PREFACE

The Eastern Cape Department of Education, Curriculum Chief Directorate in

collaboration with the Provincial Learning Area Committee has developed the
Physical Education Resource Book. The purpose of the Resource Book is to increase
the capacity of the teachers in the implementation of Learning Outcome 4 in Life
Orientation.

This process has been informed by the Life Orientation Learning Area Statement and
the documents used by the Nelson Mandela Metropolitan University (NMMU) during
the Provincial training of Physical Education.

District Curriculum Advisors and teachers are encouraged to engage with the
document for effective and efficient implementation of Learning Outcome 4 of Life
Orientation.

Acknowledgements

The Department of Education acknowledges the following team for their contribution
to the resource book:

The following members of the Life Orientation Provincial Learning Area Committee:

Sindiswa Yoyo, DCES: Head Office

Nolizo Tshona, SES: Fort Beaufort
Bapetuxolo Kutuka, SES: Lady Frere
Gwen Fourie, SES: Port Elizabeth

Mr. Mandla Tshofoti CES INTERSEN: Head Office, for his support during this
process.

1
 TABLE OF CONTENTS

CONTENT PAGE
PREFACE 1
ACKNOWLEDGEMENTS 2
INTRODUCTION

2
INTRODUCTION

Physical Education as it was known in the previous dispensation, was officially

abandoned from the school curriculum in 1992.It was introduced in 1997 with the
implementation of Outcomes Based Curriculum. It features as a learning outcome in
Life Orientation. In order to practically present this learning outcome, it is important
to compile a broad knowledge and experience of suitable practical activities. This
document therefore aims to provide this knowledge and experience. It is a guideline
that will assist teachers with the teaching, learning and assessment of learning
outcome 4.

BENEFITS OF PHYSICAL MOVEMENT

The following are just some of the health benefits obtained from regular physical
activity:
• The pleasure of supple movement
• A sense of well-being
• Less fatigue
• A healthier appearance
• Increased physical and mental efficiency
• Better weight control and body composition
• Better sleeping patterns

CLASSROOM PRACTICE

TEACHING METHODS

There is no one perfect teaching method. The outcomes, situation and personality of
the teacher will determine the best method of teaching. There is often a shift from one
method to another in the same lesson. In Physical Education formal and informal
methods are suitable.

ORGANISATION AT THE START OF /DURING LESSON

• The educator should be visible to all learners

• Learners should not face the sun
• With a large group use a whistle, clapping hands, etc. for attention
• The correct demonstration of an activity, especially a new skill is very
important
• In each lesson, regardless of the movement theme, try to do exercises that
involve the whole body
• Use words sparsely, just say the necessary. Demonstration is the key.
• Expect learners to do well within his /her own abilities
• Give easier and more difficult movements for under- and over-achievers
respectively
• Provide extra activities for learners awaiting their turn

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 • Always take extra safety precautions to reduce injuries
• Focus on participation more than performance or execution mistakes
• Good discipline must be the order of the day
• No learners will be allowed to sit out during lessons except in cases of illness
and injuries

ACTIVITY LEVEL

The activity level is more important than the quality and execution of the movement.
Use the following methods to achieve a high activity level.
• Differentiation : easier variations of an activity for learners who are not as
competent as others
• Use the stations system
• More groups, preferably not more than 8 members
• Give extra activities for those learners that have to wait for their chance
• Good and sensible planning and preparation

Success in Physical Education depends to a large extent on your ability to organize.

Give enough time to learn the correct handling and care of apparatus, dressing room
routine, class- and apparatus procedure, etc. Accustom the learners to react to certain
signs and orders. Discipline is important and will always be important.

EXEMPTION

This can only be granted in the following circumstances:

• A letter from parents, foster parents or hostel teacher will be valid for a two
week period.
• For periods longer than two weeks a doctors certificate (letter from clinic),
stating the problem as well the duration of the exemption is required.
• Learners with the following medical problems must be advised to visit a doctor
clinic or hospital to determine whether participation will be positive for them;
(eye problems, dizziness, faints, chronic headaches, etc).

Learners that do not participate must be constructively occupied through:

• Handling apparatus
• Keeping the scores giving assistance

SAFETY ISSUES IN THE PHYSICAL EDUCATION CLASSROOM

The learner’s right to safe participation should always be kept in mind during the
presentation of and participation in a Physical Education PE programme.If

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carelessness can be proven on the part of the teacher ,the possibility of legal action
cannot be excluded.

Knowledge and application of safety measures are thus of great importance in the
presentation of PE. The teacher must keep in mind various aspects, among which
preparation and planning, playing surface, equipment and organization etc. to keep
the play and sport experience as safe as possible. If the teacher is mindful of this she
will conform to the principle that prevention is better than cure.

INDEMNITY FORMS AND MEDICAL EXAMINATION

When enrolling at a school, each learner shoul complete an indemnity form,

indemnifying the school and the PE teacher from any liability for injuries which could
happen in the PE class, on the condition that all reasonable safety measures and
regulations have been followed.

LEARNERS WITH PHYSICAL BARRIERS TO LEARNING

Learners with physical disabilities should be fully included in all PE activities, by

adapting activities in creative ways. These adaptations will vary from learner to
learner. The following guidelines are recommended:

Rules Prompts & Clues

• Modify activities
• Use peers as partners
• Modify time limits

Oral Prompt
• Provide more space for learners
• Eliminate outs
• All balls to remain stationery
• Place learner with disability near teacher

Equipment
• Lighter or larger ball and bat
• Scoop for catching
• Lower or larger goal/target
• Mark positions on playing field

Boundary/Playing field
• Decrease distance
• Use well defined boundaries
• Adapt play area
• Simplify patterns

Actions
• Change locomotors patterns
• Modify body positions
• Modify grasps

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 • Reduce number of actions
• Provide frequent rest periods

PROCEDURES IN CASE OF AN ACCIDENT/INJURY

If an accident should happen, the following procedures should be followed:

• Determine the extent of the injury
• Give first aid and report the incident to the principal
• Take the injured, if necessary, to the nearest hospital or doctor
• Inform the parents/foster parents
• Get a written report from two eye witnesses, including the activity the learner
was participating in, the sequence of events leading to the injury, a survey of
the environment and an evaluation of safety precautions taken
• Complete an accident form in duplicate- one copy for yhe Department of
Education and one copy for own portfolio
• Report the accident in the emergency register

THEMES

Physical movement activities can be categorized into three themes, viz,

GAMES&SPORT RECREATION FITNESS

Athletics etc Dancing – social dancing Aerobics – aqua (water)
(ballroom, aerobics, dance aerobics,
folk)traditional, creative kickboxing, stepping
rhythmical with hand
apparatus

Batting and fielding games Gymnastics – individual Circuit training

and sport and group activities
Invasion games Hiking Obstacle courses
Net/wall games and sport Orienteering
Walking/Running
programme
Water activities:
Life saving
Swimming games and
water sports
Synchronized swimming

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 INTERMEDIATE PHASE

Learning Outcome 4: Physical Development and Movement

The learner will be able to demonstrate an understanding of, and participate in,
activities that promote movement and physical development.

The intermediate Phase learner is developing greater body awareness and improved body
control with confidence and competence. The mastery of movement skills and body control
serves as a basis for participation in general movement activities and sport. Social skills
become more important as the learner’s interest in team activities develops and expands to
include cooperation and leadership skills.

ASSESSMENT GRADE 4 GRADE 5 GRADE 6

STANTANDARDS
AS 1 Participates in a Explores a range of Applies relevant concepts
variety of simplified target games. in a variety of striking
invasion games. and fielding games.

1.1.Examples of Examples of target Examples of striking

invasion Games: Games: and fielding games:

Games where one • ‘Seven Stars’ P65 • Hockey, tennis, golf,

team\ player has to (addendum ) squash , handball,
invade (cross) the • ‘Dead and Alive’ - paint ball, cricket,
others’ territory to p68 (addendum ) volley ball, base ball
score points. The • ‘Progression ball’
player that has ‘Throw ball’, ‘ Ball in
invaded is the Basket’ ,
penalized. ‘Rebound ball’ p69-
73 (addendum )
• Paint Ball
Examples
• ‘Slip and Crawl
Soccer’ p4
(addendum)
• ‘Hills and
Hollows –p5
(addendum)
• ‘Hit but not Out’
–p6 (addendum)
• ‘Flag Tag &

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 Steal the Bacon’-
p9 (addendum)
• ‘Human
Spring’-p13
(addendum)
• ‘Hot Box’ ,‘Drop
Box’ ‘Soccer’,
‘Bat the Carton’–
p15 (addendum)
• Netball, rugby,
basket ball,
Handball, Hockey

AS 2 Demonstrates Performs movement Demonstrates refined

different ways to sequences that require sequences emphasizing
locomote, rotate, consistency and control changes of shape, speed
elevate and balance in smooth continuous and direction through
using various parts combination. gymnastic actions.
of the body, with
Control. Examples: Examples:
• Forward roll • Forward roll
Examples: • Cartwheel • Cartwheel
Balancing can either • Headstand • Headstand
be static or dynamic. • Handstand • Handstand
Balance activities can
be done on different
body parts, involving
many parts for a wide
base of support and
few parts for narrow
base of support.

• Balancing e.g. Body

lifted and balancing
on hands and feet
with back facing
downwards
• Balancing on left
hand and left foot
alternating with
rhythm.
• Rocking on your
back clutching the
knees.
• Balancing when
catching a ball.
• Rotation using
various body parts
e.g. horizontal axis –
arms stretched

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 sideways. Vertical
axis – arms stretched
up or hanging
downwards, on both
feet and one foot
elevated.
• Elevation – using
various body parts
legs hand stand,
lifting arms,
cartwheel, push ups

AS 3 Demonstrates basic Demonstrates a range of Participates in a physical

field and track field and track athletics fitness programme
athletics techniques. techniques. designed to develop
particular aspects of
• Basic athletic • Basic athletic fitness.
techniques e.g. techniques e.g. starting,
starting, running, running, handling a SEE P153-159
• High jump baton, handing over a (addendum)
technique, long jump baton.
• Techniques for • High jump technique, Examples
throwing shot-put. long jump
Techniques for throwing Games for developing:
javelin, shot-put and • Cardio-respiratory
discus. fitness
• Strength\ muscular
endurance

Basic exercises addressing

strength \ muscular
endurance , using own
body weight

Circuit training

Obstacle courses

Walking \ Running
Programme

Cycling

Aerobics

Kickboxing

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AS 4 Performs rhythmic Performs rhythmic Performs rhythmic
movements with movements and steps patterns of movement
awareness of posture. with attention to posture with coordination and
and style. control.
Postural exercises
demonstrated when Postural exercises Postural exercises
one is seated, walking, demonstrated when one is demonstrated when one is
standing and drills seated, walking, standing seated, walking, standing
Sitting down and and drills and drills
touching alternate toes Sitting down and Sitting down and touching
with alternate hands, touching alternate toes alternate toes with
jumping and touching with alternate hands, alternate hands, jumping
alternate toes with jumping and touching and touching alternate toes
hands (emphasis alternate toes with hands, with hands ( emphasis
should be placed on walking with hands on should be placed on
posture) hips( emphasis should be posture)
placed on posture)

Dancing with Dancing with emphasis

emphasis on posture. on posture. Dancing with emphasis on
posture.
AS 5 Identifies dangers Demonstrates Applies basic First Aid in
and responsible knowledge of safety different situation.
safety measures in measures in and around
and around water. water.

• Running water • Drowning

(river, ocean) • Running water • Epilepsy
• Static water ( dam, (river, ocean) • Fainting
swimming pool) • Static water ( dam, • Spraining
N.B. Water safety swimming pool) • Asthma attack
activities can be done N.B. Water safety • Fracture
without swimming activities can be done • Cramps
pools, it can be done without swimming pools, • Muscle pull
on the floor in the it can be done on the floor
• Bleeding nose
classroom. (P 91-98 in the classroom. (P 91-98
addendum) addendum)

SENIOR PHASE

LEARNING OUTCOME 4

The learner will be able to demonstrate an understanding of, and participate in,
activities that promote movement and physical development.

The Senior Phase learner is entering adolescence and experience rapid physical change.
The refinement of movements is aimed at developing precision and agility. These are to be

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 emphasized in different situations. Lifelong participation in physical activities promoting
fitness needs to be encouraged.

ASSESSMENT STANDARDS

ASSESSMENT GRADE 7 GRADE 8 GRADE 9

STANDARDS
AS 1. Participates in an Plans and participates in Participates in and
outdoor adventure an adventurous evaluates own
programme through recreational outdoor performance in an
orienteering in different activity. adventurous
environments. recreational outdoor
• Team building activity.
Orienteering involves • Educational dance
providing learners with a • Skipping circuits In educational dance one
map whether it be a map • Tug of war can evaluate:-
of the local • Time
neighbourhood, the school • Space
grounds sports field etc. • Power
On the map certain points • Continuity
or beacons are • Smoothness
highlighted, which
learners have to find by
orienteering themselves
according to the map.
Examples of environment:
• Water
• Sport field
• School grounds
AS 2 Performs a sequence of Plans and implements a Refines and evaluates
physical activities programme to improve own and peer movement
including rotation, techniques of rotation, performance including
elevation, and balance balance and elevation. rotation, balance and
movements. elevation.

Balancing can either be Balancing can either be Balancing can either be

static or dynamic. Balance static or dynamic. Balance static or dynamic. Balance
activities can be done on activities can be done on activities can be done on
different body parts, different body parts, different body parts,
involving many parts for a involving many parts for a involving many parts for a
wide base of support and wide base of support and wide base of support and
few parts for narrow base few parts for narrow base few parts for narrow base
of support. of support. of support.

• Balancing e.g. Body • Balancing e.g. Body • Balancing e.g. Body

lifted and balancing on lifted and balancing on lifted and balancing on
hands and feet with back hands and feet with back hands and feet with back
facing downwards facing downwards facing downwards
• Balancing on left hand • Balancing on left hand • Balancing on left hand

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 and left foot alternating and left foot alternating and left foot alternating
with rhythm. with rhythm. with rhythm.
• Rocking on your back • Rocking on your back • Rocking on your back
clutching the knees. clutching the knees. clutching the knees.
• Balancing when • Balancing when • Balancing when
catching a ball. catching a ball. catching a ball.
• Rotation using various • Rotation using various • Rotation using various
body parts e.g. body parts e.g. body parts e.g.
horizontal axis – arms horizontal axis – arms horizontal axis – arms
stretched sideways. stretched sideways. stretched sideways.
Vertical axis – arms Vertical axis – arms Vertical axis – arms
stretched up or hanging stretched up or hanging stretched up or hanging
downwards, on both feet downwards, on both feet downwards, on both feet
and one foot elevated. and one foot elevated. and one foot elevated.
• Elevation – using • Elevation – using • Elevation – using
various body parts various body parts various body parts
lifting arms, legs hand lifting arms, legs hand lifting arms, legs hand
stand, cartwheel, push stand, cartwheel, push stand, cartwheel, push
ups ups ups

AS 3 Participates in and Participates in a fitness Assesses own physical

reports on a fitness programmes and wellness level and sets
programme. records progress. personal goals for
improvement.

A fitness programme is a A fitness programme is a A fitness programme is a

continuous activity that is continuous activity that is continuous activity that is
done over a period of time done over a period of time done over a period of time
to achieve a certain to achieve a certain to achieve a certain
objective and should be objective and should be objective and should be
measurable, e.g. measurable, e.g. measurable, e.g.
No. of push-ups in a given No. of push-ups in a given No. of push-ups in a given
time, strength and time, strength and time, strength and
flexibility, speed. flexibility, speed. flexibility, speed.
AS 4 Designs and plays a Designs and plays target Critically evaluates and
game that includes the games. executes a game plan for
concept of invasion. individual or team sport.

Page 17 – 19 (addendum) Page 95 – 100 Make variations of games

(addendum) done in previous grades.
Include individual and
team games, rules and
time
AS 5 Investigates fair play in Investigates and reports Reports on and discusses
a variety of athletic and on gender equity issues sport ethics.
sport activities. in a variety of athletic
and sport activities.

• Observe rules • Media coverage of • Sportsmanship

• Equipment used. National Teams. • Discipline and

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 • Time • Sponsorships of behaviour
• Number of players National Teams • Tameness
• Age • No of women teams • Organisation
• Terrain representing the
country. { local,
Provincial and
National}
• Women in managerial
positions.
• Sports awards to
women.
• Growth
(developmental)
opportunities.

LIFE ORIENTATION LESSON PLAN

Grade: 6 Duration: 60 Minutes Content in Context: Rhythmic Movements:-

Number of Learners: 50

Assessment Standard Learning Activities Details of Assessment Barriers

AS 1 1. Introduction Rubric Learners with
Performs rhythmic 10 minutes warming up. Moving as barriers will
patterns of movement follows:- move at their
with coordination and Power of movement on tiptoe / own pace as
control. softly /stamping feet. long as they
Time as fast/slow as you can. are
Decrease and increase speed. participating.
Continuity-jerky, on ice smooth,
machine
Space:- very small, tall, using arms
(straight, bent, motionless)
Lesson Focus: Learners will be creating
a dance in groups. Dance should
include the following routines or
sequence movements.
• In one place
• Forward
• Circles
• Connect in a logical way
• Continuous way
• Consists of three parts
-start
-climax

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 -ending
• Simple floor patterns i.e. lines,
formation circles etc.
• Groups create a dance by depicting
a scene or an animal i.e. a
thunderstorm (wind, leaves,
blowing, rain, rain, thunder, moving
clouds, lightning, etc.)
• Fireworks works show
A cat which creeps up and jumps a
cage of chickens.
• A room where the following happen
simultaneously
-pot boiling on stove
-kettle boiling ( steam)
-washing machine/ vacuum
cleaner
-fruit juice blender and other examples.
Groups may choose similar dance.
The learners should make a dance that
will show:
-rhythmic patterns of movement
-coordination
-control of movement

2. Cooling Down: - Play soothing

music. Learners lie down on the
floor with eyes closed relaxing each
body part i.e. Neck, shoulders,
arms, legs feet etc. breathing in and
out slowly.

GROUP ACTIVITY

OBSERVATION SHEET

NAMES Movements Rhythmic Control and Enjoyment Continuity Participation Total

( one place, Patterns coordination of the song
forward, circles)
7 5 4 3 6 3 30
Khaya
Wezi
Fufu
Drop
Sbuku
Khithas
Marie

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Johny

Grade: 5 Duration: 60 Minutes Content in Context: Gymnastics Cartwheel

Number of learners: 50

Selected Assessment Learning Activities Details of Assessment Barriers

Standards
AS 2 1. Introductory Activity: Game: Learners with
Performs movement Crows and Cranes. barriers will
sequences that require Learners stand in two teams in lines move at their
consistency and control next to each other. When the teacher own pace as
in smooth and calls out either “crows or cranes” the long as they
continuous combinations. called team runs to tag the team, who are
tries to get away. The learners who are participating.
tagged become part of the other team.
In the end the team with most
members wins.
2. Lesson Focus: Observation sheet.
Review handstand.
Learners stand in 4 lines in front of
wall. Each learner works with a
partner.
Learners do handstand against a wall
with support of partner as learnt in the
previous lessons.
3. Learn cartwheel. 10 lines on
the floor, Circuits with 5
stations of progressive learning
steps for cartwheel. 4 learners
at each station. Repeat activity
in that station for 4 minutes
before changing, until all have
done all stations.
Station 1: Bunny handstands kick over
the line.
Station 2: Step I foot and do half
cartwheel over line.
Station 3: Hands on bench, kick feet
over.
Station 4: Half cartwheel over bench.
Station 5: Full cartwheel with support.
Station 6: Do cartwheel without
support.
Closing Activity: Learners spread out
in an open space. One learner is

15
 identified to be the first chaser. The
chaser tries to tag any other learner.
The tagged learner has to do one
cartwheel on the spot before trying to
tag someone else. Each time a learner
is tagged, all the learners who have
been tagged, also have to cartwheel
with the newly tagged learner.

Resources: Soft surface, wall, low

benches/ chairs

Observation Sheet

NAME STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 TOTAL DESCRIPTOR

5 5 5 5 5 25
Lizo 4 3 4 4 5 24 Excellent
Sindi 4 3 3 2 2 14 Proficient
Gwen 4 4 4 5 5 22 Excellent
Patty 2 1 2 1 1 7 Limited
Mzi 3 2 1 2 1 9 Adequate
Lulu 3 4 4 3 4 18 Proficient
Stella 1 2 2 1 1 7 Limited
Bishop 4 4 5 5 5 23 Excellent
Malandi 3 2 4 4 3 16 Proficient
Manko 2 1 2 2 1 8 Adequate

The following levels, percentage scales and descriptors inform the description of performance per level
and the allocation of marks on the assessment tool

Level of Descriptors % Scale

Performance
E Excellent (wow) 75 – 100%
P Proficient (Looking good) 50 – 74 %
A Adequate (still lots of room for improvement) 30 – 49 %
L Limited (Lacking in many areas/ not attempted) 0 – 29 %

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 Grade: 7 Duration: 120 Minutes Content in Context: Fitness Circuit Training
Number of Learners: 50

Selected LOs & ASs Learning Activities Details of Assessment Barriers

AS 3 1. Introduction. Warming up. (12- Informal assessment over a Learners with
Participates in and 15mnts) Learners move to the beat of a period of time whilst barriers will
reports on a physical drum or other percussion instrument. learners were exposed to a move at their
programme Movements should be : wide variety of physical own pace as
• Changes in direction. fitness and exercises. long as they
• Different levels e.g. moving on Educator gives meaningful are
toes, jumping, crawling, crouching feedback on learners’ participating.
etc. performance. Learners will
• Various pathways. report on their own.
• Involve all body parts
• Learners move according to the Assessment tools.
speed and intensity of the drum. Observation sheet
To make this activity interesting one
can
2. Lesson Focus.
Set up stations (8 – 10)
• Students are instructed to start by
performing any of the warm up
movements and move to a station
when the music changes. There
should be not more than 5 learners
at a station at a time. Do repetition
of the exercise in each station
within the given time.
STATION 1. ABDOMINALS
• Do curl - ups
• Do full sit - ups.
STATION 2. ARMS
• Do crab push – up
• Do pull – up
STATION 3. QUADRISEPS
• Perform Plies ( bending knees)
dance ( ballet term)
• In Plies position bounce a ball
off the wall standing with heels
together feet pointing opposite
direction.
STATION 4. WHOLE BODY
• Using jump ropes make
continuous movements forward
and backwards with varying

17
 patterns.
• Lay the rope in a straight line
on the floor. Then jump back
and forth or sideways over it
continuously.
STATION 5. UPPER BACK AND
RHAMBOIDS
• Standing with bent knees and
legs in straddle position, do
upright rows with weights not
exceeding 20 times within the
given time.
STATION 6. CHEST
• Lie on a bench or floor mat and
do fly wings with weights not
exceeding 20 times.
• Do push-ups or modified push
ups (on knees) not exceeding
20 times.
STATION 7. AEROBIC DANCE.
• Gallop between markers
• Slide between markers
• Skip between markers
STATION 8.WHOLE BODY
Line touch – bending and stretching.
• Run back and forth between
lines, touching the line with the
hand each time more or less 10
repetitions.
• Two hold line raising level for
touching by other members.
Interchange positions.
RESOURCES: markers, ropes
weights, balls, stop watch, benches

18
 OBSERVATION SHEET

Assessment can be done by the teacher or peer or self

Name of group:
Names of learners …………………………………. ……………………………….
…………………………… ……………………. ………………… ………………

ACTIVITY (stations) WEEK 1 WEEK 2 WEEK 3 WEEK 4

10 10 10 10
1 ABDOMINALS e.g. 3 5 7 10
• Curl – ups
• Sit ups
2 ARMS
• Crab push – ups
• Pull – ups
3 QUADRICEPS
• Plies
• Plie and bounce
ball
4 WHOLE BODY (jump
rope)
• Continuous forward
and backward
varying patterns.
5 UPPER, BACK AND
RHOMBOIDS
• Standing bent knees –
legs in a straddle
position
• Flying wings do
upright rows with
weights
6 CHEST
• Lie on bench/ floor
do fly wings with
weights
• Push – ups / modified
push - ups
7 AEROBIC DANCE
STEPS
• Gallop
• Slide
• Skip
8 WHOLE BODY
• Running touching

19
 line
• Running and jumping
touching line at
different levels

Grade: 6 Duration: 120 Minutes Content in Context: shapes,

Speed and direction in Gymnastics

Number of Learners: 50

Selected Assessment Learning Activities Details of Assessment Barriers

AS 2 1. INTRODUCTORY ACTIVITY. Observation sheet Learners with
Demonstrates refined In circle learners join hands and walk physical
sequences emphasizing to the middle of the circle right, left challenges
changes of shape, speed right and then touch left foot then right can assist with
and direction through foot repeat walking backwards. counting,
gymnastic actions holding
equipment,
and ma do
adapted
activities
2. LESSON FOCUS
Teacher explains/demonstrates
movements one at a time.
1) March forward to a rhythm, jog,
and run, sprint backwards.
2) Skip 4 times forward with a rope
varying tempo (in rhythm)
3) Repeat backwards.
4) Jump in and out of hoops swinging
right then left.
5) Repeat forming circles and then
start sequence again 2 times.
6) Repeat forming circles and then
start sequence again.2-3 times
3. CONCLUSION.
Learners in a double circle, facing each
other do this dance:
• Jump Jim Jo
Take a little whirl, and around you go
Slide, slide and stamp just so
You are a sprightly little fellow
When you jump, Jim Jo
(Take another partner)
RESOURCES: skipping ropes, music,
hoops, and colour bands.

20
 OBSERVATION SHEET

NAMES MARCHING SPEED RHYTHM DIRECTION

Mike
Spho
Dee
Fergus
Zan
Mpura
Ncusta
Sindi
Nonis
Quartana

SCALE

LIMITED ( 0 -29) ADEQUATE (30-49) PROFICIENT(50-74) EXCELLENT(75-100)

Does not march correctly- Marches as demonstrated, Marches well with correct Marches well, with toes
clumsiness in swinging of correct arm swinging, fair posture, keeps rhythm, straight, torso erect, eyes
arms, co-ordination co-ordination, knees bend changes direction focused keeping rhythm
bending of knees, correctly, keeps posture, promptly swings arms and changing tempo with
Wrong posture , keeps rhythm to a certain well, good co-ordination music changes direction
Does not keep to the extent, swiftly and composed.
rhythm Changes direction easily
Does not keep changing of
direction

21
 Grade: 9 Duration:120 Minutes Content in Context:
Speed and direction in Gymnastics
Number of learners: 50

Selected Assessment Learning Activities Details of Assessment Barriers

AS 4. Critically evaluates 1. Introduction: Group learners. Rubric Learners with
and executes a game plan • Let each group choose a game for a physical
for individual or team. group or individual e.g. rugby, challenges
soccer, tennis or golf. may not
I. Each group/individual plans for participate in
the game. the actual
II. They consider the following:- game but can
III. Warm up – was it suitable for the have it
sport chosen? adapted to suit
IV. Was time allocated for the sport their
suitable? challenges
V. Skill Development- Is there a
build up?
VI. What techniques will be used e.g.
catching, throwing, kicking,
scoring, shooting
VII. Equipment – Is equipment
relevant for the sport?
VIII. Were the rules clearly stated and
obeyed?
IX. Enjoyment – was the sport
enjoyed by everybody?

ASSESSMENT RUBRIC

CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Relevance of warm Warm up activities Some activities were Warm up activities All the warm up
up activity are not related to the relevant to the game are directly related to activities were
sport the sport. relevant and well
done
Skills developed in The game was Few skills were Enough skills were A lot of skills were
the game clumsy with no skills demonstrated during shown during the used and made the
shown the game. sport. game entertaining.
Observation of rules. There were few rules Some rules were Rules were All rules were
and they were not observed observed. observed and carried
observed out.
Enjoyment of the Participants did not Some of the players Players enjoyed the All the players as
game enjoy the game enjoyed the game game. well as spectators
enjoyed the game

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BASIC PHYSICAL EDUCATION EQUIPMENT
ITEM DESCRIPTION QUANTITY PER CLASS SET
1.Hoops 45
2.Rubber balls 45
3.Beanbags 45
4.Tennis balls 45
5.Skittles 20
6.Small landing mat Set of 20
7.Wooden bats 20
8.Plastic colour bands 50 different colours
9.Whistles 2
10.Climbing frame 1
11.Long benches 4
12.Skipping ropes-2 metres 45
and durable
13.Netball 6
14.Soccer balls 6
15.Netball poles, rings and
nets
16.Rugby balls 6
17.Cricket balls 12
18.Cricket stumps 2 2 sets
19.Relay batons 2 2 sets
20.First Aid Kit
21.Softball balls 8
22.Mitts 8
23.Helmet 2
24.Hockey balls 10
25.Hockey pole nets 2
26.Stop watches 3
GRADE 9
28.Compasses 5
29.Adventure outdoor 3
activity programme
30.Strong rope for 5
mountaineering
31.Rhythmic ribbons 30

TAKING CARE OF THE PHYSICAL EDUCATION EQUIPMENT

• Keep the store room clean and tidy

• Allocate one area for each specific equipment
• Keep a log book for the equipment
• Check all the equipment once a term

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• Repair or replace broken equipment
• Allocate one learner to be responsible for the equipment
• room
• Check the safety precautions of the equipment regularly

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