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LIFE ORIENTATION AND INDIGENOUS KNOWLEDGES

LIFE ORIENTATION AND INDIGENOUS KNOWLEDGES. Presented by: DG Solomons Deputy Chief Education Specialist: Life Orientation .

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LIFE ORIENTATION AND INDIGENOUS KNOWLEDGES

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  1. LIFE ORIENTATION AND INDIGENOUS KNOWLEDGES Presented by: DG Solomons Deputy Chief Education Specialist: Life Orientation

  2. “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)

  3. 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.

  4. 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.

  5. 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.

  6. CONSTITUTION • CRITICAL OUTCOMES • LEARNING OUTCOMES • ASSESMENT STANDARDS

  7. 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

  8. 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.

  9. 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

  10. HEALTH PROMOTIONThe 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

  11. 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

  12. 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

  13. Physical development and movementThe learner will be able to demonstrate an understanding of, and participate in, activities that promote movement and physicaldevelopment. Traditional and national dances Indigenous games

  14. 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

  15. 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?

  16. 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

  17. 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

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

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

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

  21. 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

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

  23. 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.

  24. Orientation to the world of work

  25. 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 child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or hurt or heal.

  26. 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

  27. Thankyou • Siyabonga • Dankie • Enkosi

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