CAPS GRADES 7-9 LIFE ORIENTATION-Final
CURRICULUM AND ASSESSMENT POLICYSTATEMENT(CAPS)LIFE ORIENTATION GRADES 7-9FINAL DRAFTGrades 7–9 Life Orientation Curriculum and Assessment Policy Statement1
SECTION 1NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT FOR LIFE ORIENTATION GRADES 7–91.1 BackgroundThe National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum andassessment in the schooling sector.To improve its implementation, the National Curriculum Statement was amended, with the amendmentscoming into effect in January 2012. A single comprehensive National Curriculum and Assessment PolicyStatement was developed for each subject to replace the old Subject Statements, Learning ProgrammeGuidelines and Subject Assessment Guidelines in Grades R - 12.The amended National Curriculum and Assessment Policy Statements (January 2012) replace theNational Curriculum Statements Grades R - 9 (2002) and the National Curriculum Statements Grades10 - 12 (2004).1.2 Overview(a)The National Curriculum Statement Grades R – 12 (January 2012) represents a policystatement for learning and teaching in South African schools and comprises the following:National Curriculum and Assessment Policy Statements for each approved school subject aslisted in the policy document, National policy pertaining to the programme and promotionrequirements of the National Curriculum Statement Grades R – 12, which replaces the followingpolicy documents:(i)National Senior Certificate: A qualification at Level 4 on the National QualificationsFramework (NQF); and(ii)An addendum to the policy document, the National Senior Certificate: A qualification atLevel 4 on the National Qualifications Framework (NQF), regarding learners withspecial needs, published in the Government Gazette, No.29466 of 11 December 2006.(b)The National Curriculum Statement Grades R – 12 (January 2012) should be read inconjunction with the National Protocol for Assessment Grade R – 12, which replaces the policydocument, An addendum to the policy document, the National Senior Certificate: A qualificationat Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol forAssessment Grade R – 12, published in the Government Gazette, No. 29467 of 11 December2006.(c)The Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelinesfor Grades R - 9 and Grades 10 - 12 are repealed and replaced by the National Curriculum andAssessment Policy Statements for Grades R – 12 (January 2012).Grades 7–9 Life Orientation Curriculum and Assessment Policy Statement2
(d)The sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4of this document constitute the norms and standards of the National Curriculum StatementGrades R – 12 and therefore, in terms of section 6A of the South African Schools Act, 1996 (ActNo. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimumoutcomes and standards, as well as the processes and procedures for the assessment oflearner achievement to be applicable to public and independent schools.1.3 General aims of the South African Curriculum(a) The National Curriculum Statement Grades R - 12 gives expression to what is regarded to beknowledge, skills and values worth learning. It will ensure that children acquire and applyknowledge and skills in ways that are meaningful to their own lives. In this regard, thecurriculum promotes the idea of grounding knowledge in local contexts, while being sensitive toglobal imperatives.(b) The National Curriculum Statement Grades R - 12 serves the purposes of: equipping learners, irrespective of their socio-economic background, race, gender, physical abilityor intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, andmeaningful participation in society as citizens of a free country; providing access to higher education; facilitating the transition of learners from education institutions to the workplace; and providing employers with a sufficient profile of a learner’s competences.(c) The National Curriculum Statement Grades R - 12 is based on the following principles: Social transformation: ensuring that the educational imbalances of the past are redressed, and thatequal educational opportunities are provided for all sections of our population; Active and critical learning: encouraging an active and critical approach to learning, rather than roteand uncritical learning of given truths; High knowledge and high skills: the minimum standards of knowledge and skills to be achieved ateach grade are specified and sets high, achievable standards in all subjects; Progression: content and context of each grade shows progression from simple to complex; Human rights, inclusivity, environmental and social justice: infusing the principles and practices ofsocial and environmental justice and human rights as defined in the Constitution of the Republic ofSouth Africa. The National Curriculum Statement Grades 10 – 12 (General) is sensitive to issues ofdiversity such as poverty, inequality, race, gender, language, age, disability and other factors; Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this countryas important contributors to nurturing the values contained in the Constitution; and Credibility, quality and efficiency: providing an education that is comparable in quality, breadth anddepth to those of other countries.(d) The National Curriculum Statement Grades R - 12 aims to produce learners that are able to:Grades 7–9 Life Orientation Curriculum and Assessment Policy Statement3
identify and solve problems and make decisions using critical and creative thinking; work effectively as individuals and with others as members of a team; organise and manage themselves and their activities responsibly and effectively; collect, analyse, organise and critically evaluate information; communicate effectively using visual, symbolic and/or language skills in various modes; use science and technology effectively and critically showing responsibility towards the environmentand the health of others; and demonstrate an understanding of the world as a set of related systems by recognising that problemsolving contexts do not exist in isolation.(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. Thiscan only happen if all teachers have a sound understanding of how to recognise and address barriers tolearning, and how to plan for diversity.The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevantsupport structures within the school community, including teachers, District-Based Support Teams,Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriersin the classroom, teachers should use various curriculum differentiation strategies such as those includedin the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).1.4 Time Allocation1.4.1Foundation Phase(a) The instructional time for subjects in the Foundation Phase is as indicated in the table below:SubjectTime allocation perweek (hours)I. Languages (FAL and HL)10 (11)II. Mathematics7III. Life Skills6 (7) Beginning Knowledge1 (2) Creative Arts2 Physical Education2 Personal and Social Well-being1(b)Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.(c) In Languages 10 hours is allocated in Grades R-2 and 11 hours in Grade 3. A maximumof 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of2 hours and a maximum of 3 hours for Additional Language in Grades R – 2. In Grade 3a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and aminimum of 3 hours and a maximum of 4 hours for First Additional Language.Grades 7–9 Life Orientation Curriculum and Assessment Policy Statement4
(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours asindicated by the hours in brackets for Grade 3.1.4.2Intermediate Phase(a)1.4.3The table below shows the subjects and instructional times in the Intermediate Phase.Time allocation perSubjectweek (hours)I. Home Language6II. First Additional Language5III. Mathematics6IV. Science and Technology3.5V. Social Sciences3VI. Life Skills4 Creative Arts1.5 Physical Education1 Personal and Social Well-being1.5Senior Phase(a)The instructional time in the Senior Phase is as follows:Time allocation perSubjectweek (hours)I. Home Language5II. First Additional Language4III. Mathematics4.5IV. Natural Sciences3V. Social Sciences3VI. Technology2VII. Economic Management Sciences 2VIII. Life Orientation2IX. Creative Arts2Grades 7–9 Life Orientation Curriculum and Assessment Policy Statement5
1.4.4Grades 10-12(a)The instructional time in Grades 10-12 is as follows:SubjectTime allocation per week(hours)I. Home Language4.5II. First Additional Language4.5III. Mathematics4.5IV. Life Orientation2V. Three Electives12 (3x4h)The allocated time per week may be utilised only for the minimum required NCS subjects asspecified above, and may not be used for any additional subjects added to the list of minimumsubjects. Should a learner wish to offer additional subjects, additional time must be allocated forthe offering of these subjects.Grades 7–9 Life Orientation Curriculum and Assessment Policy Statement6
SECTION 22.Life Orientation2.1What is Life Orientation?Life Orientation is central to the holistic development of learners. It addresses skills, knowledge andvalues about the personal, social, intellectual, emotional and physical growth of learners, and isconcerned with the way in which these facets are interrelated. Life Orientation guides and prepareslearners for life and its possibilities and equips them for meaningful and successful living in a rapidlychanging and transforming society.The focus of Life Orientation is the development of self-in-society. It promotes self-motivation andteaches learners how to apply goal-setting, problem-solving and decision-making strategies. Theseserve to facilitate individual growth as part of an effort to create a democratic society, a productiveeconomy and an improved quality of life. Learners are guided to develop their full potential and areprovided with opportunities to make informed choices regarding personal and environmental health,future careers and study opportunities.Life Orientation helps learners to develop beneficial social interactions, such as respecting others’ rightsand values and promotes lifelong participation in recreation and physical activity.The subject contains the following five topics in Grades 7 to 9:(i)Development of the self in society(ii)Health, social and environmental responsibility(iii)Constitutional rights and responsibilities(iv)Physical Education(v)World of workThe issues dealt with in each topic are related to the issues covered in the other four topics of thesubject. Owing to the interrelated and holistic nature of the subject, the five topics of Life Orientationfunction interdependently, and therefore, are considered to be of equal importance. However, the timespent on each topic may vary and should not be used as a measure of the importance of the topic.The topics of Life Orientation in Grades 7, 8 and 9 relate to those in the Foundation and IntermediatePhases and Grades 10, 11 and 12. The Grades 7, 8 and 9 Life Orientation curriculum focuses on similarareas of skills, knowledge and values and prepares learners to continue with this subject in Grades 10,11 and 12. The content taught in lower grades serves as the foundation for the content to be taught inhigher grades.Grades 7–9 Life Orientation Curriculum and Assessment Policy Statement7
2.2Specific aimsLife Orientation aims to:(i)guide learners to achieve their full physical, intellectual, personal, emotional and social potential;(ii)develop learners’ skills to respond to challenges and play an active and responsible role in theeconomy and society;(iii)teach learners to exercise their constitutional rights and responsibilities and to respect the rightsof others;(iv)guide learners to make informed and responsible decisions about their health, environment,subject choices, further studies and careers; and(v)provide opportunities for learners to demonstrate an understanding of, and participate in activitiesthat promote movement and physical development.2.3Time allocation of Life Orientation in the curriculumTwo hours per week is allocated to Life Orientation in the National Curriculum Statement (NCS). Onehour per week will be spent on Physical Education and the remaining hour will be split among the otherfour topics. This means that there are 70 hours available for the teaching of Life Orientation. Thisexcludes internal examination periods. The content is grouped in section 3 of this document and ispaced across the 40 weeks (80 hours) of the school year to ensure coverage of the curriculum. A fixedperiod must be dedicated to Physical Education per week and this period will be labelled PhysicalEducation in the school timetable.2.4Weighting of topicsTopicDevelopment of the self insocietyHealth, social andenvironmental responsibilityConstitutional rights andresponsibilitiesWorld of workPhysical EducationContact TimeExaminationsTotal hoursTotal weeksGrade 7Hours10Grade 8Hours09Grade 108040Grades 7–9 Life Orientation Curriculum and Assessment Policy Statement8
SECTION 33.1Overview of topicsTopicGrade 71Development of theself in society Concept: self-image Changes in boys and girls:puberty Peer pressureGrade 8Grade 9 Concepts: self-conceptformation and self-motivation Goal-setting skills: personallifestyle choices Concept: sexuality Sexual behaviour and sexualhealth Relationships and friendships Concepts: personal diet andnutrition23Health, social andenvironmentalresponsibilityConstitutional rightsand responsibilities Concept: substance abuse Concept : environmental health Common diseases: TB,diabetes, epilepsy, HIV andAIDS Human rights as stipulated inthe South African Constitution Fair play in a variety of sportactivities Dealing with abuse Role of oral traditions andscriptures of major religions4World of work Importance of reading andstudying Career fields Simulation of career-relatedactivities Value and importance of workin fulfilling personal needs andpotential5Physical Education Participates in fitnessprogramme Plays community or indigenousgames that include the conceptof invasion Performs a sequence ofphysical activities Participates in an outdoorrecreational programme Social factors that contribute tosubstance abuse Challenging situations:depression, grief, loss,trauma and crisis Concept: volunteerism Health and safety issuesrelated to violence Decision-making about healthand safety: HIV and AIDS Nation building Concept: human rightsviolationsIssues relating to citizens’rights and responsibilities Constitutional values Concept: Gender equity Concept: cultural diversity inSouth AfricaContributions of variousreligions in promoting peace Sport ethics Contributions of organisationfrom various religions tosocial development Different learning styles Time-management skills Six career categories Relationship betweenperformance in schoolsubjects and interests andabilitiesReading and writing fordifferent purposes Options available aftercompleting Grade 9 Knowledge of the world ofwork Career and subject choices Study and career fundingproviders Environmental health issues Decision-making process Participates in physicalactivities that promotecomponents of fitness Plays target games Programme to improvemovement techniques Participates in an outdoorrecreational activity Safety issues Safety issuesGrades 7–9 Life Orientation Curriculum and Assessment Policy Statement Plan for own lifelong learning Improves own physicalwellness level Executes a game plan forindividual or team sport Refines own and peerperformance in movementactivities Refines own performance in anoutdoor recreational activity Safety issues9
3.2Outline of what is to be taughtTOPICTERM 1WEEKS 1 – 2Development of the self in society2 hoursGRADE 7Recommended resourcesTextbook, Life skills books and posters Concept: self-image: identify and reflect on positive personal qualities- Personal interests, abilities and potential- Strategies to enhance self image through positive actions: respect for self- Strategies to enhance others’ self image through positive actions: respect for others2 hoursTextbook, resources on fitnessPhysical Education Participation in a fitness programme Safety issues relating to fitness activitiesWEEKS 3 – 5Development of the self in society3 hoursTextbook, Life skills books3 hoursTextbook, resources on fitness Changes in boys and girls: puberty- Physical and emotional changes- Understanding the changes- Respect for own and others’ body changes- Appreciation and acceptance of the selfPhysical Education Participation in a fitness programme Participation and movement performance in a fitness programmeWEEKS 6 – 8Development of the self in society3 hoursTextbook, Life skills books, youth magazines Peer pressure: effects of peer pressure- How peer pressure may influence an individual: use of substances, crime, unhealthy sexual behaviour, bullying and rebellious behaviour- Appropriate responses to pressure: assertiveness and coping skills- Negotiation skills: ability to disagree in constructive ways- Where to find helpPhysical Education3 hoursTextbook, resources on fitness Participation in fitness a programmeWEEKS 9 – 10World of work2 hoursTextbook, resources on careers and study skills Importance of reading and studying: reading for enjoyment and reading with understanding Skills to develop memory: ability to recall2 hoursTextbook, resources on fitnessPhysical Education Participation in a fitness programme Participation and movement performance in a fitness programmeFormal Assessment:1. Written task2. Physical Education Task (PET)It is compulsory to cover the given topics in the term indicated.The sequence of the topics within the term is however, not fixed.Grades 7–9 Life Orientation Curriculum and Assessment Policy Statement10
TOPICTERM 2WEEKS 1 – 2Constitutional rights and responsibilities2 hoursGRADE 7Recommended resourcesTextbook, newspaper articles, Bill of Rights, South African Constitution Human rights as stipulated in the South African Constitution:- Application of human rights- Application of responsibilities in relation to human rights Fair play in a variety of athletic and sport activities: role of values, trust and respect for difference2 hoursTextbook, resources on indigenous and invasion gamesPhysical Education Plays community or indigenous games that include the concept of invasion Safety issues relating to participation in invasion gamesWEEKS 3 – 5Constitutional rights and responsibilities3 hoursTextbook, resources on child safety and protection Dealing with abuse in different contexts: between adults and children and between peers- Identify threatening and risky situations- Effects of abuse on personal and social health and relationships- Importance of communication to promote healthy and non-violent relationships- How to protect oneself from threatening and risky situations- Places of protection and safety for victims of abuse: where to find help3 hoursTextbook, resources on indigenous and invasion gamesPhysical Education Plays community or indigenous games that include the concept of invasion Participation and movement performance in community or indigenous games that include the concept of invasionWEEKS 6 – 8World of work3 hoursTextbook, resources on careers and career guidance and counselling Career fields:- Qualities relating to each field: interests and abilities- School subjects related to each career fiel
(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) In Languages 10 hours is allocated in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades R – 2. In Grade 3
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Types of task Written report Test Test Project Case study Compliance with NCS or CAPS NCS and CAPS CAPS only NCS only NCS and CAPS NCS and CAPS Content covered Part (a): Report on a listed JSE company Part (b): Internal auditor’s report on company internal control Asset
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Page 3 of 22 The #10 Caps The #11 Caps (note the RWS 1075s are categorized as #11 caps because they fit the same cones as caps marked as #11) The Remington #10 Cap is the longest cap of the bunch. This confuses people because it appears to be the "largest cap," when in fact it
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Third and fourth graders had access to 129 programs, while youth at both ends of the age spectrum had far fewer programs serving these critical transition periods. GRADES Preschool, K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-10 Grades 11-12 Transition to College 46 119 129 119 80 66 57 15 NUMBER OF PROGRAMS SERVED
Grades 6-8 Boys Athletics, Grades 7-8 Girls Athletics, Grades 7-8 Art, Levels 1-2 HS Art I Band, Levels 1-3 Mariachi, Levels 1-3 Choir, Levels 1-3 Theatre Arts, Levels 1-3 Spanish 1, Grades 7-8 Spanish 1 for Native Speakers, Grades 7-8 Spanish II, Grade 8 Leadership Grade 6 Intro to Comp. Sci., Grade 6 AVID, Grades 7-8 Multimedia Grades 7-8 .
