Gr 11 LO ATP 2023 24

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 11 2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 11 (TERM 1) TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 CAPS TOPIC DEVELOPMENT OF DEVELOPMENT OF DEVELOPMENT CAREERS AND CAREER CAREERS AND CAREERS AND DEMOCRACY AND DEMOCRACY AND DEMOCRACY AND DEMOCRACY AND DEMOCRACY AND THE SELF IN THE SELF IN OF THE SELF IN CHOICES CAREER CAREER CHOICES HUMAN RIGHTS HUMAN RIGHTS HUMAN RIGHTS HUMAN RIGHTS HUMAN RIGHTS SOCIETY SOCIETY SOCIETY CHOICES CORE Goals and goal- Relationships Relationships Admission requirements Admission Financial assistance Principles, Principles, Role of sport in Role of sport in Role of sport in nation CONCEPTS, setting Relationships and • Identify the • Research the requirements Explore options for processes and processes and nation building nation building building SKILLS AND Plan and achieve life their influence on own factors that requirements for admission Explore financial assistance: procedures for procedures for How sport can The impact of Exposure to positive VALUES goals: well-being contribute to to additional and higher requirements for - Bursaries (Example: democratic democratic support or detract particular behaviours behaviour programmes, Define the following • Explain how relationships that education courses that you admission to NSFAS, Funza participation participation from nation building on participants, e.g. respect for authority, concepts: relationships can are detrimental to may be interested in: additional and Lushaka, and other) Investigate the Research the Participant and spectators, teams, opponents and spectators • Goals influence and are well-being: National Senior Certificate higher education - Study loans principles, processes democratic structures: spectator behaviour in opposition, the Critically debate in class influenced by on own - Rights and (NSC) requirements for: courses at: and procedures for - National sport: incidences that referee, community, sport can support or • Goal-setting - Scholarships well-being responsibilities in - Certificate - Universities of democratic - Provincial may trigger certain society and nation at detract from nation Identify the types of - Learner-ships participation: large • Discuss the different relationships - Diploma Technology - Local government behaviour building goals: • Short-term - Sector Education types of relationships - Societal and -Technical and - Public participation • Medium-term - Degree and Training Explain principles and with different people/ cultural views that Vocational in democratic • Long-term Research additional and Authorities (SETAs) functions of structures groups and their influence and/or Education and structures and petition higher education options: Outline the in addressing the Steps in planning and changing nature affect relationships Training (TVET) processes • Admission point score for obligations in terms of interests of civil goal-setting, problem- - Qualities required colleges - Governance institutions of higher financial society: solving skills, in different Explain the - Law-making process perseverance and learning arrangements - Constitutions relationships purpose of the - Rule of Law: persistence • Admission requirements - Elections - Individuality in National definition, importance Evaluate the for specific programmes or Benchmark Tests - Representation of relationships and benefits importance of courses (NBTs) constituencies - Critically analyse - Transparency prioritising life goals, Calculate Admission Point - Mandates the impact of the -Representation - e.g. family, parenting, Score (APS) for the specific - Lobbying media on values Accountability marriage, career programmes/ courses - Advocacy and beliefs about choices and based on your Grade 10 relationships relationships results Analyse the - Develop a career portfolio relationship between - Use the Khetha Booklet to personal values, complete the relevant choices and goal activities setting Physical Education - Participate in activities that promote current personal level of PHYSICAL FITNESS and HEALTH - Understand safety issues relating to participation in PHYSICAL FITNESS ACTIVITIES - Participation and movement performance in programmes that improve current personal level of PHYSICAL FITNESS and HEALTH - Examples of PHYSICAL FITNESS activities: REQUISITE Development of the Self in society: Unequal power relations, power inequality, power balance/struggle, incest, domestic violence, sexual harassment, sexual violence PRE- Democracy and Human Rights; public participation, rule of law, stereotyping, unfair practices, match fixing, subjective umpiring, KNOWLEDGE RESOURCES Notes on knowledge of the self in society, different career options and Internet sources of information. DVDs, Material from different Departments, handouts, Magazines, Textbooks of other subjects with similar content. Tertiary institutions websites https://www.gov.za/documents/disaster-management-act-declaration-national-state-disaster-covid-19-coronavirus-16-mar INFORMAL A minimum of one informal task should be given per week. An informal task should cover the various cognitive levels. Types of informal tasks could include the following: ASSESSMENT Various types of questions are used: short, discursive, columns, true or false with motivation, definition of concepts, attachment of concepts to expressions, scenario based, case studies, simulations, panel discussion, practical demonstrations, etc. Both written and practical demonstrations are considered. After a reasonable amount of content has been treated, informal assessment must be given. At least one informal assessment must be administered on each period. For practical demonstration, observation sheets must be used. After a reasonable amount of content has been treated, informal assessment must be given. SBA 1. SOURCE-BASED TASK (FORMAL The source-based task must be completed independently under controlled conditions. ASSESSMENT) The teacher is required to facilitate the process in class time. However, the completion of the task should not be administered as a class test. Downloaded from hlayiso.com 2. PET 1

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 11 2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 11 (TERM 2) TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 CAPS TOPIC DEVELOPMENT OF DEVELOPMENT OF DEVELOPMENT OF DEVELOPMENT OF SOCIAL AND SOCIAL AND SOCIAL AND SOCIAL AND Controlled test THE SELF IN SOCIETY THE SELF IN SOCIETY THE SELF IN SOCIETY THE SELF IN SOCIETY ENVIRONMENTAL ENVIRONMENTAL ENVIRONMENTAL ENVIRONMENTAL RESPONSIBILITY RESPONSIBILITY RESPONSIBILITY RESPONSIBILITY CORE Unequal power Unequal power Unequal power Unequal power Environmental issues Environmental issues that Environmental issues that Environmental issues CONCEPTS, relations relations relations relations that cause ill-health cause ill-health cause ill-health that cause ill-health SKILLS AND Research incidences of Critically discuss how the Discuss the negative Explore strategies to • The use of harmful Impact of depletion of Climate change: Responsible citizenship: VALUES gender-based violence factors below contribute effects of GBV on the address unequal power substances in food resources such as: Causes, impact on Identify and participate in (GBV) in SA and the towards GBV, e.g. health and well -being of relations and power production - Fishing stocks development, mitigation a community service that world - Unequal power relations the: individual, family and inequality between • Inhumane farming - Firewood and adaptation address a contemporary Differentiate between the - Power balance and society genders methods: impact of • Human activities that environmental issue - Land forms of violence e.g. power struggles between Refer specifically to: Evaluate the efforts of the degradation on society contribute to global indicating how this may • Domestic genders - Physical trauma campaigns below to and the environment: warming harm certain sectors of reduce and prevent environmental hazards Dealing with society more than others • Sexual - Abuse of power - Psychological trauma • Effect on: gender-based violence: such as: environmental factors that • Rape - Social norms about the - Emotional trauma cause ill-health on a - Eco-systems • Physical roles and responsibilities - Awareness campaigns, - Soil erosion personal level: - Oceans of each gender e.g. 16 Days of Activism - Pollution • Emotional mental Explore how GBV - Attitudes - Humans against Violence Against - Radiation • Femicide - Patriarchy contributes towards: - Safety - Weather patterns Women and Child Abuse • Sexual harassment - Sexist views • Broken family structures - Floods - First aid skills - Educational • Ways to reduce/ - Gender stereotypes • Increased social ills - Fires - Coping with disasters mitigate adapt to global programmes such as - Prejudice • Inability to build trusting CSE, free social and legal warming: responsible - Bigotry social relationships support consumption habits, - Race • Burden on health and recycling, sustainable use judicial systems of natural resources, - Sexual orientation sustainable transportation (LGBTQI+) Physical Education - Participate in activities that promote own UMPIRING, ADMINISTRATIVE, ORGANISATIONAL and LEADERSHIP SKILLS in self designed and structured COMMUNITY and/or PLAYGROUND and/or INDIGENOUS GAMES that promote physical activity - Understand safety issues relating to participation in activities that promote own UMPIRING, ADMINISTRATIVE, ORGANISATIONAL and LEADERSHIP SKILLS in self designed and structured COMMUNITY and/or PLAYGROUND and/or INDIGENOUS GAMES that promote physical activity - Participation and movement performance in activities that promote skills in UMPIRING, ADMINISTRATIVE, ORGANISATIONAL and LEADERSHIP SKILLS in self designed and structured COMMUNITY and/or PLAYGROUND and/or INDIGENOUS GAMES that promote physical activity REQUISITE PRE- Definition of concepts: Study skills: Study styles andstrategy, examination-writing skills, process of assessment, time management skills etc. Grade 10 related content and concepts: KNOWLEDGE Social environmental responsibility: Environmental issues, ill-health, environmental degradation, environmental hazards, depletion of resources, Definition of concepts: Study skills, study methods, critical and creative skills, external and internal assessment, annual study plan etc. environmental factors, climate change Understanding the different action/command words Social and environmental responsibility: List of critical concepts Definition of concepts: Social and environmental justice; social, constructive, and critical thinking skills; social issues, personal and community Definition of action words in assessment health etc. RESOURCES Notes on different approaches towards effective studying, environmental issues that cause ill-health, environmental degradation, climate change Internet sources of information DVDs, material from different departments, handouts and notes on different but relevant content in the term, magazines, textbooks of other subjects with similar content INFORMAL A minimum of one informal task should be given per week ASSESSMENT An informal task should cover the various cognitive levels Types of informal tasks could include the following: Various types of questions are used: Short, discursive, columns, true or false with motivation, definition of concepts, attachment of concepts to expressions, scenario based, case studies, simulations, panel discussion, practical demonstrations, etc. Both written and practical demonstrations are considered After a reasonable amount of content has been treated, informal assessment must be given. At least one informal assessment must be administered on each period For practical demonstration, observation sheets must be used After a reasonable amount of content has been treated, informal assessment must be given SBA (FORMAL CONTROLLED TEST ASSESSMENT) Downloaded from hlayiso.com No marks for PET 2

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 11 2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 11 (TERM 3) TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 CAPS TOPIC DEVELOPMENT DEVELOPMENT OF THE DEVELOPMENT DEVELOPMENT OF DEVELOPMENT OF DEVELOPMENT OF CAREERS AND CAREERS AND CAREERS AND CAREERS AND CAREER CAREERS AND OF THE SELF IN SELF IN SOCIETY OF THE SELF IN THE SELF IN THE SELF IN THE SELF IN CAREER CHOICES CAREER CHOICES CAREER CHOICES CHOICES CAREER CHOICES SOCIETY SOCIETY SOCIETY SOCIETY SOCIETY CORE Healthy and Healthy and balanced Risky behaviour Risky behaviour Risky behaviour Factors that impact Competencies, Competencies, Competencies, Competencies, abilities Competencies, CONCEPTS, balanced lifestyle lifestyle choices and situations and situations and situations positively on abilities and ethics abilities and ethics abilities and ethics and ethics that will assist abilities and ethics SKILLS AND choices Factors that impact Substance use and Impact of unsafe Individual lifestyle choices that will assist in that will assist in that will assist in in securing a job and that will assist in VALUES Healthy and negatively on lifestyle abuse, unsafe practices on self and responsibility for Positive role models, securing a job and securing a job and securing a job and developing a career securing a job and balanced lifestyle choices: sexual behaviour, others: Physically, making informed e.g. developing a career developing a career developing a career • Personal expectations developing a career choices: - Lack of knowledge risk of pregnancy, emotionally, spiritually decisions and - Parents, peers and • Studying Writing and building and knowledge about self Additional and higher - Maintaining - Poor decision-making teenage suicides; and socially choices: Prioritising others advertisements a curriculum vitae Interview skills: in relation to the demands education studies physical, skills poor hygiene and personal safety, - Personal values • Writing an (CV): Personal appearance, of the world of work and required for different psychological, dietary habits, seeking support and application letter - All forms of conduct and socio-economic conditions: careers: - Unsafe attitudes and - Belief system social, emotional unsafe road use advice to change • Completing experience gained preparation for typical - Acquire knowledge about • Further certificates behaviours - Religion and spiritual health risky behaviour application forms - Obtain testimonials questions jobs that require skilled, and diplomas - Unsafe environments - Social skills - Evidence of job - Healthy nutrition (hard copies and semi-skilled, unskilled and • Honours degrees - Emotional factors - Positive cultural shadowing physical labour and being online) Work ethics: • Masters degrees physically active - Peer pressure influences - Informal and/or part-time jobs Responsibility and • Doctoral degrees Socio-economic aspects: - Economic conditions - Managing projects accountability Poor literacy, low income, poverty, and unfavourable - Administration skills social environments Physical Education • Participate in activities that promote LEADERSHIP ROLES in self designed or structured RECREATIONAL and RELAXATION group activity • Understand safety issues relating to participation in programmes that promote LEADERSHIP ROLES in self designed or structured RECREATIONAL and RELAXATION group activity • Participation and movement performance in programmes that promote LEADERSHIP ROLES in self designed or structured RECREATIONAL and RELAXATION group activity • Examples of programmes that promote LEADERSHIP ROLES in self designed or structured RECREATIONAL and RELAXATION group activity REQUISITE Definition of concepts • Grade 10 related content and concepts PRE- ● Development of the self in society: Healthy and balanced lifestyle, risky behaviours, unsafe practices, etc. • Development of self in society: Life roles, changes and development towards adulthood, coping with change, values and KNOWLEDGE ● Careers and career choices: Socio-economic environment, competencies, abilities, ethics, ethical behaviour, etc. strategies to make informed decisions • Careers and career choices: Career field, occupations, careers and jobs, NCS, life domains, socio-economic considerations for careers and study choices, ethical behaviour RESOURCES - Notes on different jobs and their requirements etc. Internet sources, publication from relevant government departments, Magazines and textbooks. (OTHER THAN - Graphic organisers to enhance thinking skills: e.g. KWHL chart for baseline assessment and/or consolidation after lesson. Other types: as a concept definition map, discussion map, for note taking, summaries, to organize ideas, etc. Internet/Case TEXTBOOK) Studies/Scenarios that are *current and up-to-date*/Newspaper articles/DVD’s/Role Play activities/Presentations by learners/Video clips, DVDs, PowerPoint Presentations/Guest speakers on a subtopic *as per CAPS content per term*/Power Posters/Stimuli TO ENHANCE such as picture(s)/Google classroom/Kahoot/Social media platforms/Objects/material for demonstrations (to accommodate kinaesthetic learning style)/Organisations/NGOs, Tips for Success/LinkedIn/Career websites on the different sub-topics for the LEARNING term/Google the updated Scarce skills lists in the current job market, Past exam papers to consolidate content - https://www.gov.za/documents/disaster-management-act-declaration-national-state-disaster-covid-19-coronavirus-16-mar - https://www.sahrc.org.za/index.php/sahrc-media/news-2/item/2298-media-statement-sahrc-continues-to-monitor-human-rights-observance-and-calls-for-calm - https://www.sahrc.org.za/index.php/sahrc-media/news-2/item/2296-media-statement-sahrc-responds-to-the-covid-19-national-lockdown - https://www.sahrc.org.za/index.php/sahrc-media/news-2/item/2331-media-statement-sahrc-calls-on-government-to-ensure-that-persons-with-disabilities-are-included-in-decisions-and-interventions-related-to-covid-19 - Sahrc.org.za/index.php/sahrc-media/news-2/item/2288-media-statement-sahrc-urges-all-within-south-africa-to-take-all-necessary-steps-to-minimise-the-spread-of-covid-19 https://www.sahrc.org.za/index.php/sahrc-media/news-2/item/2327-media-statement-sahrc-establishes-a-civil-society-advisory-committee-to-undertake-human-rights-monitoring-during-the-lockdown INFORMAL A minimum of one informal task should be given per week. An informal task should cover the various cognitive levels. Types of informal tasks could include the following: ASSESSMENT Various types of questions are used: short, discursive, columns, true or false with motivation, definition of concepts, attachment of concepts to expressions, scenario based, case studies, simulations, panel discussion, practical demonstrations, etc. Both written and practical demonstrations are considered. After a reasonable amount of content has been treated, informal assessment must be given. At least one informal assessment must be administered on each period. For practical demonstration, observation sheets must be used. After a reasonable amount of content has been treated, informal assessment must be given. SBA (FORMAL PROJECT ASSESSMENT) Learners will spend time outside of contact time to collect resources and information. The completion of the task should be facilitated by the teacher in class time. Downloaded from hlayiso.com PET 3

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 11 2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 11 (TERM 4) TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 CAPS TOPIC DEMOCRACY AND DEMOCRACY AND STUDY SKILLS STUDY SKILLS STUDY SKILLS STUDY SKILLS FINAL EXAMINATION HUMAN RIGHTS HUMAN RIGHTS CORE Elaborate on the Identify and critically Study skills Study skills Study skills Study skills CONCEPTS, contributions of South analyse various moral and Revise and implement a • Study styles as preferred • Examination writing Revision and SKILLS AND Africa’s diverse religions spiritual issues and study plan by including way of approaching tasks skills consolidation VALUES and belief systems to a dilemmas: and applying: • Study strategy to • Apply goal-setting skills: harmonious society and for example - Time management skills approach a specific task Personal development own belief system: - Right-to-life in the light of perceived goals regarding study, - Study skills: examine - Clarify own values and - Euthanasia how learning takes place demands health and fitness beliefs and reflect on - White lies or other Continue … effectiveness - Cultural practices and traditions Respect differing opinions REQUISITE Development of the self: PRE- Poverty, social environment, social and cultural influences, Informed decisions, barrier KNOWLEDGE Sexuality, lifestyle choices, COVID-19 Democracy and Human Rights: Diverse religions, belief systems, harmonious society, Night vigil RESOURCES Graphic organisers to enhance thinking skills: e.g. KWHL chart for baseline assessment and/or consolidation after lesson. Other types: as a concept definition map, discussion map, for note taking, summaries, to organise ideas, etc. Internet/Case Studies/Scenarios that are *current and up-to-date*/newspaper articles/DVD’s/role play activities/Presentations by learners/video clips, DVDs, PowerPoint presentations/guest speakers on a subtopic *as per CAPS content per term*/Power posters/stimuli such as picture(s)/Google classroom/Kahoot/social media platforms/objects/material for demonstrations (to accommodate kinaesthetic learning style)/organisations/NGOs, Tips for Success/LinkedIn/career websites on the different sub-topics for the term/Google the updated Scarce skills lists in the current job market, past exam papers to consolidate content INFORMAL A minimum of one informal task should be given per week. An informal task should cover the various cognitive levels. Types of informal tasks could include the following: ASSESSMENT Various types of questions are used: short, discursive, columns, true or false with motivation, definition of concepts, attachment of concepts to expressions, scenario based, case studies, simulations, panel discussion, practical demonstrations, etc. Both written and practical demonstrations are considered. After a reasonable amount of content has been treated, informal assessment must be given. At least one informal assessment must be administered on each period. For practical demonstration, observation sheets must be used. After a reasonable amount of content has been treated, informal assessment must be given. FORMAL FINAL EXAMINATIONS ASSESSMENT Downloaded from hlayiso.com 4

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 11 PHYSICAL EDUCATION Downloaded from hlayiso.com 5