Gr 1 Life skills facilitators guide by Impaq

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LIFE SKILLS FACILITATOR’S GUIDE Grade 1

A member of the FUTURELEARN group

Life Skills Facilitator’s guide

1801-E-LFS-FG01

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Grade 1

CAPS aligned

Facilitator’s Guide G01 ~ 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: Me .................................................................................................................. 1 Theme: Healthy habits/Danger/Summer and sea........................................................ 5 Term 2 ........................................................................................................................ 9 Theme: What everything is made of/Past and present/Money .................................... 9 Theme: My country and wild animals ........................................................................ 11 Theme: My neighbourhood........................................................................................ 14 Term 3 ...................................................................................................................... 17 Theme: Health/Food/Good manners ......................................................................... 17 Theme: Spring and water .......................................................................................... 20 Term 4 ...................................................................................................................... 25 Theme: Pets .............................................................................................................. 25 Theme: Christmas ..................................................................................................... 28 Addendum A: Daily timetable................................................................................. 31

Facilitator’s Guide G01 ~ Life Skills

1. Preparation for homeschooling Before homeschooling is started, a couple of things should be considered that 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 that learners and parents go through in order to prepare themselves for the new way of learning that 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 provide you with a few points that 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 G01 ~ 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 following subjects: SUBJECTS GRADE R GRADE 1 Home Language Home Language First Additional Language Mathematics Mathematics Life Skills Life Skills

Phase (Grade R – 3) consists of the GRADE 2 Home Language First Additional Language Mathematics Life Skills

GRADE 3 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. 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.

Facilitator’s Guide G01 ~ Life Skills

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 any artwork or décor 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 you 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 paintbrushes, 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 Foundation Phase Assessment 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. 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

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Facilitator’s Guide G01 ~ Life Skills

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 does 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. • 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.

Facilitator’s Guide G01 ~ Life Skills

• • • •

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 that you can read together.

For any queries, contact the education specialist at Impaq.

Facilitator’s Guide G01 ~ Life Skills

6. LESSON PLANS

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Facilitator’s Guide G01 ~ Life Skills

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Facilitator’s Guide G01 ~ Life Skills

Term

LESSON PLANS

LIFE SKILLS GRADE 1 TERM 1 CONTENT AREA

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING PE

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

THEME: ME EXPLANATION/NOTES ACTIVITY EXAMPLES WEEK 1 DAY 1 Discuss concepts: 1. Every person is unique. 2. Every person has rights and responsibilities. Knock a balloon around in the air without letting it touch the ground. DAY 2 How do we differ from each other? Hair, height, age. Performing Arts: 1. Warm up your body. The body in space is important here. Swing your arms, kick your legs and turn your neck. 2. Play freezing games. The facilitator uses a whistle and orders the learner to freeze every time the whistle blows. 3. Repeat, but as the whistle blows, the learner should fall down. DAY 3 1. Personal information: name, surname, age. 2. What makes us unique; what makes us the same? 3. My body – everybody has hands, eyes, ears, etc. Ball skills: 1. Passing a ball. 2. Throwing a ball. 3. Bouncing a ball. DAY 4 Toilet routine: What must I do if I need to use the toilet? Flush the toilet, wash hands, etc. Visual Arts: 1. Self-portrait on A4 paper.

RESOURCES

Balloons

Workbook – Activity 1

Ball

A4 paper

Facilitator’s Guide G01 ~ Life Skills

Term

2. 3. 4.

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

CONTENT AREA

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING PE

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING

Include your family. Pay attention to the lines. Colouring in from left to right. DAY 5 Draw a self-portrait on an A4 paper.

Complete the project from Day 2.

THEME: ME EXPLANATION/NOTES ACTIVITY EXAMPLES WEEK 2 DAY 1 1. Explain body parts again. 2. Play the game “Simple Simon Says”. The facilitator gives the learner a hula hoop. 1. The learner holds the hoop above his/her head and does warming up exercises with it. 2. Give instructions: • Jump on one leg around the hoop. • Jump up and down four times inside your hoop. • Put your hands on your head and walk around the hoop, etc. DAY 2 1. Discuss the concepts of normal and abnormal. 2. What does it mean when people talk about disability? 3. Being thankful for our health. 4. Does it matter if we are different?

CREATIVE ARTS BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING

1. 2.

RESOURCES

Resource package – My Body Hula hoop

Workbook – Activity 2

2. PE

A4 paper

DAY 3 Facilitator says the name of body parts and the learner points to them. Learner then performs an action with that body part, e.g. roll eyes. Use the hoop again and combine it with a beanbag. The facilitator holds the hoop and

Hula hoop Beanbag

Facilitator’s Guide G01 ~ Life Skills

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

Term

the learner throws the beanbag through the hoop. 3. The facilitator and the learner throw the beanbag to each other, etc. DAY 4 Name the smaller body parts – little finger, thumb, ankle, etc. Discuss the differences in caring for a cat and a dog. Complete Activity 2. DAY 5 Draw yourself on an A4 paper and label your body parts.

1. 2. 3.

THEME: ME EXPLANATION/NOTES ACTIVITY EXAMPLES WEEK 3 DAY 1 Discuss age. Tell the facilitator how old you are and if you are young or old. Discuss words such as baby, toddler, learner, student, adult, elderly.

A4 paper

RESOURCES

Warm up: 1. Run on the spot. 2. Run to the tree/wall/net and back. 3. Do four somersaults one after the other. 4. Swing your arms and legs to cross the midline. DAY 2

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL © Impaq

Workbook – Activity 2

Performing Arts: 1. The facilitator names emotions and discusses each emotion with the learner. 2. The facilitator then says the name of an emotion, e.g. sad, and the learner must act out the emotion. 3. Cover different emotions.

CONTENT AREA

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING

Workbook – Activity 3, Section A 3

Facilitator’s Guide G01 ~ Life Skills

Term

WELL-BEING CREATIVE ARTS

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING PE

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

CONTENT AREA

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING PE BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

Workbook – Activity 3, Section B 1. 2.

DAY 3 Discuss rules and regulations. Why are there rules?

Play the learner’s favourite music. Only move one side of your body. 1. Kick right. 2. Wink left. 3. Teach the learner how to skip with a skipping rope. DAY 4 Make a list of rules that can be placed in the classroom and discuss it with the learner. Complete the activity by colouring the picture. DAY 5 Discuss the rules of the home and the learner’s responsibilities.

Skipping rope

Workbook – Activity 3, Section B

Facilitator provides the learner with a scenario. “Paper has been littered in the classroom.” 1. You are yelled at because the rules have been broken. 2. How will you behave? 3. Take part in a dialogue. 4. How should you behave if rules are not adhered to?

THEME: ME EXPLANATION/NOTES ACTIVITY EXAMPLES WEEK 4 DAY 1 Discuss safety at home and everywhere you go.

RESOURCES

Workbook – Activity 4

Workbook – Activity 5 DAY 2 Discuss body parts that are “mine” and may not be touched. Activity 6

Workbook – Activity 6

Facilitator’s Guide G01 ~ Life Skills

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING PE

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

Term

DAY 3 Who can be trusted and why?

Workbook – Activity 7

Warm up exercises: 1. Learner runs on the spot. 2. Stretch arms (crossing the midline). 3. Do cartwheels. 4. Jump and gallop. DAY 4 Workbook – Activity 8

Complete Activity 6 DAY 5

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

Workbook – Activity 6 Workbook – Activity 9

Workbook – Activity 10

THEME: HEALTHY HABITS/DANGER/SUMMER AND SEA CONTENT AREA EXPLANATION/NOTES RESOURCES ACTIVITY EXAMPLES WEEK 5 DAY 1 Discuss being neat. BEGINNING KNOWLEDGE, 1. 2. Why do we get sick? PERSONAL AND SOCIAL 3. How are germs transferred? WELL-BEING 1. Learner lies down on the grass or PE on the carpet with his/her hands next to his/her sides. 2. Don’t move your head. 3. Roll your eyes from right to left. 4. Keep your whole body still and roll to the left five times and then to the right five times. 5. Play “What time is it, Mr Wolf?” with the facilitator. DAY 2 BEGINNING KNOWLEDGE, Workbook – Activity 11 PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS Workbook – Activity 12 DAY 3 Talk about the bathroom. BEGINNING KNOWLEDGE, 1.

Facilitator’s Guide G01 ~ Life Skills

PERSONAL AND SOCIAL WELL-BEING PE

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING

CREATIVE ARTS BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING

Term

What do we find there? Learner points to all the parts of the body that need to be washed. 1. Roll your eyes clockwise in a slow figure of 8 movement. 2. Roll your wrists in a slow figure of 8 movement. 3. The facilitator can also ask the learner to hold on to his/her ankles and rotate them in a slow figure of 8 movement. 4. Make patterns in the air. 5. Play with a beanbag. Throw it underarm, over your head, to the left, to the right, etc. DAY 4 Discuss how we can protect ourselves against germs: 1. Use a tissue when you sneeze. 2. Put your hand in front of your mouth when you cough. 3. Wash fruit before you eat it. 4. Wash your hands after you have been to the toilet. Complete Activity 12 DAY 5 1. Take a sponge, towel, etc. to the classroom. 2. Demonstrate what these items are used for.

2. 3.

CREATIVE ARTS

Beanbag

Workbook – Activity 12

Workbook – Activity 13 Resource package – Poem “Stranger”

THEME: HEALTHY HABITS/DANGER/SUMMER AND SEA CONTENT AREA EXPLANATION/NOTES RESOURCES ACTIVITY EXAMPLES WEEK 6 DAY 1 BEGINNING KNOWLEDGE, Workbook – Activity 14 PERSONAL AND SOCIAL WELL-BEING PE Workbook – Activity 15 DAY 2 BEGINNING KNOWLEDGE, Workbook – Activity 16 PERSONAL AND SOCIAL WELL-BEING

Facilitator’s Guide G01 ~ Life Skills

Term

CREATIVE ARTS

Workbook – Activity 17

DAY 3 BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING PE

Workbook – Activity 18

Workbook – Activity 19 DAY 4

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

Workbook – Activity 20

Complete Activity 7 DAY 5

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

Workbook – Activity 17 Workbook – Activity 21

Workbook – Activity 22

THEME: HEALTHY HABITS/DANGER/SUMMER AND SEA CONTENT AREA EXPLANATION/NOTES RESOURCES ACTIVITY EXAMPLES WEEK 7 DAY 1 Discuss dangers at home and BEGINNING KNOWLEDGE, 1. when you are alone. PERSONAL AND SOCIAL 2. What can I do to protect myself? WELL-BEING Learner looks at the actions and then PE Workbook – Activity 23 does similar actions. To the left of the chair, on top of the chair, etc. DAY 2 BEGINNING KNOWLEDGE, Workbook – Activity 24 PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS Workbook – Activity 25 DAY 3 BEGINNING KNOWLEDGE, Workbook – Activity 26 PERSONAL AND SOCIAL WELL-BEING 1. Learner walks in a straight line. PE Use your hands for balance. 2. Walk heel-to-toe in a straight line. 3. Repeat, but with your one hand on your head and the other behind your back. DAY 4 BEGINNING KNOWLEDGE, Workbook – Activity 27

Facilitator’s Guide G01 ~ Life Skills

PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

Term

The learner must be able to draw his/her classroom and playground and describe his/her classroom. DAY 5

BEGINNING KNOWLEDGE, PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS

Workbook – Activity 28

Workbook – Activity 29

Workbook – Activity 30

THEME: HEALTHY HABITS/DANGER/SUMMER AND SEA CONTENT AREA EXPLANATION/NOTES RESOURCES ACTIVITY EXAMPLES WEEK 8 DAY 1 BEGINNING KNOWLEDGE, Discuss all the nice things at the beach PERSONAL AND SOCIAL and on holiday. WELL-BEING PE Workbook – Activity 31 DAY 2 BEGINNING KNOWLEDGE, Workbook – Activity 32 PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS Workbook – Activity 33 DAY 3 BEGINNING KNOWLEDGE, Discuss dangers at the beach: 1. Strangers. PERSONAL AND SOCIAL 2. Swimming without parental WELL-BEING supervision, etc. PE Workbook – Activity 34 DAY 4 BEGINNING KNOWLEDGE, Discuss safety at home. PERSONAL AND SOCIAL Medicine, alcohol. WELL-BEING CREATIVE ARTS Workbook – Activity 35 DAY 5 BEGINNING KNOWLEDGE, Workbook – Activity 36 PERSONAL AND SOCIAL WELL-BEING CREATIVE ARTS Workbook – Activity 35

WEEK 9 – 10 ASSESSMENT TASK 1