Teachers are often in contact with children whose family members are affected or infected by the HIV and AIDS pandemic, or children themselves who are affected or infected by the HIV and AIDS pandemic. Often, it is teachers themselves who are suffering due to the HIV and AIDS pandemic. School training and tertiary training are one of the most important components, which need a lot of attention in a developing country. Teachers play a very important role in developing the youth’s thoughts. School training is often negatively impacted due to absenteeism of teachers, negative attitudes of teachers and the time wasted to replace teachers who are negatively impacted by the HIV and AIDS pandemic or who take medical discharge. Teachers often don’t know how to handle the impact of the HIV and AIDS pandemic and they are also unaware of resources available in this regard. The REds-programme is a support programme designed for teachers who are affected by the HIV and AIDS pandemic. The aim of the REds-programme is to provide teachers with support so that they will be able to handle the impact of the HIV and AIDS pandemic. The focus is specifically on teachers, as they don’t live or work in isolation. Teachers form part of communities and school units whom are directly impacted by the HIV and AIDS pandemic. The REds-programme was vi implemented in 2004. This programme is thus running, tested and still in the process of testing, for the past six years. Article 1 consists of the following: The nature and content of the REds-programme. The group work process, as well as a discussion of each group work session. Article 2 consists of the following: An evaluation of the REds-programme by means of the qualitative and quantitative results obtained. From the results, it is clear that the REds-programme is a very effective programme from which life orientation teachers can benefit. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012

D.Ed. (Educational Psychology) / Through quality education for all, learners will be able to reach their full potential and will be able to “meaningfully contribute to and participate in that society throughout their lives” (Department of Education, 1997, p.11). To facilitate this process, Life Orientation (LO) has been introduced as a compulsory subject in grades 8 to 12 and, according to the National Curriculum Statement, it will be “guiding learners to develop their full potential in all spheres of life (i.e. holistic development)”, and focusing on “skills that empower learners to relate positively and make a contribution to family, community and society life in South Africa” (Department of Education, 2003, p.19). This implies that those responsible for teaching this subject would require specific qualities and characteristics, as they face many challenges in terms of what learners bring to school, such as the effects of violence, HIV, abuse, divorce, poverty and teenage pregnancy. The expectations of the learning outcomes are high, and as yet little is known about the experience of LO within schools. This research therefore aimed to explore the learners’ lived experiences of LO within secondary schools in Gauteng, in order to understand their perspectives of LO and LO teachers in the first phase, so that intervention strategies could be developed in the second phase to enhance its implementation. The research utilised a qualitative paradigm and included a literature review, focus group interviews with six to eight learners in each grade of four secondary schools, five individual interviews with learners, four individual interviews with LO teachers, and open-ended questionnaires completed by one class in each grade in secondary school. Data analysis was deductive and themes identified focused on the relevancy of LO, the attitude to LO, the acquisition of life skills, LO teachers and their teaching methods, and the LO needs of learners. Several gaps were identified between learners’ experiences and the learning outcomes of LO. Intervention strategies, based on the findings of the study in phase one, were developed in phase two in order to address these gaps, to further develop LO as a learning area, and to facilitate the acquisition of life skills by secondary school learners. The overall principles of the intervention programme focused on improving the practical applicability of LO for learners, making it more relevant to adolescents, linking it to the community, assisting with the necessary teacher selection criteria and teaching qualities, and highlighting the necessity for more health promotion in schools.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018 / This study aimed at determining the role that Life Orientation teachers (LO) play in preparing Further Education and Training (FET) phase learners for Post schooling education (PSE) in Bhekuzulu circuit, Zululand District. The objectives of the study were to (a) establish the role that LO teachers play in preparing FET phase learners for post schooling education in Bhekuzulu circuit, (b) find out whether there are support programmes available to enable LO teachers support their learners for their post schooling education, (c) establish the type of challenges that LO teachers face which hinder them from supporting and preparing FET learners for post schooling education. A mixed-methods research approach was used in a case study constituted of 70 participants. To this end, the questionnaire and focus group interviews (FGIs) were used to collect data. A qualitative thematic content analysis was used to analyse data, by grouping similar themes. Furthermore, a quantitative data analysis was used to quantify the phenomenon by analysing patterns and trends of the respondents. The findings reveal that teachers do support FET learners in preparation for PSE with the little skills and knowledge they possess. However, the major challenge that prevailed in this study is that LO teachers are not trained to provide CG; most of these teachers do not have specialisation in teaching LO and/or CG. Other challenges that prevailed were the insufficient time allocated to teach LO, lack of CG resources, negative attitudes towards LO as subjects by teachers as well as school management teams. Moreover, the study found a lack of CG programmes in schools and poor implementation of these programmes, poor subjects groupings offered in schools, poor learners’ efficacy in career choices and lack of community support. The study recommends that the Provincial Department of Basic Education should train all LO teachers using accredited service providers to enable teachers to provide CG to learners in a meaningful way. Secondly, more time should be allocated to LO especially in the teaching of careers and career choices. Lastly, schools should be provided with common basic CG programmes to be implemented by all schools and be monitored intensively by the CG officials. / National Research Foundation Of South Africa (Grant Number:CP160513164973 and 105246)

Magister Educationis - MEd / The purpose of this project was to determine the status and value of physical education at primary schools as well as the extent to which it is offered. It is also hoped that this study will be useful in putting forward an argument for the inclusion or re-inclusion of physical education as a compulsory subject in the curriculum of schools. There appears to be a decline in the teaching of the subject at primary schools. Time tables afford little or no time to the teaching of physical education. This has implications for the holistic development of pupils and for providers of physical education teachers. Such institutions would find it difficult to provide opportunities for in-service experiences in physical education for prospective teachers and may come to perceive such courses as not viable.

Life Orientation is one the learning areas which was introduced by Curriculum 2005 in the General Education and Training band. Its inclusion in the Further Education and training curriculum from 2005 is indicative of its unsurpassed importance to learners. However, these changes have brought about challenges and uncertainty among educators. A literature study was done to discuss the concepts of Life Orientation content, the role of educators, the skills Life Orientation educators should possess and adolescence. The different approaches in relation to the teaching of Life Orientation were also explained. A survey study, using a quantitative research design, was done to investigate educators' response on their knowledge of Life Orientation content, Life Orientation skills and adolescent development. The results of the study indicate that Life Orientation educators lack confidence in these three areas. Therefore, educators require training to equip them to cope with the challenges of the learning area, Life Orientation. / Educational Studies / M.Ed. (Specialisations in Guidance and Counselling)

Life Orientation is one the learning areas which was introduced by Curriculum 2005 in the General Education and Training band. Its inclusion in the Further Education and training curriculum from 2005 is indicative of its unsurpassed importance to learners. However, these changes have brought about challenges and uncertainty among educators. A literature study was done to discuss the concepts of Life Orientation content, the role of educators, the skills Life Orientation educators should possess and adolescence. The different approaches in relation to the teaching of Life Orientation were also explained. A survey study, using a quantitative research design, was done to investigate educators' response on their knowledge of Life Orientation content, Life Orientation skills and adolescent development. The results of the study indicate that Life Orientation educators lack confidence in these three areas. Therefore, educators require training to equip them to cope with the challenges of the learning area, Life Orientation. / Educational Studies / M.Ed. (Specialisations in Guidance and Counselling)

När Sydafrika blev en demokrati 1994 gjordes utbildningssystemet om. En del i de storaförändringarna var att introducera Life Orientation, ett nytt ämne från och med 1998.Forskning har visat att införandet av ämnet inte varit friktionsfritt, vilket bland annat berott påatt ämnet varit nytt och det varit brist på lärare med relevant utbildning för att undervisa i LifeOrientation.Syftet med den studie som gjorts var att ta reda på hur lärare på en High School (årskurs 8-12)upplever idrottsämnets ställning är på deras skola, mot bakgrunden att ämnet integrerats i LifeOrientation som ett av sex delområden. En kvalitativ forskning har genomförts medsemistrukturerade interjuver som metod. Resultatet i undersökningen visade utifrån de trefrågeställningsparametrarna; uppfattningar om ämnet, upplevelser av ämnet och åsikter om demateriella förutsättningarna, att lärarna upplevde att ämnets ställning var låg på deras skola.Nyckelord: Sydafrika, utbildning, Life Orientation, idrott och hälsa, ställning, status,upplevelser, materiella förutsättningar / When South Africa turned into a democracy in 1994, the educational system was alsoreformed. One part of the mayor changes was the introduction of the new subject LifeOrientation, starting in 1998. Research has shown that the launch of this new learning areawas not altogether smooth, partly due to its novelty in combination with the deficit ofeducators holding appropriate academic background to teach Life Orientation.The purpose of the conducted study was to find out how educators at a High School (year 8-12) experience the position of Physical Education (P.E) at their school, given that P.E hasbeen integrated into Life Orientation, as one out of six sub areas. Quantitative research hasbeen carried out, using the methodology of semi structured interviews. The result of the studyshowed, based on the three parameters of the query; values, perceptions and materialprerequisites pertaining the learning area, that educators experienced that the subject had alow position at their school.

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Critical theory forms part of the foundation of the South African school curriculum. The development of critical thinking is part of the general aims of the curriculum. This study will investigate the possibility of developing critical thinking through the use of drama as a teaching method in the subject Life Orientation in the further education and training phase (FET) Grades 10-12. This problem statement will be researched through a quantitative literature study. The school curriculum underwent a transformation since 1994 from a content- and teacher driven curriculum to an experience- and student centred approach to teaching. New subjects were also included in the curriculum such as Life Orientation. There are, however, various implementation problems with regards to Life Orientation. These implementation problems can mainly be attributed to the insufficient in- and pre service training that teachers receive and their inability to use progressive teaching methods. The Life Orientation curriculum does, however, provide opportunity for the development of critical thinking skills. The concept of critical theory will be investigated as philosophical and theoretical basis for this study. The influence of critical theory on the critical pedagogy of Freire will be discussed to show the relationship between education and critical theory. Furthermore, the influence of critical theory on the development of Brecht’s Epic theatre will also be investigated. Finally, a definition for critical thinking will be put forward, after which the question whether critical thinking is developed through the school curriculum will be investigated. Different approaches to drama as a teaching method is briefly discussed. Dorothy Heathcoat’s approach to drama in education is chosen as a focus for this study as she uses drama as a teaching method to teach subject content and to develop thinking skills through reflection. Heathcote uses Brecht’s Epic theatre techniques to alienate the students in order for them to critically reflect on the content that is being taught. Process drama is a more accessible approach to drama in education, but it uses the same core elements namely improvisation, role-play and reflection. Process drama consists of an improvised role-play where the class collectively takes part and the teacher-in-role steers the educational experience through questions that leads to reflection. It is during this reflection that critical thinking is developed. Process drama can be used to teach the content of Life Orientation and develop critical thinking. It, however, requires the teacher to be the director, actor, writer, teacher and self-audience. During the planning of the process drama lesson the teacher also has to follow a certain process where the theme, contexts, roles, dramatic focus, tension elements and signs for the lesson is identified. To illustrate how drama as a teaching method can be used in Life Orientation, three lesson plans are provided. / AFRIKAANSE OPSOMMING: Kritiese teorie vorm deel van die grondbeginsels waarop die Suid-Afrikaanse skoolkurrikulum gebou is. Kritiese denke en die ontwikkeling daarvan is ook deel van die algemene doelstellings van die kurrikulum. Hierdie studie ondersoek die moontlikheid of kritiese denke bevorder kan word deur drama as onderrigmetode te gebruik binne die vak Lewensoriëntering in die verdere onderwys en opleidingsbaan (VOO) Grade 10-12. Daar sal van ’n kwalitatiewe navorsingsbenadering gebruik gemaak word om die probleemstelling te ondersoek in die vorm van ’n literatuurstudie. Die skoolkurrikulum het sedert 1994 getransformeer vanaf ’n inhouds-, onderwysergedrewe kurrikulum, na ’n ervaringsleer- en leerdergesentreerde benadering tot onderwys. Daar is ook nuwe vakke toegevoeg tot die kurrikulum, soos Lewensoriëntering. Daar is egter heelwat implementeringsprobleme met Lewensoriëntering en dit kan grotendeels toegeskryf word aan die swak in- en prediensopleiding wat onderwysers ontvang en hulle onvermoë om progressiewe onderrigmetodes te gebruik. Die Lewensoriëntering kurrikulum leen hom egter daartoe om kritiese denke te . As filosofiese en teoretiese basis vir die ondersoek word kritiese teorie omskryf. Die invloed van kritiese teorie op die kritiese pedagogie van Freire word bespreek om die verband tussen onderwys en kritiese teorie aan te dui. Die invloed wat kritiese teorie gehad het op die ontwikkeling van Brecht se Epiese teater word ondersoek. Daarna word kritiese denke gedefinieer en word daar ondersoek ingestel of kritiese denke deur die skoolkurrikulum ontwikkel word. Verskillende benaderings tot drama as ’n onderrigmetode word kortliks bespreek, waarna Dorothy Heathcote se benadering tot drama-in-die-onderwys as fokus vir die studie bepaal word, omdat sy drama as ’n onderrigmetode aanwend om vakinhoud te onderrig en denkprosesse te ontwikkel deur refleksie. Heathcote gebruik Brecht se Epiese teater-tegnieke om die leerders te vervreem en krities te laat reflekteer oor die inhoud wat onderrig word. Prosesdrama is ’n toegankliker vorm van Heathcote se benadering tot drama-in-die-onderwys, maar dit gebruik dieselfde kernelemente soos improvisasie, rolspel en refleksie. Prosesdrama bestaan uit geïmproviseerde rolspel waartydens die klas kollektief deelneem en die onderwyser-in-rol die leerervaring stuur en vrae aan die leerders stel wat hulle lei in refleksie. Dis tydens hierdie refleksie wat kritiese denke bevorder word. Prosesdrama kan gebruik word om die inhoud van die vak Lewensoriëntering te onderrig en kritiese denke te ontwikkel. Dit vereis wel dat die onderwyser die regisseur, akteur, skrywer, onderwyser en selftoeskouer word. Tydens die beplanning van ’n prosesdramales, moet die onderwyser ’n proses volg waar hy/sy moet besluit wat die tema, konteks, rolle, dramatiese fokus, spanningselemente en tekens gaan wees wat tydens die les gebruik gaan word. Om te illustreer hoe drama as onderrigmetode aangewend kan word binne die vak Lewensoriëntering, word drie lesplanne opgestel en bespreek.

This study focuses on the impact that relinquishing a child for adoption has on adolescent birthmothers. The study seeks to understand factors leading up to the adoption, the adoption process and factors impacting negatively on the birthmother following adoption, which influence school performance negatively. The factors impacting negatively on school performance are delineated by an empirical study founded on relevant literature. Five others who relinquished their babies for adoption were interviewed. Correlations were drawn between the factors identified within the literature study and new factors emerging h m the interviews. The study aims to provide Life Orientation educators with information regarding adoption, the adoption process and the impact adoption has on the birthmothers. Furthermore the study seeks to provide guidelines for the Life Orientation educators to help other work through factors that impact negatively on their school performance. The results of the study delineate seven definite factors impacting negatively on the birthmothers and their school performance. The school performance of the others to whom these Factors can be attributed, deteriorated drastically, while birthmothers who felt content with their decision showed almost no deterioration in their school performance. Further study with a greater number of birthmothers is needed to confirm the results obtained within this study. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

The National Curriculum Statement argues that it takes all of the different components of the individual into account when attempting to educate each learner. It states that one of the goals of the National Curriculum Statement is to promote the “holistic development of learners”, and within this area to take each learner’s emotions into account. This is a bold statement that has many practical implications for the learner, the educator, and the lecturers in teacher training programmes. There appears to be very little guidance provided in the National Curriculum Statement or teacher training programmes with regards to how one should take the “holistic development of learners”, and specifically the emotions into account. For this reason, this research focuses on whether it is possible to prepare teachers to take the “whole child” into account, with particular reference to the emotional dimension of the learner. The research also focuses on whether educators in schools feel adequately prepared to look at the emotions, and what different factors come into play when attempting to look at the both the emotions and the “holistic development of learners”. In order to do this, the current research focuses on Life Orientation, since it appears to be the subject that is most able to deal with the cognitive, spiritual, physical social and emotional needs of the learners. With the purpose of achieving the abovementioned objectives, the researcher conducted a qualitative research study which involved the interviews of six Life Orientation Educators from six different public schools in the Northern Suburbs of Johannesburg; as well as three lecturers who lecture Life Orientation at the University of the Witwatersrand. The findings of this research report indicate that most of the educators and lecturers who participated in the research feel inadequately prepared to take the emotions, and the holistic development of learners, into account in the teaching /learning process. There are a number of reasons for this. First, many participants felt that both the emotions and holism are implied within the curriculum. However, the participants felt that there is not an explicit explanation for what these elements of the individual are. As a result of the lack of a coherent explanation of the different elements of the individual, the participants felt that it is difficult to teach the non-cognitive aspects of the individual. Second, because the emotions and holism are implicit rather than explicit, it was felt that there are no clear indications provided by the National Curriculum Statement, or in the Life Orientation courses or workshops on how it is possible to teach or assess the whole child, and the emotions specifically.