LADLORD/101/0/2015

Tutorial letter 101/0/2015

Subject Didactics Life Orientation

LADLORD

Year Module

COLLEGE OF EDUCATION

Department: Curriculum and

Instructional Studies

IMPORTANT INFORMATION:
This tutorial letter contains important
information about your module.
 CONTENTS

Page
1 INTRODUCTION ............................................................................................................... 4
2 PURPOSE OF AND OUTCOMES FOR THE MODULE.................................................... 5
2.1 Purpose ............................................................................................................................. 5
2.2 Outcomes .......................................................................................................................... 5
3 LECTURER(S) AND CONTACT DETAILS ........................................................................ 5
3.1 Lecturer(s) ......................................................................................................................... 5
3.2 Department........................................................................................................................ 6
3.3 University .......................................................................................................................... 6
4 MODULE-RELATED RESOURCES .................................................................................. 6
4.1 Prescribed books ............................................................................................................... 6
4.2 Recommended books........................................................................................................ 7
4.3 Electronic Reserves (e-Reserves) ..................................................................................... 7
4.4 Official study material ........................................................................................................ 7
4.5 Recommended electronic sources..................................................................................... 7
4.6 Life Orientation learner's books ........................................................................................ 8
4.7 Open Education Resource (OER) ..................................................................................... 8
4.8 Social network: Twitter ...................................................................................................... 8
4.9 Curriculum Assessment Policy Statement (CAPS) ............................................................ 8
4.10 Textbook for EDDHODJ -- The educator as a learning programme developer ................. 9
5 STUDENT SUPPORT SERVICES FOR THE MODULE .................................................... 9
5.1 Contact with fellow students ............................................................................................. 9
5.2 myUnisa ........................................................................................................................... 9
5.3 Tutorials ........................................................................................................................... 9
5.4 Unisa Radio .................................................................................................................... 10
6 MODULE-SPECIFIC STUDY PLAN ................................................................................ 10
7 MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING ......................... 10
8 ASSESSMENT ................................................................................................................ 10
8.1 Assessment plan ............................................................................................................. 10
8.2 General assignment numbers .......................................................................................... 11
8.2.1 Unique assignment numbers ........................................................................................... 11
8.2.2 Due dates for assignments .............................................................................................. 11
8.3 Submission of assignments ............................................................................................. 11
8.4 Assignments .................................................................................................................... 12
9 EXAMINATION ................................................................................................................ 18
9.1 Admission to the examination .......................................................................................... 18
9.2 Examination paper .......................................................................................................... 18

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9.3 Examination paper .......................................................................................................... 19

9.4 Previous examination papers .......................................................................................... 20
9.5 Tutorial letter with examination information ...................................................................... 21
10 OTHER ASSESSMENT METHODS ................................................................................ 21
11 FREQUENTLY ASKED QUESTIONS .............................................................................. 21

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1 INTRODUCTION
Dear prospective Life Orientation teacher

With this Tutorial Letter I am pleased to welcome you as a student to the module Subject Didactics Life
Orientation. I trust that you will find this module interesting and rewarding. I will do my best to make
your study of this module successful. You will be well on your way to success if you start studying early
in the year and resolve to do the assignments properly.

You will receive a number of tutorial letters during the year. A tutorial letter is my way of communicating
with you about teaching, learning and assessment.

This tutorial letter contains important information about the scheme of work, resources and assignments
for this module. I urge you to read it carefully and to keep it at hand when working through the study
material, preparing the assignments, preparing for the examination and addressing questions to me.

In this Tutorial Letter you will find the assignments and assessment criteria as well as instructions on
the preparation and submission of the assignments. It also provides all the information you need with
regard to the prescribed study material and other resources and how to obtain them. Please study this
information carefully and make sure that you obtain the prescribed material as soon as possible.

I have also included certain general and administrative information about this module. Please study this
section of the tutorial letter carefully.

Right from the start I would like to point out that you must read all the tutorial letters you receive during
the year immediately and carefully, as they always contain important and, sometimes, urgent
information.

Some of this tutorial matter may not be available when you register. Tutorial matter that is not available
when you register will be posted to you as soon as possible, but is also available on myUnisa.

I hope that you will enjoy this module and wish you all the best!

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2 PURPOSE AND OUTCOMES OF THE MODULE

2.1 Purpose
Upon completion of this module you should be able to facilitate the teaching and learning of Life
Orientation as a subject on a beginner teachers level.

2.2 Outcomes
You will be able to:
describe the generic information applicable to Life Orientation teaching.
design Life Orientation lessons.
use the different forms of assessment in Life Orientation.
use learning and teaching support material.
apply Life Orientation learning mediation.
foster respect for human rights.

3 LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer(s)
Your lecturer for Subject Didactics Life Orientation is Prof S Schoeman. You are cordially invited to
discuss any problems with me.
Prof S Schoeman
Department of Curriculum and Instructional Studies
UNISA
PO Box 392
UNISA
0003

AJH van der Walt Building 6-65

Muckleneuk Campus
Preller Street
PRETORIA
0002

Tel: (012) 429-4503 (W)

082 659 7525
E-mail: schoes@unisa.ac.za

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All academic queries that are not of a purely administrative nature but are about the content of this
module should be directed to me. Please have your study material with you when you contact me.

Please note: Letters to lecturers may not be enclosed with or inserted into assignments.

3.2 Department
Department of Curriculum and Instructional Studies
PO Box 392
UNISA
0003

AJH van der Walt Building 6-72

Muckleneuk Campus
Preller Street
PRETORIA
Tel: (012) 429-4033

3.3 University
If you need to contact the University about administrative matters not related to the content of this
module, please consult the publication my Studies @ Unisa, that you received with your study material.
This brochure contains information on how to contact the University (e.g. to whom you can write for
different queries, important telephone and fax numbers, addresses and details of the times certain
facilities are open).

Always have your student number at hand when you contact the University. Please note that all
administrative enquiries should be directed to the Unisa applicable section. The details are as follows:

E-mail study-info@unisa.ac.za

4 MODULE RELATED RESOURCES

4.1 Prescribed books
There are no prescribed textbooks for this module. This means that you do not have to buy any
additional books for this module. You only need your study guide and the tutorial letters.

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4.2 Recommended books

There are no recommended books for this module.

4.3 Electronic reserves (e-Reserves)

There are no electronic reserves for this module.

4.4 Official study material

One study guide

Prescribed content from the study guide for 2015
Replace the information in Learning units 1 and 2, pp. 1-16 with the information in the
CAPS document in Tutorial Letter 102, pp. 7-34.
Study Learning Unit 3, pp. 17-29.
Leave out Learning unit 4, pp. 30-54. You may use the information in the EDDHODJ
textbook as guideline in the designing of your lesson plans and group work activities.
Replace the information in Learning units 5 to 7 with the information in the CAPS
document on assessment, see pp. 35-42. Study sections 7.4.4.1 7.4.4.5.
Study Learning unit 8, pp. 86-93.
Study Learning 9, pp. 94-101.
Study Learning unit 10, pp. 102-117.
Leave out Learning unit 11, pp. 118-160. It is only for enrichment.

Tutorial letter 101. Apart from Tutorial letter 101 you will also receive other Tutorial Letters in the
course of the year (102 and 103).

If you have access to the Internet, you can view the study guide and tutorial letters for the module on
the Universitys online campus, myUnisa, at http://my.unisa.ac.za.

4.5 Recommended electronic sources

The following electronic sources are sources that you may consult in order to broaden your knowledge
of Subject Didactics Life Orientation. A limited number of copies is available in the library.

ebook
The SAGE reference online. Handbooks Online. The Sage Handbook of Curriculum and Instruction.
This book deals with the curriculum and classroom methodology.

DVDs
Teaching Diverse Learners 2 DVD set

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A diverse learning environment benefits everyone, but it can put overwhelming pressure on an
unprepared teacher. This two-part DVD empowers educators using real-world teaching methods
enabling them to overcome the obstacles and maximize the rewards of a diverse learning atmosphere.
The first DVD is 13 minutes and the second DVD 18 minutes.

4.6 Life Orientation learners books

It is essential that you have access to a series of Life Orientation learners books. They are available at
the bookseller Juta.

4.7 Open education resources (OER)

4.7.1 TESSA (Teacher Education Sources for Sub-Saharan Africa)
TESSA brings together teachers and teacher educators from across Africa. It offers a range of materials
(Open Educational Resources) in four languages to support school-based teacher education and
training. Access the TESSA website: http://www.tessafrica.net/

4.7.2 OER4schools
OER4schools is an open education resource from the Faculty of Education of the University of
Cambridge. Their website address is:
http://www.educ.cam.ac.uk?/centres/cce/initiatives/projects/oer4schools/.
Consult the latter for classroom examples and learning and teaching support materials to use in your
lesson plans, group work activities, etc.

4.8 Social network: Twitter

Visit Twitter @ Profschoeman. Share your views on the characteristics of a good Life Orientation
teacher, also see your study guide Learning Unit 3.

4.9 Curriculum Assessment Policy Statement (CAPS)

The Curriculum Assessment Policy Statement is a single, comprehensive, and concise policy document
for all approved school subjects. It is available on the Department of Basic Educations website:
http://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements/tabid/

Also see Tutorial letter 102.

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4.10 Textbook for EDDHODJ: The educator as learning programme developer

The information in this modules textbook may be applicable to your lesson and group work
planning for this module. You may use the applied competence of this module to complete the
set lesson and group work topics for 2015.

5 STUDENT SUPPORT SERVICES FOR THE MODULE

For information on the various student support systems and services available at Unisa (e.g. student
counselling, tutorial classes, language support), please consult the publication my Studies @ Unisa that
you received with your study material.

5.1 Contact with fellow students

It is advisable to have contact with fellow students. One way to do this is to form study groups. The
addresses of students in your area may be obtained from the following department:
Directorate: Student Administration and Registration
PO Box 392
UNISA
0003

5.2 myUnisa
If you have access to a computer that is linked to the Internet, you can quickly access resources and
information at the University. The myUnisa learning management system is Unisas online campus that
will help you to communicate with your lecturers, with other students and with the administrative
departments of Unisa all through the computer and the Internet.

To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za and then click on
the Login to myUnisa link on the right-hand side of the screen. This should take you to the myUnisa
website. You can also go there directly by typing in http://my.unisa.ac.za.

Please consult the publication my Studies @ Unisa which you received with your study material for
more information on myUnisa.

5.3 Tutorials
Unisa offers tutor services for students as additional academic support at the various Unisa regional
learning centres throughout the country. For details of a learning centre near you, please consult
Directorate of Tutorial Services, Discussion Classes and Work-Integrated Learning at Tel: +27 12 484
2869.

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A tutorial is an organised session where students and tutor(s) meet regularly at a common venue and at
scheduled times to discuss course material. The main purpose of the tutorial services is:

To facilitate student learning by developing the students independent learning skills

Assisting students to become motivated and independent learners
Help the students to develop and enhance their learning experience and academic
performance through interaction with the tutor and fellow students

Tutorials are not compulsory and willing students receive tutorial support at a nominal fee. Interested
students are advised to consult a learning centre closest to them to enrol for tutorials. For further
information on tutorials consult the brochure my Studies @ Unisa.

5.4 Unisa Radio

Unisa Radio is one African voice which strives to be Unisas voice that will bridge the gap between
Unisa and its communities. In the light of that Unisa Radio programming focuses on academic content
including education shows, career guidance, job opportunities, Unisa student lifestyles, students
entertainment, campus news and student support.

6 MODULE SPECIFIC STUDY PLAN

Please consult the my Studies @ Unisa brochure for a generic study plan. Adapt this study plan to your
specific needs and context. The plan contains valuable time management and planning skills.

7 MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING

The practical work for this module comprises a teaching practice period of five weeks. You are
expected to prepare and present at least five Life Orientation lessons. These lessons have to be
assessed by the Life Orientation teacher at your placement school. Further details about this matter
are supplied in Tutorial Letter 102 (LADLORD: PTEAC2Y and TPR200F).

8 ASSESSMENT
8.1 Assessment plan
Unisa is following a continuous assessment system. So, you will be able to accumulate marks
throughout the year. Your promotion mark comprises a year mark of 20% and an examination mark of
80%.

Your year mark will be compiled as follows:

Assignment 01 will count 10%.

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Assignment 02 will count 10%.

The total will then be 20%.

Submitting a well prepared Assignment 01 and Assignment 02 will therefore be to your benefit! Good
luck!

Please note: you need a subminimum of 40 in the examination to benefit from your year mark. In other
words, you will have to pass (50%) the examination paper.

8.2 General assignment numbers

Remember that your assignment must have precisely the same number as the one specified in this
tutorial letter. Assignments are numbered consecutively per module, starting from 01. Only numerical
numbers are used, for example: Assignment 01, 02 and so on.

Specify the module code and assignment number in all enquiries about assignments.

8.2.1 Unique assignment numbers

Assignment 01: 557818

Assignment 02: 557833

8.2.2 Due dates of assignments

The following dates are the latest dates your assignments are allowed to reach the University:

Assignment 01
Closing date: 19 March

Assignment 02
Closing date: 18 May

8.3 Submission of assignments

Please note: Enquiries about assignments (e.g. whether or not the University has received your
assignment or the date on which an assignment was return to you) must be addressed to the following
Unisa sections:

E-mail studyinfo@unisa.ac.za

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You might also find information on the myUnisa website, http://www.unisa.ac.za and then click on the
login to myUnisa heading on the screen. This should take you to the myUnisa website. You can also
go there directly by typing in http://my.unisa.ac.za.

Assignments should be addressed to:

The Registrar
PO Box 392
UNISA
0003

You may submit written assignments either by post or electronically via myUnisa. Assignments may not
be submitted by fax or e-mail. To submit an assignment via myUnisa:
Go to myUnisa.
Log in with your student number and password.
Select the module.
Click on assignments in the left-hand menu.
Click on the assignment number you want to submit.
Follow the instructions on the screen.

Since your examination paper at the end of the year will also be based on your assignments, it is in your
own interest to complete them thoroughly.

You are welcome to consult as many sources as possible but you should not neglect to include
complete references in your answer.

It sometimes happens that students hand in assignments which are not their own original work. This is
illegal, and steps will be taken by the University authorities should this practice come to light.

8.4 Assignments
Assignments are seen as part of the learning material for this module. As you do the assignment, study
the reading texts, consult other resources, discuss the work with fellow students or tutors or do
research, you are actively engaged in learning. Looking at the assessment criteria given for each
assignment will help you to understand what is required of you more clearly. Please note that the word
assignment is the only accepted term used to refer to assignments.

Assignments 01 and 02 follow. You should be able to answer these by consulting your study guide, Life
Orientation learners books and the Internet.

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ASSIGNMENT 01 COMPULSORY
Closing date: 19 March
Unique number: 557818

Design a lesson for Grade 8. Use as topic: Health, social and environmental responsibility: Social
factors that contribute to substance abuse including the community and media.

Use the lesson template below to structure your lesson. Also see Tutorial Letter 102, pp. 20, 27.

LESSON TEMPLATE

1 General information
Teacher:
Topic:
Duration:
School:
Grade:
Date:

2 Specific aim(s) for Life Orientation

3 Lesson aims: (Knowledge, skills, values and attitudes)

Knowledge Skills Values and attitudes

4 Possible link with other subjects

Social Sciences
Languages
Natural Sciences
Mathematics
Economic and Management Sciences
Technology
Creative arts

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5 How the link is made?

6 Approach(es)
(Individual, partners, whole class, etc.)

7 Resources (LTSMs)
CAPS
Sources
Textbook
Advertisements
Maps
Models
Pictures
Posters
Other

8 Three phases of a lesson

8.1 Introduction moment: Actualisation of prior knowledge
8.2 Teaching-learning moment:

Activity 1
Activity 2
Activity 3
8.3 Closing moment: Activity 4

9 Assessment activities and explanation

Tests
Essays
Debates
Interviews
Fieldwork/Site examination
Cooperative learning
Group work
Other

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10 Data-collection methods
Assessor(s) Evaluator(s) Feedback

Observation Teacher Learners

Listening Self Parents
Reading Peer Other
Interpretation Other
Revision teacher
Questioning External
Group discussion expert
Interviews Class panel
Listeners written Others
observations
Others

11 Homework

12 Special attention
Bullying, gender, socio-economic barriers, code-switching, etc.

13 Enrichment
Guest speaker and a worksheet, DVD and an assignment, etc.

As a qualified teacher, I would improve the lesson template as follows:

1
2
3
4
5

HINTS
1 Study your study guide. Consult any other suitable didactics and/or Life Orientation textbooks.
You may also consult the EDDHODJ textbook. See Tutorial Letter 102 for more guidelines.
2 Use this template as structure for your lesson plan.
3 Pictures, worksheets, etc. must accompany your answer.
4 The prescribed length for this answer is maximum 10 pages.

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ASSIGNMENT 02 COMPULSORY
Closing Date: 18 May
Unique number: 557833

QUESTION 1

Design a complete group work activity for Grade 9 senior phase learners in Life Orientation. Use as
topic: Physical Education, Games and Sport: Invasion games: netball, rugby, basketball, soccer.

Include the following:

1 Aims (Knowledge, skills, values and attitudes), (SKVAs)
2 Size of the group
3 Group roles
4 Group activities (three activities fully developed)
5 Resources or LSMs (Learning Support Materials)
6 Assessment (See Tutorial Letter 102, pp. 35-42)
7 Link with other subjects
8 Safety issues

HINTS

1 The applicable teaching and learning support material (worksheets, pictures, etc.) must
accompany your answer.
2 The prescribed length of this answer is 3 pages.
3 Consult your study guide and any other suitable didactics textbooks for the relevant
information. Also see Tutorial Letter 102, p. 34.

QUESTION 2

Answer the following short questions:

2.1 What does the acronym CAPS stand for? (Consult Tutorial Letter 102)
2.2 Define the following five concepts:
debate
role-play
outdoor lesson
narrative lesson
discussion lesson (Consult your study guide)

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2.3 Name the compulsory forms of written assessment tasks in Life Orientation. (Consult your
Tutorial Letter 102)

HINTS

1. The prescribed length for this answer is one page.

2. Consult your study guide and Tutorial Letter 102 for the relevant information

CRITERIA APPLIED IN THE MARKING OF ASSIGNMENTS

I am enclosing the following information in order to familiarise you with one of the ways in which your
essay- and paragraph-type assignments will be assessed. (The examination paper at the end of the
year will be assessed on a similar basis.)

Symbol definition

In the text
You will notice that a number of symbols appear next to your reponse to each subsection of the
questions. These symbols represent the following:

C = Concept definition
R = Relations
I = Insight
0 = Originality
G = Global exposition

Assignment cover

Next to each symbol on the assignment, marks are indicated. The mark obtained for each symbol will
be calculated as follows:

C = Concept definition: 10 marks

In this category you will obtain marks for your ability to describe and define various concepts. Your
ability to reduce the concepts to their essentials will be taken into account.

R = Relations: 10 marks
In this category marks will be given for the manner in which the mutual relationship between the
concepts and aspects are described and explained. For example, the relationships between concepts
and aspects.

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I = Insight: 10 marks
In this category marks will be given for your ability to find the gist of the question. You should notice that
the questions test primarily insight. You will not obtain credit for merely rewriting the content of the
Study guide. The aim of this category is to establish whether you are able to interpret the content. At the
same time credit will be given for logical exposition of ideas.

0 = Originality: 10 marks
In this category you will be evaluated according to your ability to gain insight in an original and creative
manner. Your ability to evaluate given opinions and pronouncements, and to perceive a new unified
structure of the question, will be reflected in a high mark for this category. Credit will also be given for
the illustration of the question by means of practical examples taken from history or geography.

G = Global exposition: 10 marks

In this category credit will be given for planning and exposition. Aspects, such as systematic exposition,
headings and sub-headings, language proficiency, numbering, use of resources, et cetera, will be taken
into account.

Mark allocation
Criteria Mark allocation
Concepts = C 10
Relations = R 10
Insight = I 10
Originality = O 10
Global exposition = G 10
10x5=50x2=100%

FEEDBACK ON ASSIGNMENTS
Personalised comments will be provided on each of your assignments. Generic comments will be
included in Tutorial Letter 103.

9 EXAMINATIONS
9.1 Admission to the examination
Assignment 01 is compulsory to obtain admission to the examination.

9.2 Examination period

This module is a year module. This means that you will write the examination in October/November

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2015 and the supplementary examination in January/February 2016.

The Examination Section will provide you with information regarding the examination in general,
examination venues, examination dates and examination times.

9.3 Examination paper

INFORMATION REGARDING THE OCTOBER/NOVEMBER AND JANUARY/FEBRUARY
EXAMINATIONS WILL BE SENT TO YOU IN TUTORIAL LETTER 103

1 GENERAL
1.1 The duration of the examination paper is two hours.

1.2 You will be required to answer three questions.

Question 1 is COMPULSORY. (Short and paragraph-type questions)

(40 marks)
Answer 2 questions chosen from Questions 2, 3 and 4.
(30 marks for each of the questions)
The total number of marks is 100.

2 NATURE OF THE QUESTIONS

2.1 The examination questions will be similar to those set as assignment questions or included in
previous examination papers.

2.2 You will be required to illustrate your answers, where possible, with practical examples taken
from Life Orientation teaching.

2.3 Marks will be allocated in a similar manner as for the assignments.

3 CONTENTS TO BE STUDIED FOR EXAMINATION PURPOSES

3.1 Your study guide
See p. 6 of this Tutorial letter, subsection 4.4 Official study material.

3.2 Assignments
Study all the assignments.

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3.3 Themes for the examination

The following themes must be prepared for the examination:

Constitutional rights and responsibilities: Celebrating Human Rights Day 21 March.

This lesson is an enrichment lesson
Health, social and environmental responsibilities: Common diseases: HIV/AIDS
Physical Education, Games and Sport: Invasion games: netball, rugby, basketball and
soccer
Health, social and environmental responsibility: Social factors that contribute to
substance abuse including the community and media
Development of the self in society: Relationships and friendships at home, school and in
the community

In your preparation of the themes you may consult any suitable textbook or any other source. You may
also see Tutorial Letter 102 and the EDDHODJ textbook.

Design a complete group work activity for senior phase learners using each of the themes. Question 1
of Assignment 02 may serve as guideline.

Design a complete lesson for senior phase learners using each of the themes. Assignment 01 in
Tutorial Letter 101 may serve as guideline.

You are only allowed to take your writing equipment into the examination hall.
No books, textbook or any other information applicable to Subject Didactics
Life Orientation will be permitted.

Good luck in the examination!

This information is also applicable to the January/February examination.

9.4 Previous examination papers

Previous examination papers are available to students on myUnisa. You may, however, also accept that
examination questions will be similar to the questions asked in the activities in your assignments.

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9.5 Tutorial Letter with examination information

To assist you with your preparation for the examination, I will send you a Tutorial letter with information
regarding the format of the examination and the content to be studied for the examination. Also see
subsection 9.3.

10 OTHER ASSESSMENT METHODS

There are no additional assessment methods for this module.

11 FREQUENTLY ASKED QUESTIONS

What should I do if I cannot submit my assignment on the due date?

Contact the lecturer to arrange for an extension.

Where can I obtain practical classroom examples and examples of lesson plans?

Buy a learners book at any of the booksellers or look on the Internet.

Where can I get examples of previous examination papers?

Previous examination papers are available on myUnisa.

See the brochure my Studies @ Unisa for more information.

Your lecturer

Prof S Schoeman

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