2021 ANNUAL TEACHING PLAN TERM 1 - EN District

2021 Grade 9 Life Orientation Annual Teaching Plan2021 ANNUAL TEACHING PLAN – TERM 1TERM 1: 47 daysWeek 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9WEEK 10Development of the self in societyDevelopment of the self in societyBasic hygiene principles (issues of COVID-19)- Prior-Knowledge: Grade 8 term 2- Social factors thatcontribute to substance abuse including community andmedia- Appropriate behaviour to stop and avoid substance abuse:refusal and decision-making skills-Long and short term consequences of substance abuse:link to crime, violence and educational outcomes-- Rehabilitation options: where to find help, care andsupport- Goal-setting skills: personal lifestyle choices-Influence of media, environment, friends and peers, family,culture, religion and community on personal lifestyle choices- Appropriate responses to influences on personal lifestylechoices:o Informed decision-making skills: positive and negativeinfluenceso Assertiveness skills: confident and firm decision-makingBasic hygiene principles (issues of COVID-19)-Sexual behaviour and sexual health:- Risk factors leading to unhealthy sexual behaviour-Unwanted results of unhealthy sexual behaviour: teenage pregnancy, sexually transmittedinfections (STIs), HIV and AIDS,low self-image and emotional scars- Factors that influence personal behaviour including family, friends, peers and communitynorms- Strategies to deal with unhealthy sexual behaviour: abstinence and change of behaviour- Protective factors, where to find help and support: community structures that offer protectionor resilience against high riskbehaviour-Adverse consequences and implications of teenage pregnancy for teenage parent(s) andthe children born to teenagersPhysical Education-Participation in target games, activities that improvephysical wellness levelSafety issues relating to fitness activitiesParticipation in target games, activities that improve physical wellness level Participation and movement performance in activities that improve physical wellness level Participation in target games, activities that improve physical wellness level Participation and movement performance in activities that improve physical wellness levelDevelopment of the self in societyDevelopment of the self in societyWorld of workResources (otherthan textbook) toenhance learningTextbook, resources on careersTextbook, resources on recreational activities, e-book forCOVID-19, posters, PE guidelineTextbook, newspaper articles and resources on sportTextbook, resources on recreational activities, , e-book for COVID-19, posters, PE guidelineTextbook, newspaper articlesTextbook, resources on recreational activities, e-bookfor COVID-19, posters, PE guidelineInformalassessment;remediationSBA (FormalAssessment)Homework/ classwork /worksheetsCAPS sectionTopic, concepts,skills and valuesRequisite preknowledgeWorld of workBasic hygiene principles (issues of COVID-19)-Prior- Knowledge Grade 8 term 2Identify and apply own learning style*Time-management skills: accountability in carrying out responsibilities- How to organise one’s work-How to use time effectively and efficiently Reading and writing for different purposes:- Keeping a journal; summarising and improving reading and writing skills*Prior-Knowledge: Grade 8 term 2-Six career categories: investigative, enterprising, realistic,artistic, conventional and social-Interests and abilities related to each career category-Thinking and learning skills required by each career category- School subjects related to each career category The role of work in relation to South Africa’s social and economic needs-Identify needs in the community and country* How work can meet social and economic needs in South AfricaWritten Task: 70 MarksPhysical Education Task: 30 Marks

2021 Grade 9 Life Orientation Annual Teaching Plan2021 ANNUAL TEACHING PLAN – TERM 2TERM 2: 51 daysCAPS sectionWeek 1Week 2Constitutional rights and responsibilitiesWeek 5Basic hygiene principles (issues of COVID-19)Prior-knowledge: Grade 8term 3 -Nation building:definition- Prevention and safety issues relating toHIV and AIDSCaring for people living with HIV and AIDS-Issues relating to citizens’ rights andresponsibilities:- Respect for others’ rights: people living withdifferent disabilities and HIV and AIDS(infected and affected)- Celebrations of national and internationaldays: Human Rights Day, Freedom Day,Heritage Day, Reconciliation Day, YouthDay, Worker’s Day, Women’s Day, Africa Day,Nelson Mandela Day, World Refugee’s Dayand national health days-Plan and participate in a local celebration of anational dayPrior –Knowledge: Grade 8 term3Environmental health issues:-Application of laws and policies to protect theenvironmental health: address anenvironmental issue- Earth Day: prevention of the environment-Honouring Earth Day: ways of being kinder toearth-Develop and implement an environmentalhealth programmePhysical Education- Participation in a programme that improvemovement techniques and executes a gameplan for individual or team sport that improvemovement techniques Safety issues relating to participation in sportHealth, social andenvironmentalresponsibilityConstitutional rightsand responsibilitiesWeek 6Constitutional rights and responsibilities*Prior-Knowledge: Grade 8 term 3 -Informed,responsible decision-making about health andsafety: HIV and AIDShealthy living and positive attitudeRequisite preknowledgeWeek 4Basic hygiene principles (issues of COVID-19)- Management with medication, diet,Topic, concepts,skills and valuesWeek 3-Different ways to promote nation building in differentcontext: community, school and home-Contributions of women and men towards nationbuilding: individual and groupsConstitutional values as stated in the South AfricanConstitution- Positive and negative role models- Role models for upholding constitutional values:parents and leaders in the community/society- Applying these values in daily life*Week 7Week 8 Participation and movement performance in agame plan for individual or team sport that improvemovement techniquesConstitutional rights and responsibilitiesBasic hygiene principles (issues of COVID-19) Prior-knowledge: Grade 8 term 3- Relationshipbetween performance in school subjects and interestsand abilities-Type of learning activities related to different subjects:practical, theoretical, individual or group activities-Demands of each subject: thinking and learning skillsrequired Decision making process:-Steps in choosing career category relating toindividual strength, ability, interest and passion Options available after completing Grade 9: NationalSenior Certificate (NSC – Grades 10 – 12) andNational Certificate Vocational (NCV – TVET Colleges)qualificationsParticipation in a programme that improve movementtechniques, participate in and executes a game plan forindividual or team sport Participation and movement performance in a game planfor individual or team sport that improve movementtechniquesWorld of workTextbook, newspaper articlesTextbook, resources on recreational activities, e-book forCOVID-19, posters, PE guidelineResources (otherthan textbook) toenhance learningTextbook, resources on careersTextbook, resources on recreational activities,e-book for COVID-19, posters, PE guidelineTextbook, newspaper articles and resources on sportTextbook, resources on recreational activities, , ebook for COVID-19, posters, PE guidelineFORMAL ASSESSMENTWorld of work-Implications of choices: choice between NSC andNCV-Knowledge of the world of work: rights, responsibilitiesand opportunities in the workplaceParticipation in a programme that improve movementtechniques, participate in and executes a game planfor individual or team sportWeek 9-10: The form of assessment at the end of Term2 will be a controlled test and PhysicalEducation Task based on Term 1 and Term2 work. Notes or guidelines on the controlled test isas follows:Section A:25 MarksSection B:25 MarksSection C:20 MarksAll questions arecompulsoryA source or Casestudy may beused tocontexualise thequestionsAll questions arecompulsoryShort openended, scenariobased, sourcebased and casestudy questionsThree 10-markquestions will beset of whichlearners will beexpected toanswer TWO.The questionsshould be acombination ofthree or moretypes of questionsranging from list,what, why,multiple choice,matchingcoulumns andmissing words.Questions shouldbe knowledgebased i.e. includeinformation thatlearners haveacquired from theLife OrientationclassQuestions will testunderstandingand factualknowledgeResponsesshould be shortand direct andrage from oneword to a phraseor a full sentenceLearners shoulddisplay, presentand applyknowledge andskills gained.Learners willdisplay anunderstanding ofreal life issuesaffecting theyouth and societyat large and giveadvice of possiblesolutions,demonstrate goalsetting anddecision makingskillsLearners shouldprovide directresponses, fullsentences in pointform andextended writingQuestions willpredominantlyfocus on theapplication ofknowledge andskillsLearners willsolve problems,make decisionsand give advice.They will providefew directresponses andextended writingranging fromdescriptiveparagraphs toshort essays thatstate or examinean issue.Each question willfocus on thespecificinformation or theintegration ofcontent.A shorttext/diagram/data/graphs/cartoonscan be providedas stumulus.