Conservation Education - SANBI
conservation educationE N V I R O N M E N T I N T H E C U R R I C U LU MA resource to support local action and learning for sustainable livingin the National Curriculum Statement.
Environment in Economic andManagement SciencesIn the new curriculum, environment and opportunities for environmental learning appear in allLearning Areas. Based on the vision and values ofthe South African Constitution, a key curriculumprinciple is to promote a healthy environment,human rights, social justice and inclusivity. ThisAHeyalt hprinciple is reflected in required LearningOutcomes and Assessment Standards, specifiedcontexts and core content, which all supportenvironmental learning. Not surprisingly, therefore,environmental learning must be assessed as part ofthe formal curriculum.Eco nomy N eeds . at!neHealthy EnvironmThe Economic and Management Sciences Learning Area prepares learners to participate in aneconomically complex society, where productivity,social justice and a healthy environment are keyconcerns. Learners become literate and developbasic skills as consumers, entrepreneurs andmanagers of tasks, money and other resources.They need to understand and apply economic andmanagement principles responsibly, and to reflectcritically on the wealth creation process. Theyconsider how economic activities (like theThis pamphlet introduces service providers and educators to ‘environment’ inthe Economics and ManagementSciences (EMS) curriculum for Grades R9, and aims to give a sense of how onemight work with the curriculumrequirements and opportunities. Wemanufacturing of various goods, from cars to food)have an impact on environment and society.Seeing the world as a set of related and interdependent systems is vital, and learners considerhow economic activities depend on the wise use ofresources, including land, water and biodiversity,and how economic activity can support theenvironment and society in a sustainable way (e.g.the reduction and recycling of waste, the fairsharing of the wealth created from the earth).illustrate some of the many relevant LearningOutcomes, Assessment Standards andcontexts, focusing on biodiversity. To seewhere else environmental learningfeatures in EMS, in other Learning Areas,or in the Grade 10-12 curriculum, pleaseconsult the National Curriculum Statements.
The Learning Outcomes(LO) Apply to All GradesAssessment Standards (AFoundation PhaseGrades R-3We give examples from Grades 2 & 3Learning Outcome 1Grade 2, LO1, AS5:Grade 3, LO1, AS1:The Economic CycleExpress the importanceand ways of saving andnot wasting money andother resources such aswater and electricity.Describe ways in whichthe household or schoolcan generate incomefrom waste materials, orsave money by recycling. To work towards this AS,learners could explore whatwater and electricity coststheir family, how the Earthis affected when we use toomuch water or produceelectricity; and how wereduce waste when usingthese resources. Teach howusing resources carefullyboth saves money andhelps the Earth, and whyboth of these are important. Generate income byrecycling paper,cardboard, tins, glass;save money by mendingold bicycles, clothesand/or running a secondhand shop. If you havea garden, recycle foodscraps in a compostheap and save money onfertilizer, recycle tyresas planting beds Learners will be able todemonstrate knowledge andunderstanding of the economiccycle in the context of the‘economic problem’.Learning Outcome 2Grade 2, LO2, AS4:Grade 3, LO2, AS4:Sustainable Growth andDevelopmentIdentify availableresources used tocreate innovative andmarketable products.Collectively plan or runa real or simulatedclassroom enterpriseresponsibly by sellingor making goods for amarket.Learners will be able to demonstratean understanding of reconstruction,sustainable growth and development and to reflect critically onrelated processes.Learning Outcome 4Entrepreneurial Knowledgeand SkillThe learner will be able todemonstrate entrepreneurialknowledge, skills and attitudes. Show the learners howto make something funout of old boxes andbottle tops, to sell or giveas gifts! Let them discoverother resources that couldbe used, or have beenused, in this way.
AS) Change and Progress from Grade to GradeIntermediate PhaseGrades 4-6Senior PhaseGrades 7-9We give one example from Grade 4We give an example from Grade 7Grade 4, LO1, AS2:Grade 7, LO1, AS1:Explain the effects on the community of bothresponsible and irresponsible use of resourcesand services.Explain needs and wants and howdifferences between them impact oncommunities and the environment. To work towards achieving this AS, learnerscould explore the use of resources such as petrol,water, fire wood, shell fish, bait and serviceslike nature conservation and law enforcement,and others. We need things like healthy foods, enoughwater, homes, the chance to learn, be creativeand contribute to society. Our wants for greatvariety in food, for swimming pools and lushlawns, big houses or huge meals, can be bad forour health, and strain the Earth as more naturalresources are used, and more pollution created.At the same time, many people’s needs are notbeing met, and inequality increases, causingmany social ills.Community resources could include abundantwild plants which could be sustainably harvested;pleasant areas where visitors would like to hike,picnic or watch birds; or the facts about naturewhich knowledgeable community membersmight have.These are only some ofthe Assessment Standards for EMS –take a look at the others, includingthose for LO3.Grade 7, LO4, AS2:Use idea generation techniques to makerecommendations on using communityresources to generate income in aresponsible way.
Stories of PossibilitiesWorking with the GET Economic andManagement Sciences CurriculumA teacher’s story: “We are a school for learnerswith special needs, and proud to be an EcoSchool. We earned our Green Flag by running afood garden and soup kitchen which feeds thelearners and community, by installing a watertank and other water-saving devices, and by basing some of our lesson plans on these activities.All the staff participate in the programme, andevery year, when we plan our programmes forthe next year, we look at how we can draw on ourEco-Schools activities as a curriculum resource. Iteach the Foundation Phase (Grades R-3). Thatmeans I teach three learning programmes:Literacy, Numeracy and Life Skills. For the LifeSkills learning programme, I need to worktowards the Assessment Standards of LifeOrientation, Social Sciences, Arts and Culture,Technology and EMS. I’ll give you an example ofhow I’ve drawn on the food garden for my Grade3 class:The learners help in the food garden, to learnlife skills for when they need to look after themselves – although I don’t assess them on this, asit is not a curriculum requirement. What they dohave to show me, is that they can explain recycling. There are many examples of recycling inour garden – we use tyres for built-up beds inwhich the learners can work, even if they are inwheelchairs or on crutches. We re-use grey waterfrom the hostel’s showers and kitchen. We recycle vegetable peels in a compost heap and usethis to replace nutrients in the soil. When thelearners can explain how this helps the environment and saves money, and why this is important, they have achieved Assessment Standardsfor EMS, Life Orientation and Social Science!Next year we will start a stall for selling our produce; while the Grade 3s will not work in it, theywill help to do the planning and calculations, andagain this is something I can assess, to see ifthey’ve achieved the EMS AssessmentStandards”.Inspired by Harding Special School, Kokstad
Environment in Life OrientationIn the new curriculum, environment and opportunities for environmental learning appear in allLearning Areas. Based on the vision and values ofthe South African Constitution, a key curriculumprinciple is to promote a healthy environment,human rights, social justice and inclusivity. ThisMakiAHealthprinciple is reflected in required LearningOutcomes and Assessment Standards, specifiedcontexts and core content, which all supportenvironmental learning. Not surprisingly, therefore,environmental learning must be assessed as part ofthe formal curriculum.ng C hoices :Wyy Me inhtlaa HeLife Orientation helps learners to make responsibledecisions about their health and the environment.Learners and their communities can only be healthyif the earth is healthy too. People need clean water,fresh air, nutritious food and safe surroundings. Weeven need to enjoy the beauty of nature as weexercise outdoors. In Life Orientation, learnersactively participate by identifying environmentalThis pamphlet introduces serviceproviders and educators to ‘environment’ in the Life Orientation curriculumfor Grades R-9, and aims to give asense of how one might work with thecurriculum requirements and opportunities. We illustrate some of the manydorl!health issues in their homes, school and community.They explore what we can do to make our worldsafer and healthier. From early on, they learn tomake choices and take action for good health andhealthy surroundings. The diversity of plants andanimals are part of healthy ecosystems – like farms,rivers, oceans – which play a vital role in the healthof people and planet.relevant Learning Outcomes, AssessmentStandards and contexts. To see whereelse environ-mental learning features inLife Orientation, in other Learning Areas,or in the Grade 10-12 Life Orientationcurriculum, please consult the NationalCurriculum Statements.
The Learning Outcomes(LO) Apply to All GradesAssessment Standards (AFoundation PhaseGrades R-3We give examples from Grades 2 & 3Learning Outcome 1Grade 2, LO1, AS2:Grade 3, LO1, AS2:Health PromotionSuggest and investigate actions to makethe home andschool environmenthealthier.Participate in arecycling project andexplain how recyclingcontributes toenvironmentalhealth.Healthy Environment, Healthy MeLearners will be able to make informeddecisions about personal, communityand environmental health.This could be taughtin the context of foodgardens, waste disposal, a play park, or a footpatrol at a busy road,for example.Learning Outcome 2Social DevelopmentThis could be taught inthe context of recyclingat school or in thecommunity, for examplepaper, glass, tin,compost.Many other relevantAssessment Standardsare left out here – whydon’t you look them up!Rights and ResponsibilitiesLearners will be able to demonstrate anunderstanding of and commitment toconstitutional rights and responsibilitiesand to show an understanding ofdiverse cultures and religions.Life Orientation also has 3more Learning Outcomes featuringenvironmental learning. Do lookthem up in the policy documents!
AS) Change and Progress from Grade to GradeIntermediate PhaseGrades 4-6Senior PhaseGrades 7-9We give examples from Grade 5We give examples from Grade 9Grade 5, LO1, AS2:Grade 9, LO1, AS2:Investigate a local environmental healthproblem using different data sources andplan a strategy to address the problem.Develop and implement an environmentalhealth programme.Environmental health problems might be a lack of safe, green play areas;hunger in the community; poor waste disposal; too much junk food; no toiletsat school; polluting traffic. Programmes to respond could include creating afood garden or park; or a waste management campaign.Grade 5, LO1, AS3:Grade 9, LO1, AS1:Recognise the symptoms and causesof locally occurring diseases and discussprevention strategies.Illustrate and evaluate the influence of ecological,social, economic, cultural and political factors onown choice of diet.Grade 5, LO2, AS1:Grade 9, LO2, AS2:Apply children’s rights and responsibilitiesto a range of problem situations.Report on participation in or planning of the localcelebration of a national day.The Constitution gives children the right to ahealthy environment, and they can call on thisright when demanding that authorities providethem with clean water, for example.Consider launching an environmental health programme in Environment Week, Water Week, or onHuman Rights Day!
Stories of PossibilitiesWorking with the GET Life Orientation CurriculumA Foundation Phase teacher confesses: “I’vebeen working with the NCS for a while now, butI’m still unsure about the ‘healthy environment’element! This year a service provider helped mea lot, though. I told them I struggled with theGrade 3 Assessment Standard which requires thelearners to participate in a recycling project. Wedon’t have a recycling project at the school and Iwasn’t sure how to set one up. Someone said Imust get learners to collect paper, tins or bottles,and get a recycling company to come and collectthe materials from school. But as we are far offthe beaten track, no-one was interested in collecting from us. I started to panic, as I had toassess the learners against this AssessmentStandard before they could pass Grade 3! Then Imet someone from an NGO who works on waste.They said that making compost is also a form ofrecycling – you recycle certain food scraps andgarden waste in the soil, and this helps the environment as it makes the soil more fertile, so thatwe can grow more food, while reducing theamount of waste that goes to the dump.The service provider showed me how to makecompost in a bottle! The learners collected thematerials we needed: 2 litre plastic bottles, soil,water, plant material, some paper snippets, vegetable peels, and even earthworms! We practisedmaking a few bottles, some flopped and someworked well, and we learned from all of them.The learners were not only doing (participationskills), they could also explain what could go intothe compost and why, and how this process offood recycling in nature helps to keep the earthhealthy (knowledge and values). They love theirearthworms, nature’s big recyclers, and are takingthem home over the holidays. Next year I’mdefinitely starting a compost heap outdoors.”An Intermediate Phase teacher explains: “Iteach Life Orientation in a rural area. We’ve beenexperiencing outbreaks of cholera here. So forthe Health Promotion outcome of LifeOrientation (LO1) for Grade 5, I used the contextand content of cholera. Cholera is a communicable disease which is linked to the Life Orientationconcepts of environmental health and personalhygiene, because the disease spreads throughpeople using polluted water, not taking carewhen going to the toilet or not washing handsbefore handling food. So as part of my LearningProgramme this year I taught two lessons oncholera, using information from the Wildlife &Environment Society, Department of WaterAffairs, and our clinic. We read a true story of aman who had contracted the disease, a fact sheeton prevention, and studied a poster of the lifecycle of the disease. It was not so much the science that I wanted learners to grasp, as how torecognize and prevent the disease through howwe handle ourselves, our bodies and our food basic life skills, which is a focus in LifeOrientation.After the lesson I could assess the learnersagainst three Grade 5 LO1 Assessment Standards:Explore and report on ways to protect the qualityof food and water in various contexts (e.g.preparing food with clean hands and utensils, andboiling water or adding Jik); Investigate a localenvironmental health problem using differentdata sources, and planning a strategy to addressthe problem (this was the problem of local waterinfected with cholera, or lack of access to cleanwater, and our strategy included boiling water andadding Jik, but also writing to the Municipality topoint out that there are not enough toilets, sopeople pollute the river); and Recognise thesymptoms and causes of locally occurring diseases and discuss prevention strategies.Next year I’ll work with the same learners inGrade 6. I’ll have to introduce other communicable diseases besides cholera then, for exampleHIV/AIDS, which is another issue we face here. InGrade 6 learners must progress and study topicsin more depth, for example I’ll introduce the LifeOrientation concepts of community norms andpersonal values in relation to HIV/AIDS.I’m also thinking of using access to clean wateras an environmental health issue, when teachingtowards LO1 and LO2 in Grade 6. I might teamup with the science teacher to make linksbetween biodiversity and health. We should planthis soon, in time for next year!”
Environment in Natural SciencestInsvetiingtagprinciple is reflected in required LearningOutcomes and Assessment Standards, specifiedcontexts and core content, which all supportenvironmental learning. Not surprisingly, therefore,environmental learning must be assessed as part ofthe formal curriculum.Ear t h’s LifeSupportSystAbemouIn the new curriculum, environment and opportunities for environmental learning appear in allLearning Areas. Based on the vision and values ofthe South African Constitution, a key curriculumprinciple is to promote a healthy environment,human rights, social justice and inclusivity. ThisIt’ss an dActing RespThe Natural Sciences Learning Area teacheslearners science process skills; to interpret and usescientific, environmental and technologicalknowledge; and to come to value and takeresponsibility for relationships between science,technology, people and environment. Whilelearners plan and conduct inquiries using diversesources of information, including their owninvestigations, they come to know and appreciatethe workings of the natural world and howThis pamphlet introduces service providers and educators to ‘environment’ inthe Natural Sciences for Grades R-9, andaims to give a sense of how one mightwork with the curriculum requirementsand opportunities. We illustrate some ofthe many relevant Learning Outcomes,blyonsi!ecosystems benefit people. At the same timelearners are challenged to consider criticallypeople’s interactions with nature, including theimpacts of technology, and to suggest solutions.The three Natural Science Learning Outcomes andthe specified content for the different phases,provide opportunities for studying local plants,animals and ecosystems, investigating our impactson biodiversity, and to do problem-solving aroundconservation issues.Assessment Standards and content, focusingmainly on biodiversity. To see where elseenvironmental learning features in theNatural Sciences, in other Learning Areas,and in the Grade 10-12 Life Sciencescurriculum, please consult the NationalCurriculum Statement.
The Learning Outcomes(LO) Apply to All GradesAssessment Standards (AFoundation PhaseGrades R-3We give one example from Grade 3Assessment Standards are taExamples followFoundation Phase: my body and its needs forhealthy foods and clean water; plants and animals and how they change as they grow; howpeople depend on plants and animals for food.Learning Outcome 1Grade 3, LO1, AS2:Scientific InvestigationsParticipate constructively in an investigativeactivity with understanding of its purpose.Learners should be able to act confidentlyon their curiosity about natural phenomena,and investigate problems in scientific,technological and environmental contexts.Learning Outcome 2Constructing Science KnowledgeLearners should know and be able tointerpret and apply scientific, technologicaland environmental knowledge.Learning Outcome 3Appreciating Relationshipsand ResponsibilitiesLearners should be able to demonstratean understanding of interrelationshipsbetween science and technology,society and the environment.
AS) Change and Progress from Grade to GradeIntermediate PhaseGrades 4-6Senior PhaseGrades 7-9We give examples from Grades 5 & 6We give examples from Grade 7aught through the specified core knowledge and concepts for each phase.w for each phase (for more, see the NCS for Natural Sciences):Intermediate Phase: ecosystems, interdependency,animal and plant habitats; water in ecosystems andimpact of human activities on water, catchment management and water quality; sources of energy innature; soil composition and properties; fossils asindicators of environmental change.Senior Phase: photosynthesis, animal behaviour, adaptations, food webs, biodiversity, and the impact of pollution on naturalprocesses.Grade 5, LO1, AS2:Grade 6, LO1, AS2:Grade 7, LO1, AS2:Carry out instructionsand procedures involving a small number ofinvestigative steps.Conduct simple testsor surveys and recordobservations orresponses.Organise and use equipment or sourcesto gather and record information.Why don’t you lookup some of the AssessmentStandards for LO2.Grade 5, LO3, AS2:Grade 6, LO3, AS2Grade 7, LO3, AS2:Identify positive andnegative effects ofscientific developments and technological products on thequality of people’slives and/or theenvironment.Suggest ways toimprove technologicalproducts or processesand to minimisenegative effects onthe environment.Analyse information about sustainableand unsustainable use of resources.
Stories of PossibilitiesWorking with the GET Natural Sciences CurriculumA teacher’s story: “I teach the Natural Sciencesin a primary school. I have always had a passionfor nature, and I tried to bring environmentalissues into my teaching, especially as we arefrom an area where the learners don’t get muchother exposure. So I was glad to find that thenew curriculum makes such good provision forenvironmental education.Last year water pollution hit the news locally,and this year I made this my focus for the secondterm. It fitted well with the required knowledgecontent for the Intermediate Phase, because theCore Knowledge includes Water plays an important role in ecosystems, sustaining both plantand animal life. Industrial, agricultural anddomestic activities may have a serious impacton the quality and quantity of wateravailable in an area.Our school had budgetedfor a local field trip, so I tookmy Grade 6 learners to theriver which flows throughour area. In preparationfor the trip, I used anewspaper article onthe local pollution as a‘tuning in’ activity in theclassroom, and we discussed the river as anexample of an “ecosystem”. Then I demonstrateda jam-tins-in-a-pyramid activity, to mobilise what they hadpreviously learnt about ecosystems,e.g. that people are connected to animals,plants, water and soils. When I saw that everyonewas ‘tuned in’ to the topic, we brainstormed howwe as junior scientists would find out if our localriver ecosystem was polluted. What kinds ofquestions should we ask? How could we getanswers? You can see that I had the LearningArea purpose in mind, and was teaching towardsthe Grade 6 Assessment Standard 1, PlanInvestigations (for LO1: Scientific Investigations).I then introduced the learners to the SWAPwater quality testing kit (which also comes in atin!). A service provider showed it to us on acourse I attended last year. So I explained to thelearners how it worked, and how it could help usanswer our questions. The tin contains a numberof simple tests for water quality, e.g. identifyinginsects and other water life, interviewing peopleabout changes in the river and detecting bacteria in sewage. I assigned pairs to one test only;that way a few tins go quite far, and the learnershave enough time to master the test. While Iwould have simply demonstrated one or twotests to the Grade 5s, for the sake of progressionthe Grade 6 learners had to do the range of teststhemselves. I had to assess them on their abilityto do a test and report and interpret their findings. This assessment goes towards theirprogress in LO1, AS 2: Conduct simple tests andrecord observations and AS3: Relate observations to the focus question.The learners enjoyed working at the river,especially those who find book-based enquiriesdifficult. But when all the pairs had reportedtheir findings in class, and I helpedthem to make sense of their data,they were upset that our localecosystem was so badlydamaged. There was littlesign of any water life, andhigh levels of faecal coliform contamination.Now they want to tracethe course of the riverto find out where thesewage pollution comesfrom; they suspect informal settlements wherepeople don’t have toilets; Isuspect an overflow from themunicipal sewage works.Previously, we would have donesuch a further investigation only in an environmental club. Now I can do it as part of the formal curriculum for Grade 6, LO3 (Understandinginterrelationships between science and technology, society and environment), AS2: Suggestways to improve technological processes orproducts and to minimise negative effects onthe environment and AS3: Suggest how technological products and services can be madeaccessible to those presently excluded. I guessthe technology we’ll be working with will be toilets or sewage treatments! I’ll have to find themsome suitable reading on these topics. And Imust remember to keep assessing the learnersagainst the required standards! I have a feelingthey might do well, because of the activelearning opportunities in and outside theclassroom.”
Environment in Social Sciencesprinciple is reflected in required LearningOutcomes and Assessment Standards, specifiedcontexts and core content, which all supportenvironmental learning. Not surprisingly, therefore,environmental learning must be assessed as part ofthe formal curriculum.d Pla ces, Pa snataplendoePPrgesnir. .ExtplenoIn the new curriculum, environment and opportunities for environmental learning appear in allLearning Areas. Based on the vision and values ofthe South African Constitution, a key curriculumprinciple is to promote a healthy environment,human rights, social justice and inclusivity. Thisnt.foraFair FvirnEuturein a He al thyThe Social Sciences is about relationships betweenpeople, and between people in the environment,both in the past and today. Its aim is to build anawareness of how we can influence our future, bychallenging economic and social inequalities, andtaking better care of physical resources. Learnersget to know their physical, social and political world,first close to home and then more widely, usingenquiry - and interpretation skills and content fromHistory and Geography. They investigate keyquestions about the interactions between peopleThis pamphlet introduces service providersand educators to ‘environment’ in theSocial Sciences curriculum for Grades R9, and aims to give a sense of how onemight work with the curriculumrequirements and opportunities. Weillustrate some of the many relevantonmeand places, how these have changed over time, andwhat their implications are, in terms of social justice(e.g. the fair or unfair distribution of resources),environmental impacts, and social and environmental conflicts. The Learning Area providesopportunities to explore issues like threats tobiodiversity, but also encourages a pride in place,identity and heritage. The exploration of issuesalways includes positive case studies andconsiderations of what we can do to reduce or fixthe impact of our actions on our environment.Learning Outcomes and AssessmentStandards and required content. To seewhere else environmental learningfeatures in the Social Sciences, in otherLearning Areas, or in the Grade 10-12History and Geography curriculum, pleaseconsult the National Curriculum Statements.
The Learning Outcomes(LO) Apply to All GradesAssessment Standards (AFoundation PhaseGrades R-3Our examples are from Grade 3The first Learning Outcomesdeal with Historical and Geographicalenquiry skills, respectively.History Learning Outcome 2Historical Knowledge andUnderstandingLearners will be able to demonstratehistorical knowledge and understanding.Social Sciences has 2 more LOsfor History and 1 more forGeography.Geography Learning Outcome 2Geographical Knowledge andUnderstandingLearners will be able to demonstrategeographical and environmentalknowledge and understanding.The Geography Knowledge Focus for Grade 3includes the concept of pollution and its broadeffects, as well as managing waste – conceptsof reducing, recycling and re-using.Geography Learning Outcome 3Grade 3, GLO3, AS1:Exploring IssuesIdentify one or more pollution issues in aparticular context.Learners will be able to make informeddecisions about social and environmentalissues and problems.Grade 3, GLO3, AS5:Propose solutions to reduce the pollutionproblem being investigated.
AS) Change and Progress from Grade to GradeIntermediate PhaseGrades 4-6Senior PhaseGrades 7-9Our examples are from Grade 6Our examples are from Grade 9The History Knowledge Focus for Grade 6includes the history of medicine, indigenousmedicine and traditional healing.Grade 6, HLO2, AS2:Give reasons for and explain the results of keyevents and changes in more than one context.Grade 6, HLO2, AS3:Identify some aspects of society which havechanged and some which have stayed thesame over time in more than one context.The Grade 9 Geography Knowledge Focus includesDevelopment issues: approaches to development(including concepts like sustainability); the role ofscience and technology (including modification ofcrops, Green Revolution); sustainable use ofresources: principles of Agenda 21, our dependenceon natural resources, all actions must ensure sustainability and everyone must be actively involved inaddressing environmental problems; social andenvironmental conflicts in SA: comparisons - Africaand elsewhere, power, control and discrimination inaccess to resources such as land, water; case studies.Grade 6, GLO2, AS3:Grade 9, GLO2, AS3:Describe some ways in which society haschanged the environment.Explain how sustainable development couldimpact positively on people, places, environments.The Grade 6 Geography Knowledge Focusincludes environmental issues: contribution ofsocieties to the loss of biodiversity (disappearing wetlands, soil erosion, deforestation,extinction of plants and animals, etc.); development issues: causes of poverty (disrespect forhuman rights, environmental destruction, lackof access to resources, unemployment, etc);positive case studies.Grade 9, GLO3, AS1:Ide
Life Orientation, in other Learning Areas, or in the Grade 10-12 Life Orientation curriculum, please consult the National Curriculum Statements. Life Orientation helps learners to make responsible decisions about their health and the environment. Learners and their communities can only be h
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