• An understanding of the ways in which their own cultural traditions have shaped them is demonstrated

• A appreciation of their own uniqueness and that of others is demonstrated

• Objective assessments of their abilities and attitudes are displayed

• Analysis of the integrated nature of the whole person is demonstrated

• Cultural background related to personal growth

• Characteristics of individual human worth

EXAMPLE: independent thinking; initiative

• Critical appreciation of the self

• Mental, social, emotional, spiritual and physical
• Inter-relatedness of these facets in the development of balanced individuals

•  Attributes and values that make unique individuals are identified

• A positive self concept is reflected

• Confidence in facing unfamiliar situations and challenges is expressed

• An understanding of the integrated nature of the whole person is demonstrated

•  Values, strengths and limitations in the context of society and cultural background

• In family, groups, school and community

• Mental, social emotional, spiritual and physical
• Inter-relatedness of these facets in the development of balanced individuals

• Knowledge of appropriate vocabulary for expressing feelings is demonstrated

• Knowledge of themselves as unique individuals is demonstrated

• Positive thoughts about themselves and their abilities are expressed

• Recognition and acceptance of their own abilities is demonstrated

• An awareness of the integrated nature of the whole person is demonstrated

• Self esteem, confidence, own uniqueness

• Mental, social emotional, spiritual and physical

• Inter-relatedness of these facets in the development of balanced individuals

• A critical analysis of various relationships in families, friends and groups is demonstrated

• Qualities of relationships and communication are evaluated

• A number of roles and responsibilities to develop and maintain positive relationships and sound communication.

EXAMPLE: strengthening networks, mutual dependence, rights and responsibilities

• Knowledge of changes in relationships, families, friends and groups is demonstrated

• Skills in assessing qualities of relationships and effective communication are demonstrated

• A range of skills required to develop and maintain changes in relationships

EXAMPLE: making and breaking friendships, family changes (adolescence, death, divorce, etc.)

•  The nature of various relationships, families, friends, groups, qualities of relationships and communication is expressed

• Care for and co-operate with others in family, group and community.

EXAMPLE: making and valuing friends, caring and sharing

•  Knowledge of and respect for people’s rights to hold different beliefs and values is demonstrated

• The interaction of how different value and belief systems interact is illustrated

• A comprehension of the relationship between national unity and cultural diversity in South Africa is demonstrated

• The role of values and beliefs in socialisation is evaluated

•  Different beliefs and values

• Issues in diverse societies and efforts for unity
  

• Ways in which values and beliefs influence societies

• An understanding that people believe differently is explained

• A comprehension of value and belief systems is demonstrated

• An understanding of the coexistence of different value and belief systems is demonstrated

• The development of value and belief systems is appreciated

• Understanding of the cause and effect of a range of important events in their belief system is demonstrated

• Differentiate how people see and think about things/issues

EXAMPLE: classroom, playground, sports field

• Gathering and interpreting relevant data

• Different belief systems and value systems
  

• Historical background
  

• Selected important events which impacted significantly on its followers

•  An understanding of the nature of values and beliefs is displayed

• An understanding of the existence of different value and belief systems is displayed

• Knowledge of a range of events in their belief sytem is demonstrated

•  Description of values and beliefs

• Evidence of comprehension of different value and belief systems

EXAMPLE: family, community

Selected events that had an impact on their belief system

•  Evidence of human rights values and practices is displayed

• The history and struggle for human rights is analysed

• An understanding of the relationships between rights and responsibilities is displayed and practised

• The practice of Ubuntu, within the South African diversity, is analysed
  

• Work of individuals, groups, private and public institutions with regard to human rights is appraised

•  Universal Human Rights Code
  

• South Africa and other countries
• Different human rights issues

• A range of political and social responsibilities

• A range of aspects of Ubuntu

EXAMPLE: respect, social justice

• Practical information gathering and interpretation
• A range of Child Protection Agencies

• An understanding of the South African Constitution and the Bill of Rights is demonstrated

• An understanding of children’s rights and their knowledge of Child Protection Agencies is demonstrated

• An awareness of the relationship between human rights and responsibilities is demonstrated

• An understanding of and the advancement of a human rights culture is demonstrated

• The nature of the South African Constitution and Bill of Rights against the background of the South African history

• Requirements for optimal childhood
• A range of Child Protection Agencies

• Relationship between human rights and responsibilitie

• Anti-discriminatory behaviour and communication

• An awareness of own humanity and self worth is displayed

• An understanding of basic human rights concepts is displayed

• An understanding of what is meant by Ubuntu is demonstrated

• Issues and problems are identified
  
  
  

• An awareness of differences and relationships between rights, needs and wants is expressed

• Their rights and responsibilities as members of a family, a school and a community are identified and explained

• Knowledge of Child Protection Agencies and how to access them is displayed

•  Discovery and expression of own strengths, weaknesses and needs

• Anti-discriminatory behaviour and empathy
  

• Comprehension of values and behaviour related to Ubuntu

• Human Rights issues and problems

EXAMPLE: equality, poverty, harm, discrimination, justice

• Acquaintance with children’s rights and Child Protection Agencies

• Children’s rights and responsibilities

• A range of Child Protection Agencies

• The ability to take responsibility for oneself and others is demonstrated

• Acceptance of responsibility for own choices in terms of personal and community well-being is demonstrated

• The responsibility to promote safety awareness, the management of life changes, stress management and conflict resolution is demonstrated
  

• The effective accessing and use of resources is displayed

• A variety of problem solving methods

• Safety issues and practises
• Strategies to cope with change and stress
• Various forms, sources and consequences of conflict

• Information from various sources
• Base decisions on gathered data

• The ability to make independent decisions for which the learners are accountable, is demonstrated
  

• The application of safety procedures as the combined responsibility of individuals and the community

• The prevention of stress from becoming detrimental to effective functioning

• Assertiveness with regard to sexual issues and general life situations is demonstrated
  

• The use of a variety of techniques to gather information is demonstrated

• Influences on decision making
• Take responsibility for own decisions
• Identify different kinds of decisions
• Analyse problems

• Home school and community

• Stress and conflict management techniques

• Behavioural aspects of life and sexuality that are relevant, including those that effect self esteem and relationships with others

• Gather, analyse, interpret, evaluate and display data

• Skills in decision making, problem solving and planning is displayed
  

• Knowledge of safety, how to handle stressful situations and be assertive is expressed

• The use of a variety of information methods is displayed

• Influences on and reasons for choices
• How to plan
• Ability to identify problems

• Differentiate between safe and unsafe situations
• Cope with hazards inside and outside the home, at school and the environment in general
• Ways of preventing personal, physical safety related to sexuality
• Handle conflict with friends
  

• Gather, organise and display data

• Research of resources regarding career opportunities is demonstrated

• Requirements for careers are analysed
  

• Immediate career opportunities are analysed
  

• First hand experience in the work place is evaluated
  

• Career planning and pathing processes and procedures are demonstrated

• The ability to present themselves is demonstrated

• An understanding that career choices are informed by personal and cultural values is demonstrated

• Role models are identified

• Knowledge of own skills, abilities, interests and personality is demonstrated

• Job seeking skills are displayed

• A variety of resources
  

• A range of unit standards in the Further Education and Training (FET) phase

• A range of work/study fields of South African Qualifications Authority (SAQA)

• Individual and group field trips
• Comparison of careers and other opportunities

• Different occupational fields and career specific requirements

• Curriculum Vitae, interview, bursary
  

• Forms of bias, prejudice and stereotyping in choosing a career, e.g. gender, ethnicity, age etc.

• In a variety of careers

• Own personality, interests, strengths, weaknesses

• Media, employment agencies, work place

• Career opportunities and occupational roles are identified
• Knowledge of the self is expressed
• Different occupations are observed
• Knowledge that career choices are informed by personal and cultural values

• A range of career opportunities and occupational roles
• General knowledge of self
• A range of occupations
• Forms of bias, prejudice and stereotyping in career choices, e.g. gender, ethnicity, age, etc.

• Likes and dislikes are described

• Occupations are identified

• The nature and value of work are expressed

• The use of talents and abilities is expressed

• Activity-related likes and dislikes

• Local community

• As expressed by a variety of people
  

• Family, school and community members

• Various lifestyles in terms of a healthy and balance approach are appraised

• Knowledge and prevention of sexually transmitted diseases and AIDS is demonstrated

• Goal-setting for a healthy and balanced lifestyle is demonstrated

• Various lifestyles
  

• Various sexually transmitted diseases and AIDS
  

• Choices related to balanced and healthy lifestyle

• The physical, emotional and social changes associated with puberty are demonstrated

• Knowledge of the physical, mental and social effects as well as the consequences of substance abuse on themselves, their family, others and community is demonstrated

• An understanding of the influences of social dynamics on their attitudes and values regarding healthy living is demonstrated

• Participation in environment protection and rehabilitation is demonstrated

• Knowledge of the nature of available health services is expressed

• Acquisition of basic first aid skills is demonstrated

• The relationship between nutrition and stages of growth and development and the food practices associated with the different stages of life is examined

• Changes associated with puberty

• A range of substances
• Their impact/effect on people

• In family, media, peers, community and culture

• Local and global environmentally related health issues

• Primary and secondary health services

• First aid procedures
  

• Patterns of food consumption

• Practices of personal hygiene are demonstrated

• Sound nutritional values are identified

• The reasons for caring and maintaining the environment to promote own health, are explained

• Knowledge of and participation in various leisure activities are demonstrated

• Patterns that influence their daily life are identified

• The influence of media on values and attitudes regarding healthy living is identified

• The distinction between safe and unsafe substances is expressed

• Care of the body
  

• Food groups

• Pollution of water, land and air

• A range of individual and group activities
  

• Time management
  

• Printed and electronic media

• Substances that go into the body and how some can endanger health

• Appraisal of movement concepts and movement skills is demonstrated

• Possession of a repertoire of movements that involve manipulation and object control is demonstrated

• The formation of movement compositions to communicate ideas is demonstrated

• The recognition of strengths and development needs is demonstrated

• The benefits of exercise on fitness over a period of time

• Key points when executing particular movement skills

• The performance of self and peers

• Skill and control in performing movement activities using objects
  

• Skills and elements to choreograph and perform sequences, using the body as an instrument of expression

• Personal performance against given criteria

• The benefits of regular human movement activities are demonstrated

• Competence in specialised movement skills is demonstrated

• Body awareness and control in movement performance is demonstrated

• Factors that contribute to positive and negative feelings towards physical activity are expressed

• Skills and accuracy in performance are displayed
  

• Movement work that has been produced in conjunction with others is demonstrated

• A range of benefits
  

• Mastery over body and environment
  

• Movement sense, body awareness and control in varied situations
  

• Experiences of physical activity

• Manipulation and control of objects/implements for participation in various movement form

• Participation in group activity, confidence and responsibility

• Knowledge of the benefits of regular human movement activities is expressed

• Different ways of moving to gain confidence in simple movement patterns are demonstrated

• Knowledge of relevant movement terminology is expressed

• Ability to work individually and in groups to perform movements and handle objects is demonstrated

• Creative and confident movement response to various stimuli is expressed

• The ability to work with a partner/group in competitions, games and dances is demonstrated

• A range of benefits

• A wide range of creative and challenging activities
  

• Correct application
  

• Movements and movement variations, individually and in groups
  

• Use of movement to interpret various stimuli

• Co-operate with partner/group
• Effect group decisions
• Accept authority of leader