SANTS Private HEI Lesson Plan: Safety at Home for Grades R, 1, 2, 3

This lesson plan, designed for SANTS Private Higher Education Institution, focuses on teaching students in Grades R, 1, 2, and 3 about safety at home. The lesson aims to educate students on potential hazards within the home environment and equip them with the knowledge and skills to maintain safety. It covers pre-existing knowledge, new concepts, and future learning objectives, incorporating activities like PowerPoint presentations, visual aids, and group assignments. Differentiation strategies are included to support struggling learners and challenge advanced students. The lesson concludes with an assessment of the learning objectives through various methods, including written work, demonstrations, and performances, followed by a reflection on the lesson's strengths, weaknesses, and areas for improvement. The plan also includes a reference list of materials used in its preparation.

SANTS Private Higher Education Institution
GRADES R, 1, 2 and 3 LESSON PLANNING
FORM
NAME: STUDENT NO.
1. SUBJECT e.g. English HL
1.2 DATE
1.3 GRADE
(Mark the grade you will be teaching with an X)
R 1 2 3
2. KNOWL
EDGE/
CONTE
NT
AREA
e.g.
Phonics
3. THEME
e.g.
Healthy
living, My
body etc.
4. TYPE of
LESSON
/
LESSON
FOCUS
e.g. Outdoor
lesson, group
work, class
work etc.
PLEASE NOTE THAT THIS LESSON PLANNING TEMPLATE IS AVAILABLE IN
ELECTRONIC FORMAT ON MySANTS
5. NCS AIMS/General aims (tick boxes)
Learners are able to:
 Identify and solve problems and make decisions using critical and
creative thinking.
 Work effectively with others as members of a team, group,
organisation and community.
 Organise and manage themselves and their activities responsibly and
effectively.
 Collect, analyse, organise and critically evaluate information.
 Communicate effectively using visual, symbolic and/or language skills
in various modes.
 Use science and technology effectively and critically
showing responsibility towards the environment and the
health of others.
 Demonstrate an understanding of the world as a set of related
systems by recognising that problem-solving contexts do not
exist in isolation.

6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON
(Briefly summarise the content that you will be presenting in this lesson.)
The topic that would be covered in the class would be safety at home where the
students would be told how safety at home might be maintained and what are the
protective measures that might be taken by the students to remain safe while
carrying out daily routine activities at the home.
7. LESSON OBJECTIVE(S):
7.1 PRE-KNOWLEDGE
(Write down learners’ existing knowledge, skills and values.)
At the start of this lesson the learners should already know… and can do…
The students should have the required knowledge of the various places at the
home that might be proved dangerous to them and also the required skills that are
needed would be listening skills, creative thinking skills, communicating skills
and much more that would allow them to stay protective at the houses.
Moreover, the student’s through communicating skill should be able to interact
with anyone in the house ta the times of emergency situations.

7.2 CONCEPTS and NEW KNOWLEDGE
(Write down the new knowledge, skills and values that you are going to teach taking INTEGRATION into consideration.)
Language: English (HL/FAL)
High level and best command
on the English
Mathematics
None as such required for
safety
Life Skills
 Self-awareness
 Coping with stress
 Problem solving and
cession making
7.3 LESSON OBJECTIVES
(In your own words, write the lesson objectives based on the general and specific aims from CAPS.)
By the end of the lesson the learners should be able to…
The learners would be able to handle the challenging situations in most effective manner as the
basic learning objectives of safety at home is to make students aware and teach to assures safety
measures at homes without being dependent on other. Also, the lesson would aim in developing
certain skills so that it might be applied at the time of emergency. Moreover, it will help in
identifying the dangerous household items that students should not play with. Furthermore, this
lesson would categories the household items and make students aware about each household items
and their specific uses so that these are not used for any kind of wrong activity or play purpose in
the future.
7.4 FUTURE LEARNING
(Briefly describe what the learners will learn in the lesson that follows this one)
Based on the stated topic the students would be able to learn about the household dangerous
items and places that might harm the safety. Also, the learning would be provided through giving
the practical examples through group activities so that most of the learners are able to remember for
longer time period. Moreover, the students will identify the positive and negative outcome of the
certain steps taken while using any of the items at the household. Moreover, the short quiz would be
conducted so that each possible cause and effect of situation might be understood in well-defined
manner. Also, for the best future learning students will be provided with skits to act and
demonstrate the skills and at the end of each skit the student’s will be awarded with rewards and
prizes so that motivation might be maintained and learning is maintained for longer time period
,

7.5 DIFFERENTIATION
(Briefly describe how you will present this lesson taking the following aspects into consideration)
Learner support
(Indicate what measures are in place for
learners who struggle to grasp the
concepts. How will you support them and
keep them from getting negative and
frustrated?)
Proper support will be provided
to students that are struggling
to learn certain concepts in the
form of collecting timely
feedback in form of after class
conversation and also best
techniques would be used to
build these students morale
through adopting changes
teaching styles in revision
classes (Simanullang and
Rajagukguk, 2020)
Enrichment activities
(Indicate what measures are in place
for learners who grasped concepts
quickly. How will you challenge them
and keep them from getting bored?)
For those students that have
already understood all the
concepts in quick manner
these would be challenged
through providing the
reading materials and links
of you tube through which
they would be able to find
other ways that are not been
covered in the class. Also,
certain assignments would
also be given so that these
are able to maintain the
interest in the class and are
motivated to teach other
what has been learnt
Concerns
(e.g. Loadshedding – won’t be able to
listen to audio book. Will have to read
story instead, using instruments for
sound effects.)
For student’s that have
certain disabilities or are
interested in listening to the
audio books for better
understanding the same will
be provided so that
concepts are very much
clear and better
engagement within the class
might be maintained so that
more students are able to
develop interest and certain
queries within the class on
the concepts that are not
understood

8. LESSON PHASES:
8.1 INTRODUCTION OF THE LESSON
learning would be that positive environment would be created where
each learner would be greeted and made comfortable so that they do
not hesitate in sitting in the class. Also, the students would be asked
general question before starting of the lecture relating to the topic to
gain the insights the amount of knowledge that maximum students are
already having (Elmahdi, Al-Hattami and Fawzi,2018). Moreover,
the students would be teaching in certain portion one by one so that
learning might be made effective. Also, teaching would be made in
manner that students are able to link with the exiting skills and
knowledge and enhance the level of thinking.
8.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE
(Give a detailed description of WHAT content you will be presenting (selected in 7.2), HOW
you will present it, and WHAT ACTIVITIES THE LEARNERS WILL BE DOIN
G.
The content that would be presented within the class would
comprise of the method of safety and the dangerous items that
student’s need to be aware of (Hwang, Wang and Lai, 2021).
Moreover, the whole content would be presented in parts that would
be made easier for the student’s learning.
8.1.1 Time allocated:
8.1.2 LTSM:
(Describe the resources and media
you will be using in the introduction
phase of the lesson)
 Power point
presentations
 Visual images of
household items
 Books and audio clips
8.2.1 Time allocated:
LTSM:(Describe the resources and
media you will be using in the
development phase of the lesson)
Teaching materials
You tube
Assignments books

8.3 CONSOLIDATION
(Give a detailed description of how you plan to end the lesson by explaining how you will
consolidate the new knowledge, incorporate assessment of the objectives and wrap up. If
applicable, mention here any HOMEWORK/FUNWORK that you will give the learners.):
The lesson would be ended through the providing assignments
where the skills would be analyzed (Pinto and Leite 2020). Also,
the homework would comprise of short case studies where
through application of critical thinking students would answer
certain questions.
8.3.1 Time allocated:
8.3.2 LTSM:
(Describe the resources and media
you will be using in the consolidation
phase of the lesson)
Books
Articles

9.ASSESSMENT
At the end of the lesson, I will assess whether the learners have achieved the objectives in the following ways
(tick the appropriate blocks):
9.1 FORMS OF ASSESSMENT:
 Written work (drawings, painting etc.)
 Demonstrations (performing actions, experiments etc.)
 Performances (answers questions, making a speech, presenting a poem, reading aloud, role play,
dialogue)
 Models (artwork, constructions, collages etc.)
Assessment strategy Assessor Assessment instrument
 Observation
 Listening
 Reading
 Interpreting
 Reviewing
 Questioning
 Writing
 Teacher
 Self
 Peer
 Checklist
 Assessment scale
 Analytical rubric
 Holistic rubric

10. REFLECTION
Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not work), what did you find
challenging, if the lesson objectives were met and what would you improve if you had to teach this lesson again. Use the following
questions to guide your reflection: Describe aspects of your lesson that worked really well.
 Which areas of your lesson did not go according to plan? Explain why you think this may have happened.
 Look again at your lesson objectives. Did you meet them? Why/why not?
 What did you learn about the learners in your class today?
 What was your most challenging moment in this lesson and why? How will you respond next time?
 To what extent were the learners productively engaged in the learning process? Discuss.
 If you had the opportunity to teach this lesson again to this same group of learners, what would you do differently? Why?
 What evidence/ feedback do you have that the learners achieved an understanding of the lesson objective(s)?
Based on the overall teaching case it can be said that teaching went very well because of the
fact that all the teaching material was been broken down into smaller portions so that students are
able to learn in most effective manner (Williams and et.al., 2018). Furthermore, I have analyzed
that working areas that did not go well was the one where the end of each lesson plan
assignments were not provided and only feedback sessions was conducted due to which each
individual learner thought might not be analyses properly. Also, most challenging aspect of
whole learning was diverse students and their opinions and hence next time while delivering the
same lecture individual strengths and weakness would be closely analyses so that better
engagement might be ensured.

11. REFERENCE LIST
Williams, S. and et.al., 2018. Student’s perceptions of school safety: It is not just about being
bullied. The Journal of School Nursing. 34(4). pp.319-330.
Pinto, M. and Leite, C., 2020. Digital technologies in support of students learning in Higher
Education: literature review. Digital Education Review. (37). pp.343-360.
Hwang, G. J., Wang, S. Y. and Lai, C. L., 2021. Effects of a social regulation-based online learning
framework on students’ learning achievements and behaviors in mathematics. Computers &
Education. 160. p.104031.
Elmahdi, I., Al-Hattami, A. and Fawzi, H., 2018. Using Technology for Formative Assessment to
Improve Students' Learning. Turkish Online Journal of Educational Technology-TOJET. 17(2).
pp.182-188.
Simanullang, N. H. S. and Rajagukguk, J., 2020, February. Learning Management System (LMS)
based on moodle to improve students learning activity. In Journal of Physics: Conference
Series (Vol. 1462, No. 1, p. 012067). IOP Publishing.
(List all the text books, workbooks, documents such as the CAPS document, websites etc. that you used to prepare this lesson.)