1. In Grade 1, concentrate on the learners listening and moving to the songs, and singing the choruses when appropriate.


2. Follow that process again for Grade 2, but with more singing practice.


3. By Grade 3, the learners should be able to sing most of the songs, with a group or a leader singing the verses, and the rest of the class singing the choruses.


4. Use the backing tracks on CD 2 to make up your own songs.


Writing new lyrics to a backing track In African languages, songs mostly don’t need to rhyme, but songs in English usually do. Rhyming means that the endings of some of the song lines sound the same. The simplest rhyming scheme to use is A, B, C, B. For instance : At lunch time we sit with our friends A We play nice games and chat and run B We eat our lunch and then we sleep C You need to rest after the fun. B


Remember that languages use different numbers of syllables to say the same things; so you will either have to simplify the message of the song to use fewer syllables to match the music, or choose a different


Teaching Physical Education


The physical development of the child directly impacts on the child’s ability to function optimally at school. Developing a culture of exercise and activity is important for young children as this lays the foundation for a healthy life in later years.


The activities in this book should be used as a guideline. Activities may be repeated in order for learners to master fundamental skills.


How these books work


Oxford Successful Life Skills Grade 2 consists of a Teacher’s Guide, a Learner’s Book and a Workbook that cover all the subject areas in an interesting and informed manner. In the Teacher’s Guide, activities


when approaching the subject material and delivering lessons. Each activity also has a list of resources needed for the lesson. Where possible, teachers should source extra pictures, books, posters and any other material that could further involve the learners in the activity. It is important that the teacher is well prepared


for each lesson. Teachers may feel that some aspects of the Life Skills programme are not within their area of expertise, especially when the subject material is new and unfamiliar. Ensure that you have read through the Teacher’s Guide as well as the Learner’s Book and Workbook (where applicable)


and do additional research on the topic if necessary. Make use of the school and local libraries, people within the community, newspapers and magazines, television and the internet to source information. An enthusiastic teacher is the key to a successful activity. Enjoy what you are doing and learn with the children. An important aim of the curriculum is to


engage learners in active learning and for them to develop critical thinking and communication skills. Oxford Successful Life Skills promotes these aims through encouraging discussions, question asking and feedback sessions. Concepts such as respect, inclusivity and responsibility develop through this. When dealing with sensitive issues, teachers


should be thoughtful and caring. Children may reveal personal information to you. Do not ignore this, but rather reassure the child that you will try to assist. Teachers should not feel that they need to undertake the role of social worker or therapist. Your responsibility is to connect with the child and seek help and assistance where it is needed. For this reason, it is important that every teacher knows what support and resources are available within the school as well as within the community. Remember that Life Skills are the skills that will


allow the child to have and to make healthy choices in life.


Approach to assessment


Assessment is the collecting of evidence of the learner’s learning. It is an integral part of teaching and learning and should be detailed when planning lesson content. The design of a formal assessment task should include the form, method and tool of assessment. Methods of assessment should change to help manage learner diversity. Assessment helps to identify the needs of the


learner. It also provides evidence of progress, enables teachers to reflect on what they are doing


and provides feedback and reporting to all stakeholders. In Life Skills in the Foundation Phase, formal assessment takes place once a term while informal assessment is ongoing. Ensure that all four study areas are covered during the year’s Formal Assessments.


Tools of assessment


In the Foundation Phase, appropriate assessment methods include activities such as simple oral and written answers to questions, simple tests, observations, completion of worksheets, basic performances and role plays. These can be assessed by means of rubrics, marks and checklists. Each formal assessment task should be made up of more than one activity and be included in the lesson planning. Example rubrics are provided in Section 5 of this


Teacher’s Guide. Introduction 9


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