Study Master Life Skills Grade 5 Teacher S Guide

Life Skills
CAPS
Grade
5
Teacher’s Guide
Elizabeth Ryke • Joanne Bloch • Victoria McKechnie
Patricia Notcutt • Tanya Surtees • Khanieta Anwar
SM_G5_Life_Skills_TG_Eng.indd 1 2012/09/12 11:18 AM

Study & Master
Life Skills
Grade 5
Teacher’s Guide
Elizabeth Ryke • Joanne Bloch • Victoria McKechnie

Patricia Notcutt • Tanya Surtees • Khanieta Anwar
SM_G5_Life_Skills_TG_TP_Eng.indd
Life Skills Gr5 ENG.indb 1 1 2012/09/17 3:23PM
9/17/12 3:43:56 PM
UnitIfTeacher’s
1 Guide, please phone us at +27 21 412 7800, fax us
you would like to receive the CD that accompanies this
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Cambridge University Press

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© Cambridge University Press 2012
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permission of Cambridge University Press.
First published 2012
ISBN 978-1-107-38144-5
Editor: Wendy Walton

Typesetter: Brink Publishing & Design
Cover photographer: Robyn Minter
………………………………………………......……………………………………………………………
acknowledgements
Photographs: pp 38, 119, 189, 264: iStock (top left) [Jennifer Byron]; Afripics (top right) [Sports
Bokeh/Alamy] and (bottom left) [Greenshoots communications/Alamy]; Picturenet (bottom right)
[Karl-Josef Hildenbrand]
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If you want to know more about this book or any other Cambridge University Press publication,
phone us at +27 21 412 7800, fax us at +27 21 419 8418 or send an e-mail to capetown@cambridge.org
Life Skills Gr5 ENG.indb 2 9/17/12 3:43:56 PM

Contents
1. Introduction 1
2. Lesson-by-lesson 37
TERM 1
Personal and social well-being 39
Topic 1: Development of the self
Unit 1: Feeling good about myself 39
Reading skills for Week 1 and Week 2 42
Unit 2: Giving and receiving feedback 45
Unit 3: Coping with emotions 53
Reading skills for Week 5, Week 6 and Week 7 58
Unit 4: Relationships 63
Formal Assessment Task: Assignment 69
Review: Term 1 70
Physical education 72
Module 1: Rotate, balance, locomote and elevate
Unit 1: Safety and warm up 72
Unit 2: Balance your body 74
Unit 3: Balance in a group 77
Unit 4: Create a routine 79
Unit 5: Demonstrate your routine 81
Unit 6: Measure your pulse rate 82
Unit 7: Elevate each other 84
Unit 8: Move your body 85
Unit 9: Demonstrate your balance 87
Unit 10: Demonstrate your fitness 88
Creative arts: Performing arts 90

Module 1: Becoming a performing artist
Unit 1: Learning to dance 90
Unit 2: Learning about rhythm 93
Unit 3: Learning to listen 98
Unit 4: Learning to mime 101

Creative arts: Visual arts 108
Module 1: Me and others
Unit 1: Let’s look 108
Unit 2: Colour my world 112
Unit 3: You and me 114
Unit 4: Working with clay 116
TERM 2
Topic 2: Social responsibility
Unit 1: Stereotypes, discrimination and bias 120
Unit 2: Child abuse 126
Unit 3: Dealing with violence 134
Unit 4: Age and gender in different cultures 140
Formal Assessment Task: Project 147
Review: Term 2 147

Module 2: Target games
Unit 1: Warm up and safety 150
Unit 2: Kick, throw and pass a ball 152
Unit 3: Defend and attack 154
Unit 4: Pass the ball 156
Unit 5: Design a game 157
Unit 6: Shoot for goal 158
Unit 7: Play tag rugby 160
Unit 8: Practice an obstacle course 162
Unit 9: Do an obstacle course 164
Unit 10: Work as a team 165

Module 2: Exploring my environment
Unit 1: Exploring space and movement 167
Unit 2: Create a dance 169

Unit 3: Exploring melodies 172
Unit 4: Exploring with my senses 176

Module 2: Plenty of patterns
Unit 1: Decorating our bodies 181
Unit 2: Patterns and letters in design 183
Unit 3: Decorating with beads 186
TERM 3
Topic 2: Social responsibility
Unit 5: Festivals and customs 190
Topic 3: Health and environmental responsibility
Unit 1: Keeping safe at home 198
Reading skills for Week 4 202
Unit 2: Fire safety 203
Reading skills for Week 5 206
Unit 3: We need water 207
Unit 4: Healthy eating 213
Review: Term 3 221

Module 3: Rhythmic movements
Unit 1: Elongate your muscles 224
Unit 2: Strike and punch 226
Unit 3: Move with good posture 228
Unit 4: Create a story 231
Unit 5: Synchronise your movements 232
Unit 6: Dance with rhythm 233
Unit 7: Create a dance sequence 235
Unit 8: Create a game 236
Unit 9: Present a dance sequence 238
Unit 10: Demonstrate story through movement 239

Module 3: Working together
Unit 1: Dancing together 240
Unit 2: Being in the audience 243
Unit 3: Making music together 244
Unit 4: Creating theatre together 248

Module 3: Insects and reptiles
Unit 2: Picture an insect 258
Unit 3: Creatures from clay 261
TERM 4
Topic 3: Health and environmental responsibility
Unit 5: Local health problems 265
Reading skills for Week 1, Week 2, Week 3 and Week 4 270
Unit 6: HIV and AIDS 276
Unit 7: Substance abuse 283
Review: Term 4 290

Module 4: Athletics
Unit 1: Run in field events 293
Unit 2: Get fit to sprint 295
Unit 3: Hurdles and javelins 298
Unit 4: Sprint short distance 300
Unit 5: Demonstrate your skills 301
Unit 6: Run middle distances 302
Unit 7: Practise long jump and high jump 304
Unit 8: Do shotput and long distance 307
Unit 9: Demonstrate high jump 309
Unit 10: Demonstrate shotput and 400m 310

Module 4: Expressing yourself
Unit 1: What do you think? 311
Unit 2: One song, many voices 312
Unit 3: Working together 314
Unit 4: Dancing to communicate 316
Unit 5: Singing about our planet 318
Unit 6: Prepare to perform 319
Unit 7: Show time! 322

Module 4: Things that fly
Unit 2: Learn about tone 328
Unit 3: Birds in pictures and patterns 330
Unit 4: From trash to treasure 332
3. Formal assessment 335
4. Resources 387
5. Documents 405

1. Introduction
1. Curriculum and Assessment Policy
Statement (CAPS) 2
2. Life Skills as a subject 2
3. How Study & Master Life Skills
Grade 5 works 4
4. Grade 5 Year Plan 7

1. Curriculum and Assessment Policy Statement
(CAPS)
A single Curriculum and Assessment Policy Statement (CAPS)
exists for each school subject. The CAPS for each subject details the
minimum outcomes and standards of the learning process as well as
assessment processes and procedures.
For more information on the CAPS, please see Section 1 of the CAPS
document for Life Skills.
2. Life Skills as a subject

Life Skills deals with the holistic development of learners through
childhood. It encourages them to acquire and develop skills that
will assist them in responding independently and effectively to life’s
challenges and to play an active and responsible role in society.
Aims
Life Skills aims to:
• guide learners to achieve their full physical, intellectual, personal,
emotional and social potential;
• teach learners to exercise their constitutional rights and
responsibilities and to respect the rights of others;
• guide learners to make informed and responsible decisions about
their health and environment;
• develop creative, expressive and innovative individuals;
• develop skills such as self-awareness, problem-solving,
interpersonal relations, leadership, decision-making and effective
communication;
• provide learners with exposure to experiences and basic skills in
dance, drama, music and visual arts including arts literacy and
appreciation; and
• allow learners to enjoy the health benefits of exercise and develop
social skills through participation in Physical education.
Study areas
Life Skills consists of three different but interrelated study areas:
Personal and social well-being, Physical education and Creative arts.
Personal and social well-being

Personal and social well-being is the study of the self in relation to
society and the environment. It encourages learners to:
• develop the skills to make informed choices about their lifestyle,
health and well-being;
• develop the skills to deal with challenging situations positively;
• recognise, develop and communicate their abilities, interest and
skills with confidence; and
• learn values like respect for the rights of others and tolerance that
are essential for democracy to flourish.
2 Introduction

The study area is made up of three interrelated topics that are of equal
importance: Development of the self; Health and environmental
responsibility; and Social responsibility. Together with Physical
education, this study area prepares learners for Life Orientation in the
Senior Phase.
Physical education
Physical education helps to develop learners’ physical well-being and
knowledge of movement and safety. Through this study area, learners:
• develop their motor skills;
• are encouraged to be physically fit, mentally alert, emotionally
balanced and socially well-adjusted;
• develop an understanding of the importance of a physically active
lifestyle; and
• develop their relationship skills and problem-solving abilities and
enhance their self-esteem through participation in a variety of
physical activities.
Creative arts
In this study area, learners are exposed to the creative dance forms
of dance, drama, music and visual arts. The purpose is to develop
learners as creative, imaginative individuals with an appreciation of
the arts. Learners acquire the basic skills and knowledge necessary to
participate in creative activities and to make an informed choice about
the two art forms they would like to focus on, in Creative arts in the
Senior Phase.
Creative arts is studied in two parallel and complementary streams:

Visual arts and Performing arts (dance, drama and music).
Visual arts encourages:

• an awareness of art elements and design principles found in the
natural and built environments;
• non-verbal expression through providing opportunities for
learners to create art; and
• the development of an understanding of symbolic language.
It is made up of three topics: Create in 2D; Create in 3D; and
Visual literacy.
The Performing arts stream focuses on the inclusive nature of the arts.
It recognises that there are many complementary and overlapping
areas of practice in the disciplines of dance, drama and music whilst
also noting the need to learn skills separately in dance, drama and
music. Learners are encouraged to develop their skills through
participating in enjoyable, experiential processes. There are four topics
in Performing arts: Warm up and play; Improvise and create; Read,
interpret and perform; and Appreciate and reflect.
Introduction 3

Time allocation
Life Skills is allocated four hours of teaching time per week in Grades
4 to 6. Revision, consolidation and assessment (formal and informal)
are included in this allocation. The study areas are weighted differently
in terms of time allocation as follows:
Study area and stream Time allocation per Time allocation per
week year
1
Personal and social 1 __2  hours 60 hours
well-being
Physical education 1 hour 40 hours
Creative arts: Performing 1 hour 40 hours
arts
__1
Creative arts: Visual arts  2  hour 20 hours
For more information on Life Skills as a subject, please see Section 2

of the CAPS document.
3. How Study & Master Life Skills Grade 5 works
Course components
Study & Master Life Skills Grade 5 consists of a:
• Learner’s Book
• Teacher’s Guide
• CD
Learner’s Book
The Learner’s Book is divided into four terms, and each term mirrors
the Teaching Plan in the CAPS document. Each term covers:
• Personal and social well-being
• Physical education
• Creative arts: Performing arts
• Creative arts: Visual arts
Each section in each term is then tailored to meet the demands of the
study area and/or stream as it appears in the CAPS document:
• Personal and social well-being is further divided into the topics:
Development of the self; Health and environmental responsibility;
and Social responsibility. In each of these topics there are units
and weekly reading texts. There is a Review section at the end of
each term which learners can use to revise the term’s work.
• Physical education is further divided into modules which cover
a different type of physical activity each term as set out in the
CAPS document. Each module is divided up into 10 units – one
unit per week of each term.
• Creative arts: Performing arts is further divided into modules.
Each module uses a unifying theme to create continuity between
the dance, drama and music elements. Each module consists of a
number of units.
4 Introduction

• Creative arts: Visual arts is further divided into modules. Each
module uses a unifying theme to create continuity between the
topics, Visual literacy, Create in 2D and Create in 3D. These
themes mirror those presented in the CAPS document for Visual
arts. Each module consists of a number of units.
The table below shows how formal assessment is fully covered between
the Learner’s Book and the Teacher’s Guide:
Study area (and Type of formal Type of formal

stream) assessment provision in assessment provision in
the Learner’s Book the Teacher’s Guide
Personal and • Formal Assessment • A test (formal
social well-being Term 1 (assignment) assessment for
• Formal Assessment Term 2)
Term 3 (project) • End-of-year
examination (formal
assessment for
Term 4)
• Marking
memorandums and
rubrics for all formal
assessment tasks
Physical Physical Education Tasks • Rubrics for all PETs
education or PETs are signalled in • Participation record
the Learner’s Book by an template
icon that appears next
to the activity to be used
for formal assessment
purposes. Physical
education is formally
assessed twice per term.
Creative arts: Creative Arts Tasks or Rubrics for all CATs
Performing arts CATs are signalled in
the Learner’s Book by
an icon that appears
next to the activity
to be used for formal
assessment purposes. In
Grade 5, Performing arts
is formally assessed in
Terms 1 and 3.
Creative arts: Creative Arts Tasks or Rubrics for all CATs
Visual arts CATs are signalled in the
Learner’s Book by an
icon that appears next
to the activity to be used
for formal assessment
purposes. In Grade 5,
Visual arts is formally
assessed in Terms 2
and 4.
Introduction 5

Teacher’s Guide
The Teacher’s Guide provides information and guidance on:
• Life Skills as a subject (Section 1)
• Planning for the Grade 5 year and lessons (Sections 1 and 2)
• Using the units in the Learner’s Book to create lessons (Section 2)
• Suggested answers for all activities in the Learner’s Book
(Section 2)
• Remedial and extension activity suggestions (Section 2)
• Informal assessment suggestions (Section 2)
• A programme of assessment (Section 3)
• A mid-year test and an end-of-year examination paper (Section 3)
• Guidance on the assessment of all Formal Assessment Tasks
(Section 3)
• Memorandums for all Formal Assessment Tasks (Section 3)
• Recording and reporting of formal assessment (Section 3)
• A list of the items on the CD (Section 4)
• Additional worksheets and activities (Section 4)
Section 2 mirrors the Learner’s Book and is divided into four terms
which in turn are divided into four sections:
• Personal and social well-being
• Physical education
• Creative arts: Performing arts
• Creative arts: Visual arts
All sections indicate how the units in the Learner’s Book can be used
to create lessons.
Section 5 is provided for you to file a copy of the Life Skills CAPS
document and any other documentation pertaining to Life Skills that
you receive from the Department of Basic Education.
Inclusivity
An important part of teaching is to accommodate all learners,
including those who experience barriers to learning. Study & Master
Life Skills takes into account that learners come from different
backgrounds and have different abilities. So it offers learning
material that learners can relate to while extending their learning
and experiences. There are a variety of types of activities – activities
that appeal to learners of all levels and backgrounds, and that offer
opportunities to work individually, in pairs, in groups or as a whole
class. This Teacher’s Guide also provides remedial and extension
activities for each unit, which teachers need when they have to
manage a class of diverse learners. Section 4 (Resources) also provides
further worksheets for learners and activity ideas.
6 Introduction

Life Skills Gr5 ENG.indb 7
4. Grade 5 Year Plan
The table below indicates how Study & Master Life Skills Grade 5 covers all requirements of the
CAPS for Life Skills and how it is intended for use in each of the 40 weeks in the school year.
Term Week/s Study Topic/Module Unit Time allocation Life Skills CAPS reference Resources
area and title number
stream and title
1 1—2 Personal Topic 1: 1. Feeling 2 hrs Positive self-concept formation Learner’s
and social Development of good about • Influence of others on self-concept: adults and peers Book pp. 4—7;
well- the self myself • Personal successes as contributing factors to positive Teacher’s Guide
being self-concept pp. 39—42; old
• Action plan for continued positive self-concept formation magazines and
newspapers;
paper; koki’s,
crayons and/
or pencils;
scissors; glue;
paint and paint
brushes
1 1—2 Personal Topic 1: Reading 1 hr Reading skills: reading with understanding and using a Learner’s
and social Development of skills for dictionary Book pp. 8—9;
well- the self Week 1 and • Reading about activities and/or actions that build positive Teacher’s Guide
being Week 2 self-concept: recall and relate pp. 42—45
1 1 Physical Module 1: 1. Safety and 1 hr • Participation in movement sequences that require consistency Learner’s Book
education Rotate, balance, warm up and control in smooth continuous combinations: rotation, pp. 44—50;
locomote and balance, locomotion, elevation Teacher’s Guide
Introduction
elevate • Safety measures relating to movement sequences pp. 72—74;
watches/stop
watches
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8
Term Week/s Study area Topic/ Unit Time allocation Life Skills CAPS reference Resources

and stream Module title number
and title
1 1—3 Creative Module 1: 1. Learning 3 hrs Topic 1: Warm up and play Learner’s Book
arts: Becoming a to dance • Physical warm up for co-ordination and control (including pp. 68—73;
Performing performing spinal warm up, body part isolations, arm swings, etc.) Teacher’s Guide
Introduction
arts artist • Concentration and focus games, using travelling and freezing, pp. 90—93;
to music CD tracks 4 and
Topic 2: Improvise and create 5; CD player;
Locomotor and non-locomotor movement sequences exploring drum; whistle
elements of time (tempo, beats, meter), individually and in
unison (including jump, turn, bend, stretch, twist, skip, gallop,
crawl, roll, slide, swing, sway, reach, push, pull)
Topic 3: Read, interpret and perform
Movement sequences exploring contrasts including contrasts
in time (slow/quick), levels (high/medium/low), direction
forwards/backwards/sideways/upwards/downwards/diagonally)
and force (smooth/jerky, strong/light)
Topic 4: Appreciate and reflect on
Own and other’s performances and processes using simple
creative arts terminology
Key terms: time, level, direction, force
1 1—2 Creative Module 1: 1. Let’s look 1 hr Topic 3: Visual literacy Learner’s Book
arts: Visual Me and • Observe and discuss visual stimuli in photographs, artworks pp. 94—97;
arts others and real objects to identify and name complementary colour Teacher’s Guide
in images of the human body in action pp. 108—111
• Observe and discuss visual stimuli in photographs, artworks
and real objects to identify and name emphasis in images of
the human body in action
• Questions to deepen and extend observation of elements and
design principles
• Apply to own and others’ work
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and title
1 2 Physical Module 1: 2. Balance 1 hr • Participation in movement sequences that require Learner’s Book
education Rotate, your body consistency and control in smooth continuous pp. 51—52;
balance, combinations: rotation, balance, locomotion, elevation Teacher’s Guide
locomote • Safety measures relating to movement sequences pp. 74—76
and elevate
1 3—4 Personal Topic 1: 2. Giving and 2 hrs Giving and receiving feedback: giving feedback to peers Learner’s Book
and social Development receiving and receiving feedback from peers and adults pp. 12—15; Teacher’s
well-being of the self feedback • Appropriate ways of giving feedback: positive and Guide pp. 45—49
negative feedback
• Appropriate ways of receiving negative and positive
feedback
__1
1 3—4 Personal Topic 1: Reading  2  hr Reading skills: reading with understanding and using a Learner’s Book
and social Development skills for dictionary pp. 16—18;
well-being of the self Week 3 and • Reading about appropriate ways of giving and receiving Teacher’s Guide
Week 4 feedback: recall and relate pp. 50—52
1 3 Physical Module 1: 3. Balance in 1 hr • Participation in movement sequences that require Learner’s Book
education Rotate, a group consistency and control in smooth continuous pp. 53—54;
balance, combinations: rotation, balance, locomotion, elevation Teacher’s Guide
locomote • Safety measures relating to movement sequences pp. 77—79; gym
and elevate mats/cushions
1
1 3—5 Creative Module 1: 2. Colour my 1 __2  hrs Topic 1: Create in 2D, images of self and others in local Learner’s Book pp.
arts: Visual Me and world environment 98—99; Teacher’s
arts others • Drawing and/or colour media: exploring a variety of Guide pp. 112—114;
media and techniques newspaper or
• Art elements: use of complementary colour in own plastic to cover
images of self and others in local environment and protect desks;
compasses/
Introduction
large circular
objects; paint;
paint brushes;
jars or containers
9
of water; strong
paper or cardboard
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10

and title
1 4 Physical Module 1: 4. Create 1 hr Participation in movement sequences that require consistency Learner’s Book
education Rotate, a routine and control in smooth continuous combinations: rotation, p. 55;
balance, (includes balance, locomotion, elevation Teacher’s Guide
locomote PET) pp. 79—80;
Introduction
and elevate skipping ropes
arts: Becoming a about • Rhythm games using body percussion and movement pp. 74—78;
Performing performing rhythm • Vocal warm up (including breathing awareness exercises with Teacher’s Guide
arts artist (includes co-ordinated arm swings, into sighs, into hums at different pp. 93—98;
CAT) pitches, etc.) CD track 6;
• Singing warm up (including South African songs in unison, in CD player;
canon and/or with actions) percussion
Topic 2: Improvise and create instruments
• Rhythm patterns of different note values (semibreve, minim,
crotchet, quaver and the equivalent rests), using body
percussion and percussive instruments.
• Notation of rhythms on single line stave (semibreve, crotchet,
minim and quaver note values and equivalent rests)
Key terms: breathing, focus, canon, call and response,
semibreve, minim, crotchet, quaver, rest, rhythm
1 5—7 Personal Topic 1: 3. Coping 3 hrs Coping with emotions: empathy, compassion, anger, Learner’s Book
and social Development with disappointment and sadness pp. 19—24;
well-being of the self emotions • Skills to manage emotions in a positive way Teacher’s Guide
• Significance of friends in times of sadness, tragedy and pp. 53—58
change
1
1 5—7 Personal Topic 1: Reading 1 __2  hrs Reading skills: reading with understanding and using a Learner’s Book
and social Development skills for dictionary pp. 25—30;
well-being of the self Week 5, • Reading about friendships that are caring and supportive: Teacher’s Guide
Week 6 and recall and relate pp. 58—62
Week 7
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and title
1 5 Physical Module 1: 5. 1 hr Participation in movement sequences that require consistency Learner’s Book
education Rotate, Demonstrate and control in smooth continuous combinations: rotation, p. 56; Teacher’s
balance, your routine balance, locomotion, elevation Guide pp. 81—82;
locomote (includes skipping ropes
and elevate PET)
arts: Becoming a to listen • Rhythm games using body percussion and movement pp. 79—84;
Performing performing • Vocal warm up (including breathing awareness exercises with Teacher’s Guide
arts artist co-ordinated arm swings, into sighs, into hums at different pp. 98—101; CD
pitches, etc.) tracks 7—9; CD
• Singing warm up (including South African songs in unison, in player
canon and/or with actions)
Musical phrases with voice and/or instruments that explore
contrasts in dynamics, pitch and rhythmic patterns
Selected examples of Western or African music, classifying
instruments both visually and aurally (listening and viewing
pictures), considering timbre and expression of different moods
Key terms: breathing, focus, canon, call-and-response, rhythm,
pitch, mood
__1
1 6 Creative Module 1: 3. You and  2  hr Topic 1: Create in 2D, images of self and others in local Learner’s Book
arts: Visual Me and me environment p. 100; Teacher’s
arts others • Drawing and/or colour media: exploring a variety of media Guide pp. 114—115;
and techniques strong paper or
• Art elements: use of complementary colour in own images of cardboard; paint
self and others in local environment brushes; paints;
• Design principles: emphasis (focal point) used in own images water in a bottle
of self and others in local environment
Introduction
1 6 Physical Module 1: 6. Measure 1 hr Participation in movement sequences that require consistency Learner’s Book
education Rotate, your pulse and control in smooth continuous combinations: rotation, pp. 57—59;
balance, rate balance, locomotion, elevation Teacher’s Guide
locomote pp. 82—84;
11
and elevate watches/stop
watches
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12

and title
1 7 Physical Module 1: 7. Elevate 1 hr Participation in movement sequences that require consistency Learner’s Book
education Rotate, each other and control in smooth continuous combinations: rotation, pp. 60—61;
balance, balance, locomotion, elevation Teacher’s Guide
Introduction
locomote pp. 84—85;
and elevate watches/stop
watches;
skipping ropes;
1 m rulers; cones
1 7—10 Creative Module 1: Me 4. Working 2 hrs Topic 2: Create in 3D, self and others in local environment Learner’s Book
arts: Visual and others with clay • Skills and techniques: earthenware clay pp. 101—104;
arts • Art elements: reinforce texture, shape/form in own models of Teacher’s Guide
human figure pp. 116—118; clay;
• Design principles: introduce emphasis in own models of rolling pins;
human figure pieces of board
• Spatial awareness: reinforce conscious awareness of working or cardboard;
in space, e.g. front, back and sides of model to be completed water; plastic
• Appropriate use of tools or newspaper
to cover and
protect desks;
toothpicks and/
or plastic knives;
paints; paint
brushes
1 8—9 Personal Topic 1: 4. 2 hrs Relationships with peers, older people and strangers Learner’s Book
and social Development Relationships • Safe and unsafe relationships pp. 31—34;
well-being of the self • Bad and good relationships Teacher’s Guide
• Benefits of good and safe relationships pp. 63—66
1 8—9 Personal Topic 1: Reading 1 hr Reading skills: reading with understanding and using a Learner’s Book
and social Development skills 8-9 dictionary pp. 35—38;
well-being of the self • Reading about relationships that are safe and good: recall Teacher’s Guide
and relate pp. 66—68
9/17/12 3:43:58 PM
and title
1 8 Physical Module 1: 8. Move your 1 hr Participation in movement sequences that require consistency Learner’s Book
education Rotate, body and control in smooth continuous combinations: rotation, p. 62; Teacher’s
balance, balance, locomotion, elevation Guide pp.
locomote 85—86; batons;
and elevate skipping ropes;
hoola hoops;
tennis balls;
cones/beacons
arts: Becoming a to mime • Physical warm up for co-ordination and control (including pp. 85—92;
Performing performing spinal warm up, body part isolations, arm swings, etc.) Teacher’s Guide
arts artist • Vocal warm up (including breathing awareness exercises with pp. 101—107;
co-ordinated arm swings, into sighs, into hums at different newspaper
pitches, etc.)
Topic 2: Improvise and create
Mimed actions, using the five senses (seeing, hearing, tasting,
touching, smelling)
Mime sequences around a central action, using the five senses
and exploring contrasts in time, levels, directions and force
Key terms: breathing, focus, senses, time, level, direction, force
1 9 Physical Module 1: 9. 1 hr Participation in movement sequences that require consistency Learner’s Book
education Rotate, Demonstrate and control in smooth continuous combinations: rotation, pp. 63—64;
balance, your balance balance, locomotion, elevation Teacher’s Guide
locomote (incudes pp. 87—88
and elevate PET)
1 10 Personal Topic 1: Formal 30 min plus Formal Assessment for Term 1: Assignment Learner’s Book
Introduction
and social Development Assessment homework pp. 39—40;
well-being of the self Task: Teacher’s Guide
Assignment p. 69
13
9/17/12 3:43:58 PM
14

and title
1 10 Personal Review: Term 1 1 hr Consolidation of work done during the term Learner’s Book pp.
and social 41—42; Teacher’s
well-being Guide pp. 70—71
1 10 Physical Module 1: 10. 1 hr Participation in movement sequences that require Learner’s Book pp.
education Rotate, Demonstrate consistency and control in smooth continuous combinations: 65—66; Teacher’s
Introduction
balance, your fitness rotation, balance, locomotion, elevation Guide pp. 88—89;
locomote (includes 1 m rulers; skipping
and elevate PET) ropes; watches/
stop watches;
hoola hoops; tennis
balls
2 1—2 Personal Topic 2: 1. Stereotypes, 2 hrs Concepts: discrimination, stereotype and bias Learner’s Book pp.
and social Social discrimination • Violation of children’s rights: discrimination, stereotype 108—113; Teacher’s
well-being responsibility and bias and bias Guide pp. 120—123;
• Responses to violations of children’s rights: ways to protect large sheets of
self and others from violations and where to find help paper
• A plan to deal with violations of children’s rights in own
local context
2 1—2 Personal Topic 2: Reading 1 hr Reading skills: reading with understanding and using a Learner’s Book pp.
and social Social skills for dictionary 114—116; Teacher’s
well-being responsibility Week 1 and • Reading about individuals who have taken action against Guide pp. 123—126
Week 2 violations of children’s rights: recall and relate
2 1 Physical 2. Target 1. Warm up 1 hr • Participation in a variety of target games Learner’s Book pp.
education games and safety • Safety measures during target games 152—154; Teacher’s
Guide pp. 150—152;
tennis balls; mini
tennis bats/tennis
racquets; A4
paper; scissors;
prestik; hoola
hoops; cones;
basket balls/
netballs; basket
ball/netball hoops;
bean bags
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and title
2 1—2 Creative Module 2: 1. Exploring 2 hrs Topic 1: Warm up and play Learner’s Book
arts: Exploring the space and • Physical warm up for co-ordination and control (including pp. 174—176;
Performing environment movement floor work, body part isolations, knee bends and rises) Teacher’s Guide
arts • Spatial awareness games (including lunges, arm swings, pp. 167—169;
transfers of weight, etc.) drum; whistle
• Movement sequences, using transfers of weight from different
body parts, different kinds of jumps (with safe landings),
lunges and balances
• Combinations of two or more movements with a partner
using extreme energy changes and elements of force: smooth
and jerky, strong and light
Key terms: transfer of weight, jumps, balance, force,
repetition, lunge
1
2 1—3 Creative Module 2: 1. Decorating 1 __2  hrs Topic 1: Visual literacy Learner’s Book
arts: Visual Plenty of our bodies • Observe and discuss visual stimuli in photographs, artworks pp. 192—194;
arts patterns and real objects to identify and name all art elements in Teacher’s Guide
lettering and/or pattern-making and African body adornment pp. 181—183;
• Observe and discuss visual stimuli in photographs and real paper; pencils;
objects to identify and name emphasis in lettering and paint; oil pastels;
pattern-making and in African body adornment paint brushes;
• Questions to deepen and extend observation of elements water
and design principles in lettering and/or pattern-making and
African body adornment
Topic 2: Create in 2D, creative lettering and/or pattern-
making
• Drawing and/or colour media: exploring a variety of media
and techniques
• Art elements: Use complementary colour in own lettering
Introduction
and/or pattern-making as surface decoration
• Design principles: use emphasis in colours, shapes and sizes
of lettering and/or pattern
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2 2 Physical 2. Target 2. Kick, 1 hr • Participation in a variety of target games Learner’s Book
education games throw and • Safety measures during target games pp. 155—157;
pass a ball Teacher’s Guide
Introduction
pp. 152—154;
soccer balls;
soccer goals/
cones; basket
balls/netballs;
basket ball/
netball hoops
2 3—5 Personal Topic 2: 2. Child 3 hrs Child abuse Learner’s Book
and social Social abuse • Different forms of child abuse: physical and emotional pp. 117—123;
well-being responsibility • Effects of abuse on personal health Teacher’s Guide
• Strategies to deal with abuse pp. 126—129
• Where to get help and report abuse
1
and social Social skills for dictionary pp. 124—129;
well-being responsibility Week 3, • Reading about ways to protect self and others from abuse: Teacher’s Guide
Week 4 and recall and relate pp. 130—134
Week 5
2 3 Physical 2. Target 3. Defend 1 hr • Participation in a variety of target games Learner’s Book
education games and attack • Safety measures during target games pp. 158—160;
Teacher’s Guide
pp. 154—156;
basketballs/
netballs;
basketball/
netball hoops;
chalk; hoola
hoops; bibs/
vests; cones
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and title
2 3—5 Creative Module 2: 2. Create a 3 hrs Topic 1: Warm up and play Learner’s Book
arts: Exploring the dance • Physical warm up for co-ordination and control (including pp. 177—180;
Performing environment floor work, body part isolations, knee bends and rises) Teacher’s Guide
arts • Spatial awareness games (including lunges, arm swings, pp. 169—172; CD
transfers of weight, etc.) tracks 10 and 11;
Topic 2: Improvise and create CD player
body parts, different kinds of jumps (with safe landings),
lunges and balances
• Combinations of two or more movements with a partner
using extreme energy changes and elements of force: smooth
and jerky, strong and light
Dance sequence exploring the movement range of each body
part, geometric concepts such as parallel, symmetry, distance,
volume and mass
Own and other’s performances and processes using simple
Key terms: transfer of weight, jumps, balance, force, repetition,
lunge, parallel, symmetry, distance, volume, mass
2 4 Physical 2. Target 4. Pass the 1 hr Movement performance in a variety of target games Learner’s Book
education games ball (includes p. 161; Teacher’s
PET) Guide pp. 156—
157; basketballs/
netballs;
basketball/
netball hoops;
Introduction
chalk; hoola
hoops; bibs/
vests; cones
17
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and title
1
2 4—6 Creative Module 2: 2. Patterns 1 __2  hrs Topic 1: Create in 2D, creative lettering and/or pattern- Learner’s Book
arts: Visual Plenty of and letters in making pp. 195—196;
arts patterns design • Drawing and/or colour media: exploring a variety of media Teacher’s Guide
Introduction
and techniques pp. 183—185; A4
• Art elements: Use complementary colour in own lettering paper; materials
and/or pattern-making as surface decoration for decoration;
• Design principles: use emphasis in colours, shapes and sizes glue; scissors;
of lettering and/or pattern paints and paint
brushes; pencil
crayons; koki’s;
pastels
2 5 Physical 2. Target 5. Design 1 hr Movement performance in a variety of target games Learner’s Book
education games a game pp. 162—163;
(includes Teacher’s Guide
PET) pp. 157—158;
basketballs/
netballs; pens/
pencils; paper
2 6—7 Personal Topic 2: 3. Dealing 2 hrs Dealing with violent situations Learner’s Book
and social Social with violence • Identify potential violent situations at home, school and pp. 130—134;
well-being responsibility community Teacher’s Guide
• Responding effectively to violent situations pp. 134—137
• Ways to avoid and protect oneself from violent situations and
where to find help
well-being responsibility Week 6 and • Reading about protection agencies and places of safety for Teacher’s Guide
Week 7 children: recall and relate pp. 137—140
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2 6 Physical 2. Target 6. Shoot for 1 hr Participation in a variety of target games Learner’s Book
education games goal pp. 164—165;
Teacher’s Guide
pp. 158—160;
soccer balls;
cones
arts: Exploring the melodies • Vocal warm up (including breathing awareness exercises, pp. 181—186;
Performing environment sliding sighs, rolled consonants, using wide range of notes Teacher’s Guide
arts sliding from high to low) pp. 172—176;
• Singing warm up (including South African songs in unison, CD tracks
canon, and call-and-response) 12—16; CD player;
Topic 2: Improvise and create percussion
• Melodic and rhythmic phrases (on voice, found and/or made instruments
instruments) that use repetition, call-and-response, and
contrast
• Musical notation of treble clef and the letter names of notes
on lines and in spaces on a treble stave and their differences
in pitch
• Two selected pieces of music/songs representing different
genres (such as Blues, Pop, Kwaito, Classical, Traditional,
Free-Kiba, Opera, Musicals, Malombo, Kwassa-Kwassa, Techno,
Soukous), considering the genre, style, instruments, and
elements of music in each
• Own and other’s performances and processes using simple
Key terms: call-and-response, repetition, musical genre name,
volume, stave, treble clef
2 7 Physical 2. Target 7. Play tag 1 hr • Participation in a variety of target games Learner’s Book
Introduction
education games rugby p. 166; Teacher’s
Guide pp.
160—161; rugby
19
balls; cones;
rugby tags
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2 7—10 Creative Module 2: 3. 2 hrs Topic 2: Create in 3D, African body adornment Learner’s Book
arts: Visual Plenty of Decorating • Skills and techniques like pasting, cutting, wrapping, tying, pp. 197—200;
arts patterns with beads joining various recyclable materials Teacher’s Guide
(includes • Art elements: use line, shape colour in own surface decoration pp. 186—188;
CAT) of body adornment beads; string;
Introduction
• Design principles: use emphasis in own work, e.g. the visual strong thread or
focus of the body adornment elastic thread;
• Spatial awareness: reinforce conscious awareness of working old magazines;
in space, e.g. sections of body adornment could extend into pencils; a ruler;
space clay; implements
• Appropriate use of tools for scratching
into the surface
of clay; paint and
paint brushes
2 8—9 Personal Topic 2: 4. Age and 2 hrs Issues of age and gender in different cultural contexts in Learner’s Book
and social Social gender in South Africa pp. 139—144;
well-being responsibility different • Relationship between elders and children in different cultural Teacher’s Guide
cultures contexts pp. 140—143
• Responsibilities of boys and girls in different cultural contexts
• Contributions of women and men in different cultural
contexts
well-being responsibility Week 8 and • Reading about issues of age and gender in different cultural Teacher’s Guide
Week 9 contexts: recall and relate pp. 144—146
2 8 Physical 2. Target 8. Practise 1 hr Participation in a variety of target games Learner’s Book

education games an obstacle pp. 167—169;
course Teacher’s Guide
pp. 162—163;
ropes; chairs/
benches; hoola
hoops; sacks;
cones; beanbags;
cricket bat;
skipping ropes;
weights
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and title
2 9 Physical 2. Target 9. Do an 1 hr Movement performance in a variety of target games Learner’s
education games obstacle Book p. 170;
course Teacher’s Guide
(includes pp. 164—165;
PET) ropes; chairs/
benches; hoola
hoops; sacks;
cones; beanbags;
cricket bat;
skipping ropes;
weights
arts: Exploring the with my Sensory games responding to aural, oral, visual, tactile and pp. 187—190;
Performing environment senses kinesthetic stimuli Teacher’s Guide
arts Topic 3: Read, interpret and perform pp. 176—180;
Mime sequence using sensory detail and emotional expression, picture signs/
and showing weight, size and shape symbols;
Key terms: senses equipment to
create sounds
2 10 Personal Topic 2: Formal Homework Formal assessment for Term 3: Project Learner’s Book
and social Social Assessment (Task given to learners in Term 2. Submitted for assessment in p. 249; Teacher’s
well-being responsibility Task: Project Term 3.) Guide p. 147
2 10 Personal Review: Term 2 1 hr Consolidation of work done during the term Learner’s Book
and social pp. 149—150;
well-being Teacher’s Guide
pp. 147—149
2 10 Personal Formal assessment: Test 1 hr Formal assessment for Term 2: Test Teacher’s Guide
Introduction
and social pp. 374—376
well-being
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2 10 Physical 2. Target 10. Work 1 hr Movement performance in a variety of target games Learner’s Book
education games as a team pp. 171—172;
(includes Teacher’s Guide
PET) pp. 165—166;
rugby balls;
Introduction
cones; rugby
tags
3 1—3 Personal Topic 2: 5. Festivals 3 hrs Festivals and customs from a variety of religions in South Learner’s Book
and social Social and customs Africa pp. 204—208;
well-being responsibility Teacher’s Guide
pp. 190—194
1
well-being responsibility Week 1, Week • Reading about festivals and customs of different religions in Teacher’s Guide
2 and Week 3 South Africa: recall and relate pp. 194—198
3 1 Physical Module 3: 1. Elongate 2 hrs • Participation in rhythmic movements with focus on posture Learner’s Book
education Rhythmic your muscles and style pp. 254—258;
movements • Safety measures relating to rhythmic movements Teacher’s Guide
pp. 224—226; CD
track 1; CD player
3 1—2 Creative Module 3: 1. Dancing 2 hrs Topic 1: Warm up and play Learner’s Book
arts: Working together • Physical warm up for co-ordination and control (including pp. 276—279;
Performing together spinal rolls, swings, floor work, body part isolations, knee Teacher’s Guide
arts bends and rises) pp. 240—242; CD
• Cool downs (including stretches and flowing movements) tracks 17 and 21;
Topic 2: Improvise and create CD player; cool-
• Balancing in different ways on one leg, alone and with a down music
partner
• Partner skills such as copying, leading, following and
mirroring
• Movement phrases in pairs using ‘question and answer’ and
‘meeting and parting’
Key terms: balance, leading and following, mirroring, call-and-
response
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and title
arts: Visual Insects and • Observe and discuss visual stimuli in photographs, artworks pp. 300—302;
arts reptiles and real objects to identify and name all art elements in Teacher’s Guide
images of reptiles, insects, etc. pp. 255—257
reptiles, insects, etc.
design principles images of reptiles, insects, etc.
3 2 Physical Module 3: 2. Strike and 1 hr • Participation in rhythmic movements with focus on posture Learner’s Book
education Rhythmic punch and style pp. 259—260;
movements • Safety measures relating to rhythmic movements Teacher’s Guide
pp. 226—228; CD
track 1; CD player
3 3 Physical Module 3: 3. Move 1 hr • Participation in rhythmic movements with focus on posture Learner’s Book
education Rhythmic with good and style pp. 261—262;
movements posture • Safety measures relating to rhythmic movements Teacher’s Guide
pp. 228—231;
dictionary; pens/
pencils; paper
3 3 Creative Module 3: 2. Being in 1 hr Topic 4: Appreciate and reflect on Learner’s Book

arts: Working the audience Two contrasting dance performances (live or on DVD), p. 280;
Performing together considering the context, the purpose and the style of the Teacher’s Guide
arts selected dance pp. 243—244;
live dance
performance or
Introduction
dance DVD
23
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and title
3 3—6 Creative Module 3: 2. Picture an 2 hrs Topic 1: Create in 2D, reptiles, insects in their environment Learner’s Book
arts: Visual Insects and insect • Drawing and/or colour media: exploring a variety of media pp. 303—305;
arts reptiles and techniques Teacher’s Guide
Introduction
• Art elements: reinforce relevant art elements through use in pp. 258—260;
own images of reptiles, insects, etc. glass jars with
• Design principles: reinforce design principle lids; paper;
Topic 3: Visual literacy pencils; oil
• Observe and discuss visual stimuli in photographs, artworks pastels; crayons;
and real objects to identify and name all art elements in paint and paint
images of reptiles, insects, etc. brushes
• Questions to deepen and extend observation of elements
and design principles images of reptiles, insects, etc.
3 4 Personal Topic 3: 1. Keeping 1 hr Safety measures at home and the environment Learner’s Book
and social Health and safe at home • Harmful household products and medication pp. 216—218;
well-being environmental Teacher’s Guide
responsibility pp. 198—201; A4
paper; crayons,
pencil crayons or
koki’s
__1
3 4 Personal Topic 3: Reading  2  hr Reading skills: reading with understanding and using a Learner’s Book
and social Health and skills for dictionary pp. 219—220;
well-being environmental Week 4 • Reading about harmful household products and medication Teacher’s Guide
responsibility and fire safety: recall and relate pp. 202—203
3 4 Physical Module 3: 4. Create 1 hr • Movement performance in rhythmic movements with focus Learner’s Book
education Rhythmic a story on posture and style pp. 263—264;
movements (includes Teacher’s Guide
PET) pp. 231—232;
CD track 2; CD
player
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and title
3 4—5 Creative Module 3: 3. Making 2 hrs Topic 1: Warm up and play Learner’s Book
arts: Working music • Vocal warm up (including breathing awareness exercises, pp. 281—286;
Performing together together harmonising of vowels on different notes) Teacher’s Guide
arts (include • Singing warm up (including South African songs in unison, pp. 244—247;
CAT) canon, two-part harmony, and call-and-response) CD track 18; CD
Topic 2: Improvise and create player; piano or
Musical phrases, in pairs, using repetition, accent, call and other melodic
response, and/or echo instrument
Musical notation of notes on lines and in spaces on a treble
stave using letter names on C major scale
Key terms: treble stave, C major, repetition, accent, call-and-
response, echo
3 5 Personal Topic 3: 2. Fire safety 1 hr Safety measures at home and the environment Learner’s Book
and social Health and • Fire safety pp. 221—223;
well-being environmental Teacher’s Guide
responsibility pp. 203—205;
glass jars; dry
sand; candles;
knife; paper;
crayons;
coloured pencils
__1
3 5 Personal Topic 3: Reading  2  hr Reading skills: reading with understanding and using a Learner’s Book
well-being environmental Week 5 • Reading about harmful household products and medication Teacher’s Guide
responsibility and fire safety: recall and relate pp. 206—207
3 5 Physical Module 3: 5. 1 hr Movement performance in rhythmic movements with focus Learner’s Book
education Rhythmic Synchronise on posture and style p. 265; Teacher’s
movements your Guide pp. 232—
Introduction
movements 233; CD track 2;
(includes CD player
PET)
25
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and title
3 6—7 Personal Topic 3: 3. We need 2 hrs Water as an important basic need Learner’s Book
and social Health and water • Importance of water pp. 226—230;
well-being environmental • Different ways of saving water Teacher’s Guide
responsibility • Different ways of protecting the quality of water pp. 207—210;
large sheets of
Introduction
paper or stiff
card; paints;
koki’s; coloured
crayons
well-being environmental Week 6 and • Reading about the importance of water and how to save and Teacher’s Guide
responsibility Week 7 protect the quality of water: recall and relate pp. 210—213
3 6 Physical Module 3: 6. Dance 1 hr Participation in rhythmic movements with focus on posture Learner’s Book
education Rhythmic with rhythm and style pp. 266—268;
movements Teacher’s Guide
pp. 233—234
3 6—10 Creative Module 3: 4. Creating 5 hrs Topic 1: Warm up and play Learner’s Book
arts: Working theatre • Vocal warm up (including breathing awareness exercises, pp. 287—298;
Performing together together harmonising of vowels on different notes) Teacher’s Guide
arts (includes • Trust games, in pairs and small groups (e.g. sharing body pp. 248—254;
CAT) weight, and other) egg timer/stop
Topic 2: Improvise and create watch
• Pair role-plays, using appropriate language, movement,
facial expression and gesture
• Character ‘hot seats’ in pairs to develop roles, using
appropriate language, body language and gesture
Group role-play using characters created in Topic 2
(considering characterisation, interaction, conflict and
resolution)
Key terms: role-play, character, hot seat
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3 7 Physical Module 3: 7. Create 1 hr Participation in rhythmic movements with focus on posture Learner’s Book
education Rhythmic a dance and style pp. 269—270;
movements sequence Teacher’s Guide
pp. 235—236
3 7—10 Creative Module 3: 3. Creatures 2 hrs Topic 2: Create in 3D, reptiles, insects, etc. Learner’s Book
arts: Visual Insects and from clay • Skills and techniques: earthenware clay pp. 306—308;
arts reptiles • Art elements: reinforce texture, shape/form through Teacher’s Guide
modelling own reptiles, insects, etc. pp. 261—263;
• Design principles: reinforce emphasis through use in own clay; small
models of reptiles, insects, etc. containers;
• Spatial awareness: reinforce conscious awareness of working suitable
in space, e.g. model to be viewed from front, back and sides, implements for
parts of model can extend into space cutting into and
• Appropriate use of tools working with
clay; poster
paint; paint
brushes
3 8—9 Personal Topic 3: 4. Healthy 2 hrs Healthy eating for children Learner’s Book
and social Health and eating • South African Food-Based Dietary Guidelines pp. 235—244;
well-being environmental • Dietary needs of children Teacher’s Guide
responsibility • Factors influencing food intake of children pp. 213—218;
large sheet of
paper; koki’s
well-being environmental Week 8 and • Reading about healthy eating for children: recall and relate Teacher’s Guide
responsibility Week 9 pp. 218—221
3 8 Physical Module 3: 8. Create a 1 hr Participation in rhythmic movements with focus on posture Learner’s
Introduction
education Rhythmic game and style Book p. 271;
movements Teacher’s Guide
pp. 236—237;
CD track 3; CD
27
player; chairs/
cushions; paper;
pens/pencils
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Term Week/s Study area Topic/ Unit number and Time Life Skills CAPS reference Resources
and stream Module title title allocation
28

3 9 Physical Module 3: 9. Present a dance 1 hr Movement performance in rhythmic movements with focus Learner’s Book
education Rhythmic sequence (includes on posture and style p. 272; Teacher’s
movements PET) Guide p. 238
3 10 Personal Review: Term 3 1 hr Consolidation of work done during the term Learner’s Book
and social pp. 250—252;
Introduction
pp. 221—223
3 10 Personal Topic 2: Social Formal Assessment 30 min Formal assessment for Term 3: Project Learner’s Book
and social responsibility Task: Project (Recording of marks) p. 249; Teacher’s
well-being (recording of Guide p. 147
marks)
3 10 Physical Module 3: 10. Demonstrate 1 hr Movement performance in rhythmic movements with focus Learner’s Book
education Rhythmic story through on posture and style pp. 273—274;
movements movement Teacher’s Guide
(includes PET) p. 239
4 1—4 Personal Topic 3: 5. Local health 4 hrs Local environmental health problems Learner’s Book
and social Health and problems • Locally occurring health problems such as tuberculosis, pp. 312—319;
well-being environmental diarrhoea, malaria, measles, etc. Teacher’s Guide
responsibility • Causes of health problems pp. 265—270
• Symptoms of health problems
• Available treatment for health problems
4 1—4 Personal Topic 3: Reading skills for 2 hrs Reading skills: reading with understanding and using a Learner’s Book
and social Health and Week 1, Week 2, dictionary pp. 320—334;
well-being environmental Week 3 and Week 4 • Reading about causes, symptoms and treatment of locally Teacher’s Guide
responsibility occurring health problems: recall and relate pp. 270—276
4 1 Physical Module 4: 1. Run in field 1 hr • Participation in a variety of field and track athletics or Learner’s Book
education Athletics events swimming activities pp. 353—354;
• Safety measures during field and track athletics or Teacher’s Guide
swimming activities pp. 293—295;
pens/pencils;
watches/stop
watches; cones
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and title
4 1 Creative Module 4: 1. What do 1 hr Topic 4: Appreciate and reflect on Learner’s Book
arts: Expressing you think? A live or recorded drama (television, radio, community, pp. 373—374;
Performing yourself professional or classroom) in terms of: Teacher’s Guide
arts • recognising key moments in a drama pp. 311—312; live
• identifying themes, ideas and moods or recorded
• discussing why particular techniques were used drama
• being sensitive to the social and cultural contexts
Key terms: social, cultural, environmental, theme, contexts
arts: Visual Things that • Observe and discuss visual stimuli in photographs and real pp. 393—397;
arts fly objects to identify and name art elements found in images of Teacher’s Guide
things that fly (natural or mechanical) pp. 324—328
• Observe and discuss visual stimuli in photographs and real
objects to identify and name examples of contrast and
proportion found in images of things that fly (natural or
mechanical)
design principles
4 2 Physical Module 4: 2. Get fit to 1 hr • Participation in a variety of field and track athletics or Learner’s Book
education Athletics sprint swimming activities pp. 355—356;
• Safety measures during field and track athletics or swimming Teacher’s Guide
activities pp. 295—298;
cones; batons;
skipping rope
Introduction
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4 2 Creative Module 4: 2. One song, 1 hr Topic 1: Warm up and play Learner’s Book
arts: Expressing many voices • Vocal warm ups (including strengthening articulation through pp. 375—377;
Performing yourself rhymes and tongue twisters) Teacher’s Guide
Introduction
arts • Singing warm ups (including South African songs in unison, pp. 312—314; CD
and two-part harmony) tracks 18 and 20;
• Call-and-response games CD player
Singing a song in two or three parts, recognising the difference
between voice types (such as bass, tenor, alto, soprano)
Own and others performances and processes, using simple
Key terms: C major, intervals, bass, tenor, alto, soprano
4 3 Physical Module 4: 3. Hurdles 1 hr • Participation in a variety of field and track athletics or Learner’s Book
education Athletics and javelins swimming activities pp. 357—359;
• Safety measures during field and track athletics or swimming Teacher’s Guide
activities pp. 298—300;
cones; hurdles;
javelin; tape
measure
4 3 Creative Module 4: 3. Working 1 hr Topic 1: Warm up and play Learner’s Book
arts: Expressing together Group awareness games (such as creating a machine through pp. 378—379;
Performing yourself complementary movements) Teacher’s Guide
arts Topic 2: Improvise and create pp. 314—315
Short drama/dance improvisations, reflecting a social, cultural
or environmental issue relevant to the learners
Key terms: social, cultural, environmental
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Term Week/s Study area Topic/ Unit number Time allocation Life Skills CAPS reference Resources
and stream Module title and title
__1
4 3 Creative Module 4: 2. Learn  2  hr Topic 1: Create in 2D, things that fly (natural or Learner’s Book
arts: Visual Things that fly about tone mechanical) pp. 398—399;
arts Drawing and/or colour media: exploring a variety of media Teacher’s Guide
and techniques pp. 328—329;
paper; a variety
of pencils
including 2H and
2B; rulers
4 4 Physical Module 4: 4. Sprint 1 hr Movement performance in a variety of field and track Learner’s Book
education Athletics short athletics or swimming activities p. 360; Teacher’s
distances Guide pp.
(includes 300—301; cones;
PET) watches/stop
watches
4 4—5 Creative Module 4: 4. Dancing to 2 hrs Topic 1: Warm up and play Learner’s Book
arts: Expressing communicate • Physical warm ups for strength and flexibility (including pp. 380—381;
Performing yourself (includes spinal rolls, swings, floor work and body part isolations) Teacher’s Guide
arts CAT) • Cool downs (including stretches and flowing movements) pp. 316—317;
Topic 2: Improvise and create CD track 21;
Short drama/dance improvisations, reflecting a social, CD player;
cultural or environmental issue relevant to the learners learners’ own
Key terms: social, cultural, environmental music; drum
1
4 4—6 Creative Module 4: 3. Birds in 1 __2  hrs Topic 1: Create in 2D, things that fly (natural or Learner’s Book
arts: Visual Things that fly pictures and mechanical) pp. 400—402;
arts patterns • Drawing and/or colour media: exploring a variety of media Teacher’s Guide
and techniques pp. 330—332;
• Art elements: overview of use of appropriate art elements A3 paper; 2B
found in own images of things that fly (natural or and 3B pencils;
Introduction
mechanical) chalk pastels;
• Design principles: reinforce emphasis in own images of potatoes; thick
things that fly (natural or mechanical) paint; knife;
31
brown paper
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4 5—6 Personal Topic 3: 6. HIV and 2 hrs HIV and AIDS education Learner’s Book
and social Health and AIDS • Dealing with stigma pp. 328—334;
well-being environmental • Stigma about HIV and AIDS Teacher’s Guide
responsibility • How to change attitudes towards people infected with HIV pp. 276—279;
and AIDS access to
Introduction
information for
research
well-being environmental Week 5 and • Reading about changing attitudes and perceptions about Teacher’s Guide
responsibility Week 6 HIV and AIDS: recall and relate pp. 280—282
4 5 Physical Module 4: 5. 1 hr Movement performance in a variety of field and track Learner’s Book
education Athletics Demonstrate athletics or swimming activities p. 361; Teacher’s
your skills Guide pp.
(includes 301—302; cones;
PET) watches/stop
watches; javelin;
batons; hurdles
4 6 Physical Module 4: 6. Run 1 hr Participation in a variety of field and track athletics or Learner’s Book
education Athletics middle swimming activities pp. 362—363;
distances Teacher’s Guide
pp. 302—303;
cones
4 6 Creative Module 4: 5. Singing 1 hr Topic 1: Warm up and play Learner’s Book
arts: Expressing about our • Singing warm ups (including South African songs in unison, pp. 382—383;
Performing yourself planet and two-part harmony) Teacher’s Guide
arts • Call-and-response games pp. 318—319; CD
Topic 2: Improvise and create tracks 18 and
Short music piece, combining a number of instruments 22; CD player;
(drums, marimba, etc.) including two or more parts in a percussion
textural blend, reflecting a mood related to the social, cultural instruments
or environmental issue
9/17/12 3:44:00 PM

and title
4 7—8 Personal Topic 3: 7. Substance 2 hrs Substance abuse Learner’s Book
and social Health and abuse • Types of drugs used: legal and illegal drugs including pp. 339—344;
well-being environmental tobacco, alcohol and over the counter medication Teacher’s Guide
responsibility • Negative impact of substances on health: effects of drugs on pp. 283—286
body and mind
well-being environmental Week 7 and • Reading about dangers of substance abuse: recall and relate Teacher’s Guide
responsibility Week 8 pp. 287—289
4 7 Physical Module 4: 7. Practise 1 hr Participation in a variety of field and track athletics or Learner’s Book
education Athletics long jump swimming activities pp. 364—366;
and high Teacher’s Guide
jump pp. 304—306;
high jump
landing mat
4 7—9 Creative Module 4: 6. Prepare to 3 hrs Topic 1: Warm up and play Learner’s Book
arts: Expressing perform • Physical warm ups for strength and flexibility (including pp. 384—390;
Performing yourself spinal rolls, swings, floor work and body part isolations) Teacher’s Guide
arts • Vocal warm ups (including strengthening articulation pp. 319—322;
through rhymes and tongue twisters) CD track 22; CD
• Singing warm ups (including South African songs in unison, player; learners’
and two-part harmony) own music;
• Cool downs (including stretches and flowing movements) percussion
Topic 3: Read, interpret and perform instruments
• Drama/dance presentation, reflecting a social, cultural or
environmental issue relevant to the learners, and using
selected tableaux, movement, poetry and speaking/singing
in unison or individually
• Short composition of poetry and song to draw attention
Introduction
to social, cultural and environmental issues, to be used in
above presentation
Own and others’ performances and processes, using simple
33
Key terms: tongue twisters, social, cultural, environmental,
poetry, tableaux
9/17/12 3:44:00 PM
34

and title
4 7—10 Creative Module 4: 4. From 2 hrs Topic 2: Create in 3D, things that fly Learner’s Book
arts: Visual Things that fly trash to • Skills and techniques like pasting, cutting, wrapping, tying, pp. 403—405;
arts treasure joining various recyclable materials Teacher’s Guide
• Art elements: reinforce texture, shape/form, colour through pp. 332—334;
own construction of things that fly (natural or mechanical) small plastic
Introduction
• Design principles: reinforce contrast and proportion through cooldrink/
use in own construction milk bottles;
• Spatial awareness: reinforce conscious awareness of working polystyrene
in space, e.g. model to be viewed from front, back and sides, cups; egg boxes;
parts of model can extend into space plastic drinking
• Appropriate use of tools straws; brightly
coloured beads
or buttons; shiny
wrapping paper
or ribbon; strong
glue or sellotape;
scissors; wire;
sticks; paint and
paint brushes;
card; thread
4 8 Physical Module 4: 8. Do shot 1 hr Participation in a variety of field and track athletics or Learner’s Book
education Athletics put and long swimming activities pp. 367—368;
distance Teacher’s Guide
pp. 307—308;
tennis balls; hoola
hoops; shot puts
4 9—10 Personal Review: Term 4 2 hrs Consolidation of work done during the year Learner’s Book
and social pp. 350–351;
pp. 290—292
education Athletics Demonstrate athletics or swimming activities p. 369; Teacher’s
high jump Guide p. 309;
(includes high jump bar;
PET) high jump mat
9/17/12 3:44:00 PM
and title
4 10 Personal Formal assessment: End-of- 1 hr Formal assessment for Term 4: End-of-year examination Teacher’s Guide
and social year examination pp. 379—380
well-being
education Athletics Demonstrate athletics or swimming activities pp. 370—371;
shot put Teacher’s Guide
and 400 m p. 310; shot puts;
(includes 400 m track;
PET) cones
4 10 Creative Module 4: 7. Show time! 1 hr Topic 1: Warm up and play Learner’s Book
arts: Expressing (includes • Physical warm ups for strength and flexibility (including p. 391; Teacher’s
Performing yourself CAT) spinal rolls, swings, floor work and body part isolations) Guide pp.
arts • Vocal warm ups (including strengthening articulation 322—323; CD
through rhymes and tongue twisters) track 22; CD
Topic 3: Read, interpret and perform player; learners’
• Drama/dance presentation, reflecting a social, cultural or own music;
environmental issue relevant to the learners, and using percussion
selected tableaux, movement, poetry and speaking/singing instruments
in unison or individually
• Short composition of poetry and song to draw attention
to social, cultural and environmental issues, to be used in
above presentation
Key terms: tongue twisters, social, cultural, environmental,
poetry, tableaux
Introduction
35
9/17/12 3:44:00 PM
2. Lesson-by-lesson
This section contains teaching notes for the units in the Learner’s Book
and answers to all the activities. It also provides informal assessment
suggestions and suggested remedial and extension activities.
TERM 1
Visual arts 108
TERM 2
Visual arts 181
TERM 3
Visual arts 255
TERM 4
Visual arts 324
37

Term 1

topic 1: Development of the self
UnitUnit
Feeling
1 good about myself
1 Learner’s Book pages 4–7 Duration: 2 hours
Term and week/s Curriculum and Assessment Policy Statement

Term 1, Weeks 1–2
(CAPS) content
Topic Positive self-concept formation
Development of
the self • Influence of others on self-concept: adults and peers
• Personal successes as contributing factors to positive self-concept
Resources • Action plan for continued positive self-concept formation
Learner’s Book
pages 4–7; old Preparation
magazines and • Familiarise yourself with the material in this unit by reading
newspapers; paper; through the information and activities in the Learner’s Book and
koki’s, crayons and/
Teacher’s Guide.
or pencils; scissors;
glue; paint and • Think about your own beliefs about the way in which people form
paint brushes their self-concepts. This will help you when discussing the ideas in
this unit with the learners.
Teaching the unit

Divide the unit into two one-hour lessons as follows:
Lesson Week Pages Activities
1 1 4—6 1—4
2 2 6—7 5—6
Lesson 1 (Week 1)
You could introduce the lesson by asking learners if they can define
self-concept, and what impact they think the way that other people
see and speak has on a person’s self-concept. The introductory material
in the Learner’s Book would be a useful starting point for discussion.
Activity 1
• Learners should work in pairs to read the speech bubbles and
answer the questions.
• You could complete the exercise by discussing the learners’
answers in the context of a whole-class discussion.
Ask learners why they think that being successful often leads people to
further successes.
PERSONAL AND SOCIAL WELL-BEING TERM 1 39

Follow this with a discussion about the list of qualities that a
successful person needs to have (see Learner’s Book) and ask
learners if they can think of any other qualities that might be useful.
Make sure that learners clearly understand the definition of ‘qualities’
given in the glossary.
Activity 2
• Learners should work on their own to copy and complete the
diary entry.
• When they have finished their diary entries, you could ask if any
volunteers want to share their responses with the class.
Activity 3
• Learners should work on their own to write a speech encouraging
other learners to be successful.
• Ask a few volunteers to say their speech for the class.
Some learners may think that thinking or talking about their successes
is arrogant. You could follow Activity 3 with a short discussion about
how remembering their successes can be a valuable way of building
their self-concept. You could discuss the important differences between
appropriate self-affirmation and arrogance (self-confidence is knowing
your own worth, arrogance is thinking that you are better or more
important than anyone else).
Activity 4
• Learners should work on their own to create an advert where they
advertise themselves and their own positive qualities.
Now turn • You could conclude the lesson by asking learners to display their
to LB page 8 advertisements and give them a chance to look at one another’s
for the reading work.
for Week 1
• If there is not enough time for learners to complete this activity in
class, they should do so for homework.
Lesson 2 (Week 2)
You could introduce the lesson by discussing the idea that when a
person succeeds in one thing, they are more likely to succeed in others
(‘success breeds success’). This is one reason why it is important to
have a positive self-concept. You could then discuss ways in which
learners can build or create a positive self-concept. There is useful
material on this in the Learner’s Book.
Activity 5
• Learners should read the action plan as a class. You could ask
volunteers from the class to read sections of it.
• They should work individually to complete the tasks listed, and
have discussions in pairs to share two things from their action
plans.
40 LESSON-BY-LESSON TERM 1

Activity 6
• Learners should work on this activity individually. They should
Now turn
make five copies of a suitable affirmation statement, put them up
to LB page 10 in prominent places and read the statement regularly over the next
for the reading two weeks.
for Week 2
• If any volunteers want to share their statements, this would be a
suitable closing activity for the lesson.
Answers
Activity 1
2. a = any; b = any; c = classmate; d = parent; e = classmate;
f = parent/teacher; g = any
3. This is obviously subjective, but you should accept different answers
if learners have a logical explanation for them. The comments that
would make most people feel good would be comment a), c), d)
and f). Very few people would enjoy comment e) or g). Quite a few
people would feel ambivalent about comment b). On the one hand,
it is a compliment for dancing well, which is pleasant. However,
this is followed with the implication that the person is not very
good at Maths, or that Maths is in some way inferior to dancing,
which undermines the compliment at the beginning. This is a
‘backhanded’ and therefore rather unsatisfactory compliment.
Activity 2
Example
2. Dear Diary
I think I can be successful because I work hard and care about my
marks. I showed this when I got a good mark for my English oral. I
need to work on my Maths to be more successful.
Informal assessment
Activity 1: You could discuss learners’ few volunteers to read their responses to
answers in the forum of a whole-class the class.
discussion. Ask learners to mark their own Activity 4: You could ask learners to
work. Take careful note of any learners who display their advertisements in the class. The
interpret the compliments as being sarcastic, class could then give constructive feedback
as this may be an indication of low self-esteem, on each advertisement (ensure that learners
or that they are often exposed to criticism. understand and stick to the principles of
Activities 2 and 3: You could ask constructive feedback). Learners could vote
learners to work in pairs or small groups (it on the advertisement that they think most
is probably best if they choose their own effectively ‘sells’ its ‘product’. Take note
partners/team-mates) and discuss their of any learners who find it exceptionally
responses with each other as a form of peer difficult to ‘sell’ themselves, as they may
assessment. You should walk around the have a problematic self-concept or find it
classroom and check that they have followed culturally difficult or unacceptable to ‘boast’
instructions correctly. You could also ask a about themselves.

Activity 5: Learners should share two should also be given a few minutes to adjust
things from their action plan with their their plan each time.
friend. You could also ask a few volunteers Activity 6: You could ask a few learners
to share some of their suggestions with the to volunteer to read their affirmation
class. As this is an ongoing action plan, it statements out to the class. As this
would be a good idea to ask learners about activity is so personal and focused on self-
their progress in two week’s time, and to assessment, any further assessment would
repeat this query every few weeks. They be inappropriate.
Remedial
• If learners are struggling to create an advertisement, show them
examples of effective advertisements and explain why they work
well. Point out that advertisements generally use the biggest font,
minimum words, clever use of language to attract the reader, and an
eye-catching picture and use of colour.
• If learners are struggling with the action plan (Activity 5), you could
ask the class to brainstorm lists of positive and negative qualities (that
do not apply to any particular learner). Write these lists up on the
board and ask learners to think about which qualities apply to them.
They could then use this as a basis for their responses to Activity 5.
Extension
• Activity 3: Ask a very successful member of your community
(for example, a parent, local community leader or professional), or
a past pupil at your school who has succeeded in a particular field,
to come and talk to the learners about how they succeeded.
• Ask learners to research a successful person that they admire, and
to do a short presentation for the class on this person.
Week 1 Reading Skills:

Surf’s up for Lunga!
Learner’s Book pages 8–9 Duration: 30 minutes
Curriculum and Assessment Policy Statement

(CAPS) content
Term and week/s
Term 1, Week 1 Reading skills: reading with understanding and using a dictionary
• Reading about activities and/or actions that build positive
Topic self-concept: recall and relate
Development of
the self
Preparation
Resources Read through and familiarise yourself with the text and questions in
Learner’s Book the Learner’s Book. Think about how this text relates to the content
pages 8–9 covered in Unit 1.

Teaching the lesson
• Introduce the text by reminding the learners what they learnt
about in Unit 1.
• Also, explain that ‘surfs up’ is a phrase used by surfers to describe
good surfing conditions and to ‘catch a wave’ means that a surfer
rides in towards the beach on the wave.
• Let the learners read the text on their own or in pairs. If some of
the learners struggle with reading in English, pair each of these
learners with a more competent reader.
• After the learners have had time to read the text once or twice,
read through the questions in the box on page 9 of the Learner’s
Book with them.
• Allow them to answer the questions as a class. Encourage a
number of different learners to respond to each of the questions.
• Ask the learners to write down the words and their definitions.
Answers
1. Lunga was Zodwa’s older brother.
2. Lunga entered the under 13 surfing contest.
3. Learners should supply similar definitions to the following:
allowed – to give someone permission to do something
competition – an organised event in which people try to win a
prize by being the best
contest – a competition
Informal assessment
Monitor and assess the learners’ contributions to the class discussion
to identify whether the learners have understood the text.
Write the words in (3) on the board and then ask different
learners to write up their definitions. Discuss the definitions with the
learners, pointing out which ones match the way the words are used
in the text. Ask the learners to indicate by a show of hands, which of
them selected suitable definitions.
Remedial
Slower readers will need to be encouraged to approach the reading
with a positive mind-set. If they are supported through the reading
process, they are more likely to feel that the experience has been a
success and will be more positive about tackling the next reading.
Don’t let learners struggle unaided for long. They will soon become
discouraged and it will be difficult to get them to be enthusiastic
about reading in future. Either help the learner yourself or assign a
reading buddy.

Extension
Let the learners make a homework and surfing timetable for Lunga:
he gets home at 2.30 each day and he must finish his homework by
6.00 p.m. He is allowed to surf three afternoons a week but he must
have at least one hour for homework every day, more on the days he
does not surf. When you have finished Lunga’s timetable, make one
for yourself.

Doing it on my own

Term 1, Week 2 (CAPS) content
Topic Reading skills: reading with understanding and using a dictionary
Development of
the self
• Reading about activities and/or actions that build positive
self-concept: recall and relate
Resources
Learner’s Book Preparation
pages 10–11 Read through and familiarise yourself with the text and questions in
the Learner’s Book. Think about how this text relates to the content
covered in Unit 1.
Teaching the lesson

• Introduce the text by reminding the learners what they learnt about
in Unit 1. Also, ask the class who has their own garden and what
tools they use to do the different kinds of work. Show them pictures
of the different tools. Discuss the activities in paragraph 3 – caring
for the soil, planting seeds and looking after plants.
Book with them.
• Allow them to answer the questions in groups of four or five. While
the learners are answering the questions, walk around the classroom,
listening to their responses and assisting them where necessary.
Answers
1. Mr John Kennedy is a man who lives at Oude Molen Food
Garden Village.
2. He helped a group of children in Cape Town.

3. The children work in their own gardens and read, write and draw
about what they have done in the garden.
harvest – to cut and collect crops
project – a carefully planned piece of work
plan – to think about or decide what you are going to do
Informal assessment
Monitor and assess the learners’ contributions to the group
discussion to identify whether the learners have understood the text.
Remedial
Support reluctant readers by explaining that the reading is related to
the content they have already covered in the unit. So the topic and
vocabulary will not be totally new and strange to them.
Extension
Let the groups act out (silently) one or two of the activities mentioned
in the text – caring for the soil, planting seeds, looking after plants,
harvesting, cooking and learning about the garden activities. The
other learners can guess what they are doing.
UnitUnit
Giving
1 and receiving feedback

Term 1, Weeks 3–4 (CAPS) content
Topic Giving and receiving feedback: giving feedback to peers and receiving
Development of feedback from peers and adults
the self
• Appropriate ways of giving feedback: positive and negative
Resources feedback
Learner’s Book • Appropriate ways of receiving negative and positive feedback
pages 12–15
Preparation
• Familiarise yourself with the material in this unit by reading
through the information and activities in the Learner’s Book and
Teacher’s Guide.

• Think about your attitudes and ways of responding to positive or
negative feedback with others. This will help you when discussing
the ideas in this unit with the learners.
Teaching the unit

1 3 12–13 1–3
2 4 14–15 4–7
Lesson 1 (Week 3)
• You could introduce the lesson by asking learners the questions at
the beginning of the unit in the Learner’s Book as a useful starting
point for discussion. Make sure that learners understand what
feedback is and why it is important.
• You could then read the case study and check that learners have
understood it correctly.
Activity 1
• Learners should work in small groups to discuss and answer the
questions in the Learner’s Book.
• You could conclude the activity with a brief class discussion of the
learner’s answers.
Discuss the definition and importance of constructive feedback, as

well as tips for giving constructive feedback. There is useful material in
the Learner’s Book.
Ask learners if they have any other tips for constructive feedback
that they can add to the list.
Activity 2
• Learners should work in pairs on this activity.
• Ask a few learners to perform their role-play for the class.You can
then ask the class for constructive feedback on how accurate the
role-play was and how it can be improved.
Now turn Activity 3

to LB page 16
for the reading
• Learners should work with a partner.
for Week 3 • Ask a few volunteers to read their responses to the class.
Lesson 2 (Week 4)
• Introduce the lesson by reminding learners what constructive
feedback is, before asking them the questions at the beginning
of the unit. Ensure that learners understand the value and
importance of being able to handle feedback from others. They
must also understand what defensive behaviour is and why it is
not constructive.
• Discuss the tips for receiving feedback in the Learner’s Book. You
could ask learners if they have any suggestions to add to the list.

Activity 4
• Learners should work individually on this activity. They should
read through the instructions in class and make sure that they
understand them, before completing the rest of the activity
for homework.
• Remind them that no one will read their responses and the aim of
the activity is to help them to grow.
Activity 5
• Learners should work on this activity individually and with you.
• When learners ask you for feedback, be honest but constructive
in your response. You should also make sure that learners receive
their feedback in private, so that they are not embarrassed. They
should work in their exercise books to record their answers to the
questions in the Learner’s Book.
Activity 6
• Let the learners begin this activity while you are working with
others on Activity 5.
• Learners should work on this activity in small groups. They should
read through the case study, and answer the questions.
• You could conclude the activity by discussing a few of the group’s
responses in a whole-class discussion.
Activity 7
Now turn • Learners should work on this activity with a partner. They should
to LB page 17 role-play the situation in the case study, but should show how
for the reading Jenna could give constructive feedback and how Busi could
for Week 4 respond appropriately.
• Ask a few learners to show their role-plays to the class.
Answers
Activity 1
2. Answers will obviously vary, but learners should realise that the
group members would generally not be pleased, because of the
implication that what they had done was not good enough. Also,
they would have done work for nothing, and will not get any
feedback from the teacher on their own work.
3. Answers will vary, but learners should realise that the teacher
would not be pleased, because the aim of group work is for all
of the group members to work together and contribute to the
final product. This obviously did not happen, so in this respect,
Thami’s group failed at their task.
4. Answers will vary slightly, but basically, learners should realise that
Thami should have spoken to the group members concerned as
soon as he was worried. If he had told Melinda and Vusi that they
were on the wrong track when they started working, they would
probably have been grateful, as they could have done the correct
work and had some feedback from the teacher for it. If Thami had

spoken up, he would have saved them from doing unnecessary
work. He needed to give George and Lindy specific details about
what they were expected to do, and to raise it first with them, and
then with the whole group if necessary, if they were not doing
their work. If Thami had checked on David’s work, he probably
could have used David’s help and talent to make the work of the
whole group better.
Activity 2
The learners’ responses will vary, but their role-plays should
incorporate some of the tips for constructive feedback as well as some
practical advice for how they can improve.
Activity 3
The learners’ answers will obviously vary, but they should show sensitivity
towards the friend’s feelings (for example, by finding something good
in the writing that they can praise) and use some of the tips for giving
constructive feedback (for example, by saying ‘I feel that you need to
check that you are writing in full sentences, as lots of sentence fragments
makes it difficult to understand what you are saying’).
Activity 6
The answers provided below are sample answers. Learners may give
alternative answers. Accept all answers, provided that they are logical
and learners can explain their reasoning.
2. Busi did not consider Jenna’s feelings when she rejected Jenna. If
she felt that they spent too much time together, or she wanted
to mix with other people as well, Busi should have explained this
to Jenna. When Jenna’s feelings were hurt, she should not have
shouted at Busi, but should have told her how her behaviour was
making her feel, and tried to find out why Busi was behaving in
the way that she was.
3. angry
4. Busi should have learnt to think about the feelings of others as
well as her own needs.
5. Jenna needed to focus on Busi’s behaviour, rather than insulting
Busi as a person. She also needed to say how Busi’s behaviour
made her feel.
Activity 7
The role-plays should incorporate some of the tips for giving and
receiving constructive feedback.

Informal assessment
Activity 1: You could assess the learners’ self-assessment, it should not be assessed
responses by means of a whole-class any further. However, you could tell learners
discussion once they have completed that if they are worried about what they
their group work. Ask learners to respond have realised as a result of doing this
constructively and to build on one another’s activity, they are welcome to speak to you,
suggestions. or should discuss their feelings with an adult
that they trust.
Activity 2: Ask a few pairs to perform
their role-plays for the class, and ask the Activity 5: This activity should be
class as a whole for constructive feedback. assessed in the same way as Activity 4.
Activity 3: You could ask pairs to combine Activity 6: You could assess the learners’
with other pairs to form small groups and responses by means of a whole-class discussion
to discuss their responses with each other. once they have completed their group work.
They should then give one another feedback Ask learners to respond constructively and
within their small groups. to build on one another’s suggestions.
Activity 4: As this is such a personal Activity 7: Ask a few pairs to perform

activity, and it is structured to encourage their role-plays for the class, and ask the
class as a whole for constructive feedback.
Remedial
• If learners are struggling with resolving conflict, ask them to plan
their responses in writing. Then they should work with a partner
to edit what they have written and remove all of the personal
attacks, so that all that is left is constructive focus on problematic
behaviour. This is also a good technique to use in the case of
real-life conflicts.
• Play a recording of a short section of a movie or TV series that
shows characters having an argument. Ask learners to discuss how
the characters could have resolved the conflict more constructively,
or used constructive feedback to solve their problems.
Extension
Ask a good sports coach or coach of any team activity (for example,
debating) to come and speak to learners about the art of giving and
receiving constructive feedback.

Dear Sis’ Kgomotso
Learner’s Book page 16 Duration: 30 minutes

Development of
the self
• Reading about appropriate ways of giving and receiving feedback:
recall and relate
Resources
page 16 Read through and familiarise yourself with the text and questions in
covered in Unit 2.
Teaching the lesson

about in Unit 2. Also, explain the meaning of the word ‘agony’
and that an Agony Aunt helps people to deal with things that are
painful or hurtful. If possible, read them some suitable examples
from a similar type of magazine column.
Book with them.
Answers
1. Mark, Chelsea and Thandi are all children who wrote letters to
Agony Aunt. Grace is Thandi’s friend from Nigeria.
2. Sis’ Kgomotso (Agony Aunt) is a special person who tries to help
people with problems.
3. Mark, Chelsea and Thandi wrote letters to Agony Aunt asking her
for help with problems. Grace felt upset because children at school
were unkind to her. Agony Aunt replied to their letters.
criticise – to say that something or someone is bad
value – to think someone or something is very important
embarrassed – to feel ashamed or shy

Informal assessment
Remedial
Encourage reluctant readers to at least try to read the weekly reading.
Ask them to focus on what they can read and understand and not
worry too much about words they cannot understand. Praise them for
their efforts.
Extension
Let the learners write their own letter to an Agony Aunt. They do not
need to share this with anyone unless they want to.

What did I do wrong?

Development of
the self
• Reading about appropriate ways of giving and receiving feedback:
recall and relate
Resources
covered in Unit 2.
Teaching the lesson

about in Unit 2. Also, point out what a rich resource older people
in the community are for giving the history, often about ways of
life which have passed.

Book with them.
Answers
1. Paul was Vincent’s older brother. Mr Carelse was Vincent’s
teacher.
2. Paul helped Vincent to work out why he had got bad marks for
his project.
wonder – to want to know something
labelled – to give information about something using a few words
contents – the information or ideas that are written in a book or a
project
Informal assessment
Monitor and assess the learners’ contributions to the class discussion to
identify whether the learners have understood the text.
Remedial
While the other learners are reading, you can work with a few learners
who need remedial assistance. Alternatively, you can pair stronger
readers with learners who find reading more difficult.
Extension
Let the learners ask an older person in their family or community
for a story from their childhood. The learners can write and illustrate
the story but they must give the name of the person who told it. If
possible, they should bring a photo of that person.

UnitUnit
Coping
1 with emotions

Topic Coping with emotions: empathy, compassion, anger, disappointment
Development of
and sadness
the self
• Skills to manage emotions in a positive way
Resources • Significance of friends in times of sadness, tragedy and change
Learner’s Book
pages 19–24 Preparation
Teacher’s Guide.
• Think about your attitudes and ways of responding to strong
emotions.
Teaching the unit

Divide the unit into three one-hour lessons as follows:
1 5 19–20 1–2
2 6 21–22 3–5
3 7 23–24 6–8
Lesson 1 (Week 6)
• Introduce the lesson by asking learners the questions at the
beginning of the unit, as a useful starting point for discussion.
Make sure that learners understand that feelings are not wrong,
but that they need to be managed appropriately. There is useful
material on this subject, as well as tips for coping with negative
emotions in the Learner’s Book.
Activity 1
• Learners should work on this activity on their own. They should
answer the questions in the Learner’s Book.
• You could conclude the activity by asking if any volunteers feel
comfortable to share their responses with the class. This would
have to be handled sensitively in order to protect the learners’
privacy and feelings.
Discuss why it is essential to manage anger appropriately and

constructively. There is useful material on this in the Learner’s Book,
as well as tips for anger management.

Activity 2
• Learners should work on this activity on their own.
Now turn • They should use the list of anger management strategies to
to LB page 25 manage their feelings, the next time they feel angry. They should
for the reading then evaluate the success of these strategies.
for Week 5
• You could conclude this lesson by discussing which strategies the
learners feel would be most effective.
Lesson 2 (Week 6)
• Introduce the lesson by asking learners the questions after
Activity 2 in the Learner’s Book.
• Discuss the meaning of the terms ‘sympathy’, ‘empathy’ and
‘compassion’, using the information in the Learner’s Book.
Activity 3
• Learners should first work with their class to brainstorm the
meaning of the saying ‘put yourself in someone else’s shoes’.
• They should then work with a partner to role-play an act of empathy.
• You could conclude this activity by asking a few pairs to volunteer
to perform their role-plays for the class, and get constructive
feedback in response.
Activity 4
Learners should work individually on this activity. They should create
a ‘feelings card’ which is an apology and acknowledgement of their
friend’s feelings after they had excluded her from a group (this is the
scenario described in the Learner’s Book).
Activity 5
Now turn answer the questions in the Learner’s Book to see how much
to LB page 27 empathy they would feel in a range of scenarios.
for the reading
for Week 6 • You could conclude the lesson and this activity with a whole-class
discussion of the questions, where you could ask some volunteers
to contribute in as much detail as they feel comfortable.
Lesson 3 (Week 7)
You could start the lesson by asking learners if they can think of an
example of when a friend has supported them through a difficult time
in their lives (you may need to point out that friends are not always
the same age as them). You could also ask learners to try and define
what a real friend is. There is useful material for generating discussion
in the Learner’s Book.
Activity 6
• Learners should work on this activity in small groups. They should
answer the questions given in the Learner’s Book. You could ask
them to record their answers in their exercise books if you think
that this would be appropriate.

• You could conclude this activity by discussing a few of the group’s
responses in the forum of a whole-class discussion.
Activity 7
• Learners should work on this activity with a partner. They should
read through Ashwin’s story on page 24 and answer the questions
given in the Learner’s Book. They could write their answers in
their exercise books if you think that this would be appropriate.
• You could conclude this activity by asking a few pairs to discuss
their answers and tell their stories for the class.
Activity 8
Now turn • Learners should work on this activity on their own. They should
to LB page 29 answer the questions given in the Learner’s Book and record their
for the reading answers in their exercise books.
for Week 7
• You could conclude the lesson by asking learners to think about
how important friends are.
Answers
Activity 1
1. ‘I felt very negative emotions when my friend stopped talking to
me half way through Grade 5.’
2. ‘I was angry and upset.’
3. ‘I felt that I had been a good friend and had done nothing wrong
to deserve being treated in this way. I felt as though my friend
used me, and then dropped me when she didn’t need me any
longer.’
4. ‘I tried to talk about my friend’s behaviour with her, but she
would just respond by being rude. Eventually I realised that she
really did not want to be friends with me. I realised that I had
to just move on, and find other, more loyal friends. I am much
happier now.’
5. ‘Yes. I was tempted to get revenge by spreading rumours about my
friend, but realised that this wouldn’t make me feel any better, and
that I didn’t want to be that kind of person. I am proud that I did
not lose my temper or my self-respect.’
6. ‘I was happy with the way that I handled my emotions, but next
time I won’t spend so much time thinking about revenge.’
Activity 2
Learners should make a point of writing down their feelings and
which strategy they used, the next time they feel angry. They should
take note of which anger management strategies worked and which
did not.

Activity 3
1. The saying ‘put yourself in someone else’s shoes’ means to imagine
how you would feel if you were in the same situation as someone
else. This act of feeling with or for another person is empathy.
2. Learners will obviously produce a wide range of role-plays.
However, their role-play must illustrate an act of empathy or
understanding of how another person is feeling.
Activity 4
Example: ‘I know that the way that I behaved was cruel and totally
wrong. I know that I hurt your feelings badly and that you really
did not deserve the way I treated you. You have always been a loyal
and good friend, and I really value your friendship. I am really sorry.
Please forgive me.’
Activity 5
1. a. The homeless families would probably feel very worried and
frightened about the future. They might also be very angry
or depressed.
2. a. I think that my friend would be very sad and feel lost and
lonely. They might also feel angry because losing their Dad
seems so unfair.
3. a. I think that the dog would be scared, hurt and confused. If it
is a big, aggressive dog it might react by getting really angry
and vicious.
4. a. My cousin is probably feeling sad, lonely and left out. They
will probably also feel rather jealous.
Activity 6
2. Persian proverb: Friends are worth more than any luxury, which is
why it is better to be in a terribly difficult and dangerous situation
with friends, than to live in luxury with people who are not friends.
Sesotho proverb: When friends are with you through difficult
times they should be thanked when times are good.
English proverb: When you are in a difficult situation and need
help, the friends that help you are real friends/good friends.
3. Examples: ‘If you have someone that you love and trust to talk to,
you do not feel so alone and it is easier to deal with the difficulties
in your life’. ‘Friends understand you and care about you, so you
can talk about how you really feel, even if how you feel is very
negative.’
Activity 7
2. Ashwin probably wanted to be friends with Dean rather than
Sifiso because Dean was more outgoing and fun to be with. He
was also popular, so Ashwin felt lucky that Dean wanted to be
friends with him.
3. Ashwin missed Sifiso when his mother was sick because he realised
that Dean was not really interested in his mother’s illness or what

Ashwin was going through. Ashwin realised that Sifiso had always
been a good friend because they had been able to talk to each
other about anything. Ashwin missed Sifiso’s support when he
needed someone who really cared, to talk to.
4. It is important to have friends that we can trust so that we can talk
to people about how we really feel without having to worry about
them telling anyone else, or judging us for what we have said.
Without friends we can trust, we don’t feel as though we have
anyone who really knows us. This can get very lonely, especially
when times are tough.
Activity 8
2. Learners should think about whether each friend is happy or not,
and if any of them are having a difficult time. For example, they
might realise that one of their friend’s mother is very ill, or that
another friend is new to the school and is feeling very insecure.
3. Example: they might decide to invite their friend to the movies.
Informal assessment
Activities 1 and 2: As these are such cards the learners thought would be the most
personal activities, and they are structured effective or were the most appropriate and
to encourage self-assessment, they should why. Alternatively, you could assess the cards
not be assessed any further. However, you in this way, but ask learners to work in small
could tell learners that if they are worried groups, rather than as a whole class.
about what they have realised as a result Activity 5: You could hold a whole-
of doing this activity, they are welcome to class discussion about how most people
speak to you, or should discuss their feelings would respond to the scenarios discussed.
with an adult that they trust. Be aware of However, as this is a personal activity, and
learners who find it difficult to respond is structured to encourage self-assessment,
to complete this activity, or who respond learners should not have to share their
inappropriately. Such learners may have specific answers, or be assessed further.
difficulties dealing with their emotions. Be aware of learners who find it difficult to
Activity 3: You could read the respond to these scenarios, or who respond
explanation of the proverb and ask learners inappropriately. Such learners may have
to mark their own work. difficulties dealing with their emotions.
Assess the role-plays by asking a few Activity 6: You could read the
pairs to present their role-plays to the class, explanations of the proverbs and ask
and ask the class as a whole for constructive learners to mark their own work.
feedback. Be aware of learners who find it You could then hold a brief whole-class
difficult to complete these role-plays, or who discussion to get the learner’s views on
respond inappropriately. Such learners may question (3). Be aware of any learners who
have difficulties dealing with their emotions. say that friends are not necessary when a
Activity 4: You could ask learners person is facing difficulties. Learners like this
to display their cards at the front of the may have difficulties dealing with their own
classroom and give everyone in the class the emotions. Alternatively, they may never have
opportunity to read them. You could then experienced enough trauma to realise the
hold a whole-class discussion about which value of and need for friends in difficult times.

Activity 7: You could ask pairs to another feedback within their small
combine with other pairs to form small groups.
groups and to discuss their answers with Activity 8: This is a personal activity and it
each other. They should then give one is structured to encourage self-assessment.
Remedial
• If learners are struggling to deal with their own negative emotions,
you could arrange a ‘time-out’ signal for your class. This could
be a code-word, a hand signal or simply a request to move to a
different part of the classroom. Learners should be told that if
anyone uses the ‘time-out’ signal, they need time to deal with their
feelings and should be left alone to do so.
• Teach learners that the best way to react when they are angry, is
to not react. When they are angry, they should remove themselves
from the situation and only deal with the person who has made
them angry when they are feeling calm.
Extension
Ask learners to put together a presentation for assembly on ways to
deal with negative emotions.
Week 5 Reading Skills: The best friend


Development of
the self
• Reading about friendships that are caring and supportive: recall
and relate
Resources
covered in Unit 3.
Teaching the lesson

about in Unit 3. Also, discuss with the learners what someone in a
wheelchair would find difficult in their school. Some things would
be a crowded classroom, reaching things, going to the toilet, stairs,
uneven ground, transport, not being able to play, feeling isolated.

Book with them.
• Allow them to answer the questions in groups of four or five.
While the learners are answering the questions, walk around the
classroom, listening to their responses and assisting them where
necessary.
Answers
1. Zakes and Cyril were best friends. Zakes was in a wheelchair.
2. Cyril helped Zakes by pushing his wheelchair. Zakes helped Cyril
when they worked on projects together.
wheelchair – a chair with wheels used by someone who cannot
walk
information – facts about someone or something
cheer – to shout encouragement
Informal assessment
discussion to identify whether the learners have understood
the text.
Remedial
Draw a picture of the part of the story you like best and write a
caption for it.
Extension
Let learners work in pairs. Each learner takes a turn to find a word
in the reading he/she does not understand. The other learner tries to
explain what it means, and then they both check the proper meaning
in a dictionary.

Good enough for me

Development of
the self
and relate
Resources
covered in Unit 3.
Teaching the lesson

about in Unit 3. Also, explain what it means when something
is good enough. Point out that when we work in groups not
everybody is able to produce perfect work. It’s important however
that we all do our best so that together we produce something that
is good enough.
Book with them.
Allow them to answer the questions in groups of four or five. While

Ask the learners to write down the words and their definitions.
Answers
1. Kim and Chantal were friends and Mrs Barker was their dancing
teacher.
2. Chantal went with Kim to Mrs Barker. Mrs Barker had a meeting
with the dancing group and told them if they wanted to be part of
the concert, they all had to take part.
absent – not in the place you are supposed to be
spoil – to stop something from being successful
refuse – to say that you will not do something

Informal assessment
the text.
Remedial
Set time limits for reading the text. In this way slower learners will
focus on the reading task and begin increasing their reading speed
and fluency.
Extension
Let the groups act out being the dancing group who didn’t want Kim
to take part in the concert. They should say why they don’t want
her there. Kim is absent but Chantal is there and she disagrees with
them and refuses to vote against Kim. Now let the groups act out the
meeting with Mrs Barker. Kim, Chantal, the other members of the
group and Mrs Barker all have something to say to solve the problem.

How Abigail made friends

Development of
the self
and relate
Resources
covered in Unit 3.
Teaching the lesson

about in Unit 3. Also, point out how sad and lonely people from
other countries can feel when they are treated badly because they

are foreigners. Ask the learners what it means to see people as they
really are.
Book with them.
Answers
1. Abigail was a girl who came from Zimbabwe.
2. Portia, Andisiwe and Zinhle were girls in her class.
3. Abigail let Portia use her crayons and she waited with Andisiwe
when Andisiwe missed her lift. When Zinhle hurt her foot,
Abigail let Zinhle lean on her.
whisper – to speak softly so that other people can’t hear you
missed – to arrive too late for something
lean (on) – to use someone or something to help you
Informal assessment
Monitor and assess the learners’ contributions to the class
the text.
Remedial
Show slower learners some ways of working out the meaning of new
words from the context. Also teach word attack skills such as:
• recognising the part of speech
• breaking down the word
• identifying prefixes such as un-, non-, re-, con- and dis-
• identifying suffixes such as -ed, -ing, ion, -ness, -ly and -ment.
Extension
Let the learners work in groups to do some research on present
living conditions such as employment, health and education in
countries like Somalia, Zimbabwe, Mozambique, Angola and Congo
Brazzaville, countries from which many foreigners come to South
Africa in the hope of a better life.

UnitUnit
Relationships
1

Topic Relationships with peers, older people and strangers
Development of
the self
• Safe and unsafe relationships
• Bad and good relationships
Resources • Benefits of good and safe relationships
Learner’s Book
Teacher’s Guide.
• Think about your attitudes towards relationships and how you
would define a good relationship. This will help you when you
discuss the topic with the learners.
Teaching the unit

1 8 31—32 1—2
2 9 33—34 3—4
Lesson 1 (Week 8)
You could introduce the lesson by asking learners questions about
their relationships (see the beginning of the unit in the Learner’s
Book). They do not have to answer out loud, but should think of the
answers quietly. This will get them thinking about relationships and
be a good introduction to the unit and to Activity 1.
Activity 1
answer the questions in the Learner’s Book, in their exercise books.
• Ask the learners if they can define the word ‘stranger’ and tell you
whether strangers are good or bad.
• Read ‘Strangers’ and ‘Safe and unsafe relationships’ in the
Learner’s Book.
• It is essential that you discuss the concepts of strangers and safe
and unsafe relationships in detail, as knowing what is or is not
appropriate in relationships is essential for learners’ own self-
protection. Learners must have a thorough understanding of this
section of the Learner’s Book before they start working on Activity 2.

Activity 2
Now turn • Learners should work with a partner to discuss the photographs
to LB page 35 and answer the questions given in the Learner’s Book.
for the reading
for Week 8 • At the end of the activity, they should explain their answers to
the class.
Lesson 2 (Week 9)
• You can introduce the lesson by asking learners if they have any
tips for identifying whether a relationship is good or bad.
• Discuss the characteristics of good and bad relationships that are
listed in the Learner’s Book.
• Remind learners that the word ‘relationships’ does not only refer
to their relationships with their peers, or even to their parents.
They must realise that they have relationships with people of a
range of ages, and that every relationship is unique.
Activity 3
• Learners should work on their own. They should read ‘Jabulani’s
story’ and answer the questions in the Learner’s Book.
• You can conclude this activity by discussing the answers to the
questions with the whole class and asking learners to mark their
own work.
Discuss the importance of good relationships with peers. You could

ask learners if they have any other tips on how to be a good friend.
Show them the information in the Learners’ Book.
Activity 4
Now turn • Learners should work individually on this activity. They should
to LB page 37 write their answers to the questions in the Learner’s Book, in
for the reading their exercise books.
for Week 9
• You can conclude the activity and the lesson with a whole-class
discussion of some of the learner’s answers.
Answers
Activity 1
1. a. Example: sports coach, parents, older siblings, grandparents,
aunts/uncles, next-door neighbours
b. Class teacher, principal, school secretary, friend in Grade 7
c. School friends, other friends, cousins, sports-team members,
friends in community/at home
Activity 2
Learner’s answers will vary, according to their life-experiences.
Encourage them to be as detailed and honest in their responses as

possible. This is an example of the sort of answer that learners might
give: ‘I would definitely trust the bride. She looks kind and happy.’
Activity 3
2. His grandparents, his granny’s three children, his brother and his
cousin, Buyi. (He has parents, but it doesn’t sound as though they
live in the same house as Jabulani and his grandparents.)
3. Jabulani’s grandmother makes him feel safe by making sure that
he is well fed and cared for (she earns money, cooks, washes and
irons clothes and cleans the house) and that his home is run
smoothly. He also sees how carefully she looks after his brother,
which also makes him feel safe.
Activity 4
1. Learners might answer something like: ‘I am usually kind to my
friends, although I am not always as patient with them as I should
be’ or ‘No, I have realised that I should not repeat what my
friends have told me to others. Spreading stories has led to a lot of
problems in my friendships in the past.’
2. Learners might say something like: ‘I am kind to my friends
because I share what I have with them, I am loyal and I try not to
take sides when my friends fight with each other.’
3. Examples: kindness, caring, honesty, compassion, generosity,
courage, empathy, sensitivity and a sense of humour.
Assessment
Activity 1: Assess this activity by asking useful form of peer assessment.
learners to form pairs or small groups and
Activity 3: Ask learners to form pairs or
to feed back to one another. Be aware of
small groups and feed back to one another.
learners who find it difficult to list people
You could also, ask a few volunteers to
that they have relationships with, as such
present their responses to the class, as a
learners may be lonely, or have inadequate
starting point for a whole-class discussion.
support at home.
Ask learners to mark their own work.
Activity 2: This activity should be
Activity 4: This activity is personal so
assessed in the forum of a whole-class
learners should be allowed to keep their
discussion, where learners present their
responses private. These questions are
answers as a starting point for discussion
structured as a form of self-assessment, and
with the rest of the class. This would be a
no further assessment of them is required.
Remedial
You could reinforce the idea of the importance of relationships by
helping learners to visualise the ‘net’ of relationships that holds them
and those around them. Ask each learner to take a piece of paper and
draw a circle in the centre. They should write their name in the circle.
They should then draw lines leading out from their name to the names
of the 10 most important people in their lives.

Extension
Ask a person from the local police station or an organisation such as
Childline or Rapewise to come and discuss ‘stranger danger’ and how
learners can protect themselves. The speaker should also discuss how
to identify and prevent abuse, as well as the steps that learners should
take if they are being abused.

Can you trust a stranger?

Development of
the self
• Reading about relationships that are safe and good: recall and relate
Resources Preparation
Learner’s Book Read through and familiarise yourself with the text and questions in
pages 35–36 the Learner’s Book. Think about how this text relates to the content
covered in Unit 4.
Teaching the lesson

about in Unit 4. Also, stress the importance of noticing and acting
on the gut feeling we get when things are not safe for us. In this
story, Anathi says “I felt safe”. Check that the learners know what
an informal settlement is.
Book with them.
Answers
1. Anathi was a boy who lived in the informal settlement in Bot River.
Joseph was a man who had come from Upington to find work.
2. Anathi spoke to Joseph and told his parents about Joseph. Joseph
started a gardening service and employed Anathi’s father. He also
taught Anathi and other people how to paint.

scarce – when something is not available in large quantities
careful – giving a lot of attention to what you are doing
employ – to pay someone to work for you
Informal assessment
the text.
Remedial
Show slower learners how to skim read a text to get the gist of what
it is about. Also show them how to scan a text to find particular
information.
Extension
Let the learners design a bright, interesting business card for Joseph.
His rates are reasonable. He cuts lawns, trims hedges and prunes
trees. He works from Tuesday to Saturday. His telephone number is
055 666 4444.
Week 9 Reading Skills: The concert


Development of
the self
• Reading about relationships that are safe and good: recall and
relate
Resources
covered in Unit 4.
Teaching the lesson

about in Unit 4. Also, discuss what Lindiwe’s father meant when

he said “The children of today are very spoiled.” Ask the learners
what their parents think was better about when they were young
than now.
Book with them.
necessary.
Answers
1. Lindiwe was a girl who wanted to go to Johnny Magela’s concert.
Johnny Magela was a singer that all the young people liked.
2. Lindiwe’s father gave her a ticket to Johnny Magela’s concert.
choke – when something blocks your throat so that you can’t
breathe
superette – a small supermarket
kit – a set of clothes worn for sport
Informal assessment
the text.
Remedial
focus on the reading task and begin increasing their reading speed and
fluency.
Extension
Let the learners work in pairs to interview their favourite musician.
They should introduce the person and ask questions such as how they
got started, where they have performed, what they are currently working
on and what their plans are for the future, as well as some questions
about what their life was like when they were in primary school.

Formal Assessment Task: Assignment
Learner’s Book pages 39–40

Topic Relationships with peers, older people and strangers
Development of
the self
Resources
Learner’s Book Background
pages 39–40 In this task, learners are required to answer the questions and write a
recommendation for the prevention of bullying.
Outlining the task with the learners

• Allow time in Term 1, Week 7 after you have completed Unit 3,
to talk about this Formal Assessment Task with the learners.
• Read through the task with them and answer any queries.
• Allow learners one or two weeks to complete the task.
• Draw the learners’ attention to how the task will be assessed (see
the marks in the Learner’s Book).
The task
You will find this Formal Assessment Task on pages 39–40 of the
Learner’s Book.
Assessing the task

For information on how to assess the learners’ completed tasks, please
see Section 3 of this Teacher’s Guide.

Review: Term 1
Learner’s Book pages 41–42 Duration: 1 hour
These activities provide an opportunity for learners to consolidate

Term and week/s
Term 1, Week 10 concepts and skills learnt in Term 1. Learners can complete them in
class or as homework. It is suggested that they complete the activities
Resources individually as a means of self-assessment.
Learner’s Book
pages 41–42 Mark the learners’ work yourself so that you can provide additional
assistance to learners who may need it.
Activity 1
1. • Emotions are feelings.
• Disappointment is when you feel sad or unhappy because you
hoped that something would happen and then it did not.
• Angry means feeling or showing that you are feeling cross.

• Empathy is being able to understand and share another
person’s feelings.
• Compassion is when you feel worried and sad about someone
else being sad or suffering.
2. Learners’ own examples. Example:
• I could show compassion for an old person by offering to give
them my seat in the train or to carry heavy bags for them.
• I could show compassion for a friend whose parents fight a

lot at home by sometimes asking them to stay at my house so
that they can have a break from the fighting or by listening to
them talk about their feelings.
• I could show compassion for a person with a serious illness

by visiting them when they are sick at home or in the hospital
or by helping them to catch up on school work that they
have missed.
Activity 2
Paragraph might include:
• Friends bring happiness even when times are tough
• Friends are what makes life enjoyable and fun
• Without friends, nothing is really enjoyable
• Learners could give some specific examples of how friends have
been ‘sunshine’ by helping them through difficult periods of
their life
• Learners could give specific examples of how friends have made
their lives more fun and enjoyable.
Activity 3
Answers will vary considerably, but learners should explain that the
best way to handle it is to tell another person what is happening.

Activity 4
Examples
Faithful, loyal and true; Reliable, always there; I like doing things
together; Especially kind; Not unfair; Do a lot together; Supportive;
Honest; I like her jokes; Patient
Activity 5
Examples
2. a. Have you got a cold? Here is a tissue.
b. It looks like you are struggling with some of your tennis
strokes. Would you like me to help you?
c. You have nice hair. Have you ever thought of putting it in a
different style?
d. If you borrow clothes and don’t return them, people will get
upset and this could affect how people feel about you.
Activity 6
Learner’s examples from own life. No correct or incorrect answers.

Physical education
Module 1: Rotate, balance, locomote and elevate
UnitUnit
Safety
1 and warm up
1 Learner’s Book pages 44–50 Duration: 1 hour

Resources • Participation in movement sequences that require consistency and
Learner’s Book control in smooth continuous combinations: rotation, balance,
pages 44–50;
locomotion, elevation
time-keeping
devices (watches, • Safety measures relating to movement sequences
stop watches), if
available. If not, Preparation
the learners can • Familiarise yourself with the material in this unit by reading
just count as these through the information and activities in the Learner’s Book and
devices are not Teacher’s Guide.
essential for the
success of the lesson
• Measure 100 m on the track if not already done.
Teaching the unit

First aid: Explain, by going through the text, the meaning of the word
‘prevent’. There is a saying that goes, “Prevention is better than cure”.
This is the core theme of this paragraph.
Activity 1: Warm up
• This warm up is very similar to the warm up sequence of Grade 4.
The learners should therefore be able to lead the warm up session
themselves without too much prompting. However, bear in mind
they have just returned from holiday and their memories may be
a bit rusty. Allow them to try and remember which stretch occurs
when – they should all be able to tell that you start at the top of
the body and move down.
• Before reading the text, ask them why warming up is so important
– they should be able to tell that it reduces injury.
• Then read the text and allow this information to be consolidated.
• The warm up routine is made up of two minutes of slow jogging
and eight minutes of stretching.
• Learners must jog around the field or hall for two minutes.
Encourage them and keep them from stopping or walking.
• When you start the stretches, you must demonstrate and count
16 seconds out aloud. Alternatively, you could ask learners to
demonstrate – you will have to oversee this process to ensure it

is correct at first, and then every week you can select a different
group of learners to demonstrate.
• Each stretch must be held for 16 seconds on both the left and
right side.
• You or a learner must stand facing the sun with learners in a
horseshoe looking directly at you.
• Each learner must have enough space to move comfortably on
their own.
• Each learner must be able to see and hear the person who is
demonstrating the stretches.
Safety measures: Go over the safety measures and check the area
for hazards as mentioned in number 1. Ensure they all have water,
sunscreen and hats on if the lesson is outside and it is a hot day.
Activity 2: Participation
• First read through the tables with the class. An example of an
additional exercise to measure flexibility would be to perform the
stretch where you sit on the ground with your legs in front of
you, place your left hand next to your right knee, take your right
hand as far behind your body as possible and rotate your head and
shoulders as far as the torso allows.
• An example of an exercise to measure fitness would be to jog on
the spot for one minute as fast as possible, or to skip (with a rope)
for two minutes non-stop.
• Explain to learners that they do not need to improve if they
achieve the task. If they do not manage it, then they need to
improve. That can become one of their goals for the term. If they
achieve everything (which is quite possible), they can set goals for
sport they play, e.g. ‘I want to score 2 x 50’s in cricket this season’,
or ‘I want to improve my netball shooting’.
• Divide the learners into pairs. They will need a time-keeping
device and a pen/pencil to fill the table in on the exercise book
itself. If there is no time-keeping device between them they just
have to count (slowly!).
There is no need to formally assess this table, however they must bring
it to you upon completion and you can ask them about their goals
and times/exercises achieved. You can then remind them throughout
the term about achieving the goals they’ve set for themselves. Learners
are incredibly responsive in that manner – with just a little bit of
interest from your side they will work hard to impress you and achieve
their goals.
Activity 4: Cool down

• Complete all three steps.
• Ensure they do them correctly, and encourage them to do so well.
PHYSICAL EDUCATION TERM 1 73

Formal assessment
Keep a record of every learner’s They must hold the stretches for 16 seconds.
participation in the lesson. You can use the Activity 2: Learners must complete this
Physical Education Record Sheet in the table. They must add two new activities per
Formal Assessment section (Section 3) for section. They must time-keep accurately.
recording the learners’ participation.
Activity 3: Learners must bring their
completed table and goals to you and you
Informal assessment
must ensure they have completed them
Activity 1: Learners must try to run correctly, honestly and realistically.
around the field for two minutes. They must
Activity 4: Learners must complete all
not walk and give up. Learners must do all
three stages of the cool down.
the stretches correctly, as per instructions.
Remedial
• Some learners may struggle to complete some of the exercises in the
table. In this case, they will tick the ‘I need to improve’ column.
• When this occurs, make a note of it and tell the learner to practice
these few exercises every week until they achieve them. You can
tell them that instead of completing the different cool down
exercises every week they can practice achieving the ‘I need to
improve’ exercises instead.
• If there are learners who indicate a complete loss as to the order of
and reasons behind warm up’s, tell them they will be leading the
warm up in Week 2 and they need to learn all about this section
in order to teach this section correctly.
Extension
For the more competent learners, they have the opportunity to include
their own exercises when they add the two new ones per section.
UnitUnit
Balance
1 your body

Resources • Participation in movement sequences that require consistency and
pages 51–52 locomotion, elevation
• Safety measures relating to movement sequences
Preparation
Familiarise yourself with the material in this unit by reading through the
information and activities in the Learner’s Book and Teacher’s Guide.

Teaching the unit
Activity 1: Warm up
• This warm up is the same learners have done in the previous
lesson. They should therefore be able to lead the warm up session
themselves without too much prompting. Allow them to try and
remember which stretch occurs when – they should all be able to
tell that you start at the top of the body and move down.
• Before reading the text, ask them why warming up is so important
– they should be able to tell that it reduces injury. Then read the
text and allow this information to be consolidated.
right side.
their own.
Activity 2: Safety measures

• Go over the safety measures and check the area for hazards as
mentioned in number 1.
• Ensure they all have water, sunscreen and hats on if the lesson is
outside and it is a hot day.
• This game is played as a class.
• You can select who is ‘on’ at first and then when it must change.
• This game is played as a class.
• It is more challenging than the previous game as the person
caught has to balance on one foot whilst waiting to be freed.
• Look at the photograph to see how the person must roll under the
other’s foot in order to be freed.

• Yoga is a wonderful way to stretch the body whilst focusing the
mind. Breathing in a well-timed, gentle rhythm is a big part of
yoga too.
• The posture, ‘The Warrior’, is a posture that will make the learners
feel grounded and strong. It is a wonderful way to end the lesson.
• Look at the feet carefully as they change.
• Keep the arms parallel to the ground. You will probably have to
raise the arm the learners are looking away from. Do so with a
gentle nudge.
• Remind the learners to breathe in and out, and not hold
their breath.
Formal assessment
Keep a record of every learner’s of the stretches correctly, as per instructions.
participation in the lesson. You can use the They must hold the stretch for 16 seconds.
Physical Education Record Sheet in the Activity 3: Learners must be able to
Formal Assessment section (Section 3) for balance on one foot. Learners must be able
recording the learners’ participation. to roll on the floor under the height of a
raised foot. Learners must also be able to
Informal assessment run in this game. It is not a walking game.
Activity 1: Learners must try to run Activity 4: Learners must be able to
around the field for two minutes. They must complete ‘The Warrior’ posture (all of it).
Remedial
• Some learners may struggle to bend their legs as much as the
model in the photographs when completing ‘The Warrior’. It is
acceptable to drop the hips only slightly, but ensure they do not
lock their knees.
• Remind those learners from Week 1 who have goals to achieve
that they can work towards them in the cool down (preferably
after completing ‘The Warrior’ as it is a very good exercise for
flexibility and strengthening).
• As with last week, if there are still learners who indicate a
complete loss as to the order of and reasons behind warm up’s,
tell them they will be leading the warm up in Week 2 and they
need to learn all about this section in order to teach this section
correctly.
Extension
• For these strong and flexible learners in the class, they can drop
their hips as low as possible when completing ‘The Warrior’. They
will have to widen their stance (move their feet) in order to do so.
• They can try to hold each side for longer than 16 seconds.

UnitUnit
Balance
1 in a group
Term and week/s Term and week/s

Term 1, Week 3 Term 1, Week 3
Resources Curriculum and Assessment Policy Statement

Learner’s Book
pages 53–54; (CAPS) content
gym mats (if
possible) or jerseys • Participation in movement sequences that require consistency and
to cushion knees control in smooth continuous combinations: rotation, balance,
• Safety measures relating to movement sequences
Preparation
Familiarise yourself with the material in this unit by reading through
the information and activities in the Learner’s Book and Teacher’s
Guide.
Teaching the unit

Activity 1: Warm up
• This warm up is the same learners have done in the previous
lesson. They should therefore be able to lead the warm up session
themselves without too much prompting. Allow them to try and
remember which stretch occurs when – they should all be able to
tell that you start at the top of the body and move down.
• Ask them why warming up is so important before reading the text
– they should be able to tell that it reduces injury.
• Then read the text and allow this information to be consolidated.
right side.

their own.

• Probably the most important part of teaching this section is to
stress the rules associated with respecting people’s backs.
• Human pyramids will only work (and be fun) if every single
member of the class is gentle and slow to move. And explain that
a back injury is SERIOUS. It often takes a long time to go away
and is not something to mess around with.
• Ensure the items used for cushioning the knees are not going to
slip. This is dangerous.
• Divide the class into threes. There should be a mix of sizes (big,
small, heavy, tall, short).
• Give them 10 minutes to create the pyramids. They can use
different people combinations within their group (change the
foundation and the person on the top). However, ensure they are
logical about this – you can’t have a really heavy learner on top of
two tiny, skinny learners.
• They will now need to get into groups of six.
• They will make pyramids in a similar fashion to Activity 3.
• All to be completed in the same team of six.
• The focus here is on stretching the back out, with no pressure on
the knees.
• Remind the learners to breathe in and out, and not hold
their breath.
Formal assessment Informal assessment

Keep a record of every learner’s participation Activity 1: Learners must try to run
in the lesson. You can use the Physical around the field for two minutes. They must
Education Record Sheet in the Formal not walk and give up. Learners must do all of
Assessment section (Section 3) for recording the stretches correctly, as per instructions.
the learners’ participation. They must hold the stretches for 16 seconds.

Activity 2: Learners must follow the Activity 4: Learners must be able to be
safety measures as per instructions and part of a 6-person human pyramid. It may
commit to understanding why they are in not work first-time round. They must persist
place and their importance. to find the correct combination.
Activity 3: Learners must be able to be Activity 5: Learners must be able to

part of a 3-person human pyramid. complete all the stretches.
Remedial
• Some learners may have back problems. In this case, they can be
at the top of the pyramid.
• The strength of a person’s back is directly related to the strength
of their core muscles. If there is a learner who is adamant they
cannot take weight on their back, they must do sit ups and bicycle
curls (lie on their back, raise legs in the air and cycle as though
they were on a bike) to work their core muscles.
• They can complete a pyramid where they lie down on top of each
other. It is important that learners can take weight on their bodies
and learn to regulate their breathing whilst doing so.
• Remind those learners from Week 1 who have goals to achieve
that they can work towards them in the cool down (preferably
after completing the back stretches).
• As with last week, if there are still learners who indicate a complete
loss as to the order of and reasons behind warm up’s, tell them they
will be leading the warm up in Week 4 and they need to learn all
about this section in order to teach this section correctly.
Extension
For these very strong and flexible learners in the class, they can
attempt a 10-person human pyramid. Four at the bottom, three on
the second layer, two on the third layer and one at the top. You will
need to oversee this closely.
UnitUnit
Create
1 a routine
4 Learner’s Book page 55 Duration: 1 hour

Resources Participation in movement sequences that require consistency and
page 55; skipping
ropes if available

Preparation
Teaching the unit

Activity 1: Warm up
• Demonstrate the stretches and count 16 seconds out aloud.
right side.
their own.
Activity 2: Warm up
PET • Explain to the class that the assessment for this week and next is
to create their own warm up routine in groups of four. This week
they will be assessed on their planning.
• They have to do extra research as they have to find three new (not
covered in class) stretches.
• They cannot have notes to help them, and they have to be able to
indicate and name the muscle(s) it stretches.
• The routine they have to make is based on the format the normal
warm up takes: running (cardio) first followed by stretching. It has
to be eight minutes long.

• Remind the learners to be safety conscious and gentle.
• They must breathe in and out, and not hold their breath.
Formal assessment
Keep a record of every learner’s participation in the lesson. You can
use the Physical Education Record Sheet in the Formal Assessment
section (Section 3) for recording the learners’ participation.
The first formally-assessed movement performance for Term 1
comes from Activity 2. Refer to the Formal Assessment section
(Section 3) for the assessment guidance and the rubric for the
activity.

UnitUnit
Demonstrate
1 your routine

Learner’s Book page control in smooth continuous combinations: rotation, balance,
56; skipping ropes
if necessary
Preparation
Teaching the unit

Activity 1: Warm up
• Learners must jog around the field or hall for two minutes. As a
teacher your job is to encourage them and keep them from just
stopping or walking.
right side.
• You must stand facing the sun with learners in a horseshoe
looking directly at you.
their own.
PET Activity 2: Participation

• Assess the learners as they present their routine.
• The other learners must be sitting quietly and watching their
displays.
• Remember, they must include all 10 movements as per
instructions (seven from school routine and three new).
They can either conduct their assessment in their group of four or

they can invite other classmates to join them.
Remember, they must not have notes, they must indicate and
name all muscles on the body.
Ask them, before they start their routine, why it is important to
warm up.

• This cool down allows the learners to release some of the tension
from an assessment session and from sitting and observing.
• You may repeat it if necessary.
Formal assessment
The second formally-assessed movement performance for
Term 1 comes from Activity 2. Refer to the Formal Assessment
section (Section 3) for the assessment guidance and the rubric
for the activity.
Remedial
If there are learners that need to move instead of sitting and watching
other routines they can participate in the cardio-vascular section of
each group’s warm up.
UnitUnit
Measure
1 your pulse rate

pages 57–59; locomotion, elevation
time-keeping
devices (watches,
Preparation
stop watches), if
available. If not, Familiarise yourself with the material in this unit by reading through the
the learners can information and activities in the Learner’s Book and Teacher’s Guide.
just count as these
devices are not Teaching the unit
essential for the Activity 1: Warm up
success of the lesson;
skipping ropes
• The learners should be able to lead the warm up session themselves
without too much prompting after last week’s assessment.
right side.
their own.

• First read through the text about ‘pulse rates’ with the class.
• Using the two photographs for guidance, let the learners take their
pulse rates and get used to counting the beats in conjunction with
the seconds of a watch.
• Then divide them into pairs.
• They will need a time-keeping device and a pen/pencil to fill in
the table in their exercise book. If there is no time-keeping device
between them they just have to count (slowly!).
• After last week’s assessment, the learners should be familiar with
creating their own assessment and different options for cardio-
vascular exercises.
• The exercises must change, but the active, resting and recovering
pulse rate sections cannot. So for example, Part 1, the only part
that changes is the ‘Now jog around the field twice’ to a different
type of cardio-vascular exercise (hopping, skipping, side-ways
running, etc.). There is no need to formally assess this table,
however they must bring it to you on completion and you can ask
them about the information gathered.

• Complete all three steps.
• Ensure they do them correctly.
Formal assessment
Keep a record of every learner’s Activity 2: Learners must complete
participation in the lesson. You can use the this table completely. They must time-keep
Physical Education Record Sheet in the accurately.
Formal Assessment section (Section 3) for Activity 3: Learners must bring their
recording the learners’ participation. completed table and new activities to you
and you must ensure they have completed
Informal assessment them correctly, honestly and realistically.
Activity 1: Learners must try to run Activity 4: Learners must complete all
around the field for two minutes. They must three stages of the cool down.
the stretches correctly, as per instructions.
They must hold the stretches for 16 seconds.
Remedial
Some learners may struggle to take their pulse initially. They can also
find a pulse in their neck (just behind their windpipe), under their
arm or in the groin area.
Extension
Learners can repeat the activity three times and then complete another
group’s activity.

UnitUnit
Elevate
1 each other

pages 60–61;
time-keeping
devices (watches,
stop watches), Preparation
if available. If Familiarise yourself with the material in this unit by reading through the
not, the learners information and activities in the Learner’s Book and Teacher’s Guide.
can just count as
these devices are Teaching the unit
not essential for
Activity 1: Warm up
the success of the
lesson; skipping • The learners should be able to lead the warm up session
ropes to demarcate themselves by now.
square areas; rulers • Each stretch must be held for 16 seconds on both the left and
to measure up to right side.
1 m; four cones/ • Each learner must have enough space to move comfortably on
beacons to mark their own.
Start and Finish
lines
• Measure out the different areas with the learners’ rulers and
demarcate it with the skipping ropes.
• As the instruction hints, there will be times when the learners
will have to climb onto someone else’s shoulders or backs in order
to succeed with this task. Don’t tell them this though – let them
figure it out for themselves.
• Learners must get into groups of three, as per the photograph.
• They then spend the remainder of the lesson having fireman’s
chair races. Set up the start and finish line and then each learner
gets the opportunity to be the ‘patient’. This will be tough with
some of the larger learners, but insist they make a plan!

• Complete all six steps.
• Remind them to breathe regularly instead of holding their breath.

Formal assessment the stretches correctly, as per instructions.
Keep a record of every learner’s They must hold the stretches for 16 seconds.
participation in the lesson. You can use the Activity 2: Learners must be able to
Physical Education Record Sheet in the participate and complete this game (all
Formal Assessment section (Section 3) for measured areas).
Activity 3: Learners must be able to be
the carrier and carried in this activity.
Informal assessment
Activity 4: Learners must try to complete
Activity 1: Learners must try to run
steps 2 and 3 of the cool down. They must
complete all other steps in full.
not walk and give up. Learners must do all of
Remedial
• The windmill stretch needs to be done slowly at first. It helps if
the learner holds something in their hands that they can watch.
• Start this stretch either with both arms straight up above the head, fists
together or both arms straight put in front of the torso, fists together.
Extension
Learners can run further distances than others in the fireman’s chair
races, or they can set up an obstacle course where they have to make
their way safely over/under/around small objects.
UnitUnit
Move
1 your body
Term and week/s

page 62; batons; locomotion, elevation
skipping ropes;
hoola hoops; tennis Preparation
balls; 30 cones/
beacons to mark
Start and Finish information and activities in the Learner’s Book and Teacher’s Guide.
lines
Teaching the unit
Activity 1: Warm up
• The learners should be able to lead the warm up session
themselves by now.
right side.
their own.

• This activity is a little different than normal as it allows the
learners to complete all seven relays but to select the order in
which they do and to design three of their own relays.
• Set up an area where there are different cones marking the
distance to be covered by all teams (e.g. across the field, or the
length of the hall), but allow the learners to conduct their own
relays as they see fit.
• Try not to give too many ideas as to what to do for the last three
relays. There is no ‘correct’ way to complete an elevation relay –
let the learners come up with an idea and develop it (you can tell
them they can run for five steps and then do some sort of balance,
hold for five seconds and then run for another five steps and
repeat the balance. Or they can balance in the centre of the course
and someone has to place a hoola hoop on their leg – they are
only racing themselves so there is no time pressure).
• They then get to demonstrate, to the class, their favourite relay
(can be normal or made up).

• Complete both steps.
• Remind them to breathe regularly and exhale slowly as
per instructions.
Formal assessment
Keep a record of every learner’s the stretches correctly, as per instructions.
participation in the lesson. You can use the They must hold the stretches for 16 seconds.
Formal Assessment section (Section 3) for participate in and complete all of the seven
recording the learners’ participation. relays.
Activity 3: Learners must complete both

Informal assessment
steps.
Activity 1: Learners must try to run
not walk and give up. Learners must do all of
Remedial
• Cartwheels can be replaced with bunny hops (small hops to
the side).
• Somersaults can be replaced with pencil rolls on the floor
(just lying out straight on the ground and rolling over from side
to side).
Extension
Learners can invent more of their own fun relays – encourage them to
use what they have learnt in class for ideas.

UnitUnit
Demonstrate
1 your balance

pages 63–64 locomotion, elevation
Preparation
Teaching the unit

Activity 1: Warm up
• Demonstrate the stretches and count 16 seconds out aloud. Each
stretch must be held for 16 seconds on both the left and right side.

• This should be done in groups of six.
• Allow them 5-10 minutes to warm up and get used to having
people on their backs.
• They should start off with a 3-person pyramid to get used to the
feeling. They will have to rotate in order to all be involved.
• They can use padding to protect their knees.
• After 10 minutes they have to be ready to present their pyramid
to you.
• Ensure they are aware of safety at all times.
• If they can hold their pyramid for 20 seconds, they score 5/5.
• If they hold their pyramid for 10 seconds, they score 4/5.
• The game requires all five people to work as a team and figure out
how to get everyone across the field.
• Assess to see who rushes head first into the task or which teams
read the text first before beginning. In this case, a bit of planning
is good.

• Learners should complete all three steps.

Formal assessment
The third formally-assessed movement performance for Term 1
(Section 3) for the assessment guidance and the rubric for
the activity.
Extension
Groups can hold their pyramid for longer (20 seconds or more).
UnitUnit
Demonstrate
1 your fitness

pages 65–66; locomotion, elevation
rulers; skipping
ropes; time-keeping
devices; hoola
Preparation
hoops; tennis balls Familiarise yourself with the material in this unit by reading through
Guide.
Teaching the unit

Activity 1: Warm up
right side.
their own.

• This should be done in groups of four.
• Learners should copy and complete the assessment table in the
Learner’s Book.
• You will have to mark this assessment and work out the learner’s
score out of 10.
• It is an assessment that tests the learner’s vocabulary (‘resting’,
‘cardio-vascular’, ‘active’), knowledge, creativity and ability to
self-assess.

Learners should complete all three steps.
Formal assessment
The fourth formally-assessed movement performance for
Term 1 comes from Activity 2. Refer to the Formal Assessment
section (Section 3) for the assessment guidance and the rubric for
the activity.

Creative arts: Performing arts
Module 1: Becoming a performing artist
UnitUnit
Learning
1 to dance

Resources Topic 1: Warm up and play
Learner’s Book
pages 68–73;
• Physical warm up for co-ordination and control (including spinal
warm up, body part isolations, arm swings, etc.)
CD tracks 4 and 5;
CD player; drum; • Concentration and focus games, using travelling and freezing, to
whistle music
Locomotor and non-locomotor movement sequences exploring
elements of time (tempo, beats, meter), individually and in unison
(including jump, turn, bend, stretch, twist, skip, gallop, crawl, roll,
slide, swing, sway, reach, push, pull)
Movement sequences exploring contrasts including contrasts in
time (slow/quick), levels (high/medium/low), direction forwards/
backwards/sideways/upwards/downwards/diagonally) and force
(smooth/jerky, strong/light)
Own and other’s performances and processes using simple creative arts
terminology
Key terms: time, level, direction, force
Preparation
Teaching the unit

1 1 68—71 1—3
2 2 71—72 4—7
3 3 72—73 8—9

Lesson 1 (Week 1)
Activity 1 Warm up and play
• Focus of activity: warming up
• Use CD track 4.
• Be very clear with the instruction each time as to how you want
the learners to walk.
• Don’t allow chatting or giggling as it destroys the focus which you
are trying to build up.
Activity 2: Warm up and play

• Focus of activity: spinal rolls
• Because the learners have learnt this warm up in Grade 4, they
should be very familiar with spinal rolls. However, you will need
to remind them that the head is the last thing to lift up at the end
of a roll and the first thing to go down on the way down.
• Make use of the breathing to do the additional stretching and
bending of knees during the spinal roll. It will also increase the
depth of the bend.
Activity 3: Improvise and create

• Focus of activity: create movement sequences
• Get all the learners to explore the list of moves in as many
different ways as they can think of.
• Then divide them into groups and get them to create their own
movement sequence. Set a time frame for this.
• Only once they have their finished pieces, give each group a
different speed (tempo) at which they must move their piece.
Lesson 2 (Week 2)
• Focus of activity: warming up
• Use CD track 5.
• Warm ups must be done for a fair length of time to be effective
(2–3 minutes).
• Add jogging to the warm up ritual then follow with the spinal
rolls which will help with focus too.

• Focus of activity: introducing swings
• Encourage relaxation of the knees on the swing exercise otherwise
learners will hurt their backs. Also encourage relaxed arms. Try for
a feeling of throwing your arms and letting your arms swing your
body around.

• Focus of activity: creating movement pieces
• Get the learners to go over the movement pieces they created in
Activity 3.
CREATIVE ARTS: PERFORMING ARTS TERM 1 91

• Now they are going to add different dimensions to the pieces. The
first is change of direction. Once the groups have completed this
they should add different levels to the pieces.
• Remind them not to change what they already have but just to
keep adding to their pieces.

• Focus: adding contrast to a movement piece
• By now the learners have a piece which shows change of direction
and different levels.
• They are now going to add another element called contrast. This
may need some time to discuss the idea of contrast in speed.
• It will be almost impossible to do the piece to a musical extract or
song because the movement piece needs to show contrast of speed
from slow to fast. Use a drum instead.
Lesson 3 (Week 3)
CAT Activity 8: Improvise and create
• Focus of activity: moving with different qualities
• Use CD track 5.
• This activity can be used as a warm up as well as exploring the
different qualities of how you can move.
• Encourage the ‘frozen’ picture to change as often as possible.
• Be clear with your instructions as to how you want the learners to
move about as much as possible.
• Observe the learners for formal assessment purposes. Use the
information in Section 3 to guide your observation.
• There are many more variations you can add to the list in the
Learner’s Book.
CAT Activity 9: Improvise and create

• Focus of activity: adding contrast in quality
• If you are pressed for time, encourage the learners to use the pieces
they have already created in this unit.
• They are now going to add contrast in the quality of movements,
e.g. take a section of the piece which would suit a jerky quality
and then follow it on with a section which would suit a flowing
quality to contrast with the jerky section.
• This process is quite time-consuming if it is done properly.
Encourage the learners to experiment and try different options
and not to give up when something does not work the first time.
• Allow some time for the learners to perform their pieces. If you do
not have time to let each group perform for the whole class, allow
each group to perform for one other group and then swap. This
means that half the groups will perform at the same time.
• Ensure that the audience watching the finished pieces sits quietly
and learners do not laugh or pass comments.

Activity 10: Appreciate and reflect on
• Focus of activity: giving feedback
• Make sure there is a safe environment set up before feedback
starts. Do this by reminding learners to make constructive
comments.
• Everyone must stick to the checklist in the Learner’s Book and
report back on what they did or didn’t see from the list.
Informal assessment
Observe the learners and take note of the • Do they have an understanding of
following: tempo?
• Are they able to focus? • Can they do swings correctly?
• Are they able to listen to instructions? • Do they understand the concepts of
• Are the spinal rolls correctly done? direction changes, different levels and
• Are they able to work in a group to contrasting qualities of movement?
create movement pieces? • Are they able to give constructive
positive feedback to their peers?
Remedial
Activities 7 and 9: If there is a group that is struggling, reduce the
number of contrasts they need to include.
Extension
Activity 9: If there is a group that is way ahead of the rest get them to
add four more contrasts to their finished piece.
UnitUnit
Learning
1 about rhythm
Term and week/s Term and week/s

Term 1, Weeks 4–5 Term 1, Weeks 4-5

Learner’s Book
pages 74–78; (CAPS) content
CD track 6; CD
player; percussion Topic 1: Warm up and play
instruments (if you • Rhythm games using body percussion and movement
do not have any • Vocal warm up (including breathing awareness exercises with
of these, you can co-ordinated arm swings, into sighs, into hums at different
use the following pitches, etc.)
classroom objects
as instruments:
• Singing warm up (including South African songs in unison, in
rulers, pencil cases,
chalkboard, desks)

Rhythm patterns of different note values (semibreve, minim, crotchet,
quaver and the equivalent rests), using body percussion and percussive
instruments
Notation of rhythms on single line stave (semibreve, crotchet, minim
and quaver note values and equivalent rests)
Key terms: breathing, focus, canon, call-and-response, semibreve,
minim, crotchet, quaver, rest, rhythm
Preparation
Teacher’s Guide.
• Practise the warm-up exercises, songs and rhythm patterns.
• Listen to track 6 on the CD and learn the song.
• Make sure you know how to play the different percussion
instruments.
Teaching the unit

1 4 74—76 1—6
2 5 77—78 7—10
Lesson 1 (Week 4)
• Allow learners to express themselves freely in the activities which
involve sound and movement, but be ready to make changes if the
lesson starts becoming chaotic.
• Time management throughout the lesson is important. It is
important that you don’t get stuck on any one activity or step.
• Encourage creativity but be ready to guide learners who need
some assistance to develop their performance.

• Before you start the activity, do some stretching exercises as a
warm up.
• Read through the instructions for the activity in the Learner’s
Book.
• Demonstrate some examples of body movements for the different
numbers. Ask some learners to come forward and demonstrate
other movements.
• Divide the learners into groups of six. Give them five minutes to
choose the movements they are going to do and five minutes to
practise these.
• Walk around the room while they are doing steps 4 and 5.
Encourage where necessary.
• Give the groups an opportunity to perform their piece.

• Demonstrate the voice warm up with the humming exercise they
learnt in Grade 4.
• Read through the information in the Learner’s Book. Show the
learners on the music sheet where the second and third groups start.
• Sing the canon twice for the class on your own so that they can
hear the melody.
• Let the class imitate you.
• Sing the canon several times, each time on a different pitch.
Activity 3: Read, interpret and perform
• Practise singing the canon Hello, everybody, as a class.
• Use the box, ‘How to teach a new song’ below to teach the words.
• When the class knows the words and melody perfectly you can
teach it as a canon.
• Divide the class into two groups. Remind Group 2 that they only
start singing when they reach 2 on the music sheet. Give them a
clear hand signal for when they should begin.
• Practise the canon in two groups until the learners can perform
it well.
• Divide the class into four groups and let them sing the canon in four
parts. Show the groups clearly when they must start. It is important
that everyone in the group starts together and ends together.
• Let the class perform the canon in four parts when they have
practised it.
How to teach a new song

• Sing, or say with accompaniment, the first phrase of the song.
• The learners repeat after you.
• Repeat.
• Follow this guide for phrase 2.
• Add two phrases together and let the learners repeat after you.
• Continue in this way until the whole song has been learnt.

• Refer to the table before the activity in the Learner’s Book.
Remind the learners about the different notes and rests.
• Let them work in pairs, covering the right-hand side of the table
to check each other’s knowledge of the names and counts.
• Tell the learners to make sure that the stave they draw in their
exercise books has five lines. They should use the table as a guide
so that they draw each note correctly. It is especially important to
look at the direction and placement of the stems of the notes. When
notes are above the 3rd line of the stave, the stems go down. When
notes are under the 3rd line of the stave, the stems go up.

• Clap the 1st rhythm pattern, giving the sounds of the counts
while the class follow the notation in their Learner’s Book.
• Clap the rhythm pattern again with the class.
• Let the class clap the rhythm pattern, twice on their own. Correct
if necessary.
• Repeat this with the other three rhythm patterns.
• Let the learners work in pairs to make up their own rhythm
pattern.
• They use the procedure outlined above for teaching their rhythm
pattern to another pair.

• Clap the ‘call’ in the 1st rhythm pattern in the Learner’s Book
and let the learners imitate you.
• Now clap the ‘response’ and let the learners imitate you.
• Practise this once or twice.
• Repeat the procedure with the other three rhythm patterns.
• Divide the class into two groups. One group claps the ‘call’ and
the other the ‘response’ of each rhythm pattern.
• Let them practise this a few times.
Lesson 2 (Week 5)
• Encourage creativity, but monitor the groups during activities that
involve sound and movement.
• Make sure that the learner’s know the melody of the canon well
before trying to perform it as a canon.

• If possible, do this exercise outside so that learners have enough
space to move when they prepare their piece. Monitor this activity
well, because it may get out of hand.
• As a class, revise the movements the learners decided on and
which they numbered 1–9 in Activity 1 of this unit. Each
movement must be distinct from all the others. You will need
to know these nine movements well so that you can assist if the
activity starts becoming chaotic.
• Give the class time to practise these movements so that everyone is
clear about what to do.
• Give the individual learners enough time to prepare their sequence
using their landline or mobile telephone numbers. Remind them
not to say the numbers out loud. They add body percussion to
their telephone number piece.
• Walk around and check that learners are focused on practising
their piece. Point out the importance of giving a good
performance.
• The learners perform their telephone number piece for a partner.
• After the performance for the partner invite volunteers to do the
exercise for the rest of the class.

• Remind the learners how important it is to warm up their voices
before they sing.
• Sing the warm up exercise for the learners and let them imitate you.
Demonstrate how to take a deep breath at the start of the exercise
and to use the breath sparingly.
• Repeat the exercise several times, each time on a different pitch. Add
in dynamics by starting off softly and gradually becoming louder.

• Use CD track 6.
• Play the music for Three Blind Mice on the CD.
• Use the method, ‘How to teach a new song’ on page 95 in this
Teacher’s Guide.
• Give the learners enough time to learn the words and practise
the song before you sing it as a canon. Let the learners add some
actions to their performance.
• Divide the class into two or three groups to sing the canon. Make
sure that each group knows where to start.
• Practise the canon several times until the performance is good.
• Refer to the notes and rests in Activity 3 in the Learner’s Book.
Let the learners clap each one with you.
• Clap the first rhythm pattern of this activity while you say the
counts. The learners follow in their Learner’s Book. Let the
learners imitate you.
• Repeat this and then let them practise it on their own until it
is correct.
• Follow this procedure with the other three rhythm patterns.
Make sure that the learners are reading, saying and clapping the
rhythms correctly.
• The learners work as a class, adding body percussion or percussion
instruments to the rhythms before they divide into groups and
practise one of the rhythms. Each group has a turn to perform.
• Each group creates their own rhythm with body percussion. Stress
the importance of practising until the performance is good.
Informal assessment
Observe the learners and note whether they are able to:
• perform the canon with each group singing their melody
without getting lost
• write/draw the notation
• recognise the note values and rests
• clap the rhythms correctly
• create their own rhythms
• work together in pairs and in groups
• recall movements and identify numbers during the telephone
number activity.

Remedial
Pair weaker learners with stronger learners so that they can be assisted.
Extension
• Activities 5 and 6: Let learners perform the rhythms using their
voices and/or percussion instruments.
• Activity 10: Let learners create a second rhythm pattern that is
more complicated and longer.
UnitUnit
Learning
1 to listen

Learner’s Book • Rhythm games using body percussion and movement
pages 79–84;
CD tracks 7–9;
• Vocal warm up (including breathing awareness exercises with
co-ordinated arm swings, into sighs, into hums at different
CD player
pitches, etc.)
• Singing warm up (including South African songs in unison, in
Musical phrases with voice and/or instruments that explore contrasts
in dynamics, pitch and rhythmic patterns
Selected examples of Western or African music, classifying
instruments both visually and aurally (listening and viewing pictures),
considering timbre and expression of different moods
Key terms: breathing, focus, canon, call-and-response, rhythm,
pitch, mood
Preparation
Teacher’s Guide.
• Listen to the music tracks before the lesson to familiarise yourself
with them.
Teaching the unit

1 6 79—82 1—4
2 7 83—84 5—8

Lesson 1 (Week 6)
• Let the learners practise the movements they decided on for
numbers 1–9 in Unit 2 Activity 1. It is essential that everyone in
the class can do and can recognise these movements before the
activity starts.
• The learners follow the instructions in the Learner’s Book.
• Remind the learners about the correct way to stand and breathe
when they do this exercise.
• Demonstrate warm up (a) and tell the learners to imitate you.
• Practise this twice before you proceed with warm up (b).
• The learners continue with this activity on their own. Make sure
that they follow the pitch you give them.

• Use CD track 7.
• Before the learners listen to the track on the CD, demonstrate the
correct posture for singing – stand up straight, weight on both
feet, shoulders down. Tell them to imitate you as you take a deep
breath and sing a note. They should imagine that the sound is
coming out of the top of their heads.
• Begin by singing Three Blind Mice on page 78 in the Learner’s
Book.
• Introduce the song Vader Jakob (Frere Jacques) and play it on the CD.
• Some learners may know the song in one of the languages given
here. Start by teaching the song in that language. Use the method
in the box, ‘How to teach a new song’ on page 95 in this Teacher’s
Guide.
• When the learners know the words, let them sing the song as a
canon.
• Combine Vader Jakob with Three Blind Mice and add movement
to emphasise melodic and rhythmic phrases.

• Use CD track 8.
• Play the music on the CD while the class listens quietly with their
eyes closed.
• Read the additional information on the story In the Hall of the
Mountain King on page 107 of this Teacher’s Guide with the class.
Explain what trolls are if necessary.
• Discuss the questions in the Learner’s Book. Tell the learners that
you want them to listen for the different sounds mentioned in
3a–d, and also to the mood of the music.
• Play the music again. The learners can indicate silently when they
hear the different sounds in 3a–d.
• Give them time to draw a picture and write a description of the
mood of the music in their exercise books.

• Show the class pictures of the different instruments. Help them to
identify the different instruments as they listen to the music again.
Let them answer questions 7a–c in their exercise books.
• It is important that the learners listen to the music while
answers are discussed so that they can hear why their answer or
interpretation was correct or not.
Lesson 2 (Week 7)
• Tell the learners to stand for singing. Correct their posture
if necessary.
• Demonstrate voice warm up (a) in the Learner’s Book.
• Observe the learners as they imitate you. They must stand and
breathe correctly and sing on the pitch.
• Repeat this with voice warm up (b).
• Ask the class if they know the song. Explain the meaning of the
words and give the correct pronunciation.
• Teach the song. Use the box, ‘How to teach a new song’ on page 95
in this Teacher’s Guide.
• Let the learners practise until they can perform it well.
• Use CD track 8.
• Demonstrate with clapping the different terms in the table about
dynamics in music in the Learner’s Book.
• Let the learners imitate you while you call out the different terms
used for dynamics.
• Play the music on track 8 of the CD while the learners listen with
their eyes closed. Tell them to listen for the different dynamics.
• Read the instructions in the Learner’s Book with the class.
• Demonstrate the instructions for clapping and let the learners
imitate you.
• Demonstrate the instructions for humming and let the learners
imitate you.
• Play the music again while the learners listen for the specific
sounds in (7) of this activity.

• Use CD track 9.
• Play track 9 on the CD while the learners listen quietly with their
eyes closed.
• Refer to the questions in the Learner’s Book.
• Play the music again while the learners answer these questions in
their exercise books.

Informal assessment
• At the end of the second lesson, have a fun quiz in which you
assess the learners on the dynamic signs and names.
• Activity 7: Listen and observe as the learners clap the rhythm
pattern of the music.
• Activity 8: Let learners share their answers with the class.
Listen closely to their responses.
Remedial
Activity 8: If learners struggle to describe the mood and sounds,
provide them with key words to make it easier.
Extension
• Let the learners sing the song, Shosholoza. It can be sung with
dynamics and as an example of a call-and-response song.
• Let learners sing the theme of In the Hall of the Mountain King
adding different dynamics in groups or pairs. Their partners/half
of the group must then identify the musical term used to describe
the dynamics they hear.
UnitUnit
Learning
1 to mime

Term 1, Weeks (CAPS) content
8–10
Topic 1: Warm up and play
Resources • Physical warm up for co-ordination and control (including spinal
Learner’s Book warm up, body part isolations, arm swings, etc.)
pages 85–92;
newspaper • Vocal warm up (including breathing awareness exercises with
(Activity 4) co-ordinated arm swings, into sighs, into hums at different
pitches, etc.)
Mimed actions, using the five senses (seeing, hearing, tasting,
touching, smelling)
Mime sequences around a central action, using the five senses and
exploring contrasts in time, levels, directions and force
Key terms: breathing, focus, senses, time, level, direction, force
Preparation

Teaching the unit
1 8 85—88 1—4
2 9 88—90 5—7
3 10 90—92 8—11
Lesson 1 (Week 8)
• You can introduce the lesson by asking learners if they know what
mime is, and explaining that mime will be the focus of the lesson.
You can then emphasise the importance of warming up properly
before any drama activity.
• You can then explain the instructions to Activity 1, model it
yourself, or ask a volunteer to demonstrate the activity. Remind
learners to work smoothly and easily. They must not lock their
knees when they straighten or swing their arms, as any tension can
result in injury. This warning also applies to Activity 2.

• Learners should work individually to roll up and down, according
to the instructions in the Learner’s Book.
• You can conclude the activity by asking a learner who is
performing it particularly well to demonstrate it to the rest of
the class.
• You can then explain the instructions for Activity 2, model it
yourself, or ask a volunteer to demonstrate the activity. Again, you
must remind learners to work smoothly and easily.

• Learners should work individually to perform gentle double-
bounces, according to the instructions in the Learner’s Book.
• You can conclude the Activity by asking a learner who is
the class.
• You can then explain the instructions to Activity 3, model it
yourself, or ask a volunteer to demonstrate the activity. Before
learners start this activity, you should emphasise that this activity
is really about loosening up. Most learners will struggle freeing up
their hips to let their legs swing underneath them without losing
balance, but it is fun to try and the learners should enjoy the
challenge of it.

• Learners should work alone to perform the circling activity,
according to the instructions on page 86 of the Learner’s Book,
first with their arms and then with their legs.
the class.

• Learners should then try Activity 2 again, and see if it is easier
this time.
• You can then discuss how effective mime is completely dependent
on clear actions and reactions, as the mime artist works with few
props and no dialogue. There is useful information on this in the
Learner’s Book. This is a good introduction to Activity 4, which
focuses on helping the audience to understand the mime artist.

• Learners should work on this activity in groups of three,
where one learner plays the role of the active person, one is the
passive person and one is the director. Learners should follow
the instructions on page 87 in the Learner’s Book, to practise
portraying clear reactions in relation to sensory stimulus.
• If learners are struggling to move from one sense to the next,
you could give them some of the suggestions listed in the answer
section of this Teacher’s Guide.
• You could conclude the activity and the lesson by giving learners
the opportunity to perform a few of their role-plays for the rest of
the class.
Lesson 2 (Week 9)
You could introduce this lesson by explaining the instructions to
Activity 5, modelling it yourself, or asking a volunteer to demonstrate
the activity. Before learners start this activity and Activity 6, you
should emphasise that learners should never shout or strain their
voices during vocal warm up exercises.

• Learners should work on their own to perform the roll-up
Activity 1 and the double-bounce Activity 2 from the previous
lesson, according to the instructions on pages 85–86 in the
Learner’s Book. However, in this activity, they should also let a
sound out as they drop their arms from above their heads. They
should continue to do this until their voices are released.
the class.
• You should then explain the instructions to Activity 6, model it
yourself, or ask a volunteer to demonstrate the activity. Again, you
should remind learners not to strain their voices.

• Learners should do the circling activity that they did in Activity 3
of the last lesson, according to the instructions given in the
Learner’s Book. However, as they do this activity they should
release their voice as a soft hum. The humming should get louder
as the circles get bigger, and when the direction of the circling
changes, learners should change the note of their humming.

the class.
• You should then explain the instructions for Activity 7 yourself or
ask a small group of volunteers to demonstrate the activity.

• Learners should work in groups of three, where one learner plays
the role of the active person, one is the passive person and one
is the director. Learners should follow the instructions in the
Learner’s Book, to practise portraying clear reactions in relation to
sensory stimulus.
• Learners carry out this activity in the same way as Activity 4 of the
previous lesson, but this time the active person should vary where
they are looking when they react. The first time the active person
reacts, they should look at the audience. This should be followed
by a reaction where they look at the floor, then one where they
look at the ceiling, and finally one where they look in the opposite
direction to the one that the passive person was moving in.
• After they have performed, the group members should work
together to decide what the different reactions imply about the
active person’s feelings.
• Note that these exercises build from Activity 4 in the previous
class. If the learners are struggling, remind them of what they did
previously. If learners were not there in the previous class, use the
notes from the answer section of this Teacher’s Guide (see Activity
4) to help learners to catch up. Let the learners change roles
between active person, passive person and director so they all get a
chance to see the process from different angles.
• You can conclude the lesson by allowing each group to perform
their best scenario. They should run through the same scenario
four times, but each time the active learner should be looking in
a different direction when they react. The group should then ask
the class what they thought the different directions that the active
learner was looking in, implied about their reactions.
Lesson 3 (Week 10)

You can start the lesson by reminding the class that they are going
to produce short mimed stories for their class. However, before they
start, they need to warm up properly.

• Before learners start, they must be reminded not to shout or to
strain their voices.
• Learners should work individually, to complete the activity.
• Learners must control their voices so that the word that they
deliver can be understood.
• Learners should complete the activity until their voices
feel released.

the class.

• Learners should work individually, to complete the activity.
• As circles get bigger, the learners’ voices should get louder. When
the direction of circling is reversed, learners should use a different
note for their voices.
• Learners must control their voices so that the sentences that
they deliver can be understood, and they must not shout or strain
their voices.
• Learners should complete the activity until their voices
feel released.
the class.

• Learners should work in small groups of three, where one learner
plays the role of the active person, one is the passive person and
one is the director. Learners practise portraying clear reactions in
relation to sensory stimulus.
• Learners carry out this activity in the same way as Activity 7 of the
previous lesson, but this time the active person should vary where
and how they look when they react. The active person can choose
the speed and direction that they look in, and how fast or slowly
they raise or lower their newspaper.
• Note that these exercises build from Activity 4 in the first lesson
(Week 8). If the learners are struggling, remind them of what
they did previously. If learners were not there in the first lesson,
use the notes from the answer section of this Teacher’s Guide (see
Activity 4) to help learners to catch up. Let the learners change roles
between the active person, the passive person and the director so
they all get a chance to see the process from different angles.
• You can conclude the activity by allowing each group to perform
their best scenario.

• Learners should dramatise a short story that involves two
characters. They should choose a setting for their story. One
character should do something related to the environment, and
the other character should react to their behaviour. Learners
should follow the same rules and use the same techniques that
they used in Activities 4, 7 and 10. When they perform the
activity for the class, the class should be able to understand
the story and know what the characters felt about what was
happening.

• You could conclude the activity and the lesson by asking learners
to perform their mimes for the class. They can then ask the class
to explain what they understood from the mime, and to give them
feedback on how they needed to make their mime clearer.
Informal assessment
Once learners have warmed up, you could
Activities 1 to 3: Check that the learners
divide the class into pairs. One member
are performing this activity smoothly and
of each pair could perform the warm up
with ease. Make sure the learners are not
activity, while the other member offers
locking their knees when they straighten
constructive criticism. After a few minutes,
their legs and swinging their arms with force.
learners could swap roles.
This will cause tension within the body which
can result in injury. Activity 7: Give each group a chance
Once learners have warmed up, you could to perform their best reactions for the
divide the class into pairs. One member class, but with the active learner looking
of each pair could perform the warm up first at the audience, next at the floor, next
activity, while the other member offers at the ceiling and finally, in the direction
constructive criticism. After a few minutes, that the passive learner came from. After
learners could swap roles. each performance, the group could listen
In Activity 3, remember that most to constructive feedback from the rest of
learners will struggle freeing up their hips to the class. They should also ask the class
let their legs swing underneath them without what the different reactions from the active
losing balance, but they should still attempt learner implied about their feelings.
the exercise.
Activity 10: Give each group a chance to
Activity 4: Give each group a chance to perform their best reactions for the class.
perform their best three or four reactions After each performance, the group could
for the class. Alternatively, the class could listen to constructive feedback from the rest
suggest objects that the passive person is of the class. They should also ask the class
carrying, and describe the reaction of the what the active learner’s reactions implied
active person. The group would then have about their feelings.
to perform the scenario described. After
Activity 11: Ask each pair to perform
each performance, the group could listen to
their mimes for the class. They can then ask
constructive feedback from the rest of
the class to explain what they understood
the class.
from the mime, and to give them feedback
Activities 5, 6, 8 and 9: Walk around on where they needed to make their
the class and check that learners are mime clearer. This is a useful form of peer
performing the activity correctly. Learners assessment, as the better the learners
should never shout or strain their voices performed, the better the class would have
when they are doing vocal warm ups. understood the story behind the mime.
Remedial
If learners are struggling to mime reactions to sensory stimuli, you
could ask them to practice with real stimuli, and to observe one
another’s reactions. For example, you could bring something with a
sweet smell (such as a flower), something with a sharp smell (such
as a small bottle of vinegar), and various stimuli for the other senses,
to class. Divide learners into pairs and let one partner react to the

stimuli. The other partner should look at how they reacted, and then
mimic their reactions. Learners can try modifying their responses.
Tell learners to remember how they felt when they reacted to certain
stimuli, if they want to show the same reactions in the future.
Extension
Ask learners to extend the story that they mimed in Activity 11, to
show what the second character did after their initial reaction to the
first character’s behaviour.
Information on In the Hall of the Mountain King

The Norwegian composer Edvard Grieg wrote this music to
accompany a play, Peer Gynt. This music did not tell the story of the
play, but was supposed to set the mood for various parts of it.
In the Hall of the Mountain King describes an imaginary place
where ‘trolls’ lived. These creatures were supernatural beings,
sometimes conceived as giants and sometimes as dwarfs, who
inhabited caves and subterranean dwellings. They play an important
role in Norwegian folklore.
Peer had discovered the home of the Troll King accidentally. At
first he thought he wanted to become a troll himself and marry the
King’s daughter, but later he changed his mind. This music describes
what happened when the trolls decided to chase Peer out of their
mountain home after he had decided he did not want to become one
of them.

Creative arts: Visual arts
Module 1: Me and others
UnitUnit
Let’s
1 look

Resources Topic 3: Visual literacy
Learner’s Book
pages 94–97
• Observe and discuss visual stimuli in photographs, artworks and
real objects to identify and name complementary colour in images
of the human body in action
and real objects to identify and name emphasis in images of the
human body in action
design principles
Preparation
Teacher’s Guide.
• You might find it useful to research some of the artists discussed
in this chapter: George Pemba, Noria Mabasa and Dumile Feni.
You can find pictures of some of their other work in library books
or on the Internet.
• If you have pictures of art works where particularly effective use has
been made of composition, focal point, complementary colours,
line or negative spaces, you might wish to bring them to class to
show the learners, particularly when teaching them these terms.
Teaching the unit

Divide the unit into two 30-minute lessons as follows:
1 1 94—96 1—2
2 2 97 3
Lesson 1 (Week 1)
Work through the introduction with the learners, including the words
in the glossary box. Use the questions to orientate the learners to
Visual Arts language and to introduce them to important concepts.

Activity 1: Visual literacy
• Before learners start this activity, you could ask them to follow
the most obvious lines in the photograph of the painting in their
books by tracing the lines with their fingers. Point out that all
of the major lines in the painting (particularly the very strong
diagonal line), lead up towards the dancer’s face.
write the answers down.
• You could then discuss aspects of Venda culture and the Domba
dance depicted by Noria Mabasa. You could even ask learners to
try to do the Domba dance before they start the activity. If you
divide them into two groups, so that one group dances and one
group watches before swapping roles, this may help learners in
their understanding and appreciation of Noria Mabasa’s work.

Learners should answer these questions in a whole-class discussion.
You can ask them to write the answers down in their books, as a
concluding activity for the lesson.
Lesson 2 (Week 2)
Start the lesson by asking learners how they think line can be used to
show movement and express feelings. You can then discuss Dumile
Feni’s artwork and the way in which line has been used to create a
sense of emotion and movement. Refer to the Learner’s Book for
further information on this.

• Learners should work in pairs to answer the questions. They can
write the answers.
• Conclude the lesson by having a whole-class discussion of the
Answers
Activity 1: Create in 2D
2. The yellow in the dancer’s dress appears against a background that
contains a lot of purple tones, which makes the yellow appear
brighter. The green of the dancer’s headdress and that of the figure
behind her is emphasised by the reddish tones of the dancer’s skin
and the red dress of the figure in the background.
3. yellow
4. The green of the dancer’s headdress is repeated, as is the yellow of
her dress and her reddish-brown skin tones. All of the figures have
white shirts, which creates a contrast with the darker skin tones.
CREATIVE ARTS: VISUAL ARTS TERM 1 109

5. A sense of movement is created by the dancer’s body position. She is
frozen in a position that a person would not be able to hold for very
long: arms up, head back and with her beads and clothes in mid-
air. Learners could also talk about her expression: the dancer is not
posing for the artist, but has been caught in an unguarded moment
where she is lost in the music. Finally, most of the lines used to
paint the dancer are diagonal or curved, which creates a sense of
movement. The lines used to show the spectators are mostly straight
and vertical, which creates a contrasting sense of stillness.

2. The dancers are looking at us, as though we are the audience for
the dance. There is also a lot of detail on this side of the sculpture,
for example in the dancers’ waist and ankle bands.
3. One of the effects of the negative spaces is to heighten the
impression of how close together the dancers are. The negative
spaces also create a sense of repetitive pattern, which increases the
sense that the dancers all move together. This also creates interest
for the person looking at the sculpture.
4. The dancers’ clothes and jewellery are white against their dark
skins. The clothing and jewellery also have more texture than the
skin and are raised above the level of the skin. This creates a sense
of contrast and emphasises the clothes and jewellery.
5. The pattern formed by the jewellery and the clothing in the
sculpture emphasises the feeling that all of the dancers move
together, and also contributes to a sense of movement, as the
viewer’s eyes tend to follow the patterns.

2. Learners might say that they feel sad, because the musician is
hunched over as though he is miserable, or learners might say that
they feel peaceful, because the musician seems to be so involved
with his music that nothing else seems to matter.
3. Learners could say that the picture could be a really happy
one if it was painted in warm reds and yellows, sad if painted
in cold greys and blues or disturbing and lively if painted in
complimentary colours such as yellow and purple, because the
contrast would create a sense of energy.
4. Because the artist has shown three hands plucking the strings, it is
as though he is showing the same hand in more than one position.
This creates a sense of movement, in the same way that freeze-
frame photography would.
5. The artist has used a triangular composition, where the figure’s
right leg stands on the cello, and the figure’s long neck pointing
down creates the three sides of a triangle. The hands are in the
middle of the triangle, which makes them the focal point
of the picture. There is also a diagonal line that starts in the
middle of the top of the page and leads the viewers’ eyes directly
to the hands.

6. The artist has made the man and his instrument seem like they are
part of each other in order to show how involved the man is with
his music, and how the music and the artist are inseparable.
7. The focal point of the picture is the man’s hands, as they are in the
centre of the picture, he is looking at them himself, and all of the
major lines in the picture lead to them.
8. The pale lines create the impression of blur, which implies that
the man and his instrument were in a different position, and now
they have moved. This creates the feeling of movement, especially
in the body and the hands of the figure.
Informal assessment
Encourage learners to listen carefully to what others have said and
to then add to their responses, or to disagree with them (giving
reasons for their opinions). In this way, the discussion becomes a
form of informal peer assessment.
Remedial
If learners are struggling with the concept of lines leading to a focal
point, ask them to produce an abstract drawing where they use lines
to lead the viewer’s eyes to a particular part of the page. Note that
‘abstract’ refers to an artwork that does not depict anything that exists
in the natural world. They should then ask a partner where they think
the focal point of the drawing is, and why. If their partner chooses a
different part of the page to the one that the artist intended, they should
strengthen their compositional lines, and remove the lines that confused
their partner.
Extension
• Ask learners to find a photograph or a picture of an art work
where they think that the artist has used a particularly effective
composition. They should get a piece of tracing paper and put it
over the art work. They should then draw the major directional
lines in the art work so that they can see how they have been used
to create an effective composition.
• Learners should find examples of pictures or photographs that
have made use of complementary colours in order to capture the
viewer’s eye. Remind learners that the complementary colours
are purple and yellow, red and green, and blue and orange.
Complementary colours are often used in the fashion and
advertising industries.

UnitUnit
Colour
1 my world
2 Learner’s Book pages 98–99  2  hours
Duration: 1__
1

Resources Topic 1: Create in 2D, images of self and others in local
Learner’s Book environment
pages 98–99;
newspaper or • Drawing and/or colour media: exploring a variety of media and
plastic to cover techniques
and protect desks; • Art elements: use of complementary colour in own images of self
compasses or large and others in local environment
circular objects;
paint (the primary Preparation
colours of red,
blue and yellow
are essential); paint
brushes; jars or
Teacher’s Guide.
containers of water; • If you have pictures of art works where particularly effective use
strong paper or has been made of primary, secondary or complementary colours,
cardboard you might want to bring them to class to show the learners.
Teaching the unit

Divide the unit into three 30-minute lessons as follows:
1 3 98 1
2 4 99 2
3 5 99 3
Lesson 1 (Week 3)
• Start the lesson by having a short discussion about the
materials that human beings had to paint with before paints
were commercially developed. You could discuss the work of
San artists, Renaissance artists such as Michelangelo and the
prehistoric peoples who produced paintings at ancient sites like
Lascaux in France.
• Emphasise that today, people can mix any colours that they want
to, provided that they have the three primary colours of red, blue
and yellow.
• Make sure that learners clearly understand what primary colours
are. It might be useful for them to know that one of the meanings
of the word ‘primary’ is ‘occurring first’, which implies that
primary colours can’t be mixed from other colours.

work on strong paper.
• Discuss the instructions for Activity 1. Emphasise that learners
should only fill in every second slice of the six part pie chart and
that they should use a different, pure primary colour in each part.
• They will either need a compass or a large circular object (for
example, a dinner plate) in order to draw a proper circle.
• Conclude the lesson by allowing learners to walk around and look
at one another’s work, and getting learners to clean and store their
paint brushes properly.
Lesson 2 (Week 4)
Introduce this lesson by discussing the concept of secondary colours.
Make sure that learners understand that secondary colours are made
by mixing two primary colours together, and that there are only three
secondary colours (orange, green and purple).
• Learners should work on this activity individually and use the
colour wheels they began in the last lesson.
• Read the instructions for Activity 2. Emphasise that learners must
paint their secondary colours between the two primary colours
that were used to make them.
Lesson 3 (Week 5)
• Remind learners what primary and secondary colours are.
• Discuss complementary colours by referring to the information in
• By the end of the discussion, learners should know that red and
green are complementary, yellow and purple are complementary
and blue and orange are complementary. Remind learners that
complementary colour pairs always consist of a primary colour
and a secondary colour that is made by mixing the other two
primary colours together.
divide their page into 10 equal squares, and fill each square with
a different colour that they have made by mixing primary and
secondary colours together.
• Remind learners to clean their brush well after they have finished
using any colour.

Remedial
If learners are struggling with the concepts of secondary and
complementary colours, draw a colour wheel for them (as in Activity
1) and put a blob of each of the primary colours on every second
section of the colour wheel. Then ask them to mix the two colours on
either side of a section and paint that section in the new secondary
colour. Ask them which primary colour they did not use, and point
out that this is the primary colour that is opposite the secondary
colour that they have just created.
Extension
Ask learners to make up a rhyme or a dramatisation that will help
them to remember which colours are primary, which colours are
secondary, and which colours are complementary.
UnitUnit
You
1 and me
3 Learner’s Book page 100 Duration: __
 2   hour
1
Term and week/s

Term 1, Week 6 Curriculum and Assessment Policy Statement
(CAPS) content
Resources
Learner’s Book page Topic 1: Create in 2D, images of self and others in local
100; strong paper environment
or cardboard; paint
brushes; paints; • Drawing and/or colour media: exploring a variety of media
water in a bottle and techniques
• Art elements: use of complementary colour in own images of self
and others in local environment
• Design principles: emphasis (focal point) used in own images of
self and others in local environment
Preparation
Familiarise yourself with the material in this unit by reading through
Guide.
Teaching the unit

Start the lesson by asking the learners about their interests. Use the
questions at the beginning of the unit as a starting point.
• Before learners start this activity, you should check that they
understand the concepts of focal point and negative space, and
how these elements of design can be created and used.

• Learners should work individually to draw a picture in which
they and their friends are enjoying their favourite activity.
They should pay careful attention to all aspects of composition,
including focal point, use of the whole page, use of negative
space and correct proportions.
• Once they have drawn their pictures, they should paint them in
primary, secondary or complementary colours.
Informal assessment
Look at the learners completed pictures. The picture should be well
composed, with effective and deliberate use of the elements of
design including negative space, use of the whole page and correct
proportions. Colours should have also been carefully chosen.
Remedial
Learners might struggle to compose their work, or to draw the
proportions of the figures correctly. One way to help them to try
different compositions is to ask them to break the figures down into
their most basic geometric shapes (for example, ovals for heads,
rectangles for chests and thin sausage shapes for legs and arms). They
should make sure that these shapes are in the same proportions as
they would be for real figures. Learners should then cut the shapes out
and try arranging them in different ways on the page (but they must
keep the basic shapes of figures as they do so). Learners can move the
shapes around to decide on the most effective composition for their
picture.
Extension
• Encourage learners to draw from real life (they should get their
friends to pose for them) or photographs. Many learners have
cell phones: they could get their friends to pose for them in the
position that they want to draw them in, photograph them and
then draw from a print of the photograph, or directly from the
picture on their cell phone.
• Learners can work in a group to produce a wall mural of their
favourite activities. Each learner should compose their picture,
but their picture should be continuous with the scenes next to the
four sides of their page. They need to consider the colours and
proportions that the people around them are using, in order to
produce a picture that will fit in with the whole.

UnitUnit
Working
1 with clay

Term and week/s
Term 1, Weeks
(CAPS) content
7–10 Topic 2: Create in 3D, self and others in local environment
Resources • Skills and techniques: earthenware clay
Learner’s Book • Art elements: reinforce texture, shape/form in own models of
pages 101–104; human figure
clay; rolling pins; • Design principles: introduce emphasis in own models of
pieces of board human figure
or cardboard; • Spatial awareness: reinforce conscious awareness of working in
water; plastic or space, e.g. front, back and sides of model to be completed
newspaper to cover
and protect desks;
• Appropriate use of tools
implements such
as toothpicks or Preparation
plastic knives to Familiarise yourself with the material in this unit by reading through the
scratch or carve information and activities in the Learner’s Book and Teacher’s Guide.
into the clay in
order to create Teaching the unit
patterns and Divide the unit into four 30-minute lessons as follows:
textures; paints and
paint brushes Lesson Week Pages Activities
1 7 101—102 1
2 8 102—103 2
3 9 103 3
4 10 104 4
Lesson 1 (Week 7)
Start the lesson by having a short discussion about sculpture in general
and Victor Mpopo’s clay sculpture of Nelson Mandela and GraÇa
Machel in particular. Use the information in the Learner’s Book as the
starting point for your discussion. Then discuss the work of Bonnie
Ntshalintshali.

• Learners should work on this activity individually, and should
answer the questions in their exercise books.
• When the learners have finished, allow them to share their answers
with the rest of the class.
Lesson 2 (Week 8)
Start the lesson by discussing footprints and the different shapes of
footprints. Use the information in the Learner’s Book.

• Learners should work on this activity individually, although if
they sit in groups they can give one another constructive feedback
and advice.
• Let the learners compare handprints when they have completed
making their imprints.
Lesson 3 (Week 9)
Start the lesson by discussing the stories that the learners know. You
could ask volunteers to tell stories.
• Learners should work on this activity on their own, although they
can sit in groups and offer each other advice and support.
• Remind learners how to make figures out of individual pieces that
are joined together. Emphasise that they should make sure that
their clay is not too dry or too wet and that they should think about
making the figures strong enough so that they will not collapse.
• They must include a minimum of two figures and should consider
elements of design and composition such as the effective use
of pattern, texture, interesting forms and negative shapes.
The figures should be arranged in such a way that they tell a story.
(To reinforce this concept, you could ask learners to discuss the
story told in Bonnie Ntshalintshali’s sculpture in Activity 1.)
• If learners are struggling to decide how to arrange the figures in
their sculpture, ask them to produce several rough sketches of the
possibilities that they are thinking about. They can then make a
decision based on their sketches.
• Learners may be undecided about which patterns or textures they
should use to decorate their sculptures. If this is the case, you
could get learners to experiment with different tools to create a
variety of textures and patterns on thin slabs.
• Remind learners how to keep their sculptures moist enough to
keep working on them before the next lesson, if they still have
more work to do on them.
Lesson 4 (Week 10)

Start the lesson by asking learners to comment on the way in which
Bonnie Ntshalintshali (in her sculpture of the farmer and the
sangoma) and Victor Mpopo (in his sculpture of Nelson Mandela and
GraÇa Machel) have used complementary colours, interesting details
and patterns to make their art work more effective.
make sure that they follow all the instructions in the Learner’s Book.
• Emphasise that learners should mix their own secondary colours, they
should use colour carefully to contribute to their composition and
they should make sure that their sculpture looks good from all angles.

Answers
Activity 1
2. There are several patterns in this sculpture: three different patterns
on the roof of the hut, one on the side of the hut, the sangoma
and his assistant are wearing a leopard skin pattern, a pattern on
their bracelets, straps and beaded ibheshu (ceremonial apron), the
farmer is wearing two different patterns, a pattern around the top
of the base, on the leaves of the tree on the base and another two
patterns on the bottom of the base. This is a total of 14 patterns.
3. The artist does not use yellow and purple, or orange and blue next
to each other. However, she does use green against a red-brown
background (the tree against the base of the sculpture), which is a
complementary pair of colours.
4. The sculpture does not have any definite blues on it. However,
yellow is used against a red-brown background on the base,
where the yellow flowers of the tree are against the red colour of
the base, and the yellow of the amabeshu contrasts with the red
of their skins.
5. Green is a secondary colour.
6. The people are bigger than the hut because the artist makes use
of hierarchical perspective (where the most important figures in a
story are the biggest).
7. This is the front of the sculpture, as if it was seen from the other
side, we would see the hut, rather than the figures.
8. He is throwing bones.
9. The focal point is the bones on the ground in front of the sangoma.
Informal assessment
Activity 1: Ask learners to share their Activities 2 to 4: Allow the learners to
answers in a whole-class discussion. Listen look at and comment on their classmates’
carefully to their answers and assess work. Make sure that they provide positive
whether they understand the art elements and constructive feedback.
as used in sculpture.
Remedial
If learners find it difficult to establish a focal point in their
composition, ask them to work with a partner. Their partner should
tell the learner where they think the focal point of the composition is,
and which directional lines lead to this focal point. If this focal point
isn’t what the sculptor intended, they should adjust the positioning of
their figures and the elements within the composition. They should
continue to make changes until their partner is able to identify the
correct focal point.
Extension
Ask learners to work in a group to produce a series of sculptures that
tell a story when they are arranged in a series.

Term 2

topic 2: Social responsibility
UnitUnit
Stereotypes,
1 discrimination and bias

Topic Concepts: discrimination, stereotype and bias
Social responsibility • Violation of children’s rights: discrimination, stereotype and bias
Resources
• Responses to violations of children’s rights: ways to protect self
and others from violations and where to find help
Learner’s Book
pages 108–113; • A plan to deal with violations of children’s rights in own local context
large sheets of paper
(A2 or A3 size) Preparation
Teacher’s Guide.
• Think about whether you have any bias or stereotypes in your
own approach to other people. This will help you when discussing
the ideas in this unit with the learners.
Teaching the unit

1 1 108—110 1—3
2 2 111—113 4—5
Lesson 1 (Week 1)
You could introduce the lesson by asking learners if they know what
‘children’s rights’, ‘violate’ and ‘stereotypes’ are, before discussing the
content and questions at the start of the unit.
Activity 1
• Learners should work in small groups to read and discuss the
stories in terms of the stereotypes that they show.
• Ask a few learners for their responses, as the starting point for a
whole-class discussion.
Activity 2
• Learners should work in small groups to answer the questions
given in the Learner’s Book.

• Once the groups have given brief feedback on this activity, define
and discuss the concept of discrimination with the learners.
Activity 3
• Learners should work with a partner to answer the questions in
Now turn • You could conclude the activity and the lesson by giving learners
to LB page 114 the opportunity to read their paragraphs to one another.
for the reading
for Week 1
• Remind learners that schools are not allowed to discriminate
against learners on the basis of inability to pay school fees or buy
school uniforms.
Lesson 2 (Week 2)
• Discuss the concept of ‘bias’ with the learners and explain how it
is linked to discrimination.
• Learners can then read and discuss Jean-Paul’s story in the
Learner’s Book.
• You can then discuss the ways in which the violation of children’s
rights can and have been dealt with in the past (see Learner’s Book).
• Remind learners what the most important children’s rights are (see the
Learner’s Book) and how children should respond if their rights are
being violated. This would be a good introduction for Activity 4.
Activity 4
• Learners should work independently to read the case study and
write down the ways in which Sunali got help.
• Allow time for learners to share their answers with the rest of
the class.
class, they should do it for homework.
Activity 5
• Learners should work in small groups to create a plan for dealing
Now turn with bias or discrimination at school or in their communities.
to LB page 116 • Before they display their plans around the school, you could ask
for the reading them to display them in the classroom so that the whole class can
for Week 2 look at them, and provide each group with constructive feedback.
This would be a suitable closing activity for the lesson.
Answers
Activity 1
2. Refilwe’s story = all black people enjoy dancing and can dance
well. Cleo’s story = blonde girls are not clever. Zukayna’s story =
girls are delicate and have to be protected. Sizwe’s story = cooking
is the work of girls and women.
Activity 2
2. Examples: all of the children in the stories could tell the person
stereotyping them that they are stereotyping (often, people
stereotype without realising it).

3. Example: Children are told to be obedient and not to argue with
others (especially those older than themselves).
Activity 3
2. Bongi is discriminated against because of his weight and physical
appearance. Thami is discriminated against because his dad had
AIDS. Shameen is discriminated against because she enjoys playing
boy’s games, climbing trees and spending time with boys. Martine
is discriminated against because she is disabled and the local cinema
has made no provision for the disabled to get into the building.
3. Examples: humiliated, rejected, hurt, bitter, angry, frustrated or
depressed.
4. Examples: Bongi and Thami should try to find ways to educate
others about the disease that is the reason that they are being
discriminated against. Shameen could try to find some girls who
share her interests, or try to explain why she enjoys the games that
she does. Martine could petition the cinema and the local town
council to install a ramp so that she and other disabled people can
enjoy films at the cinema.
Activity 4
2. Sunali got help by asking her mother to help her to appeal against
the school’s decision and by taking her case to the Constitutional
Court (with her mother’s help).
Activity 5
1. Examples: women have to do the cooking and cleaning at home,
the school has no ramps or lifts for the disabled, and girls are not
allowed to join the local soccer club.
Informal assessment
Activity 1: Discuss learners’ answers be assessed by allowing the learners in each
in the forum of a whole-class discussion. pair to read their paragraphs to each other,
Ask learners to mark their own work. Take and perhaps to a few of the other pairs of
careful note of any learners who struggle learners. They can then ask for feedback, as
to see the stereotypes or any problem with a form of peer assessment.
them, as this may be an indication that they Activity 4: Read out the answers and ask
have been taught stereotypes at home. learners to mark their own work.
Activity 2: Ask each group’s Activity 5: Learners could display their
spokesperson to present their group’s lists at the front of the classroom and ask
responses to the class, and then ask the the rest of the class for feedback. They
class for feedback. This would be a useful should listen to the feedback and use what
form of peer assessment. they agree with as a means to improve their
Activity 3: Questions 2–3 can be assessed lists, before they put them up for display
in the same way as Activity 1. Question 4 can around the school.

Remedial
A good way to illustrate the effects of bias and discrimination is to
split the class into two randomly chosen groups. For example, one
group could be everyone whose birthday falls on an even date-number
of the year. Give one group a badge or some other distinguishing
item to wear. Tell learners before you start that this is an exercise
to illustrate discrimination. Spend a lesson obviously favouring
one group and being obviously biased against the other group. For
example, you could completely ignore one group and focus all of your
attention on the other. You could allow one group to sit at desks and
tell the others to sit on the floor, and so on. At the end of the time
period, ask both groups how they felt about your behaviour. You
might be surprised to find that the ‘favoured’ group was nearly as
uncomfortable as the learners who were discriminated against!
Extension
Ask learners to make posters that list children’s rights in terms of the
South African Constitution. The posters should also include basic
information about where children can get help if their rights are being
violated. Alternatively, you can put learners into groups where each
learner makes one poster that illustrates one of the children’s rights.

The right to education

Social responsibility
• Reading about individuals who have taken action against
violations of children’s rights: recall and relate
Resources
Learner’s Book
Read through and familiarise yourself with the text and questions in
covered in Unit 1.
Teaching the lesson

about in Unit 1. Also, point out that learners have certain
responsibilities that go with their right to education. Remind the
learners about these – being on time, paying attention, doing
homework, studying for tests, etc. Also point out the importance

of a hero or role model like GraÇa Machel who came from a poor
family and has spent most of her life helping others.
read through the questions in the box on page 115 in the Learner’s
Book with them.
necessary.
Answers
1. GraÇa Machel is Nelson Mandela’s wife.
2. She has helped to improve schooling and health for children in
Mozambique. She has also helped orphans and children who are
victims of war.
vaccines – substances given to people to stop them from getting a
particular disease
victims – someone who has suffered the effect of violence, illness
or bad luck
orphans – children whose mothers and fathers have died
Informal assessment
the text.
Remedial
Demonstrate how learning to read content texts, and not just stories,
is a way of finding out about interesting things in the world.
Extension
Let the groups research more about GraÇa Machel’s life and her work
for children, on the Internet, in the public library, newspapers and
magazines. Their findings can be presented and displayed in the class.

Children can change the world
Learner’s Book page 116 Duration: 30 minutes

• Reading about individuals who have taken action against
Resources
violations of children’s rights: recall and relate
Learner’s Book
page 116 Preparation
covered in Unit 1.
Teaching the lesson

about in Unit 1. Also, point out the distinction between the illegal
practice of child labour and helping at home with the chores.
Book with them.
Answers
1. Craig Kielburger was a boy who lived in Canada. Iqbal Masih
was a child in South East Asia who was forced to work from the
age of 4 years old.
2. Craig started an organisation called Free the Children and he
helped to raise money to help children in poor countries.
poverty – when someone is very poor
activist – someone who tries to cause social or political change
establish – to start an organisation that will continue for a
long time

Informal assessment
Remedial
their efforts.
Extension
Think of three questions you would like to ask Craig about where
he has travelled and the work he has done. Think about a group of
children in your community who need help. Write a letter to Craig
saying who you are and where you live. Ask him your questions and
say who you would like to help and why.
UnitUnit
Child
1 abuse

Topic Child abuse
• Different forms of child abuse: physical and emotional
Resources • Effects of abuse on personal health
Learner’s Book • Strategies to deal with abuse
pages 117–123 • Where to get help and report abuse
Preparation
Teaching the unit

1 3 117—118 1
2 4 119—121 2
3 5 122—123 3

Lesson 1 (Week 3)
• Introduce the lesson by asking learners the questions at the
beginning of the unit in the Learner’s Book, but make it clear that
learners do not have to answer them out loud, as what is asked for
in some of the questions is private information.
• Discuss the various forms of child abuse. Make sure that learners
understand what abuse is and that abuse is never acceptable or the
fault of the victim.
• Learners should understand that children are most often abused
by people that they know.
Activity 1
Now turn to • Learners should work on this activity in pairs. They should answer
LB page 124 the questions in the Learner’s Book and record their answers in
for the reading their exercise books.
for Week 3 • You could conclude the activity and the lesson by discussing the
learners’ responses in a whole-class discussion.
Lesson 2 (Week 4)
Introduce this lesson by asking learners what they think the effects of
abuse are. There is useful information on this in the Learner’s Book
but you could also ask learners if they can think of any further effects.
Activity 2
Now turn to
LB page 126
• Learners should work with a partner to read the case studies and
for the reading then answer the questions that follow.
for Week 4 • You could conclude the activity and the lesson by discussing the
learners’ responses in a whole-class discussion.
Lesson 3 (Week 5)
• Start the lesson by working through the information in the
Learner’s Book on dealing with abuse with the learners.
• Learners must understand the importance of being able to talk
about their bodies, knowing who to report abuse to and how to
report abuse. They should also know what their rights are, in the
event that they have been abused. There is useful information on
this, in the Learner’s Book. You could use the case studies from
earlier in this unit to illustrate what you are saying, as you discuss
the information.
Activity 3
• Learners should work on their own to complete this activity. They
Now turn to should read through the scenario in the Learner’s Book and then
LB page 128 decide what advice they would give their friend. Let learners write
for the reading their answers down in their exercise books.
for Week 5
• You could conclude the activity and the lesson by asking
volunteers to read out some of their responses.

Useful websites
• http://rapecrisis.org.za/ • www.rapcan.org.za
Rape Crisis helps anyone who has been RAPCAN stands for ‘Resources Aimed at
raped, or physically abused. They offer the Prevention of Child Abuse and
counselling and help take the abuser Neglect’. They promote the rights and
to court. protection of children in South Africa.
• http://www.volunteerchildnetwork.org.za They have resources and information

This website links many different which can help if you are not sure about
organisations across South Africa that your rights.
deal with child abuse. You can look at the • www.turn2me.org
map on their website and choose the This website has forums where you can
province you live in to see which chat with others who have experienced
organisation is closest to you. abuse. You can give a false name to
protect your identity.
Answers
Activity 1
2. Pinky is being sexually abused; Mzi is being neglected (his
education is being compromised so that he can help his uncle
in the shop), physically abused by his cousins and emotionally
abused by his whole foster-family; and Vanessa is being physically
and emotionally abused.
3. They need to report the abuse to someone that they can trust, and
they need to get help. They need to understand that the abuse is
not right, and it is also not their fault that they are being abused.
4. It does not sound as though any of these children can trust their
parents. Therefore they should phone Childline or a similar
service and get support and advice as soon as possible. They
should tell another adult member of their family if they think that
they can trust them, or a teacher that they feel that they can trust.
They could also report the abuse to a police officer and know that
they have the right to insist that they speak to an officer who is of
the same gender as them.
Activity 2
1. a. Buhle: physical; Greg: emotional; Damien: physical and
emotional
b. Buhle: made her scared, which is why she suffered from
nightmares for a year. Later she developed a serious eating
disorder, where she ate far more than she physically needed to
and put on a lot of weight. She was sub-consciously trying to
make herself unattractive so that she would not get raped again.
Greg: has come to think that emotional abuse is normal.
This has resulted in him losing his friends because he abuses
them emotionally.
Damien: craves the attention that he did not get from his
mother when he was young.

c. Buhle didn’t sleep properly, she became depressed and she
developed a serious eating disorder.
d. Buhle went for counselling.
2. Child abuse is never the fault of the child. It affects your thinking
and your physical health even if you do not know that it does.
Getting help to recover from abuse is an important part of
getting better.
Activity 3
Learner’s responses will vary, but their letters should include
the following:
• They will respect their friend’s privacy and confidentiality.
• Their friend has done nothing wrong, and the person who is
abusing them has no right to do so.
• Their friend should go for counselling, even if they don’t want to
report the abuse to the police.
• Some of the places and people where their friend should go for
help, along with their contact details.
• The learner should reassure their friend that they are not alone,
and that they will always be there to support them.
Informal assessment
Activity 1: Read the answer to Activity 3: You could assess the letters
question 2 and ask learners to mark their by asking learners to work in pairs or small
own work. Discuss learners’ answers groups where they will read their letters
to questions 3 and 4 in a whole-class out to one another and ask for constructive
discussion. feedback. Be aware of learners who respond
inappropriately. Such learners may be
Activity 2: Read the answers and ask
dealing with abuse, either of themselves or
learners to mark their own work.
someone that they know.
Remedial
Ask learners to create a poster that lists the danger signs in a
relationship, and what everyone has a right to say ‘no’ to.
Extension
Ask a representative from one of the organisations listed in this unit
to come and speak to the learners about what abuse is, and how it can
and should be dealt with.

Week 3 Reading Skills: No respect

• Reading about ways to protect self and others from abuse: recall
and relate
Resources
Learner’s Book
covered in Unit 2.
Teaching the lesson

about in Unit 2. Also, talk again about paying attention to the gut
feeling of not feeling safe, the feeling that something is wrong and
go on telling a trusted adult until something is done to stop the
situation. Children are more frequently abused by people in the
family or immediate circle of friends than by strangers. Boys and
girls can be abused.
Book with them.
Answers
1. Sihle was a girl who did not like her Uncle Thami because he
always tried to put his hand under her dress. Uncle Thami was a
man who visited Sihle’s mother on Saturdays. Mrs Gumede was
the police woman who lived next door to Sihle’s family.
2. Sihle told her mother, her sister, her grandmother and Mrs
Gumede about what Uncle Thami did. Mrs Gumede told Uncle
Thami that he would be arrested if he ever touched Sihle again.
respect – when you are polite to someone especially because they
are older or more important than you
believe – to think that what someone says is true
lies – something that someone says which is not true

Informal assessment
Remedial
Slower readers will need to be encouraged to approach the reading with
a positive mind-set. If they are supported through the reading process,
they are more likely to feel that the experience has been a success and
will be more positive about tackling the next reading. Don’t let learners
struggle unaided for long. They will soon become discouraged and it
will be difficult to get them to be enthusiastic about reading in future.
Either help the learner yourself or assign a reading buddy.
Extension
Write a diary entry for Sihle for the day that Mrs Gumede came to
speak to Uncle Thami. She must say why she was at the Gumede’s
home, how she felt after Mrs Gumede had spoken to him and what
her mother said.

What Carlos loved

Social responsibility • Reading about ways to protect self and others from abuse: recall
and relate
Resources
Learner’s Book
covered in Unit 2.
Teaching the lesson

about in Unit 2. Also, ask them to think how Carlos felt after his
dad left, before and after he phoned his grandfather and when

he had baked his biscuits. They should try to work out why his
feelings changed.
Book with them.
Answers
1. Carlos was a boy who lived with his mother in Worcester.
2. He started baking biscuits.
concentrate – to think very carefully about something you
are doing
delicious – food or drink that tastes and smells very good
ingredients – one of the foods that a particular type of food is
made from
Informal assessment
Remedial
Discuss the content of the text with a small group of learners who
need remedial assistance with reading. Let them read the text
individually or in pairs. Then ask questions to help them interpret
what they have read:
• What do you think about it?
• How does this relate to your life?
Let learners read through the text again afterwards to see if they
understand it better.
Extension
Let the learners bring a recipe for a dish their family makes to school.
They can write out the recipe and illustrate and label the ingredients as
well as two important stages of the recipe. Each of these stages should
have a caption. Display the recipes in the classroom so that learners
can copy the ones they like.

Janie tells the truth

Social responsibility • Reading about ways to protect self and others from abuse: recall
and relate
Resources
Learner’s Book
covered in Unit 2.
Teaching the lesson

about in Unit 2. Also, point out that abuse is never acceptable, no
matter how tired or stressed or sick parents are.
Book with them.
necessary.
Answers
1. Janie and Rosa were sisters. Mrs Dexter was Janie’s teacher.
2. Mrs Dexter asked Janie’s mother to come and see her and she
arranged for a social worker to help Janie’s family.
truth – the real facts about a situation
bruise – dark area on your skin where you have been hurt
social worker – someone whose job is to help people who have
difficulties with their family

Informal assessment•
Remedial
their efforts.
Extension
Draw a picture of how Janie’s family changed after the social worker
had helped them to make a plan. Write three sentences about what
had changed.
UnitUnit
Dealing
1 with violence

Topic Dealing with violent situations
• Identify potential violent situations at home, school and community
Resources • Responding effectively to violent situations
Learner’s Book • Ways to avoid and protect oneself from violent situations and
pages 130–134 where to find help
Preparation
Teaching the unit

1 6 130—131 1—2
2 7 132—134 3—4

Lesson 1 (Week 6)
• You could introduce the lesson by asking learners the questions
at the beginning of the unit in the Learner’s Book. As these
questions are quite personal and you want to encourage honest
self-assessment, tell learners not to say the answers out loud, but
just to think about them.
• Then discuss how the media (such as TV and films) often makes
violence look glamorous or easy to recover from. It is important
to contrast this with the real implications and effects of violence
(there is useful information on this in the Learner’s Book).
• Now discuss what triggers violent situations and why it is
important to know when a situation is getting violent. There is
useful material on this in the Learner’s Book. This would be a
useful introduction to Activity 1.
Activity 1
read the stories together, re-tell the stories in their own words and
predict what happened next.
• You could conclude this activity by asking a few learners to share
their answers to (3) with the class.
Discuss how violence or abuse can be verbal rather than physical, and
how verbal abuse can escalate into physical abuse.
Now turn Activity 2

to LB page
135 for the
• Learners should work in small groups to brainstorm ways to deal
with an insensitive person, without starting a fight.
reading for
Week 6 • Ask each group to share a few of their ideas with the class.
Lesson 2 (Week 7)
Activity 3
Learners should work on this activity in a small group. They should
discuss a time when they got into a fight because they were upset
about something, the outcome of the fight and what they learnt from
the experience.
Discuss the tips for conflict resolution given in the Learner’s Book.
You could ask learners if they can think of any tips to add to
the list.
Now discuss the effects that witnessing violence can have
on people, before discussing what children experience in violent
communities.
Activity 4
answer the questions in their exercise books or on a sheet of paper.
• Assure them that they do not have to share the information with
anyone else if they do not want to.

Discuss the ‘Ways to avoid violence and protect yourself ’ in the
Learner’s Book. As this is such important information, it would be
Now turn worthwhile to spend some time discussing it, and to ask learners if
to LB page 137 they have any further tips to add to the list.
for the reading Learners must also have a good understanding of where they
for Week 7
should get help if they are robbed, assaulted or have been the victim
of a crime.
Answers
Activity 1
3. Examples: Thandiwe’s story: Thandiwe starts crying and promises
she will do better next time. Her father seems to be satisfied and
then walks off. Rafiek’s story: Caleb swung a punch at Pumzile
and missed. Pumzile hit Caleb back, really hard, and broke his
nose. Pumzile was expelled which seemed unfair because Caleb
was such a bully and he had actually started the fight. Zara’s story:
Then the one man pulled out a knife and stabbed the other one.
The second man fell on the pavement and didn’t move. I was
scared, so I jumped into bed and pulled the blankets over my head.
Activity 2
Examples
• Stay calm.
• Angry people do not generally react well to people who show fear
or anger in return.
• Focus on identifying and dealing with the problem, and not
getting involved in personal attacks.
• Try to get away from someone who is angry, and to wait until they
have calmed down before dealing with the situation.
• Do not try to reason with someone who is violent, irrational,
drunk or high on drugs.
Activity 3
Learners should describe what happened, how it made them feel and
what lesson they learnt from the experience.
Activity 4
Own answers.

Informal assessment
Activity 1: Ask pairs to combine with Activity 3: Each group should select the
other pairs to form small groups and discuss story that they think is the most powerful
their predictions for each of the stories. and then tell it to the class (provided that
After this, you could ask each small group the person who originally told the story is
to contribute to a whole class discussion comfortable with this). They could then invite
about how each story might have ended, and further comment and feedback from the class.
to get feedback on their suggestions from Activity 4: This is a self-assessment activity
the rest of the class. where no further assessment is needed.
Activity 2: Allow groups to share their However, you should tell learners that if they
ideas with the rest of the class. Listen to the are still affected by what they saw, they should
learners’ contributions and assess whether tell you or an adult that they trust, as they may
they understand how to deal with conflict. need professional counselling to get over the
trauma of the event.
Remedial
Learners may struggle with how to use the tips for conflict resolution
given. If this is the case, ask learners to role-play a conflict situation
in pairs. One learner should be very aggressive and unreasonable, and
the other learner should try to resolve the conflict calmly. They should
role-play the situation in front of the class. The class members should
give the learner trying to resolve the conflict constructive suggestions
for improving their technique. The learners should keep role-playing
until the class is satisfied with the conflict resolution technique being
demonstrated. Once the class is satisfied, the learners should swap
roles and role-play a different conflict.
Extension
• Ask learners to make posters that explain how they can stay safe in
potentially violent situations.
• Ask learners to make posters that explain where people can get
help if they are the victims of abuse or violent crime.
Week 6 Reading Skills: Finding a shelter


Reading skills: reading with understanding and using a dictionary
Topic
Social responsibility • Reading about protection agencies and places of safety for
children: recall and relate
Resources
Learner’s Book
pages 135–136

Preparation
covered in Unit 3.
Teaching the lesson

about in Unit 3. Also, tell the learners about other places of safety
in your area. Discuss what dangers and difficulties there would be
for children living on the streets.
Book with them.
Answers
1. Robert and Cynthia were old friends. Robert lived on the street
and Cynthia lived at Ons Plek.
2. She told Robert what it was like living at Ons Plek
shelter – a place that protects you from danger
permission – when you allow someone to do something
arrive – to reach a place
Informal assessment
Remedial
information.
Extension
Cynthia told Robert that she was safe and she had a chance at Ons Plek.
Make two lists. One list of the new opportunities she had, the other of
the bad things that she was protected from by not living on the street.

Week 7 Reading Skills: Getting help

• Reading about protection agencies and places of safety for
children: recall and relate
Resources
Learner’s Book
covered in Unit 3.
Teaching the lesson

about in Unit 3. Also, tell your learners about the protection
agencies in your area and let them memorise those phone
numbers and write them in their homework exercise books so that
they have them available on their way to and from school.
Book with them.
Answers
1. Childline is a protection agency.
2. Childline helps teenagers and children whose rights have been
abused in some way.
protection – ways of keeping someone safe from danger
agency – a business or organisation that provides a service
toll-free number – a telephone number which you can dial free
of charge

Informal assessment
Remedial
Extension
Let the learners use the text to think of an example where they would
need to phone Childline. It could be bullying, sexual, physical or
emotional abuse, drugs, divorce, alcohol abuse or HIV and AIDS. In
pairs, let them take turns to act out the telephone call to a Childline
counsellor. They need not give their names but they do need to say
what is going on. The Childline counsellor needs to listen to the
whole story calmly, ask a few questions about how long the bad
situation has been going on and if there is anybody in the family who
can help. They can also offer a face to face meeting with a counsellor.
UnitUnit
Age
1 and gender in different cultures

Issues of age and gender in different cultural contexts in South Africa
Topic
Social responsibility • Relationship between elders and children in different cultural
contexts
Resources • Responsibilities of boys and girls in different cultural contexts
Learner’s Book • Contributions of women and men in different cultural contexts
pages 139–144
Preparation
Teaching the unit

1 8 139—142 1—2
2 9 143—144 3—4

Lesson 1 (Week 8)
• Work through the introduction to this unit in the Learner’s Book.
Discuss the difference and similarities between what ‘culture’,
‘beliefs’ and ‘religions’ are.
• Discuss how these things and the media and the laws of a country
affect the way we live our lives.
• If possible, give the learners the example of your own life – how
your culture, belief system, the media and the laws of the country
have affected the way you live your life.
• Work through the information on the relationships between elders
and children in different cultures in the Learner’s Book.
Activity 1
• Learners should work on this activity in small groups.
• Ask the groups to share some of their discussion points with the
whole class.
• Ask learners to discuss different cultural attitudes to the elderly.
There is useful material on this topic in the Learner’s Book.
Activity 2
Now turn to • Learners should work in a small group to discuss the case study
LB page 145 and answer the questions.
for the reading
for Week 8 • When learners have finished answering the questions, they should
share their responses with the class.
Lesson 2 (Week 9)
• You can introduce the lesson by asking the learners whether they
think that boys and girls are born different in terms of the way
that they behave or if these differences are the result of culture and
upbringing.
• Discuss the information on gender roles in the Learner’s Book.
Activity 3
• Learners should work on this activity as a class. They should
discuss and answer the questions.
• Discuss the possible reasons for men and women having different
roles in different cultures. Be careful of confusing stereotypes (for
example, women are naturally more nurturing, which is why they
should stay at home and look after children), with facts. There is
some useful material for discussion in the Learner’s Book.
• Work through the information on the ways that women’s roles
have changed in the twentieth century, as well as the reasons for
this change. Learners are often very surprised to find out how
much the life of an ‘average’ woman has changed in the last
100 years.

Activity 4
Now turn
to LB page • Learners should work on this activity with a partner. They should
147 for the answer the questions given in the Learner’s Book.
reading for • Conclude the activity and the lesson with a whole-class discussion
Week 4 of some of the learners’ answers.
Answers
Activity 1
Learners’ own answers based on their experiences.
Activity 2
2. Dineo has been taught to treat her elders quite formally, as a sign
of respect. For example, she has been taught to sit down when
she is in a room with older people and that she should never raise
her voice or point her finger when talking to them. She calls her
parents ‘Father’ and ‘Mother’ and would probably call her granny
‘Grandmother’. Natasha obviously loves her grandmother and
is close to her. When she calls her by her first name and teases
her (by shouting, pointing her finger at her and scolding her for
smoking), she is not being disrespectful. She simply has a different
way of relating to people older than her.
3. Learners’ answers will obviously vary, but they should realise that
there is no one cultural practice that is better or more correct
than another. How young people show respect will vary from one
culture to another.
4. and 5. Own answers.
Activity 3
Learners will give many different answers. The answers provided below
are examples.
1. The girl children would either have to do some of the work that
boy children would typically do (such as taking the rubbish out,
or weeding the garden), or the father of the household would have
to do a lot of work, without all the extra help that the mother
would get.
2. This would depend a lot on the attitude of the parents towards the
domestic worker. Typically, the children would not have as much
housework to do, but the parents might still insist that they do
things like make their own beds, take their dishes to the kitchen
and tidy their rooms.
3. Answers based on own experience.
4. Having responsibilities teaches children not to take good things
for granted, teaches them skills that they will need for life
when they leave home (for example, cooking), gives them an
appreciation of how hard their parents work and gives them a
feeling of achievement when they have done a job well.

Activity 4
Learners’ own answers.
Informal assessment
Activity 1: You could assess this activity In this way, the activity is assessed by means
by asking a few volunteers to discuss their of informal peer assessment, during the
answers to question 1 in a whole-class forum discussion.
and to role-play the incident that they Activity 4: Learners should work with
described in question 2, for the whole class. a partner to answer the questions in the
Activity 2: This activity should be Learner’s Book. Once they have discussed
assessed in a whole-class discussion, where the questions, you should ask them to join
some of the learners present their answers with other pairs to form small groups. They
as a starting point for discussion with the should listen to one another’s responses
rest of the class. This would be a useful form and give each other detailed, constructive
of peer assessment. feedback. You should encourage them to be
as honest and detailed in their responses as
Activity 3: As this activity is performed
possible, and to not be judgmental about the
as a whole class discussion, you should
way that things are done in one another’s
encourage learners to offer constructive
homes. Alternatively, this informal peer
feedback on each response and suggestion.
assessment could be done in the forum of a
Remedial
Many learners find it difficult to understand the customs of other
cultures. You could ask the learners to form small groups, and for
each group to research some of the customs of polite behaviour within
a specific culture (for example, Xhosa, Zulu, Afrikaans). Remind
learners that even within cultures, there will be exceptions and
variations.
Extension
Ask learners to interview three or four adults of different ages about
the way that they feel they are treated in their community. You could
ask learners to work in groups, so that each learner only has to do a
few interviews. Learners could also carry out this exercise, but focus
on young people and the elderly and the different ways that they are
treated in different cultures.

Week 8 Reading Skills: It’s not fair

• Reading about issues of age and gender in different cultural
contexts: recall and relate
Resources
Learner’s Book
covered in Unit 4.
Teaching the lesson

about in Unit 4. Also, ask the class what chores they do at home.
Indicate whether boys, girls or both do them. Discuss why they
think there is a division of labour.
Book with them.
Answers
1. Vusi, Sakhile, Gift and Lwazi were Tumi’s brothers.
2. They listed all the chores and shared them out fairly.
fair – treating everyone in the same way
tears – drops of water that come from your eyes when you cry
chores – boring jobs that you must do
Informal assessment
Monitor and assess the learners’ definitions. Discuss the definitions with the
contributions to the group discussion learners, pointing out which ones match
to identify whether the learners have the way the words are used in the text. Ask
understood the text. the learners to indicate by a show of hands,
Write the words in (3) on the board and which of them selected suitable definitions.
then ask different learners to write up their

Remedial
Extension
Refer to the list of chores. Let the class do a survey to find out which
chores only girls do, which chores only boys do and which chores are
shared by boys and girls.

Learning from our grandmothers

• Reading about issues of age and gender in different cultural
contexts: recall and relate
Resources
Learner’s Book
covered in Unit 4.
Teaching the lesson

about in Unit 4. Also, ask the class what they have learnt from
their grandmothers and grandfathers. List this on the board.
Ask what they notice is difficult when they spend time with
them. For example, some grandparents struggle to communicate
with grandchildren who speak English and who have had more
schooling and know more about technology.
Book with them.

Answers
1. They were three friends who were at school together.
2. She learned how to use a cell phone and used it to take orders for
the bread and vegetables she sold.
irritates – to annoy somebody
braiding – to plait hair
orphanage – a home for children whose parents are dead
Informal assessment
Remedial
Some Intermediate Phase learners may still need support to make the
shift from learning to read to reading to learn. Ways to do this are:
• to help learners to identify the text type before they start reading
• to explain how to approach different types of text
• to pre-teach new or difficult vocabulary
• to develop pre-reading skills such as looking at the pictures,
reading the headings, subheadings, captions, labels and any
information highlighted in boxes.
Extension
Let the learners work in pairs to act out a scenario where they teach a
grandparent how to use a new cell phone. There should be at least six
speaking turns each before the grandparent understands how to use
it. They must remain respectful throughout the exchange. They can
then swap roles and be taught some skill that is no longer commonly
used by a grandparent.

Formal Assessment Task: Project
Learner’s Book page 249

Term 2, Week (CAPS) content
10 (task given to
learners); Term 3 Issues of age and gender in different cultural contexts in South Africa:
(learners submit
completed task)
• Contributions of women and men in different cultural contexts
Topic
Background
Social responsibility In this task, learners are required to research the roles of men and
women in households in different cultures and then present the
Resources information and do a role-play for the class.
Learner’s Book
page 249; access to Outlining the task with the learners
information, e.g.
books, Internet,
• Allow time in Term 2, Week 10 after you have completed Unit 4,
to talk about this Formal Assessment Task with the learners, which
people
is due in Term 3.
• Read through the task with them and answer any queries.
• Allow learners a few weeks (including the school holidays) to
complete the task. Give them a date in Term 3 when their project
will be due and they will need to do their presentations.
• Draw the learners’ attention to how the task will be assessed (see
the criteria in the Learner’s Book).
The task
You will find this Formal Assessment Task on page 249 in the
Learner’s Book.
Assessing the task

For information on how to assess the learners’ completed tasks, please
see Section 3 of this Teacher’s Guide.
Review: Term 2
These activities provide an opportunity for learners to consolidate

Term and week/s
individually as a means of self-assessment.
Mark the learners’ work yourself so that you can provide additional

Activity 1
1. Stereotyping is when a person decides what someone else is like
because of their culture, religion, race, age or gender, without
actually getting to know them first.
Discrimination is when someone is treated differently or unfairly
because of things like their culture, religion, race, age or gender.
Bias is when a person is treated better or worse than other people
because of strong feelings for or against them.
Abuse is when someone is treated in a way that is cruel, violent,
hurtful or unfair.
Violence is when a person uses physical force to hurt, damage or
kill another person or animal.
Gender means to be male or female.
2. Examples:
A person with grey hair and a walking stick might not be offered
a job because the person interviewing would assume that they are
too old.
A young girl wearing a traditional scarf might be treated as if she
was different to other girls and not asked by them to join them at
break times.
A person who is HIV positive may not be invited to another
learner’s house to play because people think that they can catch
HIV by just being near someone with the disease.
Activity 2
Examples
Situation of child abuse Solution to the problem

1. Sam sometimes forgets his school books Sam could ask his parents or guardian to make
at home and his teacher gets very angry. a complaint to the school. He could also go
Every time this happens, he hits Sam five with his parents or guardian and lay a charge
times on the hand with a cane in front of of assault at the police station.
the whole class.
2. Busi’s uncle sometimes touches her in a way Busi should tell her mother about the abuse. If
that she feels very uncomfortable with. she feels that her mother will not believe her,
she should tell another responsible adult or
telephone Childline.
3. Frieda’s mother makes her work as a Frieda should report this neglect and
cashier at a supermarket (she has lied exploitation to a responsible adult, or Childline.
about Frieda’s age) every evening and
weekend. Frieda has no time to relax or to
do her homework, and her mother uses the
money that Frieda makes to buy alcohol.
Frieda is 14 years old.
4. Fred’s father regularly comes home drunk Fred should report this physical and emotional
and beats Fred and his mother while abuse to a responsible adult, Childline, or the
shouting insults at them. police.
5. Sabelo’s parents regularly leave him and Sabelo should report this neglect to a
his baby sister alone at home for the whole responsible adult, or Childline.
weekend, while they go out drinking.

Activity 3
Learner’s answers will vary considerably, but some of the things that
their paragraphs might include are:
• He is talking about apartheid where people who were classified
‘white’ were given the best areas to live, schools, beaches
and parks.
• The apartheid government used the police and army to keep
control. In doing this, many people were tortured, imprisoned
and killed.
Activity 4
Answers will vary, but learners’ responses could include information on:
• the causes of gang violence
• how young people have to live in constant fear
• how they are affected by having witnessed violence
Activity 5
Accept all well motivated and clearly explained answers.

Physical education
Module 2: Target games
UnitUnit
Warm
1 up and safety

Resources • Participation in a variety of target games
Learner’s Book
pages 152–154;
• Safety measures during target games
tennis balls; mini
tennis bats or Preparation
tennis racquets; A4 • Familiarise yourself with the material in this unit by reading
paper or newspaper through the information and activities in the Learner’s Book and
and koki; scissors; Teacher’s Guide.
Prestik; hoola • Move the netball posts to the area in which you do PE.
hoops; soccer
balls; 20 cones;
• Set up the eight different stations with the relevant equipment and
adapt as necessary.
basketballs or
netballs; basketball
or netball hoops; Teaching the unit
bean bags Activity 1: Warm up
• The focus shifts slightly this term: the cardio section of the warm
up must be done as a team. The faster runners must run with the
average runners, and the slower runners must speed up and run
with the group. This is to work at being part of a team.
• Warm up is made up of two minutes of slow jogging and eight
minutes of stretching.
16 seconds out aloud. Each stretch must be held for 16 seconds
on both the left and right side.
their own.
• Each learner must be able to see and hear you while you
demonstrate the stretches.

Safety measures: Go over the safety measures and check the area
for hazards as mentioned in number 1. Ensure they all have water,
sunscreen and hats on if the lesson is outside and it is a hot day.
Basic first aid: This section deals with being a SAFE first aider. Really
focus on how important it is that no transmission of blood or vomit
takes place between victim and first aider.
• You should set these activities up before the class arrives and adapt
them as necessary.
• There will be two sets of equipment per task, e.g. Station 1: 2 x
tennis racquets and 2 x balls or Station 3: 2 x hoola hoops and sets
of beanbags. This will ensure there is enough equipment for every
learner to have a go before the five minutes runs out.
• Divide the class into eight groups and allocate them to a station.
• Give them five minutes at each station. The score they enter is
the highest one they achieved within the five minutes (at some
stations they will only have one opportunity, at some they can
have more than one go).
• After five minutes, the groups rotate clockwise.
• Class to pack away the equipment.
• Jog around the field twice as a class before relaxing on the ground.
Learners stand up slowly and shake their bodies out, loosely moving
their joints and just aiming to feel relaxed and comfortable.
Formal assessment
Keep a record of every learner’s instructions. They must hold the stretches
participation in the lesson. You can use the for 16 seconds.
Formal Assessment section (Section 3) for complete the tasks at all eight stations.
recording the learners’ participation. There is no minimum achievement – they
must attempt all tasks.
Informal assessment
Activity 3: Learners must complete all four
Activity 1: Learners must run around the stages of the cool down. Ensure they do so
field for two minutes together as a class. correctly. Count aloud and remind them not to
They must not walk and give up. Learners bend their backs when lifting the equipment
must do all of the stretches correctly, as per up off the floor. The more they lift objects up
correctly at an early age the better.
Remedial
Some learners may struggle to shoot and score at a target. In such
cases, ensure they are doing the following:
• standing with both feet firmly on the ground, toes pointing
towards the target

• looking at the target before throwing
• pointing at the target with the other hand
• releasing the ball/bean bag when their hand is directly in front of
their torso and not before or after (i.e. too high or too low)
• not closing their eyes as they throw (some learners have a
tendency to do this)
Extension
Advanced learners can aim and throw whilst balancing on one foot or
with one hand behind their backs.
UnitUnit
Kick,
1 throw and pass a ball

Resources • Participation in a variety of target games
Learner’s Book
pages 155–157;
soccer balls; soccer
goals or cones Preparation
to make goals; • Familiarise yourself with the material in this unit by reading
basketballs or through the information and activities in the Learner’s Book and
netballs; basketball Teacher’s Guide.
or netball hoops • Move the netball posts close to the area in which you do PE.
• Set up the five different stations with the relevant equipment and
adapt as necessary.
Teaching the unit

Activity 1: Warm up
• The focus shifts slightly this term: the cardio section of the warm
up must be done as a team. The faster runners must run with the
average runners, and the slower runners must speed up and run
with the group. This is to work at being part of a team.
16 seconds out aloud.
right side.

their own.
• Each learner must be able to see and hear you while you
demonstrate the stretches.

Activity 3: Movement performance

• You should set these activities up before the class arrives and adapt
them as necessary.
• The central focus of today’s lesson is on communicating as a team.
You will have to walk around from station to station reminding
the learners to say their number and the number of the person
they are passing or kicking to. They will forget to do it after one or
two passes. It is really important though that they stop and think
before passing, and communicate with their team-mate about
receiving the ball.
Station 1: throwing a ball − learners to stand in a circle. Use a
netball or basketball-size ball. They can throw to anyone in the
group. Encourage them to use a variety of different passes. The
focus is on accurate passing. If someone drops the ball a lot,
ensure they are looking at the ball all the time and not closing
their eyes. Catching should be an action where the hands are close
to the chest/body and not outstretched a full arm’s legs. Step in to
the ball, not away from it.
Station 2: kicking a ball − learners to stand in a circle. They can kick
to anyone in the group. Use a soccer ball. Hands must be behind the
back. This encourages balance and core muscle development.
Station 3: shooting a ball − use what equipment is available (netball
or basketball, or make a hoop out of a hoola hoop and two chairs).
Learners to stand in a semi-circle around the hoop. They must pass
the ball without allowing it to touch the ground. They must use
over-head or chest passes. Use a netball or basketball.
Station 4: kicking a ball at goals − similar to Station 3 but with
soccer ball and soccer goals. Kicking as per normal. There is no
need for a goalie – kicker runs to fetch ball after shot at goal has
been taken.
Station 5: kicking and stopping a ball − this game simulates
having to run in to a pass and stopping it instead of always facing
the kicker and receiving it directly. It works like a zigzag: one
person kicks the ball in to the space in front of him and calls the
number of the receiver. The receiver runs on to the ball and stops
it. He then turns and repeats the action, but this time towards the
line of people waiting. This set of actions continues until everyone
has had a chance to kick and receive, then the zigzag is reversed.

• Divide the class into five groups and allocate them a station.
• Give them eight minutes at each station.
• After eight minutes, the groups rotate clockwise.

• Skip round the field once as a class before taking 10 deep breaths.
Encourage learners to relax and recover.
Formal assessment
Keep a record of every learner’s They must not walk and give up. Learners
participation in the lesson. You can use the must do all of the stretches correctly, as per
Physical Education Record Sheet in the instructions. They must hold the stretches for
Formal Assessment section (Section 3) for 16 seconds.
recording the learners’ participation. Activity 3: The learners must be able to
do all of the activities at each station.
Informal assessment
Activity 1: Learners must run around the three stages of the cool down.
field for two minutes together as a class.
Remedial
• In order to get used to the idea of kicking with the side of one’s
foot, learners must remove their shoes. This prevents them from
using their toes.
• To encourage learners to hold their hands behind their backs,
allow them to hold an item such as a ruler or tie.
Extension
Set up another station where learners can practice their unique soccer
skills: balancing the ball on their knees, backs, head, neck; dribbling
around cones quickly; let the learners suggest what they would like to
practice and give them an area in which to do so.
UnitUnit
Defend
1 and attack

Term 2, Week 3
(CAPS) content
• Participation in a variety of target games

Learner’s Book • Familiarise yourself with the material in this unit by reading
pages 158–160; through the information and activities in the Learner’s Book and
basketballs or Teacher’s Guide.
or netball hoops/ • Move the netball posts close to the area in which you do PE.
posts; hoola • Make netball hoops if necessary.
hoop; hibs/vests
to denote teams; Teaching the unit
cones to show court Activity 1: Warm up
divisions The learners learnt how to do this warm up in Week 1. Follow the
steps in Unit 1 for this activity.


• Read the rules of this game with the class.
• It is a unique game that combines elements of netball and
basketball.
• Divide the class in half. You will have 12 people on the court at
first (i.e. six per team). The rest of the team must substitute –
there is plenty of time to do so as each half is 15 minutes long.
• The learners can set up the court as per the diagram.
• The centre circle need not be huge – it has a diameter of
approximately 80 cm.
• Give them time to practice as a team before starting the game
officially.
• Unlike netball, there is no off-side. Players can go anywhere on
the court.

• Class should complete all stretches.
• Encourage learners to relax and recover.
Formal assessment
Keep a record of every learner’s participation in They must not walk and give up. Learners
the lesson. You can use the Physical Education must do all of the stretches correctly, as per
Participation Record Sheet in the Formal instructions. They must hold the stretches for
Assessment section (Section 3) for recording 16 seconds.
the learners’ participation. Activity 3: The learners must all
participate in this game. They must work
Informal assessment hard to apply the new rules.
Activity 1: Learners must run around the Activity 4: Learners must complete all
field for two minutes together as a class. stretches of the cool down.

Remedial
In order to get used to shooting, learners can practice this technique:
• Stand with one foot in front of the other, both feet to be placed
firmly on the ground with the heel of the back foot slightly raised
off the ground.
• Hold the ball in the palm of the hand.
• Point at the hoop with the other hand.
• Bend the knees slightly.
• When shooting, drop down to the ground slightly more (by
bending the knees), then straighten both knees and shooting arm,
and release the ball when the legs are straight.
• Keep looking at the hoop at all times in this process. Do not rush
it – there is no time limit for shooting in this game.
Extension
Learners to run two more laps for the warm up and cool down
activities.
UnitUnit
Pass
1 the ball

Resources Movement performance in a variety of target games
Learner’s Book page
161; basketballs or
Preparation
or netball hoops; • Familiarise yourself with the material in this unit by reading
chalk; hoola through the information and activities in the Learner’s Book and
hoop; bibs/vests Teacher’s Guide.
to denote teams; • Move the netball posts close to the area in which you do PE.
cones to show court • Make netball hoops if necessary.
divisions
Teaching the unit
Activity 1: Warm up
The learners learnt how to do this warm up in Week 1. Follow the

• Re-read the rules of this game with the class (from Unit 3).
• Divide the class in half. You will have 12 people on the court at
first (i.e. six per team). The rest of the team must substitute –
there is plenty of time to do so as each half is 15 minutes long.
• The learners can set up the court as per the diagram on page 160

• The centre circle need not be huge – it has a diameter of
approximately 80 cm.
• Unlike netball, there is no off-sides. Players can go anywhere on
the court.
• Learners to use 10 minutes to write down a rule they know about
netball or basketball (only have to choose one).
• They can decide which one they want to research. This is done
individually.
• This is preparation for the movement performance in the
next lesson.

Formal assessment
(Section 3) for assessment guidance and the rubric for the activity.
Remedial
Let learners practise the shooting technique from Unit 3.
Extension
Learners to run two more laps for the warm up and cool down activities.
UnitUnit
Design
1 a game

Learner’s Book
pages 162–163; Preparation
basketballs or
netballs; pens/
pencils; paper information and activities in the Learner’s Book and Teacher’s Guide.

Teaching the unit
Activity 1: Warm up

• With their research from home, the learners will have to get into
groups of four and then begin designing their game.
• They may need to write additional information on paper. Only
one person from each group has to hand this in.

Formal assessment
Keep a record of every learner’s participation in the lesson. You can use
the Physical Education Record Sheet in the Formal Assessment section
(Section 3) for recording the learners’ participation.
The second formally-assessed movement performance for Term 2
UnitUnit
Shoot
1 for goal

Resources
Participation in a variety of target games
Learner’s Book
pages 164–165;
soccer balls; 20 Preparation
cones Familiarise yourself with the material in this unit by reading through the
Teaching the unit

Activity 1: Warm up

• Complete in pairs with a soccer ball per pair.
• Look at the diagram on page 165 in the Learner’s Book for
this activity.

• The ‘goals’ are made from two cones and they differ to normal
soccer goals in that they are in the centre of the learners. This
means the learners stand on either side of the goals and shoot to
each other through the cones. Each time they manage to get the
ball in between the goals, it’s counted as a goal in this game.
• The cones for the goals start off 8–10 steps apart. The learners
stand and kick the ball from 2 m away.
• The purpose of this game is to develop accuracy as the learners
practice moving the ball through, and in to, small areas.
• Step 4 means the learners must make the goals narrower. Reduce
them to five steps wide.
• Step 5 means the activity has changed slightly – instead of
standing at one end and shooting from there they must now move
through the goals dribbling the ball.
• Step 6 means they must start to move around the posts in a circle
as they dribble. And when they are in a good position to shoot,
they can.
• So in this activity the learners don’t just shoot from one stationary
spot. They move, dribble and practice moving in a circle whilst
controlling the ball.
• Allow for 15-20 minutes for this activity.
• ‘Rotational shooting’ just means circling the goals and shooting
(Activity 2, steps 6, 7 and 8).
• This activity is based on the learners setting up the same goals as
Activity 2 and then competing against another team to see who
can score the most goals in two minutes.
• Both pairs must stand the same distance from the goals at all times.
• Start 1 m away from the goals for the first two-minute session,
then move 2 m away for the next two-minute session.

• Complete the exercises, encourage learners to relax and rest before
going back to class.
Formal assessment
Formal Assessment section (Section 3) for kick and stop a soccer ball through a target.
recording the learners’ participation. Learners must be able to dribble the ball
straight and in a circle.
Informal assessment
Activity 3: Learners must be able to
Activity 1: Learners must run around the
partake in this fun challenge.
field for two minutes together as a class.
They must not walk and give up. Learners Activity 4: Learners must be able to
must do all of the stretches correctly, as per complete this whole activity.

Remedial
Some learners may struggle to shoot and score at a target. In such
cases, ensure they:
• are kicking the ball with the side of their foot
• are not kicking the ball too far in front of them in the run up to
goals (or they will lose control of it)
• have their toes facing the direction they are shooting
• when they are ready to shoot, they must look up at their target at
the same time as they take their foot back to kick the ball
• kick through the ball. They mustn’t jab it with their foot.
They must follow through and complete a full semi-circle with
their foot.
Extension
These learners can keep on moving further and further away for
Activity 3 and shooting from greater distances.
UnitUnit
Play
1 tag rugby

Resources Participation in a variety of target games
166; rugby balls; Preparation
eight cones; rugby
tags or newspaper • Familiarise yourself with the material in this unit by reading
torn into strips through the information and activities in the Learner’s Book and
approx. 40 cm long Teacher’s Guide.
• Make the tags if necessary.
Teaching the unit

Activity 1: Warm up
• You will need teams of 11 on a field half the size of a standard
rugby field (approx. 50 m long x 40 m wide). This excludes the
goal scoring area. This can be any size.
• Play for 10 minutes and then substitute.
• Do not swap sides.
• Toss a coin to see who starts with the ball.
• Have a water break after 20 minutes.
• Make sure all players have 20 cm of tag showing.

• Ensure they understand it is a non-contact game (no tackling).
The only thing they touch is the tag. They cannot touch the
person on the shoulder and think the ball changes sides.
• Referee the game strictly – blow the whistle when someone is
tagged or forward passes. The ball then changes direction (it
moves to the opposition).
• No forward passing means all the players have to be behind the
person who starts with the ball as well as directly in line or behind
the person when they pass the ball.

• Complete the stretches, encourage learners to relax and breathe
deeply before going back to class.
Formal assessment
Formal Assessment section (Section 3) for participate in this game. They must be able
recording the learners’ participation. to pass the ball correctly, run (not walk) and
score tries if the opportunity arises. They
Informal assessment must adhere to the rules of the game at all
Activity 1: Learners must run around the times.
field for two minutes together as a class. Activity 3: Learners must be able to
They must not walk and give up. Learners complete all stretches.
must do all of the stretches correctly, as per
Remedial
• Some learners may struggle to remember to pass backwards. In
this case, pair them up with a friend and tell one of them to stay
behind the other at all times. Allow them to practice this on the
sidelines and get used to the idea of having to throw behind them.
• Learners who struggle to dodge a tag need to learn to bend their
bodies. They must practice arching their backs and side-stepping
in order to get away from the opponent.
Extension
Allow the really quick and agile learners to increase the length of their
tags to 30 cm for an extra challenge.

UnitUnit
Practise
1 an obstacle course

Resources Participation in a variety of target games
Learner’s Book
ropes; chairs or
benches; hoola • Familiarise yourself with the material in this unit by reading
hoops; sacks; cones; through the information and activities in the Learner’s Book and
beanbags; cricket Teacher’s Guide.
bat; container to • Set up the obstacle course.
hold beanbags;
skipping ropes; Teaching the unit
weights (sand Activity 1: Warm up
bags or school
bags weighing
approximately 6 kg) steps in Unit 1 for this activity.

• Done as a class – one person after another. You control who goes
when. There is no time limit as there may be points along the
course where learners have to wait for the person in front of them
to complete the station.
• Below is an explanation of the different stations. Use these as
guidelines – depending on the equipment you have available,
some of the dimensions may change. This is fine!
Station 1: Use the rope and chairs/benches to create a net that the
learners have to crawl under. It should be so low that they have to
get down on their stomachs.
Station 2: Place a whole lot of benches or chairs in a formation
that the learners have to balance on and move across.
Station 3: Create hurdles out of chairs or benches. Place them in
a row. They must be low enough that learners have to roll under
them.
Station 4: Place hoola hoops in a formation that learners then have
to jump across from hoop to hoop. Place them different distances
apart. Some close, others far.
Station 5: Place cones in a formation where the cones are close
enough together that Grade 5 learners can reach by jumping to.
Station 6: Place the empty ‘treasure chest’ (any container) approximately
6 m away from the beanbags. Next to the beanbags is the cricket bat.
Learners balance six beanbags on the bat and can only hold it on the
handle of the bat, nowhere else. They drop the beanbags into the
container and then bring them back to where they started with them.

Station 7: Place cones in a formation that learners skip backwards
towards. At the end of turning all the cones upside down they
have to run back (holding the rope), turn the cones back over
on the way and drop the skipping rope on the ground at the
start again.
Station 8: Take cones and place two lines of them next to each
other. There will need to be a gap of approximately 40 cm
between the two lines. Learners then straddle the cones and move
towards the end of the line.
Station 9: Place a chair with a hoola hoop in front of it, leave a
gap of 1 m, followed by another, then another, then another, then
another. Learners then run from chair to chair and jump off the
chair into the hoop.
Station 10: Place cones in a formation. Learners pick up the
weights (make about four) and move them, one by one, from start
to finish. They have to move them back to the start too.

• Complete the activities and stretches, encourage learners to relax
and breathe deeply before going back to class.
Formal assessment
Formal Assessment section (Section 3) for participate in this fun activity. They must
recording the learners’ participation. be able to complete all 10 stations, either as
an individual or in pairs. They must not give
Informal assessment up — they must show initiative to pair up and
Activity 1: Learners must run around the participate.
field for two minutes together as a class. Activity 3: Learners must be able to
They must not walk and give up. Learners complete this whole activity.
must do all of the stretches correctly, as per
Remedial
• At some stations, allow learners to work with a partner. Tell them
there is no time limit – if they want to stay at a station until they
have conquered it, allow them to do so.
• When lifting heavy objects, learners must bend their knees. They
can work in pairs if necessary.
• When balancing, tell those who struggle to spread their arms out
wide like wings to help them.
Extension
Allow the really quick and agile learners to do the course again at the
end and time them to see how fast they go.

UnitUnit
Do1 an obstacle course

170; ropes; chairs Preparation
or benches; hoola
hoops; sacks; cones; • Familiarise yourself with the material in this unit by reading
beanbags; cricket through the information and activities in the Learner’s Book and
bat; container to Teacher’s Guide.
hold beanbags; • Set up the obstacle course (as for Unit 8).
skipping ropes;
weights (sand Teaching the unit
bags or school Activity 1: Warm up
bags weighing
The learners learnt how to do this warm-up in Week 1. Follow the
approximately 6 kg)

• Learners complete the obstacle course as in Unit 8.
• Done as a class – one person after another. You control who goes
when. There is no time limit as there may be points along the
course where learners have to wait for the person in front of them
to complete the station.
• Assessment is participation based, not time taken on each part of
the course.
information in Section 3 of this Teacher’s Guide to guide your
observation.

• Complete the activities and stretches, encourage learners to relax
and breathe deeply before going back to class.
Formal assessment

Remedial
• At some stations, allow learners to work with a partner. Tell them
there is no time limit – if they want to stay at a station until they
have conquered it, allow them to do so.
• When lifting heavy objects, learners must bend their knees. They
can work in pairs if necessary.
• When balancing, tell those who struggle to spread their arms out
wide like wings to help them.
Extension
Allow the quick and agile learners to do the course again at the end and
time them to see how fast they go (not for assessment purposes).
UnitUnit
Work
1 as a team

Learner’s Book
rugby balls;
eight cones; rugby • Familiarise yourself with the material in this unit by reading
tags or newspaper through the information and activities in the Learner’s Book and
torn into strips Teacher’s Guide.
approx. 40 cm long • Make the tags (if necessary).
• Mark and measure the field.
Teaching the unit

Activity 1: Warm up

• Divide the class into four teams (they must all have the same
number of players).
• Play according to the Round Robin schedule in the
Learner’s Book.
• Play for 10 minutes with no half time or swapping sides. Only
one match occurs at a time so there is only need for one referee.
• Toss a coin to see who starts with the ball.
• Make sure all players have 20 cm of tag showing.
• Ensure they understand it is a non-contact game (no tackling).
The only thing they touch is the tag. They cannot touch the
person on the shoulder and think the ball changes sides.

• Referee the game strictly – blow the whistle when someone is
tagged or forward passes. The ball then changes direction
(it moves to the opposition).
• No forward passing means all the players have to be behind the
person who starts with the ball as well as directly in line or behind
the person when they pass the ball.
information in Section 3 of this Teacher’s Guide to guide
your observation.

• Complete the stretches, encourage learners to relax and breathe
deeply before going back to class.
Formal assessment
The fourth formally-assessed movement performance for Term 2

Module 2: Exploring my environment
UnitUnit
Discover
Exploring
1 your
space
strengths
and movement
1 Learner’s Book pages 174–176
xx-xx Duration:
Duration 2 hours

Learner’s Book
pages 174–176; • Physical warm up for co-ordination and control (including floor
drum; whistle
work, body part isolations, knee bends and rises)
• Spatial awareness games (including lunges, arm swings, transfers
of weight, etc.)
body parts, different kinds of jumps (with safe landings), lunges
and balances
• Combinations of two or more movements with a partner using
extreme energy changes and elements of force: smooth and jerky,
strong and light
Key terms: transfer of weight, jumps, balance, force, repetition, lunge
Preparation
Teaching the unit

1 1 174–175 1–3
2 2 175–176 4–5
Lesson 1 (Week 1)
• Focus of the activity: warming up using lunges
• This is a very good exercise for fine tuning listening skills.
• Keep the commands clear and not too complicated.
• Try and think of as many different commands as possible.
This will keep the learners listening carefully to you. Include some
repeated commands.

• Focus of the activity: spinal roll and swings
• Be sure to watch that the spinal roll is done correctly and stress
the need for repetition.
• Try the swings with different directions added to the sequence.
• Focus of the activity: jumping, lunging and balancing
• Before starting on the activity, check that the learners remember
how to land a jump correctly.
• Allow time for learners to explore as many different ways to jump
as possible. Then allow time for them to explore as many different
ways to lunge as possible. Finally let them try as many different
ways of balancing as possible.
• Explain to the learners that they need to remember the different
moves because they will need to choose five of each to use for a
later activity.
Lesson 2 (Week 2)
• Focus of the activity: body isolations
• Explain what a body isolation is. Use the information in the
Learner’s Book to help you.
• Follow the instructions and look at the photographs on page 176
• Tell the learners that when they move a body part, they should
make sure that the rest of the body is still.
• Try each isolated movement at least eight times before moving to
the next one.

• Focus of the activity: creating a movement sequence
• Once the movement sequence has been put together get the
learners to go through it several times in order to remember it.
• Only once they really know it, allow them to move on to (2)
where they add contrasts, e.g. let them choose a section where the
movement can be smooth and then into another section which is
done with a jerky feel.
• Try to also get them to do a section which is very strong and then
another section which is soft and sensitive.
Informal assessment
Take note of the learners’ progress by looking at the following:
• Can they jump correctly?
• Do they try out as many variations as possible or do they just
try one and stop there?
• Do they isolate the different parts of the body correctly?
• Do they understand the concept of balance?

Remedial
Activity 5: Some learners will take a bit longer to create their
movement sequences. Allow them to include fewer movements.
Extension
Activity 5: Let learners extend their pieces and include seven or eight
movements altogether.
UnitUnit
Create
1 a dance

Term 2, Weeks 3-5 (CAPS) content
Learner’s Book
pages 177–180;
• Physical warm up for co-ordination and control (including floor
work, body part isolations, knee bends and rises)
CD tracks 10 and
11; CD player • Spatial awareness games (including lunges, arm swings, transfers
of weight, etc.)
body parts, different kinds of jumps (with safe landings), lunges
and balances
• Combinations of two or more movements with a partner using
extreme energy changes and elements of force: smooth and jerky,
strong and light
Dance sequence exploring the movement range of each body part,
geometric concepts such as parallel, symmetry, distance, volume and mass
Own and other’s performances and processes using simple creative arts
terminology
Key terms: transfer of weight, jumps, balance, force, repetition, lunge,
parallel, symmetry, distance, volume, mass
Preparation
Teacher’s Guide.
with them.

Teaching the unit
1 3 177—178 1—3
2 4 179 4—5
3 5 180 6—8
Lesson 1 (Week 3)
• Focus of the activity: warm up routine
• Start the warm up with all the exercises the learners know already
to create a warm-up routine.
• Now introduce knee bends and knee bounces to loosen the knee
joints. Check that the posture remains upright and that the knees
are relaxed when they bend.
• Add rises onto the balls of the feet. Again check posture, remind
the learners to keep their stomach muscles tight and their knees
and thigh muscles pulled up tight on the rises.
• When the heels are lowered control the coming down and don’t
let them ‘crash’ to the floor.

• Focus of the activity: experimenting with jumps, lunges and balances
• Before learners start the activity, revise the safe landings from a jump.
• Then allow them time to experiment with as many different kinds
of lunges, jumps and balances.
• If time allows, divide the learners into pairs and let them teach
each other their sequences.

• Focus of the activity: incorporating the concepts of parallel and
symmetry into a movement sequence
• If the learners have time, let them create a short movement piece
in their pairs. Otherwise make use of the movements the learners
put together in Activity 2.
• Make sure all the sequences, show jumps, balances and lunges, are
done in different combinations.
• Now add the concept of parallel and symmetry to the piece. Work
with the suggestions provided in the Learner’s Book as a guideline.
Lesson 2 (Week 4)
• Focus of activity: warm up including floor stretches
• Go through the warm-up routine to get the learners’ muscles
working and their minds focused.
• When the routine is complete go down to the floor and follow
the photographs for some easy stretches. Remember to stress that
stretching must be done slowly and with control.

• Focus of the activity: adding the concept of distance to the
movement piece
• Use CD track 10.
• Let the learners go through the movement pieces they have been
creating over the past few weeks.
• Let them add the concept of distance to the pieces. Be guided by
the list of suggestions in the Learner’s Book.
Lesson 3 (Week 5)
• Focus of the activity: creating a warm up routine
• Give the learners time to work in pairs to create their own warm-
up routine.
• Remind them of all the exercises which could be used. Allow
them to page through the Performing arts units in Terms 1 and 2.
Remind them to include repetition.

• Focus of the activity: performing a warm up routine
• Allow learners a short time to practice the routines they have created.
• Set up a performance space with the rules laid out clearly for
the audience.
• Allow the learners to perform the pieces one at a time.
• Focus of the activity: giving feedback
• Make use of the checklist provided in the Learner’s Book and
remind everyone of what each item means.
• After watching the pieces being performed elect someone to give
constructive feedback based on the list of criteria. Make sure all
feedback is supportive and respectful.
Informal assessment
Take note of the learners’ progress by looking at the following:
• Do they jump correctly?
• Do they rise correctly?
• Do they try out as many variations as possible or do they just
try one and stop there?
• Can they create a warm up routine?
• Do they understand the concept of balance?
• Do they understand symmetry and distance as applied to
movement?

Remedial
Activity 6: Some learners may take a bit longer to create their warm
up sequences. Allow them to include only a few movements.
Extension
Activity 5: Let learners extend their pieces and include seven or eight
movements altogether.
UnitUnit
Exploring
1 melodies

Term and week/s (CAPS) content
Term 2, Weeks 6-8
Resources • Vocal warm up (including breathing awareness exercises, sliding
Learner’s Book sighs, rolled consonants, using wide range of notes sliding from
pages 181–186; high to low)
CD tracks
12–16; CD • Singing warm up (including South African songs in unison,
player; percussion canon, and call-and-response)
instruments (if you Topic 2: Improvise and create
don’t have any of • Melodic and rhythmic phrases (on voice, found and/or made
these instruments, instruments) that use repetition, call-and-response, and contrast
use these classroom • Musical notation of treble clef and the letter names of notes on
objects: rulers, lines and in spaces on a treble stave and their differences in pitch
pencil cases,
chalkboard, desks)
• Two selected pieces of music/songs representing different genres
(such as Blues, Pop, Kwaito, Classical, Traditional, Free-Kiba,
Opera, Musicals, Malombo, Kwassa-Kwassa, Techno, Soukous),
considering the genre, style, instruments, and elements of music
in each
• Own and other’s performances and processes using simple creative
arts terminology
Key terms: call-and-response, repetition, musical genre name,
volume, stave, treble clef
Preparation
Teacher’s Guide.
with them.

Teaching the unit
1 6 181–183 1–4
2 7 183–185 5–8
3 8 185–186 9–13
Lesson 1 (Week 6)
• Read through the section on melodies in the Learner’s Book.
Check that the learners understand what makes one melody
different from another.
• Demonstrate the breathing exercise in Activity 1. Stress the
importance of being in a relaxed position. The learners must not
pull up their shoulders.
• Observe while the learners do the exercise.
• Practise the breathing exercise again before you start. It is
important that the learners breathe correctly while doing the
activity. They should breathe out slowly and try to complete the
repetition of one pitch on one breath.
• Demonstrate (2) and let the learners imitate you. Let them repeat
this twice or more until they can sing this correctly.
• Move one pitch higher and demonstrate again. Let the learners
follow the steps above until they can sing this correctly.

• Sing the canon Hello, everybody which the learners learnt in
Term 1.
• Ask them to raise their hands to show where the melodic and
rhythmic phrases end.
• Read the instructions in the Learner’s Book with the class.
• Demonstrate how you change your walking direction at the end
of each phrase
• Let the class do this in a circle.
• Divide the class into two groups and perform the song as a canon.
Indicate clearly when the second group must start.

• Use CD tracks 12 and 13.
• Read through the introduction to the activity in the Learner’s
Book. Ask the learners to listen to the different instruments in the
pieces you are going to play.
• The learners sit quietly and listen to the music with their eyes
closed. Play the music again.
• Read through the activity in the Learner’s Book with the class. Tell
them that they will be answering the questions in their exercise book.
• Play the music again and let them answer questions 3 and 4.

• Play the music again and let them answer questions 5, 6 and 7
and draw their pictures.
• Give the learners time to talk about their pictures and how they
felt when they heard the music.
• Spend time discussing the answers. While you do this, play the
music again so that the learners can relate what they have heard to
their interpretation (their answers) of it.
Lesson 2 (Week 7)
• It is important to spend enough time on the correct posture and
breath control needed for singing.
• Check that the learners have the correct pitch in their singing.
• Demonstrate the breathing exercise in the activity in the Learner’s
Book. Stress the importance of relaxed posture.
• Repeat, and let the learners imitate what you do for 10 counts
of breath.
• Repeat with 12 counts.
• Walk around the room and help learners who do not have the
correct posture.

• Demonstrate the instructions for this activity.
• Let the learners imitate you.
• Check that the learners are using the controlled breathing
techniques they have practised.
• Encourage them to try and repeat the exercise more than once, on
one breath.
• When they can manage one pitch, change to a higher or lower
pitch and repeat the exercise. The learners must listen carefully
when the pitch is given so that they start correctly.

• Play track 14 on the CD for the learners while they listen with
their eyes closed.
• Read the introduction to the song in the Learner’s Book.
• Read the words of the song. Explain the meaning of the words
and spend time on pronunciation.
• Play the track again while the learners follow the words in their
Learner’s Book.
• Teach the song, using the box, ‘How to teach a new song’ on page
95 in this Teacher’s Guide.
• Practise the song until the learners can sing it confidently and
then add instruments to the performance.
• Divide the class into four groups and let each group add
instruments to their singing. Give them about 10 minutes to work
out how they want to use their instruments and to practise with
them. Encourage them to be creative.

• Guide the class with the kind of feedback you would like the
groups to give each other about their performance. Explain what
constitutes a good performance.

• Ask the learners to explain what melodic and rhythmic phrases
are. Explain if necessary.
• Read the page reference for phrases in the Learner’s Book.
• Listen to the song again on the CD. Tell the learners to listen for
melodic and rhythmic phrases, contrasts and repetition.
• Refer to the song in the Learner’s Book. Guide the learners as
they identify the melodic and rhythmic phrases, contrasts and
repetitions.
Lesson 3 (Week 8)
• Demonstrate the instructions for the activity in the Learner’s Book.
• Learners follow the instructions and repeat the exercise several times.
• Refer to the instructions for Activity 5 in the Learner’s Book.
• Demonstrate the instructions and ask the learners to imitate you.
• Let them practise this several times, slowly increasing their
breathing capacity to 16 counts.
• Stress the importance of doing deep diaphragmatic breathing, not
shallow breathing.

• Sing the notes in the Learner’s Book.
• Demonstrate the instructions for the activity in the Learner’s Book.
• Let the learners imitate you and then practise the exercise a few times.
• Refresh the learner’s memory about the music notation and treble
clef.
• Invite learners to sing the notes in this exercise on their own.
Help if necessary.

• Read the music from Activity 11 with the class.
• Play track 14 on the CD again and refer to the music for
Suikerbossie in the Learner’s Book.
• The learners follow the instructions for the activity. Assist if necessary.
• Let the class sing the song together again.
• Use CD tracks 15 and 16.
• Let the learners listen to the music with their eyes closed. It is
important to ensure that there is no talking during the listening time.
• Ask the learners if they know what kind of music they have heard.
Encourage discussion about this.

• Read the section before Activity 13 about kwaito and pop music.
• Read the instructions in the Learner’s Book. Check that they
know what to listen for before you play the tracks again.
• Play the tracks again while they listen with their eyes closed. Ask
them to tell you what instruments they heard.
• Tell the learners to make two headings in their exercise book –
kwaito and pop. Play the tracks again while they write the answers
to the questions in their Learner’s Book under these headings.
Informal assessment
Observe the different performances of Suikerbossie. Listen to the
following in the learners’ singing: voice production; pitch; added
rhythm accompaniment; and overall performance.
Observe the learners as they attempt to read the music in Activity 12.
Extension
• Let the learners choose other genres of music to research.
UnitUnit
Exploring
1 with my senses

9-10
Resources Sensory games responding to aural, oral, visual, tactile and kinesthetic
Learner’s Book
stimuli
pages 187–190;
at least 20 picture Topic 3: Read, interpret and perform
signs/symbols; Mime sequence using sensory detail and emotional expression, and
equipment to create showing weight, size and shape
sounds – and smells Key terms: senses
(optional); word
lists produced in Preparation
Activity 3, to be Familiarise yourself with the material in this unit by reading through the
re-used in Activity 5
Teaching the unit

1 9 187—189 1—4
2 10 189—190 5—8

Lesson 1 (Week 9)
You can introduce the lesson by explaining what work association and free
association are. There is useful material on this, at the start of the unit.

• Remind learners to respond immediately when they see the
images that you hold up for the word association game. They
must not think about their response, they must just do it as
quickly as possible!
• Note that you will need at least 20 images for this exercise as it
will take between five and 10 images before the learners get into
the exercise and stop self-censoring. Make sure the images are
bold, simple and clear so that the learners understand them in one
glance. If they are too complicated, the learners might get bogged
down in the process of trying to ‘read’ the picture, rather than
just responding to it. Examples could include: shapes (coloured in
or empty), colours (this can simply be coloured pieces of paper)
and pictures (cartoons, famous people, famous places, strange
buildings, moody environments, activities, etc.).
• Learners should work by themselves to respond physically to a
series of images. The learner’s response can take the form of a
shape, movement or action.
• You can conclude the activity by waiting until everyone in the class
has warmed up, and then dividing the class into two, so that one
half can watch the other half do the exercise, before they swap roles.

• Note that you can do a variety of things to create sounds for
Activities 2 and 3. You can borrow instruments from the music
teacher but you can also use objects in the classroom to create
sounds: tapping on the chalkboard, opening/closing/knocking on
a desk, scraping a chair on the ground, crumpling paper, clicking a
pen, opening a window, etc. You could also make sounds yourself.
• If you want to do a more advanced version of this exercise, you
could bring in a fan and some aromas: orange peels, perfume,
flowers, scented candles, etc.
• Learners should work on their own to react physically to a series
of sounds. Again, the learners’ response can take the form of a
shape, movement or action.
• Learners should work with their eyes closed so that they can limit
their focus to sounds.
• You can conclude the activity by waiting until everyone in the
class has warmed up, and then dividing the class into two, so
that one half can watch the other half do the exercise, before they
swap roles. You could also get the watching learners to take turns
to make a series of sounds that the performing learners should
respond to.

• Note that you should be prepared to create a number of sounds
for the learners in this activity. It is fine to repeat some sounds
from Activity 2 but be careful not to repeat too many as this will
make the learners lose interest and concentration.
• Learners should work on their own to write words down in
response to a series of sounds.
• You can conclude the activity by asking a few volunteers to read
the words that they wrote down. The class can then discuss if
there are any themes or patterns in the words that are read out,
before handing their lists in.

• Learners should work in a whole-class group. Learners should
take it in turns to mime hiding a box of precious jewels inside an
imaginary house. They have to watch those that perform before
them very carefully as the structure of the ‘house’ should remain
the same from one learner to the next. Therefore learners have
to remember all of the features of the house that they have
seen mimed.
• You could conclude the activity and the lesson by asking
volunteers to contribute to a short class discussion about what
learners discovered through this activity.
Lesson 2 (Week 10)

You could introduce this lesson by reminding learners about the free
association games that they played in the previous lesson and telling
them that they will be using the skills that they learnt for classroom
performances in this lesson.

• Learners should work on this activity in pairs.
• You will need to return the lists of words that learners wrote in
Activity 3 in the previous lesson.
• One partner should read the words written on one of the lists,
while the other partner responds physically to the words. The
responding partner should keep their eyes closed during this
exercise and can respond with a shape, a movement or an action.
As in Activities 1, 2 and 3 in the previous lesson, the responding
learner should respond as quickly as possible, without planning or
analysing what they are going to do, in advance.
• The reader and the responding learner should swap roles part of
the way through the activity.
• You can conclude the activity by asking learners to tell their
partners about any responses that they particularly enjoyed.

• Learners should work in pairs on this activity. It is probably best if
they choose their own partners, so that they work with someone
that they feel comfortable with. When a part of the listening
learner’s body is touched by their partner (the speaker), they
should only move that part of their body, while they keep the rest
of their body still. The speaker and the listener should swap roles
half way through the activity.
• Remind learners about the necessity to only touch one another
appropriately and respectfully.

• Learners should continue to work with the same partners in
the same way as they did in Activity 6. However, this time they
should move their whole body in the direction of the body part
that is touched, leading with that body part.
• Tell learners that if they are the speaker, they must look after their
partner (whose eyes will be closed) to make sure that they do not
bump into anything.

• Learners should work in groups to make up a story that they
are going to mime. The story should involve someone hiding
something in a classroom, and someone else finding what has
been hidden. The learners need to decide on the rest of the story.
• The story should be mimed without using any props or words.
• You can conclude the activity and the lesson by asking the learners
to perform their mimes for the rest of the class. The performers
can then ask the class for informal peer assessment. The class
should understand the details of the story told in the mime, if the
mime was clear.
Informal assessment
Activity 1: Divide the class into two, so Activities 6 and 7: Once the activity
that one half can watch the other half do the is completed, you could ask the speaker in
exercise, before they swap roles. After the each pair to give the listener feedback on the
activity has been concluded, you could ask effect of their movement.
learners to offer informal feedback on what Activity 8: Find out how much the
they saw. audience understood. To do this, you can
Activities 2 and 3: Divide the class into ask simple questions such as: What did this
two, so that one half can watch the other half person hide? Where did they hide it? Why
do the exercise, before they swap roles. Ask did they hide it? Who found it? What did the
learners to offer informal feedback on what room look like? If the audience can’t answer
they saw. all of these questions correctly then the
performers will know which areas of their
Activities 4 and 5: Ask learners to tell
performance they need to clarify.
their partners about any responses that they
thought were particularly effective.

Remedial
An important skill in miming is consistency. Even imaginary objects
should not change size. One good way to develop this consistency is
to ask two or more learners to mime playing catch. The size of the
ball should not change throughout the game. One learner should be a
non-playing observer who watches the game and stops the learners as
soon as the size of the ball changes.

Module 2: Plenty of patterns
UnitUnit
Decorating
1 our bodies
1 Learner’s Book pages 192–194 Duration: 1__
 2   hours
1

Learner’s Book
pages 192–194; • Observe and discuss visual stimuli in photographs, artworks and
paper; pencils;
real objects to identify and name all art elements in lettering and/
paint; oil pastels; or pattern-making and African body adornment
paint brushes; • Observe and discuss visual stimuli in photographs and real objects
water to identify and name emphasis in lettering and pattern-making
and in African body adornment
design principles in lettering and/or pattern-making and African
body adornment
Topic 2: Create in 2D, creative lettering and/or pattern-making
• Drawing and/or colour media: exploring a variety of media and
techniques
• Art elements: Use complementary colour in own lettering and/or
pattern-making as surface decoration
• Design principles: use emphasis in colours, shapes and sizes of
lettering and/or pattern
Preparation
Teacher’s Guide.
Teaching the unit

1 1 192—193 1
2 2 193—194 2
3 3 194 3
Lesson 1 (Week 1)
• Start the lesson by asking learners what people’s clothes imply
about them.

• Work through the information in the Learner’s Book about body
decorations.

• Learners should work on this activity with a partner, and should
write their answers.
• Discuss the learners’ answers in a class discussion.
Lesson 2 (Week 2)
• Learners should work on this activity in pairs. They should discuss
their answers. You could ask them to write them down in their
books, or simply take brief notes so that they can contribute to
further discussions.
• You can conclude the lesson by discussing learner’s responses in a
class discussion.
Lesson 3 (Week 3)
Explain the purpose of henna designs, used to make a woman’s hands
and feet more beautiful (see the Learner’s Book).
• Learners should work individually on this activity.
• Conclude the lesson by allowing learners to walk around the
classroom and admire one another’s designs.
Answers
Activity 2
1. In the second paragraph on the left, the person is using a mask to
decorate his body. The man from West Africa has cut patterns into
his skin. The Maori has painted patterns on his face.
Informal assessment
Activities 1 and 2: Encourage learners to listen carefully to
what others have said and to then add to their responses, or to
disagree with them (giving reasons for their opinions). In this way,
the discussion becomes a form of informal peer assessment.
Activity 3: Allow learners to walk around the classroom and look

at the other learners’ work. They should offer constructive criticism
when asked for it.
Remedial
If learners are struggling with questions 2 and 3 of Activity 2, give
them some face paints and ask them to design their ideal ‘tattoo’ on
their own or a partner’s face. If they are going to do a design on their
own face, they should be given a small mirror to use.

Extension
• Ask learners to research the tradition of masked balls (also called
masquerade balls) and the reasons why people in different cultures
wear masks. Learners can then arrange their own masked ball, in
which they all design and wear a mask. They could also choose
suitable music and choreograph their own masked dances.
• Ask learners to research and present to the class on a tradition of
body decoration. For example, they could talk about scarification,
piercing, tattooing, branding or shaping the body (for example,
with corsets or neck rings).
UnitUnit
Patterns
1 and letters in design
2 Learner’s Book pages 195–196 Duration: 1__
 2   hours
1

Resources Topic 1: Create in 2D, creative lettering and/or pattern-making
Learner’s Book
pages 195–196;
techniques
A4 sheets of paper;
materials, such as • Art elements: Use complementary colour in own lettering and/or
old newspapers and pattern-making as surface decoration
magazines; glue; • Design principles: use emphasis in colours, shapes and sizes of
scissors; paints lettering and/or pattern
and paint brushes;
pencil crayons; Preparation
koki’s; pastels
Teacher’s Guide.
• If you have any CD’s at home that you think have particularly
eye-catching cover designs, bring them to class for learners to look
at. Alternatively, pictures of excellent CD covers can be found on
the Internet.
Teaching the unit

1 4 195—196 1
2 5 196 2 (begin)
3 6 196 2 (complete)
Lesson 1 (Week 4)
Discuss the CD cover shown on page 195 in the Learner’s Book.

• Learners should work on this activity on their own, and should
write the answers to the questions in their exercise books.
• Discuss the learners’ answers with them in a whole class
discussion.
Lesson 2 (Week 5)
• Have a short class discussion on question 2 of Activity 2. Ask a
few volunteers to contribute answers.
• Let learners work on the rest of the activity on their own.
• Remind learners that they will also have the next lesson of this
unit to complete their CD covers.
Lesson 3 (Week 6)
• Reminding learners of the instructions for Activity 2.
• Let them continue to work individually on their CD covers.
• You could conclude the lesson by allowing learners to walk around
the classroom and admire one another’s designs.
Answers
Activity 1
2. The repetition of colours creates an eye-catching pattern. The
warm red-browns alternate with the cool blues, which makes both
sets of colours stand out more. Also, there is a lot going on in this
design. If the colours were not repeated, you would not have a
strong sense of composition and the picture would be too ‘busy’.
3. A number of shapes are repeated in different parts of the design.
The most obvious repetition is of the horizontal band shapes,
which give the picture a strong composition and a sense of order,
despite the picture containing so many different things. Circular
and square shapes are also repeated in a number of places in the
design, which also creates a sense of order and composition.
4. There are a number of obvious animal shapes: a zebra, a turtle,
a leopard, a snake, and a crocodile (five shapes). There are also
another three abstract shapes which could refer to animals, so
learners may have slightly different answers.
5. There are two bird shapes: a bird and a guinea fowl.
6. There are three shapes that could represent musical instruments:
a stringed instrument in the top right-hand corner; something
that looks like a banjo in the second blue band, on the left; and a
guitar in the central brown band.

7. This is obviously very subjective. However, learners should be
able to see that the irregular, patterned appearance of the font
matches the rest of the picture which looks informal and hand-
drawn. The informality and home-made quality of the drawing
is also appropriate to acoustic music which is non-electrified and
therefore has a more intimate feel.
8. Only two colours have been used in writing the words ‘Acoustic
Africa’: blue and beige.
9. The first row of letters is the name of the production company,
but the second row is the name of the CD. The name of the CD is
much more important than the name of the production company,
and therefore it is written in much larger letters.
10. There are very few straight lines in nature, and when they occur
they usually occur for short distances and are not absolutely
straight. For example, the sides of camel thorns, the sides of some
leaves and the horns of some buck. If water is still, the surface will
be flat and therefore look straight when seen from the correct angle.
Informal assessment
Activity 1: Encourage learners to listen carefully to what others
have said in the class discussion and to then add to their responses,
or to disagree with them (giving reasons for their opinions). In this
way, the discussion becomes a form of informal peer assessment.
Activity 2: Look at the learners completed CD covers. They

should make a pattern with various repeated shapes, and paint it
with two primary colours and their complementary colours. The
name of the CD should be an integral part of the design.
Remedial
If learners are finding it difficult to compose their work, allow them
to draw the birds, objects and animals that they want to include on
separate pieces of paper, and then cut them out. They can then paint
their background design and move the cut-out shapes around over
the background until they are happy with their composition. If they
have a drawing (for example, of an animal) that they want to repeat a
few times throughout a design, they can also fold their paper so that
it is a few layers thick and then cut the animal out. In this way, they
will get several replicas of the same shape, which they can then glue to
the background. They could also cut their drawings out of a variety of
coloured and textured papers, if they want to add interest to their work.
Extension
Ask learners to research traditional art forms that rely heavily on
repeated patterns, for example, Australian Aboriginal art, Venda home
decorations, Indian mandalas, traditional South African beadwork, or
the patterns in Persian or Kilim carpets.

UnitUnit
Decorating
1 with beads

7–10
Topic 2: Create in 3D, African body adornment
Resources
Learner’s Book
• Skills and techniques like pasting, cutting, wrapping, tying,
joining various recyclable materials
pages 197–200;
glass, plastic or • Art elements: use line, shape colour in own surface decoration of
paper beads; string; body adornment
strong thread or • Design principles: use emphasis in own work, e.g. the visual focus
elastic thread; of the body adornment
old magazines; • Spatial awareness: reinforce conscious awareness of working in
pencils; rulers; space, e.g. sections of body adornment could extend into space
clay; plastic or
newspaper to cover • Appropriate use of tools
and protect desks; a
container for water; Preparation
implements for Familiarise yourself with the material in this unit by reading through the
scratching into the information and activities in the Learner’s Book and Teacher’s Guide.
surface of clay (for
example, a plastic Teaching the unit
knife), a toothpick Divide the unit into four 30-minute lessons as follows:
or thick needle;
paint and paint Lesson Week Pages Activities
brushes 1 7 197 1
2 8 198 2
3 9 199 3
4 10 200 4–5
Lesson 1 (Week 1)
Start the lesson by discussing the traditional use of Zulu, Ndebele and
Xhosa beadwork. Refer to the Learner’s Book.
use beads to make something useful or decorative. The learner’s
bead creation should also convey a message.
• When they have finished making their bead item, they should
display it to the class and explain the message that it carries.
Lesson 2 (Week 8)
Start the lesson by having a short class discussion about San culture
and jewellery. Refer to the Learner’s Book.

CAT Activity 2: Create in 3D
make their own paper beads, using strips of paper torn from old
magazines and glued firmly into place.
• Let them use the beads to create necklaces or ankle chains but also
keep some for Activity 5.
• Give the learners an opportunity to walk around and look at one
another’s work during the course of the lesson.
Lesson 3 (Week 9)
Remind learners what they have learnt about working with clay.
Learners should remember that it is important to work with clay that
is moist, but not too wet, and that they should let clay get quite dry
before they scratch patterns into the surface.

• They should spend the remainder of the lesson making clay beads.
When the beads are almost dry they can carve or scratch patterns
into the surface, using implements such as toothpicks, needles,
pencils or plastic kitchen knives.
• At the end of the lesson, if they still need to work on their beads,
they should cover them with a damp cloth and then wrap them
firmly in plastic. This will keep the clay moist enough to work
with before the next lesson.
• When learners have finished working on their beads, they should
leave them in a warm, sunny place to get dry.
Lesson 4 (Week 10)

paint their beads using three bright colours. They can paint
various patterns or small shapes on their beads. Remind learners
that if they want to make patterns in a colour on top of a different
coloured base coat, they should wait until the base colour is dried
before painting designs on top of it.
observation.
• Once learners have painted their beads, you can explain the
instructions for Activity 5.

CAT Activity 5
• Learners should use the paper and clay beads they made in
Activities 2-4.
observation.
• Allow learners to walk around the classroom and admire one
another’s designs.
Formal assessment
The Creative Arts Task formal assessment for Term 2 comes from
Activities 2 to 5. Refer to the Formal Assessment section (Section 3)
for assessment guidance for these activities.

Term 3

topic 2: Social responsibility
topic 3: Health and environmental responsibility
UnitUnit
Festivals
1 and customs

Topic Festivals and customs from a variety of religions in South Africa
Resources
Preparation
Learner’s Book • Familiarise yourself with the material in this unit by reading
pages 204–208 through the information and activities in the Learner’s Book and
Teacher’s Guide.
• Think about religious festivals that you have seen, participated in
or practise regularly. You can discuss your experiences with the
learners as you teach this unit.
Teaching the unit

1 1 204—206 1—2
2 2 206 3
3 3 206—208 4—5
Lesson 1 (Week 1)
You could introduce the lesson by asking learners the questions at
the beginning of the unit in the Learner’s Book, as a starting point
for a discussion about festivals. Make sure that learners have a clear
understanding of what the word ‘festival’ means.
Activity 1
• Learners should work as a class to discuss their experience of
religious festivals, following the points in the Learner’s Book.
• Read through the information about different festivals in the
Learner’s Book with the learners.
• If learners celebrate all or some of these festivals, ask them if they
do so in ways that are similar to those in the Learner’s Book.

Activity 2
Now turn
to LB page
• Learners should work on their own to copy the table into their
exercise books and complete them. Remind them to re-read the
209 for the
reading for information about religious festivals in order to do this.
Week 1 • If there is not enough time for learners to complete this activity in
Go through Activity 3 with the learners as they will need to prepare

for this for their next lesson.
Lesson 2 (Week 2)
Activity 3
• Allow about 10 minutes for the learners to practise their
Now turn to presentations and organise themselves.
LB page 211 • Allow the rest of the lesson for learners to do their presentations
for the reading for the class.
for Week 2
• If there is enough time, allow questions from the audience
between presentations.
Lesson 3 (Week 3)
Start the lesson by asking learners to explain the term ‘custom’ and to
discuss some of the most important customs in their religions. Ensure
that learners know what customs are. There is useful material on this
Activity 4
• Learners should work as a class to discuss their experience of
religious customs, following the points in the Learner’s Book.
• Then read through the customs of some South African religions
with the learners. Ensure that learners have understood the
information on customs before they work on Activity 5.
Activity 5
Now turn to
• Learners should work with a partner to complete this activity.
They should use the information about the customs in the
LB page 213
for the reading Learner’s Book to answer the questions.
for Week 3 • You could conclude this activity and the lesson by discussing
learners’ responses to the questions in a whole-class discussion.
Answers
Activity 1
Learners’ responses will vary widely. Here are some examples:
Christmas Eid al-Fitr

(Christian Festival) (Muslim Festival)
What you wear Usually something smart Your best clothes (usually new)
What you do Have a big Christmas eve Visit friends and family and
dinner or Christmas day lunch, eat wonderful food at lunch
go to church, sing Christmas time (this is the first time that
carols, exchange gifts Muslims eat or drink during the
day, following weeks of fasting)

Christmas Eid al-Fitr
(Christian Festival) (Muslim Festival)
The building or place where Church Prayers at the mosque
the festival is celebrated
What the festival is about The birth of Jesus Celebrating the end of
Ramadan (a period of fasting
to build self-control and to get
closer to Allah)
Activity 2
Name of festival Religion Special things done during festival

Diwali Hinduism Small clay lamps are lit and put outside.
Fireworks are set off. Hindus try to resolve
any conflicts that they have, and they help
those less fortunate than them.
Pesach Judaism A special meal is eaten and many dishes
are tasted. The story of the Jews’ escape
from Egypt is read, prayers are said and
songs are sung.
Easter Christianity There is a morning church service, followed
by eating Easter eggs and hot-cross buns.
Eid al-Fitr Islam Muslims dress in their best clothes and visit
their friends and family. Children are given
special treats.
Activity 3
Learner’s own presentations.
Activity 4
Learners’ answers will vary. Here are some examples of what learners
might say:
Traditional Xhosa ritual Christian ritual Hindu ritual

The birth of a baby The mother stays in her The baby is baptised The annaprashana (first
hut with the baby for (ritually cleansed of sin) rice) ritual is one of the
at least 10 days and the in water and becomes a most important. When
afterbirth and umbilical member of the church. the child is about six
cord are buried or This happens at a font months old the mother
burned. When the baby in the church. The or grandmother will
is 10 days old, its head priest says, “I baptise make a small bowl of
is shaved and it is given you in the name of the kheer (boiled rice, milk
a name. Father, and of the Son and sugar) which is
and of the Holy Spirit.” blessed in a puja. The
family and guests watch
the baby eat, and they
each take a turn to
give it a spoonful. This
happens at the Temple,
and then there is a
celebration afterwards.

Traditional Xhosa ritual Christian ritual Hindu ritual
A marriage The groom has to pay The bride and groom There are many
lobola (bride wealth) promise before God customs involved, but
to his new father-in- that they will stay the most important
law before he can get together until “death do is that the bride and
married. He is allowed us part”. This happens groom will walk seven
to have more than one in a church. times around the
wife. The marriage sacred fire (agni).
ceremony is usually Parts of the ceremony
held in the bride’s happen in the temple.
village and it can last The process of getting
for many days. married can last for
several days.
A death An ox is killed, and the The body is blessed Clarified butter (ghee)
funeral takes place with holy water, a is poured over the body
early in the morning. special funeral service and it is burnt on a
The body is buried, is said and the body is pile of wood (a funeral
sometimes with gifts buried or cremated. pyre). Fire is believed
for the after-life. to purify the soul in
preparation for the
after-life.
Activity 5
Informal assessment
Activities 1 and 4: As these activities Activity 3: Allow volunteers to give each
take the form of a whole-class discussion, group feedback on its presentation. Make
you should ask the class to comment on or sure that this feedback is encouraging and
add to each volunteer’s contribution. This constructive.
would be a useful form of informal peer Activity 5: Move around the classroom
assessment. Also, listen to the learners’ as the learners are discussing the questions.
contributions and observe whether they are Listen to their discussion and observe
able to keep to the topic and draw on their whether they are able to talk about the
own experience in their responses. similarities and differences between their
Activity 2: Read out the answers and ask own experience and that of others.
the learners to mark their own work.
Remedial
If learners are struggling with the concept of a custom, ask them
to think of the last four or five weddings they have been to, and to
compare the ways in which the different parts of the ceremonies were
conducted. For example, they could compare what the bride was
wearing, where the ceremony was held, the words said at the most
important part of the ceremony and what sort of reception was held
afterwards. You can then discuss how these different practises are
examples of customs from the different cultures that they come from.

Extension
Ask learners to research three symbols that are common to a
number of religions (for example: fire, water, earth) and to prepare a
presentation on what these symbols mean in each religion.
Week 1 Reading Skills: Flicker and flash


• Reading about festivals and customs of different religions in South
Africa: recall and relate
Resources
Learner’s Book
covered in Unit 5.
Teaching the lesson

about in Unit 5. Also, tell the learners at the start of this section
that there are many other religions apart from the four mentioned.
Most of them encourage people to live a good life, to obey certain
rules and to care about less fortunate people. The learners should
think about the similarities between the religion they know and
the one they are reading about.
Book with them.
Answers
1. Jewish people celebrate Hannukah, Hindus celebrate Diwali and
Christians celebrate Christmas.
2. They light the Advent candle for the 24 days before Christmas.
ceremony – a formal event performed on social or religious
occasions

shrine – a place where people pray because it is connected to a
holy person
symbol – a sign or object used to represent something
Informal assessment
the text.
Remedial
Extension
Let the learners work in groups to research more about Islam,
Christianity, Judaism, Hinduism and Buddhism.

The Festival of Lights

Resources
Learner’s Book
covered in Unit 5.
Teaching the lesson

about in Unit 5. Also, explain what sweetmeats are and if possible
let the learners taste some.

Book with them.
Answers
1. They are Hindu gods.
2. They have a special bath, put on new clothes and pray either at
home or at the temple. Then they take little trays of sweetmeats to
other people.
quarrels – arguments people have with each other
wealth – a lot of money or valuable possessions
prosperity – when someone is successful usually by earning a lot of
money
Informal assessment
Remedial
information.
Extension
Let the learners make a diya (clay lamp):
1. Take a piece of clay about the size of an apple.
2. Roll it into a long sausage about 1 cm thick.
3. Curl it to form a flat spiral shape.
4. Build up the sides to about 4 cm. Form a level edge at the top edge.
5. Use a drop or two of water on your fingers to smooth the sides flat.
6. Pinch one side to make a spout.
7. Leave the lamp to dry. Paint it and decorate it.
8. Put a very small candle in the clay lamp.

Johnny and Rashied celebrate

Resources
Learner’s Book
covered in Unit 5.
Teaching the lesson

about in Unit 5. Also, bring pictures of mosques and churches and
examples of Eid and Christmas cards if possible. Check that the
learners understand that dawn prayers are in the very early morning
and that Muslims have special prayer times during the day.
Book with them.
Answers
1. Johnny and Rashied are neighbours and best friends.
2. They get up very early, say their dawn prayers and go to the
mosque after they have had a special bath and dress in their new
clothes.
carol – a song that people sing at Christmas
turkey – a bird that looks like a large chicken
spicy – food that has strong flavours from spice

Informal assessment
the text.
Remedial
their efforts.
Extension
Let the learners draw a picture of Johnny and Rashied celebrating
either Christmas or Eid together. They must either show a Christmas
tree and Christmas food or Eid food and traditional Muslim clothes
depending on which celebration it is. Their caption should read
‘Johnny and Rashied celebrate ... together’.
UnitUnit
Keeping
1 safe at home

Topic Safety measures at home and the environment:
Health and
environmental
• Harmful household products and medication
responsibility
Preparation
Resources Familiarise yourself with the material in this unit by reading through the
Learner’s Book information and activities in the Learner’s Book and Teacher’s Guide.
pages 216–218;
A4 paper; crayons, Teaching the unit
pencil crayons or You could introduce the lesson by asking learners if they know of
kokis
any cases where a child has been accidentally poisoned with either
household products or medicines. After this, you can discuss the
potential danger posed by household products, and why they need to be
locked away. There is useful material on this in the Learner’s Book.

Activity 1
• Learners should work with a partner to complete this activity. If
necessary, assist learners with identifying insecticides (like aerosol
sprays to kill flies) and cleaning products (like ammonia-based
cleaners like Handy Andy or Spic and Span; bleach; washing
powder; fabric softner; drain cleaner; toilet cleaner; dishwashing
liquid; sunlight soap).
• You could conclude the activity by asking a few learners for their
responses, as the starting point for a whole-class discussion.
Discuss the ‘Golden rules about dangerous household products’ on

page 217 in the Learner’s Book. As this is such important information,
you should spend some time ensuring that learners understand the
rules and the reasons for each rule.
Activity 2
• Learners should work on their own to complete this activity.
They should draw a picture of themselves following one of the
golden rules and write a sentence about what they are doing to
keep themselves or someone else safe.
• Display the learners’ pictures in the classroom and/or around
the school.
Explain why it is important to store medicines safely (see the

information in the Learner’s Book).
Activity 3
• Learners should work with a partner to complete this activity.
• They should write their letters on sheets of paper so that they can
take them home.
• You can conclude the activity by asking a few learners to read their
letters out to the class, or by asking some of the pairs to combine
and form small groups where they can listen to each other’s letters.
It is essential that you discuss the section on how to get help in the
event of an emergency in the Learner’s Book.
Activity 4
Now turn to
LB page 219 • Learners should work with a partner to complete this activity.
for the reading • You can conclude the lesson and this activity by asking a few
for Week 4 volunteers to demonstrate calling the emergency number, or
reading out their sentence about how to keep their home safe.

Answers
Activity 1
1. Examples: Borax powder (for killing cockroaches), mothballs,
bleach, Handy Andy, fabric softener, washing powder,
dishwashing liquid, methylated spirits, paraffin, caustic soda (for
cleaning drains), fertilizer, dog shampoo, dog flea powder, pellets
for killing rats.
2. The products are kept on a shelf, floor or open cupboard and are
all dangerous to small children. All of these products could cause
serious damage if they got into a person’s eyes, and if a person
swallowed any of these products, they could get very sick or even die.
3. Examples:
Kind of product Shelf, floor or Locked

open cupboard cupboard
Borax powder (for killing Shelf
cockroaches)
Mothballs Shelf
Bleach Yes
Dishwasher powder Open cupboard
Fabric softener Open cupboard
Washing powder Open cupboard
Dishwashing liquid Open cupboard
Methylated spirits Yes
Paraffin Yes
Caustic soda (for cleaning drains) Yes
Fertilizer Yes
Dog shampoo Open cupboard
Flea powder Open cupboard
Pellets for killing rats Shelf
4. Example: The household products in my home are a danger because

some of them are stored in an open cupboard or on a shelf even
though my younger brothers and sisters can get to them easily.
Activity 2
Learners’ own drawings. For example, they could draw a picture of
themselves putting an unsealed cool-drink bottle back on the shelf
and telling a baby brother not to drink it. Sentence: ‘I won’t drink
from the bottle or let my brother drink from it either, because I don’t
know what is in it.’
Activity 3
2. Example:
Dear Mum
At school we learnt that medicines can be dangerous if they are taken
by the wrong person or taken in the wrong amounts. That is why it is
important to lock them up where small children, (like Bongani) can’t
get to them.

Please would you keep us to keep safe by putting your medicines in a
box that Bongani can’t open, in a place where he can’t reach it. I am
especially worried about the fact that it is in an ice-cream container,
because some of your tablets look like sweets and he will look in the
box, because he loves ice-cream.
Thank you.
Love from
Thumi
Activity 4
2. Example: In future, all medicines must be kept where my younger
sister can’t reach them – in a locked box on a high shelf.
Informal assessment
Activity 1: You could hold a whole-class piece of paper about another learners’ work
discussion in which you ask learners to and hand it to this person.
list the household products in their homes Activity 3: Read through the learners’
(they will have many in common). You could letters before they take them home and
explain whether or not each product is assess whether they have explained the
dangerous, why it is dangerous and where importance of storing medicines safely.
it should be stored. You could then ask
Activity 4: Ask a few volunteers to
learners mark their own work.
demonstrate calling the emergency number
Activity 2: Let the learners look at each and/or to read out their sentence about how
other’s pictures and sentences on display. to keep their home safe, to the whole class.
Ask each learner to write a comment on a This will act as informal peer assessment.
Remedial
Write a number of emergency scenarios on pieces of paper. Ask a
volunteer to come to the front of the class. The volunteer should
read out the piece of paper which will tell them what has happened
(for example, ‘you have walked into the kitchen and seen your baby
brother drinking paraffin’). The volunteer must then role-play what
they would do in the emergency scenario described on their piece of
paper. If you know any first-aid, you could take this activity further by
pretending to be the person answering the 10111 phone call and give
the learner fist aid instructions to follow. If you don’t, the activity can
end with them dialling 10111 and giving the correct details.
Extension
Ask learners to make up a jingle or rhyme to help everyone in the
school to remember to call 10111 in an emergency, and what details
they should then give. They can teach the school their jingle or rhyme
at an Assembly.

Njabulo looks after his sisters

Health and
environmental
• Reading about harmful household products and medication and
fire safety: recall and relate
responsibility
covered in Unit 1.
Teaching the lesson

about in Unit 1. Also, ask the learners if their own homes are
dangerous to small children. Give some examples of medicines
and cleaning materials, including paraffin. Point out that small
children are often not put off by the taste or smell of something
that is clearly not food.
Book with them.
Answers
1. Njabulo was the big brother. The twins were his little sisters.
2. They made two cupboards that could be locked. One was for
medicines and the other was for cleaning things like Jik and
dishwashing liquid.
woodwork – the activity of making things from wood
snatched – to take something very quickly
blood pressure – the force with which blood flows around your body

Informal assessment
the text.
Remedial
Extension
Let the learners draw an outline of a cupboard and put pictures of
either medicines or household products (drawn or cut out from
magazines and the newspaper) in it. They write a caption (about how
to keep these medicines or cleaning products safely away from small
children) to go with their picture.
UnitUnit
Fire
1 safety

Term 3, Week 5
(CAPS) content
Topic Safety measures at home and the environment:
Health and
environmental • Fire safety
responsibility
Preparation
Teaching the unit

• You could introduce the lesson by asking learners to brainstorm
five reasons why electricity and fires can be seen as both good and
bad. You can use their ideas as a starting point for a discussion on

Resources why fire is both useful and very dangerous (see the introduction to
Learner’s Book the unit in the Learner’s Book for further information).
pages 221–223;
glass jars; dry
• Go through the rules for fire prevention in the Learner’s Book in
detail, and ask learners if they have any further suggestions to add.
sand; candles;
knife; A4 sheets
of paper; crayons; Activity 1
coloured pencils • Learners should work with a partner to discuss ways of preventing
fires in their homes.
• Let them write their sentences in their exercise books individually
and then read them to their partners to check that they are
accurate.
• Explain why the Safer Candle is such a useful idea (even for
people who do not use candles on a daily basis).
Activity 2
• Let the learners tell a partner why Safer Candles are safer than
candles that stand by other means.
• Go through the instructions on how to make a Safer Candle with
the whole class.
• Give the learners the materials they need and then let them
work on their own to make a Safer Candle by following the
instructions.
Now discuss the rules for what to do if a fire starts at home. It is

essential that learners understand what they should do if a fire starts in
their home.
Activity 3
• Learners should work with a partner to revise the rules to follow
in the event of a house fire, and to role-play what they should do
if a fire breaks out in their home.
• Allow about 10 minutes for this activity.
Then discuss the fireman’s advice in the Learner’s Book.
Activity 4
• Learners should work independently to produce a drawing
Now turn to showing how they should stop, drop and roll if their clothes catch
LB page 224 alight.
for the reading
for Week 5
• Display the learners’ pictures in the classroom and/or around the
school.
Answers
Activity 1
2. Learners can use any of the fire safety instructions in the Learner’s
Book to complete their sentences.

Activity 2
1. This is a safer candle because if the Safer Candle falls over, it will
stay in the jar and nothing near it can catch on fire. If the jar falls
over, the sand will probably run out over the candle flame and put
it out. Sand and glass do not burn, which is why they are used to
make this holder.
Activity 3
Learners’ own role-plays.
Activity 4
The first picture should show them with burning clothes, standing
in one place, rather than running (with the caption STOP).
The second picture should show the learner dropping to the floor
(the caption should read DROP) and the third picture should show
the learner rolling around on the ground to put the flames out
(with the caption ROLL).
Assessment
and that the candle does not stick out over
Activity 1: Let the learners read their
the top of the jar.
sentences to their partners so that their
partner can assess how accurate they are. Activity 3: Observe the learners as they
complete their role-plays and assess whether
Activity 2: Use self-assessment for
they know how to apply the five basic fire rules.
this activity. Read the answer to (1) and
ask learners to mark their own work. Tell Activity 4: Let the learners look at each
learners to check that there is enough sand other’s pictures and sentences on display.
in their jar to hold their candle firmly, that Ask each learner to write a comment on a
the sand is dry and does not contain wax, slip of paper about another learners’ work
and hand it to this person.
Remedial
focus on the reading task and begin increasing their reading speed
and fluency.
Extension
• Learners should check if the school has an evacuation plan in
the event of a fire. If it does not, learners should work with
school management to create an evacuation plan and to have a
regular fire drill (at least once a term) so that learners can practice
evacuating their classrooms, as quickly and safely as possible.
• Arrange for your learners to go on a field trip to the fire station, or
arrange for a talk to be given to them by a fire fighter.

Just a small fire

Health and
environmental
• Reading about harmful household products and medication and
fire safety: recall and relate
responsibility
covered in Unit 2.
Teaching the lesson

about in Unit 2. Also, point out the danger of leaving matches
and lighters around where younger children can get them.
Remind them of what steps to take if there is a fire in their home.
Book with them.
Answers
1. They were friends who lived near each other.
2. He tried to beat out the fire with a branch from a tree.
properly – in a satisfactory way
whirled – a sudden turning movement
glowing – a soft warm light

Informal assessment
Remedial
Set time limits for reading the text. In this way slower learners will focus
on the reading task and begin increasing their reading speed and fluency.
Extension
Let the learners act out the story in their groups. One of them needs
to be the fire, one needs to be the wind, and they also need two fire
fighters, Raymond’s mom, two nurses and a doctor. All actors apart
from the fire and the wind have a speaking part. The fire and the wind
have a movement part.
UnitUnit
We1 need water

Topic Water as an important basic need
Health and • Importance of water
environmental • Different ways of saving water
responsibility • Different ways of protecting the quality of water
Learner’s Book
pages 226–230; • Familiarise yourself with the material in this unit by reading
large (A3 or A2) through the information and activities in the Learner’s Book and
sheets of paper or Teacher’s Guide.
stiff card; paints; • Think about what you do to save water and if you know of any
koki’s; coloured stories about water shortages. These examples will be useful for
crayons supporting your teaching of this unit.
Teaching the unit

1 6 226—227 1—2
2 7 228—230 3—5

Lesson 1 (Week 6)
Introduce the lesson by asking learners if they can think of any reasons
why water is important. After a brief whole-class discussion (you can
use the material in the introduction to the unit in the Learner’s Book
as part of this), the learners can start working on Activity 1.
Useful websites
You can find more information on the uses of water –
building, river, oceans, important, largest, plants, source,
human – on this web page:
• http://www.waterencyclopedia.com/Tw-Z/Uses-of-Water.
html#ixzz1hBSPQJoL
Activity 1
• Learners should work with a partner to list 10 things that they
could not do if they did not have water. They should then
compare their list with another pair’s list.
• Conclude the activity by asking learners to share ideas from
their lists with the class and make a composite class list from
all of their ideas.
• Explain how scarce water is, and how important it is to save water.
This leads naturally into a discussion about ways to save water.
There is further useful information on this in the Learner’s Book.
You could ask learners if they have any suggestions for saving
water that could be added to the list.
Activity 2
Now turn to
LB page 231
• Learners should work on their own to make a list of five things
for the reading
that they can do immediately to save water.
for Week 6 • Ask a few volunteers to read out the list of things that they are
going to do to save water.
Lesson 2 (Week 7)
• Introduce this lesson by discussing the questions on protecting
our water in the Learner’s Book.
• Explain and discuss the concept of pollution, as an introduction
to Activity 3. This discussion and a clear understanding of the
words given in the glossary box are a suitable introduction for
Activity 3.
Activity 3
• Read the article with the learners then let them work with a
partner to answer the questions in the Learner’s Book.
• You could conclude the activity by discussing the learners’ answers
to the questions, as well as the implications of pollution (there is
further information on this in the Learner’s Book).

Activity 4
• This is a longer term activity than can take place during the lesson.
However, you can discuss how you could implement Activity 4.
This gives learners a practical way to address the problem of water
pollution.
• You might want to ask learners to brainstorm ideas in small
groups before planning their strategy by means of a whole-class
discussion.
Now discuss ways that various substances that are dangerous to

the environment should be recycled. Detailed information on this
is provided in the Learner’s Book. This discussion will be a good
introduction to Activity 5.
Activity 5
Now turn to • Learners should work in small groups to create a poster giving
LB page 233 people tips on how they can keep water clean.
for the reading
for Week 7
• Before learners start the activity, remind them that posters should
not include too many words, should be illustrated and should be
eye-catching from a distance of at least a few metres away.
• Before learners display their posters around the school, you could
ask them to display them to the class, so that each group can be
given constructive feedback.
Answers
Activity 1
1. Examples: we could not wash ourselves; cook; blink; swallow;
survive; play water sports; grow plants for food or for pleasure;
manufacture many products such as steel; farm animals or fish.
Activity 2
Learners’ own answers based on the water saving tips provided in the
Learner’s Book or additional ideas.
Activity 3
1. a. People can get diarrhoea from polluted water.
b. Environmentalists are worried about the fact that so many of
South Africa’s rivers are badly polluted. At least 142 of South
Africa’s rivers are a serious health hazard, and this is often
because there is sewage in the water.
Activity 4
Learners should include some of the tips from the Learner’s Book.

Informal assessment
Activity 3: You could read the answers
Activity 1: Listen to the learners’
and ask learners to mark their own work.
contributions as you create the composite
class list of things we could not do without Activity 4: This activity will take a long
water. Assess whether learners have time to complete. Once you have completed
understood how critical water is to most the clean up, have a class discussion as a
human activities and for survival. way of assessing how successful it was.
Activity 2: Let the learners share their Activity 5: Let the learners look at each
ideas with a partner. Ask the learners to other’s posters on display. Ask each learner
assess whether their classmates ideas are to write a comment on a piece of paper about
things that could be done immediately. another learners’ work and hand it to this person.
Remedial
Ask learners to keep a ‘water diary’ for a day. They should list
everything that they do or consume that involves water, and estimate
the amount of water involved. They should also consider the ‘hidden’
water costs of what they do and consume. For example, if they eat an
apple, they should consider how much water the apple contains and
the water that was needed to grow the apple.
Extension
Help learners to collect water from various sources in their immediate
environment, such as a drain, a polluted river, from a local tap and
from a river that is supposedly unpolluted. Wear rubber gloves to
prevent contact with the contaminated water. Put the water samples in
labelled jars. If you can, borrow a microscope and let learners examine
water droplets from the various sources. This is a good way for them to
understand how many bacteria and pollutants dirty water can contain.
Week 6 Reading Skills: Water wise


Term 3, Week 6
(CAPS) content
Health and
environmental • Reading about the importance of water and how to save and
responsibility protect the quality of water: recall and relate
covered in Unit 3.

Teaching the lesson
about in Unit 3. Also, explain the concept of being ‘water wise’
and ask the learners how they can do this in their own homes.
Book with them.
Answers
1. They were a brother and sister who wanted to save water.
2. They made a list of all the ways their family could save water and
gave it to their parents.
aquarium – a building where fish and other water animals are kept
for people to visit
wise – a wise decision or action shows good judgment and is the
right thing to do
nursery – a place where plants are grown and sold
Informal assessment
the text.
Remedial
Support reluctant readers by explaining that the reading is related
to content they have already covered in the unit. So the topic and
vocabulary will not be totally new and strange to them.
Extension
Let the learners make an illustrated notice about saving water in the
bathroom or kitchen or outside area at home.

Week 7 Reading Skills: Saving the river

Health and
environmental
• Reading about the importance of water and how to save and
protect the quality of water: recall and relate
responsibility
covered in Unit 3.
Teaching the lesson

about in Unit 3. Also, show the learners the source of rivers in
mountainous areas. Point out that there are other polluters of
rivers, like factories who pour waste products out into rivers. They
are usually lower down the water course in towns, not high in the
mountains where Michael’s village was. This type of pollution is
illegal and can be reported to local health authorities. Check that
the learners know what cholera is.
Book with them.
Answers
1. Michael was a community leader who lived in a village near the
Drakensberg mountains.
2. They cleaned up the river, moved the rubbish dump, fixed the pit
latrines and made a special place where the women could wash their
clothes. They also kept the cattle away from that part of the river.
cholera – a serious disease that affects the stomach usually caused
by dirty water and food
pit latrine – a large hole which has been dug in the ground and
used as a toilet

Informal assessment
Remedial
Extension
Let the learners draw a picture of one thing that Michael’s community did
to save the river. They should give their picture a caption.
UnitUnit
Healthy
1 eating

Topic Healthy eating for children
Health and
environmental
• South African Food-Based Dietary Guidelines
responsibility
• Dietary needs of children
• Factors influencing food intake of children
Resources
pages 235–244; • Familiarise yourself with the material in this unit by reading
large sheet of paper; through the information and activities in the Learner’s Book and
koki’s Teacher’s Guide.
• Think about your attitude towards food and healthy eating. Also
consider if you have ever noticed a link between the learners’ diet
and their behaviour and performance at school. This will help you
when you discuss the topics in this unit with the learners.

Teaching the unit
1 8 235—238 1—3
2 9 239—244 4—8
Lesson 1 (Week 8)
You could introduce the lesson by asking why it is important for
learners to have a healthy diet. There is good material for discussion
on this topic in the Learner’s Book.
Activity 1
• Learners should work on their own to list the foods that they ate
yesterday.
• Let them draw three columns in their exercise books and then
use the headings given in the Learner’s Book. Where possible they
should give the quantities they ate too – for example: 2 biscuits.
• They will need this information for Activity 3.
• Explain what a balanced diet is, in terms of the information and
food pyramid on page 236 in the Learner’s Book.
Activity 2
• Let the learners refer back to the food pyramid to assist them.
• They should work with a partner to answer the questions about
eating. Let them write their answers in their exercise books.
• Conclude this activity by discussing the learner’s answers in a
Have a discussion of why we need to eat food from the different food
groups, and the benefits provided by the foods from the different food
groups. You will find this information in the Learner’s Book.
Activity 3
• Learners will need the food records they wrote in Activity 1.
• They should work with a partner to answer the questions in the
Learner’s Book and write their answers in their exercise books.
Now turn
to LB page • One of the aims of Activity 3 is that learners should evaluate their
245 for the own diet and work out what changes/improvements they need to
reading for make to their diet.
Week 8 • Conclude the activity and the lesson by asking a few volunteers to
tell the class what they found out about their own diet.
You will need to ask the learners to bring a recipe for a healthy-meat
free dish to school for the next lesson.
Lesson 2 (Week 9)
• Introduce the lesson by asking learners if they can think of any
reasons why children sometimes do not eat a healthy diet.

You could then discuss some of the factors that influence the food
that children eat, using the information in the Learner’s Book.
• Be sensitive to learners who come from homes where economic
constraints force the family to skip meals or eat unbalanced diets.
Activity 4
• Learners should work with a partner to list food items under
correct headings (in class) and then do research for homework to
find out what the various items cost.
• Once the learners have completed (1), ask them to share their
answers with the class. Write up the foods on a large sheet of
paper as the learners share their responses. Leave space for the
prices to be written in later.
• Give the learners a few days to complete (2). Ask them to write
up the prices they found on the list you made when they come to
school in the morning. (They only have to write up the price, if it is
different to the price that another learner has already written up.)
Activity 5
• You will need to find out the cost of 400 g of beef or mince before
the lesson. Write this on the board.
• Learners should work with a partner to discuss the lentil curry
recipe on page 241 in the Learner’s Book, and answer the
questions in their exercise books.
Discuss some of the other factors that affect the dietary choices that
learners make as well as the Healthy Tuck Shop Programme. You will
find this material in the Learner’s Book.
Activity 6
• Learners should work with a partner to produce an advertisement
on the value of eating fruit and vegetables.
• Remind learners that advertisements should capture a reader’s
attention, and should therefore be eye-catching from at least a
metre away.
• They should also write a letter to the school principal asking if
their school can join the Healthy Tuck Shop Programme.
• Display the learners’ adverts around the classroom and/or school.
Now discuss the importance of healthy school lunches, referring to
the case studies in the Learner’s Book.
Activity 7
• Go through the steps in this activity and explain it to the learners.
• Learners should make healthy food choices for Mandisa and
Gabriel. They should record their choices in their exercise books.
• Let the learners complete this activity for homework.

It is important to emphasise that being healthy and having a healthy
diet is the result of making responsible choices. There is information
on this in the Learner’s Book.
Activity 8
Now turn to • This activity pulls together all the information and skills the
LB page 247 learners have learnt in the unit.
for the reading • Allow about 15 minutes for the activity.
for Week 9
• Learners should work with a partner and then with a small group
to plan a healthy and balanced diet.
Answers
Activity 1
Activity 2
1. carbohydrates; 2. vegetables; 3. fats; 4. no
5. Learners should look at the food pyramid and give two examples
from each group. Note that some foods sit in more than one band
(for example, potatoes are actually a vegetable and a carbohydrate. In
these cases, they belong to the band that they are more characteristic
of. This is why potatoes are classified as carbohydrates).
Activity 3
1. Carbohydrates = give us energy and fibre. Fruit and vegetables =
energy, fibre, minerals and vitamins. Proteins = build new cells
and repair damaged ones. Dairy = strong bones and teeth. Fats =
healthy nervous system.
Activity 4
1. and 2. Examples of prices only:
Food group Food Price

Proteins 450 g tin of pilchards R8,00
1 dozen eggs R6,50
400 g beef R25,00
400 g mince R27,50
pulses: dried beans R8,50
pulses: brown lentils R8,99
pulses: split peas R7,70
pulses: baked beans R5,00
Dairy 500 ml amasi R4,50
500 ml yoghurt R12,50
250 g yellow cheese R19,00
Carbohydrates brown bread R7,50
white bread R6,50
peanut butter R12,00

Activity 5
1. Fats: oil
Proteins: lentils
Vegetables: onion, garlic, ginger, tomato puree, coriander,
cucumber or carrot salad
Carbohydrates: rice or pap (served with the meal)
2. The missing food groups are dairy and fruit. Learners could
suggest any dish that combines these food groups, for example,
fruit salad and yoghurt.
Activity 6
1. Their advertisement should have an eye-catching slogan and
bright pictures, as well as including some interesting and useful
information.
2. Their letters should include the following content:
• Reasons why the school should join the Healthy Tuck Shop
Programme.
• Examples of healthy food choices the learners would like:
sandwiches on brown bread, a range of fruits, yoghurts,
cartons of milk and fruit juice, vegetable soup, hard boiled
eggs, nuts, popcorn.
Activity 7
1. Example:
Day 1 – Food items Cost Day 2 – Food items Cost

Tuna and R12,00 Vegetable soup R8,00
tomato sandwich
(brown bread)
Small yoghurt R4,00 Boiled egg R4,00
Apple R0,50 Small packet R3,00
peanuts and raisins
Small yoghurt R4,00
Total R16,50 Total R19,00
2. Gabriel’s diet for one day should be healthy and include at least
four of the food groups. As he is overweight, the portions should
be quite small. Answers will obviously vary, but a good example
would be: an apple, unsweetened yoghurt (dairy) and a portion of
lentil curry.
Activity 8
1. Own answers.
3. Example of a balanced, meat-free diet for a day is:
• Breakfast: oats, porridge with honey
• Lunch: peanut butter, sandwiches and yoghurt
• Supper: fish pie with mashed potato and salad
• Snacks: an apple, a carrot, some cheese
• Drinks: four glasses of water with ice, two glasses of fruit
juice, two cups of rooibos tea

Informal assessment Activity 6: Let the learners look at each
other’s advertisements on display. Ask each
Activity 1: Learners will assess
learner to write a comment on a piece of
themselves as they use their lists in
paper about another learners’ work and
Activities 3 and 8.
hand it to this person. Read through the
Activity 2: Go through the answers learners’ letters before they hand them to
with the learners and let them mark a the principal. Assess whether they have
partner’s work. been able to identify healthy food options.
Activity 3: This activity is a self- Activity 7: Let the learners’ assess each
assessment of Activity 1. other’s completed work. Observe them as
Activity 4: Listen to the learners’ they do this.
contributions to the composite class list. Activity 8: (1) is a self-assessment
Assess whether they understand that healthy activity relating to Activity 1. Observe the
food choices do not need to be expensive. learners as they work in groups and listen
Activity 5: Go through the answers with the to their contributions. Assess whether they
learners and let them mark their own work. have understood the contribution a healthy
diet makes to our overall health.
Remedial
Ask learners to make a class food pyramid. They should write down
the foods that they eat every day for a week. They should then classify
the foods that they have eaten. Learners could use this food pyramid
as an easy visual reference when they are making healthy food choices.
Extension
Ask learners to work together to produce a cookbook of their favourite
recipes. The recipes must be healthy, represent a balanced diet and be
as economical as possible, or include economical alternatives.
Week 8 Reading Skills: Nutrition

matters

Term 3, Week 8
(CAPS) content
Health and
environmental • Reading about healthy eating for children: recall and relate
responsibility
Preparation

Teaching the lesson
about in Unit 4. Also, the learners are approaching the age where
body image and weight loss or gain will become important. Stress
that an essential part of losing weight is an exercise programme.
Let them give you some examples of healthy exercise. Point out
too that there are lots of quick fix diets on the market which do
not usually have permanent results.
Book with them.
Answers
1. Veronica is the person who answers questions about nutrition.
Hannah, Sakhile and Neo are children who wrote to her with a
question they want answered.
2. Hannah told Veronica that she was worried about her big sister
who is only eating salad to lose weight.
balanced – a healthy diet of different kinds of food
steadily – doing something at a regular, gradual pace
indigestible – food that your stomach cannot break down to use
for nutrition
Informal assessment
Remedial

Extension
Let the learners make a collage of what Hannah’s big sister needs to
do to lose weight – follow a healthy balanced diet, drink plenty of
water and exercise regularly. Or, draw a supermarket trolley and fill it
with a collage of food that has fibre. The pictures must have a caption
explaining why that type of food is important.
Week 9 Reading Skills: Going healthy


Health and
environmental
• Reading about healthy eating for children: recall and relate
responsibility
Preparation
Teaching the lesson

about in Unit 4. Also, point out that healthy choices are not
always expensive. Make some comparisons between packets of
chips and apples, oranges or bananas and healthy sandwiches as
opposed to pies.
Book with them.
Answers
1. Bianca Williams and Denver Meintjies were Grade 5 pupils
at Clearwater Primary who were interviewed by a newspaper
reporter. Mr Hill was the school principal.
2. Denver eats fruit and yoghurt, his own healthy packed lunch, a
bean and vegetable soup in winter and a health bar or dried fruit.

benefits – things that help you
hyperactivity – more energy than is normal so that you can’t focus
on your work
concentration – the ability to think carefully about what you are
doing and nothing else
Informal assessment
Remedial
Extension
Do a quick survey of what the learners eat at break. Let them do some
research on the cost of this food and the healthy food mentioned in
the text, as well as a loaf of brown bread as opposed to white bread,
the cost of eggs, maas and small packets of peanuts and raisins. They
can present their findings to the class.
Review: Term 3
Term and week/s These activities provide an opportunity for learners to consolidate

Activity 1
1. a. Culture is the beliefs, art, music, literature and ways of doing
things that are seen in a particular country or group of people.
b. A custom is the way that something is usually done in a
culture or a community.
c. A religious festival is a celebration or recognition of an
important event in a religion. For example, Christmas is a
celebration of the birth of Jesus in Christianity.
2. Learners’ paragraphs should include the following:
Religion Celebrates/ Characteristics

commemorates
a. Diwali Hinduism The start of a Small clay lamps are lit and put outside.
new year on the Fireworks are set off. Hindus try to resolve
Hindu calendar any conflicts that they have, and they help
those less fortunate than them.
b. Bar Mitzvah Judaism The initiation The boy leads the prayers and reads from
of a boy into the Torah, the Jewish holy book. He gets
manhood, a blessing from the rabbi and the rabbi
within the tells the boy what his duties are. When the
Jewish faith ceremony is over, the family has a party
at home.
c. Muslim Islam The marriage The bride and groom are married
wedding of two people in separately. The groom takes the rings
the eyes of God and the money, wrapped in a white
handkerchief, to the Imam. The Imam
says prayers and counts the money.
Afterwards, the groom takes his bride
to see his family and there is a wedding
reception.
d. Christmas Christianity The birth of A tree is decorated with candles or lights.
Jesus People send each other Christmas cards
and give each other gifts. Families get
together for Christmas eve dinner or for
Christmas lunch.
e. Male Jewish (as a The initiation The African Traditional Religious custom
initiation Bar Mitzvah, of a boy into is for the boy to live in a special camp
see above) or manhood with other initiates. He is taught the
within African responsibilities of a man and rituals and
Traditional ceremonies are done to gain the approval
Religion of the ancestors. He is circumcised while
he is at the camp.

Activity 2
Example
Harmful substance Best way to keep safe

1. Paraffin Keep it in a clearly labelled container, in a
locked cupboard
2. Rat poison As above. If it is put out for rats, put it where
small children cannot reach it, but rats can (for
example, behind a cupboard)
3. Bleach Keep it in a clearly labelled bottle, in a locked
cupboard
4. Mothballs As above
5. Insecticide As above
Activity 3
Answers should include the following:
1. Raise the alarm by shouting loudly or banging on the walls.
2. Leave the building as quickly as possible, by the nearest safe exist.
Do not stop to fetch things. Help injured or disabled friends, but
you should not put your own life at risk.
3. If the air is full of smoke, crawl along the floor to a door or
a window to get out. The air closest to the floor will have the
least smoke. Try not to breathe in too much. Leave as quickly as
possible, but do not panic, run or push other people.
4. Assemble at a safe distance from the fire and do not return to the
building to fetch things.
5. Phone the fire department from the nearest phone (dial 10111).
Activity 4
Accept all logical and correct answers. Examples:
1. The chemicals from the factory flow into the river and this creates
the danger that the fish and plant life in the river will die. The water
will be polluted. People could get ill or even die when they drink
this water, swim in it, or eat food that has been farmed using it.
People throwing litter into a dam is a problem because fish could
eat the litter and die, or the litter could injure swimmers. For
example, they could cut themselves on broken glass or rusty tins.
2. The best way to stop factories from polluting rivers is by laws
and heavy fines if they pollute the environment. The best ways to
prevent people from littering are to educate them about the harmful
effects of littering, to provide lots of dustbins, to encourage them to
recycle (such as cash back on glass bottles) and to make littering a
criminal offence and fine people when they do it.
Activity 5
Own answers that should include affordable, healthy food choices.

Physical education
Module 3: Rhythmic movements
UnitUnit
Elongate
1 your muscles

Resources • Participation in rhythmic movements with focus on posture
Learner’s Book and style
pages 254–258;
CD track 1; CD • Safety measures relating to rhythmic movements
player; DVD/visual
images of capoeira Preparation
(if possible) • Familiarise yourself with the material in this unit by reading
Teacher’s Guide.
• Find additional information on capoeira. Watch a visual clip
if possible.
Teaching the unit

Activity 1: Warm up
• As this term’s focus is on moving the body in a rhythmic manner,
the warm up routine changes slightly. Place the emphasis on
elongating and stretching the muscles to improve posture. Explain
these terms as per the Learner’s Book and ensure that learners
understand the difference between last term and this term’s
activities.
• Ensure they stand upright, and follow the instructions for
achieving good posture.
16 seconds out aloud.
right side.
their own.
• Each learner must be able to see and hear you as you demonstrate
the stretches.

Safety measures: Go over the safety measures and check the area for
hazards as mentioned in Module 1.
Basic first aid: This section deals with broken bones and how to
manage them. Make sure learners understand the importance of not
trying to straighten a suspected broken limb and the other tips as
stipulated.

• Capoeira will be new to most learners. Stress the importance of
it being non-contact and that the capoeira we learn is for display
purposes, not defensive purposes.
The ginga or swing: The feet are moving in an ‘L’ position if you
are looking at it from an aerial perspective.
The dance: This is like a quick step from side to side or back to
front. It is a small movement.
The sweep: Learners place their hands on the ground to assist their
revolution in the sweep.
The arch or ‘O’ kick: Even though it says the heel must be close
to the other person’s face ensure this is only with the really
experienced learners. Many learners will take a while to realise the
limitations of their limbs, especially as they are trying to bring
them up and over in one easy motion (it’s not that easy).
• The pretend ‘fight’ must take place a minimum of 1 m apart. No
closer for safety purposes.
• This activity allows the two learners to get to know each other and
to anticipate how the one is going to respond. Encourage them
to communicate verbally with each other – one must be the first
person to make the movement all the time, and the second person
must respond. The display has to follow this formula otherwise
there will be confusion and, possibly, injury.
• Allow the learners to swop their roles and change the order in
which the four movements are done.

• The first three steps require the learner to roll their back on the
ground very slowly, as they perform half a backward somersault.
They return to the upright position when their back has made
contact with the ground for the entire length of the spine.
• To conclude this activity learners stand up slowly and shake their
bodies out, loosely moving their joints and just aiming to feel
relaxed and comfortable.

Formal assessment
Keep a record of every learner’s Learners must be able to run around the
participation in the lesson. You can use the field three times without stopping. Learners
Physical Education Record Sheet in the must do all the stretches correctly, as per
Formal Assessment section (Section 3) for instructions. They must hold the stretches
recording the learners’ participation. for 16 seconds.

Informal assessment perform the ginga or swing, dance, sweep
Activity 1: Learners must be able to and the arch. They must know the difference
answer questions, if posed, about what between the four movements and where
posture is. Learners must be able to show, capoeira originates.
using their body, the difference between Activity 3: Learners must complete all
good and bad posture. Learners must be stages of the cool down. They must do so
able to explain what elongate means. correctly.
Remedial
Some learners may struggle to complete the sweep and the arch kick.
For the sweep, they can use their hands to assist the rotation of the
body. For the arch, they need to lengthen their hamstrings (the large
muscle at the back of the thigh). They can do so by standing upright,
bringing their feet together and reaching over to touch their toes.
Whilst stretching they can bend alternative knee and stretch the
hamstrings out for 16 seconds in each leg. They can then attempt the
arch kick, but start off small and increase as they gain confidence.
Extension
Learners can move closer together for their display. They can be
0,5 m apart. Supervise this and reward learners with this privilege
once they’ve earned it.
UnitUnit
Strike
1 and punch

Resources
Learner’s Book
• Participation in rhythmic movements with focus on posture and style
pages 259–260;
• Safety measures relating to rhythmic movements
CD track 1; CD
player; DVD/visual Preparation
images of capoeira • Familiarise yourself with the material in this unit by reading
(if possible) through the information and activities in the Learner’s Book and
Teacher’s Guide.

• Find additional information in capoeira. Watch a visual clip
if possible.
Teaching the unit

Activity 1: Warm up

Go over the safety measures and check the area for hazards as
mentioned.

• Remind learners that capoeira is non-contact.
• The knee and elbow strike: These moves are ‘invasion’ moves
whereby the knee and elbow enter the other person’s space. The
opponent must retract/move back and out the way of the knee or
elbow. Contact cannot be made.
• The double punch: This is a move where two punches follow each
other in quick succession. The fist can be upright, parallel to the
ground or turn in towards the body. The thumb is always outside
the fingers. If it is enclosed by the fingers it will break.
When shadow punching, the heels of the feet are raised and the
learner moves on the balls of his feet. He moves by making quick
steps from side to side or back to front.
• The Aú: This is what we call a ‘bunny hop’, i.e. when learners are
learning to do cartwheels and they are nervous to straighten their
legs so they take them out to the side and swing them over from
one side to the other. Both hands are on the ground at the same
time and the head is safely tucked in between the arms.
• The pretend ‘fight’ must take place a minimum of 1 m apart. No
closer for safety purposes.
• This activity allows the two learners to get to know each other and
to anticipate how the one is going to respond. Encourage them
to communicate verbally with each other – one must be the first
person to make the movement all the time, and the second person
must respond. The display has to follow this formula otherwise
there will be confusion and, possibly, injury.
• Allow the learners to swop their roles and change the order in
which the four movements are done.

Ensure all learners complete the cardio and strengthening exercises.

Formal assessment
Keep a record of every learner’s participation must do all the stretches correctly, as per
in the lesson. You can use the Physical instructions. They must hold the stretches
Education Record Sheet in the Formal for 16 seconds.
Assessment section (Section 3) for recording Activity 2: Learners must follow the
the learners’ participation. safety rules as per instructions and commit
to understanding why they are in place and
Informal assessment their importance.
Activity 1: Without re-reading last week’s Activity 3: Learners must be able to
text learners must be able to: perform the knee and elbow strike, the
• answer questions, if posed, about what double punch and the Aú. They must know
posture is the difference between the four movements
• show, using their body, the difference and how to respond in a safe manner.
between good and bad posture
• explain what ‘elongate’ means
They must also be able run around the field stages of the cool down. They must do so
for two minutes without stopping. Learners correctly.
Remedial
Some learners may struggle to create routines. In this case, they must
just do the moves in exactly the same order as the text, standing side
by side and not opposite each other. Encourage them to talk to each
other and communicate regarding what to do next.
Extension
Learners can move closer together for their display. They can be
0,5 m apart. Supervise this and reward learners with this privilege
once they’ve earned it.
UnitUnit
Move
1 with good posture

Resources • Participation in rhythmic movements with focus on posture
pages 261–262;
pens; pencils;
• Safety measures relating to rhythmic movements
paper; dictionary
Preparation

Teaching the unit
Activity 1: Warm up

• Go over the safety measures and ensure learners understand them,
and how important they are in order to make PE safe, fun and
athletically sound.
• Clear the area of hazards. Check equipment before use.
• Apply sunscreen, hats and have water available if lesson is taking
place outdoors.
• This activity allows learners to consolidate knowledge learnt over
the year. They can refer back to their books for assistance.
• They can copy and complete the table on page 262 in the
Learner’s Book with a partner.
• There is both peer-evaluation and self-evaluation as evident in the
last two columns.
• They can hand their exercise books in to you at the end of the
lesson for marking.
• This is another consolidation activity as these three movements
have been covered in Grade 4 (Terms 1 and 3), as well as this year
in Term 1.
• The partner must peer-assess and assist the learner to improve
where possible.
• Remind them of the last position for every movement: they must
finish with arms raised above their heads, legs together and chest
slightly pushed forward.

Ensure all learners complete the cardio and strengthening exercises.
Answers
Activity 3
Name of move Key words Picture of move I can

demonstrate this
Marching Count 1, 2, 3, 4 The learners should draw ✓
Straight arms a stick figure of a person
Straight back marching
Strong movement
Hopping Both feet raised off ground The learners should draw ✓
together, body moving a stick figure of a person
forward, arms slightly bent, hopping
next to sides.

Name of move Key words Picture of move I can
demonstrate this
Skipping With rope or without. The learners should draw ✓
With: raising feet over rope two stick figures of person
and jumping. skipping; one with a rope
Without: alternative/ and one without.
opposite arm to leg raised
in air, both feet off ground,
arm straight.
V-step Stepping in V shape The learners should draw ✓
formation, pump arms. a stick figure of a person
doing V-step.
Grapevine Step right, cross legs over, The learners should draw ✓
step right again. Reverse a stick figure of a person
process. Pump arms. doing grapevine.
Galloping Running to a beat of 1, 2, The learners should draw ✓
3, 4. Moving quickly but a stick figure of a person
in rhythmic motion. Any galloping.
direction.
Sliding Wide step to right, dragging The learners should draw ✓
left foot along ground by a stick figure of a person
pointing toes and tapping sliding.
next to right foot.
Lunging One foot far forward, knees The learners should draw ✓
bent, arms next to sides. a stick figure of a person
lunging.
Good posture Spine (back) straight, The learners should draw ✓
shoulders relaxed, buttocks a stick figure of a person
tucked in and chest out, standing upright, spine
chin parallel to ground. straight and chin parallel to
ground.
Formal assessment
Keep a record of every learner’s correctly, as per instructions. They must hold
participation in the lesson. You can use the the stretches for 16 seconds.
Physical Education Record Sheet in the Activity 2: Learners must follow the
Formal Assessment section (Section 3) for safety rules as per instructions and commit
recording the learners’ participation. to understanding why they are in place and
their importance.
Informal assessment
Activity 1: Without re-reading last week’s score 6/8 for table. They must be able to
text learners must be able to: complete both relevant blocks (key words
• answer questions, if posed, about what and drawing) for six of the eight movements.
posture is Do corrections next week.
• show, using their body, the difference
between good and bad posture
complete a somersault, a cartwheel and a
• explain what elongate means.
handstand, without assistance.
They must also be able to run around the
field for two minutes without stopping. Activity 5: Learners must complete all stages
Learners must do all the stretches of the cool down. They must do so correctly.

Remedial
• Learners can consult their Grade 4 book for remedial exercises on
cartwheels, somersaults and handstands.
• Most other terminology can be found in Grade 4 (Modules 1
and 3) or the Grade 5 Learner’s Book. Alternatively, allow learners
to use a dictionary.
Extension
Learners can perform numerous cartwheels and somersaults in a row
and hold their handstand for as long as possible.
UnitUnit
Create
1 a story

Resources Movement performance in rhythmic movements with focus on
Learner’s Book posture and style
pages 263–264;
CD track 2; CD
player Preparation
Teaching the unit

Activity 1: Warm up
PET Activity 2: Movement participation

• Learners to plan and practice a unique routine that tells a story.
• Music can be used, costumes and props too – to be brought for
Week 5.
• They can be in groups of three or four (any larger and the
synchronisation will be difficult).
• The instructions are clearly set out in the Learner’s Book: read
through them with the learners and ensure they understand what
is expected of them. Be clear in that they do not have to do an
Indian-style dance: this is just the example of how people tell
stories through dance.
• They can adopt any style of dance (African, Brazilian [capoeira],
modern, martial arts display moves and many more).

• Explain to them that they are also being assessed in this lesson
(that is, Week 4) as they work together in a group, planning and
practicing their routine.
• Assess the learners as they plan and practice their routines as
a group.
Remember, they must include at least 14 different movements (they

can include more than 14) as per instructions.
The focus is on posture, synchronisation, i.e. movements being
done in time, and in using movement, music and props to tell a story
in a unique manner.

• There should be an improvement in flexibility in learners after
such repetition.
Formal assessment
UnitUnit
Synchronise
1 your movements
Term and week/s

page 265; CD track
2; CD player Preparation
Teaching the unit

Activity 1: Warm up

PET
• Allow learners to organise music, costumes and props.
• Assess the learners as they present their routines as a group.
• The other learners must be sitting quietly and watching their displays.
• Remember, they must include at least 14 different movements
(they can include more than 14) as per instructions.
• The focus is on posture, synchronisation, i.e. movements being
done in time, and in using movement, music and props to tell
a story in a unique manner.
information in Section 3 of this Teacher’s Guide to guide
your observation.

such repetition.
Formal assessment
UnitUnit
Dance
1 with rhythm

Term and week/s
Resources Participation in rhythmic movements with focus on posture and style
Learner’s Book
DVD/video clip/ • Familiarise yourself with the material in this unit by reading
visual images of through the information and activities in the Learner’s Book and
traditional Zulu
Teacher’s Guide.
dancing
• Watch clips/read up on Zulu dancing for more information.

Teaching the unit
Activity 1: Warm up

• This type of dancing has been selected not as an exercise in
dancing but as a way to show learners how athletic and fit one
needs to be in order to complete a variety of activities, including
traditional dance displays.
• Some learners may have seen Zulu dance displays, or perhaps have
taken part in a few. Others may not have. In both cases, have a
group discussion initially and let learners demonstrate and share
their knowledge with the class.
• Express to those who may not have seen Zulu dancing before that
they must just try their best to create a routine, and that there
is no right or wrong movement in today’s lesson. Remind them,
however, that it is dancing for warriors and battle, so their moves
must express those ideas (and not marriage or friendship, for
example).
• Allow learners to create groups of six to eight, give them 20
minutes to practice and plan and then the last 20 minutes to
present their routines to the class.

Ensure that all learners complete the exercises.
Formal assessment
Physical Education Record Sheet in the Activity 2: Learners must be able to be
Formal Assessment section (Section 3) for part of a ‘snake’ chain, squat, lift both the left
recording the learners’ participation. and right leg high off the ground, stamp their
feet, imagine they are holding a spear, perform
Informal assessment at least one individual movement on their own.
Activity 1: Learners must also be able to Activity 3: Learners must complete
run around the field for two minutes without all stages of the cool down. They must do
stopping. Learners must do all the stretches so correctly.
Remedial
Learners can consult additional resources (books, DVD’s) to see Zulu
dancing examples.
Extension
Learners can perform individually for longer, or twice, during their
routine.

UnitUnit
Create
1 a dance sequence

Resources Participation in rhythmic movements with focus on posture
pages 269–270;
DVD/video clip/
visual images of
Preparation
traditional San • Familiarise yourself with the material in this unit by reading
dancing and through the information and activities in the Learner’s Book and
hunting Teacher’s Guide.
• Watch clips/read up on the San way of life for more information.
Teaching the unit

Activity 1: Warm up

• This type of dancing is very different to the Zulu traditional
dances. It has, however, also been selected not as an exercise in
dancing but as a way to show learners how incredibly athletic
and fit the San are. They hunt for days and days, running after an
animal with supreme athletic ability and strength.
• Like last week, some learners may have seen San trance dance
displays. Have a group discussion initially and let learners
demonstrate and share their knowledge with the class.
• Allow learners to tell you what hand signals would be appropriate for
the four examples. Express to those who may be shy that there is no
right or wrong movement in today’s lesson. Remind them, however,
that it is dancing for hunting which is always done so quietly. So their
moves must express those unique skills.
• Allow learners to create groups of six to eight, give them 20
minutes to practice and plan and then the last 20 minutes to
present their routines to the class.


Formal assessment
Formal Assessment section (Section 3) for move in a circle with a group of learners,
recording the learners’ participation. stamp their feet, imagine they are holding
a bow and arrow, perform at least one hand
Informal assessment signal without talking.
Activity 1: Learners must also be able to Activity 3: Learners must complete all
run around the field for two minutes without stages of the cool down. They must do so
stopping. Learners must do all the stretches correctly.
Remedial
Learners can consult additional resources (books, DVD’s) to see San
dancing and hunting.
Extension
Learners can perform individual hand signals to tell a story of a great
hunt at the end of the dance displays.
UnitUnit
Create
1 a game

Resources Participation in rhythmic movements with focus on posture and style
Learner’s Book
page 271; CD
track 3; CD player; Preparation
chairs, cushions or Familiarise yourself with the material in this unit by reading through the
jerseys (enough for information and activities in the Learner’s Book and Teacher’s Guide.
whole class); paper
and pens/pencils Teaching the unit
Activity 1: Warm up
The learners learnt how to do this warm-up in Week 1. Follow the
• All three of these games are played as a class. You control the
music (stopping and starting it).
• Musical statues is when learners have to freeze as the music stops.
The last one to freeze or to wobble whilst frozen is out. The
winner is the last one dancing.

• Musical chairs is when learners move quickly on the edge of a
circle of chairs. If there are 36 learners in the class there must
be 35 chairs. When the music stops, learners sit on a chair. The
person without a chair is out. Learners may not share a chair.
• Musical bumps is when learners have to sit on the ground as the
music stops. The last one to sit down is out.
• Let learners get together in groups and create their own games.
They must write them down on a piece of paper and hand them
to you.
• They can demonstrate the game and if you feel it is a good game,
allow the class to play it.

Formal assessment
Keep a record of every learner’s correctly, as per instructions. They must
participation in the lesson. You can use the hold the stretches for 16 seconds.
Physical Education Record Sheet in the Activity 2: Learners must be able to play
Formal Assessment section (Section 3) for all three games.
Activity 3: Learners must be able to work
as part of a group and create a new game.
Informal assessment
Activity 1: Learners must also be able to
stages of the cool down. They must do so
run around the field for two minutes without
correctly.
stopping. Learners must do all the stretches
Remedial
• Learners can walk as well as run when playing musical bumps,
chairs and statues.
• Learners can have both feet on the ground when frozen.
• Learners can hold their knees instead of sitting cross-legged during
musical bumps (their buttocks must still be on the floor but their
legs do not have to cross completely).
Extension
• Learners can complete more laps during the warm up and cool
down activities.
• Time them and challenge them to increase their speed whilst
doing so.

UnitUnit
Present
1 a dance sequence

page 272
Preparation
Teaching the unit

Activity 1: Warm up
PET Activity 2: Movement performance

• Allow learners to form groups of five.
• Give them 20 minutes to practise. They can use their Learner’s
Book for assistance.
• The average number of moves per sequence is eight. They can use
this as a minimum guideline.
• The focus is on accurate storytelling, depicting the different Zulu
or San dance technique correctly, posture, style, synchronisation
and team work.
• The other learners must be sitting quietly and watching their displays.

such repetition.
Formal assessment

Unit Demonstrate story through
movement

pages 273–274
Preparation
Teaching the unit

Activity 1: Warm up

• Allow learners to get into groups of five to six.
• Give them 20 minutes to practice. They can use their Learner’s
Book for assistance.
• They must include at least 14 moves.
• The focus is on accurate storytelling whilst incorporating exercise.
They must also be aware of their posture, style, synchronisation
and team work.
• The other learners must be sitting quietly and watching
their displays.
• Ask them questions about their story at the end of their routine
and assess the accuracy of their depiction.

such repetition.
Formal assessment

Module 3: Working together
UnitUnit
Dancing
1 together

Learner’s Book
pages 276–279;
• Physical warm up for co-ordination and control (including
spinal rolls, swings, floor work, body part isolations, knee bends
CD track 17 and
21; CD player; and rises)
cool-down music • Cool downs (including stretches and flowing movements)
• Balancing in different ways on one leg, alone and with a partner
• Partner skills such as copying, leading, following and mirroring
• Movement phrases in pairs using ‘question and answer’ and
‘meeting and parting’
Key terms: balance, leading and following, mirroring, call-and-
response
Preparation
Teacher’s Guide.
• Listen to the music track before the lesson to familiarise yourself
with it.
Teaching the unit

1 1 276–278 1–5
2 2 278–279 6–10
Lesson 1 (Week 1)
• Focus of the activity: warming up
• As usual a dance session must start with a warm up session. This
time the learners are encouraged to get into groups and create a
few warm up exercises.

• Give each group a different part of the body to focus on and ask
them to create three to four exercises to warm up.
• Allow the learners to practice enough to be able to teach their
routine to the rest of the class.

• Focus of the activity: balancing with a partner
• Give a time limit for (2) so that there is more time allowed for (3).
• When balancing with a partner, encourage the learners to respect
each others’ ideas and bodies.
• Encourage them to try out as many ways as possible and don’t
restrict their thinking.

• Focus of this activity: leading and following
• Encourage the learners to not talk when they are following
the leader.
• Stress the importance of following closely with their eyes to copy
the movements as accurately as possible.

• Focus of the activity: mirroring
• Again don’t allow the learners to talk during this activity.
They should get used to using their eyes to pick up information.

• Focus of this activity: cooling down
• Due to the time restrictions, cool downs often tend to get
neglected. They are important for getting the heart rate and focus
back to normal. Try to include them even if they are short.
• Keep the music you use very quiet and gentle so as to allow the
focus to come back to normal after the busy activity. You could
use track 21 on the CD if you cannot find your own music.
• Encourage the learners to focus completely on themselves and be
ready for the next lesson.
Lesson 2 (Week 2)
• Focus of the activity: extending the warm up routine
• Learners use the routine they created in Activity 1 and then add
another sequence that focuses on a different part of the body.

• Focus of the activity: mirroring
• This activity builds on Activity 4.
• This time the exercise requires even more concentration as it is
not just based on copying. Don’t allow the learners to give up too
quickly, challenge them!
• Make sure your instructions are very clear.

• Focus of the activity: question-and-answer movement phrases
• Start with a quick discussion on non-verbal communication.
• Explain the activity to the learners. Point out that there are no
right or wrong moves. The learners need to focus on their partner
and feel the move they are given as a ‘question’ and respond with
‘answer’ using movement.

• Focus of the activity: meeting-and-parting movement phrases
• The activity this time is slightly different in that you don’t wait for
a ‘question’ move to finish in order to ‘answer’ with a move. The
partners need to be so in tune with each other that the movements
can happen all at the same time.
• Encourage the learners to watch very closely and respond to their
partner’s moves as they are happening.

• Focus of the activity: cooling down
• Find a few minutes for the learners let their bodies cool down and
minds to relax as the activities have required a lot of thinking and
concentration.
Informal assessment
Observe the learners and take note of the following:
• Are they able to identify suitable exercises for various warm ups?
• Do they show respect for fellow dancers’ bodies and their views
and opinions?
• Are they able to use their eyes to observe and follow movement?
• Can they find and maintain their focus over a period of time?
• Do they think and move in a creative way?
• Are they able to communicate with a partner using movement
instead of words?
Remedial
Weeks 1 and 2 are tightly packed with activities so time frames are
important. Slower learners may need a bit more time, so group them
together and let them go at their pace. Alternatively, try mixing them
with the faster learners so they have some support.
Extension
If there are learners who have completed activities well before the rest
of the class, encourage them to lengthen the routine.

UnitUnit
Being
1 in the audience

Resources Topic 4: Appreciate and reflect on
Learner’s Book Two contrasting dance performances (live or on DVD), considering
page 280; live the context, the purpose and the style of the selected dance
dance performance
or DVD of a dance
performance
Preparation
Teacher’s Guide.
• Arrange an outing to a dance performance or make sure you have
the equipment to show the learners the DVD. Make sure there are
at least two different dance styles in the performance.
Teaching the unit

Before the learners watch the performance, go through the material in
the Learner’s Book. Make sure the learners understand what to look
for in a dance performance by working through the list with them.

• Explain to the learners that they need to look for the things on the
list in the Learner’s Book during the performance. Suggest that
they view the performance and only write their own rough notes
afterwards.
• Allow time after the group discussions for feedback to the whole class.
Informal assessment
As the learners are discussing the performance and in the class
feedback session, listen to their contributions and note whether they
are able to comment on the context (where the dance is set), purpose
(the message and/or story of the dance) and style of the dances.
Remedial
For learners who have difficulty, provide a list of sentences that they
need to complete to describe different facets of the performance.
For example: ‘The dance was set in ... . It used … and … kinds of
movements.’

Extension
Encourage learners to watch other dance performances (for example,
in music videos or in advertisements on television) and to comment
on them in the same way.
UnitUnit
Making
1 music together

Learner’s Book
pages 281–286;
• Vocal warm up (including breathing awareness exercises,
harmonising of vowels on different notes)
CD track 18; CD
player; piano or • Singing warm up (including South African songs in unison,
other melodic canon, two-part harmony, and call-and-response)
instrument Topic 2: Improvise and create
Musical phrases, in pairs, using repetition, accent, call-and-response,
and/or echo
Musical notation of notes on lines and in spaces on a treble stave
using letter names on C major scale
Key terms: treble stave, C major, repetition, accent, call-and-
response, echo
Preparation
Teacher’s Guide.
• Listen to track 18 on the CD and learn the song.
• Learn and practise the C major scale.
Teaching the unit

1 4 281—285 1—6
2 5 285—286 7—10
Lesson 1 (Week 4)
• Repeat the breathing exercises from Term 2 in the Learner’s Book.
• Demonstrate the correct posture and breathing and let the
learners imitate you. Stress the importance of correct posture and
breathing for singing.

• Demonstrate the mouth positions for the vowels, a, e, i, o and u.
• Let the learners practise the mouth positions until they can
pronounce the different vowels well.
• Divide the class into two groups. The learners use the vowels they
have practised for the warm up.
• Demonstrate (3) and (4) from the activity in the Learner’s Book
and let the learners imitate you.
• They repeat this with the other vowels, starting on a different note.
• Use the music reference in the Learner’s Book to explain the
concept of harmony.
• Divide the class into two groups and teach each group their part.
In two part singing it is important for each group to know their
part well.
• Change the pitch and use the reference in (4) to do the warm-up again.
• Let the learners practise these warm-ups. It is important that their
pitch is accurate.

• Play track 18 on the CD and let the learners listen with their
eyes closed.
• Read the information about the song in the Learner’s Book and
tell the learners that they will be singing it in parts. Point out the
different parts in the music. Stress the importance of this kind of
singing for increasing their musical and aural ability.
• Divide the class into two groups. Group 1 will have higher
pitched voices and Group 2 will be the rest of the class.
• Teach each group their part of the song. Use the, ‘How to teach
a new song’ on page 95 in this Teacher’s Guide, to do this. It is
important to spend time on getting the pitch correct.
• Let the groups practise their parts separately before they sing
together in harmony.
• Let the groups practise together until they have a good performance.
• Read the instructions for (2) of the activity in the Learner’s Book.
Ask different pairs of learners to demonstrate with clapping the
musical elements under the four bullets. Demonstrate the correct
forms if necessary.
• Let the learners work in pairs to create their own interesting phrases
using these elements. Encourage them to experiment freely.
• Refer to the C major scale in (3) in the Learner’s Book. Explain
what a scale is and how it is named. Point out the value of
understanding the structure of musical phrases.
• If you have a melodic instrument such as a piano, play the
C major scale for the learners.

• Play or sing the C major scale while the learners listen with their
eyes closed.
• Remind the learners that the letter names of music notes are the
first seven letters of the alphabet – ABCDEFG.
• Refer to the C major scale in the Learner’s Book. Explain that a
scale is the key in which the music is written. A scale has eight
notes, each note with a letter name, ordered alphabetically –
ABCDEFG and then A again. The letter name of the first and last
note of the scale will be the same, but the pitch will be different.
• Point out that a scale is named according to the letter name of
the first note. The C major scale starts on C and ends on C, at a
higher pitch. The full scale would read CDEFGABC.
• Let the learners work in pairs to answer questions 3–7. They could
also write the answers in their exercise books.
Lesson 2 (Week 5)
• Tell the learners to get ready for the breathing exercises they
did in Activity 1. Check that they are standing up straight with
their weight on both feet. They should place their hands on their
diaphragm to feel the intake of a deep breath, and the slow release
for 14 counts.
• Let the learners do this exercise twice more. They should try to build
up their lung capacity with a slow release of breath for 18 counts.

• Refer to the two part warm-up harmony exercise in Activity 3. Let
the two groups sing this together.
• Divide the learners into three groups and choose a vowel for the
exercise in this activity.
• Tell each group which notes they should sing and let them practice
separately, getting their pitch right, before they sing together.
• Repeat the exercise with the other vowels.
CAT Activity 9: Read, interpret and perform
• As a class, practise singing the songs listed in (2) and (3) of this
activity. Stress the importance of singing together as a group,
keeping a tune and keeping a good rhythm, going. Tell the
learners that they will be assessed on these points in their
small groups.
• Divide the class into groups of eight and tell them to choose one
of the songs the class has just practised. They will perform this for
the rest of the class.
• Give the groups enough time to practise their song. Refer to the
table showing how they will be assessed before they perform.

• Learners can work in pairs or individually in their exercise books.
• Tell them to use the picture of the stave as their guide.
• The learners follow the instructions and complete the activity on
their own or in pairs.
Answers
Activity 6
3. C
4. C, D, E, F, G, A, B, C
5. eight
Activity 10
Formal assessment
Part of the Creative Arts Task formal assessment for Term 3 comes
from Activities 9 and 10. Refer to the Formal Assessment section
(Section 3) for assessment guidance for the activities.
Remedial
Revise the musical concepts learnt in Grade 5 by going through
Module 1, Units 2 and 3, Module 2, Unit 3 and this unit again.
Extension
• Add some movements to the song, Siyahamba.
• Play the learners some other scales. For example, the next scale
taught would be G major. Work out the letter names of this scale:
G A B C D E F-sharp G.
• Play learners some of the songs in C major that are mentioned in
the ‘Did you know’ box on page 285 in the Learner’s Book.

UnitUnit
Creating
1 theatre together

6–10
Resources
Learner’s Book
• Vocal warm up (including breathing awareness exercises,
pages 287–298;
harmonising of vowels on different notes)
an egg timer or • Trust games, in pairs and small groups (e.g. sharing body weight,
stop watch on a and other)
cell phone Topic 2: Improvise and create
• Pair role-plays, using appropriate language, movement, facial
expression and gesture
• Character ‘hot seats’ in pairs to develop roles, using appropriate
language, body language and gesture
Group role-play using characters created in Topic 2 (considering
characterisation, interaction, conflict and resolution)
Key terms: role-play, character, hot seat
Preparation
Teaching the unit

Divide the unit into five one-hour lessons as follows:
1 6 287—289 1—4
2 7 289—293 5—10
3 8 293—295 11—15
4 9 296—297 16—18
5 10 298 19—20
Lesson 1 (Week 6)
You can introduce the lesson by discussing how and why theatre is
always a collaborative event. Use the information in the Learner’s
Book to help you.

• Tell learners to lie down in preparation for Activity 1. Because
there are no big movements in this exercise, learners can lie
close together if they need to for space, but make sure they are
concentrating, and not fidgeting or talking.

• Because the learners have their eyes closed, they will depend
entirely on your voice for instruction. Avoid making them open
their eyes to read. Instead, talk them through the exercise in a
gentle and soothing voice.
• Remind learners that there should be no strain during this
exercise. Their breath should be natural and easy and they should
take their time, to avoid getting dizzy. They should only breathe in
and out when their body needs to so they never feel like they are
sucking air in or forcing air out. They should feel as though the air
is simply flowing in and out.
• You can conclude the activity by asking a few learners to comment
on the activity in a brief whole-class discussion.

• Learners should have their eyes closed for this activity too.
• They should work on this activity on their own. They should
practise breathing in the same way as Activity 1 and then add
humming according to the instructions that you give them.
• When they get up off the floor after this exercise, make sure they
do so slowly in case some of them are dizzy. Try to get them to
transition into the next exercise in silence as it will give greater
focus to Activity 3.

• Learners should work on this activity in silence and in small
groups of about seven learners.
• Explain why trust is important when acting. Emphasise that the
point of this activity is to build up trust, and that learners are
responsible for being gentle with one another and keeping one
another safe.
• Note that it is essential that the circle is small enough so that
learners can be caught safely. If you have a large class, divide into
as many smaller groups as necessary.
• The goal is for the learner in the middle not to bend at the waist.
They must fall like a tree falling – with straight legs.
• Let the learners work in their own time until everyone in each
circle has had the opportunity to be in the centre of the circle. If
some groups are quicker than others, they can repeat the activity
until the other groups are all finished.
• While you might have some talking as learners swap around or
problem-solve, try to maintain as quiet and calm an atmosphere
in the classroom as possible.
• You can conclude the activity by asking a few learners to comment
on their experiences in a brief whole-class discussion.

important Activity 4: Read, interpret and perform
You should • Learners should work on this activity in pairs.
encourage the • You can introduce this activity by asking learners if they have
learners to have watched any TV programmes where someone explains what they
fun in this game, are doing as they do it.
without feeling
like they are being
• One learner should role-play a foreigner demonstrating an activity
to a TV audience that does not speak his language. The other
made fun of.
learner should role-play the foreigner’s interpreter who has arrived
too late to find out what activity the foreigner is demonstrating.
The interpreter should therefore describe what the foreigner is
doing, when they don’t know any more about the foreigner’s
activity than the audience. However, the interpreter has to give the
impression that they do know what is going on. The interpreter
has to speak very seriously, and do their best to be accurate, in
order to make the situation look as realistic as possible. This
exercise is funniest when the interpreter doesn’t know what the
activity is but tries to make it look like he does.
• At the end of the performance, the foreigner can tell the class and
the interpreter what activity they were actually demonstrating.
Lesson 2 (Week 7)
• Introduce this lesson by explaining why some of the warm-up
exercises in this unit may have been done by learners before.
• Remind learners how to perform the rolling up and rolling down
exercise that they learnt in the first term. Also remind them to
work smoothly and easily and not to lock their knees when they
straighten, or to swing their arms too violently.

• Learners should work on their own to breathe and hum according
to the instructions given in the Learner’s Book.
• Remind learners not to shout or to strain their voices.
• Remind learners that they should work at their own pace. They
should not rush their numbers when they are running out of air, or
force their breath out to count one more number.
• The aim of this exercise is to see how long learners can breathe out
for, without straining themselves.

• Introduce Activity 8 by discussing the concept of ‘hot seating’ in
real life. Use the material in the Learner’s Book to help you.
• You could explain Activity 8 to the learners, but it is far more
effective to model the activity, using three volunteers.

• Learners should work in groups of three. One person should sit
on the seat, and two others should ask them as many questions as
they can within the time limit. The person in the hot seat should
answer the questions as fast as possible.
• Remind the learners that the questioners should avoid making the
person on the hot seat uncomfortable, as this will spoil the fun.
• Set the timer for about two minutes (for the asking and answering
of questions).
• A variation of the game is to allow the player on the hot seat to
lie, and then have the rest of the players ‘challenge’ the person on
the hot seat, in order to win points.

• This activity is done in the same way as Activity 8, but the person
on the hot seat should pretend to be a famous person, and answer
the questions as though they are that person. They should not tell
their group which character they are playing. Instead, the group
should attempt to guess who they are.
• The groups should consist of five learners instead of three.
• Set the timer for about two minutes (for the asking and answering
of questions).

• Learners should work in groups of five to eight to script a short
scene that takes place outside a court house.
• Follow the instructions in the Learner’s Book.
• End the lesson by allowing the learners to perform their role plays
for the class and to get constructive feedback afterwards.
Lesson 3 (Week 8)
• Start this lesson by emphasising the importance of warming up
the tongue and lips, as well as warming up the voice and body.
• Explain that in order to perform Activities 11 and 12 well, they must
really over-articulate. Pulling faces while doing these exercises, in
order to get their mouth around the words, is correct and necessary!

• Before learners start, emphasise that they should never strain their
voices or shout.
• Introduce Activity 12 by explaining what a tongue-twister is.
• Emphasise that the aim of the activity is to build trust. Therefore,
learners should not be trying to push one another over as this may
cause injuries.

• Learners should work with a partner who is roughly the same
size as them. One learner leans on the other and transfers his/her
weight to the person supporting them. The aim is to find out how
far they can lean while their partner remains strong.

• Remind learners that this activity depends on trust and that leaders
must keep their followers safe. Followers must use their other senses
as much as possible, in order to compensate for not being able to see.
• Learners should work in pairs, where one learner is a leader, and
one is a follower. Follow the instructions in the Learner’s Book.
• After a while the learners should swap roles.
• You could conclude the activity by asking a few learners to
describe what it was like taking on the role of leader or follower,
and what they learnt from this activity.

• Learners should work in groups of three. They should sit in a row
and the learners at the ends of the row should compete for the
attention of the learner in the centre, in whatever appropriate way
that they think will work. The rest of the class or group should
watch the improvisations, which can be very funny.
• The learner in the middle can talk as well and should respond
honestly to the person that they think is the most interesting in
terms of what they are doing.
• You could divide the class so that each group of three that is
performing can be watched by another group of three. After a
certain time, the groups would swap roles. Alternatively, one
group could perform at a time so that the whole class can watch.
Lesson 4 (Week 9)
You can start the lesson by telling the class that they will be working
towards their Formal Assessment Task in this lesson.

• Learners should suggest their favourite warm-up activities. Because
you want learners to think for themselves and remember what they
have done in previous classes, it is preferable if they make suggestions
without referring back to the Learner’s Book. When they make good
suggestions, perform the warm-up activities as a class.
• By the end of the warm up, the learners should have warmed up
their bodies, lips, tongue, and voices. Therefore it is a good idea to
spend about five minutes on each of these areas.

• Learners should participate in a class discussion in which they
analyse a theatre performance that they have seen recently. They
should discuss the performance, using correct theatre terms such
as sets, props, design, characters and direction.

• The class should be split into a theatre company group and a
group of reporters. The reporters should question the theatre
company group about a recent production (the one that learners
discussed in detail in Activity 17) that they staged.
• The reporters should take turns to ask as many detailed and difficult
questions as they can, and the theatre group members should take
turns to answer the questions in as much detail as possible.
• Learners should be given time to plan their questions and
responses (without letting the other group know what they are
planning), before the activity begins.
• At the end of the activity, you could hold a brief class-discussion
to review and evaluate the learners’ performances and responses.
This would be a suitable concluding activity for the lesson.
Lesson 5 (Week 10)

• Learners should work in the same groups they were in, in
Activity 18.
• Allow about 10 minutes for this activity.
• Learners should continue to work in the same groups they were
in, in Activity 18 to plan and dramatise a press conference. The
conference can be on a topic of their choice. Half of the learners
should be reporters and the other half should answer questions.
• Learners must ensure that their dramatisation tells a clear story,
with a beginning, a middle and an end. They should also consider
and use the techniques that they have learnt during the course of
the term.
• Allow about 15 minutes for the planning and practising.
• Create a performance area and let the learners perform their press
conferences.
• Once all of the dramatisations have been performed for the class,
the group members should sit together and discuss how well they
performed as a group. This would be a suitable closing activity for
the lesson.
Formal assessment
Part of the Creative Arts Task formal assessment for Term 3
(Section 3) for assessment guidance for the activity.

Remedial
Show learners some video footage of people being asked awkward
questions by the press. It may help learners to understand and mimic
peoples’ reactions when they are under pressure in an interview
situation. There are thousands of examples on YouTube on the
Internet. This will help learners with the hot-seating tasks and the
final assessment task.
Extension
Hot seating can be an excellent way of resolving conflict, because it
allows learners to see another person’s point of view. Give learners
a newspaper article to read that describes a conflict between two
parties. Learners should then hot seat various characters involved in
the conflict and answer questions about the conflict, whilst playing
particular characters.

Module 3: Insects and reptiles
UnitUnit
Discover
Let’s
1 lookyour strengths
xx-xx Duration
Duration:2 1hours
hour

Learner’s Book
pages 300–302
real objects to identify and name all art elements in images of
real objects to identify and name emphasis in images of reptiles,
insects, etc.
Preparation
Teaching the unit

1 1 300—301 1
2 2 302 2
Lesson 1 (Week 1)
Start the lesson by asking learners to describe the biggest, smallest,
oddest, most beautiful (and so on) insect they have ever seen. They
can then discuss the photographs in the Learner’s Book in terms of
body shape, markings and movement.
Refer to the Learner’s Book, where there is interesting information

about the scarab beetle. Learners might be interested to know that
scarabs were a sacred symbol to the Ancient Egyptians. This was
because scarabs roll balls of dung around, in the same way that
the Egyptians believed the god Khepri pushed the sun across the
sky. The Egyptians also noticed that they never saw any juvenile
scarab beetles (because scarab beetles mature in a ball of dung

underground). Instead, adult scarabs would emerge from the earth
in an almost magical way. Therefore they saw the life of a scarab
beetle as a metaphor for eternal life, because of the beetles’ ability to
emerge whole after ‘burial’ in the ground. This is why many Egyptian
pharaohs were buried with small carvings of scarabs on their chest.

Learners should work on this activity in a class discussion.
Lesson 2 (Week 2)
Start the lesson by having a short class discussion about the ceramic
sculpture from Ardmore Studio and wooden sculptures by Wildus
Ntshali (see the Learner’s Book). Ask learners to compare and contrast
the techniques and textures used in the two works.

Learners should work on this activity in a class discussion.
Answers
Activity 1
3. Circles, semi-circles and rectangles are repeated throughout the
design (three shapes). The same negative spaces between the legs
are repeated on either side (another three shapes). This comes to
six shapes in total.
4. The thick dark lines form a strong contrast with the pale
background and make the body stand out considerably.
5. The focal point of the beetle design is its head/pincers, although
the semi-circular shape on its back is arguably also a strong
focal point.
6. There is complete symmetry on either side of the beetle, because
the same shaped negative spaces are created on either side. The
legs on both sides are in identical positions, which probably would
not happen in nature.
7. The use of simple lines and shapes has created a very strong sense
of pattern, and therefore of design.
8. This is completely subjective. Learners could argue that because
this design consists only of black lines on white paper, the strong
use of pattern and repetition is emphasised, strengthening the
design. However, it could be argued that colour could also be used
to contribute to pattern, repetition and therefore effective design,
if colours were used carefully.

Activity 2
3. Two crocodiles are climbing up the vase.
4. The artist has made the crocodiles the focal point of the design
by raising them above the rest of the surface of the vase and
giving them an interesting texture. The surface of the vase is flat
and smooth, in contrast with the crocodiles, which are three-
dimensional and have a rough and lumpy skin.
5. Both artists have used colour to emphasise pattern. For example,
the Ardmore Studio vase is covered with a repetitive red and
yellow pattern, and the back of the crocodile is covered with a
repetitive black pattern. The black of the crocodile’s back and the
yellow of its skin are echoed in the black and yellow of the pattern
of the vase. In the case of Wildus Ntshali’s work, intricate black
patterns stand out against a white background. Therefore colour is
used for contrast and to emphasise pattern.
6. The artists have used patterns to add interest to their work. The
crocodiles stand out in contrast to the regular and beautiful
patterns on the vase, and this makes them more eye-catching.
The patterns in Wildus Ntshali’s work make his relatively simple
subject matter (insects composed of basic geometric shapes) far
more interesting, and keep the viewer’s eyes focused on the work.
The patterns are fascinating in their detail. For example, the
sun-shaped patterns on the wings of the insect at the top of the
photograph holds the viewer’s eye.
7. Own answer.
Informal assessment
Listen to the learners contributions during the class discussion and
assess whether they are able to name and describe the way art
elements and design principles are used in the works.
Remedial
If learners are struggling with the concept of symmetry, you can get
them to fold a piece of paper in half (or into several more sections)
and then cut out a simple design. They will be able to see the design
precisely replicated on both sides of the fold. Learners can also put a
blob of paint on a piece of paper, fold the paper over and squash the
paint between the two halves. When they open the paper up, they will
see an identical shape on both sides of the fold. You could then ask
them to use this shape as the basis for a pattern that is symmetrical on
both sides of the fold.
Extension
Ask learners to experiment with symmetry in design by seeing what
symmetrical patterns they can design, using nothing but a geometry
set. Tell them that their work must adhere to a definite pattern and
logical structure throughout.

UnitUnit
Picture
1 an insect

Resources Topic 1: Create in 2D, reptiles, insects in their environment
Learner’s Book
pages 303–305;
techniques
glass jars with lids
(with holes in • Art elements: reinforce relevant art elements through use in own
them) for collecting images of reptiles, insects, etc.
insects; paper; • Design principles: reinforce design principle
pencils; oil pastels; Topic 3: Visual literacy
wax crayons; paint • Observe and discuss visual stimuli in photographs, artworks and
and paint brushes; real objects to identify and name all art elements in images of
water; plastic or
newspaper to cover
and protect desks • Observe and discuss visual stimuli in photographs, artworks and
real objects to identify and name emphasis in images of reptiles,
insects, etc.
Preparation
Teaching the unit

Divide the unit into four 30-minute lessons as follows:
1 3 303 1—2
2 4 304 3
3 5 305 4 (begin)
Lesson 1 (Week 3)
Introduce the unit by discussing the photographs of insects in the
Learner’s Book with the learners. Draw their attention to colour,
texture and pattern in relation to the insects.

• If there are any dangerous insects in your area (for example,
wasps), or other potential dangers (such as spiders or snakes) warn
learners before they go out to look for insects.

• Read through the instructions with the learners before they
go outside.
• If learners can’t capture the insect, ask them to sketch it, or
possibly photograph it using a cell phone.

• Learners should work on their own to compare the insect(s) that
they have found, sketched or photographed with the photographs
of the insects in the Learner’s Book. They should examine their
insect in detail in terms of its anatomy and appearance.
• You could allow learners to walk around and examine one
another’s insects. A discussion about the learner’s findings would
be a suitable closing activity for the lesson.
Lesson 2 (Week 4)
• Let learners work on their own to draw their insect with an HB or
2B pencil on A3 paper.
• Encourage them to use their pencil in a variety of ways to show
the various textures and patterns on the insect’s body.
• Learners should walk around and look at one another’s work as a
closing activity for the lesson.
Lesson 3 (Week 5)
Start the lesson by asking learners if they have ever seen batik prints
and if they know how they were made. You can then explain the basic
principles of batik and resist printing, using the information in the
Learner’s Book.
• Tell learners that they will have two lessons (this one and the next)
to work on this activity.
• After they have looked carefully at the pictures and photographs
of the insects and reptiles in this unit, they should create a design
of repeated shapes based on what they have seen. Once they
are happy with their design, they should go over the lines in
oil pastels or crayons, before painting over the whole design in
poster paint.
Lesson 4 (Week 6)
• Learners should continue to work on Activity 4.
• Allow them to display their work when they have finished.
• When they have finished working on their artwork, they should
discuss the principles of design and colour that they used. They
should focus on the topics given in question 8 of the activity. This
discussion would be a suitable concluding activity for the lesson.

Informal assessment
Activities 1 and 2: Once learners have They should offer and ask for constructive
completed their individual observations, criticism, and use the advice that they agree
they can compare findings with a partner with to improve their drawings (this is useful
or in a small group. You could then hold a informal peer assessment).
class discussion in which volunteers could Activity 4: Once learners have worked
contribute interesting observations about individually to complete their resist-prints, they
the insect that they have found. Listen to should work with a partner. The pair should
the learners’ contributions and note their discuss why and how they used elements of
attention to detail. design such as colour, contrast, line, texture,
Activity 3: Ask learners to make a short shape and negative shape to create an
list of the techniques that they learnt effective composition. Once all the learners
for drawing textures (as a form of self have finished their work and their discussions
assessment). You could then ask them to in pairs, you could further assess their work in
walk around and look at one another’s work. the same way as Activity 3.
Remedial
• Activity 3: If learners are struggling to make suitable pencil marks
to represent textures, ask them to make a marks and textures
chart. They should divide a page into at least 20 small blocks,
and fill each block with a different mark. They should experiment
with as many different marks as possible, using both the tip and
the side of the pencil. They should then collect a variety of objects
with different textures. For example, they might collect a woollen
jersey, a glass of water, a belt and a stone. They should draw only
a small part of the surface of each object in each texture box. For
example, they might draw the reflection on the water in one box
and the surface of the stone in another.
• Activity 4: If learners are struggling with repeating their drawings,
allow them to create a stencil. They should draw their design in
the centre of a firm piece of card and then cut out the shape that
they drew. The advantage of the stencil method is that learners
can turn the stencil over and incorporate mirror images into their
design.
Extension
• Ask learners to find photographs of parts of insects’ bodies that
have been magnified. They should then draw or paint these
body parts.
• Ask learners to research the various techniques used in batik
printing (for example, tie dying, working from light to dark
colours) and produce their own batiks. Producing batiks involves
working with hot wax, so you would have to work with learners to
make sure that they work safely.

UnitUnit
Creatures
1 from clay

7–10
Topic 2: Create in 3D, reptiles, insects, etc.
Resources • Skills and techniques: earthenware clay
Learner’s Book
pages 306–308;
• Art elements: reinforce texture, shape/form through modelling
own reptiles, insects, etc.
clay; small
containers to hold • Design principles: reinforce emphasis through use in own models
water; plastic or of reptiles, insects, etc.
newspaper to cover • Spatial awareness: reinforce conscious awareness of working in
and protect desks; space, e.g. model to be viewed from front, back and sides, parts of
suitable implements model can extend into space
for cutting into
and working with
clay such as large
needles, toothpicks,
Preparation
twigs, old pencils • Familiarise yourself with the material in this unit by reading
and plastic knives; through the information and activities in the Learner’s Book and
poster paint; paint Teacher’s Guide.
brushes • If you have any particularly interesting pictures of ladybirds or
chameleons to show the learners, this could inspire them in their work.
Teaching the unit

1 7 306 1
2 8 307 2
3 9 308 3
4 10 308 4
Lesson 1 (Week 7)
Have a short class discussion on important techniques that learners
need to know when working with clay. Remind them to keep clay
moist enough to work with, but not so wet that it loses its shape.
follow the instructions in the Learner’s Book to create a clay
sculpture of a ladybird.
• You can end the lesson by allowing learners to walk around the
class and admire one another’s ladybirds.

• Remind learners that if they need to work further on their
sculptures, they should cover them with a damp cloth and then
seal them in a plastic bag, as tightly as possible.
Lesson 2 (Week 8)
Start the lesson by asking learners a few questions about primary,
secondary and complementary colours. You could ask them which
colours they think work well together and why.
• Learners should work individually to paint the ladybird sculpture
they made in the previous lesson, using poster paints. They should
paint the sculpture in one primary and two secondary colours.
This means that they are not expected to paint the ladybird in
realistic colours (black and red).
• They should be given a chance to walk around and admire
what their classmates have produced and should also tidy their
work area. You can end the lesson by asking learners to display
their work.
Lesson 3 (Week 9)
You can start the lesson by asking learners to discuss the wire sculpture
in the Learner’s Book. They should focus on why the sculpture does/
does not convey a very accurate sense of the animal being represented.
You can then ask learners what they know about chameleons (there is
some useful information in the Learner’s Book).
• They should sculpt a small chameleon out of clay, by following the
instructions given in the Learner’s Book.
• You can end the lesson by giving learners a chance to walk around
and discuss what their classmates have produced. They should also
tidy their work area.
Lesson 4 (Week 10)

Start the lesson by discussing the colour and texture of chameleon’s
skin, and the ability of many chameleons to change colour. Learners
might be interested to know that chameleons do not only change
colour in order to blend in with their environment (as a form of
camouflage), but they also do so in order to communicate, and to
regulate their body temperature. This discussion about the colour of
chameleons would be a useful introduction to Activity 4.
• Learners should work on their own to paint and decorate
their sculpture according to the instructions given in the
Learner’s Book.

• Learners can display their sculptures once they have finished
painting them. The class members should then be given an
opportunity to walk around and admire one another’s work,
before tidying their workspaces. This would be a good way to
conclude the lesson.
Informal assessment
Learners should work with a partner to have a short discussion
about the techniques that they learnt in this unit (for self
assessment). They should then walk around and look at one
another’s work. They should offer and ask for constructive criticism,
and use the advice that they agree with to improve on their
sculptures (this is useful informal peer assessment).
Remedial
If a learner is struggling with these activites, pair them with a
stronger learner. Let both learners make their own ladybirds, but just
encourage the weaker learner to watch and follow the other learner.
Extension
• Learners could add to the decoration of their ladybird and
chameleon by using other materials in addition to paint.
Encourage them to be inventive and creative in their approach.
For example, they could decorate their sculptures with materials
such as sand, beads, sequins, buttons or paste jewellery.
• Ask learners to create an environment for their sculptures.
For example, they could sculpt a wire and bead tree for their
chameleon.

Term 4

topic 3: Health and environmental responsibility
UnitUnit
Local
1 health problems

Topic Local environmental health problems
Health and
environmental
• Locally occurring health problems such as tuberculosis, diarrhoea,
malaria, measles, etc.
responsibility
• Causes of health problems
Resources • Symptoms of health problems
Learner’s Book • Available treatment for health problems
pages 312–319
Preparation
Teacher’s Guide.
• Think about any stories that you know of people who have had
malaria, TB or measles. You can use these stories (without using the
people’s real names) to illustrate your points as you teach this unit.
Teaching the unit

Divide the unit into four one-hour lessons as follows:
1 1 312—313 1
2 2 313—315 2—3
3 3 316—317 4—5
4 4 317—319 6—7
Lesson 1 (Week 1)
You could introduce the lesson by asking learners the questions at the
beginning of the unit in the Learner’s Book. As the answers to these
questions are confidential, learners should not have to answer out
loud, but can think of the answers quietly.
Then explain how it is important to know about common local

illnesses so that they can be prevented if possible. If learners still
become sick, knowing the symptoms means that they can go for
treatment and be treated before they get seriously ill.

Explain how malaria is spread, the symptoms of malaria and how
it can be prevented. There is useful information on malaria in the
Learner’s Book.
Activity 1
• Learners should work with a partner to copy the table given on
page 313 in the Learner’s Book into their exercise book. The table
should be big enough to take up a whole A4 page.
Now turn to • Learners should fill in the information about malaria. As they
LB page 320 work through this unit, they will complete the rest of the table.
for the reading • You could conclude the activity and the lesson by asking a few
for Week 1 volunteers what they filled in on the table, and telling learners to
mark their own work.
Lesson 2 (Week 2)
• This lesson could be introduced with a discussion about TB. You
could ask learners what they know about TB, and then make sure
that they understand the information given on the disease in the
Learner’s Book.
• It is important that learners have a detailed understanding of the
causes, symptoms and treatment of TB.
Activity 2
• Learners should work on their own to complete the TB entry on
the table that they drew up in Activity 1.
• Ask a few volunteers what they filled in along the TB row on the
table, and ask the learners to mark their own work.
Discuss the practical steps that people can take to protect themselves
against TB infection.
Activity 3
Now turn to • Learners should work with a partner to draw up a TB action plan
LB page 322 and to discuss ways that they can protect themselves against TB.
for the reading
Learners should record their action plan in their exercise books.
for Week 2
• Ask a few volunteers to discuss their responses with the class.
Lesson 3 (Week 3)
• You could introduce this lesson by asking learners to brainstorm
what they know about measles and to write their points on a
mindmap on the board.
• Discuss measles and why measles vaccinations are so important,
using the information in the Learner’s Book.
Activity 4
• Learners should work with a partner to role-play a scene at a clinic
where a person is telling a nursing sister that they think they have
measles and she is suggesting treatment.
• Let each pair of learners show their role-play to another pair.

• After this, they should draw a picture illustrating something
that can be done to help a person who is infected with measles.
Remind them to look at the information on treatment in the
Learner’s Book to help them.
• Let them do the pictures and caption in the exercise books.
Activity 5
Now turn to
LB page 324
• Learners should work on their own to complete the measles entry
for the reading
on the table that they drew up in Activity 1.
for Week 3 • If there is not enough time for learners to complete this activity in
Lesson 4 (Week 4)
• You could start the lesson by asking learners to put their hands up
if they, or anyone that they know, has ever had a ‘runny tummy’.
You will find that nearly everyone in your class will put their
hand up, which will be a good illustration to the learners of how
common diarrhoea actually is.
• As diarrhoea is so common, learners might be surprised to find
out that it is one of the leading causes of death in South African
children under the age of five.
• You can then discuss diarrhoea in detail, focusing on the
causes, symptoms, treatment and prevention of diarrhoea. It is
particularly important that learners know why a person with
diarrhoea should take rehydration fluid, how to make rehydration
fluid and how to recognise when a person needs urgent medical
treatment. There is useful information on all of these aspects of
the illness in the Learner’s Book.
Activity 6
• Learners should work on their own to complete the diarrhoea
entry on the table that they drew up in Activity 1.
• Ask a few volunteers what they filled in on the table, and ask the
learners to mark their own work.
• Discuss ways to avoid getting diarrhoea, in detail. It is worth
emphasising these hygiene rules, because following them will help
to protect learners against other serious illnesses (such as cholera,
botulism, typhoid and salmonella poisoning) as well.
• Now ask learners what they think five of the most important
hygiene rules for general disease prevention are. Discuss this as
a class.
Activity 7
Now turn to • Learners should work with a partner to discuss ways to avoid getting
LB page 326 diarrhoea. Make sure they focus on things they have the power to
for the reading do immediately, e.g. wash their hands after going to the toilet.
for Week 4
• Allow the rest of the lesson for learners to draw a picture
illustrating one of these disease prevention methods. The picture
should have a caption beneath it.

Answers
Activities 1, 2, 5 and 6
Name of Symptoms Causes Prevention

illness
Malaria Fever; muscle An amoebic Kill mosquito eggs by spraying areas
aches and pains; infection of stagnant water with chemicals and
sore throat; transmitted cover water containers. Avoid bites by
flu symptoms; by a female using mosquito repellents, mosquito nets
diarrhoea; anopheles and wearing long clothing. Take malaria
headache; mosquito prophylactics (preventative medicines), if
confusion; coma you are in an area where malaria occurs.
Tuberculosis Tiredness; night TB bacteria are Eat a healthy diet. Let lots of fresh air
sweats; coughing transmitted circulate in your home and in crowded
that goes on in droplets of places. Wash your hands before eating.
for more than sputum (spit) Encourage anyone who has been
two weeks; by coughing, coughing to get tested. People should
fever; weight sneezing or cough into a tissue, or into their hand (and
loss; weakness; talking then wash their hands). People with TB
coughing up blood must finish their medical treatment.
(in severe cases)
Diarrhoea Several loose; Caused by Only drink clean, safe water. If you are
watery bowel viruses, bacteria unsure if water is safe to drink, filter
movements in one or parasites in it through a clean cloth and then boil
day; there is often dirty drinking it. Wash your hands before and after
also dehydration; water, rotten going to the toilet and before and after
stomach cramps; food or food preparing food. Do not eat rotten food or
vomiting; fever; that flies have food that has not been properly stored (in
headaches and a sat on a fridge or somewhere cool, where flies
feeling of weakness can’t sit on it) or properly prepared.
Measles Tiredness; loss of The virus is Good sanitation to prevent spread of
appetite; runny transmitted droplets: sneeze or cough into a tissue,
nose; cough; in droplets of wash hands regularly. Keep infected
headache; sore, red sputum (spit) people in quarantine until they are no
eyes; fever; a red by coughing, longer infectious. The most important
rash (not usually sneezing or way to prevent the spread of measles is to
itchy) talking vaccinate children when they are babies
and then vaccinate them again before
they start school.
Activity 3
1. Example: My Granny has been diagnosed with TB. My action
plan to help her is that I will go to her house every day at three
o’clock. My mum is going to make her healthy food, which I will
take with me. When I get to her house, I must open her doors and
windows to let in the fresh air. I will give her the meal my mom
prepared for her and help her to eat it. If she needs any shopping
done, I will go to the spaza for her. Every day I must check that
she has enough clean water to drink, fruit to eat and tissues. Once
I have done the shopping and Granny has eaten, I will give her
the TB medicine. I must watch her swallow it with some water,
and must sign the chart on her wall to say that she has taken her
medicine. She has to take her medicine at 4.30 in the afternoon.
After this, I will read her an article from her favourite magazine
(she is going blind, so she can’t read) and then set her radio to her

favourite programme. Every day we spend about an hour chatting
while I tidy her house. This cheers her up and keeps her positive.
She says that she is going to get better so that when I have
children, she is still around to help me! I leave at about 5.30 and
when her neighbour gets home from work (at about 6.30), she
comes and helps Granny to get ready for bed. Granny is getting
better, but if she does not finish her medicine, her TB could come
back. If this happens, she could die.
2. Learners could suggest any two of the following: eat a healthy
diet; let lots of fresh air circulate in your home and in crowded
places; wash your hands before eating.
Activity 4
1. The learner who is playing the role of the patient should mention
some of the symptoms of measles (see the Learner’s Book) and the
learner who is playing the role of the clinic sister should discuss
how measles should be treated (see the Learner’s Book).
2. Learners can base their picture and caption on the information
on the treatment of measles given in the Learner’s Book. For
example, learners could draw a picture of themselves giving a
measles patient a drink, with the caption ‘Prevent dehydration:
give people with measles lots to drink’.
Activity 7
1. Learner’s own answers based on the information in ‘How to avoid
getting diarrhoea’ on page 319 in the Learner’s Book.
2. They should draw a picture of one of these ways and write a
suitable caption underneath it. For example, they might draw a
picture of themselves washing their hands and write a caption that
says ‘Clean hands mean a clean bill of health’.
Informal assessment
Activities 1, 2, 5 and 6: Read the Activity 4: Observe the learners during the
answers and ask learners to mark their role-play and assess whether they are able
own work. Accept additional information if it to identify the symptoms and treatment for
is correct. measles. Let the learners look at each other’s
pictures on display. Ask each learner to write
Activity 3: Let learners work in small a comment on a piece of paper about another
groups to discuss their action plans and
learners’ work and hand it to this person.
accept constructive feedback. Alternatively,
you could ask a few volunteers to give Activity 7: Learners should check that
answers in class, as the starting point for a their partners have identified five ways to
whole-class discussion. prevent the transmission of diarrhoea, based
Learners should check their partner’s on the information in the Learner’s Book. Let
suggestions for TB prevention against the the learners look at each other’s pictures on
methods listed in the Learner’s Book, and display. Ask each learner to write a comment
mark their own work. on a piece of paper about another learners’
work and hand it to this person.

Remedial
Ask a nursing sister to come to your school and discuss the four or
five most common childhood illnesses in your area, how they are
transmitted and how they can be prevented. Encourage learners to ask
any questions that they might have.
Extension
Ask learners to research a medical breakthrough that has saved
millions of lives. For example, they could research the invention and
use of antibiotics, vaccinations, anaesthetics, X-rays or antiseptics.
Week 1 Reading Skills: Sister Agnes says


Health and • Reading about causes, symptoms and treatment of locally
environmental occurring health problems: recall and relate
responsibility
covered in Unit 5.
Teaching the lesson

about in Unit 5. Also, explain that to alert someone to something
is to give them important information that they may not know.
Book with them.
Answers
1. Celia was a girl who was going on holiday to the Kruger Park with
her cousins.
2. Sister Agnes told Celia where malaria is found in South Africa and
how she can protect herself from it.

prevent – to stop something from happening
hatch – when an egg hatches the animal inside comes out of it
immunity – if you are immune to a disease you will not get it
Informal assessment
Remedial
Extension
Let the learners work in groups to design a pamphlet for Crocodile
Lodge in the Kruger Park. The pamphlet advises visitors what
precautions to take against malaria and what the lodge offers –
mosquito nets and windows with screens. The pamphlet should
include a map of the malaria area of South Africa, information about
mosquitoes and malaria and small illustrations about the ways that
visitors can protect themselves from malaria.

Check that cough

Health and • Reading about causes, symptoms and treatment of locally
environmental occurring health problems: recall and relate
responsibility
covered in Unit 5.
Teaching the lesson

about in Unit 5. Also, stress the importance of people who have
TB completing their course of medication. When they don’t they
aren’t cured and may die because they develop a kind of TB which
is stronger than any TB medicines. Explain what it means to
check something and to go for checkups at the clinic.
Book with them.
Answers
1. Sister Gumede was the clinic sister and Gogo was Wezi’s
grandmother.
2. Sister Gumede said that Wezi’s Gogo must take all her pills and
that everyone in the family must go for a TB test.
TB – tuberculosis which is a disease of the lungs
sputum – saliva, the liquid that is made in your mouth
infectious – infectious diseases can be passed from one person
to another

Informal assessment
Remedial
their efforts.
Extension
Let the learners use the text to draw four small pictures with captions
showing how Wezi’s family helped Gogo be cured of TB. These
should include taking her to the clinic, checking that she takes her
pills, making healthy food for her, airing her room and washing her
bedding, taking her for checkups to the clinic.

Daryl wins his race

Health and
environmental
• Reading about causes, symptoms and treatment of locally
occurring health problems: recall and relate
responsibility
covered in Unit 5.
Teaching the lesson

about in Unit 5. Also, ask the class if they know anyone who has
asthma, what happens to that person and what they do to feel
better. Explain any unfamiliar words.

Book with them.
Answers
1. Daryl was the boy who had asthma and Dr Nell was the doctor at
the clinic who helped him.
2. She told Daryl’s dad that Daryl had asthma and that it was a good
thing that he had brought Daryl to the clinic because people who
don’t get treated can die.
breathless – a feeling that you can’t breathe enough air
wheezing – noisy breathing caused by a problem in your lungs
asthma – an illness which makes it difficult to breathe
Informal assessment
Remedial
Extension
Let the learners write two short diary entries for Daryl. The first when
he lost his race, the second when he won his race. They must say why
he lost the race and why he was able to win.

More Sister Agnes

Health and
environmental
• Reading about causes, symptoms and treatment of locally
occurring health problems: recall and relate
responsibility
covered in Unit 5.
Teaching the lesson

about in Unit 5. Also, ask the learners if they remember going to
the clinic for innoculations before they started school. Ask them
what innoculations they have had. Explain unfamiliar words like
‘dehydration’ and ‘rehydration fluid’ which is the balanced fluid
which the body requires.
Book with them.
necessary.
Answers
1. Sister Agnes is a nurse who answers people’s questions about
health. Goodness is a girl who wrote to Sister Agnes. Goodness
wants to be a nurse.
2. She said that you can catch measles from someone else and told
her that it is spread when the person with measles coughs or
sneezes near other people.
innoculation – a special kind of injection to stop people getting
certain diseases

rash – a group of small red spots on the skin
dehydration – when you do not have enough water in your body
Informal assessment
Monitor and assess the learners’ contributions to the group discussion to
identify whether the learners have understood the text.
Remedial
Extension
Let the learners do some research on other diseases for which they
have had innoculations, such as polio, mumps, chicken pox and
whooping cough. They should say what causes the spread of these
diseases and how they can affect people who have them. Information
should be available at clinics, public libraries and on the Internet.
UnitUnit
HIV
1 and AIDS

Topic HIV and AIDS education
Health and
environmental
• Dealing with stigma
responsibility
• Stigma about HIV and AIDS
• How to change attitudes towards people infected with HIV and
Resources AIDS
Learner’s Book
access to • Familiarise yourself with the material in this unit by reading
information for through the information and activities in the Learner’s Book and
research, e.g. Teacher’s Guide.
books, the Internet,
magazines • Think about what your own attitude to people with HIV and
AIDS is and any stories you might know of people who have
fought against the HIV and AIDS stigma. These examples will be
useful for supporting your teaching of this unit.

Teaching the unit
1 5 328–331 1–3
2 6 332–334 4–5
Lesson 1 (Week 5)
• Introduce the unit by asking learners if know why people with
diseases such as TB, leprosy and AIDS have often been rejected
and treated very badly by their community. You can use this
as a starting point for a short discussion of the material at the
beginning of the unit in the Learner’s Book.
• After this, discuss the reasons why there has often been a stigma in
South Africa against people with HIV and AIDS, and the negative
consequences of this stigma (see the Learner’s Book for more
information).
Activity 1
• Learners should work with a partner to make sure that they
understand what a stigma is. They need to explain the term and
then describe how it has played out in people’s lives.
• Let them write the same sentence in their exercise books.
• Conclude this activity by discussing the learner’s answers in the
forum of a whole-class discussion.
Use the material in the Learner’s Book to discuss the reasons why
many people who are or could possibly be HIV positive will not get
tested to confirm their HIV status. It is essential to emphasise why
this is hugely problematic. There is useful material on this in the
Learner’s Book.
Activity 2
• Learners should work with a partner to answer the questions in
• You can conclude the activity with a brief discussion of the
Next, discuss how HIV is and is not spread. It is essential that learners
have a very clear understanding of this.
Make sure that learners understand that AIDS develops from
having the HI-virus. So, you cannot be infected/catch AIDS, but you
can be infected with/catch HIV.
Activity 3
Now turn to • Let learners work with a partner to answer (1) in their exercise
LB page 335 books and then develop a role-play as described in (2).
for the reading
for Week 5
• Can conclude the activity and the lesson by discussing some of the
learners’ answers to question 1 and watching some of the learner’s
role-plays.

Lesson 2 (Week 7)
You can introduce this lesson by asking the learners if they can think
of ways that people who have discovered that they are HIV positive
can cope with their diagnosis. You can then discuss the suggestions for
coping as provided in the Learner’s Book.
Activity 4
• Learners should work on their own to answer the questions given
• Suggest that they do mind maps to show their ideas.
• Allow the learners to share their ideas in groups of three or four.
• Now discuss the work done by activists to deal with the stigma
associated with HIV and AIDS (see the Learner’s Book).
Activity 5
Now turn to • Set this activity for homework.
LB page 337 • If you have a school library and/or computer room, you can allow
for the reading some time at the end of the lesson for learners to begin their research.
for Week 6
• Ask learners to write up their research and display it in the classroom.
Conclude this lesson by asking learners why they think that the work
of HIV/AIDS activists is so important.
Answers
Activity 1
1. Stigma is a sign of disgrace because of something about you and/
or the way you live your life. For example, there is often a stigma
about people who have HIV and AIDS.
2. Examples: people with HIV or AIDS have been denied medical
treatment, have been rejected by their communities, and have
been attacked, killed and insulted.
3. Learners’ own sentences.
Activity 2
1. People often delay being tested for HIV for a variety of reasons.
Sometimes they are afraid of hearing that they are actually HIV
positive, they are afraid that they will be stigmatised for being
HIV positive, or they believe that it is impossible for them to have
HIV and AIDS because of their particular cultural or racial group.
2. Example: It is very important for someone who is HIV positive to
tell their sexual partners what their status is, so that their partners
can get tested for HIV.
Activity 3
1. Examples: never have unprotected sex (sex without a condom);
never share a syringe; never touch anyone else’s blood (if you
are helping someone who is injured, protect yourself by putting
plastic bags or rubber gloves on your hands); and never touch any
medical waste, including used syringes.

Activity 4
1. Learners should name any five things listed in the Learner’s Book.
2. Examples: I could go out of my way to educate people that no
one gets HIV and AIDS from being kind to people with HIV
and AIDS; I could treat anyone I know that has HIV and AIDS
in exactly the same way as I would treat anyone else; I could
volunteer to help out at a HIV and AIDS charity organisation;
and I could try to convince everyone I know to go and get tested,
so that getting testing is seen as a normal thing to do.
Activity 5
1. Learners’ paragraphs should include the following:
• How their chosen HIV and AIDS activist/organisation came
to be involved in HIV and AIDS activism.
• What they have done to decrease the stigma against

HIV and AIDS victims.
2. Learner’s own sentences.
Informal assessment
Activity 1: Ask learners to share their they demonstrate ways in which they can
responses to (2) and (3) with the rest of the be supportive of people living with HIV. Ask
class. Allow learners to assess their own work. learners to share their answers to (1) with
the whole class and allow them to mark their
Activity 2: Observe the learners as they
own work.
work on this activity and listen to their
contributions. Assess whether they understand Activity 4: Read out the answers and
why people can be reluctant to get tested for allow learners to mark a partner’s work.
HIV but also why testing is so important. Activity 5: Write a comment on each
Activity 3: Observe the learners as they learner’s work.
complete their role-plays and note whether
Remedial
Ask a representative of a local AIDS organisation to come and discuss
HIV prevention, treatment and the impact of HIV and AIDS on
those infected and their families.
Extension
Practice dealing with blood spills. You can role-play how learners
should deal with someone who is injured using red food colouring
and water, or tomato sauce as blood. The role-play should show
how learners will help the injured person, and how they will protect
themselves from blood contamination. Remind learners to protect
their hands with latex gloves or plastic bags.

Through thick and thin

Health and
environmental
• Reading about changing attitudes and perceptions about HIV and
AIDS: recall and relate
responsibility
covered in Unit 6.
Teaching the lesson

about in Unit 6. Also, explain what the title means in terms of
friendship and treat this subject sensitively as there are many
families affected by HIV.
Book with them.
Answers
1. Anna and Tracey were friends. Melody was a girl who said unkind
and untrue things about Anna and Anna’s mother who had HIV.
2. Melody and her friends said things that show they think HIV is a
bad disease, and it is better to avoid anyone who is affected by it.
blocks – the distance along a street from where one road crosses it
to where the next road crosses it
noticed – to see something and be aware of it
avoided – to stay away from a person or place

Informal assessment
the text.
Remedial
their efforts.
Extension
Let pairs of learners take turns to act out a conversation between
Melody and Tracey. Melody names all the myths about what causes
HIV and Tracey says what the real causes of HIV are.
Week 6 Reading Skills: Running for life


Health and
environmental
• Reading about changing attitudes and perceptions about HIV and
AIDS: recall and relate
responsibility
covered in Unit 6.
Teaching the lesson

about in Unit 6. Also, show the learners pictures of the Comrades
Marathon if possible and tell them how it started and explain the
89 km distance in terms of distances between places they know
in the area. This will help to place the story in context. Ask the
learners if anyone in their families has run the Comrades and
what they had to do to get fit.

Book with them.
Answers
1. Thembi was Thabo’s sister. Patrick and Lina were friends from
their running club.
2. They encouraged her and ran with her when she got very tired.
marathon – a race in which people run for about 42 km
comrade – a friend, especially someone who fights with you in
a war
exhausted – very tired
Informal assessment
Remedial
Show slower learners some ways of working out the meaning of new
words from the context. Also teach word attack skills such as:
• recognising the part of speech
• breaking down the word
• identifying prefixes such as un-, non-, re-, con- and dis-
• identifying suffixes such as -ed, -ing, ion, -ness, -ly and -ment.
Extension
Let the learners write two diary entries for Thembi. One on the day she
visited the doctor and one on the day she completed the Comrades.

UnitUnit
Substance
1 abuse

Topic Substance abuse
Health and
environmental
• Types of drugs used: legal and illegal drugs including tobacco,
alcohol and over the counter medication
responsibility
• Negative impact of substances on health: effects of drugs on body
Resources and mind
Learner’s Book
Teacher’s Guide.
• Think about your attitudes towards drug abuse and drug addicts,
and stories that you might know about the negative impact of
drug abuse. This will help you when you discuss the topics in this
unit with the learners.
Teaching the unit

1 7 339—342 1—3
2 8 343—344 4—5
Lesson 1 (Week 7)
• You could introduce the lesson by asking learners the questions
at the start of the unit, before discussing what substance abuse is
and why it is so problematic. Make sure that learners have a clear
understanding of the terms used. There is useful information for
discussion in the Learner’s Book.
• It is important that learners understand the difference between
legal and illegal drug use, and drug use for medical, as opposed
to recreational purposes. It is also important that they understand
that legal drugs (such as cigarettes and alcohol) are not legal
because they are always harmless. Thousands of people die every
year as a result of ‘legal’ drug abuse.
• You can then discuss the harmful effects of tobacco and smoking.
The material in the Learner’s Book is an excellent starting point
for this discussion.
• Read ‘Kimberley’s story’ to the learners or ask a volunteer to read
it to the class.

Activity 1
• Learners should discuss and answer the questions in the Learner’s
Book as a class.
• Encourage learners to share their opinions while respecting the
opinions of others. Make sure you correct any incorrect statements.
Ask learners to guess what percentage of people who start drinking

before the age of 15 will become alcoholics and then read through the
information on alcohol abuse in the Learner’s Book.
Activity 2
• Learners should work with a partner to summarise the problems
caused by alcohol that are in the Learner’s Book. They should
record their responses in their exercise books.
• Once they have done this, let them add their own ideas to the list.
• Allow some time for the learners to share their lists as a class.
Activity 3
• Learners should work in a group to role-play a scene that shows
how drinking alcohol can harm other people.
• There are many possible effects of alcohol on other people that
learners could illustrate with their role-plays. For example, they
could role-play the impact of an alcoholic mother’s drinking on
her unborn foetus; a drunk driver driving into someone else; an
aggressive drunk person beating up and hurting someone; or an
Now turn to alcoholic spending all of his family’s grocery money on alcohol
LB page 345 and then verbally and physically abusing them afterwards.
for the reading
for Week 7 • You can conclude this activity by asking learners to perform their
role-plays for the class, and to accept constructive criticism of
their role-plays.
Lesson 2 (Week 8)
Discuss drug addiction with the learners, using the material in the
Learner’s Book. This is a good introduction to Activity 4.
Activity 4
• In this activity learners focus on drug addition by working
through a case study.
• Let them answer the questions with a partner.
• Then allow time for the learners to share their answers with the
rest of the class.
Discuss why it is important to say ‘no’ to drugs and ways that learners
can say ‘no’ to drugs. Learners can use this information as their
starting point when they work on Activity 5.
Activity 5
• Learners should work on their own to produce three drawings of
themselves saying ‘no’ to drugs, in three different ways.

• The activity prepares them for when they might be in a situation
Now turn to where they are pressurised to take drugs by their peers or others.
LB page 348
for the reading
• Let the learners share their completed work in groups of four.
for Week 8
Answers
Activity 1
Examples
1. Smoking is seen as ‘cool’ because it is actually illegal to sell
tobacco products to someone under 16, or to give someone under
16 permission to smoke. This is why smoking is seen as an adult
thing to do. Also, young people generally aren’t allowed to smoke.
Doing what you are not allowed to do is rebellious, and being
rebellious is ‘cool’, so a good way to be ‘cool’ is to smoke.
2. People carry on smoking because they are addicted to the nicotine
in tobacco. Also, smoking kills slowly, so it is hard for people to
really feel that they are doing something dangerous.
3. Young people ignore the health risks of smoking because young
people often think that getting sick and dying is something that
old people do. They have the attitude that smoking is fun and
being young is fun, so why not have fun while you are young.
4. The only people that really benefit from smoking are the tobacco
farmers and the tobacco companies, because they make millions of
rands in profit from selling cigarettes. Funeral homes and doctors
do extra business because of smoking too: the South African
government has rated tobacco as one of the biggest health risks in
the country after HIV and AIDS.
Activity 2
1. Alcohol can cause the following problems in people’s lives:
• a false sense of confidence, but it also causes hangovers
• it decreases co-ordination, which is why it is very dangerous to
drive or operate any sort of heavy machinery when drunk
• it can make some people feel happy but it can also make other
people very depressed or aggressive
• alcohol can cause severe liver damage such as cirrhosis of the

liver, tumours and liver failure
• acohol is very bad for unborn babies. It can cause brain
damage, under-weight babies, foetal alcohol syndrome,
miscarriages and/or stillborn babies.
2. Examples: the break-down of relationships; people become
unreliable and therefore lose their jobs; drunk people do things
that they would not normally do, so alcohol leads to higher rates
of crimes such as rape, murder, assault and theft; alcohol abuse
can have severe psychological side effects, so it increases the rate of
the likelihood of severe mental illnesses such as schizophrenia and
depression; alcohol can also cause and exacerbate illnesses such
as diabetes, high blood pressure, heart attacks, strokes, kidney
failure, liver failure, liver cancer and pancreatic cancer.

Activity 4
2. Nick took drugs because they made him feel happy. Once his
parents split up, he took drugs to help him cope with the pain of
their divorce. Finally, he took drugs because he was so addicted
that all he cared about was getting more drugs.
3. Nick’s problem got worse when his parents split up because he was
so unhappy. He needed more and stronger drugs to overcome his
sadness and get the good feeling that he got from the drugs.
4. Examples: to feel like they belong, because drugs make them feel
more confident, peer pressure, they are curious and believe that they
can try it just once, boredom, a sense of adventure, because they want
to lose control or because they have heard that it feels really good.
5. Once a person is addicted to something they will always be
addicted. If Nick has even a small amount of one of the drugs that
he was addicted to, he could easily slip back into his old lifestyle.
Activity 5
Learners’ own ideas. Examples: ‘I don’t react well to drugs, so I don’t
take them’ or ‘I am already having a great time, I don’t need anything
else’ or ‘Do you really know what is in that stuff you are swallowing? I
have heard of dealers cutting their stock with rat poison!’
Informal assessment
Activity 1: Observe the learners during Activity 3: Observe the learners as they
the class discussion. Assess whether complete their role-plays. Assess whether
their contributions demonstrate that they they are able to show the negative effects of
understand why people start and continue alcohol abuse on others.
to smoke. Activity 4: Go through the answers with
Activity 2: Ask the learners to share their the learners. Let them mark their own work.
ideas with the whole class. Allow them to Activity 5: Let the learners share their
mark their own work. ideas and give each other feedback on them,
in groups of three or four.
Remedial
Ask a medical doctor or a staff member at a rehabilitation clinic to
come and talk to learners about the psychological and physical effects
of the addictions that they treat. They should also describe the process
of rehab to learners and perhaps tell learners a few stories of how their
patients started abusing drugs.
Extension
• Alcohol does not affect developing brains and bodies in the same
way that it affects adult brains and bodies. Ask learners to research
the specific effects of alcohol on the brains and bodies of babies,
children and teenagers.
• Ask learners to research the symptoms and impact of foetal
alcohol syndrome.

Talking about drugs

Health and
environmental
• Reading about dangers of substance abuse: recall and relate
responsibility
Preparation
Teaching the lesson

about in Unit 7. Also, explain concepts like ‘permanent brain
damage’, ‘sleeping problems’, ‘fits’ and ‘feeling high’ and
unfamiliar words like ‘narcotics’ and ‘anonymous’. Stress that
drugs do not solve problems. They create worse problems.
Book with them.
Answers
1. It is about the dangers of drugs and where to get help if you have
a drug problem.
2. They can get help from the Substance abuse toll-free helpline,
Narcotics Anonymous and SANCA.
dose – a measured amount of medicine for a particular health
problem
addicted – not able to stop taking a drug
inhale – to breathe air or smoke into your lungs

Informal assessment
Remedial
Extension
Let the learners make an anti-drugs poster with a slogan against drugs
to put up in the school.
Week 8 Reading Skills: Getting help


Health and • Reading about dangers of substance abuse: recall and relate
environmental
responsibility
Preparation
Teaching the lesson

about in Unit 7. Also, point out the difference between adults
who have an alcoholic drink now and again and adults who drink
excessive amounts and become violent and abusive. Treat the
topic with sensitivity as there are many children in South Africa
who live with parents who abuse alcohol. Also point out that it is
illegal for children under the age of 18 to drink alcohol.
• After the learners have read the text once or twice, read through
the questions on page 349 in the Learner’s Book with them.

Answers
1. Lizo was a boy whose father drank too much alcohol.
2. He stopped drinking alcohol and went on a special programme
offered by Alcoholics Anonymous. He also spoke to children at
schools about the dangers of alcohol abuse.
dread – a strong feeling of fear
alcoholic – someone who regularly drinks too much alcohol and
can’t stop the habit
anonymous – you don’t have to give your name
Informal assessment
Remedial
Slower readers will need to be encouraged to approach the reading
with a positive mind-set. If they are supported through the reading
process, they are more likely to feel that the experience has been a
success and will be more positive about tackling the next reading.
Don’t let learners struggle unaided for long. They will soon become
discouraged and it will be difficult to get them to be enthusiastic
about reading in future. Either help the learner yourself or assign a
reading buddy.
Extension
Let the learners make four speech bubbles for Lizo’s father on the day
that he spoke at the school. Two must be about how abusing alcohol
affected his life and two about what he had to do to change his life.

Review: Term 4
Term and week/s These activities provide an opportunity for learners to consolidate
Term 4, Weeks concepts and skills learnt in Term 4. Learners can complete them in
9–10 class or as homework. It is suggested that they complete the activities
Activity 1
Health problem Symptom

Malaria Fever, muscle aches and pains, sore throat, flu symptoms, diarrhoea,
headache, confusion, coma
HIV infection Being infected with HIV often causes no symptoms at all, or will cause flu
like symptoms, a rash or swollen glands — it develops into AIDS later
Tuberculosis Tiredness, night sweats, coughing that goes on for more than two weeks,
fevers, weight loss, weakness, coughing up blood (in severe cases)
Measles Tiredness, loss of appetite, runny nose, cough, headache, sore, red eyes,
fever, a red rash (not usually itchy)
Diarrhoea Several loose, watery bowel movements in one day — often also
dehydration, stomach cramps, vomiting, fever, headaches and a feeling of
weakness
Activity 2
Responses will vary, but learners could mention the following points:
• Smoking is highly addictive. The longer a person smokes, the
harder it is for them to stop.
• Buying tobacco products is illegal for people who are under the
age of 16 and it is very expensive.
• Smokers’ skin is damaged, so they look older, faster; cigarette
smoke makes their hair and clothes smell and it will eventually
stain their skin and teeth yellow.
• Smoking poses severe health risks. People who smoke have a far
higher chance of dying from a heart attack, stroke or lung cancer.
• Smoking harms other people.
Activity 3
Examples
1. Substance abuse is when a person uses legal or illegal drugs. These
drugs are not taken for medical reasons, but are taken because of
the way that they make the person feel.
2. Legal drugs are drugs which can be bought, sold and used without
breaking the law. Some examples are tobacco, alcohol and non-
prescription medications such as codeine.

3. Illegal drugs are drugs which can only be bought, sold and used
illegally. Examples are tik, ecstasy, dagga and heroin.
4. Examples: physical effects (some of which are liver cirrhosis, high
blood pressure, heart attack, diabetes, stroke, physical addiction);
the psychological effects (such as aggression, depression,
schizophrenia); and social effects (for example, drunk drivers kill
thousands of people every year, the break-up of families, increase
in violent crime and injury and increase in poverty).
5. Examples: drug abuse can cause a range of physical effects
(depending on the drugs these include organ failure, severe
dehydration, malnutrition, dementia, heart and respiratory
collapse and physical addiction); psychological effects (including
mania, dementia, psychosis, depression, aggression, hallucinations,
suicide); and social effects (including an increase in poverty,
violent crime, theft, break-up of families, gangsterism and the
support of organised crime).
6. If people have a substance abuse problem, they can get help to
overcome their addiction. They will sometimes need counselling
and specialised medical help, as well as the support of friends and
family. Some organisations can help.
Activity 4
Examples
Situation What would you say or do?
Your friend tells you that he is I would ask him why he is drinking and try to talk to him about
drinking quite a lot at parties. the reasons (for example, if he is upset about something, I would
try to get him to deal with his depression). I would also tell him
how alcohol abuse can damage his health and his future.
There is a man on the bus Drug dealers can be very dangerous if they are confronted
who is trying to get school directly. If he offered me drugs, I would say no thank you. I
children to buy drugs. would ignore him and pretend I did not see anything. Then
when I got home, I would telephone the police (on 10111) or
report it to Crime Line (on https://www.crimeline.co.za/ or SMS
32211) if I want to stay anonymous. I could also tell a
responsible adult and ask them to report the dealer.
You notice that your mother I would talk to her and tell her that I am worried, because
is taking a lot of headache headache pills can be addictive. I would ask her to go to a doctor
pills. and discuss her headaches and tell him how many pills she is
taking. If she admits that she has a problem I would give her the
number for SANCO or Narcotics Anonymous. If she will not go to
the doctor or admit that she has a problem, I would tell another
responsible adult and ask for advice.
A girl who sits next to you in I would speak to her (in private) and tell her that I am worried
class has been coughing a lot about her health. I would ask her if she has been to see a doctor
and you see that she does not or nurse about her cough. If she has not, I would offer to go with
look well. her to a clinic, a doctor or to tell her parents or guardians that
she needs to see someone about her cough. I would be worried
that she might have TB, but would not tell her this, as I am not a
doctor and she could be coughing for other reasons.

Activity 5
Drug Appearance
Mandrax Round, white tablets. Often have a symbol (M/Mx)
on one side, and can have a variety of symbols on
the other.
Tik Looks like salt crystals or white powder (depending
on how much it has been crushed).
Marijuana Fresh leaves are green and consist of seven oval
blades coming from the end of a single stem. When
it is dried it looks like brown tobacco, but has a
much sweeter smell.
Sleeping tablets This depends on the sleeping tablet. They can be
white or coloured pills, or capsules in a variety of
colours.
Activity 6
Learners could mention some of the following factors in their
paragraphs:
• The desire to be rebellious
• Peer pressure and the desire to fit in
• Curiosity, search for adventure, boredom
• Depression and the need to temporarily stop thinking about
problems such as parents getting divorced, a relationship breaking
down, problems at home or at school
• Trying it ‘just once’ and then getting addicted.

Physical education
Module 4: Athletics
UnitUnit
Run
1 in field events

Resources • Participation in a variety of field and track athletics or swimming
Learner’s Book activities
pages 353–354;
learners to bring • Safety measures during field and track athletics or swimming
pens/pencils; time-
activities
keeping devices;
cones showing Preparation
100 m • Familiarise yourself with the material in this unit by reading
Teacher’s Guide.
• As this term’s focus is on Athletics, you will be using the track
every week. If you do not have access to a pre-marked track you
will need to measure out the relevant distances. Do so by using a
tape measure or meter stick and mark the Start and Finish lines
with cones or beakers.
Teaching the unit

• Revise the basic athletics terms.
• Remind learners that track events are the sprint events done on
the oval course at the edge of a field. Field events are the events
such as high jump, long jump and shot put done in the centre of
the oval track.
• Do not prompt or revise with the learners. See if they can
remember without any assistance. Mark as a class after five
minutes.
First Aid: this covers the importance of hydration (drinking enough

water). Tell the learners they can also over-hydrate, but this is in
extreme circumstances. The general guideline for hydration is 500 mℓ
every hour.
Activity 2: Warm up
• The learners learnt how to do this warm up in Unit 1, Module 1.
Follow the steps in this unit for this activity.

• First read through the text on running and starting correctly with
the class.
• Demonstrate the correct and incorrect posture and techniques for
effective sprinting. Then divide the class into pairs and give the
learners five minutes to practice the four steps as per the text.
• They must help each other and assess their techniques.
• This exercise is also completed in pairs and there will need to be
time-keeping devices available.
• Each pair needs a 100 m course on which to complete this
activity. They can measure these out themselves.
• They could use the following checklist:
Style Observed
High knees 1—4
Straight legs 5—6
No arms (keep them hanging at your sides) 5—6
Arms that pull invisible air 5—6
Shoulders slightly forward 5—6
Shoulders slightly back 5—6
Hips rigid (don’t move them) 5—6
Hips moving from side to side 5—6
Big steps 5—6
Little steps 5—6
• The list is of the different ways they must try to run. Some of
them make sprinting easy whilst others do not. This should be
reflected in their times. Therefore, after this exercise, each learner
should be able to deduce why sprinters run a certain way and do
not employ other methods.

• Oversee the learners packing away the equipment and skipping
around the field.
• Ensure they do activities correctly and encourage them to relax,
breathe regularly and elongate their limbs.
Answers
Activity 1
1. course/oval (noun) running/sprint (verb)
2. 400 m
3. javelin, shot put, high jump, long jump, triple jump, discus, pole
vault, hammer throw
4. 100 m, 200 m, 400 m, hurdles, relays
5. 800 m and 1 500 m
6. 5 000 m and 10 000 m
7. baton
8. spikes

Activity 3
Good running techniques: high knees, arms that pull at the air,
shoulders slightly forward, hips moving side to side, big steps.
Formal assessment
Keep a record of every learner’s not walk and give up. Learners must do all of
participation in the lesson. You can use the the stretches correctly, as per instructions.
Physical Education Record Sheet in the They must hold the stretches for 16 seconds.
Formal Assessment section (Section 3) for They should all be able to touch their toes
recording the learners’ participation. with straight legs whilst both standing and
sitting on the ground.
Informal assessment
Activity 3: Learners must be able to run
Activity 1: Learners must be able to score using all the techniques.
6/8 for the test.
Activity 4: Learners must complete both
Activity 2: Learners must be able to run stages of the cool down correctly, as per
around the field for two minutes. They must instructions.
Remedial
Place the learners who need extra help with learners who have
knowledge of sprinting and know the proper techniques already.
Extension
• For the very fit and agile learners, encourage them to complete
one or two more laps of the field/hall for the warm up and cool
down exercises.
• Sprinters with training can assist the other learners in the class and
show them some new techniques.
UnitUnit
Get
1 fit to sprint

pages 355–356;
cones to mark Start • Safety measures during field and track athletics or swimming activities
and Finish; three
cones to mark every Preparation
100 m within the • Familiarise yourself with the material in this unit by reading
400 m; 10 batons through the information and activities in the Learner’s Book and
or sticks; skipping Teacher’s Guide.
rope
• You will need to mark every 100 m within the 400 m of the track.

Teaching the unit
Activity 1: Warm up
The learners learnt how to do this warm up in Unit 1, Module 1.
• Go over the safety rules and check the area for hazards as
mentioned.
• This will be quite a tough session for some learners.
• As you read it, remind them it will be spread over 35 minutes.
• For those learners who are not fit or are not used to exercising, you
will need to encourage them to keep moving. Whilst they may not
be able to sprint at 100% effort level when required according to
the instructions, they can walk or jog but they must keep moving.
• This is when the body responds – not when standing still.
• At the age of 11 they all should be able to do 80–100% of
this session.
• Exercise 1: the cones will be spread out over a total distance of
60 m. Whilst this may seem far, it is training for the 100 m.
• Exercise 2: this is a pyramid-type exercise. Learners start off slowly,
go to medium pace and then to the fastest they can manage. They
then reverse back to medium pace and then slow. Try to get them
to not stop in between stages. This exercise is done on the spot.
• Allow them recovery time as they will be out of breath.
• Exercises 1 and 2 can be done as a class with you leading them,
giving instructions.
• The remainder of the exercises can be done in pairs or threes,
where their peer can monitor and count the other’s progress.
• For exercise 5 you will need to place a cone every 100 m in order
for the learners to pace themselves.
• Remind them they should speed up every 100 m and not start out
at their fastest pace and try to keep going at that pace.

• Learners now get into groups of four to run a relay.
• They must decide who is running first, second, third and fourth.
• Usually the fastest two people run 1st and 4th and the middle two
runners are a bit slower.
• The first runner stands on the Start line, with the baton.
• The second runner stands, in the same lane as his team-mate, on
the 100 m mark.
• The third runner stands, in the same lane as his team-mate, on the
200 m mark.
• The fourth runner stands, in the same lane as his team-mate, on
the 300 m mark.

• The first runner passes the baton to the second runner, who passes
it to the third runner, who passes it to the fourth runner, who
sprints to the Finish line with it and the race ends.
• They must start again if they drop the baton.
• They must complete this race three times.

Ensure they do the stretch correctly and encourage them to relax,
Formal assessment
Keep a record of every learner’s participation rules. They must actively participate in the
in the lesson. You can use the Physical discussions and show an understanding of
Education Record Sheet in the Formal why the discussion is so important for their
Assessment section (Section 3) for recording well-being.
the learners’ participation. Activity 3: Learners are expected to be
able to complete the following:
Informal assessment 1. Exercise 1
Activity 1: Learners must try to run 2. 1 x running on the spot ‘triangle’
around the field for two minutes. They must 3. Exercise 3
not walk and give up. Learners must do all of 4. Half of this exercise
the stretches correctly, as per instructions. 5. 1 x 400 m at a slow jog
They must hold the stretches for 16 seconds. 6. Walk to the first 100 m and back again
7. Repeat step 5 as per above.
Activity 2: Learners must engage in the
discussion and commit to understanding Activity 4: Learners must be able to run
why they are in place and their importance. 1 x 400 m race.
Learners must engage with you and their Activity 5: Learners must be able to
partner about the different questions and complete the stretches correctly.
Remedial
See the minimum exercise learners are expected to be able to complete
in this lesson below (Activity 3):
1. Exercise 1 as is
2. 1 x running on the spot ‘triangle’
3. Exercise 3 as is
4. Half of this exercise
5. 1 x 400 m at a slow jog
6. Walk to the first 100 m and back again
7. Repeat step 5 as per above
This programme is for learners who are unfit or have not tried to
apply themselves to athletics until now. This is a fair minimum
programme all learners are expected to achieve.
For those who require additional fitness assistance they can buddy
up with a partner who is slightly faster than they are. They can then
do the exercises together and encourage each other to keep going and
on each other’s heels.

Extension
down exercises.
• They can go over and above the specified number of activities in
Activity 3.
• They will know when to stop or take a break.
UnitUnit
Hurdles
1 and javelins

pages 357–359;
cones to mark Start
• Safety measures during field and track athletics or swimming activities
and Finish; 20
hurdles or school Preparation
bags that measure up • Familiarise yourself with the material in this unit by reading
to a height of through the information and activities in the Learner’s Book and
60 cm; video/DVD Teacher’s Guide.
clip of hurdlers if • Watch a DVD clip of an athlete taking part in a hurdle race. In
possible (highly this clip analyse the posture of the athletes and use their success to
recommended);
teach your class successfully.
javelin; tape measure
or metre stick
Teaching the unit
Activity 1: Warm up

mentioned in Unit 1.
Activity 3: Warm up
• Exercises 1, 2 and 3 can be done as a class with you leading them,
giving instructions.

• The remainder of the exercises can be done using the lanes of
the 100 m track. Get the learners to set up the 60 cm high
‘hurdles’ (likely to be their schoolbags, or tog bags on top of their
schoolbags) and then allocate learners to each lane.
• Allow them to practice the hurdling technique and let them read
their Learner’s Book text, analyse the pictures and ask you for
assistance for the remainder of the lesson.
• Get learners to count their steps in between hurdles out aloud.
This will help them get into a rhythm.
• Let the learners race against each other.

• Before giving the learners the opportunity to throw the javelin
they must spend sufficient time practicing the correct technique.
• Even if no actual javelin is available, the learners can still work on
mastering the correct throwing technique.
• You will need to be strict regarding the actions of the learners as
there is only one way to throw the javelin. The learners are not old
enough in Grade 5 to develop their own unique ‘tweaks’ on the
internationally endorsed standard technique.
• Measure distance with a tape measure or metre stick. Do not do
this yourself – get an assistant to do so. You must rather control
the javelin and who throws it when.

Ensure they do the stretches correctly and encourage them to relax,
Formal assessment
Keep a record of every learner’s partner about the different questions and
participation in the lesson. You can use the rules. They must actively participate in the
Physical Education Record Sheet in the discussions and show an understanding of
Formal Assessment section (Section 3) for why the discussion is so important for their
recording the learners’ participation. well-being.
Activity 3: Learners must be able to do

Informal assessment all the stretches and activities. Learners
Activity 1: Learners must be able to run must be able to clear five objects of 60 cm
around the field for two minutes. They must high in a row.
not walk and give up. Learners must do all Activity 4: Learners must be able to
the stretches correctly, as per instructions. throw the javelin – this means they must be
They must hold the stretches for 16 seconds. able to run up correctly, release the javelin
Activity 2: Learners must engage in the and throw it. It does not have to land tip first
discussion and commit to understanding into the grass.
why they are in place and their importance. Activity 5: Learners must be able to
Learners must engage with you and their complete all stretches correctly.

Remedial
Allow learners to throw a cricket wicket or a similar light object
instead of the javelin at first to practice.
Extension
For the very fit and agile learners, they can attempt to clear higher
hurdles, with more than five per 100 m. Increase by 10 cm at a time
and one hurdle per 100 m every race.
UnitUnit
Sprint
1 short distances

Resources Movement performance in a variety of field and track athletics or
Learner’s Book swimming activities
page 360; four
cones to mark
100 m, 200 m, Preparation
Start and Finish • Familiarise yourself with the material in this unit by reading
line; stop watch/ through the information and activities in the Learner’s Book and
watch Teacher’s Guide.
• Before the lesson, mark out the 200 m and 100 m track.
Teaching the unit

Activity 1: Warm up
Learners must do four warm-up stretches of their own.
PET Activities 2 and 3: Movement performance

• Let the learners warm up for the 100 m and 200 m as per the
Learner’s Book text. Give them approximately 5–10 minutes to
do so, depending on the size of the class. They must walk, jog
and practice their starts as per instructions. They will also need to
refresh their memories regarding correct sprinting techniques by
re-reading Unit 1 again.
• Select the first group of learners to run the 100 m. Fill the lanes of
the track. Do not overcrowd the track.
• Send four learners who are not running down to the Finish of the
100 m to record places and times on a class list.
• Your start will have three steps: “On your mark”, “Get set”, “Go”.
• You need only wait about one second between each step.
• Do not focus on disqualifications for this lesson.
• Run the first group of 100 m athletes.

• Continue the 100 m until everyone has run (including the time
keepers).
• Now run the 200 m using the same method.

• Learners should complete the stretches as per instructions.
• Count aloud and ensure the learners relax and do the stretches
correctly.
Formal assessment
comes from Activities 2 and 3. Refer to the Formal Assessment
section (Section 3) for assessment guidance and the rubric for
the activities.
UnitUnit
Demonstrate
1 your skills

page 361; four
cones to mark
400 m and Preparation
100 m within • Familiarise yourself with the material in this unit by reading
Start and Finish through the information and activities in the Learner’s Book and
line; stop watch/ Teacher’s Guide.
watch; javelin; • Before the lesson, mark out the 400 m and 100 m on the track.
batons; hurdles or
school bags
• Mark out a javelin throwing area and run up.
Teaching the unit

Activity 1: Warm up

• Divide learners into teams of four.
• Find assistants to help you with starts and recording times so that
you can assess the learners while running.

Find assistants to help you with starts and recording times so that you
can assess the learners while running.

• Keep strict control on movement of learners for safety purposes.
• Distance is not important – you are assessing technique and the
individual’s knowledge of how to handle the javelin safely.

• Learners should complete the stretches as per instructions.
• Count aloud and ensure the learners relax and do the stretches
correctly.
Formal assessment
comes from Activities 2, 3 and 4. Refer to the Formal Assessment
the activities.
UnitUnit
Run
1 middle distances

Resources Participation in a variety of field and track athletics or swimming
pages 362–363;
cones showing
100 m within
Preparation
the 400 m Familiarise yourself with the material in this unit by reading through the
Teaching the unit

Activity 1: Warm up

• First read through the text with the class. They covered this
concept in Grade 4 too – ask them what they remember about

the exercise. Let learners share their ideas and suggestions with
their peers.
• Let them practice and plan with a friend.
• After 10-15 minutes ask learners if they would like to race and
you can time them.
• Step 6: Fitness activities: This set of activities can come from the
learners themselves. Ask them what their favourite PE games are
and then play those for the remainder of the lesson. They can use
their book if required.

If there are learners in your class who are fit enough to complete the
1 500 m middle distance event, allow them to do so at this stage of the
lesson. You can assess their capabilities by watching their performance in
the 400 m, and guide them to complete either the 800 m or the
1 500 m. There may be a few rare cases of learners who are able to
complete both middle distance events; however, this must be well-
supervised. If a learner is unable to complete these longer events, be
encouraging of their efforts and challenge them to try again.

• Oversee the learners packing away the equipment.
• Learners must then complete the stretches correctly.
• Encourage them to relax, breathe regularly and elongate their limbs.
Formal assessment
Keep a record of every learner’s the stretches correctly, as per instructions.
participation in the lesson. You can use the They must hold the stretches for 16 seconds.
Physical Education Record Sheet in the They should all be able to touch their toes
Formal Assessment section (Section 3) for with straight legs whilst both standing and
recording the learners’ participation. sitting on the ground.

Informal assessment 1 x 400 m.
Activity 1: Learners must be able to run Activity 4: Learners must complete all
around the field for two minutes. They must stretches correctly, as per instruction.
Remedial
Place the learners who need extra help with learners who have
knowledge of sprinting and know the proper techniques already.
Extension
down exercises.
• Sprinters with training can assist the other learners in the class and
show them some new techniques.

UnitUnit
Practise
1 long jump and high jump

pages 364–366;
long jump pit;
high jump landing
Preparation
mat; video/ • Familiarise yourself with the material in this unit by reading
DVD clip of high through the information and activities in the Learner’s Book and
jumpers competing Teacher’s Guide.
in this event, if • Note: The focus of this lesson depends on what apparatus your
possible (highly school has. If you have access to high jump equipment, go straight
recommended); to Activity 6. If you have access to a long jump pit, go straight
pit filled with sand,
to Activity 2. Should you have both, select either high jump OR
1,5 m wide by 10 m
in length; run-up long jump and ensure you assess the discipline taught in this
track, 1,2 m wide lesson.
and 40 m in length; • The long jump is divided into four sections:
take-off board, 1. the approach
with line painted 2. the take-off
across it; prestik
or plasticine if
3. the flight
possible; rake; tape- 4. the landing
measure; beacons/ The whole idea of long jump is a) for the athlete to sprint their
cones/markers run-up, b) land before the take-off line, c) leap through the air
and pull their bodies forward bringing arms to their sides, and
d) for the athlete to land feet-first in the pit without falling
backwards. They must train themselves to fall to the side or
forward, as the distance of the jump is measured from the take-off
line to the ridge of the first indentation made by the athlete.
It is a NO JUMP if the athlete’s foot steps on or over the take-off
line. One technique you can use to measure this is to place prestik
or plasticine on the line and if it’s marked you know it’s a no-jump.
Teaching the unit

Activity 1: Warm up

important Activity 2: Movement performance
Please do not • When learners first start doing the long jump allow them to just
substitute the high get used to the technique of jumping from the take-off line (so
jump mat with make the run-up minimal) and propelling their bodies through
another type of the air without landing too close to the line. They will also have to
landing apparatus.
experiment to see which foot is their strongest, i.e. the lead foot.
This lesson requires
the learners to land • Once they’ve worked on this and you’ve taught them to lean
on their backs, and forward and fall to the side (not backwards) they can increase the
they need to do so sprint distance (the approach).
on a very thick, soft
surface. There is no Activity 3: Movement performance
safe alternative to
the high jump mat.
• The average steps taken at Junior School level is between 11–15
steps. Learners of different sizes, gender and ability need to
experiment with the amount of steps taken in their approach.
• Let them do this on the field, as well as figuring out how to leap
in the air on their take-off.

• This is the opportunity to put it all together. Measure the jumps
in a rotating manner, i.e. the person who jumps first is measured
by the teacher; the second person who jumps is measured by the
first jumper. The third jumper is measured by the second jumper,
and so on.
• Keep scores in an exercise book.
• This is a great activity for learners to challenge themselves in as
they can aim to better the distance jumped weekly.
Activity 5: Movement participation

• These drills are based on the Fosbury Flop. It therefore assumes all
learners will jump with their backs facing the pole.
• There is also repetition of the circular pattern. This is based on the
J-shaped run up, and is aimed at encouraging the learners to relax
their shoulders and be able to run in a curve. No other track event
requires this ‘bend’ or curve so it is exaggerated initially.
• Drills 1, 2, 3, 4 and 5 are all done without the mat. They are
based on running and learning how to use the arms and legs to
raise the body off the ground.
• Explain to the class that whilst height does make a difference it is
not compulsory – some of the best high jumpers have been quite
short in stature. They have also been light, which means they
could propel themselves off the ground with ease.
• Drill 6 requires the mat. This takes all of the previous actions and
puts them together in the act of simulating a real jump.
• Safety with high jump is also vital – please ensure the class
understand that only upon your instruction are they to jump on
the mat. There can never be more than one person on the mat.

• Oversee the learners packing away the equipment and jogging
around the field.
• Ensure they do all 10 sit ups correctly and encourage them to
relax, breathe regularly and elongate their limbs.
Formal assessment
Keep a record of every learner’s stretches correctly, as per instructions. They
participation in the lesson. You can use the must hold the stretches for 16 seconds. They
Physical Education Record Sheet in the should all be able to touch their toes with
Formal Assessment section (Section 3) for straight legs whilst both standing and sitting
recording the learners’ participation. on the ground.
Activity 2: Learners should be able to

Informal assessment complete the whole activity.
Activity 1: Learners must be able to run Activity 3: Learners must complete all
around the field for two minutes. They must stretches correctly, as per instructions.
not walk and give up. Learners must do all the
Remedial
• Certain learners really struggle with the idea of jumping
backwards. This will take more than a lesson to get right as the
learner’s natural reaction is to tense their muscles when lying
backwards away from the target, and this is difficult to overcome.
• It is not impossible to jump facing forwards. For learners who
are completely adverse to jumping backwards they can try facing
the bar and developing a technique themselves. This is not illegal
– the Fosbury Flop became the norm because of its success, not
because of legislation.
• Use hoola hoops for circle templates if learners have difficult
running in a circle.
Extension
• Learners can jump as far as they want to. Encourage them
to remember the distances they’ve jumped and to challenge
themselves weekly (once the pit has been cleared of hazards).
• Learners who need assistance: Encourage learners who struggle
to jump far just to master the technique of falling to the side and
completing the jump in a methodical manner. Not all learners will
be long jump athletes, so allow those who are naturals to excel and
encourage those who are not to simply have fun.

UnitUnit
Do1 shot put and long distance

pages 367–368;
30 tennis balls;
30 hoola hoops;
Preparation
1 kg–2 kg shot puts • Familiarise yourself with the material in this unit by reading
Teacher’s Guide.
• Video/DVD clip of shot-putters competing. If you have not
managed to view the previously recommended footage, please
make a concerted effort to find footage for this event. The run-up
is a complicated one to describe in words. By watching an actual
athlete do it, the text will make far more sense.
Teaching the unit

Activity 1: Warm up

• These drills are based on the spin technique.
• They do not use actual shot puts at first. Steps 1 and 2 are to let
them get an idea of what a shot feels like, but then it must be
placed on the ground.
• The first drill is based on getting the torso warmed up. This is an
event that uses the whole body, especially the core muscles.
• Drill 3 is simple: bring the right leg up and over, and then turn a
full 360º on the left foot. Repeat on the other side. This drill just
helps the learners orientate themselves as shot put requires a series
of complete circular movements. The learners cannot get dizzy or
disorientated and then release a 1,5 kg shot into the crowd. It is
too dangerous.

• Read the instructions, step-by-step, with the class. Demonstrate
what to do at each step.
• Then allow the learners to get a tennis ball, find a space on the
field and practice the release technique themselves.
• They can use a hoola hoop as the final circle from which
to release.

This event will need to be completed at your discretion. Long distance
events (the 5 000 m and the 10 000 m) are very far to run at Grade
5 level. The 5 000 m will take approximately 30–40 minutes to
complete. A good time to run 1 km is in five minutes, so if a learner
can run 5 000 m in under 30 minutes, they’re doing very well. We
suggest that you set this long distance event as a goal for the term.
Allow learners who elect to partake to train towards it. Encourage
them to increase their distance weekly, and at the end of the term
allow them to attempt to complete 5 000 m. Remain encouraging
throughout this process and commend every attempt taken.

• Oversee the learners packing away the equipment.
• Learners must complete the stretches.
• Encourage them to relax, breathe regularly and elongate their limbs.
Formal assessment
Keep a record of every learner’s participation Activity 2: All learners should be able
in the lesson. You can use the Physical to complete all steps of this activity. There
Education Record Sheet in the Formal may be learners who have damaged ears
Assessment section (Section 3) for recording and genuinely get dizzy. They will struggle to
the learners’ participation. complete drills 3 and 4. In this case, they can
develop a technique where they release the
Informal assessment shot without turning. They will have to have
strong shoulder muscles to compensate for
this loss of momentum.
not walk and give up. Learners must do all Activity 3: Learners should be able to
the stretches correctly, as per instructions. complete a shot put release or something that
They must hold the stretches for 16 seconds. resembles it closely. They are not expected to
They should all be able to touch their toes be able to throw a shot, only a tennis ball.
with straight legs whilst both standing and Activity 4: Learners must complete all
sitting on the ground. stretches correctly, as per instructions.
Remedial
There may be learners who have damaged ears and genuinely get dizzy.
They will struggle to complete some of the drills in Activities 2 and 3.
In this case, they can develop a technique where they release the shot
without turning. They will have to have strong shoulder muscles to
compensate for this loss of momentum.
Extension
Allow learners to throw a real shot. They must have demonstrated, to
you, the safety of their release throw before this opportunity is given.

UnitUnit
Demonstrate
1 high jump

page 369; high
jump bar; high
jump landing mat;
Preparation
gym mat • Familiarise yourself with the material in this unit by reading
Teacher’s Guide.
• Set up the high-jump mat and bar. The bar must be at a height
of 75 cm.
Teaching the unit

Activity 1: Warm up

• Allow time for learners to warm up for this event.
• Assess learners individually.
observation.
important Activity 3: Cool down

Please do not Supervise the cool down, ensuring learners do so correctly. They must
substitute the high breathe regularly and remind them to relax.
jump mat with
another type of
landing
Formal assessment
apparatus. This Keep a record of every learner’s participation in the lesson. You can
lesson requires the use the Physical Education Record Sheet in the Formal Assessment
learners to land section (Section 3) for recording the learners’ participation.
on their backs, The third formally-assessed movement performance for Term 4
and they need to comes from Activity 2. Refer to the Formal Assessment section
do so on a very
thick, soft surface.
There is no safe
alternative to the
high jump mat.

UnitUnit
Demonstrate
1 shot put and 400 m

pages 370–371;
shot put (1 kg–
2 kg); 400 m track;
Preparation
three cones for • Familiarise yourself with the material in this unit by reading
100 m within through the information and activities in the Learner’s Book and
400 m Teacher’s Guide.
• Measure out the 400 m track and each 100 m within. Mark these
clearly with cones.
• Measure out the shot put throwing area.
Teaching the unit

Activity 1: Warm up

• Learners should complete one shot put throw for assessment
purposes.
• Allow learners time to warm up for this activity.
• Learners should complete one 400 m race for assessment purposes.
• Allow learners to warm up for this activity.
Supervise the cool down, ensuring learners do so correctly. They must
breathe slowly and evenly. Remind them to relax.
Formal assessment
comes from Activities 2 and 3. Refer to the Formal Assessment
the activities.

Module 4: Expressing yourself
UnitUnit
Discover
What
1 do you
yourthink?
strengths
xx-xx Duration
Duration:2 1hours
hour

Resources Topic 4: Appreciate and reflect on
Learner’s Book A live or recorded drama (television, radio, community, professional
pages 373–374; or classroom) in terms of
a live or recorded
drama • recognising key moments in a drama
• identifying themes, ideas and moods
• discussing why particular techniques were used
• being sensitive to the social and cultural contexts
Key terms: social, cultural, environmental, theme, contexts
Preparation
Teaching the unit

• Do this activity before the learners watch a performance.
• Go through the terminology with the learners making sure that
they understand the meaning and how it is applied in the theatre.

• Arrange for the learners to watch a live performance of a play or
on television or a DVD or to listen to one on the radio. They
should do this outside of class time.
• Let them use the steps in this activity to guide their viewing.
• You can conclude the activity by discussing the answers to the
questions in a whole-class discussion.
• When defining the key moments in the story, learners need to ask
themselves if the moments that they chose determined the way
that the rest of the story happened. If the key moment selected by
the learners had been left out, would there have been a story at all?
• To define themes, ask learners what comment the story was
making about human nature, or a specific group or culture.

• A good way to get the learners to identify mood is to ask them
how the story made them feel at various points, and if their
feelings changed as the story progressed.
• Ask learners to think about the decisions that the director might
have made and why. This points to the techniques that were used
– for example, the use of long shots, or a motif of a red dress, or
constant references back to the past.
• To decide if material is relevant to a particular society or culture,
learners need to consider the themes of the material and whether
any particular message is being conveyed.
Informal assessment
Make sure that they actually understand the definitions given in the
preparatory activity. During the class discussion, when a learner has
given an answer, the rest of the class should be encouraged to give
them feedback and to comment on, or disagree with what they have
said. In this way, the class discussion becomes a form of informal
peer assessment.
Remedial
If learners are struggling to understand the terminology, you could ask
them specific questions before they start watching, and tell them to
look for the answers as they watch.
Extension
• Ask a learner to pretend to be the director of the material that
the class watched. The learner should take the ‘hot seat’ to answer
questions about the production, in the same way as learners hot-
seated in some of the activities in Module 3.
• Ask learners to write a review of the material that they have watched.
UnitUnit
One
1 song, many voices

Learner’s Book
pages 375–377;
• Vocal warm ups (including strengthening articulation through
rhymes and tongue twisters)
CD tracks 18–20;
CD player • Singing warm ups (including South African songs in unison, and
two-part harmony)
• Call-and-response games

Singing a song in two or three parts, recognising the difference
between voice types (such as bass, tenor, alto, soprano)
Own and others performances and processes, using simple creative
arts terminology
Preparation
Teacher’s Guide.
with them.
Teaching the unit

• Stress the importance of good articulation in singing.
• Demonstrate how you want the learners to articulate the
consonants in this activity in the Learner’s Book.
• Let learners imitate you and repeat the exercise with other consonants.
• Introduce the activity by asking the learners what rap is.
• Clap the rhythm of Earth Day Rap and let the learners imitate you.
• Repeat this.
• Now put the words in the Learner’s Book, to the rhythm and let
the learners imitate you. Ask the learners what they notice about
the words (the words rhyme).
• Teach the words of the song to the whole class, using the method,
‘How to teach a new song’ on page 95 in this Teacher’s Guide.
• Divide the class into two groups. Group 1 is the ‘call’ group. They
say the words in red. Group 2 is the ‘response’ group. They say the
words in green. Everyone says the words in black.
• Encourage the learners to put a lot of energy into their performance.
• Tell the learners that they are going to listen to some music by a
choir, singing in four different parts. The learners listen to track
19 with their eyes closed. There must be no other activities going
on in the classroom and no talking.
• Ask them what they felt when they heard the music. What was the
mood? Discuss this as a class.
• Read the introduction to the activity in the Learner’s Book and
the information about the Requiem. Explain what a requiem is.
• Play the music again and ask the learners to listen for the soprano,
alto, tenor and bass voices.
• Point out the different voices while they listen to the music again.

• Refer to the song, Siyahamba, which the class learnt in Term 3. Tell
them that they are going to sing it in two parts, alto and soprano.
• Play track 18 while the learners listen quietly with their eyes closed.
Before you start, tell them to listen for the two parts in the song.
• Divide the class into two groups and let them practise separately
before they combine to sing the song.
• When they can sing both parts well, let them add some instruments.
• Ask the learners to name the different voice groups. Refer to the
information on different voice groups - soprano, alto, tenor and
bass - in Activity 3. Point out that as they get older their voices
will develop into one of these voice types.
• Play track 20 while the learners listen quietly with their eyes closed.
Ask them to identify the different voice groups while they listen.
• Play the track again when you discuss this as a class.
Informal assessment
Observe the learners and note:
• how well they articulate during the rap
• whether they are able to identify the different voice types in
Activity 5.
Extension
• Let learners create their own rap about an issue in their lives.
• Let the learners add movement to the Earth Day Rap or their
own ones.
UnitUnit
Working
1 together

Learner’s Book Group awareness games (such as creating a machine through
pages 378–379 complementary movements)
Short drama/dance improvisations, reflecting a social, cultural or
environmental issue relevant to the learners
Key terms: social, cultural, environmental

Preparation
Teaching the unit

Introduce the lesson by discussing how drama can be used to critically
examine the world around us. You can ask learners if they can think of
any ways that drama can be used to do this.

• Learners should work with their whole class to create a ‘machine’,
according to the instructions given in the Learner’s Book. Each
learner should be a part of the ‘machine’ by producing one
rhythmic movement that is linked in some way (not necessarily by
touch), with another learner’s movements.
• Allow at least three different machines to be made.
• You can decide when the ‘machine’ is complete by ending each
round, or one of the learners can do this: when someone thinks
the machine is complete, they raise their hand without speaking,
and the round is over.
• After the ‘machine’ has been built, learners should discuss what
type of machine they built, what they thought the machine
produced, and how well everyone worked together.

Learners should work in a group to tell a story about a social,
environmental or cultural issue. They can use any suitable techniques
that they have learnt so far, rehearse their dramatisation well, and then
perform it for the class.
Informal assessment
Activity 1: After the ‘machine’ has been Activity 2: Each group should perform
built, learners should sit down and discuss their dramatisation for the class, and get
what type of machine they built, what they feedback from their audience afterwards. You
thought the machine produced, and how well could also ask learners to write a short list of
they thought everyone worked together. four or five things that they learnt during this
performance, as a form of self-assessment.
Remedial
Each group should perform their dramatisation for the class, and get
constructive criticism from their audience afterwards. You could also
ask learners to write a short list of four or five things that they learnt
during this performance, as a form of self-assessment.

UnitUnit
Dancing
1 to communicate

Learner’s Book
pages 380–381;
• Physical warm ups for strength and flexibility (including spinal
rolls, swings, floor work and body part isolations)
CD track 21;
CD player; learners’ • Cool downs (including stretches and flowing movements)
own music for the Topic 2: Improvise and create
dance; costumes Short drama/dance improvisations, reflecting a social, cultural or
and props for the environmental issue relevant to the learners
dance (optional); Key terms: social, cultural, environmental
drum
Preparation
Teacher’s Guide.
• Listen to the music track before the lesson to familiarise yourself
with it.
• You may wish to ask learners to select the music they might want
to use for a dance before this lesson.
Teaching the unit

1 4 380–381 1–3
2 5 381 4–6
Lesson 1 (Week 4)
• By now the class should have a comprehensive warm-up routine.
Ensure that the learners perform each section of the warm up with
careful thought behind what they are doing.

• Focus of the activity: creating a dance routine to communicate
ideas about a selected issue
• This activity provides the foundation for a dance which is
performed later in the unit.
• Follow the steps in the Learner’s Book.
• Encourage the learners to take notes on what they have discussed
and decided.

• Focus on breathing especially during the stretches.
Lesson 2 (Week 5)
• Make sure the technique of each section is done correctly.
• Focus of the activity: practising a dance
• This is a continuation of Activity 2.
• Spend time with each group to check they are staying on track
and making progress.

• At this stage of the year, there should be a large range of possible
cool downs to choose from.
• Focus on breathing especially during the stretches.
Informal assessment
Observe the learners and note whether they:
• perform warm-up activities correctly and with understanding
and focus
• can work in a group to develop a dance routine
• can draw on a repertoire of movements and techniques learnt
throughout the year
• perform cool-down activities correctly and with understanding
and focus
Remedial
Find time (possibly, after school) to assist learners who are falling behind.
Extension
Allow more able learners to help you with the arrangements for
the final presentation. For example: organise a performance space,
deciding on the order of presentations.

UnitUnit
Singing
1 about our planet

Learner’s Book
pages 382–383;
• Singing warm ups (including South African songs in unison, and
two-part harmony)
CD tracks 18
and 22; CD • Call-and-response games
player; percussion Topic 2: Improvise and create
instruments Short music piece, combining a number of instruments
(drums, marimba, etc.) including two or more parts in a
textural blend, reflecting a mood related to the social, cultural
or environmental issue
Preparation
Teacher’s Guide.
with them.
Teaching the unit

Discuss the state of our world. Ask the learners what they think the
major crises are for people on our planet.
What problems face animals, especially wild animals? How will
this affect us?
What can we do to stop the destruction? Mention here that we can
use our voices in song, poems and performance to highlight these issues.

• Play track 18 before the learners sing Siyahamba.
• Remind them of the correct posture and breathing from the
diaphragm, before they start.
• Revise the soprano and alto parts of the song with the whole class.
• Divide the class into their two groups and let them practise their
parts separately before they combine to sing Siyahamba together.
Check that their pitch is correct.

• Play track 22 on the CD while the learners follow the words on
page 383 in their Learner’s Books.

• Read through the words of the song with the class. Explain any
unfamiliar words and pronunciation.
• Teach the words of the chorus to the whole class using the
method, ‘How to teach a new song’ on page 95 in this
Teacher’s Guide.
• Divide the class into five groups, one for each animal mentioned
in the song. Each group will learn the words of their part of the
song on their own. Walk around the classroom and check that
they are getting this right. Help if necessary.
• Now give each group different instruments which they play when
it is their turn. Let them work out how they want to use their
instruments: what rhythm, how loud or soft. Tell them that they
should think about the animal they will sing about when they
do this.
• Give the groups time to practise using their instruments while
they sing the words of their part.
• When everyone is ready, let them combine and perform as a class.
Signal when each group must come in.
Informal assessment
Observe the learners and note how well they are able to:
• sing in two parts and in unison
• create a rhythm suitable for use with a song
• use percussion instruments to accompany a song.
Remedial
Activity 2: Allow learners to play the rhythms created by others in
the group.
Extension
Activity 2: Let learners create another version for the animal song.
UnitUnit
Prepare
1 to perform

Term 4, Weeks 7-9
(CAPS) content
Learner’s Book
pages 384-390; • Physical warm ups for strength and flexibility (including spinal
CD track 22; CD rolls, swings, floor work and body part isolations)
player; learners’ • Vocal warm ups (including strengthening articulation through
own selection of rhymes and tongue twisters)
music for dances

• Singing warm ups (including South African songs in unison, and
two-part harmony)
• Cool downs (including stretches and flowing movements)
• Drama/dance presentation, reflecting a social, cultural or
environmental issue relevant to the learners, and using selected
tableaux, movement, poetry and speaking/singing in unison or
individually
• Short composition of poetry and song to draw attention to
social, cultural and environmental issues, to be used in above
presentation
Own and others’ performances and processes, using simple creative
arts terminology
Key terms: tongue twisters, social, cultural, environmental, poetry,
tableaux
Preparation
Teaching the unit

1 7 384—387 1—6
2 8 387—389 7—9
3 9 389—390 10—13
Lesson 1 (Week 7)
Learners should work with their group to perform their 10 minute
warm-up routine.

• Learners should work on this activity on their own.
• Let them follow your instructions as you talk them through
Activity 2.

Learners should work on this activity on their own. They should make
the sounds described in the Learner’s Book, as you describe them.
Activity 4: Read, interpret and prepare

• Learners should work on this activity in pairs.
• They should take turns to see how many tongue twisters they can
repeat, without making a mistake.
• You could conclude these voice warm-up activities (Activities 2, 3
and 4) by asking learners to comment on their own performance
and to make suggestions for improvement.

Learners should work in groups to improving the dance that they
developed in Unit 4.

• Try to get learners to perform this activity in silence, so that the
end of the lesson is really tranquil.
• Learners should work individually to cool their bodies down by
doing the activity as you talk them through it.
Lesson 2 (Week 8)
• You should talk the learners through the activity.
• Before they start, remind them not to shout or strain their voices.
As this is a warm-up activity, they should sing softly.
• Learners should work as a class first to hum and then to sing
softly, according to the instructions in the Learner’s Book.
Activity 8: Read, interpret and preform

• Learners should sing the Animal Song on page 383, as a class.
They should then practise the song with their instrumental
accompaniment.
• They should repeat this until they feel they know it well.
• Read the poem to the learners and explain any difficult words to them.
• Learners should work in their performance groups to incorporate
some of the words from the poem into their performances.
• Let them spend the rest of the lesson practising their performances.
Lesson 3 (Week 9)
Start the lesson by reminding learners that this will be their last
opportunity to practise before their final performance.

The learners will take it in turns to lead the class through the warm-up
activities listed in the Learner’s Book.

Learners should work in their performance groups to do two of the
warms ups that they have done in the past, that focus on the face, lips,
voice and tongue.

• Learners should work in their performance groups to spend
the remainder of the lesson preparing for their performance.
They must remember to practice all the elements that will be
included in their performance.

• Make sure that learners know that they will be performing
for assessment in the next lesson, and that they have a clear
understanding of how they will be assessed.
• Learners can conclude this activity by making a list of what they
still need to do and practise before their final performance.

To conclude the lesson, learners should work individually to do the
cooling-down activity.
Informal assessment
Activities 1-4, 6, 7, 10, 11, 13: Walk around the classroom and
check that learners are following instructions correctly. After the
warm-up or cool-down activities have been completed, you could
give learners some general feedback on how they have performed.
Activities 5, 8, 9, 12: Ask learners to assess how much they

have achieved in preparing the pieces for performance. Remind
them to think about the things that they still need to work on.
Extension
Ask the learners to write and design a programme for their presentations
that includes a short write-up on why they decided to represent the
issue that they chose, as well as further information on their theme.
UnitUnit
Show
1 time!
Term and week/s

Learner’s Book • Physical warm ups for strength and flexibility (including spinal
page 391; CD rolls, swings, floor work and body part isolations)
track 22; CD
player; learners’
• Vocal warm ups (including strengthening articulation through
rhymes and tongue twisters)
own selection
of music for Topic 3: Read, interpret and perform
dances; percussion • Drama/dance presentation, reflecting a social, cultural or environ-
instruments mental issue relevant to the learners, and using selected tableaux,
movement, poetry and speaking/singing in unison or individually
• Short composition of poetry and song to draw attention to social,
cultural and environmental issues, to be used in above presentation
Key terms: tongue twisters, social, cultural, environmental, poetry,
tableaux

Preparation
Teaching the unit

Learners should work with their performance group to perform a
warm-up routine that they have designed for themselves.

Follow the steps in the Learner’s Book to complete this voice warm up
with the learners.

• Learners first perform the Animal Song as a class.
• After this, the learners should create a performance space and get
ready to perform their poem, drama and dance presentation.
• When everyone is ready, the learners should sit around the
performance space and watch the groups take turns to perform.
Learners should be reminded about theatre etiquette before the
performances start: they should listen quietly and respectfully to
the other groups perform and should be supportive of what they
have produced.
Informal assessment
Activity 1: Walk around the classroom and help learners with any
last-minute preparation for their performance.
Activity 3: After each performance, give positive feedback to

each group. Encourage other learners to also give feedback.

Module 4: Things that fly
UnitUnit
Let’s
1 look

Learner’s Book
pages 393–397
• Observe and discuss visual stimuli in photographs and real objects
to identify and name art elements found in images of things that
fly (natural or mechanical)
• Observe and discuss visual stimuli in photographs and real objects
to identify and name examples of contrast and proportion found
in images of things that fly (natural or mechanical)
design principles
Preparation
Teacher’s Guide.
• If you have any particularly interesting pictures or artworks that
feature birds or other flying creatures, you might want to bring
them to class, to discuss them with learners.
Teaching the unit

1 1 393–395 1–3
2 2 396–397 4–6
Lesson 1 (Week 1)
You could start the lesson by holding a short discussion about the
principles of flight. Learners will probably be interested to know that
flight is based on the principle that for anything to fly, lift (upward force)
has to be greater than gravity (a force which pulls things down towards
the earth) and thrust (forward force) has to be greater than drag (a force
that drags things from behind, so that they tend to slow down). The shape
of an aeroplane’s wings and the way that air flows over them as they move
through the air, a helicopter’s rotor blades and the hot air in a hot air

balloon, all create lift. An aeroplane’s engine or propellers and the engine
and propellers on a helicopter provide enough thrust to counteract drag.
Hot air balloons do not need thrust because they are filled with hot air
which is lighter than the surrounding air, and so the balloon floats. You
can then discuss the photographs on page 393 in the Learner’s Book.

• Learners should work on this activity in the forum of a
• You could then hold a discussion with learners about how birds
have adapted for flight, and for survival in different environments.
There is useful information on this in the Learner’s Book, as well
as questions for further discussion about birds.

answer the questions in the Learner’s Book in as much detail as
possible. You could ask them to write their responses down in
their exercise books, before starting a small-group or whole-class
discussion based on the questions in the activity.
• You could then show learners Peter Clarke’s linocut of a dove,
before holding a short class discussion about the image. This
would be a good introduction to Activity 3.

• Learners should work on their own to answer the questions about
Peter Clarke’s linocut, in the Learner’s Book.
• You could conclude the lesson with a short class discussion on the
answers to the questions.
Lesson 2 (Week 2)
You could start the lesson by asking learners to briefly compare the
two Peter Clarke linocuts in the Learner’s Book. This would be a
suitable introduction to Activity 4.

• Learners should work individually to answer the questions in
the Learner’s Book. Ask them to record their answers in their
exercise books.
• You could then discuss learner’s answers to this activity, before
asking them to work in pairs on Activity 5.

• Learners should work on this activity in pairs. They should answer
the questions in the Learner’s Book.
• You could complete the activity by discussing the learners’ answers.
• Discuss Gail Catlin’s technique of painting with liquid crystal, and
the effects of this technique. There is useful information on this in

Learners should work on this activity as a whole class. They should
answer the questions in the Learner’s Book.
Answers
Activity 1
2. aeroplane; 3. helicopter; 4. aeroplane
Activity 3
2. There are a number of negative shapes in this picture, for example,
between the man’s fingers and between the feathers on the bird’s
wingtips. There is also a negative shape where the grey textured
background overlaps with the yellow background (on the right of
the picture) and another one behind the dove’s tail.
3. The artist uses light and shade on the bird to create a feeling of
form and volume. As the lightest part of the bird is the front and
the top, it looks as though the light is coming from the top right-
hand corner of the picture, creating the feeling that the dove has a
definite shape.
4. The artist shows that the dove is moving by using lines above the
wings and behind the tail. This suggests that it is flying fast. The
lines on its belly also suggest speed and movement.
5. The artist shows volume by using light and shade. By lighting
the bird and the hand from the top right, the artist creates the
impression that they are three-dimensional, and therefore have
volume. He also creates a sense of volume by using directional
lines. For example, the curves under the dove’s belly create the
impression that it is plump, while the angular lines on the arm
create an impression of strength.
6. The fingers, the wings and the lines behind the bird all go in the
same direction because they all emphasise the idea that the bird is
flying from left to right. The position of the hand also implies that
it has let the dove go so that it can fly, and therefore that the person
is helping the dove to fly. The fingers lead the viewer’s eye to the
focal point of the picture, which is the dove’s head.
7. The focal point of this linocut is the bird’s head, which is partially
cut off by the edge of the page, implying that it is flying away.
The focal point is reinforced by the direction that the fingers are
pointing in, and the direction that the lines in the work all run in.
8. There are only really two tones in this picture: blue-grey, and
yellow-brown. There are at least two shades of blue-grey, four
shades of yellow-brown, some parts of the picture are white, and
there a number of black lines in the picture. This is a total of eight
different colours.

Activity 4
2. The positive shapes are the shapes of the two doves and the
abstract black outline/shadow behind them. However, this black
area also forms negative shapes, for example, where it sits between
the feathers of the birds’ wings. The negative shapes are the blue
areas between areas of other colour, for example, the blue area
between the two doves and above and to the left of the top dove.
3. The horizontal lines used by Peter Clarke are all behind the doves,
which suggests that they are flying from left to right. The lines
create a sense of speed and movement.
4. Lots of different colours and shapes can be useful in a work of art,
but they are not essential. A great work of art is one that includes
everything that is needed, but nothing that is unnecessary.
Activity 5
3. The sculpture does not fall over because the bird’s toes are long
and spread out, so that they stabilise the whole sculpture.
4. Learners could say things like, “Yes, the ‘knitted’ wire does look
like bird’s feathers, because from a distance it looks fluffy, just like
a flamingo when the wind is ruffling its feathers.” They could also
argue that the ‘knitted’ wire doesn’t look like feathers and explain
their reasoning with words like ‘wire looks too hard to look like
feathers. This bird does not look soft, whereas a real flamingo
would look soft.’
5. The legs look long, thin and hard, whereas the body looks big,
rounded, hollow and soft. Therefore the artist’s ‘knitted wire’
technique does create a sense of volume. However, the fact that
the viewer can see through the bird’s body implies that its body
is very light. This could be seen as undermining the sense that it
has volume.
Activity 6
2. Gail Catlin may have made the dragonfly huge in order to draw our
attention to how fascinating and beautiful it is. When something
very small is enlarged and examined close-up, it tends to make the
viewer see it in a new way. This is because we are able to examine
what would normally be too small to see, in great detail.
3. two
Informal assessment
Encourage learners to listen carefully to what others have said and
to then add to their responses, or to disagree with them (giving
reasons for their opinions). In this way, the discussion becomes a
form of informal peer assessment.
Listen to the learners contributions during the class discussion
and assess whether they are able to name and describe the way art
elements and design principles are used in the works.

Remedial
If learners are struggling with the concept of negative space, you
should remind them that negative space is the space between and
around the subject(s) in an image. Sometimes the negative spaces are
just as important as the subject itself in creating an image. Ask learners
to look at the tessellations of Maurits Escher or show them negative
space drawings (there are many available on the Internet) in order to
illustrate the concept of negative space.
Extension
• Ask learners to research the principles of flight and make a
small sculpture of a ‘flying machine’ in order to illustrate these
principles to the learners.
• Ask learners to research the concept of negative space and to
create an artwork in which negative space is the main subject of
their art work.
UnitUnit
Learn
1 about tone
2 Learner’s Book pages 398–399  2  hour
Duration: __
1

Resources Topic 1: Create in 2D, things that fly (natural or mechanical)
Learner’s Book Drawing and/or colour media: exploring a variety of media and
pages 398–399;
paper; a variety of
techniques
pencils including
2H and 2B; rulers Preparation
Teaching the unit

You could start the lesson by holding a short discussion on how tone/
shading is used to create a sense of volume and shape when drawing
objects. The drawings of the bean in the Learner’s Book are a useful
starting point for this discussion. Remind learners of the logic of
shadows and highlights: where they are positioned around and on an
object is determined by which direction light is coming from.
• Let learners work on their own to create tonal scales.
• You could give learners an opportunity to examine and discuss one
another’s work before explaining the instructions for Activity 2.

• Learners should draw the same simple object four times into
four boxes on their page. They should try shading their object in
different ways in order to make it look as though it has volume.
• Remind learners that they should consider which direction they
want to show light as coming from before they draw their object.
They should also experiment with different types of marks when
shading in their object and consider the direction of the lines that
they use to shade their objects with.
• Give learners the chance to walk around and admire what their
classmates have produced and to discuss the techniques that they
have used. This would be a suitable way to conclude the lesson.
Informal assessment
Ask learners to make a short list of the techniques that they learnt
in the unit (for self assessment). You could then ask them to walk
around and look at one another’s work. They should offer and ask
for constructive criticism, and use the advice that they agree with
to improve on their tonal scales or drawings (this is useful informal
peer assessment).
Remedial
One way to teach learners about the relationship between light source,
shadows and highlights is to bring a strong lamp into class. Put an
object in an area of the room where it is not in any direct light, and
then shine the lamp on it. Ask the learners to note where the light is
coming from, and where the shadows, mid-tones and highlights fall as
a result. Move the light to a few new positions and repeat this exercise
each time. Ask the learners to do Activity 2, but by drawing their
object under the strong light source, which they should move for each
new drawing.
Extension
• Ask learners to experiment with drawing objects with a variety of
surface textures and degrees of opacity. For example, they could
draw a still life in which they include something rough, something
shiny and something transparent (for example, a woollen scarf,
a badge and a glass of water). They should try to use their pencil
marks and shading to create a sense of both the form and the
textures of these things in their still life.
• Learners should experiment with the effects of lighting an
object with more than one light, or lighting an object from an
unusual angle. For example, a face that is lit from below can look
very strange and frightening, and everyday objects can make
fascinating silhouettes if they are strongly back-lit.

UnitUnit
Birds
1 in pictures and patterns
3 Learner’s Book pages 400–402  2  hours
Duration: 1__
1

Resources Topic 1: Create in 2D, things that fly (natural or mechanical)
Learner’s Book
pages 400–402;
A3 paper; 2B and
techniques
3B pencils; chalk • Art elements: overview of use of appropriate art elements found in
pastels; potatoes; own images of things that fly (natural or mechanical)
thick paint; knives; • Design principles: reinforce emphasis in own images of things
brown paper that fly (natural or mechanical)
Preparation
Teacher’s Guide.
• If you have any particularly interesting wrapping paper, pictures
or artworks that feature birds or other flying creatures, you might
want to bring them to class, to discuss the images with learners.
Teaching the unit

1 4 400 1
2 5 400—401 2
3 6 401—402 3
Lesson 1 (Week 4)
You could start the lesson by holding a short discussion about why
birds are such popular subject matter for artists. Learners should think
about birds’ colours, shapes and ways of moving as they contribute
to this discussion. There is also some useful material in the Learner’s
Book. This will be a good introduction to Activity 1.
• Learners should work on their own to draw a bird from one of the
photographs in the Learner’s Book.
• They should follow the instructions in the Learner’s Book and
make sure that their drawing fills the whole page, so that part of
the outline actually touches the side of the page.
• They should pay careful attention to depicting textures and shapes.
• You can conclude the lesson by giving learners the opportunity to
walk around and look at one another’s work.

Lesson 2 (Week 5)
You can start the lesson by asking learners what difference it would
make if they were to draw a bird in colour instead of using pencils.
• Learners should work individually to draw a bird from the same
photograph in the Learner’s Book that they used in the previous
lesson. Again, their drawing should fill the whole page.
• Learners should use chalk pastels to colour in their bird. They should
experiment with lines of different thicknesses (for example, by using
the tip or the side of the pastel), various textures (for example, of
feathers) and colours (by smudging different colours together).
• Learners’ work should show careful use of colour and negative
space as elements of the final composition.
• Explain the instructions for the activity. Point out that learners do
not have to use colour realistically.
• You could conclude the lesson by giving the learners the
opportunity to walk around and admire one another’s work, and
to give each other constructive feedback.
Lesson 3 (Week 6)
You can start the lesson by asking learners how they think gift wrap,
fabric or any other material that is decorated with a repetitive pattern
is made. This discussion would be a good introduction to the concept
of print-making.
• Learners should work individually to make gift wrap with a potato
print design composed of the repeated shapes of birds. Their pattern
should be made up of a combination of warm and cool colours.
• Remind learners to wash their potato well in between colours, and
to think about the direction the shape that they have cut out will
be facing in, as they print. They can use direction as an inherent
part of their design if they plan their printing well.
Informal assessment
Learners should work individually or with a partner to create a short
list of the techniques that they learnt in this unit (for self assessment).
They should then walk around and look at one another’s work.
They should offer and ask for constructive criticism, and use the
advice that they agree with to improve on their work (this is useful
informal peer assessment).
Alternatively, you could ask learners to display their work for the
class and explain what they were trying to achieve in their work.
They could then ask for constructive feedback from the class.

Remedial
If learners are struggling to compose their work, encourage them to
do a number of small very rough sketches of various design ideas.
They can use these sketches as a way to compare and choose between
their options.
Extension
• Learners could produce an art work in which the subject is the
same bird as in Activities 1 and 2. However, you should encourage
learners to produce a multi-media work in which they use a
variety of materials such as feathers, beads, wool, paint, etc. They
can glue these materials to the page and even build the page
up (for example, with papier-mâché or wall plaster (if they are
working on stiff card) to create a three-dimensional effect.
• Learners could research an artist that has made skilful use of
chalk pastels, and analyse their techniques (one example is
Edgar Degas). They should try to use some of these techniques
in their own work.
UnitUnit
From
1 trash to treasure

7–10
Topic 2: Create in 3D, things that fly
Resources • Skills and techniques like pasting, cutting, wrapping, tying,
Learner’s Book joining various recyclable materials
pages 403–405;
small plastic • Art elements: reinforce texture, shape/form, colour through own
cooldrink/milk construction of things that fly (natural or mechanical)
bottles; polystyrene • Design principles: reinforce contrast and proportion through use
cups; egg boxes; in own construction
plastic drinking • Spatial awareness: reinforce conscious awareness of working in
straws; brightly space, e.g. model to be viewed from front, back and sides, parts of
coloured beads model can extend into space
or buttons; shiny
wrapping paper
or ribbon; strong
glue or sellotape; Preparation
scissors; wire; long • Familiarise yourself with the material in this unit by reading
thin sticks; paint through the information and activities in the Learner’s Book and
and paint brushes; Teacher’s Guide.
water; card; thread • If you have any pictures or examples of mobiles or art work made
from recycled materials, you could bring them to class to show the
learners.

Teaching the unit
1 7 403—404 1 (begin)
3 9 405 2 (begin)
4 10 405 2 (complete)
Lesson 1 (Week 7)
You could start the lesson by holding a short discussion about rubbish
and how it can be recycled and used for other purposes. Learners
should also discuss the negative impact of waste on the environment.
There is useful material on this in the Learner’s Book. This will be a
good introduction to Activity 1.

follow the instructions in the Learner’s Book to make a trash bird.
• Tell the learners that they will have this lesson and the next one to
work on their sculpture.
• You can conclude the lesson by giving learners the opportunity to
walk around and look at one another’s work.
Lesson 2 (Week 8)
CAT Activity 1 (continued): Create in 3D
• Learners should continue to work in pairs to construct a trash
bird, according to the instructions in the Learner’s Book.
• Once they have completed their sculpture, they should try
standing it in different places to see where it looks best.
Lesson 3 (Week 9)
You can start the lesson by discussing the bird mobile made from tin
in the Learner’s Book. Ask learners to analyse the mobile in terms of
shapes, textures, materials and the way in which it would move. This
would be a good introduction to Activity 3.
• Learners should work individually to create a mobile made from
hanging bird shapes cut out of stiff card.
• Tell the learners that they will also have the next lesson (Week 10)
to work on this activity.

• Learners should use the photographs of the birds in the Learner’s
Book as the source of the shapes that they draw. Each bird should
be about 10 cm high and carefully painted to make effective use of
texture, tone and complementary colours.
Lesson 4 (Week 10)

Activity 2 (continued): Create in 3D
• Let the learners continue working on their mobiles.
• The birds should be hung from the mobile by threads of differing
lengths, in such a way that the mobile is balanced. If learners are
struggling to balance their mobile, they should hang their bird
shapes so that they hang the first shape on one end of the stick
and the second shape at the other end. They should hang the
remaining birds from alternate ends, working towards the middle
of the stick. They should check that the mobile is balanced by
balancing the stick on the end of a friend’s index finger, which
should be positioned below the middle of the stick. They should
do this after they have added every pair of birds. As soon as it
becomes unbalanced, the imbalance should be corrected by
moving the thread of the last bird added, either towards or away
from the middle of the stick.
• A good way to conclude the lesson would be to ask learners to
hang their mobiles up in front of a window, so that the birds can
move in the breeze. Learners can then admire one another’s work,
and give each other constructive feedback.
Formal assessment
The Creative Arts Task formal assessment for Term 4 comes from
Activity 1. Refer to the Formal Assessment Section (Section 3) for
assessment guidance for the activity.
Remedial
If a learner is struggling to make their own mobile, put him/her with
another learner who can show how to do the different parts of making
the mobile.
Extension
Learners could produce sculptures of any other animal or insect, using
recycled materials. They could research the artistic tradition of ‘found
art’ to get inspiration.

3. Formal assessment
1. Assessment in Life Skills in Grade 5 336
2. Programme of assessment 337
3. Assessment in Personal and
social well-being 340
4. Assessment in Physical education 344
5. Assessment in Creative arts 366
6. Recording and reporting 372
7. Photocopiable assessment resources 373
335

1. Assessment in Life Skills in Grade 5
Assessment in Grade 5 is made up of:

• Informal or daily assessment
• Formal assessment
In Study & Master Life Skills Grade 5:
• Informal assessment advice is given as part of the lesson guidance
in the Lesson-by-lesson section (Section 2) of this Teacher’s Guide.
• Some details on formal assessment are also provided in the lesson-
by-lesson section but more detailed guidance and assessment tools
are provided in this section (Section 3).
336 FORMAL ASSESSMENT

2. Programme of assessment
The programme of assessment provided in Study & Master Life

Skills Grade 5 is in line with the Curriculum and Assessment Policy
Statement for Life Skills and thus spreads out the formal assessment
tasks for each study area throughout the year.
Study area: Personal and social well-being

Term Type of Learner’s Teacher’s Total number Total number
Assessment Book page Guide page of marks of marks for
references references recording
purposes
1 Task: pages 39—40 Section 2, 30 30
Assignment page 69;
Section 3,
pages 341—342
2 Test n/a Section 3, 30 30
pages 342—343
and 374—378
3 Task: Project page 249 Section 2, 30 30
page 147;
Section 3,
pages 342—343
4 End-of-year n/a Section 3, 30 30
examination pages 343 and
379—382
Study area: Physical education
(Physical references references recording
Education purposes
Task: PET)
1 Frequency of n/a Section 3, 20 20
participation page 384
during
Physical
Education
periods
1 Outcome of page 55 Section 2, 5 5
movement page 80;
performance 1 Section 3,
pages 344—
345
1 Outcome of page 56 Section 2, 5
movement page 81;
pages 346—
347
movement page 87;
pages 347—348
FORMAL ASSESSMENT 337

Study area: Physical education cont...
Education purposes
Task: PET)
movement page 89;
performance Section 3,
4 pages 348—
349
during
Physical
Education
periods
movement pages 156—157;
pages 349—
350
movement page 158;
pages 351—352
movement page 164;
pages 352—353
pages 353—
354
during
Physical
Education
periods
pages 354—
356
movement pages 233—
performance 2 234; Section 3,
pages 356—357
movement page 238;
pages 357—359

Study area: Physical education cont...
Education purposes
Task: PET)
3 Outcome of pages 273— Section 2, 5 5
movement 274 page 239;
pages 359—
360
during
Physical
Education
periods
pages 360—361
pages 362—363
movement page 309;
pages 363—
364
movement page 310;
pages 364—
365
Study area: Creative arts
references references recording
purposes
1 Creative pages 72—73 Section 2, page 40 40
Arts Task 1: 92; Section 3,
Performing pages 366—367
arts
2 Creative Arts pages 198— Section 2, 40 40
Task 2: Visual 200 pages 187—189;
arts Section 3,
pages 367—368
3 Creative pages 286 Section 2, 40 40
Arts Task 3: and 298 pages 346—
Performing 347 and 353;
arts Section 3,
pages 369—370
4 Creative Arts pages 403— Section 2, page 40 40
Task 4: Visual 404 333; Section 3,
arts pages 370—371

3. Assessment in Personal and social well-being
In Personal and social well-being, learners will complete four formal

assessment tasks. These tasks make up 30% of the total mark for Life
Skills in Grade 5. The tasks are as follows:
• Assignment or case study (for Study & Master Life Skills Grade 5
an assignment has been selected)
• Test
• Project
• End-of-year examination
Assignment
The assignment is the Formal Assessment Task for Term 1. It provides
a holistic assessment of the knowledge, skills and values related to
particular content from the annual teaching plan for Term 1 as well
as their application in different contexts. The necessary resources
and information are provided and the learners are required to apply
problem-solving skills in order to complete the task.
Test
The test is the Formal Assessment Task for Term 2. It is completed
by learners at the end of the second term and consists of a range of
questions that require the learners to recall knowledge, demonstrate
their understanding of it and apply it.
Project
The project provides the formal assessment mark for Term 3. Because
of the time needed to complete it, the project is given to learners
during the second term for submission during the third term. The
nature of the project is determined by the particular content from
the annual teaching plan to which it relates. It includes collecting,
interpreting and presenting findings in a written product that may be
reported or performed by the learners.
End-of-year examination
The examination is the Formal Assessment Task for Term 4. It is
completed by learners at the end of the fourth term as part of the
internal examination timetable of the school. The examination uses
different types of questions to assess learners’ recall, understanding and
application of knowledge and skills from the annual teaching plan.
Below you will find guidance and assessment tools for each of the
above tasks. In ‘Photocopiable assessment resources’ at the end of this
section of the Teacher’s Guide, you will find the following resources
related to assessment in Personal and social well-being:
• Test (page 374)
• Marking memorandum for the test (page 377)

• End-of-year examination (page 379)
• Marking memorandum for the end-of-year examination (page 381)
• Personal and social well-being Formal Assessment Task Record
Sheet (page 383)
• Life Skills Mark Sheet (page 386)
Formal Assessment Task: Assignment

Term 1, Week 10
Topic
Development of the self

Resources
Learner’s Book (CAPS) content
pages 39–40 Relationships with peers, older people and strangers
Background and outlining The task
For information on the task and how to present it to the learners, see
Section 2 of this Teacher’s Guide.
The task
You will find this Formal Assessment Task on pages 39–40 in the
Learner’s Book.
Assessing the task

You can use the following memorandum to assess the learners’
assignments.
2. a. Boy/girl. (1). The first half of the poem suggests physical
violence, which is more typical of male bullies OR The second
half suggests verbal abuse, which is more typical of female
bullies (1). [2]
b. Award one mark per suitable word. Some examples are angry,
humiliated, powerless, worthless, inferior, unhappy, insecure,
terrified, ashamed, ugly, lonely, unloved, and vulnerable. [6]
c. What people say can hurt you because it hurts your
feelings. (1).
Examples of effects (1 mark each x 3): you can feel lonely,
sad, depressed, worthless, scared, like you don’t want to go to
school. [4]
d. Boys are more likely to be physical bullies (1), for example, by
punching/hitting/kicking others (1). [2]
e. Girls are more likely to be verbal bullies (1), for example, by
name-calling/leaving people out/talking about people behind
their backs (1). [2]
f. Advice will vary (any 3 x 1 mark each): Learners could advise
the child to report the bullying to a responsible adult that they
trust/advise the child to be assertive, but not aggressive in their

response/they could remind the child that the bullying is not
their fault and they have nothing to be ashamed of/they could
point out that as long as the child hides the effects of physical
abuse, the abusers can continue because no one knows about it/
they could give the victim the number for Childline/and point
out that at least one person cares, which is why they are having
this conversation/and they could tell them what the school’s
policy about bullies and bullying is. [3]
g. Answers will vary (any 2 x 1 mark each): Bullies are usually
insecure or feel powerless/so attacking someone else makes
them feel in control/powerful. Bullies enjoy the fact that
someone else is scared of them/often because they are being
bullied and are scared themselves. [2]
3. Learners own responses. Award 1 mark per learner’s point that

relates to safe and unsafe relationships as follows:
• Paragraph 1: identifying one or more unsafe situation at
school [3]
• Paragraph 2: identifying what could be done to make learners
feel safer [3]
• Paragraph 3: identifying how the principal and/or teachers
should deal with people who make others feel unsafe [3]
Total: 30 marks
Resources Formal Assessment Task: Test

Test: Teacher’s Term 2, Week 10
Guide pages 374-
376; Marking The task
memorandum: You will find a test on pages 374-376 in this Teacher’s Guide.
Teacher’s Guide
pages 377-378
Assessing the task
You can use the memorandum on pages 377-378 in this Teacher’s
Guide to assess the learners’ test answers.
Formal Assessment Task: Project

Term 3 (Given to learners in Term 2 Week 10)
Topic
Resources
page 249; access to Healthy eating for children
information, e.g. • South African Food-based Dietary Guidelines
books, Internet, • Dietary needs of children
people • Factors influencing food intake of children

Background and outlining the task
For information on the task and how to present it to the learners, see
Section 2 in this Teacher’s Guide.
The task
You will find this Formal Assessment Task on page 249 in the
Learner’s Book.
Assessing the task

You can use the following criteria to assess the learners’ assignments.
Criteria Marks Learner’s

mark
1. Did the presentation have a clear 5
beginning, middle and end?
2. Did the presentation show a good 5
understanding of the topic?
3. Was the information presented in 5
an interesting way?
4. Did the role-play show a good 5
example of gender roles in the
culture?
5. Did the group perform the role- 5
play with confidence?
6. Did the group members 5
participate and work well
together?
TOTAL 30
Formal Assessment Task: Examination

Term 4, Weeks 9-10
The task
You will find an end-of-year examination on pages 379–380 in this
Teacher’s Guide.
Assessing the task

You can use the memorandum on pages 381–382 in this Teacher’s
Guide to assess the learners’ examination answers.

4. Assessment in Physical education
The focus of assessment in Physical education is divided into two

parts: participation and movement performance. Both of these
are assessed through class observation and make up the Physical
Education Task (PET) which constitutes 30% of the term and year
marks for Life Skills.
Participation
Through participation in Physical education periods, learners are
exposed to the value of regular participation in physical activity.
Participation in Physical education also contributes to learners’
physical and social development and to building their self-confidence.
It is measured using the criterion ‘frequency of participation during
Physical education periods’.
Movement performance
Through observation, each learner is assessed at the level at which he/
she is capable of performing. Movement performances should not be
used to encourage a sense of competition.
You will notice that in Study & Master Life Skills four
opportunities to observe the learners are provided for each term. This
is because many of the activities used for formal assessment purposes
extend over two weeks (Weeks 4 and 5, and Weeks 9 and 10). If you
do not wish to use all of these observation opportunities, you can use
the ones in Weeks 5 and 10 only.
Activities used for PET purposes are indicated with the following icon
in the Learner’s Book and this Teacher’s Guide:
PET
PETs. In ‘Photocopiable assessment resources’ at the end of this
section of the Teacher’s Guide you will find the following resources
related to assessment in Physical education:
• Physical education Record Sheet (page 384)
Movement performance 1: Term 1
Term 1, Week 4

page 55 Participation in movement sequences that require consistency and
control in smooth continuous combinations: rotation, balance,

Background
In this task, learners are required to create their own eight minute
warm up routine. They will be assessed on the following:
• How well they managed to put a correct and logical routine
together
• How they worked as a group.
Allow time in Weeks 1, 2 and 3 to talk about the importance of
warming up and the different muscles in the body.
The task
• You will find this Physical Education Task on page 55 in the
Learner’s Book.
• For notes on how to manage this activity see Unit 4, Term 1 of the
‘Lesson-by-lesson’ section (Section 2) in this Teacher’s Guide.
Assessing the task

Use the following rubric to assess the learners’ movement
performance. Please note that marks are awarded based only on the
first row of the rubric, i.e. ‘outcome of movement’. The description
that follows in the rows beneath this provide further description
of the ‘outcome of movement’ within the context of the specific
activity being assessed. In other words, these descriptions will assist
you in deciding on how many marks to award for the ‘outcome of
movement’ category.
Limited Adequate Proficient Excellent

(0—1 mark) (2—3 marks) (4 marks) (5 marks)
Outcome of Requires Requires further Efficient, Exceptional
movement significant attention and effective and level of skill:
performance attention: refinement: appropriate: movements
(5 marks) movements do lapses in movements always produce
not produce the movements mostly produce the desired
desired outcome which do not the correct outcome.
at all. always produce desired outcome.
the desired
outcome.
Further descriptions related to the context of the activities
Planning and No sign of Practice evident Planning and Routine
preparing the practising at all. but slow to get practice clearly completely
warm up routine Requires teacher going with task evident, group rehearsed at
intervention to and incorporating trying different end of lesson.
get going with what needs to moves, taking Group have used
task. be done. Team all members time extremely
work lacking of group into well and have
– not taking consideration. completed
all members Team work good, the task with
of group into positive. maturity and
consideration. ease.

Term 1, Week 5

Background
In this task, learners are required to create their own eight minute
warm up routine. They will be assessed on the following:
• How well they managed to put a correct and logical routine together
• How suitable the cardio-vascular task is
• How creative and well-planned their routine is (is it easy to follow,
confusing, boring, exciting, etc.)
• How clearly they expressed their ideas to group members and
to others
• How much they know about the importance of a warm up
routine
• How well they know the different muscles of the body
Allow time in Weeks 1, 2 and 3 to talk about the importance of
warming up and the different muscles in the body.
The task
Learner’s Book.
Assessing the task

Use the following rubric to assess the learners’ movement performance.
Please note that marks are awarded based only on the first row of the
rubric, i.e. ‘outcome of movement’. The description that follows in
the rows beneath this provide further description of the ‘outcome of
movement’ within the context of the specific activity being assessed. In
other words, these descriptions will assist you in deciding on how many
marks to award for the ‘outcome of movement’ category.

not produce the movements which mostly produce the desired
desired outcome do not always the correct outcome.
at all. produce the desired outcome.
desired outcome.

Presentation of No sign of Practice evident Practice evident, Extremely well-
warm up routine practising at all. but routine not routine well- polished routine,
Notes present, polished or well- presented and group obviously
no research done presented. Notes team work good, practiced a lot
for three new required. Sketchy positive. No and have worked
stretches. No knowledge of the notes, able to hard to create a
knowledge as to muscle names name almost all routine of a very
why warming up and where they of the muscles high standard.
is important. are in the body. and indicate No notes, able to
where they are in name all of the
the body. muscle names and
indicate where
they are in the
body.

Term 1, Week 9

Background
In this task, learners are required to create a human pyramid and then
participate in a game where they have to move all five people from
one side of the hall/field to the other using the fireman’s chair lift.
They will be assessed on the following:
• How well they worked as a team and planned the activities in a
limited space of time
• How successful their human pyramid was
• How long they could hold the pyramid for
• How safely they made and dismantled the pyramid
• How well they transported people in the fireman’s chair lift (did
they drop the patient? Did they trip? Did they manage to hold the
lift the entire distance?)
• How quickly they transported all five people from one side of the
hall/field to the other

Allow time in Week 8 to explain that Weeks 9 and 10 will include
formal assessment and that the learners’ human pyramids and
fireman’s chair rescue will be assessed next week.
The task
Learner’s Book.

Assessing the task
first row of the rubric i.e. ‘outcome of movement’. The description
that follows in the rows beneath this provides further description

the desired
outcome.
Human pyramid Unable to make a Were able to Were able to Were able to
pyramid with five make a pyramid make a pyramid make a pyramid
people. but only hold it and hold it for and hold it for 20
for less than 10 between 10—19 seconds or more.
seconds. seconds.
Fireman’s chair Did not succeed Only some of the Completed the Completed
task in moving people five learners were task, in a good the task in an
across the space able to make a time. excellent time.
at all. fireman’s chair.
Some learners
were only able
to be carried and
not carriers.

Term 1, Week 10

page 65; rulers; Participation in movement sequences that require consistency and
skipping ropes; control in smooth continuous combinations: rotation, balance,
time-keeping locomotion, elevation
devices; hoola
hoops; tennis balls
Background
In this task, learners are required to complete a table that assesses their
athletic development this term.
They will be assessed on the following:
• How well they worked as a team and planned the activities in a
limited space of time
• Whether they could take their resting and active pulse correctly

• Whether they could explain what cardio-vascular exercise is
• Explain why recovery is linked to fitness
• If they could balance and lift another person (40 cm x 40 cm
assessment)
• Whether they could create both fun and athletically-sound relays

Allow time in Week 9 to explain that Week 10 will include formal
assessment and that the learners’ fitness levels will be assessed.
The task
Learner’s Book.
• For notes on how to manage this activity see Unit 10, Term 1 of
the ‘Lesson-by-lesson’ section (Section 2) in this Teacher’s Guide.
Assessing the task

the rows beneath this provide further descriptions of the ‘outcome of

the desired
outcome.
Learner’s table Between 0—2 3 or 4 marks 5 or 6 marks 7 or 8 marks
score (out of 8) marks
Resources Movement performance 1: Term 2

Learner’s Book page Term 2, Week 4
161; basketballs or
netballs; basketball Curriculum and Assessment Policy Statement
or netball hoops; (CAPS) content
chalk; hoola Movement performance in a variety of target games
hoop; bibs/vests
to denote teams;
cones to show court
Background
divisions In this task, learners are required to play the same game called
‘Courtball’. They will be assessed on:

• Their individual ability to play as part of a team
• Their ability to remember, and apply, the rules of the game
• Their passing skills: do they use a variety of passes, including over-
head, bounce and chest passes?
• Their athletic skills
• Their individual fitness level
• Their ability to aim and pass on target
• Whether they could create both fun and athletically-sound relays

Allow time in Week 3 to explain that Week 4 will include formal
assessment and that the learners’ will be assessed as they play ‘Courtball’.
The task
Learner’s Book.
Assessing the task

the rows beneath this provide further description of the ‘outcome of

not produce the movements which mostly produce the desired
desired outcome do not always the correct outcome.
at all. produce the desired outcome.
desired outcome.
Courtball Shows no interest Shows some level Applies most of Applies all of
participation to participate or of interest and the new rules the new rules
learn new game; attempt to apply well and plays well and plays
no interest in the rules about with energy and with energy and
becoming part of the game. Team enthusiasm. Team enthusiasm.
a team. work and support work and support Team work and
Sits or stands on noticeable but good, but reluctant support excellent.
court, makes no not strong. to substitute with Very fit and able
attempt to run. Passing often team mates. Fit to pass on target
weak and off but has to stop at all times.
target. to gain breath at
times. Passing
good, mostly
accurate.

Term 2, Week 5

Resources
page 162; basketballs Movement performance in a variety of target games
or netballs; pen/
pencil and paper Background
In this task, learners are required to design their own ball and hoop
game based on the games of netball and basketball. They have to bring
their own research from home for this lesson and in a group of four
design their own unique game. They will be assessed on:
• How well they demonstrate their game
• How different/unique their game is to netball or basketball
• Their research skills
• How easy their game is to play
• Whether their court design works and is practical
• How practical and unique their uniform, name and logo are
Allow time in Term 2, Week 4 after the lesson to tell the class how this
assessment will be structured.
The task
Learner’s Book.
Assessing the task


the desired
outcome.

Unique game Brings no Brings small Brings good Brings excellent
research; makes amount of research; makes research; effort
no effort to research; makes an effort to to develop a new
develop a new poor effort to develop a new game amongst
game; shows no develop a new game; physically best in class;
sign of physically game; shows no tests ideas for physically tests
trying to test sign of physically a new game ideas for a new
ideas for a new trying to test frequently; table game frequently;
game; table ideas for a new completed at information
incomplete at end game; table end of lesson handed in over
of lesson. poorly completed in full, neat and extremely high
at end of lesson. colourful. standard.

Term 2, Week 9

Resources
page 170; ropes; Movement performance in a variety of target games
chairs or benches;
hoola hoops; sacks; Background
cones; beanbags; In this task, learners are required to complete the 10-stage obstacle
cricket bat; course. They will be assessed on:
container to hold
beanbags; skipping • How well they complete the course (are they able to complete
ropes; weights (sand all stations?
bags or school • How they moved their body in order to complete the
bags weighing different tasks
approximately 6 kg) • Their commitment to completing the course and ability to
overcome fears or challenges

Allow time in Term 2, Week 8 to tell the class that the obstacle course
will be their assessment in Week 9. Explain that they will be assessed on
how well they control their bodies and their level of personal fitness.
The task
Learner’s Book.
Assessing the task

that follows in the rows beneath this provide further descriptions

the desired
outcome.
Obstacle course Does not manage Completes all Completes all Completes all
to complete all stations, does so stations with a stations with
10 stations. with assistance few adaptions no adaptions or
from a partner and instances of assistance.
and adapts assistance.
certain obstacles
in order to
complete them,
e.g. cannot
leopard crawl so
has to be pushed
or pulled through
tunnel.

Term 2, Week 10

page 171–172; Movement performance in a variety of target games
rugby balls; eight
cones; rugby tags Background
or newspaper torn In this task, learners are required to participate in a Tag Rugby
into strips about
tournament for assessment. They will be assessed on:
40 cm long
• Their athletic ability – are they able to run without stopping
frequently for breath?
• The number of points scored per team
• Their passing ability – is it accurate?
• Their sportsmanship and teamwork – are they encouraging or too
competitive?

Allow time in Term 2, Week 9 after the lesson to tell the class about
the assessment.
The task
Learner’s Book.

Assessing the task

the desired
outcome.
Tag rugby Makes no effort Makes an effort Participates with Key member
to participate, to run on the enthusiasm, of team, has
apply the rules, field, pass the has a good excellent
be encouraging ball and be part understanding understanding
or helpful. of the team but and application and application
does so with little of the rules, tries of rules, employs
knowledge or to score tries and unique techniques
genuine affect. make play, is part to score tries and
of the team. evade opposition,
is an excellent
sportsman/
woman and team
member.

Term 3, Week 4
Resources
page 264; CD track Movement performance in rhythmic movements with focus on
2; CD player posture and style
Background
In this task, learners are required to plan and practise their unique
routine that is based on telling a story or conveying a message
to others. They will be assessed on:
• How well they work as a group – are they able to plan without
shouting? Are they able to sit quietly and come up with an outline in
the time given?
• How well they follow instructions
• Whether they have a minimum of 14 movements incorporated
into the routine

Allow time in Term 3, Week 3 to tell the class about the assessment in
Week 4.
The task
Learner’s Book.
Assessing the task


the desired
outcome.
Planning and No sign of Practice evident Planning and Routine
practicing practicing at all. but slow to get practice clearly completely
routine Requires teacher going with task evident, group rehearsed at
intervention to and incorporating trying different end of lesson.
get going with what needs to moves, taking Group have used
task. be done. Team all members time extremely
work lacking of group into well and have
– not taking consideration. completed
all members Team work good, the task with
of group into positive. maturity and
consideration. ease. All 14
moves (or more)
included and
polished.

Skills exhibited No sign of Group displays Group indicates Routine is
attempt to attempt to that most of polished and
include any of include some of the movements includes all
the movements the movements (marching, movements,
required. Total but with skipping, including
apathy towards reluctance. Much V-step, box marching,
task. more practicing step, grapevine, skipping,
and planning still lunging, using V-step, box
required by end hands and feet in step, grapevine,
of lesson. synchronisation lunging, using
with team-mates, hands and feet in
balances in synchronisation
variety of styles, with team-mates,
African-style balancing in
dance moves) variety of styles,
are included and African-style
have been woven dance moves plus
into a rehearsed more.
routine.

Term 3, Week 5

Resources
page 265; CD track Movement performance in rhythmic movements with focus on
2; CD player posture and style
Background
In this task, learners are required to present their unique routine that
is based on telling a story or conveying a message to others. They will
be assessed on:
• How well they work as a group
• Whether they have a minimum of 14 movements incorporated
into the routine
• How well they link the movements together – is it a stylish and
flowing routine?
• How polished their movements are – are their moves precise?
• Use of good posture – do they elongate their limbs to their
full range?
• Their application of synchronisation
• Whether their moves are linked to the theme of the sequence
• The extra effort they plan to go to (props, clothing) - optional
Allow time in Term 3, Week 4 to remind the class that they will be
performing their sequences in the next lesson.
The task
Learner’s Book.

Assessing the task


the desired
outcome.
Presenting No sign of Practice evident Practice evident, Extremely well-
routine practising at all. but routine not routine well- polished routine,
polished or well- presented and group obviously
presented. team work good, practiced a lot
positive. and have worked
hard to create a
routine of a very
high standard.
Skills exhibited Only five or less Includes only Includes 14 Routine is
of the required 6—10 movements, movements, polished
moves included, most of the story is told and includes
very little sign of display is stylish, well and makes more than 14
practice, limbs story is vaguely sense, good movements,
not elongated, representative of posture and style, story is told
style and posture a routine, posture limbs elongated well and makes
absent. and elongation and moves sense, excellent
present but not synchronised. posture and style,
always. limbs always
elongated and
moves very well
synchronised.

Term 3, Week 9

page 272 Movement performance in rhythmic movements with focus on
posture and style

Background
• In this task, learners are required to present their unique routine
that is based on telling a story either using the traditional dancing
style of the Zulu or San tradition. They will be assessed on:
• The accuracy of their sequence
• The appropriateness of their style and posture in a dance about
hunting
• How well they work as a team
• The accuracy of their movements
• Their awareness of good posture
Allow time in Term 3, Week 8 to tell the class that they will be
creating and performing their own movement sequences for
assessment in the next lesson.
The task
Learner’s Book.
Assessing the task


the desired
outcome.

hard to create a
routine of a very
high standard.
Skills exhibited Only four or less Include only Includes eight Routine is
of the required five to seven movements, polished and
moves included, movements, story is told includes more
very little sign of most of the well and makes than eight
practice, limbs display is stylish, sense, good movements,
not elongated, story is vaguely posture and style, story is told
style and posture representative of limbs elongated well and makes
absent. a routine, posture and moves sense, excellent
and elongation synchronised. posture and style,
present but not limbs always
always. elongated and
moves very well
synchronised.

Term 3, Week 10

page 274 Movement performance in rhythmic movements with focus on
posture and style
Background
In this task, learners are required to create a unique routine that
is based on telling a modern-day hunting story. Learners have the
opportunity to draw upon the various moves and techniques covered
in Term 3 and put them together in order to depict a story. They will
be assessed on:
• Their ability to tell a story through movement
• How well they work as a group
• How polished their movements are – are their moves precise?
• Use of good posture – do they elongate their limbs to their full
range?
• Whether their moves are linked to the theme of the story
Allow time in Term 3, Week 9 to tell the learners that they will be creating
their own movement sequences to tell a story, in the next lesson.
The task
Learner’s Book.

Assessing the task


the desired
outcome.
hard to create a
routine of a very
high standard.
Skills exhibited Only eight or less Include only 9—13 Include 14 Routine is
of the required movements, movements, polished
moves included, most of the story is told and includes
very little sign of display is stylish, well and makes more than 14
practice, limbs story is vaguely sense, good movements, story
not elongated, representative of posture and style, is told well and
style and posture a routine, posture limbs elongated makes sense,
absent. and elongation and moves excellent posture
present but not synchronised. and style, limbs
always. always elongated
and moves very
well synchronised.
Resources Movement performance 1: Term 4

Learner’s Book Term 4, Week 4
page 360; four
cones to mark Curriculum and Assessment Policy Statement
100 m, 200 m, Start (CAPS) content
and Finish line; Movement performance in a variety of field and track athletics or
stop watch/watch
swimming activities

Background
In this task, learners are required to run the 100 m and 200 m.
They will be assessed on:
• Their speed
• The effort they put into the races
• Their use of correct sprinting techniques
• Their use of the correct starting technique
Allow time in Term 4, Week 3 to tell the learners that they will be
running the 100 m and 200 m for assessment purposes in the next lesson.
The task
Learner’s Book.
Assessing the task


the desired
outcome.
100 m and 200 m Did not More than three Average time More than three
sprint participate due to seconds slower (within range of seconds faster
lack of interest/ than the average more than and than average
trying. time. less than time.
two seconds).
Effort No effort Some effort Much effort Maximum effort

Term 4, Week 5

Learner’s Book page (CAPS) content
361; four cones Movement performance in a variety of field and track athletics or
to mark 400 m swimming activities
and 100 m, Start
and Finish line; Background
stop watch/watch;
javelin; batons; • In this task, learners are required to run the 4 x 100 m relay, the
hurdles or school
100 m hurdles and throw the javelin.
bags • For the relay they will be assessed on:
– How well they work as a team
– Whether they are able to pass the baton without dropping it
– Their sprint technique
– The commitment to running as fast as they can
• For the hurdles, they will be assessed on:
– How well they demonstrate the hurdling technique
– How many hurdles they were able to clear
– Whether they used the correct starting technique
• For the javelin, they will be assessed on:
– Whether they use the correct technique
– Whether they apply all safety measures at all times

Allow time in Term 4, Week 4 to tell the learners about the assessment
task in Week 5.
The task
Learner’s Book.
Assessing the task


the desired
outcome.
4 x 100m relay Drops the baton, Drops the baton, Does not drop the Does not drop
walks. runs slowly. baton, runs but the baton, sprints
not to maximum with 100% effort.
effort or correct
technique.
100 m hurdles Clears no hurdles, Clears some Clears all hurdles, Clears all hurdles,
does not start hurdles, start technique good, exhibits excellent
correctly. technique only start correct but technique, start
half correct. slow. superb.
Javelin throw No knowledge of Visible but poor Good knowledge Very conscious
safety, unable to knowledge of of safety, run of safety,
run up or throw safety, able to run up and release excellent run
correctly. up and release technique good up and release
javelin but not but still room for techniques, one
100% correctly. improvement. of best in class.

Term 4, Week 9

page 369; old Movement performance in a variety of field and track athletics or
newspapers and swimming activities
magazines; glue;
scissors; large sheet Background
of paper
In this task, learners are required to clear 75 cm in the high jump.
• Their run up
• Their take off
• Whether they are able to clear the bar set at 75 cm
• Their landing – is it safe?
task in Week 9.

The task
Learner’s Book.
Assessing the task


the desired
outcome.
High jump Makes no effort Shows Clears 75 cm, Clears a height
to clear the commitment commits to greater than
bar, run up with and willingness doing so with 75 cm and
speed, commit to clear the grace and skill commits to
to the task or try bar, employs as per practice doing so with
at all. the correct and knowledge grace and skill
techniques, but gained. Attempts as per practice
does not manage to land safely. and knowledge
to clear 75 cm. gained. Lands
safely.

Term 4, Week 10

page 370; shot put Movement performance in a variety of field and track athletics or
(1 kg–2 kg); swimming activities
400 m track; three
cones for 100 m Background
within 400 m
In this task, learners are required to throw the shot and run a 400 m
race. They will be assessed on:
• How they throw the shot and whether they use the correct
technique as taught

• Their start in the 400 m race
• Whether they manage to run all 400 m with speed or if they ‘fade’
at the end
• How much effort they put into the race
• Their running technique and style

task in Week 10.
The task
Learner’s Book.
Assessing the task


the desired
outcome.
Shot put Makes no effort Makes attempt to Good technique, Superb throwing
to throw correctly throw correctly throws between technique, safely
or safely, shot but manages 4 and 6 m. releases shot
is released to put the shot and achieves a
incorrectly more than 2 m sizeable distance
and minimum but less than (over 8 m).
distance achieved 4 m away.
(less than 2 m).
400 m Makes no effort Makes effort to Runs all 400 m, Clearly exhibits
to run at all. run, but does completes application
Walks the whole not manage to the race at a of techniques
way. pace themselves good pace and taught during
the whole way has shown class and
and walks/fades commitment to completes a
during race. applying the skills superb race,
taught in lessons finishing at the
this term. front of the field.

5. Assessment in Creative arts
The focus of assessment in Creative arts is on learners’ participation

and ability to respond to instructions, improvise with confidence,
communicate through visual and performing arts’ tools, work
sensibly with others and be creative. A Creative Arts Task (CAT) is
administered twice a year for each stream, viz. Performing arts and
Visual arts and thus there are four CATs in the year, with one in each
term. Assessment takes place through class observation. The CAT
constitutes 40% of the term and year marks for Life Skills.
Performing arts CATs

Performing arts CATs must take place in two terms of the year. This
CAT can be taken from any of the tasks in Topic 2 (Improvise and
create) or Topic 3 (Read, interpret and perform) that combine at least
two of the three art forms (viz. Music, Dance and Drama).
Visual arts CATs

Visual arts CATs must take place in two terms of the year and in
alternate terms to the Performing arts CATs. This CAT can be taken
from any creative task in the term that takes a minimum of three
periods (1½ hours) to complete.
Activities used for CAT purposes are indicated with the following icon
in the Learner’s Book and this Teacher’s Guide:
CAT
CATs. In ‘Photocopiable assessment resources’ at the end of this
section of the Teacher’s Guide you will find the following resources
related to assessment in Creative arts:
• Creative Arts Task Record Sheet (page 385)
Creative Arts Task, Term 1: Performing arts
Term 1, Week 3

Resources
pages 72–73; CD Topic 2: Improvise and create
with selected music; • Contrasting movments, using music to demonstrate different motion
CD player • Create a movement sequence in a group, showing contrasting motion

Background
In this task, learners are required to create their own range of
movements, using music to inspire them. They will be assessed on
their ability to:
• Respond creatively to music
• Improvise and show contrasting movements
• Work with others showing contrasting movements
• Work in a group to create a group sequence
Tell the learners that they will be creating their own movement
sequences, alone and in pairs which will be used for formal assessment
in Weeks 3–5.
The task
• You will find this Creative Arts Task on pages 72–73 in the
Learner’s Book.
• For notes on how to manage this task see Unit 1, Module 1 of the
Assessing the task

Use the following criteria to assess the learners.

mark
1. Does the learner respond 8
creatively to the music?
2. Does the learner show a range of 8
smooth and jerky movements?
3. Does the learner show high, 8
medium and low movements?
4. Does the learner participate fully 8
in the group sequence?
5. Does the learner dance well in the 8
group?
Total marks 40
Creative Arts Task, Term 2: Visual Arts

Term 2, Weeks 8—10

(CAPS) content
Topic 2: Create in 3D, African body adornment
• Skills and techniques like pasting, cutting, wrapping, tying,
joining various recyclable materials
• Art elements: use line, shape colour in own surface decoration of
body adornment

Resources • Design principles: use emphasis in own work, e.g. the visual focus
Learner’s Book of the body adornment
pages 198–200;
glass, plastic or
• Spatial awareness: reinforce conscious awareness of working in
space, e.g. sections of body adornment could extend into space
paper beads; string,
strong thread or • Appropriate use of tools
elastic thread;
old magazines; Background
pencils; rulers; In this task, learners are required to make paper and clay beads and
clay; plastic or then use them to make jewellery. They will be assessed on their
newspaper to cover ability to:
and protect desks
when working with
• Make beads from magazine paper by tearing, wrapping
and pasting
clay or paint; a
container for water; • Create a necklace or ankle chain using self-made paper beads
implements for • Make beads from clay by rolling, piercing and scratching
scratching into the • Paint the clay beads decoratively
surface of clay (for • Make a piece of jewellery using self-made paper and clay beads
example, a plastic
knife, a toothpick Outlining the task with the learners
or thick needle);
Allow time in Week 7 to tell the learners that they will be making
paint; paint brushes
beads and jewellery which will be used for formal assessment, in
Weeks 3–5.
The task
• You will find this Creative Arts Task on pages 198–200 in the
Learner’s Book.
Assessing the task

Use the following criteria to assess the learners’ paper and clay beads.

mark
1. Is the learner able to make 8
attractive beads from magazine
pages by tearing, wrapping and
pasting?
2. Is the learner able to use the 8
paper beads to create an
attractive necklace or ankle
chain?
3. Is the learner able to make 8
attractive beads from clay by
rolling, piercing and scratching?
4. Are the beads painted and 8
decorated attractively?
5. Is the learner able to use the clay 8
beads to create an attractive piece
of jewellery?
Total marks 40

Creative Arts Task, Term 3: Performing Arts
Term 3, Weeks 5 and 10

pages 286 and Topic 2: Improvise and create
298; CD track 18; Character ‘hot seats’ in pairs to develop roles, using appropriate
CD player; piano language, body language and gesture
or other melodic Topic 3: Read, interpret and perform
instrument
• Musical notation of notes on lines and in spaces on a treble stave
using letter names on C major scale
• Singing (including South African songs in unison, canon, two-
part harmony, and call-and-response)
• Group role-play using characters created in Topic 2 (considering
characterisation, interaction, conflict and resolution)
Background
In this task, learners are required to:
• Perform, for the rest of the class, a familiar song (in two-parts or in
unison or a canon or a call-and-response song) in groups of eight
• Complete an activity focusing on the C major scale
• Plan and perform a press conference
• Their ability to sing together as a group, to stay in tune and to
keep a good rhythm
• Their ability to draw a stave, a treble clef and the notes of the
C major scale
• Whether their press conference had a clear beginning, middle
and ending; the characters and the action were believable and the
group worked well together

Allow time at the end of the lessons in Weeks 4 and 9 to explain to
the learners that the next lesson will include a formal assessment.
The task
• You will find this Creative Arts Task on pages 286 and 298 in the
Learner’s Book.
• For notes on how to manage this task see Units 3 and 4, Module 3
of the ‘Lesson-by-lesson’ section (Section 2) in this Teacher’s Guide.
Assessing the task

Use the following rubrics to assess the different activities that make up
this Creative Arts Task.

Unit 3 Activity 9 (LB, page 286)
8—10 marks 5—7 marks 2—4 marks 0 or 1 mark
Ability to sing Excellent Average Not so good Not at all, but
together as a attempted
group
Ability to hold a Excellent: pitch is Overall in Not so good Could not hold
tune good general, well the tune at all,
kept: pitch is but tried
satisfactory
Ability to Excellent Average Not so good Attempt to try
keep rhythm
consistently
throughout
Unit 3 Activity 10 (LB, page 286)

2. The stave includes five lines with space between them. (1)
3. The treble clef is on the stave and is recognisable (does not have to
be positioned correctly on the stave). (1)
4. Notes of the C major scale are correctly positioned on the lines
and in the spaces, and named. (14 x ½ = 7)
5. C (1)
Unit 4 Activity 20 (LB, page 298) Marks Learner’s

mark
1. Structure of conference (had a 3
clear beginning, middle and end)
2. Character development 3
(characters were believable)
3. Language and terminology 3
appropriate to characters
4. Quality of questions (well-thought 3
out questions)
5. Team work 3
6. Confident presentation 3
7. Articulation 2
Total marks 20
Resources
Learner’s Book Creative Arts Task, Term 4: Visual arts
pages 403–404; Term 4, Week 7—8
small plastic
milk bottle; two Curriculum and Assessment Policy Statement
polystyrene cups;
(CAPS) content
egg box; two plastic
drinking straws; Topic 2: Create in 3D, create a bird sculpture
brightly coloured • Skills and techniques like pasting, cutting, wrapping, tying,
buttons or beads; joining various recyclable materials
shiny wrapping • Art elements: use line, shape colour in own surface decoration of
paper or ribbon; body adornment
strong glue or
sellotape; pair of
• Design principles: use emphasis in own work, e.g. the visual focus
of the body adornment
scissors

• Spatial awareness: reinforce conscious awareness of working in
space, e.g. sections of body adornment could extend into space
Background
In this task, learners are required to make a bird sculpture using
recycled material. They will be assessed on their ability to:
• Cut, paste and join various recyclable materials
• Create an interesting bird sculpture
• Make the bird sculpture balance
• Use the recyclable material as creatively as possible
• Use the various tools appropriately
Allow time in the lesson in Week 6 to explain to the learners that the
next lesson will include a formal assessment.
The task
• You will find this Creative Arts Task on pages 403-404 in the
Learner’s Book.
Assessing the task

Use the following criteria to assess the learner’s sculpture.
Unit 4 Activity 1 (LB pages 403–404)

mark
1. Is the learner able to cut, paste 8
and join the material?
2. Is the bird sculpture 8
imaginative and interesting?
3. Does the bird sculpture balance 8
well?
4. Does the learner use the 8
recyclable material in an
interesting way?
5. Does the learner use the tools 8
well?

6. Recording and reporting
The results of all Formal Assessment Tasks should be recorded and

are used for reporting on the learners’ performance each term.
The table below details how the learner’s Life Skills mark for each
term is arrived at:
Term Formal Marks per term

Assessment
Tasks
For recording For reporting
1 Assignment 30
PET 30 100
CAT 40
2 Test 30
PET 30 100
CAT 40
3 Project 30
PET 30 100
CAT 40
4 Examination 30
PET 30 100
CAT 40
Records of the learners’ performance provide evidence of the learners’

conceptual progression within the grade and their readiness to
progress or be promoted to the next grade.
Reporting is the process of communicating learners’ performance to

the learners themselves, their parents/guardians and other schools,
where applicable. Although you will record actual marks achieved
on the record sheet for Life Skills, you will need to report this as a
percentage for the subject on the learners’ report cards. In addition,
the following rating codes and descriptors should be used:
Rating code Description of competence Percentage

7 Outstanding achievement 80—100
6 Meritorious achievement 70—79
5 Substantial achievement 60—69
4 Adequate achievement 50—59
3 Moderate achievement 40—49
2 Elementary achievement 30—39
1 Not achieved 0—29

7. Photocopiable assessment resources
The assessment resources on the pages that follow may be photocopied

for use with Study & Master Life Skills Grade 5.

rm
Te
2 Personal and social well-being: Test
Total: 30 marks
1. Read the descriptions of these relationships and decide whether they

are positive or negative relationships. Record your answers on a table
like the one below. Write down only the letter.
a. My friend always says that I can sit with her at break and then she
hides away from me so that I can’t find her.
b. My mom and I chat about my day at school and she often reminds me
that she loves me even when I don’t make the best decisions.
c. My cousin says that because we are family that I should do

everything he says even if the things he wants me to do make me
uncomfortable sometimes.
d. I feel that I must impress my best friend at school all the time
otherwise she won’t let me be her best friend. She really does not
like me sharing break time with other friends.
e. My friend’s dad is always really cross. He swears at my friend and

seems to have very little patience with him.
Positive relationships Negative relationships
(5)
374 © You may photocopy this page for use with Study & Master Life Skills Grade 5.

2. What do you tell yourself about yourself?
Write down two positive messages that you could tell yourself. (2)
3. Choose a word from the box that describes each situation.

Write down the letter and the word.
compassion anger disappointment
a. Accept what has happened and think about what can be learnt
from the experience.
b. Punch a cushion hard five times.
c. Sharing your lunch with a classmate who does not have anything
to eat at break time. (3)
4. Are these statements True or False?
a. Whatever men can do, women can do better.
b. A person in a wheelchair mustn’t be allowed to do sport.
c. Telling someone that they stink is actually doing them a favour

because they can then do something about it. (3)
5. Complete this sentence.
Breaking your classmate’s ruler on purpose because she broke

yours first is … (2)
6. a. Read this nursery rhyme.
What are little girls made of?
Sugar and spice and all things nice
That’s what little girls are made of.
What are little boys made of?
Slugs and snails and puppy dog tails
That’s what little boys are made of.
© You may photocopy this page for use with Study & Master Life Skills Grade 5. 375

b. You have learnt about bias and stereotyping. Use what you know
to explain what the problem is with the nursery rhyme. (4)
7. Imagine that you were experiencing a situation that made you feel
very sad. List three qualities that you would look for in a friend who
could support you through this. (3)
8. A classmate is very excited about the oral he is going to be presenting.

He thinks it’s just great! He wants to practise it and has asked you to
be the audience. The oral turns out to be really quite bad. He has
not done what your teacher set as the task. How could you offer him
feedback that will help him to make the necessary changes? (5)
9. Complete this sentence:
Being allowed to watch age restricted movies and programmes on

TV is … (3)
[30]

rm
Te
2 Personal and social well-being test: Memorandum
Total: 30 marks
1.
Positive relationships Negative relationships
b a
(5 x 1 = 5)
2. Examples (any two positive statements): I am unique, I have

value, I am appreciated, I can do this, I am effective, I am worth
respect, I am special, I am loved, I am cared for. (2 x 1 = 2)
3. a. disappointment
b. anger
c. compassion
(3 x 1 = 3)
4. a. False
b. False
c. False
(3 x 1 = 3)

5. Any of the following: not an emotionally intelligent response; is
not an appropriate way to manage anger, frustration at what has
happened; is not the right thing to do because you don’t know
whether it was an accident or not; is unfair, disrespectful; is not
respecting the other person or their possessions. (2)
6. b. Any answers similar to this: The rhyme is derisive separating

the sexes and putting them in opposition to one another. It is
biased towards the female sex, suggesting that girls are always
nice and good whereas boys are unpleasant and not good which
is not the case – this also plays on and reinforces stereotypes
around gender. (4)
7. Any three of the following: good listening skills; empathy and

understanding; patience; non-judgmental; caring; being able
to keep secrets. (3 x 1 = 3)
8. Examples: I was wondering …, keep to the facts that our teacher

has asked for, be sensitive, keep to ‘I’ messages, ask whether
they would like honest feedback or suggestions, be sincere. (5)
9. Examples: a violation of a child’s rights, damaging, not

constructive to positive growth and development because of
the potential exposure to violence and adult themes, might
influence the way you interact with your peers, might make
you afraid or feel insecure, is negative because of the above-
mentioned factors. (3)
[30]

rm
Te
4 Personal and social well-being: Examination
Total: 30 marks
Section A (15 marks)
1. You are looking at greeting cards in a shop. Is what you find written
in each card correct for the occasion? Write only ‘yes’ or ‘no’.
a. A card for a Bar Mitzvah says, “Come and celebrate our

daughter turning 12!”
b. A card for Diwali says, “Joy, happiness fireworks and sweets”.
c. A card for Eid says, “Wishing you well over the fast”. (3)
2. Answer True or False for these statements about safety at home.
a. It is okay to run with scissors if they are blunt.
b. A child’s toys left lying all over the floor is a safety risk.
c. Leaving dirty plates and cups in your room is okay because it is

your room.
d. Ironing your own clothes when your parents are not home is
responsible. (4)
3. Choose a word from the box to complete the sentences.
tik addicted dagga rehab alcohol

......….. is a legal drug and ......….. and ......….. are illegal drugs but
you could become addicted to any of them. Being ......….. means
that you are unable to stop taking a harmful substance. ......….. is a
place where people go to get help with their addiction. (5)

4. What does each letter in AIDS stand for? (2)
5. Complete the following sentence:
Putting paraffin in an empty juice bottle is dangerous because … (1)
Section B (15 marks)
1. You see your brother brushing his teeth while the tap is running.
What do you do and why? (2)
2. Design your dinner! Draw a plate. On the plate draw and label
food that you think would make a healthy dinner meal. (5)
3. Which snack would you choose and why?

You have just come home from soccer practice and you’re
starving. You choose a chocolate bar/slice of wholewheat bread
with cheese. (3)
4. Your class is debating whether an HIV-infected learner should

be allowed to attend school. One of your friends says the learner
shouldn’t be allowed to come to your school because she might
infect other learners when she coughs. Is this correct?
Explain your answer. (2)
5. Write down two reasons why some people might have difficulty in
controlling their anger. (2)
6. You arrive at your older cousin’s party. You notice that she is a little
unsteady on her feet. You rush up to her to say ‘hi’. She looks at you
with a confused expression. She tries to answer you but her speech is
slurred. Her reactions are slow and you smell something sweet on her
breath. Why could your cousin be behaving this way? (1)
[30]

rm
Te
4 Personal and social well-being: Memorandum
Total: 30 marks
Section A (15 marks)
1. a. No
b. Yes
c. No
(3 x 1 = 3)
2. a. False
b. True
c. False
d. False
(4 x 1 = 4)
3. Alcohol is a legal drug and tik and dagga are illegal drugs
but you could become addicted to any of them. Being
addicted means that you are unable to stop taking a harmful
substance. Rehab is a place where people go to get help
with their addition. (5 x 1 = 5)
4. Acquired Immuno Deficiency Syndrome (4 x  __21  = 2)
5. It is a clear liquid and can be mistaken for water and

somebody might drink it. (2 x  _21   = 1)
Section B (15 marks)
1. Turn off the tap until he is ready to rinse and explain that
water is a non-renewable resource, precious and should
not be wasted. (2)
2. Plate with one serving of each of the following: dairy, meat

or fish or chicken or lentils, fats, vegetables, carbohydrates.
For example: a piece of chicken, some broccoli, a potato with
some butter or cheese and a slice of cucumber or tomato. (5)

3. Wholewheat bread with cheese. Any two reasons: It will sustain
you for longer/make you feel fuller for longer, it won’t give you a
sugar rush or raise your blood sugar levels so sharply/release
energy more evenly. (3)
4. No. HIV is spread through contact with an infected person’s

blood/semen. (2)
5. Any two reasons. For example: They have been exposed to bad role
models of anger management. They might be abusing an addictive
substance. They have never learnt appropriate responses or how to
manage their feelings of anger. They are afraid and insecure and they
react defensively in anger to protect themselves. They are abusive.
They are victims of abuse. (2)
6. She has been drinking alcohol/is drunk. (1)

[30]

Personal and social well-being Formal Assessment Task Record Sheet
Examination (30)
Term 4:
Project (30)
Term 3:
Test (30)
Term 2:
Assignment (30)
Term 1:
Learner’s names
20.
18.
10.
16.
14.
15.
12.
19.
13.
17.
8.
11.
6.
4.
5.
2.
9.
3.
7.
1.

Term: …. 1. F requency of participation in PE periods 2. Movement performance Total

384
(P = period)* (O = observation)** for
term
Learner’s Marks Marks Recorded (30)
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 % O1 O2 O3 O4
names (20) (20) marks (10)
1.
2.
3.
4.
5.
6.
Physical education Record Sheet
7.
8.
9.
10.
11.
12.
13.
* Use ‘a’ to indicate when a learner is absent. Use ‘x’ when a learner was present but did not participate. Use ‘p’ to indicate that a learner was present and participated.
** Study & Master Life Skills provides for four opportunities to observe the learners for formal assessment purposes because many of the activities extend over two weeks
© You may photocopy this page for use with Study & Master Life Skills Grade 5.
(Weeks 4 and 5, and Weeks 9 and 10). If you do not wish to use all of these observation opportunities, you can use the ones in Weeks 5 and 10 only. If you do this, only complete
the ‘O1’ and ‘O2’ columns and the ‘Recorded marks’ column for ‘Movement performance’.
9/17/12 3:44:29 PM
Creative Arts Task (CAT) Record Sheet
CAT 4 marks (40)

Term 4:
CAT 3 marks (40)
Term 3:
CAT 2 marks (40)
Term 2:
CAT 1 marks (40)
Term 1:
Learner’s names
20.
18.
10.
16.
14.
15.
12.
19.
13.
17.
8.
11.
6.
4.
5.
2.
9.
3.
7.
1.

Life Skills Mark Sheet
Term: ………….. Year: …………..
Class: ………………………………
Rating code
Total for term
(100 marks)
Creative arts
(40 marks)
(30 marks)
education
Physical
social well-being
Personal and
(30 marks)
Learner’s names
20.
18.
10.
16.
14.
15.
12.
19.
13.
17.
8.
11.
6.
4.
5.
2.
9.
3.
7.
1.

4. Resources
1. CD: list of tracks 388
2. Photocopiable additional resources 390
3. Lesson plan template 403
387

1. CD: list of tracks
This Teacher’s Guide comes with a CD that provides music tracks for
some of the Physical education and Performing arts lessons. Refer to
Section 2 (Lesson-by-lesson) for more information on the lessons and
activities in which the CD is to be used. You will find the following
icon in this section and in the Learner’s Book to indicate where the
CD is needed:
Here is a summary list of the tracks on the CD.
Track number Description Study area Activity in

Learner’s Book
1 Music for capoiera Physical education Term 3, Module 3,
Unit 1, Activity 2;
Unit 2, Activity 3
2 Music for PET task Physical education Term 3, Module 3,
Unit 4, Activity 2;
Unit 5, Activity 2
3 Music for musical statues game, Physical education Term 3, Module 3,
musical chairs game and musical Unit 8, Activity 2
bumps game
4 Music for warm-up activity Creative arts: Term 1, Module 1,
Performing arts Unit 1, Activity 1
5 Music for warm-up activities Creative arts: Term 1, Module 1,
Performing arts Unit 1, Activities 4
and 8
6 Tune of Three Blind Mice Creative arts: Term 1, Module 1,
7 Tune of Vader Jakob Creative arts: Term 1, Module 1,
8 In the Hall of the Mountain King Creative arts: Term 1, Module 1,
(Grieg) Performing arts Unit 3, Activities 4
and 7
9 Marimba band performance Creative arts: Term 1, Module 1,
10 Music for dance sequence Creative arts: Term 2, Module 2,
and 7
11 Music for warm-up routine Creative arts: Term 2, Module 2,
12 Accompaniment for Shosholoza Creative arts: Term 2, Module 2,
13 Blues example Creative arts: Term 2, Module 2,
14 Accompaniment for Suikerbossie Creative arts: Term 2, Module 2,
and 12
388 RESOURCES

Track number Description Study area Activity in
Learner’s Book
15 Kwaito song Creative arts: Term 2, Module 2,
16 Pop song Creative arts: Term 2, Module 2,
17 Music for warm-up routine Creative arts: Term 3, Module 3,
and 6
18 Accompaniment for Siyahamba Creative arts: Term 3, Module 3,
Performing arts Unit 3, Activities
4 and 9; Term 4
Module 4, Unit 2,
Activity 4 and Unit
5, Activity 1
19 Requiem by Eliza Gilkyson Creative arts: Term 4, Module 4,
20 Examples of voice types Creative arts: Term 4, Module 4,
21 Music for cool-down Creative arts: Term 3, Module 3,
Performing arts Unit 1, Activity 5;
Term 4, Module 4,
Unit 4, Activities 3
and 6
22 Accompaniment for Animal Song Creative arts: Term 4, Module 4,
Performing arts Unit 5, Activity 2,
Unit 6, Activity 8;
Unit 7, Activity 3
RESOURCES 389

2. Photocopiable additional resources
The following resources may be photocopied for use with Study

& Master Life Skills. They include worksheets (for remedial and
extension) and information sheets. These resources supplement the
material in the Learner’s Book and their use is therefore optional.
390 RESOURCES

Positive self-concept word puzzle
Link with CAPS annual teaching plan: Positive self-concept formation
Term 1, Weeks 1—2
Find and circle the following words in the word puzzle. They may appear
forwards or backwards, up or down, or diagonally across.
generous cheerful
clever brave
neat honest
patient sporty
helpful strong
s r e s g o n s i b c
t r c h e e r f u l l
r e l i n t n s s e u
o p o b e e a j i e f
n t c p r e v e l c p
g n o r o a c a n m l
y e n s u e v a r b e
t i e r s e w e y n h
y t r o p s h e d c a
n a d e e r l i k e e
s p o r h o n e s t g

Things I am good at
Link with CAPS annual teaching plan: Positive self-concept formation
Term 1, Weeks 1—2
1. In the table below, tick a column to show how well you can do the activities.
2. If necessary, add other things you are good at to the bottom of the table.
Activities Very good Good Need a lot

more practise
Playing sports
Gardening and enjoying nature
Making friends and helping people
Remembering things
Maths and games that use maths skills
Playing a musical instrument
Being responsible and reliable
Learning new work and being open to new
ideas
Talking to large groups of people
Talking to one or two people at a time
Working on machines, computers, cars, etc.
Cooking or baking
Listening to others
Being able to work as part of a team
Following directions and instructions
Being organised
Being friendly and caring
Working independently
Designing and creating things
Drawing and painting
Dancing
Working with animals
Photography
Writing
Walking, running or jogging
Being honest
Other:
Other:
Other:

Are you a compassionate person?
Link with CAPS annual teaching plan: Coping with emotions: compassion
Term 1, Weeks 5—7
1. Say whether these statements are True or False.
True False
I am always willing to give and share my time with others.
I enjoy being helpful.
I am a giver and do not expect anything in return.
I am gentle, friendly and considerate of others.
I try my best to be understanding.
I feel the emotions of others.
Love, sympathy and compassion are my strong qualities.
I treat people and animals with kindness and respect.
I am sensitive to the needs of others.
I respond to the needs and concerns of others.
2. Think about what you have learnt about yourself. Are you a
compassionate person? Or, how could you show more compassion?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Children’s rights
Link with CAPS annual teaching plan: Violation of children’s rights
Term 2, Weeks 1—2
Complete the sentences. Choose words from the box.
name food
grow abuse
Bill of Rights health
war heard
shelter violence
1. The B___________ _________ ____________ in the South African
Constitution sets out the rights of all children.
2. Children have the right to f________________ and s________________.
3. Every child has the right to a n________________ and a nationality.
4. Children should be protected from a________________, neglect and any
kind of v________________.
5. Children should never fight in w________________.
6. Children have a right to h________________ care.
7. Children have a right to things that will help them to g________________
and develop.
8. Children have a right to be h________________.

Human rights begin with children’s rights
(Teacher’s notes)
Link with CAPS annual teaching plan: Violations of children’s rights
Term 2, Weeks 1—2
The Universal Declaration of Human Rights says that every person is

entitled to basic human rights. Every person has the right to dignity and
respect, simply because he or she is human. Children are also human
beings! They are also entitled to basic human rights. But, the Universal
Declaration of Human Rights also says that children are entitled to ‘special
care and assistance’. This is why The Convention on the Rights of the Child
was written to protect and promote children’s needs and rights.
What do children need?

All children have these needs:
• Survival: Children need food, shelter, safety, and health care. Children
have a right to life.
• Protection: Children need to be protected from all kinds of injury
and harm.
• Development needs: Children need all the things that will help them to

grow and develop. They need friends and family, love and laughter. They
need fresh air and safe places to play. They need stories and music,
schools and libraries. They need to practise their culture and religion,
and to develop a sense of awe and wonder.
• Participation: Children need to share in the life of their family, school,
community and nation. They need to have a say.
Principles in understanding children’s rights

Children’s rights = children’s needs.
This means: We must look at the whole child – his or her physical,
emotional, intellectual, spiritual and social needs.
• No child must be discriminated against. Every child has the same needs,
no matter what their race, culture, religion, gender, class, ability, or age.
• Every child is special and has special needs according to his or her
individual age, character and developmental stage; and these needs
change as the child grows.
• Children with special needs have the right to have their special
needs met. Special needs might include being physically or mentally
challenged, living in difficult circumstances such as in war zones, as
refugees, in abusive situations, in poverty, being forced into child labour
and sex work, be living with HIV or AIDS.

• Developmental rights at the appropriate stage: Children need to
complete certain developmental tasks at each stage of their lives. They
need opportunities to learn language, social skills, cognitive skills, and
fine-motor skills. They need the opportunity to catch up if they have
missed out on completing these developmental tasks.
• Rights and responsibilities: Children have rights and responsibilities. But
rights are not earned by fulfilling responsibilities. We cannot refuse to
give a child something that is his or her right because we disapprove of
certain behaviour.
• Rights must balance each other: We need to negotiate when two or
more rights conflict. For example, children have a right to have a voice,
but they also have to listen to others!
• Age and capacity: Children have the right to have their decisions taken
into account, according to their age and maturity. But they should not be
burdened with responsibilities that are beyond their capability.
Children, whose rights have been respected and protected, grow into adults
who respect the rights of others.
Adapted from http://childrensrightcentre.webhouse.co.za
Useful organisations:
South African Human Rights Commission: (011) 484-8300
Childline: 08000 55555
Independent Complaints Directorate: (012) 320-0431
Commission on Gender Equality: (011) 403-7182
The Black Sash: (021) 461-7804
Legal Resources Centre: (011) 836-9831/838-6601/403-0902

Organisations that deal with child abuse
Link with CAPS annual teaching plan: Child abuse
Term 2, Weeks 3—5
Use the table below to write down what you have found out about
organisations in your area that deal with child abuse.
Name of organisation Contact details What they deal with

(phone number,
address, name of
person to talk to)

Take action
Link with CAPS annual teaching plan: Child abuse
Term 2, Weeks 3—5
If you were being abused in any way, which of the following actions would
you take:
• Ask family or friends for support
• Go for counselling
• Go to the police
• Ask a teacher for help
• Ask a supportive religious leader to help
• Go to a shelter
• Contact an organisation that deals with abuse against children

Explain why you would take the above actions or any other actions that you
would take.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

The balloon game
Link with CAPS annual teaching plan: Issues of gender in different

cultural contexts
Term 2, Weeks 8—9
In this game, learners burst balloons representing stereotypes about males

and females.
You will need:

• 24 multi-coloured inflated balloons
• 24 paper or tag board sentence strips 10 cm wide by 40 cm long
• Crayons or koki pens
• Common pin
Before the lesson

1. Cut strips of paper approximately 10 cm wide and 40 cm long.
2. Inflate the balloons and store them in a plastic rubbish bag in

a cupboard.
What to do
1. Draw this table on the board:
Man Woman
2. Ask learners to copy the table onto a piece of paper.
3. Then ask them to write words or phrases that describe the qualities of a
man under the word ‘man’ and words or phrases that describe a woman
under the word ‘woman’. To get the ball rolling, you might ask them to
share a few ideas with their classmates.
They may come up with these ideas:
Man — a ctive, sports lover, short hair, hard working, truck driver,
breadwinner, strong
Woman — loving, nurse, shop, likes flowers, cries easily, long hair

4. Give learners a few minutes to write their lists.
5. Work in small groups. Ask learners to share their lists with

group members.
6. Give each group two minutes to brainstorm additional words or phrases

describing a man, and two minutes to brainstorm additional words or
phrases describing a woman.
7. Work as a class. Write one list of words and phrases about men and
women on the board.
8. Ask learners to look again at their group list. Give them a few
moments. Then ask them to share their reactions. Ask some of the
following questions:
• Are you happy with your lists? Do you see any changes you would like
to make to them?
• Are there terms that do not belong under the heading they are under?
• Are there terms that could fit under both headings?
• Is it fair to say that all men are tough or that all women cry easily?
Can you think of any exceptions amongst people you know?
9. Lead them to the conclusion that the statements are too general to
always be true. Encourage them to recognise that it is unfair to make
such sweeping statements. Help them make the connection between the
phrases and the term stereotype.
10. Now give each learner a strip of paper. Ask them to write a different
stereotype of male and female qualities onto the paper. They should
write as big and bold as they can.
Bursting stereotypes
11. Take the bag of inflated balloons from the cupboard.
12. Ask learners to come to the front of the room one by one, to read their
sentence strip aloud to the class and to hold it up for all to see.
13. Hold up a balloon as the learner ask other learners to say why the
stereotype is incorrect. Once satisfied that the stereotype has been
seen for what it is, pop the balloon. The learner can then tear up the
sentence strip.
14. Finally, ask learners to share how they felt about the game. What did they
learn? Were there times during the lesson when they felt angry or sad?
Adapted from http://www.Educationworld.com/index.shtml

Recipe to help a child with diarrhoea
Link with CAPS annual teaching plan: Locally-occurring health problems
Term 4, Weeks 1—4
This recipe can save a child’s life.
You will need

• 1 cup water
• 1 level teaspoon sugar
• a pinch of salt
Method
1. Boil 1 cup of water.
2. Cool the water.
3. Put 1 level teaspoon of sugar into the water.
4. Put a pinch of salt into the water.
5. Mix well.
How to give the drink

The child must drink 1 cup of this mixture every time she or he has a stool
that is like water.
Give the child 1 teaspoon every five minutes.
Give the drink slowly.

Tuberculosis crossword
Link with CAPS annual teaching plan: Locally-occurring health problems
Term 4, Weeks 1—4
Use the clues to complete the crossword puzzle.
4 5
Across
2. A symptom of TB. (c_______)
3. TB often goes together with this disease.
4. It is easy to catch TB if this system in your body is weak.
6. You can’t get HIV from … (h_______)
Down
1. Another symptom of TB (two words: n_______ s_______).
5. After _______ weeks of taking TB medication, the patient is not
infectious any more.

kshe
or
et
W 3. Lesson plan template
Topic of lesson:
Time:
CAPS Annual Teaching

Plan content:
Resources:
The lesson
Introduction:
Main part of lesson:
Conclusion:
Informal assessment:

5. Documents
You can use this section to file the Curriculum and Assessment
Policy Statement (CAPS) for Life Skills (Grades 4–6) as well as other
documentation received from the Department of Basic Education.

Grade
5 Life Skills
Study & Master Life Skills has been specially developed to support the
Curriculum and Assessment Policy Statement (CAPS). This new and
easy-to-use course not only helps learners master essential content
and skills in the subject, but gives them the best possible foundation
on which to build their Life Orientation and Creative Arts knowledge.
The comprehensive Learner’s Book:

• provides activities that develop learners’ knowledge and
understanding of each of the topics covered in the Life
Skills curriculum
• contains Weekly Readings especially developed for the series
• offers current and relevant content set out according to the
curriculum document
• gives clear, illustrated instructions for Physical Education and
Creative Arts activities.
The innovative Teacher’s Guide includes:

• a detailed work schedule for the whole year
• step-by-step guidance on the teaching of each lesson and form
of assessment, as well as Remedial and Extension activities for
each Unit
• photocopiable record sheets and templates
www.cup.co.za
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Life Skills

SM_G5_Life_Skills_TG_Eng.indd 1 2012/09/12 11:18 AM

Elizabeth Ryke • Joanne Bloch • Victoria McKechnie

at +27 21 419 8418 or send an email to orders@cup.co.za

cambridge university press

Cambridge, New York, Melbourne, Madrid, Cape Town,

Cambridge University Press

© Cambridge University Press 2012

This publication is in copyright. Subject to statutory exception

First published 2012

Editor: Wendy Walton

Life Skills Gr5 ENG.indb 2 9/17/12 3:43:56 PM

Creative arts: Performing arts 90

Life Skills Gr5 ENG.indb 3 9/17/12 3:43:57 PM

Physical education 150

Creative arts: Performing arts 167

Life Skills Gr5 ENG.indb 4 9/17/12 3:43:57 PM

Creative arts: Visual arts 181

Physical education 224

Life Skills Gr5 ENG.indb 5 9/17/12 3:43:57 PM

Creative arts: Visual arts 255

Physical education 293

Life Skills Gr5 ENG.indb 6 9/17/12 3:43:57 PM

Creative arts: Visual arts 324

3. Formal assessment  335

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Life Skills Gr5 ENG.indb 1 9/17/12 3:43:57 PM

2. Life Skills as a subject

Personal and social well-being

Life Skills Gr5 ENG.indb 2 9/17/12 3:43:57 PM

Creative arts is studied in two parallel and complementary streams:

Visual arts encourages:

Life Skills Gr5 ENG.indb 3 9/17/12 3:43:57 PM

For more information on Life Skills as a subject, please see Section 2

3. How Study & Master Life Skills Grade 5 works

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Study area (and Type of formal Type of formal

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2 8 Physical 2. Target 8. Practise 1 hr Participation in a variety of target games Learner’s Book

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3 3 Creative Module 3: 2. Being in 1 hr Topic 4: Appreciate and reflect on Learner’s Book

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Life Skills Gr5 ENG.indb 37 9/17/12 3:44:00 PM

Creative arts: Performing arts 90

Physical education 150

Creative arts: Performing arts 167

Creative arts: Visual arts 181

Physical education 224

Creative arts: Visual arts 255

Physical education 293

Creative arts: Visual arts 324

3. Formal assessment 335