LIFE ORIENTATION

2024

Grade 9
LIFE ORIENTATION
Term 1&2
(Material)

2024

Grade 9

1
 Table of contents

1. Lesson plan 3

2. Programme of Assessment 5

3. Term 1 Training Manual 6

4. Term 1 Teacher’s Guide 13

5. Term 2 Training Manual 22

6. Term 2 Training Guide 30

7. Term 1 Baseline Assessment 44

8. Term 1 Baseline Assessment Answers 45

9.

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 LESSON PLAN
DATE: GRADE: 9 DURATION:3 hours

TOPIC: Development of the self in society SUB-TOPIC: Goal-setting skills: personal lifestyle
choices

CONTENT: Influence of media, environment, friends and peers, family, culture, religion and
community on personal lifestyle choices.

Appropriate responses to influences on personal lifestyle choices

Informed decision-making skills: positive and negative influences

Assertiveness skills: confident and firm decision-making

TEACHING METHODS: Discussion, question and answer

KEY CONCEPTS: goal, goal-setting, assertiveness, personal lifestyles choices, appropriate,

informed decision-making

KNOWLEDGE: Know and understand how different factors influence personal lifestyle choices,
appropriate responses to influences, informed decision-making skills, and assertiveness skills

TEACHER ACTIVITY LEARNER ACTIVITY

ACTIVITY 1: WEEK 1

DATE:

 The teacher defines a goal, goal-
setting and lifestyle choices.
 The teacher explains that there are
different factors that influence some
personal lifestyle choices, media,
environment, friends and peers,
family, culture, religion and
community. The teacher explains one
factor showing both positive and
negative influences
 The learners listen and give examples of
goals that they already know and set for
themselves.
 They will indicate examples of how the
other factors influence one’s personal
lifestyle choices.

ACTIVITY 2: WEEK 2

DATE:

 The teacher asks learners questions  Learners respond to the teacher’s

based on the activity done in the questions
previous lesson.
 The teacher explains the concept  Learners discuss scenarios given by the
“appropriate responses” and give teacher and show appropriate responses
learners some scenarios whereby
they will have to show appropriate and
inappropriate responses

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ACTIVITY 3: WEEK 3

DATE:  Learners take note/notes and give

examples of decisions ever made in their
 The teacher defines decision, lives.
informed decision-making,  Learners respond with instances
assertiveness and give examples. showing assertiveness
 The teacher asks learners to come up
with instances where they will show
being assertive

ASSESSMENT: Class and homework activity for each activity

RESOURCES: Mirrors, textbooks, chalkboard, newspaper cuttings

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Programme of Assessment

Subject: Life Orientation

Grades Number Brief description of the task e.g. Allocated Marks Weighting

of tasks test/assignment/project/ practical etc. Term

1 Written Task 70 17.5%

1
2 Physical education 30 7.5%

3 Controlled Test 70 17.5%

2
4 Physical education 30 7.5%

5 Project 70 21%
7, 8 and
9 3 60%

6 Physical education 30 9%

7 Controlled Test 70 70%

4 40%

8 Physical education 30 30%

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Grade 9 TERM 1

ACTIVITY 1

Topic: Development of the self in society

Sub-topic: Goal-setting skills: personal lifestyle choices

Participants will work in groups:

1.1. In groups, participants define a goal.

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1.2. In groups, participants differentiate between short and long-term goals and give
examples.

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1.3. Each group is given a factor to discuss how the following factors influence one’s
personal lifestyle choices.

1.3.1. Media

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1.3.2. Environment

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1.3.3. Friends and peers

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1.3.4. Family

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1.3.5. Culture

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1.3.6. Religion

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1.3.7. Community

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1.4. In groups, participants discuss the appropriate response to influences of these

factors on personal lifestyle choices?

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1.5. Individually, participants discuss how they will apply informed decision-making
skills to both positive and negative influences.

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1.6. Individually, participants describe how they will apply assertiveness skills when
their friends and peers invite them to a party where liquor will be served and no adult
supervision.

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ACTIVITY 2

Sub-topic: Sexual behavior and sexual health

Participants will work in groups

2.1 In groups, participants describe risk factors that lead to unhealthy sexual
behaviour.
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2.2 In groups, participants discuss critically the unwanted results of unhealthy sexual
behavior.

2.2.1 Teenage pregnancy

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2.2.2. Sexually transmitted infections

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2.2.3. Low self-image

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2.2.4. Emotional scars

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2.3. In groups, participants critically examine how the following factors influence
personal behavior.

2.3.1. Family

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2.3.2. Friends and peers

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2.3.3. Community norms

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2.4. In groups, participants discuss strategies to deal with unhealthy sexual behavior.

2.4.1. Abstinence

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2.4.2. Change of behaviour

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2.5. In groups, participants discuss the adverse consequences and implications of
teenage pregnancy for teenage parents and the children born to teenagers

2.5.1 Teenage parents

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2.5.2. Children born to teenagers

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2.6. In groups, participants list community structures that offer protection or

resilience against high risk behavior.

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ACTIVITY 3

Sub-topic: Time-management skills: accountability in carrying out responsibilities

Participants work in groups.

3.1. In groups, participants explain in detail what accountability in carrying out

responsibilities means.

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3.2. In groups, participants draw up an activity plan for a day showing all activities
that needs to be done from sunrise to sunset.

Early morning During the day In the afternoon In the evening

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3.3 Using your time effectively and efficiently is about completing tasks very well and
as expected.

In groups, participants mention and discuss tips for managing time effectively and
efficiently.

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3.4 In groups, participants list 5 (five) reasons/purpose for reading.

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3.5 People read in different ways, depending on why they are reading a particular
text. In groups, participants name and explain three (3) different ways of reading a
paragraph.

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3.6. In groups, participants suggest 4 (four) ways to improve one’s reading skills

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3.7. In groups, participants discuss ways to improve one’s writing skills.

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3.8. A summary is a brief statement or account of the main points contained in a

longer piece of writing. When you summarise a piece of writing, you need to use
your own words and combine them with some of the keywords of the text to
communicate your point more clearly and more effectively.

In groups, participants critically discuss ways on how they can practice summarising.

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2024 GRADE 9 LIFE ORIENTATION TEACHER’S GUIDE

TERM 1

ACTIVITY 1

Topic: Development of the self in society

Sub-topic: Goal-setting skills: personal lifestyle choices

1.1. Define a goal.

 A goal is a target that you want to achieve.

1.2. Differentiate between short and long-term goals and give examples.

 Short term goal is something you want to achieve soon, for example, today,
this week or month. An example of a short term goal: submit my English
essay two days before it is due.
 Long-term goal is something you want to achieve in the future. An example of
a long-term goal: to qualify as a pediatrician before I turn 30 years old.
1.3. Discuss how the following factors influence one’s personal lifestyle choices.

1.3.1. Media

 Media include television, newspapers, internet, etc. It can influence your

lifestyle choice positively or negatively. For example, if media showcase a
world sporting event it may your level of motivation to achieve greater success
in your specific sport. It can also influence you negatively if it advertises junk
food which might lead you to eat unhealthy food.
1.3.2. Environment

 Your environment refers to the conditions in which you live or operate. If you
live in a big house with a garden, you might be able to plant your own
vegetables.
1.3.3. Friends and peers

 In your teenage years, the need for approval and acceptance by your friends
and peers is very strong. Friends and peers can influence your lifestyle choice
positively or negatively. If your friends and peers have strong morals and are
hard-working, they might influence you to be the best you can be. On the
other hand, if your friends abuse substances, you might end up abusing
substances as well.
1.3.4. Family

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  Your family plays a vital role in influencing your lifestyle choices. You mimic
their behavior. If you are from a Christian background with high morals, you
are likely to behave in such a manner. Likewise, if you are from a family
where substances and foul language are used, you might end up abusing
substances.
1.3.5. Culture

 Your culture shapes your morals and values and provide you with acceptable
ways to act. How you dress and behave is usually influenced by your culture.
1.3.6. Religion

 Religion instils morals on your behavior. Most religions encourage love for
one another and peace among people. If you follow such a religion, your
lifestyle choices will be in accordance with that religion.
1.3.7. Community

 If the community within which you live is violent, you might end up being
violent yourself.
1.4. What would be the appropriate response to influences of these factors on
personal lifestyle choices?

 The response is dependent on how these factors influence an individual. If the

influences are positive, then you will choose positive lifestyle. If the factors
influence you negatively, you must apply decision-making.
1.5. How would you apply informed decision-making skills to both positive and
negative influences?

 The decision-making process

 Step 1: The situation
Some situations need you to stop and think before you act. It is
important that you recognize when to ‘stop’ and not act impulsively
when making your decision.
 Step 2: Think
You will need to think about all the possible choices you have in a
specific situation. After you have done this, you need to consider the
possible consequences of each choice. Writing this down is helpful.
 Step 3: The decision
After thinking about all your choices and the possible consequences of
each choice, you will need to decide which decision to implement.
 Step 4: Evaluate the decision
It is important to reflect on the decision and whether it had a positive or
negative effect on your life. This is useful in preventing you from
making the same mistake again.

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1.6. What do you understand by “assertiveness”?

 Assertiveness can be described as a way of communication where you

express your wants and needs in a confident manner without feeling angry.
1.7. Describe how you will apply assertiveness skills when your friends and peers
invite you to a party where liquor will be served and no adult supervision.

 Tell my friends politely that I cannot attend the party where there is liquor.
 Tell them that I don’t feel comfortable going to a party where no adults will be
there to supervise.

ACTIVITY 2

Sub-topic: Sexual behavior and sexual health

2.1 Describe risk factors that lead to unhealthy sexual behavior.

 Substance abuse: The use of substances such as alcohol can result in poor
judgement and decision-making regarding your sexual choices.
 Low self-esteem: This is how we feel about ourselves which can either be
positive or negative. Teenagers with a low self-esteem tend to feel unlovable
and may look for affirmation in the wrong places. They usually struggle with
assertive communication
2.2 Critically discuss the unwanted results of unhealthy sexual behavior.

2.2.1 Teenage pregnancy

 Engaging in an unprotected sex might lead to teenage pregnancy

2.2.2. Sexually transmitted infections

 Another unwanted result of unhealthy sexual behavior is the contraction of

HIV and other sexually transmitted infections
2.2.3 Low self-image

 Most of the times, teenagers are not able to deal with the emotional
consequences after having sexual intercourse. They might have feelings of
guilt and shame; they might not be able to communicate their experiences to
their families
2.2.4 Emotional scars

 There are many emotional consequences involved in unhealthy sexual

activity. Often, teenagers are not ready for the physical consequences such

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 as STIs, HIV or teenage pregnancy that can result from irresponsible sexual
behavior.
2.3 Critically examine how the following factors influence personal behavior.

2.3.1 Family

 They are the people who have the most significant influence on you. Your
family’s attitude towards sexual behavior will therefore have an influence on
the sexual choices you make.
2.3.2 Friends and peers

 The friends you choose influence you to behave in a certain way. Your
friend’s sexual behavior will also influence yours as well. You must keep in my
mind that your friends don’t always have the correct information & therefore
do not necessarily make the right decision.
2.3.3 Community norms

 Some communities have clear norms regarding sexual behavior. This can
sometimes have a negative effect on teenagers. They may feel that they are
not allowed to talk about sexuality. On the other hand, there are communities
that do not give clear guidelines to their teenagers & there are no clear norms.
This can cause teenagers to have casual sexual relationships, which, in turn,
lead to high occurrence of teenage pregnancy.
2.4 Discuss strategies to deal with unhealthy sexual behavior.

2.4.1 Abstinence

 It means making a firm decision not to have sex. You can make this decision
at any time, even if you have already had sex before. Abstinence is the safest
way to protect you from unwanted results such as pregnancy, STIs, HIV &
poor self-image.
2.4.2 Change of behavior

 If you decide not to abstain from sex, you need to protect yourself by
changing your sexual behavior. Be faithful to one partner. Use a condom
correctly every time you have sex. If you are a girl, use female contraceptives
(the pill or injection) as well.
2.5 What could be the adverse consequences and implications of teenage
pregnancy for teenage parents and the children born to teenagers

2.5.1 Teenage parents

 A teenage father usually suffers emotional consequences which include

depression and low self-esteem. They use their friends and community
support and they are more likely to abuse drugs and alcohol. They usually
drop out of school. It becomes difficult for them to find good jobs
 Teenage mothers are not yet equipped to become parents. Their bodies are
not ready to become pregnant and to give birth to a child

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2.5.2 Children born to teenagers

 Medical complications, like anaemia, toxaemia, and premature birth. Abuse

and neglect, financial hardship &poor nutrition.
2.6 List community structures that offer protection or resilience against high risk
behavior.

 Ikamva youth organization in Gauteng – 021 422 4306 –website

http://ikamvayouth.org
 Centre for youth development 011 410 1029
 Facebook page of the Bubblegum Youth Empowerment (community-based
organization in Limpopo).
 Child line for teenagers -0800 055 5555- website http://www.childlinesa.org.za
 SAVF ( http://www.savf.co.za )
 Marie Stopes International ( http://www.mariestopes.org.co.za )

ACTIVITY 3

Sub-topic : Time-management skills: accountability in carrying out responsibilities

3.1 Explain in detail what accountability in carrying out responsibilities means.

 This means that you are expected to take responsibility for your
actions. Responsibility at school includes preparing for tests and
exams, attending classes and paying attention in class. It also includes
completing homework on time, doing projects to the best of your ability
and handing them on time.
3.2 In your activity book, draw up an activity plan for a day showing all activities that
needs to be done from sunrise to sunset.

Early morning During the day In the afternoon In the evening

Attend classes Go home Eat dinner

Wake up Learn Take off my school Wash dishes

uniform
Brush my teeth Take notes Watch TV
Eat lunch
Take a bath Play with friends Meditate on the
during break Rest for an hour word of God and
Prepare breakfast pray
Do my homework
Eat breakfast Sleep
Do household
Leave for school chores

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3.3 Using your time effectively and efficiently is about completing tasks very well and
as expected.

Mention and discuss tips for managing time effectively and efficiently.

3.3.1 Use a notepad or diary

 This will help you to better manage your time
 Check your diary every day to remind you of things you need to do and
places you need to go
 Write down all your subjects; and next to each subject, your homework
you have to complete

3.3.2 Get enough sleep

 Sleep help you to rejuvenate

 Managing your time effectively means you will finish your tasks on time
and will have enough time to sleep

3.3.3 Listen and concentrate during class

 It will save yourself time when it comes to studying or doing a task for that
subject
 You will remember how to do things and have a better understanding of
the subject
 You will save time spent on searching for answers

3.3.4. Revision

 Constant revision will help you achieve top marks in school

 Good time-management using a time-table will enable you to slot in times to
revise your work that you find difficult.

3.3.5 Organise and plan

 This will help you to use your time effectively and efficiently
 Organise your days using a diary or calendar
 It will help you to ensure you have the correct files or books you need for a
particular day

3.3.6 Try to enjoy studying

 You can get positive reinforcement and a sense of accomplishment when you
find that you understand the work and know what is going on.
 The achievement of good results is always rewarding.
 Treat your time studying as a privilege to be enjoyed rather than a task to be
endured.

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3.3.7 Don’t procrastinate

 Do your homework tasks, learning and revision before you relax and watch
TV or chat on your cell phone.
 Establish good habits and get the hard work done before the fun things

3.4 List 5 (five) reasons/purpose for reading.

 Reading a book or magazine to relax.

 Reading or writing for personal or work purposes.
 Keeping a journal.
 Reading to gain information about a specific topic or topics.
 Academic purposes.
 Read and write to carry out a certain task.
 Read up on recipes if you like cooking as a hobby.

3.4 People read in different ways, depending on why they are reading a particular
text. Name and explain three (3) different ways of reading a paragraph

 Skimming: reading something quickly to get the main idea, without paying
attention to the details
 Scanning: reading quickly until you find what you are looking for
 Intensive reading: when you read thoroughly to get the all the details

3.5 Suggest 4 (four) ways to improve one’s reading skills

 Scan quickly before your read

 Some people read the whole text slowly to understand the context
 Prioritise your reading, by underlining key words
 Make up new sentences with the underlined key words
 Focuses on what you’re reading, either in silence or with soft music,
differ from person to person.
3.7. Discuss ways to improve one’s writing skills.

 Read more
 Write for 15 minutes a day or every second day
 When you write something for school, remember to edit, revise and proofread
your work
 Good grammar is important
 Ask someone for feedback on your writing
 Have fun with your writing

3.8. A summary is a brief statement or account of the main points contained in a

longer piece of writing. When you summarise a piece of writing, you need to use

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your own words and combine them with some of the keywords of the text to
communicate your point more clearly and more effectively.
Critically discuss ways how you can practice summarising.
 You can use bullet points or short sentences
 Mnemonics
 Mind-maps
 Key words and
 Tables.

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TERM 2 Learners’ activities

ACTIVITY 1

Topic: Constitutional rights and responsibilities

Sub-topic: Issues relating to citizens’ rights and responsibilities. Respect for

others’ rights: people living with different disabilities and HIV and AIDS (infected and
affected) and COVID-19

1.1 Describe how the following disabilities would make it difficult for people to live
normally: physical disability, e.g. being paralyzed, emotional disability like
depression, learning disability like dyslexia and being blind?

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1.2 Is your school equipped to deal with learners with different abilities? If not, write a
proposal to the school governing body on how the school can do to address the
issue.

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1.3. Write down at least five rights that people living with HIV and AIDS and COVID-
19.

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ACTIVITY 2

Celebrations of national and international days: Human Rights Day, Freedom Day,
Heritage Day, Reconciliation Day, Youth Day, Workers Day, Africa Day, Nelson
Mandela Day, World Refugee’s Day and national health days.

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2.1 Complete the following table with regard to national and international days.

No National & international day When What is celebrated

.

1 1 December

2 Youth Day

3 Human Rights Day

4 1 May

5 Nelson Mandela Day

6 21 March

7 25 May

8 Heritage Day

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 9 Women’s Day

10 16 December

11 This day is celebrated for

people who flee from their
home countries because
they fear they will be
persecuted because of their
race, religion, nationality,
the fact that they belong to
a particular social group or
because of their political
opinions.

2. 2 Choose one day from those above and indicate how you will plan and participate
in it. In your planning show the things that you will take into consideration and your
reasons.

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ACTIVITY 3

Sub-topic: Constitutional values as stated in the South African Constitution

Positive and negative role models

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Role models are people we admire and look up to for advise on how to behave, how
to talk, what to wear and even what to believe. Role models can influence people in
good ways and in bad ways. People often choose their role models based on
material things such as money, big houses, designer clothes and expensive cars.

3.1. Distinguish the characteristics between positive or helpful role models and
negative or unhelpful role models.

A positive role model A negative role model

Thinks before making decisions Acts without worrying about

consequences

Activity 4

 Role models for upholding constitutional values: parents and leaders in

the community/society.
 Role models are not necessarily famous people. They could be
ordinary people in your community such as pastors, teachers, parents,
brothers and sisters.

4.1. Write five (5) examples of the responsibilities of parents and community leaders
who act as role models.

For example: They need to be responsible in their decisions, what they say, and
what they do.

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4.2. Think of your role model and complete the following table with regard to how
you would like him/her to behave.

Things I would like my role model to do Things I would not like my role models
to do

4.3. You as a role model

Think about the type of role model you are for the people around you. Think about
the things that these people may learn from you. What characteristics do you have of
which you are proud and which you would like others to admire? And of which
characteristics are you not proud.

Characteristics I possess that make me Characteristics that I am not proud of

a positive role model

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ACTIVITY 5

Applying constitutional values in daily life. The Republic of South Africa is founded
on the following values: Human dignity, the achievement of equality and the
advancement of human rights and freedoms; non-racism and non-sexism;
supremacy of the constitution and the rule of law; universal adult suffrage, a national
common voters roll, regular elections and a multi-party system of democratic
government to ensure accountability, responsiveness and openness.

5.1. Complete the table by indicating how we, as South Africans can apply the
values in daily life

Democracy

The supremacy of the constitution and

the rule of law in South Africa

Non-racism and non-sexism

Equality

Human dignity

Human rights and freedoms

26
ACTIVITY 6

Topic: World of work

Sub-topic: Options available after completing Grade 9: National Senior Certificate

(NSC- Grades 10-12) and National Certificate Vocational (NCV- FET Colleges)
qualifications.

6.1. Discuss the two options available after completing Grade 9 by focusing on the
requirements of each and indicate the similarities and the differences.

National Senior Certificate National Certificate Vocational

6.2. Critically examine the advantages and disadvantages of each of the options, in
terms of career paths, as well as social interaction with peers during the years of
study.

…………………………………………………………………………………………………
…………………………………………………………………………………………………
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…………………………………………………………………………………………………
…………………………………………………………………………………………………

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…………………………………………………………………………………………………
…………………………………………………………………………………………………

6.3. What are the implications of choosing one of the two options?

National Senior Certificate National Certificate Vocational

ACTIVITY 7

Sub-topic: Knowledge of the world of work: rights, responsibilities and opportunities

in the workplace.

There are many rights that relate to salary, leave, working conditions and treatment
at work that serve to uphold the constitutional values of the country. Employees on
the other hand have many responsibilities towards their employers. Honesty, loyalty,
and working in a manner that is acceptable are a few of these responsibilities. And
also, there are many opportunities in the workplace that involve pay increases,
company perks, equal opportunities, and training and development.

7.1. Write a paragraph of about 10 to 15 sentences about the rights and

responsibilities you can expect as an employee in a formal employment setting.

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

28
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………………….....

7.2. Discuss the opportunities in the workplace related to the career of your choice.

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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…………………………………………………………………………………………………

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TERM 2 Answers

ACTIVITY 1

Topic: Constitutional rights and responsibilities

Sub-topic: Issues relating to citizens’ rights and responsibilities

Respect for others’ rights: people living with different disabilities and HIV and AIDS
(infected and affected) and COVID-19

1.1 Describe how the following disabilities would make it difficult for people to live
normally: physical disability, e.g. being paralyzed, emotional disability like
depression, learning disability like dyslexia and being blind?

 The person might be able to do tasks like people who are considered to be
normal
 A person with dyslexia would feel stupid in class by not able to write
 A blind person in a mainstream school would feel he/she is a burden, needing
to be held by the hand if he/she wants to move around
1.2 Is your school equipped to deal with learners with different abilities? If not, write a
proposal to the school governing body on how the school can do to address the
issue.

 Our school has got ramps to enable those using wheelchairs to be able to
move around with ease
1.3. Write down at least five rights that people living with HIV and AIDS and COVID-
19

 Right to privacy is a human right meaning that you do not have to tell anyone
that you are HIV+ or tested positive for covid-19, even if you know someone
status you should never disclose it.
 Right to access to health care & counselling. Each person has the right to
choose the type of treatment that works best for them.
 Right to access to information. They need accurate information to understand
& manage their illness.
 HIV+ people may feel angry, ashamed or guilty. It then causes stress, making
it easy for the virus to harm their immune system, for their healthy try to
understand how they feel & be sympathetic & kind towards them.
 Assist them to have a healthy diet, regular exercise & encourage them to visit
the clinic.

30
  The right to have their dignity, respected & protected. Neither a person nor an
institution such as school or hospital may do or say anything to insult or
damage person self-respect or reputation.
 Limitations on movement must follow human rights principles. Travel
restrictions & limitation of movement need to be carefully assessed. In some
cases, can be disproportionate or of limited effect. As they require to get their
medication in hospitals & clinics.
 The right to work & choose their trade, occupation or profession freely. They
should be given the right to be at home as part of be having comorbidities due
to covid-19 pandemic. People with HIV or Aids may choose what kind of work
they want to do. They cannot be told they can’t be for example a doctor or a
teacher because they are infected. People cannot be fired or discriminated
against at work if they reveal their status.
 The right to freedom of association. Everyone has the right to join any group
or organisation.
 A people centred approach to the right to have access to health care must be
maintained throughout the outbreak of covid-19.
 No one can be forced to take an HIV/AIDS test before they get medical
treatment. They cannot be refused health care or emergency medical
attention if they are infected. People may not be tested without giving their
permission.
 People cannot be refused a subsidy or loan to buy a house or be evicted from
their homes just because they are living with HIV/AIDS. A school cannot
refuse to educate you or your child because you HIV/AIDS.

ACTIVITY 2

Celebrations of national and international days: Human Rights Day, Freedom Day,
Heritage Day, Reconciliation Day, Youth Day, Workers Day, Africa Day, Nelson
Mandela Day, World Refugee’s Day and national health days.

2.1 Complete the following table with regard to national and international days.

No National & international day When What is celebrated

.

1 World AIDS day 1 December It is an opportunity for

every community to unite in
the fight against HIV, show
support for people living
with HIV and
remember those who have

31
 died.

2 Youth Day 16 June On this day riots started in

Soweto after the
Government announced
that the medium of
instruction in all black
schools will be in Afrikaans.
Commemorates the 20 000
pupils in Soweto on 16
June 1976 against the
inferior education that
Blacks, Coloureds and
Indians children were
receiving

3 Human Rights Day 21 March This date was chosen to

honour 69 people who were
killed and 180 who were
wounded in Sharpeville
in1960 while protesting
against the pass laws.
According to pass laws,
black South African had to
carry a document at all
times, without that
document they were not
allowed to enter “White
areas”

4 Workers’ day 1 May Celebrates the role played

by trade unions, the
Communist Party and other
labour (workers’)
movements in the struggle
against apartheid.

5 Nelson Mandela Day 18 July On this day we remember

the 67 years that Nelson
Mandela was politically
active. We should spend 67
minutes of our time doing
something useful in our

32
 communities

6 Human Rights day 21 March This date was chosen to

honour 69 people who were
killed and 180 who were
wounded in Sharpeville
in1960 while protesting
against the pass laws.
According to pass laws,
black South African had to
carry a document at all
times, without that
document they were not
allowed to enter “White
Areas”

7 Africa day 25 May Africa Day is intended to

celebrate and acknowledge
the successes of the
Organisation of African
Unity (OAU now the AU)
from its creation on May 25,
1963, in the fight against
colonialism and apartheid,
as well as the progress that
Africa has made while
reflecting upon the common
challenges that the
continent faces in a global
environment.

Create, maintain and

increase awareness for the
public at large on the theme
of the year 2018, as well as
create African Unity through
activities such as bazaars
to showcase African
cultural diversity in various
aspects.

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8 Heritage Day 24 September Recognises and celebrates
the cultural wealth of our
nation. South Africans
celebrate the day by
remembering the cultural
heritage of the many
cultures that make up the
population of South Africa.
Various events are staged
throughout the country to
commemorate this day.

9 Women’s Day 09 August We commemorate the

march of 20000 women
who on the 9th of August
1956 marched to the union
Buildings to protest against
the pass laws.

10 Day of Reconciliation 16 December Two historical events took

place on this day. On this
day in 1961, Umkhonto we
Sizwe was formed, the
ANC armed wing and it was
the day of the VOW when
the Voortrekkers defeated
the Zulus at the battle of
blood River in 1838. These
two celebrations symbolise
the divided history of South
Africa. Hence the day is
devoted to reconciling the
division of the past and
celebrating unity.

11 World Refugees day 20 June This day is celebrated for

people who flee from their
home countries because

34
 they fear they will be
persecuted because of their
race, religion, nationality,
the fact that they belong to
a particular social group or
because of their political
opinions.

2. 2. Choose one day from those above and indicate how you will plan and
participate in it. In your planning show the things that you will take into consideration
and your reasons.

Youth day
 Theme for the day
 Venue: permission to use the school hall from SMT and SGB
 Security: will police be available
 Presence of teachers to assist with discipline
 Entertainment
 Guest speaker

ACTIVITY 3

Sub-topic: Constitutional values as stated in the South African Constitution

Positive and negative role models

Role models are people we admire and look up to for advise on how to behave, how
to talk, what to wear and even what to believe. Role models can influence people in
good ways and in bad ways. People often choose their role models based on
material things such as money, big houses, designer clothes and expensive cars.

3.1 Distinguish the characteristics between positive or helpful role models and
negative or unhelpful role models.

A positive role model A negative role model

Thinks before making decisions Acts without worrying about

consequences

Are kind & honest Have negative influence, rude &

35
 dishonest

They work hard and knowledgeable Lazy and have no knowledge.

They share their expertise with those Unfriendly , uncooperative and unskilled
around them. on the expertise.

Has a positive influence on other people Humiliate people around them.

around them.

Calmly bring peace when there is Perpetrate aggression in a conflict or

conflict. violence situation.

Take blame for errors Never take a blame on their mistakes.

Listen with an open mind when Act aggressively when confronted.

confronted & think before responding.

A positive role model A negative role model

Thinks before making decisions Acts without worrying about

consequences

Activity 4

Role models for upholding constitutional values: parents and leaders in the
community/society.

Role models are not necessarily famous people. They could be ordinary people in
your community such as pastors, teachers, parents, brothers and sisters.

4.1. Write five (5) examples of the responsibilities of parents and community leaders
who act as role models.

For example: They need to be responsible in their decisions, what they say, and
what they do.

 Someone who gets along with other people, someone who is kind towards
other people & in good terms with others.
 They also not always take honour. They recognise other people’s
contributions in the community.
 They should always focus on the good and not the bad and as individuals to
be themselves at all times.

36
4.2 Think of your role model and complete the following table with regard to how you
would like him/her to behave.

Things I would like my role model to do Things I would not like my role models
to do

1.To show passion for their & ability to 1. Being unfriendly & uncooperative.
inspire.

2.To show a clear set of values 2. Cheating to achieve his or her goals.

3.To show commitment to the 3. Disrespect and abuse women.

community

4.Display selflessness & acceptance of 4.Unskilled in their expertise and unable

others. to be productive.

5. Have ability to overcome obstacles 5.Humiliate people around them.

Things I would like my role model to do Things I would not like my role models
to do

4.3. You as a role model

Think about the type of role model you are for the people around you. Think about
the things that these people may learn from you. What characteristics do you have of
which you are proud of and would like others to admire? Which characteristics are
you not proud of?

Characteristics I possess that make me Characteristics that I am not proud of

a positive role model

Respect the rights of others Do not respect the rights & freedom of
others.

Allows others to abuse their rights.

Stands up for your own rights.

37
 Use their leadership position to make Abuse their own leadership position or
life better for others, or make life better protects leaders who do not do their job
for others or make sure that political properly.
leaders do their jobs properly.

Stands up against laws that are unfair & Make or accepts laws that are unfair or
unjust. unjust.

Respects the courts & court officials Shows disrespect for courts & courts
officials.

ACTIVITY 5

Applying constitutional values in daily life

The Republic of South Africa is founded on the following values: Human dignity, the
achievement of equality and the advancement of human rights and freedoms; non-
racism and non-sexism; supremacy of the constitution and the rule of law; universal
adult suffrage, a national common voters roll, regular elections and a multi-party
system of democratic government to ensure accountability, responsiveness and
openness.

5.1 Complete the table by indicating how we, as South Africans can apply the values
in daily life

Democracy

 You are free to choose the subjects

The supremacy of the constitution
and the rule of law in South Africa
that you excel at or enjoy doing.
 Can choose where they would like to
live & what school to attend.
 Entitled to voice their opinions & be
heard, but it does not means that
everyone has to agree with what is
being said.
No person is above the law. The law follows
from the idea that truth, & therefore law is
based upon fundamentals principle.

Non-racism and non-sexism Non racism

38
  Schools are now open to all races.
 People are adopting babies of races
Non-sexism
 playing a male sport as a female.
Equality

 Showing belief in equality by not

putting yourself or anyone else down
 Treat male & female friends with the
same respect.
Human dignity Behave with self-respect .Pay attention to
personal hygiene & dress codes .Respect the
dignity of others for example by reaching out
to help a disabled person in a bank who
cannot reach the whose dignity is being
compromised, such as a disabled person in a
bank who cannot reach the counter from his
or her wheel chair.

Human rights and freedoms Claim your own human rights such as to an
education but also responsible by attending
school & working hard.

ACTIVITY 6

Topic: World of work

Sub-topic: Options available after completing Grade 9: National Senior Certificate

(NSC- Grades 10-12) and National Certificate Vocational (NCV- FET Colleges)
qualifications.

6.1 Discuss the two options available after completing Grade 9 by focusing on the
requirements of each and indicate the similarities and the differences.

National Senior Certificate National Certificate Vocational

A learner has to study the approved The subjects that one chooses are
selection that his school offers. about following a particular career.

A learner has to stay at school for the The NCV gives one an option to leave
duration of three years after one or two years of study, with
recognition for what one has achieved

39
 up to that point.

The subjects are mainly academic and It offers practical experience in one’s
theory chosen field of study. It gives one real
work experience that can be mentioned
in her CV when applying for a job.

It allows one to follow various areas of It offers opportunities for job shadowing
interests. and workplace exposure

It provides academic requirements for a
learner who wishes to study at a
university.
With NCV, one will have a chance to
progress to further education if she
wishes to continue studying, or one can
go straight to work when she finishes
studying.

It lacks the practical training and

experience that many companies and
employers require.

6.2 Critically examine the advantages and disadvantages of each of the options, in
terms of career paths, as well as social interaction with peers during the years of
study.

6.2.1 National Senior Certificate

Advantages
 One has a wide choice of courses when he gets to a university
 One gets to experience college or university life
Disadvantages
 It is theory and academic which does not give one skills for the
workplace.
 One only gets a certificate after studying for three years when she
passes Grade 12

6.2.2. National Certificate Vocational

Advantages
 A learner gets a chance to work alongside experienced professionals
 It gives learners skills for the world of work
 A certificate is awarded at three National Qualification Framework
(NQF) levels: Level 2 (Grade 10), Level 3 (Grade 11) and Level 4
(Grade 12)
Disadvantage
40
  It channels one to follow a certain career

6.3. What are the implications of choosing one of the two options?

National Senior Certificate National Certificate Vocational

May allow you to apply for higher May allow you to apply for higher
education at a university or similar education at a university or similar
institution institution

Allows to follow various areas of
interest, and it will not limit you too
much in applying at universities or
further education institutions in the
future
Learners who follow the NCV are more
limited in their career options because
the subjects they choose are about
following a particular career like
becoming an electrician

NCS is a three-year qualification, and if
you leave before completing the three
years, you have very few work options
because employers do not see this as
sufficient education
NCV gives you an option to leave after
one or two years of study, with
recognition being given for what you
have achieved up to that point

It is mainly academic and it limits those NCV offers you practical experience in
learners who are not going to study your chosen field of study
further at university or college

ACTIVITY 7

Sub-topic: Knowledge of the world of work: rights, responsibilities and

opportunities in the workplace.

There are many rights that relate to salary, leave, working conditions and treatment
at work that serve to uphold the constitutional values of the country. Employees on
the other hand have many responsibilities towards their employers. Honesty, loyalty,
and working in a manner that is acceptable are a few of these responsibilities. And
also, there are many opportunities in the workplace that involve pay increases,
company perks, equal opportunities, and training and development.

41
7.1. Write a paragraph of about 10 to 15 sentences about the rights and
responsibilities you can expect as an employee in a formal employment setting.

Employee rights are there to protect employees from being treated in ways
that violates their human rights. The Basic Conditions of Employment Act
of 1997 was set in place to protect all workers from discrimination. Section
30 of the Act requires employers to display a statement of employees’
rights at the workplace in all official languages used in the workplace.
Examples of rights that should be given to all employees include:

 To be treated fairly, and not to be discriminated, including

discrimination based on gender, race, religion, disability or HIV
status
 Not to be unfairly dismissed.
 To be given annual leave, Family Responsibility Leave, Sick Leave
and Maternity Leave.
 To be paid the amount that was agreed upon by both the employer
and employee
 To safe and secure working conditions
 To be treated with respect and dignity.
 To fair labour practice, which means fair conditions in terms of
hours one is expected to work, minimum wage, lunch breaks.
 The right to join a labour union
 The right to strike (provided the strike is organised and within the
boundaries of the law).

Responsibilities in the workplace

Rights go hand in hand with responsibilities. Employees therefore also have

responsibilities to their employers. These responsibilities protect employers from bad
behaviour. These responsibilities include:

 Act honestly.
 Work positively, showing loyalty to your job and the company.
 Obey all instructions set out by the company, as long as these
instructions are reasonable and lawful.
 Do the job that you and your employer agreed you should do by the
dates and times specified
 To respect working hours
 Employees must act responsibly at work and support employers in
making the workplace safe.
Employees must cooperate with their employer if there are particular health and
safety requirements in their jobs

7.2 Discuss the opportunities in the workplace related to the career of your choice.

42
The opportunities offered in the workplace will vary depending on the
company for which you work and the types of work you do. It is therefore
important that when you look for a job, you think about what long-term
benefits you can gain from that particular job. If you would like to make a
career out of a particular job, it is always a good idea to look at the
opportunities that you will be given in a company when you work for it.

Examples of opportunities are:

 Promotion
 Salary increases
 13th cheque
 Car and house allowance
 Skills development

43
2024 Grade 9 Term 1 Life Orientation baseline assessment

1. Define the following terms: 5

 Goal
 Culture
 Religion
 Assertiveness
 Accountability
2. Differentiate between short and long term goals 2

3. Discuss how friends and peers influence your lifestyle choices 2

4. How can you respond appropriately to influences on personal 2

lifestyle choices.

5. Write 3 unwanted results of unhealthy sexual behaviour. 3

6. What are the adverse consequences of teenage pregnancy for 2

teenage parents?

7. What is the best strategy to deal with unhealthy sexual behaviour? 1

8. How can one use time effectively and efficiently? 2

9. Why is it important to keep a journal? 1

Total = 21

44
2024 Grade 9 Term 1 Life Orientation baseline assessment Memo

1. Define the following terms: 5

 Goal- A goal is a target that you want to achieve.

 Culture-is the system of knowledge shared by a relatively
large group of people.
 Religion –a set of organized beliefs, practices and systems
that most often relate to the belief of and worship of a
controlling force, such as God or Gods.
 Assertiveness- being able to stand up for your own or other
people’s rights in a calm and positive way, without being
either aggressive, or passively accepting wrong.
 Accountability –obligation or willingness to accept
responsibility or account for one’s action.
2. Differentiate between short and long term goals 2

 Long term goals tend to drive direction and strategy while

short term are tied to your current situation and tend to be
easier to achieve.

3. Discuss how friends and peers influence your lifestyle choices 2

 Choosing the same clothes, hairstyle, or jewellery as friends.

 Listening to same music or watching television.
 Changing the way they talk or words they talk or the words
they use.

4. How can you respond appropriately to influences on personal 2

lifestyle choices?

 The response is dependent on how these factors influence an

individual. If the influences are positive, then you will choose
positive lifestyle. If the factors influence you negatively, you
must apply decision-making.

5. Write 3 unwanted results of unhealthy sexual behaviour. 3

 Substance abuse: The use of substances such as alcohol can

result in poor judgement and decision-making regarding your
sexual choices.
 Low self-esteem: This is how we feel about ourselves which
can either be positive or negative. Teenagers with a low self-
esteem tend to feel unlovable and may look for affirmation in
the wrong places. They usually struggle with assertive

45
 communication
6. What are the adverse consequences of teenage pregnancy for 2
teenage parents?

 Engaging in an unprotected sex might lead to teenage

pregnancy
7. What is the best strategy to deal with unhealthy sexual behaviour? 1

7.4.1. Abstinence

 It means making a firm decision not to have sex. You can make this
decision at any time, even if you have already had sex before.
Abstinence is the safest way to protect you from unwanted results
such as pregnancy, STIs, HIV & poor self-image.

7.4.2. Change of behavior

 If you decide not to abstain from sex, you need to protect yourself
by changing your sexual behavior. Be faithful to one partner. Use a
condom correctly every time you have sex. If you are a girl, use
female contraceptives (the pill or injection) as well.

8. How can one use time effectively and efficiently? 2

 Prioritize wisely.
 Group similar task together.
 Avoid the urge of multitask
 Build in buffers.
 Learn to say no.
9. Why is it important to keep a journal? 1

 Enhanced creatively.
 Improved memory
 Stress and anxiety

Total = 21

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