Platinum Life Skills Grade 4 Learners Book Compress

CAPS
Life Skills
Grade
4
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Le
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e r ’s B
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H. Amato • J. Calitz • K. Euston-Brown

S. Heese • L. Shaw
It is illegal to photocopy any pages from this book

without the written permission of the copyright holder.
Contents
Term 1
Study area: Personal and Social Well-being
Chapter 1: Personal strengths 4 Study area: Creative Arts

What I am good at 4
Read for enjoyment 6 Performing Arts
Using who I am to become Chapter 5: Dance, drama and music 28
a better me 8 Create rhythmic patterns 28
Identify, explore and appreciate Read rhythmic patterns 32
the strengths of others 9 Rhythm and movement 34
Drama games 36
Chapter 2: Respect for your own and Visual Arts
others’ bodies 10 Chapter 6: Appreciate and create visual art 38
Caring for your body 10 The elements of art 38
Read for enjoyment 12 Using art materials 40
Respecting your body 14 Working with clay 42
Why you respect your own and
others’ bodies 15 Formal Assessment: Personal and Social
Well-being 44
Chapter 3: Dealing with conflict 16
What causes conflict 16 Formal Assessment: Physical Education 46
How to avoid and deal with conflict 17 Creative Arts 47
Read for enjoyment 18
Study area: Physical Education
Chapter 4: Locomotion, rotation, elevation

and balance 20
Warming up and stretching 20
Rotation 22
Keeping your balance 24
Locomotion and elevation 25
Balance and elevation 26
Locomotion and rotation 27
Term 2
Study area: Personal and Social Well-being Study area: Creative Arts
Chapter 7: Emotions 50 Performing Arts

Showing what you feel 50 Chapter 12: Dance, drama and music 76
Read for enjoyment 52 Musical instruments 76
Emotions you feel 54 Improvise and create your
own musical instrument 78
Chapter 8: Working in a group 56 Sound pictures 80
Learning to work together 56 Reading music 81
How you work in a group 57 Making music together 82
Read for enjoyment 58 Plan dance movement sentences 83
Chapter 9: Bullying 60 Visual Arts

Different types of bullying 60 Chapter 13: Appreciate and create visual art 84
What you can do if you are Looking at lettering 84
being bullied 61 Making art with letters
Read for enjoyment 62 and patterns 86
Mobiles 88
Chapter 10: Children’s rights and responsibilities 64
Children’s rights 64 Formal Assessment: Personal and Social
Read for enjoyment 66 Well-being 90
Children’s responsibilities 68
Rights and responsibilities 69 Formal Assessment: Physical Education 92
Creative Arts 93
Chapter 11: Modified invasion games 70

Invasion games 70
Moving with the ball 71
Passing the ball 72
Kicking 73
Defence in invasion games 74
Indigenous invasion games 75
Term 3
Chapter 14: Cultures and moral lessons 96 Performing Arts

Different cultural groups in Chapter 18: Dance, drama and music 120
South Africa 96 Respond to words and sounds 120
Read for enjoyment 98 Moving to music 122
Menus from different cultures More musical instruments 123
in South Africa 100 Singing songs 124
Moral lessons 102 Building a drama 126
Chapter 15: Religions in South Africa 104 Visual Arts

Learn about different religions 104 Chapter 19: Appreciate and create visual art 130
Read for enjoyment 106 Animals in art 130
Places of worship and the symbols Wild or domestic animals
of different religions 108 and their environment 132
Create 3D wild or domestic
Chapter 16: Dangers in and around water 110 animals 134
Water safety at home and
Formal Assessment: Personal and Social
around swimming pools 110
Well-being 136
Safety in rivers and dams 111
Formal Assessment: Physical Education 138
Study area: Physical Education Creative Arts 139
Chapter 17: Rhythmic movements 114

Posture and rhythmic stretches 114
Rhythmic gymnastics with ribbons 115
Rhythmic gymnastics with hoops 116
Marching 117
Rhythmic gymnastics with balls 118
Aerobics 119
Term 4
Chapter 20: Traffic rules 142 Performing Arts

Traffic rules for road users 142 Chapter 25: Dance, drama and music 166
Read for enjoyment 144 Music 166
Pictures without words 168
Chapter 21: Personal and household hygiene 146 Building a drama on a
Hygiene at home 146 theme 170
Diet and dental hygiene 147 Putting it all together with
Read for enjoyment 148 sounds and songs 172
Chapter 22: Healthy environment and Visual Arts

personal health 150 Chapter 26: Appreciate and create visual art 174
Unhealthy environments 150 Looking at pictures 174
Ways to keep the Mixing colours 176
environment healthy 151 Dream catchers 178
Looking after a wetland 154 Formal Assessment: Personal and Social
Well-being 180
Chapter 23: HIV and AIDS education 156
HIV and AIDS 156 Formal Assessment: Physical Education 182
Read for enjoyment 158 Creative Arts 183

Glossary 184
Chapter 24: Athletics and swimming 160
Field athletics activities 160
Track athletics activities 162
Swimming safely 164
1 Term 1
1 3
2 4
2
Chapter 1–6
What do you know?

5
1. What things are you good at?
2. Do you like eating fruit? Do you
know why they are good for you?
3. Do you know what to do when
someone wants to fight with you?
4. How many different ways can you
roll?
5. How many different kinds of dances
do you know? Tell your partner.
6. Can you name all these colours?
Content covered in Term 1

Chapter 1: Personal strengths, Chapter 2: Respect for your own and others’
bodies, Chapter 3: Dealing with conflict, Chapter 4: Locomotion, rotation,
elevation and balance, Chapter 5: Dance, drama and music, Chapter 6:
Appreciate and create visual art, Formal Assessment
3
Chapter
1 Personal strengths
Study area What I am good at

Personal and Social Everyone is special in some way. Everyone has different
Well-being
things that they are good at. Some people are good at
spelling, singing or running fast. Other people are good
at being kind to others or looking after hurt animals.
Key words
Others are good at making or fixing things.
• special – to be
better or different ACTIVITY 1.1 What you are good at
from others
• personal strength –
what I am good at I can write I am a
neatly. good soccer
player.
1. Think about what you are already good at.

2. Think about what you are still practising to be good at.
4 Term 1 Development of the self

ActIvIty 1.2 An exciting experience
Tell a partner about something that you have achieved

or experienced because of a personal strength that you
have. Talk about what it felt like. Now listen to your
partner. Talk about what your partner is good at.
ActIvIty 1.3 Draw outlines
1. Draw an outline of both your hands on plain paper.

Cut them out.
2. In the right hand outline, write one thing that you are
good at.
3. In the left hand outline, write one thing that you are
not yet good at.
4. Attach all the right hand outlines to one section of the
classroom wall. Next to them, do the same for the left
hand outlines.
5. Talk about what is written on the outlines.
Development of the self Chapter 1 5

Read for enjoyment
Roegsana’s story
Roegsana loves cooking.
When she was a little girl
she would help her mother
in the kitchen. As Roegsana
grew older, she learnt how
to make things on her own.
First, she made popcorn,
and then she decorated
small cakes and biscuits
for her mother. One day
when her school had a cake
sale and her mother was in
hospital, Roegsana baked
some coconut and jam
biscuits all on her own. She
was very proud of them,
especially when they were
all sold.
As Roegsana grew older,

people could see that she
loved working with food
and they would ask her to
help them. Once she was
asked to make pancakes to
raise money for the school
library. She even helped
with the cooking at her
brother’s wedding.
Roegsana started earning money with her skills. People put in orders
for the things that she made. She made koeksisters for her teacher’s
birthday. She made big bags of rusks, which her mother sold at work. Their
neighbour ordered a big pot of curry, and Roegsana also made a beautiful
christening cake.

When Roegsana left school her father wanted her to go to college to learn
how to use the computer. Roegsana did not want to go to college. She
found it difficult to be interested and to do well.
One night after supper Roegsana’s father sat down with her. “Roegsana, do
you think you would like to work in an office one day?”
Roegsana stared at the mat on the floor. It was a difficult question for her to
answer.
“Roegsana” her father said, “if I said that you didn’t need to carry on at
college, what would you do to earn money?”
Roegsana looked at her father and thought for a while. “I suppose,” she
said, “I would do what I love doing, and what I am good at. I would work
with food. I would make food and sell it or cater for parties and functions”
Today, Roegsana owns her own catering company. She cooks and bakes
for functions and parties. She has a delivery vehicle and she has people
working for her. Her father is very proud of her. She used what she was
good at to do a job.

Key words Using who I am to become a
• practise – to keep better me
doing the same or
a similar thing to Each person is good at some things and not yet good in
get better at it
other things. We can use the strengths we already have
• improve – to to practise what we are not yet good at. Practising helps
get better at
something us to improve.
Read below about Glenn and his friends.

I wasn’t good at spelling.
I was actually quite bad.
I wanted to get better.
Every day at home I learnt
to spell three new words.
Sometimes my mother
would give me a test.
I am quite a good
speller now. I used
my determination
to improve.
I can run fast but I couldn’t kick a ball

very well. No one wanted me on their
team. I began to practise my kicking
together with my running. I didn’t
tell anyone I was practising. I am
much better and now I’m not always
chosen last. Being able to run fast
helped my kicking.
ActIvIty 1.4 Getting better
Think of something you would like to improve. Think

about what you can do to improve it. Can you use
something that is already a strength to help you?
Complete the worksheet your teacher will give you.

Identify, explore and appreciate
strengths of others
When we work together in a group we can help each
other with what we are good at.
I can’t draw well but I can write neatly. In

a group project I can do the writing and
someone else who can draw well, draws the
pictures. Other children in the group who
can spell well can check the spelling before I
write it neatly. I am happy that in our group
we are good at different things.
ActIvIty 1.5 Strengths of others
Think about three friends in your class. Write down

what you think they are good at. Have turns in class to
tell each other what everyone has written down. Make
sure everyone is included.

chapter
2 Respect for your own and others’bodies
Study area caring for your body

Personal and Social You need to care for your own body. You care for your
Well-being
body in different ways.
You need good food to grow healthy and strong.
You need exercise to stay fit and strong.

You need to drink clean water every day.
You need to get enough sleep every night. Your body needs to be clean.
ActIvIty 2.1 Make a collage

Key words
Work in pairs or in a group. Look at the headings on • collage – a
both pages. Find and collect pictures from magazines, collection of
pictures or words
advertisements, food labels, product labels or the about one topic or
newspaper, to match each heading. Arrange and glue idea stuck to paper
them onto paper to make a collage. Make sure that they or board
are arranged in an attractive way. They can overlap.
Write a heading ‘Caring for my body’ somewhere on the
collage. Display it in the classroom.

Read for enjoyment
care and respect for the body

Everyone loves Nurse
Thandi. Nurse Thandi is a
nursing sister. She works
in a children’s hospital
and she sees many sick
children every day. Some
children are sick with
illnesses and diseases
caused by germs. Some of
the children are not sick.
They are hurt in some
way. Some children are in
hospital because they have
been in an accident in a
car or a taxi on the road.
Sometimes they are in
hospital because they were
burnt in a fire or because
they swallowed something
poisonous. Others are
in hospital because they
have health conditions like
asthma or diabetes and
need help to get well again.
Sister Thandi thinks it is very

important for everyone to
care and respect their body.
She helps all the children’s
parents understand this.
First, she says, they have
a responsibility to keep
themselves clean. She tells
everyone there is no excuse
to be dirty.

She explains to the children’s parents why it is important to feed children
healthy food like fresh vegetables and fruit, and meat with only a little
fat and not a lot of fat. She teaches the parents about unhealthy foods
like fried food and take-aways. She tells parents they should feed their
families at home with food they make and not waste their money
buying unhealthy choices of food for their children. Many parents do
not know that lots of sugar, fizzy cool drinks and eating fried food often
is unhealthy until Nurse Thandi explains it to them and helps them to
understand this.
She tells parents to make sure their children drink lots of clean water
every day. She explains to parents that our brain, our bones, our muscles
and our blood need water every day. If we do not drink water they do not
work or develop as they should.
Nurse Thandi also makes parents tell her what time their children go to
bed at night. If it is after 9 o’clock, she tells them it is too late and that
children must get enough sleep for their brain and their body to grow
and develop properly. Some parents do not know that children must get
enough sleep.
When parents leave the

hospital with their children who
are healthy and well again,
Nurse Thandi reminds them to
exercise and have fun together.
“Remember to play some soccer
or cricket on the weekend
together!” she often says as they
leave. She knows exercise is
also important if we care for and
respect our body.

Respecting your body
Respecting your body helps you to look after it correctly.
Everyone should respect his or her body.
Don’t be friends with people who don’t respect you. Don’t hit or hurt another person.
Did you know?

Smoking is bad for
you. It can make you
sick. Don’t let anyone
tease you or force
you to smoke a
cigarette. Don’t use
or do anything that
your body could
become addicted to,
including smoking
cigarettes, sniffing
glue, drinking
alcohol or using tik
or any other drugs.
Smoking does not
make you seem
grown up. Saying ‘no’
makes you much
more grown up. Don’t take or be forced into taking anything that is bad for you.
ActIvIty 2.2 Saying No!
Key words Work with a partner. Together think of situations where

• addicted – you need to say ‘no’. Act these out with your partner.
dependent on or Practise different ways of saying no to each other.
abusing Choose one of the situations and show the class.

Why you respect your own and others’
bodies
Your body need to be cared for and respected.
Your body is still growing and needs good food, water,

exercise, enough sleep and to be kept clean to grow well.
Your body must be protected from harm by people

and by poisonous substances that you can become
addicted to.
Other people’s bodies are their own private property.

You need to respect them. You may not harm others in
any way.
You need to feel safe, loved and respected for your mind
and emotions or feelings to develop well.
ActIvIty 2.3 What is good for me
Copy the table into your workbook. Look at the words.

Write them into the table. Give a reason for your answer.
fresh fruit
no exercise water
vegetables brushing teeth
washing hair saying no to bullies
smoking
Good for me Bad for me Reason

chapter
3 Dealing with conflict
Study area What causes conflict

Personal and Social conflict occurs when people want to do the same thing
Well-being
differently or think about something in a different way.
There are many things that cause conflict.
Key words
ActIvIty 3.1 Talk about conflict
• conflict – when
someone makes us Move! Let
feel angry or hurt No, we have to do
me do it.
and we want to do it my way. My way
something back to is the best.
the person
You stole my
cell phone.
I didn’t, this cell
That’s mine.
phone is mine.
I’m NOT doing
all the washing
and drying
myself. You are
supposed to do
one of them.
1. Study the pictures above.

2. How is conflict caused in each picture?
3. Describe how you think each person is feeling.
4. Talk about other ways that people cause conflict.

How to avoid and deal with conflict
Conflict can cause unhappiness and stress. Conflict
can also be hurtful. Try to avoid conflict whenever you
can. You can avoid conflict by walking away, by not
letting others make you angry or by not answering back.
Sometimes we cannot avoid conflict. There are good
ways to deal with conflict.
talk about it
Tell the person who you are
in conflict with how you feel.
If you cannot do this, talk
about it to a friend, a family
member or another adult you
can trust.
Recognise differences
People are different from
each other and do things
differently. You can choose
to do something in a certain
way or you can learn that
there are other ways to do
things.
Stop the conflict getting

worse
If people are cross or upset,
leave the situation until
everyone is calmer. If you
can’t do this, you should
remain calm. Don’t speak if
you are upset or angry,
as this will make things
worse.

Read for enjoyment
thabo and vuyo deal with conflict

Thabo lived at home with his brother Vuyo and his mother. Vuyo was older
than he was. Their mother worked until late and she only got home after
seven o’clock each night.
Most afternoons the boys watched television. Thabo liked watching
different programmes from Vuyo. Most times he would let Vuyo choose
what he wanted to watch and then Thabo would watch something later.
One afternoon, Thabo told Vuyo that he wanted to watch a programme

about the South African cricket team. It was a documentary and everyone
at school was talking about it. Vuyo didn’t answer.
When it was time for the programme to start, Thabo switched on the
television set. Just then Vuyo came in and asked where the remote was.
Thabo said it was on the table.
Vuyo fetched it and changed the channel on the television set.
Thabo got up and shouted “Vuyo, stop it! I told you I wanted to watch this
programme and I’m going to watch it now. Leave the channel, it’s already
started.”
“Forget it, Thabo” said Vuyo. “I’m watching my programme. You shouldn’t
have told me where the remote was.”
Thabo became very angry. He jumped up from the chair. “I’m so sick and
tired of you always thinking that you are the most important person in this
house. Well, you are not! I said I was going to watch this programme and I
will and you won’t stop me. Now give me the remote.”
Vuyo was also angry. “Don’t think you can tell me what to do. You are
younger than me! I’m older. That makes me more important.”
Thabo wanted to get the remote away from Vuyo. Vuyo held it above
Thabo’s head, just out of his reach. Thabo jumped up and grabbed at
Vuyo’s arm. The remote fell out of Vuyo’s hand and crashed onto the floor.
It broke. The pieces lay on the floor and the mat.

Thabo started screaming. He was so cross with Vuyo that he didn’t know
what else to do. “I hate you, Vuyo!” he shouted as he walked out the room.
When their mother came home, she saw the broken remote.
“What happened today?” she asked.
It took a long time for her to get the whole story. When she understood
what happened she called them together and helped them talk about it.
Thabo said he always gave Vuyo a turn to watch what he wanted. He said
Vuyo didn’t do the same for him. Thabo said he had told Vuyo he wanted
to watch this programme and Vuyo didn’t say anything.
Vuyo said he could only watch at certain times of the day because he had
to work.
“Well,” said their mother. “There will be new rules in this house from today.
Each of you can watch three television programmes a week. You must plan
this between yourselves. If one of you allows the other to watch something,
then the next time, the other person must give up his programme. You will
each pay half of what it costs to buy a new remote. And you will each think
about the way you have behaved and what you said to each other today
and say sorry to each other.”
These days Thabo and Vuyo hardly

ever argue about which programmes
to watch on television. They plan
ahead what they want to watch and
they treat each other with respect.
They have learnt how to deal with
conflict.

chapter
Locomotion, rotation, elevation and
4 balance
Study area Warming up and stretching
Physical Education Physical activities teach you about what your body can
do. It helps you to keep your body healthy and toned.
Physical activity is an important part of your daily life
Safety and you should enjoy regular and varied exercise.
Never chew gum or
Before you participate in any physical activity you must
eat food while doing
physical exercise. It warm up your whole body, and then you must stretch
can make you choke. your main muscles. This will help to prevent injury during
When some people your chosen physical activity.
choke we need to
perform the Heimlich
manoeuvre!
Stretching involves gently extending your body’s main
muscles as far as possible without pain and holding that
position for about ten seconds. Count the time out so that
you don’t rush. Say ‘one Mississippi, two Mississippi’ up
to ten, and repeat three times. Remember to do both your
arms and both your legs!
Stretches you can do on your own

Stretch your hamstrings. Stretch your inner thighs.
Lean forward Let your
towards your knees fall as
feet. Keep close to the
your back ground as
straight. possible.
These are your You should Pull your feet

hamstrings. feel the towards you
stretch here. gently. Do not
lift your knees.
20 Term 1 See Teacher’s Guide for lesson details

Stretch your outer thighs. Stretch your arms and Stretch your back.
Gently pull shoulders. Lift your arms
this knee behind you
across and until you
towards feel a stretch
your hip. over the
front of your
shoulders.
Stretches you can do with a partner
Stretch your thighs. Stretch your calves.

Keep your Keep your stomach
back straight. Do not arch
muscles tight.
your back.
You
should
feel the
stretch
here.
Hold your ankle Keep your right leg Bend your left knee
behind you and pull You will feel straight behind you. but don’t push it
your heel towards a pull here. beyond your foot.
your buttock.
See Teacher’s Guide for lesson details Chapter 4 21

Key words Rotation
• rotate – to move Look at different ways you can move, or turn around,
or turn around a
central point in rotation.
Doing a forward roll

Safety
Your body weight
should never be
supported on your
head on its own.
Always use another
body part, like your
hands, to help
support and balance
your body.
Did you know?

The Heimlich
manoeuvre is a
technique used to 2. Crouch. Hands shoulder
dislodge something width apart. Hands flat
that is stuck in your 1. Stand tall. Stomach in
throat and has on the floor, fingers
caused you to choke. and back straight. facing forward.
Find out more for
homework.
4. Push with your legs

Rotate over your head 5. When your feet
3. Tuck in your chin. onto your back. touch the floor,
Place the back of your Keep some of your push up from the
head onto the floor. weight on your arms. floor and stand.

A backward roll
Follow these seven steps with a friend:
1. Start in a standing position.

2. Bend to a squat position with your arms in front.
3. Lean back slightly and lower your buttocks until they
reach the floor.
4. Roll over your back onto your shoulders.
5. Place your hands next to your shoulders with your
fingers pointing towards your shoulders.
6. Push the floor hard with your hands to straighten
your arms so you rotate your body over your head.
7. Place your feet on the floor. Push up from the floor
and stand.
A pen roll and a log roll
Look at these two pictures.
Roll on the ground with arms above Roll on the ground with arms by side
head and the body firm and straight. and the body firm and straight.
A pen roll A log roll
A sequence of movements Key words

To do a sequence of movements, do the following
• sequence – when
movements in this order: stand, forward roll, stand,
one action follows
crouch to backward roll, and finally stand. another in a
You can now create and perform a simple sequence of specific order
movements showing all four of these rotations.
You can choose the best from your individual sequences

and develop a new longer movement sequence together
with a partner.

Key words Keeping your balance
• core muscles – You will be able to balance better if you have strong core
deep muscle layers
that lie close to the muscles and well toned muscles. This will stop you from
spine and support falling over and will prevent injuries.
the body
Your teacher will explain how to do a balance scramble
with a partner.
the ten Second Mississippi Balance cards

Your teacher has the following cards.
Your teacher will hold up a card and you must balance

on that body part. Hold your balance for ten Mississippi
seconds. You must say loudly ‘one Mississippi, two
Mississippi’.
Sometimes two cards will be held up. Try to see the

different balances you can create together when you
work with a partner.
When you get very
Did you know? good, try to create a
There is a sport in balance with two of
India called you where only the
Mallakhamb that following body parts
involves the players
balancing on and can touch the floor:
around a wooden one foot and one
pole. See the picture hand!
on the right.

Locomotion and elevation Key words
Locomotion means movement. Locomotion is walking, • locomotion – the
ability to move
running, leaping, galloping, hopping, and skipping. Look at from one place to
the pictures below. These movements can be performed at another
different speeds, directions, heights and energy. See how • elevation – the
many you can do. ability to move up
off the ground
Safety
Keep your eyes open
and always look
where you are going,
even if you are
moving backwards.
Elevation is about jumps and jumping. These jumps can
be high and low or big and small.
A star jump A tuck-your-knees jump
Arms wide
Hands Head up
high
Arms around
tucked knees
Feet wide
A jump with a turn A scissor jump

Key words Balance and elevation
• static – staying You can do both static and dynamic balances. Static
still, not moving or
changing balances are positions that you hold still like a statue.
• dynamic–
Dynamic balances involve movement in a balanced way,
constant for example when you are walking along a wall.
movement, activity
or change Static balances
Complete the sequence of movements shown in the
drawings below.
Stand on one Change the level of Change the position Changing the position
foot. Hold for five your body. Hold for of your leg. Hold for of your arms. Hold for
seconds. five seconds. five seconds. five seconds.
How many different static balances can you create on

your own and then in groups?
Dynamic balances
Safety Can you do the following jumps?
Remember to bend • The Hop: take off from one foot and land on the
your knees as you same foot.
land from a jump.
This helps to absorb • The Leap: take off from one foot and land on the
the impact of other foot.
landing.
• Two foot jump: take off from two feet and land on
Complete all your
stretches before you two feet.
do any physical • One foot jump: take off from one foot and land on
activity.
two feet.
• Two-foot change jump: take off from two feet and land
on one foot.

Locomotion and rotation
There are many ways of moving and turning at the
same time. Below are some different ways to move.
1. Wriggle like a worm.

2. Crawl using 2 hands and 2 feet.
3. Crawl using 2 hands and 2 feet but your stomach must
face upwards.
4. Slide or side gallop.
5. Walk like a crab.
6. Walk on your knees.
7. Walk like a bear.
A side roll
1. Balance on your 2. Drop the left

knee. shoulder to the
floor.
3. Roll over on your 4. Back up to the

shoulders. start.

chapter
5 Dance, drama and music
Study area create rhythmic patterns

Creative Arts: Before you start any performance it is important to
Performing Arts
warm up your body. Warm ups help prevent injuries
by preparing your muscles and joints for exercise or
Key words movement. If you are going to do any movement it is
• warm up – get important to warm up. A warm up can also help you to
your body ready to concentrate. This will help you to be ready to perform.
perform
ActIvIty 5.1 Warm up to get loose
Do the Shaky-shaky
Did you know?

All performers warm
up. Dancers may do
some stretching.
Sports players warm
up their bodies.
Actors may warm up
their voices and
bodies. Musicians
also warm up their
instruments by
playing a few notes.
28 Term 1 Warm up and play

ActIvIty 5.2 Warm up to make rhythms Key words
• beat – a regular
Name Game sound
This is a game where you will clap your hands and say • rhythmic pattern –
your names in time to the beat. Here is how to play: a pattern of
sounds based on
Say your name. How many beats does it have? Some a beat, but with
variations
names have one beat, others have two, or three beats.
For example, Mpho has one beat. Dudu has two. Maria • body percussion –
making sounds
has three. Felicity has four beats. with your body, for
example clapping
1. The whole class stands in a circle.
2. Start clapping hands in a regular pattern.
3. Each person takes a turn to say her name in time to
the beat, going round the circle.
4. Leave some beats silent, in between each name.
5. As you are clapping and saying your names, listen to
the pattern that starts to happen.
In the Name Game warm up you have used your voices

and your clapping hands to create a rhythmic pattern.
Rhythmic patterns are sound patterns that go with the

beat. You can make rhythmic patterns with your bodies.
This is called body percussion. Body percussion is when
you make a sound using your body. Some examples of
body percussion are clapping your hands, clicking your
fingers or stamping your feet.
Warm up and play; Improvise and create Chapter 5 29

ActIvIty 5.3 Create rhythmic patterns using body percussion
1. Choose a friend or make a group of three if there is

someone left out.
2. Try out different ways you can make sounds using
your body.
3. Make up a short rhythmic pattern using any body
percussion you would like and ask your partner to
copy it.
4. Take turns so that your partner has a chance to make
up a rhythm.
Did you know? 5. Copy the exact rhythm your partner made using body
Music across Africa percussion.
uses percussion
instruments and 6. Now that you can do this in pairs, try it a little
body percussion. differently. Let each person have a turn to clap a
Percussion
instruments are rhythm and the whole class can clap it back.
instruments that you
hit or shake to make
ActIvIty 5.4 Create rhythm patterns using percussion
a sound. These can
be a tambourine, a instruments
triangle, a drum, or a
shaker. You can easily Try out different ways to make sounds using objects. For
make your own
percussion
example what sound happens when you bang two rulers
instrument with a together? Or when you crumple a plastic bag, or shake
pair of sticks that you your pencil case?
hit together. These
are called claves. Make your own shaker by half-filling a
plastic bottle or tin with sand or seeds
or small stones, and sealing it with a
lid so that nothing can fall out.
In pairs make up rhythmic patterns

using the percussion instruments
you have made.
African drum
30 Term 1 Improvise and create

ActIvIty 5.5 Listen to music
Close your eyes and listen to the sounds around you.

Try to name each sound.
Then listen to a recording of a piece of African music.
1. Can you identify which sounds are made by

percussion instruments?
2. How do you think the sounds are made?
3. What material do you think the instruments are
made from?
4. Which instruments make a high sound?
5. Which instruments make a low sound?
6. Which do you think are made by shaking?
7. Which do you think are made by hitting?
8. How could you make your own percussion instrument
from recycled materials?
Appreciate and reflect on Chapter 5 31

Key words Read rhythmic patterns
• crotchet – one Written music is divided into bars, which contain a
beat of a bar
certain number of beats. The time signature tells us how
• minim – two beats
of a bar
many beats there are in each bar. For example in 4/4 time
there are four beats in each bar, and in 3/4 time there are
• rest – a silent beat
three beats in each bar.
In written music, these numbers are written at the beginning of the

song. These are called time signatures.
A crotchet is the symbol for a sound that lasts for one of
these beats. A minim is the symbol for a sound that lasts
for two of these beats. We also have silent beats. These
are called rests.
2 counts minim stand still
1 count crotchet walk
crotchet
1 count shh
rest
2 counts minim rest shh – hhh
These are the music notes you will use in this lesson.
32 Term 1 Read, interpret and perform

ActIvIty 5.6 Reading rhythms using body percussion Key words
• unison – all
1. Count and clap in 4/4 time (1,2,3,4). Make the first beat singing the same
louder. Then clap in 3/4 time (1,2,3), also making the song together.
first beat louder. Then do the same in 2/4 time (1,2).
2. Clap rhythmic patterns and say taa (for a crotchet) or
taa-aa (for a minim.) When there is a rest say saa, and
hold your hands apart instead of a clap.
minim crotchet minim crotchet

rest rest
3. Repeat, but this time instead of clapping, use the

percussion instruments you made, or beat on the desk.
ActIvIty 5.7 Voice warm up
Before you start singing you need to warm up your

voices as well. You can do this by humming.
Hum louder each time you hum.
the humming bird poem

I’m a little humming bird, hum, hum, hum.
All I do is fly around, hum, hum, hum.
Can you see my little wings, hum, hum, hum.
They are beating very fast, they hum, hum, hum.
ActIvIty 5.8 Singing together
Your teacher will teach you two songs. The whole class
is going to sing these together. This is called singing in
unison. Sing the songs, and accompany them with your
percussion instruments.
Warm up and play; Read, interpret and perform Chapter 5 33

Key words Rhythm and movement
• personal space – People often respond to music by wanting to dance. In
the space around
your body Africa, music and movement go together. People dance at
• strenuous –
parties, weddings, special occasions, or just to relax.
requiring a lot of
effort and exertion
ActIvIty 5.9 Warming-up
• spine – the line
of bones from
your neck to your 1. Your teacher will show you how to breathe and stretch
bottom in your personal space.
• travelling –
moving in different 2. Warming up is very important before strenuous
directions activities.
3. Now you will learn how to curl your spine:
• Stand with your arms relaxed next to your body
and your feet parallel.
• Bend your knees slightly, and let your chin drop
forward towards your chest.
• Let your head relax and feel heavy.
• Let your head go down slowly, pulling your upper
body over until you are bent double and your
hands are hanging almost to the floor.
• Slowly stand up, first lifting your hips, then your
tummy and chest and last of all your head.
• Stand up straight.
• Repeat.
Your spine is a
very important
part of your body. ActIvIty 5.10 travelling and freezing in time to a beat
Musical Statues
Stand in a space in the classroom.
When the music plays move around in time to the music.
Make sure that you don’t bump into anyone.
When the music stops, freeze!

ActIvIty 5.11 Walk, run and skip to rhythmic patterns using Key words
body percussion • general space –
the space shared
While your teacher creates rhythmic patterns on her by everyone
drum, move freely around the general space. Listen to • prop – something
the beat, and walk, run, or skip. Join in with your own that you wear
or use while
body percussion. performing
• Walk freely around the general space, in time • improvise – make
to a clapping beat. Stretch high as you walk – up something as
try to touch the ceiling! you go
• movement
• Walk backwards. sentence – a series
• Run to the running beat. of movements one
after the other,
• Pat your knees as you run. usually flowing
• Then create a skipping beat, smoothly
and skip.
• Skip sideways.
• Twist from side to side as you skip.
• Jump like frogs.
• Fly like birds.
• Sway like trees in the wind.
• Gallop like horses.
• Crawl like ants.
• Slither like snakes.
• Roll across the room.
• Lie flat and relax, breathing deeply.
• Stretch your arms and your legs as you lie flat.
• Relax.
ActIvIty 5.12 Using props with movement
You can use a prop to make a dance movement more

interesting and alive.
• Work in groups of four.
• Choose a prop from the selection in the classroom,
and improvise a movement sentence using your prop.
• Practise it, and perform it for the class. Each group
has a turn.
Improvise and create Chapter 5 35

Key words Drama games
• mime – a Props can be used in drama as well as in dance. They
performance
technique that can be big or small. They can be real things, or they
suggests an could be things that you pretend are something else. For
action, character example, you could pretend that a pencil-case is a cell-
or emotion using
only movement
phone, and act with it (pretend to hear it ring, pick it up
and gesture, but and talk into it.) It is fun to do this. You need to be able
not words. to keep imagining that your prop is something different
• concentration – from what you can see.
thinking one thing
and nothing else
A mime artist acts out a story through body movements

and expressions. They never use words. Sometimes
mimes will act on the streets of cities. They will hold a
pose still for a long time and become mime statues.
ActIvIty 5.13 Games for concentration and creativity
When you perform you need to concentrate and not get

distracted. Here are games to help you focus and
concentrate. First, you will listen to two stories read out by
your teacher. Listen carefully and do the actions in the story.
Statues
Then, find a space in the classroom. Stand in a comfortable
position. You are going to pretend to be a statue. You have
to keep very still. If you move you are out!
36 Term 1 Warm up and play; Read, interpret and perform

ActIvIty 5.14 Let’s pretend
Find some ordinary things in your classroom, such as

a book, a ruler, a table. Think about how you could use
each one as a prop. Use your imagination!
ActIvIty 5.15 Use a prop as a character
Select a prop, and choose a partner.
Take turns to discuss your props. Think about the

following questions:
• What sort of person or animal could it be?
• How would it move?
• How would it speak?
Practise making your character move and speak.

With your partner, make a short scene in which the two
characters talk to each other.
Perform your scene for the class.
ActIvIty 5.16 Reflect on what you have learnt this term
What I enjoyed doing, and why:
What I found challenging, and why :
Read, interpret and perform Chapter 5 37

chapter
6 Appreciate and create visual art
Study area the elements of art

Creative Arts: When you speak or write you use words, sentences and
Visual Arts
the volume of your voice to say what you want.
Key words Artists also use a special language to express their ideas
• tone – whether through art. They use lines, tones, textures, shapes,
something is light space, and colours. These are called elements of art.
or dark
• texture – the Artists use elements that contrast to make the art strong
feeling of the and interesting. For example by putting dark shapes next
surface, such as to light shapes, rough textures next to smooth textures or
soft, hard, rough
something red next to something green.
• contrast - when
you have things
that are very
different next to
each other, for
example, a light
tone next to a dark
tone
Did you know?

The Rain Queen lives
in Limpopo, near
Tzaneen. Many
people believe that
she can make the
rain come. When she
dies, another Rain
Queen will be
appointed.
This sculpture is called The Rain Queen’s Memory by Phanuel Mabaso.

The light shining on the sculpture creates light parts and darker
shadows. There is also a contrast between the smooth texture of the
skin and the rougher textures of the clothes and beadwork.
38 Term 1 Visual literacy

ActIvIty 6.1 Looking at the artworks
Dark tone
Light tone
In this painting, The Song of the Pick by Gerard Sekoto, the strong
active legs of the workers contrast with the thin inactive legs of the
man watching them.
Look at the painting above and answer the questions
with a partner.
1. What is happening in the picture?

2. What is the feeling of the picture? Do you think it is
happy, sad, lively, slow or calm? Give reasons for
your answer.
3. Make up your own title for the picture.
4. Can you see where the artist has used the following
elements of art?
a) Line – Trace your finger along some of the lines.
b) Tone – Can you find areas of light and dark next to
each other? What do they show?
c) Texture – What different textures has the artist tried
to show?
d) Shape – Can you identify big shapes and small
shapes?Are there any shapes in front of others?
e) Space – Can you point to the spaces around the
people?
f) Colour – What colours can you see? Which is the
darkest colour? Which is the lightest colour?
Visual literacy Chapter 6 39

Key words Using art materials
• primary colours – Drawing and using colour
three colours that
cannot be made
Lines can be curvy, straight, zigzag, long, short, broken,
by mixing other bold or gentle. You can use lines to make shapes.
colours
• secondary
Lines can be used to show feelings. You can make lines
colours – colours that are peaceful and calm. You can also make lines that
that are made are bouncy and happy, or lines that are violent.
by mixing two
primary colours In art you can make actual textures that you can feel, for
together
example rough or smooth textures on a clay sculpture,
or you can draw or paint textures so that they look rough
even though if you feel it is flat and smooth.
Primary colours are pure colours that you can’t get by

mixing others. The primary colours are red, yellow,
and blue.
Secondary colours are colours that are made by mixing

two primary colours. For example, red + yellow = orange.
yellow + blue = green, blue + red = purple.
ActIvIty 6.2 Having fun making marks
You will need: 2B or 3B pencils, charcoal, oil pastels, tempera

paint, paintbrushes, jar of water, blank A4 paper, newspaper
1. Make as many different kinds of lines as you can with

each material.
2. Pretend you are different animals leaving a mark on
the page. For example what sort of mark would a
spider leave? What mark would an elephant leave?
3. Draw different textures such as: rough, smooth; hairy,
sandy.
4. Draw emotions using line and tone. Draw an angry
line, sad line, happy line and confused line.
40 Term 1 Create in 2D
Drawing your family
A family is a group of
people who have certain
things in common. They
are often related to each
other, either by being
married, or through
having children. But it
is not always like this. If
someone’s parents have
died, the children may
join a neighbouring
family, or they might
live on their own, with
the oldest child looking A Wedding in Soweto by Tommy Motswai
after them.
ActIvIty 6.3 Drawing a picture of your family
You will need: 2B or 3B pencils, charcoal, coloured ink, oil

pastels, tempera paint, paintbrushes, jar of water, blank
A4 paper, newspaper
On your own, think about the following questions:
1. How many people are there in your family? What

Tips for tools
tasks or responsibilities do they each have?
If you have used
2. What does your family like to do during the weekends? crayons or oil pastels,
you could paint over
3. Draw a picture of you and your family. Fill the whole your drawing, using
page with your drawing and show lots of detail. Use watery paints or inks.
The crayons or oil
primary colours and secondary colours.
pastels will shine
4. When you have finished, take turns to tell each other through.
about your picture.
Create in 2D Chapter 6 41
Key words Working with clay
• wedge – banging All over the world, for
and squeezing clay
so that air bubbles thousands of years, people
are forced out have made things from clay.
• earthenware clay – They have made clay pots
type of clay or mud for cooking or storing food.
• sculpture – a They have made cups, bowls,
three-dimensional plates and flowerpots. They
artwork created
out of stone, clay, have also made people and
wood, metal, or animals from clay.
any other material
ActIvIty 6.4 How to wedge clay
Throw your ball of clay down hard. Knead the clay with
both hands. Cut the clay in half with a nylon thread to
see if there are any air bubbles in the ball of clay. Repeat
until there are no air bubbles.
ActIvIty 6.5 Make a person out of clay
You will need: earthenware clay, newspaper, sharp stick,

feather
1. You will make a clay sculpture of yourself or one of the
members of your family. If you have time you could
make sculptures of all the members of your family.
2. Remember that the sculpture will be made of soft
clay, so the base has to be strong in order to support
How to wedge clay. the rest. Look at the sculpture of the Rain Queen on
page 38. See how the base of the sculpture is solid.
3. Wedge your clay ball. This will remove any air
bubbles in the clay.
4. Make a model of yourself or a member of your family.
You can make your figure by pulling out and shaping
bits of the ball of clay.
5. Look at your sculpture continually from all sides as
you work.
6. If you are not sure of, for example, the length of arms
Did you know?
compared to the main body, then ask a friend to pose
When clay is dry it
for you. can easily be broken.
To make a clay
7. Add texture or designs to your sculpture by scratching object strong and
or pricking with a small stick, or by pressing the waterproof, it is
feather into the clay’s surface. ‘baked’ in very high
heat. This is called
8. When your sculpture is complete, put it safely on a firing. Clay can be
fired in an oven
shelf and cover it with a piece of plastic, so that it can called a kiln, or in a
dry slowly. The clay will become hard. covered fire in a hole
in the ground.
A woman firing pots using a traditional open fire.

Examples of clay figures made by learners.
ActIvIty 6.6 Reflect on what you have done this term
Look at the two pieces of artwork you have completed

this term. Copy the following headings and complete.
Title of my work:
Materials I used:
What I like about my artwork:
What I enjoyed doing:
What I found difficult:
time:
What I would do differently next
Formal Assessment Personal and Social Well-being
Assignment: conflict
Section A
1. Answer True or False.
a) Everyone is special in some way.
b) Everyone is good at the same things.
c) I can use my strengths to help me strengthen my weaknesses.
d) If I am not good at something I will never be good at it.
e) Not everyone is good at the same things. (5)
2. Complete the sentences to show some ways we respect and care
for our bodies.
a) We need _____________ to grow healthy and strong.
b) We need ______________ to stay fit and strong.
c) We need to get enough _____________ every night.
d) We respect our body by choosing not to ________________.
e) We respect other people’s bodies by not ___________ or
__________ them. (5)
3. List two ways you can avoid conflict.
4. List three good ways you can deal with conflict. (5)
44 Term 1
Section B
Read the letter below. Write an answer to the writer of the letter. Use the
information on page 17 to help you.
Use the criteria below to plan what to write.
Dear Sam
e ha ve on ly on e bathro om at home. Whenever I am
W
times my father or
in the bath my brother or some
want something in the
my mother just walks in if they
d angry. I tell them they
bathroom. I get embarrassed an
need things that are in
must get out but they say they
to me.
the bathroom. They don’t listen
What must I do?
Nandi
criteria Mark
The answer to the letter is addressed to Nandi 1
The answer to the letter addresses the problem 2
Strategies to deal with conflict have been used and applied in the answer 3
The answer includes practical ways to deal with the conflict 4
The response is neatly set out 2
Words are spelt correctly 3
tOtAL 15
Formal Assessment: Assignment

Term test 45
Formal Assessment Physical Education
Performance sequence
During your Physical Education lessons your individual, pair and group
movements will be assessed. Your sequences will contain rotations,
locomotion, balance and elevations. Your teacher will give you clear
guidelines.
Your sequences should always have:

• a good start and a clear end,
• a variety of rotation, locomotion, balance and elevation movements,
• changes in speed, levels and direction, and
• linking movements that are smooth and continuous.
Rubric for assessing performance sequence

Level and marks
Limited Adequate Proficient Excellent
Outcome of Your movement Your movement Efficient, effective Exceptional
movement performance performance and appropriate level of skill;
performance needs much needs some movements. Most movements
attention and attention, movements are always produce
practice. A few refinement and included. the desired
movements and practice. Some outcome.
requirements movements
missing. missing.
(0–1 mark) (2–3 marks) (4 marks) (5 marks)
Participation
Each term you will also be assessed on how often you participate in your
Physical Education lessons.
Rubric for assessing frequency of participation

Level/Marks
0–20% 21–50% 51–75% 76–100%
Frequency of participation
(0–4 marks) (5–10 marks) (11–15 marks) (16–20 marks)
46 Term 1
Formal Assessment Creative Arts
Performing Arts: Dance and Music

Do you remember using a prop with dance movement (Activity 5.12 on page 35)?
For your formal assessment task you will use a prop with movement and
with body percussion as well. Work in groups of four. You will be assessed
individually.
Rubric for assessing Performing Arts task

Level and marks
criteria
The learner participated with enthusiasm and
0–4 5–6 7–8 9–10
commitment
The learner was able to plan and perform a
0–4 5–6 7–8 9–10
variety of movements with props
The learner was able to contribute to the body
0–4 5–6 7–8 9–10
percussion accompanying the movements
The learner showed creativity and confidence 0–4 5–6 7–8 9–10
TOTAL
visual Arts: Drawing

For your formal assessment task you will be assessed on your drawing of your
family (Activity 6.3 on page 41).
Rubric for assessing visual Arts task

criteria Limited Adequate Proficient Excellent
The learner used space well and filled the page 0–4 5–6 7–8 9–10
The learner included lots of interesting details 0–4 5–6 7–8 9–10
The learner used a variety of colours and
0–4 5–6 7–8 9–10
applied them well
The learner was able to talk to a friend about
0–4 5–6 7–8 9–10
the drawing
TOTAL
Formal Assessment 47
2 Term 2
1 4
RIGHTS TIES
RESPONSIBILI
48
Chapter 7–13
What do you know?

6
1. What emotion do you think this
person is feeling?
2. Do you find it easier to work in a
group, or to work on your own?
3. Do you know what to do when you
see someone being bullied?
4. Do you know your rights? And
can you balance each right with a
responsibility?
5. Can you think of how many sports
use balls? Discuss this with a
partner.
6. You bang a drum to make a sound.
Can you think of any other ways
of banging or shaking something
7 to make a sound? Discuss with a
partner.
7. Have you ever made a mobile?

Chapter 7: Emotions, Chapter 8: Working in a group, Chapter 9: Bullying,
Chapter 10: Children’s rights and responsibilities, Chapter 11: Modified invasion
games, Chapter 12: Dance, drama and music, Chapter 13: Appreciate and create
visual art, Formal Assessment
49
Chapter
7 Emotions
Study area Showing what you feel

Personal and Social We all feel different feelings and emotions. We don’t
Well-being
always know what a feeling is called or what we should
do when we feel them.
Key words ACTiviTy 7.1 Looking at emotions
• emotions – what
we feel Look at the pictures and answer the questions.
1. What do you think the teacher is saying to the boy,

and what is he feeling?
2. What do you think the boy is feeling while the teacher
is speaking to him, and what does he do?
3. How do you think the teacher and the boy feel after he
has slammed the door?
4. How do you think the other children in the class feel?

ACTiviTy 7.2 How emotions affect others
Look at the picture and answer the questions.
1. How is the mother of the child feeling? What do you

think she is saying to the driver of the car?
2. How is the driver feeling and what do you think he is
saying?
3. Look at the other people in the picture. How do you
think each of them is feeling?
4. What do you think they are saying?
5. What would you do if you were the girl’s mother?

Read for enjoyment
Mark talks about his feelings

Mark and Thabo were good friends. They were actually best
friends.
They lived near to each other and were in the same class at
school. Although they had other friends at school, they mostly
played together. After school they always walked home with
each other.
One day Mark met Thabo on the corner where he had been
waiting for him. Mark was very quiet and straightaway Thabo
knew that something was wrong.
“What’s happened?” Thabo asked.
“My father’s not going to live with us anymore,” Mark

answered.
“He’s leaving our house and going to live somewhere else.”
“Will you ever see him again?” asked Thabo, hardly able to
believe what he had heard.
“He said he will, but he’s not telling us when,” said Mark. “My
mother’s crying and doesn’t want to talk to him. Or to us.”
Mark started crying. Right there on the corner, Thabo felt sorry
for him. He put his arm around his shoulder.
“Don’t worry, Mark, maybe he’ll come back,” Thabo started

saying.
“He won’t. I know he won’t. And my mother said that if my dad

goes, we won’t be able to stay here anymore and we will have
to move. And so I won’t be able to see you anymore”.

When Mark told Thabo this, he started sobbing. Thabo felt like
crying too. He kept on swallowing to get the feeling out of his
throat. But it wouldn’t go away.
“Will you really have to move?” he whispered. Mark nodded his

head. “That’s what I heard my mother say.”

Emotions you feel
Read about different emotions we feel.
Anger
You become angry when your happiness is threatened
and when you stop feeling safe. You may become angry
when your feelings are hurt or when you think something is
unfair. Learn to cope with anger in the best way you can.
What to do when we feel angry

• Count up to ten slowly before you decide what to do.
• Kick a ball, go for a run, or dance until you are tired.
• Clean your room, wash the windows or do some
studying. Hard work is a good way to get rid of anger.
• Try to stop thinking about how angry you are.
• Talk to someone about how you feel.
• Realise that anger is a natural emotion and that we all
feel it.
Love
Love is an emotion that makes people happy. You love
people and things that give you happiness and make you
feel safe.

Fear Key words
You are afraid of things that scare you, give you pain or
• anxious – feeling
make you feel unsafe. Sometimes what you fear is real. worried, uncertain
Sometimes it is what you imagine. When you are afraid or nervous
of something you can either face up to it or run away
from it.
Face up to fear
If you are scared of writing a test, you need to face up to
the fear. If you pretend you are sick and stay home, you
are not learning to face up to what you are afraid of.
Run away from fear

Sometimes you need to run away. If someone is following
you or wants to hurt you, you need to run away.
What to do
If you are afraid, try talking to an adult that you trust.
Older people have more experience with problems and
can often sort them out.
Anxiety
Feeling anxious is being a little nervous and afraid.
The feeling of anxiety usually stops when what we are
worried about goes away.
ACTiviTy 7.3 An emotion I have experienced
Talk about a time when you have felt any of these

emotions. What did it feel like? What happened. What
did you do?

Chapter
8 Working in a group
Study area Learning to work together

Personal and Social Different people are good at different things. When we
Well-being
work in groups we can work together to help each other
finish a task.
Key words
• project – a ACTiviTy 8.1 Create a group project
planned task that
normally involves Work in a group to create a project.
more than one
person 1. Decide how many people should be in
your group.
2. Choose a person you would like to know
more about. It can be a sportsperson, an
artist, a musician, someone who has
invented something long ago or recently,
or someone who is well known in South
Africa. You can choose someone
who is no longer alive. The group
must agree on one person.
3. Find as much information about that
person as you can. You can look in
magazines, newspapers, the school
Project tips library, or the community library to
• Include pictures
find information.
you can find or
4. Display this information on an A3 size
draw to make
your project more (or bigger) piece of paper or card. (A3 is
interesting. double A4 size).
• Check your
spelling.
5. Explain why the group chose that person.
• Write neatly.
• Set out the
information so
that it is easy to
read.
• Finish it on time.

How you work in a group
ACTiviTy 8.2 Assess how you worked in your group
Answer the questions below. Discuss the answers

together in class.
1. What did you find difficult about doing the project in

a group?
2. What was easier for you because you were working in
a group?
3. Do you work together with a brother or sister at
home?
4. Does working together make a job easier or more
difficult for you?
5. When the group was not working well together, what
helped to make it easier?

Read for enjoyment
Working in a group
Ben enjoys working in a group. Ben is a good leader. He makes sure

everyone has a turn to speak. He asks quiet people in the group what they
think instead of ignoring them. If someone in the group talks a lot, he tells
them to give others a turn.
Ben keeps on reminding the group what they should be discussing or

doing. This helps them to focus on getting the task done.
Sometimes people disagree about something to do with the task. Ben lets
each person explain what they think and makes sure everyone listens.
Sometimes when the group does this, they realise that they actually agree.
Then, after listening to each person, the group can decide on what they
want to do.
Ben makes sure that all the different parts of the task are shared equally
amongst the group. If one person in the group can draw well, then they
use what they are good at to contribute to the group task. If another person
writes neatly, then they get the job of writing up the information for the
task. Even if someone is not good at one particular thing, everyone in
the group gets a part of the task to do. This makes it easier for everyone
because then each person doesn’t have to do the whole task on their own.
That is what Peter doesn’t like. He likes to decide things for himself. He
does not like working in a group and listening to what everyone in the
group has to say. In a group Peter does not always get his own way. He
finds this very difficult. He prefers to do all the work himself rather than
share the work with others in a group.

Chapter
9 Bullying
Study area Different types of bullying

Personal and Social Bullying can show itself in different ways. What is bullying?
Well-being
Key words
• bully – a person
who threatens,
hurts or picks on
others
It’s people hurting

you by saying
horrible things
It’s when someone
about you.
punches or hurts you,
like pulling your hair
for no reason.
It’s when someone It’s when there’s

takes something someone that
from you. everyone else is
frightened of.
is this bullying?
1. Someone knocks your lunch off the table by mistake.
2. You feel someone pinch you, but when you turn
around the people standing behind you say that they
know nothing about it.
3. Someone keeps on telling you that you are stupid.

What you can do if you are being bullied
There are many different ways to deal with bullies. Which
do you think is the best?
ignore them
If you don’t react, they may lose interest in you.
Walk away
You can’t bully someone who is not there.
Don’t fight back
It’s not worth fighting back.
Be prepared
If you know there’s a certain thing about you that the
bully usually attacks, have a reply ready.
Avoid the situation
If there’s a place where the bully usually corners you,
stay away from it.
Stay in a group
Try not to be on your own too much. Bullies like to pick
on people who have no one to help them.
Don’t show that you are afraid
If you act confident, people often believe what they see.
Keep a record
If you are always being picked on, keep a diary of it. It
will make it easier to prove what’s been happening.
Tell someone
This is important. Tell someone what is going on. It could
be your parents, a teacher or a friend. You could also
phone CHILDLINE on 08000 55555.
ACTiviTy 9.1 How to help someone else
Have a class discussion about what kinds of bullying

happens at school, and what each person could do to
stop it. Help someone if you see them being bullied.

Read for enjoyment
Motse’s story about bullying

Motse went to a boarding school. That meant he slept the night at school.
He came home for all the school holidays and for one weekend in the term.
He was at school for all the other school days and weekends.
Motse had been at boarding school for almost a year. He was always
being bullied by one of the older boys. When he told his parents about
it, his father just laughed and said that he remembered being bullied at
school too.
He told Motse not to be a baby and said that it would stop when he moved
into the next grade.
Motse felt really miserable. He couldn’t get away from the bullying. His
parents didn’t even take the problem seriously. It seemed they almost
expected it.

At Motse’s school all the boys have one special teacher who they can talk
to about their problems. Motse’s teacher was Mr Nel. Motse didn’t really
want to speak to him about the bullying, in case the bullies found out, but
eventually he decided it was his only hope.
Mr Nel was very concerned. Motse told him when and how he was being
bullied. Mr Nel decided to act. He pretended that he was just walking past
a place at the exact same time that the bullying was happening. He caught
the bullies hurting Motse. He was able to deal with the bullying in a way
that didn’t make it look as though it was Motse who had said anything.
Motse is glad he told Mr Nel. The bullies do not bother him anymore.

Chapter
10 Children’s rights and responsibilities
Study area Children’s rights

Personal and Social Children are protected in a special way in South Africa’s
Well-being
Constitution.
I have nowhere
Key words to live.
• rights – something
that the law allows
people to do Children have the right to family
care, or to other care if the child
is removed from his or her family.
Children need love and security.
It feels good to
have a full tummy!
They have the right to food,
shelter and health care.
I’ve been beaten

at school.
Children should not be hurt

by what people say, nor
should they be beaten, nor
sexually abused.
And we
need to go
to school.
Children should not
be forced to do an
adult’s work.
64 Term 2 Social responsibility

ACTiviTy 10.1 The Bill of Rights Key words
• nutrition –
nourishment or
food
• maltreatment –
mistreatment,
cruelty or harm
ghts • nationality – the
il l of Ri
The B the rig
ht:
from country you were
c h il d has t io nality
Ever y
e a n d n a born in
a nam re,
• to tal ca
bir t h
r e o r paren tive • responsibility –
ca rna
family priate alte m the something that
• to a p p ro e d fro
or t o remo v
h e n t you have a duty
care w nvironmen r, hea
lth
family
e
io n, shelte rvices to do
nutr it cial s e
basic nd so
• to s e rv ices a
care from use
tected ct, ab
t o be pro ent, negle
• eatm
maltr ion
radat
or g d e m
ed fro ractices.
b e p rotect o u rp
• to b
lo it a tive la
exp n.
ucatio
an ed
• to
Answer the questions.
1. Look at the Bill of Rights above. Match the rights with

the pictures on page 64.
2. What nationality are you?
3. Do you think that our Constitution or the laws of the
land protect the rights of children?
4. Are any of these rights not being protected in your
life? Can you change that? How?
5. Can you have rights without responsibilities?
6. What responsibilities do you think children have?
7. Work with a partner. Look at the Bill of Rights for
children. Write down one responsibility that comes
with each right.
Social responsibility Chapter 10 65

Read for enjoyment
Lebo learns that having rights means having

responsibilities
Lebo enjoyed life very much. He lived with his mother and he had many
friends.
One day Lebo had a cold and went to the clinic. The doctor gave him
some tablets and medicine for his cough. Lebo remembered the medicine
from the last time he was there. It tasted terrible! When his mother wasn’t
looking, he threw it in the bin.
That afternoon he was playing with a new friend. He was

having such a nice time that he didn’t feel like going home.
When he got home at half past eight his mother was very
worried. She was nearly crying.
‘Where have you been?’ she asked, ‘I have been so worried

about you. I asked your grandfather to ask at the police
station if there had been an accident somewhere. You are
very irresponsible!’
On his way to school the next morning, he passed a tap that

had not been closed properly. It was dripping fast and there
was a big pool of water on the ground.
‘It’s not my problem,’ he said, and walked on. That afternoon, on his way
from school he saw that he still had the sandwich his mother had made for
him. He took it out of his bag and threw it on the pavement.
Just then, he saw his grandfather. He straightened up. His grandfather

could be a bit strict.
His grandfather asked him to sit on the bench with him. His grandfather
explained that he had been watching Lebo and he wanted to tell him
something very important. He explained that long ago, South Africa did
not have a Constitution that looked after children’s rights. He told Lebo that
it was different today, but it seemed that Lebo was not being responsible
with these rights.

Lebo asked him what he meant.
The grandfather explained that Lebo had a right

to family care and food, but he was not being
responsible with that right. He didn’t tell his
mother where he was going, he came back
much later than he should have, and he threw
away the lunch that she had made.
The grandfather explained that someone told

him that Lebo had thrown away the clinic
medicine. “You have a right to health care
Lebo, but your responsibility is to take your
medicine. That medicine could have been
given to someone else.”
The grandfather told Lebo that he saw him

walk past the dripping tap. “Water to drink
and food to eat are rights or privileges that
you have. But you do not deserve them,
because you are not responsible with them.
You left the tap to run, and this not only
wastes water but means that others will
not have water to drink,” his grandfather
explained.
“Now I want to see a change

in you Lebo. I want to see you
appreciating all these wonderful
privileges that are for you, and
to be responsible with them. Will
you do that?”
Lebo was feeling very ashamed. He knew his grandfather

was right. He was not responsible with the rights he had.
“I understand now,” he said. “I will value the rights

I have and I will be responsible with them.”

Children’s responsibilities
We know that children are protected in a special way
in South Africa’s Constitution. With these rights come
responsibilities.
ACTiviTy 10.2 Abuse of children’s rights
Children’s rights or privileges are being abused in some

of the pictures below. In other pictures, children are not
being responsible with their rights.
Look at each picture. Match each picture to a right.

I don’t know
why I have such
a horrible and
disgusting child.
I hate you!
I want all these packets put

into the boxes before you can
go home tonight. And because
you took so long to do it, I’m
not paying you.

Rights and responsibilities
The Constitution gives us many rights and privileges.
With these rights come responsibilities.
ACTiviTy 10.3 Looking at our responsibilities
Read the two rights in the frames below. Work out the
responsibilities that go with each right. Complete the
sentences.
Rights Responsibilities
• I must ______ my homework.
• I must ______ on time for school.
I have the right to • I must ___________ ___________ my books.
go to school. • I must _______________ in class.
• I must __________ other learners who are
struggling.
Rights Responsibilities
• I must __________ my space neat and tidy.
• I must _______________ please and thank you.
I have the right to
• I must _________________________ my things.
love and security.
• I must _____________ to my caretakers.
• I must________ my caretakers where I am going.
• I must ___________ with household duties.

Chapter
11 Modified invasion games
Study area invasion games

Physical Education When you play invasion games your aim is to invade
your opponent’s area, in order to score. Your opponents
Key words try to defend their area from being invaded. During this
• invasion games –
term you will learn techniques to dodge, block, defend,
where each pass and kick in different sports.
team scores by
‘invading’ the
other team’s
territory
• opponents – the
people or team
that you are
playing against
• defenders – the
people on the
other team that are In netball players dodge to get In rugby, players run forwards
trying to stop you free and move forward to receive to receive a backwards pass and
from scoring a pass and defenders try to defenders tackle them.
intercept the ball.
In soccer players dribble the ball and move forward and the defenders
try to intercept the ball.
Attackers must find methods to get through and
defenders must develop techniques to protect their areas.

Moving with the ball
Safety
You will learn to kick, carry, dribble and bounce the Always keep your
ball while moving with the ball. head up and watch
where you are going.
Practise your ball skills Especially when you
are dribbling with
your feet or bouncing
with your hands.
Dribbling with a soccer ball. Running with a rugby ball.
Bouncing a basketball.

Passing the ball
When playing invasion games, you pass the ball in the
following way:
• Pass a ball, to a team player in the opposing team’s
area, and
• Pass the ball within your team and enter the opposing
team’s area.
Look at the pictures below to see how to pass a ball

correctly.
Passing a netball.
Passing a rugby ball.

Kicking
In invasion games you can kick a ball past or over your
opponents to a team player who is in the opposing team’s area.
Look at this picture. Can you do

this with two of your classmates?
One should kick and the other
two run forwards to fetch the
ball.
Kicking a rugby ball.
Can you do this with two of your

classmates? One kicks the ball
into the air and into free space.
Kicking a soccer ball into the air.
Can you do this with two of your

classmates? One kicks the ball
along the ground, and the other
two run forwards to control and
continue to dribble.
Kicking a soccer ball along the ground.

Defence in invasion games
Look at the pictures showing how to defend. Practice
them with a friend.
3m
Defending a netball player who is Defending a netball player who is

trying to receive a pass. trying to pass the ball.
Safety
Remember none of Defend and attack.
these sports is a
contact sport. You
need to control your You must try and get the ball from your opponent. You
body movement so cannot trip someone. Look at the pictures above. Notice
that you do not touch
or hurt another player. how the defender is standing. The defender must be able
to move very easily and quickly.

indigenous invasion games
This game is played by some communities within South
Africa. Can you play it with your classmates?
Dibeke is a running ball game played by two teams. The

attacking team kicks the ball from an enclosed area away
from or over the defenders, while the defenders try to
collect the ball. The kicker must then run across the field
to their safe area.
The team with the ball passes it between them and have
to move the ball down the entire length of the field.
They score if they get the ball to their player in their
area on the other side of the field. However, if one of the
defenders tags an attacker with the ball, that player is
out. When all the attackers are out, the defenders have a
chance to try and score.

Chapter
Study area Musical instruments

Creative Arts: Musical instruments have been made from all sorts of
Performing Arts
materials throughout history to make different types
of sounds. There are many different kinds of musical
Key words instruments.
• pitch – how high
or low a note is
Types of musical instruments
Instruments are put into groups depending on how their
• melodies – tunes
made from a sound is made.
sequence of notes
Percussion instruments are hit or shaken to make a
sound. Wind instruments are blown to make a sound.
String instruments have strings that are plucked to make
a range of noises.
Some instruments produce sounds that are all the same

pitch, for example shakers or drums. Some instruments
can produce sounds of different pitches (sounds that
are higher or lower), for example, the guitar, a piano,
or a flute. You can play melodies on these kinds of
instruments.
These musicians are playing traditional African instruments.

ACTiviTy 12.1 Warm up – Waking up
Find a space where you can lie down on the floor. Make
yourself comfortable and pretend that you are fast asleep.
Listen to your teacher’s instructions for warming up.
ACTiviTy 12.2 Listen to some African musical instruments.
1. Your teacher will play some African

music instruments for you. Listen
to each one carefully.
2. Can you tell which instruments
belong to which groups?
3. You will hear a piece of music that
uses several African instruments.
a) How does the music make
you feel?
b) Can you sing any of the melodies?
c) Can you identify any of the Some more traditional African instruments.
instruments?
ACTiviTy 12.3 What have you learnt about musical instruments?
Copy the table below, and fill in the names of some of the
instruments that you have heard today. Then fill in the
details in the other three columns.
Name the instrument. What does it look like? How is the sound What pitch does the
Draw the instrument. made? Do you blow, hit instrument have? Does
or shake it? it play high, medium or
low? Or any pitch?

Key words improvise and create your own
• recycled musical instrument
materials –
turning items that Instruments can be made from any material. Here
you are going to
throw away into
are some examples of instruments that you can make
something useful yourself from recycled materials.
A Seed shaker: Put seeds, rice or sand Drum: Tie a circle cut from an old
into a plastic bottle with a lid, and rubber inner tube around a large tin.
shake it. Different kinds of seeds will Use sticks for drumsticks, or use your
make different sounds. hands to beat the drum.
Ankle shakers: Collect rings Bottle top shaker: Collect metal bottle
from colddrink cans, and string tops and bang holes through them.
them together. Tie them around String them onto a piece of wire, for
your ankles and stamp your feet. example, from a wire coat hanger. Bend
the wire in to form a circle and tie the
ends together. Shake so that the bottle
tops rattle.

Bottle xylophone: Glass bottles Pipes: Use a pipe (plastic or cardboard).
filled with different levels of Cover one end tightly with your finger, and
water. Tap the bottles to make a blow into the other end, positioning your
melody. lips until you get a sound. Different lengths
of pipe will make different pitches.
ACTiviTy 12.4 Warm up: Rhythm games
Tips for tools
1. Form a circle. Take turns going round the circle.
Remember to tidy up
2. The first person creates a short rhythm pattern using the class after you
have finished making
body percussion sounds (clapping, snapping fingers, your instruments!
slapping thighs, stamping feet, clucking, whistling).
3. Everyone repeats the same rhythm pattern.
4. The next person creates a different rhythm pattern,
using different body percussion sounds, and everyone
repeats it.
5. Keep a steady beat, and continue until everyone has
had a turn.
ACTiviTy 12.5 Make your own musical instrument
1. Decide which kind of instrument you would like to make.

Think about how you produce a sound with it. Will you
blow into it, hit it, shake it, or pluck its strings?
2. Collect the materials you will need to make it. Start
making it.
3. When you have finished, try it out. What kind of sound
does it make?
4. If you all play your instruments together, how will it
sound?
Sound pictures
Did you know?
People use breathing
A sound picture is a picture you create by making sounds
and music to make with body percussion, instruments, and voices.
them feel calm and Sound pictures can be part of a drama or dance
relaxed. This is called
performance, in order to create a mood.
meditation.
ACTiviTy 12.6 Make a sound picture of a storm
1. Do some breathing exercises

with your teacher.
2. Use the picture below to create
a sound picture.
• What does rain sound like?
• Can you make the sound
of thunder using body
percussion?
3. Practise your sound picture

a few times.
ACTiviTy 12.7 Respond to sound pictures with movement
Divide into two groups.

One group will make
the sound picture, and
the other group will
move in response to
the sound picture.

Reading music Key words
We write music notes on five lines called a stave. The • stave – lines music
notes are written
notes also have names. The first five notes have their on
names written underneath them. • call and response –
a kind of song
where one person
sings a line and
then the rest sing
something back
doh rae me fa soh
This is a stave. In the stave are minim beats written in a scale. The
names of the first five notes are written below each note. Did you know?
Doh – the first note of the music scale Call and response
singing started in
Rae – the second note of the music scale Africa. People often
Me – the third note of the music scale use it while they are
working. The leader
Fa – the fourth note of the music scale does the calling.
Soh – the fifth note of the music scale Everybody works in
time to the beat.
Pitch means how high or low a note is. Doh has the Many freedom songs
are also call and
lowest pitch. Soh has a higher pitch. response.
ACTiviTy 12.8 Warm up
Listen to a melody your teacher will play. Move in time to

the music.
Call and response

Call and response singing is a very old way of singing.
When you sing a call and response song, the leader
sings a line. Then all the other singers answer back with
singing. It can have lots of verses.
ACTiviTy 12.9 Sing and move to a call and response song
Your teacher will teach you a call and response song that
you can do with movement.

Making music together
Music has its own language. In the box below you can
learn the different names so that you know how to read
each beat. Find the new note. It is a quaver and it is only
half a count. You usually see two quavers together. We
say “run-ning”, or “ta-te” when we play these notes.
Crotchet – one beat. A walking count.

Say Taa.
Crotchet rest – one silent beat. A walk beat.

Say Saa.
Minim – two beats. A standing still count.

Say Taa-aa.
Minim rest – two silent beats. A standing still

count. Say Saa-aa.
Quaver – half a beat. A running count.

Say Ta-te.
You usually see two quavers together.
Quaver rest – half a silent beat. A running

count. Say Sa -se.
ACTiviTy 12.10 Warm up: Breathing
You will learn to breathe in time to the beat of a drum.
ACTiviTy 12.11 Rhythmic patterns with body percussion
Move around the class clapping in time to the beat.
ACTiviTy 12.12 Read tonic solfa and sing a song
Your teacher will help you read tonic solfa.

Plan dance movement sentences Key words
When people do the same movements together or when • freeze – keep still
a movement sentence is repeated, it makes a pattern.
When you dance together in a group it is important to
plan your movement sentence carefully.
ACTiviTy 12.13 Warm up
1. Your teacher will show you how to roll your spine up

and down.
2. You will also do breathing exercises with music.
ACTiviTy 12.14 Create a dance sequence
1. In groups, plan a dance sequence that uses some of

these movements:
• Move forward • Spread your arms
• Freeze • Skip backwards
• Move towards each • Bend sideways
other, then apart • Turn in a circle
• One person moves
and the others copy
3. Repeat your movement sequence so
that you create a pattern.
4. Make sounds as well. You can click
your fingers, and clap, or stamp your feet.
5. Practise. Then perform for the rest of
the class.
ACTiviTy 12.15 Appreciate and reflect on your performances
1. Were you happy with the movement sentence that

your group put together and performed? Why?
2. Was there any part that you found difficult?
3. Which of the other groups did you enjoy watching?
Why?

Chapter
Study area Looking at lettering

Creative Arts: Letters are seen all around
Visual Arts
us, especially in towns
and cities. We see them in
Key words our homes, on the streets,
• proportion – the and in shops, in posters,
size of one thing advertisements, magazines
compared to the
size of something
and billboards.
else.
Some letters are more noticeable than others. It might
• pattern – a design
or decoration that
be because they are bigger, or have brighter colours, or
is repeated many there might be a strong contrast between the letters and
times the spaces around them.
Shape, proportion and colours: Large Line and space: These letters shaped
capital letters in bright, solid colours are with swirls in pastel colours are soft and
very noticeable. The shadows make the decorative.
letters seem 3D and stand out.
These letters form a pattern.

A pattern is a shape or design that is repeated.
Negative and postive space

Negative space is the space around and between an image.
The negative space can create its own image.
In this lettering the spaces between

Can you see a vase or two faces?
letters (the negative space) are filled
with a pattern.
ACTiviTy13.1 Create contrasts between lettering and negative

space
Copy the letters and numbers below twice.
1. In the first set, fill in the negative
ABCDE
spaces with a pattern. Decorate the
positive spaces with solid colour.
2. In the second drawing, draw patterns
1 2 34 5
on the positive spaces. Fill in the
negative spaces with a dark, colour
or black.
3. Share your two artworks with a
friend. Talk about the way you have
used lines, patterns and shapes.

Did you know?
Making art with letters and patterns
This patterned Making letters and patterns out of free scribbles can
carving on stone is be fun!
the oldest known
artwork in the world.
ACTiviTy 13.2 Free scribbles
The stone below is
over 75 000 years
old. It was found in You will need: 2B or 3B pencils, charcoal, coloured ink, oil
Blombos Cave in the pastels, tempera paint, blank A4 paper
southern Cape.
Find a partner and follow the instructions.
1. Scribble swirling lines on the page with your eyes

closed.
2. Open your eyes, and swop your piece of paper with
your partner.
3. Look at the scribble, and try to find a shape of
something. You might even find letters in the scribble.
4. Fill in the parts of the scribble that will make the shape
easier to see. Fill in with lines, patterns and colours.
Use different pencils, oil pastels or crayons.
ACTiviTy 13.3 Make a poster using lettering and pattern-making Key words
• poster – a large
You will need: old magazines, scissors, glue, blank A4 printed picture
paper, oil pastels or crayons, newspaper for covering the used to tell people
about information
tables or desks or an event
On your own, create a poster using your name.
1. Cut out letters spelling your name from magazines,

and glue them onto the page. Choose letters that are
as big as possible, but they can be of different sizes
and colours.
2. Draw interesting patterns around your name. Fill your
page with patterns.
3. Make sure there is contrast in your poster, so that the
shapes of the letters stand out well.
4. When you have finished, clear up around you. Put
the art materials and the magazines away. Throw the
scraps of paper in the bin.
5. Wipe the surfaces of your desk or table, so that they
are not sticky with glue.
Key words Mobiles
• tying – using Mobiles are three-dimensional objects. They hang freely,
string, cotton
or wire to keep moving in space. A mobile should look beautiful and
or bind things interesting from all sides.
together
• pasting – using
glue to join objects
that have flat
surfaces glass foil paper
• wrapping – neatly
and completely cut plastic
covering an object
in paper, fabric, or
ribbon
paper
tin
feather
Mobiles can be made from waste material. This is called recycling. This
Tips for tools
mobile makes use of different textures for contrast.
Materials in a mobile
can be joined or held
together by pasting,
tying or wrapping.
Use glue to join
objects that have flat
surfaces. Wrap
objects like bottle
tops, old CDs, coat
hangers in silver
paper, or fabric, or
ribbon.
Shape: This mobile has different geometric shapes of different sizes for
contrast and proportion.
This mobile uses different proportions to make it look interesting.

All the objects are the same size except for one piece, which is very,
very big.
ACTiviTy 13.4 Make a mobile using recycled and natural
materials
You will need: recycled materials: cardboard or paper

off-cuts, beads, sequins, ribbon, natural objects, cotton,
string, wire, wood glue, a strong stick or pole about
30-40 cm long
1. Collect everything you need for your mobile.

2. Cut out any shapes you want from the materials.
Add the colours and patterns that you like.
3. Cut about six strings of different lengths and one very
long string.
4. Tie the long string onto each end of your stick. This
will be used to hang your mobile.
5. Decide which object you want on each string.
6. Tie each string to the main stick or pole. Make sure
that it is not too heavy on one end. Your stick should
hang straight.
7. Hang your mobile where it can move freely. If it
doesn’t balance well, move the strings further apart or
closer together. Make any changes you want.
8. Tidy and clean your space.
ACTiviTy 13.5 Reflect on your artworks
Look at the two pieces of

artwork that you have Title of my work:
completed this term. Materials I used:
Copy and complete the
Art elements I used:
notes about each artwork.
Did I use contrast in my artworks?
What I would do differently next time:
Test
Section A
Respect for own and others’ bodies
1. To care for my body I need _______________ , __________________
and ____________________. (3)
2. Is smoking harmful to your body? (1)
Dealing with conflict
3. Complete three ways to help deal with conflict.
a) ________ about it.
b) __________________ differences.
c) ______________ the conflict getting worse. (3)
Bullying
4. Write True or False for each sentence.
a) If you are being bullied you can walk away. (1)
b) You should never tell an adult if you are being bullied. (1)
c) If you are being bullied you should keep going back to the
same place. (1)
d) If you are being bullied you can ignore them. (1)
e) If you are being bullied try and stay in a group. (1)
Children’s rights and responsibilities
5. Finish each sentence by filling in the responsibility to go with the right.
a) I have a right to education therefore I should ______________. (1)
b) I have a right to health care services therefore I should ____________. (1)
c) I have a right to basic nutrition therefore I should _______________. (1)
15 marks
90 Term 2
Section B
Personal strengths
6. Name one thing you are good at. (1)
7. In Term 1 you wrote down one thing you wanted to get better at.
What was it and how has it improved? (2)
Dealing with conflict
8. Name something that could cause conflict between two people. (1)
Emotions
9. Look at the photograph. Name the emotion
the person is feeling. (1)
10.If we are afraid of something we can one o
f two things. Name these. (2)
11.Write two things we can try to do when
we feel angry. (2)
Working in a group
12.Name one good thing about working in a group. (1)
13.Name one thing that makes working in a group more difficult. (1)
14.Name one good thing about working on your own. (1)
15.Name one thing that makes working on your own more difficult. (1)
Reading
16.Which story did you enjoy reading the most this term?
Give a reason for your answer. (2)
15 marks
TOTAL 30 marks
Formal Assessment: Test 91

invasion games
During your Physical Education lessons your skills will be assessed. You will
play adapted soccer, netball and rugby for your assessment. You will be
assessed on your:
• ability to perform skills required to participate in invasion games
• effort in trying to perfect these skills
• forward movement and dodging skills
• blocking and defending ability
• passing skills and ability to move into space
• kicking ability showing attack and forward movement.
Rubric for assessing movement performance

Level and marks
Outcome of Your abilities Your abilities Your abilities Your abilities
movement and skills need and skills need and skills are and skills show
performance much attention some attention efficient and an exceptional
and practice. and practice. effective. level of skill.
(0–1 mark) (2–3 marks) (4 marks) (5 marks)
Participation

Level/Marks
0–20% 21–50% 51–75% 76–100%
92 Term 2
Performing Arts: Dance and Music

For your formal assessment task you will create a dance sequence with music.
You should use a song, percussion instruments and body percussion in your
dance. Work in groups of five. You will be assessed individually.

Level and marks
Criteria
The learner participated with
0–4 5–6 7–8 9–10
enthusiasm and commitment
The learner was able to perform the
0–4 5–6 7–8 9–10
dance movements required
The learner was able to move their
0–4 5–6 7–8 9–10
body and clap in time to the beat
The learner was able to contribute to
0–4 5–6 7–8 9–10
the music accompanying the dance
The learner showed creativity and
0–4 5–6 7–8 9–10
confidence
Total
visual Arts: Mobile

For your formal assessment task you will be assessed on your mobile using
recycled materials (Activity 13.4 on page 89).

Criteria Excellent Proficient Adequate Limited
The learner used a variety of recycled objects 9–10 7–8 5–6 0–4
The learner was able to tie objects firmly with
9–10 7–8 5–6 0–4
string to stick
The learner was able to balance the mobile by
9–10 7–8 5–6 0–4
moving objects
The learner showed creativity and originality 9–10 7–8 5–6 0–4
TOTAL
3 Term 3
1 3
2 4
94
Chapter 14–19
What do you know?

5
1. What makes it easy for people from
different cultures to be friends?
Discuss in a group.
2. How many different religions are
there in South Africa?
3. Why are these children in danger?
How can they be safe?
4. Do you know how to stand using
good posture?
5. Would you enjoy acting in a drama?
6. Have you ever made something
from clay?

Chapter 14: Cultures and moral lessons, Chapter 15: Religions in South Africa,
Chapter 16: Dangers in and around water, Chapter 17: Rhythmic movements,
Chapter 18: Dance, drama and music, Chapter 19: Appreciate and create visual
art, Formal Assessment
95
Chapter
14 Cultures and moral lessons
Study area Different cultural groups in South

Personal and Social Africa
Well-being
There are many different cultural groups in South Africa.
Key words
Many South African people enjoy the cultures of other
South Africans.
• culture – the
customs or ways The Sebego Family lives in a
that different
people live big city. Everyone in the Sebego
family loves watching soccer.
Both sons in the family play
soccer. They watch all the local
and international soccer games
on television.
Some black South African

families live away from the city.
Many of them live in villages in
traditional houses. Some dress
in the traditional way by wearing
blankets and sometimes skins
with beads on them. Others dress
in a more western style.
Mr and Mrs Naidoo are

South Africans. They live in
Durban. They are Hindus. Their
forefathers left India for South
Africa over a hundred years ago.
South Africans love making music. Some play

traditional African music while others play
kwela, which is township jazz. Many learners
at school learn to play a musical instrument.
There are many South African bands and
musicians who are invited to play overseas.
Many schools and churches have choirs.

Celebrations
Every January in Cape Town, thousands
of minstrels paint their faces and wear
brightly coloured costumes and hats.
They parade through the streets playing
their banjos and singing. They also wave
parasols and dance. It is a happy time.
The minstrels are grouped in clubs. Each
club has their own uniform and competes
for prizes. This celebration is called
the Cape Minstrel Carnival.
Food
Many South African people love braaing
their meat and cooking their food on an
open fire. It is a way to entertain family
and friends, and there are many different
ways to prepare the braai meat and
vegetables. Pots of meat and vegetables
can also be put over a fire. This is called
a potjie. Potjie means small pot.
Sport
South Africans love sport and spend a lot
of their free time doing sport and watching
sport on television. Many boys and girls play
netball, rugby and soccer at school. They also
play cricket in summer. Athletes train to run
long and short distance races. Many cyclists
train all year long.
ACTiviTy 14.1 Think about your own culture
1. Which activities on the page do you like to do?

2. What do you and your family like doing that is not
mentioned on these pages?

Read for enjoyment
Wanjohi and the bird

Long ago there lived a poor man called
Wanjohi. He lived with his wife. They were
so poor that each day he would go into the
forest looking for food to eat. One day he
found a beautiful bird with golden wings
caught in a trap he had set. He got out his
knife ready to kill it.
“Mercy human, mercy” shouted the bird.

“Spare my life and you will not be sorry
you did.”
The man looked at the bird in shock. This

bird with golden wings could talk! “Please let
me go. My golden feathers have magic that
will provide you and your wife with food and
drink for ever more.”
Wanjohi wondered if the bird was lying. But

then he also wondered if the bird had a wife
at home like he did. He cut the bird free.
The bird thanked Wanjohi and gave him a

golden coloured feather from each wing.
“Whatever you wish for will be granted,” he
said “But you must never speak to others
about your good fortune.”

Wanjohi went home and wished for food
and drink and straightaway they were
there. One day by accident Wanjohi told
his wife about the magic of the golden
feathers. The magic stopped. Everything
at Wanjohi’s house went back to the way
it was. Each day he went into the forest
to look for food.
Then one day a farmer with his dog was

in the forest and the dog pounced on the
golden bird. Wanjohi grabbed the bird
just in time. He ran to the edge of the
forest and let it go.
The bird spoke down to him as she flew

away “Thank you. This time I will give
you two feathers again. These feathers
have no condition. The magic will last
forever.” And it flew away.
The lesson or moral from this story is

that kindness shown to someone or
something in trouble can bring its own
reward.

Key words Menus from different cultures in South
• menu – a list or Africa
type of food that is
available South Africans love eating and enjoy many different
types of foods. These types of food come from different
cultures and many foods reflect the history of our
country.
Bobotie, sosaties and chutney are made from the

combination of recipes brought by the early European
settlers and the richly spiced and curried dishes of the
Cape Malays.
Bobotie Sosaties Chutney

Many people whose forefathers came from Italy, China,
France, Greece and Portugal still cook their food in their
traditional way. Shops sell the foods and spices they
need to make this food and different restaurants also
serve these traditional foods.

The Cape Malays and Durban’s Indians still use
a wide variety of Eastern spices in their cooking.
Curries, samoosas and other traditional foods
are always available in Indian restaurants
around South Africa.
South Africans love to braai by cooking their

food over an open fire. Many South Africans
enjoy meals with lots of meat, salads and
vegetables.
Meat on a braai
The meat and vegetables often come with either Samoosas

potatoes, rice or ground corn that is used to cook
pap or samp. The pap is rolled into balls and
dipped into gravy or eaten with stewed meat.
Sometimes pap is eaten just with vegetables and
herbs. Samp is often eaten with beans.
Sweet food and puddings, including

milktart and koeksisters, are also enjoyed.
ACTiviTy 14.2 Think about the foods that you like
1. Which foods do you like to eat? Samp and beans

2. Which foods on these pages have you tasted?
3. Are there foods that you enjoy that are not on
these pages? What are they?
Koeksisters

Study area Moral lessons
Personal and Social Moral lessons are lessons that help us shape our
Well-being
character or behaviour. We often find moral lessons
in the stories that we read.
Key words
• moral – the lesson The Truth Tree
we can learn
Once, long ago, a Sotho king had only one child.
When the king was very old, he called his daughter,
‘My daughter, it is time for you to find a husband.’
So the Princess went out to find a wise woman to

ask for her advice. ‘My Princess,’ the wise woman
said, ‘look for an honest young man who will
always tell the truth.’
So the Princess sent the fastest runners to the

furthest corners of the kingdom. Each runner
carried this message: ‘When the next full moon is
big and bright, young men can meet our Princess
at her father’s Great Place. The Princess wishes to
find the right husband.’
Lesedi, a young man who swept the floors at the Great

Place, heard the news and made up his mind to attend.
The next time the moon was big and bright, Lesedi
arrived at the King’s Great Place. He found many men
waiting to meet the Princess. Then the Princess arrived
and spoke to the men. ‘Each man will receive a pot, and a
seed from a tree. Go home, and plant the seed in the pot.
Wait for six months. Then as the first full moon climbs
the sky after that, return to the Great Place with your pot.
Then I will choose my husband.
Lesedi took his pot and seed home and planted the seed
carefully. He put his pot in a sunny place and watered
it a little each day. But nothing happened. No tiny tree
appeared. After six months, Lesedi waited sadly for the
full moon to climb the sky. He walked slowly to the Great
Place, carrying his pot of soil with nothing growing in it.
At the Great Place he found all the same men waiting,

each holding a pot and in each pot there was a little tree.
Only Lesedi held a pot without a tree. The men laughed
and whispered to each other, ‘The Princess will never
choose Lesedi for her husband, there is not even a little
tree in his pot.’ Only the old king, the wise woman and
Lesedi were silent. Soon the Princess arrived. This time
she talked to each man in turn, and she looked carefully
at each tree, At last at the end of the long line, the
Princess came to Lesedi. Gently, taking his pot from his
hand, she held it up for everyone to see.
‘This is the man I will marry,’ said the Princess. ‘Lesedi

has proved that he is honest. Before you received the
seeds, for a day and a half, this wise woman boiled them
in her big black cooking pot. That meant that nothing
could grow from the seeds. All the seeds were dead!
Lesedi has brought a pot with no tree – this is how I know
he is honest!’
Three days later, many people came to the wedding

feast. All night long they ate and danced to the beat of
drums. The young Princess fell in love with Lesedi and
he fell in love with her. For Lesedi, even though the other
men laughed at him at first, he was glad he had been
honest.
ACTiviTy 14.3 Think about the story
1. What kind of man did the wise old woman advise the
Princess to look for?
2. Why do you think Lesedi didn’t plant another tree in
his pot?
3. How do you think Lesedi felt when the men laughed at
him?
4. How did the Princess know that Lesedi was an honest
man?
5. Do you think it is always good to be honest? Give a
reason for your answer.

Chapter
15 Religions in South Africa
Study area Learn about different religions

Personal and Social In our country, people are allowed to choose the religion
Well-being
they want to follow.
Key words African Traditional Religion

Members of African Traditional Religion believe in God
• created – to make
something who created life and the earth. Their ancestors are very
important. They are the connection between the spiritual
world and the believers. Believers do not have a book
to read to learn about their religion, but the rituals we
perform are important to all who follow it.
Buddhism
The Buddha was the founder of Buddhism. He was born in
India. Buddhists believe that there is no God and that people
themselves can bring about their own freedom. Buddha
taught that Buddhists should love others and be kind.
Baha’i
The Baha’i faith is based on the teachings of Baha’u’llah
who died in 1892. He taught that the world should put
aside their differences and unite. Members of the Baha’i
faith believe in one God who created the universe. They
pray every day.
Christians
Christians believe that God created the whole world.
They believe that Jesus is the son of God and that he
came down to earth. He died on a cross and rose up from
the dead. The Bible teaches that we must love God and
love our neighbours as ourselves.
Hinduism
Hinduism began in India. Hindus believe that there is one
God, Brahman, who is a spirit and who can be seen in
different forms or shapes. They believe no one should
harm living creatures and that all animals and birds
should be loved. Most Hindus do not eat meat.
Judaism Key words
Jews believe in one God and show their love of God by
• ancestors –
obeying His laws. They learn about God’s laws in the members of our
Tanakh and the Torah. The Tanakh bring together all the family who have
books of this religion. These are also the Old Testament died
of the Christian Bible. The Torah is the five books of • rituals –
ceremonies we
Moses. It is one part of the Tanakh. perform
islam
Being a Muslim means being a follower of the religion of
Islam. They believe that they must follow the will of God.
Muslims call God ‘Allah’. The will of God is found in the
Qur’an. The prophet Muhammad was born in Mecca in
Saudi Arabia.
I follow the Baha’i faith.

I am a Hindu
I am Jewish.
I am a I was born into the

Christian. African Traditional
Religion.
I’m a Muslim.
I am a Buddhist.
ACTiviTy 15.1 Talk about religion
Discuss in class.
1. Which religion have you never read about before?

2. Is the religion you practise on this page?
3. What else can you tell the class about your religion
that is not on the page?
4. Do you know of other religions that are not included
on this page?

Read for enjoyment
Religions in South Africa

African Christian Churches
Some Christians in South Africa belong to African Christian churches. The
Zionist Christian Church is the biggest one in South Africa. These churches
mix Christian teaching with traditional African beliefs. The Zionist Christian
Church is based in Moria in Limpopo province. The Shembe church in
KwaZulu-Natal is similar as it holds Christian beliefs joined with traditional
Zulu rituals.
Some Zionists wear uniforms and most wear a badge with a star on it.
Some Zionists meet in church buildings each week but most of them
worship in a place near their homes. The Zionists meet at Moria every year
for special Easter services.
Zionists wear special clothing to show that they are members of the Zionist church.
The Buddha
Buddha’s real name was Siddharta Gautama. His father was the ruler of a
small kingdom in India. His parents brought him up in luxury and tried to
shield him from all the pain and suffering in the world. When he grew older
he married but he worried about all the suffering he saw around him.

He left the palace to search for an answer to
the problem of suffering. He sat under a tree
and meditated for 49 days. He believed he
had a fresh understanding. His understanding
was that all pain comes from desiring or
wanting things. He believed that until we let
go of wanting things we would never have
peace. He was called Buddha. This means
‘the enlightened one’.
The Jewish Passover

Once a year Jews celebrate
a festival called the Passover.
This festival celebrates the
Exodus. The Exodus happened
about three thousand years There are many different statues
ago when Jews were slaves of Buddha.
in Egypt. God used Moses
to lead them out of Egypt to
freedom.
To celebrate the Passover

Jews eat flat bread to remind
them that long ago when the
Jews left Egypt they did not
have time to add yeast to
their dough to make it rise. On
the first night of the Passover
Jewish people eat a special
meal. They eat grated apples
mixed with nuts and spice to
remind them of the cement
that the Jewish slaves had to A table set for Passover.
use in Egypt. They eat bitter herbs to remind them of the bitter time they
had been through. They eat a hardboiled egg with warm salt water to
remind them of the tears that were cried during their slavery.

Study area Places of worship and the symbols of
Personal and Social different religions
Well-being
Different religions have different ways of worshipping
and meet in different places.
Places of worship
Christians usually come together at church services on
Sundays. Men and women go to church together.
Some churches are big, old buildings with stained glass
windows. These windows
look pretty when the light
shines through them.
Sometimes the pictures in
the stained glass window
tell a story. Christians also
meet in simple buildings
and halls.
Muslims are called to pray
five times a day by a person
called a bilal or muezzin.
The muezzin stands on the
balcony of a mosque’s tower
or minaret. When Muslims
pray they face Mecca and each
prayer lasts about ten minutes.
Muslims take off their shoes and
kneel down with their face on the
ground when they pray. Women
pray separately.
The synagogue is the building where Jews worship.

It has an entrance hall with steps up to a gallery
where women and girls sit. The men and boys
sit downstairs. Opposite the entrance is a special
cupboard containing the scrolls on which the Torah
is written. At the beginning of the service the Torah is
carried to a special reading desk. A part of the Torah
is read and the rabbi explains it.

Many Africans belong to various religions they choose
to follow. But many Africans do not belong to a
particular religion and they see their culture as their
belief system. These African Traditionalists do not
have a special place to meet or worship and pray. They
often perform ceremonies near their homes. Many
people go to the rural areas if there is an important
religious ceremony. Ancestors are very important in
African Traditional faith and when people die, stones
are taken from their graves and put in a special place
next to the kraal. These become sacred places.
Most Hindus worship at home. Hindu
homes have a prayer place or a shrine
with statues and pictures of gods and
goddesses. Every day members of
the family worship at their shrine by
lighting a little lamp, burning incense
and offering flowers and food. Hindus
can also worship in a temple. Many
of the priests who serve in the temple
come from India.
Key words
Symbols of different religions
Some religions have symbols to represent them. When • symbol – a picture
or design that is
people see the symbol they know it represents that identified with a
particular religion. African Traditional Religion does not concept or religion
have a symbol.
Hindu Christianity Baha’i faith
Islam Buddhism Judasim
ACTiviTy 15.2 Religion in your life
1. Do you have a place of worship near to where you live?

2. Which symbol represents a religion that you have not
seen before?

Chapter
16 Dangers in and around water
Study area Water safety at home and around

Personal and Social swimming pools
Well-being
Water can be very dangerous. In South Africa, every year
many people are seriously hurt or die in water bodies.
Key words Some of these accidents could have been avoided if they
• water bodies – knew how to act and what to do when they were in danger.
natural or man-
made areas of
water, such as
rivers or
swimming pools
• emergency –
a serious,
unexpected,
and dangerous
situation requiring
immediate action
Why is this girl in danger? How can she be safe?
Ways to be safe around swimming pools

• Do not swim if an adult is not watching.
• Do not run, play games or ride a bicycle around a pool.
• Never push anyone into the pool or hold anyone down
under the water.
• Do not play pool games that make you shout ‘help’
when there is not a real emergency.
Ways to be safe around water at home

• Always have an adult present when the bath is filling
up and when a young child is in the bath.
• A rubber mat on the bath can stop slipping.
• Always empty buckets with water or put a lid on them.
• Plastic, inflatable pools should be emptied and packed
away after each use.
Think of another way to be safe at home and around a
pool. Write it in your book.
110 Term 3 Health and environmental responsibility

Safety in rivers and dams Key words
Many children drown in rivers and dams. What can • float – rest on top
of the water
you do to stay safe?
• Read and obey signs that warn of danger.
• Be careful in rivers even if the water looks calm.
ING
There may be strong currents that could wash NO SWIMM
you away.
• Don’t use inflated or blown up car tubes or
airbeds. If the wind starts blowing unexpectedly,
you can be blown away.
What to do if you are in danger

• Keep calm.
• Raise one arm in the air and call for help.
• Tread water or float.
• Try to find something that floats to hold on to.
What you can do if you see someone in danger

• Call loudly for an adult.
• Don’t jump into the water.
• Throw something towards them to help them
float, such as a life jacket, a ball, the plastic
lid of a cooler box, etc.
• Lie on your stomach and use a broom or long
stick to try and reach the person.
Keeping out of danger

The advice that you learnt in this chapter will help you
to keep out of danger. It is important to remember to
stay safe.
1. Which safety rule do you think is the most important
one to remember? Write it in your book.
2. Play the safety game with a friend. You will need
a dice and a counter each. Read the text carefully.
See who wins. Play the game again.
Health and environmental responsibility Chapter 16 111

Read for enjoyment
Safety game
Dive into dam
without Push someone
checking how into the pool. Go
deep it is. back to START.
Miss a turn. 4
2
Leave a bucket
with old washing
1 water standing on
START the floor.
Miss a turn. 13
Put lid onto

bucket at
home. Go
forward 2. 14
15
Don’t use inflated

car tubes to float
down the river.
Go forward 1. 17 Pool at home has
16 no fence around it.
Go back 1. 19
18

Adult leaves child in
bath to answer the
phone. Go back 1.
6 Check that there
is an adult at the
7 pool before
5 swimming. Throw
again. 8
Empty the plastic

pool at home and
pack it away. Go 9
12 forward 1.
11 Use a fence to
stop children
going to the pool.
Go forward 2.
10
21
Use skateboard to
race around the
20 pool. Go back 2.
22
Walk and not run

around the pool.
Throw again. 23
END 25 24

Chapter
17 Rhythmic movements
Study area Posture and rhythmic stretches

Physical Education Look at the positions in the pictures below.
5 6
4
2 3
1
Practise holding each of these positions separately
for five seconds. Link all the positions into one long
movement stretch. Start with Position 1 and finish with
Position 6.
A good posture is referred to as a poised posture. Your

head sits on top of your spine, and all parts of the body are
aligned directly down the spine and through to the floor.
You should always practise good posture.
✘ ✓ ✘ ✘ ✓ ✘ ✓
Ask a classmate to check Use the same principles These rules also apply
your body alignment when you are sitting at when you are walking.
when you are standing. your desk.

Rhythmic gymnastics with ribbons
Rhythmic gymnastics is sometimes done with ribbons.
Hold your ribbon stick as shown in the diagram. Then
create a sequence of movements by linking the ribbon
moves shown below.
Swing at the side Swing the Circle around Zig zag like a
backwards and arms full circle in front. snake in front
forwards. to the side. and turn.
Did you know?

It is estimated that
over 3.5 million
Hold the stick up Create a figure of Swing the children participate
in some form of
high and spiral 8 by moving the ribbon in a gymnastics every
the ribbon and ribbon clockwise and circle above the single day!
turn. then anti clockwise. head

Rhythmic gymnastics with hoops
Did you know?
Gymnasts perform routines with hoops. They perform
• Most major
gymnasts began as individuals, in pairs and in groups. Try some of these
their career at 2 or movements below.
3 years old.
• Most male
gymnasts perform
at their best in
their late teens to
early twenties.
• Most female
gymnasts perform
best between the
ages of 14 and 18.

Marching
When a lot of people walk together, in time to the same
beat, this is called marching. Many groups march in
parades.
Drum majorettes
A marching band The South African army

Rhythmic gymnastics with balls
Did you know?
The name
Gymnasts perform routines with balls. They perform as
“gymnastics” comes individuals, in pairs and in groups. Try some of these
from the ancient movements below.
Greek word “gymnos”
which means “naked Hold and bounce the ball on an outstretched arm, under
exercise.” In ancient
Greece, male athletes an outstretched leg, and then balance it on your back.
trained and competed
in the nude.

Aerobics
Aerobics usually refers to any kind of activity that gets
your heart pumping and your muscles using oxygen.
When you breathe, you take in oxygen, and, if you’re
doing aerobic exercise, you breathe faster. Aerobic
activity can get your heart pumping, make you sweaty,
and quicken your breathing.
Doing aerobics for exercise can be fun especially when it

is done to music and usually to music of your choice. So
bring some music to school.

Chapter
Study area Respond to words and sounds

Creative Arts: There are action words in lots of songs. The words in the
Performing Arts
music tell you what actions or movement to make.
ACTiviTy 18.1 Sing an action song to warm up
Sing the action song below.
Did you know?

ACTiviTy 18.2 Warm up action songs
Lots of popular music
that you hear on the
radio has action Your teacher will teach you another action song. Listen to
words in it. Listen the words carefully so you can remember the actions.
carefully to the songs
you hear on the radio.
120 Term 3 Warm up and play, improvise and create

Posture is the way you hold Key words
your body. If you stand
• posture – the way
up straight you have good you hold your body
posture. If you slouch, you
have bad posture. You should
always keep your spine up
Did you know?
straight. This will help you
You can move your
to have good posture. When spine in many
you sing or move with good directions. If you
posture, you perform better. practise stretching
your spine a lot, it
can become very
This is what your spine looks flexible. Some
like. Ask someone if you can people are more
feel their spine. Let them feel flexible than others
your spine. and can move their
bodies in amazing
ways. Never do
ACTiviTy 18.3 Warm up: Spine rolls and side bends anything that hurts
your body.
Your teacher will guide you to do spine rolls and side
bends.
Words can have action meanings. We call this verbal

dynamics. If you say the word “shout” you will usually
shout it. When you say the word “long” you can stretch it
out so it sounds really long. “I went on a loooonngg walk
today”. If you do this it makes it sound like you went on a
really long walk!
Some words have a movement that can go with them like

swaying or stomping.
ACTiviTy 18.4 Move in response to words
1. Find a personal space in the classroom.

2. Your teacher is going to say a word and then you
are going to move in the way you think the word tells
you to. Be creative!
Improvise and create Chapter 18 121

Key words Moving to music
• timbre – the Music can make us feel different emotions. It can make
particular kind of
sound made by us feel happy, sad, excited or calm. The timbre of an
the instrument instrument can affect the way we feel. For example
the sound of a violin can make people feel sad, or
sentimental. Whereas the sound of a drum can make
people feel energetic and excited.
The pitch of note can also make us feel different things.

Slow, low notes can sound sad or calm. High notes
played fast can sounds happy and excited.
The way music is played can create different moods too.

If you sing something low, slow and quietly it will sound
Drum very different to if you sing the same song high, fast and
loud. Try singing a song in these two ways and hear how
different it sounds.
We can show how we feel by making different movements.

If we feel happy we usually make big excited movements.
Oboe
If we feel sad we usually make small slow movements.
ACTiviTy 18.5 Sitting and lying down
1. Find a personal space and lie on your back with your

legs together and your arms beside your body.
Trumpet 2. Take a deep breath in and then raise your arms and
sit up, keeping your back straight.
3. Breathe out as you slowly lower your body until you
are lying down again.
4. Repeat.
ACTiviTy 18.6 Moving in response to music
1. Listen to the music that your teacher plays for you.

Violin 2. Move in a way that shows how it makes you feel.
122 Term 3 Warm up and play; Improvise and create

1
More musical instruments 8
Musical instruments are members of families. All the
members of a family make sounds in a similar way, for 15
example, in the percussion family the sounds are made
by hitting or shaking. The string family has instruments
that make a sound when you pluck their strings or
16 21
move a bow across the strings. The wind family has
instruments that make a sound when you blow into them.
ACTiviTy 18.7 Identifying instruments in music

20
7
1. What instruments were being played in the music that
you were moving to?
19
2. Listen again and see if you could identify any of them.
3. Listen to the kind of sound each instrument makes
(the timbre) 4
10
17
ACTiviTy 18.8 How instruments make sounds
Classify several instruments as part of a family or group
1. Listen to each instrument separately. 18

2
2. Discuss how they sound. 13
3. Can you think of which family they belong to? 3
4. What other instruments could belong to this family?
9
Wind Percussion String
12
1 Flute 8 Drum 15 Guitar
2 Vuvuzela 9 Xylophone 16 Violin
3 Trumpet 10 Marimba 17 Cello 14
4 Saxophone 11 Triangle 18 Ramkie
11
(African guitar)
5 Bagpipes 12 Tambourine 19 Double bass
6 Oboe 13 Claves 20 Electric guitar
5
7 Trombone 14 Maracas/shaker 21 Harp 6

Key words Singing songs
• doh – first note of Even if we don’t have a musical instrument that we have
a music scale bought from a shop or made ourselves, we can make
• rae – second note wonderful melodies using our voices. Singing is the
of a music scale oldest way of making music. Birds and animals use their
• me – third note of voices too.
a music scale
• fa – fourth note of ACTiviTy 18.9 Voice warm up: Humming, yawning and sighing
a music scale
• soh – fifth note of 1. You will hum to warm up your voice.
a music scale
2. Yawning loosens the muscles of your mouth and
throat.
3. Sighing loosens your vocal chords to make them
ready to sing.
ACTiviTy 18.10 Warm up: Playing Noah’s Ark
1. Secretly you will be given the name of an animal.

2. When the game starts move around the classroom
to find your partner. As you move make the sound of
your animal and the movement that it makes.
3. Once you have found your partner sit down. Guess
what animal your partner was. Your partner should
tell you what animal you were.

ACTiviTy 18.11 Singing songs
Did you know?
1. Look at the picture of the tonic solfa below. The tune to Twinkle
twinkle little star is
also used for the
Alphabet Song.
doh ra me fa soh la te doh

★ ★
2. Use the picture above to label the tonic sol-fa on the
★ ★
music below. Sing the song when you have finished.
★ ★ ★
★
★ ★ ★ ★ ★ ★
★ ★
★
★ ★
★ ★ ★
★
★
★
★ ★ ★ ★
★
Key words Building a drama
• character – a A drama is a story that has come alive with movement
person the actor is
trying to be and action. The characters are the people or animals
• facial expression –
in the story. The actors who are playing the part of the
using your face to characters must show what the characters are doing and
show how you feel how they are feeling.
You use your face to show your moods and emotions.

You can tell how someone feels by looking at their face.
Did you know? When you show how you feel with your face we call this
Story telling is facial expression.
something that used
to happen all the
time before TV, radio,
Actors use props to show what their characters are like
cell phones and the and make them more real. Props are pieces of clothing or
internet. Story telling equipment that actors wear or carry. Superman’s cape
is something that
is a prop that he uses so we believe he is a super hero.
helped people learn
about their family, An actor who is going to play a rock star would use a
history and culture. microphone to sing into. The microphone is a prop. Props
can be the real thing. They can also be make-believe, for
example we could pretend that a ruler is a sword. Props
can be made from everyday things you find in your home
or classroom.
ACTiviTy 18.12 Identifying feelings

Well-known story-
teller Gcina Mhlope. Look at these pictures and see if you can tell what the
people are feeling.

ACTiviTy 18.13 Mirrored facial expressions and gestures Key words
• gesture - an
1. Find a partner and sit facing each other. action, like waving
your hand
2. Take turns doing facial expressions and gestures.
3. Your partner must copy your facial expression exactly
as you have done it.
ACTiviTy 18.14 Using and showing your senses
1. Get into a small group and sit in a circle.

2. One at a time pretend to smell something. Let the
others guess what it is, and if it smells nice or not.
3. Do this with the other four senses: touch, hearing,
seeing and tasting. Let the others guess how you feel
when you use each sense.
ACTiviTy 18.15 Make up a character
Your teacher will give you an item to use as a prop. Think

of what character you could play using this item. Think of
how your character will stand and use their body. Think
about how your character might move.
ACTiviTy 18.16 Build a character through song
1. Your teacher will teach you a song you can sing about
your character. Here are the words:
In a little town where I live, there is a ________________
(your character) and his/her name is _________________
(choose a name for your character). _________________
(character’s name) wears a ___________________ (your
prop) and he/she ______________________ (what does
he/she do?) all day. This is the way __________________
(character’s name) walks around (move around like
your character would).
2. Take turns to sing about your character.
3. How do you think your character will move in the song?

Key words To tell a good story or write an exciting drama you
need to make up a plot that allows the characters to
• plot – how the
story unfolds work through a challenge. This part of the story is called
• conflict – a
‘conflict’. The conflict can be between two or more
struggle or characters, or can be against a situation, or could be
challenge in the about the needs and feelings of the character.
story
ACTiviTy 18.17 Develop a story
1. Get into small groups.

2. Using the characters and props from activity 18.15
make up a story.
3. Remember to use gestures and facial expressions for
your characters.
4. You are going to mime your drama. You cannot talk
or make any noises. Act out your story.
Did you know?

All stories have a
beginning, a middle
part and an end. The
beginning is where
you set the scene
and show the
audience where you
are. You also
introduce the
characters at the
beginning. During
the middle some
action takes place.
This is the main part
of the drama. At the
end of the drama you
show how the action
ended.

We can add to a drama by putting in music, or a sound
picture.
Adding sound pictures to your drama will make it more

interesting for the audience and keep their attention. It
will also create a mood for your drama.
Music is used by film directors in TV and movies to make

us feel something. If they want us to feel scared, they
play scary music. If they want us to feel inspired, they
play inspiring music.
ACTiviTy 18.18 Make sound pictures for the drama
1. In your groups decide on what moods you would like

to create for your drama.
2. Using percussion instruments and body percussion,
practise some sound pictures that you can use in your
drama to create mood.
ACTiviTy 18.19 Performing your drama
Act out your drama using the music you have created.
Practise your drama and then perform it for the class and
for your teacher.
ACTiviTy 18.20 Reflect on the performances
1. Was this activity fun? Explain why it was, or why not?

2. How did you feel when you were performing your
drama?
3. Were there any parts that were difficult for you?
If so, why?
4. Which of the other groups’ dramas did you enjoy?
Why?

Chapter
Study area Animals in art

Creative Arts: Looking at pictures
Visual Arts Have you ever looked at the way a cat stalks a bird, or
felt the texture of the coat of a horse or cow? Many artists
Key words specialise in drawing, painting or sculpting animals, or
taking photographs of them.
• specialise –
become really
good at one thing
The shape of the bird’s body is unusual in this photograph.
Mother and Pups by Lin Barrie. This painting uses the natural colours for the grass and the Wild
Dogs. It makes the dogs look like they are part of their environment.

Cheetah Chasing Buck by Dylan Lewis. This sculpture shows the speed
and twisted movements of the cheetah and the bush buck.
Ostriches and Giraffes by Bonnie Ntshalintshali. These colourful figures

have been made from clay.
ACTiviTy 19.1 Look at and discuss the artworks
In pairs, look at the painting, photograph, sculpture and

figures above.
1. Do you like them? Give reasons why you do or do not

like them.
2. Can you name all the different colours?
3. Can you point to the dark and light tones?

Wild or domestic animals and their
environment
Many years ago, the San people painted
animals on rock walls using blood, eggs,
charcoal from burnt sticks, red and yellow
soil and white ash. Animals were very
special for the San people and they had
many stories about them.
Domestic animals and wild animals are

a popular subject for artists around the
world. A South African artist, Derrick
Nxumalo, has used vibrant colours
to create contrast and interest in his
paintings of animals.
Key words
• domestic animals –
animals that are
looked after by
people, on farms
or as pets in their
homes
• wild animals –
animals that live
in their natural
environment and
find their own food
Across The Game Reserve by Derrick Nxumalo.
ACTiviTy 19.2 Think about an animal in its environment
1. Think of an animal. It could be a wild animal or a

domestic animal.
2. Take turns to go to the front of the class and move
around like the animal you thought of.

3. The rest of the class tries to guess which animal you Key words
are pretending to be.
• camouflage –
4. Try to think of as many different animals that you can. when something
is hidden or
disguised by
ACTiviTy 19.3 Draw and paint an animal in its environment
having the same
colours or patterns
You will need: Colour photographs of the animals that as the environment
you like, 2B or 3B pencils, charcoal, coloured ink, oil around it - many
wild animals are
pastels or crayons, tempera paint, paintbrushes, jar of camouflaged
water, blank A4 paper, newspaper
• related colours -
colours that are near
Drawing each other on the
1. Look at the photographs of animals that you have colour wheel
found. Decide which kind of animal you would like to
draw. Think about how it would move. Is the animal a
friendly, cuddly pet or a fierce wild creature? Did you know?
Red, orange and
2. Draw the outline of the animal. Let your animal fill the yellow are related
page. Think about what colours to make your animal. warm colours and
Use oil pastels or crayons to make strong colours for blue, green and
purple are related
your animal. cool colours.
3. Think about how the animal would feel if you touched
it. Can you show this?
4. Think about where your animal would be. Walking
in the bush or in a dark forest? Sitting next to its
kennel, or running in the desert? Does it live in the
sea, or does it jump in the branches of trees? Is it
camouflaged so that its colours and patterns blend
with the natural environment?
Tips for tools
5. What colours will you use to show the environment? Have a jar of water for
Will they be related colours like yellow and orange or keeping your
blue and green? paintbrush clean
while you are
Painting painting. When you
have finished
1. Choose two related colours from your paints or inks. painting wash your
paintbrush and store
2. Paint over your drawing with coloured ink or thin it with the brush
paint. The lines and colours of the oil pastels or facing upwards.
crayons will shine through.

Key words Create 3D wild or domestic animals
• fire – to bake a clay People have been making sculptures of animals from clay,
object until it goes
hard and does not wood or metal for thousands of years. They do not last
break easily long unless they are kept in a safe space, like a museum or
art gallery. More than a thousand years ago people from
the Mapungubwe Kingdom made sculptures from gold.
This gold rhino was found at Mapungubwe. It is now in a museum.

Look at the artwork by Bonnie Ntshlintshali on page 131.
It is made from clay, then fired, and then painted.
ACTiviTy 19.4 Make a clay sculpture of an animal
To do this activity, you will need photographs of your

favourite animals.
1. Think about the animal you painted in your last

activity. You could make a clay sculpture of the same
animal. Or you could look at your pictures and choose
another one.
2. Think about what your animal will be doing, such as
sitting, sleeping or standing. Think of the proportions
of your animal. For example, is the neck or tail long or
This monkey is made short? How long are the legs compared to the size of
from wood. the body? Make a quick drawing of it.

3. Wedge your clay ball.
4. Poke, pinch, roll and squeeze
your clay to make the shape
of your animal. Look at your
sculpture continually from the
back, the front and the sides as
you work.
5. Add texture to the clay by
scratching, or pricking with
your sharp stick.
6. You can make eyes by
pressing a pencil point into the
clay to make a hole and then
roll a very small ball of clay to Examples of clay animals made by learners.
stick in the hole.
7. When your sculpture is complete, put it safely on a
shelf to dry. The clay will become hard. Tips for tools
You can add water to
8. Tidy up your space, throw away your newspapers and dried-up clay so that
put any clay that you haven’t used into a bucket with you can use it next
a lid. time.
9. When your clay sculpture is hard you could paint it!
1. Look at the two pieces of

artwork you have Title of my work:
completed this term. Materials I used:
show
2. Copy and complete the I was aware of proportions and tried to
notes about one work. them in my artwork
I achieved contrast by …

Project: Religions in South Africa

Read the instructions for the project carefully. You will work on this project on
your own. The project will be assessed.
1. Choose a religion that is followed in South Africa. It can be your own or a

different religion.
2. Choose three of the following headings to research.
• What they believe about creation and death.
• How they celebrate important days.
• How they worship.
• How to treat others.
• Significant places and buildings.
• Special food they eat or clothing they wear.
• Some interesting information about the religion.
3. To find information you can interview people, use library books, use your
learner book, use newspaper articles, or the internet. Use the rubric on the
next page to guide you.
4. First plan your project.
5. Write out your information carefully and neatly. Try to include a picture or
a drawing to make it interesting or to make it easier to understand.
6. Include the symbol of the religion somewhere in the project.
7. Hand your project in on time. Your teacher will tell you the date.
8. Prepare a two to three minute oral on the information you have found for
your project. You can bring items to show the class to make your oral more
interesting.
136 Term 3
1
Project
Included three headings 1
Well researched information in each heading 9
Written clearly and is easy to understand 4
Written and presented neatly 3
Pictures or diagrams included 2
Symbol of the religion included 1
Total 20
Oral
Well prepared 5
Chose interesting information to speak about 2
Spoke clearly 2
Brought something to class to show 1
Total 10
GRAND TOTAL 30
Formal Assessment: Project 137

Rhythmic movements
During your Physical Education lessons your rhythmic movements will be
assessed. Your teacher will be assessing your ability to:
• move rhythmically with hoops and ribbons
• practise sequences of movement with hoops and ribbons
• develop choreographic skills when you create movements and sequences
• work collectively in pairs or as a group
• learn your group dance sequence and then perform it for the class.
Rubric for assessing rhythmic movements

Level and marks
Outcome of Your movement Your movement Efficient, effective Exceptional
movement performance performance and appropriate level of skill;
performance needs much needs some movements. Most movements
attention and attention, movements are always produce
practice. A few refinement and included. the desired
movements and practice. Some outcome.
requirements movements
missing. missing.
0 – 1 mark 2 – 3 marks 4 marks 5 marks
Participation

Level/Marks
0–20% 21–50% 51–75% 76–100%
138 Term 3
Performing Arts: Drama, Dance and Music

For your formal assessment task you will be assessed on your participation
and performance in creating a sound picture with music and movement. Work
in groups of five. You will be assessed individually.

Criteria Limited Adequate Proficient Excellent
The learner participated with enthusiasm and
0–4 5–6 7–8 9–10
commitment
The learner worked cooperatively in group 0–4 5–6 7–8 9–10
The learner contributed to developing a sound
0–4 5–6 7–8 9–10
picture
The learner showed creativity and confidence
0–4 5–6 7–8 9–10
in music and movement
Total
visual Arts: Clay sculpture

For your formal assessment task you will be assessed on your clay sculpture
of an animal (Activity 19.4 on page 134).

The learner is able to wedge clay 0–4 5–6 7–8 9–10
The learner is able to create a recognisable
0–4 5–6 7–8 9–10
animal
The learner is able to show proportions 0–4 5–6 7–8 9–10
The learner included textures and details 0–4 5–6 7–8 9–10
Total

4 Term 4
1 3
140
Chapter 20–26
What do you know?

6
1. What does this road sign mean?
What other road signs do you
know?
2. Talk about brushing your teeth.
What sort of toothpaste do you like
to use? Do you like to use dental
floss? How many times a day
should you brush your teeth?
3. Would you like to swim in this river?
Or drink water from it? Why not?
4. Why should you use gloves when
you are helping someone who has
been hurt and is bleeding?
5. How many different kinds of
athletics events can you think of?
7 6. Do you like singing?

7. Can you look at something and
paint a picture of it?

Chapter 20: Traffic rules, Chapter 21: Personal and household hygiene,
Chapter 22: Healthy environment and personal health, Chapter 23: HIV and AIDS
education, Chapter 24: Athletics and swimming, Chapter 25: Dance, drama and
music, Chapter 26: Appreciate and create visual art, Formal Assessment
141
Chapter
20 Traffic rules
Study area Traffic rules for road users

Personal and Social It is important to know and obey traffic rules. Everybody
Well-being
who drives cars, uses bicycles or walks must obey traffic
rules. These rules are to keep you safe on the road and at
Key words the railway crossings.
• cyclist – a person
who rides a bicycle ACTiviTy 20.1 Learning the traffic rules
• pedestrians –
people who walk 1. Find all the cyclists who are not obeying traffic rules.
2. What rules are they not obeying?
3. What are they doing?
4. Why is it dangerous?
5. Find all the pedestrians who are not obeying traffic
rules.
6. What rules are they not obeying?
7. What are they doing? Why is it dangerous.
8. Why is it not safe for passengers in a taxi or a car to
shout and move around in the vehicle?
9. Many people travel by train. Make a list of rules to
keep safe when travelling on a train.
10.How can pedestrians cross a railway line safely?

Read for enjoyment
The rules of the road

Here is a fun game to play to learn the rules of the road,
and how to stay safe. Play the game with a dice and
counters. Play it again.
Stand on
pavement to
START get into taxi.
Throw again.
Tell a friend on a
bicycle to hang onto
the taxi for a free
ride. Go back to 2.
Shout and fight in taxi.

Miss a turn.
Throw empty tin and

chip packet out of taxi
window. Go back to 4.

You run across the
road to get home.
HOME. You are Go back to 17.
safely home.
You cross the road

You walk with your when the pedestrian
back to the oncoming light is red. Miss a turn.
traffic. Go back to 13.
You use the

pedestrian
crossing. Move
ahead 1.
You wait until the driver

stops before you get out.
Throw again.
You are using a safety
belt. Move ahead 1.

Chapter
21 Personal and household hygiene
Study area Hygiene at home

Personal and Social Keeping ourselves and around us clean is important to
Well-being
stay healthy.
Key words ACTiviTy 21.1 Being healthy and clean

• hygiene - being
clean 1. Do you own one of each of these?
2. Why should these items be used only by one person?
Toothbrush Comb Face cloth Hairbrush
ACTiviTy 21.2 Investigating household germs
Germs like living on or in places that don’t get cleaned

often or are not cleaned properly. Why do these places
need to be cleaned regularly to prevent germs breeding?
List other places in your house that should be regularly

cleaned to stop germs breeding.

Diet and dental hygiene
Healthy eating is important for everyone, especially
children. We all need carbohydrates, proteins, dairy
products, fresh fruit and vegetables and water in our
diet. Children are still growing and need the vitamins
and nutrients found in these foods.
Many children like to eat sweets and drink fizzy

cooldrinks. These have very little goodness in them to
keep children healthy. Too many sweets and fizzy drinks
are also bad for your teeth. These cooldrinks contain
acids and sugars that break down and wear away tooth
enamel over time. Holes develop. These can lead to
toothache and gum infections. A dentist can help you.
It is important to brush
your teeth with toothpaste
every morning and every
night. This will keep them
clean from food and get
rid of bacteria. It will also
keep your breath from
smelling bad.
ACTiviTy 21.3 Assessing your personal hygiene

Key words
Copy and complete the table by filling in yes or no. • diet - what we eat
everyday
Do you:
• use your own face • brush your teeth

cloth? every morning?
• use your own brush • brush your teeth
or comb? every night?
• use your own tooth • visit a dentist
brush? regularly?

Read for enjoyment
Lebo goes to the dentist

Lebo was very worried. His mother was taking him to the dentist and he
had never been to a dentist before.
The waiting room had chairs to sit on and books to look at but he did not
feel like looking at books. He was quite nervous. His appointment was for
three o’clock and it was already five minutes past three.
Just then the door opened and he saw the dentist saying goodbye to
someone. The dentist picked up a card on the desk and called Lebo’s
name. “Go” said his mother. “You will be fine!”
Lebo was not sure about that. He walked into the room and saw a chair
that looked like a bed. The dentist told him to climb on and sit down. Lebo
did that. Then the dentist pressed a button and the chair started tilting
backwards. Lebo didn’t know if he liked lying back in the chair.

The dentist asked Lebo to open his mouth. He carefully looked in his
mouth and checked each tooth with the tip of a metal instrument. It was
not sore. The dentist checked all the teeth at the bottom and then all the
teeth at the top.
“Do you brush your teeth everyday Lebo?” the dentist asked.
Lebo’s face got a bit hot and he moved around in the chair. “Most days I
do” he answered.
“Well, your teeth are in good condition but they are not as clean as they
should be. I will clean them with special instruments today but you must
get into a habit of brushing them every morning and every night. Then
your teeth should last you a very long time.”
The dentist cleaned Lebo’s teeth.

It was a strange feeling. It was
not sore at all. “That’s it” the
dentist said when he had
finished.
“Am I finished? asked Lebo.
“Yes you are” smiled the dentist.

“I’ll see you in a year’s time”
“Okay” said Lebo smiling.

“And I won’t be so scared
when I come next year!”

Chapter
Healthy environment and personal
22 health
Study area Unhealthy environments
Personal and Social To stay healthy we need a clean environment in which
Well-being
to live. To be healthy we need clean air and clean water.
We need clean and safe places to live and play.
Key words
• pollution – what
spoils and dirties
the air, water and
land
• industrial waste –
chemicals that are
left over when
products are
manufactured
Air pollution. Water polluted with litter.
Water pollution with chemicals Land pollution.

and industrial waste.
ACTiviTy 22.1 Looking at the health of the environment
Discuss the questions below with a partner. Report back

to the class.
1. How could each of these pictures affect people’s

personal health? What could the results be?
2. Should industries or businesses be allowed to pollute
our environment?
3. Should individual people in families and communities
be allowed to pollute the environment?
4. What can we do to stop them from doing it?
5. What should happen if we find out who is responsible?

Ways to keep the environment healthy
Did you know?
Our farms cannot produce good food without clean One mature tree can
water. Poisons, germs and chemicals in the water go into produce as much
the fruit and vegetables growing on farms. oxygen in a season
as 10 people inhale
Poisons, germs and chemicals leaked into the soil enter in one year.
the plants growing in the soil. We eat these plants. The
animals we need for food eats these plants. Chemicals
and poisons emptied into the sea enter the fish we eat.
Poisons and chemicals enter us in these different ways
and make us ill.
What we can do:
1. Brainstorm ideas and ways to fix up our

environment and keep it healthy.
2. Think of ideas for where you live, at your
school and in your community.
3. Write the ideas down. Choose one idea to
put into action.
Arbor Day
Trees keep our environment healthy.
Leaves on trees clean polluted air and
make oxygen. Trees provide shade.
Many trees grow food we can eat. Rows
of trees can block out noise or be used
as a windbreak. Trees’ roots hold the
soil together to reduce soil erosion.
Because trees are so important, we

celebrate Arbor Week every year from
1 – 7 September. One day in that week
is Arbor Day. During that week many
trees are planted by schools, businesses
and communities. What does your
school do during Arbor Week?

Read for enjoyment
A healthy environment
Nature helps us to keep our environment healthy. Plants purify or filter the
air by absorbing harmful gases and producing oxygen. Nature purifies or
cleans water through the water cycle.
Tiny animals like earth worms, fungi and good bacteria break down waste
materials and turn them into nutrients that feed plants.
Wetlands reduce flooding by absorbing and slowing down the flow of

water after rain.

Animals like insects and birds pollinate plants and disperse the seeds for
new plants to grow.
We can help look after our environment in many ways. We can compost
food waste like carrot peels and potato peels. We can use this compost to
grow our own fruit and vegetables.
We can recycle all our glass, paper and plastic waste. We can reduce
how much water we use and we can reuse water whenever we can.
We can remember to turn off the lights and unnecessary appliances to
save electricity.
We can look after our personal health by eating fresh fruit and vegetables.
We need to drink lots of clean water and get exercise and enough sleep.
We can keep our environment healthy by not dropping litter and by recycling
what we use. Saving water and electricity also helps our environment.

Key words Looking after a wetland
• wetland – land There are things we can each do that will help to keep
that is saturated
with water, often our environment healthy.
called marshes or
swamps
NO
FISHING
NO WALKING
OR SWIMMING

GLASS
recycling
A wetland is an area that has water and supports life.

They are very important areas to the environment.
ACTiviTy 22.2 Looking after a wetland
Look carefully at what is happening in each picture.

Notice what has changed from one picture to the next.
1. Write a story about what has happened to this

wetland.
2. Use each picture to write a paragraph. The
paragraphs will form the story.

Chapter
23 Hiv and AiDS education
Study area Hiv and AiDS

Personal and Social One way to look after ourselves is to understand more
Well-being
about HIV and AIDS. This will help us learn how to
protect ourselves.
Read the letter Gugu wrote to Pumeza.
My dear Pumeza
It was lovely to see you again this weekend. You remind me so
much of your mother – I still miss her so much. I can hardly
believe that she passed away over two years ago.
Pumeza I wanted to talk to you about something this weekend,
but we did not have enough time. So, instead I will write about
it while I am on the bus.
I wanted to ask you what you know about AIDS and to talk with
you about it.
AIDS stands for Acquired Immune Deficiency Syndrome. Before
someone gets AIDS they must first be infected by HIV, which
stands for Human Immunodeficiency Virus. Once the virus is in
your body, it attacks the
cells in your body that would normally fight against the virus.
HIV is a very serious virus, and there is still no cure.
HIV can live in blood, breast milk, semen and vaginal fluids.
HIV can be passed from an infected person to another person if
the blood from someone who has HIV gets into the bloodstream
of someone who hasn’t got the virus, or when infected fluid
passes through a thin membrane in the body.

Anyone can get the virus. It is impossible to see if someone
has HIV – it is only when the virus develops into AIDS that the
person gets very sick.
Pumeza, you must remember to be extra careful when someone
gets hurt and there is blood around. Although the blood from
someone with the virus cannot reach your bloodstream through
your skin, you may have a small cut on your skin that you don’t
know about, and the virus can get in through that. One way to
protect yourself is to cover any cuts you have with a plaster.
Another way is not to pick up and play with anything you see
lying around, particularly syringes or needles.
If someone at school is hurt and needs help, call the teacher.
The teacher will have special gloves to wear while he or she
helps the person.
I also want you to know that you can’t get HIV by standing next
to someone, from sharing cups or plates or from sitting on a
toilet seat. You can’t get HIV by hugging someone, talking to
someone, shaking hands or sharing what you eat and drink.
You won’t get infected in swimming pools. HIV cannot get inside
your body from any of these things.
I’m nearly at my stop now. We can talk again when
we see each other. Remember that I love you!
Gugu

Read for enjoyment
Phumla replies to her letters

Read the letters written to Phumla on this page. Read the answers.
Dear Phumla Dear Thabo

I know HIV is a virus and You are correct th
at HIV lives in yo
it lives in your blood. Can I you will not b eco ur
me infected. When blood but
get HIV if I am bitten by a mosquito bites yo
u, she sucks som
a female
mosquito that has already blood. There is n
o blood left from
e of your
bitten a person infected by person or anima
l she bit. S ome o
the previous
HIV? (spit) is left b ehin f her saliva
d and this makes
you itch.
Thabo Phumla
Dear Phumla
My friend was born HIV positive.
We play together and do everything
together.
At school some people say they don’t Dear Zuki
t
want to sit next to her or they don’t wan
it
to touch anything she has touched. Is You cannot becom
e infected with HIV
true that they can become infected with you sit next to so
meone or touch w
if
HIV this way? they have touched hat
. The virus is in th
blood. The virus eir
Zuki cannot live in air
Even if you hug th .
em or share food
with them the viru
s cannot infect yo
u.
Phumla

Dear Phumla Dear John
Is there a cure for HIV No, there is no cu

re for HIV and A
scientists around ID
and AIDS? the world are work S. Many
find ways of curin in
g people with HIV g hard to
been found yet to .N
John get rid of, or stop, o drug has
damaging the imm the virus from
une system.
Phumla
nce
Dear Flore
o v e r e d t hat people
Dear Phumla ors disc is way they
When doct ct e d in t h
infe sure that
Our neighbour ha were being f m a k in g
s HIV. Long ago a way o
he had to go to h developed g a v e t o p eople had
ospital to have an hey
operation. He nee the blood t Today it is almost
ded some extra it. , so
blood. The blood no virus in e t H I V in this way
they gave him had to g
the virus in it. Ca impossible
n this still happen y.
today? don’t worr
Florence Phumla

Chapter
24 Athletics and swimming
Study area Field athletics activities

Physical Education The shot put
Look at the picture to the right to
see how to hold your shot put.
Key words If you do not have a shot put, you
• punch – use your could use a small rock or a bean
hand to push bag.
something forward
Do not reach back and throw the
shot as if it were a ball. You need
to punch the shot skyward at
Safety approximately a 45-degree angle.
You can be seriously
injured if struck by a The discus
thrown shot, discus Make sure you are holding your
or javelin. Avoid
discus firmly. Look at the pictures
being injured by
being aware. Do not to see how to throw the discus
release an object correctly.
when others are in
the way. Do not
retrieve your objects
when others are
throwing.
Did you know?

Discus is the only
event where the
women’s world
record (76.80 m) is
superior to the men’s
mark (74.08 m). That’s The javelin
because women Study the picture to see
throw a one-
kilogram discus while
how to hold your adapted
the men’s discus javelin. Walk and run
weighs two holding your javelin in
kilograms.
the correct position.

The long jump
Your teacher will help you to find out which foot is
dominant or stronger. Start your run up for both jumps
with your stronger foot.
Run properly with the correct arm and leg action. The
arms should swing from the shoulder joint limiting the
shrug action that is common in young sprinters. Your
arms should stay on the side of the body. The hands can
be either open or closed, but not tense when closed. The
action of the legs should be straightforward and back
as well.
The high jump
1 2 3 4 5
Your teacher will help you to do the high jump, using the
following steps:
1. Start your run up with your dominant leg.
2. Run up to the mat.
3. Jump off and up from one foot.
4. At the mat – jump up and turn your back to the mat.
5. Land on your back on the mat.
Key words Track athletics activities
• sprint – running Hurdles
at full speed over a
short distance
• dash – to run a
short distance as
fast as possible
Safety
Remember to do
your stretches.
Hurdles and sprinting
are very fast and
explosive activities
and if your muscles
are not correctly
stretched after warm 1. Can you see which is the lead leg?
up you could injure
your muscles. 2. Can you see which is the trail leg?
3. Look at the body and head position of the hurdler.
Sprinting
Did you know?
The 100m sprint is
one of the most
important events in
track and field. The
mens’ winner of the
100m dash at the
Olympics is crowned
the “world’s fastest
human”. This race
requires explosive
speed and nearly
perfect technique.
The South African sprinter,

Castor Semenya. Notice the
position of her elbows when
she runs.

Long distance running
Learn to pace yourself when If you do not pace yourself, you

running long distances. You will will get too tired and will not be
be able to run for a longer time. able to finish the race.
Relays
In a relay, you must make
sure that you do not let go of
the baton. When you need to
pass it, make sure you put it
into the other runner’s hand
without dropping it. Dropping
the baton can cause a team
to slow down, or in some
cases, be disqualified.

Swimming safely
Safety
All public pools have You have learnt that pools and water can be dangerous.
rules. Ensure you read It is important to learn to enter the pool safely. Look at
them, remember the pictures below to see how.
them and obey them.
They are there for
your safety.
Did you know?

Physical activity
helps to keep your When you are in the water, floating is a good way of
body and mind resting. Look at the pictures to see how to float like a:
healthy.
Jelly fish Star fish

Different swimming strokes
Freestyle Backstroke
Breaststroke Butterfly
ACTiviTy 24.1 Making a safety poster
What kind of rules do you think there should be at a pool?

Create a pool safety poster for homework.

Chapter
Study area Music

Creative Arts: Up until now the songs and rhythms we have sung have
Performing Arts
been in unison.
Key words ACTiviTy 25.1 Huggy number three
• canon – when the
same song is sung 1. Walk around in general space while the music plays.
overlapping
2. When the music stops your teacher will call out
“Huggy number three!” You must get into groups of
three as quickly as you can.
3. Your teacher will do the same with other numbers.
ACTiviTy 25.2 Warm up and play
1. Play body percussion songs.

2. Look at the rhythmic patterns below, and clap them as
a class.
3. Then each person uses a body percussion sound, and
play the rhythms again.
4
Rhythm 1 4
Did you know?
In some music from Rhythm 2 4
4
Africa, many rhythms
overlap each other at
the same time.
4. Now one group will start playing and then the next
group will start playing the same thing a little later so
that the song overlaps. This is called a canon.

ACTiviTy 25.3 Reading music in unison and in canon
Read these musical symbols and perform them by

clapping.
crotchet minim crotchet minim

rest rest
ACTiviTy 25.4 A song to sing in unison
This is a song for the whole class to sing together.

Sing it in canon.
Mntakwethu
English lyrics
Little brother, little brother,
Are you asleep, are you asleep?
Hark! The bells are ringing,
Hark! The bells are ringing,
Ding, dong, dong, ding, dong, dong

Pictures without words
The way a person stands and moves can tell us a lot. An
old person stands and walks differently from a young
person. Somebody in authority, for example a policeman,
stands and moves in a way that shows he is in control.
Posture can show how we are feeling. If we stand up

straight and tall we are usually feeling confident, proud
and brave. If we are standing with our shoulders hunched
and hands behind our backs we are usually feeling
scared or embarrassed. Think about what kind of posture
you have when you feel different emotions. Posture can
tell us a lot about what character an actor is trying to be.
ACTiviTy 25.5 Impersonate the posture of someone else
Stand in a neutral posture, then stand in the way various

characters would stand, for example a policeman, a thief,
a fashion model, a large person, or a nervous person.
ACTiviTy 25.6 Mime in pairs and perform
1. Find a partner. The teacher will give each pair a

situation to make a mime performance about.
2. Plan it and practise it. Remember, no speaking is
Did you know? allowed, not even silent ‘pretend’ speaking. You can
Tightrope walkers use imaginary objects, movement, gesture and facial
have excellent
balance. Most of
expression.
them had to practice
really hard before
3. Take turns to present your mime to the class.
they could balance
4. Discuss after each one:
well on a thin piece
of rope. They have to • Were you able to see what was happening?
focus carefully. • Which things were good? The movement? The
facial expressions? Using imaginary objects?
ACTiviTy 25.7 Making shapes with your body
1. Can you balance on your heels? Can you make a circle

with your hands? Can you make a star shape using
three friends to help you?
168 Term 4 Warm up and play; Improvise and create

2. Find a general space in the classroom. Key words
3. You will make shapes using your body. Some shapes • tableau – a frozen
you can make with just your own body. Other shapes picture
you are going to make with your friends. • tableaux – more
than one tableau
4. Can you balance on different parts of your body?
5. Some people are really good at balancing. Other
people have to practice it lots. You can improve your
balance by focusing, or looking at, one point when
you are trying to balance. Look at something that
doesn’t move, like a spot on the ground or on the wall.
ACTiviTy 25.8 Frozen pictures or tableaux
Make a frozen picture.
1. Get into groups of four to six people. Your teacher

will say the name of an animal, and each
group will make a frozen picture of that
animal. For example if the animal is an
elephant, one person could be the trunk,
another the tusks, another the ears, and
another two could make a shape for
the body and legs.
2. Try to make different levels in your tableau.
If you want to show a high level, for
example if you want to show the long
neck of a giraffe, some people could
go on all fours and support another
person who will stand on their backs.
3. It is important to have trust and focus
when you are supporting or being
supported or balanced by others.

Key words Building a drama on a theme
• storyline – what The storyline is the story of what happens in your drama.
happens in a
drama All dramas will have a theme. The theme might be
• theme – the main
“under the sea” or “going to the beach” or “my first day
idea of the drama at school”. The storyline will tell us about the theme. The
• time – how much storyline of your drama will need to work within the time
time passes from and space you choose. In your storyline, there is usually
when the drama a conflict between some of the characters.
starts until it ends.
In the beginning a
ACTiviTy 25.9 Learn to trust and listen
character might be
young, and by the
end of the drama Find a partner.
the character
might be old. 1. You are going to play a game to build trust and
• space – where listening skills.
the drama takes
place. For example 2. You will each get a chance to be blindfolded and trust
it might all take your partner.
place in the same
space. Or it might
start in one place,
and then we see
the characters in a
different place.
• trust – knowing
that another
person will not let
you down
When you are blindfolded and cannot see you have to trust your
partner. You have to trust that they will keep you safe from bumping
into things.
ACTiviTy 25.10 Tableaux on the theme of Noah’s Ark
Get into two groups. Each group will make a tableau

showing Noah’s ark, Noah and his family, and the
animals lining up to enter the ark. Take turns to present it
to the other half of the class.

ACTiviTy 25.11 Building a drama Key words
• dialogue – what
Our theme will be Noah’s Ark. Get into groups of six to the characters say
eight people and discuss the following questions: to each other
1. When will your drama start and when will it end?

2. Where will it take place? (On the land? In the ark?)
Did you know?
3. Who are the characters? This is one way you
can write your
4. How can we introduce and resolve conflict? dialogue :
Here are some examples of conflicts that could happen: Mrs Zebra: I’m afraid
of those lions. They
• The monkeys start teasing and playing tricks on the look very hungry.
other animals. How do you think the other animals What if they try to
feel? What will they do? eat us?
Mr Zebra: We can run
• The zebras are frightened of the lion. They think that faster than them –
the lions should not be allowed on the ark. What do the we have always
lions feel about this? What does Noah think and say? escaped them.
Mrs Zebra: But if we
are on the ark there
won’t be space to
run away. I think they
should not be
allowed on to the
ark.
Mr Zebra: I will ask
our friend Noah to
think of a solution to
this!
5. Decide in your groups who will play Noah and his

family or some of the people who laughed at him
when he started to make the ark. Include as many
pairs of different animals as you can.
ACTiviTy 25.12 Think of other conflict situations
1. In your groups (for example two zebras, two lions and

Noah and his wife), plan a conflict they might have,
and how they would resolve it.
2. Decide on your storyline, and create a dialogue for
the drama.

Key words Putting it all together with sounds
• sound picture – a and songs
picture you get in
your mind when Your drama will be even more exciting if you have some
you make or hear
music
sound pictures and some music to go with it. This will
create a mood for the drama, and tell the audience a bit
• mood – the way
you feel more about where the drama is taking place.
• interludes – music The sound pictures and music could happen in between
that plays between
the action in a actions, called an interlude or it could happen during
drama the action.
ACTiviTy 25.13 Songs about animals
Do you know any other songs about animals?
1. Five little speckled frogs

Sat on a speckled log,
Catching some most delicious
bugs, yum, yum.
One jumped into the pool,
Where it was nice and cool,
And there were four green
speckled frogs, glub, glub.
2. Four little speckled frogs …
3. Three little speckled frogs …
4. Two little speckled frogs …
5. One little speckled frog
Sat on a speckled log,
Catching some most delicious
bugs, yum, yum.
He jumped into the pool,
Where it was nice and cool,
And there were no green speckled
frogs, glub, glub.

ACTiviTy 25.14 Make a sound picture for your drama
Decide on sound pictures for your drama, using

instruments and body percussion. You could include a
storm that brings the rain. You could also include the
sounds of the animals as they line up to enter the ark.
ACTiviTy 25.15 Put it together
Now put your drama together with a tableau to start

and end with, a sound picture, a song, a storyline with
dialogue, conflict and a resolution.
Make sure that you:
• Use the space well.
• Face the audience so that they can see you clearly.
• Speak clearly so that you can be heard.
• Use movement and facial expressions to show the
different characters.
• Rehearse so that you all remember what to do when.
ACTiviTy 25.16 Perform the drama
When you have practised enough, take turns to perform

your drama for the rest of the class! Your teacher will
direct you.
ACTiviTy 25.17 Reflect on the performance
How well did your group do in their performances?

Discuss in your groups, and then each write a sentence
for each question.
1. Did we rehearse properly?
2. Did we tell the story well?
3. Did we use the space well?
4. Could the audience see us and hear us clearly?
5. Did we make good sound pictures?
6. Did we make good tableaux?

Chapter
Study area Looking at pictures

Creative Arts: What beautiful places do you know of? Many artists have
Visual Arts
been inspired to record the world around them by taking
photographs, or making paintings and drawings, or
Key words making sculptures from natural materials.
• diagonal lines –
lines that run at an
angle
• vertical lines diagonal line
– lines that run
straight up and
down
• horizontal lines – curving line
lines that run
across
horizontal lines
vertical line
The photograph of the desert in Namibia above uses

the horizontal, diagonal, curving and vertical lines of
natural objects, like trees and sand dunes to make the
photograph more interesting. These make our eyes move
from the tree branches in the front to other parts of the
photograph.

Did you know?
Dark and light
colours, and lines
going in different
directions and
contrasting shapes,
gives the jungle
scene on the left a
scary and lively
feeling.
A Fight Between a Tiger and a Buffalo by Henri Rousseau.
Activity 26.1 Look at pictures of the natural world
In pairs, look at the artworks on pages 174 and 175. Talk

to your partner about these questions:
1. Which artwork do you like the most? Why or why not?

2. What is the feeling of each picture? Do you think it is
happy, sad, lively, slow or calm? Why?
3. Make up your own title for each picture.
4. Can you see where the artists have used these
elements of art?
a) Line – trace your finger along some of the lines.
b) Tone – Can you find areas of light and dark next to
each other? What do they show?
c) Texture – What different textures has the artist tried
to show?
d) Shape – Can you identify big shapes and small
shapes?
e) Are there any shapes in front of others?
f) Space – Can you point to the spaces around the
animals and plants?
g) Colour – What colours can you see? Which is the
darkest colour? Which is the lightest colour?

Key words Mixing colours
• tint - when you When you are painting, you can make colours lighter
add white to
a colour it will or darker by mixing them with either white or a darker
become lighter or colour. These are called tints and shades. For example if
paler you mix red and white you get a tint called pink. If you
• shade - when mix red and black you get a shade called maroon.
you add black
to a colour it will Look at the colour wheel on the left.
become darker
Did you know?

If you mix together
the three primary
colours (red, blue
and yellow) you will
get brown.
Colours towards the

middle have been
tinted with white to
make them paler.
Still Life with Roses and Anenomes by Vincent Van Gogh.
ACTiviTy 26.2 What colours can you see?
In pairs, look at the painting above and discuss with your

partner
1. Can you name the secondary colours that you can see
in the painting?
2. Are there any related colours?
3. Can you identify the tints (where the artist made
colours lighter by mixing with white)?
ACTiviTy 26.3 Paint the natural world
Tips for tools
You will need: Natural objects that you bring to the Wash your paintbrush
classroom, for example plants, fruit, vegetables, flowers, in your water jar
before starting to mix
branches, leaves.
a new colour. If you
go from red to yellow
Tempera paint, paintbrushes, jar of water, blank A4 without washing your
paper, newspaper brush in between,
your colours will get
Mixing colours dirty.
Each learner needs: a sheet of A4 paper, a paintbrush,
a jar of water, a container or two for mixing colours, for
example polystyrene margarine containers.
1. In groups of four cover the table or desks with newspaper.

2. In the middle, where you can all reach, arrange your
paints (red, blue, yellow and white) in small containers.
Each colour should be mixed so that it is quite thick (like
yoghurt). If the colour is too watery it will not be bright
enough. There should be a paintbrush for each colour,
or a teaspoon, or an ice-cream stick, for scooping paint
into your mixing container.
3. Mix two primary colours to get a secondary colour.
4. Paint this on your A4 paper, in any shape you want.
Add some white to make a tint, and paint that onto
your paper.
5. Continue exploring how to make different colours. See
how many you can mix! When you have covered your
papers with colours, put them somewhere safe to dry.
Write your name on the back.
Painting your natural objects
Look at the real objects from nature that you and your
teacher have set up on the table.
Look at all the colours and name them. Can you see any
primary colours? Can you see any secondary colours?
Can you see colours that are related to each other? Can
you see which colours are darker than the others? Start
mixing your colours and painting!

Key words Dream catchers
• dream catcher A dream catcher is a traditional artwork made by the
– an object that
hangs above your Native American people of North America. The dream
bed to ‘catch’ your catcher is hung above a bed. It is believed to protect
dreams people by catching any bad dreams while they sleep.
It is made by bending a soft branch into a hoop, and

tying the ends to make a frame,. Then string gets tied
criss-cross onto the frame, and beautiful objects are tied
onto the strings.
ACTiviTy 26.4 Create a dream catcher
You will need: at least six lengths of thin, long pieces of

twigs or reed that can bend easily, 60 cm length of thin
string, recycled materials such as plastic, pieces of shiny
and coloured paper, cardboard, beads and buttons,
ribbon, string, natural objects such as reeds, flexible twigs,
interesting shaped leaves, feathers, scissors, wood glue.
On your own, make a frame.
1. Twist and bend your reeds or twigs together to make

Did you know?
a strong circular hoop.
Recycling materials
like paper and plastic 2. Make the ‘web’ of your dream catcher by tying string
means there is less
pollution to destroy
to the hoop and crisscrossing it in an interesting
the natural pattern.
environment.
Decorate your dream catcher
1. Tie pieces of string, grass or ribbon to decorate the
‘web’ that will catch dreams. Make your own patterns.
2. Use the collected materials, like feathers and bright
beads and buttons and the string to hang interesting
objects from the bottom of your dream catcher.
3. Make sure that the weight of your hanging objects are
This artwork is made balanced and the objects are in proportion. In other
from plastic collected words, some objects mustn’t be much bigger than
on the beach. others.

4. Keep checking what your dream catcher looks like
from different sides. Tips for tools
5. Make a loop of wire to hang up your dream catcher. Remember to tidy up
after you have
6. Hang them all in the classroom! finished!
1. On your own, look at the two pieces of artwork you

have completed this term.
2. Copy and complete the notes about each work.
Title of my work:
Materials I used:
What I learnt about colour:
What I learnt about tying things together:

Exam Practice
Section A
1. Name three foods that South Africans from different cultures
enjoy eating. (3)
2. What does it mean if a story has a moral? (1)
3. Choose the correct symbol for these religions. Fill in the letter in the
symbol column. (3)
Religion Symbol
Christianity
Islam
Hinduism
A B C D E F
4. Write one interesting or new fact you learnt about a religion when you
researched your project and prepared your oral. (1)
5. Match the columns so that each sentence in the left column makes
sense. Write each complete sentence. (4)
Cyclists should It distracts the driver
Pedestrians should always Not run around
Passengers in a car should not Never hold on to a moving

shout or fight in a vehicle as vehicle
Passengers on a train should Walk facing oncoming traffic
180 Term 4
6. What parts of the tooth do sugar and acids wear away? (1)
7. List two ways to protect yourself from getting HIV. (2)
15 marks
Section B
1. Look at the pictures. Explain why each situation is unsafe.
Describe what must be done to make it safe. (4)
2. Explain why a toothbrush should be used by only one person. (1)
3. What two types of pollution are shown in the pictures? (2)

4. Explain how each of them could affect your health. (2)
5. Explain what Arbor Day or Arbor Week is and what we do in this time. (2)
6. Describe three ways we can each help to look after our environment. (3)
7. Explain why you can’t get HIV from holding hands with someone who
has HIV. (1)
15 marks
TOTAL 30 marks
Formal Assessment: Exam Practice 181

Formal Assessment Physical Eduction
Athletics
You will be formally assessed on field and track activities and then swimming
activities. You will be assessed on:
• Time and distance. • Entering and exiting the pool.
• Sprints, relays and long- • Breathing and breath control.
distance running. • Swimming widths under water.
• Throwing. • Swimming widths for speed.
• High jump for height. • A water activity routine in groups.
• Long jump for distance.
Rubric for assessing Physical Education

Level and marks
Outcome of Your skills Your skills Efficient, effective Exceptional
movement activities need activities need and appropriate level of skill.
performance. much attention some attention, skills. Most skills Movements
and practice. A refinement and are included. always produce
few skills and practice. Some the desired
requirements skills are missing. outcome.
missing.
Allocated marks 0–1 mark 2–3 marks 4 marks 5 marks
Participation

Level/Marks
0–20% 21–50% 51–75% 76–100%
182 Term 4
Performing Arts: Drama and Music

For your formal assessment task you will be assessed on your drama
performance with a sound picture and tableau (Activity 25.16 on page 173).
You will be assessed individually.

The learner knew the drama and their part 0–4 5–6 7–8 9–10
The learner used facial expressions and
0–4 5–6 7–8 9–10
gestures appropriately
Music created for the drama was appropriate 0–4 5–6 7–8 9–10
The drama had a clear beginning, middle and
0–4 5–6 7–8 9–10
end
The learner portrayed their character well 0–4 5–6 7–8 9–10
The learner concentrated throughout the
0–4 5–6 7–8 9–10
performance
Total
visual Arts: Painting

For your formal assessment task you will be assessed on your painting of the
natural world (Activity 26.3 on page 177).

The learner is able to mix a variety of colours 0–4 5–6 7–8 9–10
The learner is able to identify primary and
0–4 5–6 7–8 9–10
secondary colours
The learner is able to mix colours with white to
0–4 5–6 7–8 9–10
create tints
The learner is able to paint real objects from
0–4 5–6 7–8 9–10
observation
Total

Glossary
A conflict when someone makes
us feel angry or hurt
addicted dependent on or and we want to do
abusing page 14 something back page 16
ancestors members of our family
conflict a struggle or challenge
who have died page 105
in the story page 128
anxious feeling worried,
uncertain or nervous page 55 contrast when you have things
that are very different
B next to each other page 38
core deep muscle layers
beat a regular sound page 29 muscles close to the spine
body making sounds with that support the body page 24
percussion your body, for example
created to make something page 104
clapping page 29
bully a person who threatens, crotchet one beat of a bar page 32
hurts or picks on culture the customs or ways
others page 60 that different types of
people live page 96
C cyclist a person who rides
a bicycle page 142
call and a kind of song where
response one person sings a line D
and then the rest sing
something back page 81 dash running a short distance
camouflage when something is hidden as fast as possible page 162
or disguised by having the defenders the people on the
same colours or patterns other team that are
as the environment trying to stop you
around it page 133 from scoring page 70
canon when the same song diagonal lines lines that run at
is sung overlapping page 166 an angle page 174
character a person the actor is dialogue what the characters
trying to be page 126 say to each other page 171
collage a collection of pictures diet what we eat everyday page 147
or words about one doh first note of a music
topic or idea stuck to scale page 124
paper or board page 11 domestic animals that are looked
concentration thinking one thing animals after by people, on
and nothing else page 36 farms or as pets in
their homes page 132
184 Glossary
dream an object that hangs i
catcher above your bed to
‘catch’ your dreams page 178 improve to get better at
something page 8
dynamic constant movement,
activity or change page 26 improvise make up something
as you go page 35
E industrial the chemicals that are
waste left over when products
earthenware type of clay or mud page 42 are manufactured page 150
elevation the ability to move interludes music that plays
up off the ground page 25 between the action
emergency a serious, unexpected, in a drama page 172
and dangerous situation invasion where each team
requiring immediate games scores by ‘invading’
action page 110 the other team’s
emotions what we feel page 50 territory page 70
F L
fa fourth note of a locomotion the ability to move
music scale page 124 from one place to
facial using your face to another page 25
expression show how you feel page 126
fire to bake a clay object M
until it goes hard and
does not break easily page 134 maltreatment mistreatment,
cruelty or harm page 65
float rest on top of the
water page 111 me third note of a
music scale page 124
freeze keep still page 83
melody tunes made from a
G sequence of notes page 76
menu a list or type of food
gesture an action like pointing that is available page 100
or waving your hands page 127
mime a performance technique
general space the space shared by that suggests an action,
everyone page 35 character or emotion
using gesture, but not
H
words page 36
horizontal lines that run across page 174 minim two beats of a bar page 32
lines mood the way you feel page 172
hygiene being clean page 146 moral the lesson we can learn page 102
Glossary 185
movement a series of movements, prop something that you
sentence one after the other page 35 wear or use while
performing page 35
N proportion the size of one thing
compared to the size
nationality the country you were
of something else page 84
born in page 65
punch use your hand to push
nutrition nourishment or food page 65
something forward page 160
R
O
rae second note of a
opposing the team that you are
team playing against page 70
recycled turning items that you
P materials are going to throw away
into something useful page 78
pasting using glue to join related colours that are near
objects that have colours each other on the
flat surfaces page 88 colour wheel page 133
pattern a design or decoration responsibility something you have
that is repeated page 84 the duty to do page 65
pedestrians people who walk page 142 rest a silent beat page 32
personal the space around your rhythmic a pattern of sounds
space body page 34 pattern based on a beat page 29
personal what I am good at page 4 rights something that the
strength law allows people to do page 64
pitch how high or low a note is page 76 rituals ceremonies we perform page 105
plot how the story unfolds page 128 rotate to move or turn around
pollution what spoils and dirties a central point page 22
the air, water and land page 150
poster a large printed picture S
used to give information page 87
sculpture a three-dimensional
posture the way you hold
artwork page 42
your body page 121
secondary colours that are made
practise to keep doing the
colours by mixing two primary
same or a similar
colours together page 40
thing to get better at it page 8
sequence when one action
primary three colours that
follows another in a
colours cannot be made by
specific order page 23
mixing other colours page 40
shade when you add black
project a planned task that
to a colour it will
normally involves more
become darker page 176
than one person page 56
soh fifth note of a
186 Glossary
sound a picture you get in tint when you add white
picture your mind when you to a colour it will
make or hear music page 172 become lighter
space where the drama or paler page 176
takes place page 170 tone whether something
special to be better or is light or dark page 38
different from others page 4 travelling moving in different
specialise become really good directions page 34
at one thing page 130 trust knowing that another
spine the line of bones person will not let you
from your neck to down page 170
your bottom page 34 tying using string, cotton or
sprint running at full speed wire to keep or bind
over a short distance page 162 things together page 88
static staying still, not
U
moving or changing page 26
stave lines music notes are unison all singing the same
written on page 81 song together page 33
storyline what happens in
a drama page 170 v
strenuous requiring a lot of effort vertical lines lines that run straight
and exertion page 341 up and down page 174
symbol a picture or design that
is identified with a W
concept or religion page 109
warm up getting your body
T ready to perform page 28
water bodies natural or man-made
tableau a frozen picture page 169
areas of water page 110
tableaux more than one tableau page 169
wedge banging and squeezing
texture the feeling of the clay to force out air page 42
surface page 38
wetland land that is saturated
theme the main idea of with water page 154
the drama page 170
wild animals animals that live in their
timbre the particular kind of natural environment
sound made by the and find their own food page 132
instrument page 122
wrapping neatly and completely
time how much time passes covering an object page 88
from when the drama
starts until it ends page 170
Glossary 187
Maskew Miller Longman (Pty) Ltd
Forest Drive, Pinelands, Cape Town
Offices in Johannesburg, Durban, King William’s Town, Polokwane, Bloemfontein,
Mahikeng and Nelspruit, and companies throughout southern and central Africa.
Website: www.mml.co.za
(c) Maskew Miller Longman (Pty) Ltd (2012)
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission of the
copyright holder.
First published in 2012
ISBN 978 0 636 13572 7
Edited by Isla Haddow-Flood
Typesetting by LSM Graphics
Music transcribed by Simon van Gend
Book design by Shereen Pearson
Artwork by Pandora Alberts, Nicky Beele, James Berrangé, Lynn de la Motte, Gay
Galsworthy, Heidi-Kate Greeff, Robert Hichens, Robin McBride, Claire Konemann,
Andrew Mogkatle, Heather Moore, Mashet Ndhlovu, Anthony Riley, Robin Taylor,
Ann Westoby, Sarah Wimperis and Sue Woollatt
Cover design by Shereen Pearson
Cover photograph by Guy Cali/Corbis/Great Stock
Printed by
Acknowledgements
The author(s) and publisher wish to thank the following for granting permission to
reproduce photographs:
AAI/Fotostock (pp. 13, 109, 126, 140); Africa Media Online (pp. 42 [Jonathan
Katzenellenbogen]; 70 [Graeme Williams]; 96 [Lore Waselchuk]; 101 [Elske Kritzinger];
106 [Chris Ledochowski]; 108 [Eric Miller]); Afripics/Alamy (pp. 14, 24, 31, 43, 48, 94,
109, 148, 158, 160, 169); Bigstock (pp. 2–4, 7–9, 19, 25, 30, 31, 34, 37, 48, 54, 57, 84, 85,
90, 94–96, 100, 101, 107, 108, 117, 122, 123, 126, 128, 130, 140, 149, 150–153, 157–159,
162, 174, 178, 181); David Pickett (p. 60); Dorling Kindersley (p. 100); Eric Miller (pp.
17, 94); Gallo Images (pp. 2; 36 [Foto24/Leanne Stander]; 48, 95, 97, 101, 107, 141, 162,
170); Great Stock (pp. 12, 16, 29, 63, 70, 94); Hildur Amato (pp. 42, 134, 135); Inpra
(pp. 76, 77); iStock (pp. 2, 17, 48, 62, 70, 76, 96, 119, 141, 151); Media Club South Africa
(pp. 3, 83, 117); Mike Carelse/LCA Studios (pp. 2, 28, 48); Pearson International (pp. 14,
16, 25; 126 [Sydney Seshibedi]); Reinhardt Hartzenberg (p. 117); The Bigger Picture (pp.
86 [Science Photo Library]; 97, 160); University of Pretoria (p. 134).
The author(s) and publisher wish to thank the following for permission to use
copyrighted material:
Patricia Schonstein Pinnock (p. 167 – reprinted with the permission of African Sun
Press, PO Box 16415, Vlaeberg 8018, Cape Town, South Africa); Bonnie Ntshalintshali
(p. 131); Derrick Nxumalo (p. 132); Dylan Lewis (p. 131); Gerard Sekoto (p. 39); KEAG
(p. 178); Lin Barrie (Lowveld Wild Dog Project, www.africanwildlifeconservationfund.
org, zimbabwewilddogs.wildlifedirect.org; Painted Dog Conservation Project,
www.painteddog.org; Painted Wolf Wines, www.paintedwolfwines.com) (p. 130);
Phanuel Mabaso (p. 38); Random House Struik (pp. 98–99, 102–103); Tommy Motswai
(p. 41); Unilever PLC (p. 100); Vincent van Gogh (p. 176).
Every attempt has been made to trace and contact copyright holders. Should any
copyright infringement have occurred, please inform the publisher so that the error
can be rectified in the next edition.

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CAPS

H. Amato • J. Calitz • K. Euston-Brown

It is illegal to photocopy any pages from this book

Chapter 1: Personal strengths 4 Study area: Creative Arts

Chapter 4: Locomotion, rotation, elevation

Chapter 7: Emotions 50 Performing Arts

Chapter 9: Bullying 60 Visual Arts

Chapter 11: Modified invasion games 70

Chapter 14: Cultures and moral lessons 96 Performing Arts

Chapter 15: Religions in South Africa 104 Visual Arts

Chapter 17: Rhythmic movements 114

Chapter 20: Traffic rules 142 Performing Arts

Chapter 22: Healthy environment and Visual Arts

Study area: Physical Education

What do you know?

Content covered in Term 1

Study area What I am good at

1. Think about what you are already good at.

4 Term 1 Development of the self

Tell a partner about something that you have achieved

ActIvIty 1.3 Draw outlines

1. Draw an outline of both your hands on plain paper.

Development of the self Chapter 1 5

As Roegsana grew older,

6 Term 1 Development of the self

Development of the self Chapter 1 7

Read below about Glenn and his friends.

I can run fast but I couldn’t kick a ball

ActIvIty 1.4 Getting better

Think of something you would like to improve. Think

8 Term 1 Development of the self

I can’t draw well but I can write neatly. In

ActIvIty 1.5 Strengths of others

Think about three friends in your class. Write down

Development of the self Chapter 1 9

2 Respect for your own and others’bodies

Study area caring for your body

You need good food to grow healthy and strong.

You need exercise to stay fit and strong.

10 Term 1 Development of the self

ActIvIty 2.1 Make a collage

Development of the self Chapter 2 11

care and respect for the body

Sister Thandi thinks it is very

12 Term 1 Development of the self

When parents leave the

Development of the self Chapter 2 13

Did you know?

ActIvIty 2.2 Saying No!

Key words Work with a partner. Together think of situations where

14 Term 1 Development of the self

Your body is still growing and needs good food, water,

Your body must be protected from harm by people

Other people’s bodies are their own private property.

ActIvIty 2.3 What is good for me

Copy the table into your workbook. Look at the words.

Good for me Bad for me Reason

Development of the self Chapter 2 15

3 Dealing with conflict

Study area What causes conflict

1. Study the pictures above.

16 Term 1 Development of the self

Stop the conflict getting

Development of the self Chapter 3 17