Life Orientation Grade 12 Mind The Gap Pdf Download [UPDATED]

Health, wellness and life skills provides students with the tools to successfully balance personal well-being with social, professional, community, and global commitments. Students will complete noncredit modules or course equivalents in three areas: navigating health and safety; mind and body balance; and life skills. Some topics and experiences within these areas include:

Modules are required in both navigating health and safety, and mind and body balance with a third module from any of the three areas. Students who complete these requirements will gain confidence and resilience by learning how to navigate difficult and potentially dangerous situations, gaining a solid foundation in the skills of everyday life, and establishing productive habits of mind and body.

Life Orientation Grade 12 Mind The Gap Pdf Download

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For students entering Brandeis beginning fall 2019, the health, wellness and life skills requirement will be satisfied by completing three noncredit, six-week module courses. All first-year students need to enroll in the core navigating health and safety module in their first semester at Brandeis, and students will then choose one module from mind and body balance and one other module from any of the three groups. Courses that satisfy the requirement in a particular semester are designated "hwl1" (navigating health and safety), "hwl2" (mind and body balance), or "hwl3" (life skills) in the Schedule of Classes for that semester. A list of health, wellness, and life skills courses is available in the Courses of Instruction.

Completion of one full season of participation on a varsity athletics team, as certified by the Department of Athletics, is equal to one mind and body balance module. Exemption of the mind and body balance module requirement is given to anyone who has served in the military. Students may also take a course outside of Brandeis to get CPR and AED certified. Any exemption for certification has to be the equivalent of the class offered by Brandeis, and must include CPR and AED training for adults and children. CPR certification is equivalent to the credit earned for the successful completion of one life skills (hwl3) module. Please contact the Department of Athletics for complete information on requesting an exemption.

According to the Department of Education (2002c) Life Orientation is mandatory for all learners in the Senior and Further Education and Training phases of Basic Education. It offers possibilities for equipping learners in South Africa with the knowledge, skills, attitudes and values to develop confidence within themselves and to become responsible citizens. LO can be described as a learning area within the educational context that promotes the holistic development of a child (Cornbleth, 1990; Donald, Lazarus & Lolwana, 2001; Engelbrecht & Green, 2001; Engelbrecht, Green, Naicker & Engelbrecht, 2001). Educational context refers, here, to all the processes, at school level, entailed in training children's "minds and abilities so that they could acquire knowledge and develop skills" to succeed in life (Oxford South African Secondary School Dictionary, 2011: 195). LO integrates subjects, such as Health Education, Life Skills, Career Guidance, Physical Education, Human Rights Education and Religious Education (DoE, 2001).

The findings of this study are significant in that they reveal several implications for what constitutes the role of keystone LO teachers in the educational, social, and cultural contexts as corroborated in the literature and theoretical discussions covered earlier in this paper. In the educational context, keystone LO teachers should be involved in the processes that develop the minds and abilities of children to acquire the knowledge and skills to succeed in life. In order to accomplish this LO teachers, firstly, need to be effective counselors so that they could help learners with the multitude of social problems that exist in society. However, the problem is that most LO teachers have not been trained in basic counseling skills (Diale, 2010). As such, it is imperative that the department of education should take responsibility for the in-service training of LO teachers in basic counseling skills. Simultaneously, the department should consult with tertiary institutions to ensure that basic counseling skills training is included in the pre service education of LO teachers, especially, in light of the fact that the department rationalized the posts of school counselors.

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