LADLORD/101/3/2019

TUTORIAL LETTER 101/3/2019

SUBJECT DIDACTICS: LIFE ORIENTATION

LADLORD

YEAR MODULE

DEPARTMENT: CURRICULUM AND

INSTRUCTIONAL STUDIES

IMPORTANT INFORMATION:

Hierdie studiebrief bevat belangrike inligting oor die module.

1
 CONTENTS

Page

1 INTRODUCTION ........................................................................................................... 4
2 PURPOSE AND OUTCOMES ...................................................................................... 5
2.1 Purpose ........................................................................................................................ 5
2.2 Outcomes ..................................................................................................................... 5
3 LECTURER(S) AND CONTACT DETAILS................................................................... 6
3.1 Lecturer(s).................................................................................................................... 6
3.2 Department .................................................................................................................. 6
3.3 University ..................................................................................................................... 7
4 RESOURCES................................................................................................................ 7
4.1 Prescribed book(s) ...................................................................................................... 7
4.2 Recommended book(s) ............................................................................................... 7
4.3 Electronic reserves (e-reserves) ................................................................................ 7
4.4 Library services and resources ................................................................................. 8
5 STUDENT SUPPORT SERVICES ................................................................................ 8
5.1 Contact with fellow students ...................................................................................... 8
5.2 myUnisa ....................................................................................................................... 9
5.3 Tutorials ....................................................................................................................... 9
5.4 Unisa Radio.................................................................................................................. 9
5.5 Free computer and internet access ......................................................................... 10
5.6 Student query process ............................................................................................. 10
5.7 myUnisa tools ............................................................................................................ 10
6 STUDY PLAN ............................................................................................................. 11
7 PRACTICAL WORK ................................................................................................... 11
8 ASSESSMENT............................................................................................................ 11
8.1 Assessment criteria .................................................................................................. 11
8.2 Assessment plan ....................................................................................................... 11
8.3 Assignment numbers ................................................................................................ 12
8.3.1 General assignment numbers .................................................................................. 12
8.3.2 Unique assignment numbers ................................................................................... 13
8.4 Assignment due dates .............................................................................................. 13
8.5 Submission of assignments ..................................................................................... 13
8.6 The assignments ....................................................................................................... 14
8.7 The examination ........................................................................................................ 22
8.7.1 Examination admission ............................................................................................ 22
8.7.2 How will this work in practice? ................................................................................ 22
8.7.3 Examination period ................................................................................................... 22
8.7.4 Examination paper .................................................................................................... 22

2
 LADLORD/101/3/2019

8.7.5 Previous examination papers................................................................................... 22

9 FREQUENTLY ASKED QUESTIONS ........................................................................ 23
10 SOURCES CONSULTED ........................................................................................... 24
11 IN CLOSING ............................................................................................................... 25

3
Dear Student

1 INTRODUCTION

Dear Student

The Department of Curriculum and Instructional Studies is pleased to welcome you to the
module called. The Didactics Life Orientation (LADLORD). We hope that you will find it both
interesting and rewarding. You will be well on your way to success if you start studying early in
the year and resolve to do your assignments thoroughly and timeously. During the year you will
receive a number of tutorial letters relating to LADLORD. I will do my best to make your study of
this module successful. A tutorial letter is my way of communicating with you about teaching,
learning, and assessment of Life Orientation. Please join our discussions on myUnisa to stay
updated with the latest announcements, resources, and information on this module.

This tutorial letter contains important information about the scheme of work, resources and
assignments for this module. You are urged to read it carefully and to keep it at hand when
working through the study material, preparing the assignments, preparing for the examination
and addressing questions to me. In this tutorial letter, you will find the assignments and
assessment criteria as well as instructions on the preparation and submission of the
assignments. It also provides all the information you need with regard to the prescribed study
material and other resources and how to obtain them. Please study this information carefully
and make sure that you obtain the prescribed material as soon as possible.

Please read Tutorial Letter 301 in combination with this tutorial letter as it gives you an idea of
generally important information when studying at a distance and within a particular college. We
have also included certain general and administrative information about this module. Please
study this section of the tutorial letter carefully.

Right from the start, I would like to point out that you must read all the tutorial letters you receive
during the year immediately and carefully, as they always contain important and, sometimes,
urgent information. Some of these tutorial letters may not be available when you register. In case
you do not find some of the tutorial letters during registration, kindly be informed that such, will
be posted to you, and made available on your MyUnisa additional study materials. I hope that
you will enjoy this module and I wish you all the best.

4
 LADLORD/101

2 PURPOSE AND OUTCOMES

2.1 Purpose

The purpose of this module is to equip you with the knowledge, skills, and attitudes needed to
design lesson plans, acquire knowledge on how to teach, and how to assess learners in Life
Orientation. All teachers should be able to fulfill this responsibility.

The Post Graduate Certificate in Education (PGCE) covers six units, namely:

You are expected to cover information that is related to the following concepts: The concept Life
Orientation, Five topics in Life Orientation Grades 7 to 12, Purpose of teaching life orientation,
Specific Aims of teaching Life Orientation, Weighting of topics, Student teacher expectations,
Theory to practice, Note the meanings of the following icons, Senior phase teaching plan and
overview of topics, the concept Life orientation and learning theories, the role of Life Orientation
teacher, the role of learner according to constructivist learning theory, what is a lesson plan and
why is it important?, Stages involved when designing a lesson plan, designing lesson plans,
Grade 7 life orientation teaching content, Grade 8 life orientation teaching content, Grade 9 life
Orientation teaching content, Grade 10 life Orientation teaching content, Grade 11 life
Orientation teaching content, Grade 12 life Orientation teaching content, types and forms of
assessment, asessment guidelines, developing assessment activities, assessment tools,
feedback and expanded opportunities, assessment recording and reporting, the concepts
Africanisation, Ubuntu and Decolonisation, theories that foreground africanisation, Ubuntu, and
decolonisation, Embracing Africanisation in teaching life orientation concepts, assessment
Policies such as National Protocol for assessment grade R-12, National policy pertaining to the
programme and promotion requirements of the national curriculum statement Grades R-12, and
the policy on screening, identification, assessment, and support.

2.2 Outcomes

Students who are competent in planning, teaching and assessing learners in life orientation
can practically demonstrate the ability to plan the lesson, teach and prepare assessments for
life orientation learners.

5
3 LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer(s)

Your lecturers for the module Didactics Life Orientation is Dr. A.S. Mawela. You are welcome
to share knowledge, skills and to discuss any challenges related to the content of the module.
My contact details are as follows:

Dr AS Mawela
Department of Curriculum and Instructional Studies
UNISA
AJH Van der Walt Building 6--35
Muckleneuk Campus
Preller Street
Pretoria
0002
P O Box 392
UNISA
0003
Tel: (012) 429 4381
E-mail: mawelas@unisa.ac.za

All academic queries that are not of a purely administrative nature but relate to the content of
this module should be directed to me. Please have your study material with you when you
contact me.

Please note: Letters to lecturers may not be enclosed with or inserted into assignments.

3.2 Department

Department of Curriculum and Instructional Studies

P O Box 392
UNISA
0003
AJH Van der Walt Building 6-35
Muckleneuk Campus
Preller Street
PRETORIA
0002
Tel: (012) 429 4381

6
 LADLORD/101

3.3 University

If you need to contact the University about matters not related to the content of this module,
please consult the publication Study @ Unisa, that you received with your study material. This
brochure contains information on how to contact the University (e.g. to whom you can write for
different queries, important telephone and fax numbers, addresses and details of the times
certain facilities are open).

Always have your student number, module name and module code at hand when you contact
the University. Please note that all administrative enquiries should be directed to Unisa.
Enquiries will then be channelled to the correct department. The details are as follows :

4 RESOURCES

If you need to contact the University about administrative matters not related to the content of
this module, please consult the publication Study @ Unisa, which you received with your study
material. This brochure contains information on how to contact the University (e.g. to whom you
can write for different queries, important telephone and fax numbers, addresses and details of
the times certain facilities are open). Always have your student number at hand when you
contact the University. Please note that all administrative inquiries should be directed to the
applicable section at Unisa. The details are as follows: E-mail: study-info@unisa.ac.za

4.1 Prescribed book(s)

There is no prescribed book for this module. However, you are encouraged to purchase CAPS-
Life Orientation Books that are prescribed by the Department of Basic Education within the
specific grade and phase. This will help you to familiarise yourself with the content knowledge
that is relevant to the grade and phase that you are to teach at the completion of your PGCE.

4.2 Recommended book(s)

There are no recommended books for this module.

4.3 Electronic reserves (e-reserves)

There are no electronic reserves for this module.

7
4.4 Library services and resources

The Unisa Library offers a range of information services and resources:

 for detailed Library, information go to
http://www.unisa.ac.za/sites/corporate/default/Library
 for research support and services (e.g. personal librarians and literature search
services) go to http://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Research-support

The Library has created numerous Library guides: http://libguides.unisa.ac.za

Recommended guides:

 Request and download recommended material:

http://libguides.unisa.ac.za/request/request
 Postgraduate information services:
http://libguides.unisa.ac.za/request/postgrad
 Finding and using library resources and tools:
http://libguides.unisa.ac.za/Research_skills
 Frequently asked questions about the Library:
http://libguides.unisa.ac.za/ask
 Services to students living with disabilities:
http://libguides.unisa.ac.za/disability

5 STUDENT SUPPORT SERVICES

For information on the various student support systems and services available at Unisa (e.g.
student counseling; tutorial classes; language support), please consult the publication Study @
Unisa that you received with your study material.

5.1 Contact with fellow students

It is advisable to have contact with fellow students. One way to do this is to form study groups.
The addresses of students in your area may be obtained from the following department:

Directorate: Student Administration and Registration

PO BOX 392
UNISA
0003

8
 LADLORD/101

5.2 myUnisa

If you have access to a computer that is linked to the internet, you can quickly access resources
and information at the University. The myUnisa learning management system is Unisa’s online
campus that will help you to communicate with your lecturers, with other students and with the
administrative departments of Unisa – all through the computer and the internet.

To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za and then
click on the “login to myUnisa” link on the right-hand side of screen. This should take you to the
myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za.

For more information on myUnisa, consult the publication Study @ Unisa, which you received
with your study material.

5.3 Tutorials

Unisa offers tutor services for students as additional academic support at the various Unisa
regional learning centres throughout the country. For details of a learning centre near you,
consult the Directorate: Tutorial Services, Discussion Classes and Work-Integrated Learning at
telephone number +27 12 484 2869.

A tutorial is an organised session where students and tutor(s) meet regularly at a common venue
and at scheduled times to discuss courses material. The main purpose of the tutorial service is:

 facilitating student learning by developing the student’s independent learning skills

 Assisting students to become motivated and independent learners
 Helping the student to develop and enhance their learning experience and academic
 performance through interaction with the tutor and fellow students

Tutorials are not compulsory and willing students receive tutorial support at a nominal fee.
Interested students are advised to consult a learning centre closest to them to enrol for tutorials.
For further information on tutorials consult the brochure Study @ Unisa.

5.4 Unisa Radio

Unisa Radio is one “Africa voice” which strives to be Unisia’s voice that will bridge the gap
between Unisa and its communities. In the light of that, Unisa Radio programming focuses on
academic content including educational shows, career guidance, job opportunities, Unisa
student lifestyles, student’s entertainment, campus news and student support.

9
5.5 Free computer and internet access

Unisa has entered into partnerships with establishments (referred to as Telecentres) in various
locations across South Africa to enable you (as a Unisa student) free access to computers and
the Internet. This access enables you to conduct the following academic related activities:
registration; online submission of assignments; engaging in e-tutoring activities and signature
courses; etc. Please note that any other activity outside of these are for your own costing e.g.
printing, photocopying, etc. For more information on the Telecentre nearest to you, visit
www.unisa.ac.za/telecentres.

5.6 Student query process

Step 1:
Contact (by e-mail or phone) the lecturer.
Dr A Mawela
Tel No: 012 429-4381
E-mail: mawelas@unisa.ac.za.

Step 2:
If there is no response from the lecturer within 48 hours, call/forward query with a trail of previous
e-mails to the Chair of the Department’s office (Secretary: Tel No: 012 429 4033 or 012 429
6861).

Step 3:
If there is no response from the CoD’s office within 48 hours, call/forward query with a trail of
previous e-mails to Director at School of Teacher Education (Secretary: Ms H Pheto, Tel No:
012 429 6879, e-mail: phetohk@unisa.ac.za)

Step 4:
If there is no response from the Director of the School within 48 hours, call/forward query with a
trail of e-mails to College of Teaching and Learning’s office (Secretary: Ms Rosslee, Tel No: 012
429 4274, e-mail: rossle@unisa.ac.za)

You are advised to always start on STEP 1 when raising queries and not jump straight to Step
4.

5.7 myUnisa tools

It is very important that you log in to myUnisa regularly. We recommend that you log in at least
once a week to do the following:

10
 LADLORD/101

 Check for new announcements. You can also set your myLife email account so that you
receive the announcement emails on your cell phone.
 Do the Discussion Forum activities. When you do the activities for each learning unit,
we want you to share your answers with the other students in your group. You can read
the instructions and even prepare your answers offline, but you will need to go online to
post your messages. We have also provided a Social Cafe where you can socialise with
the other students in the module.
 Do other online activities. For some of the learning unit activities you might need to post
something on the Blog tool, take a quiz or complete a survey under the Self-Assessment
tool. Do not skip these activities because they will help you complete the assignments
and the activities for the module.

 One of the main tools that we use is the Lessons tool. The content of and assessments
for your module will be provided in this tool. At times you will be directed to join
discussions with fellow students and complete activities and assessments before you
can continue with the module.

We hope that by giving you extra ways to study the material and practise all of the activities,
you will succeed in the blended module. To get the most out of the blended module you MUST
go online regularly to complete the activities and assignments on time.

6 STUDY PLAN

Please consult Study @ Unisa for a generic study plan. Adapt this study plan to your specific
needs and context. The plan contains valuable time management and planning skills.

7 PRACTICAL WORK

The practical work for this module comprises a teaching practice period of five weeks. You are
expected to be actively involved in lesson planning, and teaching life orientation. This includes
designing life orientation assessment activities, different assessment tools, how to assess
learners, how to give learners feedback, how to record learners’ work and how feedback is given
to different stakeholders. The subject teacher at your placement school will have to assist you.
Further details about teaching practice are supplied in PTEAC2Y and TPR200F).

8 ASSESSMENT

8.1 Assessment criteria

Assignments are seen as part of the learning material for this module. As you do the
assignments, study the reading texts, consult other resources, discuss the work with fellow

11
students or e-tutors or do research, you are actively engaged in learning. Looking at the
assessment criteria given for each assignment will help you to understand what is required of
you more clearly.

8.2 Assessment plan

Unisa is following a continuous assessment system. So, you will be able to accumulate marks
throughout the semester. Your promotion mark comprises a semester mark of 20% and an
examination mark of 80%.

Assignment: 01 will count -10%

Assignment: 02 will count -10%

Your semester mark will be compiled as follows:

The total will then be 20%
Examination mark 80%
Final mark 100%
Submitting a well-prepared assignment 01 and assignment 02 will, therefore, be to your benefit.
please note: you need a subminimum of 40% in the examination to benefit from your semester
mark. in other words, you will have to pass the examination (which means that you have to
obtain a minimum of 50%).

You have to submit both assignment 01 and assignment 02 to obtain admission to the
examination. If you fail to submit any one or both of the assignments, you will not have admission
to the examination.

8.3 Assignment numbers

8.3.1 General assignment numbers

Remember that your assignment must have precisely the same number as the number indicated
in this tutorial letter. Assignments are numbered consecutively per module, starting from 01.
Only numerical numbers are used, for example, Assignment 01, 02 and so on.

Specify the module code and assignment number in all inquiries about assignments.

12
 LADLORD/101

8.3.2 Unique assignment numbers

Unique number Assignment number Due Date

853459 Assignment No.01 05 APRIL 2019
841171 Assignment No.02 08 AUGUST 2019

8.4 Assignment due dates

For assignment No.01, the opening date for submission is the 2019-03-22 and the submission
cut-off date will be the 2019-04-12. For assignment No.02, the opening date is the 2019-07-26
and the cut-off date is the 2019-08-16

8.5 Submission of assignments

PLEASE NOTE: Enquiries about assignments (e.g. whether or not the University has received
your assignment or the date on which an assignment was returned to you) must be directed to
the Department of Student Assessment and Administration (DSAA), You might also find
information on MyUnisa. To go to the MyUnisa website, start at the main Unisa website,
http://www.unisa.ac.za, and then click on the ‘Login to MyUnisa’ link under the MyUnisa
heading on the screen. This should take you to the MyUnisa website. You can also go there
directly by typing in http://my.unisa.ac.za.
Posted Assignments should be addressed to:

Department of Student Assessment and Administration

PO Box 392
UNISA
0003

You may submit written assignments and assignments done on mark-reading sheets either by
post or electronically via myUnisa. For detailed information and requirements as far as
assignments are concerned, see the brochure Study @ Unisa.

NB: Assignments may not be submitted by fax or sent to the lecturer’s e-mail address.

To submit an assignment via myUnisa:

 Go to myUnisa.
 Login in with your student number and password.
 Select the module.
 Click on Assignments in the menu on the left.

13
 Click on the number of the assignment you want to submit.
 Follow the instructions on the screen.

Since your examination paper at the end of the year will also be based on some of the
contents covered on your assignments, it is in your own interest to complete them
thoroughly.

You have to use at least, the Study Guide, the Assessment policies and the Life
Orientation CAPS documents of your specific grade and phase, as well as the tutorial
letters for this module in responding to the assignments. You are welcome to consult
other sources as well, but this is not a compulsory requirement. You have to list all
sources used in a complete list of references according to the Harvard method of
referencing.

Pay particular attention to the assessment grids to be used in assessing your

assignments. These are included so that you will respond exactly as is required in the
tutorial letters.

You are reminded of the seriousness of submitting work that is authentic and not
plagiarised. If it happens that you hand in assignments which are not your original
work, the measures contained in the Unisa Code of Conduct will apply. The University
authorities regard plagiarised work as serious misconduct and illegal practice and we
will act upon such misconduct in the strongest possible way.

8.6 The assignments

PLEASE NOTE THAT ASSIGNMENTS MIGHT LOOK SIMILAR WITH THAT OF THE
PREVIOUS YEARS, BUT NOT THE SAME
Please note that the word “assignment” is the only acceptable term used to refer to assignments.
Assignments 01 and Assignment 02 follow. You should be able to answer these by consulting
your Study Guide, the Assessment policies and the Life Orientation CAPS documents of your
specific grade and phase, Tutorial Letter 501, and the internet.

NB: Important information about completing assignments

 Make sure that you respond to the assignments designed for the module you are
registered. It may be a good idea to mark the assignments you have to submit clearly to
avoid a mistake in this regard.
 You are expected to complete both assignments and answer all questions set in the
assignments.

14
 LADLORD/101

In each assignment, make sure that you provide the following:

 cover page including the title or topic of your response to the assignment. ‘’Assignment
01” is NOT an appropriate title or topic for an assignment. Demonstrate your
understanding of the module content by drafting an appropriate short title of topic for
your assignment.
 a declaration of authenticity, namely that it is your own work that is submitted
 a concise table of content, containing the main headings and page numbers only – no
sub-headings should be included.
 a very brief introduction which introduces the title to the reader in one sentence and
indicates what is contained in the response
 responses to the assignment questions, each provided with an appropriate heading –
these headings should appear in the table of contents.
 references to sources used in the text every time such sources are used. These must
be done according to the Harvard method of referencing.
 a summary or conclusion of the overall answer to the assignment which briefly indicates
the meaning of the assignment.
 a list of sources consulted. This list must be according to the Harvard method as well.

Along with the answers to the assignment questions, also respond to the reflection questions
(this is compulsory even though marks are not allocated).

 You may submit assignments in typed or handwritten format.

 Both assignments for the semester may be submitted to the University either by snail
mail (post) or electronically via myUnisa. However, we strongly encourage you to submit
your assignments via the myUnisa platform, as this makes it easier to track your
submissions, while you will also receive feedback sooner.
 Plagiarism is not allowed at all. If you commit plagiarism, the University is obliged to
subject you to a disciplinary hearing. If you are found guilty, you may be suspended and
excluded from studying at all universities (including Unisa) for several years. Students
are not allowed to submit identical assignments on the basis that they worked together.
That is copying (which constitutes a form of plagiarism). NO such assignments will be
marked. Furthermore, you may be penalised or subjected to disciplinary proceedings by
the University.
 Read questions more than twice in order to get a better understanding before attempting
to answer it.
 Do not use answers to the assignment questions to study the content of the module.
First study the content (Tutorial Letter 501, the Assessment policies and life orientation

15
 CAPS documents of the specific grade and phase) before attempting to answer the
questions.

All academic queries that are not of a purely administrative nature but are about the content of
this module should be directed to me. Please have your study material with you when you
contact me.

Please note: Letters to lecturers may not be enclosed with or inserted into assignments.

16
 LADLORD/101

Assignment: 01 (Compulsory)
Closing date: 05 April 2019
Unique number: 853459

You should do this assignment only AFTER you have finished studying the contents of the whole
module as contained in the study guide (Tutorial Letter 501) and the Assessment policies and
the Life orientation CAPS documents for the specific grade and phase that you will teach after
completing the PGCE. Number the questions as they are on the assignment.

NB: Answer all questions in ENGLISH.

Questions 1.

1.1 What are the Five main purposes of teaching life orientation in your phase 5x2=10
Indicate the weighting hours to teach the following topics in your phase:

1.1.1. Physical education 2x1=2

1.1.2. Development of the self in society. 2x1=2

1.2. Give a full description of the term ‘Life Orientation’ 2x1=2

1.3. State whether the following statements are TRUE or FALSE.
Write ONLY the correct answer next to the number (E.G. 1.4.7= true).

1.3.1. The legal age for alcohol consumption in South Africa is 18 years. 2x1=2
1.3.2. Unskilled workers lack skills that are enough for specialised work. 2x1=2
1.3.3. To recycle is to convert waste into reusable material. 2x1=2
1.3.4. The Bill of Rights states that everyone has the right to shelter. 2x1=2
1.3.5. Heritage refers to things of historic or cultural value that are worthy of
preservation. 2x1=2
(26)
Question 2

2.1. In all classrooms, learners have diverse learning needs. If teachers are not
responsive to these needs and provide the necessary support learners may
experience barriers to learning. mention five (5) diverse learning needs of
learners. 5x2=10
2.2. To respond to the diverse needs of learners, we have to differentiate our teaching
methods and strategies. Briefly explain how important is (a) lesson planning, (b)
learning materials, (c) presentation methods for effective teaching in a diverse
classroom. 3x3=9

17
2.3. To involve all the learners in group work, it is advisable to give each group
member a role to fulfill.
Mention five (5) group roles. 5x1=5
(24)

Question 3

3.1. Design a lesson plan for your specific grade and phase on physical education
‘safety issues’.
Your lesson plan should include the following criteria:

3.1.1. Indicate the grade and phase 2x1=2

3.1.2. What is the aim of this lesson? 2x1=2
3.1.3. Which other subject and topic will you link this lesson with? 2x1=2
3.1.4. Indicate the method or teaching approach to be employed in this
lesson 2x1=2
3.1.5. State two questions that you will ask learners as part of actualisation
of prior-knowledge during lesson introduction 2x2=4
3.1.6. Mention two teaching resources that you will use in this lesson, and
indicate the reason for your choice. 2x2=4
3.1.7. What will be the role of learners in this lesson? Indicate three. 3x1=3
3.1.8. What will be the role of a teacher in this lesson? Mention two. 2x1=2
3.1.9. Which form of assessment will be given to learners? Support your
answer 2x2=4
3.1.10. Which assessment instrument will you use when assessing
learners? 1x1=1
(26)
Question 4

4.1. Study the social constructivism theory and answer the following questions:
(Google social constructivism theory)

4.1.1. Briefly describe the concept “the social constructivism” 2x1=2

4.1.2. What will be the importance of applying social constructivism in
teaching life orientation? Mention two. 2x2=4

4.2. Mention and explain four types of assessment in Life Orientation. 4x3=12
4.3. List four forms of assessment in life orientation. 4x1=4
(22)
TOTAL: 100

18
 LADLORD/101

Assignment: 02 (Compulsory)
Closing date: 08 August 2019
Unique number: 841171

You should do this assignment only AFTER you have finished studying the contents of the whole
module as contained in the study guide (Tutorial Letter 501) and the Assessment policies and
the Life orientation CAPS documents for the specific grade and phase that you will teach after
completing the PGCE. Number the questions as they are on the assignment. NB: Answer all
questions in ENGLISH.

Question 1

1.1. What is meant by the following concepts? Use an example from South Africa to
explain your answer.

1.1.1. Diversity 2x1=2

1.1.2. Africanisation 2x1=2

1.2. Give one sign of learners’ sexual abuse and indicate how will best assist the
learner. 2x2=4
1.3. Adolescence is a time of many developmental changes in a learners’ body and
character.
State five areas in which teenagers develop during adolescence. 5x1=5
1.4. It is important to teach learners good sporting ethics. What are two measures that
you can put in place to in order address unfair sporting practice 2x2=4
1.5. Advising learners on how to choose career are important. What are the three
important things that you will focus on when conducting career guidance to
learners? 3x2=6
(23)

Question 2

2.1. Very few teachers (even in advantaged schools) have an ideal Life Orientation
classroom.
Describe how a good Life Orientation classroom should look like. 5x2=10

2.2. Design a group work assessment activity that will engage both boys and girls.
(Gender Roles and self-image):

2.2.1. Indicate the main purposes of this group work activity 2x2=4

19
 2.2.2. Clearly, describe the roles of girls and boys in your activity 2x4=8
2.2.3. What will be your role as a teacher during this activity? 2x1=2
2.2.4. Which assessment instrument will be used to assess this group work
activity? 2x1=2
2.2.5. What is the expected end product of this group work activity? Give a
reason 2x2=4

2.3. Design a community engagement project activity for your learners that is
focusing (Environmental health issues):

2.3.1. Indicate the environmental health issue that you want learners
to address 2x1=2
2.3.2. State two aims of this community engagement project
activity 2x2=4
2.3.3. Mention four main roles that will be allocated to the four members of the
group 4x2=8
2.3.4. What do you want learners to achieve at the end of this
project? 2x2=4
(48)

Question 3

3.1. Read the below scenario and answer the questions that follow:

Mr. Jack is the Life Orientation teacher at Alexandra High School. Recently he
noticed that many learners were not actively participating in classroom activities
and many of them lacked interest in physical education. Upon investigating
reasons for this situation, he discovered that the leading contributing factors were
obesity, poor diet, HIV and other lifestyle diseases. He decided to draw up a
health programme on how the school can promote physical well-being amongst
learners. The programme included peer groups support, health and fitness
activities and team building exercises.

3.1.1. Design an activity that will focus on peer group support

a) describe the form of peer group support? 2x1=2

b) what will learners be doing? 2x1=2
c) how will you ensure that the activity enriches learners’ health and
physical well-being? 2x2=4
d) indicate how will this activity promote teamwork. 2x1=2

20
 LADLORD/101

3.2. Set a test for your specific grade and phase. Your questions should follow the
following
Categories as outlined in the Bloom’s Taxonomy.

3.2.1. Two question on remembering based on ‘Development of the self in

society’ 2x2=4
3.2.2. Two questions on an understanding based on ‘Social and
environmental responsibility’ 2x2=4
3.2.3. Two questions on Applying based on ‘Constitutional rights and
responsibilities’ 2x2=4
3.2.4. One question on Analyzing based on ‘Careers and career
choices’ 2x1=2
3.2.5. One question on Evaluating based on ‘Study skills’ 2x1=2
3.2.6. One question on Creating based on ‘Physical Education’ 2x2=4
(29)

NB: SELF-ASSESSMENT AND SELF-REFLECTION ARE COMPULSORY TO

THIS ANSWER: NO MARKS WILL BE AWARDED FOR THIS SECTION.

a) What pedagogical knowledge and skills have you gained by doing this
assignment?
b) Which Life Orientation attitudes and values have you gained as a teacher to be?
c) Which strengths can you apply as a future Life Orientation teacher?
d) Which shortcomings do you need to address in future?
e) To what extent have you achieved the learning intentions/outcomes formulated
for each life orientation study unit? (Remember to specify the learning
intentions/outcomes which you have achieved.)

--oo0oo—

Black, P, Harrison, C, Lee, C, Marshall, B & William, D. 2003. Assessment for learning:
putting it into practice. Berkshire, England: Open University Press.
Butler, DL & Winnie, PH. 1995. Feedback and self-regulated learning: a theoretical
synthesis. Review of Educational Research, 65(3):245-281.
Sadler, DR. 1998. Formative assessment: revisiting the territory. Assessment in
Education, 5(1):77-84.

21
8.7 The examination

8.7.1 Examination admission

Examination admission is solely dependent upon submission of Assignment 01 and

Assignment 02. Both assignments have to be submitted to gain admission into the
examination. Assignments will count 20% towards your final mark and the examination
will count 80%.

8.7.2 How will this work in practice?

As explained above, you need to qualify to write the examination, as there is no automatic
admission. In order to qualify, you MUST submit Assignment 01 and Assignment 02 on
or before the due date.

8.7.3 Examination period

This is a year module. This means that if you are registered for this year, you will write
your examination at the end of year OCT/NOV 2019 and the supplementary examination
will be written in JAN/FEB 2020.

During the course of the year, the Examination Department (DSAA) will provide you with
information regarding the examination in general, examination venues, examination dates
and examination times pertaining to the module.

8.7.4 Examination paper

There is one two-hour examination paper for LADLORD.

8.7.5 Previous examination papers

Previous examination papers are available to students. We advise you, however, not to
focus on previous examination papers only as the content of modules and therefore
examination papers change from year to year. You may, however, accept that the type of
questions that will be asked in the examination might be similar to those asked in the
assignments.

DEMARCATION OR “PROVIDING SCOPE” FOR EXAMINATIONS AND

ASSESSMENTS

22
NB: In terms of a decision reached by the College, lecturers may not demarcate or “scope”
specific work for examination purposes and examination questions should be based on
all the work covering the notional hours of modules. Lecturers should encourage students
to study everything in the study material (In this module this includes the Study Guide
(Tutorial Letter 501), the Assessment policies as well as the Life Orientation CAPS
documents for the specific phase and grade). In cases where competencies or skills are
assessed differently during the tuition period, the various methods of assessment will be
spelled out clearly by the lecturer in Tutorial Letter 201.

According to Assessment Procedure Manual 2013, paragraph 4.5.2(e), the examination

memoranda (guidelines, rubrics, and so on) shall not be made available to students.

9 FREQUENTLY ASKED QUESTIONS

The brochure Study @ Unisa contains an A--Z guide to the most relevant information.

The frequently asked questions in this module (LADLORD) are:

Question A: I need more time to complete my assignment.

Answer:It is not possible to extend the due date by more than a week. If your
circumstances compel you to hand in one of the assignments later than the due date, you
have to ask for permission to do so before the due date. Please note that you should
submit assignments BEFORE the due date. By trying to submit an assignment ON the
actual due date, you are running the risk of not being able to submit due to large numbers
of students trying to submit causing a bottleneck in the system. Manage this risk by
submitting well in advance of the due date and check on the myUnisa system to make
sure your assignment was received in good order. Contact DSAA in this regard.

Question B: I have not yet received my study material. Can you send it to me?
Answer:No, unfortunately, the study material is kept in a different department and it is not
my responsibility to provide you with study material. Please contact the relevant section
(Despatch) and ask whether the specific item has been despatched. If it has been
despatched and you have not received it after a reasonable period of time, ask for another
copy to be despatched. You can also DOWNLOAD your study material on myUnisa. Refer
to paragraph 1.1 on how to access myUnisa.

Question C: I do not have internet access.

Answer: You can access the internet at any and all of Unisa’s regional offices.

23
Question D: May I submit my assignment directly to you, my lecturer via e-mail
or fax?
Answer: No! Under no circumstances may this be done.

Question E: I don’t know who my e-tutor is. Please assist in this regard.
You should have received an sms to indicate to which e-tutor group you were
allocated. Sometimes some students are not allocated to an e-tutor. If this is the case,
simply follow discussions on the general site where I, your lecturer will interact with all
students not allocated to an e-tutor.

Question F: If I repeat the module, do I have to submit assignments again?

Answer: A repeating student has to submit all the assignments again for the year mark
purposes. Repeating students will not gain admission to the examinations without the
submission of Assignment 01.

10 SOURCES CONSULTED

Black, P & Wiliam, D. 1998. Inside the black box: raising standards through classroom
assessment. London: King’s College.
Black, P & Wiliam, D. 1999. Assessment for learning: beyond the black box. London:
King’s College.
Brookhart, SM. 2001. Successful students’ formative and summative uses of
assessment information. Assessment in Education 8(2):153–169.
Dreyer, JM. 2014. The educator as assessor. 2nd edition. Pretoria: Van Schaik.
Earl, L. 2004. Assessment as learning: using classroom achievement to maximize
student learning. Thousand Oaks, CA: Corwin
Sadler, R. 1989. Formative assessment in the design of instructional systems.
Instructional Science 18:119–144.
South Africa. Department of Basic Education. 2011a. National Policy Pertaining to the
Programme and Promotion Requirements of the National Curriculum Statement
Grades R–12. Available at: http://www.education.gov.za (accessed on
15/05/2014)
South Africa. Department of Basic Education. 2011b. National Protocol for Assessment
of Grades R–12. Available at: http://www.education.gov.za (accessed on
11/04/2014)
South Africa. Department of Basic Education. 2011c. National Curriculum Statement:
Curriculum and Assessment Policy Statement Further Education and Training
Grades R-12. Tourism. Available at: http://www.education.gov.za (accessed on
15/05/2014)

24
University of South Africa. 2009. Teaching Life Orientation: only study guide for
LADLORD. Pretoria: University of South Africa.

11 CONCLUSION

I hope that you will enjoy this module and I wish you success with your studies.

Dr A S Mawela

25