Lesson Notes By Weeks and Term v5 - Grade R

Lesson Video

This page supports the lesson note with a companion video and a short classroom-ready summary.

For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.

Performance objectives

• By the end of this week, learners should be able to:
• Identify and Name: Point to and name at least four main body parts (e.g., head, arms, legs, tummy) and identify two basic emotions (happy, sad) from pictures or facial expressions.
• Demonstrate Understanding of Rules: State at least two classroom rules (e.g., "We use kind hands," "We use our listening ears") and explain in simple terms why the rule is important.
• Apply Healthy Habits: Demonstrate the key steps of washing hands with soap and water and sort at least five picture cards into 'healthy food' and 'unhealthy food' categories.
• Exhibit Gross Motor Control: Participate in a movement activity, demonstrating the ability to hop on one foot, jump with two feet, and walk along a straight line.

Lesson summary

Overview This week serves as a crucial consolidation point for Grade R learners. Over the first four weeks, they have been introduced to fundamental concepts about themselves, their immediate environment (school), and foundational habits for a healthy and safe life. This revision week is not about introducing new information, but about reinforcing these core concepts through interactive, play-based activities. For a Grade R learner in South Africa, building this foundation is vital. Understanding who they are, their feelings, and their family structure builds a positive self-identity in our diverse society.

Lesson notes

This revision week focuses on four key areas from the CAPS curriculum for Grade R Life Skills: (1) Personal and Social Well-being, (2) Beginning Knowledge, (3) Creative Arts, and (4) Physical Education. The concepts are revisited through integrated play.

Concept 1: All About Me (Personal Well-being)

My Body: Our body is our home. It has many different parts that help us do amazing things like run, play, see, and hug.

Why it's important: Knowing our body parts helps us tell a grown-up, like a teacher or a parent, where we feel sore if we get hurt. It is also the first step in learning to keep our bodies safe.

Example Activity (Song): Sing "Head, Shoulders, Knees and Toes" ("Ikhanda, amahlombe, amadolo neenzwane" in isiXhosa/isiZulu). As you sing, you touch each body part. This uses music and movement to reinforce the names and locations of body parts.

My Feelings: We all have feelings, and they change throughout the day. Some common feelings are being happy, sad, angry, or scared. Our faces can show others how we are feeling. A smile shows we are happy; tears might show we are sad.

Why it's important: Understanding our feelings helps us to talk about them. It also helps us understand how our friends might be feeling. If we see a friend is sad, we can be kind to them.

Example Activity (Mirror Game): The teacher says, "Show me your happiest face!" Learners smile big. The teacher says, "Show me a sad face." Learners make a sad face. This helps them connect the word for the feeling with the physical expression.

Concept 2: My School and My Health (Beginning Knowledge & Social Well-being)

Classroom Rules: Rules are not there to spoil our fun. They are like a big, friendly hug that keeps everyone in our class safe and able to learn.

Why we have them: Rules like "Use walking feet inside" prevent us from tripping and getting hurt. Rules like "Use kind hands" ensure we don't hurt our friends. Rules like "Tidy up our toys" make sure our classroom is a nice place for everyone.

Example (Story): Tell a short story about a classroom where there were no rules. The children ran around, toys were everywhere, and nobody could hear the teacher.

Ask the learners: "Was that a happy classroom? What rules would help them?" Healthy Habits: This is about making smart choices to keep our bodies strong and healthy.

Handwashing: Our hands touch everything and can pick up tiny, invisible germs that can make us sick. Washing our hands with soap and water washes these germs away.

How to wash hands (The 5 Steps):

1. Wet hands.

2. Use soap.

3. Rub hands together and make lots of bubbles for 20 seconds (sing "Happy Birthday").

4. Rinse all the soap off.

5. Dry hands well.

Healthy Eating: Food is fuel for our bodies. Healthy foods like fruit (apples, bananas), vegetables (carrots, spinach), and pap give us energy to play and learn. 'Sometimes foods' like sweets, chips, and fizzy drinks are okay for a treat, but too much can make us feel tired and sick.

Example (Lunchbox Check): Look at a pretend lunchbox. "Inside I have an apple and a packet of chips. Which one is the healthy food that will help me run fast outside? Yes, the apple! The chips are a 'sometimes food'." Concept 3: Movement and Making (Physical Education & Creative Arts)

Gross Motor Skills: These are movements that use our big muscles in our arms and legs. Running, jumping, hopping, skipping, and balancing are all gross motor skills.

Why it's important: Practising these movements helps our muscles grow strong, improves our balance, and helps our brain learn.

Fine Motor Skills: These are small movements that use the little muscles in our hands and fingers. Threading beads, building with blocks, holding a crayon, and using scissors are all fine motor skills.

Why it's important: These skills help us get ready for writing. When we can control our fingers well, it becomes easier to hold a pencil and form letters. Guided Practice (With Solutions)

Activity 1: The Feelings Bag Description: The teacher has a bag with different emotion faces (happy, sad, angry) printed on cards. The teacher pulls out one card without showing the learners and acts out the emotion with their face and body.

Question: "Look at my face. My mouth is smiling, and my eyes are crinkly. How am I feeling?" Solution &

Commentary: The learners should guess "Happy!" The teacher then shows the card and says, "That's right! I am feeling happy. You could tell because I was smiling. A smile is a clue that someone is happy." Activity 2: Red Light, Green Light (Rule Following Game)

Description: Learners line up at one end of the room. The teacher stands at the other end with their back to the children.

Instructions: "When I say 'Green Light,' you must use your walking feet to walk towards me. When I shout 'Red Light' and turn around, you must freeze like a statue. This game helps us practice stopping and listening." Solution &

Commentary: Learners who move after "Red Light" is called are sent back to the start.