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Help children … so that they can help themselves

Can we ever discard the statement:  “A healthy body hosts a healthy mind?

1. The Physical Development (Educational) Life Skills Programme

1.1 The meaning it holds for the child and the importance of the Programme in the Current  Reality

  • During the execution of this programme the child’s body and mind, social skills and strength are put together in reaction to what he/she experiences.
  • Movement and play, and therefore this programme, are considered as:
    • Planning time
    • Thinking time
    • Problem-solving time
    • Investigating time
    • Language time, and
    • Memory time
  • It is an explorative programme for learners in the Foundational Phase of their lives. It provides a gradual progression in the activities per lesson, in the lessons per term and in the grades (Grades R – 3). All the activities throughout this programme set REALISTIC CHALLENGES that fits to the child’s
  • It is learning through “Movement and Play”. The larger the variety of movement, the more connections there are between brain cells that contributes to the development of the brain itself, and the broader a child’s view and experience of life will be.
  • It helps the child to experience that he/she can do something that they could not do before.
  • It includes:
    • Simple games of skill, e.g. relay games, jungle gym/ climbing frame activities (where available), sensory play, etc.
    • Constructive- and Free play such as building own tracks with a variety of given apparatus and creating own games and play.
    • Basic sport skills, i.e. netball-, soccer-, rugby-, tennis-, hockey-, cricket-, gymnastics-, swimming, athletics such as sprinting, and a bit of basketball skills.
    • Educational games that enhance learning
    • Fantasy
    • Expressive movements
  • It contributes to the forming of a BALANCED CHILD. A healthy, spontaneous and cheerful (intellectual) child with a positive and strong developed physical condition in spite of economical pressure and technological progress.
  • This programme has the aim of creating opportunities whereby children can discover themselves by means of: within a stress-free, carefree and spontaneous atmosphere. As a result they will acquire important qualities necessary to deal with the i.e.
    • A positive and healthy self-image
    • Self-confidence
    • Leadership
    • Effective socializing skills
    • Self-discovery and mastery of skills
    • Developing Moral values like:
      • Self-discipline
      • Self-respect
      • Mutual respect
      • Responsibility
      • Acceptance, etc.
  • It helps teachers/coaches/parents to identify possible potential; after which parents can make intelligent decisions regarding a child’s future participation.

1.2 How the programme works

The programme is divided into four sections (one per term), each with its specific skills.

  • Term 1 – Gross Motor Skills which include a large variety of movement and also jungle gym & climbing frame activities.
  • Term 2 – Large ball (netball-, basketball-, soccer- & rugby skills) and Gross Motor Skills
  • Term 3 – Gymnastic- and Gross Motor Skills
  • Term 4 – Small ball (tennis-, hockey- & cricket skills) and Gross Motor Skills

The reason for this specific order of the sections from gross motor skills (term 1) to small ball and gross motor skills (term 4) is to comply with the learner’s age and developmental level and to create progression in performance and the use of apparatus. If learners start too early with too difficult activities or smaller and to heavy apparatus in connection with their ability and growth they could get discourage and loose interest and self-confidence…

1.3 School- and Homeschooling orientated

Homeschooling (Gr.1-3)

There are nineteen lessons per term of which one will be an assessment lesson. Each lesson contains movement activities that comply with identified perceptual motor skills. The programme provides two lessons per week and the time allocation per lesson is +/- 50 minutes. The second lesson of each week consists of revision by repeating the previous lesson plan; if not otherwise stated. At times there can be made use of the extra appendix consisting out of jungle gym activities and some extra activities.

School up to 20 and 40 learners per class (Gr.1-3); and  School up to 30 learners per class (Gr.R)

There are nineteen lessons per term of which one will be an assessment lesson. Each lesson contains movement activities that comply with identified perceptual motor skills. The programme provides two lessons per week and the time allocation per lesson is 60 minutes for Gr.1-3 and +/-45 minutes for Gr.R. Lesson ‘b’ of each week consists of activities in lesson ‘a’ that must be repeated, jungle gym/climbing frame activities and/or new activities.

An overview of the spread of the different types of basic skills that occur throughout the Physical Development Life Skills Programme and the Assessments per Term are provided to assist the *teacher with her planning.

* The person who teaches the Physical Development

We see competent youth with self-respect and a purposeful drive to master challenges, to develop themselves and to reach their potential as human beings and thereby making a Positive Difference in the World they live in!

Johanda Möller

E-mail address: This email address is being protected from spambots. You need JavaScript enabled to view it.
Cell nr: 076 410 6287


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