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LIFE ORIENTATION FACILITATOR’S GUIDE Grade 7

Life Orientation Facilitator’s guide

1807-E-LIO-FG01

Í2’È-E-LIO-FG01pÎ

Grade 7

CAPS aligned

LM van der Walt

Facilitator’s Guide G07 ~ Life Orientation

CONTENTS LESSON ELEMENTS.......................................................................................................... 3 PREFACE............................................................................................................................ 5 TIMETABLE AND TIME MANAGEMENT ........................................................................... 5 ASSESSMENT REQUIREMENTS ...................................................................................... 6 YEAR PLAN ........................................................................................................................ 7 UNIT 1: Self-development in the society and the world of work ................................... 8 1.1 Lesson 1: Concept: Self-image (2 hours) .......................................................................9 ACTIVITY 1 ........................................................................................................... 10 1.2 Lesson 2: Changes in boys and girls: puberty and gender awareness (gender conception) (3 hours) ......................................................................................................10 ACTIVITY 2 ......................................................................................................... 11 1.3 Lesson 3: Peer pressure: the influence of peer pressure (3 hours)..........................12 ACTIVITY 3 ........................................................................................................... 13 1.4 Lesson 4: The importance of reading and studying: Reading for enjoyment and reading with comprehension (1 hour) ...........................................................................14 ACTIVITY 4 ........................................................................................................... 15 1.5 Lesson 5: Study methods and skills to improve memory (1 hour) ............................15 ACTIVITY 5 ........................................................................................................... 15 EXERCISE 1: OPEN-BOOK TEST ....................................................................... 15 UNIT 2: Constitutional rights and responsibilities and the world of work .................. 16 2.1 Lesson 6: Human rights (1 hour) ...................................................................................17 ACTIVITY 6 ........................................................................................................... 18 2.2 Lesson 7: Fair play in sporting activities (1 hour) ........................................................18 ACTIVITY 7 ........................................................................................................... 18 2.3 Lesson 8: Handling of abuse in different contexts (3 hours) .....................................19 ACTIVITY 8 ........................................................................................................... 20 2.4 Lesson 9: Career fields (3 hours) ..................................................................................21 ACTIVITY 9 ........................................................................................................... 21 EXERCISE 2: OPEN-BOOK TEST ....................................................................... 21 UNIT 3: Health, social and environmental responsibility and the world of work ....... 23 3.1 Lesson 10: Drug abuse (4 hours) ..................................................................................24 ACTIVITY 10 ......................................................................................................... 24 3.2 Lesson 11: Concept: Environmental health (3 hours) ................................................26 ACTIVITY 11 ......................................................................................................... 28 3.3 Lesson 12: The world of work: The simulation of work-related activities (3 hours) 28 ACTIVITY 12 ......................................................................................................... 29 EXERCISE 3: OPEN-BOOK TEST ...................................................................... 30 UNIT 4: Self-development in society and constitutional rights and obligations ........ 34 ACTIVITY 13 ......................................................................................................... 37 ACTIVITY 14 ......................................................................................................... 40 4.3 Lesson 15: The different religions in South Africa (2 hours) ......................................40 ACTIVITY 15 ......................................................................................................... 40 EXERCISE 4: OPEN-BOOK TEST ....................................................................... 41 1

Facilitator’s Guide G07 ~ Life Orientation

UNIT 5: Physical education: Practical ............................................................................ 43 TERM 1 .......................................................................................................................................43 ACTIVITY 1 ........................................................................................................... 43 TERM 2 .......................................................................................................................................45 ACTIVITY 2 ........................................................................................................... 45 TERM 3 .......................................................................................................................................46 ACTIVITY 3 ........................................................................................................... 46 TERM 4 .......................................................................................................................................47 ACTIVITY 4 ........................................................................................................... 47 BIBLIOGRAPHY AND REFERENCES ............................................................................. 48

Facilitator’s Guide G07 ~ Life Orientation

LESSON ELEMENTS LEARNING AIMS What the learner should know at the end of the lesson. Taken from CAPS.

IMPORTANT TERMINOLOGY New terminology to extend understanding of the subject as part of this lesson.

DEFINE Definitions of concepts to understand the content.

IMPORTANT Explain misunderstandings; possible confusion regarding existing knowledge.

TIPS Any information other than the content, to guide the learner through the learning process.

FOR THE CURIOUS Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that the learner is encouraged to explore. For the gifted learner: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.

Facilitator’s Guide G07 ~ Life Orientation

ACTIVITY Questions throughout the lesson that must be done in order to test the knowledge of the lesson completed.

EXERCISE In conclusion of the specific unit. Formative assessment.

CORE CONTENT Emphasise the core of content; in-depth explanation of a specific section of the lesson; needs to be understood.

STUDY/REVISION Time spent to study the content in conclusion of the unit and in preparation for the test or examination.

Facilitator’s Guide G07 ~ Life Orientation

PREFACE Welcome to Life Orientation Grade 7. Life Orientation is central to the holistic development of learners. It focuses on the development of the self in society. All the learning material meets the CAPS standards. Life Orientation consists of two components, namely a theoretical and a practical (physical) component. The theoretical component is done in the prescribed class time. An activity is included in every lesson which learners must complete in their workbooks (scripts). All memorandums are in the facilitator’s guide. Under the heading “For the curious” provision has been made for learners who want to acquire more knowledge. Learners can discussed the information they gathered with the facilitator. The practical section of Life Orientation is Physical Education. The section is the last unit in the study guide/facilitator’s guide.

TIMETABLE AND TIME MANAGEMENT The time allocation for Life Orientation two hours per week. One hour is spent on Physical Education and the other hour must be divided between the four other topics. It means that there are 70 hours available for the instruction of Life Orientation. This excludes examination times. A set period must be made available for Physical Education each week. Weight values of the topics as taken from CAPS. TOPIC Self-development in the society Health, social and environmental responsibility Constitutional rights and responsibilities World of work Physical education Contact time Examinations Total hours Total weeks

HOURS ALLOCATED 10 10 7 8 35 70 10 80 40

Facilitator’s Guide G07 ~ Life Orientation

ASSESSMENT REQUIREMENTS Assessment is a continuous process to monitor learners’ progress. In the subject of Life Orientation certain skills are required. These include decision-making, communication, assertiveness, negotiation, goal setting, problem solving and creative thoughts. Learners are assessed in two ways: 1. Informal assessment tasks These tasks take place during the instruction process. It is usually the activity that must be completed at the end of each lesson. 2.

Formal assessment All assessment tasks which make up the formal assessment programme for the year are seen as formal assessment. They are formally marked by a marker and the marks are recorded. All formal assessment can be found in the portfolio book. The facilitator marks the tasks.

ASSESSMENT PROGRAMME TERM 1 Task 1 Written tasks PET

TERM 2 Task 2 June examination PET

TERM 3 Task 3 Project PET

TERM 4 Task 4 November examination PET

Assessment instrument for the PE tasks LEVEL Criterion 1: Regularity of participation (20 marks)

LIMITED 0% = 0 marks 1–5% = 1 mark 6-10% =2 marks 11–15% = 3 marks 16–20% = 4 marks

Criterion 2: Outcome of the execution of movements (10 marks)

Needs a lot of attention. Doesn’t lead to the desired outcome at all. (0–1 mark)

ADEQUATE 21–25% = 5 marks 26–30% = 6 marks 31–35 % = 7 marks 36–40% = 8 marks 41–45 % = 9 marks 46–50 % = 10 marks Needs attention and rounding off, especially with movements which do not lead to the desired outcome. (2–3 marks) 6

COMPETENT 51–55% = 11 marks 56–60 % = 12 marks 61–65 % = 13 marks 66–70% = 14 marks 71–75% = 15 marks

EXCELLENT 76–80% = 16 marks 81–85 % = 17 marks 86–90% = 18 marks 91–95% = 19 marks 96–100% = 20 marks

Competent, effective and fitting. Movements mostly lead to the desired outcome. (4 marks)

Exceptional skills levels. Movements always lead to the desired outcome. (5 marks)

Facilitator’s Guide G07 ~ Life Orientation

YEAR PLAN TERM

DATE STARTED

LESSON 1

Concept: Self-image

Changes in boys and girls: Puberty

Peer pressure

Importance of reading and studying

Skills to develop memory

Human rights

Fair play

Handling of abuse

Career fields

Drug abuse

Environmental health

Simulation of career related activities

Personal diet

Common illnesses

Different religions

1 2 1 3

DATE COMPLETED

PHYSICAL EDUCATION (UNIT 5) Participation in a fitness programme: Safety issues Participation in fitness programme: Participation and execution of movements Participation in fitness programme

2 3

Participation in and execution of movements 5, 6, 7 Play a community or indigenous fallin game and safety issues 8, 9 Execute movements with rotation, balance, elevation and rhythm 10 Participation in and execution of movements 11, 12 Outdoors relaxation and safety issues

Facilitator’s Guide G07 ~ Life Orientation

Unit

UNIT 1 Self-development in the society and the world of work LEARNING AIMS After learners have completed this unit, they must be able to do the following:         

Identify and reflect on positive personal traits: relationship with self, family and friends. Identify personal interests, skills and potential. Can develop and apply strategies to improve your self-image by positive actions and self-respect. Can develop and apply strategies to improve others’ self-image by positive actions and to show respect for others and have respect for diversity. Be able to understand physical and emotional changes during puberty and understand how it influences relationships. Understand and respect others’ bodily changes and emotions. Appreciate and accept the self and others. Understand peer pressure and how it can influence the individual. Understand the importance of reading and studying.

It is important that learners apply the life skills they learn to develop and use their personal potential. It enables you to react to the challenges of the world. Adolescence is marked by emotional and physical changes. It is important that learners build a positive self-image. The unit enables them to develop further life skills. It also helps them to develop an emotional intelligence which will empower them to cope with challenges. This unit supplements the work done in the previous grade with new knowledge. IMPORTANT TERMINOLOGY In each unit you will maybe encounter new terms. At each lesson there is a DEFINE block. All new terms regarding the lesson will be described there.

Facilitator’s Guide G07 ~ Life Orientation

1.1

Unit

Lesson 1: Concept: Self-image (2 hours) FOR THE CURIOUS The following piece of information is about bullies. The facilitator can study it and discuss it with the learner and compare it with the research the learner has done.

What is bullying? Bullying includes actions like bossiness, manhandling, maliciousness, pestering and even abuse. The bully usually repeats his or her actions, they have a specific target and there is an imbalance of power (the bully is older or stronger). Both boys and girls can be bullies. It is not necessarily boys who bully. A child can be bullied in three ways: 1. 2. 3.

Verbally, like swearing at someone or calling them ugly names. Social bullying, where the child is excluded from a group. Physical bullying, where someone is hit, knocked or things being pulled out of their hands.

Why does someone become a bully? Some parents punish their kids inappropriately and this can lead to a child becoming a bully. Children who feel inferior can also become bullies to gain more esteem. It can also happen that when children who experience trauma like moving or a divorce, suddenly start bullying other kids. Racism or intolerance towards other people can also lead to it. Some children don’t learn at home to control their moods effectively and it then manifests in inappropriate behaviour. Children also bully because they want to impress their friends and because they have no feelings for other people. How do you handle a bully? Don’t show the bully that his or her behaviour upsets you. Be very assertive and talk firmly to him or her. Don’t let the bully’s behaviour make you unhappy. Remember that you are not the person with the problem. Don’t take valuable items to school. Avoid the places where the bully usually waits. Lastly, hold your head up high and be proud of the person you are.

Facilitator’s Guide G07 ~ Life Orientation

Unit

ACTIVITY 1

1.1 1.2 1.3

1.4 1.5

It is a picture of how a person sees him-/herself. (2) A person’s ability is that which he or she is able to do and it lies in that which you believe of yourself. (2) Learners can give own opinion. Possible answers are, for example, good academic achievement, good friends, a happy home, good achievement in sports. (3) Learner can name any five of the strategies in the study guide. (5) Learner can name own strategies. 1.1.3 in the study guide can be used as guidelines. (3) [15]

2.1

Learner must show insight in the use of all three of the conflict styles as discussed in Lesson 1. The learner must be able to name how the situation will be handled if the boy uses all three methods. How will he behave if he uses denial? How will he act if he uses mediation? How will he behave if he acts confrontational? Give one mark for the naming of the conflict handling method and one mark for the application of it in the situation. (3 x 2) = (6)

2.2

Learners get one mark for the naming of the conflict handling and three marks for the reason of his behaviour. (4) [10] [25]

1.2

Lesson 2: Changes in boys and girls: puberty and gender awareness (gender conception) (3 hours) FOR THE CURIOUS The learner must collect and paste pictures which advertise products.

The learner must be able to interpret how the person’s sexuality is being used to sell the product. Help the learner to focus on especially advertisements which convey the idea. The questions are the learner’s own opinion.

Facilitator’s Guide G07 ~ Life Orientation

Unit

ACTIVITY 2 The learner’s own opinion is also very important with this activity. The learner must show insight into the influence which the factors have on his/her sexuality. Refer to the study guide. The learner must provide three valid reasons with each factor about why it can influence him or her directly. Possible answers as a guideline for the facilitator are: 1.

Your friends and family – here you learn about the roles of the different genders. Your friends’ values about sexuality can also influence you. Your parents’ behaviour towards you as a boy or girl can also form your sexuality. Advertisements can lead to negative sexual behaviour. You may think if you act in a certain way or dress inappropriately that you are ‘in’. However, it doesn’t reflect the true person you are. Your culture and community prescribe certain sexual behaviour. Certain communities don’t mind promiscuity and even condone it. Certain cultures are very strict about the differences between men and women and apply it strictly. The people who teach you academically are people who see you for long periods of times and they can influence you optimally through their teaching, especially in a subject like Life Orientation. They can empower you to make the right choices. Christians does not believe in premarital sex. Some religions however believe that you should have a child before marriage to ensure a future generation. [15]

Facilitator’s Guide G07 ~ Life Orientation

Unit

1.3

Lesson 3: Peer pressure: the influence of peer pressure (3 hours) FOR THE CURIOUS The facilitator can use the information below to help the learner with his or her research regarding drugs.

Dagga (marijuana) It comes from the leaves of the Cannabis Sativa plant. It can grow in virtually any place. The plant likes warm conditions as in KwaZulu-Natal. It contains more than 421 chemicals. Dagga influences your brain when you use it. It leads to chronical bronchitis and high blood pressure in the person who uses it. It also leads to a weakened immunity system. Alcohol It is any strong liquor used excessively and on which the person can become dependent. It suppresses the person’s brain functions. It slows down the nervous system. The biggest influence is on the liver of the person. It leads to an enlarged liver and can develop into liver sclerosis which can potentially be deadly. Tik It is another name for a stimulant namely methamphetamine. It is a white, half translucent powder or crystals. It can be sniffed, taken orally or be injected. It leads to aggressive and violent behaviour. It also harms the lungs and leads to abscesses in the person’s mouth and face. The person visibly deteriorates physically. Mandrax It is originally a sedative. They are usually small white tablets. It influences a person’s heart rhythm, harms the liver and can lead to psychotic episodes. Cocaine It is fine white, odourless power and highly addictive. It is made from the leaves of the cacao plant. It causes a permanent runny nose, sleeplessness and poor concentration. It produces a serious psychological addiction. Heroine It is produced from the milk sap of the Papaver Somniferum plant. It is a white powder. It leads to watery eyes and restlessness. It also causes shaking and heavy sneezing.

Facilitator’s Guide G07 ~ Life Orientation

Unit

ACTIVITY 3

The learner’s own opinion is important. The marker should ensure that the learner understands what peer pressure is. (1)

Give the learner 1 mark for each step mentioned for problem solving (7) and one mark for explaining the given point.  What is the problem? (1)  What do you want to achieve by solving the problem? (1)  Consult other people for advice. (1)  List to all the possible solutions. (1)  Consider pros and cons. (1)  Evaluate your options and choose one. (1)  Revise your option and see if it works. (1) Possible answers as guidelines for the facilitator:  You feel uncomfortable at the party and strange things are going on. (1)  You don’t want to participate in the activities, but still want to keep your good friend. (1)  See if there is someone else in the room looking uncomfortable and go chat with the person. (1)  I can stay here and participate in everything and feel very bad about it, but my friend will be happy OR I can go home and be true to myself, but my friend will be angry. (1)  Is it advantageous to do the wrong things? And is it so bad if my friend will be angry with me? Learner must give own reasons. (1)  Learner must choose one option. (1)  Learner must give an opinion about whether he or she thinks the option had the desired outcome. (1) (14) [15]

Facilitator’s Guide G07 ~ Life Orientation

Unit

1.4

Lesson 4: The importance of reading and studying: Reading for enjoyment and reading with comprehension (1 hour) FOR THE CURIOUS

Parts of the brain, as seen from the side

Corpus Callosum

Thalamus

Hypothalamus

Cerebellum

Hippocampus

1. 2. 3. 4. 5. 6. 7.

Cerebral cortex

Corpus callosum – knowledge, memory, intelligence Cerebral cortex – all information is stored here Thalamus – receives information from the senses Hypothalamus – fear and aggression centre Hippocampus – regulates hunger, thirst, body temperature Cerebellum – controls and coordinates muscles Brain stem – connects the brain with the spinal cord

Brainstem

Facilitator’s Guide G07 ~ Life Orientation

Unit

ACTIVITY 4 The learner marks his/her own answers and then tests how good his/her reading comprehension is. It is not for assessment but only for an exercise.

1.5

Lesson 5: Study methods and skills to improve memory (1 hour) ACTIVITY 5 This activity is a game to exercise association. The learner can associate the picture with anything within his or her framework.

Examples: 1. My naughty baby brother/how I played when I was a baby. 2. My brother/sister and I. He or she makes me angry and I chase him or her around the house. 3. Myself and all good friends. EXERCISE 1: OPEN-BOOK TEST

Question 1 Make a collage which portrays your self-image. It can be things like your sporting heroes, role models, clothing, pictures of your family or music. Everything that describes you as a person. Assessment requirements 1. Creativity 2. Use of colour 3. Assignment correctly executed 4. Rounding off 5. Portrayal of learner’s uniqueness

[15]

Facilitator’s Guide G07 ~ Life Orientation

Unit

UNIT 2 Constitutional rights and responsibilities and the world of work LEARNING AIMS After learners have completed this unit, they must be able to do the following:     

Understand human rights and can apply it to your interaction with other people. Understand the responsibility regarding human rights. Be able to apply fair play in various sports. Be able to handle abuse in different contexts. Investigate different career fields and identify your own abilities and interests in the choice of a career.

In this unit we will especially look at human rights as stipulated in the South African Constitution. You as a person have various rights you can insist on. However, there are also responsibility required from your side if you want to insist on these rights. Everyone in South Africa has human rights and is entitled to these rights and to be handled with dignity. These rights are included in the Constitution of South Africa as the Bill of Human Rights. It teaches citizens to treat each other fair and as equals. We also discuss the issue of abuse. Abuse happens in different contexts – between adults, between adults and children as well as between children/friends. It is important that you can identify the warning signs of abuse so that you can protect yourself in dangerous situations. It is important to communicate to build healthy relationships without violence. The last topic in this unit is aimed at your possible career choices. It focuses on the determining of your own interests and abilities. We look at various career fields and give you more information about them. We will look at the school subjects you need, the years of study and the costs of it. We also look at the various institutions where you can find career information. Although the activities are not for assessment purposes, it still is important that learners complete the activities because it gives them the opportunity to apply the knowledge.

Facilitator’s Guide G07 ~ Life Orientation

Unit

2.1

Lesson 6: Human rights (1 hour)

2.1.2

The violation of human rights

The learner must study and discuss certain situations and whether they are human rights violations. The learner must give reasons for his/her answers. Possible answers: 1. Yes. Violation of human rights through corporal punishment. Nobody may abuse another person physically. 2. No. The government may disown land if they pay a reasonable price for it. 3. Yes. The right of a person to have basic health services and care. The staff members of a hospital violate a person’s human rights by not helping him/her. 4. Yes. They violate your right to clean and usable water by dumping rubbish in it. 5. No. The person does not have the right qualifications. It’s not a violation of his human rights. 2.1.3

How do I handle the violation of human rights?

The learner must read through the case study and answer the questions which follow. It’s important that the learner gives his/her own opinion. The facilitator can work through the questions with the learner and use it as a starting point for a discussion about discrimination. Question e) asks that the learner compile a list of how Fatima can solve the situation. Let the learner look and indicate his/her own answer. The facilitator must only lead the learner in the answers, but don’t influence his/her opinion. FOR THE CURIOUS The learner can read through newspapers or magazines and collects articles and pictures about human rights violations. Help the learner to gather information. Think about situations like:  There isn’t clean water and adequate rubbish removal.  There isn’t enough housing.  Neglected children live on the streets.  People are attacked.

Facilitator’s Guide G07 ~ Life Orientation

Unit

ACTIVITY 6 Let the learner choose any five human rights. Cut out pictures out of the newspaper or magazine that relate to human rights. Use the letters in the magazine to paste the words. The learner shouldn’t make the pictures too small. It must convey a clear message. The learner’s collage can be any size.

2.2

Lesson 7: Fair play in sporting activities (1 hour) FOR THE CURIOUS The learner must look at examples of bad sportsmanship by sportsmen or women in the past or recently.

The information below is just a guideline for the facilitator to assist the learner in conducting research. Other athletes can also be mentioned.

Tonya Harding had her opponent, Nancy Kerrigan, attacked.

Jose Cansec used steroids.

ACTIVITY 7 The learner can give his/her own opinion with each picture. The next are just possible answers: a)

Good sportsmanship. The rugby player reaches out his hand to his opponent and helps him to get up. This shows that he is in good spirit with the person in the competition.

Bad sportsmanship. It is bad behaviour to grab your opponent in the face. It is also bad behaviour in general.

Facilitator’s Guide G07 ~ Life Orientation

2.3

Unit

Lesson 8: Handling of abuse in different contexts (3 hours) FOR THE CURIOUS The psychological and emotional implications of abuse are serious consequences of it. The learner can look in books, articles or on the Internet for research that have been done about it.

Websites where good information is available: www.unisa.co.za www.therapistonline.co.za Possible answers: 1.

Physical abuse  Withdrawal of social interaction  Depression  Chronic headaches and stomach aches  Aggression and compulsivity  Low self-esteem

Sexual abuse  Isolation  Self-pity  Anger  Inappropriate sexual behaviour

Emotional abuse  Intense unhappiness  Very low self-esteem  Anxiousness

Facilitator’s Guide G07 ~ Life Orientation

Unit

ACTIVITY 8 The learner must study the given pictures and identify every kind of abuse. The learner must describe each type of abuse in her/his own words. a)

Emotional or verbal abuse It is when one person destructs another person’s self-image through that which he/she says. The person will say negative things like: “You are a good-fornothing” or “You won’t ever achieve something in life”. It can be anybody that has an influence on the child’s life. It can be a parent, brother, sister, grandmother, teacher or even a friend.

Physical abuse It is when someone deliberately causes physical harm to another person. It can be when you are hit, pushed around or kicked. Physical abuse can lead to serious complications like brain damage or even death. It can be anyone, like someone at home or friends or bullies at school. In most cases it occurs at home.

Sexual abuse It is when someone performs inappropriate sexual acts with a child. Research shows it is usually a person the child knows well. The person will intimidate and threaten the child to keep it a secret. FOR THE CURIOUS Interests and skills are important if you one day want to choose a career. Let the learner draw up two columns with INTERESTS on the one side and SKILLS on the other side. Let the learner describe in each column specific traits which describes him/her best.

After the learner has done this, let him look at two careers which will best suit his/her specific traits. Example: INTERESTS Rugby Science People Mathematics

SKILLS Is very fast and have good ball handling abilities Gets good marks in subject Has good people skills Gets good marks

Facilitator’s Guide G07 ~ Life Orientation

Unit

The learner has an interest in sports and people and is academically strong in science and mathematics. The possible careers which meet the requirements are sport scientist or physiotherapist.

2.4

Lesson 9: Career fields (3 hours) ACTIVITY 9 The learner does research about a chosen career. The facilitator only serves as help for the learner.

EXERCISE 2: OPEN-BOOK TEST This exercise is only for revision purposes. 1.

Any five of the following:  Equality – all people are equal and should be treated equally.  Life – everyone has the right to life.  Human dignity – all people’s human dignity should be respected by the government and citizens.  Freedom and security – nobody is allowed to be held unrestricted and without a hearing. You have a right to live free from violence.  Slavery, servitude and penial servitude – you may not be forced to work for anybody.  Freedom of speech and expression – everyone is allowed to freely speak, write and create art.  Privacy – you and your property may not be searched without reason.  Freedom of religion, conviction and opinion – you have the right to pursue the religion of your choice.  Meetings and Protestation – you may organise and attend public meetings.  Freedom of Association – you may belong to the group of your choice.  Political rights – you may vote if you are over the age of 18 and belong to a political party of your choice.  Freedom of Movement and Freedom – you may visit any place in South Africa and go and live there.  Freedom of Information – you have the right to information to protect your rights.  Freedom of career, industry or trade – you can freely choose a career or trade. However, the government may regulate it.  Children – have the right to parental care, education and to be protected against abuse.  Citizenship – nobody may be denied citizenship.

Facilitator’s Guide G07 ~ Life Orientation

Unit

          2.

Fair Administrative Actions – the government is not allowed to start legal procedures without valid reasons. Housing – every person has the right to housing, however, the government does not have to provide this. Labour relations – you have a right to be treated fairly in your place of work. Environment – your environment should be healthy and not be harmful to you as a person. Arrested, detainees and accused – you have the right to have a lawyer. Property – you can own and sell property. Education – everyone has the right to basic education. Health care, food, water and social security – the government should secure health services, food, water and financial help. Language and Culture – you are allowed to use your own language and belong to the culture of your choice. Access to courts – everyone has the right to access to the courts. (10)

I must respect my whole community. I must help in my community where I can.

(2)

It contributes to other sports people respecting you. It shows that you have integrity. It contributes to positive participation in sports (the learner can give his/her own three reasons).

(3)

Physical abuse is when someone does physical harm to another person, like hitting a child with a cane. Sexual abuse is when inappropriate sexual acts are performed with a child by an adult. Verbal or emotional abuse is when someone breaks down another person by the things he/she says to the person. (6)

Any ONE reason: Ignore the person. Don’t be alone with the person. Tell someone. Learner can name any three:  Business Studies/Economy  Law  Agricultural Science and Technology  Educational Science  Engineering  Health Sciences  Theology

(1)

(1) [20]

Facilitator’s Guide G07 ~ Life Orientation

Unit

UNIT 3 Health, social and environmental responsibility and the world of work LEARNING AIMS

  

After learners have completed this unit, they must be able to do the following: Identify drug abuse and be able to apply prevention methods. Be able to identify environmental problems and be able to apply problem-solving skills to address them. Be able to interpret the working environment and all the aspects surrounding it.

The unit is very comprehensive and addresses various social and environmental issues. The first social issue is that of drug abuse. Drug abuse is a serious problem under the youth of today. The problem is that teenagers and their parents are not well informed about the problem and dangers of drugs. In this unit we will look at the different types of drug abuse and the symptoms that accompany them. We will also look at the factors contributing to the use and abuse of drugs. There are also factors that can protect you against it. The second issue is that of environmental health. A lot of people do not realise that a healthy environment contributes towards a healthy community. There are various projects that you as individual or as a community can start to address the issues and thereby set up a plan to look for solutions. The last part of the unit is about the world of work. It is important that you know how to adjust to a certain working environment. What should you wear? What kind of tools are required for a certain career? What kind of activities does it entail? In which kind of environment do you work? What are the personality traits required for the specific career? The other area we look at is school subjects required, where you study for the specific career and how long must you study? It is also important that the career fits in with your interests and abilities and that it adds value to the achievement of these personal needs and potential.

Facilitator’s Guide G07 ~ Life Orientation

Unit

3.1

Lesson 10: Drug abuse (4 hours) FOR THE CURIOUS The learner does research on drug abuse. Let the learner use newspapers, magazines, the Internet and, if possible, the library.

The information below is just for the insight of the facilitator. It will help you to assist the learner with his/her research. The information below was taken from Huisgenoot of 29 March 2012 regarding alcohol, drug and sex abuse among teenagers: Out of 205 children from Grade 8 to 12:  38% had sex.  About a third have smoked cigarettes.  12% have smoked marijuana  67% of children which have started drinking when they were younger than 15 years will later also use drugs.  50% have used alcohol.  3% have used tik.  Some have used ecstacy, cocaine, CAT, hallucinogenic mushrooms or LSD and have sniffed glue and petrol. The learner can give his/her opinion regarding places for children with addiction problems. Help the learner to identify places.

ACTIVITY 10 The learner’s opinion is always very important. The facilitator must take the learner’s insight and way of thinking into account. However, the scenario is written in such a way that deductions can be made easily. The learner must also refer to the content of the lesson to answer 4, 5 and 6. 1.

He believed he didn’t have a problem (1) and that it was just his lifestyle choice (1) and that he could stop using drugs at any time. (1) (3)

At 26 years his life becomes a nightmare. (1) He loses his self-respect (1) and hurts himself (1) and the people around him (1). He is desperate to stop but cannot. (1) (5)

Facilitator’s Guide G07 ~ Life Orientation

Unit

Alex is clean from drugs (1) and he is the director of a rehabilitation centre and helps other addicts (1). (2)

Learner can name any FIVE of the following: Behavioural factors: 1. The person steals expensive items. 2. The person steals alcohol or medication. 3. The person’s school achievement drastically declines. 4. The person is often absent from school. 5. The person has serious disciplinary problems. 6. The person tells a lot of lies and acts mysteriously. 7. The person makes telephone calls in secret. 8. The person will suddenly stop his/her hobbies or extra-curricular activities. 9. The person has a growing need to get his/her hands on money. 10. The person’s personal style changes – clothes, hair and jewellery. 11. The person is often involved in fights with other people, especially family members, and it sometimes happens that it gets violent. Physical factors 1. Dark circles under the person’s eyes. 2. The person is constantly tired and exhausted. 3. The person’s nose cavities are infected and his/her nose is continuously runny. 4. The person disregards his/her personal hygiene. 5. The person’s eyes are red and he/she uses eye drops regularly. 6. The person continuously coughs and gets chronic colds. 7. The person’s skin condition declines and he/she gets serious acne. 8. The person’s eating and sleeping patterns change. 9. The person sometimes has jerky body movements. 10. The person gets a serious skin rash. 11. The person smells of alcohol or other drugs, especially those that are smoked. 12. The person shows sudden and drastic weight loss. 13. The person often faints and his/her hands shake. Emotional factors 1. The person’s moods change within seconds. They can be happy the one second and within minutes they appear depressed. 2. The person wants to spend more and more time alone and withdraws from his/her group of friends or family. 3. The person doesn’t make good decision. He/she sometimes exposes themselves to dangerous situation. 4. The person has a very low self-image. 25

Facilitator’s Guide G07 ~ Life Orientation

Unit

5. 6. 7.

The person is narcissistic, in other word they only focus on themselves. The person blames everyone around him/her for things that go wrong. The person’s personality changes from social and friendly to depressive and anti-social. (5)

Learner can name ANY THREE of the following: 1. Teenagers whose parents get divorced and other situations in the household that leave the child alone and vulnerable. The use of drugs helps him/her forget about the situation they find themselves in. 2. Teenagers that live in areas where gangs reign are in many instances forced to use drugs or to sell it. 3. Teenagers whose parents smoke or use drugs themselves. The children grow up with it and will copy it later. 4. Teenagers drink, smoke or use drugs to be “in”. 5. Teenagers are bored and have nothing to do. They are usually in communities where the poverty rate is high. There is no healthy distraction for young people. 6. Teenagers with a low self-esteem use drugs just to be ‘cool’ and to be accepted, even if it is by the wrong group! 7. Teenagers who make the wrong friends. (3)

Learner’s own opinion. State any TWO ways which will let the learner help another person. Possible answers are, for example, send the person to a rehabilitation centre (1) and talk to an adult about the problem so that they can help the addict (1). (2) [20]

3.2

Lesson 11: Concept: Environmental health (3 hours) FOR THE CURIOUS Learner does research about global warming. Here is some information for the facilitator: Definition: Another term for global warming is climate change. A term that is very important in global warming is the greenhouse effect. It is the heating of the earth’s temperature, when certain gases are emitted and prohibits the sun’s energy to leave the earth’s atmosphere.

Facilitator’s Guide G07 ~ Life Orientation

Unit

e) (www.mieliestronk.com)

a) d) c)

(https://www.google.co.za/?gws_rd=cr&ei=64qcUoPXNcSUtAbG_YDQCA#q=greenhouse+effect+diagram)

Causes of global warming  Natural pollutants like volcanoes, fires and dust storms.  The processing of oxides, toxic materials and organic materials.  The burning of natural fuels like charcoal.  The use of transporters where fuel is being used.  The over-exploitation of natural resources. The impact of global warming:  Air pollution increases.  Certain areas get drier and the plants die.  The oceans’ water levels rise and it leads to the flooding of lower lying areas.  Water resources get exhausted.  Rainfall patterns become unpredictable.  Health risks increase due to the temperature rising.