LIFE ORIENTATION AND INDIGENOUS KNOWLEDGES

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LIFE ORIENTATION AND INDIGENOUS KNOWLEDGES

• Presented by
• DG Solomons
• Deputy Chief Education Specialist
• Life Orientation

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  Life Orientation recognises the richness
of indigenous knowledge systems and their
contributions as one of the sources of change to
help transform the values of learners. National
Curriculum Statement Grade 10 12 (General)
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• Indigenous knowledge systems is the South African
  context refer to a body of knowledge embedded in
  the philosophical thinking and social patterns of
  indigenous peoples that have evolved over
  thousands of years and continue to evolve.

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• Life Orientation encourages a teaching and
  learning environment that recognises that people
  are diverse and have different strengths and
  weaknesses
• The learning area / subject embraces inclusive
  education by providing opportunities alternative
  methods of instruction and flexible assessment
  for learners who experience barriers to learning
  and participation.

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• Life Orientation also encourages learners and
  teachers to develop knowledge and understanding
  of varying levels of learner ability, as well as
  particular support needs to address barriers.

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• CONSTITUTION
• CRITICAL OUTCOMES
• LEARNING OUTCOMES
• ASSESMENT STANDARDS

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Critical outcomes

• Problem solving and decision making activities
• Activities where learners work with others
• Activities where learners work independently
• Activities involving research
• Activities which require learners to respond in
  various modes
• Activities where learners are required to use
  Science and Technology
• Problem-solving activities which address related
  contexts
• Activities which use of a variety of learning
  strategies
• Citizenship activities like community projects
• Activities that encourage cultural and aesthetic
  sensitivity across a range of social contexts
• Activities which allow exploration of education
  and career opportunities.
• Entrepreneurial activities

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LIFE ORIENTATION GET BAND

• Definition and purpose
• Definition
• The Life Orientation Learning Area equips
  learners for meaningful and successful living in
  a rapidly changing and transforming society.
• Purpose
• This Learning Area empowers learners to use
  their talents to achieve their full Physical,
  Intellectual, Personal, and Emotional and Social
  Potential. It will enable learners to make
  informed, morally responsible and accountable
  decisions about their health and the environment.

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Life Orientation Learning Area

• National Curriculum Statements
• LO 1 Health Promotion
• LO 2 Social Development
• LO 3 Personal Development
• LO 4 Physical Development and Movement
• LO 5 Orientation to the World of work

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HEALTH PROMOTION The learner will be able to
make informed decisions regarding personal,
community and environmental health.
Drinking water
safety at home
Traffic rules
Health services
HIV and Aids
Healthy environment
Environmental health problem
Own personal diet
Health and safety issues related to violence
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SOCIAL DEVELOPMENTThe learner will be able to
demonstrate an understanding of and commitment to
constitutional rights and responsibilities, and
to show an understanding of diverse cultures and
religions.
Retells stories with a moral value from own
culture
Traditions and scriptures
stereotypes, discrimination and bias
Symbols of religions
diet, clothing and decorations of religions
Diverse cultures enriching SA society
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PERSONAL DEVELOPMENTThe learner will be able to
use acquired life skills to achieve and extend
personal potential to respond effectively to
challenges in his or her world.
Copes with anger and disagreement in
non-distructive ways
Appropriate behaviours in conflict situations
Coping with a range of emotions
Groupwork skills
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Physical development and movementThe learner
will be able to demonstrate an understanding of,
and participate in, activities that promote
movement and physical development.
Traditional and national dances
Indigenous games
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Orientation to the world of workThe learner
will be able to make informed decisions about
further study and career choices.
Career and study opportunities
Interests and abilities related to the world of
work
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• What indigenous knowledge relating to the 5
  Learning Outcomes are the learner bringing to the
  classroom?
• How can you address these issues in your Life
  Orientation class?

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LIFE ORIENTATION FET BAND

• DEFINITION
• Is the study of the self in relation to others
  and to society
• Holistic approach
• It is concerned with the personal, social,
  intellectual, emotional, spiritual, motor growth
  and development of learners

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• PURPOSE
• Equips learners to engage on personal,
  psychological, neuro-cognitive, motor, physical,
  moral, spiritual, cultural, socio-economical and
  constitutional levels Learners will be able to
• exercise their constitutional rights and
  responsibilities
• to respect the rights of other
• to value diversity and well being

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• DEFINITION (continued)
• Life Orientation is an inter-disciplinary subject
  that draws on and integrates
• knowledge
• values
• skills
• processes

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• PURPOSE(continued)
• To play a meaningful role in society and the
  economy
• Respond to challenges effectively

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• Health Promotion
• Grade R
• Explains safety at home and at school
• Grade 4
• Explains and reports on links between healthy
  environment and personal health

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• Social development
• Grade 4
• Compares the relationship between elders and
  children in a variety of situations in different
  cultural contexts
• Grade 7
• Explains how to use democratic processes to
  address a local problem

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• Personal development
• Grade 8
• Explains how self will cope with depression,
  crisis and trauma
• Grade 6
• Demonstrates compassion by caring for people and
  animals

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• Physical development and movement
• Grade 2
• Participates in a variety of indigenous outdoor
  games with simple rules, individually and with a
  partner
• Grade 9
• Critically evaluates and executes a game plan for
  individual or team sports.

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• Orientation to the world of work

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The teacher

• I am the decisive element in the classroom. It is
  my personal approach that creates the climate. It
  is my daily mood that makes the weather. As a
  teacher I possess tremendous power to make a
  childs life miserable or joyous. I can be a tool
  of torture or an instrument of inspiration. I can
  humiliate or hurt or heal.

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• In all situations it is my response that decides
  whether a crisis will be escalated or
  de-escalated, and a child humanised or
  de-humanised.
• I am often the last haven of hope a child has
  left.
• H. Ginot

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• Thankyou
• Siyabonga
• Dankie
• Enkosi