JS TEACHERS BETA-V1 - Teachers Guide

Document Sample
JS TEACHERS BETA-V1 - Teachers Guide Powered By Docstoc
					Choice, not chance, determines destiny!

      Teachers Guide
Knowledge is the key to
Help your learners to become informed
a.    Introduction
1.    New trends in education and employment
2.    Time management
3.    Studying effectively
4.    Tertiary education
5.    Self knowledge
6.    Goal setting
7.    Training and learnerships
8.    Disability in a nutshell
9.    Steps in choosing a career
10.   Job seeking
11.   Volunteerism
12.   Self employment
13.   Starting a business
14.   Budget and save
15.   Open a bank account
16.   Pay tax
17.   Buy or rent a home
18.   Buy a car
19.   Take out insurance
20.   Documents for life
21.   Write a will
22.   Depression and suicide
23.   Dealing with death
24.   Stress management
25.   Sexual health
26.   Domestic violence, rape and child abuse
27.   Gangs and bullying
28.   Crime prevention
29.   Substance abuse and smoking
30.   Nutrition
31.   Blood donation
32.   Hiv/aids and stis
33.   Awareness and citizenship
34.   Politics, democracy and voting
35.   The environment
Using JumpStart in the classroom

       JumpStart Handbook              +       JumpStart Teachers             =      Lessons in
       for learners                            Guide for teachers                    Life Orientation
Teaching Life Orientation to young adults is the subject of this guide book. The JumpStart Teachers Guide is pro-
vided as an aid to classroom teaching. It is designed for use together with the JumpStart Handbook for learners.
The Teachers Guide gives suggestions for how you can use JumpStart as a resource in the classroom.

Just as the JumpStart Handbook may be used as a supplementary resource for the prescribed curriculum for Life
Orientation for secondary school learners, the JumpStart Teachers Guide may be used as an additional tool for
your lesson planning. You are free to select from this guide what may be useful or relevant in your own classroom.
You are also free to use this guide as an inspiration for devising your own exercises.

Much of the content of the JumpStart Handbook addresses the learner who will soon be leaving school. This does
not mean, however, that the handbook can only be used at Grade 12 level. Many of the chapters in the handbook
are appropriate for learners from Grades 8 onwards. The exercises in the Teachers Guide may be used or adapted
for any grade from Grade 8 onwards.

What does this guide contain?
Each chapter contains the following elements. Teachers are free to select only those which are relevant or meet the
particular needs of their own learners.

Learners should be assigned the reading of these pages from the JumpStart Handbook before commencing with
the chapter in the classroom.

Class discussions are an opportunity for sharing views and lively debate. The teacher should facilitate discussions
and allow the open expression of views. No negative judgements of one another may be allowed in these discus-
sions (this is an important life skill). This should be a forum for positive debate. Learners should be encouraged
to view the Life Orientation discussions as opportunities for freedom of speech, as long as the individual dignity
of each learner in the classroom is respected. This is an ideal opportunity to teach learners the good manners of
discussion. Always write the main points or conclusions of any discussion on the blackboard to reinforce the mes-

These activities consist of research or assessment tasks.
For group activities, groups of 4-6 learners are the most effective. Where smaller groups of 2-3 learners are required,
this indicated. Certain exercises could also be done in pairs, and this guide indicates where it’s appropriate to work
only with a partner. However, the arrangement and application of group work is entirely at the teacher’s discretion.
The group exercises may be adapted for individual activities as well.

Where research has been done, learners should be encouraged to report on the information they found either to their
group or to the whole class. Some assessment tasks require written reports. The process of looking for information
and communicating your findings to someone else is an important skill to have in the workplace.

Worksheets are used for individual activities and may be handed in for assessment purposes.

Several debating topics are suggested, which may be used at the teacher’s discretion. If the school has a debating
society, these topics could be discussed in that forum. The ability to conduct a debate and to examine both sides of
topic is a valuable life skill. (See Class Discussion above.)

Look out for the Assessment Task icon. Tasks done in writing by individuals or groups may be used for assessment
purposes. The teacher can apply prescribed outcomes criteria to the assessment tasks and may need to amend or
restructure these tasks to suit the outcomes requirements of the curriculum.

As the teacher, you may wish to pass on these snippets of information to your learners.

The value of bringing in a guest speaker to address learners is enormous. The speaker doesn’t have to be a celebrity
or well-known personality. Any member of the community who can provide useful information or inspiration of the
right kind may be considered. Suggestions for inviting a speaker to the school are made where relevant.

These are included where necessary to assist you in applying these guidelines in your lessons.

All the pages in this guide may be easily photocopied for learners to use in the classroom

Do the Maths: Learners might need to use a calculator wherever you see this icon.
      Getting JumpStarted
Note to the teacher:
Preparation for this lesson: Ask learners to interview parents and grandparents about the jobs that they do,
their reasons for choosing this line of work, and the choices that were available to them when they were

Class discussion
How does today’s world of work and study compare with that of our parents?
Compare notes of ‘old’ and ‘today’. If you are unsure, ask adults and teachers for their views on how things
have changed.

Group activity:
What does the future hold for you in the world of work? How does it compare with that of the past
a)   Compile a chart entitled “The World of Work” which compares work expectations and trends during
     your parents’ generation and the present day.
b)   Draw a table with two columns labelled THEN and NOW. Illustrate your chart in any way you like,
     with pictures cut out of magazines, old photos, your own drawings, quotes from people you have
     interviewed, etc.

Note to the teacher:
Start a collection of old magazines in advance. Ask learners to bring some to school. Ask learners to bring
other items they may need for their chart such as photos and snippets from interviews. Ensure that your
learners have a supply of scissors, glue and a large sheet of paper or cardboard for each group.

Individual activity:
What opportunities are there for you to pursue in today’s world of work? Write a paragraph about the
personal options that are available to you now. Give your paragraph the title: “The Road Ahead”.

                                                                                     JumpStart Teachers Guide
                           THE WORLD OF WORK
   THEN                             NOW

JumpStart Teachers Guide
        JumpStart your
Individual activity:
How do you spend your time? Make a list of all the activities that will keep you occupied over the coming
week, from Monday to Sunday. Sort your list into priorities – i.e. place the most important task at the beginning
of your list and continue in order of importance, finishing with the least important at the end. Label your
priorities according to the suggestions – i.e. Priority A - must do; Priority B - should do; Priority C – not urgent.
You can colour code your priorities or use a separate colour for leisure time.

Worksheet 2.1:
Complete the personal planner on worksheet 2.1. Use different colours to colour code priorities A, B and C
and your leisure time. Be honest about how you spend your day.

Note to the teacher:
Worksheet 2.1 is provided on the next page. It can be photocopied for use in the classroom.

Group activity:
Share your weekly personal plan (worksheet 2.1) with the rest of the group.
Group members evaluate one another’s plans and offer suggestions for improvement. Have a look at the
following activites: How many hours do you spend per week on the following?

•	 Watching	TV	or	playing	computer	games?             •	 Talking	to	your	parents	or	another	adult	who		
•	 Studying?                                             is important in your life?
•	 Healthy	exercise?                                  •	 Having	a	meal	at	the	table	with	your	family?
•	 Reading?                                           •	 Going	to	a	movie?
•	 Listening	to	music?                                •	 Going	dancing/clubbing?
•	 Visiting	Facebook?                                 •	 Practicing	a	sport	/	musical	instrument	/		
•	 Socialising	with	friends?                             other skill
•	 Helping	out	with	household	chores?                 •	 Doing	volunteer	or	community	work?
•	 Looking	after	other	family	members	such	as		       •	 Working	in	a	part-time	job	or	self	
     younger siblings or a grandparent?                  employment?

a.    Is there an imbalance?
b.    Where can you make positive adjustments?
c.    How can you organise your day so that you do have enough time to tackle the priorities and get
      enough rest and sleep?

                                                                                          JumpStart Teachers Guide
      Worksheet 2.1: Personal Planner
      Complete the personal planner on this page by filling in all the activities that usually occupy your
      day. Use different colours to colour code priorities A, B and C and your leisure time. Be honest
      with yourself about how you spend your day.












JumpStart Teachers Guide
      JumpStart your
Note to the teacher:
Start a collection of old magazines and labels and boxes from tinned or packaged foods in advance. Ask
learners to bring some to school. Include magazines that focus on cooking and cuisine. Ensure that your
learners have a supply of scissors, glue and a large sheet of paper or cardboard for each group.

Group activity:
Create a collage using pictures cut out of old magazines, labels from food packets or drawings of your own.
The collage should consist of two sections, entitled Good Brain Food and Bad Brain Food.

Group activity:
1.   Work in small groups (3-4 learners) to develop a mind map. Select an item from the curriculum on which
     your mind map can be based; for instance, use a section from your History or Geography or Biology text
     book that you need to know for the next test or exam.
2.   After you have drawn the mind map and you have all agreed on what it should consist of, allocate two
     marks to each item in the mind map. Then put it away. Each individual in the group should now write a
     paragraph from memory, based on the information in the mind map.
3    Afterwards, mark one another’s work.

Group activity:
1.   Work in pairs. Select a list of names that you need to memorise for an upcoming test or exam. For
     instance, these could be labels from a Biology diagram, such as the bones in the human skeleton,
     or names of places and people from an event in History, or the names of the different parts of a car
2.   Think of associations and stories around this list that would help you to remember it. Refer to JumpStart
     for clues of how to do this.
3.   Then individually write the list from memory.
4.   At the end, check one another’s work.

                                                                                     JumpStart Teachers Guide
             JumpStart your
                         Tertiary Education
      Class discussion:
      What are your views on the value of studying for a degree or a diploma after
      school? Write a list of Pros and Cons (advantages and disadvantages) about            diploma Degree
      each on the blackboard and enter the learners’ views under these headings.            pros\cons pros\cons
      Learners might make suggestions about expense, time required, salary
      prospects, transport challenges, learning skills vs. academic learning, etc.
      Any views should be recorded. Conclude the exercise with a show of hands
      for learners to indicate whether they would prefer to study for a degree or a

      Note to the teacher:
      Ask the school secretary to order a copy of the Bursary Register (details on
      p.53 of JumpStart) and keep it on hand as a reference book in the school

      Individual activities:
      a.   Write a paragraph in which you state where you would like to study after
           school, if you could. Give the reasons for your choice. Hand in your paragraph for assessment.
      b.   Complete the checklist in JumpStart and work out your score. Have a look at all your NO answers.
           Together with a partner, decide how you can turn each NO into a YES.
      c.   Read JumpStart. Consider which options for financial assistance are best for you to pursue. Do
           research	in	your	school	library	or	a	community	library.	Report	your	findings	to	your	class/group.
      d.   Write a sample letter of application for financial assistance or a bursary. Write it to the organisation of
           your choice and explain why you have selected this option.

      Group activity:
      Share your sample letter of application for financial assistance with your group and discuss how it can be
      improved. Complete the group discussion by writing a final improved version of your letter. Hand in the
      letter to your teacher for assessment.

JumpStart Teachers Guide
     JumpStart your
                 Tertiary Education
WORKSHEET 4.1                                                Name: .......................................................................

Apply for a student loan:
Applying for a student loan will probably be your first experience of borrowing money from a bank.
The following exercise will show you what is involved.

1.			 Research:	Visit	your	nearest	bank	and	speak	to	a	consultant	about	getting	a	student	loan.	Find	out	all
     the requirements and repayment terms for a student loan. Report back to your class.

2.   Do the Maths: Calculate the cost of borrowing R20 000 per year for three years – i.e. a total of R60 000
     over three years. You will start repaying the loan after the three years are over and you have started
     your first job. Complete the calculations by working out the following:

     A.   How much interest will you have          % x 20,000 = per month                       Per month    = R …......(a)
          to pay per month while you are                     12                                 Per year     = R …......(b)
          still studying, before you start          % x 20,000 = per year                       Over 3 years = R ….......(c)
          making repayments on the
          capital amount of the loan?

          From this amount, calculate how
          much you will need to pay in per
          year and in total over the 3 years
          of study.

     B.   How many years will it take to repay the capital
          amount of the loan after you have finished studying?              …………………… years (d)

     C.   When you start paying off the                         Capital                           R         …………………                          (e)
          capital, how much will you have                      Interest                           R         …………………                          (e)
          to pay per month (capital +              +     Bank charges                           + R         …………………                          (e)
          interest + bank charges)?                               Total                           R         …………………                          (e)

     D. How much will you have paid              {[(h) x 12] x (d)} + (c)                       = R ……………… (i)
          in total by the time the loan is
          repaid in full?

                                                                                                            JumpStart Teachers Guide
          E. How much of that will be.                             Capital            R   ……………………....
               1) capital,                                        Interest            R   ……………………....
               2) interest and                        +      Bank charges             R   ……………………....
               3) bank charges?                                      Total            R   ……………………....

          F.   What is the difference between the capital amount and the                R ….. (i)…………
               total amount paid?                                                     - R 60,000.00
                                                                                      = R …………………
               This amount is the profit that the bank makes by lending
               money to you. This is one way in which banks make their

      Tip for learners:
      You should always do the maths when you borrow money from a bank. And always be careful of the interest
      rates. If you have a long-term loan and the interest rates go up significantly during that time, you could find
      yourself being squeezed into paying more than you can afford!

JumpStart Teachers Guide
      JumpStart your
                  Tertiary Education
Individual activities:
a.   Complete the self-knowledge chart on the next page.

b.   Complete the chart. List the interests, values and personality traits that score 4-5. Compare these with
     your self knowledge chart. Is there anything you want to change or amend?

c.   Complete the chart on your abilities and talents. Add these to your self knowledge chart.

Group activity:
Share your self-knowledge chart with other members of the group and see whether they agree with you.
Evaluate one another’s charts and make positive suggestions if required. For instance, “You are very loyal
to your friends and that might help you a lot in life. I think you should add a sense of loyalty to your list of

                                                                                          JumpStart Teachers Guide
                                                                         Name: .......................................................................
       Worksheet 5.1
       What I know about myself: Complete the following chart or draw one to suit your own preference.

                                                                  1. ..............................
                                                                  2. ..............................                               Socialskills:
             Aspirations:                                         3. ..............................                               1. ..............................

             1. ..............................                                                                                    2. ..............................

             2. ..............................                                                                                    3. ..............................

             3. ..............................

                                                                                                                                               1. ..............................
        Aspirations:                                                                                                                           2. ..............................
        1. ..............................
                                                                                                                                               3. ..............................
        2. ..............................
                                                                  Paste a photo or draw of
        3. ..............................                          picture of yourself here.

                                                 needs:                                                                   1. ..............................

                                                 1. ..............................                                        2. ..............................

                                                 2. ..............................                                        3. ..............................

                                                 3. ..............................

Five qualities that will serve me well into the future

JumpStart Teachers Guide
        JumpStart your

Individual activity:
Find	information	about	a	person	who	has	achieved	his/her	goal	in	life.	Do	this	research	outside	the	
classroom, in your school library, in your local public library, on the internet, or by speaking to someone you
know who has achieved this. Report back to the class.

Class discussion:
Why do you think having a goal is important? List answers on the blackboard.

Individual activity:
Complete the action plan below to achieve your first goal after your leave school. Read the analogy on p.74
of JumpStart about rocks and stones being like large and small tasks. Which are the rocks in your action
plan? Make sure that they are prominent in your plan. Put your plan on a chart that can go up on your wall
in your room or into the front of your diary.

                                                             My Action Plan
 My Mission Statement: My personal mission in life is to? ............................................................

  My Goal: goal I would like to achieve after I leave school is? ............................................................

          Resources                                     Actions                                     Priority                           Start                  End

                                                                                                                                     JumpStart Teachers Guide

      Group activities:
      1)   SETAs
                                                               2)   DEPARTMENT OF LABOUR
           Select a SETA which deals with a sector
                                                                    Contact the Department of Labour and find
           that interests you. Telephone the SETA or
                                                                    out where your nearest labour centre is. Then
           visit its website and find out the following:
                                                                    contact that centre or visit the centre. Find out
           What courses and learnerships do they have
                                                                    what learnerships are offered at the centre and
           available for a school leaver like
                                                                    their terms and requirements. Report back to
           yourself? Report back to the class.
                                                                    the class.

      Guest speaker:
      Invite an official from your nearest labour centre to visit your school and address your class about the
      learnerships on offer.

      Group Activities:
      1.   Compile a checklist of SETA opportunities that could be useful for your whole class and put this upon
           the wall of your classroom.
      2.   Design a flyer or pamphlet about the SETA opportunities that could be of interest to your class. Make
           copies and distribute amongst learners in the school.
      3.   Design an advertisement for the Department of Labour which shows what they are offering to school
           leavers and their contact details. Put the advertisement up on your school notice board.

JumpStart Teachers Guide
       JumpStart your
Note to the Teacher:
For the group activity below, divide the class into groups. Each group has to research one aspect of
disability, selected from the following list: Assign the task during class time. Give the groups suggestions
about where they can find information. Set a deadline for the report back. Allow the groups some time to
plan the research responsibilities of each member of the group.

•	    Cerebral	palsy	                                                     	   	
•	    Spinal	and	post-polio	paralysis	                                    	
•	    Foetal	Alcohol	Syndrome	
•	    Visual	impairment
•	    Hearing	disability	                                                 	   	
•	    Autism
•	    Muscular	dystrophy
•			 Down’s	Syndrome
•		   Epilepsy

Group Activity:
Find out about the disability that you have been given to research and report back to the class with your find-
ings. You may find information on the internet or at a library, or you may need to visit a local centre that cares
for people with disabilities. Your report should explain the following:

•	    What	does	the	disability	entail?
•	    How	is	it	caused?
•	    What	support	is	available	to	the	victims	of	this	disability?
•	    Where	can	persons	with	this	disability	go	for	help?
•	    What	jobs	can	they	do?	
•	    What	training	is	available	for	persons	with	this	disability?
•	    How	can	you	help?

                                                                                        JumpStart Teachers Guide
      Class discussion:
      1.   Make suggestions for how your school could accommodate people with disabilities. Write these
           suggestions on the blackboard.

      2.	 What	volunteer	work	could	you	do	to	help	a	person	with	a	disability?	(See	the	section	on	Volunteerism	
           in JumpStart)
           For instance: read to a blind person; teach a disabled person how to make something; help a hearing
           impaired person to make friends through Facebook. Put these suggestions on the blackboard.

      3.   Set a realistic class challenge whereby each member of the class is encouraged to participate, either
           individually or in a group, in a volunteer activity to benefit a person or people with disabilities. Set a
           deadline and allocate a lesson for report back.

      Individual activities:
      a.   Publish the suggestions for items 1 and 2 in the class discussion above in your school newsletter.

      b.   Write a report on a successful volunteer activity undertaken in item 3 and publish it in your school
           newsletter or send it to your local community newspaper. Include photographs if you can.

      c.   Investigate the realm of sport for people with disabilities and find out about the achievements of great
           disabled sportsmen and women.

      Guest Speaker:
      Invite a person who lives with a disability to visit your school and speak to the class about the challenges
      that	he/she	has	to	deal	with.

JumpStart Teachers Guide
       JumpStart your
Individual activity:
Collect pictures of activities that interest you or that you enjoy, collect advertisements for jobs that interest
you, collect advertisements of suitable tertiary institutions (e.g. colleges, technikons or universities where
you could study), collect advertisements and information about companies that you think you’d like to
work for.

a.   Which are the three careers that interest you the most? Obtain information about these three careers
     from	your	career	file	and/or	from	the	internet.	Public	libraries	will	also	have	information.	You	may	also	
     study the JumpStart careers listed on pages x-x and contact the organisations named there who can
     give you more information about your career of choice.

     Useful websites are:

b.   Complete worksheet 9.1 and hand it in for assessment.

Note to the teacher:
Worksheet 9.1 is on the next page. Make copies for the learners to complete as part of the research
exercise above. The worksheet may be handed in for assessment

                                                                                          JumpStart Teachers Guide
                                                        Career 1: ...........................   Career 2: ........................... Career 2: ...........................

                           What do you need to do
                           to enter this career (e.g.

JumpStart Teachers Guide
                           study, work experience)?
                                                                                                                                                                                                                                                                                       Worksheet 9.1:

                           What school/matric sub-
                           jects are required?
                                                                                                                                                                                                                        Using the information gathered in your
                                                                                                                                                                              research, complete the following chart:

                           What career path is

                           What opportunities or
                           job prospects does this
                           career offer?

                           What salary will
                           you earn?

                           What will your lifestyle
                           be like if you follow this

                           What attracts you to this
                                                                                                                                                                                                                                           Name: .......................................................................

      JumpStart your

Individual activities:
     Bring classified and jobs pages from local newspapers to school. Circle the jobs you’d be interested
     in. You can also look at trade journals and job sites on the internet to find jobs that interest you. Note
     what	the	advertisements	require	–	i.e.	a	CV,	a	typed	or	handwritten	letter	of	application,	references,	
     experience, etc.

							 Draft	a	CV	and	show	it	to	the	members	of	your	group.	Share	ideas	for	how	to	improve	it.	Your	final	draft	
     should	be	kept	for	future	reference.	Always	refine	and	amend	your	CV	to	suit	the	requirements	of	each	
     job you apply for.
     Select your references now already – you never know when you’ll need them and they are inevitably
     needed in a hurry. Contact them and ask for their permission to be used as a reference.

     Draft a letter of application for one of the advertisements you have selected. Share it with the members
     of your group and discuss how it can be improved. Write a second improved letter of application and
     hand it in for assessment.

Guest Speaker:
Invite a representative from a local recruiting agency or a Human Resources professional who does inter-
viewing	for	his/her	company	to	visit	your	school	and	address	the	learners	about	how	to	succeed	in	a	job	

                                                                                         JumpStart Teachers Guide
      Group Activity:
      a.				 Homework	preparation:	Ask	parents/friends/relatives	about	their	experience	with	interviews.	Compile	a	
           list of tips.

      b.   Prepare mock interviews. Work in groups of 3 or 4. One candidate is interviewed by a 2 or 3 member
           panel. Prepare a scenario that can be acted out. You may discuss the nature of the job amongst
           yourselves, but the candidate and panel members should avoid sharing information about what you
           intend to say during the interview.

           Perform the mock interview in front of your class. Discuss the interview after it is finished and share
           ideas about how the candidate’s performance could be improved. Each learner should take notes
           during the discussion. These will be needed to compile a list of do’s and don’ts.

      c.   Assessment task: After the interviews are over, each learner should compile his or her own list of what
           to do and what not to do during an interview. This assignment may be assessed by the teacher.


                       Candidate: You are 18 years old, you have a matric certificate without
                       university exemption and you are applying for the position of sales
                       assistant at Jet Stores. You have not worked full-time before but you
                       have done some part-time holiday work. Prepare information about
                       yourself that will promote your best qualities and potential.

                       Interviewers: There are two personnel members from Jet Stores
                       doing the interviewing: the Sales Manager and the Human Resources
                       Manager. Decide what qualities you are looking for in the new sales
                       assistant and plan the questions you will ask. Be prepared to discuss
                       conditions of employment and salary.

JumpStart Teachers Guide
        JumpStart your
Guest Speaker:
Invite a member of the National Youth Service to visit your school and speak to you about volunteerism.
Tel: 086 000 6978, E-mail: info@nysu.org.za.

Note to the teacher:
Most schools are now required to incorporate community service into the school curriculum. The topic of
volunteerism provides an excellent opportunity to motivate and assist learners to find opportunities for com-
munity service, to undertake this and write a report on their experience.

Group Activity:
Find out what opportunities there are to do volunteer work in your community. For instance, you could visit
a local church, hospice, home for the aged, or orphanage and ask a representative what opportunities they
have for volunteer work. Or your could observe what the needs are amongst families that live near you.
Animals in distress also need the support of volunteers.

Find out the following:
•	     What	are	their	requirements?	
•	     How	much	time	would	it	involve?
•	     What	would	the	volunteer’s	duties	be?

Report back to your class

Class discussion:
What	volunteer	work	can	you	create/initiate	in	your	community?
e.g.      Clean the park
          Take a neighbour’s dog for a walk
          Hold a jumble sale to raise funds for a local community charity

Vote	 on	 the	 most	 popular	 suggestion	 and	 do	 it.	 If	 necessary,	 organise	 a	 class	 outing	 to	 do	 this	 volunteer	

                                                                                               JumpStart Teachers Guide
      JumpStart your
                   own Business
      Guest Speaker:
      Identify learners in your class or school who have established successful self-employment. Invite them to
      talk to your class about how they’ve done it.
      Identify	a	local	entrepreneur	who	has	created	his/her	own	employment.	Invite	him/her	to	visit	your	class	and	
      give a motivational speech.

      Note to the teacher:
      Collect old copies of The Entrepreneur magazine and Succeed magazine (find out if they will donate back
      copies to your school) to use as resources in the classroom. Look out for small business supplements in
      local newspapers and collect those as well. Enlist the help of the learners and other staff members to do

      Group Activity:
      Using the class magazine resources, select and read a story about a successful entrepreneur.
      Find out the following:

      1.      Describe his business.
      2.      What motivated him to start the business?
      3.      What obstacles did he encounter and how did he overcome these?
      4.      What is the secret of his success?
      5.      What is the key message of this story?

      Report your findings to the class.

      Group discussion:
      1)		 List	the	needs/demands	that	exist	within	your	community	which	could	be	turned	into	opportunities	for	
              self-employment: For example:

      2)      Discuss how one might go about starting a very small business offering one of these services

                house sitting                          handyman or                       computer skills
                pet care                               maintenance work                  garden care
                car washing                            cooking meals                     house painting
                baby sitting                           homework supervision              domestic cleaning
                                                       sewing or mending

JumpStart Teachers Guide
        JumpStart your
                     own Business
Group Activity::
Identify a business opportunity in your neighbourhood. Imagine that you will undertake this. Conduct a
mock exercise in which you complete the following business profile:

   Business Profile

  1.    Name of our business

  2.    Description of our

  3.    Cost of the product
        or service

  4.    Description of our
        target market

  5.    Location of
        the business

   6.   Three reasons why our
        business will be feasible

   7.   Management

   8.   The resources we need
        (equipment, materials,
        transport, etc.)

   9.   Our financial
        (start-up capital)

Contact the Umsobomvu Youth Fund (Tel Youth Line: 0860 096 884) and find out whether your proposed
business would be eligible for a loan.
                                                                                   JumpStart Teachers Guide
      Group Activity:
      Read JumpStart on writing a business plan. Refer to the models provided in JumpStart to guide you. Write
      a business plan for your group business which you planned in the previous group activity. You must also
      complete a simple cash flow prediction. If this is difficult, ask a local business person or an accounting
      teacher to help you. Write or type your business plan neatly and make it look smart. Imagine that this plan
      will be presented to your bank manager. Hand in your plan for assessment.

      You may also prepare for the business plan by doing further research. Many publications in libraries
      contain advice about writing a business plan. There is also a wide selection of web sites you can visit for
      information. Try www.seda.co.za, which is the official government site for small enterprise development.

      Guest Speaker:
      Invite a successful entrepreneur to visit your class and assess the business profiles and business plans and
      give feedback to the learners on where they could improve. Or ask a representative from the small business
      department of your nearest bank to do this.

JumpStart Teachers Guide
       JumpStart your
If you have a monthly income of your own, e.g. pocket money or wages from a part-time job, use this
income as your starting point for this exercise. If you don’t have any income, interview a parent, a relative or
a friend and find out what their monthly income is and how they spend it.

Based on this real life information, draw up a monthly budget for the following month.
•	    You	can	complete	the	chart	provided	below	or	draw	your	own.	
•	    Refer	to	“How	to	draw	up	a	monthly	budget”	in	JumpStart.	
•	    Column	A	should	be	completed	at	the	beginning	of	the	month.	Column	B	should	be	completed	at	
      the end of that month. You can then compare the two columns to see where you (or the person you
      interviewed) have spent money irresponsibly.

Note to the teacher:
Since this exercise requires a plan for the month ahead, schedule this lesson for a week or two ahead of the
following month.

                                                                                       JumpStart Teachers Guide
        Name: .......................................................................

                                                                                Monthly Budget



        Fixed Costs:
        (complete your
        own list below)






        Variable Costs
        (complete your
        own list below)





        Discretionary Costs
        (complete your
        own list below)





JumpStart Teachers Guide
      JumpStart your
                                                                       Name: .......................................................................

Save and earn
How much can you afford to save each month? Base your calculation on the budget you prepared in
worksheet 14.1.

Complete the following savings chart. If necessary, ask you mathematics or accounting teacher to explain
to you how compound interest works. (Compound interest basically means that you earn interest on your
interest.) Then see what earning compound interest can do for you. For instance, if you save R100 a month
for five years, you will put a total of R6,000 into your savings account. However, compound interest will add
another R2,632.21 to your savings!

                                                 My Saving Chart
  My savings objective (what will I spend
                        my savings on?):

      Target amount to save each month:

                       Bank interest rate:

            Total to be saved in one year:

     Total interest I can earn in one year:

                                            My 5-Year Saving Plan
                                Saved amount                           Interest %                               Compound amount
                          My basic savings for the year         on the total balance in my                    The balance in my account
                          + the compound amount from                     account                               + the interest earned on
                                the previous year                                                                    that balance

                            Example                             Example                                       Example
                         (R1,200 a year)                          14%                                      Balance +14%

     Year 1                 1,200.00                             168.00                                        1,368.00

     Year 2                 2,568.00                             359.52                                        2,927.52

     Year 3                 4,127.52                             577.85                                        4,705.37

     Year 4                 5,905.37                             826.75                                        6,372.12

     Year 5                 7,572.12                            1,060.09                                      R8,632.21
                                           Tip for learners: Try this formula to calculate your compound interest:
                                                             P is the principal (the initial amount you deposit)
                                           P(1 + r)5 = A r is the annual rate of interest (percentage)
                                                             5 is the number of years the amount is deposited for.
                                                             A is the amount of money accumulated after 5 years, including
                                                                interest, when the interest is compounded once a year:

                                                                                                                JumpStart Teachers Guide

      Individual research:
      Visit	your	local	bank	and	go	to	the	Customer	Services	counter.	Ask	them	to	explain	the	requirements	and	
      procedures for opening a bank account for yourself. Collect any brochures they have and a copy of an
      application form. Bring these back to your class and report back to your group.

      Class discussion:
      Who in the class already has a bank account of their own?
      What are the advantages of having one?
      Which bank would you recommend and why?

      Group Activity:
      The chances of being robbed or tricked while using an ATM are well publicised.

      In groups of 3-4, act out a DO and DON’T scenario at an ATM. Refer to the checklist for ATM security .
      Scene 1 should portray how a gullible customer is robbed at an ATM and demonstrate how NOT to behave
      at an ATM.
      Scene 2 should portray how to protect yourself at an ATM and outsmart the crooks.
      Keep the scenes short – 1-2 minutes for each scene is enough. Act out your scenarios in front of the class.

      Group research:
      Work in groups. Each group is assigned a store in your neighbourhood which offers credit accounts with six
      months	to	pay	(e.g.	Woolworths,	Jet,	Foschini,	Joshua	Doore,	etc.).	Visit	the	store	together	outside	school	
      hours. Go to the accounts department and speak to a consultant about opening an account at the store.
      Find out all the terms and requirements by asking the following questions:

      1.    What information do I need to supply in order to open an account?
      2.    How much credit will I receive once my account has been opened?
      3.    How do I make the payments that are due?
      4.    What are the additional charges (such as interest) on the account?
      5.    What happens if I default on payments, e.g. if my payment is late or if I can’t afford to pay?
      6.    What will happen if I fail to pay in full?
      7.    Also ask the consultant to explain how the interest is calculated and to show you exactly how much
            the additional charges will be over 6 months on a purchase of R500.

      Report your findings back to class:
      Compare the cost of a credit account to the cost of buying cash.

JumpStart Teachers Guide
      JumpStart your
Class discussion:
Make a list of the services and infrastructure in your community that are paid for by government. Write these
on the blackboard. Include as many benefits that you can think of that directly affect or improve the lives of
the learners in the classroom.

Note to the teacher:
Show learners how to use the tax chart in JumpStart.
1) Explain that the column on the left shows the tax brackets – for instance, someone who earns R100,000
     a year would fall into the tack bracket in the third row of the chart, i.e. R80,001 – R130,000.
2) Explain that the column on the right shows how much has to be paid in that tax bracket – for instance,
     someone who earns R100,000 a year would have to pay (i) a basic amount of R14,400 as well as (ii)
     25% of the amount above R80,000 (25% of R20,000).

Individual assingment:
Refer to the table in JumpStart.

Now refer back to your choice of career                        Example:
and the salary you are likely to earn.
                                                               If I earn R100,000 a year, I will pay the
                                                               following tax (according to the table on
Calculate how much of your own projected                       p.139):
salary will have to be paid in tax.
                                                               R14 400
                                                               + 25% of R20 000 = + R5 000
Follow the calculations example given here.                    Total:               R19 400

                                                               After this tax is deducted from my salary of
                                                               R100,000, I will have an income of R80,600 to
                                                               live on for the year

                                              My Saving Chart
          Will	my	salary	be	above	threshold?	(Yes/No?)

                                      How much will I earn?

                         Which tax bracket will I fall into?

   How much is the basic amount (i) I will have to pay?

            What is the % amount (ii) I will have to pay?

                What is the total I will have to pay in tax?

    How much income will be left for my personal use?

                                                                                            JumpStart Teachers Guide
                           I earn a good salary of R100 000 a year

                   I keep R80 600 after paying tax                                 I pay R19 400 in tax
                  My	after	tax	income	is	R6	716	p/m                       My	monthly	tax	payment	is	R1	616	p/m

           •	   I	save	R716	per	month.                               •	   SARS	receives	R19	400	per	year	from	me	
           •	   I	spend	R6	000	per	month                                  in tax on my salary.
           •	   The	VAT	amount	on	my	monthly		                       •	   SARS	receives	an	additional	R10	080	
                expenses is R840.                                         from	me	each	year	in	VAT	charges	via	my	
           •	   This	adds	up	to	R10	080	per	year.                         purchases.
           •	   The	result	is	that	every	year	an	additional	         •	   Thus	SARS	receives	a	total	of	R29	480	
                R10 080 of my salary is paid to the SARS                  from my salary each year
                via my purchases.                                    •	   That	works	out	to	29.4%	of	my	salary!

                              As a tax paying citizen, am I getting
                                       value for money?

      Class discussion:
      Look at the chart above. Since a significant portion of your earnings are claimed by government in the form
      of tax, you have the right as a taxpayer to be concerned about how government spends its money. Do you
      think South African citizens are getting value for money?

      Group research:
      Speak to as many people as you can who earn a salary and ask them the following:

      1.        Are you are aware of how much of your earnings are claimed in tax each month?
      2.        Are you satisfied with how government spends its money?
      3.        Can you give examples of what you approve of about how government spends its money?
      4.        Can you give examples of your dissatisfaction with how government spends its money?

      Report back to class.

      Note to the learners:
      Your rights and responsibilities as a citizen and taxpayer are further
      discussed in JUMPSTART YOUR AWARENESS.

JumpStart Teachers Guide
      JumpStart your

Note to the teacher:
Ask learners to bring to class the property section of a recent edition of a newspaper, such as the
Saturday Star.

Class discussion
Where do you plan to live when you leave home? List the suggestions on the blackboard.

Group research:
a. Working in pairs or small groups, look through the property section of your local newspaper and identify
    a home you would like to buy if you could. (It will be easier if the group consists largely of learners who
    live near each other.) Find out the sale price of the home.
b. If the house is on show, visit it on its show day over the weekend. Ask the agent to explain to you how
    much of the asking price will be paid towards the agent’s commission. Find out from the agent how
    much you will need to pay in transfer fees and other legal costs to have the house registered in your
    If you can’t visit a house on a show day, you can also get this information if you visit the business office
    of your nearest property agent during office hours.
c. Do the maths: As a general rule, it is advisable not to spend more than 25% of your monthly budget on
    accommodation. Thus if you earn R100 000 a year and have a budget of R6 000 a month, you could
    spend around R1 500 a month on accommodation.

   On your projected salary, how much will you have available to spend each month on rental or home loan
    repayments? Is this going to be enough to pay for the home of your dreams?

Report back to class:
Bring a picture or brochure of the house and report on the price of the house and all the costs involved.
Estimate how much you would need to earn in order to afford this house.

Tip for learners:
If you apply for a home loan or a state subsidy to buy a home, this is the one kind of debt that is worth
incurring. In a healthy growing economy the value of property usually goes up. So although you will be
paying interest on your loan, there is a very good chance that your property will eventually be worth more
than you paid for it. When you sell this property you may be able to make a good profit. This is the basic
principle behind property investment and many business persons have become rich by dealing in property.

                                                                                       JumpStart Teachers Guide
      18. BUY A CAR

      Individual research:
      a.   Interview someone who owns a car and find out the following:
           * How much do they spend per month on petrol?
           * What kind of mileage do they get on their car (kilometres per litre of petrol)
           * How much do they spend on average per year on maintenance such as car services and minor
           * Is their car insured? How much do they pay per month?
      b.   Speak to someone who does not own a car and find out how much they spend on transport per month.
      c.   What is the price of petrol per litre?
      d.   Bring a selection of advertisements of cars for sale to class. Try to ensure that the advertisements show
           the sale price and the minimum monthly instalments that will have to be paid if you borrow money from
           a bank to pay for the car.

      Group Activity:
      a.   Share your information from item d. above with your group.
      b.   Select a car that you would like to buy.
      c.   Assume that you will take out a loan (vehicle finance) to pay for the car.
      d.   Calculate how much it will cost you per month to buy and use the car.
      e.   Add the monthly repayments, the monthly petrol costs and the monthly maintenance costs (on
           average) to arrive at a total figure.
      f.   Now go back to your projected income model (see chapter 14 above). How much of that can you
           afford to spend on buying and running a car?
      g.   Do you need to think again about the car you’d like to own?
           Report back to the class.

      Tip for learners:
      Because buying a car is such a major expense, most people have to take out a loan to be able to do this.
      You will probably need to pay a minimum deposit of 15% of the sale price of the car in order to be granted a
      loan. If you don’t have the money for this you many need to save up for it (see budget and savings, pages
      132-134 of JumpStart).

      Individual activity: (optional)
      Draw a chart showing a picture of the car you would like to buy and your financial
      plan to achieve this goal – and put it up on the wall of your room.

JumpStart Teachers Guide
       JumpStart your

Individual research:
a.   Find out from friends and relatives whether they have insurance policies and how much these cost
     them. Ask them why they have chosen these policies. Report back to your group.
b.   Telephone an insurance company or a medical aid company and ask how healthy you have to be to be
     eligible for a life insurance policy or a medical aid. For instance, some companies will not grant you an
     insurance	policy	on	your	life	if	you	are	HIV	positive	or	if	you	already	have	a	life-threatening	disease	like	
     cancer. Describe your state of health and ask what the next step would be to apply for an insurance
     policy. Remember that there is no risk or cost involved in making enquiries.

Report back to your group.

Group Activity:
List all the kinds of insurance outlined on pages 147-149 and 153-155 of JumpStart.
Prioritise the list.

Decide which kinds of insurance will be important to you
•	   Over	the	next	five	years	
•	   Age	20	–	30
•	   Age	30	–	40
•	   Age	40		onwards	

Report your decisions to the class.
Give reasons for your choices

Guest Speaker:
Invite an insurance broker to visit the class and explain the benefits, requirements and average costs of
certain kinds of insurance.                    My Saving Chart

Note to the teacher:
Being able to complete a form is an essential life skill in the modern world. Contact an insurance company
and ask them to send you a supply of their application forms for learners to “practice” on. Assist learners to
fill in the forms in full.

                                                                                        JumpStart Teachers Guide
            JumpStart your
      Note to the teacher:
      Most schools require that learners should apply for an ID and a Learner’s Licence as part of the Life Orien-
      tation curriculum. JumpStart provide an easy guide to what needs to be done. The teacher needs only to
      facilitate (e.g. help learners to locate the nearest relevant venues) and monitor to ensure that these require-
      ments are met.

      Tip for learners:
      There are certain important documents that you will need all your life and they should be kept together in a
      safe place. These are:
      Bank or home loan agreements              Birth certificate
      Deed of ownership of property             Diploma or degree certificates
      Driver’s licence                          Identity document (ID)
      Insurance policy documents                Marriage certificate
      Marriage contract                         Passport
      Plans of your house if you own one        Senior certificate
      Share	and	dividend	certificates	 	        Vehicle	registration	papers
      Your children’s birth certificates        Your will

      Individual Activity:
      a.   Find a suitable container to start your Documents for Life file. It can be as simple as a cardboard box
           or a strong envelope that is clearly labelled. A cardboard accordion file is an inexpensive and practical
           option that can be purchased at any stationers.
      b.   Create a filing system for storing your Life documents.
      c.   Decorate and label your Documents for Life file according to your own personal taste, preferably in a
           style that will be easy to identify. (That way when you find yourself in hospital after a car accident, you
           can direct your best friend to find your ID book that’s kept in the pink cardboard box which is packed
           right at the top of your cupboard at the back.)
      a.	 Show	your	file	to	your	teacher	and/or	the	class.	Then	store	it	in	a	safe	place	at	home.

      Note to the teacher:
      Ensure that learners have suitable materials at hand to make their files, such as scissors, glue, labels, card-
      board, coloured pens, etc.

JumpStart Teachers Guide
      JumpStart your

Class discussion:
If you were to be run over by a bus suddenly tomorrow, what would happen to your personal possessions
and who would take over your personal responsibilities? For instance, who would look after your dog, or
inherit your I-Pod?

Individual activity:
a.   Make a list of your possessions and responsibilities that would need to be attended to after your death.
b.   Follow the guidelines on p.160 of JumpStart and write an informal will in which you indicate how you’d
     like this to be done in the case of your death. Get two class mates to be the witnesses and let the
     teacher or a class leader play the role of commissioner of oaths.
c.   You can inform your friends and family that you have written a will and store it in your Documents for
     Life file.

Group discussion:
Share ideas on how your will (as written above) should be adapted in adult life. For instance:

 a. What responsibilities will you have that will need to be taken care of by someone else? e.g. if you have
     children, who will be their legal guardian in the event of your death?
 b. If you own a life insurance policy, to whom will the proceeds be distributed in the event of your death?
 c. What will happen to your financial commitments such as your Edgars account or the repayments on
     your car?

Each member of the group should contribute at least three personal examples to the discussion and as a
group	you	can	decide	how	these	can	be	addressed	in	his/her	will.

Conclusion: Write down at least three serious responsibilities that most adults have to bear and report these
                                              My Saving Chart
to your class.

Tip for learners:
You should get into the habit of looking at your will from time to time and reassessing what should be in it.
When you start an adult life in which you incur debts or have valuable possessions, or you have serious
obligations such as a spouse, children or elderly parents who are dependent on you, you should draw up a
formal, legal will, AND KEEP IT UP TO DATE.

                                                                                       JumpStart Teachers Guide
            JumpStart your

      Class/group discussion:
      •	   Do	you	know	someone	who	has	suffered	or	is	suffering	from	depression?
      •	   What	was	done	/	is	being	done	to	help	this	person?
      •	   Are	there	any	symptoms	that	you	are	aware	of?
      •	   Do	you	know	someone	who	has	committed	suicide?
      •	   Do	you	understand	why	this	happened?
      •	   Were	there	any	warning	symptoms?
      •	   If	you’d	been	able	to	help,	what	could	you	have	done?

      Guest speaker:
      Invite a counsellor from LifeLine or the SA Depression and Anxiety Group to visit your school and address
      the learners on the nature of this illness and the support mechanisms that are available.
      LoveLife: Tel. 0800 121 900
      SA Depression and Anxiety Group: Tel. 011 783 1474

      Tip for learners:
      There is a growing view and a huge body of medical evidence that depression is a illness with physiologi-
      cal causes, like any other. There is also growing acceptance that depression can be a chronic disease.
      Depression can be very successfully treated and with the right medication you can soon return to a normal
      and fulfilled life. If you think you may be suffering from this illness, see a doctor, or contact the SA Depres-
      sion and Anxiety Group, Tel. 011 783 1474.

                                                Debate topic:
                                 “The pressures of modern life are
                                  largely responsible for the high
                               incidence of teenage suicide today.”
                                         Agree or Disagree

JumpStart Teachers Guide
      JumpStart your

Note to the teacher:
The activities suggested below should be selected at your discretion since not all of them may be
appropriate for your learners. You may also want to alter these suggestions to meet the particular needs of
your learners.

a.   Share your experience of bereavement with your group.
b.   Write a poem about your experience of bereavement.
c.   Write a paragraph about your experience of bereavement.
d.   Draw a poster which illustrates the words that express your feelings about a bereavement you have
e.   Write a letter to the person who died to tell them how you feel about their absence and how you
     remember them.
f.   Make a list of the things that you believe the deceased person would like to see you doing now in your
     everyday life. Then focus on doing those things.
g.   Make a list of things you can do to support a bereaved friend and share it with your group.


                                                                                     JumpStart Teachers Guide

      Class discussion:
      List the daily demands and pressures that create stress in your life. Write these on the blackboard.
      List suggestions for coping with stress. Write these on the blackboard.
      These could include activities such as:
      •	    Better	time	management
      •	    Getting	enough	sleep
      •	    Getting	some	daily	exercise	to	help	you	feel	energetic	and	happier
      •	    Eating	more	healthily	to	feel	better
      •	    Removing	yourself	from	a	destructive	relationship.

      At the bottom of the blackboard, write the following:

      Individual activities:
      a.    Food for thought: If you are experiencing excessive stress in your life, you may be able to find ways to
            deal with this. Generally the problems that cause us stress can be divided into two categories:
            A. problems that can be solved
            B. problems that can’t be solved.
            In the case of category A, you could come up with solutions to these problems. In the case of catego
            B, you need to accept that there is no solution and rather find ways to cope with the stress. Use the
            following three questions to help you decide whether the causes of your stress belong in category
            A or B.

      b. Worksheet 24.1
           Column 1: List six causes of stress in your life.
           Column 2: Select whether the problem falls under category A or B.
           Column 3: Write how you will manage this stress (solution or how to cope).
           Column 4: Complete the plan of action

      When you have completed this worksheet you will have fulfilled three important requirements for dealing
      with stress: Acknowledge, gather the facts, and take responsibility (see p.166 of JumpStart).

      Hand in your worksheet for assessment.

      Tip for learners:
      Remember that some of the difficulties that you have
      to deal with might not be your fault.

JumpStart Teachers Guide
                           Causes of stress   A - solution or            How to
                                                 B - cope            manage the stress                              Plan of action

                             Example:                     A          •	   Prepare	thoroughly             •	   Use	weekends	to	revise	all	work	done	during	
                                                                                                                                                                                                STRESS MANAGEMENT

                             Exams                                   •	   Get	enough	rest	and	exercise        the past week.
                                                                                                                                                                                                                                                   Worksheet 24.1

                                                                                                         •	   Don’t	do	late	night	cramming	before	an	exam.
                                                                                                         •	   Go	for	a	20	minute	run	every	afternoon	to	take	
                                                                                                              a break from studying
                                                                                                                                                                Complete the worksheet below:


                                                                                                                                                                                                                                                                                       JumpStart your


                                                   My Saving Chart



                                                                                                                                                                                                       Name: .......................................................................

JumpStart Teachers Guide
      Group activities:
      a.   Prepare a report entitled “Managing stress in your life – what really works”. Research methods of
           stress and time management: find information on the internet and from magazines and newspaper
           supplements that deal with health and wellness. Each member of the group should be responsible
           for collecting some information. Back in class, your group needs to collate the information you
           have gathered and present an oral report on your findings to the rest of the class. The method of
           presentation	can	be	as	imaginative	as	you	like.	It	can	take	the	form,	for	instance,	of	a	TV	panel	
           interview, or a rap song, or a power point presentation.
      b.   Collate the best of the items in the group reports and present these as a model for self-help and mutual
           support to the rest of the school during assembly.
      c.   Start a “stress-relief” class at school – perhaps an hour after school once a week, where learners can
           come to dance, sing or exercise.
      d.   Set up an informal counselling service at your school where senior learners are available to advise
           younger learners on how to cope with their problems. Interested members of your class could
           volunteer to work in pairs and be available after school one day a week to run the counselling service.
           Announce the service at assembly. If the service is a success and it becomes clear that there is a huge
           need for counselling support, it’s time to contact a professional organisation such as LifeLine or FAMSA
           to ask for help.

JumpStart Teachers Guide
      JumpStart your

Note to the teacher:
a.   Because peer pressure and role models exert huge influence in this area, having the right person
     to speak to the learners could have a significant impact. It might be appropriate to organise such
     meetings with intimate groups of just girls or just boys.
b.   The level of discussion about sexual health in the classroom needs to be at the discretion of the
     teacher. If learners are uncomfortable about discussing this topic, a great deal can be achieved by
     simply providing them with access to information. The teacher can facilitate this. Gather any literature,
     pamphlets or brochures on sexual health and display these in the classroom. Put motivational posters
     about sexual health up on the wall of your classroom. Enable learners to visit the loveLife website
     (www.lovelife.org.za) and receive the loveLife e-mail newsletter. Display telephone numbers and names
     of organisations that can help.

Guest Speaker:
a.   Contact the Planned Parenthood Association (PPASA) or loveLife and invite an official to address the
     learners on the subject of sexual health.
     PPASA: Tel. 011 523 1400
     LoveLife: Tel. 0800 121 900
b.   Invite a role model to address the learners about taking responsibility for their sexual health.

                                                                                        JumpStart Teachers Guide

      Note to the teacher:
      The level of personal discussion that takes place around this topic needs to be handled with discretion.
      Learners who have fortunately not been exposed to any experience of this kind of violence may not want to
      respond to this topic, and those who have been exposed might find it too painful to confront.

      Again, bringing in a non-threatening outside point of view can be a strong catalyst for building awareness.

      Guest speakers could include any survivor of rape or domestic violence, an official from POWA, or a
      representative from a shelter for victims of child abuse or domestic violence. POWA: Tel. 011 642 4345

      A documentary, a film or a thoughtful poem or song can be the starting point of discussion.

      Class discussion:
      a.   What are some of the root causes of abuse – why does the perpetrator behave in this way?
      b.   Why do some people become long-term victims?
      c.   What can you do as an individual to protect yourself from becoming a victim?
      d.   Share your experiences of domestic violence – in the family or in your community.

      Individual activity:
      Use the following topic: “I won’t be a victim today”
      a.   Write a poem or short story.
      b.   Make a collage using pictures cut out of magazines, photos, your own drawings and excerpts from
           poems, etc.

      Group Activity:
      a.   Write and perform a short play entitled “I won’t be a victim today”.
      b.   Compose a song and choreograph dance with the same title.

JumpStart Teachers Guide
      JumpStart your
Class discussion:
During this discussion, write all suggestions on the blackboard.
•	   What	are	the	root	causes	of	bullying?
•	   How	can	we	prevent	bullying	at	school?
•	   What	can	leaders	in	the	school	do	to	eliminate	a	culture	of	bullying?
•	   How	can	the	kids	who	bully	be	“re-educated”?	Those	who	are	guilty	of	bullying	need	help	as	well.
•	   Is	there	a	link	between	bullying	and	gang	behaviour?
•	   Why	do	so	many	young	people	join	gangs?

Group Activity:
Develop a “Zero Tolerance” strategy on bullying and decide how to implement it. Present your strategy to
the class and discuss how it can be improved. All presentations could be combined to developed a class
strategy for which all members of the class may be responsible. Class leaders could present the strategy
at your school assembly and explain what school leaders will be doing to facilitate it. Interested members
of your class could volunteer to work in pairs during breaks to monitor bullying in the playground and be
available to assist. Learners may be encouraged to attend your weekly counselling service (see Chapter 24
above) to discuss their problems with bullying.

Group Activity:
Collect information about gangs in South Africa. Do research on the internet or use magazine or newspaper
articles. Then present a report to the class entitled:
a.   “The life of a gangster in South Africa”
b.   “Gangs cause terrible damage in some of our communities”
c.   “How can we destroy the power of gangs in our communities?”

                                                                                    JumpStart Teachers Guide

      Class discussion::
      The school premises is an area where learners should be free to study and socialise in safety, protected
      from the dangers of the outside world.
      How	can	we	make	our	school/home/community	safer?
      Make a list of practical precautions and actions that learners and teachers can implement. Write the
      suggestions on the blackboard.

      Group activities:
      a.   Design a poster or a brochure that demonstrates how to keep your school safe.
      b.   Put these up on your school notice board.
      c.   Ask to meet with the principal, the school governing body and student representatives to discuss how
           some of your suggestions can be implemented.

      Note to the teacher:
      Ensure that learners have suitable materials at hand to make their posters and brochures, such as scissors,
      glue, labels, cardboard, coloured pens, etc.

JumpStart Teachers Guide
      JumpStart your
Guest Speaker:
Peer pressure and role models exert great influence. Invite positive role models to visit the school and
address the learners. Contact Drug Wise, Narcotics Anonymous or SANCA. A clinic worker or counsellor
from a local rehab centre might also be able to visit your school.
•	   Drug	Wise:	011728	6668
•	   Narcotics	Anonymous:	011485	5248	(Gauteng);	088	130	0327	(WCape);	088	127	8832	(KZN)
•	   SANCA:	E-mail:	sanca@sn.apc.org	or	sgarda@sn.apc.org	

Class discussion:
Substance abuse: Why is the word “ABUSE” used in the context of the use of drugs, alcohol or cigarettes?

We have to accept that the temptation of drugs alcohol or cigarettes will always be available to those who
seek the opportunity. What can be done to support young people to avoid these temptations or to break
free from the habit of substance abuse?
Write suggestions on the blackboard.

Write	on	the	bottom	of	the	blackboard:	IF	YOU	THINK	YOU	HAVE	A	PROBLEM	WITH	SUBSTANCE	ABUSE,	

Individual activity:
Express your feelings about substance abuse:
a.   Write a poem
b.   Write a short story
c.   Write and perform a play
d.   Compose and perform a song with accompanying dance

                                                                                      JumpStart Teachers Guide
      Group activity:
      Draw a flow diagram to show the consequences of drug use, starting with ABUSE as the central point.
      Illustrate with photos and drawings. Look for information about the drug scene on the internet or contact
      Drug Wise for information and incorporate this in your flow diagram. Mount your diagram on cardboard and
      display it in the classroom.

      Tip for learners:
      Visit	an	open	evening	at	a	local	meeting	of	Narcotics	Anonymous	or	Alcoholics	Anonymous.	Discover	how	
      vulnerable every human being is to such addictions and what kind of support is available for addicts.

      Addict enquiries:
      Western Cape: ct-emailhelpline@na.org.za               Gauteng (men): jhb-menshelpline@na.org.za
      Western Cape: ct-pi@na.org.za                          KwaZulu-Natal (women):
      Gauteng (women): jhb-womenshelpline@na.org.za           kzn-womenshelpline@na.org.za
      Gauteng: jhb-pi@na.org.za                              KwaZulu-Natal (men): kzn-menshelpline@na.org.za

      Alcoholics Anonymous contact details:
      0861 HELPAA (435722) or Tel. 011 452 9907 or e-mail info@aanonymous.org.za

JumpStart Teachers Guide
      JumpStart your
Note to the teacher:
The worksheet below requires a week’s advance preparation. Give the worksheet to your learners a week
before they begin working on it in class.
Exercise 1 needs to be completed at home over a period of 7 days before they can proceed with
exercise 2.

Worksheet 30.1

Exercise 1
How much do you eat in one week? Keep a record of all the food you eat in one day. Include every spoonful
of sugar or every piece of chocolate and every packet of chips.
Repeat this for 7 days and you will have a diary of everything you eat during one week.

Exercise 2
Break your list of what you have eaten over the past 7 days down into totals and record these under the
healthy and unhealthy food headings in the table below. Use the guidelines on pages 190 and 191
of JumpStart.

Ideally most of what you eat should be in the healthy column. How do your two columns compare?

                                                                                    JumpStart Teachers Guide
                      Healthy food                   Unhealthy food
       e.g. 4 portions of vegetables   e.g. 14 slices of white bread with margarine & jam

            5 pieces of fruit              2 packets of slap chips

           1 piece of fish                 3 cokes

           1 helping of lamb stew          10 cups of coffee

           2 cups Rooibos tea              20 spoons of sugar

JumpStart Teachers Guide
        JumpStart your
Exercise 3:
Write down some suggestions for where you can improve your diet, within the boundaries of your family’s
eating habits and food budget.


              Cut out:           3.

        Eat more of:             3.


         Eat less of:            3.


        Eat at least:            3.

Exercise 3:
Write down some suggestions for where you can improve your diet, within the boundaries of your family’s
eating habits and food budget.

  Benefits of Healthy Eating










                                                                                  JumpStart Teachers Guide

Shared By: