Grade 12 • Study Guide
Life Orientation
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Life Orientation
Study guide
Grade 12
CAPS aligned
Dr M Koen Prof R Niemann
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).
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 11 units/year
Total number of weeks available to study this content in Grade 12 22*
Duration of each unit 2 weeks
Number of units (revision for final assessment excluded) 11
Suggested time allocation per unit 3 hours/unit
Number of lessons per unit 4
*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 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.
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
SampleVERY 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.
Content
SUBJECT CONTENT AND PLANNING
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
Target
date*
Sample
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
Content
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)
Target date*
*Complete your target completion date for each lesson, according to your year plan for this subject.
1 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;
Sample
• 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.
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.
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 Examples of stressors
Physical Physical factors that affect your body, e.g. pain, physical or sexual abuse, illness, hunger or physical disabilities.
Emotional 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 Environmental stressors can include natural disasters, lack of private space, lack of fresh air, pollution or noise.
Social 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.
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.
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.
Figure 1.1 Differences in interpretation of stressors
• 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.
Figure 1.2 shows some of the longer-term negative effects on your health due to stress.
your health
Not only will stress affect the mind, body and behaviour in many ways, but it can also take a toll on your relationships at home, work and school. Stress is not an illness itself, but can cause serious illness if it is not addressed. It is important to recognise the above stressors in order to help you to figure out healthy coping strategies.
Positive effects of stress
Usually, we attach a negative connotation to stress, because we believe that stress hurt more often than it can help. But stress is not always bad. In small doses, stress can help you to perform under pressure and drive you to do your best. This is called eustress. The term eustress comes from the Greek root “eu”, which means good (as in euphoria). When stress motivates you to win a race or finish an important job on time, it means you experience eustress.
SampleMiller and Smith (2014:1) explain the difference between positive and negative stress by arguing that stress is to the human condition what tension is to the violin string: too little and the music is dull and raspy; too much and the music is shrill or the string snaps. It is therefore important to learn to recognise when your stress levels are out of control.
Figure 1.2 Longer-term negative effects of stress on
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 (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
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
