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 at least five key body parts (e.g., head, shoulders, knees, toes, eyes) and state one function for each (e.g., "I see with my eyes").
• Demonstrate an understanding of at least two basic safety rules by verbally explaining them or identifying them in pictures (e.g., holding a trusted adult's hand to cross the road, not playing with matches).
• Sort a collection of familiar objects according to a single attribute, such as colour, shape, or size.
• Participate actively in a group music and movement activity, following simple one-step instructions and rhythms.

Lesson summary

This week serves as a crucial consolidation period, allowing Grade R learners to revisit, practice, and strengthen the foundational life skills they have acquired throughout the term. In the South African context, these skills are not merely academic; they are vital for navigating daily life safely and confidently. The lesson revisits concepts from all three Life Skills study areas: Personal and Social Well-being, Creative Arts, and Physical Education. By reinforcing topics like personal safety, health, emotional intelligence, and motor skills, we empower young learners to understand themselves and their immediate environment better.

Lesson notes

This section revisits the core concepts covered in the term. The focus is on practical, interactive reinforcement rather than introducing new information. Personal and Social Well-being Me and My Body: Our bodies are amazing! They help us to play, learn, and explore our world. We have different parts that do different jobs.

Body Parts: Head, shoulders, knees, toes, eyes, ears, mouth, and nose. Let's remember what they do. For example, our legs and feet help us to run and kick a soccer ball, just like the players in Bafana Bafana! Our hands help us to build with blocks and draw beautiful pictures.

The Five Senses: We learn about the world using our senses.

Sight (Eyes): We see the bright colours of the South African flag.

Hearing (Ears): We hear the hadeda calling in the morning.

Smell (Nose): We can smell the rain on the hot ground or the sweet smell of koeksisters.

Taste (Mouth): We taste yummy pap or a sour lemon.

Touch (Hands/Skin): We feel the rough bark of a tree or the soft fur of a cat.

My Feelings: It's okay to have different feelings. Everyone feels happy, sad, or angry sometimes.

Happy: Like when you get a big hug or play with your friends.

Sad: Like when you miss your Gogo or fall down and hurt your knee.

Angry: Like when someone takes your toy without asking.

Explanation:* We explain that it's important to talk about our feelings with a teacher or a grown-up at home. We can show our feelings with our faces—a big smile for happy, a frown for sad.

Health and Safety: Keeping our bodies safe and healthy is the most important job we have.

Handwashing: We wash our hands with soap and water to get rid of germs that can make us sick. We must always wash our hands before we eat and after playing outside or using the toilet.

Safety Rules: These rules are here to protect us.

For example: Road Safety: Always hold a grown-up's hand when crossing the street. Look and listen for cars.

Stranger Safety: We do not talk to people we don't know, and we never take anything from them or go anywhere with them. If a stranger makes you feel scared, you must shout "NO!" and run to a safe adult you trust.

Home Safety: Never play with matches, lighters, or the stove. These things are for grown-ups only and can cause a big fire.

Creative Arts Visual Arts: We can all be artists! We use colours, shapes, and lines to make art.

Colours: The primary colours are Red, Yellow, and Blue. They are special because we can mix them to make new colours!

Shapes: We see shapes everywhere! Circles (like a car wheel), Squares (like a window), and Triangles (like the roof of a house).

Performing Arts: We use our bodies and voices to perform.

Music & Singing: We can clap a steady beat. We sing songs we know, like familiar nursery rhymes or parts of our national anthem, "Nkosi Sikelel' iAfrika".

Movement & Dance: We move our bodies to the music. We can march like soldiers, hop like bunnies, or fly like birds.

Physical Education Gross Motor Skills: Using our big muscles to move.

Activities: Running on the playground, jumping over a rope on the ground, hopping on one foot, and throwing and catching a big, soft ball. These activities make our bodies strong and healthy.

Fine Motor Skills: Using our small muscles, especially in our hands and fingers.

Activities: Holding a crayon or pencil correctly (using a 'crocodile grip'), using scissors to cut on a line, threading big beads onto a string, and building with small blocks. These activities help us get ready for writing.

Guided Practice (With Solutions)

Activity: The Feelings Mirror Question: The teacher says, "Show me your happiest face! Now show me a sad face. Can you make a very angry face?" The teacher mirrors the expressions back to the learners. Solution and

Commentary: Learners attempt to make the facial expressions corresponding to the emotion. The teacher observes and provides positive reinforcement, e.g., "Yes, Jabu, I can see from your big smile that you are happy!" This activity consolidates the vocabulary of emotions with physical expression. It helps normalise feelings and provides a non-verbal way for children to communicate.

Activity: Safe or Unsafe?

Thumbs Up/Thumbs Down Question: The teacher describes a short scenario: a) "A little girl is holding her mother's hand to cross the road." b) "A little boy is playing with the plugs in the wall." After each scenario, the teacher asks, "Is this safe or unsafe? Show me with your thumbs." Solution and

Commentary: For (a), learners should show thumbs up. For (b), they should show thumbs down. The teacher then facilitates a brief discussion: "Why is holding mommy's hand safe?" (Because she can stop you from running into the road). "Why is playing with plugs unsafe?" (Because electricity can shock you and hurt you badly). This game allows for quick assessment of their understanding of safety rules in a clear, binary way.