Name: Zubair Kathrada Student Number:

56155336

Course Code: SDSGC0D

Unique Number: 586839

Assignment Number: 01

Pages: 05

Title - The aspects of information about a

school and its place and function in the
community.

TABLE OF CONTENT
PAGE
A- The essential guidance activities in life orientation
2

B- Axelsons activities that form part of the life

orientation teachers tasks
3

C- Considerations to be taken into account when

dealing with learners in a group
4

D- Variables when assessing different learners from

different backgrounds
4

E- What is a grief crises?

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Name: Zubair Kathrada Student Number:
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Course Code: SDSGC0D

Unique Number: 586839

Assignment Number: 01

Pages: 05

6
Gillis guidelines on assisting learners in crises caused
by separation by parents
6

List of sources
8

Question A

Essential guidance activities with life orientation.

It is the responsibility of teachers to act as life orientates

while fulfilling their roles as teachers in specialised learning
areas. It is also the responsibility for adults to guide children
(learners) in a meaningful way which will allow them to be
productive and happy citizens. In this process, the learners

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Name: Zubair Kathrada Student Number:
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Course Code: SDSGC0D

Unique Number: 586839

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Pages: 05

are increasingly able to realise their full potential, that is, to

become what they can be, want to be, and should be. In
other words, reach their self-actualisation.

The following can be seen as essential guidance activities

within Life Orientation which makes the above possible:

1.1. Providing a sense of security

The guiding presence of adults (educators) gives learners
a sense of security and encourage them to engage in
further activity, exploration and decision making. This
includes the willingness to listen attentively to learners, to
support learners during a crises, to design problem
solutions with learners and to treat learners affairs as
confidential.

1.2. Confronting (contact) with reality

Adults present learners with aspects of reality at levels
that are suitable to their development phase and context
in which they live. By setting a good example, Adults
encourage learners to become responsible, productive
and independent adults. Adults also present learners with
knowledge, information and alternatives regarding their
careers and personal and academic betterment. Adults
allow for learners to explore new areas by clarifying things
and dissolving learners confusion.

1.3. Accounting for and making sense of life

Once learners have gained a sense of security,
understood their personal reality and have orientated
themselves towards their future, they need to reflect

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Name: Zubair Kathrada Student Number:
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Course Code: SDSGC0D

Unique Number: 586839

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weather they have used or lost out on valuable

opportunities in life. Learners need to account for their
past, present and future actions. Through their
relationship with adults, learners will be guided towards
taking responsible and justifiable decisions and actions
towards self-realisation.

1.4. Anticipating and envisaging future events

Adults help learners to set objectives which they need to
work towards to achieve their goals in the future. For
example, learners could respond to adult guidance by
dispensing with an unrealistic or undesirable goal and
reach out to attain new attainable goals.
1.5. Actualising the self-realisation and personal
potential
Through the guidance of life orientation teachers, learners
can work towards what they can and want to become.

Question B

Axelson (1985) has defined a number of activities that form part

of the Life Orientation teachers task. These activities include:

Helping learners develop the possibilities of their

personalities.
Temperament is a set of in-born traits that organize a
childs approach to the world. They are instrumental in
the development of the childs distinct personality. As an
educator of life orientation we need to try and tailor
learners temperaments in a way that will create

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Name: Zubair Kathrada Student Number:
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Course Code: SDSGC0D

Unique Number: 586839

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Pages: 05

personalities that can adapt to real world situations in the

future. This can be done through guidance and
counselling for individual learners.

Helping learners draw from their natural resources

and strengths.
As an educator in Life Orientation, we should take
responsibility in trying to bring out the best in each
learner. Even though all learners have limitations and not
the same availability of resources, we should focus on
each individuals strength and promote it in such a way
that it will be beneficial for them to use in the future.

Help make something needed by learners available

or useable.
It is important for a Life Orientation educator to be seen
as someone in which learners can go to for guidance and
advice to discuss various matters. Many learners may feel
neglected and need the feeling of understanding, sincerity
and acceptance. Educators should create an environment
of openness but at the same time confidential. Guidance
counselling can be given to individual learners in which
we should not be judgmental but rather empathetic and
understanding towards learners issues.

Helping learners move from a present situation to

providing more opportunity for effective use.
Many learners are faced with difficult challenges in their
lives. As a Life Orientation educator, we should be
empathetic towards their issues and help them to
overcome their current challenges in life and give hope

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Name: Zubair Kathrada Student Number:
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Unique Number: 586839

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that a better future awaits. Challenges learners may face

may include Academic, Social and personal.

To help something gradually unfolds for the learner.

As an educator in Life Orientation, we should try and
create opportunities for learners in which they were
previously restricted to. This may done through
counselling and coordination that manages a variety of
indirect services that benefit learners.

Help learners to grow to what they want to be.

It is important that we take into consideration each
learners strength and weakness and advise them on a
suitable career path for the future. We should also
consider learners interest and its practicality in the real
world. Once learners strengths are highlighted, we should
work with them on a continuous basis for them to reach
their full potential

Help learners to acquire something they need or

want.
An educator plays an important role in helping learners
achieve their goals. It is important that a life orientation
educator sets guidelines for which learners need to follow
to achieve their goals. At times, certain learners with
great abilities may be restricted with opportunities. For
them to grow and prosper, we should try to create these
opportunities so that they are able to reach their full
potential in the future.

Help learners expand by a process of growth.

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Name: Zubair Kathrada Student Number:
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Course Code: SDSGC0D

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Human development unfolds in a series of life stages as it

is influenced both heredity and the environment. As a life
orientation educator, we are faced with the task of
helping learners master the task of adolescents. As
educators, we need to continually guide learners in all
academic, social and personal aspects of life as well as
create opportunities for them to grow.

Question C

The following needs to be taken onto consideration by

Life Orientation teachers when working with learners in a
group:

Is it a homogeneous group?
Do all the group members share the same problem/have
the same need?
Are the group members familiar with each other?
How can the group work process be followed up?
How do I adapt the choice of my area, Identity and theme
to suit the group

Question D

A number of variables need to be taken into consideration

when assessing learners from different cultures:

Learners language proficiency.

Learners proficiency in the home and additional language
should be assessed before the evaluation is done. After

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Name: Zubair Kathrada Student Number:
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Unique Number: 586839

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this assessment, learners may be assigned to a culturally

sensitive professional who is fluent in that same
language. If need be, a translator may intervene between
educator and learner but the following needs to be taken
into consideration:
- He/she must be aware of the issue of confidentiality.
- Transilators should be thoroughly trained to the
administration of the tests to be used.
- Extra measures must be taken to ensure rapport
between teacher, learner and translator. (The learner
should not feel threatened by a third party)

Acculturation.
When assessing culturally different learners, it is
important to consider learners who are new and trying to
adapt to a different environment. For example, a learner
who arrives to the city from a rural area present
challenges that are different from those who have been
brought up in the city. When dealing with acculturation,
we need to take the following steps into consideration:
- Learners isolation and alienation from the new culture
with rigid adherences to their own cultural norms.
- Rejecting their own culture by dressing style, habits,
changes in values and sometimes names.
- Uneven adaption to the new environment by different
family members which may lead to conflict within the
family system.
- Integration into the host culture while important
attachments to the old culture are preserved.
-

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Name: Zubair Kathrada Student Number:
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Course Code: SDSGC0D

Unique Number: 586839

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Pages: 05

The role of parents.

The role of parents in assessments for a learner involves
much more than signing an authorization form. Many
parents may not know about assessments and may even
mistrust the whole procedure. It is therefore our task to
attract parents to come to the school and explain to them
how learner assessments are beneficial. Life Orientation
educators should encourage parents from different
cultures to get involve in school activities.

Question E

Grief crises A grief crises is presented when individuals

find themselves unable to cope adequately with the death
of someone. Unfortunately little is done at home and at
school to prepare a learner for the inevitable death of a
loved one. Grief counselling should be offered to learners
as mourning is a natural and necessary process. Not only
should learners be comforted and supported, they should
actively be helped to work through the process.

Gillis (1994) provides the following guidelines for learners

dealing with a crises caused by divorce and separation:

Prepare them in advance: Parents should agree

beforehand how children will be told and they both need
to be present. The discussion needs to take place in a
caring manner and both parents should emphasize their
love for their children. Learners need to be helped to

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Name: Zubair Kathrada Student Number:
56155336

Course Code: SDSGC0D

Unique Number: 586839

Assignment Number: 01

Pages: 05

understand why there has to be a change and they should

be allowed to express their emotions.
Following the initial shock, learners should be helped to
work through their feelings.
Reassure them: Learners need assurance that
- The divorce will not affect their parents love for them.
- They are not losing a parent and will still have a
fulfilling relationship with both of them.
- They will not be rejected in any way.
- They do not have to take sides.
- They will be financially secure.
- They are in no way responsible for the separation and
there is nothing that they could have done to prevent
the separation
- They will have access to noncustodial parents.

Keep them informed: learners need to continually be

updated on what is going to happen. Where appropriate,
they should be encouraged to take part in any decisions
that affect them.

In terms of primary intervention, learners need to be

provided with coping skills before a crises occurs. Such
skills may include
- An understanding of what constitutes a crises.
- An awareness of feeling, thoughts or unfinished
business that could be reactivated by a crises.
- Changes in feelings and thoughts that may occur
overtime.

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Name: Zubair Kathrada Student Number:
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Course Code: SDSGC0D

Unique Number: 586839

Assignment Number: 01

Pages: 05

List of sources:

Alexson, JA. 1985 Counselling and development in a

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Name: Zubair Kathrada Student Number:
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Course Code: SDSGC0D

Unique Number: 586839

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multicultural society. Monteracy, CA: Brooks/Cole.

Gillis. 1994 guidelines on assisting learners in a crises

Locke, DC and Parker, LD. 1994. Improving the multicultural

competence of educators in schools: Allyn and Bacon

Greenan, H, MCIIveen, K and Humphreys, P. 1997. Involving

students in counselling and learning: A nessesary evil? Quality
assurance education 5(4): 231-238

UNISA, Pretoria.2015. Subject didatics: life orientation SDSGC0-D

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Unique Number: 586839

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