Grades 1 3 Foundation Life Skills SBA Exemplar booklet

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FOREWORD The Department of Basic Education has pleasure in releasing a subject exemplar booklet for School Based Assessment (SBA) to assist and guide teachers with the setting and development of standardised SBA tasks and assessment tools. The SBA booklets have been written by teams of subject specialists to assist teachers to adapt teaching and learning methods to improve learner performance and the quality and management of SBA. The primary purpose of this SBA exemplar booklet is to improve the quality of teaching and assessment (both formal and informal) as well as the learner’s process of learning and understanding of the subject content. Assessment of and for learning is an ongoing process that develops from the interaction of teaching, learning and assessment. To improve learner performance, assessment needs to support and drive focused, effective teaching. School Based Assessment forms an integral part of teaching and learning, its value as a yardstick of effective quality OHDUQLQJDQGWHDFKLQJLV¿UPO\UHFRJQLVHG7KURXJKDVVHVVPHQWWKHQHHGVRIWKHOHDUQHUDUHQRWRQO\GLDJQRVHGIRU remediation, but it also assists to improve the quality of teaching and learning. The information provided through quality assessment is therefore valuable for teacher planning as part of improving learning outcomes. Assessment tasks should be designed with care to cover the prescribed content and skills of the subject as well as LQFOXGHWKHFRUUHFWUDQJHRIFRJQLWLYHGHPDQGDQGOHYHOVRIGLI¿FXOW\)RUIDLUDVVHVVPHQWSUDFWLFHWKHWHDFKHUPXVW ensure that the learner understands the content and has been exposed to extensive informal assessment opportunities before doing a formal assessment activity. The exemplar tasks contained in this booklet, developed to the best standard in the subject, is aimed to illustrate best practices in terms of setting formal and informal assessment. Teachers are encouraged to use the exemplar tasks as models to set their own formal and informal assessment activities. MR HM MWELI DIRECTOR-GENERAL DATE: 1

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Table 1: Suggested SASAMS weightings for Life Skills Grades R to 3 Grades R-2 Grade 3 SA-SAMS weightings (6 Hours) (7 Hours) Grade 1 Grade 2 Grade 3 Beginning Knowledge Beginning Knowledge 2 hours per 3 hours and Personal and Social and Personal and Social 40% 40% 40% week per week Well-being Well-being Performing Performing Arts Creative Arts Creative 1 hour per 1 hour per (PA):Music, Arts: (PA):Music, PA 15% PA 15% PA 15% Arts: week week Dance and 2 hours Dance and 2 hours Drama Drama) per week per week Visual Arts Visual Arts 1 hour per 1 hour per VA 15% VA 15% VA 15% (VA) week (VA) week Physical 2 hours per Physical 2 hours week per week 30% 30% 30% Education Education Aggregate Term 1: 25 % Term 2 : 25 % Term 3 : 25% Term 4 : 25% TABLE 2: Suggested recordings for SASAMS Grade 1 Life skills Study Areas Term 1 Term 2 Term 3 Term 4 1 Oral 1 Oral Oral and Practical Oral and Practical Beginning Knowledge (Weather) (My family) (Plants) (Picture Maps) Personal and Social-well 1 Oral 1 Practical Oral and Practical Oral and Practical Being (BKPSW) (School details) (My Body) (Food) (Water) Performing Arts (PA) 1 Practical 1 Practical 1 Practical 1 Practical Visual Arts (VA) 1 Practical 1 Practical 1 Practical 1 Practical Physical Education (PE) 1 Practical 1 Practical 1 Practical 1 Practical Grade 2 Life Skills Study Areas Term 1 Term 2 Term 3 Term 4 1 Written (What we 1 Written 1 Written need to live?) 1 Written (Transport) (My Country) Beginning Knowledge (Animals, Animals Practical Personal and Social-well (People who help us) Practical Oral and Practical which live in water, Being (BKPSW) (Ways we (Healthy Living) Animal Homes) Practical communicate) (Road safety) Performing Arts (PA) 1 Practical 1 Practical 1 Practical 1 Practical Visual Arts (VA) 1 Practical 1 Practical 1 Practical 1 Practical Physical Education (PE) 1 Practical 1 Practical 1 Practical 1 Practical Grade 3 Life Skills Study Areas Term 1 Term 2 Term 3 Term 4 1 Practical & Written 1 Practical & Written 1 Practical & Written 1 Practical & Written (Timeline) (Healthy Living) (Pollution) Products & processes Beginning Knowledge 1 Oral and Written 1 Practical & Written 1 Practical & Written 1 Practical & Written Personal and Social-well (All about me) (Insects) (Natural disasters) Being (BKPSW) 1 Practical & Written 1 Practical & Written 1 Practical & Written 1 Practical & Written Big Book: Healthy Animals and (Life Cycles) (Space) Habits creatures that help us Performing Arts (PA) 1 Practical 1 Practical 1 Practical 1 Practical Visual Arts (VA) 1 Practical 1 Practical 1 Practical 1 Practical Physical Education (PE) 1 Practical 1 Practical 1 Practical 1 Practical 3

LIFE SKILLS: Programme of Assessment: Grade 1: Term 1 Study Forms of Date to be Date Topic What will be assessed? Assessment tools Score Areas Assessment completed completed By end of the Personal details - e.g. name and surname, age, date of birth, Beginning knowledge & Personal Me Oral, Practical Checklist n/a Term gender and home address etc. By end of the Oral and Checklist and At school School details and classroom routines 5 Term and Social Practical Rubric By end of the Healthy habits Personal hygiene and Cleanliness Observation Checklist n/a Term Well being Oral, Practical, Ongoing Describe daily weather conditions (Integrate with Home Checklist, Rubric Weather Written 5 throughout Language: Weather news) Class workbook Recording the term Drama, Performs action rhymes and songs Rubric 5 Performing Music, Dance Practical By end of the Creative Observation Term Arts games & skills Role plays parts of a story Checklist n/a Visual Practical and Create in 2D Paint/Draw own portrait with facial features – eyes, ears, nose, By end of the Arts (VA) Recording Rubric 5 hair, eyebrows and mouth Term 2D & 3D (Drawing) Spatial Checklist n/a Listens to instructions while moving around Physical Orientation Practical By end of Locomotor & Observation Rubric the Term Education Jumps over and move under obstacles, crawling, climbing, jumping, 5 Co-ordination etc. TOTAL SCORE 25 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. 4

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 KEY: Date R Achieved Learner’s names ƕ In need of support × Not achieved Study Areas Skills to be assessed Personal details - e.g. name and surname, age, date of birth, gender and home address Beginning knowledge & Personal Aware of personal hygiene and cleanliness Knows and follows Classroom routines and Social Wellbeing Performs action rhymes and songs Role play parts of a story Creative Arts Draw pictures to represent the weather Performing Arts Visual Arts LIFE SKILLS: CHECKLIST: GRADE 1 TERM 1 Hand eye and foot co-ordination balancing throwing and catching Listens to instructions while Physical Education moving around Comments 5

1 2 3 4 5 6 7 8 6 9 10 11 12 13 14 15 Score Date Learner’s names Skills to be assessed Study Areas 5 Topic: School Details Beginning Knowledge and Personal and Social Well Being 5 Topic: Weather Conditions Activity 1 Activity 2 Keeping a steady beat with changes in tempo whilst 5 clapping or moving in time to music such as walking in fours, skipping in twos Performing Arts Creative Arts Paint/Draw own portrait with 5 facial features – eyes, ears, nose, hair, eyebrows and LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 1 TERM 1 Visual Arts mouth. Jump over and move under 5 obstacles, crawling, climbing, jumping, etc. Activity 1 Physical Education

LIFE SKILLS RUBRIC: GRADE 1: TERM 1 Beginning Knowledge and Social and Well Being Activity 1 2 3 4 5 Draws only sunny weather Observes and draws the 2 Observes and draws the 3 Observes, describes and Observes, describes and draws Observes and describes at correctly basic weather conditions basic weather conditions( draws the 4 basic weather the 5 basic weather conditions least 4 types of basic (sunny, rainy) correctly sunny, , rainy, cold) correctly conditions(sunny, cloudy, (sunny, cloudy, rainy, windy, weather conditions rainy, cold) correctly cold) correctly Knows school name only Knows 2 school details Knows 3 school details Knows 4 school details (name, Knows 5 school details (name, Knows at least 5 details (name, class teacher,) (name, class teacher, address, principal, class address, principal, class teacher, relating to My School address) teacher) correctly phone number) correctly Performing Arts Activity 1 2 3 4 5 Needs support to do action Does action songs and Does action songs and , Performs action songs and , Performs action songs , Performs action songs, songs rhymes and follows teacher improvisations using body improvisations using body improvisations using rhythmic improvisations using signals (clapping and percussions(clapping, percussions(clapping, movements and body rhythmic movements and stamping) stamping, clicking) without stamping, clicking) and using percussions(clapping, stamping, body percussions support some rhythmic movements clicking) excellently naturally Visual Arts Activity :Draw portrait of Me 1 2 3 4 5 Paint/Draw own portrait Paint/Draw own portrait with Paint/Draw own portrait with Paint/Draw own portrait with Paint/Draw own portrait with Paint/Draw own portrait with five adding features – eyes, ears, one facial feature two facial features three facial features four facial features facial features in the correct place nose, mouth and chin. on the face Physical Education Activity 1 2 3 4 5 Jumps over and move under Moves under the bigger Walks around and moves Climbs over and moves Jumps over and moves under Jumps over and moves under obstacles, crawling, climbing, obstacles with support under obstacles by crawling under obstacles by crawling obstacles by crawling and obstacles, by crawling, climbing, jumping, etc. jumping jumping 7

LIFE SKILLS: Programme of Assessment: Grade 1: Term 2 Study Forms of Date to be Date Topic What will be assessed? Assessment tools Score Areas Assessment completed completed Talks about and describes members of the immediate and My Family Oral Rubric 5 By Week 2 Beginning knowledge extended family Safety in the Emergency number e.g. 10111. By end of the Oral Checklist n/a home Poisonous substance warning symbols Term & Personal and My Body Awareness of different parts of my body and the five senses Practical Rubric 5 By Week 6 and their uses. Social Well being Keeping my Awareness of keeping one’s body safe Oral Checklist n/a By end of the body safe Term Drama Performing Improvise and Oral Acts out short sentences of a dialogue related to a story 5 interpret Practical Arts By end of the Term Visual Arts (VA) Create in 2D Make drawings and paintings of self in action or My family Practical Rubric 5 2D & 3D Physical Observation Co-ordination Eye-hand-foot co-ordination 5 and Practical Education TOTAL SCORE 25 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. 8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 KEY: Date ƕ In need of support R Achieved Learner’s names × Not achieved Study Areas Skills to be assessed Knows: members of his/her immediate family Emergency number e.g. 10111. Knows about medicines and Poisonous substance warning symbols Beginning Knowledge & Knows different parts of the body and senses Knows how to care for oneself and body Knows to be careful in public places Personal and Social Well being sing songs using appropriate movements and voice contrasts Mime movements for different roles Creative Arts Do finger painting or brush painting Make loose constructions make models out of clay LIFE SKILLS: CHECKLIST: GRADE 1: TERM 2 Does rhythmic movements e.g. jumping, Performing Arts Visual Arts hopping, finger rhymes Recite action rhymes and songs and play games such as Simon says Physical Engage in ball skills e.g. passing, throwing, Education bouncing, kicking Comments 9

LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 1: TERM 2 Beginning Knowledge and Personal and Social Well Creative Arts Physical Study Areas being Education Activity 1 Activity 2 Performing Arts Visual Arts Acts out short sentences of Eye-hand-foot co-ordination Describes and talks about Identify and state the My family and makes visual Makes drawings and functions of at least 15 SKILLS TO BE ASSESSED a dialogue related to a story representations (at least 5 different parts of my body members) paintings of self in action Score 5 5 5 5 5 Date Learner’s names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 10

LIFE SKILLS: RUBRIC: GRADE 1: TERM 2 Beginning knowledge, Personal and Social Well being Activity 1 2 3 4 5 Describes and talks about My Describes 1 member of his/her Describes, talks and represents Describes, talks and represents Describes, talks and represents Describes, talks and family and makes visual family in drawings at least 2 members in drawings at least 3 in drawings at least 4 represents in drawings at least representations (at least 5 of his/her family members of his/her family members of his/her family 5 members of his/her family members) Identify and state the functions Identify 1- 2 body parts only Identify 3-4 body parts and Identify 5-7 body parts and Identify 8-10 body parts and Identify 11-15 body parts and of at least 15 different parts of describe their functions describe their functions describe their functions describe their functions my body Visual Arts Activity 1 2 3 4 5 Make drawings and paintings Draws self standing with Draws self standing with arms Draw self standing with arms Draws self standing with arms Draws self in action in an of self in action with a border forward/up forward/up and one leg bend forward/up and both legs bend activity with movement visible Background and border Draws a border and Draws a border and Draws a border and in drawing colour/decorate it background features e.g. trees background features e.g. trees Draws a border and and colour it background features e.g. trees and colours it ensuring that the background is fully coloured Performing Arts: Drama Activity 1 2 3 4 5 Acts out short sentences of a Needs teacher’s support to act Acts out 2 short sentences of a Acts out 3 short sentences of a Acts out 4 short sentences of a Acts out 5 short sentences of a dialogue related to a story out dialogue related to a story but dialogue related to a story with dialogue related to a story dialogue related to a story is shy some gestures using puppet or mask using puppet or mask confidently confidently with facial expression and gestures Physical Education Activity 1 2 3 4 5 Eye-hand-foot co-ordination The learner attempts to use the The learner will place the ball / The learner places the ball / The learner places the ball / The learner places the ball / step-and-catch beanbag on the step-and- beanbag on the step-and-catch beanbag on the step-and-catch beanbag on the step-and-catch catch, but cannot step on the and step on the plank but the and step on the plank, the ball / and step on the plank, the ball / step-and-catch ball / beanbag only lift slightly beanbag lift high enough but beanbag lift high enough and not at a height to catch it the learner cannot catch it the learner catch it. The action was completed successfully. 11

LIFE SKILLS: Programme of Assessment: Grade 1: Term 3 Study Forms of Date to be Date Topic What will be assessed? Assessment tools Score Areas Assessment completed completed Knowledge of important public buildings and places eg library, clinic, Oral and My Community police station Checklist n/a By Week 3 Practical Beginning knowledge & Personal Oral and By end of the Pets Knowledge of different pets and how to care for them Checklist n/a Practical Term Manners and Greeting people Observation and By end of the and responsibilities Waiting my turn Checklist n/a Oral Term Respect others Knowledge of: the different types of plants Plants and Oral and By end of the Social Well being parts of a plant Checklist and Rubric 5 Seeds practical Term uses of plants germination of seeds Knowledge of healthy foods Oral and By end of the Food Rubric 5 practical Term Observation Performing Creative games Listening skills through music games using different tempo, pitch, Practical By end of the and skills Rubric 5 dynamic, duration Demonstration Term Arts Visual Observation Arts By end of the Create in 3D: Make models of pets Practical Rubric 5 (VA) 2D Term & 3D Demonstration Physical Balancing and Oral By end of Balance (head, hand , foot) Observation Rubric 5 Co-ordination the Term Education Practical TOTAL SCORE 25 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. 12

1 2 3 4 5 6 7 8 9 10 11 12 KEY: R Achieved ƕ In need of support × Not achieved Date Learner’s names Study Areas Skills to be assessed Knowledge of important public buildings and places e.g. library, clinic, police station Knowledge of different pets and how to care Beginning Knowledge & for them Greeting people Personal and Social Well Waiting my turn being Respect others Plays and sings action rhymes and songs Can do warm up and cooling down activities participates in warm up activities and freeze Performing Arts games Do paintings and drawings of real and Creative Arts imaginary things using line, colour, shape and contrast Make models out of clay, play dough and Visual Arts LIFE SKILLS: CHECKLIST: GRADE 1: TERM 3 recycled material Balancing activities Physical Co-ordination activities e.g. dribbling, kicking, Education throwing, passing Comments 13

LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 1: TERM 3 Beginning Knowledge & Personal and Creative Arts Physical Study Areas Social Well being Education Activity 1 Activity 2 Performing Arts Visual Arts Skills to be assessed Identification of healthy Listening skills through Make models out of Balance a bean bag music games using Knowledge of: clay, play dough and foods different tempo, pitch, -parts of a plant dynamic, duration recycled material Score 5 5 5 5 5 Date Learner’s names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 14

LIFE SKILLS: RUBRIC: GRADE 1: TERM 3 Beginning knowledge & Personal and Social Well being Activity 1 2 3 4 5 Identify 1 healthy and 1 Identify 2 healthy and 2 Identify 3 healthy and 3 Identify 4 healthy and 4 Identify 5 healthy and 5 unhealthy Identification of different foods unhealthy food type unhealthy food types unhealthy food types unhealthy food types food types Activity 1 2 3 4 5 Identify, point and name at least Point to 1 part of a plant Identify and point to 2 parts of a Identify, point and name 3 parts Identify, point, draw and name 4 Identify, point , draw and name 5 5 parts of a plant plant correctly of a plant correctly parts of a plant correctly parts of a plant correctly Performing Arts Activity 1 2 3 4 5 Listens to the music and moves Listens to the music and moves Listens to the music and moves Listens to the music and moves Listens to the music and moves Listening skills through music randomly according to the tempo according to the tempo and pitch according to the tempo, pitch and according to the tempo, pitch, games using different tempo, duration duration and dynamic pitch, dynamic, duration Visual Arts Activity 1 2 3 4 5 Makes models out of clay and Make models out of clay and Make models out of clay and play Makes colourful models out of Makes very creative and colourful play dough and recycled material play dough which resembles 2 dough and recycled material clay, play dough and recycled models out of clay, play dough Makes models out of clay, play features of the real object which resembles 3 main features material which resembles 4 main and recycled material which dough and recycled material of real object features of real object resembles 5 main features of real object Physical Education Activity 1 2 3 4 5 Plays games using bean bags to The learner can balance a bean The learner can balance a bean The learner can balance a bean The learner can balance a bean The learner can balance a bean balance on different parts of the bag on one body part for 30 bag on two body parts for 30 bag on three body parts for 30 bag on four body parts for 30 bag on five body parts for 30 body e.g. “Simon Says” – seconds seconds each seconds each seconds each seconds each balance the bean bag on your shoulder, etc. 15

LIFE SKILLS: Programme of Assessment: Grade 1: Term 4 Study Forms of Date to be Date Topic What will be assessed? Assessment tools Score Areas Assessment completed completed Knowledge about different types of homes and what they are Oral By end of the Homes Checklist n/a made off Practical Term Beginning knowledge & Picture maps Finding places and things on a picture map Oral Rubric 5 By end of the Practical Term Personal and Uses of water By end of the Oral Water Ways of saving water Rubric 5 Term Practical Social Well being By end of the The Sky at Oral Awareness of the moon and stars Checklist n/a Term night Practical By end of the Performing Music, Clapping games with a partner developing focus and Term Creative Practical Rubric 5 co-ordination Arts games & skills Visual By end of the Arts (VA) 2D Create in 2D Make a collage of the sky at night (moon and stars) Practical Rubric 5 Term & 3D By end of Physical Kick a ball at a target using Left/Right foot; throw a ball through Observation the Term Laterality Rubric 5 Education a hoop with Left/Right hand. Practical TOTAL SCORE 25 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. 16

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 KEY: Date R Achieved Learner’s names ƕ In need of support Skills to be assessed × Not achieved Study Areas About different types of homes and what they are made off Beginning Knowledge & Observe and assess if the learner knows: about the moon and stars Personal & Social Well being Plays and sings action rhymes and songs Do rhythmic movements and dance Mime movements for different Creative Arts roles Do paintings and drawings of real and imaginary things using line, colour, shape and contrast Performing Arts Visual Arts Draw and paint picture of self with others LIFE SKILLS: CHECKLIST: GRADE 1: TERM 4 Able do different movements in different directions Physical Engage in ball skills Education Does dribbling, kicking and Balancing activities Comments 17

LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 1: TERM 4 Beginning Knowledge & Personal Creative Arts Physical Study Areas and Social Well being Education Activity 1 Activity 2 Performing Arts Visual Arts Finding places and Clapping games with Make a collage of the Kick a ball at a target using Left/Right (L/R) a partner developing sky at night (moon and Skills to be assessed Uses of water foot; throw a ball things on a picture map focus and through a hoop with co-ordination stars) L/R hand. Score 5 5 5 5 5 Date Learner’s names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

LIFE SKILLS: RUBRIC: GRADE 1: TERM 4 Beginning knowledge & Personal and Social Well being Activity 1 2 3 4 5 The learner identifies and The learner identifies and The learner identifies , points The learner identifies , points The learner identifies , points Finding places and things on a points out 1-2 things on a points out 3-4 things on a out and describes 5-6 things out and describes 7-8 things out and describes 9-10 things picture map picture map with support picture map correctly on a picture map correctly on a picture map correctly on a picture map correctly The learner identifies and 1 The learner identifies , points The learner identifies, points The learner identifies , points The learner identifies , points Uses of Water points out only 1 use of water and describes 2 uses of water out 3 uses of water on a out and describes four uses of out and describes five uses of with support on a poster poster correctly water on a poster correctly water on a poster correctly with confidence Performing Arts Activity 1 2 3 4 5 Plays clapping games without Plays clapping games with a Plays clapping games with a Plays clapping games with a Plays clapping games with a Clapping games with a partner following the order/sequence partner and gets only the first partner and gets three actions partner and gets all the actions partner and does all the developing focus and co- action correct. correct. correct. actions in sequence keeping in ordination time with the partner Visual Arts Activity 1 2 3 4 5 Makes a collage of the sky at Makes a collage of the sky at Makes a collage of the sky at Makes a colourful collage of Makes a colourful collage of night with the moon only night (moon and stars) on A 4 night (moon and stars) on A 4 the sky at night (moon and the sky at night (moon and cardboard and uses recycled cardboard and uses recycled stars) on A 4 cardboard and stars) on A 4 cardboard and Makes a collage of the sky at material to make 2 stars and material to make 3 stars of uses recycled material to uses recycled material to night (moon and stars the moon different sizes and the moon make 4 stars of different sizes make 5 stars of different and the moon shapes and sizes and the moon Physical Education Activity 1 2 3 4 5 Laterality: Kicks a ball and or throws a Kicks a ball at a target and Kicks a ball at a target and Kicks a ball at a target and Kicks a ball at a target and Kicks a ball at a target using ball randomly throws a ball through a hoop throws a ball through a hoop throws a ball through a hoop throws a ball through a hoop Left /Right (L/R) foot; throw a using the dominant side but using the dominant and non- following the instruction and ball through a hoop with loose control using the non- dominant side interchangeable using the indicated side of the L/R hand. dominant side body 19

GRADE 2 20

LIFE SKILLS: Programme of Assessment: Grade 2: Term 1 Study Forms of Date to be Date Topic What will be assessed? Assessment tools Score Areas Assessment completed completed Rubric What we need Oral and Beginning knowledge & Knowing the importance of having food, water, air and sunlight Story board to live? Written 5 By Week 4 to live drawings/ pictures Recording and labels Myself and Oral and Checklist n/a By end of the Socialisation and relating to peers others Practical Term Personal & Social Well being Everyone is Oral and Checklist n/a By end of the Caring for people with disabilities special Practical Term Experiment: Simple ways to purify water By end of the Healthy living Oral and Rubric 5 Practical Term Creative By end of the Performing games and Oral and Term Keeping a steady beat and the use of different timbres Rubric 5 skills: Body Practical Arts percussion Visual By end of the Arts Create in 2 D Oral and Use clay to make and decorate containers Rubric 5 Term (VA) 2D & 3D and 3 D Practical By end of Observation Locomotor Do novelty races and plays indigenous games Rubric n/a the Term and Practical Physical Education Co-ordination By end of Observation & Perceptual Throw and catch bean bag/ball in the air with a partner Rubric 5 the Term and Practical Motor TOTAL SCORE 25 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. 21

22 1 2 3 4 5 6 7 8 9 10 11 12 13 KEY: Date R Achieved Learner’s names ƕ In need of support × Not achieved Study Areas Skills to be assessed Knows about things that are needed to live food, water, air etc Knows how to relate to peers and other people Beginning Knowledge & Knows that people are different and the things people use to help to see etc Shows acre for the disabled Personal and Social Well being Mime actions and sing and dance to action songs and rhymes Demonstrate dance movements Retells stories in pairs and Role-play Creative Arts characters Paint pictures of self with others in action LIFE SKILLS: CHECKLIST: GRADE 2: TERM 1 Create Patterns With Geometric Performing Arts Visual Arts Shapes Do short novelty races Physical Plays indigenous games Education Comments

LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 2: TERM 1 Beginning knowledge & Creative Arts Physical Study Areas Personal and Social Well being Education Activity 1 Activity 2 Performing Arts Visual Arts Knowing the importance Keeping a steady beat Throw and catch bean Simple ways to purify Use clay to make and of having food, water, and the use of different bag/ball in the air with a Skills to be assessed air and sunlight to live water timbres decorate containers partner Score 5 5 5 5 5 Date Learner’s names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 23

LIFE SKILLS: RUBRIC: GRADE 2: TERM 1 Beginning knowledge & Personal and Social Well being Activity 1 2 3 4 5 The learner is able to The learner is able to The learner is able to The learner is able to demonstrate 4 The learner is able to demonstrate 5 Make a story board or demonstrate 1 resource demonstrate 2 resources demonstrate 3 resources that resources that humans need to live resources that humans need to live (air, poster: What we need to that humans need to that humans need to live humans need to live on a story on a story board or poster using water, sunlight, food, shelter) on a story live? live on a poster with on a poster by pasting board or poster using colourful colourful drawings /pictures which board or poster using colourful drawings support pictures drawings /pictures which are are clearly labelled and also writes 1 /pictures which are clearly labelled and clearly labelled sentence on each resource. also writes 2 sentences on each resource. Activity 1 2 3 4 5 The learner can identify The learner can identify 2 The learner can identify 3 The learner can identify 3 different The learner can identify 3 different ways of Simple experiment on 1 way of purifying water different ways of purifying different ways of purifying water ways of purifying water and purifying water, and is able to describe purifying water water describe what is needed for a and demonstrate how to build a water purifying system purifying system using sand and gravel Performing Arts Activity 1 2 3 4 5 The learner attempts to The learner can keep the The learner keeps the beat for The learner keeps the beat but slow There is a fluid movement from the learner Keeping a steady beat keep the beat beat of one music one instrument, stop and start down when the teacher changes keeping a steady beat irrespective of the and the use of different instrument but stop if the again after conceptualising the instruments and then pick up the timbre timbres teacher changes beat on another instrument. beat again. instruments Visual Arts Activity 1 2 3 4 5 Uses 1 colour of clay Uses 2 colours of clay to Uses 3 colours of clay to make Uses 3 colours of clay to make and Uses 4 colours of clay to make and Use clay to make and to decorate a small make and decorate small and decorate large containers decorate large containers with decorate large containers with creative decorate containers container containers with creative designs using creative designs using contrasting designs using contrasting shapes and (recycled materials ) contrasting shapes shapes lines Physical Education Activity 1 2 3 4 5 Drops the bean bag Struggles to repeatedly Repeatedly throws the bean Keeps eyes focused on the partner Keeps head up and eyes focused on the Perceptual Motor throw whilst throwing the bean throw the bean bag/ball bag/ball forward to a partner as whilst throwing the bean bag/ballto partner whilst repeatedly throwing the and catch a bean bag/ball bag/ball forward to a forward to a partner as he/she walks away from partner a partner as he/she walks away bean bag/ball and walking further away with a partner partner as he/she he/she walks away from from partner from partner walks away from partner partner 24

LIFE SKILLS: Programme of Assessment: Grade 2: Term 2 Study Forms of Date to be Date Topic What will be assessed? Assessment tools Score Areas Assessment completed completed Seasons Knowledge about the 4 seasons and how it affects us , Oral plants and animals Practical Checklist n/a Beginning knowledge & Animals Knowledge of the different farm and wild animals and Oral, Practical Worksheet/ and Written 15 their uses Class work Book Personal & Social Well recording Animals& creatures that Knowledge of fish and other living organisms that live in water being Oral n/a live in water Practical Checklist By end of the Animal homes Knowledge of animals and their homes Term Drama Performing Improvise and Oral Using drama techniques to explore characters’ thoughts and interpret Observation & Rubric 5 feelings. Arts Practical Visual Create in 3D: Discuss shape, texture, develop and craft skills before making Arts (VA) 2D (constructing) a mask using recyclable materials Practical Rubric 5 & 3D Observation & Physical Rhythm : Skipping with and without skipping ropes; skipping on the spot Rubric 5 Practical Rope skipping and across a distance Education TOTAL SCORE 30 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills. Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. The written activity for Activity 1 Beginning Knowledge & Personal and Social Well Being should be done in a worksheet format or written on a Poster. It should be done with small groups of learners and mediated accordingly. 25

1 2 3 4 5 6 7 8 9 10 26 11 12 13 14 15 16 17 18 KEY: Date R Achieved Learner’s name ƕ In need of support × Not achieved Study Areas Skills to be assessed Knows about the seasons and seasonal activities and weather Knows about farm animals and their uses Beginning Knowledge & Knows different types of wild animals Knows about animals that Personal and Social Well being live in water Follow s and do loco motor and non- loco motor movements exploring space and direction Creative Arts Do drawings and paintings showing awareness of line, colour, shape and contrast Performing Arts Visual Arts Move freely in all directions LIFE SKILLS: CHECKLIST: GRADE 2: TERM 2 and throw and catch objects Physical Run, hop, jump, skip in Education different directions Comments

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Score Date Learner’s names Study Areas Skills to be assessed -Match picture with correct word ( uses of farm animals) -Fill in the missing words by completing the sentences with the Beginning Knowledge & Personal and Social Well being correct words from the 15 list (Animal homes) -Write 3 facts on 2 farm animals/ 2 wild animals -Label the 5 parts of the fish in the diagram Written activity: Animals Using drama 5 techniques to explore characters’ thoughts and feelings. Creative Arts LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 2: TERM 2 5 Makes a mask using recyclable materials Performing Arts Visual Arts Skipping with and without skipping ropes; Physical 5 skipping on the spot and across a distance Education 27

LIFE SKILLS: RUBRIC: GRADE 2: TERM 2 Written Beginning knowledge & Personal and Social Well being Activity 1 Match picture with correct word ( uses of farm animals) Activity 2 Fill in the missing words by completing the sentences with the correct words from the list (Animal homes) Write 3 facts on 2 farm animals / 2 wild animals Activity 3 Label the 5 parts of the fish in the diagram Performing Arts Activity 1 2 3 4 5 Learners participate without Learners participate and show Learners participate and show Learners participate and show Learners participate and show Using drama techniques to showing feeling some feeling when prompted some feeling feeling related to the acting feeling related to previous and explore characters’ thoughts and forthcoming actions - feelings. understanding the character Visual Arts Activity 1 2 3 4 5 Is only able to colour the mask Makes a mask using recycled Makes a mask using recycled Makes a mask using recycled Makes a colourful mask using Making a mask using recycled material showing 1-2 facial material showing 3-4 facial material showing 5-6 facial recycled material showing 6-7 material features features and uses it for oral features and uses it for oral facial features and uses it for language activities language activities oral language activities Physical Education Activity 1 2 3 4 5 Skips with a rope without Skips rhythmically with a Skips rhythmically with a Skips rhythmically with a Skips rhythmically with a Skipping with a rope rhythm skipping rope for less than 1 skipping rope for 1 minute skipping rope for 2 minutes skipping rope for more than 2 minute minutes 28

Skips with a rope without Skips rhythmically with a Skips rhythmically with a Skips rhythmically with a Skips rhythmically with a Skipping with a rope rhythm skipping rope for less than 1 skipping rope for 1 minute skipping rope for 2 minutes skipping rope for more than 2 minute minutes LIFE SKILLS: Programme of Assessment: Grade 2: Term 3 Study Forms of Date to be Date Topic What will be assessed? Assessment tools Score Areas Assessment completed completed Knowledge of soil, plant growth and creatures that live in soil Oral Checklist Soil n/a Beginning knowledge Practical (Story board or poster) Oral, Practical & Rubric Transport Knowledge of different types of transport (road, rail. Air and water) Written Recording (Story board or poster) 5 & Personal & Social Rubric People who help Knowledge of different Community services and Emergency Services in Oral (Flash cards with 5 us the immediate locality Practical emergency numbers) Well being Rubric Oral Road safety Knowledge of Road safety rules for pedestrians, cyclists and passengers (Models of Road signs 5 Practical and Traffic light) By end of the Performing Drama and Music Create a puppet show depicting a scene related to People who help us Oral Term Improvise and Rubric 5 Practical Arts interpret ( Ambulance, Fire Brigade, Police etc) Visual Arts (VA) 2D Create in 3D Make a puppet that represents a person that helps us in the community’. Practical Rubric 5 & 3D Physical Laterality, Sports Ball games e.g. mini cricket, football, netball, rugby (catching, kicking, Observation Rubric 5 and Games Practical Education throwing, dribbling etc) TOTAL SCORE 30 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills. Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. The story board/poster for Transport , flashcards with emergency numbers and road safety signs can be done as group activities (Learners work in groups and do these activities) hence teacher needs to observe co-operative learning within the group. 29

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 30 KEY: Date R Achieved Learner’s names ƕ In need of support Skills to be assessed Study Areas × Not achieved Knows about the soil and its uses Knows about different kind of transport and uses Beginning knowledge and Personal Knows about road safety and pedestrian safety Knows about community services and Social Well being Act out short scenes related to everyday life e.g. At the shop etc Performs traditional cultural dances Creative Arts Makes paintings of fantasy plants and flowers Visual Arts Makes paintings of birds, fish, insects Performing Arts etc using primary and secondary colours LIFE SKILLS: CHECKLIST: GRADE 2: TERM 3 Play traditional, indigenous and Physical movement games Education Comments

LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 2: TERM 3 Beginning Knowledge & Personal and Social Well being Creative Arts Physical Study Areas Activity 1 Activity 2 Activity 3 Performing Arts Visual Arts Education Story Board/ Poster Models of road signs Puppet show in pairs Make a puppet using Play typical ball games Skills to be assessed Knowledge of different Flash cards with types of transport (road, rail. Air and water) emergency numbers and traffic light or threes recycled material in a team Score 5 5 5 5 5 5 Date Learner’s names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 31

LIFE SKILLS: RUBRIC: GRADE 2: TERM 3 Beginning knowledge & Personal and Social Well being Activity 1 2 3 4 5 Identifies 1 picture related Makes a storyboard or Makes a colourful storyboard or Makes a colourful storyboard or Makes a colourful storyboard or Story Board/ Poster to transport and pastes it on poster demonstrating 2 poster demonstrating the 3 poster demonstrating the 4 types poster demonstrating the 4 types of Knowledge of different types a poster. types of transport types of transport and writes of transport and writes captions transport and writes captions and 2 of transport (road, water, and captions for each drawing or and 1 sentence on each drawing sentences on each drawing or rail. Air) picture. or picture. picture. Flash cards with emergency Makes 4 well written Makes 2 flashcards Makes 3 flashcards using Makes 4 well written flashcards Makes 5 well written flashcards numbers(parents, neighbour, flashcards using recycled using recycled material recycled material with correct using recycled material with using recycled material with correct police, ambulance, fire material with emergency with correct emergency emergency numbers correct emergency numbers emergency numbers brigade and doctor) etc numbers numbers Models of road signs Makes model of a traffic Makes models of a Makes model of a traffic light Makes colourful models of a Makes colourful models of a traffic (stop, children crossing, light with teacher’s support traffic light and 2 road and 3 road signs with captions traffic light and 4 road signs with light and 5 common road signs with cyclist, speed limits etc signs. written correctly. captions written correctly. captions written correctly. and traffic light Performing Arts Activity 1 2 3 4 5 Acts out a puppet show with Acts out a puppet show Acts out a puppet show with Acts out a puppet show with Acts out a puppet show with peers Acts out a puppet show with peers relating to a scene with peers relating to a peers relating to a scene e.g. At peers relating to a scene e.g. At relating to a scene e.g. At the peers relating to a scene e.g. e.g. At the dentist/doctor scene e.g. At the the dentist/doctor using 3 the dentist/doctor using dentist/doctor using expressive At the dentist/doctor with prompting and support dentist/doctor using 2 sentences expressive language (4 sentence language and gestures confidently( 5 (1 sentence) short sentences dialogue) sentences dialogue) Visual Arts Activity 1 2 3 4 5 The learner attempts to The learner creates a The learner creates a puppet The learner creates a puppet The learner creates a puppet Makes a puppet that create a puppet puppet dressed according to the dressed according to the person it dressed according to the person it represents a person that person it represent but have no represent and an identification represent, correct colour clothing helps us in the community’ identification symbols symbol with all the identification symbols Physical Education Activity 1 2 3 4 5 Attempts to catch, throw Learning to play 1-2 Active player in 3 common ball Very active participant in 4 Very energetic and an active and kick a ball. common ball games games, displays throwing, common ball games, displays participant in 5 common ball games, Playing typical ball games in and displays throwing , catching, kicking, and dribbling throwing, catching, kicking, displays throwing, catching, kicking, a team catching, kicking skills skills in a game situation. dribbling and passing skills in a dribbling and passing skills in a game situation. game situation. 32

LIFE SKILLS: Programme of Assessment: Grade 2: Term 4 Study Forms of Date to be Date Topic What will be assessed? Assessment tools Score Areas Assessment completed completed Knowledge of Map of South Africa, South African flag, National Oral. Practical, Worksheet/ Beginning knowledge Our Country 10 By Week 3 anthem Written Class work book Ways we Identify ways of communication and is familiar with the Oral and By Week 6 & Personal & Social Telephone, cell phone, radio and television, Internet usage. Rubric 5 communicate Practical Knowledge of People who work at night and Night animals Well being Oral and By the end of Life at Night Checklist n/a Practical the Term Music Improvise and Performing Arts interpret : Listening to music and identifying how dynamics, pitch, timbre Perform and Practical Rubric 5 and tempo combine to tell a story. Sing the National Anthem By the end of Visual Observation the Term Create in 2D: Discuss colour, tone, texture, contrast, shape and paint the SA Arts (VA) Practical Rubric 5 2D & 3D flag in the correct colours Locomotor Physical Observation and Balance Athletics (short races, relay, long jump and high jump) Rubric 5 Practical Education TOTAL SCORE 30 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills. Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. 33

34 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 KEY: Date R Achieved Learner’s names ƕ In need of support × Not achieved Study Areas Skills to be assessed Knows the national flag Knows national anthem Beginning knowledge and Knows where he/she lives (address) Knows city, province and can Personal and Social Well being read it on the maps Uses body percussion and percussion instruments Mime actions and sing and dance to action songs and rhymes Creative Arts Demonstrate dance movements Do drawings and paintings based on term’s topics showing awareness of line, colour, shape LIFE SKILLS: CHECKLIST: GRADE 2: TERM 4 and contrast Visual Arts Performing Arts Make masks , puppets, with recycled materials and models with clay Does free play activities and short novelty races and games Physical Participate in athletic activities Education Comments

LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 2: TERM 4 Beginning Knowledge and Creative Arts Physical Study Areas Personal and Social Well being Education Written Activity 1 Activity 2 Performing Arts Visual Arts Our Country -Write 5 sentences on Make a drawing of the Athletics (short races, -Colour the template of Storyboard: Ways of Perform and sing the relay, long jump and Skills to be assessed the South African flag using the right colours My Country communication National Anthem South African flag high jump) Score 10 5 5 5 5 Date Learner’s names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 35

LIFE SKILLS: RUBRIC: GRADE 2: TERM 4 Beginning knowledge & Personal and Social Well being Activity 1 2 3 4 5 Identifies 1 picture Makes a storyboard or poster Makes a colourful storyboard or Makes a colourful storyboard Makes a colourful storyboard or poster related to demonstrating 2 types of poster demonstrating the 3 types of or poster demonstrating the 4 demonstrating the 5 types of Story Board/ Poster Communication and Communication and writes Communication and writes captions types of Communication and Communication devices and writes Ways of pastes it on a poster. captions for each drawing or for each drawing or picture. 1 writes captions and 2 captions and 3 sentences on each Communication picture sentence on each drawing or sentences on each drawing or drawing or picture. picture picture. Performing Arts Activity 1 2 3 4 5 Performs and sings the Performs and sings parts of Performs and sings the complete Performs and sings the Performs and sings the complete South first part of the South the South African National South African National Anthem complete South African African National Anthem expressing high Performs and sings the African National Anthem with class choir group individually and with class choir National Anthem expressing and low notes, fast and slow tempo South African National Anthem Anthem group high and low notes accordingly individually and with class accordingly individually and choir group with class choir group Visual Arts Activity 1 2 3 4 5 Colours the template of Attempts to colour template of Identifies, colours and attempts to Identifies, colours and draws Identifies, colours , paints and draws the Identifies and draws the the flag using two the South African National draw the South African National flag the South African National South African National flag indicating the South African National colours only flag flag indicating the colours shape and colours correctly flag correctly Physical Education Activity 1 2 3 4 5 Attempts to participate Participates in 2 forms of Participates actively in 3 forms of Participates actively in 4 Participates actively in 5 forms of in short races athletics (short races, novelty athletics (short races, relay, novelty forms of athletics (short athletics (short races, relay, novelty Participation in athletics races) races , high jump and long jump) races, relay, novelty races , races , high jump and long jump) with with speed high jump and long jump) with speed , distance and height speed and distance 36

GRADE 3 37

LIFE SKILLS: Programme of Assessment: Grade 3: Term 1 Study Areas Topic What will be assessed? Forms of Assessment Assessment tools Class work book Score 5 Date to be completed By Week 4 Date completed Beginning knowledge & Personal & Make a representation of his/her own timeline and describes an Oral/Practical Rubric About me interesting object from his/her own past Written Rubric Storyboard/Poster 5 By Week 5 Feelings Recognise and express feelings accordingly Observation Checklist n/a Health Basic first aid practices and the use of a first aid kit Oral/Practical Rubric 5 Social Well being protections Basic health and personal hygiene habits Written Keeping my Awareness of physical and sexual abuse How to report abuse Oral/Practical Checklist n/a body safe Aware of his/her rights and responsibilities By end of the Right and Term Rights and responsibilities at home, school, community and Oral/Practical Checklist n/a Responsibilities environment Creative games Performing & skills: Non-locomotor movements: bending, rising, reaching, co- Observation Non-locomotor Rubric 5 ordinating arms and legs in 2, 3 or 4 time to music Practical Arts movements Visual Arts (VA) Create in 3D Clay modelling animals, dragons, pinch pots etc. Practical Rubric 5 2D & 3D Locomotor, Novelty races, Athletics and ball games Observation Physical Perceptual motor Rhythm, Sports Practical Rubric 5 Education & Games TOTAL SCORE 30 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills. Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. 38

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 KEY: Date R Achieved Learner’s names ƕ In need of support × Not achieved Study Areas Skills to be assessed Knows time line of his/her own life Knows how to use appropriate words and body language to express feelings Beginning Knowledge & Personal Knows basic first aid practices Knows about physical and sexual abuse and how to reports such abuse Knows his /her own rights and and Social Well being responsibilities in the home and school Mime actions and sing and dance to action songs and rhymes Demonstrate dance movements Perform notated rhythm patterns Creative Arts using body percussion Do drawings and paintings based on term’s topics showing awareness of line, colour, shape and contrast Performing Arts Visual Arts Make masks , puppets, with recycled LIFE SKILLS: CHECKLIST: GRADE 3: TERM 1 materials and models with clay Play traditional, indigenous and mini cricket and mini tennis skills Physical Do balancing activities, movements Education and games e.g. obstacle race etc Comments 39

LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 3: TERM 1 Beginning Knowledge & Personal And Social Physical Creative Arts Study Areas Well being Education Activity 1 Activity 2 Activity 3 Performing Arts Visual Arts 3D: Clay modelling Non locomotor dance Novelty races, Athletics Story board/poster : Group Activity: Big 5 sentences on the animals, dragons, pinch Skills to be assessed Book/ Zig-zag book Timeline Write atleast topic: All about me Healthy habits movements with music pots and ball games Score 5 5 5 5 5 5 Date Learner’s names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 40

LIFE SKILLS: RUBRIC: GRADE 3: TERM 1 Beginning knowledge & Personal and Social Well being Activity 1 2 3 4 5 Pastes 2 photographs Represents 3 stages of his /her Represents 4 stages of his /her Represents 5 stages of his /her Represents 6 stages of his /her Timeline Story Board/ to represent his/her Timeline from birth to Grade 3 Timeline from birth to Grade 3 on a Timeline from birth to Grade 3 on a from birth to Grade 3 on a storyboard Poster :My timeline on a on a storyboard /poster using storyboard /poster using storyboard /poster using /poster using photographs/drawings with Timeline storyboard/poster photographs /drawings with photographs/drawings with captions photographs/drawings with captions captions and 3 short sentences on each captions and 1 short sentence on each stage and 2 short sentences on each stage stage Activity 1 2 3 4 5 Writes and Writes a sentence of 3 Writes and illustrates 2 simple Writes and illustrates 3 simple Writes and illustrates 4 well written Writes and illustrates 5 complex and well illustrates 5 words with an sentences to describe one’s self sentences to describe one’s self. sentences giving clear details to written sentences giving very clear details sentences on the illustration About me describe one’s self. to describe one’s self and likes and Topic: All about me dislikes. Activity 1 2 3 4 5 Big Book/ Zig Zag Draws and writes 2 Makes a Big Book of 1-2 pages Makes a Big Book of 3-4 pages in a Makes a Big Book of 5-6 pages in a Makes a Big Book of 7-8 pages in a group book: on Healthy words for 1 page of a in a group with illustrations and group with colourful illustrations group with colourful illustrations and 2 with colourful illustrations and 3 complex habits Big Book two words on each page and 1 sentence on each page complex sentences on each page sentences on each page Performing Arts Activity 1 2 3 4 5 Non-locomotor Co-ordinating arms and Co-ordinating arms and legs on Bending and rising arms and legs Bending, rising and reaching arms and Bending, rising and reaching arms and movements legs on 4 time music 4 and 2 time music on 4 and 2 time music legs on 4 and 2 time music legs on 3 time music Visual Arts Activity 1 2 3 4 5 3D: Clay Models with clay simple Makes 2 clay models of his Makes 3 clay models of his /her Makes 3 clay models of his /her choice Makes 3 clay models of his /her choice modelling: objects e.g. a ball /her choice resembling form , choice resembling form , shape resembling form , shape showing 5-6 resembling form , shape showing 7-8 animals, dragons shape showing 1- 2 features of showing 3-4 features of each features of each object features of each object pinch pots each object object Physical Education Activity 1 2 3 4 5 Participation in Attempts to participate Participates in 2 forms of Participates actively in 3 forms of Participates actively in 4 forms of Participates actively in 5 forms of Novelty races, in short races athletics (short races, novelty athletics (short races, relay, novelty athletics (short races, relay, novelty athletics (short races, relay, novelty races Athletics and ball races) races , high jump and long jump) races , high jump and long jump) with , high jump and long jump) with speed , games with speed speed and distance distance and height 41

LIFE SKILLS: Programme of Assessment: Grade 3: Term 2 Study Forms of Date to be Date Topic What will be assessed? Assessment tools Score Areas Assessment completed completed Knowledge of the different food groups and a balanced diet Oral/Practical Rubric & Checklist Healthy Eating 5 By Week 3 Beginning knowledge & Personal & Written Poster Creates and designs a Big Book on insects showing: x Characteristics of the insect Oral/Practical Rubric & Checklist Insects x Different insects 5 By Week 6 x How insects help us Written Big Book x How insects harm us Social Well being Makes a poster/Storyboard on the life cycle of an animal of Rubric Oral/Practical Life cycles his/her choice. & Checklist 5 Written Storyboard/Poster Knowledge of: x recycling, reusing and reducing waste Oral and Recycling Checklist n/a By end of the x making compost Practical x re-using water Term Improvise and Performing Interpret : Oral and Rubric & Checklist 5 Dramatises short story scenes in groups Practical Arts Dramatisation Visual Observation & Rubric and Arts Create in 3 D Makes a 3 D Box sculpture 5 2D & 3D Practical Checklist Physical Spatial Spatial Orientation: Dribbling and passing skills Observation & Rubric and 5 Orientation Practical Checklist Education TOTAL SCORE 30 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills. Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. Physical Education: Spatial Orientation: Learners should be assessed at 1 station only for this activity (1-2 groups should be assessed in a 1 hour lesson) and this activity should be done over a period of 4-5 weeks to ensure that all learners in the class are assessed on dribbling and passing skills. 42

12 3 4 5 6 7 8 9 10 11 12 KEY: Date R Achieved Learner’s names ƕ In need of support × Not achieved Study Areas Skills to be assessed Knows the different types of food groups Knows about the different types of insects and how they help us Beginning Knowledge & Knows about harmful insects Knows about the life cycle of some mammals, insects, amphibians and birds Knows about recycling reducing and reusing Personal and Social Well being of waste materials Can do loco motor and non-loco motor movements Demonstrates sensory awareness and performs rhythmic games Creative Arts Perform notated rhythm patterns using body percussion movements Make loose constructions, masks , puppets, with recycled materials and models with clay Describe basic art elements using art LIFE SKILLS: CHECKLIST: GRADE 3: TERM 2 Performing Arts Visual Arts vocabulary Play traditional, indigenous and mini cricket and mini tennis skills Physical Demonstrate gymnastic and rhythmic Education movements using apparatus Comments 43

LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 3: TERM 2 Beginning Knowledge & Personal and Social Well being Creative Arts Physical Study Areas Activity 1 Activity 2 Activity 3 Performing Arts Visual Arts Education Poster: Knowledge of Creates and design a Improvises and Spatial Orientation: Makes a the different food Creates in 3 D: Box poster/Storyboard on Skills to be assessed Interpret s dramatises the life cycle of an groups and a balanced Big Book on insects short story scenes in sculpture Dribbling and passing animal of his/her diet choice. groups Score 5 5 5 5 5 5 Date Learner’s names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 44

LIFE SKILLS: RUBRIC: GRADE 3: TERM 2 Beginning knowledge & Personal and Social Well being Activity 1 2 3 4 5 Represents 1 basic Represents 2 basic food Represents 3 basic food groups Represents the 4 basic food groups Represents the 5 basic food groups using food group using groups using pictures with using pictures with captions and 1 using pictures and drawings with own drawings , pictures and photographs Poster : 5 Basic Food Groups pictures captions short sentence on each food captions and 2 short sentences on with captions and 3 short sentences on group each food group each food group Makes a The learner attempts to The learner creates a poster The learner makes a The learner makes a The learner makes a poster/ Storyboard poster/Storyboard on the create the life cycle of reflecting the life cycle of poster/Storyboard reflecting the poster/Storyboard reflecting the life reflecting the life cycle of his/her chosen life cycle of an animal of his/her chosen animal. his/her chosen animal. life cycle of his/her chosen animal. cycle of his/her chosen animal. animal. Labelling each of the stages and his/her choice. Labelling each of the stages. Labelling each of the stages and writes 2 facts for each stage writes 1 fact for each stage Draws and writes 2 Makes a Big Book of 3-4 Makes a Big Book of 5-6 pages in Makes a Big Book of 7-8 pages in a Makes a Big Book of 9-10 pages in a group words for 1-2 pages of pages in a group with a group with colourful illustrations group with colourful illustrations and with colourful illustrations and 3 complex Make Big Book: Insects a Big Book illustrations and two words and 1 sentence on each page 2 complex sentences on each page sentences on each page on each page Performing Arts Activity 1 2 3 4 5 Participates in the In a group of 6 dramatises 1-2 In a group of 6 dramatises 3 In a group of 6 dramatises 4 scenes In a group of 6 dramatises 5 scenes from a Improvise and Interpret group and retells some scenes from a short story scenes from a short story using from a short story using short story using props(masks/costumes) to Dramatise short story of the dialogue with using props(masks/costumes) props(masks/costumes) to depict props(masks/costumes) to depict depict characters and uses expressive scenes in groups support to depict characters and characters and role plays characters and uses expressive language to role play dialogues and attempts to role play dialogue dialogues language to role play dialogues and appropriate gestures and facial expression gestures Visual Arts Activity 1 2 3 4 5 Make a 3 D Box Wraps a recycled box Makes a stack of 2 recycled Makes a stack of 3 recycled boxes Makes a stack of 4 recycled boxes Makes a stack of 5 recycled boxes sculpture with recycled using coloured paper. boxes resembling a 3 D Box resembling a 3 D Box sculpture resembling a 3 D Box sculpture and resembling a 3 D Box sculpture and small boxes sculpture and decorates it with and decorates it with picture cut decorates it with glossy picture cut decorates it with glossy recycled wrappings picture cut outs and a colours outs and paints the background outs and a paints a colourful and picture cut outs and a paints a colourful in the background background background 45

LIFE SKILLS: RUBRIC: GRADE 3: TERM 2 Physical Education Activity 1 2 3 4 5 Dribbles a ball with Dribbles a ball zig-zag Dribbles a ball zig –zag Dribbles a ball zig-zag Dribbling balls zig-zag Spatial Orientation: Dribbling assistance but knock markers around markers without around and between around and between tation 1 : Basketball-dribbling touching the markers markers without markers without touching balls zig-zag through markers touching the markers the markers and controls ball carefully Dribbles a ball with Dribbles a ball but Dribbles a ball around Dribbles a ball around Dribbles ball around and passing skillsS Station 2: Hockey - dribbling assistance knock obstacles obstacle without obstacle kicking balls obstacle and kicking ball balls through obstacles touching the obstacle without controlling between obstacle and direction controls ball carefully Passing a ball with Passing a ball but drops Passing a ball to a Passing a ball around Passing a ball around; assistance it while running partner while running; overheads; under legs Station 3: Netball- passing overheads; under legs. while running; throw or while running bounce ball to partner and catch it Passing a ball in Passing a ball in Passing a ball in Passing a ball around in Passing a ball around in backline action with backline action but backline action to a backline action while backline action; Station 4 : Rugby -running and assistance drops it while running partner a ball to partner running; overheads; overheads; under legs passing a ball in backline action and catch it under legs. while running; throw or bounce ball to partner and catch it Dribbles a ball with Dribbles a ball but Dribbles a ball around Dribbles a ball around Dribbles ball around Station 5: Soccer - Dribbles a assistance knocks the markers markers without markers kicking balls markers and kicking balls ball through markers touching the markers without controlling between markers and direction controls ball carefully 46

LIFE SKILLS: Programme of Assessment: Grade 3: Term 3 Study Forms of Date to be Date Topic What will be assessed? Assessment tools Score Areas Assessment completed completed Awareness of dangerous places, dangers of electricity. Oral and By end of the Beginning knowledge & Public Safety Safety in moving vehicles Checklist n/a practical Term Poisonous and inflammable substances Rules: Keeping my school litter free Oral & practical Class work Personal & Social Well Pollution 5 By Week 6 Written book How people Compare between the past and the present Oral and Checklist n/a By end of the being lived long ago (Clothes, transport, tools, toys, cooking utensils) practical Term Practical and Class work Space Knowledge of the stars and planets and space travel 10 Written Book /Worksheet Dance & Performing Music Body percussion and/or responds to percussion instruments Observation Rubric 5 Creative games to accompany South African music Practical Arts and skills Visual Create in 3 D: Arts - VA Create a utility object from recycled material Practical Rubric 5 (constructing) 2D&3D Physical Laterality and Practical Balance an object on head and walk forward and backward Rubric 5 Balance Observation Education TOTAL SCORE 30 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills. Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. Beginning Knowledge and Personal and Social Well-being: For the activity on Space, the teacher is encouraged to write out at least 2 activities in a worksheet format which should include matching names of the 9 planets with the pictures and learners should be expected to write 3 facts about Space Travel. 47

1 2 3 4 5 6 7 8 9 10 11 12 13 14 48 KEY: Date R Achieved × Not achieved Learner’s names ƕ In need of support Skills to be assessed Study Areas Knows about public safety rules and dangers Knows about the different types of pollution Knows about people of long ago and how Beginning Knowledge & they lived Knows about space and space travel Knows the religious days and special days Personal and Social Well being observed in the term Demonstrates sensory awareness and performs rhythmic games Sing songs using appropriate movements and voice contrasts Mime actions and sing and dance to action Creative Arts songs and rhymes Do drawings and paintings based using different media Make loose constructions, masks , puppets, Performing Arts Visual Arts crafts with recycled materials and models with clay Play traditional, indigenous and ball games Physical Demonstrate gymnastic and rhythmic Education movements using apparatus LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 3: TERM 3 Comments

LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 3: TERM 3 Beginning Knowledge & Personal Creative Arts Physical Study Areas and Social Well being Education Activity 1 Activity 2 Performing Arts Visual Arts Worksheet: Space and Body percussion and/or Laterality and Balance Space Travel Rules: Keeping my 1. Match the planet responds to percussion Skills to be assessed names with the pictures Create in 3D: school litter free instruments 2. Write 3 facts about Space Travel (constructing) Score 5 10 5 5 5 Date Learner’s names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 49

LIFE SKILLS: RUBRIC: GRADE 3: TERM 3 Beginning knowledge & Personal and Social Well being Activity 1 2 3 4 5 Writes 1 rule with support Writes 2 simple rules about Writes 3 simple and practical rules Writes 4 simple and practical rules Writes 5 simple and practical rules Rules: Keeping my school keeping my school litter free. about keeping my school litter free. about keeping my school litter free. about keeping my school litter litter free (5 rules) free. Performing Arts Activity 1 2 3 4 5 Dance and Music Clapping/playing - Rhythm Clapping/playing - Rhythm Clapping/playing - Rhythm patterns Clapping/playing - Rhythm patterns Clapping/playing - Rhythm Creative games and skills: patterns patterns patterns Body percussion and/or Tempo – slow, fast and moderate Tempo – slow, fast and moderate percussion instruments to Tempo – slow and fast Tempo – slow, fast and moderate Dynamic – load accompany South African Dynamic – load and soft music focusing on cyclic (circular) rhythm patterns / tempo /dynamic Visual Arts Activity 1 2 3 4 5 Attempts to make a utility item Makes a utility item using Makes a utility item using recycled Makes a utility item using recycled Makes a utility item using recycled Create in 3D: (constructing) a egg a pencil holder with recycled material and material and describes in 3 steps material and describes in 4 steps material and describes in 5 clear utility item made from support describes in 2 steps how it how it was made how it was made and how it will be steps how it was made and how it recycled material was made used confidently will be used confidently. Physical Education Activity 1 2 3 4 5 Learners needs assistance to Learner walks along the Learner walks along part of the Learner walks along the full zigzag Learner walk along the full zigzag Laterality and balance :walks balance a bean bag on the zigzag pattern with guidance zigzag pattern taped on the floor pattern taped on the floor with a pattern taped on the floor with a along zigzag pattern taped on head and walk along zigzag with a beanbag balanced on with a beanbag balanced on head, beanbag balanced on head, beanbag balanced on head for the the floor with a beanbag pattern taped on the floor with head, dropping the bean bag dropping the bean bag 3 times dropping the bean bag twice duration of the walk balanced on head a on head 4 times 50

LIFE SKILLS: Programme of Assessment: Grade 3: Term 4 Study Topic What will be assessed? Forms of Assessment tools Score Date to be Date Areas Assessment completed completed Products and Knowledge of what we get from plants Practical and Checklist & Rubric 5 By Week 2 Beginning knowledge processes Written Storyboard/poster Disasters and Identify different disasters e.g. lightening, earthquakes, Practical and Checklist & Rubric & Personal & Social what we should tsunami, fire, lightening, tornado, hurricane, thunderstorms 5 By Week 5 Written Class work book do and floods Animals and Well being Identify animals that provide us with food , shelter and Practical and Checklist & Rubric Creatures that 5 transport Written Big Book help us Drama Responding to stimuli like pictures, phrases, idioms, drama Practical n/a Performing Arts Creative games games, poems or thymes to explore body language, gestures Checklist Demonstration and skills and facial expression By end of the Dance Observation Term Creating movements based on pictures, movement sentence 5 Improvise and and Practical Rubric (sequence), showing beginning, middle, end interpret Visual Observation Arts - VA Create in 2D: Drawing and painting : In the garden Rubric 5 2D&3D and Practical Physical Locomotor and Observation 5 Rhythmic sequence with or without apparatus Rubric Rhythm and Practical Education TOTAL SCORE 30 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. Teachers notes: The content relating to Life Skills Topics will be assessed during the daily lessons. Exemplar checklists and rubrics will be used to record and report on each learner’s progress at the end of each term. Where possible teachers are encouraged to ensure that the assessment activities are integrated across the Life Skills. Study Areas and also where possible these assessment activities should be integrated with Languages and Mathematics lessons. 51

1 2 3 4 5 6 7 8 9 52 10 11 12 13 14 15 KEY: Date R Achieved Learner’s names ƕ In need of support × Not achieved Study Areas Skills to be assessed Knows about what we get from earth Knows how bricks are made from clay Beginning Knowledge & Personal Knows about the different types of natural disasters Knows about the animals that provide us with food and clothes Knows about the animals that work and Social Well being for us Demonstrates sensory awareness and performs rhythmic games Sing songs using appropriate movements and voice contrasts Creative Arts Mime actions and sing and dance to action songs and rhymes Do drawings and paintings based using different media Describe basic art elements using art Performing Arts Visual Arts vocabulary Demonstrate gymnastic and rhythmic movements using apparatus Physical Does balancing activities, and Education movements LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 3: TERM 4 Comments

LIFE SKILLS: RECORDING SHEET (rubrics used for scoring): GRADE 3: TERM 4 Beginning Knowledge & Personal and Social Well being Creative Arts Physical Study Areas Activity 1 Activity 2 Activity 3 Performing Arts Visual Arts Education Locomotor and Rhythm Big Book: How animals Written: Dance : Creating Story board/ Poster Write 5 facts about movements based on 2 D: Drawing and Rhythmic sequence Skills to be assessed Knowledge of what painting : In the with or without help us Natural Disasters with pictures, movement we get from plants illustrations sentence garden apparatus Score 5 5 5 5 5 5 Date Learner’s names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 53

LIFE SKILLS: RUBRIC: GRADE 3: TERM 4 Beginning knowledge & Personal and Social Well being Activity 1 2 3 4 5 Makes a simple story Makes a simple story board or poster Makes a colourful story board or Makes a colourful story board or Makes a colourful and creative story Story board/ Poster board or poster showing 3-4 uses of plants with poster showing 5-6 uses of plants poster showing 7-8 uses of plants board or poster showing 9-10 uses of Knowledge of what showing 1-2 uses of illustrations/ photographs & pictures & with illustrations/ photographs and with illustrations/ photographs and plants with illustrations/ photographs we get from plants plants with pictures captions pictures and captions. pictures and captions. and pictures and captions. and captions Writes 1 facts about Writes 2 facts about Natural Writes 3 facts about Natural Writes 4 facts about Natural Writes 5 facts about Natural Write 5 facts about Natural disasters with disasters with relevant disasters with relevant disasters with relevant disasters with relevant Natural Disasters relevant pictures pictures/photographs and own pictures/photographs and own pictures/photographs and own pictures/photographs and own with illustrations drawings drawings drawings drawings Makes a Big Book of Makes a Big Book of 3-4 pages and Makes a Big Book of 5-6 pages Makes a Big Book of 7-8 pages Makes a Big Book of 9-10 pages and 1-2 pages with states 1 fact with drawings/pictures and states 1 fact with and states 2 facts with states 3 facts with Big Book: How pictures on how 1 on how 2 animals help us (food, drawings/pictures/photographs on drawings/pictures/photographs on drawings/pictures/photographs on animals help us animal help us clothing and transport) how 3 animals help us (food, how 4 animals help us (food, how 5 animals help us (food, clothing clothing and transport) clothing and transport) and transport) Performing Arts Activity 1 2 3 4 5 Creating movements Gumboot/Aerobic/ Gumboot/Aerobic/Line/ Circle Dance Gumboot/Aerobic/Line Circle Gumboot/Aerobic/Line/ Circle Gumboot/Aerobic/Line/ Circle Dance based on pictures, Line/Circle Dance with Dance with Dance with with movement sentence with x 1 beginning -, x 1 beginning -, x 1 beginning -, x 1 beginning -, (sequence), showing x 1 beginning -, x 2 middle - and x 3 middle - and x 4 middle - and x 5 middle - and beginning, middle, x 1 middle - and x 1 ending movement x 1 ending movement x 1 ending movement x 1 ending movement end x 1 ending movement 54

LIFE SKILLS: RUBRIC: GRADE 3: TERM 4 Visual Arts Activity 1 2 3 4 5 Draws I simple fruit Makes 2 drawings of Makes 3 clear drawings of Makes 4 clear drawings of Makes 5 clear drawings of 2D (e.g. apple) flowers/vegetables with a flowers/vegetables with a flowers /vegetables with a flowers/vegetables with a colourful Paints or draws : My background colourful background Pays colourful background Pays background. Pays attention to correct garden attention to correct colours and attention to correct colours and colours, form and shape shapes shapes Physical Education Activity 1 2 3 4 5 Rhythmic sequence Listen to instructions Stops movement, listens to Stops movement, listens to Slows down movement, listens to Whilst moving the apparatus, listens with apparatus. and then starts instruction and then continue with the instruction, interprets instruction instruction, interprets instruction to instruction, interprets instruction movement same movement and starts moving the apparatus and changes movement with the and changes the movement according to the instruction apparatus according to the music accordingly without hesitation 55

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Grades 1 3 Foundation Life Skills SBA Exemplar booklet

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