIVITIES TO SUIT YOUR NEED OR/AND
CONTEXT
LOCOMOTOR
Body parts: singing songs
or recite rhymes while
touching various parts of
the body such as touch the
X X
knees, toes, nose, head,
ears, etc.
21 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
RHYTHM
(use chair as marker- mostly on the spot or around their chair or outdoors)
Jumping and hopping
X
Jump up and down; jump
high and low X X X
COORDINATION
Activity can be done only if you have enough space- Learners do the activity outside in a demarcated area
Eye-hand-foot co-ordination
- dribbling balls around
skittles and kicking balls X X X
between skittles
BALANCE
Walking from line-up to classroom
Walking on a rope or line
marked on the ground
X X X
LATERALITY
(At chair or outside)
Throw and catch a bean
bag with non-dominant X
hand
Balance on non-dominant
leg X X
22 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
SPORTS AND GAMES
Traditional /indigenous
games chose by learners-
X X
played seated
INFORMAL ASSESSMENT • The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language
and Mathematics
• Ensure that leaners are afforded opportunities to demonstrate these skills practically.
• This must be informal and continuous.
23 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
GRADE 1 REVISED TEACHING PLANS: LIFE SKILLS
CORE CONCEPTS & • Healthy living/ • Healthy living/ • Healthy living/ • Interpersonal • Balanced diet • Balanced diet
KNOWLEDGE habits/ practices habits/ habits/ practices relationships and • Correct • Correct choices
practices values choices
REMEMBER to
always be aware of
activities to promote
EXECUTIVE
FUNCTION -
Working memory
Inhibitory control
Self-regulation
24 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
CAPS • My role • My role • Animals we can • Greeting people we No natural link • Foods we eat • Healthy choices
CONTENT: keep as pets know and strangers • Healthy and and the right
• How to look after • Waiting my turn Unhealthy food amount of food
ENSURE OPTIMAL pets at home • Listening to others
USE OF DBE • Treating animals • Sharing
WORKBOOKS appropriately • Showing kindness
Reading for meaning • Animal Welfare • Being honest
(comprehension)of • Respecting others
fictional and non- and belongings
fictional text
RESOURCES: • DBE WB pg. 10- • DBE WB pg. 14-17 • DBE WB pg. • DBE WB pg. 26-
Flashcards/ 13 • Costumes for role- 26-32 32
Vocabulary for Focus • 3D play • 3D • 3D
board and Word Wall • Charts • Charts • Video • Video
Library books/books • Videos
RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGHOUT THE TERM
• The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language
and Mathematics.
• Written activities can be given.
INFORMAL
• Skills, knowledge application, attitude and values are not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to
ASSESSMENT
demonstrate these skills orally, practically and in written form.
• This must be informal and continuous.
25 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
• Values
• Attitudes
26 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
CAPS • Places in my • Looking after No natural link • Why we need • Where different • Storing food -
CONTENT: community facilities in my plants foods come fresh, tinned,
• People in my community • What plants from: fruit; dried, frozen
ENSURE OPTIMAL USE community • Keeping places look like - vegetables;
OF DBE WORKBOOKS clean - littering roots, stem, dairy; meat
Reading for meaning leaves, flowers
(comprehension) of • What plants
fictional and non-fictional need to grow
text • Growing a
plant from a
seed
RESOURCES: • DBE WB Pg. 2-9 • DBE WB pg. 2-9 • DBE WB pg. • DBE WB pg. • DBE WB pg.
Flashcards/ Vocabulary for • Real places • Charts 18-25 26 -32 26 -32
Focus board and Word • Google Maps • Videos • 3D • 3D • 3D
Wall • Tools, Soil, • Video
Library books/books seeds etc. • Make orange
• Videos jam?
Ingredients 6-8
oranges1 cup
of sugar &
water
WEATHER: WEATHER TO BE TAUGHT UNTIL LEARNERS CAN INDEPENDENTLY OBSERVE THE WEATHER AND CHANGE THE ICONS DAILY.
THE WEATHER CHART SHOULD BE UPDATED DAILY THROUGHOUT THE YEAR.
• Predictions
• Minimum and maximum temperature
• Symbols (Celsius, weather forecast)
• Cloud cover
• Complete own weather chart - Precipitation (rain), wind, etc.
• Complete own weather chart. Precipitation (rain) , wind, etc. Develop knowledge and skills progressively.
27 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
INFORMAL • The practical activities must be observed and informally assessed during daily lesson activities in Life Skills. Also note SKAVs that is developing, developed and
ASSESSMENT: mastered for Home Language and Mathematics
• Some written activities can be given.
• Skills, knowledge application, attitude and values are not meant to be an assessment activity but ensure that leaners are afforded opportunities to demonstrate
these skills orally and practically.
• This is informal and continuous.
28 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
CREATE IN 2D
Learners to EACH have their own ice cream container with their own stationery (pritt, scissors, pencil crayons, crayons etc.)
Make paintings and
drawings of real or
imaginary creatures;
encourage awareness of
X X
CREATIVE ARTS
Make models of
imaginative creatures
X X
using clay, playdough or
recyclable materials;
29 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
emphasize appropriate
use of materials and
spatial awareness
Emphasize appropriate
use of materials and
X X
spatial awareness
Clapping rhythms in
three or four time.
PERFORMING ARTS
30 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
run-forward-shrink-
stretch-up
Games focusing on
numeracy and litreacy
such as number songs
and rhymes, making X X X
shapes through
movement
INFORMAL • The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language
ASSESSMENT and Mathematics
• Ensure that leaners are afforded opportunities to demonstrate these skills practically.
• This is informal and continuous.
31 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
Working memory locomotor activities of creative games and skills with PE.
Inhibitory control • Allow learners to use their own apparatus or alternatively use the apparatus in groups on different days to allow for sanitizing.
Self-regulation • All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik)
PLEASE NOTE, EVEN THOUGH ACTIVITIES HAVE BEEN PLOTTED PER WEEK, YOU MAY CHANGE THE ACTIVITIES TO SUIT YOUR NEED OR/AND
CONTEXT
LOCOMOTOR
Use the space around the chair or an area demarcated (marked) for movement
Move – jump, run, and
crawl. X X
Follow instructions to
move fast and slow- on X X X X
the spot
32 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
RHTHYM
LATERALITY
Only if you have space in a demarcated area and learners are schooled and adhere to social distancing
Learners wait their turn and sit in demarcated spaces
Hop-scotch with non-
dominant leg X
INFORMAL • The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language
ASSESSMENT: and Mathematics
• Ensure that leaners are afforded opportunities to demonstrate these skills practically.
• This is informal and continuous.
33 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
GRADE 1 REVISED TEACHING PLANS: LIFE SKILLS
• Ability to …
• Respect
• Tolerance etc.
CORE CONCEPTS & • The home I live • The home I live • Can I find my • Healthy lifestyle • Healthy
KNOWLEDGE in in way? • Preserving Lifestyle
resources • Water that is
REMEMBER to always • What to do if safe to drink
be aware of activities to there are leaks
promote EXECUTIVE or a dripping tap
FUNCTION -
Working memory
Inhibitory control
Self-regulation
34 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
fictional and non-
fictional text
Flashcards/ Vocabulary
for Focus board and
Word Wall
Library books/books
RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGHOUT THE TERM
INFORMAL • The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home
ASSESSMENT: Language and Mathematics.
• Written activities can be given.
• Skills, knowledge application, attitude and values are not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities
to demonstrate these skills orally, practically and in written form.
• This is informal and continuous.
35 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
• Inquiry
• Interpretation
• Values
• Attitudes
REMEMBER to always be aware of activities to promote Executive Functioning:
Working memory, Inhibitory control and Self-regulation
Learner talk, discussion, exploration, INQUIRY ‘find-out”, problem solving, thinking and reasoning is of utmost importance
KNOWLEDGE: Matter and Matter and Place Conservation Conservation • Planet Earth • Planet Earth
Materials Materials • Be able to use • Different uses of • Different ways of and Beyond and Beyond
Technological • Different types directions to find water storing clean • Understand how • Understand how
process skills of homes a place • Conserving water water (Water day changes to day changes to
• Different types of • Material and (navigate) on a conservation) night night
homes suitability for picture map • Prevent wastage • The moon and • The moon and
• Material and weather • Problem solve of water stars and their stars and their
suitability for conditions functions functions
weather
conditions
CAPS • Types of homes - • What different • Finding places • Uses of water at • Ways of saving • Changing from • When we can
CONTENT: include flats, homes are and things on a home and school water day to night see the moon
houses, shacks, made of - picture map • Ways water is • Storing clean • The moon • Stars
traditional homes include wood, (identify) wasted water
36 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
ENSURE OPTIMAL • Homes to suit mud, bricks, • Finding the way • Safe and unsafe • “Harvesting rain What the moon • A star burns like
USE OF DBE different weather tin, stone, from one place to drinking water water” looks like the sun
WORKBOOKS conditions hardboard, another
Reading for plastic
meaning
(comprehension)of
fictional and non-
fictional text
RESOURCES: • DBE WB pg. 34- • DBE WB • DBE WB pg. 42- • DBE WB pg. 50 - • DBE WB pg. 50- • DBE WB pg. • DBE WB pg. 58-
41 pg.34-41 49 57 57 58 -61 61
Flashcards/ • Models of homes • 3D • Simple picture • Real-life • Use a rain gauge • • Models
Vocabulary for • Materials to build • Materials maps experience in or make your • The sky at • Video
Focus board and own model • Videos • Simple maps school grounds own night • Material to
Word Wall • Videos • Chart • Mazes • Chart • Globe make own
Library books/books • Chart • The school • Torch models
grounds • Video
WEATHER: WEATHER TO BE TAUGHT UNTIL LEARNERS CAN INDEPENDENTLY OBSERVE THE WEATHER AND CHANGE THE ICONS DAILY.
THE WEATHER CHART SHOULD BE UPDATED DAILY THROUGHOUT THE YEAR.
• Predictions
• Minimum and maximum temperature
• Symbols (Celsius, weather forecast)
• Cloud cover
• Complete own weather chart - Precipitation (rain), wind, etc. Complete own weather chart. Precipitation (rain) , wind, etc. Develop knowledge and skills progressively
INFORMAL • The practical activities must be observed and informally assessed during daily lesson activities in Life Skills. Also note SKAVs that is developing, developed and
ASSESSMENT mastered for Home Language and Mathematics
• Some written activities can be given.
• Skills, knowledge application, attitude and values are not meant to be an assessment activity but ensure that leaners are afforded opportunities to demonstrate
these skills orally and practically.
• This is informal and continuous.
SCHOOL BASED REFER TO DBE SBA Guidelines
ASSESSMENT:
37 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
CREATE IN 2D
Learners to have own stationery, food colouring, paint etc.
Make a drawing or painting
CREATIVE ARTS
CREATE IN 3D (MODELLING)
Learners to have clay for their own use in a sealed container
ARTS
MING
Representing objects,
ideas in movement and X
sound such as: making a
38 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
machine, a magic forest,
ambulance individually or
in groups
Classroom performance
incorporating a South
African song/poem/ story
with movement and X X X
dramatization- Well
spaced
Locomotor movements:
hopping, galloping,
running, and skipping
X X
around the chair and
changing directions
Non-locomotor
movements: combining
twisting, swinging the
X
arms, side bends and
jumps
39 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
Listening to music and
describing how it makes
you feel using words such X X
as happy, sad, etc.
INFORMAL • The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language
ASSESSMENT: and Mathematics
• Ensure that leaners are afforded opportunities to demonstrate these skills practically.
• This is informal and continuous.
40 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
• Ensure that the lessons have the following activities: warm-up, main and cool down. You could combine some of the warming-up, locomotor and non-
locomotor activities of creative games and skills with PE.
• Allow learners to use their own apparatus or alternatively use the apparatus in groups on different days to allow for sanitizing.
• All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik)
PLEASE NOTE, EVEN THOUGH ACTIVITIES HAVE BEEN PLOTTED PER WEEK, YOU MAY CHANGE THE ACTIVITIES TO SUIT YOUR NEED OR/AND
CONTEXT
LOCOMOTOR
Demarcated area- working with small groups- social distancing
Walk, run and skip using
signal to change from walking
to running; etc.
X X
Adapt for classroom
41 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
RHYTHM
COORDINATION
Foot-eye co-ordination,
greeting each other by
touching the feet X
BALANCE
Walk on ropes-backward,
forward and sideways with or
without crossing feet – on the
X X X X X
way to the bathroom and
return
42 | P a g e
FOUNDATION PHASE ANNUAL TEACHING PLAN GRADE 1: LIFE SKILLS
SPATIAL ORIENTATION
LATERALITY
INFORMAL ASSESSMENT: • The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home
Language and Mathematics
• Ensure that leaners are afforded opportunities to demonstrate these skills practically.
• This is informal and continuous.
43 | P a g e