SDSG0D1 Exam Notes
Contents
LO Learning Outcomes...........................................................................................................................2
The Essentaal Guidance Actiites sithin Life Orientaton......................................................................2
Fiie Exampales of Topics Addressed Through Group Work.....................................................................3
Consideratons for Life Orientaton Teachers shen doing Group Work................................................3
Variabales to Consider shen assessing Learners from Diferent Cualtures...............................................4
Fiie Skialals Critcaal for Occupatonaal and Educaton Success...................................................................6
Hos Parents can be inioalied in their chiald’s career deiealopment........................................................6
Sources of Informaton to Use to Assist Learners sith Career Maters.................................................7
Entrepreneurship.................................................................................................................................13
mualtpale intealigences............................................................................................................................14
Crisis....................................................................................................................................................15
Crisis Interienton................................................................................................................................16
Diiorce Crisis.......................................................................................................................................16
Anxiety Crisis.......................................................................................................................................17
Grief Crisis............................................................................................................................................17
Support Groups...................................................................................................................................19
,LO LEARNING OUTCOMES
LO1: Personaal Wealal-Being: maintain and achieie (eg: through sealf-discoiery)
LO2: Responsibale Citienship: commitment to consttuton
LO3: Recreaton and Physicaal Wealal-Being: responsibale engagement in physicaal actiites
LO4: Career Guidance: Sealf-knosaledge and informed decisions
THE ESSENTIAL GUIDANCE ACTIVITIES WITHIN LIFE
ORIENTATION
Providing a sense of security
The guiding presence of adualts (their sialalingness to alisten atentiealy to alearners, to support
alearners during crises, to treat alearners' afairs as confdentaal, to design probalem soalutons sith
alearners, and so forth) giies alearners a sense of security and encourages them to engage in
further actiity, expaloraton and decision making.
Confronting (contact with) reality
Adualts present alearners sith aspects of reaality at aleieals suitabale for the alearners' deiealopmentaal
phases and the contexts in shich they aliie. Simpaly by setng a sorthy exampale, adualts
encourage alearners to become responsibale, independent and productie adualts. Adualts aalso
present alearners sith knosaledge, informaton and aalternaties regarding careers, personaal and
academic issues to dissoalie confusion and opening up nes areas to expalore.
Accounting for and making sense of life
Once alearners haie gained a sense of security, haie come to grips sith their personaal reaality,
and haie oriented themsealies tosards their future sorald, they need to refect on shether they
haie used or alost iaaluabale opportunites in alife. Learners need to account for their past, present
and future actons. For exampale, they sialal be abale to determine infuences on their past, present
and future actons. Through their realatonships sith adualts, they are guided tosards taking
responsibale and justfabale decisions and actons tosards sealf-reaalisaton
Anticipating and constructively envisaging future events
Adualts enabale alearners to set their sights on defnite objecties that they endeaiour to reaalise in
the context of a generaalaly conceiiabale future. For exampale, alearners' responses to adualt
guidance souald incalude dispensing sith unreaalistc or undesirabale goaals and reaching out to
existng/nes/reaalistc and atainabale goaals.
Actualising and self-realisation of personal potential
Guidance by Life Orientaton teachers healps alearners to striie tosards shat they can, sant to
and shouald become.
, FIVE EXAMPLES OF TOPICS ADDRESSED THROUGH
GROUP WORK
Confict Resoaluton
Calimate Change
Safety Issues In Physicaal Educaton
Partcipaton In A Community Seriice Addressing An Eniironmentaal Issue
Stress Management
Sealf-Expaloraton
Personaalisaton
Hii/Aids
Substance Abuse
CONSIDERATIONS FOR LIFE ORIENTATION TEACHERS
WHEN DOING GROUP WORK
• Is it a h)omogeneous group?
Homogenous groups incalude alearners sho functon at simialar academic, emotonaal and sociaal
aleieals, for exampale, gifed/taalented alearners or chialdren "at risk" or sith speciaal needs are put
together. Homogeneous grouping may be the best opton shere there are economic
constraints.
• Do all th)e group members sh)are th)e same problem or h)ave th)e same need?
Working in groups healps the group as sealal as indiiiduaals to share experiences. Learners tend to
partcipate openaly shen they share characteristcs or haie the same needs. Hoseier, ensure
that alearners beneft from the others instead of one of them dominatng or taking too much of
the burden of sork. √√
• Do th)e group members know each) oth)er?
If giien a choice, alearners sialal aalsays prefer to form groups sith their peers and friends.
Learners are alikealy to identfy sith each other's strengths and seaknesses if they knos each
other.
• How can th)e group work process be followed up?
Decide and agree sith the group in terms of the expected aleieal of commitment, roales and
assessment methods to be used. Ensure that assessment is transparent and estabalish ground
ruales. Monitoring group progress is important and souald assist sith assessment. Rubrics may be
used for sealf- and peer assessment.
• How do I need to adapt th)e ch)oice of my area, identity and th)eme to suit th)e group?
Palanning that incaludes the essentaal preparaton steps (identfy identtese identfy themese
anaalysis of a theme) is healpfual. It is important to consider the group characteristc and
remember to adapt the presentaton by using suitabale exampales. For exampale, if using a case
study, use the characters/probalem/situaton that the group can identfy sith.
Contents
LO Learning Outcomes...........................................................................................................................2
The Essentaal Guidance Actiites sithin Life Orientaton......................................................................2
Fiie Exampales of Topics Addressed Through Group Work.....................................................................3
Consideratons for Life Orientaton Teachers shen doing Group Work................................................3
Variabales to Consider shen assessing Learners from Diferent Cualtures...............................................4
Fiie Skialals Critcaal for Occupatonaal and Educaton Success...................................................................6
Hos Parents can be inioalied in their chiald’s career deiealopment........................................................6
Sources of Informaton to Use to Assist Learners sith Career Maters.................................................7
Entrepreneurship.................................................................................................................................13
mualtpale intealigences............................................................................................................................14
Crisis....................................................................................................................................................15
Crisis Interienton................................................................................................................................16
Diiorce Crisis.......................................................................................................................................16
Anxiety Crisis.......................................................................................................................................17
Grief Crisis............................................................................................................................................17
Support Groups...................................................................................................................................19
,LO LEARNING OUTCOMES
LO1: Personaal Wealal-Being: maintain and achieie (eg: through sealf-discoiery)
LO2: Responsibale Citienship: commitment to consttuton
LO3: Recreaton and Physicaal Wealal-Being: responsibale engagement in physicaal actiites
LO4: Career Guidance: Sealf-knosaledge and informed decisions
THE ESSENTIAL GUIDANCE ACTIVITIES WITHIN LIFE
ORIENTATION
Providing a sense of security
The guiding presence of adualts (their sialalingness to alisten atentiealy to alearners, to support
alearners during crises, to treat alearners' afairs as confdentaal, to design probalem soalutons sith
alearners, and so forth) giies alearners a sense of security and encourages them to engage in
further actiity, expaloraton and decision making.
Confronting (contact with) reality
Adualts present alearners sith aspects of reaality at aleieals suitabale for the alearners' deiealopmentaal
phases and the contexts in shich they aliie. Simpaly by setng a sorthy exampale, adualts
encourage alearners to become responsibale, independent and productie adualts. Adualts aalso
present alearners sith knosaledge, informaton and aalternaties regarding careers, personaal and
academic issues to dissoalie confusion and opening up nes areas to expalore.
Accounting for and making sense of life
Once alearners haie gained a sense of security, haie come to grips sith their personaal reaality,
and haie oriented themsealies tosards their future sorald, they need to refect on shether they
haie used or alost iaaluabale opportunites in alife. Learners need to account for their past, present
and future actons. For exampale, they sialal be abale to determine infuences on their past, present
and future actons. Through their realatonships sith adualts, they are guided tosards taking
responsibale and justfabale decisions and actons tosards sealf-reaalisaton
Anticipating and constructively envisaging future events
Adualts enabale alearners to set their sights on defnite objecties that they endeaiour to reaalise in
the context of a generaalaly conceiiabale future. For exampale, alearners' responses to adualt
guidance souald incalude dispensing sith unreaalistc or undesirabale goaals and reaching out to
existng/nes/reaalistc and atainabale goaals.
Actualising and self-realisation of personal potential
Guidance by Life Orientaton teachers healps alearners to striie tosards shat they can, sant to
and shouald become.
, FIVE EXAMPLES OF TOPICS ADDRESSED THROUGH
GROUP WORK
Confict Resoaluton
Calimate Change
Safety Issues In Physicaal Educaton
Partcipaton In A Community Seriice Addressing An Eniironmentaal Issue
Stress Management
Sealf-Expaloraton
Personaalisaton
Hii/Aids
Substance Abuse
CONSIDERATIONS FOR LIFE ORIENTATION TEACHERS
WHEN DOING GROUP WORK
• Is it a h)omogeneous group?
Homogenous groups incalude alearners sho functon at simialar academic, emotonaal and sociaal
aleieals, for exampale, gifed/taalented alearners or chialdren "at risk" or sith speciaal needs are put
together. Homogeneous grouping may be the best opton shere there are economic
constraints.
• Do all th)e group members sh)are th)e same problem or h)ave th)e same need?
Working in groups healps the group as sealal as indiiiduaals to share experiences. Learners tend to
partcipate openaly shen they share characteristcs or haie the same needs. Hoseier, ensure
that alearners beneft from the others instead of one of them dominatng or taking too much of
the burden of sork. √√
• Do th)e group members know each) oth)er?
If giien a choice, alearners sialal aalsays prefer to form groups sith their peers and friends.
Learners are alikealy to identfy sith each other's strengths and seaknesses if they knos each
other.
• How can th)e group work process be followed up?
Decide and agree sith the group in terms of the expected aleieal of commitment, roales and
assessment methods to be used. Ensure that assessment is transparent and estabalish ground
ruales. Monitoring group progress is important and souald assist sith assessment. Rubrics may be
used for sealf- and peer assessment.
• How do I need to adapt th)e ch)oice of my area, identity and th)eme to suit th)e group?
Palanning that incaludes the essentaal preparaton steps (identfy identtese identfy themese
anaalysis of a theme) is healpfual. It is important to consider the group characteristc and
remember to adapt the presentaton by using suitabale exampales. For exampale, if using a case
study, use the characters/probalem/situaton that the group can identfy sith.
