GRD 6 Life Skills T3 and T4 2018

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Yellow Dot Series

Life Skills - Grade 6
Personal and Social Well-being
Term 3
Module 9
Caring for Animals (Week 1-2)
Module 10
Caring for People (Week 3-4)
Module 11
Nation-building and Cultural Heritage (Week 5-7)
Module 12
Gender Stereotyping, Sexism and Abuse (Week 10-11)
Formal Assessment
Project (Week 8-9) Informative Essay
Term 4
Module 13
First Aid in Different Situations (Week 1)
Module 14
Food Hygiene (Week 2-4)
Module 15
Communicable Diseases (Week 5-7)
Module 16
HIV and Aids Education (Week 8)
Consolidation and Formal Assessment

Examination (Week 9-10)
Yellow Dot Series Life Skills - Grade 6. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.
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Contents
Module 9: Caring for Animals............................................................................................... 3
Introduction ....................................................................................................................... 3
Unit 9.1 - Cruelty to Animals ............................................................................................. 4
Unit 9.2 - Taking Care of and Protecting Animals ............................................................. 5
Unit 9.3 - Places of Safety for Animals ............................................................................. 6
Unit 9.4 - Reading............................................................................................................. 7
Case Study 9.4.1 ........................................................................................................... 7
Module 10: Caring for People ............................................................................................ 11
Unit 10.1 - Considering Other People ............................................................................. 11
Unit 10.2 - Considerate Communication ......................................................................... 12
Unit 10.3 - Considering Others through Acts of Kindness .............................................. 14
Unit 10.4 – Reading ........................................................................................................ 15
Case Study 10.4.1 ....................................................................................................... 15
Case Study 10.4.2 ....................................................................................................... 15
Module 11: Nation-Building and Cultural Heritage ............................................................. 16
Introduction ..................................................................................................................... 16
Unit 11.1 - How do we Unify our Nation? ........................................................................ 17
Unit 11.2 - National Symbols .......................................................................................... 19
Unit 11.3 - National Celebrations .................................................................................... 21
Unit 11.4 - Reading......................................................................................................... 22
Module 12: Gender Stereotyping, Sexism and Abuse ....................................................... 24
Unit 12.1 - Defining Gender Stereotyping, Sexism and Abuse ....................................... 24
Unit 12.2 - Effects of Sexism, Gender Bias and Abuse .................................................. 25
Case Study 12.2.1 ....................................................................................................... 25
Case Study 12.2.2 ....................................................................................................... 26
Unit 12.3 - Dealing with Stereotyping ............................................................................. 26
Unit 12.4 – Reading ........................................................................................................ 27
Formal Assessment: Essay ............................................................................................... 29
Module 13: First Aid in Different Situations ........................................................................ 32
Unit 13.1 - Basic First Aid ............................................................................................... 32
Unit 13.2 - Read about First Aid for Poisoning................................................................ 40
Unit 13.3 - Interpret and Explain ..................................................................................... 41
Module 14: Food Hygiene .................................................................................................. 43
Unit 14.1 - Safe and Harmful ingredients in Food ........................................................... 43
Unit 14.2 - Food Storage and Preparation ...................................................................... 48
Unit 14.3 - Food-borne Diseases .................................................................................... 50
Unit 14.4 - Read, Interpret and Explain .......................................................................... 51
Module 15: Communicable Diseases ................................................................................ 52
Unit 15.1 - What Is a Communicable Disease? .............................................................. 52
Unit 15.2 - Causes, Symptoms, Treatment and Prevention ............................................ 53
Unit 15.3 – Where to Find Information ............................................................................ 54
Unit 15.4 – Read, interpret and explain .......................................................................... 54
Module 16: HIV and Aids Education .................................................................................. 58
Unit 16.1 – Myths and Facts ........................................................................................... 58
Unit 16.2 - Caring for People with AIDS ......................................................................... 60
Unit 16.3 - Read, Interpret and Explain .......................................................................... 61
Formal Assessment: Examination ..................................................................................... 63
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Module 9: Caring for Animals
Introduction
The animals in these pictures are often kept as pets. Can you name them? Which of
these animals would you prefer to have as a pet? Which would you definitely not choose?
Some people have unusual pets. Their choice means that they have to take special care
of their pets and they have to be willing to accept extra responsibilities. The pictures
below show some unusual pets. Do you know what these animals are? Check your
answers by reading the list on the next page.
A B C D
E F G H
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Unusual Pets
A: Fennec Fox B: Tarantula C: Sugar Glider
D: Ferret E: Hedgehog F: Tree frog
G: Badger H: Capybara
Some animals are kept as pets. Others are kept because they can help humans to get a
specific job done or provide food. Some people keep animals for entertainment or
because they have ornamental value 1 . Sometimes, animals are used to generate
money, such as those kept in zoos or aquariums. What purpose do you think the animals
in these pictures serve?
Unit 9.1 - Cruelty to Animals
People do not always treat animals as well as they should. Whether these animals are
kept as pets or for another reason, they should be treated with respect and consideration.
Mahatma Ghandi, one of the greatest leaders in modern times, said the following:
“The greatness of a nation and its moral progress can

be judged by the way its animals are treated.”
1 Ornamental value – an object that is put on display and is appreciated because it looks attractive
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Many people who treat their pets and work animals unkindly do so because they do not
have enough money to care properly for the animals. However, there are also people who
are simply unkind to animals because they are cruel or have no respect for animals. Other
people are cruel to animals because they are scared of them or believe that they bring evil
omens or bad luck. Some acts of cruelty are:
 Beating, stoning or kicking animals.
 Not feeding or giving animals water.
 Not providing enough shelter from sun, rain or cold weather.
 Overworking animals.
 Not providing veterinary care when an animal is sick.
 Killing animals or encouraging animals to kill each other.
This donkey has been overworked, abused and neglected by its owner.
Unit 9.2 - Taking Care of and Protecting Animals
We can take care of and protect animals by:

 Making sure that they have enough food and water.
 Making sure that they have a good shelter.
 Taking them to a vet when they are sick or hurt.
 Not overworking animals such as horses or donkeys.
 Reporting acts of cruelty to organisations such as the SPCA.
 Not hitting, killing or abusing animals.
 Not allowing ignorance or superstition make you do something cruel.
 Donating money or food to organisations that care for animals.
 Doing community service at animal shelters.
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Many famous actors and celebrities donate money and time to make sure that animals are
treated well. Their support has helped to increase awareness, educate people and raise
millions for animal welfare organisations worldwide. Here are a few of the celebrities who
support the humane1 treatment of animals:
♥ Paul McCartney ♥ Katherine Heigl ♥ Brad Pitt
♥ Ellen DeGeneres ♥ Mike Farrell ♥ Justin Bieber
♥ Pierce Brosnan ♥ Victoria Beckham ♥ Alicia Keys
♥ Charlize Theron ♥ Whoopi Goldberg ♥ Simon Cowell
♥ Woody Harrelson ♥ Robin Williams ♥ Joaquin Phoenix
Unit 9.3 - Places of Safety for Animals
There are many organisations in South Africa that provide places of safety for animals that
have been injured or abused. Some organisations care for domestic animals2 and others
care for more exotic animals3. Some of the larger organisations have been listed in this
unit. Search the internet if you would like to find smaller organisations in your area.
The Society for the Prevention of Cruelty to Animals (SPCA) is a non-profit animal
welfare organisation that was originally formed to pass laws protecting horses from abuse.
SPCA groups are now found in many countries, where they fight for animal welfare and
assist in prosecuting cruelty to animals. Make sure you have the telephone number for
your local SPCA in case you need to report animal abuse. 1.SPCA
2. CLAW:
Community Led
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Animal Welfare
Humane (Say: you main) – respectful, considerate and kind.
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Domestic animals (Say: doh mess tick) – animals that are commonly domesticated by humans live and breed in a
tame condition and depend on humans for survival
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Exotic animals (Say: egg zot ick) – an exotic pet is a rare or unusual animal, or an animal kept within human
households which is generally thought of as a wild species not typically kept as a pet
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The Animal Anti-Cruelty League (AACL) has been protecting and caring for animals
since 1956. It is South Africa's second largest independent Animal Welfare Organisation,
relying entirely on the generosity and goodwill of the animal-loving public for financial
support. It is an organisation that gets involved with all aspects of animal welfare -
providing shelter for abandoned animals, promoting adoption and running free clinics for
low income families. The contact number is: 021 534 6426
The Carthorse Protection Association is a non-profit organisation that is based in Cape

Town. Its mission is to protect working horses and donkeys from abuse. The association
provides a clinic, call out response as well as veterinary and rehabilitation 1 services.
Although they are based in Cape Town, they are usually able to find to people assist in
other areas of South Africa.
Unit 9.4 - Reading
Case Study 9.4.1
Monkey Business
By Thomas Hartleb (Bulletin® v3.8.7, Copyright ©2000-2014, vBulletin Solutions, Inc)
It's hard to resist those big brown eyes, that little

human-like face and those bushy white ears. Yet, few
people realise that by getting a marmoset monkey,
they're dealing with a wild animal and not a pet.
Marmosets that have been left to run free around the
house have been known to drown in toilet bowls and
burn their paws on hot stove plates. Wendy Macleod is
a primatologist 2 at the World Primate Sanctuary. She
takes care of around 150 marmosets. It costs R200 a
month to look after each monkey.
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Rehabilitate (Say: ree hab ul a tayt) – to make something as healthy as it used to be
2 Primatologist (Say: prime ah toll a jist) – a scientist who specialises in studying primates (the ape and monkey family)
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Lack of awareness often causes owners to overlook problems until it's too late.
Most of the marmosets Macleod receives suffer from rickets 1 , the result of
undernourishment and lack of exposure to sunlight. They also easily catch human
diseases such as the common cold.
Macleod says that marmoset sellers should educate their buyers about how to care
for and feed these monkeys. "Buyers must also do their homework," she said.
"These are very specialised creatures." Even marmosets that have been hand-
reared from birth can be aggressive.
The National Society for the Prevention of Cruelty to

Animals' wildlife unit manager, Rick Allen, pointed out
that the problem with marmosets is that they act like
wild animals even when they are in captivity. In a
home, they become territorial 2 around the dominant 3
person and will protect him or her by biting other
people. Marmosets are social animals so it is also
important that they mix with other marmosets.
"Traders and breeders make a lot of money," Macleod said. The normal selling price
for one Marmoset is around R2 500. She wants to see a permit4 system introduced
to control the ownership and breeding of these animals. She estimates that there
are between 3 000 and 6 000 marmosets in the country.
Dr Dorianne Elliott, exotic animal vet, says, “At the moment, a permit is not needed
to own a marmoset. However, it is illegal to transport a marmoset from one
province to another without a permit. Due to pressure by various groups, there is
some possibility that a permit will soon be needed to own one of these South
American primates5.”
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Rickets (Say: ree kuts) – a disease caused by lack of Vitamin D (from sunlight) that stops bones developing properly
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Territorial (Say: tear a tore ee ul) – being in charge of a particular area
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Dominant (Say: dom e nint) – having power or influence over somebody or something
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Permit (Say: purr mit) – a licence or written permission
5 Primate (Say: pry mate) – any member of the group of animals that includes human beings, apes, and monkeys
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Activity 9.4.1 - Debate
What is a debate?
A debate is an organised argument in which two different opinions about a topic are
discussed and presented. It’s a lot like a court case, where two lawyers are prosecuting or
defending a client, except nobody gets punished at the end of the debate.
The Topic
All debates start with a topic, or proposition.
SHOULD HUMANS
BECOME VEGANS TO
PREVENT ANIMAL
CRUELTY? DISCUSS
Affirmative and the Negative Sides

There are two sides to any debate. One side will argue for the proposition and another
against the proposition. In a debate, the skill is to argue well for your case, even if you
don’t agree with the debate statement you are making.
Example:
Affirmative: Cell phones should be allowed at school.
Negative: Cell phones should be banned from school.
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Research
Make sure that you have researched the topic and that you understand the main
arguments. If you are participating in a group debate, then participants should decide who
will present which information during the debate. Each member should contribute to the
oral presentation and all of the members should participate in the research and planning.
The First Round of the Debate

The two teams that are participating should be seated in front of the audience.
A spokesperson for each group should announce their proposal.
The affirmative group will then receive two minutes to present its case to the audience.
The negative group will then receive two minutes to present its case.
The Second Round of the Debate

Once both sides have had a chance to present, each team gets two minutes to prepare a
rebuttal1 and summary of their argument. The order of presentations is reversed and the
negative group presents their rebuttal and summary for the first two minutes. The
affirmative team follows and presents its rebuttal and summary for two minutes.
This is the end of the debate.
If this is the first time your class is formally debating, then keeping things simple is best.
Your teacher can skip the second round of the debate if she thinks you are not ready for a
full debate or if time is a problem.
Make a Judgment
Usually, in debate, the winner is the one who has presented the strongest case. To
determine the winner, the remaining members of the class (audience) vote on which team
they thought made the most convincing argument. The teacher will also weigh his/her own
opinion as to who communicated clearly and made the best arguments. This combination
of these two judgments will identify the winners.
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Rebuttal (Say: ree but till) – a response to an argument or opinion
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Debate Instructions
Work in groups of 4-6 people, divided into two equal teams of 2 or 3 members.
The topics you can choose from are as follows:

1. Affirmative Group: People should be allowed to keep exotic pets without having
permits.
Negative Group: People should not be allowed to keep exotic pets without having
permits.
2. Affirmative Group: Financial contributions to animal welfare organisations should be
compulsory for all taxpayers.
Negative Group: Financial contributions to animal welfare organisations should not be
compulsory for all taxpayers.
3. Affirmative Group: It should be compulsory for students to volunteer at least 60 hours
of their time to an animal shelter, zoo or similar organisation during their school career.
Negative Group: It should not be compulsory for students to volunteer at least 60
hours of their time to an animal shelter, zoo or similar organisation during their school
career.
4. Affirmative Group: Pet shops and internet web sites should be allowed to sell
animals. Negative Group: Pet shops and internet web sites should not be allowed to
sell animals.
5. Affirmative Group: Animals should be used to do work for humans.
Negative Group: Animals should not be used to do work for humans.
6. Affirmative Group: Zoos are important and should be allowed.
Negative Group: Zoos are cruel and should be abolished.
Module 10: Caring for People
Unit 10.1 - Considering Other People
Human beings are social creatures. They like having people around them and they enjoy
communicating with each other. However, human beings are also different from each
other. They like different activities and food and don’t all have the same beliefs and
opinions. In order to live peacefully together, people need to be considerate of each
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other’s differences. People need to find ways to understand what other people’s views are
and why they are different. An inability to do this could lead to conflict and even violent
behaviour. It is important to remember that one person does not have the right to force
other people to share his/her views and opinions.
Activity 10.1.1 - Discussion
In groups of 3-4 people, discuss the following:
Your friend is of the Islamic faith and does not eat or drink anything from sunrise to sunset
during the month of Ramadan. Your birthday is in the middle of the Ramadan month and
you are not Islamic. How does your knowledge of Ramadan influence your plans for a
birthday party? (Ramadan (say; rah mah dahn) is the ninth month of the Islamic calendar,
and is observed by Muslims worldwide as a month of fasting to commemorate the first
revelation of the Quran to the prophet Muhammad.)
Unit 10.2 - Considerate Communication
Telling other people when you feel strongly about something, without hurting their feelings,
is one of the most important communication skills you can learn. Another important
communication skill is that of knowing when to keep quiet and listen instead of talking.
Considerate communicators are good listeners. ALSO REFER TO GR6 BOOK.
PAGE: 115
Activity 10.2.1 – Communication 1
Jenna and Sasha have been friends since Grade 1.

Sasha’s parents are about to get divorced and Sasha
told Jenna about it. She told Jenna that she did not
want everybody to know about the divorce because
she was embarrassed. Jenna ignored Sasha’s request
and told some of the other children in her class.
Clearly, Jenna has not been a good friend and Sasha
has every right to be upset. However, Jenna’s inconsiderate behaviour should not give
Sasha the right to be mean. Sasha can choose considerate communication.
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Imagine that you are Sasha. Work in groups of 2-3 to select the most appropriate
considerate communication strategy for Sasha, from the choices given in the table.
Talk to Jenna about what she has done Wait until you have calmed down before
straight away, while you are still angry. talking to Jenna about what she has done.
Tell Jenna how her actions made you feel. Insult Jenna and call her names.
Say: You are an embarrassment to me, Say: I felt embarrassed when you told them
Jenna. my secret, Jenna
Make sure your voice and body language Stand with your hands on your hips and
are calm when you speak to Jenna. shout at Jenna.
Interrupt Jenna when she tries to explain Give Jenna time to explain what she did and
what she did and why. why.
If Jenna apologises, then accept her Cry and say that you will never forgive
apology. Jenna, even if she apologises.
Speak to Jenna as you are walking from Arrange to meet Jenna in a place where you
one class to another. can talk privately.
Stand with your arms tightly folded and Stand with your arms at your side and keep
throw your eyes in the air when Jenna eye contact with Jenna to show you are
speaks. listening.
Activity 10.2.2 – Communication 2
Read through the information about positive and negative communication.
Positive ways to communicate include:

 Looking respectfully into the eyes of the person you are talking to.
 Trying to put yourself into that person’s shoes – this is called empathy.
 Being calm and polite.
 Remembering that other people don’t have to agree with you.
 Showing interest and respect for other people’s views and opinions.
 Waiting until you are calm before communicating.
 Not interrupting a person who is speaking.
 Standing assertively – shoulders down, hands at side and feet slightly apart.
Negative ways to communicate include:

 Looking threateningly into the eyes of the person you are talking to.
 Staring at other things or do something else while the person is speaking.
 Saying what you like even if you think it will upset the other person.
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 Being aggressive and rude.

 Expecting other people to always see things your way and criticising or making fun of
other people’s ideas or views.
 Interrupting people when they are explaining something.
 Using aggressive body language – pointing, hands on hips, arms tightly folded, chest
pushed forward, shoulders raised and feet wide apart.
Select the communication habits you think you generally use. If you have more choices in
the 1st group, then you are well on your way to becoming an expert communicator. If most
of your selections are in the 2nd group, you should ask an adult to help you improve your
communication skills.
Unit 10.3 - Considering Others through Acts of Kindness
South Africa has a unique word that describes considering

other people through acts of kindness. The word is Ubuntu.
Ubuntu is a Zulu/Xhosa word that, roughly translated, means
human kindness. One of the important ideas underlying
Ubuntu is that an act of kindness is shown without
expecting any reward or payment. These acts of kindness
do not have to be world changing – offering to make a meal
for your neighbour because he has sprained an ankle is an
example of Ubuntu.
You can also show Ubuntu in a more formal way by:

 Volunteering to assist at community centres, churches, welfare organisations and old
age homes.
 Donating or collecting items that are needed at homeless shelters, orphanages or
places of safety.
 Organising charity fundraisers at your school.
Ubuntu does not only mean being kind to other people. It also includes acts of kindness to
the environment and the creatures that humans share this planet with.
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Unit 10.4 – Reading
Case Study 10.4.1
Shayla Watson is a Grade 7 learner at Blouberg Ridge

Primary. She has an enormous heart and a passion
that sets her apart from most. Shayla visited a
township called Khayelitsha and was moved by the
poverty that she saw all around her. She decided to do
something about it and devised a project called
Children Helping Children.
Here is what she arranged and did:

 She invited her classmates to spend 24 hours living like a street child, eating
only plain bread and drinking only water.
 They made sleeping bags out of newspaper and spent the night outside.
 The following morning was spent outside a number of shopping malls collecting
food and donations for the needy children at the Centre.
Sixty of Shayla’s classmates joined her to make a difference in other children’s

lives. The public opened their hearts and their wallets to support this worthy cause.
Additional funds were raised as the same group of classmates served as waiters at
a local restaurant. Throughout the whole project, Shayla stayed humble and never
did anything to try to bring glory to herself.
Case Study 10.4.2
Afeefah Patel is a pupil at Robertsham Primary school. She is

just 9 years old, but her service to the environment is very grown
up. She speaks out against Rhino poaching and her actions have
led to an increase in public interest and fundraising.
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At the age of 7, her family took a trip to the Kruger National Park. She saw,
firsthand, the damage caused by poaching. She took it upon herself to write a letter
to the President, explaining how sad she was about the rise of poaching in South
Africa – particularly Rhino poaching.
She has since joined the junior honorary ranger programme and has donated
R5000.00 to the Unite against Poaching organisation. Afeefah says, “I want to tell
people to look after the Rhinos otherwise there won’t be a big five.”
The President responded to her letter, saying he was proud of her. Young Afeefah
has now set her sights on taking the President to the Kruger Park. “I want to show
him what is happening - enough is enough.”
Activity 10.4.1 - Ubuntu
Work in groups of 2-3. Discuss the following and report back to the class:
1. James volunteered 40 hours of his time at a local old age home. He was awarded full
colours by his school for his community service. Do you think the school should reward
this kind of Ubuntu? Give a reason for your answer.
2. Thembelihle and Saul volunteered to do litter patrol at their school every afternoon. Is
this a form of Ubuntu? Explain your answer.
3. Afeefah, in the second Case Study, wants the President to visit the Kruger National
Park with her. Why does she think he is more likely to do something about the
poaching problem if he accepts her invitation?
Module 11: Nation-Building and Cultural Heritage
Introduction
Nation-building is a term used to describe the process of creating a national common

identity – a feeling that everyone in the country belongs to one big family. Nation-building
usually occurs when a country is being ‘rebuilt’ after a war or some other event has broken
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the country down. In the case of South Africa, when apartheid was abolished 1 , the
government had a duty to build a new national identity – one based on equality and mutual
respect. Nation-building should develop a feeling of belonging and, with it, accountability2
and responsible behaviour.
South Africa is a land of many different cultures. People speak

different languages, have different religions and come from different
backgrounds. In order to make sure that South Africa becomes
economically and socially successful it is necessary for its citizens to
have a shared identity – a common ‘South Africanness’. Think about
the soccer world cup and how our different cultures united behind
Bafana Bafana – we were all South Africans.
Cultural heritage is everything that people in a country have inherited from past
generations. This includes things like buildings, art, books, monuments, languages,
customs, traditions and knowledge. People can have a family heritage (practices and
traditions that are passed on from parents to children) as well as a national heritage
(practices and places unique to a particular country).
Unit 11.1 - How do we Unify our Nation?
In order to unify our nation, we need to know about our nation’s history. We need to be
proud of all the rich traditions, music and art of all South Africans. We can learn about our
nation’s history by doing things such as: Going to museums; Reading books; Talking to
adults about the past and; Participating in events such as Heritage Day celebrations. One
1
Abolished (Say: a bo leesht) – to put an end to or to stop
2
Accountability (Say: a count a bill itee) – to be responsible for something
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of South Africa’s strongest nation-building tools is the National Anthem. It combines

different cultures and music styles to show that we are a united nation.
Nkosi sikelel' Afrika Maluphakanyisw' uphondo lwayo,

Yizwa imithandazo yethu,
Nkosi sikelela, thina lusapho lwayo.
Morena boloka setjhaba sa heso,
O fedise dintwa la matshwenyeho,
O se boloke, O se boloke setjhaba sa heso,
Setjhaba South Afrika - South Afrika.
Uit die blou van onse hemel, Uit die diepte van ons see,
Oor ons ewige gebergtes, Waar die kranse antwoord gee,
Sounds the call to come together, and united we shall stand,
Let us live and strive for freedom, In South Africa our land.
Activity 11.1.1 – The Anthem
Do you know the national anthem off by heart? Work in groups of 3-4 and practise the
National Anthem for a few minutes. If your group can sing the entire anthem without
needing to read it then you are ‘super nation-builders’!
Challenge
Can you translate any part of the anthem into another language? How about trying to say
the English section in Zulu or the Sotho words in Afrikaans?
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Unit 11.2 - National Symbols
National symbols are things like places, objects, activities or people that are unique1 to a
particular nation and are used to represent a community in a way that unites its people.
These national symbols are used in national events and celebrations to inspire
patriotism 2 . They are designed to include every member of that particular nation,
regardless of colour, age or culture. National symbols can be visual (the national flower),
verbal (the national anthem) or iconic (the flag).
Visual National Symbols of South Africa
The Coat of Arms: Its central image is a secretary bird with uplifted
wings and a sun rising above it. Below the bird, is the national flower
(Protea) that represents the country flowering as a nation. The ears of
wheat are emblems of the fertility 3 of the land and the tusks of the
African elephant symbolise wisdom, steadfastness and strength. At the
centre, a shield signifies the protection of South Africans. The spear
and knobkerrie are positioned to show defence of peace. Within the shield are images of
the Khoisan people, the first inhabitants of South Africa. The motto of the coat of arms -
!ke e:/xarra//ke - is in the Khoisan language and means "people who are different joining
together".
The National Fish is the Galjoen. This fish

is found along the coast from Namibia to
The National Bird is the Blue Durban, and nowhere else in the world
Crane. This bird is found almost
exclusively in South Africa.
1
Unique (Say: you neek) – special, one of only a few or one of a kind
2
Patriotism (Say: pay tree oh tizm) – loyalty to one’s country
3
Fertility (Say: fur till atee) – the ability to grow or reproduce
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The National Tree is the Real Yellowwood Tree. This tree is

found in the Cape Province, KwaZulu Natal and in Limpopo.
The National Flower is the King Protea.

This flower is not found anywhere in the
world except in the Cape Province of
South Africa.
The National Animal is the Springbok.
This animal is normally found in the Free
State, North West Province and in the
Karoo.
Iconic National Symbols of South Africa
The National Flag: The national flag was adopted on Freedom Day, 27 April 1994, and
first flown 10 May 1994. The individual colours have different meanings for different people
and therefore no universal meaning should be attached to any of the colours.
Flying the flag
When the flag is displayed vertically against a wall, the

red band should be to the left of the viewer with the hoist
or the cord seam at the top. When it is displayed
horizontally, the hoist should be to the left of the viewer
and the red band at the top.
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Activity 11.2.1
Work in groups of 2 or 3.
The colours of the national flag represent different things to different people. Draw a
picture of the national flag. Based on what you have learned about in this section of your
workbook as well as what you know about South Africa, discuss what the colours of the
flag could represent. When you and your partner have reached an agreement, label each
colour on the flag you have drawn.
Unit 11.3 - National Celebrations
South Africans celebrate a number of national days so that they can remember important
events in the history of our country or to show respect for important ideas and ideals.
South African Human Right’s Day (21 March)
Before 1994, Human Right’s Day was known as Sharpeville Day. Today, South Africans
celebrate Human Right’s day to commemorate 1 the 69 people who were killed and
the180 people who were wounded on 21 March, 1960, when police opened fire on people
who were taking part in a campaign2 to end the use of ‘pass books’. The Pass Book was
a document which Black South Africans were required to carry on them to 'prove' that they
were allowed to enter a 'white area'. Failure to produce the reference book on demand, by
the police, was a punishable offence in the 1960s.
Freedom Day (27 April)
The first democratic elections in South Africa took place on 27 April in 1994. This date
marks the official end of apartheid in South Africa and our nation remembers how fortunate
we are to live in a democratic country by celebrating this day every year.
1
Commemorate (Say: koh mem or ate) – remember and show respect for something or somebody
2
Campaign (Say: kam pain) – to work in an organized and active way towards a goal
22
Youth Day (16 June)
Before 1994, Youth Day was known as Soweto Day. In 1976, protests started in Black
schools when the Education Department decided that Afrikaans had to be used as a
language of instruction in High Schools. The Black people were already dissatisfied with
the ‘Bantu Education’ schooling system because it had poor facilities, overcrowded
classrooms and untrained teachers. The Black people knew that forcing children to learn
and be taught in Afrikaans would make the education system even worse than it already
was. On 16 June, 1976, more than 20 000 pupils from Soweto began a protest march.
During clashes with the police and the violence that occurred during the next few weeks,
approximately 700 people, many of them children, were killed. Youth Day commemorates
these events and honours the young people who stood up for their right to a good
education.
Unit 11.4 - Reading
In pairs, read the information on Special Days in South Africa out loud.
Mandela Day (18 July)
In 2009, the United Nations declared the 18 July Nelson Mandela International Day. The
18th July is the day that Nelson Mandela was born. Nelson Mandela spent 67 years of his
life fighting for human rights and equality. Because of this, on Mandela Day, people are
asked to give 67 minutes of their time to community service or charity work.
23
Heritage Day (24 September)
Heritage Day is a celebration of our country’s diverse people. Each

year, the Government decides on a special theme for Heritage Day
and people of all cultures celebrate their customs and traditions.
Arbor Day (1-7 September)
The first Arbor Day took place on April 10, 1872. It was the brainchild of Julius Morton, a
journalist and politician. He proposed that a special day be set aside for tree planting and
increasing awareness of the importance of trees. The first Arbor Day was an amazing
success. More than one million trees were planted.
In South Africa, Arbor Day is celebrated for an entire week. South Africans celebrate
Arbor Day from 1–7 September. Usually, the Government chooses two trees to highlight
and increase public awareness of indigenous1 trees. Various "greening" activities are
usually undertaken by schools, businesses and other organisations.
Activity 11.4.1
Discuss, in groups of 3-4.

1. Many victims at Sharpeville in 1960 were shot in the back. What clue does this give
you about what they were doing when they were shot?
2. What new education policy was a catalyst (starter) for the student march in Soweto in
1976?
3. People are asked to contribute time to community service on Mandela Day. Why are
they asked to contribute 67 minutes rather than 60 minutes (1hour)?
4. The 1976 riots that we commemorate on Youth Day were partly caused by the
Government forcing all black schools to use Afrikaans as the official language to teach
children. Does your school use English as the official language of teaching and
learning? What problems would be encountered at your school if the Government
decided to use Xhosa as the teaching language instead?
1
Indigenous (Say: in didg a nis) – coming from or occurring naturally in a particular place
24
Formal Assessment (30)

Project: Informative Essay
In Week 8 of Term 3 you will be required to prepare and submit a project for Formal
Assessment. Your teacher will discuss the project with you now so that you can begin
to gather information and plan your project.
Module 12: Gender Stereotyping, Sexism and

Abuse
Stereotyping is when you judge a group of people who are different from you based on
your own and/or others opinions and/or encounters.
I met a really rude woman

last night. Really? She obviously
comes from Italy. All the
Italians I have ever met are
rude.
That’s not fair. You shouldn’t judge

all Italians on the few you have met.
Unit 12.1 - Defining Gender Stereotyping, Sexism and

Abuse
Gender stereotyping.
When you hear the words ‘army sergeant’, what gender comes into your thoughts first?
Male or female? When you hear the word ‘secretary’, do you picture a woman or a man?
Gender stereotyping is when people think that people will behave in a certain way or will
be able to do certain things because of their gender. Are you guilty of stereotyping? Did
you select ‘male’ for the army sergeant and ‘female’ for the secretary?
Sexism
Sexism is a type of discrimination that is based on a person’s gender. Are you guilty of
sexism? How would you feel about a girl joining a school soccer team? In most cases of
25
sexism, it is the female gender that is discriminated against. For example, some clubs or
service organisations refuse to let women join the clubs or treat them disrespectfully when
they do.
Abuse
Abuse means hurting somebody physically, mentally or
emotionally. There are different kinds of abuse and different
reasons for abusers to hurt people. Gender-biased abuse is
abuse that specifically targets a person of the opposite
gender. In many cases, men abuse women. However, there
are also reports of women abusing men.
Unit 12.2 - Effects of Sexism, Gender Bias and Abuse
Gender stereotyping and sexism can affect relationships between people at home, at
school and at work. Read the following Case Studies to find out how:
Case Study 12.2.1
Real Men Play Soccer

Pedro is a Grade 6 learner at Blistlepark Primary School. His parents are Spanish
and his father has very traditional ideas about what boys and girls should do.
Pedro’s father was an excellent soccer player when he was younger and he wants
Pedro to try out for the soccer team at school. Pedro doesn’t mind playing soccer,
but it is on the same day as Art Classes. Pedro’s father forbids him to attend Art
Classes. He says that ‘real men’ don’t paint and draw. Pedro is very unhappy. He
joins the team so that his father won’t be upset. However, he regularly tells the
coach he is injured and goes to Art Classes without telling his father.
Is Pedro’s father being fair? What do you think about Pedro’s solution to his
father’s attitude?
26
Case Study 12.2.2
Equal Pay for Equal Work

Shannon is 35 years old. She is married and has one child. She has been working
as an accounts manager, at a local supermarket, for the last two years. About six
months ago, the supermarket expanded and another branch opened in a nearby
suburb.
Another accounts manager, Phillip, was hired for the new branch. Phillip is also
married and has one child.
At the annual team building conference, Shannon noticed that Phillip arrived at the
venue in a new Mercedes Benz. She was curious to know how he could afford such
an expensive car. She knew how much she earned and she most certainly couldn’t
afford it on what she took home at the end of the month.
She decided to ask her boss about the situation. He told her that Phillip was
earning more than she was because he was the breadwinner for his family. He
needed to earn more money than Shannon because Shannon had a husband that
could look after her. Shannon was furious. She was doing the same work as Phillip
and she had been working for the company for a longer period of time. She handed
her resignation in on the day after her conversation with her manager.
Is Shannon’s boss being fair? What do you think about Shannon’s solution to her
boss’s attitude?
Unit 12.3 - Dealing with Stereotyping
Sometimes, people who are guilty of gender bias or sexism, don’t realise that they are
stereotyping. If you think this is the case, you can sometimes deal with stereotyping by
gently explaining to the person how they are being gender biased or sexist.
27
People who are deliberately gender biased or sexist present more of a challenge.
Sometimes, when these people are confronted1, they become argumentative, angry or
even abusive. If you know somebody like this, it might be a good idea to ask a responsible
adult to help you ‘educate’ that person.
Gender-based abuse is unacceptable. If you know of somebody who is being abused, it is

your duty to report the abuse. You can tell a responsible adult such as a teacher, minister
or family member or, you can report it to the police. The police can arrest the abuser and
even issue a restraining order.
Unit 12.4 – Reading
Gender Based violence happens in all countries. Read the following newspaper article.
Use a dictionary to find the meaning of the highlighted words.
Adapted from an article by: Ana Lukatela. Guardian Professional, Wednesday 13 February 2013
In many male-dominated traditional societies, where women are not allowed to drive cars
or travel outside of their neighbourhoods, female health workers play an important role in
providing medical care. Pakistan and Nigeria have trained thousands of female health
workers so that they can promote family planning, safe motherhood, and proper care of
new-borns. This has helped the country achieve a huge reduction in deaths among
children younger than 5 years of age. Unfortunately, some people in these countries still
think that a woman’s place is in the home!
Nasima Bibi was one of the sixteen female health workers murdered in co-ordinated
attacks across Pakistan in December and January. On 8 February, nine female health
workers in northern Nigeria were killed in a similar manner – by gunmen on motorcycles.
These murdered women, some of whom were still just teenagers, played an important role
in distributing polio vaccines.
1
Confront (Say: kon front) – deal with somebody face to face about a problem or difficulty
28
The extremist forces in Pakistan and northern Nigeria that

are targeting women health workers are sending a clear
message that women are not welcome in public spaces.
The governments of these countries must find the killers of
these young women and bring them to justice. Doing so
would send a powerful message to the extremists and to all of society that women have a
role to play in the public life of the country. We cannot ask women to take on public roles
and then leave them to be gunned down on the street.
Activity 12.4.1
Class Discussion
1. This article states that in many male-dominated societies, women are not allowed to
move around freely. Why do you think this is the case?
2. Why do you think some of the men in these countries are killing the female health care
workers?
3. How is the contribution of the health care workers helping the people of Pakistan and
Nigeria? Do you think it is worthwhile?
4. Do you think that a woman’s place is in the home? Why?
5. Suggest how the Government could
a) Protect the health care workers from the violence.
b) Change the way these men think about the role of women in society.
Activity 12.4.2
Is our society teaching us to stereotype?

One of the reasons that so many people stereotype men and women is because our
society is filled with messages that tell us how men and women should act, how they
should dress and what roles best suit each gender. Think of the adverts that you have
seen. How many of them show a group of women in a bar having a beer?
Have you seen an advert for washing powder where a man is hanging clean washing on
the washing line? Take a look at the adverts on the next page.
29
Discuss, in groups of 3-4, how the adverts are encouraging our society to be gender
biased. What message are they sending about the role of men and women?
Formal Assessment: Essay
Project
Informative Essay – National Symbols
This essay will be assessed and your performance will be recorded and shown on your
Term 3 report. You have probably been taught the basics of essay writing in your English
Classes. Here are a few notes to explain what an Informative Essay is.
What is an essay?
An essay is a factual piece of writing that describes, explains, argues, or analyses a
subject. Essays can be different lengths but most basic essays have:
 An introduction;
 Information about important aspects relating to the topic;
 A conclusion.
30
The introduction
The introductory paragraph presents the topic of the essay and sometimes offers an
opinion about the topic.
The information
The information that is given about the topic is written in paragraphs. Each paragraph
should deal with a different subject and the first sentence of each paragraph should give
the reader a clue about what information is contained in the paragraph. The number of
paragraphs in the information section can vary depending on the purpose and content of
the essay.
The conclusion
The conclusion usually summarises the information presented in the essay and can
emphasise the opinion or opinions that appeared in the introduction.
What is an informative essay?

An informative essay is a type of essay that gives the reader information
about a topic. Informative essays are factual (non-fiction) and therefore they
require research and accuracy.
Instructions
Write an informative essay in which you provide information about any three of South
Africa’s national symbols (flag, flower, animal, coat of arms, anthem, etc.) as well as the
equivalent symbols from one of the following Southern African neighbouring countries:
Namibia, Botswana, Mozambique or Swaziland. If you would like to choose another
country, please ask your teacher to approve your selection.
Important Information
1. You will be required to write an essay that has five paragraphs that are set out in
the following format:
 An introductory paragraph
 Three information paragraphs (each paragraph about a different symbol)
 A concluding paragraph
31
2. Your essay should not have headings at the beginning of each paragraph. In other
words, do not write ‘Introduction’ and then write the introduction. However, your
list of references and sources must appear under the heading ‘Bibliography’.
3. Separate paragraphs by skipping a line.
4. Your essay must have a title, e.g. Comparing National Symbols
5. You must work on your own to complete this project.
6. Your research, planning and preparation can be done at home or at school (using
resources provided by your teacher or the media centre).
7. Your draft and final essay must be compiled and completed at school. You may
not complete this essay at home.
8. You must write the information in your own words. If you copy straight from an
article or book you will lose marks.
9. Your essay must include a bibliography that lists the books or articles that you used
to find information. The bibliography should appear after the conclusion.
10. Use the template and guidelines to help you with your essay composition and
planning but also try to make your essay unique by adding to the suggestions
given.
11. Remember that the first sentence in each Information paragraph should give the
reader a clue about what information is contained in the paragraph.
12. Use the rubric that has been provided to check that you are doing everything that
you should do.
13. Your teacher will select two outstanding essays from each class. These essays will
be judged by the Principal and the three best essays in the Grade will be published
in the school newsletter. The winning essay can also be published in the annual
school magazine if your school has one.
14. You may use pictures or draw illustrations to make your essay more effective.
32
Module 13: First Aid in Different Situations
Unit 13.1 - Basic First Aid
The three most important aims of basic first aid

To aid healing.
To reduce the risk of infection.
To provide assistance until professional help can be found.
Cuts and Abrasions

Cuts and abrasions are injuries that break or remove the skin. Most minor cuts and
abrasions can be treated successfully at home. Serious injuries such as large or deep
wounds1, or severe bleeding, must get medical attention.
Minor Cut Minor Abrasion Serious wound
Treating minor cuts and abrasions

 Hold the wound under running water to remove dirt.
 Wash the skin around the wound with soap and water.
 Pat the wound dry with sterile2 gauze3 and apply antiseptic4 ointment5.
 Most minor cuts and abrasions stop bleeding on their own. However, if the bleeding
continues, apply pressure to the wound with a clean bandage.
 Don’t use cotton wool on cuts because the fibres will get stuck in the wound.
 Change the dressings6 at least once a day and watch for infection7 – remember that
an infection will only be obvious after a day or two.
Treating serious cuts
1
Wound (Say: whoo nd) – an injury caused by a cut, blow or other impact
2
Sterile (Say: stair eye l) – free from germs – totally clean
3
Gauze (Say: gore z) – a thin, almost see through material that has a loose weave
4
Antiseptic (Say: ant ee sep tick) – something that prevents the growth of germs
5
Ointment (Say: oynt mint) – a smooth oily substance that is rubbed on the skin
6
Dressing (Say: dress sings) – a piece of material that is used to cover or protect an injury
7
Infection (Say: in fek shin) – the presence of germs
33
 For deeper cuts or severe1 bleeding, press on the wound with a clean towel or gauze
and get professional help. Deeper cuts might need stitches to keep the wound closed.
 Try to elevate2 the area that is bleeding.
 If there is an object in the wound, don’t try to remove it.
Get help if
 The wound is large/deep and bleeding hasn’t stopped after 10 minutes.

 The person has lost of lot blood and is sleepy or pale3.
 There is something stuck in the wound.
 The person cannot move his fingers or toes.
 Stitches are required.
 The wound is on the face or neck.
Burns, Scalds and Sunburn

Burns and scalds are damage to the skin caused by heat. A burn is caused by dry heat,
e.g. a hot iron, the sun or fire. A scald is caused by a liquid, such as hot water or steam.
A BURN A scald
Burns and scalds can be very painful and can cause blisters and charred4, black or red
skin. Skin damage caused by heat is grouped according to the degree5 of damage to the
skin. The groups are known as first, second and third degree burns.
1
Severe (Say: siv ear) – serious/something to worry about
2
Elevate (Say: eh live eight) – to lift up or lift higher
3 Pale (Say: pay yil) – colourless/faded/almost white
4 Charred (Say: char d) – burnt in such a way that the object is blackened by heat
5 Degree (Say: dir gree) – a level or amount
34
It is possible to treat some 1st degree burns at home. However, 2nd and 3rd degree burns
as well as any burns that are bigger than hand sized should get professional medical
attention after basic first aid has been carried out.
1st Degree Burn 2nd Degree Burn 3rd Degree Burn
Treating burns and scalds

 Cool the burn with cool or lukewarm water for 10 to 30 minutes – do not use ice, iced
water or any creams or greasy substances such as butter.
 If blisters have formed on the skin, DO NOT pop them.
 Special creams for sunburnt skin are available.
 Cover a serious burn with a layer of cling film over to reduce the risk of infection.
Bruises
A bruise is dark discolouration of skin caused by blood seeping under the skin after small
blood vessels near the surface of the skin have been broken. As the bruise heals, the body
breaks this blood down and re-absorbs it, turning the area a greenish-blue colour.
35
Treating bruises
 Most bruises are not very serious and will get better on their own over a period of about
ten days.
 If the bruise is quite large and swollen, then you can apply ice packs to reduce the
swelling. This will also relieve the pain.
 Elevate the area if the bruise is on a leg or an arm.
Get help if
 A bruise doesn't fade within 14 days.

 The person is in pain for more than 24 hours.
 If pain on the site of the bruise gets worse. (This may be caused by a broken bone.)
Choking
Choking occurs when a foreign object1 becomes stuck in the throat or windpipe instead
of following the correct path to the stomach. The object blocks the flow of air to the lungs.
In adults, a piece of food often is the culprit2. Young children often swallow small objects
by accident. Because choking cuts off oxygen to the brain, first aid must be carried out as
quickly as possible.
Windpipe to lungs
Object stuck in windpipe. Route to stomach

Air cannot move past the
object.
1
Foreign object (Say: foh rin - ob jekt) – something that is not normally present or that doesn’t belong there
2
Culprit (Say: kull pritt) – the thing or person that is guilty
36
What to do if somebody is choking
Babies younger that one-year-old
1. Sit down. Hold the baby face down on your forearm and rest it on your leg.
2. Thump the infant gently but firmly five times on the middle of the back using the heel of
your hand.
3. If this doesn’t work, hold the infant face up on your forearm with the head lower than
the body. Using two fingers placed at the centre of the infant's breastbone, give five
quick chest compressions.
4. Repeat the back blows and chest thrusts five times if required.
5. If breathing doesn't resume, call for emergency medical help.
Adults and children over the age of one

Perform abdominal thrusts (Heimlich manoeuvre)
1. Stand behind the person.

2. Wrap your arms around the waist.
3. Tip the person forward slightly.
4. Make a fist with one hand. Position it slightly above the person's belly button.
5. Grasp the fist with the other hand.
6. Press hard into the abdomen with a quick, upward thrust - as if trying to lift the person
up.
7. Perform a total of 5 abdominal thrusts, if needed. If the blockage still isn't dislodged, try
another 5 thrusts.
8. If breathing doesn't resume, call for emergency medical help.
37
Self
1. Place a fist slightly above your belly button. Grasp your fist with
the other hand and bend over a hard surface - a countertop or
chair will do.
2. Shove your fist inward and upward.
Insect stings and bites

South Africa has many insect species1 that can bite or sting human beings. Most insect
bites and stings, although itchy or slightly painful, cause very little harm to a person.
Some people are allergic to the venom2 that some insects inject when they sting or bite
so it is useful to know what action to take when somebody has an allergic reaction.
Bee Mosquito Flea Bedbug Tick
Treating minor bites and stings

 Special creams can stop the itching or stinging.
 Remove a bee stinger by gently scraping the skin with the blunt edge of a knife or your
fingernail. Do this as quickly as possible to avoid further injection of venom.
 Don't grasp the stinger or rub the skin as this is likely to squash the poison sac and
release more venom.
 If a tick is found, remove it immediately: Grip it with tweezers as close to the skin as
possible and pull it out in a straight line - don't jerk or twist. Make sure the head is
removed. If the head remains behind, it could cause a small ulcer 3 ('veld sore').
Dispose of the tick by burning it or squashing it.
 Wash the bite area with soap and water.
1
Species (Say: Spee sees) – a scientific word for a group of animals that have something in common, e.g.
feathers/scales
2
Venom (Say: veh nim) – a poisonous substance secreted by some animals and plants
3
Ulcer (Say: ull sir) – an open sore (without a scab) that can be on the skin or inside the body
38
Get help if
 Signs of a severe allergic reaction develop.

 There is a history of previous severe reaction to the insect's bite.
 There are many stings.
 The face, neck or throat is stung.
(This may cause swelling which could obstruct1 the airway.)
Spider and Scorpion Stings and Bites

Spider bites can make a reddened wheal 2 and an ulcer. In serious
cases there is severe pain around the bite. The venom that some
spiders and scorpions inject when they bite causes sweating, muscle
cramps and fever.
Only a few species of spiders are dangerous. In South Africa, the Button, Sac, Violin, Six-
eyed crab, Black widow and Brown widow spiders cause the most harmful reactions.
Button spider Sac spider Violin spider Six-eyed Black widow Brown widow
Crab spider Spider Spider
All scorpions found in South Africa are venomous but only the stings from the Buthidae
group (thick tails and thin pinchers) can be fatal3 to human beings. Scorpion stings can
cause burning pain, numbness and tingling across the body, nausea, vomiting, stomach
pain, blurred vision, slurred speech, difficulty breathing or swallowing and shock.
1
Obstruct (Say: Ob strukt) – to be in the way of something or to stop something from going somewhere
2
Wheal (Say: wheel) – a red, swollen mark on the skin
3
Fatal (Say: fay till) – deadly/causing something to die
39
Treating spider bites and scorpion stings

 Call emergency services for any scorpion sting, and any bite from a dangerous spider.
 Keep the affected limb1 lower than the heart.
 Clean the wound and apply an ice pack to reduce swelling and stop the spread of
venom.
Snake Bites
There are between 130 and 160 different species of snakes in South Africa. Most of them
are not dangerous to humans. However, unless you are an expert at snake identification, it
is always better to treat any snake with caution2. Also remember that snakes do not eat
human beings - they will only attack when they are startled or feel that they are in danger.
Cape Cobra Black mamba
Puff adder Boom slang
A bite from a venomous snake can be deadly, and should always be treated as a medical
emergency. Even a bite from a harmless snake can be serious, leading to an allergic
reaction or an infection. Venomous snake bites can result in pain in the bite area, swelling,
convulsions3, nausea 4 and even paralysis5. There are first aid steps you can take after
a snake bite occurs, such as cleaning the wound, remaining calm, and immobilizing6 the
affected area. However, it is essential to get the bite victim to a medical facility immediately
for emergency treatment. If treated in time, the outlook for recovery is good.
1
Limb (Say: lim) – an arm or a leg
2
Caution (Say: caw shin) – with a lot of care
3
Convulsion (Say: kon vul shin) – a sudden, violent, irregular movement of the body, that is not done on purpose
4
Nausea (Say: naw zjee ahh) – a feeling as if you want to vomit
5
Paralysis (Say: pir al a sis) – not able to move
6
Immobilizing (Say: eem oh bill eye zing) – keeping still
40
Unit 13.2 - Read about First Aid for Poisoning
More than 2 million poisonings are reported each year. Poisoning is

caused by swallowing, injecting, breathing in, or being exposed to a
harmful substance. Most poisonings occur by accident. The first aid
you give before getting medical help can save a person's life.
Signs and symptoms of poisoning

Common signs and symptoms to look for include:
 Burns or redness around the mouth and lips, from drinking certain poisons.
 Breath that smells like chemicals, such as petrol or paint thinner.
 Burns, stains and smells on the person, on clothing, or objects in the surrounding area.
 Empty medication bottles or scattered pills.
 Vomiting, difficulty breathing, sleepiness or confusion.
Headache Vomiting Dizziness Breathlessness
Collapse Loss of consciousness
Who to call for help

Call the local emergency services or Poison Control Centre. Provide information about the
person's symptoms, age and weight, and any information you have about the poison, such
as amount and how long since the person was exposed to it. It helps to have the pill bottle
or poison container on hand when you call.
What to do while waiting for help

There are some things you can do for the person until help arrives:
 If the person has been exposed to poisonous fumes, get him or her into fresh air
immediately.
41
 If the person swallowed the poison, remove anything remaining in the mouth.
 If the poison is a household cleaner or other chemical, read the label and follow
instructions for accidental poisoning. If the product is toxic, the label will probably
advise you to call the Poison Control Centre.
 Follow treatment directions that are given by the Poison Control Centre.
 If the poison spilled on the person's clothing, skin or eyes, remove the clothing.
 Flush the skin or eyes with cool or lukewarm water for 20 minutes or until help arrives.
 Make sure the person is breathing. If not, start CPR and rescue breathing.
 Take the poison container or sample of the poison (or any pill bottles) with you to the
hospital.
What NOT to do
 Do not give an unconscious person anything to eat or drink.
 Do not try to get the person to vomit unless you are told to do so by the Poison Control
Centre or a doctor. A strong poison that burns on the way down the throat will also do
damage on the way back up.
 Do not try to neutralize 1 the poison with lemon juice or vinegar, or any other
substance, unless you are told to do so by the Poison Control Centre or a doctor.
Unit 13.3 - Interpret and Explain
Activity 13.3.1
Complete the following activities in your Life Skills book. Use the heading: First Aid in
Different Situations
Cuts and Abrasions

Fill in the missing words for each of the following. Write the whole sentence out and
underline the words that you have filled in:
1. Cuts and abrasions are injuries that ______________or _______________ the skin.
2. When a cut results in severe bleeding you must get medical attention because blood
loss can lead to low _____________________.
1
Neutralize (say: new trill eyes) – to make something ineffective or harmless
42
3. An abrasion should be patted with sterile ________________ to dry it out before

applying __________________ ointment.
4. Don’t use ___________________ on an abrasion or a cut because the
_____________ will get stuck in the wound.
Burns, Scalds and Sunburn

Select the answer that is most correct. Write only the letter of the answer you have
selected.
1. A serious burn should be covered with cling film
a. to reduce the risk of infection caused by germs.
b. to keep the burn area cool.
c. to stop any fibres from clothes touching the burn area.
2. Sunburn is usually an example of
a. a 1st degree burn
b. a 2nd degree burn
c. a 3rd degree burn
3. What is the difference between a burn and a scald?
a. There is no difference.
b. A burn is caused by dry heat and a scald is caused by wet heat.
c. A burn is caused by fire and a scald is caused by water.
Bruises
List two basic first aid steps that can be used to treat bruises.
Choking
List the instructions for what to do if you are choking and there is nobody around to help
you.
Stings and Bites

Answer the following questions. Write only a yes or a no.
1. Are all scorpions venomous? _________
2. Is the sting of all scorpions fatal to human beings? _________
3. Is a common Rain spider venomous? _________
4. Can a bee sting be fatal? _________
43
Snake Bites
State whether the following sentences are true or false. If a sentence is false, then write
the sentence out correctly.
1. A bite from a non-venomous snake is not serious. _________
2. Snakes stalk and attack human beings. _________
First Aid for Poisoning

Provide logical, well thought out answers to the following questions:
1. Why do you think it is important to give the pill bottle or substance that caused
poisoning to the emergency room doctor?
2. Children between the ages of 2 and 8 are the most common victims of accidental
poisoning in the home. Provide a reason for this.
Module 14: Food Hygiene
Unit 14.1 - Safe and Harmful ingredients in Food
Food and drink is usually at its tastiest and most nutritious1 when it is
fresh. However, it is not always possible for everybody to get fresh
food on demand.
Some foods are seasonal2, some start going rotten after a short time
and other foods can only be found in places that are far away. This
means that humans have had to try and find ways of preserving3 food
so that it can be stored and used at a later time without losing its taste or
its nutritional value.
The preservation of food is often called ‘processing’. Long ago, there were not many ways
to preserve food and drink. Processes such as drying, smoking, pickling and jamming
were popular ways of preserving food. Many of these processes are still used today.
1
Nutritious (Say: new tree shus) – filled with good minerals and vitamins
2
Seasonal (say: see zin ul) – depending on whether it is summer, winter, spring or autumn.
3
Preserve (Say: pree zirv) – to make something last for longer
44
More recent ways of preserving food include refrigeration, freezing, canning, vacuum
packing, irradiation and pasteurisation.
Activity 14.1.1
Work on your own. Provide a suitable label for each method of preserving food. Write the
answers in your Life Skills book. Use the heading: Ways of preserving food.
A B C D
E F G
In order to process food and preserve it, something is usually added or taken out of the
food. Most of the processed food that we eat today consists of the following added
ingredients: salt or sugar; preservatives; colourants; flavourants; artificial sweeteners;
vitamins and minerals.
Some of the ingredients that are added are beneficial1 but others may be harmful to a
person’s health. Some researchers think that the use of preservative chemicals causes
weight gain, asthma, heart disease and even cancer.
Because a lot of the food we purchase in shops today is not in its natural form,
manufacturers are legally required to put nutritional information on food containers. This
allows consumers to decide whether the ingredients in the food will be beneficial or
harmful to them. Here are some of the nutrients and ingredients that you might see on a
nutrition label:
1
Beneficial (Say: ben a fish ull) – something that has value
45
Carbohydrates
The cells in your body produce glucose (pronounced 'gloo-kohws') from carbohydrates.
Glucose gives you quick energy. Your body’s cells can't use a lot of glucose all at once so
some glucose is stored in your liver and muscles, as glycogen (pronounced 'gly-koh-jin).
Once there is enough glycogen stored in your liver and muscles the rest is stored as fat.
Sugar
Sugar is a type of carbohydrate found in a variety of foods, including fruit and vegetables.
Too much sugar can lead to diseases such as diabetes and cancer.
Protein
Protein builds up your muscles, organs and glands. It helps repair and replace them too,
so that your body can keep on working.
Fat
Fat is useful because it acts as the body's reserve tank of energy. It also protects our
organs (like a cushion) and it helps our bodies stay warm in cold weather.
Too much fat in a diet can lead to obesity1 and can cause medical conditions such as
heart disease and high cholesterol2.
Sodium
Salt is made up of sodium and chloride. Table salt
is 40% sodium and 60% chloride. Food items
such as canned foods, fast foods and cheese
usually have high sodium content. Sodium is
needed by the body for maintaining proper blood
pressure 3 . Too much sodium can lead to high
blood pressure, heart attack and strokes4.
1
Obesity (Say: oh bee city) – extremely fat
2
Cholesterol (Say: koh less tah rol) – a fatty layer on the inside of veins and arteries that stops blood from flowing
correctly
3
Blood pressure – the force of blood moving through blood vessels. This is important because it often tells doctors
how well the heart is performing.
4
Stroke – a blood clot in the brain that causes a blood vessel to pop and damage the brain
46
Fibre
Fibre is an important part of a healthy diet. Fibre can help prevent heart disease,
diabetes1, weight gain and some cancers. It can also improve digestion.
Vitamins
Vitamins are stored in the fatty tissues of your body and in the liver. Some are stored for a
few days and others for months, until your body needs them. Here are a few examples of
vitamins and what they do.
Vitamin A Helps you see at night and helps your body fight infections.
Vitamin D Helps to make strong bones.
Vitamin E Helps to protect your skin.
Vitamin K Helps to stop bleeding
Vitamin C Helps to fight infections.
Vitamin B Helps to make energy and protein and red blood cells.
Minerals
There are many minerals in food and some of them are essential for a healthy body. Zinc
is so powerful that you only need a bit to help you grow. It is found in meat, fish and
poultry (chicken and other birds). Iron helps create the red blood cells which carry oxygen
through your body. It gives the body lots of energy. Iron is found in red meat, liver, and
some cereals. Calcium builds strong bones and teeth. It is found in dairy foods like milk,
yoghurt and cheese.
Preservatives
Some food processing removes the taste and colour of the food so artificial
flavours and colours have to be added. These flavourants and colourants
don’t always have nutritional value and sometimes they are unhealthy.
Preservatives, such as sugar, salt and sulphur dioxide are used to make
food stay edible2 for longer. While these preservatives stop bacteria from
making the food decay, they can also be harmful to our bodies.
1 Diabetes (say: die a beat eez) – a disease in which the body’s ability to produce insulin from sugar is affected
2 Edible (say: ed a bill) – eatable.
47
Activity 14.1.2
Work in groups of 2-3.
Look at the nutrition information on the food labels below. Discuss which foods are
healthier to eat. Take care to look at the quantities and serving portions when you make
your decisions.
Nutrition Information Nutrition Information

Unit Per 100g Unit Per 30g
serving serving
Calories kJ 547 Calories kJ 130
Carbohydrates g 15 Carbohydrates g 22
Protein g 6 Protein g 1
Fat g 10 Fat g 4
Dietary Fibre g 1 Dietary Fibre g 0
Sugars g 0 Sugars 3
Vitamin A mg 0 Vitamin A mg 6
Vitamin E mg 6 Vitamin C mg 2
Calcium mg 0 Calcium mg 1
Iron mg 2 Iron mg 4
Potassium mg 330 Potassium mg 100
Sodium mg 180 Sodium mg 115
Artificial flavourant Yes Artificial flavourant Yes
Artificial colourants No Artificial colourants No

Unit Per 1 Unit Per 4
biscuit biscuits
Carbohydrates g 10.2 Carbohydrates g 15
Protein g 1.1 Protein g 3.1
Fat g 6 Fat g 6.5
Dietary Fibre g 0.2 Dietary Fibre g 2
Vitamin A mg 0 Vitamin A mg 0
Vitamin E mg 0 Vitamin E mg 0
Sugars g 4.8 Sugars 2.1
Sodium mg 44.3 Sodium mg 156
Artificial flavourant Yes Artificial flavourant No
Artificial colourants Yes Artificial colourants No
48

Unit Per 1 cup Unit Per 1 cup
serving serving
Carbohydrates g 26 Carbohydrates g 46
Protein g 1 Protein g 4
Fat g 1.5 Fat g 1
Dietary Fibre g 1 Dietary Fibre g 10
Sugars g 13 Sugars g 12
Vitamin C mg 0 Vitamin C mg 0
Vitamin E mg 0 Vitamin E mg 0
Iron mg 4 Iron mg 10
Sodium mg 108 Sodium mg 50
Artificial flavourant Yes Artificial flavourant No
Artificial colourants Yes Artificial colourants No
Unit 14.2 - Food Storage and Preparation
Bacteria, viruses and moulds are micro-organisms1 that can be in food. These micro-
organisms can cause food poisoning and this leads to unpleasant symptoms such as
stomach pains, diarrhoea and vomiting. Food poisoning can sometimes lead to
gastroenteritis, which is inflammation 2 of your stomach, or even more serious health
problems, such as blood poisoning (septicaemia) and kidney failure. If you remember a
few simple things about food preparation and storage, you can reduce the risk of food
poisoning.
Cleaning
One of the most important things you can do is to make sure that your
hands are clean at all times – although it sounds simple enough, many of
us are guilty of forgetting at some point. Cleaning your hands doesn’t
mean just passing your hands under the tap – give them a proper scrub
with soap. Remember to wash your hands:
 after using the toilet.
 before you handle any food.
 after you handle raw meat.
1 Micro-organism (say: my kroh or gin izm) – a creature that is so small it can only be seen through a microscope.
2 Inflammation (say: in flim aye shin) – swelling and redness
49
Before you start to prepare any food, make sure that the surface you’re working on and the
utensils you are using are clean. Clean worktops very well and wash utensils with
washing-up liquid and hot water. Make sure you clean up any spilt food straight away.
Change all drying and washing cloths regularly because bacteria often multiply on these
items, especially if they are damp.
Storing
Read the safe storage instructions on food. If you store food in the wrong place or at the
wrong temperature, it can lead to the growth of bacteria. Proper storage of food reduces
the risk of food poisoning. Follow these tips to ensure your food is safe to eat.
 Always check labels for guidance on where to store food.

 Store fresh and frozen food in the fridge or freezer as soon as possible after you buy it.
 Keep raw meat and seafood separate from other foods.
 Store raw meat in an airtight container at the bottom of the fridge to prevent juices or
blood dripping onto other food.
 Defrost frozen foods in the fridge.
 Don't store opened tins of food in the fridge – transfer the contents to a suitable airtight
container instead.
 Throw away any food that has passed its use-by date.
 Store food such as bread or biscuits in an airtight container to slow down the growth of
bacteria or mould.
Preparing
Here are a few points to remember when it comes to preparing food.
 Don't handle food if you have stomach problems, such as diarrhoea or vomiting, or if
you're sneezing or coughing regularly.
 Check food labels before you decide what to use. Shop-bought foods may come with
two dates: a use-by date and a best before date. Don’t use any foods that have passed
their use-by date, even if you think they look fine, as they may not be safe to eat.
 Keep anything that should be refrigerated out of the fridge for as short a time as
possible, especially if the temperature is high or the room is very warm.
50
 Always use different chopping boards and utensils to prepare raw meat or chicken or
fish. This is because raw meat may contain harmful bacteria that can spread easily to
anything it touches. If you use the same chopping board for meat and vegetables then
the vegetables might become contaminated1.
Unit 14.3 - Food-borne Diseases
What is a food-borne disease?

A food-borne disease is an infection or irritation of any part of the
digestive tract that is caused by food or drinks that contain harmful
bacteria, parasites, viruses, or chemicals.
Most food-borne diseases happen suddenly and last a short time. The
medical word for this is an ‘acute’ illness. Most people recover from a
food-borne disease on their own, with some basic first aid. Sometimes,
though, food-borne disease can be serious.
Who can get a food-borne disease?

Anyone can get a food-borne disease. However, infants and children, pregnant women
and their unborn children, older adults and people with low immune systems 2 are at
greater risk of developing severe symptoms or complications from food-borne diseases.
What are the symptoms of food-borne disease?

Symptoms of food-borne disease depend on the type of micro-organism that has caused
the food poisoning. However, many food-borne diseases have common symptoms
including: Vomiting, diarrhoea or bloody diarrhoea, abdominal pain, fever and chills
How are food-borne diseases prevented?

Food-borne diseases can be prevented by properly storing, cooking, cleaning, and
handling foods.
1 Contaminated (Say: kon tam in aye tid) – affected badly by something

2 Immune system (Say: ee myoon sis tim) – the organs and processes that the body uses to fight infection.
51
Unit 14.4 - Read, Interpret and Explain
Work on your own. Read the following case study.
The Snugro family lives in Pretoria. In summer, the days can get very
hot and today was one of those days. At about 2 o’clock, Mrs Snugro
decided that the family should have a braai so that she did not have to
stand in the kitchen and cook in such hot weather.
She checked the fridge to see what food she had for the braai. She found some tomatoes,
cucumber and a lettuce that she had bought about two weeks before. One or two of the
tomatoes had a bit of furry stuff around the top and the lettuce was a bit limp. Nothing
smelt funny so she thought it would be okay to use the ingredients in a salad. She took
out a chopping board and cut the ingredients. Then, she put them into a salad bowl and
put the salad on the patio table.
She checked the freezer and found some steak and chicken for the braai. She removed
both packets of meat and placed them in a dish on the sunny patio table so that they could
defrost. She opened a tin of baked beans and some sweet corn. She put half of each tin
into some serving bowls and stored the tins in the fridge – the children could have the rest
for lunch the following day.
Mrs Snugro then remembered that there was no charcoal for the braai. She hopped into
her car and went to the shop. While she was there, she also bought some milk, eggs and
bread. When she got home, she took the bread and charcoal inside with her but decided
to fetch the milk and eggs later. She called Mr Snugro, who had been working in the
garden, to help her with preparing for the braai. When he came in, he wiped his hands on
his pants and started to slice the bread and butter it. He put the bread onto a plate and put
it on the patio table along with the other food.
The steak and chicken was defrosted, so he took them to his wife in the kitchen. She
poured the water lying in the bottom of the dish into the sink and then used the vegetable
knife to chop the steak and chicken into smaller portions. She put the pieces back into the
bowl and gave the meat to her husband to cook on the braai.
52
When the meat was ready, Mrs Snugro called the children, who had been playing with the
dog, to the patio table to eat. The children wanted something to drink. Mrs Snugro sent
her husband to fetch the milk from the car and she then poured a glass of milk for each of
the children. The Snugro family enjoyed a lovely braai.
Later on that evening, the children complained that they had stomach ache. Mrs Snugro
didn’t feel too well either and her husband seemed to have diarrhoea. She couldn’t
understand why everyone was feeling sick.
Activity 14.4.1
Work in groups of 2-3. Complete the following activity.
Draw up a table on an A4 sheet of paper. The left hand side of the table should list four
ways in which the Snugro family did not follow the rules of safe food storage and
preparation. The right hand side should list the rules they should have followed. Give
your poster a suitable title and write your group members’ names at the bottom of the
poster. Ask your teacher to put your posters on display in the classroom.
Module 15: Communicable Diseases
Unit 15.1 - What Is a Communicable Disease?
Any disease that can be passed on from an infected1 person (or animal) to a healthy
person is called a communicable disease. When communicable diseases spread very
quickly from one person to another person, they are called contagious diseases.
When a person becomes sick with a communicable disease it means a germ has invaded
his/her body. Germs are microbes. A microbe is a tiny living organism that can only be
seen with a microscope. Microbes are the smallest form of life on Earth.
1
Infected (Say: een fek tid) – affected by a germ
53
Although some microbes can make you sick or may even kill you, most are harmless.
Some microbes are extremely helpful. Listed below, are the four major types of harmful
microbes and the communicable diseases that they can cause:
Bacteria: Cholera, Whooping Cough, Pneumonia, Tuberculosis, Diphtheria
Viruses: Flu, Rabies, Measles, Mumps, Chicken Pox, Common Cold
Fungi: Ringworm
Protozoa: Amoebiasis
Unit 15.2 - Causes, Symptoms, Treatment and

Prevention
Chicken Pox
Cause Symptoms Prevention

Chickenpox is caused by The infection has three stages. It Avoid people who are
the varicella-zoster virus. starts with the appearance of little, infected with the
itchy bumps. Those bumps turn Chickenpox virus.
into blisters filled with fluid. The
final stage is when scabs form Wash your hands regularly.
over the bumps. In addition to the
itchy bumps and scabs, Get immunized1 with a
Chickenpox can cause fever, Chickenpox vaccine2.
headache, dry cough or loss of
appetite.
Mumps

Mumps is a disease caused by Swollen, painful salivary glands on Avoid people who are
a virus. It can infect many one or both sides of your face, infected with the Mumps
parts of the body but it usually fever, headache, weakness and virus.
infects the glands that produce fatigue, loss of appetite, pain while
saliva for the mouth. Mumps is chewing or swallowing. Wear a surgical mask if you
spread by droplets of saliva or are in the same area as an
mucous from the mouth, nose, infected person.
or throat of an infected person,
usually when the person Get immunized with a
coughs, sneezes, or talks. Mumps vaccine.
1 Immune (Say: ee myoon) – not affected by something

2 Vaccine (Say: vack seen) – medicine used to reduce the risk of getting a disease
54
Whooping Cough (Pertussis)

Whooping cough, also known Runny nose, nasal congestion, Avoid people who are
as Pertussis, is caused by sneezing, red and watery eyes, a infected with the Pertussis.
bacteria called bordetella mild fever, a dry cough that ends
pertussis. with a high-pitched "whoop" sound Wash your hands regularly.
Whooping cough is spread during the next breath of air.
among people by direct contact Get immunized with a
with fluids from the nose or Pertussis vaccine.
mouth of infected people.
People contaminate their
hands with respiratory
secretions from an infected
person and then touch their
own mouth or nose.
Unit 15.3 – Where to Find Information
If you need to find out more about communicable diseases, you can visit a library and
request books about the topic. You can also visit your local clinic or ask your doctor for
more information. The Mayo Clinic website provides useful information. The website
address is: http://www.mayoclinic.org/diseases-conditions
Unit 15.4 – Read, interpret and explain
Ebola is a communicable disease that was first discovered in

1976 in the Democratic Republic of Congo. The disease is
caused by a virus that infects humans when they come into close
contact with infected animals like chimpanzees, fruit bats and
forest buck. The virus then spreads between humans by direct
contact with infected blood or bodily fluids, or, indirectly by
contact with contaminated environments.
At the moment there is no vaccine that can make people immune to the Ebola virus and
doctors have not found a medicine that can cure all people who are infected. The Ebola
virus kills between 50% and 60% of the people that it infects. Nobody has yet worked out
why some people recover and others do not.
55
The Ebola virus does not die when its host 1 dies. This means that
funerals of Ebola victims can be risky if people at the funeral have direct
contact with the body of the deceased2.
Since 1976, there have been many times when Ebola outbreaks caused people to die.
Most of these outbreaks occurred in areas where the spread of the disease could be easily
contained and controlled. In 2014, however, the disease started becoming an international
problem.
The following article was published by the BBC (British Broadcasting Community) to help
inform and educate people about this highly contagious and often deadly disease. Work in
groups of 3-4. Take turns to read aloud until each person has had a turn.
The Ebola outbreak in West Africa is the world's deadliest to date and
the World Health Organisation has declared an international health
emergency as more than 3,850 people have died of the virus in Guinea,
Liberia, Sierra Leone and Nigeria this year.
What is Ebola?
Ebola is a viral illness of which the first symptoms can include a sudden fever,
intense weakness, muscle pain and a sore throat. And that is just the beginning:
subsequent3 stages are vomiting, diarrhoea and - in some cases - both internal
and external bleeding. The current outbreak is the deadliest since Ebola was
discovered in 1976.
The incubation period4 can last from two days to three weeks, so symptoms often
only begin long after the person has been infected. This means that people are
spreading the virus to other people before they realise they are infected.
1
Host (Say: hoe wst) – the animal or plant that a germ/parasite lives in or on
2
Deceased (Say: dee see st) – dead
3
Subsequent (Say: sub suh kwint) – after
4
Incubation period (Say: een cube aye shin) – the time between the infection and the time symptoms can be felt or
seen
56
The Ebola disease has, until recently, been mostly limited to Central Africa and only
a few cases have been reported in other parts of Africa. However, because the
virus is so contagious, people who have visited Africa, and have come into contact
with infected people, have begun to spread the disease to other parts of Africa,
Europe, Asia and America.
Can cultural practices spread Ebola?

Ebola is spread through close physical contact with
infected people. This is a problem for many in the West
African countries currently affected by the outbreak, as
practices around religion and death involve close
physical contact. Preparing bodies for burial involves
washing, touching and kissing. Those with the highest status in society are often
given the job of washing and preparing the body.
If a person has died from Ebola, their body will have a lot of the virus in it. Bleeding
is a usual symptom of the disease just before death. Those who handle the body
and come into contact with the blood or other body fluids are at greatest risk of
catching the disease. The World Health Organisation (WHO) has been trying to
make people aware of how their treatment of dead relatives might pose a risk to
themselves. It is a very difficult message to get across.
What precautions should people take?

Avoid contact with Ebola patients and their bodily fluids. Do not touch anything -
such as shared towels - which could have become contaminated. Washing hands
and improving hygiene is one of the best ways to fight the virus. The WHO also
warns against consuming bush meat1 and having any contact with infected bats or
monkeys and apes. Fruit bats, in particular, are a favourite food in the area of
Guinea, where the outbreak started.
Adapted from source: http://www.bbc.com/news/world-africa-26835233
1 Bush meat – the meat of wild animals such as chimpanzees, monkeys and bats.
57
Activity 15.4.1
Work on your own. Complete the following activities using the information in Module 15.
Use the heading: Communicable Diseases
Question 1
Fill in the missing words for each of the following. Write the entire sentence out and
underline the words that you filled in:
1. When communicable diseases spread very quickly from one person to another
person, they are called _______________________ diseases.
2. When a person becomes sick with a communicable disease it means that a
___________________ has invaded his/her body.
3. Germs are microbes. A microbe is a tiny ____________________________ that can
only be seen with a microscope.
4. Whooping cough, also known as ______________________________, is caused by
_______________________ called bordetella pertussis.
Question 2
List the symptoms for each stage of Chickenpox.
Question 3
Answer the following questions with a yes or a no.
1. Does the Ebola virus die when its host dies?

2. Is Whooping cough spread among people by direct contact with fluids from the nose
or mouth of infected people?
3. Does WHO stand for Women’s Health Organisation?
4. Is ringworm caused by a virus?
Question 4
Answer the following question with two or three well-constructed sentences: Why is it so
difficult to stop the Ebola virus from spreading?
58
Module 16: HIV and Aids Education
Unit 16.1 – Myths and Facts
Myth
I can get HIV by being around people who are
HIV-positive.
Fact
HIV is not spread through touch, tears, sweat or saliva. You cannot catch
HIV by:
 Breathing the same air as someone who is HIV-positive.
 Touching a toilet seat or doorknob handle after an HIV-positive person.
 Hugging, kissing, or shaking hands with someone who is HIV-positive.
 Sharing eating utensils or exercise equipment with an HIV-positive
person.
HIV is transmitted through contact with an HIV-positive person's infected
body fluids. HIV can also be transmitted through needles contaminated with
HIV-infected blood, including needles used for tattooing or body piercing.
Myth
HIV or AIDS can be cured.
Fact
At the moment, there is no cure for HIV or AIDS and there are no vaccines to
prevent HIV infection.
Myth
Condoms don’t prevent the spread of HIV.
Fact
If people use condoms correctly, then they are almost 100% effective in
preventing transmission of the HI Virus.
.
59
Myth
HIV/AIDS is a homosexual disease.
Fact
Anyone can be infected with HIV/AIDS. Sex is not the only way that the
disease can be transmitted. In fact, studies show that HIV is spread most
often through heterosexual contact.
Myth
I would know if I, or my loved one, had HIV.
Fact
A person with HIV might not show any symptoms for up to 10 years. Since
HIV affects each person differently, many people with HIV can look and feel
healthy for years. The only sure way to know is to get tested.
Myth
The HI Virus does not cause AIDS.
Fact
Antiretroviral drugs can control the virus for a while. In fact, some people don’t
show signs of being ill for many years. But, the drugs are not a cure and
eventually the virus destroys the body’s immune system and the infected
person gets AIDS.
Myth
AIDS is a disease.
Fact
AIDS is not a disease – it is a condition. AIDS stands for Acquired Immune
Deficiency Syndrome. In medical language, the word ‘syndrome’ describes a
group of illnesses. So, it is actually not HIV or AIDS that causes an infected
person to die – it is other diseases such as tuberculosis, pneumonia,
measles, etc.
60
Myth
HIV is the same as AIDS.
Fact
HIV is a virus that destroys the white blood cells that help the body to fight off
germs. When enough of these white blood cells are destroyed by the virus,
the infected person begins to get various other diseases. This stage of the
viral infection is called AIDS.
Myth
Sex with a virgin or a baby will cure AIDS.
Fact
You cannot cure AIDS by having sex with a virgin or a baby. Sadly, all that is
likely to happen is that the virgin or baby will get hurt or become infected with
HIV.
Myth
Mosquitoes can spread the HI Virus.
Fact
Insects cannot get infected with HIV or AIDS and the HI Virus lives for only a
short time inside an insect. When insects bite, they do not inject the blood of
the person or animal they have last bitten.
Unit 16.2 - Caring for People with AIDS
HIV/AIDS is a serious disease that affects millions of South Africans. People who are
infected with HIV need care and support from their friends, families and the community,
especially when they are ill. Friends and family members sometimes worry that they might
get infected when caring for a person with HIV. HIV cannot be passed on by touching,
hugging, coughing or sharing eating utensils.
61
It is possible for people who are infected with HIV to live long healthy lives. You can help
those who are infected by:
 Showing love, respect and support.
 Knowing the facts about HIV/AIDS and talking openly about the disease.
 Helping to reduce stress and stressful situations.
 Helping to provide balanced and nutritious meals.
 Encouraging them to get treatment if they are sick.
There may be situations where you need to clean up body fluids or blood from someone
infected with HIV. It is important to use rubber or plastic gloves or other barriers such as
plastic bags or a thick cloth, to prevent direct contact. Make sure that you have these
easily available at all times.
Unit 16.3 - Read, Interpret and Explain
Activity 16.3.1
Work on your own. Complete the following in your Life Skills Book. Use the heading: HIV
Aids and Aids Education
Question 1
Fill in the missing words for each of the following. Write the entire sentence out and
underline the words that you have filled in.
1. The acronym AIDS stand for ____________________________________.
2. The V in HIV stands for ________________________.
Question 2
Decide whether each statement is a Myth or a Fact. Write Myth or Fact.
1. AIDS is not one disease – it is a condition where a person can get many diseases.
2. Antiretroviral drugs can cure HIV and AIDS.
3. Someone can be HIV positive for 10 years without anybody realising he/she is
infected.
62
Question 3
Provide logical, well thought out answers to the following questions:
1. If one of your family members got infected with HIV and developed AIDS, what part of
caring for them would you find the most difficult? Give a reason for your answer.
2. Part of the reason that HIV is able to spread from person to person is that many people
who are infected don’t know that they are HIV positive and so they don’t take
precautions to prevent transmission. Do you think the law should make it compulsory
for people to be tested for HIV? Give a reason for your answer.
Activity 16.3.2
Work in pairs. Consider the following statements in preparation for a class discussion.
People who are HIV positive should be required, by law,

to tell people that they have the HI Virus.
People who are HIV positive should all be sent to a

specific area/place/town so
that they can’t infect anyone else.
People who are HIV positive have obviously

been careless or they are drug users –
they got what they deserved.
63
Formal Assessment: Examination

Your assessment task for this term is a Formal Examination. The exam will be set on
all of the work that you have covered during the year. However, your teacher will give
you some guidelines on which information you should pay special attention to. Your
teacher will also revise and consolidate some of the more complicated topics that you
have dealt with this year. If there is anything specific that you would like him/her to
explain or revise, then all you need to do is ask. Your teacher should be available to
help you prepare for the exam.
Study Tip: Move Before You Study

Exercising your body may help your brain. Moving can help get your brain ready to study.
Study Tip: Pick Your Study Spot

The important thing is to find a place where you'll pay attention.
Study Tip: Listen to Music While You Study

Some people study better with music because it helps them ignore other sounds around
them. Other people get so into the music that they forget about what they're supposed to
be doing. Try it and see how you do. Pick music that won't have you singing instead of
paying attention to your work. Instrumental music from the Baroque period is excellent
music to study by. Bach, Handel and Vivaldi are examples of Baroque composers.
Study Tip: Take Breaks While You Study

Taking a short break might help you to concentrate. When you work on something for a
long time, you may start thinking about other things. So, get up, do some jumping jacks or
take a 10-minute walk. Then, come back to your studying. You should be ready to focus
again. Be disciplined - you can’t work for 10 minutes and take a 20-minute break!
Study Tip: Don't Cram for Tests

When you have to remember information, it's best to go over it a many times over a few
days. That way, you have a chance to really learn it. Don't wait and try to cram everything
into your head the night before.

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1

Yellow Dot Series

Consolidation and Formal Assessment

Module 9: Caring for Animals

Unit 9.1 - Cruelty to Animals

“The greatness of a nation and its moral progress can

Unit 9.2 - Taking Care of and Protecting Animals

We can take care of and protect animals by:

♥ Paul McCartney ♥ Katherine Heigl ♥ Brad Pitt

♥ Ellen DeGeneres ♥ Mike Farrell ♥ Justin Bieber

♥ Pierce Brosnan ♥ Victoria Beckham ♥ Alicia Keys

♥ Charlize Theron ♥ Whoopi Goldberg ♥ Simon Cowell

♥ Woody Harrelson ♥ Robin Williams ♥ Joaquin Phoenix

Unit 9.3 - Places of Safety for Animals

The Carthorse Protection Association is a non-profit organisation that is based in Cape

Unit 9.4 - Reading

Case Study 9.4.1

It's hard to resist those big brown eyes, that little

The National Society for the Prevention of Cruelty to

Activity 9.4.1 - Debate

Affirmative and the Negative Sides

The First Round of the Debate

The Second Round of the Debate

The topics you can choose from are as follows:

Module 10: Caring for People

Unit 10.1 - Considering Other People

Activity 10.1.1 - Discussion

In groups of 3-4 people, discuss the following:

Unit 10.2 - Considerate Communication

Jenna and Sasha have been friends since Grade 1.

Activity 10.2.2 – Communication 2

Read through the information about positive and negative communication.

Positive ways to communicate include:

Negative ways to communicate include:

 Being aggressive and rude.

Unit 10.3 - Considering Others through Acts of Kindness

South Africa has a unique word that describes considering

You can also show Ubuntu in a more formal way by:

Unit 10.4 – Reading

Case Study 10.4.1

Shayla Watson is a Grade 7 learner at Blouberg Ridge

Here is what she arranged and did:

Sixty of Shayla’s classmates joined her to make a difference in other children’s

Case Study 10.4.2

Afeefah Patel is a pupil at Robertsham Primary school. She is

Activity 10.4.1 - Ubuntu

Module 11: Nation-Building and Cultural Heritage

Nation-building is a term used to describe the process of creating a national common

South Africa is a land of many different cultures. People speak

Unit 11.1 - How do we Unify our Nation?

of South Africa’s strongest nation-building tools is the National Anthem. It combines

Nkosi sikelel' Afrika Maluphakanyisw' uphondo lwayo,

Activity 11.1.1 – The Anthem

Unit 11.2 - National Symbols

Visual National Symbols of South Africa

The National Fish is the Galjoen. This fish

The National Tree is the Real Yellowwood Tree. This tree is

The National Flower is the King Protea.

Iconic National Symbols of South Africa

Flying the flag

When the flag is displayed vertically against a wall, the

Unit 11.3 - National Celebrations

South African Human Right’s Day (21 March)