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Life orientationCovid -19 Grade 9

2020UNIT 5 (WORLD OF WORK)DAY11.DEFINE TIME-MANAGEMENT AND MENTION THE SKILLS

Time management skills are about being able to manage your own task effectively a given time

TIME MANAGEMENT SKILLS ORGANISED ANS SYSTEMATIC ABLE TO PLAN RESPONSIBLE

2.NAME THE ADVANTAGES OF GOOD TIME MANAGEMENT

LESS STRES – you will be less stressed about your scool work if you managed your time well

MORE TIME TO EXERCISE.SLEEPN WELL AND EAT PROPERLY – if you manage your time well you well have enough time for more activities that do not involve school work

BETTER MARKS AT SCHOOL -if you plan your time well you will have more time to complete projects and study for test which will result in achieving higher marks

YOU WONT MISS IMPORTANT DATES –if you manage your time well you will know what is due and when its due

THINGS WILL BE EASIER ON YOUR FRIENDS AND FAMILY – IF YOU MANAGE YOUR TIME well your family and friends can relax knowing that youhave everything under contol

GOOD TIME MANAGEMENT SKILLS WILL PREPARE YOU FOR YOUR STUDIES AFTER –after school you may choose to studyat a college ,university,technikon or other tertiary institution and having good time management skills will be helpful

COMPLETE ACTIVITY 5.1 ON PAGE 43DAY 2

3.DISCUSS HOW TO USE TIME MANAGEMENT EFFECTIVELY AND EFFICIENTLY Use a notepad or a diary –using notepad or diary will help you record things that need to

done for school or home will help to better your time. Get enough sleep –sleeping is important it helps you rejuvenate .if you do not get

enough sleep, your help and performance at school will suffer Listen and concentrate during class –if you listen and concentrate during class you will

save yourself a lot of time when it comes to studying Revision -constant revision will help you achieve top marks in school. Organise and plan –organising and planning well will help you use your time effectively

and efficiently. COMPLETE ACTIVITY 5.4 on page 45

DAY 3

Unit 7 constitutional rights and responsibilities Creating a human rights culture in South African For human rights culture to exist in a society,people need to know their rights and understand and respect the rights of others .

Tolerance means: Showing respect towards other people Being patient with other people listening to and accepting other people opinions solving problem by talking about them and negotiating solutions

copy down the words and meaning of the words in the word box on page 59 which are Guarantee Impairment Rehabilitation Vocational

READ through the paragraph on page 59 in your textbook and complete activity 7.1 on page 60DAY 1“respect the rights of others :people living with HIV and AIDS “The South African bill of rights applies to all the South African. Everyone is equal before the law and has the right to equal protection and benefit of the law.

Copy down the word box on page 60 with the following words Reputation Quarantined Depression Dyslexia

Summarise the rights of people living with HIV and AIDS on page 60

Copy down the word box on page 61 with the following words

Status Integrity Subsidy Evicted Implications consent

DAY 2

Celebrations of national and international days South African celebrates 7 non-religious public holidays throughout the year. These commemorate people and events in South Africa’s history meaningful to all South African.

Write down a short summary about the holidays celebrated in South Africa from page 62-64

DAY 3

UNIT 9(CONSTITUITION)

COPY DOWN THE VALUES IN THE GREEN BLOCK ON PAGE 72 AS STATED IN THE CONSTITUTION OF SOUTH AFRICA DEFINE THE TERM HUMAN DIGNITY

Everyone has inherent dignity and the right to have their dignity respected and protected

COPY DOWN THE ADVANCEMENT OF EQUALITY AS PER THE CONSTITUITION ON PAGE 73This suggest that the South African constitution is proposing ,not only that people should have certain rights and freedom ,but that these should be improved .According to the constitution and the bill of rights ,freedom is described as Freedom of religion, belief and opinion COPY DOWN THE ADVANCEMENT OF HUMAN RIGHTS AND FREEDOM *freedom of religion ,beliefs and opinion on page 73 *freedom of expression on page 74Define non racism and non-sexism and give examples

NON RACISM-PEOPLE OF DIFFERENT RACES ARE EQUAL UNDER THE LAW NON SEXISM –IS TREATING ALL GENDERS EQUALLY

READ THROUGH PAGE 76 AND WRITE DOWN THE ADVANTAGES OF A DEMOCRATIC GOVERNMENT

Everyone is given the opportunity to voice their opinions through voting. Everyone has the same rights and freedom. Everyone has a say in decision making. Everyone is treated equally when it comes to voting. The public feel valued. The public will support the actions of the government.

WRITE DOWN THE REASONS TO WHY ACCOUNTABILTY IS IMPORTANT

Complete activity 9.4 on page 78

DAY 1ROLE MODELS 1.DEFINE WHAT A ROLE MODEL IS A role model is a person whose behaviour inspires you.2.THE DIFFERENCE BETWEEN A POSITIVE AND A NEGATIEV ROLE MODEL

Positive role model-is someone who you want to be like and someone you admire he or she makes you want to be a better person

Negative role model- is someone who promotes wrong doing.

Use google or information from your parents to decide what type of role models are the people on activity 9.6

DAY 23. NAME AND EXPLAIN THE DIFFERENT TYPES OF CHARACTERISTICS THAT A POSITIVE ROLDE MODEL SHOULD HAVE

Having a clear set of values Selfless Accepting of others Having passion Able to inspire by their actions Able to overcome obstacles compassionate

handle stress positively trustworthy persevere respect others

complete activity 9.7 on page 82 from no.2-3

UNIT 11(WORLD OF WORK ) DAY31.WHAT IS THE DIFFERENCE BETWEEN A NATIONAL SENIOR CERTIFICATE AND A NATIONAL CERTIFICATE VOCATIONAL

National senior certificate –is a certificate which you receive stating which subjects you had and if you have passed and met the requirement. This certificate allows you access to a higher learning institution

National certificate vocational - is offered at FET colleges. This provides young people with knowledge and skills for employment and further opportunities for learning

2.WHAT IS THE REQUIREMENTS IN OBTAINING A NSC Two official South African languages Mathematics or maths literacy Life orientation

3.WHAT ARE THE REQUIREMENTS IN OBTAINING NCV Mathematics or maths literacy one official language(South African) Three compulsory core vocational subjects One subject from another programme may be taken

4.READ THROUGH THE TABLE ON PAGE 96-97

Complete activity 11.2

4.COPY DOWN THE TABLE ON PAGE 100 PERTAINING TO THE DIFFERENCE BETWEEN AND EMPLOYER AND EMPLOYEE

Unit 13 careers and job Day 1

1.What is the difference between a job and a career? Career-a career is a line of work for which you qualified by experience or by education. A

career provides opportunity for promotion and growth Job-a job is the work one does, usually for payment.it has specific duties agreed on

between the employer and employee. A job does not offer opportunities to grow.

2.Read through the paragraphs from page 112 to 113 to gain more understanding about careers and subject choices complete activity 13.2 on page 15

4.Read through the different types of careers related to different subject Complete activity 13.3 which will be based on the timetable you have read through

5.As you complete GR9 you have to start taking steps in deciding which subjects you will pick that calls for decision making skills which have been discussed in term one the decision making skills include:

The situation- avoid making impulsive choices by stopping and thinking about what you need to do and how it will affect your life in the future.

Think-think about how your subject choices will affect your career choice in the future. The decision-after thinking about all your choices and the possible consequences of each

choice of subject, you must decide which subjects to choose. Evaluate the decision- it is important to reflect on whether the choices you have made

will have a possible a positive or negative effect on your life.

6. Steps when choosing subjects relating to interest and abilities and career interest. Know your interest and abilities –when you have thought about your interests and skills

ready .this will help you choose your subject .your friends and family may be able to give some advice but you know yourself best

Know subject choices that are available –the school will provide you with the list of subjects from which you can choose. Remember you can choose three subjects.

Careers evening at school- usually schools offer career evenings where the different subjects will be discussed related to careers.

Interviewing people – you can talk to people who are in the same career that you are considering.

complete activity 13.4 based on the steps to take when choosing subjects

unit 15 volunteerism1.what is volunteerVolunteers are people who willingly and without being paid gives their time, skills and enthusiasm to worthy course. Volunteers work for non-profit organisations that benefit the community. Volunteerism is based on the principle of donating time and effort is a social responsibility to the community rather than any financial reward.

Individuals who volunteer includes: Unemployed people Housewives/husband Students Retired people Overseas visitors Professional or skilled people whose abilities are needed

Volunteer organisations include :

Church groups Youth groups Sports teams school groups

clubs corporate or business groups

2. Different types of volunteer organisation.

Non-governmental organisation Charities SPCA Community based organisation Neighbourhood old age homes

In your textbook read through the case studies from page 133-135 to get a better understanding of the different types of volunteer organisation

3. Read about helping those less privileged from your textbook about Mama Portia,indlela,fairhavens babies home crèche feeding project, food for thought and hospices.

Unit 17 health and safety issues related to violence Because of violence is caused by conflict, it is important that you understand what conflict is how to respond to it.

1.What is conflict?

Conflict is a fight, disagreement or a misunderstanding ,conflict takes place everywhere at home, in schools ,the playing field etc. conflict is part of being human.

2. Acts of common acts of violence .

MISTREATMENT –To be treated badly SPOUSAL –Related to husband and wife Marital- To do with marriage Intimate- having a close relationship Assault – violent attacks

Complete activity 17.1 only question 2

REASONS THAT VIOLENCE OCCURS IN FAMILIES AND COMMUNITIES AND AMONG FRIENDS AND PEERS.

GENETICS –there is some research which suggests the aggression may be inherited. BRAIN INJURY-injury to the front part of the brain may remove some personal control over

anger and aggression.

ANTI-SOCIAL PERSONALITY –Anti social personality disorder is a mental illness. People who have it often behave violently .

ALCOHOL AND SUBSTANCE ABUSE-Drinking and drugs often play a role in violence ,some people use drugs and alcohol to deal with their feelings of anger and depression.

DESENSITISATION- People who live with violence and see it all the time at home,communities and television end up believing

Physical Education & Training

In this document, a few different games will be introduced to the learner as well as terminology. These games can be played individually or with a sibling or relative regarding social distancing.

Participating in physical activity is very important especially in these times where we are not even close to being as active as what we used to be.

What do we need to implement in every activity:

1. Sanitize your hands regularly.2. Wear a mask.3. Put social distancing protocols in place.

We will also learn about all the bones in the human body. Where the bones are allocated in the body as well as the Anatomical term for each bone.

The skeleton

Activity 1: BMI

Definition – Body Mass index

Body Mass Index (BMI) is a measure of body fat based on height and weight that applies to adult men and woman.

Calculation – Height (cm)÷ Weight (kg) = BMI

i.e Height (170cm)÷ Weight (80kg) = BMI (21.25)

Image 1.1

Activity for the day: Activity 1.1

1) What is BMI?2) How do we calculate our individual BMI?3) Calculate 3 different people’s BMI (including yours) to determine which column you fall

under (Image 1.1). Write it down.

Bones of the body:

Part of the skeleton: Skull

Anatomical name: Cranium

Parts of this particular bone: Frontal Bone

Parietal Bone

Sphenoid Bone

Temporal Bone

Occipital bone

Part of the skeleton: Jaw

Anatomical name: Maxilla & Mandible

Parts of this particular bone: Maxilla (Upper Jaw) & Mandible (Lower Jaw)

Assessment 1.2:

1) How many bones are there in the human body?2) Name 2 parts of the jaw. Which one is the lower jaw?3) What is the anatomical name for the skull?4) Identify 4 bone types.5) Name 5 different parts of the skull.

Activity 2: Heart Rate

Heart rate, also known as pulse, is the number of times a person’s heart beats per minute. Normal range for adults is 60 to 100 bpm (beats per minute). A lower heart beat per minute, implies more efficient heart function and cardiovascular fitness.

Calculations for Heart Rate (HR)

Resting heart Rate:

Lay flat on your back Control breathing Body must be relaxed Get pulse on your wrist or by your neck underneath your chin using 2 fingers (Index finger

and middle finger)

Have a watch close by (wrist watch, wall clock, cell phone timer) Once you have the pulse, start the time for 10 seconds. Count your pulse in 10 seconds (i.e

20 beats in 10 seconds) Take heart rate (20) and multiply it by 6. I.e 20 x 6 = 80

Resting heart rate is 80bpm (beats per minute)How to work out heart rate maximum.

220 – age = Heart rate max

i.e 220 – 18 = 202 HR max

Your max heart rate for your age is 202. The older you get, the lower the heart rate maximum will be.

Active h eart rate.

Heart rate will be taken with the same calculations as the resting HR. The only difference is this will be taken after physical activity.

Run for 2min then take heart rate (10seconds x 6) Rest for 30 seconds Run for 3min then take heart rate (10seconds x 6) Rest for 30 seconds Run for 4min then take heart rate (10seconds x 6) Rest for 30 seconds Run for 5min then take heart rate (10seconds x 6)Heart rate after the 5min run will be your active heart rate for that specific session. You can test your heart rate doing any activity of your choice. Remember, there will be different active heart rates for different activities.

i.e 10 seconds heart is 30bpm x 6 = 180bpm Active heart rate

Heart rate recovery.

You can calculate how long it takes for your heart rate to go from your active heart rate to resting heart rate or just a lower beats per minute.

Run for 5 to 10min (depending on fitness levels) Take heart rate (10seconds x 6) Walk for 1 minute Take heart rate (10seconds x 6) Stand still for 1 minute Take heart rate (10seconds x 6)Heart rate will decrease immensely after 2min (1min walk, 1min stand). i.e if your heart rate max was 180bpm active and after 2min it is 100bpm. Your heart rate recovery is 80bpm after 2min. You can lengthen or shorten the time for recovery. Just make a clear note to keep track of your progress


1) Define the terms HR & BPM.

2) Calculate your own resting heart rate.3) Calculate the resting heart rate of a sibling/relative4) What is your MAX heart rate?5) Can your heart rate increase to surpass your MAX heart rate? Explain your answer.

Bones of the body:

Part of the skeleton: Collar Bone

Anatomical name: Clavicle

Activity 3: Static stretches.

There are many different types of stretching. We are going to look at two different types of stretching.

1. Static stretching2. Dynamic stretching

Static stretching – Placing a certain muscle or muscle group in a position where it can be extended for a certain amount of time.

Upperbody:

Lowerbody:


1) What are the effects of static stretching?

2) What are the benefits of static stretching?3) When is the perfect time to stretch?4) What is the most efficient amount of time spent on stretching a specific muscle group?5) Can I stretch more than once a day? Motivate your answer.

Bones of the body:

Part of the skeleton: Shoulder Blade

Anatomical name: Scapula

Assessment 3.2:

1) Where is the scapula allocated in the human body?2) Can the human body function without the scapula? Explain your answer.

Activity 4: Dynamic stretches

Dynamic stretching – Active movements where joints and muscles go through a full range of motion (ROM). They can be used to help warm up your body before exercising. Dynamic stretches can be functional and mimic the movement of the activity or sport you are about to perform.

Upperbody:

Lowerbody:


1. What are the effects of dynamic stretching?2. What are the benefits of benefits stretching?3. When is the perfect time to perform dynamic stretches?4. What is the most efficient amount of time spent on stretching a specific muscle group?5. Is dynamic stretches safe? Motivate your answer.

Bones of the body:

Part of the skeleton: Spine

Anatomical name: Vertebrae

Parts of this particular bone: Atlas & Axis (Black Arrow image 3)

Cervical Vertebrae (Neck)

Thoracic Vertebrae (Upperbody)

Lumbar Vertebrae (Lowerbody)

Sacrum

Coccyx

Image 3

Assessment 4.2:

1) What is the anatomical definition for the spine?2) Name all the different parts of the spine.3) Where is the atlas and axis vertebrae allocated in the human body?4) Where is the lumbar vertebrae allocated?

Activity 5: Complete fitness circuit

An exercise circuit is one completion of all set exercises in the program. It’s a high intensity training program doing more than one exercise consecutively without a rest period. It targets strength building and muscular endurance.

Example (1) of a fitness circuit (Bodyweight exercises)

Burpees Squat Rope skipping Push ups Crunches Sprint 20m Lunges Plank

Do 20 of each exercise. Then do 3 rounds.

Example (2) of a fitness circuit (Bodyweight exercises)

Frog jumps Side to side jumps Jack knives Jump over a brick Burpees Bicycle kicks Push ups Pull ups

5 rounds. 10 of each exercise.


Write your own Complete Fitness Circuit for a person between the ages of 35 and 45?

Bones of the body:

Part of the skeleton: Arm

Anatomical name: Humerus

Activity 6: Core strengthening exercises:

Core strengthening exercises strengthen your core muscles, including your abdominal muscles, back muscles and the muscles around the pelvis. Strong core muscles make it easier to do many physical activities. You can do core strength exercises on a carpeted floor or mat.


Select 10 core exercises that you think you will be able to do. Write all the exercises down. Do the core exercise and time yourself. See how long you can stay in that position. Write your time down.

HINT: The longer you can do the exercise without resting, the stronger your core is.

i.e Plank position: 3min 25sec

Bones of the body:

Part of the skeleton: Forearm

Anatomical name: Radius (Thumb side) and Ulna (Pinky side)

Part of the skeleton: Hand & Wrist

Anatomical name: Phalanges (Hand)

Parts of this particular bone: See picture below

Assessment 6.2:

1) Name the 2 bones that the forearm consists of.2) Name all 8 bones in the wrist.3) How many metacarpals are in the hand?4) What is the difference between the radius and the Ulna?

Activity 7: Closest to pin

You can play this game individually or with a family member. Remember social distancing!!

Demonstration: Collect an item that can be pinned into the ground. Preferably a straight object like a stick, piece of metal, etc. Collect anything that you can gather in and around your house that you can throw. Objects must be the same size. Rocks, golf balls, marbles are great examples. 10 throwable items will be enough.

Place straight object (stick) into the ground so that the object is visible from a distance. This will create your pin. Take 10 big steps away from the object in any direction. You can make a marker on the ground of how far 10 steps are from the pin. Have your throwable objects close by.

Aim of the exercise: The aim is to see who can throw their object closest to the pin. Each person will have 10 chances. Players must take turns to throw. Whoever is closest to the pin, wins.

If you play by yourself, you can throw all 10 objects and see how many is close enough. You can set out a barrier of a radius of 10cm. If you only got 2 objects in the radius, try again and see of you can get all 10 objects close enough.

Purpose of exercise: Competition, working towards a goal, hand-eye coordination.

Bones of the body:

Part of the skeleton: Rib Cage

Anatomical name: Thoracic Cage

Parts of this particular bone: Costal Cartilage

Manubrium

Sternum

True, false and floating ribs

Xiphoid Process

Assessment 7.1:

1) What is the difference between true ribs, false ribs and floating ribs?2) Where is the Xiphoid process allocated?3) Define the term Costal cartilage.4) Which bone are the ribs attached to?

Activity 8: Wall Ball


Demonstration: Collect anything from the house that can bounce. Soccer ball, tennis ball, etc. Select a wall, whether it’s the house wall, room wall, outside wall, it doesn’t really matter. It will be easier if the wall has a flat surface.

Aim of the exercise: Take the ball and throw it against the wall and catch it again. If this is too easy then only use one hand to throw and catch. Change hands so that the weaker hand also does the exercise. If this too gets too easy then try and throw the ball in such an angle that it would be difficult to catch (Higher, lower, to the sides, etc)

When playing with a family member, one person can throw and another person can catch. You can play for a score, for instance, if one person doesn’t catch the ball, the other person gets a point.

Purpose of exercise: Competition, hand-eye coordination, gross motor skills.

Bones of the body:

Part of the skeleton: Pelvis

Anatomical name: Os Coxae


Activity 9: Sponge/Bucket Relay


Demonstration: Collect two buckets around the house and fill one bucket with water. Make a starting point with a line/brick/string. Place the empty bucket at the starting point and the bucket full of water 10m/20m away (depending on the amount of space). You will need a sponge.

Aim of the exercise: The aim of the exercise is to run a relay race between the buckets to get all the water in the full bucket, transferred into the empty bucket using only the sponge. When doing this activity with a family member, you can race against one another to see who can transfer the water the fastest. When doing this alone. Set a timer when you start the activity. Do it 3 times and then see which round was the fastest,

Purpose of exercise: Fitness, goal setting, competitiveness.

Bones of the body:

Part of the skeleton: Thigh Bone

Anatomical name: Femur

Activity 10: Bounce bounce bounce


Demonstration: Collect any object that can bounce (Tennisbal,cricketball, hockeyball, golfball, soccerball,etc)

Aim of the exercise: The aim of the exercise is to see how many times you can bounce the ball without it falling on the ground. Whether you bounce the ball on your foot, hand, head, tennis racket, cricket bat or hockey stick, it does not matter. If you are doing this by yourself, see how many times you can bounce the object. If you feel like you can do better, try and try again until you can’t beat your best score. When doing this with a family member, see who can get the highest score when bouncing the object.

Purpose of exercise: Body-awareness, goal setting, achieving goals.

Bones of the body:

Part of the skeleton: Lower leg/Shin

Anatomical name: Tibia & Fibula

Activity 11: 10 Bottle/can target hits


Demonstration: Collect 10 empty bottles/cans in and around the house. Get 5 objects to throw (rock, ball, etc)

Aim of the exercise: Place bottles or cans in a straight line about 10m away from the throwing point. Throw the objects (rock, ball) towards the bottles and see how many you can knock over. If you are playing with a family member, see who can knock over more bottles/cans with these 5 objects. When playing alone, try and knock over all 10 bottles/cans with these 5 objects

Purpose of exercise: goal setting, hand-eye coordination.

Bones of the body:

Part of the skeleton: Foot

Anatomical name: Tarsal


Assessment 11.1:

1) How many bones does the foot consist of?2) What is the anatomical term for the heel bone?3) Where is the phalanges allocated?4) What is the number of metatarsal bones in the foot?

Activity 12: Questionnaire

Image 12.1

1. Define the terms BMI, HR and BPM. (3)2. What does a low resting heart rate mean? (1)3. Fill in all the spaces in image 12.1 (13)4. Which two fingers do you use to get your own pulse? (1)5. How many bones does the body consist of? (1)6. Where is the patella located in the body? (1)7. Define the term ROM? (1)8. The Clavicle connects to which two bones? (2)9. What is the correct anatomical term for the pelvis? (1)10. Define all the parts of the spine. (5)11. What is a fitness circuit? (1)12. Name 5 dynamic stretches. (5)13. Is dynamic stretches better than static stretches? Motivate your answer. (2)14. Which bone is the largest bone in the body? (1)15. Where is the humerus located in the body? (1)16. Draw the Rib cage and name every bone. (8)17. Calculate the Maximum Heart rate of a 37 year old person. (2)18. Which muscles does core exercises strengthen? (5)19. What is the difference between Metacarpals and metatarsals? (2)20. Identify 4 Bone types. (4)

Total: 60

Content has its own value therefore it should not be selected on the basis of the achievement

objectives

Content involves procedures , concepts and criteria that can be used to appraise the curriculum

Translating content into objectives may result in knowledge being distorted

Learning activities have their own value and can be measured in terms of their own standard, so

they can stand on their own

Stenhouse process model

Content and methodology are derived from the goals and each of them has outcomes that can be

evaluated. The evaluation results from the outcome are fed into the goals which will latter influence the

content and methodologies. Unlike the Tyler objective model, there is no direct evaluation of the

content and methodologies

Freire’s approach(naturalistic or pragmatic approach)

His approach has influenced people working in education , community development, community health

and many other fields. He linked the identification of issues to positive action for change and

development. His approach views the educational process is never neutral.He is of the view that people

bring their own knowledge and experience into the process. They can be passive recipients of

knowledge- whatever the content – or they can engage in a problem posing approach in which they

become active participants.

The purpose of curriculum ;

Liberate learners

Free their potential

Provide opportunities to find and express their own agency

Help learners achieve objectives, outcomes or abilities

He focused on peoples understanding and interaction with the world.

People should therefore link knowledge to action so that they actively work to change their societies at

a local level or beyond. Freire valued the inclusion of well defined aims in the curriculum which should

serve a further direction to what is intended to be achieved through implementation of the curriculum.

The aims should be;

Suited to the likely context of the target group being taught a subject

Clear and specific

Understandable and useful to those using curriculum documents

Aligned with the purpose and subject methodology.

different ways of understanding a curriculum has been brought about by the diffent types of

curriculum;

Formal/official/intended curriculum

This is what is laid down as the syllabus or that which is to be learnet by the students officially. It

is selected by the Department of Basic Education and referred to as the blueprint of learning.

Informal/enacted curriculum

This refers to the curriculum in use. Teachers may not adhere to the presented formal

curriculum but can include other aspects of knowledge derived from other sources as a result of

misunderstandings or resource constraints.

Cover/extra mural curriculum

This refers to learning activities or experiences students are exposed to by their teachers but

which is not stipulated in the formal official curriculum. Things such as sport, debates etc which

are aimed at just enhancing certain life skills which are necessary for abstract knowledge

Hidden curriculum

This is learning that is hidden from both the learner and the teacher. Teachers do not intend to

teach these things and are often unaware of its presence. It pertains to the environment that

school and classrooms present to learners and are often responsible for the values students’

exhibit later in life. This may even be as a result of school culture, leadership styles etc

Assessed curriculum

This refers to the area of study, courses or subjects that students must understand in order to

be recognized as educated or competent in that area. It is the heart of the curriculum and

entails the experiences that every learner must undergo. The learner has no option but to study

the prescribed course material.

Curriculum may be a set plan or intended set of programs however it is impossible for teachers or school

to simply teach the official curriculum due to all the factors discussed ab

Stages of planning for curriculum interpretation and implementation (5)

Strategic school planning – before planning for the school year, SMT and professional staff

should do a SWOT analysis in the school. This will help the teachers to have a glance of what

they should focus on with the learners in a particular phase

Phase planning – curriculum must be a phase long process of planning, managing and organizing

classroom practice. This means that what is planned must guide and inform what is done in the

classroom, all teaching, learning and assessment. This relates to what teachers must keep in

mind about all phases, Foundational, Intermediate, Senior Phase and FET

Across- grade/year planning – yearly work for each phase should be planned. The work

schedule for each subject is based on the CAPS and develops in terms of the sequencing,

context, and core knowledge and concepts at each level. CAPS already include work schedules

but teachers are responsible for implementing the curriculum in a particular grade, have to work

with the realities of school and learner context when planning for each term/year.

Lesson plans – Teachers have to plan for lessons for each grade based on the topics in the

curriculum and ensure that they plan for the learners in their class, there must be learning

outcomes/aims for each lesso

Which documents do I need?

For planning across a phase the most important document would be the subject’s CAPS

(Curriculum and Assessment Policy Statement) document. Other important documents include:

• The National Protocol for Assessment (Grades R – 12)

• The National Policy pertaining to the Programme and Promotion Requirements of the NCS

Grades R - 12

• The IQMS (Integrated Quality Management System) Policy – the purpose of which is the

personal development of teachers.

• the SACE (South African Council for Educators) Act

• The NQF (National Qualifications Framework) Act

• The Norms and Standards Policy for Educators

• The Minimum Requirements for Teacher Education Qualifications policy

In conclusion, it is up to the educator to ensure that their practical classroom implementation of the

curriculum covers both the requirements of a narrow definition of the curriculum, that is the content

specified in the CAPS document, as well as the curriculum in the broader sense. Teachers should be

aware of the impact of the enacted curriculum and should as best as possible use their resources, improve

on their knowledge, by further education and training, and ensure that all learning activities are performed

to improve the students learning experiences. The flexibility within the application of the curriculum

should encourage educators to experiment and reflect on different approaches to the best way to cover the

content and which other skills can be incorporated to produce the best possible product of the education

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