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

• Hop, jump, and walk backwards.
• Understand our own personal space.
• Play a game and follow the rules.
• Move different parts of our body.
• Move at different speeds: slow, medium, and fast.

Lesson summary

This week’s focus is on foundational physical movements, games, and play, which are the building blocks of a healthy and active life. For Grade R learners in South Africa, physical activity is not just about exercise; it is a primary way of learning, exploring the world, and developing socially and emotionally. Through activities like running in the school yard, playing traditional games like 'umgusha' (hopscotch), and participating in structured movement, children develop crucial gross motor skills, spatial awareness, and the ability to cooperate with others.

Lesson notes

A. Locomotor Skills: Moving Our Bodies Locomotor skills are the movements that take us from one place to another. They are the foundation for more complex skills used in sports and games.

What it is: Moving the whole body through space.

Why it matters: These skills help children navigate their environment, from walking to class to playing on the playground. They build strength, coordination, and balance.

Examples for Grade R: Walking: A simple movement, but we can make it fun.

How to teach:* "Let's walk on our tiptoes like we are sneaking past a sleeping lion! Now, let's take big giant steps!" Running: Moving faster than walking.

How to teach:* "Let's see how we can run to the big tree and back without bumping into our friends. Ready, set, go!" Jumping: Pushing off with two feet and landing on two feet.

How to teach:* "Bend your knees like a frog on a lily pad. Now, push off the ground and JUMP! Land with your knees bent to be soft." Hopping: Pushing off with one foot and landing on the same foot.

How to teach:* "Let's pretend to be a flamingo. Stand on one leg. Can you do a little hop? Try to land softly. Now let's try the other leg."

B. Spatial Awareness: My Space and Our Space Spatial awareness is understanding where your body is in relation to objects and other people.

What it is: Knowing how to move without bumping into things or people.

Why it matters: This is crucial for safety on the playground and in the classroom. It helps children understand boundaries and respect others' space.

Key Ideas: Personal Space: This is the bubble of air all around you. Nobody should come into your bubble without you saying it's okay.

Example:* "Stretch your arms out like an aeroplane. Spin around. That is your personal space, your hula-hoop bubble. Try to move without letting your bubble touch anyone else's bubble." General Space: This is the big, open area where everyone can move, like the playground or the classroom floor.

Example:* "The whole space inside the four cones is our general space. We can all move around in here." Directions: Forward, backward, and sideways.

Example:* "Take three steps forward. Now, carefully, take two steps backward. Can you shuffle sideways like a crab?"

C. Body Awareness: Knowing Your Body Parts This is the ability to know and control different parts of your body without having to look at them.

What it is: The brain's map of the body.

Why it matters: It is essential for coordination and complex movements. When a child can isolate and move one body part at a time, they are building important neural pathways.

Example Activity: "Simon Says". "Simon says touch your nose." "Simon says wiggle your toes." "Stomp your feet." (Oops, Simon didn't say!). This game directly teaches body part identification and listening skills. Guided Practice (With Solutions)

Activity 1: The Traffic Light Game Question: "We are going to play a game called Traffic Lights. When I hold up the green circle and say 'Green Light!', you can walk or run safely in our general space. When I hold up the yellow circle and say 'Yellow Light!', you must slow down to a slow tiptoe walk. When I hold up the red circle and say 'Red Light!', you must freeze like a statue. Can we try?" Worked Solution &

Commentary: Demonstration: The teacher first explains the rules clearly. Then, the teacher demonstrates each action. "This is Green Light running... This is Yellow Light slow walking... This is Red Light freeze!" Guided Trial: The teacher starts the game, calling out the colours. "Green Light!" (observes learners moving). "Yellow Light!" (observes learners slowing down). "Red Light!" (observes learners freezing).

Correction: If a learner continues moving on 'Red Light', the teacher gently reminds them, "Thabo, remember, red means FREEZE! Can you show me your best statue pose?"

Commentary: This activity is excellent for teaching impulse control, listening skills, and understanding different speeds. It reinforces the concept of general space as learners must navigate around each other.

Activity 2: The Personal Space Bubble Dance Question: "Everyone find your own spot on the carpet. This is your personal space. Now, let's stretch our arms out wide to feel our 'space bubble'. I am going to play some music. Your job is to dance inside your bubble without touching anyone else. Can you make only your arms dance? Now, can you make only your legs dance?" Worked Solution &

Commentary: Setup: Ensure learners are spread out with enough room.

Instruction: The teacher gives clear, one-step instructions. "First, let's just wiggle our fingers." "Now, let's roll our shoulders." Execution: The teacher plays music and calls out different body parts to move, while also dancing in their own personal space to model the behaviour.

Commentary: This activity directly teaches personal space and body awareness. By isolating body parts, learners are developing fine and gross motor control. The focus is on individual expression within safe boundaries.