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LIFE ORIENTATION STUDY GUIDE Grade 12

A member of the FUTURELEARN group

Life Orientation Study guide

1812-E-LIO-SG01

Í2,È-E-LIO-SG01;Î

Grade 12

CAPS aligned

Dr M Koen Prof R Niemann

Study Guide G12 ~ Life Orientation

Contents INTRODUCTION..................................................................................................................3 STUDY TIPS AND METHODS.............................................................................................6 LESSON ELEMENTS..........................................................................................................7 SUBJECT CONTENT AND PLANNING..............................................................................8 Development of the self: Understanding and managing stress.................................. 10 Topic 1.1 Stress..................................................................................................... 11 Topic 1.2 Physical Education: A balanced lifestyle................................................21 Activity 1.1 ..........................................................................................................23 Activity 1.2 ..........................................................................................................25 Development of the self: Relationships......................................................................... 27 Topic 2.1 Relationships and communication.........................................................28 Activity 2.1 ..........................................................................................................36 Topic 2.2 Physical Education: Safety measures in physical fitness.......................38 Activity 2.2 .........................................................................................................39 Activity 2.3 ..........................................................................................................41 Activity 2.4 ..........................................................................................................44 Activity 2.5 ..........................................................................................................45 Development of the self: Communication...................................................................... 47 Topic 3.1 Communication......................................................................................47 Activity 3.1 ..........................................................................................................54 Topic 3.2 Physical Education: Participation in programmes for personal fitness and health ................................................................................................56 Development of the self: Conflict and conflict management....................................... 69 Topic 4.1 Conflict and conflict management..........................................................70 Activity 4.1 ..........................................................................................................74 Activity 4.2 ..........................................................................................................77 Topic 4.2 Physical Education.................................................................................77 Activity 4.3 ..........................................................................................................78 Study skills ...................................................................................................................... 79 Topic 5.1 Study skills and preparing for examinations...........................................80 Activity 5.1 ..........................................................................................................82 Topic 5.2 Physical Education.................................................................................92 Activity 5.2 ..........................................................................................................92 Activity 5.3 ..........................................................................................................93 Change and transition ..................................................................................................... 94 Topic 6.1 Transition between school and post-school, and dealing with change .95 Topic 6.2 The world of work: The value of work...................................................100 Activity 6.1 ........................................................................................................103 Topic 6.3 Physical Education...............................................................................106 Activity 6.2 ........................................................................................................106

Study Guide G12 ~ Life Orientation

Activity 6.3 ........................................................................................................106 Project............................................................................................................................. 107 Topic 7.1 Project..................................................................................................107 Topic 7.2 Physical Education: Indigenous games of South Africa.......................107 Activity 7.1 ........................................................................................................108 Careers and career choices ..........................................................................................114 Topic 8.1 Careers and career choices................................................................. 114 Activity 8.1 ........................................................................................................127 Topic 8.2 Physical Education...............................................................................129 Activity 8.2 .......................................................................................................129 Democracy and human rights....................................................................................... 131 Topic 9.1: Responsible citizenship and human rights..........................................132 Activity 9.1 ........................................................................................................133 Activity 9.2 ........................................................................................................141 Topic 9.2 The role of the media in a democratic society......................................142 Activity 9.3 ........................................................................................................145 Activity 9.4 ........................................................................................................145 Activity 9.5 ........................................................................................................148 Activity 9.6 ........................................................................................................149 Social and environmental responsibility..................................................................... 150 Topic 10.1 Social and environmental responsibility.............................................150 Topic 10.2 Formulating a personal mission and vision statement for life............153 Topic 10.3 Physical Education.............................................................................157 Activity 10.1 ........................................................................................................157 Development of the self in society............................................................................... 159 Topic 11.1 Physical, personal, societal and environmental conditions................160 Topic 11.2 Physical Education.............................................................................169 List of references............................................................................................................170

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Study Guide G12 ~ 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 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;

equip learners to interact optimally on a personal, psychological, cognitive, motor, physical, moral, spiritual, cultural and socio-economic level;

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;

expose learners to their constitutional rights and responsibilities, to the rights of others and to issues of diversity;

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;

expose learners to various study methods and skills pertaining to assessment processes; and

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).

Study Guide G12 ~ Life Orientation

ADDITIONAL READING 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 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 to study this content in Grade 12 Duration of each unit Number of units (revision for final assessment excluded)

11 units/year 22* 2 weeks

Suggested time allocation per unit

3 hours/unit

Number of lessons per unit

Duration per lesson Total suggested time allocation per year

45 minutes 33 hours/year

*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.

Study Guide G12 ~ Life Orientation

Weekly schedule The suggested weekly subject schedule for the full Grade 12 programme is as follows: Number of lessons per Time allocation per week Subject 1. Home Language 2. First Additional Language 3. Mathematics 4. Life Orientation 5. Additional subject 1 6. Additional subject 2 7. Additional subject 3

Total

week

(hours)*

6 6 6 2 5 5

4,5 4,5 4,5 1,5 3,75 3,75

5 35

3,75 26,25

*Lesson duration of 45 minutes.

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Study Guide G12 ~ Life Orientation

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 candidates, 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 you to perform well. The sooner you understand and apply good study habits, the easier your tests and examinations will be and the better your chances will be of getting good marks. Here are some tips to help you getting the most out of your 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.

Study Guide G12 ~ Life Orientation

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.

Study Guide G12 ~ Life Orientation

SUBJECT CONTENT AND PLANNING Content

Target date*

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 Solve the challenge Reflect and apply Unit 6: Change and transition 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 choices ÂŠ Impaq

Study Guide G12 ~ Life Orientation

Content

Target date*

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 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) *Complete your target completion date for each lesson, according to your year plan for this subject.

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Development of the self: Understanding and managing 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 you with knowledge, values, skills and activities to recognise and cope with stressful situations and challenges in real life, in order to thrive in your life and in the world beyond.

CHALLENGE What can I do to alleviate my own levels of stress?

• • • • • • •

LEARNING OUTCOMES After you have completed this unit, you must be able to do the following: explain the concept of stress; identify different stress responses; analyse common causes of stress in your life; critically evaluate ways to cope with stress in daily life; discuss the importance of physical activities and the value they have for your life and for the alleviation of stress; identify exercises that combat stress; argue why certain activities are particularly valuable for alleviating stress.

Study Guide G12 ~ Life Orientation

DEFINE 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 Problem questions To solve the challenge, answer the following 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 The 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. Conceptualising stress The term stress was coined by Hans Seyle some 70 years ago, who noted in numerous experiments that laboratory animals exhibited the same pathologic changes when subjected to persistent stress (The American Institute of Stress, 2014:1). Many other terms also refer to stress, such as worry, pressure, concern, anxiety and nervousness.

Unit

Study Guide G12 ~ Life Orientation

What causes stress? Stress in humans results from interactions between people and their environment that are perceived as straining or exceeding their adaptive capacities and threatening their wellbeing. In other words, a stressor that puts real demands on a person may result in stress. Coping with stress starts with identifying the sources of stress (stressors) in your life. Table 1.1 lists some examples of stressors that can affect all people at all stages of life. The table provides four groupings of stressors, namely physical, emotional, social and environmental. Table 1.1: Examples of stressors Type of stressor Physical Emotional

Environmental Social

Examples of stressors Physical factors that affect your body, e.g. pain, physical or sexual abuse, illness, hunger or physical disabilities. Emotional stressors can include feelings, personality, self-esteem, resilience, anxiety or the way you react to changes in life (death, divorce, changing jobs or pregnancy). Environmental stressors can include natural disasters, lack of private space, lack of fresh air, pollution or noise. Social stressors that affect your well-being include aspects of your relationships with other people (e.g. family or friends), social taboos and expectations, and performance pressures at school or work.

Another way of grouping stressors could be internal (nutritional status, overall health, fitness levels, emotional well-being or the amount of sleep you get) and external (physical environment such as a job, relationships with others, home, situations, challenges, difficulties and expectations that you are confronted with on a daily basis). When reflecting on your level of stress, it is also important to identify the causes of stress (stressors) in your life. These are often a combination of factors, with some stressors contributing more to your stress level than others. A trained professional can help you establish the deep-rooted or hidden causes of stress in your life, such as continuous pressure, rejection, abuse and guilt. Different interpretations of stressors Stress means different things to different people. How you experience a stressful event is very important, as it can define how you react to the event and the ultimate impact on your physical and mental health. People often interpret the same event in different ways, with corresponding differences in reaction. Some people seem to take everything in their stride. Their natural laid-back attitudes shine even in stressful situations. They would respond to a stressful event with sayings like “Tomorrow is another day” or “Bring it on”. In contrast, others get anxious at the first sign of a stressful situation. Their typical response could be “There is not enough time” or “I cannot get this to be perfect”. It is as if different people use different “lenses” to interpret potential stressful events. © Impaq

Study Guide G12 ~ Life Orientation

Unit

Figure 1.1 shows a graphical presentation of the concept that a different interpretation of stress factors can cause stress in one person or may be of little concern to another.

Figure 1.1 Differences in interpretation of stressors

It is clear that different internal or external pressures cause stress. Everyone has different stress triggers. It can be physical or emotional change, or a change in the environment. It can be minor challenges or major lifestyle challenges. FOR THE CURIOUS There are many examples of events with different interpretations and responses from people: • Social interactions where many people are present (such as a party) often cause high levels of stress for some people, while others thrive in such an environment. • Peak-hour traffic in larger cities cause very high stress for some, while others use it as a time to relax and reflect on the day and their surroundings. • When South Africa’s first democratically elected president, Nelson Mandela, was released from prison in 1990, many people felt extreme joy and happiness due to this event. Some others, however, felt high levels of stress due to uncertainty of what the future held for the country. • Technological advances and inventions often have very different effects on people. Computers, the internet, cellphones and tablets might be exciting for some, but can cause high levels of stress for others who do not know how to use it. Nuclear power is a very contentious invention – some find it very useful and support the technology, while others find it highly stressful and will strongly oppose any nuclear development close to where they live.

Unit

Study Guide G12 ~ Life Orientation

• •

Can you think of more examples of an event that resulted in different stress responses from different people that were in the news recently? Do you have an example where you encountered someone who reacted differently than you to a stressful event?

The effect of stress on the body When you feel threatened (real or imagined) the body’s defences kick into high gear in a rapid, automatic process known as the “fight-or-flight” reaction. The flight-or-fight response is the body’s sympathetic nervous system reacting to a stressful event. During this stress response, the body produces larger quantities of the chemicals cortisol, adrenaline and noradrenaline, which trigger a higher heart rate, make your breathing faster and heighten muscle preparedness, sweating and alertness in order to protect ourselves in a dangerous or challenging situation (Martin, 2014:1). Non-essential body functions, such as our digestive and immune system, also slow down. Stress can affect all aspects of your life: your body, thoughts, feelings and behaviour. Some common symptoms of stress are: • Physical symptoms: Clenched jaws, muscle tension, headaches, shortness of breath, stomach pain, fatigue, muscle twitches, elevated blood pressure, chest pain, nausea, dizziness, excessive sweating, fainting, dry mouth, diarrhoea or constipation. • Behavioural symptoms: Sleeping too much or little, eating more or less, losing weight, substance abuse, antisocial acts, decreased personal hygiene or nervous habits (nail-biting, pacing). • Emotional symptoms: Moodiness, depression, anxiety, guilt, self-blame, denial, numbness, irritably, agitation, helplessness, mistrust, short temperedness, sense of loneliness and isolation or crying. • Cognitive symptoms: Inability to concentrate, poor attention, memory problems, poor problem-solving, poor judgement, disbelief, disturbed thinking, confusion, flashbacks or suicidal ideas.