Plan three developmentally appropriate learning activities about the prevention of child abuse

for learners in the intermediate phase (Grade four to Grade seven) indicating what you will
include in each activity and making sure that you use a variety of different learning strategies.
Make sure that you clearly indicate for which grade each learning activity is intended.
(30 marks)

Activity 1
1 General information
Topic : Different types of abuse
Duration: 2 periods
Grade: 5

2 Lesson learning objectives: (Knowledge, skills, values and attitudes)

Knowledge Skills Values and Attitudes

 Expressing one’s feelings  Listen  Honesty
 Expressing one’s  Describe  Integrity
thoughts  Observe  Good manners
 Appropriateness  Recognise  Fairness
 Tone  Discussion  Freedom
 Register  Making informed choices
 Interpreting

3 Possible links with other learning areas

 Social studies
 Language

4 How is the link made?

Social studies – Communicating effectively
Language - Expressing feelings successfully and appropriately

5 Teaching Approach(es)
Teaching methods:
 Problem posing and problem solving
 Reading
 Discussion method
 Collaborative learning
 Questions and Answers
  Observation
6 Resources (LTSMs)
 CAPS - Day-by-Day Life Skills: Grade 5 Teacher’s Guide
 Textbook – Day-by-Day Life Skills: Grade 5 Learner’s Book

7 Three phases of a lesson

7.1 Introduction moment: Actualization of prior knowledge (Getting ready)
Encourage the learners to think of child abuse and the meaning thereof. Encourage the learners
to think of different kinds of abuse. Learners must come up with at least 3 different examples of
child abuse.

7.2 Teaching-learning moment: (teacher’s and learners’ work)

Activity 1
The teacher and learners should read p.60 together which focuses on the meaning of abuse and
the different types of abuse. The teacher should guide the learners do discuss Thapelo’s story
which is illustrated on p.60. The story shows adults not caring for a younger child. Learners then
should make up their own story in small groups regarding the illustration of Thapelo’s experience
and then fill in his thoughts inside speech bubbles.
Activity 2
The teachers should read Yasmina’s story on p.61 titled: “Sex with a child is abuse”. The story is
about Yasmina Adams (10), a girl who takes her rights seriously and how it is not always an easy
task to do. The story further discusses how her uncle, who attempted to call her into his room,
tried to push her against the wall in attempt to take off her clothes. Yasmina did manage to
scream, and when she realized that nobody could hear her, kicked him and ran away.
Furthermore, she reported the incident to adults and the police.
Activity 3
Learners must complete Activity 2: Write a small piece about Yasmina’s problem. Learers are
expected to give their opinion in their workbooks. Learners must discuss how Yasmina solved her
problem and what else she could have done.

7.3 Closing moment: (Class discussion)

Activity 4
The teacher should guide the learners in a class discussion about: “Respecting your body and
other’s bodies” and “How grown-ups should treat children”. Learners’ should be made aware of
incorrect ways of treating other people.
8 Assessment activities and explanation
‘Talk about Yasmina’s problem’ activity on p.62: Informal assessment – Assess learners as they
discuss their answers and as they recount the story. Assess the learners on how well they
listened.

9 Data collection methods

Assessor(s) Evaluator(s) Feedback
 Observation  Teacher  Learners
 Listening  Self
 Interpretation  Peer
 Revision
 Questioning
 Group discussion
 Interviews
 Listeners’ written
observations

10 Homework
No homework is given

11 Special attention (learners with special problems)

Nervous and shy learners may find the first activity very stressful. Pay attention to these learners
and ask them if they would like to take part in telling the class their partner’s story.

12 Enrichment (when necessary)

Give learners advice on expressing themselves and different ways in which they can express
themselves verbally.
 Activity 3
1 General information
Teacher: Stereotyping and sexism as forms of abuse
Duration: 2 periods
Grade: 6

2 Lesson learning objectives: (Knowledge, skills, values and attitudes)

Knowledge Skills Values and Attitudes

 Expressing one’s feelings  Listen  Honesty
 Expressing one’s  Describe  Integrity
thoughts  Observe  Good manners
 Appropriateness  Recognise  Fairness
 Tone  Discussion  Freedom
 Register  Making informed choices
 Interpreting

3 Possible links with other learning areas

 Social studies
 Language

4 How is the link made?

Social studies – Communicating effectively
Language - Expressing feelings successfully and appropriately

5 Teaching Approach(es)
Teaching methods:
 Problem posing and problem solving
 Reading
 Discussion method
 Collaborative learning
 Ask questions
 Observation
6 Resources (LTSMs)
 CAPS - Day-by-Day Life Skills: Grade 6 Teacher’s Guide
 Textbook – Day-by-Day Life Skills: Grade 6 Learner’s Book
7 Three phases of a lesson
7.1 Introduction moment: Actualization of prior knowledge (Getting ready)
Encourage the learners to think about whether men and women are treated equally. The teacher
along with the learners should read through ‘What happen when women and men are treated
differently?” on p.120 in the learners’ textbooks. The teacher should lead a class discussion on
instances where men and women are treated differently.

7.2 Teaching-learning moment: (teacher’s and learners’ work)

Activity 1
Learners play the gender game: Learners should be divided to work in small groups of more or
less 5-6 learners. The teacher must ask the learners 8 questions. Each learner in the group must
have a turn to explain whether he or she agrees or disagrees with each question raised.
Activity 2
The teacher should lead a class discussion regarding the topics; stereotyping and sexism. Explain
to learners the correct way in dealing with these two topics. Afterwards, read “What happens
when you are abused because of your gender?” on p.122 in the learners’ textbooks. The article
includes information on what the South African Constitution states on child labour, children left to
beg on the streets and child prostitution. It is important to mention that all of these topics
mentioned are serious cases of child abuse and should be reported to the police as soon as
possible.

7.3 Closing moment: (Class discussion)

Activity 4
Activity 3: Role play scenes on p.122 in the learners’ textbooks. Learners should work in groups
of three or four learners. Learners should create a role play about a boy who is told to work on a
farm or a girl who must stay at home to help with the housework. Learners should role play their
example to show how the adults prevent the child from going to school, and how the child feels
about this. Learners should also role play an example that shows how the adults encourage the
child to go to school.

8 Assessment activities and explanation

Informal assessment – Assess learners as they role play their events and how they interpret the
situations.

9 Data collection methods

Assessor(s) Evaluator(s) Feedback
 Observation  Teacher  Learners
 Listening  Self
  Interpretation  Peer
 Revision
 Questioning
 Group discussion
 Interviews
 Listeners’ written
observations

10 Homework
No homework is given

11 Special attention (learners with special problems)

Nervous and shy learners may find the role play activity very stressful. Pay attention to these
learners and ask them if they would like to take part in telling the class or even their partner their
story.

12 Enrichment (when necessary)

Give learners advice on expressing themselves and give them ways in which they can express
themselves verbally.

Discuss common sources of stress in foundation phase OR intermediate phase learners and
explain how you can assist learners to cope with these various sources of stress.
(30 marks)

Learners in the Intermediate Phase can experience stress quite easily. Common sources of
stress for children at this age include divorce, moving to a new town or school, illness and
death.