Gr 8-Life Orientation-Facilitator's Guide by Impaq

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LIFE ORIENTATION FACILITATOR’S GUIDE Grade 8

A member of the FUTURELEARN group

Life Orientation Facilitator’s guide

1808-E-LIO-FG01

Í2(È-E-LIO-FG01rÎ

Grade 8

CAPS aligned

LM van der Walt

Facilitator’s Guide G08 ~ Life Orientation

CONTENTS PREFACE .................................................................................................................. 5 TIMETABLE AND TIME MANAGEMENT ................................................................. 5 ASSESSMENT REQUIREMENTS ............................................................................. 6 STUDY TIPS AND METHODS .................................................................................. 7 YEAR PLAN .............................................................................................................. 8 UNIT 1: Self-development in society and the world of work .............................. 10 Lesson 1: Formation of self image and self motivation .......................................... 11 ACTIVITY 1: .......................................................................................... 11 Lesson 2: Concept: Sexuality ................................................................................ 12 ACTIVITY 2: .......................................................................................... 12 Lesson 3: Relationships and friendships ............................................................... 13 ACTIVITY 3: .......................................................................................... 13 Lesson 4: The different learning styles .................................................................. 13 ACTIVITY 4: .......................................................................................... 14 OPEN BOOK TEST 1............................................................................ 14 UNIT 2: World of work and health, social and environmental responsibilities . 15 Lesson 5: Identify and apply a learning style ........................................................ 16 ACTIVITY 5: .......................................................................................... 16 Lesson 6: The six career categories ...................................................................... 18 ACTIVITY 6: .......................................................................................... 19 Lesson 7: The role of work in the relationship to South Africa’s social and economic needs .................................................................................... 19 ACTIVITY 7: .......................................................................................... 23 Lesson 8: Drug abuse ............................................................................................ 23 ACTIVITY 8: .......................................................................................... 25 OPEN BOOK TEST 2............................................................................ 25 UNIT 3: World of work, health, social and environmental responsibilities and constitutional rights and responsibilities............................................... 31 Lesson 9: The relationship between achievement in school subjects, interests and skills and the decision-making process regarding the choice of a career category ................................................................................................ 32 ACTIVITY 9: .......................................................................................... 32 Lesson 10: Environmental health issues and Earth Day.......................................... 33 ACTIVITY 10: ........................................................................................ 33 Lesson 11: Aids – Decision-making about health and safety .................................. 34 ACTIVITY 11: ........................................................................................ 37 Lesson 12: Nation building ...................................................................................... 37 ACTIVITY 12: ........................................................................................ 38 OPEN BOOK TEST 3............................................................................ 39

Facilitator’s Guide G08 ~ Life Orientation

UNIT 4: Constitutional rights and responsibilities .............................................. 40 Lesson 13: Human Rights transgressions and gender equality ............................... 40 ACTIVITY 13: ........................................................................................ 41 Lesson 14: Cultural diversity in South Africa ........................................................... 41 ACTIVITY 14: ........................................................................................ 42 OPEN BOOK TEST 4............................................................................ 43 UNIT 5: Physical education ................................................................................... 46 TERM 1 .............................................................................................................. 47 ACTIVITY 1: .......................................................................................... 47 TERM 2 .............................................................................................................. 48 ACTIVITY 2: .......................................................................................... 48 TERM 3 .............................................................................................................. 49 ACTIVITY 3: .......................................................................................... 49 TERM 4 .............................................................................................................. 50 ACTIVITY 4: .......................................................................................... 50 BIBLIOGRAPHY AND REFERENCES.................................................................... 51

Facilitator’s Guide G08 ~ Life Orientation

YEAR PLAN LESSON

UNIT 1

2 3 4 5 6 7

8 9

10 11

12 13 14

DATE STARTED

Formation of self-esteem and self motivation Sexuality Relationships and friendships The different learning styles Idenitify and apply a learning style The six career categories The role of work in relation to SA’s social and economic needs Drug abuse The relationship between achievement in school subjects, interests and abilities and the decision-making process regarding the choice of a career Environmental health issues Aids – Decision-making about health and safety Nation building Human rights violations and gender equality Cultural diversity in South Africa

DATE COMPLETED

Facilitatorâ&#x20AC;&#x2122;s Guide G08 ~ Life Orientation

PHYSICAL EDUCATION UNIT 5 1

2 3

ÂŠ Impaq

LESSON

DATE STARTED

Participation in fitness programme that promotes fitness. Safety issues regarding fitness components. Participation in fitness programme: Participation and execution of movements that promote fitness. Participation in fitness programme that promotes fitness. Participation and execution of movements. Participation in target games. Participation in a programme that promotes movement techniques Participation and execution of movements that promote movement techniques. Outdoor leisure and health issues.

DATE COMPLETED

Facilitator’s Guide G08 ~ Life Orientation

Unit

UNIT 1: Self-development in society and the world of work LEARNING AIMS: After learners have completed this unit, they must be able to do the following:  Be able to identify factors that influence self-esteem and self       

motivation Can talk positively about the self Be able to implement strategies and skills to develop personal potential Have an understanding of your own sexuality Have an understanding of friends’ and peers’ sexuality Identify fitting ways to begin and build friendships Be able to develop problem solving skills Be able to develop communication skills Be able to identify different learning styles

INTRODUCTION It is important for learners to use the life skills that they learn to use and develop their personal potential. It enables them to react appropriately to the challenges they will face in the world around them. Adolescense is marked by emotional and physical change. It is important for learners to build on a positive self-esteem and to be accepted by their peers. This unit enables learners to develop more life skills. It also helps them to develop an emotional intelligence which will empower them to handle challenges. This unit enhances the work done in the previous grade with new knowledge. The facilitator’s guide is compiled in such a way that it enables facilitators to work with learners. It also contains additional information for facilitators so that they can enrich learners’ learning experience. Each lesson is compiled so that learners can work through it at their own leisure. There is an activity at the end of each lesson. The lessons have a time allocation as determined by CAPS.

Facilitator’s Guide G08 ~ Life Orientation

Unit

1.1 Lesson 1: Formation of self image and self-motivation (3 hours) FOR THE CURIOUS: Guideline for people who overcame difficult circumstances: Natalie du Toit Oscar Pistorius Stephen Hawkins Ramey Short These are just examples should you experience any problems to obtain information. Any other well known person can be used. The aim of the exercise is to give learners the opportunity to research someone who has achieved greatness despite facing obstacles on their way to the top.

ACTIVITY 1: 1) Markers must use their own discretion. Learners’ opinions are what is most important. Learners must make five good statements to explain why they regard material things as important or not important to them. They must also state why these should influence them as teenagers or not. (5) 2) Use own discretion. If learners have strong opinions give marks: Two marks for two consequences. (2) 3) Give marks for naming four goods (4). Give 1 mark for each description at each drawing. (4)

(8) [15]

Facilitator’s Guide G08 ~ Life Orientation

1.2

Unit

Lesson 2: Sexuality (3 hours) FOR THE CURIOUS: Possible celebrities you can look up: Britney Spears Beyoncé Brad Pitt Shakira Halle Berry Celine Dion

ACTIVITY 2:

Learners’ own opinions are central to the essay. Markers use their own discretion. The following is just a guideline: Award marks as follows: Introduction: Learners must briefly state the programme they chose and the reasons for their choice. (2) Content: Give 2 marks for the description of the influence the programme has. Give 2 marks for the explanation of the association with the programme and 2 marks for general explanation of the influence of the media. (6) End: Give 2 marks for learner’s conclusion. [10]

Facilitator’s Guide G08 ~ Life Orientation

1.3

Unit

Lesson 3: Relationships and friendships

ACTIVITY 3: 3.1. Megan liked Ruan’s nice blue eyes. Ruan liked Megan’s nice personality. (2) 3.2. Yes and no. (1) Megan only saw Ruan’s looks and one does not build a long-term relationship on looks alone. In Ruan’s case I would say yes, he focused on her personality and not on her looks. (2) 3.3. Any one of the two: Ruan who spent more and more time with his friends. Megan who became too dependent on Ruan and didn’t want to give him his space. Megan became interested in someone else before she broke up with Ruan. (2) 3.4. Any two: They focused on the wrong traits. They didn’t do things on their own and later got bored and irritated with each other. They fought. Megan met someone else.

(2)

3.5. Any two: She should be honest about why she wants to end the relationship. She must take Ruan’s feelings into account and not blame him. She has to convey it in a positive and non-threatening way. She should stick to her guns and end the relationship. (2) [10] 1.4

Lesson 4: The different learning styles (1 hour)

FOR THE CURIOUS: Learners can study different learning styles. Help them list all of their learning styles and compare them. If learners can identify with one style, help them to gather more information. Save the information, as learners will use it in future.

Facilitator’s Guide G08 ~ Life Orientation

Unit

ACTIVITY 4:

LEARNING STYLE

YOU LEARN THROUGH:

KINESTETIC

Movement (1)

VISUAL

Through seeing (1) Through listening (1) Through words (1) Reason facts for yourself (1)

AUDITIVE LINGUISTIC LOGISTICAL/ MATHEMATICAL

ACTIVITIES YOU ENJOY Running, Jumping (1) Drawing and designing (1) To communicate and debate (1) Debate and tell and read stories (1) Reasoning and experiments (1)

THE METHOD YOU USE TO LEARN Senses(1) Drawings and designs (1) Through listening (1) Reading and writing (1) Critical thoughts (1) [15]

EXERCISE 1: OPEN BOOK TEST The test is devised so that learners’ comprehension of and insight into the lesson as a whole is tested. Markers must take learners’ opinions into account. Learners may refer to the lesson material after the test. 1. Give 1 mark for each photo/picture that describes the mentioned relationship. (7) 2. Give 1 mark for the description of each of the relationships. They should be able to disinguish between love, friendship and family relationships. (7) 3. Learners get 1 mark for each valid proposition. They must state what the influence of each of the relationships has on them. (7) 4. Learners get 1 mark for the explanation of each relationship on their decision making. They must have insight on how the relationship can influence their future. (7) 5. Give 2 marks for any two reasons given. (2) [30]

Facilitator’s Guide G08 ~ Life Orientation

Unit

UNIT 2: World of work and health, social and environmental responsibilities LEARNING AIMS: After learners have completed this unit, they must be able to do the following:    

Identify and apply his/her own learning style. Identify the six career categories. Identify the social factors that contribute to drug abuse. Identify the importance of work and the role of work regarding the SA social and economic situation.

INTRODUCTION In Grade 7 we looked at different learning styles and study methods. We are quickly going to revise those and then we are going to help learners identify their own learning style so that they can apply it in their studies. It is to learners’ advantage to identify a learning style and apply it. We are also going to look at the six career categories and the interests and skills that go hand in hand with those. We will also discuss the school subjects that go hand in hand with those. The six career categories are:      

Investigative Enterprising Realistic Artistic Conventional Social

We also discuss the roll that jobs play in our country’s social and economic needs. Why is it important to work? How do workers contribute to the country’s social and

Facilitator’s Guide G08 ~ Life Orientation

Unit

economic prosperity? Why is it important for a person to work and make a contribution? We lastly look at the social factors that contribute to drug abuse. We have discussed it in Grade 7 and will quickly revise it. We will also look at how drug abuse influences a person in the long run. It’s also important to know where to ask for help if you experience any form of drug abuse. 2.1

Lesson 5: Identify and apply a learning style (1 hour) FOR THE CURIOUS: Learners must search for information about the brain and the functions that have to do with learning. I have the following as facilitator to help: You actually need all of your brain and all of its functions to learn. The frontal lobe is behind your forehead and is involved with speech, thoughts, emotion and movement. The pariatal lobe is involved with the experience of touch, temperature and pain. The oxitable lobe is on the backside of your brain and is involved with sight. The temporal lobe is near your sleeps at the sides of your head and is involved with hearing and memory. The cerebellum coordinates your muscles so that you can walk, run and keep your balance. The pons helps carry messages between the different parts of the brain and the spinal cord. The medulla oblongata controls lifeimportant functions like heartbeat, breathing and blood pressure.

ACTIVITY 5: Learners identify the way they find it easiest to learn. They can summarise the reading matter in two ways: -

Spider method (mostly right brained)

Facilitator’s Guide G08 ~ Life Orientation

Unit

Mixture of moving gases

Gravity prevents it leaving the atmosphere

AIR

Nitrogen 78 %

Oxygen 21 %

Forms blanket around the earth The above is just an example. Learners can add more information by adding more branches. Learners can also add colour and make use of forms like triangles to highlight the facts. Let the reader take his/her study material and summarise it. Many learners take an A4 page to make their diagram on the page. This creates a picture which they can remember more easily. Another hint: Put pictures to the different branches so that they can associate the fact with the picture. The other method is aimed at learners who are predominantly left-brained – more logical and ordered. This is as follows: AIR -

Mixture of free moving gases. From the earth’s surface to space Gravity to ensure it doesn’t escape from planet Forms a blanket around earth Takes up sun’s heat Protects earth against foreign objects

Facilitator’s Guide G08 ~ Life Orientation

Unit

DRY AIR: Two gases - 78 % Nitrogen - 21 % Oxygen OTHER GASES - Argon - Carbon monoxide - Helium - Hygrogen - Methane - Neon - Ozone - Xenon - Crypton - Water vapour When we breathe: - Oxygen in, carbon out - In green plants – Carbon in, oxygen out Above is just an example. Learners can give their own interpretation of the reading material. Let learners also summaris other study material in this way. The more they practise, the easier it becomes.

2.2

Lesson 6: The six career categories (2 hours)

FOR THE CURIOUS: Learners must choose any five careers they are interested in. Learners must write in their books the following regarding each career: o Interests and skills for career. o School subjects required. o Where must I study for that? o How long must I study for that? Discuss with learners what they have written down.

Facilitator’s Guide G08 ~ Life Orientation

Unit

ACTIVITY 6: The activity doesn’t count for assessment. Learners must match column A to column B. The correct answers are: 1. 2. 3. 4. 5. 6.

F A D C B E

2.3 Lesson 7: The role of work in the relationship to South Africa’s social and economic needs (2 hours)

FOR THE CURIOUS: The following information is provided for facilitators. It comes from www.monkeybiz.co.za. Use the information to help learners with research. Monkeybiz is a sustainable income generating non-profit organisation that provides self-employment opportunities to bead artists and provides them with skills training and support. All profits go back into the communities through provision of community services which are partially funded by donations and gifts. Monkeybiz is unique in many ways. This inspirational project empowers more than 450 disadvantaged people by providing beads and beading material to them. They live in Cape Town informal settlements like Khayelitsha, Philippi, Mandela Park and other areas and many of them are HIV positive. These bead artists are producing exquisite hand beaded artworks - each a unique one-off creation. The women are paid for each piece they produce.

Facilitator’s Guide G08 ~ Life Orientation

Unit

Bead art pieces

Since its inception, Monkeybiz beaded art has been taking the world by storm, wherever they appear! The bead artists produce quirky, one-of-a-kind bead art pieces suffused with the vivid colours, textures, stories and expressions from the townships of Cape Town - African culture is at its uninhibited best. Their unique bead creations do not aspire to ‘high art’ nor lend themselves to intellectual responses, but simply reflect the life experience and reality of each artist. The Monkeybiz diversity finds expression in a huge variety of shapes and sizes from gorgeous beaded dolls to multicoloured three-dimensional animals such as giraffes and elephants. Each bead art piece has recognisable artistic integrity, a typically African vitality and exuberance and a quality that can only be described as emblematic of Monkeybiz. The bead artists

Monkeybiz is very proud of its stable of bead artists! The fact that Monkeybiz bead art pieces are sought after by galleries, museums and personal collections is testimony to the pioneering role Monkeybiz has played in elevating South African craft art to heady heights.