SPDL7111w MO

IIE Learn Module Outline SPDL7111p
Professional Didactics: SP Life Orientation

SPDL7111p/w
MODULE OUTLINE 2022
(First Edition: 2019)
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© The Independent Institute of Education (Pty) Ltd 2022 Page 1 of 23

Table of Contents
Introduction.................................................................................................................................. 3
Using this Module Outline ........................................................................................................... 4
Module Resources........................................................................................................................ 5
Module Purpose ........................................................................................................................... 6
Module Outcomes........................................................................................................................ 6
Assessments ................................................................................................................................. 7
Module Pacer ............................................................................................................................. 10

Introduction
Welcome to Professional Didactics: Life Orientation for the Senior Phase. This module covers
some didactics and Life Orientation to prepare aspiring teachers for the classroom.
The South African curriculum include several aims, principles and outcomes for learners.
Equipping learners to participate in society, facilitating the transition of learners to the
workplace, social transformation, understanding their Human Rights and Responsibilities,
problem-solving skills and to become part of an inclusive society. Life Orientation serves to
assist learners with mastering some skills to enable them to cope with life in general better.
The Life Orientation teacher has an additional obligation because as a life Orientation teacher,
you are expected to be subject specialists as well as role models and exemplar.

Using this Module Outline

This module outline has been developed to support your learning. Please note that the
content of this module may be found in the prescribed material. You will not succeed in
this module if you focus on this document alone.
This document includes a basic outline of the content of your module and should be used to
guide your progress through the course of this module. In it, you will find a module pacer,
which outlines the suggested hours for each learning unit. Additionally, your pacer includes the
objectives that inform the cognitive levels that you will be expected to engage with specific
content. Please use these objectives to prepare for your assessments and ensure that you have
mastered them accordingly.
An assessment brief section, which outlines the kinds of formative (developmental) and
summative (final) assessments that you will need to complete for the module, is also included
in this document. Please consult with this section so that you are suitably prepared for your
assessments.
Finally, this document also includes a short breakdown of each learning unit. These are likely
to include various activities and revision questions for each learning unit. Again, please use
these to guide your comprehension and mastery of the content of this module so that you can
successfully meet the outcomes and develop the skills related to this module.

Module Resources
Prescribed PM1
Material (PM)
for this Module Gous, I. and Roberts, J. 2015. Teaching Life Orientation. Senior and FET
Phases Cape Town: Oxford University Press Southern Africa.
ISBN: 9780199053643 (Softcover) https://ezproxy.iielearn.ac.za/login?url=
http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1104413
&site=ehost-live&ebv=EK&ppid=Page-__-1 [Accessed 10 January 2022].
and
PM2
Curriculum and assessment policy, Senior Phase Grade 7 – 9;

Department of Basic Education, 2011 https://www.education.gov.za/Porta
ls/0/CD/National%20Curriculum%20Statements%20and%20Vocational/CAPS%
20SP%20%20LIFE%20ORIENTATION%20%20WEB.pdf?ver=2015-01-27-
160145-607 [Accessed 10 January 2022].].
Recommended Please note that a number of additional resources and links to
Readings, Digital resources may be provided throughout this module.
and Web
Resources You are encouraged to engage with these as they will assist you in
mastering the various objectives of this module. They may also be useful
resources for completing any assignments. You will not, however, be
assessed under examination conditions on any additional or
recommended reading material.

Module Purpose
The purpose of this module is to provide students with a framework of core pedagogical
knowledge and practices that will allow them to apply their specialised content knowledge
to the development and delivery of lessons in the Senior Phase in a competent, proficient
and critically reflective manner.
Module Outcomes
Demonstrate knowledge and understanding of the subject specialisation’s
MO1
Senior Phase curriculum and specialist pedagogy.
Design engaging and effective CAPS-relevant lessons that meet the needs of
MO2
diverse groups of Senior Phase learners.
Demonstrate knowledge of different assessment purposes, practices and tools
MO3
for determining learning and guiding future planning in the Senior Phase.
Defend a chosen assessment strategy for given scenarios, learners, outcomes
MO4
and content.

Assessments
Integrated Curriculum Engagement (ICE)

Minimum number of ICE activities to complete 4
Weighting towards the final module mark 10%
Formatives Assignment 1 Assignment 2

Weighting 25% 30%
Duration Approximately 10 hours Approximately 10 hours
Learning Units covered LU1 and 2 LU 1-4 (Up to Theme 1 of LU4)
Resources required Additional research required Additional research required
Summative Summative Assignment

Weighting 35%
Open/Closed book Open book, take-home examination with submission date to
be announced.
Resources required Relevant resources and texts. Additional research is required.
Learning Units covered All

Assessment Preparation Guidelines

Format of the Assessment Preparation Hints
Assignment 1
The assignment will assess • Read through the prescribed reading for Learning Units
your ability integrate and 1 – 2, and ensure that you have engaged in close reading
apply the content in of these in relation to the LU 1 – 2 objectives;
Learning Units 1 and 2 of • Ensure that you work through all the relevant activities,
this module. exercises;
• Pay close attention to the instruction words (like argue,
discuss etc.) and to the mark allocations/rubrics of each
question to ensure that you are able to provide the
correct depth and detail in your responses;
• You need to plan to spend at least 10 hours working on
this assignment in order to pass it;
• Remember to ensure that your assignment reflects high
standards in terms of intellectual integrity, and that the
quality of your writing is suitably academic and
polished.
Assignment 2
The assignment will assess • Read through the prescribed reading for Learning Unit
your ability integrate and 1-4 (up to Theme 1 of LU4), and ensure that you have
apply the content in engaged in close reading of these in relation to the
Learning Units 1-4 (up to objectives;
Theme 1 of LU4) of this • Remember to analyse all elements required and ensure
module. that your assignment is proofread and polished for
style, language and syntax.
• You will need to spend at least 10 hours working on the
assignment in order to pass it.
• Remember to ensure that your assignment reflects high
standards in terms of intellectual integrity, and that the
quality of your writing is suitably academic and
polished.

Summative Assignment
The summative assignment • Work through all the activities, exercises and revision
for this module will be an questions to ensure that you have a clear idea of the
open book, take-home nature of the summative assignment. You must also
assessment and will assess have completed close readings of your prescribed
all learning units in this material and engaged in additional reading to ensure
module. It will include that you have prepared adequately for this summative
theory-based application, assignment.
synthesis and evaluation- • Pay close attention to the instruction words (like
type questions. discuss, apply, describe, analyse etc.) and to the mark
allocations of each subsection to ensure that you
provide the correct depth and detail in your answers.
• Given the open book, take-home format of this
assessment, it is critical that you continue to retain
intellectual integrity and that you treat your summative
assignment with the same attention to referencing as
required for your assignments.

Module Pacer
Code Programme Contact Sessions Credits
SPDL7111p PGCE1p 36 Contact + 4 Learn 24
SPDL7111w PGCE1w 12 Weeks
Learning Unit 1 Considerations when Teaching Life Orientation
Overview:
Life Orientation is essential for developing learners holistically. As a subject, it seeks to equip
learners with personal, social, intellectual, physical and emotional skills to aid in their
personal growth and well-being. It provides guidelines for how they might approach the
challenges and opportunities that come from living in a rapidly changing society. The Life
Orientation teacher is essential for this development as they must present these life lessons
to their learners while occupying three unified roles: that of a mentor, a coach, and a
companion.
In this learning unit, we will begin by discussing the role and importance of Life Orientation
for Senior Phase students as well as how metacognition should be applied to its teaching.
We will then explain the different personality theories necessary for understanding learners
and the difference between being self-aware and being able to understand others. Next, we
will look at what innovative skills and elements are needed for being a Life Orientation
teacher, including how counselling skills can assist learners with their problems. We will then
look at how the curriculum and classroom activities can help learners to discover and
understand their problems. Finally, we will analyse how the Life Orientation teacher can
assist learners to both overcome their circumstances and build resilience.
If you are a part-time student, you will likely spend 6 sessions on this learning unit.
If you are a distance student, you will likely spend 2 weeks on this learning unit.
Please work through Themes 1, 2 and 3, together with the relevant sections of your
prescribed source/s. To ensure that you are working towards mastering the objectives for
this learning unit, please also ensure that you complete all activities on Learn.

Learning Unit 1: Theme Breakdown

Sessions Theme 1: What is Life Orientation (LO)? Prescribed Material (PM)
PGC1p: 1-6
Weeks
PGC1w: 1-2
LO1: Discuss the role and importance of PM1: CAPS Life Orientation
Related Life Orientation in the Senior Phase. Grade 7 - 9
Outcomes: Theme 2: Metacognition and the teacher PM2: Chapter 1
MO001 LO2: Apply metacognition to teaching
MO002 Life Orientation.
Theme 3: Self-awareness and the teacher PM1: Chapter 2
LO3: Explain the different personality
theories.
LO4: Distinguish between being self-
aware and understanding others.
LO5: Apply the tools and questionnaires
in analysing self-awareness.
Theme 4: The Role of the Life Orientation PM: Chapter 4 – 6
Teacher
LO5: Discuss the role of the Life
Orientation teaching in the Senior
Phase.
LO6: Apply innovative skills to the
different elements one would need
to be a Life Orientation teacher.
LO7: Apply counselling skills to assist
learners with their problems.
LO8: Use the curriculum and classroom
activities to discover the specific
problems of learners.
LO9: Analyse the role of the Life
Orientation educator in assisting
learners to overcome their
circumstances.
LO10: Apply the different programmes to
build resilience in learners.

Learning Unit 2 The Self and Society
Overview:
It is important for Life Orientation teachers to have self-awareness and knowledge of the
self. It is of equal importance for Life Orientation teachers to be able to assist learners in
developing their own ideas and knowledge of their selves. In pursuing this task, the Life
Orientation teacher is often presented with opportunities to discover areas of them self
while developing strategies to encourage this in their learners.
In this learning unit, we will begin by discussing the different dimensions of the self, as well
as its role in broader society. We will then look at some different techniques to manage one’s
self and to assist learners with their self-development and goalsetting. Lastly, you will
develop some of your own strategies for assisting learners in this way.
Please work through Themes 1 and 2 together with the relevant sections of your
this learning unit, please also ensure that you complete all activities on Learn.


Sessions Theme 1: The Self Prescribed Material (PM)
PGC1p: 7-10
Weeks
PGC1w: 3
LO1: Discuss the different dimensions of PM: Chapter 7
Related the self.
Outcomes: LO2: Analyse the role of the self in the
MO001 broader society.
MO002 Theme 2: Learners and self-development PM: Chapter 7
LO3: Apply different techniques to
manage yourself.
LO4: Apply different techniques to assist
learners in self-development.
LO5: Develop some strategies that you
will use to assist learners in self-
development and goal setting.

Learning Unit 3 Environment, Health and Social Responsibilities
Overview:
One of the key functions of a Life Orientation teacher is to act as a role model to their
learners and to their communities, displaying the values, drive, and emotional maturity that
they want to inspire in others. These qualities also include environmental consciousness,
health awareness and social responsibility. A Life Orientation teacher must take these issues
into account when making decisions and applying their problem-solving techniques.
In this learning unit, we will look at the different strategies for being responsible from a
social, health and environmental perspective as well as how these areas influence decision
making and problem-solving. We will then apply these skills to social, health and
environmental issues. Lastly, we will use different teaching strategies to design lessons
aimed at teaching this kind of decision making and problem-solving to learners.
Please work through Themes 1, 2, and 3, together with the relevant sections of your
this learning unit, please complete all activities on Learn.


Sessions Theme 1: Strategies Prescribed Material (PM)
PGC1p: 11-16
Weeks
PGC1w: 4-5
LO1: Discuss the different strategies to PM: Chapter 8
Related be responsible in a social, health CAPS
Outcomes: and environmental aspect.
MO001 LO2: Discuss different decision making
MO002 and problem-solving skills.
Theme 2: Application PM: Chapter 8
LO3: Apply decision making and problem- CAPS
solving skills to social, health and
environmental aspects.
Theme 3: Designing Lessons PM: Chapter 8
LO5: Use different teaching strategies to CAPS
design lessons for decision making
and problem solving in social,
health and environmental aspects.

Learning Unit 4 Rights and responsibilities
Overview:
Growing up in South Africa, we get to experience a fascinating diversity of culture. However,

much of who we are is as a result of our history, with violated human rights playing a part in
it. It is important therefore, for learners to be aware of our journey to democracy, how our
rights and responsibilities developed, and what this means for citizens today.
In this learning unit, we will discuss the rights and responsibilities of all South Africans under
the Constitution. We will then analyse how the Constitution along with these rights and
responsibilities support our democracy. Next, we will look at the importance of children’s
rights in South Africa as well as the role of the media in nation building. Lastly, we will apply
teaching and learning strategies to design lessons about democracy and human rights.
Please work through Themes 1, 2 and 3, together with the relevant sections of your


Sessions Theme 1: The Constitution of South Prescribed Material (PM)
PGC1p: 17-22 Africa
Weeks
PGC1w: 6-7
LO1: Discuss the rights and PM: Chapter 9
Related responsibilities of every citizen as CAPS
Outcomes: founded in the Constitution of
MO001 South Africa.
MO002 LO2: Analyse democracy with special
reference to the Constitution of
South Africa.
Theme 2: Rights and responsibilities PM: Chapter 9
LO3: Analyse the rights, responsibilities CAPS
and responsible citizenship as per
the Constitution of South Africa.
LO4: Discuss the influence of the
violation of children’s rights in
South Africa.
LO5: Evaluate the role of the media in
nation building.
Theme 3: Designing Lessons PM: Chapter 9
LO6: Apply Teaching and Learning CAPS
Strategies to designing lessons to
teach democracy and human rights.
LO7: Design lessons based on the CAPS
document incorporating the correct
strategies.

Learning Unit 5 Physical Education
Overview:
These days, people tend to live more sedentary lives, and so children have fewer
opportunities to participate in physical activities. This is why it is important that learners are
given these opportunities at school. The benefits of physical activity for children are vast,
and beneficial in many ways, and so this should be well established in schools.
In this learning unit, we will look at the benefits of physical education. We will also look at
the teaching methodologies that will allow the Life Orientation teacher to set up lesson plans
for physical education. Lastly, there will be an opportunity to work on exercise activities that
will benefit learners in a Life Orientation class.
If you are a distance student, you will likely spend 1 week on this learning unit.
Please work through Themes 1 and 2, together with the relevant sections of your prescribed
source/s. To ensure that you are working towards mastering the objectives for this learning
unit, please complete all activities on Learn.


Sessions Theme 1: Benefits of Physical Education Prescribed Material (PM)
PGC1p: 23-26
Weeks
PGC1w: 8
LO1: Discuss the benefits of Physical PM: Chapter 10
Related Education. CAPS
Outcomes: Theme 2: Teaching Methodologies PM: Chapter 10
MO001 LO2: Apply teaching methodologies to CAPS
MO002 create appropriate lesson plans for
a physical education.
LO3: Create artefacts with exercise
activities to use during lessons.

Learning Unit 6 Career and Career choices
Overview:
It is important for learners in the senior phase to consider their career options, and to be
aware of their career choices. This is because subject choices for grade 10 and upwards play
heavily into what will be feasible for them to pursue further. Therefore, a Life Orientation
teacher needs to be aware of career guidance theories and strategies to determine their
teaching approach. The future point of: “what the learners will do after grade 12” should be
kept in mind.
In this learning unit, we will look at the different career guidance theories and strategies
used to teach learners about their career options. We will also consider teaching
methodologies that can be applied to career guidance. Finally, we will establish which
artefacts could be created to assist learners when making career decisions.
Please work through Themes 1 and 2, together with the relevant sections of your prescribed
source/s. To ensure that you are working towards mastering the objectives for this learning
unit, please complete all activities on Learn.


Sessions Theme 1: Career choices. Prescribed Material (PM)
PGC1p: 27-32
Weeks
PGC1w: 9-10
LO1: Evaluate the different career PM: Chapter 11
Related guidance theories and strategies that
Outcomes: are available.
MO001 Theme 2: Teaching Methodologies PM: Chapter 11
MO002 LO2: Apply teaching methodologies to
create lesson plans for career
guidance.
LO3: Create artefacts that students can
use make valuable career decisions.

Learning Unit 7 Assessments
Overview:
Assessment is an important tool for teaching and learning. It is used to determine whether
the learning unit objectives and subject aims have been met. Without any form of
assessment, teachers would find it difficult to monitor progress in learners and know where
and when improvement and intervention is needed.
In this learning unit, we will look at how a learner’s Life Orientation skills are assessed
according to the CAPS document, as well as other assessment methods. We will also be
identifying different assessment tools, determine whether they are effective and create
suitable assessment tools. Finally, we will be considering feedback for assessments, ensuring
that it is constructive and appropriate.
Please work through Themes 1, 2, 3 and 4, together with the relevant sections of your


Sessions Theme 1: CAPS and assessment Prescribed Material (PM)
PGC1p: 33-40
Weeks
PGC1w: 11-12
LO1: Analyse the approach that the CAPS CAPS
Related takes to assessing SP learners’ Life
Outcomes: Orientation skills.
MO003 Theme 2: Assessing Life Orientation CAPS
MO004 LO2: Apply different assessment methods
to SP Life Orientation.
Theme 3: Assessment tools for Life CAPS
Orientation
LO3: Investigate different assessment
tools.
LO4: Evaluate the use of different
assessment tools to assess the life
orientation.
LO5: Design assessment tools for life
orientation skills.
Theme 4: Feedback CAPS
LO6: Investigate the nature of feedback.
LO7: Discuss what meaningful feedback
entails.
LO8: Evaluate examples of written
feedback.

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IIE Learn Module Outline SPDL7111p

Professional Didactics: SP Life Orientation

The Independent Institute of Education (Pty) Ltd is registered with the

© The Independent Institute of Education (Pty) Ltd 2022 Page 1 of 23

© The Independent Institute of Education (Pty) Ltd 2022 Page 2 of 23

© The Independent Institute of Education (Pty) Ltd 2022 Page 3 of 23

Using this Module Outline

© The Independent Institute of Education (Pty) Ltd 2022 Page 4 of 23

Curriculum and assessment policy, Senior Phase Grade 7 – 9;

© The Independent Institute of Education (Pty) Ltd 2022 Page 5 of 23

© The Independent Institute of Education (Pty) Ltd 2022 Page 6 of 23

Integrated Curriculum Engagement (ICE)

Formatives Assignment 1 Assignment 2

Summative Summative Assignment

© The Independent Institute of Education (Pty) Ltd 2022 Page 7 of 23

Assessment Preparation Guidelines

© The Independent Institute of Education (Pty) Ltd 2022 Page 8 of 23

© The Independent Institute of Education (Pty) Ltd 2022 Page 9 of 23

© The Independent Institute of Education (Pty) Ltd 2022 Page 10 of 23

Learning Unit 1: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2022 Page 11 of 23

Learning Unit 2 The Self and Society

© The Independent Institute of Education (Pty) Ltd 2022 Page 12 of 23

Learning Unit 2: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2022 Page 13 of 23

Learning Unit 3 Environment, Health and Social Responsibilities

© The Independent Institute of Education (Pty) Ltd 2022 Page 14 of 23

Learning Unit 3: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2022 Page 15 of 23

Learning Unit 4 Rights and responsibilities

Growing up in South Africa, we get to experience a fascinating diversity of culture. However,

© The Independent Institute of Education (Pty) Ltd 2022 Page 16 of 23

Learning Unit 4: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2022 Page 17 of 23

Learning Unit 5 Physical Education

© The Independent Institute of Education (Pty) Ltd 2022 Page 18 of 23

Learning Unit 5: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2022 Page 19 of 23

Learning Unit 6 Career and Career choices

© The Independent Institute of Education (Pty) Ltd 2022 Page 20 of 23

Learning Unit 6: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2022 Page 21 of 23

Learning Unit 7 Assessments

© The Independent Institute of Education (Pty) Ltd 2022 Page 22 of 23

Learning Unit 7: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2022 Page 23 of 23

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