GR 8 CAPS eBook

2
USE THIS
eBOOK
NAVIGATION
CONTACT US
This book is designed as an eBook. The navigation instructions therefore
apply to its digital use.
This CAPS booklet contains information and exercises regarding aspects
of the CAPS curriculum that are not covered in the Achieve Careers
Life Orientation manuals. Over the following pages, we have included
links to websites and online videos to help your learning experience. At
the time of production, all of these links were functioning and relevant
(simply click on the link to be taken directly to the online link). However,
Achieve Careers cannot be held responsible for any subsequent
changes to the online content by its authors.
activity
ipped classroom activity*
group/discussion activity
fun activity
website
video
must-see video
important point
warning/disclaimer
new vocabulary
Disclaimer
Copyright © Achieve Careers (Pty) Ltd, Joanne Wood, 2021
Although the author and Achieve Careers (Pty) Ltd have made every effort to ensure that the information in this book was correct at press
time, the author and Achieve Careers (Pty) Ltd do not assume and hereby disclaim any liability to any party for any loss, damage or
disruption caused by errors or omissions, whether such errors or omissions result from negligence, accident or any other cause.
*A ipped classroom is a blended
learning strategy that challenges
traditional learning by delivering
educational content in different formats
(e.g., online). It often involves students
preparing for lessons at home or in
advance, so that they come to class
informed and ready for a discussion.
UNDERSTANDING
THE ICONS
TEACHERS NOTE
Please note that this material is copyrighted and may not be shared with
other parties without consent from the author, Joanne Wood.
The author may be contacted at: [e-mail] or at
P.O. Box 1036, Hilton 3245, South Africa
Feel free to post your questions to us using #achievecareers on social
media:
@Achieve_Careers
achievecareers
AchieveCareersSA

3
Sexuality
SECTION
SECTION
SECTION
Nation building
Human rights violations
Gender equity
Cultural diversity
Environmental health issues
HIV and AIDS
4
20
26
32
36
10
16
DEVELOPMENT OF THE SELF
IN SOCIETY
HEALTH, SOCIAL &
ENVIRONMENTAL RESPONSIBILITY
CONTENTS
O1
O2
O3
CONSTITUTIONAL RIGHTS &
RESPONSIBILITIES

MENU
The rights to the Achieve Careers (Pty) Ltd LO programme has been purchased for the year 2021 only, by your school. This programme may not be reproduced in any form without the permission of Achieve Careers (Pty) Ltd.
*Ministry of Education Singapore. Introduction to Sexual Education In Schools, [Online], Available: bit.ly/SexualityEducation [20 Sep 2017].
**Western Cape Government. Bill of Rights (Chapter 2 of The Constitution of The Republic of South Africa), [Online], Available: bit.ly/WCGBillRights [20 Aug 2020].
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SECTION ONE
Sexuality education is designed to help scholars make sense of the physical, social and
emotional changes that take place during the teenage years. It is designed to provide
scholars with facts and information, and to facilitate an informed discussion about
sexuality.*
SEXUALITY
Young people need to acquire the knowledge, values and habits that will allow
them to develop healthy and responsible relationships as they grow up. While
parents play the primary role in their children’s sexuality education, your school has
a complementary role to play in providing you with objective and reliable information
on sexuality as part of a holistic education.
SOUTH AFRICAN CONSTITUTION: THE RIGHT TO
EQUALITY
When tackling the topics of sexuality and gender, it is important to take note of the
fact that Chapter two of our Constitution, the Bill of Rights, outlines our human rights—
specically our right to equality.
“The state may not unfairly discriminate directly or indirectly against anyone on one or
more grounds, including race, gender, sex, pregnancy, marital status, ethnic or social
origin, colour, sexual orientation, age, disability, religion, conscience, belief, culture,
language and birth.
No person may unfairly discriminate directly or indirectly against anyone on one or more
grounds [as mentioned above]. National legislation must be enacted to prevent or prohibit
unfair discrimination.
Discrimination on one or more of the grounds listed above is unfair unless it is established
that the discrimination is fair.”**
FOR THE TEACHER:
3 hours, Term 1, Weeks 4–6
DEVELOPMENT OF THE SELF IN SOCIETY
Sexuality:
»Understanding one’s sexuality: personal
feelings that impact sexuality.
»Inuence of friends and peers on one’s
sexuality.
»Family and community norms, cultural values,
social pressures that impact on sexuality.
»Problem-solving skills: identity formation and
development.
Note: The topic of sexuality is covered
in conjunction with self-esteem. The
focus is on building scholars’ self-
esteem in order to have a healthy
perception of their sexuality. This
Section, therefore, complements
Section One on self-esteem in the
Achieve Careers LO manual.

MENU
The rights to the Achieve Careers (Pty) Ltd LO programme has been purchased for the year 2021 only, by your school. This programme may not be reproduced in any form without the permission of Achieve Careers (Pty) Ltd.
5
*World Health Organisaton. Gender, [Online], Available: bit.ly/GenderWHO [20 Aug 2020].
**Merriam-Webster. Gender Identity, [Online], Available: bit.ly/IdentityGender [20 Aug 2020].
SECTION ONE
“Young boys are taught confidence and taking up space but we don’t do the same for girls. It needs to
change, along with calling women names like 'aggressive' when they are powerful.”
- Zozibini Tunzi, Miss Universe
SEXUALITY EDUCATION COVERS THE FOLLOWING
DIMENSIONS
• Physical: Physical sexual maturation and intimacy, the physiology of sex and
human reproduction.
• Emotional: Attitudes and feelings towards your own sexuality and that of others.
• Social: Sexual norms and behaviour and their legal, cultural and societal
implications.
• Ethical: Values and moral systems related to sexuality.
• SEX: involves classifying people as male or female based on their reproductive
organs.
• GENDER: “refers to the roles, behaviours, activities, attributes and opportunities
that any society considers appropriate for girls and boys, and women and men.
Gender interacts with, but is different from, the binary categories of biological
sex.”*
• GENDER IDENTITY: “a person's internal sense of being male, female, some
combination of male and female, or neither male nor female.”**
Identify which terms are physiological (or biological) in nature and which terms are
constructed by society.
SEX: GENDER: GENDER IDENTITY:
SOCIAL NORMS
Society (our cultures, families and the media) portray ideas of how men and women
‘should’ behave in order to t in. There are unwritten rules of how we are expected to
behave. For example, girls may be encouraged to wear pink and play with dolls from a
young age, while boys may be encouraged to play outside with trucks and rough-and-
tumble.
Watch the video clip and discuss the following:
• Some of the social norms that exist in our society today.
• What norms and stereotypes have started to change.
Socially constructed:
Created by society
Gender Roles and Stereotypes
(1.47)
bit.ly/StereotypesRoles
WORD BANK: