LIFE ORIENTATION

GRADE 10

ADDENDUM based on the ANNUAL TEACHING

PLAN 2023-2024

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GDE Addendum on: LGBTI content
 FET: LIFE ORIENTATION – GRADE 10
ADDENDUM - ANNUAL TEACHING PLAN 2023-2024
TERM-WEEK NEW CONCEPT/ NEW EXPLANATION
CONTENT
TERM 1 Sexual Orientation  The emotional, romantic or sexual
WEEK 7 attraction that a person feels toward
another person. Attraction can either be
towards the same sex (homosexual) or
the opposite sex (heterosexual)

Lesbian  Homosexual females who are physically

and romantically attracted to other
females

Gay  Homosexual males who are physically

and romantically attracted to other males

Bisexual  Romantically and physically attracted to

members of both sexes

Transgender  Not a sexual orientation but a gender

identity. Transgender people may have
the body of one gender, but feel that they
are the opposite gender, like they were
born into the wrong type of body. They
gender realign by expressing themselves
as the gender they identify as.

Queer  Individuals who are not heterosexual.

Queer is an umbrella term for sexual and
gender minorities who are not
heterosexual.

Intersex  A person born with the reproductive

organs or sexual anatomy that doesn’t fit
in the boxes of ‘female’ or ‘male’. Sex
characteristics can be either male or
female at the same time, or not quite male
or female or neither male nor female.

LGBTQI  The abbreviation for Lesbian, Gay,

Bisexual, Transgender, Queer and
Intersex

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 TERM-WEEK NEW CONCEPT/ NEW EXPLANATION
CONTENT
Term 1 Develop an  Determine the nature and source of
understanding of the bias, prejudice, discriminating and
Week 7 following concepts: oppressing behaviour
- Diversity
discrimination and  Many lesbian, gay, bi, trans and intersex
violations of human (LGBTI) people report to dealing
rights: surprisingly well with systemic
within the context of race, discrimination, some of them experience
religion, language, depression or any other mental health
gender, xenophobia, condition. However, experiences with
human trafficking, sexual discrimination and stigmatisation can lead
orientation, HIV and to a higher likelihood of emotional distress,
AIDS status depression and anxiety.
 People can often feel pressured to fit in
with society's conventional ideas of being
male or female. Those who don't fit the
mould can be subjected to ridicule,
intimidation and even physical abuse.
 Even though there is an increasing
acceptance of LGBTI people in society and
greater visibility in the media and public
life, many LGBTI people still experience
discrimination, harassment and violence at
work, school and in social situations

Prejudice and Discrimination can take the form of:

Discrimination:
 obvious acts of prejudice and
discrimination (e.g. someone who is open
about being transgender being refused
employment or promotion) more subtle,
but no less harmful, discrimination that
reinforces negative stereotypes and
feelings of difference (e.g. use of the word
'gay' as a derogatory term

The Impact of Discrimination

 Discrimination is linked to health harms
even for those who are not directly
exposed to it, because the presence of
discrimination, stigma and prejudice
creates a hostile social climate that taxes
individuals’ coping resources and
contributes to minority stress.
 Minority stress – including internalized
stigma, low self-esteem, expectations of
rejection and fear of discrimination – helps

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 explain the health disparities seen in
LGBT populations.
 Discrimination based on intersecting
identities such as gender, race or
socioeconomic status can exacerbate the
harms of discrimination based on sexual
orientation or gender identity.

Protective factors of discrimination

 Protective factors against the harms of
discrimination include community and
family support; access to affirming health
care and social services; and the
• Stigma establishment of positive social climates,
inclusive practices and anti-discrimination
• Internalized Stigma
policies
• Minority Stress
• Health Disparities
• Identities

What can Parents do?

 Parents of a gay or bisexual teen can have
an important impact on their child’s current
and future mental and physical well-being.
Parents should talk openly with their teen
about any problems or concerns and
watch for behaviors that might show their
child is being bullied or is experiencing
violence. If bullying, violence, or
depression is suspected, parents should
take immediate action working with school
staff and other adults in the community
What can schools do?
 Schools can also help reduce stigma and
discrimination of the LGBTQI community.
A positive school environment is
associated with less depression, fewer
suicidal feelings, lower substance use, and
fewer unexcused school absences among
LGBQTI students.
 Schools can help create safer and more
supportive environments by preventing

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 bullying and harassment, promoting school
connectedness, and promoting parent
engagement.

This can be done through the following

policies and practices.
 Encourage respect for all students and
not allow bullying, harassment, or
violence against any students.
 Identify “safe spaces,” such as
counselors’ offices, designated
classrooms, or student organizations,
where gay and bisexual youth can get
support from administrator, teacher, or
other school staff.
 Encourage student-led and student-
organized school clubs that promote a
safe, welcoming, and accepting school
environment (such as gay-straight
alliances, which are school clubs open to
youth of all sexual orientations).
 Make sure that health classes or
educational materials include HIV and
STD information that is relevant to gay
and bisexual youth too, making sure that
the information uses inclusive words or
terms.
 Encourage school district and school staff
to create and publicize trainings on how to
create safe and supportive school
environments for all students, regardless
of sexual orientation or gender identity and
encourage staff to attend these trainings.
 Make it easier for students to have access
to community-based providers who have
experience providing health services,
including HIV/STD testing and counseling,
and social and psychological services to
gay and bisexual youth.

What can communities do?

 Imagine being a young person and feeling
Support strategies
confused, isolated and not accepted for
who you are? All youth who are on the
path to self-discovery need positive role
models.
LGBTQI youth need to know that they are
not alone. As adults, it is our job to make
sure that they know they can always be
themselves around us. Fortunately, there

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 are many ways for us to show support.
Here are some things that you can do to
model compassion and inclusivity for
LGBTQI youth in your community.
 Start by listening. LGBTQI youth need to
be heard. They deserve to have a voice
and receive respect. Take the time and
pay attention to what they are telling you.
Most youth are aware of what their needs
are and how they are feeling. Let them
know that you genuinely care about what
they have to say and that you are there to
listen.
 Model inclusion and kindness. It is
crucial that we model inclusion and
kindness while supporting LGBTQI youth.
Modelling kindness is easy for most
people, but I bet you are wondering, “How
can I model inclusion?” It can be easy, too.
 We can all model inclusion by promoting
justice and equality. We can also model
inclusion by making an effort to use
inclusive language.
 One way to use inclusive language is to
ask about gender pronouns. Pronouns are
linguistic tools that we use to refer to
people, such as they/them/theirs,
she/her/hers, he/him/his.
 It also helps to be mindful of misgendering.
Misgendering means to refer to someone,
especially a transgender person, using a
word, especially a pronoun or form of
address, that does not correctly reflect the
gender with which they identify.
 Using the right pronoun and gender
identity allows the youth to feel like they
are important enough for you to make the
effort to know them and respect them. Oh,
and if you don’t know what gender
someone identifies with or what their
pronouns are, just ask them! A simple
question can go a long way when showing
support.
 Let them be who they are. Being a young
person in today’s society is really hard for
so many reasons, but can you imagine
being afraid of openly being who you are?
LGBTQ youth often feel that they have to

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 act like someone else around others
because of the fear that they will not be
accepted.
 Many LGBTQI youth are fearful of being
rejected by friends, loved ones,
schoolmates, and the community. It is
extremely important to let them know it’s
OK for them to be authentic and be who
they are.
 Advocate for the LGBTQI youth. Align
with LGBTQI youth to make their lives
better. As a community, it is our job to give
all youth the tools and support that they
need to allow their voices to be heard.
Show LGBTQI youth how to advocate for
themselves by writing letters to local
politicians and work alongside them to
help make a positive change.
 Stay informed and become an ally. An
ally is someone who is supportive of
LGBTQI people. Be that person! Take
some time to educate yourself about the
LGBTQI community. Whether you show
your support by attending LGBTQI events
or displaying a rainbow pride flag during
the month of June, that’s all it takes to be
an ally!
 Every youth deserves to feel a sense of
belonging. By taking these steps, you
can show LGBTQI youth that you care and
that they are welcome and safe in their
community.
TERM - WEEK NEW CONCEPT/ NEW EXPLANATION
CONTENT
Term 3 Emotional changes:  Definition unpacked: Emotional changes
in adolescence is characterised by strong
feelings and intense emotions – moods
Week 2 might seem unpredictable.
Emotions become more  These emotional ups and downs can lead
intense
to increased conflict.
 The child's brain is still learning how to
control and express emotions in a grown-
up way
 Adolescence is often a time
of intense fear and anxiety, loneliness,
guilt, shame, exuberance, anger,

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 infatuation and joy.
 Adolescents are commonly understood to
experience emotion more intensely than
adults and to cycle more quickly through
moods in their day-to-day lives
 During adolescence, young people
experience many changes as they
transition from childhood into
young adulthood.
 These changes include physical,
behavioural, cognitive, and emotional-
social development.
Mood swings  Mood swings unpacked: An abrupt
change in mood or emotional state.
 An abrupt and unaccountable change of
mood
 Sex hormones are tied to your emotions,
so changes in your hormone levels can
lead to mood swings
 How does an adolescence cope with
emotional changes during
adolescence? They must:
 Recognize that they are not alone.
Although not every teen
experiences mood changes to the same
degree, they are common.
 Accept and embrace their emotion,
give themselves permission to feel it
 and express it. ... express it in a healthy
way
 Identify their emotion. Stop for a minute,
take a deep breath and connect
with themselves
 Give themselves some space
 Catch their breath. Or count to 10. ...
 Talk to people they trust. ...
 Exercise, get enough sleep. ...
 Keep a mood journal.
Feelings of insecurity  Unpacking of emotions:
 During teenage years, insecurities are
rife, in truth overcoming self - doubts is a
major part of growing up and maturing

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 into adults.
 Another insecurity among teenagers is
social insecurities or facing an unknown,
also facing unfamiliar situation, can be
scary
 One sign of insecurity is low self-esteem
or negative self-image, particularly when
that image seems to be inconsistent with
external observation.
 Low self-esteem means you think badly
about yourself or your abilities. It can lead
to other problems, especially concerning
mental health
 Trouble sleeping,
 Aggression,
 Withdrawal,
“invincible” stage of  Invincible means being powerful to be
thinking and acting defeated or overcome
 Unpacking the term: “invincible” through
the following example:
“Jim is speeding down a freeway under
the influence of alcohol”
 The invincible fable is perfectly
demonstrated. Fear is supposed to
prevent teenagers from engaging in risky
behaviour – but teenagers find this hard to
believe.
 It has been said a thousand times: the
biggest reason kids drink and drive, take
drugs and do all kinds of crazy, dangerous
stunts is that they think they’re immortal,
invincible and bullet-proof.
 And if they are a novice and inexperienced
with alcohol, drugs or sex, or any of those
things — as everyone is in the beginning
— they don’t know what to expect.
 Very often they don’t fully understand the
complete nature of the risks they’re taking
How does a 15-year think?
 At the age of 15, teens start to think about
what it would be like to live out on their
own.

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  While some teens may be imagining
College
 Others may be thinking about getting their
own apartment.
 15-year-old may be stressed about
grades, relationships and other teenage
issues

Strategies in dealing with these type of

adolescence
 Research shows that certain approaches
to parenting can help prevent teens from
engaging in all types of risky behaviors,
from drug and alcohol use to dangerous
driving to sexual activity:
 This includes having a warm, loving and
close relationship with your teen; setting
and consistently enforcing clear rules and
consequences;
 Closely monitoring your teen’s activities
and whereabouts; respecting your teen;
 Setting a good example, especially when
it comes to illicit drug and alcohol use.
 Encourage safe driving,
 Healthy eating and good school
performance;
 Discourage drug use,
 Teen sex and activities that may result in
injury.
Teach healthy habits.
 Teach your teenager how to maintain a
high level of overall health through
nutrition, physical fitness and healthy
behaviours.
 Make sure your teen gets eight hours of
sleep a night — a good night’s sleep
helps ensure maximum performance in
academics and sports.
 Sleep is the body’s way of storing new
information to memory and allowing
muscles to heal.
 Promote safe driving habits

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  Promotion of school success
 Prevent violence
 Know the 4“W’s”—who, what, when,
where - Always know who your teen is
hanging out with, what they will be doing,
when and for how long they will be out,
and where they will be.
 And check up on your child. Be aware of
the dangers that can arise at teenage
parties.
 Teen parties present an opportunity for
your teen to experiment with alcohol or
tobacco.
 One approach is to host the party so you
have more control over ensuring that
these parties stay safe and fun for
everyone involved
Challenge authority Many kids struggle with authority, and
have trouble following:
- Limits or rules,
- Complying with requests and
- Disrespectful or defiant to authority

Why do teenagers challenge authority?

 When they reach their teenage years,
they will start to question whether adults
know best and challenge some notions
that they have lived with for some time.
 Parents try their hardest to keep their
children safe, and sometimes they hide
unpleasant truths from them, reasoning
that the child is too young to cope, and
that as they grow up, they will gradually
help them understand the not so nice side
of life.
 Unfortunately, teenagers often find out
these truths for themselves, before the
parent has a chance to explain or help
them understand.
 The realization that an adult may have
lied to them can cause a teenager to
question anyone with authority; they lose

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 trust in them and begin to challenge their
right to tell the teenager what to do.

How does an adolescence cope with emotional

changes during adolescence?

They must:

 Recognize that they are not alone.

Although not every teen
experiences mood changes to the same
degree, they are common.
 Accept and embrace their emotion,
give themselves permission to feel it
 and express it. ... express it in a healthy
way
 Identify their emotion. Stop for a minute,
take a deep breath and connect
with themselves
 Give themselves some space
 Catch their breath. Or count to 10. ...
 Talk to people they trust. ...
 Exercise, get enough sleep. ...
 Keep a mood journal.

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