Study & Master Life Skills Teacher's File Grade 2

Teacher’s Guide 222222Grade

CAPS

Life SkillsLife SkillsLife SkillsLife SkillsLife SkillsLife SkillsLife SkillsLife SkillsLife SkillsLife SkillsLife SkillsLife Skills

Gaynor Cozens • Fairuz Parker

SM_LS_G2_TG_English.indd 1 2011/11/15 9:02 AM

Gaynor Cozens • Fairuz Parker

Study & Master

Life Skills

Grade 2Teacher’s Guide

English LS Gr 2 TG final 8-11-11.indb 1 2011/11/24 5:07 PM

cambridge university presscambridge, new york, melbourne, madrid, cape town, singapore, são paulo, delhi, tokyo, mexico city

cambridge university pressthe Water club, beach road, granger bay, cape town 8005, south africa

www.cup.co.za

© cambridge university press 2012

this publication is in copyright. subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of cambridge university press.

First published 2012

isbn 978-1-107-38116-2

editor: gudrun elliottproofreader: sean Frasercover photo: robyn minter typesetter: baseline publishing services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

every effort has been made to trace copyright holders. should infringements have occurred, please inform the publishers who will correct these in the event of a reprint.

if you want to know more about this book or any other cambridge university press publication, phone us at +27 21 4127800, fax us at +27 21 419-8418 or send an e-mail to [email protected]


http://www.cup.co.za

Contents

Expanded contents pages v

Section A: Introduction A1

Section B: Teaching guidelines B1

Section C: Photocopiable sheets C1

Section D: Documents D1


v

Term

1St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

no.

Wee

kN

o. o

f h

rsLi

fe S

kill

s C

APS

con

ten

tB

egin

nin

g K

now

led

ge a

nd

Per

son

al

and

Soc

ial W

ell-

bei

ng

1 W

hat

we

nee

d to

live

1–2

4 h

rsW

hat

we

nee

d to

live

Food

B3

1 h

rD

iffe

ren

t typ

es o

f foo

d –

for

grow

th,

ener

gy, h

ealt

h.

Wat

er –

why

we

nee

d w

ater

, sou

rces

of

wat

er w

e us

e.

Air

– c

lean

air

.

Sun

ligh

t – in

clud

e pr

otec

tion

from

th

e su

n.

Why

do

we

nee

d w

ater

?B

4½

hr

Sour

ces

of w

ater

B5

½ h

r

Air

B5

½ h

r

Sun

ligh

tB

6½

hr

Sun

pro

tect

ion

B6

1 h

r

2 M

ysel

f an

d o

ther

s3–

44

hrs

Mys

elf

and

oth

ers

Mys

elf

B8

1 h

rFr

ien

ds –

qua

litie

s of

a g

ood

frie

nd.

Peop

le a

t sch

ool a

nd

at h

ome

– in

clud

e sh

arin

g, h

elpi

ng,

sh

owin

g re

spec

t.

Dea

ling

posi

tive

ly w

ith

con

flic

t –

incl

ude

self

-est

eem

an

d bu

llyin

g.

A g

ood

frie

nd

B8

½ h

r

Frie

nds

B9

½ h

r

Get

tin

g al

ong

wit

h

oth

ers

B9

1 h

r

Stre

ngt

hs

B9

½ h

r

Bul

lyin

gB

10½

hr

3 Ev

eryo

ne

is s

pec

ial

5–

76

hrs

Ever

yon

e is

sp

ecia

lSi

mila

r an

d di

ffer

ent

B11

2 h

rsPe

ople

are

sim

ilar

and

peop

le a

re

diff

eren

t.

Thin

gs t

hat

hel

p pe

ople

– s

uch

as

read

ing

glas

ses,

wal

kin

g fr

ames

, gui

de

dogs

, hea

rin

g ai

ds.

Car

ing

for

peop

le w

ith

dis

abili

ties

.

I can

be

a h

ero.

Thin

gs t

hat

hel

p pe

ople

B12

2 h

rs

Peop

le w

ith

di

sabi

litie

sB

122

hrs

Expanded contents pages


vi Study & Master Life Skills Grade 2 Teacher’s Guide

Term

1St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

no.

Wee

kN

o. o

f h

rsLi

fe S

kill

s C

APS

con

ten

tB

egin

nin

g K

now

led

ge a

nd

Per

son

al

and

Soc

ial W

ell-

bei

ng

4 H

ealt

hy li

vin

g8–

94

hrs

Hea

lthy

livi

ng

Food

pro

tect

ion

B13

½ h

rPr

otec

tin

g fo

od w

e ea

t – in

clud

e pr

otec

tion

from

flie

s.

Sim

ple

way

s of

pur

ifyi

ng

wat

er.

Thin

gs t

hat

har

m u

s –

smok

ing,

al

coh

ol, d

rugs

.

Goo

d h

abit

s –

such

as

regu

lar

exer

cise

, lim

ited

tele

visi

on.

Puri

fyin

g w

ater

B14

½ h

r

Smok

ing

is

har

mfu

lB

15½

hr

Alc

ohol

B15

½ h

r

It is

bad

to u

se d

rugs

B16

1 h

r

Goo

d h

abit

sB

17½

hr

Mor

e ex

erci

seB

17½

hr

Rel

igio

us

day

s an

d

spec

ial d

ays

102

hrs

Rel

igio

us

day

s an

d o

ther

sp

ecia

l d

ays

cele

bra

ted

by

the

com

mu

nit

y sh

ould

be

talk

ed a

bou

t as

th

ey

occu

r th

rou

ghou

t th

e te

rm.

New

Yea

r’s

Day

B18

½ h

r

Hum

an R

igh

ts D

ayB

18½

hr

Puri

mB

18½

hr

Wor

ld d

ays

B18

½ h

r

Vis

ual

Art

sB

2010

hrs

LB A

ctiv

ity

1:

Pain

tin

g in

2D

B20

4–6

3 h

rs

LB A

ctiv

ity

2: 3

D

clay

mod

els

B20

7–9

3 h

rs

WB

Wor

ksh

eet 1

: To

pic

2B

211

1 h

r

WB

Wor

ksh

eet 3

: To

pic

2B

212

1 h

r

WB

Wor

ksh

eet 4

: To

pic

2B

213

1 h

r

WB

Wor

ksh

eet 9

: To

pic

4B

2110

1 h

r


vii

Term

1St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

no.

Wee

kN

o. o

f h

rsLi

fe S

kill

s C

APS

con

ten

tPe

rfor

min

g A

rts

(dan

ce, m

usi

c, d

ram

a)B

2210

hrs

Act

ivit

y 1

B22

11

hr

Act

ivit

y 2

B23

21

hr

Act

ivit

y 3

B23

31

hr

Act

ivit

y 4

B24

41

hr

Act

ivit

y 5

B24

51

hr

Act

ivit

y 6

B25

61

hr

Act

ivit

y 7

B26

71

hr

Act

ivit

y 8

B26

81

hr

Act

ivit

y 9

B27

91

hr

Act

ivit

y 10

B27

101

hr

Phys

ical

Ed

uca

tion

B29

20 h

rsA

ctiv

ity

1B

291

2 h

rs

Act

ivit

y 2

B30

22

hrs

Act

ivit

y 3

B30

32

hrs

Act

ivit

y 4

B30

42

hrs

Act

ivit

y 5

B30

52

hrs

Act

ivit

y 6

B30

62

hrs

Act

ivit

y 7

B30

72

hrs

Act

ivit

y 8

B30

82

hrs

Act

ivit

y 9

B31

92

hrs

Act

ivit

y 10

B31

102

hrs



viii Study & Master Life Skills Grade 2 Teacher’s Guide

Term

2St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

n

o.W

eek

No.

of

hrs

Life

Ski

lls

CA

PS c

onte

nt

Beg

inn

ing

Kn

owle

dge

an

d P

erso

nal

an

d S

ocia

l Wel

l-b

ein

g5

Seas

ons

1–

36

hrs

Seas

ons

The

four

sea

son

sB

34½

hr

The

four

sea

son

s.

How

sea

son

s af

fect

us

– cl

oth

es, f

ood,

ac

tivi

ties

.

How

sea

son

s af

fect

gro

win

g th

ings

–

sow

ing,

gro

win

g an

d h

arve

stin

g.

How

sea

son

s af

fect

an

imal

s –

incl

ude

farm

ing,

e.g

. sh

eep

shea

rin

g, a

nim

al

dipp

ing;

bir

ds e

.g. m

igra

tion

an

d n

esti

ng.

Wea

ther

B35

½ h

r

The

win

d an

d th

e su

nB

351

hr

Seas

onal

act

ivit

ies

B36

½ h

r

Seas

onal

food

sB

37½

hr

The

orch

ard

B37

½ h

r

Mea

lies

B37

½ h

r

Shee

pB

38½

hr

The

Afr

ican

pyg

my-

kin

gfis

her

B38

½ h

r

Wh

ales

B38

1 h

r

6 A

nim

als

4–5

4 h

rsA

nim

als

Farm

an

imal

sB

401

hr

Farm

an

imal

s –

type

s an

d us

es, s

uch

as

food

an

d cl

oth

ing.

Wild

an

imal

s –

type

s an

d ca

mou

flag

e.

Wild

an

imal

sB

411

hr

Sea

crea

ture

sB

421

hr

Use

s of

an

imal

sB

421

hr

7 A

nim

als

that

live

in

wat

er6–

74

hrs

An

imal

s th

at li

ve in

wat

erLi

vin

g in

wat

erB

441

hr

Fres

h w

ater

– ri

vers

, e.g

. fis

h, c

roco

dile

s.

– po

nds

an

d da

ms,

e.g

. fro

g, d

rago

nfl

y.

Salt

wat

er

– se

a, e

.g. s

har

k, c

rayf

ish

– ro

ck p

ools

, e.g

. sta

rfis

h, c

rab.

The

Kny

sna

seah

orse

B44

1 h

r

Pon

d lif

eB

441

hr

Sea

life

B45

1 h

r


ix

Term

2St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

n

o.W

eek

No.

of

hrs

Life

Ski

lls

CA

PS c

onte

nt

Beg

inn

ing

Kn

owle

dge

an

d P

erso

nal

an

d S

ocia

l Wel

l-b

ein

g8

An

imal

hom

es

8–9

4 h

rsK

eep

ing

my

bod

y sa

feA

nim

als

that

mak

e th

eir

own

hom

esB

471

hr

An

imal

s th

at m

ake

thei

r ow

n h

omes

–

such

as

bird

, som

e be

es a

nd

ants

.

An

imal

s th

at fi

nd

a h

ome

– su

ch a

s ba

boon

s, s

nak

es, s

quir

rels

.

An

imal

s th

at c

arry

th

eir

hom

es –

suc

h

as s

nai

ls, t

orto

ises

.

Mak

e an

an

t hom

eB

481

hr

An

imal

s th

at fi

nd

hom

esB

48½

hr

Aru

m li

ly fr

ogB

49½

hr

Mob

ile h

omes

B49

½ h

r

Def

ores

tati

onB

49½

hr

Rel

igio

us

day

s an

d

spec

ial d

ays

B51

102

hrs

Rel

igio

us

day

s an

d o

ther

sp

ecia

l d

ays

cele

bra

ted

by

the

com

mu

nit

y sh

ould

be

talk

ed a

bou

t as

th

ey

occu

r th

rou

ghou

t t

he

term

.

Wor

ld H

abit

at D

ayB

511

hr

Yout

h D

ayB

511

hr

Vis

ual

Art

sB

5210

hrs

Act

ivit

y 1:

WB

W

orks

hee

t 5B

521

1 h

r

Act

ivit

y 2:

LB

Act

ivit

y 10

B52

21

hr

Act

ivit

y 3:

Cam

oufl

aged

an

imal

B53

3–4

2 h

rs

Act

ivit

y 4:

WB

W

orks

hee

t 6B

535

1 h

r

Act

ivit

y 5:

Fan

tasy

cr

eatu

reB

536–

72

hrs

Act

ivit

y 6:

WB

W

orks

hee

t 3B

538

1 h

r

Act

ivit

y 7:

LB

Act

ivit

y 6

B53

91

hr

Act

ivit

y 8:

An

imal

s in

th

eir

hab

itat

B54

101

hr



x Study & Master Life Skills Grade 2 Teacher’s Guide

Term

2St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

n

o.W

eek

No.

of

hrs

Life

Ski

lls

CA

PS c

onte

nt

Perf

orm

ing

Art

s (d

ance

, mu

sic,

dra

ma)

10 h

rsA

ctiv

ity

1B

551

1 h

r

Act

ivit

y 2

B55

21

hr

Act

ivit

y 3

B55

3–4

2 h

rs

Act

ivit

y 4

B55

51

hr

Act

ivit

y 5

B56

61

hr

Act

ivit

y 6

B56

71

hr

Act

ivit

y 7

B57

81

hr

Act

ivit

y 8

B57

9–10

2 h

rs

Phys

ical

Ed

uca

tion

20 h

rsA

ctiv

ity

1B

581

1 h

r

Act

ivit

y 2

B59

11

hr

Act

ivit

y 3

B59

21

hr

Act

ivit

y 4

B59

21

hr

Act

ivit

y 5

B60

32

hrs

Act

ivit

y 6

B60

41

hr

Act

ivit

y 7

B60

41

hr

Act

ivit

y 8

B60

52

hrs

Act

ivit

y 9

B61

61

hr

Act

ivit

y 10

B61

61

hr

Act

ivit

y 11

B61

72

hrs

Act

ivit

y 12

B62

82

hrs

Act

ivit

y 13

B62

92

hrs

Act

ivit

y 14

B63

102

hrs


xi

Term

3St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

n

o.W

eek

No.

of

hrs

Life

Ski

lls

CA

PS c

onte

nt

Beg

inn

ing

Kn

owle

dge

an

d P

erso

nal

an

d S

ocia

l Wel

l-b

ein

g9

Soil

1–

24

hrs

Soil

Dif

fere

nt s

oils

B66

½ h

rD

iffe

ren

t soi

ls –

col

ours

an

d te

xtur

es.

Cre

atur

es t

hat

live

in t

he

soil

– su

ch a

s ea

rth

wor

ms,

mol

es.

Soil

for

the

grow

th o

f pla

nts

. Th

e va

lue

of g

row

ing

vege

tabl

es.

Soil

occu

rs in

laye

rsB

66½

hr

Soil

B66

1 h

r

Cre

ate

a m

ini

eart

hw

orm

farm

B67

1 h

r

Soil

and

plan

tsB

681

hr

10 T

ran

spor

t3–

56

hrs

Tran

spor

tRo

ad tr

ansp

ort

B69

1 h

rW

hat

tran

spor

t is.

Road

tran

spor

t.

Rail

tran

spor

t.

Air

tran

spor

t.

Wat

er tr

ansp

ort.

Use

s of

dif

fere

nt k

inds

of t

ran

spor

t.

Rail

tran

spor

tB

701

hr

Wat

er tr

ansp

ort

B70

1 h

r

Air

tran

spor

tB

701

hr

Oth

er w

ays

of

tran

spor

tin

gB

711

hr

Tran

spor

tin

g pe

ople

an

d go

ods

B71

1 h

r

11 R

oad

saf

ety

6–7

4 h

rsR

oad

saf

ety

Road

saf

ety

rule

sB

73½

hr

Road

saf

ety

rule

s –

pede

stri

ans,

cy

clis

ts, p

asse

nge

rs.

Road

sig

ns

for

pede

stri

ans

and

cycl

ists

.

Sch

olar

pat

rol.

How

traf

fic

offi

cers

hel

p us

.

Safe

ty s

tate

men

tsB

73½

hr

The

cycl

ist

B74

20 m

ins.

Pass

enge

rsB

7420

min

s.

Road

sig

ns

B74

20 m

ins.

Mov

ing

veh

icle

sB

75½

hr

Act

it o

utB

75½

hr

Mim

e an

d im

itat

e B

76½

hr

Traf

fic

offi

cers

B76

½ h

r



xii Study & Master Life Skills Grade 2 Teacher’s Guide

Term

3St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

n

o.W

eek

No.

of

hrs

Life

Ski

lls

CA

PS c

onte

nt

Beg

inn

ing

Kn

owle

dge

an

d P

erso

nal

an

d S

ocia

l Wel

l-b

ein

g12

Peo

ple

wh

o h

elp

us

8–

94

hrs

Peop

le w

ho

hel

p u

sM

edic

al s

taff

B77

½ h

rPe

ople

wh

o h

elp

us in

our

com

mun

ity

– su

ch a

s cl

inic

nur

se, a

fter

-car

e te

ach

er, l

ibra

rian

.

How

dif

fere

nt p

eopl

e h

elp

me.

How

I as

k fo

r in

form

atio

n a

nd

assi

stan

ce –

goo

d m

ann

ers.

How

I as

k fo

r h

elp

in a

n e

mer

gen

cy –

w

ho

to c

onta

ct; w

hat

info

rmat

ion

to

giv

e.

Not

e: In

vite

som

eon

e w

ho

wor

ks in

th

e co

mm

unit

y to

vis

it t

he

sch

ool.

Hel

pers

B77

½ h

r

Teac

hin

g an

d le

arn

ing

B77

½ h

r

Mor

e h

elpe

rsB

78½

hr

Goo

d m

ann

ers

B79

½ h

r

Prac

tise

goo

d m

ann

ers

B79

½ h

r

Ask

ing

for

hel

pB

79½

hr

Emer

gen

cy n

umbe

rsB

79½

hr

Rel

igio

us

day

s an

d

spec

ial d

ays

102

hrs

Rel

igio

us

day

s an

d o

ther

sp

ecia

l d

ays

cele

bra

ted

by

the

com

mu

nit

y sh

ould

be

talk

ed a

bou

t as

th

ey

occu

r th

rou

ghou

t t

he

term

.

Act

ivit

y 1:

C

hri

stia

n h

olid

ays

B81

1 h

r

Act

ivit

y 2:

Pu

blic

hol

iday

sB

821

hr

Vis

ual

Art

s10

hrs

Act

ivit

y 1

B83

1–2

2 h

r

Act

ivit

y 2

B83

31

hr

Act

ivit

y 3

B84

41

hr

Act

ivit

y 4

B84

51

hr

Act

ivit

y 5

B84

61

hr

Act

ivit

y 6

B84

71

hr

Act

ivit

y 7

B84

81

hr

Act

ivit

y 8

B85

91

hr

Act

ivit

y 9

B85

101

hr


xiii

Term

3St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

n

o.W

eek

No.

of

hrs

Life

Ski

lls

CA

PS c

onte

nt

Perf

orm

ing

Art

s (d

ance

, mu

sic,

dra

ma)

10 h

rsA

ctiv

ity

1B

861

1 h

rA

ctiv

ity

2B

862–

43

hrs

Act

ivit

y 3

B87

5–6

2 h

rsA

ctiv

ity

4B

877

1 h

rsA

ctiv

ity

5B

888

1 h

rA

ctiv

ity

6B

889

1 h

rA

ctiv

ity

7B

8910

1 h

r

Phys

ical

Ed

uca

tion

20 h

rsA

ctiv

ity

1B

901

2 h

rs

Act

ivit

y 2

B90

22

hrs

Act

ivit

y 3

B91

32

hrs

Act

ivit

y 4

B91

42

hrs

Act

ivit

y 5

B91

52

hrs

Act

ivit

y 6

B92

62

hrs

Act

ivit

y 7

B92

72

hrs

Act

ivit

y 8

B93

81

hr

Act

ivit

y 9

B93

81

hr

Act

ivit

y 10

B93

92

hrs

Act

ivit

y 11

B93

102

hrs



xiv Study & Master Life Skills Grade 2 Teacher’s Guide

Term

4St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

n

o.W

eek

No.

of

hrs

Life

Ski

lls

CA

PS c

onte

nt

Beg

inn

ing

Kn

owle

dge

an

d P

erso

nal

an

d S

ocia

l Wel

l-b

ein

g13

Ou

r co

un

try

1–2

4 h

rsO

ur

cou

ntr

yM

ap o

f Sou

th A

fric

aB

961

hr

A m

ap o

f Sou

th A

fric

a –

nam

e an

d lo

cati

on o

f ow

n p

rovi

nce

; wh

ere

we

live.

Sout

h A

fric

an f

lag

– in

clud

e re

cogn

isin

g th

e fl

ag a

nd

plac

es w

e se

e it

fly

ing.

Sout

h A

fric

an a

nth

em –

list

enin

g an

d si

ngi

ng.

Not

es:

An

them

can

be

lear

nt t

hro

ugh

out t

he

term

.

Incl

ude

lear

ner

s fr

om o

ther

cou

ntr

ies

by in

clud

ing

thei

r fl

ags

wh

ere

poss

ible

.

The

Sout

h A

fric

an f

lag

B96

1 h

rPr

oudl

y So

uth

Afr

ican

B97

½ h

rTh

e n

atio

nal

an

them

B94

½ h

rW

her

e w

e liv

eB

97½

hr

Sout

h A

fric

an b

eaut

yB

97½

hr

14 W

ays

we

com

mu

nic

ate

3–

56

hrs

Way

s w

e co

mm

un

icat

eSp

eaki

ng

– di

alog

ues

B99

½ h

rSp

eaki

ng

– in

clud

e ex

plai

nin

g,

con

vers

atio

n, p

oetr

y an

d so

ng.

Wri

tin

g –

incl

ude

wri

tin

g a

lett

er o

r ca

rd a

nd

post

ing

it.

Read

ing

– in

clud

e in

stru

ctio

ns

and

adve

rtis

emen

ts.

List

enin

g –

incl

ude

radi

o an

d st

orie

s.

Look

ing

– in

clud

e lip

rea

din

g, s

ign

ing

and

gest

urin

g.

Con

vers

atio

ns

B99

½ h

rTe

leph

one

con

vers

atio

ns

– ro

le p

lay

B99

½ h

r

Expl

anat

ion

sB

99½

hr

Son

gs a

nd

poem

sB

100

½ h

rW

riti

ng

B10

0½

hr

Wri

tin

g le

tter

sB

100

½ h

rPo

stca

rds

B10

0½

hr

Read

inst

ruct

ion

sB

101

20 m

ins.

Read

ing

adve

rtis

emen

tsB

101

20 m

ins.

Read

ing

new

spap

ers

B10

120

min

s.N

ewsp

aper

sB

101

½ h

rSi

gnin

g an

d ge

stur

esB

102

½ h

r


xv

Term

4St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

n

o.W

eek

No.

of

hrs

Life

Ski

lls

CA

PS c

onte

nt

Beg

inn

ing

Kn

owle

dge

an

d P

erso

nal

an

d S

ocia

l Wel

l-b

ein

g15

Lif

e at

nig

ht

6–

86

hrs

Life

at

nig

ht

Thin

gs I

do a

t nig

ht

B10

31

hr

Thin

gs I

do a

t nig

ht.

Peop

le w

ho

wor

k at

nig

ht –

suc

h a

s se

curi

ty o

ffic

ers,

doc

tors

, pilo

ts, t

ruck

dr

iver

s.

Nig

ht a

nim

als

– su

ch a

s ow

ls,

ham

ster

s, p

orcu

pin

es, l

eopa

rds,

ja

ckal

s.

Peop

le w

ho

wor

k at

n

igh

tB

103

1 h

r

Doc

tors

B10

3½

hr

Para

med

ics

B10

3½

hr

Pilo

tsB

104

½ h

r

Truc

k dr

iver

sB

104

½ h

r

Oth

er n

igh

t wor

kers

B10

51

hr

Nig

ht a

nim

als

B10

61

hr

Rel

igio

us

day

s an

d

spec

ial d

ays

92

hrs

Rel

igio

us

day

s an

d o

ther

sp

ecia

l d

ays

cele

bra

ted

by

the

com

mu

nit

y sh

ould

be

talk

ed a

bou

t as

th

ey

occu

r th

rou

ghou

t t

he

term

.

Act

ivit

y 1:

Ch

rist

mas

D

ay a

nd

Yom

Kip

pur

B10

7½

hr

Act

ivit

y 2:

Ram

adan

an

d Ei

dB

107

½ h

r

Day

of R

econ

cilia

tion

B10

7½

hr

Wor

ld A

ids

Day

B10

8½

hr

Con

soli

dat

ion

of

top

ics

and

ass

essm

ent

102

hrs

Vis

ual

Art

s10

hrs

Act

ivit

y 1:

Sou

th A

fric

aB

109

11

hr

Act

ivit

y 2:

2D

Pai

nti

ngs

B10

92

1 h

r

Act

ivit

y 3:

Pos

ter

1B

110

3–4

2 h

rs

Act

ivit

y 4:

Pos

ter

2B

110

5–6

2 h

rs

Act

ivit

y 5:

2D

Pic

ture

sB

110

7–8

2 h

rs

Act

ivit

y 6:

Cre

ate

2D

patt

ern

sB

110

9–10

2 h

rs



xvi Study & Master Life Skills Grade 2 Teacher’s Guide

Term

4St

ud

y A

rea

Top

ic a

nd

nu

mb

erA

ctiv

ity

Page

n

o.W

eek

No.

of

hrs

Life

Ski

lls

CA

PS c

onte

nt

Perf

orm

ing

Art

s (d

ance

, mu

sic,

dra

ma)

10 h

rsA

ctiv

ity

1B

111

11

hr

Act

ivit

y 2

B11

12

1 h

r

Act

ivit

y 3

B11

23

1 h

r

Act

ivit

y 4

B11

34

1 h

r

Act

ivit

y 5

B11

35

1 h

r

Act

ivit

y 6

B11

46

1 h

r

Act

ivit

y 7

B11

47

1 h

r

Act

ivit

y 8

B11

58

1 h

r

Act

ivit

y 9

B11

59

1 h

r

Act

ivit

y 10

B11

610

1 h

r

Phys

ical

Ed

uca

tion

20 h

rsA

ctiv

ity

1B

117

12

hrs

Act

ivit

y 2

B11

72

2 h

rs

Act

ivit

y 3

B11

83

2 h

rs

Act

ivit

y 4

B11

84

2 h

rs

Act

ivit

y 5

B11

85

2 h

rs

Act

ivit

y 6

B11

86

2 h

rs

Act

ivit

y 7

B11

87

2 h

rs

Act

ivit

y 8

B11

88

2 h

rs

Act

ivit

y 9

B11

89

2 h

rs

Act

ivit

y 10

B11

910

2 h

rs


A1Section A • Introduction

Contents

• Curriculum and Assessment Policy Statement (CAPS) A3

• Life Skills in the curriculum A9

– Sequencing and progression A9

– Resources for Life Skills A10

– Assessment A11

– The Study & Master Life Skills course A12

– Photocopiable sheets A13

– Incidental work in Grade 2 A13

– Classroom management A14

Section A: Introduction




Introduction

Curriculum and Assessment Policy Statement (CAPS)The National Curriculum Statement Grades R–12 (NCS), which stipulates policy on curriculum and assessment in the schooling sector was amended, with the amendments coming into effect in January 2012. A single comprehensive National Curriculum and Assessment Policy Statement (CAPS) was developed for each subject to replace the old Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R–12.

General aims of the South African CurriculumThe National Curriculum Statement Grades R–12 gives expression to what is regarded to be knowledge, skills and values worth learning. It will ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes the idea of grounding knowledge in local context, while being sensitive to global imperatives.

The purpose of the National Curriculum Statement Grades R–12• To equip learners irrespective of their socio-economic

background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country.

• To provide access to higher education.• To facilitate the transition of learners from education

institutions to the workplace.• To provide employers with a sufficient profile of a learner’s

competences.

The principles of the National Curriculum Statement Grades R–12 • Social transformation The Constitution of the Republic of South Africa forms the

basis for social transformation in our post-apartheid society. Social transformation in education is aimed at ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of our population.

What does this mean in your classroom? Your learners will come from families and communities that have been affected in diverse ways by South Africa’s past. They will have many different ideas about what kind of future they want, and what kind of society they want to live in. In the learning programme that you plan for the year, you need to provide opportunities for the learners to explore and come to understand the kind of society we all want to create in South Africa and offer them possibilities for their future.

• Active and critical learning The National Curriculum Statement encourages an active

and critical approach to learning, rather than rote and uncritical learning of given truths.


A4 Study & Master Life Skills Grade 2 Teacher’s Guide • Introduction

• High knowledge and high skills in learners It specifies the minimum standards of knowledge and

skills at each grade and sets high, achievable standards in all subjects.

What does this mean in your classroom? You as the teacher should inspire your learners with relevant knowledge and activities that will encourage them to want to explore the world around them and relate what they learn to their lives outside school. Strive to develop a high level of knowledge and skills in all your learners.

• Progression Progression refers to the process of developing more advanced

and complex knowledge and skills. The content and context of each grade show progression from simple to complex.

If you plan a learning programme using this course, you will ensure that your learners are progressing appropriately through the levels of knowledge and skills that the curriculum requires.

• Human rights, inclusivity, environmental and social justice The National Curriculum Statement is infused with the

principles and practices of social and environmental justice and human rights as defined by the Constitution of the Republic of South Africa. In particular, it is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age and disability.

What should this mean in your classroom? In all activities that you organise and facilitate, you should create opportunities to relate your subject to the broader social goal of promoting human rights, environmental justice and social justice. Take into account that some of your learners might be grappling with issues such as poverty, language and disability in their daily lives, and encourage them to explore these issues in ways that relate to this subject.

• Valuing indigenous knowledge systems In the 1960s, the theory of multiple intelligences forced

educationists to recognise that there are many ways of processing information to make sense of the world. Now people recognise the wide diversity of knowledge systems through which people make sense of, and attach meaning to, the world in which they live.

Indigenous knowledge systems in the South African context refer to a body of knowledge embedded in African philosophical thinking and social practices that have evolved over thousands of years. The National Curriculum Statement acknowledges the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution.

What should this mean in your classroom? Draw on the expertise in your subject that may be available in your local community. Find out about individuals and organisations in your region that can support your classroom work by means of relevant indigenous knowledge to which they have access.



Encourage learners to tap into sources of relevant indigenous knowledge in their own communities. For example: People from indigenous cultures have always found ways to collect and preserve uncontaminated water. By finding out about such water collection practices, we can learn how to minimise contamination of water resources.

• Credibility, quality and efficiency The National Curriculum Statement aims to achieve

credibility through providing an education that is comparable in quality, breadth and depth to the curricula of other countries. We live in a world community in which knowledge and people are circulated all the time. It is important that other countries in the world recognise the qualifications acquired in the South African school system and that these standards are set from the ground up.

Qualities and skills of learnersThe National Curriculum Statement aims to produce learners who are able to:

• identify and solve problems and make decisions using critical and creative thinking

• work effectively as individuals and with others as members of a team

• organise and manage themselves and their activities responsibly and effectively

• collect, analyse, organise and critically evaluate information

• communicate effectively using visual, symbolic and/or language skills in various modes

• use science and technology effectively and critically, showing responsibility towards the environment and the health of others

• demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

InclusivityInclusivity should become a central part of the organisation, planning and teaching at each school. This can happen only if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity.

Inclusive education and training should:• acknowledge that all children and youth can learn and that

all children and youth need support• accept and respect the fact that all learners are different

and have different learning needs, which are equally valued• enable education structures, systems and learning

methodologies to meet the needs of the learner• acknowledge and respect differences in children, whether

due to age, gender, ethnicity, language, class, disability, HIV status, etc.

• maximise the participation of all learners in the culture and the curriculum of educational institutions, and uncover and minimise barriers to learning.



What should this mean in your classroom? In this series of books, the learners work together in groups and pairs, which gives them the opportunity to learn from each other, as well as at their own pace. The learning methodologies also cater for learners with different learning abilities. A wide range of activities is included in this series. This allows you to decide, based on your particular situation and the skills levels of your learners, which activities should be done by which learners. Some of the activities could be used as extension work for more advanced learners, while others can be used as remedial work for learners requiring additional support. Gender is also addressed, as both boys and girls are able to participate in all the activities. Learners also have the opportunity to learn about diversity within the subject matter covered.

Learners with physical barriers can work in groups or with a partner so they can be assisted where necessary. The teacher must therefore group learners with disabilities together with learners with other disabilities or no disabilities so they can support each other.

Special needsIn many classrooms, learners with special needs require additional attention – in some cases very little, and in others more extensively. Teachers should be especially sensitive towards these learners without drawing too much attention to the learners’ possible barrier to learning, and somehow making fellow learners aware of the need to treat each other with respect without exception. This vital life skill should be ingrained in all young people so that it becomes part of their personalities for the rest of their lives. The information that follows will assist you in addressing some of these special needs in your classroom in an inclusive way. Be aware of these and other special needs of learners in your classroom.

Partial sight or blindness: For partially sighted learners who find it difficult to read text, text could be enlarged by using a photocopy machine. Also, ensure that these learners sit in the middle at the front of the class so that their poor eyesight does not become a barrier to their learning.

Alternatively – especially in groupwork – text could be read aloud to these learners. Remember to read loudly, clearly and slowly, as partially sighted and blind learners rely heavily on their memories.

Hearing impairment: Once again, these learners should sit in the front of the class. Remember to face the learner directly and speak loudly and clearly, but without exaggerating when giving instructions, or when reading text to these learners. Learners who are hard of hearing learn to lip-read very early in life.

Impaired social skills: The nature of these difficulties varies, but could, in some cases, become a serious barrier to learning.

• Learners who are very shy or highly strung might find speaking in front of the class extremely stressful. Although they should be encouraged to develop this life skill, it should be remembered that one can never change someone’s nature completely. Work gently with these learners –



their shyness or nervousness may even be the result of negative circumstances at home. Let them do their ‘class presentations’ in written form at first, and then move slowly as the year progresses, at first – letting them speak to one classmate only, then to a small group, and finally to the whole class.

• Children with ADS (Attention Deficit Syndrome, also known as ADD – Attention Deficit Disorder) will find it extremely difficult to work in groups or to sit still and concentrate for very long – in some cases simply having to listen for two minutes is too long. Learners with ADS could affect the class atmosphere and class discipline in a negative way, and although everyone will agree that the deficiency is no fault of their own, they should not be allowed to ruin their fellow learners’ education.

The school should have a policy that parents must inform the school confidentially if their child suffers from ADS. If learners have been diagnosed, they could be on medication. It is essential that teachers are informed, otherwise the learner could simply be branded as ‘extremely naughty’, which would be unfair and result in inappropriate handling. Teachers should be very careful not to judge a ‘naughty’ learner too soon. ADS is becoming quite common, and in some cases may not have been diagnosed at all.

Be on the look-out for a learner who:– finds it hard or even impossible to concentrate– frequently interrupts the teacher with irrelevant or

seemingly ‘stupid’ questions– fidgets all the time to the point of irritating peers– jumps up frequently and asks to go to the bathroom

(or somewhere else) at inappropriate times– shouts out answers or remarks when the class has been

asked to put up their hands– is unable to deal with groupwork or pair sessions – these

periods are ‘interpreted’ as a ‘free for all’– shows signs of aggression when fairly disciplined– argues with the teacher when asked to keep quiet. Please note that:– the disorder is more prolific among boys than

among girls– diet could play a role in controlling the disorder – fast

foods and junk foods should be kept to a minimum.Extreme poverty: This barrier to learning requires extreme

sensitivity from the teacher. If you know that there are one or more learners in your class who come from poverty-stricken backgrounds, you could handle the situation as follows:

• Learners are often required to bring resources from home, especially for practical activities like visual arts and science. Some learners may be unable to afford additional resource materials: magazines for research and making posters; cereal boxes; colour pencils or kokis; paper plates; their own scissors; plastic straws; rulers; calculators. Keep a supply



of these items in your classroom without informing your learners and unobtrusively give them to those learners whom you know have difficulty in acquiring them. Be careful not to encourage ‘forgetters’ to make use of this offer! You could ask community groups and businesses in your area to provide support in collecting supplies of materials for you to keep in your classroom.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, district-based support teams, institutional-level support teams, parents and special schools as resource centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).

Time allocationThe instructional time in Foundation Phase is as follows:

Subject Time allocation per week (hours)

I Home Language 6

II First Additional Language 4 (5)

III Mathematics 7

IV Life Skills

• Beginning Knowledge

• Creative Arts

• Physical Education

• Personal and Social Well-being

6

1 (2)

2

2

1

Instructional time for Grades R, 1 and 2 is 23 hours. For Grade 3, First Additional Language is allocated 5 hours and Beginning Knowledge is allocated 2 hours as indicated by the hours in brackets in the table above.

The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects.



Life Skills in the curriculum

The Life Skills subject provides a basis for holistic teaching and learning to take place. It includes the social, personal, intellectual and physical growth and development of the learners. Life Skills prepares the learner for life and equips the learner with skills to cope with living and all its changes in a fast-developing world.

This subject allows the learners to engage in a range of knowledge, skills and values that will enhance their physical, social, personal, cognitive, creative and aesthetic development.

It provides a focus on personal health and safety, an understanding of the relationship between people and the environment, as well as an awareness of social relationships, technological processes and beginners science.

The Life Skills subject also serves as a base and source of support for the other Foundation Phase subjects, Mathematics and Languages.

In the Curriculum and Assessment Policy Statement (CAPS) Life Skills in the Foundation Phase has been divided into four study areas, namely:

• Beginning Knowledge• Personal and Social Well-being• Creative Arts• Physical Education

Areas Beginning Knowledge

Personal and Social Well-being

Creative Arts Physical Education

Focus Content and concepts

(Drawn from Social Sciences, Natural Science and Technology)

Social health

Emotional health

Relationships Nutrition

Diseases

Safety

Environmental health

Values

Skills

Attitudes

Diversity

Two streams:

Visual art:

– 2–dimensional

– 3–dimensional

Performing arts:

– Dance

– Drama

– Music

Physical growth, development, recreation and play

These two areas are integrated under Topics.

Sequencing and progressionThe suggested topics have been sequenced based on the principle of beginning with what is familiar to the child and then progressing to topics that are less familiar.



Resources for Life SkillsLearners should have access to standard resources all the time.The following is a list of resources that should be available:

beanbagsskipping ropesballsbalancing beamsplankstyresbatsskittlesconesstorage containersballoonsbricksscarves / cloths / ribbonsjungle gymsclimbing ropestreesflat, open surfacesmatswax crayonspencil crayonspapercardboardpencilskokicharcoaloil pastelschalksandgluepaint

inkdyesmudclaybrushescontainerswaterplay doughbeadsstrawsshellsboxesstringwoolfeltfabricseedsplantspuzzlesa variety of chartsa variety of postersnewspapersmagazinesscissorsCD playersCDs / audio equipment / appropriate musicmusical / percussion instrumentsold clothes/ utensils / props

Inclusivity in the Life Skills classroomInclusivity should form part of your planning, so be aware of the barriers to learning in your class and plan accordingly.

As teachers we must always remember that every learner has the right to learn no matter what their learning barriers are. Inclusion means that all the learners should feel that they belong. Each learner is unique and the teacher must learn to build on the individual strengths of each learner. It is important that the other learners in the class are informed about a learner’s barriers as this will make them more compassionate, tolerant and accepting.

When a child is included and involved in the subject, it will often improve the child’s attention span, perseverence and commitment to the subject. It is important that all learners have a sense of achievement no matter what the challenges are. This will improve their self-esteem.

When a learner is struggling with an activity, allocate a ‘buddy’ to help him or her. Make sure the tasks that are given to the learners with barriers are more focused and shorter. If the class is



doing movement, the learner with a physical barrier can sit in a chair and move his or her arms and the ‘buddy’ learner can move around him or her.

Encourage the learners with barriers to ask for help either from their ‘buddy’ or the teacher.

‘It is easier for us (teachers) to change the way in which we teach than for them (the learner) to change the way in which they learn.’ – Chasty 1985

AssessmentAssessment is a continuous process of gathering and interpreting information about the performance of learners as well as interrogating teaching practice in order to improve the teaching and learning process. Learner assessment should be both formal and informal. Regular feedback must be provided. In the ‘Photocopiable sheets’ section are a number of rubrics and aids to assist you in the assessment process.

Observation in the Foundation Phase is ongoing and is the main assessment technique for both informal and formal assessment. The purpose of assessment in Life Skills in the Foundation Phase is to assess the development of concepts, skills and values that will help to prepare learners for more formal assessment in the Intermediate Phase.

You should always have an observation book at hand to record brief notes on learner performance and achievements in both everyday and formal assessment tasks. These notes should inform planning for teaching and future assessments.

Assessment can take place individually, in small groups or in large groups. Checklists and rubrics may be used to record assessments.

Self-assessment is where the learner is given the opportunity to reflect on his or her own work. This helps learners to take responsibility for their own learning.

Group assessment is when the learners assess their group’s work. The group completes the assessment together.

Parent/Guardian assessment is when a task is sent home for the learners to complete. On completion of the task, the parent or guardian should assess it. In this way, the parent or guardian is involved in the assessment process. The parent gives written feedback to the learner, which is then returned to school for you to see.

If the above strategies are used, make sure that you give clear instructions and go through the assessment sheet step by step with the learners, allowing them to complete it one step at a time before moving to the next.

Use these strategies at your own discretion and when it is appropriate.

You will find templates of assessment sheets for use with the various strategies mentioned above in the ‘Photocopiable sheets’ section of this Teacher’s Guide.

The formal assessment of each learner should be done once per term and should be recorded.

Records of learner performance should provide evidence of the learner’s progression within a grade and his or her readiness to progress to the next grade.



Learner performance should be communicated to learners, parents, schools and other stakeholders by means of report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters and class or school newsletters.

Learners’ work should be displayed all over the classroom.In the ‘Photocopiable sheets’ section are a number of aids to

assist you in the assessment process.

The Study & Master Life Skills courseThe Study & Master Learner’s Book and Workbook Grade 2 have been designed to focus on the topics suggested in the CAPS curriculum document. They provide lesson and classwork activities, as well as written worksheets and/or practical tasks for the learners to participate in. The teaching and learning activities allow for class discussions, small group discussions, pair work and individual work.

The Learner’s Book is designed to be used as a tool in the lesson itself. From the start of the lesson the learners are expected to open the Learner’s Book to the respective pages and be guided by the teacher to engage in the discussions as introduced in the Learner’s Book.

You are expected to guide the lesson activities in order to develop the content and concepts as well as the foundational skills and values.

The discussions are always introduced by questions. These questions lead to discussions and are guided by the teacher. However, have the learners follow the questions as you read them. They will later catch on to the repetition of numerous words and this will help them recognise the words as they go along. As the learners’ reading ability develops, they will read the questions themselves. Also add extra questions as the need arises.

These discussions are very important as they lead to the vital content and concepts to be learnt. Make sure that you home in on the concepts and content as they come up and that the facts to be learnt are adequately explained and understood.

The discussion session develops thinking and reasoning skills as well as listening and speaking skills. The learners are encouraged to take turns to show respect and make decisions in these discussions. It allows for participation, individual, group and pair work. You as the teacher must be alert to pick up who the quiet, withdrawn and introverted learners are and find a way to draw them into the discussions discreetly. Your observation comes into play right from the very start of the lesson.

The discussions can flow because the questions lead from one to the other, and will grow the discussion itself. You could add extra questions if the need arises. Co-operative learning strategies could be useful during the discussion sessions.

In the Foundation Phase visual literacy is key because the learners’ reading ability is still developing. As the grades progress, more wording is added to the pages in both the Learner’s Books and Workbooks. Drawing and pictures form a huge part of the learning process at this level.

The Learner’s Book requires the learners to do their written tasks in their exercise books, whereas the Workbook requires the learners to write their answers in the Workbook itself.



Photocopiable sheetsThese sheets/templates are found in a separate section of this Teacher’s Guide. You may photocopy these sheets for use with your lessons.

Incidental work in Grade 2News(Observation, discovery and discussion)This incidental activity can be included in the Literacy time slot. Learners should be encouraged to be observant and to bring news items and articles to the class for observation and discussion. Learners can bring any article of interest, which may relate to events in their immediate surroundings, town, city or personal life, and so on. Pictures and/or clippings will be pastedin Workbooks and learners should write their own observations.

Interest table(Articles brought to school)This is a space provided for learners to bring items of interest to the class relating to nature, the environment, seasons, etc. for

The worksheets in the Workbook are exercises that consolidate the lessons dealt with in the Learner’s Book. These worksheet exercises, however, should be clearly explained to the learners so that they know what to do to complete the tasks. The teacher should always guide learners.

This Teacher’s Guide also includes all the lessons for the Performing Arts (Dance, Drama and Music) for each term and all the lessons for Physical Education for each term. The Visual Art lessons for each term are included in both the Learner’s Book and the Workbook as well as in this Teacher’s Guide.

How to go about the lesson activities and the worksheets• Lesson activities are found in the Study & Master Life Skills

Learner’s Book.• Consolidation worksheets are found in the Study & Master

Life Skills Workbook.• Start each activity with the learners by turning to the

activity pages in the Learner’s Book. Work through the activities with the class as it is suggested for each activity.

• Guide the whole learning experience until the part where the learners do their individual tasks or worksheet activities. Supervision and observation here are vital.

• Thoroughly explain the instructions for all the tasks so that the learners are very clear about what to do.

• The Workbook activities consolidate the content and concepts taught. The learners are expected to write their answers on the worksheets in the Workbook.

• Pacing of the course will vary from class to class, as well as among individual learners.

• Where appropriate, give some tasks as homework tasks.



discussion, exploration and information. Plants must be watered regularly so that they can grow and the learners can see the growth. Everyone needs to find more information if they don’t know something about an item that was brought to the class. This makes for good discussion. The exhibition should be changed regularly and should be kept fresh and interesting.

BirthdaysA list of all the birthdays should be put up in the classroom. A birthday song and a wish would be appropriate but also be sensitive to cultures where birthdays are not celebrated and where a song would be inappropriate.

Reading cornerThis space is vital in every Foundation Phase classroom. The learners must be encouraged to read a lot. They must develop a love for reading. This can only happen if they are exposed to books all the time and if stories are being read to them. Make it an attractive space in your classroom with a mat, shelves or baskets, cushions and lots of books. Allow the learners to read whenever they can, especially after they’ve completed their tasks. Also focus on the correct handling and care of the books.

ThriftIncidentally, always draw the learners’ attention to the care of their clothing, books, stationery and the classroom in terms of tidiness, cleanliness and not wasting of books, paper, water and any other classroom resources.

Classroom managementWith the learners, create a set of rules for classroom behaviour – ‘Our code of behaviour’. Agree together on the rules of the classroom. Write the rules on a poster that can be displayed in the classroom. State the rules in a positive way, for example: ‘When you have completed your work, you may go to the reading corner or art table to read or draw quietly’ and ‘We listen quietly when others speak’.

Learners must also be made aware of the repercussions of breaking the rules. When rules are broken, follow through with a suitable reprimand or punishment. Most learners are aware of the dynamics of power in the classroom. However, there are learners who will try to see how far they can push you. Therefore, meting out suitable punishment demonstrates to learners that the rules must be upheld.

The rules will be established at the beginning of the year and learners may be reminded throughout the year what the rules are. You may find that situations arise that you did not consider when creating the rules. In these instances, if it is necessary to create a rule for it, add it to the rules. Rules may vary slightly depending on the activities you are doing, for example, a classroom lesson vs an outdoors lesson vs a class outing.

It is important that rules are applied consistently. This reinforces the effectiveness of the rule in that the learner knows what to expect. The repercussions for poor behaviour are known.



If you have a difficult learner/s in your class, approach your colleagues or principal for guidance. Some of them may have experience dealing with a similar situation or may know the learner/s involved and know how to address the situation constructively. It is important that this be done in a positive way. The learner must be protected from being stereotyped as an ill-disciplined learner otherwise he/she will perpetuate that behaviour.

Here are some ideas/tools to assist with classroom management.

OverpreparePrepare more than you need to for the day’s lessons. Create additional worksheets on the topic you are working on, so that if learners complete their work sooner than expected, they may do the additional worksheet. It will keep them occupied and less likely to disrupt the class.

Art shelfCreate an art shelf where you store paper, chalk, charcoal, pencils, crayons and kokis. Allow the learners to draw if they have a free moment. Avoid wet paints so that there is no need to prepare the working area each time.

Bathroom timeMake four necklaces – two for boys and two for girls. They must be long enough for the learners to just slip over their heads. Hanging around their necks, the necklaces are less likely to fall or become dirty. Hang the necklaces on a hook near the door. When a learner needs the bathroom, after they get your permission, they put the necklace on and go to the bathroom. When they return they put the necklace back on the hook. This allows you to monitor the number of learners going to the bathroom at any given time. It helps to limit the number of learners going to the bathroom at one time.

Subject booksOften a lot of time is spent distributing, collecting and checking if all books are there. To free up more time for focusing on the learners, colour-code each subject’s books by putting a colour sticker on the spine. You will then see at a glance which subject the book is about.

Number your class list. Each learner then has a number allocated to him/her. Each learner’s number must appear on his/her books. When the books are collected and checked it is easy to see whose book is not there. You may appoint book monitor/s who will pack the books in numerical order and it will be quick to identify which book is not there.

Group/pair workThroughout this course, there are a variety of opportunities for group and pair work. Make sure that the learners do not find themselves with the same partners or group members each time. This will help to avoid groups that are constantly disruptive.


Cleaning the classroomInstil discipline and self-sufficiency in learners by allowing them to clean the classroom at the end of the day. Each learner should clean his/her own table. Create a roster for classroom cleaning teams. Learners may volunteer to do this. However, make sure that everyone gets a turn. The team will ensure that book shelves, the art shelf and the classroom in general are tidy.

These are just a handful of ideas to manage your classroom. Speak to your colleagues about effective methods they use in their classrooms.



B1

• Study area: Beginning Knowledge and Personal andSocial Well-being B3

• Topic 1: What we need to live B3 • Topic 2: Myself and others B8 • Topic 3: Everyone is special B11 • Topic 4: Healthy living B13 • Religious days and special days B18• Study area: Creative Arts B19 • Visual Arts (2D and 3D) B20 • Performing Arts (dance, drama, music) B22• Study area: Physical Education B29

Section B • Teaching guidelines

Term 1

Section B: Teaching guidelines



B3Topic 1 • Term 1 Weeks 1–2

Study area: Beginning Knowledge and Personal and Social Well-beingTopic 1: What we need to live

Resources: Stationery, scissors, magazines, newspapers, glue, flashcards/chalkboard, posters or charts of different food groups

Ask learners to turn to Activity 1 in the Learner’s Book. Read what they need to do.

As a class, discuss why we need food. Encourage all learners to participate in the discussion. You can stimulate discussion by showing learners flashcards or writing the following reasons for food on the board:

• We need food to grow. • We need food to be healthy. • We need food to stay alive.

Let learners talk about the pictures and the different types of food. Ask them questions like:

• Why are energy foods important to young children? • Why are growth foods important to young children? • Why are health foods important to young children?

You can enrich the discussion by showing children posters and charts of different types of food.

Before learners embark on the task, revise with them the different types of food that fall into the three categories. Tell learners that some food fits into all three categories.

Make sure learners have all the necessary resources to complete this activity. Allow them the freedom to create their idea of a healthy meal.

Examples of vegetables that grow underground: carrots, potatoes, beetroot, sweet potato, onions, garlic, ginger, leeks, radishes, turnips.

Examples of vegetables and fruit that grow above the ground: peas, beans, tomatoes, broccoli, cauliflower, spinach, lettuce, strawberries, mealies, apples, oranges, bananas, pears, grapes, cucumber, butternut, pumpkin, squash, baby marrows.

Activity 1Food

Learner’s Book page 4

Worksheet 1 Workbook page 5




In this topic we look at what we need to live and be healthy. Food, clean water and air are our most basic needs.


B4 Section B • Teaching guidelines

Suggested answers

Food Where does it come from?Cabbage Under the ground

Above the ground

From the sea

Potatoes Under the ground

Above the ground

From the sea

Apples Under the ground

Above the ground

From the sea

Mussels Under the ground

Above the ground

From the sea

Carrots Under the ground

Above the ground

From the sea

Oranges Under the ground

Above the ground

From the sea

Fish Under the ground

Above the ground

From the sea

Assist learners who can’t find the words in the word search. Explain that they can look up, down, side to side and diagonally.The words are:1. Fish2. Carrots3. Fruit4. Banana5. Water6. Sweets

Resources: Stationery, magazines, scissors, glue, newspapersAsk learners to turn to Activity 2 in the Learner’s Book. Get

them to read the instructions. Then ask them why we need water. Encourage them to share

their ideas. Explain to learners that all living things need water to survive. Go through some of the uses of water, for example:

• We use water for cooking.• We use water for cleaning.• We use water for growing plants and vegetables.• We use water for recreation, for example swimming, diving,

fishing and sailing.• Water is used in manufacturing processes.

Learners then talk about the pictures in the Learner’s Book and match the pictures to the corresponding sentences.



Activity 2Why do we need water?Learner’s Book

page 5



Suggested answersWashing hands – wash your hands before eatingBath – bath every dayPot on stove – we need water to cook foodPerson drinking water – drink water every dayBasin filled with dirty dishes – wash dirty dishesPerson showering – shower to use less waterHand washing clothes – wash dirty clothes

Learners complete the worksheet. Make sure learners have all the necessary resources.

Resources: Stationery, flashcards, chalkboard, crayonsAsk learners to turn to Activity 3 in the Learner’s Book. Get

them to read the questions. As a class, talk about where water comes from. Encourage all

learners to participate. You can show learners flashcards with the various sources of water, for example: rain, rivers, the sea, dams, springs, lakes, underground rivers and wells.

Then direct the discussion to the second question in the activity, ‘How can we use the water that comes form these sources?’ Allow learners to share their understanding and knowledge. Some of the uses of the water are:

• Water from wells can be used for gardens.• Water from dams is used in our homes.• Water from the sea is used to make electricity.• Water from springs can be used at health spas as well as

to drink.

Record learners’ suggestions on the board or create flashcards with the various uses of water on them.

Suggested answers1. True2. True3. True4. False5. False6. True

Have the learners turn to Activity 4 in the Learner’s Book and read the instruction and the question.

As a class, discuss the air we breathe. To stimulate the discussion, ask questions like:

• What does the air feel like now?• What is the air that we breathe?• What happens to you when the air is warm?• What do people do when the air is very hot?• How do you feel when all the windows in a room, taxi, train

or bus are closed?

Worksheet 7Workbook page 11

Activity 3Sources of water



Activity 4Air




Encourage learners to share their thoughts and experiences. Then focus on question 2: Why do we need to breathe clean air?

Point out that our bodies need oxygen to function and that the cleaner the air, the better. Dirty or polluted air can cause us to have respiratory ailments such as asthma and bronchitis. Explain to learners that if we do not open windows and allow fresh air to circulate, we will breathe in other people’s germs and will get sick more often.

Turn to page 8 in the Learner’s Book and ask learners to read the activity.

As a class, discuss why sunlight is important. Direct learners’ attention to the illustration as it will give them clues. Write the learners’ suggestions on the board. Make sure learners understand that plants need sunlight to grow and ripen (in the case of fruit and vegetables), and that people need Vitamin D, which comes from sunlight. Remind learners that people and animals enjoy sunlight.

Ask learners what time of the year we receive the most sunlight. Learners should answer that we receive the most sunlight in summer but they could also say which months of the year are the sunniest.

Learners complete the worksheet. Make sure they understand what they need to do.

Suggested answers1. Do not lie in the sun for a long time.2. Fruit trees need sunlight to grow.3. All plants need sunlight to grow.4. The sun ripens all fruit and vegetables.

Have the learners turn to Activity 6 and read the questions. As a class, talk about how the sun’s rays can be harmful and what we can do to protect ourselves from the sun. The picture gives some clues as to how we can protect ourselves from the sun. Stimulate discussion by asking the following questions:

• Why should we wear sun hats, sunglasses and long sleeves on hot, sunny days?

• Why should we try to sit in the shade on sunny days?• Why should we put on sun block before we go into the sun

and why should we use after-sun lotion after we have been in the sun?

Explain to learners that the sun’s rays are very strong and they can cause our skin to burn and blister and age early. Bad sunburn causes damage to the skin and sometimes has to be treated medically. Too much sun can cause heat stroke and rashes, which are very unpleasant. If we spend too much time in the sun without the adequate protection, we can develop skin cancer too.

Activity 5Sunlight



Activity 6Sun protection




The sun can also damage our eyes, which is why we must not look directly at it and we must try to wear peak caps that shade our eyes or sunglasses when we are in the sun.

Ask the learners to write a shopping list of all the protective items they will need to take on a trip to the beach or a hike on a mountain on a summer day. Ask them to draw pictures of the items on the list.

Assessment• Observe learners continuously.• Record your observations.• Can learners identify what we need to live and be healthy?• Could they identify the different types of food?• Do they have an understanding of why we need water and

fresh air?• Do learners understand the effects of drinking dirty water?• Are they able to identify ways of protecting their bodies

from the sun’s rays?



Topic 2: Myself and others

The focus of this topic is on learners and the people they come into contact with. Learners will learn about friendships and values such as respect, trust, honesty, sharing and caring. They also come to understand their strengths and how to build on them.

Resources: Stationery, flashcardsGet learners to turn to Activity 1 in the Learner’s Book. Ask

them to read the instructions and questions. Then tell them to work in pairs. Explain that each person in the pair should have a turn to tell their partner who they are, what they like about themselves and why they like themselves. Once learners have shared their thoughts with their partners, talk about the activity as a class.

Note: This part of the activity is aimed at getting learners to learn more about themselves as individuals. It will help build their self-confidence and will boost their self-esteem.

Tell learners to look at the drawing of the Grade 2 boy and to read the qualities listed next to the drawing. Explain that the words describe the boy. Then ask them to read question 4. Learners will need to write words that describe who they are. Encourage learners to be positive and truthful about themselves in their descriptions.

Let the learners continue with questions 5 and 6. Make sure you explain these tasks so the learners know what to do.

Learners complete the worksheet. Explain the worksheet task clearly so the learners know exactly what to do.

Resources: Stationery, chalkboard, crayons, kokisHave the learners turn to Activity 2 and ask them to read

points 1 to 4 on the page.As a class, discuss what it means to be a good friend.

Encourage all learners to share their ideas and experiences. Write their suggestions on the board.

Then tell learners to work in pairs. Each pair must read what the children in the Learner’s Book have to say. Assist learners who struggle with reading. Allow them to work with you. Read out loud and ask them to follow in their books. Ask learners if they think the children are right and if so, why. Discuss learners’ opinions as a class.

Ask learners to think about themselves as a friend. Are they good friends? What makes them good friends? Now tell them to take turns telling their partner why they are a good friend.

Learners complete the worksheet. Explain the worksheet task clearly so the learners know exactly what to do.

Activity 1Myself



Activity 2A good friend





Suggested answersLearners should colour in all the pictures except for:

• Two boys fighting• One girl laughing and one crying• Child taking something out another child’s lunch box

Have the learners turn to Activity 3. Ask them to read the questions and then have a class discussion about friends. Ask a few learners who their friends are and why. Allow them to share with the class. Continue the discussion by asking learners what they look for in a friend. Allow them to give their views. Let them talk about the picture.

Explain that friends trust each other, respect each other, share with each other and care for each other. Friends also help one another, say good things about each other and love and support one another. Ask learners if their friends do all these things. Ask them if they do these things for their friends.

Explain the worksheet task clearly so the learners know exactly what to do.

Have the learners turn to Activity 4 in the Learner’s Book. Ask them to read the questions. As a class, discuss how well learners get along with their families. Encourage learners to share their experiences.

Ask learners what they do at home to help their family. Home in on the fact that each person in a family has a responsibility to help in the home.

Ask learners how they show respect to other people. Then ask them to look at the picture and to read the words in the centre of the page. Explain that the picture shows some of the ways people can help other people.

Ask learners to draw a picture of them showing respect to someone else. Then ask them to write a few sentences about what they can do to show respect.

Explain the worksheet task clearly and make sure the learners know what to do. We have not given specific people as some learners might not have parents or grandparents. If learners do not know who they can draw, you could suggest the following people: their mother, their father, a grandparent, their teacher, the person who takes care of them after school or at home, their older siblings (who may be fulfilling the role of parents), etc.

Have the learners turn to Activity 5 and let them read the questions. Have a discussion about strengths. Write the word ‘strength’ on the board and ask learners what it means. Ask the learners what their strengths are. Let them talk to a partner and share their views. Discuss learners’ answers as a class.

Tell them to look at picture and read the information around the picture. Help them to read any words they find difficult. Ask what some of the strengths mean, like loyal, responsible, brave and hardworking.

Activity 3Friends


Activity 4Getting along

with othersLearner’s Book

page 13


Activity 5Strengths





Ask learners how they think they can use their strength in a problem situation. Give an example: A child at school gives you drugs. How will you use your strength in this situation? Allow the learners to share their opinions and their own experiences.

Ask the learners to draw a picture of themselves and to write their own strengths around the picture, just like the one on page 14.

Resources: Chalkboard, stationery, red crayonsLet the learners turn to Activity 6 and read the questions. Write

the word ‘bully’ on the board. Ask the learners what they think of when they hear the word ‘bully’. Ask them to describe a bully. Write their answers in the form of a mind map:

Activity 6Bullying


bully laughs at others

fi ghtspushes and pulls others

forces others to do things

tells lies

doesn’t take no for an answer

hurts others

cowards

Ask learners why they think bullies pick on certain people. Encourage all learners to participate in the discussion and share their views. Explain that bullies will always pick on children who aren’t confident, who sit on their own or who cry easily.

Continue with section B on the page. Let the learners read the instructions. Learners work in pairs. They discuss the scenarios and then act them out. Let them practise the scenarios. Ask a few pairs to act out their scenario for the class. Ask the class to give feedback.

Ask learners how they can use their strengths to change or solve the conflict situations.

Learners complete the worksheet. Explain the worksheet task clearly and make sure the learners know what to do.

Suggested answersThe following pictures show bullying: picture 1, 3, 5 and 6.


Assessment• Observe the learners continuously throughout all the

lessons and exercises.• Record your observations.• Were the learners able to identify their own strengths?• Were they able to describe themselves?• Are they able to identify the qualities of a good friend?• Do they understand what it means to show respect?• Were they able to identify bullies?



Topic 3: Everyone is special

Resources: Stationery, crayonsGet learners to turn to Activity 1 in the Learner’s Book. Ask

them to read the questions. Have a class discussion about how people are different, similar or the same. Let them talk about the pictures. Allow the learners to give their views and share their own experiences. Draw a table on the board and write the points as they are mentioned, for example:

Similar DifferentAll have a name Different names

All can laugh Laugh differently

All can walk Walk differently, some can’t walk

Learners will colour in all the pictures. The idea behind the activity is that learners see that all people have things in common, despite their external differences. For example, a person in a wheelchair, a blind person and a person who doesnot have a disability can all move, albeit in different ways.

This activity further consolidates the ground covered in Worksheet 1. In this activity, learners explore the things that people with disabilities can do. In selecting the things that people can do from the list they will see that there are not many things that disabled people can’t do.

Suggested answersA blind person can learn, walk, share, dance, care, speak, hear, play, jump, love, laugh, eat, crawl, hop and wave.A deaf person can learn, walk, see, share, care, speak, run, skip, play, write, jump, love, laugh, eat, crawl, hop, read and wave.A person in a wheelchair can learn, see, share, care, speak, hear, play, write, love, laugh, eat, read and wave.A person with a prosthetic leg can learn, walk, see, share, care, speak, hear, play, write, love, laugh, eat, read and wave.

Activity 1Similar and

differentLearner’s Book

page 16



In this topic we embrace the fact each learner is special. We look at differences and similarities between people and we point out that while people may be different on the surface, there are some things that all people have in common, like we all need to eat, we all sleep, we all laugh, we all love, etc. We extend this concept when we look at people who have disabilities. While a person in a wheelchair cannot walk he or she can still do many of the other things that able-bodied people can do, like read, sing, race, etc. We also make learners aware of the variety of support items, tools and equipment as well as the support, love and care of people who can assist or support people who might have physical barriers.



Have the learners turn to Activity 2 and read the question. Explain difficult words like ‘prosthesis’ and ‘dentures’. Get learners to work in small groups. Ask them to look at the pictures and say how the objects in the pictures are used to help people.

Ask learners if they know of people who use any of the items given. Encourage them to share their knowledge with the rest of the class.

Resources: Pictures, scissors, magazines, newspapers, glueExplain the worksheet task clearly so that learners know what to

do. Some of the items are given on page 17 of the Learner’s Book.

Have the learners turn to Activity 3 and read the first two questions. Ask the learners to think about people with disabilities and how they can show that they care for disabled people. Ask them to talk about what is happening in each of the pictures. Explain that while the elderly man is not disabled, he is frail and he does need help. Encourage learners to empathise with the people in the pictures.

Learners can then move on to questions 3 and 4. Ask them if they know of any people who have disabilities, and if so, what the disabilities are. How do the disabilities affect their lives? Do they prevent the people from doing things?

Then read the about how Lelethu helped Anathi across the busy street. Ask learners why Lelethu was Anathi’s hero. Ask learners what it means to be a hero. Talk about the kinds of things that heroes do. Then ask learners to share their experiences of when someone was their hero or they were someone else’s hero.

ResearchAsk learners to find information on schools for blind and deaf people. They must present their information to the class.

Activity 2Things that help peopleLearner’s Book

page 17


Activity 3People with disabilities


Assessment• Observe learners.• Record your observations.• Were the learners able to identify similarities and

differences in people?• Could they identify how some items help people?• Were they able to recognise ways in which they could help

people?



Topic 4: Healthy living

In this topic we create an awareness of healthy living, healthy bodies and healthy habits. We make learners aware of the dangers of smoking, alcohol and drug abuse. We emphasise the importance of exercise. We also make learners aware of the importance of keeping food clean and safe from contamination, germs and insects. We show them how to filter water and emphasise the importance of drinking clean, safe water.

Ask learners to turn to Activity 1 in the Learner’s Book and read the questions. As a class, discuss why we need to protect our food and how we can protect our food.

Then turn their focus to the two pictures in the Learner’s Book. Ask them to compare the two pictures and to say what is wrong with the first picture.

Point out that food should be protected from flies, ants, other insects and from deteriorating. Explain that food can be protected in a variety of ways, for example it can be stored in containers, stored in the fridge, pickled, bottled, dried, wrapped, sealed and so on.

Suggested answersPickled onions Chutney Open sugar bowl Food lying in the open Frozen vegetables Frozen chicken Sandwich Food in fridge Dried fruit Ice cream left open Tin food Tupperware

Suggested answers

Food How do we protect or preserve it?Vegetables Sealed

Frozen

Tinned

Dried

Meat Sealed

Frozen

Tinned

Dried

Activity 1Food protection






Food How do we protect or preserve it?Fruit Sealed

Frozen

Tinned

Dried

Ice cream Sealed

Frozen

Tinned

Dried

Cheese Sealed

Frozen

Tinned

Dried

Milk Sealed

Frozen

Tinned

Dried

Resources: See-through plastic or glass containers, sand and gravel, water, muslin cloth/paper towel

Have the learners turn to Activity 2 and read the instructions. Let the learners work in pairs. Learners must describe what is happening in the pictures. Learners should realise that the pictures show water being purified.

Give each pair of learners see-through plastic or glass containers, water, paper towel or muslin cloth and some sand and gravel. Explain to learners that they will purify water. Give them the following instructions:

• Put some sand and gravel in the container of water.• Place the paper towel or muslin cloth over a sieve and place

the sieve over the second container.• Pour the dirty water into the second container.• See the dirt left behind and the clear water that filtered

through, into the glass.

Point out that the water still needs to be boiled for all the germs to be destroyed and for the water to be safe to drink.

After they have completed the purification process, tell them to draw pictures of the experiment in their exercise books.

Explain the worksheet task clearly so learners know what to do.

Activity 2 Purifying water





Resources: Stationery, crayons, kokisHave the learners turn to Activity 3 in the Learner’s Book. Start

the class discussion by asking learners what the symbol means. Let them read and discuss questions 2, 3 and 4. Encourage learners to give their opinions and to share their own experiences. Make sure that learners are aware that smoking is bad for your health, it can cause lung disease and cancer.

Ask learners to look at the tally table and to count how many men, women, boys and girls smoke. What do learners feel about the results in the tally table? How do they feel about the fact the children are smoking?

Ask learners if they know the laws regarding smoking. The laws include:

• People are not allowed to smoke in public areas.• Restaurants and workplaces must have designated places

for people to smoke.• Non-smoking signs must be put in all buildings and

public places.

Explain the worksheet task clearly.

Suggested answers

Column A Column BSmoking is cause lung disease.

You may not smoke not allowed to smoke.

Smoking can non-smoking.

Young children are bad for you.

Smoking sign boards are still smoking.

Smoking is very in public places.

Too many people harmful to your body.

are put up in all buildings.

Resources: Flashcards, stationery, kokis, crayonsLearners turn to Activity 4 in the Learner’s Book and read the

questions. As a class, talk about what alcohol abuse is and how it affects the person abusing the alcohol as well as the people close to that person. Be sensitive to children who may come from families in which there is alcohol abuse. Make sure that these children do not feel embarrassed or alienated. Encourage learners to share their views and experiences as long as they do not negatively affect other children in the class.

Let learners talk about the pictures. The content of the pictures is disturbing and may be upsetting to sensitive individuals. Be aware of your learners’ reactions at all times and adapt the activity as necessary. Learners should realise that the pictures show the possible results of alcohol abuse.

Ask learners if they know where alcoholics can go for help. Let the learners share their opinions. Tell learners that alcoholics can

Activity 3Smoking

is harmfulLearner’s Book

page 21


Activity 4Alcohol




go to Alcoholics Anonymous for help and support. Explain that it is against the law to drink and drive. If a person is driving drunk and is stopped by a police person or a traffic officer, he or she can be arrested and sent to prison.

Learners can work in small groups to create the signs against people driving drunk.

Resources: Stationery, flashcards, kokis, crayonsHave the learners turn to Activity 5 and read the questions.

Write the word ‘addiction’ on a flashcard. Show learners the flashcard and read it. Ask learners to read the word. Ask if they know what it means. Let them explain. Explain that an addiction is when someone uses something that he cannot do without or cannot give up. The person is unable to refuse the thing and feels he must have it.

Ask learners to look at the pictures. Again, the content of the pictures is disturbing and may disturb sensitive learners or may upset learners who have similar experiences at home. Have a class discussion around questions 2 to 7. Encourage learners to share their views, knowledge and experiences.

Display a poster in the classroom that lists the telephone numbers of places that offer help for young people using drugs and alcohol.

Write the word ‘rehabilitate’ onto a flashcard and ask learners to read the word out. Explain that to rehabilitate means to help a person break an addiction.

Remind learners how to complete a word search. Assist learners who struggle to find the words.

Answers to the clues1. Drugs2. Smoking3. Alcohol4. Dangerous5. Harm6. Cancer


Suggested answers1. Using drugs is bad for you.2. Young children should not be using drugs.3. Drug addicts must go to drug rehabilitation.4. Drug abuse leads to addiction.5. Drug users must get help.6. Drug abuse affects families and communities.7. The drugs affect your brain cells.8. Drugs cause people to act strangely.

Activity 5It is bad

to use drugsLearner’s Book

page 23





Have the learners turn to Activity 6 and read the questions. Ask the learners to stand up and get them to do the following exercises:

• run on the spot• skip with a partner• swing arms up and down• do star jumps on the spot• hop on right food, change to left foot.

Let the learners breathe in and out slowly, and then tell them to sit down.

Continue the activity by asking why we need to exercise our bodies and what are the different ways to exercise. Encourage all learners to contribute to the discussion. Learners can refer to the pictures in the Learner’s Book for ideas on different types of exercise.

Explain the task to the learners. Make sure they have all the necessary resources.

Resources: Stationery, scissors, magazines, glueAs a class, discuss questions 1 to 4. Let them talk about too much

TV watching and playing too many TV games. Ask if it is good or bad for young learners and why. Ask how it affects children.

• Let learners read question 4 and talk about the pictures.• Explain that when you read you exercise your brain. It is the

same when doing puzzles, playing board and card games. Listening to music relaxes the body.


Suggested answersAll the points receive a tick.Learners should be able to fill in the different types of exercise.

Activity 6Good habits



Activity 7More exercise



Assessment• Observe the learners continuously throughout the lessons. • Record your observations.• Get learners to complete the Assessment Worksheet on

page 31 of the Workbook. Make sure they understand what they have to do.

Answers

A BFriends something you are good at.

Watching too much TV always teases and picks a fight.

Open the classroom windows something you are not so good at.

People, plants and animals need trust each other.

Your strength is people to see better.

A bully to get fresh air.

Spectacles help is bad for you.

Your weakness is water to live.

Assessment worksheet

page 31



Religious days and special days

Have a class discussion about New Year’s Day. Ask learners when New Year’s Day is.

Ask them what their families do on New Year’s Day. Let them talk about the pictures. Explain that New Year’s Day celebrations are usually very happy and joyous ones. People celebrate the start of a new year.

Make sure learners understand what they have to do.

Let the learners turn to Activity 2. Ask them to read the Declaration of Children’s Rights. Explain any words that they do not understand.

As a class, talk about children’s rights and ask learners what they understand them to mean. Once learners have had a chance to explain the rights, go through each right and explain what it means. Use examples to make the right more relevant to them. Tell learners that in the past children did not have rights and this led to them being exploited. Young children were forced to work. They were also expected to be seen and not heard. Today, children are protected and they have a say in their lives.

Also explain that with each right comes a responsibility and children should carry out the responsibilities. Explain the responsibilities that go with each right. Display a chart in the classroom that lists children’s rights and responsibilities.

Ask them what ‘nationality’ means. Listen to their explanations and correct them when they are wrong. Ask what the word ‘violence’ means. Listen to their explanations and correct them when they are wrong.

Have the learners turn to Activity 3 in the Learner’s Book and read the information. Ask learners who celebrates Purim. Ask if they know what Purim is about. Let the learners share what they know.

Explain that Purim is celebrated by Jewish people. It is a time of celebration and thanksgiving for the Jews. Jewish people go to a service in the synagogue. They have prayers and thanksgiving. They read from the Book of Esther and after the service they celebrate with a feast. They also make food parcels, which they give to poor people. Let the learners read the story of Esther.

Resources: Pictures, posters, kokis, stationery, crayons, scissors, magazines

World Water DayHave the learners turn to Activity 4. Have a class discussion around questions 1 to 3. Use picture and posters. Encourage learners to participate in the discussion and to provide suggestions.

World Environment DayTalk about the environment. Ask how we can keep the environment clean. Ask what we can do to help clean the environment. Allow learners to respond. Talk about littering and litterbugs. Use pictures and posters. Encourage learners to respond to the questions.

Activity 1New Year’s Day

Leaner’s Book page 26


Activity 2Human

Rights DayLearner’s Book

page 27

Activity 3Purim


Activity 4World daysLearner’s Book

page 29


B19Creative Arts • Term 1

Study area: Creative ArtsCreative Arts

Creative Arts includes four art forms: dance, drama, music and visual arts. The main purpose of Creative Arts is to develop and encourage learners to be creative and imaginative, and to develop an interest in and love for the arts. Developing an appreciation for the arts helps young learners with character building. It is a useful means of enabling them to understand the value systems of other people and helps them to empathise with people outside their experience. It also provides basic knowledge and skills that will enable learners to participate in arts activities.

Creative Arts is important for gross and fine motor skills development and refinement. It also creates a foundation for balanced creative, cognitive, emotional and social development. Learners should be guided to use their imagination, move, manipulate, imitate, explore, use their senses, emotions and experience, make music and perform to enjoy the benefits of further developing their speaking and listening skills, as well as their self-esteem and confidence.

Creative Arts is organised in two streams: Visual Arts and Performing Arts (music, dance, drama).

1. Visual Arts develops sensory-motor skills and fine and gross motor co-ordination. Visual Arts involves the manipulation of materials and the mastery of various art techniques.

Two-dimensional (2D) work aims to enrich the learner’s experience of the real world through visual and sensory stimulation, discussion, observation and through the drawing of the physical body in motion: walking, running, sitting, climbing. There is no ‘right’ way of drawing. Learners should be encouraged to express themselves freely, without being criticised.

Three-dimensional (3D) work develops the concept of shape in space through activities such as glueing or pasting, folding, cutting shapes, joining pieces of clay together, tying, wrapping, building, making, constructing and creating. The formal introduction and application of one or more of the art elements should be incorporated into each Visual Arts lesson. The lessons should use and talk about arts, shapes, textures and colours.

2. Performing Arts in the Foundation Phase allows the learners to creatively communicate, dramatise, sing, make music, dance and explore movement. The learners will develop their physical skills and creativity. It stimulates memory skills, promotes relationships and builds self-confidence and self-discipline. Creative games and skills prepare the body and voice and use games as tools for learning skills. Improvisation and interpretation allow the learners to create music, movement and drama individually and collaboratively.



Visual Arts (2D and 3D)

• Encourage the learners to be creative. There are no rights and wrongs when we do art. Encourage them to be free and to have fun. Allow them to be expressive and uninhibited.

• Offer lots of praise and encouragement to the learners for their work.

• Display all their artwork in the class and in the corridors and halls at school.

• Always cover work surfaces and let the learners wear aprons, old shirts or T-shirts to protect their school uniforms.

• The class might become noisy and messy, but that does not matter; allow the learners to be creative and to enjoy themselves.

AssessmentIn Visual Arts, you may assess the learners during the lesson and also assess the final product. For various lessons select the criteria you will assess. You do not have to assess everyone on everything each time.

• Has the learner understood the instructions?• Has the learner been able to interpret the instructions?• Does the learner understand the terminology used, for

example, ‘texture’, ‘shape’ and ‘line’?• Does the final product meet the requirements of the lesson?• Has the learner worked safely with the equipment?• Have the learners cleaned their work environment sufficiently?• Has the learner developed an effective technique for using

the materials, for example, painting and claywork? When we say there is no right way or wrong way when doing art this is true. However, if a learner struggles to use a brush or manipulate the clay, show him or her how to do it.

Resources: Paper or cardboard, pencil, paint, paintbrush, water, containers

Tell the learners to think about disabled people and sport. Encourage the learners to be creative and to have fun. Encourage the learners to make good use of colour and their space.

Resources: Clay, boards for learners to roll clay onAsk learners to observe their partner’s body shape. Encourage

them to take note of where body parts are in relation to each other. Then give them clay and boards and ask them roll out the clay and make a model of themselves and another person. Encourage learners to be creative and have fun.

Activity 1Painting in 2D


Activity 23D clay models



B21Visual Arts • Term 1

Resources: Crayons, pencils, kokisTell the learners to draw something about themselves that they like. It could be a physical feature or something they do.

Resources: Crayons, pencils, kokisTell the learners to draw a picture of their best friend. Encourage learners to try to show the things they have listed in their sentences below the picture.

Resources: Crayons, pencils, kokis Tell the learners to think about six people in their lives (relatives, neighbours, friends and even their pets). They must then draw a picture of each of these.

Resources: Crayons, pencils, kokis Tell the learners to draw a picture showing how their family spends New Year’s Day.

Worksheet 1Topic 2

Workbook page 14

Question 2

Worksheet 3Topic 2

Workbook page 16

Question 1

Worksheet 4Topic 2

Workbook page 17

Worksheet 9Topic 4

Workbook page 30



Performing Arts (dance, music, drama)

AssessmentSelect the criteria you would like your learners to fulfil at each lesson. Prepare your record sheet with the tasks that you would like to assess before each lesson so that you need only mark up on the record sheet during the lesson.

• Is the learner able to demonstrate the movement described?• Does the learner participate in warm-up and cooling-down

activities?• Does the learner participate in performances?• Is the learner confident?• Is the learner’s speech clear?• Is the learner able to recognise rhythms?• Is the learner able to interpret the music into movement?

Activity 1Instruct learners to do the following activities.Creative games and skills1. Warm-ups:

• Move ankles in circles.• Circle wrists.

2. Voice warm-ups:• Breathe in and out.• Sing la la …

3. Singing:• Sing a song you know.• Body percussion.

4. Movement:• Locomotor: skipping• Non-locomotor: reach for the sky, bend to touch the ground.

5. Interactive story-telling:• Tell stories in pairs.

6. Cooling down:• Be a feather floating in the air.

Improvise and interpret1. Creating short scenes:

• ‘Goldilocks and the three bears’2. Rhythmic patterns:

• Use words like slice – slice.3. Tempo and dynamics:

• Chop – chop – chop; loud and fast.• Gumboot dancing.


B23Performing Arts • Term 1


• Shake hands to loosen wrists and move fingers.2. Voice warm-ups:

• Breathe in and out.• Say a short rhyme.

3. Singing:• Sing a song you know.

4. Body percussion:• Click and stamp about.

5. Movement:• Locomotor: running on the spot.• Non-locomotor: move shoulders.

6. Interactive story-telling:• Tell stories in pairs.

7. Cooling down:• Be a balloon losing its air.



• Use words – Ladybird, ladybird fly away home.3. Tempo and dynamics:

• Ladybird, ladybird fly away.• Tap, tip, tip – tap loud, fingertip – light and soft!


• Hands on hips, point toes forwards, right, then left.2. Voice warm-ups:

• Breathe in and out.• Sing ooh ah ...

3. Singing:• Sing a song in unison.

4. Body percussion:• Pat, tap, tap – hand and fingertips.• Pat, tap, tap to a beat.

5. Movement:• Locomotor: hop around hoop.• Non-locomotor: bend sideways to left, then right with arms

on heart.6. Interactive story-telling:

• ‘Goldilocks and the three bears’7. Cooling down:

• Be a balloon losing its air.



Improvise and interpret1. Creating short scenes;


• Clap, click and stamp.3. Tempo and dynamics:

• Clap, click and stamp – tempo – loud, louder, very loud!


• Run on the spot.• Skip in own circle.

2. Voice warm-ups:• Say a rhyme.

3. Singing:• Sing a song you know.

4. Body percussion:• Click, click, stamp, click, click, stamp (fingers, foot).

5. Movement:• Locomotor: skip with a partner.• Non-locomotor: lie on back, raise legs to ceiling, point and

flex toes.6. Interactive story-telling:

• ‘The three little pigs’7. Cooling down:

• Breathe in and out.


• Characters from ‘The three little pigs’.2. Rhythmic patterns:

• Cobbler, cobbler, tick, tack, tack.• Mend my shoe and bring it back.

3. Tempo and dynamics:• Say: ‘cobbler, cobbler tick, tack, tack’ and clap to the beat.

Stamp, stamp, clap, clap, clap. Focus on loud and soft.


• Open and close hands; stretch fingers and hands open.• Move ankles in circles.

2. Voice warm-ups:• Breathe in and out on ss.• Sing a song.

3. Singing:• Sing a song you know and learn a new song.

4. Body percussion:• Stamp, tap knee, click, click, stamp, tap knee, click, click.



5. Movement:• Locomotor: cartwheels.• Non-locomotor: side bend to right and side bend to left.

6. Interactive story-telling:• ‘The three little pigs’

7. Cooling down:• Breathe in and out.


• Characters from ‘The three little pigs’.2. Rhythmic patterns:

• Tommy Tuckers sang for his supper What shall he eat but brown bread and butter?

• Finger pat pat, clap clap3. Tempo and dynamics:

• Tommy Tucker sang for his supper• Tempo 2 beats, pat pat, clap clap soft and loud.


• Hop to the right, hop to the left.• Hop forwards and backwards.

2. Voice warm-ups:• Breathe in and out on ss.• Sing a song.

3. Singing:• Breathe in and out.• Sing scale on lah lah ….

4. Body percussion:• Clap clap, click click.• Clap clap, elbow tap, tap.

5. Movement:• Locomotor: cartwheels.• Non-locomotor: side bend to right and side bend to left.

6. Interactive story-telling:• ‘The old woman and the pig’

7. Cooling down:• Be as big as a tree. Be as small as a ball. Relax.


• Scenes from ‘The old woman and the pig’.2. Rhythmic patterns:

• Pancakes to fry Who wants to try? Toss them higher if you can Try to catch them in pairs.

• Clap, clap, clap, clap; finger pat pat, clap clap.




• Star jumps on the spot.2. Voice warm-ups:

• Breathe in and out ah ah ….3. Singing:

• Sing new and old songs.4. Body percussion:

• Tap left elbow, right elbow, clap, clap, stamp, stamp.• Pat knee, pat knee, clap, clap.

5. Movement:• Locomotor: run, run and leap. Skip in big circle, clockwise

and anticlockwise• Non-locomotor: sit with legs stretched out, apart. Bend to

right, touch ankles, bend to left, touch ankles.6. Interactive story-telling:

• ‘Little Red Riding Hood’7. Cooling down:

• Breathe in and out.


• Scenes from ‘Little Red Riding Hood’.2. Rhythmic patterns:

• Butterfly, butterfly don’t fly away, Come to my garden butterfly.

• Tap, tap tap, tap hop, tap.


• Skipping freely.• Breathe in and out.


3. Singing:• Sing songs you know.• Learn a new song.

4. Body percussion:• Stamp, stamp, click, click. Clap, clap.

5. Movement:• Locomotor: forward rolls and bunny jumps over hoops.• Non-locomotor: crouch, stretch and reach to the sky.

6. Interactive story-telling:• Tell own stories in pairs.

7. Cooling down:• Float like a feather in the air.




• Scenes from own stories.2. Rhythmic patterns:

• Whisky – frisky, hippety – hop Up he goes to the tree top Clap, clap, clap, clap Tap, tap, tap, clap Click, click, click, clap, clap, clap, clap.

3. Tempo and dynamics:• Free dancing to a beat.


• Skip, hop, skip, hop.• Circle wrists, circle ankles.


3. Singing:• Sing songs you know and learn a new song.

4. Body percussion:• Click, click, clap, stamp, click, click, clap, stamp.

5. Movement:• Locomotor: crawl through hoop, forward roll.• Non-locomotor: move shoulders, swing arms, left and right

and then both together.6. Interactive story-telling:

• Tell own stories in pairs.7. Cooling down:

• Pretend to be a deflating balloon.



• Chop, chop, chop the wood Little man in the wood Stamp, stamp, stamp, clap, clap Stamp, stamp, stamp, clap, clap, clap.

3. Tempo and dynamics:• Dance to a beat.


• Run on the spot.• Stretch your arms up and out.• Touch your shoulders, stretch arms out.



2. Voice warm-ups:• Say a rhyme.• Breathe in and out.

3. Singing:• Sing new songs.

4. Body percussion• Stamp stamp, tap knee on both sides, clap clap.

5. Movement:• Locomotor: wheelbarrow walking.• Non-locomotor: hands on hips, twist to right, then twist

to left.6. Interactive story-telling:

• Tell own stories in pairs.7. Cooling down:

• Pretend to be melting candle.



• Ladybird ladybird fly away home Fly away into the sky Tap tap tap, tap tap tap Clap tap tap clap

3. Tempo and dynamics:• Dance to a beat.


B29Physical Education • Term 1

Study area: Physical EducationPhysical Education

The development of young children’s gross and fine motor skills and perceptual development is fundamental. Physical and motor development is integral to the holistic development of learners. Play, movement and games contribute to developing positive attitudes and values. This area focuses on perceptual and locomotor development, rhythm, balance and laterality. The emphasis in the Foundation Phase is on games, activities that will form the basis of playing sport later on, physical growth, recreation and play. The learners should be encouraged to be free and creative, and to have fun.

AssessmentThe physical education activities are designed so that learners learn a new activity and then have a chance to practise it. During this time, you may assess the extent of their ability to do the activities. You may use the teacher record sheet to assist in the assessment process. Select the criteria you will use to assess and fill these in on the sheet. You may select which learners you will assess on a particular day. Examples of elements that you may need to assess are:

• Understands an instruction• How well the activity is executed• Participates in the warm-up exercises• Participates in the cooling down exercises• Practises the activities he/she has difficulty with• Is able to work with the equipment• Throws a ball – while standing still and while running• Catches a ball – while standing still and while running• Controls a ball either through kicking, bouncing or using

a bat or stick.

Activity 11. Play an indigenous game.2. Learners throw beanbags up in the air and catch them.3. Learners jump over ropes that are placed parallel. They repeat

the activity as you move ropes further apart.4. Learners throw beanbags to a partner.5. Learners work in pairs. They sit facing one another with legs

stretched out and feet touching. They hold hands, pull and push forwards and backwards, soles of feet together.

Activity 21. Learners do potato races.2. Learners throw balls in pairs and catch them.3. Learners do rope skipping.4. Learners stand in row and pass a ball under their legs.



5. Learners balance a beanbag on different parts of the body while walking in a straight line.

Activity 31. Learners do egg-and-spoon races.2. Learners hit balls in pairs.3. Learners do rope skipping.4. Learners throw beanbags to partners.5. Learners balance a beanbag on the head, while walking with

arms outstretched, leg lifted high with pointed toes.

Activity 41. Learners do small-ball-on-large-spoon races.2. Learners throw beanbags up in the air and catch them.3. Learners jump over ropes that are placed parallel to one another.

They repeat the activity as the ropes are moved further apart.4. Learners throw beanbags to a partner.5. Learners bounce a ball on the ground.

Activity 51. Learners play an indigenous game.2. Learners throw balls up in the air and catch them.3. They jump over hoops. They then move the hoops further

apart and jump.4. They throw beanbags to a partner.5. Learners stand, feet apart, facing a partner. They push against

each other’s hands.

Activity 61. Learners do potato races.2. Learners bat balls in pairs.3. Learners do rope skipping.4. Learners pass a ball under the legs with children standing one

behind the other.5. Learners do balance walking on a low level balancing form.

Activity 71. Learners do egg-and-spoon races.2. Learners throw beanbags up in the air and catch them.3. Learners jump over ropes that are placed parallel to one

another. They repeat the activity as the ropes are moved further apart.

4. Learners throw balls to a partner.5. Learners do balance walking on a low-level balancing form.

Activity 81. Learners do small-ball-on-large-spoon races.2. Learners bounce a ball to a partner and catch it.3. Learners do rope skipping.4. Learners stand in a line and pass a ball under their legs.5. Learners balance a beanbag on the shoulder while walking in

a straight line.



Activity 91. Learners play an indigenous game.2. Learners dodge around skittles and change direction.3. Learners jump over hoops that are placed parallel to one

another. They repeat the activity with the hoops moved further apart.

4. Learners throw beanbags to a partner.5. In pairs, learners sit facing one another with legs stretched out

and feet touching. They hold hands, pull and push forwards and backwards, soles of feet together.

Activity 101. Learners do small ball-on-large-spoon races.2. Learners bat balls in pairs.3. Learners do rope skipping.4. Learners throw beanbags to each other and catch them.5. Learners do balance walking on a low-level balancing form.



• Study area: Beginning Knowledge and Personal andSocial Well-being B34

• Topic 5: Seasons B34 • Topic 6: Animals B40 • Topic 7: Animals that live in water B44 • Topic 8: Animal homes B47 • Religious days and special days B51• Study area: Creative Arts B52 • Visual Arts (2D and 3D) B52 • Performing Arts (dance, drama, music) B55• Study area: Physical Education B58

Term 2

B33Section B • Teaching guidelines



Study area: Beginning Knowledge and Personal and Social Well-beingTopic 5: Seasons

In this topic learners explore the four seasons and the impact they have on our lives and other living things. They also develop ball and co-ordination skills. They become more aware of the use of colour in art.

Recommended resources• examples of clothes for different seasons• pictures and information books for different seasons• sports equipment related to the sports in the

different seasons• balls• pictures or objects related to any religious and other special

days that occur over the next few weeks

Resources: Pictures and information books for different seasonsAsk the learners to tell you what they know about the seasons.

Let them talk about how things change, the clothes they wear in different seasons, the sports they play, the food they eat, etc. Encourage all learners to participate in the discussion.

Ask learners to look at the pictures on pages 32 and 33 and ask them to describe what they see. Ask them to compare the four seasons and to say how each season is different.

Identify the months in which the different seasons occur. Remind the learners that the change from one season to the next is not sudden but gradual.

Ask learners to answer questions 1 to 3 in their exercise books.

Read through the worksheet with the learners. Make sure they understand what they need to do. Once they have coloured in the months according to the colours given on the worksheet, ask them to write the words ‘Summer’, ‘Autumn’, ‘Winter’ and ‘Spring’ in the appropriate place on the outside of the circle.

Suggested answers1. December, January and February will be coloured in yellow.

These are the summer months.2. March, April and May will be coloured in orange. These are

the autumn months.3. June, July and August will be coloured in blue. These are the

winter months.4. September, October and November will be coloured in red.

These are the spring months.

Activity 1The four seasons

Learner’s Book pages 32 and 33




Ask the learners to look at the different pictures. Let them explain the pictures to you. Talk about what causes lightning and thunder. Let them tell you what their favourite weather conditions are. Talk about the different clothes you wear in different weather conditions.

Ask them to answer questions 1 to 5 in their exercise books.

Resources: A sheet of A4 cardboard per learner, scissors (for left-handed and right-handed children), crayons or coloured pencils

Remove the worksheet with the dolls from the Workbook and paste it on cardboard before cutting it out. Ask the learners to cut out the dolls carefully.

Let them colour in the clothes on page 35 and cut them out too. They can also create patterns on the clothes. Remind them not to cut off the tabs are these are needed to keep the clothes on the doll.

Observe learners as they colour in and cut out the dolls and dolls’ clothes. Encourage left-handed learners to use their left hand. It helps to build their confidence and they will also be able to cut better with their dominant hand.

Write words on the board that relate to weather, for example: rainy, cold, thunder, lightning, snowy, freezing, icicle, hot, warm, sunny and scorching.

Let the learners do a role-play with their partner and talk about the weather. Walk amongst the learners and listen to their role-plays. Listen to the pronunciation and use of the ‘weather’ words.

Resources: A variety of stories that lend themselves to sound effects, some props for performances

Read the story aloud and let the learners follow in their books. In this old tale, the moral of the story is: a gentle smile (from the sun) can achieve more than brute force (the wind).

Let them tell you the sounds each of the characters in the story would make.

Let the learners warm up their voices by shaping their mouths differently when they make sounds, for example calling ‘ooh’ and ‘aah’ while changing the shape of their mouths and opening their mouths wide and pursing their lips.

Get the learners to warm up their bodies by doing the following stretching exercise:

• Lift the right foot and twist the foot in a clockwise direction five times. Then twist in an anti-clockwise direction.

• Do the same with the left foot.• Pull the right knee to their chest and hold it there for the

count of ten. Do the same with the left knee. Repeat this five times.

• Let them stand on the balls of their feet, and then lower themselves. Repeat this five times.

• Ask the learners to stretch their arms above their heads and reach for the sky. Let them hold this position to the count of five and then drop their arms at their sides. Repeat this five times.

Activity 2Weather


Worksheets 2 and 3

Workbook pages 33 to 36

Activity 3The wind

and the sunLearner’s Book

page 35



Learners must then form groups of three. They must tell the story with sound effects. Allow some time in the class for them to practise. Guide those learners who are struggling. Give the learners turns to present their performance to the class.

Let the learners take turns to tell you what is happening in each picture. Let them tell you during which season these activities usually take place.

Be flexible about the answers you receive. Rain does not only fall in winter. You may find that learners live in a summer rainfall area.

Take note that although some activities are influenced by the seasons, there are activities that happen all year in spite of the seasons, for example, attending school or doing household chores.

Get learners to write the answers to questions 1 to 3 in their exercise books.

Read the instructions in the Workbook. Make learners understand what they need to do.

Help the learners decide what they would like to draw. Encourage them to think of all aspects of their lives. Perhaps they enjoy reading, or playing soccer, or painting, or playing the guitar, or what they like to eat.

Let them consider what the weather is like when they usually do this activity.

Make the learners aware of the use of tone and colour to create a drawing.

While the learners are drawing, talk to them individually to make sure that they all have an understanding of the seasons.

Assist learners who are trying to create a particular effect or need guidance with their choice of colours, for example, autumn colours. Remember that there is no right or wrong choice in art.

If learners complete the activity quickly, let them read in the reading corner or allow them to create another picture using a different range of colours so that they become more aware of the use of colour.

Certain sports are only played at a particular time of the year. Ask learners is they have noticed how at some time during the year everyone is playing soccer and later in the year there isn’t anyone playing soccer.

Let the learners look at the pictures of various sporting activities on page 39 in the Workbook. Let them tell you what each sport is. Write the names of the sports on the chalkboard.

Let the learners tell you at which time of the year, or during which season the sport is played.

Let them write down the name of each of the sports illustrated in the correct column.

Activity 4Seasonal activities







Suggested answers

Winter sports Summer sportsrugby cricket

hockey softball

soccer netball

ice hockey table tennis

Give each learner a turn to tell you what their favourite food is in each of the seasons.

Let them look at the pictures on page 37 in the Learner’s Book. Let them identify each of the pictures and say when they would usually eat these particular things. There are no right or wrong answers. Different people enjoy different foods at different times, for example, some people love ice cream in winter.

Talk about how we only eat grapes and watermelon at a certain time of the year, when the fruit is ‘in season’ (unless we buy imported fruit).

Let the learners find out what fruits are currently available in your area. Let them report back their findings.

Resources: Pictures of artworks depicting the different seasonsLet the learners look at the pictures of the apple orchard

at different times during the year on page 38 in the Learner’s Book.

Describe what happens to an apple tree during each season.Talk about what the farmer has to do each season to maintain

his orchard.Show the learners some of the artworks inspired by nature.

Explain to learners that some seeds may only be planted when the weather is warm enough, otherwise the seed or the seedlings will freeze in the cold. So farmers follow a cycle of when the ground is prepared for planting, when the seeds are sown and when the produce is harvested.

Let the learners look at the pictures of the mealie field on page 39 in the Learner’s Book. Explain to learners what farming activity is happening in each picture (i.e. sowing in summer; mealie plants growing and mealies being harvested).

Note: Mealies may be planted between September and December, when it is warmer. The mealie plant life cycle is 120 to 150 days. Mealies may be harvested about three weeks after flowering. Mealie crops that are harvested in May are smaller than crops harvested in January. The long, sunny days influence how the mealies grow. When the mealies are harvested, the crop should be cut down to soil height and left on the ground to form mulch.

Encourage the learners to grow mealie plants. If the school has a food garden, it is a useful outdoor activity for the learners to

Activity 5Seasonal foods


Activity 6The orchardLearner’s Book

page 38

Activity 7Mealies




take part in. They will find out first hand how to grow food. It will give them a good understanding of where food comes from. If the learners cannot grow the plants at school, encourage them to grow them at home if possible.

Let the learners look at the pictures on page 40 in the Learner’s Book. Talk about when the lambs are born. Talk about why spring is a good time for the lambs to be born.

Talk about when sheep are sheared. Talk about why summer is a good time for the sheep to be sheared.

Get them to answer questions 1 to 4 in their exercise books.

Suggested answers1. Learners’ answers will vary. If they were born in winter they

would be very cold because they would not have enough wool to keep them warm.

2. They are sheared in summer because the weather is warms and they do not need their warm coats as much as they do in winter.

3. Sheep’s wool is used for clothing, blankets, rugs, carpeting, etc.4. Learners’ answers will vary. Sheep farmers make money from

selling their wool.

Resources: Map showing migratory routes of some birds, pictures of migratory birds

Talk to the learners about bird migrations. Show them pictures of migratory birds. Show them a map of some of the long migrations the birds make.

Read aloud the information on the African pygmy-kingfisher on page 41 in the Learner’s Book. Let the learners follow in their books. Explain anything that is unclear to them.

Talk about the information presented in the Learner’s Book. Allow the learners to ask questions. If you do not know the answer, tell them you will find out and share the newfound information.

Remind learners that the migration of the African pygmy-kingfisher is about survival. They come to South Africa to find food. They nest here because the chicks will be able to find food too.

Get learners to answer questions 1 to 3 in their exercise books.If possible, invite someone who is knowledgeable about birds

to visit the class and talk to the learners. Ask the person to focus on how the seasons affect birds.

Resources: A map showing the migratory route of whales, a map of South Africa showing Hermanus and where you are, famous paintings of whales, smooth rocks for learners to paint on, acrylic paints, paintbrushes

Tell the learners about how whales swim from other parts of the world to come to the coast of South Africa to give birth to their young. Show the learners a map of the world and the migratory routes of whales.

Activity 8Sheep


Activity 9The African

pygmy-kingfisher


Activity 10Whales




Show the learners a map of South Africa. Point out to them where you are and show them where Hermanus is.

Read aloud the information on page 42 in the Learner’s Book. Let the learners follow in their books. Allow them to ask questions about the information you have read.

If possible, arrange a visit to Hermanus or encourage the learners to encourage their families to visit Hermanus during August and September.

Ask the learners to each bring a smooth rock to school. Learners must do a painting that celebrates whales for the festival on the rock.

Encourage learners to be creative. While they are working, remind them of the shape of the whale and its tail in particular. These are organic shapes.

Allow the paintings to dry thoroughly. Their rocks may be used as decorative ornaments or as paperweights.

Arrange an exhibition of the paperweights and invite other classes and the principal to visit the exhibition.

Divide the class into four groups: winter, summer, spring and autumn.

Each group member must choose one of the following aspects of the season to present:

• clothing• animals• birds• plants• food (including drinks)• activities• sport• weather

Ask them to write the name of the season and the topic of interest within that season at the top of the page.

Learners must cut out and paste or draw pictures that show their topic in the frame.

Each learner will get an opportunity to present his or her topic. Some of the topics might be duplicated.

Religious days and special daysFind out which religious and special days occur this term and select appropriate activities for the learners to learn about these days. During the term, two one-hour lessons may be used for this area of knowledge. Conduct these lessons at suitable times during the term.




Topic 6: Animals

In this topic learners find out more about farm animals. They research the uses of farm animals, such as food and clothing. They find out about different types of wild animals and learn more about camouflage. They also perform role-plays, create pictures and do an obstacle course.

Recommended resources• pictures and information books on animals• pictures or objects related to any religious and other special



Resources: Pictures of farm animals, pictures of paintings of farm animals, products and pictures of products from farm animals, for example, wool

Ask learners to look at the picture on pages 44 and 45 in the Learner’s Book. Choose learners to identify animals in the picture. Write the names of the animals on the chalkboard.

Talk about why these are called farm animals and not wild animals. Introduce the term ‘domestic animals’ to the learners.

Let the learners tell you what they know about each farm animal in the picture.

Let them tell you about other farm animals they know that are not in the picture. Write these names on the chalkboard too.

Conduct a class discussion about how farm animals are useful to humans, for example, humans get food and clothes from them.

Let learners identify each of the animals on page 41 in the Workbook. Ask learners to draw circles around each of the domestic animals.

Suggested answersThe cow, ostrich, horse, duck, pig and rooster are domestic animals.

Explain to learners that they need to match the animal to the product. Do an example with them, e.g. sheep and wool.

During all discussions around food from animals, be sensitive to learners who are vegetarians.

Activity 1Farm animals






Suggested answersEggs – chickenSteak – cowWool – sheepOstrich egg – ostrichLeg of lamb – lambLeather boots – cowDown quilt – duck

Ask learners to select two domestic animals and write the names at the top of each table, for example, ostrich and cow.

Under each heading they must write the names of food and/or clothing that come from the animal.

Ask the learners to look at the picture on pages 46 and 47 in the Learner’s Book. Randomly choose children to identify animals in the picture. Write the names of the animals on the chalkboard. Ask the learners to tell you what they know about each animal. Then ask them to tell you about other wild animals they know that are not in the picture. Write these names on the chalkboard too.

Talk about why the animals in the picture are called wild animals and not farm animals. Talk about their colour and their markings. Talk about their ability to camouflage themselves by hiding in the vegetation.

Resources: Pictures of chameleons, information books on chameleons

Show learners pictures of chameleons. Ask them to raise their hands if they know what animal it is. Let those who have seen a chameleon share with the rest of the class where they saw the chameleon.

Talk about the chameleon’s ability to change its colour. Ask the learners if they know the name for a chameleon in other languages. Write these names on the chalkboard.

Talk to the learners about the diminishing habitat of chameleons. Remind learners not to play with chameleons because this traumatises the animal. If they should see a chameleon, they may observe the chameleon, but not pick it up.

Ask the learners to turn to page 44 in the Workbook. Let them complete the worksheet.

Let the learners look at the picture on page 45 in the Workbook. Ask them to identify the animals they see.

Talk about the animals’ camouflage. Talk about why camouflage is important to animals – to the hunter and the hunted.

Ask learners to colour the camouflaged animals in yellow. Once they have done this they can colour in the rest of the picture.

Walk about and talk to the learners. Make sure they know why animals need camouflage.


Activity 2Wild animals






Resources: Pictures of sea animals, information books about sea animals

Ask the learners to identify the animals in the picture. Let them share what they know about each creature. Let them identify the creatures that may be eaten by humans as a source of food.

Numerous sea creatures have fantastic camouflage; they can change colour completely or look like seaweed or sand. If possible, arrange a visit to an aquarium. Find the creatures that are good at camouflaging themselves.

Suggested answers1. Learners read the names of the sea creatures.2. Learners’ own response.3. Learners’ own response.4. Camouflage helps creatures hide from predators and it helps

predators to hide from their prey.5. Octopus, eel, turtle, crayfish, sardine, tuna, mussels

Resources: A variety of recyclable items that can be used to create a mask

Learners will work through the four steps of a technical process: investigate, design, make and evaluate. Let the learners find things with which to make the mask.

Once they have the materials they must draw a picture of their mask design on page 46 in the Workbook.

Learners then make their masks. Walk around the classroom and assist those learners who need help. Remind learners to work safely with the tools in the classroom.

When they have made the mask, let the learners complete the evaluation on page 47 and the questions on page 48 in the Workbook.

Let the learners look at the picture on page 50 in the Learner’s Book.

Ask them to identify what the child is wearing and eating, and where these products come from.

Remind them that leather can also come from pigs. Some animals supply us with more than one product. You can create a spidergram for some of the animals and show how each animal serves human needs.

Activity 3Sea creatures


Worksheet 6Workbook

pages 46 to 48

Activity 4Uses of animals


leathergelatine

milksteak

cow



Work through the questions with the learners. Allow as many learners as possible to respond to the questions.

Suggested answers1. Sheep2. Cows and pigs3. Hens, other birds4. Pig5. Cows and goats6. Bee7. Learners’ own response.8. Learners’ own response.



Topic 7: Animals that live in water

In this topic learners find out more about animals that live in rivers, for example, fish and crocodiles. They look at animals that live in ponds and dams, for example, frogs and dragonflies. They also find out more about animals that live in the sea, for example, sharks and crayfish. They play tug-of-war and follow-the-leader and move to rhythms. They also paint pictures, make a mobile and mould a rock pool.

Recommended resources• objects from the sea, rivers and dams• pictures and information books on the sea, rivers and dams• pictures or objects related to any religious and other special



Resources: Pictures of animals that live in rivers, information books about animals that live in rivers

Let the learners look at the pictures on page 51 in the Learner’s Book. Ask them to identify the animals.

Make learners aware that not all the animals that live in rivers stay in the river all the time, for example, the hippopotamus and crocodile spend a lot of time on land. Talk about how these two animals are dangerous to humans.

Ask them if they know of any other animals that live in rivers. Talk about the dangers of swimming in rivers.

Resources: Pictures of seahorses, information books about seahorses, a map to show the lagoons in Knysna

Show the learners where Knysna is on a map.Read the information on page 52 aloud to the class. Explain

words that they might not know. Work through the activity with the learners. Talk about animals that are endangered. Talk about what it means to become extinct. Ask learners why it is important to look after our rivers.

In groups of four or five, let the learners tell stories about seahorses. These can be made-up stories. The first learner starts the story. He or she touches the next learner and this learner then carries on the story. This can go on for at least two rounds.

This activity can become quite noisy as excitement about the stories grows. Have a password that you give them to remind them to not be too noisy.

Ask learners to look at the picture of the pond on pages 54 and 55 of the Learner’s Book. Let them talk about what they see. Ask learners to identify the animals that they see.

Activity 1Living in water


Activity 2The Knysna

seahorseLearner’s Book

pages 52 and 53

Activity 3Pond life




Highlight the relationship between the different animals that live in the pond. They are all dependent on each other for survival. Within the pond there is an ecosystem – a natural system where the animals depend on plants and each other to survive.

There is a food chain within this pond: the plants and/or algae create and release oxygen into the pond, which is essential for the survival of the animals. The tadpoles eat the algae or small plants, the tadpole becomes a frog, the dragonfly eats smaller insects, the frog eats the dragonfly, the bird eats the frog and the cat eats the bird.

Allow the learners to colour in the pictures on page 49 in the Workbook. Ask them to cut out the pictures and describe what each one shows. Ask them to show you which one is the first step in the food chain. Learners must then turn to page 51 and paste the pictures in the correct order on the food chain. They can use arrows or numbers to show the order of the pictures. Walk around and assist those learners who need help.

Suggested answersThe first picture is of the dragonfly, it is then eaten by the frog, the frog is eaten by the bird and the bird is eaten by the cat.

Resources: A fish bowl or tank, some tank pebbles, water plants, some goldfish or guppies, a water pump if you are using a large tank

Set up the fish bowl or tank. Set up a roster for the learners to take turns to feed the fish and also to clean the tank or bowl. Remember that an arrangement must be made to care for the fish over weekends and school holidays.

If possible, invite someone who has an interest in fish – even a fisherman or pet store owner – to come and talk to the class about fish and their environment.

Resources: Pictures of dragonflies, colour pencils or kokis, scissors, cotton or gut, two sticks, string, some see-through colour cellophane or sweet wrappers (optional)

Allow the learners to colour in the dragonflies and make the mobile according to the instructions given in the Workbook.

If you feel your learners are able to, you may get them to cut out the inside of the wing and insert colour cellophane in the wings, so that the wings are translucent and colourful.

While they are busy with this activity, you have an opportunity to walk about and observe how the learners are managing with the activity. Take note of learners who are struggling and assist those who need help.

Ask the learners to identify the creatures that live in the sea. Ask them to identify any other animals that live near the sea and are dependent on the sea, but do not actually live in the sea (seagulls).

Worksheet 1Workbook

pages 49 to 51


Worksheet 3Workbook

pages 53 to 55

Activity 4Sea life




Ask learners to tell you what they know about each of the animals in the picture. Let them identify which of the animals humans use as a source of food.

Discuss the impact of pollution on sea animals.

Suggested answers1. Learners say the names of the animals2. seagulls3. turtles and seals4. Learners’ own response.5. Turtles, galjoen, perlemoen, sardines, eels, crayfish6. They become sick, they suffocate on plastic bags, they die.7. Learners’ own response.

Let the learners look at the picture and describe what they see. Let them tell you if it is responsible behaviour or not.

Make sure the learners have an understanding of what responsible behaviour towards the sea is.

Ask the learners to identify all the things in the first column. Then ask them to read the words in the second column. They must draw a line from the thing in the first column to the label that belongs with it in the second column.

Worksheet 4Workbook

pages 56 and 57




Topic 8: Animal homes

Recommended resources• pictures and information books on animal homes• a bird’s nest• picture of an arum lily• pictures or objects related to any religious and other special



Ask learners to tell the class what a home is. Distinguish between the physical house and the concept of a home as a place of safety and love. A home should be a haven of safety for all children, but this is not always the case, so be sensitive to the varied situations of your learners.

Talk about different kinds of houses. Talk about how animals make their homes. Talk about how people are social creatures and that we (generally) need to be with other people. There are animals that live in groups too. Let them name some of these animals. Examples are bees, ants, baboons, dolphins and whales. Some animals, for example, rhinoceroses and frogs live on their own.

Explain to learners that there are special words to describe these groups, for example, a ‘swarm of bees’, a ‘troop of baboons’, a ‘school of dolphins’, a ‘pod of whales’ and a ‘flock of sheep’. Let them share any other collective nouns that they know.

Let them write or draw a picture of what they think a home is in the place provided and the copy of the hexagon on page 59 in the Workbook. Ask them to cut out the copy of the hexagon shape. Paste all the shapes together in a beehive pattern on the wall or chalkboard. Tell them that we each have a home and family, and each of us fits together with the rest of society to make a community – in the same way that the hexagons fit together.

Remind learners that when we work together as a community to protect the homes of animals or to protect the environment, we can achieve great results.

Resources: An old, discarded bird’s nest, pictures of different animal homes, pictures of different birds’ nests

Talk about where animals live. Talk about where they make their homes (in trees, in roofs, in the ground and on plants).


Activity 1Animals that

make theirown homesLearner’s Book

page 60

In this topic learners investigate animals that make their homes, find their homes and carry their homes. They also do reaction drills, sing songs and create and observe an ant farm.



Ask the learners to look at the pictures on page 60 in the Learner’s Book. Ask them to identify each animal and where it lives. The first group of animals makes their homes above ground, for example birds’ nest, beehives and spider webs. The second group of animals makes their homes below the ground, for example, burrows and tunnels. Talk about why each particular home suits the animal that lives in it.

Get learners to answer questions 1 to 5 in their exercise books.

Resources: A glass jar, soil, a small spade, some leaves, some ants, some sugar or jam, wet paper towel, muslin, string

Learners can work in groups to create an ant home. Each member of the group must bring something that appears in the list of resources.

Ask learners to turn to Activity 2 in the Learner’s Book. Read through the instructions with them. Make sure everyone understands what they need to do.

Groups can then make their ant homes. Assist those learners who need help. Learners must observe the ants and describe what they see. Once the activity is complete and the ants have been observed for a few weeks, release the ants again.

Ask the learners to look at the maze on page 60 in the Workbook. Ask them to identify the animals in the maze. Let them trace with their finger the route from the animal to its home. They then trace the route from the animal to its home with a pencil. Let them colour in the picture. They may colour in each route a different colour.

Resources: Pictures and information books about animals that find their homes

Remind the learners that they learnt about animals that build their own homes in a previous activity. In this activity they will find out more about animals that find their homes.

Ask the learners to look at the illustrations on pages 62 and 63 in the Learner’s Book. Ask them to name the animals they see and to describe each animal’s home.

Talk about whether the animal found its home or whether it built it. The hermit crab is an especially interesting creature because it finds an unused shell and moves into the shell. It carries its house with it wherever it goes. Sometimes other smaller creatures also attach themselves to the shell. When the hermit crab outgrows the shell it finds another one.

Revise counting in twos and threes with the learners. Ask them to open their Workbooks to page 61. Ask them to find the parts of the picture that are incomplete. Explain to them that they must join the dots to complete the picture. However, to complete the first picture, they must start at 0 and count in twos. To complete the second picture, they must start at 0 and count in threes to find the next number.

Once they have completed the outline of the pictures they can colour them in.

Activity 2Make an ant home



Activity 3Animals that

find homesLearner’s Book

pages 62 and 63




Resources: Pictures and information books about arum lilies and arum lily frogs

Ask the learners to follow the information in their books while you read aloud. Let them ask you questions about the information you have just read. Ensure that they have all understood the vocabulary and the content.

Allow the learners to work in groups to brainstorm what they can do to help the arum lily frog. Let the learners use a ruler to convert 40 mm to 4 cm. Let them see the actual size of the arum lily frog.

If possible, arrange a visit to a wetland area.

Ask learners to identify and count the animals in the first picture on page 62 in the Workbook. Let them work with a partner to say which animals do not belong in the second picture and why they do not belong.

Ask them to complete the worksheet. They may colour in the pictures if they have enough time.

Ask the learners to look at the pictures on page 63 in the Workbook. Let them identify each animal. Ask them to describe the homes in the opposite column. Let them identify who lives in each home. Ask the learners to use a pencil or crayon to join the animal with its home in the opposite column.

Suggested answersSnake – snake holeBaboon – baboon caveBat – bat caveEarthworm – earthworm tunnelDung beetle – dung beetle tunnel under groundGecko – hole in wallHummingbird – nestMeerkat – burrow

Ask learners what they understand by the term ‘mobile homes’. Make sure that everyone understands that mobile homes are homes that move with the animal, in this case.

Ask the learners to look at the pictures on page 65 in the Learner’s Book. Ask them to identify the different animals.

Reinforce that these animals and their homes should not be harmed. The animals will die without the protection of their shells. It is only the hermit crab that can find a new shell.

Ask learners to look closely at the tortoise and the turtle. What are the main differences between the two?

Ask the learners to look at the illustration on pages 66 and 67 in the Learner’s Book. Let them tell their partner what they see.

Ask some of them to explain what is happening in the picture. Ask them what would happen if we cut down all the trees to make farms. The discussion should cover things like when forests are cut down, animal habitats are destroyed. When animals don’t have a

Activity 4Arum lily frog




Activity 5Mobile homes


Activity 6Deforestation




home, they move away, which creates a break in the food chain. Other animals then starve because they no longer have a food source. When a habitat disappears, animals no longer have a place to reproduce and the number of animals decreases.

Allow the learners to choose a South African animal to investigate. Write the names of some South African animals on the board.

Learners must determine whether the animal they have chosen lives on land or in water. They must find out whether the animal’s habitat is large enough or if the area is becoming too small.

Learners must draw or paint posters of their animal in its habitat.

Give the learners turns to share the information they have gathered with the rest of the class. Allowing learners to investigate a large variety of animals makes the presentations much more interesting.

This is an ideal time to assess learners’ ability to speak clearly, concisely and with confidence during a presentation.



B51Religious days and special days • Term 2

Religious days and other special days

Ask the learners to look at the worksheet on page 65 in the Workbook. Read the questions with them. They must find out from sources at home when World Habitat Day is celebrated. This information can be found in the front of diaries.

Learners must find out what and why World Habitat Day is celebrated.

Let them work in groups to discuss how they could celebrate this day. Allow them to create their own individual posters to celebrate World Habitat Day.

Resources: Newspaper articles about 16 June, books pictures relating to the public holiday

Ask learners if they know why we celebrate Youth Day. Then encourage them to draw a picture or write why they are happy to be able to go to school.

Get learners to complete the assessment on page 67 of the Workbook.

Suggested answers1. Summer, autumn, winter, spring2. Giraffe – wild Goat – domestic Dolphin – wild Lamb – domestic3. Feathers, leather, eggs4. Any five sea animals5. Any five land animals



AssessmentWorkbook page 67



Study area: Creative ArtsVisual Arts (2D and 3D)










Activity 1Refer to question 2 in Worksheet 5 on Workbook page 38.

Activity 2Refer to Activity 10 on Learner’s Book pages 42 to 43.

Activity 3Learners create a picture of a camouflaged animal.

Resources: Paper, powder paints, paintbrushes, feathers, leaves, any other material suitable for creating this project1. Let the learners select an animal they would like to paint.

Let them think about the animal’s appearance, its shape and its colour.



2. Ask them to paint the animal. They may create different textures on their drawing by using different media, for example, ink with wax crayon or powder paints. They could also add feathers, sequins or beads.

Activity 4Refer to Worksheet 6 on Workbook pages 46 to 48.

Activity 5Learners paint a fantasy creature.

Resources: Artworks showing geometric shapes and organic shapes, paper, oil pastels1. Show the learners the difference between geometric and

organic shapes.2. Talk about the line, tone, texture and colour of the artworks

you have.3. Give the learners free reign to draw their fantasy creature.4. While they are working, encourage them in what they

are doing.


Activity 7Refer to Activity 6 Rock pools on Learner’s Book page 59.

Resources: Fun dough or clay, paintbrushes, acrylic paint, old newspapers, matches, toothpicks

Note: This activity may have to be done over two periods (over two weeks) so that the object may dry and harden properly before painting. If you do not have clay for this activity, mix a batch of fun dough.

Remind learners to clear their desks and cover the desks with old newspapers. Let them wear aprons or old shirts or T-shirts to protect their school uniform.

Give each learner some clay. Let them shape it into the rock pool item of their choice. Assist those learners who are struggling to decide or struggling to get the shape of the thing they have chosen.

Leave the objects to dry or bake them if required. When the objects have dried and hardened, they are ready to be painted. Before painting, make sure the desks and uniforms are protected. Allow the learners to choose their own colours and designs for their objects.

Allow the learners to exhibit their objects on a tables set outside in the passage or in the classroom. Invite other classes and/or the teachers and principal to view the exhibition.



Activity 8Learners shape clay animals in their habitat.

Resources: Clay1. Cover the desks with paper and let the learners wear aprons to

protect their uniforms.2. Give each learner a piece of clay. Tell them that they must

choose an animal and make a clay model of that animal.3. Walk around the class to help learners to make their animals.

Show them how to roll and coil clay. Show them how to join the clay if it should break.

4. Allow the models to dry. Exhibit the models and the posters the learners made and invite the principal and the grade head to view the exhibition.




Assessment Select the criteria you would like your learners to fulfil at each lesson. Prepare your record sheet with the tasks that you would like to assess before each lesson so that you need only mark up on the record sheet during the lesson.

• Is the learner able to demonstrate the movement described?• Does the learner participate in warm-up and cooling-

down activities?• Does the learner participate in performances?• Is the learner confident?• Is the learner’s speech clear?• Is the learner able to recognise rhythms?• Is the learner able to interpret the music into movement?

Activity 1Refer to Question 3 in Activity 3 on Learner’s Book page 35.

Activity 2Resources: A song that reflects loud and soft, slow and fast1. Sing the song to the learners.2. Let them sing it with you. Remind them to imitate when you

sing louder or softer.3. Sing the song a few times until all the learners are comfortable

singing the song.4. Let the learners sing the song on their own and assist them

only when needed.

Activity 3Learners perform role-plays related to stories told by teacher.

Resources: A selection of animal stories relating to farm life or life in the wild1. Select a story to read to the learners. Ask them to sit quietly

and listen carefully when you read the story. Read with expression so as to captivate your audience.

2. Explain any words that may be unfamiliar to the learners.3. Allow the learners to ask questions about the story.4. Let the learners choose characters from the story that they

would like to role-play. Learners work in pairs and switch roles.

Activity 4Learners perform locomotor movements, such as marching, leaping, jumping, galloping and turning on their own and with a partner using rhythm patterns.1. Let learners imitate different animal movements. It is better

to do this activity outdoors as it could become quite noisy, especially on wooden floors. Ask the learners to pretend to be



an army of ants marching here and there. Make them aware of the rhythm of the march. You can clap a rhythm for them march to.

2. Ask them to pretend to be frogs. Let them leap from place to place. Make sure everyone has enough space in which to move. You can again clap each time they must leap. Make them aware of the difference of the rhythm compared to when they were an ant army. The rhythm is slower.

3. Let the learners work with a partner. Ask the learners to face each other. One partner will jump when you clap loudly and the other will jump when you clap softly.

4. Ask the learners to do pony gallops to the rhythm of your clapping. When you call ‘Turn!’ they must turn and change direction. Clap slowly at first and then faster and call ‘Turn!’ Watch whether the learners are able to respond to the instructions.

Activity 5Refer to Question 8 in Activity 2 on Learner’s Book pages 52 and 53.

Activity 6Refer to Activity 5 on Learner’s Book page 58.Demonstrate or ask one of the learners to demonstrate rolling, swinging, stretching on their own and then with a partner.

Give them descriptions of what it might feel like doing these movements, for example, they could bend at the waist and swing their upper bodies like branches of a willow tree. Let them walk like an orangutang with arms swaying from side to side.

Let the learners stretch by reaching for the sky. Ask them to use every bit of strength they have to reach higher.

Organise learners in pairs. Partners must sit down, facing each other. They must put the soles of their feet against each other and hold each other’s hands. Let them pull each other and hold the pull for the count of five, and release. They must repeat the activity five times.

Ask learners to look at the picture on page 58 in the Learner’s Book. Ask them to identify the things they see in the rock pool. Give them turns to say how they think the plants, rocks and animals reached the rock pool.

Make sure everyone has enough space to move like a wave before doing the movement activity. Ask them to shake their arms and their body, then their legs to just loosen their bodies and to be able to flow free like a wave.

Give them descriptions of a wave washing into a rock pool and they must act it out, for example, a small wave that trickles over the rocks and spills into the rock pool and a huge wave that breaks on the rocks and rushes towards the rock pool and whooshes into the rock pool.

Ask the learners to move about like an octopus in a rock pool. They must stand alongside their desks to do this, and then use the desk as a place to hide like an octopus hiding under rocks.



Activity 7Learners sing songs that focus on dynamics such as loud and soft, slow and fast, and play body percussion.

Resources: A variety of songs that show dynamics such as loud and soft, slow and fast.1. Let the learners listen to the songs.2. Talk about what they hear. Focus their listening on the parts

that are loud or soft and whether the song is slow or fast.3. Select one of the songs for them to learn.4. Let the learners warm up their voices calling ‘ooh’ and ‘aah’

while changing the shape of their mouth, opening their mouths very wide and pursing their lips.

5. Sing the song to them.6. Let them slap the side of the leg to the rhythm of the song,

then let them sing it with you while they still slap the beat.7. Watch the learners to see that they are all able to hear and

play the rhythm.

Activity 8Learners will use drama techniques to explore thoughts and feelings.

Resources: Short plays for children (at least two different plays), a stick to be used as a magic wand1. Divide the learners into groups. The number in each group

should match the number of characters in the play they will perform.

2. Allow learners time to practise in class.3. Guide them to understand what the play is about. Allow them

to ask as many questions as they would like.4. Let the groups each perform their play. While they are

performing, touch one of the characters on his or her shoulder with the magic wand. The play stops and the character tells the class what they are feeling at that moment.

5. This activity may be conducted during more than one lesson to allow all the learners a chance to perform their play.

6. It is an ideal time to assess whether learners are confident about performing in front of an audience, whether they speak clearly and whether they are able to express themselves adequately. Often children who do not have the necessary vocabulary have difficulty expressing themselves well.



Study area: Physical Education


• Understands an instruction• How well the activity is executed• Participates in the warm-up exercises• Participates in the cooling-down exercises• Practises the activities he/she has difficulty with• Is able to work with the equipment• Throws a ball – while standing still and while running• Catches a ball – while standing still and while running• Controls a ball either through kicking, bouncing or using

a bat or stick.

Activity 1Learners do relay running without and with equipment.

Resources: Beanbags (one beanbag per team), balls (one ball per team)1. Set up two stations between which learners will run.2. Divide the learners into five teams. Let each team stand in a

queue behind the first line.3. Explain to them that they will each run to the second line,

touch the second line and run back. They must slap hands (high five) with the person next in the line and go to the back of the queue. The person at the front now repeats the activity.

4. You may change the activity at the second line after everyone has had a turn.

5. For each team, place a beanbag on the first line. The learner in front picks up the beanbag and runs to the second line. He or she puts down the beanbag and picks up the ball. The learner runs back with the ball and gives it to the next learner in the line. That learner runs to the second line, puts down the ball and picks up the beanbag. The learner runs back with the beanbag and gives it to the next learner in the line.

6. You may make this a competition. The winning team is the one whose team members each get a turn the quickest.



Activity 2Learners roll, kick and throw balls at targets.

Resources: Balls for kicking and throwing (one ball per pair), a target to throw at, for example goal posts or a netball ring1. Let the learners work in pairs.2. The first learner rolls the ball to the second learner, who kicks

the ball back before the ball stops rolling. Repeat this five times to allow the learners to develop their co-ordination.

3. Swop tasks. The second learner rolls the ball and the first one kicks it. Repeat this five times.

4. Assist learners who are struggling. Encourage learners to use their dominant arm and foot. This activity could become noisy and perhaps even chaotic as the balls lose direction, but just bring the class to order and let them focus on the task.

5. Let the learners take turns to throw the ball into the goal posts. The goal posts are merely the target. Let the learners throw the ball with one hand, then let them throw it with both hands, as one would throw from the line in soccer.

6. Let the learners throw the ball at a smaller target. Let them throw the ball through a netball ring.

Activity 3Learners work at various stations to develop ball skills.

Resources: A ball for each learner, a number of cones or hoops to create an obstacle course, a whistle1. Create three activity stations. At the first station, learners will

bounce a ball while marching on the spot. The second station requires a wall against which to bounce the ball. The third station should be set up with obstacles around which learners will bounce the balls.

2. Divide the learners into three groups. Demonstrate to them what happens at each station. Explain that after a few minutes you will blow the whistle and they must move to the next station to do the next activity.

3. Move around to each group to assess how learners are performing. Encourage learners to use their dominant arm. Make a note of learners who are struggling and assist them.

Activity 4Learners catch and kick with their non-dominant hand and foot.

Resources: A ball for each pair of learners1. Let the learners work in pairs. Let them take turns to throw the

ball to each other with their non-dominant hand.2. Some learners will struggle at first, but encourage them to

keep trying.3. Let the learners take turns to kick the ball to each other with

their non-dominant foot. Again, encourage learners who are struggling to keep trying.



Activity 5Learners simulate activities.1. Ask the learners to pretend that they are on a farm and

have various chores to complete, for example milking cows, ploughing fields, harvesting, etc.

2. Let them work in groups. They must pretend that a chicken has escaped from the coop. One member of the group will give the others instructions in terms of in which direction the chicken is running, so the learner will say, ‘running left, under the table, over the bench’ and so on and the rest of the group must follow these instructions to catch the chicken.

3. Tell them to pretend that they are picking apples from a tree and have to store their baskets of apple in the apple shed. Remind them to stretch to reach the apples at the top. Remind them to bend at the knees when they pick their baskets up – others may have opted to pretend that their basket is carried on their backs. You could clap rhythmically while they pick and toss the apple into the basket, hard clap – soft clap – hard clap – soft clap.

4. Select other farm activities for the learners to simulate and give them similar instructions to those listed above.

Activity 6Learners play games to improve their balance.1. Draw blocks to play hopscotch. You would need to draw at

least five blocks.2. Show the learners how to play hopscotch. Let them tell you

what the game is called in their home language.3. Find out if anyone knows how to play the game. If yes, ask

them to share the rules of the game.4. Let the learners play in groups. Monitor the learners who are

having difficulty balancing on one leg.

Activity 7Learners play a game of tug-of-war.

Resources: A long thick rope with a big knot or ribbon tied in the middle1. Divide the learners into two teams: crocodiles and people.2. Explain to the learners that the people want to use the river,

but Crocodile won’t let them unless they play with him. If they beat Crocodile, they can use the river.

Activity 8Learners go through an obstacle course.

Resources: A table, a long bench, a climbing frame, hoops, beanbags, balls, a row of tyres, a ladder1. Set up the equipment to create an obstacle course. Learners

must go to each station and follow the instruction for that station and then continue to the next station.



2. Examples of stations:– walk on the bench– crawl through the hoops (a few learners can keep the

hoops upright)– run into and out of each tyre– take a beanbag from one hoop and place it in another hoop– bounce the ball five times– climb over the table.

3. Let the learners complete the obstacle course in pairs. Monitor the learners and take note of the learners who are unable to follow the instructions.

Activity 9Learners play follow-the-leader.1. Divide the learners into groups of five.2. Each person will get a turn to be the leader. Whatever the

leader does, the rest of the group must do the same.3. The leader should imitate the animals that live in or near a

pond, for example, a darting dragonfly, a hopping frog, a swimming tadpole or a thirsty tortoise.

Activity 10Learners move various parts of their body to the beat of music or drumming.

Resources: A suitable CD and CD player, a drum1. Play the CD or get someone to beat the drum to a suitable beat

while you demonstrate different rhythmic movements with different parts of your body.

2. Start at the top with your head and work your way down – move your arms, your hips, your legs and your feet.

3. Ask the learners to join you. Announce the part of the body you will work with next and watch the learners’ attempts to move their bodies. Children are usually agile and will do well at this activity and they will enjoy it!

Activity 11Learners do a reaction drill.

Resources: An equal number of tennis-sized balls in two colours, softball bats (or broomsticks)1. The learners stand opposite each other. 2. One learner holds two different balls with arms outstretched

upward. He or she drops the balls and calls one of the colours.3. The second learner must catch the colour ball that was

called out.4. Let the learners take turns to do this.5. Divide the learners into as many groups as you have softball

bats. Each group will require a softball bat and two balls of different colours.



6. One learner drops the balls as before and calls the colour. The second learner hits the coloured ball that was called out.

Activity 12Learners do reaction drills.

Resources: Soccer and netball balls, cones1. Let the learners work in groups of three. Create a netball and

soccer station.2. At the first station, two learners stand opposite each other,

about 50 cm apart. The third learner either tosses the ball straight up into the air between the two learners or drops it between the two learners. Tossing up or dropping is random, so the two learners must respond quickly to get the ball. Let each one get a turn to toss or drop the ball.

3. At the second station, set up posts to be used as the goal posts. One of the learners stands goalkeeper. The other two take turns to kick the ball into the posts. They must try not to kick in the same place each time. The goalkeeper’s reaction time will increase the more he practises. Let each one get a turn to be the goalkeeper.

4. Let each group have a turn at each station.

Activity 13Learners skip with and without a skipping rope.

Resources: A skipping rope for each learner1. Give each learner a skipping rope. Let them skip on the spot,

hopping on alternate feet.2. Let them skip, lifting both feet at the same time.3. Let the learners stand along the side of a netball court. Let

them skip from one side of the netball court to the other.4. They must put the skipping ropes down and skip back to the

line without the skipping rope, touch the line with their hand and skip back to the skipping rope.

5. You could let them run a skipping relay. Divide the class into groups of four; each group will need one skipping rope. The first person in the relay has the skipping rope. He or she skips to the next learner and hands over the skipping rope and that learner skips to the next learner and so on. The group that finishes first is the winning group.



Activity 14Learners play a game of follow-the-leader.1. This activity should be conducted outside or in an environment

where the learners have lots of space to move about in groups.2. Let the learners work in groups of five. Each group must have

a leader. The leader will behave like one of the animals you’ve explored this term and the other learners will imitate his or her actions. For example, a learner imitating a tortoise will move slowly across on his hands and knees; and a learner imitating a frog will leap from place to place.

3. Each leader will imitate about three animals and then someone else in the group becomes the leader. Each person in the group will have a turn to be the leader.

4. Let the learners cool down together as a class. Let them slow down their activities by telling them to act like a cub being preened by his mother or a chick nestling with its mother. Ask them to act like a snake lying in the sun. They should allow their entire body to relax. Ask them to feel the heat of the sun warming and relaxing every part of their body.



B65Section B • Teaching guidelines

• Study area: Beginning Knowledge and Personal andSocial Well-being B66 • Topic 9: Soil B66• Topic 10: Transport B69• Topic 11: Road safety B73• Topic 12: People who help us B77• Religious days and special days B81

• Study area: Creative Arts B83• Visual Arts (2D and 3D) B83• Performing Arts (dance, drama, music) B86

• Study area: Physical Education B90

Term 3



Study area: Beginning Knowledge and Personal and Social Well-beingTopic 9: Soil

In this topic learners find out more about different soils and the animals that live in the soil. They explore growing plants and vegetables. They also go through an obstacle course, listen to songs, work with the colour wheel, make puppets andgrow beans.

Recommended resourcesPictures or objects related to any religious and other special days that occur over the next few weeks.


Ask each learner to bring a tub or jar of soil to school. Encourage them to bring it from home, so that they don’t all have the same soil samples from the school grounds.

Give each learner a sheet of white paper to pour the soil onto. Let them examine the soil.

Ask them to answer the questions on page 68 in the Learner’s Book. Let them compare the soil they have with the pictures of soil on page 69 in the Learner’s Book.

Learners then compare their soil samples in terms of colour and texture.

Explain that certain plants prefer certain types of soil, for example, roses prefer to grow in soil that contains lots of clay.

Resources: A large poster showing the four soil horizons, samples of the different soil types

Talk about what occurs in each layer of soil. Ask learners which layer provides support for the roots of plants.

Resources: A magnifying glass, a tub of sand, white paper, a small spade

This activity may seem similar to the one on the different types of soil, but this time we are collecting soil specifically from an area where you might find lots of little creatures that live in soil.

Write the following words on the board when you have named them during the lesson: ‘earthworms’, ‘rotting leaves’, ‘sand’, ‘spiders’, ‘ants’, ‘insects’, ‘stones’ and ‘twigs’. Explain what they mean.

Activity 1Different soils


Activity 2Soil occurs

in layersLearner’s Book

page 70

Activity 3Soil




Walk around the class and listen to the discussions taking place. Guide the learners to be observant about what they are looking for.

Resources: Dead leaves, red, yellow and blue paint, a paintbrush

Read the activity with the learners. Make sure they understand what they have to do and that they all have the necessary resources to make the leaf prints. If necessary, demonstrate the process.

Point out the effect of overlapping the leaf prints.

In this worksheet, learners make a poster of the things that they found in their soil sample.

Talk about things that you would usually find in soil, but which they perhaps did not find in their soil sample.

Let them draw these additional things as well.Ask them to cut out the labels on page 69 in the Workbook and

paste the labels in the appropriate place on the posters.

Resources: A 2-litre plastic cooldrink bottle, a 500-ml bottle, sand from the garden, earthworms, some rotting leaves and perhaps some rotting vegetables, black paper (large enough to wrap around the bigger bottle), water

Cut the tops off the bigger bottles and make holes in the bottom of the bottles before the lesson. It is safer that you or another adult do this.

Read the instructions on pages 72 and 73 in the Learner’s Book. Let the learners follow in their books. Make sure everyone understands what they will be doing.

Explain to the learners that you will first show them how to make the earthworm farm. Once they have seen and understood what to do, they can proceed with making their own farm.

Follow the instructions on pages 72 and 73 in the Learner’s Book. Explain what you are doing and allow the learners to ask questions as you go along.

Get learners to work in pairs and build their own mini earthworm farm.

Make sure that learners keep the soil moist and that they observe and record what is happening in their earthworm farm.

Explain to learners that animals also depend on the soil for the food they eat. You could draw a picture of a food cycle to show the learners how we all depend on each other for survival.

Ask the learners to look at the maze on page 71 in the Workbook. Let them trace with their finger the route the mole would take to reach the potato plant. Then allow them to trace the route with a pencil.

Ask learners to turn to Worksheet 4 on page 72 of the Workbook. Explain to them that they can use the letters in the word



Activity 4Create a mini

earthworm farmLearner’s Book

pages 72 and 73





EARTHWORM to make many other words. As an example, show them that they can get the word HEART from earthworm.

Remind learners that the pictures are clues only and they can find words that are not represented by the pictures, for example, ROT and WHAT.

Assist learners who are struggling. Do a few examples with them so that they get the gist of the activity.

Resources: Beans, cotton wool, a plate/saucer, water, a transparent glass or plastic jar, soil, compost, earthworms

Remind learners that soil supports the roots of plants and that the plant depends on soil to get its nutrients.

It is important that we have soil – whether it is in our garden or farm land – to grow fruit and vegetables. We need these to nourish ourselves. Animals need plants to nourish themselves and we, in turn, eat the animals to nourish ourselves.

Ask the learners to look at page 74 in the Learner’s Book. Read the instructions and let them follow in their books. Make sure everyone understands the instructions. This activity will run over a few weeks.

Each time there is a visible change in the growth of the plant, let the learners draw their plant on Worksheet 5 page 73 in the Workbook. Let them write the date above each drawing so that they can see how long it took for the plant to reach maturity.

Activity 5 Soil and plants

Worksheet 5Learner’s Book

page 74 Workbook page 73



Topic 10: Transport

Recommended resourcesPictures or objects related to any religious and other special days that occur over the next few weeks.


Ask learners to look at the illustration on page 75 in the Learner’s Book and to identify the different modes of transport.

• Let them tell you what purpose each mode of transport may be used for.

• Ask them if they know of any other mode of transport not shown in the illustration.

Ask the learners to identify each of the items on the page. Let them tell their partner which pictures match, for example the sheep goes with the tractor and trailer.

Walk around and assist learners who are struggling. Do not give them the answer directly. Guide them to be able to discover the answer themselves.

Explain to learners that they must draw a line between the matching pairs.

Suggested answersSheep – tractor and trailorWheat – truckMotorcyclist – motor bikeMilk – refrigerator truckPeople waiting for taxi – taxiBricks – flatbed truckWater in a dam – water piped underground

Resources: A variety of materials that could be used for building a car, for example, jar lids, wood off-cuts, cardboard, sosati sticks and cotton reels

Talk about this activity a couple of weeks before you do the activity to allow the learners enough time to collect materials for their car.

Read through the instructions on pages 75 and 76 in the Workbook. Make sure that everyone understands the process you will follow.

Activity 1Road transport



Worksheet 2Workbook

pages 75 to 77

In this topic learners find out more about different modes of transport. They learn about road, rail, air and water transport and explore the uses of each form of transport.



Let the learners do the activity. Assist those learners who are struggling.

Show learners how to use tools correctly and safely. Safety in the classroom must always be a priority.

Make sure all learners complete the questions on page 77.

Get learners to look at the pictures of rail transport on page 76 of the Learner’s Book. Ask them to describe what they see.

Identify each train and its use. Ask the learners if any of them travel by train to school. If yes, let them tell you about their journey (from the purchase of their ticket until they reach school). Ask them what kinds of things they see on the train.

Find out if any of the learners have travelled overnight on a train. Let them tell the rest of the class about their journey.

If possible, organise a class outing to a museum (where there will be things related to transport) by train.

As a class, talk about the safety rules on a train, for example:• Don’t hang out of the window.• Don’t hold or pull the doors open while the train is moving.• Don’t run and try to jump on a train.• Never play on a train track.

Resources: Information books and pictures on various means of water transport

Ask the learners to identify the different modes of transport on page 77 in the Learner’s Book. Let them tell you what each craft is used for.

Write the names of the crafts on the chalkboard, for example, submarine, jetski, container ship, cruise liner, yacht, motorboat, kayak, hovercraft and canoe.

Tell learners to choose a mode of water transport and find out two interesting facts about it. Learners must then share their information with the rest of the class.

Get the learners to look at the illustrations on pages 78 and 79 in the Learner’s Book. Help them to identify the different aircraft. Write the names of the aircraft on the chalkboard. Talk about the purpose of each craft.

Give learners the vocabulary that will help build their knowledge of air transport, for example, ‘pilot’, ‘navigator’, ‘cabin attendant’ and ‘engineer.’ Write these words on the chalkboard as you introduce them.

Find out if any of the learners have travelled on an aircraft. If yes, ask them to tell the rest of the class about their experience. Remind the rest of the class to be quiet while the storyteller speaks. Allow the learners to ask the storyteller questions.

Resources: Pictures of air transport, pictures of the sky and clouds

Let the learners cut out the pictures. Encourage them to cut along the outline of the image, rather than squares and rectangles.

Activity 2Rail transport


Activity 3Water transport


Activity 4Air transport

Learner’s Book page 78 and 79




Ask them to create a background of blue sky and clouds. Once they have done this, they can paste the pictures of the aircraft on the sky and clouds and perhaps paste some clouds in front of the aircraft. The aim is for them to create a layered effect showing the aircraft passing through the clouds.

Resources: Magazines with pictures relating to transportAsk the learners to write their name on each puzzle piece on

page 79 in the Workbook. This is so that the puzzles can be sorted easily if they should get mixed up.

You can ask them to paste a sheet of cardboard on the back of the page so that the puzzle is sturdier. However, this is not essential. They must then paste their picture on the cardboard side or the reverse of the puzzle pattern page. Let them cut out the puzzle along the lines of the puzzle pieces.

Resources: A4 photocopy paper, paper of varying weights and sizes

Read the instructions on page 81 in the Workbook with the learners. Demonstrate how to fold the paper aeroplane and to fly it.

Then let the learners each fold their own paper aeroplane. Learners can have fun flying their paper aeroplanes.

If there is time, let them try making the same design with different kinds of paper and see which ones fly the best. They may also change the design to help improve the flight. There are lots of different designs for origami planes. It is an adult hobby too with international competitions for paper aeroplane designs.

Resources: Paper of different colours and sizes, a variety of painting and drawing media

Tell the learners to imagine they have a fantasy animal that can transport them. Ask them to close their eyes and think about their animal.

Ask them to draw their animal. They may use any medium they choose.

Give each learner a turn to show their animal to the class and tell the class something about their animal.

Ask the learners to look at the illustrations on pages 80 and 81. Let them identify and describe how each of the things in the illustrations works.

Ask them if they know of other animals that are used as a means of transport. Tell them that water is piped to our homes and factories. The other product that is also piped to and from refineries is petrol.

Ask them if they know of any other means of transport not shown here. Write their suggestions on the chalkboard.




Activity 5Other ways of

transportingLearner’s Book

pages 80 and 81



Ask the learners to look at the people, animals and products on page 82. Ask them to suggest a means of transporting them. Talk about why we need to transport them.

Activity 6Transporting

people and goods




Have the learners turn to Activity 1 and read the instructions. Learners must work in pairs. Partners need to describe to each other how to cross the road safely at the traffic light and at a scholar patrol. The pictures in the Learner’s Book are intended to guide learners. Once learners have completed the task, ask them to give feedback.

Explain what the red, orange (amber) and green lights in the traffic light mean. The red light means to stop, the amber light means wait and the green light means go. Also explain what the red man and the green man mean.

Explain the rules of the scholar patrol. The learners need to know that they must obey the rules and respect those who do the scholar patrol. Scholar patrol rules include:

• Learners must wait until the whistle blows and they are signalled by the scholar patrol to cross.

• They must stand in an orderly fashion while they wait to cross the road.

• They must walk and not run when they cross the street.

Encourage learners to always be polite and show respect to people on scholar patrol duty.

Learners must draw lines from the pictures to the relevant/matching safety statement.

Suggested answersTraffic light – Obey the traffic lights.Helmet – Always wear a helmet.People hanging out of taxi – Never let any body parts hang out of car windows.Children crossing at a pedestrian crossing – Cross the street at the pedestrian crossing.Child standing on pavement – Look right, look left and then right again, before crossing.

Resources: Cardboard, stationery, pictures, kokis, crayonsHave the learners turn to Activity 2 and read the instructions.

Learners must work in pairs. Ask learners to talk about each picture so they understand what each picture is about. Learners need to write a safety statement for each picture. ‘Do not talk to strangers’ is an example of a safety statement. Once they have completed the task, have a feedback session where learners have the opportunity to share their safety statements.

Activity 1Road safety

rulesLearner’s Book

page 83


Activity 2Safety

statementsLearner’s Book

page 84

In this topic learners learn about road safety and traffic rules. They need to become aware of the dangers on the road and the rules of the road so that they can travel safely.

Topic 11: Road safety



Give learners cardboard and ask them to write their safety statements on the card and to draw a picture to go with the statement.

Have the learners turn to Activity 3 and read the instructions. Let the learners work in pairs. Focus their attention on the picture and the statements. Ask learners to read the statements and then ask a few learners to explain them to the class to make sure that everyone understands what they mean and entail.

Ask learners who have their own bicycles to talk about them. Be sensitive to learners who may not have bicycles.

Resources: Stationery, paint, paintbrushes, water containersGo through the instructions with learners and make sure

they understand what they have to do. In the second part of the worksheet, learners are asked to write about their bicycle. If learners do not have their own bicycles, ask them to write about a bicycle they would like to own. They can describe what it looks like, why they like riding it, etc.

Resources: Stationery, cardboard, kokisIn this activity, learners discuss the safety rules for passengers.

Before they discuss each of the safety statements on the page, have a class discussion on travelling in a car, taxi and or bus. Ask learners what they know they should and should not do when travelling as a passenger. Write their suggestions on the board.

Learners then get into pairs and read and discuss each safety rule given on the page. Encourage them to talk about the reason for the rule, for example passengers should not distract the driver as it can cause him to have an accident. Once they have finished the activity, ask learners to share their understanding with the class. Take this opportunity to reinforce the reasons for and importance of adhering to the safety rules for passengers.

Get learners to write the safety statements on card and display them in the classroom.

Resources: Posters with road signs, flashcardsShow learners a few road signs and ask them to identify them.

Then get them to turn to page 87 in the Learner’s Book and discuss the road signs in pairs. Learners need to say what the signs mean and where they’ve seen these signs.

Use flashcards with words like ‘pedestrian’, ‘cyclist’, ‘traffic light’ and ‘no parking’ to familiarise learners with the words and the spelling thereof. Make sure learners know what words like ‘pedestrian’ and ‘cyclist’ mean.

Resources: Crayons, pencilsIn the first part of the activity learners must write the name/

description for each road sign beneath the sign. In the second part of the activity they colour in the road sign according to the colour given next to the sign. Make sure all learners know what to do.

Activity 3The cyclist



Activity 4PassengersLearner’s Book

page 86

Activity 5Road signsLearner’s Book

page 87




Suggested answersBicycle route (colour in green)Stop ahead (colour in red)Pedestrian ahead (colour in red)Go (colour in yellow)Children ahead (colour in red)No parking (colour border in red)

Resources: kokis, crayons, paint, cardboard, scissors, pencils, an eraser

Learners must make their own road signs. Explain to them that the signs given on the worksheet are just examples of what their signs could look like.

Once the learners have finished their signs, they must show the class their signs and ask the class to try to ‘read’ what the signs say. Learners explain what their sign means and stick it on the classroom wall.

Have the learners turn to Activity 6 in the Learner’s Book and read the questions. As a class, talk about what is happening in the picture. Learners should be able to spot the things that the passengers and driver are doing wrong. Encourage all learners to participate and write learners’ suggestions on the board. Their suggestions should include:

• littering• hanging body parts outside the car window• distracting the driver• not wearing seatbelts• child sitting on person’s lap.

Ask learners why these things are dangerous. Explain that these things are called ‘offences’, which means it is against the law to do them. Ask the learners what they think the rules for these offences could be. Ask the learners to draw the picture in their exercise books and write a rule for each of the offences occurring in the picture.

Arrange the class into small groups for this activity. Read through the instructions and ask learners to follow in their books. Make sure learners understand that they will be acting out the scenes. Assist the groups with their parts.

Give learners sufficient time to discuss each scene and to sort out amongst themselves who will do what. They will also need time to practise their scenes before they perform them. Allow them to use props and costumes. Remind them to bear all the safety rules in mind that they have learnt about. After the performances, have a class feedback session.

This activity ties in with earlier work on scholar patrols as well as the scene learners acted out in Activity 7 in the Learner’s Book.

Worksheets 4Workbook page 86

Activity 6Moving vehicles


Activity 7Act it out





Learners must either draw or paint a picture of their scholar patrol in the Workbook. Not all schools have scholar patrols and learners may not know what they look like. If this is the case for your school, try to find pictures of children taking part in scholar patrol so that your learners will know that they wear neon vests, they have a whistle and they usually have two STOP signs, which they use to direct traffic.

Arrange the class in small groups. Read the instructions with the learners and make sure they understand what they have to do.

The groups must talk about the sounds that each of the vehicles make. Once they have done this, they must choose one vehicle to mime and imitate. They must practise making the movements and the sounds of the vehicle they chose.

Ask learners how they felt making the sounds and the movements.

This activity takes the form of a class discussion. Ask learners to look at the pictures on page 91 in the Learner’s Book. Let them talk about the pictures. Ask them what they know about traffic officers. Let them share their own knowledge and experiences.

Ask them how traffic officers help us. (They prevent people from driving badly and endangering other people on the road. They direct traffic when the traffic lights aren’t working or when there has been an accident.) Ask what form of transport they use. (They use motorbikes and cars.) Ask what work traffic officers do. (They make sure people abide by the rules of the road and that people drive cars that are roadworthy.) Let the learners share what they know.

Resources: Stationery, crayons, kokisShow learners pictures of traffic officers directing traffic

or demonstrate to learners how traffic officers communicate with motorists.

Read the worksheet instructions with the learners and make sure they understand what to do.

Assessment• Observe the learners continuously throughout the lessons.• Record your observations.• Are the learners able to explain how to cross a street safely?• Were they able to write safety statements?• Were they able to identify road signs?• Were they able to identify the wrongs – offences?• Did they contribute ideas in the class discussions?

Activity 8Mime and

imitateLearner’s Book

page 90

Activity 9Traffi c offi cers





Resources: Stationery, pictures, newspaper clippings, chalkboardHave the learners turn to Activity 1 and read the questions.

Have a class discussion around the questions given in the Learner’s Book. Encourage learners to share their own knowledge and experiences. Ask who of them would like to be a nurse or doctor and why. Ask what they need to do to become a nurse or doctor. Write the relevant information on the board.

Point out that doctors help cure and/or bring relief to people who are sick. They are very important to society. Nurses perform and important role in assisting doctors in hospitals, clinics and surgeries. Doctors and nurses work in state hospitals and clinics, private hospitals, private clinics, private surgeries, frail-care centres, homes for the aged, homes for the handicapped, disabled patients and so on. Doctors and nurses work in operating theatres. If possible, show learners pictures and newspaper clippings relating to doctors and nurses.

Ask learners to find information on the thermometer, which is used by doctors and nurses. They must draw a picture of a thermometer and present their information to the class.

Have the learners turn to Activity 2 and read the questions. Have a class discussion around the questions given in the Learner’s Book. Encourage learners to share their own knowledge and experiences. Ask who of them would like to be a police officer or firefighter and why. Ask what they need to do to follow one of these careers. Write the relevant information on the board.

Point out that both police officers and firefighters have a very important task to do in the community. They have to be very brave, well trained and committed to be successful in their work. People in the police force and fire brigade risk their lives to protect and rescue other people. The police solve crimes and arrest criminals. If possible, show learners pictures and newspaper clippings relating to the work the police do.

Ask learners to find information and pictures about a crime and a fire. They can use newspapers as a source of information. They must present their information to the class.

Have the learners turn to Activity 3 and read the questions. Have a class discussion around the questions given in the Learner’s Book. Encourage learners to share their own knowledge and experiences. Ask who of them would like to be a teacher or a librarian and why. Ask what they need to do to follow one of these careers. Write the relevant information on the board.

Activity 1Medical staff


Activity 2Helpers


Activity 3Teaching and

learningLearner’s Book

page 94

In this topic we focus on the people who help us by rendering a service to the community. It is important that learners are aware of such people in their communities and how these people can assist them.

Topic 12: People who help us



Point out that teachers have to prepare for each day. They have a responsible job because they help young people acquire knowledge and skills to become good citizens and to be educated. Librarians work with books and assist children and adults to read more so that they become knowledgeable and educated. Librarians help people find information in the library.

Ask the learners to make an interesting bookmark. They can use cardboard, paper, pictures, drawings, paintings, fabrics, stickers or anything that is available.

Resources: Cardboard, paper, kokis, crayons, pictures, magazines, glue, scissors, paint, paintbrushes, posters, flashcards

Have the learners turn to Activity 4 and read the questions. Have a class discussion around the questions given in the Learner’s Book. Encourage learners to share their own knowledge and experiences. Ask who of them would like to be an after-care teacher or a dentist and why. Ask what they need to do to follow one of these careers. Write the relevant information on the board.

Point out that dentists have the important task of helping us look after our teeth. After-care teachers also play an important role as they look after children after school so that the parents can work. They make sure the children are safe and properly cared for.

Ask learners to make a collage about how to care for their teeth. They can use paper, cardboard, pictures, magazines, glue, kokis, crayons, drawings and paintings.

Have a class discussion about other people who also help us by providing services, for example plumbers, electricians, carpenters, painters, florists, tilers, dressmakers, tailors, priests, gardeners, fishermen, photographers, builders or bricklayers and so. Use pictures, posters, charts and flashcards in the discussion.

In this worksheet learners have to match the picture to the word. They must colour the picture and the matching word in the same colour. Make sure learners understand what they have to do. If need be, do the first one with them as an example.

In this worksheet learners describe the service the various people provide. Make sure learners understand what to do. Explain any words they do not understand.

Suggested answersGardener – Looks after the garden. Mows the grass. Pulls out the weeds. Waters the garden. Plants new plants. (any suitable answer)Fisherman – Catches fish and shellfish.Photographer – Takes photographs of people, animals and things.Bricklayer – Lays bricks for buildings.Electrician – Works with electricity.

Learners must say how the people help us.

Activity 4More helpers







Suggested answers1. News reporter tells us what is happening around us. Writes

news reports or articles for the newspaper.2. Farmer grows crops and raises animals, which we use for food.3. Train driver drives the train. He or she helps transport people

and goods.4. Ambulance driver transports people to hospital.5. Waitress works in a restaurant. She takes your orders and

serves your food.6. Dentist checks your teeth, cleans your teeth and fills in cavities

in your teeth.

Have the learners turn to Activity 5 and read the instructions. Revise how to brainstorm. Then brainstorm the words ‘good manners’. Write learners’ responses on the board. Continue by having a class discussion around questions 2 to 6. Encourage learners to share their ideas and experiences.

In small groups, learners read the scenes and then practise the role-plays. Each group must then perform for the class. Once everyone has had an opportunity to perform, discuss how learners felt doing the role-plays.

Ask learners how they would greet someone in friendly way. Encourage learners to give examples or to act out greeting in a friendly way.

This worksheet is a revision of the activities on good manners. Learners have to complete the sentences relating to good manners.

Suggested answers1. Always say please when you ask for something.2. Always say thank you when you receive something.3. Greet in a friendly way.4. Share your sweets with your friends.5. Always share with your brothers and sisters.6. Apologise when you hurt someone accidentally.7. Always help elderly men and women.8. Show respect by waiting your turn.

Ask learners if they have had an emergency before. Ask them to give examples when they should ask for help. Direct their attention to the three scenes given on page 98 in the Learner’s Book. Then read through questions 1 to 3 and discuss the answers as a class. Encourage all learners to participate in the discussion.

Divide the class into three groups. Each group must choose a scene to role-play. Give learners time to practise their role-plays. Let them act it out for the class. They can use props if they like.

Have learners turn to Activity 8 and read the instruction. Talk about the importance of having these telephone numbers. Ask learners to find the information at home and to bring it to school the next day to complete the activity.

Activity 5Good manners


Activity 6Practise good

mannersLearner’s Book

page 97


Activity 7Asking for help


Activity 8Emergency

numbersLearner’s Book

page 99



Resources: Cardboard, paper, stickers, pens, kokis, crayons, pictures

Learners will use the information they gathered for Activity 8 in the Learner’s Book to complete this worksheet.

Explain to learners that they must make an emergency telephone number card. The worksheet gives examples of the different formats the number card can take.

This is a revision of the work covered in Term 3.

Suggested answers1. No parking Traffic lights Hospital Children2. Librarians work with books. Firemen put out fires. Teachers teach at school. Dentists look at your teeth. Dentists wear gloves. The nurse takes your temperature. Surgeons do operations. Doctors give you medicine. Nurses wear a uniform. Police arrest criminals.

Assessment• Are learners aware of people and their services to the

community?• Were the learners able to identify how these people assist

them?• Did the learner adequately participate in the role-plays?


Assessment Workbook page 98




Note: These lessons should be done closer to the actual date of the special day in the year.

Good Friday1. Have the learners turn to Activity 1 and read the questions.2. Discuss the questions. Listen to what the learners have to say.

Allow them to talk about the pictures.3. Explain that Christians remember and celebrate the death of

Jesus Christ on Good Friday. Christians believe that Christ died on the cross so that everyone could be forgiven by God.

4. Explain that ‘forgiveness’ means to pardon someone for doing you wrong/ to let go/ not to be angry any longer with the one who did you wrong or harm saying I’m sorry.

5. Explain that the cup symbolises the blood of Jesus that flowed from his wounds on the cross. The bread symbolises the body of Jesus that was beaten, bruised and broken on the cross.

Easter Sunday1. Have the learners read the questions.2. Discuss the questions and talk about the picture.3. Listen to what the learners have to say. Allow them to talk

about the pictures.4. Explain that Christians remember and celebrate the

resurrection of Jesus from the grave. Christians believe that Jesus is alive and they too will rise after death. This new life is the hope that Christians have. Christians believe that Christ had victory over death.

5. Explain that ‘hope’ means an expectation and belief that something will happen.

6. Explain that ‘victory’ means to win a battle. The empty tomb shows that Jesus was not in the tomb and so symbolises his resurrection.

Make sure learners understand what they have to do.

Suggested answersThe cross symbolises Jesus’ death.The goblet symbolises Jesus’ blood, which poured from his wounds when he was crucified. The bread symbolises Jesus’ body, which was beaten and bruised when he was crucified.The empty tomb symbolises Jesus’ resurrection from death.

Learners must draw pictures of things that are important to Christians at Easter time. If your class belongs to another faith or faiths, you can substitute Easter for a celebration that is important to that faith, for example Eid or Diwali.

Activity 1Christian holidays






Freedom Day1. Have the learners turn to Activity 2 and read the information

on Freedom Day.2. Let them discuss the information and talk about the picture.3. Ask what they think the word ‘freedom’ means.4. Let them give their opinions and write their responses on the

board.5. Ask what they think apartheid is or if they have heard

anything about it before. Let them share what they know.6. Ask what they think voting is all about. Let them share their

opinions and own knowledge.7. Then read the information to the class and let them follow.

Explain any words learners might not understand.

Workers’ Day1. Let the learners read the information on Workers’ Day and

talk about the picture.2. Explain that this day is to honour all people who work in the

country. It is also celebrated in other parts of the world like England, America, Canada and Russia.

Remind learners of the discussion you had regarding freedom and Freedom Day. Then ask learners to complete the worksheet. Make sure learners understand what they have to do. Link this worksheet and Worksheet 2 (page 90 of the Learner’s Book) to the freedoms that all South Africans now enjoy.

This worksheet relates to the Freedom Day activity on page 101 of the Learner’s Book. It also relates to the South African identity, which is the focus of Topic 13. Explain to learners what they need to do.

Suggested answers1. In the past, not all South Africans could vote.2. All South Africans voted for the first time on 27 April 1994.3. Some of the political parties include: ANC, DA, CP, IFP, ID,

AMP, ACDP and CMC.4. 16

Activity 2Public holidays
















Activity 1Refer to Worksheet 1 on page 68 of the Workbook.

Activity 2Learners investigate primary and secondary colours.

Resources: Red paint, yellow paint, blue paint, three spoons, paintbrushes, a copy for each of the learners of the colour wheel on page 143 of the Learner’s Book. 1. Let the learners work in groups of three.2. Give each group some red paint, yellow paint, blue paint,

three spoons and three paintbrushes. Give each learner a copy of the colour wheel.



3. Show them on your colour wheel where they should paint each of these primary colours.

4. They will each mix a secondary colour now. Let them mix the primary colours in the following combinations:– Red and yellow = orange– Blue and red = purple– Blue and yellow = green

5. Let them paint each of the secondary colours in the appropriate place on the colour wheel.

6. Point out the warm colours and the cool colours.

Activity 3Refer to Worksheet 2 on page 69 of the Workbook.

Activity 4Learners paint or draw a fantasy creature.

Resources: A variety of art media, examples of famous artworks of the natural world, a variety of media to paint or draw on, for example, T-shirts, pillowcases, cardboard, clay plant pots1. Tell the learners that they will be painting their own fantasy

creature. They can choose what they will paint or draw on. They may have a jewellery box which they would like to re-decorate and this would be ideal.

2. Cover the tables with paper and let the learners wear aprons to protect their clothing.

3. Allow the learners free reign to enjoy this project. Walk around and talk to them about the creatures they are creating.


Activity 6Refer to Worksheet 3 on Workbook page 78.

Activity 7Refer to Worksheet 6 on Workbook page 82.

orange

yellow

green

blue

purple

red



Learners make a model out of waste material.

Resources: Cardboard boxes, glue, sticky tape, paper, buttons, crayons, kokis, pencils, plastic bottles, scissors1. Learners must choose to make a model of one of the following: a. a car b. a traffic light c. a truck d. scholar patrol2. Explain to learners that they will be making a model using

waste materials.3. Encourage them to be creative, to have fun and to do their best

to complete the task.

In the first part of this activity learners paint a picture of a busy street.

Resources: Paint, paper, cardboard, paintbrushes, water containers1. Have a brief discussion about a busy street. What happens in

a busy street? What do you find in a busy street? What is the traffic like in a busy street? What are the people doing? What is the activity all about? What day is it?

2. Encourage learners to be creative, to use the full space available and to make good use of colour.

In the second part of this activity learners paint a picture of a fisherman catching fish.

Resources: Paint, paper, paintbrush, pencil, water container, cardboard1. Have a discussion about fishermen at sea catching fish. When

would fishermen go out to fish? Where do they go to fish? How do they fish? What do they use? Have you gone fishing before? With whom did you go? Where did you go fishing? Did you catch any fish? What fish did you catch? What kind of fish do fishermen usually catch?

2. Encourage the learners to be creative, to have fun and to use the full space available. Tell them to colour creatively.

Activity 8Create 3D

constructionsLearner’s Book

page 102

Activity 9Create 2D

picturesLearner’s Book

page 103







Activity 1Learners listen to songs that inspire different moods.

Resources: A CD player, a variety of songs that represent a variety of moods, drums (if possible)1. Listen to the first song in class. Ask the learners how the song

made them feel. Let them take turns to tell the class how they feel when they listen to the song.

2. Do this with as many songs as possible.3. Select two songs that have two varying moods, for example,

sad and excited.4. Ask the learners to sing along when the songs are played. Let

them do body percussion or use drums if available to create the rhythm of the song.

5. Let them tell you what they recognise about the rhythm of each of the contrasting songs.

Activity 2Learners make sock puppets and do a performance.

Resources: Old socks, buttons (for eyes), bits of cloth for mouth and/or eyebrows, koki, glue, instruments to create sounds that reflect the mood or character of the puppet1. Ask learners to bring to school an old sock, two buttons and

any fabric they may have at home.2. Tell learners to pull the sock over their hand and show them

how the sock will be used as a puppet. 3. Let them identify where the eyes and mouth should appear.

They can mark these with a koki while the sock is still on their hand.

4. Let them apply the buttons to the place where the eyes should be and a piece of fabric for the mouth.

5. If they want to, they can put ears or a scarf on their puppet.



6. Ask the learners to work in groups of three and write a short play about an adventure that their puppets (who live in the soil) have.

7. Give the learners time to practise their plays together. Encourage them to use expressions and different voices.

8. Listen to what the learners are doing. Assist them by suggesting ways in which the play could be more interesting. There is no harm in putting eyes and ears onto a musical instrument to make it one of the characters.

9. Give each group a turn to perform their puppet play.

Activity 3Learners do a simple mime.1. Allow the learners to show you how they would give you a

message without words. Some of them will certainly have tried to show you through mime.

2. Let them work in groups. Ask them to mime various everyday activities like buying a train ticket, or sitting in a taxi, or loading apples onto a truck.

3. Remind them to use facial expressions to show sadness or joy.4. Explain to them that when they mime, they must show the

detail of the activity through their body movements. They should show what it is like to put a huge, heavy crate onto a truck and they must show how easy it is to toss a brick to the builder high up on the wall.

Activity 4Instruct learners to do the following activities.Creative games and skills1. Warm-up:

• Stretching activities – learners sit on the floor and stretch their spine. They stretch their arms and legs. They must skip and land softly on their feet.

2. Movement:• Locomotor: with a partner run and leap.• Non-locomotor: lie on stomach, grab feet and pull up at the

back, head and shoulders are up.3. Rhythm:

• Use percussion instruments to make a variety of rhythms.• Listen to music.• Identify moods sad, happy, etc.

4. Mime:• Picking up a heavy rock.• Picking up a light feather.

5. Cool down:• Pull body tight, then make it loose like a rag doll.

Improvise and interpret1. Create a simple puppet:

• Use waste materials to make a puppet.



2. Puppet performs:• Use character of the puppet and use voice to have the

puppet perform.3. Explore movement:

• The puppet character moves in relevant ways.


• Stretch arms and legs. Lie on your back, stretch yourself. Jump as high as you can, bounce softly on your toes.

2. Movement:• Locomotor: with a partner, hop, skip, run and leap.• Non-locomotor: kneel, hands flat, stretch out one leg to the

back, point the toes. Change legs.3. Rhythm:

• Use percussion to make music (you can use homemade percussion instruments).

4. Mime:• Learners work in pairs. • A traffic cop and cars.• A police officer arresting someone.

5. Listen to music:• Identify the mood – happy, sad.

6. Cool down:• Tighten the body – stiff.• Loosen the muscles – floppy.


• Use waste material to make a puppet.2. Puppet performance:

• The puppet takes on a character and portrays it. Use voice or instruments to make sounds for the puppet to perform.

3. Explore movement:• The puppet moves in relevant movements to the character.

Activity 6Instruct learners to do the following activities.Creative games and skills1. Warm-up:

• Curl into a tight ball, relax and gradually lengthen the spine.

2. Movement:• Locomotor: with a partner skip, hop, skip, hop, leap and

land softly on feet (toes).• Non-locomotor: lie flat on back. Lift up legs and hips

from ground. Support hips with hands. Legs straight and point toes.



3. Listen to music:• Identify the mood – sad, happy, etc.

4. Sing a song:• Say a rhyme.

5. Mime:• Mime the actions of the song and the rhyme.

6. Cool down:• Flying like a bird in the sky. Relax.

Improvise and interpret1. Create:

• Make a simple finger puppet. Use waste materials.2. Puppet performance:

• The puppet takes on a character and performs in a show.3. Explore movement:

• The puppet moves in the relevant movements to the character.


• Crouch and slowly stretch out straight up. Stretch arms up to touch the sky.

2. Movement:• Locomotor: cartwheels with straight legs and pointed toes.• Non-locomotor: sit with legs astride. Bend body over to right

side with arms stretched to touch ankles. Then bend over left side, stretched arms to touch ankles.

3. Listen to music:• Identify the mood – sad, happy, etc.

4. Sing a song:• Say a rhyme.

5. Mime:• Mime the actions of the song and the rhyme.

6. Cool down:• Fluttering like falling leaves. Relax.


• Use waste materials.2. Puppet performance:

• The puppet takes on a character and performs in a show.3. Explore movement:

• The puppet moves in the relevant movements to the character.






a bat or stick.

Activity 1Learners go through an obstacle course while carrying a beanbag.

Resources: Obstacle course, beanbags1. Set up the obstacle you used last term.2. Explain to the learners that they are going to go through the

obstacle course again, but this time with an extra challenge – they have to carry a beanbag. First they will carry it in their hand and complete the course, then they must carry it on their shoulder and complete the course. They do the same, carrying it on their head and on their foot.

Activity 2Learners do reaction time drills.1. Tell the learners that you will give them an instruction and

they must do it immediately. Make sure that everyone has enough space to move around in.

2. You can give them instructions like:– run– change direction– walk like a duck– hop– stand on one leg with arms outstretched like a tree.



Activity 3Learners invent their own drills using a beanbag.

Resources: Beanbags1. Give each of the learners a beanbag and tell them that they

may go and play with the beanbags. If the weather is good let them play outside.

2. Observe how they play with the beanbags. Encourage the learners who don’t seem to know what to do to think of games they could play with the beanbag. Children are very imaginative and you may find that they create some useful activities.

Activity 4Learners catch and throw tennis balls.

Resources: Tennis balls1. Learners work in pairs. Let the learners form two rows with

partners standing opposite each other. They should face each other. Each pair should have a ball.

2. Learners must allow space between each other in the rows, but stay opposite their partner. Partners must stand one metre apart and gently toss the ball to each other.

3. The pairs stand further apart. They must continue to throw the ball to each other.

4. Pairs must keep moving apart until they are about 5 metres apart. Then change the throwing style a bit. Learners take turns to: • throw the ball high up into the air for their partner to catch• throw the ball directly at their partner• roll the ball along the ground • bounce the ball towards their partner.

Activity 5Learners do forward and backward rolls.

Resources: Gym mats1. Remind learners to always behave in a safe manner in

whatever they are doing. Reckless behaviour during the physical education class could result in an injury.

2. Explain to them how to do a forward roll. It is likely that some of the learners can do it already. Let them demonstrate the forward roll to the class.

How to do a forward roll1. Go down into a squatting position. Balance on the balls of

your feet.2. Hold your arms out in front of you to help you keep

your balance.3. Place your hands on the floor, shoulder-width apart.



4. Tuck your head in and start to roll forward. Learners must keep their heads tucked in or they will get hurt.

5. Roll slowly onto the back of your shoulder area.6. Push off with your feet so that your body rolls right over. Keep

your legs tucked in as you roll.7. Push off with your hands and back up onto the balls of

your feet.8. Reach your arms out in front of you to help yourself get

your balance.

How to do a backward roll1. Start in a squat position just like the forward roll. Keep

your knees together and your back straight. Keep your legs together.

2. Let your heels drop to the floor. You’ll start to roll onto your back.

3. Curl your body back. (Tuck your chin to your chest.)4. Push with your shoulders (whilst rolling).5. Bend your elbows and point them towards the ceiling or sky.6. Put your hands on the floor near your head.7. Push off with your hands.8. Straighten your arms. Your hips will start to lift up. This will

roll your body over your head.9. Your feet should come back down to the floor.10. Finish either in a squat position, doing another roll, or

standing up.

Activity 6Learners do movement activities.1. In some parts of the country there are still horse-drawn carts.

These are used for transporting people and goods. Tell the learners that they will now have a horse-and-cart race. One learner will hold the legs of the second learner, while the second learner walks on his or her hands.

2. Draw a start line and a finish line. Show the learners where they will finish their race.

3. Remind learners that in the past there were no telephone or email services. The post used to be delivered by horse riders who rode in relay so that the letter could be delivered quickly. This was like playing relay with the post.

4. Let the learners divide into teams of four and use the beanbags as the item that has to be delivered. Explain the relay rules and how this works.

Activity 7Learners play traditional games.1. Let the learners tell you about traditional games that

they play.2. Choose one that the learners can all learn to play. Let the

learners who know the game teach it to the rest of the class.3. Allow time for the learners to learn the game and play it.



Activity 8Learners do an obstacle course.

Resources: Beanbags, swinging stocking ball, balancing beams1. Learners do the obstacle course with a beanbag on

their shoulder. 2. Obstacle course:

– jump over a swinging stocking ball– balance on balancing beams with arms outstretched– crawl through a tunnel.

Activity 9Learners do reaction time drills and other activities.1. Reaction time drills: on your command, learners run. When

you blow the whistle, they must hop. When you ring the bell, they must skip and then stop.

2. Hoop work: learners swing hoops around their waist and arms.3. Learners do forward rolls and backward rolls.4. Ball work: learners throw a ball sideways like in rugby.5. Learners do relay races in teams. Explain the rules.

Activity 10Learners to the following activities:1. Move through an obstacle course with beanbag on foot.2. Free play with a beanbag.3. Balancing moves along ropes.4. Throw a ball in clockwise circle formation.5. Play traditional games – learners’ choice.

Activity 11Learners do reaction time drills and other activities.1. Reaction time drills: on your command, learners run. When

you blow the whistle, they must hop. When you ring the bell, they must skip and then stop.

2. Crawl through tyres/tunnel.3. Ball work: learners throw a ball sideways from left to right as

in rugby.4. Forward rolls and backward rolls – focus on safety.5. Learners do relay races with two teams. Explain the rules.



B95

• Study area: Beginning Knowledge and Personal andSocial Well-being B96• Topic 13: Our country B96• Topic 14: Ways we communicate B99• Topic 15: Life at night B103• Religious days and special days B107

• Study area: Creative Arts B109• Visual Arts (2D and 3D) B109• Performing Arts (dance, drama, music) B111

• Study area: Physical Education B117

Section B • Teaching guidelines

Term 4



Study area: Beginning Knowledge and Personal and Social Well-beingTopic 13: Our country

In this topic learners explore South Africa. They read the map of South Africa, learn about the flag, and think about what it means to be proudly South African. They sing the national anthem and explore South African culture and tourist attractions.

Resources: Map of South Africa showing all provinces Have the learners turn to Activity 1 and read the questions.

Show learners a provincial map and ask them to find their province on the map. Ask them to read the names of the other provinces. Ask if they had visited any of the other provinces and how they travelled there. Encourage learners to participate and share their experiences. Ask them in which part of the province they live.

Learners must fill in the names of the provinces in South Africa. Once they have done this, they must colour in the provinces.

Assist learners who struggle to find the names of the provinces. Remind them that they can refer to page 104 in the Learner’s Book.

Resources: Stationery, crayons, kokis, flashcards, picturesHave the learners turn to Activity 2 and read the questions.

Let them talk about the South African flag – the colours, where they usually see the flag flown, why we have a flag and so on. Encourage learners to share what they know. Learners should understand that the flag represents our country. It is an important part of our country’s identity. The flag is flown at major events in which other countries are participating, for example the Olympics, or the World Cup Soccer. It is also flown outside all government and municipal buildings. Some places that offer accommodation also fly the South African flag.

Ask learners how many official languages are spoken in South Africa. Write the list on the board. There are 11 official languages (English, Afrikaans, IsiNdebele, IsiXhosa, IsiZulu, Sesotho sa Leboa, Sesotho, SiSwati, Tshivenda, Xitsonga) and a number of other unofficial languages. You can also write the languages on flashcards. Encourage learners to share any information they might have on the different languages. Ask learners who the current South African president is.

Learners colour in the flag and list the places where we see the flag flying.

Activity 1Map of South

AfricaLearner’s Book

page 104


Activity 2The South

African fl agLearner’s Book

page 105




Have the learners turn to Activity 3 and read the questions. Discuss the questions. Let the learners share what they know.

Point out that ‘Proudly South African’ means something that originates in South Africa and belongs to South Africa, for example the people, languages and cultures and products made in South Africa. Ask learners when and where they’ve seen the symbol. The symbol is displayed on most products that are made in South Africa.

Ask them why we can be proud to be South African. Encourage learners to share their thoughts and understanding.

Ask learners what ‘different cultures’ means. Let them give their opinions. Explain that culture says a lot about who you are, the family you come from, your religion, the things you celebrate, the food you eat, the clothes you wear, etc. We are fortunate to have so many different cultures in South Africa as it makes the people interesting and varied.

Resources: CD player, recording of the national anthem to play on the CD player

As a class read the national anthem out aloud. Then play the anthem for learners. Ask learners what the anthem is about. Add any relevant information to the discussion. As a class, stand and sing the anthem.

Learners must draw pictures to show the meaning of the anthem. This is an interpretive exercise and there are no wrong or right pictures. Encourage learners to really listen to the words, think about their meaning and draw what the words mean to them.

Let the learners turn to Activity 5 and read the statement and the question. Write the word ‘diverse’ on the board. Ask learners what it means. Encourage learners to give definitions. Make sure learners understand that diverse means varied and different.

As a class, talk about the pictures in the Learner’s Book. What makes the people in the pictures different or diverse? What do they all have in common? (They are all South African.)

Resources: Posters and postcards of tourist attractions in South Africa

Have the learners turn to Activity 6 and read the statement and the questions. Ask them to explain what a tourist is. Allow a few learners to give definitions. Then ask learners why tourists visit our country. Encourage learners to participate and respond to the questions. Talk about the pictures in the Learner’s Book. Ask learners if there is any place in South Africa that they would like to visit. Allow learners to share their thoughts with the class.

Show learners pictures, postcards and posters of attractions and places of interest in our country. Ask learners if they’ve been to any of these tourist attractions. Let them name them. Allow the learners to share their experiences.

Activity 3Proudly South

AfricanLearner’s Book

page 106

Activity 4The national

anthemLearner’s Book

page 107


Activity 5Where we live


Activity 6South African

beautyLearner’s Book

page 109



Resources: Local travel magazines, glue, scissorsLearners paste pictures of tourist attractions on the worksheet.

They name each attraction.


Assessment• Observe the learners throughout the activities.• Record your observations.• Do the learners know what province they live in?• Could they identify their province on the map?• Do they have an understanding of what ‘Proudly South

African’ means?• Do they have an understanding of what a ‘tourist’ is?



Topic 14: Ways we communicate

In this topic we develop communication skills. Communication is a very important aspect of our daily lives. We focus on the following key aspects of communication: speaking, writing, reading, listening and looking.

Have the learners turn to Activity 1 and read the instruction and the dialogues. Learners must then get into pairs. One learner must be Allison and the other Nikita. They then read the dialogue.

Once learners have read the dialogues, ask learners what it felt like to be someone else. Ask them to do another dialogue. This time they will change the words and use their own words.

In these worksheets, learners create dialogues. Encourage learners to be creative with their dialogues. Ask a few learners to read their dialogues to the class.

Have the learners turn to Activity 2 and read the instructions. Let the learners work in groups of four. Explain that each group will have a conversation about topics a) to d) in the Learner’s Book. Remind learners that they will have only five minutes for each conversation. Explain each topic before they start. You will need to signal when they must start and when they must end their conversations. Have a feedback from the groups after each group conversation before moving on to the next topic.

Have the learners turn to Activity 3 and read the instructions. Let them work in pairs.

Explain that they will be having a telephone conversation. Have toy phones or non-working normal phones or old cell phones in class for the learners to use. If you don’t have these, let learners use pencil cases for their phones.

Explain that their conversations will last for three minutes only and that they will speak on one topic at a time. Explain each topic before they start.

Get feedback from the pairs after each phone conversation before moving on to the next topic.

Have the learners turn to Activity 4 and read the explanations. Learners must work in pairs. Each learner will get an opportunity to explain things to their partner. Give them time to think about the processes and sequences of the steps involved.

Get feedback from the pairs after each topic before moving on to the next.

Activity 1Speaking –

dialoguesLearner’s Book

page 110

Worksheets 4 and 5

Workbook pages 112 and 113

Activity 2Conversations


Activity 3Telephone

conversations – role play


Activity 4Explanations




Resources: CD player, CDs with songs on them, poemsHave the learners turn to Activity 5 and read the instructions.

Make sure learners are sitting comfortably. Tell them that you are going to play a few songs and then you are going to ask them questions about the songs. Play the songs and then have a discussion about each song. Ask learners questions like: What is the song called? What was it about? Did you like it? Can you hum the tune? Can you add actions to the song?

Let learners choose a song they know. Ask them to sing the song as a class. Talk about the song afterwards. If learners are getting restless, let them stand up, stretch, wriggle their bodies and then sit down again.

Tell learners you are going to read them poems. Tell them to sit quietly and listen. Talk about the poems afterwards. Ask learners to share some rhymes and poems.

Resources: Examples of newspaper reports, an old diaryThere are two parts to this activity. In the first part, learners

read the example of a newspaper report and then attempt to write their own report. Show learners other examples of newspaper reports. Explain that their news could be about anything that happened around them, in the city or the world. They can also draw and paint a picture if they wish to.

In the second part of the activity, learners must write a diary entry. Ask learners what a diary is. Then ask them why people write in their diaries. Allow learners to share their ideas. Learners should understand that diaries are usually private and that people record their thoughts, feelings and things that happen in their lives in their diaries. If possible, show learners some examples of diaries and diary entries. Then get them to write a diary entry.

Learners write a news report and draw or paste a picture relating to the report. Remind learners of what newspaper reports are about.

Learners use their Workbook as a diary and they write diary entries for a week.

Have the learners turn to Activity 7 and read the instructions. Explain that letters need an address, a greeting and an ending. Show learners an example of a letter on the board.

Learners must then write three letters, as listed in the Learner’s Book. Walk around as learners are writing their letters and assist them where necessary.

Resources: Examples of postcardsAs a class, discuss questions 2 and 3 on page 117 of the

Learner’s Book. Show learners examples of postcards and do an example of a postcard message on the board. Learners should understand that people usually send postcards to friends and family when they are travelling. They usually write short

Activity 5Songs and

poemsLearner’s Book

page 114

Activity 6Writing



Worksheet 2Workbook

pages 104 to 110

Activity 7Writing letters


Activity 8Postcards




messages on the cards. The pictures often show the different places people have visited.

Learners must then read the postcard topics and choose two of the three options given in the Learner’s Book. They then move on to the activity on Worksheet 3 in the Workbook.

Learners complete the postcards to friends and family.

Learners must write a card to a friend and a ‘thank-you’ card to their teacher.

Have the learners turn to Activity 9 and read the question. As a class, discuss questions 1 to 2. Encourage all learners to participate. Learners should understand that instructions are step-by-step explanations of how to do something.

Learners must read the instructions and do the actions. It is important for the learners to understand the importance of being able to read instructions and to understand what the instructions say. Ask learners if they were able to follow the instructions. As a class, talk about the instructions.

Resources: Examples of advertisementsHave the learners turn to Activity 10 and read the questions.

Discuss the questions. Let the learners share their opinions. Learners should understand that advertisements give us information about things. They are done in such a way that they make the reader want to have that thing or product. Advertisements also inform people about things, for example the advertisement in the Learner’s Book gives suggestions on how to use less electricity.

Let learners read the advertisement. Assist learners who struggle. Discuss the advertisement, the picture and the content. Gather the information from the learners by questioning them on what they’ve read. You need to be sure that they’ve read the advertisement with understanding.

Resources: Examples of newspapersHave the learners turn to Activity 11 and read the

instructions. Let the learners read the headlines. Discuss the headlines. Make sure that the learners understood what they read. Do they understand what the headlines are saying?

Have the learners turn to Activity 12 and read the instructions and the questions. Ask the learners to read the extracts. Explain difficult words. Let the learners talk about it.

Lead the discussion by asking questions about the extracts. Let them talk about the pictures. Make sure they understood what they read about. They must be able to tell you what the extracts are communicating to them.



Activity 9Read

instructionsLearner’s Book

page 118

Activity 10Reading

advertisementsLearner’s Book

pages 119

Activity 11Reading

newspapersLearner’s Book

page 120

Activity 12Newspapers




Tell learners that people can communicate with deaf people by using sign language. Get learners to look at the signing alphabet on page 122. Ask if they’ve seen people communicate using sign language before. Ask when and where they’ve seen this.

Ask learners to work in pairs. Learners must practise doing the alphabet in sign language. Ask them to try to sign their name and words like: hello, goodbye, please and thank you. Ask if they know of any other gestures that are used by deaf people to communicate. Let them show the gestures and talk about them.

This worksheet encourages learners to use writing and drawing as a means to communicate about their favourite sport.

Activity 13Signing and

gesturesLearner’s Book

page 122

Worksheets 7Workbook page 115

Assessment• Did the learners participate in the conversation?• Were they able to write a diary?• Were they able to give clear instructions?• Did they participate in the singing of the songs?• Were they able to read newspaper headlines with

understanding?• Were they able to sign their name?



Topic 15: Life at night

In this topic we explore what learners do at night and then we look at the types of work that people do at night. We also find out about animals that are active at night.

Ask learners what they do at night. The pictures on page 123 show children doing different night-time activities. Ask learners when they do the activities. Make them aware of the appropriate times to do these activities at night. Not all families follow the same routines and night-time routines are usually dictated to by the parents’ work hours. Explain to learners that they should try to go to sleep before 8.30 pm so that they get enough sleep. This means that they need to try to do all their night-time activities before then. Ask learners to share what they do on weekend nights.

Have the learners turn to Activity 2 and read the questions. Let the learners talk about the pictures. Discuss the questions. Let the learners share what they know.

Suggested answers1. Security officers watch over property and car parks at night.2. They wear a uniform.3. They use torches, two-way radios and possibly a baton.4. They make sure that people do not damage or break into

property at night.

Let the learners turn to Activity 3 and read the questions. Have a class discussion about doctors. Ask what doctors do at night and where they work at night. Let them share their own experiences they have had with doctors. Talk about the services doctors provide.

Explain that doctors provide a very important service. Doctors help to cure sick people. Doctors help to save lives or prolong life for many people. Doctors work at hospitals during the night. They tend to the trauma cases, people who must have emergency operations and other emergency cases.

Get learners to answer the questions in their exercise books.

Suggested answers1. They tend to emergency cases. They monitor people who are

in hospital.2. They work in hospitals.3. They perform operations, diagnose illnesses, prescribe

medication and help cure or alleviate the symptoms of illnesses.

Have the learners turn to Activity 4 and read the questions. Have a class discussion about paramedics. Discuss the questions in the Learner’s Book. Let learners talk about the pictures. Encourage them to share their knowledge.

Activity 1Things I do

at nightLearner’s Book

page 123

Activity 2 People who

work at nightLearner’s Book

page 124

Activity 3Doctors


Activity 4ParamedicsLearner’s Book

page 126



Ask learners if they’ve been in an accident before. Ask them what happened and if there were paramedics on the scene. Let them talk about it. Explain that paramedics have a very important job to do. They can help save people’s lives by stabilising patients at accident scenes and transporting them safely and quickly to hospital.

Suggested answers1. They work from mobile units that are called out to accidents.2. They assess people who have been involved in accidents. They

stabilise the patients and transport them in the safest way to hospital. They also comfort people who have been involved in accidents or who are traumatised.

3. They wear a uniform and reflective vests that are visible in the dark.

4. They are the first people to deal with accident victims. They check their vital signs. They give them medication or support. They transport them safely to hospital. They give the doctors a report on what happened to the patient.

Resources: Pictures, newspaper articles, charts and flashcardsHave the learners turn to Activity 5 and read the questions.

Have a class discussion about pilots. Let them talk about the pictures. Allow the learners to share their own knowledge. Ask them if they know people who are pilots. Ask them if they’ve been on an aeroplane before. Have they been to the airport to see the big aeroplanes from a much closer distance? Let them talk about their experiences.

Explain that people have to study hard to become a pilot. They need to have special skills and knowledge. Explain that some pilots fly aeroplanes in wars (this is a dangerous job), but other pilots fly domestic planes (transporting people who travel from one destination to another). Some pilots fly rescue planes for rescue and emergency missions – this can also be very dangerous. Show learners pictures, newspaper articles and charts that relate to the topic. Use flashcards for any new vocabulary and explain what each word means.

Suggested answers1. Pilots fly aeroplanes.2. They wear a special uniform.3. They work in the day and at night.4. They work in an aeroplane or aircraft.5. They fly aircraft that transport people and goods.

Have the learners turn to Activity 6 and read the questions. Have a class discussion about truck drivers. Discuss the questions. Let the learners respond and share their own knowledge and experiences.

Ask learners if it is safe to drive at night. Let them respond with their own opinions. Talk about the services truck drivers provide. Explain that truck drivers deliver food, clothes, cars and all other goods to the shops. Truck drivers have to drive very long distances, sometimes from one province to another province.

Activity 5Pilots


Activity 6Truck drivers




Their safety on the roads during the night is very important. Explain why it is necessary for these drivers to rest along the journey.

Suggested answers1. The roads are quieter and it is therefore safer. There is less

traffic so the journey is quicker.2. Trucks that have to make deliveries.3. Yes.4. They transport goods and produce. Without truck drivers, we

would not have food and goods in our shops.

Have the learners turn to Activity 7 and read the question. Let them talk about the pictures. Have a discussion about what each of the people in the picture do. Talk about why they have to work at night. Ask if they know anyone who does this work. Encourage all learners to participate and share their knowledge and experiences.

Learners draw lines to match the words to the pictures.

Suggested answersSick patient – doctorSecurity entrance – security officerAccident scene – paramedicAeroplane – pilotTruck – truck driverFishing boat on stormy sea – rescue workers. The teacher can assist learners in this case.

Learners must label the drawings.

Suggested answers 1. Police officer2. Prison warder3. Nurse4. Firefighter5. Care-giver6. Petrol attendant

Learners say who uses the equipment.

Suggested answersThermometer – nurse and doctorsGun – police officerFire hose – firefighterWheelchair – crippled personTwo-way radio – police officer and security officerParamedic uniform – paramedicPetrol pump – petrol attendantStethoscope – doctorAmbulance – ambulance driver / paramedicHandcuffs – police officer / security officerAeroplane – pilotChef’s hat – chef / cook

Activity 7Other night

workersLearner’s Book

page 129


Worksheet 2Workbook pages

117 to 118


119 to 120



Resources: Pictures, charts and flashcards relating to nocturnal animals

Have the learners turn to Activity 8 and read the questions. Let them identify the animals in the picture and talk about the animals. Let them share their knowledge.

Explain that the word ‘nocturnal’ means active at night. Explain that these animals are very active at night, particularly in hunting their prey.

Let them talk about the physical features of the animals. Use a chart or the board and write the names of the various parts of the body such as: eyes, ears, legs, paws, mouth/beak, hair/feathers, tail, feet/toes, nails, etc. Talk about their physical movements and where these animals live, as well as what they eat. Use pictures, charts and flashcards to enrich the lesson.

Suggested answers1. Owl, jackal, leopard, hamster, porcupine2. Nocturnal means active at night.

Learners colour in the owl, add labels and write a sentence about the owl.

Suggested answers1. An owl2. eye3. beak4. feathers5. claws

Learners colour in the picture of the jackal and give it a heading.

This worksheet is a revision of the work done on communication. Learners must read the advertisement and then write a response to Julie on page 122 of their Workbook.

There is a lot of text in this worksheet. Learners might need your assistance in reading the text.

Learners work in pairs. They read the story on page 123 and then complete the same story by filling in the missing words onpage 124. Learners may need you to show them what to do.

Learners complete the assessment worksheet.

Activity 8Night animals





121 to 122


123 to 124

AssessmentWorkbook page 128Workbook page 128

Assessment• Observe the learners throughout the activities.• Record your observations.• Could the learners identify people who work at night?• Could they identify night animals?




Christmas Day Have the learners turn to Activity 1 and read the information about Christmas. Ask Christian learners to describe how their families celebrate Christmas. Tell learners that the words ‘salvation’, ‘love’, ‘hope’, ‘peace’ and ‘joy’ are often associated with Christmas. Explain that ‘salvation’ (to be saved) means to be freed from sin and its consequences. Explain that the birth of Jesus brought peace, love, joy, and hope to all, because everyone can have the salvation – be freed. Allow learners to talk about the pictures. Ask them what the star represents.

Yom Kippur Let the learners read the information about Yom Kippur. Ask if they know what this day is about. Let the learners respond. Explain that this is very important day on the Jewish calendar. It is known as the Day of Atonement. On this day, Jewish people go to the synagogue. They fast, pray and confess their sins. It is the holiest day for the Jewish people.

RamadanHave the learners turn to Activity 2 and read the information. Ask Muslim children to describe how their families celebrate Ramadan. Ask learners what fasting means and if they’ve fasted before. Let them share their own knowledge and experiences.

Explain that Ramadan is a month of fasting for Muslim people. The fasting takes place between sunrise and sunset. During this time Muslims go to the mosque to pray. Let the learners talk about what they do.

EidAsk learners if they know what Eid is about. Explain that Eid occurs at the end of Ramadan. Muslims have a big feast to celebrate the end of the fast. This feast is called Eid. Allow learners to talk about the pictures.

Learners make a card for their parents. The Workbook refers to Christmas or Eid, but if these occasions are not celebrated by learners in your class, you can change the occasion to something more suitable for the learners in your class.

Have the learners turn to Activity 3 and read the information. Explain the words ‘apartheid’ and ‘discrimination’. Ask learners what they know about the Day of Reconciliation. Encourage learners to share their thoughts. Explain that ‘reconciliation’ is about forgiveness.

Activity 1 Christian and

Jewish holidaysLearner’s Book

page 131

Activity 2Muslim

holy daysLearner’s Book

page 132


Activity 3Day of

ReconciliationLearner’s Book

page 133



Talk to learners about HIV and Aids. Find out what they know about the disease. Correct any misconceptions they may have about the disease.

Have the learners turn to Activity 4 and read the information. Ask them what the symbol means. Ask them why they think it is red.

Talk about the affect of Aids on the world and the community. Explain that many children are orphans because their parents have died from Aids. These children live with their older siblings or their old grandparents or in children’s homes.

Ask learners how they can support people with Aids and the families of people living with Aids. Encourage all learners to participate.

Activity 4World Aids Day










AssessmentIn Visual Arts, you may assess the learners during the lesson and also assess the final product. On various lessons select the criteria you will assess. You do not have to assess everyone on everything each time.


example, texture, shape and line?• Does the final product meet the requirements of the lesson?• Has the learner worked safely with the equipment?• Have the learners cleaned their work environment sufficiently?• Has the learner developed an effective technique for using


Resources: Paint, paintbrushes, cardboard, paper, pencil, containers for water, pictures

Paint a picture of one of South Africa’s tourist attractions. Show them pictures of various tourist attractions. Encourage learners to be creative and to have fun. Encourage them to use all the space available on the page and to use colour and textures effectively. Display their work.

Resources: Paint, paper, white card, pencils, paintbrushes, water containers, pictures of postcards

Learners must paint an interesting picture for a postcard. Talk about postcards. Remind them of the purpose for and format of postcards. Encourage the learners to be creative, to have fun and to do their best to complete the task. Display their work.

Activity 1South Africa


Activity 22D paintings




Resources: Cardboard, paper, pencils, crayons, paint, paintbrushes, pictures, magazines, glue, scissors

Learners make an anti-smoking poster. Discuss the effects of smoking on the body and why it is bad. Encourage the learners to be creative and to have fun. Display their posters.

Resources: Cardboard, kokis, crayons, pencils, paint, paintbrushes, pictures, magazines, glue, scissors

Learners make an anti-drug poster. Discuss the effects of drugs on families. Talk about why drugs are bad. Display their posters.

Resources: Paper, cardboard, paint, paintbrushes, water containers

Learners must paint a picture of them and their friends running races. Let them think of the races, where they are, what kind of races, what they were wearing. Encourage the learners to be creative and to have fun. They must try to use all the space on the page and to use the colour effectively. Display learners’ pictures.

Resources: Crayons, kokis, cardboard, paper, crayonsLearners copy or trace the pot on page 140 of the Learner’s

Book. They then decorate the pot with shape patterns. Encourage the learners to be creative and to have fun. Let them use colours and shapes and lines to make the patterns. Encourage them to complete the task. Display their work.

Activity 3 Poster 1


Activity 4Poster 2


Activity 52D PicturesLearner’s Book

page 139

Activity 6Create 2D

patternsLearner’s Book

page 140








• Run in clockwise and anticlockwise circles.2. Voice warm-ups:

• Sing songs.• Say a rhyme.

3. Movement:• With a partner, hop, gallop, twist and turn and gallop.

4. Mime:• Firemen putting out a fire.• Kicking a ball on a field.

5. Comparing soundscapes:• Creating rhythms with a focus on high and low, fast and

slow, as well as mood.6. Cooling down:

• Moving to slow music.

Improvise and interpret1. Listen to music:

• Identify pitch, tempo and dynamics.2. Improvise movements:

• Interpret movements and characters from stories, e.g. ‘Peter and the wolf’.

3. Develop a puppet performance:• Focus on a conversation between puppets.

Activity 2Instruct learners to do the following activities.Creative games and skills 1. Warm-ups:

• Move like a train, zigzag across the floor.



2. Voice warm-ups:• Sing a song. Sing it slow.• Sing the same song. Sing it fast.

3. Singing songs:• Sing the tune in order to improve learners’ ability.

4. Movement:• With a partner skip, twist, skip.• With a partner hop, run, hop, twist, hop, run, hop.

5. Composing soundscapes:• Creating rhythms with a focus on tempo, mood and pitch.

6. Cooling down:• Moving to slow music.


• Identify how pitch and tempo help to tell the story.2. Improvise movement:

• Interpret movements and characters from stories.3. Develop a puppet performance:

• Focus on a conversation between puppets.

Activity 3Instruct learners to do the following activities.Create games and skills1. Warm-ups:

• With a partner, run and skip freely.2. Voice warm-ups:

• Say rhymes – focus on high and low tones.• Sing a song – focus on tempo.

3. Singing songs: • Sing to improve ability.

4. Movement:• Free dancing alone.• Free dancing with a partner.

5. Mime:• Washing dishes.• Driving a car.

6. Cooling down:• Moving to slow music.• Relax.


• Identify how pitch, tempo and timbre help to tell the story.2. Improvise movement:

• Perform movements to interpret a story.3. Improvise the characters:

• Develop a puppet performance.• Focus on a conversation between puppets.




• Free movement.2. Voice warm-ups:

• Sing songs – focus on high and low notes and fast and slow tempo.

3. Movement:• Free dancing alone.• Free dancing with a partner.

4. Mime:• A tree swaying.• A flower opening.

5. Composing soundscapes:• Use pitch, timbre and tempo to express feelings and

character, e.g. grandmother – soft, slow.6. Cooling down:

• Moving to slow music.• Relax.


• Identify how pitch, tempo and timbre help to tell the story.2. Improvise movement:

• Improvise the characters and movements of a story to interpret the story.

3. Develop a puppet performance:• Focus on a conversation between puppets.


• Free movement.2. Voice warm-ups:

• Sing songs and rhymes.3. Singing:

• Sing songs to improve the ability to sing.4. Mime:

• Brushing teeth.• Going to the dentist.

5. Composing soundscapes:• Use various dynamics to express the character, feelings

and mood.6. Cooling down:

• Breathe in and out.• Relax.


• Identify how dynamics, pitch and tempo help to tell the story.



2. Improvise movement and characters to interpret stories:• Develop a puppet performance.• Focus on a conversation between the puppets.• Explore attitude and relationships of puppet, e.g. villain,

witch, princess, animal characters, etc.


• Move in circles – skipping.• Move in curves – running.

2. Voice warm-ups:• Sing songs and say rhymes – focus on pitch and tempo.

3. Movement:• Forward rolls, cartwheels and star balance – stand on right

foot, left leg outstretched to the back, toes pointed and head up and arms outstretched.

4. Mime:• Sleeping, eating, making a sandwich.

5. Composing soundscapes:• Create rhythms to express feelings, mood and characters,

e.g. swan, lion, soldier and princess.6. Cooling down:

• Breathe in and out.• Relax.


• Identify how dynamics, pitch and tempo help to tell a story.2. Improvise movement:

• Improvise movements and characters to interpret a story.3. Develop a puppet performance:

• Focus on a conversation between characters.• Explore attitude and relationships between puppets, e.g. a

king, prince, animal characters, etc.


• Make a continuous chain and move along in a zigzag way like a train.

2. Voice warm-ups:• Sing songs and rhymes.

3. Singing songs:• Sing a song to improve the ability to sing.

4. Movement:• Balance on chair standing on one foot and other foot

outstretched at the back with toes pointed.5. Cooling down:

• Float like a feather.• Relax.




• Identify how pitch, tempo and dynamics help to tell the story.

2. Develop a puppet performance:• Focus on conversation between puppets.• Explore attitude and relationships between puppets, e.g.

animal characters, prince, princess, child, witch, etc.


• Move like an aeroplane, arms outstretched, moving in curves.

2. Voice warm-ups:• Sing songs and rhymes.

3. Singing songs:• Singing songs to improve the ability to sing.

4. Movement:• With a partner, form a wheelbarrow and then push the

‘wheelbarrow’.5. Mime:

• Playing cricket• Washing and drying dishes.

6. Cooling down:• Pretend to be a deflating balloon.


• Identify how pitch, tempo and timbre help to tell a story.2. Improvise movements and characters to interpret a story:

• Develop a puppet performance.• Focus on a conversation between puppets.• Explore attitude and relationships of puppets, e.g. the

villain, the witch, animal characters, etc.


• Free movements.2. Voice warm-ups:

• Sing songs and rhymes.3. Singing songs:

• Sing songs to improve the quality and ability to sing. Sing songs you know.

4. Mime:• Mime everyday activities. • Crouch in a narrow cave.• Climb a mountain.• Paint a wall.



5. Composing soundscapes:• Compose rhymes – use pitch, tempo, timbre to express

feelings, mood and character, e.g. the mouse – soft, light, high, fast.

6. Cooling down:• Pretend to be as small as a mouse.


• Identify how dynamics, pitch, timbre and tempo help to tell a story.

2. Develop a puppet performance:• Focus on a conversation between puppets.• Explore relationships of puppets, for example animal

characters, the mother, the wicked fairy, etc.


• Run in circles.• Skip in circles.

2. Voice warm-ups:• Sing song and rhymes.

3. Singing songs:• Sing songs to improve the ability and quality of singing.

4. Mime:• Climbing a tree.• Picking apples.• Eating grapes.

5. Movement:• One learner bends, the other jumps over the learner’s back.• Gallop with partner, twist and hop back.

6. Cooling down:• Blow out a candle.


• Identify how pitch, tempo and timbre help to tell a story.2. Improvise movements and characters:

• To interpret a story.3. Develop a puppet performance:

• Focus on a conversation between puppets.• Explore attitudes and relationships of puppets, e.g. animal

characters, prince, princess, witch, etc.






a bat or stick.

Activity 11. Learners jump high, walk with big steps, skip and hop.2. Learners do tennis activities.3. Learners step up and down on steps or balancing forms –

10 times.4. Learners stretch up and sideways.5. Learners play a game/s.

Activity 21. Learners jump high, walk with big steps, skip and hop.2. Learners do cricket activities.3. Learners step up and down on steps or balancing forms –

10 times.4. Learners skip around the play area, alone and with a partner.5. Learners play a game/s.

Activity 31. Learners do athletics – sprinting and long jump

build-up activities.2. Learners do cricket activities.3. Learners follow directions, e.g. walk six steps forward, 10 steps

backward, three steps to the left, hop on one leg four times.4. Learners play mini cricket.



Activity 41. Learners do athletics – relay running and long jump

build-up activities.2. Show learners flashcards with action words, which they must

do – jump, run, skip, sit, walk, stand, hop, gallop.3. Learners step up and down on steps or balancing forms –

10 times.4. Learners stretch up and sideways.

Activity 51. Learners jump high, walk with big steps, walk with small steps,

skip and hop.2. Learners do tennis activities.3. Learners step up and down on steps or balancing form –

10 times.4. Learners skip around play area with partner.5. Learners play a game.

Activity 61. Learners stretch up and sideways.2. Learners skip around play area with a partner.3. Learners do athletics – relay running and high jump.4. Learners play a game/s.

Activity 71. Learners jump high, walk with big steps, walk with small steps,

skip and hop.2. Learners stretch up and sideways.3. Learners do cricket activities.4. Learners do athletics – long jump build-up activities.5. Learners play a game/s.

Activity 81. Learners do athletics – sprinting and long jump

build-up activities.2. Learners step up and down on steps – 10 times.3. Learners follow directions, e.g. walk sideways crossing legs,

walk 10 steps forwards and six steps backward, hop on one leg.

4. Learners do tennis activities.

Activity 91. Learners stretch up and sideways.2. Learners do athletics – relay running and high jump

build-up activities.3. Learners follow directions, e.g. walk six steps forward, 10 steps

backwards and three steps to the left.4. Learners play a game.



Activity 101. Learners stretch up and sideways.2. Learners do athletics – sprinting, relay running and long jump

build-up activities.3. Learners play a game.



C1

Contents

This part of your Teacher’s Guide is for storing all photocopiable templates, worksheets and resources that you come across.

Record sheets C3

Assessment sheet templates C5

National anthem C20

Section C: Photocopiable sheets

Section C • Photocopiable sheets



C3Section C • Photocopiable sheets

Learner _____________________________________________________________

Date Observations and comments

Record sheetUse this table to record your observations of the learners’ development.

© Cambridge University Press. You may photocopy this sheet for use with Study & Master Life Skills Grade 2 Learner’s Book and Workbook.


C4 Section C • Photocopiable sheets

Task

Learners

Record sheetUse this table to record your observations of the learners’ development.




Date: Task:

LearnersExcellent

achievement

Satisfactory

achievement

Partial

achievement

Not

achieved

Teacher assessment




Date: Task:

Learners Exceptional competence

Progress is fast

Progress is consistent

Progress is slow

Unable to do task

Teacher assessment




Date:

My name:

Task:

I can do it.

I completed my work.

I need help.

I did not like. (Write or draw a picture.)

Self-assessment




Date:

My name:

Task:

I liked my work. Yes No

I completed my work. Yes No

I struggled. Yes No

I did not like. (Write or draw a picture.)

Self-assessment




Date:

Task:

We worked well together. Yes No

We helped each other. Yes No

We took turns. Yes No

We struggled with the task. Yes No

We enjoyed the task. Yes No

We completed the task. Yes No

Our names are:

Group assessment




Date:

Task:

We listened to each other. Yes No

We all gave ideas. Yes No

We all did our part. Yes No

We needed help. Yes No

We completed the task. Yes No

We enjoyed the task. Yes No

Our names are:

Group assessment




Date:

I am assessing the work of

Please tick

Yes No

He/she struggled.

He/she understood what to do.

He/she could work on his/her own.

He/she needed my help.

He/she completed the task.

Any other comments:

Signature:

Parent/Guardian assessment




Date:

Learner’s name:

Please tick

Good Fair Needs attention

Understanding of the work

Presentation of the work

Accuracy

Attitude towards the work

Any other comments:

Signature:

Parent/Guardian assessment




Learner’s name Rol

ls

Pin

ches

Pull

s

Shap

es

Can

join

Res

pon

ds

to g

uid

ance

Use

s m

ould

tool

s (i

f ap

pli

cab

le)

Wor

ks n

eatl

y

Cle

ans

wor

k ar

ea

Enjo

ys w

orki

ng

wit

h c

lay

Working with clay

Task: Date:




Learner’s name Hol

ds

the

bat

co

rrec

tly

Has

cor

rect

bat

tin

g st

ance

Ru

ns

bet

wee

n w

icke

ts

Th

row

s a

cric

ket

(ten

nis

) b

all

Cat

ches

a c

rick

et

(ten

nis

) b

all

Un

der

stan

ds

the

bas

ic

rule

s of

th

e ga

me

Com

mu

nic

ates

wit

h

team

mat

es

Hel

ps

oth

ers

Shar

es e

quip

men

t

Enjo

ys p

layi

ng

cric

ket

Mini cricket

Task: Date:




Learner’s name Part

icip

ates

in

dis

cuss

ion

List

ens

wh

en o

ther

s sp

eak

Wor

ks s

afel

y w

ith

eq

uip

men

t

Shar

es e

quip

men

t

Foll

ows

inst

ruct

ion

s

Fulf

ils

bri

ef

Use

s m

ater

ials

ef

fect

ivel

y

Th

inks

cre

ativ

ely

Wor

ks n

eatl

y

Cle

ans

wor

k ar

ea

Making things

Task: Date:




Learner’s name Stat

ion

1

Stat

ion

2

Stat

ion

3

Stat

ion

4

Stat

ion

5

Stat

ion

6

Stat

ion

7

Stat

ion

8

Stat

ion

9

Stat

ion

10

Req

uir

es in

terv

enti

on

Obstacle course

This checklist may be used to assess learners on the obstacle course. The number of stations on the course may vary. You may insert the particular skill being assessed at each station.

Task: Date:




Learner’s name Jum

ps

lift

ing

bot

h fe

et o

ff t

he

grou

nd

ove

r st

atio

nar

y ro

pe

Jum

ps

lift

ing

bot

h fe

et o

ff t

he

grou

nd

ove

r sp

inn

ing

rop

e

Enjo

ys r

ope

skip

pin

g

Rope skipping

Task: Date:




Learner’s name Has

det

erm

ined

d

omin

ant

han

d

Hol

ds

the

racq

uet

co

rrec

tly

Ru

nn

ing

is b

alan

ced

Hit

s fo

reh

and

ove

r th

e n

et

Hit

s b

ackh

and

ove

r th

e n

et

Voll

eys

the

bal

l ove

r th

e n

et

Un

der

stan

ds

the

bas

ic

rule

s of

th

e ga

me

Enjo

ys p

layi

ng

ten

nis

Req

uir

es in

terv

enti

on

Mini tennis

Task: Date:




4 3 2 1Starts in an upright position with hands extended straight up.

Starts in an upright position with hands extended straight up but wide apart.

Starts in an upright position with hands alongside body.

Does not start in an upright position.

Tucks chin into chest, and lowers head to floor.

Tucks chin into chest, and lowers head to floor, but does not keep head lowered.

Tucks chin into chest. Does not tuck in chin.

Back of neck touches the floor.



Back of neck does not touch the floor.

Pushes off with feet, to roll over in one smooth movement.

Pushes off with feet hesitantly, to roll over.



Stays in ball position while rolling.

Stays in ball position – at least halfway – while rolling.

Does not maintain ball position.

Unable to roll.

Lifts torso from the ground and moves hands to either side of feet. Knees remain bent while lifting torso.

Lifts torso from the ground and moves hands to either side of feet. Knees do not remain bent while lifting torso.

Lifts torso from the ground and does not move hands to either side of feet. Knees do not remain bent while lifting torso.

Unable to lift torso.

Uses hands to push up into a standing position. Stands up quickly and neatly.

Uses hands to push up into a standing position. Stands up with effort.

Struggles to stand up. Does not use hands.

Cannot get into a standing position after forward roll. Does not use hands.

Finishes by raising hands over heads.

Finishes by raising hands over heads but hands are wide apart.

Arms are open to the side.

Arms are down.

Rubric: A forward roll

Use the following rubric to assess how well the learner does a forward roll.

Task: Date:

Marks achieved:

Tip: If learners are struggling to keep their chins tucked in and remain in a ball when rolling, tell them to watch their bellybuttons while they roll.




The South African national anthemSee Learner’s Book page 107, Activity 4: The national anthem

Nkosi Sikelel’ iAfrika

Nkosi Sikelel’ iAfrikaMaluphakanyisw’ uphondo lwayo,Yizwa imithandazo yethu,Nkosi sikelela, thina lusapho lwayo

Morena boloka setjhaba sa heso,O fedise dintwa le matshwenyeho,O se boloke, O se boloke setjhaba sa heso,Setjhaba sa South Afrika – South Afrika.

Uit die blou van onse hemel, Uit die diepte van ons see,Oor ons ewige gebergtes,Waar die kranse antwoord gee,

Sounds the call to come together,And united we shall stand,Let us live and strive for freedom,In South Africa our land.



D1Section D • Documents

This section is for you to file the Curriculum and Assessment Policy Statement (CAPS) for Life Skills (Grades R to 3). You may add any other documents that you receive from your school, district, provincial or national Department of Education.

Section D: Documents


EnglishLife Skills English TG

www.cup.co.za

Life SkillsLife SkillsLife SkillsStudy & Master Lifeskills has been specially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course not only helps learners to master essential content and skills in the subject, but gives them the best possible foundation on which to build their lifeskills knowledge.

The comprehensive Learner’s Book:• provides activities that develop learners’ skills and understanding

of each of the topics specifi ed by the CAPS Life Skills curriculum• includes good-quality illustrations, photographs and diagrams in

full-colour• offers current and relevant content.

The substantial Workbook:• provides ample worksheets to consolidate the activities dealt with

in the Learner’s Book• has additional activities that build on the content and concepts

taught in the Learner’s Book• provides Assessment exercises for the teacher to use with learners.

The innovative Teacher’s Guide includes:• expanded contents pages that provide a detailed work schedule

for the whole year• guidance on the teaching of each lesson and on assessment for

the whole year • step-by-step support in the teaching of Creative Arts and Physical

Education activities • photocopiable record sheets and templates as well as additional

songs and rhymes.

222222Grade

I SBN 978-1-107-65033-6

9 7 8 1 1 0 7 6 5 0 3 3 6

SM_LS_G2_TG_English.indd 2 2011/11/15 9:02 AM