We find ourselves in a very different “new normal” and we would like to remind you to take care of yourselves. Thank you for your dedication and drive to

prepare our learners to be competent readers, critical thinkers and problem solvers.

Grade 1 Life Skills ATP for 2024

We find ourselves in a very different “new normal” and we would like to remind you to take care of yourselves. Thank you for your dedication and drive to

prepare our learners to be competent readers, critical thinkers and problem solvers.

PERSONAL & SOCIAL WELLL-BEINGGUIDELINES ON HOW TO USE THE ADJUSTED CURRICULUM FOR LIFE SKILLS IN FOUNDATION PHASE:

PERSONAL & SOCIAL WELLL-BEINGGUIDELINES ON HOW TO USE THE ADJUSTED CURRICULUM FOR LIFE SKILLS IN FOUNDATION PHASE:

teaching. YOU MAY ADJUST THE WEEKS TO TEACH THE LIFE SKILLS TOPICS IN TERM 1 depending on how many weeks the learners needed to “catch up”.

PLEASE NOTE THE FOLLOWING WHEN TEACHING THE MORE PRACTICAL STUDY AREAS (NATIRAL SCIENCE, TECHNOLOGY, CREATIVE ARTS AND PHYSICAL EDUCATION) OF LIFE SKILLS

PLAY, own choice and organized, is the most important pedagogy in Foundation Phase and cannot be neglected. This within COVID adherences.

GUIDELINES FOR SCHOOL-BASED ASSESSMENT:

2 thoughts on “Grade 1 Life Skills ATP for 2024”

Get the latest annual teaching plans for Foundation Phase Life Skills here.

2023 LIFE SKILLS ATP GRADE 1

Life Skills is the backbone to teaching and learning in Foundation Phase. This fact cannot be emphasized strong enough. It enables “deep teaching and learning” when learners use the vocabulary, created Shared reading and writing texts, dictionary skills, creative writing and so forth.
Beginning Knowledge and Personal and Social Well-being in the Life Skills curriculum are organized into topics. The use of topics is suggested as a means to integrate the content from the different study areas where possible and appropriate. Selected Life Skills topics in the CAPS for term 1 to 4 need to be covered
The Life Skills Curriculum for Term 1 to 4 is encapsulated in this document.
As in Term 2 to 4, the document includes Skills and Values, Core concepts and knowledge as well as possible resources to be used which is not included in CAPS.
Life Skills content has been scaffolded in a coherent, simple manner across the allocated weeks for each Term.
Four weeks has been allocated for ‘Readiness” for Grade 1 which includes Perceptual development and Phonological awareness for learners who may not be ready for the formal curriculum. Teaching and learning will continue after 2 weeks using the Topic as prescribed. PE and Creative Arts, Read-aloud, Shared reading, games, sing-along, puzzle building continues as in the Topic “Me”.
The Grade 1 context will determine whether some learners will need longer than 4 weeks and those few learners can continue the “Readiness Programme and Phonological awareness” alongside
teaching. YOU MAY ADJUST THE WEEKS TO TEACH THE LIFE SKILLS TOPICS IN TERM 1 depending on how many weeks the learners needed to “catch up”.
Please note that exposing learners to Physical Education and Music allow for the development of Perceptual Development e.g. Auditory discrimination, crossing the midline, spatial orientation etc.
Grade 2 to 3 has an allocated 2 weeks for Baseline and orientation. You may use Term 4 Topics if you need to catch-up in Languages. Use the Topics, Content and skills to drive the Language teaching. YOU MAY ADJUST THE WEEKS TO TEACH THE LIFE SKILLS TOPICS IN TERM 1 depending on how many weeks your learners needed to “catch up”.
PLEASE NOTE THE FOLLOWING WHEN TEACHING THE MORE PRACTICAL STUDY AREAS (NATIRAL SCIENCE, TECHNOLOGY, CREATIVE ARTS AND PHYSICAL EDUCATION) OF LIFE SKILLS
PLAY, own choice and organized, is the most important pedagogy in Foundation Phase and cannot be neglected. This within COVID adherences.
Learners need to feel that they belong and part of a group as this foster as sense of belonging and acceptance, especially in these times.
Creative Art, singing and movement is a form of therapy to counteract the stresses which may be present. Psycho-social and emotional support is one of our priorities.
In most cases some activities have either been omitted or adapted to adhere to social distancing. THE ACTIVITIES MAY BE ADAPTED to suit the context.
GUIDELINES FOR SCHOOL-BASED ASSESSMENT:
This will be a continuous, informal process through observation and mostly practical in nature. Learners are to have multiple opportunities before any formal recording or code is given.
Beginning Knowledge and Personal well-being may be a written assessment, however topics which included practical such as recording weather, plant growth, making a plant holder can be used as an assessment for both Life Skills and Home Language. Similarly, an art piece and ‘talking’ about your art piece can be used both for CA and Oral…Listening and Speaking. Use a rubric (one for each) with specific descriptors for each of the skills and outcomes specific to the product (oral and the art piece)
Use the SBA Guidelines – You may adapt some of the rubrics.

GRADE 1 REVISED TEACHING PLANS: LIFE SKILLS
TERM 1 45 DAYS: PERSONAL & SOCIAL WELLL-BEING		WEEK 1	WEEK 2	WEEK 3	WEEK 4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10
	CAPS TOPICS:	ORIENTATION/ PERCEPTUAL DEVELOPMENT	ORIENTATION/ PERCEPTUAL DEVELOPMENT	ME PERCEPTUAL DEVELOPMENT	ME PERCEPTUAL DEVELOPMENT	AT SCHOOL	AT SCHOOL	HEALTHY HABITS	HEALTHY HABITS	WEATHER	WEATHER
	DAILY COVID-19 MEASURES: Daily hygiene routines are to be strictly followed: Remind learners of the daily routine. Encourage learners to stay at home when ill. Learners are to wear masks every day. Masks are only to be removed and placed in a safe place while they are eating. Supervise snack and lunchtime. Teach them to cover their mouth and nose with a flexed elbow or tissue when coughing or sneezing. Dispose of the used tissue immediately. Wash hands with soap and water often or sanitize your hands Sanitize and clean frequently touched surfaces or (5 table spoons of jik to 1 litre of water) toys, stationery, objects, etc. Introduce this practice as routine. Slogan: Keep your distance – Teach learners about social distancing and how to greet without touching. Help learners to cultivate compassion, increase resilience while building a safe environment and caring for others. Respond to learners’ anxieties with love and care. Maintain a regular routine to keep the abnormal situation adapted to a “new normal”. TEACHERS TO ENSURE THEIR OWN SAFETY AND THE SAFETY OF THEIR LEARNERS IN THEIR OWN CONTEXTS
	Beginning Knowledge and Personal and Social Well-being activities should address key concepts and skills relating to Social Science, Natural Science and Technology e.g. investigations, design, enquiry skills, etc. Ensure that vocabulary development is intentionally included to improve language. Creative Arts [Visual Arts and Performing Arts] should be integrated very strongly with Languages. Physical Education will be implemented for one hour per week, the 2nd hour will be utilised for reading of Personal and Social Well-being and Beginning Knowledge content knowledge e.g. comprehension pieces: “reading for meaning”, stories, poems etc. Every Life Skills lesson will commence with a 5-minute lesson based on making learners aware of Covid-19 addressing washing hands, healthy habits, symptoms of Covid-19, social distancing, what and when to report to whom, discussing when a friend/family member pass away, etc. Learners are expected to complete the DBE workbook activities and one or two written activities or practical per week in a class workbook for BK and PSW PLEASE NOTE: EXECUTIVE FUNCTIONS CONTROL AND REGULATES COGNITIVE AND SOCIAL BEHAVIOURS IS NOT WRITTEN INTO CAPS BUT THESE SKILLS ENABLE LEARNERS TO CONTROL IMPULSES, PAY ATTENTION, REMEMBER INFORMATION, PLAN AND ORGANISE TIME AND MATERIALS AND RESPOND APPROPRIATELY TO SOCIAL AND STRESSFUL SITUATIONS, THUS IMPERATIVE FOR LEARNING. PLEASE READ MORE ABOUT THIS.

SKILLS AND VALUES: Compare Observe Communicate Ability to … Respect – Tolerance etc.	To show respect, love, empathy and acceptance To demon- strate SKAVs	To show respect, love, empathy and acceptance To demon- strate SKAVs	To develop a good hygiene, self- esteem, self-love and respect differences	To develop a good hygiene, self- esteem, self-love and respect differences	Identity Identify Respect Tolerance Observe school and class rules	Identity Identify Respect Tolerance Observe class and school rules	Observe Identify Respect Care	Observe Identify Respect Care Compare	Observe Compare Identify Communi- cate Record Identify.	Observe Compare Identify Communi- cate Record Identify.
CORE CONCEPTS & KNOWLEDGE REMEMBER to always be aware of activities to promote EXECUTIVE FUNCTION – Working memory Inhibitory control Self-regulation	Orientation to rules and procedures Places in the classroom and school Baseline	Orientation to rules and procedures Places in the classroom and school Baseline	Everyone is unique Knowledge, identify, respect explore different things you/others can do.	Similarities and differences Respect your own and other’s differences and similarities.	Names Rules and routines	Names Rules and routines	Care of your body. Know what good hygiene is and how to exercise it.	Toilet routine Care of your body. Knows good exercise and games Application of knowledge	Knowledge of the effect of weather on how we dress	Care of your eyes
PRE- KNOWLEDGE:	Perceptual skills Everyday knowledge	Perceptual skills Everyday knowledge	Perceptual skills Everyday knowledge	Perceptual skills Everyday knowledge	Perceptual skills Everyday knowledge	Perceptual skills Everyday knowledge	Perceptual skills Everyday knowledge	Perceptual skills Everyday knowledge	Perceptual skills Everyday knowledge	Perceptual skills Everyday knowledge
CAPS CONTENT: REMEMBER to always be aware of activities to promote EXECUTIVE FUNCTION – Working memory	Perceptual development Phonological awareness games- e.g. animal sounds, everyday sounds, music etc.	Perceptual development Phonological awareness games- e.g. animal sounds, everyday sounds, music	We are special and unique Things I can do (count, know colours, jump etc. Discussion	How I am the same as my friends. (Height, hair colour, gender, weight etc.) How I am different from my friends.	Name of my school, teacher and principal Classroom routines and rules	Name of my school, teacher and principal Classroom routines and rules	Sleep Eating healthy food Washing hands Keeping clean Hair, teeth and nails I keep my body clean:	Proper use of toilet Regular exercise and play. Limited television	The weather and us- clothes, food, activities	Do not look directly into the sun-

Inhibitory control Self-regulation Ensure optimal use of DBE workbooks Reading and Comprehension	Patterns- colour and shape Building puzzles Find my name Games	Patterns- colour and shape Building puzzles Find my name Games	Where was I born?	Discussion; show and tell			Some good habits
RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGHOUT THE TERM
RESOURCES: Flashcards/ Vocabulary for Focus board and Word Wall Library books/books	3D Objects – Fruit, veg, cars, animals etc. Colour Size Shape Directions Flashcards Name tags Signs Bean bags etc.	3D Objects Fruit, veg, cars, animals etc. Colour Size Shape Directions Flashcards Name tags Signs Bean bags etc.	DBE WB pg. 2. DBE WB pg. 6 Charts Flashcards	DBE WB pg. 6- 8 3D reality Charts Flashcards Height chart Scale	DBE WB pg. 12-13 3D reality Flashcards Charts	DBE WB pg. 16 3D reality Flashcards Charts	DBE WB pg. 20-21 DBE WB pg. 24. 3D reality Flashcards Charts	DBE WB pg. 22-23 DBE WB pg. 26-27 DBE WB pg. 28 DBE WB pg.29	DBE WB pg. 31-32 3D reality Flashcards Charts Video	Flashcards Charts Video
INFORMAL ASSESSMENT	The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics. Written activities can be given. Skills, knowledge application, attitude and values are not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to demonstrate these skills orally, practically and in written form. This must be informal and continuous.
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

TERM 1 45 DAYS: BEGINNING KNOWLEDGE		WEEK 1	WEEK 2	WEEK 3	WEEK 4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10
	CAPS TOPICS:	ORIENTATION / PERCEPTUAL DEVELOPMENT	ORIENTATION/ PERCEPTUAL DEVELOPMENT	ME PERCEPTUAL DEVELOPMENT	ME PERCEPTUAL DEVELOPMENT	AT SCHOOL	AT SCHOOL	HEALTHY HABITS	HEALTHY HABITS	WEATHER	WEATHER
	SKILLS AND VALUES: Scientific Process Skills Technological Process skills Geographical skills Inquiry Interpretation Values Attitudes	Demonstrate skills and competencie s	Demonstrate skills and competen- cies	Communicate Observation	Communi- cate Observation	Observe Identify cause and effect Communicate Pose solutions	Define Character identify cause and effect Communi- cate Pose solutions Values	Care Compare	Care Compare	Observe Compare Identify Classify Measure Experiment Communi- cate Respect	Observe Compare Identify Classify Measure Experiment Communi- cate Respect
	REMEMBER to always be aware of activities to promote Executive Functioning: Working memory, Inhibitory control and Self-regulation Learner talk, discussion, exploration, INQUIRY ‘find-out”, problem solving, thinking and reasoning is of utmost importance
	CORE CONCEPTS & KNOWLEDGE: Ensure optimal use DBE WORKBOOKS Reading for meaning of fictional and non- fictional text	Direction, place; next to, behind, in front of, on top of [Mathematic s vocabulary]	Direction, place; next to, behind, in front of, on top of [Mathematics vocabulary]	Knowledge of own personal details. Where I live, my telephone number and age Where was I born? (place)	Knowledge of own personal details. Where I live, my tele- phone number and age Where was I born?(place)	Knowledge of own school. Direction and orientation. Follow a simple map	Understand the reason and need for classroom routines and rule Know and apply rules. Remember and identify the direction to school	Good eating and health habits Keep healthy	Good eating and health habits Keep healthy	Observation of weather conditions. Identify the condition Effect on us. Know, apply symbols. Report Record. Interpret	Observation of weather conditions. Identify the condition Effect on us Ensure healthy life.
	CAPS CONTENT:	Notes: The weather chart should be		Personal details – such as name,		Name of school, teacher and principal.	Classroom routines and rule			A daily weather chart	Explain to learners why they should

REMEMBER to always be aware of activities to promote Executive Function – Working memory Inhibitory control Self-regulation	updated throughout the year.	address, telephone numbers and age. About me:	Where to find different places in the school- toilet, office, play areas.	How I get to school: I am proud of my school	Regular observation of weather condition Hot, cold, windy, rainy, cloudy, sunny, misty Symbols to describe conditions	never look directly into the sun. her and us
RESOURCES: Flashcards/ Vocabulary for Focus board and Word Wall Library books		DBE WB Pg.2 3D Charts Etc.	3D Charts Video	DBE WB Pg. 12-13 DBE WB pg16-17 DBE WB pg. 18	DBE WB pg. 30. Weather chart Symbols	DBE WB pg. 31- 32.
WEATHER: WEATHER TO BE TAUGHT UNTIL LEARNERS CAN INDEPENDENTLY OBSERVE THE WEATHER AND CHANGE THE ICONS DAILY. THE WEATHER CHART SHOULD BE UPDATED DAILY THROUGHOUT THE YEAR. Predictions Minimum and maximum temperature Symbols (Celsius, weather forecast) Cloud cover Complete own weather chart – Precipitation (rain), wind, etc. Complete own weather chart. Precipitation (rain) , wind, etc. Develop knowledge and skills progressively
INFORMAL ASSESSMENT	The practical activities must be observed and informally assessed during daily lesson activities in Life Skills. Also note SKAVs that is developing, developed and mastered for Home Language and Mathematics Some written activities can be given. Skills, knowledge application, attitude and values are not meant to be an assessment activity but ensure that leaners are afforded opportunities to demonstrate these skills orally and practically. This is informal and continuous.
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines


TERM 1 45 DAYS: CREATIVE ARTS & PERFORMING ARTS		WEEK 1	WEEK 2	WEEK 3	WEEK 4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10
	CAPS TOPICS:	ORIENTATION PERCEPTUAL DEVELOPMENT	ORIENTATION/ PERCEPTUAL DEVELOPMENT	ME	ME	AT SCHOOL	AT SCHOOL	HEALTHY HABITS	HEALTHY HABITS	WEATHER	WEATHER
	CREATE IN 2D Learners to EACH have their own ice cream container with their own stationery (pritt, scissors, pencil crayons, crayons etc.) If this is not possible, draw with what is available Use the Art piece as an oral and for extending to creative writing
	REMEMBER to always be aware of activities to promote Executive Functioning : Working memory, Inhibitory control and Self-regulation
	Draw pictures of yourself using different media, thick wax crayons or chalk		X
	Draw and paint pictures of self -interacting with others						X
	Paint own portrait adding features – eyes, ears, nose and mouth; discuss features on the head, shape, colour and line.				X
	Print patterns with thick paint								X
	CREATE A 3D (CONSTRUCTION) Adapt the activity to your context – The activity helps to consolidate/revise geometric shape (Mathematics)
	Box constructions using recyclable boxes; emphasis on geometric shapes; discuss shapes									X	X

SKILL IMPROVISE AND INTERPRET Use own demarcated space – You may adapt an activity to suit your context THESE ASPECTS ARE IMPORTANT FOR EXPRESSION, PSYCHO-SOCIAL, EMOTIONAL SUPPORT AND A SENSE OF BELONGING
Exploring shape and weight using action words and movements such as crooked, narrow, wide, feathery, pulling a heavy box, etc. Imagine you are…action is done in own space			X
Singing indigenous songs Using appropriate movements and DBE WB pg.10				X
Simple improvisation around familiar experiences in own family and community such as the ‘birthday party’, ‘umdlalo’, playing ‘pophuis’, etc.					X
Dramatisation: making up short stories						X
CREATIVE GAMES AND SKILLS Use own space at their chair or a demarcated area outside with clear markings (lanes can be drawn on tarmac- learners take turns 7 or 8 at a time dependent on the number of lanes- If no space, do not do the locomotor activities THESE ASPECTS ARE IMPORTANT FOR EXPRESSION, PSYCHO-SOCIAL, EMOTIONAL SUPPORT AND A SENSE OF BELONGING
Warming up body parts such as ‘playing the piano’, ‘washing body’, ‘shaking off water’, etc.	X	X		X
Safe environment: finding own space: Direction, place; next to, behind, in	X

front of, on top of [Mathematics vocabulary] Use a bean bag or crumbled paper ball.
Locomotor movements: walking, skipping and running forwards and backwards – own space			X			X		X
Non-locomotor movements: bending knees, shoulder and wrist circles					X
Warming up voice: breathing exercises and creative games such as blowing out candles, etc. Song: Five little monkeys. DBE WB pg.10				X			X		X	X
Body awareness exploring space and direction such as below, behind, above, using bodies or obstacles	X	X
Keeping a steady beat with changes in tempo whilst clapping or moving in time to music such as walking in fours, skipping in twos DBE WB pg.3			X			X			X
Cooling down the body and relaxation: e.g. ‘candle melting’, ‘balloon deflating’	X	X			X			X

INFORMAL ASSESSMENT

The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics
Ensure that leaners are afforded opportunities to demonstrate these skills practically.
This is informal and continuous.

SCHOOL BASED ASSESSMENT:

REFER TO DBE SBA Guidelines

TERM 1 45 DAYS: PHYSICAL EDUCATION		WEEK 1	WEEK 2	WEEK 3	WEEK 4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10
	CAPS TOPICS:	ORIENTATION / BASELINE	ORIENTATION BASELINE	ME	ME	AT SCHOOL	AT SCHOOL	HEALTHY HABITS	HEALTHY HABITS	WEATHER	WEATHER
	SKILLS: REMEMBER to always be aware of activities to promote EXECUTIVE FUNCTION – Working memory Inhibitory control Self-regulation	PLAY IS THE NATURAL WAY LEARNERS LEARN AT THIS AGE AND STAGE OF DEVELOPMENT. PLAY SHOULD NOT BE WITHELD. Maintain social distancing. Activities has been modified to maintain social distancing. The activities are adapted for a classroom situation- where overcrowding exist- allow learners to be keep a safe distance outside the class. Locomotor activities can be practiced whilst learners are walking in and out of class in the morning or returning from interval. Navigating safely when responding to movement instructions Ensure that the lessons have the following activities: warm-up, main and cool down. You could combine some of the warming-up, locomotor and non-locomotor activities of creative games and skills with PE. Allow learners to use their own apparatus or alternatively use the apparatus in groups on different days to allow for sanitizing. All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik) PLEASE NOTE, EVEN THOUGH ACTIVITIES HAVE BEEN PLOTTED PER WEEK, YOU MAY CHANGE THE ACTIVITIES TO SUIT YOUR NEED OR/AND CONTEXT
	LOCOMOTOR These activities to be done in a clearly demarcated area. If a large enough area is not available work in small groups OR adapt the activities (Observation of COVID regulation) MOVEMENT AND STRENGTHENING LARGE AND CORE MUSCLES IMPORTANT FOR DEVELOPMENT FOR SITTING AT TABLE OR ON MAT . IT ALSO GIVES A SENSE OF BELONGING.
	Dodging and walking in different directions	X			X			X			X
	Dodging games around skittles changing direction					X
	Using senses: hearing – listen to instructions while moving around		X

RHYTHM (Observe spacing – social distancing) Hop scotch ONE child at a time – sanitise handles of the rope
Hop-scotch			X
Rope skipping							X
Rhymes singing while performing body actions		X			X
BALANCE With strict supervision – one child at a time ( Draw a few blocks for 5 learners to have a turn simultaneously observe social distancing while the others are sitting lined up to wait their turn)
Dodging games around skittles changing direction				X
Balance walking on low level balancing form in different ways					X			X
LATERALITY (At chair OR outdoors in an open demarcated space)
Activities using the non-dominant [ND] side of the body- Hopping on ND foot, catching own bean bag with NB. Hand, foot etc.							X
SPORTS AND GAMES You may add your own games
Movement games concepts of size,	X					X

	distance, space and quantity covered
	RESOURCES Improvise	Use painted empty cooldrink bottles filled with sand as markers/ cones Skipping ropes – pick and pay plastic bags plaited for a long enough skipping rope Bean bags – small squares sown and filled with pebbles, beans etc. – Bean bags easier to handle and control – Home- made ball- newspaper rolled into a ball and covered with cellotape Balance beam- bricks covered with material; blocks covered with material etc.
	INFORMAL ASSESSMENT	The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics Ensure that leaners are afforded opportunities to demonstrate these skills practically. This is informal and continuous.
	SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

GRADE 1 REVISED TEACHING PLANS: LIFE SKILLS
TERM 2 51 DAYS: PERSONAL & SOCIAL WELLL-BEING		WEEK 1-4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10	WEEK 11
	CAPS TOPICS:	TERM 1 “THEMES AND COVERAGE”	ORIENTATION MY FAMILY	ORIENTATION MY FAMILY	SAFETY IN THE HOME	MY BODY	MY BODY	KEEPING MY BODY SAFE	KEEPING MY BODY SAFE
	SKILLS AND VALUES: Compare Observe Communicate Identify/ Identity Ability to … Respect Tolerance etc.		Respect To show love and admiration	Respect To show love and admiration	Observe Identify	To care for your body Appreciation	Appreciation for your sense of smell, taste, touch, hearing Textures, taste, smells, etc.	Caring for yourself Appreciation for safe situations	Taking care of your body Practicing healthy responses
	CORE CONCEPTS & KNOWLEDGE REMEMBER to always be aware of activities to promote EXECUTIVE FUNCTION – Working memory Inhibitory control Self-regulation		Understands concept of family and responsibility	Understands concept of family Love and appreciation	Understand the concept of safety in and around the home Knowing what to do in an emergency	Personal Awareness of how my body moves/ functions	Personal Awareness of the senses – sensory experience Identify uses and expresses them	Personal safety and health practices	Personal safety and health practices
	CAPS CONTENT: Ensure Optimal use of DBE WORKBOOKS Reading for meaning of fictional and non-fictional text		What a family is Members of my family – immediate and extended Caring for each other at home	What is a family Caring for each other at home	Dangers at home -When cooking -When washing -Lighting & electricity -Outside areas	Different parts of my body and how it moves	The five senses and their uses Touch, smell, sound, sight and taste	Safe and Unsafe situations & places Yes, and no feelings Practicing saying “no”	Protecting our bodies from illness – Covering mouth and nose when sneezing or coughing

		Note: Learners come from many different types of family. Ensure inclusivity		-Medicine -Poisonous substances – types and recognising warning symbols Keeping safe when home alone				Never touching another person’s blood Washing fruit and vegetables before eating
RESOURCES: Flashcards/ Vocabulary for Focus board and Word Wall Library books/books		DBE Workbook Pg. 34 to 39 3D Charts	DBE WB Pg. 34 to 39	DBE WB Pg. 40 to 46 Charts	DBE WB Pg. 48 to 53 3D Charts	DBE WB Pg. 48 to 53 3D Salt, pepper, honey etc. taste Flowers, herbs, garlic etc. smell. Recordings of everyday sounds	DBE WB Pg. 54 to 59 Charts Video	DBE WB pg. 54 to 59 Charts Videos
RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGHOUT THE TERM
INFORMAL ASSESSMENT:	The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics. Written activities can be given. Skills, knowledge application, attitude and values are not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to demonstrate these skills orally, practically and in written form. This must be done informally and continuous.
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

TERM 2

51 DAYS: BEGINNING KNOWLEDGE

WEEK 1-4

WEEK 5

WEEK 6

WEEK 7

WEEK 8

WEEK 9

WEEK 10

WEEK 11

CAPS TOPICS:

TERM 1 “THEMES AND

COVERAGE”

ORIENTATION

MY FAMILY

ORIENTATION

MY FAMILY

SAFETY IN THE HOME

MY BODY

KEEPING MY BODY SAFE

SKILLS AND VALUES:

Scientific Process Skills
Technological Process skills
Geographical skills
Inquiry
Interpretation
Values
Attitudes

Technological Process Skills Values

Scientific Process Skills Values Attitudes

REMEMBER to always be aware of activities to promote Executive Functioning:

Working memory, Inhibitory control and Self-regulation

Learner talk, discussion, exploration, INQUIRY ‘find-out”, problem solving, thinking and reasoning is of utmost importance

KNOWLEDGE:

Understanding the dangers of being alone and what to do.

LIFE AND LIVING

Understand and explain how the organs works

(functions)

LIFE AND LIVING

Understand and explain how the organs works (functions)

CAPS CONTENT:

ENSURE OPTIMAL USE OF DBE WORKBOOKS

Reading for meaning (comprehension) of fictional and non-fictional text

No natural link

Dangers at home
Design and make an Emergency number card

Parts of my body that I cannot see – include lungs, heart, (inquiry process)

Parts of my body that I cannot see – stomach, brain, skeleton

(inquiry process)

Making water safe to drink TEACHER TO DEMONSTRATE

Pot, stove, water
Other forms. Jik, filtering

RESOURCES: Flashcards/ Vocabulary for Focus board and Word Wall Library books/books		DBE WB pg. 40- 46 Materials for Technological process	DBE WB pg. 48-53 3D Charts Videos	DBE WB pg. 48- 53 3D Chart Videos	DBE WB pg. 54 to 59 Videos
WEATHER: WEATHER TO BE TAUGHT UNTIL LEARNERS CAN INDEPENDENTLY OBSERVE THE WEATHER AND CHANGE THE ICONS DAILY. THE WEATHER CHART SHOULD BE UPDATED DAILY THROUGHOUT THE YEAR. Predictions Minimum and maximum temperature Symbols (Celsius, weather forecast) Cloud cover Complete own weather chart – Precipitation (rain), wind, etc. Complete own weather chart. Precipitation (rain) , wind, etc. Develop knowledge and skills progressively
INFORMAL ASSESSMENT:	The practical activities must be observed and informally assessed during daily lesson activities in Life Skills. Also note SKAVs that is developing, developed and mastered for Home Language and Mathematics Some written activities can be given. Skills, knowledge application, attitude and values are not meant to be an assessment activity but ensure that leaners are afforded opportunities to demonstrate these skills orally and practically. This is informal and continuous.
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

TERM 2 51 DAYS: CREATIVE ARTS & PERFORMING ARTS		WEEK 1-4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10	WEEK 11
	CAPS TOPICS:	TERM 1 “THEMES AND COVERAGE”	ORIENTATION MY FAMILY	ORIENTATION MY FAMILY	SAFETY IN THE HOME	MY BODY	MY BODY	KEEPING MY BODY SAFE	KEEPING MY BODY SAFE
	REMEMBER to always be aware of activities to promote Executive Functioning : Working memory, Inhibitory control and Self-regulation
	CREATE IN 2D Learners to EACH have their own ice cream container with their own stationery (pritt, scissors, pencil crayons, crayons etc.)
	Finger painting or brush painting: discuss mixing of primary colours to achieve secondary colours				X	X	X
	Make drawings of self with your family in an activity. Discuss line and shape		X					X
	Fine motor and sensory coordination: eye hand coordination. Manipulation of tools and equipment			X		X	X
	Makes drawings of self in action, Encourage awareness of the body Name and discuss active body parts			X					X

CREATE A 3D (CONSTRUCTION)
(Learners to have their own dough or clay in container and own materials for personal use)
Make models out of clay/
playdough; encourage
correct use of materials and tools			X		X
Construct houses/imaginary
shelters using recyclable
boxes and other materials.			X
Encourage the correct use
of glue and applicators
SKILL IMPROVISE AND INTERPRET
Role play (stepping in the
shoes of someone else)	X
Developing short sentences
of dialogue -conversation between the elephant and					X
mouse or any other
Movements appropriate to a
role in different situations						X
Sings songs using contrasts
such as soft and loud, fast and slow							X
CREATIVE GAMES AND SKILLS
Use own space at their chair or a demarcated area outside with clear markings (lanes can be drawn on tarmac- learners take turns 7 or 8 at a time dependent on the number of lanes- If no
space, do not do the locomotor activities
Warming up the body:
circling the hands and
ankles, making shapes with	X	X		X	X	X	X
the body such as large and
small, wide narrow

Freeze games focusing on control, eye focus and use of space			X	X
Locomotor movements: hopping, jumping and galloping forwards and sideways (outside)		X
Axial movements: twisting, swinging the arms and side bends					X
Exploring beginnings, middles and endings of songs, stories &movements						X
Vocal exercises -rhymes, tongue twisters, songs with focus& clarity in vocal exercises				X		X	X
Cooling down the body and relaxation: games e.g. rocking a baby, swaying, etc.		X			X	X	X
INFORMAL ASSESSMENT:	The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics Ensure that leaners are afforded opportunities to demonstrate these skills practically. This is informal and continuous
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

TERM 2 51 DAYS: PHYSICAL EDUCATION		WEEK 1-4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10	WEEK 11
	CAPS TOPICS:	TERM 1 “THEMES AND COVERAGE”	ORIENTATION MY FAMILY	ORIENTATION MY FAMILY	SAFETY IN THE HOME	MY BODY	MY BODY	KEEPING MY BODY SAFE	KEEPING MY BODY SAFE
	SKILLS: REMEMBER to always be aware of activities to promote EXECUTIVE FUNCTION – Working memory Inhibitory control Self-regulation	PLAY IS THE NATURAL WAY LEARNERS LEARN AT THIS AGE AND STAGE OF DEVELOPMENT. PLAY SHOULD NOT BE WITHELD. Maintain social distancing. Activities has been modified to maintain social distancing. The activities are adapted for a classroom situation- where overcrowding exist- allow learners to be keep a safe distance outside the class. Locomotor activities can be practiced whilst learners are walking in and out of class in the morning or returning from interval. Navigating safely when responding to movement instructions Ensure that the lessons have the following activities: warm-up, main and cool down. You could combine some of the warming-up, locomotor and non- locomotor activities of creative games and skills with PE. Allow learners to use their own apparatus or alternatively use the apparatus in groups on different days to allow for sanitizing. All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik) PLEASE NOTE, EVEN THOUGH ACTIVITIES HAVE BEEN PLOTTED PER WEEK, YOU MAY CHANGE THE ACTIVITIES TO SUIT YOUR NEED OR/AND CONTEXT
	LOCOMOTOR
	Body parts: singing songs or recite rhymes while touching various parts of the body such as touch the knees, toes, nose, head, ears, etc.		X		X
	Games – “Simon Says” – moving different parts of the body						X

RHYTHM (use chair as marker- mostly on the spot or around their chair or outdoors)
Jumping and hopping		X
Jump up and down; jump high and low				X		X	X
Jump forwards, backwards and sideways	X		X
Finger play activities – finger rhymes	X		X		X
COORDINATION Activity can be done only if you have enough space- Learners do the activity outside in a demarcated area
Eye-hand-foot co-ordination – dribbling balls around skittles and kicking balls between skittles	X				X		X
BALANCE Walking from line-up to classroom
Walking on a rope or line marked on the ground	X		X	X
LATERALITY (At chair or outside)
Throw and catch a bean bag with non-dominant hand	X
Balance on non-dominant leg			X	X
Own activity– Develop a 2- minute chair routine		X				X	X

SPORTS AND GAMES
Traditional /indigenous games chose by learners- played seated		X	X
INFORMAL ASSESSMENT	The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics Ensure that leaners are afforded opportunities to demonstrate these skills practically. This must be informal and continuous.
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

GRADE 1 REVISED TEACHING PLANS: LIFE SKILLS
TERM 3 52 DAYS: PERSONAL & SOCIAL WELL-BEING		WEEK 1 – 4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10	WEEK 11
	CAPS TOPICS:	TERM 1 “THEMES AND COVERAGE”	MY COMMUNITY	MY COMMUNITY	PETS	MANNERS AND RESPONSIBILITY	PLANTS AND SEEDS	FOOD	FOOD
	SKILLS AND VALUES: Compare Observe Communicate Identify/ Identity Ability to … Respect Tolerance etc.		Pride Respect	Pride Respect	Caring Function of Animal Welfare, work and contact details	Sharing Kindness Listening Honesty		Identifying healthy and unhealthy lifestyles Correct choices	Identifying healthy and unhealthy lifestyles Correct choices
	CORE CONCEPTS & KNOWLEDGE REMEMBER to always be aware of activities to promote EXECUTIVE FUNCTION – Working memory Inhibitory control Self-regulation		Healthy living/ habits/ practices	Healthy living/ habits/ practices	Healthy living/ habits/ practices	Interpersonal relationships and values		Balanced diet Correct choices	Balanced diet Correct choices

CAPS CONTENT: ENSURE OPTIMAL USE OF DBE WORKBOOKS Reading for meaning (comprehension)of fictional and non- fictional text		My role	My role	Animals we can keep as pets How to look after pets at home Treating animals appropriately Animal Welfare	Greeting people we know and strangers Waiting my turn Listening to others Sharing Showing kindness Being honest Respecting others and belongings	No natural link	Foods we eat Healthy and Unhealthy food	Healthy choices and the right amount of food
RESOURCES: Flashcards/ Vocabulary for Focus board and Word Wall Library books/books				DBE WB pg. 10- 13 3D Charts Videos	DBE WB pg. 14-17 Costumes for role- play Charts		DBE WB pg. 26-32 3D Video	DBE WB pg. 26- 32 3D Video
RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGHOUT THE TERM
INFORMAL ASSESSMENT	The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics. Written activities can be given. Skills, knowledge application, attitude and values are not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to demonstrate these skills orally, practically and in written form. This must be informal and continuous.
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

TERM 3 52 DAYS: BEGINNING KNOWLEDGE		WEEK 1 – 4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10	WEEK 11
	CAPS TOPICS:	TERM 1 “THEMES AND COVERAGE”	MY COMMUNITY	MY COMMUNITY	PETS	MANNERS AND RESPONSIBILITY	PLANTS AND SEEDS	FOOD	FOOD
	SKILLS AND VALUES: Scientific Process Skills Technological Process skills Geographical skills Inquiry Interpretation Values Attitudes		Investigate	Identify Problems Problem Solving			Scientific Process Skills Attitudes	Scientific & Technologi- Cal Process Skills Attitudes Values	Scientific & Technologi- Cal Process Skills Attitudes Values
	REMEMBER to always be aware of activities to promote Executive Functioning: Working memory, Inhibitory control and Self-regulation Learner talk, discussion, exploration, INQUIRY ‘find-out”, problem solving, thinking and reasoning is of utmost importance
	KNOWLEDGE:		PLACE Knowledge of the different places in my community and what they are used for	PLACE How to respect and use facilities in my community and why we should not litter			LIFE AND LIVING Know the different parts of a plant The importance of plants Understanding how plants grow and what they need to grow	LIFE AND LIVING Identify food from different food groups Know where food products come from Ways to store & preserve food	LIFE AND LIVING Identify food from different food groups Know where food products come from Ways to store & preserve food Process

CAPS CONTENT:

ENSURE OPTIMAL USE OF DBE WORKBOOKS

Reading for meaning (comprehension) of fictional and non-fictional text

Places in my community
People in my community

Looking after facilities in my community
Keeping places clean – littering

No natural link

Why we need plants
What plants look like – roots, stem, leaves, flowers
What plants need to grow
Growing a plant from a seed

Where different foods come from: fruit; vegetables; dairy; meat

Storing food – fresh, tinned, dried, frozen

RESOURCES:

Flashcards/ Vocabulary for Focus board and Word Wall

Library books/books

DBE WB Pg. 2-9
Real places
Google Maps

DBE WB pg. 2-9
Charts
Videos

DBE WB pg. 18-25
3D
Tools, Soil, seeds etc.
Videos

DBE WB pg. 26 -32
3D

DBE WB pg. 26 -32
3D
Video
Make orange jam? Ingredients 6-8 oranges1 cup of sugar & water

WEATHER: WEATHER TO BE TAUGHT UNTIL LEARNERS CAN INDEPENDENTLY OBSERVE THE WEATHER AND CHANGE THE ICONS DAILY. THE WEATHER CHART SHOULD BE UPDATED DAILY THROUGHOUT THE YEAR.

Predictions
Minimum and maximum temperature
Symbols (Celsius, weather forecast)
Cloud cover
Complete own weather chart – Precipitation (rain), wind, etc.
Complete own weather chart. Precipitation (rain) , wind, etc. Develop knowledge and skills progressively.

INFORMAL ASSESSMENT:

The practical activities must be observed and informally assessed during daily lesson activities in Life Skills. Also note SKAVs that is developing, developed and mastered for Home Language and Mathematics
Some written activities can be given.
Skills, knowledge application, attitude and values are not meant to be an assessment activity but ensure that leaners are afforded opportunities to demonstrate these skills orally and practically.
This is informal and continuous.

SCHOOL BASED ASSESSMENT:

REFER TO DBE SBA Guidelines

TERM 3 52 DAYS: CREATIVE ARTS & PERFORMING ARTS		WEEK 1 – 4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10	WEEK 11
	CAPS TOPICS:	TERM 1 “THEMES AND COVERAGE”	MY COMMUNITY	MY COMMUNITY	PETS	MANNERS AND RESPONSIBILI- TY	PLANTS AND SEEDS	FOOD	FOOD
	REMEMBER to always be aware of activities to promote Executive Functioning :
	Working memory, Inhibitory control and Self-regulation
	CREATE IN 2D
	Learners to EACH have their own ice cream container with their own stationery (pritt, scissors, pencil crayons, crayons etc.)
	Make paintings and
	drawings of real or
	imaginary creatures;
	encourage awareness of line and shape, and		X					X
	added detail;
	describe own pictures
	(oral)
	Make paintings and
	drawings of self-using
	various modes of
	transport; encourage awareness of line and			X
	shape, colour,
	and contrast (e.g.
	big/small, long/short
	CREATE IN 3D (CONSTRUCTING)
	Learners to have their own dough in a container
	Make models of
	imaginative creatures using clay, playdough or				X		X
	recyclable materials;

emphasize appropriate use of materials and spatial awareness
Emphasize appropriate use of materials and spatial awareness			X	X
IMPROVISE AND INTERPRET
Choosing and making
own movement
sentences to interpret a theme with a beginning	X			X			X
and an end
Clapping rhythms in
three or four time.
Moving to the music in three or 4 time (on the		X			X
spot or around the chair)
Dramatizing a make-
believe situation based
on South African poem, song or story guided by			X			X
teacher (seated)
GAMES AND SKILLS
Warming up the body:
e.g., leading with the nose, elbow, knee	X
Combining locomotor (on
the spot or around the chair) and non-locomotor		X					X
movements such as run,

run-forward-shrink- stretch-up
Mime actions showing emotion using visualization such as eating my favourite food, opening a book				X
Games focusing on numeracy and litreacy such as number songs and rhymes, making shapes through movement		X			X			X
Listening skills through music games using different tempo, pitch, dynamics, duration			X			X
Cooling down the body and relaxation: using imagery or words such as shrink slowly and grow slowly		X		X	X		X
INFORMAL ASSESSMENT	The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics Ensure that leaners are afforded opportunities to demonstrate these skills practically. This is informal and continuous.
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

TERM 3 52 DAYS: PHYSICAL EDUCATION		WEEK 1 – 4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10	WEEK 11
	CAPS TOPICS:	TERM 1 “THEMES AND COVERAGE”	MY COMMUNITY	MY COMMUNITY	PETS	MANNERS AND RESPONSIBILI-TY	PLANTS AND SEEDS	FOOD	FOOD
	SKILLS: REMEMBER to always be aware of activities to promote EXECUTIVE FUNCTION – Working memory Inhibitory control Self-regulation	PLAY IS THE NATURAL WAY LEARNERS LEARN AT THIS AGE AND STAGE OF DEVELOPMENT. PLAY SHOULD NOT BE WITHELD. Maintain social distancing. Activities has been modified to maintain social distancing. The activities are adapted for a classroom situation- where overcrowding exist- allow learners to be keep a safe distance outside the class. Locomotor activities can be practiced whilst learners are walking in and out of class in the morning or returning from interval. Navigating safely when responding to movement instructions Ensure that the lessons have the following activities: warm-up, main and cool down. You could combine some of the warming-up, locomotor and non- locomotor activities of creative games and skills with PE. Allow learners to use their own apparatus or alternatively use the apparatus in groups on different days to allow for sanitizing. All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik) PLEASE NOTE, EVEN THOUGH ACTIVITIES HAVE BEEN PLOTTED PER WEEK, YOU MAY CHANGE THE ACTIVITIES TO SUIT YOUR NEED OR/AND CONTEXT
	LOCOMOTOR Use the space around the chair or an area demarcated (marked) for movement
	Move – jump, run, and crawl.					X	X
	Walk backwards on heels and toes		X	X
	Walk forward crossing dominant leg over				X			X
	Follow instructions to move fast and slow- on the spot		X	X		X	X

RHTHYM
Rope skipping: alone, Using no apparatus- Continue to move the arms for a full swing		X	X		X
LATERALITY Only if you have space in a demarcated area and learners are schooled and adhere to social distancing Learners wait their turn and sit in demarcated spaces
Hop-scotch with non- dominant leg		X
Walking and swinging a rope sash/ribbon using non-dominant leg ( Walk around the perimeter of the netball court – observing social distancing				X
INFORMAL ASSESSMENT:	The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics Ensure that leaners are afforded opportunities to demonstrate these skills practically. This is informal and continuous.
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

GRADE 1 REVISED TEACHING PLANS: LIFE SKILLS
TERM 4 47 DAYS: PERSONAL & SOCIAL WELL-BEING		WEEK 1- 3	WEEK 4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10
	CAPS TOPICS:	TERM 1 “THEMES AND COVERAGE”	HOMES	HOMES	PICTURE MAPS	WATER	WATER	THE SKY AT NIGHT	THE SKY AT NIGHT
	SKILLS AND VALUES: Compare Observe Communicate Identify/ Identity Ability to … Respect Tolerance etc.		Identify Compare	Identify Compare		Identify safe and unsafe water	To know that we do not waste water
	CORE CONCEPTS & KNOWLEDGE		The home I live in	The home I live in	Can I find my way?	Healthy lifestyle Preserving resources What to do if there are leaks or a dripping tap	Healthy Lifestyle Water that is safe to drink
	REMEMBER to always be aware of activities to promote EXECUTIVE FUNCTION – Working memory Inhibitory control Self-regulation
	CAPS CONTENT:					Ways water is wasted Ways of saving water	Safe and unsafe drinking water	No natural link
	Ensure Optimal Use of DBE Workbooks Reading for meaning (comprehension) of

TERM 4

47 DAYS: BEGINNING KNOWLEDGE

WEEK 1- 3

WEEK 4

WEEK 5

WEEK 6

WEEK 7

WEEK 8

WEEK 9

WEEK 10

CAPS TOPICS:

TERM 1 “THEMES AND COVERAGE”

HOMES

PICTURE MAPS

WATER

THE SKY AT NIGHT

SKILLS AND VALUES:

Scientific Process Skills
Technological Process skills
Geographical skills
Inquiry
Interpretation
Values
Attitudes

Investigate
Question
Analyze
Organize

Technological Process Skills
Design and make
Attitudes
Values

Geographical Skills ( Simple Map reading)

Scientific Process Skills
Attitudes
Values

Technological Process Skills & Scientific Process Skills
Values
Attitudes

Scientific Process Skills
Observation
Comparing
Recording
Values
Attitudes

Scientific Process Skills
Observation
Comparing
Recording
Values
Attitudes

REMEMBER to always be aware of activities to promote Executive Functioning:

Working memory, Inhibitory control and Self-regulation

Learner talk, discussion, exploration, INQUIRY ‘find-out”, problem solving, thinking and reasoning is of utmost importance

KNOWLEDGE:

Matter and Materials Technological process skills

Different types of homes
Material and suitability for weather

conditions

Matter and Materials

Different types of homes
Material and suitability for weather conditions

Place

Be able to use directions to find a place (navigate) on a picture map
Problem solve

Conservation

Different uses of water
Conserving water

Conservation

Different ways of storing clean water (Water conservation)
Prevent wastage of water

Planet Earth and Beyond
Understand how day changes to night
The moon and stars and their functions

Planet Earth and Beyond
Understand how day changes to night
The moon and stars and their functions

CAPS CONTENT:

Types of homes – include flats, houses, shacks,

traditional homes

What different homes are made of –

include wood,

Finding places and things on a picture map

(identify)

Uses of water at home and school
Ways water is wasted

Ways of saving water
Storing clean water

Changing from day to night
The moon

When we can see the moon
Stars

ENSURE OPTIMAL USE OF DBE WORKBOOKS Reading for meaning (comprehension)of fictional and non- fictional text		Homes to suit different weather conditions	mud, bricks, tin, stone, hardboard, plastic	Finding the way from one place to another	Safe and unsafe drinking water	“Harvesting rain water”	What the moon looks like	A star burns like the sun
RESOURCES: Flashcards/ Vocabulary for Focus board and Word Wall Library books/books		DBE WB pg. 34- 41 Models of homes Materials to build own model Videos Chart	DBE WB pg.34-41 3D Materials Videos Chart	DBE WB pg. 42- 49 Simple picture maps Simple maps Mazes The school grounds	DBE WB pg. 50 – 57 Real-life experience in school grounds	DBE WB pg. 50- 57 Use a rain gauge or make your own Chart	DBE WB pg. 58 -61 The sky at night Globe Torch Video	DBE WB pg. 58- 61 Models Video Material to make own models
WEATHER: WEATHER TO BE TAUGHT UNTIL LEARNERS CAN INDEPENDENTLY OBSERVE THE WEATHER AND CHANGE THE ICONS DAILY. THE WEATHER CHART SHOULD BE UPDATED DAILY THROUGHOUT THE YEAR. Predictions Minimum and maximum temperature Symbols (Celsius, weather forecast) Cloud cover Complete own weather chart – Precipitation (rain), wind, etc. Complete own weather chart. Precipitation (rain) , wind, etc. Develop knowledge and skills progressively
INFORMAL ASSESSMENT	The practical activities must be observed and informally assessed during daily lesson activities in Life Skills. Also note SKAVs that is developing, developed and mastered for Home Language and Mathematics Some written activities can be given. Skills, knowledge application, attitude and values are not meant to be an assessment activity but ensure that leaners are afforded opportunities to demonstrate these skills orally and practically. This is informal and continuous.
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

TERM 4 47 DAYS: CREATIVE ARTS & PERFOR MING		WEEK 1- 3	WEEK 4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10
	CAPS TOPICS:	TERM 1 “THEMES AND COVERAGE”	HOMES	HOMES	PICTURE MAPS	WATER	WATER	THE SKY AT NIGHT	THE SKY AT NIGHT
	REMEMBER to always be aware of activities to promote Executive Functioning : Working memory, Inhibitory control and Self-regulation
	CREATE IN 2D Learners to have own stationery, food colouring, paint etc.
	Make a drawing or painting relevant to the Terms topics. Focus on body in action line, shape and colour		X		X		X			X
	CREATE IN 3D (MODELLING) Learners to have clay for their own use in a sealed container
	Make models of self in action in own environment clay/ playdough; encourage personal expression, appropriate use of materials and spatial awareness			X				X
	IMPROVISE AND INTERPRET
	Representing objects, ideas in movement and sound such as: making a				X

machine, a magic forest,
ambulance individually or
in groups
Classroom performance
incorporating a South
African song/poem/ story
with movement and dramatization- Well	X			X		X
spaced
GAMES AND SKILLS
Warming up the body:
different levels such as
high: picking an apple, low: crawling and	X		X		X
medium, crouching
Locomotor movements:
hopping, galloping,
running, and skipping around the chair and		X		X
changing directions
Non-locomotor
movements: combining
twisting, swinging the arms, side bends and				X
jumps
Clapping games on desk
developing focus and co- ordination	X				X

Listening to music and describing how it makes you feel using words such as happy, sad, etc.		X			X
Cooling down the body and relaxation –feel like a feather and float through the sky			X	X
INFORMAL ASSESSMENT:	The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics Ensure that leaners are afforded opportunities to demonstrate these skills practically. This is informal and continuous.
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

TERM 4 47 DAYS: PHYSICAL EDUCATION		WEEK 1- 3	WEEK 4	WEEK 5	WEEK 6	WEEK 7	WEEK 8	WEEK 9	WEEK 10
	CAPS TOPICS:	TERM 1 “THEMES AND COVERAGE”	HOMES	HOMES	PICTURE MAPS	WATER	WATER	THE SKY AT NIGHT	THE SKY AT NIGHT
	SKILLS: REMEMBER to always be aware of activities to promote EXECUTIVE FUNCTION – Working memory Inhibitory control Self-regulation	PLAY IS THE NATURAL WAY LEARNERS LEARN AT THIS AGE AND STAGE OF DEVELOPMENT. PLAY SHOULD NOT BE WITHELD. Maintain social distancing. Activities has been modified to maintain social distancing. The activities are adapted for a classroom situation- where overcrowding exist- allow learners to be keep a safe distance outside the class. Locomotor activities can be practiced whilst learners are walking in and out of class in the morning or returning from interval. Navigating safely when responding to movement instructions Ensure that the lessons have the following activities: warm-up, main and cool down. You could combine some of the warming-up, locomotor and non- locomotor activities of creative games and skills with PE. Allow learners to use their own apparatus or alternatively use the apparatus in groups on different days to allow for sanitizing. All equipment to be washed down after every use (1 litre of water and 5 tablespoons of jik)
		PLEASE NOTE, EVEN THOUGH ACTIVITIES HAVE BEEN PLOTTED PER WEEK, YOU MAY CHANGE THE ACTIVITIES TO SUIT YOUR NEED OR/AND CONTEXT
	LOCOMOTOR Demarcated area- working with small groups- social distancing
	Walk, run and skip using signal to change from walking to running; etc. Adapt for classroom					X	X
	Non-locomotor: spin alone
				X

RHYTHM
Follow instruction using a
musical instrument to signal
change
On the spot:	X		X			X
Marching, running, skipping,
walk bend
COORDINATION
Foot-eye co-ordination,
greeting each other by
touching the feet	X
BALANCE
Walk on ropes-backward,
forward and sideways with or
without crossing feet – on the way to the bathroom and	X	X	X		X		X
return
Walk on ropes with hands on
head, hands behind backs
hands on hips. on the way to the bathroom		X		X
and return
Stand on tip toes, crouch on
haunches, walk on the balls
of the feet, walk on the heels slowly around the chair	X		X			X

SPATIAL ORIENTATION
Human shapes- form numbers 1,2,3, or letters A, B, C in a human chain.		X			X
LATERALITY
Turn on the spot to the left and to the right			X	X
Throw a BEAN BAG through a hoop with L/R hand	X
INFORMAL ASSESSMENT:	The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics Ensure that leaners are afforded opportunities to demonstrate these skills practically. This is informal and continuous.
SCHOOL BASED ASSESSMENT:	REFER TO DBE SBA Guidelines

fictional and non- fictional text

RESOURCES:
Ensure optimal use of DBE workbooks

Flashcards/ Vocabulary for Focus board and Word Wall
Library books/books

DBE WB pg. 50- 57
Video

DBE WB pg. 50-57
Video

RELIGIOUS AND OTHER SPECIAL DAYS CELEBRATED BY THE COMMUNITY SHOULD BE DISCUSSED AS THEY OCCUR THROUGHOUT THE TERM

INFORMAL ASSESSMENT:

The activities must be observed and assessed during daily lesson activities in Life Skills. Also note SKAVs that is developed and mastered for Home Language and Mathematics.
Written activities can be given.
Skills, knowledge application, attitude and values are not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to demonstrate these skills orally, practically and in written form.
This is informal and continuous.

SCHOOL BASED ASSESSMENT:

REFER TO DBE SBA Guidelines