TERM 1-4

              

TERM 1                 TABLE OF CONTENTS

 

CHAPTER 1: DEVELOPMENT OF SELF IN SOCIETY Unit 1: Strategies to development, Self-awareness, self-esteem and Self-development. LESSON  1- AN HOUR  Strategies to enhance self-awareness, self-esteem and self-development: factors influencing self-awareness and self-esteem including media o   Strategies to build confidence in self and others: communication, successful completion of tasks or projects, participation in community organization or life, making good decisions and affirmation of others o   Acknowledge and respect the uniqueness of self and others and respect differences (race, gender and ability. CLASSWORK  Various options are provided as answers to the following multiple-choice questions. Write down Only the letter of the most appropriate answer next to the relevant question number. 1.1 “Self-esteem” refers to: A. the way in which individuals perceive themselves in terms of their abilities, limitations and strengths. B the way significant others feel about your abilities, limitations and strengths C the individual’s positive relationships. D how the individual satisfies the needs of others.                              (2) 1.2 You can contract HIV: A From one sexual encounter. B Through oral sex. C If you have HIV already and are sexually active. D All of the above. (2) 1.3 Gender refers to: A being male or female B biological identity, for example, reproductive organs C sexual orientation D none of the above (2) 1.4 Contraceptives prevent: A Pregnancy B HIV and Aids C Pregnancy and STIs D None of the above (2) 1.5 The male organ that enters the female body during sexual intercourse: A testes B scrotum C penis D sperm (2) 2 1.6 People with low self-esteem lack most in: A respect B confidence C emotional intelligence D financial status (2) 1.7 The Bill of Rights is: A list of freedom and rights guaranteed to all people in a country B the right to do what you please C the constitution D a set of gender laws (2) 1.8 Xenophobia is an intense fear or dislike of: A foreign people B foreign culture C foreign customs D all of the above (2) 1.9 To be physically fit it is advisable to engage in physical activity at least: A one time a week B ten times a week C three times a week D six days week (2) 1.10 A long-term goal can be defined as one which is: A achieved in a short space of time B inconsistent with your values C achieved over a long space of time D not always realistic to achieve (2) [20] Unit 2: Power and gender. LESSON 2- AN HOUR   Definition of concepts: power, power relations, masculinity, femininity and gender o   Differences between a man and a woman: reproduction and roles in the community, stereotypical views of gender roles and responsibilities, gender differences in participation in physical activities o   Influence of gender inequality on relationships and general well-being: sexual abuse, teenage pregnancy, violence, STIs including HIV and AIDS. GROUP WORK  Get into groups of girls and boys. If there are many learners in your class, you can form a few groups of girls and few groups of boys. 1.       The girl’s groups  has to discuss: a)      What are the benefits of being a male? b)      What makes it difficult to be a male? 2.       The boy’s groups has to discuss: a)      What are the benefits of being a female? b)      What makes it difficult to be a female? 3.       Write down a list to summarise your main points. Choose a spokesperson to present your main points to the class. Give each group the chance to share their ideas before your respond. 4.       Give the girls a chance to say whether they agree with the boys’ ideas. Then give the boys a chance to say if they agree with the girls’ ideas. 5.       Write a short paragraph to explain what you learnt about how females and males see and understand each other. Unit 3: Value of participationin exercise programmmes LESSON 3-AN HOUR Value of participation in exercise programmes that promote fitness: cardiovascular      fitness, muscular strength, endurance and flexibility o        Relationship between physical and mental health

CHAPTER 2 : PHYSICAL EDUCATION FITNESS PROGRAMME Unit 1: safety in physical education Value of participation in exercise programmes that promote fitness: cardiovascular      fitness, muscular strength, endurance and flexibility o        Relationship between physical and mental health Unit 2: Physical fitness activities for weeks ( 1 to 3)

CHAPTER 3 : CAREER AND CAREER CHOICES Unit 1: self-knowledge for career choices Lesson 1      Knowledge about self in relation to own subjects, career fields and study choices: interests, abilities, talents and strengths  - Difference between career field, occupation, career and job     - Requirements for National Curriculum Statement (NCS): various subjects and career       options, steps in choosing and decision-making process Unit 2: Life domains Lesson 1 Knowledge about life domains: being ( physical, psychological and spiritual), becoming (practical, leisure and growth) and community (social, physical and community Unit 3: Socio-economic factors in career and study choices Lesson 1 Socio-economic factors as considerations for career and study choices: community needs, availability of finances, affordability, stereotyping, accessibility and impact of income tax on final salary package                                                                       HOMEWORK  1.       Name five factors that affect the job market and discuss how each will impact on your choice of a career. (15)

CHAPTER 4: PHYSICAL EDUCATION Unit 1 : warm up Unit 2 : Physical Fitness activities for weeks (4 to 6)

CHAPTER 5 : DEMOCRACY AND HUMAN RIGHTS Unit 1: Diversity, discrimination and human rights LESSON  -AN HOUR   Concepts: diversity, discrimination and violations of human rights      Contexts: race, religion, culture, language, gender, age, rural/urban, xenophobia, human trafficking and HIV and AIDS status Unit 2: Our Bill of Rights and other human rights instruments     LESSON - AN HOUR v  Bill of Rights, International Conventions and Instruments: Convention on the Rights of the Child, the African Charter on the Rights and Welfare of Children, Committee on the Elimination of Discrimination Against Women (CEDAW) and other bills, charters and protection agencies, rules, codes of conduct  Unit 3: Discriminating behavior and human rights violations LESSON- AN HOUR Types of discriminating behavior and violations: incidences of discriminating behavior and human rights violations in SA and globally The nature and source of bias, prejudice and discrimination: impact of discrimination, oppression, bias, prejudice and violations of human rights on individuals and society Unit 4 : Challenge prejudice and discrimination  LESSON- FOR AN HOUR     Challenging prejudice and discrimination: significant contributions by individuals and organisations to address human rights violations  Contemporary events showcasing the nature of a transforming South Africa: South African initiatives and campaigns, one’s own position, actions and contribution in discussions, projects, campaigns and events which address discrimination and human rights violations, nation-building and protection agencies and their work

CHAPTER 6: PHYSICAL EDUCATION Unit 1 : warm upUnit 2: physical fitness activities for weeks (7 to 10)     Participation in activities that promote physical fitness     Safety issues relating to participation in fitness exercises

                 

TERM 2  

TOPIC 1:   Study skills    WEEK 1-3

Study skills: listening, reading, comprehension, concentration, memory, organisation and time management• Study methods: note-taking, mind-mapping, selecting important concepts and content, assignment and essay construction and making comparisons• Critical, creative and problem-solving skills  

TOPIC 2 :Physical Education

• Participation in movement activities that promote skills in playground and/or community and/or indigenous games

• Participation and movement performance in movement activities that promote skills in playground and/or community and/

or indigenous games

• Safety issues relating to participation in playground and/or community and/or indigenous games

WEEKS 4 - 7

TOPIC 3: Social and environmental responsibility

Contemporary social issues that impact negatively on local and global communities:

- Concepts: social and environmental justice

- Social issues: crime, poverty, food security, food production, violence, HIV and AIDS, safety, security, unequal access

to basic resources, lack of basic services (water and health services)

- Harmful effects of these issues on personal and community health

• Social, constructive and critical thinking skills necessary to participate in civic life:

- Social responsibilities including the knowledge and skills to make informed decisions and take appropriate action

- Youth service development: youth and civic organisations, community services or projects and volunteerism

- Purpose and contribution, areas of strength and possible improvements

- Own contribution to these services, projects and organisations: a group project to address a contemporary social issue

that impacts negatively on local and/or global communities.

TOPIC 4: Physical Education

• Participation in movement activities that promote skills in playground and/or community and/or indigenous games

• Participation and movement performance in movement activities that promote skills in playground and/or community and/

or indigenous games.

TERM 3 

 WEEKS 1 - 5     5 HOURS 

TOPIC 1: Development of the self in society

• Life roles: child, student, adult, role in family, partner, mother, father, grandparent, breadwinner, employee, employer,

leader and follower

- Evolving nature of and responsibilities inherent in each role; how roles change and affect relationships

- Handling each role effectively: influence of society and culture.

• Changes associated with development towards adulthood: adolescence to adulthood

- Physical changes: hormonal, increased growth rates, bodily proportions, secondary sex/gender characteristics,

primary changes in the body (menstruation, ovulation and seed formation) and skin problems.

- Emotional changes: maturing personality, depth and control of emotions, feelings of insecurity, changing needs,

interests, feelings, beliefs, values and sexual interest

- Social changes: relationship with family, interaction with social groups, need for acceptance by and dependence on

peer group, moving into the workforce and increased responsibilities.

• Coping with change: importance of communication and making friends

• Values and strategies to make responsible decisions regarding sexuality and lifestyle choices to optimise personal

potential.

- Behaviour that could lead to sexual intercourse and teenage pregnancy, sexual abuse and rape

- Values such as respect for self and others, abstinence, self-control, right to privacy, right to protect oneself, right to

say ‘No’ and taking responsibility for own actions

- Skills such as self-awareness, critical thinking, decision-making, problem-solving, assertiveness, negotiations,

communication, refusal, goal-setting and information gathering relating to sexuality and lifestyle choices

- Where to find help regarding sexuality and lifestyle choices.

• Relationship between recreational activities and emotional health.

TOPIC 2: Physical Education      5 hours

• Participation in activities that promote recreation and relaxation
• Participation and movement performance in activities that promote recreation and relaxation

• Safety issues relating to participation in recreation and relaxation activities.

WEEKS 6 - 10
TOPIC 3: Careers and career choices              5 hours           

• Diversity in jobs:
- Economic sectors: primary (raw materials), secondary (finished products or goods) and tertiary (infrastructure and
providing services)
- Work settings: workplace environment and conditions; indoors and outdoors (laboratory, mine)
- Activities involved in each job: designing, assembling and growing
- Skills and competencies: information gathering or analysis and instruction
- Various facets of self and integration into the world of work

• Opportunities within different career fields including work in recreation, fitness and sport industries:
- Research skills, salary package, promotion and further study prospects
- Profitable use of time, how to use talents in working and career opportunities, enjoyment and transfer of skills to other related industries

TOPIC 4: Physical Education    5 HOURS 

 Participation in activities that promote recreation and relaxation

• Participation and movement performance in activities that promote recreation and relaxation

TERM 4        WEEK 1-3

TOPIC 1: Careers and career choices   3 HOURS 

Awareness of trends and demands in the job market: emerging demands or changing patterns of careers and scarce skills and the job market
- Reading the market for trends regarding jobs and identifying niches
- Growth and decline of various occupations and fields of work and competencies linked to these jobs
- SAQA, the NQF framework and recognition of prior learning
• The need for lifelong learning: ability to change, re-train, flexibility and ongoing development of the self

 TOPIC 2: Physical Education       3 HOURS

•Participation in activities that promote skills in traditional and/or non-traditional sports
• Participation and movement performance in traditional and/or non-traditional sports
• Safety issues relating to participation in traditional and/or non-traditional sports

TOPIC 3: Democracy and human rights WEEKS 4 - 6

• Living in a multi-religious society: understanding ethical traditions and/or religious laws of major religions in South Africa

- Major Religions: Judaism, Christianity, Islam, Hinduism, Buddhism, Baha’i Faith and African Religion

- Indigenous belief systems in South Africa: origins and practices

• Coverage of sport: ways to redress biases

- Gender, race, stereotyping and sporting codes

- Unfair practices: drug-taking, match-fixing, subjective umpiring and maladministration in sport

- Process of analysis and critical evaluation

Physical Education 3 HOURS

• Participation in activities that promote various traditional and/or non-traditional sport

• Participation and movement performance in traditional and/or non-traditional sport