Charity Resource Pack - Starfish Greathearts Foundation

Charity Resource Pack for Primary School Teachers

All you need to help your children understand the plight of children orphaned by HIV/AIDS in South Africa forming part of your PSHE and Citizenship Currucula.

Sheet 3.2

Contents Welcome 1 Approaching the issue of HIV/AIDS 2 PSHE & Citizenship Objectives 3 Lesson 1: What is charity work? 4 Lesson 2: The Starfish Parable 7 Lesson 3: The Miracle Tree 10 Lesson 4: Tebello’s Story 18 Lesson 5: The Ladies of Wola Nani 20 Lesson 6: Helping Hands 25 Additional Activities 29

Charity Resource Pack for Primary School Teachers Thank you for choosing the Starfish Greathearts Foundation Charity Resource Pack. By understanding and empathising with orphaned and vulnerable children in South Africa we hope that children all around the world will be encouraged to understand their own and other’s needs, to recognise their strengths, appreciate the good things in their lives and believe in themselves and their potential to change the world.

Fundraising Ideas & Rewards 41 Starfish Biscuit Recipe 43 Another side to life in South Africa 44

‘By 2020 the Government would like all schools to be models of good global citizenship, enriching their educational mission with activities that improve the lives of people living in other parts of the world.’ www.globalgateway.org

If your school would like to raise funds for Starfish, you will find ideas, information and contact details at the back of this resource pack.

This pack has been designed specifically to introduce primary school children to Starfish and the concept of charity work. Your children will be encouraged to think about the idea of community responsibility and what it means to ‘make a difference’. The activities could form part of your PSHE and Citizenship curricula and the relevant National Curriculum PSHE and Citizenship objectives have been included in the pack. The six individual lesson plans have their own specific objectives, all of which can be fitted into the NC objectives. Our activities have been organised into a 6 lesson format which would enable you to do a half term’s project. Alternatively, you could dip into the pack when you are in need of a ‘one off ’ lesson or just looking for an idea for an assembly. The discussions and activities are generally suitable for both Key Stage 1 and 2 but some may require minor adjustments to suit the particular needs of your children. Younger children may need more help, while older children can be inspired to work independently or in small groups. We have also included some additional activities should you wish to extend the work you are doing. These activities come under the headings of ‘performing arts’ (art, dance and music), ‘thinking skills’ and ‘research’ In addition, using these resources may help your school achieve the DCSF International School Award (ISA), as finding out about the work of a particular charity and fundraising for that charity could count as one of the seven activities you are required to complete to get full ISA accreditation. However you decide to use this resource pack, we hope you and your children will find the activities informative, enjoyable and inspiring. With best wishes The Starfish Educational Team

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If you like this pack can we help you with more resources? Can we help you with an assembly? Can we come to your school to congratulate the class on fundraising? Or if you are interested in finding out how we can make this pack come alive contact the Starfish Team at education@ starfishcharity.org call 0207597 3797

How do I approach the issue of HIV/AIDS with my primary school children? Starfish focuses on the support of needy children who have been orphaned or made vulnerable by HIV/AIDS, without discrimination. Starfish is not involved in the actual prevention or treatment of HIV/AIDS. The activities you do from the resource pack will still be meaningful without giving your children detailed information about HIV/AIDS and how it is transmitted. The amount of information you decide to give to your children will be determined by their age, knowledge, experience and curiosity but the following facts may be useful to you: • HIV (Human Immune Deficiency Virus) is a virus. • HIV enters the body through the sharing of body fluids like semen, vaginal fluid and blood. • HIV is spread from one person to another through unprotected sex; from mother to child (during childbirth or breastfeeding) or through sharing HIV infected sharp items such as needles and razors. • You cannot get HIV from the air or through casual contact like kissing, hugging, sharing cups, plates and utensils, toilet seats, swimming pools, tears or saliva. • HIV does not discriminate. People of all races and creeds can become HIV+. • Being HIV+ does not mean having AIDS. AIDS is a syndrome that happens after many years of being HIV+ when the immune system, the body’s natural defence system, breaks down and can’t fight infections. People who have AIDS do not actually die from having AIDS but from the many infections their bodies cannot fight.

improve an infected person’s health and people can live for many years in good health even though they are infected. • A pregnant mother who is infected with the virus can be given medication to prevent the virus from travelling to the blood of her unborn baby. Even without these drugs, it is possible for a sick mother to have a healthy baby. However, as the mother becomes more and more unwell, she is unable to work for a living and less able to care for her children. • Sometimes both parents become infected and subsequently die. In many areas of South Africa, other members of the community are too poor to care for the orphaned children. This is when Starfish steps in to help. • HIV/AIDS is widespread in South Africa for a number of reasons. Many people live in poverty and are too poor to afford any health care. Some hospital and health care facilities have inadequate sanitation. Other people are insufficiently educated about the virus.

• There is no known vaccine or cure for HIV/AIDS. There is treatment however that can be taken to

Sheet 3.2

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PSHE and Citizenship Objectives ‘…charities and the work that they do can form the bedrock of Citizenship Studies. An excellent way to extend active citizenship beyond the classroom is for pupils to develop a knowledge of the ethos behind charity organisations. Engaging with charities can lead to unlimited projects that highlight the skills of primary and secondary students and tie in with the National Curriculum.’

PSHE/Citizenship Key Stage 1 Pupils become aware of the views, needs and rights of other children Knowledge, Skills and Understanding Developing confidence and responsibility Pupils should be taught: • to recognise what is fair/unfair • to share their opinions on things that matter to them and explain their views Prepare to play an active role as citizens Pupils should be taught: • to take part in a simple debate about topical issues • to realise that people have needs, and that they have responsibilities to meet them Developing good relationships and respecting the differences between people Pupils should be taught: • to identify and respect the differences and similarities between people Breadth of opportunities During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to: • take part in discussions eg. including topics of a global concern • meet and talk with outside people eg. charity workers

www.teachernet.gov.uk

PSHE/Citizenship - Key Stage 2 Pupils learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral understanding and begin to understand that their own choices and behaviour can affect local, national or global issues. Knowledge, Skills and Understanding Developing confidence and responsibility Pupils should be taught: • to talk and write about their opinions, and explain their views, on issues that affect society Preparing to play an active role as citizens Pupils should be taught: • to research, discuss and debate topical issues, problems and events • to recognise the role of voluntary, community and pressure groups • that resources can be allocated in different ways and that these economic choices affect individual communities and the sustainability of the environment Developing good relationships and respecting the differences between people Pupils should be taught: • to think about the lives of people living in other places and people with different values and customs Breadth of opportunities During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to: • make real choices and decisions eg. how to spend money including pocket money and contributions to charities • meet and talk with people eg. people who contribute to society through environmental pressure groups or international aid organisations • develop relationships through work and play eg. communicating with children in other countries by satellite, email or letters (Taken from curriculum.qcda.gov.uk)

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What is charity work?

An introduction to Starfish Greathearts Foundation Learning Objectives To identify and describe what the children already know about charities and the work that they do. To consider why it is important to help people who are in need. To think what activities people can do to raise money for charity. To introduce the children to the work of the ‘Starfish Greathearts Foundation’.

Introductory Discussion What is a charity and what does it do? Explain that charities are organisations that help the poor, the sick and the vulnerable. Most people who work for charities are volunteers and are not paid for the work they do. When governments don’t have enough money to support everyone who needs help, charities step in to assist. Caring people give money to charities so that they can continue to do their good work. Ask the children if they have ever raised money for a charity or ‘good cause’. What charity was it and why did they choose that particular one?

Main Activity

Plenary

As a class, get the children to make a list of all the charities they can think of (prompt sheet 1.1).

Explain to the children that over the next few weeks they are going to be finding out about a particular charity called Starfish Greathearts Foundation which supports orphaned and vulnerable children in South Africa.

Can the charities be grouped under different headings such as who the charity supports and where? Example headings: children, adults, the elderly, the sick, animals, the environment, people living in the UK, people in the developing world etc

Use the information provided (sheet 1.2) to introduce Starfish and the work that it does.

Working in small groups, tell the children they are only able to help 3 of the charities so they must decide which they think is the most deserving and put them in order of priority. Come back together and discuss what decisions were made and why. Try to encourage the children to see that all charity work is valuable. People choose which charities to support depending on their personal experiences and beliefs. Get the children to work together to think up different events which could be held to raise money. They could pick a charity from the class list and then see if they can think of events which link to the charity’s aims. For example: a sponsored skip to get your heart working harder in aid of the British Heart Foundation.

Resources: List of charitable organisations (1.1) What is Starfish? (1.2) Paper and pens

LESSON 1

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Charitable Organisations ActionAid Age UK Barnardo’s Battersea Dogs and Cats Home Brtish Heart Foundation Cancer Research Christian Aid Greenpeace Help for Heroes Macmillan Cancer Care MENCAP Oxfam Plan UK Royal British Legion RNIB RNID RNLI RSPCA RSPCC Shelter Tiggywinkles: The Wildlife Hospital Trust WaterAid Whizz-kidz World Wildlife Fund

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Sheet 1.1

What is Starfish?

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tarfish Greathearts Foundation was founded in London in 2001 by a group of friends who wanted to help the millions of children living in South Africa who have been orphaned or made vulnerable by the HIV/AIDS virus.

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n 2008, there were at least 1.4 million orphaned children and of these, 150,000 continue to live in child headed households.

As shocking and sad as these statistics are, Starfish fervently believes there is hope. It begins with small efforts, one child at a time. Since 2001 Starfish has raised over £10 million worldwide and currently supports more than 36,000 children in many communities across South Africa. The charity draws its inspiration from the Starfish Parable which you will find in the pack (lesson 2), and central to the Starfish vision is the belief that each individual can make a difference by sharing their time, talent, money or skills. The message is one of empowerment and of hope. In the 1920s, Arthur ‘Greatheart’ Newton became famous after winning the Comrades Marathon, a gruelling 64km race in South Africa, six times but he is remembered particularly because he donated all his winnings to charitable causes. Today, Starfish encourages others to become ‘greathearts’ and make a difference too.

Starfish aims to reach each child who needs help by providing two key levels of support in order to achieve long term sustainable results: 1. Crisis Intervention When a child is orphaned, Starfish provides food parcels, school fees, uniforms, books and basic bereavement counselling. The food parcels typically contain maize meal, beans, peanut butter, sugar and salt to enable a family of four to survive for a month. 2. Involvement in the Community To ensure that children can be supported within and by their own communities, Starfish invests in a number of grassroots projects such as the building of day care centres and then provides financial support and expertise to help community based groups deliver the best care possible. Included in this resource pack are a number of case studies. These highlight the work being done in particular communities by Starfish’s local grassroots partners. The long term dream is to help each child to fulfil his or her potential, moving from a position of helplessness to one of hope for the future.

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The Starfish Parable Making a Difference Learning Objectives To think about the idea of ‘making a difference’. To consider ways in which it is possible for one person to make a positive difference to the life of someone else.

Introductory Discussion

Main Activity

Starfish draws its inspiration from the Starfish Parable (see sheet 2.1).

Go back to the Starfish parable. What qualities do the children think the young girl in the parable has? Is she caring, kind, thoughtful, generous, committed, optimistic etc?

Read the parable to the children and talk about its meaning (sheet 2.2 gives some pointers for discussing the parable) Can one person make a difference?

To think about how helping someone else can make you Play ‘Pass the Smile’ so the feel. children experience how To explore the Zulu maxim they can change feelings in a small way just by smiling. ‘a person is a person through other persons’ and Invite the children to stand in a circle. Pick one child to discuss what it means. start passing the smile. They smile at the child to their right and they have to keep on smiling until that child smiles back. Then that child passes the smile on to the child on his/her right and so on until the smile has gone all the way round the circle. Talk about why we smile at people and how it can make them feel.

Discuss the idea that everyone can make a difference, no matter how small the difference. Ask the children: How have you made/how can you make a positive difference to someone else’s life? How have you shown / how can you show that you are caring, kind, generous, committed, dedicated? Ask the children: Have you ever had a problem that seemed too big to solve by yourself but then someone helped you? How did they help? How did that make you feel? Get the children to write about their experiences of helping others and/or being helped by others.

Resources: The Starfish Parable (2.1) Starfish Parable - suggestions for discussion (2.2) Paper and pens

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LESSON 2

Plenary Tell the children this Zulu maxim about humanity towards others (Zulu is one of the 11 official languages in South Africa): ‘umuntu ngumuntu ngabantu’ (pronounced oomoo’ntoo ngoomoontoo ngubu’ntoo): ‘a person is a person through other persons’. Ask the children to discuss what they think this maxim means. The answer is: the kind of person I am is shown in how I treat other people. Perhaps this maxim could be written out and displayedin the classroom.

The Starfish Parable

Adapted from the story ‘The Star Thrower’ by Loren Eiseley

Early one morning, an old man was walking along a beach. He was puzzled by the large number of starfish that lay stranded on the sand above the tide. “A strong storm must have washed them ashore”, he said to himself as he wandered along. In the distance he saw someone dancing gracefully in the shallow water. As he drew nearer he realised that it was a little girl and she wasn’t dancing. In fact, she was carefully picking up starfish and gently throwing them into the ocean. “What are you doing, young lady?” the old man asked. “I’m throwing the starfish back into the ocean”, she replied. “The sun is coming up and the tide is going out, and if I don’t help them right now they will die.” “But my dear,” the old man chortled, “there are miles of beach and thousands of starfish all along it. Your efforts won’t make a difference” The little girl listened politely. She paused for a moment and then bent down. She picked up another starfish and threw it into the ocean. “I made a difference to that one”, she said.

Sheet 2.1

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Discussion Points for the Starfish Parable 1

What did the old man think the little girl was doing when he first saw her on the beach?

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What was she really doing?

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Why were the starfish at risk of dying?

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How do you think this happened?

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Why did the old man think the little girl was wasting her time?

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Was the little girl able to make a difference to the starfish?

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Can one person make a difference?

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Sheet 2.2

The Miracle Tree - Hopes and Dreams Learning Objectives

Introductory Discussion

To think about needs and wants and to understand the difference between the two.

The teacher draws a large tree on sugar paper (do not draw any leaves, only the trunk and branches)

To explore hopes and dreams for a fairer future for children all over the world. To introduce the United Nations Convention on the Rights of the Child.

Brainstorm what things the children think they need in life. Can the list actually be split into needs and wants? What is the difference? Teacher or children write just the ‘needs’ on paper leaves and attach them to the tree.

Main Activity

Plenary

Children need food to survive but not all children get the nutritious food they need. Show the children the photo of the Moringa tree and talk to them about the project being developed in Tooseng Village which is helping to reduce malnutrition (sheet 3.1).

Look again at some of the ‘needs’ on the miracle tree. Introduce the children to the child friendly version of the UN Convention on the Rights of the Child and discuss why it was written and who signed up to it (sheet 3.7).

Talk about why this tree is known as the ‘Miracle Tree’ and why it is providing hope for the future. Ask the children what hopes, dreams and wishes they have for a better world for all the children who live in it?

Select 2 or 3 Articles and talk about them in more detail (Article 27 is about the right to food.) Key Stage 2: the children could think about and discuss the difference between ‘needs’ and ‘rights’.

Invite them to make up a poem about these hopes and dreams using the proforma (sheet 3.2, 3.3) or by starting with the opening: “I have a dream that one day …” (Martin Luther King) There are some example poems on sheet 3.4 Alternatively, talk to the children about the South African tradition of making wish pots. Invite them to make their own wish pot and write their wishes for children less fortunate than themselves inside the pot. (sheet 3.5/3.6) Resources: Moringa tree photo and project information (3.1) Hopes and Dreams poem proformas (3.2 / 3.3) Poem examples (3.4) How to make an African Wish Pot (3.5/3.6) Child friendly version of the UN Convention on the Rights of the Child (3.7) Sugar paper for tree Sugar paper leaves Pens Stapler or paper fasteners

LESSON 3

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Tooseng Village The Miracle Tree Project Sedikong sa Lerato is one of Starfish’s grass roots partners providing care and support to the children in Tooseng village. Tooseng is a small rural village which lies in the Ga-Mphahlele region of Limpopo Province and it is one of the poorest of South Africa’s nine provinces. It has the highest proportion of people in South Africa living on less than US$1 a day and it has the highest level of unemployment in the country. Sedikong sa Lerato’s aims are to alleviate hunger and poverty and to promote healthy living and a strong sense of self for the orphans and vulnerable children

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Sheet 3.1

of Tooseng. With these aims in mind, staff recently undertook the development of a ground breaking project to cultivate the Moringa tree. The leaves of this particular tree are loaded with nutrients and are considered to be a ‘super food’. In fact, they contain more vitamins and minerals than carrots, spinach, bananas and oranges combined. They also contain more protein and calcium than milk, plus all nine essential amino acids.

families to take control of their own nutritional well-being.

In early 2009, Sedikong planted thousands of Moringa trees. They also held Moringa education events and disseminated Moringa seedlings to community homesteads for free, allowing

According to Mavis Mathabatha, founder of Sedikong, using the Moringa tree products has significantly reduced malnutrition amongst the 350 children being supported by the project.

HOPES AND DREAMS H

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Sheet 3.2

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HOPE H _______________________________________________ O ________________________________________________ P ________________________________________________ E ________________________________________________

DREAM I have a dream that one day. . .

____________________________________________________ ____________________________________________________ ____________________________________________________

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Sheet 3.3

Poem Examples H is for happy children O is for optimism P is for persuading others to help E is for every child matters D is for do something good today R is for reach out to those in need E is for enough food for all A is for aim high M is for meet the challenge

How wonderful it would be Over all the world People smiling, holding hands Every child a happy one!

I have a dream that one day all the children of the world will be happy and smiling. Every child will have enough food and water. Every child will have somewhere to call home, where they feel safe and secure…

Sheet 3.4

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How to make an African Wish Pot All around the world, people have different wish making traditions. Ask the children if they can think of any wishing traditions. For example: blowing out birthday cake candles throwing coins in a fountain shooting stars Explain that in Africa, children make a little clay pot, whisper their wish into it and then put the lid on very quickly so the wish can’t escape. They keep the little pot until the wish comes true. Invite the class to think about the children in South Africa who have no-one to look after them and consider ideas for wishes which would help make these children’s lives better. The children can make either a paper wish pot or, if time, a simple clay pinch pot. To make the paper wish pot, the children need to cut out the pot and lid and decorate them. They write their wish in the space provided and then attach the lid on to the pot using a stapler or a paper fastener, hiding the wish underneath.

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Sheet 3.5

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Sheet 3.6

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UN Convention on the Rights of the Child In Child Friendly Language “Rights" are things every child should have or be able to do. All children have the same rights. These rights are listed in the UN Convention on the Rights of the Child. Almost every country has agreed to these rights. All the rights are connected to each other, and all are equally important. Sometimes, we have to think about rights in terms of what is the best for children in a situation, and what is critical to life and protection from harm. As you grow, you have more responsibility to make choices and exercise your rights. Article 1 Everyone under 18 has these rights. Article 2 All children have these rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is, whether they are a boy or girl, what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis. Article 3 All adults should do what is best for you. When adults make decisions, they should think about how their decisions will affect children. Article 4 The government has a responsibility to make sure your rights are protected. They must help your family to protect your rights and create an environment where you can grow and reach your potential. Article 5 Your family has the responsibility to help you learn to exercise your rights, and to ensure that your rights are protected. Article 6 You have the right to be alive. Article 7 You have the right to a name, and this should be officially recognized by the government. You have the right to a nationality (to belong to a country). Article 8 You have the right to an identity – an official record of who you are. No one should take this away from you. Article 9 You have the right to live with your parent(s), unless it is bad for you. You have the right to live with a family who cares for you. Article 10 If you live in a different country than your parents do, you have the right to be together in the same place. Article 11 You have the right to be protected from kidnapping. Article 12 You have the right to give your opinion, and for adults to listen and take it seriously. Article 13 You have the right to find out things and share what you think with others, by talking, drawing, writing or in any other way unless it harms or offends other people. Article 14 You have the right to choose your own religion and beliefs. Your parents should help you decide what is right and wrong, and what is best for you.

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Article 15 You have the right to choose your own friends and join or set up groups, as long as it isn't harmful to others.

Article 28 You have the right to a good quality education. You should be encouraged to go to school to the highest level you can.

Article 40 You have the right to legal help and fair treatment in the justice system that respects your rights.

Article 16 You have the right to privacy.

Article 29 Your education should help you use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people.

Article 41 If the laws of your country provide better protection of your rights than the articles in this Convention, those laws should apply.

Article 17 You have the right to get information that is important to your well-being, from radio, newspaper, books, computers and other sources. Adults should make sure that the information you are getting is not harmful, and help you find and understand the information you need. Article 18 You have the right to be raised by your parent(s) if possible. Article 19 You have the right to be protected from being hurt and mistreated, in body or mind. Article 20 You have the right to special care and help if you cannot live with your parents. Article 21 You have the right to care and protection if you are adopted or in foster care. Article 22 You have the right to special protection and help if you are a refugee (if you have been forced to leave your home and live in another country), as well as all the rights in this Convention. Article 23 You have the right to special education and care if you have a disability, as well as all the rights in this Convention, so that you can live a full life. Article 24 You have the right to the best health care possible, safe water to drink, nutritious food, a clean and safe environment, and information to help you stay well. Article 25 If you live in care or in other situations away from home, you have the right to have these living arrangements looked at regularly to see if they are the most appropriate.

Article 30 You have the right to practice your own culture, language and religion - or any you choose. Minority and indigenous groups need special protection of this right. Article 31 You have the right to play and rest. Article 32 You have the right to protection from work that harms you, and is bad for your health and education. If you work, you have the right to be safe and paid fairly. Article 33 You have the right to protection from harmful drugs and from the drug trade. Article 34 You have the right to be free from sexual abuse.Article 35No one is allowed to kidnap or sell you. Article 36 You have the right to protection from any kind of exploitation (being taken advantage of). Article 37 No one is allowed to punish you in a cruel or harmful way. Article 38 You have the right to protection and freedom from war. Children under 15 cannot be forced to go into the army or take part in war. Article 39 You have the right to help if you've been hurt, neglected or badly treated.

Article 26 You have the right to help from the government if you are poor or in need. Article 27 You have the right to food, clothing, a safe place to live and to have your basic needs met. You should not be disadvantaged so that you can't do many of the things other kids can do.

Sheet 3.7

Taken from www.unicef.org

Article 42 You have the right to know your rights! Adults should know about these rights and help you learn about them, too. Articles 43 to 54 These articles explain how governments and international organizations like UNICEF will work to ensure children are protected with their rights.

Tebello's Story - Building Selfesteem Learning Objectives To consider what it might feel like to be isolated because of your differences. To think about what the terms ‘self-esteem’ and ‘self-confidence’ mean. To think about ways in which we can make people feel better about themselves.

Introductory Discussion

Read Tebello’s Story to the children (sheet 4.1). Ask the children to think about how Tebello must have felt when she was being teased and isolated for being different. How would they feel if they were being teased because they looked or felt different in some way? Why was Tebello not able to look people straight in the eye? Discuss the terms ‘self esteem’ and self-confidence’ and consider why programmes like Caterpillar to Butterfly are invaluable for children like Tebello.

Main Activity

Plenary

In small groups, give the children a short scene to act out in which one person in the group is singled out and made to feel unwelcome. For example: a new child arrives at the school and is not sure where to go at playtime. Keep the action focused by limiting the amount of dialogue. Freeze frame the action and use a ‘thought tracking’ strategy to tap into what each character is thinking at various points during the action. Discuss what the group could do to make the isolated child feel welcome.

Ask each child to choose one thing they are going to do today to make someone else feel better about themselves.

Get the children to think about what makes them feel good. Take it in turns to say “I feel good when…” Next let them take it in turns to finish the sentence “When I am sad, I feel better when…” Get the children to think about the ways in which they can help someone to feel better about themselves. For example: give them a smile, include them in a discussion or game, tell them what you like about them, help them if they are stuck etc. Get the children to write down some of these ideas and make them into a small book. Include pictures of a caterpillar on each page, getting bigger as he ‘eats’ all the positive comments. The final page could include a picture of a butterfly or the cover of the book could be shaped like a butterfly.

Resources: Tebello’s Story (4.1) Paper and pens

LESSON 4

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Without the necessary school uniform, shoes, books and stationary, children are unable to attend school in South Africa. Having these educational resources not only enables children to attend or return to school, but also provides hope and dignity in times of crisis.

Tebello's Story From one of Starfish’s partner organisations in the Free State Province: Tebello does not like to look people straight in the eyes, but she has a broad smile that seems to go on forever. Sitting in her grandmother’s shack, Tebello wears her school uniform. It is not possible to identify the colour of the skirt anymore. It is so old it has faded and lost its original colour. Sadly Tebello has no other choice but to wear this skirt – it is the only thing she has and it was donated by her neighbour. Without it she would not be able to go to school. Tebello’s granny is unemployed and does not receive a pension. The only income they have is Tebello’s welfare grant which has to cover all their needs. When Tebello goes to school her classmates look at her and giggle. They tease her because of her uniform and do not let her join in their games. This makes Tebello feel very sad, lonely and isolated. When local caregivers told Tebello, and the other children who needed help, that Starfish was going to provide them all with new school uniforms and packs of stationary, you would not believe the expression on their faces. They began singing and dancing for joy – the celebration lasted almost an hour! Now Tebello is happy to go to school. She wears her new uniform with pride and she looks people straight in the eyes and smiles her broad welcoming smile. An increasing number of children in South Africa are having to cope with the grief of losing one or both parents. Then, very often, they face the battle for their own survival. Can you imagine what it must be like to lose the person or people who love and care for you? Can you imagine how children like Tebello feel? Not only are they having to deal with their grief but they also have to cope with being teased and isolated

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Sheet 4.1

at school and consequently suffer from low self-esteem. Erica, a member of staff working on one of the Starfish projects in South Africa, highlighted a frightening statistic that as

many as 40% of the children they care for are in fact clinically depressed. In order to support these children, specific programmes have been designed. One such programme, the ‘Caterpillar to Butterfly’ programme, works on building self-esteem and confidence.

The Ladies of Wola Nani Helping your Community Learning Objectives

To think about what it means to be part of a community. To learn about the work that some SA ladies do to help their community. To consider the concept of ‘community responsibility’.

Introductory Discussion

Main Activity

Plenary

Explain to the children that although Starfish’s priority is to support orphaned and vulnerable children, one of the ways they do this is by supporting the communities in which the children live.

Read the information and case studies about the ladies of Wola Nani (sheet 5.1) and discuss how they are involved in making their community a better place for all its members.

Using papier mache is great fun but extremely messy so it might be necessary to use your plenary time this week to tidy up!

What communities do the children belong to? (school, local area community, UK, global community) What does it mean to be a part of a community? Ask the children: Do you/ should you take some responsibility for your community? Why? How do you take responsibility?

Invite the children to think about their own school community. How can they become more involved? Are there things they would like to change/improve? How could they go about doing this? Get the children to make their own papier mache bowls like the ladies of Wola Nani (sheet 5.2) and decorate them using traditional South African designs. They could include a starfish design in the centre. Perhaps they could display them around the school or sell them at the next school fair.

Resources: The Ladies of Wola Nani (5.1) How to make a papier mache bowl (5.2) Bowls, Vaseline, newspaper, wallpaper paste, plain kitchen paper, paints

LESSON 5

20

The Ladies Of Wola Nani Starfish is involved in supporting the Wola Nani project, Western Cape Province. Wola Nani means ‘embrace’. Wola Nani was established in 1994 as a non-profit organisation to help bring relief to the communities hardest hit by the HIV crisis. ‘Wola Nani Crafts’ emerged in response to the particular need for unemployed, HIV+ women to generate an income. Through a developmental, self-help approach, the project members have been enabled to take greater control of their lives and achieve a better quality of life for themselves and their children. The ladies of Wola Nani are engaged in low impact craft activities, in which they can be trained quickly and effectively and the products easily made at home. Products ranging from papier mache bowls to beaded bangles and AIDS ribbons are sold to Wola Nani and then marketed and sold overseas, at outlets nationwide and at Wola Nani’s shop at the central Cape Town office. Margaret Woermann of Heartworks, a local retailer commented: ‘I like to stock the Wola Nani products because they are of consistently good quality and because I know that the person who produces the bowls gets the money… of all the projects I am involved with, the Wola Nani project comes top.’

21

Sheet 5.1

Wola Nani Case Studies Viwe's Story Viwe is from Cape Town. She is HIV+ and has two young children to look after.

“I get charged R2000 for sewerage, water and electricity for the year. I do not have that money. The school fees for the children are R200 a year for each one, plus some books and uniform. Where should I get this kind of money. In the middle of the month it is very tough. But my children understand. It’s only at the weekend that we eat full meals. During the week we have just bread and eggs – sometimes just tea or starch drink (hot water with sugar). I want the children to go to college. They are both so intelligent but money is a problem.” Viwe heard about Wola Nani from the clinic she attended when she was suffering from TB. Wola Nani provided her with food parcels and she later became involved in the craft programme making bead ribbons. This work provides her with a small but vital means of income which enables her to look after herself and her children. * Name has been changed to protect the client’s identity.

Thobeka's Story Unathi's Story Unathi moved to the Western Cape from the Eastern Cape in order to attend Cape College and pursue her dreams of studying for a higher degree. Unfortunately, she was unable to complete her course because she did not earn enough money to pay for her fees. Instead, she decided to focus on working full time. However in 2002, after giving birth to her second child, Unathi discovered she was HIV+. Her new born daughter was also very unwell and needed treatment at the Red Cross Hospital. It was here that Unathi heard about Wola Nani.

Thobeka is originally from a town called Colesberg, near Johannesburg. She moved to Cape Town in order to finish school and find a job. When she discovered in 1998 that she was HIV+, she was very upset and extremely worried about how she would care for her family. She now works in Wola Nani’s craft programme and is able to buy food for her children. Sometimes her daughters helps her cut out the paper for the different papier mache crafts. Thobeka says that the money she earns helps make the hardships a little easier and life a little more comfortable. Wola Nani helped a lot as before I had no money. Now I can buy food, vitamins and send my two children to school.

Now Unathi attends a Wola Nani support group which she finds is a great help because she shares a lot of the same concerns as the other women who attend. She has also started to make papier mache products and the money she earns from her craft production allows her to buy everything her family needs including food and medication. Her eldest daughter, who is 16, lives in Johannesburg and is able to attend school. The money also enables Unati to pay for her daughter to come and visit her during the school holidays. She loves it when her whole family can be together and enjoy each other’s company.

Sheet 5.2

22

Phathiswa's Story Phathiswa was very happy when she gave birth to a lovely baby boy in July 1997. However just a few months later her new son became very sick and when she took him to a clinic for treatment, she was shocked to be told that both she and her son were HIV+. She knew very little about the virus but was introduced to Daisy, a Wola Nani counsellor, who was able to support her and give her the information she needed. In 1999 Phathiswa joined the craft programme and began making papier mache bowls and other products. The money supports her son, who is now eleven years old and her daughter who is two. Phathiswa says that the money earned from making papier mache bowls pays for “everything!” With a huge smile on her face, she says that her shack “used to be only one room and now it is three rooms!” Phathiswa’s experience of working with Wola Nani has also provided her with the opportunity to mentor and train new clients in papier mache production and this has made her feel very pleased and proud.

Sheet 5.3

How to make a papier mache bowl 1

Cut up some old newspapers and plain kitchen paper into a variety of small squares and strips.

2

Mix the wall paper paste powder with water and stir well to reduce lumps. Leave for a few minutes to thicken.

3

Cover the inside and rim of some old pudding bowls with Vaseline (one bowl per child, china ones work slightly better than plastic but for health and safety reasons you may prefer to use plastic).

4

Using your hands, stick the pieces of newspaper to the inside and rim of your bowl with plenty of wall paper paste. You will need to put on approximately three or four layers of paper and it is important you do not leave any gaps. For the final layer you will need to use the plain kitchen paper.

5

Leave the bowl on the side to dry out – this may take three to four days depending on the temperature of the classroom.

6

Once the papier mache is completely dry, you should be able to ease it away from the plastic bowl.

7

Carefully cover the outside of your bowl in one layer of cut up plain kitchen paper and leave to dry.

8

Trim the edges if necessary.

9

Paint the inside and outside of your bowl in a design of your choice. You may wish to use a starfish design in the bottom centre or research some traditional South African

Sheet 5.4

Helping Hands Learning Objectives

Introductory Discussion

To understand that for an increasing number of families in South Africa, either the grandmother or the eldest child is head of the family.

Talk to the children about their grandparents. How often do they see their grandparents? What sorts of activities do they do with them?

To think about what being ‘head of the family’ might mean for the new carer.

Explain that in South Africa there are many children who are being looked after permanently by their grandmother (known affectionately as gogo) because both parents have died.

To think about how having a new ‘head of the family’ might affect the family members being looked after.

Read Helping Hands: Introduction and Case Study One – The Msimango Family Story (sheet 6.1) Talk about the jobs that Gogo Evelina has to do for her grandchildren and how difficult it must be for her.

Main Activity Key Stage 2: Read Case Study Two or Three – Lerato’s Story (6.2) or Thandi’s Story (6.3). Key Stage 1: Read Case Study Three – Thandi’s Story (6.3) Discuss with the children what it must be like to have to look after little brothers and sisters. Imagine having to take on the role of ‘mum’ or ‘dad’. Get the children to work in pairs or small groups to write down a list of all the jobs their parents do which they would be expected to take on if they suddenly had to become mum or dad. Make a second list of all the things they do now as children (hobbies, sleep-overs, favourite foods etc) which they would miss if they had to give them up. Get the children to write a ‘Thanks Mum / Dad / carer letter and include all the reasons why they are so lucky to have them around OR write a funny ‘resume’ of their mum, dad or carer for a ‘Parent/ Carer Catalogue’ describing for example what they look like, their personality, the things they do which make the children smile or laugh or the things they do which make the children irritated or annoyed.

Resources: Helping Hands Introduction and Case Study One: The Msimango Family Story (6.1) Case Study Two: Lerato’s Story (6.2) Case Study Three: Thandi’s Story (6.3) Paper and pens

LESSON 6

Plenary Invite some children to read out their parent/ carer thank you letters or resumes.

Helping Hands Introduction Every year in March, as we celebrate Mothering Sunday here in the UK, millions of children in South Africa will spend the day without their mum due to the HIV/AIDS pandemic. A child losing its mother is undoubtedly tragic but this is only the beginning of the struggle ahead. No matter how old the child is, the consequences are devastating. Young babies and children are much more likely to become sick or die without their mother’s care whereas older siblings are forced to take on the mother role, dropping out of school and caring for their vulnerable younger brothers and sisters. In many families elderly grandmothers, who are affectionately known as ‘gogos’, find themselves playing the role of mother again.They are often unable to work and are therefore left supporting their grandchildren on only a very limited pension. A huge 70% of these orphaned children are not infected with HIV but with their parents gone what hope do they have of growing up to become educated and contributing members of society?

Case Study One: The Msimango Family Story The Msimango family live in a small house in Zola, Soweto with their grandmother, Gogo Evelina. She has buried six of her own children, one after the other in the last two years. She is now caring for her nine grandchildren who have been left behind. She is 59 years old, unable to work and receives neither a pension or any assistance from the government. “Life was so much better when my daughter Nombuso was alive. She had received training and worked in a local store to help support her family. None of us realised that she was sick until it was too late. Only a week before she died she started to complain about her feet and feeling dizzy but by then it was too late to do anything. Now there is no one earning any money for us. I have to send the children to school hungry and they never know whether there will be any food waiting for them when they get home again.” - Gogo Evelina

Following the death of their parents, children will often turn to crime in the townships to avoid going hungry and girls start dating Tsotsis (local gangsters) in the hope of a better life. However, the children of the Msimango family have stuck together; the children respect their grandmother and look after one another as best they can. Starfish is now providing them with monthly food parcels and paying for school fees to enable them to continue their education and build a brighter future for themselves.

“I feel I fit in now. Before we did not have money for food and school fees because my grandmother is very poor and has to look after many children. Now I feel proud and like going to school.” - Themba

Sheet 6.1

Case Study Two: Lerato's Story

Lerato left school to care for her younger sisters, eight year old Phindile and six month old baby Anna, when their mother died. Their maternal grandmother took them in initially but she herself died shortly after and Lerato was forced to take on the role of mother at a very young age. Facing life on their own, the girls struggled to cope and locked themselves in their shack away from the rest of the world. A Starfish project worker heard the girls’ story and went to visit them but no one answered the door. However, through a gap she noticed a key hanging up on the inside of the door.

“I continued knocking and when there was still no answer, I realised that there was something terribly wrong. I reported the incident to the police and when they came, they broke the door down. We found the girls lying on the floor. Lerato was so weak she couldn’t walk and baby Anna was unable even to cry. As we entered, Phindile leaped into my arms with tears streaming down her face. These poor children had been so overcome by depression and sadness that they had locked themselves in their little shack for two whole weeks. The windows had been covered with blankets to block out the outside world and the smell of urine was just awful. They simply couldn’t cope without their mum.” Starfish project worker

These children were taken to the Alex Orphan Project which is funded by Starfish and are now being cared for by a member of the local community. Starfish provides them with monthly food parcels, school support and ongoing counselling to help them come to terms with the loss of their mother and face the challenges ahead without her.

Sheet 6.2

Case Study Three: This is Thandi’s story. Thandi is ten years old. Thandi used to live in a tiny shack just outside the city. Her mother and father built their house with tin, wood, cardboard and plastic. Thandi’s name (pronounced ‘tundee’) means ‘love’. She has two little brothers, Sipho (pronounced ‘seepo’) meaning ‘gift’ and Vuyani (pronounced ‘vooyahnee’) which means ‘be happy’. As you can tell from their names, their parents loved them very much. Thandi’s father worked deep underground in the gold mines of Johannesburg far from home. He sent money home for his family and always came to visit them for Christmas. Two years ago, he died in a terrible accident at the mine. Thandi’s mother and her very old grandmother still managed to care for the children. Thandi’s mother wove baskets and sold them at the market beside the road. Thandi and Sipho went to school and their grandmother looked after little Vuyani. After school, when they had done their homework, Thandi and Sipho played with their friends. Not long ago, Thandi’s mother began to feel ill. She had no energy to do anything and couldn’t even weave her baskets. For months she just lay on her bed. She became thinner and thinner and weaker and weaker until sadly one day she

Thandi's Story

died. It wasn’t long afterwards that One night, however, when she was Thandi’s old grandmother also died. listening to the radio, she heard about an organisation called Starfish Thandi stopped going to school and that helped children just like Thandi, playing with her friends because Sipho and Vuyani. She wrote to someone had to care for Sipho and Starfish telling their story and just Vuyani. Someone had to collect the a few weeks later some people wood for the fire. Someone had to from Starfish came to visit Thandi fetch the water from the tap down and Mrs Mangana. They promised the road. Someone had to wash they would help by raising the the clothes, cook the food and funds needed to build the centre. clean the house. Their neighbours Very soon Mrs Mangana and her tried to help and although they too husband had a fantastic new centre were very poor, they shared what full of books and toys, where the little they had with Thandi and her children could go for shelter, food, brothers. As each day passed,Thandi help with their homework and to worried about how she would be be with adults who cared for them. able to care for her brothers the following day. She felt so tired and Thandi and her brothers feel like scared. She was also really worried they have a whole new family as about her own future because she the other children at the centre are still wasn’t able to go to school and just like brothers and sisters. Mrs she missed having the time to talk Mangana loves all the children and and play with her friends. Every teaches them well. Granny Manganight Thandi went to sleep wishing na cooks the best food, Aunt Grace and hoping that someone would tells wonderful stories about wild come along to help them. animals and Mr Mangana knows how to kick a football. Thandi is Mrs Mangana, one of the teachers now back at school and is working at Sipho’s school, decided that she very hard. had to do something to help. There were many other children at the school who were orphans too and they all needed looking after. She desperately wanted to build a centre so that she and her husband, her mother and sister could care for all the orphans together. The problem was she didn’t have enough money to build such a centre.

Sheet 6.3

ADDITIONAL ACTIVITIES The activities listed on the following pages could either be used in addition to the 6 week lesson plans or they could replace some of the activities from the lesson plans. They have been listed under subject headings and include ‘arts’ activities, thinking skills and research suggestions. Some of these activities use Starfish as their theme, while others focus more generally on South Africa. The website www.southafrica. info has a fantastic photo gallery which you may find useful. It includes photos of traditional San rock art, examples of the work of other South African artists and examples of craftwork. In addition it provides more general information and photos about South African society and culture.

Art Design a new uniform The children helped by Starfish are always very excited when they are given new uniforms. Keeping in mind the climate in South Africa, get the children to design a new school uniform for a boy or a girl and explain briefly why they have chosen a particular colour scheme or particular design features. Namaqualand Daisies Namaqualand is an area in the North West of South Africa, just south of Namibia. It is an arid region for most of the year – characterised by scorching temperatures, dry sand and a few desert plants. Once a year, the area undergoes a magnificent transformation. The rains that arrive in spring awaken the little seeds of the Namaqualand daisies – covering the area with a carpet of beautiful, delicate flowers. Explain to the children that the daisy seeds represent children who have so much potential but are restricted because of their circumstances. The rain represents Starfish, allowing the children to reach that potential by overcoming the circumstances they were previously bound by. Make paper daisies and use them as a border for a display or to hang from or across the classroom ceiling. Bead Necklaces Look at some pictures of South African bead designs/colours. The children could try making their own bead necklaces using colourful pages from magazines (wallpaper off-cuts are also good for this). Cut the paper into long rectangular strips for cylindrical beads, approximately 2cm wide and 20/25cm long or cut long triangles for rounded beads. Cover one side of the strip with glue, leaving a small area at the end. Roll the paper tightly around a knitting needle, beginning with the unglued end, then slide the bead off the needle and leave to dry. Thread the dry beads onto some brightly coloured plaited wool or ribbon. Paper Weaving Just like the ladies of Wola Nani, there are many other people in South Africa who make their living selling products that they have made themselves, either to locals or tourists. Some make baskets and bags by weaving dried and dyed grasses. Use bright coloured strips of paper, approximately 1cm width and weave them together to make a table mat. Stick the weaving onto a thick piece of coloured card and trim the edges.

ADDITIONAL ACTIVITIES

Animal Fur Patterns Look at photos and pictures of South African animals such as the cheetah, zebra, leopard and giraffe and try to copy the patterns and colours accurately. These pattern sheets could be used as a front and back cover for the children’s project work on Starfish and South Africa. Researching South African Artists Research traditional San rock art and the work of South African artist Esther Mahlangu (www. africancontemporary.com) and have a go at copying the two styles. The children could try to replicate a San rock art painting and create a border for this painting using some of the patterns and colours Mahlangu uses in her work. Starfish Display Using the starfish display template (sheet AA2) each child can decorate their own starfish and write one of their hopes, dreams or wishes onto it. They can then glue their starfish onto a pre-prepared seaside background.

Starfish Soft Toy Materials: Starfish Template (sheet AA1) Material and chalk Fabric scissors Pins, needles and threads Buttons, beads and sequins for decoration Filling for eg. cotton wool, sand or dried peas Instructions: • Cut out the paper starfish template. • Trace around the starfish template onto a piece of fabric using the chalk. • Cut the fabric starfish shape out. • Repeat steps 2 and 3 so you end up with two pieces of fabric the same shape and size. • You can decorate one or both pieces of fabric but on one side only. • Pin the two pieces of fabric together making sure the decorated sides are facing inwards. • Sew around the edges, remembering to leave a small opening so the filling can go in. • Turn the starfish in the right way so that the decorated sides now face outwards. • Push in the filling. Use a blunt pencil to push the filling down into the starfish arms. • Sew up the opening.

Physical Education - Dance Sea Creature Dance Look at photos and, if possible, some short video clips of sea creatures and coral reefs and discuss the way the creatures move under the water. Create a class dance based on these movements. Possible suggestions: In small groups the children could think about creating the opening and closing movements of giant clams or the slow waving motion of sea anemones. They could think about how small fish move quickly in and out of the coral reef. The whole class could come together at some point in the dance to create a moving starfish. Traditional South African Gumboot Dance Gumboot dancing is known in South Africa as ‘isicathulo’, and is a traditional dance which was started by the gold miners in Witwatersand. Why not get the children to put on their Wellington boots, play some traditional South African music and make up some boot tapping rhythms. For some gumboot dancing information and ideas, see www.bbc.co.uk ‘Rosa’s Gumboot Lesson’.

ADDITIONAL ACTIVITIES

Music Drumming The South African National Anthem ‘Nkosi Sikelel’ iAfrika’ (God Bless Africa) was composed in 1897 by a school teacher called Enoch Sontonga as a hymn for his school choir. It only became the National Anthem in 1994 after the first democratic elections. Find a version of it to listen to. Listen to some traditional South African music from artists such as Ladysmith Black Mambazo, the Soweto Gospel Choir or Miriam Makeba. See if the children can create some interesting drumming rhythms to accompany the music or perhaps this music could be used as an accompaniment to the class gumboot dancing.

Thinking Skills

‘9 Diamonds’ for Key Stage 2 The aim of this activity is to get the class thinking about a child’s basic needs (sheet AA3/AA4). Look at the list of 12 needs: food, shelter, family, friends, clothes, shoes, books, medical care, education, mosquito net, clean water, furniture. Get the children to discuss in small groups which 9 items they would consider essential and which 3 can be discarded. They then write the 9 needs in the diamonds in order of priority and give reasons for their decisions. As a whole class, share ideas and thoughts about the decisions made and the reasons why. ‘6 Diamonds’ for Key Stage 1 The aim of this activity is to get the class thinking about a child’s basic needs (sheet AA5). Look at the list of 6 needs: food, water, shelter, love from family and friends, clothes, medical care, education. In pairs get the children to put the 6 needs in order of priority and then as a whole class, shar ideas and thoughts about the decisions made and the reasons why. ‘Making the Right Decisions’ Read about the Chauke family who live in Johannesburg and the Starfish information about ‘How your money helps’ (sheet AA6). Split the children into groups and tell them they have been given £200 from Starfish to help this family. They must decide what to spend the money on and give reasons for their decisions. They must try to use as much of the money as possible but cannot go over the total amount given. Come back together as a class to discuss what group decisions were made and why.

Research Did You Know? – Finding out about South Africa Invite the children to carry out some research using the internet / non-fiction books and see if they can find the answers to all the questions on our ‘South Africa - Did You Know?’ quiz (sheet AA7/AA8). Nelson Mandela Biography Get the children to do some research about Nelson Mandela and the Apartheid system which was in place in

ADDITIONAL ACTIVITIES

Starfish Toy Template

Sheet AA1

Starfish Display Template

Sheet AA2

The Needs of the Child

Sheet AA3

The Needs of the Child 9 Diamonds Exercise

Below is a list of 12 items. You must decide which 9 items to keep and which 3 to discard. You must then prioritise the 9 items you have chosen by putting them into the diamond framework and give reasons for your decisions

food friends clean water family shelter clothes

books shoes medical furniture mosquito net education

Why did you chose to put the items in this order?

Sheet AA4

The Needs of the Child 6 Diamonds Exercise

education food and shelter medical love from family and clothes

Sheet AA5

Making the right decisions

The Chauke Family Miriam Chauke has recently moved to Johannesburg with her two children – Samuel who is 13 years old and Vufi who is 10. Miriam’s mother Gogo Eunice and her sister Portia also live in the family home along with Portia’s 6 month old baby daughter Babalwa. Miriam is the only member of the family able to work at the moment so the responsibility for finding the money to pay for all the family’s needs rests with her. Unfortunately she has had no luck in finding a job since arriving in Johannesburg. Gogo Eunice is too old to work and Portia has been unwell since the birth of her daughter. Samuel and Vufi are due to start at their new school next week but they will be turned away if they do not have the correct school uniform. They will also find it difficult to contribute fully in class if they do not have their own books and stationary.

Sheet AA6

Samuel loves sport at school and particularly loves football. He would really like to have his own sport’s kit like some of the other boys in the school. Babalwa has an infected bite on her leg which has made her very poorly. Miriam has managed to buy some medicine for her which is helping but it is essential that the wound is kept clean so that it will heal properly. Winter is on it’s way and the children, especially Babalwa, need to be kept warm during the cold nights so they don’t become sick.

How your Money helps £3 buys 1 blanket £4 buys 1 hygiene pack (contents: soap, shampoo, comb, cotton buds, toilet roll, tissues, deodorant) £1 buys a school bag £10 feeds a family of 3 for a month £20 buys books/stationary for a year £10 buys a school track suit £50 will provide a child with a full school uniform, including school shoes TASK: You have been given £200 to help the Chauke family for a year. How will you spend the money? You cannot afford everything but you must not exceed the £200 limit. You will need to think carefully and give reasons for your decisions.

South Africa (SA) Did you Know? 1

How many provinces are there in SA? Can you name them all?

2

There are officially three capital cities in SA. Can you name all three and give their purpose?

3

What is the current estimated population of SA?

4

What is the total land area of SA in square kilometres?

5

What currency is used in SA?

6

When tourists visit SA and go on a safari, they hope to see the ‘Big Five’. What are the ‘Big Five’ and can you name them?

7

How many official languages does SA have?

8

What is the most common language spoken in SA?

9

What is the main religion in SA?

10

What does the term ‘apartheid’ mean?

11

When did apartheid come to an end in SA?

12

What is the name of one of SA’s most famous leaders who was imprisoned for 27 years for his opposition to apartheid?

Sheet AA7

South Africa - Did you Know? 1

9 provinces: Eastern Cape Mpumalanga

2

Pretoria: administrative Cape Town: legislative Bloemfontein: judicial

3

Population: 49.32 million (2009)

4

Total land area: 1,219,090 square kilometres

5

Currency: The Rand (1 rand = 100 cents)

6

The Big Five are animals: elephant, lion, rhino, buffalo and leopard

7

Official languages: 11

8

Most common language: isiZulu

9

Main religion: Christianity

10

Apartheid means: white minority rule

11

Apartheid came to an end after the first democratic elections in1994.

12

Nelson Mandela

Free State Gauteng KwaZulu-Natal Limpopo Northern Cape North West Western Cape.

Sheet AA8

South African

Animal Dictionary Suggestions A

Sable Antelope / Aardvark / Aardwolf

U

B

Bushbaby / Chacma Baboons / Cape Buffalo

V

Vulture

C

Cheetah / Crocodile / Chameleon / Blue Crane

W

D

Dik-dik / Dolphins / Cape Hunting Dog / Dassies

X

Blue Wildebeest / Humpback Whale / Southern Right Whale

E

African Elephant / Eland / Eagle

Y

F

Flamingo / Reed Frog / Bat-eared Fox

Z

G

Gemsbok / Giraffe

H

Hippo / Hyena / African Hoopoe / Red Hartebeest

I

Iguana / Impala

J

Black-backed Jackal

K

Kudu / Klipspringer

L

Lion / Leopard

M

Meerkat / Vervet Monkey / Samango Monkey

Burchells Zebra

N O

Ostrich / Cape Clawless Otter

P

Pangolin (scaly anteater) / Porcupine

Q R

Black Rhino / White Rhino

S

Black Mamba Snake / Springbok / Serval / Elephant Shrew

T

Loggerhead Turtle / Leatherback Turtle / Tortoise

Sheet AA9

FUNDRAISING “Starfish you make me feel better, you make me cry lesser, you make me dream bigger” - Thomas Chauke, Gauteng Province By raising funds for Starfish, you will be helping orphaned and vulnerable children just like Thomas. Starfish aims to reach each child who needs help by providing two key levels of support, in order to achieve long term sustainable results.

Crisis Intervention

When a child is orphaned, Starfish provides food parcels, school fees, uniforms and basic counselling.

84% of the money raised for Starfish is spent on projects in South Africa which directly support orphaned and vulnerable children.

Involvement in the Community

How the money you raise will help:

To ensure that the children can be supported within and by their own communities, Starfish invests in a number of grassroots projects such as the building of day care centres and then provides financial support and expertise to help community based groups deliver the best care possible. The long term dream is to help each child to fulfil his or her potential, moving from a position of helplessness to one of hope for the future.

£10 will feed a family for a month. £20 will provide school books and stationary for a child for a year. £30 will provide a nutritious main meal for a child at a Starfish centre for a year. £50 will provide a child with a full school uniform. £125 will pay the salary of a trauma counsellor for one month. £500 will provide complete support for an orphaned or vulnerable child for a whole year.

Starfish aims to keep administration costs as low as possible. Currently,

What your school will get in return for helping Starfish: Starfish is committed to making your involvement as easy and rewarding as possible.

You will receive:

• a personal letter of thanks. • a bronze, silver or gold certificate of achievement, depending on the total amount the school raises. • a special Starfish pin badge for the individual child who raises the largest amount of money. • Starfish stickers for all the children taking part.

It may also be possible for a Starfish volunteer to visit your school. If you are interested in a visit, please contact the Starfish Education Team at [email protected] or call 020 7597 3797

FUNDRAISING

You could organise a whole day of events or you may wish to do a series of shorter events throughout the half term in which you are learning about Starfish

Organise a ‘Go without week’ Go without treats and sweets for a week and donate the money you would have spent.

Organise a sponsored... Silence, Spelling Bee, Walk, Sing or a Teachers v pupils sports challenges

FUNDRAISING IDEAS Starfish loves it when people get involved. Here are some ideas to inspire you:

Organise a ‘Half Day School Fair’ Face Painting Cake stall – you could make and sell starfish biscuits (recipe at back of pack) Clay wish pot stall ‘Starbursts for Starfish’ – guess how many sweets are in the jar

Our charity colour is orange so maybe you could have a ‘Pay and wear something orange to school day’.

You could have one sponsored event which involves the whole school. Alternatively, maybe each class could organise their own particular sponsored event, linked to their own ideas and interests.

‘Stage an arts event’ with a South African theme. Demonstrate your gumboot dancing and drumming skills. Have an arts and crafts exhibition and sale.

If you are interested in fundraising for Starfish, please contact the Starfish Education Team at [email protected] or call 020 7597 3797

FUNDRAISING

Starfish Biscuit Recipe To make star-shaped biscuits you will need: 175g (6oz) butter - softened and diced 50g (2oz) icing sugar - sifted 200g (7oz) self raising flour - sifted 50g (2oz) custard powder a little flour for dusting • Preheat oven to 190˚ Celcius, 350˚Farenheit. • Put the butter and custard powder into a bowl. Sieve in the self raising flour and icing sugar. • With floured hands, take the dough and roll into a ball. Roll out onto a lightly floured surface, to about 5mm (1/4 inch). • Bake in the oven for 8 mins, or until light brown. Allow to cool for a couple of minutes then transfer onto a wire cooling rack. • These biscuits can be iced with glacé icing (made by mixing sifted icing sugar with water) and decorated. • Use a floured star-shaped cookie cutter to cut out star shapes and place them on an ungreased baking tray. • Mix these ingredients together using a wooden spoon until you have formed a soft dough. Take care not to over-mix.

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Another side to life in South Africa in the 21st Century Starfish’s aim is to draw attention to the plight of orphaned and vulnerable children in South Africa and the activities in this project pack focus on the most needy. Thankfully, not all South Africans face the same predicament as those who are being helped by Starfish and you may wish to discuss this point with your children. We have therefore included some additional photos which show another side to life in South Africa which you may find useful. Photos to be added

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