1.1. Know your subject: Climate change and self-in-society

In this unit, we will explore the matters of concern relating to Topic 1: Development of self in society. We will support you as a teacher, teacher educator or interested reader to

Strengthen your subject content knowledge of climate change.
Enhance your teaching practices
Support your assessment practices

Unit Objectives

Identify matters of concern in Life Orientation’s CAPS aligned Topic 1: Development of self in society.
Exploring ways to uptake climate change as an abstract concept to a real-life matter of concern in the learner’s context using the solution-orientated process of learning-led change approach.
Understanding Life Orientation subject knowledge, competencies and values related to the development of the self in society is needed for learners to understand climate change and build resilience to change.
Linking the learner’s sense of self to the awareness and responsibility to their communities within the social-ecological natural world.

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.

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