life orientation guidelines for common assessment task grade 12 2012

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Life Orientation 8 DBE/2012NSC – Examination GuidelinesLO 3: Recreation and Physical Well-BeingThe learner is able to explore and engage responsibly in recreation and physical activities,understanding the relationship between participation and well-being.AS 1:Monitors and evaluatesown progress in theachievement of personalfitness and health goalsthrough regularparticipation in aprogramme.AS 2:Evaluates and participatesin various relaxation andrecreational activities, sportand games with the view tomaking a choice aboutparticipation and long-termengagement in at least oneactivity.AS 3:Reports on theopportunities of careersand work in the recreation,fitness and sport industries.AS 4:Investigates howideologies, beliefs andworld views influence theconstruction of andparticipation in arecreational and physicalactivity.Concepts: achievements of goals, value of regularparticipation Health-related and skills-related fitness norms andperformance requirements Identify components of fitness Design and evaluate a programme for developmentof health-related fitnessConcepts: the value of sporting activities, relaxation/recreational activities and long term engagement Develop criteria for evaluating programmes, sportand games Factors influencing choices: interests, accessibility,perceived benefits, areas of potential The different benefits of long term engagement andparticipation.Concepts: Career and work, recreation, fitness and sportindustries Learners must be able to do the following withregard to careers in this sector:1. Study trends and demands2. Explore possible routes to the sector –programmes and admission requirements forhigher education etc.3. Analyse the different types of jobs in thesector, identify work settings, activities andopportunities in each sectorConcepts: recreation and physical activity, how differentperspectives influence participation Discuss how beliefs, ideologies and worldviewsinfluence participation in sport and recreationalactivities across cultures and genders Make comparisons between urban and ruralparticipation in different sporting and recreationalactivities across cultures and genders Compare and explain differences in participationtrends of westernised societies to more traditionalsocieties across different cultures and gendersCopyright reservedPlease turn over
Life Orientation 9 DBE/2012NSC – Examination GuidelinesLO 4: Career GuidanceThe learner is able to demonstrate self-knowledge and the ability to make informed decisionsregarding further study, careers fields and career pathing.AS 1:Commits to a decisiontaken and appliesaccordingly for a job or acourse in additional orhigher education.AS 2:Explores careeropportunities within chosenfield and investigate otherinnovative solutions(includingentrepreneurship) as waysin which to counteractpossible unemployment.AS 3:Investigates and reports onthe core elements of a jobcontract, conditions ofservice, relevant labourlaws and practices, theprinciples of equity andredress, the value of workthe importance of workethic.AS 4:Reflects on the process ofassessment andexamination writing skillsand applies these skills.Concepts: applications for jobs/study Decision making with regards to studies/careers Evaluate letters of application and a CVConcepts: Opportunities in career fields, counteractingunemployment, entrepreneurship Awareness of types of jobs and opportunities Reasons for and impact of unemployment Entrepreneurship – necessity, skills, opportunities,viability, tax implications etc. Problem solving and creative thinkingConcepts: Labour issues, work ethic, redress Job contracts:1. Obligations2. Conditions of service3. Core elements (e.g. working hours,remuneration etc.) Principles and understanding of Basic Labour laws:1. Labour Relations Act2. Basic Conditions of Employment Act3. Employment Equity Act (know history of)4. Broad-Based Black Empowerment Act5. Skills Development Act Recruitment Process Trade unions Evaluation of post school options Analyse job advertisementsConcepts: Examination writing skills, process of assessment Evaluate and reflect on the role of assessment intheir development Adapt and evaluate study skills, strategies and stylesof learning Examination skills (read the question, plan theresponse, answer the question, time managementetc.)5. CONCLUSIONTEXTBOOKS: Teachers are encouraged to use the DBE approved textbooks that complywith the requirements of the NCS guideline for Life OrientationTeachers should infuse contemporary Life Orientation issues, newsprint articles etc. in theteaching of the subject.Copyright reserved
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life orientation guidelines for common assessment task grade 12 2012

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