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ENGLISH LIFE SKILLS Foundation Phase Grades R-3 Curriculum and Assessment Policy Statement National Curriculum Statement (NCS)
Curri C ulum and a ssessment Poli C y s tatement Grades r -3 li F e s K ills
LIFE SKILLS GRADES R-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) d epartment of Basic e ducation 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 d epartment of Basic e ducation i s B n: 978-1-4315-0422-0 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works
LIFE SKILLS GRADES R-3 CAPS FOREWORD BY T h E MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document. From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines with the (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12 ; and (c) National Protocol for Assessment Grades R-12. mrs an G ie mots H e KG a , m P minister o F B asi C edu C ation
LIFE SKILLS GRADES R-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
LIFE SKILLS GRADES R-3 1 CAPS CONTENTS s e C tion 1: introdu C tion to t H e C urri C ulum and assessment P oli C y statements ..3 1.1 Foundation Phase .......................................................................................................................................... 3 1.2 i ntermediate Phase ........................................................................................................................................ 3 1.3 s enior Phase................................................................................................................................................... 4 1.4 Grades 10-12 ................................................................................................................................................... 6 se C tion 2: introdu C tion to li F e s K ills ......................................................................................8 2.1 What is l ife s kills?......................................................................................................................................... 8 2.2 Specific Aims .................................................................................................................................................. 8 2.3 e xplaining the l ife s kills study areas .......................................................................................................... 8 2.4 t eaching in the Foundation Phase ............................................................................................................. 10 2.5 r esources .................................................................................................................................................... 12 2.6 t ime allocation ............................................................................................................................................. 13 2.7 t opics ............................................................................................................................................................ 14 2.8 Weighting of topics ...................................................................................................................................... 14 2.9 s equencing and progression ...................................................................................................................... 14 se C tion 3: o utline o F C ourse material ..................................................................................15 se C tion 4: assessment in li F e s K ills ........................................................................................66 4.1 i ntroduction .................................................................................................................................................. 66 4.2 Programme of assessment ......................................................................................................................... 66 4.3 i nclusion........................................................................................................................................................ 67 4.4 r ecording and reporting ............................................................................................................................. 67 4.5 General .......................................................................................................................................................... 67
LIFE SKILLS GRADES R-3 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
LIFE SKILLS GRADES R-3 3 CAPS S ECTION 1 introdu C tion to t H e Curri C ulum and a ssessment Poli C y s tatement s F or li F e s K ills G rade s r -3 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 o verview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;
LIFE SKILLS GRADES R-3 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs , published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12 , and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the s outh a frican Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • h igh knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex;
LIFE SKILLS GRADES R-3 5 CAPS • h uman rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
LIFE SKILLS GRADES R-3 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 1.4 t ime a llocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: su BJ e C t G rade r (H ours ) G rades 1-2 (H ours ) G rade 3 (H ours ) h ome Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being 6 (1) (2) (2) (1) 6 (1) (2) (2) (1) 7 (2) (2) (2) (1) total 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for h ome Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for h ome Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 i ntermediate Phase (a) The instructional time in the Intermediate Phase is as follows: su BJ e C t H ours h ome Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being 4 (1,5) (1) (1,5) total 27,5
LIFE SKILLS GRADES R-3 7 CAPS 1.4.3 s enior Phase (a) The instructional time in the Senior Phase is as follows: su BJ e C t H ours h ome Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 total 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: s u BJ e C t t ime allo C ation P er W ee K ( H ours) h ome Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. 12 (3x4h) total 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects.
LIFE SKILLS GRADES R-3 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 2 2.1 What is l ife s kills? The Life Skills subject is central to the holistic development of learners. It is concerned with the social, personal, intellectual, emotional and physical growth of learners, and with the way in which these are integrated. In the Curriculum and Assessment Policy Statement (CAPS) the subject Life Skills in Foundation Phase (Grades R-3) has been organised into four study areas: Beginning Knowledge, Personal and Social Well-being, Creative Arts and Physical Education. Life Skills has been organised in this way in order to ensure that the foundational skills, values and concepts of early childhood development and of the subjects offered in Grades 4 - 12 are taught and developed in Grades R-3. Beginning Knowledge and Personal and Social Well-being are integrated in the topics. Life Skills is a cross cutting subject that should support and strengthen the teaching of the other core Foundation Phase subjects namely Languages ( h ome and First Additional) and Mathematics. 2.2 Specific Aims The Life Skills subject is aimed at guiding and preparing learners for life and its possibilities, including equipping learners for meaningful and successful living in a rapidly changing and transforming society. Through Life Skills learners are exposed to a range of knowledge, skills and values that strengthen their • physical, social, personal, emotional and cognitive development; • creative and aesthetic skills and knowledge through engaging in dance, music, drama and visual art activities; • knowledge of personal health and safety; • understanding of the relationship between people and the environment; • awareness of social relationships, technological processes and elementary science. 2.3 e xplaining the l ife s kills study areas Beginning Knowledge and Personal and s ocial Well-being Beginning Knowledge The content and concepts of Beginning Knowledge have been drawn from Social Sciences ( h istory and Geography); Natural Sciences and Technology. The key concepts and skills relating to these disciplines in the curriculum at the Foundation Phase level are detailed below: Social science concepts ; conservation, cause and effect, place, adaptation, relationships and interdependence, diversity and individuality, and change; Natural Science concepts ; life and living, energy and change, matter and materials; planet earth and beyond; Scientific process skills ; the process of enquiry which involves observing, comparing, classifying, measuring, experimenting, and communicating; Technological process skills ; investigate, design, make, evaluate, communicate.
LIFE SKILLS GRADES R-3 9 CAPS Personal and Social Well-being: Personal and Social Well-being is an important study area for young learners because they are still learning how to look after themselves and keep themselves healthy. This study area includes social health, emotional health, and relationships with other people and our environment, including values and attitudes. The study area Personal and Social Well-being will help learners to make informed, morally responsible and accountable decisions about their health and the environment. It addresses issues relating to nutrition, diseases (including h IV/AIDS), safety, violence, abuse and environmental health. Learners will develop the skills to relate positively and make a contribution to family, community and society, while practising the values embedded in the Constitution. Learners will learn to exercise their constitutional rights and responsibilities, to respect the rights of others and to show tolerance for cultural and religious diversity in order to contribute to a democratic society. Creative a rts Creative Arts exposes learners to four art forms: dance, drama, music and the visual arts. The main purpose of Creative Arts is to develop learners as creative, imaginative individuals, with an appreciation of the arts. It also provides basic knowledge and skills to be able to participate in creative activities. Foundation Phase learners are inherently creative and play is their natural way of learning in the arts. Learners should be guided to use their natural inclinations to use their imagination, manipulate and work with materials, move and make music and tell stories. Learners should explore and develop their creative ideas based on their personal experiences, using their senses, emotions and observations. The focus of the learning should be on the development of skills through enjoyable, experiential processes, rather than on working towards highly polished products in each term. The introduction of these creative skills is essential in refining and controlling the gross and fine motor skills. Creative Arts aims to create a foundation for balanced creative, cognitive, emotional and social development. In the curriculum, Creative Arts is organized in two parallel and complementary streams - Visual Art and Performing Arts (Dance, Drama, Music). Visual Arts develops sensory-motor skills and fine and gross motor co-ordination through the manipulation of materials and the mastery of a variety of art techniques. t wo-dimensional (2 d ) work aims to enrich the learner’s experience of the real world through visual and sensory stimulation, discussion and questioning, and through encouraging the drawing of the physical body in motion: climbing, running, sitting, lying. There is no ‘right’ way to draw, and learners should be encouraged to express themselves freely, without fearing criticism. t hree-dimensional (3 d ) work develops the concept of shape in space through joining pieces of clay, gluing or pasting of paper onto paper, cutting shapes, folding, tying and wrapping. The formal application of one or more of the art elements should be incorporated into each visual arts lesson. This means that learners should use and talk about lines, shapes and colours. Performing Arts in the Foundation Phase allows learners the opportunity to creatively communicate, dramatise, sing, make music, dance and explore movement. Through the performing arts, learners develop their physical skills and creativity. Performing Arts stimulates memory, promotes relationships and builds self-confidence and self-discipline. Creative games and skills prepare the body and voice, and games are used as tools for learning skills. i mprovise and interpret allows learners to create music, movement and drama individually and collaboratively. Physical e ducation The development of the learner’s gross and fine motor skills and perceptual development is fundamental in the Foundation Phase. Physical and motor development is integral to the holistic development of learners. It makes a significant contribution to learners’ social, personal and emotional development. Play, movement, games and sport contribute to developing positive attitudes and values. This area focuses on perceptual and locomotor development, rhythm, balance and laterality. The focus in the Foundation Phase is on games and some activities that will form the basis of participating in sports later on. Physical growth, development, recreation and play are emphasised.
LIFE SKILLS GRADES R-3 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2.4 t eaching in the Foundation Phase Grade R learners can fall within the 0-4 stage of development. For this reason the National Early Learning Development Standards (NELDS) is an important reference document for planning, teaching and learning. There are important skills that very young learners need to master and understand before they go to Grade 1 and Grade R should help them, acquiring those skills. One of the most important roles of the Grade R teacher is to provide learners with an environment that is safe, clean and caring, with adequate opportunities to play and explore the world under the careful guidance of their teacher. The teacher should provide: • routine, structured and free play activities for learners that are enjoyable and manageable; • a range of resources for routine, structured and free play activities; • a well-managed, child-friendly and freely accessible environment. All Foundation Phase learners, but Grade R learners in particular, should not be stuck in chairs behind desks all morning. They rather need comfortable spaces with blankets and cushions and workspaces with chairs and tables in which they can play, work and move around freely. Generally the Foundation Phase timetable consists of routine activities, free play activities indoors and outdoors, and structured activities. Routine and free play activities have been built into the Life Skills CAPS document because they usually involve learners in physical education or health education. 2.4.1 r outine a ctivities Routine activities take place at a regular time each day. At least ten minutes of the time allocated to each Life Skills study area should be used daily for routine activities e.g. the date chart can take ten minutes of the time allocated to Beginning Knowledge, because learners learn about the days of the week, months and dates. Ten minutes of the time allocated to Creative Arts can be used for a ‘tidying up’ routine since that is an important life skill. Ten minutes of the time allocated to Personal and Social Well-being can be used for weekly or monthly health check routines, in addition to putting away equipment and dressing in appropriate clothing. Routine activities include: • arrival and departure greetings; • toilet routine; • birthday chart; • date chart; • health chart; • preparation for creative art and physical education activities e.g. putting on aprons, taking off shoes; • tidying up time after creative arts and free play.
LIFE SKILLS GRADES R-3 11 CAPS 2.4.2 Free play activities indoors and outdoors Free play activities can take place indoors or outdoors or both. The time allocated to Physical Education and Creative Arts can be used for free play time because the physical skills learned and practised during free play, support the learning in these two study areas. Examples of free play activities include: Free play inside Free play outside Free art (painting, drawing, modelling) Water (and mud) play Tearing, cutting Sand play Pasting Sensory play Block area Fantasy play Fine motor activities (pencil grip activities, tongs, tweezers, puzzles, threading, weaving, dressing frames, etc.) Gross motor play (climbing, swinging, balancing etc.) Sand box Block play Fantasy play Ball play Book area Wheel toys Discovery area (interest table, matching /sorting cards, sensory activities, Construction Music area Gardening Writing area Caring for animals Block play Outside art activities 2.4.3 s tructured a ctivities Structured activities are short teaching and learning activities, often guided by the teacher. They can be done with individual learners, in small groups or as a whole class, depending on the nature of the lesson. The concepts, content and skills for structured activities are specified in the study areas in the curriculum document. 2.4.4 Perceptual s kills The development of perceptual skills in young learners is extremely important in laying a foundation for all future development and learning. Perception means using the senses to acquire information about the surroundings, environment or situation. The development of perceptual skills potentially occurs throughout all learning. Teachers should focus on the development of perceptual skills across all four study areas, and in Languages and Mathematics as well. The following are key perceptual skills that teachers should pay attention to: Visual perception - acquiring and interpreting information through the eyes - accurate visual perception enables the learner to read, write and do mathematics; Visual discrimination - the ability to see similarities, differences and details of objects accurately; Visual memory - the ability to remember what the eyes have seen and the correct sequence in which things have been perceived; a uditory perception - acquiring and interpreting information through the ears - accurate auditory perception enables the learner to give meaning to what is heard;
LIFE SKILLS GRADES R-3 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) a uditory discrimination - the ability to hear similarities and differences in sounds; a uditory memory - the ability to remember what the ears have heard and the correct sequence in which sounds have been perceived; Hand-eye co-ordination - the hands and eyes working together when performing a movement, e.g. throwing or catching a ball; Body image - a complete awareness of one’s own body, i.e. how it moves and how it functions; l aterality - showing an awareness of each side of the body, e.g. which hand is waving; d ominance - preferring to use one hand or side of the body, i.e. either right or left dominant; Crossing the mid-line - being able to work across the vertical mid-line of the body, e.g. being able to draw a line from one side of the page to the other without changing the tool from one hand to the other; Figure-ground perception - being able to focus attention on a specific object or aspect while ignoring all other stimuli, the object of the attention is therefore in the foreground of the perceptual field while all the rest is in the background e.g. being able to read one word in a sentence; Form perception - the ability to recognise forms, shapes, symbols, letters, etc. regardless of position, size, background, e.g. can recognise a circle because of its unique shape; s patial orientation - the ability to understand the space around the body, or the relationship between the object and the observer, e.g. the hat is on my head; 2.5 r esources for l ife s kills Some equipment is standard material for a Foundation Phase class. Some materials are easier to obtain than others. Ideally learners should have access to this standard material all the time. They can use these resources during free play activities, structured activities, when they have finished a teacher-directed task, or simply when they need ‘time out’. This standard material includes: • bean bags, ropes, hoops, balls of different sizes, balancing beams/planks/tyres, outdoor play equipment (tyres, jungle gym, climbing ropes, trees), scarves/strips of cloth, bats, containers (bowls, buckets, tins to be used as targets), skittles/bottles (as targets), hard, flat open surface, sticks, storage containers, swings, bricks, cones, balloons • dry media: wax crayons, paper, oil pastels, chalk, 2B pencils, felt-tipped pens, charcoal, sand • wet media: paint, ink, dyes, mud • brushes of different sizes • sheets of paper or scrap paper in various sizes and colours • earthenware clay, papier maché, play dough, mud • beads (glass, paper, plastic), straws, macaroni, shells, etc. for threading
LIFE SKILLS GRADES R-3 13 CAPS • recyclable materials: boxes, toilet rolls, polystyrene containers and packing materials, corks, wrapping paper, tin foil, wool, string, stones, seeds, old newspapers/magazines • glue, cardboard strips for glue applicators, scissors, pre-mixed starch • CD player, CDs, musical instruments • old clothes, utensils, containers, to be used as ‘props’ for fantasy and dramatic play • puzzles and other manipulative educational toys, bought and home made • pictures, wall charts and maps • information and story books (library) • plastic lens/ magnifying glass • people - older family members and invited guests. For Creative Arts specifically, the following is required: • open space • musical instruments, including found and made • audio and audiovisual equipment with a range of suitable music • charts and posters • variety of props e.g. materials, balls, different sized and shaped objects, old clothes • visual stimuli for drawing and construction. Specific materials required for particular topics are specified in Section 3. 2.6 t ime allocation of study areas in l ife s kills in Foundation Phase The per term time allocation for Life Skills is 60 hours per term for Grades R to 2, and 70 hours per term for Grade 3. This means that in a 5-day week cycle, Beginning Knowledge and Personal and Social Well-being will be taught for 2 hours a week, Creative Arts for 2 hours, Physical Education for 2 hours in Grades R to 2, and Beginning Knowledge and Personal and Social Well-being will be taught for 3 hours a week, Creative Arts for 2 hours and Physical Education for 2 hours in Grade 3.
LIFE SKILLS GRADES R-3 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) G rades r -2 total time allo C ation P er term G rade 3 total time allo C ation P er term Beginning Knowledge and Personal and Social Well-being 2 hours per week 60 h OURS Beginning Knowledge and Personal and Social Well-being 3 hours per week 70 h OURS Creative Arts 2 hours per week Creative Arts 2 hours per week Physical Education 2 hours per week Physical Education 2 hours per week These components are fundamental in the holistic development of the learner and should be covered in the Grade R-3 curriculum either daily or weekly. 2.7 t opics Beginning Knowledge and Personal and Social Well-being in the Life Skills curriculum are organised in topics. The use of topics is suggested as a means to integrate the content from the different study areas where possible and appropriate. Teachers are encouraged to adapt the topics so that they are suitable for their school contexts. Teachers are also encouraged to choose their own topics should they judge these to be more appropriate. 2.8 Weighting of topics The curriculum is designed across 40 weeks of the year. Approximate time allocations are given for each topic during each term, indicating the weighting that each topic should receive. Routine activities and indoor and outdoor free play also need to be incorporated into the teaching schedule. Teachers may organize their time as they wish e.g. they may decide to do 30 minutes of Beginning Knowledge and Personal and Social Well-being every day, except Friday and Creative Arts on Tuesday and Thursday for and hour. 2.9 s equencing and Progression A suggested order for the topics is provided as one of the important principles of early childhood education is to begin with what is familiar to the learner and introduce less familiar topics and skills later. Therefore sequencing and progression have been built into the design of the topics. The sequence of the topics can be changed, but teachers should pay attention to the progression and level at which the topic is addressed.
LIFE SKILLS GRADES R-3 15 CAPS SECTION 3 o utline of course material G rade r t erm 1 Grade r Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources • A selection of books • Flashcards • Pictures • Equipment for good hygiene practices • A summer interest table • Objects of different shapes and colours • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Festivals and special days celebrated by the community should be discussed as they occur throughout the term. ( t wo hours per term are allocated for this) t opic: m e - 2 hours • Personal details - name, age, address, contact number • What makes me special - include name, language/s, gender • Abilities and interests Note: Only some learners will manage their address and contact number. Return to this later. t opic: a t school - 2 hours • Name of school, teacher, principal • Toilets and play areas • Rules and routines at school t opic: i n the classroom - 2 hours • Where I keep my things in the classroom • Classroom rules • Working together in the classroom • h ow to show my feelings in the classroom • h ow to express what I feel Topic: Books 2 hours • Why we need books • Looking after books • Using books for information • Stories I like • Where I can find books t opic: d ays of the week - 2 hours • Days of the week • What we do on different days • Yesterday, today and tomorrow
LIFE SKILLS GRADES R-3 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 1 Grade r t opic: m y body - 2 hours • Identify and name body parts - include how many of each • Functions of different body parts • Who may or may not touch my body • What my body needs to keep healthy Topic: h ealthy living - 2 hours Good basic hygiene practices • Washing regularly • Cleaning teeth, hair, nails • Washing fruit before eating • Good toilet habits • Sleep • Exercise t opic: s ummer - 2 hours • The weather in summer • h ow nature is affected • h ow animals are affected • h ow people are affected - e.g. what we eat, wear, do, games we play t opic: s hapes and colours around us - 2 hours • Look at and name different shapes • The shapes that make up different objects • Look at and name the different colours • Shades of colours - e.g. light, dark Festivals and special days - 2 hours
LIFE SKILLS GRADES R-3 17 CAPS t erm 2 Grade r Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources • Examples of things we use at home • Photographs of family celebrations • Pictures to show different weather conditions • An autumn interest table • Different things that make sounds - including musical instruments • Different things to taste, touch and smell • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Festivals and special days celebrated by the community should be discussed as they occur throughout the term. ( t wo hours per term are allocated for this) t opic: Home - 2 hours • Who lives at home • What I do at home • Who works at home • Different jobs we do at home t opic: s afety - 2 hours • h ow to be safe at home • Safe places to play • Unsafe places to play • Being safe on the road t opic: m y family - 2 hours • Who belongs to my family • Activities my family do together • Activities my family celebrate - e.g. wedding, good news, birthdays Note: Learners come from many different types of family. Ensure inclusivity. t opic: Weather - 2 hours • What the sky looks like - include colour and clouds • h ot days, cold days, sunny days, rainy days, windy days -include what we wear on these days Note: Ensure learners never look at the sun t opic: a utumn - 2 hours • The weather in autumn • h ow nature is affected • h ow animals are affected • h ow people are affected - e.g. what we eat, wear, do, games we play
LIFE SKILLS GRADES R-3 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 2 Grade r t opic: s ound - 2 hours • Sounds we hear • What makes the sounds we hear • Music I like • h ow hearing keeps us safe • Looking after my ears Note: Adapt curriculum as necessary for learners who are hearing impaired. t opic: s ight - 2 hours • Things around me • Light, dark and shadows • h ow being able to see keeps us safe • Looking after my eyes Note: Adapt curriculum as necessary for learners who are blind or partially sighted. t opic: t ouch - 2 hours • Different things feel different • Introduce new words: hard, soft, smooth, rough, cold, hot, warm, cool • Experiencing different temperatures and textures t opic: t aste and smell - 2 hours • Tastes and smells I like • Tastes that are new to me • Safety when tasting • Different smells around us • Where smells come from Festivals and special days - 2 hours
LIFE SKILLS GRADES R-3 19 CAPS t erm 3 Grade r Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources In addition to the standard resources for Life Skills you will need: • A winter interest table • Pictures to show transport long ago • Pictures of people doing different jobs • Invited visitor to talk about an interesting job • Water play area with measuring and pouring containers • Objects that float and sink • A selection of different fruits and vegetables • Various empty dairy product containers • A ball of wool and products made from wool • Examples of materials that can be recycled • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Festivals and special days celebrated by the community should be discussed as they occur throughout the term. ( t wo hours per term are allocated for this) t opic: Winter - 2 hours • The weather in winter • h ow nature is affected • h ow animals are affected • h ow people are affected - e.g. what we eat, wear, do, games we play t opic: t ransport - 2 hours • Getting to school • Different kinds of transport • Transport long ago t opic: Jobs people do - 2 hours Work relating to: • Transport e.g. train, truck and taxi drivers; traffic officers; pilots and crew • h ealth e.g. doctor, dentist, ambulance driver • Food e.g. shop keepers, waiters, baker, farmer • Services e.g. builder, plumber, electrician, painter Note: Remind learners that a man or a woman can choose to do any job. t opic: Water - 2 hours • Objects that float and sink • Things that live in the water • Mixing different things in water to change what it looks like • Pouring and measuring water • Saving water t opic: Fruit - 2 hours • Different types of fruit • Tastes and textures of fruit • Where fruit comes from • Colours and shapes of fruit
LIFE SKILLS GRADES R-3 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 3 Grade r t opic: Vegetables - 2 hours • Different types of vegetables • Tastes and textures of vegetables • Where vegetables come from • Colours and shapes of vegetables t opic: d airy farming - 2 hours • Dairy products and the animals they come from • h ow we get butter t opic: Wool farming - 2 hours • A sheep farm • Where wool comes from • Uses of wool t opic: Healthy environment - 2 hours • The importance of a clean environment • Ways in which people pollute the environment • The importance of recycling Festivals and special days - 2 hours
LIFE SKILLS GRADES R-3 21 CAPS t erm 4 Grade r Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources In addition to the standard resources for Life Skills you will need: • A spring interest table • Library/ information books • Pictures • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Festivals and special days celebrated by the community should be discussed as they occur throughout the term. ( t wo hours per term are allocated for this) t opic: s pring - 2 hours • The weather in spring • h ow nature is affected • h ow animals are affected • h ow people are affected - e.g. what we eat, wear, do, games we play Topic: Birds - 2 hours • Different types of birds • General characteristics of a bird - feathers, two legs, beak, lays eggs • Birds that cannot fly - ostrich, penguin • Nests t opic: r eptiles - 2 hours • Different reptiles - e.g. crocodile, snake, lizard • Characteristics of reptiles - cold-blooded, scaly body, lays eggs • Find out more about at least one reptile t opic: d inosaurs - 2 hours • Different dinosaurs • h ow dinosaurs lived • h ow we know about dinosaurs today Note: Use picture books from the library t opic: Wild animals - 2 hours • What is a wild animal? • Types of wild animals • Where we find wild animals • h ow wild animals live t opic: Finding out about one wild animal - 2 hours • Choose one wild animal to study - What the animal looks like - Where it lives - What it eats - Babies and where they are born - An additional interesting fact t opic: s port - 2 hours • Sport I like • Why we have rules in sport • Why playing sport is good for me Festivals and special days - 2 hours Consolidation of topics and assessment 4 hours
LIFE SKILLS GRADES R-3 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 1 Grade r Creative a rts 20 hours r ecommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of term 1. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing a rts - 10 hours Creative games and skills • Warming up and breathing using every day actions, such as waking up and getting dressed - stretching, curling, twisting, shaking, crossing the midline • Developing spatial awareness: freeze games, finding own space no bumping • Keeping a steady beat: playing rhythmic games such as clapping, stamping, percussion using different rhythms and tempos • Exploring music, movement and voice: focusing on tempo: fast and slow • Singing action songs using different parts of the body to interpret the song • Spontaneous use of voice and movement in participatory rhymes and stories • Cooling down the body and relaxing (e.g. ice cream melting activity) i mprovise and interpret • Improvising stories based on fantasy or own life experiences using voice (singing/speaking), movement, music, props/ objects and drama techniques • Expressing moods and ideas through movement and song (e.g. an angry lion, a hungry mouse) • Exploring the senses through dramatising stories, rhymes and songs, (e.g. ‘leading the blind’, feeling different textures of objects) Visual a rts - 10 hours Create in 2 d • Draw and give own interpretation to drawings using the week’s topic using wax crayon, oil pastels and other drawing media • Painting: use pre-mixed tempera paint or coloured inks or dyes in primary and secondary colours to respond to the week’s topic • Art elements: informal experience and use of shape in drawing and painting • Design principles: informal use of contrast (big/small, long/short) in drawing and painting • Variation of paper size and format: encourage working in different scales Create in 3 d (constructing) • Fine-motor and sensory co-ordination: (eye-hand-mind) manipulation of scissors and other tools and equipment. Visual l iteracy ( to be covered throughout the term ) • Naming shape in own work
LIFE SKILLS GRADES R-3 23 CAPS t erm 2 Grade r Creative a rts 20 hours r ecommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of term 2. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up using everyday activities such as ‘cleaning my shoes’, ‘making my bed’ • Body awareness exploring space and direction such as large, small, high, low, far, near • Music, voice and movement: focusing on dynamics such as loud and soft, strong and gentle • Indigenous songs, rhythmic games and rhymes using different dynamics (loud, soft, strong, gentle) with clapping and stamping • Locomotor movements such as skipping and hopping, while sharing space, without bumping into others • Listening skills: reacting to signals, cues, stories, rhymes and songs, such as ‘Freeze!’, ‘Up!’, ‘Down!’ i mprovise and interpret • Interpretation of indigenous and other songs using dynamics such as soft, loud, etc. • Dramatising make-believe situations, fantasy and own life experiences • Creating and imitating sound effects in stories, such as bees ‘buzz’, horses ‘clip-clop’, trains ‘chook chook’ • Directions, levels (high, medium and low) and shapes explored through creative movement and stories • Dramatisation, using an existing indigenous story, poem, nursery rhyme or song as stimulus • Use of objects or props creatively in movement, dramatic play and music Visual Arts - 10 hours Create in 2 d • Informal use of art elements shape and colour in drawing and painting in response to week’s topic • Work in different sizes to increase awareness of detail • Interpreting body parts in drawing and painting • Simple print-making techniques using found objects such as bottle tops, stones, leaves, hands Create in 3 d (modeling and constructing) • Craft skills and techniques: cutting, pasting, tearing • Use playdough to model freely: shaping, twisting, rolling Visual l iteracy • Looking at and talking about book illustrations: naming shape and colour in book illustrations, identifying contrasts big/ small, long/short in book illustrations
LIFE SKILLS GRADES R-3 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 3 Grade r Creative a rts 20 hours r ecommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of the term 3. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up movements using actions to stories as a stimulus • Pony gallops using rhythm and movement • Music, voice and movement, focusing on pitch: high and low • Using percussion instruments to keep a steady beat and develop numeracy skills by counting • Using body percussion and/or percussion instruments to perform simple rhythm patterns • Spatial awareness through movement making shapes, circles and lines • Gestures and facial expressions to communicate emotions such as ‘sad’, ‘happy’ • Cooling down the body and relaxation: e.g. floating in the water like a leaf i mprovise and interpret • Songs: focus on pitch such as ‘Twinkle, Twinkle little star’ (high) and ‘My grandfather’s clock’ (low) • Rhythms: long and short note values (durations) using body percussion and/or percussion instruments • Dramatising make-believe situations or own life experiences with movement and song • Concrete objects to represent other objects in dramatic play, such as: a spoon as a magic wand, a hat as a steering wheel, etc. Visual Arts - 10 hours Create in 2 d • Draw and paint freely using the week’s topic • Mixing of own paint to correct consistency • Informal rendering of the body in action: hopping, running, sleeping and other • Working in different formats and paper sizes and brushes of different sizes to work with increased detail Create in 3 d (Constructing and modeling) • Create freely using a range of materials: small boxes, recyclable materials like buttons, egg boxes, cardboard off-cuts, and other • Encourage development of skills through manipulation of the materials • Use playdough to improve fine-motor ability; rolling, pinching, joining Visual l iteracy • Looking at and talking about colour and shape in pictures and photographs • Responding to questions to show awareness of colour and shape
LIFE SKILLS GRADES R-3 25 CAPS t erm 4 Grade r Creative a rts 20 hours r ecommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of the term 4. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up the body using levels (high, low and medium) such as reaching for a frisbee, crawling like a worm, roller- skating, etc. • Making shapes with the body, focusing on circles and squares • Balancing on one leg such as being a stork, a flower blowing in the breeze, walking on a tight rope, etc. • Cooling down the body and relaxation: leaf blowing in gentle wind, etc i mprovise and interpret • Simple mime actions such as eating an ice cream, baking a cake, planting and watering a seed, etc. • Listening to a story, and then interpreting moments in the story through facial expression, movement and appropriate sound effects • Spatial awareness through movement with sound effects such as travelling in a car, aeroplane, train, bus, helicopter, taxi, scooters, bicycles, etc. Visual Arts - 10 hours Create in 2 d • Drawing and painting using the week’s topic • Intentional use of drawn pattern; awareness of pattern in own world • Use colour to create pattern • Simple printmaking techniques to create informal pattern Create in 3 d (construction and modeling) • Develop craft skills and fine motor control; tying, wrapping and other • Use greater detail in playdough modeling: pinching, pulling, rolling smaller pieces • Informal modeling in clay Visual l iteracy • More specific naming of colour and shape (light and dark colour, simple geometric shapes) and contrasts through answering questions
LIFE SKILLS GRADES R-3 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 1 Grade r Physical e ducation 20 hours r ecommended resources In addition to the standard resources for Life Skills you will need: A range of logs, planks, tyres, balls, bean bags, wheel toys for learners to use during free play. Markers, jungle gym, obstacle course items; music l ocomotor • Walk and run in different directions without bumping into each other • Running on all fours • Running around two markers • Shuttle running between two markers • Non-locomotor, using senses: proprioception, learners climb through hoops, making their bodies “tall, medium, and small.” Perceptual motor • Using senses: observing a simple obstacle course set up e.g. jumping, running, throwing, climbing. Learners observe where they should go. • Using sense of touch: run around and touch various objects on the playing field, walls, tree trunks, jungle gym frames, stones, etc. They experience the feel of different surfaces. • Using sense of touch: blind-folded, learners find objects by touching such as bean bags, plastic skittles, ball, etc. r hythm • Jumping with feet together and on alternate feet • Using sense of hearing: play hide-and-seek with a person hiding, ringing a bell so that the others can follow the sound • Using sense of hearing: play with objects that make sounds such as bottle tops put into a tin to make a sound or stringed around their legs. Learners jump or move to a specific rhythm. Co-ordination • Throwing and catching beanbags • Jungle gym - arm travelling while hanging with over-grasp • Jungle gym, climb up a ladder Balance • Dodging games around skittles changing direction • Identify different ways of moving across balancing beams • Jungle gym - balance walking on lower balancing forms • Balancing on one foot in various games s patial orientation • Run in different directions without bumping into others using all available space • Different formations: circle, square, diamond • Jump over and move under obstacles, crawling, climbing, jumping, etc. • Jungle gym, crawling and weaving through the frames using different parts of the body l aterality • Activities using the non-dominant side of the body, i.e turn left/right; use L/R hand, etc. • Lying on the ground sideways rolling L/R s ports and games • Hide-and-seek • Multi-sensory activities, play in water with various plastic objects
LIFE SKILLS GRADES R-3 27 CAPS t erm 2 Grade r Physical e ducation 20 hours r ecommended resources In addition to the standard resources for Life Skills you will need: Obstacle course items; music, bean bags, balls, etc. Ropes; jungle gym, etc. l ocomotion /non-locomotion • Body parts: sing songs and rhymes while learning the body parts, i.e. head, shoulders, neck, chest, hips, legs, knees, toes, nose, mouth, chin, elbow, wrist, hands, finders and feet. • Running backwards and forwards • Running faster and slower Perceptual motor • Simple obstacle course e.g. jumping, running, crawling, sliding on tummies, climbing, etc. • Role a big ball to a partner... partner returns the ball • Balloon push r hythm • Using music or body percussion, identify body parts and move rhythmically as instructions are given, i.e. touch the toes… touch the head… touch the nose, etc. Co-ordination • Throwing and catching beanbags • Jungle gym - hanging and swinging with over-grasp on a horizontal bar of the jungle gym • Jungle gym - climb up and down a ladder of a jungle gym Balance • Body parts: using bean bags learners copy the teacher where to place the bean bag, i.e while walking place the bean bag on the head; place the bean bag on the knee (L/R) while balancing on one leg; place the bean bag on the shoulder (L/R) while walking, etc. • Balancing: walking on a line; balance on low level objects s patial o rientation • Run in different directions on command of the teacher using all available space • Different formation: circle running round and round • Jump over and move under obstacles, crawling, climbing, jumping, etc. • Jungle gym crawling and weaving through the frames using different parts of the body l aterality • Body parts - running … falling face down, lying on the ground… rolling onto their backs and on their sides L/R • Moving sideways L/R s ports and games • Throw bean bags /balls into containers • Bouncing, catching, throwing
LIFE SKILLS GRADES R-3 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 3 Grade r Physical e ducation 20 hours r ecommended resources In addition to the standard resources for Life Skills you will need: Balls, markers and skittles, colour sashes, ropes, ribbons Low objects like tyres, rocks, logs. l ocomotor • Walk and run in different directions • Walking, marching, hopping, sliding, skipping, galloping, jumping and rolling • Non-locomotor: bending, stretching and curling the body into various shapes Perceptual motor • Simple obstacle course e.g. jumping, running, throwing, climbing, etc. • Skip over a swinging rope • Jump over low obstacles such as low held rope • Jump to cover distances on the ground r hythm • Jumping with feet together and on alternate feet • Simple hop-scotch, single take-off to single landing; single take-off to double feet landing; double take-off to single foot landing Co-ordination • Throwing and catching beanbags • Jungle gym - arm travelling while hanging with over-grasp • Jungle gym - climb up a ladder Balance • Climbing over low level objects such as tyres, chairs, etc. • Balancing: Walking on a rope, walking on tyres, logs, planks, stones, etc. • Identify different ways of moving across balancing beams, jump off and soft landing (bend the knees) • Jungle gym - balance walking on lower balancing forms • Balancing on one foot L/R s patial orientation • Direction and pathways: walking in a straight line, curved line and zigzag • Speed: walking fast, march faster, running faster along a straight line, curved line and zigzag • Jump over and move under obstacles, crawling, climbing, jumping, etc. • Jungle gym: crawling and weaving through the frames using different parts of the body l aterality • Moving sideways L/R in a straight pathway, curved pathway and zigzag • Hopping on non-dominant foot s ports and Games • Buck and hunters; cat and mouse; wolf and sheep; catch the tail; etc.
LIFE SKILLS GRADES R-3 29 CAPS t erm 4 Grade r Physical e ducation 20 hours r ecommended resources Obstacle course items, whistle, variety of balls, newspaper bats, etc. l ocomotor • Obstacle course training: motor memory, learners start with first activity and end with last activity in fixed sequence and remember what to do at each of the stations • Walk in different directions at different speeds, including stopping on instruction, or to do a new movement • Non-locomotor: twisting, curling, uncurling, stretching, bending, etc. Perceptual motor • Hand-eye co-ordination: throw a big ball at a target; roll a smaller ball to a target • Catch a large ball; medium ball and small ball at various distances or heights • In partners, bounce and catch a large ball • Striking: with the flat hand, strike a balloon, large ball and progress to a tennis ball r hythm • Using action songs: learners copy the movement of the teacher - movements include, marching, galloping, hopping, skipping, rotation and balance Co-ordination • Hand eye co-ordination: bounce a big; medium and small ball • Throw and catch a bean bag with both hands; and with either L/R hands • Throw a bean bag into a hoop placed on the ground two metres away • Striking: use a plastic cricket bat or rolled-up newspaper and strike a ball from a “T “and progress to bowling and striking activities with soft texture balls (tennis balls) • Hand-foot co-ordination: greet each other with the feet; dribble a ball with feet L/R; kick a ball at a target Balance • Walking on ropes placed on the ground; tyres; balance on alternate legs. • Games, learners walk on cans (48 ounce jam cans) tied with ropes to the feet, hold rope in the hands to balance s patial orientation • Tunnel games, i.e. crawl through the legs of each other; crawl through the legs of a row of learners straddle standing in single file; crawl through make-shift tunnels such as tyres, hoops, drums, etc. l aterality • Activities using the non-dominant side of the body • Rolling activities, lie on the ground and roll left or right s ports and games • Follow instructions to walk, run, jump, skip, climb, etc. • Walk in a circle joining hands; vary the size of the circle and the number of circles, and change direction of the movement of the circle • Striking games such as hand tennis, T-ball, balloon push, etc.
LIFE SKILLS GRADES R-3 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) G rade 1 t erm 1 Grade 1 Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources In addition to the standard resources for Life Skills you will need: • Weather chart • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • u se a class calendar to discuss the day and the month daily throughout the year. • r evision, assessment and feedback should be done on an ongoing basis. ( t ime allocations allow this.) • Religious days and other special days celebrated by the community should be discussed as they occur through the term. (Two hours per term are allocated for this) t opic: m e - 6 hours • Personal details - such as name, address, telephone numbers and age • We are special and unique • Things I can do • h ow I am the same as my friends • h ow I am different from my friends t opic: a t school - 4 hours • Name of school, teacher and principal • Where to find different places in the school - include toilet, office, play areas • Classroom routines and rules • h ow I get to school Note: Learners may volunteer for different roles in the classroom, but the teacher should make sure that everyone has a turn to do something throughout the term. t opic: Healthy habits - 4 hours • Sleep • Eating healthy food • Proper use of toilet • Washing hands • Keeping clean - h air, teeth and nails - Washing regularly • Regular exercise and play • Limited television t opic: t he weather - 4 hours • A daily weather chart - Regular observation of weather conditions - h ot, cold, windy, cloudy, sunny, misty, rainy - Symbols to describe conditions on weather chart • The weather and us - include clothes, food, activities Notes: The weather chart should be updated throughout the year. Explain to learners why they should never look directly into the sun. r eligious days and other special days - 2 hours
LIFE SKILLS GRADES R-3 31 CAPS t erm 2 Grade 1 Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources In addition to the standard resources for Life Skills you will need: • Pictures of different kinds of family • Examples of danger/ poison signs • Examples to stimulate senses: textures, tastes, sounds, smells • Charts to show body parts • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • u se a class calendar to discuss the day and the month daily throughout the year. • Keep daily weather chart updated. • r evision, assessment and feedback should be done on an ongoing basis. ( t ime allocations allow this.) • r eligious days and other special days celebrated by the community should be discussed as they occur throughout the term. ( t wo hours per term are allocated for this) t opic: m y family - 4 hours • What a family is • Members of my family - immediate and extended • Caring for each other at home Note: Learners come from many different types of family. Ensure inclusivity. t opic: s afety in the home - 4 hours • Dangers at home - When cooking - When washing - Lighting and electricity - Outside areas - Medicines - Poisonous substances - types and recognising warning symbols • Keeping safe when home alone • Emergency number card t opic: m y body - 6 hours • Different parts of my body • Different parts of my body which move • Parts of my body that I cannot see - include lungs, heart, stomach, brain, skeleton • The five senses and their uses - touch, smell, sound, sight and taste t opic: Keeping my body safe - 4 hours • Safe and unsafe situations and places - such as waiting for transport, alone in shopping areas • ‘Yes’ and ‘No’ feelings • Practising saying ‘No’ • Protecting our bodies from illness - Covering mouth and nose when sneezing or coughing - Never touching another person’s blood - Washing fruit and vegetables before eating - Making water safe to drink r eligious days and other special days - 2 hours
LIFE SKILLS GRADES R-3 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 3 Grade 1 Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources In addition to the standard resources for Life Skills you will need: • Pictures and stories of community places, people and pets • Nature corner/ discovery table with plants • Pictures of plants and foods /different foods and packages • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Keep daily weather chart updated. • r evision, assessment and feedback should be done on an ongoing basis. ( t ime allocations allow this.) • r eligious days and other special days celebrated by the community should be discussed as they occur throughout the term. ( t wo hours per term are allocated for this) t opic: m y community - 4 hours • Places in my community - include buildings and places where we meet • People in my community - people who help me; people who sell things; other people I know • Looking after facilities in my community - such as public telephones, public transport and public toilets • Keeping places clean - include using bins and not littering t opic: Pets - 2 hours • Animals we can keep as pets • h ow to look after pets at home - include shelters, food, water, animal cleanliness • Treating animals appropriately - such as giving exercise, not teasing, not locking in a car t opic: m anners and responsibilities - 2 hours • Greeting people we know and greeting strangers • Waiting my turn • Listening to others • Sharing • Showing kindness • Being honest • Respecting other people and what belongs to them Notes: Use role play. Consolidate manners and responsibilities throughout the year t opic: Plants and seeds - 4 hours • Why we need plants - include food, shade, shelter for animals • What plants look like - roots, stem, leaves, flowers • Different plants - similarities and differences • Seeds and where they come from • What plants need to grow • Growing a plant from a seed - such as a bean or a lentil t opic: Food - 6 hours • Foods we eat • Where different foods come from: fruit; vegetables; dairy; meat • h ealthy eating - h ealthy and unhealthy foods - h ealthy choices and the right amount of food • Storing food - fresh, tinned, dried, frozen r eligious days and other special days - 2 hours
LIFE SKILLS GRADES R-3 33 CAPS t erm 4 Grade 1 Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources In addition to the standard resources for Life Skills you will need: • Picture maps with stories • Pictures of homes • Examples of different building materials • Pictures of the moon • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Keep daily weather chart updated. • r evision, assessment and feedback should be done on an ongoing basis. ( t ime allocations allow this.) • r eligious days and other special days celebrated by the community should be discussed as they occur throughout the term. ( t wo hours per term are allocated for this) t opic: Homes - 4 hours • Types of homes - include flats, houses, shacks, traditional homes • h omes to suit different weather conditions • What different homes are made of - include wood, mud, bricks, tin, stone, hardboard, plastic t opic: Picture maps - 4 hours • Finding places and things on a picture map • Finding the way from one place to another (use words such as: along, over, under, up, down) • Finding where on a picture map events in a story happened Notes:A picture map is a drawing to show where things are located in a given area. Picture maps develop geographical skills of location, distance and space. t opic: Water - 4 hours • Uses of water - home and school • Ways water is wasted • Ways of saving water • Safe and unsafe drinking water • Storing clean water t opic: t he sky at night - 4 hours • Changing from day to night • What the night sky looks like • The moon - What the moon looks like - When we can see the moon - h ow the moon seems to change shape • Stars - A star burns like the sun (the sun is a star) Notes: It is possible to see the moon during the day. Include observation and drawing activities r eligious days and other special days - 2 hours Consolidation of topics and assessment - 2 hours
LIFE SKILLS GRADES R-3 34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 1 Grade 1 Creative a rts 20 hours r ecommended resources • Musical instruments, including found and made • Audio equipment with a range of suitable music • Paint in primary colours and white and black, coloured inks, brushes and paper of different sizes • 2B pencils, wax crayons, oil pastels, coloured chalks • Glue and applicators • Items for printing: geometric shapes found in recyclable boxes, etc The following content is to be covered in the course of term 1. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up body parts such as ‘playing the piano’, ‘washing body’, ‘shaking off water ’, etc. • Safe environment: finding own and sharing space with no bumping • Locomotor movements: walking, skipping and running forwards and backwards • Non-locomotor movements: bending knees, shoulder and wrist circles • Warming up voice: breathing exercises and creative games such as blowing out candles, etc. • Body awareness exploring space and direction such as below, behind, above, using bodies or obstacles • Keeping a steady beat with changes in tempo whilst clapping or moving in time to music such as walking in fours, skipping in twos • Cooling down the body and relaxation: e.g. ‘candle melting’, ‘balloon deflating’ i mprovise and interpret • Exploring shape and weight using action words and movements such as crooked, narrow, wide, feathery, pulling a heavy box, etc. • Singing indigenous songs using appropriate movements and dramatisation • Simple improvisation around familiar experiences in own family and community such as the ‘birthday party’, ‘umdlalo’, playing ‘pophuis’, etc. • Dramatisation: making up short stories of no more than a few sentences, based on a box of interesting objects - an object is selected, and imagined to be alive Visual Arts - 10 hours Create in 2 d • Draw pictures of self using different media, thick wax crayons or chalk • Draw and paint pictures of self interacting with others • Paint own portrait adding features - eyes, ears, nose and mouth; discuss features on the head, shape, colour and line • Print patterns with thick paint Create in 3 d (constructing) • Box constructions using recyclable boxes; emphasis on geometric shapes; discuss shapes
LIFE SKILLS GRADES R-3 35 CAPS t erm 2 Grade 1 Creative a rts 20 hours r ecommended resources Refer to the standard resources for Life Skills listed in Section 2 and resources for Term 1 The following content is to be covered in the course of term 2. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming up the body: circling the hands and ankles, making shapes with the body such as large and small, wide and narrow • Freeze games focusing on control, eye focus and use of space • Locomotor movements: hopping, jumping and galloping forwards and sideways • Axial movements: twisting, swinging the arms and side bends • Exploring beginnings, middles and endings of songs, stories and movements • Copying of movements, rhythms and movement patterns such as follow the leader, walking, skipping, clapping • Isolate body parts through movement such as pointing and flexing the feet, etc. • Vocal exercises such as rhymes, tongue twisters and songs with focus and clarity in vocal exercises • Cooling down the body and relaxation: games such as ‘rocking a baby’, ‘swaying’, etc. i mprovise and interpret • Role play (stepping into the shoes of somebody else) • Developing short sentences of dialogue such as a conversation between the elephant and the mouse • Movements appropriate to a role in different situations, e.g. during a meal, a classroom, a bus • Singing songs using contrasts such as soft and loud, fast and slow Visual Arts - 10 hours Create in 2 d • Finger painting or brush painting: discuss mixing of primary colours to achieve secondary colours • Make drawings of self with family involved in an activity; discuss line and shape • Make drawings and paintings of self in action; encourage awareness of body in action; name and discuss active body parts Create in 3 d • Make models out of clay/playdough; encourage correct use of materials and tools • Construct houses/imaginary shelters using recyclable boxes and other materials. Encourage the correct use of glue and applicators.
LIFE SKILLS GRADES R-3 36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 3 Grade 1 Creative a rts 20 hours r ecommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of term 3. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons. Performing Art - 10 hours Creative games and skills • Warming up the body: e.g. leading with the nose, elbow, knee • Combining locomotor and non-locomotor movements such as run-run-turn, run-forward-shrink-stretch-up • Mime actions showing emotion using visualisation such as eating my favourite food, opening a gift • Games focusing on numeracy and literacy such as number songs and rhymes, making letter shapes through movement • Listening skills through music games using different tempo, pitch, dynamics, duration • Cooling down the body and relaxation: using imagery or words such as ‘shrink slowly’ and ‘grow slowly’ i mprovise and interpret • Choosing and making own movement sentences to interpret a theme with a beginning and an ending • Clapping rhythms in three or four time. Moving to music in three or four time. • Dramatising a make-believe situation based on a South African poem, song or story guided by teacher Visual Arts - 10 hours Create in 2 d • Make paintings and drawings of real or imaginary creatures; encourage awareness of line and shape, and added detail; describe own pictures • Make paintings and drawings of self using various modes of transport; encourage awareness of line and shape, colour, and contrast (e.g. big/small, long/short) Create in 3 d (constructing) • Make models of imaginative creatures using clay, playdough or recyclable materials; emphasize appropriate use of materials and spatial awareness.
LIFE SKILLS GRADES R-3 37 CAPS t erm 4 Grade 1 Creative a rts 20 hours r ecommended resources Refer to the standard resources for Life Skills listed in Section 2 The following content is to be covered in the course of term 4. Select appropriate Life Skills topics for the term to provide the context in Performing Arts and Visual Arts lessons. Performing Arts - 10 hours Creative games and skills • Warming- up the body: using different levels such as high: picking an apple, low: crawling and medium: crouching • Locomotor movements: hopping, jumping, galloping, running and skipping with a partner and changing directions • Non-locomotor movements: combining twisting, swinging the arms, side bends and jumps • Clapping games with a partner developing focus and co-ordination • Listening to music and describing how it makes you feel using words such as happy, sad, etc. • Cooling down the body and relaxation: ‘feel like a feather and float through the sky’, etc. i mprovise and interpret • Representing objects and ideas in movement and sound such as: making a machine, a magic forest, ambulance, individually and in groups • Classroom performance incorporating a South African song/poem/story with movement and dramatisation Visual Arts - 10 hours Create in 2 d • Make drawings or paintings relevant to the term’s topics. Focus on body in action, line, shape and colour Create in 3 d (constructing) • Make models of self in action in own environment using clay/playdough; encourage personal expression, appropriate use of materials and spatial awareness
LIFE SKILLS GRADES R-3 38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 1 Grade 1 Physical e ducation 20 hours r ecommended resources for t erm 1 Beanbags and balls Markers, skittles, sashes, ribbons Hop-scotch marked out on a clean flat surface The following content is to be covered in the course of term 1. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. l ocomotor • Dodging and walking in different directions • Dodging games around skittles changing direction • Using senses: observing - obstacle course • Using senses: hearing - listen to instructions while moving around Perceptual motor • Rolling a large ball to a partner • Passing a ball from one member of a group to another • Throwing and catching large balls r hythm • Hop-scotch • Rope skipping • Rhymes singing while performing body actions Co-ordination • Throwing and catching beanbags • Jungle gym - arm travelling while hanging with over-grasp • Jungle gym - climbing up a ladder Balance • Dodging games around skittles changing direction • Identify different ways of moving across balancing beams • Jungle gym - balance walking on low level balancing form. s patial o rientation • Using senses: proprioception - navigate body through various obstacles • Run in different directions without bumping into others using all available space • Different formation: circle • Jump over and move under obstacles, crawling, climbing, jumping, etc. • Jungle gym crawling and weaving through the frames using different parts of the body l aterality • Activities using the non-dominant side of the body s ports and games • Play favourite games selected by the learners • Movement games - concepts of size, distance, space and quantity covered
LIFE SKILLS GRADES R-3 39 CAPS t erm 2 Grade 1 Physical e ducation 20 hours r ecommended resources for t erm 2 Balls, containers and skittles h oops Jungle gym or similar equipment The following content is to be covered in the course of term 2. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. l ocomotor • Body parts: singing songs or recite rhymes while touching various parts of the body such as touch the knees, toes, nose, head, ears, etc. • Games - “ Simon Says” - moving different parts of the body Perceptual motor • Ball skills - passing a ball around a circle; over heads; under legs while standing in a straight line; throw a ball to a partner; bounce and catch a ball with a partner • Hitting balloons in the air r hythm • Jumping and hopping • Jump up and down; jump high and low; jump forwards, backwards and sideways • Finger play activities - finger rhymes Co-ordination • Eye-hand-foot co-ordination - dribbling balls around skittles and kicking balls between skittles • Balloon push- push a balloon through a target or goal post Balance • Walking on a rope or line marked on the ground • Balance on a low level beam/plank • Balance on chairs s patial orientation • Complete obstacle course using the jungle gym or similar equipment l aterality • Roll sideways in both directions, roll forwards and backwards • Throw and catch a bean bag with non-dominant hand • Balance on non-dominant leg s ports and games • Traditional/indigenous games chosen by the learners
LIFE SKILLS GRADES R-3 40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 3 Grade 1 Physical e ducation 20 hours r ecommended resources for t erm 3 Scarves/lengths of material Soccer balls and goal posts Old car tyres The following content is to be covered in the course of term 3. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. l ocomotor • Move - jump, run, climb and crawl • Walk backwards on heels; walk backwards on toes • Walk forwards crossing dominant leg over • Follow instructions to move slow and fast Perceptual motor • Learners help to set up an obstacle course and move through the obstacle course safely - climbing on, climbing over, crawling, hanging onto bars and balancing r hythm • Rope skipping, alone, in groups of three, two swing and the other jumps, rotate roles Co-ordination • Hand-eye co-ordination - throw a tennis ball in the air and catch it, bounce it on the ground; pass it to a partner • Jumping over a swinging stocking ball Balance • Balance on motor car tyres, laid flat on the ground or standing up • Play games using bean bags to balance on different parts of the body e.g. “Simon Says” - balance the bean bag on your shoulder, etc. s patial orientation • Crawl through tyres that have been set up in a line l aterality • Hop-scotch jump with non-dominant leg • Running and swinging a rope/ sash / ribbon using the non-dominant hand s ports and games • Play “Hide-and-Seek” • Buck and hunters
LIFE SKILLS GRADES R-3 41 CAPS t erm 4 Grade 1 Physical e ducation 20 hours r ecommended resources for t erm 4 Ropes, sashes, etc. Different sized balls The following content is to be covered in the course of term 4. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners. l ocomotor • Walk, run and skip using signals to change from walking to running or skipping • Non-locomotor: spin - different ways of spinning; spin alone and with a partner Perceptual motor • Circle formation - games such as “beat the ball” r hythm • Games using ropes - Ugqaphu/Kgati/Ntimo (two learners swing the rope and a third jumps over it while the rest of the group sing rhymes) • Follow instructions using a drum to signal change in rhythm Co-ordination • Hand soccer with big balls • Foot-eye co-ordination, greeting each other by touching the feet Balance • Walk on ropes - backwards, forwards and sideways with or without crossing feet over • Walk on ropes with hands on heads, hands behind backs, hands on hips • Stand on tip toes, crouch on haunches, walk on the balls of the feet, walk on the heels slowly. s patial orientation • Playing games like cats amongst the pigeons in a demarcated area • Human shapes - form shapes of numbers 1, 2, 3 or letters A, B, C, etc. in a human chain l aterality • Turn on the spot to the left and to the right • Kick a ball at a target using L/R foot; throw a ball through a hoop with L/R hand. s ports and games • Play games of catches, i.e. cats amongst the pigeons • Walking races - walking on tip toes, walking on heels, walking on flat feet • Relay games
LIFE SKILLS GRADES R-3 42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) G rade 2 t erm 1 Grade 2 Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources In addition to the standard resources for Life Skills you will need: • Examples of things that help people - such as reading glasses, walking frames, guide dogs, hearing aids • Equipment to show simple ways of purifying water • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Use a class calendar to discuss the day and the month daily throughout the year. • r evision, assessment and feedback should be done on an ongoing basis. ( t ime allocations allow this.) • r eligious days and other special days celebrated by the community should be discussed as they occur throughout the term. ( t wo hours per term are allocated for this) t opic: What we need to live - 4 hours • Different types of food - for growth, energy, health • Water - why we need water, sources of water • Air - clean air • Sunlight - include protection from the sun Note: There is no need to include the water cycle at this level. t opic: m yself and others - 4 hours • Friends - qualities of a good friend • People at school and at home - include sharing, helping, showing respectDealing positively with conflict - include self- esteem and bullying t opic: e veryone is special - 6 hours • People are similar and people are different • Things that help people - such as reading glasses, walking frames, guide dogs, hearing aids • Caring for people with disabilities • I can be a hero t opic: Healthy living - 4 hours • Protecting food we eat - include protection from flies, keeping food cool • Simple ways of purifying water • Things that harm us - smoking, alcohol, drugs • Good habits - such as regular exercise, limited television r eligious days and other special days - 2 hours
LIFE SKILLS GRADES R-3 43 CAPS t erm 2 Grade 2 Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources In addition to the standard resources for Life Skills you will need: • Examples of clothes for different seasons • Pictures and information books • Do routine activities and free play activities indoors and outdoors as specified in Section 2 • r evision, assessment and feedback should be done on an ongoing basis. ( t ime allocations allow this.) • r eligious days and other special days celebrated by the community should be discussed as they occur throughout the term. ( t wo hours per term are allocated for this) t opic: s easons - 6 hours • The four seasons • h ow seasons affect us - clothes, food, activities • h ow seasons affect growing things - sowing, growing and harvesting • h ow seasons affect animals - include farming e.g. sheep shearing, animal dipping; birds e.g. migration and nesting t opic: a nimals - 4 hours • Farm animals - Types - Uses - such as food and clothing • Wild animals - Types - Camouflage t opic : a nimals and creatures that live in water - 4 hours • Fresh water - River - e.g. fish, crocodile - Ponds and dams - e.g. frog, dragonfly • Salt water - Sea - e.g. shark, crayfish - Rock pools - e.g. starfish, crab t opic: a nimal homes - 4 hours • Animals and creatures that make their homes - such as birds, some bees, ants • Animals and creatures that find a home - such as baboons, snakes, squirrels • Animals and creatures that carry their homes - such as snails, tortoises r eligious days and other special days - 2 hours
LIFE SKILLS GRADES R-3 44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) t erm 3 Grade 2 Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources In addition to the standard resources for Life Skills you will need: • Samples of different soil types • Picture and information books • Road signs • Community members who help others • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • r evision, assessment and feedback should be done on an ongoing basis. ( t ime allocations allow this.) • r eligious days and other special days celebrated by the community should be discussed as they occur throughout the term. ( t wo hours per term are allocated for this) t opic: s oil - 4 hours • Different soils - colours and textures • Creatures that live in the soil - such as earthworms, moles • Soil for the growth of plants; the value of growing vegetables t opic: t ransport - 6 hours • What transport is • Road transport • Rail transport • Air transport • Water transport • Uses of different kinds of transport t opic: r oad safety - 4 hours • Road safety rules - Pedestrians - Cyclists - Passengers • Road signs for pedestrians and cyclists • Scholar patrol • How traffic officers help us t opic: People who help us - 4 hours • People who help us in our community - such as clinic nurse, after-care teacher, librarian • h ow different people help me • h ow I ask for information and assistance - Good manners • h ow I ask for help in an emergency - Who to contact - What information to give Note: Invite someone who works in the community to visit the school r eligious days and other special days - 2 hours
LIFE SKILLS GRADES R-3 45 CAPS t erm 4 Grade 2 Beginning Knowledge and Personal and s ocial Well-being 20 hours (2 hours/ week) r ecommended resources In addition to the standard resources for Life Skills you will need: • A wall map of South Africa divided into provinces • The South African flag • Examples of different instruments of communication • Pictures and items about religious festivals • Photographs and information books • Do routine activities and free play activities indoors and outdoors as specified in Section 2 • r evision, assessment and feedback should be done on an ongoing basis. ( t ime allocations allow this.) • r eligious days and other special days celebrated by the community should be discussed as they occur throughout the term. ( t wo hours per term are allocated for this) t opic: o ur country - 4 hours • A map of South Africa - Name and location of own province - Where we live • South African flag - include recognising the flag and places where we can see it flying • South African anthem - listening and singing Notes:Anthem can be learnt throughout the term.Include learners from other countries by including their flags where possible. t opic: Ways we communicate - 6 hours • Speaking - include explaining, conversation, poetry and song • Writing - include writing a letter or card and posting it • Reading - include instructions and advertisements • Listening - include radio and stories • Looking - include lip reading, signing and gestures t opic: l ife at night - 6 hours • Things I do at night - get ready for bed, read and tell stories, sleep and dream • People who work at night - such as security officers, doctors, pilots, truck drivers • Night animals - such as owls, hamsters, porcupines, leopards, jackal r eligious days and other special days - 2 hours Consolidation of topics and assessment - 2 hours
Teaching Life Skills in the Foundation Phase M. N audé a N d C. M eier ( e ditors ) L. Bosman R. Davin S. Esterhuizen P . Govender C. Jordaan I. Joubert M. Koen S. Krog M. van Vrede G. Westraadt M. Wood Van Schaik PUBLISHERS
Published by Van Schaik Publishers A division of Media24 Books 1059 Francis Baard Street, Hatfield, Pretoria All rights reserved Copyright © 2016 Van Schaik Publishers No part of this publication may be reproduced, stored in a retrieval system, or trans- mitted in any form or by any means – electronic, mechanical, photocopying, recording or otherwise – without written permission from the publisher, except in accordance with the provisions of the Copyright Act 98 of 1978. Please contact DALRO for information regarding copyright clearance for this publication. Any unauthorised copying could lead to civil liability and/or criminal sanctions. Tel: 086 12 DALRO (from within South Africa) or +27 (0)11 712 8000 Fax: +27 (0)11 403 9094 Postal address: PO Box 31627, Braamfontein, 2017, South Africa http://www.dalro.co.za First edition 2016 ISBN 978 0 627 03389 6 eISBN 978 0 627 03390 2 Commissioning editor Chandré Blignaut Production manager Werner von Gruenewaldt Editorial coordinator Lee-Ann Lamb Copy editor Paula Marais Proofreader Lee-Ann Ashcroft Cover design by Gisela van Garderen Cover image by iStockPhoto.com Illustrations by Marinda Pretorius Typeset in 11.25 pt on 13.5 pt Adobe Jenson Pro by Pace-Setting & Graphics, Pretoria Printed and bound by Paarl Media Paarl, a division of Novus Holdings Every effort has been made to obtain copyright permission for material used in this book. Please contact the publisher with any queries in this regard. Please note that reference to one gender includes reference to the other. Website addresses and links were correct at time of publication. This book has been reviewed by independent peer reviewers.
v About the editors Professor Corinne Meier is a professor in the Department of Early Childhood Edu- cation at the University of South Africa, where she specialises in early childhood de- velopment and multicultural education. She supervises numerous Master’s and Doc- toral students, and lectures in both undergraduate and postgraduate programmes. She has published articles in several peer-reviewed and accredited journals, and deliv- ered numerous papers at national and international conferences. She is the editor and co-author of three books on multicultural education, management in early childhood development and Foundation Phase mathematics. She has received her NRF rating as researcher and was honoured with the Woman in Leadership Award from the Uni- versity of South Africa. Mariana Naudé holds a BEd Foundation Phase (Unisa), a BEd(Hons) with special- isation in inclusive education (Unisa) and a MEd (Unisa). After being principal of several ECD centres for 15 years, she furthered her interest in the development of young learners and became a school teacher of Foundation Phase learners. During this time, she was also involved as LEAD teacher for the Department of Education in training educators for the CAPS curriculum. She is co-author of the book Teaching Foundation Phase mathematics and regularly presents workshops for early childhood and Foundation Phase teachers on the young learner’s discovery of science and tech- nology. She currently holds the position of lecturer to undergraduate student teachers (Foundation Phase) at AROS.
vi About the contributors Linda Bosman is a lecturer in the Department of Early Childhood Education at the University of Pretoria with experience in both contact and distance education in the Higher Education sector. She has developed a variety of course and tutorial materi- als for student teachers, as well as training material for the continuous professional development of practising teachers. Her research interests include brain-compatible learning and inquiry-based science education in Early Childhood Development and the Foundation Phase. She is committed to quality education for all young learners and teachers in South Africa. Stef Esterhuizen is a senior lecturer at the School of Educational Sciences at the North-West University (Vaal Triangle Faculty). Stef has lectured undergraduate stu- dents for the past 11 years and participated in several national and international con- ferences. She believes that all children can achieve their maximum potential through apposite instruction that enhances cognitive and critical thinking skills. Her research interests are the improvement of teaching and learning practices to promote cognitive development among Foundation Phase learners and prospective teachers. She is a board member of the International Association of Cognitive Education and Psychol- ogy (South Africa) and involved in a Schools as Thinking Communities project. Dr Reda Davin holds a DEd in early childhood didactics and a Master’s degree in play therapy. For the past 33 years she has been involded in the training of, early child- hood teachers. She was a senior lecturer in, and programme manager of, the BEd in Foundation Phase at Unisa for 28 years before becoming head of the Foundation Phase Department at AROS, an independent Christian teachers’ training institution in Waverley, Pretoria – a position she held for five years. She is currently an education- al consultant for ECD centres on issues concerning quality care for the young child. The focus of her research is the holistic development, particularly social and personal development, and assessment of the young child. Poomoney Govender holds a BEd specialising in psychology of education (UKZN) and a MEd in Foundation Phase mathematics (UJ). She has spent the bulk of her teaching career as a teacher and head of department at various primary schools in and around KwaZulu-Natal and Gauteng. After having served as a Foundation Phase teacher for approximately 20 years, she went on to further her interest in policy im- plementation, curriculum development and in-service teacher training as a subject education specialist at a district office in Gauteng. She has vast experience in both pri- mary and secondary schools, having served as a subject advisor for mathematics and life skills in the Foundation Phase, and assessment in both senior and FET phases. She currently holds the position of lecturer in the Department of Early Childhood Education at Unisa and is studying towards her doctorate, which focuses on assess- ment within the Foundation Phase and mathematics teaching.
vii Dr Christina Jordaan obtained her BA in social work at the end of 1979 at the Uni- versity of Port Elizabeth (currently NMMU). Her DEd degree in education psychol- ogy was awarded on 24 April 1999 at the same university. She is currently employed as a senior lecturer and head of programme for the intermediate phase at the Nelson Mandela Metropolitan University in Port Elizabeth. In 2008 she won the Golden Key International Honour Society Lecturer of the Year award and the Emerging Faculty Teacher of the Year award, and in 2009 was named Faculty Teacher of the Year. She has contributed to several accredited journals and has published various articles in the South African Journal of Higher Education (SAJHE) and the Communitas Journal for Community and Information Impact . She contributed to the book Life orientation for South African teachers and co-authored a chapter in the textbook Navorsing vir die be- ginner navorser . She has also reviewed several publications for Van Schaik and Oxford publishers. She specialises in sexuality education, HIV and AIDS education, child development and social problems like bullying, career guidance and suicide. Professor Ina Joubert is an associate professor in the Department of Early Child- hood Education in the Faculty of Education at the University of Pretoria where she acts as programme coordinator for the BEd Foundation Phase programme. She is a member of the World Education Research Association and specialises in democratic citizenship education and language education related to the young child. Her research is disseminated in several articles in these fields in accredited national and interna- tional journals. She has published scholarly books on children’s experiences of their citizenship in democratic South Africa and assessment practices at higher education institutions. In addition, she has published and contributed chapters to several sub- ject-related scientific books. She has mentored postgraduate students to completion in the fields of democratic citizenship education and language education in the Foun- dation Phase, some of whom have excelled in their careers. Dr Mariëtte Koen is a lecturer in the School of Social Sciences and Language Educa- tion at the University of the Free State. She teaches life skills in the Foundation, inter- mediate and FET phases. She began her career as a remedial and Foundation Phase teacher before she obtained a professional qualification as an educational psychologist. Her doctorate is in the area of reading and spelling development. She obtained a Mas- ter’s in philosophy in higher education at the University of Stellenbosch in 2011, and is currently researching teaching, learning and assessment in higher education. Dr Soezin Krog is a senior lecturer in early childhood education at the University of South Africa. She lectures undergraduate students in sports coaching, physical edu- cation and movement activities for preschool and primary school teachers. At post- graduate level, she has experience in lecturing BEd school guidance and counselling, and currently supervises Master’s and Doctoral students. She is the project leader for the certificate programme for early childhood practitioners, sports management and sport psychology. She is a registered educational psychologist with the Health
viii Professions Council of South Africa. She has conducted numerous presentations at schools, national and international conferences, and published numerous articles in accredited journals. Dr Mignon van Vreden holds a BMus, BMus Hons cum laude , MMus cum laude (University of Stellenbosch) and a PhD in music (NWU). She is currently a lecturer in music education at the School of Music at North-West University. Her special interest is early childhood music education, reflected by her PhD about music integra- tion in Grade R. She is co-author of the series Creative CAPS / Kreatiewe KABV con- sisting of four manuals for Grade R teachers based on the South African Curriculum and Assessment Policy Statement. She regularly presents workshops for early child- hood educators with little or no musical training and composes children’s songs for various publications. She is also a director of Kiddi Beat Music Specialists, a unique South African music education programme for children from birth to pre-school. Dr Georina Westraadt holds a DEd (CPUT) and a MEd cum laude (CPUT). She has been involved in teacher training in art education for BEd programmes at pre- and postgraduate level for the past 18 years. Before taking up a lecturing career with CPUT, she taught art at primary, secondary and tertiary level. After completing her teacher’s diploma (Paarl Training College), she obtained a further diploma in art ed- ucation (Cape Town Training College, Mowbray), and then a BA (Unisa), Final in signing (Unisa), Grade 6 in Theory of Music and in 2006, an associate in singing at Trinity College of London. She has published a textbook for art education (2015) titled Die onderrig van visuele kuns in die laerskool, presented papers at several national and international conferences, published articles in educational journals and confer- ence proceedings, and written chapters in books. Margot Wood holds a BA in drama (UCT), a BA(Hons) in acting and directing (University of Natal), MDrama in children’s theatre (University of Stellenbosch), a Licentiate Teacher’s Diploma in speech and drama (Trinity College of London) and a FTCL in directing (Trinity College of London). She founded a private dance and drama studio during the 1980s and conducted classes privately and in schools as part of the arts and culture learning area at GET level and dramatic arts at FET level. She additionally trained private students and prepared them for their teacher’s qualifica- tions through Trinity College of London. She lectured at the Western Cape College of Education and is presently lecturer in drama in the Education Department of the Cape Peninsula University of Technology. She is currently preparing for her doctoral studies in educational drama and theatre.
ix About this book Teaching life skills in the Foundation Phase provides crucial insights for teachers who are faced daily with the demanding task of teaching and managing learners from di- verse and challenging social contexts. The rapid changes in global and national social contexts over the past decades have resulted in a need for schools to evolve with the changing circumstances. Teachers are therefore required to create suitable learning environments that meet the needs of learners. To this end, guidelines on the teaching of life skills to learners remain more than ever, relevant and extremely important. The aim of this book is to provide teachers, school managers and parents with abil- ities through which they can develop a wide variety of competencies that will prepare learners with basic life skills to enable them to live, work and interact in a socially challenging society. This book has been created to elaborate specifically on the South African context within the Curriculum and Assessment Policy Statement (CAPS) in the subject life skills in the Foundation Phase (Grade R–Grade 3). The content of the book gives detailed information about the four study areas in the subject life skills, namely: • beginning knowledge (natural science, technology, social science) • creative arts (performing arts, visual arts) • physical education • personal and social well-being (social and emotional well-being, sexuality educa- tion, health education). The book is organised into 13 chapters, each dealing with a specific theme that has to be understood if life skills teaching is to be implemented effectively. While these chap- ters do not seek to provide answers or solutions to all the challenges facing teachers, school managers, learners and parents, they do provide a basis for imparting the types of life skills a learner in the Foundation Phase needs to have. The activities at the end of each chapter are suited to small-group discussions and can be used to brainstorm concepts; generate discussions; explore ideas, opinions and attributes, and arrive at practical solutions and strategies. Preview of the chapters Chapter 1 This book begins with an explanation of what life skills are and how both the environ- ment and the biological development of the young learner in the 21st century dictate the necessity of teaching age-appropriate life skills in the Foundation Phase. Various techniques for teaching life skills are discussed to assist the teacher in selecting tech- niques to accommodate the multiple intelligences of the learners.
x Chapter 2 This chapter introduces the teaching and learning of social science in the Foundation Phase. The term ‘social science’ is defined and what it entails is discussed, and links between the various components of social science are explained. This chapter aims to inspire teachers to use diversity in their classrooms as an opportunity to guide learners towards citizenship and the understanding of social sciences. Chapter 3 This chapter focuses on science education , in particular, inquiry-based science educa- tion which is a powerful means of developing both the aims of modern society and citizens who are scientifically aware and socially responsible. Chapter 4 This chapter provides insight into the teaching and learning of technology in the Foun- dation Phase. It describes what is meant by technology and information communica- tion technology, and how teachers should plan the learning environment to support learners’ development of technological knowledge and skills. Chapter 5 This chapter deals with the use of dramatic arts within the Foundation Phase. Drama activities can aid development in all spheres of the personality if the focus remains on the quality of the process rather than some imagined performance outcome. Chapter 6 This chapter provides Foundation Phase teachers with several methods to teach music and motivates them to integrate music into teaching activities. It explains both why music is important and how to integrate it. Chapter 7 This chapter discusses the teaching and learning of dance in the Foundation Phase. It provides insight into what it means to teach dance, and how teachers should plan the learning environment to support dance as a performing art. Chapter 8 This chapter introduces the developmental stages of childhood and how these affect the drawings of Foundation Phase learners, both to enable an understanding and to assist in the meaningful teaching of art .
xi Chapter 9 This chapter provides an in-depth look at the physical development of young learners and endeavours to create a thorough understanding of the importance of movement as an indispensable life skill . Chapter 10 This chapter discusses how the teacher can enhance young learner’s social relationships with his family (nearest relations), classroom (usually the first social relationships outside the family) and peer group (friends). It deals with the learner’s social circles and development of healthy relationships. Chapter 11 This chapter provides the Foundation Phase teacher with a frame of reference for ef- fective sexuality education in schools. It focuses on the following aspects: the meaning of sexuality education; the aims of sexuality education; some common misconceptions of sexuality education, and the main themes of sexuality education for the Foundation Phase as provided by the Curriculum and Assessment Policy Statement (CAPS). Chapter 12 Chapter 12 discusses personal well-being by providing an overview of two distinct phi- losophies. The meaning of personal well-being is investigated, factors contributing to personal well-being are discussed, a framework for teaching personal well-being in the Foundation Phase classroom is identified and, lastly, examples of teaching themes in the life skills curriculum are presented. Chapter 13 This chapter highlights the important role of assessment as being indistinguishable from, and integral to, the process of teaching and learning. It also provides practical guidelines on how to implement the process of assessment effectively and efficiently. In compiling this book, care has been taken to present the information in an applied and practical way, reflecting both the field itself and its unique South African context. The editors are grateful to all the authors for their valuable contribution in making this book a reality. Mariana Naudé and Corinne Meier January 2016
xii Contents About the editors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v About the contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi About this book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix CHAPTER 1 Teaching life skills: a survival guide for the 21st century 1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.2 What are life skills? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.3 Life skills education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.4 Developmentally and culturally appropriate life skills education . . . . . . . . . . . . . . . 5 1.5 Life skills education and Bronfenbrenner’s bio-ecological systems theory . . . . . . . . 9 1.5.1 The microsystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 1.5.2 The mesosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 1.5.3 The exosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 1.5.4 The macrosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 1.5.5 The chronosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 1.6 Life skills education in the Foundation Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 1.6.1 Specific aims of life skills education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 1.6.2 Sequencing and progression in life skills education . . . . . . . . . . . . . . . . . . . . 13 1.7 The relationship between learning and teaching styles in the life skills curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 1.7.1 Accommodating different learning styles in the life skills curriculum . . . . . 15 1.7.2 Accommodating learners’ multiple intelligences suggested by Howard Gardner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 1.8 Activities to use when teaching life skills in the Foundation Phase . . . . . . . . . . . . . 17 1.8.1 Role play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 1.8.2 Working in pairs and groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 1.8.3 Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 1.8.4 Whole-class discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 1.8.5 Questioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 1.8.6 Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 1.8.7 Storytelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 1.8.8 Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 1.8.9 Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 1.9 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 CHAPTER 2 Teaching social science in the Foundation Phase 2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 2.2 What is social science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 2.2.1 Purposeful and powerful social science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 2.2.2 Milestones to reach during social science education . . . . . . . . . . . . . . . . . . . . 31
xiii 2.2.3 The teaching of social science and the bio-ecological model of Bronfenbrenner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 2.2.4 Accommodating diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 2.3 Citizenship at the heart of social science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 2.3.1 Purpose-driven citizenship starts with each individual . . . . . . . . . . . . . . . . . 35 2.3.2 South Africa’s Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 2.3.3 Citizenship in a multicultural society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 2.3.4 Problems and possibilities when teaching citizenship . . . . . . . . . . . . . . . . . . 38 2.4 Theoretical framework when teaching social science . . . . . . . . . . . . . . . . . . . . . . . . . 39 2.4.1 Social constructivism as an educational tool . . . . . . . . . . . . . . . . . . . . . . . . . . 40 2.4.2 The difference between traditional classrooms and social constructivist classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 2.5 How teachers can help learners to take part in social science . . . . . . . . . . . . . . . . . . 41 2.5.1 Zone of proximal development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 2.5.2 The social science learning cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 2.6 Conceptual framework for history as part of social science . . . . . . . . . . . . . . . . . . . 43 2.6.1 Definition of history . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 2.6.2 The young historian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 2.6.3 Aspect of time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 2.6.4 Sequencing and chronology in the Foundation Phase . . . . . . . . . . . . . . . . . . 47 2.6.5 The interdependent relationship between cause and effect . . . . . . . . . . . . . . 48 2.6.6 Rights and responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 2.7 Conceptual framework for geography as part of social science . . . . . . . . . . . . . . . . 50 2.7.1 Definition of geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 2.7.2 The young geographer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 2.7.3 Characteristics of geography in a South African context . . . . . . . . . . . . . . . . 52 2.7.4 The five fundamental themes of geography . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 2.7.5 Skills, knowledge and values of geography . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 2.7.6 Geography in the South African school context . . . . . . . . . . . . . . . . . . . . . . . 54 2.7.7 Conservation activation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 2.7.8 Mapping as part of geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 2.7.9 Stages of mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 2.8 What does CAPS say about social science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 2.9 Integration as key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 2.10 Investigating historical and geographical resources . . . . . . . . . . . . . . . . . . . . . . . . . . 60 2.10.1 Oral history resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 2.10.2 Visual history and geographical resources . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 2.10.3 Artefacts and museums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 2.10.4 The community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 2.10.5 Written materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 2.10.6 Technological resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 2.11 Technology as a useful resource during instruction . . . . . . . . . . . . . . . . . . . . . . . . . . 63 2.12 Assessment of social science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 2.13 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
xiv CHAPTER 3 Teaching science through inquiry in the Foundation Phase 3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 3.2 Why teach science in the Foundation Phase? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 3.2.1 Scientific literacy for all . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 3.2.2 Personal and societal benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 3.2.3 Solid foundations for life-long science learning . . . . . . . . . . . . . . . . . . . . . . . 72 3.2.4 Awakening scientists-in-waiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 3.3 What is science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 3.3.1 Defining science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 3.3.2 Nature of science (NoS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 3.3.3 Key concepts (“ big ideas”) in science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 3.3.4 The relationship between science and technology . . . . . . . . . . . . . . . . . . . . . 78 3.3.5 Science education for young learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 3.4 The inquiry-based approach to teaching science . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 3.4.1 What is inquiry-based science education (IBSE)? . . . . . . . . . . . . . . . . . . . . . 81 3.4.2 The Foundation Phase teacher’s role in teaching inquiry-based science . . . 84 3.4.3 Creating a learning environment that promotes inquiry . . . . . . . . . . . . . . . . 85 3.5 Developing inquiry skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 3.5.1 Scientific observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 3.5.2 Comparing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 3.5.3 Classifying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 3.5.4 Measuring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 3.5.5 Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 3.5.6 Inferring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 3.5.7 Communicating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 3.6 Selecting suitable content and developing scientific knowledge through inquiry . 95 3.6.1 Criteria for selecting suitable content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 3.6.2 Science content knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 3.7 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 3.7.1 Assessment in IBSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 3.7.2 Indicators of proficiency in the science domains . . . . . . . . . . . . . . . . . . . . . . 104 3.8 Designing IBSE units and investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 3.9 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Useful websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 CHAPTER 4 Technology education in the Foundation Phase 4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 4.2 Defining technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 4.2.1 Technology education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 4.2.2 Technological literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123 4.3 The bio-ecological systems theory of Bronfenbrenner and technology . . . . . . . . . 124 4.3.1 System 1: the microsystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 4.3.2 System 2: the mesosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 4.3.3 System 3: the exosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
xv 4.3.4 System 4: the macrosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 4.4 The young technologist in the classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 4.5 The Foundation Phase curriculum and developmentally appropriate technology education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 4.6 The knowledge, skills and values in Foundation Phase technology education . . . 128 4.7 The design process in technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 4.7.1 The application of the technological design process . . . . . . . . . . . . . . . . . . . 128 4.8 The technology knowledge areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 4.8.1 Materials, tools and safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 4.8.2 Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 4.8.3 Systems and mechanisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 4.8.4 Physical phenomena (forces, motion and energy) . . . . . . . . . . . . . . . . . . . . . 142 4.9 Integration of technology with the other programmes of the Foundation Phase curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 4.10 Technology and the digital world of information communication . . . . . . . . . . . . 150 4.10.1 Defining ICT in teaching and learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 4.10.2 Pros and cons of early exposure to ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 4.10.3 Understanding developmentally appropriate ICT teaching and learning in the Foundation Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 4.10.4 The modern interactive classroom of the digital era . . . . . . . . . . . . . . . . . . 152 4.11 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 5 Teaching drama in the Foundation Phase 5.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 5.2 Dramatic play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 5.2.1 Process versus performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 5.2.2 Storytelling and improvisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 5.3 Development of the whole child through drama activities . . . . . . . . . . . . . . . . . . . 163 5.3.1 Development of all facets of the child’s personality . . . . . . . . . . . . . . . . . . . 163 5.4 Integration with other subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 5.5 Practical considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 5.5.1 Venue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 5.5.2 Properties (props), costume, make-up, masks, puppets . . . . . . . . . . . . . . . . 167 5.5.3 Classroom control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 5.5.4 The structure of the drama lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 5.6 Classroom activities for learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 5.6.1 Examples of activities for the classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 5.7 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 CHAPTER 6 Teaching Foundation Phase learners about music 6.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 6.2 What is music? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 6.2.1 Music is movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
xvi 6.2.2 Music is fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 6.2.3 Music is something you DO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 6.3 Why is music seen as part of life skills? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 6.3.1 The value of integrating music in the Foundation Phase . . . . . . . . . . . . . . . 185 6.3.2 The benefits of music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 6.3.3 Specific aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 6.4 A theoretical framework for music integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 6.4.1 Teaching and learning about music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187 6.4.2 Teaching and learning from music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 6.4.3 Teaching and learning on music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 6.4.4 Teaching and learning with music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 6.4.5 Teaching and learning in music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 6.4.6 Teaching and learning through music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 6.5 Music activities in the Foundation Phase classroom . . . . . . . . . . . . . . . . . . . . . . . . 188 6.5.1 Musical listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 6.5.2 Music literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 6.5.3 Musical improvisation and creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 6.5.4 Singing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 6.5.5 Music and dramatic arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 6.5.6 Music and movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 6.5.7 Playing instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 6.6 CAPS and the presentation of music as a creative art form . . . . . . . . . . . . . . . . . . 199 6.6.1 CAPS course material in context: life skills grades R–3 . . . . . . . . . . . . . . . 199 6.6.2 Practical resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 6.6.3 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 6.7 Technology and music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 6.8 Accommodating diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 6.9 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 Useful websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 CHAPTER 7 Teaching dance in the Foundation Phase 7.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 7.2 Development of the whole learner through dance activities . . . . . . . . . . . . . . . . . . 222 7.2.1 Physical development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .222 7.2.2 Emotional development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 7.2.3 Social development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 7.2.4 Intellectual development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 7.2.5 Use of imagination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 7.3 Improvisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 7.4 Lesson structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 7.4.1 Warm-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 7.4.2 Movement skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 7.4.3 Group participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 7.4.4 Improvisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
xvii 7.4.5 Relaxation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 7.5 Elements of creative movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 7.5.1 Body awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 7.5.2 Effort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 7.5.3 Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 7.6 Practical considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 7.6.1 Venue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 7.6.2 Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 7.6.3 Management of the class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 7.7 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 CHAPTER 8 Teaching art in the Foundation Phase 8.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 8.2 Young learners and their art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 8.2.1 Scribbling stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 8.2.2 Preschematic stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238 8.2.3 Schematic stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238 8.3 Teaching art to learners in the Foundation Phase . . . . . . . . . . . . . . . . . . . . . . . . . .240 8.4 Quality art education in the Foundation Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 8.5 Lesson planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 8.6 The art elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 8.6.1 The art elements in two-dimensional work . . . . . . . . . . . . . . . . . . . . . . . . . . 241 8.6.2 The art elements in three-dimensional work . . . . . . . . . . . . . . . . . . . . . . . . . 245 8.7 Planning two-dimensional work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 8.7.1 Picture making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 8.7.2 Planning a picture-making project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 8.7.3 Presentation of a picture-making lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 8.7.4 Topics suited to two-dimensional work in the Foundation Phase . . . . . . 252 8.8 Three-dimensional work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 8.8.1 Media suitable for modelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 8.8.2 Planning a three-dimensional project lesson . . . . . . . . . . . . . . . . . . . . . . . . 255 8.8.3 Presentation of a three-dimensional project lesson . . . . . . . . . . . . . . . . . . . 255 8.8.4 Three-dimensional clay modelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255 8.8.5 Three-dimensional use of paper mâché . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 8.8.6 Found/upcycled media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 8.8.7 Topics suited to three-dimensional work in the Foundation Phase . . . . . 257 8.9 Crafts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .259 8.10 Visual literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 8.10.1 Presentation of a visual literacy lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 8.11 Lesson planning examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 8.11.1 Planning for two-dimensional work: Grade R . . . . . . . . . . . . . . . . . . . . . . 262 8.11.2 Planning for two-dimensional work: Grade 1 . . . . . . . . . . . . . . . . . . . . . . 264 8.11.3 Planning for two-dimensional work: Grade 2 . . . . . . . . . . . . . . . . . . . . . . 265 8.11.4 Planning for two-dimensional work: Grade 3 . . . . . . . . . . . . . . . . . . . . . . 267
xviii 8.11.5 Planning for three-dimensional work: Grade R . . . . . . . . . . . . . . . . . . . . . 269 8.11.6 Planning for three-dimensional work: Grade 1 . . . . . . . . . . . . . . . . . . . . . 270 8.11.7 Planning for three-dimensional work: Grade 2 . . . . . . . . . . . . . . . . . . . . . 271 8.11.8 Planning for three-dimensional work: Grade 3 . . . . . . . . . . . . . . . . . . . . . 272 8.11.9 Planning for visual literacy: Grade R . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274 8.11.10 Planning for visual literacy: Grades 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . 275 8.12 Budgeting for media required for practical art-making lessons . . . . . . . . . . . . . . . 278 8.13 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280 CHAPTER 9 Physical education in the Foundation Phase 9.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284 9.2 Movement and the brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284 9.3 What is physical education in the Foundation Phase? . . . . . . . . . . . . . . . . . . . . . . 285 9.3.1 Psychomotor development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286 9.3.2 Cognitive development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287 9.3.3 Affective development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288 9.4 Motor development patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288 9.4.1 Reflexive behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 9.4.2 Rudimentary movement abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 9.4.3 Fundamental movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 9.4.4 General movement skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 9.4.5 Specific movement skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 9.4.6 Specialised skill development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 9.5 Developmental milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 9.6 Why is physical education seen as part of life skills? (Aims) . . . . . . . . . . . . . . . . . 294 9.6.1 Acquisition of movement skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295 9.7 Theoretical framework for the presentation of physical education in the Foundation Phase life skills programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 9.7.1 Body awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 9.7.2 Dominance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 9.7.3 Midline crossing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298 9.7.4 Spatial awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 9.7.5 Laterality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 9.7.6 Eye–hand coordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 9.7.7 Foreground/background concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 9.8 Teaching physical education in the Foundation Phase classroom . . . . . . . . . . . . . 300 9.8.1 Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 9.8.2 Teaming up with colleagues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 9.8.3 Teaching style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 9.9 CAPS and physical education in the Foundation Phase . . . . . . . . . . . . . . . . . . . . 302 9.9.1 Facilitating movement for the Grade R learner (five to six years) . . . . . . . . 302 9.9.2 Lesson layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305 9.9.3 Facilitating the use of equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309 9.10 Physical activity assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310
xix 9.11 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316 CHAPTER 10 Teaching Foundation Phase learners about social well-being 10.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 10.2 No learner is an island . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 10.3 The Foundation Phase learner’s social development . . . . . . . . . . . . . . . . . . . . . . . . 323 10.4 Social development well-being as part of the curriculum of the Foundation Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324 10.4.1 Purpose of teaching social well-being . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324 10.4.2 Time allocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324 10.4.3 The social well-being curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 10.5 My family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 10.5.1 Start with “my family” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 10.5.2 Modern families have many faces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328 10.5.3 Activity ideas to teach the concept “my family” in a non-judgemental way . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330 10.6 “My school” and “My class” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331 10.6.1 The school as an environment for enhancing social development and social wellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331 10.6.2 Guidelines for planning a learning environment for social development 332 10.6.3 How to teach the young learner about “my school” and “my class” . . . . . .336 10.6.4 Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337 10.7 The young learner is part of a wider society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340 10.7.1 The importance of social justice as being part of social well-being . . . . . 340 10.7.2 Guidelines on how to teach an anti-biased and tolerant attitude . . . . . . . 341 10.8 Teaching values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 10.8.1 The learner’s moral development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 10.8.2 Guidelines when teaching values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 10.9 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 CHAPTER 11 Sexuality education in the Foundation Phase 11.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351 11.2 What is sexuality education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 11.2.1 Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 11.2.2 Sexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 11.2.3 Sexuality education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355 11.3 The aims of sexuality education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357 11.4 Common myths about sexuality education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358 11.4.1 Foundation Phase learners are too young for sexuality education . . . . . .358 11.4.2 Sexuality education teaches learners how to have sex . . . . . . . . . . . . . . . . 358 11.4.3 Teaching sexuality in school replaces sexuality education by parents . . . 359 11.4.4 Comprehensive sexuality education leads to inappropriate sexual games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
xx 11.4.5 Foundation Phase learners who masturbate are abnormal or homosexual and should be punished . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359 11.4.6 Kids will pick up what they need to know . . . . . . . . . . . . . . . . . . . . . . . . . . 359 11.4.7 If I do not feel completely comfortable talking to my learners about sex, it is better not to say anything at all . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359 11.5 Sexual maturation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360 11.5.1 Infancy – birth to one year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360 11.5.2 From one to two years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 11.5.3 From two to four years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 11.5.4 From four to nine years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363 11.5.5 Pre- and early adolescence – nine to 14 years . . . . . . . . . . . . . . . . . . . . . . . 363 11.5.6 Middle adolescence – 14 to 18 years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364 11.5.7 Late adolescence – 18 years and older . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 11.6 Theories of sexual development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 11.6.1 The psychosexual theory of Sigmund Freud . . . . . . . . . . . . . . . . . . . . . . . . 365 11.6.2 The ego psychological theory of Erik Erikson . . . . . . . . . . . . . . . . . . . . . . . 367 11.6.3 Lawrence Kohlberg’s theory of moral development . . . . . . . . . . . . . . . . . 368 11.7 Qualities and skills of the teacher and classroom management . . . . . . . . . . . . . . . 371 11.7.1 Qualities and skills of the sexuality education teacher . . . . . . . . . . . . . . . 371 11.7.2 Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372 11.8 Interactive teaching techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372 11.8.1 Teaching about feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 11.8.2 Practising saying “no” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374 11.8.3 Keeping my body safe and body ownership . . . . . . . . . . . . . . . . . . . . . . . . 376 11.9 Additional teaching methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376 11.9.1 Stories and storytelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 11.9.2 Puppets and dolls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 11.9.3 Journals and free writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 11.9.4 Artwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 11.9.5 Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 11.9.6 Small groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 11.9.7 Question box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 11.9.8 “What if ” game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 11.10 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380 11.11 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381 Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383 Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385 CHAPTER 12 Teaching Foundation Phase learners about personal well-being 12.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 12.2 What is personal well-being? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 12.3 Theoretical perspectives on personal well-being . . . . . . . . . . . . . . . . . . . . . . . . . . . 392 12.3.1 Hedonic well-being . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392 12.3.2 Eudaimonia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
xxi 12.3.3 Psychological well-being . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393 12.4 Factors influencing well-being . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397 12.4.1 Social and emotional environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397 12.4.2 Physical environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397 12.4.3 Psychological factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398 12.5 Why is personal well-being seen as part of life skills? . . . . . . . . . . . . . . . . . . . . . . . 399 12.6 Theoretical framework for the presentation of personal well-being in the Foundation Phase life skills programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399 12.7 The teaching of personal well-being in the Foundation Phase classroom . . . . . . 401 12.7.1 Health and safety education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402 12.7.2 Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406 12.7.3 Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415 12.7.4 Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421 12.8 Assessment of personal well-being . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423 12.9 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423 Useful websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424 CHAPTER 13 Assessment in life skills in the Foundation Phase 13.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 13.2 What is assessment? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 13.3 Life skills within the framework of the Curriculum and Assessment Policy Statement (CAPS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430 13.4 How does assessment support teaching and learning? . . . . . . . . . . . . . . . . . . . . . . 431 13.5 Purpose of assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431 13.5.1 Assessment for learning (AfL) (informal assessment) . . . . . . . . . . . . . . . . 431 13.5.2 Assessment of learning (AoL) (formal assessment) . . . . . . . . . . . . . . . . . . 432 13.6 Planning for assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433 13.6.1 Types of learning outcomes in life skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433 13.7 Aligning learning outcomes with content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437 13.8 Assessment methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438 13.8.1 Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438 13.8.2 Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439 13.9 How to develop an assessment task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440 13.9.1 Compiling an assessment plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440 13.10 Designing appropriate assessment tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442 13.10.1 Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442 13.10.2 Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444 13.11 Recording and interpreting evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 13.12 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 Student activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 450
1 CHAPTER Teaching life skills: a survival guide for the 21st century Corinne Meier Pur P ose of the cha P ter The purpose of this chapter is to explain what life skills are and why it is necessary to teach life skills for survival in the 21st century. The reader will come to an understanding that the environment as well as biological development of the young learner dictates the necessity to teach developmentally and culturally appropriate life skills in the Foundation Phase. Various techniques for teaching life skills will also be discussed. This will assist the teacher to select techniques to accommodate the different learning styles and multiple intelligences of a diverse learner composition in the classroom. c ontents 1.1 Introduction 1.2 What are life skills? 1.3 Life skills education 1.4 Developmentally and culturally appropriate life skills education 1.5 Life skills education and Bronfenbrenner’s bio-ecological systems theory 1.5.1 The microsystem 1.5.2 The mesosystem 1.5.3 The exosystem 1.5.4 The macrosystem 1.5.5 The chronosystem 1.6 Life skills education in the Foundation Phase 1.6.1 Specific aims of life skills education 1.6.2 Sequencing and progression in life skills education 1.7 The relationship between learning and teaching styles in the life skills curriculum 1.7.1 Accommodating different learning styles in the life skills curriculum 1.7.2 Accommodating learners' multiple intelligences suggested by Howard Gardner 1.8 Activities to use when teaching life skills in the Foundation Phase 1.8.1 Role play 1.8.2 Working in pairs and groups 1.8.3 Brainstorming 1.8.4 Whole-class discussions 1.8.5 Questioning 1.8.6 Drawing 1.8.7 Storytelling 1.8.8 Riddles 1.8.9 Poems 1.9 Summary 1
Learning outcomes After you have studied this chapter, you will be able to • define the concept “life skills” • explain the necessity for life skills education • describe what developmentally and culturally appropriate life skills education is • discuss the bio-ecological systems theory of Bronfenbrenner • relate the bio-ecological systems theory to life skills education • discuss the aims of life skills education in the Foundation Phase • describe the structuring of life skills as a subject in the Foundation Phase • design life skills learner activities using Howard Gardner’s multiple intelligences model • select appropriate techniques to teach life skills in the Foundation Phase. Key conce P ts and definitions • Bio-ecological systems theory: Bronfenbrenner’s theory identifies five environmental sys- tems with which an individual interacts, namely the micro-, meso-, exo-, macro- and chronosys- tem. • Life skills: the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. • s kill: the ability to do something well. • Values: a person’s principles or standards of behaviour; one’s judgement of what is important in life.
3 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 1.1 Introduct I on Social media report daily on the troubling dimensions of social ills that seem to be gathering pace and volume throughout the world, causing increasing disillusionment and discouragement. The apparently unavailing struggle continues against poor eco- nomic conditions, high unemployment, widespread poverty, poor health and safety standards, a seemingly unending stream of revelations of public figures abusing posi- tions of trust and the increasingly diversifying populations together create a trend that has a dissociative, alienating effect on society. Furthermore the dizzying, whirlwind progression of technological advancement takes a toll on people’s ability to cope and threatens to overwhelm and derail young people’s lives. In South Africa, especially, people have grown despondent as they stumble through the daily grind, struggling to maintain their psychological equilibrium and find mean- ing in their lives, often in their desperation turning to substance abuse, violence and even suicide. Socially dysfunctional behaviour is an increasingly significant factor, not only among adults, but also, alarmingly, among the younger generation. Worldwide, education is regarded as the panacea that will enable all to meet the ever-increasing economic, technological, social and personal challenges facing contem- porary society. Education is expected to prepare young people to live constructively in effectively functioning communities where key adaptive characteristics such as toler- ance prevail. Perhaps above all, education is expected to help young people to build lives that have meaning and purpose in the 21st century. In response to these daunting challenges, education systems throughout the world have been reorganised to provide not only high academic standards, with particular emphasis on literacy and numeracy, but also to inculcate skills classed under commu- nication, empathy, adaptability, creativity and social interaction. Skills grouped under these headings are increasingly foregrounded as prerequisites for employment. And besides these, a challenge that is clamouring for attention in the present climate of unprecedented information explosion is the urgent need to equip people to gain access to, and process information, in the 21st century. 1.2 What are l I fe sk I lls? In the 21st century, life skills are a set of abilities that learners need to develop, with particular emphasis on the need to succeed in the age of info-tech. According to the World Health Organization (WHO) these are abilities “for adaptive and positive be- havior that enable[s] individuals to deal effectively with the demands and challenges of everyday life”. Furthermore, life skills are psychosocial skills that determine val- ued behaviour and include reflective skills such problem solving and critical think- ing, and personal skills such as self-awareness. Practising life skills leads to qualities such as self-esteem, sociability and tolerance, readiness and commensurate capacity to take action and generate constructive change, and the independence of a confident, well-balanced, adventurous spirit to decide what to do and what to be (Thoughtful Learning, n.d.).
4 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E There is no definitive list of life skills. Some skills may be more relevant than others to particular persons, depending on their circumstances, belief system, age, geographic location and gender. The pivotal, underlying skill that is definitive for all, is the ability to learn. The acquisition of new skills expands the individuals' capacity to understand the world around them and develop the tools required to live a productive and fulfill- ing life. Skills can be learned directly or indirectly. Indirect learning is accomplished by way of experience and practice regardless of location. This is because people’s intellectual faculties are always susceptible and receptive to new inputs, to which they are con- stantly exposed as they proceed through the changes of life. Learning is therefore an ever-present phenomenon in people’s existence. As such, as they learn new skills, their conduct, thoughts and feelings about themselves, other people and the world around them change more or less permanently. This is in direct relation to how significant they perceive these new insights and knowledge gained in the process of skills acqui- sition to be (What is learning, 2014). Since an inherent and acquired capacity for life-long learning is necessitated by how varied and changing life is, people need to develop a positive attitude to learning. Their focus should be on achieving their developmental goals on a personal and a professional level, or even for basic survival purposes. Personal and professional devel- opmental goals may overlap considerably and serve mutually beneficial purposes. For example, personal development can improve the person’s employment prospects and professional development can promote personal growth. Direct learning is achieved by exposure to formal schooling in preparation for a working life (What is learning, 2014). 1.3 lI fe sk I lls educat I on Education with a pertinent life skills focus has a history of supporting child develop- ment and health promotion in many parts of the world. In 1986 the Ottawa Charter for Health Promotion recognised life skills education as a tool to enable learners to make better health choices. The 1989 Convention on the Rights of the Child (CRC) endorsed this statement by asserting that education should develop the child’s fullest potential, implying the need to incorporate life skills in curricula. The 1990 Jomtien Declaration on Education for All took this vision further by asserting that life skills education was indispensable as a means to develop an individual’s chances of success- fully meeting the challenges that might threaten his very existence if he or she were ill-equipped to deal with them. The conclusion was drawn at the 2000 Dakar World Education Conference that it was an inalienable human right to benefit from “an ed- ucation that includes learning to know, to do, to live together and to be” (Wikipedia, 2014). Life skills education is now recognised as a distinct methodology that can be bene- ficially applied to address a variety of issues of child and youth development. Life skills education is recognised by the following:
5 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 • United Nations General Assembly Special Session (UNGASS) on HIV/AIDS (2001) • UNGASS on Children (2002) • World Youth Report (2003) • World Program for Human Rights Education (2004) • United Nations Decade on Education for Sustainable Development (2005) • United Nations Secretary General’s Study on Violence Against Children (2006) • 51st Commission on the Status of Women and Children (2007) • World Development Report (2007) (http://en.wikipedia.org/w/index.php?ti- tle=Life_skills-based_education&oldid=602244957) The expected learning outcomes of life skills education include a combination of knowledge, values, attitudes and skills, especially those falling under the categories of critical thinking, problem solving, self-management, communication and interper- sonal skills. All of these require particular reference to adaptation for life in the 21st century. It is important, however, to teach developmentally and culturally appropriate skills to prepare learners for school extending from reception to beyond school leaving when a professional career needs to be considered (http://life.familyeducation.com/ slideshow/independence/71434.html). 1.4 d evelopmentally and culturally appropr I ate l I fe sk I lls educat I on Some two decades ago the National Association for the Education of Young Children (NAEYC) published a position paper, which pronounced standards for high-quality care and education for young children. The guidelines, referred to as Developmentally Appropriate Practice (DAP), were a response to the need for a set of unified stand- ards for early learning. They also provided a solution to teacher-directed learning. As societies became more culturally diverse, it was realised that teaching should also be culturally appropriate. From this the term "developmentally and culturally appropri- ate practice" (DCAP) was adopted (Gordon & Brown, 2014: 40–43). DCAP education provides a learning environment, which is based on what we know about how children grow and learn and the ability to go beyond one’s own soci- ocultural background, to ensure equal and fair teaching and learning experiences for all (Gordon & Brown, 2014: 40–43). The collective knowledge of DCAP should be applied to each decision that is made when designing a life skills curriculum or lesson. DCAP focuses on a child being a blend of many parts that interrelate in different ways and change with growth over time. All children develop simultaneously in body, mind and spirit and this whole development can be summarised as follows (Gordon & Brown, 2014: 92): • The physical/biological process describes changes in the body. • The cognitive processes relate to intellectual and language changes.
6 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E • The socioemotional processes reflect changes in an individual’s relationships with other people, as well as in their emotions and personality. Within each of the above-mentioned processes certain milestones for the develop- ment of the child are set. For teachers teaching life skills in the Foundation Phase it is crucial to know what the developmental milestones of a child’s physical, cognitive and socioemotional developmental stage are when selecting DCAP content. Selected milestones for the child in the Foundation Phase are set out in Table 1.1. Table 1.1 Developmental milestones of the Foundation Phase learner (Childhood years, 2014) Physical development Cognitive development Socioemotional development • Growth is slower than in preschool years, but steady. Eating may fluctuate with activity level. Some children have growth spurts in the later stages of middle childhood. • Children recognise that there are differences between boys and girls. • Children find difficulty balancing high-energy activ- ities and quiet activities. • Intense activity may result in tiredness. • Children need around 10 hours of sleep each night. • Muscle coordination and control are uneven and incomplete in the early stages, but children become almost as coordinated as adults by the end of middle childhood. • Small muscles develop rap- idly, making playing musical instruments, hammering, or building things more enjoyable. • Baby teeth will come out and permanent ones will come in. • Permanent teeth may come in before the mouth has fully grown, causing dental crowding. • Eyes reach maturity in both size and function. • Children can begin to think about their own behaviour and see consequences for actions. • In the early stages of concrete thinking, they can group things that belong together (for in- stance babies, fathers, mothers, aunts are all family members). • Children begin to read and write early in middle childhood and should be skillful in reading and writing by the end of this stage. • They can think through their ac- tions and trace back events that happened to explain situations, such as why they arrived at school late. • Children learn best if they are active while they are learning. For example, children will learn more effectively about traffic safety by moving around cars, blocks, and toy figures rather than sitting and listening to an adult explain the rules. • Six- to eight-year old children can rarely sit for longer than 15–20 minutes for an activity. Attention span gets longer with age. • Toward the beginning of middle childhood, children may begin projects but finish few. Allow them to explore new materials. • Teachers set the conditions for social interactions to occur in schools. Understand that children need to experience var- ious friendships while building esteem. • There are signs of growing inde- pendence. • Children are becoming so “worldly” that they typically test their growing knowledge with back talk and rebellion. • Common fears include the unknown, failure, death, family problems and rejection. • Friends may live in the same neigh- bourhood and are most commonly the same sex. • Children average five best friends and at least one “enemy”, who often changes from day to day. • Children act nurturing and com- manding with younger children but follow and depend on older children. • Children are beginning to see the point of view of others more clearly. • Children define themselves in terms of their appearance, possessions and activities. • There are fewer angry outbursts and these children have more ability to endure frustration while accepting delays in getting things they “want". • Children often resolve conflict through peer judges who accept or reject their actions. • Children are self-conscious and feel as if everyone notices even small differences (new haircut, facial hair, a hug in public from a parent). • Tattling is a common way to attract adult attention in the early years of middle childhood. Œ
7 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 Physical development Cognitive development Socioemotional development • The added strain of schoolwork (smaller print, computers, intense writing) often creates eye-tension and leads some children to request eye examinations. • Children can talk through problems to solve them. This requires more adult time and more sustained attention by children. • Children can focus attention and take time to search for needed information. • They can develop a plan to meet a goal. • There is greater memory capa- bility because many routines (such as brushing teeth, tying shoes and bathing) are automat- ic now. • The child begins to build a self-image as a “worker". If en- couraged, this is positive in later development of career choices. • Many children want to find a way to earn money. • Inner control is being formed and practised each time decisions are made. • At around age six to eight, children may still be afraid of monsters and the dark. These fears are replaced later by fears of school or disaster and confusion over social relation- ships. • To win, lead, or to be first is valued. Children try to be the boss and are unhappy if they lose. • Children often are attached to adults (teacher, club leader, caregiver) other than their parents and will quote their new “hero” or try to please him or her to gain attention. • Early in middle childhood, “good” and “bad” days are defined as what is approved or disapproved by the family. • Children’s feelings get hurt easily. They experience mood swings, and often do not know how to deal with failure. Source: Adapted from DeBord, 2014 How children change has been researched by many people over an extensive period of time. Prior to the 20th century the study of child development was mostly confined to the study of trends and descriptions of age changes. As the 20th century advanced, the scope and definition of child development changed. Developmental psychologists fo- cused on how psychological processes begin, change and develop. Child development furthermore focused on language acquisition, various early effects on later intellectual development and the process of attachment to others. Recently, developmentalists be- gan to take a life-span approach to development. This meant taking into consideration the many directions and contexts of development, understanding the power of culture and the resilience and flexibility of individual growth, and using new tools of technol- ogy to unlock the secrets of the brain. No single set of principles or theories encompasses all developmental and learning theories because these theories were developed at different time periods and in vari- ous countries. Each theory describes children and their processes in different ways. It is up to the teacher to decide which ones best describe children and their growth. In Table 1.2 is a list of the “major” theories on child development. Teachers need to have a good understanding of each theory, then compare the theories to establish their own professional philosophy (Gordon & Brown, 2014: 94). Table 1.1 continued
8 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E Table 1.2 Major child development and learning theories Theory Mayor theorists Significant facts Behaviourist (Also referred to as Behaviourism) John Watson Edward Thorndike B.F . Skinner Albert Bandura Ivan Pavlov • Emphasis on environment • Stimulus-response (e.g. Ivan Pavlov’s dog experiment.) • Classic and Operant Conditioning (Training the brain to make a connection that wasn’t there before) • Positive and Negative Reinforcement (Change in behavior) • Modelling (Learn by imitation) Brain development Bruce Perry Daniel Siegel Stephen Rushton Ellen Galinsky Ross Thompson • Innovative insights into early development • “Use it or lose it” principle • DAP and brain-based research connections • Life skills and brain development • Parallels between all domains and brain growth Cognitive (Primarily known as a developmen- tal stage theory.) Jean Piaget • Maturational and environmental emphasis • Assimilation (Facing new information) and accommodation (altering new information with old information) • Stage theory of cognitive development Developmental topics Mary Ainsworth John Bowlby Nancy Einsberg Carol Gilligan Lawrence Kohlberg Eleanor Maccoby • Attachment theory • Expands moral development to practical pro-social behaviour • Questions categories of moral development • Moral, cognitive and sex-role development • Sex difference research Ecological/ Bio-ecological Urie Bronfenbrenner • Five systems that influence human develop- ment (Micro-, meso-, exso, macro-, chrono system) • Societal structure Humanist (Also referred to Maslow’s Hierar- chy of needs) Abraham Maslow • Emphasis on environmental influences • Mental health model • Hierarchy of human needs • Purpose to reach self-actualization Maturation Arnold Gesell • Emphasis placed on heredity and not enough on environmental Multiple intelligences Howard Gardner • Many categories of intelligence • Problem solving and product creating Psychosocial Erik Erikson • Maturational emphasis • Eight stage theory of social and emotional development • Crises at each level Psycho-analytic Sigmund Freud • Basic instinctual drives of sex, aggression and destructiveness • Stage of psycho-sexual development • Personality structures of id, ego and superego Socio-cultural Lev Vygotsky • Zone of proximal development • Private speech • Collaborative and assisted learning Sources: Adapted from Gordon & Brown (2014: 130); Click (2004)
9 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 According to the NAEYC the effectiveness of life skills education centres on three considerations (Developmentally Appropriate Practice (DAP), 2009): • Familiarity with the typical progression of child development and learning: it is crucial to know what is typical at each age and stage of maturation so that learning experiences can be tailored accordingly. • Knowing what is individually appropriate: observation of children’s interactions with each other and their environment serves as preparation that enables teachers to assist individual learners with due reference to each child’s specific interests, abil- ities and developmental progress. • Knowing what is socially and culturally important: familiarity with learners’ family lives, their personal values and expectations, and the factors that shape their lives at home and in their communities, is a useful aid to planning meaningful rele- vant, and respectful learning experiences for each child and family. It is important for teachers engaged in life skills education to know that there is con- tinuous interaction between the child’s overall development in the maturation process (see Table 1.1), on the one hand, and the environment and general circumstances in which the child functions (see Figure 1.1) on the other. The teacher always needs to develop life skills lesson plans by focusing on the whole child, thus including the child’s stage of development as well as the sociocultural context or environment. For the purpose of this chapter, the bio-ecological systems theory of Bronfenbrenner is selected from the major theories on child development and learning to serve as an ex- ample of how the child’s environment can have an influence on the child and how the teaching of life skills should be adapted to assist him or her to live in the ever-changing 21st century. 1.5 lI fe sk I lls educat I on and Bronfen B renner’s BI o-ecolog I cal systems theory As noted previously, this theory (published in 1979) centres on the interchange be- tween children’s development and the layered relationships or systems that define their environment and influence their development. The theory has recently been re- named bio-ecological systems theory. This is to emphasise how a child’s growth to maturity is influenced by his or her own biology in combination with environmental factors, which significantly include the influence of the immediate family, community and society at large. Changes or conflict in any one system (family, community and/ or society) will ripple through to others. According to this theory, therefore, child development has to be studied with due cognisance of children’s family lives as well as their broader societal realities (e.g. school and other similar societal institutions with which they are involved and/or to which they are regularly exposed) (Paquette & Rya, 2014).
10 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E Bronfenbrenner observes that children’s interaction with their immediate (familial) to broader (societal) environments becomes more complex as their physical and cog- nitive structures grow and mature. Moreover the complexity is compounded by en- vironmental change (e.g. changes in familial and societal structure) to which people are inevitably subjected throughout their lives. The stages or systems that mark an individual’s passage through a normal life span include the micro-, meso-, exo-, mac- ro- and chronosystems (Sincero, 2012). An overview of the mentioned systems can be seen in Figure 1.1. 1.5.1 The microsystem The child’s immediate circle of family, friends, classmates, teachers, neighbours and others of direct relevance are included here. Besides receiving inputs from this system the child interacts with it to produce a negotiated outcome that helps to build this environment and contribute to his or her development. 1.5.2 The mesosystem This system consists of the relationships between children’s microsystems. For exam- ple, familial dynamics may impinge on children’s school experiences if they suffer pa- rental neglect and consequently fail to build a positive relationship with their teachers, and are awkward and withdrawn in the presence of peers. 1.5.3 The exosystem Social circumstances beyond the children’s immediate circle may affect their lives by impinging on persons within their immediate circle. For example, one parent may receive a promotion that entails travel for his or her employer. This may cause conflict with the other parent, thereby changing patterns of the parent/child interaction. 1.5.4 The macrosystem This system is culturally determined. Cultural determinants or constituents are so- cioeconomic status in the immediate/familial sense; ethnicity or race; and the devel- opmental status of the community concerned (e.g. emergent or developing, i.e. “third world”). Poor families in poor communities have to struggle more than “comfortable” families in more affluent communities. Think about this Urie Bronfenbrenner (29 April 1917 – 25 September 2005), an American devel- opmental psychologist born in the former USSR (Soviet Union), was the origina- tor of the bio-ecological systems theory of child development. He provided the primary impetus and initiative for the United States government’s Head Start Program launched in 1965. He was especially instrumental in causing a perspec- tival shift or reconfiguration in the premises of developmental psychology by emphasising the varied environmental (particularly societal) influences affecting children’s development.
11 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 1.5.5 The chronosystem Events affecting immediate family members, thereby causing a significant deviation in the child’s life course, are at issue here. For instance, a divorce may affect not only a couple’s relationship but also their children’s behaviour (e.g. perceptions and atti- tudes) over time. M a c r o s y s t e m I n c l u d e s n o r m s a n d v a l u e s o f c u l t u r e s a n d s u b c u l t u r e s ( b e l i e f s y s t e m s , i d e o l o g i e s , s o c i e t a l s t r u c t u r e , g e n d e r r o l e s o c i a l i s a t i o n , n a t i o n a l a n d i n t e r n a t i o n a l r e s o u r c e s , e t c . ) I n c l u d e s n o r m s a n , i d e o l o g i e s , s o c i e t a l s t r u c t u r e , g e n d e r r o l e s r n a t i o n a l r e s o u r c e s , e t c . ) E x o s y s t e m D i s t a l s y s t e m s t h a t i n f l u e n c e t h e i n d i v i d u a l i n d i r e c t l y t h r o u g h t h e i r i m p a c t o n m e s o - a n d m i c r o s y s t e m s ( e . g . e d u c a t i o n p o l i c i e s , p r o g r a m m e c o m p o n e n t s ) D i s t a l s y s t e m s t h e i r i m p a c t o n m e s o - a n d m i c r o s y s t e m s ( , p r o g r a m m e c o m p o n e n t s ) M e s o s y s t e m I n t e r c o n n e c t i o n s a m o n g t w o o r m o r e m i c r o s y s t e m s ( e . g . i n t e r a c t i o n s a m o n g f a m i l y m e m b e r s a n d t e a c h e r s ) . E x p a n d a s i n d i v i d u a l e n t e r s n e w s e t t i n g s o v e r t i m e . I m p a c t s i n d i v i d u a l i n d i r e c t l y t h r o u g h h i s / h e r i n t e r a c t i o n s w i t h i n t h e m i c r o s y s t e m . d i v i d u a l i n d i v i d u a r e c t l y t h r o u g h h i s / h i n t h e m i c r o s y s t e m . M i c r o s y s t e m A c t i v i t i e s , r o l e s , r e l a t i o n s i n a d e f i n e d s e t t i n g w h e r e t h e i n d i v i d u a l i n t e r a c t s d i r e c t l y w i t h o t h e r s ( f a m i l y , p e e r s , e t c . ) Individual Chronosystem: Changes in systems over time via a process of mutual accommodation Figure 1.1 Bronfenbrenner’s bio-ecological systems theory Each of the systems shown in Figure 1.1, as discussed previously, absorbs roles, norms and rules that may shape psychological development. For example, an inner-city fam- ily faces many challenges that do not afflict an affluent family in a well-ordered com- munity, and vice versa. The inner-city family is more likely to experience challenging environmental conditions such as crime and squalor, yet on the other hand an affluent family in more favourable circumstances is more likely to lack the nurturing support of extended family (Van der Zanden, Crandel & Crandell, 2007). The most retardant and derailing effect on a child’s development (thus Bronfen- brenner) are wrought by instability and unpredictability in his or her home life. Many children lack the steady interaction with significant adults required for sound devel- opment. According to the bio-ecological theory, the microsystem is an indispensable platform from which the child needs to venture forth and explore the other systems. Hence the child will be significantly impeded, if not stymied, in this regard if rela- tionships in the microsystem breakdown. When children are not affirmed in their
12 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E relationships with their parents and/or significant other adults, they may look for at- tention in inappropriate places. This occurs especially in adolescence when risk taking and rebellion against authority become prominent features of preadult life. As a result the lack of affirmation that should be a normal feature of interaction with the mi- crosystem tends to play out as antisocial and undisciplined behavior and directionless socialising because of an absence of a sense of purpose or life plan (Addison, 1992). The potential implications of Bronfenbrenner’s theory for education is enormous. This is especially true if one considers the link proposed between the effects of malad- justive dysfunction (such as crime, poverty, ill-health, racism and the technological de- mands of cellphones, the internet etc. associated with children’s micro-, meso- and ex- osystems) and microstructure breakdown in the early formative years. As such, when the foundation is laid in the early years in the micro system, it must provide a solid base from which the person will be equipped to deal with the changes faced in life. Given these facts and in light of the strength of Bronfenbrenner’s argument, it fol- lows that life skills education should be considered crucial. John Dewey supports the view that education promotes the development of in- dividual capabilities falling under the categories of knowledge, skills and values, as can be seen from his well-known definition, which reads: education is “the process of living through a continuous reconstruction of experience. It is the development of all those capacities in the individual which will enable him to control his environment and fulfil his possibilities” (Dewey, in Rayn & Cooper, 2009). 1.6 lI fe sk I lls educat I on I n the f oundat I on p hase Life skills education in particular lays the foundation for the development of individ- ual capabilities and a society that will be equipped with: • a high level of creativity that will be especially conducive to problem solving • a capacity for critical thinking when making decisions • skills attuned to gathering information for the specific purpose of situation analysis • an empathetic disposition that is readily placed at the service of others • communication skills that enable people to blend harmoniously into society. Though apparently difficult to attain, the teaching of these skills should commence as early as possible in a child’s life but in a more structured way in the Foundation Phase. Naturally, this should be done with due allowance for the learners’ abilities and level of development. The implementation of teaching programmes of this nature is concerned with the integrated social, personal, intellectual, emotional and physical growth of the learner as envisaged in the South African Curriculum and Assessment Policy Statement (CAPS). CAPS organises life skills teaching for the Foundation Phase (i.e. grades R–3) into four study areas namely: beginning knowledge; crea- tive arts; physical education; and personal and social well-being (DoBE, 2011) (see Figure 1.2).
13 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 Figure 1.2 The subject of life skills in the Foundation Phase and its knowledge areas The chapters of this book (chapters 2–12) are structured around the layout indicated in Figure 1.2. Life skills has been structured in this way in order to ensure that the foundational skills, values and concepts of early childhood development and of the subjects offered in grades 4–12 are taught and developed in grades R–3. Beginning knowledge and personal and social well-being are integrated in the topics or themes used in other subjects. Life skills is a cross-cutting subject that supports and strength- ens the teaching of the other core Foundation Phase subjects, namely languages (home and first additional) and mathematics. 1.6.1 Specific aims of life skills education The life skills subject is aimed at guiding and preparing learners for life and its possi- bilities, including equipping learners for meaningful and successful living in a rapidly transforming society. Through life skills learners are exposed to a range of knowledge, skills and values that strengthen their: • physical, social, personal, emotional and cognitive development • creative and aesthetic skills and knowledge through engaging in dance, music, dra- ma and visual arts activities • knowledge of personal health and safety • understanding of the relationship between people and the environment • awareness of social relationships, technological processes and elementary sciences. 1.6.2 Sequencing and progression in life skills education Sequencing and progression is a road or pathway that learners take as they advance to- ward the mastery of the knowledge, skills and values set out in the Foundation Phase life skills curriculum. The road to mastery is paved with a collection of stepping stones with one following the other. For example, there are stepping stones set for Grade R, Beginning knowledge Creative arts Physical education Personal and social well-being Life skills Natural science Performing arts: • Music • Dance • Drama Social and emotional well-being Technology Visual arts Sexuality education Social science: • History • Geography Health education
14 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E which will be followed by Grade 1, then Grade 2 and then Grade 3. These stepping stones are the content outcomes set for the life skills subject per grade. Along the road there are predetermined major mileposts. The mileposts will show what comes before and after a particular point along the road. They also serve as the assessment anchors learners will need to grasp as they progress toward the mastery of more sophisticated skills in a follow-on topic or the next grade. Ultimately, learning progressions are used by teachers to determine whether learners have achieved the mileposts and are able to move forward to more difficult outcomes. The progressions further provide teachers with the opportunity to identify learners who have navigated successfully beyond the mileposts for each topic and are in need of an accelerated curriculum or alternatively need to go back and repeat the content for better understanding (Standards Aligned System, 2014). A particular sequence and progression in the teaching of topics such as “Myself, My family, My school” is suggested by CAPS to observe the important rule that early childhood education should start with what is familiar to the learner and gradually move outwards to less familiar topics. It thus follows the pattern of stages and mile- stones in childhood development (see Table 1.1) as suggested by Bronfenbrenner’s theory (see Figure1.1). Therefore sequencing and progression have been built into the design of the topics. Teachers can change the sequence in which they present topics but they should carefully note what level the learners understand topics in order to monitor their development. Although sequencing, progression and the child devel- opmental stage are important when teaching life skills, it is important to know that learners learn in classroom environments that are compatible with their own learning styles. 1.7 t he relat I onsh I p B et W een learn I ng and teach I ng styles I n the l I fe sk I lls curr I culum Observation shows that individual learners display different learning styles; in other words, they differ in the ways they approach learning. For example, some learners work well in groups, others prefer to work alone, some need quiet in order to concen- trate, while others can cope with noise and movement. Thus, various learning styles and preferences can be identified. Research has established that some learners do not succeed as well as others in the classroom because they are not given the opportunity to use their own style of learning. However, where teachers accommodate different learning styles and preferences, academic achievement, attitudes and behaviour are en- hanced. In these situations, learners learn more with less effort and remember better. It is therefore important for teachers to become aware of a variety of learning styles displayed by their learners and to design teaching strategies for the teaching of life skills to accommodate this diversity (Lemmer, Meier & Van Wyk, 2012: 85). The teaching style of individual teachers is determined largely by their own learn- ing style. In other words, teachers tend to teach according to the way they like to be taught. Therefore, it is essential for teachers to recognise their own particular teaching
15 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 style in order for them to understand how their “natural” teaching style may inadvert- ently conflict with, or be unresponsive to, the learning styles of some of their learn- ers. The performance, attitude and behaviour of learners towards life skills teaching can be enhanced when teaching accommodates learning styles. Teachers often have a stereotyped idea of the ideal learner. This disadvantages learners with an atypical learning style. Successful teachers will have a flexible teaching style once they have developed the ability to accommodate the diverse learning styles and needs of their learners (Lemmer, Meier & Van Wyk, 2012: 91). 1.7.1 Accommodating different learning styles in the life skills curriculum Each learner may have a preferred learning style but this is not the only style by which the learner can learn. The following are the basic learning styles of which the teacher needs to be aware (Gordon & Brown, 2014: 306–307): • The visual learner: these are learners who prefer pictures to words. Photos, charts and graphs provide the necessary information. These learners like to present their learning by reading, writing and drawing and the finished product is important. • The auditory learner: these are learners who listen to others to learn and speak and discuss what they are learning. They are good at following directions in the appropriate sequence from one task to another. • The tactile-kinesthetic learner: these learners are active, full-body learners. They need hands-on activities and learn by doing, not listening or sitting still. There are also other ways in which learners prefer to integrate knowledge. Howard Gardner’s multiple-intelligences theory offers a useful guide for teachers to follow in varying their teaching style to accommodate the learning styles that suit their learners best. 1.7.2 Accommodating learners' multiple intelligences suggested by Howard Gardner Gardner (1999) refers to learning styles as “intelligences” and maintains that learners tend to apply one or two such “intelligences” in preference to others (Arce, 2000: 35). Teachers should be aware of these preferences and design teaching activities accord- ingly so that learners can use their preferred styles to maximum advantage, with due reference to their individual talents, abilities, experiences, ideas and interests, all of which make them unique individuals. The following are reasons why accommodating multiple intelligences in life skills education is important: • To help all learners reach their full potential • To help all learners become independent
16 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E • To encourage creative use of material • To encourage cooperative behaviour • To assist learners to learn problem-solving skills • To enhance self-confidence • To ensure that learning is a pleasant experience • To open opportunities for many adult occupations Gardner identified the following intelligences: • Verbal linguistic intelligence: this intelligence is predicated on reading, writing and speaking, which is a preferred mode of expression utilised by some learners who have a special (linguistic) aptitude or penchant. • Logical/mathematical intelligence: this type of intelligence entails learning by reasoning. It proceeds mainly by asking questions, logical inference and experimen- tation to test and further develop inferential reasoning with a view to implementing the knowledge in a practical way. • Visual/spatial intelligence: learning in this instance proceeds by using an inclina- tion for imagination and spatial perception. These learners often seem to be day- dreaming and show a preference for artistic expression by others and themselves (to stimulate visual imagination). This is exemplified in building picture puzzles, watching movies, doodling, and forming clear mental pictures by visualising sce- narios, etc. (e.g. architectural structures). • Body/kinaesthetic intelligence: this is learning through movement of the body. Such learners are dramatic, and love activities that involve touching and feeling to understand. • Musical/rhythmic intelligence: outward traits of this intelligence are a sensitivity to sounds, music and voice tones. Learners in this category typically remember melodies and songs, sing well (i.e. tunefully by memorising and rehearsing a me- lodic line while modulating the tone of voice used), and are sensitive to sounds emanating from their environment, whether this be industrial and traffic noise or birdsong. These learners are in fact extraordinarily aware of the sound landscape of any given setting, and derive specific meaning from the combination of sounds from their environment. • Interpersonal intelligence: this is learning through cooperative and group com- munication. Such learners communicate, lead, coordinate, persuade, inspire and counsel others. • Intrapersonal intelligence: learning proceeds from knowing the self, including pri- vate feelings, emotions and thoughts. Learners in this category enjoy being alone, are wrapped up in their private thoughts and ideas, and learn independently with- out external inputs. The following activities can be devised for learners in accordance with Gardner’s mul- tiple-intelligences model:
17 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 • Verbal/linguistic intelligence: reading, informing, writing, discussing, debating, copying, poetry, storytelling, word games • Logical/mathematical intelligence: measuring, estimating, ordering, analysing, calculating, classifying, patterns, games, problem solving • Visual/spatial intelligence: drawing, painting, mind mapping, sculpture, design, flash cards, diagrams, illustrating, decorating • Body/kinesthetic intelligence: creative dance, drama, role play, physical exercise, sports games, making models, craft work, cleaning, repairing, sorting, mimicking • Musical/rhythmic intelligence: singing, vocal sounds, instrument sounds, envi- ronment sounds, musical play, composing, listening, rhymes • Interpersonal intelligence: cooperative learning, group work, questionnaires, in- terviews, brainstorming, counselling, mentoring, supervising, mediating, motivat- ing, assessing, leading • Intrapersonal intelligence: diary writing, setting goals, attaining learning out- comes, evaluating, creative poetry, creative writing, independent projects 1.8 act I v I t I es to use W hen teach I ng l I fe sk I lls I n the f oundat I on p hase Successful teachers resort to a variety of activities to achieve planned classroom out- comes and to enable learners to use these techniques to take control of their own learn- ing. Once again, these activities must be selected in accordance with the learners' de- velopmental stage (see section 1.4 and Table 1.1) as well as the environment (micro-, meso-, exo-, macro-, chronosystem) in which the learner functions (see section 1.5). The following activities are considered most helpful in the Foundation Phase: • Role play • Pair and group work • Brainstorming • Whole-class discussions • Questioning • Drawing • Storytelling • Poems • Riddles Each type of activity is discussed in detail, highlighting the definitions, importance and ways to use it in teaching. 1.8.1 Role play • What is role play? Without a script, learners act out an event or activity to represent a scene or experi- ence that is unfamiliar to them. • Why use role play? It can help the actors to understand a situation as if they are directly involved in it. For example, if they act out a robbery, the feeling of being a victim of crime can become real to them. Or if they act out a name-calling scene they might realise how it feels to
18 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E be the target of name calling. Or they can acquire social graces by acting out a scene where they express gratitude to someone for a kindness done. • Things to remember when conducting a role play – Identify the issue that the role play will illustrate. – Decide on the situation, the problem, and who the characters are. – Decide how many learners will do the role play, how many will be observers, whether to do the role play simultaneously in small groups, or all together as a class. – Encourage shy learners to be involved. – Work with the learners to think about the situation and their roles. • Learners perform the role play It may be useful to introduce a well-timed break in the action and ask the learners to give their impressions of what is transpiring in the role play. For example, if a violent scene is being acted out they can be asked to think of non-violent solutions to defuse the violence and then act out their proposals. After the role play it is important that learners ponder the significance of the action, not as a mere routine activity, but as a constructive learning experience. Role play should be planned to allow time for ret- rospection afterwards so that the purpose of the dramatised action and the salient points that have arisen through the action can be fully absorbed and appreciated. 1.8.2 Working in pairs and groups • Why use pairs and groups when presenting role play? By working in pairs and groups learners can be sure of an opportunity to participate. Engaging in the activity together and working cooperatively can result in a considera- ble flow of ideas. Individuals can draw on their personal experience to suggest possible solutions to a posed challenge. Such ideas could then be taken up and embroidered upon or elaborated on by the group. For example, if the theme "festivals" is being dis- cussed, every group member can contribute information, leading to more detail than if only one learner were to report on a particular festival. • Things to remember when working in pairs and groups When organising the groups or pairs, ask yourself questions, such as the following: – Do I want to divide learners according to ability? – Do I want friends to work together or learners of the same culture, if "festivals" is the theme? – Will the group be together for more than a few minutes? If so, it may be neces- sary for the group to elect a leader to coordinate their activities. – Have I explained the task clearly? – Have I told the learners how long they have for the task? – Have I seated the learners where they can see each other?
19 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 • When the pairs or groups are working stand back, but be available – Do not interrupt, unless a group has misunderstood what it is supposed to be doing. – Spread your attention between groups. – Allow group and pair discussions to flow, and intervene only if the group asks. – Groups often need encouragement to get them going. – Pairs tend to stop work when you approach. • When groups are reporting back – It may be necessary for groups to report their work to the whole class. – It might involve reporting a decision, summarising a discussion, or giving infor- mation about the group discussion. – Groups need to select a spokesperson if they have to report back, so they will have to be told in advance if report-back is required. • When evaluating group work Ask learners what they did and what they learned. 1.8.3 Brainstorming • What is brainstorming? Brainstorming is a way to encourage creativity and to generate ideas in quick succes- sion. • Why brainstorming? It can be used: – to solve a specific problem or answer a question – to introduce a new subject, arouse interest and discover what participants know – to invent possible endings for an unfinished story. • Things to remember when engaging in a brainstorming exercise – Decide on the issue you want to brainstorm. – Form it into a question that will have many possible answers. – Write the question where everyone can see it and put the question to the class. For example, with the theme "at school", the question can be: “How can we im- prove our classroom?” – Ask learners to contribute their ideas. Write the ideas where everyone can see them. – Ideas should be written as single words or short phrases. Read them back to the learners. – Encourage everyone to contribute, but do NOT move around the class in a cir- cle, or force learners to think of an idea – it is likely to discourage creativity. – Do not judge the ideas as you write them down. Only give your own ideas if it is necessary to encourage learners.
20 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E – If a suggestion is unclear, ask the person to clarify it, or suggest a clarification and check that they agree to it. – Write down EVERY new suggestion. Often, the most creative or outrageous suggestions are the most useful and interesting. – Stop the session when the flow of ideas slows to a trickle. 1.8.4 Whole-class discussions • Why whole-class discussions? Such discussions provide a setting in which people can become accustomed to the rules of polite intercourse. From these discussions they learn the rules of interacting constructively to everyone’s mutual benefit. For example, the interacting parties must learn to engage in conversation by listening actively to each other and allowing ample opportunity for all concerned to participate freely so that no party feels inhibited by pressure from any other(s). For example, with the theme "my body", good basic hy- giene practices can be an interesting topic for a whole-class discussion. If the parties are at ease and confident with each other, they can learn to state their own views clearly and grasp others’ views. From this they can argue from strong posi- tions in order to negotiate a mutually satisfactory solution. In the interest of enabling constructive interaction, a protocol titled “rules for discussion” can be put in place at the beginning of the school year (or at any other time if needed) to regulate conduct in group contexts. • Points to bear in mind when conducting whole-class discussions – Ask the learners if they want their classroom to be a place where they feel free to express themselves and to learn through discussion with each other. – Ask the class members if they can think of rules that should be observed by all when classroom discussions are in progress. The following are possibilities: • Listen to the person who is speaking. • Only one person speaks at a time. • Raise your hand to be recognised if you want to be heard. • Don’t interrupt when someone is speaking. • Don’t laugh when people are speaking (unless they make a joke). • Encourage everyone to participate. Suggest that the class agree to obey the rules they listed. Learners are then committed to applying the rules individually and collectively and procedures to deal with viola- tions can be agreed upon and implemented. 1.8.5 Questioning • What is questioning? Questions are asked to ascertain the status of learners’ knowledge and to encourage
21 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 them to think in such a way that they can draw logical conclusions. For example, with the theme "shapes and colours around us", the teacher can ask learners to look around the classroom and name what they see. This kind of stimulation should be regular practice from the earliest stages of schooling. The questions the teacher asks are very important for encouraging participation and analysis, even with very young children. Teachers already use questions every day, such as: “What did I just say?”, to control the class. Other questions, which are used a lot are the so-called “closed” questions. They have only one correct answer and are used to test knowledge. • Types of questions to ask Questions should be open, encouraging exploration and eliciting debate. Questions include the following types: – Hypothetical questions: for example, “What do you think of ... ?” These are calculated to engage the learner’s imagination evocatively and to encourage him or her to think creatively. – Speculative: for example, “Can we devise a plan to solve this problem?” – Encouraging/supporting: for example, “That’s interesting, what happened next?” These encourage learners to recount, and in the process review their personal experience. – Opinion seeking: for example, “What do think/feel about it?” You value their opinions and find them interesting. – Probing: for example, “Why do you think that?”Provided the tone is adjusted to reassure the learner that it is a friendly enquiry, it can encourage the learner to examine his or her opinions analytically and defend or justify them by dint of active reasoning. – Clarifying/summarising: for example, “Am I right to say that you think ... ?” Paraphrasing is calculated to clarify the learner’s views for the questioner as well as for the learner. Moreover reiteration in the presence of other learners will help them to engage with the point under discussion and decide whether they agree/disagree or take a stance of some kind. – Consensus seeking: for example, “Do most of us agree that ... ?” The object is to crystallise knowledge covered by eliciting discussion to ascertain that learn- ers have all arrived at the same position and are ready to move on. – Leading or trick (i.e. misleading) questions: for example, “We must conclude that X is correct, not so?” This type of question should be avoided because it tends to alarm the learner and consequently discourage or inhibit wholeheart- ed participation, which is the object of the exercise. Multifaceted questions, or several simultaneous questions, or ambiguous questions should also be avoid- ed. That is to say, questions should be simple and direct, leaving no room for misunderstanding or confusion. Note: An occasional nod, a smile or even just sitting on the same level as the class will improve the responses the teacher gets.
22 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E 1.8.6 Drawing • Why drawing? Learners’ powers of observation are exercised when they draw since they have to be- come aware of the shapes, or lines and proportions of what they are drawing. Other faculties that are exercised are their imaginations and their creative ingenuity, which are taxed as they apply them to perform the exercise. For example, with the theme "summer", learners can draw "a day out in summer". • Things to remember when presenting drawing exercises – Drawing an object placed in front of them, or copying a picture can be a useful exercise to engage learners’ powers of observation. – Creativity and imagination can be exercised by requiring that learners draw a composition consisting of a combination of subjects. – Drawing skills can be enhanced by eliciting a description from one learner and a drawing from another of what the former has verbalised. – If learners find verbal descriptions (written or spoken) difficult they can be asked to draw a picture of what the description envisages. 1.8.7 Storytelling • Why storytelling? – It is particularly well suited to serve some learners’ needs as a learning technique. – It is conducive to cooperative learning and developing social skills. – It motivates learners to read and write and affords experience in speaking and listening. – Attentive listening is especially enhanced. – It motivates learners who are normally hard to reach because the safe impartial- ity of a story that removes it from present realities encourages them to partici- pate. – It stretches the learners’ attention spans and exercises the imagination. – It exposes learners to displays (embodied in the text) of well-mannered dialogue among people who move in polite circles, thereby enabling them to learn by observing when they should merely listen quietly. – It improves vocabulary, which in turn improves sight reading. – It improves comprehension, as can be seen when learners are required to recount and interpret the story. – Higher-thinking skills are enhanced by requiring learners to recall basic (i.e. sa- lient) facts, names of persons and places, and the order of events. They also learn to summarise the story, identifying and articulating the main idea of the story and predicting how the story will end after hearing the first half. Learners may brainstorm a prediction by means of problem solving that includes comparing and contrasting various characters appearing in the story. Finally the substance of the story can be used to generate a new story as a creative exercise.
23 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 – Characters built into stories serve as role models that are explicitly required to solve problems by non-violent means as violence is prohibited. – It develops empathy, understanding and tolerance by exposing listeners to a va- riety of situations involving different events, people and places. – It serves as a source of original material that learners can use as an outlet for, and an exercise to, enhance their creativity. • Reading stories – Reading sessions must be animated for children, for example by assuming ap- propriate facial expressions and executing appropriate hand/body movements to suit the substance of the text as the reader proceeds. – Pause and ask learners questions like what they think will happen next, or why a particular character acted as he or she did. – Simulate voices (i.e. tonal qualities etc.) that are appropriate to portray the char- acters, and simulate sounds where necessary and practicable for a reader. – Involve the class collaboratively by encouraging them to make sounds to accom- pany and enliven the reading. – Ask learners to repeat the stories. – Ask learners to tell stories. – Develop a story in collaboration with the learners. For example, someone starts a story with appropriate opening phrases or a sentence or two, then passes it on to the next person who takes it further with appropriate phrases or sentences, and so on. The progression can be recorded in writing and then read back to the audience. For example, with the theme "winter", the whole winter season can unfold as each learner adds another element to the story. – Once verbalised the story can be dramatised (acted out) with class members taking the parts of characters. 1.8.8 Riddles • Why riddles? – It develops curiosity. – It develops analytical skills in that learners have to draw inferences from the formulation of the riddle. – It develops critical thinking in that learners have to weigh interpretive options when working out answers to riddles. – It develops learners’ ability to think generally and solve problems. • Things to remember when presenting riddles – Begin with easy riddles. – Tell the riddle slowly and in simple words so that learners can think. – Use facial expressions and hand movements as you tell the riddle. – Ask the learners to raise their hands to answer. – Ask the learners to decide if the answer is correct. – Give all learners a chance to participate.
24 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E – Hold group competitions to decide which group can guess the most riddles. – Ask learners to tell riddles. 1.8.9 Poems • Why poems? – Reciting poems enhances learners’ musical intelligence and develops their com- mand of language. – They offer a novel form of self-expression. – They develop learners’ vocabulary. – They develop learners’ imagination. • Things to remember when reading poems: – Accentuate compositional rhythm when reading poems to the class (but do not overdo it, otherwise a counterproductive singsong effect may be created). – Pause between verses so that the compositional break is clearly noticeable. – Enunciate clearly and audibly for the benefit of the entire audience. – Use simple words. – Ascertain that the learners are listening attentively. By using a combination and variety of the above-mentioned activities, teachers can plan lessons for the life skills classroom which will accommodate learners’ best ways of learning. Unlike older children who are better able to assimilate complex concepts, young children’s learning is optimised by adopting playful interactive methods. These meth- ods encourage them to utilise the opportunity provided by the school environment to develop their skills with confidence and optimism. This is particularly true if the teaching and learning climate is rendered conducive by a teacher who serves as a role model. The teacher should also take the lead by initiating activities to create a positive climate in which learners can participate freely thereby developing their skills interac- tively with others. 1.9 s ummary Mankind has established incredible innovation in nearly every aspect of life. Despite this, we still face huge challenges such as health pandemics (HIV and Aids, Ebola), economic recessions and intolerance to diversity, to mention but a few. As humans try to manage the different levels of their environment they face huge challenges in succeeding. Being part of 21st century living forces individuals to be equipped with specific life skills to be able to: live a better quality life; accomplish their ambitions; live to their full potential; and to become socially acceptable and successful persons. The earlier in life these life skills are taught the better the skills are internalised. Teaching life skills in the Foundation Phase is laying the groundwork for life skills teaching in
25 T E A C H I N G L I F E S K I L L S : A S U R V I V A L G U I D E F O R T H E 2 1 S T C E N T U R Y 1 Student activities 1. Define the concept “life skills” . 2. Explain the necessity for life skills education. 3. Describe what developmentally and culturally appropriate life skills education is. 4. Discuss the bio-ecological systems theory of Bronfenbrenner. 5. Discuss how the bio-ecological systems theory relates to life skills education. 6. Discuss the aims of life skills education in the Foundation Phase. 7 . Describe the structuring of the life skills subject in the Foundation Phase. 8. Discuss three learning styles. 9. Design three life skills learner activities using Howard Gardner’s multiple in- telligences model. 10. Use the following activities to teach the theme “tolerance for diversity” as a life skill in the Foundation Phase: – Role play – Drawing – Questioning b ibliography Addison, J.T. 1992. Urie Bronfenbrenner. Human Ecology , 20(2): 16–20. Arce, C. 2000. Curriculum for young children: An introduction. US: Delmar. Bronfenbrenner, U. 1989. Ecological systems theory. Annals of Child Development , 6: 187–249. Childhood years. Ages 5–12. 2014. Available at: (http://www.ces.ncsu.edu/depts/fcs/ pdfs/fcs465.pdf ) Click, P. 2004. Administration of programs for young children . New York: Delmar Learning. Department of Basic Education (DoBE). 2011. Curriculum and Assessment Policy – Life Skills Foundation Phase (CAPS). Pretoria: Government Printer. Gardner, H. 1999. Intelligence reframed. Mul- tiple intelligences. New York: Basic Books. the later grades. It is, however, essential that developmentally and culturally appro- priate life skills are taught to Foundation Phase learners using activities that relate to each learner’s unique way of learning. The topics addressed in the next chapters are critical to enabling and empowering young learners to deal with an increasingly complex world and the pressures of life in schools and society. The crucial outcome for teachers is to assist learners from “learn- ing to know” to “learning to do” and ultimately “learning to be” by realising their full potential and contributing to the upliftment of society.
26 T E A C H I N G L I F E S K I L L S I N T H E F O U N D A T I O N P H A S E Gordon, A.M. & Brown, K.W. 2014. Be- ginnings and beyond: Foundations in early childhood education. US: Wadsworth. Hutton, L. 2014. Teaching your child life skills. Available at: http://life.familyeducation. com/slideshow/independence/71434. html (accessed on 14 March 2014). Lemmer, E.M., Meier, C. & Van Wyk, J.N. 2012. Multicultural education: A manual for the South African teacher , 2nd ed. Pre- toria: Van Schaik. Life skills approach to learning. n.d. Training Module for Primary School Teachers. National Association for the Education of Young Children (NAEYC). n.d. 3 core considerations of DAP. Available at: http:// www.naeyc.org/DAP (accessed on 18 March 2014). National Commission for Human Devel- opment. ABHCG. North Carolina State University and North Carolina A&T State University. 2014. North Carolina: North Carolina Cooperative Extension Service. Available at: http://www.ces. ncsu.edu/depts/fcs/pdfs/fcs465.pdf (accessed on 3 April 2014). Paquette, D. & Rya, J. 2014. Bronfenbren- ner’s ecological systems theory. Available at: http://www.dropoutprevention. org/sites/default/files/paquetteryan- webquest_20091110.pdf (accessed on 15 January 2015). Ryan, K. & Cooper, J.M. 2009. Kaleidoscope: Contemporary and classical reading in edu- cation. Wadswoth: Belmont. Sincero, S.M. 2014. Ecological systems theory. Available at: https://explorable.com/ ecological-systems-theory (accessed on 30 October 2014). Skills You Need. 2011–15. Life-long learning. Available at: http://www.skillsyouneed. com/ps/life-long-learning.html (accessed on 6 May 2015). Skills You Need. 2011–15. What are 21st century skills? Available at: http://www. thoughtfullearning.com/resources/what- are-21st-century-skills (accessed on 6 May 2015). Skills You Need. 2011–15. What is learning? Available at: http://www.skillsyouneed. com/general/learning.html ixzz3C3b- 3TrLx (accessed on 6 May 2015). Skills You Need. 2014. General learning. Available at: http://www.skillsyouneed. com/general/learning.html ixzz3C3b- 3TrLx (accessed on 6 May 2015). Standards Aligned System. 2014. Learning progressions. Available at: http://www. pdesas.org/module/content/search/learn- ingprogressions.aspx (accessed on 6 May 2015). Thoughtful Learning. n.d. What are life skills? Available at: http://www.thoughtfullearn- ing.com/resources/what-are-21st-centu- ry-skills (accessed on 4 April 2015). Van der Zanden, J.W., Crandell, T.L. & Crandell, C.H. 2007. Human development , 8th ed. New York: McGraw Hill. Wikipedia. 2007. Life skills based education. Available at: http://en.wikipedia.org/w/ index.php?title=Life_skills-based_edu- cation&oldid=602244957 (accessed on 4 April 2014).
27 Teaching social science in the Foundation Phase Joyce West & Ina Joubert Pur P ose of the cha P ter The purpose of this chapter is to provide theoretical and practical insight into the teaching and learn- ing of social science in the Foundation Phase. The reader will understand what is defined by the term “social science”, and what it entails. Citizenship that forms the link between the various components of social science will also be explained. The instruction of geography and history as the major compo- nents of social science will be addressed. This chapter aims to inspire teachers to use diversity in their classrooms as an opportunity to guide learners towards citizenship and the understanding of social sciences. Before focusing in this chapter on the teaching and learning of geography and history in the Foundation Phase classroom, a cursory glance over the place of the social sciences in life skills will clarify its place in the curriculum according to the CAPS document. c ontents 2.1 Introduction 2.2 What is social science? 2.2.1 Purposeful and powerful social science 2.2.2 Milestones to reach during social science education 2.2.3 The teaching of social science and the bio-ecological model of Bronfenbrenner 2.2.4 Accommodating diversity 2.3 Citizenship at the heart of social science 2.3.1 Purpose-driven citizenship starts with each individual 2.3.2 South Africa’s Constitution 2.3.3 Citizenship in a multicultural society 2.3.4 Problems and possibilities when teaching citizenship 2.4 Theoretical framework when teaching social science 2.4.1 Social constructivism as an educational tool 2.4.2 The difference between traditional class- rooms and social constructivist classrooms 2.5 How teachers can help learners to take part in social science 2.5.1 Zone of proximal development 2.5.2 The social science learning cycle 2.6 Conceptual framework for history as part of social science 2.6.1 Definition of history 2.6.2 The young historian 2.6.3 Aspect of time 2.6.4 Sequencing and chronology in the Foundation Phase 2.6.5 The interdependent relationship between cause and effect 2.6.6 Rights and responsibilities 2.7 Conceptual framework for geography as part of social science 2.7.1 Definition of geography 2.7.2 The young geographer 2.7.3 Characteristics of geography in a South African context 2.7.4 The five fundamental themes of geography 2.7.5 Skills, knowledge and values of geography 2.7.6 Geography in the South African school context 2.7.7 Conservation activation 2.7.8 Mapping as part of geography 2.7.9 Stages of mapping 2.8 What does CAPS say about social science? 2.9 Integration as key 2.10 Investigating historical and geographical resources 2.10.1 Oral history resources 2.10.2 Visual history and geographical resources 2.10.3 Artefacts and museums 2.10.4 The community 2.10.5 Written materials 2.10.6 Technological resources 2.11 Technology as a useful resource during instruction 2.12 Assessment of social science 2.13 Summary 2 CH a PT er
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