Teacher Life Orientation Lesson Plans Gr 10-12.pdf - Sci-Bono ...

FOREWORD ANDTABLE OF CONTENTSFOREWORDANDTABLE OF CONTENTS

ForewordDear TeacherThese lesson plans have been designed for grades 10 to 12 on the topics career and careerchoices and study skills. The lesson plans are comprehensive and have been completed byexperts in the field.Career and career choices have been included in every term in the “new” revised curriculumassessment policy documents, CAPS. This has been done intentionally so that the careerguidance component is given focus throughout the year.Career guidance is undoubtedly the most important aspect in a learner’s schooling careerwith regards to the issues relating to careers. The learner’s subject choice will determine thefate of a learner’s career for the rest of his/her life. It will determine the outcome of thelearner’s results at the National Senior Certificate Examination which will have an impact ontheir ability to enter tertiary institutions, employability after grade 12 and their social status inlife.In recent years one has noticed the increased numbers of learners who go to tertiaryinstitutions after grade 12 without any knowledge of the admission requirements of thecourses that they wish to pursue. Recent media reports indicate that many learners entertertiary institutions with little or no knowledge of the career they wish to follow. Therefore it iscrucial that learners acquire greater knowledge on admission requirements, learnerships,career requirements and study skills. These critical areas have been adequately addressedin these lesson plans and should be covered in depth in the class room practice.TABLE OF CONTENTS1. Grade 10 Topics coveredKnowledge about selfStudy skillsStudy methodsProcess of assessmentAnnual study planDiversity of jobs and opportunitiesAwareness of trends and demands in the job market2. Grade 11 Topics coveredRequirements for admission: additional and highereducation coursesApplying own study skill, styles and study strategiesCompetences, abilities and ethics that will assist insecuring a job and developing a careerPersonal expectations in relation to job/career of interest3. Grade 12 Topics coveredCommitment to a decision takenReasons for and impact of unemployment and innovativesolutions to counteract unemploymentCore elements of a job contract, worker rights andobligations, conditions of serviceRefinement of portfolio plans for life after school1

GRADE 10GRADE 10

Careers and career choicesLIFE ORIENTATIONGRADE 10 SubjectWeekTerm1Topic4-6 knowledge about self in relations toown subjects, career fields andstudy choices: interests, abilities,talents and strengths Socio-economic factors asconsiderations for career and studychoices: community needs,availability of finances ,affordability,stereotyping, accessibility andimpact of income tax on final salarypackageLESSON SUMMARY FOR: DATESTARTED:DATECOMPLETED:TEACHER ACTIVITIES LEARNER ACTIVITIES TIMINGRESOURCESNEEDED1

1 Relevant method/s for this lessonQuestion and answer method, discussion2.1 IntroductionLearners are expected to know their abilities, personality, values andinterests.Learners will be asked to discuss their personality traits, values,abilities and interests with their friends.They will also be asked to list their school subjects.What career paths do these subjects lead them to?Answers to the questions above might be:Answers for question1Shy, kind, jealous, patient, rude, selfish, helpful, loving, caring.Some might say they are able to draw, run marathons, able to usenumbers.Some might answer and say they value money, God, family,education.Learners will have toidentify 3 careers thatthey are interested in.They will have to justifywhy they have chosenthat career and alsolooking at their :3hoursText book,magazines,newspapersinternet,media,Pace careerresources2

Some might say their interests are playing soccer, reading books,watching television, going to movies.Answers for question 2They can list their school subjects as:EnglishMathematicsAfrikaansLife SciencesLife OrientationPhysical SciencesGeographyAnswers for question 3These subjects can lead them to be engineers, doctors, technician,nurses, Physical science educators2.2 Main Body (Lesson presentation)The educator will explain the following concepts:(i) Difference between career field, occupation, career and job.personality: a person’sindividual traits,motivational drives,needs, and attitudesskills: the activities youare good at, such aswriting, computerprogramming, teachingvalues: the things thatare important to you, likeachievement, status andautonomyinterests: what you enjoydoing, i.e. playing golf,taking long walks,hanging out with friends.3

Career field- A career field is like an umbrella body. Itencompasses many areas within its particular field. Forexample, Donald is an orthodontist, which is a specializedarea of dentistry.Dentistry on the other hand is the part of the medical or health field. Occupation- An occupation is an activity by which one earnsa living or it could be a positive or negative activity in whichone engages. A career - is the course of persons working life or a specifiedpart of it. It is a field of employment in which one expects tospend a significant part of one’s working life, especially a fieldrequiring special qualifications or training and havingopportunities for advancement. A job is a regular paying position or a task that you are paidfor on completion of it. It does not necessarily have careeradvancement opportunities or promotion prospects. Neitherdoes it require specialized qualifications.4

Requirements for National Curriculum StatementThe educator will explain to the learners the following things that theyneed to consider when choosing subjects and helping them out indecision making that will influence their career choices.Learners will have to be made aware of the following when makingcareer choices: they have to plan carefully , take a career assessment at theircareer centre and they have to make sure their subject choicesare from the list of recognized National Senior Certificatesubjects which are the following subjects:7 National Curriculum Statement Subjects- 4 COMPULSORY SUBJECTS-2 Languages (One Language at Home Language and otherLanguage at least at First Additional level or home languagelevel) One of these languages should be the learning andteaching (LOLT)-Mathematics OR Mathematical Literacy5

-Life Orientation+3 CHOICE SUBJECTSAny 3 other National Curriculum Statement subjects (including 2official and non-official languages at home, first and second additionallanguage levelMINIMUM REQUIREMENTS PER SUBJECT Obtain at least 40% in the required official language on HomeLanguage level Obtain at least 40% in two other subjects Obtain at least 30% in three other subjects One subject may be failed provided there is evidence that allinternal assessment tasks for the subject have beencompleted.6

ASSESSMENT REQUIREMENTS School Based Assessment (SBA) + External Assessment (Endof the year Exam) +Practical Assessment Task (Not allsubjects) =100%Subjects with Practical Assessment Task (PAT):25% SBA + 50% Examination mark + 25% PAT = 100%Subjects without a PAT:25%SBA + 75% Examination mark = 100%Life Orientation: 100% Internally assessed3.The educator will further explain the steps they can take toplan their career choices:(a)Learners can be given a questionnaire on interests, aptitude andvalues(b)Research about themselves, they need to develop anunderstanding of who they are, what their interest and passions areand what they must do with their lives7

(c)Decide on their career goals(d)Explain the latest career trends(e)Attend a career decision making workshop(f)Complete a plan of action for their future4.knowledge about life domain:The educator will explain the following life domains to the learners sothat they are aware of other factors that show that they are a wholehuman being. Being-this means who one is?The aspects that makes who you are, are the following:(a) Physical- to have food, water, sleep, shelter and asense of safety(b) Psychological- to have a sense of achievement and orself -esteem, self -concept and self –control8

(c) Spiritual- to believe in something greater than yourself,such as God, the universe, your ancestors, yourcommunity or an ideal. Becoming- connections with one’s environments or it refer tothe purposeful activities carried out to achieve personal goals,hopes and wishes.(a) practical- doing things(day to day actions)Examples, working at a job or going to school( b) Leisure- includes activities that promote relaxation and stressreductionExample, card games, family visits,walks and cycling© Growth becoming- improving my health and fitness. Being ableto cope with changes in life.9

(d) Community- represents access to resources normallyavailable to community members, such as adequateincome, health and social services, employment,educational and recreational programs and communityactivities.5. The educator will make learners aware of socio-economicfactors that can affect their careers.In many communities social ( surrounding community)and economic( financial) problems get in the way ofpeople’s study and career opportunities.Examples of such factors are, poverty, unemployment ,child headed families, HIV/AIDS etc Learners will be taught ways of dealing with these factorswhich are the following: Applying for a bursary- bursaries are usually given to thoselearners who do very well at school, and have no money topay for their studies.10

Starting now to save for your future-you can open a studentsavings account and save money for yourself The economics of career choicesCareer economics means the financial (money) aspectsof a career. It is beneficial to consider the financialsustainability of your career choice. This mean s youneed to investigate if you will earn enough money tomeet all your needs over a long period.The financial practicality of your choice means youconsider whether you will earn enough to cover theexpenses that this career may require. Impact of income taxIncome tax is a tax that all individuals and companiesmust pay on what they have earned and the profits theyhave made.12

The government uses the taxes to run the country andpay for roads ,schools, hospitals, and old-age pensions.The tax is collected by the South African RevenueServices (SARS). SITEStandard Income Tax on Employees(SITE) is paid byemployees who earn less than R120 000 a year. PAYE taxMost people who get a monthly salary of more than R10000 have the tax taken off their salary every month inthe form of PAYE tax. PAYE stands for Pay As YouEarn. Provisional tax-You would pay income tax twice a year on what youhave earned if:-You do not earn the same amount every month-You work for more than one employer13

-You earn your money from winnings, for example fromplaying sport or gambling-You have to estimate how much you will earn in a year.Then you pay a percentage of that to SARS. SARSassesses you at the end of the tax year to make sureyou have paid enough tax.2.3 ConclusionThe educator will refer back to the chalkboard summary,transparency or teaching aid which was used during the lesson tosummarise the lesson. It may be necessary to restate the importantconcepts.Learners will be given these questions as homework.Assessment: Informal (classwork activity)Interview three working people and ask them the following questions:a) What were your school subjects?b) Why did you choose the career you did?c) What further study did you need to do?d) What do you like the most about your job?e) What are your other interests?14

f) What do you value in life (for example family, status,money etc.)?The answers might be:(a) English, Afrikaans, Mathematics Life Orientation , LifeSciences , Geography and Physical- Sciences.(b)I have a passion for what I am doing.I was forced by my parents to follow this career© Went to Technikon, College or University(d)Earn a salary that suits me, or I’m just helping out or thecareer fulfill who I am(f) Money, status, God, family, education and work.Name of Teacher____________________________ HOD:_________________________________Sign:_____________________________________ Sign:_________________________________Date:______________________________________ Date: _________________________________15

GRA study skillsDE 10 SUBJECT LIFE ORIENTATION WEEK Term21-3TOPICLESSON SUMMARY FOR: DATESTARTED:DATECOMPLETED:The learner is able to value the importance of good study skills.The learner will be able to make good choices regarding study skills, taking into consideration their ownpersonal learning styles. Listening skillsLESSONOBJECTIVES Reading skills Comprehension skills Concentration skills Memory skills Organisation and management skills Time Management skills Critical, creative and problem solving skills1

TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING1. The relevant method/s for this lessonGroup ActivityDiscussion methodQuestion and answer methodBrainstorming methodLearners will sit groupsand discuss with theirgroup members thefollowing questions:2.1 Introduction:Learners will be asked questions, which will be a base to findout what is it that they know about study skills.They will be requested to sit in pairs and the following questionswill be asked:(i)Discuss with your partner what kinds of difficulties you havewhile trying to study?(ii) Discuss why you think you are having these difficulties, andwhat you think you can do about it?Learners will probably give answers like:Explain your study skillsand strategies to a smallgroup your studystrategies.Tell them what is reallygreat about your studystrategies?What works well for you?Then tell your groupabout study problems youmay have. What needs toimprove?1 hourRESOURCESNEEDEDText book,magazines,newspapers,internet, media,2

For the first question(i) I usually spend hours cramming the night before an exam ortest.(ii) I usually study with the radio and television turned on(iii) My class notes are sometimes difficult for me to understandlater.(iv) I study enough for my test, but when I get to class my mindgoes blank.For the second question(i) I think I have to study on time or earlier and not postpone tothelast hour.(ii) I have to discipline myself and switch of my television andradio(iii) I have to focus on my studies2.2 Main Body (Lesson presentation)The educator will explain the study skills that learners need to usein order for them to be able to successful make in their studies.The following study skills will be explained in details by the educator3

(i) Listening –There are two components to consider when we talkabout listening which are: Passive listening - This is where you listen withoutparticipation in the conversation or lesson. Active listening - This takes place when you intentionallyfocus on the person you are listening to, in order tounderstand what he or she is saying. You ask questions,able to focus on the content of what the teacher is saying,and not the way that is being said.(ii) Reading skills- We read for different reasons, but whatever thereason, reading stimulates the mind, expands your knowledge,improves your reading speed, improves your writing andthinking abilities, also your language, imagination and creativity.(iii) Comprehension skills- Comprehension means understanding,insight or grasping whatever you have seen, heard or read.(iv) Concentration- Is the ability you have to direct your thinking ina specific direction for a period of time.(v) Memory skills- Is all about retention and recall. The memoryhints below should help to improve your memory skills.4

Over-learning-This means the same thing in different ways.Learn by writing, speaking, singing, role playing and othermethods. Schedule- Arrange your time so that whatever you arelearning or relearning is close to the time it will be used .Thiswill ensure that it is fresh in your memory. Use mnemonics-Mnemonics means to make up stories toremember a list of information .For example, the planets inour solar system are Mercury, Venus ,Earth, Mars ,Jupiter,Saturn, Uranus, Neptune and Pluto. Here is a mnemonicwhich will help you remember the sequence of the planets.My very eager mother jumped straight under nine planets Visualisation-Making a mental picture of what needs to beremembered Recitation-saying things aloud can help to store informationin your memory. Association-learn new information by linking it to somethingyou already know and are interested in. The more you learn,the easier it becomes5

.(vi) Organisation and time management- There are twocomponents to consider when we talk about organisation :(a) Physical organizing, this means making sure that your studyenvironment is organized for learning, for example, using acomfortable chair to sit on during your studies.(b) Mental organizing-Just as you need to organize your physicalspace, you also need to organize your "mind space" by clearingyour mind from distractions.(vii) Time Management- Your day should be planned so that youdon’t waste a moment of it; you need to decide what you aregoing to do for how long. This will help you to get more of yourday.(ix) Critical and creative problem- solving skills- Critical thinkingrequires you to study a subject, topic or problem with openmindedness.You must know what is to be studied? Think aboutwhat you already know about the subject? What resources areavailable to you? What is your timeline? Gather information.6

(x) Problem- solving skillsMost of us at some point or other will be presented with problems.There are many ways of solving problems, such as: Fact finding- Separate the fact from fiction Problem finding- Decide what the problem is. Throw out allthe unimportant things, as this will only bog you down. Idea finding – Now you can start brainstorming ideas, whichmay help you solve your problem. Try to be creative aboutthis process. Solution finding- There may be more than one solution toyour problem. Some solutions may require more effort butmight be more worthwhile in the long term. Acceptance finding- Once you have decided on yourmethod/ path to solving your problem, have faith in yourselfand accept the outcome. Believe that what you are doing isfor your good and almost certainly the results will be positive.7

2.2 ConclusionThe educator will refer back to the chalkboard summary,transparency or teaching aid which was used during the lesson tosummarise the lesson. It may be necessary to restate the importantconceptsClasswork:Learners will be given a short comprehension to test whether theycan apply the skills they have learntHomework:Learners are to develop a time management plan which providesinformation on what they do the whole day, in other words it mustinclude what they do when they wake up until they go to bed .Thefollowing hints can guide them on how to draw their timetable:1 .They can draw enough columns so that they may have a columnfor every hour of your day, from the time you wake up to the timeyou go to sleep. For example8

Time 5-6 7-8 9-10 11-12Monday GYMTuesdayWednesday SchoolThursdayFridaySaturdaySunday2. Over the course of the week, fill in the time you spend at school,and any time you spend doing other things, such as homeworks,organizing your household travelling, etc.Remember, every week will be planned from scratch, as youractivities change from week to week.9

Name of Teacher____________________________ HOD: _________________________________Sign:_____________________________________ Sign:_________________________________Date:______________________________________ Date: _________________________________10

Term 2GRADE 10 SUBJECT LIFE ORIENTATION WEEKTOPIC1-3study methodsLESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED:The learner is able to value the importance of good study methodsThe learner will be able to make good choices regarding study methods Note takingLESSONOBJECTIVES Mind mapping Selecting important concept, assignments and essay construction Making comparison1

TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING1. The Relevant method/s for this lessonDiscussion methodQuestion and answer methodBrainstorming method2.2.1 IntroductionLearners will be asked questions on different study skills thatthey have learnt in the previous lessons.The following questions will be asked:(i) Name any study skill that you know?(ii) Explain the study skills briefly2.2 Main Body (Lesson presentation)Learners will have tochoose a passage.Thereafter they have toread the passagecarefully.They will be allowed touse any method tosummarise the passage.1 hourThe educator will explain the study methods that learners need to usein order for them to be able to successfully make in their studies.The following study methods will be explained in details by theeducator:N.B. The type ofsummary they will useoften depends on thetype of subject matterthey have to memorise.RESOURCESNEEDEDText book,magazines,newspapers,internet, media,2

(i) Note taking- When you listen to the teacher or a speaker, youneed to take notes to help you remember what they are saying.The important aspect of note taking is to have good listening skills.Ways in which you can use to take notes is to develop your own formof shorthand, use arrows, lines ,blocks or circles to link facts, writedown key words in point form(ii) Mind mapping- Mind mapping is one of the best methods ofstudying, because it mimics on paper exactly what is happening inyour brain, is a way of studying and revising that is quick and thatworks. A mind map is an easy way to get information into and outof your brain. It is a way of taking notes that is not boring. It’s abest way of coming up with new ideas and planning projects. It’smade up of words, colours, lines and pictures.(iii) Selecting important concepts and contentIdentifying concepts: concepts are the main ideas that are explainedin a unit, in a book or a lesson in class.The simplest way to find out what the general concepts in a unit areis to look at the broader picture for example: you can scan throughthe unit to get the idea of what it is about.3

you can look at subheadings or keywordsyou can draw a mind map.iv) Assignment and essay constructionWhen you write an essay or assignment you turn your ideas intosentences.An essay can have many purposes, but the basic structure is thesame no matter what. The following steps might help when writing anessay or assignment question You need to understand the essay or assignment question Do you have the resources to write this essay or assignment? Plan your assignment by gathering the necessary informationfirst Draw a mind map of the content of your assignment:-Write the introduction-Write the body-Write the conclusion4

- Add technical layoutOnce you have completed the assignment make sure that you have abibliography and proper referencing, for example. A bibliographycan be represented in the following manner:Title, Author, Publisher, Page Reference(s)Life-Orientation, Smith and Brown, Publishers,2005,page150(v) Making comparisons You can make comparisons by drawing tables which will showyou the positive and negative sides of the issue You could use point form to show advantages of concepts2.3 ConclusionThe educator will refer back to the chalkboard summary,transparency or teaching aid which was used during the lesson tosummarise the lesson. It may be necessary to restate the importantconcepts. They will be given work to do at home.Assessment: Informal (classwork activity) Learners will be requestedto take out any textbook for any subject of their choice. They will berequested to choose a chapter of their own but preferable one that ischallenging to them. Thereafter they have to create a mind map ofthat chapter.5

Name of Teacher____________________________ HOD: _________________________________Sign: _____________________________________ Sign: __________________________________Date: ______________________________________ Date: _________________________________6

Term 2GRADE 10 SUBJECT LIFE ORIENTATION WEEKTOPIC1-3Careers and career choices process of assessment:external and internalLESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED:LESSONOBJECTIVESThe learner will be able to demonstrate and show understanding of the processes of external and internalassessment.RESOURCESTEACHER ACTIVITIES LEARNER ACTIVITIES TIMINGNEEDED1. The relevant method/s for this lessonDiscussion methodQuestion and answer method30minBrainstorming method2.Text book,magazines,newspapers,internet, media,1

2.1 IntroductionLearners will be asked how they were assessed the previous year ingrade 9.They should explain how their marks were calculated.Learners will probably give the following answers :The portfolio task weighted 75% and the CTA weighted 25% which atthe end of the year it gave a total mark of 100%2.2Main Body (Lesson presentation)The educator will explain to the learners the processes which areapplying in grades 10-12. The following steps will be explained tothe learners:In grade 10-12, there will be a formal assessment in each subjectoffered. Formal assessment provides teachers with a systematic wayof evaluating how well learners are progressing in a particularsubject and in a grade. Teachers must ensure thatassessment criteria are very clear to the learners before theassessment process. This involves explaining to the learnerswhich knowledge and skills are being assessed and therequired length of responses for example, projects, exams,tests, oral presentations, etc. Informal assessment is the monitoring and enhancing oflearners progress on daily basis, for example, classwork,homework, group discussions, etc Learners need to keep alltests and assignments given by their teachers that have beingLearners will be given anactivitywhere they have toexplain the passrequirements foradmission in universities.2

marked throughout the year. This is because they make uppart of their final mark of the year.For example in Life Orientation the assessment tasks donethroughout the year will count as follows:This applies for grade 10-11Term 1 Term 2 Term 3 Term 4Task 1 Task 2Task 3 Task 4Written task:80 marksTask 5PET:20 marksMid-yearexam:80 marksTask 5PET:20 marksProject:80 marksTask 5PET:20 marksEnd-of-year exam:80 marksTask5PET:20 marksWhilst in grade 12 it will be as follows:3

Term 1 Term 2 Term 3 Term 4Task 1Task 2Task 4Written task:80 marksTask 5PET:20marksMid-yearexam:80 marksTask 3Project:80 marksFinal exam:80 MarksTask 5PET:20 marksTask 5PET:40 marksAlso the educator will explain to the learners that they will beassessed internally and externally. Internal assessment is made up of tasks set and marked byeducators at school.4

External assessment is examinations set outside ourschools. They are usually set by the Department of Education,for example the Grade 12 National Senior Certificateexaminations. These examinations are set in utmost secrecyand then sent to each school in sealed packages.The educator will to the learners that they have to find out theadmission requirements for the course they may be thinking ofdoing in the future. For Higher Certificate, the minimum admission requirementis a National Senior Certificate as certified by the Council forGeneral and Further Education and Training (Umalusi). Theymay need to achieve a certain level of attainment in aparticular subject before their admission is considered. For Diploma- the minimum admission requirement rating of3(40-49) or better in four of the recognised NCS subjects. Bachelor’s degree- The minimum admission requirement isan achievement rating 4(50-59) or better in four of therecognised NCS subjects. Some institution may specify acertain level of attainment in any given subject.2.2 ConclusionThe educator will refer back to the chalkboard summary,transparency or teaching aid which was used during the lesson tosummarise the lesson. It may be necessary to restate the importantconcept. The educator will also explain where learners do not5

understand.Assessment: Informal (for classwork) learners will be given anactivity where they are asked to pretend as if they are explaining thepass requirements to grade nines(9). They have to explain thedifference between, diploma, senior certificate, higher education andbachelor’s degreeName of Teacher____________________________ HOD:_______________________Sign_______________________________________ Sign:_______________________Date:______________________________________ Date: _______________________6

Term 2GRADE 10 SUBJECT LIFE ORIENTATION WEEKTOPIC1-3Careers and career choices Annual study planLESSON SUMMARY FOR: DATESTARTED:DATECOMPLETED:At the end of the lesson, learners will be able to plan their studies for the whole year..LESSONOBJECTIVESTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1

1. The relevant method/s for this lessonPractical demonstrationQuestion and answer method2.1 IntroductionLearners will be expected to be knowing different ways ofstudying and the processes of assessment for differentsubjects2.2 Main Body (Lesson presentation)The educator will guide learners on how to plan for the studies byexplaining how they can create their own study plan. Step 1The educator will draw up a blank timetable for the relevant term andyear. Step 2They will fill in the dates and the public holidaysConduct own “researchstudy” on how they spendtheir time.(1)Begin by talking withstudents about theirafternoons andevenings.(2)Ask them to estimatehow much time theyspend sleeping,eating, watching TV,etc.30minText book, magazines,newspapers, internet,media2

Step 3As soon as you know them, they will fill in the following(a) Test and exam dates(b) Dates when assignments are due(c) Sports practices and matches or other extracurricular activities(d)Other commitments known to the learner Step 4They must note when large project are due, because they will needlots of time to complete them.They also have to allocate time for revision for tests and exams.They have to note that this is an ongoing process which will need tobe updated and revised as the year progresses.2.2 ConclusionThe educator will refer back on the table and restate all the importantpoints that learners have to take note of.(3)Help learners do themath to come up withclass averages(4)Then give each learnermultiple copies of theTime Management.Over the course ofthree days, havelearners record theiractivities in half-hourintervals.(5) Ask learners to colourcodetheir charts foreasier interpretation(e.g., blue for sleep,red for sports.)3

Learners will be given an empty template of an annual plan tocomplete on their own.How do the resultscompare to theirprevious estimate(6)Learners will beexpected to design theirown daily routine.Name of Teacher____________________________ HOD:_________________________________Sign:_____________________________________ Sign:_________________________________Date:______________________________________ Date: _________________________________4

GRADE 10 SUBJECT LIFE ORIENTATION WEEKTerm 36-10TOPICDiversity in jobs and opportunities withindifferent career fields including work inrecreation, fitness and sport industriesLESSON SUMMARY FOR: DATESTARTED:DATECOMPLETED:LESSONOBJECTIVESThe learner will be able to demonstrate and show understanding of the diversity in jobs and the opportunitieswithin different career fields.RESOURCESTEACHER ACTIVITIES LEARNER ACTIVITIES TIMINGNEEDED1. The Relevant method/s for this lesson 5 Hours Text book,1

Discussion methodQuestion and answer methodBrainstorming method2.2.1 IntroductionLearners will be asked questions about who they are to recapfrom the lesson on knowing who they are in relation to own. Theywill be asked of their strengths, talents, interests and abilities.They will be asked the difference between career field,occupation, career and job.2.2 Main Body (Lesson presentation)The educator will explain to the learners that they need tounderstand that careers can be grouped into different career fieldsor sectors. The following economic sectors will be explained to thelearners:Primary sector- This sector deals with raw materials, which are alsocalled natural resources. Examples are forestry, farming, fishing,mining and agriculture.Secondary sector- This sector deals with manufacturing goods,where the raw materials are processed into products. ExamplesLearners will be given agroup activity where theyhave to think aboutcareers that they wouldlike to find out moreabout in each careerfield.As a class, they have toagree on which group willresearch which career.They should try to coveras many careers aspossible, at least onefrom each career field.They have to find out asmuch as they can aboutthe different careers.They must present theirinformation in the form ofa report or poster. Theycan even design a roleplayto act out what thecareer they choose is allabout.magazines, newspapers, internet,media, charts,career books andcareer brochures.2

are electricity, gas, water and construction.Tertiary sector- This deals with the retail and services industries.Examples are banking, trade, catering, accommodation, transport,storage, communication and education.The educator will continue to explain the work setting, in otherwords, the workplace environment and condition.The term workplace environment refers to many aspects of theworking conditions of a job. A good , conducive work environmenthas the following characteristics:-Employees have clear goals-Employees understand their role-Employees are motivated to do their job well-Employees have access to training and development.Work conditions refer to aspects such as:-working hours-safety on the job-work breaks3

-staff canteen-staff transport-leave daysIndoors versus outdoors workIn some jobs, workers spend most of the day outside. Someexamples of outdoors work are:Environmental officer, farmer and surveyor.In other jobs, workers spend most of the day indoors. Someexamples of indoors work are:Factory worker, Secretary and MineworkerSome people work both indoors and outdoors, such as:Researcher ,Landscape architect and Police officerThe educator will further explain the activities involved in each of thefollowing jobs:Designing-its where you plan and make decisions about somethingthat is being built or created; create the plans or drawings thatshow how something will be made. These are the skills required inthis job, creative skills ,lateral thinking skills, numeracy skills and4

inventing skillsAssembling-is to connect or put together the parts of something.Skills required in this job are technical skills and logical thinkingabilitiesGrowing- it’s where you plant, breed, take care of. Skills required inthis job are, environmental knowledge expertise, plants andbotanical knowledge and entrepreneurial skills.The educator will further explain the skills and competencies,information gathering or analysis and instruction.A skill is the ability to do something that comes from training,experience or practice. You usually learn skills; you are not bornwith them.Competencies are the abilities and skills to do something well.Examples of skills are:numeracy skills – the ability to work with numbers and do calculationsliteracy skills- the ability to read and writetechnology skills-the ability to use computerscommunication skills-the ability to make yourself understood, throughwriting and speaking, and to understand others.5

Three of the most important skills are information gathering,information analysis and instruction. These skills are importantbecause you need them in many aspects in life.Information gathering and analysisIn different careers, you need to gather information from differentsources and for different reasons. People use information fordifferent purposes. Here are some. People gather information to:-develop skills-learn more about something-solve problems-become inspired-gain knowledge-win an argument and-be entertainedInformation can be gathered or collected from many sources, forexample:-textbooks6

-newspapers-reports-libraries-other people-magazines-dvd’s-museums-radio and television broadcasts and-the internetOnce you have gathered information, you have to analyse it to makesure it answers your questions.InstructionsBeing able to give instructions and teach others is a very useful skill.In many work situations you will need to give instructions andexplain how things need to be done. You will also have to instructor teach others.The educator will also explain various facets of self and integration7

into the world of workThe educator will explain to the learners that it is important tointegrate or combine their knowledge of the different aspects ofyourself and your knowledge of careers. The more you knowabout yourself, the easier it will be to choose a career that is rightfor you.The educator will use the John Holland six personality type toexplain the integration of self and career choice.Realistic-are people who are competitive and like sport. They aredoers, not talkers. They like being outside and prefer working withmachines, tools, plants and animals. Examples of careers are,aircrafts mechanic, animal caretaker, carpenter, chef, constructionmanager, factory worker and forester.Investigative-are people who prefer to think, organise andunderstand. They are good problem-solvers and working aloneand can be shy. Examples of careers are actuary, archaeologist,computer programmer, doctor, geologist, pharmacist and marketresearcher.Artistic- are people who like to express themselves artistically. Theydislike rules, like tasks involving personal or physical skills, andare more likely to express their feelings than others. Examples ofcareers are actor, architect, cartoonist, disk jockey, interior8

designer, make-up artist, photographer and writer.Social- people are happy teaching or helping. They like closerelationships and are less likely to enjoy academic or physicalactivity. Examples of careers are, teacher, social worker,psychologist, spiritual worker, sports coach, public relations officerand childcare worker.Enterprising-people who are good with words. They like to persuaderather than support others. They also value prestige and statusand are more ambitious than conventional people. Examples ofcareers are, auctioneer, business executive, editor, estate agent,sales person and hotel manager.Conventional-people who don’t mind rules. They prefer order anddon’t like getting too personal. They like having status .Examplesof careers are, bank teller, bookkeeper, cashier, court reporter,data capturer, messenger, stock broker and receptionist.Opportunities within different career fields including work inrecreation, fitness and sport industries, will be explained bythe educator.Recreation, fitness and sport industries are those that deal with sport,games, leisure, fitness, recreation and enjoyment. In theseindustries, you can also be involved in business management,organising events, supervision, maintenance, and administration.9

Work is available at, for example, government departments, gyms,wellness centres, recreational parks, holiday resorts, leisure andrecreational centres, and schools, colleges and universities.Examples of opportunities include:Recreation: outdoors adventure, canopy tours, bungee- jumping,hiking guides, and tour guidesFitness: gym and fitness trainers, fitness-dance instructors, aerobicsinstructor, hip-hop and line-dancing teachers.Sport: professional sportsperson, stadium builder, sport shopsalesperson, sporting events host and sport manager.Research skillsResearch takes place when you create new knowledge andunderstanding through the process of research and enquiry .Elements of research are: critical thinking skills, problem- solvingskills, analysis and dissemination.Salary packageA salary package is the total pay that an employer is willing to pay anemployee.An employee’s salary package may include basic salary, deductions10

such as pension and unemployment benefit (UIF) , and incometax. It may also include a 13 th cheque and the followingallowances: medical aid, car, travelling, cellphone and housingallowance.What you get per month:Your salary package depends on:-the kind of work you d-your qualifications-the career field and economic sector in which you workPromotionPromotion means to get a salary and /or rank upgrade or raise. Forexample, a junior soccer player can be promoted to the seniorteam.Further study prospectsMany careers offer further study prospects. This means that you canupgrade your skills and qualifications, without leaving your job.2.2 ConclusionThe educator will refer back to the chalkboard summary,11

transparency or teaching aid which was used during the lesson tosummarise the lesson. It may be necessary to restate the importantconcept. The educator will also explain where learners do notunderstand.For classwork, learners will be given an activity where they workindividually to answer the following questions:(i) To which economic sector does each of the followingbelong:a. mechanical engineerb. factory workerc. teacherd. farm workere. financial information systems specialist(ii) Which worker do you expect has the highest income andwhy?(iii) Which one possesses the most job security and why?(iv) Which job will you prefer and why?12

Name of Teacher: ____________________________ HOD:_______________________Sign: ______________________________________ Sign: _______________________Date: ______________________________________ Date: _______________________13

Careers and career choicesGRADE 10 SUBJECT LIFE ORIENTATION WEEKTerm 41-3TOPIC Awareness of trends and demandsin the job market: emergingdemandsor changing patterns ofcareers and scarce skills and the jobmarket. The need of lifelong learning: abilityto change, retrain, flexibility andongoing development of the selfLESSON SUMMARY FOR: DATESTARTED:DATECOMPLETED:The learner will be able to demonstrate an understanding of the awareness of trends and demands in the jobmarket : emerging demands or changing patterns of careers and scarce skills and the job marketLESSONOBJECTIVES-Reading the market for trends regarding jobs and identifying niches-Growth and decline of various occupations and fields of work and competencies linked to these jobs-SAQA, the NQF framework and recognition of prior learning1

The need of lifelong learning: ability to change, retrain, flexibility and ongoing development of the self.- Different kinds of learning: formal and non- formalTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING1. The relevant method/s for this lesson/ methodologyDiscussion methodQuestion and answer methodBrainstorming method2.2.1 IntroductionThe educator will draw a table on the board, the table will have thefollowing topics: possible job, work environment and activities.Thereafter the educatorwill ask the learners to call out the jobsthey have in mind. The educator will fill the table with theinformation the learners provide.2.2Main Body (Lesson presentation)Learners will be given acase study to read,thereafter they will beexpected to answer thequestions that follow:1. With your partner,discuss the casestudy and theinformation aboutNQF and lifelonglearning with yourparents or otheradults.3 HoursRESOURCESNEEDEDText book,magazines,newspapers,internet, media,charts, careerbooks and careerbrochures.2

2.2.1The educator will explain to the learner that they are going tolook at some of the trends that affect the job market in SouthAfrica, and how this is creating a need for lifelong learning and theability to move flexibly between jobs.Like other countries in our modern world, South Africa is affected byglobal trends. This means that what is happening around theworld also affects the situation in our country. Trends means the way the market is moving or going Demands mean the need for certain types of careers, jobsand skills. To be in demand means to be wanted. Job market is where people who are looking for employmentand those who or provide employment, such as companiesand institutions, interact communicate.Changing career patterns-the world of careers is changing very fast.Most careers will experience changes.2. Find out aboutsimilarprogrammes suchas this one arecreating morecareeropportunities forpeople withdifferent levels ofeducation.3.Present yourinformation to the rest ofclass3

Scarce skills mean careers where there are few or noqualified and experienced people to do the work. Scarce skillsoccur because of a difference between labour demand andsupply; there is a higher need for these careers than there arepeople to do the work. Scarce skills are a result of people withthese skills not being available. For example careers likechartered accountants.Reading markets for job trends and identifying niches.You have to read, or study and interpret, the job market to help youchoose a different career that will be in demand. A niche in the job market is an unusual place or position thatusually needs someone with specialised skills or uniquecombination of skills. You need to be on the look out for aniche in the job market when deciding on a career. There arefewer niche jobs than other jobs, so they usually pay better.Also the advantage of having the special skills for a niche jobis that you will not have to compete with many other people toget the job. Examples of niche jobs include: detective,personal pet trainerand nuclear medicine technologist.4

Growth and decline of various occupations and fields ofwork and competencies linked to these jobs.The economy of our country aims to improve its annual growth rateby 6%. If the economy is successful, more and more jobs will bemade available and unemployment will be reduced. There hasbeen a general understanding reported that our country has ashortage of medical personnel, more especially doctors andnurses. The majority of these doctors and nurses find betterworking opportunities in foreign countries.This means that the country invested in their education but did notentice their labour with lucrative opportunities or better workingconditions.5

SAQA, the NQF framework and recognition of priorlearning.The South African Qualifications Authority (SAQA)The South African Qualifications Authority (SAQA) is the dedicatednational overseeing body of the National QualificationsFramework (NQF). It makes and implements policies and criteriafor the registration of education and training providers. SAQAworks closely with the Ministers of Education and Labour.SAQA’s role is to: advance the aims of the NQF oversee the further development of the NQF co-ordinate qualifications for:General and Further Education and TrainingHigher Education6

Trades and occupations register qualifications and develop policy and criteria. This isfor assessment,recognition of prior learning(RPL), and creditaccumulation and transfer. work closely with Quality Councils(QS’s)The three Quality Councils are responsible for standards generationand for accreditation and quality assurance of learning. They arethe : Council on Higher Education(CHE) (levels5-10) Umalusi (1-4) Quality Council for Trade and Occupations(QCTO), which hasauthority over all workplace or work-related learning, at alllevels of the NQF. This means that workplace qualificationscan range from level 1 on the NQF to doctorate level at level10.The National Qualifications Framework(NQF)7

The NQF is the set of guidelines which register the records of learnerachievement. This enables national recognition, throughout all ofSouth Africa, of the skills and knowledge you gained. This helps toset up an integrated system that encourages lifelong learning. So,the NQF: is national, it represents a national effort to integrate educationand training into one structure of recognised qualifications records learner achievement allows national recognition of your skills and knowledge promotes an integrated systems that promotes lifelonglearningNQF aims to: create an integrated national framework for learningachievements promote access to, and mobility and progression within,education, training and employment opportunities.The NQF levels8

The NQF has ten-level frameworkBand NQF level Qualification typeHigher Educationand Training10 Postdoctoral researchdegrees; doctorates9 Master’s degree8 Professional qualifications7 Honours degrees6 National first degrees5 Higher diplomas; nationaldiplomas; nationalcertificatesFurther Educationand Training4 National certificates (NSC)3 You are now at level 3,working towards level 4 –Grade 1229

General Educationand Training1 Grade 9: You haveachieved GETCalready3 Adult BasicEducation andTraining certificatelevels, up to ABETlevel 4National certificatesRecognition of prior learning (RPL)Recognition of prior learning is a process in which you are assessedand you get credit for non-formal learning you have done in thepast.The RPL process: identifies what you know and can do matches your knowledge, skills and experience to the specific10

standards of a qualification, assesses your learning againstthose standardscredits you for skills, knowledge andexperience that you built up through formal, informal and nonformallearning that occurred in the past. Who qualifies for RPL? adults of 23 years and older people with a minimum of three years’ work-related experience2.2.2 The need for lifelong learningLifelong learning means constant learning and self-development. It isongoing learning, both in and outside the formal structure of aneducational institution. Lifelong learning occurs throughout yourlifetime. It ensures continuous or ongoing self-development. Ability to changeAbility is the power to do something. It means you have the11

necessary qualities to do what is needed. An ability to changemeans you can adjust, grow, transform, and adapt. RetrainTo retrain is to learn a new skill. This often done with the aim of doingor finding employment. FlexibilityFlexibility means being able to adapt. If you are flexible at work you: open to new ideas and ways of working realise that even if you are used to doing things one way,there may be other ways to do the job are able to get on with co-workers from diverse culturesand backgrounds. Different kinds of learningThere are many opportunities for lifelong learning. Different kindsof learning include formal learning and non-formal learning. Formal learningFormal means official or prescribed. Formal learning is provided by12

an education or training institution. It is structured and needs to bedone in a specific time, and leads to a qualification and certificate.For example: you are at school in Grade 10; this is formal learning. Informal learningInformal means casual or unofficial. Yu learn informally in your dailylife activities. It is not structured and does not lead to certification.For example: your co-worker shows you how to Google information. Non-formal learningThis type of learning is not provided by an education or traininginstitution. It usually does not lead to certification.Example: you attend an hour-long workshop at a clinic on HIVprevention.Conclusion13

The educator will refer back to the chalkboard summary,transparency or teaching aid which was used during the lesson tosummarise the lesson. It may be necessary to restate the importantconcept.The educator will also explain where learners do notunderstand.Assessment: Informal (classwork activity) learners will be given anactivity where they work individually to answer the followingquestions:1. Write three sentences to explain what you understand by trendsand demands of the job market.2. List three ways in which career patterns are different now from inthe past.3. Explain how shortages of specific skills harm our country.4 .Identify three careers that you find interesting that fall into thescarce skills category.5. What is SAQA’s function?6. What is meant by the NQF?7. When does a person qualify for RPL?14

8. What is a lifelong learner?9. Suggest three good reasons for being a lifelong learner.Name of Teacher: ___________________________ HOD: _______________________Sign: _____________________________________ Sign: _______________________Date: _____________________________________ Date: _______________________15

GRADE 11GRADE 11

Careers and career choicesGRADE 11 SUBJECT LIFE ORIENTATION WEEKTerm14-6TOPIC Requirements for admission toadditional and higher educationcourses: National Senior Certificate(NSC) requirements for certificate,diploma and degree. Options for financial assistance:bursaries, study loans,scholarships, learnerships andSETAsLESSON SUMMARY FOR: DATESTARTED:DATECOMPLETED:LESSONOBJECTIVESThe learner will be able to demonstrate and show understanding of the requirements for admission toadditional and higher education courses: National Senior Certificate (NSC) requirements for certificate,diploma, and degree studies.1

Evaluating additional and higher education options: Admission Score Points for institutions of higherlearning and admission requirements for specific programmes/courses Options for financial assistance :bursaries, study loans, scholarships, learnerships and SETAs Obligations in terms of financial arrangementsTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING.RESOURCESNEEDED1.The relevant method/s for this lesson /methodology2.1 IntroductionDiscussion methodQuestion and answer methodBrainstorming methodLearners will be asked what is it that one needs to know beforeapplying for a job.1. Learners will be given aresearch activity to do at home.2. Learners have to contact anyhigher education and traininginstitution, career centres, or bymeans of telephone or email toget information about studyoptions they offer, concerningtheir preferred careers they wishto follow.3. They will be requested to usethe following topics to create atable.3HoursText book,magazinenewspaperinternetandmedia2

They will also be asked about the requirements for NationalCurriculum Statement (NCS), various subjects and careeroptions, steps in choosing and decision-making process,that they have learnt in grade 10.They will be given an opportunity to give answers.2.2 Main Body (Lesson presentation)The educator will explain to the learners the requirements foradmission to additional and higher education course: NationalCurriculum Senior Certificate (NSC) requirements forcertificate, diploma and degree studies for different careers. Additional and higher education studies requiredfor different careers.There are many study opportunities that you can pursue whenyou leave school. While some of you will be planning tocontinue fulltime study, not everyone will be able to because ofother commitments and circumstances. However, it’s a goodidea to start researching all the possible study options beforeyou finish matric. You know what is available and what will suityour personal circumstances and expectations about careerpathing. Types of institutions and thenames of institutions whereyour chosen career is offered,for example FET College,university. Duration of course Entry requirements atdifferent institutions, forexample school subjectsrequired Approximate cost of courseper year Compare the pros and cons. They can use a table toanswer this question.3

Training and education providers, their requirements andqualifications:Where What Requirement QualificationsUniversity Highereducation,mainlyacademic, withlittle practicalexperienceMatriculationexemption orendorsement.There aredifferentrequirementsdepending onwhat you wantto study. SomefacultiesrequireadmissionstestsDegrees anddiplomas4

University oftechnologyAcademic andpractical tuitionthat includescompulsorypracticaltraining in theindustryFET college Career-specifictuition with alot of practicaltuitionGrade 12certificateN1,N2,N3 or ageneraleducation andtrainingcertificate,depending onthe courseNationalcertificates,national highercertificates,nationaldiplomas,BTech degreesand Bed FETspecialisationDiplomas,certificates andskillsprogrammes5

PrivateproviderOn-the-joblearningDistanceeducationHighereducation andtrainingproviders mustbe accreditedwith thenationalauthorities, thehighereducation andqualitycommittee,Umalusi orSetaWork andreceive trainingat the sametime.Students doindependentself-studyDepends onthe courseWorking for thecompany thattrains you.Depending onthe institutionand the coursefor which youenrolCertificates,diplomasExperienceand growth inyour particularfieldA variety ofdegrees,certificatesand diplomaswithout regularclasses6

Once you have compared your options in detail it will be possible,and much easier, to make informed decisions about where and howto obtain the most suitable qualifications for your specific situation.Options for financial assistance: bursaries, study loans,scholarships, learnerships and SETAsObligations in terms of financial arrangements All major banks offer a student loan package to thosewho meet their criteria. A parent or friend who isemployed must sign surety, which means that they willbe responsible for ensuring that the loan is paid back ifyou are not able to do so. Tertiary institutions also have bursaries that arefinanced by companies. These are not always awardedto students with the most need, but candidates are ofteninterviewed to make sure they qualify for the futureemployment requirements of the sponsoring company.The student might be required to work for that companyfor a specific period after completion of the course. The National Student Financial Aid Scheme (NSFAS)provides student loans of which a certain percentage iswritten off if the candidate passes their subjects eachyear.7

The rest is paid off once the candidate starts working.The NFSAS operates from the financial aid offices ofcampuses of recognised additional and higherinstitutions. Scholarships are usually awarded on merit to studentswith top academic results or talent in sport. Theadmissions offices of the universities and colleges willbe able to direct you to the scholarships that apply toyour chosen area of study.2.2 ConclusionThe educator will refer back to the chalkboard summary,transparency or teaching aid which was used during the lesson tosummarise the lesson: The educator will explain where learners donot understand.Assessment: Informal (classwork activity). Learners will be given anactivity where they have to do it individually. They have to answer thefollowing questions:1 .Find out about the admission requirements of differentuniversities. Write them in your workbooks.8

2 .Write a letter of application for financial aid. It can reflect orsuggest ways to deal with your particular situations if you do not geteverything that you expected from life.3. Why do you think NSFAS doesn’t pay money directly into students’bank account?Name of Teacher: ___________________________ HOD: _________________________________Sign: _____________________________________ Sign: __________________________________Date: ____________________________________ Date: _________________________________9

GRADE 11 SUBJECTLIFEORIENTATION WEEK Term 21-4TOPIC Applying own studyskill, styles and studystrategies Examination writingskills and process ofprocess ofassessment Time managementskills and annualstudy plan Goal-setting skills:personaldevelopment goalsregarding study,health and fitness.1

LESSON SUMMARY FOR: DATESTARTED:DATE COMPLETED:The learner will be able to demonstrate and show understanding of applying own studyskills, styles and study strategies: Study skills: examine how learning takes place and reflect on effectivenessLESSONOBJECTIVES Study styles as preferred way of approaching tasks Study strategy as a way to approach a specific task in the light of perceiveddemands Examination writing skills and process of assessment Time management skills and annual study plan Goal-setting skills: personal development goals regarding study, health andfitness2

TEACHER ACTIVITIES1. The relevant method/s for this lesson/ methodologyDiscussion methodQuestion and answer methodBrainstorming method2.2.1 IntroductionLearners will be asked questions about what they havelearnt in grade 10 about study skills.2.2 Main Body (Lesson presentation)The educator will explain to the learners that they need toapply the skills they learnt in the previous grade.1. The educator will explain to the learners that they willbe looking at how they can strengthen their way ofstudying. Effective learning takes place when studyskills are in place and used effectivelyLEARNERACTIVITIESTIMINGLearners will begiven an activitywhere they will:Analyse theirperformancein assessmenttaskspresented tothem duringthe term. Summarisetheir results. Draw aconclusionregarding theirprogress.Focus on their:-study skills-test/examwriting skills4HoursRESOURCESNEEDEDText book,magazines,newspapers, internet,media,charts,careerbooks andcareerbrochures.3

Study skills : examine how learning takes place andreflect on effectivenessWhen studying, remember to:(a) Read actively(b) Ask questions(c) Underline important words(d) Make mind-maps(e) Write short notes(f) Have regular short breaks(g) Drink waterSuccessful studying will occur when you: Understand that studying is your responsibility Identify your most productive time-morning, afternoon or evening Stick to a routine and efficient study schedule Take regular breaks and reward yourself when youhave completed a task. When taking notes listen carefully to how the teacher-independentwork orhomework-classwork. Propose aplan of actionto improveyour progress.Include yourgoals and howyou are goingto implementyour plan ofaction andmeasure yourprogress.4

says things. They often use ‘signal statements’ that willtell you what is really important. Examples of signalstatements are ‘The most important…..’ and‘Remember that……’ Write as quickly as you can anddevelop a system of abbreviations that you can use forexample T for (temperature). Reviewing can be done by re-reading the text, byexpanding your notes, or by discussing the materialwith someone else. A particularly effective method ofreviewing information is to have to teach it to someoneelse. If you spend one hour today studying, by nextmonth you may retain 15-20% of the material. But ifyou spend 30 minutes today, then review for 15minutes tomorrow, 10 minutes next week and 5minutes next month, you may retain 80-90% of whatyou first learnt!Study styles as preferred way of approaching tasks A learning style can be described as the way inwhich a person takes in, understands, organisesand recalls information.Learning styles are different approaches or ways oflearning.The way a person prefers to learn makes it possible toclassify him or her as one of the following types of learner:5

An auditory learner- this learner relies mostly on hisor her sense of hearing when learning andremembering. A visual learner-this learner relies on his or her senseof sight when learning and remembering The tactile/ kinaesthetic learner- this learner relieson his or her sense of touch and movement whenlearning and remembering.When you learn you do not only use one learning style.Your learning style is partly influenced by the subjectthat you are studying.Your learning style is an indication of your preferredway studying. The style that helps you to rememberbest is the one that you should try to use most often.Study strategy as a way to approach a specific task in thelight of perceived demandsReview strategies that help to understand andremember are: Mark any information you don’t understand, and makea plan to get help. Ask your teacher or study group toassist you- Never sit with aspects you do notunderstand. Be proactive and do something about it.6

After studying each short section, stop and put whatyou have learned into your own words. Try to recall theinformation. This will help you remember. Tryanswering the questions at the end of the unit. If youcannot recall enough, read the sections again. Know that the more time you spend studying, the moreyou will remember the material.The way you organise and integrate newinformation is very important. Write chapter outlines or summaries. Emphasise relationships between sections. Group information into categories. Organise and interrelate material.Examination writing skills and process of assessmentMany learners are nervous about writing exams andbeing assessed in other ways on their performance,especially because performance in exams willinfluence their future career options. The skills to bediscussed will help you to prepare for exams to ensuresuccess:Before tests and exams7

Start preparing by organising and planning your work. Practise past test papers. Use your preferred memorising techniques toremember. Visualise, hear and practise your work. Summarise using your preferred methods. Make the work your own by showing understanding/comprehension. Read over your work.During the test or examination: Remember that it is important to relax by concentratingon your breathing. Remind yourself that like you do know all the work. Visualise what your summary pages look like.After the test or exam: File all your summaries and notes so that you can usethem again. File the test or exam question sheet if you are allowedto keep it after the test or exam.8

If you had to hand the question paper in with the sheet,file it after you get back the marked test or exam. Make a list of things you will do differently when youprepare for the test or exam again.Types of questionsType of question TipsTrue/False Read questions carefully forcatches. Look for words suchas always, not, only, never, but,except,regularlywordsanswers.sometimes, often,and usually. Theselimit the possibleMultiple choice This type of question tests yourknowledge of detail, facts andconnections between content.Match the column First read the column on theright – these normally have theanswers.Then look at the column on theleft.Matchup the specific terms9

with the definitions.Fill in the words Look for clues in the passage,for example identify the verb ineach sentence.If there is no verb you will havea better idea of what to fill in.Short questions These questions test yourability to give detailed, brief andconcise answers.Key words and phrases areimportant.The mark allocation will giveyou an idea of how muchinformation is required.Longquestions/EssaysLook for specific questionswords, such as comment,compare, criticise, define,discuss, evaluate, explain andprove.Brainstorm what you know anduse specific vocabulary for thesubject.10

Give examples to show yourunderstanding and that you canapply relevant information.The mark allocation will giveyou an idea of how muchinformation is required.The process of assessmentAssessment can help one to improve thestandard of their work, so even if you do badly inan assessment task you will have some idea ofhow to improve and do better the next time.Assessment should enhance your individualgrowth and development as well as monitor yourprogress and help you learn.Different types of assessment can help you indifferent ways and the list below provides you11

with some details: Baseline assessment normally takes place atthe beginning of a year or when you startsomething new. It helps you and your teacherestablish what you already know Formative assessment happens when you areworking on something and helps you and yourteacher work out how you are coping Summative assessment occurs at the end of aproject, or a term or whenever you need toassess how you have managed over a period oftime Self-assessment and peer-assessmentprovide opportunities for you to assess yourselfand for you to work with your classmates toassess each other’s work.Assessment can help you identify areas ofweakness that you need to work on.All forms of assessment are meant to provide apositive and supportive learning environment. Constructive assessment means that youreceive helpful feedback about different tasks so12

that you can improve your learning.Time management skills and annual study plan Decide what your best time for studying is.Some people prefer early mornings, others lateat night or in the afternoon. You need to useyour best times to study your most difficultsubjects. Study your difficult subjects first. When you arefresh, it is easier to understand and remember. Study in short time blocks of 20 to 30 minutesmaximum, and then have short 10 minutesbreaks. While you are having a break, your mindwill still be processing the information.Be balanced – make time for sport andrecreation and eat healthy foods. Make time tosocialise. Always keep a few summaries of difficult workwith you in case you have to stand in a queue,13

or wait for a taxi or bus, or have free time inclass.Annual study planThe educator will guide learners on how to plan for thestudies by explaining how they can create their own studyplan. Step 1The educator will draw up a blank timetable for the relevantterm and year. Step 2They will fill in the dates and the public holidays. Step 3As soon as you know them, they will add the following14

(a) Test and exam dates.(b) Dates when assignments are due.(c) Sports practices and matches or other extracurricularactivities.(d) Other commitments known to the learner. Step 4They must note when large project are due, because they willneed lots of time to complete them.They also have to allocate time for revision for tests andexams.They have to note that this is an ongoing process which willneed to be updated and revised as the year progresses.Goal-setting skills: personal development goalsregarding study, health and fitness Goals are the things we want to achieve in life.Setting goals helps you know where you are headed.Goals can help you to fulfil your dreams and succeedin tasks and projects through planning.15

Types of goals: Short-term goals- can be reached in a few days orweeks. Achieving short-term goals encourages you tocontinue your efforts and keeps you motivated. Medium-term goals- take months to achieve andinclude things such as increasing your marks in asubject or improving your performance in sport. Long-term goals-take years to complete and are partof the process of developing a personal growth plan.They are often broken down into a series of short termand medium-term goals, or milestones. Follow these steps to set your goals:a) Make sure the goal you are working for issomething you really want, not just somethingthat sounds good.b) Remember that your goals must be consistentwith your values.c) A goal cannot contradict any of your other goals.d) Write down your goals. Writing down your goalfocuses your ideas and helps you plan how you16

will achieve your goals. Making lists helps you toset priorities of the things which are the mostimportant.e) Write your goal in the positive instead of thenegative.f) Write your goals out in complete detail.g) Review your goals.2.2 ConclusionThe educator will refer back to the chalkboard summary,transparency or teaching aid which was used during thelesson to summarise the lesson. It may be necessary torestate the important concept. The educator will also explainwhere learners do not understand.Assessment: Informal (for classwork) learners will be givenan activity where they work in pairs:i. They have to spend some time talking about how theystudy and discuss the difference.ii. They have to draw up two separate lists whichsummarize how each of them study.iii. They can check or see if they can apply some of their17

partners learning styles to help them study.Name of Teacher: ___________________________ HOD: ______________________Sign: _____________________________________ Sign: _______________________Date: _____________________________________ Date: _______________________18

GRADE 11 SUBJECT LIFE ORIENTATION WEEKTerm 36-10TOPICCareers and career choices Competences, abilities and ethicsthat will assist in securing a joband developing a careerLESSON SUMMARY FOR: DATESTARTED:DATECOMPLETED:The learner will be able to demonstrate the competencies, abilities and ethics that will assist in securing a joband developing a career:LESSONOBJECTIVES Studying advertisements, writing an application letter and completing application forms Writing ad building a CV: all forms of experience gained, acquisition of testimonials and evidence( jobshadowing and informal jobs) Managing meetings, managing a project and office administration skills Interview skills :personal appearance and preparations for typical questions Ethics and ethical behavior: transparency and accountability1

TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING1. The relevant method/s for this lesson2.1 IntroductionDiscussion methodQuestion and answer methodBrainstorming methodLearners will be asked what is it that they know about the world?What is it that one needs to know before applying for a job?2.2 Main Body (Lesson presentation)The educator will explain the competencies, abilities and ethics thatwill assist in securing a job and developing a career.Studying advertisements1. Learners will be givena group activity wherethey have to preparea role-play. Theinstructions are asfollows: Role-play aninterview with yourpartners. Pretend that someof the members inthe group arecandidates andsome arepanelists.3 HoursLearners will be made aware of things that they need to takeinto consideration when studying advertisements.Text book,magazines,newspapers,internet, media,2

They have to study the advertisements carefully and identifythe names and contact details of the companies or recruitmentagencies that are involved. They have to identify the qualifications that are needed in eachof the advertisements. They have to identify the skills required in each advertisement. Check when is the start date for working. Look at the salary package and benefits provided.Writing an application letterThese are the things you need to take into consideration whenyou write an application letter: An application letter is a business letter with formal style. Your letter must be neat. Do not forget to sign you letter. Your letter should not be longer than one page.Completing application formsThese are the things that you need to consider whencompleting an application form: They mustpretend as if theyare selected toattend an interviewfor a bursary fromany company oftheir choice. Learners will begiven a case studyon ethics andvalues.3

Read the form carefully before you write anything. Fill in responses in pencil first or write on a separate sheet incase you make a mistake. If it says “block letters”, print in capital letters. Ensure the forms are returned before the closing date. Keep a copy of your completed application form. Always write with a black or blue pen. Be accurate, brief and clear. Do not crease the form- keep it flat and unwrinkled. Do not write in the section called “for office use”. Do not squash your words into small spaces; rather write on aseparate page and attach it to your application form. Show thatthe relevant section is on the page that is attached.Writing and building a CV(curriculum vitae)A well-written curriculum vitae (CV) or resume is veryimportant for anyone looking for a job.4

The purpose of your CV is usually to gain the opportunity for ajob interview.Before you send your CV: A CV should be typed. The documents should be laid out logically. Use the same format for headings at the same level. Text should be aligned. Make sure that the document contains no spelling mistakes. Make sure that the information you provide is factually correct. Find out as much as possible about the organisation or theposition. Understand exactly what the organisation is looking for. Have another look at your CV. Make sure the details are relevant. Take out information that will not be useful for this position. Make certain points in your CV clearer.5

Managing meetings, managing a project and officeadministration skillsThe following things must be considered when preparing for ameeting: Venue must be booked on time. The agenda must be known before the meeting. Date must be arranged on time. Register must be prepared. There must be a chairperson. There must be a person who notes down the minutes of themeeting (scribe).These are the phases one should consider when managing aproject: Initiation Planning Implementation of the project6

These are the skills one needs to manage a project: Be a leader and a manager. Be a team builder and a team leader. Be an excellent communicator. Be a good organizer. Be a competent and consistent planner. Be a problem solver. Be a negotiator and influencer. Set up and manage budgets.Administration skillsThese are the skills that one needs: Able to use phone and fax. Prepare and printing documents. Photocopying, distributing and presenting complex documents. Meeting and helping visitors.7

Recording, storing and supplying information using a paperbased filling system. Producing documents from their own notes. Ensuring that material can be easily retrieved. Issuing and recovering loan material. Identifying and providing information and material required byusers.Interview skills: personal appearance and preparation for typicalquestions You must dress formal and comfortable clothes or outfit, notclothes that are revealing. Your fingernails must be clean and neat. Your hair must be neat. During an interview, sit down only when the interviewer saysyou may sit. Present your CV to the interviewer if you have not alreadydone so.8

Look at the interviewer and smile. Good eye contact. Listen carefully. Nod in acknowledgement if the interviewer says something toshow that you are listening. Sit up straight. If you don’t understand the question ask: “please can yourepeat the question?”Possible question to expect in an interview Introductory questions Self-awareness questions Interests Education Salary Career motivation type of question Interpersonal skills Knowledge of the position or organisation9

Values Experience Difficult situation.Ethics and ethical behaviour: transparency and accountability Ethics – the rules or standards that influence how you conductyourself Accountability –lies with those who make decisions , takeactions and put procedures in place. Transparency – is the ease with which any outsider can makea meaningful assessment or analysis of your job, its economicmanagement and the non-financial aspects of thatorganisation. It is the ability of an outsider to obtain a truepicture of what is happening in the organisation.2.2 ConclusionThe educator will refer back to the chalkboard summary,transperancy or teaching aid which was used during the lesson tosummarise the lesson. It may be necessary to restate the importantconcepts .10

Assessment :Informal (classwork activity) learners will be given anactivity where they have to work in pairs to answer the followingquestions: Describe what you should wear for an interview Copy and complete an application form that your teacher willgive you. Exchange your completed form with your partner,and discuss whether you have both done it correctly.Name of Teacher____________________________ HOD:_________________________________Sign:_____________________________________ Sign:__________________________________Date:______________________________________ Date: _________________________________11

Careers and career choicesGRADE 11 SUBJECT LIFE ORIENTATION WEEKTerm36-10TOPIC Personal expectations in relation tojob/career of interest Knowledge about self in relation tothe demands of the world of workand socio-economic conditions:skilled, semi- skilled, unskilled andphysical labour.LESSON SUMMARY FOR: DATESTARTED:DATECOMPLETED:LESSONOBJECTIVESThe learner will be able to demonstrate and show understanding of the personal expectations in relationsto job/ career of interest and knowledge about self in relation to the demands of the world of work and socioeconomicconditions: skilled, semi -skilled, unskilled and physical labour. and SETAs Expectancy , reality and perseverance1

Chances of success and satisfaction Suitability auditTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING1.The relevant method/s for this lesson /methodology2.1 IntroductionDiscussion methodQuestion and answer methodBrainstorming methodLearners will be asked knowledge about self in relation to ownsubjects, career fields and study choices: interests, abilities,talents and strengths.1. Learners will be givena research activity todo at home.2. Learners will have todesign and make aposter of their owncareer path. Theirposter should includeinformation on theresearch that theyhave done on howthey can achieve theircareer goals.2 HoursRESOURCESNEEDED.Text book,magazines,newspaperinternet, media,2

2.2 Main Body (Lesson presentation)The educator will explain the personal expectations in relations to job/career of interestExpectancy , reality and perseveranceIf we want to fulfil our expectations we need to develop bothour personal and professional lives.It is important to be realistic in your expectations of how longyou will take to make a good career for yourself and also, whatsteps you will have to take to get to the top job.Perseverance means that you must continue to work towardsyour career dreams even if you do not succeed at first.Persevering and staying focused: Set a goal on which to focus your energy. Don’t get distracted. The less you allow yourself to bedistracted the better your results will be in the long term. Don’t become demotivated if you keep hearing “No”. Youneed to stay positive and believe that you will hear a “yes”.3

Be innovative. If something you are doing is not working,change it. Brainstorm new ways to approach your challenges. Stay open to all possibilities. Be positive. Be thick-skinned. Be sensitive to your intuition or instinct and the signals in yourenvironment, such as opportunities and the opinions of friendsand family. They will point you in the right direction.Suitability audit Suitability is it fit for use or is it adapted to a use or purposeconsistent with ones needs or objectives. Audit is to examine something carefully.When you have to audit you need to take the followingthings into considerations: Is the activity getting the results desired? Are resources being used wisely? Are they cost effective?4

Did you do it right the first time? Have the right processes and controls been selected A suitability audit involves finding out if your career choicessuit your interests, financial needs and aspirations,preferences, values, skills, strengths setting and skills requiredby the career.Knowledge about self in relation to the demands of theworld of work and socio-economic conditions: skilled,semi-skilled, unskilled and physical labour.A skill is: An ability to perform a set of tasks The ability to understand what we or others are doing and why. An ability to connect what we are doing with an understandingof its relationship to what others are doing. Different occupations and careers require different levels ofskill and we categorize these levels of skills as: Unskilled-no special skill or training Semi-skilled-some skills, but not to do specialized work5

Skilled-specialized ability and training.2.2 ConclusionThe educator will refer back to the chalkboard summary,transperancy or teaching aid which was used during the lesson tosummarise the lesson: The educator will explain where learners donot understand.Assessment: Informal (classwork activity). Learners will be given anactivity where they work as pairs first and thereafter they write downtheir discussion in their workbooks.1. Turn to a friend and tell him or her about your expectationsconcerning job and/ or study opportunities. Write it in aparagraph.2. What do you think the chances of your expectations beingrealised are?3. Suggest ways to deal with your particular situations if you donot get everything that you expected from life.6

Name of Teacher____________________________ HOD:_________________________________Sign:_____________________________________ Sign:__________________________________Date:______________________________________ Date: _________________________________7

GRADE 12GRADE 12

GRADE 12 SUBJECT LIFE ORIENTATION WEEKTerm 18 – 10 TOPICCareers and career choices Commitment to adecision taken. Reasons for and impactof unemployment andinnovative solutions tocounteractunemployment.LESSON SUMMARY FOR : DATE DATESTARTED: COMPLETED: Locate appropriate work or study opportunities in various sources.LESSON OBJECTIVES Job or course application for additional or higher education. Skills for final action (availability of funds, completing forms, accommodation and travelarrangements) Locate appropriate work or study opportunities from various sources. Determine requirements for acceptance and possible challenges, strategies to achievegoals1

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING1 ½ Hrs1. The relevant methods for this lesson:Question and answer methodBrainstormingDiscussionInterviewResearch2.1 Introduction:The teacher explains the concept – Decision –making: It is a reasoning process that leads tochoice. Good decision – making is based oninformation, careful thought and a considerationof the consequences of choicesChecklist: make a tick under “yes” or “no” next tothe statement which you think applies to you. 5 minutes2.2. Main body (lesson presentation)As a form of baseline assessment the teacheruses a checklist to assess the learners decision– making skills.Result: If a learner has answered “no” toquestions 1,2,11,13 and 15 and “yes” to all theother questions, the learner has a gooddecision – making method.RESOURCESNEEDED-TextbooksLife OrientationSpot On Gr12(LB)Focus on LifeOrientationGr12 (LB)-PACE manual-Careerdirectory-Pamphlets onadmissionrequirements-Newspapers-Internet-Magazines2

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDED2.2.1 Learners need to have enoughinformation about themselves and theenvironment in which they want to work e.g.where they want to find all the information –what are minimum requirements when youapply for a job?‐ When and where do I apply to study?‐ Where do I find information aboutaccommodation, bursaries, transport andstudy loans?Where and how to obtain information?Individual career counseling: visit financialinstitutions; educational institutions;advertisement for jobs that are advertised innewspapers or on the internet; internet sitessuch as google; the Newspaper, especially thecareer section e.g. work place supplement;watch media for information about careerexhibitions or career fairs; career books havecontact details of companies, banks;educational institutions, computer programssuch as career mentor, PACE, and Path Find;contact the Department of Labour; Networking2.2.2 Skills for final action: when learnersapply for a job or a course they want to study orwhen they apply for financial assistance, theyneed to fill in an application form .Theyalso need to put their curriculum vitae together.1.Toss a coin to throw a dice yes no2.Let somebody else make the decisionfor you3.Gather as much information as youcan4.Ask other people for their opinion5Look at the pros (advantages) andcons (disadvantages)6.Explore all the options7.Take your time to decide8.Learn or find out about theopportunities as well as the risks9.Think about the consequences ofyour decisions10.Evaluate (assess) your decisionsfrom time to time11.Allow others to force you to decidewhat they want12.Tink about how your decisions willaffect others13.Get nervous and scared when youhave to make a decision14.Enjoy making your own decisions15.Often feel you made a wrongdecision/choice16.Feel comfortable with most of yourdecisions17.Usually make informed and carefullywell thought - decision15 minutes3

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDEDThe educator must explain how selection is done atinstitutions of higher learning e.g. the importance ofgrade 11 marks.2.2.3 Strategies to achieve goals‐ Learners have to do a research on the institutionsthey would want to apply to e.g. Whether they areproperly registered with the relevant bodies.‐ Apply timeously or get the forms personally ortelephonically.‐ Learners have to send certified copies of theirpersonal documents, e.g. I.D copies, copies ofthe matric certificate (not original copies)‐ Know how to fill in an application formLearners are required to respondto an advertisement from theclassified section of thenewspaper or the work place.Noting the following:i. The type of jobadvertisedii. Qualification for that jobiii. Personality, skillsrequired for that jobiv. Closing date20 minutes40 minutesAccommodation: Learners should be informed thereare application forms for accommodation or they canmake own accommodation arrangements.Transport: Learners should also take transport intoconsideration if they do not intend staying at theaccommodation provided by the institution.Finances: Money is often one of the big barriers tofollowing your career.Learners can obtain financial assistance from thefollowing:‐ Parents, learnerships, work – study‐ Funding: Student loan, bursary, scholarship,National Student Financial Aid (NSFAS)20 minutes4

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDEDAlternative choices: Learners have to consideralternative choices in case of them not being able to goto institutions of higher learning.1. Learnerships2. Work and studyThe necessary documents when applying for a job: CV,application formPutting together a CV‐ Know the layout of a CV‐ have certified copies of your latest marks‐ Certified copy of your I.D‐ Recent testimonial‐ Contact details of your references‐ Cover letter or application form‐ Know and diarize the closing date‐ Have the correct postal address, fax number or e-mail address to send your application to.All the documents should be typed.Learners do a written activitybased on a case study on alearnership projectLearners should apply for abursary/job/admission to aninstitution of higher learningWrite or put together their CV5

TEACHERS ACTIVITIES LEARNERACTIVITIES2.2.4 Admission requirements and possible challengesLearners have to be informed about the Admission PointSystem (APS)Subjects N Dip: Analytical ChemistryNSC endorsement Eligibility for diploma orB tech degreeLearners are requiredto use either theirMarch or June exam towork out their APSrequired for thedegree/diploma theywould like to follow.Compulsory subjects NoteEnglish 4 3=40-49%Mathematics 4 4=50-59%Physical Science 4 5=60-69%Life Orientation Max 3 6=70-79%Any other 3 subjects 9 7=80-89%8=90-99%TOTAL 24 Know the admission requirements for variousdegrees /diplomas offered in various faculties. The difference between University and University ofTechnology; FET College. Distance learning Challenges: chances of one not obtaining therequired APS for a particular degree/diploma Having to opt for a degree/diploma not intended for Independent working being a challenge with distancelearning Work and study can also be a challenge in that onemight not progress because of concentration on theother.TIMING RESOURCESNEEDED15 minutes6

Conclusion: Learners should be informed early in the yearand be encouraged to apply for admission, finance. Theyshould be made aware of the disadvantages of not applyingearly, e.g. not being accepted, dropping out because of nothaving finances e.g. for transport5 minutesName of Teacher: ___________________________ HOD : ______________________________________Signature : _________________________ Signature : ______________________________________Date : ________________________ Date : _______________________________________7

GRADE 12 SUBJECT LIFE ORIENTATION WEEKTerm 18 – 10 TOPICCareers and career choices Commitment to adecision taken. Reasons for and impactof unemployment andinnovative solutions tocounteractunemployment.LESSON SUMMARY FOR : DATE DATESTARTED: COMPLETED:LESSONOBJECTIVES To equip learners with innovative solutions to counteract unemployment: volunteering, part– time jobs, community work, entrepreneurship and informal jobs. Financial and social viability of entrepreneurship and other unemployment options includingawareness of SARS tax obligations. The impact of corruption and fraud on the individual, company, community and country.1

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING1½ Hrs1. The relevant methods for this lesson:Question and answer methodDiscussion methodDebateRESOURCESNEEDED2.1 Introduction:Introduce the lesson by making thelearners aware of the values of work(Discussion)5 minutes TextbooksBeing employed has many material andpsychological benefits. a good self-esteem a positive outlook on life self confidence optimism about the future less chance of suffering from depressionor illness very good intra and interpersonalrelationsGoogleDepartment oflabour websitewww.labour.gov.za2

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDED2.2. Main body (lesson presentation)The teacher explains what unemployment is: thepercentage of the labour force that activelyseeks work and is unable to find work.2.2.1 The impact of unemploymentThe teacher explains the impact ofunemployment in relation to the introductorydiscussion on how it affects the country and theeconomy negatively. Unemployment affects individuals, theeconomy and the country as a whole,negatively. The negative impact of unemployment onindividuals: poverty, stress, boredom, lackof self esteem and lack of well – beingand health. Unemployed people cannot afford propernutrition, basic services, housing andshelter and health care. On economy: the country not making fulluse of the potential of its people. It mayalso lead to social exclusion, crime andsocial instability.15 minutes2.2.2. Causes of unemployment Businesses closing down, workers beingretrenched. Fewer people being hired, posts beingredundant.30 minutes3

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDED Fickleness of consumers – themanufacturing industry is influencedby what the consumers want. Poor market – related skills. Too many people with the samequalification – many applications for afew posts. The difference between the kinds ofskills required and training peoplechoose and what is required in thelabour markets leads tounemployment. Mergers between companies. When the industry is dominated by afew companies. Restructuring of the world economy. Competition for jobs – locally andglobally. Closing down of companies globally.2.2.3 Innovative solutions to counteractunemploymentThe teacher further explains high demandqualities for which there is a great need anda high demand in the workplace, learners arerequired to rate their high demand workplacequalities and skills by drawing the followingtable in their workbooks and ticking off themost suitable boxes.Learners are required to rate their highdemand work place qualities and skillsby drawing the table below in theirbooks and ticking the most suitable boxI am Not Sometimes VeryyetConfidentCreativeEnergeticEnthusiasticFlexibleHonestWilling toaccept thechallenge tosucceedLoyalResponsibleWilling tolearn newthingsLearners will be given a written classwork on SARS tax obligation10 minutes4

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDEDPortability, transferable skills and problem solvingskills.The above qualities will assist in the following in orderto counteract unemployment:‐ Volunteering‐ Part – time job‐ Community work‐ Informal jobs‐ Entrepreneurship2.2.4. Financial and social viability ofentrepreneurshipThe teacher discusses examples of teaching people tocreate their own jobs pg. 74 Spot on Life Orientation(LB) Grade 12 e.g. Platform for emerging entrepreneurs to shareideas Promoting self employment among youngpeople Innovative use of internet and MIXIT Cash boost for entrepreneurs2.2.5 Awareness of SARS tax obligations:The teacher asks the following questions:10 minutes1. What does SARS stand for?2. What is taxation?3. Who is obliged to pay taxes?4. What is the difference between income tax,PAYE, VAT?5. Failure to adhere to tax rule can result in apenalty, name the form of penalties5

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDED Possible answers1. South African Revenue Services.2. The monies paid to the Government as revenuewhich is then used to run the country.3. Tax paid by an employee (income tax)4. Pay as you earn paid by employers togetherwith Value Added Tax.2.2.6. The impact of corruption and fraud onthe individual, company, communityand country. The teacher explains the types of corruption1. Petty corruption: occurs where citizens andcompanies seek to evade duties and taxes andwhen officials attempt to extort money from thecitizens.2. Grand corruption: it occurs to largeprocurement projects. Corruption occurs everywhere, in rich or poorcountries. Corruption can be explained as abuse of statepower.Learners are to identifythe type of corruptionprevalent in their areaand explain how itimpacts negatively on thecommunity e.g. socialcorruption (type ofcorruption)Impact(lack of servicedelivery) the learners willmake group presentationsin class20 minutesHow does corruption affect people`s lives? Environmental corruption occurs when there isexploitation of natural resources. Social corruption: deprivation of basic needs.6

3. ConclusionThe teacher will conclude the lesson byshowing how all the topics link from thevalue of work up to the impact ofcorruption. A working person can be a happy person, don’tjust rely on the government, be innovative. A happy person can be productive person. A productive person contributes to the economyof the country by also paying tax. Corruption can deplete the economy of thecountry.Name of Teacher: ________________________________ HOD : ______________________________Signature : _______________________________ Signature : ________________________________Date : _______________________________ Date : ________________________________7

GRADE 12 SUBJECT LIFE ORIENTATION WEEKTerm 35 – 7 TOPICCareer and career choices Core elements of a jobcontract, worker rightsand obligations,conditions of service. The value of work: howwork gives meaning tolifeLESSON SUMMARY FOR : DATE DATESTARTED: COMPLETED:LESSON OBJECTIVES Labour laws: Labour Relations Act, Employment Equity Act, Basic Conditions ofEmployment Act Principles of equity and redress Recruitment process: general trends and practices Trade unions and organized labour Work ethics and societal expectations1

TEACHERS ACTIVITIES LEARNERACTIVITIES1. The relevant methods forthis lessonQuestion and answerDiscussionResearchCase StudyInterview, debate2.1. IntroductionThe teacher may ask thelearners about the things theyare looking forward to if theyhappen to get employed infuture.Possible answers:to be paid wellto get job satisfactionto get promotedto get fringe benefitsTIMING3 Hours10 minutesRESOURCES NEEDEDTextbooksSpot on Life Orientation Grade 12 (LB)Focus on Life Orientation Grade 12 (LB)Department of Labour websitewww.labour.gov.zaGoogle2

TEACHERS ACTIVITIES LEARNER ACTIVITY TIMING RESOURCESNEEDED2.2. Main body (Lesson presentation)The teacher explains what a contract is, e.g. an agreementbetween two parties i.e. an employer and an employee.The core elements of a job contracta. Commencement of the contractb. Place of workc. Job descriptiond. Termination of employmente. Wagef. Hours of workg. Overtimeh. Leavei. Clothingj. General2.2.1 How does the law protect workers in S.A? The teacher has to explain the legal implications ofgetting into a contract and the legislative measureswhich protect employees.Labour Laws:Labour Relations Act (1993) seeks to promote employeeparticipation in decision making through work place forumsand employee consultation and joint decision making oncertain issues.Employment Equity Act (1998) aims to redress historicalworkplace discrimination against blacks i.e. Africans,Coloureds and Indians as well as women and people withdisabilities, collectively referred to as “ designated groups”Basic Conditions of Employment Act:This act seeks to promote adherence to the core elementsClass activity: Imagine thatyou are an employer and youare about to employ adomestic worker, a gardeneror a child minder. Completethe basic contract.The learners are given ahome work activity on LabourRelations Act:Questions: critically evaluatethe following quote “workersdo not have the right to strikeand create chaos runningthrough the streets of thetown. It is a barbaric actwhich does not promote goodrelations between employerand employee” Give reasonsfor your point of view.30 minutes30 minutes3

of the contract.TEACHERS ACTIVITIES LEARNERS ACTIVITIES TIMING RESOUCESNEEDED2.2.2. Principles of Equity and Redress: to eliminate unfair discrimination. to promote equal opportunity through affirmativeaction. to ensure that designated groups have equitablerepresentation and are consulted through theirrepresentative or unions. to provide training to members of designatedgroups.2.2.3 Recruitment processWhat is recruitment? Measures for attracting manpowerto facilitate effective selection of an efficient working force.Three types of recruitment needs: Planned – due to organizational changes Anticipated – movements in personnel Unexpected – resignation, death etc.Recruitment can be either internal or externalGeneral trends and practices Identify vacancy Prepare job description and specification Advertising the vacancy Managing the response Short – listing Arrange interviewsLearners role – play the sixstages of recruitment in class.Research the important roleof Trade Unions in S.A andthe impact trade unions havehad on the history of thelabour market and labourrelations policies40 minutes4

TEACHERS ACTIVITIES LEARNERS ACTIVITIES TIMING RESOUCES NEEDED2.2.4 Trade Unions and Organised LabourMajor trade unions in S.A Cosatu – (Congress of South African TradeUnions) Hospersa – (Hospital Personnel Trade Union ofS.A) PSA – Public Servants Association of S.A SAMWU – South African Municipal WorkersUnion)Trade Unions – address workers rights They form the Bargaining councils. They deal with collective agreements. Attempt to solve labour disputes. Make proposals on labour policies and laws. They may administer pension funds.Research the important roleof Trade Unions in S.A andthe impact trade unions havehad on the history of thelabour market and labourrelations policiesLearners write an essay ofone or two pages and saywhat they think about thestate of values and ethics inthe workplace, schools,businesses and theGovernment.30 minutes2.2.5 The teacher together with the learners discuss acase study on work ethics and values. The followingvalues are pointed out: being ethical, observant,trustworthy, punctuality, reliable, responsible, beingalert, being jovial2.2.6 Informal assessment:The learners debate in classTopic: “Ethically South Africa is going down the drain”Substantiate your opinions with examples from youressay.30 minutes5

3. Conclusion:The value of work – work makes an individual feelworthwhile. Workers contribution has to beacknowledged and this will make the worker to bemore productive and more enthusiastic about his/herwork. The possible answers in the introduction arelinked to the various Acts.10 minutesName of Teacher: ____________________________________ HOD : _____________________________Signature : __________________________________ Signature : ______________________________Date : _________________________________ Date : ______________________________6

GRADE 12 SUBJECT LIFE ORIENTATION WEEKTerm 43 – 4 TOPICCareer and career choices Refinement of portfolioplans for life after school:record of plans andprogress towardsachievement of thoseplans.LESSON SUMMARY FOR : DATE DATESTARTED: COMPLETED: Admission requirement for degree / diploma or higher certificate for the intended field ofstudy.LESSON OBJECTIVES Details of identified institutions that offer finance for the intended course(s): option 1 and 2. Identified possible employment opportunities. Letters of application and responses for employment/study/bursary. A short CV, for application for part – time or full time employment or for a bursary.1

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING2 Hrs1.The relevant methods for this lesson:Question and answer methodDiscussion2.1 Introduction:The teacher will bring newspaperadvertisements of Universities and Colleges andask learners what they know about thoseinstitutions and how they differ and what is beingoffered. A further question will be what enablesone to qualify for university education. Learnerswill get a chance of giving their opinionsregarding the question. This will enable theteacher to say that the lesson will focus on theirfuture plans after grade 12.5 minutesRESOURCESNEEDEDNewspaper clips ofjob advertisementsAdvertisements ofcolleges, universitiesor any privateinstitutions of highereducation.Pamphlets offinancial aids likeNSFSAS, bursarybrochures likeFUNDZA LUSHAKAetc.Examples ofapplication forms ofcollages, universitiesetc.Google2

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDED2.1. Main body2.1.1 Admission requirements fordegree/diploma for the intended field ofstudy:The learners are required to do an activity todocument what their plans are after passing20 minutesgrade 12 e.g.‐ Give the name of the institution whereyou`ll be studying the following year.‐ What are you going to study there?‐ What are the admission requirements?‐ How do you apply?‐ What will it cost?‐ Is accommodation available?‐ Would you need to write an admissiontest?The teacher explains the general and specificadmission requirements:For a Bachelors degree:‐ The minimum admission requirement is anational Senior Certificate (NSC) ascertified by Umalusi with an achievementrating of 4 (adequate achievement, 50 –59%) or better in subjects.For the Diploma‐ The minimum admission requirement is aNational Senior Certificate with anachievement rating of 3 (moderateachievement, 40 – 49%) or better in foursubjectsEach learner has his /herplans written on a pageand only three to fourvolunteers are allowed toshare with the class whattheir plans are.3

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDEDFor the higher certificate:The minimum admission requirement is aNational Senior Certificate as certified byUmalusi.The point system:For admission to degree and diplomaprogrammes a weighted system for calculatingpoints is used. This varies from university touniversity and faculty to faculty e.g. UWCArts – a minimum of 27 points is required for adegree and 23 points for diploma studies.Law – a minimum of 34 points.Dentistry – a minimum of 40 points.In addition to general criteria for admission tothe university there is a specific criterion to bemet. For a learner to pursue a particular course,a learner should have met a certain requiremente.g. obtaining a certain percentage in aparticular subject e.g.Faculty of Science: a learner has to obtain aminimum of 50 – 59% in Mathematics, PhysicalScience, Life Science to be admitted in thisfaculty.Learners should stipulaterequirements for thedifferent qualificationsand the teacher shouldhelp where necessary.Brochures and calendarsof institutions will help alot here. Also subjectspecifications should bedealt with at this stageLearners should completethis activity in a group,each one specifyinghis/her qualification andsubject and the passrequirement.Qualification:______Subject at Gr.12______Pass requirement: _____4

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDED2.1.2 Institutions that offer financialassistance.‐ Various financial institutions offer financialassistance to deserving students e.g.NSFAS, Fundza Lushaka for thoselearners who would like to pursueteaching as a career.‐ Learners can also obtain loans fromvarious banks, some banks also offerbursaries e.g. Nedbank through the “AllanGray Orbis Foundation”‐‐Various departments offer matricsscholarships, e.g. Department of Housingis offering matrics scholarships in the fieldthrough the National Housing ScholarshipProgramme.Department of Environmental Affairsthrough the Indalo Yethu ScholarshipFund.2.1.3. Identifying possible employmentopportunitiesIt is extremely important that learners getinformation on the industry of their choice, wherejobs are, and material to assist them to make acareer choice by researching industries andcompanies that have employment or careeropportunities in their skill or occupation.‐ Using the same research to decide onwhich skills they need to learn.20 minutes35 minutes5

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDED‐ Gaining insight into the labour market toidentify potential employers/jobs.‐ Develop an action plan to provide aframework for career development or jobsearch.2.1.4 Letter of application and response foremployment/study/bursary.A cover letter is a crucial part of a job applicationprocess. Learners should know how to write acover letter as it demonstrates theunderstanding of how your skills and abilitiesmatch the vacancy perfectly. The learnersshould be guided on how to write a cover letterand be provided with samples.‐ Applications can be done throughrecruitment agencies, online or throughthe post.Responses to applications‐Learners should know how to fill inapplication forms. They should alwayscheck the instructions for filling in theapplication form – for example, whetherto write in capital letters or fill in the formsin black ink only; spell the name of thecompany correctly etc.Address of studentThe RegistrarAddress of InstitutionDear Sir/ MadamRe: Request forapplication forms for...I hereby........Yours faithfullyName and surname30 minutes6

TEACHERS ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCESNEEDED‐ How to write a CV (Curriculum Vitae)What is a CV: a short list of facts aboutyou and your work history, skills andexperience. A good CV is essential whenlooking for work and it is worth spendingtime getting it right so it sells you to anemployer.‐ The learners are provided with anexample of a CV.3. ConclusionThe teacher asks the learners to reflect on whatthey have learnt and outlining key things thatreally prepared them for life after grade 12.Assessment activityhomeworkWrite an application letterfor admission to aninstitution of higherlearning. Those whointend to work must writean application letter for ajob or a learnership thatwas advertised in anewspaper10 minutesName of Teacher: _______________________________ HOD : __________________________________Signature : _____________________________ Signature : ___________________________________Date : _____________________________ Date : ___________________________________7