Know your subject

Life Orientation: Self in Society Know your subject

As Life Orientation teachers, we need to find a way to connect our learners to the world of climate change systems. Allow the learners to find a pathway to not only see climate change as an abstract topic of doom and gloom, but a real-life matter of concern within their own context.

In this section, we will explore climate change matters of concern relating to Topic 1: Development of self in society.

This session will support you to:

Identify key themes and topics within Life Orientation’s CAPS aligned Topic 1: Development of self in society, particularly focusing on climate change as a matters of concern.
Demonstrate an understanding of how to transition climate change from an abstract concept to a contextual concern within the learner’s context, utilising a solution-oriented process of learning-led change.
Articulate the intersection between Life Orientation subject knowledge, competencies, and values and their relevance in fostering an understanding of climate change and building resilience to its impacts.
Establish connections between the learner’s self-awareness and their awareness of and responsibility to their communities within the context of the social-ecological natural world, emphasising the reciprocal relationship between personal development and environmental stewardship.

Despite the challenges of climate change, Life Orientation teachers can inspire hope and action through solution-based teaching. By focusing on sustainable practices, innovative solutions, and community initiatives, learners can be empowered to make a positive impact. Emphasise the importance of understanding personal identity and self-concept within societal influences. Equip learners with skills to develop a positive self-image, set goals, and build resilience. Please watch the “Development of Self in Society” presentation below for further insights and strategies.

Below is an outline of the concepts covered in Topic 1: Development of the self in society according to the CAPS Senior and TVET phase documents.

Grade 7

Concept: self-image
Changes in boys and girls: puberty
Peer pressure
Concepts: personal diet and nutrition

Grade 8

Concepts: self-concept formation and selfmotivation
Concept: sexuality
Relationships and friendships

Grade 9

Goal-setting skills: personal lifestyle choices
Sexual behaviour and sexual health
Challenging situations: depression, grief, loss, trauma and crisis

Grade 10

Self-awareness self-esteem and self development
Power, power relations andgender roles
Value of participation inexercise programmes
Life roles: nature andresponsibilities
Changes towards adulthood
Decision-making regarding sexuality
Recreation and emotional health

Grade 11

Plan and achieve life goals: problem-solving skills
Relationships and their influence on well-being
Healthy lifestyle choices: decision-making skills
Role of nutrition in health and physical activities
Gender roles and their effects on health and well being

Grade 12

Life skills required to adapt to change as part of ongoing healthy lifestyle choices
Stress management
Conflict resolution
Human factors that cause ill-health
Action plan for lifelong participation in physicalactivity

Self in Society - Know your Subject

Looking at the CAPS topics above, answer the following questions:

1. What specific matters of concern, or sub-topics, related to climate change should be addressed in the curriculum?

2. In the context of Life Orientation what core knowledge do learners need to acquire in order to develop adaptability, resilience, and responsiveness to the challenges posed by climate change?

3. In the context of Life Orientation what competencies and values do learners need to acquire in order to develop adaptability, resilience, and responsiveness to the challenges posed by climate change?

3. How would you incorporate discussions about human rights and equality into your lessons on climate change?

4. Describe how you would encourage students to respect cultural, gender, and religious diversity while learning about climate change.

5. Briefly explain how you would ensure that your teaching of climate change in Life Orientation aligns with the holistic development goals outlined in the National Curriculum.

Please add your email address so you can receive a copy of your answers.

Unit Content

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Topic 1: Nutrition and health

Topic 2: Enhancing Self-Awareness and Community Engagement

Topic 3: Adaptations, hope and solutions (local to global relations)

Topic 4: Addressing Power, Gender, and Equality through Climate Education

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