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LIFE ORIENTATION FACILITATOR’S GUIDE Grade 11

Life Orientation Facilitator’s guide

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Grade 11

M du Plessis

Facilitator's Guide G11 ~ Life Orientation

CONTENTS

LESSON ELEMENTS...........................................................................................................9 INTRODUCTION................................................................................................................ 10 ADDITIONAL RECOMMENDED READING.......................................................................11 RESOURCE REQUIREMENTS..........................................................................................11 TIME ALLOCATION............................................................................................................11 TIMETABLE AND TIME MANAGEMENT.......................................................................... 12 ASSESSMENT PLANNING............................................................................................... 12 STUDY TIPS AND METHODS........................................................................................... 13 SUBJECT CONTENT AND PLANNING............................................................................ 14 Unit 1: Plan and achive life goals................................................................................... 19 LESSON 1.1: Plan and achieve life goals.......................................................................... 20 Activity 1: My life from a helicopter perspective...................................................22 LESSON 1.1.1: Plan and set SMART goals....................................................................... 22 Activity 2: Goal statements...................................................................................22 Activity 3: SMART principles................................................................................24 LESSON 1.1.2: Action plan................................................................................................ 24 Activity 4: An action plan......................................................................................24 LESSON 1.2: Prioritising goals to solve problems............................................................. 26 LESSON 1.2.1: A seven-stage model for problem-solving and decision-making............... 28 Activity 5: Applying the seven-stage problem-solving and decision-making model ...................................................................................................................28 LESSON 1.2.2: The relationship between personal values, choices and goal setting....... 29 Activity 6: The influence of values on my life........................................................30 LESSON 1.3: Physical Education...................................................................................... 32 LESSON 1.3.1: Safety measures for physical fitness activities......................................... 33 Activity 7: The issue of performance-enhancing drugs ........................................35 LESSON 1.3.2: Improve your physical fitness and health.................................................. 35 Activity 8: Monitor your progress..........................................................................37 Unit 2: Relationships and their influence on your own well-being.............................. 39 LESSON 2.1: How relationships influence your well-being................................................ 40 LESSON 2.1.1: Qualities of healthy and unhealthy relationships...................................... 41 Activity 9: Analysing your relationships................................................................42 LESSON 2.2: How social and cultural views influence relationships................................. 43 Activity 10: Socio-cultural influences....................................................................44 Activity 11: Who am I?..........................................................................................44 LESSON 2.3: The impact of the media on values and beliefs about relationships............ 46 LESSON 2.3.1: The effects of social media....................................................................... 47 Activity 12: Case study: Cyberbullying.................................................................48 Unit 3: Career and career choices.................................................................................. 52 LESSON 3.1: Influences on your career path decision...................................................... 53 LESSON 3.1.1: The latest trends in the job market ........................................................... 54 Activity 13: My ideal career..................................................................................56 LESSON 3.1.2: Understanding the South African National Qualifications Framework (NQF)................................................................................................................... 56 3

Facilitator's Guide G11 ~ Life Orientation

LESSON 3.2: Technical and Vocational Education and Training (TVET) .......................... 58 LESSON 3.2.1: Types of TVET courses............................................................................. 58 LESSON 3.2.2: Admission Point Score (APS) and National Benchmark Tests (NBT) ...... 59 Activity 14: Calculate your APS score..................................................................60 Activity 15: Complete an example of the AQL test...............................................62 LESSON 3.3: Options for financial assistance................................................................... 63 LESSON 3.3.1: Financial arrangement obligations............................................................ 65 Activity 16: Research financial assistance options...............................................65 LESSON 3.4: Physical Education: Participation in programmes that improve your personal level of physical fitness and health...................................................... 66 LESSON 3.4.1: Aerobic workout programme..................................................................... 67 Activity 17: Your aerobic calendar........................................................................68 LESSON 3.4.2: Participation in games for physical fitness................................................ 68 Unit 4: Democracy and human rights............................................................................. 71 LESSON 4.1: Principles, processes and procedures for democratic participation............. 72 LESSON 4.1.1: How does one participate in parliament?.................................................. 72 LESSON 4.1.2: Public participation and the petition process............................................ 73 Activity 18: Draw up a petition..............................................................................73 LESSON 4.1.3: Governance.............................................................................................. 74 LESSON 4.1.4: How laws are made.................................................................................. 75 LESSON 4.2: Democratic structures.................................................................................. 78 LESSON 4.2.1: National government................................................................................. 78 LESSON 4.2.2: Provincial government.............................................................................. 78 Activity 19: Who are the nine premiers of South Africa’s provinces? ..................79 LESSON 4.2.3: Local government..................................................................................... 79 Activity 20: Local government .............................................................................80 LESSON 4.2.4: Local community structures...................................................................... 80 Activity 21: Working together for democracy .......................................................81 LESSON 4.3: The role of sport in nation building............................................................... 82 LESSON 4.3.1: Participant and spectator behaviour in sport............................................ 82 Activity 22: Sport behaviour..................................................................................83 Activity 23: Code of conduct.................................................................................83 LESSON 4.3.2: Nation building through sport.................................................................... 83 Activity 24: Case study: How sport has changed the Nemato community in Port Elizabeth.......................................................................................................84 LESSON 4.4: Physical Education: Improvement of personal level of physical fitness and health............................................................................................................ 86 LESSON 4.4.1: The power of walking................................................................................ 86 LESSON 4.4.2: Resistance training................................................................................... 87 Activity 25: Other ways of keeping fit – Nordic walking........................................88 Unit 5: Study skills and strategies.................................................................................. 89 LESSON 5.1: The application of study skills, study styles and study strategies ............... 90 LESSON 5.1.1: Learning styles.......................................................................................... 90 Activity 26: Learning style questionnaire..............................................................91 LESSON 5.1.2: Strategies that suit your learning style...................................................... 91 LESSON 5.1.3: The SQ3R study method.......................................................................... 92

Facilitator's Guide G11 ~ Life Orientation

LESSON 5.2: Examination writing skills............................................................................. 95 LESSON 5.2.1: Why do you write exams?......................................................................... 96 LESSON 5.2.2: How to answer different exam questions.................................................. 97 Activity 27: Case study: Orphans and vulnerable children...................................98 LESSON 5.3: Time management skills and an annual study plan................................... 100 LESSON 5.3.1: How to make studying less stressful with maximum motivation............. 101 LESSON 5.3.2: Time management skills......................................................................... 102 Activity 28: How do you spend your time?.........................................................102 Activity 29: Personal study planner....................................................................103 LESSON 5.3.3: The dangers of procrastination............................................................... 103 Unit 6: Administrative, organisational and leadership skills..................................... 105 LESSON 6.1: Leadership................................................................................................. 105 LESSON 6.1.1: The qualities and skills of a good leader................................................. 106 LESSON 6.1.2: The three basic leadership styles........................................................... 107 Activity 30: Leadership style quiz ......................................................................107 LESSON 6.1.3: Coaching – be a leader by teaching your peers..................................... 109 LESSON 6.1.4: Organisational skills.................................................................................110 Activity 31: Assessing your own organisational skills......................................... 110 LESSON 6.2: Safety issues relating to participation in physical activity...........................112 LESSON 6.2.1: Basic first aid...........................................................................................112 LESSON 6.3: Physical Education: Participation in community and playground games................................................................................................................118 LESSON 6.3.1: Different games........................................................................................118 LESSON 6.3.2: How to design a new game.................................................................... 123 Activity 32: Design a game.................................................................................124 Unit 7: Social and environmental responsibility......................................................... 126 LESSON 7.1: The use of harmful substances in food production.................................... 127 LESSON 7.1.1: Green technology trends in food production........................................... 127 LESSON 7.1.2: The environment’s degradation.............................................................. 128 LESSON 7.1.3: The impact of depleted resources........................................................... 131 Activity 33: The preservation of forests..............................................................131 LESSON 7.2: Dealing with environmental factors that cause ill health............................ 133 LESSON 7.2.1: The effects of pollution on humans......................................................... 133 LESSON 7.2.2: How to deal with environmental factors that cause ill health in our personal space and immediate surroundings ................................................................. 134 LESSON 7.2.3: Safety and first aid skills – coping with disasters.................................... 134 Activity 34: Draw up a family emergency plan....................................................136 LESSON 7.2.4: Climate change....................................................................................... 136 LESSON 7.3: Physical Education: Participation in movement performance for physical health.................................................................................................. 140 LESSON 7.3.1: Leadership skills review – Participation in programmes that promote umpiring and refereeing.................................................................................... 141 Activity 35: Evaluate your own skills...................................................................142 LESSON 7.3.2: Indoor games that promote teamwork and physical activity................... 143 LESSON 7.3.3: Indigenous games.................................................................................. 145 Activity 36: Indigenous Games Festival.............................................................146 5

Facilitator's Guide G11 ~ Life Orientation

Unit 8: Project: Participation in a community service project................................... 148 Unit 9: Healthy and balanced lifestyle choices........................................................... 149 LESSON 9.1: Requirements for a healthy and balanced lifestyle.................................... 150 LESSON 9.1.1: Psychological/Mental wellness............................................................... 150 Activity 37: Mental wellness questionnaire.........................................................151 LESSON 9.1.2: Social wellness....................................................................................... 151 Activity 38: Social wellness questionnaire..........................................................152 LESSON 9.1.3: Emotional wellness................................................................................. 153 Activity 39: Emotional wellness questionnaire....................................................154 LESSON 9.1.4: Environmental wellness.......................................................................... 154 Activity 40: Environmental wellness questionnaire.............................................155 LESSON 9.1.5: Spiritual wellness.................................................................................... 155 Activity 41: Spiritual wellness questionnaire.......................................................155 LESSON 9.2: Risky behaviour and situations negatively affect lifestyle choices............. 157 LESSON 9.2.1: How risky behaviour can affect your life................................................. 158 LESSON 9.2.2: The impact of risky behaviour on your development.............................. 160 Activity 42: How do you really feel?....................................................................162 Activity 43: Do I have an eating disorder?..........................................................163 LESSON 9.2.3: Barriers that prevent you from seeking advice, support and assistance.163 Unit 10: The socio-economic environment.................................................................. 166 LESSON 10.1: The impact of poverty.............................................................................. 167 LESSON 10.1.1: The impact of poverty on society.......................................................... 167 LESSON 10.1.2: The impact of poverty on education...................................................... 167 LESSON 10.1.3: The impact of poverty on social behaviour........................................... 168 LESSON 10.1.4: Impact of poverty on health.................................................................. 168 LESSON 10.1.5: Violence and crime as consequences of poverty ................................. 168 LESSON 10.2: Factors that positively affect lifestyle choices.......................................... 170 LESSON 10.2.1: The importance of role models............................................................. 170 LESSON 10.2.2: Positive role models.............................................................................. 171 Activity 44: Role models.....................................................................................171 LESSON 10.2.3: Taking responsibility for making informed decisions and choices......... 172 LESSON 10.3: Physical Education: Participation in recreational activities that promote leadership skills.................................................................................. 173 LESSON 10.3.1: Team leadership.................................................................................... 174 Activity 45: How effective are my leadership skills?...........................................176 LESSON 10.3.2: Team personalities................................................................................ 176 Activity 46: Extroverts versus introverts.............................................................176 LESSON 10.3.3: Defining roles and responsibilities........................................................ 177 LESSON 10.4: Physical Education: Develop a physical training programme in preparation for a hiking expedition.................................................................... 178 Activity 47: Leading a hiking team......................................................................185 LESSON 10.5: The role of nutrition in health and physical activities................................ 185 Activity 48: Assessing my physical wellness......................................................186 LESSON 10.5.1: Healthy nutrition.................................................................................... 186 Activity 49: Helping others achieve general wellness.........................................186

Facilitator's Guide G11 ~ Life Orientation

Unit 11: Careers and career choices............................................................................ 188 LESSON 11.1: How to apply for a job ............................................................................. 189 LESSON 11.1.1: How to write and compile a CV............................................................. 189 LESSON 11.1.2: How to write an application letter or cover letter................................... 189 Activity 50: Applying for a part-time job..............................................................190 LESSON 11.1.3: How to complete a job application form................................................ 190 LESSON 11.2: Interview skills.......................................................................................... 191 LESSON 11.2.1: Preparing for an interview..................................................................... 192 LESSON 11.2.2: Typical job interview questions.............................................................. 192 LESSON 11.2.3: Ethical behaviour................................................................................... 195 Activity 51: What would you do?........................................................................196 LESSON 11.2.4: Personal expectations regarding jobs and careers............................... 197 Activity 52: Match expectations and reality........................................................197 LESSON 11.3: Physical Education: Recreational and relaxation activities...................... 197 LESSON 11.3.1: Deep breathing exercises..................................................................... 198 Activity 53: Applying breathing and relaxation activities.....................................199 LESSON 11.3.2: Relaxation activities.............................................................................. 199 Activity 54: Progressive muscle relaxation activity.............................................200 Activity 55: Visual relaxation activity...................................................................201 UNIT 12: Healthy and balanced lifestyle choices........................................................ 205 LESSON 12.1: Understanding the role of power in relationships..................................... 205 LESSON 12.1.1: Types of power in relationships............................................................. 206 Activity 56: Are my relationships healthy?..........................................................207 LESSON 12.1.2: Signs that you might be in a controlling and manipulative relationship ................................................................................. 208 LESSON 12.1.3: Gender roles and the influence it has on health and well-being........... 209 Activity 57: Gender stereotyping in advertising..................................................210 LESSON 12.2: Unequal power relationships................................................................... 212 LESSON 12.2.1: The abuse of power.............................................................................. 212 LESSON 12.2.2: The impact of cultural beliefs and power on men and women.............. 213 Activity 58: Mourning practices...........................................................................215 LESSON 12.3: Physical Education: Participation in programmes that promote own umpiring, administrative and leadership skills................................................... 216 LESSON 12.3.1: Planning and organising games........................................................... 216 LESSON 12.3.2: Practising administrative and organisational skills................................ 217 Activity 59: Plan and organise a handball game................................................219 Unit 13: Democracy and human rights......................................................................... 220 LESSON 13.1: South Africa’s diverse religions and belief systems................................. 220 LESSON 13.2: Moral and spiritual issues and dilemmas................................................. 222 LESSON 13.2.1: Abortion................................................................................................. 222 Activity 60: What would you do?........................................................................223 LESSON 13.2.2: Euthanasia............................................................................................ 224 Activity 61: Research project: Religious beliefs and euthanasia........................226 LESSON 13.3: Cultural practices and traditions.............................................................. 227 LESSON 13.3.1: Economic issues................................................................................... 227 Activity 62: Faith, religion, and spirituality in our everyday lives.........................228 7

Facilitator's Guide G11 ~ Life Orientation

Activity 63: Should we give money to beggars? ................................................229 LESSON 13.3.2: Environmental issues............................................................................ 229 Activity 64: Human behaviour towards the environment....................................230 LESSON 13.4: Physical Education review....................................................................... 231 REFERENCES................................................................................................................. 232

Facilitator's Guide G11 ~ Life Orientation

LESSON ELEMENTS Each unit consists of the following learning activities: • challenges • Life Orientation content • Physical Education • activities to solve the challenges • application and reflective activities As well as: • learning objectives • additional activities • definitions • enrichment activities (for the curious) • summaries • self-assessment activities Three weeks are given to complete each unit. ICONS

VERY IMPORTANT Following the above learning sequence implies that you need to engage in the activities and solving actions to accumulate the content, the self-insight and problem-solving abilities to be successful in this subject.

Facilitator's Guide G11 ~ Life Orientation

INTRODUCTION Life Orientation is the study of the self in relation to others and to society. It addresses skills, knowledge and values about yourself, the environment, responsible citizenship, a healthy and productive lifestyle, social engagement, recreation and physical activities, and careers and career choices. This includes opportunities to engage in the development and practice of a variety of life skills to solve problems, make informed decisions, and take appropriate actions to live a meaningful and successful life in a rapidly changing society. It not only focuses on knowledge, but also emphasises the importance of the application of skills and values in real-life situations, and participation in physical activities, community organisations and initiatives. Life Orientation in the FET Phase aims to: 1. guide and prepare learners to respond appropriately to life’s responsibilities and opportunities 2. equip learners to interact optimally on a personal, psychological, cognitive, motorphysical, moral, spiritual, cultural and socio-economic level 3. guide learners to make informed and responsible decisions about their own health and well-being, as well as the health and well-being of others 4. expose learners to their constitutional rights and responsibilities, to the rights of others, and to issues of diversity 5. equip learners with knowledge, skills and values to make informed decisions about subject choices, careers, additional and higher education opportunities, and the world of work 6. expose learners to various study methods and skills relating to assessment processes 7. expose learners to the value of regular participation in physical activities Life Orientation in Grade 10 to 12 focuses on the following core themes: • Development of the self in society • Social and environmental responsibility • Democracy and human rights • Careers and career choices • Study skills • Physical Education The subject content and related assessment elements are based on the themes as outlined in the Curriculum and assessment Policy Statement (CAPS).

Facilitator's Guide G11 ~ Life Orientation

ADDITIONAL RECOMMENDED READING

Sean Covey, The 7 Habits of Highly Effective Teens (Source: goo.gl/Ty1C9d)

RESOURCE REQUIREMENTS The following resources are required to successfully complete this subject: • Impaq Life Orientation Study Guide • Impaq Life Orientation Facilitator’s Guide (used by the facilitator only) • Impaq Life Orientation portfolio book • Appropriate clothing, footgear and equipment to complete the physical exercises • A notebook in which to complete activities

TIME ALLOCATION Grade 11 is a very short year. Although CAPS makes provision for 10 weeks per term, the Department of Basic Education’s school calendar does not always correspond with this. Once a term’s work has been completed, it is recommended that learners start immediately with the next term’s work. This will ensure that there is enough time for thorough study and revision.

Facilitator's Guide G11 ~ Life Orientation

TIMETABLE AND TIME MANAGEMENT The diagram below represents a suggested framework for covering the content. Note that Physical Education continues throughout the term and the intensity increases to increase personal fitness.

ASSESSMENT PLANNING Task

Portfolio book task

Task 1: Written task Physical Education: Task 5.1 Fitness programme

Marks Term 1

Task 1

Task 2

June examination Physical Education: Task 5.2 Sports activities

Research project: Task 3 Social issue in your community Physical Education: Task 5.3 Recreation and relaxation activity

Submission date

See portfolio book

Term 2 80 20

As per examination timetable See portfolio book

Term 3

See portfolio book

Facilitator's Guide G11 ~ Life Orientation

Task 4

November examination Physical Education: Umpiring, administrative, Task 5.4 organisational and leadership skills Total

Term 4 80 20

As per examination timetable See portfolio book

400

STUDY TIPS AND METHODS Remember that studying should not be left until the night before a test or an exam. It is never too early to develop good study habits. Everyone is different, and for some learners studying and being motivated comes more naturally. But, just as athletes or soccer players have to practise and develop their skills, effective study skills must be practised for you to perform well. The sooner learners understand and apply good study habits, the easier tests and exams will be and the better the chances of getting good marks. Here are some tips to help learners make the most of their Life Orientation studies: • Although you can study anywhere, the place you choose to study should not have any distractions. • Time is your most valuable resource. If you struggle to find time to study, you should prioritise and set a timetable. • As you prepare for tests or exams, you should spend time reviewing your work. Start this process by revising the material while it is still fresh in your mind. If you wait too long, you may discover that the material does not make sense anymore. • Make sure you understand all the material. Do not try to memorise facts you do not understand. • Test yourself by doing the self-assessment questions and activities. Use the learning outcomes as a guide. • It is important to take regular breaks – working too hard can decrease your performance. • Stay motivated. You can decorate your study space with inspirational quotes or photos of people you want to make proud of your hard work. • Reward yourself. • See unit 5 for more information.

Facilitator's Guide G11 ~ Life Orientation

SUBJECT CONTENT AND PLANNING Lesson

3 4 1 2 3 4

3 4

Content Target date* Term 1 Unit 1: Personal life goals 1.1 Plan and achieve life goals 1.1.1 Plan and set SMART goals 1.1.2 Action plan 1.2 Prioritising goals to solve problems 1.2.1 A seven-stage model for problem-solving and decision-making 1.2.2 The relationship between personal values, choices and goal setting 1.3 Physical Education 1.3.1 Safety measures for physical fitness activities 1.3.2 Improve your physical fitness and health Reflect and apply Unit 2: Relationships and their influence on your own well-being 2.1 How relationships influence your well-being 2.1.1 Qualities of healthy and unhealthy relationships 2.2 How social and cultural views influence relationships 2.3 The impact of the media on values and beliefs about relationships 2.3.1 The effects of social media Reflect and apply Unit 3: Career and career choices 3.1 Influences on your career path decision 3.1.1 The latest trends in the job market 3.1.2 Understanding the South African National Qualifications Framework (NQF) 3.2 Technical and Vocational Education and Training (TVET) 3.2.1 Types of TVET courses 3.2.2 Admission Point Score (APS) and National Benchmark Tests (NBT) 3.3 Options for financial assistance 3.3.1 Financial arrangement obligations 3.4 Physical Education: Participation in programmes that improve your personal level of physical fitness and health 3.4.1 Aerobic workout programme 3.4.2 Participation in games for physical fitness Reflect and apply

Facilitator's Guide G11 ~ Life Orientation

4 5

Unit 4: Democracy and human rights 4.1 Principles, processes and procedures for democratic participation 4.1.1 How does one participate in parliament? 4.1.2 Public participation and the petition process 4.1.3 Governance 4.1.4 How laws are made 4.2 Democratic structures 4.2.1 National government 4.2.2 Provincial government 4.2.3 Local government 4.2.4 Local community structures 4.3 The role of sport in nation building 4.3.1 Participant and spectator behaviour in sport 4.3.2 Nation building through sport 4.4 Physical Education: Improvement of personal level of physical fitness and health 4.4.1 The power of walking 4.4.2 Resistance training Reflect and apply Term 2 Unit 5: Study skills and strategies 5.1 The application of study skills, study styles and study strategies 5.1.1 Learning styles 5.1.2 Strategies that suit your learning style 5.1.3 The SQ3R study method 5.2 Examination writing skills 5.2.1 Why do you write exams? 5.2.2 How to answer different exam questions 5.3 Time management skills and an annual study plan 5.3.1 How to make studying less stressful with maximum motivation 5.3.2 Time management skills 5.3.3 The dangers of procrastination Reflect and apply Unit 6: Administrative, organisational and leadership skills 6.1 Leadership 6.1.1 The qualities and skills of a good leader 6.1.2 The three basic leadership styles 6.1.3 Coaching – Be a leader by teaching your peers 6.1.4 Organisational skills 6.2 Safety issues relating to participation in physical activities 6.2.1 Basic first aid

Facilitator's Guide G11 ~ Life Orientation

6.3

3 4

Physical Education: Participation in community and playground games 6.3.1 Different games 6.3.2 How to design a new game Reflect and apply Unit 7: Social and environmental responsibility 7.1 The use of harmful substances in food production 7.1.1 Green technology trends in food production 7.1.2 The enviroment's degradation 7.1.3 The impact of depleted resources 7.2 Dealing with environmental factors that cause ill health 7.2.1 The effects of pollution on humans 7.2.2 How to deal with environmental factors that cause ill health in our personal space and immediate surroundings 7.2.3 Safety and first aid skills – coping with disasters 7.2.4 Climate change 7.3 Physical Education: Participation in movement performance for physical health 7.3.1 Leadership skills review – Participation in programmes that promote umpiring and refereeing 7.3.2 Indoor games that promote teamwork and physical activity 7.3.3 Indigenous games Reflect and apply Unit 8: Project – Participation in a community service project Term 3 Unit 9: Healthy and balanced lifestyle choices 9.1 Requirements for a healthy and balanced lifestyle 9.1.1 Psychological/mental wellness 9.1.2 Social wellness 9.1.3 Emotional wellness 9.1.4 Environmental wellness 9.1.5 Spiritual wellness 9.2 Risky behaviour and situations that negatively affect lifestyle choices 9.2.1 How risky behaviour can affect your life 9.2.2 The impact of risky behaviour on your development 9.2.3 Barriers that prevent you from seeking advice, support and assistance Reflect and apply

Facilitator's Guide G11 ~ Life Orientation

3 4

Unit 10: The socio-economic environment 10.1 The impact of poverty 10.1.1 The impact of poverty on society 10.1.2 The impact of poverty on education 10.1.3 The impact of poverty on social behaviour 10.1.4 The impact of poverty on health 10.1.5 Violence and crime as a consequence of poverty 10.2 Factors that positively affect lifestyle choices 10.2.1 The importance of role models 10.2.2 Taking responsibility for making informed decisions 10.3 Physical Education: Participation in recreational activities that promote leadership skills 10.3.1 Team leadership 10.3.2 Team personalities 10.3.3 Defining roles and responsibilities 10.4 Physical Education: Develop a physical training programme in preparation for a hiking expedition 10.5 The role of nutrition in health and physical activities 10.5.1 Healthy nutrition Reflect and apply Unit 11: Careers and career choices 11.1 How to apply for a job 11.1.1 How to compile a CV 11.1.2 How to write an application letter/cover letter 11.1.3 How to complete a job application form 11.2 Interview skills 11.2.1 Preparing for an interview 11.2.2 Typical job interview questions 11.2.3 Ethical behaviour 11.2.4 Personal expectations regarding jobs and careers 11.3 Physical Education: Recreational and relaxation activities 11.3.1 Deep breathing exercises 11.3.2 Relaxation activities Reflect and apply Term 4 Unit 12: Healthy and balanced lifestyle choices 12.1 Understanding the role of power in relationships 12.1.1 Types of power in relationships 12.1.2 Signs that you might be in a controlling and manipulative relationship 12.1.3 Gender roles and the influence it has on health and well-being 12.2 Unequal power relations 12.2.1 The abuse of power 12.2.2 The impact of cultural beliefs and power on men and women 17

Facilitator's Guide G11 ~ Life Orientation

4 1 2

12.3 Physical Education: Participation in programmes that promote own umpiring, administrative and leadership skills 12.3.1 Planning and organising games 12.3.2 Practising administrative and organisational skills Reflect and apply Unit 13: Democracy and human rights 13.1 South Africa’s diverse religions and belief systems 13.2 Moral and spiritual issues and dilemmas 13.2.1 Abortion 13.2.2 Euthanasia 13.3 Cultural practices and traditions 13.3.1 Economic issues 13.3.2 Environmental issues 13.4 Physical Education review Revision and examination

*Fill in the target completion date for each lesson, according to the year plan for Life Orientation. Note that the submission dates for the formal assessments, as stated in the portfolio book, must strictly be adhered to.

Facilitator's Guide G11 ~ Life Orientation

Unit 1: Plan and achive life goals

Unit

This unit focuses on the self in society, including how you manage yourself in relationships and in the world. Being balanced and healthy allows us to be effective and to feel motivated to reach our goals. As an individual, it is important to know what your life goals are. Formulating goals and actions is one of the most important skills for any person who wants to reach their targets, keep to deadlines, and complete projects. In this unit, we will analyse how to balance our goals and expectations by assessing all factors that impact on our lives, such as family, friends and community. Prioritising goals and activities is one of the most difficult things to do in life because it means choosing certain goals and activities over others – and how do we know we’ve made the right choice? To make the right decisions, it is necessary that we do some introspection to decide which values are most important to us. Physical Education is a continuous aspect of Life Orientation throughout the year. Personal fitness is often ignored. A lack of exercise can lead to health issues and an overall feeling of despondency. Setting goals for your own health ensures that you also plan and make time to participate in activities that will benefit your health.

CHALLENGE FOR THIS UNIT How can I succeed in setting realistic and achievable goals for myself to ensure a high level of motivation and success? LEARNING OBJECTIVES

• • •

After completing these lessons, learners should be able to: identify their life goals set short-term, medium-term and long-term goals prioritise aspects of their life DEFINITIONS Action plan: A document that lists the steps to be taken to achieve a specific goal. It contains a timeline and target dates for the completion of specific tasks. Decision-making: Selecting an alternative course of action that will solve a problem. Flexibility: A personality trait that enables you to effectively adapt to change. Goal setting: Deciding what you want to accomplish in life, and creating a plan to achieve the desired results. Long-term goal: The plans you make and the goals you want to achieve in more than a year, such as the career and lifestyle you would like to have in future.

Unit

Facilitator's Guide G11 ~ Life Orientation

Medium-term goal: The plans you make and the goals you want to achieve in six months to one year, such as completing a project, doing a short-term job or passing Grade 12. Prioritising: Doing the ‘first things first’: evaluating a list of duties and obligations, and ranking each one according to importance or urgency. Problem: A problem exists whenever you perceive a difference between what has actually happened and what you want to happen. Problem-solving: The process of taking corrective actions that will solve problems and ensure that you still reach your goal. Short-term goal: The plans you make and the goals you want to achieve in the near future, typically in less than one year (a week, a month, a few months), such as learning new skills. Values: Your judgement of what is important in life (standards, code of behaviour, ethics).

LESSON 1.1: Plan and achieve life goals The focus of this lesson is for learners to effectively plan and achieve their goals, paying specific attention to the importance of the prioritising of goals. Discuss the following: • Why is it important to set goals? • Focus on the difference between long-term, medium-term and short-term goals. • Does goal setting increase personal motivation? • What happens if you don’t reach your goals? Why is it important to set goals? Top athletes, students and achievers in all walks of life set goals for themselves. Setting goals is part of being motivated. It helps you focus and organise your time and resources so that you can make the most of life. We are going to look at how to effectively plan and achieve goals. We will clarify the different types of goals, paying specific attention to how to prioritise these goals and how to change and adapt goals, if necessary. Learners complete activity 1, which will help them to identify areas in their lives that they might usually neglect (e.g., spending time with family). The unit will also look at methods that can assist learners in setting realistic and achievable goals. To solve the challenge in unit 1, learners need the answers to the following questions: • What are the differences between long-term, medium-term and short-term goals? • How do I solve problems effectively? • Is an action plan necessary for reaching targets and goals?

Facilitator's Guide G11 ~ Life Orientation

Unit

Types of goals Goals can be categorised as either long term, medium term or short term. • Long-term goals (longer than one year) • Medium-term goals (six months to one year) • Short-term goals (present to six months) Long-term goals consist of the plans you make for your future; for example, wanting to become a nurse after you graduate from university, or preparing to participate in a longdistance marathon, which needs 12 to 18 months’ training. Our long-term goals usually involve and include our best friends, family, or other important people in our lives. Long-term goals are achieved over a longer period as we complete the different stages in our lives. Medium-term goals are the goals you aim to achieve in six months to a year – somewhere between your short-term goals and long-term goals. These may often contribute directly to your long-term goals, as those can take a long time to achieve. Medium-term goals help you to stay motivated while working on your short-term goals. Short-term goals are goals that you can achieve in a shorter period of time, such as a week, a month or a few months. Short-term goals are often, but not always, stepping stones to achieving long-term goals. Lifetime goals are those major goals that you would like to accomplish in your lifetime. These are normally set to be accomplished in 10 or more years. Lifetime goals may include career goals, educational goals, family goals, financial goals or even just goals for pleasure. For example, a lifetime goal can be obtaining a master’s degree, having four children, saving money for retirement, or travelling around the world. It is important to remember that goals can change over time or become more defined as you get older. Goal setting is a powerful process that requires you to think about your ideal future, and for motivating you to turn your vision for your future into a reality. It is sometimes difficult to figure out how to set personal goals to ensure that we achieve what we want in life. We often tend to focus on one specific area (losing weight, passing a test, etc.), but forget that there are other – sometimes even more important – goals that also need attention. It’s important to understand that your well-being depends on how well balanced you are as a person. We can identify nine main areas in our lives that need to be in balance and which we need to consider for setting personal goals: • health and fitness • education and career prospects • personal relationships • social life and leisure • personal development • finances • quality of life • spirituality • contribution

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Facilitator's Guide G11 ~ Life Orientation

Activity 1: My life from a helicopter perspective This is a self-reflection activity. Learners must complete the questionnaire and also provide a reason for each score. Discuss the different areas learners feel uncomfortable with. It is important that learners identify areas that they want to work on. Identified areas can later be used to formulate SMART goals.

LESSON 1.1.1: Plan and set SMART goals Formulating and setting goals for your future are powerful processes. Goal setting will make you think about who and what you would like to be. It will turn your dreams for your future into a reality. If you do not write down or formulate these goals, your dreams will simply remain dreams. First consider what you want to achieve, and then commit to it. Set SMART (specific, measurable, achievable, relevant and time-bound) goals that will motivate you, and write them down to make them feel tangible. Next, plan the steps you must take to achieve your goals, and tick them off one by one as you work through them. The reason most people never achieve their goals is because they never define them, or never seriously believe that they are achievable.

Activity 2: Goal statements Guide learners to change the goal statement in the cartoon. The SMART technique The SMART goal-setting technique is the most popular tool for setting goals. This will help you to set specific, measurable, achievable, relevant and time-bound goals. If your goal is, for example, to do well in Life Orientation, but at the end of each term nothing changes, then you need to apply the SMART technique.

Facilitator's Guide G11 ~ Life Orientation

Unit

SMART technique

Specific goal setting

Measurable goal setting

To make the goal specific, certain information is needed. If the statement is just general, you will not succeed. You should consider: • What exactly do you want to achieve? • When do you want to achieve it? • How do you plan to achieve it? You can reformulate the goal statement as follows: At the end of 2018 (when) I want to obtain 80% for the November Life Orientation exam (what) by studying one hour each weekday (how). The goals you want to set must be measurable. It poses a problem to only say what you want to do. How will you measure your achievement? For instance, how do you measure ‘doing well’? For some, ‘doing well’ might be 40%, while for others it be 90%. For this reason, you need to define your own realistic measures. This goal statement already includes two measurables: One study hour for each weekday and 80% for the exam. It must be entirely possible to achieve your goal. If your goal is unachievable, you will end up feeling frustrated and lose your motivation. Always ask yourself: •

Is it possible to reach this goal? Can I obtain 80% in the exam, or will it be more achievable to revisit my goal and change it to 70%?

•

Is it within my control to reach this goal? Can I spend one hour each weekday studying for Life Orientation?

Achievable goal setting

When you realise that your goal statement is not achievable, you have to go back and change your goal to be more achievable. Your goal must be relevant to who you are and what you want to achieve in life. Relevant goal setting

Time-bound goal setting

Wanting to achieve 80% in Life Orientation will help you to pass Grade 11 with a great result. Beyond your school studies, for instance, would you set a goal of running a marathon if what you are really interested in is swimming? Your goal must be relevant to your own interests and activities. A goal must have a target date. To set realistic target dates, it is important to decide when you would like to achieve your goal.

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Facilitator's Guide G11 ~ Life Orientation

Activity 3: SMART principles Learners must use one of the life areas they identified as in need of change and identify which of the five principles of the SMART technique are applicable. They must then decide if it is a SMART goal and change their goal statement to include all five of the SMART principles.

LESSON 1.1.2: Action plan Learners must understand the purpose of an action plan. The purpose of an action plan is to: • determine which resources are required to achieve the goal • formulate a timeline for the completion of specific tasks An action plan lists the steps you must take to achieve a specific goal. The purpose of an action plan is to determine which resources are required to achieve your goal, and to formulate a timeline for the completion of specific tasks. Remember, if there is no action towards achieving your goal, you will never get there. Compiling an action plan makes it possible for you to see if your goal statement is SMART.

Activity 4: An action plan Learners must draw up their own action plan with all the necessary steps. Explain the example before learners draw up their own action plan.

Summary Goals are what take us forward in life. They are the oxygen to our dreams. It is very important to realise the significance and importance of goal setting and to apply this knowledge in your life. Goals help you to focus on what you want to achieve. Having a goal helps you to channel your energy and effort into a specific task. Without focus, you will not achieve anything. Goals give you direction in life and also help you to prioritise and distinguish between what is really important in your life and what is not.

Facilitator's Guide G11 ~ Life Orientation

Unit

Setting SMART goals will motivate you and you will benefit from this preparation. • • • • • •

You will move away from daydreaming and towards a clearer idea of what you want to achieve in life. You will be able to focus your mind on what is important to you. Having clear goals will help you to achieve what you really want in life. You will start finding new information and knowledge to assist you in achieving your goals. Your level of confidence and motivation will increase. Being more focused and fulfilled will enable you to also make a difference in other people’s lives.

Furthermore, setting goals will allow you to measure your progress. Setting target dates will help you to keep on track with what you want to achieve. A clear idea about what you want to achieve will help you to not get distracted so easily by less important things. Clear goal setting and planning may very well keep you highly motivated.

LESSON 1.1 assessment – MEMORANDUM 1.

Formulate your own goal statement. You can choose any area. Learner’s own answer.

Use this table to draw up an action plan.

(1 x 1) = (1)

What (is needHow ed) Learner’s own Learner’s own Learner’s own Learner’s own Learner’s own answer. answer. answer. answer. answer. (5 x 2) = (10) What

When

Who

Explain the differences between long-term goals, medium-term goals and shortterm goals. (3 x 2) =(6) Long-term goals are the plans you make and the goals you want to achieve in more than a year.  Medium-term goals are the plans you make and the goals you want to achieve in six months to one year.  Short-term are the plans you make and the goals you want to achieve in the near future, typically in less than one year (a week, a month, a few months). 

Explain each principle of the SMART technique for setting goals. (5 x 2) = (10) Specific goal setting  To make the goal specific, certain information is needed. If the statement is just general, you will not succeed. You need to consider what exactly you want to achieve, when you want to achieve it, and how you plan to achieve it. 

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Facilitator's Guide G11 ~ Life Orientation

Measurable goal setting  The goals you want to set must be measurable. It poses a problem to only say what you want to do. How will you measure your achievement? For instance, how do you measure ‘doing well’? For some, ‘doing well’ might be 40%, while for others it be 90%. For this reason, you need to define your own realistic measures.  Achievable goal setting  It must be possible to achieve your goal. If your goal is unachievable, you will end up feeling frustrated and lose your motivation. Always ask yourself if it possible to reach this goal, and if it within your control to reach this goal.  Relevant goal setting  Your goal must be relevant to who you are and what you want to achieve in life.  Time-bound goal setting  A goal must have a target date. To set realistic target dates, it is important to decide when you would like to achieve your goal.  5.

Name three benefits of setting goals. (3 x 1) = (3) Any THREE of the following: • Goals give you direction.  • Goals drive you forward.  • Goals give you something to focus on.  • Goals may help to keep you motivated.  • Goals help you to realise what is important in your life.  • Goals help you to measure your success.  [30]

LESSON 1.2: Prioritising goals to solve problems This lesson focuses on the importance of prioritising and solving problems. Discuss the following: • How to prioritise between goals. How to decide which goals are more important. • The impact of values on how learners prioritise their goals. • How to solve problems effectively. An important skill to have is to be able to prioritise your goals – deciding which goals are more important than others. When changes are made to your priorities, unforeseen problems could arise and these problems will have to be solved. Problem-solving is one of the most important skills that you must develop. Being able to prioritise goals and to solve problems effectively requires an understanding of the impact of your value system on your decisions. If you do not apply personal values to the way you solve problems, you will not effectively achieve your goals.

Facilitator's Guide G11 ~ Life Orientation

Unit

Prioritising and solving problems There is no set formula for prioritising goals. Prioritising goals in a work or school environment might be different to prioritising goals in your personal life, as a work or school environment requires you to work according to a set structure. Remember: the main reason you set goals for yourself is to decide who and what you want to be, what you want to do, and what you want to have. These decisions will include aspects of their personal lives, their education, their ambitions, spiritual life, health, family, and finances. This may become a very long list, which may leave them feeling discouraged. (Durham, 2012) These decisions will include aspects of your personal life, education, ambitions, spiritual life, health, family, and finances. This may become a very long list, which may leave you feeling discouraged. (Durham, 2012) Guidelines for prioritising goals •

Be realistic Use the SMART technique to ensure your goals are realistic. An example for an unrealistic goal would be something like: ‘I want to lose 10 kg in one week.’ When you have compiled your list of goals, you will see that some of them will take longer to achieve than others. Break each goal down into stages and do not try to do too much too quickly.

•

Be more flexible If your goal is to spend more time with your friends on Saturdays, but you realise that you did not complete an assignment during the week, it might require you to adapt your plans for one Saturday so that you can complete the assignment. This will help you to stick to your other goal of achieving 80% in the November exam.

•

Embrace change Change is an unavoidable part of life, which means it’s possible that for whatever reason, your goals might need to change. Do not become a hostage to your goals. As you continue on your journey through life, you need to revisit your goals. If you realise that you want something different now compared to one year ago, you can still change your goals and change your direction.

• • •

To prioritise your goals, go through your list of goals and decide which are: Critical: If your assignment is due tomorrow, all the tasks to complete this assignment become critical. Important: Your assignment for next month is important, but you do not have to work on it immediately. Optional: Working through old exam papers will help you to prepare for the exams, and should not be seen as either important or critical at this stage.

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Facilitator's Guide G11 ~ Life Orientation

What are the benefits of prioritising? • More focus on what matters and less rushing between random things that steal your time and attention. • Calmness, as you know that you are spending time on the things that are really important. • Time management, as time is not wasted on things that can be done later. • A feeling of satisfaction, as your efforts are worthwhile. This leads to higher levels of motivation.

LESSON 1.2.1: A seven-stage model for problem-solving and decisionmaking Achieving your goals is not easy. Even if you do all the proper planning and draw up action plans with target dates, there will always be obstacles and problems along the way that might become barriers. This is when we often tend to let go of our goals and focus on the obstacles. These barriers can be anything, such as family and friends distracting you or needing your attention, difficult situations, or a drop in motivation. The important thing is to not give up, but to continue on your journey. When things happen that throw you off balance, it is time to come up with new strategies that will help you to still achieve your goals. Sometimes, only very small changes need to be made to still reach your dreams. One of the most important skills that everyone needs to develop is the ability to (Smit, 2012) solve problems.

A seven-stage model for problem-solving and decision-making (Smit, 2012)

Activity 5: Applying the seven-stage problem-solving and decisionmaking model Learners must try to solve Timothy’s problem on their own. There can be more than one solution to the problem. Discuss previous aspects regarding values and prioritising and how they relate to long-term goals. Example answer:

Facilitator's Guide G11 ~ Life Orientation

Define the problem.

Set new goals.

Alternative options to solve the problem. What can he do? Think of at least two alternative options.

4 5 6 8

Unit

Evaluate the alternatives.

Timothy has too much to do. He needs to prioritise his goals. Cause: He wants to go on holiday, and must work at his parttime job to save money while focusing on his schoolwork. He also needs more time to train for gym, as he may get the chance to compete in South Korea. Any appropriate goals that may offer a solution to Timothy’s problem. Learner’s own answer, e.g. •

Not going on holiday

•

Quitting his part-time job

Justify the two best alternative options.

What will work the best? Choose the best option. Formulate a new goal statement. Implement the new goal statement. Draw up a new action plan. Evaluate the new plan. How will Timothy know if this new action plan is effective?

A new goal statement for the best option. A new action plan including all the steps. Is the new plan more effective? Why?

LESSON 1.2.2: The relationship between personal values, choices and goal setting Learners must be able to identify their personal values. The self-reflection activity will help learners to start thinking about who they are. Discuss the activity with the learners and emphasise the importance of values in life. Discuss the following: • personal values • values of friends • sociocultural values and beliefs Do you know what your personal values are? A value is a principle, standard or quality that we consider to be worthwhile or desirable. Our values have a big impact on how we attach meaning and importance to things, and are reflected in the way we live our lives, for example, I value freedom of speech, or I value family life. If we do not uphold our values, we can experience a sense of dissatisfaction. Our values also have a major influence on our goals. The way we set and prioritise goals and make decisions are to a great extent based upon our core values. 29