Grade 7 Unit 1 Theme: Topic LIFE SKILLS

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

Settling In Education LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING

Aware that: Understand that: A new form of student/teacher peer/peer contact is involved at the secondary level The friends they choose should portray positive traits In choosing friends they should look for positive traits e.g. kindness, honesty Building good peer relationships would help them to adjust quickly to their new school environment

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?

Grade 7 Unit 1 Theme: Topic LIFE SKILLS

Able to: Family (i) Who am I? (ii) Uniquely me Identify oneself as distinct from others Recognise ones likes and dislikes Build positive Interpersonal Relationships with family members Make decisions about the kind of person he/she wants to be

Settling In Family LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING

Aware that: Understand that: Each person is unique i.e. he or she has his or her individual qualities/styles We all have qualities that others would appreciate or not appreciate No two persons exactly the same. Each person has his/her own special capabilities based on their individual personal make up

Content ATTITUDE Demonstrate:

An acceptance of one self for who and what s/he is Respect for other persons for who they are Physical features to include height, body mass, skin, colour, hair texture, etc. Individuals have different preferences e.g. music, food, friends, leisure We are alike physically but have different attitudes/qualities We are all special. What I think that makes me special?

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?

Grade 7 Unit 1 Theme: Topic LIFE SKILLS

Able to: 3. How do I see myself ten years from now Recognise the importance of Education and the expectations of the family Make decisions in determining short/long term goals

Settling In Family LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING

Aware that: Understand that: Each person has rights, and aspirations, but also has to confirm to the laws of the country My life is guided by role models, my goals and aspirations

Content ATTITUDE Demonstrate:

Acceptance of rights and respecting the rights of others Willingness to set goals and working towards achieving them The importance of education Family expectations and career opportunities Role models are those individuals who influence and help us to make choices and help to shape our future e.g. teachers, movie stars, politicians sportsmen/women, Goals are tasks we set for ourselves and hope to achieve over a period of time

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?

Grade 7 Unit 1 Theme: Topic LIFE SKILLS

Able to: Appropriate Eating Habits Select a variety of foods when planning meals Plan simple meals which will provide a variety of food nutrients Read nutrition labels to determine nutrient content before selecting food items

Settling In Health LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING

Aware that: Understand that: The use of a variety of foods promotes better health Breakfast is chosen based on the age, sex health and type of work the individual does A healthy breakfast is necessary for the provision of energy for the body to start the days activity

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?

Grade 7 Unit 1 Theme: Topic LIFE SKILLS

Able to: Definition of Human Rights Recognise that the CRC protects students rights

Settling In Human Rights LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING

Aware that: Understand that: What is the CRC? Why was it made? Definition of human dignity Human dignity and humanness are important Rights go with responsibilities

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

Explain which rights in the CRC would help us to be good citizens?

Right to Nationality

Recognise self as a Guyanese

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

The individual has a right to nationality by birth, marriage or naturalisation

A willingness to take pride in being Guyanese

Articles 7, 8, 10 Of CRC What is Patriotism? National Symbols and their significance

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

Settling In Human Sexuality LIFE SKILLS

Able to:

LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING

Aware that: Understand that:

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

Socially acceptable sexual behaviour Willingness to avoid potential sexual situations

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?

Grade 7 Unit 2 Theme: Topic LIFE SKILLS

Able to: Time and Money Management Effectively communicate how to use time for various activities Critically analyse the importance of effective time management Plan how to use time effectively Plan how to use money effectively

Adjusting to Change Education LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING

Aware that: Understand that: Time should be allotted to work, study, play, leisure, etc Time lost cannot be regained Effective time management enables you to achieve your goals within specified deadlines Time should not be wasted Managing time effectively would result in positive outcomes

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?

Grade 7 Unit 2 Theme: Topic LIFE SKILLS

Able to: Time and Money Management contd Make the decisions on how to spend money wisely Recognise the disadvantages of overspending Think critically about their use of money

Adjusting to Change Education LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING

Aware that: Understand that: Money is earned through providing goods and / or services Overspending leads to stress, depletion of finance and the burden of accessing funds when in dire need With a limited budget one has to differentiate between ones needs and wants Prioritisation of needs/wants is necessary for adjusting to change In spending money needs should take priority over wants They need to adhere to the basic rules in money management Careful planning is essential for the effective use of time and money

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

Grade 7 Unit 2 Theme: Topic LIFE SKILLS

Able to: 1. My family composition and types Recognise self as part of a family Observe and record the type(s) of families in the home and community Communicate effectively about types of different types of families

Adjusting to Change Family LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING

Aware that: Understand that: Family life is universal There are different types of families Not all family members are blood related All families are different. They are composed differently and the composition will determine the type of family

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?

2. Family Roles and responsibilities contd

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

Grade 7 Unit 2 Theme: Topic LIFE SKILLS

Able to: Family roles and responsibilities Make critical decisions on who does what in the family? Cope with conflict that result from changes on the family Empathise with the concerns of family members Observe common changes between parents and children

Adjusting to Change Family LEARNING OBJECTIVES KNOWLEDGE UNDERSTANDING

Aware that: Understand that: Each person in the family contributes to the development of its members by performing various roles/tasks Families share emotions and responsibilities and care for each other In every family there are conflicts Managing / Resolving conflict requires patience, tolerance, maturity and understanding Human beings need to feel loved, cared for and appreciated Conflicts can be minimized if family values reflect the needs of all family members

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

10

Grade 7 Unit 2 Theme: Topic LIFE SKILLS Able to:

Environmental Health Work as part of a team with community groups Make positive decisions about how to maintain a clean environment Take responsibility for maintaining a clean environment Communicate effectively with peers on the care of the environment

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

Content ATTITUDE Demonstrate:

Proper waste disposal techniques Willingness to exercise an influence over peers to dispose of waste in an appropriate manner Good health habits Definition of: Health and environment Methods of disposing waste Role of the environmental protection group

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

Evaluation Can Students

Write a composition on the topic The benefits of a clean environment? Prepare a list of rules which will be used to judge the posters? Examine and appraise posters submitted for a clean environment competition? Produce a written report on the visit to a garbage dumping site? Prepare and present a report on the origin of food myths?

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

Food Myths Values

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

Definition of: Fallacies Myths Examples of food myths fads fallacies

Discussing myths fads, fallacies Discussing the origin of some myths

11

Grade 7 Unit 2 Theme: Topic LIFE SKILLS Able to:

Respecting Cultural and Religious Values Recognise the cultural and religious values of different groups of people in Guyana Express customs, beliefs values in appropriate ways

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

Content ATTITUDE Demonstrate:

A willingness to accept cultural and religious differences Cultural and religious practices of the six peoples of Guyana Cross-cultural issues similarities and differences in various cultures/ religions

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

Evaluation Can Students:

Do the students know what cultural/ religious practices help to integrate and unite their community? e.g. 1. What have you learnt about one other religion? 2. Name 3 things that you like in another culture / religion

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

12

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

13

Grade 7 Unit 3 Theme: Topic LIFE SKILLS Able to:

Friendships Interact positively with friends, family and teachers. Recognise mood changes in others and act appropriately, e.g. give assistance and show empathy with those affected. Communicate effectively e.g. say no when in situations that could have adverse affects on their lives

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.

Content ATTITUDE Demonstrate:

Willingness to:Accept others for who they are. - Help each other in time of need. - respect for others regardless of differences in ethnicity, nationality, religion, culture, gender, etc. - show appreciation for the elderly by doing kind deeds e.g. visiting, having a conversation, doing an errand. Definition of a friend as a person you like, who likes you. Forms of friendship: acquaintances - Close Friends - Casual Friends - Best Friends Factors to consider when choosing friends e.g Values associated with persons who share your interest, who encourage you to do the right thing ConfidentialitySomeone whom you can trust Respectability respect each others judgment, views, opinions, personality

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.

Evaluation Can Students:

Compose an acrostic on the word FRIENDSHIP? Describe/ Explain the qualities of a good friend? Form friendships with persons of different gender, ethnic, religious, cultural groups and nationality?

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.

14

Grade 7 Unit 3 Theme: Topic LIFE SKILLS Able to:

1. Self -Esteem Recognizing absence of Self Esteem Think critically about their self esteem and where it comes from. Identify positive and negative traits in oneself. Make Decisions to improve on ones weakness.

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.

Content ATTITUDE Demonstrate:

A positive sense of self. Willingness to work towards improving his/her self-esteem. Definition of self esteem - The degree of satisfaction one feels about one self. - The appreciation of personal worth or the value of ones endeavours and confidence in ones ability. Characteristics of: (a) Self esteem. (b) Lack of self esteem.

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

Evaluation Can Students:

Define self esteem? Recognise the importance of self esteem in their lives? Identify positive and negative behaviour in themselves and in others?

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.

15

Grade 7 Unit 3 Theme: Topic LIFE SKILLS Able to:

2. Building Self Esteem Recognise their strengths and weaknesses.

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.

Content ATTITUDE Demonstrate:

Willingness to do constructive things to help build and maintain his/her self esteem. The process of building self esteem requires five essential elements 1. A sense of security. 2. A sense of identity or self concept. 3. A sense of belonging. 4. A sense of purpose/aim. 5. A sense of personal competence.

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.

Evaluation Can Students:

Explain the essential elements of the process of building ones self esteem? Identify synonyms of positive words?

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.

16

Grade 7 Unit 3 Theme: Topic LIFE SKILLS Able to:

3. Self Esteem can affect Relationships Recognise the effects of successful interpersonal relationships on a persons self esteem.

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.

Content ATTITUDE Demonstrate:

Willingness to develop a positive self esteem. An appreciation for the way we feel or see ourselves and how this influences our relationship with others. Someone who has a high self esteem is more likely to develop a positive interpersonal relationship with others.

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?

17

Grade 7 Unit 3 Theme: Topic LIFE SKILLS Able to:

Good and Bad Habits Identify healthy/good habits Communicate effectively with peers and family members on good/healthy habits. Bathe in a healthy and appropriate manner. - Brush teeth in a healthy and appropriate manner in order to maintain good oral hygiene -dispose of sanitary pads in an approved healthy manner.

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

Content ATTITUDE Demonstrate:

Willingness to - Practise only healthy habits - Encourage peers and family members to desist from portraying bad/ unhealthy habits - Speaking with their mouths empty. - Using toilet facilities in a proper manner. Good/ healthy habits: e.g. taking regular baths; frequent brushing of teeth; regular washing of hair; cutting and cleaning nails; washing hands after visiting toilet; proper disposal of sanitary pads; covering mouth /nose when sneezing /coughing; wearing clean clothing Maintaining pleasant body odour. Helping peers/adults to practice healthy habits.

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.

Evaluation Can Students:

Write slogans which will encourage the cultivation /portrayal of good habits? Work in groups to check, ensure and encourage others to practice/cultivate good habits? Conduct self examination, plan and execute group spot checks of washrooms? Conduct group counseling for defaulters. Form Healthy Habits Groups.

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.

Regarding signs e.g. Do not throw pads on the floor

18

Grade 7 Unit 3 Theme: Topic LIFE SKILLS Able to:

Role and Purpose of Education Recognise the importance of education. Make decisions about possible life goals.

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

Content ATTITUDE Demonstrate:

A willingness to improve the level of his/her education An appreciation of the need to develop appropriate study skills to improve ones education. - Articles 28, 27 of CRC - Right to education is upheld in the Guyana Constitution thereby providing free education from Nursery to Secondary.

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.

Evaluation Can Students:

Prepare and present a report on the importance of education. Prepare an individual study/home-work timetable. Evaluate how well the study/home work timetable is working.

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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Grade 7 Unit 3 Theme: Topic LIFE SKILLS Able to:

HIV/AIDS Identify behaviours that put one at risk for contracting HIV/AIDS Share the factual information about HIV/AIDS Identify ways to reduce the risk of contracting HIV infection Practise skills needed to avoid sexual risk - taking

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

Content ATTITUDE Demonstrate:

Responsibility for ones actions and behaviours Willingness to share facts with others An ability to deal with peer pressure What HIV stands for and AIDS stands for The difference between HIV/AIDS Transmission window period testing and counseling immune system Pathogenesis of virus

Method/Strategies Materials
Role play displaying the pathogenesis case studies and class discussions videos Games such as jeopardy skits

Evaluation Can Students:

Explaining what HIV and AIDS is and how it differs Demonstrate an understanding of how HIV is transmitted Express the factual information on HIV/AIDS Communicate what they learn to their friends/family

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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Grade 7 Unit 3 Theme: Topic LIFE SKILLS Able to:

Teen Pregnancy Make appropriate decisions when faced with adult sexual/ situations Find solutions to difficulties or seek help if necessary Be aware of self and what affects the emotional state Value and Respect self

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

Content ATTITUDE Demonstrate:

An appreciation of the need for fathers in the lives of children Role of fathers Willingness to wait until more mature before becoming a parent Willingness to encourage peers to avoid adult sexual activities. Facts about pregnancy and childbirth The process of reproduction The role of the mother and father Responsible parenthood and factors which contribute to responsibility Implications of motherhood/fatherh ood to an adolescent parent Abstinence and protection

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

Evaluation Can Students:

Describe the process of reproduction? Explain the roles of both parents? Identify teen options?

Areas of Integration
Reading/ Comprehension Passage on Conception/Preg nancy and childbirth Biology Reproduction Drama Teen pregnancy

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