Job bag: LS1_G6_PE_Lesson 2 Week: 2 of 10

Subject: Life Skills Grade: 6 Term: 1

Study area: Physical Education Duration: 1 hour Date:
Topic: A variety of striking and fielding
games.
Safety measures.
Sub-topic: Participation in a variety of Content: Physical Education concerning
striking and fielding games. participation in a variety of
striking and fielding games.
Safety measures during striking
and fielding games. Safety measures during striking
and fielding games.
Link with Understanding of basic Concepts: Rounders.
prior concepts of striking and fielding
knowledge: games.
Link with Understanding of the rules of Skills: o Applying the rules of the
future rounders. game of rounders.
knowledge: o Pitching, striking and
fielding.
Specific o Guide learners to achieve their full physical, intellectual, personal,
Aims: emotional and social potential.
(Pg. 10 o Guide learners to make informed and responsible decisions about their
CAPS) health and environment.
o Develop creative, expressive and innovative individuals.
o Develop skills such as self-awareness, problem-solving, interpersonal
relationships, leadership, decision-making and effective communication.
o To allow learners to enjoy the health benefits of exercise and develop
social skills through participation in Physical Education.
Enrichment: Refer to the variation on the Inclusivity: Learners with barriers to
rounders activity. hearing should be moved closer
to the teacher so as to hear the
instructions more easily.
Learners with barriers to sight
should have a peer assisting
them with tasks.
Learners with physical barriers
should be assisted accordingly.
For example, if a learner is
wheelchair bound allow a peer
to assist moving them so that
they can also participate in the
activity to the best of their
abilities. If necessary, activities
should be adapted to suit such
a learner’s needs.
Teaching steps: Learning steps:
o Allow learners to change into PE 5 o Learners change within the
 clothes. mins allocated time.
Warm-up Session 5
o (Select before lesson) Teacher mins
selects warm-up activities from
the provided resource list that are
appropriate to the activity that will
be undertaken.

o (During lesson) Teacher leads o Learners follow the teacher’s

the class through the warm-up lead and complete the warm-up
routine by demonstrating routine co-operatively.
practically what the learners o Learners contribute to the
should be doing, at the same explanation of the importance of
time reminding learners of the the warm-up aspect of a PE
importance of the warm-up lesson.
aspect of a PE lesson.
Main Activity (Practical Session) 10
o (Before lesson) Teacher sets up mins
the different stations with the
necessary equipment.

ROUNDERS
Step 1: Teacher divides the o Learners report to their
class into an even number of allocated groups and elect a
groups (i.e. 2, 4, 6, etc.) group leader.
depending on the size of the
class. Groups should be
comprised of about 10 learners
each. Each group must select a
group leader.
Step 2: Teacher gives each o Group leaders collect the 10
group leader an activity card activity card, return to their mins
containing the rules of rounders. groups and read through the
rules of the game with the
group.
Step 3: Teacher calls all the o Learners listen attentively, ask
groups together and goes questions for clarity, offer
through the rules of the game, explanations to questions from
answering any questions that the teacher or their peers.
learners may have.
Step 4: Teacher pairs groups o Paired groups collect the 10
together. Each pair of groups is equipment issued and report to mins
issued with 4 bases, a bat and a their designated area. One
ball and is given an area in which group is to start batting, the
to go and practise playing the other group to start fielding.
game they have been learning
about.
 Step 5: After 10 minutes, the o After 10 minutes, when the 10
teacher blows the whistle and teacher blows the whistle, the mins
instructs the groups to swop groups swop sides so that the
sides so that the batting group batting group becomes the
becomes the fielding group and fielding group and vice versa.
vice versa.
Variation: Learners can use
some of the time allocated to the
game to design their own striking
and fielding games in their
teams.
Cool-down Session 5
o (Select before lesson) Teacher mins
selects cool-down activities from
the provided resource list that are
appropriate to the activity that
has been undertaken.

o (During lesson) Teacher leads o Learners follow the teacher’s

the class through the cool-down lead and complete the cool-
routine by demonstrating down routine co-operatively.
practically what the learners o Learners contribute to the
should be doing, at the same explanation of the importance of
time reminding learners of the the cool-down aspect of a PE
importance of the cool-down lesson.
aspect of a PE lesson
o Allow learners to change out of 5 o Learners change within the
PE clothes. mins allocated time.
Assessment Formal * Form of Participation Assessment Frequency of
strategy: assessment: tool: Participation
List (pg. 55
CAPS)
Recommended CAPS Life Skills Intermediate Phase Policy Document
resources: NPPPPR
NPA
Textbook, resources for sports and games, resources for safety
Resource lists of warm-up and cool-down activities
PE working recording document for frequency of participation
Recommended Enough tennis balls for each pair of groups in the class (or improvised balls
equipment: made from plastic packets)
Enough baseball / softball bats for each pair of groups in the class (or
improvised bats made using a wooden stick as an inner core, wrapping
newspaper tightly around it to create the desired shape and securely taping it
in place) – the improvised bat must be round, replicating a baseball / softball
bat
Base mats (or squares of cardboard to demarcate the bases)
Reflection: Refer to the reflection tool at the end of the lesson plan.
HOD input:

Teacher HOD
signature: signature:

* This lesson is regarded as formal due to the participation mark allocated in accordance with
CAPS pg. 55.

The Rules of Rounders

o A rounders pitch has 4 bases. Refer to the diagram below:

2nd base

3rd base
1st base

batter
pitcher
Home base

o One team is the batting team, the other team is the fielding team.
o The fielding team takes up their positions on the field. Each base should be guarded by a
fielder. One player must take up the position of the pitcher. All other team members
spread themselves out on the outfield (positions beyond the bases).
o One member of the batting team stands in the batter’s position on the field holding the bat
two-handed with the bat resting against the shoulder.
o The pitcher pitches (throws / bowls) the ball at the batter. The pitcher must pitch the ball
underarm. He / she may not bounce the ball and is not allowed to pitch the ball directly at
the body of the batter or over the batter’s head or below the batter’s knees. Such a pitch
is called a ‘no ball’ or ‘foul ball’ and does not count. The pitcher must pitch the ball a
maximum of 3 times to the batter (so, the batter does not have to run after the first 2 balls
but must run after the 3rd ball whether or not he / she hits it).
o The batter hits the ball as hard and as far as he / she can. The batter then drops (not
throws) the bat, and begins running to 1st base, aiming to run to 2nd base, 3rd base and
then home base (the batter’s foot must touch the base before he / she moves on to the
next base). If a fielder catches the ball without it having bounced once after the batter has
hit it, then the batter is out. However, a batter cannot be out if he / she hits a no ball and a
fielder catches it before it bounces while the batter is running.
o When a batter is out, he / she must return to his / her team.
o When the batter starts running, the fielding team fetches the ball and tries to get the batter
out. They will do this by throwing the ball to a fielder who is close the base that the batter
is running towards. If the fielder catches the ball and stands on the base before the batter
 gets there, then the batter is out. The fielders may not try to block the batter from running
between bases.
o If the batter reaches the base before the fielder, then the batter is ‘safe’. The batter can
either stay where he / she is or run to the next base if he / she is confident of being able to
do so without getting caught ‘out’. If the batter chooses to stay on the base, then he / she
must wait for the next batter to hit the ball before running to the next base.
o The next batter goes to the batter position and picks up the bat. The fielding team can
appoint a new pitcher (the old pitcher then becomes a fielder).
o When the next batter starts running, the previous batter can move to the next base and
work his / her way to home base. Batters must be careful to ensure that they do not wind
up on the same base – e.g. there cannot be 2 batters on 1st base. So if the batter begins
running towards 1st base from the home base, a batter who is waiting at 1st base must
start running towards 2nd base and so on.
o The batting team gets a point for every team member who strikes the ball and makes it to
home base. ½ a point is awarded for a team member who makes it to home base without
having struck the ball.
o Once all the members of the batting team have had a turn to bat, the batting team
becomes the fielding team and vice versa.
o After both teams have batted, the team with the most points wins the game.
Reflection Tool Comments
Learners participated co-operatively in
the warm-up activity.
Learners participated co-operatively in
the main activity.
Learners participated co-operatively in
the cool-down activity.
Learners mastered the various activities
taught in the main activity:
o The rules of rounders
o Playing of rounders
Learners observed safety rules.
Educator time management.
Aspects of the lesson that went well: Aspects of the lesson that I would change for
________________________________ future reference:
________________________________ ___________________________________
________________________________ ___________________________________
________________________________ ___________________________________
________________________________ ___________________________________

Injuries / incidents: General comments:

________________________________ ___________________________________
________________________________ ___________________________________
________________________________ ___________________________________
________________________________ Frequency of participation list completed:
________________________________ YES / NO