Life Orientation
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Reg. No.: 2011/011959/07
Life Orientation
Facilitator’s guide
Grade 11
M du Plessis
LESSON ELEMENTS
Each unit consists of the following learning activities:
• challenges
• Life Orientation content
• Physical Education
• activities to solve the challenges
• application and reflective activities
As well as:
• learning objectives
• additional activities
• definitions
• enrichment activities (for the curious)
• summaries
• self-assessment activities
Three weeks are given to complete each unit.
ICONS
Sample
VERY IMPORTANT
Following the above learning sequence implies that you need to engage in the activities and solving actions to accumulate the content, the self-insight and problem-solving abilities to be successful in this subject.
INTRODUCTION
Life Orientation is the study of the self in relation to others and to society. It addresses skills, knowledge and values about yourself, the environment, responsible citizenship, a healthy and productive lifestyle, social engagement, recreation and physical activities, and careers and career choices.
This includes opportunities to engage in the development and practice of a variety of life skills to solve problems, make informed decisions, and take appropriate actions to live a meaningful and successful life in a rapidly changing society. It not only focuses on knowledge, but also emphasises the importance of the application of skills and values in real-life situations, and participation in physical activities, community organisations and initiatives.
Life Orientation in the FET Phase aims to:
1. guide and prepare learners to respond appropriately to life’s responsibilities and opportunities
2. equip learners to interact optimally on a personal, psychological, cognitive, motorphysical, moral, spiritual, cultural and socio-economic level
3. guide learners to make informed and responsible decisions about their own health and well-being, as well as the health and well-being of others
4. expose learners to their constitutional rights and responsibilities, to the rights of others, and to issues of diversity
5. equip learners with knowledge, skills and values to make informed decisions about subject choices, careers, additional and higher education opportunities, and the world of work
6. expose learners to various study methods and skills relating to assessment processes
7. expose learners to the value of regular participation in physical activities
Life Orientation in Grade 10 to 12 focuses on the following core themes:
• Development of the self in society
• Social and environmental responsibility
• Democracy and human rights
• Careers and career choices
• Study skills
• Physical Education
Sample
The subject content and related assessment elements are based on the themes as outlined in the Curriculum and assessment Policy Statement (CAPS).
ADDITIONAL RECOMMENDED READING
RESOURCE REQUIREMENTS
The following resources are required to successfully complete this subject:
• Impaq Life Orientation Study Guide
• Impaq Life Orientation Facilitator ’s Guide (used by the facilitator only)
• Impaq Life Orientation portfolio tasks
• Appropriate clothing, footgear and equipment to complete the physical exercises
• A notebook in which to complete activities
TIME ALLOCATION
Grade 11 is a very short year. Although CAPS makes provision for 10 weeks per term, the Department of Basic Education’s school calendar does not always correspond with this. Once a term’s work has been completed, it is recommended that learners start immediately with the next term’s work. This will ensure that there is enough time for thorough study and revision.
Sean Covey, The 7 Habits of Highly Effective Teens (Source: goo.gl/Ty1C9d)
TIMETABLE AND TIME MANAGEMENT
The diagram below represents a suggested framework for covering the content. Note that Physical Education continues throughout the term and the intensity increases to increase personal fitness.
STUDY TIPS AND METHODS
Remember that studying should not be left until the night before a test or an exam. It is never too early to develop good study habits. Everyone is different, and for some learners studying and being motivated comes more naturally. But, just as athletes or soccer players have to practise and develop their skills, effective study skills must be practised for you to perform well. The sooner learners understand and apply good study habits, the easier tests and exams will be and the better the chances of getting good marks.
Here are some tips to help learners make the most of their Life Orientation studies:
• Although you can study anywhere, the place you choose to study should not have any distractions.
• Time is your most valuable resource. If you struggle to find time to study, you should prioritise and set a timetable.
• As you prepare for tests or exams, you should spend time reviewing your work. Start this process by revising the material while it is still fresh in your mind. If you wait too long, you may discover that the material does not make sense anymore.
• Make sure you understand all the material. Do not try to memorise facts you do not understand.
• Test yourself by doing the self-assessment questions and activities. Use the learning outcomes as a guide.
• It is important to take regular breaks – working too hard can decrease your performance.
• Stay motivated. You can decorate your study space with inspirational quotes or photos of people you want to make proud of your hard work.
• Reward yourself.
• See unit 5 for more information.
Sample
1
SUBJECT CONTENT AND PLANNING
Unit 1: Personal life goals
1.1 Plan and achieve life goals
1.1.1 Plan and set SMART goals
1.1.2 Action plan
1.2 Prioritising goals to solve problems
2
3
1.2.1 A seven-stage model for problem-solving and decision-making
1.2.2 The relationship between personal values, choices and goal setting
1.3 Physical Education
1.3.1 Safety measures for physical fitness activities
1.3.2 Improve your physical fitness and health
4 Reflect and apply Unit 2: Relationships and their influence on your own well-being
1
2.1 How relationships influence your well-being
2.1.1 Qualities of healthy and unhealthy relationships
2 2.2 How social and cultural views influence relationships
3
2.3 The impact of the media on values and beliefs about relationships
2.3.1 The effects of social media
4 Reflect and apply
Unit 3: Career and career choices
3.1 Influences on your career path decision
3.1.1 The latest trends in the job market
1
2
3
3.1.2 Understanding the South African National Qualifications Framework (NQF)
3.2 Technical and Vocational Education and Training (TVET)
3.2.1 Types of TVET courses
3.2.2 Admission Point Score (APS) and National Benchmark Tests (NBT)
3.3 Options for financial assistance
3.3.1 Financial arrangement obligations
3.4 Physical Education: Participation in programmes that improve your personal level of physical fitness and health
3.4.1 Aerobic workout programme
3.4.2 Participation in games for physical fitness
4 Reflect and apply
1
Unit 4: Democracy and human rights
4.1 Principles, processes and procedures for democratic participation
4.1.1 How does one participate in parliament?
4.1.2 Public participation and the petition process
4.1.3 Governance
4.1.4 How laws are made
4.2 Democratic structures
4.2.1 National government
2
3
4
4.2.2 Provincial government
4.2.3 Local government
4.2.4 Local community structures
4.3 The role of sport in nation building
4.3.1 Participant and spectator behaviour in sport
4.3.2 Nation building through sport
4.4 Physical Education: Improvement of personal level of physical fitness and health
4.4.1 The power of walking
4.4.2 Resistance training
5 Reflect and apply
Term 2
Unit 5: Study skills and strategies
5.1 The application of study skills, study styles and study strategies
1
2
3
5.1.1 Learning styles
5.1.2 Strategies that suit your learning style
5.1.3 The SQ3R study method
5.2 Examination writing skills
5.2.1 Why do you write exams?
5.2.2 How to answer different exam questions
5.3 Time management skills and an annual study plan
5.3.1 How to make studying less stressful with maximum motivation
5.3.2 Time management skills
5.3.3 The dangers of procrastination
4 Reflect and apply Unit 6: Administrative, organisational and leadership skills
6.1 Leadership
6.1.1 The qualities and skills of a good leader
1
6.1.2 The three basic leadership styles
6.1.3 Coaching – Be a leader by teaching your peers
6.1.4 Organisational skills 2
6.2 Safety issues relating to participation in physical activities
6.2.1 Basic first aid
3
6.3 Physical Education: Participation in community and playground games
6.3.1 Different games
6.3.2 How to design a new game
4 Reflect and apply
Unit 7: Social and environmental responsibility
7.1 The use of harmful substances in food production
7.1.1 Green technology trends in food production
1
2
3
7.1.2 The enviroment's degradation
7.1.3 The impact of depleted resources
7.2 Dealing with environmental factors that cause ill health
7.2.1 The effects of pollution on humans
7.2.2 How to deal with environmental factors that cause ill health in our personal space and immediate surroundings
7.2.3 Safety and first aid skills – coping with disasters
7.2.4 Climate change
7.3 Physical Education: Participation in movement performance for physical health
7.3.1 Leadership skills review – Participation in programmes that promote umpiring and refereeing
7.3.2 Indoor games that promote teamwork and physical activity
7.3.3 Indigenous games
4 Reflect and apply
Unit 8: Project – Participation in a community service project Term 3
9.1 Requirements for a healthy and balanced lifestyle
9.1.1 Psychological/mental wellness
9.1.2 Social wellness 2
9.1.3 Emotional wellness
9.1.4 Environmental wellness
9.1.5 Spiritual wellness 3
9.2 Risky behaviour and situations that negatively affect lifestyle choices
9.2.1 How risky behaviour can affect your life
9.2.2 The impact of risky behaviour on your development
9.2.3 Barriers that prevent you from seeking advice, support and assistance
4 Reflect and apply
1
Unit 10: The socio-economic environment
10.1 The impact of poverty
10.1.1 The impact of poverty on society
10.1.2 The impact of poverty on education
10.1.3 The impact of poverty on social behaviour
10.1.4 The impact of poverty on health
10.1.5 Violence and crime as a consequence of poverty
10.2 Factors that positively affect lifestyle choices
10.2.1 The importance of role models
10.2.2 Taking responsibility for making informed decisions
10.3 Physical Education: Participation in recreational activities that promote leadership skills
10.3.1 Team leadership
2
3
10.3.2 Team personalities
10.3.3 Defining roles and responsibilities
10.4 Physical Education: Develop a physical training programme in preparation for a hiking expedition
10.5 The role of nutrition in health and physical activities
10.5.1 Healthy nutrition
4 Reflect and apply
Unit 11: Careers and career choices
11.1 How to apply for a job
11.1.1 How to compile a CV
1
2
3
11.1.2 How to write an application letter/cover letter
11.1.3 How to complete a job application form
11.2 Interview skills
11.2.1 Preparing for an interview
11.2.2 Typical job interview questions
11.2.3 Ethical behaviour
11.2.4 Personal expectations regarding jobs and careers
11.3 Physical Education: Recreational and relaxation activities
11.3.1 Deep breathing exercises
11.3.2 Relaxation activities
4 Reflect and apply
1
2
Term 4
Unit 12: Healthy and balanced lifestyle choices
12.1 Understanding the role of power in relationships
12.1.1 Types of power in relationships
12.1.2 Signs that you might be in a controlling and manipulative relationship
12.1.3 Gender roles and the influence it has on health and well-being
12.2 Unequal power relations
12.2.1 The abuse of power
12.2.2 The impact of cultural beliefs and power on men and women
3
12.3 Physical Education: Participation in programmes that promote own umpiring, administrative and leadership skills
12.3.1 Planning and organising games
12.3.2 Practising administrative and organisational skills
4 Reflect and apply Unit 13: Democracy and human rights
113.1 South Africa’s diverse religions and belief systems
2
3
13.2 Moral and spiritual issues and dilemmas
13.2.1 Abortion
13.2.2 Euthanasia
13.3 Cultural practices and traditions
13.3.1 Economic issues
13.3.2 Environmental issues
13.4 Physical Education review
Revision and examination
*Fill in the target completion date for each lesson, according to the year plan for Life Orientation. Note that the submission dates for the formal assessments, must strictly be adhered to.
1 Unit 1: Plan and achive life goals
This unit focuses on the self in society, including how you manage yourself in relationships and in the world. Being balanced and healthy allows us to be effective and to feel motivated to reach our goals.
As an individual, it is important to know what your life goals are. Formulating goals and actions is one of the most important skills for any person who wants to reach their targets, keep to deadlines, and complete projects. In this unit, we will analyse how to balance our goals and expectations by assessing all factors that impact on our lives, such as family, friends and community. Prioritising goals and activities is one of the most difficult things to do in life because it means choosing certain goals and activities over others – and how do we know we’ve made the right choice? To make the right decisions, it is necessary that we do some introspection to decide which values are most important to us.
Physical Education is a continuous aspect of Life Orientation throughout the year. Personal fitness is often ignored. A lack of exercise can lead to health issues and an overall feeling of despondency. Setting goals for your own health ensures that you also plan and make time to participate in activities that will benefit your health.
CHALLENGE FOR THIS UNIT
How can I succeed in setting realistic and achievable goals for myself to ensure a high level of motivation and success?
LEARNING OBJECTIVES
After completing these lessons, learners should be able to:
• identify their life goals
• set short-term, medium-term and long-term goals
• prioritise aspects of their life
DEFINITIONS
Action plan: A document that lists the steps to be taken to achieve a specific goal. It contains a timeline and target dates for the completion of specific tasks.
Decision-making: Selecting an alternative course of action that will solve a problem.
Flexibility: A personality trait that enables you to effectively adapt to change. Goal setting: Deciding what you want to accomplish in life, and creating a plan to achieve the desired results.
Long-term goal: The plans you make and the goals you want to achieve in more than a year, such as the career and lifestyle you would like to have in future.