Gr 4-Life Skills-Facilitator's Guide

Í5$È-E-LFS-FG01yÎ 2

1

0

4

-

E

-

L

F

S

-

F

G

0

1

LIFE SKILLS FACILITATOR’S GUIDE Grade 4

Life Skills Facilitator’s guide

2104-E-LFS-FG01

Í5$È-E-LFS-FG01yÎ

Grade 4

CAPS aligned

LM van der Walt

Facilitator’s Guide G04 ~ Life Skills

CONTENTS LESSON ELEMENTS.......................................................................................................... 5 PREFACE............................................................................................................................ 6 TIMETABLE AND TIME MANAGEMENT ........................................................................... 8 ASSESSMENT REQUIREMENTS ...................................................................................... 9 YEAR PLAN ...................................................................................................................... 12 UNIT 1: Personal and social well-being ......................................................................... 14 Lesson 1: Personal strengths (6 hours)................................................................... 15 ACTIVITY 1 ............................................................................................. 15 ACTIVITY 2 ............................................................................................. 16 Lesson 2: Respect for your own and others’ bodies (4½ hours) ............................. 16 ACTIVITY 3 ............................................................................................. 16 ACTIVITY 4 ............................................................................................. 16 Lesson 3: Conflict resolution (3 hours) .................................................................... 17 ACTIVITY 5 ............................................................................................. 17 ACTIVITY 6 ............................................................................................. 17 ACTIVITY 7 ............................................................................................. 17 UNIT 2: Performing arts................................................................................................... 18 Lesson 4: Warm-up and play (15 minutes per lesson, 2½ hours per term) ............. 19 ACTIVITY 8 ............................................................................................. 19 ACTIVITY 9 ............................................................................................. 19 ACTIVITY 10 ........................................................................................... 19 ACTIVITY 11 ........................................................................................... 19 ACTIVITY 12 ........................................................................................... 19 Lesson 5: Improvise and create (3 hours per term) ................................................. 20 ACTIVITY 13 ........................................................................................... 20 ACTIVITY 14 ........................................................................................... 20 Lesson 6: Read, interpret and perform (3½ hours per term) ................................... 20 ACTIVITY 15 ........................................................................................... 20 ACTIVITY 16 ........................................................................................... 20 Lesson 7: Appreciate and reflect (1 hour per term) ................................................. 20 ACTIVITY 17 ........................................................................................... 20 UNIT 3: Creative arts........................................................................................................ 21 Lesson 8: Visual literacy (1 hour) ............................................................................ 22 ACTIVITY 18 ........................................................................................... 22 Lesson 9: Create in 2D (2 hours) ............................................................................ 23 ACTIVITY 19 ........................................................................................... 23 Lesson 10: Create in 3D (2 hours) .......................................................................... 23

1

© Optimi

Facilitator’s Guide G04 ~ Life Skills

UNIT 4: Physical education ............................................................................................. 24 Lesson 11: Safety measures during activities (1 hour per term) ............................. 25 ACTIVITY 20 ........................................................................................... 25 Lesson 12: Movement performance – locomotive, elevation, rotation and balance (4 hours per term) ..................................................................................... 25 ACTIVITY 21 ........................................................................................... 25 ACTIVITY 22 ........................................................................................... 25 Lesson 13: Participation in locomotive, elevation, rotation and balancing activities (5 hours per term) ..................................................................................... 25 UNIT 5: Personal and social well-being ......................................................................... 26 Lesson 14: Emotions (4½ hours)............................................................................. 27 ACTIVITY 23 ........................................................................................... 27 ACTIVITY 24 ........................................................................................... 27 Lesson 15: Personal experience of group work (3 hours) ....................................... 27 ACTIVITY 25 ........................................................................................... 27 Lesson 16: Bullying (3 hours) .................................................................................. 28 ACTIVITY 26 ........................................................................................... 28 ACTIVITY 27 ........................................................................................... 28 Lesson 17: Children’s rights and responsibilities (3 hours) ..................................... 28 ACTIVITY 28 ........................................................................................... 28 ACTIVITY 29 ........................................................................................... 28 UNIT 6: Performing arts................................................................................................... 29 Lesson 18: Warm-up and play (15 minutes per lesson, 2½ hours per term) ........... 30 Lesson 19: Improvise and create (3 hours per term) ............................................... 30 ACTIVITY 30 ........................................................................................... 30 ACTIVITY 31 ........................................................................................... 30 Lesson 20: Read, interpret and perform (3½ hours per term) ................................. 30 ACTIVITY 32 ........................................................................................... 30 ACTIVITY 33 ........................................................................................... 30 Lesson 21: Appreciate and reflect (1 hour per term) ............................................... 31 ACTIVITY 34 ........................................................................................... 31 ACTIVITY 35 ........................................................................................... 31 UNIT 7: Creative arts........................................................................................................ 32 Lesson 22: Visual literacy (1 hour) .......................................................................... 33 ACTIVITY 36 ........................................................................................... 33 Lesson 23: Create in 2D (2 hours) .......................................................................... 33 ACTIVITY 37 ........................................................................................... 33 Lesson 24: Create in 3D (2 hours) .......................................................................... 33

2

© Optimi

Facilitator’s Guide G04 ~ Life Skills

UNIT 8: Physical education ............................................................................................. 34 Lesson 25: Safety issues in sport (1 hour per term) ................................................ 34 ACTIVITY 38 ........................................................................................... 34 Lesson 26: Adapted invasion games (6 hours per term) ......................................... 34 ACTIVITY 39 ........................................................................................... 34 UNIT 9: Personal and social well-being ......................................................................... 35 Lesson 27: Cultural diversity and moral lessons (4½ hours) ................................... 36 ACTIVITY 40 ........................................................................................... 36 Lesson 28: Majority religions in South Africa (6 hours) ........................................... 36 ACTIVITY 41 ........................................................................................... 36 Lesson 29: Water safety (3 hours) .......................................................................... 36 ACTIVITY 42 ........................................................................................... 36 UNIT 10: Performing arts................................................................................................. 37 Lesson 30: Warm-up and play (15 minutes per lesson, 2½ hours per term) ........... 38 Lesson 31: Improvise and create (3 hours per term) ............................................... 38 Lesson 32: Read, interpret and perform (3½ hours per term) ................................. 38 ACTIVITY 43 ........................................................................................... 38 ACTIVITY 44 ........................................................................................... 39 ACTIVITY 45 ........................................................................................... 39 Lesson 33: Appreciate and reflect (1 hour per term) ............................................... 39 ACTIVITY 46 ............................................................................................ 39 UNIT 11: Creative arts...................................................................................................... 40 Lesson 34: Visual literacy (1 hour) .......................................................................... 40 ACTIVITY 47 ........................................................................................... 41 ACTIVITY 48 ........................................................................................... 41 Lesson 35: Create in 2D (2 hours) .......................................................................... 41 ACTIVITY 49 ........................................................................................... 41 ACTIVITY 50 ........................................................................................... 41 Lesson 36: Create in 3D (2 hours) .......................................................................... 42 ACTIVITY 51 ........................................................................................... 42 UNIT 12: Physical education ........................................................................................... 43 Lesson 37: Safety measures (3 hours per term) ..................................................... 43 ACTIVITY 53 ........................................................................................... 43 Lesson 38: Doing rhythmic movements with the focus on improving posture (5 hours per term) ..................................................................................... 44 ACTIVITY 54 ........................................................................................... 44 ACTIVITY 55 ........................................................................................... 44 Lesson 39: Participation in rhythmic movements (3 hours) ..................................... 44 ACTIVITY 56 ........................................................................................... 44 ACTIVITY 57 ........................................................................................... 45

3

© Optimi

Facilitator’s Guide G04 ~ Life Skills

UNIT 13: Personal and social well-being ....................................................................... 46 Lesson 40: Traffic rules for road users (1½ hours) .................................................. 47 ACTIVITY 58 ........................................................................................... 47 Lesson 41: Personal and domestic hygiene (3 hours)............................................. 48 ACTIVITY 59 ........................................................................................... 48 Lesson 42: Environmental conservation and personal health (4½ hours) ............... 49 ACTIVITY 60 ........................................................................................... 49 Lesson 43: HIV and Aids education (3 hours) ......................................................... 49 ACTIVITY 61 ........................................................................................... 49 UNIT 14: Performing arts................................................................................................. 50 Lesson 44: Warm-up and play (15 minutes per lesson, 2½ hours per term) ........... 51 ACTIVITY 62 to 65 .................................................................................. 51 Lesson 45: Improvise and create (3 hours per term) ............................................... 51 ACTIVITY 66 ........................................................................................... 51 ACTIVITY 67 ........................................................................................... 51 Lesson 46: Read, interpret and perform (3½ hours per term) ................................. 51 ACTIVITY 68 ........................................................................................... 51 Lesson 47: Appreciate and reflect (1 hour per term) ............................................... 51 UNIT 15: Creative arts...................................................................................................... 52 Lesson 48: Visual literacy (1 hour) .......................................................................... 52 ACTIVITY 69 ........................................................................................... 52 Lesson 49: Create in 2D (2 hours) .......................................................................... 53 ACTIVITY 70 ........................................................................................... 53 Lesson 50: Create in 3D (2 hours) .......................................................................... 53 UNIT 16: Physical education ........................................................................................... 54 Lesson 51: Safety measures during swimming and athletic activities (2 hours) ...... 55 ACTIVITY 71 ........................................................................................... 55 Lesson 52: Participating in swimming activities (4 hours) ....................................... 55 ACTIVITY 72 to 75 .................................................................................. 55 Lesson 53: Participating in athletic activities (4 hours) ............................................ 55 ACTIVITY 76 ........................................................................................... 55

4

© Optimi

Facilitator’s Guide G04 ~ Life Skills

LESSON ELEMENTS LEARNING OBJECTIVES What the learner should know at the end of the lesson. Taken from CAPS.

IMPORTANT TERMINOLOGY New terminology to extend understanding of the subject as part of the lesson.

ACTIVITY Questions that must be done in order to test the knowledge of the completed lesson.

5

© Optimi

Facilitator’s Guide G04 ~ Life Skills

PREFACE Welcome in Grade 4!

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 wellrounded 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 Well-being 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 well-being.

It will help learners deal with difficult situations and mainly focuses on: 1.

Self-development 2.

Health and environmental responsibility 3.

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.

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

Visual Arts focuses on the following three aspects: 1.

Visual literacy 2.

Designs in 2D 3.

Designs in 3D

6

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Dramatic Arts will expose the learners to dance, drama and music. It will help them to develop and expand their creativity. The four topics of Dramatic Arts are: • Warm-up and games – Preparing the body and voice, and the use of games to learn certain 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 an understanding and appreciation of own and others’ productions The subject of Life Skills has the following specific goals: • To guide learners in reaching their full physical, intellectual, personal, emotional and social potential.

• To teach learners about their constitutional rights and responsibilities, and to respect the rights of others.

• To guide the learner in making informed and responsible decisions about his/her 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.

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

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

7

© Optimi

Facilitator’s Guide G04 ~ Life Skills

TIMETABLE AND TIME MANAGEMENT Four hours per week are allocated to Life Skills according to CAPS. The content is spread out over 40 weeks to ensure that the entire curriculum is covered.

WEIGHT PER FIELD OF STUDY Field of study Personal and Social Wellbeing Physical Education Creative Arts Total Weeks

Time allocation per week

Total hours per year

1½ hours

60 hours

1 hour 1½ hours 4 hours

40 hours 60 hours 160 hours 40

8

© Optimi

Facilitator’s Guide G04 ~ Life Skills

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

1.

Informal or daily assessment The goal of this assessment is to continuously gather information regarding learners’ performance, which is then used to improve learning. It requires daily monitoring of learners’ progress. This is done through observation, discussion, practical demonstrations and informal interactions during class.

The activities completed during the lessons are a method of informal assessment.

It does not have to be marked and does not count any marks. It is important to discuss the learners’ answers with them. It helps the learners form a better understanding of and insight into the lesson theme.

2.

Formal assessment Formal assessments include tests, tasks, projects, examinations and practical demonstrations or performances. The formal assessments can be found in the portfolio book and the memorandums are in the portfolio memorandum book. a.

Assessment of Personal and Social Well-being (PSW) The learners are required to complete four assessment tasks. It counts 30% of the total year mark.

Task 1 Test

b.

Task 2 Task/ case study

Task 3 Project

Task 4 Final examination

Assessment of Physical Education The Physical Education Task (PEA) is done during all four terms. Learners are expected to participate in physical activities every week. Learner participation and their execution of movements in the PEA are assessed by means of class observation and are reported on at the end of the term.

9

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Terms 1, 3 and 4 are assessed according to the following table: Assessment tool for PEA LEVEL LIMITED Criteria 1: 0% = 0 marks Frequency of 1 – 5% = participation 1 mark (20 marks) 6 – 10% = 2 marks 11 – 15% = 3 marks 16 – 20% = 4 marks

Criteria 2: Outcome of the execution of movements (10 marks)

Needs considerable attention.

Does not lead to desired outcome at all.

(0 – 2 marks)

ADEQUATE 21 – 25% = 5 marks 26 – 30% = 6 marks 31 – 35% = 7 marks 36 – 40% = 8 marks 41 – 45% = 9 marks 46 – 50% = 10 marks Needs attention and refining, especially in movements that do not lead to desired outcome.

(3 – 5 marks)

COMPETENT 51 – 55% = 11 marks 56 – 60% = 12 marks 61 – 65% = 13 marks 66 – 70% = 14 marks 71 – 75% = 15 marks

EXCELLENT 76 – 80% = 16 marks 81 – 85% = 17 marks 86 – 90% = 18 marks 91 – 95% = 19 marks 96 – 100% = 20 marks

Efficient, effective and fitting.

Movements lead to desired outcome.

(6 – 8 marks)

Exceptional skills level.

Movements always lead to desired outcome.

(9 – 10 marks)

Term 2 is assessed according to the assessment table in the facilitator’s guide at the specific lesson. It assesses specific goals the learner has to achieve. The PE tasks also count 30% of the total mark per term. c.

Assessment of Creative Arts The most important goal of Creative Arts is for learners to be completely involved in the learning experience to develop creativity, expression, different forms of communication and the enjoyment of the arts.

Creative Arts year plan: TERM 1: CAA (Visual or Performing Arts) TERM 2: CAA (Performing or Visual Arts) NB: By mid-year both bands have to be assessed.

TERM 3: CAA (Visual or Performing Arts) TERM 4: CAA (Performing or Visual Arts) NB: By the end of the year both bands have to be assessed for a second time to indicate progress.

10

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Codes and percentages for record-keeping and reporting Achievement code 7 6 5 4 3 2 1

Description of skill Excellent achievement Meritorious achievement Significant achievement Adequate achievement Moderate achievement Basic achievement Inadequate achievement

11

Percentage 80 – 100 70 – 79 60 – 69 50 – 59 40 – 49 30 – 39 0 – 29

© Optimi

Facilitator’s Guide G04 ~ Life Skills

YEAR PLAN UNIT

1

2

3

4

5

6

7

8

LESSON TERM 1 Lesson 1: Personal strengths Lesson 2: Respect for your own and others’ bodies Lesson 3: Conflict resolution Formal assessment Lesson 4: Warm-up and play Lesson 5: Improvise and create Lesson 6: Read, interpret and perform Lesson 7: Appreciate and reflect Lesson 8: Visual literacy Lesson 9: Create in 2D Lesson 10: Create in 3D Formal assessment Lesson 11: Safety measures during activities Lesson 12: Movement performance – locomotive, elevation, rotation and balance Lesson 13: Participation in locomotive, elevation, rotation and balancing activities TERM 2 Lesson 14: Emotions Lesson 15: Personal experience of group work Lesson 16: Bullying Lesson 17: Children’s rights and responsibilities Lesson 18: Warm-up and play Lesson 19: Improvise and create Lesson 20: Read, interpret and perform Lesson 21: Appreciate and reflect Formal assessment Lesson 22: Visual literacy Lesson 23: Create in 2D Lesson 24: Create in 3D Formal assessment Lesson 25: Safety issues in sport Lesson 26: Adapted invasion games Formal assessment

12

DATE STARTED

DATE COMPLETED

© Optimi

Facilitator’s Guide G04 ~ Life Skills

9

10

11

12

13

14

15

16

TERM 3 Lesson 27: Cultural diversity and moral lessons Lesson 28: Major religions in South Africa Lesson 29: Water safety Formal assessment Lesson 30: Warm-up and play Lesson 31: Improvise and create Lesson 32: Read, interpret and perform Lesson 33: Appreciate and reflect Lesson 34: Visual literacy Lesson 35: Create in 2D Lesson 36: Create in 3D Formal assessment Lesson 37: Safety measures Lesson 38: Doing rhythmic movements with the focus on improving posture Lesson 39: Participation in rhythmic movements Formal assessment TERM 4 Lesson 40: Traffic rules for road users Lesson 41: Personal and domestic hygiene Lesson 42: Environmental conservation and personal health Lesson 43: HIV and Aids education Formal assessment Lesson 44: Warm-up and play Lesson 45: Improvise and create Lesson 46: Read, interpret and perform Lesson 47: Appreciate and reflect Lesson 48: Visual literacy Lesson 49: Create in 2D Lesson 50: Create in 3D Formal assessment Lesson 51: Safety measures during swimming and athletic activities Lesson 52: Participating in swimming activities Lesson 53: Participating in athletic activities Formal assessment

13

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Unit

1

TERM 1

UNIT 1: Personal and social well-being LEARNING AIMS After completing this unit, the learners should be able to do the following: • Identify, investigate and appreciate his/her own personal strong points.

• Identify successful and less successful experiences.

• Turn less successful experiences into positive learning experiences.

• Show respect for his/her own body, as well as other people’s bodies.

• Apply appropriate strategies to avoid and handle conflict situations.

INTRODUCTION Personal and social well-being is about learning how to lead a healthy, happy, successful life. In this unit, the learner will learn how to identify his/her strengths as well as those of others. It is important to know what your individual strengths are, so that you can use them to reach your goals. It is also good to know about your weaknesses, so that you can work on and improve them. It can even become one of your strengths!

The learner will learn that we must respect our bodies. We must nourish our bodies with healthy food and strengthen it with physical activities. It is also important to respect other people’s bodies. You may never do anything that makes someone else uncomfortable.

Lastly, we will look at conflict, and how to avoid or handle it. Everything is set out below to make it easier to understand: Personal strengths • Identify own and others’ strengths.

• Use strengths positively.

• Read about role models and successful people.

14

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Unit

1

Respect for own and others’ bodies • How to groom and respect your own body.

• How to respect others’ bodies.

• Read about grooming and respect for the body.

Conflict resolution • Conflict at home and at school.

• Reasons for conflict.

• Conflict resolution.

• Read about safe environments and how to avoid conflict.

IMPORTANT TERMINOLOGY • • • • •

Strengths: A person’s positive characteristics that he/she can use to achieve success, e.g. conscientiousness, loyalty.

Weaknesses: Characteristics a person wants to change, e.g. a short temper or impatience.

Role model: A person who is a positive inspiration to you.

Respect: When someone or something is important to you and you handle them/it with consideration and care.

Conflict: When two parties do not agree about something.

Lesson 1: Personal strengths (6 hours) Recommended resources: study guide, pictures from magazines, books about role models and successful people, and newspaper articles. You may also use any other resources to expand the learner’s knowledge of the subject.

ACTIVITY 1 1.

This activity helps the learner to identify his/her own strengths and weaknesses and to determine which aspects he/she wants to improve on.

The following is only an example of answers. The learner’s own insight is important. The activity does not count for assessment.

Things you like doing I like sport and exercise.

Things you don’t like doing I do not like schoolwork.

Things you can do well I make friends easily.

15

Things you want to improve on I would like to work harder and get better marks.

© Optimi

Facilitator’s Guide G04 ~ Life Skills

2.

3.

Unit

1

Let the learner do a similar table for a friend of someone else.

Evaluate and compare the tables. Discuss it with the learner. Emphasise the fact that people’s strengths and weaknesses differ.

ACTIVITY 2 The learner can give any appropriate answer. Example of a possible answer: Erica asks the teacher if she can help with the decor. The teacher agrees immediately, because she knows Erica is very creative. Erica is very happy about it and feels that she can use her strengths to make a positive contribution.

Lesson 2: Respect for your own and others’ bodies (4½ hours) Recommended resources: study guide, books about grooming and respect for body and newspaper articles ACTIVITY 3 The learner uses the following to work out his/her own meal plan. The activity is purely for fun and does not count for assessment.

Fats, oils and sugar = 1 portion per day Meat, fish, eggs and nuts = 2 portions Milk, yoghurt, cheese = 2 portions Vegetables and fruits = 5 to 7 portions Bread, grains, rice and pasta = 4 to 6 portions Sample meal plan: Breakfast 1 bowl of cereal milk 1 apple

Lunch 2 slices wholegrain bread with butter ham cheese 1 banana

Dinner 1 chicken breast pasta broccoli carrots

ACTIVITY 4 The activity does not count for assessment. It tests the learner’s understanding of respect for his/her own and others’ bodies.

Study each photograph/picture with the learner, and discuss how the learner feels about it. Ask the learner questions like: 1.

Why does it make you feel that way?

2.

What would you do if you felt that way?

3.

Let the learner make a list of kinds of touching that would make him/her uncomfortable, for example a person who touches him/her where they should not.

16

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Unit

1

Lesson 3: Conflict resolution (3 hours) Recommended resources: study guide, books and articles about conflict resolution ACTIVITY 5 Read the two case studies with the learner. Discuss the following with the learner: 1.

How did each person handle the conflict?

2.

Who handled it positively?

3.

Who handled it negatively?

4.

Who do you think acted most appropriately?

5.

Why does the learner think that this person (as indicated in question 4) handled the situation best?

Give the learner the opportunity to express his/her opinion freely. Just give the learner a little guidance.

ACTIVITY 6 After studying the positive and negative ways of handling conflict, discuss the following with the learner: 1.

How do you handle conflict?

2.

Do you think it is the right way?

3.

Why do you say so?

ACTIVITY 7 Look for any articles, reports or books about conflict resolution. Read it with the learner and discuss the contents. Guide the learner. If no resources are available, you can discuss a personal conflict situation with the learner. The purpose of the activity is to expand the learner’s knowledge of conflict and how to resolve it.

17

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Unit

2

UNIT 2: Performing arts LEARNING AIMS After completing this unit, the learners should be able to do the following: • Warm up by doing movements to music.

• Develop and play creative games.

• Read and interpret the basic notes.

• Combine rhythmic patterns with movement activities.

• Identify the different percussion instruments.

INTRODUCTION In the Dramatic Arts we use our bodies, musical instruments and voices in different ways to tell stories and to play! In this unit, we are going to have fun singing and dancing and playing.

IMPORTANT TERMINOLOGY • • • • • • • • • •

Rhythm: A repetitive pattern of rhythm or movement.

Rhythmic patterns: Successive repetitive notes.

Polyrhythm: Two or more rhythms in the same piece of music.

Notation: The way in which we write music.

Props: Objects used in a performance.

Rehearsal: Practising for a performance.

Performance: The presentation of a show.

String instruments: The sound of the instruments originate from vibrating strings, such as the violin.

Wind instruments: The sound of these instruments are produced by blowing on them, such as the flute.

Percussion instruments: The sound of these instruments are produce by beating them, for example the drums.

18

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Unit

2

Lesson 4: Warm-up and play (15 minutes per lesson, 2½ hours per term) Recommended resources: open space, any musical instruments or music, posters with musical instruments, study guide and any props, like tins with pebbles inside, chairs, balls, etc. I recommend that you buy the CD 60 Best Children’s Songs (available from Top CD).

ACTIVITY 8 The activities form part of the warm-up routine. You are the leader and you give instructions. Play the songs to which the learner(s) will be doing the activities. The activity teaches the learner to listen to music, and to match movement with music.

You can choose any of the following activities: walking, running, skipping and jumping. Let the learner do the chosen activity. Then, while doing the activity, let the learner clap his/her hands each time their feet touch the ground. Draw the learner’s attention to the rhythm that is created.

ACTIVITY 9 Naming game: The participants call out their names one by one and clap the rhythm of each name. This is repeated with a few names. Draw the learner’s attention to the rhythm of the names.

ACTIVITY 10 Concentration and listening game: Play music and let the learner(s) skip to the beat of the music. The learner must stop when you clap your hands.

ACTIVITY 11 Use any props (aids), such as a broom, chair, hat, balls, etc. Then let the learner perform movements with the chosen props to the beat of the music. It can, for example, be sweeping the floor with the broom to the beat of the music.

ACTIVITY 12 The learner hums a song. The learner may only use his/her voice, but his/her mouth must be closed. This warms up the voice.

19

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Unit

2

Lesson 5: Improvise and create (3 hours per term) ACTIVITY 13 This activity uses rhythm to expose the learner to rhythmic patterns. Let the learner(s) clap their hands and stomp their feet in a rhythmic pattern. Use the following rhythmic patterns and change it up: 1-2-3-4 1-2-3-4 1-2-3-4 1-2-3 1-2-3 1-2-3 1-2 1-2 1-2 The learner can also use any percussion instrument, for example a drum or a tin full of pebbles, and beat or shake it to the rhythm.

ACTIVITY 14 1.

Play the learner an upbeat song.

2.

The learner can jump or skip or turn or roll or gallop to the beat of the music.

3.

Repeat the activity, but sing along as well!

Lesson 6: Read, interpret and perform (3½ hours per term) ACTIVITY 15 Clap the rhythm of the music with the learner. Help the learner to create his/her own song.

ACTIVITY 16 Let the learner perform his/her own song using any instruments, as well as props.

Lesson 7: Appreciate and reflect (1 hour per term) ACTIVITY 17 Play a piece of music with different musical instruments. Help the learner identify the different instruments, for example drums, guitar, and flute. Let the learner also write down to which family of instruments each instrument belongs, e.g. the flute is a wind instrument.

20

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Unit

3

UNIT 3: Creative arts LEARNING AIMS After completing this unit, the learners should be able to do the following: • Have a basic knowledge of the elements of art.

• Use a variety of media and techniques in their artwork.

• Apply elements of art in the conversion of potter’s clay into a three-dimensional piece of art.

INTRODUCTION Visual Arts teaches the learner to incorporate all the elements of art in creating works of art.

In this unit we are going to revise all the elements of art. This will refresh the learner’s memory. The learner will also learn about the difference between 2D and 3D art.

IMPORTANT TERMINOLOGY • • • • •

Line: A line always has a beginning and moves in a specific direction to its end.

Shape: Shape is created when one line meets another.

Tone colour: Brightness or dullness of a colour.

Texture: What an object feels like when you touch it. There is tangible and visual texture.

Colour: There are primary, secondary and tertiary colours.

21

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Unit

3

Lesson 8: Visual literacy (1 hour) Recommended resources: study guide and pictures or photographs of friends and family, other art pictures ACTIVITY 18 The learner can use any element of art to create a pattern. The elements of art are: • Line • Shape • Tone colour • Texture • Colour Example: pattern created using lines

Image 1

22

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Unit

3

Lesson 9: Create in 2D (2 hours) Recommended resources: 2B or 3B pencils or charcoal or coloured ink or oil pastels or tempera paint ACTIVITY 19 The learner can use any medium. Use lines, shadows and texture to draw a picture of a person in motion. Focus on the techniques used to indicate the movement of the figure. The following is an example:

Image 2

Lesson 10: Create in 3D (2 hours) Recommended resources: potter’s clay and tools for working with clay

23

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Unit

4

UNIT 4: Physical education LEARNING AIMS After completing this unit, the learners should be able to do the following: • Participate in activities with different kinds of movement, like turning, jumping and climbing.

• Perform movements in activities that promote movement in different ways, like turning, jumping and climbing.

INTRODUCTION Physical Education is about moving and being active. Exercise is very important and keeps the body fit and healthy. It is important to ensure that activities are always conducted in a safe environment. This unit teaches us about different ways of moving. We call the different ways locomotive, rotation, elevation and balancing movements.

IMPORTANT TERMINOLOGY • • • •

Locomotive: Movement of your entire body, for example jumping, walking, galloping and running.

Rotation: When you turn or swing your body, for example spinning around or swinging your arms or legs in big circles.

Elevation: When you use parts of your body to lift your entire body, for example push-ups or pull-ups.

Balancing: When you try to keep your body in a stable position while, for example, standing on one leg.

24

© Optimi

Facilitator’s Guide G04 ~ Life Skills

Unit

4

Lesson 11: Safety measures during activities (1 hour per term) Recommended resources: study guide, books on sports and games ACTIVITY 20 The learner uses his/her knowledge about warming up and stretching exercises to work out their own cooling down routine. Ensure that the learner includes various stretching and breathing exercises.

Lesson 12: Movement performance – locomotive, elevation, rotation and balance (4 hours per term) ACTIVITY 21 A – locomotive B – elevation C – balance D – rotation ACTIVITY 22 1.

Learner jumps as high as he/she can five times.

2.

Learner moves forward doing ten bunny hops.

3.

Learner moves to the right, hopping five times.

4.

Learner stands on one leg and holds it for 30 seconds.

5.

Learner twirls around three times and sits down when he/she is done!

6.

Help the learner to work out more movements.

Lesson 13: Participation in locomotive, elevation, rotation and balancing activities (5 hours per term) Refer to the portfolio book for this assessment.

25

© Optimi