LEsson Sex Education PDF

Scripted Lesson Plans
Grade 5 Educator Guide

Sexuality Education in
Life Skills
Sexuality Education in Life Skills. Scripted Lesson Plans Grade 5 Educator Guide ISBN: 978-1-4315-3313-8
9 781431 533138
Sexuality Education
in Life Skills

Educator Guide: Grade 5
Foreword
Since 2000, the Department of Basic Education (DBE) has been offering HIV
prevention and Sexuality Education (SE) through the Life Orientation (LO)
curriculum, HIV and AIDS Life Skills Education Programme and co-curriculum
activities. However, the high rates of learner pregnancy and HIV infection indicate
that there has been no change in the behaviour of learners and many educators
feel uncomfortable teaching sexuality education.
In 2011, the DBE initiated a process to strengthen its SE programme. One of the key
steps was a review of the LO curriculum against International Technical Guidance
on Sexuality Education (ITGSE); an evidence-informed approach for schools, teachers and health educators
(ITGSE, 2009) from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), as well
as a meta-analysis of characteristics of effective sexuality education programmes internationally.
The DBE has developed Scripted Lessons Plans (SLPs) for Grades 4 to 12 through a collaborative and
consultative process, including a writing team of curriculum and sexuality education experts, as well as a
review team from the DBE and provincial structures.
SLPs are designed to assist educators to teach SE within the CAPS Life Skills and Life Orientation curricula
in the classroom. This will be complemented by appropriate Learning and Teaching Support Material
(LTSM) and teacher training and development programmes to facilitate optimum teaching and learning. An
educator’s guide is intended to assist educators with the provision of content, effective teaching methods
and tools for measuring what learners have absorbed. This guide will ensure that engagement with learners
on SE is age-appropriate and relevant to each grade.
The DBE strongly advocates abstinence among young people. As the first defence against teenage
pregnancies and sexually transmitted diseases, learners are encouraged to delay engaging in sexual
activities. In addition, the Basic Education Sector is committed towards contributing to the prevention and
management of HIV, sexually transmitted illnesses (STIs), and Tuberculosis (TB) by ensuring that learners,
educators, officials and parents are informed and equipped to decrease risky sexual behaviour and gender-
based violence (GBV) among young people.
The DBE is grateful to the United States Agency for International Development (USAID) for providing the
financial support that made the development of this guide and the related SLPs possible.
MRS A M MOTSHEKGA, MP
MINISTER: DEPARTMENT OF BASIC EDUCATION
Date: may 2019
Sexuality Education in Life Skills:

i
Acknowledgements
ISBN: 978-1-4315-3313-8
© COPYRIGHT Department of Basic Education
Department of Basic Education, Pretoria. 2019. The Educator Guide on Comprehensive Sexuality Education,
aligned to the Curriculum Assessment and Policy Statement (CAPS) – Educator Guide.
This Educator Guide was developed by the Department of Basic Education with the financial support of the
United States Agency for International Development (USAID) through Education Development Center, Inc.
(EDC).
The Educator Guide will be updated periodically. As such, comments and suggestions are welcome and
should be sent to: The Director General, Department of Basic Education, for the attention of the Health
Promotion Directorate, Private Bag X895, Pretoria, 0001.
No part of this publication may be reduced or transmitted in any form or by any means without the prior
written permission of the Department of Basic Education.
Address:
Department of Basic Education
222 Struben Street
Pretoria
0001
Website: www.education.gov.za
Facebook: www.facebook
Twitter: twitter.com/dbe_sa
This publication was made possible with the generous funding of USAID.

ii Scripted Lesson Plans
CONTENTSFOREWORD i
FOREWORD............................................................................................................................................... i
ACKNOWLEDGEMENTS............................................................................................................................ ii
GUIDE TO TEACHING SEXUALITY EDUCATION THROUGH SCRIPTED LESSON PLANS (SLPs)..................... 1
Core messages to be integrated throughout the curriculum................................................. 8
CLASSROOM MANAGEMENT TO SUPPORT IMPLEMENTATION OF THE SLPs............................................ 9
Lesson 5.1 Body image................................................................................................................... 33
Lesson 5.2A I can choose my relationships...................................................................................... 45
Lesson 5.2B This is my body and I can say what happens to it.......................................................... 63
Lesson 5.3 The benefits of good and safe relationships.................................................................. 73
Lesson 5.4 Child abuse - “Keeping myself safe from abuse”........................................................... 81
Lesson 5.5 Sexual grooming: I can say “No”!................................................................................... 92
Lesson 5.6 Dealing with violent situations:”What is sexual violence?”......................................... 101
Lesson 5.7 Learning from our elders............................................................................................. 110
Lesson 5.8 Should boys and girls be treated differently............................................................... 123
Lesson 5.9 Dealing with the stigma of HIV.................................................................................... 133
Lesson 5.10 Changing attitudes towards people infected with HIV and AIDS................................. 143
BIBLIOGRAPHY .................................................................................................................................... 153

NOTE TO THE EDUCATOR

This poem serves as an introduction, to remind you of the important role you are playing in the lives
of your learners. You are giving your learners the knowledge, skills values and attitudes that will
enable them to survive in life! You need not share this poem with your learners.
You taught me1

You taught me the names of the cities in the world
BUT
I don’t know how to survive in the streets in my own city
You taught me about the minerals that are in the earth

BUT
I don’t know what to do to prevent my world’s destruction.
You taught me to speak and write in three languages

BUT
I don’t know how to say what I feel in my heart.
You taught me all about reproduction in rats

BUT
I don’t know how to avoid pregnancy.
You taught me how to solve math’s problems

BUT
I don’t know how to solve my own problems.
Yes, you taught me many facts, and I thank you,

I am now quite clever
BUT
Why is it that I feel I know nothing?
Why do I feel I have to leave school to learn about coping with life?
1 Rooth, E. 1999.Introduction of Life Skills.Hands-on approaches to life skills education.Education for life Series. Cape Town. Via
Africa

iv Scripted Lesson Plans
A. GUIDE TO TEACHING SEXUALITY EDUCATION IN CAPS THROUGH

SCRIPTED LESSON PLANS (SLPs)
1. Introduction
Young people face many pressures and risks that are
3.9% different to the risks adults may have faced when they
were younger. HIV and other infections and early and
9.2% 9.8% unintended pregnancies spring to mind, but there are
7%
also unhealthy pressures around relationships and
10.7% influences that come from many sources.
8.5%
4.1% HIV Incidence The facts below highlight the need for effective
Low education in sexual and reproductive health so that
7.2% Medium young people can be equipped to deal with today’s
High challenges.
4%
Source: SANAC, accessed January 18, 2019
Figure 1: HIV prevalence by province, 2016
HIV is everyone’s problem

No matter where we live in South Africa, everyone is affected or at risk in some way. Working together to
break the silence, show compassion, support those on treatment and address risks are the only way to stop
the epidemic.22
36%
32%
28% 29%
28%
26% Males
Females
20%
17% 17%
16% 16%
15%
13%
10%
6% 5% 6%
5%
2% 2% 2%
1%
0-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60+
Figure 2 : HIV infection rate by age
2 Shisana, O., Rehle, T., Simbayi, L.C., Zuma, K., Jooste, S., Zungu, N., Labadarios, D., and Onoya, D. (2014). South African National
HIV Prevalence, Incidence and Behaviour Survey,2012. Cape Town, South Africa: HSRC Press.

1
HIV:3
While all young people are at risk, girls

are getting infected with HIV at higher
rates than boys. This trend continues
through young adulthood.
There are many reasons for this,

but age difference4 is a major factor
in South Africa - specifically the
relationships between older men and
young women and girls.
Experts agree that breaking this cycle

is critical for stopping further spread
of HIV in South Africa.
16 years and Over 17 years

Pregnancy
under Teen pregnancy is common in South Africa, and often interferes
14% 27% with the ability of young people to achieve their goals.
Among youth in school who said they had ever had sex, pregnancy
rates are high.5
36% ... 12%
Sexual initiation
of high school say their first
The age when young people have their first sexual experience is
learners have time was
important. The earlier a young person has sex, the greater their
had sex before age 14
risks of HIV infection and unintended pregnancy.56
Pressure, force and violence

Some sexual relationships are voluntary, some are not. Forced sexual relations are regarded as rape and they
are a form of gender-based violence. Although it is less common, boys are sometimes forced into unwanted
sexual relations. Forcing anyone to have sex is wrong, and is considered a crime.
Percentage of girl learners
2. A study of sexual violence in schools who say they are forced to have sex
A study of sexual violence in schools was conducted in Gauteng

and Limpopo by Action Aid in 2015.7 The study found that 45% 45%
of female learners in Gauteng and 49% in Limpopo said they had 49%
been forced to have sex.
GAUTENG LIMPOPO
3 Shisana, O, Rehle, T, Simbayi, LC, Zuma, K, Jooste, S, Zungu, N, Labadarios, D, and Onoya, D (2014). South African National HIV
Prevalence, Incidence and Behaviour Survey,2012. Cape Town, South Africa: HSRC Press.
4 De Oliveira, T., Kharsany, AB., Graf, T., Cawood, C., Khanyile, D., Grobler, A., Puren, A., Karim SSA. (2017). Transmission networks
and risk of HIV infection in KwaZulu-Natal, South Africa: A community-wide phylogenetic study. Lancet HIV, 4, e41–50. Doi:
10.1016/S2352-3018(16)30186-2.
5 Reddy, S.P., James, S., Sewpaul, R., Sifunda, S., Ellahebokus, A., Kambaran, N.S., Omardien, R.G. (2013). Umthente Uhlaba
Usamila – The 3rd South African National Youth Risk Behaviour Survey 2011. Cape Town, South Africa: South African Medical
Research Council.
6 Ibid
7 Action Aid. (2015) ActionTalk Newsletter (August). Retrieved on March 14, 2016 from http://www.actionaid.org/sites/files/
actionaid/actiontalk_august_newsletter_aasa_2.pdf.

2 Scripted Lesson Plans
In response to these facts, the DBE’s Policy on HIV, STIS and TB (2017)8 addresses HIV, STIs, TB and learner
pregnancy as major barriers to achieving quality in education.
HIV and TB have reached epidemic proportions in South Africa. It is estimated that 7.1 million people are
currently HIV positive, with an approximate 270 000 new HIV infections9 and 450 000 new TB infections
annually10. The rate of teen pregnancy in South Africa has become a major challenge, because learner
pregnancy does not only affect the completion of schooling for individuals, girl learners in particular, but
has an impact on their families and on the communities within which the schools function.
Together with the Policy, the Department of Basic Education (DBE) has developed the Integrated Strategy on
HIV, STIs and TB (2012–2016), in response to the National Strategic Plan on HIV, STIs and TB (2012–2016),
which incorporates global and local thinking on these diseases. One of the key elements of the strategy is to
increase knowledge about HIV, STIs and TB among learners, educators and officials, to decrease risky sexual
behaviour among them and to decrease barriers to retention in schools, particularly for vulnerable learners.
The Curriculum and Assessment Policy Statement (CAPS) for Life Skills for Grades 4 to 6 aims to guide
learners to make informed and responsible decisions about their own health and well-being and that of
others. It informs learners of their constitutional rights and responsibilities and the rights of others, as well
as equipping learners with the knowledge, skills and values to make informed decisions about all aspects of
their lives, especially in relation to their own sexual and reproductive health, as they move into adolescence.
The scripted lesson plans (SLPs) provide learning opportunities for learners to discover how to build and
manage healthy relationships and how to manage their own choices in order to increase the likelihood of
their having safe and healthy lives.
The SLPs have well-structured, detailed activities to support teachers in teaching content specifically
related to Sexuality Education (SE) within the scope of CAPS. The SLPs target changing certain behaviour
and provide core messages for learners to remember when thinking about their own sexual health. The core
messages are included below.
3. The purpose of the SLPs (Grades 4-6)

The SLPs have been aligned to the CAPS Life Skills outcomes, topics and Subtopics, and to the content
you need to teach for each year, from Grades 4 to 6. Relevant Sexuality Education (SE) topics and concepts
are linked to the CAPS Life Skills topics in order to make the teaching, learning and assessment of SE
appropriate. Learners need knowledge about HIV, STIs and TB from the early grades, so that they are able
to make informed decisions about their own sexual and reproductive health later in life. Having appropriate
knowledge decreases risky sexual behaviour among learners and helps them, as adolescents, to make
sound decisions about delayed sexual debut and the use of contraception.
In the Intermediate Phase, learners typically go through physical and emotional changes related to
puberty. These are new and challenging to both boys and girls, and the timing for learners is individual and
unpredictable. The SLPs deal with content and suggest ways of supporting learners as they prepare for their
development towards sexual maturity.
The full name of the policy is the National Policy on HIV, STIs, TB for Learners, Educators, School Support Staff and Officials in all Primary and Secondary
8
Schools in the Basic Education Sector

9
UNAIDS. Ending AIDS Progress towards the 90–90–90 targets (2017) Retrieved on June 18, 2018 from http://www.unaids.org/sites/default/files/media_
asset/Global_AIDS_update_2017_en.pdf
10
South Africa National AIDS Council (2017) Let our actions count: South Africa’s National Strategic Plan for HIV, TB and STIs 2017-2022. Retrieved June
18, 2018 from http://sanac.org.za/wp-content/uploads/2017/05/NSP_FullDocument_FINAL.pdf

3
To assist you in implementing the SLPs in the classroom and teaching Comprehensive Sexuality Education
(CSE), all the lesson planning and much of the preparation has been done for you. The SLPs are comprehensive
lessons with activities and assessment tasks that will help you to teach in line with your Life Skills Annual
Teaching Plans (ATPs). In order to deliver these effectively, you will need to become familiar with the lessons
before you teach them.
The activities are detailed, practical and time-bound; they include suggested methods of assessment
and provide you with the relevant illustrations, readings and worksheets for your learners, to facilitate
discussions and consolidate knowledge. The activities are age-appropriate and engaging and encourage
learners to think about what they learn. They provide opportunities for learners to think critically and build
their own values about SE topics that are difficult or sensitive to talk about. This will allow your learners
to internalise what they have learnt, take home new ideas, and share with their parents the importance of
behaviour change and good decision-making relating to sexual health. A necessary part of your preparation
will be planning ahead in order to manage time effectively, as well as dividing the class up for pair or small
group activities.
An overview of the lessons for each grade, their topics and Subtopics, as well as where they are aligned to
the terms in the ATP is provided in Appendix 1: SLPs at a glance (page 16).
4. Outcomes
The SLPs have been mapped against and aligned to the Life Skills learning outcomes and content. The CSE
content in the SLPs has been aligned to the CAPS Life Skills topics.
There are 31 SLPs provided for Grades 4, 5 and 6. The activities for each grade show how concepts are
developed across the three grades in the Intermediate Phase. Planning for the SLPs ensures that activities
focus on the learner performance that is expected at the end of each grade, and by the end of the Phase.
The SLPs should not be taught consecutively, but at different times during the year when they can be taught
appropriately within the overall content of the CAPS Life Skills. Ideally, these lessons should be taught in
sequence, in order to build on the knowledge and skills learned in previous lessons.
The assessment provided will form part of the informal assessment programme for each grade, except
where a recommendation is made for you to use an assessment task as part of your other formally recorded
assessment tasks. You can choose to include these tasks if you think they show accurate learner performance
for specific content in the CAPS. Teaching the SLPs will not require additional time, as the lessons can be
taught within the ATP. The assessment types (peer, individual, educator and group) and forms (e.g. quizzes,
role-plays, written tests) used in the activities are designed to model the kind of assessment that is useful
for assessing the SE knowledge, skills, values and attitudes covered in Comprehensive Sexuality Education.
Many of the activities encourage learners to conduct their own reflections and discussions outside the
classroom. This encourages peer relations and the building of healthy friendships. It is intended to build a
safe environment in which learners will feel open to positive influences.

5. Structure of the SLPSs

The SLPs use a format that facilitates the planning and preparation of teaching, learning and assessment
of the topics and Subtopics in the CAPS. The SLPs are structured as follows:
5.1 CAPS topics and Subtopics

All the SLPs link to topics and Subtopics in the CAPS. Some activities deal with more than one topic or
Subtopic. If so, these topics and Subtopics are indicated in that SLP. There are natural links between the
CAPS concepts and the SE content to be taught.
5.2 Concepts
All the relevant, specific content knowledge and concepts for Comprehensive Sexuality Education and
reproductive health are included in the activities. The concepts have been selected to ensure that age-
appropriate learning takes place and that the knowledge can be applied by the learners. The concepts are
directly linked to what you teach and to what your learners will know at the end of the activity.
The concepts are listed for each SLP, and there is a list of new words and their definitions which you can
teach at the outset and then use to consolidate your teaching and check your learners’ understanding of the
concepts.
Your learners can also test their own understanding of the concepts throughout the lesson. The topics for
the CAPS are linked to the concepts for Comprehensive Sexuality Education in all the SLPs.
5.3 Knowledge, values and attitudes

The SLPs are designed to increase knowledge as well as to change and promote healthy behaviour. In order
for learners to build their confidence and ability to make healthy decisions and act on them, it is important
that knowledge is acquired together with positive values, attitudes and life skills. On a personal level, your
learners will be challenged to make positive life choices, with the result that those healthy choices find
their way back into their homes and communities, where choices regarding sexual behaviour are often both
necessary and challenging. The purpose is to build a critical mass of learners who are able to model healthy
behaviour and choices for their peers.
5.4 Time allocation

Each SLP takes one hour to complete. This is to accommodate the different ways of allocating lesson times
that are used across schools. For example, timetables structured around thirty-minute periods can be
accommodated by teaching one SLP over two periods. You can fit the SLPs into your own timetables.
In some lessons there is a natural break, so that the content is split to allow you to teach it over two thirty-
minute periods.
The SLPs do not cover all the time allocated for Life Skills per week. That is because there are more topics
and Subtopics that are not about Comprehensive Sexuality Education that still need to be taught, according
to the CAPS. Remember that the SLPs are done across the four terms, but not consecutively.

5
5.5 Teaching methods

Recommended teaching approaches and methods are included in all the activities in the SLPs. The activities
should be taught as they have been scripted. The methods and approaches have been selected to ensure
that practical discussions and engagement can happen in the time allocated for each SLP.
To ensure your learners are familiar with the suggested teaching approaches, you must first explain what
they are expected to do, know or show, using that particular technique. Some methods and approaches can
be time-consuming if not managed well. It is important to plan ahead and to feel comfortable using the
suggested method. If not, feel free to use an approach you are comfortable with, as long as it still encourages
participatory learning and allows your learners to engage fully.
Learners may sometimes find it difficult to divulge sensitive information in front of their peers in class. No
one should feel forced to share information they do not wish to disclose to others. It is suggested that you put
a “Feelings Box” in the classroom, so that learners can post their questions or comments confidentially. The
higher the level of confidentiality, the more protected learners will feel about what they are going through
or need to share. Selected posts can be dealt with in the classroom, when feasible and appropriate, during
the day or week.
5.6 Resources
A list is provided of the resources to be used for teaching and learning. These are suggested for each lesson,
but this does not mean that the lessons cannot take place without them. The resources are what can be
found in any functioning classroom. Some of the activities require that the learners participate in making
some of the resources, like games-boards and body-outlines. This is an opportunity for learners to make
these resources during the Creative Arts lesson or to do survey data analysis during a Mathematics lesson.
Schools and classrooms are resourced differently and you may have other resources available to assist you.
Use them confidently to make the activity a unique experience for your learners. The SLPs are there to help
you facilitate and guide discussions.
A perceived lack of resources should not be a barrier to effective teaching if you use the SLPs. Resources
that are suggested are easily obtainable. Where resources like models are used, a note has been included
to ask the local clinic to assist by loaning theirs for use in the classroom. Additional resources have been
included in some of the activities to provide educators with support information. Some of these are links to
websites or articles on education. If the educators do not have access to these, they will still be able to teach
the lesson with the resources provided in the activities.
5.7 Brief lesson summary

The brief lesson summary gives you a synopsis of what is contained in the lesson, its activities and teaching
methods. It provides a description of what the SLP deals with, and its main aims. Brief summaries of each
SLP for each grade are provided in a table at the end of this section. See Appendix 2: Lesson summaries,
page 24.
5.8 Key points

The key points sum up the main teaching points of each lesson, and the core knowledge that is being targeted.

5.9 Assessment
Assessment tasks are provided for each SLP. The tasks use self, peer or group-assessment. Keep an
assessment record for each learner, which shows what they have learnt, how well they have internalised
the content, how their behaviour and attitudes have been influenced and what content has been most
challenging for them.
Behavioural changes happen over time and may not be evident in the classroom immediately. In some
activities, learners show adjustment to their behaviour, like using more respectful language, showing more
sensitivity to gender dynamics, or being able to talk more openly about their feelings. The SLPs aim to provide
more opportunities for learners to reflect on their own behaviour and how their behaviour will influence
their ability to achieve their own life goals. Behavioural change, building sound attitudes and acquiring good
values is a long-term process. Learners are encouraged to do the reflection in different activities provided.
5.10 Informal assessment

The approach to the new content and knowledge for Comprehensive Sexuality Education is one that
encourages learners to apply what they learn, re-apply the knowledge in different situations, internalise
what they have learned and make changes to their behaviour. This is a process that is formative and
developmental. Informal assessment is not recorded for learner performance purposes.
Formal assessment is meant to be recorded, perhaps as a mark, and to form part of each learner’s portfolio.
The activities in the SLPs are not stated as formal assessment tasks, but suggestions are made about which
assessments you should record for formal assessment purposes.
Assessment tasks are formative when they focus on developing the skills that are being targeted and help to
consolidate learning. Learners are given a number of different opportunities to apply what they have learnt.
An overview of all the assessment to be done in the activities in each grade has been included at the end of
this section. See Appendix 3: Overview of assessments, page 28.
5.11 Learner assessment

For tasks that learners do on their own, encourage your learners to share their answers and experiences,
inside and outside the classroom. What is learnt in Life Skills can be applied in other subjects by linking
the content.
In the Intermediate Phase, CAPS encourages that subjects be integrated. That is because learners learn
by applying the content of one subject in other subjects. In schools where educators plan together, some
assessment tasks can be used in an integrated way across subjects.
5.12 Test your knowledge

Most of the SLPs have a set of exemplar questions under the heading ‘Test your knowledge’. Let your learners
use these questions to test their own understanding of the lesson content. You can also use these questions
in class tests. The answers can be found in the activities.
An overview of all learner assessments tasks across all SLPS for each grade is included in the Guide.

7
5.13 Notes to the educator

The SLPs give you clear instructions on what must be taught, what learners must learn and how to assess
learners. The notes will alert you to important aspects of the activity, and might also advise you on how
to improve on it. The aim of the SLPs is to make you feel supported when you teach content that might be
difficult or unfamiliar.
The SLPs will introduce new ideas to your learners gradually. Knowledge is built up across all the activities.
Prior learning is often used to introduce new concepts or skills. In many of the SLPs, the note to the educator
will refer to what has already been taught as well as what is still to follow. You need to go through both the
preceding and the follow-up activities when preparing to teach an activity, so that all the links are clear to
you
5.14 Teaching and learning resources

Readings, resources and worksheets have been prepared for the consolidation of content knowledge
for your learners. These are included in the Learner Book for the SLPs. The readings and worksheets are
structured to encourage independent learning. It is not expected that any significant behaviour change will
take place as a result of the discussions or activities in class; peer support and an enabling environment are
equally necessary. Encourage your learners to work individually and where necessary, practice the changes
encouraged in the SLP with their peers.
5.15 Glossary
A glossary of words, phrases and their meanings has been drawn up for each SLP. The words are explained
in the context of the activities. This will ensure common understanding of new concepts. With the glossary
to help them, your learners will feel more comfortable about using the words. You should encourage the
use of these words in the class whenever there is an opportunity. Use the glossary to build vocabulary with
learners and get them to use the terms with confidence and understanding.
5.16 Bibliography
The bibliography has been included to reference all the resource materials used to write the SLPs. The
lists are also useful if you want to read more about some of the topics included in the SLPs. This is a good
way of broadening your own understanding and knowledge in a structured and directed way. Some learner
activities show links to content that learners can go and research for themselves.
B. Core messages to be integrated throughout the curriculum

Core messages have been formulated for the Intermediate Phase, and they spell out the value statements
that will be reinforced in all the activities in the SLPs. The messages are simple “I-messages” for learners to
use and share with one another and beyond the classroom.
Use the messages; display them in the classroom and insert them in newsletters to parents, so that your
learners hear and see them constantly.

Core Messages
I choose to respect my own body and the bodies of others.

I have the right to say “no” and the responsibility to respect a “no”
to any unwanted touch or attention.
I make good choices for my health.
I choose friends who are loyal and good for me.
I have the right to be protected, safe and loved. I can get help when I need it.
I think boys and girls should be valued equally.
I care for you, I care for me. We care for each other.
I have a purpose in life and who I am matters.
C. CLASSROOM MANAGEMENT TO SUPPORT IMPLEMENTATION OF

THE SLPs
The teaching of Sexuality Education to Intermediate Phase learners is not an easy task. Learners in this Phase
have very different levels of knowledge and understanding of what Sexuality Education involves. They do not
have all the necessary and appropriate information, or the language to express their views and opinions
clearly. Some may have had very little exposure to difficult topics dealing with sex, risky behaviour and
their own sexual experiences. Research shows that learners in this Phase are as vulnerable to unplanned,
unprotected sexual experiences as learners in higher grades. They need a lot of support and continuous
messaging about what could put them at risk.
This section provides you with some tips on how to manage your classroom and your learners and to
create an environment conducive to learning. The main focus is facilitating the new content for Sexuality
Education, which is often challenging and uncomfortable for some, as well as strengthening your delivery
and assessment of each of activity.
Your role as educator

The activities are varied and engaging, so learners can engage with the content, either individually or in a
group. The assessment tasks indicate whether your learners have grasped the content taught in that lesson.
As the educator, your role is critical in successfully delivering the SLP content.
Here are some tips to help you:
a) Help your learners to feel comfortable and able to talk to you about difficult and sometimes embarrassing
topics.
b) Build trust amongst your learners by encouraging them to keep the confidences of their peers.

9
c) Ensure that discussions do not cross boundaries to issues that may be overly personal or feel unsafe to
individual learners. No one should be pushed to disclose personal information about themselves, their
sexuality or their families.
d) Decide how much factual detail related to Comprehensive Sexuality Education your learners are ready
to talk about in class and engage in with one another.
e) Respect diversity. In these SLPs and the CAPS Life Skills, it is not assumed that all learners (or educators)
will be heterosexual, or identify with their assigned gender identity. The needs of all learners must be
respected throughout all lessons.
f) Initiate but also end topics of conversation in a respectful, open but trusting manner.
g) Maintain professionalism even when challenged by your learners, who may not have all the relevant and
appropriate information to make good decisions regarding their sexual and reproductive health.
h) Remind yourself to be non-judgmental, unbiased, caringly critical and open to the difficulties that your
learners experience regarding sex, sexuality and the adoption of safe behaviour. You constantly need to
remind yourself that some of your learners or their family members may be HIV-positive, or affected by
sexual violence, or early pregnancy. Take care that discussions are respectful of those already affected
by what we are trying to prevent.
i) Most importantly, when learners have shared sensitive information with you, and it is clear that they are
emotionally and psychologically distressed, take time to debrief with them about how they are feeling.
Make the learners comfortable about the confidentiality of the information shared. If necessary, refer
the learner for professional support.
Create a safe, conducive classroom environment

The following suggestions are to assist you in creating an open, safe and trusting environment in the
classroom, and foster healthy discussion and relationships on the playgrounds and even in the home. In
each of these settings, your learners deal with issues arising in Comprehensive Sexuality Education. These
materials aim to help your learners to make informed choices and adopt healthy behaviour related to
content presented in the SLPs.
Feeling challenged by new SE content

The SLPs for each grade are taught across the four terms and according to your plan for their use within the
Life Skills lessons. An indication of where the SLPs can be taught throughout the year within the ATP is given
for each SLP. You may want to find your own links to the Life Skills learning outcomes in the work schedule,
then use the table referred to above to guide your planning.
To increase your confidence in teaching the new content, prepare thoroughly for each activity in the SLP.
You might not feel confident in teaching content that is new to you, and the new content might also raise
questions and challenges from your learners. Building trust, maintaining confidentiality and establishing a
respectful relationship with and between your learners will create the best learning environment.
The content in the SLPs is reliable, age-appropriate and well linked to the other content in the CAPS Life
Skills. Any information that does not appear in the CAPS has been well-researched, and is simply presented
and clearly explained.
It is often helpful to discuss your lessons beforehand with your colleagues.
You are not expected to deal with issues raised by your learners that should be referred to more professional
practitioners like nurses or counsellors. The activities suggest the points at which professionals may be
consulted to deal with content that you may not be equipped to handle.

Safe learning spaces

Building good values and attitudes can be more challenging than teaching new or unfamiliar content or
topics. Many activities suggest using teaching and learning aids like models of the physical anatomy or
explicit posters of harmful diseases. You may feel culturally, religiously or ethically challenged when teaching
some of the content. However, your learners may have similar feelings. Your most important consideration
should be how important it is for your learners to know and understand the content. Discuss your doubts
with your colleagues or local clinic professionals.
You cannot observe or measure values and attitudes, but you can allow your learners to talk about what
they would like to see in the classroom. You need not feel threatened if they come up with strong opinions.
If activities are set up to do this, let your learners work together to find their comfort zones. None of their
responses are right or wrong. They are about the level to which learners internalise the content and show a
change in behaviour. The activities and messages in the SLPs are designed to create a positive experience
in the classroom.
The classroom often extends into the home

To ensure that positive learning is reinforced at home, parents and care-givers must understand what is being
taught and why. The school management team (SMT) and the School Governing Body (SBG) play a crucial
part in communicating with the parent body about why the content is included in the school curriculum. Try
to convince parents and care-givers to feel comfortable with what you are teaching in the classroom.
Managing discussion in the classroom

Classroom discussions are contextualised in the activities. Classroom discussions are controlled, stimulated
and encouraged through activities. You need not feel unsupported or at a loss about what needs to be taught,
as all the relevant and appropriate content is provided. Some activities encourage learners to do their own
research or to find out more about certain topics. You need to provide a sense of safety in the classroom, so
that discussions are healthy and beneficial.
Use group activities, practical approaches and self-reflection to facilitate discussion

Some activities require learners to keep a journal of their experiences, decisions, challenges, fears and
strengths in relation to what is being learned. You will easily be able to monitor learners’ responses through
their writing.
In large classes there is not enough time for all the groups to give feedback for every activity. Try to allow all
the learners to hear all the feedback. Tell them to make notes on what they have not discussed in their group.
Also, find a way to rotate group feedback over all activities so that by the end of the SLPs all learners have
had a chance to give feedback on their discussions.
Monitoring peer discussions and engagements

In teaching the SLPs, you are supported in facilitating and guiding discussions and in understanding
how learners relate to each other. You are encouraged to be unobtrusive during peer discussions. In these
discussions, peers are building relationships with and trust in one another. Allow that to happen in an
unthreatening manner.
Your learners will do tasks that reflect the discussions that have taken place. Observe them while they
work and intervene when necessary, commenting, questioning or explaining, depending on the learners’
responses. Where necessary, make referrals to the relevant professional services.

11
Building the confidence of learners

Learners in this age group typically go through various stages of development, but they go through
them at different times, which means that in any class there is a range of the levels of maturity and
associated behaviour.
Here are some characteristics of children at this developmental stage:
INTELLECTUAL SOCIAL
• They face more academic challenges at • They are more aware of competition between
school. boys and girls.
• They become more independent of their • The have a heightened awareness sense
families. of competition between gender groups
• They begin to see the point of view of others generally.
more clearly. • They do not want to engage in mixed groups
• Academic abilities vary greatly. of boys and girls.
• They have an increased attention span, but • They are loyal to groups, clubs and gangs.
many have interests which change rapidly. • They identify with individuals of the
• They are learning to use good judgment. same gender.
• They judge ideas in absolutes, such as right • They prefer to work in groups in
or wrong, with not much tolerance for the co-operative activities.
middle ground. • They approach problem-solving in a
negotiating style, compromising with peers.
PHYSICAL EMOTIONAL
• Physical changes of puberty might be • They start to form stronger, more complex
showing by now, especially in girls. friendships and peer relationships.
• They experience growth spurts at different • They experience more peer pressure.
rates that moves them towards adolescence. • They become more aware of their bodies as
• Typically, girls will begin to grow and mature puberty approaches.
faster than boys during this time. • Body image and eating problems sometimes
• They experience a steady increase in large start around this age.
muscle development, strength, balance and • They accept family beliefs.
co-ordination.
• They admire and imitate older youth.
• They are very active, with a lot of energy.
• They are developing decision-making skills.
• They will experience an increase in small
muscle coordination.
MORAL
• They are beginning to question authority.
• They need involvement with a caring adult.
• They find comparisons with others difficult to process.
• They generally see adults as authority figures and follow rules out of respect.

Factors that impact learner participation

Use the following mind-map to think about the factors that impact on learner participation.
• healthy school
• positive environment
• relevant
• open-minded • poverty
• contextual
• trusting • unsafe
• age-appropriate
• self-confident • poor guidance from
• structured
• motivated adults
• relevant subject links
• social influences
• appropriate methodology
• cultural and religious
• values-driven may impose beliefs
(Grades 4 to 6) or have
influence(Grades 10 to 12) ATTITUDES
on thinking
ENVIRONMENT
CONTENT
• well-prepared
FACTORS • good facilitation
IMPACTING
• inviting
LEARNER
• good feedback
PARTICIPATION
• rapport with learners
EDUCATOR • own comfort levels
READINESS and confidence
• methodology and
LEARNER
teaching style
• Language READINESS
• mediate negative
competence stereotypes
• appropriate level
of maturity RELATIONSHIP
• trusting BUILDING For learners:
• reflective • good peer relations
• bad experiences • respect
For educators:
• trust
• support from SMT
• confidence
and district office
• confidentiality
• peer support
• psycho-social
• confidentiality
support
• psycho-social
support
24 Sexuality Education in Life Orientation:

13
This graphic will help you make links between the factors you find in your classroom and/or school and the
measures you can put in place to address those factors.
For example:
• If a teacher is not open-minded, learners might struggle to participate fully because they feel that they
will be judged.
• A teacher who is well-prepared and who provides good feedback to learners during class discussions
will increase learner confidence to discuss about difficult content in SE.
• Learners come from different cultural and religious backgrounds and will interpret the discussion
on SE issues against those backgrounds. The teacher’s role is to facilitate the different opinions that
emerge during discussions. This builds learner confidence and encourages mutual tolerance and
respect between learners from different backgrounds.
Managing diversity
The SLPs encourage an inclusive approach to strengthen teaching, learning and assessment for Sexuality
Education. The SLPs also support educators in driving behaviour change and good decision-making about
sex, sexuality, HIV and other STIs, and reproductive health.
A number of considerations are important for accommodating and responding to some of the barriers to
teaching and learning that educators may encounter in the classroom:
Inclusive classrooms
Your classroom needs to remain inclusive of all learners. The following set of questions will remind you of
how to strengthen and manage diversity:
a) Will the activities lead to building social skills, encouraging respect and tolerance of different views
and fostering empathy?
b) Is the learning context promoting interaction equally for all learners?
c) Is the learning promoting effective communication, including assertiveness and informed
decision‑making?
d) What can you do to encourage empathy for those who are affected by the issues discussed in
the SLPs?
e) Do the activities foster collaboration and learning together?
f) Are the backgrounds, cultural views and experiences of all learners valued?
g) Are opportunities provided to your learners with barriers (emotional, intellectual, social, or physical) to
full participation?
h) Do all learners participate equally in group activities? Is the report back on group discussions shared
by all learners?
Different ages and experiences

The SLPs have been designed to gradually introduce the content knowledge at a level that is appropriate
for each grade, taking into consideration the different experiences that your learners may have on an
individual basis.
a) All teaching and learning should be age-appropriate, and given at the level that learners are ready to
receive it. You will be able to use the SLPs within and across the three grades to assist with correct
pitching of the content.

b) Your learners’ experiences and knowledge about comprehensive Sexuality Education will impact your
teaching and discussions.
c) The home influences the experiences and thinking regarding the sexuality of learners. You can use the
SLPs to create a safe context for learners to deal with challenging sexuality education concepts for
themselves.
d) Remember that there is room for diverging points of view; you need to ensure that the environment
remains respectful and safe for open discussion.
e) Remember that parents need to feel confident that you are teaching these difficult concepts and
dealing with the divergent feelings of learners.
f) The SLPS encourage a practical approach to teaching that will help you bring learners of different ages
and experiences into a common learning space. The practical approach aims to address the needs of
learners who vary in maturity and readiness.
Language
a) The activities in the SLPs have been written to speak to your learners at their level of understanding.
b) Different texts present information differently. Learners may also be able to interpret texts that are
given in visual formats e.g. comic strips and graphic representations. Learners may also present their
thoughts visually, for instance, by drawing pictures.
c) Remember, many learners in Grade 4 are encountering English for the first time as the language of
learning and teaching. Their language competence in English may be poor and they may have limited
vocabulary to communicate their thoughts and feelings, but they can still express themselves by
code-switching. Allow for this by arranging translations.
d) Pitching a lesson at an individual learner’s language level is not possible if the language competence
of your learners is too diverse. Facilitate these activities as you would all other subject lessons, so that
all your learners participate fully.
e) Many of the SLPs include suggestions for linking SLPs to other subjects.
f) Your learners’ written work, including their journals, may be used as part of the language lessons.
Parental involvement and consent

a) It is necessary to consider that many homes may have no parents and that child-headed-homes
are a reality in many of our communities. The household situation of each learner is an important
consideration when planning to teach CSE.
b) Some activities require that learners engage with their siblings or parents at home. Parents may
have their own views or prejudices about their children being exposed to some of the content in the
SLPs. For this reason, the SLPs have been linked very clearly to the content of the CAPS Life Skills. A
separate outreach to parents and other communities has been planned as part of the roll-out of the
CSE SLPs.
c) The school management team (SMT) plays a crucial role in sharing what the SLPs are about and what
their purpose is within the CAPS Life Skills, along with parents and other stakeholders in the school.
Use the eight core messages to share what learners will learn about in Sexuality Education when
doing the SLPs.
d) All educators and learners should treat discussions as confidential. If points are shared beyond the
classroom, it should be with permission and without disclosing who said what. The exception to this is
when a learner is in danger, and the best interests of the child require action.

15
16
Note to educator
Below is a breakdown of the CAPS topics with the associated content from the SLPs, and how each topic and its content can be taught across
the year in an integrated manner.

Each SLP has been developed to be covered in ONE HOUR. Schools have different timetable allocation for Life Skills e.g. 30 minutes, 45 minutes
or 60 minutes. The time indications given here will allow you to fit the SLPs into the total amount of time allocated for Life Skills.
Remember that the SLPs should be taught across all four terms.

Appendix 1: SLPs at a glance
Grade 4
Annual teaching
CAPS Topic CAPS Subtopic SLP lesson Content Time allocated
plan term
Development of self • Respect for own and other’s 4.1 Respect for • It is important to respect your body because 1 hr. 1
bodies: privacy, bodily my own body is it the only one you have
integrity and not subjecting • Respecting your body means keeping it safe
one’s body to substance from harm and taking care of it
abuse
• Labelling parts of the body
-- How to respect and care
• There are parts of the body that are private,
for own body
like your penis, vagina and buttocks
• Identifying the difference between good
touches and bad touches
• It’s OK to say “No” to unwanted and
uncomfortable touch.
Development of self • Respect for own and other’s 4.2 Respecting • Just as I respect my own body, I have the 1 hr. 1
bodies: privacy, bodily the bodies of responsibility to respect the bodies of
integrity and not subjecting others others.
one’s body to substance • Identifying parts of the body that are
abuse regarded as private.
-- How to respect other’s • Showing respect for other’s bodies by
bodies. respecting that everyone has their own
personal space.
Annual teaching
plan term
Development of self • Dealing with conflict: 4.3 Dealing with • Defining what conflict is and giving 1 hr. 1
examples of conflict conflict examples of conflict from learners’ own
situations at home and at experiences at home and at school
school • Identifying different conflict situations from
-- Strategies to avoid pictures

conflicts • Selecting suitable responses to conflict
-- Useful responses to • Looking at the 7 Steps to resolve conflict
conflict situations.
Development of self • Emotions 4.4 Emotions • Identifying the emotions of others through 1 hr. 2
-- Understanding a range – “Why am I the game Feeling Charades
feeling this
of emotions: love, • Exploring emotions:
way?”
happiness, grief, fear and -- Acknowledging that you are feeling an
jealously emotion
-- Understanding own -- Emotions can be positive or negative
emotions: appropriate
-- Expressing emotions, especially negative
ways to express own
ones, in a positive way
emotions
-- Talking to a trusted adult about how you
-- How to understand
feel
and consider other’s
emotions. • Interpreting emotions learners feel that
pictures are conveying
Development of self • Bullying: how to protect self 4.5 Bullying • What is bullying? 1 hr. 2
from acts of bullying • Identifying different kinds of bullying
-- Examples of acts of • Emotions associated with bullying, for both
bullying the bully and the person being bullied
• Introspection – Am I a bully?
• Doing a survey of their peers to find out the
status of bullying in their classroom.

17
18
Annual teaching
plan term
Development of self • Bullying: how to protect self 4.6 Responding • Learning how to respond to bullying: 1 hr. 2
from acts of bullying to bullying -- Things to do when standing up for
-- Appropriate responses yourself
to bullying: where to find
-- Things to say when standing up for

help yourself

-- Things to do when standing up for others
-- Things to say when standing up for

others
• Role-plays demonstrating how to respond
to bullying.
Social responsibility • Cultures and moral lessons 4.7 Culture, • Understanding our Rainbow Nation – our 1 hr. 3
-- Cultural groups in South society and 11 official languages and many different
sexuality cultures
Africa
• The role of boys and girls, males and
females in society in the home.
Health and • HIV and AIDS education: 4.8 The basics of • Understanding what a virus is and how it 1 hr. 4
environmental basic facts including blood HIV and AIDS affects us and can be spread
responsibility management • Understanding the acronyms HIV and AIDS
-- Basic explanation of HIV • Explaining the difference between HIV and
and AIDS AIDS
• Explaining how the virus affects the body
and how it can be managed.
Health and • HIV and AIDS education: 4.9 • Identifying ways in which HIV can and 1 hr. 4
environmental basic facts including blood Transmission cannot be transmitted, using pictures
responsibility management of HIV
• Identifying myths and facts about HIV and
-- Transmission of HIV AIDS.
through blood
Health and • HIV and AIDS education: 4.10 Celebrating • Quick ‘True or false?’ quiz on what learners 1 hr. 4
environmental basic facts including blood the life of Nkosi previously learnt about HIV and AIDS
responsibility management Johnson
• The story of Nkosi Johnson
-- How to protect oneself • Role-play on the interaction between HIV,
against infection through CD4 cells and ART in a person who is HIV
blood positive and taking ART.
Annual teaching
plan term
Grade 5
Development of self • Positive self-concept 5.1 Body Image • Identifying who you are, your strengths, 1 hr. 1
-- Influence of others on what makes you happy and what others say
self- concept: adults and are your strengths

peers • Defining self- concept and how to build a
positive self-concept
• A brave young South African role model – the
story of a young woman who accepted herself
despite her appearance and had a positive self-
concept.
Development of self • Relationship with peers, 5.2 A I can • Identifying the characteristics of a good and 1 hr. 1
older people and strangers choose my bad relationship using comic strips
relationships
-- Bad and good • Learning about and practicing refuse, delay
relationships and bargain techniques.
-- Safe and unsafe
relationships
Development of self • Relationship with peers, 5.2 B This is my • Understanding that you have the power and 1 hr. 1
older people and strangers body and I say ability to say no – Sandra’s story
what happens
-- Safe and unsafe • Listing inappropriate attention from adults
to it.
relationships • Evaluating the refuse, bargain and delay
techniques.
Development of self • Relationship with peers, 5.3 The benefits • Benefits to having a good relationship with 1 hr. 1
older people and strangers of good and safe someone
relationships
-- Benefits of good and safe -- Playing the “Snakes and Ladders”
relationships game, in which snakes represent bad
relationships and ladders represent good
relationships.

19
20
Annual teaching
plan term
Social responsibility • Child abuse 5.4 Child abuse • Rap about saying no to child abuse, not 1 hr. 2
-- Different forms of abuse: – “Keeping keeping secrets and telling an adult you can
myself safe

physical and emotional trust
from abuse”
-- Effects of abuse on • Forms of abuse – physical, emotional and
personal health sexual; neglect, verbal and self-abuse

-- Strategies to deal with • Effects of abuse on your personal health
abuse • Tell someone you can trust
-- Where to get help and • Phone Childline on 08000 55 555
report abuse.
Social responsibility • Child abuse 5.5 Sexual • What sexual grooming is 1 hr. 2
-- Strategies to deal with grooming – “I • Mbali’s story
can say ‘NO!’”
abuse • Evaluating different scenarios of sexual
-- Where to get help and grooming and deciding what to do next.
report abuse
Social responsibility • Dealing with violent 5.6 Dealing • Gaining an understanding of the concept of 1 hr. 2
situations with violent violence:
situations –
-- Identifying potential • Different kinds of violence – physical,
“What is sexual
violent situations at domestic, sexual
violence?”
home, school and • Identifying sexual violence at school –
community Max’s story.
Social responsibility • Issues of age and gender in 5.7 Learning • Looking at elders doing fun things 1hr 2
different cultural contexts from our elders • Defining who our elders are
in South Africa
-- Relationships between • The role of elders in the home and in society
elders and children • Our elders helping us solve everyday
in different cultural problems.
contexts.
Social responsibility • Issues of age and gender in 5.8 Should • Case study depicting the difference 1hr 2
different cultural contexts boys and girls between city life and life on the farm as it
in South Africa be treated pertains to the role of boys and girls
-- Responsibilities of boys differently?
• Understanding the difference between
and girls in different
tradition, culture and customs
cultural contexts
• Identifying the influence culture has on the
roles of boys and girls.
Annual teaching
plan term
Health and • HIV and AIDS education 5.9 Dealing with • Defining stigma 1hr 4
environmental -- Dealing with stigma the stigma of • Understanding how people stigmatise
responsibility HIV
-- Stigma about HIV and others
AIDS • Learning how the stigma of HIV affected a
young girl – Mathilda’s story

Health and • HIV and AIDS education 5.10 Changing • Recapping facts on HIV and AIDS learned in 1hr 4
environmental -- How to change attitudes attitudes Grade 4 through TRUE/FALSE quiz
responsibility towards peoples infected towards people
• Case study about service learning –
with HIV and AIDS infected with
vegetable garden at HIV and AIDS home
HIV and AIDS
Grade 6
Development of self • Positive self-esteem: body 6.1Body image: • Using diagrams, identifying the changes 1hr 1
image “My body is that take place in our bodies during puberty
-- Understanding and changing”
• Quiz about body changes during puberty.
respecting body changes
-- Acceptance of self
Development of self • Positive self-esteem: body 6.2 Body image: • What the media says about body image 1hr 1
image “I am who I am” • How society influences body image
-- Other influences on body
• Common stereotypes we deal with in
image: media and society
society.
-- Acceptance of self
Development of self • Positive self-esteem: body 6.3 Body image: • Jayzee’s story – building an understanding 1hr 1
image Acceptance of of the link between gender-based harm and
-- Acceptance of self self self-image
• Finding positive things about yourself
• Where to find help when you’re in trouble.

21
22
Annual teaching
plan term
Development of self • Peer Pressure 6.4 Negative • Defining peer pressure 1hr 1
-- Examples of peer and positive • Understanding the difference between
pressure in different peer pressure
positive peer pressure and negative peer
situations: school pressure
• Evaluating different scenarios of peer

pressure.
Development of self • Peer Pressure 6.5 Behaviours • Role-play of an example of negative peer 1hr 1

-- Appropriate responses to that put pressure
peer pressure in different pressure on us
• The 3Cs model – articulating a challenge,
situations listing 3 choices and considering the
positive and negative consequences for
each choice
• Understanding and applying assertive
communication skills.
Development of self • Bullying: reasons for 6.6 Bullying and • Understanding what bullying is and why people 1hr 2
bullying links to gender- bully
-- Getting out of the bullying based violence • Evaluating an example of cyber bullying
habit: where to find help
• Analysing the diary entry of a self-confessed
bully.
Development of self • Bullying: reasons for 6.7 Bullies can • How bullies can ADAPT their behaviour (The 1hr 2
bullying change ADAPT acronym)
-- Getting out of the bullying • Applying the ADAPT model to a bully’s life
habit: where to find help through role play.
Social responsibility • Gender stereotyping, sexism 6.8 What • Defining the terms gender stereotyping, 1hr 3
and abuse: definitions of is gender sexism and abuse
concepts stereotyping,
• Identifying examples of gender
-- Dealing with sexism and
stereotyping, sexism and abuse using
stereotyping, sexism and abuse?
pictures
abuse
Annual teaching
plan term
Social responsibility • Gender stereotyping, sexism 6.9 Gender • Deciding whether certain jobs are suited 1hr 3
and abuse: definitions of equality, to men only, women only or both men and
concepts stereotypes and women
-- Dealing with bias
• Challenging male and female stereotypes
stereotyping, sexism and

abuse • Looking at the section of constitution that
deals with sexism, gender stereotyping and
abuse.
Health and • HIV and AIDS education: 6.10 HIV and • How to stay healthy 1hr 4
environmental myths and realities about AIDS, stigma, • How to practice good hygiene to avoid
responsibility HIV and AIDS including risks care, treatment
infection
and perceptions and HIV and support
and AIDS • How to maintain personal hygiene
-- Caring for people with • How to provide a person with AIDS with
AIDS emotional support
• Busting myths about HIV and AIDS

23
Appendix 2: Lesson summaries
Grade 4
Grade 4 lessons Brief Lesson Summary
4.1 Respect for my own body The learners think about why it is important to respect their bodies and
keep them safe. Why are some body parts regarded as private parts? They
will understand what unwanted sexual attention is and the need for privacy
when growing up. They will learn about good touches and bad touches and
that it is OK to say “No” to situations in which they feel uncomfortable.
4.2 Respecting the bodies of This lesson explores the ways to show respect for other people’s bodies.
others This leads to a discussion about the importance of respecting and
understanding someone else’s private space.
4.3 Dealing with conflict This lesson aims to help learners understand the concept of conflict. They
will be required to identify examples of conflict in the home and school
environment. Through co-operative class discussions, they will identify
strategies to avoid conflict in both their homes and at school. They will also
learn to respond appropriately when confronted with conflicting situations.
4.4 Emotions – Why am I The Grade 4s talk about the different emotions they experience. They get
feeling this way? to understand what is generally meant by the different feelings. Through
illustrations, learners practise identifying the different emotions, they
think of strategies to express some of these emotions in a healthy and
non-threatening manner.
4.5 Bullying The focus is on the different types of bullying learners in Grade 4 may
experience. Learners are also introduced to other examples of bullying.
Different scenarios are used to describe an act of bullying and learners
identify the type of bullying illustrated. They are exposed to the emotions
associated with bullying and gain knowledge and understanding of what
bystander behaviour is.
4.6 Responding to bullying The topic of bullying is explored further. Learners are provided with possible
strategies to protect themselves from bullying. Learners gain knowledge
and understanding of how to respond appropriately to bullying in both the
school and at home. Learners also reflect on their own behaviour towards
others, which might be bullying behaviour. Furthermore, they are given
information on where to find help to stop acts of bullying.
4.7 Culture, society and The learners define the word ’culture’ and take a closer look at the cultures
sexuality represented in their classroom. Language is linked to cultures and learners
discuss the different languages they speak. Next, the learners unpack
culture in terms of how it affects the roles of boys and girls, males and
females, in the home and in society.
4.8 The basics of HIV and The learners are instructed in the meaning of the HIV and AIDS. The class
AIDS then takes a closer look at the difference between HIV and AIDS, how HIV
affects the body and how it can be managed.
4.9 Transmission of HIV This lesson deals with the transmission of HIV through blood. They identify
ways in which HIV is not transmitted. The learners have fun playing the HIV
and AIDS ’Is it a myth or a fact?’ game.

4.10 Celebrating the life of The life of a brave young South African hero is celebrated. Nkosi Johnson
Nkosi Johnson had had AIDS himself, and campaigned for other children not to be excluded
from school because of their HIV status.
The lesson starts with a quick ‘True or false?’ quiz which tests what
learners have previously learnt about HIV and AIDS. Through a comic strip,
the learners are then introduced to the story of Nkosi Johnson and what he
fought for. The lesson ends with a fun role play which teaches learners the
interaction between HIV and CD4 cells in a person who is HIV positive and
getting treatment called antiretrovirals treatment (ART).
Grade 5
5.1 Body image The learners explore the idea of self-concept, describing how others view
them and the how other people influence the way we see ourselves. The
learners analyse their own self-concept and are encouraged to have a
positive self-image. They read a story about a brave young South African
role model who accepted herself for who she was despite having progeria,
a disfiguring disease. Learners are encouraged to think positively about
themselves and this is linked to future lessons on good decision-making,
good choices and positive behaviour.
5.2A I can choose my The learners discuss the different types of relationships, what makes a
relationships relationship good or bad, safe or unsafe. They explore different strategies
for when they find themselves in unsafe situations.
5.2B This is my body and I The learners find out how to say “No” and mean “No.” They learn how to
can say what happens to it make sure that other people know that when they say “No” they mean “No”.
When someone says “No”, we must respect and listen to what they are
saying. Unwanted sexual attention from either girls or boys violates privacy
and the right over one’s own body. It is important for us all to communicate
clearly to maintain privacy and counter unwanted sexual attention.
5.3 The benefits of good and The learners discuss the benefits of a good and safe relationship. They
safe relationships then play a game of Snakes and Ladders. Before playing the game, they
have to decide whether statements provided to them fit under the snakes
or the ladders on the game board. The snakes represent bad relationships
and the ladders represent good relationships.
5.4 Child Abuse – “Keeping This lesson starts off with a rap called ’No Zones’. This is a fun way of
myself safe from abuse” introducing learners to the very serious topic of abuse. Key messages are
introduced, such as saying “No!” when someone hurts them, not keeping
secrets and telling an adult they can trust when faced with abuse. The
learners are then given examples of different kinds of abuse and they have
to identify which type of abuse it is. The lesson ends off with a discussion
on the effects that abuse has on personal health.
5.5 Sexual grooming: I can The lesson starts with the story of Mbali and introduces us to the concept
say “NO”! of sexual grooming. This is followed by a discussion of what grooming is and
what should be done once a child discovers that they have been groomed.
Learners are then given a series of scenarios and they have to identify the
signs of grooming and decide what to do next, putting into practice what
they have learnt in the lesson.

25
5.6 Dealing with violent The lesson begins with a definition of violence and the learners then look at
situations: “What is sexual examples of types of violence such as physical violence, domestic violence
violence?” and sexual violence. The lessons then explore what sexual violence is and
looks at a scenario of sexual violence at school. Learners are asked to think
about ways to keep themselves safe from sexual violence at school, at
home and in the community.
5.7 Learning from our elders The class defines who our elders are and the roles that they play in their
lives. The learners understand that we respect our elders because of their
age, experience and wisdom. They learn to value the advice that our elders
are able to give us.
5.8 Should boys and girls be The lesson explores how different cultures view the responsibilities of boys
treated differently? and girls. The lesson starts with the learners identifying the difference
between culture, tradition and customs and listing how responsibilities
differ for boys and girls in their culture. The learners then read a case study
which highlights the significance of teaching young people about their
cultural and traditional practices. The learners are taught that they should
not be quiet about unacceptable practices and should speak out against
them.
5.9 Dealing with the stigma The idea of stigma is defined and the class explores its effects on
of HIV individuals. They read a story about stigma related to HIV. They answer
questions about this story and reflect on their own behaviour with regards
to stigma. The learners find a newspaper article about HIV and stigma and
they each write a summary of this article.
5.10 Changing attitudes The learners will recall prior knowledge about HIV, participating in a quiz
toward people infected with and answering questions to review their understanding of HIV. In this way,
HIV and AIDS they gain an understanding of what service learning is by working through a
case study of a teacher who involved his class in a service learning activity
to the benefit of a HIV and AIDS home. The learners also gain an insight into
caring for people with HIV and AIDS.
Grade 6
6.1 Body image: “My body is During lesson 6.1, “My body is changing”, the learners learn about puberty
changing.” and the changes that take place in our bodies during that period. Learners
have dealt with the physical parts of the body (Grade 4) and with body
image (Grade 5). In this lesson the focus is on emotional and hormonal
changes that accompany physical changes during puberty. Learners also
learn to understand, respect and accept these changes in their bodies and
the bodies of others.
6.2 Body image: “I am who I Lesson 6.2 “Body Image: I am who I am” takes a look at the effect the media
am” and society has on body image. Learners assess the messages that are
put out there by the media and society and gets them thinking about
how they perceive their bodies visually, how they feel about their physical
appearance, how they think and talk about their bodies and their sense of
how other people view their bodies.


6.3 Body image: Acceptance In lesson 6.3 “Body Image: Acceptance of Self” learners are introduced
of Self to Jayzee’s story of a series of experiences she had about how she was
harmed and what the effect her experience had on her self-image. In the
activities that follow, learners are encouraged to identify positive things
about themselves, thereby affirming the importance and need for self-
acceptance.
6.4 Negative and positive During lesson 6.4, “Negative and Positive Peer Pressure”, the learners will
peer pressure start by defining peer pressure and then differentiating between positive
and negative peer pressure. Learners will provide examples from their own
experience. Learners will then identify negative and positive peer pressure
from a list of scenarios presented.
6.5 Behaviours that put During lesson 6.5, “Behaviours that put pressure on us” learners are
pressure on us introduced to peer pressure through role play. They are then introduced to
the 3 C’s model which teaches them how to make effective decisions. Once
they have made a decision about the challenge they are facing with the
peer pressure, they write a dialogue in which they assertively communicate
their decision.
6.6 Bullying and links to Lesson 6.6, “Bullying and links to gender-based violence”, looks at the
gender-based violence reasons why people bully and explains to learners the steps to take if they
think they are bullies. Learners are then given the opportunity to analyse
2 examples of bullying and to suggest possible ways of getting out of the
bullying habit.
6.7 Bullies can change Lesson 6.7, “Bullies can change”, looks at the acronym “ADAPT” and how
bullies can get out of the bullying habit. Learners examine the different
elements of “ADAPT” and how bullies can overcome their behaviour. Once
learners have a good understanding of the acronym, they come up with
their own role plays about how a bully has taken a new path in life using
the “ADAPT” acronym.
6.8 What is gender During Lesson 6.8 “What is gender stereotyping, sexism and abuse?” your
stereotyping, sexism and learners will define the terms gender stereotyping, sexism and abuse. They
abuse? will understand the difference between these terms and will be able to
identify the terms from examples given.
6.9 Gender equality, During Lesson 6.9 “Gender equalities, stereotypes and bias”, learners will
stereotypes and bias consider examples of male and female stereotypes, challenge these and
provide reasons for doing so. They will also find out what the South African
Constitution says about discrimination and the right to be protected from
discrimination. Learners are reminded that when one has rights one also
has responsibilities. Learners will identify ways in which they can be
responsible and ensure that they are not sexist, abusive or perpetuate
gender stereotyping.
6.10 HIV and AIDS, stigma, Lesson 6.10, “HIV and AIDS, Stigma, care, treatment and support” is a
care, treatment and support lesson that starts by looking at how to stay healthy, practice good hygiene
and provide emotional support to someone who is HIV positive. Learners
then do an activity looking at myths and facts about HIV and AIDS. Learners
make posters in groups on caring for people living with HIV focusing
particularly on staying healthy, good and personal hygiene and providing
emotional support.

27
Appendix 3: Overview of assessments
Grade 4
No Lesson title Type of assessment Form of assessment
4.1 Respect for my own • Informal, Educator • Class discussion – What respect means
body • Informal, Self • Worksheet – Label parts of the body
• Informal, Group • Worksheet – Good touch and bad touch
• Informal, Peer • Written task – “I love and respect who I am”
4.2 Respecting the • Informal, Self • Worksheet – Shade in private parts
bodies of others • Informal, Peer • Class discussion – Respecting the bodies of others
• Informal, Educator • Group work – Respecting the bodies of others
• Informal, Peer Comprehension test – Respecting personal boundaries
• Informal
4.3 Dealing with conflict • Informal, Educator • Worksheet with pictures of conflict situations
• Informal, Peer • Worksheet – Responses to conflict
• Informal, Educator • Discussion – Steps to resolve conflict
• Informal, Group • Written task – Describe how a conflict was resolved
• Informal, Peer
• Informal, Educator
• Informal, Peer
4.4 Emotions – “Why am • Informal, Peer • Game – Feeling charades
I feeling this way?” • Informal, Educator • Buzz group discussion – What are emotions?
• Informal, Peer • Worksheet – Identify the emotions
• Informal, Individual • Written Task – Keep a diary for a week, recording your
• Informal, Self feelings
4.5 Bullying • Informal, Group • Worksheet – Scenarios identifying different types of
• Informal, Self bullying
• Informal, Group • Self-reflection – Am I a bully?
• Informal, Individual • Survey – Is there a bullying problem in the school?
• Written task – Conduct bullying survey with 2 people from
another class.
4.6 Responding to • Informal, Educator • Discussion – Responding to bullying: what to say and do
bullying • Informal, Peer • Role-play – Responding to bullying
• Informal, Peer • Poster – What to do when you see someone being bullied.
4.7 Culture, Society and • Informal, Educator • Class discussion – The history of kissing
Sexuality • Informal, Self • Class discussion – Learning about different South African
• Informal, Self cultures
• Informal, Self • Worksheet – On learner’s culture
• Complete worksheet.
4.8 The basics of HIV • Informal, Educator • Discussion – The difference between HIV and AIDS
and AIDS • Informal, Educator • Mind-map – Applying basic information about HIV and
• Informal, Peer AIDS
• Written task – Consolidating facts learnt in the lesson.
4.9 Transmission of HIV • Informal, Peer • Sorting pictures – Ways in which HIV can or cannot be
• Informal, Educator transmitted
• Informal, Peer • Observation – Identifying whether a statement is a myth
or a fact
• Written task – Underlining myths, correcting them with
facts.
4.10 Celebrating the life • Informal, Self • Written task – True or False?
of Nkosi Johnson • Informal, Educator • Comic strip – Written task: Nkosi’s story
• Informal, Educator • Role-play – CD4 cells, HIV and ART
• Informal, Group • Group work – Ideas to celebrate World AIDS Day

Grade 5
No Lesson title Type of assessment Form of assessment
5.1 Body image • Informal, Self • Written task – What I enjoy doing, what makes me
• Informal, Educator happy, what I think I’m good at
• Informal, Peer • Reading comprehension – Story of a brave, young
South African role model.
• Written task – creative writing: ’A dream I have for my
future life’
5.2 A I can choose my • Informal, Group • Group work, written task – Identifying good and bad
relationships • Informal, Self relationships from pictures
• Informal, Educator • Oral (visual literacy), Written task - Completing empty
frames
• Written task – Speak about a good relationship, giving
reasons why it is good.
5.2B This is my body • Informal, Peer • Class discussion – Sandra’s story
and I can say what • Informal, Educator • Class discussion, Written task - New ending, using
happens to it refuse, bargain and delay.
5.3 The benefits of • Informal, Educator • Class discussion – Good and safe relationships; the
good and safe • Informal, Educator benefits
relationships • Informal • Playing Snakes and Ladders
• Journal entry – Safe and unsafe relationships.
5.4 Child abuse – • Informal, Educator • Rap song – ’No Zone’
Keeping myself safe • Informal, Educator • Class discussion – Different kinds of abuse, effects on
from abuse • Informal your health, points to remember
• Poster – Child abuse awareness
5.5 Sexual grooming: I • Informal, Peer • Written task – Mbali’s story
can say ’No’! • Informal, Educator • Observation – Scenarios of grooming. Learners are
• Informal, Educator asked to say what they what do next.
• Written task – One of the core messages of the lesson.
5.6 Dealing with violent • Informal, Educator • Discussion, written task – Understanding the concept
situations: “What is • Informal, Educator of violence
sexual violence?” • Informal, Self • Observation – The story of Max
• Written task – Steps to take to protect yourself from
sexual violence.
5.7 Learning from our • Informal, Educator • Observation, class discussion – Elders observed doing
elders • Informal, Educator unusual things
• Informal, Educator • Brainstorm session, written task – Who are our
• Informal, Peer elders?
• Group work – The role of elders in homes and in
society
• Written Task – Speak to elderly person in home/
community
5.8 Should boys and • Informal, Peer • Case study – A visit to the farm
girls be treated • Informal, Educator • Written task – Drawing up a list of things typically
differently? done by boys and girls specific to the learner’s culture
• Informal, Self • Interview an elder about how things have changed for
boys and girls over time.
5.9 Dealing with the • Informal, Self • Class discussion – What is stigma?
stigma of HIV • Informal, Self • Question and answer – Mathilda’s story.
5.10 Changing attitudes • Informal, Self • Quiz – True or False questions about HIV and AIDS,
towards people • Informal, Educator testing what was learnt in Grade 4
infected with HIV • Case study – Service learning: Making a vegetable
and AIDS • Informal, Educator garden at an HIV and AIDS home
• Written activity – Complete case study.

29
Grade 6
Type of
No Lesson title Form of assessment
assessment
6.1 Body image: “My body is • Informal, Peer • Group work, Written task – Body changes during
changing.” • Informal, Peer puberty
• Class discussion, Written task (Quiz) – Body changes
during puberty.
6.2 Body image: “I am who I • Informal, Peer • Visual presentation, written task – What the media
am” • Informal, Group says about body image
• Written task (Comprehension) -What does society say
about body image?
6.3 Body image: Acceptance • Informal, • Class discussion – The Story of Jayzee
of self Educator • Written task – worksheet
• Informal, • Written task – Maintaining a positive self-image.
Educator
• Informal, Self
6.4 Negative and positive • Informal, Group • Class discussion – What is peer pressure?
peer pressure • Informal, Peer • Written task – Peer pressure scenarios.
6.5 Behaviour that put • Informal, • Class discussion – Learners observe rehearsed role
pressure on us Educator play
• Informal, • Group discussion – The 3C’s Model
Educator • Written task – dialogue illustrating the use of assertive
• Informal, communication.
Educator
6.6 Bullying and links to • Informal, • Class discussion – Why people bully
gender-based violence Educator • Written task – Comprehension: Thembisa’s story
• Informal, • Written task – Comprehension, dear diary
Educator
• Informal, Peer
6.7 Bullies can change • Informal, • Written task, Class discussion – Bullies can ADAPT
Educator their behaviour (Mnemonic ADAPT)
• Informal, • Role play – Applying the ADAPT model to a bully’s life.
Educator, Peer
6.8 What is gender • Informal, Self • Class discussion – Defining gender stereotyping,
stereotyping, sexism and • Informal, group sexism and abuse
abuse? • Written task – Identifying examples from pictures.
6.9 Gender equality, • Informal, Self • Written task – Complete a table: Who is best suited for
stereotypes and bias • Informal, the job?
Educator • Written task – Complete a table: Male and female
• Informal, stereotypes
Educator • Class discussion – Rights and responsibilities
6.10 HIV and AIDS, stigma, • Informal, • Class discussion – Staying healthy with HIV
care, treatment and Educator • Written task – Bust the myth with the fact
support • Informal, Self • Making a poster – Caring for people living with AIDS.
• Informal,
Educator

Appendix 4: Overview of learner assessment
Grade 4
Lesson Assessment tasks
4.1 Activity A, class discussion – discussion on key concepts and terms
Homework activity: Worksheet 4.1.2 - consolidation of content in this lesson.
Written test: Test your knowledge – Consolidation of content
4.2 Homework assignment: comprehension of content
Written test: Test your knowledge – consolidation of content
4.3 Homework activity: written task - consolidation of key concepts
4.4 Written task – consolidation of key concepts.
4.5 Written task - Conducting a survey
Written task – consolidation of key concepts
4.6 Homework assignment -Creating a poster
4.7 Activity B: Written task – consolidation of key concepts.
4.8 Activity B: Mind-map – Consolidation of key concepts
Homework activity – consolidation of content
4.9 Homework activity: comprehension – consolidation of key concepts
4.10 Activity A: Written task – True or false? Recall of content
Activity B: Written task – comprehension of a comic strip
Grade 5
5.1 Homework Assignment: Poem, posters, raps song, collages – consolidation of key concepts
5.2A Activity B: Written task: writing a dialogue from pictures – consolidation of key concepts
5.2B Activity A: Written task - Comprehension of content
5.3 Written test: Test your knowledge – consolidation of content
5.4 Written task: Story using pictures
Homework assignment (Formal assessment task): Poster – soapbox sessions
5.5 Written task: comments on other learners’ notes
5.6 Written task – newspaper article

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5.8 Activity A: Written task: Comprehension of content
5.9 Activity B: Written task: Comprehension of content
5.10 Prepare a landscape of the community: service learning activity
Grade 6
6.1 Activity B: Written task – quiz
Homework assignment: written task-list
6.2 Activity A: Written task – questions to consolidate content
6.3 Homework assignment: Written task – Note to self
6.4 Written task: Journal writing – consolidation of key concepts
6.6 Activity C: Written task – Diary entry
6.7 Activity B: Role play – consolidation of key concepts
6.8 Worksheet 6.8.1: Written task – match the answers in the corresponding columns
6.9 Worksheet 6.9.1: written task –Complete the table
6.10 Activity C: Written task - poster

Lesson 5.1
Body image

33
Lesson 5.1 Body image
Grade 5
CAPS Topic(s) Development of self
CAPS Subtopics • Positive self-concept

−− Influences of others on self- concept: adults and peers
Link to other subtopics • Coping with emotions: empathy, compassion, anger,

in CAPS disappointment and sadness
• Relationships with peers, older people and strangers
Other subjects:
• Creative Arts
This lesson will deal • Defining the word self-concept

with the following • Recognising the relationship between what people think and say
about us and what we think about ourselves
• Managing the effect that other people have on our self-concept
• Describing a positive self-concept and the importance of
resilience
• Acknowledging that physical appearance does not determine a
person’s worth as a human being
Concepts • Influence
• Negative
• Positive
• Respect
• Self-concept
• Self-confidence
Teaching • Class discussion

methodologies • Group work
• Use of stories by instructor as teaching aid
Time 60 minutes

CORE MESSAGE
• I have a purpose in life and who I am matters.
BRIEF LESSON SUMMARY

The learners explore the idea of self-concept, describing how others view them and the how other people
influence the way we see ourselves. The learners analyse their own self-concept and are encouraged to
have a positive self-image. They read a story about a brave young South African role model who accepted
herself for who she was despite having progeria, a disfiguring disease. Learners are encouraged to think
positively about themselves and this is linked to future lessons on good decision-making, good choices
and positive behaviour.
BREAKDOWN OF ACTIVITIES IN THIS LESSON

Activity Time Type of assessment Form of assessment
Activity A: All about me 30 min Informal, Self-assessment Written task
Activity B: The story of our brave, 30 min Informal, Educator Reading comprehension
young South African
Homework activity Informal, peer Written task (creative writing)
KEY POINTS
1. Your self-concept is how you see yourself.
2. If you see yourself in a positive way, you will feel good about yourself and have a positive self-concept.
If you see yourself in a negative way, you will feel bad about yourself and have a negative self-concept
3. What other people say about us, or to us, influences our self-concept.
4. Having a positive self-concept means that you like and respect yourself.
5. Having a positive self-concept allows us to believe in ourselves, to grow in confidence and to develop
resilience.
6. It is important to acknowledge that physical appearance does not determine your self-worth.
RESOURCES/MATERIALS
• Chalkboard
• Chalk
• Learner’s book
• Learner exercise books
• Pens/pencils
• Flashcards ( if you have the materials available)

35
PREPARATION FOR THE LESSON
1. Activity A:
a. Refer learners to Worksheet 5.1.1 in their learners’ books. Read through the worksheet with
the learners so that they are clear on what is expected of them.
b. Prepare flashcards with the following words or write them on the board.
i. Self-concept
ii. Positive
iii. Respect
iv. Influence
2. Activity B: Refer learners to the reading passage in the book. Identify a learner that can read the
passage to other learners. If you read the passage to the learners, be sure to stop and explain any
words that the learners may find difficult to understand.
ACTIVITIES
Activity A: All about me

Introduction: This activity deals with learners identifying who they are, their strengths, what makes them
happy and what others say are their strengths. Learners understand what self-concept is and how to
build a positive self-concept.
1. Tell the learners that they are going to learn about self-concept and how to develop a positive
self-concept.
2. Tell the learners that the first thing they need to do is find out a little bit more about themselves.
3. Refer the learners to the worksheet in their learner books.
Individual work
1. Read the contents of each of the circles in Worksheet 5.1.1.
2. Ask the learners to think about the questions.
3. Tell the learners to fill in their answers on the worksheets. Remind them that they should do this
activity on their own.
Classroom discussion
1. Ask the learners to write a checklist of what makes them happy.
2. Now ask learners to work with a friend and ask them (according to the list) if this is how their friends
experience them.
3. Once learners have completed the activity, discuss the following questions with them:
a) Was there anything you found out that surprised you?
b) How will you use this information to improve yourself?

4. Write the following words on flashcards or write the words on the chalkboard.
self-concept positive (self-image) respect influence
5. Ask the learners if they know what any of these words mean.
6. Write their answers on the board under the appropriate flashcard.
7. Explain to the learners what each of the words means, using the statements below:
a) Self-concept is about how you see yourself.
b) Positive means ‘good’, the good things about ourselves. Having a positive image about one’s self.
A strong and healthy self-concept is a positive one.
c) Respect is about looking up to someone you admire.
d) Influence is the power of a thing or person that has some kind of effect on another person.
8. Once your learners have a good understanding of what each of these concepts mean, ask them the
following questions:
a) What do you think makes a person feel good or bad about themselves?
b) Can you think of positive things that were said to you by an adult or a peer that has built your
self- concept?
c) Can you think of examples of positive things that you have said to a friend to build their self-
concept?
9. Ask the learners what they have learned from this activity. Write their answers on the board and where
possible, include the statements below:
a) People can have a positive influence on our self- concept if they consistently say positive things
to us, or about us.
b) We need to develop coping skills (becoming resilient) so that we are able to face difficulties that
arise in life such as disappointments, illness or hardship.
c) Sometimes we need to make a decision to accept or reject what they say about us.
……………………………………………………Natural break………………………………………..

37
HOMEWORK
“Our dreams can scare, excite and sometimes motivate us”.
Ask the learners to think of one of the dreams they have for themselves that motivates them. They could
represent their dream any way they want, e.g. in a poem, in a story, in a picture, in a rap song. They will not
be asked to share this unless they feel comfortable to do so.
ASSESSMENT
Use the activity in the homework assignment as an assessment task. Allow the learners enough time to
prepare and to present their inputs if they choose to do so.
WORKSHEET 5.1.1
What do I enjoy doing? What makes me feel happy?
About me
My name is
______________________
What do I think I am good at? (What are my What do other people (family, teacher, and
strengths?) friends) tell me I am good at? (What do other
people tell me are my strengths?)

Activity B: The story of a brave young South African role model

Introduction: This activity deals with a true-life story about self-acceptance and a positive self-concept
from one of our own brave South African children. We have not used her name here because we want to
remember that, like her, we have many children who are faced with similar challenges. Their stories teach
us that our appearance does not define who we are. We should love ourselves for who we are, not what
we look like.

The child’s name has been removed, because the discussion needs to focus on the purpose
of using her story to convey a positive message to learners, and not on her identity. Learners
should discuss the importance of having a positive self-image and why self-acceptance is more
important than physical appearances. The website links have been included if the learners want
to find out more.
a) Tell your learners that you are going to help them read a story about a young woman who, despite
her appearance, had a positive self-concept.
b) Tell the learners to refer to this story below. Read the story to the learners in Reading 5.1.1.: Our
brave young South African role model.
Stop to explain any words that you think the learners may have difficulty with.
READING 5.1.1: Our brave young South African role model

When she turned 12 in 2011, our brave young role model called herself a “First Lady” because she was
the first black child in Africa diagnosed with the aging disease progeria.
Children with progeria have different physical features. They don’t grow to full size and their bodies
resemble an old person with wrinkles and no hair. The disease causes them to age eight times faster
than normal children. Most children with the disease are not expected to live very long.
Her mother said that she looked like an ordinary baby when she was born, but soon the parents
realised that something about her was different. As a baby she had constant rashes and her hair
started falling out before her first birthday.
Even though she was often ill, she started school when she was six and was a bright pupil. She was
often rejected by her classmates and teachers because of her appearance, but they soon realised that
there was more about her that they admired. She was enthusiastic, happy, smart, self-confident and
a hard worker. What she looked like eventually didn’t matter. It was her good, strong personality that
attracted many people to her. She even met the President of South Africa!
“I don’t care what people say about me,” she said. When asked what she would like to be one day, she
broke into a big smile that showed the gaps between her teeth.
“I would like to be a psychologist, so that I can work on the problems of other people so that they can
accept the way they are because they can see that I accept the way I am.”

39
She used her condition to motivate others to achieve their goals regardless of their challenges. She is
regarded as a miracle child because she defied the doctor’s predictions that she would only live until
the age of 13. She passed away at 18 years old, in 2017. We remember her for her confidence, her
bravery and for the lesson that we are more than what we look like on the outside.
Small groups
1. Divide the learners into small groups.
2. Refer them to the questions in their learner books.
3. Ask them to read the following questions to each other in their groups.
a. Our brave young role model ’s physical appearance has always been a challenge for her. How
are progeria sufferers described?
b. How did the teachers and learners respond to her because of her appearance?
c. Do you think it was fair to respond this way because of someone’s appearance? Give reasons
for your answer.
d. Name three things that her teachers and peers soon realised they could admire about her?
e. Write down a sentence from the passage that tells us that she did not let what other people
said about her affect her self-concept.
f. Why did she want to be a psychologist one day?
g. There are other important things about us, other than our appearances, that make us special
to our family and friends. Write a note to yourself that will remind you every day that you are
important and that you are a special person.
See Worksheet 5.1.2: Note to self.
Ask learners to explain what “There is more to me than what I look like” means. It can be
a difficult concept for learners to grasp. Use the worksheet on “Note to self” to help with an
explanation.
Class discussion
1. Ask the learners what they have learnt from the story about our brave young South African role model
and the strengths she showed.
2. Their responses should include some of the following:
a. A person’s physical appearance does not determine their worth as a human being.
b. You cannot let the opinion of others define your self- concept.
c. We need to accept that we are all different and we are unique. We need to embrace our differences.
d. You can have a positive outlook on life, even when you are faced with hard times.

HOMEWORK
1. Ask your learners to take home the checklist they prepared in the class and to ask their parents how
their parents see them.
2. Now ask the learners to prepare a collage about themselves using words (not pictures) based on their
checklists about what makes them happy.
WORKSHEET 5.1.2 Note to self
Note to self : There is more to me than what I look like
I am important because
I am special because
I want to be known for
Love, me

41
Wrap up of the Lesson
Remind the learners what they have learnt about in this lesson:
1. What is self-concept (how you think about or see yourself)? How can self-concept be affected either
negatively or positively by what other people say to us or about us?
2. Identifying who they are, what their strengths are, what makes them happy, and what others see as
their strengths.
Game
1. Ask the learners to stand in a circle.

2. Tell the learners that they are going to say one kind or positive thing about someone else in the circle.
3. They do this by throwing a ball at the person and then saying, “Thank you for…”
The other person responds with, “You’re welcome!’”
4. When a learner has had something said to them that is positive, they sit down.
5. The game ends when everyone has had a turn to say something positive about someone else in the
room.
ASSESSMENT

1. Ask learners to display their poems, posters, rap songs, collages etc. in the classroom for others to
see. Ask them to post positive comments on the work displayed, to encourage each other.
Building good, positive values and attitudes is an important part of the CAPS Life Skills curriculum.
Learners need to be made aware of how to build positive attitudes both in and outside the
classroom. The way in which activities are structured and assessed should motivate learners to
be positive and confident.
Learners may not want to perform their songs or poems for others, so pair them with learners
who do so confidently. This will motivate learners to think more positively about their own work.
Positive attitudes and positive self-image is linked to other sexuality concepts, like good decisions
and choices, positive behaviour etc., in lessons that follow.
2. Use the questions below to consolidate content dealt with in this activity.

Test your knowledge
Ask your learners to answer the following questions:

1. Why do you think is it important to have a positive self-concept?
2. Give an example of something a friend could say to you that would make you feel positive about
yourself.
3. Explain how you would react if someone told you something negative about yourself.
Possible answers
1. If you have a positive self –concept, it means that you accept yourself for who you are. You are
happy with yourself. When things go wrong in life, you will be able to deal with them and move
on instead of beating yourself up over your failures.
2. You are a good listener. / You are someone I can trust and rely on. / You are a good friend.

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GLOSSARY
Appearance: the way that a person or thing looks
Diagnosis: a doctor diagnoses an illness after examining a patient’s symptoms. A diagnosis is what the
doctor decides the illness is
Influence: the power that something or someone (like a partner or parent or a president) has over
another person or other people which enables them to make the people they influence think something
or do something that may or may not be good for them
Motivation: to make somebody want to do something
Positive: positive means good. The good things about us are positive. A strong and healthy self-image is
a positive self-image
Progeria: a rare genetic condition that causes a child to age much too quickly
Rare: something that you do not find or see often
Self-concept: how you think about or see yourself; the belief you have in yourself
Self-image: the idea one has of one’s abilities, appearance and personality

Lesson 5.2A
I can choose my relationships

45
Lesson 5.2A I can choose my relationships
Grade 5
CAPS Topic(s) Development of the self
CAPS Subtopics • Relationships with peers, older people and strangers

−− Bad and good relationships
−− Safe and unsafe relationships
Link to other • Coping with emotions: empathy, compassion, anger, disappointment

subtopics in CAPS and sadness
Other subjects:
• Languages: visual literacy - interpretation of information in different
texts
This lesson will deal • Recognising that there are different types of relationships.
with the following • That there are many ways to express friendship and love to another
person and there are strategies to protect ourselves in an unsafe
relationship.
• Identifying the characteristics of a good relationship and a bad
relationship, a safe and an unsafe relationship.
• Understanding that relationships are able to change
• Analysing which strategy would be the most appropriate to use in a
variety of situations.
• Explore ways that inequalities in a relationship affect personal
relations.
Concepts • Abuse • Trust

• Feelings • Unsafe
• Relationships • Friendship
• Respect • Inequality
• Safe • Expression

methodologies • Small group work
Time 60 minutes

CORE MESSAGES
• I have the right to say “no”, and the responsibility to respect a “no” to any unwanted touch or attention.
• I choose friends who are loyal and good for me.

The learners discuss the different types of relationships, what makes a relationship good or bad, safe or
unsafe. They explore different strategies for when they find themselves in unsafe situations.

Activity A : Good or bad 30 min Informal, Group Group work
relationships assessment Written task
Activity B: Refuse, delay and 30 min Informal, Self- Oral (visual literacy)
bargain assessment Written task.
Homework Informal, Educator Written task
assessment
KEY POINTS
1. There are different types of relationships:
a. Friend relationships
b. Adult-child relationships
c. Family relationships
d. Intimate relationships
2. A good relationship is based on respect and trust.
3. There are safe relationships and unsafe relationships.
4. Relationships are able to change.
5. It is important to feel safe and comfortable when you are in a relationship.
6. An unsafe relationship should set off a small voice in our heads that says “NO!”
RESOURCES/MATERIALS
• Chalk
• Chalkboard
• Learner books
• Paper
• Pencils

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1. Activity A: Divide the learners into small groups. Assign a picture for each group to analyse. They
need to focus on: who is in the relationship; what kind of relationship it is; and they must evaluate
whether it is good or bad based on details in the picture.
2. Activity B: Have examples of Refuse, Bargain and Delay ready, in order to explain this concept to the
learners. Use a class list to help you split the learners in groups for this activity.
ACTIVITIES
Activity A: Pictures - Good or bad relationships
Introduction: This activity deals with identifying the different characteristics of good and bad relationships.
It also deals with applying different strategies to keep us safe in bad relationships.
a. Write the word ‘Relationship’ on the board.
b. Ask the learners what the term ‘Relationship’ means.
c. Record their answers on the board.
Small groups
2. Refer the learners to the pictures in Worksheet 5.2A.1 in their learner books.
3. Give each group of learners one picture to analyse. Ask them to look at the pictures and identify
whether the relationship is good or bad.
4. Tell the learners they have to answer the following questions for each picture:
a. Who is in the relationship?
b. What kind of a relationship is it?
c. Evaluate whether the relationship is a good one or a bad one by looking carefully at the pictures.
Justify your answer using evidence you have found.
d. How are the characters feeling?
5. Ask your learners to give reasons for their answers.
6. Look at the first picture as an example, with the learners, and help them find the answer.
a. Thando and an older boy.
b. It is a peer relationship.
c. It is a bad relationship because the older boy is more powerful than Thando. He is trying to make
him do something he knows is wrong.
d. Thando is unhappy, afraid and stressed, while the older boy is feeling in charge and powerful.
7. Give the learners 10 minutes to complete the answers for the picture.

WORKSHEET 5.2A.1
Scenario 1: Two boys are standing and talking. The older boy is offering the younger boy drugs.
Come on Thando, have some.

It will make you feel powerful.
Now write down what you discussed:
a) Who is in the relationship?

b) What kind of a relationship is it?

c) Evaluate whether the relationship is a good one or a bad one by looking carefully at the pictures.
Justify your answer using evidence from the picture.

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d) How are the characters feeling?
Scenario 2: A grandmother is sitting in her rocking chair with her granddaughter, Thembi, at her feet. The
granny is reading a story.


Justify your answer using evidence from the picture.


Scenario 3: John and Mary are friends who walk home together from school every day. Mary wants John
to go with her to the deserted house. Mary tries to kiss John. John is shocked. He does not want to
change the relationship he already has with Mary.


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Justify your answer using evidence from the pictures.


Scenario 4: Jane and Phumi are playing in the bedroom. Her uncle sends Phumi to the shops to buy a loaf
of bread. While she is away, Phumi’s uncle calls for Jane to bring him some soap while he is having a bath.
Jane goes outside to wait for Phumi to return.

More than one relationship is indicated here. There’s a friendly relationship between Jane and
Phumi, family relationship between Phumi and her uncle and the adult-child relationship Jane
and Phumi’s uncle, which is the main relationship the scenario wants you to focus on. This is the
unsafe relationship.



Scenario 5: Tracy is waiting at the bus stop after school. While she is waiting, a car stops next to her. She
has never seen this person before. The person in the car offers her a lift.
Tracy is not sure what to do.

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Scenario 6: A teacher and learner are standing in a classroom. The teacher is discussing the learner’s
progress with him.

Class discussion
1. Once they have completed the exercise, go through the answers for each picture with the whole
class.
2. The learners mark their own answers and fill in the answers for the others.
3. Now discuss the following points with the learners:
4. There are different types of relationships, e.g.
a) Friendly relationships (Phumi and Jane; John and Mary)
b) Relationships between a child and an adult ( teacher and Tommy)
c) Loving relationships with family (Thembi and her grandmother)
d) You can also have an intimate relationship between men and women, woman and woman and
men and men.
5. A good relationship is based on respect, trust, love and friendship which is shown in words (by the
things we say) and in actions (by the things we do).
6. Divide your learners into buzz groups. They must choose a relationship e.g. friendly relationship,
child-adult etc. Now they should choose a way in which they can express love in that relationship.
Take some responses from the groups. Write their responses on the board.
7. “Trust means that people can count on you to do the right thing and say things that are true even
when no one sees you.”11 Trust also means that you are able to communicate with that person and
that they listen to what you have to say.
8. You feel safe and comfortable in a good relationship.
……………………………………………..Natural Break………………………………………………
http://www.character-kids.com/trustworthiness.pdf
11

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Activity B: Refuse, delay and bargain

Introduction: This activity teaches learners the difference between a safe relationship and an unsafe one.
It also describes the “refuse”, “delay” and “bargain” techniques, with ideas for practice.
Review with the learners what they learned in the previous activity about the difference between a good
relationship and a bad relationship.
Small group
• Divide the learners into small groups.
• Ask the learners to identify times when they have felt safe and to give an example of feeling safe. Ask
the learners to describe how they feel when they are safe.
• Ask the learners to identify times when they have felt unsafe. Ask them to give an example of feeling
unsafe and to describe how they feel when they are unsafe.

Be aware/ sensitive to the fact that some learners may have experienced traumatic or unsafe
situations. If possible, have a counsellor on hand to debrief any learners that may need
assistance.
1. Ask the learners the following questions in their groups:

a) Are all good relationships safe relationships? Give an example, if applicable.
Example: You could have a good relationship with a friend, but then you make a bad decision with
that friend that puts you in a risky situation e.g. you and your good friend decide to leave school
early and go to the local movie house where a number of drunk young men hang around, and it
puts you both at risk.
b) Are all bad relationships unsafe relationships? Give an example, if applicable.
Example: Yes, if you are in a bad relationship, you will be unsafe.
c) Can a good relationship become an unsafe relationship? Give an example, if applicable.
Example: A good relationship can become an unsafe relationship. A trusted adult breaks their
trust and takes advantage of an unsuspecting child and tries to sexually assault them.
d) Can a bad relationship become a safe relationship? Give an example, if applicable.
Example: You could be in a relationship with a bully which is a bad relationship and puts you in
harm. If that person decides to stop bullying you and changes their behaviour over a sustained
period, that bad relationship could become a safe relationship.
Class discussion
1. Bring the learners together and tell them that there are different strategies they can use if they find
themselves in unsafe relationships.
2. Ask the learners to read through the following

REFUSE: Say “no” clearly, and if necessary, leave. Your body language should reflect what
you are saying.
• No, no, I really mean no!
• No thank you!
• No, no and I’m leaving!
Example
You are at your friend’s birthday party at her home and her brother’s school friends are
there too. They are older than you and your friends. One of the brother’s friends asks you
to dance. Then he suggests you go to another room to talk to him, but you do not want
to go. You say, “No!” and he seems angry at your answer. You decide to join your group of
girlfriends and stay with them. You feel safer with them.
DELAY: Buy yourself some time to get out of your situation or get the other person to think
about what they are doing.
• I’m not ready yet.

• Maybe we can talk later.
• I’d like to talk to a person that I trust.
Example
You are alone with your best friend’s older brother. Only the two of you are in the house. You
are waiting for your friend to come home. You start to feel very uncomfortable because he
is staring at you. He sits next to you on the couch. You get up off the couch and change the
subject – you start asking him about his studies. You are hoping that in this way you will be
able to buy some time until your friend gets home. But then he gets up and comes to stand
next to you. You can feel his warm breath on your face. You tell him that you don’t think this
is a good idea and suggest that you wait for your friend outside. This gives you time to get
out of a sticky situation and time for him to reconsider what he is doing.
BARGAIN: Try to make a decision where both people will benefit.

• Let’s do (something else) instead
• I won’t do that, but maybe we could do…
• What would make us both happy?
Example
You overhear your cousin tell your sister that she likes another girl and would like to be
in a relationship with her. Your sister doesn’t know what advice to give her. You tell your
sister to convince your cousin that she is too young to be in a relationship. What she should
rather focus on, is building a good friendship and getting to know the other person, finding
interests in common, things to talk about and so on. There is still lots of time for her to
develop intimate relationships.
3. Refer learners to the picture frames in their workbooks.

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4. Ask the learners to look at the pictures carefully. They must discuss in their groups which of these
strategies they are going to use to get out of the unsafe relationships illustrated i.e. “refuse”, “delay”
or “bargain” .
5. Refer the learners to the examples provided below: (These examples show how the empty frames
could be completed.)
6. Read through the examples with the learners.
Possible responses
Learners will have written different responses in the dialogue boxes
Picture 1 responses:
• Thando: No thanks I don’t want to try it.

• Older boy: But it’s amazing. You’ll see.
• Thando: I really have to go now. My mom is waiting for me.

• John: No, I don’t want to kiss you!

• Mary: Come on, John. Everyone is doing it. I just want to try.
• John: I said No! (and he walks away)
• Uncle: Did you hear me Jane? Please bring me some soap.

• Jane: I can hear you but I do not feel comfortable bringing soap to you in the bathroom. Please get
the soap yourself.
• Driver: Do you want to catch a ride?

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• Tracy: No, thank you. The bus will be here soon.

• Driver: My car will be a much more comfortable ride.
• Tracy: Sorry, but I cannot get into your car. I’m waiting for the bus.
Small groups
1. Divide the learners into groups of four or five.
2. Give each group of learners one picture to complete.
3. Ask the learners to fill in the speech bubbles for the pictures provided. They should do this work in
their exercise books.
1. When the learners have completed the pictures ask them to report back.
2. Ask the rest of the class to check that the groups have used the correct strategy.
1. Remind the learners that there are different types of relationships.

2. Some relationships are good for us and others are bad. Some relationships make us feel safe and
others do not.
3. Relationships can change.
4. Safe relationships can become unsafe relationships e.g. when someone you trust betrays you.
5. Unsafe relationships can develop into safe relationships e.g. a bully stops bullying.
6. When we find ourselves in unsafe relationships, we need a way out!
7. There are different strategies we can use when we find ourselves in unsafe situations i.e. “refuse”,
“delay” and “bargain” .
HOMEWORK
Ask your learners to write a paragraph of five sentences in their exercise books about a good relationship
they have, to say what type of relationship it is, and why it is a good relationship.
ASSESSMENT
1. Use the activity on the picture in Activity B as an assessment task. Learners complete the speech
bubbles on the picture.
2. Ask learners do the activity individually. This will give them an opportunity to consolidate the
discussions on the picture that happened in groups in the classroom and to express their own
opinions.
3. Use the questions below to consolidate the content dealt with in this SLP.

Test your knowledge

1. Briefly explain the techniques of “refuse”, “delay” and “bargain”.
2. Give your own example of what you think is a good relationship.
3. Give your own example of an unsafe relationship.

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GLOSSARY
Abuse: being cruel and unkind to somebody
Bargain: to try to agree on the right thing to do
Delay: to put off doing something until a later time
Expression: making your thoughts and feelings known
Inequality: having an unfair advantage over another person for some reason such as age, money, social
position, educational qualification etc.
Refuse: to say “no” when somebody asks you to do or receive something
Relationship: the way people or groups behave with each other or how they feel about each other
Respect: to have a good opinion of somebody or something. Self-respect is to have a good opinion of
oneself
Safe: secure and protected and not in danger of harm
Technique: a particular way of doing something in order to achieve something
Unsafe: in danger of being hurt or harmed

Lesson 5.2B
This is my body and I can say
what happens to it

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Lesson 5.2B This is my body and I can say what happens to it
Grade 5
CAPS Topic(s) Development of the self
CAPS Subtopics • Relationships with peers, older people and strangers
Link to other • Coping with emotions: empathy, compassion, anger,

subtopics in CAPS disappointment and sadness
−− Skills to manage emotions in a positive way
• Giving and receiving feedback: giving feedback to peers and
receiving feedback from peers and adults
−− Appropriate ways of giving feedback: positive and negative
feedback
This lesson will deal • Appreciating that your body is yours and you say what happens to
with the following it
• Understanding that it is Okay to say NO
• Recognising that when someone says NO it means NO
• Recognising that unwanted sexual attention from both girls and
boys is a violation of privacy and rights about one’s body
• Communicating to maintain privacy and counter unwanted sexual
attention.
Concepts • Assertiveness
• Body Language
• Force
• Protection
• Refusal
• Respect
• Trustworthy

methodologies • Presentations
• Storytelling
• Group work
Time 60 minutes

CORE MESSAGES
• I have the right to say “no”, and the responsibility to respect a “no”, to any unwanted touch or attention.

The learners find out how to say “No” and mean “No.” They learn how to make sure that other people
know that when they say “No” they mean “No”. When someone says “No”, we must respect and listen to
what they are saying. Unwanted sexual attention from either girls or boys violates privacy and the right
over one’s own body. It is important for us all to communicate clearly to maintain privacy and counter
unwanted sexual attention.

Activity A : This is my body and 30 min Informal, Peer Class discussion
I say what happens assessment
to it
Activity B: I nappropriate 30 min Informal, Peer Class discussion
attention from an assessment, Educator Smll group discussion
adult assessment
Activity B: Refuse, Bargain Delay 30 min Informal, Educator Class discussion
assessment Written task
KEY POINTS
1. It is important to remember that we all have the power and the ability to say “No”.
2. Giving permission is important. Receiving permission is also important.
3. Consent has to be given and must also be received.
4. Not only are we allowed to say no when it comes to our own bodies, but we also need to allow others
to do the same.
5. When someone says no, we must respect it. In the same way, when we tell someone no, then they
must respect it as well.
6. Be aware of inappropriate attention.
RESOURCES/MATERIALS
• Chalk
• Chalkboard
• Learner book
• Pencils
• Pens

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ACTIVITIES
Activity A: This is my body and I say what happens to it

Introduction: In this activity, learners will gain an understanding that they have the power and the ability
to say “no”. They will realise that not only are we allowed to say “no” when it comes to our own bodies, but
we also need to allow others to do the same. They must accept that when someone says “no”, they must
respect it. In the same way, when we tell someone “no”, then they must respect it as well.
Paired work
1. Divide the class into pairs.
2. Ask the learners to work in pairs and read through the passage in Reading 5.2B.1 carefully.
3. Walk around the class while the learners are reading through the passage to provide any assistance
that may be required.
4. Give learners 10 minutes to read through the passage and 15 minutes to answer the questions.

You know the reading levels of your learners. Pair a better reader with a weaker reader. Also give
them enough time to read through the story before this lesson. Make sure that any difficult
vocabulary is dealt with before teaching in this lesson begins.
You may want to use group work if your class size is large. This will help facilitate feedback from
learners.
Reading 5.2B.1
Sandra’s story
Sandra’s body has been changing. She has learnt all about it at school. Her teacher has told her about
puberty, so she is expecting these changes. She has suddenly been getting attention from boys – they
tell her how pretty she is. She has to admit that it’s flattering to get so many compliments.
Sandra visits her best friend Jane all the time. Jane has an older brother Robert, who is 18. He is often
home when Sandra comes to visit Jane. Sandra and Jane are both 11. Jane has not developed as much
as Sandra has. Sandra’s breasts have grown, and her hips are quite curvy. When she wears dresses,
she looks very grown up; she likes the way her dresses fit her now. She has noticed lately that Robert
looks at her differently. She has always seen him as a “big brother”.
Recently when she came to visit, Jane was not at home. Robert said that she could wait for Jane,
who wouldn’t be long. He told her that she looked pretty. She could feel her cheeks getting red with
embarrassment. She was sitting on the couch when Robert entered the room. She could tell he had
something on his mind. Something wasn’t right.
He came to sit next to her. He had sat next to her many times before, but today felt different.

He reached over and put his hand on her leg. “What are you doing?” she asked. “Relax,” he said. “Just
having some fun”. She didn’t understand what Robert was doing. This didn’t feel right. She didn’t want
this. “No, Robert!” she cried. Robert leaned in and kissed her on her neck, he rubbed his hand up her leg.
She pulled away and said, “No, I don’t want to.” “Relax and I’ll show you a good time,” he replied. “Robert, I
don’t think you’re hearing me,” she said. “I said, no, don’t touch me. This is my body and I DON’T WANT to
be touched. I want you to stop right now or I’ll scream.” “Okay, okay big baby,” Robert said and let her go.
Sandra could not believe what had just happened. Was it something she had said or done? She was
completely uncomfortable with what had happened and decided to go home. She just didn’t feel safe.
Paired work
1. Ask the learners to work with their partner and answer the following questions in their exercise books
a) Which word in the first five lines tells us that Sandra enjoyed the attention she was suddenly
getting from boys?
b) Why do you think that Robert started looking at Sandra in a different way?
c) Why do you think that Sandra was embarrassed when Robert told her that she looked pretty?
d) Was it right for Robert to do what he did? Give a reason for your answer.
e) Did Robert hear Sandra’s “No” the first time she said it? Give a reason for your answer.

67
f) What should Sandra do next?
g) What would you do if you were in such a situation?
Once the learners have completed their answers, work though the answers with the learners and have a
class discussion.
1. Ask learners to read the passage again but to switch the names when they read. Read “Sandra” for
“Robert” and vice versa.
2. Ask them if it makes any difference to what they decided about what is right or unacceptable.
3. Round off the discussion with the following comments: (Write the comments on the board).
• You have the right to decide what happens to your body.
• No means no and must be respected first time, every time.
• A trustworthy adult will never do anything to you that will make you feel uncomfortable.
• A trustworthy adult can be trusted to do what is best for you and will always respect you and will
make you feel safe and protected.

It is important to reinforce with learners that boys are as vulnerable as girls and that they have the
same rights as girls to be heard and protected. Often stories about sexual harm use examples where
the girl-child is the focus. The boy-child is as vulnerable and boys need to know that they too must
speak up against being touched inappropriately or harmed
…………………………………………………………Natural Break……………………………………………………

Activity B: Inappropriate attention from an adult

Introduction: In this activity the learners make a list of the types of inappropriate attention one can receive
from an adult.
1. Divide your class into small groups.

2. Ask your learners what they think the word “inappropriate” means.
3. Give them two minutes to discuss. Take a few responses from the class. Write the responses on the
board.
4. Summarise: Inappropriate means “not suitable”, “not wanted” or “uncomfortable”, especially when of
a sexual nature.
5. Now ask the learners to list examples of inappropriate attention from an adult. They must think about
behaviour and attitudes that make them feel unsafe.
6. Give the learners five minutes to make their lists.
7. Each group selects one person to report back on behalf of the class.
8. During the report back session, write the learners’ responses on the board. As you go around the class,
add to the list. Do not repeat any items.
9. Remind learners that safe situations can turn unsafe. If they feel uncomfortable then the situation is
no longer safe.
Activity C: Refuse, bargain and delay

Introduction: In this activity, learners will identify and apply strategies they can use in response to any
unsafe relationships that they learned about in the previous lesson. They will learn to use the strategies of
“refusing”, “bargaining” or “delaying” as a response to unwanted touches or unwanted attention in situations
that may be familiar to them or that they have experienced.
1. Ask the learners to continue working in their groups.

2. Tell the learners to refer back to the story about Sandra and Robert in Activity A. In the story, Sandra
feels uncomfortable and she does not like how Robert makes her feel. When we feel the way Sandra
feels then there is something we can do about it.
3. There are three strategies we can use: “refuse”, “bargain” or “delay”.
4. Remind learners what the strategies of “refuse”, “bargain” and “delay” mean.
5. Ask the learners to identify which of the strategies – “refuse”, “bargain” or “delay” – Sandra uses in the
unsafe relationship she had with Robert.

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Remind the learners about the Refuse, Delay and Bargain techniques.
REFUSE: Say no clearly, and if necessary, leave. Your body language should reflect what you are
saying.
• No, no, I really mean no!

• No thank you!
• No, no and I’m leaving!
DELAY: Buy yourself some time to get out of your situation or get the other person to think about
what they are doing.
• I’m not ready yet
• Maybe we can talk later
• I’d like to talk to an adult that I trust
BARGAIN: Try to make a decision where both people will benefit.
• Let’s do (something else) instead
• I won’t do that, but maybe we could do …
• What would make us both happy?
Discussion
1. Ask the learners to evaluate how successful the strategy used by Sandra was in this situation.
2. Now ask learners to choose another strategy to deal with the situation with Robert.
3. In their assigned groups, learners choose another strategy e.g. Delay or Bargaining and write the
ending to their story using this strategy.
4. Walk around the class and give the learners the necessary assistance. 
5. Once the learners have completed the stories, ask a few volunteers to read out the ending of their
stories to the class.
6. Summarise the discussion with:
a) Is there one particular strategy that works better than the others?
b) Could there be a situation where none of the strategies could apply?
HOMEWORK
1. Ask learners to go home and talk to their parents or a trusted adult about what they have learned
in this activity. Alternatively learners can write up a short “Note to self” about remembering the
importance of the three strategies Refuse, Delay and Bargain.
2. Ask the learners to demonstrate how they have learned to say “No” by drawing up a list of behaviour
and actions which would cause them to say “No” when asked.

1. Ask learners to give examples where these three approaches might not work.
2. Remind learners that not everyone intends to harm them. Not all touches are bad touches. Attention
or affection is not usually bad, but NO TOUCH OR ATTENTION should make you feel uncomfortable.
3. Write a song or poem about the message of the SLP.
ASSESSMENT
1. In Activity A the learners work in pairs and then evaluate each other’s responses. The value of peer
assessment is that, within the pairs, each learner will give their own response to questions. This is
then discussed and negotiated and agreed upon as the pair’s response to the questions. Learners
often feel more comfortable about sensitive information in pairs than in bigger groups.
2. Accept the pair group’s responses to the homework task if they do not feel comfortable speaking to
an adult.
3. Use the questions below for consolidation of information in this lesson.
Test your knowledge

Ask your learners to answer the following questions :
1. List three examples of unsafe situations.

2. Define permission.
3. Describe the most effective way of saying “No” to unsafe situations or touches.

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GLOSSARY
Assertiveness: behaviour that is confident and clear
Body language: the way you communicate using your body gestures or posture
Force: to make somebody do something that they do not want to do
Permission: allowing somebody to do something (giving them permission)
Protection: keeping somebody or something safe from harm
Refusal: saying ‘no’ when somebody asks you to do or have something
Respect: to have a good opinion of somebody or something. Self-respect is to have a good opinion of oneself.
Trustworthy: when a person shows that she/ he can be trusted to do what is best for you

Lesson 5.3
The benefits of good and safe
relationships

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Lesson 5.3 The benefits of good and safe relationships
Grade 5
CAPS Topic(s) Development of self
CAPS Subtopics • Relationships with peers, older people and strangers:

−− Benefits of good and safe relationships
Link to other • Emotions

subtopics in CAPS −− Understanding a range of emotions: love, happiness, grief,
fear and jealously
This lesson will deal • Identifying the benefits of a good and safe relationship
with the following and recognising the negative effects of bad and unsafe
relationships.
• Family, marriage, love and relationships changes as one grow
older.
• Inequality affects personal relationships
• Equitable roles leads to healthy relationships
Concepts • Trust
• Respect
• Support
• Encourage
• Honest
• Gossip
• Bad influence
• Abuse
Teaching Playing the game – Snakes and Ladders

methodologies Instructional
Time 60 minutes

CORE MESSAGES
• I have the right to say “no”, and the responsibility to respect a “no” to any unwanted touch or attention.

The learners discuss the benefits of a good and safe relationship. They then play a game of Snakes and
Ladders. Before playing the game, they have to decide whether statements provided to them fit under the
snakes or the ladders on the game board. The snakes represent bad relationships and the ladders represent
good relationships.

Activity A: Benefits of a good 10 min Informal, Educator Class discussion
and safe relationship
Activity B: Playing the game 50 min Informal , Educator Game play
Homework Informal, Self Journal entry
KEY POINTS
1. There are many benefits to having a good relationship with someone:
• You will have someone you can trust and who respects you.
• You will feel safe and secure
• You will have someone with whom to share difficult and good times.
• You will have someone who believes in you and supports you.
• You will have someone who encourages you to do good things.
• You will have someone to share experiences with.
• You will feel accepted and happy.
• You will be able to cope with sadness, tragedy and change
RESOURCES/MATERIALS
• Snakes and Ladders template (A2)

• Chalkboard
• Chalk
• Used cardboard boxes
• Crayons
• Paper glue / Pritt
• Strips of paper with statements
• Learner book

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Activity A: This lesson prepares leaners for the game in Activity B. Learners identify and discuss what are
good and bad relationships, and the benefits of good relationships.
Activity B: You can make the Snakes and Ladders game with the learners before the lesson as part of a
Creative Arts lesson.
1. Make A2 copies of the Snakes and Ladders game. Make a copy for each group, e.g., if the class is
divided into groups of 4, and you have 40 learners, you will require 10 copies.
2. Bring old cardboard boxes to school to use as backing boards for the A2 sheets. The learners can cut
the boxes into the right size and shape. Paste the A2 sheets on the backing board to make a solid
board.
3. If you do not have dice, cut pieces of paper into small squares and write the numbers 1 to 6 on them.
You will need a number of squares. Put them into a container and every time someone needs to play,
they will stick their hand into the container and will pull out a number.
4. You will be required to cut out the statements that need to be pasted on the board, either under the
Snake or under the Ladder.
5. The game has been designed in such a way that the statement can fit into the space provided.
ACTIVITIES
Activity A: The benefits of good and safe relationships

Introduction: In this activity the learners will discuss the benefits of good and safe relationships. Though
the focus is on identifying and building good relationships, learners will also consider what makes certain
relationships bad.
1. Divide the class into small groups.

2. Ask the learners to think back to the last two lessons on Relationships and to discuss the following in
their groups:
a) What is a good and safe relationship?
b) What are the benefits of having good relationships?
c) Why do you think it is important to have good relationships with others?
3. Take a few responses from the class.
4. Write the responses on the chalkboard.
5. Ask learners to indicate what makes some relationships bad. Can good relationships become bad?
How and when?

Activity B: Snakes and Ladders

Introduction: In this activity the learners will identify the Snakes (bad relationships) and Ladders (good
relationships). They will then spend the rest of the lesson playing the game Snakes and Ladders.
1. Divide the learners into groups of 4.

2. Each group is given a Snakes and Ladders game board as represented in Worksheet 5.3.1. Let’s play.
Learners can use the template in their books if you are not able to replicate the worksheet. Leaners
throw the dice to take turns to play and enswer.
3. Their first task is to paste the actions either below the Snake or beneath the Ladder.
4. The Snakes represent the bad relationships, while the Ladders represent the good relationships.
5. Provide the learners with the statements below.
6. Jumble up the statements so that the learners have to figure out which ones fit under Snakes and
which fit under Ladders.
7. Learners each throws the dice to get a chance to play the game. Learners read each statement that
they land on.

Be sensitive to cultures where snakes can represent something good. For the purpose of the game,
the snakes take you down and represent bad relationships
Statements:
In the game, Snakes represent bad relationships:
a) Someone who lies to you.
b) Someone who pressures you into doing something wrong.
c) Someone who makes you feel uncomfortable.
d) Someone who spreads gossip about you.
e) Someone who physically abuses you.
f) Someone who hurts you on purpose.
g) Someone that you do not trust.
h) Someone who does not respect you.
i) Someone who does not support you in difficult times.
j) Someone who laughs at you when you make a mistake.
k) Someone who says nice things to your face, but laughs at you behind your back.
l) Someone who is a bad influence on you and makes you does mean things.
In the game, Ladders represent good relationships:

a) Someone we can trust.
b) Someone whom we respect and who respects us.
c) Someone with whom we feel safe.
d) Someone with whom we feel comfortable.
e) Someone with whom we can share problems and difficult times.
f) Someone with whom to celebrate our successes.
g) Someone who believes in and supports us.
h) Someone who will not listen to gossip or lies about us.
i) Someone who will protect us from hurt.
j) Someone who encourages us to do good things.
k) Someone who is always honest with us.

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WORKSHEET 5.3.1. Let’s play

The statements used in the homework activity come from Activity 5.2A. Remind learners about the
stories used in the Activity 5.2.A
HOMEWORK
1. Ask the learners to write one journal entry about safe and unsafe relationships with:
a) Peers (Think of the story of John and Mary)
b) Older people (Think of the story of Gogo and Thembi or Phumi and her uncle)
c) Strangers (Think about Tracy at the bus stop)

Journal writing is a skill to teach in Languages and is useful in all subjects to get learners to reflect
on their feelings, their experiences, or to make notes of what is important to them. It is useful to get
learners to summarise the content taught and to express what was important about what they learnt.
In this activity, writing about what is good and / or bad may be very personal. Treat learners’ expressions
of their feelings as confidential. These journal entries will give you a good indication if there is a need
for a follow up discussion with the learners. It may be an alert to threatening or unsafe experiences.
Respect what may be very difficult for learners to deal with or express.
Learners write down their own examples of the benefits of having a good relationship.
ASSESSMENT

Use the following questions for consolidation of the information dealt with in this SLP.
Learners will do this as an individual activity.
Test your knowledge

1. Name three benefits of a good relationship.
2. Name three negative effects of a bad relationship.
3. Why do you think it is important to have someone who believes in you and supports you?
4. Is it important to have someone who will protect you from hurt? Give a reason for your answer.
5. How did you feel when you landed on a “Snake” in the game? Why?

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GLOSSARY
Celebrate: to do an activity that shows that you are happy for a special reason or because it is a special day
Encourage: to motivate and help build another person’s confidence and hope so that they feel inspired to
carry on with something or to begin something new
Gossip: to say things about other people (generally behind their backs) that is often unkind or untrue
Honest: to be honest is to tell the truth and not to steal, lie or cheat
Influence: the power that something (like money or power) or some person (like a partner or a parent or a
president) has over another person or other people which enables them to make the people they influence
think something or do something that may or may not be good for them
Pressurise: to coerce someone into doing something
Respect: to have a good opinion of somebody or something. Self-respect is to have a good opinion of oneself.
Successful: somebody or something that does well or that people like a lot because of their achievements
and influence
Trust: believing that somebody is honest and good and will not hurt you in any way; or believing that a
situation is good for you and that no harm will come to you
Uncomfortable: when you are feeling embarrassed or worried about something
Untrustworthy: a person who cannot be trusted and who is not honest or truthful, or a situation that is
unsafe and could hurt you

Lesson 5.4
Body image:
Child abuse – “Keeping myself
safe from abuse”

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Lesson 5.4 Child abuse – “Keeping myself safe from abuse”
Grade 5
CAPS Topic(s) Social Responsibility
CAPS Subtopics • Child Abuse

−− Different forms of abuse: physical and emotional
−− Effects of abuse on personal health
−− Strategies to deal with abuse
−− Where to get help and report abuse
Link to other • Bullying: how to protect self from acts of bullying

subtopics in CAPS −− Examples of acts of bulling
• Emotions
−− Understanding own emotions: appropriate ways to express
own emotions
This lesson will deal • Learning how to say “NO” when faced with abuse.
with the following • Identifying different forms of child abuse
• Learning strategies to deal with abuse
• Knowing where to get help and report abuse
• Describe examples of sexual abuse (including rape, incest and
online abuse, sexual harassment and bullying.)
• Sexual harassment, GBV, psychological violence
Concepts • Child abuse

• Emotional abuse
• Physical abuse
• Sexual abuse
• Self-abuse
• Neglect
• Verbal abuse
Teaching • Use of song (rap)

methodologies • Group discussion
• Question and answer
Time 60 minutes

CORE MESSAGES
• I have the right to say “no” and the responsibility to respect a “no” to unwanted touch or attention.
• I have the right to be protected, safe and loved. I can get help when I need it.

This lesson starts off with a rap called “No Zones”. This is a fun way of introducing learners to the very
serious topic of abuse. Key messages are introduced, such as saying “No!” when someone hurts them, not
keeping secrets and telling an adult they can trust when faced with abuse. The learners are then given
examples of different kinds of abuse and they have to identify which type of abuse it is. The lesson ends
off with a discussion on the effects that abuse has on personal health.

Activity A: No Zone Rap 30 min Informal, Educator Rap song
Activity B: Different forms of abuse 30 min Informal, Educator Class discussion
Homework Informal, Self Poster
KEY POINTS
1. You have the right to be protected from all forms of abuse.
2. Abuse is NEVER your fault.
3. Abuse does not always happen at the hands of a stranger – it could be someone you know very well
or even love.
4. If anyone is doing anything that makes you feel uncomfortable or that you don’t like, DON’T KEEP IT
A SECRET.
5. Trust your feelings – when you get that “NO feeling” (a little voice inside you) it usually means that
something is wrong.
RESOURCES/MATERIALS
• Chalkboard
• Chalk
• Rap
• Learner book

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1. Activity A: Ask learners to read over the rap song before the lesson. They can form groups or pairs to
work together to do this. In the classroom, when doing the lesson, identify 6 learners who can do the
verses of the rap so that each group has an opportunity to read a part of the rap song.
2. Activity B: Draw a table on the board with 6 columns. You will need to populate the columns before
the lesson starts. Cover the drawing of the table with some newsprint until it is time to reveal it. If you
have the resources, prepare flashcards for the following headings:
1. Emotional
2. Physical
3. Sexual
4. Neglect
5. Verbal
6. Self
It is important to be aware that there may be learners in your class that have been or are being
abused. This needs to be dealt with. It is important that the victims do not feel any blame and that
they are empowered to take the necessary steps. They also need to know where to go for help.
After your lessons, there may be a learner who may want to disclose their abuse to you. You are
obliged as an educator in South Africa to report any suspected cases of abuse. This is the law. As an
educator you will need to know how to handle the disclosure and to whom to refer the learner.
You may use the following references from the Childline website.
http://www.childlinesa.org.za/educators/for-educators/child-protection-at-school/managing-an-abused-
learner/
http://www.childlinesa.org.za/educators/for-educators/child-protection-at-school/procedures-for-reporting-
abuse/
http://www.childlinesa.org.za/educators/for-educators/child-protection-at-school/disclosure-of-abuse/
http://www.c hildlinesa.org.za/educators/for-educators/child-protection-at-school/recognising-child-abuse/
ACTIVITIES
Activity A: “No zone” rap

Introduction: This activity involves learning a rap song that has lyrics
dealing with child abuse. It is a fun way to introduce a very serious topic
to the learners.
1. Ask learners to look at the picture in their books and say who they
think the people in the picture are and what they are doing.
2. Ask them what rap songs are about and why they are popular with
young people.
3. Learners can name popular rap artists and their songs.

4. You want learners to say that rap stands for “Rhythm and Poetry”12, music that talks about current
(everyday) social, cultural, political or religious issues that impact society or how people are affected
by these issues. Rap uses music that young people enjoy and can identify with, can copy or even do
their own rap songs about issues that they find important. Rap songs convey very strong messages
about sex, gender and culture.
5. Now refer learners to the “No Zone” rap in the learner book.
6. Teach the learners the “No Zone” rap.
7. Get learners to beat a rhythm on the desks – 2 beats on the desk and clap the 3rd beat.
8. Identify 6 learners that can rap each of the six verses.
9. The whole class will then chant, “CAUSE THAT’S MY NO ZONE (Pause for 2 beats) NO THAT’S MY NO
ZONES”.
12
https://acronyms.thefreedictionary.com/RAP

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Rap song: NO ZONES

This is my body
And I can say “No!”
When you touch me on places
I know you shouldn’t go
‘CAUSE THAT’S MY NO ZONEw (Pause for 2 beats)
‘CAUSE THAT’S MY NO ZONE
I won’t keep any secrets

No matter what you say
If I get a bad feeling you know I’m gonna say:
NO! THAT’S MY NO ZONE (Pause for 2 beats)
NO! THAT’S MY NO ZONE
All children have the right

To be safe and protected
So when I say NO
You’d better not forget it
THAT’S MY NO ZONE (Pause for 2 beats)
NO, THAT’S MY NO ZONE
My silence is your weapon

So, I’ll do what I must –
‘Got to tell my story to an adult I can trust
‘CAUSE THAT’S MY NO ZONE (Pause for 2 beats)
NO THAT’S MY NO ZONE
So when I tell somebody
And they don’t think it is true, I’ve got to keep on telling
I’ll tell until they do!
NO, THAT’S MY NO ZONE
My mind is my own
My body is too
Have to make it work for me
No matter what you do
NO, THAT’MY NO ZONE13
13
Botha, M.G. (1999) That’s My No Zone. MGB CONCEPTS

10. Discuss the main messages in the rap with the learners:
a) I will say “NO” when you touch me where I know you shouldn’t touch
b) I won’t keep any secrets.
c) I will say “NO” when I get that bad feeling.
d) I have the right to be safe and protected.
e) I will tell an adult I can trust.
f) I will keep on telling adults until someone believes me.
………………………………………..Natural break………………………………………………
Activity B: Different forms of abuse
Introduction: This activity reveals the different forms of abuse, the effects of abuse on personal health, and
strategies to deal with abuse and where to find help.
Note to the educator
This lesson requires you to be thoroughly prepared discuss difficult content and to create a classroom
environment that can be trusted by the learners, and where learners feel safe sensitive issues and
feelings. Your role will be ensure that learners can trust you and their peers to be free to talk honestly
and openly. If you feel that there are issues you are not able to deal with then consider into the
classroom to support you and the learners.

Allow learners to discuss in pairs. This activity and discussion should not take longer than 5-10 minutes.
Part A
1. Start the lesson with this statement: You have the right not to be abused.
2. Ask the learners to discuss the following question in pairs: ‘What is abuse?’
3. Randomly take responses from the class.
4. Summarise the discussion: Child abuse happens when someone uses their power or strength to do
or say what they want you to do even if it hurts you.
Part B
1. Draw the table on the board and populate it with examples of abuse14. If you have the resources, make
flashcards of physical, emotional, sexual, neglect, verbal abuse, or self-abuse.
2. Paste the flashcards with types of abuse jumbled on the board. Alternatively, write the types of abuse
jumbled up on the side of the board.
3. Read out the examples in the columns to the learners and ask them which type of abuse they think fits
the examples.
4. Now paste the correct flashcard of the type of abuse above each column.
5. If you do not have flashcards, write the types of abuse at the top of each column.
14
www.childline.org.za

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Physical Emotional Sexual Neglect Verbal abuse Self-abuse

Beating, Humiliation, An adult Lack of Swearing, Self-mutilation,
burning, tying manipulation, showing a child adequate name calling, Cutting,
up, kicking etc. lying to a child, his/her private supervision, threatening.
Trying to commit
threats, parts, an adult protection,
suicide.
Cyber bullying. having a child clothing, food,
touch his/her lack of proper
private parts, hygiene,
an adult having deprivation of
a child show sleep etc.
his/her private
parts.
6. Learners may raise many issues or questions during the discussion on abuse. Maintain reasonable
comfort levels by keeping to the forms of abuse discussed here.

To assist learners who may not feel safe or comfortable about mentioning their issues or
experiences in the classroom, set up a “Post box” for such questions or comments from learners.
You will then be able to read the posts to others in the class and deal with them anonymously,
or you may be alerted to a learner who needs support to deal with what they are experiencing.
Even when you know who the learner is, build the learners’ confidence in you by keeping their identity
confidential.
Part C
1. Discuss the following points with the learners and make them aware of the effects of abuse on learners’
health. (This may help learners identify others who may be abused and report their suspicions to an
adult they trust.)
Effects of abuse on your personal health:
a. If the injury is visible, like a bruise, or as serious as a broken arm or ribs, it might need to be treated
in hospital.
b. Many children will suffer from anxiety and will be sad, which will in turn lead to headaches and
stomach aches. This will also lead to children struggling to concentrate and isolating themselves
from their peers.
3. Discuss the following points with the learners.
a. You have the right to be protected from all forms of abuse.
b. Abuse is NEVER your fault.
c. Don’t keep bad secrets – if anyone is doing anything to you that you don’t like or that makes you
feel uncomfortable, don’t keep it a secret.
d. Trust your feelings – when you get that “NO feeling” (little voice inside you) it usually means that
something is wrong.
e. Abuse does not always happen at the hands of a stranger – it could be someone you know very
well or even love.
f. What to do if it happens/is happening to you:
• Yell – “No!” as loudly as you can. Your screams can alert others to your danger.
• Run – if you are able to, run away as fast as you can.
• Tell – tell an adult you can trust. Keep on telling until someone believes you.
g. Where to get help and report abuse:

• Tell someone you trust and who will help you e.g. a parent, a family member, a teacher, a
social worker, a nurse or a police officer.
• Phone Childline at 08000 55 555 – this call is free and someone who knows about child
abuse will answer your call.
HOMEWORK
1. Ask your learners to make an awareness poster that they can put up in the class that will tell any child
what to do when they are faced with child abuse.
End the lesson with the “No Zones” rap.
ASSESSMENT
1. Ask the learners to collect pictures of different types of abuse e.g. physical abuse, emotional abuse
and neglect. They can source these pictures from brochures, magazines, newspapers, etc.
2. The learners must sort the pictures according to these three types of abuse with the headings:
Physical Abuse; Emotional Abuse and Neglect. They must then paste these pictures under the most
suitable headings.
3. The learners must make up their own stories to explain one of the pictures.
4. Use the posters made from the picture collection as an assessment task.
5. The above activity could also count as a Term Project:
a) Child Protection Week of the School (June) is a good
time to get learners to do this activity. Consider using the
A soap box is literally a box or
school assembly as a platform to present their messages. crate used as a makeshift stand
This could be used to launch a school awareness by a public speaker.
campaign and to generate discussion in all other class
grades of sexual abuse.
b) Where and whenever possible, learners can set up a “Soapbox Session”.
c) Each Grade 5 class can take turns to host the soapbox, where their “NO” statements are called
out, and anti-abuse statements are explained to other learners.
6. Use the following questions as an informal assessment on the content in this SLP.

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Test your knowledge

1. Name two types of abuse and list two examples of each.

2. Why should you not keep secrets about bad things that people are doing to you?
3. What do we mean by the “No” feeling?
4. Name three effects of abuse on your personal health.
5. Who can you contact if this is happening/has happened to you?

GLOSSARY
Abuse: being cruel and unkind to somebody
Adequate: enough for what you need
Anxious: worried and afraid
Deprivation: to deny or to stop someone from having or using something
Humiliation: being made to feel very embarrassed or ashamed
Manipulation: to influence somebody so that they do or think what you want them to do or think
Mutilation: to damage a person’s body very badly, often by cutting into parts of the body or even cutting
off parts
Suicide: when a person kills themselves

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Lesson 5.5
Sexual grooming: I can say
“NO”!

Lesson 5.5 Sexual grooming: I can say “NO”!
Grade 5
CAPS Subtopics • Child Abuse

−− Strategies to deal with abuse
−− Where to get help and report abuse
Link to other • Bullying: how to protect self from acts of bullying

subtopics in CAPS −− Appropriate responses to bullying: where to find help
This lesson will deal • What sexual grooming is.

with the following • Helping children to recognise the signs of being groomed for abuse.
• Knowing the importance of reporting the grooming to a trusted adult
so that abuse can be prevented.
• Demonstrating effective ways to respond when you know someone
who is being bullied, sexually abused or harassed.
• Demonstrating ways to seek help for yourself or someone you know in
the case of sexual abuse, harassment, incest and bullying.
Concepts • Sexual grooming

• Emotional bond
• Self esteem
• Under someone’s influence
• Social media

methodologies • Scenario discussions and group work
Time 60 minutes

93
CORE MESSAGES
• I have the right to say “no” and the responsibility to respect a “no” to unwanted touch or attention.
• I have the right to be protected, safe and loved. I can get help when I need it.

The lesson starts with the story of Mbali and introduces us to the concept of sexual grooming. This is
followed by a discussion of what grooming is and what should be done once a child discovers that they
have been groomed. Learners are then given a series of scenarios and they have to identify the signs of
grooming and decide what to do next, putting into practice what they have learnt in the lesson.

Activity A: Mbali’s Story 30 min Informal, Peer Written task
Activity B: What should I do next 30 min Informal, Educator Observation
Homework Informal, Self Written task
KEY POINTS
1. Sexual grooming happens when someone, like an older learner, a family member, teacher, or
stranger, goes out of their way to form an emotional bond with you, so that you trust them.
2. They want to trap you into a situation where they want to have sex with you or abuse you in some
way.
3. Grooming can go on for weeks, months, or even years.
4. Grooming can happen in person or through social media.
5. When you are being groomed, you may feel excited, special and important. You might do things you
wouldn’t normally do if you were not under someone else’s influence.
6. When you find out what is happening to you, you may feel scared, ashamed and dirty.
7. Remember, it is NEVER your fault – you must report it and get help from a trusted adult.15
RESOURCES/MATERIALS
• Chalkboard
• Chalk
• Learner books
Soul City Institute for Health and Development Communication. (2015). Make Children Safe: An Activity Book and Educator’s Guide About
15
Thuthuzela Care Centres, pp. 11 – 13.

Sexual grooming has so many different faces that it is very difficult to recognise upfront that certain
behaviour may be associated with sexual grooming. Also, once learners deal with what has been
included here as sexual grooming behaviour, they may reflect on their own experiences and give it a
label. They will need confidentiality, support and probably a referral for psycho-social counselling
should it emerge that learners have been at risk.
More importantly, the dangers of giving a list of identifiable behaviour, without a discussion in
the context of an example of such behaviour, is that learners are tempted then to evaluate every
behaviour negatively and link it to sexual grooming.
Remember that the Screening, Identification, Assessment and Support (SIAS) document is your
support document in the classroom if you need to refer learners. Consult this process and get help
from the District-based Support Team (DBST) in your district for further advice and support.
1. Activity A: Refer learners to the reading 5.5.1 Mbali’s Story in the learner book. Depending on the reading
competence of the learners in your class, you may want to ask learners to read the passage before the
lesson. It may be necessary to go through the difficult words and glossary first so that learners can deal
with the facts in the reading before doing the activity.
2. Activity B: Refer learners to the scenarios in their learner books. Again, learners may need to go through
the reading of the scenarios beforehand.

In both these activities there is an opportunity to have learners deal with the vocabulary and
comprehension in the readings during the Languages period and to integrate language skills in this
lesson.
ACTIVITIES
Activity A: Mbali’s story
Introduction: In this activity, learners will deal with an example of sexual grooming.
Identify a learner who can read the following story out loud to the class. You may ask learners to
prepare for this lesson by reading through the passage on their own in their own time.

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1. Refer the learners to Mbali’s story in Reading 5.5.1 in their learner books.
2. Before asking the learners questions, speak to the learners about sexual grooming.
3. Ask the learners whether anyone has heard stories where young children have been rescued from
situations where an older person is found to be giving gifts and favours to children in order to trap
them to bring the children closer to the adults. The adults’ intentions are to bribe the children into
thinking they are taking special care of them. Then the adult tries to harm or hurt the children sexually.
This is what sexual grooming is and what we want to talk about in this lesson.
5. When discussing Mbali’s story, explain that the story uses the term “uncle” who has bad intentions. But
the groomer could a female, a younger male or female friend or someone who is not a relative at all.
6. When learners give their examples, be sure to correct instances that are not of sexual nature and to
explain why those examples are not sexual grooming. Learners need to be able to distinguish between
kindness from adults and adults who have bad sexual intentions.
7. Summarise the discussion as follows:
a) Sexual grooming happens when someone, like an older learner, a family member, teacher, or
stranger, goes out of their way to form an emotional bond with you, so that you can trust them.
b) Sexual groomers want to trap you into a situation where they can have sex with you or abuse you
in some way.
c) This might include giving you gifts and taking you places and spending money on you.
d) Grooming can go on for weeks, months, or even years.
e) Grooming can happen in person or through social media.
f) At first, the person makes you feel very special and they do special things for you and with you.
g) The sexual groomer may even become friends with your family and do special things for them.
This is very clever because when you tell your family, they might not believe you.
h) The groomer may also pick on people who feel lonely, are in unhappy homes or who have a low
self-esteem.
i) When you find out what is happening to you, you may feel scared, ashamed and dirty.
j) It is never your fault.
k) To make it stop, you must report it and get help from an adult you trust.162
8. Now ask learners to answer the questions related to the passage they read.
a) Ask your learners to write down the sentences from the reading passage that tells them the
following:
• Mbali and her brother like her uncle Siya.
• What is it that uncle Siya always does that makes Mbali feel uncomfortable?
• What happened to make things really bad?
• Three brave things that Mbali did to get out of a bad situation.
b) Identify the signs of grooming in this passage.
c) Why was it difficult for Mbali to say no when her uncle asked for a hug?
2
16
Make children safe, an activity book and Educator’s Guide about Thuthuzela Care Centres, Soul City Institute, Health & Development Communication,
2014


d) If you were Mbali, what would you do when your parents got home?
9. Go through the answers with the learners.
10. Learners may swop books and mark each other’s books.
Reading 5.5.1 Mbali’s story

Mbali is 10 year old. She lives with her brother Thando,
and her mom and dad. Her uncle Siya also lives with
them. At first it was fun having him around. He bought
them nice things to eat and was always in a good mood.
When Mbali’s parents go out, Uncle Siya stays to look

after them. While her younger brother plays outside,
Uncle Siya asks her to stay inside with him. Being alone
with her uncle makes Mbali feel very uncomfortable.
Sometimes he asks for a hug. When he hugs her, he
holds her very tightly. She does not like his hugs at all.
But he is very kind and always buys them things, so she
feels bad to say no to him.
One day, things got really bad. She was alone with her uncle when he grabbed her and kissed her with an
open mouth. She pulled away and said, “No!” in a very loud voice. She loves her uncle, but Mbali knows
that it is not right for him to kiss her. He got a big fright and let her go immediately. She ran outside to her
brother and played outside with him until her parents came home.
………………………………………..Natural break………………………………………..

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Activity B: Scenarios – What should I do next?
Introduction: In this activity learners will identify different grooming scenarios and will have to decide
what to do next.

2. Ask learners to choose a scribe. Explain the role of a scribe in the group as the person who will write
down the discussions and decisions taken in the group.
3. Ask each group to discuss the signs of grooming in the scenarios given below and then to decide
what the person who is being groomed should do in each situation.
4. In their groups, learners have to decide what they think needs to happen to make the situation less
harmful to or more protective of the person being groomed.
5. Each group must select someone to report back on what they discussed in their groups
Scenario 1:
Adam has been noticing for a while that his teacher has been extra friendly with him and giving
him compliments. He even gave Adam extra marks for a test Adam knew he didn’t deserve. This
has been happening for a while now. Yesterday he made Adam feel special by asking him to stay
after school. What should Adam do next?
Scenario 2:
Lindiwe is very lonely. Things are not going well at home. Her parents are always fighting. She
has made a new friend, Anna. Anna buys her things all the time, making her feel good and telling
her how pretty she is. This sometimes gives Lindiwe a funny feeling in her tummy, but then she
remembers that Anna is her best friend. No one cares for her like Anna does. Not even her parents
give her the kind of gifts that Anna does. Yesterday, Anna told Lindiwe that a friend wants to take
photographs of them. They won’t be wearing any clothes. Lindiwe doesn’t want to say no to Anna,
but she doesn’t want anyone to take such pictures. What should Lindiwe do next?
Scenario 3:
There is a boy who comes to Angela’s house to help with chores around the house. He is much older
than her, and she really likes him. He is very kind to her. He helps with her homework whenever
she asks him to. He likes being alone with her and she doesn’t complain. When they are alone, he
always tells her how pretty she is. Then she feels very special. She can’t believe someone like him
could think she is pretty. Today he told her he has something special to show her. He showed her
a book with naked people in it. She was shocked, but didn’t say anything. It made her feel very
uncomfortable. She is not sure what to do now. What should Angela do next?

Scenario 4:
Thomas is a good friend of Sharon’s dad. He is good to their family. He brings them groceries
and does nice things for them. Sharon likes Thomas because he is kind and tells her what a nice
young lady she is growing up to be. He has asked her dad if she can babysit his children – they
are 1 and 3 years old. When she goes to his house, he gives her strange looks and smiles. He
puts his hand on her shoulder and tells her that he is glad she is looking after his children. It
makes her feel uncomfortable when he touches her, but he is always so kind. Lately he has been
winking at her. When she told her father about it, he told her not be silly because Thomas would
never hurt her. What should Sharon do next?
HOMEWORK
Ask your learners to write a note that they can stick down in their homework book with one of the core
messages for this lesson.
Write down one important thing to look out for so that you do not end up being a victim of grooming or one
behaviour from someone else that you feel unsafe about.
ASSESSMENT
1. Let learners comment on each other’s notes that they did for homework. Encourage comments that
are positive and supportive.
2. You could make a “safe comment” space in the classroom where learners post comments that they
want to share with their peers. Set up rules of engagement on these, like:
a) Comments need to be respected and treated kindly;
b) Once a week, set aside time to read through comments and the whole class shares in the
discussion. Here you can also refer to the chart with the core messages.
c) If any one of the learners needs to say something privately, you need to find out how best to allow
this.
3. Use the questions below as consolidation.

99
Test your knowledge

1. Explain in your own words what sexual grooming is.
2. Name two signs to look out for when someone is being groomed.
3. How does someone feel who discovers that they have been groomed?
4. What should you do if you find out that you have been groomed?
GLOSSARY
Ashamed: feeling sorry or unhappy because you have done something wrong, or because you are not as
good as other people.
Chores: everyday tasks that are boring but have to be done
Compliments: praise given to someone or something nice said about another person
Deserve: to have earned something, to be worthy of something, or even to be praised for something well
done
Emotional bond: personal feelings that make people feel they belong together. We can form healthy
bonds that are good for our well-being and unhealthy bonds that harmful for us.
Groomer: this is the person doing the sexual grooming
Self-esteem: your feelings about your value or self- worth
Sexual grooming: when an older person forms an emotional bond with a child/younger person in order to
trap them into a situation to have sex with them or to abuse them in some way
Social media: these are websites or internet sites that enable people from all over the world to share
information with each other
Under someone’s influence: when someone has such a strong hold on you that you do what you think
they want, or you copy what they say, how they behave, or what they do

Lesson 5.6
Dealing with violent situations:
“What is sexual violence?”

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Lesson 5.6 Dealing with violent situations: “What is sexual violence?”
Grade 5
CAPS Subtopics • Dealing with violent situations

−− Identify potential violent situations at home, school and
community
Link to other • Coping with emotions: empathy, compassion, anger,

subtopics in CAPS disappointment and sadness
−− Skills to manage emotions in a positive way
• Child abuse
−− Effects of abuse on personal health
This lesson will deal • An explanation of the term violence

with the following • Identify potential violent situations at home, school and
community
• Explain how gender stereotypes can contribute to sexual violence
• How to respond to violent situations
• Ways to protect oneself from violent situations
• Where to find help
Concepts • Violence
• Physical Violence
• Domestic Violence
• Sexual violence
Teaching
• Class discussion
methodologies
Time 60 minutes

CORE MESSAGE
• I have the right to be protected, safe and loved. I can get help if and when I need it.

The lesson begins with a definition of violence and the learners then look at examples of types of violence
such as physical violence, domestic violence and sexual violence. The lesson then explores what sexual
violence is and looks at a scenario of sexual violence at school. Learners are asked to think about ways to
keep themselves safe from sexual violence at school, at home and in the community.

Activity A: Gaining an understanding of 30 min Informal, Educator Discussion
the concept “violence” Written task
Activity B: Scenario – Max’s story 30 min Informal, Educator Observation
Homework Informal, Self Written task
KEY POINTS
1. Violence is the use of physical force to injure, harm, abuse, damage or destroy.
2. Physical violence is the intentional use of physical force with the potential to cause death, disability,
injury, or cause harm to the body.
3. Domestic violence is violent or aggressive behaviour in the home, amongst family members. It often
involves a combination of physical, verbal and psychological abuse. Abuse in the home involving a
minor is called child abuse.
4. Sexual violence is any sexual act, or attempted sexual act, using threats or physical force.
5. Some ways to keep yourself as safe as possible from sexual violence at home, school and in the
community:
a) Don’t walk home alone late at night.
b) Don’t walk down any dark passages or alleys by yourself.
c) Be aware of your surroundings.
d) Never accept a lift from someone you don’t know or trust.
e) Always walk to and from school with a friend or in a group.
f) Never open the door to a stranger.
g) Always tell a trusted adult if you go out anywhere, even if you’re going with someone you know.
h) Never accept drinks, gifts or promises that can lead to a person expecting sexual favours.17
RESOURCES/MATERIALS
• Chalkboard
• Chalk
• Leaner book
• Exercise book
• Pen/pencils
17
Watson, P., Eduscript, R., & Grey, J. (2010) Speak Out Youth Report Sexual Abuse: A handbook for learners on how to prevent sexual abuse in public
schools. Department of Basic Education, Republic of South Africa.

103
1. Activity A: Write the following words on the chalkboard or make flashcards should you have the
resources.
a) Physical violence
b) Domestic violence
c) Sexual violence
2. Activity B: You know the reading competence of your learners. Identify a learner that can read the
scenario out loud to the class.
ACTIVITIES
Activity A: Gaining an understanding of the concept of violence
Introduction: This activity deals with defining what violence is and listing examples of types of violence.
1. Start the lesson by asking the learners what they understand by the term violence.
3. Summarise the discussion. Write the definition on the board:
a) Violence is the use of physical force to injure, abuse, damage or destroy.182
b) There are different kinds of violence.
4. Ask the learners if they can name instances of violence and get them to see links in the examples they
give and to put their examples into different groups based on the nature of the violence being noticed.
5. Take responses from the class and write up similar examples together so that you start showing that
instances of violence can be clustered together.
6. Now discuss the following examples with the class using the names for each cluster of examples. The
clusters refer to different types of violence.
a) Physical violence is when physical force is used intentionally to cause death, disability, injury, or
harm.
b) Domestic violence is when actions, behaviour, words or emotions are used to cause violence in
the home; these are acts against children or other adults in the home.
c) Abuse in the home involving a minor is called “child abuse”.
d) Sexual violence is when physical force is used in a sexual way to harm the next person.
7. Split the learners into small groups.
8. Draw the following table on the board or learners can write this into their books. Ask learners to give
examples of each type of violence as they may happen in the home, in school or in the community.
9. Ask each group must complete the table.
Type of violence Home School Community

Physical
Domestic
Sexual
218https://www.merriam-webster.com/dictionary/violence

10. Ask the learners to choose one person who will report back on behalf of the group.
11. Go through the learners’ examples with them. Write their examples on the board.
12. Use the examples to identify which forms of violence seem to be related to female and which to male,
which gender seems to be more related to these examples of violence and what assumptions we can
make about which gender experiences more harm in violent situations
13. Tell the learners that the next part of the lesson will look at how gender stereotypes can contribute to
sexual violence. Ask the learners the following questions:
a) Who do you think gets abused more girls/women or boys/men?
b) Give a reason for your answer.
14. Ask the learners to turn to Reading 5.6.1. The story of Max to find out what happens to Max.
………………………………….Natural break……………………………………………

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Activity B: Scenario – Max’s story

Introduction: This activity deals with identifying sexual violence at school and learners talk about situations
that are potentially risky to them in their everyday lives.
1. Ask the learners to read the following scenarios and then answer the questions that follows:
READING 5.6.1 The story of Max

School is supposed to be a place where you feel
safe. And usually it is. But everything changed
for Max on this Friday morning in September.
Max had been ignoring the catcalls from Bruno
and his friends for a while now. He thought that
if he ignored Bruno, Bruno would stop. This
Friday morning, he was walking behind the
school on his way to the classroom, when he
was cornered by Bruno and his friends.
Max could feel his heart beating in his throat.

“What do you want?” he asked and tried to push
his way through the crowd of boys. They pulled
him back and Bruno answered, “I want you.”
Bruno grabbed Max by the neck and pushed him
against the wall. The other boys went around
the corner to warn if anyone was coming. One of
the boys was filming a video on his phone. First
Bruno touched Max’s buttocks. ‘Stop!” Max tried
to scream but Bruno put his hand over Max’s mouth. “Touch me here… and here!” whispered Bruno and
grabbed Max’s hand and put it on his private parts. Max tried to pull away. Bruno let him go. Max felt sick
to his stomach. He went straight to his teacher. He had to report what had happened.
2. Have a class discussion with your learners about the facts being presented in the story.
3. Ask your learners to discuss the following questions.
a) What were the intentions of Bruno and his friends when they cornered Max?
b) What did these boys do to Max?
c) What type of violence was used against Max?
d) Can this happen to girls too?
e) What would you do if you were attacked?
f) How do you think young children can protect themselves from violent situations?
g) Where do you think they can find help?
h) Did Max find help in the right place?

4. Now discuss with your learners some ways of keeping themselves as safe as possible and protecting
themselves from possible sexual violence in school, home and in the community:
a) Don’t walk home alone late at night.
b) Don’t walk down any dark passages or alleys by yourself.
c) Be aware of your surroundings.
d) Never accept a lift from someone you don’t know or trust.
e) Always walk to and from school with a friend or in a group.
f) Never open the door to a stranger.
g) Always tell a trusted adult if you go out anywhere, even if you’re going with someone you know.
h) Never accept drinks, gifts or promises that can lead to a person expecting sexual favours.8

Emphasise
Never acceptwith thegifts
drinks, learners the importance
or promises that canof telling
lead to athe truthexpecting
person at all times, because
sexual you want an
favours.
adult to believe you, and you don’t want to betray their trust.
HOMEWORK
List 3 steps you can take to protect yourself from sexual violence at
1) school
2) home
3) in the community.
Tell your learners to remember that any act of violence is never the fault of the victim. We should try at
all times to keep as safe as we can. Let’s go over some of the things we can remember to do to keep safe:
• Don’t walk home alone late at night.
• Don’t walk down any dark passages or alleys by yourself.
• Be aware of your surroundings.
• Never accept a lift from someone you don’t know or trust.
• Always walk to and from school with a friend or in a group.
• Never open the door to a stranger.
• Always tell a trusted adult if you go out anywhere, even if you’re going with someone you know.
• Never accept drinks, gifts or promises that can lead to a person expecting sexual favours193.
8
Watson, P., Eduscript, R., & Grey, J. (2010) Speak Out Youth Report Sexual Abuse: A handbook for learners on how to prevent sexual abuse in public
schools. Department of Basic Education, Republic of South Africa.

107
ASSESSMENT
1. Bring stories and articles to school and put them in a box for use by learners in this activity. You can
collect stories from newspapers, magazines, internet etc.
Learners select the articles and read them in their groups.
Learners will discuss the following questions in their groups and share their answers with the class:
a) What type of violence did you identify in your article?
b) Tell me the story in your own words.
c) Did the violence involve children, adults, animals?
d) Who helped the people/animals to be safe?
e) If you were in this situation, how would you have reacted?
f) Summarise your article.
Facilitate a report back on some of these questions.
2. Use the following as an individual test to consolidate information from this SLP.
Test your knowledge

1. Explain in your own words what sexual violence is.
2. Name two types of violence.
3. Name three ways in which you can keep protect yourself from sexual violence.

GLOSSARY

Catcall: a loud, sexually suggestive call or comment directed at someone walking, for example, on the street
Counsellor: someone who gives professional help and support to somebody to help them to find a solution
to their problems
Domestic violence: violent or aggressive behaviour within the home, typically involving the violent abuse of
a spouse or partner. It often involves a combination of physical, verbal and psychological abuse. Abuse in
the home involving a minor is called “child abuse”.
Physical violence: the intentional use of physical force with the potential to cause death, disability, injury,
or cause harm to the body.
Professional: a qualified person providing a qualified service for money as their job
Psychological abuse: exposing someone to behaviour that will lead them to have trauma, anxiety and
depression
Sexual violence: when a person is threatened by or is a victim of violence involving a sexual act, or where
someone hurts another person using a sexual act
Verbal abuse: words or language used to say something negative to a person to damage their self-esteem.

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Lesson 5.7
Learning from our elders

Lesson 5.7 Learning from our elders
Grade 5
CAPS Topic(s) Social responsibility
CAPS Subtopics • Issues of age and gender in different cultural contexts in South Africa
−− Relationship between elders and children in different cultural
contexts
Link to other • Concepts: discrimination, stereotype and bias

subtopics in CAPS −− Violation of children’s rights: discrimination, stereotype and bias
Other subjects
• Languages: use of different texts (Visual literacy)
This lesson will deal • Defining who our elders are and their roles in the family and community
with the following • Discussing harmful situations with a trusted elder and getting advice.
Concepts • Culture
• Elders
• Gender based violence
• Influence
• Relationships
• Relevance
• Traditions
Teaching • Brainstorm
methodologies • Class discussion
• Small group work
Time 60 minutes

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CORE MESSAGE
• I care for you. I care for me. We care for each other.
Brief Lesson Summary

The class defines who our elders are and the roles that they play in their lives. The learners understand that
we respect our elders because of their age, experience and wisdom. They learn to value the advice that our
elders are able to give us.

Activity A: What are they doing? 10 min Informal, Educator Observation
Class discussion
Activity B: Who are our elders 20 min Informal, Educator Brainstorm
Written task
Activity C: The role of our elders 30 min Informal, Educator Group work
Informal, peer Written task
KEY POINTS
1. In most cultures children are taught to respect their elders.
2. We respect our elders because of their age, their experience and their wisdom.
3. Elders are responsible for teaching children many of life’s lessons and about our customs and
traditions.
4. Our elders therefore have an important role to play.
RESOURCES/MATERIALS

• A chalkboard
• Chalk
• Learner books
• Pencils

1. Activity A: Refer learners to the pictures in their learner books. Interpreting visual texts is an
important skill for learners to develop so that they can express their own thoughts and opinions based
on visual information. Learners should be able to interpret the pictures used in the activity. Learners
with visual challenges can be paired with other learners so that they get to understand the content in
the pictures.
The pictures in this activity represent a diverse range of situations showing elders doing activities that
they would typically not do. Discuss with learners their interpretation of the visuals.
2. Activity B: Refer learners to the diagram in their learner books which provides them with hints on how
to identify the elders in their lives.
3. Activity C: Have class lists ready in order to split learners into groups. Decide beforehand how learners
will be divided so as to balance group discussions between learners who speak confidently and those
who may not express themselves as competently.
ACTIVITIES
Activity A: What are they doing?

Introduction: In this activity, learners will identify what elders are doing in the different scenes given and
will have to decide whether this is what elders would typically do or not. Mostly these are not typical things
that elderly people do and so they make us think about what we expect elderly people to do.

In Activity B learners will identify who the term “elders” refers to and what some of their typical roles
are in our homes and in the community. In Activity C learners will role-play giving feedback (or advice)
on scenarios about common sexuality education topics that we want learners to think about.
1. Ask learners to take a look at these pictures of what elders are doing.
2. Ask them to identify their actions in each of the pictures. Discuss the pictures.

113
3. Ask the learners the following questions:

4. Are these elderly people doing what we expect them to do? Is this what you would expect elders to do?
Why do the pictures seem strange to us?
5. Who would you expect to be doing this?

6. Do you think you are stereotyping elders? Explain your answer.

7. Tell the learners that the above roles are not what we typically see our elders doing. There are
different and very important roles that elders play in our homes and in any community that we want
to acknowledge. We respect our elders for the role they play in helping to guide and advice on what
we know today, especially about our cultures and traditions.
8. In the next two activities we will first identify who our elders are and then look at their roles in our
homes and communities.
Activity B: Who are our elders?
Introduction: In this activity the learners will define who an elder is and will investigate who the elders
are in their lives.

2. Use Worksheet 5.7.1 Who are our elders? to guide what learners do in their groups.
3. Ask the learners to think about who the elders are in their families.
4. Learners will give some examples of elders i.e. grandparents, uncles and aunts, community leaders,
spiritual leaders, traditional leaders.
5. Remind learners that they may have a trusted elder, who is not part of their family, with whom they
can discuss certain issues of concern to them.
6. Get feedback from all groups on what their discussions were on the worksheet.
7. Some of the possible answers from learners on what we learn from elders:
a) Passing on recipes.
b) Taking care of the sick.
c) Telling cultural stories.
d) Making rules about what is acceptable and unacceptable in the community or church.
e) They are the “go-to” people for advice on marriage, relationships, housekeeping, raising
children, pregnancy, general health and well-being.

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WORKSHEET 5.7.1 Who are our elders?

1. Name examples of elders who are close to you
a) a)
Who would
you consider to be
c) c)
our elders?
e) e)
2. How would you describe the relationship between you and your elders?
Give a reason for your answer.
3.
…………………………………………….………..Natural Break……………………………………..
Name some things you have learned from your elders like customs and traditions?
4. Explain how you have been able to use some of the advice your elders has given you.
5. Has there been any advice that you have found difficult to apply in your life?
Explain your answer.

6. How different do you think your life would be if we had no elders in our families and
communities?
7. Write up one value that is important to you about why our elders are important in our
society e.g. I value elders for being wise

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Activity C: The role of elders

Introduction: In this activity, learners look at the role that elders play in the home and in the community.
They identify that elders give advice that we can use and discuss the importance of the advice given by
elders on difficult topics related to sexuality education.
1. Divide the class into buzz groups.

2. Ask the learners to describe the role of elders in the home and in society (community, church, traditional
groups, etc.
a) Think about the role of elders and give examples of those roles
We respect what elders know because they have gained experience over time and their advice
is based on facts that have been around for many years. These facts have become “truths”
that we can use in situations to guide us.
b) Let’s think about the kind of facts we learn from our elders.
In our homes
In society
Ask each group to assign one person who can report back on behalf of the group.
4. Take a few responses from the class. Write the responses on the board.
5. Use Worksheet 5.7.2 What to do! to guide discussions in groups.
6. Explain to the learners that an elder is someone who is known for their wisdom. They are now going to
be assigned a topic which they need to discuss in their groups. They have to pretend to be the elders
and have to come up with advice for each of the issues presented to them.

It is not expected that learners will have all the answers, nor that they can think as an adult would
about these issues. The aim is to get them to reflect on the issue, find appropriate knowledge
on which to base their answers and then to reinforce that an elder or trusted adult is a way of
getting support and guidance on difficult topics.

WORKSHEET 5.7.2 What to do!
Elders are known and respected for their wisdom and for giving advice that will keep us safe and that we
can use when we are faced with harmful situations.
Let’s think what we would say about the following situations and what advice we would give:
a) My best friend is a boy who is 2 years older than me. I really like him a lot. He forces me to do things
that I am not ready to do. What should I do?
b) My friend has all kinds of bruises on her body. They are not the kind you get from playing or bumping
yourself. I am really worried about her. What can I do to help her?
c) My sister’s boyfriend is very scary. He is always shouting at her. He seems to be angry all the time. I’m
afraid that he’ll hit her one day. What can I do to help?
d) My two good friends have decided to bring alcohol to school in their water bottles. You can’t see that
it is alcohol. They drink from their bottles during school time. I saw them do it and I told them I would
tell our teacher. They have threatened to stop being my friend if I tell and if I don’t join them. I know
that what they are doing is not right.
Possible answers
a) My best friend is a boy who is 2 years older than me. I really like him a lot. He forces me to do
things that I am not ready to do. What should I do?
Anyone who has respect for you will never force you to do anything you don’t want to do. This is
not a true friend and does not deserve to be your friend. A small thing now could end up being
a big thing later. End the friendship immediately. If your friend continues to put pressure on you
then tell a trusted adult what he is doing. He needs to know that you can tell an adult. This will
stop him from pushing you to do something you know is not right to do.
b) My friend has all kinds of bruises on her body. They are not the kind you get from playing or
bumping yourself. I am really worried about her. What can I do to help her?
This is very serious. You have to convince your friend to speak to a trusted adult so that the
person who is doing this can be reported to the authorities. It is called physical abuse. Now that
you know, you cannot keep quiet about it. You can report it to the counsellor at school who will be
in a better position to help her.

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c) My sister’s boyfriend is very scary. He is always shouting at her. He seems to be angry all the time.
I’m afraid that he’ll hit her one day. What can I do to help?
Your sister needs to talk to somebody. It sounds like she is at risk in this relationship. If he is
shouting at her all the time, nothing stops him from hitting her. You should tell her to talk to a
trusted adult about this relationship. She needs to get out of the relationship as fast as possible.
A trusted adult will be able to advise her on what to say and do, and how to avoid any further risk.
d) My two good friends have decided to bring alcohol to school in their water bottles. You can’t see
that it is alcohol. They drink from their bottles during school time. I saw them do it and I told them
I would tell out teacher. They have threatened to stop being my friend if I tell and if I don’t join
them. I know that what they are doing is not right.
You know that what they are doing will soon get them into trouble at school and, if they continue
drinking alcohol, will end up harming them. Alcohol causes long-term damage to a child’s body
and brain because it affects how they develop and how healthy their bodies will be. It also affects
their ability to make good decisions. Soon they will be taking risks and behaving in ways that
are harmful to them. Make the decision to stop being friends with them if they cannot be good
friends to you. Tell your teacher or a trusted adult so that you break the hold they have on you and
they will then not be able to threaten you.
7. Walk around the class while the groups are discussing these questions and provide guidance.
8. Go through the issues one by one.
9. Ask each group to contribute to the advice given.
1. We have so much to learn from our elders.

2. They have valuable wisdom and years of experience to share with us. But most importantly, an elder
or a trusted adult becomes our first support in dealing with topics or issues that seem a threat or may
bring us harm.

HOMEWORK

1. Ask your learners to speak to an elderly person in their home or in their community. Ask them about
some of the advice they were given when they were young. Ask them to explain their answers.
Ask learners to write this up in their exercise books.
Some learners may find it difficult to access an adult to have this discussion with. Be sensitive to
these learners, in particular. The reason why this activity is a class discussion is so that information
is shared by those learners who have been able to have the discussions at home. You should know
who will find this activity difficult, so adapt the activity accordingly.
2. Use the following questions for the recall of information in this SLP.
Test your knowledge

1. List three elders in your life.

2. Describe what you think an elder is?
3. Give an example of the role that an elder plays in the home and in the community.

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GLOSSARY
Brainstorm: to solve problems or to make a decision by thinking of many ideas in a short time
Culture: The ideas, customs and way of life a particular group of people or a country
Customs: long standing traditional actions practiced by a particular group of people
Elders: a senior person who is deemed to be a leader because of his/her wisdom, status and experience
Gender-based violence: violence directed at a person because of their gender
Influence: the power that something (like money or power) or some person (like a partner or a parent or a
president) has over another person or other people which enables them to make the people they influence
think something or do something that may or may not be good for them
Relationships: the way people, groups or countries behave with each other or how they feel about each
other.
Relevance: something that makes sense to you because it is important to who you are or what you are
doing, or what is happening in your life

Lesson 5.8
Should boys and girls be
treated differently?

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Lesson 5.8 Should boys and girls be treated differently?
Grade 5
CAPS Topic(s) Social responsibility
CAPS Subtopics • Issues of age and gender in different cultural context in South Africa
−− Responsibilities of boys and girls in different cultural contexts
Link to other • Concepts: discrimination, stereotype and bias

subtopics in CAPS −− Violation of children’s rights: discrimination, stereotype and bias
This lesson will deal • Defining the differences between culture, tradition and customs.
with the following • How the responsibilities of girls and boys differ depending on where you
live i.e. in the city or on a farm.
• How culture influences the responsibilities of boys and girls.
Concepts • Gender
• Sex
• Culture
• Traditions
• Customs
• Norms
• Equality
Teaching • Case study

methodologies • Class discussion
Time 60 minutes

CORE MESSAGE
• I think boys and girls should be valued equally.

The lesson explores how different cultures view the responsibilities of boys and girls. The lesson starts
with the learners identifying the difference between culture, tradition and customs and listing how
responsibilities differ for boys and girls in their culture. The learners then read a case study which highlights
the significance of teaching young people about their cultural and traditional practices. The learners are
taught that they should not be quiet about unacceptable practices and should speak out against them.

Activity Time Type of Form of assessment
assessment
Activity A: Tradition, culture, 20 min Informal, Peer Written task
customs
Activity B: Visit to the farm 40 min Informal, Educator Case study
Written task
Homework Informal, Self Interview
KEY POINTS
1. There are many different cultures in South Africa.
2. In some cultures, boys and girls are expected to take on different roles.
3. Children are expected to respect their elders.
4. The elders are responsible for teaching children about culture and traditions.
RESOURCES/MATERIALS
• Chalkboard
• Chalk
• Learner’s book
• Exercise book
• Pens/pencils
1. Activity A: The terms culture, tradition and customs are explained to the learners. The learners in
your class come from different cultural background and traditions. Discuss the idea that all cultures are
important and need to be respected. Refer your learners to the table in the learner’s book. The learners
will also be required to draw a table in their exercise books showing the different responsibilities that girls
and boys have in their cultures.

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2. Activity B: Refer the learners to the case study in their learner’s books. Reading 5.8.1 could be read
before the lesson starts. Ask the learners to read the story at home or you could read the story with
the whole class before you teach the lesson. You may also identify strong readers that can read the
passage out loud to the class. Encourage learners to read the passage by themselves before the
lesson is dealt with in class.
The objective of the activity is to have the learners understand that they need not be silent (“culture of
silence”) about things that make them feel unsafe or that could harm them.
ACTIVITIES
Activity A: Tradition, culture and customs

Introduction: In this activity the learners will gain an understanding of the difference between tradition,
culture and customs. They will also identify the influence culture has on the roles of boys and girls.
1. Ask the learners to match the word with the correct definition.
2. They need to draw a line from the word to the correct definition.
3. They may work in pairs and use dictionaries.
Word Definition
Tradition The ideas, customs and way of life of a particular group of people or a country.
Culture Something that people in a certain place have done or believed for a long time.
Customs A way of behaving or doing things that a particular group or society has had for a long
time.
4. Once the learners have completed the activity, go through the definitions with the learners.
5. Discuss the following points with the learners:
a) There are many different cultures in South Africa. Ask the learners to come up with a few of their
own customs and traditions from their culture and write them on the board.
b) In some cultures, boys and girls are expected to take on different roles and responsibilities.
c) Children are expected to respect their elders. Is this a good cultural teaching? Why or why not?
d) The elders are responsible for teaching children about culture and traditions. Is this still
happening in all cultures? What do you think is good or not good about this?
6. Ask the learners to draw up a list of things that are typically done by boys and things that typically are
done by girls, based on their culture.
Boys Girls
7. Once the learners have completed the table, take some responses from the class.


The questions that follow the Reading 5.8.1 require the learners to give their own opinions and views.
There are no incorrect answers to the questions, but the learners are asked to explain why they have
responded in a particular way.
8. Have a quick discussion to gain a better understanding of how their cultures affects them.
9. Ask the learners to explain who decides on the different responsibilities for boys and girls, and if they
agree with everything the way it currently stands in their homes.
Activity B: Case study – Visit to the farm

Introduction: In this activity the learners will learn that respecting cultural practices and traditions is an
important part of their lives. They will learn about the importance of culture and how culture teaches us
about what is acceptable and what is not. The learners will also talk about why the “culture of silence” is not
something acceptable and that they need to talk about all things they find unacceptable.
1. Refer the learners to Reading 5.8.1 and the questions in their learner book.
2. Read Reading 5.8.1 aloud to the class and ask the learners to follow the reading in their learner books.
3. After you have read the passage, they need to answer the questions that follow.
4. The learners may work in pairs or groups, depending on the size of your class.
5. Once the learners have completed the questions, work through the answers with the learners.
6. Learners may exchange books and mark each other’s books.

The questions that follow the Reading 5.8.1 require the learners to give their own opinions and views.
There are no incorrect answers to the questions, but the learners are asked to explain why they have
responded in a particular way.
Reading 5.8.1

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Many years ago Mr and Mrs Bonga moved from their farm to live in the city. They have shared much
about the way they grew up with their children, Mandla and Vuyelwa. They remember many traditions
and customs that they grew up with on the farm when they were young. They remember going to
church with their friends, having picnics and playing games together during their holiday time. Mr and
Mrs Bonga described what they all did together on the farm, like the scene in the picture above. Mandla
and Vuyelwa have never been to visit their family on the farm and Mr and Mrs Bonga have decided that
it is time for their children to visit the farm.
Mandla and Vuyelwa expected things on the farm to be very different to their life in the city. They
worried that their phones would not receive a signal and that sending text messages to their friends
would be impossible. They had even asked their parents to buy take-away food like burgers and chips
because they would miss it during their stay on the farm. It was a long drive to the farm, but as they
drove into the village where their family lives, the village people welcomed them with a song. What a
warm welcome it was!
Mr. Bonga decided to prepare his children for what may be expected of them during their visit to the
farm. “Mandla, tomorrow you will go with the boys and Vuyelwa you will go with the girls. “Why
Daddy,” Vuyelwa asked. “That’s just the way things get done here,” her father said. Mandla and Vuyelwa
were not sure what to think of what their father had said. Their parents then explained that although
there were many different ways of doing things on the farm, the way they were used to doing things
in the city was not wrong. Mandla and Vuyelwa could learn new things on the farm. However, when
they were back in the city, they would be free to decide what to do with what they learned on the farm.
Every morning, Mandla, his cousins and grandfather would take the cattle out to the field to graze. They
would swim in the river, wrestle in the mud and have fights with sticks. Often Mandla was covered in
mud and had many bruises. He learned many new things from his cousins. At the end of the day the
boys would sit around the fire with their uncles. Their uncles would tell them about the old way of life
for boys in the village.
Mandla learned about the many traditional practices that boys had to take part in as they became men.
He was very excited about the fact that boys went through an initiation process. He found out that
fighting with sticks was a way to teach boys how to protect their homes and families. He was told that
boys are taught to respect their mothers and sisters because women were an important part of their
culture and community. His uncles also spoke about the things that Mandla would have been afraid
to ask his father about. His uncles explained that in their culture boys and men spoke openly about
the things that matter to them, especially things that would be harmful to them. This gave Mandla the
confidence to ask many questions about his role as a young man in the family and village.
Vuyelwa also learned many things from her grandmother and her female cousins. Every day they were
busy working around the farm. They would prepare the fire to cook the food. They would collect wood,
fetch water from the water tank and prepare the meat before cooking it over the fire. Vuyelwa was

taught that although the chores were difficult, they helped to strengthen the girls’ bodies.
They also played games using pebbles, which Vuyelwa found very difficult to play. In return she showed
her cousins the games she played at school. She learned new dances too. Her eldest cousin showed her
some of the dances which were an important part of the ritual for girls, as their bodies started changing
during puberty. These dances were part of preparing the girls for looking after their babies, when they
were older, if they wanted to have babies.
Vuyelwa felt free to ask about the practices that she would go through as a woman. She did not need
to be afraid to ask questions or to keep quiet about the things she did not know. She learned that boys
are taught to respect the bodies of girls. She also learned that her male cousins would fight to defend
her if she was harmed by another person. Her cousins told her that girls could report to their uncles
when boys or men touched them in ways that made the girls feel unsafe. She was so excited to know
this. She wondered if this was how it was for the girls in the city.
Soon it was time for the Bonga family to leave for home. They were sad to leave but they knew that
they would come back to see their family and new friends. On the way home Mr Bonga asked Mandla
and Vuyelwa, “What is the most important thing that you are taking back to the city from your visit?”
They both answered, “Learning about our cultures and traditions was good. Both boys and girls have
very important roles in our culture. We now also know that we should not be quiet about things that
make us feel unsafe. We can talk to our elders about anything and everything that we know is not
right.”
Adapted from Clacherty, G., Cohen, S., Dada, F., Joannides, A.,Ludlow, H.(2012). Day-by-Day Social Sciences. Grade 4, Learner’s book. Maskew
Miller Longman.

129
Your learners will answer the following questions in their learner books.
1. What was the fear that both Vuyelwa and Bonga had about leaving the city and going to the farm?
Explain.
2. What about mixing with the other children on the farm did Vuyelwa and Bonga enjoy?
3. What were the things that Mandla and Vuyelwa thought they would miss about the city?
4. How do you know that they did not miss the city?
5. The children on the farm live according to the traditions and the way of life as passed down from
their elders.
Name two things that boys do and two things that girls do, as part of the traditions on the farm.
6. If you were living on the farm, would you enjoy doing those chores? Give a reason for your answer.
7. Why is it important that Mandla and Vuyelwa learned to speak out about things that could harm
them or would make them feel unsafe?
8. In two sentences explain why you think that young people must maintain their cultural values at all
times.
9. Do you think the Bonga family was proud of their culture and traditions? Explain why you think so.
HOMEWORK
Ask your learners to read interview one of the elders at home (or in their community). The learners must
ask about the things that have changed over time, for boys and girls, regarding some of their cultural and
traditional practices.
Below is a quote from the South African Bill of Rights about equality, i.e. that all people (both boys and
girls) are to be treated equally. You may need to do a quick explanation of what the South African Bill of
Rights is and what the selected clause means.
Learners read the quote and say what this means to all South African boys and girls.
Section 9 Equality
(3) “The state may not unfairly discriminate directly or indirectly against anyone on one or more grounds,
including race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation,
age, disability, religion, conscience, belief, culture, language and birth.” 20
South Africa. Bill of Rights, Constitution of the Republic of South Africa, 230 Government Gazette. (No.17678) (1996). Retrieved from https: www.gov.za/
20
documents/constitution/chapter-2-bill-rights#9

ASSESSMENT
1. Use the comprehension activity in Activity A as an assessment task. The learners must write down
their own answers to the comprehension questions after the group discussions.
2. Use the questions below as a recall of knowledge activity.
Test your knowledge

1. Define culture in your own words.

2. Name two things that your culture says girls are responsible for and two things that boys are
responsible for.
3. Explain why you believe boys and girls should be treated equally.
GLOSSARY
Conscience: a person’s moral sense of right and wrong that acts as a guide for our behaviour
Culture: The ideas, customs and way of life of a particular group of people or a country
Cultural practices: the processes that people go through and the ways of doing certain things in a
particular culture. (Oxford South African school dictionary., 2010)
Customs: long standing traditional actions practiced by a particular group of people Disability: a physical
or mental condition that makes it difficult or impossible for a person to use a part of their body or to
perform certain activities that able-bodied people can perform. A disability limits a person’s movements,
senses, or activities
Disability: a physical or mental condition that makes it difficult or impossible for a person to use a part
of their body or to perform certain activities that able-bodied people can perform. A disability limits a
person’s movements, senses, or activities
Discriminate: treating somebody or a particular group in society less fairly than others
Elders: a senior person who is deemed to be a leader because of his/her wisdom, status and experience
Equality: the right to be treated in the same way as others despite your race, gender, class (how rich you
are) or religion
Ethnic origin: your ancestral race or cultural origin as opposed to your nationality (South African)
Initiation: when a person goes through a traditional process in their culture that signals the beginning of
a new phase in their life, e.g a boy becoming a man or a girl becoming a woman
Marital status: whether you are married, single or divorced

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Puberty: a normal process of physical, social and emotional changes. Girls grow into women and boys
grow into men. It is also a time when are bodies become ready to reproduce: i.e. girls can get pregnant and
boys can father children
Sexual orientation: who you are sexually attracted to e.g. to the opposite sex, to the same sex or to both
Social origin: a person’s social and family background
Traditions: something that a group of people like a family or community have practiced or believed for a
long time

Lesson 5.9
Dealing with the
stigma of HIV

133
Lesson 5.9 Dealing with the stigma of HIV
Grade 5
CAPS Topic(s) Health and environmental responsibility
CAPS Subtopics • HIV and AIDS education

−− Dealing with stigma
−− Stigma about HIV and AIDS
Link to other • Coping with emotions: empathy, compassion, anger, disappointment and
subtopics in CAPS sadness
−− Skills to manage emotions in a positive way.
• Positive self-concept formation
−− Influence of others on self-concept: adults and peers
This lesson will deal • Defining stigma

with the following • Providing examples of stigma
• Reading about the effects of stigma
• Recalling that some people living with HIV were born with HIV, others
acquire HIV during their life time.
• Acknowledging that everyone has the responsibility to ensure safe and
supportive environment for people living with HIV and AIDS.
• Reflecting on one’s behaviour with regards to stigma
Concepts • Affected
• Infected
• Emotions
• Self-reflection
• Stigma
• Stigmatise
• ART

methodologies • Research
• Storytelling
Time 60 minutes

CORE MESSAGE
• I care for you, I care for me. We care for each other.

The idea of stigma is defined and the class explores its effects on individuals. They read a story about
stigma related to HIV. They answer questions about this story and reflect on their own behaviour with
regards to stigma. The learners find a newspaper article about HIV and stigma and they each write a
summary of this article.

Activity A: What is 30 minutes Informal, Self Class discussion
stigma?
Activity B: M
athilda’s 30 minutes Informal, Self Question and Answer
story
KEY POINTS
1. “Stigma” is a set of negative and often unfair beliefs that a society or a group of people have about
something or someone.
2. An individual or group of people attach a negative message of disgrace, shame, prejudice or
rejection onto another person, because that person is different in a way that the individual or group
find undesirable.
3. Sometimes people stigmatise because they are afraid and just don’t understand the facts.
4. We stigmatise people when
a) We make them feel ashamed about something
b) We call people ugly, unkind names
c) We do not let them participate in what we are doing
d) We do not involve them in making decisions.
5. Stigma makes people
a) Feel sad, lonely, ashamed and angry.
b) Kick other people out of the family, out of the home or out of work.
c) Drop out of school.
RESOURCES/MATERIALS
• Chalkboard
• Chalk
• Learner Books

135

1. Activity A: Learners will be required to split into buzz groups. Refer learners to Worksheet 5.9.1 in
their learner books.
2. Activity B: Refer learners to the reading passage in Worksheet 5.9.2 Mathilda’s story in their
learner books. Depending on the reading levels of your learners, ask learners to read through the
passage beforehand, and before they answer the questions make sure learners understand the
facts in the story. Then when dealing with the passage in class, identify a learner who can read the
passage out loud to the class.
Also discuss the difficult words in the passage with learners beforehand.
3. The homework activity requires that learners access newspapers and magazines but not all
learners can access these. Ask learners well in advance to bring these resources to class and have
them share these with their classmates.
ACTIVITIES
Activity A: Stigma
Introduction: In this activity the learners will define stigma and gain an understanding of how people
stigmatise others.
1. Write the word ‘stigma’ on the board.

2. Ask the learners if anyone knows what ‘stigma’ means.
3. Take a few responses from the class and write these up under the word ‘stigma’ on the board.
4. Write up the following definition of stigma on the board and explain what the definition means to
the learners:
Stigma is when an individual attaches a negative label on what somebody else does or says only
because that person does or says things differently. The labels can be hurtful and can make that
person feel rejected.
5. Ask the learners if they can think of examples of stigma that they have seen or experienced.
6. Divide the learners into buzz groups.
7. Refer learners to the Worksheet 5.9.1: What is stigma? in their learner books. Learners discuss and
complete the tables on the worksheet.

WORKSHEET 5.9.1: What is stigma?

1. Use the list of statements below to complete the table in no 2.
Drop out of school because they are humiliated.
We give people ugly labels as names e.g. “germ carrier”, “Z3”.
Feel alone and isolated.
We talk about people in a way that shows prejudice.
Feel rejected for being who they are.
We make people feel ashamed because of what we call them or say about them.
Kick people out of their family because they are ashamed of them.
Feel ashamed for something that may not be their fault.
We say things about people because they are different and we don’t like them as a result.
2. Use these statements to complete the tables below:
We stigmatise people when:
•
•
•
•
Stigma causes people to:
•
•
•
•
•
Answers
We stigmatise people when
• We give people ugly labels as names e.g. ‘germ carrier’, ‘Z3’
• We say things about people because they are different and we don’t like them as a result.
• We make people feel ashamed because of what we call them or say about them.
• We talk about people in a way that shows prejudice.
Stigma causes people to

Feel rejected for being who they are.
Feel alone and isolated.
Feel ashamed for something that is not be their fault.
Kick people out of their family because they are ashamed of them.
Drop out of school because they are humiliated.
Adapted from http://www.path.org/publications/files/CP_kenya_pe_manual_karhp.pdf

137
8. When the learners have completed the activity, ask them to assess their work by comparing their
answers to the completed table in their books. The answers are provided.
9. Close the section by asking the learners what they learned today that surprised them.
10. Take a few of their answers.
11. Tell learners that it is important to help inform/educate people who are misinformed or help them
understand if they are afraid of the unknown.
…………………………………….………..Natural Break……………………………………..
Activity B: Mathilda’s Story

Introduction: In this activity learners will be reading a story that explains how the stigma of HIV affected a
young girl.
1. Remind the learners about what they learned about stigma in the last section.
2. Refer the learners to the reading passage in Worksheet 5.9.2 Mathilda’s story and ask learners to
read through the questions in the learners’ books.
3. Remember: Learners have different reading competencies and may need to read through the passage
more than once before they are able to answer the questions.
4. Identify a learner who can read the passage out loud to the class.
5. Once the learners have read the passage, divide them into pairs.
6. Tell the learners to answer the questions that follow the passage in their books.
7. Once the learners have completed the answers, work through the answers with them.
8. Learners can mark their own books.
Remind the learners that they learned about how HIV is transmitted in Grade 4. If they have not had
this lesson, then you may do a quick recall of the information on the HIV facts relevant to the story.
This should not take too much time. Alternatively, assess beforehand if learners need to first be
taught the facts from grade 4 necessary for this lesson.
WORKSHEET 5.9.2 Mathilda’s story

Mathilda’s mother died of an AIDS-related disease when she was eight years old. Her mother got HIV from
her father who is also sick. Mathilda and her father live with Mathilda’s aunt. Things have not been the
same since Mathilda’s mother died. Mathilda is sad all the time. She keeps asking herself, “Why did this
have to happen to me?”
Her aunt does her very best to look after Mathilda and her dad, but Mathilda still misses her mom terribly.
Her father is very ill and spends most of his days in bed. Mathilda has been too ashamed to tell anyone at
school about what has happened to her parents. In her community, people discriminate against you and
your family when they hear that someone has died of an AIDS-related illness. They do this because they
do not understand HIV and AIDS-related illnesses and do not have enough information about the disease
and how it is transmitted.
One of the girls in Mathilda’s class found out that Mathilda’s mother had died of an AIDS-related illness
and she told the other learners at school. Children who used to play with her no longer want to be her
friend. They say that she has AIDS germs and they won’t share any food with her.
Mathilda decided to talk to her teacher about this problem. Her teacher said that she would talk to the
class. She decided to teach a lesson about HIV and how the disease is transmitted.
During the lesson the teacher explained that people cannot acquire HIV by touching someone, hugging
someone or sharing their food with them. She talked about how sad and lonely many children are when
they have lost their parents to AIDS-related illnesses. The teacher spoke to the learners about how
different people have different attitudes about HIV and that in some communities, families who have
been affected by HIV are shunned and stigmatised.
The teacher explained that the more information we have and share about the disease, the more people
will understand what it is and how it is transmitted. This will stop the disease from spreading further and
prevent the isolation and hurt caused by the stigma attached to it.
Mathilda felt much better after the lesson. Her friends now understood what had happened to her
parents and how lonely and sad Mathilda had been. As a result, they became more supportive and caring
of her and of other families infected and affected by HIV.
Adapted from Glover, J; Vercueil, P; Carstens, M; Coetzee, T; Wolmarans, A. (2015) Spot On Life Skills
Grade 5 Learner’s Book ePUB. Heinemann (Pearson Marang)
1. What did Mathilda’s mother die of?
2. Why do you think she has she not told anyone how her mother died or that her father is ill?

139
3. Do you think the learners are stigmatising Mathilda when they say she has AIDS germs? Give a reason
for your answer.
4. Compare how learners in the story behaved before the lesson with how they behaved after the lesson.
5. What do you want to say to someone who has lost a loved one from an AIDS related illness?
1. Ask the learners to explain to you what they have learned about stigma in this lesson.
2. Ask them to think about the way in which people have been and are still being stigmatised because of
HIV.
3. Ask learners to think about ways in which they can prevent the stigma associated with HIV in their
communities.
HOMEWORK
1. Find an article in a newspaper, magazine or on the internet about someone who lives daily with the
stigma of HIV and AIDS.
2. Glue the article into your book.
3. Summarise the article in 5 short sentences.
4. Propose one way to reduce the stigma in the story.
Alternatively you could have articles ready that you can share with the learners that they can
summarise for this homework assignment.

ASSESSMENT
1. Use Worksheet 5.9.2: Mathilda’s story as an integrated activity for Languages: Comprehension.
Learners will read the story beforehand and deal with difficult words from the passage during a
spelling activity. Learners may need more than one opportunity to read through the passage.
2. Use the homework activity as an assessment task. It provides for good consolidation of knowledge.
3. Use the following questions as recall of knowledge. Learners can do these questions individually.
Test your knowledge

1. In your own words, explain what stigma is and how it affects people.
2. Write down three different ways in which people stigmatise other people.
3. In your opinion, why is it important for all of us to prevent the stigma of HIV and AIDS related
illnesses?

141
GLOSSARY

AIDS: Acquired Immune Deficiency Syndrome
Affected: to be influenced or touched by something or someone
ART: anti-retroviral therapy is treatment given to people who are HIV positive that helps the body to fight
and control the HIV virus
Community: a group of people who live in a particular area and the area itself
Condemned: to say that a person or thing is very bad or wrong
Depressed: a person is depressed if they have been very unhappy for a long period of time
HIV: Human Immunodeficiency Virus
Infected: to acquire a disease e.g. to become infected with HIV.
Rejected: to exclude someone or something or to tell someone they are unwanted
Stigma: a bad reputation, often unfair, associated with a particular illness, way of life or behaviour.
Stigmatise: to regard someone or something as worthy of disgrace or great disapproval

Lesson 5.10
Changing attitudes towards
people infected with HIV and
AIDS

143
Lesson 5.10 Changing attitudes towards people infected with HIV and AIDS
Grade 5
CAPS Topic(s) Health and environmental responsibility
CAPS Subtopics HIV and AIDS education

• How to change attitudes towards people infected with HIV and AIDS
Link to other • Coping with emotions: empathy, compassion, anger, disappointment and
subtopics in CAPS sadness
−− Significance of friends in times of sadness, tragedy and change
This lesson will deal • Recall of prior knowledge of HIV

with the following • Service learning
• Taking positive action to help people living with HIV and AIDS.
Concepts • Empathy
• Service Learning
• Volunteer

Methodologies • Quiz
Time 60 minutes

CORE MESSAGE
• I care for you, I care for me. We care for each other.

The learners will recall prior knowledge about HIV, participating in a quiz and answering questions to review
their understanding of HIV. In this way, they gain an understanding of what service learning is by working
through a case study of a teacher who involved his class in a service learning activity to the benefit of a HIV
and AIDS home. The learners also gain an insight into caring for people with HIV and AIDS.
Breakdown of the activities in the SLP

Activity A:Quiz: True or False 30 min Informal, Self Quiz
Activity B: C
ase Study: Vegetable garden 30 min Informal, Educator Case study
at HIV and AIDS Home
Homework Informal, Educator Written activity
KEY POINTS
1. People who are HIV positive or have AIDS can live long and healthy lives if they take the correct
medication, exercise regularly and eat healthy food.
2. HIV is transmitted through:
a) touching HIV-infected blood when you have open sores or cuts
b) sharing HIV infected needles
c) mother-to-child transmission during pregnancy, birth or breastfeeding.
3. HIV is not transmitted through
a) sharing utensils used by someone infected with HIV
b) holding hands with someone infected with HIV
c) hugging someone infected with HIV
4. Service learning means giving people of your time, skills, help, assistance and goodwill
5. Service learning does not need to cost money. It could be
a) preparing and distributing food
b) planting or maintaining a vegetable garden
c) collecting and distributing toys for babies who are HIV positive
RESOURCES/MATERIALS
• A chalkboard
• Chalk
• Learner books
• Pencils

145
1. Activity A: Some of the information necessary for this activity was done in Grade 4. You can go through
the Grade 4 lessons beforehand in preparation for the quiz. If you do not have access to the Grade 4
Educator Guide, then the information in this guide is sufficient for your preparation for this lesson.
2. Activity B: Refer learners to the case study in their learner books and have them read through the
scenarios beforehand. Some learners may need more time to read through all the information.
Identify a learner who can read the case study out loud to the class.
ACTIVITIES

A: True or False
Introduction: In this activity learners will be revising what has already been learned about HIV in Grade 4
and answering a set of questions using True or False.
1. Tell the learners that you are going to do a short quiz with them to find out what they remember about
HIV and AIDs.
2. Ask learners to refer to the Quiz activity in their learner book.
3. Explain to the learners that they must answer the questions by circling either ‘true’ or ‘false’ for each
of the statements.
4. Once the learners have completed the quiz, go through the answers with the learners.
5. Ask the learners to mark their own books.
6. Remind them to fill in the correct answer where they have an incorrect answer.
7. Once the learners have completed the quiz, they may colour in the pictures.

Quiz your knowledge

Circle the correct answer.
1. People who are HIV-positive or have AIDS can live long
lives if they:
a) have the correct medical treatment. True / false
b. eat lots of fatty, fried food. True / false
c) exercise regularly. True / false
d) eat healthy food. True / false
2. Some people are able to get better from HIV and

AIDS without using any medicine.
True / false
3. You can contract HIV and AIDS from someone who is

infected if you:
a) hold their hand. True / false
b) share the same needle. True / false

147
c) share the same dishes and utensils. True / false
d) hug each other. True / false
4. If you are HIV positive or have AIDS, you should

remain in bed at all times. True / false
…………………………………………..Natural Break …………………………………………………………………..

Activity B: Service Learning Activity – Vegetable garden at HIV and AIDS Home
Introduction: In this activity learners will work through a case study where they will learn about service
learning and what it means to care for someone with HIV and AIDS.
1. Read the following case study in Reading 5.10.1 and answer the questions that follow.
READING 5.10.1
Mr Jenkins wanted to teach his class about service learning. Service learning means giving people of your
time, skills, help, assistance and goodwill. In other words, it does not need to cost you money.
He had been working with his class for a while and they had decided to give of their time to a HIV and AIDS
home which was about 5 km from the school. They started a vegetable garden at the home and went there
on Saturdays to look after the garden. Once the vegetables were harvested, the HIV and AIDS home used
them to make soup and to cook stews for the patients. The school had arranged one Saturday with the
home when they had made soup, to have the learners come over and help serve it to the patients. The
learners were all very excited. Mr Jenkins used the school bus to collect the learners and drop them off
at the home.
When the learners arrived at the home they were directed to the kitchen where they would be assisting
for the day. They were given plastic gloves, plastic aprons and hair nets. The learners were all assigned
different duties. Some of the learners dished out the soup, while others were responsible for passing
on the bowls, putting slices of fresh bread on side plates or handing out the plates or soup bowls to the
patients.
For many of the learners, this was the first time they were in the same room as someone who was HIV
positive or had AIDS. Many of the patients who had AIDS had their soup and bread served in their rooms.
Some of the learners were allowed to accompany the nurses to the rooms. It was such an amazing
experience.
Mr Jenkins was very proud of his learners. They helped to serve the soup and bread very enthusiastically
and it didn’t matter that the patients were HIV positive or had AIDS. The learners treated everyone the
same because they had learnt all about HIV and AIDS in class
1. Answer the following questions:

a) If you were in Mr Jenkins class, would you be keen to be part of his service learning activity?
Give a reason for your answer.

149
b) Do you think that the service learning activity made a difference to the lives of the patients
at the HIV and AIDS home? Give a reason for your answer.
c) The case study tells us that the learners treated everyone, including the HIV and AIDS
patients the same, because the learnt all about HIV and AIDS in class. What difference do
you think that made to their thinking?
d) What do you think it was like for the learners who accompanied the nurses to the rooms of
the patients with AIDS? If you were there, would you have chosen to be one of the learners
serving patients in their rooms? Give a reason for your answer.
1. Service Learning is about doing service for people and giving of your time, skills and expertise.
2. Service Learning does not need to involve a cost.
3. There are small but significant ways in which we can all offer of services and support those I need.

HOMEWORK
Ask your learners to complete your service learning activity if they have not yet completed it in class.
ASSESSMENT
Integration opportunity: In Creative Arts, learners could prepare a landscape of the community around the
school showing all local infrastructure, industries, etc. This drawing is then used for this activity. Learners
will identify the service-learning activities that can be possible in their communities.
Ask learners to prepare a landscape of the community around the school showing all local infrastructure,
industries, etc. Identify one industry where you think you would like to do a service-learning activity that will
benefit your community and help people living with HIV.
This activity can be revisited each term to see whether learners have considered opportunities or
whether there can be fresh ideas included on their original lists of what services they can volunteer
for in their communities.
1. Use the questions below for consolidation. Learners do these questions on their own.

151
Test your knowledge

1. What is Service Learning?
2. Do you think every young person should be involved in a service- learning activity? Give reasons for your
answer.
3. Create your own idea for a service-learning activity and briefly summarise it in your exercise book
GLOSSARY

Empathy: the ability to understand how another person feels or other people feel
Service Learning: involves learning from doing something and / or providing a service to others. Much like
volunteering to help and learning from it.
Volunteer: a person who offers of his time and talents or agrees to do something for others without being
paid to do it.

BIBLIOGRAPHY
Botha, M.G. (1999) That’s My No Zone. MGB CONCEPTS
Brennan, P. (2012). Life Skills. Grade 4, Learner’s Book. Maskew Miller Longman.
Centers for Disease Control and Prevention. (n.d.). Intimate Partner Violence: Definitions. Retrieved
December 4, 2018, from https://www.cdc.gov/violenceprevention/intimatepartnerviolence/definitions.
html
Clacherty, G., Cohen, S., Dada, F., Joannides, A.,Ludlow, H.(2012). Day-by-Day Social Sciences. Grade 4,
Learner’s book. Maskew Miller Longman.
Constitution of the Republic of South Africa, 1996 - Chapter 2: Bill of Rights (1996). Government Gazette.
(No. 17678). Retrieved from https://www.gov.za/documents/constitution/chapter-2-bill-rights#9
domestic violence. (n.d.). In English by Oxford Dictionaries. Retrieved December 4, 2018, from https://
en.oxforddictionaries.com/definition/domestic_violence
Faul, M. (2011). Age-accelerating disease doesn’t deter 12-year-old. Washington Times. Retrieved
December 4, 2018, from https://www.washingtontimes.com/news/2011/sep/14/age-accelerating-
disease-doesnt-deter-12-year-old/
Gender role. (2018). In Kids.Net.Au. Retrieved November 30, 2018, from http://dictionary.kids.net.au/
word/gender_role
Glover, J; Vercueil, P; Carstens, M; Coetzee, T; Wolmarans, A. (2015) Spot On Life Skills Grade 5 Learner’s
Book ePUB. Heinemann (Pearson Marang)
HIV/AIDS Life Skills and Sexuality Education Primary School Programme, Grade 5 Teacher’s Guide.
(2002). Department of Basic Education, Republic of South Africa.
Indigenous cultures. (n.d.). Caslon Analytics. Retrieved from http://www.caslon.com.au/ipguide14.htm
Kenneth O. Gangel. (2005). Using Buzz Groups in Your Teaching. Bible.org. Retrieved November 30, 2018,
from https://bible.org/seriespage/8-using-buzz-groups-your-teaching
Ontlametse Phalatse‚ first black child with ageing disease‚ dies at age 18. (2017). The Southern Daily.
Retrieved December 4, 2018, from http://thesoutherndaily.co.za/index.php/2017/04/12/ontlametse-
phalatse-first-black-child-ageing-disease-dies-age-18/
RAP - What does RAP stand for? (n.d.) In The Free Dictionary by Farlex. Retrieved December 4, 2018,
from: https://acronyms.thefreedictionary.com/RAP
Recognising Child Abuse. (n.d.) Childline South Africa. Retrieved December 5, 2018, from http://www.
childlinesa.org.za/educators/for-educators/child-protection-at-school/recognising-child-abuse/
Soul City Institute for Health and Development Communication. (2015). Make Children Safe: An Activity
Book and Educator’s Guide About Thuthuzela Care Centres, pp. 11 – 13.
The SANAC website (http://ivizard.org/sanac/viz/)
Tuko Pamoja: A Guide for Peer Educators. (2007). Program for Appropriate Technology in Health (PATH).
Retrieved from http://www.path.org/publications/files/CP_kenya_pe_manual_karhp.pdf

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Violence (n.d.). In Merriam-Webster.com. Retrieved December 4, 2018, from https://www.merriam-

webster.com/dictionary/violence
Watson, P., Eduscript, R., & Grey, J. (2010) Speak Out Youth Report Sexual Abuse: A handbook for learners
on how to prevent sexual abuse in public schools. Department of Basic Education, Republic of South
Africa.

Sexuality Education in
Life Skills
Sexuality Education in Life Skills. Scripted Lesson Plans Grade 5 Educator Guide ISBN: 978-1-4315-3313-8
9 781431 533138

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Scripted Lesson Plans

Grade 5 Educator Guide

Scripted Lesson Plans

Grade 5 Educator Guide

Sexuality Education in Life Skills:

© COPYRIGHT Department of Basic Education

Department of Basic Education

222 Struben Street

Sexuality Education in Life Skills:

GUIDE TO TEACHING SEXUALITY EDUCATION THROUGH SCRIPTED LESSON PLANS (SLPs)..................... 1

Core messages to be integrated throughout the curriculum................................................. 8

CLASSROOM MANAGEMENT TO SUPPORT IMPLEMENTATION OF THE SLPs............................................ 9

Lesson 5.1 Body image................................................................................................................... 33

Lesson 5.2A I can choose my relationships...................................................................................... 45

Lesson 5.3 The benefits of good and safe relationships.................................................................. 73

Lesson 5.4 Child abuse - “Keeping myself safe from abuse”........................................................... 81

Lesson 5.5 Sexual grooming: I can say “No”!................................................................................... 92

Lesson 5.6 Dealing with violent situations:”What is sexual violence?”......................................... 101

Lesson 5.7 Learning from our elders............................................................................................. 110

Lesson 5.8 Should boys and girls be treated differently............................................................... 123

Lesson 5.9 Dealing with the stigma of HIV.................................................................................... 133

BIBLIOGRAPHY .................................................................................................................................... 153

NOTE TO THE EDUCATOR

You taught me1

You taught me about the minerals that are in the earth

You taught me to speak and write in three languages

You taught me all about reproduction in rats

You taught me how to solve math’s problems

Yes, you taught me many facts, and I thank you,

Sexuality Education in Life Skills:

A. GUIDE TO TEACHING SEXUALITY EDUCATION IN CAPS THROUGH

Source: SANAC, accessed January 18, 2019

Figure 1: HIV prevalence by province, 2016

HIV is everyone’s problem

Figure 2 : HIV infection rate by age

Sexuality Education in Life Skills:

While all young people are at risk, girls

There are many reasons for this,

Experts agree that breaking this cycle

16 years and Over 17 years

Pressure, force and violence

A study of sexual violence in schools was conducted in Gauteng

Sexuality Education in Life Skills:

3. The purpose of the SLPs (Grades 4-6)

Schools in the Basic Education Sector

Sexuality Education in Life Skills:

Sexuality Education in Life Skills:

5. Structure of the SLPSs

5.1 CAPS topics and Subtopics

5.3 Knowledge, values and attitudes

5.4 Time allocation

Sexuality Education in Life Skills:

5.5 Teaching methods

5.7 Brief lesson summary

5.8 Key points

Sexuality Education in Life Skills:

5.10 Informal assessment

5.11 Learner assessment

5.12 Test your knowledge

GUIDE TO TEACHING SEXUALITY EDUCATION THROUGH SCRIPTED LESSON PLANS (SLPs)..................... 1

A. GUIDE TO TEACHING SEXUALITY EDUCATION IN CAPS THROUGH

C. CLASSROOM MANAGEMENT TO SUPPORT IMPLEMENTATION OF