Gr 12 LO ATP 2023 24

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 (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 OF DEVELOPMENT OF DEVELOPMENT OF STUDY SKILLS CAREERS AND CAREERS AND CAREERS AND CAREERS AND CAREERS AND SELF IN SOCIETY SELF IN SOCIETY SELF IN SOCIETY SELF IN SOCIETY SELF IN SOCIETY CAREER CHOICES CAREER CHOICES CAREER CHOICES CAREER CHOICES CAREER CHOICES CORE Stress Assess levels of Conflict resolution Relationships: Adapting to growth Study skills Skills for final Develop a career Unemployment Entrepreneurship Fraud and corruption CONCEPTS, • Apply a range of life stress: skills: Discuss the and change: • Develop a study action: Job or portfolio: • Discuss reasons for • Explore • Related concepts: SKILLS AND skills required to Signs and symptoms Distinguish between importance of - Change in plan to ensure course and financial Use the Khetha and impact of opportunities in the - embezzlement VALUES adapt to change as of stress, positive and interpersonal conflict initiating, building and circumstances obtaining of the aid applications: Booklet to complete unemployment: following ventures: - cronyism part of ongoing negative stress and intrapersonal sustaining positive (personal, social, National Senior • Research and locate the relevant activities social, economic, - Small businesses - nepotism healthy lifestyle - Evaluate own ability conflict relationships: work) Certificate (NSC) appropriate work or - Discuss the purpose psychological - Social choices: Stressors, study opportunities - bribery to prevent stress Conflict resolution: - Importance of - Transition between Revise own study of National • Explore innovative entrepreneurship change and quality of communication school and post- skills, strategies, from various sources Benchmark Tests solutions to • Causes of fraud and - Stress management: - Conflict avoidance - E-businesses life: school destination styles, time (online and other) (NBT) counteract corruption Coping mechanisms - Competing - Understanding - Innovative Identify and define management and •Research admission unemployment: • The impact of and/or management - Compromising others - Research and locate - Apply to write the entrepreneurship stress, and stressors: examination writing requirements for volunteering, part- corruption and fraud on techniques, develop - Communicating accommodation and NBT Physical, emotional, - Accommodating skills (read the degree, diploma or time jobs, community - Cultural the: and implement own feelings travel arrangements, social and - Collaboration question, plan the higher certificate for work, informal jobs entrepreneurship - individual strategy - Beliefs and attitudes and determine environmental factors possible challenges response, answer the the intended field of Entrepreneurship as • Financial viability of - company (abuse, vocation, life Factors that questions, etc.) study entrepreneurship - Discuss the positive an innovative - community and crises, personality influence effective and other and negative aspects Research and locate strategy to - country and social pressure) communication: employment options of change appropriate funding counteract • Strategies to prevent Personality, attitudes including awareness opportunities from unemployment: fraud and corruption and values, of South African various sources • Characteristics of an acceptance of Revenue Service (online and other) entrepreneur responsibilities, (SARS) tax appropriate • Finding a niche in obligations expression of views the job market and feelings, respect • Benefits and the feelings of others challenges of entrepreneurship PET • Participation in programmes that promote achievement of personal fitness and health goals • Participation and movement performance in programmes that promote achievement of personal fitness and health goals • Safety issues relating to fitness exercises • Participation and movement performance in programmes that promote achievement of personal fitness and health goals REQUISITE Definition of concepts • Grade 11 related content and concepts • Understanding the different action/command words: PRE- • Life skills, change, stressors, healthy lifestyle choices, physical, emotional, social and • Relationships and their influence on own well-being: different types with different • Use the list of definition of concepts. KNOWLEDGE environmental factors, life crises, positive and negative stress, coping mechanisms, people/groups and their changing nature - Relationships that contribute or are detrimental to • Include key words in terms of different cognitive levels management techniques, Conflict resolution skills: Interpersonal and Intrapersonal, beliefs well-being: rights and responsibilities in relationships, social and cultural views that influence and attitudes, values, acceptance of responsibilities, appropriate expression of views and/or affect relationships, qualities sought in different relationships and individuality in • Study skills, strategies and styles, examination writing skills, entrepreneurship and informal relationships jobs, financial viability of entrepreneurship, corruption and fraud • Applying own study skills, styles and study strategies: Study skills: Examine how learning takes place and reflect on effectiveness, study styles as preferred way of approaching tasks, study strategy as a way to approach a specific task in the light of perceived demands • Examination writing skills and process of assessment RESOURCES • Wall charts, dictionaries, textbook, magazines, newspaper articles and reports (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 notetaking, summaries, to organise ideas, etc. TEXTBOOK) • Internet/case studies/scenarios that are current and up to date /Life Skills 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 Life Orientation TO ENHANCE • Power posters/stimuli such as picture(s)/Google classroom/Kahoot/social media platforms/objects/material for demonstrations (to accommodate kinaesthetic learning style) LEARNING Downloaded from hlayiso.com 1

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 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 nature 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 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 PET Downloaded from hlayiso.com 2

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 (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 DEMOCRACY AND DEMOCRACY AND DEMOCRACY AND DEMOCRACY AND DEMOCRACY AND DEMOCRACY AND DEMOCRACY AND SOCIAL AND SOCIAL AND SOCIAL AND SOCIAL AND HUMAN RIGHTS HUMAN RIGHTS HUMAN RIGHTS HUMAN RIGHTS HUMAN RIGHTS HUMAN RIGHTS HUMAN RIGHTS ENVIRONMENTAL ENVIRONMENTAL ENVIRONMENTAL ENVIRONMENTAL RESPONSIBILITY RESPONSIBILITY RESPONSIBILITY RESPONSIBILITY CORE Discrimination and The media The media The media The media Sports and nation Sports and nation Responsibility of Responsibility of Responsibility of Formulate a personal CONCEPTS, violation of human • Analyse and debate Social media and Discuss the extent to • Freedom of building building different levels of different levels of different levels of mission and vision SKILLS AND rights the role of the media social media which media reporting expression and Critically discuss the Evaluate the government government government statement for life based VALUES - Evaluate own in a democratic platforms: reflects a democratic limitations coverage of sport, Ideologies, beliefs Elaborate on the Critically discuss the Elaborate on on: position when dealing society • Social media society: • Critical analysis of sports personalities and worldviews on responsibilities of community’s educational and • Personal views, values, with discrimination • Distinguish between footprint - Topics covered media campaigns and recreational recreational and various levels of responsibility to intervention belief system, religion, and human rights print and electronic • Dangers of use and - Positions taken by regarding activities by the media physical activity government to: ensure environments programmes that ideologies, lifestyle violations, taking into media abuse of social media editors discrimination and across cultures and • Create and amend and services that address environments (physical and emotional account the human rights genders laws, regulations, promote safe and and services that well-being), • Cyber wellness - Space allocated to Bill of Rights violations rules healthy living promote safe and environmental • Cyber safety topics - Select and assess a • Provide community healthy living responsibility, goals for • Cyber bullying - Geographical studies and career project, campaign or services to promote - Evaluate impact • Being cyber savvy distribution choices event which safe and healthy living studies that relate to (accessibility of addresses environments projects that address • Impact of vision on: information to different discrimination and social and own actionsbehaviour in groups in society) human rights environmental issues life violations - Evaluation regarding outcomes of campaigns and events • Participation in programmes that promote long-term engagement in community and/or playground and/or indigenous games or traditional and/or non-traditional sports that promote physical activity • Participation and movement performance in programmes that promote long-term engagement in community and/or playground and/or indigenous games or traditional and/or non-traditional sports that promote physical activity • Safety issues relating to participation in community and/or playground and/or indigenous games or traditional and/or non-traditional sports that promote physical activity • Participation and movement performance in programmes that promote long-term engagement in community and/or playground and/or indigenous games or traditional and/or non-traditional sports that promote physical activity REQUISITE Definition of concepts • Grade 11 related content and concepts • Understanding the different action/command words PRE- • Responsible citizenship, discrimination and human rights violation, Bill of Rights, • South Africa’s diverse religions and belief systems, own values and beliefs, various • Use the list of definition of concepts KNOWLEDGE campaigns and events, electronic and print media, freedom of expression, limitations of moral and spiritual issues and dilemmas, respect for differing opinions • Include key words in terms of different cognitive levels rights especially the freedom of expression, media campaigns, ideologies, beliefs, • Environmental issues causing ill-health, inhumane farming methods, depletion of natural worldviews, Constitution of the Republic of South Africa resources (flora and fauna), climate change, mitigation and adaptation • Safe and healthy living, levels of government and their environmental responsibilities, personal mission statement, personal views, values, belief systems, religion, lifestyle, and vision. RESOURCES • Bill of Rights, handout on human rights, factsheet on human rights, academic but relevant documents of the role of the media in a democratic country, list of definition of concepts, etc. OTHER THAN • Dictionaries, magazines, newspaper articles, DVDs, video clips, internet, past examination papers, relevant past tests items, information from NGOs, government website TEXTBOOK TO ENHANCE LEARNING 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 nature 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 PET Downloaded from hlayiso.com 3

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 (TERM 3) TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10-11 CAPS TOPIC DEVELOPMENT OF THE DEVELOPMENT OF THE CAREERS AND CAREER CAREERS AND CAREER CAREERS AND CAREER CAREERS AND CAREER TRIAL EXAMINATIONS SELF IN SOCIETY SELF IN SOCIETY CHOICES CHOICES CHOICES CHOICES LO CAT CORE • Investigate human factors Human factors that cause The job contract: Labour laws: Equity and redress Work ethics CONCEPTS, that cause ill-health, ill-health, accidents, crises • Investigate and report on the Identify, define and discuss • Elaborate on the principles of • Work ethics and societal SKILLS AND accidents, crises and and disasters: core elements of job contract the: equity and redress expectations VALUES disasters: Psychological, Recommend intervention • Recruitment process: • Discuss worker rights and - Labour Relations Act (LRA) • The value of work: How work social, religious, cultural strategies to deal with lifestyle general trends and practices obligations - Employment Equity Act gives meaning to life practices and different diseases • Discuss the functions of • Elaborate on the conditions (EEA) trade unions and organised knowledge perspectives - Discuss the prevention and of service - Basic Conditions of labour • Factors that contribute to control of life, early detection, • How does the job contract Employment Act (BCEA) lifestyle diseases: treatment, care and support provide protection to the How do the labour laws Identify, define and discuss: for people suffering from employer/employees? provide protection to the - Poor eating habits, lack of lifestyle diseases employer/employees? exercise, smoking, - Develop action plan for substance abuse and unsafe treatment, care and support sexual behaviour for people suffering from - Life style diseases that lifestyle diseases result from the factors listed - Critically discuss the need to above: Cancer, tuberculosis, Commit to participate in hypertension, diseases of physical activities for long- the heart and circulatory term engagement to prevent system, sexually transmitted lifestyle diseases infections (STIs), HIV and - Discuss the benefits of long- AIDS term participation - Improves physical, mental, social and emotional well- being PET • Participation in programmes that promote long-term engagement in relaxation and recreational activities • Participation and movement performance in programmes that promote long-term engagement in relaxation and recreational activities • Safety issues relating to participation in relaxation and recreational activities • Participation and movement performance in programmes that promote long-term engagement in relaxation and recreational activities REQUISITE Definition of concepts • Grade 11 related content and concepts • Understanding the different action/ command words PRE- • Human factors, Ill health, Lifestyle diseases, action plan, human factors causing ill- • Balanced lifestyle, factors impacting negatively on lifestyle choices, risky behaviour, • Use the list of definition of concepts KNOWLEDGE health, diseases of lifestyle, eating habits socio-economic factors, lifestyle choices, role models, nutrition and wellbeing • Include key words in terms of different cognitive levels • Job contract, workers’ rights, workers’ obligations, conditions of service, labour laws: • Competencies, abilities and ethics; advertisement, CV, work ethics, meetings and their Labour Relations Act (LRA), Employment Equity Act (EEA), Basic Conditions of management, interviews, job/career interests, expectancy and reality, perseverance Employment Act (BCEA), equity and redress, trends of recruitment, labour unions (employer and employee organisations), ethics and societal expectations and value of work RESOURCES • Dictionaries, magazines, newspaper articles, DVDs, video clips, internet, past examination papers and marking guidelines, relevant past tests items and marking guidelines, information from NGOs, government websites and other related websites, including: (OTHER THAN • https://www.gov.za/documents/disaster-management-act-declaration-national-state-disaster-covid-19-coronavirus-16-mar TEXTBOOK) TO • 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 ENHANCE LEARNING 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 nature 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 4

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 (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 STUDY SKILLS STUDY SKILLS CAREERS AND CAREER CHOICES CAREERS AND CAREER CHOICES EXAMINATIONS CORE • Preparing for Revision of Refinement of portfolio of plans for life after school: record of plans and progress Consider and apply for alternative job or study National Senior Certificate Life Orientation Exams CONCEPTS, success: examination towards achievement of those plans: opportunities SKILLS AND strategies to writing skills Update curriculum vitae (CV): Applications for part-time or full-time employment Manage responses regarding employment/study/bursary VALUES follow in order to and/or bursaries opportunities succeed in the Grade 12 examination • Revision of own study skills REQUISITE Definition of concepts Grade 11 related content and concepts • Understanding the different action/command words PRE- • How to succeed in grade 12, study • Study skills, study styles, study strategy, examination writing skills, time management, • Use the list of definition of concepts KNOWLEDGE skills, styles, methods and strategies • Diversity of jobs, work settings, Competencies, abilities and ethics; advertisement, CV, work ethics, meetings and their management, interviews, • Include key words in terms of different cognitive levels • Personal career portfolio, post job/career interests, expectancy and reality, perseverance school plans, requirement for admission to different educational fields and qualifications, application, tertiary fees, application for jobs RESOURCES Dictionaries, magazines, newspaper articles, DVDs, video clips, internet, past examination papers and marking guidelines, relevant past tests items and marking guidelines, information from NGOs, government websites (OTHER THAN TEXTBOOK) TO ENHANCE LEARNING INFORMAL A minimum of one informal task should be given per week ASSESSMENT An informal task should cover the various cognitive levels For practical demonstration, observation sheets must be used After a reasonable amount of content has been treated, informal assessment must be given SBA FINAL NSC EXAMINATION (FORMAL ASSESSMENT) Downloaded from hlayiso.com 5

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 PHYSICAL EDUCATION Downloaded from hlayiso.com 6