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

• Introduction:
• This week's lesson focuses on foundational physical skills through movement, games, and play, which are central to the holistic development of a Grade R learner. In the South African context, where children come from diverse backgrounds with varying access to safe play spaces, the school environment is crucial for developing gross motor skills. These skills—such as balancing, hopping, and throwing—are not just for playing; they are essential for everyday tasks like navigating crowded spaces, carrying objects, and even developing the core strength needed for sitting and writing in the classroom. By participating in structured games, learners also develop crucial social skills like co-operation, turn-taking, and following rules, which are the building blocks of a positive and productive classroom and community.
• Learning Objectives (CAPS Aligned):
• By the end of this week's lessons, learners should be able to:
• Demonstrate improved static and dynamic balance by walking forwards along a straight line (at least 2 metres long) without stepping off.

Lesson summary

Introduction: This week's lesson focuses on foundational physical skills through movement, games, and play, which are central to the holistic development of a Grade R learner. In the South African context, where children come from diverse backgrounds with varying access to safe play spaces, the school environment is crucial for developing gross motor skills. These skills—such as balancing, hopping, and throwing—are not just for playing; they are essential for everyday tasks like navigating crowded spaces, carrying objects, and even developing the core strength needed for sitting and writing in the classroom.

Lesson notes

This section details the fundamental movement skills learners will develop. The focus is on the 'how' and 'why' to build a deep, physical understanding.

Concept 1: Balance (Ukuzinza)

What it is: Balance is the ability to keep your body steady and upright without falling over, whether you are standing still (static balance) or moving (dynamic balance).

Why it matters: Good balance is the foundation for almost all movement. It is needed for walking, running, skipping, and even sitting properly on a chair. It builds core muscle strength and body awareness.

Explanation for Learners: "Balance is your body's superpower to stop from wobbling and falling. Think about a meerkat (ingwejeje) standing very tall on its back legs to look out for danger. It is using its balance! When you walk on the edge of the pavement or try to stand on one leg like a flamingo, you are using your balance superpower." Example (Worked): To walk on a line, you must: Look Forward: Keep your head up and look where you are going, not down at your feet. Your body follows your eyes.

Use Your Arms: Hold your arms out to the side like airplane wings. This helps you stay steady, just like a tightrope walker.

Go Slowly: Take slow, deliberate steps, placing one foot carefully in front of the other (heel-to-toe).

Concept 2: Hopping (Ukuqaqamba)

What it is: Hopping is a springing action that involves taking off from one foot and landing on that same foot. This is different from jumping, where you use two feet to take off and land.

Why it matters: Hopping develops single-leg strength, power, and dynamic balance. It is a key skill used in many games like hopscotch (amagusha) and is a precursor to more complex skills like skipping.

Explanation for Learners: "Hopping is like being a bouncy spring on one leg! You choose one foot to be your 'hopping foot'. You bend that knee a little, push off the ground with your toes, and land softly on the same foot. Boing, boing, boing!" Example (Worked): To hop successfully: Lift One Foot: Lift your non-hopping foot off the ground behind you.

Bend and Push: Slightly bend the knee of your standing leg, then push off from the ball of your foot to go up.

Land Softly: Land back on the same foot with a bent knee to absorb the shock. Try to stay in one spot first, then try hopping forward.

Concept 3: Co-operative Play (Ukudlala Kunye)

What it is: Co-operative play means playing with others in a shared activity. It requires teamwork, communication, and following rules together.

Why it matters: It teaches essential social and emotional skills: sharing, taking turns, listening, negotiating, and handling winning and losing gracefully. These are vital for functioning in a classroom and in society.

Explanation for Learners: "When we play a game like 'Duck, Duck, Goose', we are a team. We have to work together. We take turns to be the tapper, and we all sit in the circle nicely. If we don't follow the rules together, the game doesn't work. Playing together is more fun!" Concept 4: Throwing and Catching (Ukuphosa Nokubamba)

What it is: These are fundamental object control skills. A good underhand throw involves a smooth, controlled motion. A good catch involves tracking the object and using the hands to absorb its force.

Why it matters: These skills improve hand-eye coordination, which is linked to reading and writing skills. They are also fundamental to participating in a wide variety of sports and games later in life.

Explanation for Learners: Throwing: "To throw the beanbag to your friend, look at their hands. Swing your arm gently from behind you, like a swing in the park, and let go when your hand is in front. We use a gentle 'underhand' throw so it's easy for them to catch." Catching: "When the beanbag comes to you, make a big basket with your hands. Watch the beanbag fly all the way into your basket. Close your hands around it gently." Guided Practice (With Solutions)

Activity: The River Crossing (Balance)

Task: The teacher lays down two parallel ropes or chalk lines about 30cm apart, creating a 'river'. "We need to cross the river by walking on this narrow log (a single line of masking tape down the middle). If you step in the 'river', the crocodiles might tickle your toes! Walk slowly from one side to the other without falling in." Solution/Methodology: The teacher demonstrates first, exaggerating the use of 'airplane arms' and looking forward. "Watch me. My arms are out wide. My eyes are on the other side of the river. One foot, then the next. Slowly, slowly." The teacher then guides each learner, offering a hand for support if needed and giving verbal praise: "Good job keeping your arms out, Thabo!" "Anelisa, try looking up at me, not at your feet." Activity: Hop the Puddles (Hopping)

Task: The teacher places several hula hoops or draws chalk 'puddles' on the ground. "It has been raining! We need to get across the playground by hopping over the puddles.