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Life Skills
Facilitator’s guide
Grade 6
CAPS aligned
LM van der Walt
Learning objectives
What learners should know at the end of the lesson according to CAPS requirements.
Lesson elements
Important terminology
New terminology to assist with the understanding of the subject as part of the lesson.
Define
Definitions of concepts to understand the content.
Activity
Questions to complete to test learners’ knowledge of the completed lesson.
Tips
Any information other than the content, to guide learners through the learning process.
SAMPLE
Core content
Emphasise the core of the content; in-depth explanation of a specific section of the lesson; learners must understand this content.
Study/Revision
Time spent studying the content at the end of the unit and to prepare for a test or examination.
*All lesson elements are not necessarily used in this guide.
For the curious Encouragement to do indepth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a pass mark.
Preface
Welcome to Grade 6!
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 well-rounded 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.
SAMPLE
This guide was compiled in accordance with the CAPS requirements. Personal and Social Wellbeing 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 wellbeing.
It will help learners deal with difficult situations and mainly focuses on:
● Self-development
● Health and environmental responsibility
● 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:
● Visual literacy
● Create in 2D
● Design 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.
SAMPLE
● 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.
● A llow 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.
Timetable and time management
Four hours a week has been assigned to Life Skills. The content is distributed over 40 weeks to cover the curriculum adequately.
Weight per field of study 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.
SAMPLE
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. These include: tests, tasks, projects, examinations and practical demonstrations or performances.
Refer to the portfolio book for these activities, as well as all information relating to examinations.
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Year plan
Unit 1: Personal and social well-being
Lesson 1: Positive self-image – body image
Lesson 2: Abilities, interests and potential
Lesson 3: Peer pressure
Lesson 4: Problem-solving skills in conflict situations
Unit 2: Performing arts
Lesson 5: Warm-up and play
Lesson 6: Improvise and create
Lesson 7: Read, interpret and perform
Lesson 8: Appreciate and reflect
Unit 3: Visual arts
Lesson 9: Visual literacy
Lesson 10: Create in 2D
Lesson 11: Design in 3D
Unit 4: Physical education
Lesson 12: Safety measures during striking and fielding games
Lesson 13: Performing movements in striking and fielding games
Lesson 14: Participation in striking and fielding games
Unit 5: Personal and social well-being
Lesson 15: Self-management skills
Lesson 16: Bullying
Lesson 17: Cultural rites of passage
Lesson 18: Dignity in religion
Unit 6: Performing arts
Lesson 19: Warm-up and play
Lesson 20: Improvise and create
Lesson 21: Read, interpret and perform
Lesson 22: Appreciate and reflect
2
Unit 7: Visual arts
Lesson 23: Visual literacy
Lesson 24: Create in 2D
Lesson 25: Design in 3D
Unit 8: Physical education
Lesson 26: Safety measures during physical fitness activities
Lesson 27: Performing movements in a physical fitness programme
Lesson 28: Participation in a fitness programme
Unit 9: Personal and social well-being
Lesson 29: Caring for animals
Lesson 30: Caring for people
Lesson 31: Nation-building and cultural heritage
Lesson 32: Gender stereotyping, sexism and abuse
Unit 10: Performing arts
Lesson 33: Warm-up and play
Lesson 34: Improvise and create
Lesson 35: Read, interpret and perform
Lesson 36: Appreciate and reflect
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4
Unit 11: Visual arts
Lesson 37: Visual literacy
Lesson 38: Create in 2D
Lesson 39: Design in 3D
Unit 12: Physical education
Lesson 40: Safety measures during rhythmic movements
Lesson 41: Performing rhythmic patterns/ movements with coordination and control
Lesson 42: Participation in rhythmic patterns/ movements with coordination and control
Unit 13: Personal and social well-being
Lesson 43: Basic first aid
Lesson 44: Food hygiene
Lesson 45: Communicable diseases
Lesson 46: HIV/Aids education
Unit 14: Performing arts
Lesson 47: Warm-up and play
Lesson 48: Improvise and create
Lesson 49: Read, interpret and perform
Lesson 50: Appreciate and reflect
Unit 15: Visual arts
Lesson 51: Visual literacy
Lesson 52: Create in 2D
Lesson 53: Design in 3D
Unit 16: Physical education
Lesson 54: Safety measures during gymnastics or swimming activities
Lesson 55: Performing gymnastics or swimming activities
Lesson 56: Participation in gymnastics or swimming activities
Personal and social well-being Eenheid 1 Unit 1
Learning aims
After you have completed the unit, you must be able to do the following:
● Understand and respect changes in your body.
● Identify the influence of the media and the community on your body image.
● Accept yourself for who you are.
● Identify your own abilities, interests and potential.
● Create opportunities to make the most of your own abilities, interests and potential.
● Identify and cope with peer pressure.
● Apply problem-solving skills in conflict situations.
Introduction
SAMPLE
In this unit, we will look at a number of themes and learn more about each of them. The following is a brief introduction to these themes. Self-image determines what a person thinks of him-/ herself and it also affects the successful achievement of ideals. Self-image includes another aspect, namely body image. This is what a person thinks of his/her own body. People need to respect their own body and those of other people.
Every person has particular interests, abilities and potential. It depends on how these abilities and interests are used to reach a person’s full potential. It is important for learners to know what their interests, abilities and potential are. Learners need to create opportunities to use these qualities to their own advantage.
Peer pressure is not a strange concept. Children have to deal with it every day. Learners need to cope with peer pressure in the right way. Negative peer pressure may have adverse consequences for a person. Finally, we will consider problem-solving skills and how to apply them in conflict situations.
Important terminology
Abilities: Features you have that enable you to fulfil certain tasks; something you can do well, e.g. a skill or a talent.
Body image: How you see your body.
Interests: Things in which you are interested and in which you like to participate or which you like doing.
Peer pressure: When a group puts pressure on an individual/group to participate in a particular action, irrespective of whether it is right or wrong.
Potential: A quality that helps you achieve a certain objective or to do best in the things in which you excel.
Problem-solving: Certain actions carried out to resolve problems.
Self-image: What you think of yourself as a person.
Lesson 1
Positive self-image – body image
Recommended resources: study guide, magazines and posters on body image
Activity 1
Learners’ own appropriate answers.
Activity 2
Learners’ own appropriate answers.
Activity 3
Learners’ own appropriate answers.
Activity 4
1. The woman appears ‘prettier’ and ‘younger’ in the second photo.
2. Photoshop – this technique is used to make digital changes to photos.
3. No
4. Yes
5. It creates the wrong impression of what someone looks like in reality and thus creates an illusion of perfection.
Activity 5
Learners’ own appropriate answers.
Activity 6
Learners’ own appropriate answers.
Lesson 2
Abilities, interests and potential
Recommended resources: study guide, articles and reports on the theme
Activity 7
Learners’ own appropriate answers.
Activity 8
Learners’ own appropriate answers.
Activity 9
Learners’ own appropriate answers.
Activity 10
Learners’ own appropriate answers.
Activity 11
Learners’ own appropriate answers.
Activity 12
Learners’ own appropriate answers.
Lesson 3
Peer pressure
Activity 13
Learners’ own appropriate answers.
Activity 14
1. Learners must make a list of bad and good influences that friends have had on their lives/ decisions.
2. A ssist learners in making a list of positive peer pressure. Try to mention as many positive things as possible. It may be things like friends influencing each other to do good things such as performing better academically.
3. A ssist learners in making a list of negative peer pressure. Try to mention as many negative things as possible. It may include things such as friends influencing each other to do bad things like smoking.
Activity 15
Learners’ own appropriate answers.
Lesson 4
Problem-solving skills in conflict situations
Recommended resources: study guide, articles and reports on problem-solving
Activity 16
Learners’ own appropriate answers.
Activity 17
1. Revise the steps of mediation with the learners:
● Conduct the conversation privately.
● Caution the people involved to listen to each other and not to insult each other verbally.
● A llow the first person to put his/her side of the story.
● Now allow the second person to put his/her side of the story.
● Have a brainstorming session with the people involved and think of as many solutions as possible.
● Discuss each solution proposed.
SAMPLE
● Decide on a fair solution. Everyone must agree to it.
● The parties must agree to keep to the solution and apply it.
2. A ssist learners in understanding these steps and in drafting a plan to act as a mediator between Sarah and Shaun. Learners should write down the steps. Give them time to write down their own ideas and opinions. You should give advice and guidance only.
3. Discuss the steps the learners want to take. Learners should give you a complete outline of the steps to be taken and the solutions decided on.
