PLANNING & PREPARATION

TERM & Time 1 hour

GRADE 7 X 8 9 1 2 X 3 4 Week 4
SEE WCED TAP allocation 30min
TEACHERS TERM 2 WEEK 3 & 4
Topic / Content / Concepts /
Teaching Methodologies & Classroom Resources / LTSM
Skills
Management Skills (WHAT I am going to use to
(WHAT I am going to
(HOW I am going to teach/guide/support…) teach/guide/support…)
teach/guide/support…)
IMPORTANT Teaching: Printable and Digital
Basic hygiene principles (Issues • Revise the basic hygiene principles of COVID- other resources resources
of COVID 19) 19. Videos:
• Emphasize the hygienic way of hand washing
Prior knowledge: Gr.6 at home and the health problems that can be
COVID-19
• Stereotyping of genders, caused. prevention AFR.pdf
sexism and abuse: definition of • Discuss Activity 1 on hand washing with the Research
concepts learners. Teacher notes
• COVID 19 Regulations - Activity 2.
•Test prior
Definitions knowledge
• A stereotype is an exaggerated image of a • What does https://af.wikipe
group of people who often do not learner know of dia.org/wiki/Ster
(completely) correspond to reality. It is often a concepts eotipe
prejudice or negative thinking and is sometimes • Explain the https://af.m.wiki
used as justification for certain discriminatory concept wrt what pedia.org/wiki/S
acts. the learners ksisme
• A stereotype is when another person or thing understanding of https://af.m.wiki
fits in with an established (fixed) idea that the concepts are pedia.org/wiki/
someone has about that person or thing. The • Provide the Mishandeling
other person or thing is then labeled or necessary
categorized in a certain way. guidance with the
activities

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 • Sexism is prejudice or discrimination based on
Vocabulary a person's gender or gender. Sexism can affect
anyone, but it especially affects women and
stereotyping
girls.
Stereotype • Abuse - Child abuse is the physical, sexual, or
Sexism emotional abuse of children by their parents,
Abuse guardians
Discrimination or other people.
Hygienic • Emotional abuse is characterized by the
victim wondering if the fault is not themselves or
Categorized
what is wrong with them.
justification
Negative Teaching:
Sexual
Emotional 1. Visual education: Learners receive pictures
depicting different stereotypes, sexism and abuse.
2. Learners must indicate the different types of Teacher notes
concepts and explain why they decide on that
picture. Consult http://uir.unisa.a
3. Theory: Learners write down the definitions of the reference c.za
• Effect of gender-based different concepts. (Educator has already covered source
abuse on personal and social the above definitions) https://af.vvikip
relationships. 4. General knowledge of learners is now discussed edia.com
• Dealing with stereotyping, here and reference to Term 1's consequences of
sexism and abuse. peer pressure. https://www.justi
• Reading skills: reading with 5. Constitutional rights and responsibilities of the ce.gov.za
comprehension and fluency: learner with regard to the victim's rights are briefly
• Read about ways in which referred to to join prior knowledge of learner.
stereotyping, sexism and 6. Effect of these different concepts is measured by
abuse can be dealt with: discuss learners' knowledge. E.g. Refer to
interpret / explain and tell differences that learners have. E.g. symptoms
what has been learned. 7. Symptoms: Anxiety, fear, complaining of
headache, stomach-ache, do not want to go to
school or do not want to be at home. Aggression,
nausea, poor behaviour, twisting, also progressing
poorly in school, reluctant, afraid to speak.

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 8. Handling it includes the following process.
Awareness of the community Intervention
Psychologist
9. Reading skills: Learners must be exposed to
articles from magazines, media, television news,
television programs depicting domestic violence.
10. Discuss the influence of films, soap operas and
documentaries programs where learners have
access to their mobile phones.
11. Dangers of learners who “chat” with people
and they have no information about who the
person is and what he / she looks like.
12. Age restriction and parental control must also
be explained.
13. Search Reading, Silent Reading, Group
Reading, Research.
14. Exposure of learner important.
15. Conclusion - Learner can identify, compare,
deductions, evaluate situation and make decision,
observation, cooperation, acceptance,
communication.
PARENTS • Support • Support your child in completing activities 1-5. •Charity
• Assistance • Provide the necessary guidance where
•References –
• Interest necessary. Help
• Show interest in the child, because he / she may SGOS
seek attention in the wrong place.
• Observe behavior change and investigate.
• Provide assistance and do the necessary if there
are problems
LEARNERS’ 1. You are expected to complete the activities that include COVID 19 regulations as well as the basic hygiene principles.
ACTIVITIES 2. Follow the instructions on page 2 to complete the Activities.
3. Do not forget to supplement your dictionary with the difficult words you came across in the reading text or activities.
4. Make sure you understand the concepts and know what they mean.
5. If you need any help, contact an educator, someone you trust or welfare.
6. Here are emergency numbers you can call if there are any problems.

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 Learner notes

✓ Complete all activities

✓ Understand concepts
✓ Ask if it is not the case is
EMERGENCY NUMBERS not
• Childline - 080005555
• South African Police Service: Emergency Service 10111 / Ambulance 10177 / Cellphone - emergency number (free on
all networks) 112
Teacher notes
✓ Explain
✓ Helplines is an outcome or solution
✓ Emphasize - You are special. (Let
PLACES OF PROTECTION: them draw it)
• Sunlight House of Preservation.
• Jes Foord - foundation
• Any other references available at local information offices

Informal Activity 1: Basic hygienic hand washing / Activity 2: Speech bubbles - Respect each other / Activity 3: Good and bad
Assessment relationships.
Activity 4: Understanding - Stereotypes / Activity 5: Circle of Friendship / Activity 6: Maze

Values taught Caring for each other; Comprehension; Patience; Love; Empathy; Forgiveness
Friendliness; Friendship; Support; Thoughtfulness

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Activity 1

When to wash your hands

Before or after meals After you used the

toilet

After you have Before you cook food

blown your nose

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 We speak with respect to
each other. We never shout
or insult one another. If we
differ, we discuss the We divide tasks in the home equally. Mom and
problem respectfully dad, both work during the day and I have
schoolwork. We are all very busy. It is unfair to
leave all the housework for mom.
After I have used the bathroom, I leave
it neat and clean. I do not want other
family members to clean up after me as I I keep my room neat because I respect
have too much respect for them. myself and to show respect to my family

We show respect by being interested in each

other. We discuss our daily experiences and
problems with one another and try to help where
possible.

Mom and dad are always friendly even if

they have problems. I should do the same
when I am irritated and upset.

Activity 2: Happy Household: Look at the speech bubbles above and write the way
each family member shows respect to each other in Column A.
In Column B, indicate the opposite way in which family members do not
respect each other

Column A Column B
Positive actions Negative actions
1

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Activity 3: Good and bad relationships:
The family is a very important part of your life. If family members differ from each other, there may be strong
feelings of anger, disappointment, envy, jealousy, etc. By understanding yourself and realizing that you are
growing up, you know that there is a situation that you cannot handle. You have parents, family members and
friends who can help you, but you hesitate because you do not know if you can trust them. Based on your
knowledge you have gained about the following concepts, stereotyping, sexism and child abuse always remember
not to get involved in such situations. Feel free to talk to someone about it. Stay away from bad relationships.
Appreciate good relationships.

Just when I feel good
about myself, something
happens that negatively
affects my life.
It's been months now that I'm
Every time I'm with my
walking around with this hurt in
friends, other friends
me. Can I trust my friends,
look at me funny. I
parents or anyone and tell
wonder why?
them what happened to me.

1. Explain how you would handle the situation if it was your friend who was involved.
_______________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2. Is your bond with your friends so strong that you would trust them with your secret?

________________________________________________________________________________________

________________________________________________________________________________________
3. What could you have changed before you became involved in the situation?

________________________________________________________________________________________

________________________________________________________________________________________
4. Why do you think people behave this
way?___________________________________________________________________________________
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 Activity 4: Understanding
Social Responsibilities: Stereotyping

What is Stereotyping?
Some characters in stories on television, in comics, computer games, movies, books and
picture stories. usually have a typical appearance so we recognize them easily. In real life, it
does not matter if it takes us months or even longer to learn someone do not know.
Television programs are usually 35 minutes long. So, the lyricist lets the character speak, act,
dress in a way that helps the viewers identify them quickly. This is called stereotyping.

Look at the four stereotypes above. They are all male. Do you think it would have been easy
for all the characters to be identified as pale soul, crook, detective or hero if they were wives
or daughters. Discuss stereotypes based on the information at your disposal.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________

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Activity 5: Look at the children standing in a circle below. Answer the questions that follow.

caring, love forgiveness

support Circle of understanding
patience FRIENDSHIP friendliness
empathy thoughtfulness

1. Look at the picture above. What is it called?

________________________________________________________________________________________

2. Why do you think it is called the CIRCLE OF FRIENDSHIP. Make your inference by looking
at the picture?
________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________
3. Choose 2 of the values mentioned in the heart diagrams. How is it portrayed by the
friendship of these friends to each other?
________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________
4. Why do you think it will be difficult to break the circle?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________
5. The learners stand in a circle that indicates a strong bond. If any of those learners
struggle with a problem or child abuse that you think the other learners will do?

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________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

6. Would you like to belong to such a group and why?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Activity 6: Maze: Help your friend reach the Circle of Friendship.

I AM SPECIAL!!

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