SECTION 2 Orientation to teaching Life Skills Overview of concepts


This Teacher’s Guide is organised into terms and topics. The content presented within each term and topic is guided by the National Curriculum and Assessment Policy Statement for Life Skills in the Foundation Phase. Topics are divided into sections for Beginning Knowledge and Personal and Social Wellbeing, Creative Arts and Physical Education. Teachers are encouraged to include Creative Arts and Physical Education activities into their weekly planning, as shown in the work schedule. Although teachers are encouraged to include special or religious holidays relevant to their own community within each term, suggestions have been included within the Successful Life Skills series. It is also recommended that the teacher make daily reference to the days and months on a class calendar throughout the year.


Beginning Knowledge and Personal and Social Wellbeing


Beginning Knowledge content is drawn from the Social Sciences, Natural Sciences, and Technology. Learners find out more about their own bodies, their community and the world around them through simple activities that develop understanding of basic concepts. Experimentation, observation and discussion are all used to teach these concepts. Personal and Social Wellbeing is an important area


for young children because they are still learning to take care of themselves and keep safe and healthy. It includes social health, emotional health, relationships with others and with the environment, values and attitudes. Discussion, stories, personal and creative expression and observation are ways to teach and learn concepts related to Personal and Social Wellbeing. The topics covered in Beginning Knowledge and


Personal and Social Wellbeing in Grade 2 are listed on the Contents page.


Creative Arts


Creative Arts exposes children to four art forms: dance, drama, music and visual arts. Visual Arts develops the sensory-motor skills


and fine and gross motor co-ordination through the manipulation of a variety of materials and tools. Two-dimensional work helps to enrich the child’s experience of the world. Visual and sensory stimulation, discussion and questioning, drawing and painting the body in motion, are ways in which this is achieved. The emphasis is on the body in motion, space filling, and the use of shape, line and colour. Materials used include coloured pencils and crayons,


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chalk, watercolours, powder or poster paint and koki pens. Three-dimensional work involves cutting, pasting, wrapping and construction skills such as joining and tying. Clay, play dough and recyclable materials are used to create three-dimensional works. Performing Arts (dance, drama and music) allows


children the opportunity to creatively communicate, dramatise, sing, make music, dance and explore movement. This develops the learners’ physical skills and creativity. It also stimulates memory, promotes relationships and builds self-confidence and self- discipline. Creative games and skills prepare the body and voice for performing. The action of improvising and interpreting allows children to create music, movement and drama alone and collaboratively.


Physical Education


This area focuses on perceptual and locomotor development, rhythm, balance and laterality (using both sides of the body). In addition to fun activities to develop these skills, the learners play games that will form the basis of formal sports in later years. The teacher should encourage the learners to have fun and enjoy using their bodies in new ways and form the basis for a lifelong positive relationship with physical activity.


Preparing to teach Life Skills


Life Skills is a subject area that requires a varied and broad spectrum of talents, abilities and knowledge on the part of the teacher. For many, this can be a daunting prospect. Oxford Successful Life Skills has been developed to support the teacher with all the aspects of the Life Skills programme.


Teaching the Creative Arts


This aspect of the Life Skills programme includes dance, drama, music and visual arts. This is an opportunity for children to express themselves in different ways. Encourage children to be individuals and embrace their creativity. Teachers need to be flexible in terms of classroom management during these times, as working with paint, glue and cardboard can get noisy and messy. Music and movement naturally need sound and action too. You are also encouraged to use the music CD in the Teacher’s Guide to assist you in the various activities. The booklet included with the CD provides the lyrics which will help with teaching the songs to the learners.


How to use the FP CD This CD is to be used for the three grades of the Foundation phase, so the language is at various levels. However, the choruses are simple. All eleven official languages are represented on the CD, including well-known, traditional songs. The CD provides for a scaffolded learning process:


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