2025 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12

2025 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

15 – 17 Jan 20 – 24 Jan 27 – 31 Jan 3 – 7 Feb 10 – 14 Feb 17 – 21 Feb 24 – 28 Feb 3 – 7 Mar 10 – 14 Mar 17 – 20 March 24 – 28 March

CAPS TOPIC DEVELOPMENT OF DEVELOPMENT OF DEVELOPMENT OF DEVELOPMENT OF DEVELOPMENT OF STUDY SKILLS CAREERS AND CAREERS AND CAREERS AND CAREERS AND CAREERS AND
SELF IN SOCIETY SELF IN SOCIETY SELF IN SOCIETY SELF IN SOCIETY SELF IN SOCIETY CAREER CHOICES CAREER CHOICES CAREER CHOICES CAREER CHOICES CAREER CHOICES

CORE Stress Assess levels of Conflict resolution Relationships: Adapting to growth Study skills Skills for final action: Develop a career Unemployment Entrepreneurship Fraud and corruption
CONCEPTS, • Apply a range of life stress: skills: Discuss the importance of and change: • Develop a study plan Job or course and portfolio: • Explore opportunities in the
financial aid
• Discuss reasons for • Related concepts:
SKILLS AND skills required to adapt to Signs and symptoms Distinguish between initiating, building and sustaining - to ensure obtaining of Use the Khetha following ventures:
VALUES change as part of of stress, positive and interpersonal conflict positive relationships:
Change in
the National Senior applications: Booklet to complete
and impact of unemployment: - embezzlement
ongoing healthy lifestyle negative stress and intrapersonal
circumstances
Certificate (NSC) • Research and locate the relevant activities
social, economic, psychological - Small businesses
- cronyism
choices: Stressors, conflict
- Importance of (personal, social, work)
Revise own study skills, appropriate work or study • Explore innovative - Social
change and quality of - Evaluate own communication - Transition strategies, styles, time opportunities from various - Discuss the purpose solutions to counteract entrepreneurship
- nepotism
Conflict resolution:
ability to prevent stress of National
life:
- Conflict avoidance - Understanding others between school and management and sources (online and other)
Benchmark Tests
unemployment: volunteering,
- E-businesses
- bribery
Identify and define - Stress
- Communicating
postschool destination examination writing •Research admission (NBT)
parttime jobs, community work,
• Causes of fraud and
stress, and stressors: management: Coping - Competing - Research and
skills (read the question, requirements for degree, informal jobs - Innovative
corruption
Physical, emotional, mechanisms and/or
feelings plan the response, diploma or higher - Apply to write the Entrepreneurship as an entrepreneurship
- Compromising locate accommodation answer the questions, • The impact of corruption and
social and environmental management techniques, - Beliefs and attitudes and travel arrangements, etc.)
certificate for the intended NBT innovative strategy to
- Cultural
factors (abuse, vocation, develop and implement - Accommodating Factors that influence and determine possible
field of study counteract unemployment:
entrepreneurship
fraud on the:
life crises, personality own strategy
and social pressure) - Collaboration effective communication: challenges Research and locate • Characteristics of an
• Financial viability of
- individual
Personality, attitudes appropriate funding entrepreneur
and values, acceptance of - Discuss the opportunities from various entrepreneurship and other - company
responsibilities, appropriate positive and negative sources (online and other) • Finding a niche in the employment options including
- community and
expression of views and aspects of change job market awareness of South African
feelings, respect the feelings of Revenue Service (SARS) tax - country
others
• Benefits and obligations
challenges of entrepreneurship • Strategies to prevent fraud and
corruption

PET
• Participation in programmes that promote achievement of personal fitness and health goals
• Participation and movement performance in programmes that promote achievement of personal fitness and health goals • Safety issues relating to fitness exercises
• Participation and movement performance in programmes that promote achievement of personal fitness and health goals

REQUISITE Definition of concepts • Grade 11 related content and concepts • Understanding the different action/command words:
PRE-
KNOWLEDGE
• Life skills, change, stressors, healthy lifestyle choices, physical, emotional, social and environmental factors, life crises, • Relationships and their influence on own well-being: different types with different • Use the list of definition of concepts.
positive and negative stress, coping mechanisms, management techniques, Conflict resolution skills: Interpersonal and people/groups and their changing nature - Relationships that contribute or are detrimental to • Include key words in terms of different cognitive levels
Intrapersonal, beliefs and attitudes, values, acceptance of responsibilities, appropriate expression of views well-being: rights and responsibilities in relationships, social and cultural views that influence
• Study skills, strategies and styles, examination writing skills, entrepreneurship and informal jobs, financial viability of and/or affect relationships, qualities sought in different relationships and individuality in
entrepreneurship, corruption and fraud relationships
• Applying own study skills, styles and study strategies: Study skills: Examine how
learning takes place and reflect on effectiveness, study styles as preferred way of approaching
tasks, study strategy as a way to approach a specific task in the light of perceived demands
• Examination writing skills and process of assessment

RESOURCES • Wall charts, dictionaries, textbook, magazines, newspaper articles and reports
(OTHER THAN
TEXTBOOK)
• Graphic organisers to enhance thinking skills: e.g. KWHL chart for baseline assessment and/or consolidation after lesson. Other types: as a concept definition map, discussion map, for notetaking, summaries, to organise ideas, etc.
TO ENHANCE • Internet/case studies/scenarios that are current and up to date /Life Skills newspaper articles/DVD’s/role play activities/presentations by learners/video clips, DVDs, PowerPoint presentations/guest speakers on a subtopic as per CAPS content per term Life Orientation
LEARNING • Power posters/stimuli such as picture(s)/Google classroom/Kahoot/social media platforms/objects/material for demonstrations (to accommodate kinaesthetic learning style)

INFORMAL A minimum of one informal task should be given per week. An informal task should cover the various cognitive levels. Types of informal tasks could include the following:
ASSESSMENT Various nature of questions are used: Short, discursive, columns, true or false with motivation, definition of concepts, attachment of concepts to expressions, scenario based, case studies, simulations, panel discussion, practical demonstrations, etc. Both written and practical demonstrations are considered
After a reasonable amount of content has been treated, informal assessment must be given. At least one informal assessment must be administered on each period
For practical demonstration, observation sheets must be used
After a reasonable amount of content has been treated, informal assessment must be given

SBA SOURCE-BASED TASK

(FORMAL The source-based task must be completed independently under controlled conditions
ASSESSMENT) The teacher is required to facilitate the process in class time. However, the completion of the task should not be administered as a class test
PET

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2025 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12

2025 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

8 – 11 Apr 14 – 17 Apr 22 – 25 April 5 – 9 May 12 – 16 May 19 – 23 May 26 – 30 May 2 – 6 Jun 9 – 13 Jun 17 – 20 Jun 23 – 27 Jun

CAPS TOPIC DEMOCRACY AND DEMOCRACY AND DEMOCRACY AND DEMOCRACY AND HUMAN DEMOCRACY AND DEMOCRACY AND DEMOCRACY AND SOCIAL AND SOCIAL AND SOCIAL AND SOCIAL AND
HUMAN RIGHTS HUMAN RIGHTS HUMAN RIGHTS RIGHTS HUMAN RIGHTS HUMAN RIGHTS HUMAN RIGHTS ENVIRONMENTAL ENVIRONMENTAL ENVIRONMENTAL ENVIRONMENTAL
RESPONSIBILITY RESPONSIBILITY RESPONSIBILITY RESPONSIBILITY
CORE Discrimination and The media The media The media The media Sports and nation Sports and nation Responsibility of Responsibility of Responsibility of Formulate a personal
CONCEPTS, violation of human Social media and social Discuss the extent to which building building different levels of different levels of different levels of mission and vision
rights
• Analyse and • Freedom of
government government government statement for life based
SKILLS AND debate the role of the media platforms: media reporting reflects a expression and Critically discuss the Evaluate the
VALUES democratic society: coverage of sport, Ideologies, beliefs Elaborate on the Critically discuss the Elaborate on educational on:
- Evaluate own media in a democratic • Social media limitations
sports personalities and and worldviews on responsibilities of various community’s and •
position when dealing with society footprint - Topics covered • Critical recreational activities recreational and levels of government to: responsibility to ensure intervention programmes
Personal views,
discrimination and human values, belief system,
• Distinguish • Dangers of - Positions taken by analysis of by the media physical activity environments and services that address environments
rights violations, taking
between editors media campaigns across cultures and • Create and that promote safe and and services that promote
religion, ideologies, lifestyle
into account the use and abuse of social (physical and emotional
print and electronic media regarding discrimination genders amend laws, regulations, healthy living safe and healthy living
media
Bill of Rights - Space allocated to and human rights rules
- Evaluate impact studies
well-being), environmental
• topics responsibility, goals for
- Select and Cyber violations • Provide that relate to projects that studies and career choices
wellness
assess a project, - Geographical community services to address social and
campaign or event which • Cyber safety distribution (accessibility of promote safe and healthy environmental issues • Impact of vision
addresses discrimination information to different groups living environments on:
and human rights • Cyber
in society) own actions behaviour in life
violations bullying

- Evaluation • Being cyber

regarding savvy
outcomes of campaigns
and events
 Participation in programmes that promote long-term engagement in community and/or playground and/or indigenous games or traditional and/or non-traditional sports that promote physical activity
 Participation and movement performance in programmes that promote long-term engagement in community and/or playground and/or indigenous games or traditional and/or non-traditional sports that promote physical activity
 Safety issues relating to participation in community and/or playground and/or indigenous games or traditional and/or non-traditional sports that promote physical activity
 Participation and movement performance in programmes that promote long-term engagement in community and/or playground and/or indigenous games or traditional and/or non-traditional sports that promote physical activity

REQUISITE Definition of concepts • Grade 11 related content and concepts • Understanding the different action/command words
PRE- • Responsible citizenship, discrimination and human rights violation, Bill of Rights, campaigns and
KNOWLEDGE • South Africa’s diverse religions and belief systems, own values and beliefs, various • Use the list of definition of concepts
events, electronic and print media, freedom of expression, limitations of rights especially the freedom of moral and spiritual issues and dilemmas, respect for differing opinions
expression, media campaigns, ideologies, beliefs, worldviews, Constitution of the Republic of South Africa • Include key words in terms of different cognitive levels
• Safe and healthy living, levels of government and their environmental responsibilities, personal
• Environmental issues causing ill-health, inhumane farming methods, depletion of natural
resources (flora and fauna), climate change, mitigation and adaptation
mission statement, personal views, values, belief systems, religion, lifestyle, and vision.

RESOURCES • Bill of Rights, handout on human rights, factsheet on human rights, academic but relevant documents of the role of the media in a democratic country, list of definition of concepts, etc.
OTHER THAN
TEXTBOOK TO • Dictionaries, magazines, newspaper articles, DVDs, video clips, internet, past examination papers, relevant past tests items, information from NGOs, government website
ENHANCE
LEARNING
INFORMAL A minimum of one informal task should be given per week. An informal task should cover the various cognitive levels. Types of informal tasks could include the following:
ASSESSMENT Various nature of questions are used: Short, discursive, columns, true or false with motivation, definition of concepts, attachment of concepts to expressions, scenario based, case studies, simulations, panel discussion, practical demonstrations, etc. Both written and practical demonstrations are considered. After a reasonable
amount of content has been treated, informal assessment must be given. At least one informal assessment must be administered on each period. For practical demonstration, observation sheets must be used. After a reasonable amount of content has been treated, informal assessment must be given.

SBA (FORMAL PROJECT

ASSESSMENT) Learners will spend time outside of contact time to collect resources and information
The completion of the task should be facilitated by the teacher in class time
PET

2025 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10-11

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2025 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12

22 – 25 Jul 28 Jul – 1 Aug 4 – 8 Aug 11 – 15 Aug 18 – 22 Aug 25 – 29 Aug 1 – 5 Sep 8 – 12 Sept 15 – 19 Sep 22 Sep – 3 Oct

CAPS TOPIC DEVELOPMENT OF THE SELF DEVELOPMENT OF THE SELF IN CAREERS AND CAREER CAREERS AND CAREER CAREERS AND CAREER CAREERS AND CAREER TRIAL EXAMINATIONS
IN SOCIETY SOCIETY CHOICES CHOICES CHOICES CHOICES LO CAT

CORE • Investigate human Human factors that cause ill- The job contract: Labour laws: Equity and redress Work ethics
CONCEPTS, health, accidents, crises and Identify, define and discuss the: • Elaborate on the principles of
factors that cause ill-health,
disasters:
• Investigate and report
equity and redress • Recruitment
• Work ethics and societal
SKILLS AND
VALUES
accidents, crises and disasters:
Recommend intervention
on the core elements of job contract - Labour Relations Act (LRA) process: general trends and
expectations
Psychological, social, religious,
cultural practices and different strategies to deal with lifestyle • Discuss worker rights - Employment Equity Act practices • Discuss the functions of • The value of work: How
knowledge perspectives diseases and obligations (EEA) trade unions and organised labour work gives meaning to life

• Factors that contribute - Discuss the prevention • Elaborate on the - Basic Conditions of
to lifestyle diseases: and control of life, early detection, conditions of service Employment Act (BCEA)
treatment, care and support for How do the labour laws provide
Identify, define and discuss:
people suffering from lifestyle
• How does the job
protection to the
- Poor eating habits, diseases contract provide protection to the
employer/employees?
lack of exercise, smoking, employer/employees?
substance abuse and unsafe - Develop action plan for
sexual behaviour treatment, care and support for
people suffering from lifestyle
- Lifestyle diseases that diseases
result from the factors listed
above: Cancer, tuberculosis, - Critically discuss the
hypertension, diseases of the need to Commit to participate in
heart and circulatory system, physical activities for long term
sexually transmitted engagement to prevent lifestyle
infections (STIs), HIV and diseases
AIDS - Discuss the benefits of
long-term participation
- Improves physical,
mental, social and emotional
wellbeing

PET
• Participation in programmes that promote long-term engagement in relaxation and recreational activities
• Participation and movement performance in programmes that promote long-term engagement in relaxation and recreational activities
• Safety issues relating to participation in relaxation and recreational activities
• Participation and movement performance in programmes that promote long-term engagement in relaxation and recreational activities
REQUISITE Definition of concepts • Grade 11 related content and concepts • Understanding the different action/ command words
PRE-
KNOWLEDGE
• Human factors, Ill health, Lifestyle diseases, action plan, human factors causing ill-health, • Balanced lifestyle, factors impacting negatively on lifestyle choices, risky behaviour, socio- • Use the list of definition of concepts
diseases of lifestyle, eating habits economic factors, lifestyle choices, role models, nutrition and wellbeing • Include key words in terms of different cognitive levels
• Job contract, workers’ rights, workers’ obligations, conditions of service, labour laws: • Competencies, abilities and ethics; advertisement, CV, work ethics, meetings and their
Labour Relations Act (LRA), Employment Equity Act (EEA), Basic Conditions of management, interviews, job/career interests, expectancy and reality, perseverance
Employment Act (BCEA), equity and redress, trends of recruitment, labour unions (employer and
employee organisations), ethics and societal expectations and value of work
RESOURCES • Dictionaries, magazines, newspaper articles, DVDs, video clips, internet, past examination papers and marking guidelines, relevant past tests items and marking guidelines, information from NGOs, government websites and other related websites, including:
(OTHER THAN
TEXTBOOK) TO • https://www.gov.za/documents/disaster-management-act-declaration-national-state-disaster-covid-19-coronavirus-16-mar
ENHANCE
LEARNING
• https://www.sahrc.org.za/index.php/sahrc-media/news-2/item/2298-media-statement-sahrc-continues-to-monitor-human-rights-observance-and-calls-for-calm

INFORMAL A minimum of one informal task should be given per week. An informal task should cover the various cognitive levels. Types of informal tasks could include the following:
ASSESSMENT Various nature of questions is used: Short, discursive, columns, true or false with motivation, definition of concepts, attachment of concepts to expressions, scenario based, case studies, simulations, panel discussion, practical demonstrations, etc. Both written and practical demonstrations are considered. After a
reasonable amount of content has been treated, informal assessment must be given. At least one informal assessment must be administered on each period. For practical demonstration, observation sheets must be used. After a reasonable amount of content has been treated, informal assessment must be given.

SBA (FORMAL CONTROLLED TEST

ASSESSMENT)

2023/24 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9

13 – 17 Oct 20 – 24 Oct 27 – 31 Oct 3 – 7 Nov 10 – 14 Nov 17 – 21 Nov 24 – 28 Nov 1 – 5 Des 8 – 10 Dec

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2025 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12

CAPS TOPIC STUDY SKILLS STUDY SKILLS CAREERS AND CAREER CHOICES CAREERS AND CAREER CHOICES EXAMINATIONS

CORE • Preparing for Revision of Refinement of portfolio of plans for life after school: record of plans and progress towards Consider and apply for alternative job or study opportunities National Senior Certificate Life Orientation Exams
CONCEPTS, success: examination writing achievement of those plans: Manage responses regarding employment/study/bursary
SKILLS AND strategies to follow in skills Update curriculum vitae (CV): Applications for part-time or full-time employment and/or opportunities
VALUES order to succeed in the bursaries
Grade 12 examination
• Revision of
own study skills
REQUISITE Definition of concepts Grade 11 related content and concepts • Understanding the different action/command words
PRE- • How to succeed in grade 12, study skills,
KNOWLEDGE
• Study skills, study styles, study strategy, examination writing skills, time management, • Use the list of definition of concepts
styles, methods and strategies • Personal career
portfolio, post school plans, requirement for • Diversity of jobs, work settings, Competencies, abilities and ethics; advertisement, CV, work ethics, meetings and their management, interviews, job/career interests, • Include key words in terms of different cognitive levels
admission to different educational fields and expectancy and reality, perseverance
qualifications, application, tertiary fees,
application for jobs

RESOURCES Dictionaries, magazines, newspaper articles, DVDs, video clips, internet, past examination papers and marking guidelines, relevant past tests items and marking guidelines, information from NGOs, government websites
(OTHER THAN
TEXTBOOK) TO
ENHANCE
LEARNING

INFORMAL A minimum of one informal task should be given per week

ASSESSMENT An informal task should cover the various cognitive levels
For practical demonstration, observation sheets must be used
After a reasonable amount of content has been treated, informal assessment must be given

SBA FINAL NSC EXAMINATION

(FORMAL
ASSESSMENT)

PHYSICAL EDUCATION

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2025 ANNUAL TEACHING PLANS: LIFE ORIENTATION: GRADE 12