LIFE ORIENTATION LEARNING PROGRAMME

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					Learning Programme Exemplars

             for


    LIFE ORIENTATION

  Senior Phase Grades 7 – 9

         March 2005
                                                 Senior Phase: Exemplar Learning Programmes

A learning programme is a phase-long plan that serves as a framework for planning, organising and managing classroom practice over a three-
year period. As a learning programme is based on the teacher’s vision of the extent of the learners’ development at the end of the phase and how
they will achieve the learning outcomes, it is not possible to develop a “provincial” learning programme. However, this exemplar learning
programme is offered during the start-up period of the RNCS in order to provide a model of a comprehensive plan that covers all assessment
standards. Teachers can adapt this learning programme and use it as a template for developing their lesson plans and work schedules for the year,
or use it to evaluate the learning programme they have already compiled. It must be noted that this model contains more than a teacher would
include in a learning programme in that it includes detail designed to give additional support and guidance to teachers. In some respects this
exemplar resembles a work schedule. It is, however, not a work schedule because it does not address itself to the school’s particular context. It
specifies the scope for teaching, learning and assessment for the phase and provides for the “structured and systematic arrangement of activities
that promote the achievement of learning outcomes and assessment standards for the phase”.

This learning programme is one of a set that has been developed by small teams of practising teachers - together with officials in some cases.
These teams have presented their planning, using a variety of templates. Each team has included different details in their learning programme.
This illustrates that every teacher’s learning programme can be different but that the plan as a whole must cover each of the required elements.
This exemplar is only an illustration of how planning may be done. It is not prescribed, nor is it perfect. Teachers cannot use these programmes
without adaptating them to suit the needs of the learners. The development process will be taken further in training courses and back at school as
teachers plan together.
Please refer to the Teacher’s Guide for the Development of Learning Programmes for further assistance in using and developing the planning
documents.
We do believe that there is a need for teachers to share their experiences, and especially their best practices. You are therefore invited to evaluate
and respond to these learning programmes and to share your experiences. If teachers do respond to this invitation, we will share the responses via
the website and newsletters.
Best wishes for an exciting and rewarding year of teaching.


Director: Curriculum Development
March 2005


Mail responses, headed “Teacher Comments”, to: hmentz@pgwc.gov.za or fax it to 467-2622.
HOMEWORK FRAMEWORK FOR LEARNING PROGRAMMES

Teachers should strive to maintain homework at a reasonable and appropriate level so that it is not too difficult, too easy, confusing or boring for
the learners. Teachers in the different learning areas must ensure that homework tasks and other assignments are carefully co-ordinated to avoid
overloading learners and teachers and to ensure that demands are balanced and manageable. Homework demands should not place an unfair
burden on learners and parents.

The purpose of the homework task will depend on the learning area and grade or level of competence of the learner in the grade.

      Homework complements and reinforces classroom learning. It also fosters good lifelong learning and study habits. It provides an
       opportunity for learners to be responsible for their own learning.
      Purposeful and appropriate homework activities, and the interest shown by parents, have the potential to improve the learners’ learning.
      Homework can strengthen the link between home and school by involving parents in a meaningful way in their children’s education.
      Learners should ultimately develop the knowledge, skills, confidence and motivation to study effectively on their own, which is important for
       lifelong learning.

Examples of some of the recommended tasks are:
    Practice Assignments
     Reading, applying new knowledge to practice, fully investigating topics which were discussed in class.
    Preparation Assignments
     Reading a text in preparation for the next day’s class, finding research-related articles, preparing for oral assignments.
    Extension Assignments
     Long-term assignments and/or special projects that provide learners with opportunities to develop and refine research skills and the ability
     to work independently, whilst applying previous learning.

Amount of homework
   Teachers must ensure that they set reasonable numbers of homework tasks, which are varied and at an appropriate level considering the
     age, stage of schooling and abilities of students.
   In the Senior Phase the suggested maximum amount of time allocated to homework is 70 to 90 minutes per day.
     Homework must not prevent learners from taking part in extra-curricular activities, which are equally important.

Whole School Management and co-ordination of homework
The School Homework Policy, which ensures the effective management of homework and the development of a common understanding of the
value and importance of homework, will include the following:
       Suitable systems to monitor and control the setting of homework within the grade, phase and school will be developed.
   Tasks will be properly planned and an overload of tasks at any given time will be avoided.
    Guidance regarding the format for homework will be provided – e.g. writing down instructions in a book, allowing time to copy and pack the
    necessary books and materials needed to complete the homework.
    Guidance will be provided to parents regarding the role they are expected to play regarding homework, e.g. learners are to do their OWN
    work OR explicit parental support is to be provided to struggling learners, etc.
   A safe and quiet working area will be provided in the afternoon for learners who do not have suitable working areas at home.
   Teachers will liaise with public and local libraries so that they are able to set aside books and materials for the learners.
                                                                           INTRODUCTION

The Life Orientation Learning Area aims to empower learners to use their talents to achieve their full physical, intellectual, personal, emotional and social
potential. Learners will develop the skills to relate positively to and make a contribution to family, community and society, while practising the values embedded in
the Constitution. They will learn to exercise their constitutional rights and responsibilities, to respect the rights of others and to show tolerance towards cultural
and religious diversity, as they learn to respect the values of a democratic society.

LIFE ORIENTATION LEARNING PROGRAMME
A Learning programme is a plan, which is developed for the phase, and it provides a framework for planning, organising and managing classroom practise. It
specifies the scope for teaching, learning and managing practise for each phase and it is a structured and systematic arrangement of activities that promote the
attainment of Learning Outcomes and Assessment Standards for the Phase. (RNCS Overview 2002) A Learning programme is a tool to ensure that the learning
outcomes for each Learning Area are effectively and comprehensively attended to in a sequential and balanced way across the phase.

The Learning Programme also considers how integration within and across Learning Areas will take place, as well as what resources are available and will be
required to deliver teaching and learning activities.

This document contains an exemplar of a LIFE ORIENTATION Senior Phase Learning Programme (Grades 7, 8 and 9). The educators can use this learning
programme to plan their work-schedules and lesson plans per Grade.

LEARNING OUTCOMES

Learning Outcome 1: HEALTH PROMOTION

The learner is able to make informed decisions regarding personal, community and environmental health.

Learning Outcome 2: SOCIAL DEVELOPMENT

The learner is able to demonstrate an understanding of and commitment to constitutional rights and responsibilities and shows an understanding of diverse
cultures and religions.

Learning Outcome 3: PERSONAL DEVELOPMENT

The learner is able to use acquired life skills to achieve and extend personal potential to respond effectively to challenges in his/her world.

Learning Outcome 4: PHYSICAL DEVELOPMENT AND MOVEMENT

The learner is able to demonstrate an understanding of and participate in activities that promote movement and physical development
Learning Outcome 5:         WORLD OF WORK:

The learner is able to make informed decisions about further study and career choices.


RATIONALE FOR THE CONSTRUCTION OF THIS PARTICULAR LEARNING PROGRAMME

Clustering assessment standards into five natural focus areas ensures a practical flow to the learning programme, creating a learning experience to be facilitated
at a recommended pace.
The Learning programme also considers how integration within and across Learning areas will take place. Integration should occur naturally and your task will be
made easier when you identify the concepts within the Assessment Standards.
While planning your work schedule and lesson plans, pay attention to the following: Concepts, Core knowledge and context, Integration,
Barriers and extensions (expanded opportunities), Resources and Assessment.

WEIGHTING AND TIME ALLOCATION OF THE SENIOR PHASE LEARNING OUTCOMES

                                                                                Weighting
   Learning                                                                     Suggested number      of   Total  time    per     LO   Approximately
   Outcome     Description                                                      tasks per grade            expressed as %
   1           Health Promotion
               Healthy lifestyles, Sexuality, HIV and AIDS and Safety              1-2                     15%                         5 weeks
   2           Social Development
               Human rights, cultures and religions.                               2-3                     20%                         7 weeks
               Civic activities and relationships
   3           Personal Development
               Self-concept formation, emotions, coping skills and                 2-3                     20%                         7 weeks
               relationships
   4           Physical Development and Movement
               Physical activities, physical fitness.                              3-4                     30%                         12 weeks
               Rights and ethics
   5           Orientation to the world of work
               Abilities, interests and aptitudes, career options and further      1-2                     15%                         5 weeks
               study

Time allocation has been stipulated for each focus: e.g. Health promotion 5 weeks, Social development 7 Weeks, etc. However, when planning your Learning
Programme, these foci need not be done consecutively, but rather spread throughout the year. Physical Development and Movement should be offered in each
term. Refer to learning Programme exemplar from pages 6 – 20.
                                                                        LIFE ORIENTATION
                                                                LEARNING PROGRAMME      (Summary)
                                                                          SENIOR PHASE

                       Grade 7                                                   Grade 8                                                    Grade 9
Learning Outcome 1                                        Learning Outcome 1                                         Learning Outcome 1
Health Promotion                                          Health Promotion                                           Health Promotion
Assessment standards 7.1.1; 7.1.2; 7.1.3; 7.1.4           Assessment standards 8.1.2; 8.1.4; 8.1.5; 8.1.7; 8.1.8     Assessment standards 9.1.1; 9.1.3; 9.1.5; 9.1.6; 9.1.9

Time: 5 weeks                                             Time: 5 weeks                                              Time: 5 weeks
Core Content:                                             Core Content:                                              Core Content:
Nutrition                                                 Nutrition                                                  Nutrition
Environmental Health                                      Environmental Health                                       Environmental Health
Health and Safety                                         Health and Safety                                          Health and Safety
Health Rights                                             Health Rights                                              Health Rights
Forms of Assessment: Project, Design and making,          Forms of Assessment: Project, Design and making,           Forms of Assessment: Project, Design and making,
tests, action research, role-play, debates.               tests, action research, role-play, debates.                tests, action research, role-play, debates.
Learning Outcome 2                                        Learning Outcome 2                                         Learning Outcome 2
Social Development                                        Social Development                                         Social Development
Assessment standards 7.2.1; 7.2.2; 7.2.4; 7.2.6; 7.2.7    Assessment standards 8.2.1; 8.2.2; 8.2.4; 8.2.6; 8.2.7     Assessment standards: 9.2.1; 9.2.3; 9.2.6; 9.2.8; 9.2.4

Time: 7 weeks                                             Time: 7 weeks                                              Time: 7 weeks
Core Content:                                             Core Content:                                              Core Content:
Culture                                                   Culture                                                    Culture
Democracy                                                 Democracy                                                  Democracy
Relationships                                             Relationships                                              Relationships
Religion                                                  Religion                                                   Religion
Forms of Assessment: Action research, role play,          Forms of Assessment: Action research, role play,           Forms of Assessment: Action research, role play,
debates, demonstration, questionnaires, oral              debates, demonstration, questionnaires, oral               debates, demonstration, questionnaires, oral
presentations, reports, interviews                        presentations, reports, interviews                         presentations, reports, interviews

Learning Outcome 3                                        Learning Outcome 3                                         Learning Outcome 3
Personal Development                                      Personal Development                                       Personal Development
Assessment standards 7.3.1; 7.3.2; 7.3.3; 7.3.4; 7.3.5    Assessment standards: 8.3.1; 8.3.3; 8.3.7; 8.3.10; 8.3.8   Assessment standards 9.3.1; 9.3.3; 9.3.4; 9.3.8; 9.3.6;
                                                                                                                     9.3.5; 9.3.9
Time: 7 weeks                                             Time: 7 weeks
Self – knowledge                                          Core Content:                                              Time: 7 weeks
Emotional Development                                     Self – knowledge                                           Core Content:
Conflict Resolution                                       Emotional Development                                      Self – knowledge
Self - Management                                         Conflict Resolution                                        Emotional Development
                                                          Self - Management                                          Conflict Resolution
Forms of Assessment: Case studies, journals, role play,   Forms of Assessment: Case studies, journals, role play,    Self - Management
debates, demonstrations, questionnaires, projects,       debates, demonstrations, questionnaires, projects,       Forms of Assessment: Case studies, journals, role-play,
make and design, dramatisations                          make and design, dramatisations                          debates, demonstrations, questionnaires, projects,
                                                                                                                  make and design, dramatisations.
Learning Outcome 4                                       Learning Outcome 4                                       Learning Outcome 4
Physical Development and Movement                        Physical Development and Movement                        Physical Development and Movement
Assessment standards 7.4.1; 7.4.2; 7.4.4; 7.4.5          Assessment standards: 8.4.1; 8.4.2; 8.4.3; 8.4.5; 8.4.   Assessment standards 9.4.3; 9.4.5; 9.4.4; 9.4.2; 9.4.1

Time: 12 weeks                                           Time: 12 weeks                                           Time: 12 weeks
Core Content:                                            Core Content:                                            Core Content:
Athletics and Fitness                                    Athletics and Fitness                                    Athletics and Fitness
Games                                                    Games                                                    Games
Gymnastics Activities                                    Gymnastics Activities                                    Gymnastics Activities
Outdoor Activities                                       Outdoor Activities                                       Outdoor Activities
Forms of Assessment: Practical demonstrations, written   Forms of Assessment Practical demonstrations, written    Forms of Assessment: Practical demonstrations, written
tasks, test batteries, oral presentations, debates,      tasks, test batteries, oral presentations, debates,      tasks, test batteries, oral presentations, debates,
judging, projects                                        judging, projects                                        judging, projects

Learning Outcome 5                                       Learning Outcome 5                                       Learning Outcome 5
Orientation to the World of Work                         Orientation to the World of Work                         Orientation to the World of Work
Assessment standards 7.5.1; 7.5.5; 7.5.3; 7.5.4          Assessment standards 8.5.1; 8.5.7; 8.5.2; 8.5.3; 8.5.6   Assessment standards: 9.5.10; 9.5.8; 9.5.2; 9.5.9;
                                                                                                                  9.5.11
Time: 5 weeks                                            Time: 5 weeks
Core Content:                                            Core Content:                                            Time: 5 weeks
Own potential                                            Own potential                                            Core Content:
Services and Sources                                     Services and Sources                                     Own potential
Career choices                                           Career choices                                           Services and Sources
Life long Learning                                       Life long Learning                                       Career choices
Forms of Assessment: Action research, role play,         Forms of Assessment: Action research, role play,         Life long Learning
debates, demonstration, questionnaires, oral             debates, demonstration, questionnaires, oral             Forms of Assessment: Action research, role play,
presentations, reports, interviews                       presentations, reports, interviews                       debates, demonstration, questionnaires, oral
                                                                                                                  presentations, reports, interviews
SUGGESTED PLAN FOR CONTINUOUS ASSESSMENT:

FORMS OF ASSESSMENT FOR LIFE ORIENTATION ARE:

       Project
       Written tasks/tests
       Research
       Practical demonstration
       Design and make

Refer to pages 2 and 6-20 of this document:

                       Grade 7                                Grade 8                                Grade 9

First Term             Week 2: Research                       Week 2: Project                        Week 1: Project
                       Week 6: Practical demonstration        Week 5: Practical demonstration        Week 6: Practical demonstration
                       Week 9: Written task/test              Week 9: Written task/test              Week 8: Written task/test

Second term            Week 13: Design and Make               Week 11: Research                      Week 11: Research
                       Week 15: Practical demonstration       Week 16: Practical demonstration       Week 14: Practical demonstration
                       Week 18: Project                       Week 19: Written test                  Week 18: Design and make

                       Week 22: Written task/ test            Week 22: Written task                  Week 22: Written task/test
Third term             Week 24: Project                       Week 23: Design and make               Week 23: Research
                       Week 26: Practical demonstration       Week 26: Practical demonstration       Week 28: Written task

                       Week 31: Project                       Week 30: Practical demonstration       Week 29: CTA
Fourth term            Week 34: Practical demonstration       Week 32: Project
                       Week 36: Written test                  Week 36: Written test
Synopsis of total      Health promotion: 2                    Health promotion: 2                    Health promotion: 2
number of tasks per    Social Development: 2                  Social Development: 2                  Social Development: 2
foci:                  Personal Development: 2                Personal Development: 2                Personal Development: 2
                       Physical development and movement: 4   Physical development and movement: 4   Physical development and movement: 2
                       World of Work: 2                       World of Work: 2                       World of Work: 1
                                                                                                     CTA
                                                                         LIFE ORIENTATION LEARNING PROGRAMME EXEMPLAR

                                                                                            SENIOR PHASE

      LEARNING                            WEEK                    GRADE 7                                     GRADE 8                                          GRADE 9
      OUTCOME
                                                 7.1.1                                      8.1.7                                           9.1.1
decisions regarding personal, community




                                                 Proposes ways to improve the nutritional   Describes what a healthy lifestyle is in own    Illustrates and evaluates the influence of
                                           1     value of own personal diet                 personal situation, as a way to prevent         ecological, social, economic, cultural and
The learner is able to make informed




                                                                                            disease                                         political factors on own personal choice of
                                                                                                                                            diet.
Learning Outcome 1:HEALTH




                                                 7.1.2                                      8.1.2
                                                 Evaluates actions to address an            Critically analyses the causes of common        Continuous assessment: Project
and environmental health.




                                           2     environmental health problem.              diseases in relation to socio-economic and
                                                                                            environmental factors                           9.1.9
                                                                                                                                            Discusses ways to apply insights gained from
                                                 Continuous assessment: Research            Continuous assessment: Project                  participating in an activity related to national
PROMOTION




                                                                                                                                            health or a safety promotion programme
                                                                                            8.1.6
                                                                                            Plans an action in which laws and/or policies
                                                                                            for protecting environmental health are
                                           3                                                applied to address an environmental health
                                                                                            issue.

CONCEPT: Nutrition
Core Knowledge, context: nutrition, personal health, healthy lifestyle, common diseases, environmental health, safety promotion programme

INTEGRATION:
Life Orientation (7.4.3) exercises and fuel.
Tech (7.1.2.2) Safety in the workplace.

BARRIERS / EXTENSIONS: Pollution, access to water, disease/ Talks by Health personnel, Anti- pollution programmes
Peer pressure, violence, drugs/ extramural programmes, sports programmes.

RESOURCES: Food labels, food technology, factories etc.
Television, VCR, NGOs, Edulis, Pamphlets, Human resources, Worksheets, print media, websites

ASSESSMENT: Projects, design and making, tests. Action research, posters,
  LEARNING                                       WEEK                       GRADE 7                                        GRADE 8                                     GRADE 9
  OUTCOME
                                                        7.4.5                                             8.4.5                                       9.4.5
understanding of and participate in activities

                                                                                                          Investigates and reports on gender equity   Reports on and discusses sport ethics.
                                                  4
                                                        Investigates fair play in a variety of athletic   issues in a variety of athletic and sport
The learner is able to demonstrate an

that promote movement and physical


                                                        and sport activities.
DEVELOPMENT AND MOVEMENT




                                                                                                          activities.
Learning Outcome 4 PHYSICAL




                                                        7.4.3                                                                                         9.4.3
                                                        Participates in and reports on a fitness                                                      Assesses own physical wellness level and
                                                        programme.                                                                                    sets personal goals for improvement.

                                                  5     Continuous assessment: Practical                  8.4.3                                       Continuous assessment: Practical
                                                        demonstration                                     Participates in fitness programmes and      demonstration
development.




                                                                                                          records progress.

                                                  6                                                       Continuous assessment: Practical
                                                                                                          demonstration


CONCEPTS: Athletics and fitness

CORE KNOWLEDGE AND CONTEXT: Fitness programme, recording progress, physical wellness, gender equity, sport ethics.

INTEGRATION: Tech (7.1.2) relevance of design of effective apparatus.

BARRIERS/EXTENTIONS: Poor facilities, inadequately trained staff/ Access to simple games, bring in specialists.

RESOURCES: Depart. Of Cultural Affairs and Sport (DCAS); United School Sport Association of South Africa (USSASA); NGOs, Athletics South Africa; Dance groups; Health
Institutions; Sport Science Institute (SSI), websites

ASSESSMENT: Practical demonstration, written tasks.
   LEARNING                                              WEEK                     GRADE 7                                        GRADE 8                                           GRADE 9
   OUTCOME
                                                          7     7.2.3                                          8.2.3                                            9.2.3
                                                                Explains how recognition of diverse cultures   Critically evaluates changes in cultural norms   Critically investigates issues of diversity in
The learner is able to demonstrate an understanding of

responsibilities and shows an understanding of diverse

                                                                can enrich South African society.              and values in relation to personal and           South Africa and ways in which to promote
                                                                                                               community issues.                                understanding of diverse cultures
Learning Outcome 3: SOCIAL DEVELOPMENT




                                                                7.2.2                                                                                           9.2.6
and commitment to constitutional rights and




                                                                Explains how to counter gender stereotyping    8.2.6                                            Reports on participation in or planning of the
                                                                and sexism.                                    Discusses how the learner would promote          local celebration of a national day.
                                                                                                               nation building in different contexts.
                                                                7.2.5                                                                                           9.2.8
                                                                Discusses the significance of volunteer                                                         Critically discusses social relationships in a
                                                          8     organizations.                                                                                  variety of situations.

                                                                                                                                                                Continuous assessment: Written task
cultures and religions.




CONCEPTS: Culture and Relationships; Volunteerism; Nation Building

CORE KNOWLEDGE AND CONTEXT: Diversity, Gender stereotyping, Cultural norms, celebration of National days, Social relationship

INTEGRATION:
Tech. (7.1.7) value of cultural contexts, SS (7.3.4) different value systems, (8.3.6) importance of cultural heritage.
AC (7.1.3) (7.1.1.3) cultural attitudes towards dance. (9.1.1) Cultural stereotypes.
Tech (7.3.3.1) Bias in gender and redress.

BARRIERS / EXTENSIONS: Discrimination, bias, prejudices and stereo typing/ Exposure to diversity, tolerance and Ubuntu.
Stereotyping, gender bias, racism/ Recognising differences, team activities.

RESOURCES: Bill of Rights, library, Edulis, Holocaust Centre, Robben Island, Videos, media, Edulis, Education TV. Constitution, Women in sport, videos, exhibition,
brochures, print media.

ASSESSMENT: Action Research, field trips, questionnaires, debate, role-play, demonstration. Role play, oral presentations, reports
    LEARNING                             WEEK                     GRADE 7                                          GRADE 8                                           GRADE 9
    OUTCOME
                                          9     7.3.1                                            8.3.1                                            9.3.1
                                                Reports on the implementation of strategies to   Analyses and discusses factors which             Analyses and reflects on positive personal
DEVELOPMENT: The learner is able
to use acquired life skills to achieve

respond effectively to challenges in            enhance own and others’ self-image through       influence self-concept formation and self-       qualities in a range of contexts
Learning Outcome 3: PERSONAL


and extend personal potential to

                                                positive actions.                                motivation.

                                          10    Continuous assessment: Written task/test
                                                                                                 Continuous assessment: Written task              9.3.4
                                                                                                                                                  Explains what has been learned from a
                                                7.3.4                                                                                             challenging personal interaction by critically
                                                Shows evidence of respect for others and the     8.3.10                                           reflecting on own behaviour.
                                                ability to disagree in constructive ways.        Reflects on appropriate behaviour in different
his/her world.




                                                                                                 kinds of interpersonal relationships.
                                                                                                                                                  9.3.8
                                                                                                                                                  Critically evaluates own application of
                                                                                                                                                  problem-solving skills in a challenging
                                                                                                                                                  situation.

CONCEPTS: Self knowledge, Conflict Resolution

CORE KNOWLEDGE AND CONTEXT: Enhancing self image, Respect, Self-concept, Self-motivation, Interpersonal relationship, Personal qualities and interaction,
Problem-solving skills

INTEGRATION:
Social Sciences (8.3.4) sense of identity.
Lang. (7.2.4) sensitivity towards other viewpoints. SS (9.3.1)
Geography environmental conflict (9.3.2) environmental disputes relating to political, environment and gender issues

BARRIERS / EXTENSIONS: Poor self-esteem, language defects, / acknowledging strengths, positive re-enforcement
Disrespect, violence, lack of problem solving skills, / critical self-reflection, ability to disagree, constructive engagement in social contexts

RESOURCES: Positive role models as human resources, textbooks and libraries, story telling, autobiographies.
Role models / appropriate literature reviews / internet, Center for conflict resolution, IT, Childline, Hands ofF our Children (HOOC)

ASSESSMENT: Debates and demonstrations as well as assignments, questionnaires, / projects / make and design, role-play, dramatisation.
LEARNING                           WEEK                       GRADE 7                                           GRADE 8                                       GRADE 9
OUTCOME
                                    11
OF WORK: The learner is able to

further study and career choices
                                          7.5.1                                              8.5.1                                         9.5.10
Learning Outcome 5: WORLD

make informed decisions about


                                          Discusses interests and abilities related to       Investigates career and study opportunities   Discusses rights and responsibilities in the
                                          career and study opportunities                     related to own interests and abilities.       workplace

                                    12    7.5.5                                              Continuous assessment: Research               Continuous assessment: Research
                                          Demonstrates time management skills and
                                    13    accountability in carrying out responsibilities.
                                                                                             8.5.7                                         9.5.8
                                          7.5.3                                              Critically evaluates a range of Further       Researches study and career funding providers
                                          Identifies services and sources for career and     Education and Training providers
                                          study information

                                          Continuous assessment: Design and make

CONCEPTS: Own potential, Services and sources

CORE KNOWLEDGE AND CONTEXT: Career and study opportunities, Management skills, Study opportunities, FET providers, Rights and responsibilities in the workplace,
Career funding providers

INTEGRATION;
Lang. (7.2.4) inter action skills (8.4.1) letter writing (9.4.2) CV,
LLO (9.3.1) self-interests,
AC (8.3.1.1) entrepreneurial skills
Lang (Home lang.) (7.4.2) Interpretation of sources. EMS (8.4.2) financial institutions.

BARRIERS / EXTENSIONS: Poor time management, not productive and focused, lack of vision and ambition / motivational talks, exposure and stimulation. Lack of access to
research and info centres, poverty. / Access to career exhibitions.

RESOURCES: PACE, print media, Career Expo`s, internet, electronic media, field trips, job shadowing, FEBDEV*, Tertiary institution, FET colleges, financial institutions.

ASSESSMENT: Reports, action research, questionnaires, projects, tests, design and making.
  LEARNING                              WEEK                       GRADE 7                                             GRADE 8                                     GRADE 9
  OUTCOME
                                         14
                                               7.4.4                                                 8.4.4                                       9.4.4
                                               Designs and plays a game that includes the            Designs and plays target games.             Critically evaluates and executes a game plan
                                               concept of invasion.                                                                              for individual or team sport.
activities that promote movement and
The learner is able to demonstrate an
DEVELOPMENT AND MOVEMENT




                                                                                                     Continuous assessment: Practical
understanding of and participate in




                                         15
Learning Outcome 4 PHYSICAL




                                               7.4.5                                                 demonstration
                                                                                                                                                 Continuous assessment: Practical
                                               Investigates fair play in a variety of athletic and   8.4.5
                                                                                                                                                 demonstration.
                                               sport activities.                                     Investigates and reports on gender equity
                                                                                                     issues in a variety of athletic and sport
physical development.




                                         16                                                          activities.
                                               7.4.3
                                                                                                                                                 9.4.5
                                               Participates in and reports on a fitness
                                                                                                                                                 Reports on and discusses sport ethics.
                                               programme.                                            8.4.3
                                                                                                     Participates in fitness programmes and
                                               Continuous assessment: Practical                                                                  9.4.3
                                                                                                     records progress.
                                               demonstration.                                                                                    Assesses own physical wellness level and sets
                                                                                                                                                 personal goals for improvement.

CONTENT: Games; invasion games, target games

CORE KNOWLEDGE AND CONTEXT: Variety games; Individual and team sports

INTEGRATION;
Tech (7.1.2) relevance of design of effective apparatus.

BARRIERS / EXTENSIONS: Poor facilities, inadequately trained staff /
Access to simple games, bring in specialists

RESOURCES: DCAS: Department of Cultural Affairs and Sport. USSASA, NGOs, Dance groups. Tertiary institutions, NGOs, websites

ASSESSMENT: Practical demonstration, written tasks
    LEARNING                                 WEEK                     GRADE 7                                       GRADE 8                                        GRADE 9
    OUTCOME
                                              17    7.2.1                                          8.2.1                                         9.2.1
                                                    Discusses the application of human rights as   Discusses violations of human rights and      Debates issues with regard to citizens’ rights
and shows an understanding of diverse
constitutional rights and responsibilities
The learner is able to demonstrate an


                                                    stated in the South African Constitution       plans counter-strategies.                     and personal choices.
understanding of and commitment to
Learning Outcome 3: SOCIAL




                                              18
                                                    7.2.2                                          8.2.7                                         9.2.6
                                                    Explains how to counter gender stereotyping    Explains how to use democratic processes to   Reports on participation in or planning of the
                                                    and sexism.                                    address a local problem                       local celebration of a national day.
                                              19
cultures and religions.




                                                                                                                                                 9.2.8
                                                    Continuous assessment: Project                 8.2.6                                         Critically discusses social relationships in a
DEVELOPMENT




                                                                                                   Discusses how the learner would promote       variety of situations.
                                                                                                   nation building in different contexts.
                                                    7.2.5
                                                    Discusses the significance of volunteer                                                      Continuous assessment: Design and make
                                                    organizations.                                 Continuous assessment: Written test



CONCEPTS: Democracy, human rights

CORE KNOWLEDGE AND CONTEXT: Human Rights, Citizen Rights, Counter strategies, Personal Choices, gender stereotyping, volunteerism, violations;
Democratic processes; nation building; planning celebrations

INTEGRATION:
Lang. (7.2.4) issues of human rights

BARRIERS / EXTENSIONS: Autocracy, racism/ Apply the culture of Human Rights, and ensure the understanding of democracy.

RESOURCES: Bill of Rights, library, Edulis, Holocaust centre, websites

ASSESSMENT: Action research, field trips, debates, role-play.
  LEARNING                                     WEEK                      GRADE 7                                          GRADE 8                                            GRADE 9
  OUTCOME
                                                      7.3.3                                             8.3.3                                             9.3.1
                                                20    Explains and evaluates own coping with            Explains how self will cope with depression,      Responds appropriately to emotions in
DEVELOPMENT: The learner is able to use

personal potential to respond effectively to

                                                      emotions and own response to change.              crisis and trauma.                                challenging situations.
acquired life skills to achieve and extend




                                                21    7.3.2                                             8.3.7                                             9.3.9
Learning Outcome 3: PERSONAL




                                                      Evaluates media and other influences on           Designs and implements a personal plan for        Critically discusses own rights and
                                                      personal lifestyle choices and proposes           preventing and managing stress                    responsibilities in interpersonal relationships
                                                      appropriate responses.
                                                22
challenges in his/her world.




                                                      7.3.5                                             8.3.8                                             9.3.5
                                                      Demonstrates and reflects on decision-            Draws up an action plan to apply problem-         Applies goal-setting and decision-making
                                                      making skills.                                    solving skills in a personal context.             strategies

                                                      7.3.6                                             Continuous assessment: Written task/ tests        Continuous assessment: Written task/ test
                                                      Critically evaluates own study skill strategies
                                                                                                        8.3.9                                             9.3.9
                                                                                                        Discusses appropriate ways to initiate, sustain   Critically discusses own rights and
                                                      Continuous assessment: Written test               and end relationships.                            responsibilities in interpersonal relationships


CONCEPTS: Emotional Development; decision-making.

CORE KNOWLEDGE AND CONTEXT: Coping strategies, Personal lifestyle, Decision-making skills, Study skills, coping skills, Stress management, Problem solving and
Interpersonal relationships

INTEGRATION:
Lang. (7.4.1) expressing emotions and feelings.
EMS (7.3.2,8.3.2) self-management, AC (8.3.1.2) self-discipline,
SS History(8.3.4) interpretation of historical events.

BARRIERS / EXTENSIONS: Uninvolved parents, divorce, malnutrition, negative attitudes, lack of support/ Encourage positive attitudes, adequate support.
Re-inforcement of accountability and responsibility of learners who lack self –discipline / Create challenging scenarios for learners with a sense of good discipline.

RESOURCES: Case studies / newspapers on real life stories, school psychologist, social workers, NGOs. Textbooks, libraries, resource centres, WCED support Services, IT,
simulation.

ASSESSMENT: Case studies, journals, role-play. Project/ written tests
 LEARNING                      WEEK                    GRADE 7                                   GRADE 8                                           GRADE 9
 OUTCOME

                                23    7.1.3                                   8.1.7                                             9.1.3
                                      Describes strategies for living with    Describes what a healthy lifestyle is in own      Critically evaluates resources on health
Learning Outcome 1:HEALTH




                                      diseases, including HIV/AIDS.           personal situation, as a way to prevent disease   information, health services and a range of
informed decisions regarding
The learner is able to make




                                24                                                                                              treatment options, including HIV/AIDS
personal, community and




                                                                              Continuous assessment: Design and make
environmental health.




                                                                                                                                Continuous assessment: Research
                                      7.1.4
                                       Discusses the personal feelings,
                                                                              8.1.5
PROMOTION




                                      community norms, values and social
                                                                                                                                9.1.5
                                      pressures associated with sexuality     Examines a health and safety issue related to
                                                                              violence, and proposes alternatives to violence   Investigates personal and social factors that
                                                                              as well as counter-strategies                     contribute to substance abuse and suggests
                                                                                                                                appropriate responses and rehabilitation options
                                      Continuous assessment: Project

CONCEPTS: Health rights, HIV and AIDS

CORE KNOWLEDGE AND CONTEXT: HIV and AIDS, Sexuality, Healthy lifestyle, Safety issues, Violence, Substance abuse

INTEGRATION:
 Maths (9.5.1) environmental rights.
 Social Science (7.1.1) Sources. (8.1.1) Inquiring of environmental health.
 Languages (7.2.4) environmental issues.

BARRIERS / EXTENSIONS: The right to food, shelter, etc. HIV infection, poverty/ Life Skills programme and feeding schemes.

RESOURCES: Human resources, clinics, gymnasiums, health, care centres, NGOs. Websites

ASSESSMENT: Research, tests, Role play, adventure camps, debates
     LEARNING                         WEEK                    GRADE 7                                      GRADE 8                                      GRADE 9
     OUTCOME


in activities that promote movement
an understanding of and participate                                                       8.4.2                                         9.4.2
The learner is able to demonstrate
                                       25
Learning Outcome 4 PHYSICAL




                                                                                          Plans and implements a programme to           Refines and evaluates own and peer
                                             7.4.2                                        improve techniques of rotation, balance and   movement performance including rotation,
                                       26                                                 elevation.                                    balance and elevation.
and physical development.
                                             Performs a sequence of physical activities
DEVELOPMENT AND




                                             including rotation, elevation and balance
                                             movements.
                                                                                          Continuous assessment: Practical
                                                                                          demonstration
MOVEMENT




                                             Continuous assessment: Practical
                                             demonstration




CONCEPTS: Gymnastics

CORE KNOWLEDGE AND CONTEXT: Rotation, Elevation, Balance skills, planning a programme, refining and evaluating

INTEGRATION: AC (7.1.1) Warming up for exercises. Maths (7.3.6) rotation, (7.4.2) spatial awareness.

BARRIERS/EXTENTIONS: Lack of facilities and apparatus, non-specialists/ introduce simple and general gymnastics, invite experts.

RESOURCES: SAGF, FIG. USSASA, libraries. Edulis, relevant websites

ASSESSMENT: Practical demonstrations, presentations.
  LEARNING                                 WEEK                    GRADE 7                                         GRADE 8                                          GRADE 9
  OUTCOME
                                                  7.3.4                                          8.3.10                                           9.3.4
The learner is able to use acquired life

                                            27    Shows evidence of respect for others and the   Reflects on appropriate behaviour in different   Explains what has been learned from a
skills to achieve and extend personal

                                                  ability to disagree in constructive ways.      kinds of interpersonal relationships.            challenging personal interaction by critically
potential to respond effectively to

                                                                                                                                                  reflecting on own behaviour.
PERSONAL DEVELOPMENT:




                                                                                                                                                  9.3.8
challenges in his/her world.


                                                                                                                                                  Critically evaluates own application of
                                                                                                                                                  problem-solving skills in a challenging
Learning Outcome 3:




                                            28                                                                                                    situation.


                                                                                                                                                  Continuous assessment: Written task




CONCEPTS: Conflict Resolution

CORE KNOWLEDGE AND CONTEXT: Respect, Appropriate behaviour, Problem solving skills

INTEGRATION: Lang. (7.2.4) sensitivity towards other viewpoints.
 SS (9.3.1) Geography environmental conflict (9.3.2) environmental disputes relating to political, environment and gender issues.

BARRIERS / EXTENSIONS: Disrespect, violence, lack of problem solving skills, / critical self-reflection, ability to disagree, constructive engagement in social contexts.

RESOURCES: Role models / appropriate literature reviews / internet, Center for conflict resolution, IT, Childline, Hands off our Children (HOOC).

ASSESSMENT: Assignments / projects / make and design, role-play, dramatisation.
  LEARNING                              WEEK                     GRADE 7                                       GRADE 8                                    GRADE 9
  OUTCOME
                                               7.4.1                                         8.4.1                                      9.4.1
The learner is able to demonstrate an

activities that promote movement and
 DEVELOPMENT AND MOVEMENT


                                         29
  Learning Outcome 4 PHYSICAL




                                               Participates in an outdoor adventure          Plans and participates in an adventurous   Participates in and evaluates own performance
understanding of and participate in


                                               programme through orienteering in different   recreational outdoor activity.             in an adventurous recreational outdoor activity.
                                               environments.
physical development.




                                         30
                                                                                             Continuous assessment: Practical           CTA
                                                                                             demonstration




CONCEPTS: Outdoor activities

CORE KNOWLEDGE AND CONTEXT: Outdoor adventure, Orienteering, Recreation

INTEGRATION: SS geography (7.2.1) natural hazards, HL Lang. (7.3.7) camera and film techniques. SS. Geography (7.2.3) identifies risk and hazards.

BARRIERS/EXTENTIONS: Poor weather, transport problems, crime and lack of open amenities/ provide opportunities for learners to go on hikes).

RESOURCES: Playing fields, hiking clubs, adventure clubs, DCAS; Sport Science Institute (SSI), First Aid.

ASSESSMENT: Projects, practical demonstrations.
        LEARNING                                          WEEK                      GRADE 7                                         GRADE 8                                         GRADE 9
        OUTCOME
                                                                 7.2.4                                            8.2.4                                           9.2.4
 The learner is able to demonstrate an understanding of

 responsibilities and shows an understanding of diverse
                                                                 Explains the role of oral traditions and         Discusses the contributions of organisations     Reflects on and discusses the contributions
                                                           31    scriptures in a range of the world’s religions   from various religions to social development.   of various religions in promoting peace.
       and commitment to constitutional rights and
Learning Outcome 3: SOCIAL DEVELOPMENT




                                                                 Continuous assessment: Project
                   cultures and religions.




                                                           32


                                                                                                                  Continuous assessment: Project




CONCEPTS: Religion

CORE KNOWLEDGE AND CONTEXT: Oral traditions and scriptures, World religions, Peace promotion

INTEGRATION: H Lang. (7.2.9) ethical issues, SS History (8.2.6) places of worship).


BARRIERS / EXTENSIONS: Misunderstanding, misconduct, / Tolerance, cooperation and communication across religious faiths.

RESOURCES: Places of worship, videos, Holy Books, Human resources, research material, diverse religions.

ASSESSMENT: Interviews, debates, comparative studies.
   LEARNING                                           WEEK                      GRADE 7                                         GRADE 8                                     GRADE 9
   OUTCOME
                                                             7.4.5                                             8.4.5                                       9.4.5
PHYSICAL DEVELOPMENT AND MOVEMENT

understanding of and participate in activities that
promote movement and physical development.
                                                                                                               Investigates and reports on gender equity   Reports on and discusses sport ethics.
                                                       33
                                                             Investigates fair play in a variety of athletic   issues in a variety of athletic and sport
                                                             and sport activities.                             activities.
The learner is able to demonstrate an




                                                             7.4.3                                                                                         9.4.3
                                                             Participates in and reports on a fitness                                                      Assesses own physical wellness level and
                                                             programme.                                        8.4.3                                       sets personal goals for improvement.
                                                                                                               Participates in fitness programmes and
Learning Outcome 4




                                                                                                               records progress.

                                                       34    Continuous assessment: Practical
                                                             demonstration




CONCEPTS: Athletics and fitness

CORE KNOWLEDGE AND CONTEXT: Fitness programmes, Physical wellness, Athletics and sport activities, Gender equity, Sport ethics

INTEGRATION: Tech (7.1.2) relevance of design of effective apparatus.

BARRIERS/EXTENTIONS: Poor facilities, inadequately trained staff/ Access to simple games, bring in specialists.

RESOURCES: DCAS, USSASA, NGOs, Dance groups.

AQSSESSMENT: Practical demonstration, written tasks
   LEARNING                                WEEK                     GRADE 7                                         GRADE 8                                            GRADE 9
   OUTCOME
                                            35    7.5.4                                                                                             9.5.2
                                                                                                 8.5.3
                                                  Reports on an initiated or simulated career-                                                      Motivates own career and study choices
Learning Outcome 5: WORLD OF WORK:




                                                                                                 Identifies and discusses career and study
                                                  related activity.
                                                                                                 choices and their corresponding requirements.
decisions about further study and career




                                                  7.5.2                                                                                             9.5.9
The learner is able to make informed




                                                                                                 8.5.2
                                                  Explains the value and importance of work in                                                      Critically reflects and reports on opportunities
                                                  fulfilling personal potential.                 Evaluate own abilities and interest related to     in the workplace.
                                                                                                 career and study choices
                                                                                                                                                    9.5.11
                                                                                                 8.5.6                                              Outlines a plan for own lifelong learning.
                                                                                                  Discusses the role of work in relation to needs
                                                                                                 in South Africa
                                                  Continuous assessment: Written test

                                                                                                 Continuous assessment: Written test
choices




                                            36




CONCEPTS: Life long learning and Career choices

CORE KNOWLEDGE AND CONTEXT: Simulation, Importance of work, Study choices, Role of work, Opportunities in workplace, Lifelong learning

INTEGRATION;
L.O (7.5.4) career options, AC (8.3.1.3) training and careers, EMS (9.4.10) job creation
H Lang. (7.2.4) interaction skills, (7.2.6) successful communication, EMS (8.4.2) entrepreneurship, (9.4.4) opportunities

BARRIERS / EXTENSIONS: Limited options, financial constraints/ exposure to PACE, and job or work shadowing.
Lack of insight into learning possibilities, incapacity/ Celebrate success, role modelling, and empowering programmes

RESOURCES: Tertiary Institutions, IT, Test, Industry, human resources, PACE, print media, private sector, NGOs

ASSESSMENT: Report, design and making, work shadowing, simulations, role-play.
Acknowledgements

Gratitude to the following persons for the planning and compilation of this document:


      Joey Sitzer                   Senior Curriculum Adviser: Life Orientation              EMDC Winelands / West Coast

      Lenise Hendricks              Curriculum Adviser: Life Orientation                     EMDC South Cape

      Lyrice Trussel                Curriculum Adviser: Life Orientation                     EMDC South

      Marion Rhode                  Curriculum Adviser: Life Orientation                     EMDC East

      Andrew Wentzel                Curriculum Adviser: Intermediate Phase                   EMDC East

      Kathy Maasdorp                Educator                                                 Scottsville Secondary

      Johrita Hanekom               Educator                                                 Florida Secondary

      Daleen Christiaans            Deputy Chief Education Specialist: Life Orientation (FET) Head Office

      Doreen Solomons               Deputy Chief Education Specialist: Life Orientation (GET) Head Office

				
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