Life Orientation
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Life Orientation
Facilitator’s guide
Grade 12
aligned
Dr M Koen Prof R Niemann
CAPS
LESSON ELEMENTS
Every unit (suggested time: 2 weeks) will consist of the following learning activities:
• A challenge
• Life Orientation content
• Physical Education is part of most units, but does not necessarily relate to the unit challenge.
• Solve the challenge
• Reflect and apply
As well as:
• Learning outcomes
• Additional activities
• Definitions
• Enrichment activities (For the curious)
• Summaries
• Self-assessment activities
ICONS
VERY IMPORTANT
Following the above learning sequence implies that learners need to engage in the activities and Solve actions to accumulate the content, the self-insight and problem-Solve abilities to be successful in this subject.
INTRODUCTION
Life Orientation is the study of the self in relation to others and to society. It addresses skills, knowledge and values about the self, the environment, responsible citizenship, a healthy and productive life, social engagement, recreation and physical activity, careers and career choices. These include opportunities to engage in the development and practice of a variety of life skills to solve problems, make informed decisions and choices, and take appropriate actions to live meaningfully and successfully 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, participation in physical activity, 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, motor, physical, 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 pertaining to assessment processes; and
7. expose learners to the value of regular participation in physical activity.
Life Orientation in Grade 10 – 12 focuses on the following six topics:
• 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 associated assessment elements are based on the themes as outlined in the Curriculum and Assessment Policy Statement (CAPS).
TIMETABLE AND TIME MANAGEMENT
In Grade 12, there are three terms, as the Preliminary Examination in September constitutes the final assessment for Grade 12 Life Orientation. It is suggested that the themes are dealt with in units, consisting of a challenge, subject content, physical education, activities to solve the challenge, and application and reflective activities. The following diagram represents a suggested framework for covering the content:
ADDITIONAL RECOMMENDED READING
Nel, M. 2014. Life Orientation for South African teachers. Pretoria: Van Schaik. Van Heerden-Pieterse. 2015. Life Skills: My journey, my destiny, 2nd ed. Pretoria: Van Schaik.
RESOURCE REQUIREMENTS
The following resources are required to successfully complete this subject:
• Impaq study guide
• Impaq facilitator ’s guide
• Impaq portfolio tasks
• Mid-year examination
• Preliminary Examination (this is the Final Examination for Life Orientation, as the NSC Examination does not include a Life Orientation paper)
• Clothing, footgear and equipment to do the physical exercises
TIME ALLOCATION
The suggested time allocation for Life Orientation Grade 12 is as follows:
Number of units per year
Total number of weeks available for study this content in Grade 12
Sample*The number of weeks is decreased to provide for time for the Preliminary Examination, when the final assessment in Life Orientation for the year will take place. This implies that the same amount of work has to be mastered in a shorter amount of time.
Weekly schedule
The suggested weekly subject schedule for the full Grade 12 programme is as follows:
*Lesson duration of 45 minutes.
STUDY TIPS AND METHODS
Remember that studying should not be left until the night before a test or an examination. 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 an athlete or soccer player has to practise and develop his/her skills, effective study skills must be practised in order for the learner to perform well. The sooner the learner understands and applies good study habits, the easier his/her tests and examinations will be and the better his/her chances will be of getting good marks. Here are some tips to help the learner get the most out of his/her studies:
• Although you can study anywhere, the place you choose to study should not have any distractions.
• Time is the most valuable resource you have. If you struggle to find time to study, you should prioritise and set a timetable. It is important that you are not overloading yourself in this important Grade 12 year.
• As you prepare for tests or examinations, you should spend time reviewing your work. Begin 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.
• Make sure you understand all the material. Do not try to memorise facts that you do not understand.
• Test yourself by reviewing the self-assessment questions and activities in the unit. Use the learning outcomes to guide you.
• It is important to take regular breaks – working too hard can actually 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.
•
RECOMMENDED YEAR PLANNING
Content Target
TERM 1
Unit 1: Development of the self: Understanding and managing stress
1.1 Stress
1.2 Physical Education: A balanced lifestyle
Solve the challenge
Reflect and apply
Unit 2: Development of the self: Relationships
2.1 Relationships and communication
2.2 Physical Education: Safety measures in physical fitness
Solve the challenge
Reflect and apply
Unit 3: Development of the self: Communication
3.1 Communication
3.2 Physical Education: Participation in programmes for personal fitness and health
Solve the challenge
Reflect and apply
Unit 4: Development of the self: Conflict and conflict management
4.1 Conflict and conflict management
4.2 Physical Education
Solve the challenge
Reflect and apply
Unit 5: Study skills
5.1 Study skills and preparing for examinations
5.2 Physical Education
Content
Solve the challenge
Reflect and apply
Unit 6: Change and transition
Term 2
6.1 Transition between school and post-school, and dealing with change
6.2 The world of work: The value of work
6.3 Physical Education
Solve the challenge
Reflect and apply
Unit 7: Project
7.1 Project
7.2 Physical Education: Indigenous games of South Africa
Unit 8: Careers and career choice
8.1 Careers and career choices
8.2 Physical Education
Solve the challenge
Reflect and apply
Unit 9: Democracy and human rights
9.1 Responsible citizenship and human rights
9.2 The role of the media in a democratic society
9.3 Physical Education
Solve the challenge
Reflect and apply
Mid-year examination
Content
Term 3
Unit 10: Social and environmental responsibility
10.1 Social and environmental responsibility
10.2 Formulating a personal mission and vision statement for life
10.3 Physical Education
Solve the challenge, reflect and apply
Unit 11: Development of the self in society
11.1 Physical, personal, societal and environmental conditions
11.2 Physical Education
Solve the challenge
Reflect and apply
Revision
Final examination (during the Preliminary Examination)
Sample
1 Development of the self: Understanding and managing stress
Lesson 1: Stress
This unit focuses on the understanding and management of stress as an important element in the development of the self, a topic that we have been discussing since Grade 10. The development of the self entails the pursuit of developing and mastering certain skills that can help individuals to become the best they can, with all they have. It is about reaching for and realising our full potential as human beings.
Stress has become an integral part of our everyday lives. Modern life is full of challenges, demands, hassles and deadlines that we cannot always avoid. The way in which we deal with stress will have an impact on our bodies and minds. Consequently, we need to protect ourselves by recognising the symptoms of stress and by taking steps to reduce any harmful effects.
Physical activities also contribute positively to maintaining a healthy life, physical mobility and physiological well-being. It also strengthens the immune system, slows down the ageing process and assists in the alleviation of stress.
The ability to effectively manage stress is critical to personal and professional success. The aim of this unit is thus to equip learners with knowledge, values, skills and activities to recognise and cope with stressful situations and challenges in real life, in order to thrive in their lives and in the world beyond.
LEARNERS HAVE TO CONFRONT THE CHALLENGE
What can I do to alleviate my own levels of stress?
It is necessary to understand that this challenge needs to be solved by the end of the unit.
LEARNING OUTCOMES
After learners have completed this unit, they must be able to do the following:
• explain the concept of stress;
• identify different stress responses;
• analyse common causes of stress in their lives;
• critically evaluate ways to cope with stress in daily life;
• discuss the importance of physical activities and the value they have for one’s life and for the alleviation of stress;
• identify exercises that combat stress;
• argue why certain activities are particularly valuable for alleviating stress.
DEFINE (learners have to understand the following concepts)
Anxiety: Worry, nervousness or unease.
Coping mechanisms: Any conscious or unconscious effort that enables an individual to adapt to a situation in order to regain equilibrium.
Distress: The term refers to extreme anxiety, sorrow or pain.
Eustress: The term eustress consists of two parts. The prefix eu- derives from the Greek word meaning either “well” or “good”. When attached to the word stress, it literally means “good stress”.
Fight-or-flight response: When you feel threatened, a chemical reaction occurs in your body that allows you to act in a way to prevent injury.
Stress: Stress is a reaction to a stimulus that disturbs your physical or mental equilibrium.
Stress level: The severity of physical and/or mental tension resulting from factors that altered a person’s equilibrium.
Stress management plan: Physical and/or emotional actions that assist the body to deal with the stressors.
Stress tolerance: Stress tolerance is the ability to be relaxed and composed when faced with difficulties.
Stressor: A stressor is an agent or stimulus that causes stress, e.g. noises, a speeding car, writing a test or even going on a blind date.
Therapy: Expert interventions to guide a person to alter or reverse the effect of a negative condition or experience.
Topic 1.1 Stress
Learners have to solve the problem questions:
• What are the main causes of stress in my life?
• What effect does stress have on me?
• How stressed am I?
• What can I do to manage stress?
Introduction
SampleThe focus of this lesson is to recognise various causes of stress and the impact it has on our well-being, and to explore different methods to manage stress in our lives.
Address the following issues:
• Conceptualising stress
• The effect of stress on the body
• Levels of stress
• Managing stress
(The sections labelled “For the curious” are optional, but can make a valuable contribution to mastering this topic.)
FOR THE CURIOUS
People from all walks of life use stress to perform better:
• Athletes typically experience high levels of stress before a race. Good athletes learn to use the “fight-or-flight” response to outperform their competitors.
• Businesspeople often feel stressed by their work pressures, but many claim that this makes them work harder and push themselves to perform better.
• Performance artists (musicians, dancers) also feel high levels of stress, but often use this to improve their work.
• Learners often feel high levels of stress related to their academic performance. It can significantly increase before a test, but this stress can play an important role in preparing for the test.
• Can you think of more examples of people using stress in a positive way?
• Can you think of an event where you felt very stressful before the time, but were energised by that stressfulness to perform better? Try to think how stress made you feel and how you were able to positively respond to these feelings.
Levels of stress
Before you can do something about stress in your life, you first need to determine and understand your level of stress. There are many different methodologies that can be used to determine this. These methodologies range from the highly specialised, often administered by a trained professional (such as a doctor or a psychologist), to the very simple that can be done by yourself.
One such methodology was developed by Didato (Didato, 2003:182, 183). It involves a test with 12 questions, each with a statement that can be answered as True or False. To find out if you are stressed, complete the following quiz:
Question
Sample
Answer
1. I am a light sleeper. TrueFalse
2. I tend to be a forceful personality. TrueFalse
3. I believe that I am moodier than the average person. TrueFalse
4. I often become exhausted. TrueFalse
5. I often react with anger. TrueFalse
6. I tend to increase the number of my activities when I am under pressure. TrueFalse
7. I am more of a perfectionist than most of my friends are. TrueFalse
8. I usually do not pay much attention to my health. TrueFalse
9. When stress hits, I eat more or less than usual. TrueFalse
10. Sometimes I feel nauseous. TrueFalse
11. I often get a strong urge to eat, drink alcohol or smoke. TrueFalse
12. I generally feel moderate to strong bodily tension. TrueFalse
Add up the number of True answers (each True answer scores 1 and a False question scores 0).
According to this test, your stress level is as follows:
Your score: Most of us can manage varying amounts of pressure without feeling stressed. However too much or excessive pressure, often created by our own thinking patterns and life experiences, can overstretch our ability to cope and then stress is experienced.
3 points or less: You are least likely to suffer from stress-related illness.
4 – 7 points: You are more likely to experience stress-related ill health – either mental, physical or both. You would benefit from stress management/ counselling or advice to help in the identified areas.
8 points or more: You are the most prone to stress, showing a great many traits or characteristics that are creating unhealthy behaviours. This means that you are also more likely to experience stress and stress-related ill health, e.g. diabetes, irritable bowel, migraine, back and neck pain, high blood pressure, heart disease/strokes, mental ill health (depression or anxiety).
A stress diary is a record of the level of stress that you experience over an amount of time, and potential reasons for these levels. It is a useful tool to track changes in your level of stress and to identify any associated patterns.
Summary
Ensure that the summary is understood as it provides an overview of the topic.
Stress, however, means different things to different people. In Figure 1.2, it is shown that stress factors can cause stress in one person yet may be of little concern to another.
In Figure 1.3, it is emphasised that people interpret challenges in life in different ways. It is clear that different internal or external pressures can cause stress. Everyone has different stress triggers, such as physical or emotional change, or a change in the environment. It can be minor challenges or major lifestyle challenges. The various elements of stress are further captured below:
• The term stress was coined by Hans Seyle some 70 years ago. Other terms that also refer to stress are worry, pressure, concern, anxiety or nervousness.
• Stress results from interactions between people and their environment that are perceived as straining or exceeding their adaptive capacities and threatening their well-being.
• A stressor is something that causes stress in a person. Various types of stressors exist, such as physical, emotional, social and environmental. Stressors can be internal or external.
Sample
• Stress causes various effects in our bodies, resulting in physical, behavioural, emotional or cognitive symptoms. The body’s response to a threat is known as the “fight-or-flight” reaction.
• Stress can also have a positive effect on our bodies, such as heightened alertness and faster responses. Positive stress is called eustress, helping you to perform under pressure and do your best.
• People react to stress in different ways. Your reaction and associated stress levels depend on how you interpret a specific event.
• The first step in managing stress involves understanding your levels of stress. This can be determined through various methods or tests.
• It is important to identify the main stressors that cause stress or tension in your life.
• Coping with stress involves a combination of actions to avoid, reduce or manage stress.
• A stress management plan is an important tool to address stress in your life.
Figure 1.3 Conceptual map of stress
Learners can compare their levels of stress as measured by different online stress tests. Some stress tests that can be used include:
• www.stress.org.uk/stresstest.aspx
• www.cmha.ca/mental_health/whats-your-stress-index/
• www.bemindfulonline.com/test-your-stress/
Encourage them to find more examples, and use these to test their stress levels.
Do these tests provide an accurate reflection of the stress level? Are there discrepancies between the different tests?
If the learners are comfortable with discussing the results, let them share it with others and reflect on what they have learned.
Allow for self-assessment
1. Select the correct answer by circling the option that best represents your answer
1.1Stress refers to a _____. (a)(b)(c)(d) (a)mental reaction to a negative stimulus (b)physical reaction to a negative stimulus (c)person’s inability to deal with difficult situations (d) person’s reaction to a stimulus that disturbs a person’s equilibrium X
1.2 What type of stressor is breaking up with your loved-one?(a)(b)(c)(d) (a) Physical (b)Emotional X (c) Social (d) Environmental
Sample
1.3Decreased personal hygiene is a typical _____ stress symptom. (a)(b)(c)(d) (a) physical (b) behavioural X (c) social (d)emotional