SUBJECT: LIFE ORIENTATION TERM 2 LESSON PLANS

Grade 7
TOPIC: Development of the self in society
SUB-TOPIC: Constitutional rights and responsibilities
DATE: DURATION: 2 Weeks / 2Hours

KNOWLEDGE: Human rights as stipulated in the South African Constitution

SKILLS: Research, communication, critical thinking, analytical etc.
VALUES: Empathy, compassion, love, trust, appreciation of self and others, tolerance, Ubuntu, equality,
solidarity, tolerance, love, integrity etc.
RESOURCES: METHODOLOGIES:
Textbooks, TV, newspaper articles, case studies, Debate, discussion, role play, Individual, pairs,
posters, SA Constitution, Bill of Rights. DVDs or CDs group, question and answer, oral presentation
etc.
CONCEPTS
South African Constitution, Bill of Rights, rights, responsibilities, violation, discrimination.
TEACHING AND LEARNING ACTIVITIES
TEACHING ACTIVITIES LEARNING ACTIVITIES
Week 1

ACTIVITY 1 ACTIVITY 1

 The teacher asks the learners to explain  Learners respond accordingly (reading
what apartheid means. They are also material is provided by the teacher.
asked to give examples they have heard or
read about, on apartheid /human rights
violation e.g., Anti pass demonstration
that culminated in the Sharpeville
massacre, Group Areas Act, Imposing of
Afrikaans as a medium of instruction
which led to the Soweto Uprising in 1976.

 Learners are given hand outs or

newspaper articles with extracts or quotes  Learners read the extracts given to them,
by the late Dr Nelson Mandela (Madiba) in groups.
e.g. “I have fought……………………………………
……………………………………………..It is an ideal
which I am prepared to die for.”

 The teacher asks the learners to discuss

the contribution/ role of the following
towards the end of apartheid, in SA.  Discussion by learners.
1. Religion (leaders and churches).
2. Artists (actors and musicians).
3. South Africans, African
states/countries, international pressure
/influence.

 The teacher gives the learners a brief

background to The Freedom Charter and
the establishment of the South African
 Constitution (bring a copy).  Learners listen and take notes.

Vocabulary: Violation, legacy, oppression, right,

domination, reconciliation, discrimination, icon,
responsibility, liberation etc.

 The teacher provides the learners with

the following quotations from the Bill of
Rights
 Learners read the quotations and
1.The Bill of Rights is a cornerstone of respond to questions asked by the
democracy, in South Africa. It upholds the rights teacher.
of all people in our country and affirms the
democratic values of dignity, equality, and
freedom.

2. The state must respect, protect, promote, and

fulfil the rights of all people in the Bill of Rights.

 The teacher asks the learners to discuss

why the South African Human Rights
Commission (SAHRC) was formed, what its
role is.  Learners respond orally.

 Learners are asked to report, then the

teacher gives feedback, on the role of the
SAHRC:
 Learners report.
-Observing how citizens apply their rights
-Educating SA citizens about their human rights.
-Investigating any violations.
-Conducting research on human rights.
-Giving advice to the government on human rights
-Protecting human rights.

Categories of human rights.

1.Civil and Political Rights

Equality/ Human dignity/ Freedom of security of
person /Privacy / Freedom of religion, belief and
opinion/ Assembly, demonstration , picketing and
petition/ Labour rights.

2. Social and Economic Rights

Right to education/ right to land/ Right to shelter/
Right to land/ Right to water/ Right to social
security / Environmental rights.

Learners are asked to write a class constitution

 The teacher asks the learners to discuss

(i) application of human rights

(ii) rights and responsibilities in relation to
 human rights  Discussion by learners.
(iii)violation of human rights

Group 1: At home
Group2: At school
Group 3: In the community eg. in church.
 The teacher asks the learners to explain
what they understand by human rights,
responsibilities, and violation of human
rights.
Human right Responsibility Its violation

 Learners respond orally.

Learners are asked to report and hang their charts

(feedback) on the wall.
Consolidation: Learners are given the following
tasks (as homework).

1. Cut and paste an article or write a case

study that depicts human rights violation.
 Leaners are asked to report and hang
2. Design and make a poster, on human rights
their charts, on the wall.
violation (past or present), at least 2 different
pictures per learner, using their class work books. Learners copy the task into their class work
books.
3. Learners make diary entries on rights and
responsibilities.
Week 2
ACTIVITY 2
 Learners are asked to reflect on the
previous week’s lesson.

 The teacher gives the learners a case

study on unfair practices, in athletics or
sport e.g. Castor Semenya ‘s case (Unfair
treatment, humiliation and ACTIVITY 2
discrimination). Learners read, discuss,
 Learners reflect.
and respond to the questions in the case
study, both orally and in writing.  Learners read the case study, discuss it
and respond to questions both orally and
 The teacher gives the learners a copy or
in writing.
write on the board, a statement by the
International Fair Play Committee

“‘Respect, friendship, team spirit, sport

without doping, respect for written and
unwritten rules such as equality, integrity,  Learners read the statement.
solidarity, tolerance, excellence and joy, are
 the building blocks of fair play that can be
experienced and learnt both on and off the
field “.

 Learners are divided into small groups for

discussion and writing of the following:

(i)How to conduct myself, to achieve fair play

in any sport.
(ii) Values in fair play.

 Learners are asked to report, in groups.  Learners discuss in groups and do the
task assigned to them by the teacher.
 The teacher provides the learners with
more case studies or scenarios, on fair
play.

 A video is shown to learners, on incidents

 Learners report in groups.
of unfair play. Relevant pictures are hung
to the wall.  Learners read, for enjoyment.

Consolidation: Poster on unfair play and a written  Learners watch a video or look at pictures
task (Learners write an article on their own provided by the teacher.
experience of fair play, at school, in the
community or an incidence they have heard from Learners copy the task instruction, into their
the radio or watched from TV. class work books.

TEACHER’S REFLECTION:

Lesson Plan 2

TOPIC: Constitutional Rights and Responsibilities

SUB- TOPIC: Dealing with abuse in different contexts
DATE: DURATION: 3 Hours / 3Weeks
RESOURCES METHODOLOGIES
Textbooks, TV, newspapers, library, SAPS, The Research, role play, debate, discussion, question and
Children’s Act 2005 (Act No 38 of 2005), South answer, oral presentation etc.
African Constitution, South African School’s Act,
Masimanyane Women’s Support Centre
(043 743 9169), Department of Basic
Education’s Guidelines to Inclusive Teaching and
Learning (2010) etc.
KNOWLEDGE: Dealing with abuse in different contexts, identifying threatening and risky situations, effects
of abuse on relations, importance of communication, protecting oneself, places of protection
SKILLS: Communication, problem-solving, research, networking, negotiation, critical thinking etc.
VALUES: Respect, Ubuntu, empathy, love, trust, honesty, sympathy, tolerance, human dignity etc.
CONCEPTS
Dealing with abuse, threatening or risky situations, effects of abuse, importance of communication, how
to protect oneself, places of protection.
TEACHING AND LEARNING ACTIVITIES
TEACHING ACTIVITIES LEARNING ACTIVITIES
Week 3

ACTIVITY 1 ACTIVITY 1
  Learners are asked to reflect on the  Learners reflect and write journal entries.
previous week’s lesson (Human rights
application). They are also asked to
make journal entries.  Learners respond as individuals.
 The teacher asks the learners to mention
human rights violation or forms abuse
they know.  Learners listen and take notes.
 Feedback by the teacher: Physical
abuse, sexual abuse, emotional abuse,
and psychological abuse verbal abuse,
economic abuse, intimidation,
harassment, stalking or damage to
property.  Learners read the texts provided by the
 The teacher provides the learners with teacher
hand-outs, articles, and other reading
material, on dealing with abuse.  Learners do the activity, in groups.
 The teacher divides the class into 4
groups and asks them to give examples
of abuse that takes place in the following
contexts:
ABUSE BETWEEN ADULTS OR CHILDREN
Example of abuse How to deal with it

Group 1: At home
Group 2: At school
(In the class)
(In the playground)
Group 3: In the community
Group 4: Social media (network)
 The teacher asks the learners to discuss
who the abusers are, who the abused
are and what makes them vulnerable to  Discussion by learners.
the form of abuse they experience.
 Learners are asked to report, and the
teacher gives feedback, including the
information (on human trafficking):  Learners report and receive feedback from the
What is human trafficking? teacher.
It is the moving of people from their homes or by
force to another place, inside or outside the
country under false pretences, with the purpose
of exploitation. It includes criminal acts such as
abduction, kidnapping, forging of documents,
forced labour, drug trafficking and sexual
exploitation e.g. production of pornography, sex
slavery or prostitution).
What is child trafficking
Trafficking of any person under the age of 18. A
trafficker can be a stranger, a relative or
someone from the neighbourhood. Traffickers
also use debt bondage to hold victims’ hostage
(the trafficker claims a never-ending debt
because he/she claims to have paid the victim’s
travelling costs.
Who can fall victim to human trafficking?
Anyone from all over the world (children, young
people, girls, boys, men, and women. People
who seek employment, better opportunities or
who want to improve their lives. For example,
teenagers can be promised opportunities in the
music, film industry, modelling, or better
educational opportunities
Where to report trafficking: 0800 555 999
012 845 6000
Consolidation: The teacher gives the learners a
case study, on abuse that occurs to a child either
at home or at school. Learners are asked to read Learners copy the instructions of the task into their
and respond to the questions, in writing. class work books, for homework.
AND
They must also cut and paste or draw pictures,
on child abuse.

Week 4
ACTIVITY 2

 Learners are asked to reflect on the

previous week’s lesson.
 Learners are asked to make a list of
threatening and risky situations (warning ACTIVITY 2
signs)
Feedback by the teacher  Learners reflect.
Examples of warning signs that you are in danger
of being abused  Learners make a list and give feedback.

1. A person follows you in a deserted or isolated

area.
2. An adult looks at you or touches you in a way
that makes you feel uncomfortable.
3. A person offers to keep you company or wants
to stay with you without your parent’s consent.
4. A person offers you gifts or a lift without your
parents’ consent.
5. A person asks you to accompany him/her
without your parents’ consent.
6. A shouts at you, ridicules or embarrasses you
in class, in the staffroom or in the playground.
7. A person who is drunk or high (is
unpredictable).
8. A person whose mood changes dramatically
without being provoked.
9. A person looks restless and paces up and
down.
10. A person who hits and harms you.
11. A person stalks you.
12. A person send you hate messages or
anonymous calls (on your cellular phone).
13.Peer pressure –your peers influence you to do
something that is violent/ against the law /
against your parent’s values.
14.An adult who embarrasses or ridicules you.
 The teacher asks the learner to role play
a situation; from the list they are given.
The learners should also suggest a safety
strategy for the situation that has been
role played.
 The teacher asks the learners to do a  Learners do role play and suggest safety
mind map, on effects of abuse strategies
 Learners are asked to give feedback.
Feedback by the teacher: (on effects of abuse)
Anger / Confusion/ Sleeping or eating disorder/
Poor concentration/ Being suicidal/ Constant  Learners do the mind map.
worry and anxiety / Sadness / Crying/ Poor
performance at school/ Depression/ Fear / Do  Learners listen and take notes or read from
not trust anyone / Isolate oneself from friends / hand-outs provided by the teacher.
Substance abuse / Do not care about people
around them / Poor hygiene (body, room and
environment).
 The teacher asks the learners to
categorise the effects of abuse, using the
table below.
Personal health Social health

 Learners do the task, using the table.

 Learners are given a case study on

abuse, dealing with abuse and the
effects of abuse.
 The teacher gives the learners a case
study that depicts the effects of abuse
on relationships.
 Learners read the case study, discuss, and
Miss Lawulayo teaches Life Orientation in a respond to the questions both orally and in
local school. She is very controlling and writing.
sarcastic. Learners dare not go to the staff  Learners read the case study. discuss it and
room because they fear her offensive and respond to the teacher’s questions either
embarrassing remarks. During Physical orally or in writing.
Education periods learners activities that are
not enjoyable.

Miss Nomacala does not guide the learners

before giving them a task nor does she give
the learners feedback. One learner once said,
“If our scripts are not returned how can we
know whether our response to the task is
accurate or not?” Learners rarely use
textbooks because the teacher Interesting to
herself. At the end of the year most learners
fail Life Orientation.
One day she called an overweight learner to
the staff room. She ridiculed the learner
together with three other teachers. They
asked the learner why is so fat and looks
 swollen. They told her that her complexion
has faded, and her eyes are sunken. One of
the teachers touched her abdomen to check if
she was pregnant or not. They also asked
whether she was using contraceptives or not
or whether she was pregnant. Another
teacher said, “Tell us the truth because I know
that you do have a boyfriend “.

 The teacher asks the learners to read and

discuss the case study and then:
1.Identify the forms of abuse that take place.
(Which human rights have been violated?).
2. Mention or draw a mind map the different
people with whom relationships are affected
3. Suggest how the learners should be protected
against Miss Lawulayo.’  Learners respond accordingly.
4.Places of protection and where the learners
can find help?
Refer to Term 1(interest abilities and potential).
Consolidation: Learners design a poster on anti-
abuse (in different contexts.) They must also cut
and paste an article, a story, or a case study on
child abuse.

Week 5
 Learners are asked to reflect on the previous
week’s lesson.
 The teacher asks the learners to explain
what they understand by:
(i) good communication skills
(ii) non-violent relationships
 Learners are divided into 4 groups, for
discussing and writing suggestions on good
communication:
Group 1: At home (adults/children/siblings).
Group 2: At school (teachers/ learners /  Reflection by learners.
classmates).
Group 3: Between friends /peers).  Learners respond relevantly.
Group 4: In the community (with neighbours and
other community members.
 Learners are asked to give feedback.
 The teacher gives feedback, on good  Learners work in groups.
communication and its effect on
relationships, in all contexts.
 The teacher gives the learners hand-
outs with information on how to
protect oneself from threatening and
risky situations.
 Learners are told that abuse affects a
child’s education and self-esteem.
Places of safety  Feedback by learners.
Learners who are abused, neglected, or  Learners listen, ask questions, and take notes.
have lost their families.
- How to report the matter?
 Learners read from the hand-outs.
- The role a social worker or
counsellor.
 - The procedures taken
- Funding /sponsors for places of
safety.
- Children in places of safety and
schooling.
- Examples of such homes
1. Good Samaritan Mdantsane, NU3
2. Stella Glen Children’s Home (EL)
2.Masizakhe Children’s Home (Opposite
Sisa Dukashe Stadium.
Where to get help: To be made available to
parents, learners, and the community.
-Childline South Africa – 0800 055 555
-Rapcan –Child abuse protection
021 712 2330
-SAPS Crime Stop – 08600 10111
-Women Abuse Helpline – 0800 150 150
-Stop Gender violence – Same as above
-AIDS Helpline – 0800 012 322 or 011 725 6710
-Department of Education helpline – 0800
203 933
- Counter Trafficking helpline – 0800 555 999
- Repo ting human trafficking – 08600 10111
- Masimanyane Women’s Support Centre (EL-
043 743 9169
TEACHER’S REFLECTION:

Lesson Plan 3

TOPIC: World of Work

SUBTOPIC: Career fields
DATE: DURATION: 3 Hours/ 3 Weeks
RESOURCES METHODOLOGIES
Textbook, A Guide for Schools into Higher Discussion, debate, role play, question and answer,
Education, Career expo, newspapers, TV, guests oral presentation, research etc.
from different careers motivational speakers
KNOWLEDGE: Career fields: qualities and subjects required, work environment, opportunities, challenges,
level of schooling, duration of study for each career, services, and sources for career information.
SKILLS: Reading, research analytical, critical thinking, communication, networking etc.
VALUES: Accountability, responsibility,
CONCEPTS
Careers, qualities and subjects required, work environment, opportunities, challenges, level of schooling,
duration of study, services and sources.
TEACHING AND LEARNING ACTIVITIES
TEACHING ACTIVITIES LEARNING ACTIVITIES
Week 6

ACTIVITY 1 ACTIVITY 1

 Learners are asked to reflect, on the  Reflection by learners.

previous week’s lesson.
 The teacher asks the learners to do a  Learners do the mind map in groups and hang
mind map, on careers they know. them on the wall.
  Feedback by the teacher:  Learners listen, take notes, and ask questions,
if necessary.
1.Choose a career field that interests you.
2. Make short, medium- and long-term goals.
3. Have realistic goals that are in line with your
personality, interests, abilities, aptitude, and
potential.
4. A career choice must be an informed decision
and you must weigh up all the options.
5.A qualification or certification is very important
6.Always look for opportunities to grow and
development yourself.
7.Experience is just as important as knowledge.
8.Make yourself indispensable by being
proactive and taking initiative in your job.
 The teacher asks the learners to list  Learners respond accordingly.
career guidance sources.
Parents
Teachers
Friends
Role models
People in the industry/career
 The teacher provides the learners with  Learners study the resources, for information
resources (textbooks or hand-outs), on on subject combination, learning fields and
subject combination, learning fields and career fields.
career fields.
 Learners are given a table to complete,  Learners complete the table, using the Term 1
as individuals. (each of them has a copy report card.
of his/her Term 1 report card).

TERM 1: PROGRESS REPORT TERM I: My Performance – Subject choice

LEARNER: …………………………………………………. SUBJECT Level /%

SCHOOL: ……………………………………………………. Compulsory FET subjects
GRADE: ………………….
SUBJECT LEVEL / % Home Language
First Additional Language
Home Language Mathematics
First Additional Language Life Orientation
Mathematics Other subjects (Highest to
Social Sciences lowest level)
Technology
Economic and Management 1.
Sciences 2.
Natural Science 3.
Life Orientation 4.
Creative Arts 5.

 The teacher advises the learners on the

importance of linking subject choice with  Learners listen and take notes.
interest, ability, and potential. Each
learner is asked to do a subject
combination (considering interests,
abilities, and performance) in the
subjects they are doing, in the present
phase/grade (Grade 7).
Hand-outs on the different streams (FET)) are
given to learners /Charts are hung on the wall. Learners study the FET streams.

-Maths, Physics, Life Sciences, CAT, IT

-Maths/Maths Lit, Accounting, Business Studies
Economics
-Maths Lit, Consumer Studies, Hospitality Studies
Tourism
Maths Lit, History, Geography

 The teacher asks the leaners to complete

a table, on FET subject combination,  Learners complete the table, on subject
each of them should consider: combination.
- the intended career
- performance in the required subject
. subject compatibility / relevance.
FET SUBJECTS LEARNER’S CHOICE
Compulsory
1.Home Language
2.First Additional
Language (FAL)
3.Mathematics OR
Mathematical Lit
4.Life Orientation
Own choice
5. Subject 1
6.Subject 2
7.Subject 3

Additional information (FET)

LEARNING FIELDS SUBJECTS

Languages 11 Official/13
Nonofficial languages
Human and Geography, History, LO,
Social Sciences Religious Studies
Arts and Culture Dance Studies, Design,
Music, Visual Arts
Services Consumer Studies,
Hospitality Studies,
Tourism
Business, Accounting, Business
Commerce and Studies, Economics
Management
Studies
Agricultural Agricultural Sciences,
Science Agricultural
Management Practices
Agricultural Technology
Engineering and Civil/Electrical/
Technology Mechanical Technology, Les
EGD
Physical, Physical Science, Maths
Mathematical, Lit, Computer
Computer and Application Technology
Life Sciences (CAT) Information Tech
 (IT).
 Learners are given a copy of major career
fields, at tertiary level.
1.Humanities, Law and Education
2. Sciences, Engineering and Technology
3.Business and Economic Sciences
4. Health Sciences  Learners study the copy of career fields.
 The teacher gives the learners a table that
guides the learners, giving examples of
career fields and subjects: (Referring to 1-4
above and the Additional information on
learning fields and subject,
CAREER FIELD SUBJECTS REQUIRED
Examples of careers  Learners choose careers of their interest:
Law Maths Lit
Journalism English CAREER CHOICE SUBJECTS REQUIRED
Teaching 1.
Social work
Public administrator 2.
Information system Mathematics
Engineering Physical Science 3.
Construction
Architecture
Surveying
Accountancy Mathematics
Taxation Accounting
Auditing Business Studies
Financial planning Economics
Banking business
Medicine fields Mathematics
Pharmacy Physical Science
Dentistry Life Sciences
Radiography
Dietetics and
nutrition
Primary health care
Science related fields
Archaeology
Chemistry
Botany
Physics
Zoology
Consolidation: Learners to choose at least 3
careers from each career field, using the table
below.
Career Work Activities
environment

1.
2.
3.

1.
Learners copy the task and the table into their class
2.
work books.
3.
 1.
2.
3.

1.
2.
3.

Week 7
ACTIVITY 2

 The teacher asks the learners to reflect

on what they have learnt on Careers, the
previous week. They must also make
journal entries.
 The teacher gives the learners a case
study on challenges and opportunities in
within a career field.
 Learners are divided into small groups;
each group is given a career field.

Career field Challenges Opportunities

ACTIVITY 2

 Learners reflect and make Journal entries.

 Each learner is asked to write 3 careers
of his/her choice then they write the
challenges and opportunities that are  Learners read, discuss, and respond to
likely to be experienced in each of the questions, on the case study.
careers.
 Hand-outs on what guides one’s career  Learners do the task, in groups, then they
options (decision-making), are provided report to the class
to learners. Small discussion groups are
given a topic each.
Group 1: Interests  The teacher’s directive.
Group 2; Values and morals
Group 3: Personality
Group 4: Academic experience
Group 5: Skills
Group 6: Finance
Group 7: Tertiary institutions
 Learners follow the teacher’s directive.
Group 8: Job opportunities
Group 9; Possibilities
 Learners are asked to do a SWOT
analysis to assess themselves.
S = strengths
 Learners read the options, discuss them
W = weaknesses
O = opportunities
T = threats
 STRENGTHS WEAKNESSES
Your values, skills, Your personal
personality, weaknesses (the
academic opposite of your
performance, and strengths)
knowledge
OPPORTUNITIES THREATS
Description of all Aspects that may
possibilities and stand in your way or
options that will make it difficult for  Learners do the SWOT analysis, as individuals.
contribute to the you to make your
success if your career career decision a
decision success Learners do their own SWOT analysis, assisted by the
Consolidation: Learners are given asked to have teacher.
fun with careers (A to Z with careers).

Letter Career Subjects

A
B
C
D
E

Week 8

ACTIVITY 3
 Learners are asked to reflect on the
previous week’s lesson.
 The teacher divides the learners into Learners copy the task into their class work books
small groups. Each group chooses a (Homework).
career field (See information in the
previous week’s lesson plan), on career
fields.
Information on the different tertiary institutions
(A hand out with examples of the institutions is
provided by the teacher)

INSTITUTION DESCRIPTION
FET College Offers vocational courses
eg.Buffalo City They focus on practical
FET College work skills, to train and
Lovedale FET qualify for a job ACTIVITY 3
College  Learners reflect.
University of Offers a combination of
Technology theoretical and practical  Learners (in small groups) choose a career
eg. Durban courses field each, using relevant resources provided
University of by the teacher, on career fields.
Technology
(DUT),
NMMU, Walter
Sisulu (WSU) Group Activity
University Courses are mainly Career field
eg. Fort Hare, academic and theoretical.
UCT, Rhodes This is followed by a Requirements
professional qualification.
Grade …….
 Private Institution
These vary in types; some Subjects and Subject Level
eg. Damelin, offer short some offer rating
Lyceum, Boston. short and long courses. 1.
One must check for
credibility of such 2.
institutions before
registering. 3.
See information sheet (Week 6 Lesson Plan), on
4.
FET Learning fields and subjects, to choose from.
Duration
 The teacher asks each learner to do the
activity below:
MY CAREER CHOICE

CAREER FIELD:
CAREER 1 CAREER 2 CAREER 3
…………………. …………………. …………………
.
Requirements

Grade
…… …… …..

Subjects
1…………………… ………………….. ………………..
2…………………… ………………….. …………………
3…………………… ………………….. …..
4…………………… ………………….. …………………..
…………………..
Duration
…………………….. ………………….. …………………

 The teacher explains to the learners that one

is likely to be influenced by the combination
of subjects done.
Learners need to study the learning fields and  Learners do the activity.
subjects in relation to career field.
 The teacher asks the learners to do a SWOT
analysis, on their chosen career fields or
careers.
 The teacher opens a debate on the benefits
of choosing Mathematics over
Mathematical Literacy.
 Learners discuss why English is an
important subject to all the learning
fields or careers.
 Learners are provided with information
on :
1.Admission Point Score (APS).
POINT NCS %
1 90% - 100%
2 80% - 89%
3 70% - 79%
4 60% - 69%
5 50% - 59%
 6 40% - 49%
7 30% - 39%
8 0% - 30%
The points required for admission differ from
faculty to faculty, in the different institutions.  Learners listen and take notes.
2.National Benchmark Tests, Access Test or
Ability Test.
 The teacher gives the learners a case  Learners do the SWOT analysis
study, on career choice.
 The teacher gives the learners handouts
on alternative routes into higher  Debate.
education, when a learner fails to meet  Discussion.
the requirements
Route 1; Entry through additional assessment or
entrance testing.  Learners read the information provided to
Route 2: Entry through various higher education them.
qualifications.
Route 3: Entry through access programmes.
Route 4: Entry though a link with further
education and training qualification.
 Handouts given to learners, on various
sources of information. on sources of
information, on study institutions.
Consolidation: More reading is to be done.
1.Learners are asked to do a flyer on careers (On
an A4 size sheet of paper divided into 3 parts. - s.
2. Learners are asked to fill in the information
below:
FINANCIAL FUNDERS/PROVIDERS
SOURCE EXPLANATION
Bursaries
 Learners read the case study and respond to
NSFAS
questions orally.
Bank loans  Learners read the handouts.

Loans from
EDU-Loan

Scholarship

SETA –
Learnership
 Learners read the hand-outs.
Part-time job

ADDITIONAL
 The teacher teaches the learners about
(1) Skills Development, an initiative by
the Department of Labour
 (ii) Conventional skills vs scarce skills.
 The SA Labour market: Job trends and
job demands
  Writing of a letter to invite a person to
address learners on careers (from
different fields).
 Designing a research questionnaire (to
interview) people from different careers
eg. a nurse, doctor, engineer etc.
HINTS ON RESEARCH PROCEDURE
1.Make an appointment with the
interviewee/respondent.
2.Explain why you are making the research.

TEACHER’S REMARKS