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LIFE ORIENTATION FACILITATOR’S GUIDE Grade 9
A member of the FUTURELEARN group
Life Orientation Facilitator’s guide
1809-E-LIO-FG01
Í2)È-E-LIO-FG01tÎ
Grade 9
CAPS aligned
LM van der Walt
Facilitator’s Guide G09 ~ Life Orientation
CONTENTS Lesson elements .................................................................................................3 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 Activity 1 ................................................................................................................11 Activity 2 ................................................................................................................12 Activity 3 ................................................................................................................13 UNIT 2 Constitutional rights and responsibilities and the world of work. .....15 Activity 4 ................................................................................................................17 Activity 5 ................................................................................................................19 Activity 6 ................................................................................................................20 UNIT 3 World of work, and health, social and environmental responsibilities ....................................................................................................26 Activity 7 ................................................................................................................27 Activity 8 ................................................................................................................31 Activity 9 ................................................................................................................32 UNIT 4 World of work, constitutional rights, responsibilities and selfdevelopment in society.......................................................................................40 Activity 10 ..............................................................................................................42 Activity 11 ..............................................................................................................44 Activity 12 ..............................................................................................................47 Activity 13 ..............................................................................................................48 UNIT 5 Physical Education .................................................................................53 TERM 1 .................................................................................................................54 Activity 1: ........................................................................................................54 TERM 2 .................................................................................................................55 Activity 1: ........................................................................................................55 TERM 3 .................................................................................................................56 Activity 3: ........................................................................................................56 TERM 4 .................................................................................................................57 Activity 4: ........................................................................................................57 Bibliography and references ..............................................................................58
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Facilitator’s Guide G09 ~ Life Orientation
YEAR PLAN TERM 1
LESSON 1.
Lifestyle decisions
2.
Sexual behaviour and sexual health Time-management skills
3. 2
4. 5. 6.
3
7. 8. 9.
4
10. 11.
12. 13.
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Issues relating to civil rights and responsibilities Constitutional values and role models Available options after completion of Grade 9 Careers and subject choices Concept: voluntary service Health and safety issues relating to violence Providers of study and career funding Contributions from various religions towards the promotion of peace Sport ethics in all physical activities Challenging situations: Depression, sorrow, loss trauma and crisis
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DATE COMPLETED
Facilitator’s Guide G09 ~ Life Orientation
PHYSICAL
LESSON
EDUCATION Unit 5 TERM 1
2
3
4
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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.
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DATE
DATE
STARTED
COMPLETED
Facilitator’s Guide G09 ~ Life Orientation
Unit
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UNIT 1 Self-development in society and the world of work LEARNING OBJECTIVES: After completing the 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.
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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 his/her 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 after some 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) 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 change 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.
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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 can not 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 heart beat 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) 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 his/her 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)
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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 Swimming Study Reading classes Study
MONDAY 14:00 – 15:00 15:15 – 17:00 18:00 – 18:30 20:00 – 22:00
TUESDAY WEDNESDAY THURSDAY None 14:00 – 15:00 None 14:00 – 16:00 None
15:00- 17:00
14:00 – 15:00
None
15:00 – 15:30
None
20:00 – 21:00
None
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.
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Mark the journal according to the following assessment table: 1 Not achieved
2 Partly achieved
3 Excellently achieved
Learner diarised one full week Learner demonstrates the ability to meaningfully describe his or her day Learner uses vocabulary at his or her age level Learner shows the ability to express feelings Learner has written a good and comprehensive diary [15] 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 he/she has learned from the lesson. 1 2 3 Not Partly Excellently achieved achieved achieved 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 [15]
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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.
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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 learner’s can distinguish between positive and negative role models. A person who has a positive role model in his or her 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.
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2.1. Lesson 4: Civil rights and responsibilities (2 hours) ACTIVITY 4: In Unit 2 all the activities do not count for assessment. The marks for the half-year 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 he/she had gained during the lesson. The learner must plan his/her own national day. Control by using the 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 his/her heart For example the abuse of chickens on poultry farms. The learner must choose a name for his/her day, such as: NATIONAL CHICKEN DAY. Choose a date such as: 12 MAY. The learner must write down his/her 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.
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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's. 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 extramarital 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.
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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 his/her 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 his/her 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 his/her life. Has the person contributed to the quality of life of other people? 2) Follow what the person has achieved in his/her 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.
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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 he/she weighs 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 his/her own advantages and disadvantages. NSC ADVANTAGE
Don’t have to leave school.
You reach fixed learning outcomes.
Can get university entrance.
National Skills Certificate DISADVANTAGE
ADVANTAGE
DISADVANTAGE
Must reach all three years’ learning outcomes. Subjects must be selected to support your chosen career.
You can leave school.
You must leave school.
You can be trained immediately for your chosen career. You can become independent and make your own decisions. In-depth study in your career field.
It is difficult to change if you do not want to follow the particular career anymore. You have to become independent and look after yourself.
If you fail a year it can spoil your chances of university study.
You still have time to decide about which career to follow.
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Teaching is very formal.