Life Orientation
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Reg. No.: 2011/011959/07
Life Orientation
Facilitator’s guide
Grade 9
CAPS aligned
LM van der Walt
TIMETABLE AND TIME MANAGEMENT
An indication of the required duration is provided with every lesson. Every lesson has been composed in such a way that it can be completed within a two-week period. In addition, a time slot must also be set aside once a week for Physical Education. The time allocation for Life Orientation is two hours per week. One hour per week is allocated to Physical Education and the remaining hour will be divided between the other four topics. This means that 70 hours are available for the teaching of Life Orientation. This excludes examination times. A fixed period must be allocated to Physical Education per week
Weight values of the topics as taken from CAPS
ASSESSMENT REQUIREMENTS
Assessment is a continuous process to monitor the learners’ progress. In Life Orientation certain skills are required. It includes decision-making, communication, assertiveness, negotiation skills, goal-setting, problem solving and creative thinking. Learners are assessed in two ways:
1) Informal assessment tasks
This takes place during the teaching process. It is usually the activity to 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. No activity in the Study Guide is done for formal assessment. Please refer to the portfolio book for all formal assessments. The facilitator marks the tasks.
ASSESSMENT PROGRAMME
TERM 1 TERM 2 TERM 3 TERM 4
Task 1 Written Tasks PET Task 2 June examination PET Task 3 Project PET Task 4 November examination PET
Assessment Instrument for the PE tasks
SAMPLE
Criterion 1: Regularity of participation (20 marks)
0% = 0 marks 1 – 5% = 1 mark
6 – 10% = 2 marks 11 – 15% = 3 marks 16 – 20% = 4 marks
21 – 25% = 5 marks 26 – 30% = 6 marks 31 – 35% = 7 marks 36 – 40% = 8 marks
41 – 45% = 9 marks
46 – 50% = 10 marks
51 – 55% = 11 marks 56 – 60% = 12 marks 61 – 65% = 13 marks 66 – 70% = 14 marks 71 – 75% = 15 marks
– 80% = 16 marks
– 85% = 17 marks
– 90% = 18 marks 91 – 95% = 19 marks 96 – 100% = 20 marks
STUDY TIPS AND METHODS
Life Orientation as a subject is largely dependent on the learners' own insights and experiences. The focus of the course is to prepare learners for adult life out there in the real world There are therefore not many facts in the lesson material that must be memorised. However, the learners will benefit from doing research on the topics in order to acquire more knowledge and insight
SAMPLE
YEAR PLAN
Lifestyle decisions 2. Sexual behaviour and sexual health 3. Time-management skills
4. Issues relating to civil rights and responsibilities
5. Constitutional values and role models
6. Available options after completion of Grade 9
7. Careers and subject choices
8. Concept: voluntary service
9. Health and safety issues relating to violence
10. Providers of study and career funding
11. Contributions from various religions towards the promotion of peace
12. Sport ethics in all physical activities
13. Challenging situations: Depression, sorrow, loss trauma and crisis
1
2
3
4
Safety issues relating to fitness activities
Participation in activities that improve the level of physical health.
Safety issues relating to participation in sport
Participation in and execution of a game plan for an individual or team sports
Safety issues relating to movement activities
Participation and rounding off of own peer group’s execution of movement activities
Safety issues relating to outdoor recreational programme.
Participation and execution of movement during an outdoor recreational programme: WALK AND HIKE.
UNIT 1 Self-development in society and the world of work
LEARNING OBJECTIVES:
After completing the unit, the learner must be able to:
Identify the influence of the media, environment, friends, family culture and religion on personal lifestyle choices.
Apply informed decision-making skills.
Act with confidence and be assertive.
Identify risk factors that can lead to unhealthy sexual behaviour.
Recognise the consequences of unhealthy sexual behaviour.
Implement strategies to address unhealthy sexual behaviour.
Be aware of places where they can get help.
Develop skills to manage their work and use their time efficiently.
Read and write for different purposes.
INTRODUCTION
It is important that learners must be able to apply the life skills they have learned to develop their personal potential. It enables learners to react effectively to the challenges from the world around them. Adolescence is characterised by emotional and physical changes. It is important that learners should be able to build a positive self-image and to be accepted by their peers. This unit enables the learner to develop additional life skills. It will also help learners to develop emotional intelligence that will empower them to deal with challenges. The unit supplements the work done in the previous grade with new knowledge
IMPORTANT TERMINOLOGY
Definitions of new terminology used in every lesson can be found in the DEFINE box.
Every lesson is compiled in such a way that the learner can work through it at their leisure and then answer the questions at the end of the lesson. The questions test learners’ comprehension of the learning material. There are also questions aftersome of the lessons that test their insight, and there are application questions to help them master the required outcomes. Every lesson has a time allocation. This is the recommended length of time to work through the lesson and answer the questions.
1.1. Lesson 1: Goal-setting: Personal lifestyle choices (3 hours)
SAMPLE
FOR THE CURIOUS:
Further information regarding research about smoking: History of tobacco
Tobacco was used before the European settlers landed in America. The Indians smoked peace pipes. Tobacco was used as a medium of exchange/currency. They believed tobacco was a gift from the gods. They believed that if you exhaled smoke, it would carry your prayers and thoughts to Heaven. In the West, tobacco smoking was seen as a sign of masculinity.
Tobacco production
Tobacco leaves are dried with care, since this determines the quality of the tobacco. The starch in the tobacco leaves converts to sugar during the drying process. The colour of the green leaves gradually changes to shades of brown. Cigars are produced from air-cured tobacco
Pipe tobacco is produced from tobacco dried over a fire. It contains a little sugar and lots of nicotine. Cigarettes are produced from sun-cured tobacco It contains a little sugar and nicotine.
The Dangers of smoking
Nicotine makes tobacco smoking dangerous. It is a liquid toxic stimulant found in the tobacco leaves. People become addicted to smoking Although it is a sedative, it leads to high blood pressure
The tar in cigarettes harms the smoker’s lungs. This is often the cause of lung cancer
The carbon monoxide smoke causes thickening of the main arteries and can cause a heart attack or stroke.
Pregnant women should not smoke because it is harmful to the unborn baby.
Smoking and young people
Cigarettes have a very negative impact on young people. All the above disadvantages also affect young people. But there are other factors that can be particularly harmful for teenagers It specifically affects your fitness Smokers cannot physically perform as well as before they started smoking. Sports people soon realise that smoke limits their lung capacity during participation
Smoking increases one’s heartbeat and smokers tend to cough increasingly Teenagers who smoke are three to five times more likely to use alcohol than nonsmokers. According to the law, children under 18 are not allowed to smoke.
ACTIVITY 1:
Mark the questions answered by the learner Use your discretion Identify yourself with the TV programme used by the learner. This will help in marking the questions [30]
1.2. Lesson 2: Sexual behaviour and sexual health (4 hours)
SAMPLE
FOR THE CURIOUS
There are full details on the website: www.mieliestronk.com Enter HIV/Aids in the SEARCH option.
ACTIVITY 2:
2.1.1) Girls drop out of school and do not complete their schooling
2) Many teenagers are unable to care for their babies, which leads to child neglect and abuse
3) This puts strain on the teen and their parents.
4) It can lead to alcohol and drug abuse, due to the stress it puts on the teenager. (Any other valid opinions/or consequences may be marked as correct, as long as they are relevant and make sense – award marks for any three consequences mentioned) (3)
2.2. The learner's own opinion is important. The marker uses own discretion. Award marks for any three relevant and valid arguments (3)
2.3. The next four are correct:
• sexual contact
• blood
• pregnant women transmit it to their babies
• during birth and with breastfeeding (4) [10]
1.3. Lesson 3: Time-management skills (3 hours)
ACTIVITY 3:
1. The timetable below is only an example. The learner can set it up in any way The assignment does not count for assessment
ACTIVITY MONDAY TUESDAY WEDNESDAY THURSDAY Swimming 14:00 –15:00 None 14:00 – 15:00 None
Study 15:15 –17:00 14:00 –16:00 15:00- 17:00 14:00 – 15:00 Reading classes 18:00 –18:30
20:00 – 21:00
15:00 – 15:30 Study 20:00 –22:00
SAMPLE
2. The following is only a sample of ONE day's journal entry. The learner must complete a week's entries. Go through the entry with the learner at the end of the week Ask questions such as: how did it feel to do this? Did it help to process certain emotions? Will the learner continue to do it and why?
Monday, 7 March
Today I made friends with the new boy who moved in next to us He was very nice. His name is Andre. He comes from abroad. He said that he would tell me all about his former country.
We went to visit my grandmother She was very sick, but feels better now. It was nice to talk to her
I have done all my homework, and I’m going to bed now (15)
Mark the journal according to the following assessment table:
Learner diarised one full week
Learner demonstrates the ability to meaningfully describe their day
Learner uses vocabulary at their age level
Learner shows the ability to express feelings
Learner has written a good and comprehensive diary
SAMPLE
EXERCISE 1.6: OPEN-BOOK TEST
Use the assessment table to mark the learner’s essay.
Use your own discretion The learner’s opinion is important The learner must demonstrate insight into what they have learned from the lesson.
Learner demonstrates insight about the topic
Learner's thoughts follow each other logically
Learner’s vocabulary is relevant to the task
Learner provides good valid reasons
Learner has sufficient knowledge of the subject
UNIT 2 Constitutional rights and responsibilities and the world of work
LEARNING OBJECTIVES:
After the learner has completed this unit, the learner should be able to do the following:
Understand the concept of civil rights and responsibilities.
Respect other people, including those with disabilities and people who have HIV.
Knowledge of why we celebrate our national days.
Be able to participate in the celebration of a national day.
Distinguish between positive and negative role models.
Understand the different options available after completing Grade 9.
INTRODUCTION
This unit deals with our Constitutional rights, as well as the responsibilities that are coupled with them. We will consider what your rights as a citizen of this country are and how you have to respect other people’s civil rights. It is especially people who have disabilities or those who have HIV/Aids that are rejected by society.
We will also look at the celebration of our national days. We have already dealt with it in Grade 8, but this year, we are going to add some other days, such as international commemorative days, as well as days that are dedicated to health issues.
In addition, we will also look at the influence of role models in people’s lives, and especially in the lives teenagers. It is also important that learners can distinguish between positive and negative role models. A person who has a positive role model in their life, will later also be a positive role model for others.
Lastly, we will look at the options available to learners after they have completed Grade 9. The first option is to complete Grade 10 to 12 and to obtain the National Senior Certificate (Matric – Grade 12).
Their second option is to obtain a National Skills Certificate through a college. This means they will leave school after having completed Grade 9, and then obtain a certificate at an NCV or FET college.
We also look at the responsibilities and opportunities within the work environment. It is important that learner’s must know how to fulfil their responsibilities towards their employers and colleagues, and to be aware of and make the most of the opportunities available to them
SAMPLE
2.1. Lesson 4: Civil rights and responsibilities (2 hours)
ACTIVITY 4:
No activity in Unit 2 counts for assessment. The marks for the halfyear exam are the only marks with the PET that counts for the term.
The purpose of this activity is therefore to have fun, but the learner still has to complete it to gain the knowledge and insight that they had gained during the lesson.
The learner must plan their own national day. Control by using the example to see whether the learner meets all the requirements:
The learner must choose any issue/topic in our country that is close to their heart
For example, the abuse of chickens on poultry farms. The learner must choose a name for their day, such as: NATIONAL CHICKEN DAY.
Choose a date such as: 12 MAY.
The learner must write down their mission: TO RAISE AWARENESS OF THE CRUEL CIRCUMSTANCES TO WHICH CHICKENS ARE SUBJECTED ON SOME POULTRY FARMS.
The learner must design an emblem that represents the day.
Learners write down what they plan for their day:
SPEAKER
CHICKENS TO PUT ON DISPLAY VIDEO SHOWING ABUSE OF CHICKENS.
2.2. Lesson 5: Constitutional values and role models (3 hours)
FOR THE CURIOUS
The learner will do research on national and international role models who did wrong things
The learners may make a list of any role models they choose. I got the following information on the website: www.schoolsportnews.co.za.
In today's world, children especially look up to sports heroes as role models. Young children particularly look up to their heroes and want to be like them Unfortunately, it happens that role models disappoint us and do things that are not acceptable. The following are a few such examples:
1) At the Atlanta Olympics in 1996, the Irish swimmer Michelle Smith was suspected of using illegal drugs to enhance her performance When she tested positive in 1998 for banned substances, she was banned for four months from participating in swimming.
2) Joost van der Westhuizen is a former rugby player and hero of many! In February 2009, the story broke of him committing obscene acts with an escort and abusing drugs. It broke a lot of people’s hearts, especially children. Joost has subsequently apologised for his actions and has since gradually built up his reputation.
3) Tiger Woods is a great American golfer Many young boys had hoped to be like him. In December 2009, his many extra-marital affairs came to light
4) After Oscar Pistorius had a boating accident, empty liquor bottles were found in his boat However, he walked away completely free His behaviour was not correct, and many people were shocked with their hero
ACTIVITY 5:
The activity does not count for assessment. Learners must make a list of the qualities in a role model they consider important, and provide reasons for it. Let the learner also write down the name of their role model and motivate the choice.
The facilitator and the learner can look at the learner’s assignment together, and discuss it Test the learner's knowledge and understanding and their opinion regarding role models.
The following may help you in your discussions with the learner.
Characteristics of good role models:
1) Passion and the ability to inspire
2) A clear set of values and norms.
3) Demonstrate a commitment to uplifting the community.
4) Selflessness and acceptance of others without prejudice
5) The ability to overcome crises or obstacles.
How do I know that I have chosen a good role model?
1) Look at everything the person has done in their life. Has the person contributed to the quality of life of other people?
2) Follow what the person has achieved in their life Read about the person's actions in the community
3) Does the person have the same moral values and norms as you? Do you share the same issues of importance?
4) If the person starts doing very bad things, it would be better for you not to idealise the person.
SAMPLE
2.3. Lesson 6: Available options after completing Grade 9 (3 hours)
ACTIVITY 6:
The activity does not count for assessment.
The learner must draw up a table in which they weigh up the advantages and disadvantages of each of the qualifications discussed in this lesson.
1) National Senior Certificate (NSC) and the 2) National Skills Certificate qualifications.
Discuss the learner's answers. The following is only a guide. The learner can choose their own advantages and disadvantages
NSC
National Skills Certificate ADVANTAGE DISADVANTAGE ADVANTAGE DISADVANTAGE
Don’t have to leave school Must reach all three years’ learning outcomes. You can leave school You must leave school
You reach fixed learning outcomes. Subjects must be selected to support your chosen career
Can get university entrance
You still have time to decide about which career to follow.
If you fail a year, it can spoil your chances of university study.
You can be trained immediately for your chosen career. It is difficult to change if you do not want to follow the particular career anymore.
You can become independent and make your own decisions. You have to become independent and look after yourself.
In-depth study in your career field.
Teaching is very formal.
EXERCISE 2.4: OPEN-BOOK TEST
The test is only for revision and doesn’t count for assessment. Mark it with the learner.
1. Name any THREE of the following:
• Everyone is equal before the law No person shall discriminate against anyone, whether based on race, sex, pregnancy, marital status, ethnic or social origin, colour sexual orientation, age, disability, religion, conscience, belief, culture and language
• Everyone has the right to have their dignity respected.
• Everyone has the right to life.
• Everyone has the right to freedom No one may be detained without trial, tortured or abused in any way.
• No one should be forced to be a slave, or to work
• Everyone has the right to privacy.
• Everyone has the right to freedom of religion, thought, belief and opinion
• Everyone has the right to freedom of expression
• Everyone has the right to protest peacefully and unarmed
• Everyone has the right to freedom of association
• Every citizen above 18 years has the right to vote in an election.
• No citizen's citizenship may be taken away
• Everyone has the right to freedom of movement and residence.
• Every citizen has the right to their trade, profession or career.
• Everyone has the right to fair legal practices e.g. to join a union
SAMPLE
• Everyone has the right to a healthy and protected environment
• No one's property may be taken from them
• Everyone has the right of access to housing.
• Everyone has a right to healthcare, food, water and social security
• Everyone has the right to basic education.
• Everyone has the right to use the language of their choice and to participate in the cultural life of their choice
• Everyone has the right of access to information.
• Every accused has the right to a fair trial (3)
2. Name any FIVE of the following:
• It is my responsibility to ensure the right to equality.
• It is my responsibility to ensure the right to human dignity.
• It is my responsibility to ensure the right to family and parental care
• It is my responsibility to ensure the right to education
• It is my responsibility to ensure the right to work.
• It is my responsibility to ensure the right to freedom and security.
• It is my responsibility to ensure the right to own property
• It is my responsibility to ensure the right to freedom of religion, beliefs and opinion.
• It is my responsibility to ensure the right to a safe environment
• It is my responsibility to ensure the right to citizenship
• It is my responsibility to ensure the right to freedom of speech. (5)
3. Democracy comes from the Greek words for “people” (demos) and “power” (kratos) (1). This is the type of government where the people (1) of the elected representatives have the highest authority. (1) (3)
5. Name any THREE of the following:
- Unworthy and mentally handicapped
- People we have to pity.
- A burden for their families and society.
- People who can do nothing for themselves or society.
- People often think that those with disabilities are often ill and in hospital
- People think that those with disabilities always depend on help from others (3)
6. Name any THREE of the following:
1. ramps
2. parking
3. bathrooms
4. doors
5. lifts.
7. Name any THREE of the following:
Human Rights Day/Freedom Day/Heritage Day/Reconciliation Day/Youth Day/ Workers’ Day/National Women's Day (3)
8. Learner names (1) and discusses (1) any one of the following:
1) Africa Day – 25 May
• The day is celebrated on 25 May and marks the day on which the Organisation of African Unity (OAU) was established in 1963.
• The OAU was established to pay attention to key issues such as decolonisation, liberation, equality, justice and progress.
• South Africa became the 53rd member in 1994.
2) World Refugee Day – 20 June
• The United Nations decided to establish the day from 2001.
• 2001 was the 50th anniversary of the Act established in 1951 to change the status of refugees.
• It is aimed at making people aware of the millions of people who are forced to flee their countries because of war, conflict and persecution
3) Nelson Mandela Day – July 18
• It is the annual international commemoration of the contribution made by Nelson Mandela in South Africa and the world.
• The day is celebrated every year on Mandela's birthday.
SAMPLE
• The United Nations established the day officially on 18 July 2001.
• The purpose of the day is to make people, especially the youth, aware that every individual has the power to change the world and to make an impact
• Mandela fought for 67 years for freedom, so we are asked to spend 67 minutes of our time to help those in need and to promote peace and reconciliation (2)
9. Name any THREE of the following:
1) World Cancer Awareness Day – 4 February
2) Healthy Lifestyle Awareness Day – 15 February
