COMMON TASK FOR ASSESSMENT (CTA)
GRADE 9 – 2008
LIFE ORIENTATION
TEACHER'S BOOK
SECTION A
THEME:
Rights and Responsibilities
Suggested Time: 5 hours
150 marks
No of pages: 22
GRADE 9: DOE CTA: LIFE ORIENTATION: TEACHER'S BOOK – SECTION A Page 2 of 22
Cognitive Skills Analysis Grid
Part 1: Life Orientation CTA
Learning Outcomes Cognitive Levels
Question LO 1 LO 2 LO 3 LO 4 1 2 3 4 5 6
Knowing Understanding Applying Analysing Synthesizing Evaluating
1.1 no
marks
1.2.1 12 6 6
1.2.2 2 2
1.2.3 3 3
1.2.4 2 2
1.2.5 2 2
1.2.6 2 2
1.2.7 2 2
1.2.8 2 2
1.3 (15 x 2) 30
5 10
3 6
1 2
1 2
1 2
2 4
2 4
2.1 8 4 4
2.2 (16) 16
4 4
8 8
4 4
GRADE 9: DOE CTA: LIFE ORIENTATION: TEACHER'S BOOK – SECTION A Page 3 of 22
Question LO 1 LO 2 LO 3 LO 4 1 2 3 4 5 6
Knowing Understanding Applying Analysing Synthesizing Evaluating
2.3 10 10
2.4 1
2.5.1 1 1
2.5.2 1 1
2.5.3 6 1
2.5.4 4 6
2.5.5 6 4
2.5.6 6
3.1
3.2 30 12 12 6
3.3.1 2 2
3.3.2 4 4
3.3.3 4 4
Totals 150 57 63 30 40 28 24 30 18 10
100% 61% 39%
GRADE 9: DOE CTA: LIFE ORIENTATION: TEACHER'S BOOK – SECTION A Page 4 of 22
CONTENTS
Page
Summary sheet 3
Introduction 4
TASK 1 Do children have rights?
Activity 1.1 The Bill of Rights protecting children (Class activity) 5
Activity 1.2 The World's Children's Prize for the Rights of the Child (WCPRC)
(Paired and Individual task) 5–6
Activity 1.3 Nominate a candidate in your community (Paired task) 6–7
TASK 2 Rights and Responsibilities in my choices
Activity 2.1 A life of choices (Individual task) 8
Activity 2.2 Choices facing young people (Individual task) 9
Activity 2.3 Young people facing choices (Individual task) 10
Activity 2.4 Thoughts about alcohol use (Group activity) 10
Activity 2.5 South Africans Against Drunk Driving (Individual task) 11
TASK 3 Contributing to the community
Activity 3.1 Fitness components (Individual task) 12
Activity 3.2 Planning a recreational activity (Group task) 13 – 14
Activity 3.3 Characteristics of working together (Individual and Group activity) 15
The Learning Outcomes and Assessment Standards covered in this CTA are:
LO 1 – Health Promotion: The learner will be able to make informed decisions regarding
personal, community and environmental health.
AS 3 – Investigates personal and social factors that contribute to substance abuse and
suggests appropriate responses and rehabilitation options.
AS 4 – Critically evaluates resources on health information, health services and a range
of treatment options, including HIV/ AIDS.
LO 2 – Social Development: The learner will be able to demonstrate an understanding of and
commitment to constitutional rights and responsibilities and show an understanding of
diverse cultures and religions.
AS 1 – Debates issues with regards to citizens' rights and personal choices.
AS 3 – Critically discusses social relationships in a variety of situations.
LO 3 – Personal Development: The learner will be able to use acquired life skills to achieve
and extend personal potential to respond effectively to challenges in his or her world.
AS 2 – Critically discusses own rights and responsibilities in interpersonal relationships.
AS 3 – Responds appropriately to emotions in challenging situations.
AS 4 – Explains what has been learned from a challenging personal interaction by
critically reflecting on own behaviour.
LO 4 – Physical Development and Movement: The learner will be able to demonstrate an
understanding of, and participate in, activities that promote movement and physical
development.
AS 1 – Participates in and evaluates own performance in an adventurous recreational
outdoor activity.
AS 4 – Critically evaluates and executes a game plan for individual or team sport.
GRADE 9: DOE CTA: LIFE ORIENTATION: TEACHER'S BOOK – SECTION A Page 5 of 22
Learning
outcomes & Suggested Mark
Activity Methods and forms of assessment
assessment time frame allocation
standards
TASK 1 Do children have rights?
Class activity: read, brainstorm &
Activity 1.1 identification 20 minutes No marks
• No assessment
Paired and individual tasks:
LO 2 comprehension questions 25 minutes +
Activity 1.2 27 marks
AS 1 Written task homework
AS 3 • Mark allocation/ Memorandum
Paired task: investigation
Class presentation 45 minutes +
Activity 1.3 • Checklist 30 marks
homework
TASK 2 Rights and Responsibilities in my choices.
Individual task: timeline
Written task 10 minutes +
Activity 2.1 • Mark allocation/ Memorandum 8 marks
homework
Individual task: collage and
15 minutes
LO 2 explanation
Activity 2.2 AS 1 + 16 marks
Design and Make
homework
• Assessment rubric
LO3 Individual task: brainstorm questions
Activity 2.3 AS 2 Written task 20 minutes 10 marks
AS 3 • Mark allocation/ Memorandum
Group activity: discussion
Activity 2.4 20 minutes No marks
• No assessment
Individual task: comprehension
LO 1 15 minutes
questions
Activity 2.5 AS 3 + 19 marks
Written task
AS 4 homework
• Mark allocation/ Memorandum
TASK 3 Contributing to community
Individual activity: defining terms 20 minutes +
Activity 3.1 LO4 No marks
• No assessment homework
AS 1
AS 2
Group task: recreational activity
AS 4
Activity 3.2 Demonstration 95 minutes 30 marks
LO 3
• Checklist
AS 4
Group activity: evaluation
LO2 15 minutes
Individual task: questions
Activity 3.3 AS 1 + 10 marks
Written tasks
homework
• Mark allocation/ Memorandum
5 hours + 150
Summary
homework marks
GRADE 9: DOE CTA: LIFE ORIENTATION: TEACHER'S BOOK – SECTION A Page 6 of 22
Introduction
This CTA focuses on Rights and Responsibilities. The purpose is to give you opportunities to
explore information, think critically, and make informed choices and decisions. The common
thread is that we have rights and responsibilities in all areas of life - whether it is in the personal
sphere or in the public arena. Rights and responsibilities apply to the rights of children,
democracy, our choices, and how we contribute to society. All citizens in a democracy have a
'voice' and a 'choice' and this CTA encourages you to explore this and take ownership of your
views and behaviour.
In this CTA we will:
• Look at the South African Bill of Rights
• Explore the role of the World's Children's Prize for the Rights of the Child
• Investigate local contributions to community upliftment
• Examine rights and responsibilities in personal choices
• Understand and implement the components of fitness
• Assess the qualities of good groups
• Plan and lead a class-based recreational activity
General guidelines to assist learners in the CTA process:
• You need to do the tasks on separate paper from this CTA booklet. Tasks need to be on paper
that can be handed in for marking.
• You have copies of all assessment tools in this booklet.
• Pay attention to the assessment criteria and tools at the beginning of each new task. Make
sure you have understood expectations before attempting tasks.
• Where there is group work each member of your group should make copies of the task for the
portfolio.
• The verbs/ action statements are printed in bold to assist you.
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TASK 1 Do children have rights?
Task 1 comprises 3 activities dealing with democracy and the rights of children.
Note to Teacher
In activity 1.1 write the responses of the learners on the board.
Activity 1.1 The Bill of Rights protecting children.
Class activity Source 1 20 min Marks: none
'The Bill of Rights is a cornerstone of democracy in South Africa. It enshrines the rights of all
people in our country and affirms the democratic values of human dignity, equality and freedom.'
South African Constitution chapter 2
Glossary:
Affirm - to support
Dignity - self respect
Enshrine - protect/ preserve
Violate - abuse/ disobey
Chapter 2, Section 28 of the Bill of Rights, refers to the rights of children. Read these rights in
Source 1. As a class, discuss the most common ways the rights of children are violated in society
today. Make a list of these. (No marks)
Ways in which children's rights are violated in society.
Possible learner responses
• Child molestation and rape
• Incest
• Pornography
• Child labour
• Forcing children to beg/ hawk
• Child abductions
• Forcing children to be drug carriers
• Child prostitution
• Having sex with a child virgin to cure AIDS
• Children trafficked for organs
• Domestic abuse
• Emotional abuse
• Abuse by teacher or person in position of authority
• Neglect
• Sale of child brides
• Sale of children into slavery
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Activity 1.2 The World's Children's Prize for the Rights of the Child. (WCPRC)
Note to Teacher
Learners need to read the questions in task 1.2 before reading source document 2. Encourage the
learners to use a highlighter or coloured pencil when reading. This way they can highlight sections
of the source document that help them to answer the questions
Paired and 25 min +
Source 2 Marks: 27
individual tasks homework
In 2007, 5.2 million children, all over the world, took part in a global vote. They selected Betty
Makoni from Zimbabwe as the winner of the year's Global Friends' Award. The WCPRC is based
on the United Nations Child Convention. Currently, a total of 11 million people at 20,000 schools
in 83 countries participate in the WCPRC. The number of registered schools is growing annually.
At these schools, all pupils under the age of 18 have the right to vote in a Global Vote. The
process decides the winners of several of the main prizes. One such prize is the Global Friend's
Award.
1.2.1 In pairs, read the information provided on The World's Children's Prize for the Rights
of the Child (WCPRC) in Source 2 and analyse it using the following table.
Note to Teacher Learner responses
Learners should identify the main points in their answers. They may use their own words.
Key aspects of the
Who are the people involved? What is this about?
WCPRC
Global Friends' The people who are involved in This is an award for people who
Award this are from all over the world. have made an outstanding
contribution to fighting for the
rights of the child.
Global Friend These are schools that have The schools make up the voting
Schools registered to vote for people body of an international vote. They
receiving WCPRC awards. are members of the WCPRC.
Global vote The people in the Global vote are The Global vote decides who will
young people from all around the be awarded the different
world and are under the age of 18. international prizes.
WCPRC Website & The people involved in the website These are the tools used to teach
magazine and the magazine are the editors people all around the world about
and readers. the WCPRC and to allow them to
vote.
International The people involved in the jury are
These young people help to decide
Children's Jury young people, from all around the
who the candidates for the global
world, who have been chosen by
vote will be.
the WCPRC.
Honorary Friends The people involved in Honorary They use their influence to teach
Friends are adults who are about and defend the rights of the
interested in WCPRC. child.
(1 x 12 = 12 marks)
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Individual task:
1.2.2 Using your own words, give any two reasons why this children's prize was
introduced. (2)
Note to Teacher Learner responses
The learner must show an understanding of 2 of the following ideas in their answer:
• It was introduced to encourage relationships with the rest of the world.
• It was introduced to teach young people internationally about democracy.
• It was introduced to teach about the rights of the child through a global vote.
• It was introduced to award special prizes for those who make contributions to defending
the rights of the child.
• It was introduced to be a movement for young people and run by young people.
Note to Teacher
Give the following definitions to the learners before doing question 1.2.3
Value = What we think is important
Moral = What we think is right and wrong
Belief = What we think is true
1.2.3 List THREE values the WCPRC teaches. (3)
Note to Teacher Possible learner responses
The learner can identify any 3 of the values listed below. Give 1 mark for each correct answer.
The WCPRC believes it is important:
• to be good citizens of the world.
• to protect the rights of children.
• to give people the right to vote.
• for countries to show friendship to other countries.
• to empower young people.
• to accept people even if their colour, religion, language or opinions are different to one's own.
• to uplift people who are struggling.
• to learn and understand what is happening throughout the world.
• to defend human dignity.
• for all people to be able to say what they think is right and to choose to do what they think is
right.
• to listen to adults who can guide young people well.
• to have good communication.
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Learner responses
1.2.4 Explain what it means to empower someone? Give an example.
The learner must identify a suitable definition of empowering someone that
mentions giving others the power to do something/ places them in charge.
(1 mark)
The answer must include an example. (1 mark) a child can be taught to be
assertive and tell an adult 'no' when he/ she attempts to harm them. (2)
1.2.5 State what experience a young person must have had before they can be elected
to serve on the children's jury? Give one example of this from the text.
The learner must note that a young person needs to have personal experience of
having their rights violated. (1 mark)
The answer must include an example – like being forced to beg/ be a child
soldier/ be a prostitute/ be a debt-slave/ be a street child or refugee etc. (1 mark) (2)
1.2.6 Why do you think this experience in 1.2.5 is important for a young person to
have in order to serve on the jury?
The learner needs to mention that personal experience gives the jury member
personal insight and understanding. (1 mark)
It also gives jury members, who have already been fighting for the rights of the
child, a stronger 'voice' and greater power to make a difference. (1 mark) (2)
1.2.7 Name 2 ways the WCPRC is democratic.
The learner can mention any two principles of democracy, i.e. free and fair
elections, the right to vote, free press, majority rule, the will of the people,
government by and for the people, no discrimination. (2)
1.2.8 How do the S.A. Bill of Rights and the WCPRC aim to achieve the same goal?
The learner needs to mention any 2 similar objectives. For example, they both
focus on:
• rights of children
• dignity and worth of people
• democratic principles
• protecting others
• no discrimination
• the will of the people (2)
[15]
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Activity 1.3 Nominate a candidate in your community
This activity allows the learners to relate the responsibility of social upliftment to their
own community and personal sphere.
45 min +
Paired tasks No sources Marks: 30
homework
In pairs, suggest someone from your community who has made an important difference to the
lives of children or young people. This could be a young person or an adult in your school, place
of worship, local club or municipality etc. Prepare a presentation to deliver to the class. Each
person needs to participate in the presentation. You must show depth of knowledge about your
chosen candidate and you must persuade the rest of the class that your candidate deserves to be
nominated. Use the following questions as headings for your presentation.
Question headings for presentation:
• Who is the individual you have chosen? Give 5 personal details about this person.
• What has this person done to make a difference to the lives of children or young people?
State 3 things.
• How does this person’s life serve as an example to others? State one inspirational aspect
about this person.
• What right of the child has this person defended? (refer back to section 28 of the Bill of
Rights)
Check-list for presentation
Criteria Mark allocation
The learners have listed 5 personal details for this person. (5)
The learners have stated 3 contributions of this person. (3)
The learners have stated how this person is an example. (1)
The learners have stated the right for the child that the
(1)
person has defended.
Both learners contributed to the presentation. (1)
The learners showed depth of knowledge about the
(2)
candidate in their presentation.
The learners have persuaded the class that their candidate
(2)
deserves to be nominated.
(2 x 15 = 30 marks)
GRADE 9: DOE CTA: LIFE ORIENTATION: TEACHER'S BOOK – SECTION A Page 12 of 22
TASK 2 Rights and Responsibilities in my choices
Task 2 is comprised of 5 activities dealing with choices facing young people today.
Activity 2.1 A life of choices
10 min +
Individual task No sources Marks: 8
homework
Everyday, young people are making many decisions. Whether these decisions lead to positive or
negative results, the need to make them can create stress.
As an introduction to exploring your rights and responsibilities in making choices, consider first
what is appropriate and legal for a person to do at different stages in their life. For example, it is
legal to vote when you are eighteen, but not when you are seventeen.
Look at the timeline below. On a separate piece of paper, re-draw the timeline and write down
two things which are legal and socially acceptable to do at each age.
Note to Teacher
Allocate 1 mark for each response that identifies a legal and socially acceptable thing to do at that
age.
7 years old 1. ____________________ 2. ____________________
e.g. Start school e.g. Play at friend’s house
16 years old 1. ____________________ 2. ____________________
e.g. Have a girl/ boyfriend e.g. Attend house parties
18 years old 1. ____________________ 2. ____________________
e.g. Sign contracts e.g. Get driver's licence
25 years old 1. ____________________ 2. ____________________
e.g. Live on your own e.g. Own a business
(8 marks)
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Activity 2.2 Choices facing young people
15 min +
Individual task No sources Marks: 16
homework
Glossary:
Collage – A collection of different pictures arranged to represent a theme or idea.
Design and create a collage that will go on the cover of a book entitled 'Choices Young People
'Must Make'. The collage must:
• have 5 pictures/ symbols representing positive choices and 5 pictures/ symbols representing
negative choices or issues facing young people today.
• have 5 positive and 5 negative words about what young people feel about what they face.
• have the title of the book across the top of the collage.
• have an effective visual impact. (design, layout and neatness).
• have a written explanation attached to the collage, that explains and interprets why you have
chosen the symbols and words for the collage.
Assessment rubric for collage
Assessment
Level 1 Level 2 Level 3 Level 4
criteria
Ability to The learner has The learner has The learner has The learner has
select not represented attempted to represented at represented at
pictures and pictures and words represent at least 2 least 3 different least 4 different
words to that reflect different pictures pictures and words pictures and words
convey the positive and and words, but that reflect only that appropriately
theme negative choices focused on only 1 positive or reflect a balance
facing young aspect. The negative choices of positive and
people today. selection is not facing young negative choices
clearly related to people today. facing young
the choices facing people today.
young people today.
1 2 3 4
Ability to The explanation of The explanation of The explanation of The explanation of
explain the collage does the collage the collage shows the collage is very
pictures and not show the attempts to show a connection and clear, with a
words connection and connection and meaning between strong connection
meaningfully meaning between meaning between pictures and and meaning
pictures and pictures and words, showing between pictures
words. No words, but is basic logic and and words
understanding. poorly reasoned understanding. showing a well
and shows limited reasoned, logical
understanding. and insightful
understanding.
0–2 3–4 5–6 7–8
Visual No attention has There has been an Attention has been Careful attention
impact been paid to the attempt to give paid to some has been paid to
design, layout, and attention to the aspects of the the design, layout
neatness of the design, layout and design, layout and and neatness of
collage. No neatness aspects neatness of the the collage
organisation. of the collage, but collage showing a showing that it is
it is not well degree of organised well,
organised. organisation and makes sense and
sense. Lacks flair. is appealing.
1 2 3 4
(16 marks)
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Activity 2.3 Young people facing choices
Individual task No sources 20 minutes Marks: 10
Glossary:
Brainstorm - To come up with as many ideas as possible.
This activity provides a way of making decisions when you are faced with choices. Brainstorm a
list of more than 10 different questions you can ask yourself when faced with making decisions.
The questions must be helpful in identifying possible consequences of your decisions.
Examples:
• Will I hurt someone by doing this?
• Is this something I will be proud of if someone else knew?
• Am I doing this because I want to or because I feel pressured to do this?
Choose the best 10 questions and list these separately for your teacher to assess. (10 marks)
Note to Teacher
The learner needs to list 10 different and realistic questions they can use when facing a decision.
The questions must be helpful in identifying possible consequences. (1 mark each = 10)
Activity 2.4 Thoughts about alcohol use
Note to Teacher
Hold a discussion if time permits. Summarise all of the responses on the board.
Class activity Source 3 20 min Marks: none
For discussion only:
In groups of 5 or 6 look at the speech bubbles of the characters in Source 3 and discuss the
following questions:
• Do you think these comments are representative of young people today?
• Why do you think people differ in their opinions?
• Which observation do you most identify with and why?
• Which observation do you least identify with and why?
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Activity 2.5 South Africans Against Drunk Driving (SADD)
15 mins +
Individual task No sources Marks: 19
homework
Read the following extract and answer the questions.
Extracts from http://www.sadd.org.za
South Africans Against Drunk Driving (SADD)
Mission Statement
To stop drunk driving. To protect families from needless deaths. To make a difference.
Every year 18,000 South Africans die in motor vehicle crashes. 150,000 other people are injured, often seriously. This
costs the SA economy R43 Billion a year. Alcohol is involved in about 50% of the cases. Be pro-active. Join SADD
to make a difference.
How much is too much?
Units of alcohol/ and Drinking and Driving
All calculations are done for an adult male, weighing approximately 68 kgs.
1 unit = .02 g in 100 ml. blood, or .10 mg per 1000ml in the breath. 1 unit = 10 ml pure alcohol.
The legal blood alcohol concentration for driving in South Africa is a maximum of 0.05 g per 100 ml.
This means:
1 unit = 2/3 Spirit cooler i.e. Hooch/ Brutal Fruit
1 unit = 2/3 can of beer
1 unit = 1 shot (25ml) of Tequila, Whisky, Brandy, Vodka, Cane
Your driving is impaired (negatively affected) after even 1 unit, so it is safer not to drink and drive at all.
After drinking two cans of beer within an hour, both men and women will be over the legal limit.
It takes the body approximately 1 hour or more, to get rid of one unit.
Nothing gets alcohol out the body except time. No coffee. No cold showers. No Red Bull. No water. No running
around the block. ONLY TIME.
If you would like to have your say on drunken driving in South Africa, e-mail:
carosmit@sadd.org.za and it will appear on the website feedback page.
Learner responses
2.5.1 What is the purpose of SADD as a movement? (1)
To stop drunk driving. To protect families from needless deaths. To make a
difference.
2.5.2 How many South Africans die in motor vehicle accidents each year? (1)
18 000
2.5.3 What is the minimum amount of alcohol in 100 ml of blood that can negatively
affect a 68 kg male? (1)
0.05 g per 100 ml
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2.5.4 Having automobile accidents is not the only risk associated with drinking alcohol.
Find out about, and state SIX other risks. (6)
The learner needs to investigate and identify any 6 known negative consequences of
the misuse and abuse of alcohol. (i.e. alcoholism, blood poisoning, liver damage, foetal
alcohol syndrome to babies in uterus, brain damage, loss of memory, ulcers, violence,
social problems, occupational problems, emotional problems, financial problems and
abuse.) (1 mark each)
2.5.5 Identify and explain TWO reasons why some young people choose to drink too
much. (4)
The learner needs to identify 2 reasons and give well thought out answers as to
why. Critical thought must be evident.
2.5.6 SADD founder Caro Smit has asked young people to write suggestions to the
question. 'How can we stop drunk driving on our roads?'
Write a paragraph to SADD, stating 3 suggestions for how you think we can do
this. Explain your reasoning. (6)
The learner must mention 3 suitable suggestions and explain each one to be
awarded 2 marks for each of the 3 suggestions.
[19]
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TASK 3 Contributing to the community
This task is comprised of 3 activities related to contributing to the community through
recreational activity.
In this activity you will learn about fitness and the ways to measure and improve it. Then, in
groups, you will lead recreational activities, that include fitness components, for the rest of the
class.
Activity 3.1 Fitness components
Note to Teacher
Learners will need to be guided to the right resources/ dictionaries etc to define the terms and
concepts of fitness. Otherwise, use the teacher's source to teach this content.
Individual activity No sources 20 mins +
Marks: none
homework
Physical fitness is made up of 10 components. 5 of these are listed below. Define each term and
give a short example of how you could demonstrate this component in your own recreational
activity:
1. Cardio-respiratory endurance
2. Speed
3. Agility
4. Strength
5. Co-ordination
Example: (for another fitness component – Balance)
Definition of Balance: the ability to maintain equilibrium and body position
whether moving or stationary.
Demonstration of this component: Using a game like hopscotch which requires
the learner to jump on one foot.
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Note to Teacher
You may wish to allow learners to use other resources to define these terms. Alternatively, you
may provide them with the following information.
• Component: Cardio-respiratory endurance = The ability to participate in large muscle
physical activity for relativity long periods of time at moderate to vigorous levels of
intensity.
– Physical training method for this component = Any vigorous aerobic activity that
keeps the learner active and raises the heart level.
• Component: Speed = The ability of the body to perform a movement in the shortest time
possible.
– Physical training method for this component = Any recreational activity that requires
the learner to race against another in order to reach an end destination quickest.
• Component: Agility = The ability of the body to quickly change direction or body position
accurately while moving in space.
– Physical training method for this component = Any recreational activity that requires
the learner to shift and change direction frequently.
• Component: Strength = The capacity of a muscle or a group of muscles to exert maximum
force against resistance.
– Physical training method for this component = Any recreational activity that
involves resistance and or some body contact sports.
• Component: Co-ordination = The ability to integrate a number of motor skills into a
smooth, efficient motor pattern.
– Training method for this component = Any recreational activity that uses a number
of actions/ motor skills at the same time.
Activity 3.2 Planning a recreational activity
Group task No sources 95 min Marks: 30
Glossary:
Debrief - to discuss and evaluate an activity once it is completed
In groups of five people, lead a recreational activity for members of your class.
• Include 2 of the fitness components in your recreational activity.
• All members of the group need to be involved in leading the other class members in this
activity.
• Your group must use the given planning template following these instructions.
• Make sure your recreational activity lasts for 15 -20 minutes.
• Get permission from the school/ teacher to use the field, hall or classroom for this activity.
• The recreational activity needs to include a meaningful debrief session.
• You will also be expected to do a group evaluation after leading the activity.
• Read the checklist, on the next page, to see how you will be assessed.
GRADE 9: DOE CTA: LIFE ORIENTATION: TEACHER'S BOOK – SECTION A Page 19 of 22
Note to Teacher
It is important to oversee the selection and sign up of recreational activities.
Assign each group a number.
The following list gives suggestions for activities. Each group must let the teacher know which
activity they have chosen to lead:
• Invasion games (capture the flag, basketball, soccer, netball, hockey)
• Striking/ fielding games (cricket, baseball, softball, kickball, cricket)
• Indigenous games (kho-kho, dibeke/ skununu, kgati, diketo, jukskei)
• Relays (ladder, baton, egg & spoon)
• Target games (badminton, squash, volleyball, tennis, table tennis, soccer)
• Orienteering/ adventure races (climbing, running, abseiling)
• Dance/ rhythmic
Bear in mind that you will need to plan in order to lead the activity. Make sure you have decided
where you will have the activity, what equipment you need, where you will get the equipment,
what each person's role in the group is, and who is responsible for what. Write it down. The
following template should be used in your planning and leading:
Template: Activity: ___________________________________
FITNESS COMPONENTS IN THIS ACTIVITY ARE:
_________________&________________.
Props or equipment
Name of person Responsibility
needed
GRADE 9: DOE CTA: LIFE ORIENTATION: TEACHER'S BOOK – SECTION A Page 20 of 22
Note to Teacher
Allocate 2 marks for each criterion fully met. Allocate 1 mark for an attempt to meet the criterion.
Allocate 0 if no attempt has been made.
Checklist for recreational activity
Group no:
2 marks
each
1. Group used the planning and
Group's ability to organise: organisational template effectively.
2. Group got permission to use facilities.
3. Group had all equipment and props ready
to use.
4. Group prepared class members before the
day. (What to bring/ wear, where to meet,
etc.)
5. Group estimated the time required for the
activity well.
1. Each group member had clearly defined
Group's ability to facilitate: roles.
2. All group members carried out their roles
effectively.
3. Group gave clear instructions to class
members. (no confusion)
4. Group involved all class members
meaningfully at the same time.
5. Group kept the class focused and dealt
with distractions effectively.
6. Group led a meaningful debrief at the close
of the activity.
1. There were two fitness components in the
Fitness components: activity.
2. The fitness components were well chosen
to compliment the activity.
3. Group explained the purpose for the fitness
components.
1. Class members enjoyed the activity and
Class response: participated enthusiastically.
(30 marks)
GRADE 9: DOE CTA: LIFE ORIENTATION: TEACHER'S BOOK – SECTION 1 Page 21 of 22
Activity 3.3 Characteristics of working together
Group activity + 15 min +
No sources Marks: 10
individual task homework
Groups that work well together have the following characteristics in common:
• The group members know that they can rely on each other.
• The group has a common goal they are trying to reach.
• Everyone in the group feels included.
• Everyone is held accountable for their actions.
• There is mutual support and co-operation in the group.
• The group members share control.
• The group members work together to resolve conflict.
At the end of your recreational activity, as a group, you will evaluate how well you worked
together. Justify your evaluation by making comments in the column provided. Your teacher
will lead this evaluation.
Note to Teacher
Facilitate this group discussion by guiding the group in their evaluation. You may need to point
out if the group is overestimating/ underestimating themselves. Do help the group to make written
comments about their performance in order to justify their evaluation.
Group evaluation form
Group no:
Never Sometimes Usually Comments
1. We relied on each other.
2. We felt safe with each other.
3. We each had a role.
4. We all felt included.
5. We shared control.
6. We had a common goal.
7. We supported each other.
8. We were accountable to each other.
9. We cooperated with each other.
10. We dealt with conflict constructively.
(No marks)
PLEASE TURN OVER
GRADE 9: DOE CTA: LIFE ORIENTATION: TEACHER'S BOOK – SECTION 1 Page 22 of 22
Learner responses
Individual task:
3.3.1 In what ways does recreation help to build up the whole person? Give 2 personal
examples. (2)
The learner must mention 2 suitable ways recreation builds up people and use
2 personal examples. Possible areas where a person is built up may be physical
development, emotional stability, social interaction and confidence, strategic
thinking, boost to one's self esteem.
3.3.2 In your own words and using examples, write down your understanding of the
following characteristics of a group that works well together:
(a) Safety with each other
When group members feel they will not be unfairly judged or ridiculed
by each other.
(b) Accountability
When group members each take responsibility for their role in the
activity.
(c) Constructive conflict
When conflict is resolved, bringing group members closer.
(d) Shared control
When group members all have a say in reaching a final decision.
The learner needs to define the 4 terms and give an example for each
one. (4)
3.3.3 We have individual rights and responsibilities when working in a group.
Name 2 rights and 2 responsibilities you have when working in a group.
The learner needs to mention 2 examples each of how rights and
responsibilities apply to working together in a group. Possible examples may
relate to any of the 10 criteria in activity 3.3 (characteristics of working
together). For example a learner may say I have a responsibility to listen to
my classmates when working with them. Likewise, I have a right to be listened
to. (4)
[10]
Total: 150 marks