LEGODI KEITUMETSE

STUDENT NO:12516384
02 NOVEMBER 2022
TMS3722
DECLARATION Your exam script will not be marked if this is not completed. I, KEITUMETSE
MATLHOGONOLO LEGODI (Name & Surname) Student number: 3722 Module code:TMS3722

Hereby declare the following: I understand Unisa's policy on plagiarism. This examination is original
work produced by myself. I have duly acknowledged all other people's work (electronic and print)
through the proper reference techniques, as stipulated in this module. I have not copied the work of
others and handed it in as my own. I have also not made my work available to any fellow students to
02.11.2022
submit as their own. Signature: …………………………. Date: ……………………………

QUESTION 1
1.1Life Orientation is the study of adult life and how best to prepare for the transition from
childhood to adulthood with the aim of facilitating learners’ transition into the adult world.

1.2Bio ecological systems theory states that society is made of up of multi-dimensional systems
which all interact and influence each other. These systems include schools, family and the wider
community. Schools are systems in their own right, made up of various subsystems

1.3Interpersonal competence is the ability to choose a type of communication that is most effective in a
given situation. Such competency empowers individuals to achieve the goals of any communication in a
manner that is best suited for all parties involved.

1.4. Prevention strategies aim to reduce factors that place youth at risk for perpetrating violence and
promote factors that protect youth at risk for violence. In addition, prevention should address all types of
influences on youth violence: individual, relationship, community, and society

1.5. Communication involves the exchange of verbal and non-verbal messages between two or more
individuals in which physical gestures, behavior, facial expressions and tone of voice form part of the
interaction. Communication may be positive or negative, depending on what the speaker is saying and
how they are saying it.

1.6. Identity can be described as the way in which an individual views him- or herself

1.7. Respect is an attitude that develops through mature and mutually enriching interpersonal
relationships. Moreover, respect is the attitude of respecting others difference’s. You need respect in
order to coexist with others without conflict

1.8. Stress can be described as a state in which an individual feels that the demands of a situation
exceed their ability to satisfy or alter demands.
1.9. Social responsibility defines the concept of individuals and businesses taking the responsibility to act
in the best interest of their society and environment while working for their betterment or profit.

1.10. Culture is a concept which refers to the group, society or community into which people are born.
This often determines largely what they believe, what they know, how they behave and interact, what
they value and what their traditions are. It also refers to how individuals perceive themselves with
regard to elements like race, social class, gender, religion, age, sexual orientation, and physical- and
mental ability. Culture is learnt through enculturation and socialization.

QUESTION 2

a True

b false

c false

d True

e True

f false

g true

h false

I true

J True

QUESTION 3

3.1 Internal support networks

Staff

Cooperation between Life Orientation teachers, school counsellors, the principal and other staff
members is important for creating an atmosphere of trust and sympathy in the school. Staff can assist
Life Orientation teachers by supporting them in discussions regarding what the best plan of action could
be for helping learners struggling with peer pressure. Teachers of other subjects can also assist the Life
Orientation teacher by being involved with career guidance. School counsellors can also support Life
Orientation teachers by means of individual sessions in which that which is taught in the classroom is
reinforced. Internal bases, like the school management team, school governing body and school-based
support team should also work together to address and manage serious cases

Parents

The participation of parents in the education of their children should be encouraged and fostered, so
that there is cooperation and support between parents and school staff. Parents also need to be
involved in the teaching of the basic issues of life, respect for authority and the discipline of their
children. The inclusion of parents about processes of reform and intervention is particularly important
2.4.2 External support networks

Government- and social organizations This includes support from organizations such as the District
Office, Department of Social Services, the South African Police Service (SAPS).

Universities

Universities are well-equipped to assist Life Orientation teachers with counselling and training on how to
encourage learners in effective and innovative ways

Psychological services

Life Orientation teachers may need to refer learners with individual requirements to specialist
psychology and counselling services

3.2. School age (stage 4-Industry versus inferiority)

The fourth psychosocial stage takes place during the early school years from approximately ages 5 to 11.
Through social interactions, children begin to develop a sense of pride in their accomplishments and
abilities. Children need to cope with new social and academic demands. Success leads to a sense of
competence, while failure results in feelings of inferiority.

Outcomes

Children who are encouraged and commended by parents and teachers develop a feeling of competence
and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers
will doubt their abilities to be successful.

3.3 One of the major contributing factors for teenagers to engage in sexual activity, whether they feel
ready for it, is the illusion that everyone else is. There is no right or wrong time to have sex - it varies for
each person. One of the most crucial things is that you feel you can talk to your potential partner about
what you are thinking and feeling. If you feel that your partner is pressuring you into having sex, you need
to consider if this is really the type of relationship you want. If you are both ready to consider it, you
should discuss both the actual deed, and the use of contraception. It is normal to have queries before
having sex for the first time, and it is important to have reliable sources of information for the answers
you need. Unfortunately, you can get pregnant or catch an STI from the first time, so you need to
consider contraception as well as infection prevention. You should not feel you have to compromise on
these two things because your partner does not want to use protection. The grade 6 learners can talk
about abstinence, teenage pregnancy, HIV AND STD/STI

3.4 Indigenous games are home-grown games and grade 6 learners can play games such as three tins,
diketo, cheia (full!) and jukskei. All these games have a positive effect on learners’ development such as
teaching them to work with others and to help them develop their problem-solving ability

QUESTION 4

4.1. the four laws of children’s constitutional rights and those are
The South African Schools Act 84 of 1996 (SASA)

This law stipulates that public schools’ governing bodies must compile a code of conduct, which the
institution must enforce. Of course, the purpose of this is to provide a basic set of rules regarding learner
behavior and performance. School should have specific procedures in place to deal with cases of bullying
and appropriate punishment. If the school fails to act, victims, parents or guardians are backed by other
laws in the Constitution regarding seeking justice.

The Children’s Act 38 of 2005

With an emphasis on protecting children against abuse and neglect, this law works to eradicate bullying in
schools. It gives every South African child the right to bring a case of bullying to court. It’s important to
note that the Act’s aim is not to punish a bully but restore the balance thrown off when one child caused
harm to another. So, the focus is on justice through specific programmes and processes. Bullies will be
held accountable for their actions, but the aim is to rehabilitate and not punish them. It also means that
in conjunction with SASA, the state and, in some cases, the school can be held liable for any damage,
injury or loss suffered by a learner in a public school. This is likely when, for example, a school is aware of
a specific learner’s constant difficulties with bullies but fails to intervene. Institutions then face paying out
for damages.

The Child Justice Act 75 of 2008

Building on the Children’s Act and emphasizing offenders need to be held in different moral standards by
society, the Child Justice Act also calls for restorative justice. Still, the law acknowledges that bullying
cases can contain a criminal element.

Therefore, the law calls for a separate criminal justice system for children. This Act divides the persons to
whom it applies into three categories: children below 10 years of age; children 10 years and older but
younger than 18; and young people 18 years of age and older but under 21 years. In the context of
learner-on-learner bullying at school, the perpetrator will usually be a child and would thus fall into one of
the first two categories. Before considering the perpetrator’s criminal responsibility, one needs to
establish whether the child has criminal capacity

The Protection from Harassment Act 17 of 2011

This is the latest supplement of the legal framework that protects and enforces the rights of bullying
victims.

It states that those who suffer at their fellow learners’ hands can apply for a protection order against
their perpetrators. While a parent or legal guardian would usually do this, section 2(4) of the Protection
from Harassment Act states that a child may apply for a protection order without the assistance of his or
her parents.
If issued, the bully cannot continue to harass the victim or ask anyone else to do so on his or her behalf.
Depending on the circumstances, a court could also order a bully to attend therapy for the sake of
rehabilitation and not becoming a repeat offender.

4.2 Three learning styles are namely visual, auditory and kinesthetic. Visual learners absorb information
through sight and retain facts that are represented in pictures, diagrams, textbooks, handouts and videos.
Auditory learners perform best by listening and prefer verbal lectures and discussions. Kinesthetic
learners learn best by performing gross and fine motor movements, and having hands-on experiences.

4.3 To prepare a class psychologically im required to be aware of my own emotions as well as learners’
emotions. I should strive to display positive emotions, show and tell learners that I have confidence in
them, be kind, friendly and honest. I can create a positive label such as “my brilliant learners” for the class
and regularly use it when I refer to the whole class. Greet learners with a smile every time you enter the
class, using my positive label whenever i can. During the lesson keep on remanding my learners that I love
them and that I am there to assist them to succeed academically and that I want to see them succeed.
Make them aware that I also need them to play their part in this by being involved in their work, doing
and completing their academic activities, making corrections, and always bringing their activity books and
textbooks to school. I must create a positive atmosphere in the classroom by being warm, caring, fair, and
loving, and by treating learners with dignity. Learners accept social norms related to values of respect,
justice and co-operation. Learner wants teachers to care about them as individuals, assist them to be
academically successful, and they want to be inspired. Encourage learners to speak their mind without
prejudice and involve them in decision making about things that affect them. I need to discuss real life
stories with learners as part of advising them on certain issues such as misbehavior and its consequences
after the schooling years. You could do this by citing examples that I know from your own experience as a
learner. Make learners realize that I sympathies with them, especially learners from a disadvantaged
background

Professional Growth

Reflective teaching can help to promote your professional growth. By carrying out an extensive inner
thought process, you can have a much better understanding of your strengths and weaknesses .

4.4 Debriefing mentor

Your mentor may ask you open-ended questions to get you to reflect, or discuss some new points and
concepts that you haven’t thought about before. In this process, you’re being prompted to reflect on
your on teaching practice and compare what you do to the new ideas that have been presented. You may
ask yourself questions like “do I do that?” or “do I need to improve in that area