NATIONAL SENIOR

CERTIFICATE

LIFE ORIENTATION
GRADE 10
NOTES

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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 yourself
and how confident you are.
How you improve yourself by
building up your 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

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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.

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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 tendons. Weight lifting
Step climbing
Resistance exercises
Endurance The ability to exercise for a Cycling
long time without getting tired. Jogging
swimming
Flexibility The ability to move your joints Stretching
and use your muscles through Swimming
their full range of motion. Yoga

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

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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 machinery make or repair articles, look after
Open plants and animals, like outdoor work. Includes services such as cooking, making clothes,
Honest cutting hair, repairing and installing office and home equipment, growing, breeding and
Modest caring for animals or plants, construction and maintenance of roads, pipelines, buildings,
REALISTIC Shy etc., operation of heavy vehicles and machinery like bull-dozers, fork-lifts, trucks and
Perseverance buses, manufacture, repair or service machinery or electrical tools, engineering such as
Practical building bridges, designing aircraft, surveying or writing computer programs.
Steadfast

Careful
Critical Prefer to work on their own in a research environment, to investigate and discover new
Inquisitive facts, conduct experiments and observe with scientific equipment to find solutions,
INVESTIGATIVE Independent analytical and mental activities aimed at problem solving and application of knowledge
Systematic
Modest
Precise
Reserved
Complicated Enjoy to work in an artistic environment which includes writing stories or plays, acting on
Confused stage, applied arts of which language is the main component (TV presenter, writing articles,
Sensitive translating a story), visual arts (sketching, drawing, photography, designing furniture,
ARTISTIC Expressive buildings, clothes) and popular entertainment (DJ, playing in a band, singer).
Impractical
Impulsive
Independent
Intuitive
Convincing Work and communicate with people, help and take care of others, teach them, rendering
Co-operative personal and household services (e.g. housekeeping, cleaning services, serving people in
Friendly restaurants, aircraft and trains), law enforcement and the protection of persons and
SOCIAL Helpful property..
Kind
Sociable
Tactful
Understanding
Adventurous Preference for activities through which they can influence, persuade, motivate or guide
Ambitious people to achieve a common goal e.g. promotions, management, sales, including politics
Demands attention
Domineering
ENTERPRISING Energetic
Optimistic
Self-confident
Popular
Conscientious Prefer routine and pre-determined instructions. Rather do tasks and problems which
Careful require the systematic processing of information using office machines and working in a
CONVENTIONAL Conservative controlled environment. Includes jobs of clerical and secretarial nature, paying and
Capable receiving money, operation of office machines, storing, dispatching and receiving goods
Obedient
Orderly
Persistent
Collectedness

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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, Farmer, Tiler (wall and floor),
REALISTIC Miner, Filling station attendant

IT specialist, Pharmacist, Technologist, Agriculturist, Engineer, Airline pilot, Geologist,

Dentist, Mathematician, Medical doctor, Chemist, Veterinary surgeon, Optometrist,
INVESTIGATIVE Surveyor, Social scientist, Statistician, Psychologist, Criminologist, Biologist

Photographer, Singer, Musician, Actor, Interior designer, Fashion designer, Architect,

Artist, Writer, Editor, Cartoonist, Journalist, Sculptor, Poet, Composer, Choreographer
AESTHETIC/ARTISTIC

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

Occupational therapist, Radio/TV announcer, Speech therapist, Counselor (Marriage,
SOCIAL 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, Insurance agent
ENTERPRISING

Usher, Postman, Waiter, Receptionist, Typist, Clerk, Bookkeeper, Cashier, Library

assistant, Accountant, Computer operator, Transport manager, Stock controller, Proof
CONVENTIONAL reader, Stock controller

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 ( Focus, Maskew, Miller and Longman, page 43 )

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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.

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  In order to qualify for entry into further study at the Bachelor 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.

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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, improve
take to live : relaxation and lessen stress : or keep up your knowledge
Going to school Physical exercise and skills :
Chores Playing games Studying
Paid work Visiting friends and Attending workshops
Volunteer work family Reading
Looking after your Using the social Learning
health and social media Asking questions
needs. 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 Clinics and health
Workplace Teachers services
Neighbourhood Co-workers Social services
community Neighbourhood Employment
community Education
Recreational, sport
and community
activities

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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 pay 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 with 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 collect taxes?

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

 How much must I pay?

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 - 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 pay 14% VAT for all goods they
VAT
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 taxes is paid by employees who earn
less than R120 000 a year.
Pay as you earn. This tax will get deducted
PAYE
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 country
Import tax

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

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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 place

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

Bias To give someone or a group To give people from your culture better
unfair preference or favour them treatment than others e.g. if you are a
unfairly 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 better
female engineers than women.

Religious discrimination To treat people differently To refuse Moslem learners entrance to

because of their religion. a public school, because of their
religion

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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 gets 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 in
countries. 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.

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  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
and must respect and appreciate parents 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
home have the responsibility to keep their rooms tidy
Children have the right to be protected from sexualChildren have the responsibility not to sexually abuse
Abuse others or put themselves in danger of being abused

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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 is 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
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 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

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 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.

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 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

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  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.

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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

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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 an 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
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  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

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 TERM 3

WEEK 1-5

Chapter 7 : Development of the self in society

1. Life roles

1.1. Different life roles

 You have more than one role at a time.
 In different roles you can be :
 Dependent : you need others to help you
 Independent : you don’t need others’ help and support
 Interdependent : you and someone else depend on each other for help and support

1.2. Changing roles

 Sometimes roles change; you may take up new roles or the nature of the role changes.
 Roles can be forced on someone because of circumstances.

1.3. Handling roles effectively

 Certain competencies and skills can assist you to effectively handle your life roles.

2. Changes from adolescence to adulthood

2.1. Physical changes

 The reproductive system of a child is not mature and needs to change as a boy or girl develops
into an adult, so that the system is fully working. These changes begin between the ages of ten
and fifteen. The time when the changes happen is called puberty.

 The changes happen because of sex hormones produced by the testes in boys and by the
ovaries in girls. Some changes happen in boys and girls, while others just happen in boys or girls.

 Here are some changes that happen to both boys and girls:
 underarm hair grows
 pubic hair grows
 body smell gets stronger.
 emotional changes
 growth rate increases

 The time when the physical changes and emotional changes happen is called adolescence.

 Boys : Here are some changes that happen only to boys

 voice breaks (gets deeper)
 testes and penis get bigger
 testes start to produce sperm cells
 shoulders get wider
 hair grows on face and chest.

 Girls : Here are some changes that happen only to girls:

 breasts develop
 ovaries start to release egg cells (menstruation start)
 hips get wider.

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2.2. Social changes

 Relationships with others

 Start close relationships with people outside the family.
 Fights and disagreements between teenagers and parents as teenagers develop their own
opinions.
 Peers become more important than family.
 Teenagers start relationships with members from the opposite sex.

 Peer groups
 Friends are very important and can influence you to do good or bad things ; this is called peer
pressure.
 For example : pressure to wear certain clothes, experimenting with drugs / alcohol, skipping
school.

 Moving into the work force

 Become responsible for doing a job
 Become responsible for the team you work with
 Family may rely on the money you earn
 Make new friends
 Become responsible for planning a career

3. Coping with change

3.1. Possible changes

 Need to change friends

 Want to break up with boy / girlfriend
 Parents’ divorce / death of a loved one
 Change schools
 Change classes
 Favourite teacher may move to another school / subject

3.2. Communication helps you cope with change

 Communicate with your parents about your feelings

 Keep your parents updated about your plans
 Talk to other adults you trust / friends
 Learn to be a good listener to your friends too
 Say how you feel so that others can understand your reactions and behaviour
 Keep a journal
 If you communicate via social media :
- never post anything when you feel angry
- never give personal information to strangers

3.3. Friends

 Can introduce you to new ideas, interests, etc

 Get you involved in healthy activities
 Make you feel that you belong to a group
 Make you feel more secure and accepted
 Give you the chance to negotiate with others

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4. Values and strategies to make sexuality and life style choices

4.1. Risk behaviour

 Substance abuse
 Negative peer pressure
 Sexual activity
 Walk around alone at night
 Get a lift home with a stranger
 Be alone with a partner that does not respect you
 Be at a party without adult supervision

4.2. Values

 Respect for yourself and others

 Abstinence
 Self-control
 Respect for privacy
 Self-protection
 Assertiveness

5. Relationship between recreational activities and emotional health

5.1. Emotional health

 It is your well-being and you ability to cope with life events by adjusting to problems and stress of
everyday living.
 You are emotionally healthy if you :
 Feel good about who you are
 Accept and express your feelings
 Cope effectively with stress
 Have healthy relationships
 Ask for help if needed
 Choose to live a healthy and balanced life style.


5.2. Recreational activities and emotional health

 If you participate in recreational activities, you promote you well-being.

 To stay promote well-being :
 Keep a balance between work and play
 Get physical exercise every day
 Participate in a sport
 Go on recreational outings

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WEEK 6-10

Chapter 8 : Careers and career choice

1. Diversity of jobs

1.1. Economic sectors

a) Primary sector
 Getting raw materials from the environment that can be made into products and sold
 Mining, fishing, farming, etc

b) Secondary sector
 Raw materials are made into products
 Blue collar workers ( over-alls )
 Manufacturing jobs, like car, furniture and textile industries

c) Tertiary sector
 Service delivery
 White collar workers
 Education, health, tourism, etc.

d) Quaternary sector
 Involves jobs like research and information technology

1.2. In what different places and conditions can you work ?

 Outdoors : sailor, builder, game ranger, forester, farmer, sportsperson

 Indoors : pharmacist, clerk, hotel manager, lawyer, accountant, chef
 Conditions : determined by the place you work

1.3. What forms of activities are involved in each job ?

 Different careers have different forms of activities, for example :

Form of activity Explanation Example of career

Designing plan and make decisions about Sculptor, florist, dress designer,
something that is being build or jeweller, interior decorator,
created architect, graphic designer
Assembling connect or put together the parts Builder, construction worker,
of something mechanic, plumber, engineer,
electrician
Growing plant, breed, take care of Farmer, gardener, cattle breeder,
forester, wine maker
Caring look after, keep people safe and Psychologist, matron, social
healthy worker, doctor
Controlling direct the behaviour of people Police officer, traffic officer,
and animals ; make something soldier, bodyguard, air-traffic
work in a certain way controller

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1.4. What are skills and competencies ?

 Different jobs and careers demand different skills and competencies

 Skill
 The ability to do something due to training
 Learned and practised
 Examples :
Numeracy skills
Literacy skills
Technological skills
Communication skills
- Three of the most important skills are :
a) gathering of information
b) analysis of information
c) instruction

 Competency
- Abilities and skills to do something well

 Skills and competencies determine:

1. Salary package
- the total pay that an employer is willing to pay the employee salary package may include :
- basic salary and deductions such as pension, UIF and tax. It may also include a
- 13th cheque and the following allowances : medical aid, car, ravelling, cell phone and
housing

2. Promotion
- it means to get a salary and/ rank upgrade or raise

3. Further study prospects

- many careers offer further study prospects
- you can upgrade your skills and qualifications while you work.
- you can go on a learnership, or attend university full time or part time

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 TERM 4

WEEK 1-3

Chapter 9 : Careers and career choices

1. Trends and demands in the job market

 Trend means the way the market is moving / going

 Demand means the need for certain types of careers, jobs and skills.
To be in demand means to be wanted.
 The job market is where people who are looking for employment and those who provide
employment, interact / communicate.
It tells you where the work opportunities are, identify career fields and industry sectors, demand
education, training, experience.
If you do not follow the trend and demands of the job market, you may spend years on irrelevant
training and do not possess marketable skills.

2. Read the job market

2.1. Analyse job market information and identify niches

 Niches
- it is a place / position that needs someone with specialised skills or a unique combination
of skills.

 Skills shortages
To help you find out what the skills shortages are, you need to do research to find out :
- How many career adverts have there been over the past few years
- Do adverts only appear once
- How easy is it to get qualified with these skills
- What does Statistics SA say about the skills and the career
- What does the SETA say about the demands and training opportunities

3. Lifelong learning

3.1. The need for lifelong learning

 It means constant learning and self-development; it ongoing learning.

 Benefits of lifelong learning are :
- Helps you to stay aware and in touch with what is happening in your career field
- Develops your brain by learning new skills and getting new information
- Activates goals setting and achievement
- Provides financial reward for learning

3.2. Ongoing development of the self

 Ability to change
 Opportunity to retrain
 Teaches flexibility / adaptability

3.3. Different kinds of learning

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  Formal learning
- Official / prescribed learning by an education / training institution like an university.
- It is structured and needs to e done in a certain time
 Informal learning
- Casual or unofficial learning.
- Learn through your everyday activities.
- Is not structured and does not lead to certification.
 Non-formal learning
- For example a workshop

Chapter 10 : Democracy and human rights

1. Living in a multi-religious society : ethical traditions and religious laws

1.1. Major religions of South Africa

Religion Teachings

Judaism Worship no other God

Do not bow down to any idol or worship it
Do not use God’s name wrongly
Observe the Sabbath day and keep it
holy
Honour your father and mother
Do not commit murder
Do not steal
Do not commit adultery
Do not accuse anyone falsely
Do not desire another man’s property

Christianity Follow the same ethical teaching as given

in the ten Commandments.
They follow the teachings of Jesus Christ.
They love God and care for each other
Islam The Koran sets down a complete ethical
code for Muslims
The must care for all member of their
family
Women must dress modestly, covering
their hair and bodies
They are expected to marry- sex outside
marriage is forbidden
They must give generously to the poor
The fast during Ramadaan to realise
what it is like to be hungry.
Going on pilgrimage to Mecca makes
Muslims understand that all people are
equal.
Muslims are forbidden to eat pork drink
alcohol and to gamble.

African Traditional Religion They do not have a holy book

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 Human dignity is valued more than the
individual’s contribution to society
Followers must respect their ancestors
and elders.
They must show hospitality to everybody
They should help the needy
They should show respect towards
marriage and family.
They should respect each other’s lives
and property.
They should tell the truth , be
hardworking, honest and generous.
Hinduism They follow the laws of dharma
They should be honest- it is wrong to lie
Show respect for all life
They should practise non violence
They should practice self control and
discipline in their lives
Respect elders and ancestors
They should care for others, including
sick relatives, elderly parents and poor.
Buddish They have 5 basic rules:
Do not take life, either a person’s or that
of an animal
Do not steal
Avoid wrong or harmful sensual activities
Do not indulge in wrong speech
Avoid drugs and alcohol

2. Coverage of sport : ways to redress bias

2.1. Ways to redress bias

 Sport coverage may show bias in terms of gender, race, stereotyping and sporting codes.
 The bias can be redressed by :
- Paying more attention to indigenous games
- Identify the bias in sport so that you can be aware of it
- Put pressure on sport commentators and sponsors to be more inclusive about women’s
sport.
- Speak up : Identify and report bias.

2.2. Unfair practises in sport

 Drug-taking
- Drugs give sportspeople an unfair advantage above their competitors
- Drugs are used to enhance performance
- Drugs are dangerous and may have serious side effects
- If caught, drug users usually get banned from the sporting code

 Match-fixing

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 - Takes place when players and/or administrators decide in advance who is going to win
and lose.
- It is sometimes done for huge sums of money offered by betting groups.

 Subjective umpiring
- Unfair refereeing, umpiring / judging makes all people involved in sport angry and
disappointed. It can even lead to violence.
- Officials should apply the sport rules fairly and consistently to all participants.

 Maladministration in sport
- It is when administrators don’t administer the sport properly.
- This happens when : sporting events are not planned properly, matches are cancelled,
policies are not in place, money is misused and wasted, corruption occurs and the sport is
not promoted properly.

THE END

References

1. Focus on Life Orientation, Maskew, Miller and Longman, 2011.

2. SARS , www. sars.co.za

3. www.hpb.gov.sg

4. www.ieb.co.za/School/nsc.php

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