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CONTENTS

 Page
SECTION A: T HE ROAD MAP FOR TEACHING SENIOR PHASE LIFE ORIENTATION, GRADES 7 TO 9 v

LEARNING UNIT 1: CAPS FOR LIFE ORIENTATION: THE WHAT AND HOW 1
1.1 AMEMDMENT OF THE NATIONAL CURRICULUM STATEMENT (NCS) 1
1.2 NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) 2
1.3 RATIONALE BEHIND THE INTRODUCTION OF CAPS 3
1.4 DIVERSITY IN THE CLASSROOM 4
1.4.1 Understanding diversity 4
1.4.2 Diverse learning needs of learners 4
1.4.3 Responding to diversity through the curriculum 5
1.4.4 Curriculum differentiation 5
SECTION B: THE THEORY FOR TEACHING LIFE ORIENTATION 11

LEARNING UNIT 1: WHAT IS LIFE ORIENTATION 12

1.1 DEFINITION OF LIFE ORIENTATION 12
1.2 PURPOSE OF LIFE ORIENTATION 12
1.3 SPECIFIC AIMS OF LIFE ORIENTATION 12
1.4 UNIQUE FEATURES AND SCOPE OF LIFE ORIENTATION 13
1.5 TIME ALLOCATION FOR LIFE ORIENTATION IN THE CURRICULUM 13
1.6 WEIGHING OF TOPICS FOR LIFE ORIENTATION 13
1.7 ASSESSMENT OF LIFE ORIENTATION 14
1.8 THE KIND OF LIFE ORIENTATION TEACHER THAT IS ENVISAGED 14
1.9 THE KIND OF LIFE ORIENTATION LEARNER THAT IS ENVISAGED 15
1.10 INCLUSIVITY IN THE LIFE ORIENTATION CLASSROOM 15
LEARNING UNIT 2: TEACHING THE TOPICS FOR LIFE ORIENTATION 18
2.1 TOPIC 1: DEVELOPMENT OF THE SELF IN SOCIETY 21
2.1.1 Clarification of terms 21
2.1.2 Guidelines on how to facilitate activities 22
2.2 TOPIC 2: HEALTH, SOCIAL AND ENVIRONMENTAL RESPONSIBILITY 30
2.2.1 Clarification of terms 30
2.2.2 Guidelines on how to facilitate activities 31
2.3 TOPIC 3: CONSTITUTIONAL RIGHTS AND RESPONSIBILITIES 36
2.3.1 Clarifications of terms 37
2.3.2 Guidelines on how to facilitate activities 37
2.4 TOPIC 4: WORLD OF WORK 41
2.4.1 Clarification of terms 42
2.4.2 Guidelines on how to facilitate activities 43
2.5 TOPIC 5: PHYSICAL EDUCATION 50
2.5.1 Clarifications of terms 50
2.5.2 Guidelines on how to facilitate activities 51
2.6 ANNUAL TEACHING PLAN (YEAR PLAN/PACESETTERS) 55
SECTION C: THE PRAXIS OF LIFE ORIENTATION TEACHING 75

LEARNING UNIT 1: LEARNING MEDIATION IN LIFE ORIENTATION 76

1.1 TEACHING STYLES AND STRATEGIES FOR LIFE ORIENTATION 76
1.1.1 question-and-answer lesson 76
1.1.2 Practical learning lesson 76
1.1.3 Role-play 77
1.1.4 Learner presentation 77
1.1.5 Debate 77
1.1.6 Outdoor lesson 77
1.1.7 Excursion/fieldwork 77

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 1.1.8 Narrative lesson 78
1.1.9 Discussion lesson 78
1.1.10 Group work (cooperative learning) 78
1.2 STRUCTURING LIFE ORIENTATION LEARNING OPPORTUNITIES 83
1.3 AQUIRING KNOWLEDGE, SKILLS AND VALUES IN LIFE ORIENTATION 84
1.3.1 Knowledge and understanding in life orientation 85
1.3.2 Skills in life orientation 85
1.3.3 Attitudes and values in life orientation 85
1.3.4 Mastering the knowledge, skills and values in life orientation 85
1.4 THE LIFE ORIENTATION TEACHER 86
1.4.1 The teachers role in the life orientation classroom 86
1.5 LIFE ORIENTATION CLASSROOM 87
1.5.1 What does a good life orientation classroom look and "FEEL" like 87
1.5.2 Ideal life orientation classroom 88
LEARNING UNIT 2: LEARNING AND TEACHING SUPPORT MATERIAL FOR LIFE ORIENTATION 91
2.1 INTRODUCTION 91
2.2 MATERIALS FOR LIFE ORIENTATION 92
2.3 GUIDELINES FOR IDENTIFYING GOOD LEARNING MATERIALS 93
2.3.1 Real objects and models 93
2.3.2 Text 93
2.3.3 Visuals 94
2.3.4 Displays 95
2.3.5 Overhead transparencies 96
2.3.6 Slides 96
2.3.7 Audio media 97
2.3.8 Recording videos or video clips 98
2.4 DEVELOPING YOUR OWN LEARNING MATERIAL 99
LEARNING UNIT 3: LESSON PLANNING FOR LIFE ORIENTATION TEACHING 102
3.1 INTRODUCTION 102
3.2 LEARNING PROGRAMME 103
3.3 DEVELOPING A LESSON PLAN 104
3.3.1 Learning styles 104
3.3.2 Teaching approach and methodology 105
3.3.3 Barriers to learning 105
3.3.4 Resources available to the school and class 105
3.3.5 What learners already know 105
3.3.6 School policies 105
3.3.7 Example of lesson plan and assessment rubric 106
LEARNING UNIT 4: ASSESSMENT IN LIFE ORIENTATION 110
4.1 INTRODUCTION 110
4.1.1 Purpose of assessment 110
4.1.2 Key principles for assessment in a diverse classroom 111
4.1.3 Informal or daily assessment 111
4.1.4 Formal assessment 112
4.1.5 Types of assessment 113
4.1.6 Record keeping 113
4.1.7 Nature of internal tasks 114
4.1.8 Programme of assessment 115
4.1.9 Examinations 118
4.2 NATIONAL CODES 119
4.3 PROGRESSION SCHEDULES 120
4.4 LEARNER PROFILES 120
4.5 REPORTS 121
4.5.1 information to include in reports 121
4.5.2 Report cards

(iv)
 SECTION  A
The road map for teaching senior phase
life orientation grades 7 to 9

(v) LADLORD
(vi)
LEARNING UNIT 1
CAPS FOR LIFE ORIENTATION: THE WHAT AND HOW

OUTCOMES OF THIS LEARNING UNIT

Students who are studying didactics in order to teach Life Orientation should be able
to explain the Curriculum Assessment Policy statement (CAPS) and be able to apply it
in the Life Orientation classroom.

1.1 AMENDMENT OF THE NATIONAL CURRICULUM

STATEMENT (NCS)
The following is an extract from the Department of Basic Education’s Curriculum and
assessment policy statement (CAPS) (2011):

The National Curriculum Statement Grades R–12 (NCS) stipulates policy on curriculum and
assessment in the schooling sector. To improve its implementation, the National Curriculum
Statement was amended, with the amendments coming into effect in January 2011.
A single comprehensive Curriculum and Assessment Policy Statement document was
developed for each subject to replace the old Subject Statements, Learning Programme
Guidelines and Subject Assessment Guidelines in Grades R–12. The amended National
Curriculum Statement Grades R–12: Curriculum and Assessment Policy (January 2011) replaces
the National Curriculum Statement Grades R–9 (2002) and the National Curriculum Statement
Grades 10–12 (2004).

(a) T he National Curriculum Statement Grades R–12 (NCS) (January 2011) represents a policy
statement for learning and teaching in South African schools and comprises the following:

(i) C
 urriculum and Assessment Policy documents for each approved school subject as
listed in the policy document the National Senior Certificate: A qualification at Level 4
on the National Qualifications Framework (NQF); and

(ii) T he policy document National Senior Certificate: A qualification at Level 4 on the

National Qualifications Framework (NQF).

(b) T he National Curriculum Statement Grades R–12 (January 2011) should be read in conjunction
with the following documents:

(i) A
 n addendum to the policy document, the National Senior Certificate: A qualification
at Level 4 on the National Qualifications Framework (NQF), regarding the National
Protocol for Assessment Grade R – 12, published in the Government Gazette, No. 29467
of 11 December 2006; and

(1) LADLORD
 (ii) A
 n addendum to the policy document, the National Senior Certificate: A qualification
at Level 4 on the National Qualifications Framework (NQF), regarding learners with
Special Needs, published in the Government Gazette, No.29466 of 11 December 2006.

The Subject Statements, Learning Programme Guidelines and Subject Assessment

Guidelines for Grades R–9 and Grades 10–12 are repealed and replaced by the Curriculum
and Assessment Policy documents for Grades R–12 (January 2011).

1.2 NATIONAL CURRICULUM AND ASSESSMENT POLICY

STATEMENT (CAPS)
CAPS is not a new curriculum, but the result of a revision of the NCS in order to present
a single policy statement. The NCS is aimed at producing learners who can solve their
environment and the health of others, and see the world from a holistic perspective.

CAPS focuses on strengthening the implementation of the curriculum and provides more
specific guidelines about what to do in the classroom and how to improve teaching,
learning and assessment. It guides what must be planned, what must be taught against
what is planned, and what must be assessed.

The NCS gives expression to what is regarded to be knowledge, skills and values that are
worth learning. It will ensure that learners acquire and apply knowledge and skills in ways
that are meaningful to their own lives. In this regard, the curriculum promotes the idea
of grounding knowledge in local contexts while being sensitive to global imperatives.

The NCS serves the purposes of

• equipping learners – irrespective of their socio-economic background, race, gender,

physical or intellectual ability – with the knowledge, skills and values necessary for
self-fulfilment and meaningful participation in society as citizens of a free country
• providing access to higher education
• facilitating the transition of learners from education institutions to the workplace
• providing employers with a sufficient profile of a learner’s competences (Department
of Basic Education, 2011a, p.4.)

The NCS is based on the following principles:

• Social transformation. It ensures that the educational imbalances of the past are
redressed and that equal educational opportunities are provided for all sections of
our population.
• Active and critical learning. It encourages an active and critical approach to learning,
rather than rote and uncritical learning of given truths.
• High knowledge and high skills. The minimum standards of knowledge and skills to be
achieved at each grade are specified and set high, achievable standards in all subjects.
• Progression. The content and context of each grade show progression from simple
to complex.
• Human rights, inclusivity, environmental and social justice. It infuses the principles and
practices of social and environmental justice and human rights as defined in the

(2)
 Constitution of the Republic of South Africa into our education system. The National
Curriculum Statement Grades 10–12 (General) is sensitive to issues of poverty and
diversity, such as inequality, race, gender, language, age and disability.
• Valuing indigenous knowledge systems. The rich history and heritage of this country
as important contributors to nurturing the values contained in the Constitution are
acknowledged.
• Credibility, quality and efficiency. Education is provided that is comparable in quality,
breadth and depth to those of other countries. (Department of Basic Education, 2011a,
pp. 4, 5.)

The NCS (Department of Basic Education, 2011a, p.4) is aimed at producing learners that
are able to

• identify and solve problems and make decisions through critical and creative thinking
• work effectively as individuals and with others as members of a team
• organise and manage themselves and their activities responsibly and effectively
• collect, analyse, organise and critically evaluate information
• communicate effectively by using visual, symbolic and/or language skills in various
modes
• use science and technology effectively and critically by showing responsibility towards
the environment and the health of others
• demonstrate an understanding of the world as a set of related systems by recognising
that problem-solving contexts do not exist in isolation

Inclusivity should become a central part of the organisation, planning and teaching at
each school. This can only happen if all teachers have a sound understanding of how to
recognise and address barriers to learning and how to plan for diversity.

1.3 RATIONALE BEHIND THE INTRODUCTION OF CAPS

The rationale behind the introduction of CAPS is encapsulated by the following:

• Strengthened implementation in the classroom. CAPS is aimed at strengthening the

implementation of the national education policy and providing more uniformity across
provinces, districts and schools.
• Reduction in the number of subjects offered in the intermediate phase. The transition from
the foundation phase to the intermediate phase resulted in a learning overload for
learners with the increase from three learning programmes to eight learning areas. The
subjects in the intermediate phase are now six and in the senior phase they are eight.
• Specified content. Pacing, sequencing and coverage of content are provided. This will
not only help teachers who need to plan together and support each other, but also
learners who have to move from one school to another. Conceptual development from
one grade to another is clearly indicated, which will make identifying learner support
easier when a learner moves on to the next grade but still needs to be supported.
• Formal assessment. The number of formally recorded task is clearly indicated.
• Support for teaching, learning and assessment. CAPS provides for the minimum that makes
teaching, learning and assessment effective, and so improves learner performance. It

3 LADLORD
 provides examples of activities for teachers who need the support, as well as guidance
for teachers who are competent and confident to develop their own activities.
• Clarity on what is managed and monitored. Clear guidance on pacing, sequencing
and curriculum coverage is given to school management and district support so that
managing and monitoring what is happening in the classroom can be planned and
can be effective. (Department of Basic Education, 2011b, p.3.)

1.4 DIVERSITY IN THE CLASSROOM

South African schools have a wide range of learners from different backgrounds. Educators
and learners should value, embrace and make positive use of the differences. In responding
to the diversity of learner needs in the classroom, it is imperative to ensure differentiation
in curriculum delivery to enable all learners to access learning. All schools are required to
offer the same curriculum to learners while simultaneously ensuring variations in modes
of delivery and assessment processes to accommodate all learners.

1.4.1 Understanding diversity

Understanding diversity simply means recognising that people are unique. When we
look into our classrooms, we will observe that the learners have different socio-economic
backgrounds and are from language, cultural, religious, ethnic, racial, gender, sexual
orientation, ability and so on groups. All these learners come to school with different
experiences. We can therefore see that we have rich diversity in the learner population.

We should learn about diversity because many schools

• act as if all learners are the same

• have an evaluation system whereby learners are rewarded for only a certain number
of abilities

This often gives rise to an early and mistaken separation between learners who are
considered “bright” and those who are considered “not intelligent”. (Department of Basic
Education, 2011b, p.3.)

1.4.2 Diverse learning needs of learners

In all classrooms, learners have diverse learning needs. If teachers are not responsive
to these needs and provide the necessary support learners may experience barriers to
learning. Some learners

• find it difficult to read and write

• experience hearing, visual and coordination difficulties
• live in poverty
• have health and emotional difficulties
• experience difficulties in remembering what has been taught
• need assistive devices and adapted material, such as material in Braille (Department
of Basic Education, 2011b, p.3.)

4
1.4.3 Responding to diversity through the curriculum
For the Department of Basic Education (2011b, p.3), every teacher should understand that
the most significant way to respond to learners’ diversity in the classroom is through the
curriculum. The NCS sets the content of what is to be taught, but it is up to the teachers
to plan how they will teach it to the different learners in the classroom. Furthermore,
teachers have an important responsibility to make sure that all learners, from whatever
background, feel included and affirmed in the classroom. We should monitor our own
beliefs, attitudes and behaviours when responding to our learners. Some of the ways in
which we can do this are to

• recognise any biases or stereotypes we may have absorbed

• treat each learner as an individual and respect each learner for the person he or she is
• avoid using language that is biased and that undermines certain groups of learners
• refrain from making remarks and assumptions about learners’ experiences
• consider the unique needs of learners when designing learning programmes and
lessons
• constantly re-evaluate our teaching methods and assessing learners in diverse settings
• consider different teaching approaches, methodologies and strategies
• create opportunities for all learners to participate in activities

1.4.4 Curriculum differentiation

Curriculum differentiation is a key strategy for responding to the needs of learners with
diverse learning styles and needs. It involves processes of modifying, changing, adapting,
extending and varying teaching methodologies, teaching strategies, assessment strategies
and the content of the curriculum. It takes into account learners’ ability levels, interests
and backgrounds. Curriculum differentiation can be done at the levels of content, teaching
methodologies, assessment and learning environment.

(1) Curriculum content

The curriculum content can be differentiated by adapting it so that it is manageable for

a wider range of learners. This should not be seen as watering down the curriculum, but
rather as a graded process whereby learners are taken by a different route to a similar
endpoint. Some learners require an advanced level of content and others may still be
grappling with what is being taught in the grade.

In curriculum differentiation, teachers are encouraged to modify the content to some

extent to help learners reach attainable knowledge, skills and competencies.

We modify or differentiate curriculum content for different reasons, for example:

• to provide access to learning

• to provide all learners with opportunities to experience success
• to motivate learners and build their self-esteem
• to promote effective learning for all learners

5 LADLORD
We differentiate the curriculum content on the following levels:

• Abstractness. Any curriculum consists of facts, definitions, descriptions, patterns,

relationship, key concepts and generalisations. Certain learners might need to work
with objects in order to learn, for example using small stones as counters before they
are ready to work with abstract numbers. It is the responsibility of the teacher to ensure
that the content is adapted at the level of individual learners.
• Complexity. Many aspects of the curriculum can be complex and difficult to understand
for some learners. Teachers have to contextualise topics rather than use facts in isolation.
• Variety. Teachers have to expand the curriculum to cater for learners’ different levels
of functioning and interests, for example children with excellent reading skills can be
given new and varied material to stop them getting bored.

Before we make decisions on how we will teach and what we have to modify, we first
have to identify the curriculum content.

The curriculum content is what we teach and what the learner is expected to learn (that
is, has to know, understand or be able to do). It includes facts, concepts and skills that
learners will acquire within their learning environment. Sometimes it is the school authority
that prescribes the curriculum content and sometimes it is the teacher and the school
authority combined. (Department of Basic Education, 2011b, p.4.)

Teachers should select content based on

• it being meaningful
• learners’ needs and interests
• the environment
• enabling learners to learn more than just facts
• learners’ current levels of functioning (Department of Basic Education, 2011b, p.5.)

(2) Learning environment

A learning environment is a place or a setting where learning occurs. This does not refer
only to a physical classroom, but includes the characteristics of the setting. Two key
dimensions of the learning environment are the psychosocial and the physical dimensions.

The psychosocial learning dimension covers psychological and social factors that
influence the learner’s satisfaction, health, well-being and the ability to perform effectively.
This includes:

• interpersonal cooperation
• the classroom and school culture
• protection against harassment and mental harm
• effective communication

The physical dimension includes factors such as the classroom space and infrastructure,
arrangement of furniture, level of noise, class size, classroom displays and resources.
(Department of Basic Education, 2011, p.6.)

6
(3) Teaching methods

To respond to the diverse needs of learners, we have to differentiate our teaching methods
and strategies. The key to differentiated teaching methods is teachers’ flexible use of

• learning materials
• methods of presentation
• learning activities

The emphasis in the following section is on the learning materials and the methods of
presentation only:

(i) Learning materials

Teachers can do the following to teach effectively:

• They can provide learners with a wide range of materials that cater for different
abilities, interests and learning styles. Electronic learning (or e-learning) offers a range
of options for differentiated instruction that must be tailored by the teacher to meet
learners’ needs.
• They can provide the learners with a range of graded materials.
• They should be aware that these materials might have to be adapted for learners with
disabilities. For example, a child with poor vision might need larger print to be able
to read easily. (Department of Basic Education, 2011b, p.9.)

(ii) Presentation methods

Teachers should modify the format in which a task is presented. A range of strategies can
be used to make the learning material accessible to learners who experience barriers to
learning of whatever nature, such as:

• Scaffolding. This refers to the personal guidance, assistance and support that a teacher
or peer gives to a learner. Learners with diverse learning needs usually find it difficult
to work independently and may require extensive initial guidance.·
• Flexible grouping. Groups can be used for different purposes and teachers should take
care that a child does not get labelled as belonging only to one group (take note that
we do not seat learners in “ability” groups according to their abilities). The learners
should be placed in groups according to the task at hand.

(iii) Learning materials

Learners are taught by means of diverse learning activities which provide learning support
to all learners in the class.

Structured and planned lessons provide learners with more opportunities to learn.
(Department of Basic Education, 2011b, p.10.)

7 LADLORD
(iv) Lesson planning

Teachers have to plan lessons differently to accommodate the learners’ different learning
needs. This means that differentiation should take place to ensure maximum involvement
and participation of the learners. Different types of activation should be adapted to the
development level, interests, background and preparedness to study, but also to the
learner profiles. (Department of Basic Education, 2011b, p10.)

Differentiated assessment is discussed in Section C of Learning Unit 4.

LOOKING BACK

1. Discuss the principles of the NCS.

2. What was the rationale behind the introduction of CAPS?
3. What is the main focus of CAPS?
4. Why should diversity be taken into account in teaching?
5. Describe responding to diversity through the curriculum by using the following terms:
• curriculum differentiation
• curriculum content
• learning material
• learning environment
• teaching methods
• presentation of content
6. What does CAPS stand for?

8
BIBLIOGRAPHY

Department of Basic Education. 2011. Curriculum and assessment policy statement

(CAPS). Generic first additional language. Gr. 7–9. Pretoria: Government Printer.
Department of Basic Education. 2011b. Guidelines for responding to learner diversity
in the classroom through curriculum and assessment policy statements. Pretoria:
Government Printer.

9 LADLORD
10
 SECTION  B
The theory for teaching life orientation

11 LADLORD
LEARNING UNIT 1
WHAT IS LIFE ORIENTATION

OUTCOMES OF THIS LEARNING UNIT

Students who are studying didactics in order to teach Life Orientation should be able to
explain the theoretical framework of Life Orientation as a learning area and apply it in the
Life Orientation classroom.

1.1 DEFINITION OF LIFE ORIENTATION

Life Orientation is central to the holistic development of learners. It addresses skills,
knowledge and values for the personal, social, intellectual, emotional and physical growth
of learners, and is concerned with the way in which these facets are interrelated. Life
Orientation guides and prepares learners for life and its possibilities. It equips them for
meaningful and successful living in a rapidly changing and transforming society.

1.2 PURPOSE OF LIFE ORIENTATION

The focus of Life Orientation is the development of self-in-society. It promotes self-
motivation and teaches learners how to apply goal-setting, problem-solving and decision-
making strategies. These serve to facilitate individual growth as part of an effort to create
a democratic society, a productive economy and an improved quality of life. Learners
are guided to develop their full potential and are provided with opportunities to make
informed choices about personal and environmental health, study opportunities and
future careers.

Life Orientation helps learners to develop beneficial social interactions, such as respecting
others’ rights and values, and promotes lifelong participation in recreation and physical
activity. Learners will learn to exercise their constitutional rights and responsibilities, and
to show tolerance of cultural and religious diversity in order to build a democratic society.

1.3 SPECIFIC AIMS OF LIFE ORIENTATION

Life Orientation is aimed at:

• guiding learners to achieve their full physical, intellectual, personal, emotional and
social potential
• developing learners’ skills to respond to challenges and play an active and responsible
role in the economy and society

12
• teaching learners to exercise their constitutional rights and responsibilities and to
respect the rights of others
• guiding learners to make informed and responsible decisions about their health, the
environment, subject choices, further studies and careers
• providing learners with opportunities to demonstrate an understanding of, and
participate in activities that promote movement and physical development

1.4 UNIQUE FEATURES AND SCOPE OF LIFE ORIENTATION

The five focus areas or topics of the Life Orientation subject statement all address the
human and environmental rights outlined in the South African Constitution. Life Orientation
empowers learners to make informed decisions and take appropriate actions about

• the development of the self in society

• health, social and environmental responsibility
• constitutional rights and responsibilities
• the world of work
• physical education

The issues dealt with in each topic are related to the issues covered in the other four
topics of the subject. The five topics of Life Orientation function interdependently and
are considered of equal importance. The time spent on each topic may vary and should
not be used as a measure of the importance of the topic.

1.5 TIME ALLOCATION FOR LIFE ORIENTATION IN THE

CURRICULUM
Two hours per week is allocated to Life Orientation in the NCS. One hour per week must
be spent on physical education and the remaining hour will be split among the other four
topics. This means that 70 hours are available for teaching Life Orientation. This excludes
internal examination periods. The content is grouped and paced across the 40 weeks (80
hours) of the school year to ensure that the curriculum is covered. A fixed period must
be dedicated to physical education per week and this period must be labelled “Physical
Education” on the school timetable.

1.6 WEIGHTING OF TOPICS FOR LIFE ORIENTATION

The weighting of the topics are set out in the following table.

Topic Time allocation per year

Grade 7 Grade 8 Grade 9

Development of the self in society 10 9 10

Health, social and environmental responsibility 10 8 7

13 LADLORD
 Topic Time allocation per year

Grade 7 Grade 8 Grade 9

Constitutional rights and responsibilities 7 9 7

World of work 8 9 11

Physical education 35 35 35

Contact time 70 70 70

Examinations 10 10 10

Total hours 80 80 80

Total weeks 40 40 40

1.7 ASSESSMENT OF LIFE ORIENTATION

Life Orientation is the only subject in the NCS that is not externally assessed or examined.
It is continuously assessed throughout the year using both formal (assessment of learning)
and informal (assessment for learning) assessment tasks. Informal assessment takes place in
the form of short class tests, discussions, practical demonstrations, mind-mapping, debates,
role-play, interviews, designing and making, short homework tasks, worksheets, group
work, individual record keeping, and oral and written presentations. Formal assessment
takes the form of tasks that require reading and writing skills, research using source-based
material, case studies, assignments, oral presentations and a portfolio of evidence.

The assessment of learners in Life Orientation is a continuous, planned process and involves
generating and collecting evidence of achievement; evaluating this evidence; recording
the findings; and using this information to understand and thereby assist the learner’s
development in order to improve the process of learning and teaching.

The aim is to assess learners’ skills, knowledge and values in each of the topics through
theoretical as well as practical activities in order to give them the opportunity to experience
life skills in a direct, personal way. Teachers should give learners regular feedback to
enhance the learning experience.

1.8 THE KIND OF LIFE ORIENTATION TEACHER THAT IS

ENVISAGED
All teachers and other educators are key contributors to the transformation of education
in South Africa. CAPS envisages teachers who are qualified, competent, dedicated and
caring. They must be able to fulfil the various roles outlined in the Norms and Standards
for Educators. These include being mediators of learning, interpreters and designers of
learning programmes and materials, leaders, administrators and managers, scholars,

14
researchers and lifelong learners, community members, citizens and pastors, assessors,
and subject or phase specialists.

1.9 THE KIND OF LIFE ORIENTATION LEARNER THAT IS

ENVISAGED
Life Orientation equips learners for meaningful and successful living in a rapidly changing
and transforming society. The curriculum seeks to create a lifelong learner who is confident
and independent, literate, numerate, multi-skilled and compassionate, with respect for
the environment and the ability to participate in society as a thinking and active citizen.

All five Life Orientation topics build the skills of decision-making, communication,
assertiveness, negotiation, goal setting, problem-solving and creative thinking, and the
ability to access information. In the same way attitudes such as respect for and acceptance of
differences, respect for the self and others, taking responsibility, perseverance, persistence,
anti-discrimination and equality are also addressed and assessed across all five topics.

The kind of learner who is envisaged is one who will be inspired by these values and will
develop his or her talents in the service of a society that is based on respect for democracy,
equality, human dignity, life and social justice.

1.10 INCLUSIVITY IN THE LIFE ORIENTATION CLASSROOM

Inclusivity should become a central part of the organisation of and planning and teaching
at each school. This can only happen if all teachers have a sound understanding of how
to recognise and address barriers to learning, and how to plan for diversity. Learners are
diverse in terms of their socio-economic background, language, culture, religion, ethnicity,
race, gender, sexual orientation, abilities, etc. This means that they have diverse learning
needs.

Barriers to learning are present in the curriculum content, language of teaching, classroom
organisation, teaching methodologies, pace of teaching and time available to complete
the curriculum, teaching and learning support material, and assessment. Therefore, the
teacher must vary the mode of delivery and assessment processes to cater for all the
learners and should provide the necessary support. Learning activities should be diversified
to cater for the diverse learning support needs of all the learners in the classroom. Lesson
organisation can be used to ensure the maximum involvement and participation of all
the learners in the lesson.

Examples of barriers to learning include the following:

• the need for assistive devices and adapted material, such as material in Braille
• hearing, visual and co-ordination difficulties
• living in poverty
• difficulty remembering what has been taught
• health and emotional difficulties
• difficulty reading and writing

15 LADLORD
LOOKING BACK

1. What does holistic development of the child mean?

2. Describe the type of teacher that is necessary for the transformation of education
in South Africa?
3. Define the concept of Life Orientation.
4. What are the five focus areas of Life Orientation.
5. Describe the purpose of Life Orientation?
6. Describe the specific aims of Life Orientation.
7. Describe the reasons for inclusivity in education.

16
BIBLIOGRAPHY

Department of Basic Education. 2011. Curriculum assessment policy statement grades

7–9. Life Orientation. Pretoria: Government Printer.

17 LADLORD
LEARNING UNIT 2
TEACHING THE TOPICS FOR LIFE ORIENTATION

OUTCOMES OF THIS LEARNING UNIT

Students who are studying didactics in order to teach Life Orientation in the senior phase
(grades 7 to 9) should know the topics and how to assess learners’ skills, knowledge
and values and how to address problems successfully in the Life Orientation classroom.

OVERVIEW OF TOPICS FOR GRADES 7 TO 9

An overview of the topics for Life Orientation for grades 7 to 9 is presented in the table
below. (Department of Basic Education, 2011, p.10.)

Overview of topics for grades 7 to 9

Topic Grade 7 Grade 8 Grade 9

1 Development • Concept: • Concepts: • Goal-setting

of the self in self-image self- concept skills:
society • Concept: peer formation and personal
pressure self-motivation lifestyle
• Changes in • Concept: choices
boys and girls: sexuality • Sexual
physical and • Relationships behaviour
emotional or friendships and sexual
• Concept: • Factors that health
personal diet influence • Challenging
and nutrition choice of situations:
• Importance personal diet: trauma and
of sport for ecological, crisis
physical social,
development economic,
cultural and
political

18
Topic Grade 7 Grade 8 Grade 9

2 Social and • Concept: • Local • Concept:

environmental communicable environmental environment
responsibility diseases health health
• Concept: problems: • Earth day
substance abuse • pollution (air, • Concept:
• Informed, water and volunteerism
responsible land)
decision making • Factors that
about health contribute
and safety to substance
abuse:
• personal and
social
• Health and
safety issues
related to
violence

3 Constitutional • Concept: • Concepts: hu • Concept:

rights and children’s rights man rights and constitutional
responsibilities • Leadership roles constitution values
produced in Issues relating Concept:
various religions to citizens’ cultural
• Concept: child rights and diversity in
abuse personal South Africa
choices: • Central
celebrations of teachings
national and of major
international religions in
days South Africa
• Oral traditions • Sport ethics
and scriptures
of major
religions in
South Africa
• Fair play during
a variety of
sport activities
• Concept:
nation building

19 LADLORD
Topic Grade 7 Grade 8 Grade 9

4 World of • Importance of • Different • Time

work reading and learning styles management
studying • Six career skills
• Career fields categories • Reading
• Simulation of • Relationship and writing
career- related between for different
activities performance in purposes
• Value and school subjects • Options
importance of and interests available
work in fulfilling and abilities after
personal needs • Decision- completing
and potential making grade 9
process: steps • Carreer and
of choosing subject
career choices
category • Study snd
relating to career
individual funding
strength, providers
ability, • Plan own
interests and lifelong
passion learning

5 Physical edu- • Sequence • ·Physical • Physical

cation of physical activities that activities that
activities promote can promote
• Indigenous achievement components
games that of movement of fitness
include the performance • individual or
concept of • Target games team sport
invasion • Athletic and/or • indegious
• Modified sport sport activities games that
• Recreational • Recreational
outdoor promote
activities activities physical
activity
• Recreational
activities

20
2.1 TOPIC 1: DEVELOPMENT OF THE SELF IN SOCIETY
The contents of the topic for grades 7 to 9 are set out in the table below.

Topic 1 Grade 7 Grade 8 Grade 9

Development of • Concept: • Concepts: • Goal-setting
the self in society self-image self- concept skills:
• Concept: peer formation and • personal lifestyle
pressure self-motivation· choices
• Changes in boys • Concept: • Sexual behaviour
and girls: physical sexuality and sexual
and emotional • Relationships or health
• Concept: personal friendships • Challenging
diet and nutrition • Factors that situations:
• Importance of influence choice trauma and crisis
sport for physical of personal
development diet: ecological,
social, economic,
cultural and
political

The objectives of this topic are:

1. The learner should be able to use acquired life skills to achieve and extend his or
her personal potential to respond effectively to challenges in his or her world.
2. Adolescence is marked by emotional and physical changes. The learners should
continue with the formation of a positive self-concept and self-image through self-
motivation and healthy relationships with their peers. Acceptance by the peer group
is still very important. The senior phase learner is increasingly influenced by peers,
while the family continues to play an important role.
3. The learner has to develop emotional intelligence to empower him or her to cope
with challenges.
4. The learner needs opportunities to develop further life skills and to realise the
importance of sport and physical activities for physical development and making
healthy lifestyle choices. (Department of Basic Education, 2011, p.10.)

2.1.1 Clarification of terms

The important terms of this topic are explained below.

adolescence: the stage of life when a person develops from a child into a young adult; this
is usually between about 10 and 18 years of age; an adolescent is also called a teenager

diversity: the ways in which people differ, including difference in race, language, gender,
socio-economic status, nationality and abilities

flexibility: the ability of your joints and muscles to move and bend easily

21 LADLORD
goal: something that you want to achieve; a desired result that you are aiming at
hormone: a substance produced in a gland and transported in the blood to a certain
tissue where it has a specific effect
peer pressure: when people your age want you to do the same things as they do so
that you will fit in
potential: existing, but not yet defined, qualities or abilities that can be developed to
achieve future success or usefulness
puberty: the stage of life when you become sexually mature
rebellious: when you disobey or do not listen to people in authority on purpose
respect: high or special regard for someone
self-concept: the way that you see and think about yourself
self-confidence: your overall confidence in your abilities
self-esteem: your self-respect based on how you judge your worth (self-worth)
self-image: how you see yourself and how you think others see you stamina: the ability
to do something for a long period of time
strategy: a plan of action to reach a goal

2.1.2 Guidelines on how to facilitate activities

This topic (Development of the self in society) deals with the self-concept (the way learners
see and think about themselves) and is aimed at guiding learners to understand how
self-image can influence the choices that they make in life. Learners should be taught
strategies to enhance or improve their self-image by respecting themselves and others.
External factors (their family, the environment in which they live in, their friends, their peers
, cultural expectations, the faith community to which they belong, the social community
that they are part of, and the media [such as the videos, movies and TV programmes
they watch or the radio programmes they listen to] and so on) are constantly shaping or
trying to shape them, their view of themselves and their motivation to become the best
they can be in life.

Peers can have a great influence on learners, whether it is good or bad. Sometimes young
people find themselves pressurised to do things that they know are wrong, such as using
drugs and alcohol, unhealthy sexual behaviour, bullying and rebellious behaviour. Their
desire to be accepted by others can lead them to compromise their own beliefs and
standards.

Puberty is the process every child goes through to become an adult. During puberty,
the learner’s body changes and his or her feelings change. These physical and emotional
changes are caused by hormones. The body starts to make hormones at the beginning
of puberty. They affect the way the learner’s body develops and how he or she feels.
Hormones act on different parts of the learner’s body, depending on whether the learner
is a boy or girl.

Personal health depends on the choices one makes. What people eat is also influenced
by what is grown in their country/region, because of factors such as climate and rainfall.

22
Most foods are grown and harvested in a particular season of the year. Participating in
sport or other physical activities is just as important as making healthy choices and eating
healthy foods.

As a teacher, you should be able to develop activities for the topic for grades 7 to 9.
Examples are given below.

Themes Possible activities

Concept: self-image Activity 1:
1. D
 iscuss the concept of self-image and how it can be
positive or negative.
2. W
 hat do you see when you look in the mirror? Write
down five positive qualities of yourself.
3. Write down five negative things that you are not.
Activity 2:
1. W
 ork with a partner who knows you well. Make a collage
of the positive traits of your partner.
2. Ask your partner to add to his/her collage.
Activity 3:
1. U
 se the collage of yourself and ask someone in your
family at home if all the positive aspects of you have
been included.
2. A
 dd anything else that you have learned from friends
and family to your collage before you hand it in.
Concept: peer pressure Activity 1: 
Discuss the concept of peer pressure by asking the
following questions:
1. What is peer pressure?
2. What can peer pressure lead to?
3. Do you feel the need to fit in?
4. How far would you go to be accepted by your peers?
5. Have you already experienced peer pressure? How did
you react?
Activity 2:
For homework, make notes of instances of peer pressure
that you see in at least two of the following places (name
the type of pressure used and whether the pressure is
positive or negative):

23 LADLORD
Themes Possible activities
1. at school
2. at a sports event after school
3. at home
4. between two adults
5. between two younger children

Changes in boys and Activity 1:

girls: Work in pairs and write down, on a loose sheet of paper, at
physical and emotional least two questions about the physical or emotional
changes in boys and girls during puberty. Do not write
your name on the paper. Fold your paper and put it in the
“question box”.
Activity 2: 
The teacher takes out one paper at a time and discusses it
with the class.
Activity 3:
1. Work in groups: Write down your ideas under two
headings: (i) What does it mean to behave like a man/
boy?
(ii) What does it mean to behave like a woman/girl?
2. Report back on your discussion.
3. Discuss what you have learned about men and women.
Concept: personal diet Activity 1: Discuss the following questions as a class:
and nutrition 1. What is a balanced diet?
2. Name a few kinds of food in the different food groups:
carbohydrates, proteins, fats and oils, and vitamins and
minerals.
Activity 2:
1. Eating too much unhealthy food can lead to obesity.
Discuss the difference between obesity and anorexia as
a class.
2. In groups of two or three, discuss the areas in your life
that you can change to improve your health.
3. Discuss poor eating habits as a cause of diseases.
Activity 3:
In groups of two or three, write down the following after
discuss it.
1. What is a portion?
2. What kinds of snacks are healthy snacks?
3. Why is water the healthiest drink?

24
Themes Possible activities
Importance of sport for Activity 1: D
 iscuss the following important activities before
physical development starting with a fitness programme:
1. How to take your pulse
2. Safety precautions you need to know when following a
fitness programme
3. The importance of warm-up exercises
4. The advantages of being fit
Activity 2: Do the following in groups of three:
1. Take your pulse.
2. One learner in your group uses a stopwatch or clock
to see how many pulses or beats you can feel with your
fingers in 10 seconds. Multiply it by six. That will be the
number of times your heart beats in one minute.
Activity 3: Do the following individual activity:
1. Warm up by walking very briskly for two minutes.
2. Jog for two minutes.
3. Walk for two minutes.
4. Sprint for 30 seconds.
5. Take your pulse.
6. Repeat the exercise.

Grade 8 – Topic 1: Development of the self in society

Themes Possible activities

Concept: self-concept formation and Activity 1: 

self- motivation In your class, discuss how each of
the following might affect your self-
concept and self-motivation: the
environment, community, religion,
culture and media.
Activity 2:
1. I n groups of four, look at the covers
of popular magazines and discuss
how young people believe they
should look, dress or behave.

25 LADLORD
Theme Possible activities

2. W
 rite an essay of about 10 lines on the influence that
media images can have on young people.
Activity 3:
1. List your four top gifts/talents.
2. D
 o you know what you want to do with your life? Write
a paragraph on “How to create the life I want to live
and the path I intend to take to reach it”.
Concept: sexuality Activity 1:
In groups of two, answer the following questions:
1. D
 o boys and girls have different opinions on
popularity?
2. What makes someone popular?
3. Are there gender differences?
4. A
 re you influenced by where you live and with whom
you live? Report back.
Activity 2:
Conduct an interview with a parent/guardian/friend or
adult family member (write the answers in your book).
1. H
 ow do you feel about young people dating before
they are16?
2. How important is education and why?
3. W
 hat are the disadvantages of getting married in your
teens?
4. How do you define true love?
5. W
 hat are some safe ways for young people to
satisfy their personal needs for love, attention and
excitement?
Activity 3:
Complete the following questions in your book:
1. W
 hat is the most difficult thing about growing up for
you?
2. What things do you look forward to in growing up?
3. W
 ho would you rather listen to – your parents or your
friend? Why?
4. W
 ho do you go to with questions about your changing
body or changing feelings?

26
Theme Possible activities

Relationships or Activity 1:
friendships Discuss appropriate ways to sustain a relationship,
appropriate behaviour in a relationship and what makes a
good relationship.
Activity 2:
Make a bookmarker for yourself with your “rights” in a
relationship on the one side and your “responsibilities” in
a relationship on the other side.
Activity 3:
Write down 10 ingredients of a healthy relationship. Make
a poster on how you see a healthy love relationship.

Factors that influence Activity 1:

choice of personal 1. In a group of five, brainstorm a list of influences on
diet: ecological, social, food choices.
economic, cultural and
political 2. Write down why you eat what you eat.
3. Write down what you ate yesterday.
4. G
 roup your food choices according to the following:
ecological, social, economic, cultural and political
influences.
5. D
 iscuss what influences your food choices the most
and what influences it the least.
6. Explain why these factors influence your food choices.
Activity 2:
1. C
 ut advertisements from magazines that show foods
which you like to eat and would like to try.
2. D
 iscuss in a group which advertisements have an
impact on your food and drink choices.
3. Label the food advertisements according to:
(a) Individual or personal choices
(b) Cultural influences
(c) Social or media influences
Activity 3:
1. D
 iscuss the importance of a healthy breakfast with your
parents or caregivers.
2. W
 rite down what your favourite breakfast would be,
based on healthy choices.

27 LADLORD
Grade 9 – Topic 1: Development of the self in society

Themes Possible activities

Goal-setting skills: Activity 1:
personal lifestyle Answer the following questions in groups of four:
choices
1. A
 re you able to set short-term and long-term goals for
yourself?
2. A
 re you aware of the different influences that affect your
personal decisions?
3. Which influences are positive?
4. What examples are there of negative influences?
Activity 2:
Write down at least two examples of choices that you need
to make about a situation in which you currently find
yourself.
Activity 3: Write about the following in your journal:
1. T he positive and negative influences in your own
environment
2. Decisions that you have made on your own recently
Sexual behaviour and Activity 1: In groups of four, answer the following questions:
sexual health 1. What is your family’s view on relationships?
2. W
 hat are your family, friends and community’s views on
abstaining from or participating in sexual activities?
3. What are their views on pregnancy?
Activity 2:
Write down your own answers to each of the questions of
Activity 1.
Activity 3:
Make a poster to convince teenagers not to rush into a
sexual relationship. Your teacher will ask you to present
your poster to the class.

28
Themes Possible activities
Challenging situations: Activity 1:
trauma and crisis Do this activity at home. You do not have d to share your
answers with anybody if you do not want to. After you do
the activity, you may realise that you need to get help from
a responsible person who cares. Do the following apply to
you?
My caregivers expect me to do too well at school.
1. I feel pressure from my teachers to do well.
2. I worry about my future.
3. I find it hard to find enough time for schoolwork.
4. I find it difficult to talk to my caregivers about things
that matter to me.
5. My caregivers are stressed and there is tension at home.
6. I have a lot of responsibility at home.
Activity 2:
If you answered “yes” to more than one of the above
questions, develop a stress prevention programme for
yourself and your peers by using the following strategies:
• Regular daily exercise.
• Release feelings in ways that are safe (cry, punch pillows,
talk to people who can take it, write it down and so on).
• Do something different (for example go for a walk, dance
in your room or listen to music).
• Ask your teacher or caregivers for help.

29 LADLORD
2.2 TOPIC 2: HEALTH, SOCIAL AND ENVIRONMENTAL
RESPONSIBILITY
The contents of the topic for grades 7 to 9 are set out in the table below. (Department
of Basic Education, 2011b, p.10.)

Topic 2 Grade 7 Grade 8 Grade 9

Social and • C oncept: • Local • Concept:
environmental c ommunicable environmental environmental
responsibility diseases health problems health
• Concept: substance pollution (air, • Earth Day
abuse water and land) • Concept:
• Informed, • Factors that volunteerism
responsible contribute to
decision-making substance abuse
about health and personal and
safety social
• Health and
safety issues
related to
violence

The objectives of this topic are:

• The learners should be able to make informed decisions about personal, community
and environmental health. The senior phase learner is exposed to a wider range of
risky situations. The health and safety issues that learners encounter are still affected
by the physical and socio-economic environment.
• The learners should acquire the necessary skills to make informed choices. They should
develop a healthy lifestyle through environmental awareness and being informed of
health and safety issues. Lifestyle choices related to sexuality are crucial at this age
and should be dealt with sensitively.

2.2.1 Clarification of terms

The important terms of this topic are explained below.

assertive: confidence to stand up for what is right for you

conservation: protecting and taking care of something that is valuable
guarantee: an agreement or promise
high-risk group: a group of people with a higher than normal chance that something
will happen to them
psychological addiction: when a person has a mental or emotional need for a substance
and feels overwhelmed by the craving for it

30
physical addiction: when your body needs a substance; when you stop using the
substance, your body reacts with withdrawal symptoms such as shaking, feeling terrible
and having diarrhoea
resources: what a country has to support itself and its people, for example water, land
and minerals
rehabilitation: helping someone to heal so that he or she can return to normal life
substance abuse: abuse of both legal substances (such as alcohol or medicine) and
illegal substances (such as drugs)
trauma: an unpleasant and upsetting experience that affects you for a long time
virus: a germ that causes an infection
The learners should be made aware of the following places where people can get help.

Helplines
Narcotics Anonymous: 083 900 6962
Alcoholics Anonymous: 086 1435 722
Safeline: 0800 035 553
Lifeline (national counselling line): 0861 322 322
Teenlink: 082 855 7159
SADAG (metal health line): 011 262 6396
Suicide Crisis Line: 0800 567 567

2.2.2 Guidelines on how to facilitate activities

Below some guidelines to facilitate teaching and learning activities for Topic 2 in the
Grade 7 to 9 Life Orientation classrooms.

Grade 7 – Topic 2: Social and environmental responsibility

Themes Possible activities

Concept: communicable Activity 1:
diseases Social factors (such as our family, our religion, our
lifestyle and even our education), economic factors and
environmental factors can play a role in diseases. In your
group, discuss the different factors that can lead to disease.

31 LADLORD
Themes Possible activities
Activity 2:
Write a paragraph in you workbook on how the place
where we live can affect our health.
Activity 3:
Discuss the following in class:
1. The role of physical activity in reducing disease
2. Poor eating habits as a cause of diseasesigns one can
notice.
3. How can you help the person or get your friend or
family member who suffers from substance abuse to
see a guidance counsellor or social worker?
Activity 2:
Write down a few signs of substance abuse under the
following headings:
1. Physical changes
2. Emotional changes
3. Behavioural changes at school and with others
Informed, responsible Activity 1:
decision making about Write a paragraph in your workbook about one of the
health and safety
following:
1. How I am going to change to improve my health
2. My friend’s advice for living a healthier life
Activity 2:
Write a short letter (about 100 words) to inspire a person
who is living with HIV or Aids.

32
Grade 8 – Topic 2: Social and environmental responsibility

Themes Possible activities

Local environmental Activity 1:
health problems: In groups of six, make a poster to show the differences
pollution (air, water and between a healthy and an unhealthy environment. Draw
land) or paint pictures; cut out images from newspapers and
magazines; or create a mixed-media poster by using paint,
paper, waste material, photographs and anything else that
you feel will portray your message. Display the posters in
the classroom.
Activity 2:
The teacher encourages each group to discuss their ideas
and images.
Factors that contribute Activity 1:
to substance abuse: A wide range of drugs are supplied by doctors and
personal and social pharmacists as medication, for example antibiotics. Discuss
the following in the classroom:
1. How and when should medication be used?
2. Where should medication be kept at home?
3. W
 hat happens to the medication when you are no
longer ill? Activity 2: There are many legal substances
that are illegal for people under the age of 18 years or to
use in a public place, such as a bar. Write down at least
five illegal substances.
Activity 3:
1. Write down four commonly used illegal substances in
South Africa. Why are these substances dangerous?
2. D
 iscuss which of these illegal drugs are present in your
area.
Health and safety issues Activity 1:
related to violence A fight at school (provide a picture of bullying/a fight). In
your group, discuss the following questions:
1. H
 ow often do you see this behaviour in your community
or at school?
2. Does it bother you? Why?
3. W
 hat can be done to stop these kinds of violent acts at
school?

33 LADLORD
Themes Possible activities
Activity 2:
Written work
1. W
 rite a paragraph in your workbook about question
3 above and submit your work to your teacher for
assessment.
2. Write down what you understand about the following:
(a) Physical health
(b) Emotional health
(c) Mental health
(d) Spiritual health

Grade 9 – Topic 2: Social and environmental responsibility

Themes Possible activities

Concept: environmental Activity 1:
health Discuss the following in class.
1. S outh Africa is working on implementing laws and
policies to help protect our environment. Discuss which
laws you feel should be implemented to help protect
our environment.
2. W
 hich laws would make a difference to the impact that
people have on the environment?
Activity 2:
Discuss environmental impact issues such as littering,
using electricity, water wastage and carbon emissions. Do
a research study on additional environmental factors that
impact an event or on your school environment.
Activity 3:
“Going green” is a worldwide concept that needs attention
in South Africa. In your group, try to find information or
articles and examples on “going green” at sports events.

34
Themes Possible activities
Earth Day Activity:
Discuss the following in groups of four.
1. N
 ame two national days that are celebrated in South
Africa.
2. Explain why these days are celebrated in South Africa.
3. Which day do you think is the most important national
day of the year?

Concept: volunteerism Activity 1:

For homework, answer the questions in your workbook
and submit it for assessment after the next lesson.
1. What is volunteerism?
2. D
 iscuss with your parents, family and friends how you
can help your community or someone who needs help,
and write a short paragraph about this.
3. L ist five ways in which you can benefit from doing
community work. Give examples.
Activity 2:
Make a poster to advertise the needs of communities.
Activity 3:
You are a respondent who has been sent by your
newspaper to cover a disaster, such as a flood or fire, that
happened recently in your community. Describe how
individuals can help volunteer organisations with the
disaster.

35 LADLORD
2.3 TOPIC 3: CONSTITUTIONAL RIGHTS AND
RESPONSIBILITIES
The contents of the topic for grades 7 to 9 are set out in the table below. (Department
of Basic Education, 2011, p.10.)

Topic 3 Grade 7 Grade 8 Grade 9

Constitutional • Concept: • Concepts: • Concept:

rights and children’s rights human rights constitutional
responsibilities • Leadership and constitution values
roles in various Issues relating • Concept:
religions to citizens’ cultural
• Concept: child rights and diversity in
abuse personal choices: South Africa
celebrations of • Central
national and teachings of
international major religioNS
days in South Africa
• Oral traditions • Sport ethics
and scriptures of
major religions
in South Africa
• Fair play during
a variety of sport
activities
• Concept: nation
building

The objectives of this topic are:

The learners should be able to demonstrate an understanding of and commitment to

constitutional rights and responsibilities, and an understanding of diverse cultures and
religions.

The learners should be engaged in a variety of social activities and should be encouraged
to participate in civic and human rights programmes. Knowledge of diverse cultures
and religions will contribute to their orientation in the world and enable them to make
informed decisions on human rights, social relationships and moral issues.

The learners should be able to demonstrate an understanding of fair play and ethics in
a variety of sports activities.

36
2.3.1 Clarification of terms
The important terms of this topic are explained below.

attitudes: feelings or opinions

communication: the exchange of information between people
conflict: a disagreement or clash between ideas, principles or people
debate: to discuss a subject when you are trying to make a decision or find a solution
generation: people who are born and live at the same time, for example our children
and our children’s children
discrimination: to make judgements based on race, gender or religion
diversity: a mixture of different people or things
moral values: the principles of right and wrong behaviour and character
mutual support: the act of helping each other to obtain a desired result
reconciliation: when two people or groups of people become friendly again after they
have disagreed

2.3.2 Guidelines on how to facilitate activities

Below some guidelines to facilitate teaching and learning activities for Topic 3 in the
Grade 7 to 9 Life Orientation classrooms.

Grade 7 – Topic 3: Constitutional rights and responsibilities

Themes Possible activities

Concept: children’s Activity 1:
rights According to the Bill of Rights, children have certain rights.
Discuss the following statement in your group: “Children
have the right to basic education and the responsibility to
listen in class and do their homework as well as they can.”
Activity 2:
In pairs, write down four children’s rights and a
responsibility with each of the rights. Report back in class.
Leadership roles in Activity 1:
various religions Religious leaders teach people about their religion in
different ways. In class, discuss examples of
1. oral tradition and
2. written records or scriptures
Activity 2:
Answer the following questions in your workbook:
1. What do you think is the main role of scriptures?

37 LADLORD
Themes Possible activities
2. G
 ive an example of scripture that is only available in the
language in which it was written.
3. Give a scripture that is translated into many languages.
Activity 3:
In class, talk about the oral traditions of your faith.

Concept: child abuse Activity 1:

Abuse among children and their peers mostly occurs in the
form of bullying. Discuss the following statement in your
group: “Bullying can be direct (kicking/slapping) or indirect
(someone ignores you or spreads stories about you), or
cyber bullying (someone sends threatening emails and so
on).”
Activity 2:
It is important that you are as safe. List the risky places in
your community or town, times when it is unsafe to be in
certain places and people who pose a threat to you.
Activity 3:
In groups, discuss ways in which you can avoid risky
situations.

Grade 8 – Topic 3: Constitutional rights and responsibilities

Themes Possible activities

Concepts: human rights Activity 1:
and constitution The Constitution is the highest law in the land. Read the Bill
of Rights in the class and discuss the application of human
rights in the South African Constitution in your group.
Activity 2:
In groups, discuss why every right should have a
responsibility.

38
Themes Possible activities
Issues relating to Natalie du Toit (a female with a physical disability who
citizens’ rights and became a world champion swimmer) wrote the following:
personal choices: The tragedy of life does not lie in not reaching your goals;
celebration of national The tragedy of life lies in not having goals to reach for;
and international days
It is not a disgrace not to reach for the stars,
But it is a disgrace not to have stars to reach for.
Make the most of yourself, for that is all there is of you.
Activity 1:
Discuss the quote in class.
Activity 2:
Write a paragraph, poem or song based on the quote.
Oral traditions and Activity:
scriptures of major 1. Draw a table in your exercise book and list the main
religions in South Africa religions in South Africa.
2. A
 dd one column in which you list the oral traditions of
each religion.
3. A dd another column in which you give the main
scriptures of each religion.
Fair play during a variety Activity 1: Discuss the following in class:
of sports activities 1. Is it necessary for players to know the rules of a sport if
there is a referee?
2. W
 ould you enjoy a game if you play against a team who
does not know the rules?
Activity 2:
For homework, look for examples of fair play during
sportsactivities at your school, in your community or on the
TV. Discuss your examples in class.
Concept: nation Activity 1:
building Do the following in groups of four:
1. Name different types of relationships.
2. Name the qualities of a good friend that you have.
3. N
 ame the qualities of people working together in a
groupHow can we work together in our country to reach
a common goal, for example not littering in the streets?

39 LADLORD
Themes Possible activities
Activity 2:
Do the following written assignment.
1. W
 rite a letter to the mayor of your town and explain
what you as a group have decided can be done to
improve the cleanliness of your town/community.
OR
2. W
 rite a letter to the mayor of your town and explain
the steps that the community can take to clean up the
streets and start to recycle garbage. Mention “common
support” in your letter.

Grade 9: Topic 3 – Constitutional rights and responsibilities

Themes Possible activities

Concept: constitutional Activity 1: Write the answers to the following in your
values workbook and submit them at the end of the lesson.
1. Explain what the following terms mean:
• government
• governance
2. Name five human rights or values that are stated in the
Constitution.
3. Describe how you and your friends can uphold these
rights/values now and when you are adults.
Concept: cultural Activity 1: Discussion
diversity in South Africa 1. Write the following words on the board: “trust”,
“supportive”, “caring”, “loyalty”, “giving”, “kind” and
“respectful”.
2. Ask the learners to contribute their views on what they
think is appropriate behaviour in relationships.
Activity 2:
1. R
 ole play appropriate behaviour when a person from one
cultural group asks a person from another cultural group
to help him or her to change a flat tyre.
OR
Role play appropriate behaviour when a new learner from a
different cultural group comes to your class and you have to
welcome and support him or her.

40
Themes Possible activities
2. Write a one-page play and include the words used in
Activity 1 Select your own characters and situations to
express the meanings of the words.
The activity will be assessed.
Central teachings of Activity 1:
major religions in South Discuss the following in class:
Africa
1. Is it possible to have a friendly relationship with someone
from another religion/religious group?
2. W
 hat should our attitude be when a learner does not attend
religious functions or assembly at school because of his or
her beliefs?
Activity 2:
Complete or answer the following in your workbook.
1. The “16 days of for no
violence against
Women and Children” is a South African campaign.
2. C
 omplete the golden rule: “Treat as you
would wish them to treat you.”
3. Who was the great Hindu leader who practiced non-violent
resistance?
4. What is the holy scriptures of the Muslim faith called?
5. E xplain how we can all live in peace in South Africa, even
though we are not from the same religious groups.
Sport ethics Activity 1:
Have a group discussion on the following:
1. Define sport ethics.
2. What if nobody knows that I have cheated?
3. Is it fair to use substances to enhance my endurance?
Activity 2:
You are a sports reporter for a newspaper. Write an article
on something unethical that happened in a sport at school.
Your story can be true or made up.

2.4 TOPIC 4: WORLD OF WORK

The contents of the topic for grades 7 to 9 are set out in the table below. (Department
of Basic Education, 2011, p.10.)

41 LADLORD
Topic 4 Grade 7 Grade 8 Grade 9
World of work • Importance of • Different • Time-
reading and learning styles management
studying • Six career skills
• Career fields categories • Reading
Simulation of • Relationship and writing
career-related between for different
activities performance in purposes
• Value and school subjects • Options available
importance and interests and after completing
of work in abilities grade 9
fulfilling • Decision-making • Career and
personal process: steps of subject choices
needs and choosing career • Study and
potential category relating career funding
to individual providers
strength, ability, • Plan for own
interests and lifelong learning
passion

The objectives of this topic are:

• The learners should be able to use their reading skills not only to learn, but also for
entertainment and relaxation.
• The learners should focus on further improving their learning ability and skills, and
learn more about different learning styles.
• The learners should be able to make informed and responsible decisions about their
subject choices, further studies and careers.
• The learners should develop positive values and attitudes, as well as a good foundation
for lifelong and life-wide learning.

2.4.1 Clarification of terms

The important terms of this topic are explained below.

abilities: your talents or the things that you are good at;
entrepreneur: someone who has business ideas and skills, often someone who has his
or her own small business
goal: something that you want to achieve; a desired result that you are aiming at
interests: activities that you enjoy doing, for example reading books and debating
lifelong learning: continuing to learn and improve your skills throughout your life
potential: the capacity (qualities and abilities) to reach a goal or to become successful
at something
recall: to remember something from memory
strategy: a plan of action to reach a goal
vocational: relating to employment; the skills you need to do a particular job

42
2.4.2 Guidelines on how to facilitate activities
Below some guidelines to facilitate teaching and learning activities for Topic 4 in in the
Grade 7 to 9 Life Orientation classrooms.

Grade 7 – Topic 4: World of work

Themes Possible activities

Importance of reading Activity 1:
and studying As a class, discuss the saying “readers become leaders”.
Activity 2: Do the following in groups:
1. Y
 ou know from your language studies that the reading
process includes pre-reading, during-reading and
post- reading. Talk in your group about the benefits of
breaking down the reading process into these steps.
2. T alk about some of the things that you do in the pre-
reading process that help you when you start to read a
new text.
Career fields Activity 1:
1. A
 s a class, discuss the different career fields after your
teacher has introduced you to them.
2. D
 ivide into groups of four. Each group gets one career
field to read about or do research on.
Activity 2:
Each group does a presentation on and answers
questionsabout the career field they have researched for
Activity 1.
Stimulation of carreer- Activity 1:
related activities
1. Each learner in the class chooses a career.
2. A
 ll the learners in a specific career field come together,
gather information from different sources about the
career field and summarise their findings.
3. I n your group, prepare how you will present the
information to the class.
Activity 2:
Role-play: Now that you have enough information about
your career, prepare to role play your choice of career to
your group.
Activity 3:

43 LADLORD
Themes Possible activities
Poster
Present your information on a poster. Remember that a
good poster has to include the following elements:
1. a clear heading
2. simple and informative text
3. interesting fonts
4. colourful, visual appeal
2. Display your posters somewhere in the school so that
other learners can benefit from your research.
Value the importance Activity 1:
of work in fulfilling Interview: Ask a person who has the career or work in
personal needs and the career field that you are interested in the following
potential questions:
1. W
 hat level of schooling does one need in your career
field?
2. Did you have to study for your career?
3. Please give me details of your studies.
4. D
 o you enjoy what you are doing? Give reasons for your
answer.
5. W
 ould you choose the same career if you have to do it
again? Why?

Activity 2:

Do the following as individual activity:

1. Write your name on a sheet of paper.

2. D
 raw three columns on the paper and write the following
in the columns: Likes, Dislikes, Personality.

3. W
 rite what you like in the first column, what you dislike in
the second column and what kind of personality you think
you have in the last column (for example “I like people” or,
“I like to draw/sing/debate/perform in plays”).

Activity 3:

Do the following in pairs:

1. Write your name on a sheet of paper.

2. Switch papers with your friend.

44
Themes Possible activities
3. Draw three columns on the paper and write the following:
Likes, Dislikes, Personality.

4. W
 rite what your friend likes in the first column, what you
think he or she dislikes in the next column, and what kind
of personality you think he or she has (for example, quiet,
likes to be alone, does not like to work in a big group, good
with numbers and so on).

5. G
 et your own paper back and compare your paper with
that of your friend.

6. D
 iscuss the differences and the similarities. NOTE: Do not
write negative or hurtful traits on the paper.

Grade 8 – Topic 4: World of work

Themes Possible activities

Different learning styles Two skills that form a big part of

successful study are memory and recall.
One way of improving your memory is
through association.
“Association” means linking two things
together.
Activity 1:
Do the following in a group.
1. A
 ssociation is a good way to
remember facts and information. In
which subjects will it be appropriate
to use association? Give examples of
how to use association.
2. A
 nother good way to improve
your memory and ability to recall
information is to repeat it (to read
and study something more than
once). Read your textbook after class,
write notes from your textbook, or
prepare flashcards that you can carry
with you and read often (repeat).
In which subjects can you use
flashcards and/or repetition?

45 LADLORD
Themes Possible activities

3. A
 third way to help you remember
information is through the
method of chunking. If you chunk
information in five facts under
different headings, you should be
able to remember all five facts when
you remember the headings. Discuss
in which subjects you can use
chunking.
Activity 2:
In class, discuss the following
statement: “The ability to recall
information that you have learned,
depends very much on the way that
you memorised the information.”

Six career categories Activity 1: Written work

1. Write down two careers/jobs in each
of the following categories:
• Investigate
• Enterprising
• Realistic
• Artistic
• Conventional
• Social
2. Write down at least four carreers/
jobs that interest you most in order
of performance.
Activity 2:
• In class, discuss the different carreer
categories.

Relationship between performance Activity 1:

in school subjects and interests and Answer the following in your workbook:
abilities
1. In which subjects do you perform
well?
2. Which subjects do you enjoy the
most?
3. Which subjects are suitable for
careers that you are interested in?
4. W hich subjects will help you to find
work or qualify to study further?
5. What do your achievements say
about you?

46
Themes Possible activities

Activity 2: Research
1. Speak to your teacher, a parent
or a career counsellor about your
interests/achievements.
2. Get more detailed information about
your interests.
3. Go to local libraries, guidance
teachers or online resources to
get more information about
careers, study opportunities, job
opportunities,
bursaries and so on.

Decision-making process: Activity 1:

steps of choosing career category Do the following in groups (learners with
relating to individual strength, ability, nearly the same interests).
interests and passion 1. Brainstorm the activities that you think
happen in the different career fields.
2. Share your findings about the different
work environments that you have
identified.
3. Choose two other work environments
that you have not studied to date. Try
to think about environments that you
know about or that might interest you.
Activity 2:
Individual research
1. Identify at least two people in your
community who work in different
career fields that might interest you.
2. Ask these people what opportunities
they have experienced in their career
field.
3. Speak to a career counsellor or do
research about the duration of study
for the career fields on your list.
4. Collate all your findings in a table and
share your findings with the class.

47 LADLORD
 Themes Possible activities

Activity 3:
Do the following as a class.
1. D
 iscuss the different opportunities that
you have researched,
2. C
ompile all the different career
fields and their opportunities into a
mindmap poster

Grade 9 – Topic 4: World of work

Themes Possible activities

Time-management skills Activity:
You want to organise a surprise birthday party for a family
member or friend (choose one). Write a priority list to make
sure that everything gets done on time and in order of
importance. Write the names of the responsible people
next to their responsibilities.
Reading and writing for Activity 1:
different purposes Look at the format and style of the following diary entry:
14 February 2015
Hey there! Today was the best day ever! I got a red flower
from Ben! This was my happiest moment! School was great!
I’m going to have wonderful dreams tonight! Good night,
dear diary!
Think of something that happened to you this week and
how you felt about it. It could have been exciting, sad,
important or funny. Write a diary entry to record the event
and your thoughts. Use the correct format and style.
Activity 2:
Have a group discussion on the following: When you have
to study from a number of different sources, what is a good
way to make sure that you have all the information that
you need?

48
Themes Possible activities
Options available Activity:
after completing Answer the following questions in your workbook.
grade 9 1. W hat is the name of the system that the South African
government offers so that everybody has the opportunity
to continue learning?
2. If you pass Grade 9, what level of education/qualification
will you have?
3. What are the highest levels of education/qualifications?
4. What are these qualifications called?
5. Where can you study for them?
Career and subject Activity 1:
choices Do the following in pairs.
1. Find out about the elective subjects offered at your school.
Write a sentence to describe what each subject is about.
2. List two careers or jobs for which each subject helps to
prepare you.
3. Report back on your findings during the next lesson.
Activity 2:
Do your planning on a sheet of paper.
1. List the subjects that you intend to choose in Grade 10.
2. List two careers or jobs for which each subject helps to
prepare you.
3. Write down the advantages of choosing each job.
4. Think of the disadvantages of each job.
Activity 3:
Use all the information that has been collected to outline five
steps to help you choose subjects that relate to your interests
and abilities.
Study and career Activity 1:
funding providers In a group of four, do research on possible study and
careefunding providers. Then do a presentation in class.
Activity 2:
Written assignment: Write a letter to the Ubuntu Youth Fund
to apply for funds. Explain what kind of entrepreneur you
want to become, which skills you would like to be taught to
become a good entrepreneur and your vision for your future.
Use the correct letter format and try to really motivate your
application.

49 LADLORD
Themes Possible activities
Plan for own lifelong Activity:
learning Written work:
A curriculum vitae (CV) is a summary of your personal
information, qualifications, skills and abilities, and work
experience. Write your career profile in the form of a CV
as if you have completed Grade 12 and an after-school
qualification.

2.5 TOPIC 5: PHYSICAL EDUCATION

The contents of the topic for grades 7 to 9 are set out in the table below. (Department
of Basic Education, 2011, p.10.)

Topic 5 Grade 7 Grade 8 Grade 9

Physical education • Sequence of • Physical • Physical activities
physical activities activities that promote
• Indigenous that promote components of
games that achievement fitness
include the of movement • Individual or team
concept of performance sport
invasion • Target games • Indigenous games
• Modified sport • Athletic and/or that promote
• Recreational sport activities physical activity
activities • Recreational • Recreational
outdoor activities
activities

The objectives of this topic are:

• The learners should be able to develop their physical well-being and knowledge of
movement and safety.
• The learners should be able to perform a wide range of activities associated with the
development of an active and healthy lifestyle.
• The learners should be able to demonstrate an understanding of and participate in
activities that promote movement and physical development.
• Physical education is aimed at developing learners’ confidence and generic skills,
especially those of collaboration, communication, creativity, critical thinking and
aesthetic appreciation.

2.5.1 Clarification of terms

The important terms of this topic are explained below.

confident: showing positive, trusting attitude; self-belief

50
enhance: to improve or make something better
ground rules: rules that you agree on and apply so that learning can be made possible
and fun for all
healthy lifestyle: a lifestyle that involves personal responsibility for your own health and
wellness; it means taking positive steps to avoid disease and injury and to live a lifestyle
that promotes health and energy

2.5.2 Guidelines on how to facilitate activities

Below some guidelines to facilitate teaching and learning activities for Topic 5 in in the
Grade 7 to 9 Life Orientation classrooms.

Grade 7 – Topic 5: Physical education

Themes Possible activities

Sequence of physical Activity 1:
activities Balls
1. With a ball, practice the various throwing, bouncing and
rolling movements.
2. In groups, design a ball sequence. Include leaps, turns
and balance movements. Select music for your routine.
Activity 2:
Skipping ropes
1. Practice overhead rotations holding the middle of a
doubled rope.
2. Combine leaping and skipping movements.
3. Perform a sequence of movements with the rope.
Indigenous games that Activity 1:
include the concept of Play an indoors ball game, where all the players must keep
invasion their buttocks on the floor at all times. At both ends of the
playing field are goalposts and a goalkeeper. You may only
move the ball with your feet. If a player stands up or lifts his
or her buttocks off the floor, the other team gets a penalty
shot. Only the goalkeeper may use his or her hands.
Activity 2:
Discuss an indigenous game and decide which game you
will attempt during the next period. Select the teams, a
scorekeeper per game, the line judges and referee, and
make sure that you have the apparatus that is needed.
Activity 3: Take part in the indigenous game that you
planned for

51 LADLORD
Themes Possible activities
Modified sport Activity 2.
Hiking: Group activities
Activity 1:
1. List five rules for safe hiking.
2. Write down what gear should be taken on a hike.
Activity 2:
Plan a hike for the class. Be sure to include the following
important information:
• the route
• the date and times
• what is needed
• The contact numbers and details of the people involved
Recreational activities Activity 1:
Do the following in groups:
1. Choose music and design a series of exercises and
movements
2. Invite another group to do your series of exercises with you.
3. Then join them and participate in the activities they
designed.
Activity 2:
Demonstrate your series of exercises to the class.

Grade 8 – Topic 5: Physical education

Themes Possible activities

Physical activities that Activity 1:
promote achievement of Warm up before and cool down after any activity.
movement performance
1. In groups of four, discuss warm-up activities.
2. J og slowly on the spot for five minutes, rotating your
arms backwards and forwards. Do some dynamic
stretches.
3. W
 ork in pairs. Do five sit-ups while your partner holds
your feet around your ankles. Change places. Remember
to bend your knees and keep your back straight.

52
Themes Possible activities
4. Do these exercises on a daily basis.
5. Do more muscle strengthening exercises.
6. C
 ool down by stretching again and slowly walk for five
minutes.
Activity 2:
In pairs, design a training programme for strengthening
your muscles.
Target games Activity 1:
1. Do the following in groups of three.
2. Design your own game. Ask the following questions:
(a) What kind of resources do we need?
(b) What is the aim of the game?
(c) D
 id we base our game on any other game that we
know?
(d) W
 ho will be able to enjoy such a game (learners with
disabilities, a learner on crutches and so on).
Activity 2:
Write down the rules of the game.
Activity 3:
Choose one person from the group to describe the
activities while the other group members demonstrate the
activities/game.
Athletic and/or sport Activity 1:
activities Mini-handball
1. Form small groups.
2. Discuss the basic rules of handball.
3. Groups of two or four play handball.
Activity 2:
Play mini-tennis with tennis balls.
1. Apply the same rules as for the game of tennis.
2. Discuss the rules.
3. Groups of two or four play together.

53 LADLORD
Themes Possible activities
Recreational outdoor Activity 1:
activities Divide the class in three or four groups.
1. Decide on three or four types of ball games.
2. Each group discusses the rules for one of the games.
3. Demonstrate and explain the rules to the class.
Activity 2:
Application of Activity 1: Do one of the following.
1. Play dodgeball.
2. Throw and catch balls.
3. Play mini-handball.

Grade 9 – Topic 5: Physical education

Themes Possible activities

Physical activities that Activity 1:
promote components You learned different stretches throughout the year.
of fitness Describe how to do one of these stretches and draw a
diagram to make the description clearer. Write down the
name of the stretch.
Activity 2:
Draw up a fitness plan for yourself. Identify and describe the
following:
1. The areas that you want to improve (muscles, fitness and
so on)
2. The activities that you plan
3. By when (date) you want to achieve what
Individual or team Activity 1:
sport List five rules of sport safety. Discuss it in the classroom.
Activity 2:
Practical lesson: After the teacher has discussed the basic
first aid kit, describe its contents.
Indigenous games Activity:
that promote physical Your class is going to play indigenous games against the
activity other Grade 9 classes. Do the following in groups:
1. Decide on the games that you will play.
2. C ontact the class teachers of the other classes and
organise the teams of learners and teachers.
Assessment will be done on participation.

54
Themes Possible activities
Recreational activities Activity:
Work in pairs to do the following:
1. Design a dance sequence and practice your movements.
2. Perform your dance for another pair of learners.
3. Suggest ways of improving your performance.

2.6 ANNUAL TEACHING PLAN (YEAR PLAN/PACESETTERS)

The Department of Education (2011, p.12-24) developed an “outline of what is to be
taught” in each grade (also called pacesetters). This programme supports the teacher by
suggesting how the content can be organised into lessons. The teacher is able to adapt
the material to the needs and abilities of individual learners in the classes.

Teaching plan for grade 7: Term 1

TOPIC TERM 1 GRADE 7

WEEKS 1–3 Recommended
resources
Development of the self in Three hours Textbook, life skills
society books and posters
Concept: self-image
Personal strengths and weaknesses
Personal interests and abilities
Strategies to enhance self-image through positive actions – respect for self
Strategies to enhance others’ self-image through positive actions – respect for others
Physical education Three hours Textbook, and
resources on physical
activities (movements)
Participation in sequence of physical activities: rotation, balance and elevation
movements
WEEKS 4-6
Social and environmental Three hours Textbook, health
responsibility books, magazines and
brochures
Concept: communicable diseases – measles, mumps, tuberculosis, influenza,
chickenpox, diarrhoea, malaria, diabetes, HIV and Aids
Causes of communicable diseases
Prevention strategies
Signs and symptoms of communicable diseases
Treatment options Resources on health information and health services

55 LADLORD
Physical education Three hours Textbook, and resources on physical
activities (movements)
Participation in sequence of physical activities: rotation, balance and elevation
movements
Participation and movement performance in sequence of physical activities: rotation,
balance and elevation movements
WEEKS 7 & 8
Constitutional rights and Two hours Textbook, newspaper articles, Bill
responsibilities of Rights and South African
Constitution
Concept: children’s rights
Children’s rights and responsibilities as stipulated in the South African Constitution
Violations of children’s rights
Physical education Two hours Textbook and resources on physical
activities (movements)
Participation in sequence of physical activities: rotation, balance and elevation
movements
WEEKS 9 & 10
World of work Two Textbook and resources on careers and study
hours skills
Importance of reading and studying:
Reading for enjoyment
Reading with understanding
Physical education Two Textbook and resources on physical activities
hours (movements)
Participation in sequence of physical activities: rotation, balance and elevation
movements
Participation and movement performance in sequence of physical activities: rotation,
balance and elevation movements
Formal assessment: It is compulsory to cover the given topics in the
1. Other task term indicated.

2. Physical education task (PET) The sequence of the topics during the term is,
however, not fixed.

Teaching plan for grade 7: Term 2

TOPIC TERM 2 GRADE 7

WEEKS 1–3 Recommended
resources
Development of the self in Three hours Textbook, life skills
society books and youth
magazines

56
Concept: peer pressure
Different forms of peer pressure
Effects of peer pressure: crime, unhealthy sexual behaviour, bullying and rebellious
behaviour
Appropriate responses to pressure – assertiveness skills
Negotiation skills: ability to disagree in constructive ways
Where to find help
Physical education Three hours Textbook, and
resources on
indigenous and
invasion games
Participation in indigenous games that include the concept of invasion
WEEKS 4 & 5
Constitutional rights Two hours Textbook, newspaper
and responsibilities articles, Bill of
Rights, South African
Constitution and
resources on religions
Children’s rights: strategies to deal with violations of children’s rights – where to find
help.
Leadership roles produced in various religions: healer, minister, nun, monk, prophet,
scholar and teacher

Physical education Two hours Textbook, and

resources on
indigenous and
invasion games
Participation and movement performance in indigenous games that include the concept
of invasion
Participation in indigenous games that include the concept of invasion
WEEKS 6 –8
World of work Three hours Textbook, and
resources on careers
and career guidance
and counselling
Career fields:
Qualities relating to each field: interests and abilities
School subjects related to each career field
Work environment and activities in each career field
Opportunities within each career field

57 LADLORD
 Challenges within each career field
Level of schooling – requirements for each career field
Duration of study for each career field
Services and sources for career fields and study information
Physical education Three hours Textbook, and
resources on
indigenous and
invasion games
Participation in indigenous games that include the concept of invasion
Participation and movement performance in indigenous games that include the
concept of invasion
WEEKS 9 & 10
EXAMINATION
Formal assessment: 1. Mid-year examination It is compulsory to
2. PET cover the given topics
in the term indicated.
The sequence of the
topics during the
term is, however, not
fixed.

Teaching plan for grade 7: Term 3

TOPIC TERM 3 GRADE 7

WEEKS 1–3 Recommended resources
Development of the self in Three hours Textbook and life skills
society books
Changes in boys and girls: physical and emotional
Understanding the changes
Appropriate responses to changes
Qualities and behavioural patterns associated with boys (male) and girls (female)
Appreciation and acceptance of the self
Physical education Three hours Textbook, and
resources on sport and
modified sport
Participation in modified sport
WEEKS 4–6
Social and Three hours Textbook, life skills
environmental books and health
responsibility magazines

58
Concept: substance abuse
Types of substance abuse
Dangers and effects of substance abuse on individual health
Social effects of substance abuse
Physical education Three hours Textbook, and
resources on sport and
modified sport
Participation in modified sport
Participation and movement performance in modified sport

WEEKS 7–10
World of work Four hours Textbook. newspaper
articles and resources on
careers
Simulation of career-related activities:
Name of career
Dress code for the career
Tools or working equipment for the career Activities related to the work
environment Place or institution of employment
Personality characteristics
School subjects and level of schooling – requirements for this career
Where to study and duration of study
Who is the employer? Related careers
Value and importance of work in fulfilling personal needs and potential
Physical education Four hours Textbook, and resources
on sport and modified
sport
Participation in modified sport
Participation and movement performance in modified sport
Formal assessment: It is compulsory to
1. Project cover the given topics
in the term indicated.
2. PET The sequence of the
topics during the term is,
however, not fixed.

Teaching plan for grade 7: Term 4

TOPIC TERM 4 GRADE 7

WEEKS 1–3 Recommended resources

59 LADLORD
Development of the self in Three hours Textbook and nutrition,
society health and sport
magazines and brochures
Concept: personal diet and nutrition
Nutritional value of different food groups
Ways to improve the nutritional value of own personal diet
Importance of sport for physical development

Physical education Three hours Textbook and resources on

recreational activities
Participation in recreational activities

WEEKS 4 & 5
Social and Two Textbook and resources
environmental hours on health, and safety and
responsibility traffic rules
Informed, responsible decision-making about health and safety:
Compassion for people and animals
Traffic rules relevant to road users
Physical education Two Textbook and resources on
hours recreational activities
Participation and movement performance in recreational activities
Participation in recreational activities
WEEKS 6–8
Constitutional Three hours Textbook and resources on
rights and child safety and protection
responsibilities
Concept: child abuse
Different forms of abuse: emotional, physical and sexual abuse, and child trafficking
Effects of abuse on personal and social health and relationships

Strategies to protect oneself and others from abuse

Places of protection and safety – where to find help
Physical education Three hours Textbook and resources on
recreational activities
Participation in recreational activities
Participation and movement performance in recreational activities
WEEK 9 & 10
EXAMINATION

60
Formal assessment: 1. End-of-year examination It is compulsory to
2. PET cover the given topics
in the term indicated.
The sequence of the
topics during the term is,
however, not fixed.

Teaching plan for grade 8: Term 1

TOPIC TERM 1 GRADE 8

WEEKS 1–3 Recommended
resources
Development of the self in Three hours Textbook and life skills
society books
Concepts: self-concept formation and self-motivation
Factors that influence self-concept formation and self-motivation: media,
environment, friends and peers, family, culture, religion and community
Positive self-talk:
Individuality and uniqueness
Personal achievements
Physical education Three hours Textbook and resources
on physical activities and
movements
Participation in physical activities that promote the achievement of movement
performance in rotation, balance and elevation
WEEKS 4–6
Social and environmental Three hours Textbook, newspaper
responsibility articles and environmental
health books
Local environmental health problems: pollution (air, water and land)
Impact of environmental health problems on personal and community health
Community and individual projects and strategies to prevent and deal with
environmental health problems
Various methods of protecting the quality of food and water
Physical education Three hours Textbook, and resources
on physical activities and
movements
Participation and movement performance in physical activities that promote the
achievement of movement performance in rotation, balance and elevation
Participation in physical activities that promote the achievement of movement
performance in rotation, balance and elevation
WEEK 7 & 8

61 LADLORD
Constitutional rights and Two hours Textbook, newspaper
responsibilities articles, Bill of Rights and
South African Constitution
Concepts: Human rights and constitution
Human rights as stated in the South African Constitution
Exercising one’s rights in a responsible manner
Physical education Two hours Textbook and resources
on physical activities and
movements

Participation in physical activities that promote the achievement of movement

performance in rotation, balance and elevation

WEEKS 9 & 10
World of work Two hours Textbook and resources on
careers and study skills
Different learning styles
Physical education Two hours Textbook and resources
on physical activities and
movements
Participation in physical activities that promote the achievement of movement
performance in rotation, balance and elevation
Participation and movement performance in physical activities that promote the
achievement of movement performance in rotation, balance and elevation
Formal assessment: 1. Other task It is compulsory to cover
2. PET the given topics in the term
indicated. The sequence of
the topics during the term
is, however, not fixed.

Teaching plan for grade 8: Term 2

TOPIC TERM 2 GRADE 8

WEEKS 1–3 Recommended resources
Development of the self in Three hours Textbook and life skills
society books
Concept: sexuality
Understanding one’s sexuality Personal feelings that impact sexuality Community
norms that impact sexuality Cultural values that impact sexuality Social pressures that
impact sexuality
Problem-solving skills: identity formation and development

62
Physical education Three hours Textbook and resources on
target
games
Participation in target games
WEEKS 4 & 5
Constitutional rights and Two hours Textbook newspaper
responsibilities articles, Bill of Rights and
South African Constitution
Issues relating to citizens’ rights and personal choices:
Celebrations of national and international days: Human Rights Day, Freedom Day,
Heritage Day, Day of Reconciliation, Workers’ Day, Women’s Day, Africa Day and Nelson
Mandela Day
Respect for others’ rights:
People with other illnesses and diseases: different disabilities and HIV and Aids (infected
and affected)
Physical education Two hours Textbook and resources on
target
games
Participation and movement performance in target games
Participation in target games
WEEKS 6–8
World of work Three hours Textbook, and resources on
careers and career guidance
and counselling
Six career categories: investigative, enterprising, realistic, artistic and conventional
Interests and abilities related to each career category
Thinking and learning skills required for each career category
School subjects related to each career category
Physical education Three hours Textbook and resources on
target games
Participation in target games
Participation and movement performance in target games

WEEK 9 & 10
EXAMINATION
Formal assessment: 1. Mid-year examination It is compulsory to cover
2. PET the given topics in the term
indicated. The sequence of
the topics during the term
is, however, not fixed.

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Teaching plan for grade 8: Term 3

TOPIC TERM 3 GRADE 8

WEEKS 1–3 Recommended
resources
Development of the self in Three hours Textbook and life skills
society books
Relationships or friendships:
Relationships at home and school and in the community
Appropriate ways to initiate a relationship
Appropriate ways to sustain a relationship
Problem-solving skills: appropriate behaviour in a relationship
Communication skills: appropriate ways to end a relationship

Physical education Three hours Textbook, and resources on

athletics and sport
Participation in athletic and/or sport activities
WEEKS 4 & 5
Social and environmental Two hours Textbook, newspaper
responsibility articles and health
magazines
Factors that contribute to substance abuse: personal and social
Appropriate behaviour to stop and avoid substance abuse
Rehabilitation options
Physical education Two hours Textbook, and resources on
athletics and sport
Participation in athletic and/or sport activities
Participation and movement performance in athletic and/or sport activities
WEEKS 6 & 7
Constitutional rights and Two hours Textbook, newspaper
responsibilities articles, and resources on
religions and sport
Oral traditions and scriptures of major religions in South Africa
Fair play during a variety of sport activities
Physical education Two hours Textbook, and resources on
athletics and sport
Participation in athletic and/or sport activities
WEEKS 8–10
World of work Three hours Textbook, and resources on
careers and career guidance
and counselling

64
Relationship between performance in school subjects and interests and abilities:
Types of learning activities related to different subjects: practical, theoretical,
individual or group activities
Demands of each subject: thinking and learning skills required
Decision-making process: Steps of choosing a career category relating to individual
strength, ability, interests and passion
Physical education Three hours Textbook, and resources on
athletics and sport
Participation in athletic and/or sport activities
Participation and movement performance in athletic and/or sport activities
Formal assessment: 1. Project

2. PET
It is compulsory to cover the given topics in the term indicated. The sequence of the
topics during the term is, however, not fixed.

Teaching plan for grade 8: Term 4

TOPIC TERM 4 GRADE 8

WEEKS 1 & 2 Recommended
resources
Development of the self in society Two hours Textbook and resources
on nutrition
Factors that influence choice of personal diet: ecological, social, economic, cultural
and political
Physical Two hours Textbook and resources
education on recreational activities
Participation in recreational outdoor activities
WEEKS 3–5

Social and environmental Three hours Textbook, newspaper

responsibility articles, and health and
safety books
Health and safety issues related to violence:
Common acts of violence at home, school and in the community Impact of violence
on individual and community health and safety Alternatives to violence: problem-
solving skills – managing conflict Protecting oneself and others from acts of violence
– where to find help:
National health and/or safety promotion programmes
Importance of the programmes

65 LADLORD
Physical Three hours Textbook; resources on
education recreational activities
Participation and movement performance in recreational outdoor activities
Participation in recreational outdoor activities
WEEKS 6–8
Constitutional rights and Three hours Textbook and newspaper
responsibilities articles
Concept: nation building
Different ways to promote nation building
Contributions of women and men in nation building: individuals and groups

Physical Three hours Textbook and resources

education on recreational activities

Participation in recreational outdoor activities

Participation and movement performance in recreational outdoor activities

WEEKS 9 & 10
EXAMINATION
Formal assessment: 1. End-of-year It is compulsory to
examination cover the given topics
2. PET in the term indicated.
The sequence of the
topics during the term is,
however, not fixed.

Teaching plan for grade 9: Term 1

TOPIC TERM 1 GRADE 9

WEEKS Recommended
1–4 resources
Development of the self in Four hours Textbook and life
society skills books
Goal-setting skills: personal lifestyle choices
Influence of the media, the environment, friends and peers, family, culture, religion
and community on personal lifestyle choices
Appropriate responses to influences on personal lifestyle choices:
Informed decision-making skills – choice between good and bad influences
Assertiveness skills – acting with confidence and firmly on the right decision

66
Physical education Four hours Textbook and
resources on physical
fitness activities
Participation in physical activities that promote components of fitness
WEEKS 5–7
Constitutional rights and Three hours Textbook,
responsibilities newspaper articles
and South African
Constitution
Concept: constitutional values
Role models for upholding constitutional values: parents and leaders in society
Applying these values in one’s daily life
Physical education Three hours Textbook and
resources on physical
fitness activities
Participation and movement performance during physical activities that promote the
components of fitness
Participation in physical activities that promote the components of fitness
WEEKS 8–10
World of work Three hours Textbook and
resources on study
skills
Time-management skills: accountability in carrying out responsibilities
Reading and writing for different purposes: keeping a journal; summarising, and
improving reading and writing skills
Physical education Three hours Textbook and
resources on physical
fitness activities
Participation in physical activities that promote components of fitness
Formal assessment: It is compulsory
1. Other task to cover the given
topics in the term
2. PET indicated. The
sequence of the
topics during the
term is, however, not
fixed.

67 LADLORD
Teaching plan for grade 9: Term 2

TOPIC TERM 2 GRADE 9

Recommended
WEEKS 1–4 resources
Development of the self in society Four hours Textbook and life
skills books
Sexual behaviour and sexual health:
Factors that influence personal behaviour: the media, and social and economic
factors
Unhealthy sexual behaviour
Unwanted results of unhealthy sexual behaviour: teenage pregnancy, sexually
transmitted infections (STIs), HIV and Aids, low self-image and emotional scars
Appropriate responses to influences on personal behaviour: Abstinence
Change of behaviour

Physical education Four hours Textbook and

resources on sport
Participation in individual or team sport
Participation and movement performance in individual or team sport
WEEKS 5–7
Social and environmental Three hours Textbook and
responsibility resources on
environmental
health
Concept: environmental health
Laws and policies to protect environmental health
Earth Day
Honouring Earth Day – ways of being kinder to Earth
Physical education Three hours Textbook and
resources on sport
Participation in individual or team sport
WEEK 8
World of work One hour Textbook and
resources on careers
Options available after completing grade 9
Physical education One hour Textbook and
resources on sport

Participation and movement performance in individual or team sport

68
 WEEKS 9 & 10
EXAMINATION
Formal assessment: It is compulsory
1. Mid-year examination to cover the given
topics in the term
2. PET indicated. The
sequence of the
topics during the
term is, however, not
fixed.

Teaching plan for grade 9: Term 3

TOPIC TERM 3 GRADE 9

WEEKS 1–4 Recommended
resources
World of work Four hours Textbook and
resources
on careers
and career
guidance and
counselling
Career and subject choices:
NCS subjects in grades 10, 11 and 12
Careers related to different subjects
Qualities relating to different careers and subjects: strengths and weaknesses, and
interests and abilities
Decision-making skills: steps of choosing subjects relating to one’s interests and
abilities career of interest
Physical education Four hours Textbook and
resources on
indigenous
games
Participation in indigenous games that promote physical activity

WEEKS 5–8
Social and environmental Four hours Textbook,
responsibility newspaper articles
and resources on
volunteerism

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Concept: volunteerism
Individual and community responsibility:
Different types of volunteer activities: helping those less privileged; assisting those
affected and infected by HIV and Aids and other terminal illnesses
Different types of volunteer organisations
Contributions of community-based organisations to social health and development
Physical education Four hours Textbook and
resources on
indigenous games
Participation and movement performance in indigenous games that promote
physical activity
Participation in indigenous games that promote physical activity
WEEKS 9 & 10
Constitutional rights and Two hours Textbook,
responsibilities newspaper articles,
and resources on
religions and sport
Central teachings of the major religions in South Africa
Sport ethics
Physical education Two hours Textbook and
resources on
indigenous games
Participation in indigenous games that promote physical activity
Participation and movement performance during indigenous games that promote
physical activity
Formal assessment: 1. Project It is compulsory
2. PET to cover the given
topics in the term
indicated. The
sequence of the
topics during the
term is, however, not
fixed.

Teaching plan for grade 9: Term 4

TOPIC TERM 4 GRADE 9

WEEKS 1–3 Recommended
resources
World of work Three hours Textbook and
resources on careers

70
Study and career funding providers
Plan for own lifelong learning: Goal-setting for lifelong learning
Physical Three hours Textbook and
education resources on
recreational activities
Participation in recreational activities
WEEKS 4–6
Constitutional rights and Three hours Textbook, resources
responsibilities on different cultures
and newspaper
articles
Concept: cultural diversity in South Africa
Diverse cultural norms and values in South Africa
Influence of cultural norms and values on individual behaviour, attitude and choices –
cultural expectations, practices and traditions
Recognition of diverse cultures to enrich South African society
Respect difference: culture, religion and gender
Celebrate similarity

Physical education Three hours Textbook and

resources on
recreational activities
Participation and movement performance in recreational activities
Participation in recreational activities
WEEKS 7 & 8
Development of the self in Two hours Textbook and
society newspaper articles
Challenging situations: trauma and crisis
Causes of trauma and crises
Problem-solving and decision-making skills: strategies to respond to emotions in
challenging situations
Physical education Two hours Textbook and
resources on
recreational activities
Participation in recreational activities
Participation and movement performance in recreational activities
WEEKS 9 & 10
EXAMINATION

71 LADLORD
Formal assessment: It is compulsory
1. End-of-year examination to cover the given
topics in the term
2. PET indicated. The
sequence of the
topics during the
term is, however, not
fixed.

LOOKING BACK

1. I n the teaching plans, the content of each topic is portioned according to weeks to be
taught throughout the year. Explain why you think it is necessary to plan and finish
all the lessons.

2. Do you think the five themes cover the interests of a senior phase learner?

3. E xplain how to plan and structure your lessons to ensure that the contents of each
topic are equally important.

4. Indicate your role as a Life Orientation teacher in promoting the participation of all
the learners in a variety of school activities.

72
BIBLIOGRAPHY

Department of Basic Education. 2011. Curriculum assessment policy statement grades

7–9. Life Orientation. Pretoria: Government Printer.

73 LADLORD
74
 SECTION  C
The praxis of life orientation teaching

75 LADLORD
LEARNING UNIT 1
LEARNING MEDIATION IN LIFE ORIENTATION

OUTCOMES OF THIS LEARNING UNIT

Students who are studying didactics in order to teach Life Orientation should be able
to act as learning mediators in Life Orientation.
You will demonstrate this ability when you are able to do the following:
• Teach Life Orientation by using a variety of teaching styles and strategies.
• Structure a variety of learning opportunities.
• Facilitate learning in Life Orientation.
• Serve as a role model for learners in Life Orientation.
• Manage the Life Orientation classroom efficiently.

1.1 TEACHING STYLES AND STRATEGIES FOR LIFE

ORIENTATION
There are numerous teaching styles and strategies (lessons) that can be used for Life
Orientation, some of which are discussed below.

1.1.1 Question-and-answer lesson

This type of lesson consists of questions that the learners have to answer. Avoid this type
of lesson whenever possible, unless you combine it with the screening of a video, slides/
transparencies, photographs or similar aids on which the questions are based. You could
also make this type of lesson interesting by holding a quiz (preferably in teams). It is also
a good way to do revision.

1.1.2 Practical learning lesson

This type of lesson requires the learners to do a practical activity. Activities could take
the form of

• an individual activity (facilitated by the teacher), for example learners can draw up a
personal plan for managing stress
• a group activity (facilitated by the teacher) during which the group discusses a topic
such as relationships and arrives at a group decision or makes a group presentation
• a class activity (facilitated by the teacher), for example the whole class can work on a
project on HIV/Aids and produce a final product

76
• an activity involving the whole class and the teacher (teacher participates), such as
an outdoor adventure where the learners and the teacher have to adjust to different
environments

Of course, a combination of activities is also possible. This type of lesson demands thorough
preparation and planning on the part of the teacher.

1.1.3 Role-play
With this type of lesson, the teacher assumes the role or character of someone else and
asks the learners to also play the parts of other characters. This could involve simply giving
a visual representation of events or it could take the form of a dialogue, debate, narrative
and so on. For example, a career-related activity could be organised.

1.1.4 Learner presentation

The focus of this type of lesson is on learners who, as it were, provide the contents of
the lesson. All the teacher does is to complement the material provided by the learners
by guiding and correcting them where necessary. (This could naturally also be seen as
a practical lesson). An example of this type of lesson is where the learners prepare to
“show and tell” by bringing along something related to a theme and they then recite/tell/
explain something about the object. In a lesson on the Judaic value and belief system,
they could recite/tell/explain what the Torah or the menorah is.

1.1.5 Debate
This type of lesson consists of two groups debating the merits of an issue (which could be
an issue that directly affects them). Of course, such a lesson requires thorough preparation
and maintaining discipline or control. It is particularly appropriate for a discussion on values.

1.1.6 Outdoor lesson

The aim of an outdoor lesson is not simply to provide variation for the learners, but also
to illustrate/do something that will be difficult to do inside a classroom. Such a lesson
could be a visit to an employment agency or a role model. The role model could be asked
to give the learners an account of how he or she started out.

1.1.7 Excursion/fieldwork
Here facts that were taught during a lesson or series of lessons are applied or observed in
practice. Examples are visits to a workplace, an HIV/Aids rehabilitation centre and so on.

77 LADLORD
1.1.8 Narrative lesson
In this type of lesson, the topic is taught by means of a narrative. While this can be very
boring (particularly for older learners), it can be made highly interesting with attractive
teaching aids. Finger or hand puppets increase learners’ interest in a narrative (especially
for young learners), but slides, photographs, pictures and so on can be equally useful
(particularly for older learners).

1.1.9 Discussion lesson

This type of lesson takes the form of a discussion of a theme/issue/problem by the learners
and the teacher. It works especially well when the discussion is about a matter that affects
the daily lives of the learners and about which they have something to say (the more
controversial, the better since this elicits a greater variety of views and opinions). This
calls for very thorough preparation on the part of teachers if they are to guide the lesson
successfully. For example, the discussion could be on the role of work in relation to needs
in South Africa such as poverty, social security, sufficient food and water.

1.1.10 Group work (cooperative learning)

As working in groups is one of the critical outcomes of Life Orientation, a lot of emphasis
is placed on this type of lesson or teaching/learning strategy. It is therefore discussed in
much more detail than the other types of lessons.

(1) Types of group work

Three main types of group work are used regularly:

• Joint activity in groups with individual end products (the “delta” technique). All the members
of the group work on the activity but each works on his or her own project. Ideas and
knowledge are therefore shared in the group, but the end products are individual
projects or presentations.
• Individual activity combined into a joint end product for the whole group (the “puzzle”
technique). Each member of the group completes a part of the activity.

When they have completed their individual parts, the work is assembled to form one
joint product. An example of this is when the learners have to put together a newspaper:
one learner will do the sports page, one will do the cartoons, one will do the lead story
and so on.

• Joint activity with one end product (the “snowball” technique). The group members work
together to produce one end product. An example of this is brainstorming to find
solutions to a problem.

78
(2) Managing group work in the classroom

Group work can be used in many different ways. The following are some examples:

• All the groups do the same activity (when there are enough resources for everyone
and when the learners have to acquire the same skills).
• All the groups do the same activity but rotate among a number of work stations where
different aspects of the work are done (when resources are limited or when a number
of activities have to be done).
• Each group works on a different activity (when the learners have to acquire similar
skills in a variety of ways or when the groups can choose their activity from a menu).

PLEASE NOTE: The learners must learn from the start that their voice levels during group
work must be much lower than their voice levels on the playground.

(3) Composition of groups

There are many ways to decide what the composition of the groups should be. The more
traditional way is to group learners of similar ability together, but the result of this is that
the better groups get better and the weaker groups fall further behind. Groups of mixed
ability are preferred. From time to time, single-sex groups can be used; however, most of
the time, boys and girls are mixed in groups.

Certain personality traits make it difficult for learners to participate in groups. Shy learners
do not participate if they do not have to, while some learners can be very domineering
and might antagonise other group members. Of course, you also get the lazy ones
who try to shy away from doing any work. These problems can be addressed through
good group work training, strong leadership from the teacher, well planned group work
activities and peer assessment. Sometimes the learners can be allowed to choose their
own groups, but they must also learn to work in groups where they have no choice in
the composition of the group.

(4) Group size

The size of the groups will depend on many factors, such as the type of activity that
is envisaged, the number of learners in the class and the available resources. Smaller
groups usually function better than larger groups. The reason for this is because there is
less opportunities to participate in larger groups. Large groups tend to spontaneously
subdivide into smaller groups.

Groups of two can deliver quality work, but it seems that the ideal size for a group is four
members. This is large enough to make the exchange of ideas possible, but small enough
to allow the members to reach consensus when necessary. If groups are larger than six
members, you might find that some members tend to “disappear”; however, you could
try to simply divide the class into two groups (for example, when they have to debate
an issue).

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(5) Training for group work

Some teachers assume that learners can do group work without any training. This is
often why group work in schools is of mediocre quality and does not serve its purpose.
Successful group work requires very specific skills. Training for group work should include
paying attention to the following:

• The learners must know why they are working in groups.

• They must know what is expected of them when they do group work.
• They must know the correct behaviour during group work.
• They must be sensitive to the needs of other members of the group (who might work
more slowly, who are shy and so on).
• The learners must know which roles group members have to play and they must get
a chance to practice each role.
• They must be allowed to practice group work.
• They must know what will be assessed during group work, and when and how
assessment will take place.

Parents can be involved in training the learners for group work activities by giving the
parents information on group work and telling them what is expected of the learners.
Tips on how to train for group work at home can also be given.

(6) Requirements for successful group work

The success of group work is determined by the following:

• The group work activities must be well planned.

• All the learners must be given an opportunity to participate.
• All the learners must participate.
• The group members must help one another.
• The group members must listen to each other and must give each member an
opportunity to state their case.
• The group members must ask clearly phrased questions.
• The group members must make suggestions about how to solve problems.
• The group members must be able to substantiate or defend their views.
• The group members must do their best in group work and not only in individual work.
• The groups must take pride in the end product of their work.
• There must be variation in the activities that the groups do and a variety of end products
must be required (for example a video, an audio recording, a model and a poster).
• The group work must be done in different contexts (in and out of the classroom,
during fieldwork, in the computer centre, during and after school, with and without
learning aids, and so on).

(7) Assessing group work

The groups can be assessed as a whole and the group members can be assessed individually.
The teacher also has to assess whether his or her planning and facilitating of the group
work have been successful (at the right level, relevant and so on). Many of the problems

80
of assessing groups can be overcome by planning the assessment and informing the
learners about what will be assessed, and when and how the assessment will take place.

Very clear assessment criteria have to be developed and must be given to the learners
before they begin their group work. Teachers may only assess what is specified in the
assessment criteria, because there must be a direct link between the assessment criteria
and the actual assessment that takes place.

(8) Assessment of the group as a whole

The following elements are important in assessing the whole group:

• Task orientation: Are the activities aligned to the task?

• Discipline in the group: Are the group members noisy and do they give everyone a
chance to participate?
• Quality of the end product/feedback: It is difficult to give a joint mark for group work,
because all the members probably did not work equally hard on the activity. It is better
to give the group members a chance to assess themselves and their peers.

PLEASE NOTE: You have to distinguish between assessing the group work itself (determine
if the learners can do group work) and assessing the product of the group work (where
the group work was only used as a teaching method).

(9) Assessing individual members of the group

This involves

• the individual learner’s ability to work with other learners

• the learner’s understanding of what has to be done
• the level of his or her participation in the group
• the dialogue that takes place
• the individual end products (if applicable)

(10) Assessing whether the group work activity was successful (teacher reflection)

The teacher has to reflect on the following:

• Was the activity too difficult, too easy or at the right level?
• Was the composition of the group successful?
• Was the activity useful and did it help the learners to achieve the outcome?
• Were the necessary learning aids available and were they used effectively?

(11) Method of assessment appropriate to group work

The following methods can be used to assess group work:

• direct observation (to see what the learners do and what their contribution is)
• audio recordings (to listen to the contributions of the group members)
• video recordings (to monitor groups that cannot be observed)

81 LADLORD
• an interview with the whole group and/or group members (to determine how the
learners feel about their own contributions and those of other learners)
• a test/demonstration (to determine what the learners learned, understood, can do
and so on)
• pre-assessment and post-assessment tasks (to determine if there was progress in
learning)
• self-assessment and peer assessment (to complement other forms of assessment)

PLEASE NOTE: The assessment of the product of the group activity is a separate matter
and requires its own set of assessment criteria and assessment strategies.

A CAUTIONARY NOTE: The ability to work successfully in a group is only one of the critical
outcomes and the use of group work is only one of many teaching/learning methods. Do
not overdo group work. It is as important for learners to work and learn individually as
it is for them to learn in groups. Good teaching requires a variety of teaching/learning
methods or techniques that are appropriate to different contexts and needs of learners.

(12) Group work tasks

When they do group work, the groups have to do a number of tasks, including the
following:

• identifying and gathering resources

• collecting, recording and organising information
• discussing and sharing information
• preparing the product or presentation
• giving feedback or presenting the group’s response or product
• self-assessment and peer assessment

(13) Group roles

To involve all the learners in group work, it is advisable to give each group member a
role to fulfil. McDonald and Van der Horst (1997:127–138) have identified the following
group roles:

• Recorder. He or she records the group’s notes. The notes should be agreed upon by
all the group members.
• Reporter. He or she presents the group’s conclusions to the other groups.
• Encourager. He or she encourages everyone in the group to participate.
• Timekeeper. He or she keeps the group aware of the time.
• Observer. This group member does not participate in the group work but discusses
his or her observations of the group’s cooperative skills upon completion of the task
(this can be a useful role for dominant learners).
• Teller. He or she tells the group members when it is their turn to participate.
• Gofer. He or she collects equipment and information.
• Clarifier. He or she asks questions to make ideas clear.
• Summariser. He or she draws the group’s ideas, suggestions and information together
to obtain consensus.

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• Artist. He or she develops an interesting layout for the report
• Noise monitor. He or she monitors the noise level within the group. These roles may
vary according to the group activity.

(14) Group work skills

Working in groups requires skills. The following skills were identified by McDonald and
Van der Horst (1997: 36-39):

Group skills

Task skills Social skills Work skills

• Staying on task • Listening to others • Self-motivation
• Finishing the task • Using quiet voices • Independence
• Following directions • Taking turns • Enthusiasm
• Recording ideas • Using names • Willingness to take
• Staying in groups • Asking questions risks
• Sharing materials • Sharing ideas • Creative thinking
• Watching time • Justifying ideas • Critical thinking
• Reporting ideas • Displaying confidence
• Asking for help
• Helping others
• Reaching group consensus

These skills should be practiced regularly. A list of skills can be displayed in the classroom
and used as a reminder for assessment purposes.

In order to give you the freedom to research and use other types of lessons, not all the
types of lessons are discussed here. For example, you could consider panel discussions,
case studies, experimentation, guided discovery and numerous other methods.

1.2 STRUCTURING LIFE ORIENTATION LEARNING

OPPORTUNITIES
You have now learned about the different types of lessons. Inherent in every lesson is the
method of delivery or teaching method. There is, however, a further dimension to this
and that is planning and structuring learning opportunities. The Life Orientation teacher
must plan carefully to ensure that the learners have a multitude of learning opportunities.

In Life Orientation, the learners can participate actively by

• doing fieldwork
• doing projects
• doing research
• doing presentations (show and tell)
• doing mini-plays
• participating in debates (for example, on human rights)
• participating in group work
• participating in Life Orientation evenings or events
• participating in Life Orientation exhibitions

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• making models
• making posters
• looking at videos, slides and films
• listening to audio recordings
• working on assignments or worksheets
• writing, drawing, measuring, observing and recording
• dressing in costumes
• celebrating national days
• going on outings, visits and tours
• involving themselves in Life Orientation clubs
• involving themselves in community projects/activities
• using Life Orientation computer programmes

1.3 ACQUIRING KNOWLEDGE, SKILLS AND VALUES IN LIFE

ORIENTATION
In Life Orientation, information is obtained by asking the following questions:

• When did it take place?

• What happened?
• What can we learn from it?
• Where is it?
• What is it like?
• Why is it there?
• How did it happen?
• What impact does it have?
• How should it be managed for the benefit of humanity and society?

In teaching and learning Life Orientation, content should be selected that is appropriate
to the level of the learners and will help them to achieve the aims. The specific content
that is chosen is important, but it is even more important that the learners should master
certain key concepts in Life Orientation.

Some of the key concepts in Life Orientation are:

• unique, worthwhile human being

• relationships
• values
• beliefs
• human rights
• ubuntu
• decision-making skills
• career opportunities
• potential and talent
• healthy and balanced lifestyles
• human movement and development
• lifelong learning
• culture
• tolerance and justice

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1.3.1 Knowledge and understanding in life orientation
The learners will gain knowledge and an understanding of

• themselves as unique and worthwhile human beings

• the rights of other people
• human rights
• healthy and balanced lifestyles
• diversity of peoples and societies
• lifelong learning
• their potential and talents

1.3.2 Skills in life orientation

The learners should be able to do the following:

• interview people, and gather and interpret information

• use communications, and thinking, practical and social skills to explore topics in Life
Orientation
• identify questions and issues
• collect and structure information
• process, interpret and evaluate data
• develop generalisations
• make judgments and decisions
• solve problems
• work cooperatively
• behave consistently with declared attitudes

1.3.3 Attitudes and values in life orientation

The learners should acquire attitudes and values that are favourable to promoting

• an interest in the self and others

• multicultural sensitivity
• respect for the rights of others
• an unbiased appreciation of the culture and history of different societies
• responsibility
• understanding the significance of attitudes and values in decision making
• dedication to seeking solutions to social problems

1.3.4 Mastering the knowledge, skills and values in life orientation

Some of the ways in which knowledge, skills and values can be mastered are by using

• primary and secondary sources

• research
• information technology
• self-discovery and self-activity
• fieldwork
• independent study projects
• games
• stories
• role-play

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1.4 THE LIFE ORIENTATION TEACHER
No teacher is perfect, but we can all strive to improve. It goes without saying that all
teachers should display professional conduct and should have a thorough knowledge
of their subject. They should also be

• good motivators
• sympathetic and empathetic to learners
• lifelong learners
• enthusiastic about their work
• creative and innovative
• good role models

An ideal Life Orientation teacher will also have the following special characteristics:

• a love of learning and a love of Life Orientation teaching

• an intense interest in constitutional, social and historical matters
• an interest in and knowledge of daily news events
• awareness of the tremendous impact his or her teaching will have on learners

Above all, a Life Orientation teacher must care about the learners and be a real mentor
to them.

1.4.1 the teacher’s role in the life orientation classroom

According to the Department of Education (2011), the teacher’s role is to facilitate the
learning process. The teacher actually has to do much more than that and facilitation
of learning is only one aspect of his or her job. Instead of just implementing centrally
designed curricula (as was the case in the old education system), teachers now have the
freedom to develop their own lessons based on guidelines provided by the Department
of Education. It is expected of teachers to be nurturing and supportive, and to be able to
work in a team for planning and even teaching purposes.

Now more than ever, the teacher/facilitator is the most important person in the classroom.
The teacher may not be required to “talk and chalk” so much as before, but he or she has
to develop the lessons, plan the learning events, facilitate the learning process, guide
the learning activities, assess the performance of learners, devise alternative ways of
learning for those learners who learn slowly or differently, provide faster learners with
opportunities for enrichment and ensure that all the learners are successful. The learners
therefore need teachers/facilitators more than ever before.

(1) How to be a good life orientation teacher

There are things teachers can do to become better Life Orientation teachers, such as the
following:

• Get together with other Life Orientation teachers in the same grade (or even phase)
to plan lessons, learning events, learning activities, assessment and so on.

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• Use a variety of teaching and learning strategies, such as group work, debates,
discussions, research projects and so on.
• Use a variety of teaching and learning materials and aids, such as newspapers,
magazines, posters, radio and television programmes, videos, textbooks and so on.
• Move around among the learners to guide, direct, encourage, praise, assess them, and
answer queries and pose questions.

(2) “Selling” or promoting Life Orientation

Life Orientation teachers have to “sell” their subject to the learners and their parents.
Selling Life Orientation to parents can be done by

• holding a parents’ evening to discuss individual learner progress

• having an open day/evening where special displays are provided for parents
• making a short speech at an “options” evening when learners have to choose
• their subjects
• involving parents in lessons/activities
• Selling Life Orientation to learners can be done by
• providing general publicity material (leaflets/brochures/posters)
• making a video of what the learners do and showing it to potential learners
• arranging displays (photographs of activities, wall displays, active displays, models
built by learners, project work and so on)
• having a Life Orientation notice board on the playground for everyone to see
• starting a Life Orientation club
• having lots of outdoor activities, outings and fieldwork trips
• arranging presentations by career teachers or employers
• celebrating special historical days

1.5 LIFE ORIENTATION CLASSROOM

Very few teachers (even in advantaged communities) have an ideal Life Orientation
classroom.

1.5.1 W
 hat does a good life orientation classroom look and “feel”
like?
The classroom must have a special atmosphere and must be instantly recognisable as a

Life Orientation classroom. The following will help you to achieve this:

• The classroom should be filled with newspapers, magazines, books, posters, reference
works, objects of interest and any other learning material that the learners might need
(and which they can freely access).
• The layout could be less formal (for example desks that are grouped together).
• A variety of teaching and learning aids (many of which the learners themselves can
make), such as models, wall hangings, projects, newspaper cuttings and more expensive
aids such as computers (for those schools that can afford them) should be available
and should be used.

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• The learners must know what is expected of them, what outcomes they should achieve
and so. The teacher should ask for and value their opinions (for example, they could
suggest possible benefits from the knowledge, skills and attitudes they are expected
to acquire).
• The learners should feel free to discuss, comment on, and participate in learning activities
and events in the classroom (this means that the teacher should be approachable,
praise when appropriate, not be judgmental and so on).
• The teacher should make deliberate attempts to involve all the learners in the learning
events and activities (they should be asked to explain, demonstrate, give feedback
and so on).
• The learners must be involved in decision making.

1.5.2 Ideal life orientation classroom

The ideal Life Orientation classroom would have

• a display corner for the theme/topic under discussion

• a multimedia (computer) corner
• a reading corner (books, magazines and newspapers)
• a space for the overhead projector and screen
• a notice board
• a place for hanging pictures
• a display area for models/items of interest

Teachers have to improvise and make the best possible use of the classrooms they have.
They must beg, make and borrow to get what they need to get their classrooms as near
to the ideal as possible – no-one is going to present them with one. Here are some ideas
for improving classrooms:

• Areas that are seldom used are the ceilings of the classroom. Ceilings can be used well:
hangings could be pinned to them, models could be hung from them, and they could
even be painted with a big map of South Africa and/or a timeline.
• Classroom doors can also be used to good effect (especially as notice boards).
• Posters/pictures need not all be displayed at the same time. They can be hung back
to back, fixed to a roller and so on.
• Displays, wall hangings and even the arrangement of the furniture should be changed
regularly

All of the above will contribute to making the classroom a special place to be. Always
remember the following:

• Your Life Orientation classroom must be different from any other classroom.
• It must be filled with materials on careers, a healthy lifestyle and so on.
• National symbols such as the flag and the anthem should be displayed.
• The atmosphere should stimulate the learners’ imagination.
• Anyone who comes through the door should feel as if they are entering a whole new
world.
• This classroom must have an air of excitement and expectation about it.

88
• It must take those who enter on a different journey every day.
• The learners should feel that they are on the threshold of making special discoveries
(experiencing the joy of learning, exploring, discovery and mastery).
• The learners should enter the classroom willingly and leave it reluctantly (McDonald
and Van der Horst 1997: 40-50).

LOOKING BACK

1. Describe all the teaching styles and strategies that you learned about in this learning
unit. Illustrate each by means of a practical example taken from Life Orientation
teaching.
2. Explain how to plan and structure Life Orientation learning opportunities.
3. Outline how to help learners to acquire knowledge, skills and values in Life 4.
Orientation.
4. Indicate your role as a Life Orientation teacher in the classroom and in the school.
5. Explain how you would go about creating an ideal Life Orientation classroom.

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BIBLIOGRAPHY

Department of Basic Education (2011). Curriculum and Assessment Policy Statement,

Grades 7-9. Life Orientation. Pretoria: Government Printer.
McDonald, MEW & Van der Horst, H. 1997. Outcomes-based education: A teachers’
manual. Pretoria: Kagiso

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LEARNING UNIT 2
LEARNING AND TEACHING SUPPORT MATERIAL FOR
LIFE ORIENTATION

OUTCOMES OF THIS LEARNING UNIT

Students who are studying didactics in order to teach Life Orientation should be able
to design learning and teaching support materials for teaching Life Orientation
This will be evident when you are able to do the following:
• Identify suitable learning materials and adapt them for use in Life Orientation.
• Develop your own learning materials.

2.1 INTRODUCTION
CAPS is the guiding principle for implementing the Life Orientation learning programme.
Teachers are encouraged to use a variety of learning and teaching support materials and
to develop their own. The material should be developed and used to address the CAPS
requirements and content.

As indicated in previous learning units, the following topics are covered: development
of the self in society, social and environmental responsibility, democracy and human
rights, careers and career choices, study skills and physical education. In grades 7 to 9,
the foundation is laid for what learners will learn in grades 10 to 12 about similar areas
and skills, knowledge and values. All five topics are equally important and function
interdependently.

The national education policy promotes inclusivity in order to combat discrimination

and heal past inequalities. To this end, schools are expected to accommodate all learners
regardless of their physical, intellectual, social, emotional, linguistic or other conditions.
Teachers are required to ensure that every child receives the attention necessary to
realise his or her full potential irrespective of language, culture, race, gender, disability
or learning differences

The role of the teacher in developing learning and teaching support materials is an
important one that receives much emphasis in teacher development programmes. The
importance of teachers developing their own support materials is emphasised in that

• classroom-based activities are supported by relevant and appropriate learning and

teaching support materials generated by the teacher
• developing learning and teaching support materials for specific activity outcomes
will ensure that the needs of a particular learner or group of learners are considered

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• learner-centeredness, as a core principle in education, will be reinforced throughout
materials development
• expanded opportunities for enrichment and remediation, and alternative opportunities
for learners with learning barriers, can be included
• while the provincial education departments are ensuring that schools are resourced,
the lack of adequate resources will not impede teaching and learning. (Department
of Basic Education, 2011, p.2.)

Teacher-generated learning and teaching support materials are not the only support
materials that can be used effectively in the classroom. Many publishers produce relevant
support materials for learning and teaching in the classroom. Provincial education
departments have developed systems for scanning these commercially available
publications according to set criteria. Publications which meet the criteria are then put
on a catalogue, from which schools may select and purchase support materials for their
learners. It should be noted that the criteria for screening publications are very general
in terms of contextual environments. What this means is that not all the publications that
are placed on a catalogue are necessarily suitable for your specific school with its own
peculiar contexts.

The responsibility of selecting publications for your school rests with the teacher of the
subject, who has to ensure that the learning and teaching support materials that are
purchased are suitable for the learners in the school and for the context within which
they learn. Careful selection of relevant materials is therefore recommended. Teachers are
encouraged to collect and develop their own resource banks from the range of available
resources. (Department of Basic Education, 2011, p.3.)

2.2 MATERIALS FOR LIFE ORIENTATION

Teaching methods can be differentiated through learning materials, methods of
presentation, flexible grouping, learning activities and lesson organisation. Learning
materials should be wide ranging and should cater for different abilities, interests and
learning styles. Electronic learning, in particular, offers a range of options. Teachers
can also provide learners with a range of graded materials, keeping in mind that these
materials might have to be adapted for learners with disabilities, for example a child with
poor vision might need larger print while a learner with an intellectual disability might
benefit from the use of pictures. (Department of Basic Education 2011, p.3.)

The following sources can be considered for the selection of learning and teaching support
materials for Life Orientation:

• print-based sources: textbooks, health and lifestyle magazines, all forms of documents,
workbooks, teachers’ guides, brochures, posters and so on electronic sources: video
tapes, audio tapes, multimedia packs, computer software and so on
• physical sources: apparatus, specimens, models, educational toys and so on

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2.3 GUIDELINES FOR IDENTIFYING GOOD LEARNING
MATERIALS

It is often a challenge for teachers to select content, because of curriculum demands and
time constraints. Teachers should select content based on

• it being meaningful
• the learners’ needs and interests
• the environment
• more than just learning facts, and
• the learners’ current levels of functioning

Furthermore, methods of presentation may be varied by modifying the format in which

the task is presented. Different strategies can be followed to make it accessible to the
learners, such as simplifying a picture/diagram or showing it differently without making
the question less complex; replacing a picture or diagram with a written description,
supplementing it with a written explanation or replacing it with a real item/model; or
scaffolding material by providing personal guidance, assistance and support to a learner.

This section of this learning unit contains guidelines for selecting and/or designing
support materials or resources. Most of these guidelines come from the book Instructional
technology for teaching and learning (by Newby, Stepich, Lehman and Russell), but they
have been contextualised for Life Orientation.

2.3.1 Real objects and models

Some models are available for purchase that merely has to be assembled by teachers and/
or learners. There are plastic model kits of various religious objects (such as a menorah).
These models can be modified and, if necessary, painted in different colours to meet your
needs. Models for teaching purposes can also be made from readily available materials. For
example, small buildings can be used to make model cities, such as Mecca or Jerusalem.

2.3.2 Text
The computer is one of the most valuable tools a teacher can have. Computers make it easy
to produce printed materials and to revise them to meet the changing needs of learners.

Headings

• Headings and sub-headings should be used to separate and identify sections, and to
make it clear how the study material is organised. Introductions containing the key
ideas are usually supplied in order to create a smooth transition from one section to
the next.
• Headings should be briefly worded and explicit so that they communicate quickly
and effectively. By glancing at a set of sequential headings, the learner should gain
a clear overview of the topic. Side heads/margin notes (for example words in the left
margin) can be used to call attention to important concepts.

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Writing style

• State the main ideas or theme at the beginning of the text.

• Put a topic sentence at the beginning of each paragraph.
• Use simple sentences and a clear writing style.
• Use the active voice wherever possible.
• Include definitions with technical terms so that they are not misconstrued.
• Use non-glare paper for teaching materials.

Page layout

• Be clear and consistent in the page layout (use the same type of text in the same
typeface, size and layout on every page).
• Provide ample white space (use wide margins and an uncluttered format) to facilitate
reading, note taking and locating information for review. White space can separate
elements and create a feeling of openness.
• Increase the space between lines in note-taking hand-outs to allow room for the
learner’s notes.
• Use unjustified or ragged right margins. By justifying both margins, extra space is
created between words, which make text more difficult to read.

Type style/mechanics

• Choose typeface styles with simple designs.

• Use uppercase and lowercase letters for ease and speed in reading. Use bold for
emphasis and to attract attention.
• Underline instead of using italics.
• Use 9-point to 12-point type for most text.
• If the material is typed, use a space and a half between lines for ease of reading.
• Avoid breaking words (hyphenating) at the end of lines.

Highlighting

• Highlighting techniques for printed materials include colour, size of type, italics and
bold face.
• Do not use capitals, because they are difficult to read in text. Capitals are acceptable
in short headings.
• Highlight important ideas to help the learners locate key points.
• Use bullets to present ideas in a list (as used in this section).
• Avoid underlining, except to point out negatives (for example not and except), as
underlining has been found to have little or no effect on the retention of content.

2.3.3 Visuals
Visuals include photographs, diagrams, posters, charts and drawings. The following
guidelines apply to visuals for printed material, slides, overhead transparencies and
artwork for videotapes (DVDs). They apply whether you are producing the visuals by
hand or with the aid of a computer.

94
General

• Keep visuals simple (avoid too much realism in visuals).

• Place visuals as near the related text as possible.
• Use larger visuals if more detail is required.

Informational/Instructional purposes

• Use drawings and diagrams whenever possible to illustrate ideas.

• Use graphs to present data.
• Present a single concept in each visual.
• Break down complex visuals into simpler ones or build them up step by step.
• Graphic/Picture elements
• Use visuals that are neither too abstract nor too realistic.
• Eliminate distracting backgrounds.
• If a sense of depth is important, use another object to create the foreground.

Text/Lettering elements

• Centre the title at top of visual.

• Use concise, meaningful, descriptive titles that contain key words.
• Visuals should always be described. Eliminate unnecessary words.
• Use italics, bold face, underlining, colour or a change in lettering style for emphasis.
• Minimise text on each visual; use a maximum of six words per line and six lines per
visual.
• Spacing between lines should be one times word height.

Layout

• Make visuals as simple as possible; avoid excessive detail.

• Use size, relationships, perspective and visual tools such as colour and space to
emphasise important elements.
• Use a horizontal format for overhead transparencies and slides.
• Use a pleasing layout that appears balanced and orderly.

2.3.4 Displays
Displays can be created by the learners or the teacher. The following guidelines apply to
chalkboards and especially bulletin board displays, since they are prepared in advance
and kept in place for days or weeks. Do not leave these displays in place too long because
they will lose their effectiveness.

General

• Limit the display to one topic.

• Generate a theme and incorporate it into a headline. It is a challenge to work out a
catchy theme that will entice the viewer into further examination of the display.
• Wording should be simple, couched in the learners’ language, and visually
• integrated into the arrangement of the display.

95 LADLORD
• Work out a rough layout. The blueprint that you develop should reflect the following
guidelines:
– Emphatic. Conveys message quickly and clearly.
– Attractive. Colour and arrangement catch and hold interest.
– Balanced. Objects arranged so stability is perceived.
– Unified. Repetition of shapes/colours or use of borders holds the display together
visually.
– Interactive. Involves the learner.
– Legible. Lettering and visuals can be read from across the room (that is, they should
be lettered properly, spelled correctly, with a plain typeface, and lowercase should
be used except where capitals are required).
– Durable. Displays should be well constructed physically, with the items securely
attached.

2.3.5 Overhead transparencies

When preparing your transparencies, keep in mind the following guidelines (which are
based on research and practical experience).

General

• Present a single concept on each transparency. A complex transparency may be

confusing and unreadable to the viewer. Design a series of transparencies rather than
a crowded single transparency.
• Use transparencies to present visual ideas through the use of diagrams, graphs and
charts. Include the minimum of verbiage (excessively lengthy or technical writing),
with no more than six words per line and six or fewer lines per transparency.
• Avoid preparing a transparency directly from a paragraph of printed material.
• Select key points or concepts to summarise the information, and then elaborate on
them orally.
• Use key words to help the audience to remember each point. Use letters that are large
enough to ensure legibility. One quick way to check this is to lay the transparency on
the floor over a piece of white paper. If you can read it from a standing position, your
learners should be able to read it when it is projected. A horizontal format is best,
because the screen is rectangular. Avoid mixing horizontal and vertical transparencies
in a presentation, as this can be annoying to the learner and is quite a nuisance for
you to manage.
• Simplify a complex diagram by dividing it into segments for separate transparencies or
by using masking/overlay techniques. Overlays can explain complex ideas by adding
information sequentially to the base transparency.

2.3.6 Slides
Teachers can produce their own slides. General guidelines for designing slides:

• Determine the topic for your slides.

• Prepare a list of the slides that you need.
• Take several shots of the same scene at different angles and distances. It is cheaper to
take several shots in the first place than to return to the location if none of the original

96
 slides meets your needs. If it is a special event that occurs only once, take extra shots
in order to have enough slides for your lesson.
• Select the specific slides that you want to use and put them in sequence.
• Prepare your narration on note cards/type notes and add to the sequence. Make
your commentary conversational while doing the presentation.
• As an alternative, record your narration on audiotape/CD as described in the next
section. Slide-and-audiotape combinations are great for self-instruction.

2.3.7 Audio media

A major advantage of audiotapes/CDs/DVDs is the ease with which they can be prepared
by teachers and learners. All that is needed is a blank audiotape, a tape recorder/computer
and writable CDs/DVDs, and a bit of know-how.

Physical environment

• Record in an area that is as noise-free as possible. A small room such as an office is

preferable to a normal-sized classroom.
• Place the recording equipment at least two meters from the chalkboard, windows or
hard walls.
• Have a glass of water nearby to “lubricate” your throat if necessary.

Tape recorder/computer

• Familiarise yourself with the operation of the tape recorder/computer that you intend
to use.
• Advance the tape beyond the leader before recording (about 10 seconds). You cannot
record on the clear plastic, non-magnetic leader of the tape.
• Record an excerpt of about a minute and play it back to make sure the recorder and
microphone are operating properly.
• If an error is made while recording, stop the device, rewind to a segment of tape
containing a natural pause, engage the record mode and continue recording. It is
unusual to make an entire tape without making mistakes or mispronunciations.
• Once the recording has been completed, play back the entire recording. Listen carefully
for any errors. It is better to catch imperfections and correct them immediately than
to have to redo the recording later.
• Write the recording on a CD/flash drive.

Microphone

• Place the microphone on a desk or table with a sound-absorbing towel or other soft
cloth under it.
• Turn off fans and other sources of noise that could be picked up by the microphone.
• Handle note cards and pages quietly to avoid possible paper rustle.
• Maintain a constant distance from the microphone. As a rule of thumb, your mouth
should be about 30 cm from the microphone.
• Speak over the top of the microphone, not directly into it.

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2.3.8 Recording videos or video clips
Both learners and teachers can produce effective videos or video clips for instructional
purposes. All that is required is a computer, camera or cell phone, and a microphone
(built into the camera/cell phone) or webcam.

Video

• Make sure to write out a script before you start recording to make sure that you cover
all the important topics and to keep it short and concise.
• Your presentation can be as long or as short as you like. The total video length should
be between 15 and 45 minutes.
• Feel free to break up your video content into as many lessons as you like. It is
recommended that each video lesson should be under 10 minutes.
• Video lesson titles should be short and sweet. Title your lesson with the primary
concept that you plan to cover.
• Include a lesson description to reinforce the key topics that will be covered.
• If you are using any slides or reference to downloadable material, be sure to attach
the files to the video lesson for learners to be able to download.
• Remember that the microphone is recording everything and probably picking up
background noise. Pause the video if you have to take a phone call or you need to gather
your thoughts. Click the stop button to end your recording when you are finished.

Camera

• Use a zoom lens rather than a fixed focal length lens to allow flexibility in selecting a
view from a range of magnifications without having to move the camera closer to or
further from the subject.
• Turn the camera off when it will not be used for a period of time.
• Cap the lens when the camera is not in use.
• Keep the lens clean by dusting it with a soft camel-hair brush.
• You can also use your cell phone if you do not have access to a camera.

Digital recordings

“Digital” describes electronic technology that generates, stores and processes data.

(i) Camcorder

Do the following to record yourself with a camcorder:

• A simple home camcorder or even a cell phone camcorder can produce great results,
but the cell phone is much harder to keep steady or to mount on a tripod.
• You can write on the whiteboard or explain an experiment while delivering your
lesson. The learners can see your facial expressions, hand gestures and any prop that
you bring to your lesson.
• You can choose what you want to record, for example only your hands or only an object.
• Be aware of your setup, lighting and distance from the camcorder/microphone.
• Never show a bright object in the video frame and avoid any distracting objects (like
ceiling fans and flickering lights).

98
• Moving the camera or pausing the recording while teaching can be distracting.
• Sometimes it is hard to read what is written on the whiteboard. Make sure that the
marker is wide/bold enough and the colour dark enough so that it can be easily read
in the video.
• Most good camcorders produce huge files that are difficult to store, transfer, edit and
upload. It is difficult to include high-quality videos or images unless you can edit the
video after recording it.

(ii) iPad

The iPad is a very interesting tool (or environment) for lesson creation as it is so tactile
(you can move things with your fingers) and portable, and has its own built-in camera
and microphone. It is a one-stop-shop for lesson creation.

Advantages

• You only need one piece of hardware (no need for extra webcams, microphones,
tablets and so on).
• Very consistent results. With other devices, your results may vary based on the
equipment that you have.
• You can integrate videos without switching devices or dealing with complex video
import issues (as long as the videos were captured using an iPad or iPhone).

(ii) Screen casting

Screen casting is a general name for video lessons that are created by capturing everything
that is happening on a computer screen overlaid with audio or video.

2.4 DEVELOPING YOUR OWN LEARNING MATERIALS

When you have to design your own learning materials, keep the design principles in mind
and ask yourself the following questions:

• Did you use the correct terminology?

• Did you state clearly which aims are to be achieved by using the learning materials?
• Do the materials include aims from all three of the following aim domains?

(1) knowledge and understanding

(2) skills
(3) attitudes and values

• Are there numerous activities to engage the learners’ attention?

• Are the activities varied enough to hold the learners’ attention and interest?
• Are there sufficient activities that involve the following?
– research
– problem-solving
– critical thinking
• Are there opportunities for learners to work

99 LADLORD
 – individually?
– in groups?
• Are the assessment criteria clearly stated at the beginning of the activities?
• Is there a variety of assessment activities?
• Do the assessment activities include the following?
– peer assessment
– self-assessment
– teacher assessment
– parent assessment
• Is the material relevant to the aim(s)?
• Is the level appropriate?
• Do the layout and presentation appeal to the learners?
• Are difficult concepts explained?
• Is the material neutral and free of bias?
• Is there integration with other subjects?

LOOKING BACK

1. List the materials for Life Orientation teaching.

2. Identify suitable learning materials and adapt them for use in Life Orientation.
3. Develop your own learning materials to enhance learning in Life Orientation.

100
BIBLIOGRAPHY

Department of Basic Education. 2011. Guidelines for responding to learner diversity in the
classroom through curriculum and assessment policy statements. Pretoria. Department
of Education. 2003. Teacher’s guide for the development of learning programmes. Policy
guidelines. Pretoria: Government Printer.
Newby, TJ, Stepich, DA, Lehman, JD & Russell, JD. 1996. Instructional technology for
teaching and learning. London: Prentice-Hall.

101 LADLORD
LEARNING UNIT 3
LESSON PLANNING FOR LIFE ORIENTATION TEACHING

OUTCOMES OF THIS LEARNING UNIT

Students who are studying didactics in order to teach Life Orientation should be able
to design lesson plans for Life Orientation.

3.1 INTRODUCTION
The Curriculum and Assessment Policy documents for Grades R–12 (January 2011) has been
developed for each subject. Two hours per week is allocated to Life Orientation in the
NCS. One hour per week must be spent on Physical education and the remaining hour
must be split among the other four topics.

Teachers have been given a year plan, weighting of topics, an overview of topics (learning
programme) and an assessment programme. (Department of Basic Education, 2011, p.9.)

Time allocation and weighting

WEIGHTING OF TOPICS GRADE 7 GRADE 8 GRADE 9

Topic Hours Hours Hours
Development of the self in society 12 11 10
Social and environmental 08 08 07
responsibility
Constitutional rights and 08 08 08
responsibilities
World of work 08 09 11
Physical education 36 36 36
Contact time 72 72 72
EXAMINATIONS 8 8 8
*Total 80 80 80
hours
Total 40 40 40
weeks

102
3.2 LEARNING PROGRAMME
An overview of the learning programme is repeated below for convenience. (Department
of Basic Education, 2011a, pp.10, 11.)

Overview of topics

Topic Grade 7 Grade 8 Grade 9

1 Development • Concept: • Concepts: • Goal-setting skills:
of the self in self- image self- concept personal lifestyle
society • Concept: peer formation and choices
pressure self-motivation • Sexual behaviour
• Changes in • Concept: sexuality and sexual health
boys and girls: • Relationships or • Challenging
physical and friendships situations: trauma
emotional • Factors that and crisis
• Concept: influence choice
personal diet of personal
and nutrition • diet: ecological,
• Importance social, economic,
of sport for cultural and
physical • political
development
2 Social and • Concept: • Local • Concept:
environmental c ommunicable environmental environmental
responsibility diseases health problems: health
• Concept: pollution (air, • Earth Day
substance water and land) • Concept:
abuse • Factors that volunteerism
• Informed, contribute to
responsible substance abuse:
decision- personal and
making about social
health and • Health and safety
safety issues related to
violence
3 Constitutional • Concept: • Concepts: human • Concept:
rights and children’s rights rights and constitutional
responsibilities • Leadership constitution values
roles in various • Issues relating to • Concept: cultural
religions citizens’ rights diversity in South
and personal Africa
choice:

103 LADLORD
Topic Grade 7 Grade 8 Grade 9
• Concept: child • celebration of • Central teachings
abuse national and of major religions in
international days South Africa
• Oral traditions • Sport ethics
and scriptures of
major religions in
South Africa
• Fair play during
a variety of sport
activities
• Concept: nation
building
4 World of work • Importance of • Different learning • Time- management
reading and styles skills
studying • Six career • Reading and
• Career fields categories writing for different
• Simulation of • Relationship purposes
career-related between • Options available
activities performance in after completing
• Value and school subjects grade 9
importance and interest and • Career and subject
of work in abilities choices
fulfilling • Decision-making • Study and career
personal needs process: steps of funding providers
and potential choosing career • Plan for own
category relating lifelong learning
to individual
strength, ability,
interests and
passion

3.3 DEVELOPING A LESSON PLAN

Lesson plans are developed from the year-long work schedule (or overview) by individual
teachers (refer to Section A of Learning Unit 2). A lesson plan is assumed to be a complete
and coherent series of teaching, learning and assessment activities. It can consist of a
single activity or several activities spread over a few days or a number of weeks. Lesson
plan development is further informed by the classroom realities.

3.3.1 Learning styles

Every class is certain to contain groups of learners who assimilate information and develop
understanding in different ways. Before a teacher can develop a lesson plan, he or she must
have a sense of the activities that are likely to be successful with particular individuals or

104
groups and those that are unlikely to be successful; he or she must plan to accommodate
all the learners in the class. (Department of Basic Education, 2011b.)

3.3.2 Teaching approach and methodology

Teachers must decide how they will approach their teaching and what methods they will
use. The nature of the subject often determines what approach and methods will best
support the teaching, learning and assessment activities in the particular subject.

3.3.3 Barriers to learning

When developing a lesson plan, the teacher must have a clear sense of barriers to learning,
particularly of individual learners, that exist in the class so that learners can overcome
these through the way in which activities are structured and the activities that they select.

3.3.4 Resources available to the school and class

A particular lesson plan may work well in one school but may fail in another, because of
the difference in the resources (both types and quantity) that are available to teachers
and their classes.

3.3.5 What learners already know

It is important that teachers are aware of the prior learning that is required for different
lesson plans as well as the levels of prior learning that are present in the class for whom
the teacher is developing the lesson plan. The learners could demonstrate different
levels of knowledge and concept development from the same learning experience. Prior
knowledge is an important point of departure for planning what will happen next in an
activity. Teachers can perform some form of baseline assessment of learners to be able to
establish their level of prior learning and accordingly plan appropriate support for them.

3.3.6 School policies

The policies of the school impact both the design of the lesson plan and its execution.

When the above issues have been considered, the teacher is finally ready to develop the
lesson plan in detail. The teacher has to

• develop and/or source teaching, learning and assessment activities

• identify the role of concepts from other subjects
• decide on assessment strategies and select/develop instruments to be used
• plan how to support learners who experience barriers to learning

After a lesson plan has been developed, it has to be carried out or executed. In the
execution of a lesson plan, the teacher will become aware of issues that he or she may
not have anticipated. Lesson plan development is not a linear process but rather one

105 LADLORD
of continual modification, reflection, revision and refinement. (Department of Basic
Education, 2011b).

3.3.7 Examples of a lesson plan and assessment rubric

Below is an example of a lesson plan. For this lesson plan, a topic has been selected, then
a focus area, and weeks 9 and 10 from the pacesetter. The lesson should always been
linked with the previous lesson, prior knowledge and the next lesson.

When teaching core knowledge, the teacher should ensure that all the learners understand
what is taught before starting with the activities.

Lesson Plan

Lesson: Week 9 and 10 Grade: 8

Duration: 1 hour Date/Week:……………….......................…..
Topic Focus area Integration
World of work Different learning styles All subjects

Linking with previous Linking with next lesson

lesson We receive information through our five senses which
In the world of work, is then sent to our brains. Our learning style depends
reading and studying are on the way our brains receive and send information.
very important. In any We communicate through movement, gestures, speech
work, you need to obtain and writing. There is a strong link between reading and
a qualification, or do in- academic success. The word “study” covers a variety
service training, through of activities. Note that learners study in different ways.
studying. One of the best things that you can do for yourself is to
It is therefore important find different ways to make studying fun. By studying,
that you know the best you will learn how to use your knowledge in different
reading and studying aspects of your life.
techniques, and know
when to apply them
so that you can deal
with every situation
in the workplace. It is
also important that you
understand what you read.

106
Core knowledge
The most common learning styles are:
• Visual. Visual learners learn best through seeing, writing down their work, reading
their notes often and drawing pictures. If a visual learner has to learn facts for
example, he or she will copy the words out and write each word or syllable in a
different colour.
• Aural. Aural learners learn best through listening, talking and discussing with
friends and family. These learners will like the words read out and will then say the
words and spell the letters out loud.
• Kinaesthetic. Kinaesthetic learners learn best through movement and doing
something while learning, fiddling and walking around. These learners might
write the words in the air with big arm movements.

You can improve your memory by taking steps to improve your ability to remember
or recall facts.
Another good way to improve your memory and ability to recall information is to read
and study something more than once. When you learn something new, find a way to
repeat the information that you need to remember, for example read your textbook after
class, write notes from your textbook when you get home or highlight the important
facts. Repeat the facts by saying it out loud, or prepare flashcards that you can carry
with you and read often.
• Grouping is another way to help you remember information, for example you can
group information in five facts under different headings.
• he ability to recall information that you have learned depends on the way that you
memorised the information. If you find a learning style that works for you, you
should find it easier to recall what you learn in class and when you study and also
to retain information. You will need to spend less time to get better marks, and will
enjoy studying more.
Individual Group work (grouping and re-grouping)
• Prepare to present a given learning style 1. The learners form groups of four. Allocate
to your group. a different learning style to each learner
• Submit your notes to your teacher for (it does not matter what they think their
assessment. natural learning style is). Each learner
should demonstrate how someone with
that learning style would prepare for a
test on a passage from any textbook/
subject.
2. T he learners move into groups according
to their predominant learning style.
They brainstorm additional learning
techniques for each of the styles and
then write them on the board. Allow
time for them to discuss their ideas as
a class.

107 LADLORD
 Forms of assessment Resources
Rubric Textbook, and resources on careers and
study skills
Expanded opportunities Teacher reflection
• The activities strengthen the learners’
The learners discuss “What do teachers do
• understanding of learning styles.
while teaching that we don’t like?” List ways
• The activities encourage learners to
in which they can solve this problem.
discover their own as well as additional
learning techniques.
• The learners learn to cope with a
teaching style that is different from their
• own learning styles.

7 6 5 4 3 2 1
Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved
achievement achievement achievement achievement achievement achievement
Understanding Outstanding Very good Good example Adequate Learner do not Very little No
the concept of visual example of how a example of how a fully grasp the understanding of understanding of
example of how a of how a visual
learning and how visual learner should visual learner should concept of preparing the concept of visual the concept of visual
visual learner should learner should
someone with this prepare for a test prepare for a test notes for a visual learning learning
prepare for a test prepare for a test
learning style should learner
prepare for a test
Understanding Outstanding Very good Good example Adequate Learner do not Very little No
the concept of aural example of how an example of how an of how an aural example of how an fully grasp the understanding of understanding of
learning and someone aural learner should aural learner should learner should aural learner should concept of preparing the concept of aural the concept of aural
with this learning style prepare for a test prepare for a test prepare for a test prepare for a test notes for an aural learning learning
should prepare for a learner
test
Understanding Outstanding Very good Good example Adequate Learner do not Very little No
the concept of example of how a example of how a of how a kinaesthetic example of how a fully grasp the understanding of the understanding of the
kinaesthetic learning kinaesthetic learner kinaesthetic learner learner should kinaesthetic learner concept of concept of kinaesthetic concept of kinaesthetic
and how someone should prepare for should prepare for prepare for a test should prepare for preparing notes for a learning learning
a test a test a test kinaesthetic learner
with this learning style
should prepare for a
test
Understanding Outstanding Very good Good example Adequate Learner do not Very little No
the concept of example of how example of how of how a learner example of how fully grasp the understanding of the understanding of the
reading-and- writing a learner with a a learner with a with a reading-and- a learner with a concept of preparing concept of a reading- concept of a reading-
learning, and how reading- and-writing reading- and-writing writing learning style reading- and-writing notes for a learner and-writing learning and-writing learning
someone with this learning style should learning style should should prepare for learning style should with a reading-and- style style
learning style should a test writing learning
prepare for a test prepare for a test prepare for a test
prepare for a test style

LOOKING BACK

1. Learning styles have an impact on the teacher’s planning. Name five other important
concepts that inform the lesson planning of the teacher.
2. Develop your own lesson plan according to the annual teaching plan of the
Department of Education (see Learning Unit 2 of Section B).

108
BIBLIOGRAPHY

Department of Basic Education, 2011a. Curriculum and Assessment Policy Statement.

Life Orientation. Senior Phase. Grades 7-9. Pretoria: Government Printer. Department
of Basic Education. 2011b. Guidelines for responding to learner diversity in the classroom
through curriculum and assessment policy statements. Pretoria: Government Printer.
Department of Education. 2003. Teacher’s guide for the development of learning
programmes. Policy guidelines. Pretoria: Government Printer.

109 LADLORD
LEARNING UNIT 4
ASSESSMENT IN LIFE ORIENTATION

OUTCOMES OF THIS LEARNING UNIT

Students who are studying didactics in order to teach Life Orientation in the senior phase
(grades 7 to 9) should be able to use the assessment guidelines for Life Orientation.

4.1 INTRODUCTION
Assessment involves generating and collecting evidence of a learner’s achievement,
evaluating this evidence, recording the findings, and using this information to understand
and thereby help the learner’s development in order to improve learning and teaching.
Assessment in Life Orientation is the continuous planned process of identifying, gathering
and interpreting information about the learners’ performance.

Each of the Life Orientation topics requires that a certain body of skills, knowledge
and values be addressed and assessed. Skills such as decision-making, communication,
assertiveness, negotiation, goal setting, problem-solving and creative and critical thinking,
and the ability to access information are addressed across all five topics and are assessed
through formal or informal assessment. In the same way, attitudes such as respect for
the self and others, respect for and acceptance of differences, taking responsibility,
perseverance, persistence, anti-discrimination and equality are addressed and assessed
across all five topics. Learner progress in Life Orientation is monitored throughout the
school year and involves the following two different, but related, activities:

(1) daily or informal assessment tasks

(2) formal assessment tasks

4.1.1 Purpose of assessment

Assessment is a process whereby individual learners’ attainment of knowledge
(content,concepts and skills) in a subject is measured and the data and information
obtained from this process is collected, analysed and interpreted in order to

(1) inform the learners about their strengths, weaknesses and progress

(2) h
 elp teachers, parents and other stakeholders to make decisions about the learning
process and the progress of learners

110
4.1.2 Key principles for assessment in a diverse classroom
The key principles of assessing diverse learners are:

• Teachers should have high expectations of all the learners.

• Every learner should have access to the standard of assessment best suited to his or
her needs.
• No learner should be disadvantaged by the assessment strategy.
• Teachers are accountable for children’s achievement.
• Assessment tells us what the learner can do at a particular stage.
• Assessment informs us about what support a learner needs to progress to another level.
• Every learner can show what knowledge and skills he or she has learned in creative
ways.
• Assessment should be authentic and make provision for multiple abilities, learning
styles and levels.
• Assessment is supportive teaching practices.
• Assessment should be integrated in the teaching and learning process.
• All the learners can be accommodated within the flexible framework of the NCS.
• The learner’s abilities determine what will be expected from him or her.

(1) What do we assess?

Assessing to find out about the learner’s readiness and pre-skills

• How much prior knowledge or experience do the learners have?
• What level of achievement and readiness do the learners have?
• Do any learners lack the skills or understanding that they need to learn the material?
• Will the learners need help to overcome any misconceptions or gaps in their knowledge
about the topic?

Assessing progress with the curriculum

• Are the learners learning what they are taught?

• Are they at the right entry point to “grasp” the content covered in the classroom?
• Are they practicing and performing as expected?
• Are they applying the facts, concepts and/or skills that they learn?

Assessing learners’ interests

• Are the learners showing interest in a new topic or study area?
• Are they sharing their interests with others?
• Are the learners engaged in the lessons and activities?

Assessing learners’ characteristics

• What are the learners’ preferred learning styles (for example whole-class teaching or
pair work)?
• What are their responses to the materials?
• What are their responses to the difficulty level of instruction?
• What are their responses to the pacing of instruction?
• What are their responses to the learning environment?

111 LADLORD
(2) Differentiated assessment

Differentiated assessment involves rethinking the traditional practice of having all learners
do the same assessment tasks at the same time. According to this new way of thinking,
teachers have to use an assessment approach and plan that are flexible enough to
accommodate a range of learner needs. Differentiated assessment enable learners of
various abilities and with varied experience to best demonstrate what they know. The
goal is to meet learners where they are and to help them to progress to the next step in
their learning. Assessment should be both informal and formal. In both cases, the learners
should get regular feedback to enhance the learning experience. (Department of Basic
Education, 2011a.)

4.1.3 Informal or daily assessment

Daily assessment tasks are the planned teaching and learning activities that take place in
the classroom and should be monitored as part of the lesson. As daily assessment occurs
in every lesson, it can take the form of informal assessment tasks at the beginning, during
or at the end of the lesson. This can be done through questions and answers, and class
work such as short pieces of written work completed during the lesson, open-book tests
or homework exercises. Assessment should not be seen as separate from the learning
activities that are taking place in the classroom and should be used to give learners
feedback and to improve learning and teaching. The learners or teachers can mark these
assessment tasks.

Self-assessment and peer assessment actively involve learners in assessment and allow
them to learn from and reflect on their own performance. Daily assessment tasks should
be used to reinforce the acquisition of knowledge and skills, and should be the stepping
stones to the formal tasks in the programme of assessment. These informal daily tasks
are not formally recorded, unless the teacher wishes to do so. In such instances, a simple
checklist may be used to record the assessment and to provide feedback. The results of
daily assessment tasks are not taken into account for promotion or certification purposes.

4.1.4 Formal assessment

Formal assessment provides teachers with a systematic way of evaluating how well learners
are progressing in a grade and in a particular subject. Examples of formal assessments
include essays, oral presentations, comprehension tests, literature tests and examinations.
Teachers have to formally mark and record all formal assessment tasks. These tasks are
subject to moderation for the purpose of quality assurance and to ensure that appropriate
standards are maintained.

Life Orientation learners complete four tasks per grade. Each formal assessment task
counts 100 marks for the terms, and consists of 70 marks for written work and 30 marks
for physical education. As a teacher, you should ensure that the forms of assessment are
appropriate for the learner’s age and developmental level.

The learners write two examinations of at least 60 minutes each as part of the internal
examination timetable of the school. The first covers the content, knowledge and skills

112
covered during the first and second terms, while the second and final examination covers
the work done in Terms 1 and 4.

4.1.5 Types of assessment

The following types of assessment are very useful during the different stages of
teaching;therefore, teachers are encouraged to use it for the purpose associated with each.

(1) Baseline assessment

Life Orientation teachers who want to establish whether their learners meet the basic skills
and knowledge levels required to learn a specific topic should use baseline assessment.
Knowing learners’ level of proficiency in a particular topic enables the teacher to plan
her or his Life Orientation lesson and to pitch it at the appropriate level. The results of
the baseline assessment should not be used for promotion purposes.

(2) Diagnostic assessment

This form of assessment is not intended for promotion purposes, but to make the teacher
aware of the learner’s problem areas that have the potential to hinder performance.
This forms the basis of diagnostic assessment so that appropriate interventions can be
implemented to assist the learners to overcome these challenges early in their school
careers.

(3) Formative assessment

Formative assessment is used to aid the teaching and learning processes, hence it is called
assessment for learning. It is the most commonly used type of assessment because it
can be used in different forms at any time during a lesson (for example short class work
during or at the end of each lesson, and verbal questioning during the lesson). It is mainly
informal and should not be used for promotion purposes. The fundamental distinguishing
characteristic of formative assessment is constant feedback to learners, particularly with
regard to their learning processes. The information provided by formative assessment
can also be used by teachers to inform their methods of teaching.

(4) Summative assessment

Contrary to formative assessment, summative assessment is carried out after the completion
of a topic or a cluster of related topics. It is called assessment of learning since it mainly
focuses on the product of learning. The results of summative assessment are recorded
and used for promotion purposes.

4.1.6 Record keeping

To obtain clear and accurate documentation of an observation, learner behaviour and/
or performance have to be recorded in a systematic way at all the stages of the learning
process. The information recorded by the teacher(s) or learner(s) can be reviewed and
analysed after the observation.

113 LADLORD
The next step is to analyse and use the recorded assessment information. Once teachers
have assessed their learners and recorded information about behaviours, skills or activities,
they analyse this information to determine its relevance to the programme planning for
the learner.

Various strategies can be used for record keeping. Teachers and learners can share in the
process of keeping track of learner entry levels and progress during the academic year.
Three simple forms are explained below.

(1) Anecdotal records

These notes can be written and/or recorded anytime and used by the teacher and the
learner to review progress. They can be written on sheets of paper, in a notebook or on
cards.

(2) Portfolios

The items in a work portfolio can include work samples, homework assignments, final
products and classroom test results. The learner’s work is collected over time. Portfolios
should include the learners’ self-assessment and reflection as well as the teacher’s written
feedback on some or all of the collected work.

(3) Journaling

Learners are always able to provide quality information on their own learning and
academic needs. Journaling is another form of learner self-assessment and involves
learners reflecting on and writing briefly about their learning, usually at the end of the
day or after a particular lesson.

4.1.7 Nature of internal tasks

The learners do a number of tasks for Life Orientation. (Department of Basic Education,
2011a, pp. 26-28.)

(1) Project

The project is any piece of work in which knowledge, skills and values which lead to
competence in the specific or integrated content are demonstrated. The task involves
collecting, analysing and/or evaluating data/information that results in synthesising the
findings into a written product that the learners can report on and model or perform.
The learners collect data/resources/information outside contact time to perform the task.
The teacher must facilitate the completion of the project during class time to ensure the
authenticity of the product.

The topic and nature of the project are determined by the content covered according
to the annual teaching plan. The learners must be given enough time to complete the
project. They need adequate guidance at the outset of the project and their progress
must be monitored throughout. All assessment criteria for the project must be discussed
with the learners before the start of the project.

114
The tasks lists below provide forms of assessment that serve as the other task in grades
7, 8 and 9. The teachers must ensure that the learners are exposed to a variety of these
forms of assessment across the three grades so that the learners do not repeat the same
form of assessment across the grades.

(i) Design and making

Design and making involve producing the actual product by using creative processes to
achieve a certain competency. Making is the end product of a design. The task requires
that the learners design, make and write something. The learners are also required to
show an understanding of the knowledge they have gained and their ability to apply
their knowledge and skills. The focus of this task is determined by the content covered
according to the annual teaching plan. The teacher must provide the learners with
resources and information to complete the task.

Examples:

• Make a collage or poster that describes your own personal diet: dietary habits and
nutritional value.
• Describe yourself by using pictures, photos, drawings and text on your poster: your
goals relating to your personal lifestyle and future career.

(ii) Assignment

The assignment allows for a more holistic assessment of the learners’ knowledge, skills
and values, and their application of these in different contexts. It is a problem-solving
exercise with clear guidelines and a specified length: it is less open-ended than the
project. The task must be shorter than the project. The focus is determined by the content
covered according to the annual teaching plan. The teacher must provide the learners
with resources and information to complete the task.

(iii) Case study

A case study is a detailed description of a specific situation or phenomenon. The description

can either be real or hypothetical, and it can be taken from a book, newspaper, magazine,
video or the radio. Case studies are used to assess whether a learner can apply his or
her knowledge, skills and values to an unfamiliar context. The focus of the case study is
determined by the content covered according to the annual teaching plan. The teacher
must provide the learners with resources and information to complete the task.

4.1.8 Programme of assessment

Formal assessment tasks form part of a year-long formal programme of assessment in each
grade and subject. They are school-based and are weighted as follows for grades 7 to 9:

Grades Tasks/tests during the year End-of-year examination

7–9 40% 60%

115 LADLORD
Life Orientation learners must complete four tasks per grade. As the teacher, you should
ensure that the forms of assessment are appropriate for the learners’ age and developmental
level.

The activities that the learners must perform as daily assessment tasks build up towards
the formal assessment tasks: the written assignment at the end of Term 1, the mid-year
examination at the end of Term 2, the project at the end of Term 3 and the examination
at the end of the year.

There is also a physical education task (PET) per term that consists of the marks the
learner is awarded during each physical education period. The focus of assessment for
the PET falls into two broad categories, namely: (1) participation in a physical activity and
(2) movement performance. The teacher can use a class list to generate a mark out of
20 for participation and a mark out of 10 for movement performance at the end of each
term for each learner. The number of physical education periods per term depends on
the Department of Basic Education’s school calendar for the year.

An example of a class list for participation and movement performance is:

Term 1 Participation (20 marks) Movement performance

Periods (10)
Observations
Names of 1 2 3 4 5 6 % Marks First Second Marks Total
learners 20 (5 marks) (5 marks) 10 30
1.
2.
3.
4.

The PETs are used to assess the learners’ progress in improving their physical well-being
and knowledge of movement and safety, as well as their confidence and generic skills
(especially those of collaboration, communication, creativity, critical thinking and aesthetic
appreciation). Physical education periods are meant to get learners to participate in
practical physical and mass movement activities for enjoyment and enrichment purposes
in an effort to encourage them to commit to and engage in regular physical activity as
part of their lifestyle.

116
Assessment tool for physical education

The assessment Limited Adequate Profecient Excellent

tool for learner
performance in
the two criteria
of the task

CRITERION 1:
Divide the number of times the learner participated by the number of PE periods
per term and multiply it by 100 to get a percentage and then convert this to a mark
out 15.

FREQUENCY OF 0% = 0 16–19% = 4 36–39% = 8 60–69% = 12

PARTICIPATION marks marks marks marks
DURING (did not 20–25% = 5 40–45% = 9 70–79% = 13
PHYSICAL participate marks marks marks
EDUCATION at all) 26–29% = 6 46–49% = 10 80–89% = 14
PERIODS (15 1–5% = 1 marks
marks) marks marks
mark 30–35% = 7 50–59% = 11 90–100% =
6–9% = 2 marks marks 15 marks
marks
10–15% = 3
marks

CRITERION 2:
While a record should be kept of learner participation per period, each learner
will not be assessed on movement performance during every physical education
period, but should be formally observed at least two times per school term
for formal assessment purposes to determine his or her level of movement
performance.
Allocate a mark out of five for each of the two observations, calculate the total out
of 10 and then divide it by two to obtain a final mark out of five.

OUTCOME OF Very Requires Efficient, Exceptional

MOVEMENT clumsy further effective and level of
PERFORMANCE and/or attention appropriate skill –
(5 marks) ineffective – and – movements
movements refinement movements always
do not – lapses in mostly produce
produce movements produce the desired
the desired which do the correct outcome
outcome at not always desired (5 marks)
all produce outcome
(0–1 mark) the desired (4 marks)
outcome
(2–3 marks)

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(Department of Basic Education, 2011a, p.29.)

The four formal assessment tasks are spread throughout the school year, for example:

Term 1 Term 2 Term 3 Term 4

• Task 1 • Task 2 • Task 3 • Task 4
• Written task: 70 • Mid-year • Project: 70 • End of year
marks examination: 70 marks examination:
• PET: 30 marks marks • PET: 30 marks 70 marks
• PET: 30 marks • PET: 30 marks

4.1.9 Examinations
Examinations of at least 90 minutes each are administered twice a year as part of the
internal examination timetable of the school/district/province. The examinations cover
the knowledge and skills covered up to the time of the examination. They contain more
than one type of question and focus more on applying knowledge in an integrated way.
The end-of-year examination covers the work done throughout the year.

(1) Outline of the examinations

The outline below must be followed when setting the Life Orientation examination papers.

The paper consists of three

sections. Total for examination:
80 marks Section A: 25 Section B: 35 marks Section C: 20 marks
marks
(1) All the questions are (1) All the questions are (1) Three 10-mark
compulsory. compulsory. questions are set, of
(2) A source or case study may (2) Short open-ended, which the learners
be used to contextualise scenario-based, must answer two.
the questions. source- based and (2) The questions
(3) The questions must be a case-study questions. predominantly focus
combination of three or (3) The questions must on the application
more types of questions, be knowledge-based of knowledge and
ranging from list, what, (that is, include skills.
why, multiple- choice, information learners (3) The learners solve
matching columns, and acquired in the Life problems, make
true-or-false questions. Orientation class). decisions and give
advice. They provide
a few direct answers
and extended
writing ranging

118
The paper consists of three
sections. Total for examination:
80 marks Section A: 25 Section B: 35 marks Section C: 20 marks
marks
(4) They test understanding 4) T he learners must from descriptive
and factual knowledge. display, present and paragraphs to short
(5) A
 nswers must be short and apply their knowledge essays to state or
direct, ranging from one and the skills they examine an issue.
word to a phrase or full have gained. They (4) Each question
sentence. must display an focuses on specific
understanding of real- information or
life issues affecting the the integration of
youth and society at content.
large; give advice or
possible solutions; and (5) A short text/dia-
gram/data/ graph/
demonstrate goal-
cartoon can be pro-
setting and decision-
vided as a stimulus.
making skills).
(5) The learners must
provide direct an-
swers, full sentences
in point form and
extended writing in
short paragraphs.
Note: Information provided in the texts must be current, up-to-date, age appropriate and
learner friendly.

The weighting of the cognitive levels is as follows for examination questions in Life
Orientation:

Weighting Cognitive level Bloom’s taxonomy Examples of verbs

40% lower order Levels 1 & 2 What? Why?
Who? List
40% middle order Levels 3 & 4 Discuss
Explain
Describe
20% higher order Levels 5 & 6 Evaluate,
Synthesise, Critically
evaluate, Examine

4.2 NATIONAL CODES

In recording or reporting on learner achievement in the different subjects, the following
codes must be used:

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 Rating code Description of competence Percentage
7 Outstanding achievement 80–100
6 Meritorious achievement 70–79
5 Substantial achievement 60–69
4 Adequate achievement 50–59
3 Moderate achievement 40–49
2 Elementary achievement 30–39
1 Not achieved 0–29

(Department of Basic Education, 2011a, p.31.)

4.3 PROGRESSION SCHEDULES

At the end of each year, a progression schedule must be completed and signed by the
principal and a departmental official. The progression schedule is a record containing a
summary of information about the progress of all the learners in the grade at the school.

The progression schedule should include the following information:

• the name of the school and the school stamp

• a list of learners in each grade
• codes for progress in each subjectcodes for progress in each grade (progress to the
next grade or stay in the same grade)
• comments on strengths and areas that need support in each subject
• the date and signatures of the principal/teacher/other educator and departmental
official

4.4 LEARNER PROFILES

A learner profile is a continuous record of information that gives an all-round impression
of a learner’s progress, including the holistic development of values, attitudes and social
development. It helps the teacher in the next grade or school to understand the learner
better and therefore to respond appropriately to the learner’s needs. The profile must
be safeguarded for every learner and should accompany the learners throughout their
school careers.

The following information should be included in a learner profile:

• personal information
• state of health and medical history
• schools attended and record of attendance
• participation and achievements in extra-curricular activities
• emotional and social behaviour
• parental involvement
• areas needing additional support
• summative end-of-year overall report
• progression summary records of the schooling years

120
NOTES:

The learner profile replaces all previous continuous record documents used by schools,
such as record cards, tutor cards and Edlab cards. The main purpose of a learner profile
is to help the learner by providing access to the variety of information it includes. The
personal information in a profile should never be used to discriminate unfairly against a
learner. Learner profiles should not be confused with portfolios. A portfolio is a method
of assessment that gives both the learner and the teacher an opportunity to consider
work that the learner did for a number of assessment activities; the work is placed in a
folder, file or box. The learner profile is a record containing information about a learner.

4.5 REPORTS

4.5.1 Information to include in reports

The teachers must be accountable to the learners, parents, the education system and
the community at large in assessing learners. Accountability takes the form of reporting.
In addition to written reports, oral or practical presentations, displays of learners’ work
and exhibitions can be used.

Every report on a learner’s overall progress should include information on

• the learning achieved

• the learner’s competencies
• support needed
• constructive feedback, which should have comments about the learner’s performance
in relation to his or her peers and the learner’s previous performance in relation to the
requirements of the learning areas

Parents should receive reports on a regular basis to encourage their involvement and
participation. Teachers should report at the end of each term by using formal report
cards. Reports should provide information on the learner’s achievement in each subject.

4.5.2 Report cards

The minimum requirements for a report card are set out below.

(1) Basic information

• name of school
• name of learner
• grade of learner
• date of birth of learner
• year and term
• date and signature of parent/guardian
• date and signature of teacher
• date and signature of principal

121 LADLORD
• closing and opening dates of school
• school stamp
• school attendance profile
• explanation of the codes of the national coding system

(2) Strengths and needs

Give a description of the learner’s strengths and developmental needs, and/or areas in
which he or she needs support in each subject.

Use the national coding system to evaluate performance. In an end-of-year report, the
overall performance of the learner in all the subjects must be shown.

(3) Comments on each subject

Give your comments on each subject, with special emphasis on learners who have
exceeded the requirements and learners who need further support. Also give your
comments on specific strengths and areas where support is needed. These comments
will allow parents, learners and other educators to gain an understanding of what support
the learner needs.

LOOKING BACK

1. Define the concept assessment.

2. Name and describe the key elements and purposes of assessment.

3. Indicate how to manage assessment.

4. Name five different kinds of tasks.

5. Describe differentiated assessment.

6. Outline how to keep record of assessment.

122
BIBLIOGRAPHY

Department of Basic Education. 2011b. Guidelines for responding to learner diversity

in the classroom through curriculum and assessment policy statements. Pretoria:
Government Printer.
Department of Education. 2003. Teacher’s guide for the development of learning
programmes. Policy guidelines. Pretoria: Government Printer.

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