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LIFE SKILLS STUDY GUIDE Grade 5

Life Skills Study guide

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Grade 5

CAPS aligned

LM van der Walt

Study Guide G05 ~ Life Skills

CONTENTS LESSON ELEMENTS.......................................................................................................... 8 PREFACE............................................................................................................................ 9 YEAR PLAN ...................................................................................................................... 10 UNIT 1: Personal and social well-being ......................................................................... 12 Lesson 1: Positive self-esteem development .............................................................. 13 ACTIVITY 1 ......................................................................................................... 14 ACTIVITY 2 ......................................................................................................... 15 ACTIVITY 3 ......................................................................................................... 15 ACTIVITY 4 ......................................................................................................... 16 ACTIVITY 5 ......................................................................................................... 17 ACTIVITY 6 ......................................................................................................... 18 Lesson 2: Give and receive feedback.......................................................................... 18 ACTIVITY 7 ......................................................................................................... 19 ACTIVITY 8 ......................................................................................................... 19 ACTIVITY 9 ......................................................................................................... 20 ACTIVITY 10 ....................................................................................................... 20 ACTIVITY 11 ....................................................................................................... 21 Lesson 3: Dealing with emotions ................................................................................. 21 ACTIVITY 12 ....................................................................................................... 23 ACTIVITY 13 ....................................................................................................... 23 ACTIVITY 14 ....................................................................................................... 24 ACTIVITY 15 ....................................................................................................... 24 Lesson 4: Relationships with friends, older people and strangers ............................... 26 ACTIVITY 16 ....................................................................................................... 26 ACTIVITY 17 ....................................................................................................... 27 ACTIVITY 18 ....................................................................................................... 28 ACTIVITY 19 ....................................................................................................... 29 REVISION: TERM 1 .................................................................................................... 30 UNIT 2: Performing arts................................................................................................... 31 Lesson 5: Warm-up and play....................................................................................... 32 ACTIVITY 20 ....................................................................................................... 34 Lesson 6: Improvise and create .................................................................................. 35 ACTIVITY 21 ....................................................................................................... 36 ACTIVITY 22 ....................................................................................................... 37 ACTIVITY 23 ....................................................................................................... 38 Lesson 7: Read, interpret and perform ........................................................................ 39 ACTIVITY 24 ....................................................................................................... 39 ACTIVITY 25 ....................................................................................................... 39 ACTIVITY 26 ....................................................................................................... 40 ACTIVITY 27 ....................................................................................................... 40 1

Study Guide G05 ~ Life Skills

Lesson 8: Appreciate and reflect ................................................................................. 41 ACTIVITY 28 ....................................................................................................... 43 ACTIVITY 29 ....................................................................................................... 43 UNIT 3: Creative arts........................................................................................................ 44 Lesson 9: Visual literacy .............................................................................................. 45 ACTIVITY 30 ....................................................................................................... 46 ACTIVITY 31 ....................................................................................................... 47 Lesson 10: Design in 2D ............................................................................................. 47 ACTIVITY 32 ....................................................................................................... 48 ACTIVITY 33 ....................................................................................................... 49 ACTIVITY 34 ....................................................................................................... 49 Lesson 11: Create in 3D .............................................................................................. 50 UNIT 4: Physical education ............................................................................................. 52 Lesson 12: Safety measures for movement combinations .......................................... 53 Lesson 13: Participating in movement combinations ................................................... 56 ACTIVITY 35 ....................................................................................................... 57 ACTIVITY 36 ....................................................................................................... 57 ACTIVITY 37 ....................................................................................................... 57 ACTIVITY 38 ....................................................................................................... 58 ACTIVITY 39 ....................................................................................................... 58 Lesson 14: Performing movement actions .................................................................. 59 ACTIVITY 40 ....................................................................................................... 59 ACTIVITY 41 ....................................................................................................... 59 ACTIVITY 42 ....................................................................................................... 60 UNIT 5: Personal and social well-being ......................................................................... 61 Lesson 15: Discrimination, stereotyping and prejudice................................................ 62 ACTIVITY 43 ....................................................................................................... 63 ACTIVITY 44 ....................................................................................................... 65 ACTIVITY 45 ....................................................................................................... 66 Lesson 16: Child abuse ............................................................................................... 67 ACTIVITY 46 ....................................................................................................... 68 ACTIVITY 47 ....................................................................................................... 69 ACTIVITY 48 ....................................................................................................... 70 Lesson 17: Dealing with violence ................................................................................ 71 ACTIVITY 49 ....................................................................................................... 71 ACTIVITY 50 ....................................................................................................... 72 Lesson 18: Age and gender issues in different cultures .............................................. 74 ACTIVITY 51 ....................................................................................................... 75 ACTIVITY 52 ....................................................................................................... 76 ACTIVITY 53 ....................................................................................................... 77 REVISION: TERM 2 .................................................................................................... 79

Study Guide G05 ~ Life Skills

UNIT 6: Performing arts................................................................................................... 80 Lesson 19: Warm-up and play ..................................................................................... 81 ACTIVITY 54 ....................................................................................................... 81 ACTIVITY 55 ....................................................................................................... 81 ACTIVITY 56 ....................................................................................................... 83 ACTIVITY 57 ....................................................................................................... 83 ACTIVITY 58 ....................................................................................................... 84 ACTIVITY 59 ....................................................................................................... 85 Lesson 20: Improvise and create ................................................................................ 86 ACTIVITY 60 ....................................................................................................... 86 ACTIVITY 61 ....................................................................................................... 87 ACTIVITY 62 ....................................................................................................... 87 Lesson 21: Read, interpret and perform ...................................................................... 87 ACTIVITY 63 ....................................................................................................... 88 ACTIVITY 64 ....................................................................................................... 88 ACTIVITY 65 ....................................................................................................... 89 Lesson 22: Appreciate and reflect ............................................................................... 89 ACTIVITY 66 ....................................................................................................... 92 UNIT 7: Creative arts........................................................................................................ 93 Lesson 23: Visual literacy ............................................................................................ 94 ACTIVITY 67 ....................................................................................................... 97 Lesson 24: Design in 2D ............................................................................................. 98 ACTIVITY 68 ....................................................................................................... 98 ACTIVITY 69 ....................................................................................................... 98 Lesson 25: Create in 3D .............................................................................................. 99 ACTIVITY 70 ..................................................................................................... 100 ACTIVITY 71 ..................................................................................................... 100 UNIT 8: Physical education ........................................................................................... 102 Lesson 26: Warming up and cooling down: safety during games.............................. 102 Lesson 27: Participating in target games................................................................... 103 ACTIVITY 72 ..................................................................................................... 103 ACTIVITY 73 ..................................................................................................... 103 ACTIVITY 74 ..................................................................................................... 103 ACTIVITY 75 ..................................................................................................... 104 ACTIVITY 76 ..................................................................................................... 104 ACTIVITY 77 ..................................................................................................... 104 Lesson 28: Performing movement sequences .......................................................... 105 ACTIVITY 78 ..................................................................................................... 105 ACTIVITY 79 ..................................................................................................... 106 ACTIVITY 80 ..................................................................................................... 107 ACTIVITY 81 ..................................................................................................... 108

Study Guide G05 ~ Life Skills

UNIT 9: Personal and social well-being ....................................................................... 111 Lesson 29: Festivals and customs of different religions in South Africa .................... 112 ACTIVITY 82 ..................................................................................................... 116 ACTIVITY 83 ..................................................................................................... 116 ACTIVITY 84 ..................................................................................................... 118 Lesson 30: Safety precautions at home and in the environment ............................... 119 ACTIVITY 85 ..................................................................................................... 119 ACTIVITY 86 ..................................................................................................... 120 ACTIVITY 87 ..................................................................................................... 121 ACTIVITY 88 ..................................................................................................... 122 ACTIVITY 89 ..................................................................................................... 125 ACTIVITY 90 ..................................................................................................... 125 Lesson 31: Water as important basic need ............................................................... 127 ACTIVITY 91 ..................................................................................................... 128 ACTIVITY 92 ..................................................................................................... 129 ACTIVITY 93 ..................................................................................................... 130 Lesson 32: Healthy eating habits for children ............................................................ 131 ACTIVITY 94 ..................................................................................................... 131 ACTIVITY 95 ..................................................................................................... 132 ACTIVITY 96 ..................................................................................................... 134 ACTIVITY 97 ..................................................................................................... 136 ACTIVITY 98 ..................................................................................................... 136 ACTIVITY 99 ..................................................................................................... 138 ACTIVITY 100 ................................................................................................... 139 REVISION: TERM 3 .................................................................................................. 140 UNIT 10: Performing arts............................................................................................... 141 Lesson 33: Warm-up and play ................................................................................... 142 ACTIVITY 101 ................................................................................................... 142 ACTIVITY 102 ................................................................................................... 142 ACTIVITY 103 ................................................................................................... 143 ACTIVITY 104 ................................................................................................... 143 Lesson 34: Improvise and create .............................................................................. 144 ACTIVITY 105 ................................................................................................... 144 ACTIVITY 106 ................................................................................................... 145 ACTIVITY 107 ................................................................................................... 145 ACTIVITY 108 ................................................................................................... 145 Lesson 35: Read, interpret and perform .................................................................... 146 ACTIVITY 109 ................................................................................................... 146 ACTIVITY 110 ................................................................................................... 146 ACTIVITY 111 ................................................................................................... 147 ACTIVITY 112 ................................................................................................... 148 ACTIVITY 113 ................................................................................................... 148 ACTIVITY 114 ................................................................................................... 148

Study Guide G05 ~ Life Skills

Lesson 36: Appreciate and reflect ............................................................................. 148 ACTIVITY 115 ................................................................................................... 149 UNIT 11: Creative arts.................................................................................................... 150 Lesson 37: Visual literacy .......................................................................................... 150 ACTIVITY 116 ................................................................................................... 151 ACTIVITY 117 ................................................................................................... 152 Lesson 38: Create in 2D ............................................................................................ 152 ACTIVITY 118 ................................................................................................... 153 Lesson 39: Create in 3D ............................................................................................ 153 UNIT 12: Physical education ......................................................................................... 154 Lesson 40: Safety measures for rhythmic movements .............................................. 154 Lesson 41: Participating in rhythmic movements ...................................................... 155 ACTIVITY 119 ................................................................................................... 155 ACTIVITY 120 ................................................................................................... 155 ACTIVITY 121 ................................................................................................... 156 ACTIVITY 122 ................................................................................................... 156 Lesson 42: Performing rhythmic movements ............................................................ 157 ACTIVITY 123 ................................................................................................... 157 ACTIVITY 124 ................................................................................................... 157 UNIT 13: Personal and social well-being ..................................................................... 158 Lesson 43: Local environmental health problems ..................................................... 159 ACTIVITY 125 ................................................................................................... 161 ACTIVITY 126 ................................................................................................... 163 ACTIVITY 127 ................................................................................................... 165 ACTIVITY 128 ................................................................................................... 166 ACTIVITY 129 ................................................................................................... 167 ACTIVITY 130 ................................................................................................... 169 Lesson 44: HIV and Aids education........................................................................... 170 ACTIVITY 131 ................................................................................................... 171 ACTIVITY 132 ................................................................................................... 172 ACTIVITY 133 ................................................................................................... 172 Lesson 45: Substance abuse .................................................................................... 174 ACTIVITY 134 ................................................................................................... 176 REVISION EXERCISE FOR TERM 4........................................................................ 178 UNIT 14: Performing arts............................................................................................... 179 Lesson 46: Warm-up and play ................................................................................... 180 ACTIVITY 135 ................................................................................................... 181 ACTIVITY 136 ................................................................................................... 181 ACTIVITY 137 ................................................................................................... 181 ACTIVITY 138 ................................................................................................... 181 ACTIVITY 139 ................................................................................................... 182 5

Study Guide G05 ~ Life Skills

ACTIVITY 140 ................................................................................................... 182 ACTIVITY 141 ................................................................................................... 182 ACTIVITY 142 ................................................................................................... 182 ACTIVITY 143 ................................................................................................... 182 ACTIVITY 144 ................................................................................................... 183 Lesson 47: Improvise and create .............................................................................. 183 ACTIVITY 145 ................................................................................................... 183 ACTIVITY 146 ................................................................................................... 183 ACTIVITY 147 ................................................................................................... 184 Lesson 48: Read, interpret and perform .................................................................... 184 ACTIVITY 148 ................................................................................................... 184 ACTIVITY 149 ................................................................................................... 184 ACTIVITY 150 ................................................................................................... 184 Lesson 49: Appreciate and reflect ............................................................................. 185 ACTIVITY 151 ................................................................................................... 185 UNIT 15: Creative arts.................................................................................................... 186 Lesson 50: Visual literacy .......................................................................................... 187 ACTIVITY 152 ................................................................................................... 187 ACTIVITY 153 ................................................................................................... 188 ACTIVITY 154 ................................................................................................... 189 Lesson 51: Create in 2D ............................................................................................ 189 ACTIVITY 155 ................................................................................................... 190 ACTIVITY 156 ................................................................................................... 190 ACTIVITY 157 ................................................................................................... 190 ACTIVITY 158 ................................................................................................... 191 Lesson 52: Create in 3D ............................................................................................ 192 ACTIVITY 159 ................................................................................................... 192 ACTIVITY 160 ................................................................................................... 192 UNIT 16: Physical education ......................................................................................... 193 Lesson 53: Safety measures for track and field items ............................................... 194 Lesson 54: Participating in various track and field items ........................................... 194 ACTIVITY 161 ................................................................................................... 195 ACTIVITY 162 ................................................................................................... 196 ACTIVITY 163 ................................................................................................... 196 ACTIVITY 164 ................................................................................................... 197 ACTIVITY 165 ................................................................................................... 198 ACTIVITY 166 ................................................................................................... 198 ACTIVITY 167 ................................................................................................... 198 ACTIVITY 168 ................................................................................................... 199 ACTIVITY 169 ................................................................................................... 200 ACTIVITY 170 ................................................................................................... 201 ACTIVITY 171 ................................................................................................... 201

Study Guide G05 ~ Life Skills

Lesson 55: Performing athletic activities ................................................................... 201 ACTIVITY 172 ................................................................................................... 201 ACTIVITY 173 ................................................................................................... 201 ACTIVITY 174 ................................................................................................... 201 ACTIVITY 175 ................................................................................................... 202 ACTIVITY 176 ................................................................................................... 202 REFERENCES ................................................................................................................ 203 COLOUR ADDENDUM ................................................................................................... 207 Lesson 9: Visual literacy ............................................................................................ 209 ACTIVITY 30 ..................................................................................................... 209 ACTIVITY 31 ..................................................................................................... 209 Lesson 10: Design in 2D ........................................................................................... 210 ACTIVITY 67 ..................................................................................................... 211 ACTIVITY 68 ..................................................................................................... 211 ACTIVITY 116 ................................................................................................... 212 ACTIVITY 117 ................................................................................................... 213 ACTIVITY 154 ................................................................................................... 213

Study Guide G05 ~ Life Skills

LESSON ELEMENTS LEARNING AIMS

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

Formative assessment to test the learner’s progress and knowledge of the lesson completed.

Study Guide G05 ~ Life Skills

PREFACE Welcome to Grade 5! 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 and Visual Arts 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 must 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 wellbeing. 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 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 • Designs in 2D • Designs in 3D All the formal assessments can be found in the portfolio book. 9

Study Guide G05 ~ Life Skills

YEAR PLAN UNIT

LESSON TERM 1 Lesson 1: Positive self-esteem development Lesson 2: Give and receive feedback Lesson 3: Dealing with emotions Lesson 4: Relationships with friends, older people and strangers Formal assessment Lesson 5: Warm-up and play Lesson 6: Improvise and create Lesson 7: Read, interpret and perform Lesson 8: Appreciate and reflect Lesson 9: Visual literacy Lesson 10: Design in 2D Lesson 11: Create in 3D Formal assessment Lesson 12: Safety measures for movement sequences Lesson 13: Participating in movement combinations Lesson 14: Performing movement actions Formal assessment TERM 2 Lesson 15: Discrimination, stereotyping and prejudice Lesson 16: Child abuse Lesson 17: Dealing with violence Lesson 18: Age and gender issues in different cultures Formal assessment Lesson 19: Warm-up and play Lesson 20: Improvise and create Lesson 21: Read, interpret and perform Lesson 22: Appreciate and reflect Formal assessment Lesson 23: Visual literacy Lesson 24: Design in 2D Lesson 25: Create in 3D Formal assessment Lesson 26: Warming up and cooling down: safety during games 10

DATE STARTED

DATE COMPLETED

Study Guide G05 ~ Life Skills

Lesson 27: Participating in target games Lesson 28: Performing movement sequences Formal assessment TERM 3 Lesson 29: Festivals and customs of different religions in South Africa Lesson 30: Safety precautions at home and in the environment Lesson 31: Water as important basic need Lesson 32: Healthy eating habits for children Formal assessment Lesson 33: Warm-up and play Lesson 34: Improvise and create Lesson 35: Read, interpret and perform Lesson 36: Appreciate and reflect Lesson 37: Visual literacy Lesson 38: Create in 2D Lesson 39: Create in 3D Formal assessment Lesson 40: Safety measures for rhythmic movements Lesson 41: Participating in rhythmic movements Lesson 42: Performing rhythmic movements Formal assessment TERM 4 Lesson 43: Local environmental health problems Lesson 44: HIV and Aids education Lesson 45: Substance abuse Lesson 46: Warm-up and play Lesson 47: Improvise and create Lesson 48: Read, interpret and perform Lesson 49: Appreciate and reflect Formal assessment Lesson 50: Visual literacy Lesson 51: Create in 2D Lesson 52: Create in 3D Lesson 53: Safety measures for track and field items Lesson 54: Participating in various track and field items Lesson 55: Performing athletic activities Formal assessment 11

Study Guide G05 ~ Life Skills

Unit

UNIT 1: Personal and social well-being LEARNING AIMS After completing this unit, you should be able to do the following: • Know what influence other people have on your self-esteem and self-esteem development. • Be aware of how personal success contributes to a positive self-esteem. • How to set up a plan of action for continuous positive selfesteem development. • How to handle feedback from others, as well as how to give feedback to others. • Know how to handle different emotions. • Apply skills to effectively manage emotions. • Appreciate friends in difficult times. • Distinguish between safe and unsafe relationships with other people. INTRODUCTION Your self-esteem is particularly important, because it determines how you feel about yourself. It also plays an important role in how you treat others. Your self-esteem determines whether you will be successful in whatever you undertake. The feedback you get from others can be positive or negative. It is important to handle the feedback correctly. You must also know how to give feedback to other people in the correct way. It is therefore important for the learner to receive the necessary guidance. Emotions are very important in this phase of your life. Your emotions are sensitive and sometimes you feel confused. It is therefore important for you to know how to correcty manage and express emotions. During difficult times, it is important to be able to count on friends. Lastly, we are going to look at relationships with other people. You should be able to distinguish between bad and good relationships. These experiences can help you later in life with decisions about relationships.

Study Guide G05 ~ Life Skills

Unit

IMPORTANT TERMINOLOGY • • • • •

• • •

Self-esteem: What you think of yourself. Ambition: The desire you have to achieve and be successful. Self-respect: To believe in yourself and to not do things that would harm you. Determination: Someone who does not give up, who keeps going regardless of the circumstances. Feedback: Information someone gives you to let you know whether you did something well or badly. You can also give others feedback about their actions. Strategy: Working out a plan of action. Emotions: The feelings you have, for example anger, sadness, happiness, etc. Sympathy: When you feel sorry for someone else.

Lesson 1: Positive self-esteem development Recommended resources: study guide as well as posters and books about the topic 1.1

The influence others have on self-esteem: adults and friends

Your self-esteem is the image you have of yourself. This includes: •

Your social character Are you sociable? Are you shy? Are you self-assured?

•

Your physical appearance Are you tall? Are you overweight? Are you pretty?

•

Your thoughts Are you positive or negative? Are you happy? Can you make choices easily?

Study Guide G05 ~ Life Skills

Unit

Your self-esteem is your understanding of your own, unique characteristics. However, your own view of yourself is not the only influence on your self-esteem. Things other people say about us and how other people treat us also influence our self-esteem. People who damage or boost your self-esteem include the following: •

Your family What does your family expect from you? Does your family support you or criticise you? Do you sometimes feel that you do not live up to your family’s expectations?

•

Your friends and peer group Do they sometimes make you feel inferior? Do you feel that you are not as strong/pretty/clever as the others? Do your friends accept you for who you are?

•

Media The media puts pressure on teenagers to act and look a certain way. Do you feel fat and ugly compared to the perfect movie stars? That is the media’s mission. They advertise products promising they will make you feel better about yourself.

•

School expectations You might feel that your school and teachers’ expectations of you are too high. It makes you feel stressed and when you cannot meet their expectations, you feel like a failure. ACTIVITY 1 1. Make a list of any FIVE things people have told you that influenced your selfesteem negatively. 2. Discuss how it made you feel with your facilitator/friend/parent. 3. How did you handle these situations? Discuss it with your facilitator/friend/parent.

1.2

Personal successes as a contributing factor to positive self-esteem

Before you can achieve success, you must have good self-esteem. A successful person feels good about himself/herself because he/she has reached their goals. You must work at good self-esteem. The following elements can contribute to it: • Stand and walk with good posture. It will immediately make you feel better about yourself. • Learn from your mistakes and make positive improvements. • Cultivate a positive attitude to life. • Love yourself. • Spend time with people who encourage you and influence your positively. 14

Study Guide G05 ~ Life Skills

• •

Unit

Live healthily – eat the right foods and exercise regularly. Treat yourself by doing something fun from time to time.

If you look at the most successful people around you, you will note that all of them have certain characteristics. It makes them more likely to achieve success than other people. These characteristics are: • The dedication to keep to your plan for success. • The ambition to achieve and do things better than other people. • The application of good problem-solving techniques to find solutions to problems. • They believe in themselves and have a lot of self-respect. • Successful people are determined and do not quit. • Successful people can make good decisions quickly. • Successful people are not scared of new situations and are very brave. When you feel good about yourself, your chances of achieving everything you want is greater. Being successful also makes you feel good about yourself. ACTIVITY 2 1. Make a list of at least FIVE of your characteristics you think will help you be successful. 2. Make a list of at least FIVE characteristics you would like to have. 3. How would you go about getting the characteristics you named in 2? 4. Discuss your answers with your friends/facilitator or parent. ACTIVITY 3 1. Use your answers in Activity 2, Question 1 and make a collage of your positive characters that will contribute towards your success. 2. Use photographs or pictures from magazines to make your collage. 1.3

Plan of action for continuous positive self-esteem development

You are not going to feel the same every day. Some days you feel positive and other days you feel extremely negative. It is therefore important to continuously work on your selfesteem, even if you do not always feel positive. That is why it is important to compile a plan of action to motivate you. Let us look at self-motivation first. What is self-motivation? It is the ability to do the things you need to do without other people’s influence. People with self-motivation can find the reason and strength to complete a task on their own, even when it is a challenge, or they do not have the encouragement of others. How can I become self-motivated? • Focus on what you enjoy doing. • Make a list of things you want to improve and how you are going to do so. • Review all the successes you have already achieved. 15

Study Guide G05 ~ Life Skills

• • • •

Unit

Reward yourself for each success you achieve. Read inspiring books. Set yourself goals. If you feel negative and lose hope, contact a friend who can encourage you.

Let us compile a PLAN OF ACTION to help you continuously develop and build your selfesteem in a positive way: 1.

Find your strengths What can you do very well? Of which recent successes are you very proud?

Cultivate a positive attitude about yourself Say positive things about yourself to yourself. Believe that you will be successful.

Work on your weaknesses Identify your weaknesses. Compile a plan to change these into strengths.

Do not fear new challenges Be positive about each new challenge, even if it is very difficult. New challenges teach us how to do new things. ACTIVITY 4 1. Make a list of all your strengths. 2. Make a list of all your successes. 3. Compile a plan of action for yourself. 4. Put the lists somewhere where you can see it every day. 5. Remind yourself every day that you are going to become a successful person!

Study Guide G05 ~ Life Skills

1.4

Unit

Read about activities and actions that promote positive self-esteem

Read the article. You are in charge of your self-esteem Although it is a fact that a large part of your self-esteem is formed by what other people think of you, you don't always have to wait for your parents, teachers or friends to say something good to you. Ultimately, you are the only one who can determine how you really feel about yourself. Celebrate your victories You know yourself the best. You know what you are afraid of or when you are able to do something you couldn’t do before. It doesn’t always have to be something big getting full marks for a test. Also celebrate your small achievements, like your joke that made your friends laugh or the cricket game you have won. It is not necessary to have a golden star on your forehead, but at the end of every day, you can write in your diary book what you have achieved. Something you can read when you don’t feel that good about yourself. Love your looks Have you watched a movie and wished you looked like one of the main characters? Or at your friend’s profile picture on WhatsApp and wished you also had perfect hair? The truth is that things are not always as they seem. With mobile and computer apps, photos can be changed so much, that everyone is pretty enough to be on the cover of a magazine. Imagine how boring it would be if everyone looked the same. Take a look at your family the next time you’re unhappy with your body or appearance. Your genes are the biggest determiner of what you look like. If your mother or father are tall, you probably are also going to be tall. Where other children wish they can be tall like you, you might feel like a giant if you always must stand in the back row when photos are taken. Although you might feel embarrassed that you are so tall, it is proof that you belong and are part of a tall family. Having a good self-esteem lies in your hands. Change every ‘cannot’ to a ‘can’. Everyone on this earth is good with at least one thing – you just have to find what you’re good at. ACTIVITY 5 Answer the following questions. 1. What is the name of the pupil named as the 2013 Top Matric? 2. What did he say about his accomplishment? 3. What was the matric pass rate for 2013? 4. How many candidates wrote the NSC examinations in 2013? 5. Have the results improved in the last five years? 17

Study Guide G05 ~ Life Skills

Unit

The following is a case study: Hester is a good hockey player. She does well in her school’s hockey games. She wants to make the Gauteng team. She has not made the team yet, but this year she is determined to reach her goal. She practises extremely hard every day. She gets up early every morning and practises on the hockey field before school. Apart from her regular practice at school, she has extra practice sessions three afternoons a week. She also takes part in weekend games. Hester must be very organised and disciplined. She also makes time for her schoolwork and school tasks. She also has lots of fun with her friends in her free time. She is indeed very disciplined. She eats healthily and gets enough sleep, because the practice and exercise require a lot of energy. Hester says she is a lot more focused since she set her goal. It helps her to reach her dream. ACTIVITY 6 Answer the following questions. 1. What is Hester’s special talent? 2. Which goal did Hester set herself? 3. Name Hester’s strengths. 4. What can you learn from Hester? Lesson 2: Give and receive feedback Recommended resources: study guide, newspaper articles and magazines 2.1

Suitable ways of giving and receiving feedback: positive and negative feedback

Feedback is the information we get from people around us. It is the way in which someone tells us how well did a task. Feedback is important because it gives you the information you need to know where you went wrong and how you can improve on it. It can help you plan. It motivates you, so you can do your best. Read the following case study. Mareli and Kesha are in the same class. Mr Fourie gives the class a task about the Industrial Revolution. Mareli and Kesha decide to work on it together, as a group. Kesha is a perfectionist and criticises Mareli’s work all the time. Nothing Mareli contributes to the task is good enough. Mareli gets despondent and decides she does not want to work with Kesha anymore. Mareli does the task on her own, but does not tell Kesha. On the day they must hand in the task, Kesha hands in a half-completed task and Mareli hands in a completed task. Kesha is very unhappy and no longer wants to be friends with Mareli.

Study Guide G05 ~ Life Skills

Unit

ACTIVITY 7 Answer the following questions. 1. Do you think Kesha acted correctly when they started working on the task? 2. Do you think Mareli could have handled the situation better? 3. Why were Kesha’s feelings hurt? 4. What did you learn about feedback from the case study? Some people are very sensitive and do not react well to feedback, especially if they feel that they are being criticised. Therefore, you should consider how you give feedback to ensure that is received positively. You must never belittle someone – that is not constructive feedback. The feedback you give should be helpful for the person receiving it. It should serve as motivation to improve. How can I give someone positive feedback? • Always speak positively. Do not focus on what the person cannot do only, but also on the things that the person does well. • Speak clearly and be specific with your feedback. • Do not criticise the person, but his/her actions or the task that was completed. • Try to give the person advice on how to improve certain aspects. • You must always treat the person in such a way that they retain their dignity and feel respected. ACTIVITY 8 1. Think of something you and your friend(s) did together recently, like playing rugby. 2. Think about the mistakes you made. 3. If you were the captain/leader of the team/group, how would you give positive feedback? Of course, it is much easier to give feedback than to receive it. Maybe you feel scared when someone gives you feedback on something you have done. Maybe you get angry when someone points out something you can improve on. Feedback is important because it helps you know where to improve. If you do not get your test marks back, how would you know what you got right and what you got wrong? It is important that you learn to handle different types of feedback. What is the right way for me to handle feedback? • You must be willing to ask for feedback. Do not be afraid of the outcome. • Do not be angry with the person. It will not help if you get nasty. • Listen to the person’s advice and try it out the next time you do something. • If you feel that the feedback is unfair, discuss it. • Appreciate all feedback you receive. It will help you become more successful.

Study Guide G05 ~ Life Skills

Unit

ACTIVITY 9 1. For the rest of the day, be more aware of feedback you receive. 2. Also, be more aware of your reaction to the feedback. 3. Do you think you handled it appropriately? 4. If you think you need to improve the way you handle feedback, what changes would you make? ACTIVITY 10 Study the following picture and answer the questions.

1. 2. 3. 4. 2.2

Which type of feedback is represented in the photograph? How do you think the girl in the foreground feels? What is the best way for her to handle the feedback? Do you think this type of feedback is constructive?

Read about appropriate ways of giving and receiving feedback

Negative, positive and constructive feedback Someone’s words can be wonderful or terrible. Sometimes you remember it forever. Deconstructive comments (like the time when the ballet teacher said you dance like a duck), but also positive critique (like when your teacher wrote such good remarks about your essay), can be with you forever. You are always going to have opinions about people and what they do, just like others are always going to have something to say about you. It is part of life and although it sometimes hurts, it is an essential skill to master. How else are you going to do better in sport or schoolwork? If you learn to manage criticism now, you will not want to simply quit your job the first time your boss gives you a negative feedback. How to give feedback Feedback is when someone receives or gives an opinion about someone else or something someone else did. It is supposed to be ideas for improvement, or just to recognise performance or growth. Unfortunately, not everyone always provides feedback the way they would like to receive it ... 20

Study Guide G05 ~ Life Skills

Unit

Below are examples of negative feedback and ideas for how you can change that same criticism into something positive. ‘You dance like a duck.’ Destructive: This is a general statement that attacks the person without explaining exactly what is wrong. Constructive: ‘Your balance is good, but your posture needs work.’ Why is it better? You first give compliments before you suggest improvements. ‘Yes, the earth is flat.’ Destructive: Perhaps you’re trying to not hurt your friend’s feelings, but in the end it’s destructive if you don’t help him. Just imagine how everyone will laugh if your friend says it at a party. Constructive: ‘Long ago, people thought the earth was flat, but today we know it is round.’ Why is it better? Just like you, your friends must also learn to accept the correct facts if they are wrong. By admitting that people once believed the earth was flat, you acknowledge the reason why he believes it, but rather tell him that his facts are false, to avoid any embarrassment. And if you are the one to receive negative feedback? Take a deep breath when someone gives you negative feedback. Even if someone gives harsh feedback, there might be merit in what they are saying. Look for the positives and see where you can improve. ACTIVITY 11 1. What is criticism? 2. How do you handle criticism? 3. Which of the tips provided would you apply in your own handling of criticism? 4. Do you think it is true that you cannot always be right? Lesson 3: Dealing with emotions Recommended resources: study guide as well as articles, reports and books on handling emotions 3.1

Skills to manage emotions positively

We experience many different emotions in our lives: empathy, compassion, disappointment, and sadness. Your emotions can sometimes make you act inappropriately. It is important for your emotional development to learn to handle your emotions correctly. You will be able to handle any situation with a reasonable measure of self-confidence if you can control your emotions. There are emotions such as joy and excitement that we like and deal with easily, but negative emotions such as sadness is a slightly more difficult to deal with.

Study Guide G05 ~ Life Skills

Unit

Negative emotions sometimes make you act inappropriately. Maybe you become confrontational when you are sad. Negative emotions are part of life and you cannot be happy all the time. That is why you need to learn to identify your emotions, understand them and deal with them correctly. It is important to bear the following in mind when it comes to emotions: • You are the only person who can deal with your emotions. • There are times that you cannot remain in control. • You need to be able to identify the emotion and know what caused it. • You need to control your feelings, but do not suppress or ignore them. • How you deal with your feelings is your choice. • You choose how you behave. • You can deal with peer pressure by saying “no”. • You can be in control by stopping, thinking and then doing. • Do not exaggerate. Remain reasonable and calm. • If you are in a negative situation, remove yourself from the situation and do something that calms you down. • Do not agonise over negative situations. It will only make you more negative. The following technique is called the Traffic Light Technique: (Taken from: Emosionele Intelligensie vir kinders en tieners by Dr Rina de Klerk and Dr Ronel le Roux) This technique will help you apply emotional control. 1.

STOP: RED Red

1. 2. 3.

THINK: ORANGE

Orange

DO: GREEN Green

The red light tells you to stop, breathe deeply and calm down. The orange light tells you to take time to think the situation over and look for alternative ways to act. The green light gives you permission to act in the most appropriate way. Now act correctly.

Study Guide G05 ~ Life Skills

Unit

ACTIVITY 12 1. Think of any negative emotion you recently experienced. 2. What situation makes you feel this way? 3. Do you think you handled the emotion appropriately? 4. If not, use the traffic light technique. Write down below how you should have stopped, thought and acted more appropriately. What should you have told yourself at that moment? Stop: ____________________________________________ Think: ___________________________________________ Do: _____________________________________________ An emotion that can have a serious impact on your emotions is ANGER. Anger is a powerful emotion that can have very negative consequences if it is not handled correctly. You can hurt your friends’ feelings when you lash out in anger. People who learn to control their anger use this ability to make positive changes in their lives. Bottling up your anger is not a way to control it. You need to learn to express your anger appropriately. When you get angry, do the following: 1. 2. 3. 4.

Take a deep breath and count to 10. Try to calm down and relax. Walk away from the situation and go somewhere where you can be alone. Only return to the situation when you feel calmer. Express your anger when you are alone. Scream as loudly as you can and let it out. Only do this when you are alone. Talk to someone about your anger. It will make you feel better. ACTIVITY 13 Study the picture below and answer the questions that follow.

Image 1.1

1. 2. 3.

Do you think the two boys are handling their anger appropriately? Which strategies would you suggest they apply? What consequences can this type of expression of anger have?

Study Guide G05 ~ Life Skills

Unit

It is important to be able to put yourself in someone else’s position. Sympathy is when you feel sorry for someone. For example, you can feel sorry for your friend who is going through a difficult time. This means you have sympathy with him/her. Empathy is when you understand how someone feels. You also have a better understanding of their behaviour in the situation. You may have been in a similar situation and therefore you understand better. Compassion is when you show that you really care about someone. ACTIVITY 14 Your best friend’s grandmother passed away. She is very sad. You want to do something to show her you care about how she is feeling. • Make your friend a beautiful card and give it to her. • Remember: You must show compassion and sympathy in your card, but also try to make her feel better. • You must decorate your card. 3.2

Value of friends in times of sadness, tragedy and change

We all go through difficult times. Someone you love might pass away or your parents might get divorced. We want people around us in difficult times, so they can help and support us. A true friend will help you no matter what. A true friend will look past your faults and stand by you through thick and thin. Here are a few quotes about friendship: A real friend is one who walks in when the rest of the world walks out. Walter Winchell Friends show their love in times of trouble, not in happiness. Euripides Friends and good manners will carry you where money won't go. Margaret Walker ACTIVITY 15 Read the following case study. Anja and Lucille have been friends since Grade 1. They are very close and do everything together. As they get older, they change a little and Anja becomes very quiet and introverted. She likes doing art and spending a lot of time on her own. On the other hand, Lucille is very sociable and enjoys going out and having fun. So naturally, they do not see each other as often as they used to.

Study Guide G05 ~ Life Skills

Unit

Lucille and Kayla become friends. Kayla is a lot of fun. She is highly active and loves going out and having fun. Lucille spends more and more time with Kayla. Lucille starts ignoring Anja and it hurts Anja’s feelings. Anja sat alone every break time, while Lucille and Kayla laughed and chatted. Lucille’s parents were getting divorced, and things at home became increasingly difficult. Lucille tried talking to Kayla about it, but she did not have any compassion for Lucille’s problem. Lucille then felt very bad about the way she had treated Anja. Anja had always been there for her and she could tell her anything. Lucille decides to apologise to Anja, because she misses her best friend. She was very hesitant to approach Anja, but Anja forgave her immediately and now they are best friends again.

Image 1.2

Answer the following questions. 1. Why do you think Lucille would rather be friends with Kayla than Anja? 2. Why do you think Lucille started thinking about Anja again when her parents divorced, and she was going through a difficult time? 3. Do you think it is important to have friends who have compassion for us, and whom we can trust? 4. Has there ever been a time when you had to count on a friend for support? 5. Make a resolution to do one kind-hearted thing for a friend at least once a day in the coming week. 3.3

Read about friends who care and support each other

Read the following story about friendship. Sarah is a new learner in the school. However, she is not like the other children, because she is in a wheelchair. Sarah was in a car accident when she was three years old and was paralysed. Can you imagine how scared and insecure she must have felt about starting at the new school! “What if they do not accept me?” she thinks to herself. On the first day, Sarah was very nervous. Her parents pushed her into the school hall and then she was on her own! After assembly, Sarah was on her way to class when a friendly girl came to her. “Hi, my name is Leni. Can I help you get to your class?” “That will be great, thanks,” says Sarah. And so Sarah and Leni became best friends! They even held the skipping rope for other children at break time so they could skip. Sarah was so thankful that she found such a wonderful friend.

Study Guide G05 ~ Life Skills

Unit

Lesson 4: Relationships with friends, older people and strangers Recommended resources: study guide, books about relationships 4.1

Safe and unsafe relationships

We are all in relationships with other people. It could be family, friends or other people outside these groups. It can be younger or older people. These are all people you know very well. ACTIVITY 16 1. Make a list of everybody with whom you have a relationship. 2. How many of them are younger than you? 3. How many of them are older than you? 4. Identify the people who mean the most to you in your life. What is a stranger? Strangers are people you do not know, and that you may meet for the first time. It is anybody you do not know but whom you see at the shops or at the bus stop, for example. From a very young age, you are taught not to talk to strangers. Someone you do not know can possibly pose a danger to you. However, there are a few strangers with whom you can feel safe. These are, for example, police officers, security guards and shop assistants. If you need help at all, it is safest to approach these strangers. A stranger could look just like any other “normal” person to you, but he/she could be a bad person. On the other hand, someone who looks “different” is not necessarily dangerous. You must always be safe! Someone who makes you feel unsafe is not necessarily a stranger. People or friends you know well can scare you and make you feel uncomfortable. These people are the bullies in our society. Sometimes there are older people in your life who scare you. If you feel scared and unsafe in someone’s presence, you should rather avoid the person and tell someone you trust about it.

Study Guide G05 ~ Life Skills

Unit

ACTIVITY 17 Look at the pictures below and answer the questions that follow. A

Image 1.3

Image 1.4

Image 1.5

Image 1.6

Look at each picture from A to D. 1. Who would you trust? 2. Why would you trust them? 3. Who would you not trust? 4. Why would you not trust them? 4.2

Good and bad relationships

Sometimes it is hard to know if you are in a good or bad relationship. When it comes to relationships, it is important to trust your instinct. As you grow up, you will learn that your instinct about something is usually spot on!

Study Guide G05 ~ Life Skills

Unit

What are the characteristics of a good relationship? • You feel happy and comfortable when you are with the person. • In a good relationship each party makes the same effort – one person does not do more or give more than the other. • You feel that you can trust the person with everything. • You will spend time with the person of your own free will, because you enjoy it. • You have mutual respect. • You communicate very well with each other. • You help each other, have sympathy for each other and forgive the other’s mistakes.

Image 1.7

What are the characteristics of bad relationships? • It makes you feel unhappy, angry and scared. • One person makes all the effort in the relationship and feels pressurised. • You cannot trust the other person. • You do not want to spend time with the person and feel forced to do so. • There is no respect in the relationship. • There is no healthy communication. • There is no sympathy and forgiveness in the relationship. ACTIVITY 18 1. Analyse your relationships. Compare it to the characteristics above. 2. Do you have good or bad relationships?