TABLE OF CONTENTS PAGE NOS. - hrps.co.za phase orientation... · TABLE OF CONTENTS PAGE NOS. 1....

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TABLE OF CONTENTS PAGE NOS.

1. Welcome 3

2. Vision, Mission Statement and Curriculum Goals 3

3. Dress Code 4

4. School Times 5

5. Contact Numbers 5

6. Stationery Requirements 5

7. The reception class as a bridge between home and school 6

8. Our beliefs about children and teachers 6

9. The importance of Pre-school education 6

10. How can I contribute to my child’s education? 6 – 7

11. The whole child 8 – 9

12. Helpful tips for parents 9 – 10

13. Hints from the Educator 11

14. Code of Conduct 12 – 16

15. Grade R Curriculum 17 – 49

16. Conclusion 50

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READY AT LAST FOR “BIG SCHOOL”!

1. WELCOME

The Principal, Board or Governors and staff extend a warm and hearty welcome to all our “little

ones” to the “Little Harts Pre-School”. This is the most exciting time for the “little ones” who will

embark on an educational journey to “BIG” school. It could be an anxious and daunting

experience for the “little ones” at first, but once they settle in and begin working with their

teacher, it will be a happy, exciting and fun experience for you and your child. Welcome to the

Hartley family and be part of our institution of education and training excellence.

2. HARTLEYS VISION AND MISSION

VISION

To become the leading school in the country through the provision of

quality education and excellent service delivery.

MISSION STATEMENT

The provision of high quality education to ensure that the learners

develop holistically.

CURRICULUM GOALS

Prepare our pupils to be:

Technologically & Scientifically Abreast

Socially Responsible and Culturally Sensitive

Politically Aware and Influential

Economically Active & Vibrant

Religiously profound

Environmentally Caring

Physically fit

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3. DRESS CODE – UNIFORM

Parents must ensure that their children dress in the school uniform prescribed hereunder:

GIRLS:

Red and white “Little Harts” T-shirt.

Red track pants with red track jacket

SHOES Black school shoes or black takkies with plain white socks.

JERSEYS Red button front jersey. No leather jackets, cardigans and

fancy jackets are permitted.

HAIR Hair to be well groomed and plaited. Short hair must be

above the collar. Fringes must be clipped back. No hair

must fall over the forehead. A plane black alice-band may be worn to keep

hair away from forehead. Fancy elaborate hair accessories and gel/ mousse/

highlightings/ tints on hair is not permitted.

MAKE UP No make up whatsoever. No lip gloss/ nail polish.

NAILS Nails must be kept short.

EYES No eyeliner (Kajal or eyeshadow).

JEWELLERY Earrings: one pair studs/ sleepers (gold or silver). Rings, bangles, chains are

not allowed.

P.E. KIT As per uniform.

BOYS:

Blue and White T-shirt with logo.

Blue track pants with track jacket.

SHOES Black school shoes or black takkies with plain white socks.

JERSEYS Blue jersey. No leather jackets, cardigans and fancy jacket

are permitted.

HAIR To be well groomed and short. No gel/ mousses/ highlights/

tints on hair.

NAILS Nails must be kept short.

JEWELLERY Rings, bangles, chains are not allowed.

P.E. KIT School T-Shirt and school tracksuit.

Body piercing and tatoos are not allowed. Pupils are not allowed to bring cellphones and toys to

school. Failure to comply with the above requirements will result in the item being confiscated

and shall not be returned. Parents must adhere strictly to the above requirements. Label all

clothing as well as other belongings.

N.B.: Uniforms must be purchased directly from supplier. Please order early.

Tracksuits / T-shirts Little Gem Overporty City Tel: 031 207 6733

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4. SCHOOL TIMES

GRADE R : Arrival : 7:30.

School Starts at 7:40 and terminates at 12:55 daily.

5. CONTACT NUMBERS

School Numbers 031 207 1491 or 031 207 3498

Fax Numbers 031 209 6428

Finance Officer Mr A.G.M. Ismail – Ext 202

Secretary Mrs S. Mahomed – Ext 9

Admission Queries Mr M.R. Ballim

Foundation Phase Mrs M. Saib - Ext 209

Email: [email protected]

Principal Email: [email protected]

Website www.hrps.co.za

6. STATIONERY REQUIREMENTS

The following has to be purchased by the learners. Kindly label all items.

pencils - beginners

Plastic Apron

KidsArt Colour Pencils 24’s long

KidsArt Waxies 24’s

Scissors (blunt nose)

Ruler 30cm

Pritt Glue Stick – 40g (1 per term)

Paint set

Face cloth

Sharpener Aluminium – Double Hole

Ice cream container – 2L

Tissues 1 box – termly

Toilet rolls – 1 box – termly

Wet wipes – 1 packet - termly

Pritt KidsArt Project Glue

Pritt KidsArt Play Dough

A4 Chalk Board

Pritt KidsArt Retractable Jumbo Crayons 12’s

A4 Flip File 50 pocket

A4 PVC Carry Folder

Jumbo Colouring Book

KINDLY LABEL ALL ITEMS

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7. THE RECEPTION CLASS AS A BRIDGE BETWEEN HOME AND SCHOOL

The reception class is called Grade R as it is the first grade for the Foundation Phase, and is

therefore known as the receiving or reception grade.

It is the bridge between the learners’ home life and the schooling system. This is why we try to

make Grade R a bit like home and a bit like school!

8. OUR BELIEFS ABOUT CHILDREN AND TEACHERS

Foundation Phase teachers understand the needs of very young

children. From birth through to six years of age, children have

cognitive, intellectual, social, emotional and physical developmental

needs and capabilities. These needs differ from children in higher

grades.

For this reason, the programme structure, the types of activities we

prepare, the teaching and learning styles we use, the way we arrange the learning space, and

the assessment methods we use, are different from those for older children.

Early childhood programmes focus on shared and responsive interaction between children and

teachers, and between children and their peers.

9. THE IMPORTANCE OF PRE SCHOOL EDUCATION

The pre-school years are a valuable opportunity to facilitate the

development of a child socially, emotionally, physically and

intellectually. It refers to the holistic development of every child, and

whilst Numeracy, Literacy and Life Skills are important, school

readiness also includes a love for learning and discovery, curiosity

about how the world works, and the ability to communicate and

interact well with others. “Little Harts” pre-school will therefore focus

on an integrated and holistic curriculum which is aligned to the Curriculum and Assessment

Policy Statement.

10. HOW CAN I CONTRIBUTE TO MY CHILD’S EDUCATION?

Many parents are of the view that the school and teachers are primarily

responsible for their child’s education. Remember, education begins at

home. Parents are equally responsible for ensuring that their child

acquires school readiness. Outcomes based education emphasise the

role of the parent in becoming involved in their children’s education. It

is a partnership between the home and the school. Prepare your child

for this transition to “Big” school by teaching him the following:

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PERSONAL DETAILS

Practise saying with your child his home address, telephone number (cell and home) and

full name and birth date. You will be surprised how quickly he learns this vital information.

SELF-HELP

- Dressing and undressing – by the time a child is in Grade R they should be able to

dress/ undress themselves. Make sure that your child is able to manipulate zips,

buttons, press-studs and Velcro etc. Do not undress/ dress your child, but let him/ her

learn to do it himself/ herself. It will give him/ her a feeling of independence and self-

worth.

- Tying shoelaces – encourage and teach him/ her to tie his laces.

- Blowing noses – they must be able to blow their noses and keep it clean.

MARKING ALL BELONGINGS

Most children in Grade R are able to recognise their names. If their clothes and belongings

are marked it makes it so much easier for them to be able to recognise, put away and not

misplace their belongings. Show your child where you have marked his/ her clothes and

belongings, for quick and easy recognition. Encourage your child, at home and at school,

to look after their possessions. Learning to be responsible is a vital lifeskill!

ENOUGH SLEEP

Ensure that your child gets a good night’s sleep. Grade R

children must be asleep by 7:30, not later!

o HEALTHY BREAKFAST AND LUNCH

Help your child concentrate at school, by giving him a healthy

breakfast and nutritious lunch.

o SAFETY ISSUES

Make sure that your child and his teacher know who will be fetching

him from school each day, and that he never goes home with a

stranger.

Another safety issue which is very pertinent to your child’s life, is that of AIDS. Children

need to know that they should never touch somebody else’s blood. Explain to your child

that another person’s blood could contain germs that could make them very sick and may

even kill them. Emphasise the importance of calling for an adult to help, if a person is

bleeding. Parents, you too need to take special precautions when dealing with blood.

Remember, ALWAYS use gloves – they may save your life!

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11. THE WHOLE CHILD

Little Harts pre-school will focus on the holistic development of the learner as the first 6 years of

a child’s life are critical for all round development.

11.1. THE PHYSICAL ASPECT

The physical aspect is not just what a person looks like, but also

involves physical development and changes that occur in the body,

as well as the use of the body. Physical changes occur as a person

grows and skills develop. Everyone develops and changes at his or

her own pace but there is a pattern to this development. Nobody

can run before they can walk!

The Grade R learner needs to:

develop large motor skills (or gross motor co-ordination). These are the skills that use

large muscles in the legs, arms and body like: walking, jumping, kicking, swimming,

climbing.

develop fine motor skills (or fine motor co-ordination). These are the skills that use

small muscles in the fingers, toes and eyes like: threading, buttoning, drawing, painting,

pasting.

be allowed to develop at his or her own pace. If a learner cannot do something that

everyone else can, he/ she should be supported and encouraged and never be made to

feel inadequate.

11.2. THE EMOTIONAL ASPECT

The emotional aspect deals with feelings and attitudes. We need to learn to express our

feelings effectively and develop healthy attitudes to ourselves and others.


feel safe and secure at all times

feel accepted for who she is

learn to express and manage her feelings in

a positive way

feel that her feelings are respected

develop confidence and feel good about

herself

develop a positive attitude to life.

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11.3. THE SOCIAL ASPECT

The social aspect deals with the parts of our life which involve interacting with others. We

live with other people. It would be very difficult to function completely alone with no

contact with others! People need other people. We need to know how to communicate

and get on with all the people with whom we come into

contact.


be introduced to the wider society – friends, school

community

learn what is acceptable behaviour within her

community – what the values are, what the culture is

experience how to interact with family members,

peers and other adults (friends and strangers)

11.4. THE INTELLECTUAL OR COGNITIVE ASPECT

The intellectual or cognitive aspect has to do with the development of the intellect or

the mind. It involves all the different types of thinking. These include memory,

perception, forming images, language, concept development, decision-making, problem

solving, reasoning and creativity.

The Grade R learner needs:

opportunities to use and develop the memory

opportunities to use the senses through hearing, seeing,

smelling, feeling and tasting in different contexts

opportunities to use the imagination

lots of opportunities for using language

experiences for developing concepts

lots of opportunities to make decisions

opportunities to solve problems

opportunities to work things out logically

12. HELPFUL TIPS FOR PARENTS

Take a keen interest in your child’s activities. Listen to what he/ she has to share with

you. Be careful not to jump to conclusions! Clarify issue with the class teacher before

making judgements.

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Encourage independence. Teach your child to:

o Use the toilet properly.

o Bath and brush his/ her own teeth.

o Pack his/ her own bag.

o Dress himself/ herself.

o Tidy up and take care of his/ her belongings.

o Complete his/ her own work.

o Say “goodbye” quickly and “I love you” before dropping him off. Avoid lingering on, so

that he/ she can settle into a daily routine.

Encourage verbal communication and involve

yourself in a conversation with your child.

This will improve his/ her communication

skills and self worth.

Allow your child to take responsibility for his/

her own actions. Explain to him/ her as to

why certain types of behaviour is

unacceptable. Be firm but not rigid and

uncompromising. Be a good role model and

always practise what you preach.

Display his/ her efforts to improve his/ her self esteem and to motivate him/ her to

persevere.

Provide a secure, warm, loving and stimulating environment in the home. Spend

quality time with your child and see him bloom into a confident and successful

learner.

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13. HINTS FROM THE EDUCATOR:-

Always introduce yourself – especially at the beginning of the year. Educators are trying

to learn their learner’s names and it is very hard to remember which parent belongs to

which child and vice versa.

If you have any issues or questions, make an appointment to

see the educator. It is always difficult to answer questions

“on the run”. No visitation will be allowed during instruction

time.

Communicate regularly with the educator by making notes in

the homework book.

Check message book daily for notices.

Establish good rapport with your child’s teacher. Respect her

opinion as much as she respects yours, and try not to be an

overbearing parent!

Never undermine the educator in the presence of your child. This disrespect could

develop a barrier to learning.

Do not make excuses for your child if homework and projects are not completed on time.

Let him/ her realise the consequences of work not handed in on time.

Help/ support your child but do not do the work for your child, you will be hindering your

child’s progress.

Withhold privileges such as watching T.V, playing video games if your child does not make

an effort to complete his/ her tasks

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14. HARTLEY PRIMARY : CODE OF CONDUCT

RESPONSIBILITY : EDUCATORS

LEVEL ONE OFFENCES FIRST OFFENCE SECOND OFFENCE THIRD OFFENCE

LATE-COMING Secretary to

record & issue late coming slip

Secretary to record and issue late coming slip

Secretary to enter name on detention list . Learner to serve

detention during interval break

POOR ATTENDANCE

Counsel & letter from parent

explaining learner absence

Educator to telephone parent regarding learner absence

Refer matter to respective HOD for further investigation. HOD to

issue letter to parent

TEASING/MOCKING/ INSULTING

Counsel & written apology by

learner

Counsel & written apology by learner

Detention during the interval break & complete slip for secretary to capture

on system

LATE ARRIVAL FOR CLASS


learner



on system

COPYING OF WORK/ ASSESSMENTS


learner



on system RUNNING &

SHOUTING IN CLASS / CORRIDORS


learner



on system DISOBEYING

PREFECTS/ STUDENT LEADERS


learner



on system BREAKING OF AGREED CLASS

RULES


learner



on system

LITTERING OF CLASSROOM


learner



on system NOT FOLLOWING

REASONABLE INSTRUCTIONS


learner


Detention during the interval break and complete slip for secretary to

capture on system

NOT HANDING IN WORK ON TIME


learner



capture on system

NEGLECT OF SCHOOL BOOKS


learner



capture on system LEAVING CLASSROOM WITHOUT PERMISSION


learner



capture on system

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LEVEL TWO OFFENCES RESPONSIBILITY : HEADS OF DEPARTMENT

LEVEL TWO OFFENCES CORRECTIVE ACTION

REPETITION OF MINOR OFFENCES GREEN LETTER & SMS SENT. DETENTION.

RUDENESS / VERBAL & PHYSICAL ABUSE SWEARING / FIGHTING

PARENT INTERVIEW. LETTER OF COMMITMENT SCHOOL SERVICE / DETENTION

DAMAGE TO ANOTHER LEARNERS PROPERTY PARENT INTERVIEW. LETTER OF COMMITMENT SCHOOL SERVICE / DETENTION

DISRUPTIVE BEHAVIOUR FRUSTRATING TEACHING AND LEARNING IN THE CLASSROOM


DISRESPECT FOR TEACHER & SUPPORT STAFF


GRAFFITI GREEN LETTER & SMS SENT. DETENTION

DISOBEYING SPORTS RULES & POOR SPORTSMANSHIP

GREEN LETTER & SMS SENT. DETENTION

DISHONESTY, DECEITFULNESS INDECENT BEHAVIOUR


REGULARLY NOT DOING WORK SET BY TEACHERS


MEETING WTTH UNAUTHORISED VISITORS GREEN LETTER & SMS SENT. DETENTION

AVOIDING CLASSES, BUNKING LESSONS/ DETENTION


BRINGING POTENTIALLY HARMFUL TOYS/ OBJECTS TO SCHOOL


PLAGIARISM OF ASSIGNMENTS ; PROJECTS & OTHER WORK


CLOSE RELATIONSHIP WITH THE OPPOSITE GENDER


UNAUTHORIZED TRADING ON SCHOOL PREMISES


DRESS CODE INFRINGEMENTS PARENT NOTIFIED. PARENT TO BRING CORRECT ATTIRE TO SCHOOL

FORGERY OF PARENTS / GUARDIANS SIGNATURE


DISREGARDING TEST/EXAMINATION PROCEDURES


LATE FOR SCHOOL FOR MORE THAN THREE DAYS


INTERFERING WITH POSSESSIONS (BAGS, CASES ETC) OF OTHERS


BULLYING PARENT INTERVIEW. LETTER OF COMMITMENT SCHOOL SERVICE / DETENTION

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LEVEL THREE OFFENCES RESPONSIBILITY : DEPUTY PRINCIPAL

LEVEL THREE OFFENCES CORRECTIVE ACTION

REPETITION OF LEVEL TWO OFFENCES BLUE LETTER & SMS SENT. PARENT INTERVIEW. COUNSELLOR SUPPORT

BRAWLING. ASSAULT. VICTIMISATION BLUE LETTER & SMS SENT. PARENT INTERVIEW. COUNSELLOR SUPPORT

PORNOGRAPHY – DISTRIBUTION AT SCHOOL

BLUE LETTER & SMS SENT. PARENT INTERVIEW. COUNSELLOR SUPPORT

PUBLIC INDECENCY AND BRINGING THE SCHOOL INTO DISREPUTE


IMPROPER SUGGESTIONS OF A SEXUAL NATURE


THEFT, DEALING IN STOLEN GOODS & POSSESSION


BREAKING AND ENTERING BLUE LETTER & SMS SENT. PARENT INTERVIEW. COUNSELLOR SUPPORT

INTIMIDATION OR THREAT TO AN EDUCATOR / SUPPORT STAFF OR LEARNER


ONGOING BULLYING IN SPITE OF WARNING


BRIBERY BLUE LETTER & SMS SENT. PARENT INTERVIEW. COUNSELLOR SUPPORT

CARRYING OF CELL PHONES & CAMERAS CONFISCATION TILL YEAR END . BLUE LETTER & SMS SENT. PARENT INTERVIEW.

VANDALISM – DEFACING/DAMAGING / BREAKING SCHOOL PROPERTY


BOMB THREATS / HOAX TELEPHONE CALLS BLUE LETTER & SMS SENT. PARENT INTERVIEW. COUNSELLOR SUPPORT

CHEATING /ATTEMPTED CHEATING IN TESTS/ EXAMINATIONS


POSSESSION/DISTRIBUTION OF TEST OR EXAMINATION MATERIAL PRIOR TO TEST OR EXAMINATION BEING WRITTEN


ONGOING DISRUPTIVE BEHAVIOUR IN CLASSROOM


GAMBLING ON OR OFF SCHOOL PROPERTY BLUE LETTER & SMS SENT. PARENT INTERVIEW. COUNSELLOR SUPPORT

DISRUPTIVE BEHAVIOUR ON SCHOOL PROPERTY OR ON SCHOOL OUTING/TRIP/EXCURSION


PROMOTING GANG FORMATION AND INVOLVEMENT IN GANG RELATED ACTIVITIES


INVOLVING/ ATTEMPTING TO INVOLVE OUTSIDERS IN DISPUTES BETWEEN LEARNERS


INVOLVING OR ATTEMPTING TO INVOLVE SIBLINGS/FRIENDS OUTSIDE SCHOOL IN DISPUTES BETWEEN LEARNERS


TRESPASSING ON SCHOOL GROUNDS WHILE SUSPENSION IS STILL IN EFFECT


DISRUPTION OF THE SCHOOL PROGRAMME THROUGH REBELLION AND DEMONSTRATING WITHOUT PERMISSION


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POSSESSION OF MATCHES; FIRECRACKERS & CAUSING A FIRE OR DISCHARGING OF FIRECRACKERS


CARRYING OF CIGARETTES / SMOKING


SOCIAL NETWORK SITES: DEROGATORY COMMENTS/ IMAGES AND RELATED INSERTS POSTED ON SOCIAL NETWORK SITES SUCH AS FACEBOOK, TWITTER AND MIXT ON LEARNERS EDUCATION PARENTS AND OTHER PERSONALITIES


LEVEL FOUR OFFENCES RESPONSIBILTY : PRINCIPAL / GOVERNING BODY

LEVEL FOUR OFFENCES CORRECTIVE ACTION

REPEATED LEVEL 3 INFRINGEMENTS Yellow Letter . Disciplinary hearing. Suspension/ Expulsion from School. Outside Professional Help &

IN POSSESSION OF ALCOHOL / DRUGS Yellow Letter . Disciplinary hearing. Suspension/ Expulsion from School. Outside Professional Help &

IN POSSESSION OF DANGEROUS WEAPONS OR OBJECTS

Yellow Letter . Disciplinary hearing. Suspension/ Expulsion from School. Outside Professional Help & Support

ASSAULT ON A LEARNER CAUSING SERIOUS BODILY HARM


ASSAULT ON A TEACHER OR A MEMBER OF STAFF


SEXUAL ASSAULT ( RAPE ) Yellow Letter . Disciplinary hearing. Suspension/ Expulsion from School. Outside Professional Help &

SEXUAL HARASSMENT OF A TEACHER/ LEARNER


VERBAL ABUSE OF A TEACHER Yellow Letter . Disciplinary hearing. Suspension/ Expulsion from School. Outside Professional Help & Support

FRAUD ( FINANCIAL ) Yellow Letter . Disciplinary hearing. Suspension/ Expulsion from School. Outside Professional Help & Support

SERIOUS DAMAGE TO SCHOOL / EDUCATOR PROPERTY & EQUIPMENT


RACIST /CONDUCT THAT DEFAMES A LEARNER/ TEACHER


HOSTAGE TAKING Yellow Letter . Disciplinary hearing. Suspension/ Expulsion from School. Outside Professional Help &

SATANIC PRACTICES THAT DAMAGE PROPERTY OR CAUSE HARM TO PEOPLE OR ANY OTHER LIVING CREATURES


LEARNER IS FOUND GUILTY IN A CRIME COURT

Yellow Letter . Disciplinary hearing. Suspension/ Expulsion from School. Outside Professional Help &

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FLOW DIAGRAM OF PROCEDURES

Learner commits an offence

Preliminary Investigation by Educator

Determination of level of seriousness:

Level 1 offences dealt with by educators

Level 2 offences dealt with by HOD

Level 3 offences dealt with by Deputy Principal

Level 4 offences dealt with by Principal / SGB and/or SAPS

Referred to Governing Body

Disciplinary Hearing / Tribunal investigates and reports back to Governing Body

Governing Body decision

Further written warning or suspension

Recommendation to Department for expulsion

Ratification of expulsion by education department

Right to appeal by:

Learner / Parents /Governing Body

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15. FOUNDATION PHASE GRADE R CURRICULUM

In the Foundation Phase, there are three Subjects:

Mathematics

English

Life Skills

- Beginning knowledge

- Personal and Social Well Being

- Creative Arts

- Physical Education

HOME LANGUAGE ENGLISH TERM 1 LISTENING AND SPEAKING (ORAL) CONTENT/ CONCEPTS/SKILLS Listens attentively to simple questions and announcements and responds appropriately Listens to simple instructions and acts on them Listens to and repeats rhythmic patterns, e.g. clap, clap-clap, clap, and copies correctly Listens without interrupting Listens to short stories with enjoyment and joins in choruses at the appropriate time Sings simple songs and does actions (with help), e.g. ‘This is the way I wash my hands, wash

my hands, wash my hands…’ (Do the same with ‘comb my hair….’, ‘brush my teeth…..’) Recites simple rhymes and does actions (with help) Listens to and recalls simple word sequences, in order, such as big, beg, bag. Start with three

words and build up to four or more so that memory of what the ears have heard is developed Develops skills to select and identify a specific sound when a background noise is present or

music is playing, e.g. select the teacher’s voice from noises or sounds in the background Talks about pictures in posters, theme charts, books etc. related to a minimum of five themes

per term Tells stories and retells stories of others in own words Uses language to develop concepts in all subjects Develops language to develop concepts: shape, colour, age, time and sequence Uses language to think and reason: Identifies and describes similarities and differences Matches things that go together, and compares things that are different Classifies familiar items such as puts all toys in box, books on shelves, crayons in tins, sorts

according to colour etc. Identifies parts from the whole such as names and points to parts of the body Uses language to investigate and explore Asks questions Gives explanations Solves and completes at least five or more piece jig-saw puzzles Processes information: Picks out selected information from a description

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Uses visual and pictorial cues to make meaning Recognises and points out common objects in pictures Participates in activities to perceive objects in the foreground and the background and to

separate them meaningfully such as finds an image in a busy or detailed picture Plays games such as ‘Where is it?’ finding an object hidden in a classroom among other items Distinguishes between the shape of different letters and words through activities such as sorting

identical objects, viewing sequence of nearly identical pictures, picking out the one that is different and explaining why it is different

Arranges a set of three pictures in such a way that they form a story and a logical sequence of events when verbalised and relates the story created

Remembers what the eyes have seen in a memory game. For example: put different objects on the table, children look at these, teacher covers objects and children have to recall what they saw on the table.

Completes a puzzle or picture EMERGENT READING CONTENT/ CONCEPTS/S KILLS Reading Emergent reading skills Develops correct eye movements such as following a swinging ball moved from left to right. Participates in directionality activities such as moving the body left to right and top to bottom Distinguishes between the shapes of different letters and words such sorting objects that are the

same, sequencing of pictures, picking out the picture that is different Uses sequencing skills to order three pictures and relate the story created Uses memory skills to recall items seen such as letters, shapes or concrete objects Completes a visual picture such as building puzzles, completing pictures Holds the book the right way up and turns pages correctly Uses pictures to predict what the story is about: ‘reads’ pictures and captions showing an

understanding that pictures and words are related but different Makes up own story by ‘reading’ the pictures Pretends to read and adopts a ‘reading voice’ Recognises own name and names of at least five other children in the class Matches words to words on objects and named items such as name cards on tables, door,

window Begins to make meaning of written text Understands that print communicates meaning: a word can represent one’s own name Recognises own name and names of at least five other children in the class Understands that written words refer to spoken words ‘Reads’ high frequency words: own name, common brand names such as SPAR, Coke, and

television programme titles etc. ‘Reads’ enlarged texts such as poems, big books and posters as a whole class with the teacher

(Shared Reading) Discusses and describes characters in stories Draws pictures capturing main idea of the stories, songs or rhymes Sequences pictures in a story Responds to stories through movement and drama activities or rings Independent Reading ‘Reads’ independently books for pleasure in the library or classroom reading corner Phonological/ Phonemic Awareness Distinguishes aurally between different sounds especially at the beginning of own name Identifies a sound that does not belong in a sequence: ‘Which sound does not belong - b, b, k, b;

d, d, d, t ?’

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Identifies whether two given sounds are the same or different: /p/, /p/ [same]; /p/, /d/ [different]

Can identify that oral sentences are made up of individual words: clap on each word in a sentence where all words have only one syllable [Ben is good]

Relates sounds to letters and words Begins to recognise that words are made up of sounds: gives the beginning sound of own name EMERGENT WRITING CONTENT/ CONCEPTS/SKILLS Develops fine-motor skills for strengthening hands: rolls plasticine, models with play dough,

screws nuts onto bolts, plays the piano in the air, etc. Develops fine-motor control to strengthen fingers: plays finger rhymes with finger actions or

rolls small paper balls between fingers, etc. Develops fine-motor control: uses scissors to cut fringes on paper mats etc. Develops eye-hand co-ordination: plays catch with bean bags, balls, paper balls, draws with

crayons or paints informally during outdoor play etc. Develops directionality: moves parts of the body to the left or right, up or down etc. Crosses the midline: takes the right hand across the midline to touch the left shoulder etc. Forms letters in various ways using the whole body: by using own body to make the letter ‘l’ Traces simple outlines of pictures and patterns Copies patterns onto pegboards Uses a range of writing tools: paint brushes, wax crayons etc. during free indoor play or creative

art activities ‘Writes’ in sand trays Emergent Writing: Draws or paints pictures to convey messages during creative art activities such as about a

personal experience Understands that writing and drawing are different: pretend writing represented using squiggles ‘Reads’ own writing: ‘reads’ what squiggles ‘say’ Role-plays writing in play situations: takes a telephone message, writes a traffic fine etc. Copies known letters in own name to represent writing: copies own name ‘Writes’ from left to right and top to bottom Contributes ideas for a class news book by means of drawings Works with words Groups words: those that start with same initial sound such as ‘Charmaine’ and ‘Shireen; or

same letter such as ‘Mpho’ and ‘Michael’) Identifies name in print TERM 2 LISTENING AND SPEAKING (ORAL) CONTENT/ CONCEPTS/ SKILLS Listens to two or three part instructions, announcements and responds appropriately (e.g.

‘Collect the crayons and put them on the shelf.’) Listens without interrupting, taking turns to speak Listens to stories and acts these out Tells stories and retells the stories of other children in own words Sings songs, recites rhymes and performs actions with the whole class Recites poems and rhymes and adds actions to them in a group

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Sequences pictures of a story Participates in discussions and asks questions Talks about pictures in posters, theme charts, books etc. related to a minimum of five themes

per term Listens to and recalls in order simple word sequences such as big, beg, bag. Start with three

words, build up to four or more Uses language to develop concepts Uses language to develop concepts in all subject areas such as quantity, direction, time,

sequence, colour, age Uses language to think and reason Identifies and describes similarities and differences Matches things that go together, and compares things that are different Classifies things according to colour, shape or size Identifies parts from the whole. For example names parts of the body such as elbow, wrist, knee

etc. Uses language to investigate and explore Asks questions and asks for explanations Gives explanations and asks for clarification Solves and completes ten or more piece jig-saw puzzles Processes information: Picks out selected information from a description Uses visual and pictorial cues to make meaning Looks carefully at pictures and talks about common experiences Finds specified images in a busy or detailed picture Plays games such as ‘Search!’ finding an object hidden in a classroom among other items Distinguishes between the shape of different letters and words. For example, sorts identical

objects, views a sequence of nearly identical pictures and picks out the one that is different and explains why it is different

Orders a sequence of pictures and relates the story created EMERGENT READING CONTENT/ CONCEPTS/ SKILLS Reading Emergent reading Develops correct eye movement such as following a ball moved from left to right Develops directionality such as moving blocks from left to right and top to bottom Holds the book the right way up and turns pages correctly when ‘reading’ Uses pictures to predict what the story is about. For example, ‘reads’ picture and caption books

showing an understanding that pictures and words are related, but different. Points to words when ‘reading’

Interprets pictures to make up own story: ‘reads’ the pictures Pretends to read and adopts a ‘reading voice’ Understands that print communicates meaning. Knows words can represent own name, names of

people, places and things Recognises own name and names of five other children in the class ‘Reads‘ theme related flashcards and captions in a group with the teacher Understands that written words refer to spoken words such as daily news written down by the

teacher as the child speaks

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‘Reads’ high frequency words: peer names, calendar and weather words Uses pictures to ‘read’ simple phrase or caption books. The dog - a page with a picture of a dog) Acts out parts of a story, song or rhyme Listens to and discusses stories and other texts read or told aloud. Recalls details and states

main idea Talks about texts such as stories using terms such as ‘beginning’, ‘middle’, ‘end’, ‘sound’, ‘word’,

‘letter’, ‘rhyme’ Reads’ enlarged texts such as poems, big books, posters and electronic texts (computer texts)

as a whole class with the teacher (Shared Reading) Discusses and describes characters in stories Draws pictures capturing the main idea of stories, songs or rhymes Arranges a set of pictures in such a way that they form a story and then ’reads’ the story Responds to stories through movement and drama activities or rings (e.g. ‘The Three Little Pigs’) Predicts what will happen next in the story using familiar texts and picture cues Responds to stories through creative art: paints a picture of the story Independent Reading ‘Reads’ independently books for pleasure in the library or classroom reading corner Phonological/Phonemic Awareness Distinguishes aurally between different sounds especially at the beginning of words Listens for the odd word in a sequence where all words begin with the same sound. For example,

ring, rose, round, pose) or identifies whether two given sounds are the same or different . /c/, /c/ [same] or /c/, /g/ [different]

Divides multisyllabic words into syllables: uses clapping or drum beats on each syllable in the word ‘ba-na-na’ or identifies the number of syllables (claps) in the names of the children in the class: ‘Lu-ne-tta’ has three claps, ‘Rose’ one clap

Identifies rhyming words in well known rhymes and songs. For example, Humpty Dumpty sat on a wall - Humpty Dumpty had a great fall

Anticipates rhyming words in new songs and rhymes and completes the line or sentence Recognises initial spoken sounds especially at the beginning of own name Relates sounds to letters and words Understands that words consist of more than one sound. For example, sat - s-a-t done aurally Can recognise sounds at the beginning of some words such as friends’ names EMERGENT WRITING CONTENT/ CONCEPTS/S KILLS Develops fine motor skills for strengthening hand muscles: rolls plasticine, models with play

dough, plays a trumpet in the air, threads lacing cards, beads etc. Develops fine-motor control by playing more finger rhymes with finger actions Develops fine-motor control using scissors to cut out bold outlined pictures, shapes etc Develops eye-hand co-ordination: plays catch with bean bags, large or tennis balls, paper balls;

creates drawings and makes more complex patterns with crayons Develops large muscle control: works in pairs or on own to form letters with their bodies Begins to form letters using finger painting, paint brushes, wax crayons Traces simple outlines of pictures, patterns and own names where the correct starting point and

writing direction are indicated on letters Copies patterns onto pegboards and copies patterns, words and letters onto paper Uses a range of writing tools: paint brushes, wax crayons etc. Holds crayons correctly using an acceptable pencil grip ‘Writes’ using a correct sitting position

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Emergent Writing: Draws pictures to convey a message such as own ‘news’ Understands that writing and drawing are different and begins to copy letters and numerals from

the classroom environment in own writing attempts: pretend writing using a mixture of copied letters and squiggles

‘Reads’ what letters and squiggles ‘say’ Role plays writing in play situations: makes greeting cards, writes letters etc. Begins to ‘write’ observing conventions of directionality: ‘writes’ from left to right, top to bottom

of page Spontaneously copies print from the environment such as labels on common household products

when playing Works with words Groups words that share the same initial sound or letter Identifies a letter or a space between words in print: own names or familiar words or in a book Contributes sentences to a class piece of writing: child dictates as the teacher writes TERM 3 LISTENING AND SPEAKING (ORAL) CONTENT/ CONCEPTS/S KILLS Listens attentively to questions and gives answers Listens to announcements and responds appropriately Listens to a complex string of instructions and acts on them Listens without interrupting, showing respect for the speaker and takes turns to speak Tells stories and retells other children’s stories in own words Sings songs and rhymes and performs actions on own Recites poems and rhymes and adds actions to them with growing confidence Listens to longer stories and shows understanding by answering questions related to the story Sequences pictures of a story Listens to and recalls in order simple word sequences. For example, rat, mat, cat, sat. Start with

three words and build up to four or more Talks about pictures in posters, theme charts, books etc. related to a minimum of five themes

per term Uses language to develop concepts Uses language to develop concepts in all subjects. For example, Mathematics: quantity, size,

time, shape, age, direction and colour during ring time or informally during free play Uses language to think and reason Identifies and describes similarities and differences Matches things that go together and compares things that are different Classifies things according to own criteria Identifies parts from the whole (e.g. parts that make up a picture) Uses language to investigate and explore Asks questions and looks to books for explanations Gives explanations and offers solutions Completes between ten and twenty piece jig-saw puzzles Processes information: Picks out selected information from a description

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Uses visual and pictorial cues to make meaning Understands that pictures and photographs convey meaning about events, people, places and

things and talks about these Looks carefully at pictures and talks about common experiences Isolates images from the foreground and background in pictures and simple designs Finds object hidden in a classroom among other items and guides peers to items using simple

directions Distinguishes between the shape of different letters and words (e.g. ‘c’ and ‘a’) Sequences pictures and relates the story created EMERGENT READING CONTENT/ CONCEPTS/ SKILLS Reading: Emergent reading skills Develops eye movements. For example, follows a pencil moved from left to right Develops directionality: ‘reads’ a series of pictures or arrows from left to right and top to bottom Can match words to objects: matches labels to labelled items on an interest table Uses pictures to understand simple phrases and sentences in a book. For example, a picture of a

dog and a sentence that reads ‘Look at the dog.’ Holds the book the right way up and turns pages correctly Interprets pictures to make up own story, that is, ‘reads’ the pictures Distinguishes pictures from print: points to a word and asks what the word is Pretends to ‘read’ and adopts a ‘reading’ voice ‘Reads’ high frequency words in the community: road signs, shop names Begins to recognise high frequency words used in the classroom: weather words, days of the

week, peers’ names, months of the year ‘Reads’ picture books with three or four predictable sentences. For example, It is a dog. Look at

the dog. It is a big dog. Acts out a story, song or rhyme Recalls details and states main idea from a story read by the teacher Draws pictures of stories, songs or rhymes Discusses book handling and care Listens to, and discusses, stories and other texts read aloud Uses words like ‘sound’, ‘word’, ‘letter’, ‘rhyme’, ‘beginning’, ‘middle’, ‘end’ when talking about

text ‘Reads’ big books or other enlarged texts as a whole class with the teacher ‘Reads’ class or group generated texts. For example, sentences written by the teacher while the

children are watching, talking and dictating Makes links to own experience when reading with the teacher, viewing television or pictures Describes the characteristics of characters in stories or television and gives opinions Identifies the sequence of events in simple stories Uses cover of book and illustrations throughout the text to predict storyline Joins in the shared reading of texts with increasing confidence and enjoyment Answers a range of questions based on the story read CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) Independent Reading ‘Reads’ books independently for pleasure in the library or classroom reading corner, turning the

pages correctly, showing respect for books Phonological/ Phonemic Awareness Segments oral sentences into individual words using words of one syllable first (e.g. Sam - is - a

- boy )

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Divides multisyllabic words into syllables: uses claps or drumbeats on each syllable in words and names such as ‘cupboard’, ‘Jacqueline’. Children then count the syllables

Identifies rhyming words in well known rhymes and songs and in sequences of rhyming words such as Incey Wincey Spider…

Substitutes rhyming words in common songs and rhymes. For example, Humpty Dumpty sat on a ball. Humpty Dumpty said “Oh! I’ll fall”.

Recognises and names some letters of the alphabet especially own name. For example, My name, Diane, begins with a letter d

Relates sounds to letters and words Recognises aurally and visually some initial consonants and vowels especially at the beginning of

common words. For example, in Helen’s name she tells the teacher as she points to the ‘h’ that it says /h/

Understands that words consist of more than one sound. For example, ‘hand’ has four sounds h-a-n-d

Recognises sounds at the beginning of some words: friends’ names or names of animals EMERGENT WRITING CONTENT/ CONCEPTS/ SKILLS Develops fine motor skills for strengthening hand muscles: forms letters with play dough,

threads lacing cards, beads Develops fine-motor control by playing more finger rhymes with finger actions Develops fine-motor control using scissors to cut out bold outlined pictures, shapes etc Develops eye-hand co-ordination: plays catch with bean bags, large or tennis balls, paper balls

etc., creates drawings, makes more complex patterns with crayons Develops large muscle control: works in pairs or on own to form letters with their bodies Begins to form letters: uses finger painting, paint brushes, wax crayons, pegboards or elastic

boards Traces simple outlines of pictures, patterns and own names where the correct starting point and

writing direction are indicated on letters Copies patterns onto pegboards and words and letters onto paper Holds crayons using an acceptable pencil grip and writes using a good writing position Emergent Writing: Draws pictures to convey a message about a personal experience and uses this as a starting

point for writing. With help adds a word or phrase to a drawing Understands that writing and drawing are different and begins to copy letters and numerals from

the classroom environment in own writing attempts: pretend writing using a mixture of copied letters and squiggles

Role plays writing in play situations. For example, ‘writes’ lists Begins to ‘write’ observing conventions of directionality: ‘writes’ from left to right, top to bottom

of page Copies print from the environment when playing. For example, labels from advertisements Contributes ideas for a class news book Uses writing tools with greater confidence and ease: crayons and pencils Works with words Groups pictures of rhyming words, e.g. ‘bat’, ‘cat’, ‘hat’ Identifies a letter or a space between words in print, e.g. their names or familiar words or in a

book Contributes sentences to a class piece of writing: child dictates as the teacher writes Uses terms like ‘beginning’, ‘middle’, ‘end’, ‘sound’, ‘word’, ‘letter’ when talking about texts

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TERM 4 LISTENING AND SPEAKING (ORAL) CONTENT/ CONCEPTS/ SKILLS Listens attentively to questions and gives answers Listens to announcements and responds appropriately Passes on messages Listens to complex string of instructions and acts on them Listens without interrupting, showing respect for the speaker and takes turns to speak Listens to longer stories and shows understanding by answering questions related to the story Tells stories and retells other children’s stories in own words Sings songs and rhymes and performs actions on own with confidence Recites poems and rhymes and adds actions to them with confidence Sequences pictures of a story Participates in discussions and asks questions Listens to and recalls simple word sequences such as ‘spark’, ‘bark’, ‘cart’, ‘start’. Start with

three words and build up to four or more Talks about pictures in posters, theme charts, books related to a minimum of five themes per

term Uses language to develop concepts Uses language to develop concepts in all subjects such as quantity, size, shape, direction, colour,

speed, time, age and sequence Uses language to think and reason Identifies and describes similarities and differences Matches things that go together, and compares things that are different Classifies things according to own criteria and more complex criteria such as textures Identifies parts from the whole in a 2-Dimensional format and constructs in 3-Dimensional

format. Copies a picture or a pattern from a card [2-D] using blocks or plastic shapes [3-D] Uses language to investigate and explore Asks questions and looks to books, television, computers for explanations Listens to problems and offers solutions Completes 20 piece or more jig-saw puzzles Processes information: Picks out selected information from an oral description. For example, listens for the starting time

of an event from an announcement Uses visual and pictorial cues to make meaning Understands that pictures and photographs convey meaning about events, people, places and

things and talks about these Uses pictures to predict content of stories Identifies the foreground and background in pictures as separate elements Plays direction games with teacher and friends. Example: ‘snakes and ladders’ board game Distinguishes between the shapes of different letters and words: sorts plastic letters into groups

of the same letter Matches pictures and words using puzzles

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EMERGENT READING CONTENT/ CONCEPTS/ SKILLS Reading Emergent reading skills Matches words to pictures in print such as word-picture puzzles Interprets pictures to construct ideas. For example, makes up own story and ‘reads’ the pictures Distinguishes pictures from print. For example, points to a word and asks for it to be read ‘Reads’ personal texts such as sentences written by the teacher Begins to ‘read’ high frequency words seen in the classroom and at school: door, cupboard etc. ‘Reads’ picture books of increasing complexity Acts out a story, song or rhyme Recalls details and states main idea Draws pictures of stories, songs or rhymes Discusses book handling and care Reads big books or other enlarged texts as a whole class with the teacher ‘Reads’ class generated texts such as sentences scribed by the teacher, in a group with the

teacher Points at words rather than pictures when ‘reading’ Makes links to own experience when reading with the teacher, viewing television or pictures Describes the characteristics of characters in stories or television and gives opinions Identifies the sequence of events in simple stories Uses cover of book and illustrations throughout the text to predict storyline Joins in the shared reading of texts with increasing confidence and enjoyment Answers a range of questions based on the story read Independent Reading ‘Reads’ books independently for pleasure in the library or classroom reading corner, turning the

pages correctly, showing respect for books Phonological/Phonemic Awareness Segments oral sentences into individual words. For example, claps on each word in a sentence

using words of one syllable first -‘It is time for lunch’. Divides multisyllabic words into syllables: crocodile - croc-o-dile Identifies rhyming words in well known rhymes and songs and in sequences of rhyming words Recognises aurally and visually some initial consonants and vowels especially at the beginning of

common words Recognises and names some letters of the alphabet such as letters in own name Relates sounds to letters and words and understands that words consist of more than one sound:

duck is d-u-ck – done aurally Recognises sounds at the beginning of some words Begins to recognise that words are made up of sounds such as the beginning letter/s of their

names EMERGENT WRITING CONTENT/ CONCEPTS/ SKILLS Develops fine motor skills for strengthening hand muscles Plays finger rhymes with finger actions Uses scissors to cut out bold outlined pictures, shapes etc. Plays catch with bean bags, large or tennis balls, paper balls etc. as well as through creating

drawings, making more complex patterns with crayons Form letters with their bodies in pairs or on their own Forms letters using finger paint, paint brushes, wax crayons

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Traces simple outlines of pictures, patterns and own names where the correct starting point and writing direction are indicated on letters

Copies patterns, words and letters Uses a range of writing tools such as paint brushes, wax crayons Forms letters with a variety of writing tools such as crayons, pencils, chalk Holds crayons correctly showing preference for a particular hand to be used: left/right hand

dominance Forms some lower case letters correctly, that is, starts and ends in the correct place Emergent Writing: Draws pictures to convey a message about a personal experience and uses this as a starting

point for writing: with help adds a word, phrase or sentence Copies letters and numerals from the classroom environment when ‘writing’ ‘Reads’ own and others ‘writing’ ‘Writes’ and asks others to give meaning to what has been written Role plays ‘writing’ in play situations. For example, ‘writes’ lists ‘Writes’ observing conventions of directionality: ‘writes’ from left to right, top to bottom of page Copies print from the environment when playing such as labels from advertisements Makes attempts at familiar forms of writing, using known letters. For example, ‘writes’ a letter

home Contributes ideas for a class news book Uses writing tools with increased confidence and ease Works with words Groups pictures of rhyming words such as ‘can’, ‘fan’, ‘pan’ Copies short sentences and words written by the teacher Identifies a letter or a space between words in print such as their names or familiar words or in a

book Contributes sentences to a class piece of writing: child dictates as the teacher writes Uses terms like ‘beginning’, ‘middle’, ‘end’, ‘sound’, ‘word’, ‘letter’, ‘rhyme’

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MATHEMATICS 1. NUMBERS, OPERATIONS AND RELATIONSHIPS

CONTENT TERM 1 TERM 2 TERM 3 TERM 4 Count objects (Estimate and count objects to develop number concept)

Number range: 1 to 5 • One-to-one correspondence Introduce the Helper’s Chart and the sequence in which refreshments are served • Count in ones - Concrete apparatus - Body parts - Clapping hands - Stamping feet - Climbing steps • Rote counting using number rhymes and songs

Number range: 1 to 7 • One-to-one correspondence Reinforce Helper’s Chart on a daily basis • Count in ones - Concrete apparatus - Body parts - Clapping hands - Stamping feet - Climbing steps • Rote counting using number rhymes and songs • Clap many times / fewer times

Number range: 1 to 10 • One-to-one correspondence Reinforce Helper’s Chart on a daily basis • Count in ones - Concrete apparatus - Body parts - Clapping hands - Stamping feet - Climbing steps • Rote counting using number rhymes and songs • Clap many times / fewer times: which number of claps are more/ less, most/least

Number range: 0 to 10 • One-to-one correspondence Reinforce Helper’s Chart on a daily basis • Count in ones - Concrete apparatus - Body parts - Clapping hands - Stamping feet - Climbing steps • Rote counting: number rhymes and songs • Clap many times / fewer times: which number of claps are more/ less, most/least

Count forwards and backwards

Number range: 1 Incidental counting using number rhymes and songs, counters, 3-D objects, counting with body movements. Count in: • ones

Number range: 1 to 4 Incidental counting using number rhymes and songs, counters, 3-D objects, counting with body movements. Count in: • ones

Number range: 1 to 7 Incidental counting using number rhymes and songs, counters, 3-D objects, counting with body movements and number ladder. Count in: • ones

Number range: 0 to 10 Incidental counting using number rhymes and songs, counters, 3-D objects, counting with body movements and number ladder. Count in: • ones • two’s

NUMBER RECOGNITION Describe, compare and order numbers (Use numbers in familiar contexts)

Use numbers in familiar contexts • Learner should know his/her age • Completion of the daily attendance register. Make use of a variety of ways to take the daily attendance register e.g.

Use numbers in familiar contexts • Learner should know his/her house number and address • Reinforce the use of numbers Through completion of the daily attendance register as in first

Use numbers in familiar contexts • Learner should now his/her home telephone number and/or cell number (contact number of parent). • Reinforce the use of numbers through

Use numbers in familiar contexts • Reinforce knowledge regarding age, house number, address, home telephone/ cell number. (contact number) • Reinforce the use of numbers

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- Is the learner with the ice-cream symbol/ picture here today? - Is the learner with the name Sipho here today? - Is the learner with the name Sipho and surname Matlhola here today? • Identify numbers in pictures and dot cards • Play number card games

term e.g. - Is the learner that lives in house number 123 here today? - Is the learner living in 123 Wendy Street here today? - Is the learner with the telephone/ cell number 082 1234567 here today? • Identify numbers in pictures and dot cards • Play number card games • Identify numbers in adverts/flyers, old birthday cards etc.

completion of the daily attendance register as in first term e.g. is the learner celebrating his/ her birthday on the 16 of March here today? etc. • Identify numbers in pictures and dot cards • Play number card games • Identify numbers in adverts/flyers, old birthday cards etc

Through completion of the daily attendance register as in first term e.g. How many learners are absent today? How can we find out? The children discuss this amongst themselves. - Guess; - Count empty lockers; - Count empty chairs etc. • Identify numbers in pictures and dot cards • Play number card games • Identify numbers in adverts/flyers, old birthday cards etc • Identify numbers in magazines

Number symbols and number names (Recognise and identify Number symbols and recognise number names)

Number range: • Number symbols: 1 • Number names: one - Kinaesthetic (experience with body) - Concrete with 3-D objects that involve the number 1. - Semi-concrete with picture cards that involve the number 1. - Semi-concrete with dots cards that involve the numbers 1. • Reinforce the knowledge gained that involves the number 1.

Number range: • Number symbols: 2 to 4 • Number names: two, three, four. - Kinaesthetic (experience with body) - Concrete with 3-D objects that involve the numbers 2, 3 and 4. - Semi-concrete with picture cards that involve the numbers 2, 3 and 4. - Semi-concrete with dots cards that involve the numbers 2, 3 and 4. • Reinforce the knowledge gained that involve the numbers 1 to 4.

Number range: • Number symbols: 5 to 7 • Number names: five, six, seven - Kinaesthetic (experience with body) - Concrete with 3-D objects that involve the numbers 5, 6 and 7. - Semi-concrete with picture cards that involve numbers 5, 6 and 7. - Semi-concrete with dots cards that involve numbers 5, 6 and 7. • Reinforce the knowledge gained that involves the numbers 1 to 7.

Number range: • Number symbols: 0 to 10 • Number names: zero (naught), eight, nine, ten - Kinaesthetic (experience with body) - Concrete with 3-D objects that involve the numbers 0, 8, 9 and 10. - Semi-concrete with picture cards that involve the numbers 0, 8, 9 and 10. - Semi-concrete with dots cards that involve the numbers 0, 8, 9 and 10. • Reinforce the knowledge gained that involves the numbers 0 to 10

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NUMBER SENSE (RELATIONSHIPS) Describe, compare and order numbers (Identify and describe whole numbers)

Number range: 1 Identify and describes whole numbers up to 1.

Number range: 1 to 5 • Identify and describes whole numbers 2, 3 and 4 • Reinforce numbers 1 to 4

Number range: 1 to 7 • Identify and describes whole numbers 5, 6 and 7 • Reinforce numbers 1 to 7

Number range: 0 to 10 • Identify and describes whole numbers 8, 9, 10 and 0 • Reinforce numbers 0 to 10

Compares which of two given collections of objects are: a) Big and small b) Bigger and smaller c) Smallest and biggest

Compares which of two given collections of objects are: • Big and small • Bigger and smaller • Biggest and smallest (Introduce the concept) • Orders more than two given collections of objects from smallest to biggest and biggest to smallest

Compares which of two given collections of objects are: a) more than b) less than c) Is equal to (the same)

• Many and fewer e.g. incidental clapping

• More than, less than, equal to • Many and fewer e.g. incidental clapping

• More than, less than, equal to • Many and fewer e.g. incidental clapping. Ask question which was most/ least.

• More than, less than, equal to • Many and fewer e.g. incidental clapping. Ask question which was most/ least.

Ordinal numbers

Incidentally develop an awareness of ordinal numbers e.g. first, second, third…last, next. • Introduce during: Refreshment/ Snack Routine and Toilet Routine- 1st, 2nd, last, next

Incidentally develop an awareness of ordinal numbers e.g. first, second, third, fourth…last, next. • Reinforce ordinal numbers incidentally through the daily toilet routine • Apply during Life Skills Physical development activities as well. • Also during creative art activities (where appropriate)

Incidentally develop an awareness of ordinal numbers e.g. first, second, third, fourth, fifth, last, next. • Reinforce ordinal numbers incidentally through the daily toilet routine • Apply during Life Skills Physical development activities as well.

Incidentally develop an awareness of ordinal numbers e.g. first, second, third, fourth, fifth, sixth, last, next. • Introduce ordinal numbers - first, second, third, up to sixth • Reinforce ordinal numbers incidentally through the daily toilet routine • Apply during Life Skills Physical development activities as well.

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SOLVE PROBLEMS IN CONTEXT USING THE FOLLOWING TECHNIQUES: Problem solving Techniques (Uses the following techniques and strategies)

Uses the following techniques • concrete apparatus e.g. counters

Uses the following techniques • concrete apparatus e.g. counters

Uses the following techniques • concrete apparatus e.g. counters • physical number ladder

Uses the following techniques • concrete apparatus e.g. counters • physical number ladder

Addition and subtraction (Orally solve word problems [story sums] and explains own solution to problems involving: a) Addition and subtraction with answers up to 10) Grouping and sharing leading to division (equal sharing & grouping with whole numbers up to10 with Answers that include remainders).

• Use counters and orally solve problems that involve the numbers 2, 3 and 4. • Reinforce the solving of problems that involve numbers 1 to 4

• Use counters and orally solve problems that involve the numbers 5, 6 and 7. • Reinforce the solving of problems that involve numbers 1 to 7

• Use counters and orally solve problems that involve the numbers 8, 9. 10 and 0. • Reinforce the solving of problems that involve numbers 1 to 10

Money

• Develop an awareness of South African coins. 20c, 50c, R1, R2, R5 • Identify colour and which animal appears on each coin • Identify similarities and differences between coins e.g. Sort play money according colour and size. • Provide play money in the home corner

• Develop an awareness of South African bank notes. R10, R20, R50, R100, R200, • Identify similarities and differences between notes e.g. Sort play money according colour and size. • Provide play money in the house corner

• Provide play money in the house corner

Addition and subtraction (Solves orally stated addition & subtraction problems with solutions up to 10)

Orally solves addition and subtraction problems with answers up to 4.



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2. PATTERNS, FUNCTIONS AND ALGEBRA

CONTENT TERM 1 TERM 2 TERM 3 TERM 4 Geometric patterns (Copy and extend simple repeating patterns using physical objects and drawings) (Creates own repeating patterns)

• Identify patterns in clothes, objects, and environment • Copy and complete patterns. • Copy patterns using body percussion • Copy, complete and create own pattern

• Copy , extend and create own patterns • Copy a given pattern using coins

• Copy, extend and create own pattern with pictures

• Copy , extend and create own auditory patterns • Copy a noise pattern • Play a game “hop scotch” pattern

3. SPACE AND SHAPE (GEOMETRY)

CONTENT TERM 1 TERM 2 TERM 3 TERM 4 Position, orientation and views Describes one 3-D object in relation to another ( e.g. ‘in front and behind)

Spatial Relationships The position of two or more objects in relation to the learner • In front of and behind • On, on top, under and below • In and out • Up and down • next to and between Outdoor play is important. The jungle gym can be used to reinforce, for example: • Maths concepts • Creative art • Physical development

Spatial Relationships The position of two or more objects in relation to the learner • On and under

The position of two or more objects in relation to each other and to one another • In front of and behind • On, on top, under, bottom and below • Next to • Middle • Left and right • Pegboard work Describe objects from different perspectives, e.g. a doll, house from the front, the back, the sided depending on where you stand

Spatial Relationships The position of two or more objects in relation to the learner • In front of and behind • On top, under or below • Top and bottom • Next to, between and middle • Left and right The position of two or more objects in relation to one another • Pegboard work • In front of and behind • On top, under or below • Top and bottom • Next to, between & middle • Left and right

Follows directions (alone and/ or as a member of a group or team) to move/ place self within a specific space (directionality)

• Directionality - forwards/ backwards • Games such as tracking the train • Obstacle course-following a direction • Physical education & music activities

• Forward/ backwards • Arrow Chart

• Forwards and backwards • Up and down, • Upwards and downwards • Left and right • Where does the sound come from?

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3-D objects (Recognise, identifies and names three Dimensional objects in the classroom: a) balls b) boxes

• balls: Introduce and explore balls • boxes : Introduce and explore boxes

2-D shapes Recognise, identifies and names two dimensional shapes in the classroom and in pictures, including: a) Learners Symbols b) Class name How to build puzzles Minimum: a) (Term 1: 6 pieces) b) (Term 2: 12 pieces) c) (Term 3: 18 pieces) d) (Term 4: 24 pieces)

• Allow each learner to choose own symbol card the first day • Display only the learner’s symbol/ photo the first 3 months of the year • Introducing the class name eg. by using a picture – the “Teddy Bear” class. • Label on classroom door with teachers name • Label indicating Grade R class • Introduce puzzles and give guidance on how to build them. • Discuss the puzzle picture with special attention to detail such as colour, people/ animals, objects, position of people/ animals and objects • Learners should be able to at least complete a 6-piece puzzle at the end of term 1.

Display the learner’s symbol/photo and learner’s name the next 3 months. Puzzles • Provide a variety of puzzles during free play inside on a daily basis • Learners should be able to at least complete a 12-piece puzzle at the end of term 2. • Make and complete own 4- piece puzzle

Display only the learner’s name on a label the last 6 months of the year Puzzles • Provide a variety of puzzles during free play inside on a daily basis • Learners should be able to at least complete a 18 piece puzzle at the end of term 3. • Make and complete own 5-piece puzzle

Display the learner’s name on a label the last 6 months of the year. Puzzles • Provide a variety of puzzles during free play inside on a daily basis • Learners should be able to at least complete a 24-piece puzzle at the end of term 4.

Figure-ground Perception Geometric shapes a) circle b) triangle c) square d) rectangle e) Conservation of shapes (Form constancy)

• Introduce figure- ground perception (Identify objects- “I spy with my little eye”) • Introduce a circle • Introduce a triangle • Introduce a square

• Reinforce figure- ground perception through sorting activities,matching and grouping activities and tidy up routine. • Reinforce the triangle • Shape Conservation (form constancy of triangle)

• Reinforce figure- ground perception through sorting activities,matching and grouping activities and tidy up routine. • Reinforce the square • Shape Conservation (form constancy of shapes learnt up to date)

• Reinforce figure- ground perception through sorting activities, matching and grouping activities & tidy up routine. • Reinforce circle, triangle, square and rectangle • Shape Conservation (Form constancy of shapes learnt up to date)

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Describes, sorts and compares 3-D objects and 2-D shapes according to: a) Size (big/ small) b) Colour (red, blue, yellow, green,) c) Shape (circle, triangle, square rectangle) d) objects that roll e) objects that slide

• Introduce Tidy-up Chart (sorting toys) • Size: Sort 3-D objects according to size • Colour: Sort 3-D objects and 2-D shapes according to Primary colours • Shape: Sort 3-D objects and 2-D shapes according to shapes • Objects that roll - Identify and explore objects that roll - Reinforce objects that roll • Objects that slide - Identify and explore objects that slide - Recognise and explore objects that can slide and roll

• Sort according to similarities and differences • Size: Sort 3-D objects according to size • Colour: Identify and sort counters according to the colours red, blue, yellow, and green • Shape: Sort 3-D objects and 2-D shapes according to shapes

• Size: Sort 3-D objects according to size • Colour: Sort 3-D objects and 2-D shapes according to colours • Shape: Sort 3-D objects and 2-D shapes according to shapes

• Size: Sort 3-D objects according to size • Colour: Sort 3-D objects and 2-D shapes according to colours • Shape: Sort 3-D objects and 2-D shapes according to shapes

Builds 3-D objects using concrete materials (e.g. building blocks)

• Provide building blocks and construction materials during free play inside on a daily basis • Explore with Building blocks

• Provide building blocks and construction materials during free play inside on a daily basis • Explore with Building blocks

• Provide building blocks and construction materials during free play inside on a daily basis • Let learners build own construction by copying from a given construction example • Copy the same construction from a design or picture card • Reinforce copying the same construction from a design or picture card

• Provide building blocks and construction materials during free play inside on a daily basis • Ongoing during free play inside

Symmetry (Recognises line of symmetry in self, and own environment)

• Identify body parts (Under counting) • Head, eyes, nose, mouth, chin, neck, shoulders, arm, hand, fingers, chest, leg, knee,

• Crossing the midline - performing actions • Apply crossing of the midline during Life Skills (Physical Development)

• Crossing the midline – chalkboard activities • Apply crossing of the midline during Life Skills (Physical Development)

• Develop the awareness that there is symmetry in objects • Apply crossing of the midline during Life Skills (Physical Development)

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foot, toes • One’s body has two sides • Reinforce the awareness that one’s body has two sides e.g. “the one side” and “the other side” leading to “left and right” • Crossing the midline incorporated with counting. Above to be done during physical development • Using Rhymes and Songs • during Creative Art

• Rhymes and Songs • Creative Art activities

4. MEASUREMENT

CONTENT TERM 1 TERM 2 TERM 3 TERM 4 Time: Describes the time of day in terms of day or night.

• Introduce both the concepts “day and night” and ”light /dark’’ • Morning, afternoon, tonight - (incidental learning during daily programme and weather chart

Sequence recurring events in own daily life. a) Daily Programme

• Introduce the Daily programme - Learners experience the sequencing of events during a day. - Pictures are displayed from left to right developing reading direction - The leader of the day moves a movable arrow as the activities on the daily programme progress.

• Daily Programme - Reinforce the sequencing of recurring events in one day through the Daily programme



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b) Weather Chart

• Introduce the Weather Chart (daily) - The teacher guides learners to determine the name of the day, date and month with song and rhyme, flash cards and displays labels and symbols on a calendar representing a week. - Develop an awareness of the time concept. - Indicate birthdays, outing, special days, holidays during the week - Sequencing months of the year through a song

• Weather chart (daily) - The teacher guides learners to determine the name of the day, date and month with flash cards and displays labels and symbols on a weekly calendar.

• Weather chart ( daily) - The learners determine the name of the day, date and month with flash cards and displays labels and symbols on a weekly calendar.

• Weather chart ( daily) - The learners determine the name of the day, date and month with flash cards and displays labels and symbols on a weekly calendar.

c) Days of the week

• Days of the Week - Teacher teaches learners a song or a rhyme about the days of the week. Repeat every day as weather chart is discussed. - Sequencing days of the week using a song

• Days of the Week - Teacher teaches learners a song or a rhyme about the days of the week. Repeat every day as weather chart is discussed.

• Days of the Week

• Days of the Week

d) Seasons Chart

• Seasons chart - Introduce the chart showing the four seasons indicating: o Summer o Autumn o Winter o Spring

• Seasons chart - The arrow indicating the present season is moved as the seasons change - The first day after the school holiday the teacher should ask learners what they did during holidays - Develop an awareness of what the learner does from the time he/she wakes up until

• Seasons chart - The arrow indicating the present season is moved as the seasons change - The first day after the school holiday the teacher should ask learners what they did during holidays

• Seasons chart - The arrow indicating the present season is moved as the seasons change - The first day after the school holiday the teacher should ask learners what they did during holidays

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going to school. - Develop an awareness of what happens between suppertime and bedtime.

Introduce Birthday Chart

• Introduce the Birthday Chart • Learners should know their age • Develop an awareness of reading direction • Learners should know their own birth date (day and month)

• Continuous whenever a learner has a birthday



Length Concretely compare and order objects using appropriate vocabulary to describe length • Introduce Height Chart - Measure with hands (Visual and incidental) - Measure with Footprints (Visual and incidental) - Measure with tape measure (Visual and incidental) - long, short, - longer, shorter, - tall, taller/ tallest (visual) - estimate

Length • Long and short, tall, taller and tallest (visual) • Introduce the concept of length • Height chart with hands/feet

Length • Longest and shortest, longer and shorter (explore length) • Reinforce the concept of length • Learners discover whether they have grown since the last term (Learners can compare their heights against something in the class, e.g., cupboard)

Length • Estimate the length of different objects • Estimate and measure the length of different objects using feet, hands, a piece of string, a stick etc.

Length • Measure the height of the learners with a tape measure (Replace hands with tape measure)

Mass Works concretely comparing and ordering objects using appropriate vocabulary to describe the following: a) Light, heavy b) Lighter, heavier c) Continuous during water and sand play

Mass • Introduce the concept of mass by comparing the masses of different objects e.g. - light/heavy - lighter/heavier • Reinforce mass (Lightest/heaviest)

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Capacity/Volume Works concretely comparing and ordering objects using appropriate vocabulary to describe the following: a) empty, full, b) a lot, a little c) less than, more than, d) Continuous during water and sand play

Capacity/Volume • Introduce the measuring concept of capacity by comparing how much various containers hold e.g. - “empty/full” - “more than/less than” - a lot, a little • Continuous during water and sand play

5. DATA HANDLING

CONTENT TERM 1 TERM 2 TERM 3 TERM 4 Collect and sort objects Collects physical objects of a similar kind (alone and/or as a member of a group or a team) e.g. ten leaves, ten shapes

• Introduce the concept of data handling by collecting data of how many boys and how many girls are in the class

• Collect objects (twigs of different sizes)

• Pose a question: “Are names with six letters most popular?” • Collect data to answer this question using the learners name cards.

• Use the Birthday Chart to determine whose birthdays are in which month. • Collect data from the learners to determine the colour of the play dough for the following week e.g. blue, yellow, green • Collect data (Which mode of transport do learners use to come to school?)

Sort physical objects according to one attribute. e.g. size of leaves

• Sort the data by letting learners stand in a boys and girls row.

• Sort the collected objects (twigs of different sizes)

• Sort the name cards according to the number of letters in each name.

• Sort the data according to the relevant birthday month of each learner. • Each child selects one block representing the colour of his/her choice of play dough for the week • Sort the collected data (walk, with parent’s car, taxi or bus)

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Represent sorted collections of objects (Draw graphs to display data. Draws a picture as a record of collected objects)

• Make a graph representation the data using blocks or shapes

• Draw a graph of collected objects (twigs of different sizes)

• Draw a graph by pasting each name card below the relevant columns

• Draw a graph representing the learners birth days in each month. • Make use of real objects to make a graph such as blocks, stacking cubes, Lego or Duplo blocks representing the colours of dough you plan to make e.g. blue, yellow, and green. • Draw a pictograph representing the learners walking, coming by taxi, with a parent’s car and arriving by bus.

Discuss and report on sorted collections of objects Read and interpret graphs. Answer questions based on own picture or own sorted objects. (e.g. “How many big leaves did you draw? Which are the most, the big leaves or the small leaves?”)

• Read and interpret data by using play dough to make a representation of the number of boys and girls in the class.

• Read and interpret graphs using questions

• Read and interpret data by counting the number cards in each column and coming to a conclusion.

• Read and interpret graphs using questions to determine which month has the most birthdays • According to the choice of the learners the colour of the play dough for the week will for example be yellow • Read & interpret graphs (How many walk, come by taxi, bus, etc.)

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LIFE SKILLS TERM 1 BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING TOPIC: ME Personal details - name, age, address, contact number What makes me special - include name, language/s, gender Abilities and interests TOPIC: AT SCHOOL Name of school, teacher, principal Toilets and play areas Rules and routines at school TOPIC: IN THE CLASSROOM Where I keep my things in the classroom Classroom rules Working together in the classroom How to show my feelings in the classroom How to express what I feel TOPIC: BOOKS Why we need books Looking after books Using books for information Stories I like Where I can find books TOPIC: DAYS OF THE WEEK Days of the week What we do on different days Yesterday, today and tomorrow TOPIC: MY BODY 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: HEALTHY LIVING Good basic hygiene practices Washing regularly Cleaning teeth, hair, nails Washing fruit before eating Good toilet habits Sleep Exercise

TOPIC: SUMMER The weather in summer How nature is affected How animals are affected How people are affected - e.g. what we eat, wear, do, games we play TOPIC: SHAPES AND COLOURS AROUND US 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

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CREATIVE ARTS PERFORMING ARTS 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) IMPROVISE 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 ARTS CREATE IN 2D 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 3D (CONSTRUCTING) Fine-motor and sensory co-ordination: (eye-hand-mind) manipulation of scissors and other tools

and equipment. VISUAL LITERACY Naming shape in own work PHYSICAL EDUCATION LOCOMOTOR 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.

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RHYTHM 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

SPATIAL 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

LATERALITY 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

SPORTS AND GAMES Hide-and-seek Multi-sensory activities, play in water with various plastic objects

TERM 2 BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING TOPIC: HOME Who lives at home What I do at home Who works at home Different jobs we do at home

TOPIC: SAFETY How to be safe at home Safe places to play Unsafe places to play Being safe on the road

TOPIC: MY FAMILY Who belongs to my family Activities my family do together Activities my family celebrate - e.g. wedding, good news, birthdays

TOPIC: WEATHER What the sky looks like - include colour and clouds Hot days, cold days, sunny days, rainy days, windy days -include what we wear on these days TOPIC: AUTUMN The weather in autumn How nature is affected How animals are affected How people are affected - e.g. what we eat, wear, do, games we play

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TOPIC: SOUND Sounds we hear What makes the sounds we hear Music I like How hearing keeps us safe Looking after my ears TOPIC: SIGHT Things around me Light, dark and shadows How being able to see keeps us safe Looking after my eyes TOPIC: TOUCH Different things feel different Introduce new words: hard, soft, smooth, rough, cold, hot, warm, cool Experiencing different temperatures and textures TOPIC: TASTE AND SMELL 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 CREATIVE ARTS PERFORMING ARTS 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!’ IMPROVISE 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

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VISUAL ARTS Create in 2D 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 3D (modeling and constructing) Craft skills and techniques: cutting, pasting, tearing Use playdough to model freely: shaping, twisting, rolling VISUAL LITERACY Looking at and talking about book illustrations: naming shape and colour in book illustrations,

identifying contrasts big/ small, long/short in book illustrations PHYSICAL EDUCATION In addition to the standard resources for Life Skills you will need: Obstacle course items; music, bean bags, balls, etc. Ropes; jungle gym, etc.

LOCOMOTION /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

RHYTHM 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

SPATIAL ORIENTATION 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

LATERALITY Body parts - running … falling face down, lying on the ground… rolling onto their backs and on

their sides L/R Moving sideways L/R

SPORTS AND GAMES Throw bean bags /balls into containers Bouncing, catching, throwing

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TERM 3 BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING TOPIC: WINTER The weather in winter How nature is affected How animals are affected How people are affected - e.g. what we eat, wear, do, games we play TOPIC: TRANSPORT Getting to school Different kinds of transport Transport long ago TOPIC: JOBS PEOPLE DO Work relating to: Transport e.g. train, truck and taxi drivers; traffic officers; pilots and crew Health e.g. doctor, dentist, ambulance driver Food e.g. shop keepers, waiters, baker, farmer Services e.g. builder, plumber, electrician, painter TOPIC: WATER 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 TOPIC: FRUIT Different types of fruit Tastes and textures of fruit Where fruit comes from Colours and shapes of fruit TOPIC: VEGETABLES Different types of vegetables Tastes and textures of vegetables Where vegetables come from Colours and shapes of vegetables TOPIC: DAIRY FARMING Dairy products and the animals they come from How we get butter TOPIC: WOOL FARMING A sheep farm Where wool comes from Uses of wool TOPIC: HEALTHY ENVIRONMENT The importance of a clean environment Ways in which people pollute the environment The importance of recycling Festivals and special days

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CREATIVE ARTS PERFORMING ARTS 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 IMPROVISE 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 Create in 2D 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 3D (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 Literacy Looking at and talking about colour and shape in pictures and photographs Responding to questions to show awareness of colour and shape PHYSICAL EDUCATION 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. LOCOMOTOR 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

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RHYTHM 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 SPATIAL 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 LATERALITY Moving sideways L/R in a straight pathway, curved pathway and zigzag Hopping on non-dominant foot SPORTS AND GAMES Buck and hunters; cat and mouse; wolf and sheep; catch the tail; etc. TERM 4 BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING TOPIC: SPRING The weather in spring How nature is affected How animals are affected How people are affected - e.g. what we eat, wear, do, games we play TOPIC: BIRDS Different types of birds General characteristics of a bird - feathers, two legs, beak, lays eggs Birds that cannot fly - ostrich, penguin Nests TOPIC: REPTILES Different reptiles - e.g. crocodile, snake, lizard Characteristics of reptiles - cold-blooded, scaly body, lays eggs Find out more about at least one reptile TOPIC: DINOSAURS Different dinosaurs How dinosaurs lived How we know about dinosaurs today

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TOPIC: WILD ANIMALS What is a wild animal Types of wild animals Where we find wild animals How wild animals live TOPIC: FINDING OUT ABOUT ONE WILD ANIMAL 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

TOPIC: SPORT Sport I like Why we have rules in sport Why playing sport is good for me Festivals and special days CREATIVE ARTS PERFORMING ARTS CREATIVE GAMES AND SKILLS Warming up the body using levels (high, low and medium) such as reaching for a frisbee,

crawling like a worm, rollerskating, 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 IMPROVISE 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 effect. Spatial awareness through movement with sound effects such as travelling in a car, aeroplane,

train, bus, helicopter, taxi, scooters, bicycles, etc. VISUAL ARTS CREATE IN 2D 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 3D (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 LITERACY More specific naming of colour and shape (light and dark colour, simple geometric shapes) and

contrasts through answering questions

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PHYSICAL EDUCATION Obstacle course items, whistle, variety of balls, newspaper bats, etc. LOCOMOTOR 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 RHYTHM 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 SPATIAL 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.

LATERALITY Activities using the non-dominant side of the body Rolling activities, lie on the ground and roll left or right SPORTS 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.

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16. CONCLUSION

Enjoy time spent with your child. They are little for such a short time!

Work together with your child’s educator.

If you have any queries or problems – take them to the relevant authorities, rather than

complaining about it to other parents. Your child will pick up negative comments and will

quickly become negative themselves about their school experience.

Don’t always believe everything your child tells you about their educators – and the educator

won’t always believe everything they hear about you!!!

Most importantly – LOVE YOUR CHILD AND HARTLEY OF COURSE!!!!!!!!

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HAVE HAPPY, FUN-FILLED

YEARS AT HARTLEY!!!!!!

COMPILED BY

M. SAIB

H.O.D.

Date post:	24-May-2020
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