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Senior Phase Grade 9 • Facilitator’s Guide

Life Orientation

PL E

CAPS IEB

2508-E-LIO-FG01 2609-E-LIO-FG01

M PL

Owned and published by Optimi, a division of Optimi Central Services (Pty) Ltd. 7 Impala Avenue, Doringkloof, Centurion, 0157 info@optimi.co.za www.optimi.co.za

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Reg. No.: 2006/002404/07 ISBN: 9781779841902

Life Orientation Facilitator’s Guide

Grade 9

2609-E-LIO-FG01

CAPS aligned

CONTENTS PREFACE ................................................................................................................................................................ 1 Introduction .......................................................................................................................................................... 1 Time allocation and time management ............................................................................................................ 1 Assessment plan and requirements ................................................................................................................... 1 Lesson elements ................................................................................................................................................... 2 Year plan ............................................................................................................................................................... 3 TERM 1: PHYSICAL EDUCATION, DEVELOPMENT OF THE SELF IN SOCIETY, AND WORLD OF WORK .......... 4 Lesson 1: General fitness (10 hours) .................................................................................................................... 5

Safety issues relating to fitness activities ................................................................................................................... 5 Participation in activities that promote personal fitness and health ................................................................ 7 Lesson 2: Goalsetting-skills: personal lifestyle choices (3 hours) .................................................................... 8

A healthy lifestyle ................................................................................................................................................................ 8

The influence of certain factors on personal lifestyle choices ............................................................................. 8 Decision-making skills ....................................................................................................................................................... 9 Activity 1 ....................................................................................................................................................... 10

•

Lesson 3: Sexual behaviour and sexual health (4 hours) ................................................................................ 11

Unhealthy sexual behaviour ........................................................................................................................................... 11

The consequences of unhealthy sexual behaviour ................................................................................................ 11 Factors that influence sexual behaviour ................................................................................................................... 13 Strategies for avoiding unhealthy sexual behaviour ............................................................................................. 13 Activity 2 ....................................................................................................................................................... 13

•

Lesson 4: Time management skills (2 hours) .................................................................................................... 14

How to organise your work and use your time efficiently .................................................................................... 14 Lesson 5: Reading and writing for different purposes (1 hour) ....................................................................... 15 •

Activity 3 ....................................................................................................................................................... 15

Exercise 1: Open book test ................................................................................................................................ 16 TERM 2: PHYSICAL EDUCATION, CONSTITUTIONAL RIGHTS AND RESPONSIBILITIES, AND WORLD OF WORK ..... 17 Lesson 6: Sport (8 hours) .................................................................................................................................... 17

Safety issues relating to participation in sport ........................................................................................................ 17 Participation in and execution of a game plan for an individual or team sport ......................................... 19 Lesson 7: Human rights and responsibilities (2 hours) .................................................................................... 21

Human rights and responsibilities ................................................................................................................................ 21 Respect the rights of people with disabilities or HIV/Aids ................................................................................. 24 The meaning, celebration, commemoration or observance of national and international days ......... 24 •

Activity 4 ....................................................................................................................................................... 25

Lesson 8: Constitutional values (3 hours) ......................................................................................................... 26

Constitutional values as protected by the Constitution ..................................................................................... 26

Facilitator’s Guide G09 – Life Orientation

Contents

Application of Constitutional values in everyday life ........................................................................................... 26 Positive and negative role models .............................................................................................................................. 26 •

Activity 5 ....................................................................................................................................................... 28

Lesson 9: Options available after completing Grade 9 (3 hours) .................................................................. 29

The National Qualifications Framework (NQF) ....................................................................................................... 29 The National Senior Certificate (NSC) ....................................................................................................................... 30 The National Certificate Vocational (NCV) ............................................................................................................... 31 The implication of decisions .......................................................................................................................................... 32 Lesson 10: Knowledge of the world of work (1 hour) ....................................................................................... 32

Responsibilities and opportunities in the workplace ............................................................................................ 33 •

Activity 6 ....................................................................................................................................................... 33

Exercise 2: Open book test ............................................................................................................................... 34 TERM 3: PHYSICAL EDUCATION, WORLD OF WORK, AND HEALTH AND SOCIAL AND ENVIRONMENTAL RESPONSIBILITY ..................................................................................................... 39

Lesson 11: Movement activities (10 hours) ........................................................................................................ 39

Safety issues and warm-up activities relating to movement activities ........................................................ 40

Participation in a programme that improves movement, and refinement of own and peer performance in movement activities ........................................................................................................................ 40 Lesson 12: Careers related to different subjects (3 hours) .............................................................................. 41

Subjects in Grade 10, 11, and 12 ..................................................................................................................................... 41

Careers related to different subjects ......................................................................................................................... 42 Personality traits related to different careers .......................................................................................................... 42 Decision-making skills ..................................................................................................................................................... 42 Activity 7 ....................................................................................................................................................... 42

•

Lesson 13: Volunteerism (3 hours) ..................................................................................................................... 44

Individual and community responsibility .................................................................................................................. 44 Different types of volunteer organisations ............................................................................................................... 44 Different types of volunteer activities ........................................................................................................................46 •

Activity 8 ...................................................................................................................................................... 48

Lesson 14: Health and safety issues related to violence (4 hours) ............................................................... 48

Acts of violence ................................................................................................................................................................. 49 Reasons for violence ........................................................................................................................................................ 49 The impact of violence ................................................................................................................................................... 49 Solutions to violence ........................................................................................................................................................ 50 •

Activity 9 ...................................................................................................................................................... 50

Exercise 3: Open book test ............................................................................................................................... 51 TERM 4: PHYSICAL EDUCATION, CONSTITUTIONAL RIGHTS AND RESPONSIBILITIES, DEVELOPMENT OF THE SELF IN SOCIETY, AND WORLD OF WORK ................................................................................. 56 Lesson 15: An outdoor recreational activity (7 hours) ..................................................................................... 56

Safety issues and warm-up activities relating to outdoor recreational activity ........................................ 56 © Optimi

Facilitator’s Guide G09 – Life Orientation

Contents

Participation and refinement of own performance in an outdoor recreational activity: Walking and hiking ........................................................................................................................................................... 57 Lesson 16: Contributions of various religions in promoting peace (1 hour) .................................................. 59

Various religions’ contribution to the promotion of global peace ................................................................... 59 •

Activity 10 ..................................................................................................................................................... 61

Lesson 17: Sport ethics (1 hour) .......................................................................................................................... 61

Participation in sport and winning or losing ............................................................................................................. 61 Sport ethics in physical activities ................................................................................................................................ 62 Educational value and ethical principles in modern sport ................................................................................. 62 •

Activity 11 ...................................................................................................................................................... 62

Lesson 18: Challenging situations: depression, grief, loss, trauma and crisis (3 hours) .............................. 63

Reasons for depression, grief, loss, crisis and trauma .......................................................................................... 63 Counterproductive coping techniques: Using alcohol and drugs .................................................................. 63 Problem-solving and decision-making skills to apply in challenging situations ........................................ 63 Activity 12 .................................................................................................................................................... 64

•

Lesson 19: Study and career funding providers (1 hour) ................................................................................ 64 •

Providers of study and career funding ...................................................................................................................... 65 Activity 13 ..................................................................................................................................................... 66

Lesson 20: Lifelong learning (1 hour) ................................................................................................................. 67

Exercise 4: Open book test ................................................................................................................................ 68

BIBLIOGRAPHY ................................................................................................................................................... 72

iii

PREFACE Introduction Life Orientation is an important subject that helps learners develop as people. It teaches them to understand themselves, how the world works and where they fit in. They will also learn to take responsibility, to solve problems, make good decisions and live a healthy life. All learning material meets CAPS requirements. Life Orientation consists of two components, namely a theoretical and a practical (physical) component. The theoretical component is done in the prescribed class time. Each lesson has an activity that learners must complete in their workbooks. Memoranda for the activities are in this guide. ‘For the Curious’ allows learners to learn more about a subject if they want to. They can discuss what they learn here with the facilitator. The practical part of Life Orientation is called Physical Education and is covered at the start of each unit.

Time allocation and time management

Two hours per week are allocated to Life Orientation. One hour per week is spent on Physical Education and the remaining hour will be split between the other subjects. This means that 70 hours are available for teaching Life Orientation. A fixed period per week must be dedicated to Physical Education.

Weighting of the topics as taken from CAPS: Topic

Hours allocated 10

Health and social and environmental responsibility

Constitutional rights and responsibilities

World of work

Development of the self in society

Contact time

Physical Education Examinations

Total hours

Total weeks

Assessment plan and requirements Assessment is an ongoing process to monitor learners’ progress. Life Orientation helps learners develop important skills, including decision-making, communication, assertiveness, negotiation, goal setting, problemsolving, and creative thinking. Learners are assessed in two ways: 1. Informal assessment • This takes place during the teaching and learning process. • It is usually the activity to be completed at the end of each lesson. • The results of the informal assessment are not recorded. 2.

Formal assessment • All assessment tasks that make up the formal assessment programme for the year are regarded as formal assessment. • 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 themself. 1

Facilitator’s Guide G09 – Life Orientation

Preface

Lesson elements Learning aims What learners should know at the end of the lesson according to CAPS requirements.

Definitions Definitions of concepts to understand the content.

For the curious Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore.

Activity

Core content

Core content and questions to complete to test the learners’ knowledge.

Exercise

Emphasise the core of the content; in-depth explanation of a specific section of the lesson; learners must understand this content.

To conclude the specific unit. Formative assessment.

Facilitator’s Guide G09 – Life Orientation

Preface

Year plan CAPS theme

Lesson

Physical Education

General fitness

Goal-setting skills: personal lifestyle choices

Sexual behaviour and sexual health

Time management skills

Reading and writing for different purposes

Physical Education

Sport

Constitutional rights and responsibilities

Human rights and responsibilities

Constitutional values

Options available after completing Grade 9

Development of the self in society

World of work

Movement activities

Careers related to different subjects

Volunteerism

Health and safety issues relating to violence

Physical Education

An outdoor recreational activity

Constitutional rights and responsibilities

Contributions of various religions in promoting peace

Sport ethics

Development of the self in society

Challenging situations: depression, grief, loss, trauma, and crisis

Study and career funding providers

Lifelong learning

Health and social and environmental responsibility

Knowledge of the world of work

World of work

Target date

Physical Education 3

Content

Term

TERM 1 PHYSICAL EDUCATION, DEVELOPMENT OF THE SELF IN SOCIETY, AND WORLD OF WORK This unit’s Physical Education focuses on general fitness. The aim is to give learners the opportunity to participate in physical activities and to realise its value. Our physical health affects our emotional health. That is why physical education as part of Life Orientation is so important. Learners must spend at least 10 hours per term on physical activities. They must always wear comfortable clothing and a good pair of training shoes. Also let them choose a safe, open space such as a park or a rugby field for their practice sessions. This unit explores personal lifestyle choices and the importance of maintaining a healthy lifestyle. Learners will learn how various factors – such as the media, environment, friends, family, culture and religion – influence their decisions. Additionally, we will discuss sexual behaviour and the potential negative consequences of unhealthy choices, helping learners make informed decisions and maintain a healthy life when they choose to become sexually active.

Lastly, we look at how to make the most of the 24 hours we have each day, and at how important it is to be able to read with comprehension and write with meaning.

Learning aims

Each lesson is compiled in such a way that learners can work through it at a fair pace. The lesson is concluded with an activity to test their understanding of the lesson. Some of the questions in the activities test their insight while others require them to apply what they have learnt. There is a time allocation at each lesson, this is the recommended time for learners to complete the lesson.

At the end of this unit, learners must be able to: • • • • • • • • • •

know and understand safety issues relating to fitness activities participate in a fitness programme identify the influence of the media, their environment, friends, family, culture and religion on personal lifestyle choices apply informed decision-making skills act confidently and assertively identify unhealthy sexual behaviour recognise the consequences of unhealthy sexual behaviour implement strategies to deal with unhealthy sexual behaviour develop skills to organise their work and use their time efficiently understand the importance of being able to read with comprehension.

Facilitator’s Guide G09 – Life Orientation

Lesson 1: General fitness (10 hours)

LESSON 1: GENERAL FITNESS (10 HOURS)

Definitions • • • • • •

Aerobic exercises: Aerobic or ‘with oxygen’ exercise increases your heart rate and the amount of oxygen your body uses to produce energy. Your breathing controls the amount of oxygen circulating through the blood to supply enough energy to the muscles to keep moving. Balance training: A type of exercise that strengthens all the muscles that hold the body upright. Flexibility exercises: Exercises that stretch the muscles and improve the body’s mobility at the joints. Proprioceptive: Your body’s ability to sense its own position and movements in space; refers to the body’s internal GPS. Range of motion: The full potential of a joint to move, including the maximum extension that can be achieved. Resistance exercises: Exercises where muscles contract against the resistance of body weight, gravity, resistance bands, weights or dumbbells to improve muscle strength and endurance.

Exercise and general fitness are excellent for your physical and mental health because it releases endorphins. Endorphins are chemicals produced in your brain to help you feel good, and cope with stress, anxiety and depression. People who exercise regularly are generally healthier and feel more relaxed.

Safety issues relating to fitness activities

Always consider your safety when exercising and be mindful of: • who you exercise with – exercise with family members, friends, neighbours or people who have the same fitness goals as yourself • where you exercise – choose a safe and pleasant environment to exercise, and avoid deserted areas and streets • when you exercise – exercise early in the morning before school or late in the afternoon • why you exercise – are you exercising to stay fit and healthy, or to lose weight? • your clothing – wear appropriate clothing and shoes for the exercise/activity • the equipment – use equipment that is appropriate for the activity and in a good condition. It is important to stay hydrated by drinking enough water. Also, don’t exercise while you are ill as this can lead to more serious complications. Listen to your body – if you experience any pain or discomfort while exercising, stop or rest.

Muscles and stretching Discuss the importance of warm-up exercises before and cool-down exercises after a workout. Also work with them through the warm-up and cool-down exercises, as outlined in the study guide, and discuss static and dynamic stretching exercises.

Static stretching

Dynamic stretching

Facilitator’s Guide G09 – Life Orientation

Lesson 1: General fitness (10 hours)

Passive stretching

Ballistic stretching

Warm-up exercises

Neck half circles

Shoulder rotations

Toe touches

Arm circles

Hip circles

Lunges

Leg swings

Ankle mobility

Facilitator’s Guide G09 – Life Orientation

Lesson 1: General fitness (10 hours)

Cool-down exercises

Hamstring stretches

Shoulder stretches

Participation in activities that promote personal fitness and health Your physical health depends on: physical activities – do you exercise, what kind of exercises do you do, and how long do you exercise per week? nutrition – what and how much do you eat? emotional well-being – do you experience a lot of anxiety, or do you relax enough?

• • •

Learners must use the tables in the study guide to determine their level of health.

In this term we will look at a fitness programme and help learners to put one together for themselves. They must spend at least one hour a week on physical activities.

Guidelines for a fitness programme

Set achievable goals, e.g. to complete a 5 km race in 25 minutes in six weeks’ time.

Choose an activity that you are interested in, that you would like to learn to do, or that is in line with your fitness goals.

Decide how many days a week you want to exercise.

Decide on a specific time of day to exercise.

Try to participate in a physical activity for at least one hour every day.

Decide what to focus on each day, e.g. Mondays = aerobic exercises, Wednesdays = balance exercises and Fridays = flexibility exercises.

Exercise at your own pace and don’t compete with others.

Always include a warm-up routine.

Always include a cool-down routine.

10. Avoid performance-enhancing substances like steroids and drugs. 11. Maintain a healthy balance between family responsibilities, schoolwork, and an exercise programme. 12. Once you achieved your initial goal, set a new goal. 13. Record your progress regularly to help keep you motivated. The study guide suggests how to create your fitness programme, but learners choose which activities to do this term.

Lesson 2: Goalsetting-skills: personal lifestyle choices (3 hours)

Facilitator’s Guide G09 – Life Orientation

LESSON 2: GOALSETTING-SKILLS: PERSONAL LIFESTYLE CHOICES (3 HOURS)

Definitions

• • • • •

• •

•

Culture: The norms, customs, habits, beliefs and behaviour that are unique to certain people or societies. Depression: A mental health condition that involves a constant feeling of sadness and loss of interest in activities. It has a negative influence on a person’s daily life. Emotional health: How we understand and handle our feelings. It helps us deal with both positive and negative emotions, and life changes. It also helps us understand how others feel. Immune system: The network of organs, cells and proteins that defends the body against infection. Impulsive: To make decisions without any planning and to act without considering the consequences of your actions. Mental health: How we feel, think, and get along with others. It helps us handle problems, make choices, make friends, and enjoy life. Peer group: A group of people who have many things in common, such as age, social status, interests, education, and background. E.g. a high school sports team, the Gr 9 Life Orientation class, or people working in the same department with similar jobs. Peer pressure: When people your age or in your group influence you to act a certain way so you can fit in or be liked. Posture: The position in which someone holds their body when standing or sitting. Spirituality: It is about finding meaning and purpose in life and feeling connected to something bigger, like nature, the universe, or a higher power.

A healthy lifestyle

• •

Discuss with learners what health and a healthy lifestyle entail. Study some aspects of a healthy lifestyle: • • • • •

Exercise Diet Sleep Emotional and mental health Spirituality

The influence of certain factors on personal lifestyle choices Explain to learners that although your personal lifestyle choices are ‘personal’, it is influenced by many factors, such as: • • • • • •

The media Environment Friends Family Culture Religion

Facilitator’s Guide G09 – Life Orientation

Lesson 2: Goalsetting-skills: personal lifestyle choices (3 hours)

Decision-making skills Remind learners that the choices they make today shape their future. Learning to make good decisions early can help them avoid regrets. Good decision-making helps turn dreams into reality and leads to success. Discuss with learners the importance of goal setting and how it leads to informed decision-making.

Goal setting

• • • • •

•

Set personal goals. Choose goals on what you want, not just what others expect. For example, decide not to smoke because it is unhealthy, not just because your parents forbid it. Align goals with your values. If you value health, commit to choices that support it, like avoiding smoking. Ensure consistency. New goals should support existing ones. If you choose not to smoke, avoiding other harmful habits like drinking alcohol makes sense. Stay positive. If you decide not to drink alcohol, you can still enjoy parties and set a good example. Write down your goals. Start with simple, short-term goals and gradually move to long-term ones. Keep them realistic. Review goals regularly. Some goals are easier to achieve than others. If you are struggling to achieve a specific goal, adjust your approach. Stick to your decisions. Commitment helps you reach your goals.

•

Decision-making

Once you set goals, start working towards them. Decision-making takes practise, and mistakes are normal. The key is to learn from your mistakes so that you can make better decisions in the future.

What strategies do you use to make decisions? Do you act impulsively without thinking about the consequences? Do you make your own choices, or do you ask others for advice? Follow these four steps to make better decisions.

Identify the problem. Understand why there is a problem and what decision you need to make.

Consider possible solutions. Find the causes, explore options, and gather information.

Weigh the pros and cons. Think about how each choice affects you and others. Discuss possible solutions with family, friends, or someone you trust if needed.

Choose the best solution and act. Not everyone will agree with your decision but being confident and assertive earns respect.

How to act confidently and assertively: 1.

Surround yourself with positive and confident people. Observe their actions and behaviours and learn from them.

Your posture reveals a lot about you. Look at yourself in the mirror and pay attention to your posture. Do you stand or sit up straight with your shoulders back and your head up, or do you slouch?

Always make eye contact when talking to people.

Speak loudly, clearly and with authority.

Walk fast and move with purpose.

Learn how to handle rejection. It is not possible to please everyone. People won’t always like you or agree with you. It’s not your fault. Don’t let it affect you negatively.

If you are confident and have a positive attitude, others will notice and sense it, and they will feel good in your company.

Lesson 2: Goalsetting-skills: personal lifestyle choices (3 hours)

Facilitator’s Guide G09 – Life Orientation

For the curious Research shows that as many as one in four high school learners vape. Vaping is the inhaling of an aerosol (mist) created by battery-powered vaping devices or electronic cigarettes (e-cigarettes). The aerosol looks like water vapour but contains nicotine, flavouring, and more than 30 other chemicals. The aerosol is inhaled into the lungs where the nicotine and chemicals cross over into the bloodstream. Use the internet, newspapers and magazines to research the following aspects of vaping: • • • •

What are the risks of vaping? What are the mental effects of vaping? Why do teenagers vape? What legislation is in place to control vaping?

Learners must write down their findings in their workbook and discuss it with the facilitator. The following is for the information of facilitators only. The risks of vaping Vaping is often marketed as a safer alternative to smoking, but it carries significant health risks. E-cigarettes contain harmful chemicals such as nicotine, formaldehyde, and heavy metals, which can damage the lungs and cardiovascular system. There has been an increase in vaping-related respiratory illnesses, particularly among young people. Additionally, unregulated vape products, often sold in informal markets, may contain unknown or harmful substances, posing further health risks.

•

Mental effects of vaping Vaping can have serious mental health effects, especially for teenagers and young adults. Nicotine, a common ingredient in vape products, is highly addictive and can interfere with brain development, leading to increased anxiety, mood swings, and difficulty concentrating. Studies have also shown a link between nicotine use and increased risks of depression, making vaping a concerning trend among the youth.

•

Why do teenagers vape? Teenagers vape for various reasons, including peer pressure, curiosity, and the perception that vaping is less harmful than smoking. Many young people are drawn to the variety of flavoured e-liquids and the influence of social media, where vaping is often depicted as glamorous. Additionally, the accessibility of vaping products, particularly in informal markets and online platforms, makes it easier for underage users to obtain them. Some teenagers also turn to vaping as a way to cope with stress and anxiety.

•

What legislation is in place to control vaping? South Africa is in the process of strengthening regulations on vaping through the Tobacco Products and Electronic Delivery Systems Control Bill, which aims to regulate e-cigarettes in the same way as traditional tobacco products. Currently, vaping laws are less strict than those for cigarettes. Once implemented, the new legislation will help curb underage vaping and ensure better consumer protection.

•

Activity 1 Choose a TV series that you enjoy watching and answer the following questions in your workbook. Facilitators must take into account learners’ opinion, insight, and way of thinking. Try to identify with the TV series the learner has chosen.

Facilitator’s Guide G09 – Life Orientation

Lesson 3: Sexual behaviour and sexual health (4 hours)

LESSON 3: SEXUAL BEHAVIOUR AND SEXUAL HEALTH (4 HOURS)

Definitions

• • • • •

• •

Adopt: To legally take in someone else’s child, register the child as your own, and raise him or her as your own. Heterosexual: Refers to a person who is attracted to someone of the opposite sex. HIV/Aids: HIV (human immunodeficiency virus) is a virus that causes Aids (acquired immunodeficiency syndrome). It attacks the immune system, making it difficult for the body to fight infections. Homosexual: Refers to a person who is attracted to someone of the same sex. Minor: A minor is a person under the age of 18. Minors are too young to legally engage in certain activities, such as using alcohol, smoking, or having sex. Sexuality: A person’s sexual feelings, thoughts, attraction and behaviour towards others. It involves sexual orientation or attraction towards a specific gender. Sexual abuse: Sexual abuse occurs when unwanted sexual acts are forced upon a person, without the consent of the person. Social grant: A sum of money paid by a government to citizens and/or legal residents who need financial assistance to support themselves or their families, e.g., disability grant, child support grant, or old age pension.

Unhealthy sexual behaviour

•

Encourage learners to inform themselves about the consequences and health problems associated with unhealthy sexual behaviour.

The consequences of unhealthy sexual behaviour All decisions about sex have consequences and early sexual activity carries many risks. Many young people are not aware of the consequences of unhealthy sexual behaviour or unprotected sex or simply do not care. However, teenage pregnancies, sexually transmitted diseases, and HIV/Aids are a reality.

Teenage pregnancies

Teenage pregnancy is a serious issue in South Africa. It has serious health, social and economic consequences for individuals, families and communities. Many factors contribute to teenage pregnancies and births, including: • • • • • • • •

Peer pressure to become sexually active. Limited access to contraceptives and sexual health services. Lack of comprehensive sex education, including contraceptive use and the consequences of unprotected sex. Cultural pressures in some communities where early marriage and childbirth are expected. Traditional beliefs that view motherhood as a blessing, regardless of the mother’s age or whether she is married or not. Limited educational and employment opportunities, leading some girls to see pregnancy as a life path. Poverty, which may push girls to offer sexual favours for money. Gender-based violence, sexual abuse and rape.

Lesson 3: Sexual behaviour and sexual health (4 hours)

Facilitator’s Guide G09 – Life Orientation

Girls between 10 and 16 are often not physically or emotionally ready for motherhood. Pregnancy at a young age can cause serious health risks for both the mother and baby. It can also disrupt education, making it harder to find a job and leading to financial struggles. Many young mothers become dependent on social grants, adding pressure to the country’s economy. Teen pregnancy also affects boys. Many teenage fathers feel unprepared for the responsibility of raising a child. They may struggle with guilt, financial pressure, or being forced to leave school to find work. In some cases, young fathers are expected to provide financial support, which can be challenging if they lack education or job opportunities. Preventing teenage pregnancy starts with making informed choices. Learning about contraception, understanding the consequences of unprotected sex, and breaking down harmful gender norms can help boys and girls take responsibility for their actions. Open conversations with trusted adults, teachers, or healthcare professionals can also provide support and guidance.

Sexually Transmitted Diseases (STDs) Sexually transmitted diseases (STDs) are infections that are passed from one person to another through unprotected sexual contact. Without proper medical treatment, some STDs can cause serious health problems, including infertility, organ damage, mental disorders, or even death. While most STDs can be cured with medication, some, like herpes and HIV, require lifelong management.

Common STD symptoms include itching, burning, unusual discharge, and sores around the genitals. Some STDs have no symptoms at all (asymptomatic), meaning that you could have an infection and unknowingly pass it on to others. The most common STDs include chlamydia, gonorrhoea, genital herpes, HPV (human papillomavirus), syphilis and HIV/Aids.

HIV/Aids

If you are sexually active, especially with multiple sex partners, regular STD testing is essential to protect your health and prevent the spread of infections.

HIV (human immunodeficiency virus) causes Aids (acquired immunodeficiency syndrome) by attacking the immune system, making it harder to fight infections. HIV is transmitted through infected blood or body fluids and stays in the body for life. There is no cure for HIV/Aids, but antiretroviral therapy (ART) can control the virus. ART reduces the virus’s ability to multiply and helps the immune system stay strong. With ART, many people live long, healthy lives. •

HIV/Aids are not transmitted by: ◦ a regular kiss on the mouth ◦ touching, such as a hug or a handshake ◦ sweat ◦ coughing or sneezing ◦ sharing cutlery or glasses ◦ food ◦ insect bites

•

Prevention of STDs and HIV/Aids ◦ Don’t have sex. ◦ Don’t have sex until you are ready. ◦ Don’t have unprotected sex. Always use a contraceptive such as a condom. ◦ Don’t have multiple sex partners. ◦ Don’t let another person’s blood come into contact with an open wound on your skin. ◦ Don’t use drugs and/or share needles.

Facilitator’s Guide G09 – Life Orientation

Lesson 3: Sexual behaviour and sexual health (4 hours)

Emotional consequences In addition to the physical risks of unhealthy sexual behaviour, it is important to consider the emotional impact, as sex is more than just a physical act. Many young people who become sexually active at an early age experience feelings of guilt, shame, or regret. Worries about pregnancy and STDs can also cause significant stress and worry.

Factors that influence sexual behaviour Discuss with learners the factors that influence sexual behaviour. • • • •

Parents/family Friends and peer group Culture Faith and religion

For the curious

Learners must use the internet, newspapers, and magazines to research the origins of HIV/Aids. They must write down their findings in their workbook and discuss it with the facilitator.

Strategies for avoiding unhealthy sexual behaviour

You have the power to make healthy choices about your sexual behaviour. Abstaining from sex is the only 100% effective way to prevent pregnancy, STDs, and HIV/Aids. Respecting and valuing your body by developing self-confidence and healthy self-esteem. Taking responsibility for your actions and understanding their consequences. Educating yourself about sexual health before becoming sexually active. Talking to trusted adults, like parents or guardians, about sexual relationships and seeking their advice. Recognising warning signs of unhealthy sexual relationships and knowing when to walk away. Communicating your boundaries clearly to friends and potential partners.

• • • • • •

Other ways to protect yourself include:

Activity 2

Complete the activity in your workbook. Answer the following questions. 1.

Discuss three negative effects of teenage pregnancy. Girls between 10 and 16 are often not physically or emotionally ready for motherhood. Pregnancy at a young age can cause serious health risks for both the mother and baby. Pregnancy can also disrupt education, making it harder to find a job and leading to financial struggles. Many young mothers become dependent on social grants, adding pressure to the country’s economy. Teenage fathers may struggle with guilt, financial pressure, or being forced to leave school to find work. Learner can discuss any three relevant consequences. (3)

Discuss in your own words how you think your friends can influence your sexual behaviour. Name three ways. Learner’s own relevant answer. The learner’s opinion is important. The marker must note whether the learner understands their friends’ influence on their sexual behaviour. (3)

Facilitator’s Guide G09 – Life Orientation

Lesson 4: Time management skills (2 hours)

Name four ways in which HIV/Aids can be prevented. Any FOUR of the following: • Don’t have sex. • Don’t have sex until you are ready. • Don’t have unprotected sex. Always use a contraceptive such as a condom. • Don’t have multiple sex partners. • Don’t let another person’s blood come into contact with an open wound on your skin. • Don’t use drugs and/or share needles.

(4) [10]

LESSON 4: TIME MANAGEMENT SKILLS (2 HOURS)

Definition

Time management: The ability to plan, organise, and use your time effectively to be productive. Everyone has 24 hours in a day, but some people get more done because they manage their time better. Time management may seem easy, but many people struggle to balance personal life, work, school, sport, and hobbies. Unlike lost items, lost time cannot be recovered.

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How to organise your work and use your time efficiently Create a focused environment

Remove distractions and keep your workspace clutter-free. Have everything you need ready before starting a task.

Prioritise • • •

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List all your tasks and do the most important ones first. Set deadlines to track your progress. Avoid last-minute stress by starting tasks early.

Eliminate time-wasting activities • •

Avoid activity that don’t add value. You don’t need to check social media every five minutes.

Don’t procrastinate •

Don’t delay tasks – start while you are motivated, as you may not feel like it later.

Benefits of good time management • • • • • • •

Less stress Greater productivity More free time Higher energy levels Better quality work More confidence Balance between personal life, work life, sport, leisure, and hobbies.