JP SyllabusGuide PE 2005 PDF

MINISTRY OF EDUCATION
LOWER PRIMARY PHASE
SYLLABUS GUIDE
PHYSICAL EDUCATION
GRADES 1 - 4
2005
National Institute for Educational Development (NIED)
Ministry of Education
Private Bag 2034
Okahandja
Namibia
 Copyright NIED, Ministry of Education, 2005
ISBN: 0-86976-814-X
Printed by NIED
Publication date: 2005

TABLE OF CONTENTS
1. Introduction...................................................................................................................1
2. Year Plans Grades 1 - 4 ................................................................................................2
3. Example - Thematic Scheme of Work..........................................................................4
4. Examples of Lessons Plans...........................................................................................5
5. Methods, Activities and Strategies ...............................................................................12
6. Tools and Teaching Materials.......................................................................................13
1. Preparatory Activities............................................................................................13
2. Muscular Strength and Endurance ........................................................................14
3. Flexibility Activities..............................................................................................16
Section A: Gymnastics..........................................................................................................21
Section B: Athletics ..............................................................................................................47
Section C: Sport Skills ..........................................................................................................57
Section D: Games in Limited Space .....................................................................................75
7. A Note on Continuous Assessment...............................................................................83
8. Additional Information .................................................................................................83
9. Glossary of Terms.........................................................................................................84
1. INTRODUCTION
This guide must be used in conjunction with the P E Syllabus for Gr. 1-4 lower primary
phase. The activities explained in this manual are only guidelines and should be
expanded by the teacher and adapted according to circumstances.
In the lower primary phase, the element of discovery plays a major role which is
disruptive of the approach which should be used. The learners should discover
movement possibilities under the guidance of the teacher. Questioning learners to
initiate movements, is the most commonly used by teachers. For this reason, examples
of questions were added in some sections e.g. gymnastics.
This guide covers grades 1-4. The gr. 1 teacher for example may use the activities
mentioned for Gr. 2 and vice versa. This guide contains the year plans for each grade
which is suitable for integrated teaching / thematic approach.
Page 1 of 85
2. YEAR PLANS GRADES 1 - 4
The purpose of the year plan is to structure the learning content in such a way that it is
clear to the teacher:
• how to do integrated teaching / thematic approach

• how to plan the content for teaching during the course of the year
GRADE 1 GRADE 2
Theme 1: Social Environment Theme 1: Social Environment
TOPICS W ACTIVITY TOPICS W ACTIVITY
1. The Family 3 Athletics 1. Own Identity 2 Athletics
2. Local social groups 1 Athletics
2. Social services 3 Athletics 2. Local social groups 1 Athletics
3. Local sources of help 2 Athletics
and service
3. Culture in the family 3 Athletics 4. Local Culture 2 Physical Fitness
Physical fitness
5. Natural Culture 1 Athletic
4. National symbols 2 Physical fitness 5. National Culture 1 Physical fitness
9. Shops & markets 1 Physical fitness
5. Infrastructure & Comm. 2 Physical fitness 7. Buildings 2 Physical fitness
6. Transport 2 Games 8. Transport & Comm. 2 Games
Theme 2: Health and Nutrition Theme 2: Health and Nutrition

7. Traffic safety 2 Games 10. Traffic safety 2 Games
8. Family as economic unit 1 Games 12. Preparing food 1 Physical fitness
9. Personal health 2 Games 10. Personal hygiene 2 Games
10. Care of one-self 2 Games 11. Senses 2 Games
11. Safety 2 Sport skills 13. Local food 1 Sport skills
12. Healthy & unhealthy food 2 Sport skills
Theme 3: Natural Environment Theme 3: Natural Environment

13. Local plants 3 Sport skills 14. Plants: Basic 2 Sport skills
characteristics
14. Animals: domestic wild 2 Sport skills 15. Special (plants) 2 Sport skills
15. Water 2 Gymnastics 16. Germination 1 Sport skills
16. Weather 2 Gymnastics 17. Animals as part of food 1 Sport skills
chain
17. Keep environment clean 1 Gymnastics 19. Water 2 Gymnastics
17. Animals as part of the 2 Gymnastics
food chain
17. Animals as part of the 1 Gymnastics
food chain
18. Seasons 1 Sport skills
Page 2 of 85
GRADE 3 GRADE 4
Theme 1: Social Environment Theme 1: Social Environment
TOPICS W ACTIVITY TOPICS W ACTIVITY
1. Family 2 Athletics 3. Our family life 1 Athletics
2. Origins of people 1 Athletics
2. Other social groups 1 Athletics 4. Culture of our region 1 Athletics
3. Social service providers 1 Athletics 9. How early people lived 1 Athletics
4. Cultural diversity 1 Athletics 5. Historical places and famous 1 Athletics
people
5. National cultures 2 Athletics 6. Know the regions 2 Athletics
6. Public holidays 1 Physical fitness 8. Current events and issues 1 Physical fitness
7. Traffic safety 2 Physical fitness 33. Sound 1 Physical fitness
34. A healthy environment 1 Physical fitness
8. Transport & comm. 2 Physical fitness 6. Means of transport 1 Games
7. Communication 1 Games
9. Housing before and 1 Games 15. Location and physical 1 Games
now features
10. Our resources 1 Games 14. Security and social services 1 Games
11. Craft and factories 1 Games 11. Fishing and mining 1 Games
12. Economic activities 1 Games 10. How farmers feed our people 1 Games
Theme 2: Health, Safety and Nutrition Theme 2: Health, Safety and Nutrition
13. Infectious diseases 2 Games 19. My Body 1 Sport skills
20. Growing up 1 Sport skills
14. HIV/AIDS 2 Sport skills 22. HIV/AIDS 1 Sport skills
21. Myself 1 Sport skills
15. Food storage & prep. 2 Sport skills 23. Good nutrition 1 Sport skills
24. Living or non-living 1 Sport skills
16. Food in Namibia 2 Sport skills 25. The needs of living things 1 Sport skills
Theme 3: Natural Environment Theme 3: Natural Environment
12. Social groups 1 Sport skills
17. Plants: Growth 2 Sport skills 26. Plants as living things 1 Sport skills
27. Plants as important sources 1 Sport skills
of food
18. Identification - plants 2 Sport skills & 13. How our region is governed 1 Sport skills &
Games Games
35. Plant and animal 1 Sport skills &
conservation Games
19. Interdependence of 4 Gymnastics 16. Weather, plants & animals 1 Gymnastics
animals
20. Interdependence of 2 Gymnastics 17. Our settlements 1 Gymnastics
climate
21. Clean water 2 Sport & Games 18. Our population distribution 1 Gymnastics
28. Animals as living things 1 Gymnastics
31. Soils 1 Gymnastics
32. Light 1 Gymnastics
29. Materials and their 1 Sport & Games
characteristics
30. Water 1 Sport & Games
Page 3 of 85
3. EXAMPLE - THEMATIC SCHEME OF WORK
Environmental Studies Grade 1

Theme: Social Environment
Language 1 Religious Education Language 2
Theme 1: Social Belonging: Self and the Theme 1: Social
Environment Community Environment
Topic 1.1: The Family Story: Baby Moses Topic: The Family
Listening and speaking: Song: Own choice Listening and
Talk about family understanding:
members: mother, father, Listen to: stories; rhymes;
sister, brother. songs; respond to
Reading: Visual perception instructions
− Discuss pictures of Environmental Studies Speaking:
families. Theme 1: Social − Retell parts of stories
− Arrange pictures of Environment − Talk in pairs
families – youngest to Topic 1: Social groups − Sing songs (health /
oldest. and institutions family)
Phonics: Hearing exercises Preparatory Activity − Role play
− two vowels per week:a, − Me – myself Reading:
i, o, u Sub-topic: The family as a − Read picture words
Writing: Correct posture base social group − Develop eye movement
− correct pencil grip − Tell about family with pictures of the
− 50 mm fold lines thick members family
crayon − Discuss family Writing:
− Focus on L>R relationships − Colouring pictures
− Finger exercise − Draw the family − Matching
− Cutting exercise members pictures/puzzles
− Colouring pictures − Loyalty to parents , − Draw own pictures
− Tell stories with pattern sisters and brothers − Trace and copy simple
− Mutual responsibility words
between family
Mathematics members
Measurement: − Obedience and
− 2 D shapes cooperation
− Graph shapes
Spatial relationships:
Length: vocabulary Arts
Number concept Become aware of their
development: senses themselves and their
− Count to 5 immediate surroundings:
− Matching one-to-one − Become aware of voice
correspondence Physical Education − Become aware of
− Manipulate 5 counters Athletics movement
− Count out 3 objects − Running act (S 3.1) − Experiment
Problem solving: − Jumping act (S 3.5) individually and in
− In the range 0 – 2 − Throwing act (S5.31) pairs with facial
Computation: − Competition (S 3.12) expressions
− Computation within the
ranges 0 - 2
Page 4 of 85
4. EXAMPLES OF LESSONS PLANS
LESSON PLAN FORMAT
PHYSICAL EDUCATION WEEKLY PLAN

Grade : _____________________________________ Section :
____________________________
Theme : _____________________________________ Activity :
___________________________
Apparatus : __________________________________
LEARNING OBJECTIVES :
__________________________________________________________
ACTIVITIES BASIC COMPETENCIES

PART 1
Preparatory activities
PART 2
Mastering of skills
PART 3
Application and
assessment in one of the
following forms:
• Games
• Competitions
• Group work
• Sequence
Page 5 of 85
GRADE 1

Grade : 1 Section : Athletics
Activity : Running and Jumping activities
Apparatus : _________________________________
LEARNING OBJECTIVES : - Participate in running activities/games emphasizing speed
- Participate in jumping activities with emphasis on distance
ACTIVITIES BASIC
COMPETENCIES
PART 1
• Running train: Running on the spot with • Participate in running
Preparatory activities
fast arm and leg action activities with
and structural exercises
emphasis on speed
• Warming up
exercises • Participate in
jumping activities
with emphasis on
jumping distance
PART 2 • Stay with the Ball: While a ball is rolled
between two lines, the learners must try
Mastering of specific
and keep up with the ball
skills
X
• Running with speed
X
• Jumping with X
emphasis on
X
distance &
• Filling the basket: Use wastepaper basket
participation
and fill with been bags. Teacher scatters
bags around & learners collect it and fill up
basket.
• Jump over objects: jumping different ways
over different objects
• Fill the corners: Learners execute various
types of jumps from corners of playing
area towards centre where teacher are
PART 3 GAME:
• Flying birds: Free running with flapping • Imitative games for
Application and
arms or elbows application
assessment in one of
the following forms: • Frog in the sea:
The players skip around the frog in
• Games
the middle and chant. “Frog in the sea
• Competitions
cant catch me” Suddenly the frog
• Group work jumps and chases them, catching as
• Sequence many as possible
• Frog jumping: From crouch with hands on
floor between legs, free jumping to land
first on feet and then on hands.
Page 6 of 85
Grade: 1
Section: Physical fitness.
Activity: Imitative activities (Animals in the field)
Apparatus: None
LEARNING OBJECTIVES: - Performing imitative activities for warming up purpose
ACTIVITIES BASIC COMPETENCY
PART 1 • Flying birds : Learners run • Participate in imitative
Introductory activities around freely with flapping activities of annual origin.
elbows / arms
• Monkey running : Learners
move around freely on all
fours, stopping every few
meters to scratch under
armpit.
PART 2 • Caterpillar walking
Mastering of specific with toes: Move forward
skills on feet, using toes
• Muscular strength • Sparrow hopping: With
and endurance elbows bent and hands
flapping at shoulders,
free hopping with stiff
• Flexibility
knees
• Rabbit hopping: From
crouch with hands next to
ears, free hopping to land
on hands and then to feet
• Bear walking: On all
fours, walk forward with
straight arms and legs,
moving arm and leg on
same side with each step.
• Trees: Standing, pretend
to be a tall tree and
stretch branches (arms)
way over head. A strong
wind makes the tree bend
sideways
PART 3 • Game: Learners move around freely (to
Application and the rhythm of music). On signal (when
assessment of the music stops) the learners have to
mastered skills in one imitate the animal named by the
of the following forms teachers, e.g., flying bird, running
monkey, hopping rabbit, etc.
• Games
• Competition
• Group work • Conclusion: "Animals" are very tired.
• Sequence They lay down on the ground and sleep.
Page 7 of 85
GRADE 2

Grade: 2
Section : Gymnastics
Activity : "Travelling" on feet and all fours, forward roll, balancing
Apparatus: Chairs, mats (if available)
LEARNING OBJECTIVES: - Travel: in a variety of ways not including terms and jumps
PART 1 • Learners move freely around. Practice • Travel in a variety of
Introductory activities them to react immediately on the ways using body parts
• "Travelling" and command " Stop!" using ring and small
stopping • Repeat the above but on command movements
• Jumping "Jump!" learners jump high and land • Change direction,
with knees fully bent. tempo and level
PART 2 • Learners perform forward rolls from a

Mastering of specific crouch position
skills
• Forward roll
• Balancing • Learners balance in different ways on

feet, knees, hands and knees / feet, seat,
trunk, etc.
PART 3 Group work

Application and • Group 1: Balance in different ways in
assessment of mastered the hoops. Hold balancing position for
skills in one of the three counts. (There should be a hoop for
following forms: each learner in the group.)
• Games • Group 2: Perform forward roll on soft
• Competition sand / mats / grass / towels
• Group work • Group 3: Mount on chair in any way.
• Sequence Jump from chair with soft landing (bent
knees). (There should be a chair for each
learner in the group.)
• Group 4: Combine forward roll with a
balance activity
Page 8 of 85
GRADE 3

Grade: 3
Section : Athletics
Theme : Social groups
Activity : Running, jumping, throwing activities and competition
LEARNING OBJECTIVES:
Participate in running activities/games emphasizing speed throughout activity/play
Participate in jumping activities/games with emphasis on jumping for height throughout activities
Participate in throwing activities/games with emphasis on throwing for distance
Participate in group competitions
PART 1 • Overtaking the ball: The teacher • Participate in running
Preparatory activities rolls a ball towards a group of learners activities with
who are lined up 10 meters apart. emphasis on speed:
When the ball passes a static ball, the overtaking the ball/ a
learners must take off and run to partner
prevent the rolling ball from passing
them. Shorten distance between ball &
learners.
PART 2 • Hoop jumps: • Participate in jumping

Mastering of skills activities with
• Jumping over the rope emphasis on jumping
for distance e.g. hoop
• Partner jumps: jumps.
• Participate in
• To and from throwing: throwing activities
with different objects
• To and from jumping: and in different ways
e.g. throwing a bean
bag.
PART 3 Groups • Participate in group
Application and • Corner relay: On signal all groups competitions in
assessment of mastered start running in an anti-clock direction running, jumping and
skills in one of the to the next corner. Each time a group throwing activities
following forms: completed their distance, they must
• Games stop and form up. Points are given to
• Competition take the winning group.
• Group work
• Learners line up with leader 3-5 meters
• Sequence
from front facing them. An object is
thrown to the first pupil who catches it
and throws it back where-upon he sits
down. Repeat. The last one in the line
will catch the object, run to the front.
Repeat until everybody had a chance to
be in the front position.
Page 9 of 85
GRADE 4

Grade: 4
Section : Physical fitness
Theme :
Activity : Flexibility
Apparatus:
LEARNING OBJECTIVES: -
PART 1 • Action song • Learners do actions
Introductory activities and while singing the song
structural exercises • “Dry bones”
PART 2 Imitative activities to obtain flexibility in the • Teacher asks learner

Mastering of skills following joints: to stand in different
ways and do exercise
• Flexibility • Angle
Giant rubber band hinges. Partners
kneeling, facing each other pretend to put
a giant rubber band around their
shoulders. In this position with pointed
toes, stretch whole body away from
partner
• Hip
Greeting Arab. In stretch kneel-sitting
trunk and arms lowering and raising
rhythmically.
• Shoulder
Straddle standing. Pretend to be a
swimmer swimming back stroke, crawl
stroke and butterfly stroke with arms.
Page 10 of 85
• Spinal column
Bridges and snakes. Partners. One
makes a bridge with own body while the
other one (snake) wriggle under the
bridge. Change positions.
PART 3 Competition • Teacher explains

Application and assessment
of mastered skills in one of
the following forms: “Wheel barrow game” in two groups
• Games
• Competition
• Group work
• Sequence
Page 11 of 85
5. METHODS, ACTIVITIES AND STRATEGIES
The intent of the curriculum and this syllabus is to promote learner-centred instruction.
Teachers may use a variety of learner-centred methods in teaching mathematics.
Mathematics provides the following opportunities for teachers:
• To reduce the amounts of teacher talk and increase the amount of active student
engagement in learning tasks
• To invite learners, where possible, to discover concepts, rationales and relationships.
• To advise activities that are as meaningful, interesting, and relevant to the learners
as possible
• To encourage and assist learners in assuming responsibility for their own learning
• To extend learners’ thinking skills by using real life problems of interest to them
• To develop teaching skill in inviting and drawing out learners thinking through
skilfully questioning, probing student answers, and engaging learners in
conversations about mathematics, etc.
• To help the learners apply their mathematics skills to their own environment.
• To allow learners opportunities to develop their own effective ways of doing
operations
• To allow learners to build knowledge about Mathematics through discourse with
their peers.
• To teach learners how to work effectively in groups to solve problems.
• To be constantly aware of the impact of your teaching on the learner and making
adjustments by responding with needed help.
• To support the learner in recognising the relationship of mathematics to other
subjects in the curriculum.
*Key learner-centred words are in bold.
Page 12 of 85
6. TOOLS AND TEACHING MATERIALS
1. PREPARATORY ACTIVITIES
1.1 IMITATIVE ACTIVITIES
GRADE 1 GRADE 2 GRADE 3 GRADE 4
Imitative activities of animal origin Imitative activities of a general Imitative sport activities that Participate in individual games which
that involves free running: character that involves free involves free involve free running, e.g. chase him,
• Flying birds : Free running with running: running: keep the baskets full, etc.
flapping elbows / arms
• Gliders : Arms sideways, free • The fielder : Run, bend down, • Keep the basket full
running, banking and swerving pick up an imaginary ball and • A basket full of beanbags or
• Galloping horses : Free running from side to side throw to wicket small balls is placed in the
/ galloping with leading knee centre of the available space.
high raising, using a vigorous • The teacher scatters the
arm action contents, one or two at a
time, far and near in all
directions, as fast as she can.
• Ostrich running : Free running • Motor-car driving : Free • The sprinter : From "set" The learners collect the balls
with straight legs, leaning running, pretending to drive an position, spring up and sprint or beanbags one at a time and
backwards and holding arms a imaginary car across to opposite side return them to the basket,
sides, or against chest filling it as quickly as the
teacher empties it.
• Monkey running : Free running

on all fours, stopping every few
metres to scratch under armpit
Page 13 of 85
2. MUSCULAR STRENGTH AND ENDURANCE
2.1 FREE STANDING EXERCISE
Imitative activities for the As in grade 1, but use a variety of As in grade 2, but increase the Run continuously for +/- 8 minutes
strengthening of the following exercises: degree of difficulty using a variety of activities/games.
muscles: Follow the leader; command games in
• Foot • Foot • Foot area, word play, etc.
• Caterpillar walking with • Walk on toes like a tall • Walk on inside / outside of
toes : Move forward on feet, giraffe feet like a man with club- • Follow the leader
using toes feet • The game leader or pointed
player moves in various
ways, for example by
• Leg walking, skipping, running or
• Leg • Kangaroo hopping : From crawling.
• Sparrow hopping : With half crouch with arms bent • Leg • The other players follow him,
elbows bent and hands in front of chest, free • Frog jumping : From imitating his movements.
flapping at shoulders, free hopping with a rebound in crouch with hands on floor
hopping with stiff knees half crouch position between legs, free jumping
to land first on feet and
then the hands - like a frog
jumping from stone to
• Abdomen stone
• The drummer : In crook • Abdomen
sitting leaning on hands • Boat rowing : In crook
drum heels alternately on silting, arms forwards, row
floor trunk backward and
forward with arms
bending and stretching
Page 14 of 85
• Back • Back • Abdomen • Fartlek
• Copping wood : In scissors • Fowls drinking water: • Merry-go-round :' 'In crook Alternate fast and slow running for
standing with arms upward, Kneeling. Trunk, bending sitting leaning on hands lift +/- 8 minutes using a variety of
trunk swinging downwards forward to stoop kneel feet from the ground activities/games, e.g. Follow the
and stretching up in silting to touch forehead pushing body around and leader (Leaders vary the tempo of
chopping action on floor, followed by around with hands running), robot game, word play
trunk stretching (vary speed at every turn)
Games
• Back • Follow the leader
• Seat looking for fish: Front- • The leader moves in various
lying grasping hands behind ways, e.g. walking, running,
• Shoulder and arms
• Shoulder and arms back. Lift trunk with a skipping, jogging, etc.
• Kicking donkeys: From all rocking and straining
• Rabbit hopping : From • The other players must
fours position jump legs motion, turning the head
crouch with hands next to follow him, imitating his
into air kicking as from side to side
ears, free hopping to land movements.
vigorously as possible
each time first on hands and
then to feet
• Shoulder and arms

• Lame dog : Free running in
all four position holding one
foot of the floor
Page 15 of 85
3. FLEXIBILITY ACTIVITIES
3.1 FREE-STANDING FLEXIBILITY EXERCISES
Imitative activities to obtain Imitative activities to obtain Imitative activities to obtain Participate in simple exercises for
flexibility in the following joints: flexibility in the following flexibility in the following joints: the strengthening of the following
joints. • Ankle muscles: foot, lower leg, upper leg,
• Ankle • Giant rubber band hinges. abdomen back shoulders and arms.
• Dinosaurs walking. On all • Ankle Partners kneeling, facing
fours, walk forward flat • The drummer. In crook each other pretend to put a Activities
footed and stiff legged. sitting leaning on hands giant rubber band around
Walk forward saying play drum with toes and their shoulders. In this • Crouch jumps
“Hand, hand, foot, foot”. heels alternately. position with pointed toes,
Move only hand when • The hips should be lifted as
stretch whole body away
saying “Hand” etc. high as possible, with knees
from partner
well bent, hands flat and
shoulder width apart, arms
firm and straight with body
weight on the arms, head
• Knee held back. Lower smoothly
• Bear walking. On all fours, • Knee and softly.
walk forward with straight • Counting toes. Long • Knee
arms and legs, moving arm sitting, bend forward • Partner rowboats. Back-to-
and leg on same side with touching toes with fingers back straddle long sitting
each step. counting toes of each foot. with partners’ hips and
shoulders touching. Lie
back on partner’s back, then
relax and lean forward.
Perform activity
rhythmically.
Page 16 of 85
• Hip • Hip • Hip • Forward Roll
• Eating candy. Standing, • Fresh flowers and faded • Greeting Arab . In stretch • From crouch position, raise
pretend to hold a piece of flowers. From stretch kneel-sitting trunk and arms hips, tuck head well in, roll
candy tightly between straddle-standing, with lowering and raising over slowly and smoothly,
knees. Bend forward and fingers extended and rhythmically. letting shoulders take the
nibble on candy. looking upward, the weight of the body.
flowers slowly wilts in hot
sun to stoop standing. On
being watered the flower
freshens up.
• Shoulder
• Shoulder • Straddle standing. Pretend
• Climbing a ladder. to be a swimmer swimming
back stroke, crawl stroke • Backward role
Standing, pretend to climb a
rope ladder, using only the and butterfly stroke with • Sitting with knees bent,
• Shoulder arms. swing legs overhead. Push
arms.
• Windmills. In straddle with hands and land on feet.
standing with one hand on
hip, opposite arm circling
• Spinal column backwards.
• Trees. Standing, pretend to • Spinal column
be a tall tree and stretch • Bridges and snakes.
branches (arms) way over Partners. One makes a • Free running
head. A strong wind makes bridge with own body while • With high knee raise on
the tree bend sideways, etc. • Spinal column the other one (snake) signal drop to front lying
• Rocking horse. In front wriggles under the bridge. with hands below shoulders,
lying ankles grasped, rock Change positions. jump up immediately and
to and fro. continue free running.
Repeat movement sequence
four or five times, then run
on spot ready for playing
free and caught.
Page 17 of 85
3. FLEXIBILITY ACTIVITIES
3.2 FLEXIBILITY EXERCISES WITH SMALL APPARATUS, E.G., BEAN BAGS OR SHOES, BALLS, STOCKS, HOOPS
ETC.
Simple exercises with bean bags or Simple exercises with sticks to Simple exercises wit balls or hoops
shoes to obtain flexibility in the obtain flexibility in the following to obtain flexibility in the following
following joints: joints: joints:
• Ankle
• Ankle • Crook sitting with stick in • Ankle
• With toes of right foot, pick front of feet. Heel and toe • Walk forward and dribble • Kranz curl
up bean bag and make tapping alternately on ball by using the inside and • As 1, on signal drop back
circular movements with either side of stick. then the outside of feet lying with, knees slightly
foot. Pass bag to left foot • Walk all around on flat bent – raise head and trunk
and repeat action hoop just high enough to touch
• Knee knee caps with fingertips
• Long sitting. Hold stick at (Repeat three times).
both ends. Bend left leg
• Knee
and push sole of foot
• Straddle long sitting with against centre of stick.
bag in both hands. Bend • Knee
Stretch left leg into air.
forward and place3 bag Return to starting position. • Standing. Ball in both
behind left foot. Come Repeat with right leg. hands held in front. Swing • Push-ups
upright again, bend forward stretched left leg upwards • Lie front downwards with
and pick up bag. Repeat to and kick ball from hands. legs together. Point the
right foot. Repeat with right leg. hands forward and position
• Hip • Straddle standing over them under the shoulder.
• Straddle standing with hoop. Touch from rim of Push up from the floor by
stick across back in crook hoop, then back rim and straightening the elbows
of elbows. Trunk twisting return to standing and keeping the body
to alternate sides. straight. Return to starting
position, chin touching the
floor.
Page 18 of 85
• Hip • Shoulder • Hip • Girls use the knees rather
• Stretch kneeling grasping • Standing. Holding stick • Crouch sitting with both than the feet as pivots, if
bean bag above head. With horizontally with arms in hands on ball. Stretch legs necessary.
bean bag in one hand trunk front. Bend legs, lower and roll ball in a circle
bending forward-downward stick and climb over. around the feet.
to stoop kneel sitting Swing stick behind over • Circle hoop around hips
changing bean bag to head and back to the front, (hoola-hoop)
opposite hand behind back while hands maintain their
etc. grip. Standing with inverted chair resting
on head, knees bending and
stretching rhythmically and in time
• Shoulder with counts.
• Front lying with trunk
• Spinal column raised, ball in one hand.
• Standing, Support with Change ball to other hand
right hand on one end of behind back, etc.
• Shoulder stick while the other end
• Scissors standing, grasping supports vertically on
• Stand with hoop held in
bean bag in one hand. ground. Move body
both hands above head.
Windmill, arm circling underneath right hand
Lower hoop, climb through
backward. Change arms while stick is kept on the
and stretch again to starting
and legs. ground. Repeat to
position.
opposite side underneath
left arm.
Participate in an obstacle course
activity which includes activities
such as running, crawling, climbing,
balancing and jumping. Use small
and big apparatus as obstacles.
Repeat the course once or twice.
Page 19 of 85
• Spinal column • Spinal column Obstacle activities
• Straddle standing arms • Learners stand in a circle in • Grasping a double rope, heave-
upward grasping bean bag straddle standing. First swing across a marked space
in both hands. Trunk pupil pass ball overhead to (ditch)
leaning backward, dropping pupil behind him. He pass • Run along a bench-top and jump
bean bag on to the floor, the ball between his legs to over a horizontal cane.
followed by trunk bending third pupil. • Circle a horizontal bar at head
forward-downwards to height.
grasp bag between legs, etc. • Cat crawl along parallel-bars
• Traverse climbing apparatus.
• Crawl below very low beam.
• Balance walk along rib of
inverted bench.
• Hand-over-head monkey
• Front lying while hoop is crawling below beam at stretch
held in both hands high height.
above head.
• Running one lap around two
beacons placed at opposite ends
of play area.
• Finish with two forward rolls on
landing mats. (see figures in
grade 5)
Flexibility Activities
Participate in simple exercises to
obtain flexibility in the following
joints: ankle; hip; shoulder and
spinal column.
Page 20 of 85
SECTION A: GYMNASTICS
1. LOCOMOTOR MOVEMENT
1.1 ‘TRAVEL’ I.E. MOVE FROM ONE PLACE TO ANOTHER IN A VARIETY OF WAYS NOT INCLUDING ROTATIONS
(TURNS) AND JUMPS
Travel in a variety of ways using ‘Travel’ in a variety of ways on ‘Travel’ in various varying body TUMBLING
various body parts various body parts parts support Forward roll
• Feet
• Walk on heels, toes and As in Grade 1, but guide the As in Grade 2, adding questions / Perform a forward roll with correct
sides of feet learners by means of questions such command like the following: technique.
as: • Run here there and
• Walk while holding arms in everywhere without • Crouch:
different position/moving • Feet bumping into anyone
arms in different ways • In crouch sitting in front of
• Can you walk all about the • Walk with noisy feet and a landing mat.
• Walk with straight legs, place on your feet? then with quiet feet
with knee bend, etc. • Put the hands shoulder wide
• What parts of your feet • Run around stopping away on the mat and pull in the
can you walk on? when the teacher says ‘and head – the chin rests on the
• Hands and feet (Front towards stop’
• Can you walk without chest.
the ground) • Walk and later trot around
your heels on the floor? • Straighten the legs and roll
• Dog. Free running in all using very small steps
• Can you walk with your over the shoulders
fours like a dog • Run around slowly, and on
toes off the floor? • Pull in the legs and land in a
a signal quickly, and so on crouch position
• Cripple dog. Free running • Travel on hands and feet
in all fours position holding • Hands and feet without only one hand and
one hand off the floor. • Show me ways of
travelling using your one foot moving at the same
hands and feet! time with back / stomach /
sides facing the floor
• Lame dog. Free running in • Can you move in different
directions? • Travel on two hands and
all fours holding one foot one feet / two feet and one
off the floor hand
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• Caterpillar walking. From • Hands and feet ‘Travel’ in various ways, varying • Standing position and ending a
front lying support take • Can you move your hands body positions crouch
short steps towards hands, first then your feet? • In a standing position – legs
keeping legs straight, then • Can you go with your • Feet together in front of a
move hands forwards to tummy up? • Can you walk all about the landing mat. Arms in front.
starting position. place on your feet? • Bend the knees slightly to
• Other body parts • What parts of your feet can squat
• What part of your body you walk on? • Pull in the head
• Hands and feet (back towards • Place hands on the mat and
can you use to move about • Can you walk without your
ground) roll over shoulders
the room? heels on the floor?
• Beetle crawling. In crook • Pull in the legs and roll over
• What kind of movements • Can you walk with your
back-lying support, run to stand
can you do? toes off the floor?
forwards or backwards on
• Can you crawl/ Slide? • Arms out in front
all fours
• Can you move without • Hands and feet
using your hands? • Show me ways of travelling
• Trailer. In back-lying • How did you do it? using your hands and feet!
support, drag legs about • What parts did you use? • Can you move in different
floor using arms only. directions? • Over objects
‘Travel’ in a variety of ways in • Can you move your hands • Stand in front of a mat in
different starting positions first then your feet? the floor
• Can you go with your • Partners sit in front of mat
• Hands and feet (side towards • Standing tummy up? holding a rope at the ends
ground)
• In how many ways can • Bend knees slightly
• Crab running. On all fours you move from a standing • Stretch the arms and roll
walk sideways to both sides. starting position? over the rope.
• end in crouch sitting – arms
in front
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• Clock-hand. In side lying • Crook sitting / Long sitting • Other body parts
support walk with feet • Can you move forward in • What part of your body can
around supporting hand. crook sitting without using you use to move about the
your hands? room?
• Hands and knees • What kind of movements
• Hedgehog crawling up. In can you do?
front kneeling, the • Front lying support • Can you crawl/ Slide?
hedgehog runs a few paces, • Show me how many ways • Can you move without
then suddenly curls up as you can move from front using your hands?
small as possible lying support. • How did you do it?
• Through objects
• What parts did you use?
• Seat and feet • In crouch sitting – in front
• Caterpillar. In long sitting / of a mat
crook sitting position move • How high / low can you ‘Travel’ in various ways, varying
• Partner holds a hoop
move in this position? direction
forwards like a caterpillar vertical a few centimetres
from the floor
“Travel’ in a variety of ways using Repeat the above-mentioned • Push the arms through the
big and small movements movements but emphasize different hoop to do a forward roll on
• Crouch directions, e.g., forwards, backwards the mat.
Repeat the above-mentioned • Can you move forwards / and sideways • Pull in the legs to land in
movements but emphasize big and backwards / sideways in • Travel on hands and feed, crouch sitting.
small movements, e.g., crouch position? signal change direction
• Walk on toes like a big tree
or a small tree
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“Travel’ in a variety of ways ‘Travel’ in a variety of ways using ‘Travel’ in various ways, varying
changing direction, tempo and level a variety of floor patterns tempo,
Repeat the above-mentioned

Repeat the above-mentioned Repeat the above-mentioned
movements but emphasize changing movements but emphasize the movements but emphasize different
of: different floor patterns that can be tempo’s e.g. fast and slow
• Direction (forward, backward used, e.g.,
and sideways) e.g.
• Can you walk four paces
• Beetle crawling in different
• A square or a circle fast and four paces slow?
directions
• Any figure, e.g.

• Tempo (fast and slow), e.g.
• Cripple dog running fast
8 6 3
and slow • Any letter, e.g.
• Level (high and low), e.g. B M S
• Walk with arms in different
positions as high or as low
as possible
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2. ROTATION (TURNS)
2.1 A VARIETY OF ROTATIONAL MOVEMENTS AROUND THE LONGITUDINAL AXIS (LENGTHWISE)
A variety of rotational movement A variety of rotational movements Quarter, half and full turns around Backward roll
around the longitudinal axis varying around the longitudinal axis the longitudinal axis, varying Perform a backward roll with correct
starting positions • In different starting positions standing positions, body parts used technique. Starting from:
• Standing • To left and right for support and direction • Crouch
• Standing on toe / heel of • In crouch sitting with the
• With tempo variation
one foot – spin round like a As Grade 2, but make a quarter, half back to the mat, the arms
top or full turn are stretched alongside the
As in Grade 1, but guide the
• Can you spin around on one ears.
• Crouch learners by means of questions
foot like a op making a full • The head is lifted, the back
• With weight on toes of one • Can you spin around on turn? straight and the knees
foot, spin round like a top one foot like a tall top?
• Can you repeat it in the together.
• Can you spin around like a other direction? • Bend the upper trunk
• Crook sitting small top?
• What is the best position to slightly forward and lower
• With weight on seat, spin • Who can repeat this to hold your arms when the head. The back is now
round like a top both sides (clockwise and performing this action? slightly round.
anti-clockwise)/
• Bend the elbows and bring
• Front kneeling • On how many parts of the hands net to the ears
your body can you spin with the palms in an upright
• With weight on one knee,
around like a top? position.
spin round like a top
• Roll straight backward with
• Back lying the hand palms. Flat on the
• With arms extended above floor. The legs remain in a
head roll over to front lying, crouch position through the
etc. like a tree log roll.
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• Push with the hands against
the floor and lift the arms
forward, upwards.
• Roll over to land on the feet
– and through crouch to a
standing position.
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2. ROTATION (TURNS)
2.2 A VARIETY OF ROTATIONAL MOVEMENTS AROUND THE SAGITTAL AXIS (FORWARD – BACKWARD AXIS)
Move around the sagittal axis while Rotate in a variety of ways around Movements around the sagittal axis Cartwheel
using various body parts for support, the sagittal axis the hands for • As in grade 2, adding
e.g., temporary support • Straddle sitting. Fold Perform a cartwheel with correct
forward placing chest / technique
• Hands and feet / knees As in Grade 1, but guide the stomach onto the thigh. • Without run-up – along a line
• From front kneeling roll learners by means of questions such Roll onto back, holding • Determine whether the
sideways on back / shoulders as: onto legs behind knees and learner prefers to move onto
and back to front kneeling • Can you jump sideways rocking from side to side. his left or his right foot.
like a pig rolling in mud like a bunny jumping over Sweep trunk in a circular • Perform a ‘bunny jump’
a bush? motion rolling sideways moving the feet sideways.
• Who can roll sideways onto the other shoulder and Keep the arms straight, the
like a wheel? return to straddle sit, facing back flat and look at the
• Hands • Can you roll to the other the other way. hands throughout.
• Bunny jump sideways from side as well? • perform a mini-cartwheel
crouch position
with the sequence foot-
hand-hand-foot. Try to put
hands and feet in straight
line.
• Jump across a bench/trunk –
• Turn round sagittal axis from
two hands on the
standing / straddle standing
bench/trunk,
(“Cartwheels sideways)
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2. ROTATION (TURNS)
2.3 A VARIETY OF ROTATIONAL MOVEMENTS AROUND THE FRONTAL AXIS (DIRECTED AT THE FRONT)
Transfer the body mass to-and-fro Informal rotation around the frontal As in Grade 2, but vary: • Cartwheel over a box,
(“rocking”) using various body parts axis • Starting position, e.g., crouch, bench, trunk using sequence
for support. E.g., • In all fours position, stick standing, straddle standing foot – hand – hand foot with
right hand through the gap • Position of limbs during rotation, support. Place one hand
• Seat / back / shoulders between the left arm and e.g., legs together, legs apart, then the other; start with a
• From crook sitting, arms left leg. Head following straight legs, etc. good hence position with
around knees, rock / roll right arm. Lift hips and front knee bent to help the
• Final position, e.g., crook sitting, push – keep body straight.
backwards to shoulders and roll over right shoulder.
long sitting, crouch standing, etc.
back to crook sitting • As above but extend the
• Tempo, e.g., rolling fast or slow legs through the split
handstand. Start pushing
hard with the arms; finish in
• Repeat action with left a good standing posture.
• Chest / abdomen / thigh • Roll about the area
arm and roll over right
• from front lying, arms, above experimenting to see how • Progress to cart wheeling on
shoulder
head, rock to-and-fro from many different shapes you the floor. Work with a little
• Straddle standing. Stick can travel through speed to help keep the body
chest to thighs, etc.
both arms far back straight.
between two legs. Roll
forwards on shoulders to
long sitting
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3. JUMPING
3.1 JUMP AND LAND WITH A BOUNCE IN THE KNEES
Jump and perform a shallow landing, Jump and perform a deep landing, As in Grade 2 • To left and right
e.g., e.g., • Perform singe / consecutive • After managing to perform
• Jumping like a bouncing ball • Jump high into the air and jumps on the sot, landing on a cartwheel with ease to the
• Can you jump and land land in a crouch position both feet. Concentrate not side that is more
softly? • Jump and land with on the jump but on a comfortable for the learner
bounce in knees like a resilient landing – he tries to perform it to
rabbit hiding from wild • Trot slowly, take off one the other side.
dogs. foot and land on both feet, • Practice to the other side
concentrating on a good along a line without
landing concentrating on the correct
leg and body posture.
• Start with straddle stand on
a line
• After performing the
cartwheel try to land with
the feet on the line again.
• If difficulty is experienced
support can be given to
swing up sideways into
handstand.
• Stretch the whole body
throughout the movement.
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3. JUMPING
3.2 JUMP ON THE SPOT IN VARIOUS WAYS
Jump on the spot varying positions of Jumps on the spot varying: Jump on the spot, varying: • Can be performed as
limbs while in the air, e.g., follows: left foot – left
• In how many ways can you • Body position while in the air • Starting positions hand – right hand – right
hold your arms in the air • Can you stretch / curl your • Positions of limbs in the air foot – left foot.
while jumping? body while jumping? • Shallow or deep landings
• In how many ways can you • Jump and show wide / OR
• Positioning of feet on landing
hold your legs in the air while narrow / twisted shapes in
jumping? • Jump concentrating on good
the air while jumping? squashy landings • Right – foot – right hand –
• Can you look like a star while left hand
jumping? • Jump in as many different
• Half and full turns ways as you can think of • left hand – left foot – left
• Can you turn in the air foot – right foot.
while jumping?
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3. JUMPING
3.3 ‘TRAVEL’ USING DIFFERENT WAYS OF JUMPING
‘Travel’ using the five basic jumps’: Jump using he feet in various ways, Jumps with height and distance Headstand
varying the length of step / tempo / requirements while ‘travelling’ and
• From two feet to two direction / and also rhythmical varying positions of limbs during Push up from a crouch position to
feet repetitions travelling. crouch head standing:
• The headstand is a hand
• From one foot to two • Experiment to find how • Trot and jump as high as balance, the body being
feet many sorts of jumps there possible. supported on a triangular
are depending on whether • Trot and jump with a hand / base formed by the forehead
• From two feet to one you take off one or two another part of the body as and the two hands
foot feet and land on one or the highest part • Two learners face each
two feet • Stand and jump as high as other about one metre apart.
• From one foot to the • Stand and jump a long possible landing a metre The one performs the
same foot way forwards / backwards away forwards / backwards balance while the other acts
/ sideways / sideways as support.
• From one foot to the • Join together several • The performer goes down in
other foot different jumps crouch in front of the mat
• He places his hands about
shoulder width apart upon
the mat with the fingers
pointing slightly inward.
The forehead is placed on
the mat a little in advance of
the hands – forming a
triangle.
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4. BALANCING
4.1 BALANCE IN DIFFERENT WAYS ON THE SPOT
Balance on the spot while using Balance on the spot, varying Balance on the spot, varying • The legs are moving as
various body parts for support • Body positions (front, side or • Body positions (front, side or close to the hands as
back towards the ground) back towards the ground) possible and the weight of
• Feet • Body parts used for support • Body parts used for support the body has been
Standing transferred onto the
• Position of limbs • Position of limbs forehead and hands.
• The legs are now lifted to a
Toe standing crouch headstand.
As in Grade 1, but guide learners As in Grade 1, but guide learners by • The helper can help to
by means of questions means of questions steady the body.
Straddle standing • Experiment to find how • Experiment to find how • The legs are moving back to
many parts of the body many parts of the body can a crouch sitting
can bear your weight? bear your weight? • Practice crouch head
Scissors standing • What can you with the • What can you with the standing
‘loose’ parts of the body ‘loose’ parts of the body
while balancing in while balancing in different
Forward lunge different positions? positions?
• Balance on various groups • Balance on various groups
of three parts of three parts
Standing on one leg
• Take your weight / • Take your weight / balance
Straddle standing, trunk forward balance on various pairs of on various pairs of
matching parts, e.g., feet, matching parts, e.g., feet,
hands, knees hands, knees
Front balance standing • Take body weight on • Take body weight on
various patches, e.g., various patches, e.g.,
bottom, back, chest. bottom, back, chest.
Reduce the size of the Reduce the size of the patch
patch
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• Knees • Move around stopping • Move around stopping Handstand
Kneeling every few seconds to every few seconds to Perform a handstand wit correct
balance in a different way balance in a different way technique with support, e.g. Partner /
on different body parts on different body parts wall.
Support kneeling forward • Find a variety of balances • Find a variety of balances • This is a strengthening
on two or three parts. on two or three parts. Move activity for the arms and
Move other parts of body other parts of body fairly shoulders, demanding
fairly slow, trying to keep slow, trying to keep in control and balance.
• Hands and knees / feet in balance balance
• Stand on both feet. • Stand on both feet. Slowly
All fours Slowly take one foot from take one foot from the
the ground to stretch it out ground to stretch it out in
in different directions different directions
Front kneeling
Crab standing
• Kicking horses
Crook back lying support • Crouch position, hands on
the floor, shoulder with
apart, head well back.
• Perform kicking movements
Side lying support with the legs, raising them
as high as possible
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• Seat • Handstand in two (with
Balance sitting support)
• Helper stands in forward
lunge position.
• Nape • The performer walk
Nape standing (scissors) standing bends
forward, placing his hands
on either side of the helper’s
• Trunk front foot with one shoulder
Front lying pressing against the helper’s
forward knee
• The performer swings the
Back lying legs, one after the other up
to handstand, the helper
catching his ankles and help
Side lying him to a true balance
position
• When the balance appears
• Hands and head to gain a steady position the
Crouch balance with head on ground helper must relax but not
release his grip, and allow
the performer to hold the
balance on his own.
Head standing • Drop back to starting
position, one leg at a time.
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• Hands • Against a wall
Crouch balance • Place the hand on the
floor/ground, shoulder
width apart, fingers open
and pointing straight a head
±500 cm from the wall
Kicking donkey • Keep the arms straight,
bring the shoulders over the
hands, the arms leaning
slightly forward, and bend
the head backward to look
at the bottom of the wall.
Hand standing • Bend one knee and bring it
up to the chest about 30cm
behind the hands and stretch
the other leg backward until
it is almost straight
• Swing the rear leg up and
spring off with the other
foot, bring the feet together
against the wall and stretch
the shoulders as far as
possible
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5. ACTIVITIES WITH A PARTNER
5.1 PUSH AND PULL A PARTNER
NB: Whenever partner activities are Pull and push a partner using Pull and push a partner out of / over • Keep the head well up and
done it is very important that the various parts of the body and from a defined area without / with the use the arms straight.
partners working together should be of different starting positions of an implement. • Drop back to starting
equal size and weight • Defined area position, one leg at a time.
• Pull Use the same activities mentioned in
Use various parts of the body to push
As in Grade 1, adding Grades 1 and 2, but let one or both
and pull a partner
• Elbow tug-o-war. partners stand in a defined area, e.g.,
Opponents hook elbows a hoop, a circle drawn on the ground
• Push or behind a rope or stick
• One arm tug-o-war. and try to pull each other
Opponents facing each other, off balance
grasp opposite hand of
partner. Try to pull opponent
off balance
• Using an implement
Use the same activities mentioned in
• Hopping tug-o-war. grades 1 and 2 but hold a stick in
• Two hands tug-o-war. Hopping on one foot, stead of holding hands:
Opponents facing each other, grasping opposite hand of • Partners in crook sitting
grasp both hands of partner. partner, try to pull position hold a stick above
Try to pull opponent off opponent off balance their feet and try to pull
balance each other up.
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• Push • Push • Oxen fighting. Partners in • Own Gymnastic tumbling
• One shoulder pushing. As in Grade 1, adding: stoop standing grasping sequence
Opponents, facing different • Back-to-back pushing. ends of stick in front of Compile own elementary tumbling
directions, stand next to each Leaning back to back with head. Bump-pushing sequence consisting of mastered
other with right shoulders elbows interlocked. Push imitating colliding horns of movements.
touching. On signal try to backwards trying to force animals • Perform a forward roll from
push partner backwards opponent along crouch sitting to crouch
sitting. From this crouch
sitting position perform a
backward roll to crouch
sitting. From this position
perform crouch head
• Shoulder pushing. Scissors standing – push up to head
standing, opponents facing • Questions standing with legs –
with hands on each other’s • With how many parts of stretched – pull in the chin
shoulders. On signal try to your body can you push a and perform a forward roll
push him backwards partner? to standing From this
• Can you push or pull a standing position perform
partner from the following free hand standing. Come
positions: standing, down, do a quarter turn and
standing on one leg, perform a cartwheel.
kneeling, crook sitting,
etc.?
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5.2 FOLLOW / DODGE A PARTNER
Play games where a partner is As in Grade 1, adding: As in Grade 2, adding: Perform the following jumps with
followed / dodged: the correct technique on the spot.
• Toe treading • Knee boxing
• Catch your partner’s tail
While keeping their hands behind In pairs. Each player attempts to hit • Stretch jump:
• One partner inserts a colour
their backs, the two opponents try to his opponent’s knees as many times • In two’s, partner holds a
band at the back of his shorts hoop up obliquely
step on each other’s toes as many as possible
to represent a tail. At a given
times as possible • Jump to touch rim of hoop
signal his partner chases him
and attempts to remove the with both hands. Can also
tail be done with a run and
jump
• If the chaser succeeds, he
inserts the colour band under • In two’s, partner holds a
the waistband of his own stick/cane in a stretched
shorts. His partner should position slightly to the front.
allow him sufficient time to Jump with legs and arms
get away, before starting the stretched to touch the
chase. stick/cane with one hand.
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5.3 WORK WITH A PARTNER
Work with a partner, e.g., imitating Work with a partner, e.g., ‘travelling’ • Upward jump in free form
a partner’s movements: in various ways with a partner: • From the exact standing
position the heels are raised,
• Follow the leader • A and B stand next to each other. the knees bent, and with a
A follows B and does whatever B They decide which way they quick stretching of the
does. Change positions want to travel and match each knees a high jump is taken.
others movements • The landing is controlled,
i.e. the toes touch the floor
first, followed by the
bending of the knees and
stretching to standing.
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5.4 COMPETE WITH A PARTNER
Compete with a partner using any of • With arms swinging forward-
the activities listed above upward
• The upward jump may be
performed with the arms
swung vigorously forward-
upward and the legs swung
backward, so that the body
assumes an arched position
in the air, with the toes
pointed.
• Stretch jump with quarter and

half turn
• Quarter turn
• The jump is the same as the
previous one, but the body
makes one turn to the left or
right in the air
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6. BODY MOVEMENT WITH ADAPTATION TO SMALL APPARATUS
E.G., BEAN BAGS, SHOES, TINS, STONES, COLOURED BANDS, STOCKINGS, ETC.
6.1 MOVE BETWEEN, AROUND, OVER, INTO ON TO, UNDERNEATH AND THROUGH SMALL APPARATUS
Move between, around, over and onto Move between, around, over and Move between, around, over, into • Half turn
small apparatus such as bean bags, underneath sticks and ropes lying and through hoops lying on the • The same as the previous
shoes, tins, stones, coloured bands, on the ground or held by a partner, ground, held by a partner or rolling, jump, but the body is turned
stockings or strips of material in in various ways in various ways about in the air, the landing
various ways • As in Grade 1, but use sticks • As in Grade 2 but use hoops made facing the opposite
• Set up small apparatus in an and ropes direction to that of the
informal pattern on the area and starting position.
move between, around, over and
onto them in various ways:
• on various parts of the body
• forwards, backwards and • Move around a spinning hoop
sideways
• fast and slow • Move underneath stick with one
• high and low end on the ground and other in • Straddle jump:
hand • From a standing position
• with turns and rolls
perform a jump with legs
apart (sideways) and the
arms move to the side and
• Move over, through and upwards.
underneath hoop or hoops held • Land with the legs closed in
• Move over and underneath by a partner a standing position and the
sticks or ropes held by a partner
arms along the sides.
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6.2 ‘BALANCING ACTIVITIES ON OR OVER SMALL APPARATUS
Balancing positions on or over bean Balancing positions on or over Balancing positions in and over • Scissors jump:
bags, shoes, tins, stones, coloured sticks and ropes lying on ground or hoops • From standing position with
bands, stockings or strips of material held by a partner in various ways one side towards a line on the
in various ways: ground the nearer leg is
swung forward, backward –
forward with a jump off the
supporting foot (single take-
off) to clear the line with one
foot one leg following
quickly after the other, land
on the leg which is first to
come over.
• Sheep jump:
• A vigorous upward jump is
performed, swinging the arms
forward-upward, stretching
the body and bending the
lower legs backward.
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6.3 PERFORMING DIFFERENT MOVEMENT WHILE HOLDING SMALL APPARATUS IN POSITION WITH
DIFFERENT PARTS OF THE BODY
Balance bean bag, shoe or stone on Balance stick on different parts of Hold hoops in position with different Vaulting activities
different parts of the body or hold the the body or hold the stick or rope in parts of the body while performing • Perform a straddle vault over a
bean bag, shoe, stone, coloured band position with different parts of the various movements partner’s back:
or strip of material in position with body while performing various • Partner stands with feet
different parts of the body while movements • Free running, holding hoop as slightly apart bending head
performing various movements • Balance stick vertically on palm steering wheel. On signal place and shoulders holding
• Free walking with bean bag / shoe of hand or point of finger. In thighs.
hoop on ground and practice
on head without dropping it stationary position, free walking handstand • With a run and double take-
or counter walking. Use off the performer jumps,
opposite hand to steady or catch with the legs apart and a
before stick falls. (The stick can quick push-off with the
• Crouch, clasping bean bag / also be balanced on other body hands on the partner’s back
coloured band between feet: parts, e.g., foot, chin, nose, over the partner.
• Rabbit hopping shoulder, knee, etc. • Straddle standing. Rotate hoop
• The landing must be soft,
around waist (hula hoop) to the
relaxed and controlled.
left and right
• It can be done with or
without support
• Frog jumping
• Boating. Front lying while hoop
is held in both hands high above
head. Hook feet in as well.
Rock to and fro on stomach
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• Crook back-lying support with • Long sitting with stick across • Perform a squat vault, placing
apparatus on midriff – beetle feet and hand support behind hands on the shoulders of two
crawling forwards or backwards ground. Raise both legs and supporters, standing a little apart
roll sticks up to hips. Support holding hands or a stick
on hands and hills, raise hips • Two partners holding hand
and roll stick back to starting or stick stand a little apart.
position • The performer with a run-
• Grip bean bag / coloured band up and double take-off
with toes of one foot. Hop along presses on the inside
on other leg shoulders of the partners,
• Front lying. Hold double folded raising the knees quickly,
skipping rope between hands vault over their hands or the
behind back. Hook rope around stick.
feet and pull tight. Raise head • Once the feet have passed
and rock like a boat on ground. over the hands push off with
hands and stretch the body
to land with feet together
finishing in erect standing.
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6.4 JUMP OVER AN OBJECT HANDLED BY ONESELF
Skipping with a rope while handling the As Grade 1, but guide the Experience skipping with a hoop (rope- • Balancing activities
rope oneself: learners by means of skipping) while handling the hoop oneself): • Balance beam
• Stand, holding rope in correct way questions: *Perform gymnastic
with rope behind heels. Swing rope
• Stand next to hoop, holding top of hoop balancing activities
over head to a position in front of feet. • In how many ways can with one hand. Swing hoop underneath with correct technique
Step over. Repeat action and increase you skip with a skipping- feet and jump over it. Swing hoop back *Execute the following
speed gradually rope? to original position and jump again. balancing skills with
• Can you move around Repeat action rhythmically. arms in various
while skipping? positions:
• How many times can you • Long sitting:
skip continuously without Sitting up straight with
stopping? legs together and
• Who can jump while extended (straight)
• Stand, holding hoop at waist height. Step
• Horizontal skipping. Grasp rope in swinging the rope over hoop, lift hoop at shoulder height
one hand. Circle rope in a horizontal backwards? and swing it over head. Repeat the action
plane at knee height. Skip over. • Can you jump like a big rhythmically and with increased speed.
bouncing ball (one double (Rope-skipping with hoop)
foot jump to each turn of
the rope)? • Straddle long sitting:
• Can you skip like a runner • Sitting up straight
running on the spot with legs apart and
(skipping on alternate legs extended (straight)
with knees raised high to
chest)?
Page 45 of 85
• Experiment with different ways of • Can you skip while saying a • Questions • Cross-legged sitting:
skipping while swinging the rope rhyme, for instance; • In how many ways can Sitting up straight with legs crossed in
over head you skip / jump with a front
• Skipping on spot with one leg “little tiny bouncing ball hoop?
in front (walking over rope). jump, jump, jump • How many times can you
Change legs skip with a hoop without
Great enormous bouncing ball
Bump, bump, bump” getting hooked?
• Can you skip in the same
• Crook sitting:
manner with a hoop as you
OR Sitting up straight with legs bent and
skipped with a rope?
arms support torso behind back
• Who can move forwards /
• Skipping on the spot with Jumping Joan backwards while skipping
legs together with or without “Here stand I with a hoop?
rebound Little jumping Joan
When nobody’s with me
I’m all alone • Straddle standing:
Standing straight up with legs apart,
sideways.
• Skipping on alternate legs

with knees raised high
(running action on spot) • Scissors standing:
Standing straight up with one leg
in front of the other – legs apart
Page 46 of 85
SECTION B: ATHLETICS
1. RUNNING ACTIVITIES
1.1 RUNNING ACTIVITIES / GAMES WITH THE EMPHASIS ON ENDURANCE
• Stay with the ball: • Look and react: • Overtaking the ball: • Sprints
While a ball is rolled between two The teacher lifts his / her arm and The teacher rolls a ball towards a Run fast over 30-50 meters,
lines the learners must try and keep up points it into any direction group of learners who are lined up 10 emphasizing:
with the ball whereupon the learners react by metres apart; when the ball passes a • Straight forward running
running in that direction. static ball (5-8 metres away) the • Correct foot placing
learners must take off and run to • High knee action
prevent the rolling ball from passing
• Technique
them. Shorten the distance between
the static ball and the row of learners • Foot placing: Feet should
be pointing in line with the
line of run.
• Filling the basket:

Use a waist paper basket and fill it • Touch:
with bean bags. The teacher scatters Two or three learners from group A
the bags around and learners must lightly touch the top of the • Overtaking a partner:
collect it and fill up the basket outstretched hands of learners in
B waits for approaching A. As soon
group B. As soon as a pupil is
as A crosses a certain line, B must
touched under the hand i.e. on the
take off and run as fast as possible to
palm, A is chased and points are
remain ahead, while A tries to Leg action: The free leg is brought
awarded to B if A is caught.
overtake B before a third given mark. forward with a fast swinging action
and a high knee lift. As the leg
makes contact with the track, it
commences a drive that reaches its
peak when the body moves ahead of
the foot. Adequate leg drive will lead
to the extension of rear leg
Page 47 of 85
• Trails: • Escape: • Grab: Activities
Place a coloured band in each learners Groups A and B are told to take up Two teams A and B stand on either • In groups – straight forward
specific positions (starting side of a bean bag and two boundary running in a lane or on a line.
positions) approximately 3-4 lines 10 metres apart. The leader • Partners. A runs forward,
meters apart. At a given signal one calls a number and two learners from concentrating to place feet
group tries to catch the other. each team try and grab the bean bag correctly. B follow and watches
for three points. The one who gets whether A’s feet are placed
the bag is chased by his opponent correctly, e.g., toes pointed
and if caught the opponent’s team forward.
• Running train: receives a bonus point.
Running on the spot with fast arm and • A rope or elastic belt is held hip
• Follow the leader: high in front of a row of learners.
leg action
The learners follow a leader who They try to touch the rope with
runs around. The leader changes his their knees. Count the number of
speed while the followers try to keep power runs in a given time. This
up. exercise can be executed with
slow forward movement
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• Word-play: • The start
‘Write’ (running) imaginary words / Start in a standing position and run
letters on the practice area 30 – 5- meters.
Activities
• Assume ‘ready’ position
from a standing position.
Lunge forward at the correct
moment and sprint through
the turning skipping rope.
• Robot game
Learners follow colour held up (bean
bag, flag, etc.) or shouted by the
teacher. On red learners will be
stationary, on orange they will jog
and on green they will spring. Do
not exceed distances of 400 meters
• Group A and B are told to
without giving small recovery.
take up specific positions
(standing starting positions)
approximately 3 – 4 meters
apart. At a given signal one
group tries to catch the other.
Page 49 of 85
1.2 RUNNING ACTIVITIES / GAMES WITH THE EMPHASIS ON SPEED
Hurdles
• Three or four sticks are evenly spaced
across the sprinting area, with each end
resting on a brick. Teams take turns to
run as fast as possible over the obstacles.
Return by walking back to starting place.
Emphasize running and not jumping over
the ‘hurdle’.
Page 50 of 85
High jump
• Jump over objects aiming at attaining height
and a relaxed landing.
• Jump over various pieces of apparatus taking
off from left and right foot.
Activities
• Sandbag jump: Swing a rope which has a
sandbag or another suitable object attached
to it. The learners jump over it with both
legs, one leg or alternately forwards,
backwards or sideways.
• Run and jump: Learners run and jump over

two parallel elastic bands. Increase the
height after the completion of each group’s
jump.
Page 51 of 85
2. JUMPING ACTIVITIES
2.1 JUMPING ACTIVITIES WITH THE EMPHASIS ON JUMPING FOR DISTANCE
• Jumping into hoop: • Touch on one leg: • Hoop jumps: • Grab: Two numbered teams
Learners run in between hoops which Learners hop on one leg and try to Different jumps are executed in A and B stand on either side
are scattered about on the ground. On touch their partners. hoops or between sticks placed in a of a bean bag (or other
signal learners jump into a hoop. Each row, e.g., jumps on one or two legs object) on two boundary lines
time one hoop is removed. See who and alternating these. Gradually 10 meters apart. E leader
can be kept out the most. move the hoops further apart. Raise calls a number and two
the sticks with the aid of bricks, tins learners from each team try
or boxes and grab the bean bag for
three points. The one who
gets the bag is chased by his
opponent and if caught the
• Fill the corners: opponent’s team receives a
Learners execute various types of bonus point.
jumps (rabbit, frog, one-legged, two- • Sandbag jumps:
legged jumps, etc.) from the corners of Teacher swings a rope which has a • Run with elastic belt (bicycle
the playing area towards the centre • Jumping over the rope: tubes knotted together with
sandbag or other object attached to
where they receive an object. They Two learners holding the ends of a long reach) around hips.
it. The learners jump over it with
run back to their respective corners long rope stand 5 – 6 meters apart.
both legs, one leg or alternatively
with these and repeat the action. See The rest of the class stand on the
forwards, backwards or sideways.
which group can collect the most playing area between the runners.
objects The two runners hold the rope at
knee height and run in one direction.
The other learners have to jump over
the rope in different ways.
• Cross country running

See Section A: Physical fitness (2.1)
and (2.2)
Page 52 of 85
2.2 JUMPING ACTIVITIES WITH THE EMPHASIS ON JUMPING FOR HEIGHT
• Jumping over objects • Sandbag jumps • Partner jumps • Relays
Learners jump in different ways over Teacher swings a rope which has a Partner alternately execute vertical Participate in relay games with
various objects, e.g., shoes, bean bags, sandbag or other object attached to hops various objects, e.g. bean bags,
etc. scattered around the practice area it. The learners jump over it with sticks/batons, etc.
both legs, one leg or alternatively
forwards, backwards or sideways. Activities
• Relays between teams on either
side of a zone.
• Jumping over rope
• Jumping over the elastic band /

rope
Two learners hold the elastic / rope
while the others jump to and fro • Jumping and running skills
sideways, with or without rebound, on Bunny jump over rope, run and
two feet bunny jump over next obstacle
• Jumping over objects
Learners jump in different ways
over various objects, e.g., shoes,
bean bags, etc. scattered around the
practice area
• Bouncing ball
Repeat but jumping from one or both
Continuous jumping on the place with
legs
feet together
Page 53 of 85
3. THROWING ACTIVITIES
3.1 THROWING ACTIVITIES / GAMES WITH THE EMPHASIS ON THROWING FOR DISTANCE
• Throw and retrieve As in Grade 1, adding: As in grade 2, adding throwing
Learners throw an object, e.g. stone, activities at a target:
bean bag, etc. underhand or overhand • Target throwing with stones
• To and fro throwing
as far as possible. Run and retrieve the The teacher places an object, e.g.,
object Underhand throwing to a partner
who catches the object and throw it tin, box, etc. a few meters from the
back learners. Each learners has three
stones. Who can hit the target?
• High ball
Learners throw an object as high as
possible in the air and catch it on return
• To and fro bouncing
• Throwing an object in a holder
Overhand bouncing to a partner
who catches the ball and bounces it Learners throw an object, e.g., bean
back bag or stone in a holder, e.g., a box
or wastepaper basket 3 – 5 meters
away. The distance can be increased.
Page 54 of 85
4. COMPETITION
4.1 INDIVIDUAL, PARTNER AND GROUP COMPETITIONS
Individual competitions Partner competitions Group competitions • Hurdles
Run over objects, e.g., sticks and
• Learners run around a marker at a ropes.
• Learners work in pairs. From a Relay running in groups
set distance away and back. See marked point pupil A jumps Activities
who is first from standing as far as possible • Learners jog and on command
and mark his landing spot. the front leg (knee) is suddenly
Pupil B jumps from this point lifted but directly thereafter (until
in the same manner and mark the next stride) the jog rhythm
his landing point. The pair with • Corner relay: Groups A, B, C follows again.
the greatest distance will be the and D. On a signal all groups
winning pair. start running in an anti-clock
direction to the next corner.
• See who can throw (overhand or Each time a group completed
underhand) the object the furthest? their distance they must stop and
Retrieve and repeat from up. Points are given to a
winning group. At the end the
winning group will be
announced.
• Learners are divided into three
groups. Group 1 runs from point
A to point B without apparatus.
Group 2 runs with high knee
action over balls / objects.
Group 3 runs with high knee
action over sticks by stepping in
each hoop or circle drawn on
ground.
Page 55 of 85
• Hoop jumps: Place hoops ± one • Learners work in pairs. Each Learners line up with the leader 3 – 5
step apart in a row. Let learners pair receives an object, e.g., a meters from the front facing them.
jump from one hoop to the next. bean bag. From a marked point An object is thrown to the first pupil
Move hoops further apart. Repeat. pupil A throws object as far as who catches it and throws it back
See who can jump the most hoops at possible. Pupil B picks up the whereupon he sits down. Repeat.
the various intervals. object and throw it even further. The last one in the line will catch the
The combined distance will be object, run to the front. Repeat until
taken into account to determine everybody had a change to be in the
the winning pair. front position
• Sprint over sticks with a relaxed

• Throw an object into air and see arm and knee action. Group A
who can cleanly catch it the most gives one stride between sticks.
times on the return • Learners work in pairs. Put Group B gives two strides
arms around each others waist, between sticks )sticks further
lift the outside leg and hold it apart). Group C retains two
with the free arm. Support one strides but step as closely as
another and hop on two legs to possible to the stick.
a point. The first pair to reach
this point will be the winning
pair
Page 56 of 85
SECTION C: SPORT SKILLS
1. KNOWLEDGE OF BEHAVIOURAL RULES

• Changing into practice dress As in grade 1, adding the As in Grade 2, adding accepting of • Moving body mass
• Hanging up of clothing following: decisions:
• Folding up of clothing • Win Run in he following ways:
• Storing of personal items • Extension of terminology • Loose • Forward
• Washing of hands etc. after play Long sitting, crook sitting, knee • Draw • Change direction suddenly
• Obeying of commands sitting Crouch, etc.
• Time up
• Sit, stand, lie down, turn about,
jump (Basic terminology) Activities
• Group activities
• Care, storing and transportation of • Run flat out, stop suddenly on a
Explain and demonstration as to given signal and stand still
apparatus
how group activities should be
• Small apparatus to be placed in done • As in (a), but as the whistle goes
containers (boxes, etc.) change direction suddenly to
• Apparatus not to b dragged over your left.
ground
• When playing on apparatus shoes
and socks to be taken off
Page 57 of 85
2. MOVING OBJECTS ON THE GROUND WITHOUT IMPLEMENTS
E.G. ROLL, DRIBBLE, KICK, STOP / FIELD
2.1 ROLL AND STOP / FIELD OBJECTS WITHOUT IMPLEMENTS
PLEASE NOTE: Roll and stop / field activities with As in Grade 2, but guide the learners Jump in the following ways:
• A variety of objects can be used, balls and hoops: by means of questions • Stretch jump for height
e.g., balls, balls of rolled up paper. • With how many parts of your • Jump with run-up for height
Bean bags, old socks tied in a body can you roll a ball?
• Roll ball forwards with both
bundle, seeds / fruits of various trees hands • Can you roll an object with your • Take of from one or both feet.
or plants, ins, hoops, etc.
• Roll hoop forward with right right and left hand? Bend the knees and stretch
• Objects of various sizes and form
should be used, and left hand • How fast / slow can you roll the upwards forcefully, reaching up
• Where possible left and right arms ball? with one or both hands. Use the
and legs should be exercised • Who can roll a hoop and jump arms in a upwards swing – bend
over it? the knees on landing
Roll and stop / field activities: • Can you spin the hoop making it
• Roll ball with different parts of the • Roll ball / hoop in different to come back? (Throw hoop
body, e.g., hand nose, forehead, directions, e.g., forwards, forwards and pull down strongly. • Stand, jump from both feet
elbow backwards and sideways In doing so the hoop will come reaching as high as possible, e.g.,
back) towards the hands of a partner
• Roll ball / hoop alternating
hands, e.g., left, right, left, right • How many times can you and a standing on an object
partner roll a hoop to and fro
• Roll ball between two targets or
without dropping / missing it?
• Roll ball with right and left hand at a target, e.g., tins
• Can you field / stop a ball rolled • Run, jump and stretch up with
• Roll ball in different directions, e.g., to you from a partner and roll it
forwards, backwards and sideways one arm, change hands
back immediately?
• Can you roll the ball into your
partner’s legs?
• Roll hoop to a partner
Page 58 of 85
2. MOVING (ROLL, DRIBBLE, KICK, STOP / FIELD) OBJECTS ON THE GROUND WITHOUT IMPLEMENTS
2.2 DRIBBLE AND STOP OBJECTS (BEAN BAGS, BALLS) WITHOUT IMPLEMENTS
• Dribble an objects, e.g., bean bag or • Dribble an object, using hands As in Grade 2, but guide learners by • Moving and stopping
ball with right hand to a certain alternately in a straight line means of questions: unsupported objects without
point. Dribble object back to • Dribble an object, using feet • Can you dribble the ball with implements
starting point with left hand alternately in a straight line your hands / feet and keep it • Throw and catch balls e.g.,
• Dribble object with left and right close to you? netball balls in different ways
hands alternately • Can you dribble the ball with
your right hand and change to Master the correct technique for
you left hand on a signal? throwing and catching of balls
• Which part of your foot do ou
use when dribbling the ball? Catching
• Dribble object zig-zag through
• Dribble an object, e.g., bean bag or obstacles with hands • Can you use another part?
ball wit right foot to a certain point. • Dribble object zig-zag through • Which part of your foot do you Look at the ball. Relax hands and
Dribble object back to starting point obstacles with feet. use when dribbling the ball? fingers which must point in the
with left foot • How fast can you dribble the ball direction of the ball. Obtain
• Dribble object with left and right without losing contact? possession of the ball as soon as
foot alternately • Can you change your speed possible : move towarrds it. Catch it
• Dribble object with feet (walking, then running)? with the palm and not with fingers.
between stationary objects, e.g. • Who can dribble the ball Hands must be on either side and
hoops. On signal, dribble thumbs behind the ball. Pull the ball
forwards and backwards?
object with hands around the towards the body.
• Which way is the best to dribble
nearest object.
to ball backwards with your foot?
• Can you dribble the ball
sideways?
Page 59 of 85
2. MOVING (ROLL, DRIBBLE, KICK, STOP / FIELD) OBJECTS ON THE GROUND WITHOUT IMPLEMENTS
2.3 KICK OBJECTS (BALLS, BEAN BAGS) IN A VARIETY OF WAYS
• From a stationary position kick a As in Grade 1, adding: • Which way is the best to dribble Passing / Throwing
big ball (gymnastic ball, soccer ball) the ball sideways with your feet?
with the right / left foot. Run, pick • Who can dribble the fall and
• Kick the ball between two • Shoulder pass: Stand with feet
it up and bring it back change direction on a signal?
objects e.g., tins or stones. apart. Preferable one in front of
the other, with the L-foot forward
As in grade 2, but guide the learners (if learner is right-handed). The
by means of questions: body mass is on the back foot.
The ball supported by the L-hand
is held by the R-hand at the R-
• In how many ways can you kick
• Kick the ball with different parts of shoulder with the fingers spread.
a ball?
the foot, e.g. inside, toe, outside, etc. Elbows are in a relaxed, easy
• Kick the ball at a target, e.g., a • Which way is the best? bent position. Transfer the body
partner holding a hoop. • How far can you kick a big ball mass forwards. Push the ball
with your right foot? forward in the direction of the
• Can you kick the ball with your pass with the fingers and wrist
left foot the same distance? giving an extra final push. Look
• Can you stop a ball, kicked to where ball is thrown to. The pass
• Kick the ball to a partner who field • Kick a ball to a partner who you by a partner, with your feet? should be hard, fast and direct.
it, picks it up and roll it back. stops it with his feet and kick it • Which way is the best to stop a
back ball with your feet?
• Which pair can kick the ball to
and from most without failing to
stop it:
Page 60 of 85
• Can you dribble the ball and • Chest pass: stand with feet apart or
kick it at a signal? with one foot forward. Place the
• Who can combine dribbling hands, with fingers upwards and
with a kicking action of the extended behind the ball, which is
ball? held at chest height. Elbows should
• Which pair can dribble and be close to side. Push ball away
kick the ball to a certain point from the body. Straighten arms on
and back? release with fingers pointing inward
and behind the ball.
• Underhand pass: Cup ball in hand –
fingers spread wide. Take ball
behind body just below waist
height. Step forward onto opposite
foot. Bring arm forward and throw
with arm extended. Follow through
in direction of the throw.
• Overhead pass: Ball is kept behind
the head of learner. Arms move up
to full extension and ball is flicked
into a high arc with fingers. Follow
through with hands.
Page 61 of 85
3. MOVING OBJECTS IN THE AIR WITHOUT IMPLEMENTS
3.1 THROW OBJECTS, E.G., BEAN BAGS, BALLS, ETC. AND CATCH / COLLECT THEM
• Throw objects into the air and As in Grade 1, adding: As in Grade 2, but guide the Activities
catch with both hands upon • Partners A throws object in any learners by means of questions: • Learners (4-6) in groups throw the
descend direction. B has to field or catch • Can you throw an object into ball to each other. Change the
it and throws it back to A. the air and clap your hands direction of the ball, as well as the
Change positions after a time. twice before catching it? type of throw.
• In how many ways can you
throw an object?
• What other parts of your body
• Throw object as far as possible can you use to throw an object?
and collect it • Throw an object: • Can you catch it on any other
• at a target, e.g., wall, newspaper part of the body? Foot, back,
on rope knee? • Learners in a circle pass the ball
• over a target, e.g., rope, tree, • Standing a few steps from the across the circle to one another. As
posts wall, who can hit the target soon as the player has thrown the
drawn on the wall? ball he runs to take up the position
• Throw object in a variety of • in a target, e.g., hoop, box basket of the learner to whom she has
ways, e.g., over arm, underhand, • Using three objects (stones,
thrown – use the shoulder pass
both hands, right / left hand balls), how many times can you
hit a newspaper hanging over a
rope?
• Put an object in a stocking or bag • How many times can you and a
e.g., orange bag. Hold on one partner throw an object to and
• Throw object to a partner who end of the stocking and sling it fro without missing it?
catches it and throw it back
• Can you make up a game with
your partner, throwing an
object?
Page 62 of 85
• Bounce a big ball on the spot and As in Grade 1, Adding: As in Grade 2, but guide learners by
catch it with both hands • Bounce the ball continuously means of questions:
while walking
• Can you throw the ball up, let it
bounce and catch it?
• Can you bounce the ball, clap
your hands twice or turn around
• Repeat above-mentioned activity before catching the ball?
with a small ball • In how many directions can you
• Bounce a ball continuously on the move while bouncing the ball?
spot:
• Bounce the ball lower and • Can you bounce the ball while
• with both hands
higher on command (Low ! walking but speed up on signal?
• with right hand
High! ) • Who can bounce the ball while
• with left hand
walking over a balancing form /
• with right and left hand alternately
long bench?
• Can you continuously bounce a
ball while standing on a chair,
using left and right hands
alternately?
• Bounce the ball to a partner in a • Who can bounce a ball while
• Bounce the ball while moving moving to a certain point, then
variety of ways between obstacles, e.g., hoops. hit a target a few steps away with
On signal, stop and bounce the the ball?
ball continuously in the nearest
hoop / around the nearest
obstacle
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• Bounce the ball while reciting a • Bouncing game. Bounce the • Which pair can bounce the ball • Throw and field balls, e.g.,
rhyme for example ball continuously while and throw it to each other to a softballs and hockey balls in
“I bounce the ball on the ground performing the following certain point and back without different ways
Bump, Bump, Bump activities: missing it?
Listen to the bumping sound • bounce the ball in front of body • Can you create a bouncing game Throw a small ball with the correct
Bump, Bump, Bump” for yourself (a rhyme may be
• bounce ball underneath right technique:
leg added)?
• bounce ball underneath left leg • Can you and a partner make up a • Overarm throw: One foot in
• bounce ball around body game consisting of bouncing and front of the other, standing side
throwing activities on opposite foot to arm forward,
(Any other activities may be added.
It can also be done on a rhyme) throwing hand underneath the
ball, fingers spread, holding it
behind the body with a straight
arm. Throw the ball using a
straight arm bowling action over
the throwing shoulder. More
power can be developed if
desired by stepping forward with
the back foot to allow the body
movement to assist in the throw.
Page 64 of 85
• Hit / strike an object, e.g., bean As in Grade 1, adding: As in Grade 2, but guide the learners • Deflect and hit balls with the
bag, self-made ball, etc. in the air • Strike an object from a support, by means of questions: hand(s) in a variety of ways
with one hand and catch it again. e.g., a ball resting on a chair or
bench (a paper cup can be used to • How many times can you hit the Hit a ball, thrown by oneself or
place the object on) ball continuously in the air someone else, with the hand, directly
before missing it? or after a bounce.
• With how many parts of your
body can you hit the ball in the
air? Activities
• In how many ways can you hit a • Partner tag wit equipment while
• Hit / strike an object ball in the air with your hands? throwing and catching his ball, A
continuously in the air with: • How far / high can you hit a chases B who throws and catches
• both hands object in the air with your hand? his ball as well.
• right hand / left hand • Strike a hanging object, e.g., a
• Which pair can keep their ball • In 2’s A tosses B a ball. Using
• right and left hand alternately self-made ball on the end of a rope
the longest in the air? his forearms B passes the ball
(Palms or fists can be used) tied to a tree or a ball in a stocking
• Can you make up a game back to A. Repeat and change.
held by a partner
consisting of continuous hitting • Learners tosses a ball underhand
of an object in the air? to himself with open hand keep
ball in the air. Try to bump the
ball quite high and stay within a
demarcated area.
• Game: Keep the ball in the air

See which player can keep his ball
the longest in the air, hitting it
continuously with one or both
hands.
Page 65 of 85
4. MOVE AND STOP OBJECTS ON THE GROUND AND IN THE AIR WITH IMPLEMENTS
4.1 DRIBBLE OBJECTS WITH IMPLEMENT ON THE GROUND IN A VARIETY OF WAYS
N.B. • Dribble an object with an As in Grade 2, adding: • Bounce balls, e.g., netball and
• The following objects can be used: implement held in the right / • Dribble an object with an basketball balls in different ways.
bean bag, self-made balls, small left hand on the ground (Keep implement on the ground in
block of wood, balls, etc. the object as close as possible different directions, e.g., • Bounce a ball with the correct
• The following implements can be to the implement) forwards, backwards, sideways technique:
used: stick, plank, club, rolled-up
magazine, bat, etc. • On the spot: Feet apart with
knees relaxed. Fingers are
together slightly relaxed and
cupped. The ball is struck at
the base of the fingers. In
bouncing, the ball is
• Dribble an object between repeatedly forced against the
obstacles – on signal dribble it ground with one hand
around the nearest obstacle without being held or
directed. Bounce the ball in
front of body not higher than
the chest.
Page 66 of 85
4. MOVE AND STOP OBJECTS ON THE GROUND AND IN THE AIR WITH IMPLEMENTS
4.2 BOUNCE BALLS WITH AN IMPLEMENT IN THE AIR / ON THE GROUND
Bounce a ball with an implement in the As in Grade 1, adding: As in Grade 2, but guide learners by Grip: shake hands – Y- shaped.
air / n the ground: • Bounce the ball on the ground means of questions Forehand: This stroke is use to
while walking or running (left return balls.
• Bounce a ball on the spot on the hand, right hand, front / back of • In how many ways can you
ground with an implement: bat, etc.) bounce a ball with a bat / plant? • The body should be at right
• with right hand / left hand
• Can you complete a rhyme while angles to the net.
• using the front of the bat /
bouncing a ball on the spot with • The backswing should be started
implement
an implement without missing? before the ball bounces
• using the back of the bat /
implement • As above-mentioned activity, • Can you bounce a ball on your • Wrist is firm arm more or less
• continuously but bounce ball in air bat and increase the height on straight.
command?
• Who can walk around while
bounding your ball? Backhand
• Can you walk around, bouncing • The learner should look at the
• Bounce a ball on the spot in the air our ball and increase your speed
• Bounce ball on the ground to ball over his right shoulder and
with an implement: on signal?
partner who stops it and bounce contact it with a firm wrist and a
• with right / left hand • Who can walk around bouncing straight arm
it back the same way
• using the front of the bat / your ball and change direction on • Keep away from the ball to
implement signal? insure a free, large stroke
• using the back of the bat / • How many times can you and
implement • Grip – bring the thumb slightly
your partner bounce the ball to more to the back of the handle
• continuously and fro with your bats without
• Continuous bouncing of ball in missing it? • Hit the ball in the centre of the
the air between two partners bat/racket
• Can you make up a game
consisting of bouncing a ball • Look at the ball
with an implement?
Page 67 of 85
• Drop a ball and hit it with an • Strike an object, e.g., self-made • Deflect and hit balls with the
implement held in the right hand ball or bean bag attached to a hand(s) in a variety of ways
/ left hand string and tied to a branch or beam
• How far can you hit the ball? with a bat or other implement Hit a ball, thrown by oneself or
• How high can you hit the ball? someone else, with the hand, directly
• In how many ways can you hit or after a bounce.
the ball?
Activities
• Partner tag wit equipment while
throwing and catching his ball, A
chases B who throws and catches
his ball as well
• In 2’s A tosses B a ball. Using
• Partners. A throws an object
his forearms B passes the ball
underhand to B who strikes it with
back to A. Repeat and change.
an implement. A fields the ball.
• Learners tosses a ball underhand
to himself with open hand t keep
the ball in the air. Try to bump
the ball quite high and stay
within a demarcated area.
Page 68 of 85
5. MOVE, STOP AND HOLD OBJECTS IN POSITION
WHILE AVOIDING OBSTACLES OR DODGING / FOLLOWING A MOVING OBJECT
5.1. AVOID A STATIONARY OBSTACLE WHILE DRIBBLING, BOUNCING, THROWING, CATCHING OR HOLDING A BALL
• Avoid stationary obstacles while Continuous Cricket
dribbling an object with the feet /
hands • Two even teams
• The object of the game is to hit
the ball into the playing area and
then to run round the marker and
back before the batsman is
bowled out. When the batsman
• Bounce a ball while moving succeeds in running round the
between obstacles. On signal marker and back, he scores one
bounce ball around nearest obstacle. run.
• A batsman is forced to run if he
hits the ball.
• The fielders have to return the
ball to the bowler who continues
bowling (underarm), irrespective
of whether the batsman is ready
or not
• When a batsman is out the new
• Throw an object over a partner’s
batsman should be given the
head, run around partner and catch it
opportunity to position himself
again
before the next ball is bowled to
him
• A batsman is out where he:
• Is bowled out
• Hits his wickets
• Hits the ball behind the
marker
• Fails to run after hitting the
Page 69 of 85
ball
• Scores ten runs (to prevent
game dominated by one or
two players)
• Ball is catch in the air before
bouncing
Participation in games
Participate in elementary games
which include skills such as
throwing, catching, bouncing,
dribbling and hitting a ball
See grade 4
• Throwing: 2.1; 2.2
• Catching: 2.1
• Bouncing: 2.3
• Dribbling: 3.1; 4.1
• Hitting: 4.2; 5.1; 5.2
Participate in: we-together games -

us-and-you games - we games
Page 70 of 85
6. PLAYING GAMES
6.1 PARTICIPATION IN A VARIETY OF SMALL GAMES
Playing games where the emphasis is on Playing games with the emphasis Playing games with the emphasis on • Pass and catch rugby balls in
the individual (“I” games) and games on “I” – games, “I”-and-“We”- “You-and-I-together” games and “I- different ways
where a partner is followed or dodged games and chasing games versus-them” games • Pass and catch a rugby ball
with the correct technique.
• Catch the ball in the clock:
• Stand in a line hitting targets • Run for your life • The learner must concentrate,
• No. 1 has the ball in the centre • Learners stand in a line, • Learners stand in circles (not keep his eye on the ball and
of a circle. (±6 learners in a each with a ball – no more more than six or eight to a relax
group). He bounces the ball, or than 6 in a line. One by one circle). An O skips around • He must get the feeling of the
throws it into the air and no. 2 the learners come up to the the outside of each circle. ball. Place the ball on the
has to run in and catch the ball. line and try to hit the target
Repeat. • O goes to stand between any ground, picks it up, throws it
by rolling the ball at it. two in the circle and into the air, catches and
• When they are more advanced, How many in the line stretches his arms sideways walks backwards, forwards
they may call out the number of manage to hit it? and touches the two learners and sideways
the one who has to catch the • A catcher is necessary to on either side of him saying: • Repeat the procedure,
ball. field the balls, except when "Run for your life!" They progressing from walking to
• Widen the circle (clock) there is a fence behind the turn away and run round the slow running.
targets, then each one can circle in opposite directions
fetch his own ball. to see who is first on the
• (Objects, e.g., bean bags, remaining open space as O
stones etc. can also be has taken the other space.
thrown at the targets) The one who loses becomes
O.
Page 71 of 85
• Roll the ball out of the circle • Exchange relay • Three against one • Passing:
• Learners stand with feet astride • The first one in each line on • Three hold hands and from a • Always carry the ball in both
in a circle with feet touching. line A has a bean bag each. circle hands.
• Two learners in the centre try to On command, the first ones • The one on the outside runs • The learner passing the ball
roll a ball through the legs of on line A and B run the line from side to side trying to get should be in front of the one
those on the outside. Those on C where line A gives the round to touch the one in the receiving the ball.
the outside try to stop the balls. bean bag to line B. The circle furthest away from him • The ball should be aimed at a
• Change round so that all have a first ones line A run back to • The others hold hands and point approximately between
turn to roll a ball out of the fall in at the back of their move from side to side so the chest and the hips.
circle lines. The first ones in line that the outside one cannot
B first give the bean bag to • Learn to pass to the left and
get at the furthest away to the right.
the next standing on the line
before they also fall in at • Change round • Swing from the shoulders
the back of their lines. with extended arms
• Variation: Later on line C • The learner passing the ball
is dispensed with. Then should ensure that the ball is
line A and B exchange the passed in front of the
bean bag where they meet receiver so that he runs into
each other in the middle. the ball to take the pass.
Page 72 of 85
• Keep the ball away – it is dangerous • Throw-against-the-wall-relay • Keep the ball in the air (in • Catching
• Learners stand in a circle and • X1 throws the ball against couples) • When catching keep the eyes
one pupil starts the game by the wall and quickly moves • Divide class into two’s with a on the ball.
kicking the ball away from him out of the way to fall in at ball between each two • Keep the hands relaxed and
• The ball must be kept on the the back of the line. X2 players. They hit the ball up the fingers spread.
ground. Thus the learners must must be quick to take up and see how long they can • The ball should be caught in
push the ball away with the X1’s place in order to catch keep the ball in the air. If a front of the body
inside or outside of their feet. It the ball. ball falls onto the ground
they have lost a life. See • Use one hand as a stopper
must be done quickly because • Variation: Instead of a wall
who can lose the least lives. and the other to control and
the ball is ‘dangerous’. Add someone can stand in front prevent the ball from
more ‘dangerous’ balls. (The to catch and throw the ball dropping
size of the ball can be varied as
well) • When the ball is passed from
the side, the hand on the
opposite side is the stopper
hand
• Catch by ‘fetching’ the ball
with straight arms
Page 73 of 85
• The dog catches the cat • Teacher ball relay • Dodge-ball (one against two) • Games-passing and catching
• Learners (± 8 in a group) stand • Not more than 6 learners • X1 and X2 must try to hit O’s • Group stands in a circle with
in a circle and passes a bean bag stand on a line facing the legs below the knees with the their backs to the centre
around (the cat). ‘teacher’ standing in a hoop ball. O must bounce on his • A rugby ball is passed round
• When the ‘cat’ is about two r on a marked spot with a toes and always turn towards the circle from one to the
passes away, the dog (a ball) is ball. On a given signal the the one in possession of the other – first clockwise and
brought in to try and catch the ball is passed to no. 1 who ball then anticlockwise.
cat passes it back • X1 and X2 must not aim at • This formation, facing
• Decide how near together the • Continue like this until no. O’s legs every time. They outward, assist the natural
learners must stand and how 6 catches the ball. He must do interpassing as well body and arm swing action in
soon the dog must be added. keeps the ball and comes to without aiming. They may giving a pass and also
take the ‘teacher’s’ place in not hold the ball for longer prevents forward passing.
front. than 3 seconds and they must
• The ‘teacher’s’ runs to take not throw so wildly that the
the place of no. 1. The other partner cannot catch the
others having all moved up ball
one place • Make own rules for changing
• Continue like this till the round
original ‘teacher’ is again in
front • The team takes turns to walk up
and down in pairs passing and
catching the rugby ball to each
other.
Page 74 of 85
SECTION D: GAMES IN LIMITED SPACE
1. IMITATION
1.1 IMITATIVE GAMES / ACTIVITIES
Imitative games / activities of animal Imitative games / activities of Imitative games activities of sport • Competition in pairs
origin: general character: origin: Competition with a partner of equal
• Sawing wood: size
• Galloping horses: In scissors standing, trunk twisting • The boxer:
Free running with leading knee high to alternate sides with punching • Catch your partner's tail
raising, using a vigorous arm action Dance about doing shadow-boxing,
action of arms keeping left foot and left arm In pairs. One partner inserts a colour
forward band or piece of cloth or rope at the
back of his short to represent a tail.
At a given signal his partner chases
• Chopping wood: him and attempts to remove the tail.
If the chaser succeeds, he inserts the
• Frog jumping In scissors standing with arms
colour band under the waist band of
From crouch with hands on floor upward, trunk swinging downwards
his own shorts. His partner should
between legs, free jumping to land first and stretching up in chopping
action • The sprinter: allow him sufficient time to get
on feet and then on hands
From 'set' position from a line, take away. Before starting his chase.
off and spring / fast running across a
certain distance
• Tree swaying:
• Flying birds:
In straddle standing, arms sideways
Free running with flapping arms or • Toe-Treading
with elbows slightly bent and wrists
elbows In pairs. While keeping their hands
relaxed, the tree swats to and fro
with a twisting motion • Bicycling: behind their backs, the learners try to
In nape standing with hips supported, step on each other's toes as any times
legs circling as possible
Page 75 of 85
2. LARGE GROUP ACTIVITIES

• Frog in the sea: • Aeroplane: • Odd man out: • Shadows
The players, skipping around the The players are divided into several The players pair off in two lines down The partners sit in pairs. One partner
'frog' crouching in the middle chant : groups, each group at its own 'air the centre of the playing area. The from each pair is instructed to stand
"Frog in the sea, can't catch me". station'. The players (aeroplanes) teacher is the 'odd man out'. On a and at a given signal he runs away.
Suddenly the frog jumps up and take off from their "air station' and signal, the players run to the opposite At a second signal his partner must
chases them to their 'homes', tagging 'fly around' freely. On a signal, the sides of the ground and back again, chase him and attempt to stay as
as many as possible 'aeroplanes come in to land'; they each trying to get a partner in the close to him as possible. The first
'fly' back to their own 'stations' - the centre, including the teacher. The one player tries to avoid his partner.
group to return to its 'station' first is left without a partner becomes the 'odd When the whistle goes the chaser
the winner man out' changes places with the runner. If
the game is player outdoors the
chaser can attempt to step on his
partner's shadow.
• Baking a cake:
• Duck-fighting
The class is divided into groups, each
group representing one of the In pairs. Players face each other in a
ingredients of the cake. Each squat position. With straight arms
'ingredient' is in its own box (squares they attempt to push each other over,
drawn on the ground). The teacher in while at the same time hopping in a
the centre, calls out the 'ingredients' as circle.
she needs the, and those called, skip
out of their boxes to from a large
circle round the teacher. The teacher
says the following while the players
give their own interpretation of
movement required:
Page 76 of 85
• Magic carpets • Storming the tiger: "we are mixing the cake" • Large group activities
Draw several squares representing The 'tigers' pace around in their "we are sifting the flower: Participate in large group activities.
magic carpets or have small mats or 'cage' (two parallel lines across the "we are beating the eggs"
hoops spread out on the ground. The centre of the playing area). The • Stop-go
"we are beating the eggs"
players skip, with or without music, other players try to cross from one
"the cake is small" Players stand behind a line and react
behind the leader. On a signal, they side of the 'cage' to the other without
When the teacher says: "We will eat to the instruction given by the game-
stop, and those not on the 'magic being caught by the 'tigers'. Suggest
the cake" the players run back to leader. When he shouts "Go",
carpets' are given a band to put on. that the players be as quiet as
their 'boxes' while the teacher tries to players move (by walking, running,
Those who have no bands by the end possible so that the 'tigers' will not
catch as many as possible skipping or crawling) to the next
of the game are the winners hear them. The 'tigers' may only line. At the order "Stop" everyone
catch the learners when they are must stand still immediately. Players
actually in the 'cage'. The players reaching the finish line, return to the
must all run in the same direction start and try again. To add interest to
the game, the game-leader could
stand with his back to the players.
Page 77 of 85
3. TAG THE DODGING GAMES

• Snakes • Old mother witch • Free tag: • Dragon and his tail
Select two to three players to be The "witch" walks along in front In free formation, one player chases Six or seven players form a line and
snakes, e.g., mamba, cobra, puff- and the players follow her, trying to the rest and tries to tag another player. grip the player in front of them around
adder. Let them chase and tag the touch her, while calling: Whoever is tagged becomes the the waist. The player at the front of the
rest of the class. Those who are "Old mother Witch fell in the ditch chaser. line represents the head of the dragon.
tagged sit down and remember Picked up a penny and thought she The player at the back of the line inserts
which 'snake' bit them. Calculate was rich" a colour band / rope / cloths in the
the different snakes' bites The 'Witch' then turns and asks: waistband of his shorts to form a tail.
"Whose children are you?" Without breaking up the line, the
Then children give any name and players at the front must attempt to get
the 'Witch' continues on her way. hold of the dragon's tail. As variation
If they answer "Yours", the 'Witch' two dragons could try to get hold of
chases them and she tries to catch each other's tail.
as many as possible before they are
safely in their 'homes'
• Musical sitting
Players move around freely in time to
the music. When the music stops, they
must sit down as quickly as possible.
The last player to sit down, loses.
When a player has lost three times, he
drops out.
Page 78 of 85
• Farmers and rabbits: • The dog in his kennel: • All-in-tag • Small group activities
The players imitate rabbits, doing At one end of the ground a 'dog' is The teacher holds sufficient coloured Participate in small group activities
'bunny-jumps' about the playground. lying asleep in his 'kennel'. The bands to supply the class. One
The 'farmer' comes with a few 'dogs' rest of the players are at the other player wearing a band, proceeds to
who run on all fours. These chase the • Poison
end in their 'home'. They creep tag as many players as possible.
'rabbits'. Those caught become 'dogs'. Groups of 5 to 6 players form a
forward on tiptoe, chanting: Each one tagged puts on a band and
Marked spaces may represent burrows circle and hold hands. A skittle or
"Doggie, come out of your kennel. helps to tag
where the 'rabbits' are safe from the marker is placed in the centre of the
Doggie come out of your kennel."
'dogs' circle. By pulling and pushing
The 'doggie' sometimes opens an
players try to force each other to
eye and growls. When the players
knock down the skittle or marker.
are fairly close he suddenly jumps
Players must use a sailor's grip and
out and tries to catch as many
may not let go in an attempt to miss
players as possible before they
the skittle. Each player is
reach their 'home'
responsible for the grip of his right
hand. If that link breaks, he is
responsible
Page 79 of 85
4. TRADITIONAL GAMES

Choose own traditional games Choose own traditional games Choose own traditional games • Hot potato
Groups of 6 to 8 players form circles. A
ball or bean bag is quickly passed in a
prescribed way from one player to another.
The player holding the "hot potato" when
the whistle is blown, is the loser
• One against three

Players form groups of 4. Three players
take hands and form a circle. The fourth
player stands on the outside of the circle.
At a signal he tries to catch the player on
the far side of the circle, while the other
members of the group attempt to prevent
him from doing so. He may not hold onto
these players, crawl between them or climb
over them in order to catch is victim.
Page 80 of 85
• One bounce
The object of the game is to keep the ball
alive by playing it with any part of the
body, except the arms and hands, without
letting the ball bounce, more than once at a
time.
The class is divided into groups of 4 to 5
players and specific area is allocated to
each group. Each player has a certain
number of lives, say five, and each time he
makes a mistake he loses one life. The
players who have the most lives after a
specified period are the winners.
When a player makes a mistake he has to

restart the game by either kicking the ball
or hitting it with his head. The game is to
be restarted when a player lets the ball
bounce more than once or if he kicks the
ball out of the allocated area.
Page 81 of 85
5. SELF-DESIGNED GAMES

Learners are encouraged to design own games
including the following elements:
• Number of players (mostly individual and
partner activities)
• Playing space (limited)
• Equipment (none or simple equipment)
• Single skills and rules
• Examples
• See if you can stay in your own space and
make up a game that you can play by
yourself. Your game must have a throw and
a catch.
• Can you invent a new game using your ball
and hoop? At some place in your game, you
must bounce the ball
• Invent a game with your partner that will
use one ball, two markers and dribbling the
ball with your feet.
Page 82 of 85
7. A NOTE ON CONTINUOUS ASSESSMENT
Refer to P. 9 of the syllabus to be informed about the requirements for assessing Physical
Education. In addition, the following is an example of how to compile assessment
criteria which help teachers to allocate marks according to the five point scale.
• A learner who can do all balancing activities with good style in different positions on
the spot = 5 marks
• A learner who do all balancing activities in different positions on the spot = 4 marks
• A learner who can manage all balancing activities but do not show any style or can
not apply it in different positions = 3 marks
• A learner who can do 2 activities without style or in different positions = 2 marks
• A learner who do very little or does not show any mastering = 1 mark
8. ADDITIONAL INFORMATION
• Symmetrical form : Denoting that two parts are identical

• Asymmetrical form : Denoting that one part is not an identical repetition of the
oilier as in symmetrical form
• Locomotion : The opposite to movements in standing, e.g., walking, running, etc.
• Linear movement : Movement which takes place on a straight line.
• Curvilinear movement : Movement executed in curves
• Rotational movement : Movement round an imaginary axis. The whole body or
parts of the body can he involved.
• Sagittal axis : Forward-backward axis - for sideways rotations, e.g., cartwheel
• Longitudinal axis : Lengthwise axis - for rotations , e.g., spinning like a top
• Frontal axis : Directed at front - for forward and backward rotations, e.g., forward
roll
Page 83 of 85
9. GLOSSARY OF TERMS
Standing positions
Standing trunk
forward
Standing Straddle standing Scissors standing Toe standing Forward lunge (Right angle standing)
Stoop standing Front balance standing Front parallel stand Back parallel stand Cross standing
Arm positions and support positions
Arms forward Arms upward Arms sideways Arms upward bend Head-rest Neck-rest
Crook back-lying
Arms crossed Hand on hips Front-lying support Back-lying support Side-lying support support
Page 84 of 85
Kneeling, sitting and lying positions
Support kneeling Support kneeling

Kneeling forwards sideways Kneel sitting All fours Front kneeling
Cross-leg sitting Crouch Crook sitting Long sitting Straddle long sitting Balance sitting
Back lying Front lying Crook lying Side lying
Crab standing
Head standing Nape standing (bridge standing) Hand stand Forearm standing Crouch balance
Bunny jump Frog jump Donkey kicking Hopping Stretch jump Star jump
Page 85 of 85

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MINISTRY OF EDUCATION

LOWER PRIMARY PHASE

 Copyright NIED, Ministry of Education, 2005

Publication date: 2005

2. Year Plans Grades 1 - 4 ................................................................................................2

3. Example - Thematic Scheme of Work..........................................................................4

4. Examples of Lessons Plans...........................................................................................5

5. Methods, Activities and Strategies ...............................................................................12

6. Tools and Teaching Materials.......................................................................................13

2. Muscular Strength and Endurance ........................................................................14

Section B: Athletics ..............................................................................................................47

Section C: Sport Skills ..........................................................................................................57

Section D: Games in Limited Space .....................................................................................75

7. A Note on Continuous Assessment...............................................................................83

8. Additional Information .................................................................................................83

• how to do integrated teaching / thematic approach

Theme 2: Health and Nutrition Theme 2: Health and Nutrition

Theme 3: Natural Environment Theme 3: Natural Environment

Environmental Studies Grade 1

LESSON PLAN FORMAT

PHYSICAL EDUCATION WEEKLY PLAN

ACTIVITIES BASIC COMPETENCIES

PHYSICAL EDUCATION WEEKLY PLAN

PHYSICAL EDUCATION WEEKLY PLAN

PART 2 • Learners perform forward rolls from a

• Balancing • Learners balance in different ways on

PART 3 Group work

PHYSICAL EDUCATION WEEKLY PLAN

PART 2 • Hoop jumps: • Participate in jumping

PHYSICAL EDUCATION WEEKLY PLAN

PART 2 Imitative activities to obtain flexibility in the • Teacher asks learner

PART 3 Competition • Teacher explains

*Key learner-centred words are in bold.

• Monkey running : Free running

• Shoulder and arms

Repeat the above-mentioned

• Any figure, e.g.

• Stretch jump with quarter and

• Skipping on alternate legs

• Filling the basket:

• Run and jump: Learners run and jump over

• Cross country running

• Jumping over the elastic band /

• Sprint over sticks with a relaxed

1. KNOWLEDGE OF BEHAVIOURAL RULES

• Game: Keep the ball in the air

Participate in: we-together games -

GRADE 1 GRADE 2 GRADE 3 GRADE 4

GRADE 1 GRADE 2 GRADE 3 GRADE 4

GRADE 1 GRADE 2 GRADE 3 GRADE 4

• One against three

When a player makes a mistake he has to

GRADE 1 GRADE 2 GRADE 3 GRADE 4

• Symmetrical form : Denoting that two parts are identical

Arm positions and support positions

Support kneeling Support kneeling

Back lying Front lying Crook lying Side lying

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