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Able to: Transition to Secondary School Adjust to a new learning environment Build positive interpersonal relationships Communicate effectively with new peers and teachers Solve everyday problems at school e.g. timetable, attendance and punctuality, selfdiscipline
Content ATTITUDE
Demonstrate: Willingness to: Show concern for the welfare of others e.g. respect each others opinion Have friends from different ethnic, cultural, social and religious groups Transition to Secondary School is the process of changing from Primary School to Secondary School Building good relationships is one way of helping persons to adjust to new situations e.g. (i) having to cope with different teachers for each subject (ii) having to cope with new friends
Method/Strategies Materials
Discussion relating their experiences of life at the Primary School. Group work discuss and list problems encountered at Secondary School. Write problems on strips of cardboard and display these on chalkboard Discuss ways of coping with problems Role Play this will highlight difficulties encountered in some relationships and how to solve these difficulties
Can students:
Evaluation
Areas of Integration
Social Studies Adaptation to the new environment Language Written expression Drama Role play Maths Sets depicting subjects done at Primary and Secondary School Intersection of sets to show common subjects done at Primary and Secondary Schools
Explain what is meant by transition? Identify problems encountered in their new school and discuss how these problems can be resolved? Identify changes in behaviour with regard to students attitude towards peers and teachers?
Method/Strategies Materials
Looking at self in mirror and describing me In pairs, students list positive qualities of each other. Small group discussion on likes/dislikes and feelings. Source: 1.) Learning for Living page (i)
Can Students:
Evaluation
Areas of Integration
Language: Description of my face Art: Drawing a portrait of me Social Studies: My Environment Maths: Weighing and measuring using cm, m Science: Parts of the Body Home Economics: Food Groups
Identify the qualities that make them special? Describe what she/he learnt about him/herself today? Identify some personal qualities she/he would like to change?
Method/Strategies Materials
In small groups research and list, Rights of a child. Whole group discussion on career opportunities and the importance of education Define role models and discuss their importance, to ones life expectations Students to name their role models Group discussion on the term goals and saying what goals they have set themselves and how they hope to achieve these Role playing Source: Human Rights Education for Citizenship pp 15
Can Students:
Evaluation
Areas of Integration
Craft: Making a scrap book Social Studies: My Rights Language: Oral presentation on My Career Drama: Role playing
Explain how Education is important to their choice of career? Compile a scrap book on the topic in (1)? Explain whether or not their goals are connected to what s/he will be doing ten (10) years time?
Content ATTITUDE
Demonstrate: Appreciation for the different kinds of foods with their varied flavours, odours, and textures A willingness to eat a variety of foods in order to have better health and to meet the bodys need/demand for nutrients The six food groups: Nutrient composition of each group Types of breakfast Simple meal planning
Method/Strategies Materials
Discussing reasons for eating a balanced meal Planning simple breakfast menus Displaying menus planned Reading nutritional information placed on labels, packages, time, etc
Can Students
Evaluation
Areas of Integration
English Language Using correct tenses capitalization etc. when writing menu Social Studies Foods eaten and relating to the different ethnic groups Integrated Science Nutritional Composition of food Food & Nutrition The six Food Groups Reading Reading nutritional Information
Compare the menu they have eaten with that of a friends? Describe the variety in food, textures colours, portion sizes, nutrient content? List foods eaten at each meal for the previous day then prepare a table showing the food groups represented?
Content ATTITUDE
Demonstrate: A willingness to accept that everyone has rights as human beings Positive action to protect their Human Rights and the rights of others Convention on the Rights of the Child Articles 1 41 focusing on Preamble and Articles 1 8, 28 and 29
Method/Strategies Materials
Discussion of CRC Game given as Takehome Assignment Child Rights Squares HRE for Citizenship Module pages 131 134, page 22
Can Students:
Evaluation
Areas of Integration
Social Studies Human Rights and the Guyana Constitution English Language Essay Writing Reading Comprehension Music Human Rights Music Kit
Right to Nationality
Guyanese National is any person who was born in Guyana Any person who was not born in Guyana can apply to the Ministry of Home Affairs to become a Guyanese national if they are married to a Guyanese or if they choose to become a Guyanese
Researching how birth, marriage, naturalisation make one a Guyanese Reading and discussing the importance of Article 7 of the CRC HRE for Citizenship Module - page 131 Pictures and symbols of Nationhood Fact sheet on symbols
Explain what makes an individual a Guyanese National? Explain which Article of the CRC is directly connected to the Right of Nationality?
Art + Craft - National symbols Music - National Songs Words of songs and singing of songs English Language Essay Writing
Grade 7
Unit 1 Theme:
Topic
Content ATTITUDE
Demonstrate:
Method/Strategies Materials Small group discussion to elicit students feelings, experiences and knowledge of the subject Class discussions to help establish acceptable ways of behaviour Case Studies of sexual abuse Visiting facilitator, law enforcement officer, lawyer or probation officer Role Plays to express/demonstrat e ways of dealing with sexual abuse Teacher to refer or provide counseling if sexual abuse is suspected Handouts Case studies, Role play, scenarios, Posters or Pictures as discussion starters
Can Students:
Evaluation
Areas of Integration Language Writing composition, poetry, songs, skits or plays Reading Comprehensio n articles on child abuse Drama Role play sexual abuse situations and what they can do to save themselves Social Studies Art expressions
Sexual Abuse
Recognise the differences between demonstrations of affection and touching of sexual organs and kissing on lips Make appropriate decisions when faced with adult sexual situations Avoid situations where others have opportunity to molest or sexually assault them Recognise forms of sexual abuse
Sexual abuse occurs in a variety of ways Some behaviours may be considered sexual NGOs exist to help cases of sexual abuse The appropriate context for expressing sexuality is within a loving adult relationship. Laws exist to protect children from sexual abuse e.g. the age of consent
Certain activities relate to sexuality e.g. foul language, nudity, sexual pictures, self exposure, sex jokes, and can lead to sexual abuse
What is sexual abuse Ways that a person can be abused sexually How to safeguard oneself form sexual abuse What to do if someone is sexually abusing you Using appropriate language and activities not associated with sexual behaviour Child protection laws Childrens rights Vocabulary associated with sex and their meanings e.g. stimulation, rape, buggery, incest, molestation
Explain what they can do if someone tries to sexually assault them? Explain their rights and the basic laws that protect them? Explain how a parent could also be prosecuted for sexually abusing them? Identify what are suggestive sexual behaviours as against friendly or abusive behaviour?
Content ATTITUDE
Demonstrate: Willingness to organise activities according to priority to be completed within a given time frame Willingness to work in accordance to a time schedule of activities Definition: Time management involves careful planning and allocation of time available to you The importance of managing your time Hints on how to manage your time effectively - Identify priorities - Be consistent Follow schedule of work - Regulate study periods - Do tasks as they come up
Method/Strategies Materials
Group discussion and/or Role play to illustrate: a) b) Working without a time plan Working with a time plan
Can Students:
Evaluation
Areas of Integration
Language: Oral and written communicationDebate; Composition writing Maths Use of timeminutes, hours Social Studies The role of family members One function of the family socializing involves entertaining Budgeting for entertainment Home Economics Management of time
Prepare individual study schedules? Work to a time plan? Identify and prioritise tasks to be completed?
Content ATTITUDE
Demonstrate: Willingness to plan for an effective use of time and money Adherence to budget allocated Definition: Planning how to spend your money is called budgeting Basic rules to observe in money management (budgeting) Money spent must never be more than the money given to you There must be careful thought before planning how to spend the money allocated to you
Method/Strategies Materials
Planning a minibudget to suit a weekly allowance. Group work
Can Students:
Evaluation
Areas of Integration
Home Economics Money management in the house Mathematics Pie chart showing budgeting
Prepare individual budgets for a weekly allowance of $1000.00 List areas of wants and needs
Content ATTITUDE
Demonstrate: A sense of belonging to a family An appreciation and value for families Concern for the well-being of family members A family is a group of persons connected by bonds of descent, marriage, adoption or choice and living together in the same household. Types: Nuclear, Single Parent, Extended, Household The need of family members Responsibilities that are shared by mother , father, males, and females
Method/Strategies Materials
Class discussions to formulate definition of a family Naming family members Comparing and discussing composition of different types of families Draw pictures to show family form Trace family line to third generation on family tree Making a family scrapbook. Source i) Life skills Manual ii) Human Rights Ed. for Citizenship Group discussion of the positive defects of belonging to a family Role-play: The duties and responsibilities of family members
Can Students:
Evaluation
Areas of Integration
Social Studies Family types Family tree Language Arts Composition My family Art Family portrait collage. Puppet making Craft Book binding (scrap book) Making photo frames Food +Nutrition Balanced diet Meal suitable for various family members
Identify the type of family to which s/he belongs? Explain how his/her family is different from other families? Activity participate in discussions about their families?
Communicate effectively about the value of families Recognise positive aspects of being a part of a family Recognise the roles of parents in a family
The family is one institution that produces human beings, socializes them and makes it possible for them to have their own children , thereby continuing the family
Change within the family structure can affect the roles and responsibilities of family members in a positive or negative way We need to know and identify the many problems that may occur among / between families
Appreciation that our actions / decisions may affect the well being of family members Willingness to take into consideration other peoples reaction to our attitudes and behaviour
Who makes what decisions? Why? How changes that occur within the family structure affect roles and responsibilities Some common problem areas within the family:
Identify the roles and responsibilities of each member of their family ? Explain the role of parents? Identify areas of conflict in the family?
Language Arts Writing stories/poems on family Formulating skits Social Studies Roles of families, Family relationships
Content ATTITUDE
Demonstrate: Willingness to talk about issues with others to avoid conflict Appreciation for order and discipline Willingness to be responsible Lack of communication Generation gap Lack of respect for authority Neglect Stress Abuse Ways of avoiding conflicts: Talk about it Share experiences, opinions responsibilities - Show respect for other peoples ideas, beliefs, property
Method/Strategies Materials
Listing changes that occur in families and discussing how members cope with these changes. Text (i) Learning for Living page 1 (ii) Human Rights Education for Citizenship page 18 Small group discussion on common areas of conflict within family Role play resolving conflict using a given situation Explaining positive ways of dealing with conflicts -Listing some effects of conflicts Text (i) Living Values (ii) Health and Safety for you.
Can Students:
Evaluation
Areas of Integration
Drama Skits and poems on coping with family conflicts Maths Calculation of weights, heights, calories Art Picture drawing to show faces of various emotions Science Environmental and health hazards to the family genetics Health Ed. Coping with stress..
Find workable solutions to various conflict areas? Cope effectively with problems? If students can cope say why and if they cant say why not
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Adjusting to Change Health LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING Aware that: Understand that:
There are appropriate methods of waste disposal There are consequences of improper waste disposal A clean environment impacts positively on health There is a negative impact of improper waste disposal on the environment
Method/Strategies Materials
Discussing proper methods of disposing waste Discussing the impact of improper waste disposal on the environment Visit to a garbage dump site/incinerator. Work as a member of the environmental protection group to maintain a clean environment Design posters for a clean-up campaign for the school
Areas of Integration
Art Designing posters Social Studies Looking at the impact of improper waste disposal on the social welfare of residents English Language Composition writing Reading To acquire the definition of terms Reading To get information on origin of food myths English Language Presentation or oral reports Social Studies Contribution of the customs on peoples perception of myths
Recognise food myths Communicate effectively on the origin of food myths Make critical decisions on their choice of food
There are differences between food fads and fallacies. The nutritional value of foods are important when making a selection food
That food fads and fallacies are myths which have no effect on the value of the particular food
An appreciation of the difference between myths and reality when choosing food Consideration of the nutritional value of the food instead of myth
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Adjusting to Change Human Rights LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING Aware that: Understand that:
Guyanese have many racial, religious and cultural origins Human Rights promote and protect cultural and religious identity There are many different religious and cultural practices in our communities The cultural and religious values of some minority groups e.g Amerindians and Chinese, are often neglected compared to people of African and Indian origin People have different cultures and religion either by birth, tradition or choice Everyone has the right to hold and practise his/her religious beliefs Our cultural and religious practices must not harm or hurt others Prejudice is harmful Sensitivity / Tolerance to differences in religious values
Method/Strategies Materials
Focusing on CRC selection of relevant articles Reading articles 2, 8, 13, 14, 15, 17, 29, 30, 31. Discussion of those articles which relate to cultural/religious diversity Research work Each student chooses another person of a different cultural/ religious grouping and makes up a scrap book with pictures, clippings or drawings of foods, dress, ceremonies of that persons grouping. Human Rights for Citizenship CRC pages 131 134 Other stimulus material pictures, posters, stories
Areas of Integration
Social Studies - racial and cultural origins - cultural and religious practices -various customs in our communities Mathematics - representing different religions on a bar chart by surveying your school population
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Grade 7
Unit 2 Theme: Topic LIFE SKILLS Able to: Incest and Harassment Distinguish between acceptable and unacceptable sexual behaviours of family members Decide when a situation is difficult or uncomfortable Assess when sexual intentions are directed towards them Distinguish between sexual and friendly advances Communicate effectively about their feelings Recognise forms of sexual harassment
Adjusting to Change Human Sexuality KNOWLEDGE Aware that: LEARNING OBJECTIVES UNDERSTANDING Understand that: Its reporting or taking action to protect oneself at all times Laws are there to protect them from actions of everyone even their own partners who abuse their power over them. Parents have rights to make decisions for their children. Content ATTITUDE Demonstrate: Willingness to take action to protect themselves and others from being harassed or molested Willingness to seek help if necessary Respect for the human rights of self and others including friends, teachers and parents What is Incest Laws that can protect a child from an incestuous parent or relative What to do if a parent or family member make sexual advances or molests them What is sexual harassment Ways a person can be sexually harassed Ways of warding off unwanted sexual advances How to recognise sexual harassment or incest Ways of self protection Method/Strategies Materials Class Discussions Brain storm-feelings about advances Good or bad Reviewing and discussing laws Visiting facilitator (lawyer) Teacher presents facts about the dangers of sexual harassment Role Play Interviews and small group discussions Questions and answers Handout Case studies Role play scenarios Posters or pictures as discussion starters Evaluation Can Students: Identify forms of sexual harassment? Describe what they can do if someone is harassing them? Explain their rights and the rights of their parents? Explain what is incest and how it can harm them? Say how they feel in any given situation? Talk freely about their feelings and emotions? Areas of Integration Language Writing composition, poetry, songs, skits or plays Reading Comprehension articles on child abuse Drama Role play sexual abuse situations and what they can do to save themselves Social Studies Art expressions
What is sexual harassment and what is incest Incest and sexual harassment have negative effects on a child Anyone can sexually harass them such as a family friend, teacher, other adults, peers It is important to avoid involvement in activities usually associated with sexual behaviour People, laws, and organisations exist to help children who are the victims of sexual harassment and incest
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Preparing to Move On Education LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING Aware that: Understand that:
Everyone, including the elderly needs friends Friendship is a positive relationship between persons who share the same values and interest. Caring, sharing, helping and being helped are all aspects of long lasting relationships. Positive relationships can enhance ones personal development. Communication with friends, family and teachers is an integral part of a long lasting friendship. How they react to mood changes can strengthen or weaken friendships. Friendships have nothing to do with colour of skin or texture of hair. Friendship does not have to involve sexual relationship or behaviours.
Method/Strategies Materials
Small groups of students, give views of who they think a friend is. Each group member writes down one word that a friend should be e.g. truthful, kind. Share with others. Discuss who in the home, school, community they need to develop friendships with and why. Report on discussions.
Areas of Integration
Maths Sets representing friends with similar interest . Language: Debate/Impromp tu speech on issues originating from topic. Poetry: Friends Art/Craft: Making birthday, Thank you , Get Well cards. Social Studies: Functions of the family socialization.
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Preparing to Move On Family LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING Aware that: Understand that:
Everyone has a sense of self what she/he is worth and what she/he is capable of There are characteristics of self esteem and a lack of it. Everyone has strengths and weaknesses. People with high self esteem have a lot of positive feelings about themselves which result in positive behaviours that help them to move forward. The level of self esteem is continually evolving and changing.
Method/Strategies Materials
Class discussion and formulation of definition self esteem. Finding out where self esteem comes from. Peer group discussion. How do I see you Individual reports. How do I see myself Class discussion on improving self weaknesses. TEXT: Learning for Living Pp 110 - 111
Areas of Integration
Language Arts Oral presentation Researching writing points with high self esteem. Maths/ Science Measuring levels of self esteem. Social Studies Beliefs / Customs.
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Preparing to Move On Family LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING Aware that: Understand that:
Ones self esteem is never constant. As one learns about himself/herself and what happens around him, his/her self esteem changes. Sometimes for the better or the worse. The better must be developed into positive traits. To build self esteem one needs to feel confident in ones ability to do things, to have a positive attitude about ones behaviour in and around persons.
Method/Strategies Materials
Class discussion on building self esteem. Self esteem quiz using rating scale. Group discussion on responses. Use situation cards and suggest feelings of people on cards. Use descriptive cards to say positive things about others. Life Skills Manual Page 25 35. Learning for Living Page 110 126.
Areas of Integration
Social Studies Leadership qualities/skills. Health Education How the environment effects a persons self esteem. Art Drawing/Collecti ng pictures to show positive qualities.
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Preparing to Move On Family LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING Aware that: Understand that:
Self esteem can affect ones relationships There is a clear link between ones self esteem and the decisions one makes and how well these decisions are communicated.
Method/Strategies Materials
Group discussions: Reviewing qualities of self esteem. Discussing how self esteem can be influenced small group discussion. Explaining how the above affects relationships in a positive and / or negative way. Stating the qualities of a person with a positive self esteem and explaining how these qualities can build or break relationships. Text: (1) Learning for Living. (2) Education for Living
Evaluation
Areas of Integration
Language Arts Oral discussion - choice of words. Social Studies How the Community can be further developed? Art My community in ten years.
1. List qualities of self esteem? 2. Share ideas/ experiences to highlight the effects of self esteem on relationships? 3. Participate in open ended class discussions about interpersonal relationships?
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Preparing to Move On Health LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING Aware that: Understand that:
Spitting about, not washing hands after visiting the toilet, chewing nails, sneezing or coughing with out covering the mouth/nose are bad health practices. - Keeping and maintaining clean clothing helps to build self - respect, selfesteem and engenders acceptance among peers -Hair must be washed on a regular basis. Cultivating bad/unhealthy habits will lead to ill health. - Diseases can be contracted if one persists in practising bad habits. Body odours can be enhanced by taking thorough baths
Method/Strategies Materials
Group discussion on: Good/healthy practices Strategies which can be used to encourage the individual to cultivate healthy/good habits. Writing slogans to promote healthy/good habits Demonstrating ways by which healthy/good practices can be accomplished. Viewing a film on the consequences of ignoring good health practices.
Areas of Integration
Home Economics: Management, good grooming, sanitation Clothing& Textiles: Clothes care English language: -Preparation of slogans Biology:Infectious diseases Reading -Reading signs/slogans and regarding the messages they carry.
- Write slogans which will motivate others to work at maintaining healthy/good habits.
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Preparing to Move On Human Rights LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING Aware that: Understand that:
Education is important for life Education is a basic Human Right There are processes involved in setting Long and Short Term goals. Planning and goal setting are necessary to meet the challenges of life Study skills are important in order to achieve ones goals. - Education is a necessary tool for preparing oneself to live in a changing society/world
Method/Strategies Materials
- Reading and explaining articles 28, 29 of CRC. - Group work discussion and reporting on the importance of education. - Activity: making a study timetable along with a homework plan.
Areas of Integration
Social Studies - The articles of the Guyana Constitution that are relevant to the Right to Education. Language Arts - Write a composition on the importance of education. Mathematics - Ratio / proportion with reference to the use of time.
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Preparing to Move On Human Sexuality LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING Aware that: Understand that:
HIV is the infection AIDS is the disease Unprotected sex is the most common way HIV is spread HIV is a serious epidemic Guyana is #2, after HAITI with the number of HIV/AIDS cases HIV is 100% preventable
Method/Strategies Materials
Role play displaying the pathogenesis case studies and class discussions videos Games such as jeopardy skits
Areas of Integration
Science Pathogenesis Social Studies Peer pressure, behaviours Language Communicating information Creative writing Essays on society views
Abstinence is the best way to protect oneself from contracting HIV/AIDS Individuals are accountable for their own actions
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Preparing to Move On Human Sexuality LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING Aware that: Understand that:
Parents have legal responsibilities There are many problems associated with teen parenting Stable and mature adults make good parents Younger and more immature persons do not make good parents A persons life changes when they have a child A girl can become pregnant by having sexual relationship(s) There are many difficulties encountered by teen parents, especially teen mothers There are implications for the persons health, particularly of teen motherhood, to both mother and baby
Method/Strategies Materials
Pictorial and other presentation of facts about the male and female reproductive organs, conception, pregnancy and childbirth Group discussion of the role of the parent Class review and discussion on Case studies of Teen parents Interviewing teenage parents Role play What happens when a high school girl becomes pregnant Group discussion of teen options Abstinence / sex Pictures, slides, video, posters Case studies Role play scenarios
Areas of Integration
Reading/ Comprehension Passage on Conception/Preg nancy and childbirth Biology Reproduction Drama Teen pregnancy
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