Grade 10 • Study Guide
Life Orientation
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Reg. No.: 2011/011959/07
Life Orientation
Study guide
Grade 10
Sample
CAPS aligned
M du Plessis
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.
All of these include 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. The focus is not only on knowledge. The importance of the application of skills and values in real-life situations and participation in physical activities, community organisations and initiatives enjoy equal attention.
Life Orientation in the FET Phase aims to:
• guide and prepare you to respond appropriately to life’s responsibilities and opportunities
• equip you to interact optimally on a personal, psychological, cognitive, motor physical, moral, spiritual, cultural and socio-economic level
• guide you to make informed and responsible decisions about your own health and well-being, as well as the health and well-being of others
• expose you to your constitutional rights and responsibilities, to the rights of others and to issues concerning diversity
• equip you with knowledge, skills and values to make informed decisions about subject choices, higher - and additional education opportunities, careers and the world of work
• expose you to various study methods and skills in relation to assessment processes
• expose you to the value of regular participation in physical activities
Life Orientation in Grade 10 to 12 focuses on the following core topics
• Development of the self in society
• Social and environmental responsibility
• Democracy and human rights
• Careers and career choices
Sample
• Study skills
• Physical Education
The subject content and related assessment elements are based on the topics as outlined in the Curriculum and Assessment Policy Statement (CAPS).
RESOURCE REQUIREMENTS
The following resources, stationery and equipment are required to successfully complete this subject:
• Impaq Life Orientation Study Guide.
• Impaq Life Orientation Facilitator’s Guide (used only by the facilitator).
• A notebook for doing written activities.
• Appropriate clothing, footgear and equipment to do the physical exercises.
TIME ALLOCATION AND TIME MANAGEMENT
Grade 10 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 you have completed a term’s work, it is recommended that you start immediately with the next term’s work. This will ensure that there is enough time for thorough study and revision.
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.
WEEKLY SCHEDULE
The proposed weekly academic schedule for Grade 10.
minimum of any three subjects
*The duration of a lesson is 45 minutes.
ASSESSMENT PLANNING
No activity in the Study Guide is done for formal assessment. Please refer to the portfolio book for all formal assessments.
Sample
STUDY TIPS AND METHODS
Keep in mind that studying should never 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 the motivation to study comes more naturally. Just as athletes must practise and develop their skills, effective study skills must be practised continuously to perform well. The sooner you understand and apply good study habits, the easier tests and exams will be and the better your chances of getting good marks.
Tips to help you make the most of your Life Orientation studies
• You can study anywhere, but the place you choose must not have any distractions.
• Time is the most valuable resource. If you struggle to find time to study, you must prioritise and set a timetable.
• When preparing for tests or exams, you must spend time reviewing the work. Start this process by revising the work while it is still fresh in your mind. If you wait too long, you may discover that the content does not make sense.
• Make sure you understand all the learning material in your Study Guide. It is useless to memorise facts if you do not understand it.
• Test yourself by doing the self-assessment questions and activities. Use the results as a guide to determine which areas you need to pay extra attention to.
• Taking regular breaks is important – working too hard can affect your performance.
• Stay motivated. You can decorate your study space with inspirational quotes or photos of people you want to make proud by getting good marks.
• Reward yourself.
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 allowed for the completion of each unit.
LEARNING AIMS
What learners should know at the end of the lesson according to CAPS requirements.
IMPORTANT TERMINOLOGY
New terminology to assist with the understanding of the subject as part of the lesson.
DEFINE
Definitions of concepts to understand the content.
IMPORTANT
SampleExplains misunderstandings to avoid possible confusion with existing knowledge
TIPS
Any information other than the content, to guide learners through the learning process.
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. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a pass mark.
ACTIVITY
Questions to complete to test learners’ knowledge of the completed lesson
CORE CONTENT
Emphasise the core of the content; in-depth explanation of a specific section of the lesson; learners must understand this content.
Sample
Lesson
SUBJECT CONTENT AND PLANNING
Term 1
Unit 1: Development of the self in society
1.1 Self-awareness, self-esteem and self-development
1.1.1 Self-awareness
1.1.2 Self-esteem
1
2
3
1.1.3 Personal/Self-development
1.1.4 Strategies to build self-confidence and confidence in others
1.2 Power, power relations, masculinity, femininity, and gender
1.2.1 Gender identity and roles
1.2.2 Power relationships
1.2.3 The impact of gender inequality on general well-being
1.2.4 Sexual well-being
1.3 Physical fitness and safety
1.3.1 The impact of physical fitness on mental health
1.3.2 Physical fitness
1.3.3 Safety measures for physical activities
4 Reflect and apply
Unit 2: Careers and career choices
2.1 Knowledge about myself in relation to career choices
2.1.1 Choosing a career: The importance of self-knowledge
1
2
3
4
1
2.1.2 The differences between a job, an occupation, a career and a career field
2.1.3 Requirements for the National Senior Certificate (NSC)
2.2 Knowledge about life domains
2.2.1 The three life domains
2.3 Socio-economic factors to consider when choosing a career
2.3.1 Financial/Economic considerations
2.3.2 Gender stereotyping and the influence it has on career choices
2.3.3 The impact of tax on personal income
2.4 Participation in activities that promote physical fitness
2.4.1 How can I become more physically active?
Reflect and apply
Unit 3: Democracy and human rights
3.1 Diversity, discrimination and violation of human rights
3.1.1 Diversity and stereotyping
3.1.2 Discrimination
3.1.3 Human rights violations
2
3
3.2 The Bill of Rights and other human rights instruments
3..2.1 National and international instruments protecting human rights
3.3 Discriminating behaviour and human rights violations
3.3.1 Fair and unfair discrimination
3.3.2 The impact of discrimination
3.3.3 Human rights defenders and activists
3.3.4 Human rights organisations in South Africa
3.4 Physical fitness
3.4.1 General safety tips during exercises
4
3.4.2 Fitness regime: Aerobic exercises
3.4.3 Fitness challenge: Basic step aerobics routine
3.4.4 Participation in indigenous games
Reflect and apply
4.1 Study skills
1
2
3
4
Unit 4: Study skills
4.1.1 Listening, reading and comprehension skills
4.1.2 Attention and concentration
4.1.3 How does memory work?
4.1.4 Organising and time management
4.2 Study methods
4.2.1 Note-taking
4.2.2 Problem-solving skills
4.2.3 Comparisons and contrasts
4.3 The process of assessment and an annual study plan
4.4 Physical Education
4.4.1 Safety tips
4.4.2 Indigenous games
Unit 5: Social and environmental responsibility
1 5.1 Social and environmental justice
5.2 Social and environmental issues and their harmful effects
5.2.1 Unemployment
2
5.2.2 Corruption
5.2.3 Lack of health services
3 5.3 Social, constructive and critical thinking skills
5.3.1 Youth service development
5.4 Physical Education: Playground, indigenous and community games
5.4.1 The social and academic benefits of team sports
4
5.4.2 Benefits of playing indigenous games
5.4.3 Playground games
5.4.4 Community games
5.4.5 Deskercising – exercises to do while studying
Unit 6: Development of the self in society
1 6.1 Life roles
6.2 Changes associated with development towards adulthood
6.2.1 Physical changes
2
3
4
1
6.2.2 Emotional changes
6.2.3 Social changes
6.3 Values and strategies for making responsible decisions that will fully develop personal potential
6.3.1 Decisions regarding sexuality
6.3.2 Values and sexuality
6.3.3 Skills related to sexuality and lifestyle choices
6.3.4 Sexual decision-making
6.4 Physical Education: Activities that promote recreation and relaxation
6.4.1 Outdoor recreational activities
6.4.2 Exercises to improve movement performance
Unit 7: Careers and career choices
7.1 Diversity in jobs
7.1.1 Economic sectors
7.1.2 Work environment conditions
7.1.3 Career opportunities in recreation and leisure
2 7.2 Skills and competencies
3 7.3 Research skills, promotion, and further study prospects
4
5
1
7.4 Use time productively to gain transferable skills
7.4.1 Time management
7.4.2 Transferable skills
7.5 Physical Education
7.5.1 Activities that promote recreation and relaxation
7.5.2 Sunlight and outdoor activities
Unit 8: Careers and career choices
8.1 Trends and demands in the job market
8.1.1 Globalisation and careers
8.1.2 Changing career patterns and the impact on the need for skills and competencies
8.1.3 Niche jobs
2 8.2 SAQA, NQF and RPL
3 8.3 Different forms of learning
8.3.1 Lifelong learning
8.4 Physical Education
4
8.4.2 Traditional versus non-traditional sports Sample
8.4.1 Life lessons learned through sport
1
Unit 9: Democracy and human rights
9.1 Ethical traditions and religious laws of the main religions in South Africa
9.1.1 Christianity
9.1.2 Judaism
9.1.3 Islam
9.1.4 Hinduism
9.1.5 African Traditional Religion
9.2 Uncover biases in sport
9.2.1 Gender discrimination in sport
9.2.2 Religious discrimination in sport
2
9.2.3 Disability discrimination in sport
9.2.4 Homophobia in sport
9.2.5 Lack of media coverage for women’s sports
9.2.6 Unfair practices in sport
3 9.3 Physical Education: Traditional and non-traditional games
*Fill in your target date for the completion of each lesson, according to your year plan for Life Orientation.
1 Development of the self in society
This unit focuses on how to develop strategies to enhance self-awareness, self-esteem and self-development. There are various factors that influence our self-awareness and selfesteem which could impact on our level of confidence when we relate to others and when we must make decisions. An unhealthy self-esteem can lead to an individual experiencing stress, anxiety, and depression.
A high level of self-awareness and a healthy self-esteem will allow a person to not only see their own uniqueness, but also to acknowledge and respect the uniqueness of others.
Physical Education is a continuous aspect of Life Orientation. Personal fitness is often ignored. A lack of exercise can lead to health issues and an overall feeling of despondency. Our physical health plays a big role in how we perceive ourselves and can contribute to our level of confidence in all areas of society.
CHALLENGES FOR THIS UNIT
How can I improve my self-esteem and self-awareness to develop myself?
Determine the role of power when it comes to gender equality.
Determine the impact of physical fitness on my mental health.
LESSON 1.1: Self-awareness, self-esteem and self-development
LEARNING OBJECTIVES
At the end of this lesson, you must be able to:
• understand the relationship between self-awareness and self-esteem
• identify factors that influence your self-awareness, self-esteem and self-confidence
• develop strategies to improve your self-esteem and self-confidence
• help others to improve their self-esteem and self-confidence
• design a personal development plan
DEFINITIONS
Action plan: A detailed plan of steps that must be taken to reach one or more goals.
Confidence: The feeling or belief that you can have faith in or rely on someone or something. The word ‘confidence’ comes from the Latin word fidere which means ‘to trust’.
Cyberbullying: The use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature.
Influence: The capacity to have an effect on the character, development or behaviour of someone or something.
Personal development: The actions a person must take to improve selfawareness and identity and to develop talents to reach potential in order to enhance the quality of life. This may include building human capital, facilitating employability and the realisation of dreams and aspirations. Personal development can take place over the course of a person’s entire life.
Self-awareness: Conscious knowledge of your own character, skills, feelings and the events in your life.
Self-confidence: A feeling of trust in your abilities, qualities, and judgement. Self-esteem: Confidence in your own worth or abilities; self-respect.
LESSON 1.1.1: Self-awareness
The concept of self-awareness means to be aware of the self. Simply put, self-awareness is the conscious knowledge of your own thoughts and emotions. The truth is that many of us go through a day with little or no awareness of what we are doing and why we are doing it.
According to author and journalist Daniel Goleman, the foundation of emotional intelligence is self-awareness. He is quoted as saying: ‘If your emotional abilities aren’t in hand, if you don’t have self-awareness, if you are not able to manage your distressing emotions, if you can’t have empathy and have effective relationships, then no matter how smart you are, you are not going to get very far.’
With emotional self-awareness you understand your own emotions and its impact on your performance. You know what you are feeling and why. You are also aware of how others see you. You can accurately sense your strengths and limitations, which will lead to a realistic self-confidence. People who are self-aware can recognise when their emotions have a negative impact on their work, or on the people around them.
Activity 1: How well do you know yourself?
Answer the following questions as honest as possible.
1. What are your most important values and what does that mean to you?
2. What are the things you are most passionate about? List them.
3. What are your goals and hopes for your future?
4. What are your top strengths?
5. What are your top weaknesses? Sample
