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Intermediate Phase Grade 6 • Facilitator’s Guide

Life Skills CAPS Life Skills

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Facilitator’s Guide

2106-E-LFS-FG01 2106-E-LFS-FG01

Life Skills Facilitator’s guide

CAPS aligned

LM van der Walt

2106-E-LFS-FG01

Í5&È-E-LFS-FG01}Î

Grade 6

G06 ~ Life Skills

Contents

Lesson elements.......................................................................................................................................... 6 Preface............................................................................................................................................................ 7 Timetable and time management......................................................................................................... 9 Assessment requirements....................................................................................................................... 9 Year plan..................................................................................................................................................... 10 Unit 1: Personal and social well-being..............................................................................................13 Lesson 1: Positive self-image – body image......................................................................................................14

Lesson 2: Abilities, interests and potential........................................................................................................ 15

Lesson 3: Peer pressure............................................................................................................................................. 16

Lesson 4: Problem-solving skills in conflict situations................................................................................. 17 Unit 2: Performing arts.......................................................................................................................... 18

Lesson 5: Warm-up and play...................................................................................................................................19

Lesson 6: Improvise and create..............................................................................................................................22 Lesson 7: Read, interpret and perform................................................................................................................23 Lesson 8: Appreciate and reflect............................................................................................................................24

Unit 3: Visual arts.....................................................................................................................................25

Lesson 9: Visual literacy............................................................................................................................................ 26

Lesson 10: Create in 2D.............................................................................................................................................. 27 Lesson 11: Design in 3D............................................................................................................................................. 27 Unit 4: Physical education.....................................................................................................................29

Lesson 12: Safety measures during striking and fielding games.............................................................30 Lesson 13: Performing movements in striking and fielding games........................................................30

Lesson 14: Participation in striking and fielding games ............................................................................. 32

Unit 5: Personal and social well-being..............................................................................................33

Lesson 15: Self-management skills.......................................................................................................................34

Lesson 16: Bullying...................................................................................................................................................... 35

Lesson 17: Cultural rites of passage..................................................................................................................... 35 Lesson 18: Dignity in religion.................................................................................................................................. 36

Facilitator’s Guide

Unit 6: Performing arts...........................................................................................................................37

Lesson 19: Warm-up and play.................................................................................................................................38

Lesson 20: Improvise and create...........................................................................................................................39 Lesson 21: Read, interpret and perform.............................................................................................................40

Lesson 22: Appreciate and reflect......................................................................................................................... 41 Unit 7: Visual arts.....................................................................................................................................42

Lesson 23: Visual literacy.......................................................................................................................................... 43 Lesson 24: Create in 2D..............................................................................................................................................44

Lesson 25: Design in 3D.............................................................................................................................................44

Unit 8: Physical education.....................................................................................................................46

Lesson 26: Safety measures during physical fitness activities.................................................................. 47 Lesson 27: Performing movements in a physical fitness programme .................................................. 47 Lesson 28: Participation in a fitness programme...........................................................................................49 Unit 9: Personal and social well-being............................................................................................. 50

Lesson 29: Caring for animals................................................................................................................................. 51 Lesson 30: Caring for people................................................................................................................................... 52 Lesson 31: Nation-building and cultural heritage.......................................................................................... 52 Lesson 32: Gender stereotyping, sexism and abuse...................................................................................... 53 Unit 10: Performing arts........................................................................................................................55

Lesson 33: Warm-up and play................................................................................................................................. 56

Lesson 34: Improvise and create........................................................................................................................... 57 Lesson 35: Read, interpret and perform.............................................................................................................58 Lesson 36: Appreciate and reflect.........................................................................................................................58

Unit 11: Visual arts...................................................................................................................................59

Lesson 37: Visual literacy..........................................................................................................................................60 Lesson 38: Create in 2D..............................................................................................................................................60

Lesson 39: Design in 3D............................................................................................................................................. 61

G06 ~ Life Skills

Unit 12: Physical education...................................................................................................................62 Lesson 40: Safety measures during rhythmic movements......................................................................... 63 Lesson 41: Performing rhythmic patterns/movements with coordination and control...............63

Lesson 42: Participation in rhythmic patterns/movements with coordination and control....... 65 Unit 13: Personal and social well-being............................................................................................66

Lesson 43: Basic first aid .......................................................................................................................................... 67 Lesson 44: Food hygiene............................................................................................................................................ 67 Lesson 45: Communicable diseases......................................................................................................................68

Lesson 46: HIV/Aids education..............................................................................................................................69

Unit 14: Performing arts........................................................................................................................71

Lesson 47: Warm-up and play ................................................................................................................................ 72 Lesson 48: Improvise and create........................................................................................................................... 73 Lesson 49: Read, interpret and perform.............................................................................................................74 Lesson 50: Appreciate and reflect.........................................................................................................................74

Unit 15: Visual arts...................................................................................................................................75

Lesson 51: Visual literacy.......................................................................................................................................... 76

Lesson 52: Create in 2D.............................................................................................................................................. 76

Lesson 53: Design in 3D............................................................................................................................................. 77 Unit 16: Physical education.................................................................................................................. 78

Lesson 54: Safety measures during gymnastics or swimming activities..............................................79 Lesson 55: Performing gymnastics or swimming activities.......................................................................79

Lesson 56: Participation in gymnastics or swimming activities.............................................................. 82

Facilitator’s Guide

Learning objectives What learners should

know at the end of the

lesson according to CAPS requirements.

Lesson elements

Important terminology

Tips

New terminology to assist

Any information other

with the understanding of the subject as part of the lesson.

than the content, to guide learners through the learning process.

Activity Define Definitions of concepts to understand the content.

Questions to complete to

test learners’ knowledge of the completed lesson.

For the curious Encouragement to do in-

depth research about the

content. Expand the activity and exercise to such an

extent that learners are

encouraged to explore. For gifted learners: expanded

Core content

Study/Revision

Emphasise the core of

Time spent studying the

the content; in-depth

explanation of a specific section of the lesson;

learners must understand

content at the end of the

unit and to prepare for a test or examination.

exercises. For Learners with Special Educational Needs

(LSEN): explain the need to

complete the basic questions to achieve a pass mark.

this content.

*All lesson elements are not necessarily used in this guide. 6

G06 ~ Life Skills

Preface

Welcome to Grade 6!

The subject of Life Skills contributes to each learner’s overall development. It is at the centre of

the learner’s holistic development and will teach each learner the required skills to reach his/

her full potential on a physical, intellectual, personal, emotional and social level. The learners

will also be equipped with knowledge and skills to help them to function as a well-rounded individual in society. The subject encourages learners to develop life skills that will enable

them to effectively deal with the onslaught of society. The learners are also encouraged to play an active and responsible role in society.

The subject of Life Skills comprises three sections:

● ● ●

Personal and Social Well-being (PSW)

Physical Education (PE)

Creative Arts (CA) – Performing Arts and Visual Arts

In this guide, the three sections flow together. The PE activities are not found at the back of

the study guide, but are included in each term’s work. You can adjust the lesson content at your own discretion, but you have to ensure that all the work is completed during the term.

This guide was compiled in accordance with the CAPS requirements. Personal and Social Wellbeing teaches the learners how to behave in the relationship between themselves and the

environment and community. It equips learners with the life skills to make informed decisions

about everyday life. This includes decisions about personal lifestyle, health and social wellbeing.

It will help learners deal with difficult situations and mainly focuses on:

● ● ●

Self-development

Health and environmental responsibility Social responsibility

Physical Education focuses on the physical development of learners. The learners will learn

about healthy eating and exercising habits to enable them to make informed decisions about

their health and fitness.

Facilitator’s Guide

The last part is Creative Arts. This is divided into Dramatic Arts and Visual Arts.

Performing Arts exposes the learner to dance, drama and music. It helps him/her to develop and expand their creativity. The four topics of Performing Arts are:

● ● ● ●

Warm-up and games – preparing the body and voice, and the use of games to learn the skills. Improvise and create – using spontaneous art skills to demonstrate learning.

Read, interpret and perform – learn the art form’s language, interpretation and performance of the productions.

Appreciate and reflect – demonstrate understanding and appreciation of own and others’ productions.

Visual Arts focuses on the following three aspects:

● ● ●

Visual literacy Create in 2D

Design in 3D

The subject of Life Skills has the following specific goals:

● ● ● ● ● ● ●

Guide learners in reaching their full physical, intellectual, personal, emotional and social potential.

Educate learners to exercise their constitutional rights and responsibilities en to respect the rights of others.

Guide the learner in making informed and responsible decisions about their health and environment.

Develop creative, expressive and innovative individuals.

Develop skills such as self-awareness, problem-solving, interpersonal relationships, leadership, decision-making and effective communication.

Expose learners to experiences and the basic skills of dance, drama, music and the visual arts, as well as art literacy and appreciation.

Allow learners to enjoy the health benefits of exercise and to develop social skills that come from participation in physical education.

All the formal assessments can be found in the portfolio book.

G06 ~ Life Skills

Timetable and time management

Four hours a week has been assigned to Life Skills. The content is distributed over 40 weeks to cover the curriculum adequately.

Weight per field of study

Field of study Personal and Social Well-being Physical Education Creative Arts Total Weeks

Time allocated per week 1½ hours 1 hour 1½ hours 4 hours

Total hours per year 60 hours 40 hours 60 hours 160 hours 40

Assessment requirements

Both formal and informal assessments must be done. Learners should receive frequent feedback to improve the learning experience.

Informal or daily assessment

The goal of the assessment is to continuously gather information regarding the learner’s

performance that is then used to improve learning. This requires daily monitoring of learners’ progress. It is done through observation, discussion, practical demonstrations and informal interactions during class.

The activities during the lessons are a method of informal assessment. It does not have to

be marked and do not count any marks. It is important to discuss the learner’s answers

with him/her. It helps the learner form a better understanding of and insight into the

lesson theme.

Formal assessment Formal assessments are marked and formally entered on the mark sheets. These include: tests, tasks, projects, examinations and practical demonstrations or performances.

Refer to the portfolio book for these activities, as well as all information relating to examinations.

Facilitator’s Guide

Term

Year plan

Unit & lesson

Date started

Date completed

Unit 1: Personal and social well-being Lesson 1: Positive self-image – body image Lesson 2: Abilities, interests and potential Lesson 3: Peer pressure

Lesson 4: Problem-solving skills in conflict situations Unit 2: Performing arts

Lesson 5: Warm-up and play

Lesson 6: Improvise and create 1

Lesson 7: Read, interpret and perform Lesson 8: Appreciate and reflect Unit 3: Visual arts

Lesson 9: Visual literacy Lesson 10: Create in 2D

Lesson 11: Design in 3D

Unit 4: Physical education

Lesson 12: Safety measures during striking and fielding games Lesson 13: Performing movements in striking and fielding games Lesson 14: Participation in striking and fielding games Unit 5: Personal and social well-being

Lesson 15: Self-management skills Lesson 16: Bullying 2

Lesson 17: Cultural rites of passage Lesson 18: Dignity in religion Unit 6: Performing arts

Lesson 19: Warm-up and play

Lesson 20: Improvise and create

Lesson 21: Read, interpret and perform Lesson 22: Appreciate and reflect

G06 ~ Life Skills Unit 7: Visual arts Lesson 23: Visual literacy Lesson 24: Create in 2D 2

Lesson 25: Design in 3D

Unit 8: Physical education

Lesson 26: Safety measures during physical fitness activities Lesson 27: Performing movements in a physical fitness programme Lesson 28: Participation in a fitness programme Unit 9: Personal and social well-being

Lesson 29: Caring for animals Lesson 30: Caring for people

Lesson 31: Nation-building and cultural heritage

Lesson 32: Gender stereotyping, sexism and abuse Unit 10: Performing arts

Lesson 33: Warm-up and play

Lesson 34: Improvise and create 3

Lesson 35: Read, interpret and perform Lesson 36: Appreciate and reflect Unit 11: Visual arts

Lesson 37: Visual literacy Lesson 38: Create in 2D

Lesson 39: Design in 3D

Unit 12: Physical education Lesson 40: Safety measures during rhythmic movements Lesson 41: Performing rhythmic patterns/ movements with coordination and control Lesson 42: Participation in rhythmic patterns/ movements with coordination and control Unit 13: Personal and social well-being 4

Lesson 43: Basic first aid Lesson 44: Food hygiene

Lesson 45: Communicable diseases Lesson 46: HIV/Aids education

Facilitator’s Guide Unit 14: Performing arts Lesson 47: Warm-up and play

Lesson 48: Improvise and create

Lesson 49: Read, interpret and perform Lesson 50: Appreciate and reflect Unit 15: Visual arts

Lesson 51: Visual literacy Lesson 52: Create in 2D

Lesson 53: Design in 3D

Unit 16: Physical education Lesson 54: Safety measures during gymnastics or swimming activities Lesson 55: Performing gymnastics or swimming activities Lesson 56: Participation in gymnastics or swimming activities

Eenheid Unit 1 1 Personal and social well-being

Learning aims After you have completed the unit, you must be able to do the following: ● ● ● ● ● ● ●

Understand and respect changes in your body.

Identify the influence of the media and the community on your body image.

Accept yourself for who you are.

Identify your own abilities, interests and potential.

Create opportunities to make the most of your own abilities, interests and potential.

Identify and cope with peer pressure.

Apply problem-solving skills in conflict situations.

Introduction

In this unit, we will look at a number of themes and learn more about each of them. The following

is a brief introduction to these themes. Self-image determines what a person thinks of him-/ herself and it also affects the successful achievement of ideals. Self-image includes another aspect, namely body image. This is what a person thinks of his/her own body. People need to

respect their own body and those of other people.

Every person has particular interests, abilities and potential. It depends on how these abilities

and interests are used to reach a person’s full potential. It is important for learners to know

what their interests, abilities and potential are. Learners need to create opportunities to use these qualities to their own advantage.

Peer pressure is not a strange concept. Children have to deal with it every day. Learners need to cope

with peer pressure in the right way. Negative peer pressure may have adverse consequences for a

person. Finally, we will consider problem-solving skills and how to apply them in conflict situations.

Facilitator’s Guide Important terminology Abilities: Features you have that enable you to fulfil certain tasks; something you can do well, e.g. a skill or a talent.

Body image: How you see your body.

Interests: Things in which you are interested and in which you like to participate or which

you like doing.

Peer pressure: When a group puts pressure on an individual/group to participate in a particular action, irrespective of whether it is right or wrong.

Potential: A quality that helps you achieve a certain objective or to do best in the things in

which you excel.

Problem-solving: Certain actions carried out to resolve problems. Self-image: What you think of yourself as a person.

Lesson 1 Positive self-image – body image Recommended resources: study guide, magazines and posters on body image

Activity 1 Learners’ own appropriate answers. Activity 2 Learners’ own appropriate answers. Activity 3 Learners’ own appropriate answers. 14

G06 ~ Life Skills Activity 4 1.

The woman appears ‘prettier’ and ‘younger’ in the second photo.

Yes

Photoshop – this technique is used to make digital changes to photos. No

It creates the wrong impression of what someone looks like in reality and thus creates an illusion of perfection. Activity 5

Learners’ own appropriate answers. Activity 6 Learners’ own appropriate answers.

Lesson 2 Abilities, interests and potential

Recommended resources: study guide, articles and reports on the theme

Activity 7 Learners’ own appropriate answers. Activity 8 Learners’ own appropriate answers.

Facilitator’s Guide Activity 9 Learners’ own appropriate answers. Activity 10 Learners’ own appropriate answers. Activity 11 Learners’ own appropriate answers. Activity 12 Learners’ own appropriate answers.

Lesson 3 Peer pressure

Activity 13 Learners’ own appropriate answers. Activity 14 1.

Learners must make a list of bad and good influences that friends have had on their lives/ decisions.

Assist learners in making a list of positive peer pressure. Try to mention as many positive

Assist learners in making a list of negative peer pressure. Try to mention as many negative

things as possible. It may be things like friends influencing each other to do good things such as performing better academically.

things as possible. It may include things such as friends influencing each other to do bad things like smoking.

G06 ~ Life Skills Activity 15 Learners’ own appropriate answers.

Lesson 4 Problem-solving skills in conflict situations

Recommended resources: study guide, articles and reports on problem-solving Activity 16 Learners’ own appropriate answers. Activity 17 1.

Revise the steps of mediation with the learners:

● ● ● ● ● ● ● ●

Conduct the conversation privately.

Caution the people involved to listen to each other and not to insult each other verbally.

Allow the first person to put his/her side of the story.

Now allow the second person to put his/her side of the story.

Have a brainstorming session with the people involved and think of as many solutions as possible.

Discuss each solution proposed.

Decide on a fair solution. Everyone must agree to it.

The parties must agree to keep to the solution and apply it.

Assist learners in understanding these steps and in drafting a plan to act as a mediator

Discuss the steps the learners want to take. Learners should give you a complete outline

between Sarah and Shaun. Learners should write down the steps. Give them time to write down their own ideas and opinions. You should give advice and guidance only. of the steps to be taken and the solutions decided on. Activity 18

Learners’ own appropriate answers.