IPS1501 Assignment 5 PORTFOLIO (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED -

IPS1501 Assignment 5 PORTFOLIO (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references ,... ASSESSMENT 5: SUMMATIVE PORTFOLIO [100 marks] UNIQUE NUMBER: 869837 SUBMISSION DATE: 8 October 2025 This is your summative portfolio (examination equivalent). Your previous assessments were formative; designed to help you learn (assessment for learning). This assessment is summative, designed to assess what you have learnt (assessment of learning). Please note the following important information and complete the checklist as part of your integrity declaration: 1. This assessment will contribute 60% towards your final mark. 2. No extension will be granted (examination conditions apply). 3. To complete this assessment, use your provided official study material, namely Learning units 1 to 6, on your module site. If you are unable to access specific learning units, download all six learning units uploaded in PDF format. 4. No other sources of information will be accepted for this assessment, only your official study material. You may NOT use: - Artificial Intelligence (AI) models or sources (ChatGPT, etc.). - internet sources. - bought assessments - copied assessments 5. When completing this assessment, especially in questions asking you to discuss or explain, please use your own words (paraphrase) as far as possible. This shows your understanding of the concept or question. (Your „own words‟ means that you do not copy, directly, somebody else‟s words, but that you rephrase or rewrite it, using your words, to show that you have understood the concept or question.) 6. Only typed assessments, 1.5 spacing, Arial 11pt will be accepted. 7. Each assessment MUST have a Turnitin report. Handwritten assessments will NOT be accepted for the Turnitin report. 8. Ensure that you have uploaded the correct document. You have three chances to resubmit if you accidentally upload the wrong document. Question 1: Defining Life Skills (25 marks) Read the definitions of Life Skills from Jordaan & Naude (2018) in your IPS1501 study guide. 1.1 Identify at least FOUR (4) key ideas in the given definitions. (4) 1.2 Explain the meaning of each of the four key ideas, that you have identified, in your own words, to show your understanding of them. (4) 1.3 Draw a table in which to answer the following two questions. (3 + 3 = 6) 1.3.1 Identify and discuss at least THREE (3) demands, or challenges, of everyday life that are unique to your own life and circumstances. (3) 1.3.2 Discuss at least ONE (1) life skill that you use, or could use, to overcome each demand, or challenge of everyday life you have identified in question 1.3.1. (3) Example of table to answer questions 1.3.1 and 1.3.2 1.3.1 Demands/challenges in my OWN life 1.3.2 Life skills that I use or need to overcome these demands or challenges a. b. c. 1.4 Draw a table in which to answer the following two questions. (3 + 3 = 6) 1.4.1 Identify and discuss at least THREE (3) everyday life demands (challenges) that may be experienced by intermediate phase learners in South Africa. (3) 1.4.2 Identify at least ONE (1) life skill for each of the everyday life demands (challenges) that you identified in Question 1.4.1 (one different life skill for each demand, do not duplicate life skills). (3) Example of table to answer questions 1.4.1 and 1.4.2 1.4.1 Demands/challenges in the lives of learners in the intermediate phase 1.4.2 Life skills that learners in the intermediate phase need, to overcome these demands or challenges a. b. c. 1.5 Read the description of the school subject Life Skills in the CAPS document for the Intermediate Phase (Department of Basic Education, 2011) and name the five areas of potential that are considered important for the holistic development of the intermediate learner. (5) [25] Question 2 : Concepts (10 marks) 2.1 Read up about Bowlby’s Attachment Theory and explain what it means. Use your own words (paraphrase) to show that you understand the concept. You will be penalised if you copy directly from the study guide or internet sources. (4) 2.2 Provide a correct reference for the source of your information, according to the Harvard referencing style. (1) 2.3 Share an appropriate example of a positive attachment figure, either from your personal or school experience, or from a situation you have observed. (2) 2.4 Explain how knowledge about Attachment Theory can enable a teacher to 6 be more effective. Give an example to support your answer. (2 marks for explanation + 1 mark for example) (3) [10] Question 3: Case study (15 marks) Read the case study and answer the questions that follow: Lesego is nine years old and in Grade 3. His teacher notices that he struggles to cope with some academic demands, which can result in feelings of inferiority. Lesego’s greatest fear is to do a presentation in front of the class. The teacher realises that, if she helps him to do certain tasks, he may soon learn to execute the tasks independently. The teacher decides to design learning steps for Lesego, with the end goal of him being able to do a presentation in front of the class. She invites him to write one short presentation every day, consisting of just two sentences. During break, when all the children have left the class, he stands and, while looking at the empty chairs, he recites the two sentences. After a week, Lesego is ready and invites his best friend to listen to his speech. The teacher teaches him to make eye contact with his friend and to ensure that his hands are still, while he speaks. She also teaches him to talk silently (to himself) before he gets up to do a speech, so that he remains calm. After a week Lesego is ready to do a short presentation in front of the class. He gets up and bravely walks to the front. The teacher can see his lips move and realises that he is talking to himself to calm himself down. He then looks at the class and, while keeping his hands still, he delivers his first ever presentation in front of the class. Afterwards, Lesego is extremely happy. The teacher observes that he takes on more tasks in the classroom and also takes part in class debates. 3.1 Identify and discuss the stage of Erikson’s psychosocial theory in which Lesego may be placed. (1 mark for identification + 4 marks for discussion) (5) 3.2 The teacher realises that Lesego needs assistance with tasks, which he is unable to perform on his own. If she helps him now, he will be able to perform them without help in future. Refer to Vygotsky’s theory and state what this intervention is an example of. (2) 3.3 The teacher designed steps for Lesego to overcome his fear of public speaking. By referring to Vygotsky’s theory, state what this intervention is an example of. (1) 3.4 The teacher taught Lesego to talk silently to himself. Refer to Vygotsky’s theory and state what this intervention is an example of. Complete this sentence: Lesego helped himself by… (1) 3.5 Will the help that the teacher gave Lesego, assist him with other schoolwork? Give a reason for your answer. (2) 3.6 Lesego managed to take part in class debates. Of what, according to Erikson’s psychosocial theory, is this a sign? (1) 3.7 Read page 10 in your study guide for IPS1501. Considering the views of Broderick and Blewitt (2015:11), write down THREE (3) characteristics that Life Skills and other teachers should have, to enable their learners to move successfully through the different stages according to Erikson’s psychosocial theory. (3) [15] Read the following excerpt from your study guide (page 26): “Young people should learn to protect themselves against these diseases with skills like “assertiveness; decision making and problem solving; self-efficacy; confidence and self-awareness; a belief in the right to make your own choices; the ability to handle peer pressure; taking responsibility for yourself and for others in the community; conflict resolution; empathy; and communication skills” (UNAIDS, 2008:7 in Koen, 208:167). The skills mentioned in this quotation are important skills in all areas of life and should be taught as life skills. Consider these skills in the context of learners in the intermediate phase to answer the following questions. Select THREE (3) of the skills mentioned, and for each skill that you select, discuss… a. The meaning (definition) of the skill (concept) (2) b. Give an example of a situation in which a learner in the intermediate phase may demonstrate this skill. (2) c. One way in which a Life Skills Teacher can enable learners to develop the skill (1) (3 x 5 = 15 marks) Example of how to answer 1.1 to 1.3. Use your own, (a) definition, (b) example and (c) explanation. 1.1 Skill: the ability to handle peer pressure a. Learners do not feel pressured to do what their friends or peers tell them to do but have the confidence to stand up for what they believe is the right thing to do. b. A new girl is placed in class and some of the children in Shezi’s class tease the new girl because her head has been shaved. They do not want to sit with her during break. They say that anyone who sits with the ‘chiskop’ is a loser. Shezi stands up to peer pressure by having empathy for the new girl, befriending and sitting with her during break. c. A teacher can encourage learners to speak up for what they believe in and develop their confidence by listening to what they have to say and supporting their positive behaviour. [15] Question 2: Concepts (10 marks) 2.1 Read up about Diversity and explain what it means in the context of learners in a class or school. Use your own words (paraphrase) to show that you understand the concept. You will be penalised if you copy directly from the study guide or internet sources. (4) 2.2 Provide a correct reference for the source of your information, according to the Harvard referencing style. (1) 2.3 Share an appropriate example of diversity, either from your personal or school experience, or from a situation you have observed. (2) 2.4 Explain how knowledge about learner diversity can enable a teacher to be more effective. Give an example to support your answer. (2 marks for explanation + 1 mark for example) (3) [10] Question 3: Case study (25 marks) The Children's Act 38 of 2005 (S 110 (1)) refers to the responsibility of any person, including a teacher, who “on reasonable grounds concludes that a child has been abused in a manner causing physical injury, sexually abused or deliberately neglected, must report that conclusion in the prescribed form to a designated child protection organisation, the provincial department of social development or a police official”. Read the following scenario:1.1 The purpose of completing a module such as IPS1501 is to acquire and develop knowledge that will assist you in becoming an effective teacher. We hope that you have learnt something interesting and useful while studying this module. Respond to the following questions: 1.1.1 Reflect on any useful or interesting information that you have learnt in this module. Discuss six (6) useful or interesting ideas presented in this module. (2 x 6) 1.1.2 For each interesting or useful fact, theory or idea you discuss, indicate the Learning unit name and number, where the information is presented. (1 x 6) 1.1.3 Explain how or where, in your life, you can apply this information. (1 x 6) 1.1.4 Give one suggestion for how this module can be improved. (2) [26 marks] 1.2 Discuss each concept or theory below under the following subsections:  Explain what the concept means. (2)  Give an appropriate example, either from your personal or schooling experience or from a situation you have observed where this concept/theory or the lack of this concept was experienced. 2.1 Read the following case study and answer the questions that follow: Eleven-year-old David‟s mother died of a drug overdose three years ago. Since his mother‟s death, David stays with his maternal grandmother and three other children in a one-bedroom RDP house in a rural area of the Free State province. He feels that his grandmother cares for him, loves him and that he can trust her with all his secrets. David has trouble with his schoolwork and repeated his grade in 2022. Fellow learners told him that he is a stupid clown and that makes him quite sad and ashamed. His grandmother is disabled and on crutches. Every day his grandmother takes a handful of tablets that she receives every second week from the local clinic. He is very afraid that his grandmother will become ill and pass away like some of the other elders in their community, leaving him alone. Although they struggle financially, the church and community are supportive. The community respects his grandmother and regards her as one of the elders. David‟s grandmother loves to tell the children stories and teach them cultural songs and how to make beautiful cultural craft items. Answer the following questions, based on David‟s story: 2.1.1 According to Erikson‟s stages of development, in which stage of development does David find himself? Give a reason for your answer. (1 x 2) 2.1.2 According to Erikson‟s stages of development, what is the basic conflict that David needs to resolve in his current development stage? Explain the conflict. (3) 2.1.3 From a Positive Psychology perspective, identify at least two (2) assets in David‟s environment. Give reasons for your answer. (4) 2.1.4 Using the attachment theory of John Bowlby, identify a safe haven for David. 6 Give at least two (2) reasons for your answer. (4) 2.1.5 Using the bio-ecological theory, identify at least two (2) microsystems for David and explain how they may support him. (4) 2.1.6 According to the stages of social selfhood developed by Bame Nsamenang, which stage, do you think, David is likely to fall into? Explain the developmental task associated with this stage. (3) 2.1.7 Teachers play an important role in how the values they practice in their classrooms get transferred to learners. Discuss how David‟s teachers can support him by applying at least three (3) Ubuntu values in the classroom context. How will this support David? (6) [26 marks] 2.2 Match the letter in column A with the correct number in column B (only give the letter with the number e.g. A5). Column A Column B A. Piaget 1. Psychosocial stages B. Vygotsky 2. Attachment theory C. African Philosophy 3. Development areas D. Bronfenbrenner 4. Interconnectedness E. Bowlby 5. Ubuntu and communalism F. Positive Psychology 6. Support structures G. Erikson 7. Professional ethics H. Ubuntu 8. Operational cognitive stage I. Ainsworth 9. Bio-ecological theory J. Social ecologies 10. Zone of proximal development 11. Positive assets and resources 12. Emotional bond between people  Describe one way a Life Skills teacher can apply or implement this concept in their class. (2) 1.2.1 Secure attachment (8) 1.2.2 Ubuntu in the classroom (8) 1.2.3 Maslow‟s Hierarchy of Needs (8) [24 marks] A Grade 6 learner shares with her Life Skills teacher that she was raped the previous day. She requests the teacher to keep it a secret. She explains that the alleged rapist is her uncle, a person with high authority in her family. She also tells the teacher that she feels guilty and ashamed. Throughout the conversation, the teacher writes down everything the learner says. 3.1 Evaluate the following statements about the scenario. For each statement: (a) Agree or disagree with the statement. (1 mark) (b) Give a reason or reasons for agreeing/disagreeing and elaborate on the reasons, where necessary. (2 marks) 3.1.1 As the alleged rapist is a family member with authority, the teacher should keep the information a secret, irrespective of legal prescriptions. (3) 3.1.2 As the alleged culprit is a family member of high ranking, it is best to consult him before the police is contacted, so that he gives his permission first. (3) 3.1.3 Reporting (disclosing) information about a rape means that it should be reported to a police official or a social worker (child protection organisation). (3) 3.1.4 It is a good thing that the teacher wrote down everything the learner said. (3) 3.1.5 The parents should be notified, and the learner should immediately be taken for a medical examination. (3) 3.1.6 The learner’s guilt and feelings of shame are understandable in situations such as this. (3) 3.1.7 Life Skills teachers need to be familiar with policies and procedures regarding children’s rights and need to report violations against them. (3) 3.1.8 Life Skills should equip learners with knowledge and skills to deal with issues of abuse and the violation of their rights. (3) 3.2 Which of her rights was violated when the learner was raped? (1) 2.3 Read Learning unit 3 of your study guide to complete this question. 2.3.1 Name the four (4) discourses or strands of African Philosophy according to Higgs and Smith (2017). (4) 2.3.2 Carol Ryff‟s theory of psychological wellbeing is based on six components. What are the six (6) components? (6) 2.3.3 Explain the meaning of “interdependence” in the context of Bonfenbrenner‟s bio-ecological theory. Give an example from your own life to support your answer. 2.1 Read up about Ethics and explain what it means in the context of teacher 12 behaviour in a class or school. Use your own words (paraphrase) to show that you understand the concept. You will be penalised if you copy directly from the study guide or internet sources. (4) 2.2 Provide a correct reference for the source of your information, according to the Harvard referencing style. (1) 2.3 Share an appropriate example of good or bad ethical teacher behaviour, either from your personal or school experience, or from a situation you have observed. (2) 2.4 Explain how knowledge about ethical behaviour can enable a teacher to be more effective. Give an example to support your answer. (2 marks for explanation + 1 mark for example) (3) [10] ASSESSMENT 5: SUMMATIVE PORTFOLIO [100 marks] UNIQUE NUMBER: 869837 SUBMISSION DATE: 8 October 2025 This is your summative portfolio (examination equivalent). Your previous assessments were formative; designed to help you learn (assessment for learning). This assessment is summative, designed to assess what you have learnt (assessment of learning). Please note the following important information and complete the checklist as part of your integrity declaration: 1. This assessment will contribute 60% towards your final mark. 2. No extension will be granted (examination conditions apply). 3. To complete this assessment, use your provided official study material, namely Learning units 1 to 6, on your module site. If you are unable to access specific learning units, download all six learning units uploaded in PDF format. 4. No other sources of information will be accepted for this assessment, only your official study material. You may NOT use: - Artificial Intelligence (AI) models or sources (ChatGPT, etc.). - internet sources. - bought assessments - copied assessments 5. When completing this assessment, especially in questions asking you to discuss or explain, please use your own words (paraphrase) as far as possible. This shows your understanding of the concept or question. (Your „own words‟ means that you do not copy, directly, somebody else‟s words, but that you rephrase or rewrite it, using your words, to show that you have understood the concept or question.) 6. Only typed assessments, 1.5 spacing, Arial 11pt will be accepted. 7. Each assessment MUST have a Turnitin report. Handwritten assessments will NOT be accepted for the Turnitin report. 8. Ensure that you have uploaded the correct document. You have three chances to resubmit if you accidentally upload the wrong document. Question 1: Defining Life Skills (25 marks) Read the definitions of Life Skills from Jordaan & Naude (2018) in your IPS1501 study guide. 1.1 Identify at least FOUR (4) key ideas in the given definitions. (4) 1.2 Explain the meaning of each of the four key ideas, that you have identified, in your own words, to show your understanding of them. (4) 1.3 Draw a table in which to answer the following two questions. (3 + 3 = 6) 1.3.1 Identify and discuss at least THREE (3) demands, or challenges, of everyday life that are unique to your own life and circumstances. (3) 1.3.2 Discuss at least ONE (1) life skill that you use, or could use, to overcome each demand, or challenge of everyday life you have identified in question 1.3.1. (3) Example of table to answer questions 1.3.1 and 1.3.2 1.3.1 Demands/challenges in my OWN life 1.3.2 Life skills that I use or need to overcome these demands or challenges a. b. c. 1.4 Draw a table in which to answer the following two questions. (3 + 3 = 6) 1.4.1 Identify and discuss at least THREE (3) everyday life demands (challenges) that may be experienced by intermediate phase learners in South Africa. (3) 1.4.2 Identify at least ONE (1) life skill for each of the everyday life demands (challenges) that you identified in Question 1.4.1 (one different life skill for each demand, do not duplicate life skills). (3) Example of table to answer questions 1.4.1 and 1.4.2 1.4.1 Demands/challenges in the lives of learners in the intermediate phase 1.4.2 Life skills that learners in the intermediate phase need, to overcome these demands or challenges a. b. c. 1.5 Read the description of the school subject Life Skills in the CAPS document for the Intermediate Phase (Department of Basic Education, 2011) and name the five areas of potential that are considered important for the holistic development of the intermediate learner. (5) [25] Question 2 : Concepts (10 marks) 2.1 Read up about Bowlby’s Attachment Theory and explain what it means. Use your own words (paraphrase) to show that you understand the concept. You will be penalised if you copy directly from the study guide or internet sources. (4) 2.2 Provide a correct reference for the source of your information, according to the Harvard referencing style. (1) 2.3 Share an appropriate example of a positive attachment figure, either from your personal or school experience, or from a situation you have observed. (2) 2.4 Explain how knowledge about Attachment Theory can enable a teacher to 6 be more effective. Give an example to support your answer. (2 marks for explanation + 1 mark for example) (3) [10] Question 3: Case study (15 marks) Read the case study and answer the questions that follow: Lesego is nine years old and in Grade 3. His teacher notices that he struggles to cope with some academic demands, which can result in feelings of inferiority. Lesego’s greatest fear is to do a presentation in front of the class. The teacher realises that, if she helps him to do certain tasks, he may soon learn to execute the tasks independently. The teacher decides to design learning steps for Lesego, with the end goal of him being able to do a presentation in front of the class. She invites him to write one short presentation every day, consisting of just two sentences. During break, when all the children have left the class, he stands and, while looking at the empty chairs, he recites the two sentences. After a week, Lesego is ready and invites his best friend to listen to his speech. The teacher teaches him to make eye contact with his friend and to ensure that his hands are still, while he speaks. She also teaches him to talk silently (to himself) before he gets up to do a speech, so that he remains calm. After a week Lesego is ready to do a short presentation in front of the class. He gets up and bravely walks to the front. The teacher can see his lips move and realises that he is talking to himself to calm himself down. He then looks at the class and, while keeping his hands still, he delivers his first ever presentation in front of the class. Afterwards, Lesego is extremely happy. The teacher observes that he takes on more tasks in the classroom and also takes part in class debates. 3.1 Identify and discuss the stage of Erikson’s psychosocial theory in which Lesego may be placed. (1 mark for identification + 4 marks for discussion) (5) 3.2 The teacher realises that Lesego needs assistance with tasks, which he is unable to perform on his own. If she helps him now, he will be able to perform them without help in future. Refer to Vygotsky’s theory and state what this intervention is an example of. (2) 3.3 The teacher designed steps for Lesego to overcome his fear of public speaking. By referring to Vygotsky’s theory, state what this intervention is an example of. (1) 3.4 The teacher taught Lesego to talk silently to himself. Refer to Vygotsky’s theory and state what this intervention is an example of. Complete this sentence: Lesego helped himself by… (1) 3.5 Will the help that the teacher gave Lesego, assist him with other schoolwork? Give a reason for your answer. (2) 3.6 Lesego managed to take part in class debates. Of what, according to Erikson’s psychosocial theory, is this a sign? (1) 3.7 Read page 10 in your study guide for IPS1501. Considering the views of Broderick and Blewitt (2015:11), write down THREE (3) characteristics that Life Skills and other teachers should have, to enable their learners to move successfully through the different stages according to Erikson’s psychosocial theory. (3) [15] Read the following excerpt from your study guide (page 26): “Young people should learn to protect themselves against these diseases with skills like “assertiveness; decision making and problem solving; self-efficacy; confidence and self-awareness; a belief in the right to make your own choices; the ability to handle peer pressure; taking responsibility for yourself and for others in the community; conflict resolution; empathy; and communication skills” (UNAIDS, 2008:7 in Koen, 208:167). The skills mentioned in this quotation are important skills in all areas of life and should be taught as life skills. Consider these skills in the context of learners in the intermediate phase to answer the following questions. Select THREE (3) of the skills mentioned, and for each skill that you select, discuss… a. The meaning (definition) of the skill (concept) (2) b. Give an example of a situation in which a learner in the intermediate phase may demonstrate this skill. (2) c. One way in which a Life Skills Teacher can enable learners to develop the skill (1) (3 x 5 = 15 marks) Example of how to answer 1.1 to 1.3. Use your own, (a) definition, (b) example and (c) explanation. 1.1 Skill: the ability to handle peer pressure a. Learners do not feel pressured to do what their friends or peers tell them to do but have the confidence to stand up for what they believe is the right thing to do. b. A new girl is placed in class and some of the children in Shezi’s class tease the new girl because her head has been shaved. They do not want to sit with her during break. They say that anyone who sits with the ‘chiskop’ is a loser. Shezi stands up to peer pressure by having empathy for the new girl, befriending and sitting with her during break. c. A teacher can encourage learners to speak up for what they believe in and develop their confidence by listening to what they have to say and supporting their positive behaviour. [15] Question 2: Concepts (10 marks) 2.1 Read up about Diversity and explain what it means in the context of learners in a class or school. Use your own words (paraphrase) to show that you understand the concept. You will be penalised if you copy directly from the study guide or internet sources. (4) 2.2 Provide a correct reference for the source of your information, according to the Harvard referencing style. (1) 2.3 Share an appropriate example of diversity, either from your personal or school experience, or from a situation you have observed. (2) 2.4 Explain how knowledge about learner diversity can enable a teacher to be more effective. Give an example to support your answer. (2 marks for explanation + 1 mark for example) (3) [10] Question 3: Case study (25 marks) The Children's Act 38 of 2005 (S 110 (1)) refers to the responsibility of any person, including a teacher, who “on reasonable grounds concludes that a child has been abused in a manner causing physical injury, sexually abused or deliberately neglected, must report that conclusion in the prescribed form to a designated child protection organisation, the provincial department of social development or a police official”. Read the following scenario:1.1 The purpose of completing a module such as IPS1501 is to acquire and develop knowledge that will assist you in becoming an effective teacher. We hope that you have learnt something interesting and useful while studying this module. Respond to the following questions: 1.1.1 Reflect on any useful or interesting information that you have learnt in this module. Discuss six (6) useful or interesting ideas presented in this module. (2 x 6) 1.1.2 For each interesting or useful fact, theory or idea you discuss, indicate the Learning unit name and number, where the information is presented. (1 x 6) 1.1.3 Explain how or where, in your life, you can apply this information. (1 x 6) 1.1.4 Give one suggestion for how this module can be improved. (2) [26 marks] 1.2 Discuss each concept or theory below under the following subsections:  Explain what the concept means. (2)  Give an appropriate example, either from your personal or schooling experience or from a situation you have observed where this concept/theory or the lack of this concept was experienced. 2.1 Read the following case study and answer the questions that follow: Eleven-year-old David‟s mother died of a drug overdose three years ago. Since his mother‟s death, David stays with his maternal grandmother and three other children in a one-bedroom RDP house in a rural area of the Free State province. He feels that his grandmother cares for him, loves him and that he can trust her with all his secrets. David has trouble with his schoolwork and repeated his grade in 2022. Fellow learners told him that he is a stupid clown and that makes him quite sad and ashamed. His grandmother is disabled and on crutches. Every day his grandmother takes a handful of tablets that she receives every second week from the local clinic. He is very afraid that his grandmother will become ill and pass away like some of the other elders in their community, leaving him alone. Although they struggle financially, the church and community are supportive. The community respects his grandmother and regards her as one of the elders. David‟s grandmother loves to tell the children stories and teach them cultural songs and how to make beautiful cultural craft items. Answer the following questions, based on David‟s story: 2.1.1 According to Erikson‟s stages of development, in which stage of development does David find himself? Give a reason for your answer. (1 x 2) 2.1.2 According to Erikson‟s stages of development, what is the basic conflict that David needs to resolve in his current development stage? Explain the conflict. (3) 2.1.3 From a Positive Psychology perspective, identify at least two (2) assets in David‟s environment. Give reasons for your answer. (4) 2.1.4 Using the attachment theory of John Bowlby, identify a safe haven for David. 6 Give at least two (2) reasons for your answer. (4) 2.1.5 Using the bio-ecological theory, identify at least two (2) microsystems for David and explain how they may support him. (4) 2.1.6 According to the stages of social selfhood developed by Bame Nsamenang, which stage, do you think, David is likely to fall into? Explain the developmental task associated with this stage. (3) 2.1.7 Teachers play an important role in how the values they practice in their classrooms get transferred to learners. Discuss how David‟s teachers can support him by applying at least three (3) Ubuntu values in the classroom context. How will this support David? (6) [26 marks] 2.2 Match the letter in column A with the correct number in column B (only give the letter with the number e.g. A5). Column A Column B A. Piaget 1. Psychosocial stages B. Vygotsky 2. Attachment theory C. African Philosophy 3. Development areas D. Bronfenbrenner 4. Interconnectedness E. Bowlby 5. Ubuntu and communalism F. Positive Psychology 6. Support structures G. Erikson 7. Professional ethics H. Ubuntu 8. Operational cognitive stage I. Ainsworth 9. Bio-ecological theory J. Social ecologies 10. Zone of proximal development 11. Positive assets and resources 12. Emotional bond between people  Describe one way a Life Skills teacher can apply or implement this concept in their class. (2) 1.2.1 Secure attachment (8) 1.2.2 Ubuntu in the classroom (8) 1.2.3 Maslow‟s Hierarchy of Needs (8) [24 marks] A Grade 6 learner shares with her Life Skills teacher that she was raped the previous day. She requests the teacher to keep it a secret. She explains that the alleged rapist is her uncle, a person with high authority in her family. She also tells the teacher that she feels guilty and ashamed. Throughout the conversation, the teacher writes down everything the learner says. 3.1 Evaluate the following statements about the scenario. For each statement: (a) Agree or disagree with the statement. (1 mark) (b) Give a reason or reasons for agreeing/disagreeing and elaborate on the reasons, where necessary. (2 marks) 3.1.1 As the alleged rapist is a family member with authority, the teacher should keep the information a secret, irrespective of legal prescriptions. (3) 3.1.2 As the alleged culprit is a family member of high ranking, it is best to consult him before the police is contacted, so that he gives his permission first. (3) 3.1.3 Reporting (disclosing) information about a rape means that it should be reported to a police official or a social worker (child protection organisation). (3) 3.1.4 It is a good thing that the teacher wrote down everything the learner said. (3) 3.1.5 The parents should be notified, and the learner should immediately be taken for a medical examination. (3) 3.1.6 The learner’s guilt and feelings of shame are understandable in situations such as this. (3) 3.1.7 Life Skills teachers need to be familiar with policies and procedures regarding children’s rights and need to report violations against them. (3) 3.1.8 Life Skills should equip learners with knowledge and skills to deal with issues of abuse and the violation of their rights. (3) 3.2 Which of her rights was violated when the learner was raped? (1) 2.3 Read Learning unit 3 of your study guide to complete this question. 2.3.1 Name the four (4) discourses or strands of African Philosophy according to Higgs and Smith (2017). (4) 2.3.2 Carol Ryff‟s theory of psychological wellbeing is based on six components. What are the six (6) components? (6) 2.3.3 Explain the meaning of “interdependence” in the context of Bonfenbrenner‟s bio-ecological theory. Give an example from your own life to support your answer. 2.1 Read up about Ethics and explain what it means in the context of teacher 12 behaviour in a class or school. Use your own words (paraphrase) to show that you understand the concept. You will be penalised if you copy directly from the study guide or internet sources. (4) 2.2 Provide a correct reference for the source of your information, according to the Harvard referencing style. (1) 2.3 Share an appropriate example of good or bad ethical teacher behaviour, either from your personal or school experience, or from a situation you have observed. (2) 2.4 Explain how knowledge about ethical behaviour can enable a teacher to be more effective. Give an example to support your answer. (2 marks for explanation + 1 mark for example) (3) [10]