THREE YEAR JUNIOR SECONDARY SCHOOL

REPUBLIC OF BOTSWANA THREE YEAR JUNIOR SECONDARY SCHOOL C U R R I C U L U M D E V E L O P M E N T D I V I S I O N Department of Curriculum Development and Evaluation Ministry of Education and Skills Development 2008

FOREWORD The Ministry of Education and Skills Development is pleased to present the revised junior secondary school syllabuses. This marks a major milestone towards the attainment of quality education in Botswana. The revised syllabuses signals another major milestone in the attainment of the ideals reflected in the Revised National Policy on Education and brings closer the realization of the aspirations reflected in Vision 2016. The publication of these syllabuses is also a deliberate effort to provide accessible quality education for the creation of an educated labour force. It has been observed that countries with superior education systems are also the most economically successful. Thus, high quality education is seen as a vital pre-requisite in increasing productivity and competitiveness leading to national growth and development and subsequently, a higher standard of living for all citizens. The revised junior secondary syllabuses come at a time of unprecedented knowledge explosion, technological changes, a fluid socio-economic context and an increasingly interdependent regional and global economy. In this age of global competitiveness, it is important that all countries foster human resources by developing requisite competencies among young people. Survival in this millennium depends on the ability to effectively accommodate and manage change, and to adapt to the changing socio-economic and cultural plains. It is the wish of the Ministry of Education and Skills Development to prepare young Batswana for future growth and adaptation to ongoing changes in the socio-economic context. The revised junior secondary programme has not been drastically changed. It is still built on the ten year basic education philosophy that seeks to provide quality learning experiences. It provides students with a broad based education that equips students' with knowledge and skills that are transferable to everyday life. The content has been selected from the students' immediate environment to facilitate understanding and ease of transfer of skills. Furthermore, the programme aims at creating and sustaining a conducive environment for learning and teaching that allows students to excel within their own capabilities. A deliberate attempt has been made to infuse and integrate emerging issues such as Environmental Education, HIV/AIDS Education, Disaster Management, Anticorruption Culture, Emotional Intelligence, Civic Education and the world of work. The programme also pays attention to the all round development of the individual and the inculcation of attitudes and values that nurture respect for one's self and for others. Life skills education has been integrated into the programmes. The learners are exposed to a range of knowledge and foundation skills such as numeracy, literacy, prevocational and problem solving skills. It also focuses on the development of desirable attitudes towards different types of work, social and moral values that are expected of them at the end of the program. The implementation of the revised programme begins in 2010. Critical to the success of the revised junior secondary programme is the recognition of individual talents, needs and learning styles. Thus, the role of the teacher in the classroom must be that of a facilitator for effective learning to occur. The teacher must be conscious of the students' needs to take a certain measure of responsibility for their own learning. The teacher must also take cognissance of the broad range of ability of the student body and the different levels of achievement. This entails the use of participatory teaching and learning styles that provide a rich diverse learning environment. On behalf of the Ministry of Education and Skills Development, I wish to record my appreciation to members of the National Panels and Standing Committees, school heads, teachers, institutions and other organisations for their invaluable contributions during the revision of these syllabuses. Permanent Secretary Ministry Of Education and Skills Development

ACKNOWLEDGEMENTS The Department of Curriculum Development and Evaluation wishes to express its sincere gratitude to the Task Force, Technical Team, Editorial Team and the National Panel members who worked tirelessly in the development of the Guidance and Counselling Curriculum Guidelines. The Department salutes them for their professional commitment and dedication. Special thanks go to Tamatie M. Mononyane for typing setting and layout and Last but not least the Guidance and Counselling Staff are acknowledged for their input and support. Task Team Jane Gaongalelwe Curriculum Development & Evaluation Thomas Moremong Shoshong Senior Secondary School Lucas Kauvi Rethuseng Junior Secondary School Joyce B. Sengate Molepolole College of Education Kesalopa Morake Kgamanyane Junior Secondary School Ngwakwana W. Malema Kagiso Senior Secondary School Lesedi Moesi Swaneng Senior Secondary School Morgan Letsholathebe Phatsimo Junior Secondary School Gabriel Moatlatsi Sedie Junior Secondary School Mompati Moremi Tonota College of Education Tlhabologo Hubona-Gleeson Dithejwane Junior Secondary School Lekwalo P. Thobega Tlhomo Junior Secondary School Tshiamo Gaborekwe Tsabong Junior Secondary School Kago G. Seduku Mokobeng Junior Secondary School Martin B. Keabona Lempu Junior Secondary School Technical Team Dr Muchado UB Lucy Poonyane-Kolo DCEC Billy Loeto Curriculum Development & Evaluation Ofense Disang Curriculum Development & Evaluation Molaodi L. Menyatso Curriculum Development & Evaluation Dr. T.K. Majela Curriculum Development & Evaluation B. Molefe Curriculum Development & Evaluation Flora Acho Curriculum Development & Evaluation Editorial Team Jane Gaongalelwe Lily Chipazi Lillian L. Mokhupuki Naomi Mnthali Curriculum Development & Evaluation Curriculum Development & Evaluation Curriculum Development & Evaluation Curriculum Development & Evaluation

CONTENTS Introduction... i Rationale... i Aims of the Ten-Year Basic Education Programme... i Aims of Guidance & Counselling in Junior Secondary Schools... ii Principles of guidance Counselling... ii Inclusive Education... ii Critical Competencies... iii Teaching Methodologies in Guidance and Counselling... iii Assessment and Evaluation... iii Time Allocation... iv Organization of Guidance and Counselling Curriculum Guidelines... iv TOPICS... 1 TOPIC 1: Personal Guidance... 2 TOPIC 2: Social Guidance... 4 TOPIC 3: Educational Guidance... 7 TOPIC 4: Vocational Guidance... 8 FORM I FORM II TOPIC 1: Personal Guidance... 9 TOPIC 2: Social Guidance... 10 TOPIC 3: Educational Guidance... 13 TOPIC 4: Vocational Guidance... 14 FORM III TOPIC 1: Personal Guidance... 15 TOPIC 2: Social Guidance... 16 TOPIC 3: Educational Guidance... 18 TOPIC 4: Vocational Guidance... 19

INTRODUCTION Guidance and Counselling Curriculum Guidelines are influenced by a variety of policies both at National and International level. Such policies include the National Vision 2016, Millennium Development Goals (MDGS), Revised National Policy on Education (RNPE, 1994), Education for Sustainable Development (ESD), National Development Plans (NDPs), Youth Policies among others. The Guidelines have taken into consideration the multi-cultural nature of our society and lays emphasis on enabling learners to integrate well in the various sectors of society. The Guidance and Counselling Programme is meant to prepare each learner for an active role in the political and socio-economic development of the nation. Through its holistic approach the programme aims at producing learners who are adaptive and can compete globally. The programme allows for networking with different organisations towards development of life skills meant to assist learners to cope with life challenges. Guidance and Counselling methodologies are learner centred and the content equips learners with skills for life. The Guidance and Counselling programme in the Junior Secondary Schools promotes efforts to counter youth crime; equips learners with skills to reduce the level of teenage pregnancy; is sensitive to children with special needs, and works towards the elimination of gender biasness in the education system. Guidance and Counselling produces learners who are active, creative, participate in the society, the economy and helps create entrepreneurs with cutting edge skills. RATIONALE The Guidance and Counselling Programme is a continuation of a traditional process by which the young learnt from the wisdom and experience of their elders. The Guidance and Counselling services are unique and important to education because they: 1. Enable the young to apply knowledge gained during subject teaching, thereby enhancing understanding. 2. Enable transference and reinforcement of learnt and inherent skills to manage challenges in daily life including emerging issues. 3. Promote self knowledge, independence mind-set, self reliance and self realization. 4. Provide a mirror through which individual young people can gauge their personal development. 5. Provide a means by which self discipline and a sense of personal responsibility can be facilitated. 6. Create an opportunity during which adults can share their insights with young people. 7. Provide support to people dealing with personal, social, educational and prevocational problems 8. Develop a holistic individual for the ever-changing world 9. Provide a means through which young people with special needs can be identified, supported and referred to specialized agencies. 10. Provide a means by which educators can enhance their interaction with learners 11. Provide ways in which discipline can be enforced in non-punitive ways 12. Provide guidance to bridge the gap created by the breakdown of family support structures and moral degradation. 13. Promote life skills to deal with critical emerging issues. AIMS OF THE TEN-YEAR BASIC EDUCATION PROGRAMME On completion of the Ten Basic Education Programme, learners should have: 1. developed competency and confidence in the application of computational skills in order to solve day to day problems 2. acquired knowledge of business, everyday commercial transactions, and entrepreneurship 3. developed critical thinking, problem solving ability, individual initiative, creativity, inter-personal, and enquiry skills 4. developed desirable attitudes towards different types of work, and the ability to assess personal achievement and capabilities realistically in pursuit of i

appropriate career/employment opportunities/possibilities and/or further education and training 5. acquired knowledge, skills, and desirable agricultural production and industrial arts attitudes for self reliance and self sufficiency 6. developed literacy and understanding of the significance of ICT in the world of work and in every sphere of life 7. acquired knowledge and understanding of their environment and the need for sustaining utilization of natural resources 8. developed desirable values, attitudes and behaviour in interacting with the environment in a manner that is protective, preserving, and nurturing. 9. acquired knowledge and understanding of society, appreciation of different religions and a sense of citizenship 10. develop tolerance towards different cultures, pride in own culture and unity in diversity 11. acquired scientific knowledge and skills, including basic knowledge of the laws governing the natural world 12. acquired knowledge, attitudes, moral standards, life skills and health practices including awareness and management of epidemics that will prepare them for responsible and productive family and community life 13. developed their special interests, talents, and skills, including dexterity, physical strength, intellectual ability, aesthetics and/or artistic gifts 14. developed an appreciation of technology and technological skills including skills and safety precautions in handling tools and materials 15. acquired knowledge and ability to interact with, and learn about, their community, the government of their country, and the world around them 16. acquired knowledge and skills that promote democracy good governance, peace and security. AIMS OF GUIDANCE & COUNSELLING IN JUNIOR SECONDARY SCHOOLS Guidance and Counselling in Botswana aims at helping learners to: 1. know and understand their abilities, interests, values, and personality, as well as adjust to their educational, social, and career environment 2. increase their self awareness 3. set meaningful educational goals based on their understanding of themselves and their circumstances 4. meaningfully relate education to the world of work, nationally and internationally 5. develop life skills such as problem solving, planning, critical thinking, communication, and decision making 6. develop skills that would enhance career decision making 7. develop and sustain meaningful interpersonal relationships 8. be gender sensitive 9. develop coping skills to deal with emerging issues 10. seek psychosocial support as and when needed 11. promote the spirit of self reliance 12. accept cultural and national differences PRINCIPLES OF GUIDANCE AND COUNSELLING 1. Guidance is a service contributing to the development of independent minded, socially adept, and innovative learners who are able to respond to national aspirations effectively. 2. Counselling is a service responding to the current needs of members of the school community 3. Guidance and Counselling is a tool which is inclusive and is used to respond to specific needs of individual learners at school level 4. Guidance methodologies are interactive for the development of life skills 5. Counselling services are provided by professionally trained persons 6. Monitoring and Evaluation of the programme is an integral part of Guidance and Counselling 7. Counselling should adhere to professional ethics and standards INCLUSIVE EDUCATION The Curriculum Guidelines are premised on the concept of inclusion which requires that an enabling environment be created for all groups of learners. Learners must not be left out on account of their physical, intellectual and emotional challenges. All learners have a right to access all learning opportunities at school. Inclusive ii

education commits teachers to ensure that all learners overcome potential barriers to learning and assessment. Inclusion takes cognisance of the diversity of learners and emphasises that all learners have a right to be equipped with life-skills. This requires that guidance teachers design and modify guidance programmes to give all learners relevant and appropriate challenging activities. Activities and methodologies should not discriminate against learners with special needs. The UNESCO (1994) Framework of Action on Special Needs Education urges schools to accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted children and other children from disadvantaged or marginalised areas or groups. The Guidance and Counselling programme is well placed to ensure the inclusion of all learners due to the learner-centred methodologies that are central to the teaching of Guidance in the classroom. Further to this, the teaching of Guidance is not confined to the classroom but extends to the world outside and learners are able to find a niche, which is conducive to their learning abilities. CRITICAL COMPETENCIES By the end of the Junior Secondary Education Programme learners should be able to: 1. Apply life skills in real life situation 2. Develop a clear idea of personal identity 3. Apply basic research and critical thinking skills 4. Demonstrate a culture of self directed learning 5. Adhere to rules and regulations 6. Make informed decisions 7. Demonstrate desirable work ethics 8. Exercise rights and responsibilities 9. Appreciate their culture and that of others 10. Exercise humane behaviour (Botho) at all times when dealing with people 11. Apply basic ICT Skills 12. Interact with their environment in a protecting and nurturing manner 13. Practice universal precautions that promote wellness 14. Demonstrate understanding of gender issues 15. Access available financial assistance programmes 16. Participate in the implementation of national policies 17. Demonstrate patriotism and national identity TEACHING METHODOLOGIES IN GUIDANCE AND COUNSELLING Guidance and Counselling Teaching methodologies are mainly related to life skills development. Teachers should use learner centred approaches such as: Discussion o Brainstorming, buzz groups, debates, and fish bowl Experiential o Role play, simulation, and educational games Stimuli Methods o Case studies, problem solving, films/videos, music, hands-outs, posters and collages Delivery of Vocational Guidance should include activities such as work place visits, career fairs, job shadowing and Know About Business. ASSESSMENT AND EVALUATION Guidance and Counselling is not assessed by any form of examination. However it is imperative for teachers to assess the learners in the acquisition of life skills using the following recommended assessment procedures: Questionnaires Interviews Observations Project Work Research Case Studies Presentations Quizzes Debate and Discussions Psychometric Tests (Where available) iii

TIME ALLOCATION The amount of time allocated for Guidance and Counselling throughout the three years is one period per week (40 minutes per lesson) in a six day timetable. the guidelines for their situation. Although there is emphasis on coverage of topics relevant to the needs of the school, teachers should be mindful of the developmental and preventative aspects of Guidance. Care must be taken that all the areas are included in the schemes of work. ORGANIZATION OF GUIDANCE AND COUNSELLING CURRICULUM GUIDELINES This document should be seen as guidelines which help teachers to respond to specific needs of the learner at a particular place and time. The Guidance and Counselling Curriculum Guidelines are arranged into four areas of Guidance namely: Personal, Social, Educational and Vocational. Personal Guidance deals with issues of a personal nature, it empowers an individual to know about the self (Self Awareness) Social Guidance addresses the individual s interaction with others- awareness of others. Educational Guidance equips learners with effective skills for academic development. Vocational Guidance empowers learners with issues of the world of work. Each level of study covers the four areas of Guidance with relevant topics for each area. For each topic, the general and specific objectives have been developed and arranged from the simple to complex depending upon the developmental stage of the learner. In developing the Guidelines a spiral approach was adopted to enhance continuity of topics from one form to the other with a clearly defined scope and sequence. Teachers should treat all the areas of Guidance as interactive and their coverage should be both cyclical and spiral within and between the areas. For effective delivery of the Guidance lessons, it is imperative for teachers to carry out a needs assessment. It is through this assessment that they can identify relevant topics from iv

TOPICS FORM I 1: Personal Guidance 3: Educational Guidance Gender and the law 2: Social Guidance Introduction to Guidance & Counselling Self Awareness Communication Decision making Rights & Responsibilities Healthy Life Styles 2: Social Guidance Adolescence Peer Pressure Teenage Pregnancy Sexuality Interpersonal Relationships Drug, and substance use and abuse Gender equality Domestic Violence HIV and AIDS & STIs Coping with Social Problems National Principles Culture & Recreation Managing Resources Managing Financial Resources Environmental Conservation Road Safety Crime & the Law Adjustment to the new environment Value of Education Study skills ICT Awareness & Application 4: Vocational Guidance Introduction to Career Employment Peer Education Programmes (Business) FORM II 1: Personal Guidance Communication Self Awareness Decision making Rights & Responsibilities Discipline 2: Social Guidance Assertiveness Leadership Adolescence Teenage Pregnancy Sexuality Interpersonal relationships Drug and substance use and abuse Domestic Violence HIV and AIDS & STIs The media impact Coping with Social Problems National Principles Culture & Leisure Managing resources Managing financial resources Environmental Conservation Road Safety Corruption and economic crime Crime & the Law 3: Educational Guidance Value of education Study Skills ICT Awareness 4: Vocational Guidance Rules & Regulations in the work place Peer Education Programmes (Business) FORM III 1: Personal Guidance Self Awareness Rights & Responsibilities Healthy Life Styles Social relationships Leadership Adolescence Teenage Pregnancy Sexuality Drug and substance use and abuse Gender and the law Domestic Violence HIV and AIDS & STIs National Principles Managing Resources Managing Financial Resource Road Safety Corruption & Economic Crime 3: Educational Guidance Subject Choice Preparation for examinations ICT Awareness 4: Vocational guidance Introduction to Career Guidance Occupational Information Self Employment Unemployment 1

TOPIC 1: PERSONAL GUIDANCE Sub-Topics Introduction to Guidance and Counselling Self awareness General objectives 1.1.1 Comprehend the school Guidance and Counselling Programme 1.1.2 Understand their interests, abilities, values, needs, and attitudes FORM I Specific Objectives 1.1.1.1 Differentiate between Guidance and Counselling 1.1.1.2 Identify guidance services 1.1.1.3 Identify the four areas of guidance 1.1.1.4 State the types of Counselling 1.1.1.5 State the areas of Counselling 1.1.1.6 Identify the support structures that are available locally 1.1.2.1 Describe their likes and dislikes in relation to subjects, co-curricular activities, career and personal preferences 1.1.2.2 Describe their strengths and weaknesses 1.1.2.3 Discuss ways of developing their strengths and addressing their weaknesses 1.1.2.4 Identify what they value in life 1.1.2.5 Differentiate between needs and wants 1.1.2.6 Identify their basic needs 1.1.2.7 Explain what attitudes are 1.1.2.8 Discuss how attitudes develop 1.1.2.9 Demonstrate positive attitudes that can influence their behaviour and performance Communication 1.1.3 Improve their Communication skills 1.1.3.1 Define communication 1.1.3.2 Differentiate between verbal and non-verbal communication 1.1.3.3 Explain the importance of communication 1.1.3.4 Discuss proper channels of communication (at school, work and community.) Decision making 1.1.4 Develop good decision making skills 1.1.4.1 Discuss decision-making 1.1.4.2 Differentiate between simple and complex decisions 1.1.4.3 Demonstrate decision-making 1.1.4.4 Distinguish between a good and a bad decision 1.1.4.5 Discuss the effects of good and bad decisions Rights & Responsibilities 1.1.5 Understand their rights & responsibilities 1.1.5.1 Differentiate between rights and responsibilities 1.1.5.2 Identify examples of Human rights and responsibilities 1.1.5.3 Demonstrate their understanding of rights and responsibilities 2

Healthy Life Styles 1.1.6 Understand the importance of leading a healthy life 1.1.6.1 Explain healthy living 1.1.6.2 Discuss the effects of good and bad eating habits 1.1.6.3 Identify different ways of keeping healthy 1.1.6.4 Discuss personal hygiene 1.1.6.5 Differentiate between communicable and non-communicable diseases 1.1.6.6 Discuss the prevention of communicable diseases 1.1.6.7 Discuss the importance of physical activities. 3

TOPIC 2: SOCIAL GUIDANCE Sub-Topics General objectives Specific Objectives National Principles 2.1.1 Know Botswana s National Principles 2.1.1.1 Identify National principles 2.1.1.2 Discuss the importance of National Principles Adolescence Peer Pressure Teenage Pregnancy Sexuality Interpersonal Relationships Drugs and Substance use and abuse Gender Equality 2.1.2 Understand changes that take place during adolescence stage 2.1.3 Understand the challenges associated with peer pressure 2.1.4 Understand the behaviours that contribute to teenage pregnancy 2.1.5 Assess attitudes towards sexuality and develop appropriate responses 2.1.6 Relate appropriately with people around them 2.1.7 Evaluate the consequences of using and abusing drugs and substances 2.1.8 Understand the concept of gender and stereo-types 2.1.2.1 Define adolescence 2.1.2.2 Describe the physical, social, emotional and cognitive development characteristic of adolescence 2.1.3.1 Define peer pressure 2.1.3.2 Identify causes of peer pressure 2.1.3.3 Discuss the challenges associated with peer pressure 2.1.3.4 State ways of resisting negative peer pressure 2.1.4.1 Define Teenage Pregnancy 2.1.4.2 Discuss factors that contribute to teenage pregnancy 2.1.4.3 Identify myths and facts related to teenage pregnancy 2.1.4.4 Discuss the consequences of teenage pregnancy 2.1.5.1 Define sexuality 2.1.5.2 Explain how attitudes about sexuality affect behaviour 2.1.5.3 Discuss what they value about sexuality 2.1.5.4 Give examples of personal responses towards sexuality 2.1.6.1 Define interpersonal relationships 2.1.6.2 Identify different types of relationships 2.1.6.3 Identify acceptable ways of relating in different relationships 2.1.6.4 Identify characteristics of a healthy and unhealthy relationships 2.1.7.1 Differentiate between drugs and substances 2.1.7.2 Discuss the different types of drugs 2.1.7.3 Distinguish between illicit and licit drugs 2.1.7.4 Differentiate between use and abuse of drugs 2.1.7.5 Explain why people abuse drugs and substances 2.1.7.6 Discuss the impact of drugs and substance abuse on the individual family and society 2.1.8.1 Discuss gender equality 2.1.8.2 Discuss facts and myths in relation to gender 4

2.1.8.3 Identify traditional roles of males and females 2.1.8.4 Discuss changing roles of males and females in the modern society Domestic Violence 2.1.9 Recognise domestic violence 2.1.9.1 Define domestic violence 2.1.9.2 Discuss types of domestic violence 2.1.9.3 Discuss causes of domestic violence HIV and AIDS and STI s Coping with Social Problems Culture and recreation Managing Resources Managing Resources Environmental conservation Financial 2.1.10 Acquire basic knowledge about issues surrounding HIV and AIDS and STIs 2.1.11 Understand how to cope with social problems 2.1.12 Understand grief and how to cope with it 2.1.10.1 Distinguish between facts and myths about HIV/AIDS 2.1.10.2 Discuss situations which could lead to HIV, AIDS and Sexually Transmitted Infections 2.1.10.3 Discuss factors aggravating HIV and AIDS stigma and discrimination 2.1.10.4 Explore rights and responsibilities associated with HIV and AIDS 2.1.10.5 State safe ways of helping an AIDS patient 2.1.10.6 Discuss the support services available, in Botswana to HIV infected persons and AIDS patients 2.1.10.7 Discuss the importance of Anti-Retroviral Therapy 2.1.11.1 Identify common social problems 2.1.11.2 Identify support systems in the school and community 2.1.11.3 Discuss coping strategies 2.1.12.1 Define loss, death and grief 2.1.12.2 Identify the stages of grief 2.1.12.3 Discuss ways of coping with grief 2.1.13 Understand orphan hood 2.1.13.1 Explain what orphan-hood is 2.1.13.2 Identify challenges faced by orphans 2.1.13.3 Discuss support programmes for orphans 2.1.14 Appreciate cultural practices in relation to recreation 2.1.15 Recognise resources within their school 2.1.16 Know the importance of budgeting, savings and investment 2.1.17 Appreciate the conservation of the environment 2.1.14.1 Define culture 2.1.14.2 Define Recreation 2.1.14.3 Identify different cultural practices that are recreational 2.1.15.1 Define resources 2.1.15.2 Identify resources available at school 2.1.15.3 Discuss the value of taking proper care of resources 2.1.16.1 Discuss budgeting, savings and investment 2.1.16.2 Prioritize needs and wants according to the available resources 2.1.16.3 Make a simple budget 2.1.17.1 Explain sustainable use and conservation of the environment 2.1.17.2 Discuss management of the environment 5

Road Safety Crime & law 2.1.18 Understand the importance of adhering to road safety rules and regulations 2.1.19 Understand crime and its associated legal implications 2.1.17.3 Demonstrate ways of conserving the environment 2.1.18.1 Identify various causes of road accidents 2.1.18.2 Discuss the importance of adherence to road safety rules and regulations 2.1.19.1 Define crime 2.1.19.2 Discuss common crimes committed by and against Youth 2.1.19.3 Discuss legal implications of crime 2.1.19.4 Examine available support systems for victims of crime. 2.1.20 Understand sexual abuse 2.1.20.1 Define sexual abuse 2.1.20.2 Identify different types of sexual abuse 2.1.20.3 Discuss effects of sexual abuse 2.1.20.4 Discuss ways of preventing sexual abuse 2.1.20.5 Discuss legal implications of sexual abuse 6

TOPIC 3: EDUCATIONAL GUIDANCE Sub-Topics Adjustment to the new environment Value of Education General objectives 3.1.1 Understand how Junior Secondary School functions 3.1.2 Understand the importance of education Specific Objectives 3.1.1.1 Locate the different facilities in the school 3.1.1.2 Describe the school infrastructure 3.1.1.3 Identify the roles of school personnel 3.1.1.4 Discuss the channels of communication in school 3.1.1.5 Adhere to the school rules, regulations & expectations 3.1.1.6 State subject groups in their school 3.1.1.7 Identify co-curricular activities of their choice 3.1.1.8 Discuss the importance of co-curricular activities 3.1.2.1 Explain ways in which education can be attained 3.1.2.2 explain the importance of attending school 3.1.2.3 Discuss the benefits of education Study Skills 3.1.3 Develop good study habits 3.1.3.1 Explain studying 3.1.3.2 Identify different study techniques 3.1.3.3 Learn how to use the library appropriately in gathering information 3.1.3.4 Discuss the importance of homework Information Communication Technology (ICT) 3.1.4 Develop ICT awareness 3.1.4.1 Define ICT 3.1.4.2 Identify ICT devices at home, school and community 7

TOPIC 4: VOCATIONAL GUIDANCE Sub-Topics General objectives Introduction to Careers 4.1.1 Understand the link between subjects and career choice Employment 4.1.2 understand the link between education and employment Business Oriented Peer Education Programmes 4.1.3 Know business oriented peer education programmes available Specific Objectives 4.1.1.1 Relate subjects to careers 4.1.1.2 Discuss how their interests, values and skills relate to career choice 4.1.1.3 Explain the difference between job and career 4.1.1.4 Discuss the importance of good career choices 4.1.2.1 Define employment 4.1.2.2 Explain the difference between formal and informal employment 4.1.2.3 Explain self employment 4.1.2.4 Discuss advantages & disadvantages of self employment 4.1.2.5 Identify possible self employment projects in their communities 4.1.3.1 Identify current peer education programmes available 4.1.3.2 Discuss the importance of Peer Education Programmes 8

TOPIC 1: PERSONAL GUIDANCE Sub-Topics General objectives FORM II Specific Objectives Communication 1.2.1 Communicate effectively 1.2.1.1 Identify barriers to effective communication 1.2.1.2 Discuss ways of improving one s communication skills 1.2.1.3 Demonstrate effective communication skills Self Awareness 1.2.2 Understand their needs at school and at home 1.2.3 Recognize the way their values, abilities, and attitudes influence their interaction with the community 1.2.2.1 Identify their needs at home 1.2.2.2 Identify their needs at school 1.2.2.3 Discuss ways in which their needs can be met. 1.2.3.1 Discuss how their values influence the self 1.2.3.2 Discuss how attitudes influence performance 1.2.3.3 Discuss strategies of dealing with negative attitudes of others 1.2.4 Develop a positive self-concept 1.2.4.1 Define self concept 1.2.4.2 Identify factors that contribute to positive and negative self-concept Decision Making 1.2.5 Understand good decision-making 1.2.5.1 Identify the factors that influence good decision making 1.2.5.2 Discuss the importance of autonomous decision-making 1.2.5.3 Discuss factors that can hinder good decision-making 1.2.5.4 Demonstrate autonomous decision-making Rights & Responsibilities Discipline 1.2.6 Understand their rights and responsibilities 1.2.6.1 Explain what stigma and discrimination are 1.2.6.2 Discuss situations where people are usually discriminated and stigmatized 1.2.6.3 Relate appropriately with people from different backgrounds 1.2.6.4 Debate the importance of children s rights and responsibilities 1.2.7 Understand good citizenship 1.2.7.1 Define Governance 1.2.7.2 Demonstrate the behaviour of a good citizen 1.2.8.1 Define discipline 1.2.8 Understand discipline, 1.2.8.2 Discuss attitudes and misconceptions towards discipline. 1.2.8.3 Recognise the need for discipline 1.2.8.4 Explain the importance of self-discipline 1.2.8.5 Identify causes and consequences of indiscipline at school, home and in the community 9

TOPIC 2: SOCIAL GUIDANCE Sub-Topics General objectives Specific Objectives Assertiveness 2.2.1 Demonstrate assertive behaviour 2.2.1.1 Differentiate between assertiveness, aggression and submission 2.2.1.2 Identify assertiveness skills 2.2.1.3 Explain benefits of being assertive 2.2.1.4 Apply assertiveness skills 2.2.1.5 Identify barriers to assertiveness Leadership 2.2.2 Understand the nature of leadership 2.2.2.1 Define leadership 2.2.2.2 Discuss qualities of a good leader 2.2.2.3 Discuss the roles of a monitor, prefect, captain and group leader of a club and society Adolescence Teenage Pregnancy Sexuality Interpersonal Relationships Drugs and substance use and abuse Gender and the Law Domestic Violence HIV and AIDS & STIs 2.2.3 Explore attitudes towards adolescence 2.2.3.1 Discuss behaviour and personality changes during adolescence 2.2.3.2 Identify support systems that can be used to prepare young people for adolescence 2.2.4 Understand the impact of teenage pregnancy 2.2.5 Understanding sexuality and how it affects behaviour 2.2.6 Explore positive attitudes towards social relationships 2.2.7 Understand the possible effects of drugs and other substances on the life of a person 2.2.8 Explore laws that address gender issues in Botswana 2.2.9 Understand the challenges of domestic violence 2.2.10 Appreciate the importance of knowing their health status with regard to HIV, 2.2.4.1 State some traditional practices that lead to teenage pregnancy 2.2.4.2 Identify ways of preventing teenage pregnancy 2.2.4.3 Discuss the consequences of teenage pregnancy 2.2.4.4 Discuss ways of supporting teen parents 2.2.5.1 Discuss the different aspects of sexuality 2.2.5.2 Explain how values about sexuality affect behaviour 2.2.5.3 Discuss various attitudes towards sexuality 2.2.6.1 Distinguish between good and bad friendships 2.2.6.2 Analyze behaviours that show lack of consideration for others 2.2.6.3 Discuss intergenerational relationships 2.2.6.4 Identify ways that help one to deal with bad relationships 2.2.7.1 Discuss the consequences of drugs and substance abuse 2.2.7.2 Express their opinion about the abuse of drugs and other substances 2.2.7.3 Identify the kind of help available for people who abuse drugs and other substances 2.2.8.1 Interpret laws that address gender issues 2.2.8.2 Identify available intervention strategies that address gender inequality 2.2.9.1 Discuss impact of domestic violence on the individual, family and society 2.2.9.2 Identify support systems in the family, community and society 2.2.10.1 Express the importance of voluntary counselling and testing 2.2.10.2 Explain the process of voluntary counselling and testing 10

The Media Impact Coping with Social Problems National Principles Culture and Leisure AIDS & STIs 2.2.11 Understand how Media can impact on people s lives 2.2.12 Employ strategies of coping with social problems 2.2.13 Demonstrate understanding of the National Principles 2.2.14 Appreciate cultural practices and leisure 2.2.10.3 Discuss ways of avoiding HIV and STI infections 2.2.11.1 Define media 2.2.11.2 Identify different types of media 2.2.11.3 Discuss advantages and disadvantages of media 2.2.11.4 Debate on how media can influence lifestyles 2.2.12.1 Identify signs and symptoms associated with social problems 2.2.12.2 Discuss ways of managing social problems 2.2.13.1 State the National Principles 2.2.13.2 Discuss each National Principle 2.2.13.3 Demonstrate an understanding of the National Principles 2.2.13.4 Recognise the importance of National Principles 2.2.14.1 Demonstrate the relationship between cultural activities and leisure 2.2.14.2 Identify initiatives that will help learners appreciate culture 2.2.14.3 Discuss cultural activities that give enjoyment Managing Resources 2.2.15 Develop ways of managing resources 2.2.15.1 Discuss the value of managing resources 2.2.15.2 Identify ways of using resources responsibly Managing Resources Environmental Conservation Road Safety Financial Corruption and Economic Crime Crime and Law 2.2.16 Recognize the importance of financial management 2.2.17 Understand the impact of pollution on the environment 2.2.16.1 Discuss the importance of saving and investment 2.2.16.2 Identify institutions that provide savings and investment services 2.1.17.1 Define pollution 2.1.17.2 Discuss causes of pollution 2.1.17.3 Discuss the effects of pollution on the environment 2.1.17.4 Identify ways in which one can conserve the environment 2.2.18 Show an understanding of road safety 2.2.18.1 Explain First Aid 2.2.18.2 List emergency contact numbers 2.2.18.3 Outline safety procedures 2.2.18.4 Discuss effects of road accidents 2.2.18.5 Discuss road accident insurance 2.2.19 Understand DCEC mandate (Modified) 2.2.19.1 Define Corruption 2.2.19.2 Discuss forms of corruption 2.2.19.3 Define Economic Crime 2.2.19.4 State forms of economic crime 2.2.19.5 Discuss the function of DCEC 2.2.20 Understand the importance of 2.2.20.1 Distinguish between minor and serious offences 11

adherence to the law 2.2.20.2 Understand the effects of crime 2.2.20.3 Discuss crime prevention strategies and techniques 12

TOPIC 3: EDUCATIONAL GUIDANCE Sub-Topics General objectives Specific Objectives Value of Education 3.2.1 Understand the value of education 3.2.1.1 Explain the importance of education to an individual and society. 3.2.1.2 Identify the skills acquired in learning 3.2.1.3 Identify school activities in which social skills can be developed 3.2.1.4 Discuss the relationship between subjects and careers Study Skills 3.2.2 Demonstrate effective study techniques) 3.2.2.1 Describe different study techniques 3.2.2.2 Draw up a study timetable 3.2.2.3 Use study time table effectively 3.2.2.4 Apply different techniques of gathering information 3.2.2.5 Apply the techniques of answering tests and examination questions ICT Awareness 3.2.3 Understand proper ICT usage 3.2.3.1 Distinguish between responsible and irresponsible use of ICT 3.2.3.2 Discuss advantages and disadvantages of ICT devices 13

TOPIC 4: VOCATIONAL GUIDANCE Sub-Topics General objectives Employment 4.2.1 Understand conditions of the labour market Business oriented Peer Education Programme 4.2.2 Understand the importance of rules and regulations at the work place 4.2.3 Appreciate the importance of business oriented Peer Education Programmes Specific Objectives 4.2.1.1 Define labour market 4.2.1.2 Describe some of the problems within the labour market 4.2.1.3 Discuss ways of overcoming some of these problems 4.2.2.1 Identify some of the legislation regulating places of work 4.2.2.2 Discuss the importance of rules in the work place 4.2.3.1 Discuss ways of actively participating in Peer Education Programmes 14

FORM III TOPIC 1: PERSONAL GUIDANCE Sub-Topics General objectives Specific Objectives Self awareness 1.3.1 Understand their personality 1.3.1.1 Define personality 1.3.1.2 Discuss different personality types 1.3.1.3 Discuss the Johari Window Model technique to learn about themselves Rights and Responsibilities 1.3.2 Apply political understanding in their real life situation Healthy Lifestyles 1.3.3 Understand the concept of stress and anger management 1.3.2.1 Describe their understanding of political representation 1.3.2.2 Discuss the processes of choosing a political representative 1.3.3.1 Define stress 1.3.3.2 Identify signs and symptoms of stress 1.3.3.3 Identify causes of stress 1.3.3.4 Discuss ways of coping with stress 1.3.3.5 Define anger 1.3.3.6 Identify signs and symptoms of anger 1.3.3.7 Identify causes of anger 1.3.3.8 Discuss ways of coping with anger 15

TOPIC 2: SOCIAL GUIDANCE Sub-Topics Social Relationships Leadership Adolescence Teenage Pregnancy General objectives 2.3.1 Understand what constitutes a good social relationship. Specific Objectives 2.3.1.1 Discuss different types of social relationships 2.3.1.2 Describe the qualities of a tolerant and accepting person 2.3.2 Understand the concept of leadership 2.3.2.1 Discuss the roles of different leaders 2.3.2.2 Discuss the importance of leadership in the community 2.3.3 Understand the challenges of adolescence 2.3.4 Develop measures against teenage pregnancy 2.3.3.1 Discuss the challenges of adolescence 2.3.3.2 Identify ways of dealing with adolescent challenges 2.3.4.1 Identify practices that contribute to teenage pregnancy 2.3.4.2 Discuss ways of preventing teenage pregnancy Sexuality 2.3.5 Understand dating and date rape 2.3.5.1 Define dating 2.3.5.2 Discuss rape and date rape 2.3.5.3 Discuss how they can avoid date rape 2.3.5.4 Identify the qualities of a good partner Drugs and Substance abuse Gender and the Law Domestic violence HIV and AIDS & STIs National Principles Managing Resources Managing Resources Financial 2.3.6 Demonstrate responsibility and accountability for their behaviour 2.3.7 Demonstrate appropriate attitudes towards gender 2.3.8 Explore ways of combating domestic violence 2.3.9 Understand how to cope with the impact of HIV and AIDS and STIs 2.3.10 Demonstrate a sense of ownership of the National Symbols and Principles 2.3.11 Appreciate the value of resources at their disposal 2.3.12 Recognize the importance of investment 2.3.6.1 Identify factors leading to drug and substance abuse 2.3.6.2 Discuss experiences relating to the use and abuse of substances 2.3.6.3 Discuss ways of dealing with drug abuse and substances 2.3.6.4 Show responsible use of drugs. 2.3.7.1 Demonstrate gender sensitivity towards others 2.3.7.2 Understand the law in relation to gender 2.3.8.1 Identify signs and symptoms of domestic violence and abuse 2.3.8.2 Identify support systems for victims of domestic violence and abuse 2.3.9.1 Discuss the relationship between stress and STIs and AIDS 2.3.9.2 Discuss the socio-economic impact of HIV and AIDS 2.3.9.3 Identify support structures available in their community 2.3.10.1 Identify ways of showing patriotism 2.3.10.2 Identify activities that drive the national principles and vision 2.3.11.1 State ways in which resources are misused 2.3.11.2 Demonstrate responsible use of resources 2.3.12.1 Discuss investment opportunities locally available 2.3.12.2 Identify income generating activities 16

Road Safety 2.3.13 Understand Road Traffic Insurance 2.3.13.1 Explain the purpose of road traffic insurance 2.3.13.2 Outline procedures in accessing insurance benefits Corruption and Economic Crime 2.3.14 Demonstrate an understanding of Corruption and Economic Crime 2.3.14.1 Discuss the impact of corruption and economic crime 2.3.14.2 Identify ways of combating corruption and economic crime 17

TOPIC 3: EDUCATIONAL GUIDANCE Sub-Topics General objectives Specific Objectives Subject choice 3.3.1 Understand subject groupings 3.3.1.1 State BGCSE subject groupings 3.3.1.2 State the factors to consider when selecting subjects 3.3.1.3 Relate subject selections to careers Preparation Examinations Information Communication Technology (ICT) for 3.3.2 Prepare for examinations 3.3.2.1 Discuss time management techniques during examinations. 3.3.2.3 Apply good study habits 3.3.2.4 Discuss ways of dealing with examination pressure 3.3.2.5 State the behaviour expected during examinations and the consequences of noncompliance 3.3.1 Demonstrate effective use of ICT 3.3.3.1 Discuss the benefits of ICT usage 18

TOPIC 4: VOCATIONAL GUIDANCE Sub-Topics Introduction to Career Guidance General objectives 4.3.1 Understand how personal factors affect career choice and development Occupational Information 4.3.2 Explore the World of Work Self Employment Specific Objectives 4.3.1.1 Discuss the difference between a career and a job 4.3.1.2 State factors to consider when choosing a career 4.3.1.3 Discuss the stereotypes which hinder career choice 4.3.1.4 Survey the availability of jobs 4.3.2.1 Identify job seeking techniques. 4.3.2.2 Describe the factors that contribute to employment 4.3.2.3 Differentiate between the formal and informal sectors of the economy 4.3.2.4 Define ethics 4.3.2.5 Discuss work ethics 4.3.3 Understand skills for self employment 4.3.3.1 Participate in a mini-enterprise 4.3.3.2 Identify factors that influence successful self-employment 4.3.3.3 Generate ideas for self-employment projects 4.3.3.4 Develop a business plan 4.3.3.5 Identify possible financial assistance services Unemployment 4.3.4 Recognize the realities of unemployment 4.3.4.1 Explain unemployment 4.3.4.2 Discuss causes and effects of unemployment 4.3.4.3 State ways of coping with the challenges of unemployment 19

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