KaziKidz Pre-Primary Book: Teaching Material for Physical Education - A School Readiness Programme: Resources for Pre-Primary Teachers - Namibian Edition supported by UNESCO

KaziKidz Pre-Primary Teaching Material for Physical Education A School Readiness Programme NAMIBIAN EDITION Resources for Pre-Primary Teachers 2 AUTHORS AND PUBLISHER Müller, I., Malan, R., Dolley, D., Degen, J., Grieshaber, C., Küng, O. M., Nqweniso, S., Joubert, N., Adams, L., Lang, C., Arnaiz, P., Siririka, G., Long, K., Steinmann, P., Utzinger, J., du Randt, R., Gresse, A., Damons, B., Hutton, T., Kaiser, H., Gerber, M., Wilders, C., Walter, C., Pühse, U. (2023): KaziKidz Pre-Primary Teaching Material for Physical Education Teachers - A School Readiness Programme based on the Namibian Curriculum. Mandela University Press and African Sun Media Partner (ASMP). The Woodmill (Head Office) Office 5, Vredenburg Rd, Devonvallei, 7600 Stellenbosch, South Africa. The development of the Pre-Primary teaching and learning material has taken place in collaboration with a research team from the University of Basel, Basel, Switzerland, the University of Namibia, Windhoek, Namibia, the National Institute for Educational Development (NIED), Okahandja, Namibia, the Swiss Tropical and Public Health Institute, Basel, Switzerland, and the Nelson Mandela University, Gqeberha, South Africa. In addition, the head teachers and teachers of the pilot schools (Oponganda Pre-Primary School, Khomasdal Primary and Gammans Primary School, all in Windhoek, Namibia) provided valuable input in the development of the KaziKidz teaching materials. Overall editorial: Prof Dr Uwe Pühse, Prof Dr Cheryl Walter, Prof Dr Cilas Wilders, Dr Ivan Müller, Ronelle Malan, Danielle Dolley, Nandi Joubert and Larissa Adams. Text contributions: Prof Dr Uwe Pühse, Prof Dr Cheryl Walter, Prof Dr Rosa du Randt, Prof Dr Cilas Wilders, Dr Ivan Müller, Ronelle Malan, Dr Sebastian Ludyga, Jan Degen, Nandi Joubert and Danielle Dolley. Design and illustrations: Rooftop, Gqeberha*, South Africa. Printing and publication of the 2023 edition in South Africa © 2023 KaziBantu, University of Basel (Basel, Switzerland), University of Namibia (Windhoek, Namibia) and Nelson Mandela University (Gqeberha, South Africa). The KaziKidz teaching material reflects the views of the authors. The copyright and all other rights to content and illustrations belong exclusively to KaziBantu or the specifically named rights holders. For the reproduction of any elements, the written consent of the copyright holders must be obtained in advance. © 2023 KaziBantu *Formerly known as Port Elizabeth KaziKidz Pre-Primary Teaching Material 3 4 Contents I How To Use This Book 6 II Figures And Tables 7 III Prefaces 8 UNESCO Assistant Director General for Social and Human Sciences Gabriela Ramos 8 UNESCO Chair Holder Prof Dr Uwe Pühse 9 UNESCO Co-Chair Holder Prof Dr Cheryl Walter 10 Prof Dr Cilas Wilders 11 Dr Ivan Müller 12 IV Project Team 13 V Acknowledgements 14 VI Abbreviations And Acronyms 15 VII Glossary Of Terms 16 1 Introduction 17 1.1 Why do children need physical activity? 17 1.2 Physical activity recommendations 18 1.3 What is Quality Physical Education (QPE)? 18 2 Rationale And Aim Of The KaziKidz Teaching Material 20 2.1 What is the rationale of KaziKidz? 20 2.2 Aim of KaziKidz 21 2.3 How does KaziKidz contribute to QPE? 21 3 Educational And Methodological Considerations 22 3.1 Specification of the target group and their learners 22 3.2 Characteristics of an easy to implement Physical Education toolkit - considerations for lesson planning 22 3.3 Self-made equipment 27 5KaziKidz Pre-Primary Teaching Material 4 The Kazikidz Teaching Material 30 4.1 Physical Education 30 4.2 Moving-to-Music 130 4.3 Health, Hygiene and Nutrition 272 5 Annexes - KaziKidz Support Material 296 6 References 322 6 I How To Use This Book Learn More About This Book And Its Authors 8 Read Up On The Importance Of Physical Education (PE) 17 An introduction to the core reasonings of Physical Education Read Up On Methodological Principles Of Teaching A PE Lesson 22 A recap of important things to consider in conducting good quality teaching Lessons For Physical Education Classes 30 32 lesson templates for Pre-Primary with a duration of 30 minutes each Lessons For Moving-to-Music Classes 130 32 lesson templates for Pre-Primary with a duration of 30 minutes each Lessons For Health, Hygiene And Nutrition Classes 272 6 lesson templates for Pre-Primary with a duration of 30 minutes each 7KaziKidz Pre-Primary Teaching Material II Figures And Tables List Of Figures Figure 1 17 The multi-faceted dose-response curve of exercise (Smith et al., 2018) Figure 2 19 Strategy for inclusive Quality Physical Education according to UNESCO (Whitehead, 2010) Figure 3 20 Timing and structure of the annual Namibian Pre-Primary curriculum (Pre-Primary Syllabus of Namibia, Okahandja, Namibia, 2023) Figure 4 24 Dimensions and features of teaching quality in Physical Education (Herrmann et al., 2016) List Of Tables Table 1 26 Template for lesson tracking in Physical Education (e.g. Pre-Primary) 8 III Prefaces Globally, physical inactivity is one of the leading risk factors for non-communicable diseases. Combined with overstretched health systems, this trend is particularly worrying in Africa, where physical inactivity among adolescents is alarmingly high at 85.4% and is estimated to cause over 200,000 deaths every year. Nurturing our children’s physical and overall development should be every government’s number one priority: they are tomorrow’s leaders and our future changemakers. Of course, Namibia, like many other countries, faces the challenge of finding cost-effective ways to achieve this. But contrary to popular belief, creating healthy, happy and active populations does not start with complex, expensive policies: it starts at school, with fun and easy active learning modules which can be delivered by any teacher, in any school, such as the KaziKidz learning programme. Investing in quality physical activity is pivotal in laying the foundation for lifelong health and well-being. I cannot stress it enough: teachers who guide our children on this path are making an invaluable contribution to sustainable development and social progress. But this cannot happen if we do not support, equip and empower them to drive this change in our schools and beyond. That is why the KaziKidz programme is so important: it responds directly to an urgent need for more culturally relevant educational resources and initiatives that cater to each country’s unique needs and diverse communities. By providing practical strategies for teachers to incorporate movement and active play into the curriculum, KaziKidz also fills an essential capacitybuilding gap in our education systems. We know that we need to promote motor skill development, cognitive engagement, and social interactions through sports in our schools. But is not enough to just say so: we need purpose-built educational tools such as these, to help us deliver in a safe, values-oriented and interactive way. We need to integrate quality physical activity into educational systems and national policy frameworks. This goal sits at the heart of UNESCO’s Quality Physical Education resources and our sports flagship, Fit for Life. We have designed this programme to scale the use of sport as a vehicle for the Sustainable Development Goals: through Fit for Life, we want to activate smart investments in evidence-based policy-making, inclusive sports programming, curriculum design, and teacher and coach capacity building. I encourage all educators to embrace this guidebook to foster positive outcomes inside and beyond the classroom. As a teacher, you can equip children with the skills and habits necessary to contribute meaningfully to sustainable development, in their communities and around the world. The power of quality physical education to drive social change is unparalleled, and Kazi and Thandi are showing us the way: let’s follow them! Gabriela Ramos Gabriela Ramos UNESCO Assistant Director General for Social and Human Sciences 9KaziKidz Pre-Primary Teaching Material Children love to move. They enjoy running, throwing, hopping, jumping, dancing to the music and having fun with other kids. Children learn through play, especially in the early stages of development. Promoting these processes is an elementary task of the school and especially of pre-schools. It is precisely in this phase of development that important physical, psychological and social experiences are made. So they must be part of any holistic educational effort! However, this fact is often underestimated. Children are sometimes taught like smaller adults. And physical aspects of education are neglected - although there are clear findings from research. Movement and sport can have a positive influence on the learning and development of children, especially in early age! This is where the present teaching material comes in. It provides teachers at this level with ideas and lessons which they can use directly in class without further preparation. Furthermore, the entire program aims to contribute to the United Nations’ Sustainable Development Goals (SDGs), specifically to SDG 3: ‘Ensure healthy lives and promote wellbeing for all at all ages’ and SDG 4: ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Therefore, we highly recommend to widely distribute and apply this teaching material in Namibian pre-primary schools. And of course we wish the children and teachers a lot of fun implementing the lessons in everyday school life! Uwe Pühse Prof Dr Uwe Pühse UNESCO Chair on Physical Activity and Health in Educational Settings, University of Basel, Basel, Switzerland VII Glossary Of Terms Kazi and Thandi Mascots for the teaching content in Physical Education, Moving-to-Music and Health, Hygiene and Nutrition. KaziBantu With new and changing lifestyles driving societies towards inactivity and unhealthy habits, the KaziBantu programme, a specially tailored school-based intervention, aims to consolidate the practice of Physical Education and to ensure the physical literacy and healthy active living of schoolchildren and teachers in South Africa. KaziHealth Teacher’s health promotion programme of the KaziBantu project. KaziKidz Physical Education teaching material for pre-primary and the primary school level (Grades 1 - 7) of the KaziBantu project. SDG 3 ‘Good Health and Well-being’: Good health is essential to sustainable development. SDG 3 takes into account widening economic and social inequalities, rapid urbanization, threats to the climate and the environment, the continuing burden of infectious diseases, and emerging challenges such as non-communicable diseases. SDG 4 ‘Quality Education’: Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, to eliminate gender and wealth disparities, and achieve universal access to a quality education. Term Definition 16 17KaziKidz Pre-Primary Teaching Material 1 Introduction Being physically active has the potential to contribute to the development of physical competence and fitness, as well as to the cognitive, social and emotional development of the child. Therefore, our schools are key in making a meaningful contribution to the recommended daily physical activity guidelines of the World Health Organization. Physical Education (PE) lessons play a critical role in holistic childhood education and development. To make a meaningful contribution to health at schools, it is important for PE classes to be conducted on a regular basis. Quality Physical Education (QPE) across all of the phases in school develops the skills, knowledge and values necessary for life-time physical activity participation. In Namibia, PE lost its standalone status as a subject and became a component within a subject comprising different focal areas. Therefore, the quality of the subject may be diluted as it can be difficult for teachers to specialise in all the learning areas that make up the LS subject. In order to provide QPE, the United Nations Educational, Scientific and Cultural Organization (UNESCO) recommends that PE be presented at least two hours per week as a stand-alone subject. While the Department of Basic Education actively supports PE in the current curriculum, the human capacity to implement QPE programmes may be a challenge. It is for this reason that the KaziKidz Teaching Material was developed. 1.1 Why do children need physical activity? The benefits of regular physical activity participation are significant. Physical activity is especially important for children and adolescents. UNESCO has identified PE as a fundamental right for everyone and not without reason: PE provides the only official setting which can inclusively support all children in being physically active. In disadvantaged communities, PE classes may be the only regular sessions of physical activity throughout their school week. Thereby, it directly contributes not only to the physical but also the cognitive, social and emotional development of schoolchildren. Recent research suggests a dose-response relationship, which refers to the amount, the type of activity, frequency, duration, and intensity of the activity. Physical activity across all age groups is associated with a multitude of potential benefits, including: • Physical Regulates and improves overall body function, Improves health-related fitness components: Cardio-respiratory endurance, muscular endurance/ strength/flexibility, body composition. Improves physical appearance, decreases recovery time after injury or illness, Decreases risk of developing or dying from chronic diseases and, Improves motor development. Frequency/Time Benefits (Type, Amplitude) Community and Social Involvement Quality of Life Aerobic Improvements Strength Weight Maintenance Cardiovascular Disease Prevention Figure 1. The multi-faceted dose-response curve of exercise (Smith et al., 2018) 18 • Social Develops ability to work together (teamwork), Increases communication skills and develops understanding, tolerance, etc. Develops the ability to reach out to, understand and care about others and develops friendships. • Emotional Develops self-esteem, Enhances self-confidence, Increases the ability to cope with stress, Helps resist depression, Increases the energy levels, Improves awareness of personal needs and the ways to meet them, Learns to view life’s difficulties as challenges/ opportunities rather than threats, Is fulfilling and enjoyable. • Cognitive Expands and extends intellectual abilities, Improves concentration, academic achievement, problem-solving and decision-making. 1.2 Physical activity recommendations Due to the holistic benefits of physical activity, international physical activity recommendations were developed by the World Health Organization (WHO): Children should undertake 60 minutes or more of moderate-to-vigorous physical activity (MVPA) per day. Research from Southern Africa has shown that children, particularly from marginalized communities, do not achieve the minimal daily requirements of MVPA. Schools play an important role in making a meaningful contribution to the goal of achieving the recommended daily physical activity guidelines by incorporating PE lessons into the school curriculum. To gain the benefits, the intensity of the activity should reach a certain level. Doing an activity and being able to talk (but not sing) while doing it is regarded as moderate intensity. Doing an activity and not being able to say more than a few words is regarded as vigorous intensity. Consider the FITT principle: • Frequency – everyday • Intensity – moderate-to-vigorous physical activity • Type – variety of PE activities • Time – 60 minutes Research from Southern Africa (Healthy Active Kids South Africa Report Card [2018]) has shown that while children are very active in early childhood from 0-5 years of age, physical activity decreases significantly when children enter school. Most school-aged children (and particularly those from disadvantaged communities) do not achieve the minimum of 60 minutes of moderateto-vigorous physical activity per day as recommended by the World Health Organization. This can be partly attributed to the absence or lack of PE in schools, poor community sport infrastructure and high percentages of television viewing. 1.3 What is Quality Physical Education (QPE)? Quality Physical Education (QPE) stands for a comprehensive approach to promoting physical activity through schools and is based on national standards that define what learners should know and be able to do. QPE emphasizes the knowledge and skills for a lifetime of physical activity and helps learners to develop the behaviors, attitudes and confidence needed to be physically active for life. All children should participate in quality PE. The philosophy of QPE represents an inclusion and activation among all learners, by keeping them active for most of the class periods and meeting the needs of all schoolchildren, especially those who are not athletically gifted. QPE provides an intensive instruction in the motor and self-management skills to enjoy a wide variety of physical activity experiences, including competitive and non-competitive activities. In addition, the following characteristics are central for QPE: • Keeping all learners active for most of the class time • Building learners confidence in their physical abilities • Providing many different physical activity choices • Influencing moral development by providing learners with opportunities to assume leadership, cooperate with others, and accept responsibility for their own behaviour • Developing learners self-confidence and eliminating practices that humiliate learners • Actively teaching cooperation, fair play, and responsible participation in physical activity • Having fun and enjoyable experiences for learners Physical literacy is the foundation of PE and is the outcome of any structured PE programme that facilitates a range of age and stage appropriate opportunities for learners. Vital aspects of physical literacy are fundamental movement skills and the development of healthy and active citizens. The promotion of physical literacy is key for any PE curriculum throughout preprimary, primary and secondary education. 19KaziKidz Pre-Primary Teaching Material Child protection and safeguarding ENSURING INCLUSIVE QPE PROVISION Inclusion Physical literacy NATIONAL STRATEGY FOR QPE Advocacy & Communication Teacher education, supply and development Faculties, equipment and resources Curriculum flexibility Community Partnerships Monitoring and quality assurance Figure 2. Strategy for inclusive Quality Physical Education according to UNESCO (Whitehead, 2010) 20 2.1 What is the rationale of KaziKidz? The KaziKidz teaching material – a holistic educational and instructional tool for pre-primary and primary school teachers - aims to support physical literacy in the early years and encourages daily active play. KaziKidz aims to contribute to lifelong physical activity among learners. It arose from the project KaziBantu. Kazi means ‘active’ in Swahili and Bantu means ‘people’ in Xhosa, two of the national languages of South Africa. Through the implementation of Physical Education (PE), Movingto-Music, Health-and-Hygiene and Nutrition education lessons the toolkit aims to enhance children’s overall health in disadvantaged South African and Namibian primary schools. This KaziKidz teaching material consists of lesson plans within each of the afore-mentioned content pillars. The lessons have been designed in conjunction with the Namibian curriculum and are supported by the National Institute for Educational Development (NIED), Okahandja, Namibia, and the UNESCO team Namibia under the leadership of Director Mr. Djaffar Moussa-Elkadhum. The aim is to lead learners through content, games and activities, partly supported by music, and conducted in a joyful manner that encourages and promotes a healthy lifestyle throughout childhood into adolescence. By using the KaziKidz teaching material, teachers contribute to the wellbeing and health of the learners. To make a meaningful contribution to health at schools, establishing class procedures and routines at the beginning of the programme may encourage order in your class. This may take some time at first, but will prove helpful in ensuring an enjoyable class. The Movingto-Music classes have options for creating your own music through drums or any other form of percussion or clapping. Thandi and lesson plans in red will guide you through the Moving-to-Music teaching material. Kazi and lesson plans in blue will guide you through the PE teaching material. While neglected tropical diseases (NTDs) do not feature prominently in the burden of disease statistics of Namibia some NTDs are common in disadvantaged populations, especially in children growing up in poor neighborhoods. Chronic helminth infections (worms) not only cause morbidity, but also negatively affect the cognitive and physical development and school performance of children. By addressing these conditions through education about appropriate health and hygiene behaviours for your school child, both you and the school child are at a reduced risk for infectious communicable diseases. The general wellbeing of primary schoolchildren from poor neighbourhoods may also be affected by lack of nutritional value, since schoolchildren usually eat food served by tuck shops and vendors during school hours. In order to address this issue, the nutritional education lessons should bring dietetics closer to the learners in a playful way. Furthermore, the lessons aim to encourage sustainable healthy eating habits throughout a learners life. Kazi and lesson plans in green will guide you through the Health, Hygiene and Nutrition teaching materials. 2 Rationale And Aim Of The KaziKidz Teaching Material Thandi - Red Kazi - Blue Kazi - Green Myself My Body My Family My Home My School My Community Animals Water Plants Figure 3. Timing and structure of the annual Namibian Pre-Primary curriculum (Pre-Primary Syllabus of Namibia, Okahandja, Namibia, 2023) Namibian Pre-Primary Curriculum 21KaziKidz Pre-Primary Teaching Material 2.2 Aim of KaziKidz The KaziKidz programme is designed to assist and encourage teachers to provide educationally sound and age appropriate movement experiences for young children. One main goal of the KaziKidz lessons is to support and empower teachers, to execute Physical Education lessons with ready-made PE, Moving-toMusic and Health, Hygiene and Nutrition lessons for Healthy Schools in Healthy Communities. Ready-made lessons provide teachers with movement content for primary school aged children. The programme is activity based and designed to assist children to learn and practice the skills essential for enjoyable and rewarding participation in sport and physical activity. Some of the exercises suggested in the appendices have been adapted from KaziKidz Grade 1 and simplified to make them age appropriate as they share similar frameworks. In addition, repetition has been deliberately used in the exercises at this level. The lessons are developmentally and didactically sound for meeting the needs of each targeted age group and allow for repetition to facilitate learning. The lessons can also be adapted by using improvised equipment in the event of sport material not being available. Teachers are often overloaded with tasks and duties and therefore may need support and tools to facilitate their work. The main goals of the KaziBantu project are in line with UNESCO’s sustainable development goals (SDGs), namely ‘good health and well-being’ (SDG 3) and ‘quality education’ (SDG 4). All lessons have been developed by a team of South African, Namibian and Swiss specialists, including teachers who are familiar with the challenges in low-resourced settings. 2.3 How does KaziKidz contribute to QPE? Ready-made KaziKidz lessons support and empower teachers to conduct QPE in low-resource settings, simultaneously considering common barriers such as big class size, facilities, equipment and supplies. The toolkit should imply as few inhibitions as possible and no additional burden should be felt due to the implementation of KaziKidz lessons. The KaziKidz activities are designed to facilitate a big class size and always offer the option to use no equipment or selfmade sport material. Teachers who are not appropriately trained in PE are able to follow the clear structure and instructions of the KaziKidz lessons. The inclusion of all schoolchildren is crucial and central. KaziKidz aims at providing Quality Physical Education (QPE) for all participants and offers the opportunity for learners with disabilities to participate. Especially the Moving-to-Music lessons engage learners and teachers to create a non-judgemental atmosphere in which schoolchildren have the opportunity to enrich their personal resources by moving, combined with a supportive togetherness aimed at providing a safe, noncompetitive platform. The approach of creative dance offers lay teachers the opportunity to lead a dance lesson, without requiring any experience or understanding of the basic techniques in dance. Creative dance does not require demonstrated movements, which offers a great opportunity for the KaziBantu project, given the barriers and problems in the townships of South Africa and Namibia. The implementation of KaziKidz may promote group cohesion and helps learners to develop a sense of belonging within a group. The below list demonstrates aspects of a QPE programme. By implementing these aspects, KaziKidz aims to contribute to QPE: the list is adapted from a pamphlet by the Council on Physical Education for Children (COPEC) from the National Association for Sport and Physical Education (NASPE). • Programme The programme is worthwhile, progressive, and balanced. It is carefully planned to enhance the total development of each child. • Development of skills Activities are planned specifically to enable children to develop their motor skills. • Fitness Children understand the value of physical activity participation and a healthy lifestyle. Fitness is not used as a punishment. • Participation All children are purposefully involved in every activity. NB: maximum participation for all. • Adaptation Rules, equipment, playing area, etc. are modified to suit the needs of the children. • Affective development Activities allow children to improve their social and co-operation skills. A positive self-concept is developed. Children are successful and enjoy participation. • Competition Activities allow for self-improvement, participation, and co-operation instead of winning and losing. • Gender Boys and girls are encouraged to equally participate in all activities. 22 3.1 Specification of the target group and their learners The children in pre-primary classes are between 4 and 5 years old. In general, the physical activity behaviour at this young age is characterised by an enormous and pronounced need for movement, the urge to play and compete, and the need to copy. They have an insatiable spirit to discover and learning and need physical activity at medium to high intensity for more than one hour per day. The development of the learner’s gross and fine motor skills and perceptual development is fundamental in the Foundation Phase. Physical and motor development is integral to the holistic development of learners. It makes a significant contribution to learners’ social, personal and emotional development. Play, movement, games and sport can contribute to developing positive attitudes and values. This area focuses on perceptual and locomotor development, rhythm, balance and laterality. The focus in the pre-primary is on games and some activities that will form the basis of participating in sports later on. Physical growth, development, recreation and play are emphasised. 4 – 5 years old: Pre-Primary Fundamental movement phase – Elementary stage At this stage, learners’ co-ordination should be improving and children gain greater control, although movements may still appear awkward. Therefore, they need to work towards developing mature fundamental movement skills: • Stability • Locomotion • Manipulation 6 – 7 years old: Pre-Primary and Grade 1 Fundamental movement phase – Mature stage At this stage, learners should be taught didactically and pedagogically in such a way that there is as much playful movement time as possible. Performance will improve quickly and the foundation for all sporting skills is laid in this age range. Through participation in activities, a strong focus should be on achieving the following basic movement skills: • Stability • Locomotion • Manipulation 7 – 10 years old: Grades 1, 2, 3, 4 Specialised movement phase – Transition stage Learners show an interest in a variety of sports types, but have little ability in any. • It is here that basics sports skills should be put in place. • The development of mature basic movement skills continues here, while at the same time more sport-specific skills can be promoted and challenged. • It is also possible to introduce learning through different types of games without being sport-specific. At the end of the foundation phase, the learner’s skills should include: • Demonstrate both mature fundamental movement skills and basic sports specific skills. • Know how to participate in a wide variety of modified games. • Exhibit appropriate social and emotional behaviour in a practical setting. • Be willing to further develop motor control, body awareness and perceptual motor abilities. • Know how to move in challenging, exploratory and problem-solving ways. 3.2 Characteristics of an easy to implement Physical Education toolkit – considerations for lesson planning Characteristics of good teaching have been identified in general educational research. These characteristics promote the acquisition of competencies and the development of motivation among learners. Quality teaching that promotes learner performance as well as motivation is characterized by the following dimensions and features (Praetorius et al., 2018): • Classroom organization This includes all actions and strategies of a teacher to establish clarity and organizational structures in the classroom, to create a learning environment with few disturbances and to maximise the learning time. • Student orientation This embraces a student-centred style of interaction which comprises both content support (e.g. learning pace, dealing with errors) and social support (a appreciative teacher-learner relationship, caring of the teacher). The students should perceive themselves as valued, competent and socially integrated. 3 Educational And Methodological Considerations 23KaziKidz Pre-Primary Teaching Material • Cognitive activation This describes the actions of the teacher to stimulate the learners’ activity to support the understanding of the learning content. This can be accomplished by giving clear and understandable explanations, stimulating the students to think about their learning process, and by activating classroom discussions. While those dimensions are valid for all subjects, PE differs remarkably in terms of space organization, equipment and activity. Therefore, some features have to be adapted to PE (like maximising not only learning time, but also movement time), and an additional sub-dimension to cognitive activation has to be added (Herrmann & Gerlach, 2020; Herrmann et al., 2016): • Motor activation In PE, the learners should not only understand the theoretic learning content, but also become physically active, understand and think about their movements and increase their motor performance. To achieve this, teachers should give challenging assignments depending on the level of the students, focus on the learning goals, and give feedback to the learners about their performance. Figure 4 presents an overview of characteristics and features of good teaching quality in PE according to the dimensions. Because PE plays such a vital role in the health of the nation, the teacher must ensure that they implement a QPE programme for the learners in their care. In order to be able to do this effectively, each teacher must have knowledge of: • The importance of PE. • The level of development of their learners. • What should be included in a balanced PE programme. • How to design and implement successful PE lessons. • How to ensure the safety of learners during PE lessons. • How to make sure that every learner can participate successfully in the lesson. • How to create the space and equipment necessary to present the lessons effectively. Organising successful PE lessons (like any other subject) requires careful planning. In the following section important topics of planning a lesson will be discussed. Observing the following points will enable and facilitate the implementation of a PE programme: 1. Space • Any flat area will be suitable for the presentation of the programme. • Assess the venue and make sure the area is safe for participation. 2. Equipment • A PE programme does require a varied quantity of small equipment. • The sports equipment needed to practise the KaziKidz activities can be made by the teachers or children themselves from everyday objects. This will be covered in chapter 3.3. • Hand-made equipment is often preferable, as it can be tailor-made for the purpose needed. • It must be borne in mind that learners need a maximum of opportunities to develop and practice their skills. Teachers must ensure that adequate equipment is available to enable learners to carry out the activities individually, in pairs or in small groups. 3. General rules and procedures It is important that general rules are laid out at the beginning of the PE programme. Discuss with the learners: • The signal that will be used to gain attention, for example: When the whistle blows, learners must run to you and sit down. • Rules about fair play. • Respect for others. • Safe participation and use of material only when learners are authorised to do so. • Taking care of equipment. 4. Health and safety considerations Unlike classroom teaching where learners are easily controlled, class participation in outdoor physical activities involves more risks. Below are some safety concerns to consider (although this list is not exhaustive). Ensure: • The playing area is free of dangerous objects such as broken glass or sharp stones. • There is enough space for each activity to take place. • The playing areas are limited to keep better control of the learners. • Equipment is in good condition and will not injure the learners. • The activity is abilityand age-appropriate and the learners are ready to participate. • The teacher understands each learner’s ability. • Learners are wearing the appropriate clothing. • The teacher understands how to teach the activity. • The teacher monitors the environment in which learners are participating. • There is a first aid protocol in place. 5. Inclusion Official Namibian policy emphasises the provision of a conducive teaching and learning environment and ensuring equal opportunities for every child. QPE must be available to every learner equally and without prejudice, regardless of gender, ethnicity, (dis)ability or religion. 24 Figure 4. Dimensions and features of teaching quality in Physical Education (PE) (Herrmann et al., 2016) Classroom Organisation Student Orientation Cognitive and Motor Activation Clarity of rules (in games, preperations, etc.) Support through the teacher. Focus on learning goals. Dealing with behavioral characteristics of students. Orientation of the individual learning process on conduct and acting of students. Offering scope of action through tasks. Fit the pace and the demands. Take into account implicit and explicit data processing. Individual focus on reference standards. Student co-determination. Differentiation Social and emotional focus. Teacher care and support. Dealing with the experience of success and failure. Quality of motivation through multi-perspective lessons. Reference to present. Positive climate and teacher-student relationship. Clarity, structuring and good organisation. Difficulty and teaching pace according to class. Prevention of discipline problems and good times management/ use of time. Teaching in regard of the teaching material, place and time of the lessons. Teaching in relation to competitive sport. 25KaziKidz Pre-Primary Teaching Material Inclusion in PE is about diversity. The most common differences are probably differences in abilities and skills. In every PE class, teachers encounter learners with a wide range of abilities and different levels of proficiency. Many of the teachers teach large classes, so it is almost impossible to target and intensively address performances of individual learners as a teacher. Therefore, we need to consider that the large size of the unit and the teaching approach adopted with it may be detrimental to some learners. And maybe the teacher still manages to pay special attention to the weaker schoolchildren. Teachers must remind ourselves to: • Not only to compare learners. • Encourage learners to compete among themselves and not with others. • Provide a variety of activities. • Ensure activities are developmentally appropriate. • Consider the factors that can affect a learner’s ability to participate in an activity. • Include task variations, by giving the stronger learners more challenging tasks and simplifying the tasks for those who are struggling. • Adapt activities to better suit the learner. • Modify the environment, equipment, and rules where necessary. • Give the teams challenges they can only overcome when everyone works together. 6. Planning beyond just one lesson / term plan Rather than planning isolated PE lessons, it is a good idea to plan the PE programme for the year. This is to ensure: • That the objectives of the PE programme can be achieved. • There is focused, progressive learning. • A variety of activities are included. • Learners are provided with a truly educational experience. It is a smart idea to consider looking at what will be included in each week throughout the school year. They must ensure that: • Units are neither too long nor too short. • There is a variety of activities in the term. • There is a balance of activities in the term. Table 1 provides a template to plan the focus for each week’s PE teaching for pre-primary. 7. PE programme goals It is important to know what the teacher wants to achieve with the learners in the class. When establishing programme goals, three questions need to be answered: • What should the learner be able to do? • What should the child know? • How should the child behave? 8. Creating a positive learning climate Learners should look forward to every PE lesson. To achieve this, make sure: • That every learner feels safe and included. • To use positive reinforcement – praise the good and the weaker learner. • Be a role model. • Put emphasis on participation, performance, enjoyment and satisfaction. Remember: • Activities and games must be adapted according to the level of development of the child. • Do not only compare learners. • Enable all learners to succeed. • Give each individual maximum opportunity to practice the skill. • Modify the rules of games so that they are easily understood, and learners can participate successfully. • Include simple small-sided situations giving children one or two decision-making options. • These experiences can later be transferred and applied in more demanding situations. 9. Time management Pay attention to time management to maximise learning in each lesson. Do this by: • Changing from classroom to PE quickly. • Making sure the equipment required is ready to go. • Transitioning from one activity to the next efficiently. • Planning grouping beforehand to minimize timewasting. • Having a signal to gain learners’ attention – use a whistle. 32 Lesson-Tracker Physical Education This overview table facilitates the tracking of the lessons. Component Term Lesson Number Theme Lesson Content Date Physical Education Term 1 Lesson 1 Myself Body knowledge Lesson 2 Myself Body knowledge Lesson 3 Myself Body knowledge Lesson 4 My Body Body concept Lesson 5 My Body Body concept Lesson 6 My Body Body concept Lesson 7 My Body Body concept Lesson 8 My Family Eye-hand-coordination Lesson 9 My Family Eye-hand-coordination Lesson 10 My Family Eye-foot-coordination Lesson 11 My Family Eye-foot-coordination Term 2 Lesson 12 My Home Gross motor movements Lesson 13 My Home Gross motor movements Lesson 14 My Home Gross motor movements Lesson 15 My School Laterality/Directionality Lesson 16 My School Laterality/Directionality Lesson 17 My School Fine muscle movements Lesson 18 My School Fine muscle movements Lesson 19 My Community Laterality/Directionality Lesson 20 My Community Laterality/Directionality Lesson 21 My Community Coordination Lesson 22 My Community Coordination Term 3 Lesson 23 Animals Balance Lesson 24 Animals Balance Lesson 25 Animals Position in space Lesson 26 Animals Position in space Lesson 27 Water Gross motor movements Lesson 28 Water Gross motor movements Lesson 29 Water Gross motor movements Lesson 30 Plants Fine muscle control Lesson 31 Plants Fine muscle control Lesson 32 Plants Gross motor movements 33KaziKidz Pre-Primary Teaching Material Physical Education | Pre-Primary 34 MYSELF: Body Knowledge Term 1 | Lesson 1 | Time: 30 min Equipment Introduction: Kazi says Equipment/accompaniment: Kazi poster to show the learners How to conduct The children form a semicircle around you. They should all be able to look at the Kazi poster. Explain to the learners that Kazi wants to accompany the class throughout the year and discover the environment together. Introduce Kazi using the poster. To introduce the lesson content ‘Body knowledge’ point to a part of Kazi’s body and ask the children to say the name of the body part out aloud. To see whether the children really know the body parts, Kazi plays a game with them: 'Kazi says'. You take on the role of Kazi, giving instructions to the learners to name different body parts. But the instructions should only be carried out by the class if the instruction is preceded by the words: ‘Kazi says...’. Possible instructions: ‘Kazi says stand on one leg’, ‘Kazi says lay on your back’, ‘Kazi says touch your nose’. If the instruction is simply ‘stand on one leg’, the learners should not obey. Children that make a mistake need to do 5 jumping jacks in order to join the game again. Goal of the game Name the body parts and move specific body parts with Kazi. What to watch for: Integrate all the body parts and combine different body parts within one instruction. • Kazi poster • 4 cones Time: 10 min 1 Refer to annex 1 Physical Education | Pre-Primary 35KaziKidz Pre-Primary Teaching Material Equipment/accompaniment: Cones to mark out the playing area How to play Depending on the class size, two or more children are appointed as Kazi. The Kazi catchers try to tag as many children as possible. The tagged child should hold on to the body part where he/she has been tagged. For example, if a child is tagged on the knee, he/she has to grab his/her knee and hold on to it throughout the game. Tagged children also become catchers. The last learner who has not been tagged wins the game. Goal of the game Learners improve their body awareness. What to watch for: If it is too easy or too hard for catchers, adjust the size of the playing area and the number of catchers. Main part: Kazi tag Time: 15 min Physical Education | Pre-Primary 36 Goal of the game Listen to instructions and move specific parts of the body. Equipment/accompaniment: No equipment Learners stand in a circle. You give instructions for simple relaxation and stretching exercises. Pay attention to the exact names of the body parts concerned. Possible instructions could be: 1. Lie down on your back and breathe in and out very slowly. 2. Pull both your arms and legs as far away from your body as possible. 3. Now slowly sit up and touch your toes with your fingers. 4. Place your hands beside your hip and slowly try to touch your shoulder with your ear. Now touch your other shoulder with your other ear. 5. Sit up as straight as possible and try to reach the sky with both of your hands. 6. Now release your arms and let your upper body sink over your legs and if you can, let your forehead touch your knees. 7. Come back to an upright position and slowly stand up. 8. Imagine being a tree rooted to the ground, and your arms as the branches moving in the wind. Now imagine there is a heavy storm (do big and wild movements with your arms), then the wind becomes weaker and weaker until the storm subsides completely (movements get smaller and smaller and slow down until standing still). How to organize Cool down: Relax your body Time: 5 min What to watch for: Try to talk slowly and make sure the learners can follow along. 15 234 7 8 6 Physical Education | Pre-Primary 37KaziKidz Pre-Primary Teaching Material MYSELF: Body Knowledge Term 1 | Lesson 2 | Time: 30 min Equipment Introduction: Kazi says Equipment/accompaniment: No equipment How to conduct You take on the role of Kazi, giving instructions to the learners to name different body parts. But the instructions should only be carried out by the class if the instruction is preceded by the words: ‘Kazi, says...’. Possible instructions: ‘Kazi, says stand on one leg’, ‘Kazi, says lay on your back’, ‘Kazi, says touch your nose’. If the instruction is simply ‘stand on one leg’, the learners should not obey. Children that make a mistake should do 5 jumping jacks in order to join the game again. Goal of the game To name the body parts and move specific body parts. What to watch for: To integrate all the body parts and combine different body parts within one instruction. • Cones • Kazi Puzzle 2 Time: 5 min Physical Education | Pre-Primary 38 Goal of the game Learners learn which body part belongs where and improve their body knowledge. What to watch for: Keep an eye on uncovering only one puzzle piece at a time. Equipment/accompaniment: Cones and Kazi Puzzle (cut the pieces out before the lesson starts) Form groups of about 6 to 8 learners. The groups line up next to each other and form a row. At the other end of the playing area, there should be as many puzzles scattered on the floor as there are groups participating. All the pieces are wildly mixed up. At the start signal, the first learner from each group runs to the puzzle pieces and brings back one piece. By giving the next child a high five, he/she may then run and also fetch a puzzle piece. If a child uncovers a puzzle piece with a body part that his/her group already has, he/she puts it back on the floor face down and runs back empty-handed. Only one piece of the puzzle can be uncovered at a time. At the end of the activity, each group should have put together a complete picture of Kazi and his friend with all their body parts. As soon as the puzzle is completed, the whole group should sit down in a row. The group that completes their puzzle and sits down first wins this relay race. If you have enough time, you can do a second round. How to conduct Main part: Which part is missing? Time: 20 min Refer to annex 2 Physical Education | Pre-Primary 39KaziKidz Pre-Primary Teaching Material Equipment/accompaniment: No equipment Cool down: Relax your body Time: 5 min How to conduct Learners stand in a circle. You give instructions for simple relaxation and stretching exercises. Pay attention to the exact names of the body parts concerned. Possible instructions could be: 1. Lie down on your back and breathe in and out very slowly. 2. Pull both your arms and legs as far away from your body as possible. As if someone is pulling on your feet and hands. 3. Now slowly sit up and touch your toes with your fingers. 4. Place your hands beside your hip and slowly try to touch your shoulder with your ear. Now touch your other shoulder with your other ear. 5. Sit upright and try to reach the sky with both of your hands. 6. Now release your arms and let your upper body sink over your legs and if you can, let your forehead touch your knees. 7. Come back to an upright position and slowly stand up. 8. Imagine being a tree rooted to the ground, and your arms as the branches moving in the wind. Now imagine there is a heavy storm (do big and wild movements with your arms), then the wind becomes weaker and weaker until the storm subsides completely (movements get smaller and smaller and slow down until standing still). Goal of the game Listen to instructions and move specific parts of the body. What to watch for: Try to talk slowly and make sure the learners can follow along. 15 234 7 8 6 Physical Education | Pre-Primary 40 MYSELF: Body Knowledge Term 1 | Lesson 3 | Time: 30 min Equipment Introduction: Get up with Kazi Equipment/accompaniment: Kazi poster to show the learners How to conduct Show learners the Kazi poster and tell them how Kazi stretches in the morning. Do the same exercises along with the children. 1. Get into a kneeling position and bend over until your upper body is lying on your legs. Both your hands should be touching the ground in front of your head. Inhale and exhale slowly and deeply and stay in this position for about 3 breaths. 2. Sit up and try to reach to the sky, staying on your knees. 3. Come down into a crawling or all-fours position and try to extend one leg. Change to your other leg. 4. Lay down on your stomach with your hands positioned under your shoulders. Now push yourself up until your arms are straight. Look up to the sky. 5. Slowly stand up and bring your hands together above your head. Now slowly bend to one side. Stay there for 3 seconds and come back to the middle. Now bend to the other side. 6. Stand up on your tiptoes and stretch your arms and whole body up towards the sky. After 5 to 10 seconds drop your upper body to the ground and let your arms hang down relaxed. Repeat 2 times. 7. Shake your whole body around. • Kazi poster • Pictures of exercises Time: 10 min 3 1 5 234 67 Refer to annex 3 Physical Education | Pre-Primary 41KaziKidz Pre-Primary Teaching Material Goal of the game Warming up and preparation for the following exercises and improvement of body knowledge. What to watch for: Make sure to use the correct terms for each body part and that all children can see and hear you clearly. Equipment/accompaniment: Pictures of the exercises Organise learners into groups of 2. Encourage them to do these 3 exercises. Demonstrate the exercises using the help of a few groups, then allow the rest to practice. Or alternatively, show them the picture of the exercise. Only continue to the next exercise when both learners in the group have practiced the activity. Goal of the game Learn to trust in others and see what me and my body is capable of doing. What to watch for: If some of the children are scared, offer them help and support, but first try to give them time to find a solution themselves. Main part: Partner acrobatics Time: 20 min How to conduct Introduction continued: Get up with Kazi 1 2 3 Refer to annex 3 Physical Education | Pre-Primary 48 Main part 2: Tunnel relay race Equipment/accompaniment: Balls Form teams of around 6 children. Set a starting and a finish line. All teams line up at the starting line. Within every group, the learners hold onto the shoulders of the learner in front of them. The learner at the back holds a ball in his/her hands. After your starting signal the last learner starts running to the front position and rolls the ball back between the legs of all group members. When the ball arrives at the last learner, he/she picks up the ball and runs to the front. The group that gets to the finish line first wins. Goal of the game Improve the body’s relationship to objects and space. What to watch for: All children have to hold on to the shoulders of the child in front of them. It helps to keep the gaps between them small. How to play Time: 10 min Physical Education | Pre-Primary 49KaziKidz Pre-Primary Teaching Material Equipment/accompaniment: No equipment Cool down: Take a seat Time: 5 min How to conduct Ask the learners to stand in a circle back-to-back. When everyone is ready, you give the starting signal ‘sit’. Everyone sits on his or her neighbour’s knees. If possible, try to walk round the seated circle. As a variation repeat the other way as well. Goal of the game Everyone has to work together and stay in the circle. What to watch for: Give clear signals. Physical Education | Pre-Primary 50 MY BODY: Body Concept Term 1 | Lesson 6 | Time: 30 min Equipment Introduction: Get up with Kazi Equipment/accompaniment: No equipment Let’s stretch with Kazi. 1. Get into a kneeling position and bend over until your upper body is lying on your legs. Both your hands should be touching the ground in front of your head. Inhale and exhale slowly and deeply and stay in this position for about 3 breaths. 2. Sit up and try to touch and reach to the sky, staying on your knees. 3. Come down into a crawling or all-fours position and try to extend one leg. Change to your other leg. 4. Lay down on your stomach with your hands positioned under your shoulders. Now push yourself up until your arms are straight. Look up to the sky. 5. Slowly stand up and bring your hands together above your head. Now slowly bend to one side. Stay there for 3 seconds and come back to the middle. Now bend to the other side. 6. Stand up on your tiptoes and stretch your arms and your whole body towards the sky. After 5 to 10 seconds drop your upper body to the ground and let your arms hang down relaxed. Repeat 2 times. 7. Shake your whole body around. • Pictures of the exercises • Hoop Time: 5 min 6 Goal of the game Warming up preparation for the following exercises and improvement of body knowledge. What to watch for: Make sure to use the correct terms for each body part and that all children can see and hear you clearly. How to conduct 1 5 234 67 Refer to annex 4 Physical Education | Pre-Primary 51KaziKidz Pre-Primary Teaching Material Main part: Partner acrobatics Equipment/accompaniment: Pictures of the exercises Goal of the game Learners improve their body concept, trusting in others and taking care of others. What to watch for: Keep an eye on the rotation of the positions, so that every child take a turn in securing a role. Time: 20 min How to conduct Refer to annex 4 1 2 3 Organise learners into groups of 2. Encourage them to do these 3 exercises. Demonstrate the exercises using the help of a few groups, then allow the rest to practice. Or alternatively, show them the picture of the exercise. Only continue to the next exercise when both learners in the group have practiced the activity. Physical Education | Pre-Primary 52 Equipment/accompaniment: 1 hoop Cool down: Climb through the hoop Time: 5 min How to conduct Get the learners to form a circle and hold hands. Place a hoop between 2 children. Without letting their hands go, they must guide the hoop around their whole body. Every child has to climb through the hoop. If the group size is quite big, you can give them 2 or even more hoops. Goal of the game Every child has to work out his/her own way through the hoop and be aware of his/her neighbours. What to watch for: The children must not let go of the hands. Physical Education | Pre-Primary 53KaziKidz Pre-Primary Teaching Material MY BODY: Body Concept Term 1 | Lesson 7 | Time: 30 min Equipment Introduction: Save the turtle Equipment/accompaniment: No equipment In this game, depending on the size of the class, two or more children start as catchers and try to tag as many children as possible. Once tagged, a child must lay on his/her back and pretend to be a turtle that can’t turn over on their own. Turtles can be freed if another child helps them turn back over. The game ends when all the children have been tagged and are ‘turtles’ on their back. • 1 normal dice • 1 exercise dice 7 Goal of the game The objective for the children is to stand up and change positions quickly, while watching out for catchers and the other children at the same time. What to watch for: Before starting the game, define the playing area. How to play Time: 10 min Physical Education | Pre-Primary 54 Main part: What does the dice say? Equipment/accompaniment: 1 normal dice and 1 exercise dice To play this game, have learners form a big circle. Select one child to roll the normal dice and another child to roll the exercise dice. They should then both come to the middle of the circle and roll their dice. They should announce their rolls to the whole group. For example, if the regular dice rolls a ‘4’ and the exercise rolls ‘jumping jacks’, the group should do 4 jumping jacks. After the group completes the movement, the two children who rolled the dice can pass them to another child. The game includes 6 movements. They are: 1. Drawing circles with your shoulders 2. Jumping on one leg 3. Jumping jacks 4. Touching your knee with your opposite elbow 5. Jumping like a frog 6. Full turn. Goal of the game The children will count to six and pair each number with different movements. What to watch for: To prepare for this lesson, cut out and glue the dice. This will save you time and effort as you can reuse the dice in future lessons. How to carry out Time: 10 min Refer to annex 5 Physical Education | Pre-Primary 55KaziKidz Pre-Primary Teaching Material Equipment/accompaniment: No equipment Cool down: Help the rhinos to find the way Time: 10 min How to play Kazi explains to the learners how his friend, the rhino, has poor eyesight and needs birds to ride on his back to guide him. Divide the learners into groups of 2 and assign one learner to be a rhino and the other to be a little bird. Have the groups spread across the playing area. On your signal to begin, have the rhinos close their eyes and start walking. The little birds have to lead their rhino partners by tapping their right or left shoulder to indicate a turn in that direction, and tapping between the learners’ shoulder blades to continue walking straight forward. Change roles. Goal of the game Improve learners spatial awareness of the body to navigate obstacles. What to watch for: Define the boundaries of the playing area. If you have the necessary equipment you could also blindfold the rhinos to increase the level of challenge. Physical Education | Pre-Primary 56 MY FAMILY: Eye-hand-coordination Term 1 | Lesson 8 | Time: 30 min Equipment Introduction: Bored lions Equipment/accompaniment: No equipment Kazi introduces his family members and shares that when they feel bored, they enjoy playing a game called ‘bored lions’. Engage the children by asking about their own family members and whether they too, experience moments of boredom. To play this game, first form groups of around 4 to 6 children and choose one person to be the catcher. Each group should hold onto each other’s shoulders, and the catcher will try to tag the last person in one of the groups. The goal for the groups is to work together to cleverly move around the playing area so that the catcher cannot tag the last person in their group. If the catcher tags the last person in the group, he/she goes to the front of the queue and the caught ‘tail’ becomes the new catcher. • Cones • Balls 8 Goal of the game Learn to use the information received through the eyes to guide the hands to perform a movement. What to watch for: Make sure the learners keep holding the shoulders of the person in front of them. How to play Time: 10 min Physical Education | Pre-Primary 57KaziKidz Pre-Primary Teaching Material Main part: Tunnel relay race Equipment/accompaniment: Balls Form teams of around 6 children. Set a starting and a finish line. All teams line up at the starting line. Within every group, have learners hold onto the shoulders of the learner in front of them. The learner at the back holds a ball in his/her hands. After your starting signal the last learner starts running to the front position and rolls the ball back between the legs of all group members. When the ball arrives at the last learner, he/she picks up the ball and runs to the front. The group that gets to the finish line first wins. Goal of the game By rolling the ball between their legs, the learners improve their eye-hand coordination. What to watch for: Prevent large gaps between the learners, each learner should hold onto the shoulders of the learner in front of them. How to play Time: 15 min Physical Education | Pre-Primary 64 Equipment/accompaniment: No equipment Cool down: Friend scout Time:10 min This game is called ‘Blink’ and is played with two groups of learners standing in an inner and outer circle. The outer circle learners keep their hands behind their backs, while the inner circle children stand in front of them. One learner is chosen as the ‘blinker’ and stands alone in the middle of the circle. The blinker blinks at a child in the inner circle. As soon as the learner blinks, the learner in the inner circle must quickly run towards the blinker, while their partner from the outer circle tries to hold them back with their arms. When the learner from the inner circle successfully breaks free and reaches the blinker, he/she becomes the next blinker. However, if the child from the outer circle is successful in holding his/her partner back, the blinker chooses another child from the inner circle. The game continues until every learner has a turn as a blinker. Goal of the game The learners have to focus on the eyes of the blinker and be very attentive. What to watch for: The children from the outer circle should keep their hands behind their back. How to play Physical Education | Pre-Primary 65KaziKidz Pre-Primary Teaching Material MY FAMILY: Eye-foot-coordination Term 1 | Lesson 11 | Time: 30 min Equipment Introduction: The one in the middle Equipment/accompaniment: No equipment To play this game form groups of 10 to 12 learners and have each group stand in a circle with a ball. One learner from the group is asked to stand in the middle. The learners in the circle try to pass the ball to each other using their feet while the learner in the middle tries to steal the ball. If he/she succeeds, they swap places with the last child who touched the ball. • Cones • Balls 11 Goal of the game To enhance hand-eye coordination and reaction time and learn how to control body movements directed by their eyes. What to watch for: Learners are not allowed to do high passes or kicks. Time: 5 min How to play Physical Education | Pre-Primary 66 Main part: Partner relay race Equipment/accompaniment: Cones For this relay race divide the children into groups of around 8 learners and define a starting and a finishing line. Have all teams line up at the starting line. Within each group, have the children pair up in twos. Explain that the race will consist of four rounds, each with a slightly different challenge, but always involving pairs. After your starting signal, the first pair should run to the finish line and come back, high-five with the next pair and they start running. A round is complete when all pairs have finished and are seated behind the starting line. Before each round, demonstrate the new way of walking/running as follows: Round 1: The pair links two arms. Round 2: The pair walks back-to-back, linking all four arms. Round 3: The pairs should hold a ball between their stomachs, without using their arms or hands. Round 4: The pair does the wheelbarrow-walk and changes positions in the middle. If this is too challenging, have learners repeat one of the previous rounds. Goal of the game 1. To improve coordination between eyes and feet while responding unpredictable movements from partners. 2. To encourage respectful communication and interaction with partners even in a competitive environment. What to watch for: Before starting each new round, provide a demonstration of the new walking or running technique that will be used. How to play Time: 20 min Physical Education | Pre-Primary 67KaziKidz Pre-Primary Teaching Material Equipment/accompaniment: No equipment Cool down: Making pizza Time:5 min Ask the learners to pair up and sit one behind each other. One learner will be the massage giver and the other will be the receiver. The receiver should turn his/ her back to the giver. As the teacher, tell a ‘massage story’ (see below) while making the matching movements in the air or demonstrate with a learner if needed. The learner giving the massage should use their hands to imitate your movements on the back of his/her partner. After one round, roles change. Instructions for the ‘pizza’ massage story: 1. ‘Sprinkle a little bit of flour on the table to prevent the dough from sticking.’ 2. ‘Place the dough on the table.’ 3. ‘Gently knead the dough.’ 4. ‘Cut and prepare some toppings, such as onions and tomatoes.’ 5. ‘Place the dough back on the table.’ 6. ‘Roll the dough out to make it flat and big.’ 7. ‘Add the toppings by springling them on top of the dough.’ 8. ‘Place the pizza in the hot oven.’ 9. ‘Cut the pizza to share it.’ 10. ‘Pretend to eat the pizza.’ 11. ‘Wipe away the crumbs.’ Goal of the game Experience relaxation. What to watch for: Tell the story in an expressive way and vary your tone of voice. How to conduct Physical Education | Pre-Primary 68 MY HOME: Gross motor movements Term 2 | Lesson 12 | Time: 30 min Equipment Introduction: Late for school Equipment/accompaniment: No equipment Have the learners gather around you so they can see and hear you well. Explain that you’ll be pretending to get ready for school together. Start by pretending you are sleeping. Now wake up and realize you are late for school! Give the following commands in order, and have the learners act them out: 1. ‘Wake up, you are late for school’ 2. ‘Run to the bathroom’ 3. ‘Brush your teeth’ 4. ‘Wash your face’ 5. ‘Run down stairs’ 6. ‘Eat breakfast’ 7. ‘Oops! You forgot to put your clothes on’ 8. ‘Run back upstairs and put on your shirt, pants and socks’ 9. ‘Run back downstairs’ 10. ‘Oops! You forgot your bag upstairs. Got get it’ 11. ‘Run back upstairs’ 12. ‘Take your bag’ 13. ‘Now run downstairs’ 14. ‘Open the door and start running’ 15. ‘Oops! You forgot your shoes’ 16. ‘Run back to your house’ 17. ‘Open the door’ 18. ‘Put on both shoes’ 19. ‘Go outside and close the door’ 20. ‘Start running’ 21. ‘Balance over a little bridge’ 22. ‘Duck under a fallen tree’ 23. ‘Finally you have arrived at school. You are tired, but you made it.’ • Cones • Balls 12 Time: 10 min How to conduct Physical Education | Pre-Primary 69KaziKidz Pre-Primary Teaching Material Goal of the game Pay attention to the teacher as they explain a special morning routine. What to watch for: Perform the movements as fast and as big as you can. Introduction continued: Late for school Kazi says Hooray! We made it to school. Refer to annex 6 Physical Education | Pre-Primary 70 Main part: Partner relay race Equipment/accompaniment: Cones and balls For this relay race divide the children into groups of around 8 learners and define a starting and a finishing line. Have all teams line up at the starting line. Within each group, have the children pair up in twos. Explain that the race will consist of four rounds, each with a slightly different challenge, but always involving pairs. After your starting signal, the first pair should run to the finish line and come back, high-five with the next pair and they start running. A round is complete when all pairs have finished and are seated behind the starting line. Before each round demonstrate the new way of walking/running as follows: Round 1: The pair links two arms Round 2: The pair walks back-to-back linking all four arms Round 3: The pairs should hold a ball between their stomachs, without using their arms or hands Round 4: The pair does the wheelbarrow-walk and changes positions in the middle. If this is too challenging, have the learners repeat one of the previous rounds. How to play Time: 15 min Goal of the game 1. To improve coordination between eyes and feet while responding to unpredictable movements from partners. 2. To encourage respectful communication and interaction with partners even in a competitive environment. What to watch for: Before starting each new round, provide a demonstration of the new walking or running technique that will be used. Physical Education | Pre-Primary 71KaziKidz Pre-Primary Teaching Material Equipment/accompaniment: No equipment Cool down: Relax your body Gather the learners in a circle. Give instructions for simple relaxation and stretching exercises. Make sure to use the exact names of the body parts involved, such as ‘Raise your arms above your head’ or ‘Bend forward and touch your toes.’ Examples of instructions could be: 1. ‘Lie down on your back and take deep breathes in and out very slowly.’ 2. ‘Stretch your arms and legs as far away from your body as possible, like someone is pulling on them.’ 3. ‘Slowly sit up and touch your toes with your fingers.’ 4. ‘Place your hands beside your hips and slowly try to touch your shoulders with your ear, one at a time.’ 5. ‘Sit up straight and reach up to the sky with both of your hands.’ 6. ‘Let your upper body sink over your legs, and if you can, let your forehead touch your knees.’ 7. ‘Slowly stand up and imagine being a tree rooted to the ground.’ 8. ‘Move your arms like branches swaying in the wind. First, there is a big and wild storm, then the wind becomes weaker and weaker until it stops completely.’ Goal of the game Listen to instructions and move specific parts of the body. What to watch for: Speak slowly and clearly to help the learners understand the instructions. You can also play a soft song while doing the activities to make it more fun and enjoyable. How to conduct Time: 5 min 15 234 7 8 6 Physical Education | Pre-Primary 72 MY HOME: Gross motor movements Term 2 | Lesson 13 | Time: 30 min Equipment Introduction: Get up with Kazi Equipment/accompaniment: No equipment Imagine getting up with Kazi. Now let’s do the following activities with Kazi. 1. Get into a kneeling position and bend over until your upper body is lying on your legs. Both your hands should be touching the ground in front of your head. Inhale and exhale slowly and deeply and stay in this position for about 3 breaths. 2. Sit up and try to reach to the sky, staying on your knees. 3. Come down into a crawling or all-fours position and try to extend one leg. Change to your other leg. 4. Lay down on your stomach with your hands positioned under your shoulders. Now push yourself up until your arms are straight. Look up to the sky. 5. Slowly stand up and bring your hands together above your head. Now slowly bend to one side. Stay there for 3 seconds and come back to the middle. Now bend to the other side. 6. Stand up on your tiptoes and stretch your arms and you whole body towards the sky. After 5 to 10 seconds drop your upper body to the ground and let your arms hang down relaxed. Repeat 2 times. 7. Shake your whole body around. • No equipment 13 Goal of the game Warming up, preparation for the following exercises and improvement of body knowledge. What to watch for: Make sure to use the correct terms for each body part and that all children can see and hear you clearly. Time: 5 min How to conduct 1 5 234 6 7 Refer to annex 7 Physical Education | Pre-Primary 73KaziKidz Pre-Primary Teaching Material Main part: Tunnel tag Equipment/accompaniment: No equipment In this game learners should spread out in an open area. Choose 3 or more ‘catchers’, depending on the class size. The job of the catchers is to try to touch other learners. If a learner is tagged, they have to stand still with their legs apart, creating a tunnel. The tagged learner can be freed when a learner crawls through the tunnel. The game ends when all the learners have been tagged. How to play Time: 15 min Goal of the game Help learners to become more aware of their body and how it interacts with the space around them. What to watch for: Before starting the game, make sure to set the boundaries of the playing area. Equipment/accompaniment: No equipment Cool down: Take a seat Goal of the game Everyone has to work together and stay in the circle. What to watch for: Give clear signals. Time: 10 min How to conduct Ask the learners to stand in a circle back-to-back. When everyone is ready, you give the starting signal ‘sit’. Everyone sits on his/her neighbour’s knees. If possible, try to walk in or around the circle when all learners are sitting. As a variation, try the other direction as well. Physical Education | Pre-Primary 80 Main part: Catch the antelope Equipment/accompaniment: Balls Have all the children form a circle and kneel down. They will pretend to be the lion pride and try to catch their food (for example an such as an antelope) using balls. 1. Choose 2 to 4 learners to be the antelopes, depending on the size of the class. They will stand in the middle of the circle while the rest of the children are the lion pride. 2. The lion pride will roll balls towards the antelopes and try to touch their feet. If a ball touches an antelope’s foot, he/she becomes a lion and joins the lion pride. 3. The game continues until all the antelope have been caught, and are no more left. 4. To make the game faster and more intense, you can add more balls. Start with two balls and add more as you see fit. Goal of the game Work as a group and improve the eye-hand coordination. What to watch for: Players should roll the ball, rather than throw it. Time: 10 min How to play Physical Education | Pre-Primary 81KaziKidz Pre-Primary Teaching Material Equipment/accompaniment: No equipment Cool down: Stretch before bed Let the learners know it is going to be ‘bedtime’ soon. But before going to bed, encourage the learners to stretch their bodies. Here’s a simple stretching routine: 1. Stand on your tiptoes and stretch your arms up towards the sky, stretching your whole body. Then after 5 to 10 seconds let your upper body fall and your arms hang down loosely. 2. Move into the cat and cow pose by starting on all fours with your spine and neck in a neutral position, and then inhale as you lower your belly towards the ground and lift your neck and head up slowly. Exhale, and do a cat-like arch by pulling your spine towards the sky and pointing your chin towards your chest. Alternate between the two poses. 3. Move into the butterfly stretch by sitting down with the soles of your feet together and holding onto your feet with your hands. Place your elbows on your knees and lean forward slightly. 4. Now do the bow pose and lie on your belly and bend your legs, grasping your ankles with your hands. Hold the position for around 5 seconds. 5. Finally, encourage the learners to get comfortable in their beds and breathe in and out slowly. Goal of the game To help learners understand the difference between tension and relaxation of the body. What to watch for: Try speaking slowly to ensure all the learners can follow along. Time: 10 min How to conduct 15 234 Physical Education | Pre-Primary 82 MY SCHOOL: Fine muscle movements Term 2 | Lesson 17 | Time: 30 min Equipment Introduction: Late for school Equipment/accompaniment: No equipment Have the learners gather around you so they can see and hear you well. Explain that you’ll be pretending to get ready for school together. Start by pretending you are sleeping. Now wake up and realize you are late for school! Give the following commands in order, and have the learners act them out: 1. ‘Wake up, you are late for school.’ 2. ‘Run to the bathroom.’ 3. ‘Brush your teeth.’ 4. ‘Wash your face.’ 5. ‘Run down stairs.’ 6. ‘Eat breakfast.’ 7. ‘Oh no! You forgot to put your clothes on.’ 8. ‘Run back upstairs and put on your shirt, pants and socks.’ 9. ‘Run back downstairs.’ 10. ‘Oops! You forgot your bag upstairs.’ 11. ‘Run back upstairs and get it.’ 12. ‘Take your bag.’ 13. ‘Now run downstairs.’ 14. ‘Open the door and start running.’ 15. ‘Oops! You forgot your shoes.’ 16. ‘Run back to your house.’ 17. ‘Open the door.’ 18. ‘Put on both shoes.’ 19. ‘Go outside and close the door.’ 20. ‘Start running.’ 21. ‘Balance over a little bridge.’ 22. ‘Duck under a fallen tree.’ 23. ‘Finally you have arrived at school. You are tired, but you made it!’ • Tails/Material 17 How to conduct Time: 10 min Physical Education | Pre-Primary 83KaziKidz Pre-Primary Teaching Material Goal of the game Pay attention to the teacher as he/she explains a special morning routine. What to watch for: Perform the movements as fast and as big as you can. Introduction continued: Late for school Main part: Catch the tail Equipment/accompaniment: Tails and cloth material Split the children into two groups and clearly mark the play area. Each learner should tuck a piece of material or a small towel into their waistband, so that it can be easily seen as a tail. The goal is to collect as many tails as possible. If a learner loses his/her tail, he/she must freeze in place until one of his/her teammates gives him/her a cord he/she previously collected. The game ends when one group has collected all the tails, or you can simply stop the game and count each group’s tails. How to play Time: 15 min Goal of the game Improve finger and eye coordination by attempting to steal cords of the other learners. What to watch for: Note that this game can be quite competitive. Remind the learners to be gentle with one another. Physical Education | Pre-Primary 84 Equipment/accompaniment: No equipment Cool down: Massage in a circle All the learners sit in a circle, with each learner facing the back of the one in front of them. The learners give the comrade in front of them a massage for 1 minute. After 1 minute, all learners turn around and give the same massage to their other neighbour. You can give instructions on how to massage: 1. It is raining 2. Wipe away the dust 3. Do circles 4. Give the shoulders a gentle kneading as if they are a ball of dough. Goal of the game To give a massage, the learners have to control how strong or gentle they use their muscles. What to watch for: Keep an eye on children who are putting in too much or too little effort while giving massages. How to conduct Time: 5 min 12 34 Physical Education | Pre-Primary 85KaziKidz Pre-Primary Teaching Material MY SCHOOL: Fine muscle movements Term 2 | Lesson 18 | Time: 30 min Equipment Introduction: Pass the ball Equipment/accompaniment: Balls All learners form a circle. Depending on the size of the group, hand out 2, 3 or 4 balls and make sure they’re spaced evenly apart from each other. With the start signal, the balls are passed around as quickly as possible without touching the floor. The goal is that the balls never catch up with each other. If you want to make more of a competition out of it, form a double circle, so that you have two separate groups who can challenge each other. No matter if you form one or two circles, the game can be played in different ways: 1. Pass the ball with hands 2. Pass the ball between the legs 3. Pass the ball backwards over the head 4. Sit on the floor and only use your feet to trap and pass the ball. • Spoons • Small balls 18 How to play Goal of the game The learners improve their control and coordination of the small muscles of the body. What to watch for: Do not choose balls that are too small or difficult to control (use netball or soccer balls if possible). • Normal sized balls • Cones Time: 10 min Physical Education | Pre-Primary 86 Main part: Be careful with the egg Equipment/accompaniment: Spoons, small balls or ping pong balls, and cones To set up this relay race, form groups of about 8 learners. Half of each group starts at one end of the playing area; the other half starts on the opposite side. The groups line up next to each other and form rows on both sides of the playing area. The first child of each group on one side of the playing area holds a spoon with a ping pong ball on it in their hand. When you give the signal they should walk as quickly as possible towards the other half of their group without dropping the ball. Once the learner arrives at the other side, they pass the spoon and ball to the next child standing in line. The winning team is the one in which all children changed sides first. If a ball drops, you can either let the learner restart or just allow them to put the ball back on the spoon. If you do not have spoons and/or ping pong balls, you can easily replace the spoon with an empty toilet paper roll and use newspapers to make balls. Goal of the game Balancing the ball on the spoon helps learners develop their fine motor skills. What to watch for: You can add obstacles to the course if the learners feel confident enough. Time: 15-20 min How to play Physical Education | Pre-Primary 87KaziKidz Pre-Primary Teaching Material Equipment/accompaniment: No equipment Cool down: Making pizza Ask the learners to pair up and sit one behind each other. One learner will be the massage giver and the other will be the receiver. The receiver should turn their back to the giver. As the teacher, tell a ‘massage story’ (see below) while making the matching movements in the air or demonstrate with a learner if needed. The learner giving the massage should use his/ her hands to imitate your movements on the back of his/her partner. After one round, roles change. Instructions for the ‘pizza’ massage story: 1. ‘Sprinkle a little bit of flour on the table to prevent the dough from sticking.’ 2. ‘Place the dough on the table.’ 3. ‘Gently knead the dough.’ 4. ‘Cut and prepare some toppings, such as onions and tomatoes.’ 5. ‘Place the dough back on the table.’ 6. ‘Roll the dough out to make it flat and big.’ 7. ‘Add the toppings by springling them on top of the dough.’ 8. ‘Place the pizza in the hot oven.’ 9. ‘Cut the pizza to share it.’ 10. ‘Pretend to eat the pizza.’ 11. ‘Wipe away the crumbs.’ Goal of the game Through giving and receiving massages, learners use their fine muscles and experience relaxation. What to watch for: Tell the story in an expressive way and vary your tone of voice. How to conduct Time: 5 min Physical Education | Pre-Primary 88 MY COMMUNITY: Laterality/Directionality Term 2 | Lesson 19 | Time: 30 min Equipment Introduction: Hello my friend Equipment/accompaniment: No equipment Gather the children around you and explain that in the village where they live, it is usual for people to greet each other in a special way. It is a small village, so everyone knows each other. Show the learners how the greeting works: - ‘High five with your right hands.’ - ‘Clap your own hands.’ - ‘High five with left hands.’ - ‘Clap your own hands.’ - ‘Right feet touch and tap.’ - ‘Left feet touch and tap.’ Practice this little choreography with the children. Now the learners are allowed to run around the playing field wildly. Whenever they meet someone, they greet each other in this way with a high five or clapping hands. • Spoons • Small balls or ping pong balls 19 Goal of the game Develop an inner awareness of both sides of the body and cross the mid-line of the body. What to watch for: Take enough time to demonstrate the greeting. • Cones • Hoops Time: 5 min How to conduct R R L L Physical Education | Pre-Primary 89KaziKidz Pre-Primary Teaching Material Main part: Be careful with the egg Equipment/accompaniment: Spoons, small balls or ping pong balls, and cones To set up this relay race, form groups of about 8 learners. Half of each group starts at one end of the playing area; the other half starts on the opposite side. The groups line up next to each other and form rows on both sides of the playing area. The first child of each group on one side of the playing area holds a spoon with a ping pong ball on it in their hand. When you give the signal they should walk as quickly as possible towards the other half of their group without dropping the ball. Once the learner arrives at the other side, they pass the spoon and ball to the next child standing in line. The winning team is the one in which all children changed sides first. If a ball drops, you can either let the learner restart or just allow them to put the ball back on the spoon. If you do not have spoons and/or ping pong balls, you can easily replace the spoon with an empty toilet paper roll and use newspapers to make balls. Goal of the game Balancing the ball on the spoon helps learners develop their fine motor skills. What to watch for: You can add obstacles to the course if the learners feel confident enough. Time: 15-20 min How to play Physical Education | Pre-Primary 96 Equipment/accompaniment: No equipment Cool down: Walking on hands Have all of the learners sit in a line, one behind each other. Instruct each learner to hug the child in front of him/her with both legs and support themselves with both hands on the ground. Then, give the command for all of the students to lift up their hips, creating a worm-like shape, and try to move forward on the learners hands. Goal of the game The learners develop and improve their coordination skills in unfamiliar and challenging situations. What to watch for: If the exercise is too challenging to do with the whole group, then first try and do it in groups of four. It is important to respect the decision of a child who does not want to take part in this activity. How to conduct Time: 5 min Physical Education | Pre-Primary 97KaziKidz Pre-Primary Teaching Material MY COMMUNITY: Coordination Term 2 | Lesson 22 | Time: 30 min Equipment Introduction: Crossing hands Equipment/accompaniment: No equipment To play this game, have the learners sit in a circle and either place their hands on their neighbours’ left knee or on the floor if they prefer. To begin the round, choose a direction and a starting hand to tap first, and then continue in order around the circle. It is important to keep the order of the hands and not the order of the learners themselves. As the game progresses after a few rounds, you can introduce variations such as the direction, signalled by tapping twice, or excluding a hand for making a mistake. • Cones • Balls 22 How to carry out Goal of the game Use your eyes to guide your hand movements. What to watch for: If the group is too big and/or one round takes too long, form two circles. Time: 5 min • Material strips (or something else to tie the legs together) • Hoop Physical Education | Pre-Primary 98 Main part: Three-legged soccer Equipment/accompaniment: Cones, a ball and material strips (or something else to tie the legs together) To play this game, divide the learners into 2 teams and define the playing area and the 2 goal posts, which should not be too small. Within the teams pair up the learners and tie together the left foot of one child and the right foot of the other child. If there isn’t enough material to tie their legs together, the learners can hook their elbows together. The teams will then play a game soccer against each other, using only their feet to touch the ball. There are no goalkeepers in this game, and the team with the most goals at the end of the game wins. How to play Goal of the game This game will help improve the learners foot-eye coordination in a fun and playful way. This will also better prepare the group for bigger sports games in the future. What to watch for: If possible start with a soft ball. Time: 20 min Physical Education | Pre-Primary 99KaziKidz Pre-Primary Teaching Material Equipment/accompaniment: 1 hula hoop Cool down: Climb through the hoop Get the learners to form a circle and hold hands. Place a hula hoop between 2 children. Without letting their hands go, they must guide the hula hoop around their whole body. Every child has to climb through the hoop. If the group size is quite big, you can give them 2 or even more hula hoops. Goal of the game Every child has to work out his/her own way through the hoop and be aware of his/her neighbours. What to watch for: The learners must not let go of the hands. How to conduct Time: 5 min Kazi says Let’s score some goals! Physical Education | Pre-Primary 100 ANIMALS: Balance Term 3 | Lesson 23 | Time: 30 min Equipment Introduction: A day in the life of a flamingo Equipment/accompaniment: Flamingo poster Ask the learners to stand in a circle and on one leg, like a flamingo. Tell the learners that you will be telling a story about the day in a life of a flamingo, and they should try to imitate the movements you describe. Start the story: 1. ‘The Flamingo is still fast asleep’ (Encourage the learners to close their eyes and snore loudly, while standing on one leg). 2. ‘Slowly the sun rises and the bright sunlight blinds them’ (Learners open their eyes and shield them with their hands). 3. ‘Once the flamingo got used to the daylight, it first had to stretch really well’ (Learners stretch and walk on tiptoes, and if possible, do it on one leg). 4. ‘Now the flamingo notices its empty stomach and is hungry and slowly starts looking for breakfast’ (Learners walk around like a flamingo trying to catch small fish). 5. ‘Exhausted from hunting, the flamingo needs a rest and rests on one leg, but this time it uses the other leg’ (Learners stand on the opposite leg to the previous time. 6. ‘By chance he meets his good friend, a very small flamingo’ (Learners make themselves very small). 7. ‘The flamingo who was just about to rest waves happily to his friend’ (Learners straighten up and stand on one leg again and wave to the little flamingo). 8. ‘But now he really wants to rest’ (Learners try to close their eyes again and stand on one leg). • Flamingo poster 23 Time: 5 min How to conduct Physical Education | Pre-Primary 101KaziKidz Pre-Primary Teaching Material Goal of the game The learners practice maintaining body control through various balance exercises. What to watch for: Tell the story in a descriptive and engaging tone to bring the story to life. Introduction continued: A day in the life of a flamingo Main part: Save the turtle Equipment/accompaniment: No equipment In this game, depending on the size of the class, two or more children start as catchers and try to tag as many children as possible. Once tagged, the learner should lay on his/her back and pretend to be a turtle that can’t turn over on their own. Turtles can be freed if another child helps them turn back over. The fame ends when all the children have been tagged and are ‘turtles’ on their back. How to play Goal of the game The objective for the learners is to stand up and change positions quickly, while keeping their balance in different positions. What to watch for: Before starting the game define the playing area. Time: 15 min Refer to annex 10 Physical Education | Pre-Primary 102 Equipment/accompaniment: No equipment Cool down: Be brave Divide the class into 2 groups and have them facing each other in a line. Each learner should hold the hands of their partner to form a bridge as shown in the illustration. The first learner in line will then walk across the bridge while holding the hands of the other learners. They can ask for help from their partner if needed. Encourage every child to cross the bridge, but if they do not want to, it is okay to opt out. Goal of the game The learners work on improving their balance and holding their body in correct position. This activity will also help them to overcome any fears they may have and be brave in trying new things. What to watch for: As a simplification, the groups of two forming the bridge can also kneel. If a child does not want to try to cross the bridge, it is important to respect their decision. How to conduct Time: 10 min Physical Education | Pre-Primary 103KaziKidz Pre-Primary Teaching Material ANIMALS: Balance Term 3 | Lesson 24 | Time: 30 min Equipment Introduction: A day in the life of a flamingo Equipment/accompaniment: Flamingo poster optional Ask the learners to stand in a circle and stand on one leg, like a flamingo. Tell the learners that you will be telling a story about the day in a life of a flamingo, and they should try to imitate the movements you describe. Start the story: 1. ‘The Flamingo is still fast asleep’ (Encourage the learners to close their eyes and snore loudly, while standing on one leg). 2. ‘Slowly the sun rises and the bright sunlight blinds them’ (Learners open their eyes and shield them with their hands). 3. ‘Once the flamingo got used to the daylight, it first had to stretch really well’ (Learners stretch and walk on tiptoes, and if possible, do it on one leg). 4. ‘Now the flamingo notices its empty stomach and is hungry and slowly starts looking for breakfast’ (Learners walk around like a flamingo trying to catch small fish). 5. ‘Exhausted from hunting, the flamingo needs a rest and rests on one leg, but this time it uses the other leg’ (Learners stand on the opposite leg to the previous time). 6. ‘By chance he meets his good friend, a very small flamingo’ (The learners make themselves very small). 7. ‘The flamingo who was just about to rest waves happily to his friend’ (Learners straighten up and stand on one leg again and wave to the little flamingo). 8. ‘But now he really wants to rest’ (Learners try to close their eyes again and stand on one leg). • Pictures of the balancing exercises • Flamingo poster optional 24 Time: 5 min How to conduct Refer to annex 11 Physical Education | Pre-Primary 104 Goal of the game The learners practice maintaining body control through various balance exercises. What to watch for: Tell the story in a descriptive and engaging tone to bring the story to life. Introduction continued: A day in the life of a flamingo Main part: Partner and group acrobatics Equipment/accompaniment: Kazi pictures of balancing exercises For this activity, form groups of 2 to start and do exercises 1 to 5. You can either demonstrate the exercises by doing them with some of the groups, or showing them the Kazi picture of the exercise. Do the exercises one after the other and make sure that each learner in the group gets a chance to change positions. Time: 20 min How to conduct 1 23 45 Refer to annex 11 Physical Education | Pre-Primary 105KaziKidz Pre-Primary Teaching Material Goal of the game The objective for the learners is to stand up and change positions quickly, while keeping their balance in different positions. What to watch for: Before starting the game define the playing area. Equipment/accompaniment: No equipment Cool down: Like a board Have all the learners lie on their back on the floor and pretend being a board, tensing muscles in their body. Then you or another learner can go around and kneel in front of every child, lifting them up by their ankles. The children should try to remain stiff like a board and hold the tension while being lifted up. When being lowered back down, it is important that the children maintain the tension from their shoulders to their toes and avoid lowering their buttocks. Goal of the game Learn to hold the body in the correct position and experience the difference between tense and relaxed muscles. What to watch for: You can also do this exercise in groups of two. Ensure that the learners necks and heads do not get injured by doing the lift too fast. How to conduct Time: 5 min Physical Education | Pre-Primary 112 WATER: Gross motor movements Term 3 | Lesson 27 | Time: 30 min Equipment Introduction: Watch out! The sailing masts! Equipment/accompaniment: No equipment In this activity, have the learners sit in rows of around 4 children, as if they are a sailboat crossing the ocean together. Remind the learners that a sailboat has a mast that holds the sail, and sometimes when the wind changes, the sail turns around and everyone on the boat has to be careful and duck down quickly! You will play the role of the captain and give commands and do the matching movements: 1. ‘Everyone unties the boat’ (draw a big eight on the floor) 2. ‘Where are we sailing to and how is the weather?’ (be on the lookout) 3. ‘You can feel a wind coming up’ (make sounds of the wind) 4. ‘Watch out! The mast!’ (everyone ducks down) 5. ‘Can you see the dark clouds?’(look to the sky) 6. ‘Watch out! The mast!’ 7. ‘With stronger winds, the swell is getting bigger.’ (it is hard to stand still) 8. ‘Watch out! The mast!’ 9. ‘Watch out! The mast!’ 10. ‘The waves are really high now and you get pushed from left to right and back’ (reel from left to right and back) 11. ‘Watch out! The mast!’ 12. Finally, give the command that you have arrived safely at the harbour. • Cones 27 Time: 10 min How to conduct Physical Education | Pre-Primary 113KaziKidz Pre-Primary Teaching Material Goal of the game Warm up the muscles and introduce to the new theme. What to watch for: Try to talk in a expressive manner and make big movements. Introduction continued: Watch out! The sailing masts! Main part: The great white shark Equipment/accompaniment: Cones To begin this game, define the playing area and choose one child to be the ‘great white shark’. The shark stands at one end of the playing area while all other children are small fish and start at the opposite end. When you give the signal, the shark shouts: ‘Who is scared of the great white shark?’ The small fish respond by shouting: ‘No one!’ The shark then asks: ‘What if I come and eat you?’ and the small fish shout: ‘We swim away!’ The objective of the game is for small fish to reach the opposite end of the playing area without being tagged by the shark. Any small fish who are tagged fish by the shark become sharks themselves, and the game starts again. When there are no fish left in the sea, the game is over. The last fish swimming becomes the next great white shark. How to play Goal of the game The learners should demonstrate accurate coordination of the legs and arms to be able to change the running direction as quickly as possible. What to watch for: To begin the game help the children to repeat the phrases. Time: 10 min WHO IS SCARED OF THE GREAT WHITE SHARK? WHAT IF I COME AND EAT YOU? NO ONE! WE SWIM AWAY! 1, 3, 2, 4, Physical Education | Pre-Primary 114 Equipment/accompaniment: No equipment Cool down: Dive into water Begin by asking the learners to name animals that can swim. Tell them that you will pretend to be these animals and do matching movements. Start by having everyone put on their imaginary swimsuits, diving goggles and flippers. Encourage the children to walk like waddling ducks, because it can be difficult to walk with flippers on. Imagine reaching the shore and warming up with some brief exercises, such as circling your arms, swinging your arms and jumping forward up and down. When you are ready, imagine jumping into the water, taking a deep breath, and holding your nose as you jump forward as far as you can (with a loud splash). Imagine swimming with your arms to make swimming movements, holding your breath with your cheeks filled with air, and seeing a huge fish (make big eyes). Keep swimming, but imagine running out of air and having to surface (with a gasp for air and a few crabs on the surface). Continue the story as long as you or the learners wish, imagining more underwater adventures and encounters with different sea creatures. Goal of the game The learners will listen to instructions and perform the movements accurately. What to watch for: As you imagine being under water, try to move slowly and calmly. How to conduct Time: 10 min Physical Education | Pre-Primary 115KaziKidz Pre-Primary Teaching Material WATER: Gross motor movements Term 3 | Lesson 28 | Time: 30 min Equipment Introduction: Dive into the water Equipment/accompaniment: No equipment • Cones 28 Time: 10 min How to conduct Begin by asking the learners to name animals that can swim. Tell the learners that you will pretend to be these animals and do matching movements. Start by having everyone put on their imaginary swimsuits, diving goggles and flippers. Encourage the children to walk like waddling ducks, because it can be difficult to walk with flippers on. Imagine reaching the shore and warming up with some brief exercises, such as circling your arms, swinging your arms and jumping forward up and down. When you are ready, imagine jumping into the water, taking a deep breath, and holding your nose as you jump forward as far as you can (with a loud splash). Imagine swimming with your arms to make swimming movements, holding your breath with your cheeks filled with air, and seeing a huge fish (make big eyes). Keep swimming, but imagine running out of air and having to surface (with a gasp for air and a few crabs on the surface). Continue the story as long as you or the learners wish, imagining more underwater adventures and encounters with different sea creatures. Physical Education | Pre-Primary 116 Goal of the game The learners will listen to instructions and perform the movements accurately. What to watch for: As you imagine being under water, try tomove slowly and calmly. Introduction continued: Dive into water Main part: Octopus tag Equipment/accompaniment: Cones Define the playing area and make sure all the learners know the boundaries. Choose one or two children to be the octopus. The octopus stands at one end of the playing area, and all the other learners start at the other end. On your signal, the group shouts: ‘Octopus, octopus, how long are your arms?’ The octopus shouts: ‘Long enough to catch you!’ Then, all children try to reach the opposite end of the playing area without being tagged by an octopus. If a learner is tagged, they become seaweed and must stand still in place, trying to tag other learners with their arms as they run by. If a seaweed tags another learner, this learner also becomes seaweed. The game ends when all learners became seaweed. The last child tagged becomes the next octopus. How to play Time: 10 min Goal of the game The learners will need to demonstrate accurate movements of their legs and arms. What to watch for: To start, help the children with their phrases. WHO IS SCARED OF THE GREAT WHITE SHARK? WHAT IF I COME AND EAT YOU? NO ONE! WE SWIM AWAY! 1, 3, 2, 4, Physical Education | Pre-Primary 117KaziKidz Pre-Primary Teaching Material Equipment/accompaniment: No equipment Cool down: Stretch before bed Let the learners know it is going to be ‘bedtime’ soon. But before going to bed, encourage them to stretch their bodies. Here is a simple stretching routine: 1. Stand on your tiptoes and stretch your arms up towards the sky, stretching your whole body. Then after 5 to 10 seconds let your upper body fall and your arms hang down loosely. 2. Move into the cat and cow pose by starting on all fours with your spine and neck in a neutral position, and then inhale as you lower your belly towards the ground and lift your neck and head up slowly. Exhale, and do a cat-like arch by pulling your spine towards the sky and pointing your chin towards your chest. Alternate between the two poses. 3. Move into the butterfly stretch by sitting down with the soles of your feet together and holding onto your feet with your hands. Place your elbows on your knees and lean forward slightly. 4. Now do the bow pose and lie on your belly and bend your legs, grasping your ankles with your hands. Hold the position for around 5 seconds. 5. Finally, encourage the learners to get comfortable in their beds and breathe in and out slowly. Goal of the game To help learners understand the difference between tension and relaxation of the body. What to watch for: Try speaking slowly to ensure all the learners can follow along. Time: 10 min How to conduct 15 234 Physical Education | Pre-Primary 118 WATER: Gross motor movements Term 3 | Lesson 29 | Time: 30 min Equipment Introduction: Watch out! The sailing masts! Equipment/accompaniment: No equipment In this activity, have the learners sit in rows of around 4 children, as if they are a sailboat crossing the ocean together. Remind the learners that a sailboat has a mast that holds the sail, and sometimes when the wind changes, the sail turns around and everyone on the boat has to be careful and duck down quickly! You will play the role of the captain and give commands and do the matching movements: 1. ‘Everyone unties the boat.’ (draw a big eight on the floor) 2. ‘Where are we sailing to and how is the weather?’ (be on the lookout) 3. ‘You can feel a wind coming up.’ (make sounds of the wind) 4. ‘Watch out! The mast!’ (everyone ducks down) 5. ‘Can you see the dark clouds?’ (look to the sky) 6. ‘Watch out! The mast!’ 7. ‘With stronger winds, the swell is getting bigger.’ (it is hard to stand still) 8. ‘Watch out! The mast!’ 9. ‘Watch out! The mast!’ 10. ‘The waves are really high now and you get pushed from left to right and back.’ (reel from left to right and back) 11. ‘Watch out! The mast!’ 12. Finally, give the command that you have arrived safely at the harbour. • Cones 29 Time: 10 min How to conduct Physical Education | Pre-Primary 119KaziKidz Pre-Primary Teaching Material Goal of the game Warm up the muscles and improve coordination of the body parts. What to watch for: Try to talk in a expressive manner and make big movements. Introduction continued: Watch out! The sailing masts! Main part: Crab tag Equipment/accompaniment: Cones To play this tag game, define a playing area that is not too big. Then designate 2 to 4 ‘catchers’ to be crabs. The catchers should walk like crabs, using their hands and their feet, while their feet are their claws. The objective of the game is for the crabs try to catch the legs or feet of the other children using their claws. When a child is caught by a crab, they become a crab as well. The game is over when all children have been caught and have turned into crabs. How to play Goal of the game The learners gain good muscle growth and motor coordination. Time: 10 min What to watch for: To modify the game, you introduce a rule that allows the caught children to be freed when a crab catches another child. Physical Education | Pre-Primary 120 Equipment/accompaniment: No equipment Cool down: Duck-duck goose In this game all the learners sit in a circle except one who is designated as the farmer. The farmer walks around the circle, tapping each player on the head and saying ‘duck’ each time. Suddenly, the farmer says ‘goose’. The learner who is named goose has to jump up from its spot and run after the farmer, trying to tag them before the farmer reaches the goose’s spot. If the goose cannot tag the farmer, it will become the farmer and the game continues. But if the goose successfully tags the farmer, the farmer goes back to his/her spot and the goose becomes the new farmer. Goal of the game The learners practice spatial awareness and quick reactions as they move around the circle and try to avoid getting tagged as the goose. What to watch for: If a child loses more than two times, appoint a new learner to be the farmer. How to conduct Time: 10 min Physical Education | Pre-Primary 121KaziKidz Pre-Primary Teaching Material PLANTS: Fine muscle control Term 3 | Lesson 30 | Time: 30 min Equipment Introduction: Grow like a tree Equipment/accompaniment: No equipment needed In this game, share a story with the learners about a growing tree and guide them to mimic the actions. Explain to the learners that they are each a seed of a tree that is lying in the ground (learners crouch as small as possible). Slowly, the seeds take root (the learners stand up but still remain small), Then with the sun’s energy, they slowly grow taller (the learners stand upright). Over time, they grow branches (one arm forms a branch), then a second branch (second arm forms another branch). The tree is now firmly rooted in the ground and can withstand the most violent storms (learners imitate trees in the wind, from weak to stronger storms). • Material strips • Cones 30 Time: 5 min How to conduct Goal of the game Encourage movement and introduce the new theme ‘Fine muscle control’. What to watch for: Make sure all children can see and hear you clearly. • Stages of a growing tree poster Refer to annex 13 Physical Education | Pre-Primary 128 Main part: Three-legged soccer Equipment/accompaniment: Cones, a ball, and material strips (or something else to tie the legs together) To play this game, divide the learners into 2 teams and define the playing area and the 2 goalposts, which should not be too small. Within the teams pair up the learners and tie together the left foot of one child and the right foot of the other child. If there isn’t enough material to tie their legs together, the learners can hook their elbows together. The teams will then play a game soccer against each other, using only their feet to touch the ball. There are no goalkeepers in this game, and the team with the most goals at the end of the game wins. How to play Goal of the game This game will help improve the learners foot-eye coordination in a fun and playful way. This will also better prepare the group for bigger sports games in the future. What to watch for: If possible start with a soft ball. Time: 20 min Physical Education | Pre-Primary 129KaziKidz Pre-Primary Teaching Material Equipment/accompaniment: No equipment Cool down: Walking on hands Have all of the learners sit in a line, one behind each other. Instruct each learner to hug the child in front of him/her with both legs and support themselves with both hands on the ground. Then, give the command for all of the students to lift up their hips, creating a worm-like shape, and try to move forward on the learners hands. How to conduct Time: 5 min Goal of the game The learners develop and improve their coordination skills even under unfamiliar and challenging situations. What to watch for: If the exercise is too challenging to do with the whole group, then first try to and do it in groups of four. If a child is uncomfortable with this activity, it is important to respect his/her decision. 130 The KaziKidz Teaching Material Moving-to-Music 4.2 Moving-to-Music Instructions For Moving-to-Music The ‘Moving-to-Music’ lessons are designed to support teachers to develop personal, physical and psychological skills through dance and movement experiences. With the ready-made lessons, teachers are empowered to teach dance and conduct dance lessons in a school setting with bigger class sizes. Each lesson has direct instructions that can be read or translated directly to the learners. Teachers do not require any prior knowledge or training in dance. Where teachers are absent, community members or learners will be able to read these instructions and facilitate a meaningful dance experience. The duration of each lesson is 30 minutes and is split into three parts. In the introduction of each lesson you will find what equipment you require for the execution of the dancing lesson. You can choose between using a drummer (you can drum yourself, ask a community member or ask a different learner to drum for each lesson), choose or play your own songs. You can also choose to do the activities without any accompaniment. There will always be different options to include music, rhythm or movement without music for each lesson. Each lesson starts with a warm-up and/or cardio activity. The warm-up aims at limbering up joints and muscles before interacting in jumping, spins and dancing movements. Furthermore, the goal is to increase the heart rate and fitness by playful games. The warm-up is followed by an introduction to the specific lesson focus. The main section contains exploring new movements or concepts, musical songs and creative individual and group activities. The action-song-lessons contain instructions to facilitate the basic steps in the form of a song. Creative-dance-lessons focus on each learner’s own way of moving, as they are encouraged to explore new ways of moving through specific prompts and creative collaborative work. Both types of lessons include activities that among other things teach expressive and explorative movement, interpretation of rhythm and music, improvisation and body awareness. Learners are able to explore the elements of movement such as space, direction, rhythms and sensory awareness. Each lesson closes with a cool-down section in order to calm the learners and prepare them for further school work. Now, we wish you a lot of fun with the implementation of the KaziKidz teaching material and many great experiences with your schoolchildren. All songs, lessons and even more materials are available on www.kazibantu.org 132 Lesson-Tracker Moving-to-Music This overview table facilitates the tracking of the lessons. Component Term Lesson No. Theme Lesson Content Date Movingto-Music Term 1 Lesson 1 Myself Speed of movement Lesson 2 Myself Movement exploration Lesson 3 Myself Movement vocabulary Lesson 4 My Body Isolations Lesson 5 My Body Contrasting movements Lesson 6 My Body Balance Lesson 7 My Body Rhythm and body percussion Lesson 8 My Family Diversity of movements Lesson 9 My Family Balance and partner work Lesson 10 My Family Movement quality and repertoire Lesson 11 My Family Storytelling Term 2 Lesson 12 My Home Speed of movement Lesson 13 My Home Movement exploration Lesson 14 My Home Balance Lesson 15 My School Movement vocabulary Lesson 16 My School Balance and partner work Lesson 17 My School Isolations Lesson 18 My School Diversity of movements Lesson 19 My Community Rhythm and body percussion Lesson 20 My Community Contrasting movements Lesson 21 My Community Movement quality and repertoire Lesson 22 My Community Traditional dances Term 3 Lesson 23 Animals Speed of movement Lesson 24 Animals Insects and their movements Lesson 25 Animals Movement of animals Lesson 26 Animals Diversity of movements Lesson 27 Water Contrasting movements Lesson 28 Water Balance and movement exploration Lesson 29 Water Movement quality and repertoire Lesson 30 Plants Isolations Lesson 31 Plants Balance and partner work Lesson 32 Plants Traditional dances (harvest time) 133KaziKidz Pre-Primary Teaching Material 134 Moving-to-Music | Pre-Primary Equipment Introduction: Introductory song What you need/accompaniment: A drum or any musical instrument or electronic device that can play music. For example: A cell phone. Singing while moving Get the learners to stand in a circle with you. You begin singing the following song: ‘It is time for moving can you see, let us get together 1, 2, 3.’ As the teacher, sing these words along with any familiar melody that works. Let the learners sing with you. Repeat the little song 5 times then start moving while singing the song 5 more times. Goal of the game To motivate learners for the movement lesson. What to watch for: Make sure learners know the words of the song before you start dancing in the circle. Play or sing the music at the pace and rhythm of your choice. • Sing your own melody or play music on any musical instrument or electronic device. For example, a cell phone. Time: 5 min MYSELF: Sing and dance Term 1 | Lesson 1 | Time: 30 min 1 135 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material What you need/accompaniment: A drum or any musical instrument or electronic device that can play music. For example, a cell phone. The aim of this is to encourage the children to move and dance freely in their own special way while signing the ‘I am special’ song. Ask the children to join you in a circle, then sing the first part of the song while pointing to yourself: ‘I am special, look at me’. Then walk in a circle and point towards the learners who point at each other and sing ‘a very special person’. Finally point back at yourself, and encourage the children to point at themselves for the last line of the song, ‘that is me’. Repeat the song 5 times, and vary the speed each time (very slow, slow, medium, fast, very fast). Lyrics of the Song: (Melody: I hear thunder / Are you sleeping brother John) I am special I am special Look at me Look at me A very special person A very special person That is me That is me Move at different speeds. What to watch for: If learners struggle with the faster tempo do not increase the speed. Main part 1: I am special Time: 10 min How to move Goal of the game 136 Moving-to-Music | Pre-Primary What you need/accompaniment: No equipment The aim of this lesson is to teach the learners to clap their names in syllables. Stand in a circle together with the learners, and as the teacher, clap your own name in syllables. Let the learners repeat after you. Now, ask the learners to clap their own names in syllables one by one. After each turn, the class can repeat that learner’s name together. Learner 1: ‘Ka - zi’ (‘Clap - Clap’) Everyone : ‘Ka - zi’ (‘Clap - Clap’) In a second round, let the learners stamp their names in syllables with their left or right foot. Finally, the learners can combine stamping and clapping. Examples: ‘Ka-zi’ (‘Clap - Stamp’) ‘Ma - ri - a (‘Stamp - Clap - Stamp’) To move with different body parts – the hands and feet. What to watch for: Make sure learners are able to clap their name in syllables before they stomp their feet. Let learners stomp their name with their dominant foot first. If they do not know which foot that is, ask them which foot they use to kick a ball. That is naturally their dominant foot. Main part 2: Clap your name Time: 10 min Clapping in syllables Goal of the game 137 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material What you need/accompaniment: A drum or any musical instrument or electronic device that can play a slow rythm. For example, a cell phone. You can also sing your own melody. Gather the learners in a circle, and sing a song together with them. Encourage the children to perform the actions in the song. ‘You are a monkey who wants to take a banana from the tree.’ - ‘Reach high for the banana.’ - ‘Take the banana.’ - ‘Shake your whole body.’ Repeat this song 4 times. Once you are done with the lesson, say or sing this sentence: ‘Moving time is done for today, see you later and have a great day!’ Cool down and relax the body. What to watch for: Make sure that learners first use their right hand and then their left hand to reach for the sky. Cool down: Imaginary things Time: 5 min How to stretch Goal of the game 144 Moving-to-Music | Pre-Primary What you need/accompaniment: No equipment Gather the learners in a circle with you. Ask them to show you movements that relate to everyday activities. For example, ‘What do you do when you wake up in the morning? Show me how you wake up.’ Some ideas for activities for the learners to demonstrate include: a. ‘How do you wash your face?’ b. ‘How do you clean your teeth?’ c. ‘How do you get dressed? How do you put on your pants?’ d. ‘How do you put on your socks and shoes? e. ‘How do you fix your hair?’ For the second part of the activity, divide the class into groups of 2 to 5 learners. Each group must design their own unique ‘wake-up in the morning’ dance. The dance must include 4 movements showing how they wake up in the morning. The dance should be around 30 seconds long. Give the learners 5 to 10 minutes to practice their dance. Working together. What to watch for: Make sure learners are working together in their groups and practicing the dance. Main part 2: The good morning dance Time: 10 min Goal of the game How to play What you need/accompaniment: No equipment Instruct each group to present their dance to the class. Each group has 30 seconds to present their dance. To teach learners about teamwork. What to watch for: Ensure the learners do not disrupt the group that is presenting their dance. Cool down: Present your morning routine Time: 5 min Goal of the game It is show time 145 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material Equipment Introduction: Introductory song What you need/accompaniment: A drum or any musical instrument or electronic device that can play music. Singing while moving Goal of the game To motivate learners for the movement lesson. What to watch for: If learners struggle with different directions, use one direction at a time. Play the music at the pace and rhythm of your choice. • Sing your own melody or play music on any musical instrument or electronic device. For example, a cell phone. Time: 5 min MY BODY: Body parts and freezes Term 1 | Lesson 4 | Time: 30 min 4 Get the learners to stand in a circle with you. You begin singing the following song: ‘It is time for moving can you see, let us get together 1, 2, 3.’ As the teacher, sing these words along with any familiar melody that works. Let the learners sing with you. Repeat the little song 5 times then start moving while singing the song 5 more times. 146 Moving-to-Music | Pre-Primary What you need/accompaniment: A drum or any musical instrument or electronic device that can play music. For example, a cell phone. Gather the learners in a space with lots of room for movement. Stand in front of the learners, facing them. As the teacher, beat a drum, or play any song on an instrument or electronic device. Your role is to randomly stop the music at different times during the activity. Start the activity by playing music and encouraging all the learners to dance around the area. Tell the learners ‘When the music stops, you must drop to the floor like a rock.’ The last child to drop to the floor must dance the next round with a stiff limb. For example, with one stiff arm. Repeat the activity several times by starting and stopping the music over again. To develop listening skills. What to watch for: Make the play area big enough so children do not fall on top of each other. Main part 1: Drop like a rock Time: 5 min How to play Goal of the game 147 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material What you need/accompaniment: A drum or any musical instrument or electronic device that can play music. For example, a cell phone. As the teacher, sing the ‘body parts’ song and touch your corresponding body parts. Encourage the learners to copy you, and touch their own body parts. Lyrics to the song: ‘Head, shoulders, knees and toes, knees and toes. Head, shoulders, knees and toes, knees and toes. And eyes and ears and mouth and nose. Head, shoulders, knees and toes, knees and toes.’ For the second part of the activity, sing the song again. But this time, leave out 1 body part the first time you sing it. Only touch the body part, without saying the word. Leave out 2 body parts the second time you sing the song, 3 body parts the third time, and for the final song, all the body parts should be silent, and you should just be pointing to them. Song 1 ----, shoulders, knees and toes. Song 2 ----, ----, knees and toes. Song 3 ----, ----, ----, and toes. Song 4 ----, ----, ----, ---- and ----. To help learners develop body part knowledge. What to watch for: Ensure all learners know the words before removing words from the song. Main part 2: Head, shoulders, knees and toes Time: 5 min Goal of the game How to move 148 Moving-to-Music | Pre-Primary What you need/accompaniment: No equipment Start the activity by explaining to the learners what a freeze/pose is. ‘When you hold your body still one position without moving, that is a freeze/pose. Imagine it is really cold and your whole-body freezes.’ For the activity, play around with different freeze poses. Ask the learners: a. ‘Can you do a freeze/pose with both feet on the ground?’ b. ‘Do another one, still with both feet on the ground.’ c. ‘Oh no! A big stone fell on your foot, you cannot stand on your foot anymore. Do a freeze/pose where only one foot touches the ground.’ d. ‘Try another one still on one foot.’ e. ‘Now show me a freeze/pose where both hands and one foot touch the ground.’ f. ‘Can you do another one?’ g. ‘How many different freeze/poses can you do with both feet and both hands on the ground?’ To develop non-locomotor (balancing) skills. What to watch for: If a learner cannot balance on one foot, let him/her hold on to a friend’s hand. Main part 3: Discover new freezes Time: 10 min Goal of the game How to conduct a g b cd ef 149 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material What you need/accompaniment: A drum or any musical instrument or electronic device that can play music. For example, a cell phone. As the teacher, tell the following imaginary story to your learners, and instruct them to act out the different movements in the story. ‘Imagine you are in the forest. You see berries hanging from a bush. Eat some of the berries. They are magical berries! They make you grow. Grow bigger and bigger and bigger. Grow so big that you feel very heavy and stiff, so stiff that you cannot move your body. Suddenly, it starts to rain. Feel the rain on your body. You start to shrink again. Slowly. Bit by bit. First your toes, then your feet feel lighter and smaller. Then your legs, hips, stomach, until you become normal again. Your chest relaxes and your arms feel warm and movable. Now even your face that was very puffy, starts to move the muscles again into a smile.’ If you want to, you can play a soft, relaxing song in the background while you are telling the story. Once you are done with the lesson, say or sing this sentence: ‘Moving time is done for today, see you later and have a great day!’ To cool down and relax the body. What to watch for: Make sure that the tempo of the song is not too fast, this activity should be done slowly. Cool down: Imaginary things Time: 5 min Goal of the game How to conduct 150 Moving-to-Music | Pre-Primary Equipment Introduction: Introductory song What you need/accompaniment: No equipment Singing while moving Get the learners to stand in a circle with you. You begin singing the following song: ‘It is time for moving can you see, let us get together 1, 2, 3.’ As the teacher, sing these words along with any familiar melody that works. Let the learners sing with you. Repeat the little song 5 times then start moving while singing the song 5 more times. Goal of the game To motivate learners for the movement lesson. What to watch for: If learners struggle with different directions use one direction at a time. For example: Walking forwards. Play the music at the pace and rhythm of your choice. • Sing your own melody or play music on any musical instrument or electronic device. For example, a cell phone. Time: 5 min MY BODY: Body parts and freezes Term 1 | Lesson 5 | Time: 30 min 5 151 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material What you need/accompaniment: Play music on any musical instrument or electronic device. For example, a cell phone. Gather the learners in a space with lots of room for movement. Stand in front of the learners, and get them to form a large circle. As the teacher, beat a drum, or play any song on an instrument or electronic device. Your role is to tell the children what movements to do while the music is playing. They must follow your instructions. Start the activity by playing music and encouraging all the learners to march in a circle. Tell the learners ‘Keep marching, but when I say ‘jump’, you must jump once, as high as you can, and then keep marching…’ While the music keeps playing and the children keep marching, change the instructions: 1. Call out: ‘Jump!’ every 10-20 seconds. (Repeat 5 times) 2. ‘March as fast as you can.’ (Repeat ‘Jump!’ 5 times) 3. ‘March with high knees.’ (Repeat ‘Jump!’ 5 times) 4. ‘March while taking big steps.’ 5. ‘March while taking very little steps.’ 6. ‘March on the spot.’ To develop locomotor skills. What to watch for: Ensure that all learners jump 5 times, and follow the instructions. Play the music at the pace and rhythm of your choice. Main part 1: March and jump Time: 10 min How to play Goal of the game 152 Moving-to-Music | Pre-Primary What you need/accompaniment: Play music on any musical instrument or electronic device. For example, a cell phone. As the teacher, sing the ‘body parts’ song and touch your corresponding body parts. Encourage the learners to copy you, and touch their own body parts. Lyrics to the song: ‘Head, shoulders, knees and toes, knees and toes. Head, shoulders, knees and toes, knees and toes. And eyes and ears and mouth and nose. Head, shoulders, knees and toes, knees and toes.’ As an alternative, the lyrics can also be sung backwards, for example: ‘Toes, knees, shoulders and head, shoulders, head. Toes, knees, shoulders and head, shoulders, head. And nose and mouth and ears and eyes. Toes, knees, shoulders and head, shoulders, head.’ For the second part of the activity, sing the song again. But this time, leave out 1 body part the first time you sing it. Only touch the body part, without saying the word. Leave out 2 body parts the second time you sing the song, 3 body parts the third time, and for the final song, all the body parts should be silent, and you should just be pointing to them. Song 1 ----, shoulders, knees and toes. Song 2 ----, ----, knees and toes. Song 3 ----, ----, ----, and toes. Song 4 ----, ----, ----, ---- and ----. Main part 2: Head, shoulders, knees and toes Time: 5 min How to move 153 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material To help learners develop body part knowledge. What to watch for: If singing the song backwards is too difficult, keep singing ‘head, shoulders, knees and toes’ but increase the tempo and sing it faster every time. Goal of the game Main part 2 continued: Head, shoulders, knees and toes What you need/accompaniment: No equipment Start the activity by reminding the learners what a freeze/ pose is. ‘When you hold your body still in one position without moving, that is a freeze/pose. Imagine it is really cold and your whole-body freezes.’ For the activity, play around with new freeze poses. Ask the learners if they remember any of the poses they did when you played the game before. Let them show you some of their poses. Now ask the learners to do the following new freezes/poses: a. ‘Can you do a freeze/pose where both feet and one knee touches the ground?’ b. ‘Can you do a freeze/pose where one foot and one hand touches the ground?’ c. ‘Can you do a freeze where one foot touches the ground and one hand touches one of your feet?’ d. ‘Can you do a freeze/pose where your bottom, one hand and one foot touch the ground?’ e. ‘Now try to invent a freeze on your own or make your favorite freeze.’ To develop non-locomotor (balancing) skills. What to watch for: If learners struggle to freeze in a certain position, adapt your freeze to an easier position. For example: If the a child struggles with the pose of one hand and one foot on the ground, let them freeze with both hands and one foot on the ground. Main part 3: Discover new freezes Time: 10 min Goal of the game How to conduct a b c d 256 Moving-to-Music | Pre-Primary What you need/accompaniment: Any musical device including drums. 1. Imagine you are building a small house on the beach sand. - ‘Gather some sand.’ - ‘Make a ball with the sand.’ - ‘Shape your house.’ - ‘Pick up some small sticks.’ - ‘Place the sticks on the roof.’ - ‘Gently dig a door and windows into your house.’ - ‘Lie or sit down next to your house.’ - ‘Listen to the waves crashing on the sand.’ 2. Say or sing the closing sentence: ‘Moving lesson done for today, see you later and have a great day!’ Cool down: Imaginary things Time: 5 min To cool down. What to watch for: Play a soft and relaxing song in the background to help learners relax. Goal of the game How to play 257 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material Equipment Introduction: Introductory song What you need/accompaniment: No equipment. High spirits ‘High spirits’ is a fun activity for learners to get moving and express themselves. Here are the steps to follow: 1. Have the learners stand in a circle. 2. The teacher stands in the middle of the circle. 3. Ask the learners ‘Are you ready to move?’ and they should answer ‘Yes!’ 4. Encourage them to say ‘Yes’ louder 3 times. 5. Then, say ‘Moving to...’ and have them answer with ‘Music’ 3 times. (Repeat this 3 times) 6. Instruct the learners to show you a freeze and ask them to show you another repeating this 3 times. For example, ‘Show me a freeze.’ 7. Next, ask the learners to ‘Show me your happy dance.’ 8. Lastly, have them to do a ‘High-five’ circle, where one learner begins by giving high-fives and the others follow until everyone has gone around the circle. Start: ‘Let’s do a ‘High-five’ Circle.’ Time: 5 min • Sing or play music on any musical instrument or electronic device. For example, a cell phone. This activity should resemble a call-and-response team huddle. For example, this is when a team gathers in a huddle before a game and the coach calls out ‘Are you ready to win?’ and the team responds together with a loud ‘Yes!’ What to watch for: Give the learners some time to practice this form. Play or sing any song of your choice. Goal of the game WATER: Partner work and games Term 3 | Lesson 29 | Time: 30 min 29 Are you ready to move? YES! Show me a freeze! 258 Moving-to-Music | Pre-Primary What you need/accompaniment: No equipment In this activity, the children will learn about the role of a conductor in leading a group of musicians, for example an orchestra. 1. Have the group sit or stand in a circle, while one player leaves the room. 2. The rest of the group should now choose a conductor who will give them signals to change the rhythm of their clapping. 3. The conductor’s signals should be subtle and unobtrusive. 4. Bring the player who left the room back into the room. 5. The group starts clapping a rhythm. 6. After a short time, the conductor signals the group to change the rhythm in a way that is not noticeable to the player who just returned. 7. When the player recognizes who the conductor is, they join in the group (orchestra) and the conductor leaves the room. For the second round, a new conductor is chosen. Main part 1: The conductor and his musicians Time: 10 min How to play To keep rhythm. What to watch for: As a variation, instead of body percussion, you can play a round where the conductor makes dance moves. Make sure to choose easy dance moves that others can adapt to quickly. Goal of the game ? 259 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material What you need/accompaniment: No equipment Do you know what happens to water when it gets very cold? It turns to ice! In some parts of the world, people make beautiful sculptures out of ice. In this activity, you will become an ice sculpture, and your partner will be the sculptor. Instructions: 1. Pair up with another learner. 2. Decide which learner is ‘the sculptor’ and the other ‘the ice sculpture’. 3. ‘Sculptor, use your imagination to sculpt your partner into an ice sculpture of your choice.’ 4. ‘You can give your ice sculpture an emotion, such as sad, happy, bored or scared.’ 5. When the sculptor is finished, the ice sculpture should freeze in the position and not move: ‘Don’t move, freeze!’ 6. Now, all the sculptors can take a walk through the sculpture gallery and admire all the statues. 7. Switch roles and repeat the activity again. 8. Switch partners and repeat the activity again. Main part 2: Ice sculptures Time: 10 min To develop balance and coordination. What to watch for: As a variation, instead of forming the ice sculpture, the sculptor can use their fingertips to touch and guide that body part into different positions. The sculptor can continue to touch and guide the body parts until they are formed as he/she likes it. Goal of the game How to play 260 Moving-to-Music | Pre-Primary What you need/accompaniment: No equipment In this cooling down activity, learners will be grouped in pairs and will take turns to massage each other’s back according to different weather forecast instructions. Let’s get started! Instructions: 1. Divide learners into groups of two. 2. On learner sits in front of the other, while the other child follows the instructions. 3. ‘Massage your partner’s back to match the weather forecast’. - Rain: Drum the fingertips lightly on the back. - Sun: Place the palms on the back. - Hail: The fingertips drum more strongly on the back. - Storm: Wipe the back strongly with hands. - Clouds: Gently wipe the back from top to bottom with hands. 4. Ask the learners if they have other weather forecast actions or ideas to add. 5. Allow the learners to switch roles, so that they can both give and receive a massage. Cool down: Imaginary things Time: 5 min To cool down. What to watch for: Once one partner is done, switch to the other partner. Goal of the game How to conduct 261 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material Equipment Introduction: Introductory song What you need/accompaniment: No equipment High spirits ‘High spirits’ is a fun activity for learners to get moving and express themselves. Here are steps to follow: 1. Have learners stand in a circle. 2. The teacher stands in the middle of the circle. 3. Ask the learners ‘Are you ready to move?’ and learners should answer ‘Yes!’ 4. Encourage the learners to say ‘Yes’ louder 3 times. 5. Then, say ‘Moving to...’ and have the learners answer with ‘Music’ 3 times. (Repeat this 3 times) 6. Instruct the learners to show you a freeze and ask them to show you another repeating this 3 times. For example, ‘Show me a freeze.’ 7. Next, ask the learners to ‘Show me your happy dance.’ 8. Lastly, have them to do a ‘High-five’ circle, where one learner begins by giving high-fives and the others follow until everyone has gone around the circle. Start: ‘Let’s do a ‘High-five’ Circle.’ Time: 5 min • Sing or play music on any musical instrument or electronic device. For example, a cell phone. This activity should resemble a call-and-response team huddle. For example, this is when a team gathers in a huddle before a game and the coach calls out ‘Are you ready to win?’ and the team responds together with a loud ‘Yes!’ What to watch for: Give the learners some time to practice this form. Play or sing any song of your choice. Goal of the game PLANTS: Storytelling and games Term 3 | Lesson 30 | Time: 30 min 30 Are you ready to move? YES! Show me a freeze! 262 Moving-to-Music | Pre-Primary What you need/accompaniment: No equipment In this activity you will tell a story to your learners and have them act out each instruction. The story goes like this: • ‘You are strolling in the forest collecting berries.’ • ‘Suddenly, a branch falls down and blocks your path.’ • ‘You stop and move the branch out of your way.’ • ‘Another bigger branch falls down, and it is too heavy to move it, so you have to jump over it!’ • ‘Walking further, you see delicious papayas hanging from a tree.’ • ‘Climb up the tree and reach for the fruit.’ • ‘You ate to much papayas and now you feel sick and dizzy. Show me how you move when you feel sick and dizzy.’ • ‘Climb down the tree again, a snake pops up and scares you.’ • ‘Make a scared freeze and don’t move!’ • ‘But, you can relax because it is only a tree root that looks like a snake!’ • ‘You are relieved, so show me your happy dance.’ • ‘Suddenly, you see a funny looking plant. Show me how that plant is looking with a freeze!’ Main part 1: A day in the forest Time: 5 min How to play To develop the learners imagination. What to watch for: As a variation, a forest or jungle type song can be played in the background. Goal of the game 263 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material What you need/accompaniment: No equipment 1. Choose one or two learners to be the birds who like eating insects. These learners will wait outside of the room or away from the group. 2. The other learners will spread across the room and freeze in a pose like a plant, rock or tree. These learners are the jungle and it is important that they do not move. 3. Choose some learners to be the insects. They will try to blend in with the jungle to avoid the birds who want to eat them and freeze. But they should move just a little, such as wiggling a finger or shifting their weight. 4. When everybody is in position, the birds can enter the room or play area and try to find the insects among the plants. Main part 2: Jungle, insects and birds Time: 15 min To develop non-locomotor skills. What to watch for: When the birds have found all the insects you can repeat the game and choose new learners who will be the birds, insects and jungle. Goal of the game How to play 264 Moving-to-Music | Pre-Primary What you need/accompaniment: Music played on any musical device or the drums. Use ‘Imaginary things’ to relax the children after all the busy activities. Here is how to play: 1. To start, ask learners to imagine they’re in the forest and see berries hanging from a bush. - ‘Imagine you are in the forest again.’ - ‘You see berries hanging from a bush.’ - ‘Eat some of the berries.’ - ‘They are magical berries! They make you grow.’ - ‘Grow bigger and bigger and bigger.’ - ‘Grow so big that you feel very heavy and stiff, so stiff that you cannot move your body.’ - ‘Suddenly, it starts to rain.’ - ‘Feel the rain on your body.’ - ‘You start to shrink again. Slowly. Bit by bit.’ - ‘First your toes, then your feet feel lighter and smaller.’ - ‘Then your legs, hips, stomach, until you become normal again.’ - ‘Your chest relaxes and your arms feel warm and movable.’ - ‘Now even your face that was very puffy, starts to move the muscles again into a smile.’ 2. Encourage the learners to use their imagination and really get into the story. 3. End the activity by saying or singing this sentence: ‘Moving lesson is done for today, see you later and have a great day!’ Cool down: Imaginary things Time: 5 min To cool down. What to watch for: A soft song can be played in the background to help with relaxation. Goal of the game How to conduct 265 Moving-to-Music | Pre-Primary KaziKidz Pre-Primary Teaching Material Equipment Introduction: Introductory song What you need/accompaniment: No equipment High spirits ‘High spirits’ is a fun activity to get moving and express themselves. Here are the steps to follow: 1. Have the learners stand in a circle. 2. The teacher stands in the middle of the circle. 3. Ask the children ‘Are you ready to move?’ and they should answer ‘Yes!’ 4. Encourage them to say ‘Yes’ louder 3 times. 5. Then, say ‘Moving to...’ and have them answer with ‘Music’ 3 times. (Repeat this 3 times) 6. Instruct the learners to show you a freeze and ask them to show you another repeating this 3 times. For example, ‘Show me a freeze.’ 7. Next, ask the children to ‘Show me your happy dance.’ 8. Lastly, have them to do a ‘High-five’ circle, where one learner begins by giving high-fives and the others follow until everyone has gone around the circle. Start: ‘Let’s do a ‘High-five’ Circle.’ Time: 5 min • Sing or play music on any musical instrument or electronic device. For example, a cell phone. This activity should resemble a call-and-response team huddle. For example, this is when a team gathers in a huddle before a game and the coach calls out ‘Are you ready to win?’ and the team responds together with a loud ‘Yes!’ What to watch for: Give the learners some time to practice this form. Play or sing any song of your choice. Goal of the game PLANTS: Storytelling and games Term 3 | Lesson 31 | Time: 30 min 31 Are you ready to move? YES! Show me a freeze! 272 The KaziKidz Teaching Material Health, Hygiene And Nutrition 273KaziKidz Pre-Primary Teaching Material 4.3 Health, Hygiene And Nutrition Instructions For Health, Hygiene And Nutrition While neglected tropical diseases (NTDs) do not feature prominently in the burden of disease statistics of Namibia, some NTDs are common in disadvantaged populations, expecially in children growing up in poor neighbourhoods. Chronic helminth infections (worms) not only cause morbidity, but also negatively affect the cognitive and physical development and school performance of children. By addressing these conditions through education about appropriate health and hygiene behaviors for your school child, both you and the school child are at a reduced risk for infectious communicable diseases. Inadequate intake of nutritional foods may adversely affect the health and well-being of pre-primary schoolchildren from disadvantaged areas. The limited dietary diversity is further influenced by the lack of nutritional options offered at the tuckshops and food vendors at the schools. The general well-being of pre-primary schoolchildren from poor neighbourhoods may also be affected by lack of nutritional value, since they usually eat food served by tuck shops and vendors during school hours. In order to address this issue, the nutritional education lessons should bring dietetics closer to the learners in a playful way. Furthermore, it aims to encourage sustainable healthy eating habits throughout their life. Kazi and lesson plans in green will guide you through the Health, Hygiene and Nutrition teaching materials. Now, we wish you a lot of fun with the implementation of the KaziKidz teaching material and many great experiences with your schoolchildren. All lessons and even more materials are available on www.kazibantu.org 274 Lesson-Tracker Health, Hygiene And Nutrition This overview table facilitates the tracking of the lessons. Component Term Lesson Number Theme Lesson Content Date Health, Hygiene and Nutrition Term 1 Lesson 1 Hygiene Germs vs. Super V Lesson 2 Hygiene Let us wash our hands Term 2 Lesson 3 Hygiene Healthy lifestyle Lesson 4 Nutrition What is nutrition? Term 3 Lesson 5 Nutrition Healthy and unhealthy food Lesson 6 Nutrition Where does our food come from? 275KaziKidz Pre-Primary Teaching Material 276 Health, Hygiene and Nutrition | Pre-Primary HYGIENE: Germs vs. Super V Term 1 | Lesson 1 | Time: 30 min Equipment Introduction: What are germs? What you need/accompaniment: Kazi poster Part 1 Group discussion Ask the leaners if they know about ‘germs’. Germs are very tiny invaders that can make our bodies sick. Actually, they are so small that we cannot see them without a special took called a microscope. Germs are tiny organisms, or living things, that can cause different sickness and disease. Germs are so tiny that they can sneak into our bodies without us knowing, so it is important to learn about them and how to keep them away. What to watch for: Make sure that all learners can clearly see the Kazi poster. • Kazi poster 1 Time: 15 min Learning Objectives: Understanding what germs are and how they enter our body, knowing how to protect ourselves against germs and learning to do the Super V. Refer to annex 20 277 Health, Hygiene and Nutrition | Pre-Primary KaziKidz Pre-Primary Teaching Material What you need/accompaniment: No equipment In this game one learner is chosen to be the ‘virus’. The virus closes his/her eyes and walks around the playing area trying to touch (or ‘infect’) the other players. If a learner is touched by the virus, he/she becomes a virus too and try to infect the other players. The game continues until only one learner is left who hasn’t been touched by anyone (‘infected’) - and that player is the winner! Main part 1: Do not get infected by the virus game Time: 10 min What to watch for: If your classroom is overcrowded rather go outside to do the activity. How to play What you need/accompaniment: Kazi poster Part 2 In this discussion the learners will learn how to prevent different germs from entering our body and how to stop them. Instructions: 1. Explain that germs can make us sick and can enter our body through the mouth, nose, breaks in the skin, and eyes. 2. Ask learners to suggest ways we can prevent germs entering our bodies, such as - Using tissues to wipe and blow your nose - Staying home from school when we are sick - Keeping hands out of the mouth, and - Washing our hands. Main part 2: About germs Time: 5 min What to watch for: Demonstrate each hygiene activity for the learners. How to discuss Refer to annex 20 278 Health, Hygiene and Nutrition | Pre-Primary What you need/accompaniment: Kazi poster Part 3 Teaching the learners about coughing and sneezing etiquette doesn’t need to be boring. Let’s teach them the ‘Super V’ technique, which is a fun way for them to remember to cover their coughs and sneezes. Explain to the learners if they need to cough or sneeze and don’t have a tissue, they should use their arm instead. How to do the ‘Super V’: 1. Form your arm in shape of a V 2. Sneeze into your elbow 3. Say ‘Super V’ after sneezing. Let the children try it while sneezing or coughing on purpose. Have the learners practice the ‘Super V’ by pretending to cough or sneeze into their elbow. Remind them that using the ‘Super V’ helps prevent the spread of germs and keeps everyone healthy. Main part 3: Super V Time: 5 min What to watch for: Ensure that the learners are sneezing/coughing into their elbow. How to behave Haaatschi...Haaatschi... SUPERSUPER V Viiiii!iiiii! What you need/accompaniment: No equipment After teaching the learners about germs, coughing and sneezing etiquette, it is important to check their understanding of the topic. Ask them what they remember from this lesson and summarize how germs enter our body and how we can protect ourselves against them. Repeat the ‘Super V’ one more time. Wrap up: Summary Time: 5 min What to watch for: Ensure that the learners are sneezing/coughing into their elbow. During the wrap-up it is important that they pay attention to what you and the other children are saying. Group discussion Refer to annex 20 279 Health, Hygiene and Nutrition | Pre-Primary KaziKidz Pre-Primary Teaching Material HYGIENE: Let’s wash our hands Term 1 | Lesson 2 | Time: 30 min Equipment Introduction What you need/accompaniment: No equipment Group discussion 1. Ask the learners if they remember what germs are? Answer: Germs are very tiny invaders that can make our bodies sick. Actually, they are so small that we cannot see them without a special tool called a microscope. Germs are tiny organisms, or living things, that can cause different sickness and diseases. Germs are so tiny that they can sneak into our bodies without us knowing, so it is important to learn about them and how to keep them away. 2. Ask the learners if they remember how to prevent germs from entering their body? - Using tissues to wipe and blow our nose - Staying home from school when we are sick - Keeping hands out of the mouth, and - Washing our hands. Tell the learners that today’s theme is how to wash our hands properly. What to watch for: You can also show them the Kazi poster from last lesson. 2 Time: 15 min Learning Objectives: Understand why, how and when to wash hands. • Kazi’s hand washing poster ‘Let us wash our hands!’ 280 Health, Hygiene and Nutrition | Pre-Primary What you need/accompaniment: Hand washing poster ‘Let us wash our hands!’ Use the ‘Let us wash our hands!’ poster and go through the 8 steps that are shown. Explanation: 1. Begin by demonstrating the hand positition you want the learners to use and ask them to copy you. Ask them to put their hands out in front of them and then read through each step on the poster. Encourage the learners to practice the different rubbing motions as you go along repeating each step so that everyone can follow along. 2. Let’s point to the picture at the bottom of the poster that reminds the learners the areas of the hand that need extra washing (the red areas). Demonstrate how to wash the red areas on your own hand, and encourage them to copy your movements. 3. Now demonstrate correct hand washing at any open sink (the school bathroom, kitchen or basin). • Use soap and paper towels. • After showing the learners how you wash your hands ask them to practice washing their hands using the same steps. As they wash their hands, move around the classroom to make sure they know how to wash their hands correctly. Main part 1: How to wash your hands properly Time: 10 min What to watch for: Ensure that each learner washes his/her hands according to the steps shown above and that each learner gets a chance to wash his/her hands. Demonstration Refer to annex 21 281 Health, Hygiene and Nutrition | Pre-Primary KaziKidz Pre-Primary Teaching Material What you need/accompaniment: Any musical device (or ask another teacher if they know the tune if you don’t have internet). The popular children’s song ‘This is the way we wash our hands’ is often used to teach proper hand washing techniques. If you have a mobile phone with internet you can search the song. The lyrics go like this: ‘This is the way we wash our hands, wash our hands, wash our hands. This is the way we wash our hands, wash them every day. Palm and back and in between, in between, in between. Palm and back and in between, wash the dirt away.’ To start the song, ask the learners to sing ‘The hand washing song’ along with you as you demonstrate the hand washing motions in tie with the song. Repeat the song a few times, emphasizing the importance of washing all areas of the hands, including the palms, backs, and in between the fingers. Main part 2: ‘The hand washing song’ Time: 5 min What to watch for: Ensure that all learners know the words before adding the movements. Lyrics 288 Health, Hygiene and Nutrition | Pre-Primary What you need/accompaniment: Food cards and Group cards For this fun game called ‘What food am I?’, all of the learners will sit in a circle. First, lay out the ‘Group-cards’ on the floor. Then, give each learner a ‘Food card’ but tell them not to show anyone until it is their turn. To start the game, use your own ‘Food card’ and introduce yourself as that food. Let the learners know if you are a vegetable or a fruit or if you do not belong to any of these two groups (e.g. ‘I am a Banana and I am a fruit’). Next, each learner will take a turn to introduce themselves as their food, and the other learners will try to guess what food they are and if they think they are a vegetable, fruit or something else. If a child does not know his/her food or to which group it belongs, everyone can help out. Main part 1: What food am I? Time: 15 min What to watch for: If the class is very big and you do not have enough cards for everyone, make two groups. How to conduct What you need/accompaniment: No equipment Now it is time to wrap up the lesson. Ask the learners to share what they remember from this lesson and and why it is important to eat a variety of foods, including fruit and vegetables. Next, ask learners if they think that fruit and vegetables are tasty, and if so, which ones they like best. Encourage them to share their thoughts and opinions with the group. Wrap up: Summary Time: 5 min What to watch for: During the wrap-up it is important that the learners pay attention to what you and the other children are saying. So they shouldn’t play around with the cards or anything else. Group discussion Refer to annex 23 289 Health, Hygiene and Nutrition | Pre-Primary KaziKidz Pre-Primary Teaching Material Equipment Introduction: Let’s talk about healthy and unhealthy food! What you need/accompaniment: No equipment Group discussion To start today’s topic of healthy and unhealthy food, let’s start with the a few questions to get us thinking: Questions to ask: 1. Do you know the difference between healthy and unhealthy food? - You can explain it to the learners in a very simple way: It is important to understand that healthy food helps us to grow, develop strong bones, and energy to play learn, and work properly. - On the other hand, eating too much unhealthy food can cause harm to our body and make us feel unwell. Too much sugar for example can be very harmful to our teeth. 2. Can you give examples for healthy and unhealthy food? - If the learners are having difficulties thinking of examples, you can ask them about specific foods. For example, ‘is an apple healthy or unhealthy?’ Now, let’s discuss our favourite healthy and unhealthy food. It is ok to enjoy treats once in a while, but it is important to make healthy choices most of the time. What to watch for: Do not rush and give the learners enough time to think about the questions. Time: 5 min Learning Objectives: Understand the difference between healthy and unhealthy food and why it is important to eat healthy food. • Kazi’s Snakes and Ladders • 1 dice and Kazi’s Group Cards NUTRITION: Healthy lifestyle Term 3 | Lesson 5 | Time: 30 min 5 290 Health, Hygiene and Nutrition | Pre-Primary What you need/accompaniment: Kazi Snakes and Ladders-poster, 1 dice (template) and 2-3 game pieces (magnets or removable notes). Let’s have some fun while learning about healthy eating habits with a game of ‘Snakes and ladders!’ Here’s how to set up: - First, hang up the ‘Snakes and ladders-poster’ so everyone can see it well. Then, prepare a dice and game pieces (you can use different magnets or write the names of the groups on removable notes). If you do not have a dice, you can make one easily with the provided template. - Next, depending on the class size, divide the learners into 2 or 3 groups and give each group a food name (e.g. Team Pizza, Team Spaghetti and Team Sandwich). - One child per group steps forward and rolls the dice, then tells everyone what number he/she rolled for the group. - Move the group’s playing pieces and count the spaces, inviting children to count with you. - Make sure to tell the learners on which food-space the Team XY landed (e.g. Team Sandwich eats an apple). - If a playing piece lands on an ‘action-space’, make sure the learners understand why they win or lose spaces (e.g. Team Spaghetti ate too much unhealthy chocolate cookies and has to go back to the ‘melon-space’). - The first group to reach the finish line has eaten the most healthy foods! Main part 1: Snakes and ladders Time: 20 min What to watch for: Make sure the learners take turns within the groups to roll the dice. How to conduct Goal of the game The learners will learn about the difference between healthy and unhealthy foods, and the importance of not eating too much unhealthy foods. Refer to annex 24 291 Health, Hygiene and Nutrition | Pre-Primary KaziKidz Pre-Primary Teaching Material What you need/accompaniment: No equipment In this discussion the learners will reflect on what they just learned about healthy eating and drinking. They will be asked to recall and then come up with reasons why it is important to eat and drink healthy foods. Wrap up: Summary Time: 5 min What to watch for: During the wrap-up it is important that the learners pay attention to what you and the other children are saying. So make sure that there are as little distractions as possible. Group discussion Kazi says Healthy food helps us grow. 292 Health, Hygiene and Nutrition | Pre-Primary Equipment Introduction: Let’s talk about where our food comes from! What you need/accompaniment: No equipment Group discussion Understanding where our food comes from is an essential part of learning about healthy eating. Before starting the new topic, it is important to ask the learners for reasons why we should eat healthy and collect some examples for healthy and unhealthy foods. Once that is done, you can introduce the new topic by asking the learners where they normally get their food from. Some common sources of food include: - Grocery stores, local markets, and homegrown or raised animals. What to watch for: The children should listen to you and each other. If necessary, you can pass around an object, and only the child who is holding the object in his/her hands is allowed to speak. 6 Learning Objectives: The children realize that their food comes from plants and animals. • Kazi Food-supply-chain-poster • ‘Where does my food come from?’ worksheet Term 3 | Lesson 6 | Time: 30 min NUTRITION: Where does our food come from? Time: 5 min 293 Health, Hygiene and Nutrition | Pre-Primary KaziKidz Pre-Primary Teaching Material What you need/accompaniment: Food-supply-chain-poster For this activity show learners the Food-supply-chain-poster about where food comes from. Ask them what they can see on the poster: Now, let’s go through the poster with the learners, and always give an example for every station ie. 1, 2, 3, 4. 1. Look, this is a cow. The cow makes milk and the farmer milks the cow. 2. The farmer can sell the milk on a local market, to a big store, or to someone who makes something different out of the milk, for example cheese or yoghurt. 3. Then big lorries drive the yoghurt to a supermarket. 4. People can buy the yoghurt at the supermarket and enjoy it at home. Explain to the learners that all of our food comes from plants or animals. For example, eggs come from the chicken, bread comes from wheat, and tomatoes grow on a plant. Main part 1: Food comes from plants and animals Time: 10 min What to watch for: The aim of the poster is not to understand the different stations of food supply, but to understand that food comes from plants and animals. How to conduct What you need/accompaniment: Food-supply-chain-poster Hand out a copy of the worksheet ‘What goes together’ and explain to the learners how to follow along: - For exercise 1, follow the line on the worksheet to find out where food comes from. For example, the line from the chicken leads to the egg, which means that eggs come from the chicken. - For exercise 2, try to find two pictures that belong together and connect them with a line. For example, you might connect the picture of a cow with a picture of milk, because cows make milk. Main part 2: What goes together? Time: 10 min What to watch for: If the second exercise is too difficult, do it together with the class by asking questions like: ‘Yoghurt is made out of milk’ and ‘Where does the milk come from?’ How to conduct Refer to annex 25 294 Health, Hygiene and Nutrition | Pre-Primary What you need/accompaniment: Worksheets Go through the solutions of the worksheet together and allow the learners to ask any questions they might have. Wrap up: Summary Time: 5 min What to watch for: Make sure that different learners can present their solutions. Group discussion Kazi says Great work, everyone! Refer to annex 25 295 Health, Hygiene and Nutrition | Pre-Primary KaziKidz Pre-Primary Teaching Material 296 Annexes KaziKidz Support Material 297KaziKidz Pre-Primary Teaching Material Annex 1 Physical Education Lesson 1 | Kazi Poster www.kazibantu.org/kazikidz/ 304 Physical Education Lesson 15 | Foot card Physical Education Lesson 15 | Foot card Physical Education Lesson 15 | Exercise dice template Physical Education Lesson 15 | Dice template Annex 8 www.kazibantu.org/kazikidz/ 305KaziKidz Pre-Primary Teaching Material Physical Education Lesson 20 | Horse Race poster Annex 9 www.kazibantu.org/kazikidz/ 306 Annex 10 www.kazibantu.org/kazikidz/ Physical Education Lesson 23 | A day in the life of a Flamingo Physical Education Lesson 23 | A day in the life of a Flamingo 307KaziKidz Pre-Primary Teaching Material Physical Education Lesson 24 | A day in the life of a Flamingo Physical Education Lesson 24 | Partner and Group Acrobatics 1 23 4 5 Annex 11 www.kazibantu.org/kazikidz/ 308 Cheetah Physical Education Lesson 26 | Animal pictures Ostrich Snail Mouse Snake Elephant Crocodile Frog Annex 12 www.kazibantu.org/kazikidz/ 309KaziKidz Pre-Primary Teaching Material Annex 13 www.kazibantu.org/kazikidz/ Physical Education Lesson 30 | Stages of a growing tree 310 Moving-to-Music Lesson 12 | Kazi evening routine Annex 14 www.kazibantu.org/kazikidz/ 311KaziKidz Pre-Primary Teaching Material Moving-to-Music Lesson 13 | Kazi evening routine Annex 15 www.kazibantu.org/kazikidz/ 312 Moving-to-Music Lesson 14 | Kazi evening routine Annex 16 www.kazibantu.org/kazikidz/ 313KaziKidz Pre-Primary Teaching Material Moving-to-Music Lesson 15 | The Way to School (part 1) Annex 17 www.kazibantu.org/kazikidz/ 320 Health, Hygiene and Nutrition Lesson 5 | Dice template 2 3 4 10 9 8 76 11 13 14 15 16 17 12 22 21201918 23 25 26 27 28 24 5 29 30 31 32 33 34 FINISH START S N A K E S A N D L A D D E R S S N A K E S A N D L A D D E R S Annex 24 www.kazibantu.org/kazikidz/ 321KaziKidz Pre-Primary Teaching Material S U P E R M A R K E T Health, Hygiene and Nutrition | Lesson 6 | Food Supply Chain poster What goes together? Exercise 1: Follow the line Health, Hygiene and Nutrition | Lesson 6 Exercise 2: Where does the food come from? Health, Hygiene and Nutrition | Lesson 6 Annex 25 www.kazibantu.org/kazikidz/ 6 References Burnett, C. National Research: State and Status of Physical Education in Public Schools of South Africa. Johannesburg: Department of Basic Education, 2018. Clark JE and Metclafe JS (2002). The mountain of motor development: A metaphor. In J.E. Clark and J.H. Humphrey (Hrsg.), Research & Reviews (S. 163-190). Reston, VA: National Association for Sport and Physical Education. The Continuing Professional Management System, South African Council for Educators (SACE). https:// www.sace.org.za/ [accessed on 3 August 2022]. De Villiers, A., Steyn, A., Draper, C., Fourie, J., Barkhuizen, G., Lombard, C et al. (2012). ’HealthKick’: Formative assessment of the health environment in low-resouce primary schools in the Western Cape Province of South Africa. BMC Public Health, 12(1):794. 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Promoting Health and Emotional Well-Being in Your Classroom. 5th Edition Massachusetts: Jones and Bartlett Publishers. Physical literacy (UNESCO, 2020). URL: https://en.unesco.org/inclusivepolicylab/ [accessed on 2 September, 2022]. 322 323KaziKidz Pre-Primary Teaching Material Praetorius, AK., Klieme, E., Herbert, B., and Pinger, P. (2018). Generic dimensions of teaching quality: the German framework of Three Basic Dimensions. ZDM Mathematics Education, 50, 407–426. https://doi. org/10.1007/s11858-018-0918-4 Pre-Primary Syllabus of Namibia, English Version, Okahandja, Namibia. http://www.nied.edu.na/assets/ documents/02Syllabuses/01PrePrimary/04Oldsyllabuses(Upto2014)/Pre_Primary_Syllabus_English_Version_2014.pdf [accessed on 23 March 2023]. Quality Physical Education (UNESCO, 2020). URL: https://en.unesco.org/themes/sport-and-anti-doping/ sports-education/qpe [accessed on 17 December, 2022]. Queen, J.A., and Queen, P.S. (2004). The Frazzled Teacher’s Wellness Plan. A Five Step Program for Reclaiming Time, Managing Stress, and Creating a Healthy Lifestyle. London: Corwin Press Inc, Sage Publications. Smith, B., Kirby, N., Skinner, B., Wightman, L., Lucas, R. and Foster, C., 2018. Physical activity for general health benefits in disabled adults: summary of a rapid evidence review for the UK Chief Medical Officers’ update of the physical activity guidelines. London: Public Health England. South Africa’s National Youth Policy 2015 – 2020. https://www.gov.za/sites/default/files/gcis_document/201610/nationalyouthpolicy.pdf [accessed on 17 March 2023]. Strategy for the Prevention and Control of Obesity in South Africa 2015 – 2020. https://health-e.org.za/ wp-content/uploads/2015/12/National-Strategy-for-prevention-and-Control-of-Obesity-4-August-latest.pdf [accessed on 17 February 2023]. Strategy: Roadmap for Nutrition in South Africa 2013 – 2017. https://health-e.org.za/2015/06/04/strategy-roadmap-for-nutrition-in-south-africa-2013-2017/ [accessed on 17 March 2023]. Whitehead, M. (2010). Physical Literacy throughout the Lifecourse. London, Routledge. WHO Global Strategy for Women, Children’s and Adolescent’s Health 2016 – 2030. URL: https://www. who.int [accessed on 2 July, 2022]. World Obesity. COVID-19 and Obesity: The 2021 Atlas. URL: https://www.worldobesityday.org/assets/downloads/COVID-19-and-Obesity-The-2021-Atlas.pdf [accessed on 1 March, 2023]. Being physically active can contribute to the development of physical competence and fitness as well as to the child’s cognitive, social and emotional development. Physical Education (PE) plays a crucial role in the holistic education and development of children. Yet, in many schools from marginalised neighbourhoods, PE is not given the recognition and importance it deserves. For this reason, the KaziKidz teaching material was developed for teachers, principals, school staff or for those responsible from the Ministry of Education, Arts and Culture, in order to contribute to and support the quality of PE in these schools. The exercises and games in this book are easy to use, do not require a lot of material and are designed to be enjoyable and exciting for the learners. The teaching material was developed by a team of Swiss, Namibian and South African experts. The lessons meet the requirements of the Namibian Curriculum and are supported by the National Institute for Educational Development (NIED), Okahandja, Namibia, and the UNESCO team Namibia under the leadership of Director Mr. Djaffar Moussa Elkadhum, UNESCO Representative in Namibia. GRADE 1 – 3 Foundation Phase KaziKidz Book_Grade 1-3_v6.indd 1KaziKidz Book_Grade 1-3_v6.indd 1 2021/07/14 10:292021/07/14 10:29 NAMIBIAN EDITION