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Reg. No.: 2011/011959/07
Life Skills
Facilitator’s guide
Grade 5
CAPS aligned
LM van der Walt
SAMPLE
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.
SAMPLE
PREFACE
Welcome to Grade 5!
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 must 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.
Performing Arts exposes the learner to dance, drama and music. It helps him/her to develop and expand their creativity. The four topics of Performing Arts are:
• Warm-up and games – preparing the body and voice, and the use of games to learn the skills.
• Improvise and create – using spontaneous art skills to demonstrate learning.
• Read, interpret and perform – learn the art form’s language, interpretation and performance of the productions.
• Appreciate and reflect – demonstrate understanding and appreciation of own and others’ productions.
Visual Arts focuses on the following three aspects:
1. Visual literacy
2. Designs in 2D
3. Designs in 3D
The subject of Life Skills has the following specific goals:
• Guide learners in reaching their full physical, intellectual, personal, emotional and social potential.
• Educate learners to exercise their constitutional rights and responsibilities en to respect the rights of others.
• Guide the learner in making informed and responsible decisions about their health and environment.
• Develop creative, expressive and innovative individuals.
• Develop skills such as self-awareness, problem-solving, interpersonal relationships, leadership, decision-making and effective communication.
• Expose learners to experiences and the basic skills of dance, drama, music and the visual arts, as well as art literacy and appreciation.
• Allow learners to enjoy the health benefits of exercise and to develop social skills that come from participation in physical education.
All the formal assessments can be found in the portfolio book.
SAMPLE
TIMETABLE AND TIME MANAGEMENT
Four hours per week is 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 the assessment is to continuously gather information regarding the learner’s performance that is then used to improve learning. This requires daily monitoring of learners’ progress. It is done through observation, discussion, practical demonstrations and informal interactions during class.
The activities during the lessons are a method of informal assessment. It does not have to be marked and do not count any marks. It is important to discuss the learner’s answers with him/her. It helps the learner form a better understanding of and insight into the lesson theme.
2. Formal assessment
Formal assessments are marked and formally entered on the mark sheets. This includes: tests, tasks, projects, examinations and practical demonstrations or performances.
a. Assessment of Personal and Social Well-being (PSW)
The learner is required to complete four assessment tasks. It counts 30% of the total year mark. Task
b. Assessment of Physical Education
The Physical Education Task (PET) 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 PET 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 PE tasks
Criterion 1: Frequency of participation (20 marks)
Criterion 2
0% = 0 marks 1 – 5% = 1 mark 6 – 10% = 2 marks 11 – 15% = 3 marks 16 – 20% = 4 marks
Outcome of the performance of movements (10 marks) Needs considerable attention. Does not lead to desired outcome. (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 51 – 55% = 11 marks 56 – 60% = 12 marks 61 – 65% = 13 marks 66 – 70% = 14 marks 71 – 75% = 15 marks
SAMPLE
Need attention and refining, especially in movements that do not lead to desired outcome. (3 – 5 marks)
Effective, efficient and appropriate. Movements mostly lead to desired outcome. (6 – 8 marks)
– 80% = 16 marks
– 85% = 17 marks
– 90% = 18 marks
– 95% = 19 marks 96 – 100% = 20 marks
Exceptional skill levels. Movements always lead to the 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 counts 30% of the total mark per term.
c. Assessment of Creative Arts
The most important goal of Creative Arts is for the learner 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 must 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 must be assessed for a second time to indicate progress.
Codes and percentages for record keeping and reporting
TERM 1
UNIT 1: Personal and social well-being
LEARNING AIMS
After completing this unit, the learner 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 other, as well as how to give feedback to others.
• Must know how to handle different emotions.
• Apply skills to effectively manage emotions.
• Appreciate friends in difficult times.
• Can distinguish between safe and unsafe relationships with other people.
INTRODUCTION
A person’s self-esteem is very important, because it determines how you feel about yourself. It is also important 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 others feedback correctly. It is therefore important for the learner to receive the necessary guidance.
Emotions are very important in this phase of the learner’s life. Learners’ emotions are very sensitive and sometimes they feel confused. It is therefore important for them to know how to correctly 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. The learner must be able to distinguish between bad and good relationships. These experiences can help the learner later in life with decision-making relating to relationships.
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 (3 hours)
Recommended resources: study guide, posters and books on the subject
ACTIVITY 1
1. The learner can give any suitable answers, like “a friend told me I am stupid”. Learner must name at least FIVE things.
2. Discuss each learner’s answer in 1 with him/her. Talk about how it made the learner feel. Be sensitive to the learner’s emotions.
SAMPLE
3. Discuss how the learner handled the situation. Give the learner guidance and advice on how to act correctly in certain situations where they felt their selfesteem was affected.
ACTIVITY 2
1. Learner gives own suitable answer. Give the learner guidance in identifying his/her strengths. Ask the learner questions like: What can you do well? Which characteristics did you use when you achieved success in a test/sport, etc.? Learner must list at least FIVE characteristics.
2. Learner gives own suitable answer. Give the learner guidance in identifying the characteristics he/she would like to have. Ask the learner questions like: Which characteristics would you like to have? Learner must name at least FIVE characteristics.
3. The learner must give a plan for how he/she will develop the characteristics they want. For example, the learner wants to do well in Mathematics. The learner will therefore have to work harder in Mathematics and go for extra classes. Help the learner find solutions and give him/her clear guidance
4. Continuously discuss the questions and answers with the learner. Provide guidance and advice throughout.
ACTIVITY 3
1. The learner uses photographs and pictures from magazines to make a collage of his/her positive characteristics. It can be things like: run fast, swim well, draw nicely, etc.
2. The below is merely a guideline for the facilitator. The learner’s collage can be much bigger.
SAMPLE
ACTIVITY 4
1. Learner’s own suitable answers. Learner names any of his/her strengths. For example: I am good at Mathematics, I can work hard, etc.
2. Learner’s own suitable answers. Learner names a few his/her successes. For example, I did very well on my Maths test after I started attending extra Maths classes.
3. Learner must compile an action plan to build his/her self-esteem continuously and positively. The facilitator gives the learner guidance and advice and helps the learner follow the appropriate steps to compile an action plan. Use the answers in Activities 1 to 3 to compile the action plan.
4. The steps are as follows:
a. Find your strengths: What do you do really well? Which recent successes are you proud of?
b. Cultivate a positive attitude to yourself. Say positive things about yourself to yourself. Believe that you will achieve success.
c. Work on your weaknesses. Identify your weaknesses. Compile a plan of action to change them into strengths.
d. Do not be afraid of new challenges. Be positive about each new challenge, even if it is very difficult. We learn how to do new thing through challenges.
ACTIVITY 5
1. Yourself
2. Celebrate your victories. / Celebrate your small achievements. / Love your looks. / Turn every ‘cannot’ into a ‘can’. / Keep a diary of your achievements. / Any other relevant answer.
3. Learner’s own answer.
SAMPLE
4. Learner’s own answer.
5. Learner’s own answer.
ACTIVITY 6
1. She is a good hockey player.
2. She wants to play hockey for Gauteng.
3. Learner’s own deductions. Examples: She is self-motivated, organised, disciplined, balanced, eats healthy, sleeps enough.
4. Learner’s own appropriate answer. A possible answer could be: If you want to achieve something, you must work hard for it.
Lesson 2: Give and receive feedback (3 hours)
Recommended resources: study guide, newspaper articles and magazines
ACTIVITY 7
1. No, it was not right to criticise Mareli all the time.
2. Mareli should maybe have talked to Kesha before she decided to work alone.
3. Kesha was unhappy because Mareli did the task by herself without telling her. Kesha then handed in her task incomplete and will not earn good marks.
4. It is important to communicate with your friends. You cannot solve a problem if you do not tell someone that there is a problem.
ACTIVITY 8
1. Learner’s own suitable answer. For example: We are all going ice-skating.
2. Learner’s own suitable answer. For example: We argued a lot and did not enjoy it.
3. Learner can give own answer. Below are possible answers:
• Always speak positively. Do not only emphasise what someone cannot do, but also emphasise what they can do well.
• Speak clearly and be specific in your feedback.
• Do not criticise the person, just the task that was completed.
• Try to give the person advice to improve certain aspects.
• You should always treat the person in a way that they still feel worthy and respected.
ACTIVITY 9
1. Talk to the learner about what he/she experienced today. Talk to the learner about the kind of feedback he/she experienced today.
SAMPLE
2. Talk to the learner about how he/she reacted when receiving certain kinds of feedback.
3. Talk to the learner about appropriate ways of dealing with certain kinds of feedback. Does the learner feel that he/she dealt with it appropriately?
4. Talk to the learner about changes he/she would like to make in how he/she deals with specific situations.
ACTIVITY 10
1. Negative feedback.
2. Learner’s own observation, for example her feelings were hurt.
3. Learner’s own suitable answer, for example she can talk to the girls about how they make her feel.
4. No, it is destructive.
ACTIVITY 11
1. It is when people comment on something someone does. Criticism can be positive or negative.
2. Learner’s own suitable answer. Facilitator can discuss positive and negative criticism with the learner and what the appropriate way is of handling each.
3. Learner can give any of the following answers:
• Just because you did not measure up, does not mean you failed. Nobody likes criticism. Nobody likes to admit that there is a better solution. There are always better solutions. Criticism is a tool, because it gives other perspectives. Learn from others. Criticism does not necessarily mean you are wrong; it does mean there are other possible perspectives.
• Open mind; closed mouth. Sometimes you will be wrong. Be prepared to change your thinking. Do not defend your plan at any cost. To gain knowledge from others is a great way of learning.
• A negative reaction to criticism only makes things worse. There are many things in life that is not 100% objective and therefore you cannot be right 100% of the time.
• Consider the source. Who is criticising you? Do they know more about the topic than you?
• Be prepared to learn from others. You can learn just by listening. You do not have to accept the other person’s point of view. Criticism does not cancel out your free will. If you have self-confidence, criticism would not be a threat – it is a useful tool. Learn by listening. The more perspectives you see, the better equipped you will be to handle similar circumstances when they present themselves.
• Never take criticism personally. When you are being criticised, emotional intelligence is often more important than intellectual intelligence.
SAMPLE
• Not all criticism is constructive. There are people who love ripping your concepts apart – in the process they rip you apart as well. Accept it –do not react. Accept that you cannot change it.
• You should approach everything with an open mind. Sometimes it is better to listen to the criticism and to change. There is more than one way of achieving success.
• Acknowledge your own limitations. Everyone has different strengths and weaknesses.
4. Learner’s own answer.
Lesson 3: Dealing with emotions (4½ hours)
Recommended resources: study guide, articles and reports and books on handling emotions
ACTIVITY 12
1. Learner’s own suitable answer. For example: I am very sad.
2. Learner’s own suitable answer. For example: My best friend and I argued about something.
3. Learner’s own suitable answer. Facilitator talks to the learner about how he/she handled the situation. How does the learner feel about how he/she handled it?
4. Facilitator guides the learner in using the Traffic Light technique. Help the learner fill in the steps.
ACTIVITY 13
1. The learner gives own opinion, but the learner should answer that a physical fight is not an appropriate way of solving a dispute.
2. Learner can name any strategies. It can be any of the following:
• Take a deep breath and count to 10. Try to calm down.
• 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 just let it out. Only do this when you are alone.
• Talk to someone about your anger. It will make you feel better.
3. Learner can give any suitable answer. Possible answer: It can lead to physical injuries.
ACTIVITY 14
SAMPLE
Learner makes a nice card for his/her friend. The card does not count for assessment.
The facilitator can help the learner with the card’s wording.
ACTIVITY 15
1. Anja is very quiet and shy and likes to be alone for long periods of time. Lucille is very spontaneous and because Kayla was also spontaneous and liked going out a lot, Lucille liked her.
2. Lucille did not receive any sympathy or empathy from Kayla. She knew that Anja would never reject her.
3. Yes.
4. Learner’s own suitable answer.
5. Learner declares the intention to treat someone kindly. Talk to the learner about ways in which he/she can show kindness.
Lesson 4: Relationships with friends, older people and strangers (3 hours)
Recommended resources: study guide, books about relationships
ACTIVITY 16
1. Learner’s own suitable answer. It can be any relationship such as parents, friends, etc.
2. Learner’s own suitable answer.
3. Learner’s own suitable answer.
4. Learner’s own suitable answer. Talk to the learner about which people are important to them and why.
ACTIVITY 17
1. Discuss each picture with the learner.
2. Let the learner identify the people he/she trusts.
3. Talk to the learner about the reasons why he/she trusts these people.
4. Let the learner indicate people he/she does not trust.
5. Talk to the learner about reasons why he/she does not trust certain people.
ACTIVITY 18
1. Go through the characteristics of good and bad relationships with the learner. Guide the learner in measuring his/her relationships against each characteristic.
What are the characteristics of good relationships?
• 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.
• in the relationship communicate very well with each other.
• You help each other, have sympathy for each other and forgive the other’s mistakes.
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 under pressure.
• 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.
2. Learner must be able to identify if they have good or bad relationships. Give the learner guidance.
ACTIVITY 19
1. Learner can give own opinion as well as any of the following:
