ILINGELETHU SEC

SCHOOL
TERM 1&2
LIFE ORIENTATION
GRADE 10
CLASS NOTES 2021

TERM 1

WEEK 1-3

Chapter 1: Development of the self in society

1. Strategies to develop self-awareness, self-esteem and self-development

1.1. Concepts

Self-awareness Self-esteem Self-development

How good you know
yourself regarding
interests, skills, strengths
and weaknesses, likes
and dislikes, goals, values
and beliefs.
How much you like How you improve yourself
yourself and how confident by building up your
you are. strengths, improve your
weaknesses, develop your
life skills and become the
best person you can be.
1.2. Factors that influence self-awareness and self-esteem

• What other people say about you

• What happens in your life
• How well you cope with challenges
• How you respond to successes and failures
• How popular you are
• The media – newspapers, magazines, TV, and all social media sources like Facebook,
Mxit, etc.

1.3. Strategies to build confidence in yourself and others

• Good communication skills

• Assertive attitude
- Say what you want to say clearly
- Be positive and respectful
- Know what you want
- Have a tall and straight body posture
- State your viewpoint clearly
- Be polite
• Complete tasks and projects successfully by managing your time effectively
• Participate in community organisations
• Make good decisions
- Evaluate the situation
- Get information about the different options
- Consider the consequences of each decision
- Choose the best option
- Act on your decision

2. Power and gender

2.1 Concepts

Term Explanation
Gender Roles, behaviours, activities and qualities that society
sees as suitable for men / women.
Gender is learnt, it is not a biological function.
Sex Biological qualities that define men and women.

Female and male Groupings according to sex.

Feminine and masculine Grouping according to gender.

Power relations Sharing of power between people in a relationship. You

may have a dominant and a submissive partner in a
relationship. Dominance is often determined by gender
and sex. Men have traditionally more power than
women.

2.2. Differences between a woman and a man

 • The most obvious differences between the sexes are biological in nature.
Example:

Women
Menstruate
Ovaries that produce eggs
Have two x chromosomes (XX )
Vagina is inside the body
Give birth
Smaller and lighter with less bone
mass
Less upper body strength
More white blood cells
Puberty starts two years before boys
Fertility lessens after the age of 35
Higher levels of the hormone
oestrogen
Less body hair
Skull is thinner and weaker
Have to work harder to build muscle
Men
No menstruation
Testicles that produce sperm
Have one X and one Y chromosome (XY )
Penis is outside the body
Do not give birth
Taller and heavier with more bone mass
More upper body strength
More red blood cells
Puberty starts two years after girls
Fertile till old age
Higher levels of the hormone testosterone
More body hair
Skull is thicker and stronger
Build muscles easily

2.3. Stereotypical views of gender roles and responsibilities

• Women may earn less than men for certain work
• Men are promoted to positions of power instead of women
• Men are allowed to smoke, drink and have affairs in some societies, while women are
not.
• Male sports teams get more funding and media coverage than women teams.
• Women have to do more housework than men.
• Women play a larger role in parenting.
• Some careers are traditionally seen as just for men.
2.4. Influence of gender inequality on relationships and general well-being

• Sexual abuse and violence

- When women/girls are involved in relationships where power is not equal, men may
decide on the conditions under which sex happens. This may mean forced sex.
- Includes rape, incest and violent sexual acts.
- Some men are violent toward women and beat them up.

• Teenage pregnancy
- Peer pressure
- Lack of information
- Poverty
- Rape
- Forced to get pregnant to prove fertility

• STIs including HIV/AIDS

- Women have no say in the use of protective measures
- Age-mixing in a relationship (sugar daddies / sugar mommies)
- More than one partner
- Transactional sex (sex that is paid for)
- Rape

Chapter 2: Physical education: Fitness

1. Value of participating in exercise programs

1.1. Types of fitness

Type of fitness Explanation Types of exercises

Cardiovascular fitness Have a strong heart and walking dancing
capillary vessels and a large cycling aerobics
lung capacity. running
Muscular strength Strong muscles and Weightlifting
tendons. Step climbing
Resistance exercises
Endurance The ability to exercise for a Cycling
long time without getting Jogging
tired. swimming
Flexibility The ability to move your Stretching
joints and use your muscles Swimming
through their full range of Yoga
motion.
1.2. Why regular physical activity?

• Reduces stress, worry and depression

• Helps you to relax
• Makes you feel more confident
• Helps you to sleep well
• Improves brain functioning

WEEK 4-6

Chapter 3: Careers and career choices

1. Self-knowledge for career choices

1.1. Step 1: Know your interests, abilities, talents and strengths and weaknesses

Concept Explanation
Interests What you like to spend your time doing. What you want to learn more
about.
Abilities The things you can do well. The skills you posses.
Talents The natural abilities you were born with.
Strengths The things that you are always good at.
Weaknesses The things you struggle with / not good at doing.

A B C
PERSONALITY TYPE PERSONALITY CAREER GROUP AND INTEREST
TRAIT

Natural Prefer/like to work with your hands, tools and

Open machinery make or repair articles, look after
Honest plants and animals, like outdoor work. Includes
Modest services such as cooking, making clothes,
REALISTIC Shy cutting hair, repairing and installing office and
Perseverance home equipment, growing, breeding and caring
Practical for animals or plants, construction and
Steadfast maintenance of roads, pipelines, buildings, etc.,
operation of heavy vehicles and machinery like
bull-dozers, fork-lifts, trucks and buses,
manufacture, repair or service machinery or
electrical tools, engineering such as building
bridges, designing aircraft, surveying or writing
computer programs.
Careful
Critical Prefer to work on their own in a research
Inquisitive environment, to investigate and discover new
INVESTIGATIVE Independent facts, conduct experiments and observe with
Systematic scientific equipment to find solutions, analytical
Modest and mental activities aimed at problem solving
Precise and application of knowledge
Reserved
 Complicated Enjoy to work in an artistic environment which
Confused includes writing stories or plays, acting on stage,
Sensitive applied arts of which language is the main
ARTISTIC Expressive component (TV presenter, writing articles,
Impractical translating a story), visual arts (sketching,
Impulsive drawing, photography, designing furniture,
Independent buildings, clothes) and popular entertainment
Intuitive (DJ, playing in a band, singer).
Convincing Work and communicate with people, help and
Co-operative take care of others, teach them, rendering
Friendly personal and household services (e.g.
SOCIAL Helpful housekeeping, cleaning services, serving people
Kind in restaurants, aircraft and trains), law
Sociable enforcement and the protection of persons and
Tactful property..
Understanding
Adventurous Preference for activities through which they can
Ambitious influence, persuade, motivate or guide people to
Demands attention achieve a common goal e.g. promotions,
Domineering management, sales, including politics
ENTERPRISING Energetic
Optimistic
Self-confident
Popular
Conscientious Prefer routine and pre-determined instructions.
Careful Rather do tasks and problems which require the
CONVENTIONAL Conservative systematic processing of information using office
Capable machines and working in a controlled
Obedient environment. Includes jobs of clerical and
Orderly secretarial nature, paying and receiving money,
Persistent operation of office machines, storing,
Collectedness dispatching and receiving goods

1.2. Step 2: Know more about jobs, occupations, careers and career fields

Concept Explanation
Job If you have a job, you are employed and get paid. You may need some
basic training.
Occupation This the work that you do and requires special education, training or a
skill.
Career An occupation that you have for the larger part of your life. It gives you
opportunities to progress.
Career field A grouping of occupations that are common regarding skills, knowledge
and work setting

CAREER GROUP
AND PERSONALITY EXAMPLES OF CAREERS
TYPE
Baker, Bus driver, Carpenter, Bricklayer, Draughtsman, Electrician,
Spray painter, Welder, Fireman, Motor mechanic, Plumber, Miner,
REALISTIC Farmer, Tiler (wall and floor), Miner, Filling station attendant
 IT specialist, Pharmacist, Technologist, Agriculturist, Engineer,
Airline pilot, Geologist, Dentist, Mathematician, Medical doctor,
INVESTIGATIVE Chemist, Veterinary surgeon, Optometrist, Surveyor, Social
scientist, Statistician, Psychologist, Criminologist, Biologist
Photographer, Singer, Musician, Actor, Interior designer, Fashion
designer, Architect, Artist, Writer, Editor, Cartoonist, Journalist,
AESTHETIC/ARTISTIC Sculptor, Poet, Composer, Choreographer

Hairdresser, Librarian, Training officer, Teacher, Coach, Historian,

Social worker, Occupational therapist, Radio/TV announcer,
SOCIAL Speech therapist, Counselor (Marriage, Trauma, HIV, Career),
Psychologist, Diplomat, Clergyman, Law enforcement and
protection (Security, Soldier, Policeman), Nurse, First aid, Flight
attendant
Estate agent, Manager (marketing, sales, personnel, hotel) Sales
rep, Buyer, Building contractor, Attorney, Magistrate, Speculator,
ENTERPRISING Insurance agent
Usher, Postman, Waiter, Receptionist, Typist, Clerk, Bookkeeper,
Cashier, Library assistant, Accountant, Computer operator,
CONVENTIONAL Transport manager, Stock controller, Proof reader, Stock controller
( Focus, Maskew, Miller and Longman, page 43 )
1.3 Step 3: Know the requirements of the National Curriculum Statement ( NCS )

• To qualify for a National Senior Certificate, candidates should offer a

minimum of 7 subjects as follows:

- Two official languages, at least one at Home Language level

- Mathematical Literacy or Mathematics
- Life Orientation
- Minimum of 3 subjects from the NCS approved subjects
- A candidate may not offer more than 4 languages in the package of 7

There are additional subjects that are recognized for the National Curriculum Statements.
These are as follows:
Equine Studies, Nautical Science, Maritime Economics, Modern Greek (from 2009),
Sports and Exercise Science (from 2010). Only one of these can be offered as part of the
7-subject programme. They may be offered in addition to the 7-subject package.

In all subjects, a portfolio of evidence will contribute 25% and final examination 75%.
Practical /performance assessment components may contribute up to a further 25%,
making the final examination in such cases worth 50%.

Life Orientation will be assessed through a combination of a portfolio of evidence and

prescribed subject specific practical assessment i.e. no external examination.

• Pass requirements

In order to qualify for a National Senior Certificate, a learner must achieve:

- A minimum rating of 3 i.e. 40% or more, in 3 subjects. One of the 3 subjects must be
an official language at Home Language level.
- A minimum rating of 2 i.e. 30% or more, in 3 other subjects.

Note:
It is compulsory for a learner to pass an official language at home language level i.e. at
40% or above.
If a learner offers more than the minimum number of 7 subjects, passes in the additional
subjects will be taken into account when determining whether a learner has met the
minimum requirements.

• In order to qualify for entry into further study at the Higher Certificate level, a learner
must:
- Pass the NSC
- Meet the language requirement for further study at a South African institution, namely,
one of the two official languages offered by learner must be either English or
Afrikaans. To meet the language criterion to qualify for entry to study at a tertiary
education institution, the learner must pass either English or Afrikaans at least at the
1st additional level i.e. at 30% or more.

• In order to qualify for entry into further study at the Diploma level, a learner must:
- Pass the NSC as follows:
- One official language at home language level at 40%
- 3 other subjects at 40%
 - 2 subjects at 30%
- Meet the language requirement for further study at a South African institution, namely,
one of the two official languages offered by learner must be either English or
Afrikaans. To meet the language criterion to qualify for entry to study at a tertiary
education institution, the learner must pass either English or Afrikaans at least at the
1st additional level i.e. at 30% or more.

- The key difference between qualifying for entry to diploma study rather than higher
certificate study is that the learner must achieve 40% or more in 4 subjects (incl. the
official language at home language level) rather than just 3 subjects.

• In order to qualify for entry into further study at the bachelor’s degree level, a learner
must:
- Pass the NSC as follows:
- One official language at home language level at 40% or more
- 4 subjects from the designated list of subjects at 50% or more
- 2 subjects at a minimum of 30%
- Meet the language requirement for further study at a South African institution, namely,
one of the two official languages offered by learner must be either English or
Afrikaans. To meet the language criterion to qualify for entry to study at a tertiary
education institution, the learner must pass either English or Afrikaans at least at the
1st additional level i.e. at 30% or more.

The list of designated subjects which will be in place for 3 years from 2008 is as
follows:

- Accounting
- Agricultural Sciences
- Business Studies
- Dramatic Arts
- Economics
- Engineering Graphics and Design
- Geography
- History
- Consumer Studies
- Information Technology
- Languages (one language of learning and teaching at a higher education institution
and two other recognised language subjects)
- Life Sciences
- Mathematics
- Mathematical Literacy
- Music
- Physical Sciences
- Religion Studies
- Visual Arts

• Note:

In respect of music, it is only the National Senior Certificate Music course that is
considered a designated subject. At this stage no other music courses are considered
designated. They are recognised as NSC subjects but are not considered to be
‘designated’ for the purpose of qualification for degree studies.

Non-designated subjects may contribute towards the Admission Points Score (APS) and
may be recognised as an institution or faculty specific entry requirement. Learners must
 check their results against specific institutional requirements for the course of study they
wish to follow.

• Very important to note:

Specific institutional and programme needs may have a specific language requirement, a
specific level of performance in Life Orientation or require appropriate combinations of
recognised National Senior Certificate subjects and levels of achievement. Learners
must check their results against specific institutional requirements for the course of study
they wish to follow.

2. Life domains

2.1. Being
• Being means who you are.

Physical being Psychological being Spiritual being

Health Mental health Values
Nutrition Thinking Morals (rules on how to act
Exercise Feelings and behave)
Hygiene Self-awareness Spiritual/religious beliefs
Clothing Self-control
Physical appearance

2.2. Becoming
• What you do to achieve your goals, hopes and wishes. Becoming who you want to be.

Practical becoming Leisure becoming Growth becoming

The everyday actions you Activities that promote Activities to promote,
take to live: relaxation and lessen improve or keep up your
Going to school stress: knowledge and skills:
Chores Physical exercise Studying
Paid work Playing games Attending workshops
Volunteer work Visiting friends and Reading
Looking after your family Learning
health and social Using the social Asking questions
needs. media
Spending time on
hobbies
Going on holidays
Watching TV,
reading a book

2.3. Community belonging

• Fitting in with your physical environment and being respected and accepted by your
social environment or by the people around you.

Physical belonging Social belonging Community belonging

Your link with your physical Your link with your social Your access to resources
environment: environment: and services available to
Home Family community members:
School Friends
 Workplace Teachers Clinics and health
Neighbourhood Co-workers services
community Neighbourhood Social services
community Employment
Education
Recreational, sport
and community
activities

3. Socio-economic factors in study and career choices

3.1. Finances and affordability

Financial assistance Explanation

Bursary An amount of money given to a needy student to help pay for
tertiary studies. You do not pay back a bursary but may be required
to work for the company who awarded you the bursary.
Student loan Money is borrowed from a financial institution and need to be paid
back with interest.
Scholarship Some companies, businesses and organisations award a once-off
monetary grant if a student performs well in sport / studies.
Learnership Allows you to earn while you learn. You study the theory at college
and practise what you have learnt in a real job.

3.2. Accessibility

• You need to ask yourself:

- How close are you to the nearest tertiary institution?
- If you have to travel, can you afford the transport cost?
- Can you perhaps study this course through distance education?

3.3. The impact of income tax

• What is income tax?

- It is a tax that an individual and companies pay for what they earn or for their profits.
- The form of tax that people generally associate with the concept of tax is "normal"
income tax. The Act also establishes a few methods of paying income tax - namely
SITE, PAYE and provisional tax.

• What is a tax year?

- 1 March up to the end of February the next year.

• Who pays taxes?

- All individuals who earns any form of income in a tax year.
- The Minister announced “as from September this year SARS will require all those
receiving any form of employment income – including those below the tax threshold
(R120 000)

• Who needs to submit a completed and signed income tax return to SARS?
Where taxpayers receive remuneration less than R120 000, taxpayers may elect not to
submit an
income tax return, provided the following criteria are met:
- Remuneration is from a single employer.
 - Remuneration is for a full year of assessment (1 March – 28/29 February); and no
allowance was paid, from which PAYE was not deducted in full of regards to travel
allowance.
- The more you earn the more tax you will have to pay.

• Why do we need to pay taxes?

- The government uses the taxes to run the country and pay for roads, schools,
hospitals, pensions and teachers’ salaries. They pay grants from taxes.

• What if I don’t pay tax?

- It is a criminal offence not to pay income tax and if you’re court or cheat, you can get
a fine or sent to jail.

• Who collects taxes?

- The South African Revenue Services (SARS) collect tax.

• How much must I pay?

- SARS will work out the tax on your total income over a tax year.

• Is there more than one sort of tax than income tax?

- Yes, there are several other taxes like:

Types Who pays it?

Everybody pays 14% VAT for all goods
VAT
they buy. When you pay groceries, it is
already included in the price. The shop
pays it back every month to the
government

Standard income tax on employees.

SITE
This tax is paid by employees who earn
less than R120 000 a year.
Pay as you earn. This tax will get
PAYE
deducted from your salary every month if
you earn more than R120 000 per year.
Taxes paid on goods like cigarettes and
Dirt taxes
alcohol
Paid on all good imported into the
Import tax
country

It is paid 2 times a year.

Provisional tax
Tax paid by people who do not have the
same income every month and year e.g.
sports person earning money from his
winnings

WEEK 7-10

Chapter 4: Democracy and human rights

1. Diversity, discrimination and human rights violations

1.1. Diversity
• Diversity means being different.
- Culture
- Religion and belief system
- Race
- Language
- Gender
- Age
- Health status
- Place of birth
- Where you stay, etc.
• Every person is unique with individual differences. We must respect these differences.
• To accept and honour diversity, you have to:
- Take pride in your own and other’s cultures
- Agree that we differ from each other
- Respect other’s opinions, even if you disagree with them
- Be willing to learn about the differences that define people

1.2. Discrimination and human rights

• Discrimination means to treat people unfairly and differently. Discrimination denies

people their rights, power and privileges.
• To discriminate is to violate human rights.
• Types of discrimination:
- Fair: discrimination to make up for the inequalities of the past
- Unfair: goes against the constitution example: disabilities, gender, race, religious,
sexual orientation, workplace, xenophobia
-

Type of discrimination Meaning Example of discrimination

Racism To treat somebody different To refuse somebody access to a

because of their race place or facility like a school
because of their race.

Bias To give someone or a group To give people from your culture

unfair preference or favour
them unfairly
better treatment than others e.g. if
you are a waiter at hotel, you will
serve people of one group first
because they come from the same
cultural group as you

Gender stereotyping To treat people differently To keep some jobs for men e.g.
because they are a male or engineering. Or to say men are
female better engineers than women.

Religious To treat people differently To refuse Moslem learners’

discrimination because of their religion. entrance to a public school,
because of their religion
Sexual Orientation To be prejudice against people In Malawi men are put in jail if they
with same sex relationships have a gay relationship

Discrimination in the If you get sexually harassed
workplace
If men get a job because they
are men and not because they
are the best candidate
Men gets more money for the same
job just because they are men
If you lose your job because you are
too old.

Xenophobia Prejudice against foreign When Zimbabwean’s are killed or

nationals, people from other chased from their houses or shops
countries. in town ships
Fear for strangers or foreigners

2. Our Bill of Rights and human rights instruments

2.1. The South African Bill of rights

• Chapter 2 of the Constitution is the Bill of Rights. These rights are based on : dignity,
democracy, equality and freedom

Summary of the Bill of Rights

• Equality
- Every person is equal to every other person according to the law. No one is allowed to
discriminate against people because of their race, gender, pregnancy, marriage, ethnicity,
social class, skin colour, sexual orientation, age,
disability, religion, conscience, belief, language or birth.

• Human dignity
- Everyone has the right to be respected.

• Life
- Everyone has the right to life. South Africa does not allow the death penalty.

• Freedom and security

- No one may be arrested without trial, violently assaulted, tortured or punished in cruel,
inhuman or degrading ways.

• Slavery
- No one can be forced to work as a slave, without pay or forced to work against their will.

• Privacy
- Everyone has the right to privacy, to not have their home, body or property searched, their
possessions seized or private communications read or listened to without their permission.

• Freedom of religion, belief and opinion

- Everyone may practise the religion they choose, do what they believe is right and hold their
own opinions, as long as they are consistent with the Bill of Rights and the Constitution.

• Freedom of expression
- Everyone may express themselves freely, including press and media, share ideas
and art and do academic and scientific research. No one may encourage war, incite
 violence or use hate speech.

• Freedom of assembly
- Everyone has the right to gather together peacefully and unarmed to demonstrate
and protest.

• Freedom of association
- Everyone can join with other people for whatever reason.

• Political rights
- Everyone can participate in politics; have free, fair and regular elections, vote and stand
for public office and hold office if elected.

• Citizenship
- Citizenship of South Africa cannot be taken away from any citizen.

• Freedom of movement and residence

- Any citizen can leave South Africa and return, live where they choose and have a passport.

• Freedom of trade, occupation and profession

- Everyone can choose their trade, occupation and profession.

• Labour relations
- Everyone has a right to fair labour practices, join trade unions, form or join employers
‘organisations.

• Environment
- Everyone has a right to an environment that does not harm their health and is protected
against polluting

• Property
- Everyone has the right to own land and other property. If the government needs privately
owned land or property, a fair price must be paid for it.

• Health care, food, water and social security

- Everyone has a right to health care, food and water. Social security (grants of money) is to
be available for people who cannot support themselves or their dependants by working.

• Children also have rights, but it is very important that we must understand that we also
have responsibilities because we have rights. What are they?

Right Responsibilities
Children have the right to be cared for by parents
Children must respect and appreciate parents and
and guardians guardians
Children have the right to privacy Children must respect others privacy
Children have the right to good health care Children have the responsibility to take good care of
themselves
Children have the right to an education Children have the responsibility to study and respect
Teachers
Children have the right to a safe and comfortable
Children have the responsibility to keep their rooms tidy
home
Children have the right to be protected from sexual
Children have the responsibility not to sexually abuse
Abuse others or put themselves in danger of being abused

2.2. Which organisations protect my human rights in?

• The Public Protector

• South African Human Rights Commission
South Africa (SAHRC)
• Commission on Gender Equality (CGE)
• Office of the Auditor General (A-G)
• Independent Electoral Commission (IEC)
• CEDAW
• Constitutional Court
• The Red Cross

The world • The African Union or AU

• The United Nations or UN
• United Nations Children’s fund (UNICEF)

2.3. Human rights and violations:

• Human rights are rules to help everybody li9ve together in peace, safety and
happiness. Sometimes people don’t follow these rules. Then they violate or abuse
human rights.

• An example of human rights violations are human trafficking

- Human trafficking is the global illegal transport of people across international and
local boarders. To be trafficked means to be taken against your will or tricked into
going with traffickers or criminals who then sell you. You may be bought, sold and
transported into slavery:
* You can be sold for sexual exploitation and forced marriage
* You can be sold to work in shops or factories for no pay
* You can be sold to beg to provide money for your capturers
* You can be sold to harvest and sell your organs such as kidneys
* You can be sold to work on farms or do domestic work.

2.4. What does prejudice mean?

• To judge people on untruths and their differences.
• To be pre-judging people without finding the facts.
• Prejudice promotes negative attitudes and behaviour
• Prejudice promotes discrimination

• Why are people prejudiced?

- Because people don’t know the other person
- Because people have political agendas
- Because people fear the other, they don’t know
 - Because of hatred of diversity
- Because of greed for money
- Because they are power hungry

• What is the impact of discrimination, oppression, bias, prejudice and violations of human
rights on individuals and society?
- The effect of discrimination is always negative on a person or a society or community

• Challenging prejudice and discrimination: significant contributions by individuals and

organisations to address human rights violations
The following people help to fight against discrimination in South Africa

Desmond Tutu He worked hard to end apartheid

He called us the Rainbow nation
He always fights for the oppressed.

Nelson Mandela He fight for the promotion of the Freedom

Charter
He is a role model for keeping values of
democracy and equality

Walter Sisulu Fight for the oppressed during apartheid

Beyers Naude He was in favour of non-racial religious

organisations that challenged the church
and gave humanitarian help to people

The following organisations protect you today

- Equality Courts - These courts protect you from

unfair discrimination. You can
ask
these courts to help you with
harassment and hate speech
and
unfair discrimination

- South African Human Rights - It is the national institution to

- commission support constitutional
democracy.
- It promotes, protects and
monitors
human rights for everyone.

- Treatment Action Campaign - It is a human rights advocacy

organisation.
 - Fights for human rights of
people
with HIV and AIDS

- Commission on Gender Equality - This organisation will promote

and
protect gender equality in SA.
- It aims to create a society free of
discrimination

• Contemporary events showcasing the nature of a transforming South Africa

South African initiatives and campaigns:

- TAC (Treatment Action Campaign). This is a organisation that provides people living
with HIV and their families and caregivers with information about life-saving medicines
and treatment. The TAC advocates for the human rights of people living with HIV and
AIDS.
- South African Human rights Commission (SAHRC): This organisation promotes and
protects and monitors human rights for everyone. You can lodge a complaint with the
SAHRC if your human rights have been violated.
- Equality Courts: These are courts designed to deal with matters covered by Promotion
of Equality and Prevention of Unfair Discrimination.

TERM 2

WEEK 1-3

Chapter 5: Study skills

1. Study skills
1.1. Improve your listening, reading and comprehension skills

• Listening
- Listen carefully to what is said
- Look and listen.
- Make notes.
- Ask questions.
- Repeat content in own words.

• Reading and comprehension

- Read more slowly than usual.
- Read the material more than once.
- Reading out loud may help you understand.
- Ask who? what? where? and when? while you are reading.
- Make notes and underline important words.
- Look new words up in a dictionary.
- Make sure you understand what you are reading.
- Read small sections at a time.

1.2. Increase your concentration and memory skills

• Avoid distractions.
• Find a quiet place to study
• Switch off cell phone
• Put up a “do not disturb” sign
• Take deep breaths and stretch regularly
• Take a 5 minute break every hour
• Try studying in a group
• Reward yourself when you have completed a section

• Understand what you want to remember

• Make summaries and learn them
• Make a mind picture of what you want to remember
• Learn actively
• Tell someone else what you have learnt
• Make acronyms
• Make up your own questions and try to answer them

1.3. Organise and manage your time

• Watch out for the following time wasters:

• Computer games
• Cut / file your nails
• Read all the messages you have send and receive on your cell phone
• Run around looking for stationary
• Sharpen your pencils
• Let people interrupt you

• Get organised
• Draw up a table / schedule and stick to it
• Balance study time with rest and exercise
 • Take regular short breaks
• Spend more time on weaker subjects
• Study during the time of day that you have the most energy
• Keep all the things you need to study in one place
• Avoid time wasters
• Once a week, have an overview of the next weeks responsibilities

2. Study methods

2.1. Note taking

• Listen carefully to the teacher

• Listen with an aim
• Use abbreviations and symbols when you take notes
• Use short sentences and key words
• Write down only the main points
• Group ideas together
• Use your own words
• Connect ideas with arrows and lines
• Underline / highlight important facts
• Reread your notes as soon as possible
• File your notes

2.2. Mind mapping

• Write the topic in the middle of the page

• Write the heading / subheadings around the topic
• Group similar headings together
• Join the topic and headings with lines / arrows
• Add facts and ideas, only using key words
• Use colour / different fonts
• The mind map should be an “at glance” summary of the content

2.3. Construct an essay / assignment

• Understand the topic

• Olan your task / essay
• Write an introduction
• Write the body of the essay
• Show what you know
• Stick to the topic
• Write a conclusion

2.4. Select concepts and content

• Look at the headings and subheadings of each chapter; it will give you a good idea of
what is important.
• Look for key words.

3. Critical, creative and problem-solving skills

3.1. Critical thinking

Ask yourself the following questions:
 • Is this a fact?
• Is this an opinion?
• Is it a belief?
• Is it a generalisation?
• Is it important and core information?
• Who said / wrote this?
• How is it the same / different from existing knowledge?
• When was it written / said?

3.2. Creative thinking

• Look for many possible answers.

• Brainstorm ideas.
• Draw pictures.
• Ask yourself questions such as “What if ...?”
• Ask the question as many times as possible, providing a different answer each time.

3.3. Problem solving

• First you have to know what the problem is.

• Write down what you know. What are facts?
• What information do you need? Gather the information.
• List the possible options or choices or solutions.
• Decide on the best solution. Give a reason for your choice.
• Check how well you have done. Is the solution the correct one? Did it have the required
outcome?

4. Process of assessment

4.1. Internal and external assessment

• Internal assessment
• Happens inside the school
• Tasks set and marked by teachers
• Informal assessment is not for marks that need to be recorded, but it is used by the
teachers to assess your performance and progress.
• Formal assessment is part of the assessment program and is recorded and used for
promotion / progression purposes.

• External assessment
• Takes the form of examinations
• Question papers are set outside the school by the district, province or national
department

WEEK 4-7

Chapter 6: Social and environmental responsibility

1. Harmful social and environmental effects

1.1. Environmental justice

• Is putting the right the situation of environmental injustice
• Environmental injustice
= people with fewer choices suffer the most from pollution, work that is harmful for their
health
and from lack of resources.
= resource depletion
= poor people have unequal access to basic resources such as water and energy

1.2. Social justice

• Is putting right the situation of social injustice
• Social injustice
= people with fewer choices suffer the most from discrimination
= people with fewer choices have limited knowledge of the basic human rights
• To put something right means to readdress a situation.
• Our constitution says everyone has the right to:
• An environment that is not harmful to their health
• Security which means freedom from poverty
• Safety which means to be out of harm’s way

1.3. Crime and violence

• Crime has the harmful effect of making people angry, fearful, distrustful and sad.
• Violence causes people to get injured or to die.
• Crime and violence are violations of our Constitution and Bill of Rights.
• Crime and violence can lead to post traumatic stress disorder. This develops after a
harmful event like a highjack, attack, mugging or assault. Sufferers experience lack of
sleep, flashbacks, worry, nightmares, loneliness, lack of trust, forgetfulness and lack of
concentration.

2. Social issues and their harmful effects

1. Poverty

2. Food security and production

3. Unequal access to basic resources and services

2.1. Poverty

• Poverty means you are too poor to pay for your basic needs.
• Poverty is closely linked to poor health, lack of food, lack of resources and services,
lack of access to safe and healthy environment, fewer educational opportunities

a) Lack of housing
• In SA 1,875 million people are still living in shacks.
 • This is 15% of all households.
b) Unemployment
• Not having work is one of the main causes of poverty.
• 25% of South-Africans in the age group 18-65, are unemployed.
This is one out of every four people i.e. ¼ of the population.

c) What to do about poverty?

• Overcome personal poverty by working as hard as you can at school. This will
allow you to go into higher education and follow a career that will meet your
financial needs.
• Use the government’s poverty easing programmes and grants that are available.

2.2. Food security and production

a) Food security
• It means that everyone has access to enough, safe, healthy and nutritious food
to meet their dietary needs and preferences.
• Food security is threatened by things like droughts, fires and wars.
• Food insecurity leads to:
Undernourishment = you don’t get enough nutrients you need to grow properly
and stay healthy.
Malnutrition = you don’t get the right amount of vitamins, minerals and other
nutrients you need for healthy tissues and organ functions.

b) Global hunger
• 925 million people do not have enough food to eat.
• 98% of the world’s hunger people live in developing countries.
• About 1% of children in the USA suffer from chronic malnutrition due to their
fast food diets.
• In SA 2,2 million households are regarded as food insecure and vulnerable.

2.3. Unequal access to basic resources and services

a) Lack of water
• Some people have little/limited access to water.
• When one tap is shared by many people and used for drinking and washing,
the water can get polluted.
• Every household in SA is supposed to get 6000 litres of water free annually. If
you use more than the allocated amount, you pay for it.

b) Health services
• Basic primary health care is free.
• Specialised health services are available only to those who are able to afford it
as it is very expensive.
• Provinces with fewer resources and more poor people are not able to offer the
basic primary health care to all that need it. For example: Limpopo,
Mpumalanga,
Eastern Cape and the Free State.

3. Youth and civic organisations

3.1. Be a volunteer
• Public / community organisations work towards improving life for everyone.
• Youth service and volunteerism are ways to contribute to building a just and equal South
Africa.
• Civic responsibility means:
• You take actions on social and environmental issues
• You know your rights come with responsibilities
• Volunteering means:
To give your time freely to benefit others