CAPS
Life Skills
a
oo
Le
6
rn
k
Grade
e r ’s B
H. Amato • J. Calitz • S. Campbell
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
Study area: Creative Arts
Positive self-esteem
Understand and
respect body changes
What influences body image?
Skills focus: Reading
4
Abilities, interests and potential
Abilities and interests
Skills focus: Reading
Make the most of your abilities,
interests and potential
10
10
12
Chapter 1:
Chapter 2:
Peer pressure
How to respond to different
kinds of peer pressure
Skills focus: Reading
Chapter 3:
How you can help when people
are fighting
Mediation
Peacekeeping skills
Skills focus: Reading
4
6
8
14
16
16
18
Chapter 4:
20
20
21
22
Study area: Physical Education
Chapter 5:
Striking and fielding games
Warm up and cool down activities
Throwing and bowling
Striking and batting
Fielding and catching
Cricket
Rounders
Playing safely
24
24
27
28
30
31
32
33
Performing Arts:
Chapter 6: Dance, drama and music
Music and songs in C major
Movement, music and mood
Drumming
Mime
Dramatise an African folktale
Different types of drama
in South Africa
Visual Arts:
Chapter 7:
34
34
37
40
42
42
46
Appreciate and create visual art
Colour and balance
Paint people with animals
Sculpt people with animals
48
48
50
52
Formal Assessment: Personal and Social
Well-being: Assignment
54
Physical Education:
Movement Performance
56
Creative Arts
57
Term 2
Study area: Creative Arts
Study area: Personal and Social Well-being
Self-management skills
Managing your time
Skills focus: Reading
60
60
62
Bullying
Understand bullying
How to deal with bullying
Skills focus: Reading
64
64
67
68
Chapter 8:
Chapter 9:
Chapter 10: Cultural rites of passage
The importance of
cultural rites
Skills focus: Reading
70
70
72
Chapter 11: People’s dignity in different religions 78
Understand and respect
78
different religions
Study area: Physical Education
Chapter 12: Physical fitness
Measure your fitness level
Agility, speed and power
Movement performance
Endurance and flexibility
Circuit training
80
80
82
84
85
87
Performing Arts:
Chapter 13: Dance, drama and music
Sing and make music together
Different ways to move
Perform a cultural dance
Watch a dance and reflect on it
88
88
91
93
97
Visual Arts:
Chapter 14: Appreciate and create visual art
Line and balance
Use lettering and
radiating patterns
Make a relief mandala
100
102
Formal Assessment: Personal and Social
Well-being: Test
104
98
98
Physical Education:
Movement Performance 106
Creative Arts
107
Term 3
Study area: Creative Arts
Study area: Personal and Social Well-being
Chapter 15: Caring for animals
Cruelty to animals
Take care of and protect animals
Skills focus: Reading
Chapter 16: Caring for people
Acts of kindness
Communicate kindly
Skills focus: Reading
Chapter 17: Nation building and
cultural heritage
How do we unify our nation?
Skills focus: Reading
Chapter 18: No to gender stereotyping,
sexism and abuse
What is gender stereotyping,
sexism and abuse?
Skills focus: Reading
110
110
111
112
114
114
115
116
118
118
120
124
124
126
Study area: Physical Education
Chapter 19: Rhythmic movements
Dance steps
Performing Arts:
Chapter 20: Dance, drama and music
Songs to sing
Conflict in music, drama
and dance
More about music
Watch and reflect on
music performances
Visual Arts:
Chapter 21: Appreciate and create visual art
Observation
Paint or draw people
and objects
Sculpt an image
Formal Assessment: Personal and Social
Well-being: Project
136
140
144
146
146
148
150
152
Physical Education:
Movement Performance 154
Creative Arts
128
128
134
134
155
Term 4
Study area: Personal and Social Well-being
Study area: Creative Arts
Chapter 22: Basic first aid
Emergency treatment in
different situations
Skills focus: Reading
158
Chapter 23: Food hygiene
Safe and harmful ingredients
Food preparation and storage
Skills focus: Reading
162
162
165
166
158
160
Chapter 24: Communicable diseases
168
Causes, symptoms and prevention 168
174
Skills focus: Reading
Chapter 25: HIV and AIDS
Fact or myth?
Skills focus: Reading
176
176
178
Performing Arts:
Chapter 27: Dance, drama and music
Stories, music and movement
Cultural ceremonies and rituals
Puppetry
Visual Arts:
Chapter 28: Appreciate and create visual art
Art elements and design
in buildings
Make a collage of buildings
and the environment
Make 3D buildings from
recyclable materials
196
196
198
200
Formal Assessment: Personal and Social Well202
being: Exam Practice
Physical Education:
Movement Performance 206
Study area: Physical Education
Chapter 26: Movement sequences
and swimming
Changing shape, speed
and direction
Swimming
186
186
190
194
Creative Arts
180
180
184
Glossary
207
208
1 Term 1
1
4
2
5
3
2
Chapter 1–7
6
What do you know?
1. Why do you think these children have
positive self-esteem?
2. These children are exploring a range of
interests. What are your interests?
3. What could the boy say to the person
who is offering him a cigarette?
4. Do you have someone that you could
call to help settle a fight?
5. What is your favourite ball game?
6. Do you like acting out stories?
7. Do you know what a picture that uses
only one colour is called?
7
Content covered in Term 1
Chapter 1: Positive self-esteem, Chapter 2: Abilities, interests and potential,
Chapter 3: Peer pressure, Chapter 4: How you can help when people are fighting,
Chapter 5: Striking and fielding games, Chapter 6: Dance, drama and music,
Chapter 7: Appreciate and create visual art, Formal Assessment
3
Chapter
Positive self-esteem
1
Study area
Understand and respect body changes
Personal and Social
Well-being
Key words
• adolescence – the
time between
childhood and
adulthood
• puberty – the
stage where a
young person
becomes sexually
mature and can
produce children
• hormones –
a substance
produced in the
body
One of the biggest changes that happen to you is when you
grow from being a child to being an adult. The bridge that joins
these two stages in your life is called adolescence. Adolescence
happens over a few years. Puberty is part of adolescence, and
is the name given to the developing and maturing of the sexual
or reproductive organs. These changes happen to boys and
girls because of the hormones that your bodies make.
Although some things stay the same during adolescence, many
changes happen. Your body changes. Your feelings change.
Adolescence is an exciting time to look forward to. The
changes that happen are part of growing up. They are normal
and healthy and they happen to everybody.
But change can make you worry, especially when you do not
know what to expect. Sometimes it is also difficult to talk to
people about it because you may feel a bit embarrassed.
4
Term 1
Development of the self
Activity 1.1 Talk about becoming an adult
1. What makes people grow and become adults?
2. Name two changes that happen to a boy or a girl
during adolescence.
3. Name two things on your body that do not change, even
when you grow.
Your body image can affect your self-esteem. If you are
unhappy about the way you look and you think that other
people are judging you on your appearance, it is difficult for
you to feel confident about yourself as a person.
Self-esteem is how much you like and respect yourself. It is
important because it affects your attitude to life. People with
good self-esteem are able to enjoy their lives more than people
with low self-esteem. They tend to have better relationships
with their peers and the adults in their lives. They are able
to deal better with disappointments and mistakes, and are
usually able to stick with a task until they succeed.
Key words
• body image – the
way you think and
feel about your
body
• self-esteem – the
way you think and
feel about yourself
as a person
• physical features –
relating to your
body, for example,
big eyes or long
legs
• characteristics –
qualities that a
person has, for
example, kindness
or a sense of
humour
Self-esteem is not bragging about how great you are. It is
quietly knowing that you are worth a lot. It is not thinking that
you are perfect – because nobody is – but knowing that you
are worthy of being loved and accepted.
Activity 1.2 Recognise your good points
1. Write down four things you like about yourself (two
physical features and two characteristics).
2. Write down four things you like about your partner (two
physical features and two characteristics)
3. Draw a picture of yourself and your partner. Around you
draw things that you both like, for example sweets, pasta,
clothes, family, animals.
4. Display the drawings in the classroom for everyone to see.
Development of the self
Chapter 1
5
What influences body image?
Media, like TV and magazines, can affect the way you think
about your body. It can be fun to read magazines and get
ideas about how to make the most of yourself. But do not
think that you have to look like the people in the photographs
as most of those pictures have been improved in some way.
Nobody really looks like the images in magazines – not
even the models or celebrities. Their photographs have
been touched up by artists in order to make them look good,
especially in advertisements. Advertisers want you to think
that if you buy their products you will look as good as the
models in the advertisements.
6
Term 1
Development of the self
A positive body image
Be confident that you are worthy of being loved and
respected for who you are, and not for how much you can
look like some unrealistic photo in a magazine!
Building self-esteem
Recognise your good points. You can make those good points
better by caring for your body. This means eating healthy
food, exercising, and keeping fresh and clean. This will help
you to feel good, and when people feel good, they look good!
Activity 1.3 List ways to care for your body
1. Work in groups of 3–4. Make a chart like the
example below.
Healthy food
Exercise
Good habits
2. Complete the chart by listing examples of different ways
to care for your body under each heading.
3. Display your chart in the classroom.
Activity 1.4 Make crazy body images
1. Look through magazines and choose clothes and body
parts that you like, or that you find funny or interesting.
For example, a face, a hairstyle, shoes, legs, and so on.
2. Use them to make a new person. Paste them onto a blank
sheet of paper and give your new ‘touched-up’ model a
name. For example, Nosy Nomusa or Freaky Fanie.
3. Display your crazy images in the classroom.
Development of the self
Chapter 1
7
Skills focus: Reading
Learning about puberty
The age when you begin puberty is often the same as it was for a close family
member of the same gender. You might want to ask your mother, father or other
family members what puberty was like for them.
Girls and boys often wonder whether it matters if their bodies go through
puberty slowly or quickly. How your body will look and perform has nothing to
do with when your body changes or the speed at which it does. Even so, among
your friends it can be difficult if you are the first or last girl who menstruates, or
the first or last boy whose voice changes.
Unfortunately, people often tease you about
the way your body changes during puberty.
Your arms, hands, legs and feet may grow
longer and bigger before the rest of your
body catches up. A boy’s voice may crack
right in the middle of a sentence. A girl may
develop a large spot on her forehead just
before a party.
Many young people worry about their friendships during puberty – probably
because puberty is a time when some young people start to have boyfriends or
girlfriends. One of your friends may have a boyfriend or a girlfriend, whereas
you might not be the least bit interested.
Sometimes young people feel upset or jealous when a friend has a boyfriend
or girlfriend and starts spending time with that person. Although many old
friendships stay strong during puberty, some friendships change.
With all the things that happen to
your body during puberty, it is no
wonder that you have so many
different feelings. You might feel
moody or grumpy, or even tearful.
And your moods can change quickly
too – you may be laughing one
moment and feel like crying the next.
These different feelings often swing
back and forth and up and down like
a yo-yo. The increased activity of
8
Term 1
Development of the self
hormones during puberty is one of many factors that cause you to have mood
swings as well as new and strong feelings.
As your body changes, you might not always be sure that you are ready to be
grown-up. Sometimes you may want to be treated as a child. Other times you
may want to be treated as an adult.
Changing from a child to an adult has its difficult moments. But sooner or later,
you will get used to your more grown-up body, and you will feel comfortable and
good about it.
Questions for understanding
1. Read the article ‘Learning about puberty’ before answering these questions.
a) Why do many young people worry about friendships during puberty?
b) What causes boys and girls going through puberty to have sudden
changes in feelings?
2. Look closely at the picture on this page. Discuss these questions with a
partner.
a) What feelings or emotions do you think each person is experiencing?
How many of these emotions have you experienced?
b) How can you encourage respect for one another as you go through puberty?
Fluency
Read the pages aloud as a class.
Development of the self
Chapter 1
9
Topic
chapter
Abilities, interests and potential
2
Study area
Personal and Social
Well-being
Key words
• potential – the
ability to develop
• skill – being able
do something well,
especially because
you have learnt
and practised it
• ability – to have
the knowledge,
skill and strength
to do something
well
• interest – being
curious about
something and
wanting to find out
more about it
Did you know?
Few people enjoy
doing things they are
not good at or are
not interested in. But
if they carry on doing
things they have no
interest in, they
might find that they
develop an interest
in them.
Abilities and interests
A skill is something that you can do well because you have
learnt how to do it and, more importantly, you have practised
it. For example, once you have learnt how to catch a ball and
practised doing it several times, you master this skill.
When you have an ability to do something, it means you
have the knowledge, skill and strength to do it. For example,
you have the ability to play netball because you know
the rules of the game and have developed the necessary
teamwork skills as well as the strength and fitness required.
If you have an interest in something, then you will want to
spend time doing it. You will also think about it a lot and will
want to find out more about it. This helps you to develop
your skills. For example, if you are interested in cooking, you
probably like to help people do the cooking. You might also
start reading recipe books and trying out new recipes.
Activity 2.1 Identify your interests and abilities
1. Draw two columns on your page and write these headings
at the top of each column: ‘What I enjoy doing’ and ‘What I
am good at’.
2. Read the ideas listed under the heading ‘Interests’ on
page 11.
3. Write down what you enjoy doing and what you are good
at. You can use the ideas in the table on page 11, but add
your own ideas as well.
4. Share your list with a partner if you would like to.
5. Write down three things that you think you are strongest in.
6. Then decide the three things you would most like to
improve in.
10
Term 1
Development of the self
Interests
What I enjoy doing
What I am good at
Science
Taking care of my things
Finishing what I start
Being dependable
Following directions
Being organised
Being active
Being a good friend
Being honest
Being polite
Being with lots of people
Spelling
Handwriting
Mathematics
Creative writing
My home language
Other languages
Reading
Playing sport
Trying my best
Spending time with babies
Looking after animals
Spending time outdoors
Writing stories
Any other things
Activity 2.2 Identify opportunities
1. Look at the list you made.
a) Are there things that you
are interested in and are
also good at?
b) Are there things you
are interested in but
do not yet have enough
ability in?
c) Are there things that you
are good at but are not
really interested in?
Development of the self
Chapter 2
11
Skills focus: Reading
Philani’s story
This is a true story about somebody who followed his interests as a young boy
and it led to a fulfilling career for him.
When Philani was a young boy, he made friends with Vusi, a deaf boy who
lived on his street. He could see that Vusi was frustrated at not being able to
communicate easily with him, so Philani decided to learn sign language. He
carried a pen and notebook around with him and wrote down the words he
wanted to learn. He showed the words to Vusi and Vusi taught him the signs.
Philani started with simple words like tea, coffee and sugar.
As time went by, he became fluent in sign language and now Philani has many
deaf friends.
Philani has a unique combination of skills: he is hearing-abled (he can hear and
use spoken language) but he is also fluent in sign language. When he left school,
Philani got a job in the Emergency Services and he soon realised that deaf
people have serious difficulties – they can’t make phone calls, they can’t hear
alarm signals, and they can’t communicate what is wrong. Philani decided that
something needed to be done. He joined the Public Information Education and
Relations division, and began the sign language project.
His aim is to empower the deaf community with information that could save
their lives. Philani and his team of volunteers teach CPR, basic fire training, and
swimming skills at eight schools for the deaf.
In September, which is Deaf Awareness Month, he visited 28 fire stations to teach
basic sign language to the fire fighters and medics. Philani also advised them on
what to do when assisting deaf people. For example, many deaf people can lip
read, but if you are chewing gum when you speak it makes it difficult for them to
read your lips.
Philani realised that this training was necessary for emergency workers after
an incident. An Emergency Services counsellor met with a deaf person who had
survived a train accident in which his friend died. The counsellor found that he
could not communicate with the survivor at all.
Philani is even teaching his own children sign language.
12
Term 1
Development of the self
He is doing important work now, and it all started when he developed an interest
as a boy.
A
B
C
D
Questions for understanding
1. Read Philani’s story and then answer the questions in pairs.
a) How did Philani first become interested in sign language?
b) What steps did he take in order to learn sign language?
c) If there is a fire or an accident, what would a person with normal hearing
probably do?
d) What problems would a deaf person have in an emergency?
e) Why should you not chew gum when trying to communicate with a
deaf person?
f) Why do you think Philani is teaching his own children sign language even
though they are not deaf?
2. Work in pairs and discuss how you can develop the interests you identified in
Activity 2.1.
Fluency
Read the story aloud with a partner (at the same time).
Development of the self
Chapter 2
13
Make the most of your abilities,
interests and potential
If you want to make the most of your abilities, interests
and potential, it is a good idea to start by setting a goal
for yourself.
Activity 2.3 Set a goal
1. Close your eyes for a few minutes and clear your mind
of everything.
2. Think about making the most of who you are. Think about
what you would like to achieve in a year’s time. What
ability or interest do you want to improve or learn more
about? Write down your answers.
3. How different will you be in a year’s time? What new
things will you be able to do? Write down your answers.
4. Share these ideas with a partner.
think about an action plan
An action plan is a good way to work towards achieving your
goal. Is your goal to make money so you can buy something
special? Is you goal to learn a new skill?
An action plan makes you think clearly about what you want
to achieve because you will outline the steps you need to take
to get from start to finish. Follow these steps when you draw
up an action plan.
Step 1: Compare your starting point with your goal. What do
you need to do to reach your goal?
For example, if your goal is to make money in order to buy
something special, do you already have a little money? Do
you know how much you need to save?
If your goal is to learn a new skill, do you already know
something about it? Do you know where to find out more
about it?
Step 2: Take the distance between the start and the finish and
divide it into manageable pieces.
14
Term 1
Development of the self
For example, if your goal is to own a bicycle, what are the steps
you need to take? Perhaps finding out how much a bicycle would
cost, then exploring ways of making money. Once you know
that, you can start doing odd jobs and saving your money.
How to write an action plan
Activity 2.4 Make an action plan
Goal
Write down what you
want to achieve.
Why I want to
achieve it
Write down your reasons
for having this goal.
Action plan
Date
Goal
Why I want to achieve it
Action steps
Timing
1.
2.
Action steps
List the steps you need to
take to get what you want.
If you are not sure what
your actions steps should
be, write ‘Work out what
to do next!’ Do not worry
if you have a long list of
action steps.
Resources
Where can you go for
help? List the people
who could give you
advice, or the books or
websites you could use.
Development of the self
Timing
Fill in information about
when you will take each
step. This can be a start or
a finish date, or both.
3.
4.
5.
Obstacles
Ways to deal
with obstacles
Resources
Action starters
Milestones
Milestones
As you work through
your action plan there
will be milestones or mini
achievements that will give
you a boost. Write these
down as they happen so
that you will feel satisfied
and encouraged. They
show that you are really
making progress.
Obstacles
List the things that might
make it difficult for you to
take these action steps.
Perhaps there are other
things that will take up your
time. Or there might be
things you cannot control.
Ways to deal
with obstacles
How can you get back
on track if problems or
obstacles get in the way?
Write down a response to
each obstacle.
Action starters
What can get you started again if
you slow down or hit an obstacle?
Think of fun things to remind you of
your goal.
Chapter 2
15
chapter
Peer pressure
3
Study area
Personal and Social
Well-being
How to respond to different kinds of
peer pressure
Key words
• peer pressure –
when friends try
to persuade you
to do something
against your will or
encourage you to
change so that you
are more like them
Friendships can last a lifetime. You turn to friends in times of
trouble. You can talk to them about your problems and share
happy times with them. Friends have a lot of influence over
you because you really care about what they think. A good
influence is positive peer pressure. But sometimes friends can
push you into doing things you really don’t want to do. This is
negative peer pressure and is a bad influence.
Activity 3.1 Identify positive and negative peer pressure
1. Look at the photographs on pages 16 and 17 and discuss
these questions with a partner.
a) Which is an example of negative peer pressure
(a bad influence)?
b) Talk about any other situations where people can
persuade you to do something you don’t want to.
c) Which of these is an example of positive peer pressure
(a good influence)?
d) Talk about any other situations where your friends can
have a good influence on you.
Resisting peer pressure
What can you do if friends put you under pressure to be like
them or to do what they do, and it is not what you want to
do? Are you able to be firm with them?
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Term 1
Development of the self
It can be difficult to resist peer pressure because some people
might not like it when you do not want to join in with what
the group is doing. The difficult part is when your friends keep
trying to persuade you to do something and you start to feel it
is okay to do what they want.
Activity 3.2 Talk about peer pressure
1. Work in groups and discuss these questions.
a) What makes some friendships not good?
b) What would you say to someone if you knew that they
were in a friendship that was not good for them? What
do you think their response would be?
c) How can people be better prepared to cope with
pressure in their friendships?
Did you know?
A big danger with
peer pressure is
being persuaded to
try something
against your will such
as alcohol, cigarettes
or illegal drugs.
These can be habit
forming and you
become addicted.
How to say no
Here are some ways to say no. Can you think of other ways?
• ‘Not today, maybe another time.’
• ‘I can’t, my mom would kill me.’
• ‘I just don’t feel like it.’
• ‘No thanks, I’m already in enough trouble with my Dad.’
• ‘No thanks, I don’t want to.’
• ‘I made my decision and I truly feel my decision is right.’
• ‘You know me – I don’t do those things.’
• Walk away so they don’t keep trying to persuade you.
Activity 3.3 Role play saying no
1. Work in groups of three. Choose one of the negative peer
pressure situations shown on pages 16 and 17.
2. Role play one person being pressurised by the other two,
and resisting (saying no).
3. Change roles so everyone gets a turn.
4. Take turns to act out your role-play for the class.
5. After your turn, think about these questions.
a) How did it feel to say no?
b) Did you handle the situation well?
c) Is there any way you could have done it better?
Development of the self
Chapter 3
17
Skills focus: Reading
Bella gets brave
At first, when Bella’s friend Dumi started
teasing their classmate Prashant, Bella and her
other friends thought it was fun.
‘Look! His clothes are too small for him!’ said
Dumi with a big grin. ‘Hey, Prashant!’ he said
loudly. ‘Is your mother too stingy to buy you
a new shirt? That one shrank in the wash!’
Prashant just smiled, and Bella and her friends
all laughed and laughed.
But after a few days of this, Bella started to feel bad. Her mom was friendly with
Prashant’s mother. She knew his father had lost his job, and the family was
struggling. It didn’t seem fair to tease Prashant – but how could she say that to
Dumi? ‘He might not want to be my friend any more,’ she thought. So the teasing
carried on, and Bella just let it happen.
Everything changed one Monday morning. ‘Class,’ said Bella’s teacher Mrs
Molope, ‘as you know, the Grade 6 outing is a month away. Some of you have
not yet brought back your consent forms.’ With a frown, she looked at her list.
‘Thabsile, Josh, Simon and Lebo, please return your forms by tomorrow!’ She
looked at the list again. ‘You haven’t returned your form either, Prashant – in fact,
you haven’t even paid yet!’
‘Ha, ha! Prashant’s a bit slow!’ shouted Dumi. Lots of children laughed.
‘Quiet!’ said Mrs Molope. ‘Prashant, why haven’t you paid yet?’
Prashant stood up, looking worried. ‘My parents ...’ he started to mumble.
‘Speak up!’ said Mrs Molope impatiently. ‘What about them?’
‘My mom says we can’t afford it Ma’am,’ said Prashant, hanging his head. Dumi
and a few others giggled.
‘Hmmm,’ said Mrs Molope. She thought for a minute. ‘Come and see me at break
time please.’
There were three more lessons before break, but Bella found it hard to listen to
her teacher. It would be so unfair if Prashant missed the outing! She also knew
that if he did miss it, Dumi would tease him terribly.
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Term 1
Development of the self
By the time the bell rang for break, Bella knew what to do. She reached Mrs
Malope before Prashant did. ‘Ma’am,’ she said, ‘I think our class should help
Prashant pay for the outing.
‘That’s a good idea,’ said her teacher. ‘How could you do that?’
‘We can hold a few cake sales,’ said Bella. ‘There are still four weeks to go before
the outing. I’m sure we can raise enough money like that!’
‘You’re right,’ said Mrs Malope, looking pleased. By now Prashant was standing
in front of her desk too.
‘Thanks Bella,’ he said with a big smile.
Bella was worried that her friends would laugh at her idea. But when she told
them, they seemed happy.
‘Yay! Cake sales!’ said Trevor. ‘I love cakes!’
‘Me too!’ said Dumi, ‘but why do you want to help that loser?’
‘He’s not a loser,’ said Bella. She tried not to look scared. ‘He’s a nice boy. Please
stop teasing him!’
‘Ooh, Bella has a new boyfriend!’ said Dumi, rolling his eyes.
Bella felt shy, but she smiled. ‘No,’ she said, ‘he’s not my boyfriend, but he is my friend!’
To her surprise, Dumi and the others laughed. ‘So no more teasing!’ said Bella.
‘Okay!’ said Dumi. ‘Teasing has gone out of fashion! Now what shall we play?’
Questions for understanding
1. Why did Bella think that it didn’t seem fair to tease Prashant?
2. Why didn’t she say anything to Dumi as soon as she started to feel bad about
the way he was teasing Prashant?
3. a) What did Dumi say when Bella eventually said ‘No more teasing’?
b) Do you think he stopped being friends with Bella? How do you know this?
4. Can you think of any times where peer pressure could influence you to accept
something that you feel is unfair? What could you do about this?
Fluency
Read the story aloud, taking turns for each paragraph. For example, girls can read
paragraph one and boys can read paragraph two.
Development of the self
Chapter 3
19
How you can help when people
are fighting
chapter
4
Study area
Personal and Social
Well-being
Key words
• mediator – the
person who
helps people or
groups sort out an
argument or come
to an agreement
• conflict – when
people disagree
about something
and start fighting
• confidential –
private and not
told to anyone else
• paraphrase –
repeat something
using your own
words
Mediation
Sometimes friends can have an argument that gets so bad that
they can’t sort it out by themselves. When this happens they
could ask another person to help them, and act as a mediator.
If the conflict turns violent, don’t get involved. Try to stop
other people getting involved. Call an adult immediately.
How to mediate an argument
Step 1: Ask if those involved would like you to help them by
mediating. If they agree, find a quiet place where you won’t
be disturbed by anyone.
Step 2: Get those involved to agree that they want to solve
the problem. They should not interrupt when someone else is
talking or insult one another or call one another names. What
they say should remain confidential.
Step 3: Follow the rules for mediating.
Rules for mediating
Rule 1: Listen to each person in turn. Paraphrase what they
say (repeat what they have told you in your own words).
Rule 2: Look for ways that they could solve the problem.
Ask each one: ‘What could you have done differently?’ and
paraphrase their answers. Then ask each one: ‘What could
you do right now to help solve the problem?’
Rule 3: Help them find a solution. Ask how each one feels
about the suggestions they have made. You may suggest that
they each be willing to give in a bit so they can find a solution
that they can both accept. Repeat the solution and ask each
one if they agree to all of it. Then congratulate them both on
working through their problems.
Activity 4.1 Try out mediation skills
Get into groups of three. Decide who will be the mediator and
who will be the people having an argument. Think about what
they could be arguing about. Perform a role-play.
20
Term 1
Development of the self
Peacekeeping skills
You need mediation when there is already a problem that has
to be sorted out. Peacekeeping skills are skills to help prevent
conflict from breaking out.
How could you learn to stop conflict before it happens?
• Respect other people’s things. Many conflicts are caused
when one person spoils another person’s things or
borrows without permission.
• Understand that we are all different and come from
different backgrounds.
• Be tolerant of other people’s ways and backgrounds (it
takes all kinds to make up our wonderfully diverse world).
• Show respect for others people’s ways and backgrounds
(who is to say yours is the only right way?). You should
show respect for others by not judging them harshly.
• Listen to other people’s points of view in a discussion.
Even if you strongly disagree with others, it is important
that you listen to what people have to say.
• Be willing to cooperate.
• Learn to take responsibility for your own actions in
situations that arise and be clever enough to step down.
Don’t keep on fighting. We all make mistakes but the ones
who can admit that they are wrong or can step away from
a big fight are the winners.
• Recognise when there is a problem and find help before it
becomes a major conflict. Go to a peer or a trusted adult
such as a parent or a teacher.
Key words
• tolerant – being
willing to accept
that others have
different opinions
and ways of doing
things
Did you know?
These are some of
the skills you need in
order to be a good
mediator:
• Be fair and do not
take sides
• Be a good listener
who can think
clearly and find
out what the
problem is
• Be able to get
people to think
about ways to
solve the problem
Activity 4.2 Practise peacekeeping skills
1. Work in groups of 3–4.
2. Think of a situation where it looks as though a fight might
break out. For example, one person has lost some money
and thinks another person has taken it.
3. Act out what happens when the people around try to find
a way to prevent it from getting out of hand.
Development of the self
Chapter 4
21
Skills focus: Reading
connie’s peer mediation programme
Connie was excited. Her school had started a Peer Mediation Group. It had been
her idea. They had been learning about conflict resolution in Life Skills, and she
and her friend thought it would be cool to start a mediation group at their school.
Fights between learners happened nearly every day. Sometimes teachers were
called to sort them out. But often by that time people were hitting each other.
Mostly the fights happened without the teachers knowing about them. Teachers
saw that some learners had been crying, but they didn’t want to say why. Some
of the fights went on for weeks.
Connie and Dudu spoke to their Life Skills teacher, and the three of them did
some research. Apparently many schools were introducing peer mediation
programmes. It was just a question of how to begin.
Ms Khoza contacted an
organisation that trains people
in conflict resolution. They
agreed to run a weekend
workshop to train people from
the school in conflict
resolution and mediation
skills. Ms Khoza spoke
at assembly and invited
people from grades 6 and 7
to participate. Eight people
volunteered, mostly from
grade 7. There were also two
other teachers.
The workshop was so
interesting! It was hard work,
but they also had fun. They
did warm-up activities and
role-plays. By the end of the
workshop, Connie and Dudu
felt confident that they would
be able to do some real
conflict resolution.
22
Term 1
Development of the self
The next thing was to let the rest of the school know what the Peer Mediation
Group was all about. The principal agreed to let Ms Khoza address the assembly.
She explained that the group was not concerned with punishing learners who
were fighting. Rather, group members would try to help them talk about their
feelings and come to an agreement that all parties were happy with. And nobody
would force them to talk to the mediators if they didn’t want to. But if they did
want mediation, they would have to agree to the mediation rules.
People talked about it for a few days and then forgot about it.
But one Monday morning, Dudu and Connie got the chance to put their
mediation skills to the test. Tawanda and Joseph were fighting before school,
and several people came rushing to tell them. So they went to investigate. The
boys were surrounded by a crowd. Tawanda and Joseph were shouting at each
other, calling each other names. Now Connie began to feel nervous. What if they
got angry and started shouting at her too? Would she be able to stay calm and
assertive at the same time? She knew that if they started hitting each other, she
or Dudu would have to run for a teacher. And they would have to make sure that
others didn’t join in the fighting. She and Dudu looked at each other, and Connie
took a deep breath. It would be a challenge, but she remembered her training,
and was confident.
Questions for understanding
1. Read the passage before answering these questions.
a) Why was it necessary to start up a peer mediation group at the school?
b) Why were the teachers not aware of all the fights?
2. What are the rules for mediation?
3. Work in a group and discuss these questions.
a) Do the mediation rules help people to show respect for one another? How?
b) Are there problems with conflict at your school? How would a mediation
group help to keep the peace?
Fluency
Read the story aloud, taking turns to read each paragraph. For example, the first
row can read paragraph one and the second row can read paragraph two.
Development of the self
Chapter 4
23
chapter
Striking and fielding games
5
Study area
Physical Education
Warm-up and cool-down activities
To warm up, do some light exercise such as jogging gently
and stretching different muscles. After a game or match, cool
down by doing a few stretches.
Neck
1. Stand with your arms hanging loosely at
your sides.
2. Gently and slowly tilt your head forward to
touch your chin on your chest.
3. Rotate your head slowly to the right shoulder.
Hold for 5 seconds.
4. Let your head roll round to fall back so you are
looking upwards. Hold for 5 seconds.
5. Rotate your head slowly to your left shoulder
and hold for 5 seconds.
6. Rotate your head slowly back to the forward
tilt and relax.
7. Repeat this twice in each direction.
Shoulder, middle back, arms, hands, fingers,
and wrist
Safety
When you stretch:
• stretch slowly and
stay relaxed
• do not bounce
• hold each stretch
for at least 20–30
seconds
1. Interlace your fingers and turn
your palms out.
2. Extend your arms in front at
shoulder height.
3. Hold for 10–20 seconds.
4. Relax and repeat.
• breathe slowly and
naturally
• do not hold your
breath.
24
Term 1
See Teacher’s Guide for lesson details
calves, heels and ankles
Key words
1. Stand with your feet shoulder
width apart.
• squat – to lower
the bottom while
keeping the feet
on the ground
2. Keep your heels flat and toes
pointed straight ahead.
3. Bend your knees in a quarter
squat.
4. Hold for 30 seconds.
5. Repeat 5 times.
Hips and hamstrings
1. Sit on the floor with your right
leg straight. Cross your left
foot over your right leg and
place it outside your right knee.
2. Pull your left knee across your
body towards your opposite
shoulder.
3. Hold for 10–20 seconds.
Breathe easily.
4. Repeat on the other side.
Ankles
1. Stand, holding onto something
such as a partner or a chair for
balance.
2. Lift your right foot. Rotate
your foot and ankle 8–10 times
clockwise (to right) then 8–10
times counter-clockwise (to left).
3. Repeat on the other side.
4. You can also do this while
sitting.
See Teacher’s Guide for lesson details
Chapter 5
25
Key words
thighs (quadriceps)
• flexed – bent
1. Stand a little a way from a wall and place your left
hand on the wall for support.
2. Stand up straight and grasp your left foot with your
right hand.
3. Pull your heel towards your buttocks.
4. Hold for 10–20 seconds.
5. Repeat on the other side.
inner thighs and groin
1. Stand with your feet pointing straight ahead,
slightly more than shoulder-width apart.
2. Bend your right knee slightly and move your left
hip downward toward your right knee. If necessary,
hold onto a partner or a chair for balance.
3. Hold for 10–15 seconds.
4. Repeat on the other side.
Middle back
1. Stand with your hands on your hips, knees
slightly flexed.
2. Gently twist your torso to the right until you
feel a slight stretch at the waist.
3. Hold for 10–15 seconds.
4. Repeat on the other side.
26
Term 1
See Teacher’s Guide for lesson details
throwing and bowling
Did you know?
When professional
cricketers bowl, the
ball moves at over
100 kilometres per
hour.
Safety
Underarm throw
Sudden movements
like throwing can
strain your muscles.
Warm up and stretch
first.
Overarm throw
Bowling in cricket
Work in pairs. Stand about 10 metres apart and practise
gentle throws like this:
1. Stand side on to your partner. Point your non-throwing
arm at your partner, who in a real game of cricket would
be the batter.
2. Lift your throwing arm up behind you and keep it straight.
3. Lean backwards then rock forwards, letting the ball go
quickly. Keep your eye fixed on the target that you want
to hit. In a real game of cricket, your target would be the
wicket.
1
See Teacher’s Guide for lesson details
2
3
Chapter 5
27
Striking and batting
Safety
Cricketers wear
protective gear when
necessary.
Batting or hitting
1. Stand side on to the person bowling or throwing the ball.
Put your strongest hand below your other hand.
2. Turn your shoulder to the bowler. Your feet should be
slightly apart, your weight evenly distributed on the balls
of your feet, and your knees slightly flexed.
3. Keep your head still, eyes level and fixed on the ball.
Did you know?
In cricket, when the
ball is hit over the
boundary without
bouncing, the batter
is awarded six runs.
Batting in cricket
1. Swing the bat straight back. Look forward, keeping your
eye on the ball.
2. Shift your weight to the front foot with the front knee bent.
The correct stance and
the correct hand position
28
Term 1
See Teacher’s Guide for lesson details
3. Lean forward with the bat just in front of the front leg. As
you lean forward your back heel raises, and the bat is face
on to the ball.
4. Only bat the ball when the ball and bat are in line when
you look down. The bat should be moving faster when it
hits the ball.
Striking in rounders
1. Hold the bat pointing upward, at shoulder height.
2. Step towards the bowler.
3. Swing the striking arm so that the bat is parallel to
the ground. Your arms must be straight when you
strike the ball.
See Teacher’s Guide for lesson details
Chapter 5
29
Did you know?
In cricket, if a fielder
catches the ball
before it bounces
when it is hit with the
bat, the batter is out.
Fielding and catching
catching skills
1. Watch the ball all the time.
2. Place your hands together to form a cup shape. Relax your
hands and fingers so that they are soft, not rigid. For a low
ball, your little fingers should touch. For a high ball, your
thumbs should touch.
3. As the ball falls into your hands, move your hands
towards your body drawing the ball in close.
Cup the hands to catch a low ball
Pull the ball in close to the body
Fielding skills
1. Run after the rolling ball.
2. Place your throwing hand behind the ball so
that it cannot roll further.
3. Turn on the balls of your feet towards where you
want to throw. Make sure you are balanced
before throwing the ball back.
Bend down to stop a
rolling ball
30
Term 1
See Teacher’s Guide for lesson details
Cricket
Modified cricket
You will need: bats, balls, cones or markers.
1. Set up the wicket stumps. Use a rubbish bin if necessary.
Place a cone about 25 metres away from the wicket.
2. Divide into two teams of 4–8 players each.
3. One team will field first and the other team will bat.
4. The bowler bowls or throws the ball to the batter who runs
around the cone after batting.
5. If the fielder throws the ball at the wicket and hits it before
the batter is back from her run, the batter is out.
6. A team scores a point for every run.
7. Once the batting team is all out, swap roles.
Umpire
Bowler
Fielder
Batter
Wicket
Crease
Fielders
Wicket keeper
A formal cricket game
See Teacher’s Guide for lesson details
Chapter 5
31
Did you know?
Rounders is a very
similar game to
baseball.
Rounders
You will need: bats, balls, cones or markers.
1. Mark out the field in the shape of a pentagon. The batting
square is about 8 metres from the front line of the bowling
square.
Second base
Third base
First base
Bowling square
Fourth base
Batting square
2. Make groups of nine players in a team.
3. Each team gets a turn to bat and a turn to field and bowl.
4. The batter stands on the batting square. The bowler
throws the ball to the batter. The bowler may not bowl
below the knees or above the head of the batter.
5. The batter tries to hit the ball. Even if he does not hit, he
has to run to first base.
6. When the next batter strikes or tries to hit, the first batter
runs to the second, third and fourth bases.
7. A runner is out if:
• the ball she hits is caught directly by a fielder before it
touches the ground
• a fielder who is holding the ball touches the runner
while he runs between bases
• a fielder holding the ball touches the base before the
runner reaches it.
8. When a batter completes running to all four bases the
team scores a point.
32
Term 1
See Teacher’s Guide for lesson details
Playing safely
•
•
•
•
•
•
•
Always warm up and cool down. Warm-ups should
last 15–30 minutes and should include slow, gradual
stretching. Stretching helps to lengthen the muscles and
increase blood flow and muscle temperature. That way,
muscles are ready to be used once you start playing, and
are less likely to get pulled or strained.
Wear comfortable clothing. Do not wear jewellery while
exercising as it can cause injury such as choking.
Always look before you throw a ball or strike it. Give
people warning if you are throwing or hitting in their
direction.
Know the rules of the game and stick to them. This will
prevent players from unnecessarily getting hurt if people
play unfairly.
Play as a team. Do not get carried away with your own
actions but remember your partner and the team.
Do not play when you are injured. Playing when you are
hurt or before an injury has had a chance to heal fully
can lead to an even worse injury, as the muscles will
still be weak.
Don’t carry on playing if you are hit on the head or fall on
your head.
See Teacher’s Guide for lesson details
Chapter 5
33
chapter
Dance, drama and music
6
Study area
Creative Arts:
Performing Arts
Key words
• canon – two or
more groups play
or sing the same
song but start at
different times so
that they overlap
• call-and-response
– one person sings
something and the
rest of the group
sings something
back
Music and songs in c major
There are different types of music and ways to sing. Singing
in canon is when two groups sing the same song but start at
different times. This means that the song overlaps and the two
groups will end at different times. call-and-response singing
is when a leader plays or sings something and the rest of the
group sings or plays something similar back. Unison singing is
when the whole group sings the same song at the same time.
Activity 6.1 Warm up
Sing this traditional song in unison, canon and
call-and-response.
• unison – to sing
or play the same
sounds at the
same time
• note – a single
sound that has a
particular pitch
and lasts for a
certain time
• stave – set of five
horizontal lines for
writing music
Shosholoza, shosholoza
Ku lezontaba
Stimela siphum’ eSouth Africa.
Wen’ uyabaleka
Wen’ uyabaleka,
Ku lezontaba
Stimela siphum’ eSouth Africa.
• pitch – how high
or low a musical
note is
C D E F G A B C
C major scale on the piano keyboard
34
Term 1
Music consists of different sounds or notes
that are high or low. The pitch of a note
is exactly how high or how low the note
is. Music notes are labelled with the first
seven letters of the alphabet: A, B, C, D, E,
F and G. We write music notes on a stave.
Some notes fall on lines, other notes fall
in spaces. As the notes go to the top of the
stave, the pitch gets higher.
Warm up and play
Scales are small families of music
notes. There are two kinds of music
scales: major and minor. Major scales
have a bright, happy sound. Minor
scales have a sad sound. The first or
last note on a scale is called the key.
The easiest scale to learn is c major
because it has no flat or sharp notes.
C D E
F
G
A
C major scale ascending on a stave
Activity 6.2 Sing in C major
1. Listen to the scale of C major.
2. Now sing C major scale in unison.
3. Listen to the song Jan Pierewiet. It is written in C major.
4. In two groups sing the song in canon. Then sing it in two
parts. Your teacher will guide you.
staan stil
Jan Pierewit, Jan Pierewit, Jan Pierewit
staan stil
Jan Pierewit, Jan Pierewit, Jan Pierewit
Goeie môre my vrou
Hier’s ’n soentjie vir jou
Goeie môre my man
Daar is koffie in die kan.
B
C
Key words
• scale – a series of
musical notes that
starts on a note and
progresses in seven
steps to a note of
the same name
• key – the first or
last note of a scale
• C major – the
notes C-D-E-F-GA-B-C
Did you know?
Activity 6.3 Listen to a symphony in C major
1. Listen to Beethoven’s Symphony No 1, written in C major.
2. Answer these questions.
a) Did you enjoy the piece of music? Why or why not?
b) What were you thinking of while listening? Did you
have any pictures in your mind?
c) Can you name any of the instruments in this piece?
d) Did you hear the high and low notes?
Read, interpret and perform
A symphony is a
piece of music
written for an
orchestra. Ludwig
van Beethoven wrote
nine symphonies. He
wrote Symphony
No 1 in the key of
C major.
Chapter 6
35
Activity 6.4 Practise dynamics and changing tempo
1. Learn to sing this fun, easy song.
It is good to learn to
read and play music
when you are young.
Key words
• dynamics – the
loudness and
softness in a
musical piece
• tempo – the speed
at which a musical
piece is performed
Izika zumba, zumba, zumba
Izika, zumba, zumba, zay
Izika zumba, zumba, zumba
Izika, zumba, zumba, zay
Hold him down, you Zulu warrior
Hold him down, you Zulu chief, chief, chief
Hold him down, you Zulu warrior
Hold him down, you Zulu chief, chief, chief.
2. Then work in groups of 5–6 and do the following:
a) Create different dynamics as you sing it all loudly,
then all softly. Or you can sing parts of the song loudly
and parts of the song softly.
b) Change the tempo as you sing fast then slowly.
c) Sing in canon, in unison, using call-and-response and/
or in two parts.
Singing in a group or choir is great fun.
36
Term 1
Improvise and create
Movement, music and mood
Key words
It is important to warm up before you perform a song or a dance.
• flex – bend
Activity 6.5 Do physical warm-ups
1. Stand up straight and drop your chin onto your chest. Slowly
roll your head to the right, then to the back, then to the left
and back to the front. Repeat in the opposite direction.
• sound pictures –
pictures you see or
create in your mind
when listening to
music
2. Stretch your arms above your head. Slowly bend forward
until your arms are as close to the floor as they can go.
Slowly roll back into an upright position. Repeat
three times.
3. Roll your shoulders forwards and backwards
five times in each direction.
4. Swing your arms from side to side.
5. Roll your hips a few times in each direction.
6. Keeping your feet on the floor, bounce so
that your knees are working.
7. Sit on the floor. Point and flex your feet,
then roll your ankles in both directions.
Sound pictures
We use our bodies, faces and voices to express
feelings. We can also create music to express
feelings by using different tempos (speed),
and adding different dynamics (volume) and
expression. We call this mood music.
Warm-up exercises are important
before any performance.
Mood music is often used in movies or TV shows. For
example, when movie directors want us to feel scared, they
play scary music. When we hear mood music, it creates
pictures in our minds. We call these sound pictures.
Mood music can also inspire us to move in different ways.
Some music makes us want to dance around as fast as we
can. Other music makes us want to move our bodies in slow
flowing ways.
Warm up and play
Chapter 6
37
Key words
Activity 6.6 Create sound pictures
• sequence – to
arrange things or
perform actions in
a definite order
1. Sit in a circle and listen to the five pieces of music your
teacher plays for you.
2. After each piece of music, decide if the music made you
feel sad, happy, scared, energetic, relaxed or calm.
Activity 6.7 Move to mood music
1. Listen to the music pieces again and move your body in
response to each piece.
2. Freeze when the music stops and wait for the next piece
before you begin to move again. Try to make your
movements match the music.
Activity 6.8 Create a movement sequence
1. Work in groups. Create a simple movement sequence to
music to show the mood.
2. It is more important to express and show your feelings
than to do a perfect dance. Use your whole body and
facial expression as you move.
3. When you are ready, each group will perform for the
rest of the class.
Use your body and face to show expression and to make the
performance more interesting.
38
Term 1
Improvise and create
Activity 6.9 Appreciate and reflect
1. Talk about your performance afterwards:
a) Did you find this activity difficult? Why?
b) Did you like the music you had to move to? Why or
why not?
c) Did you succeed in showing the mood and feeling of
the piece?
d) Were your moves expressive? How?
e) What emotion did your faces show?
f) How did you feel while you were performing?
2. Talk about the performance of other groups. How did you
feel while you were watching them?
Cooling down after dancing and exercising is as important as
warming up beforehand.
Activity 6.10 Cool down
1. Stand with your legs slightly apart and your arms at your
sides. Bend to the side and stretch you arm as far down
your leg as you can. Hold for 5 counts. Repeat on the
other side.
2. Stand with legs wide apart. Bend your right knee and
stretch your left leg. Repeat on the other side.
3. Swing your arms to make big circles in the air. Repeat
3 times.
4. Stretch your arms above your head. Sweep your arms
down to one side brushing the floor with your hands and
then bring them up to the other side. Repeat a few times
on both sides.
5. Lie on your back. Stretch you arms and legs as far as you
can. Then relax and rest 2 minutes.
Appreciate and reflect on
Chapter 6
39
Key words
Drumming
• percussion –
to produce a
sound by hitting
something against
something else
There are many ordinary objects you can use as a drum.
• focus –
concentrate on a
particular subject
or situation
Find a bucket or a large tin or pot at home and bring it to
school for your drum. If you have a drum, you can use that.
Activity 6.11 Find instruments at home
Did you know?
Body percussion has
been used for
thousands of years
and is one of the
oldest ways of
making music. Body
percussion can be
used by anybody
because you do not
need any equipment!
Things you can use as a drum.
Activity 6.12 Warm up with body percussion
1. Stand in a circle and follow your teacher’s instructions.
2. You will clap your hands, click your fingers, slap your
thighs, and stamp your feet as you explore making music
with only your bodies.
3. Your teacher will guide you to do this in unison, in canon,
and in call-and-response.
4. You need to focus and be aware when it is your turn.
Drumming basics
The rim
The drum
head
•
•
•
•
Parts of the drum
40
Term 1
There are two main parts where you play: the
rim (on the edges) and the drum head (the
middle of the drum).
Do not wear jewellery or a watch when you play
because it will damage the drum skins.
Warm up before you start playing: Stand and
swing your arms freely. Do some shoulder rolls.
Shake your arms, wrists and fingers.
Sit in a comfortable position on the floor or on a
chair. You will be in this position for the whole
time you are playing.
Warm up and play
Drumming techniques
•
•
•
•
Base slap: This is the lowest pitched sound you can make
on a drum. Drop your hand down in the middle of the drum,
palm down and allow your hand to bounce up again.
Open slap: This is the highest pitched sound you can make
on a drum. Hit the rim of the drum with your fingertips.
Muffle: This is when the drum sound is quieter. Drop your
hand down in the middle of the drum, palm down and
allow your hand to bounce up again as you did for a base
slap, but place your other hand on the skin of the drum at
the same time.
Drum roll: This is when you play very quickly, starting
quietly and getting louder and louder. Hit the drum with
small, short, very quick alternate slaps, for example right,
left, right, left, right, left.
Key words
• muffle – to make a
sound quieter
Activity 6.13 Practise drumming
1. Practise the four drumming techniques described above.
2. Practise changing tempo (drumming faster and slower)
and using different dynamics (playing louder and softer).
Activity 6.14 Create a drum sequence
1. Work in groups of 4–6. Make up a short drum sequence.
Your sequence must show: different dynamics, different
tempos, different drumming techniques, and a strong
rhythm or beat.
2. Practise your sequence using the buckets, pots, tins or
drums you brought from home.
3. Perform your sequence for the class.
Activity 6.15 Play a freeze and travel game
Move around the room to the beat of a drum and follow your
teacher’s instructions. Remember to focus on what you hear
and do.
Read, interpret and perform
Chapter 6
41
Key words
Mime
• mime – acting
something out by
using no words
but only facial
expressions, and
hand and body
movements
You can use gestures and movements to express how you
feel. For example, you can show you feel sad or disappointed
by shaking your head slowly. You could show you mean ‘No!’
by shaking your head quickly. You can also use your whole
body to show emotion.
Activity 6.16 Practise mime
Did you know?
When actors use
mime, they make
their movements
bigger so it is clear
what they are trying
to tell you or show
you.
Practise expressive movement and mime. Follow your
teacher’s instructions and show different emotions, characters
and actions. Use all parts of your body.
Before actors and singers perform, they do vocal warm-ups
and breathing exercises. In the same way that sports men
and women warm up their bodies, performers need to warm
up their voices so that they can speak or sing clearly. They
also do breathing exercises so they can have good breath
control when they speak or sing.
Activity 6.17 Do breathing exercises and vocal warm-ups
1. Breathe in for 4 counts, hold, and then breathe out for 4
counts. Repeat 3 times.
2. Close one nostril and breathe in and out 3 times. Repeat
on the other side.
The larger than life
movements of mime
3. Take a deep breath in and breathe out making a ‘s’ sound.
Repeat for a ‘z’ sound and then a ‘m’ sound. Feel the
sounds ringing in your head and aim to make the sound
strong and clear.
4. Take a deep breath in and as you breathe out say:
a) ‘p-p-p’ 4 times (ppp, ppp, ppp, ppp) with a short pause
between each set
b) ‘t-t-t’ 4 times with a short pause between each set
c) ‘k-k-k’ 4 times with a short pause between each set
d) ‘She sells seashells on the seashore’ 3 times
without pausing.
42
Term 1
Warm up and play
Dramatise an African folktale
Folktales are very old traditional stories. They were not written
down. People passed them on by telling them to one another.
Activity 6.18 Discuss an African folktale
1. Read the folktale ‘Where stories come from’ on page 44
with your teacher.
2. Work in groups of 8–10 and answer these questions.
a) What is the plot of this story?
b) Who are the main characters?
c) Describe each character in one or two words.
d) What are the key moments in the story?
e) Where could you include an interlude and where could
you use music to underscore the action?
f) How can you use the space well so you do not all stand
in a tight group?
Activity 6.19 Dramatise an African folktale
1. Work in groups and
dramatise the story you
read.
2. Allocate a role to each
person in the group. You
must include at least:
a) the main characters
b) one or two narrators
to fill in the story
c) one or two drummers.
Everyone loves
listening to stories.
Key words
• folktales – very
old traditional
stories originally
told orally
• plot – what
happens in a story
• key moments –
the most
important parts
in a story
• interlude – music
that is played
during a pause in
the action
It is great fun to act out a story.
• underscore –
music that is used
to draw attention
to the action or a
character
3. Plan how you are going to act out the story. Practise in
your groups. Keep the story simple but make it interesting
to watch. Remember to use the space well and not to all
bunch up in a group – the audience needs to see everyone
clearly.
Activity 6.20 Act and reflect
Each group will perform the story. The audience will assess
each performance.
Read, interpret and perform; Appreciate and reflect on
Chapter 6
43
An African folktale
Where stories come from
An adaptation of a traditional Zulu story
Once, long ago, a woman named Manzandaba and her husband Zenzele lived
in a small village with their children. Zenzele had the heart of an artist and loved
to carve beautiful animals and birds out of old tree stumps. But in the evenings
when the family sat around the fire, the children would cry, ‘Mama, we want
stories! Tell us some stories!’ Manzandaba would think and think, but it was no
use. She and Zenzele had no stories to tell.
One day, Zenzele told his wife to go in search of stories. So she said goodbye to
her husband and children set off in search of stories. She asked every creature
she passed if they had stories to share. The first animal she met was a mother
baboon. ‘Oh, Fene!’ she called. ‘Do you have any stories that I could bring back
to my children?’
‘Stories?’ laughed the baboon. ‘Hawu! With so much work to do to keep my
children fed and safe and warm, do you think I have time for stories?’
Next Manzandaba came upon an elephant. ‘Oh, kind Ndlovu,’ she asked, ‘do you
know where I might find some stories?’
‘I do not know any stories,’ he said kindly. ‘Ask the eagle. He is the king of the
birds and flies so high that he might know where you could find stories.’
‘Ngiyabonga, Ndlovu!’ she said. ‘Thank you very much!’
So Manzandaba searched for Nkwazi the great eagle. She found him near the
mouth of the Tugela River. ‘Oh, great and wise Nkwazi,’ began Manzandaba,
‘my children are hungry for stories. Do you know where I might find some?’
Eagle liked hearing this woman call him great and
wise. He puffed out his feathers. ‘Even though I am
quite wise, I do not know everything. But my friend
Ufudu Lwasolwandle the big sea turtle knows!’ And
with that, the great sea turtle lifted himself out of
the ocean.
‘Woza, nkosikazi,’ said the sea turtle in his deep voice.
‘Climb onto my back and I will carry you to the Land
of the Spirit People at the bottom of the ocean.’ When
44
Term 1
Read, interpret and perform
they arrived, the sea turtle took her straight to the King and Queen. At first,
Manzandaba was afraid to look at them as she bowed before them.
‘What do you wish of us, woman from the dry lands?’ they asked.
‘Do you have stories that I could take to my children?’ she asked shyly.
‘Yes,’ they said, ‘we have many stories. But in exchange, can you bring us a
picture of your home and your people?’
‘Oh, yes!’ she answered. ‘I can do that!’’
Manzandaba climbed onto the turtle’s shell, and he took her back to the shore.
When she arrived home, she told her family what she had seen and experienced.
When she finally got to the end of the tale her husband cried out in delight. ‘I
can carve a beautiful picture in wood for the Spirit People in exchange for their
stories!’ And he set to work straight away.
When Zenzele was finished, he tied the
picture to Manzandaba’s back. She climbed
onto the turtle’s back and off they went to
the Spirit Kingdom. The King and Queen
were thrilled with the picture. ‘For you and
your people,’ they said, ‘we give the gift of
stories.’ And they handed her the largest
and most beautiful shell she had ever seen.
‘Whenever you want a story,’ they said, ‘just
hold this shell to your ear and you will have
your tale!’ Manzandaba thanked them and
headed back to her own world.
Her family and all the village people met
her at the shore. That night they sat around
a huge fire and called out, ‘Tell us a story,
Manzandaba! Tell us a story!’
So she sat down, put the shell to her ear, and began, ‘Kwesuka sukela …’
And that is how stories came to be.
Read, interpret and perform
Chapter 6
45
Key words
• pantomime – a
play, usually
performed at
Christmas, in which
a traditional or a
children’s story is
retold using jokes,
dancing and songs
Different types of drama in
South Africa
There are different types of drama. You have already been
introduced to traditional storytelling. Others types include
pantomime, children’s theatre, praise poetry, workshop
theatre and physical theatre.
Praise poetry
Praise poetry is an important way for people to remember the
past. As long ago as 400 years, praise poetry was used to tell
how a clan or tribe came into being and about all their great
achievements. Later, when leaders became more important,
praise poems were recited in their honour. The leader was
named and all the important things the leader had done in his
lifetime were told.
Pantomime
A praise poet
A pantomime is a musical comedy performed around
Christmas time. Generally, well-known stories such as
Cinderella, Aladdin or Snow White and the Seven Dwarves
are performed as pantomimes.
The male lead is often acted by a woman and the female
lead by a man. It is usually very funny and is common family
entertainment in many countries.
Audience behaviour
Here is a list of the main things you need to remember for
most performances you will watch.
• Pay attention to what is being performed and don’t fidget
or distract your friends or the performers.
• Clap at the end to show that you appreciate what was
performed. Even if you didn’t enjoy the performance,
clapping or giving applause shows that you respect the
performance that was prepared for you.
• Do not talk during the performance. This distracts
others who are trying to watch and performers find
this disturbing.
46
Term 1
Appreciate and reflect on
Activity 6.21 Watch performances
Watch the two examples of drama with your teacher.
Pantomimes are very funny.
Activity 6.22 Reflect and appreciate
1. Work in pairs or small groups and answer these questions.
a) Where do you think these two pieces would be
performed?
b) How did you feel when you watched these
performances?
c) Were there special costumes? If yes, what were they?
d) What was your favourite part and why?
e) What part did you not enjoy and why?
f) What were the key moments?
g) How were the key moments highlighted?
h) What kind of music was used?
i) Which characters were different? In what way were
they different?
2. On your own or in a group, decide who you would
dedicate a praise poem to. Write down some of the things
you would say about that person.
3. Read out to the class who you have chosen to dedicate a
praise poem to and some of the things you would say.
Appreciate and reflect on
Chapter 6
47
chapter
Appreciate and create visual art
7
Study area
colour and balance
Creative Arts:
Visual Arts
Artists sometimes use one main colour, or monochromatic
colour, to create a mood or feeling in a painting or photograph.
Tone: colour + grey or the
opposite colour = less bright
Key words
Shades: colour +
black = darker
• monochromatic –
one colour, but
different shades,
tones or tints of
that colour
Tints: colour +
white = lighter
Look at the object that your teacher shows you. Can you see
that although something may look as though it is just one
colour, in some places it is lighter or darker? Some parts
might be brighter than others.
A monochromatic painting often creates a feeling of balance,
calm or stillness. An artwork also feels calm when the shapes
or colours are balanced or look equal. Look at the pictures
bleow and on page 49.
This painting is
painted with
monochromatic blue.
This design is unbalanced. The
drawing topples over because
the large shape is only on one
side and looks heavier.
48
Term 1
This design is more balanced as
the two shapes are more equal
in size.
Visual literacy
This design is balanced because the large
light shape and small dark shape are equal.
This is because a dark shape always looks
larger and heavier.
Boy Jumping on Pony by Sarah Richards.
In this sculpture the use of shape and
size creates balance.
Activity 7.1 Look at and discuss an artwork
Work with a partner. Look at the artwork below and answer
these questions.
1. What do you notice about the use
of colour?
2. Point to the areas that are:
a) shaded
b) tinted.
3. How does the painting make
you feel?
4. How does the colour help create
that feeling?
5. How would you describe the
shapes in relation to each other?
6. What feeling do the shapes create
in the artwork?
7. Do you think this artwork is
balanced? Give reasons for your
answer.
Visual literacy
Cat by Ju Hee Yeo
Chapter 7
49
Paint people with animals
In this unit you will create a painting of a person with an
animal using monochromatic colour.
Activity 7.2 Mix monochromatic colours
You will need: tempera paint (including black and white),
a palette, paintbrushes, a jar of water, blank A4/A3 paper,
newspaper.
1. Draw nine squares in a row on your piece of paper.
2. Choose a primary colour for the centre square, for
example blue. Paint that colour in the centre square.
3. Mix a tint by adding a small amount of white to your
original colour. Paint this into the square to the right
of centre.
4. Add more white and paint the next square to the right.
5. Keep adding more white to your colour until your last
square on the right is the lightest tint of the original colour.
6. Mix darker shades of the original colour. Add a small
amount of black to your colour and paint the square to the
left of centre.
7. Add more black and paint the next square to the left.
8. Keep adding more black to your colour until the
last square on the left is the darkest shade of the
original colour.
9. Talk about the colours and compare them.
Activity 7.3 Make a painting of yourself with an animal
You will need: tempera paint, paintbrushes, a jar of water,
blank A4/A3 paper, newspaper.
1. Think of yourself with an animal. It could be real, like
you and your pet. Or it could be imaginary – perhaps
50
Term 1
Create in 2D
you are an elephant rider! Try to picture the following in
your mind:
a) What are you doing? What is the animal doing?
b ) How can you achieve balance in you artwork? Which
shapes are larger or heavier than others?
c) Where would you position yourself and where would
you position the animal? Would the shapes be close
together or far apart?
d) What is in the foreground and what is in the
background?
e) What is the feeling of the painting?
f) Which one colour would best suit this feeling and the
action? For example, if it is a warm feeling, you may
want to choose red or yellow.
Key words
• focal point – the
point that we pay
most attention to
Monochromatic Bird by Luis Rodriguez
2. Think of shades and tints, shapes and the focal point of
the artwork.
3. Start painting. Use shades and tints of one colour only.
4. Remember to keep looking at your painting and make
decisions about achieving balance through shapes
and colour.
Create in 2D
Chapter 7
51
Key words
• sculpt – carve,
model or shape
something in 3D
Sculpt people with animals
An artist tries to
express a feeling or
idea in a sculpture.
In other words, the
artist tells a story by
using the elements
of art and design
in the sculpture. A
three-dimensional
(3D) artwork can
be balanced or
unbalanced by the
way the shapes are
arranged.
Woman and Bull II by Terence Coventry. In
this artwork can you see how strong the
bull looks?
How to knead and wedge clay
Step 1: Throw the ball of
clay down hard. Knead
the clay with both hands.
Step 2: Cut the clay in half with a
nylon thread to see if there are any
air bubbles. Repeat steps 1 and 2
until there are no air bubbles.
Activity 7.4 Create a sculpture with people and animals
You will need: earthenware clay, newspaper, a sharp stick,
feathers.
1. Create a sculpture of a person with an animal. You can
use the same idea that you used for your monochromatic
painting or you can use a new idea.
52
Term 1
Create in 3D
a) Think about what the people and animals are doing.
For example, you could sculpt someone walking a dog
or riding a horse, or even a warrior fighting a dragon.
b) Remember that your sculpture needs to stand without
falling over.
c) The design must be balanced – the shapes and textures
need to work together so that nothing in the sculpture
feels unequal.
2. Wedge the clay ball in the way that your teacher shows
you. See the pictures on page 52.
3. Model the human and animal forms.
4. Regularly look at your sculpture from all sides as you
work. Move the sculpture around and work on all sides.
5. Add details and texture to your sculpture by scratching or
pricking it with a small stick, or by pressing a feather into
the clay’s surface.
6. Scratch your initials in small letters on the bottom of
your sculpture.
7. When your sculpture is complete, put it safely on a shelf to
dry with your name written on a piece of paper. The clay
will become hard.
8. Make sure you leave your work space neat and clean.
Activity 7.5 Reflect on your artworks
1. Look at the two pieces of artwork you have completed
this term.
2. Copy and complete these notes for each artwork piece.
a) Title of my work: ...
b) Materials I used: ...
k: ...
c) What I like about my artwor
d) What I enjoyed doing: ...
e) What I found difficult: ...
next time: ...
f) What I would do differently
Create in 3D
Chapter 7
53
Formal Assessment Personal and Social Well-being
Assignment
1. Choose a subject that you are interested in and would like to increase your ability
in. Use the ideas that you have thought of this term.
2. Research your topic and set out your assignment using the following guidelines:
• What have you chosen and why are you interested in it?
• What have you found out about it from reading and other research, such as
interviewing people who know about it?
• Brainstorm ideas and identify a goal for developing your abilities in this area.
• Prepare an action plan for achieving this goal.
3. Your assignment should be about three pages long, including your action plan.
Copy and use the format on pages 15 and 55.
total marks: 30
54
Term 1
Action plan
Date
Goal
Why I want to achieve it
Action steps
timing
1.
2.
3.
4.
5.
Obstacles
Ways to deal with obstacles
Resources
Action starters
Milestones on the way
Rubric for assessment
Criteria: Project
Limited
Adequate Proficient
Excellent
Researched information on the topic
0–2
3–4
4–5
6–7
Project is clearly written and easy to
understand
0–1
2–3
4
5
Project is written and presented neatly
0
1
2
3
Subtotal (out of 15)
Criteria: Action plan
Limited
Adequate Proficient
Excellent
Identified a goal and explained reasons
0–1
1
2
3
Identified at least three action steps
0–1
2–3
4–5
6
Identified possible obstacles, and ways to deal
with obstacles
0
1
2
3
Identified resources, action starters and
milestones on the way
0
1
2
3
Subtotal (out of 15)
total (out of 30)
Formal Assessment: Assignment
55
Formal Assessment Physical Education
Movement Performance
During your lessons your teacher will evaluate and assess your ability to perform
the skills that are needed to participate in striking and fielding games. You will play
games that have been adapted for your assessment.
Your teacher will assess:
• your consistency and control
• your effort in trying to perfect these skills
• your movement skills and effort
• your striking and fielding skills
• your passing skills and ability to move into space
• your ability to aim and pass, throw or kick on target.
Rubric for assessing Movement performance
Level and marks
Excellent
(5 marks)
Proficient
(4 marks)
Adequate
(2–3 marks)
Limited
(0–1 mark)
Your abilities and
skills show an
exceptional level
of skill
Your abilities and
skills are efficient
and effective
Your abilities and
skills need some
attention and
practice
Your abilities and
skills need much
attention and
practice
Level
Outcome of
movement
performance
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 and marks
Level
Excellent
(16–20 marks)
Proficient
(11–15 marks)
Adequate
(5–10 marks)
Limited
(0–4 marks)
Frequency of participation
76–100%
51–75%
21–50%
0–20%
56
Term 1
Formal Assessment Creative Arts
Performing Arts
Your teacher will assess your ability to use facial expression and interesting body
movements to different pieces of music. Your drumming techniques do not have to
be perfect but your teacher will be looking out for your ability to hear and feel the
difference between different drumming styles and your ability to use dynamics in
your performance.
Rubric for assessing Performing Arts task
Excellent
Proficient Adequate
Limited
Learner participates with enthusiasm and
commitment
9–10
7–8
5–6
0–4
Learner was able to use facial expression and
interesting use of movement when moving to
music
9–10
7–8
5–6
0–4
Learner understands and is able to perform
the various drumming techniques and show
different dynamics, tempo, rhythm, etc.
9–10
7–8
5–6
0–4
Learner shows originality and creativity
9–10
7–8
5–6
0–4
visual Arts
You will be assessed on your painting of yourself and an animal (Activity 7.3 on
page 50). Your artmaking will be assessed by a number of factors including the effort
you have made. You will also be assessed on whether you have understood and
used techniques to express yourself and share an idea or feeling with the viewer.
Rubric for assessing visual Arts task
Excellent
Proficient Adequate
Limited
Learner completed a painting showing self and
animal
9–10
7–8
5–6
0–4
Used a variety of tints and shades of one
colour
9–10
7–8
5–6
0–4
Created a good balance of large and small
shapes
9–10
7–8
5–6
0–4
Created a mood/feeling through use of colour
9–10
7–8
5–6
0–4
Formal Assessment
57
2 Term 2
1
4
2
5
3
58
Chapter 8–14
6
What do you know?
1. Do you make time in your day for
everything you want to do?
2. Do you have someone you can go to if
you are being bullied?
3. What cultural rites of passage does
your family practise?
4. How can you show respect for different
religions and cultures?
5. How many skips can you do
without stopping?
6. Have you ever done a gumboot dance?
What other types of dancing have
you done?
7. Can you think why people like to
draw mandalas?
7
Content covered in Term 2
Chapter 8: Self-management skills, Chapter 9: Bullying, Chapter 10: Cultural
rites of passage, Chapter 11: Peoples dignity in different religions,
Chapter 12: Physical fitness, Chapter 13: Dance, drama and music,
Chapter 14: Appreciate and create visual art, Formal Assessment
59
Chapter
Self-management skills
8
Study area
Personal and Social
Well-being
Managing your time
Do you remember the action plan
you developed last term? You set
yourself a goal and worked out
action steps that you needed to
take in order to reach your goal.
But you probably have more than one goal. And you also
have other needs and responsibilities that take up your time.
Sometimes you might feel that you have too many things to
do, and that some important things don’t seem to get done.
This is a very common problem. But some basic planning
can help you to deal with your load and give you time for
everything, including having fun.
An activity plan helps you to use your time well.
ACTiviTy 8.1 Work out how you spend your time
Key words
• responsibilities –
things that you
need to do, either
for yourself or for
the group that you
belong to
1. List all the ways you spent your time in the last 24 hours.
Start from when you woke up yesterday and end when
you woke up this morning.
2. Describe how you used your time in 15 minute sections,
and be as detailed as possible.
For example:
Washed and dressed: 15 minutes
Ate breakfast: 15 minutes
Washed dishes: 15 minutes
Talked on the phone: 30 minutes
Watched TV: 2 hours
Did homework: 1 hour
Thought about ... : 15 minutes
Slept: 8 hours
3. You probably won’t be able to do this quickly. Keep
thinking until you can work out what you did for the
whole day, totalling 24 hours.
60
Term 2
Development of the self
ACTiviTy 8.2 Prioritise your activities
1. Make a list of your goals. They could include getting fit,
learning a new skill, or improving your skill in a certain
area. What tasks do they involve? Call these G (goal tasks).
2. List your responsibilities, both at home and at school.
Call these R (responsibilities).
3. Make a list of other activities that need to happen each
day such as sleeping and eating. Call them N (necessary
activities).
4. Last, make a list of the fun things you like to do such as
spending time with friends, reading, listening to music,
playing games, watching TV, or just enjoying free time.
Call these F (fun activities).
5. Now look at the list you made to show how you spent
your time yesterday. Give each activity on your list a letter
(G, R, N, or F).
Key words
• prioritise - decide
what is most
important
Did you know?
It is useful to use a
diary. You can use a
specially designed
student diary or you
could use an ordinary
exercise book. At the
beginning of every
school week, look at
your diary and write
down the things you
need to remember.
6. Add up the amount of time you spent on each kind.
7. What did you learn about how you spend your time?
Ask yourself:
a) Was yesterday a typical day for me?
b) What do I like about how I spent my time?
c) What do I dislike about how I spent my time?
d) How would I like to spend my time differently?
ACTiviTy 8.3 Draw up an activity plan
Draw up a daily activity plan for yourself. It should include
each type of activity (G, R, N and F).
1. Goal-directed tasks (even if it’s a small amount of time).
2. Responsibilities (both school work and house chores).
3. Necessary activities (such as sleeping and eating).
4. Fun activities.
Development of the self
Chapter 8
61
Skills focus: Reading
Who can help vusi to manage his time?
Vusi was rushing to school. Last
night he had stayed up late to
finish his homework. And this
morning he had overslept and his
brother had left for school without
him. There was no time for
breakfast and Vusi had forgotten
to take his lunch.
Yesterday had been a bad day
for him. After soccer practice he
had to clean the yard at home.
He was supposed to do so every
week. He had told his mother that
he couldn’t this time, because he
had an assignment to finish. His
mother had scolded him, ‘Well
you should have thought of that
earlier. The yard is a mess and
I’ve got to hang out the washing!’
Sweeping the yard had tired him, so he sat and watched TV for a while, just to
relax. Then he remembered his Maths homework. How was he going to finish
both his Life Skills assignment and his Maths homework? By the time he had
finished his Maths homework he was too tired to finish the Life Skills assignment.
It would have to wait.
In the Life Skills lesson, Vusi told Mr Masinga that he hadn’t finished his
assignment. Mr Masinga frowned, and told Vusi to see him at break.
By break, Vusi was feeling really bad. His stomach was rumbling from hunger
and he felt a bit dizzy. Mr Masinga took one look at him and ordered him to sit
down. He asked someone to bring Vusi some water.
‘Ok, tell me your story.’ Mr Masinga’s face was kind, but Vusi could not stop
himself from crying a bit. Then he told Mr Masinga everything. When he heard
that Vusi had had no breakfast or lunch, Mr Masinga shared his sandwich. Vusi
ate it gratefully.
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Development of the self
‘Listen carefully to me,’ said Mr Masinga. ‘Imagine that a bank gives you R1440
every morning. You could take the money out and use it, or you could leave it in
the bank. The bank takes back whatever money is left in your account at the end
of the day. What would you do? ‘
Vusi thought for a moment and then replied, ‘I would take it out and use it.’
‘Most people would,’ said Mr Masinga. ‘Now you do have a bank like that. The
name of the bank is TIME. Every morning it gives you 1440 minutes. Every night
it takes back any time you haven’t used for a good purpose. You can’t spend
more than 1440 minutes per day. Whatever you don’t use, you lose.’
Vusi stared at Mr Masinga. He continued, smiling at Vusi, ‘You are responsible
for managing and using this precious amount of hours, minutes and seconds.
If you are clever and you invest your time wisely, you will avoid running out of
time like you did yesterday. And you will feel much better about yourself.’
‘But …’ Vusi stammered, ‘I don’t know how to do that.’
‘Don’t worry. This term we learn about time management in Life Skills.’
Vusi was relieved that Mr Masinga hadn’t shouted at him. He decided he would
work hard to finish his assignment after school, and perhaps he would learn how
to manage his time better in Mr Masinga’s lessons.
Questions for understanding
1. Read Vusi’s story at least twice before answering these questions.
a) What are Vusi’s responsibilities at home?
b) What is Vusi’s school responsibility?
c) Why did Vusi not finish everything he had to do? Is he lazy?
d) What can Vusi do to manage his time better?
Fluency
In pairs, read the story. Each partner will read one paragraph at a time.
Development of the self
Chapter 8
63
Chapter
Bullying
9
Study area
Personal and Social
Well-being
Key words
• xenophobia –
having a strong
dislike or distrust
of people from
another country
Understand bullying
Bullies dominate, blame and use others. They have no respect
for people who are weaker than them and they feel they
have a right to make them feel bad. Bullies are not able to
understand or care about how another person feels. They do
not realise that their actions will have consequences and they
try to blame others for their actions. They are concerned only
about themselves and they crave attention.
Bullies often pick on others because they see them as different.
They might be a different gender, or a different culture, race, or
religion. They might have a disability or a different body size.
They might have a different economic status.
Bullying comes in many forms.
• Physical bullying:
hitting; tripping; kicking; pinching
• verbal bullying:
calling someone names; teasing them; putting them down
• Psychological bullying:
threatening; stalking; making gestures
• Social bullying:
ignoring someone; spreading rumours
• Sexual bullying:
picking on someone because of their sexual orientation;
unwanted touching or brushing against you
• Cyber bullying:
insulting someone in chat rooms; sending cruel or
threatening emails or text messages; using the web, chat
rooms or mobile phones to spread rumours or information
about someone
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Term 2
Development of the self
ACTiviTy 9.1 Identify forms of bullying
1. Look at the illustrations below and identify the different
forms of bullying that are shown.
2. Have you ever seen or experienced any of these forms of
bullying? Tell your partner.
3. Have you ever found yourself doing any of these forms of
bullying, perhaps without realising what you were doing?
Development of the self
Chapter 9
65
Key words
ACTiviTy 9.2 Think about your behaviour
• harass – to annoy
or bother someone
all the time
All human beings have the potential to bully, harass or
discriminate against others to a greater or lesser extent.
• discriminate – to
treat one person
or group worse
than or better
than another one,
usually because
of their race, age,
religion or gender
Did you know?
Childline is a helpline
for children and
young people. You
can call at any time
of day or night to talk
about any worries
you have. Their toll
free number is
0800 055 555. They
also have a useful
website: http://www.
childlinesa.org.za/
66
Term 2
Circle yES or NO as you answer each of the following questions.
1. If you see someone left out, do you ask them
to play?
YES
NO
2. If you see a child getting picked on, do you try
to help them?
YES
NO
3. Do you stay away from children who say bad
things about others?
YES
NO
4. When you feel sad or angry, do you think of
helpful ways to feel better?
YES
NO
5. Do you try to help other children get along?
YES
NO
6. Do you feel angry most of the time?
YES
NO
7. When you feel angry do you hit or
hurt others?
YES
NO
8. Do you tease or threaten other children?
YES
NO
9. Do you make up bad stories about other
children?
YES
NO
10. Do other children think you are mean?
YES
NO
If you have answered YES to the first five questions, it shows
that you try to be thoughtful and kind to others.
If you have answered YES to the last five questions, then you
do not show respect to others. You need to decide to change.
If it is difficult, ask a caring adult to help you. You could also
call Childline South Africa. You will find that if you can sort
yourself out then your behaviour will change and people will
begin to like you for who you are.
Development of the self
How to deal with bullying
There are many reasons why people bully others. It may be
that they are unhappy and so they take it out on someone
else. Many people who bully have low self-esteem, and
bullying can be a way of coping with it. In some cases, people
who bully are also being bullied themselves.
Some people bully because their friends encourage them to
and they do not want to be left out. This is an example of
negative peer pressure. Sometimes people pick on others
because they are looking for attention or because they
are jealous.
It takes courage to stop being a bully. Just because you have
been involved in it does not mean you have to continue. Help
with bullying is not only available to those who have been
bullied. Many anti-bullying support groups also help people
who are involved in bullying.
Did you know?
Applying positive
peer pressure by
telling bullies to stop
what they are doing
can be a way to stop
bullying. Talk to them
if you are not afraid
that it will lead to a
confrontation.
Talk to a parent, teacher or an older learner who you get on
well with. If there is any support system in your school for
those who are bullied, for example a teacher who is specially
asked to deal with bullying, go to them for help.
Some schools have peer-support schemes, where older
children are trained to help younger children deal with
bullying. Peer support is usually also available to children
and young people who say they are bullies.
If you are worried about being judged and do not want to
speak to anyone you know, you can get help anonymously by
calling Childline South Africa. Childline advisers will listen to
any child, no matter what the problem is, and give advice.
If you witness a bullying incident, it is important to do
something about it. Do not just walk away and ignore it.
The best thing to do is talk to someone, such as a teacher,
parent or friend. If you’re worried about doing this, leave an
anonymous note for the teacher explaining the situation.
Then the teacher will at least be aware of what’s going on.
Development of the self
Chapter 9
67
Skills focus: Reading
Connie and Dudu’s story continues
Do you remember the story about Connie and Dudu? Here is the continuation of
their story.
What happened previously: Connie and Dudu had been called to deal with a fight
between two of their classmates, Tawanda and Joseph.
Now carry on reading:
‘Kwere kwere!’ Joseph was taunting
Tawanda who tried to get past him, but
Joseph who was taller and stronger blocked
his way. He jabbed his finger aggressively
into Tawanda’s chest.
‘Zim dollar!’ he jeered.
Tawanda shouted back, ‘That’s none of your business! Go and get yourself
a cigarette!’
The onlookers laughed at that. Everyone knew that Joseph was already smoking.
Joseph was angry.
‘Push off back to your country! Foreigner! We don’t need you here!’ he screamed.
Connie called out as loudly as she could, ‘Hey, guys, cool it!’
They took no notice of her.
Joseph grabbed Tawanda, and soon they were wrestling on the ground. And
the children around were starting to chant ‘Kwere kwere! Kwere kwere!’ Dudu
shouted at them to stop and Connie raced to the staffroom for help.
Ms Khoza was there in a few seconds and the boys separated – Tawanda with
a bleeding nose and Joseph with a torn shirt. She took them to the principal’s
office and the crowd of learners moved reluctantly to their classes.
‘There was no way that either of them would have listened to us,’ Dudu told
Connie. ‘Joseph is a bully, and he is encouraging others to act like him.’
Connie and Dudu stared at each other. What else could they have done?
Being a member of the Peer Mediation Group was not as easy as it had seemed.
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Term 2
Development of the self
Later, after school, they met with Ms Khoza and the Mediation Group Committee
to discuss what had happened. After the meeting Dudu and Connie felt better.
They realised that if Joseph could be helped to understand and control his
anger everyone would benefit. And with an anti-bullying programme, they
could perhaps get bullies to understand that bullying was not what their school
community wanted.
I think Joseph needs
help. He always seems
so angry. Perhaps he is
unhappy at home.
We don’t want xenophobia in our
school. We must do something
before it gets worse. I’ll plan a special
programme for all the classes.
I hated the way
the other kids were
copying him.
Joseph is a bully. He
doesn’t only pick on
Zimbabweans. He
picks on anyone who
is smaller than him.
There are other
children who bully in
this school. Joseph’s
not the only one.
Maybe we need an antibullying group as well
as a mediation group!
Questions for understanding
Read Connie and Dudu’s story before discussing these questions in groups.
1. Does bullying happen at your school? Share your experiences.
2. Think of ways that you think would work to stop bullying in your school.
Fluency
Read the story aloud, taking turns for each paragraph. For example, one row can
read paragraph one and the next row can read paragraph two. Then take turns
reading to the class, one paragraph each.
Development of the self
Chapter 9
69
Chapter
Cultural rites of passage
10
Study area
Personal and Social
Well-being
Key words
• rites of passage –
customs associated
with times of
change from one
stage to another
The importance of cultural rites
As you go through life, you experience major changes.
Different religions or cultures mark these changes with special
customs that are practised from generation to generation.
These customs are known as rites of passage and might
involve doing things in a special way, wearing special clothes,
and eating special food. Rights of passage help you to
change from one state to another, and they give people in the
community the opportunity to support you as you go through
change. They also help people in the community to remember
and respect their own families and cultural traditions.
Four important stages in life are described below.
• Birth: It is a joyful occasion when a baby is welcomed
into the world. The family and community hold special
ceremonies to welcome the new person into their midst.
• Weddings: People have a wedding to celebrate the
beginning of a young couple’s life together. This is
a joyful occasion. In many cultures it also forms a
connection between the two families.
• Funerals: This important rite of passage marks the
fact that a person has departed from life on earth.
At the funeral, the community shows respect for the
dead person. The family and friends have time and
opportunity to grieve for their loss.
• Baptism: In the Christian faith this ceremony marks
a person’s acceptance of Christianity and symbolises
the washing away of sins.
A Xhosa boy prepares for
initiation.
Other rites of passage mark the changing from childhood into
adulthood, for example initiation, and confirmation in a church.
ACTiviTy 10.1 Make a wedding collage
1. Look at the different ways of dressing in these illustrations
of wedding on page 71.
2. Work in groups of 4–5 and find pictures of different
weddings.
70
Term 2
Social responsibility
3. Cut out the wedding pictures you have found and glue
them onto a chart. Add headings and labels. Include the
symbols of each religion.
An African traditional
wedding
A Christian wedding
A Muslim wedding
A Jewish wedding
A Hindu wedding
A Buddhist wedding
ACTiviTy 10.2 Plan a wedding
1. Imagine that someone in your family is getting married.
Decide what kind of wedding rites you will use to celebrate
the marriage, for example African traditional, western
Christian, Jewish, Muslim, Hindu, or Buddhist.
2. Design the wedding outfits for the bride, the groom, and
any others who are participating.
3. Design a wedding invitation card. Include the date, time,
and venue.
4. Plan and write up the menu for what the guests will eat at
the party.
Social responsibility
Chapter 10
71
Skills focus: Reading
African rites of passage
Birth rites
In African traditional communities, the mother gives birth at home with the
help of an older woman, for example the baby’s grandmother. The mother is
expected to stay inside her house for at least ten days after the birth. After that,
a goat is sacrificed and friends and relatives gather to celebrate the arrival of the
newborn baby. By this time, the umbilical cord has dropped off (the cord from
the baby’s navel that attached the baby to the mother in the womb). This is seen
as a sign that the baby now belongs not only to the mother, but to the whole
community. The umbilical cord and placenta are buried in the ground and this
will be a special place for the child throughout her life, marking her birthplace
and connecting her to her ancestors.
Weddings
One old custom is for the husband’s family to ‘kidnap’ the bride and bring her to the
husband’s home. This custom is called ukutwala. Nowadays it is not often done.
Another custom is for the two families to negotiate lobola. Lobola is the payment
the groom’s family makes to the bride’s family. Originally the payment was in
cattle but nowadays it is usually in money. Other gifts are also exchanged.
On the wedding day, the bride’s family brings her to the groom’s home, and the
festivities begin. The families slaughter animals in honour of their ancestors, and
the community brings gifts and gathers to celebrate. Later, the groom and bride
walk along the main road for everyone to see them as a couple.
Some couples choose to have more than one wedding – an African wedding and a
western wedding. In African culture, men are allowed to have more than one wife.
Funerals
There are many different customs, depending
on where the family comes from. In many South
African homes, when someone dies the family
covers the windows with ash, and they cover the
mirrors and the television. In the time before the
funeral, people in the community come to comfort
the family of the dead person. The women in the
family sit on the floor, covered with blankets. The
night before the funeral there is a vigil, when the
72
Term 2
Social responsibility
family members sit beside the body. Sometimes an animal is slaughtered for the
ancestors. After the burial, the people are invited to the family’s home for a meal.
For at least a week after the funeral, the bereaved people mourn by staying at
home and wearing black clothes.
In some communities, there is a home-bringing ceremony. After a few months,
the family slaughter a beast and go to the graveyard. They ask the ancestors to
let the deceased person come home, and they bring some of the earth from the
grave back with them.
These are mostly ancient African customs, but many Christians might still
follow them.
Christian rites of passage
Baptism
Babies are baptised in a church. Baptism is the sign
that someone belongs to Christ. That is why baptism is
sometimes called a christening.
When parents bring a baby or a small child for
baptism, the priest usually sprinkles water onto the
baby’s head. The water is a reminder that God washes
away the sins of those who repent (which means to be
sorry) and turn away from doing wrong things.
When adults are baptised it is an outward sign of the
cleansing that has already occurred through their belief
in Jesus Christ. Adults can have water sprinkled on
their heads too, but adults are usually submerged in
water. When they come out of the water, they often put
on white clothes as a sign of new birth or new life.
Questions for understanding
1. How do people celebrate a wedding in traditional African style?
2. What do these words mean: lobola, submerged, bereaved, deceased?
Fluency
Read the pages aloud, together as a class.
Social responsibility
Chapter 10
73
Skills focus: Reading
Weddings
A priest blesses a Christian wedding in a church.
The couple exchange rings as they make their vows
or promises to God and to each other in front of a
congregation. The bride wears a white dress,
symbolising purity and happiness.
After the church ceremony there is usually a
reception and the guests enjoy wedding cake
and celebrate the marriage.
Funerals
People usually wear black or dark colours to a funeral. The body is put in a coffin
and brought to the church. Sometimes family and friends are allowed to view the
body before the coffin is closed. After prayers and a sermon, the body is buried
in a graveyard or is taken to be cremated. Some people hold a wake before the
funeral. Friends and family gather to share their stories about the dead person
and to celebrate the person’s life.
Muslim rites of passage
Birth
Muslim fathers welcome their babies into the world. As soon as the baby is
born, the father whispers a special prayer in the baby’s ear. He then rubs sweet
date juice on the baby’s gums so that her first taste is of something sweet.
After seven days, they shave the baby’s head and give money to charity.
Usually on the seventh day, babies are named and boy babies are circumcised.
Traditionally, the family slaughters a sheep and shares the meat with the
community and the poor.
Weddings
A Muslim marriage is a simple promise to God made by two people and
blessed by an imam. The couple give their vows separately. The ceremony,
called the Nikah, usually takes place in the mosque. There is a reading from
the Qu’ran, and the couple exchange vows in front of witnesses. The groom
gives the bride a gift, which is usually a ring, but can also be jewellery or money,
or even land, or education. Muslim men may have more than one wife, but this
is not encouraged.
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Term 2
Social responsibility
Funerals
Muslim funerals take place as soon as possible after the
person dies. The body is not put into a coffin, but is wrapped
in a shroud (a cloth for covering a dead person). When the
person is buried, the head must be turned towards Mecca,
the holy city of Islam. Family and friends say funeral prayers
on the day of the funeral and for 40 days afterwards.
Jewish rites of passage
Birth
A child is considered to be Jewish only if the mother is Jewish. When a girl is born,
her father announces her name in the synagogue on the first Sabbath (Saturday)
after her birth and a special prayer is said.
Jewish boys are circumcised at home eight days after birth in a ceremony attended by
all male family members. The godfather holds the boy while a trained rabbi (priest) or
doctor called a mohel cuts off the foreskin (the skin that folds over the tip of the penis).
They then name the boy and drink wine and the whole family celebrates.
Weddings
Jewish weddings have many traditions. Commonly, the couple have a wedding
contract called a ketuba. They are married under a wedding canopy called a
chuppah. The groom gives the bride a ring. He also breaks a glass with his foot to
remind people that even in times of joy they must not forget the sad time when the
temple in Jerusalem was destroyed. Later there is feasting and dancing.
Funerals
When a Jewish person dies, they clean the body, wrap it in a shroud, and put in a
plain wooden coffin. The burial must happen as soon as possible. The family tear
their funeral clothes to show their sorrow. At the burial, they say a special prayer
called Kaddish. They say this prayer for the next year, sometimes every day. Each
year after that, on the date of the funeral, the family lights a candle and says the
Kaddish to remember the dead person.
Questions for understanding
1. What happens at a Muslim funeral?
2. What happens at a Jewish wedding?
3. What do these words mean: vows, cremated, shroud, mosque?
Fluency
Take turns to read together, starting with all learners whose birthdays are in
January, then all whose birthdays are in February and so on.
Social responsibility
Chapter 10
75
Skills focus: Reading
Hindu rites of passage
Hindu rites of passage are called samskara. This means ‘making perfect’.
Birth
The first samskara happens before a baby is born, and
is for the protection and health of the baby and the
mother. Relatives and friends bring gifts for the coming
baby. As part of the ceremony, the father parts the
mother’s hair, and places vermilion (a red colouring)
in her parting. There are special songs (mantras) and
a fire ceremony. After the ceremony, everyone enjoys
a special meal.
When the baby is eleven or twelve days old there is a name giving samskara.
The mother and the baby are given a ritual bath. Then the mother dresses the
baby and puts a little beauty mark with kohl on its cheek. The father holds the
baby and the priest blesses the baby and gives prayers to all the gods and to
the ancestral spirits. He also blesses the sheet of paper on which the baby’s
horoscope is written. Then the father whispers the baby’s chosen name in its
right ear. The relatives and friends bless the child and touch his lips with honey.
If the baby licks its lips everyone is happy.
Weddings
In the old days, Hindu parents chose who their child would marry, but usually
they would consult with their son or daughter. Both the groom and the bride
(separately) sometimes have to have a beautification ceremony in the morning
before the wedding. The bride and groom are rubbed with a paste of chickpeas,
turmeric and rose water. The bride often has beautiful designs painted with
henna on her hands and feet.
At the ceremony, the bride and groom make their vows to each other, surrounded
by family and friends. They often exchange sweets, rings, and garlands of flowers.
Another custom is to light a fire, and the bride goes around the fire seven times.
Funerals
Hindu funerals happen as soon as possible after the death. The friends and
family attend the service in the funeral home and a mantra (prayer) is said.
They put flower petals on the body and talk about the qualities of the dead
person. Afterwards, the body is cremated at a crematorium. The family stays in
mourning for two weeks.
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Social responsibility
Buddhist rites of passage
Birth
Family members prepare a cradle and clothes for the new baby. Tools and books
are placed in a boy’s cradle. Needles and thread are put in a girl’s cradle. When
the umbilical cord is cut, it is packed in salt and buried under two coconut trees.
Weddings
Before the wedding takes place, the bride and groom visit a monk (a Buddhist
holy person) who checks their horoscopes and gives them advice. He also
advises them on the best date for the wedding to take place.
On their wedding day, the couple both wear beautiful silk clothes and sit together
on silk cushions. A silk scarf is wrapped around the hands of the bride and
bridegroom and they both eat from a silver bowl. This symbolises that they will
now share everything.
Funerals
Buddhists believe in reincarnation (being born
again in many different bodies before the soul
can reach Nirvana, a state of perfect happiness.)
They pay respect to the deceased person at a
ceremony where there is food and music.
Afterwards, the body is cremated and the
ashes are returned to the earth.
Questions for understanding
1. What happens when a Hindu baby is given a name?
2. What do these words mean: samskara, mantra, reincarnation, umbilical cord?
3. What rites of passage does your family or community celebrate? They could
be some of the rites described in this chapter, or they might be birthdays or
graduations. How do they show respect for the person who is going through
the change?
Fluency
In pairs, read the pages, each partner reading one paragraph at a time.
Social responsibility
Chapter 10
77
Chapter
People’s dignity in different religions
11
Study area
Personal and Social
Well-being
Key words
• respect – treating
people in a way
that shows that
you understand
them and care
about their wellbeing
• dignity – being
worthy of respect
Understand and respect different
religions
Each religion has its own beliefs and customs, but all religions
have respect for the dignity of people. Religion is a way of
understanding why human beings exist and how best we
should live our lives.
Christianity
Jesus Christ, the son of God, lived more than 2000 years ago
and was killed for his radical teachings about the love of God.
His message about respect was: ‘Love one another as God
loves you.’
African traditional religion
There are many forms of traditional belief in Africa. This
religion emphasises the spiritual power of the natural world,
and the role the ancestors play in guiding our daily lives.
Respect, sharing and a willingness to help are an important
part of daily life.
islam
This religion follows the teachings of Muhammad, who lived
in Arabia 1 400 years ago. Muslims believe he is the last
prophet of Allah or God. One of his sayings is: ‘Do not go to
sleep when your neighbour is hungry.’
Hinduism
This is the main religion of India. Hindus believe in
reincarnation. They worship many gods and goddesses
who are seen as forms of the Supreme Being. Their
message is that you should love everyone because
God exists in everyone.
Judaism
Jews believe in one God as the creator of all things. Their
religion is based on the laws revealed to the prophet Moses.
The Jewish message about respect is: ‘Do not do to others
what you would not like them to do to you.’
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Buddhism
This Asian religion is based on the teachings of Siddhartha
Gautama, commonly known as the Buddha. His message
about respect was: ‘Be friendly to everyone. Do not lie to one
another or be scornful to one another.’ Read what different
religions say about self-respect.
I’m a Hindu and I believe that
my body is the city of God. I
respect my body and would
never take drugs.
Judaism says that selfrespect means seeing
ourselves as valuable
because God created us.
In African tradition, if
I have no respect for
myself, then I have no
respect for my family
and community.
Christianity says that
self-respect means
loving others as much
as God loves us.
In Islam, self-respect is
about honour and living
up to Islamic values.
In Buddhism, self-respect
is about having good
speech, good actions,
and serving others.
ACTiviTy 11.1 Respect others
Work in groups and discuss these questions.
1. Do all the religions include respecting others? Explain.
2. Who is your ‘neighbour’?
3. How do you think you should treat your ‘neighbour’?
4. Do you think that all people who belong to an organised
religion follow their religion’s call to respect the dignity of
others? Explain.
5. Is it possible for someone who does not belong to an
organised religion to respect the dignity of others? Explain.
ACTiviTy 11.2 Think about rites of passage
Work in groups. Choose one religion you learnt about and
re-read in Chapter 10 how that religion celebrates rites of
passage. Explain how the rites help people to treat others
with respect. Give some examples. Present your information
to the class.
Social responsibility
Did you know?
All people have the
right to choose the
religion they would
like to commit to,
even if it is not the
religion they were
born into. They may
also choose to have
no religious beliefs or
not to belong to an
organised religion.
Chapter 11
79
Chapter
Physical fitness
12
Study area
Physical Education
Did you know?
Your heart beats
almost 100 000 times
each day. Even
though the heart is a
muscle, a healthy
heart never gets
tired.
80
Term 2
Measure your fitness level
Do these activities to measure your fitness level. Record
your results in a table like the one on page 81.
1. In 3 minutes, collect
bean bags one by
one from the 1 metre
distance and then from
the 5 metre distance.
2. Jump forward as far as
you can with your feet
together.
3. Stand at arms length away
from a wall. Bend your
arms and lean into the
wall, then push yourself
outwards. Do as many as
you can in 1 minute.
4. Stand with your feet
together and your knees
locked. Bend over and try
to touch your toes.
See Teacher’s Guide for lesson details
Did you know?
To keep fit, you
should do physical
exercise at least three
times a week for an
hour.
5. Do a handstand against
the wall and hold it for as
long as you can.
6. Run as many laps of
50 metres as you can.
Physical fitness record
Aspect
Activity
Agility and
speed
Number of bean bags
collected
Power
Distance jumped
Today:
Date
Distance/
time
8 weeks:
Date
Distance/
time
Number of wall push-ups
Flexibility
Distance stretched
Endurance
Handstand time
Distance run
See Teacher’s Guide for lesson details
Chapter 12
81
Key words
• agility – being
able to stretch and
move easily
Agility, speed and power
Improve your agility and speed with these activities.
Play catch for
5 minutes.
Alternately run then walk to the next marker.
Safety
Team catch
You will be less likely
to fall and hurt
yourselves if you run
in time together.
Perform two star jumps,
landing in the hoop.
1. Mark off three lines about 20 metres apart.
2. Play this game in two teams of equal size, team A and
team B. Each team has a line that is their safety zone.
The two teams stand facing each other on the centre line,
about one metre apart.
3. Team A has to catch team B when the teacher shouts ‘A’.
Team B tries to run back to their safety zone. If a member
of team A touches any member of team B, the team B
member is out.
4. Once everyone left in team B is in the safety zone the
game begins again. This time the teacher shouts ‘B’ and
the remaining members of team B try to catch team A.
5. Repeat this until the last person is caught.
82
Term 2
See Teacher’s Guide for lesson details
Stretching
Take a big step forward with your
left foot. Bend your left knee,
but don’t push it beyond your
foot. Keep your right heel on the
ground and your right leg straight
behind you. Keep your abdominal
(stomach) muscles gently
contracted (tightened) so that your
back is not arched too much. You
should feel the stretch in both your
right calf and hip.
Calf and hip stretch
Stepping and jumping
Safety
Know how to use the
apparatus before you
do activities and
always test it to
ensure it is steady. For
example, make sure
the steps are stable
and can hold your
weight.
The basic step
Do repeater steps
with each foot.
Jump rope
See Teacher’s Guide for lesson details
Chapter 12
83
Movement performance
84
Wheelbarrow race
Three-legged race
Chin race
Balancing race
Term 2
See Teacher’s Guide for lesson details
Endurance and flexibility
Safety
Always pull in your
tummy muscles and
tuck in your bottom
when doing exercises
that use your back.
Lean backs
1
2
Sit ups
See Teacher’s Guide for lesson details
Chapter 12
85
Bicycle pedalling
Crawl walk
86
Term 2
Lunges
See Teacher’s Guide for lesson details
Circuit training
Key words
• circuit – a course
or route that you
follow that ends
up at the starting
point and can be
repeated
Skip 50 times
Do 10 wall
push-ups
Do 20 star jumps
Do 15 sit-ups
Alternately, run
sprint, walk for 25
metres (repeat)
Step up and
down 50 times
Do 5 stretches
Do 4 lunges
with each leg
See Teacher’s Guide for lesson details
Chapter 12
87
Chapter
Dance, drama and music
13
Study area
Creative Arts:
Performing Arts
Key words
• harmony – a
combination of
musical notes that
sound pleasant
together
• two-part
harmony – two
different musical
notes sounded
together to make a
pleasing sound
Did you know?
Canon music is
sometimes written
for an orchestra. We
call this a fugue.
Sing and make music together
In Chapter 6 you learnt about singing or playing in canon.
Singing in canon can be done in two, three or even four parts.
Because the parts overlap, different notes are sung or played
at the same time. This means that the notes will create a
harmony. When singing in canon style, you really have to
concentrate so that you keep singing your part and do not
suddenly sing with the wrong group!
You also learnt about call-and-response singing and playing.
The caller is always the leader and is usually the best
musician in the group. The call can be long and interesting
while the response might be short and always the same.
You can also sing in unison where the whole group sings the
same song at the same time. Or you can sing in two-part
harmony. Two-part harmony is when two different notes are
sung together at the same time. The sound of the two notes
together is called a harmony.
ACTiviTy 13.1 Sing warm-up songs
Sing the songs that your teacher teaches you in unison, in
canon, and in call-and-response. Remember always to have
good posture when you sing!
û
ü
û
û
ü
Try and have the best posture you can when singing!
88
Term 2
Warm up and play
Drumming basics
Do you remember the basics of drumming and the drumming
techniques you learnt in Chapter 6? Here is quick reminder!
• The two main parts where you play are the rim and the
drum head.
• Do not damage the drum skins by wearing jewellery or
a watch while drumming.
• Warm up before you start playing.
• Sit in a comfortable position.
ACTiviTy 13.2 Practise drumming
1. Practise the drumming
techniques you learnt in
Chapter 6:
a) Base slap
b) Open slap
c) Muffle
d) Drum roll.
2. Practise the different
techniques again, but this time
change the dynamics (play
louder and softer) and the
tempo (play faster and slower).
3. Divide into two groups. One
group will beat the base slap
loudly and fast and the second
group will answer softly and
slowly. Repeat this, doing an
open slap, a muffle, and a
drum roll.
4. Select one person to lead the
drumming. The leader will
beat out different techniques
and the rest of the class must
answer by copying the leader.
The leader must keep it short
and simple.
Improvise and create
Chapter 13
89
Drumming and dancing
Key words
• form – basic
structure
• binary form – a
pattern of music
(AB) that starts
with one music
idea (A) followed
by a different
music idea (B)
and this pattern is
repeated
• ternary form – a
pattern of music
(ABA) where the
first and third parts
are the same (A)
and the middle
part (B) is a sharp
contrast
Did you know?
A group of drummers
is called a troop.
You can use drumming to accompany any kind of dance as it
gives you a strong beat to move to. When creating music for
a dance there are a few things you need to remember:
Do not play too fast!
If you play too fast the dancers will not be able to keep
up with you. You must always remember that you are
playing for the dancers so you should play at a speed that
is comfortable for them. The dancers are not dancing for
the drums!
There must be a strong beat!
Music with little or no beat is really difficult to dance to. The
first beat of every bar is very important so make sure you
play it loudly like this: ONE two three four ONE two three four.
Your music should have a form.
There are two kinds of form you can use. The first kind is
called binary form. This is when you start with one music
idea (A) and then play another music idea (B). This pattern is
repeated. The other kind is called ternary form. This is when
you start with one music idea (A), play another idea (B) and
then repeat the first idea (A). The first and third parts are the
same and the middle part contrasts sharply with them.
ACTiviTy 13.3 Create drum music to dance to
1. Divide into small groups and find a space to work.
2. Your teacher will give you drums.
3. Before you start to work on your drum piece, practise
drumming techniques for a while with your group.
4. Next create a drum piece that you can use for a cultural
dance. Remember all the things mentioned above!
ACTiviTy 13.4 Perform your drum piece
You will have some time to practise before you perform your
piece for the class.
90
Term 2
Improvise and create; Read, interpret and perform
Different ways to move
There are many different
ways to move your body.
You move your body every
day without really thinking
about it. If you just move your
body in any way, we call this
a movement. If you move
your body to music, we call it
a dance. In this unit you are
going to learn a movement
sequence but before that, you
need to warm up. Warming
up prepares the body for
movement, dance or any
other physical activity.
Warming up before you dance is important.
ACTiviTy 13.5 Get ready to move
1. Find an open space where it is safe to move.
2. Before you start your warm-ups, run on the spot as fast as
you can for 1 minute. This is warms up the muscles
so they are ready to be stretched and warmed up a
little more.
3. Start with spinal rolls. Stand with your legs shoulder width
apart and your arms above your head. Gently roll your
body down until your fingers are touching your toes. Hold
this position for 10 seconds and then gently and slowly roll
back up again. Repeat 3 times.
4. Still standing, do arm swings and knee bends together,
coming up onto your toes as you stand up straight.
5. Stand with your legs parallel but slightly apart. Bend your
knees and straighten them three times. On the fourth bend,
go right down onto your haunches. Put your hands on the
floor and straighten your legs as far as possible. Then roll
slowly into an upright position.
6. Repeat each exercise above with your feet together and
then turned out.
Warm up and play
Chapter 13
91
Did you know?
People all over the
world use dance to
celebrate! When you
dance, your body
releases a hormone
that makes you feel
happy. That is why so
many people love to
dance!
Movement is most interesting when you use your whole
body. If someone points at something you take notice
because they have done a movement (pointed) to draw your
attention. But, if someone were to jump up and down and
wave their arms in the air, this movement, because it is bigger
and uses the whole body, would really grab your attention!
Movement can be slow, smooth and flowing or it can be jerky
and fast. When you create a dance, you should try to match
the movements to the mood of the music.
ACTiviTy 13.6 Move and dance
1. Find an open space where you can move and dance.
2. Your teacher will teach you some movements.
3. Learn these movements first without music.
4. Once you know them, your teacher will play some music
and you can move to the beat. Create a dance from
your movements.
These people are doing a
traditional African dance.
This girl is doing a traditional
Indian dance.
These people are doing a
traditional Chinese dance.
ACTiviTy 13.7 Make up your own movement sequence
Work in pairs or threes and make up your own movement
sequence. Perform your sequence for the class.
92
Term 2
Read, interpret and perform
Perform a cultural dance
ACTiviTy 13.8 Play musical statues
1. Find an open space in the classroom.
2. Your teacher is going to teach you some movements.
3. Once you have learnt these movements, you are going to
play a game of musical statues.
4. Your teacher will call out what movements to do when the
music starts.
Did you know?
Many cultures have
their own special
dances. We call these
traditional dances. In
South Africa, we have
many cultures and
many dances. Ask
other learners in your
class what dances
they have in their
culture.
5. When the music stops, freeze!
6. The last person to freeze is out.
Eye contact and focus
When performing a dance
or drama, there is always a
focus. The focus can change
throughout the performance.
The focus draws the attention
of the audience. The
performers’ bodies and eyes
are usually turned toward the
focus. This is called the focal
point. Look at the photograph
on this page and decide where
the focal point is.
When you perform in a group
or even with just one other
person it is very important
to make eye contact. This is
to ensure that you are both
working together and that the
audience can see that you
are two parts of the same
performance.
Warm up and play
These performers are using their bodies and eyes to
show the audience the focus of the drama.
Chapter 13
93
ACTiviTy 13.9 Use your body to show focus
1. Find a space where you can move freely.
2. Your teacher will teach you a movement sequence.
3. Now create your own movement sequence. In your
movement sequence you must:
• move different body parts
• use your body to show the focus
• use your eyes to show the focus.
4. When you are ready, perform your sequence for the class.
Breathing
This is how air moves
into our lungs
Lips
Tongue
Vocal chords
Breathing is the way you
move air in and out of your
body. We all breathe every
day without thinking about
it but if we can improve our
breathing we can improve
the way we feel, act and
perform. When you breathe
you should not move your
shoulders up and down. Your
shoulders should always
be relaxed and your tummy
should do the breathing
work.
We use our breath to speak.
When we speak, we move
air over our vocal chords.
Our vocal chords vibrate and
create sounds, which are
shaped by the mouth, lips
and tongue to form words.
Lungs
These are the parts of the body
we use for talking.
94
Term 2
Improvise and create; Read, interpret and perform
Tongue twisters
Tongue twisters are little rhymes with words that sound
similar. These are tricky to say fast. When you practise
tongue twisters you improve your articulation. Articulation is
how clearly your words come out when you speak.
ACTiviTy 13.10 Warm up with vocal exercises
1. Do this breathing exercise at your desk.
Place both hands on your tummy. Feel your tummy fill up
when you breathe in and empty when you breathe out.
Keep your shoulders still.
Key words
• tongue twisters –
short rhymes
with words that
are difficult to
pronounce quickly
and correctly
• articulation – the
ability to speak
clearly so people
can hear and
understand you
Breathe in deeply through your nose and breathe
out slowly through your nose to the count of 10. Repeat
5 times.
2. Read the tongue twisters on this page slowly as a class.
3. Read each one slowly on your own and then see how fast
you can read it without making a mistake!
Warm up and play
Chapter 13
95
We are very lucky to live in South Africa because there are
so many different cultures in this country. That is why we are
called the Rainbow Nation!
ACTiviTy 13.11 Watch a cultural dance
How many different
cultures in South
Africa can you think
of?
1. Watch a performance of a cultural dance. As you watch,
look at the dance steps and think about the:
a ) patterns, repetition and sequencing in the dance
b) musical accompaniment, focusing on rhythm
c) varying use of energy such as tension and relaxation,
stillness and flow
d) performance area and audience arrangement
e) entrances and exits of the performers.
ACTiviTy 13.12 Practise and create a dance
1. As a class you will practise the moves you saw in
Activity 13.11. Make sure you know how to do the steps.
2. With you teacher’s help create the steps for a similar
cultural dance.
ACTiviTy 13.13 Perform a cultural dance
1. Your teacher will divide you into
two groups. One group will dance
while the other group plays the
drum music you created in
Activity 13.3.
2. You will have lots of time to
practise before you perform.
Everyone will have a turn to dance
and a turn to play music.
3. Remember it is important to end
the music at the same time as the
dance! This is tricky but it helps if
you watch the dancers and slow
down slightly towards the end of
the song.
96
Term 2
Improvise and create; Read, interpret and perform
Watch a dance and reflect on it
Key words
There are many different genres or types of dancing in South
Africa. Here are three types but your teacher or someone in
your class might be able to tell you more.
Gumboot dancing: Gumboot dancing
started on the goldmines of Johannesburg
where miners would send messages to
each other by hitting their gumboots and/or
stamping their feet. Miners were not allowed
to play drums so they used their boots as
drums.
Indian dance: This started in India and
is closely linked to the Hindu religion.
Each hand movement has a particular
meaning. Indian dancing is also taught
in many schools.
Ballet: This is a classical form of dance
that started in Italy over 600 years ago!
Ballet has since become a highly skilled
and technical kind of dance and there
are many ballet schools all around
the world.
• genres – types or
styles
These people are doing a gumboot
dance.
These two dancers are performing a
traditional Indian dance.
ACTiviTy 13.14 Warm up, cool down and focus
Your teacher will give you some gentle exercises before you
watch the performance. Remember to respect the performers
by behaving appropriately!
ACTiviTy 13.15 Watch and reflect
1. Watch the two South African dance performances your
teacher shows you.
2. As a class, discuss and compare the performances you
watched.
3. Take notice of the key moments, mood and ideas in the
dances as well as the technical ability of the dancers.
Appreciate and reflect on
These dancers are
performing a famous
ballet called The
Nutcracker Suite.
Chapter 13
97
Chapter
Appreciate and create visual art
14
Study area
Line and balance
Creative Arts:
Visual Arts
In this chapter you will look at how art elements and design
are used in lettering and pattern-making, and in creating
3D art.
Key words
Look around you. Can you find examples of lines, shapes and
patterns? Balanced artworks and objects usually have shapes
or patterns that are equal in size or weight.
• art elements –
line, tone, texture,
space, shape and
colour
A
T
Did you know?
‘Weight’ in art does
not mean how heavy
something is, but
how heavy it looks.
s
B
C
These letters are unbalanced as
some are much larger than others.
E
H
These letters are unbalanced.
The flowing thinner letters look
lighter than the dark solid letters.
An artwork is also balanced when shapes or sizes on opposite
sides are equal or almost equal.
Balance in nature: the opposite sides are almost identical.
98
Term 2
Visual literacy
Key words
radiating lines –
lines that move
outward from a
central point
Balance in everyday objects
Some patterns have lines that move outward from a central
point. They are called radiating lines.
Patterns of radiating lines are repeated around the circle, making it
very balanced.
ACTiviTy 14.1 Create balance with radiating lines
You will need: a paper plate, coloured crayons, a ruler.
1. Draw three concentric circles on the paper plate as shown.
2. Find the centre of the circle.
3. Draw lines radiating from the centre point.
4. Use colour and thickness of lines to draw a balanced pattern.
5. If you like, you can use a mirror image to create a
balanced pattern. The opposite sides will be identical.
6. Write letters in the outer circle. Keep the letters balanced
by carefully using size, shape, line thickness, dark and
light colours, and positive and negative shapes.
Visual literacy
A paper plate with three
concentric circles drawn
on it.
Chapter 14
99
Use lettering and radiating patterns
Key words
• mandala – a
circular design
You are going to make a mandala using paints, inks and
crayons. A mandala is a circular design. Repeated patterns
radiate from the centre. A mandala is often associated with
peacefulness because of the repetition and balance in the
design. Drawing a mandala can also be very calming.
A Tibetan tanka ‘wheel of life’ or Kalachakra mandala
100
Term 2
Create in 2D
ACTiviTy 14.2 Paint a mandala
You will need: tempera paint, a palette, blank A4/A3 paper, a
paper plate, collected objects such as leaves or feathers that
can be used for printing.
1. You are going to paint a mandala. Choose two colours to
work with.
2. Mix shades and tints of these colours.
3. Draw concentric circles on your plate as you did for
Activity 14.1.
4. Start from the centre and work outwards. Paint shapes,
lines and patterns that you like in monochromatic colour.
5. Remember that a pattern is repetitive. The same design
and colours are used in a regular way.
6. Make sure there is contrast in your patterns. For example,
use big shapes and small shapes next to each other. You
can also use letters and numbers.
7. Paint your chosen object with a dark shade of your
colour. Use it to print a pattern in the lighter areas of
your mandala.
8. Try to keep your patterns balanced and radiating from
the centre.
A close-up of the centre of a mandala
Create in 2D
Chapter 14
101
Make a relief mandala
Key words
• relief – a way
of carving
or moulding
something so the
design stands out
above the surface
You painted a 2D mandala. Now you will make a relief
mandala that is 3D. Think about achieving balance through
patterns and repetition.
• recyclable –
material that can
be reused to make
something else
Did you know?
It takes the monks
many months to
make a mandala like
the one in the
picture. The process
is part of a ritual of
meditation and
healing. When the
mandala is
completed, the
monks blow the sand
away or throw it into
a river. The focus is
on the special
process of making
the mandala and not
on what it will look
like. The monks also
believe that the
blessings of the
meditation and
healing will spread
into the world with
the sand that is
blown into the air
or water.
Buddhist monks made this mandala using coloured sand.
These mandalas are made from recyclable objects.
102
Term 2
Create in 3D
ACTiviTy 14.3 Make a relief mandala
You will need: recyclable materials such as cardboard or
paper off-cuts, beads, sequins, ribbon, cotton, string, wire;
natural objects such as leaves or feathers (at least eight of
each); scissors; wood glue; a big circle of cardboard (about 40
cm
in diameter).
1. Collect everything you want for your mandala.
2. Paint the background on your circle a dark colour.
3. Cut out any shapes you want from the materials
you collected.
4. Choose colours you would like to use and mix tints
and shades of those colours. Do not mix too many
colours as the pattern and repetition must be
clear on your mandala.
5. Paint your collected objects and shapes in the
different colours you chose.
6. Lay out your objects in a radiating pattern.
7. Add any patterns or materials to make your
mandala creative and interesting.
8. Check that your pattern is balanced. Is it interesting
and exciting to look at? Do the patterns radiate?
Make any changes you want.
9. Glue down your objects.
ACTiviTy 14.4 Reflect on your artworks
1. Look at the two pieces of artwork you have completed
this term.
2. Copy and complete
these notes for each
artwork piece.
Create in 3D
a) Title of my work: ...
b) Materials I used: ...
k: ...
c) What I like about my artwor
d) What I enjoyed doing: ...
e) What I found difficult: ...
next time: ...
f) What I would do differently
Chapter 14
103
Formal Assessment Personal and Social Well-being
Test
Section A
1. Match the terms with the correct meaning.
Term
104
(15)
Meaning
a) Priority
1.
Treating one person better or worse than another because
of that person’s gender, race or religion
b) Rites of
passage
2.
Preventing conflict from happening
c) Mediation
3.
Unreasonable fear of people from other countries
d) Responsibility
4.
Customs that happen when someone is changing from
one stage of life to another
e) Discrimination
5.
Helping people to resolve a conflict
f) Samskara
6.
The bridge between childhood and adulthood
g) Xenophobia
7.
Hindu rite of passage
h) Baptism
8.
Something that is more important than other things
i) Peacekeeping
9.
A duty that you are expected to do
j) Puberty
10. A ceremony showing that you accept the Christian religion
k) Cooperate
11. Repeat something using your own words
l) Confidential
12. Work together
m) Peer pressure
13. Something that is private and not told to anyone else
n) Paraphrase
14. Something you want to achieve
o) Goal
15. Friends trying to persuade you to do something you don’t
want to do
Term 2
Section B
1. Give an example of physical bullying.
(1)
2. Give an example of verbal bullying.
(1)
3. Write down two possible reasons why people might behave like bullies.
(2)
4. Write down two possible things to do if you see someone being bullied.
(2)
5. Write down two ways that funerals show respect for people.
(2)
6. Write down two ways that weddings show respect for people.
(2)
7. Imagine that you are working for a magazine’s advice column. Read the
letter from Themba and write an answer to him, giving him some advice.
Your letter should not be longer than a half a page, in letter form.
(5)
Dear Mpho,
ends since
Xolani and I have been best fri
friends
Grade 1. But lately he has made
class. He
with some other people in our
the toilets
tells me that they meet behind
o come
and smoke. He wants me to als
ow what
and smoke with them. I don’t kn
to do.
Themba
Total marks: 30
Formal Assessment: Test
105
Formal Assessment Physical Education
Movement Performance
During these lessons your teacher will evaluate and assess your participation, effort
and skills in a physical fitness programme.
Your teacher will assess:
• your agility and speed
• your power
• your flexibility
• your endurance
• your consistency and control in your movements.
Rubric for assessing Physical Education
Level and marks
Level
Outcome of
movement
performance
Excellent
(5 marks)
Proficient
(4 marks)
Adequate
(2–3 marks)
Limited
(0–1 mark)
Your movements
show an
exceptional level
of skill. Your
movements
always produce
the desired
outcome
Your movements
are efficient,
effective and
appropriate. Most
movements are
included
Your movement
performance
needs some
attention,
refinement and
practice. Some
movements are
missing
Your movement
performance
needs much
attention and
practice. A few
movements and
requirements are
missing
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 and marks
Level
Excellent
(16–20 marks)
Proficient
(11–15 marks)
Adequate
(5–10 marks)
Limited
(0–4 marks)
Frequency of participation
76–100%
51–75%
21–50%
0–20%
106
Term 2
Formal Assessment Creative Arts
Performing Arts: Music and Dance
Your teacher will assess you on your performance in the cultural dance and your
contribution to the accompanying music. Not everyone is a natural dancer or
musician so you won’t be assessed on your dance ability or musical talent but rather
on the interest you show and how well you work as a team member. This includes
suggesting ideas, helping others and showing commitment and enthusiasm to the
whole activity.
Rubric for assessing Performing Arts task
Excellent
Proficient Adequate
Limited
Learner participates with enthusiasm and
commitment
9–10
7–8
5–6
0–4
Learner understands the concept of a cultural
dance and is able to perform the movements
required
9–10
7–8
5–6
0–4
Learner is able to contribute to the creation of
music accompanying the dance
9–10
7–8
5–6
0–4
Learner shows creativity and originality
9–10
7–8
5–6
0–4
visual Arts
You will be assessed on your mandala (Activity 14.2 on page 101). Your artmaking
will be assessed by a number of factors including the effort you have made. You will
also be assessed on whether you have understood and used techniques to express
yourself and share an idea or feeling with the viewer.
Rubric for assessing visual Arts task
Excellent
Proficient Adequate
Limited
Learner drew a mandala using concentric
circles
9–10
7–8
5–6
0–4
Learner used big and small shapes to make
contrasts
9–10
7–8
5–6
0–4
Learner created balanced patterns
9–10
7–8
5–6
0–4
Learner mixed shades and tints from two
colours
9–10
7–8
5–6
0–4
Formal Assessment
107
3 Term 3
1
4
2
5
3
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6
What do you know?
1. Do you have pets at home? What kind
are they and what are their names?
2. What can you do to make your
grandparents, or other elderly people
in your community, feel loved and
cared for?
3. Who is the man in photograph? What
did he do for our country?
4. How can we show respect for one
another and avoid gender stereotyping
and sexism?
5. Aerobics is a good way to make your
heart beat faster. Have you ever done
aerobics?
7
6. How can you highlight action in a
dance or drama?
7. What other natural things could you
use on a sculpture?
Content covered in Term 3
Chapter 15: Caring for animals, Chapter 16: Caring for people,
Chapter 17: Nation building and cultural heritage, Chapter 18: No to gender
stereotyping, sexism and abuse, Chapter 19: Rhythmic movements,
Chapter 20: Dance, drama and music, Chapter 21: Appreciate and create
visual art, Formal Assessment
109
Chapter
Caring for animals
15
Study area
Cruelty to animals
Personal and Social
Well-being
From the earliest time, animals have contributed to the wellbeing of human beings in many ways. Hurting or abusing
animals is wrong, just as it is wrong to hurt a human being.
Key words
People who care about animal welfare recognise that there
are five freedoms that animals should have. These are:
• freedom from hunger, thirst and malnutrition
• freedom from fear and distress
• freedom from physical discomfort
• freedom from pain, injury and disease
• freedom to express normal patterns of behaviour.
• animal welfare –
the general
health, safety
and happiness of
animals
People who care about animals believe that, although we kill
animals for our food, they should be well-treated in their lives
and should not suffer when they are killed.
Did you know?
Animals can feel
physical and
emotional pain.
Some people who campaign for animal rights believe humans
must not use animals for their benefit. They believe that
killing animals for food is wrong, and that we can live without
using animals for products such as meat, leather, and fur.
ACTiviTy 15.1 Discuss in pairs
1. Look at the illustrations above and describe how these
animals are helpful to us.
2. Make a list of other ways that animals are useful to people.
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3. Do you believe in animal welfare or in animal rights?
(Or neither!) Give reasons for your answers.
Key words
Take care of and protect animals
• conservation –
protection of the
natural habitat
South Africa is lucky to have parts of the country where
animals are able to live a natural life in the wild. National
game parks are important for the protection and conservation
of wildlife. They also attract tourists to South Africa.
• veterinary
services – medical
attention for
animals
But even in their natural habitat, animals are treated cruelly
by poachers who want to make money from selling rhino
horns or ivory from elephant tusks.
In poor communities where traditional veterinary services
are often unavailable, starving dogs and cats give birth to
offspring that cannot be fed. Illnesses are left untreated. But
organisations such as the national Society for the Prevention
of Cruelty to Animals (SPCA) and the Community Led Animal
Welfare (CLAW) provide veterinary services to dogs and cats.
These organisations are also places of safety for animals. If
you find an animal that has been hurt or neglected, you can
take it to the nearest branch of the SPCA.
Did you know?
In parts of India, cows
are sacred and holy in
the Hindu religion.
They cannot be hurt,
killed or eaten, and
may go wherever
they please.
If you see someone abusing or mistreating an animal, you
can report them in terms of the Animals Protection Act. You
can do this at any police station, or ask your local SPCA or
CLAW branch for advice.
ACTiviTy 15.2 Make a poster
1. Collect pictures of animals and cut them out.
2. Use the pictures to make a poster about caring
for animals.
3. Think of a good message to write on your poster.
4. Display your finished posters in the classroom.
Social responsibility
Chapter 15
111
Skills focus: Reading
Lucky puppy
Thembi lived near Pietermaritzburg in KwaZulu-Natal. One day she was walking
home with her friends Mpho and Gugu. As they crossed the bridge over the river,
Thembi heard a tiny squeak. ‘What’s that?’ she said.
‘It’s probably a rat,’ replied Mpho.
They looked over the bridge and saw a brown sack amongst the rocks on the
river bank.
‘Let’s go and have a look,’ said Thembi.
‘No, we need to get home before sunset,’ urged Mpho.
‘That’s okay,’ Thembi said, ‘you go on.’
Thembi and Gugu climbed down to the edge of the water. Thembi took off
her shoes and made her way to the sack. It was tied with a piece of rope and
something was moving inside it.
Thembi bent down and untied the rope. Out
wriggled a bedraggled dark brown puppy with
black eyes. It was shivering and confused.
Thembi picked it up and then looked in the sack.
She saw two more puppies lying motionless. It
looked as if someone had tried to drown the
puppies by tying a stone to the bag and throw
it in the river. But the stone had come loose and
the sack had drifted downstream.
‘How can someone be so cruel?’ cried Thembi.
‘Aren’t you afraid of it?’ said Gugu.
‘What can this poor little thing do to me?’ replied Thembi. ‘If I treat him well he
will be a good friend to me and when he grows up he will protect me from the
tsotsis I am afraid of!’
Thembi decided to call him Mgeni, after the river where she found him. She took
Mgeni home and washed him. He was very hungry so she fed him some pap,
which he gobbled up. She then covered him with a blanket and he fell fast asleep.
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Thembi’s parents let her keep Mgeni. They took Mgeni to the
SPCA to have him vaccinated and treated for fleas. They also
gave him a collar with a nametag.
Mgeni loved Thembi very much. He barked excitedly and ran up
to her when she returned from school. She was always happy
to see him too. Her friends loved playing with the pup and they
envied Thembi because she had such a wonderful, gentle pet.
One day, two young boys walked past and Mgeni ran to greet
them in his friendly way. One of the boys threw a stone at him.
It hit Mgeni on the side of his head and he ran away into
the bushes.
That day, Mgeni did not come to greet Thembi as usual. She was worried
because she could not find him anywhere. Her mother said he would soon come
home but if he did not they would go to the SPCA the next day. But Mgeni did not
come home and he was not at the SPCA.
Thembi was very sad. Her mother said they could get another dog, but Thembi said
it would not be the same because Mgeni was a special dog and was her friend.
Three days later, when Thembi arrived home and saw the big smile on her
mother’s face, she exclaimed, ‘Oh Mom, tell me they found Mgeni!’
‘Yes,’ her mother said. ‘The SPCA called to say they have a dog with a nametag
Mgeni. Let’s go and fetch your dog!’
Mgeni went crazy with happiness when he saw Thembi. Somebody in the next
valley had found him, treated his wound and then taken him to the SPCA.
Questions for understanding
1. How do you think the puppies came to be in a sack by the river?
2. Why did Thembi’s mother want to take the puppy to the SPCA?
3. Why did the young boys throw a rock at Mgeni?
4. Do you think dogs and people can be true friends? Explain your answer.
Fluency
Read aloud quietly to yourself. Then take turns to read individually to the class,
one paragraph at a time.
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Chapter 15
113
Chapter
Caring for people
16
Study area
Personal and Social
Well-being
Key words
• ubuntu – the
African idea that
says we are only
human beings
through the
humanity of others
• volunteer –
someone who is
willing to work
without pay in
order to help the
community
Acts of kindness
For many people, life is difficult. Millions of people suffer from
poverty, disease and violence. These problems can seem so
big that nothing can solve them. It is also easy to care only
about your own problems.
But acts of kindness, even small ones, always make a difference.
By caring for others who are suffering, you also help yourself
because you gain self-respect from being valuable to others.
Ubuntu is an old African idea that says we are only human
beings through the humanity of others. By building the dignity
and well-being of others, we build our own dignity and well-being.
Consideration of other people’s needs and views is part of ubuntu.
There are similar beliefs in many cultures all over the world.
ACTiviTy 16.1 Discuss ubuntu in your neighbourhood
Have a class discussion. Do the
people in your neighbourhood
live in the spirit of ubuntu? Do
they consider other people’s
needs and views? If so, in
what ways do they do this?
Did you know?
You can do voluntary
work at your school.
Talk about voluntary
work you could do to
improve daily life at
school.
One way to show you care for
the needs of others is to become
a volunteer at community organisations such as:
• old age homes (delivering food, donating books
and magazines)
• orphanages (playing with children, donating clothes)
• parks (picking up rubbish, planting trees, pulling up weeds).
ACTiviTy 16.2 Make a sympathy card
Think of somebody you know who has suffered a bad
experience recently. Maybe a relative died, or maybe that
person had an accident or became ill. Now create a card for
the person with a message saying that you are thinking about
them. You can deliver the card after school!
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Communicate kindly
Caring for other people is not only about giving things. It is
also about communicating honestly and respectfully: telling
others when you feel strongly about something, and listening
to how they feel too. There are ways to talk about difficult
things without hurting others.
Imagine that your friend embarrasses you in front of others
by telling them private things that you told her as a secret.
How do you deal with this?
1. Don’t talk about the problem when you’re very angry
about it. Wait a while, and discuss it when you have
calmed down.
2. Tell the person how her behaviour
made you feel. Don’t insult her as a
person. Talk instead about how you
felt. Don’t say: ‘You are embarrassing!’
Rather say: ‘I felt embarrassed when
you told my secret to the others.’
3. Try to make sure your voice and body
language is calm. Look her in the eye.
Don’t shout, swear, or exaggerate.
4. Don’t interrupt her answer. If she says
sorry, accept the apology.
5. If she complains about your own
behaviour, listen. It’s possible that you
both have a good reason to be upset.
6. Don’t lose your temper if she doesn’t seem to understand
you. If you have expressed yourself clearly, she will
understand, even if she doesn’t admit it immediately.
7. If you can, use humour to relax the conversation.
ACTiviTy 16.3 Role play with a partner
Take turns to talk about something difficult without hurting
the other person. You can use the example above or think of
another situation.
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Chapter 16
115
Skills focus: Reading
Being angry doesn’t win you friends
Katlego, Eddie and Wandile were a team. They played soccer, cracked jokes all
day, and shared their lunch.
Sabelo tried to be part of their team. But he wasn’t much fun to be with. He was
a rough, loud boy with a long scar on his cheek. He often started fights for no
good reason and said hurtful things to Katlego, the skinniest and shortest of the
three friends. Sabelo thought that being angry was cool. But he wasn’t cool – he
was just angry.
One day at break, Sabelo called Katlego a dirty, stinking dog and smacked him.
Eddie, who was as big and strong as Sabelo, hit him back.
‘Get lost, Sabelo!’ shouted Eddie. ‘We’ve had enough of your rubbish! Go and
play with someone else.’
‘You’re all idiots!’ yelled Sabelo. ‘Nobody likes you! You all stink and you’re
ugly!’ He stormed off, swearing.
Later that day, when Katlego
was on his way to the soccer
field he heard sobbing. He
followed the sound and,
much to his surprise, he saw
Sabelo crying behind the bins
in the alley. It was a shock to
see someone so tough cry.
Katlego felt embarrassed, and
almost walked away. But then
something told him to stay.
‘Hey, why are you crying, Sabelo?’
Sabelo stopped crying. He couldn’t look Katlego in the eye. ‘I have no friends,’ he
said, wiping away his tears, ‘and you guys don’t like me.’
Katlego wondered what to say. He thought about being nasty – it would be
easy – but a voice inside stopped him. ‘It’s not that we don’t like you,’ he said.
‘It’s just that you’re always trying to be a tsotsi. And you insult me. You even
hit me. What’s up with that?’
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Sabelo whispered, ‘I’m just trying to make you respect me.’
‘No, man,’ laughed Katlego. ‘Who told you that nonsense? That’s not how friends
treat each other. Don’t look for trouble. Why don’t you just hang with us? And
maybe laugh at my jokes!’
Sabelo sniffed, wiped his nose, and thought for a bit. ‘OK,’ he said. ‘I’ll try.’
‘Come on,’ said Katlego, ‘let’s go and play soccer!’
‘Thanks, Katlego,’ said Sabelo. ‘I’m really sorry for all the things I’ve said to you.
Please don’t tell Eddie and Wandile that I was crying.’
‘I won’t,’ said Katlego. ‘I promise.’
When they arrived at the soccer field, Eddie and Wandile were already there,
practising free kicks. They were surprised to see Katlego and Sabelo together.
‘Hey Sabelo, why am I seeing your face?’ shouted Eddie. ‘Didn’t we tell you to
voetsek!?’ Sabelo said nothing.
‘Sabelo’s okay,’ said Katlego. ‘Give him a chance to make things right. He’s
promised not to cause trouble.’
Eddie wasn’t convinced, but he trusted Katlego. He shrugged his shoulders and
threw the soccer ball at Sabelo. ‘Are you serious, Sabz?’
Sabelo nodded. ‘It’s true,’ he said. ‘I don’t want to fight anymore.’ His voice
was shaky.
‘Grand!’ said Eddie. ‘Then you can be keeper.’ Sabelo smiled, and went to stand
between the goalposts.
Questions for understanding
1. Why was it a shock for Katlego to see Sabelo crying?
2. Do you think Katlego did the right thing by forgiving Sabelo and inviting him
to join the group? Explain your answer.
3. In what ways did Katlego communicate clearly without hurting Sabelo?
4. Does anyone you know remind you of Sabelo? Can you think of an act of
kindness that would make a difference to that person?
Fluency
Get into groups of 3–4. Take turns reading to the rest of the group.
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Chapter 16
117
Chapter
Nation building and cultural heritage
17
Study area
Personal and Social
Well-being
Key words
• democracy –
a system of
government
where all people
in the country are
allowed to choose
representatives
• nation – a group
of people who
share a history and
identity, and live in
the same country
• reconciling –
helping people
who have
quarrelled to
become friends
again
• cultural heritage –
the symbols,
history, traditions
and art shared by a
nation’s people
Did you know?
Black South Africans
had to carry an
identity book (or
dompas) when they
left their homeland.
Homelands covered
only 13% of the land.
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Term 3
How do we unify our nation?
Democracy in South Africa was established on 27 April
1994. All citizens were declared to be equal before the law,
unlike during apartheid and colonial times. During colonial
times, people in South Africa had their land taken from
them and had to pay taxes to the colonial government.
During apartheid times, the government created areas called
homelands for black South Africans to live separately from
white South Africans.
The arrival of democracy did not instantly create harmony,
trust and unity. The country’s first president, Nelson Mandela,
made a great effort to build the nation by embracing and
reconciling all races. Many South Africans are continuing that
work today.
ACTiviTy 17.1 Discuss Madiba’s magic
1. Discuss these questions in groups:
a) What do you know about Nelson Mandela?
b) How did Mandela change the story of our country?
c) What is it about him that made people love him so
much as a leader?
d) If you could meet him and ask him one question, what
would it be?
The South African nation has
many different languages
and customs, and a history
that involved a lot of pain
and suffering. Our cultural
heritage plays a big part in
unifying the nation. We need
to know our nation’s history,
and be proud of all the rich
traditions and art from all its
people. The national anthem
and national symbols help to
remind us of some of these.
Social responsibility
Our national anthem
One of the strongest nation-building tools in South Africa is
our national anthem, Nkosi Sikelel’ iAfrika (God bless Africa).
The original anthem, in Zulu, Xhosa and Sotho, was written
by Enoch Sontonga in 1897. In 1994, the Afrikaans verse,
taken from Die stem, the anthem used during apartheid, and
an English verse, written by Jean Rudolph, were added. The
lyrics for Die stem were written by C J Langenhoven, and the
music was by Marthinus de Villiers.
ACTiviTy 17.2 Be a nation builder
1. Do you know the national anthem by heart? Let’s learn it!
2. Work in groups of five and practise the anthem for a few
minutes. If your team can sing the whole anthem without
reading it, you are officially ‘nation builders’!
ACTiviTy 17.3 Discuss the anthem
1. Work in pairs and discuss these questions.
a) How does the anthem help to unify the nation?
b) Why do you think they included part of Die
stem in our anthem?
c) Can you translate the anthem? For example,
can you say the first verse in another language
as well as in Zulu? Can you say the Sotho
words in Afrikaans? Or the Afrikaans words in
Zulu? Or the English words in Sotho?
Our flag
The central design of our national flag, starting at the flag
post, is of a V that flows into a single horizontal band to the
outer edge of the flag. The colours and design represent the
union of different communities and cultures moving forward
together.
ACTiviTy 17.4 Make a mind-map
1. Make a mind-map of different communities and cultures
in South Africa.
2. Decorate your mind-map with symbols and rainbow
colours.
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Skills focus: Reading
Our history and cultural heritage
The coat of arms
A coat of arms is a special symbol of a country or a family. South Africa’s coat of
arms has a protea – an emblem of beauty and our national flower – in the centre.
Above that is a secretary bird with outspread wings. Between the wings of the
secretary bird, you can see the sun, which is a symbol of the promise of rebirth,
reflection and knowledge. The ears of wheat symbolise growth and fertility. The
elephant tusks symbolise wisdom and strength. Between the ears of wheat is a
shield with images of the Khoisan people, the first inhabitants of the land. This
shows identity and spiritual protection of the nation. Above the shield you can
see a spear and a knobkierie. They are lying down and this
shows that we want peace rather than war. The motto on
the coat of arms is in the Khoisan language of the Xam
people, and means ‘Unity in diversity’.
The coat of arms is used on all government documents
and letters. It is displayed on public buildings.
National days
1838
16 December: Day of Reconciliation
During the earlier part of the 19th century, many Afrikaner farmers left the
eastern Cape and moved inland. Among them were the Voortrekkers, a group
of Afrikaners protesting British colonialism and seeking independent republics
on what they thought was empty land. But the land was not empty and clashes
between these Afrikaners and the indigenous people were to be expected.
On 16 December 1838, about 10 000 Zulus attacked about 470 Voortrekkers. But
the Voortrekkers had the advantage of guns, and fought them off. Only three
Voortrekkers were wounded, but more than 3 000 Zulus were killed during the
battle. This became known as the ‘Battle of Blood River’.
In apartheid South Africa, 16 December was known as the ‘Day of the Vow’
because, in preparation for their battle, the Voortrekkers had taken a vow that
they would build a church and that they and their descendants would always
keep that day as a day of thanksgiving if they were victorious.
African Nationalist Congress (ANC) activists remember 16 December as the day,
in 1961, when the movement started to arm its soldiers to overthrow apartheid.
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In democratic South Africa, 16 December is still celebrated as a national public
holiday, but now it is a day of peace and overcoming the conflicts of the past.
1856
1 May: Workers’ Day
The idea for a workers’ holiday began in
Australia in 1856. There was a struggle
by the stonemasons (men who build with
stone) for the right to work only eight hours
per day. When they succeeded, 1 May was
declared a holiday called ‘Eight-hour Day’.
Over the years, this has become known
as International Workers’ Day and many
countries around the world remember the
contribution made by workers.
Workers’ Day has traditionally been a
day to protest for better wages and
working conditions.
Trade unions played a big role in the
fight for freedom.
1956
9 August: National Women’s Day
On 9 August 1956, 20 000 women marched to the
Union Buildings in Pretoria to protest against the
law requiring black women to carry passes. This
day is celebrated as a reminder of the contribution
made by women to society, and to acknowledge the
difficulties and prejudices many women still face.
Questions for understanding
1. When and where did the idea for a workers’
holiday on 1 May begin?
2. Why was 16 December first celebrated in
South Africa? Why do we celebrate it now?
Fluency
Take turns to read the pages together.
Social responsibility
Women march to the Union
Buildings to protest against the
pass laws.
Chapter 17
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Skills focus: Reading
1960
21 March: Human Rights Day
On 21 March 1960, the police killed
69 people at Sharpeville who were
participating in a protest against the
pass laws. Many were shot in the back
as they fled. This holiday is intended
to remind the people of South Africa
of their rights and ensure that such
abuses never again occur.
The Sharpville massacre
1963
25 May: Africa Day
On 25 May 1963, leaders from 30 of the 32 independent
African states signed an agreement in Addis Abbaba,
Ethiopa. This agreement was the start of the
Organisation of African Unity (OAU). In 1991, the
OAU established the African Economic Union, and
in 2002, the OAU established its successor, the African
Union (AU). However, the name and date of Africa Day
has been retained as a celebration of African unity.
1976
16 June: youth Day
On 16 June 1976, students in Soweto rioted in protest
against the introduction of Afrikaans as the language
of instruction. This protest sparked eight months of
uprisings across the country. Youth Day honours all
the young people who died in the struggle against
apartheid and Bantu Education.
A school boy carries 12-year
old Hector Pieterson who
was shot and killed in the
student protest.
1994
27 April: Freedom Day
South Africa’s first democratic elections were held
on 27 April 1994. This meant that for the first time,
people of all races could vote. On the same day in
1997, the new constitution took effect and guaranteed
human rights.
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South Africa’s first
democratic election
Social responsibility
1996
24 September: Heritage Day
Archbishop emeritus Desmond
Tutu used the phrase ‘rainbow
nation’ to describe South Africa’s
diverse cultures, customs,
traditions, histories and
languages. Heritage Day is a
celebration of that diversity.
When our first democraticallyelected government decided to
make Heritage Day one of our
Children wear proudly South African hats at a
national days, they did so
Heritage Day celebration.
because they knew that our
rich and varied cultural heritage has the power to help build our new nation.
2009
18 July: Mandela Day
In November 2009, the United Nations made 18 July (Nelson Mandela’s birthday)
Nelson Mandela International Day. Nelson Mandela gave 67 years of his life
to fighting for the rights of humanity. On Mandela Day, everyone is asked to
give 67 minutes of their time in service, doing something for the community or
for a charity. The aim is to encourage people everywhere to take responsibility
for making the world a better place. The Mandela Day slogan is: ‘Take action.
Inspire change. Make every day a Mandela day.’
Questions for understanding
1. Many victims of the Sharpeville massacre were shot in the back. What
important thing does this tell you?
2. What were the students of Soweto protesting against on 16 June 1976?
3. Who first used the term ‘rainbow nation’?
Fluency
In pairs, read the pages together.
Social responsibility
Chapter 17
123
No to gender stereotyping, sexism
and abuse
Chapter
18
Study area
Personal and Social
Well-being
Key words
• gender – whether
a person is male or
female
• stereotyping – an
oversimplified idea
of people based on
widespread beliefs
about their gender,
race or religion
• sexism – unfair
or discriminatory
behaviour towards
people based on
their gender
• abuse – regularly
treating someone
cruelly, whether
it is physically,
emotionally or
verbally
Did you know?
It’s not wrong for a girl
to like cooking, or for
a boy to like fixing
cars. The problem is
when we are told to
perform these roles in
order to fit in. We do
not have to accept the
limits of stereotypes.
We have the power to
decide what makes
sense for us.
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Term 3
What is gender stereotyping, sexism
and abuse?
Gender stereotyping
From an early age, boys are praised when they are tough,
strong and assertive. Girls are praised when they are cute,
sweet-natured and helpful. As they get older, boys are often
allowed more freedom to go out and play with their friends,
whereas girls are expected to stay at home and help with
household tasks. These attitudes strengthen society’s ideas of
how men and women should behave.
How does this affect the way boys and girls relate to one
another? In many cases, boys expect their sisters to do things
for them such as to make them tea and wash their clothes.
Girls might do these things because they like to please their
brothers or they might do them because they fear their
brothers will make things difficult for them if they don’t.
Sexism
Advertisements and TV programmes often show men as
manly and assertive, and women as physically attractive
and passive. Think of adverts you’ve seen. How many show
men in the kitchen and women playing sport or fixing cars?
How does sexist stereotyping affect the way men and women
relate to one another?
Gender-based abuse
Some men misuse their power and become violent. Women
in their families are often victims of this violence. There are
many reasons for the abuse of women, and sexist gender
stereotyping is one of them.
How can you deal with abuse?
In our constitution, the bill of rights protects women’s rights. A
man who abuses a woman is acting illegally, whether she is
his wife or not. The woman can report him to the police, and
the police must take action. They can issue a restraining order
or they can arrest him.
Social responsibility
ACTiviTy 18.1 Discuss abuse
1. Work in groups and discuss these questions.
a) Are men often abused? Why or why not?
b) Are men protected by the same rights as women?
c) What do pictures on TV and in magazines tell us
about women? Are these pictures fair? What can
be done about this?
ACTiviTy 18.2 Discuss whether men and women are equal
Work in groups of 4–5. Your teacher will give you one
of the situations in the stars below to read. After you
have read the situation, answer the questions below.
Bill of Rights
• Women have the right to be
treated equally to men.
• Women have the right to freedom,
safety and dignity.
• Women have the right to be
healthy, and free from all forms of
violence at home and in public.
• No one has the right to treat
women in a cruel way.
• No one has the right to
discriminate against women at
home or at work.
1. Do you think the situation is acceptable?
2. Who does the situation affect?
3. Who could change the situation? How?
4. Have you seen something similar in
your community?
5. Could that be changed? How?
Michael and Lydia are
married. Both have full-time
jobs and get home late.
Lydia does all the shopping,
cooking, and cleaning.
Michael says he can’t do any
of that because he is not used
to it.
e has
nager. Sh
a
m
a
is
on to
Mary
r promoti
applied fo er three times.
nag
senior ma a man gets the
e
m
ti
h
c
a
E
er she
oss tells h e with
b
r
e
job. H
o
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Chapter 18
125
Skills focus: Reading
Real men can be caregivers
adapted from an article by Kristin Palitza
Sonwabo Qathula is peeling vegetables and making sure
the rice boiling on the stove beside him does not burn.
He is preparing food for poor and orphaned children in
his community in the Eastern Cape. When the meal is
ready, this 50-year-old man will dish out the food and
serve lunch to the hungry boys and girls.
A man in the kitchen is an unusual sight in South Africa,
no matter whether you are in the city or the country.
A man wearing an apron is even more unusual. But
in Qumbu, not far from Mthatha, things are starting
to change.
Some time ago, a group of seven men attended a workshop run by the Sonke
Gender Justice organisation. At the workshop, they learnt about gender
stereotypes, and people’s understandings of manhood and fatherhood. After
attending the workshop, they decided to get involved in helping others and
making a positive contribution to their community. They are now working
as home-based caregivers with the Siyakhanyisa HIV/AIDS support group in
Qumbu. As caregivers they do many things, such as take care of people living
with HIV and AIDS, bathe patients who can’t get out of bed, provide counselling,
educate people on how to prevent the spread of HIV, and also give out condoms.
But they don’t only work with people living with HIV/AIDS. They also do a lot
for disadvantaged children such as help them with their homework and provide
them with cooked meals.
At first, people in the community made fun of the men who work with
Siyakhanyisa, because they said these men were doing work that was
traditionally done by women. But the men soon became role models and now
people respect them for their courage to be different and for the way they are
taking responsibility for what happens in their villages.
Sonke Eastern Cape project manager Patrick Godana said that gender
stereotypes are common in most places in South Africa. ‘Men’s and women’s
roles in society are divided,’ he said, ‘and as a result, men are often left out of
community initiatives, particularly the care and the upbringing of children.’
126
Term 3
Social responsibility
It is difficult to break these stereotypes in a society where people think it is
‘culturally incorrect’ for men to be involved in care work. Godana explained that
in African society, the belief is that men must provide the money and women are
expected to look after the children, the sick, and the elderly.
In South Africa, women do ten times more care work than men, but this is
gradually changing. And it is because of the example set by men like Sonwabo
and the men from Qumbu, that others will have the courage to be different.
Questions for understanding
1. Read the passage before answering these questions.
a) Why did people make fun of the men when they started working
with Siyakhanyisa?
b) Why did other men start seeing them as role models?
2. Work with a partner and discuss this question: What would people in
your community think about men who became caregivers?
Fluency
Read the pages together as a class. Then take turns reading individually to
the class.
ACTiviTy 18.3 Think about gender roles
1. Think of all the things that are expected from a man in your society,
community or culture. Write them on a large chart. (For example, men
must not cry.)
2. Then write down all the things that are expected of a woman in your society,
community or culture. (For example, women must look after the children.)
3. Discuss these questions.
a) Where do we learn these gender roles?
b) What names or put-downs are males called if they don’t do these things?
c) What names or put-downs are females called if they don’t do these things?
d) How do these labels and names reinforce the stereotypes?
e) How does it feel when we are called these names?
f) What do you think the person who is using these put-downs feels?
Social responsibility
Chapter 18
127
Chapter
Rhythmic movements
19
Study area
Dance steps
Physical Education
Basic step
Here is a basic dance step that you can practise. Repeat it a
few times. Then do the same step but start with the left foot.
You can also do this sequence by stepping backwards instead
of forwards.
Did you know?
1
2
Count 1: Step forward on the
right foot.
Count 2: Rock back on the
left foot.
3
4
In 2011, Steve Stevens
danced non-stop for
131 hours to set a
new world record.
Count 3: Bring the right foot
back to the starting position.
128
Term 3
Count 4: Stamp the right foot and
clap at the same time.
See Teacher’s Guide for lesson details
Side-step squat
1
Step to the right.
4
Step to the left.
See Teacher’s Guide for lesson details
2
Squat with your legs wide
and feet flat on the floor. Keep
your back straight and your
head up.
5
Squat with your legs wide
and feet flat on the floor. Keep
your back straight and your
head up.
3
Move your left foot to the
right so your feet are together.
6
Move your right foot to the
left so your feet are together.
Chapter 19
129
Basic step-touch
1
Count 1: Step to
the right.
2
3
4
Count 2: Bring your
left foot to your right
foot and tap the
ground.
Count 3: Step to
the left.
Count 4: Move your
right foot across your
left foot and tap the
ground.
The Macarena
Stand in three rows to do this dance. Everyone must do the
identical movements at the same time.
1
2
Point your right arm
straight forward,
palm down and then
your left arm straight
forward, palm down.
Put your right hand on
your left hip and then
your left hand on your
right hip.
Term 3
4
Turn your right arm,
Place your right hand Put your right hand
palm up and then your and then your left hand and then your left
left arm, palm up.
onto the opposite
hand behind your
shoulder, arms crossed head.
on your chest.
5
130
3
6
7
Put your right hand on Jump and do a quarter
your right hip and then turn to the left.
your left hand on your
left hip.
See Teacher’s Guide for lesson details
The Grapevine
The Grapevine is done in 8 counts.
1
2
Count 1: Step to the side with
the right foot.
3
Count 2: Bring the left foot
behind and past the right foot.
4
Count 3: Step to the side again
with the right foot.
5
Count 4: Bring the left foot next
to the right foot.
6
Safety
Count 5: Step to the side with
the left foot.
7
Count 7: Step to the side again
with the left foot.
See Teacher’s Guide for lesson details
Count 6: Bring the right foot
behind and past the left foot.
Space out evenly so
that you don’t bump
into others.
8
Count 8: Bring the right foot
next to the left foot.
Chapter 19
131
SpongeBob
Repeat this sequence of steps as many times as you like.
1
2
Jump onto the ball of your
right foot.
4
5
Jump to the right and land
on the ball of your right foot
with your left leg extended
to the side, slightly off the
ground.
132
Jump to the left, landing on
the ball of your foot. Extend
your right leg to the side,
slightly off the ground.
Term 3
Still balancing on your right
foot, hop to the left. As you
hop and land, bend your left
knee and put your left foot
behind your right leg.
3
Still balancing on your left
foot, hop to the right. As you
hop and land, bend your
right knee and put your right
foot behind your left leg.
6
Hop back to the centre on
your left foot while bending
the right leg.
See Teacher’s Guide for lesson details
Running man
Repeat this sequence of steps as many times as you like.
2
1
Hop back onto your right foot with
your left foot off the ground next to
your right foot. Extend both arms in
front of you.
Begin with feet slightly apart and
your right foot slightly in front of
your left foot.
3
4
5
Put your left foot onto the
ground in front of your right
foot. At the same time, bring
both arms in towards your
body.
Hop back onto your left foot
so that your right foot is off
the ground. At the same time,
shoot both arms out in front
of you.
Put your right foot onto the
ground in front your left foot.
At the same time, bring both
arms in towards your body.
See Teacher’s Guide for lesson details
Chapter 19
133
Chapter
Dance, drama and music
20
Study area
Creative Arts:
Performing Arts
Key words
• range – the notes,
from highest
to lowest, that
someone’s voice
can comfortably
produce
• centring – finding
a comfortable
range of notes for
your voice to sing
• round – this is like
a canon but the
song is repeated as
often as the leader
or conductor
decides
Songs to sing
All voices are different. In the same way that your speaking
voice is unique to you, your singing voice is unique. You also
have an ideal range. This is a group of notes, from highest
to lowest, that you can comfortably sing. Centring the voice
is being able to find the comfortable range of notes for your
voice. The centre of your voice will usually change as you get
older. This is true particularly for boys whose voices change
and take on a lower pitch during puberty.
ACTiviTy 20.1 Warm up and find your vocal centre
1. Stand with good singing posture.
2. Do the vocal warm-ups your teacher gives you to help you
centre your voice. Remember:
• when you hum, keep your face relaxed so that your lips
and the tip of your nose gently vibrate
• when you sing vowel sounds, keep your mouth open
and sing round, full notes
• when you sing consonant sounds, such as ‘t’, ‘sh’ or ‘d’,
make sure that they are short and neat.
You have learnt about different types of songs, but let’s
briefly revise them.
A canon is a type of song that overlaps. You can do canon
singing in two, three, or even four parts. Each group starts
singing at a different time so they end up singing different
parts of the same song at the same time. This creates harmony
because different notes are sung or played at the same time.
Remember to concentrate when you sing in a canon style,
otherwise you might start singing with the wrong group! In
canon singing, you stop when you have sung your part once.
A round is similar to a canon. But, when you sing a round,
you repeat the song over and over and it keeps going like
a circle that never ends. The conductor or person in charge
decides when to stop the singing.
134
Term 3
Warm up and play
You can also sing songs with a two-part harmony. There is
a difference between the harmony in canon singing and in
two-part singing. In canon singing, all the groups sing the
same notes but at different times. In two-part singing, each
group sings a different set of notes that creates a harmony.
If the harmony sounds good and pleasing to the ear, we call
it consonant. If the harmony sounds rough as if the notes are
clashing, we call it dissonant. You can create many, many
different kinds of harmonies. Some may sound good and
some may not sound very pleasing at all.
It is also important to make songs interesting. You can do
this by adding dynamics, which are differences in volume,
or by using tempo changes (playing fast, slowly or something
in between).
You also need to think about your movements and posture
when you sing. In some pieces, you could use facial
expressions to show how you feel about the song. In others,
you could add movements and gestures.
ACTiviTy 20.2 Sing cultural songs
1. Your teacher will teach you two South African songs.
2. Once you have learnt each one, discuss:
a) the dynamics of the song
b) the rhythmic patterns you notice
c) the movements and gestures that would work with
the song
d) the facial expressions you could use when performing
the song
e) the mood of the song
f) your posture when performing the song.
3. Sing the songs again. Use your answers to question 2 to
help you perform the songs better than you did the first
time. Add movement, gestures and more dynamics to
the piece.
Read, interpret and perform
Key words
• consonant –
harmonies that
sound pleasant
• dissonant –
harmonies that
clash or sound
unpleasant
• volume – how
loud or soft a
sound is
Did you know?
Most musical terms
are in Italian, German
or French. This is
because people first
started to write
music in these
European countries.
Our national anthem
is made up of music
and languages from
different cultures in
South Africa.
Enoch Sontongo
wrote Nkosi sikelel
iAfrica as a hymn
for his school choir
in 1897.
Chapter 20
135
Conflict in music, drama and dance
An action is the way someone or something moves, or it is
the movement itself. For every action there is a reaction,
a movement that happens in response to that action.
Reactions can be instinctive or natural. This means that you
immediately know how to respond to an action. Natural
reactions are things we do to keep ourselves safe. Reactions
can also be chosen or planned.
Here are some examples of natural reactions:
Action: Standing on a drawing pin
Reaction: Quickly lifting up your foot
Action: Being chased by somebody big and scary
Reaction: Running away
Action: Touching something hot and burning yourself
Reaction: Quickly pulling your burnt body part away from
the heat
Here are examples of chosen or planned reactions:
Action: Someone pushes you
Reaction: You move out the way or you push them back
Action: Someone smiles at you
Reaction: You smile in reply or you look away
Action: Someone greets you
Reaction: You greet them or you choose to ignore them
ACTiviTy 20.3 Act and react
1. Stand in a circle, facing inwards.
2. Each person has a turn to call out an action to anybody in
the group. You can only shout ‘hop’, ‘skip’ or ‘jump’.
3. One person starts by pointing at someone in the group
and calling out an action. That person reacts and then
points to someone else in the group and shouts an action.
4. Play this until everyone in the group has had a turn.
136
Term 3
Improvise and create
Conflict happens when two (or more) people or two (or more)
groups strongly disagree about something. All conflicts are
different and need to be sorted out or resolved differently.
Learning how to solve a conflict is a life skill.
ACTiviTy 20.4 Explore and resolve conflict
1. Work in groups of 5–8. Your teacher will give you a
sentence to complete. You must decide on a theme for
a conflict.
2. As a group, set the scene for the conflict:
a) Who is involved in the conflict?
b) What happened?
c) Where did it happen?
d ) Why did it happen?
3. Every learner in the group must have an opportunity
to speak. Act out your conflict for the class.
Did you know?
Movement and
dance sequences
always have a
combination of
locomotor and
non-locomotor
movements as this
makes the dance
sequence interesting.
ACTiviTy 20.5 Explore different movements
Follow your teacher’s instructions to warm up and explore
locomotor and non-locomotor movement.
There are two main types of movement. Locomotor movement
is when you move from one place to another. To move from
one place to another you can skip, run, walk, gallop, leap, crawl,
lunge or dance. Non-locomotor movement is when you move
but stay in the same place. You can jump on the spot, run on the
spot, skip on the spot, dance or sway on the spot.
Key words
• locomotor –
moving from one
place to another
• non-locomotor –
moving on the spot
ACTiviTy 20.6 Explore conflict in a movement sequence
1. Work in groups and create a dance sequence that
shows conflict. Divide your group into two smaller groups.
2. Decide what conflict the two groups have. Show this
conflict in your dance.
3. Your dance sequence needs to include both locomotor and
non-locomotor movement.
4. When you plan your dance, remember to use all the space
available and to use different levels (high and low).
Improvise and create
Chapter 20
137
These dancers are creating a dance sequence using locomotor and non-locomotor movement.
Key words
• rhythm – the
way the beats are
grouped to form a
pattern of sound
• melody – the tune
of the music
When you create music, you use rhythm and melody. These
are the two most important elements in a piece of music. The
rhythm is the way the beats are grouped to form a pattern of
sound. If you clap the beats of the music you are clapping the
rhythm. The rhythm is made up of notes of different lengths.
The melody is the tune. A melody has notes of different
pitches. There are high notes, low notes, and notes in
between. The notes are arranged in a pattern to create
a melody.
ACTiviTy 20.7 Listen to the rhythm and the melody
1. Listen to the nursery rhyme your teacher will play. First
listen to the rhythm and then listen to the melody (tune).
2. Clap to the rhythm of the song when you listen to it again.
3. Then sing the song to show the melody.
138
Term 3
Read, interpret and perform
ACTiviTy 20.8 Create music phrases exploring conflict
Key words
1. Work in groups of 4–5 and create three music phrases.
• phrases – short
sections of a
musical piece
2. You can combine these phrases to make a music piece.
3. You need to show conflict through the use of dynamics
and tempo.
4. Remember to create an interesting rhythm and melody for
each phrase.
5. Use whatever instruments are available to you, even body
percussion and voice.
6. Perform your music phrases for each other.
7. After each performance, reflect on how conflict was
created and whether it was successful or not. Were the
rhythm and melody clear?
ACTiviTy 20.9 Cool down
1. Stand with your feet slightly apart. Put your arms out to
the sides and lean over to one side, sliding your arm as far
down your leg as it can go. Repeat on the other side.
Did you know?
Every time you
perform a piece of
music you have the
opportunity to
improve your
performance. After
each performance,
take time to reflect
and think about what
went right and what
went wrong. If you
do this, you will be
more aware of what
to do to make your
next performance
better.
2. Hold your hands behind your back and bend forwards
lifting your arms over your head as far as you can.
3. Sit on the floor with your legs straight in front of you,
reach towards your toes and hold.
4. Sit on the floor with your legs and arms crossed. Try to put
your elbows on the floor.
5. Sit on the floor with your legs crossed. Put your hands on
your knees and gently push your knees towards the floor.
6. Lie on your back and close your eyes. Relax for a few
minutes as your breathe in deeply, and breathe out slowly
and quietly a few times.
Improvise and create
Chapter 20
139
More about music
Key words
• staff notation –
the five lines
and four spaces
representing
different pitches
on which musical
notes are written
• music alphabet
– the letters A, B,
C, D, E , F and G
used to label music
notes
• tonic sol-fa – a
way of naming the
notes of a musical
scale by using the
syllables doh, ray,
me, fah, soh, lah,
te instead of the
music alphabet
Here is a quick reminder of the song styles you know:
• Unison: everyone sings the same melody at the same
time.
• Canon: two groups sing the same melody once through,
but begin and end at different times.
• Round: two groups sing the same melody, starting and
ending at different times (like a canon) but they sing the
song over and over again.
• Call-and-response: the leader sings something and the
others sing something back.
ACTiviTy 20.10 Sing warm-up songs
1. Your teacher will teach you two new songs.
2. Once you know the songs, divide into groups and choose
one song and one song style to practise. You can sing in
unison, canon, as a round or call-and-response.
3. Perform your song for the class.
One way to read music is to learn staff notation. Look at the
illustration of the musical alphabet below.
C D E F G A B C
C
D
E
F
G
A
B
C
These are the music notes we use on a keyboard and on a stave.
Another way to read music melodies is to learn tonic sol-fa.
The first note in the scale is always do.
The second note in the scale is always re.
The third note in the scale is always mi.
The fourth note in the scale is always fa.
The fifth note in the scale is always sol.
The sixth note in the scale is always la.
The seventh note in the scale is always ti.
And the eight note is do again.
140
Term 3
Warm up and play
This is how the notes of the C major scale are labelled using the
music alphabet and tonic sol-fa.
Note names: C
Tonic sol-fa: do
D
re
E
mi
F
fa
G
sol
A
la
B
ti
C
do
The student of tonic sol-fa learns how to hear
(and then, of course, sing) the relationships
between the notes of the scale. Tonic sol-fa
trains the ear and mind in the actual ways
of music.
ACTiviTy 20.11 Sing in tonic sol-fa
1. Listen to the notes on CD or the piano.
2. Sing the notes yourselves, using tonic sol-fa.
ACTiviTy 20.12 Follow the music as you sing
1. Look at the music of
‘Twinkle, twinkle little
star’. A famous composer
called Mozart wrote this
song when he was a
young boy. He used most
of the notes in the C major
scale in this song.
2. Look at the music while
you listen to the song.
Look at where the notes lie
on the stave and look at
the tonic sol-fa.
Note names:
Tonic sol-fa:
3. Sing the words of song.
4. Next try to sing only the
tonic sol-fa!
Read, interpret and perform
Chapter 20
141
Key words
• time – the number
of beats in a bar
ACTiviTy 20.13 Sing variations in tonic sol-fa
1. Sing Twinkle, twinkle little star in tonic sol-fa like this:
a) Fast
b ) Slowly
c) Loudly
d) Softly.
A song or piece of music is made up of a few rhythms that
are joined together. A rhythm can be short or long. In other
words, it can be made up of lots of quick notes or just a few
long ones. These rhythms are sometimes repeated in the
song or musical piece.
ACTiviTy 20.14 Clap different rhythms
1. Listen to three different pieces
of music and clap along to
the rhythms.
a) The first piece is in 2/4 time.
b) The second one is in 3/4 time.
c) The third piece is in 4/4 time.
ACTiviTy 20.15 Use body percussion or instruments
1. Use body percussion or an instrument to show:
a) a rhythm in 2/4 time
b) a rhythm in 3/4 time
c) a rhythm in 4/4 time.
ACTiviTy 20.16 Get ready to perform
1. Find an open space in the classroom where you can
move freely.
2. Follow your teacher’s instructions to warm up before you
perform your rhythmic patterns.
3. Remember to run fast on the spot for a minute to loosen
up all your muscles before you start these exercises.
142
Term 3
Read, interpret and perform
You can create a musical piece quickly and easily by using
repetition. This is when you play a music phrase more than
once. It will be most effective if you remember to include
other different phrases in your piece as well. For example, use
a slow beat in 4/4 time followed by quick beats in 4/4 time.
Repeat four times then change to something else.
ACTiviTy 20.17 Improvise rhythmic patterns
1. Work in groups of 5–6 and create your own rhythmic
patterns using the notes you have learnt.
2. Practise your rhythmic pattern. Try to make it interesting
by adding a different rhythm.
3. Perform your pattern for the class.
4. You could create a rhythmic pattern to go with your school
song, Twinkle, twinkle little star, the South African national
anthem, or any other song you know.
ACTiviTy 20.18 Read music notation
1. Look at the song your teacher
gives you.
2. Under each note of the song, try
to fill in the tonic sol-fa name.
3. Learn these and then sing the song
to your teacher using first the
words, then the letter names of
the notes, and then the tonic
sol-fa names.
The song ‘Do-Re-Mi’ from
the film The Sound of Music
made tonic sol-fa famous.
Improvise and create; Read, interpret and perform
Chapter 20
143
Key words
• lyrics – the words
of a song
Watch and reflect on music
performances
Songs and musical pieces are usually written to be
performed. Artists express themselves or send a message to
the audience through their performances. The most obvious
way they do this is through the words of songs.
The words of a song are called the lyrics. Lyrics can be
meaningless or they can have a lot of meaning. Some
people’s jobs are to write lyrics to go with tunes. They are
called lyricists. Some song lyrics have become famous. Think
of a song you know well. You probably remember the words
because you have heard them very often.
However, when you listen to a song, you need to listen
to more than just the words. You should also listen to the
harmony, rhythms, pitch, dynamics and articulation because
these give us more clues to the meaning of the piece.
When you listen to a song and reflect on it, think about
the following.
• Repetition: Are there phrases of the song that are played
again?
• Contrasts: Are there phrases in the song that are very
different and contrast with one another?
• Cultural context: What culture does this music come from?
Is this music usually associated with this culture or is it
very different?
• Mood: What is the mood of the song? The harmonies and
other musical elements will give you clues.
• Purpose: What is the purpose of the music? Was it created
to tell a story, teach something, or was it created to simply
be enjoyed?
Once you are able to reflect on all these points, you can really
appreciate a piece of music.
144
Term 3
Appreciate and reflect on
ACTiviTy 20.19 Cool down and focus
1. Sit quietly where you are, not touching anyone else.
2. Do stretching and relaxation exercises to cool down.
3. You can do these before a concert or show to help you
focus and settle before the performance starts.
Remember to respect the performers by behaving
appropriately when you watch a performance, no matter
who is performing!
ACTiviTy 20.20 Appreciate and reflect on South African music
1. Listen to the two different types of South African music
your teacher plays.
2. Appreciate and reflect on each piece. Use the points on
page 144.
3. Fill these in on the table your teacher gives you.
You may have heard songs
by the Parlotones played on
the radio and in TV adverts.
Appreciate and reflect on
The South African band, Freshlyground, wrote and performed the
song Waka waka with Shakira for the Soccer World Cup in 2010.
Chapter 20
145
Chapter
Appreciate and create visual art
21
Observation
Study area
Creative Arts:
Visual Arts
Have you ever looked at something in detail? Observation
or the ability to notice details is a very important part of artmaking. All objects can be described using the language of art.
Key words
Shapes can be:
• big or small
• geometric and regular, or organic and irregular
• two dimensional or three dimensional
• symmetrical or asymmetrical
• varied or repeated.
• observation – the
ability to notice
details
• organic – natural
Textures can be:
• rough or smooth
• simple or complex.
Lines can be:
• dark or light
• broken or solid.
Geometric or organic shapes
Colours and tones can be:
• dark or light
• complementary or related.
Rough or smooth textures
Symmetrical or asymmetrical shapes
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Term 3
Broken or unbroken lines
Visual literacy
Look at the photograph below. It shows the details of a leaf.
Now look at the details of a shell in the drawing below.
ACTiviTy 21.1 Look at details
Work with a partner.
1. Find two objects that are very different from each other,
for example a mug and a fork.
2. For each object, talk about the following:
a) Is the shape big or small? Do any shapes overlap? Is
the shape regular or irregular?
b) How would you describe the texture? What does it feel
like to touch each object?
c) What lines do you notice?
d) Is there contrast?
e) Is there a focal point or an area that is emphasised
more than another? How is this done?
3. Now draw one of the objects to show the detail.
Visual literacy
Chapter 21
147
Paint or draw people and objects
You are going to paint or draw objects by looking at them
closely and observing the details.
ACTiviTy 21.2 Draw an object
You will need: 2B/3B pencils, blank A4 paper, newspaper.
1. Your teacher will place an object on the table. You will
have two minutes to look closely at the object. Try to
observe as much as you can.
2. After that, you will have two minutes to draw the object.
3. The exercise will be repeated a few times.
4. Do the following:
• Draw the object quickly.
• For the first drawing, don’t look at your page, look only
at the object.
• For the next drawing, spend more time looking than
drawing. Trust what you really see, not what you think
you see.
• Start by drawing the shapes and large areas. Then fill
in the details such as patterns, tone and texture.
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ACTiviTy 21.3 Paint objects
You will need: 2B/3B pencils, charcoal, coloured inks, oil
pastels, dry pastels, tempera paint, paintbrushes, a jar of
water, blank A4 paper, newspaper.
1. Place your shoes on the table in front of you. Arrange
them in a way that pleases you. Try and arrange them in
an interesting way, overlapping or touching, and not just
side by side. Try to arrange your shoes so that there is a
focal point and balance.
2. Look closely:
• What shape are the shoes?
• Which are the larger shapes? Where do the shapes
overlap or meet?
• Which areas are light and which are dark?
• What lines can you see?
• What range of colours can you see?
• What is the texture?
• Are there any patterns or letters?
• Are there any areas of contrast?
• Does any part of the shoe seem to be more
emphasised than another part?
3. Start drawing or painting. You can
use any medium you want, or a
mixture of media.
• How will you show texture?
• How will you use colour, shape,
and texture to show contrast?
• How can you emphasise the
focal point?
• How can your artwork show
balance?
Create in 2D
Chapter 21
149
Key words
• proportion – the
size of one thing in
relation to another
thing
Sculpt an image
People’s faces are good subjects for 3D artworks. Sculptures
of heads make use of shapes, textures, negative spaces,
contrast, balance, and emphasis to show particular features
or characteristics, such as a large forehead or thin lips.
Sculptures can be very accurate and
realistic with everything matching the
proportions of the model.
Sculptures can also be more abstract to express
feelings or what the character of the model is like.
You are going to create a sculpture from clay. You will work
with a partner and take turns to be the model.
ACTiviTy 21.4 Make a sculpture of a head
You will need: earthenware clay; newspaper; a sharp stick; a
feather; collected tools such as spoons or stones, combs, and
toothbrushes.
1. Wedge your clay ball the way that your teacher has
shown you.
2. Sit facing your partner. You can position your partner’s
head the way you want to.
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Create in 3D
3. Look at your partner’s face closely.
4. Start by making the basic shape or form. Do not forget the
neck and ears.
5. Notice the proportions and the relationship between
shapes and spaces.
6. Think about which parts you want to emphasise. What
makes your partner unique? For example, is her mouth
very full or her hair very curly?
7. When you are happy with the form and shapes, think
about the texture and how you will show rough areas and
smooth ones. Add details to your sculpture by scratching
or pricking it with a small stick, or by pressing a feather or
other tools into the clay’s surface.
8. Regularly look at your sculpture from all sides as you
work. Move the figure around and work on all sides.
9. Scratch your initials in small letters on the bottom of
your artwork.
10. When your sculpture is complete, put it safely on a shelf to
dry with your name written on a piece of paper. The clay
will harden.
11. Make sure you leave your work space neat and clean.
ACTiviTy 21.5 Reflect on your artworks
1. Look at the two pieces of artwork you have completed
this term.
2. Copy and complete these notes for each artwork piece.
a) Title of my work: ...
b) Materials I used: ...
k: ...
c) What I like about my artwor
d) What I enjoyed doing: ...
e) What I found difficult: ...
next time: ...
f) What I would do differently
Create in 3D
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151
Formal Assessment Personal and Social Well-being
Project
•
•
•
Read the instructions for the project carefully.
Work on your own on this project.
Your teacher will assess your project.
Choose one of the following topics for your project:
1. Visit your nearest SPCA or any other organisation that cares for animals, and
collect information about the work they do.
2. Visit a local children’s home, a home for senior citizens, or any organisation that
does care work. Collect information about the work they do.
3. Choose two of South Africa’s national days and collect information about them.
This can be information about what events they commemorate, any historical
information about them, and how the days are celebrated now.
4. Collect information about an organisation that works with gender issues. If
possible, visit the organisation and interview people who work there. If that is not
possible, do research on the Internet or in libraries, and collect information about
the work they do.
Follow these steps:
Step 1: Find information in library books, your Learner’s Book, newspaper articles,
or the Internet. You can also interview people.
Step 2: Plan your project. Use the assessment criteria on the next page to guide you.
Step 3: Write out your information carefully and neatly. Write two pages on the
information you have collected. Include an introduction and a concluding
paragraph. Try to include a picture or a drawing to make it interesting or to
make it easier to understand.
Step 4: Hand your project in on time. Your teacher will tell you the date.
Step 5: Prepare a 2–3 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.
Total marks: 30
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Term 3
Assessment criteria
Project
Marks
Included introduction and a concluding paragraph
2
Well-researched information
9
Written clearly and is easy to understand
4
Written and presented neatly
3
Pictures or diagrams included
2
Subtotal
20
Oral
Marks
Well-prepared
5
Chose interesting information to speak about
2
Spoke clearly
2
Brought something to show the class
1
Subtotal
10
Total
30
Formal Assessment: Project
153
Formal Assessment Physical Education
Movement Performance
During these lessons your teacher will evaluate and assess your ability to perform
the rhythmical patterns of movement.
Your teacher will evaluate your ability to:
• move rhythmically
• move with coordination and control
• practise sequences of movement
• develop choreographic skills when you create movements and sequences
• work collectively in pairs or as a group
• learn your group movement sequence and then perform it for the class.
Rubric for assessing Movement performance
Excellent
(5 marks)
Proficient
(4 marks)
Adequate
(2–3 marks)
Limited
(0–1 mark)
Your movements
show an
exceptional level
of skill. Your
movements
always produce
the desired
outcome.
Your movements
are efficient,
effective and
appropriate. Most
movements are
included.
Your movement
performance
needs some
attention,
refinement and
practice. Some
movements are
missing.
Your movement
performance
needs much
attention and
practice. A few
movements and
requirements are
missing.
Level
Outcome of
movement
performance
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 and marks
Level
Excellent
(16–20 marks)
Proficient
(11–15 marks)
Adequate
(5–10 marks)
Limited
(0–4 marks)
Frequency of participation
76–100%
51–75%
21–50%
0–20%
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Term 3
Formal Assessment Creative Arts
Performing Arts: Music and Dance
Your teacher will assess you on your ability to:
• show conflict using only your body and movement
• participate in a scene depicting conflict using both your body and your voice
• create a piece of music showing conflict and still show rhythm and use of tempo,
dynamics, etc.
Rubric for assessing Performing Arts task
Excellent
Proficient
Adequate
Limited
Learner participates with enthusiasm
and commitment
9–10
7–8
5–6
0–4
Learner successfully shows conflict
through movement
9–10
7–8
5–6
0–4
Learner shows conflict through drama,
using both body and voice
9–10
7–8
5–6
0–4
Learner is able to create music depicting
conflict while still using some sense of
rhythm, dynamics, tempo, etc.
9–10
7–8
5–6
0–4
visual Arts
You will be assessed on your sculpture of a head (Activity 21.4 on page 150). What
did you learn in your artmaking this term? Did you try different ideas so that your
artwork is original and shows creativity? How well did you follow instructions?
Could you use all the skills you have learnt, such as creating composition, balance,
contrast to make an expressive artwork?
Rubric for assessing visual Arts task
Excellent
Proficient Adequate
Limited
Learner created a sculpture from clay, showing
a head
9–10
7–8
5–6
0–4
Learner’s sculpture shows proportions
9–10
7–8
5–6
0–4
Learner emphasised important features
9–10
7–8
5–6
0–4
Learner observed and showed textures
9–10
7–8
5–6
0–4
Formal Assessment
155
4 Term 4
1
4
2
5
3
156
Chapter 22–28
6
What do you know?
1. Do you know how to help your friend
or yourself if you get hurt?
2. Why is food hygiene important?
3. Name some childhood illnesses you
have heard of.
4. How can you prevent yourself from
getting HIV/AIDS?
5. Your body loves moving! What other
ways can you move about?
6. Do you know any cultural ceremonies
that involve dancing?
7. How would you make a house out of
recyclable materials?
7
Content covered in Term 4
Chapter 22: Basic first aid, Chapter 23: Food hygiene, Chapter 24:
Communicable diseases, Chapter 25: HIV and AIDS, Chapter 26: Movement
sequences and swimming, Chapter 27: Dance, drama and music,
Chapter 28: Appreciate and create visual art, Formal Assessment
157
Chapter
Basic first aid
22
Study area
Personal and Social
Well-being
Emergency treatment in different
situations
Knowing basic first aid techniques could help you save
somebody’s life in an emergency. But even when an accident
is not life-threatening, some first aid awareness can prevent a
lot of pain.
Treating cuts and grazes
•
•
•
•
•
Wash the wound gently with water and soap to prevent
infection. Use a clean cloth to gently remove any dirt from
the wound.
Press a clean pad or tissue onto the wound to stop
the bleeding.
Cover the wound with a plaster or bandage.
Check the wound regularly. Leave the plaster off as soon
as a scab (a covering of dry blood) forms.
See a doctor if the cut is deep or long, or if the bleeding
doesn’t stop.
Treating burns and scalds
Did you know?
Run cold tap water for about 10 minutes over the burnt area
as soon as possible. The sooner you do this, the quicker the
burn will heal.
You can do a first aid
course. You can also
buy first aid kits to
keep at home and in
the car.
If running water is not available, submerge (dip) the burnt
area in a bucket of cool clean water, or soak a cloth in water
and hold it against the burn. Keep the cloth cool by wetting
it often.
Cool water stops the
burn from continuing
under the skin. This
reduces damage and
speeds up the
healing process.
You can cause more
damage if you put
ice or butter on a
burn.
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Term 4
If the burn or scald is big and serious, go to a doctor.
Treating sunburn
If you spend too long in the sun, you can get severe sunburn,
especially if your skin is pale.
Take a cool bath or put a cool damp towel on the burnt area.
Put moisturiser on the sunburn. If blisters form, don’t burst
them.
Health and environmental responsibility
Treating bruises
•
•
•
•
A bruise is an injury to soft tissue caused by a fall or
a blow. Usually dark blue or purple, bruises will heal
untreated, but first aid can speed up the process.
Ice the area regularly for the first 24–48 hours: apply an
ice pack or crushed ice wrapped in a dish cloth or towel for
about 15 minutes every hour.
Raise the area above the heart, so that blood flows down.
If the pain and swelling are extreme, see a doctor.
Key words
• venomous –
poisonous
Treating stings and bites
•
•
•
Bee, hornet and wasp stings are normally not serious, but
they can be very painful.
Remove the sting (the poisonous tail that the bee leaves
behind), if you can see it. Do this by brushing or scraping it
sideways with your fingernail or a bank card or a knife.
Put an ice pack onto the sting.
Treating snake bites
Some venomous snake bites can be very serious, but most
snakes are not venomous.
• Try to memorise what the snake looks like.
• Stay calm and keep the patient as still as possible.
• Take the patient to a hospital or clinic as soon as possible.
If possible, contact the hospital on the way with a
description of the snake so that they can get the correct
anti-venom (medicine to fight snake poison).
• Do not cut or suck the wound.
• Do not give the patient anything to eat or drink.
These are some of
the venomous snakes
found in South Africa.
Don’t mess
with us!
ACTiviTy 22.1 Say why it works
1. Why is it important to hold a burn or scald under
cold water as soon as possible?
2. Why is it important to keep cuts and grazes
clean?
3. Why is it so important to remember what a
snake looks like if it bites someone?
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159
Skills focus: Reading
Dealing with poisoning and choking
Poisoning and choking can be life-threatening, so it’s wise to be prepared
for them.
Poisoning
Young children are at the greatest risk of accidental poisoning. A child might
drink from a bottle of paraffin or detergent because she thinks it is a colourful
cooldrink.
To prevent this, keep all cleaning products out of the reach of young children.
Preferably lock them away in cupboards that are high.
If someone eats or drinks something poisonous, find
out what the poison is. If the person cannot tell you,
you may see the bottle or packet nearby.
As soon as possible, call for an ambulance, and
phone a doctor or clinic for advice. Do not make the
patient vomit unless advised to do so by a doctor.
If the patient is unconscious, gently roll him onto his
back and tilt his head back to clear his airway. Stretch
his left arm to his side, place his right hand on his
chest, and then gently tilt him onto his left side. This is
known as the recovery position.
Do not make the person vomit if they have swallowed
bleach. Give the person sips of water or milk to drink.
Wipe any bleach from his mouth or skin.
The recovery position
If the person took an overdose of drugs in tablet form, do not give him water
because this dissolves more of the substance in the stomach and allows more of
it to go into the bloodstream.
Take the bottle of poison or tablets with you to hospital. If the person has been
sick, bring some of his vomit with you so it can be analysed.
Choking
Sometimes an object like a piece of food can get stuck at the back of someone’s
throat, blocking the airway and causing the person to choke. The obstruction
must be cleared as soon as possible to allow the person to breathe.
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Health and environmental responsibility
If someone has a mild obstruction, he will find it difficult to breathe, but will still be
able to speak, cry, cough and breathe. Encourage him to cough. This should help
to clear the obstruction.
If someone has a severe obstruction, he will not be able
to speak, cry, cough or breathe. First hit the person
firmly in the middle of his back five times, using the
heel of your hand. Aim for the spot between the
shoulder blades.
If the airway is still blocked, do five abdominal thrusts
known as the Heimlich manoeuvre. You may be too
small to perform this technique on an adult. If so, you
can show another adult how to do it.
The Heimlich manoeuvre
Stand behind the person, place a clenched fist above the person’s navel (belly
button), grasp your fist with your other hand and pull inwards and upwards.
Check the mouth quickly for obstructions after each thrust.
If these first five thrusts do not clear the obstruction, shout for help. Try to stay calm,
and continue with blows to the back, and abdominal thrusts until help arrives.
Questions for understanding
1. Read ‘Dealing with poisoning and choking’ before you answer these questions.
a) How can you protect small children from accidental poisoning?
b) Why shouldn’t you give someone water if they have swallowed too many
tablets?
c) What is the first step to help someone who is choking and can’t clear the
obstruction by coughing?
d) Why is it good to stay calm in emergency situations?
2. Work in pairs and role play the following:
a) the recovery position
b) hitting someone on the back if she is choking
c) the Heimlich manoeuvre (abdominal thrusts).
3. Work in groups and design a poster to show people what to do in a first aid
emergency situation. Choose one of the situations you have read about.
Fluency
Read the pages to yourself. Then in pairs, read the pages to each other.
Health and environmental responsibility
Chapter 22
161
Chapter
Food hygiene
23
Study area
Personal and Social
Well-being
Key words
• nutrients –
substances in food
that keep the body
healthy
Safe and harmful ingredients
Just like a book has a table of contents to tell you what
is inside, every packet, box or tin of food tells you what
nutrients the food inside contains. This is called the
nutritional information.
Nutrients are the different parts of food that help our bodies
to stay healthy, such as protein, fats, carbohydrates, vitamins
and minerals. Most nutrients are measured in grams (g).
Some nutrients are measured in milligrams (mg), which
are very small amounts, because our bodies only need
tiny amounts of these. It is important to remember that the
information on the label is for a single serving of that food,
not the whole container!
Food labels have to tell you the name of the food product,
who made the product (the manufacturer’s name), and the
address of the manufacturer. They must also tell you how
much of that food is in the package in grams (g) for solid
foods, or millilitres (ml) for liquids.
These are some of the names you might find mentioned on
the packaging:
Carbohydrate
This is the body’s main source of energy. The more active you
are, the more carbohydrates you need. Examples are rice,
bread and mealie meal.
Protein
This is used to build muscle, to keep organs strong, and to
fight off disease. It can also be used for energy. Examples are
beans, meat, fish, eggs, soya, milk and cheese.
Fat
Our bodies need fat for fuel, as well as for growth and
development. Too much fat can cause obesity (being
overweight). You need to be careful about your fat intake,
especially if you do not exercise much. Too much animal fat
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Health and environmental responsibility
is not good for you. Many brands of margarine contain good
fats. Read the label to see the ingredients.
Sugar
Sugar gives us energy. Refined sugars are less healthy
because they make us very active and then burn out quickly.
If we eat too much refined sugar we also have difficulty
concentrating. Sugar is very fattening and is the main cause
of tooth decay. Eat fewer sweets, chocolates and cooldrinks if
you want to be healthy and beautiful.
Sodium
Sodium is salt. Too much salt is unhealthy. When we get used
to too much salt, we taste less of the food itself.
Cholesterol
People with heart problems need to be careful about how
much cholesterol they eat. Animal fats such as butter, cheese
and meat contain cholesterol.
Did you know?
Monosodium
glutamate (MSG) is a
flavourant found in
Aromat and many
other foods. It can
cause problems such
as headaches,
asthma, nausea and
diarrhoea.
Tartrazine is a yellow
colourant that is
believed to cause
hyperactivity in
children, and is
banned in some
countries.
Calcium and iron
These are two very important minerals.
The amount of a specific nutrient you
need to eat every day is called your
Recommended Daily Allowance (RDA). If
a food is listed as 10% iron then you will
get 10% of your daily iron requirement by
eating one serving of that food. You will
need to get the other 90% of the iron your
body needs from other foods. Food labels
sometimes list other minerals and vitamins
that are important for healthy bodies.
Flavourants, colourants,
preservatives
Manufacturers put many ingredients into
foods that can be unhealthy if we eat too
much of them. Preservatives make food
last longer. Flavourants add to the taste
and this makes people want more of the
product. Colourants give food a brighter
colour. By law these need to be labelled
clearly because they are unhealthy.
Health and environmental responsibility
Chapter 23
163
ACTiviTy 23.1 Look at food labels
Work in pairs and look at the food labels below. Decide which
foods are more healthy and which foods are less healthy.
Give reasons for your choices.
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Food preparation and storage
Food preparation
Ensure that cooking pots and storage containers are clean.
Wash your pots after every meal.
Avoid cooking food in too much water for too long as you
lose many of the vitamins and the goodness in the food.
Baking and steaming helps to keep in the goodness.
If you do not have a regular or good supply of clean water,
boil the water you do get and cool it before use. Unclean
water spreads disease.
Soak dried maize (corn/mealies) in lime before cooking to
make it richer in calcium and to allow more of the goodness
to be used by the body.
Use brown rice and wholewheat flour as they are healthier
than white rice, white flour and white bread.
Check the sell-by date on food you buy. Always buy the
freshest food you can find.
Food storage
Cover left over food with fly wire or fine mesh wire to keep
out flies and other insects that spread disease.
Keep food as cool as possible. If you do not have a
refrigerator, store food in the coolest place in the house.
Store dried or baked goods, such as bread or biscuits, in an
airtight tin. They will keep for a few days like this.
If food needs to be kept (particularly meat or fish), you can
keep it in salt. But before eating it rinse the salt off in a lot of
boiled water and soak it in water that is salt free.
ACTiviTy 23.2 Share with a partner
1. Read the suggestions for food preparation and food
storage.
2. Tell your partner how many of these things are done in
your home. If they are not done, how can you persuade
the people at home to do them?
Health and environmental responsibility
Chapter 23
165
Skills focus: Reading
Food-borne diseases and how to prevent them
Germs
Many years ago, people often caught other diseases while they were in hospital.
One doctor did an experiment. He asked the nurses and doctors who worked in
one section of the hospital to wash their hands with soap and water each time
they entered a ward. Soon he found a decrease in the number of people in that
section who were catching new diseases. The experiment proved that people
have germs on their hands that cannot be seen. It also proved that germs can
be transferred to other people very easily. Soon doctors and all hospital staff
washed their hands each time they worked with patients and many lives where
saved.
Germs, called bacteria, live in us and around us. They are too small for us to see
without special equipment but we know that they exist and that they can cause
illness very easily. Our bodies contain antibodies that are designed to defend us
against harmful bacteria and viruses.
Harmful bacteria in food
Many different kinds of harmful bacteria can live in food that is not clean and
fresh. When people prepare food, they can also transfer harmful bacteria to
the food. If we eat food containing these bacteria, we can get sick with nausea,
diarrhoea and vomiting.
How to avoid getting food-borne illnesses
A simple way to prevent the spread of food-borne illnesses is to wash your
hands properly before preparing or eating a meal.
A proper hand-washing technique means using soap and warm water, and
washing vigorously for 10–20 seconds. Make sure you reach all surfaces of your
hands including your wrists, between your fingers, and under your fingernails.
Rinse well and dry your hands with a clean towel.
Apart from washing your hands when handling food, it is important to also wash
your hands after using the toilet, if you’re coughing and sneezing, after touching
cuts or skin infections, and after touching pets or other animals.
Some foods have a high risk of containing harmful bacteria and should never be
eaten. These foods include unpasteurised milk and raw meat.
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Always cook chicken thoroughly so there is no bloody, pink or transparent (seethrough) flesh. Undercooked chicken may have a bacterium called salmonella,
which can cause food poisoning, a serious illness.
When you prepare food, it is possible for cross-contamination to happen. This
means that you could spread harmful bacteria from raw meats, eggs, fish, or
other foods to cooking utensils, cutting boards or cooking surfaces and readyto-eat foods by touching first one thing and then the other. To prevent this from
happening, wash your hands before and after handling raw foods, wash utensils
and cutting boards that have come in contact with raw foods, and wash counter
surfaces often.
Store left over food in shallow containers in the refrigerator. Allow food to cool
completely before closing the lid and placing in the refrigerator. This prevents
harmful bacteria from growing. If you suspect that food might be spoilt,
especially if it smells funny or has mould growing on it, throw it away.
ACTiviTy 23.3 Answer the questions
Questions for understanding
1. Read the passage, then answer the questions.
a) Make a list of the times when you need to wash
your hands.
b) What does cross-contamination mean?
c) How can you be sure that chicken is
properly cooked?
2. Work with a partner.
a) Discuss how you protect the quality of food in
your home.
b) Look at the illustrations on this page. Would you
wash your hands before or after the scene in each
illustration? Give reasons for your answer.
Fluency
Take turns reading together as a class, one row at a time.
Then in groups of three or four, read aloud to each other.
Health and environmental responsibility
Chapter 23
167
Chapter
Communicable diseases
24
Study area
Personal and Social
Well-being
Key words
• symptom – a
form of pain or
discomfort caused
by a disease
• communicable
diseases –
illnesses that can
be passed on from
one person to
another
Causes, symptoms and prevention
Diseases can be passed on in different ways.
Communicable diseases are illnesses that are passed from
one person to another. This can happen when someone
shares a small space with a sick person, or touches her, or is
exposed to anything that comes from her body such as saliva,
urine or stools.
Diseases such as cholera and diarrhoea are caused by
drinking unclean water or eating contaminated food. Malaria
is caused by a mosquito.
Tuberculosis (TB) is caused by germs that are passed on
through the air. Other diseases need closer and longer contact
to be passed on. Some, like HIV/AIDS, can only be passed on
via sexual contact or via blood.
Ways to stay healthy
The best way to avoid getting infected by germs is to build
your own natural resistance. To do this you should:
• eat healthily (lots of fruit and vegetables)
• get lots of exercise and sunlight
• get enough sleep
• bath, wash or shower every day, using lots of soap
• wash your hands thoroughly, especially after going to
the toilet and before eating
• clean up any animal droppings around your house
or school
• keep flies off food, as they spread disease
• cover your mouth and nose with a cloth or tissue when
you cough or sneeze
• stay in bed, rest and drink plenty of water when you are
sick. You will get better quicker that way.
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Vaccinations are another way we
protect ourselves against getting
certain diseases. Most vaccinations
are given by injection at hospitals or
clinics when we are babies or young
children. vaccines help the body
defend itself against certain diseases.
After this, the body has antibodies
(think of them as ‘soldiers’ in your
body) to fight those diseases. For
more information, call the Vaccines
Helpline on 0860 160 160. The
following diseases can be prevented
by vaccinations.
A baby being vaccinated
Chicken pox
Children will usually get chicken pox
unless they have been vaccinated
against it. The main symptom of the
virus is a rash of itchy spots that can
leave scars. Fever, tiredness and back
pain are also common.
Chicken pox
Diphtheria
Diphtheria is a very dangerous bacterial infection that
creates a coating inside the throat and makes swallowing
and breathing difficult. Other symptoms of diphtheria could
be a sore throat, swollen glands in your neck, a runny nose
and fever.
Measles
Measles can be easily prevented, but millions of people
around the world still die from it. It is passed on in a similar
way to mumps; through the air or via saliva. Measles signs
and symptoms appear 7–14 days after exposure to the virus.
They can be a fever, tiny white spots inside the mouth, a
cough, a runny nose, and sore throat and eyes. A skin rash
will follow.
Mumps
Mumps is a virus that leads to painful swelling of the salivary
glands in the cheeks, which produce saliva (spit). The
symptoms also include fever, headache and sore throat.
Health and environmental responsibility
Key words
• vaccines –
substances put
into the blood to
protect the body
from particular
diseases
• antibodies –
substances the
body produces
in the blood to
fight off disease or
infection
• virus – a very tiny
germ that can
enter the body and
cause disease
• bacterial – made
up of tiny living
germs that can
enter the body and
cause disease
Chapter 24
169
Pertussis
Did you know?
Athlete’s foot is a
common skin
diseases caused by a
fungus. The fungus
lives in water. You
can get it by walking
barefoot in a public
changing room. It
makes the skin
between the toes
flake and itch.
Athlete’s foot is
uncomfortable, but
not serious. It can go
away on its own, but
is easily cured with
special cream or
powder.
Before a vaccine was available, pertussis or whooping cough
caused many deaths. Pertussis causes terrible coughing spells
that end in a ‘whooping’ sound when the person breathes in.
It lasts about six weeks. This extreme coughing can cause you
to vomit and be very tired. Other symptoms are a runny nose
and a mild fever.
Tuberculosis
The tuberculosis (TB) vaccine protects children better than
adults against the disease. TB can easily be prevented
through eating a healthy diet and improving living conditions
to stop overcrowding. Symptoms depend on where in the
body the TB bacteria are growing. TB disease in the lungs
may cause symptoms such as a bad cough that lasts three
weeks or longer, pain in the chest, and coughing up blood
or sputum (phlegm from deep inside the lungs). People with
TB are often tired and weak, they lose weight and have no
appetite. They can also have a fever and sweating at night.
TB should be treated with anti-TB drugs that must be taken
every day for six months. It is very important to take the
medicine as instructed even if the patient feels ill (as it can
sometimes make them do) or much better. If the patient stops
too soon, the TB will get stronger and will not respond to the
medication and the patient will die.
The following diseases cannot be prevented by vaccinations.
Colds and flu
The common cold cannot be prevented by vaccination. Colds
are usually harmless and get better on their own within a
week, but they can make you feel very sick!
Key words
• immune system –
the system
in the body
that produces
substances to help
fight disease
170
Term 4
A cold is caused by a virus and generally begins with a sore
or scratchy throat. Later on, you get a blocked or runny nose,
sneezing, coughing and a headache. Colds are very common
in children, who can get between six and ten colds a year.
Influenza, commonly known as flu, can seem similar to a
cold but is more serious. Old people, or people with a weak
immune system, can die of flu.
Health and environmental responsibility
Flu symptoms include chills, fever, sore throat, muscle pains,
severe headache, coughing, weakness and general discomfort.
If flu becomes bad, it can lead to complications such as
pneumonia or bronchitis, which are infections of the chest.
The best way to avoid catching a cold or flu is to wash your
hands often and properly with soap. This kills the viruses that
cause them. Do this after going to the toilet, and before and
after eating. Get plenty of rest if you have a cold. Symptoms
are also relieved with nasal decongestants, cough syrups and
pain relievers like Paracetamol.
Meningitis
Meningitis is a serious illness. It is an infection of the
protective layer of membranes surrounding the brain. It is
caused by a virus or bacteria, and can spread quite quickly in
places where large groups of people live together, such as
school dormitories.
The early symptoms of meningitis are a very bad headache,
high fever, and stiffness in the neck. Meningitis is rare. If you
get these symptoms, see a doctor as soon as possible.
Where to find information
If you want more information about how to prevent any of
theses diseases, visit your clinic, doctor or hospital. They will
also be able to tell you what treatment is available and start
treatment if necessary.
ACTiviTy 24.1 Discuss disease prevention
1. Work in pairs and discuss these questions.
a) How do vaccinations prevent diseases?
b) How does frequently washing your hands protect
you against colds, flu and other illnesses?
c) Is it possible to vaccinate against colds? Explain
your answer.
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Chapter 24
171
Key words
• parasite – a small
animal or plant
that lives on or in
another animal
or plant, usually
bigger, and gets its
food from it
Malaria
Malaria is a dangerous disease that is spread by the
anopheles mosquito. These mosquitoes carry a parasite that
they pass on by biting one person and then another.
In South Africa, the malaria carrying mosquito is found in
parts of Limpopo and Mpumalanga, and the far north of
KwaZulu-Natal.
High Risk Malaria Areas
Low Risk Malaria Areas
There are medicines to prevent or cure malaria, but it is far
cheaper and easier for people who live in malaria areas to
prevent malaria infection by sleeping under mosquito nets,
removing standing water, and spraying their homes regularly
with insect spray.
Malaria can be fatal if not treated within 24 hours. Symptoms
are fever, headache, chills and vomiting.
Go to a clinic or see your doctor if you experience these
symptoms and have been in a malaria area. Drug treatment
will help you get your health back, but will not prevent you
from getting malaria again.
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Term 4
Health and environmental responsibility
Sexually transmitted diseases (STDs)
Sexually transmitted diseases are passed on through having
sex. HIV/AIDS is the most dangerous of these.
If you have been raped or had sex with someone whose HIV
status you do not know, go to a clinic. You will get a drug to
take for six months that may stop you from being infected
with the virus. If you know you are HIV positive, get regular
check-ups at the clinic. Continue to take the drugs they give
you. These can control the disease and keep you feeling
healthy for many years, but they cannot cure you.
Other sexually transmitted diseases include syphilis,
gonorrhoea, viral hepatitis, human papillomavirus and
genital herpes.
These can all be prevented by not having sex or by practising
safe sex (using a condom at all times). When condoms are
used properly and every time, they prevent STDs as well as
unwanted pregnancies.
South Africa has a very high rate of STD infections. But
by being faithful to their partners, getting tested often for
STDs and using condoms every time they have sex, young
South Africans can protect themselves and create an
STD-free future.
To find out more about STDs, you can call the loveLife
toll-free youth line on 0800 121 900.
ACTiviTy 24.2 Stop that bug!
Match the correct prevention method to the disease it
prevents.
Disease
Prevention method
1. STDs
a) Get a measles vaccination
2. Colds and flu
b) Use a mosquito net
3. Athlete’s foot
c) Wash your hands before eating
4. Measles
d) Wear a condom when having sex
5. Malaria
e) Wear flip-flops in changing rooms
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Chapter 24
173
Skills focus: Reading
Pandemics: the globe-trotting killers
A pandemic is a disease that moves across the world, affecting many people in
many countries.
The HIV/AIDS pandemic first appeared in the 1970s. There is no cure or vaccine
for HIV/AIDS yet. People who get HIV can pass the virus onto other people
without knowing they have it. They can also live for a long time after being
infected.
Long ago, pandemics killed many people very quickly because doctors did not
know what viruses or bacteria caused them, or how the disease moved from
person to person.
Before modern medicine, they put people in quarantine (isolated them) to control
the spread of pandemics. Quarantine is still used today when a pandemic
happens, for example during the swine flu outbreak of 2009.
Many centuries ago, two pandemics were
caused by bubonic plague, a disease passed
on by bacteria found in rodents and spread by
fleas. One plague lasted more than 200 years
and the other, known as the Black Death, killed
about 25 million people in five years.
Spanish conquistadors attack an
Aztec temple.
When European colonists arrived in the
New World (North, Central and South
America), they brought smallpox, measles,
and typhus with them. The indigenous
people had no antibodies against these
diseases, so they died soon after catching
them. Between 1518 and 1568, pandemics
reduced Mexico’s population from twenty
million to three million.
Explorers also brought New World diseases back home with them, such as the
sexually transmitted syphilis bacteria. This killed millions of people in Europe
until antibiotics became widely available in 1945.
The invention of antibiotics helped many people recover from tuberculosis (TB),
a disease that killed many people in Europe. Nowadays TB can be cured with
174
Term 4
Health and environmental responsibility
antibiotics, if the patient finishes his course of treatment. But the treatment can
make you feel ill and so many patients do not take their medicine as they should.
This results in the TB germs becoming resistant to antibiotics. This form of TB is
called XDR-TB (extreme drug-resistant TB) and is widespread in South Africa.
Smallpox was a highly contagious disease. It caused an ugly rash of lumps all
over the body and face. During the 20th century, between 300 and 500 million
people died of smallpox.
As recently as the 1950s, about 50 million cases of smallpox happened each
year. But because of massive vaccination campaigns throughout the 19th and
20th centuries, the World Health Organisation certified the eradication (complete
destruction) of smallpox in December 1979.
Since then, the smallpox virus has not been found anywhere in the world.
Smallpox is the only human infectious disease that has been completely
eradicated.
Questions for understanding
1. What is a pandemic?
2. Why did so many people in the New World die from European diseases in
the 1500s?
3. Why are some kinds of TB becoming harder to treat with antibiotics?
4. How was smallpox eradicated?
5. Do you think HIV/AIDS can be eradicated? Explain your answer.
Fluency
Learners whose names start with
letters in the alphabet up to N read
aloud the first six paragraphs.
Learners whose names start with
letters M and onwards read the
second six paragraphs.
Bacteria under a microscope
Health and environmental responsibility
Chapter 24
175
Chapter
Hiv and AiDS
25
Study area
Personal and Social
Well-being
Key words
• HIV – human
immunodeficiency
virus
MYTH
s
same a
e
h
t
s
i
HIV
AIDS.
• AIDS – acquired
immune deficiency
syndrome, an
illness that attacks
the body’s ability
to fight infection
• myth – an idea
that is not true
Fact
Fact or myth?
This is false. HIV is an abbreviation
forhuman immunodeficiency virus. This
virus causes the immune system to
break down. This breakdown causes AIDS
(acquired immune deficiency syndrome).
Not everyone who has HIV has AIDS.
It can take many years before someone
with HIV gets AIDS.
Fact
You cannot become infected
with HIV through day-to-day contact.
You cannot be infected by shaking
someone’s hand, by hugging, or ‘dry’
kissing someone. You cannot be infected
by using the same toilet or drinking from
the same glass as someone infected
with HIV. You cannot get HIV if an
HIV-positive person coughs
or sneezes near you.
MYTH
HIV can
h
t
i
w
e
l
s
Peop
he viru act.
t
d
a
e
r
sp
nt
sual co
a
c
h
g
u
thro
Fact
MYTH
s don’t
Condom .
work
176
Term 4
If people use condoms correctly
every time they have sex,
condoms are almost 100% effective in
preventing HIV infection.
Condoms fail when people make
mistakes in the
way they use them.
Health and environmental responsibility
Fact
MYTH
se with
r
u
o
c
r
e
int
.
Sexual ill cure AIDS
w
a virgin
You cannot cure AIDS or
HIV by having sex with a virgin. Many
people, especially in South Africa,
believe you can but they are wrong! Sadly,
many men with HIV and AIDS rape or assault
children and babies thinking they will
be cured. The fact is that they have
severely harmed those children and
could have infected
them with HIV.
ACTiviTy 25.1 Choose true or false
True
False
1. He has HIV. That means he has AIDS.
2. If you have AIDS you can cure yourself by
having sex with a virgin.
3. You can get HIV from having unprotected sex
with someone who has HIV.
4. If a person looks healthy, it means that that
person is not HIV positive.
5. You must not touch someone who is HIV
positive.
6. You can get HIV/AIDS by using the same toilet
as someone with HIV/AIDS.
7. Condoms can prevent you from getting
HIV/AIDS.
Health and environmental responsibility
Chapter 25
177
Skills focus: Reading
Caring for people with AiDS
Thandi was worried. Her older brother Sipho had been diagnosed with HIV.
Their parents had died some years back and now it was just her, Sipho,
Nkosinathi and Phumla. How would they manage if Sipho got sick and could
not work? What if he died!
Sipho was upset when he got the news. But the counsellor at the clinic told him
that being HIV positive was not the same as having AIDS. He could live for many
years if he ate healthy food, got regular exercise, rested and did not smoke
or drink. She said he would only need to start antiretroviral treatment (ARV
medication) if his CD4 count got too low.
Sipho told Thandi about his diagnosis. He wanted to warn her not to have
sex with anyone yet and to use a condom when she did. After a while, Thandi
stopped worrying that Sipho would die. In fact, she was glad he had told her
about his situation. It made her feel grown up and she also felt that Sipho cared
about her. She decided to find out more about how people lived with HIV/AIDS.
Twenty years later
Sipho is now 40 and has been taking ARVs for fifteen years. He is married to
Gloria and has two children.
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Term 4
Health and environmental responsibility
Recently, Sipho has felt weaker and he gets colds more often. He and Gloria
decide to ask Thandi for advice. She did a course in homecare and she visits
many people who have AIDS.
‘Most people with AIDS don’t need to be in a hospital,’ Thandi tells Gloria.
‘Actually, people do much better when they are at home surrounded by people
who love them. When you need help, someone from homecare can visit once a
week, but you should live as normal a life as possible. Because people with AIDS
can easily get sick, you need to take special care when preparing food for Sipho.
Wash your hands well and often. This is the single best way to kill germs! But
don’t stop hugging him – he needs you to show him your love!’
‘Cover any cuts on your hands with a plaster and always wear gloves when
caring for him,’ she continues. ‘This stops Sipho from getting an infection, but it
also prevents you from getting HIV.’
Even though Sipho sometimes feels sad and frustrated, he cheers up when his
children spend time with him and his best friends come and play cards. When
the weather is good, he likes to take a short walk or sit outside.
Thandi has arranged for Sibongile, a trained volunteer homecare worker, to visit
him once a week. She gives Sipho a bath and checks his medication. Gloria and
Sipho are glad that, with Sibongile’s help, Sipho can stay at home. And when
the time comes to say goodbye, Sipho knows that Sibongile will be there to give
them advice and support.
Questions for understanding
1. Read the passage twice, then answer the questions.
a) Why did Sipho tell Thandi that he was HIV positive?
b) How did Sipho take care of himself once he was diagnosed?
c) Why should Gloria cover any cuts on her hands and wear gloves?
2. Discuss with a partner: Do you know any people with HIV/AIDS? How are they
being looked after? What can you do to help?
Fluency
Take turns to read to the class as individuals. Keep going until each person has
had a chance to read.
Health and environmental responsibility
Chapter 25
179
Chapter
Movement sequences and swimming
26
Study area
Physical Education
Changing shape, speed and direction
Shape
A long narrow shape
A twisted shape
180
Term 4
A wide shape
A rounded shape
See Teacher’s Guide for lesson details
Balance
Simple shoulder balance
Seat balance without arm support
Safety
There should be no
obstacles or hazards
such as broken glass,
roots or mole holes
on the sports ground.
Arabesque
See Teacher’s Guide for lesson details
Chapter 26
181
Rotations
Pencil roll
Egg roll
Side roll
Forward roll
182
Term 4
See Teacher’s Guide for lesson details
Jumps
A star jump
A pike jump
A tuck jump
Safety
Always check that
there is no one in the
direction you are
moving.
A turning jump
A rabbit jump
See Teacher’s Guide for lesson details
Chapter 26
183
Swimming
Front crawl
Body position
Breathing
Kicking
Arm action
184
Term 4
See Teacher’s Guide for lesson details
Backstroke
Did you know?
South African
swimmer Penny
Heyns won a gold
medal for swimming
breaststroke at the
Olympic Games in
2004.
Body position
Safety
Arm action and body position
Breaststroke
Always check the
depth of the water
first. Never dive into
water if you cannot
see the bottom.
Arm and leg action
See Teacher’s Guide for lesson details
Chapter 26
185
Chapter
Dance, drama and music
27
Study area
Stories, music and movement
Creative Arts:
Performing Arts
ACTiviTy 27.1 Develop a story
Key words
• timbre – the
sound that an
instrument or
voice makes
• bar – units with an
equal number of
beats that a music
piece is divided
into
1. Sit in a big circle.
2. Someone will start a story with, ‘It was a sunny day and
as I was walking …’ and then that person will make up the
rest of the sentence.
3. The next person in the circle adds another sentence.
4. Go around the circle so each person has a turn to add
another sentence.
5. All these sentences will create a story.
Music is made up of different elements. The main elements
in music are: time or beat, dynamics, harmony, tempo and
timbre.
Music is usually in three or four time. This means that there
are three or four beats in a bar of music.
When we talk about the dynamics of a piece of music
we are talking about the differences in volume.
Harmony is when two or more notes are played
at the same time to create a pleasing sound.
Tempo is the speed of the music.
Djembe
Flute
186
Term 4
The timbre is the specific sound
made by an instrument or the
group of instruments used in a
piece. A song that uses electric
guitars, drums and a keyboard
will have a very different timbre
(sound) to a song that uses a
violin, a triangle and a flute.
Cello
Violin
Electric
guitar
Improvise and create
ACTiviTy 27.2 Create a story for music
1. Listen to the piece of music your teacher plays.
2. As a class, discuss how the musical elements affected
the piece.
3. Make up a story that would go with the music you heard.
Did you know?
The Russian dancer
Mikhail Fokine
choreographed the
ballet The Dying
Swan to the music
‘The Swan’.
4. Write your story down and draw a picture that illustrates
your story.
5. Display your story in the classroom.
6. Go around and read everyone else’s stories.
ACTiviTy 27.3 Get ready to move
It is important to warm up first to make sure your body is
ready to move without causing pain or injury.
1. Find a space in the classroom
where you can move
freely without bumping
into anybody or anything.
2. Do spinal rolls to loosen
your spine. Remember to
roll gently and slowly up
and down. Repeat 3 times.
This piece for the
cello was written by
the French composer
Camille Saint-Saëns
for his suite of music
called The Carnival of
the Animals.
3. Do some stretches to
improve your flexibility.
4. Do some jumps landing
safely with your knees
bent so you don’t hurt
yourself:
a) Do small hops on
the spot.
b ) Do big jumps on the
spot jumping from one
leg to another.
c) Do big jumps forward and backwards.
d) Jump as far and as high as you can without falling
over and landing carefully with your knees bent.
Improvise and create; Warm up and play
If you stretch like this
every day you will be
more flexible.
Chapter 27
187
Key words
• energy – the
amount of effort
you put into a task
or action
• weight – the
way you use your
body to show how
heavy or light a
movement is
You probably enjoy listening to music or even performing
it. But music can also inspire you to dance. The elements of
music create a mood. When you dance, you dance in a way
that suits the mood.
When you make up a dance, you use a sequence or arrangement
of steps. All dances have steps that might be repeated. And just
like music has elements, dance also has elements. The main
elements of dance are time, space, energy and weight.
Time is the beat of the music to which you dance. Sometimes
you don’t have music and you just move to your own time,
but there is still a sense of time to your movement. You might
move slowly or quickly, or slow down or speed up. Your
movements or dance steps will also have a beat to them,
even if you don’t have music.
Space is the area you move in when
you dance. Space is all around you and
the better you use your space the more
interesting your dance will be. Space is
the area to your right and your left as
well as in front of and behind you. It is
important not to forget that there is also
space above and below you. One way to
use the space above you and below you
is to dance up tall and then down low to
the ground. This will make your dance
interesting for your audience.
Energy is the effort you put into your movements. Some
movements might be gentle and flowing, using less energy.
Other movements might be strong and quick, using a lot
of energy.
Weight is the way you use your body to show how heavy or
light a movement is: light footed and gentle, or heavy and
slow. These give you a sense of the weight of the movement
as well as the emotion.
Last term you learnt about locomotor and non-locomotor
movements. Can you think of examples of both?
188
Term 4
Read, interpret and perform
ACTiviTy 27.4 Warm up with a game
1. Make a line in the classroom.
2. Your teacher will teach you a few leading and following
movements that will make a pattern.
3. Do these a few times until your pattern is neat and even.
ACTiviTy 27.5 Create a movement sequence
1. Work in groups of 4–5 and create a movement sequence to
go with the music you listened to in Activity 27.2.
2. Select one of the stories from Activity 27.2 to base your
movement sequence on.
3. You will listen to the piece of music once more before you
plan your movements.
4. Remember to use all the different elements of dance.
5. Remember to include locomotor and non-locomotor
movements.
6. Later you will perform your dance sequence for the class.
ACTiviTy 27.6 Perform and reflect
1. Work in your group and
practise your movement
sequence.
2. Take turns for each group to
perform their sequence.
3. Reflect on each performance
as a class.
Warm up and play; Read, interpret and perform
Chapter 27
189
Cultural ceremonies and rituals
ACTiviTy 27.7 Warm up with a song
1. Learn the two songs your teacher teaches you.
a) One song will be in the style of a canon or round.
b) Another song will have two-part harmony in it.
Music and dance are often used
to celebrate festivals.
Many people sing carols to
celebrate Christmas.
Diwali is one of the most
important festivals for Hindus.
Key words
• culture – the
ideas, beliefs,
customs and
behaviour shared
by a group of
people
• rituals – a series of
actions regularly
used in religious
or other kinds of
ceremonies and
events
190
Term 4
The Jewish Horah is often performed
at bar and bat mitzvahs, and
weddings.
In every culture there are important events such as New Year,
Christmas, Ramadan, Eid, Diwali, Easter, as well as weddings,
funerals, birth ceremonies and birthdays that take place
throughout the year. Music and movement are often used to
celebrate these events.
Some of these cultural events are celebrated with rituals. A
ritual might have a set of actions that symbolise something.
For example, at Easter, people have the ritual of giving each
other chocolate eggs. The eggs symbolise rebirth, which is
what the Easter celebration is about. At Diwali, also called the
festival of lights, people place lights around their house. This is
to celebrate the triumph of good over evil. Rituals need not be
religious. You might have a ritual of sitting together as a family
Warm up and play; Read, interpret and perform
when you eat dinner. This ritual celebrates family. Can you
think of any rituals that you and your family perform?
Some rituals involve
chanting. Chanting has
been used in many different
cultures for hundreds
of years. For example,
Jewish people chant in the
Synagogue, Sufis chant
and do the Whirling Dervish
dance, and Zulu warriors
chant when they perform
The Whirling Dervish dance
war dances.
Key words
• chanting – the
rhythmic speaking
or singing of words
or sounds on one
or very few notes
ACTiviTy 27.8 Warm up with chanting
1. Stand with good singing posture.
2. Begin with a few simple breathing exercises.
3. Learn the chants your teacher teaches you.
4. Say these slowly and carefully as a class without
speeding up.
A ceremony is an important formal celebration of something.
At the end of every year most schools have a prize-giving
ceremony. This is a formal celebration of each child’s
achievements in the year. All cultures have different
ceremonies. In the Jewish culture, when children turn
thirteen they have a ceremony called a Bar Mitzvah for a boy
and a Bat Mitzvah for a girl. These are formal ceremonies
to celebrate the end of childhood and the beginning of
adolescence. A wedding is a ceremony to celebrate two
people, who love each other, making a formal commitment to
each other. What ceremonies have you witnessed?
Students applaud
at a graduation
ceremony
The same actions and words are repeated each time in
ceremonies and rituals so that people can remember what to
do next. These actions and words form part of the traditions
and rituals in many cultures and religions. These are often
passed on from one generation to another.
Warm up and play; Read, interpret and perform
Chapter 27
191
Did you know?
Pattern and repetition are similar, but in repetition the
identical thing is repeated straight away.
At stadiums, people
sometimes create a
Mexican wave. This is
when people stand
up one after another,
raise their arms in the
air, and then sit down.
The continuous
movement looks like
a wave going up and
down around the
stadium.
A Mexican wave at a stadium makes a pattern.
ACTiviTy 27.9 Watch a cultural ritual or ceremony
Watch the cultural ritual or ceremony your teacher
shows you. Take note of:
1. any patterns, repetition or sequences you see
2. any music or songs you hear
3. the dance that is performed
4. the costumes and props that are used
5. where the performers are and where the audience is
6. where the performers enter and exit the performance area.
ACTiviTy 27.10 Create a cultural ritual or ceremony
1. As a class, discuss and plan how to copy this ritual or
ceremony.
2. The whole class needs to be involved.
3. Remember to treat this ritual or ceremony with respect.
4. Remember to include music, dance, song and drama.
There is a lot to work on. Your teacher will be available to
help you with your planning.
192
Term 4
Improvise and create
ACTiviTy 27.11 Practise and perform
1. Practise the ceremony or ritual you created in Activity 27.10.
2. When you are ready, you can perform your ritual or
ceremony for another class or grade.
3. Your teacher will assess your performance.
The Reed Dance is an annual festival that promotes purity and
respect for young Zulu women.
ACTiviTy 27.12 Cool down and reflect
1. Lie on your back and close you eyes. Do these exercises to
cool down.
a) Stretch your arms above your head and point and flex
your feet. Relax.
b) Tense one part of your body at a time and then relax it.
c) Slowly move your arms up and down a few times.
d) Slowly raise your legs alternately a few times.
e) Come up into a sitting position with your legs out in
front and stretch towards your toes.
f) Cross your legs and fold your arms and, bending
forwards, try to get your elbows on the floor.
2. Sit quietly in a circle with the rest of your class and with
your teacher reflect on your performance.
Read, interpret and perform
Chapter 27
193
Key words
• puppetry – the
use of puppets to
tell a story
This is a hand puppet.
Puppetry
Using puppets is a lovely way to tell a story without
you having to act. A puppet is a small character that actors
move to tell a story. You get many kinds of puppets. Some
puppets fit over your fingers and are called finger puppets.
Other puppets fit over your hand and are called hand
puppets. Puppets can also be controlled with strings and
held from above. These are called marionettes.
These are finger
puppets.
You can create your
own finger puppets
by drawing faces on
your fingers
This is a marionette.
ACTiviTy 27.13 Warm up with story games
1. Sit in a big circle.
2. Make up a story together by each adding one sentence to
the story.
3. Someone will start a story with, ‘Once upon a time, very
long ago …’ and then that person will make up the rest of
the sentence.
4. The next person in the circle adds another sentence.
5. Go around the circle so each person has a turn to add
another sentence.
A camel with one
hump
194
Term 4
ACTiviTy 27.14 Listen to a story
Listen to the story of how the camel got his hump.
Warm up and play
ACTiviTy 27.15 Tell a story with puppets
1. Work in groups and choose an animal. Create a story to
explain why that particular animal looks the way it does.
2. You need to include some kind of conflict and resolution in
your story.
Did you know?
Puppet shows, like
any other drama, can
be very effective if
they are combined
with music!
3. You will use puppets to tell the story. Each person in the
group must control a different puppet.
4. You can make your own puppets by drawing on your
hands, or you can make stick puppets out of card glued
onto sticks, or you can use ready-made puppets.
5. Remember to give each puppet a character that shows
what kind of a person or animal it is.
6. Also remember to show clearly how the puppet characters
relate to one another. Are they friendly? Shy? Afraid?
ACTiviTy 27.16 Add music
Use a musical instruments or your voice to create music for
your puppet character. Each puppet must have its own piece
of music. When you have created suitable music, practise
your puppet show with the music.
ACTiviTy 27.17 Perform your puppet show
1. Practise your puppet show with the music.
2. Perform your show for the class. Remember to speak
clearly when you perform.
3. Remember to behave appropriately as the audience.
4. After you group’s performance, use these questions to
reflect on it and discuss it with your class:
a) Did the story have conflict and resolution?
A scene from a puppet
b) Did the characters clearly show their different
show.
personalities?
c) Was there music for each character?
d) Did you enjoy performing a puppet show?
Improvise and create; Read, interpret and perform
Chapter 27
195
Chapter
Appreciate and create visual art
28
Study area
Creative Arts:
Visual Arts
Key words
• architect –
someone who
designs buildings
Art elements and design in buildings
Are there any buildings that you like the look of or that you
have noticed? Some buildings are purely functional, where
the design is simply to meet a need, for example the need for
shelter. You might not think of buildings as works of art, but
architects use art elements and design principles to create
buildings that are pleasing to look at.
The outer walls of Soccer City Stadium are designed to represent the
shape and texture of an African calabash.
ACTiviTy 28.1 Look at buildings
1. a) Look at the pictures of buildings on this page and
the next one, as well as the pictures your teacher
has brought.
b) With a partner, talk about which building you like the
most. Give reasons for your choice.
2. What do you think it would be like to touch the walls of
the building? What do you think it would like to be inside
this building?
196
Term 4
Visual literacy
3. Find a building in your area. Describe the building in your
own words. Describe:
a) the shapes
b) the texture or feel of the building materials.
The Mapungubwe Interpretation Centre blends in with the
environment in shape and texture.
This building makes use of glass
and geometric shapes.
Visual literacy
The plants on this wall create an
interesting texture but they also have an
environmental purpose – they absorb
dust and give off oxygen.
Chapter 28
197
Make a collage of buildings and the
environment
Buildings have interesting shapes, colours and textures that
can be reflected in artworks such as in the paintings shown
below.
We can use collage to make an artwork of buildings and the
environment.
ACTiviTy 28.2 Make a collage
You will need: different coloured scrap paper, such as
paper from a magazine or newspaper; small pieces of
cloth, foil, tissue paper; plain and corrugated cardboard;
natural materials; 2B/3B pencils; oil pastels; tempera paint;
paintbrushes; a jar of water; glue; blank A4/A3 paper;
newspaper.
1. Make a collage of a building and the surrounding
environment that would be fun and exciting to live in.
Think about the following:
a) Where will your building be? Will it be in the middle of
the city, in a forest or on a beach?
198
Term 4
Create in 2D
b) How will your building blend in with the natural
environment, or will it contrast with it?
c) What materials will you use? This will affect the
‘texture’ of the building.
d) What shape will your building be? Will it be geometric
or organic? Will it be tall or close to the ground?
e) What lines, such as columns and beams, will your
building have?
f) Will features like the windows make a
repeated pattern?
g) How will you bring in these design
principles?
• Proportion
• Contrast
• Balance
• Emphasis
h) What textures do you want to create and what
materials will be best to use? For example, clear
cellophane paper gives a feeling of glass.
2. Draw a rough outline of your composition. Where will your
building be in the picture?
3. Tear and cut shapes of paper in the
colours and textures you want to use.
Use a variety of sizes, shapes, colours
and textures, and ensure that they are
well balanced.
4. Arrange the pieces of paper in an
exciting composition.
5. You can overlap shapes to create a
feeling of depth
and space.
6. When you are happy with the design
of your building and surrounding
environment, glue the materials in place.
Don’t use too much glue or your artwork
will become soggy. Press everything flat
so no bits stick up.
7. Add details to your collage using different drawing and
painting techniques.
Create in 2D
Chapter 28
199
Key words
• volume – a space
that can be filled
• framework –
a structure or
skeleton that holds
parts together
Make 3D buildings from recyclable
materials
Buildings are 3D objects. They have height, breadth and
volume. They also have to have a strong framework so that
they don’t fall over.
ACTiviTy 28.3 Make a 3D building in its environment
You will need: thin wire and thicker wire; pliers; thin sheets of
paper; recyclable materials such as plastic bags, shiny paper,
coloured paper, cardboard, beads, buttons, ribbon, string,
fabric, foam; natural objects such as reeds, flexible twigs,
interestingly shaped leaves, feathers; scissors; 2B/3B pencils;
wood glue; blank A4/A3 paper; newspaper.
1. Think about the building and its surroundings that you
want to make in 3D using recyclable materials. Picture
what it will look like. Then make a sketch of your ideas.
2. Twist thin wire to make a framework for your building.
Make sure that the frame gives the building both contrast
and balance. For example, make some parts taller than
others to create contrast, and balance this by making
other parts appear equal in weight or volume so that the
building does not look lopsided.
This boy is making the framework for his building.
200
Term 4
Create in 3D
3. Take sheets of paper, cellophane or foil and layer them
over your framework. Overlap the ends and glue them
down so that they lie flat. Smooth out any wrinkles in
the joins.
4. Leave your artwork to dry while you collect and prepare
materials to decorate the exterior of your building. Decide
whether you want the exterior to have patterns or letters.
5. Use collected materials, such as feathers, bright beads,
buttons, and string. You can also use paints and inks,
pieces of photographs, and pictures of trees and people
from magazines.
6. Glue the materials onto the exterior, but remember to
press lightly so that you don’t make holes in the paper
surface.
7. Think of the elements of art:
• Are the shapes clear and arranged in an interesting way?
• Have you used different textures?
• Is there a feeling of contrast and balance? Are some
parts more emphasised than others?
8. Keep checking what your artwork looks like from different
sides. Improve on it from all sides.
ACTiviTy 28.4 Reflect on your artworks
1. Look at the two pieces of artwork you have completed
this term.
2. Copy and complete these notes for each artwork piece.
a) Title of my work: ...
b) Materials I used: ...
k: ...
c) What I like about my artwor
d) What I enjoyed doing: ...
e) What I found difficult: ...
next time: ...
f) What I would do differently
Create in 3D
Chapter 28
201
Formal Assessment Personal and Social Well-being
Exam Practice
Time: 1h15m
Total marks: 60
SECTiON A: 25 marks
Answer all the questions.
1. Match the national day with the event that it commemorates.
National Day
(6)
What it commemorates
a) 21 March: Human Rights Day
1. Struggle for an 8 hour working day
b) 27 April: Freedom Day
2. Soweto uprising
c) 16 June: Youth Day
3. Day of the Vow, and beginning of ANC armed
struggle
d) 9 August: Women’s Day
4. 69 people killed at Sharpeville
e) 16 December: Day of
Reconciliation
5. First democratic elections held in South Africa
f) 1 May: Workers’ Day
6. March to Union Buildings to protest against
Pass Laws
2. Look at the illustration of South Africa’s coat of arms. Name what each
(7 x 2 = 14)
line is pointing to. Say what it symbolises.
a)
b)
e)
f)
c)
g)
d)
202
Term 4
3. Choose the correct ending to the following sentences by marking your
choice with a cross.
a) If someone is bitten by a snake, you should …
A
suck the poison from the snake bite.
B
take the person to a hospital or clinic.
C
tie something tightly above the snake bite.
D
put an ice pack or a packet of frozen vegetables on the snake bite.
E
give the person water to drink.
(5)
b) If someone is choking, you should …
A
take the person to a hospital or clinic.
B
give the person water to drink.
C
perform abdominal thrusts.
D
put the person into a recovery position.
E
keep the person as still as possible.
c) If someone has eaten or drunk something poisonous, you should …
A
find out what it was and phone a doctor for advice.
B
make the person vomit.
C
give the person milk or water to drink.
D
hit the person on the back.
E
perform abdominal thrusts.
d) It is important to finish a course of antibiotics, even if you feel better,
otherwise …
A
the antibiotics will go bad.
B
the bacteria might become resistant to the antibiotics.
C
you will feel sick.
D
the doctor will be disappointed.
E
it is a waste.
Formal Assessment: Exam Practice
203
e) You can get HIV from …
A
touching a person who is HIV positive.
B
drinking from the same cup as a person who is HIV positive.
C
having sex without using a condom with a person who is HIV positive.
D
‘dry’ kissing a person who is HIV positive.
E
going to the same toilet as a person who is HIV positive.
SECTiON B: 20 marks
Answer all the questions.
1. What are antibodies?
(2)
2. Why can it be destructive to accept gender stereotypes without question?
(2)
3. Describe what treatment you would give if your younger brother or sister
fell and scraped a knee badly?
(4)
4. a) What steps would you take to prevent infection when you are looking
after someone who has HIV/AIDS?
b) Why is it important to prevent infection?
(2)
(2)
5. a) Explain why manufacturers put Tartrazine and MSG (Monosodium
Glutamate) into packaged food.
b) Why is it important to check the ingredients label to see if food contains
Tartrazine or MSG?
6. a) Explain what ubuntu is.
b) Give an example of an act showing ubuntu.
(2)
(2)
(2)
(2)
SECTiON C: 15 marks
1. Write a paragraph on the five freedoms that animals should have. Give some
examples of cruelty to animals that you have seen or heard about and say
which of the freedoms the animals have been denied.
(10)
2. Write a paragraph about what you see in the illustration on the next
page and say which Women’s Rights are being abused. What should the
women do?
204
Term 4
(5)
Bill of Women’s Rights
•
•
•
•
•
Women have the right to be treated equally
to men.
Women have the right to freedom, safety
and dignity.
Women have the right to be healthy, and
free from all forms of violence at home and
in public.
No one has the right to treat women in a
cruel way.
No one has the right to discriminate against
women at home or at work.
Formal Assessment: Exam Practice
205
Formal Assessment Physical Education
Movement Performance
Your teacher will formally assess you on gymnastic activities and then swimming
activities.
Your teacher will evaluate the following skills:
• Your ability to change speed
• Your ability to change shape
• Your ability to change direction
• Your effort
• Your participation
• Your ability to follow instructions
• Your ability to work in pairs, teams and groups.
Rubric for assessing Movement performance
Excellent
(5 marks)
Proficient
(4 marks)
Adequate
(2–3 marks)
Limited
(0–1 mark)
Your movements
show an
exceptional level
of skill. Your
movements
always produce
the desired
outcome
Your movements
are efficient,
effective and
appropriate. Most
movements are
included
Your skills need
some attention,
refinement and
practice. Some
skills are missing.
Your skills need
much attention
and practice. A
few skills and
requirements are
missing
Level
Outcome of
movement
performance
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 and marks
Level
Excellent
(16–20 marks)
Proficient
(11–15 marks)
Adequate
(5–10 marks)
Limited
(0–4 marks)
Frequency of participation
76–100%
51–75%
21–50%
0–20%
206
Term 4
Formal Assessment Creative Arts
Performing Arts: Music, Dance and Drama
You will be assessed on your enthusiasm and your contribution to the activity. Your
teacher will assess whether or not you show understanding of the concept of a
cultural ceremony or ritual and if you are able to show creativity and/or originality
in your performance. Your contribution to the dance, drama and music will be
assessed.
Rubric for assessing Performing Arts task
Excellent
Proficient Adequate
Limited
Learner participates with enthusiasm and
commitment
9–10
7–8
5–6
0–4
Learner understands the concept of a cultural
ceremony or ritual and is able to perform the
movements required
9–10
7–8
5–6
0–4
Learner actively participates in the drama and
plays a speaking role
9–10
7–8
5–6
0–4
Learner shows creativity and originality
in music, drama and dance
9–10
7–8
5–6
0–4
visual Arts
You will be assessed on your building made from recyclable materials (Activity 28.3
on page 200). Your artmaking will be assessed by a number of factors including the
effort you have made. You will also be assessed on whether you have understood
and used techniques to express yourself and share an idea or feeling with the
viewer.
Rubric for assessing visual Arts task
Excellent
Proficient Adequate
Limited
Learner made a preparatory sketch
9–10
7–8
5–6
0–4
Learner made a 3D building from recyclable
materials
9–10
7–8
5–6
0–4
Learner was able to create textures
9–10
7–8
5–6
0–4
Learner created contrast and balance
9–10
7–8
5–6
0–4
Formal Assessment
207
Glossary
A
C
ability to have the knowledge, skill and
strength to do something well
page 10
abuse regularly treating someone cruelly,
whether it is physically, emotionally or
verbally
page 124
adolescence the time between childhood
and adulthood
page 4
agility being able to stretch and move
easily
page 82
AIDS acquired immune deficiency syndrome,
an illness that attacks the body’s ability to
fight infection
page 176
animal welfare the general health, safety
and happiness of animals
page 110
antibodies substances the body produces
in the blood to fight off disease or
infection
page 169
architect someone who designs
buildings
page 196
art elements line, tone, texture, space,
shape and colour
page 98
articulation the ability to speak clearly so
people can hear and understand you page 95
C major the notes C-D-E-F-G-A-B-C page 35
call-and-response one person sings
something and the rest of the group sings
something back
page 34
canon two or more groups play or sing
the same song but start at different times
so that they overlap
page 34
centring finding a comfortable range of notes
for your voice to sing
page 134
chanting the rhythmic speaking or
singing of words or sounds on one
or very few notes
page 191
characteristics qualities that a person
has, for example, kindness or a sense
of humour
page 5
circuit a course or route that you follow that
ends up at the starting point and can be
repeated
page 87
communicable diseases illnesses that
can be passed on from one person to
another
page 168
confidential private and not told to
anyone else
page 20
conflict when people disagree about
something and start fighting
page 20
conservation protection of the natural
habitat
page 111
consonant harmonies that sound
pleasant
page 135
cultural heritage the symbols, history,
traditions and art shared by a nation’s
people
page 118
culture the ideas, beliefs, customs
and behaviour shared by a group
of people
page 190
B
bacterial made up of tiny living germs
that can enter the body and cause
disease
page 169
bar units with an equal number of beats that a
music piece is divided into
page 186
binary form a pattern of music (AB) that
starts with one music idea (A) followed by a
different music idea (B) and this pattern
is repeated
page 90
body image the way you think and feel about
your body
page 5
208
Glossary
D
democracy a system of government where
all people in the country are allowed to
choose representatives
page 118
dignity being worthy of respect
page 78
discriminate to treat one person or group
worse than or better than another one,
usually because of their race, age, religion
or gender
page 66
dissonant harmonies that clash or sound
unpleasant
page 135
dynamics the loudness and softness in a
musical piece
page 36
harmony a combination of musical notes that
sound pleasant together
page 88
HIV human immunodeficiency virus page 176
hormones a substance produced in
the body
page 4
i
immune system the system in the body
that produces substances to help fight
disease
page 170
interest being curious about something and
wanting to find out more about it
page 10
interlude music that is played during a
pause in the action
page 43
E
energy the amount of effort you put into a
task or action
page 188
F
flex bend
page 37
flexed bent
page 25
focal point the point that we pay most
attention to
page 51
focus concentrate on a particular subject
or situation
page 40
folktale a very old traditional story originally
told orally
page 43
form basic structure
page 90
framework
a structure or skeleton that
holds parts together
page 200
G
gender whether a person is male
or female
genres types or styles
page 124
page 97
H
harass
time
to annoy or bother someone all the
page 66
K
key the first or last note of a scale
page 35
key moments the most important parts
in a story
page 43
L
locomotor moving from one place
to another
lyrics the words of a song
page 137
page 144
M
mandala a circular design
page 100
mediator the person who helps people
or groups sort out an argument or come to
an agreement
page 20
melody the tune of the music
page 138
mime acting something out by using no
words but only facial expressions, and hand
and body movements
page 42
monochromatic one colour, but different
shades, tones or tints of that colour
page 48
muffle to make a sound quieter
page 41
music alphabet the letters A, B, C, D, E , F and
G used to label music notes
page 140
myth an idea that is not true
page 176
Glossary
209
N
nation a group of people who share a
history and identity, and live in the same
country
page 118
non-locomotor moving on the spot page 137
note a single sound that has a particular pitch
and lasts for a certain time
page 34
nutrients substances in food that keep the
body healthy
page 162
O
observation the ability to notice
details
organic natural
page 146
page 146
P
pantomime a play, usually performed at
Christmas, in which a traditional or a
children’s story is retold using jokes,
dancing and songs
page 46
paraphrase repeat something using
your own words
page 20
parasite a small animal or plant that lives on
or in another animal or plant, usually bigger,
and gets its food from it
page 172
peer pressure when friends try to persuade
you to do something against your will or
encourage you to change so that you are
more like them
page 16
percussion to produce a sound by hitting
something against something else
page 40
phrases short sections of a musical
piece
page 139
physical features relating to your body,
for example, big eyes or long legs
page 5
pitch how high or low a musical
note is
page 34
plot what happens in a story
page 43
potential the ability to develop
page 10
prioritise decide what is most
important
page 61
210
Glossary
proportion the size of one thing in relation
to another thing
page 150
puberty the stage where a young person
becomes sexually mature and can produce
children
page 4
puppetry the use of puppets to tell
a story
page 194
R
radiating lines lines that move outward from
a central point
page 99
range the notes, from highest to lowest,
that someone’s voice can comfortably
produce
page 134
reconciling helping people who have
quarrelled to become friends again page 118
recyclable material that can be reused to
make something else
page 102
relief a way of carving or moulding
something so the design stands out
above the surface
page 102
respect treating people in a way that shows
that you understand them and care about
their well-being
page 78
responsibilities
things that you need to do,
either for yourself or for the group that you
belong to
page 60
rhythm the way the beats are grouped to
form a pattern of sound
page 138
rites of passage customs associated
with times of change from one stage
to another
page 70
rituals a series of actions regularly used in
religious or other kinds of ceremonies and
events
page 190
round this is like a canon but the song is
repeated as often as the leader or conductor
decides
page 134
S
scale a series of musical notes that starts on a
note and progress in seven steps to a note of
the same name
page 35
sculpt carve, model or shape something
in 3D
page 52
self-esteem the way you think and feel about
yourself as a person
page 5
sequence to arrange things or perform
actions in a definite order
page 38
sexism unfair or discriminatory
behaviour towards people based on
their gender
page 124
skill being able do something well,
especially because you have learnt and
practised it
page 10
sound pictures pictures you see or create in
your mind when listening to music
page 37
squat to lower the bottom while keeping the
feet on the ground
page 25
staff notation the five lines and four spaces
representing different pitches on which
musical notes are written
page 140
stave set of five horizontal lines for writing
music
page 34
stereotyping an oversimplified idea of people
based on widespread beliefs about their
gender, race or religion
page 124
symptom a form of pain or discomfort
caused by disease
page 168
T
tempo the speed at which a musical piece is
performed
page 36
ternary form a pattern of music (ABA)
where the first and third parts are the same
(A) and the middle part (B) is a sharp
contrast
page 90
timbre the sound that an instrument
or voice makes
page 186
time the number of beats in a bar
page 142
tolerant being willing to accept that
others have different opinions and
ways of doing things
page 21
tongue twisters short rhymes with
words that are difficult to pronounce
quickly and correctly
page 95
tonic sol-fa a way of naming the notes of
a musical scale by using the syllables doh,
ray, me, fah, soh, lah, te instead of the music
alphabet
page 140
two-part harmony two different musical
notes sounded together to make a pleasing
sound
page 88
U
ubuntu the African idea that says we are
only human beings through the humanity of
others
page 114
underscore music that is used to draw
attention to the action or a character page 43
unison to sing or play the same sounds at the
same time
page 34
v
vaccines substances put into the blood
to protect the body from particular
diseases
page 169
venomous poisonous
page 159
veterinary services medical attention for
animals
page 111
volume a space that can be filled
page 200
volume how loud our soft a sound is page 135
volunteer someone who is willing to
work without pay in order to help the
community
page 114
virus a very tiny germ that can enter
the body and cause disease
page 169
W
weight the way you use your body to show
how heavy or light a movement is
page 188
X
xenophobia having a strong dislike
or distrust of people from another
country
page 64
Glossary
211
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First published in 2012
ISBN 978 0 636 13574 1
Edited by Arlene Stephenson
Typesetting by LSM Graphics
Music transcribed by Simon van Gend
Book design by Shereen Pearson
Artwork by Pandora Alberts, Karen Allsopp, Sue Beattie, James Berrangé, Lynn de la Motte,
Heidi-Kate Greeff, Libby Harrison, Robert Hichens, Claire Konemann, Robin McBride, Andrew
Mogkatle, Heather Moore, Mashet Ndhlovu, Sarah Pratt, Anthony Riley, Sarah Wimperis and
Sue Woollatt
Cover design by Shereen Pearson
Cover photograph by iStock Photo
Printed by
Acknowledgements
The author(s) and publisher wish to thank the following for granting permission to reproduce
photographs:
AAI/Fotostock (pp. 6, 17, 102, 108, 111, 172, 174, 187, 189, 182, 197); Africa Media Online
(pp. 16 [Shuter and Shooter Photography]; 36 [Rajesh Jantilal]; 40 [Motlhalefi Mahlabe]; 59
[Guy Stubbs]; 71 [David Larsen]; 73 [Paul Weinberg]; 92 [Roger de la Harpe]; 99 [Jonathan
Katzenellenbogen]; 118 [Grant Leversha]; 119 [eImage]; 121 [Paul Weinberg]; 121, 122
[Baileys African History Archive]; 122 [Graeme Williams]); Afripics (pp. 46, 58, 76, 96, 108,
145, 157, 197, 199); Bigstock (pp. 2, 11, 34, 44, 45, 54, 71, 73, 77, 92, 96–102, 110, 115, 138, 140,
153, 156, 159, 160, 171, 181, 191, 194); Blend/Stocksource (p. 153); Bridgeman Art/Stocksource
(198); Eric Miller (pp. 141, 195); Gallo Images (pp. 2, 46, 71, 91, 108, 135, 145, 148, 157, 197);
Greatstock (pp. 16, 22, 36, 38, 40, 48, 58, 59, 73, 75, 77, 96–97, 108, 123, 143, 153, 156, 181, 187,
188, 190, 191, 198); iAfrika Photos (p. 70 [Per Anders Pattersson]); Imagebroker/Stocksource
(p. 43); Imagestate/John Foxx Collection (p. 147); iStock (pp. 2, 11, 16, 17, 37, 42, 43, 54, 58,
134, 147, 150, 169, 181, 190); Media Club South Africa (pp. 96; 106 [Chris Ledochowski];
122 [Chris Kirchoff]; 196); Mike Carelse/LCA Studios (pp. 2, 3, 24–30, 58, 109, 128–133, 182);
Pauline Rowles (pp. 162–164); Science Photo Library (pp. 114 [Colin Hawkins]; 150; 161 [Faye
Norman]; 175 [Dr Linda Stannard]); yoursport-southafrica.info (p. 11).
The author(s) and publisher wish to thank the following for permission to use copyrighted
material:
Inter Press Service (www.ips.org/africa) (p. 126); Ju Hee Yeo (p. 49); Michael Emberley (p. 8);
Penny S Harmon (p. 18); Sarah Richards (p. 49); Terence Coventry (p. 52).
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.