Term 3 Project For Life Orientation Grade 11

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Term 3 project for life orientation grade 11
Life Skills 1 (Cape Peninsula University of Technology)
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Grade 11
Project
Teacher’s
Guide
Life Orientation

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PROJECT OVERVIEW
Name of project: Substance Abuse
Subject: Life Orientation Grade: 11 Duration: 6 hours
Possible areas for integration with other subjects: Social Science, Languages and Life Sciences
CAPS content covered Term three, weeks 1-6 Life Orientation
● Healthy and balanced lifestyle choices

● Poor decision-making skills
● Unhealthy behaviours.
● Emotional factors - Peer pressure
● Substance use and abuse.
● Interview skills: Personal appearance, conduct and preparation for typical questions.
● Work ethics: Responsibility and accountability

Click here for the 2023/2024 ATPS.
Driving question Scenario: Substance Abuse History: John has been abusing drugs for the past 8 years, first starting with marijuana and then progressing to
cocaine and heroin. He has been in and out of drug rehab programs but has not been able to stay clean for more than a few months at a time.
Driving Question: Recommend possible solutions to eliminate substance abuse in our communities
Project summary and The Project seeks to empower learners with research skills and values to exercise responsibility when making decisions and avoid unhealthy
objectives lifestyle choices. To effectively deal with the societal challenges such as drug abuse, eventually leading to unhealthy choices that impact
negatively on career in later stages
Entrepreneurial way-of- Communication Collaboration

being skills developed in this
Critical Thinking Creative Thinking
project
Products Brochure, interview and talk show.
Public presentation Learners will Conduct the talk-show based on the project you they did as the group. Teacher will help learners to reach broader audience by
inviting other members of school community to the talk show. Teacher can further create a link on social media platforms so that other
members of the community can have access to the talk show (live streaming). furthermore, teacher together with the learners can select two

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best talk shows to present their show in the assembly
Activating the science of This project:

learning
● Activates learner prior knowledge by asking learners to have their own meaning and understanding of drugs.
● Focuses learner attention and engagement on the learning throughout the project because learners work collaboratively on a real-
world issue and are involved in doing, creating, and reflecting. Learners conduct research, brainstorm ideas, design solutions,
implement them, and reflect on their experiences. This type of active learning is more effective in promoting knowledge retention and
skill development than passive learning, where learners sit in silence to complete work on their own.
Results in ‘sticky learning’ learning that is memorable and lasting by actively engaging the learners in purposeful action that is relevant and
impactful. Learners also revisit their learnings multiple times from different perspectives and with different aims, which makes the learning
more memorable.

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LIFE ORIENTATION
GRADE 11
MEMORANDUM
TOTAL: 90
This memorandum consists of 14 pages.

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TOPICS: DEVELOPMENT OF THE SELF IN SOCIETY
CAREERS AND CAREER CHOICES
SUB-TOPICS:  Healthy and balanced lifestyle choices

 Poor decision-making skills
 Unhealthy behaviours.
 Emotional factors - Peer pressure
 Substance use and abuse.
 Interview skills: Personal appearance, conduct
and preparation for typical questions.
 Work ethics: Responsibility and accountability
PURPOSE: The Project seeks to empower learners with research

skills and values to exercise responsibility when
making decisions and avoid unhealthy lifestyle
choices. To effectively deal with the societal challenges
such as drug abuse, eventually leading to unhealthy
choices that impact negatively on career in later stages
DURATION: 6-8 Weeks
FORM OF Project
ASSESSMENT:
INSTRUCTIONS ON TECHNICAL ASPECTS AND MARK ALLOCATION.
1. Your Project must have a cover page with the following information:
School name.
(1)
Group members name and surname

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Grade
Subject
2. Your Project must have a table of contents:

(1)
Sub-topics.
Page numbers.
3. Your Project must have a bibliography as shown below.
1. Books.
Author's surname and initials, year of publication, title (underlined), edition, place of
publication, and publisher.
Example:
Marais, B.V.C. and Horne, K.W.W. 2011. The influence of the media on public opinion,
Pretoria: Juta
2. Journals.
Author's surname and initials, year of publication of the journal, title of the article, title of
the journal (underlines), volume, and pages.
Example:
Wobbe, T. 2001. How to organize the unorganized, Human Resource Management,
12(8), 8-9.
3. Chapters in books.
Author’s surname and initials, the title of the chapter, title of the book (underlined), editor
of book, place of publication, publisher, pages.
Example:
Gericke, H.B. The place democracy has in our country, in South Africa, the democratic
ideal edited by J.J. Matthews. London: Benton: 44-45.
4. Newspaper articles.
Author surname and initials, year, title, newspaper (underlined), date and month, page.
Example:
Louw, S.2002. Water crisis, what’s next? Daily news. 29 January: 7
5. Internet Referencing.
Author surname and initials, year, title (online) Available: (full web address) Date
accessed.
Example:
Unknown (2004) Sentient microfilaments: A tempest in a tubule (Online). Available:
http:somecomputer.printer.edu/pub/harnad/psyc.95.3.26/consciousness/11/bixley
Date accessed: 5 May 2011.
6. Personal Interview.
Surname and initials. Year. Personal Interview. Date, Place.
Example:
Malan, B.D. 2011. Personal Interview. 5 May, Stellenbosch.
4. Your Project must be written in an essay form, indicating the sub-headings

with the same numbering as in the question paper.
5. Read the instructions for each question carefully.

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6. The mark allocation guides you on the length and depth of your answer.
7. Acknowledge all sources consulted in the form of a bibliography.
8. Your project must be bound or stapled.
9. Fill in the declaration form on the page and sign. Cut it out and attach to
your Project.
10. Stick to the submission date.
11. Your teacher will explain the assessment process in detail.
NB: Do intensive research to obtain maximum marks and enhanced

knowledge.
1. Research further into substance abuse and recommend solutions to

eliminate drug abuse in your community.
 In your own words what do you understand by the term substance

abuse.
two marks for explanation (1x2) (2)
is the use of a drug in amounts or by methods that are harmful to the
individual or others () for mood-altering purposes ()
 Define the concept substance use and state two factors that may (2+2) (4)
contribute to youth abusing substances.
Mark allocation:

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Two marks () for a well explained definition.
Definition:
Substance abuse refers to the harmful or hazardous use of psychoactive
substances, including alcohol and illicit drugs () in uncontrollable way
().
AND
Mark allocation:
One mark () each of the TWO factors
 Peer pressure ()
 Lack of knowledge about the consequences ()
 Bad role models ()
 Parental/Family history of substance use. ()
 Poor parental monitoring/ guidance. ()
 Family rejection of sexual orientation or gender identity. ()
 Depression/anxiety/ADHD (Attention Deficit Hyperactivity
Disorder) ()
 Easy accessibility/availability ()
 Media influence ()
 Socio-economic factors like poverty.
 Explain how a high prevalence of substance abuse can negatively

impact a community.
Two marks () two well explained factors.
 Substance abuse can lead to criminal behaviour such as theft,
violence, and drug-related offenses (). This can create an
unsafe environment for community members, increasing fear and
decreasing quality of life. ()
 Substance abuse is associated with a range of health problems
including mental health disorders () this means communities will
face increased rate of mortality ()
 Substance abuse can cause a significant economic burden on a
(2X2) (4)
community. () this can lead to loss of productivity, increased
healthcare costs, and decreased property values ().
 Substance abuse can cause strain on families and relationships
(), leading to dysfunction and instability in the community ().
 Substance abuse can negatively impact academic performance
() this can lead to increase the risk of dropping out of school. ()
 Substance abuse can lead to stigma and social isolation ()
which means people struggling with addiction may face
discrimination, judgment, and barriers to accessing healthcare
()
 How does substance abuse impact an individual's physical health? (4X2) (8)
Mark allocation:

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Two marks () for each of the four factors
Substance abuse may affect individual physical health by…

 increasing the risk of heart disease () resulting into heart attacks, and
other cardiovascular problems. ()
 damaging the liver () leading to conditions such as hepatitis, cirrhosis,
and liver failure. ()
 causing respiratory problems () leading to diseases such as lung
cancer, chronic bronchitis, and emphysema. ()
 causing gastrointestinal problems such as ulcers, gastritis, and other
digestive issues (), Thus making difficult for individual to cope with daily
life ()
 leading to poor nutrition and dehydration, ()which can have a range of
negative health consequences like damage of vital organs. ()
 weakening the immune system () thus making it harder for the body to
fight off infections and illnesses ()
 causing reproductive problems in both men and women (), leading to
infertility and hormonal imbalances ()
 Recommend TWO solutions to eliminate drug abuse in your
community.
Mark allocation:
Four () marks for two well-articulated responses.
Drug abuse can be eliminated by having prevention programs in a (2X4) (8)
community. () These programs can help young people, who are at a
higher risk of drug abuse (), by focusing on developing life skills,
building self-esteem, and providing education about the risks associated
with drug use (). Thus, leaving youth with coping skill ()
 Another solution to eliminate drug abuse is to provide treatment and
rehabilitation programs (). These programs can include counselling,
medication-assisted treatment (). Rehabilitation this program can also
help individuals address the underlying issues that may have led to their
drug abuse (), this will empower addict to avoid succumbing to drugs.
()
 Examine the risk factors on community safety () this will enable
identification of spaces that may be used to sell illegal substances ()
this will limit youth to access drugs () and in this way communities will
be safer and there will be no drugs in the community ()
 Have mass awareness campaigns () this will help to educate the
community on the dangers of drug abuse () this will lead to people
making informed decision () thus reducing the rate of drug use in the
community ()
 Any TWO of the above responses for four marks each)
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2. Investigate healthy and balanced lifestyle choices as a strategy to combat

substance abuse.
Design a brochure focus on the following:
Importance of educating young people on risky behaviors.

One mark for each of five responses
Mark allocation:
One () mark for each of the five responses
Educating young people may….
 form part of their path to accepting responsibility, forming
identities, and becoming independent young adults. ()
 understand risk differently from adults teaching them
might help for better understanding. ()
 assist in channeling their energy into safe and constructive
activities ().
 help to understand behavior and consequence related to (5x1) (5)
each type of behavior ()
 result in strong moral fiber for youth ()
 help young people establish their identities and learn from their
successes as well as their failures. ()
 help youth to know about and understand the consequences of
risky behaviours so that they can make better choices and avoid
negative behaviour. ()
 Being knowledgeable will help them understand how their
actions affect other people, rather than just themselves. ()
Any FIVE of the above responses for one mark each (5x1) (5)
Give strategies that may assist you in making healthy lifestyle

choices.
Mark allocation:
 Have a diet plan to guide you on healthy eating ()
 Commit to lifestyle plan to live a balance life ()
 Have time management tools such as study plan to avoid stress
related to pressure ()
(5x1) (5)
 Don’t be silenced if you are abused, have a trusted adult to talk
to ()
 Engage in physical activities/exercise or listen to music. ()
 Set clear and realistic goals for yourself. ()
 Have systems of support ()
Any FIVE of the above responses for one mark each (5x1) (5)

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Suggest tips for promoting healthy behaviors among youth?
Mark allocation:
 Improving healthy food options in School ()

 Improving PE and Physical Activity ()
(5x1) (5)
 Preventing Tobacco Use ()
 Supporting Social and Emotional Learning ()
 Less of arcade games ()
 Maintaining a normal body weight ()
 Obtaining daily sufficient sleep. ()
 Manage stress effectively ()
 Stay hydrated ()
Explain how communities can use physical activities to reduce the

 abuse of substances.
Mark allocation:
Two marks () for of two well explained responses.
Communities can use physical activities to…
 relieve boredom and promote socialization () and in that

way, the recovering addict can feel the love and support of
the other family members ().
 help affected community members to be physically fit ()
thus engaging in sporting activities can distract you from
cravings or make them less powerful. ().
 reduce stress, enhanced family relations, and improved
academic performance (), these can greatly protect
(2x2) (4)
substance abuse among youth and young couples by
giving them support ().
 develop skills like self-discipline, self-reliance, and setting
personal goals (). Thus, eliminating chances drug abuse
()
 give community members something to do and build social
network () and this might help you avoid people, places,
or things that remind you of drugs by keeping them
engaged ().
 organize substance-free events () these events might
include promote safe environment and act as a catalyst for
coping ()
Any TWO of the above responses for two marks each.
 Analyze the impact of risky behaviours on self, focusing on the

following:

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Mark allocation:
Three marks () for of three well explained responses.
Psychological
Risky behaviours may…
 Impact negatively on self-worth and cause sense of resentment
() as one might be paralyzed forever with no chances of
recovery () which can lead to increased sense of hopelessness
and self-pity ()
 Individuals who engage in risky behaviors may experience
feelings of guilt and shame. () as they may feel that they have
let themselves down or that they have disappointed others.
()These feelings can lead to low self-esteem, depression, and
anxiety. ()
(1x3) (3)
 Engaging in risky behaviors can also cause individuals to
experience fear and anxiety (). This will lead worry about the
consequences of their actions, such as getting caught or getting
hurt (). Thereby increasing vulnerability to stress ()
 Risky behaviors can sometimes lead to traumatic events, such
as accidents or injuries (). Individuals who experience trauma
may develop post-traumatic stress disorder (PTSD) (), which
can cause flashbacks, nightmares, and other symptoms. ()
 Risky behaviors can also lead to addiction (), which can have a
significant impact on one's mental health () and that may lead
individuals to experience withdrawal symptoms ()
Emotional (1x3) (3)
 have vast emotional reaction can be expected by unsafe

behavior () including rage, disappointment, or shock ()
because of getting disease from unsafe practice ()
 cause enormous emotional effect on self like the pain and
suffering place a heavy burden on self () which could lead to
extreme levels of distress, including depression, hostility, and
anxiety () creating further negative consequences like interfere
with life goals or relationships and evoke feelings of guilt, shame
or lack of control. ()
 lead to feelings of isolation and alienation from others (), as
well as a loss of self-esteem and self-worth (). This can further
exacerbate negative emotions and lead to a cycle of self-
destructive behavior. ()
(1x3) (3)
Social

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 lead to crime or youth delinquency () thus, person may be

punished or may go to jail (). This will result into social
labelling, and they may lose family support ()
 affect the person social relationships to the extent to which an
individual feels isolated () which may lead to self-harm,
depression, and suicidal attempts () because the person feels
lonely in a social world ()
 have severe impact on trust and relationships () as they may
erode trust within relationships, as others may question your
judgment or reliability (). This can lead to strain friendships,
romantic relationships, and family dynamics. ()
 lead to social isolation. (). As people may distance themselves
from individuals who engage in activities that are perceived as
dangerous or harmful () consequently victims may feel
excluded ()
Any THREE of the above responses for three marks each. (3x3) (9)
Critically discuss why healthy nutrition is essential for a (2x4) (8)

recovering or rehabilitated drug addict.
Mark allocation:
Four () marks for two well-articulated responses.
Healthy nutrition may…

 improve the physical health of the addict () by providing the
body with the nutrients it needs to repair damage caused by drug
use () which will lead to individuals maintaining a healthy
weight ()which is important for recovery of physical state. ()
 enhance mental health of the drug victim ()thus, nutrition can
play a role in supporting mental health by providing nutrients like
omega-3 fatty acids and B vitamins () which can help to reduce
symptoms of depression and anxiety () leading to a smooth
recovery process. ()
 help to reduce the cravings and withdrawal symptoms (), which
can lead to relapse () thus nutrition helps to keep addicts on
the clean sheet () resulting into healthier lifestyle ()
 increase the production of blood corpuscles ()which are
essential for prevention of diseases caused by drugs () leading
to more stronger organs () which are vital for path to wellbeing
()
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3. Develop a Curriculum Vitae and the following must be included.
Criteria 0 mark 1 mark 2 marks Teacher

allocation
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Personal Learner did Learners

details not include included all
their their __/1
personal personal
details details
All forms of Learner did Learner Learner

experience not include included only included all
gained the some of his experiences __/2
experienced experiences gained
gained
Evidence of Learner did Learner Learner

job shadowing not include included included all
the evidence minimal evidence of
of their job evidence of their job __/2
shadowing job shadowing
shadowing.
Informal/part- Learner did Learner Learner

time jobs not mention mentioned mentioned
any part only one all part __/2
time/informal informal/part time/informal
jobs time job. jobs
Administration Learner did Learner Learner

skills not mention mentioned mentioned
__/2
any skills ONE skill TWO or
more skills
Testimonial / Learners did Learners

Reference not include included all
testimonials/ the __/1
reference
testimonials/
references
TOTAL /10
[10]
4. Conduct the talk-show based on the project you did as the group.
 Each member must have a particular role:
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- The host of the show (Will asked the questions)

- A person who will present the brochure. (Risky behaviours, heathy
lifestyles and healthy choices)
- Career specialist (Importance and aspects)
- Psychologist/dietician (Healthy nutrition for addicts)
- Social worker (Impact/solutions for drugs)
 The group must work collaboratively to plan for the talk-show and
formulate questions and responses for the specialists.
 There must be two questions from the audience.
Teacher [10]
Mark allocation 0-2 mark 3-4 mark 4-6 marks
allocation
Content Learners Learners Learners
knowledge had had had
elementary substantial outstanding ___/6
content content content
knowledge knowledge knowledge
Mark allocation 0-1 mark 2-3 mark 4 marks Teacher

allocation
Presentation Learners Learners Learners
skills had had had
elementary substantial outstanding ___/4
presentation presentatio presentatio
skills n skills n skills
TOTAL /10
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2 3 Mark
of
Mark
0 1 4 teache
Allocation
r
Aspects Learner Learner Learner Learner Learner

5. REFLECTION
with could not could could was able was able
 motivatio provide provide provide to provide to provide
n any one one two two
aspects aspect but aspect aspects, aspects
or without with with one with
motivatio any motivatio good excellent
n motivation n or two motivatio formulate ___/4
. aspects n d
without motivation
any for both
motivatio
n
Discuss TWO most important aspects that you learned from the interview, provide
motivation as to why you consider them most important?
(2x2) (4)
In a well-articulated response learner will explain two lessons he/she learners

from the project.
5. BIBLIOGRAPHY
  Acknowledge all sources used for the completion of the project. (2)
Refer to 3 on the instruction page.
GRAND TOTAL: 90
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Observing 21st-Century Skills in the FET

Phase
Term Three Projects
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What are 21st Century Skills?

21st-Century Skills refer to key abilities that learners need to grow in order to succeed and thrive
in today's fast-paced world. These skills include but are not limited to communication,
collaboration, and critical thinking. These skills hold importance beyond just academic
achievement. They play a crucial role in all spheres of life including education, employment, and
entrepreneurship.
Why should we measure these skills?

Given that South Africa's youth unemployment rate is at a high of 70%, it's more important than
ever to provide learners with as many tools as possible for their future success. We know that
21st-Century Skills can be developed, and to do so, we need to identify and nurture these in
learners.
How can we measure these skills?

During 2023, we focus on identifying and recognising these skills in learners while they
participate in the term three projects. The Skills Rubric is an easy tool to help teachers
understand 21st-Century Skills and to begin to recognise them in each learner. This guide has
been created to help teachers begin observing these skills in their classrooms. Observing these
skills is the first step in growing and then measuring these skills. Measuring 21 st-Century Skills is
a long-term journey, over time as learners become more exposed to 21 st-Century Skills the
rubrics will grow in complexity.
Using the rubric

Here are some tips on getting started with this rubric:
1. Read and understand the Rubric: Familiarise yourself with the rubric and understand
the distinction between "Emerging", "Growing", and "Proficient" levels for each
competency: Communication, Critical Thinking, and Collaboration.
2. Have conversations about 21st-Century Skills with your learners
3. Continuous Observation: Use the rubric throughout the project, not just at the end. It's
important to consistently monitor learners' progress. You might want to create your own
observation template that you keep with you throughout the term, it could look something
like this, every time you see a learner practicing one of these competencies you can just
make a mark on your observation template. There is a template at the end of this
document if you want to use it.
Name Communication Critical Collaboration

Communication is the process of sharing Thinking Collaboration is when two or more people work
information, attitudes, and values. Both together to solve a problem. Group members
Critical thinkers ask
“what we say” (verbal communication) and share responsibility and pool their information and
questions, find the right
“how we say it” (non-verbal communication) resources to develop a shared understanding of
information, and apply it
are important the problem and their solution to it.
to solve a problem
Thandi IIIII IIIII IIIII III IIIII IIIII I
Walter IIIII IIIII III
Sophi II IIIII IIIII IIII
e
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4. Evidence-based Assessment: Make sure that any score you give a learner is based on
observable evidence. You can use the observation template as your evidence. You could
take brief notes on what you see. Remember, any marks awarded for the 21 st-Century
Skills are not for marks and should not influence promotion or progression.
5. Assessment for Learning: Use this tool as an assessment for learning opportunities.
Reflect on what you see. Do learners have the opportunities to practice collaboration for
example, are there enough opportunities in the project for learners to work together, and
if not, what can you do to provide learners with opportunities to work together?
Observing 21st-Century Skills

As a teacher, you already know that you play an essential role as a facilitator of learning. You know
that rather than simply giving knowledge to learners, you create an environment in which your
learners can explore, discover, and construct their own understanding of the subject matter. As a
facilitator, you should
● create an emotionally and psychologically safe learning environment so that learners
feel safe to participate in the lesson,
● provide prompts when learners get stuck,
● provide constructive and timely feedback to learners,
● and make adjustments to your lesson based on what you observe (this is assessment as
learning) so that learners can grow their understanding and grow their skills and
competencies.
While learners are working on their tasks throughout this project your role as a facilitator is to
observe, listen, and record the process of their learning during the lesson. These observations are
the foundation for the assessment of this project, so make a few notes, these will help you when you
do the final assessment. With regards to 21st-Century Skills here are some specific things you can
look out for during the project.
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Skill Observation Possible prompts (if learners need

a little help)
Communication ● Observe how learners share "I noticed you're having some
their thoughts, ideas, and difficulty expressing your ideas. What
Communication is the feelings both verbally and non- if you try to visualise your idea as a
process of sharing verbally. story or picture first? Can that help
information, attitudes, you explain it better?"
and values. Both “what
● Pay attention to the clarity, "It seems like your words and body
we say” (verbal
communication) and detail, and alignment between language might not be telling the
“how we say it” (non- their words and body same story. How about we practice
verbal communication) language. aligning them? Think about how your
are important. body might 'speak' what you're
saying."
Critical thinking ● Watch for instances when "You seem a bit stuck on the
learners ask questions, how questions to ask about this problem.
Critical thinkers ask they seek information, and What if you try to imagine you're
questions, find the how they apply what they've explaining this problem to a friend?
right information, found to solve problems. What would you want to know?"
and apply it to solve
a problem. ● Pay particular attention to the "It looks like finding useful
complexity of their questions, information for this problem is
their strategy in information challenging. Remember, it's okay to
gathering, and their problem- not have all the answers. Can you
solving approach. think of other ways or places to look
for the information you need?"
Collaboration ● Observe how learners interact "I see you're finding group work a bit
in group settings. Look at how tricky. Maybe you could ask your
Collaboration is they share responsibility, pool team members what they think about
when two or more resources, and work towards a the problem or how they think it could
people work together shared understanding of the be solved? Remember, every
to solve a problem. problem and its solution. member's input is valuable."
Group members ● Notice their participation level, "It appears there might be some
share responsibility their contributions, and their confusion about roles and
and pool their ability to collaborate effectively responsibilities within your group.
information and with others to devise solutions. Perhaps you can initiate a discussion
resources to develop about who is doing what, to make
a shared sure everyone has a part to play?"
understanding of the
problem and their
solution to it.
17

lOMoARcPSD|14193936
21st-Century Skills Rubric

CRITERIA Emerging Growing Proficient Total
COMMUNICATION (0-1 mark) (2 marks) (3 marks)
The learner is beginning to share The learner shares information, The learner skilfully shares information, attitudes,
Communication is the information, attitudes, and values attitudes, and values verbally and non- and values verbally and non-verbally. The
process of sharing verbally and non-verbally. The verbally. The information is generally information is consistently clear, and detailed,
information, attitudes, and information may not always be clear clear, with some room for more detail and accurately conveys the intended message. /3
values. Both “what we say” or may lack detail. Non-verbal cues or precision. Non-verbal cues are Non-verbal cues are well-matched with verbal
(verbal communication) and are inconsistently used or may mostly aligned with verbal messages, messages, enhancing the overall effectiveness of
“how we say it” (non-verbal sometimes contradict the verbal but the learner may still need some the communication.
communication) are message. refinement in this area.
important.
CRITICAL THINKING (0-1 mark) (2-3 marks) (4 marks)
The learner is starting to ask basic The learner is asking more complex The learner is independently asking insightful,
Critical thinkers ask questions, showing initial attempts at questions and actively seeking deep questions, and can efficiently gather high-
questions, find the right information gathering. They can information. They are starting to apply quality information. They effectively apply the
information, and apply it to apply some of the information they this information more effectively to information they've found to resolve complex
solve a problem find to solve simple problems but solve a variety of problems. At this problems, demonstrating a clear understanding
may need guidance to navigate stage, the learner occasionally may and a high level of skill in critical thinking. The /4
complex issues or to distinguish require assistance to strategize or to learner's problem-solving approach is systematic
relevant from less relevant data. analyse the quality of the information and strategic, and they consistently come up with
they've gathered. well-reasoned solutions.
COLLABORATION (0-1 mark) (2 marks) (3 marks)
Collaboration is when two The learner is beginning to work in a The learner is actively participating in The learner consistently collaborates effectively.
or more people work group setting. They occasionally group activities. They regularly They constantly share ideas and resources and
together to solve a problem. contribute to the group's problem- contribute ideas, share resources, and assume shared responsibility within the group.
Group members share solving process by sharing some take responsibility within the group. They can develop a shared understanding of
responsibility and pool their resources and ideas. At this stage, They are improving in their ability to problems and are adept at cooperating to devise /3
information and resources shared responsibility is minimal, and understand problems and are working solutions. At this stage, the learner demonstrates
to develop a shared the learner may rely on others to with others to develop solutions. They a high level of collaborative skill and contributes
understanding of the guide the understanding of the may, at times, still need help to fully significantly to the group's problem-solving
problem and their solution problem and its solution. grasp the concept of shared efforts.
to it. understanding and responsibility.
TOTAL /10

lOMoARcPSD|14193936
21st-Century Skills Observation Template

Name Communication Critical Thinking Collaboration
Communication is the process of sharing information, attitudes, Critical thinkers ask questions, find the right information, Collaboration is when two or more people work together to solve a problem. Group
and values. Both “what we say” (verbal communication) and “how and apply it to solve a problem members share responsibility and pool their information and resources to develop a
we say it” (non-verbal communication) are important shared understanding of the problem and their solution to it.
1
lOMoARcPSD|14193936
Learner 21st-Century self-reflection tool

Instructions:
1. Understand the Skill Statements: Start by carefully reading through each of the skill statements for the three 21st-century skills:
Communication, Critical Thinking, and Collaboration. Each skill has three different statements: "I cannot yet," "I am learning to," and "I can."
2. Reflect on Your Skills: Think about your own abilities in each of these areas. Where do you believe you currently stand for each skill?
Remember, it's okay not to have mastered all of these skills yet — this tool is about recognizing where you are now and understanding what
you can work on.
3. Select the Statement That Best Describes You: For each skill, decide which statement best describes your current level of ability and place
a tick under it.
4. There Are No Right or Wrong Answers: It's important to know that there are no right or wrong answers. This is a self-reflection tool, which
means it's all about your personal understanding of your skills. Be honest with yourself — this will help you identify areas for growth and
improvement. This is not for marks, promotion, or progression.
5. Use This Tool for Growth: This tool is designed to help you start identifying and growing these important 21st-century skills. By
understanding where you are now, you can plan what to work on next to continue developing these skills.
Remember, learning is a journey, and this tool is here to guide you on your path to growth and success.
21st-Century Skills Emerging Growing Proficient
COMMUNICATION I cannot yet clearly share my thoughts, I am learning to better express myself by I can effectively share information,
feelings, and ideas with others, both thinking about what I want to say and how I feelings, and ideas with others. I can
Communication is the process of through my words and actions. should say it. This includes my words and choose the right words and actions to
sharing information, attitudes, and actions. make sure my message is understood.
values. Both “what we say” (verbal
communication) and “how we say it”
(non-verbal communication) are
important.
CRITICAL THINKING I cannot yet ask the right questions or I am learning to ask good questions, I can ask thoughtful questions, find
find the best information to solve a search for useful information, and use what relevant information, and apply this
Critical thinkers ask questions, find the problem on my own. I find to figure out solutions to problems. information to solve problems effectively.
right information, and apply it to solve a
problem
COLLABORATION I cannot yet work effectively with others I am learning to work well with others. This I can successfully work with my friends or
Collaboration is when two or more to solve problems. I struggle to share my means sharing my ideas and listening to classmates to solve problems. We share
people work together to solve a ideas or use others' ideas to find a theirs, so we can combine our knowledge our ideas, and resources, and work
problem. Group members share solution. to solve problems together. together to find the best solutions.
responsibility and pool their information
and resources to develop a shared
understanding of the problem and their
2
lOMoARcPSD|14193936
solution to it.
3
lOMoARcPSD|14193936
REFLECTION
JOURNAL
Reflecting on how a lesson or activity went is essential to improve your teaching practice. By reflecting
on the lesson, we can make adjustments to the project and enhance our future lessons. Self-
reflection is crucial for teacher professional development because it allows us to learn from our
experiences, grow as a teacher, and improve our instructional effectiveness. By continually
improving our teaching practice, we can better support our learners' learning and help them achieve
their academic goals. Therefore, taking the time to reflect on each lesson is an investment in our
professional development and the success of our learners.

lOMoARcPSD|14193936
WEEK ONE
Weekly reflection checklist
At the end of every teaching week, take a few minutes to sit down with your checklist. Reflect on the
past week of teaching. Think about your lessons, learner interactions, and the progress you've noticed
in your learners. Consider any challenges you faced and how you addressed them. For each
statement on the checklist, consider to what extent it reflects your experience during the week. Use
the Likert scale to rate each statement. Remember, the purpose of this reflection checklist is to
provide a structured way for you to think about your teaching practices and identify areas for growth.
It's not about perfectly scoring every time—it's about ongoing learning and development. Be honest
with yourself and remember that teaching is a journey, not a destination.
Reflections 1 – Not 2– 3– 4 - Very

at all Somewhat Quite a much
bit
Learner Engagement: The learning activities that were
used, led to active learner engagement.
Conceptual Understanding: The learners demonstrated
a clear understanding of the key concepts covered in the
lesson.
Addressing Misunderstandings: We effectively
identified and addressed what learners did not understand
in the lesson.
Collaboration Opportunities: The lessons provided
meaningful opportunities for learners to collaborate and
work together on tasks or problems.
Critical Thinking Opportunities: The lessons
encouraged learners to think critically, promoting their
problem-solving and analytical skills.
Communication Opportunities: The lessons fostered
opportunities for learners to communicate their thoughts,
ideas, and understandings effectively, both verbally and
non-verbally."
What did you learn this week?
What iterations (changes based on your reflections) do you want to make for next week?
_________________________________________________________________________________

lOMoARcPSD|14193936
WEEK TWO

bit
lesson.
in the lesson.
non-verbally."
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

lOMoARcPSD|14193936
WEEK THREE

bit
lesson.
in the lesson.
non-verbally."
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

lOMoARcPSD|14193936
WEEK FOUR

bit
lesson.
in the lesson.
non-verbally."
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

lOMoARcPSD|14193936
WEEK FIVE

bit
lesson.
in the lesson.
non-verbally."
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

lOMoARcPSD|14193936
WEEK SIX

bit
lesson.
in the lesson.
non-verbally."
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
10

lOMoARcPSD|14193936
WEEK SEVEN

bit
lesson.
in the lesson.
non-verbally."
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
11

lOMoARcPSD|14193936
WEEK EIGHT

bit
lesson.
in the lesson.
non-verbally."
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
12

lOMoARcPSD|14193936
WEEK NINE

bit
lesson.
in the lesson.
non-verbally."
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
13

lOMoARcPSD|14193936
WEEK TEN

bit
lesson.
in the lesson.
non-verbally."
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
14

Term 3 Project For Life Orientation Grade 11

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Term 3 project for life orientation grade 11

Life Skills 1 (Cape Peninsula University of Technology)

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Subject: Life Orientation Grade: 11 Duration: 6 hours

CAPS content covered Term three, weeks 1-6 Life Orientation

● Healthy and balanced lifestyle choices

● Work ethics: Responsibility and accountability

Entrepreneurial way-of- Communication Collaboration

Products Brochure, interview and talk show.

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best talk shows to present their show in the assembly

Activating the science of This project:

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This memorandum consists of 14 pages.

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TOPICS: DEVELOPMENT OF THE SELF IN SOCIETY

CAREERS AND CAREER CHOICES

SUB-TOPICS:  Healthy and balanced lifestyle choices

PURPOSE: The Project seeks to empower learners with research

DURATION: 6-8 Weeks

INSTRUCTIONS ON TECHNICAL ASPECTS AND MARK ALLOCATION.

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2. Your Project must have a table of contents:

3. Your Project must have a bibliography as shown below.

4. Your Project must be written in an essay form, indicating the sub-headings

5. Read the instructions for each question carefully.

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7. Acknowledge all sources consulted in the form of a bibliography.

8. Your project must be bound or stapled.

10. Stick to the submission date.

11. Your teacher will explain the assessment process in detail.

NB: Do intensive research to obtain maximum marks and enhanced

1. Research further into substance abuse and recommend solutions to

 In your own words what do you understand by the term substance

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Two marks () for a well explained definition.

 Explain how a high prevalence of substance abuse can negatively

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Two marks () for each of the four factors

Substance abuse may affect individual physical health by…

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2. Investigate healthy and balanced lifestyle choices as a strategy to combat

Design a brochure focus on the following:

Importance of educating young people on risky behaviors.

Give strategies that may assist you in making healthy lifestyle

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Suggest tips for promoting healthy behaviors among youth?

 Improving healthy food options in School ()

Explain how communities can use physical activities to reduce the

Communities can use physical activities to…

 relieve boredom and promote socialization () and in that

Any TWO of the above responses for two marks each.

 Analyze the impact of risky behaviours on self, focusing on the

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Three marks () for of three well explained responses.

Risky behaviours may…