Gr 3-Life Skills-Facilitator's Guide by Impaq

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LIFE SKILLS FACILITATOR’S GUIDE

Grade 3

A member of the FUTURELEARN group

Life Skills Facilitator’s guide

1803-E-LFS-FG01

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Grade 3

CAPS aligned

Facilitator’s Guide G03 ~ Life Skills

CONTENT 1. 2. 3. 4. 5. 6.

Preparation for homeschooling ................................................................................ i Planning ..................................................................................................................... ii Assessment .............................................................................................................. iii The learner’s portfolio ............................................................................................. iii Reward your child .................................................................................................... iv Lesson plans ........................................................................................................... vii Term 1 ........................................................................................................................ 1 Theme: About me ........................................................................................................ 1 Theme: Feelings.......................................................................................................... 1 Theme: Health education ............................................................................................ 2 Theme: Keep my body safe......................................................................................... 3 Theme: Rights and responsibilities.............................................................................. 5 Term 2 ........................................................................................................................ 9 Theme: Healthy living .................................................................................................. 9 Theme: Insects .......................................................................................................... 10 Theme: Life cycles .................................................................................................... 11 Theme: Recycling...................................................................................................... 12 Term 3 ...................................................................................................................... 15 Theme: Public safety ................................................................................................. 15 Theme: Water and pollution ...................................................................................... 16 Theme: How people lived long ago ........................................................................... 18 Theme: Space ........................................................................................................... 20 Term 4 ...................................................................................................................... 23 Theme: Products and processes ............................................................................... 23 Theme: Animals and creatures that help us .............................................................. 25 Addendum A: Daily timetable................................................................................. 29

Facilitator’s Guide G03 ~ Life Skills

1. Preparation for homeschooling Before homeschooling is started a couple of things should be considered which can influence the quality of the learning programme. Moving from a formal school system to a more informal homeschooling system can be quite a challenge for both learner and parent. The normal school routine should make way for the homeschooling routine, which means that every member of the family will have to adapt and change their schedules and routines. In order to simplify the transition from one routine to another, the family can make use of unschooling. Unschooling is the process through which learners and parents go in order to prepare themselves for the new way of learning which will take place at home. It is important that you as parent and facilitator use this time of unschooling to improve your skills, as the ability of the learner to perform and learn is directly influenced by the parent and facilitator’s conduct. Table 1.1 and 1.2 provides you with a few points which can be considered in order to be a better parent and facilitator to the learner. Each parent should look at themselves critically and decide which aspects could be improved. No parent is perfect, but luckily parenting skills can be improved by attending classes presented at community centres and churches. Many books have been written on this subject and many articles are also available on the Internet. Table 1.1 Focus points for the parent and facilitator • Value the learner’s individuality, but set boundaries where necessary. • Trust in the learner’s abilities. • Respect the learner’s interests, ideas, opinions and personality. • Be loving and accept the learner as he/she is, but with the understanding that it is expected of him/her to behave in a socially acceptable manner at all times. • Punish consistently. • The learner should be aware that it is expected of him/her to be committed and loyal and to perform well, and that he/she will have the necessary support to do so. Table 1.2 The following list was compiled by children … • Treat us with respect. • Be enthusiastic. • Know the work that we have to learn. • Be available when we need extra help. • Make use of multimedia resources. • Be friendly towards us. • Talk to us about your own life. • Use games to help us remember the work better. • Do not discuss too much work with us at one time. • Do not give us too many rules at once. • Give us a chance to also teach a class.

Facilitator’s Guide G03 ~ Life Skills

2. Planning 2.1 The Impaq curriculum The Impaq curriculum includes all subjects as required by the Department of Education and is compiled in accordance with the Curriculum Assessment Policy Statement (CAPS). Table 2.1.1 The Impaq curriculum for the Foundation Phase (Grade R – 3) consists of the following subjects: SUBJECTS GRADE R GRADE 1 GRADE 2 GRADE 3 Home Language

Home Language

First Additional Language

Mathematics

Life Skills

2.2 Planning Use the following steps and timetable to do your planning for the year. 2.2.1 Planning the year 1. Start by opening the package and unpacking the books that you received from Impaq. Group the books according to the various subjects. In other words, you will have a pile of books for Languages, Additional Languages (not for Grade R), Mathematics and Life Skills. 2. Make use of the Impaq inventory list to double check the books. 3. If you have received all of the books you need, use the year calendar and timetable for the grade (see 7. Daily timetable) to plan your year. 4. To ensure that the planning is complete, do the following: • Compare the facilitator’s guide, study guides, workbooks, reading books and learner support material for each subject. • Make a list of the number of lessons for each term and compare the number of lessons with the daily and weekly timetable for the specific grade. Divide the lessons between the days on the calendar according to your own needs and schedule. • To ensure that the planning for the year is complete, you must also include your own routine, the daily routine of the learner as well as any sports activities and holidays. Tip: To ensure that you cover all the work, the year can be divided into four terms consisting of 10 weeks each, with the necessary holidays in between. 2.2.2 It is important to plan your time Learners in the Foundation Phase like to play; therefore it is important that you keep to the timetable that you have drawn up in your year plan. It is important for the following reasons: • It provides the learner with the necessary fixed routine. • It can disrupt the learner’s routine when learning time is used for play.

Facilitator’s Guide G03 ~ Life Skills

2.2.3 Written lesson preparation To ensure that you understand the lesson, allow yourself sufficient time to prepare beforehand. Make a list of all the learning support materials that you will need to present the lesson effectively. The use of learning support material in the Foundation Phase is very important. When learners use their eyes, ears, nose, hands and other body parts while learning, they learn better. Therefore it is vital that you incorporate these materials into the lesson. 2.2.4 Creating a pleasant learning area As part of your planning for the year you must also create a learning area for the learner to use. It can be anywhere in the house; a bedroom, a corner of the kitchen or dining room, etc. Use the following ideas to create a pleasant area: 1. Choose an area that will be ideal for studying and learning. It does not have to be in the learner’s bedroom. You can choose any area that will meet the learner’s unique needs. 2. Take down the paintings on the walls and replace it with learning material and educational posters, for example, posters with forms, the alphabet, numbers, etc. 3. The learning area must be fitted with a table that will be big enough to use for writing, using a tablet, doing a project or doing art. There must also be enough space for books and stationery. 4. Ensure that there are comfortable chairs for you and the learner. 5. Create a special area (if the space is available) that can be used for reading, researching projects on a computer, playing educational games or painting. This space will also be valuable if you are homeschooling more than one learner. One learner can be kept busy there while the other learner’s lesson is being presented. 6. Move a bookcase or cupboard into the learning area to keep books, learning materials and stationery in. If there is not enough space for the cupboard in the learning area, another room can be used. A bookcase or cupboard will help your to keep the learning area tidy and will contribute to the quality of the lesson. Organising the bookcase or cupboard: 1. Use part of the space in the cupboard for art supplies, such as paint brushes, paint, coloured paper, small boxes, glue and scissors. 2. Use another part of the space for stationery, such as pens, pencils, erasers, sharpeners and rulers. 3. Use a section of the space for the learning material received from Impaq. It will be a good idea to organise the learning material per subject. 3. Assessment All assessment information can be found in the Grade 3 Portfolio Book. 4. The learner’s portfolio A portfolio is a file in which the facilitator keeps a compilation of the learner’s work in order to organise and file his/her attempts, progress, and achievements for future reference. It is of the utmost importance to keep this portfolio up to date and safe, even after the school year has been completed. Remember that the portfolio is proof of the learner’s school career.

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Facilitator’s Guide G03 ~ Life Skills

4.1 Content of the portfolio 1. Buy a file and coloured cardboard. Write the following information on the outside of the file: • Year • Learner’s name and surname • Grade 2. On the inside there should be a contents page containing the following information: Contents 1) Term 1 1.1) Assessment forms 1.2) Proof of work 1.3) Work the learner is proud of 2) Term 2 2.1) Assessment forms 2.2) Proof of work 2.3) Work the learner is proud of 3) Term 3 3.1) Assessment forms 3.2) Proof of work 3.3) Work the learner is proud of 4) Term 4 4.1) Assessment forms 4.2) Proof of work 4.3) Work the learner is proud of 5) Term reports from Impaq. 6) Non-curricular reports, certificates and other achievements. 7) General information: medical history and specialist reports (speech therapists, occupational therapists, hearing specialists). 8) Any other information or documentation that YOU feel should be included in the learner’s portfolio. 5. Reward your child According to research roughly 48% of parents in America reward their children with money for their achievements. It is the opinion of specialists that occasionally rewarding your child with money might motivate the child to do better, but it can also be problematic. If a learner is rewarded with money too many times it can lead to the learner losing his/her inner motivation and he/she will end up working for the money only. Specialists say that if a learner is not naturally motivated to excel, it is better to reward him/her for that which he/she do achieve rather than punishing him/her for a lack of achievement. In other words, still reward the learner for an achievement of 50%, rather than punishing him/her. You can reward the learner for good behaviour, good work or a good report, in one of the following ways. Rewarding the learner often will encourage him/her to work harder and will also build their self-confidence.

Facilitator’s Guide G03 ~ Life Skills

• • • • • • • •

The best way to reward a learner is to show him/her how proud you are. Reward the learner with enthusiasm, “congratulations”, a high five, a kiss and a hug. When possible, display the learner’s achievements in order to show them how proud you are. The learner’s good work or reports can be displayed on the refrigerator for others to see. Bake a cake to make the learner feel special. Write the learner’s name and achievement with icing on the cake. As a reward the learner can be taken on a field trip. Take him/her to their favourite museum, to an amusement park or aquarium. Reward the learner with a trip to the movies, or convert your living room into a movie theatre and rent DVDs which you can watch with them while eating popcorn. Take the learner out for pizza. As a reward, the learner can be allowed extra time to play computer games. Take a trip to the book store and allow the learner to choose a book which you can read together.

For any queries, contact the education specialist at Impaq.

Facilitator’s Guide G03 ~ Life Skills

6. LESSON PLANS

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Facilitator’s Guide G03 ~ Life Skills

Term

LESSON PLANS

LIFE SKILLS GRADE 3 TERM 1

DAY 1 Beginning knowledge, personal and social well-being. PE DAY 2 Beginning knowledge, personal and social well-being. Creative Arts DAY 3 Beginning knowledge, personal and social well-being. PE

DAY 4 Beginning knowledge, personal and social well-being. Creative Arts DAY 5 Beginning knowledge, personal and social well-being. Creative Arts

DAY 1 Beginning knowledge, personal and social well-being. PE DAY 2 Beginning knowledge, personal and social well-being. Creative Arts DAY 3 Beginning knowledge, personal and social well-being. PE

THEME: ABOUT ME WEEK 1 CONTENT The learner introduces him/herself to the facilitator. Activity 1 CONTENT Bring along an interesting object from the past and present it to the facilitator. Activity 2 CONTENT Activity 3

Workbook – Activity 2 RESOURCES Workbook – Activity 3

Rhythm: Athletics. Crouch in a starting position. Movement: Sprinting. CONTENT Complete Activity 3

RESOURCES Workbook – Activity 3

Activity 4 CONTENT Present your timeline to the facilitator. Activity 5

RESOURCES

Workbook – Activity 1 RESOURCES

Workbook – Activity 4 RESOURCES

Workbook – Activity 5

THEME: FEELINGS WEEK 2 CONTENT Activity 1

RESOURCES Workbook – Activity 1

Movement and concentration: Walk, crouch, turn, jump, gallop. CONTENT Activity 2

RESOURCES Workbook – Activity 2

Activity 3 CONTENT Activity 4 Warming up: Coordination of individual body parts. Hand-eye coordination. Catching a ball.

Workbook – Activity 3 RESOURCES Workbook – Activity 4 Ball

Facilitator’s Guide G03 ~ Life Skills

DAY 4 Beginning knowledge, personal and social well-being. Creative Arts DAY 5 Beginning knowledge, personal and social well-being. Creative Arts

DAY 1 Beginning knowledge, personal and social well-being. PE

DAY 2 Beginning knowledge, personal and social well-being. Creative Arts DAY 3 Beginning knowledge, personal and social well-being. PE

DAY 4 Beginning knowledge, personal and social well-being. Creative Arts DAY 5 Beginning knowledge, personal and social well-being. Creative Arts

DAY 1 Beginning knowledge, personal and social well-being. PE

Term

CONTENT Activity 5 Activity 6

RESOURCES Workbook – Activity 5

Activity 7

Workbook – Activity 6 RESOURCES Workbook – Activity 7

Complete Activity 6

Workbook – Activity 6

THEME: HEALTH EDUCATION WEEK 3 CONTENT Activity 1

RESOURCES Workbook – Activity 1

Perceptual motor skills: Mini-tennis, different types of tennis swings. CONTENT Activity 2

RESOURCES Workbook – Activity 2

CONTENT

Activity 3 Activity 4

Workbook – Activity 3 RESOURCES Workbook – Activity 4

Movement: Run between poles, tumble turns, cart wheels, etc. CONTENT Activity 5

RESOURCES Workbook – Activity 5

Activity 6

CONTENT

CONTENT Activity 7

RESOURCES Workbook – Activity 7

Complete Activity 6

Workbook – Activity 6

THEME: HEALTH EDUCATION WEEK 4 CONTENT Activity 8

RESOURCES Workbook – Activity 8

Physical orientation: 1. Changing of direction. 2. Navigate an obstacle course.

Facilitator’s Guide G03 ~ Life Skills

DAY 2 Beginning knowledge, personal and social well-being. Creative Arts

DAY 3 Beginning knowledge, personal and social well-being.

PE DAY 4 Beginning knowledge, personal and social well-being.

Creative Arts

DAY 5 Beginning knowledge, personal and social well-being. Creative Arts

DAY 1 Beginning knowledge, personal and social well-being. PE DAY 2 Beginning knowledge, personal and social well-being.

Creative Arts

Term

CONTENT Activity 9 Create a large poster that shows where the first aid kit is and put it up on the wall so that everybody can see it. CONTENT Give the learner a scenario for a bloody nose which the learner must demonstrate how he/she would handle the situation. Do different movements with the facilitator. CONTENT Give the learner a scenario for burns and cuts which the learner must demonstrate how he/she would handle the situation. Performing Arts: 1. Warming up by focusing on breathing. 2. Play simple rhythmic patterns, e.g. two-, three-, or four-time on a percussion instrument. CONTENT Find the first aid kit in the classroom. Discuss all the items in it and what they are used for. Performing Arts: Perform rhythmic patterns on a percussion instrument including whole notes, half notes and musical pauses.

THEME: KEEP MY BODY SAFE WEEK 5 CONTENT Activity 1 Do different movements. CONTENT Talk about body parts that are private and should be kept to yourself. Read the poem in Activity 3. Visual Arts: Lines – straight, horizontal, diagonal, curved. 3

RESOURCES Workbook – Activity 9

RESOURCES

RESOURCES Workbook – Activity 1 Workbook – Activity 2 RESOURCES Workbook – Activity 3

Workbook – Activity 4