Life Skills Grade 6 Study Guide

Intermediate Phase Grade 6 • Study Guide

Life Skills CAPS Life Skills

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Study Guide

2106-E-LFS-SG01 2106-E-LFS-SG01

6

Life Skills Study guide

CAPS aligned

LM van der Walt

2106-E-LFS-SG01

Í5&È-E-LFS-SG01>Î

Grade 6

G06 ~ Life Skills

Contents

Lesson elements.......................................................................................................................................... 6 Preface............................................................................................................................................................ 7 Year plan........................................................................................................................................................8 Unit 1: Personal and social well-being..............................................................................................11 Lesson 1: Positive self-image – body image...................................................................................................... 12

Lesson 2: Abilities, interests and potential........................................................................................................20

Lesson 3: Peer pressure............................................................................................................................................. 25 Lesson 4: Problem-solving skills in conflict situations.................................................................................29

Unit 2: Performing arts...........................................................................................................................36

Lesson 5: Warm-up and play................................................................................................................................... 37 Lesson 6: Improvise and create..............................................................................................................................42

Lesson 7: Read, interpret and perform................................................................................................................ 45 Lesson 8: Appreciate and reflect............................................................................................................................48

Unit 3: Visual arts.....................................................................................................................................51

Lesson 9: Visual literacy............................................................................................................................................ 52

Lesson 10: Create in 2D.............................................................................................................................................. 55

Lesson 11: Design in 3D............................................................................................................................................. 57 Unit 4: Physical education.................................................................................................................... 58

Lesson 12: Safety measures during striking and fielding games.............................................................59

Lesson 13: Performing movements in striking and fielding games........................................................ 62 Lesson 14: Participation in striking and fielding games .............................................................................68 Unit 5: Personal and social well-being............................................................................................. 70

Lesson 15: Self-management skills....................................................................................................................... 71 Lesson 16: Bullying...................................................................................................................................................... 76

Lesson 17: Cultural rites of passage.....................................................................................................................80

Lesson 18: Dignity in religion.................................................................................................................................. 86

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Study Guide

Unit 6: Performing arts...........................................................................................................................94

Lesson 19: Warm-up and play................................................................................................................................. 95 Lesson 20: Improvise and create........................................................................................................................... 96

Lesson 21: Read, interpret and perform............................................................................................................. 97

Lesson 22: Appreciate and reflect.......................................................................................................................101 Unit 7: Visual arts.................................................................................................................................. 103

Lesson 23: Visual literacy....................................................................................................................................... 104

Lesson 24: Create in 2D............................................................................................................................................107 Lesson 25: Design in 3D.......................................................................................................................................... 108

Unit 8: Physical education.................................................................................................................. 111

Lesson 26: Safety measures during physical fitness activities............................................................... 112 Lesson 27: Performing movements in a physical fitness programme ............................................... 112 Lesson 28: Participation in a fitness programme........................................................................................ 118

Unit 9: Personal and social well-being........................................................................................... 119

Lesson 29: Caring for animals.............................................................................................................................. 120

Lesson 30: Caring for people................................................................................................................................ 125 Lesson 31: Nation-building and cultural heritage....................................................................................... 130 Lesson 32: Gender stereotyping, sexism and abuse................................................................................... 140

Unit 10: Performing arts..................................................................................................................... 147

Lesson 33: Warm-up and play.............................................................................................................................. 148

Lesson 34: Improvise and create........................................................................................................................ 150

Lesson 35: Read, interpret and perform.......................................................................................................... 152

Lesson 36: Appreciate and reflect...................................................................................................................... 155 Unit 11: Visual arts................................................................................................................................ 159

Lesson 37: Visual literacy....................................................................................................................................... 160

Lesson 38: Create in 2D........................................................................................................................................... 162 Lesson 39: Design in 3D.......................................................................................................................................... 163

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G06 ~ Life Skills

Unit 12: Physical education................................................................................................................ 165 Lesson 40: Safety measures during rhythmic movements...................................................................... 166 Lesson 41: Performing rhythmic patterns/movements with coordination and control............ 166 Lesson 42: Participation in rhythmic patterns/movements with coordination and control.... 170

Unit 13: Personal and social well-being......................................................................................... 171

Lesson 43: Basic first aid ....................................................................................................................................... 172 Lesson 44: Food hygiene......................................................................................................................................... 178

Lesson 45: Communicable diseases................................................................................................................... 186

Lesson 46: HIV/Aids education............................................................................................................................191 Unit 14: Performing arts..................................................................................................................... 195

Lesson 47: Warm-up and play ............................................................................................................................. 196

Lesson 48: Improvise and create.........................................................................................................................197 Lesson 49: Read, interpret and perform.......................................................................................................... 200

Lesson 50: Appreciate and reflect.......................................................................................................................201 Unit 15: Visual arts................................................................................................................................ 202

Lesson 51: Visual literacy....................................................................................................................................... 203

Lesson 52: Create in 2D........................................................................................................................................... 205

Lesson 53: Design in 3D.......................................................................................................................................... 206

Unit 16: Physical education................................................................................................................ 207

Lesson 54: Safety measures during gymnastics or swimming activities........................................... 208 Lesson 55: Performing gymnastics or swimming activities.................................................................... 208

Lesson 56: Participation in gymnastics or swimming activities........................................................... 213 References................................................................................................................................................ 214

Colour addendum.................................................................................................................................. 217

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Study 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.

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G06 ~ Life Skills

Preface

Welcome to Grade 6!

The subject of Life Skills contributes to your overall development. It is the centre of your

holistic development. It equips you to reach their full potential on a physical, intellectual,

personal, emotional and social level. You will be equipped with knowledge and skills to help

you to function as a well-rounded individual in society. The subject encourages you to develop life skills that will enable you to effectively deal with the onslaughts of society. You are also encouraged to play an active and responsible role in society.

Life Skills the subject comprises three sections:

● ● ●

Personal and Social Well-being (PSW) Physical Education (PE)

Creative Arts (CA) – Performing Arts (PA) and Visual Arts (VA)

In this study 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.

You and your facilitator can adapt the lesson content as you see fit, but you have to ensure that ALL the work is covered during the term. If you, for example, want to do PE more than once a week, you can.

Personal and Social Well-being teaches you how to behave in the relationship between yourself and your environment and your community. It gives you the life skills to make informed

decisions regarding everyday life. It includes decision about your personal lifestyle, health and social well-being.

It will help you deal with difficult situations. It mainly focuses on three topics:

● ● ●

Self-development

Health and environmental responsibility Social responsibility

Physical Education, on the other hand, focuses on physical development. You will learn about healthy eating and exercise habits to boost your health and fitness.

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Study Guide

The last part is Creative Arts. This exposes you to dance, drama, music and visual arts. It helps you develop and expand your creativity. Visual Arts focuses on the following three aspects: ● Visual literacy ● Create in 2D ● Design in 3D All the formal assessments can be found in the portfolio book.

Year plan

Keep the following in mind when planning your year:

● ● ●

Be realistic and flexible

Keep your other subject timetables in mind

Allow for enough time to study for tests and examinations

Term

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

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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 © Optimi

G06 ~ Life Skills Unit 5: Personal and social well-being Lesson 15: Self-management skills Lesson 16: Bullying

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 2

Lesson 21: Read, interpret and perform Lesson 22: Appreciate and reflect Unit 7: Visual arts

Lesson 23: Visual literacy Lesson 24: Create in 2D

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

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Lesson 33: Warm-up and play

Lesson 34: Improvise and create

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

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Study Guide

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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 Lesson 43: Basic first aid Lesson 44: Food hygiene

Lesson 45: Communicable diseases Lesson 46: HIV/Aids education Unit 14: Performing arts

Lesson 47: Warm-up and play

Lesson 48: Improvise and create 4

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

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Unit 1

Personal and social well-being

Learning aims After completing this 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.

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.

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Study Guide

Introduction

We will cover a number of themes in this unit and learn more about each. The following is a brief introduction to these themes.

Your self-image determines what you will think of yourself and also affects the successful

achievement of your ideals. Self-image also concerns your body image. This is what you think about your body. You need to respect your body and those of other people. It is important to accept yourself for who you are.

Every person has certain interests, abilities and potential. It depends on you how you use your abilities and interests to reach your full potential. It is important for you to know what your

interests, your abilities and your potential are. You need to create opportunities to use these qualities to your own advantage.

Peer pressure is not an unfamiliar concept. You see it happening every day. You need to handle

peer pressure correctly. 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.

Lesson 1 Positive self-image – body image

1.1

Understand and respect changes in your body

You have probably noticed that your body has started changing over the past few years. We

call this stage puberty. Puberty starts around age nine and ends at around age 17. In this stage,

your body will undergo various changes. You will also experience emotional changes. It is a

difficult stage of growing up and it is therefore extremely important to talk to someone if you

feel uncertain about what is happening to your body.

Take anyone close to you into your confidence – your mom, your dad, an older sibling or anyone

else you trust and feel comfortable with enough to share things. We need to respect the changes

in our body as well as the differences between various people. You are a unique person and must identify your own uniqueness and self-awareness. Try to look at yourself properly when standing in front of a mirror.

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G06 ~ Life Skills

Do the following activity to test whether you have good self-awareness.

1

Activity 1 1.

2.

3.

4.

5.

6.

Write down two characteristics of yourself.

Describe your personality.

Do you know yourself? How do you deal with challenges?

Are you self-assured and self-assertive?

How do you act when you are in a conflict situation?

What are your weaknesses and your strengths?

Name at least two ways in which you deal with stress and pressure at school and at home.

If you were able to answer the activity honestly, then it means that you have a great idea of who

you are. This is an excellent quality!

Activity 2 1.

2.

3.

4.

5.

6.

7.

Find a photograph of yourself when you were eight years old and a recent photo (when

you are 11 or 12 years old).

Paste the photos in your workbook.

Study the photos with a friend or your facilitator.

Do you still look the same as when you were eight years old?

How did your body change in the past three to four years?

How do you think you need to respect your friends when their bodies start changing?

How do you think you need to respect the changes in your own body?

Various changes take place in the bodies of boys and girls during puberty.

Girls:

●

Put on weight and become taller.

●

Hair starts growing under the arms and on the genitals.

● ● ● ●

Shape of the face changes.

Skin changes – the skin produces more oil and may cause pimples/acne.

The heart enlarges and becomes heavier, and blood pressure changes.

Breasts grow and hips become wider.

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Study Guide Boys:

●

Put on weight and become taller.

●

Voice becomes deeper.

● ● ● ●

Shape of the face changes.

Skin changes – the skin produces more oil and may cause pimples/acne.

Hair starts growing under the arms, on the genitals, face, back, arms and legs.

The heart enlarges and becomes heavier, and blood pressure changes.

Image 1.1

Activity 3 1.

2.

3.

4.

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Do you think we need to respect the changes in our friends’ bodies, or can we make jokes about them?

How would you feel if someone made negative comments about your changing body?

How do you think we can help our friends feel comfortable about their changing bodies?

What can you do to make the changes easier for yourself?

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G06 ~ Life Skills

Image 1.2

1.2

Other influences on body image: media and community

Communication involves sending and receiving messages. Communication takes place through

the media, e.g., newspapers, magazines, television, the internet, social media, movies and radio.

We are all affected by what we see, hear and read. In many cases, your decisions are influenced by what you read in magazines or see on television.

Messages broadcast by the media are extremely powerful and reach many people. They may be

positive, for instance the importance of good eating habits; or negative, such as advertisements creating a need to have a certain product. Television advertisements show that young people

abusing alcohol are very cheerful and seem to lead a happy life. Unfortunately, they do not also

demonstrate the dire consequences of alcohol abuse; instead, they give us a deceptive image of

life. Television programmes also often create a distorted view of life. People forget that stories on television are not real and try to live like some of the characters depicted on television.

The media puts a great deal of pressure on people, especially on teenagers, to have a certain

look. When you watch all the pretty models and film stars, you want to look exactly like them.

The media uses different techniques such as Photoshop to ensure the photos are perfect. It creates a misperception among young people of what is regarded as ‘perfect’. Teenagers are easily influenced, as they are in a stage of life where they are uncertain of themselves and are still learning about themselves. The media uses this fact to target and influence teenagers.

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Study Guide Activity 4 Study the photos and answer the questions that follow.

(See the colour copy in the colour addendum.)

Image 1.3

1.

Can you notice any differences between these two photos?

2.

What do you think this process of improvement is called?

5.

Why do you say that?

3.

4.

Do you think it reflects a true image of the person?

Do you think it may create a wrong impression of beauty among teenagers?

The media especially features movie stars and models in their advert campaigns. These people

are usually held up as role models for teenagers. Teenagers want to be like them and look like

them. This may cause problems if the person is not a positive role model. The model may be

extremely skinny, or he or she may smoke and drink excessively. It may lead to the teenager

imitating that person and doing the very same things to be like this person.

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G06 ~ Life Skills

Let us look at two examples:

Image 1.4

Activity 5 1.

Write down everything you like about your body.

4.

Do you think that most people have perfect bodies?

2.

3.

Which things about your body do you dislike?

How will you describe the perfect body?

5.

What will influence your idea of a perfect body?

8.

When you page through magazines and see all the ‘perfect’ people, how does it make you

6.

7.

9.

What do you think is more important – what you look like or how you behave?

Do you think it is more important to be beautiful on the inside than on the outside? feel about yourself?

Do you think you have a good body image? Give a reason for your answer.

The community in which you live may also influence the way you see your body. You may be

different from the majority of people in your community and may feel that you are not accepted.

In some African cultures, it is acceptable to be overweight; it is even regarded as a status symbol.

In many Western cultures, however, it is more acceptable to be slender and even extremely thin.

1.3

Accepting yourself

The most important step anyone can ever take in his/her life is to accept himself/ herself. You may decide to accept yourself just as you are without changing anything, or you may decide to learn certain skills to enable you to grow and develop.

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Study Guide

Image 1.5

All of us are different, with different personalities and different body shapes. Some people are

tall and slim, while others are short and plump. Perhaps you would like to change a few things

about your body. You may want to lose weight or become fitter; however, some things you

cannot change, for instance, the shape of your nose or ears. You may choose to be sad and

self-conscious about it, or you may accept it and love yourself, irrespective of your ‘defects’. By

taking care of your body and looking after it well, you can be proud of who you are.

Strategies to help me accept myself for who I am:

●

Always focus on your positive qualities, like your shiny hair.

●

Do not compare yourself to others – you are unique.

● ● ● ●

Change whatever you can, for instance, by losing extra weight.

Laugh at yourself and accept yourself, “defects” and all.

Take care of your body and love it every day.

Take pride in your appearance.

Activity 6

1.

2.

3.

18

Make a self-acceptance list. This list should contain all the qualities you like about yourself.

Include things about your body and your personality.

Put your list on the wall where you can see it every day.

Read it every day.

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G06 ~ Life Skills 1.4

Read about a positive body image

1

Read the following passage.

Accept yourself and focus on things that make you happy Do you like your body? Many children and teenagers are unhappy with their body image.

They admire film stars, models and sports stars and want to look like them. What they don’t realise is that photos and videos of famous people are often ‘corrected’ to hide bad skin, less than perfect bellies and legs and other ‘problems’ Sometimes actors even use

body doubles to hide their flaws. The images we see are not realistic – it is how people in the film, magazine and advertising world dictate how a person should look.

Pressure from the media, friends and family may make you feel unhappy about the way you

look. You may try unhealthy diets or become shy and uncertain of yourself. It is important to talk to your parents and friends when you feel this way, so that they can help you create a positive body image.

You have a positive body image when you realise and accept that:

●

human bodies come in different shapes and sizes.

●

your body size and weight does not predict whether you will be happy, successful or

●

images in the media is unrealistic and is used to sell products (such as clothes).

●

healthy.

each person is unique, with different talents, abilities and skills.

Compare yourself with people in your family. Do you have your dad’s nose or smile? Or

your grandmother’s lovely voice and curly hair? When you were conceived, your mother

and father each passed down some of their genes to you, so that you inherited some of their

characteristics or even some from your grandparents. You cannot change most of these

characteristics, but you can choose to focus on what you like about yourself and work on

that – a good voice can be trained to sing well or strong legs run fast.

It is also important to look after yourself and take good care of your body. Eat healthy food; maintain good personal hygiene and put on clean clothes; get enough sleep; play and do

activities you enjoy; care for and share with others; avoid unhealthy cigarette smoke and alcohol, and be positive and happy.

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Study Guide Many different types of beauty have been appreciated and celebrated through the ages

people, for example very small feet, long necks, thick bottom lips, very fat bodies, very thin

bodies, no hair or lots of hair. In some cultures being plump is even considered a sign of health and wealth. Perceptions about beauty and ideal body shapes change constantly and

it is anybody’s guess what the definition of beauty will be in the future!

You may believe more people would like you if you were prettier or thinner or stronger. But a smiling, friendly person will always have more friends than an unhappy, rude one, no

matter what they look like. Learn to accept yourself and find things that make you happy.

Lesson 2 Abilities, interests and potential 2.1

Identify your own abilities, interests and potential Not everyone does everything equally well. It is important to

know what you are good at and what makes you feel good about yourself. People tend to remember their mistakes and

forget about the things they do well. You must be brave and

start trying out new things, even if you don’t know whether

you will succeed. This is the only way to find out in what you excel. You must become more aware of your own interests

and abilities to develop and improve yourself and reach your

full potential. You can figure out what these things are by

identifying the things that make you happy and help you relax.

● Image 1.6

● ●

What sports do you like and in which sports do you excel?

What school subjects do you like and do well in?

What other activities do you like?

Activity 7 1.

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Make a list of all your interests and abilities. © Optimi

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G06 ~ Life Skills 2.

Draw columns with the following headings and write notes in each of them on what you think about yourself:

● ●

Things I do well.

●

Things I do not like doing.

● ●

2.2

My dreams.

●

Things I have already done: school/sports/others.

Things I like doing.

Things that are difficult to do.

Relationship between abilities, interests and potential

Your abilities and interests will determine your potential to do something. Your interests are

all the things you like doing, such as playing sports. Your abilities are all the things in which

you excel. You may like rugby and be good at it. How you use these two qualities in relation to each other will determine whether you will reach your full potential.

Image 1.7

If you are intensely interested in something, it normally means that you will also have the

ability to do it. These two qualities go hand in hand. You may also learn some skills if you really

like doing something at which you are not that good. In this way, you will rely on your interest

to improve your ability to reach your full potential. You cannot do the one without the other.

Therefore, if you are seriously interested in rugby and you are good at it, you will use these

qualities to practise hard and grow your potential. And one day, you will be able to use your full

potential to become Springbok!

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