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Reg. No.: 2011/011959/07
Life Skills
Facilitator’s guide
Grade 4
CAPS aligned
LM van der Walt
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.
SAMPLE
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
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.
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
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.
SAMPLE
Task 1 Task 2 Task 3 Task 4
b. 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.
Terms 1, 3 and 4 are assessed according to the following table:
Assessment tool for PEA
Criteria 1: Frequency of participation (20 marks)
0% = 0 marks 1 – 5% = 1 mark 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)
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)
51 – 55% = 11 marks
56 – 60% = 12 marks
61 – 65% = 13 marks
66 – 70% = 14 marks
71 – 75% = 15 marks
Efficient, effective and fitting Movements lead to desired outcome. (6 – 8 marks)
76 – 80% = 16 marks
81 – 85% = 17 marks
86 – 90% = 18 marks
91 – 95% = 19 marks
96 – 100% = 20 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
SAMPLE
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.
2
3
5
YEAR PLAN
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
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 6
Lesson 18: Warm-up and play
Lesson 19: Improvise and create
Lesson 20: Read, interpret and perform
Lesson 21: Appreciate and reflect
Lesson 24: Create in 3D
Lesson 25: Safety issues in sport
Lesson 26: Adapted invasion games
assessment
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
TERM 1
UNIT 1:
Personal and social well-being
LEARNING AIMS
After completing this unit, the learners should be able to do the following:
INTRODUCTION
• 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.
SAMPLE
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.
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.
SAMPLE
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
Things you don’t like doing Things you can do well
Things you want to improve on
I like sport and exercise. I do not like schoolwork. I make friends easily. I would like to work harder and get better marks.
2. Let the learner do a similar table for a friend of someone else.
3. 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:
SAMPLE
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.
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.
