Grade 10 NOTES TERM ONE JC DISTRICT

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 well and good you know
yourself regarding interests, skills,
strengths and weaknesses, likes and
dislikes, goals, values and beliefs.
Being self-aware also means being
able to recognize how other people
see you.
Self-esteem is your overall opinion
of yourself — how you feel about
your abilities and limitations.
How much you like/value yourself;
how confident you are (believe
in/respect/value yourself; have
confidence).
When you have healthy self-esteem,
you feel good about yourself and see
yourself as deserving the respect of
others. When you have low self-
esteem, you put little value on your
opinions and ideas.
How you improve yourself by building
up your strengths, improve your
weaknesses, develop your life skills
and become the best person you can
be.
Self-Development is a process of
consciously improving oneself in
various aspects of his or her life. It is
the conscious pursuit of personal
growth by improving personal skills,
competencies, talents, and
knowledge. ... The ultimate goal of
self-development is to be a self-
fulfilled person.

1.2. Factors that influence self-awareness and self-esteem

Many factors affect self-awareness and self esteem

 What other people say about you (how they treat you, how much you think they like you)
 What happens in your life?
 How well you cope with challenges / different things in your life
 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

Helpful ways to improve yours and others’ confidence

 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

- Meet deadlines
- Persevere

 Participate in community organisations

- Volunteer
- Participate in community events
- Involve in sports
- Participate in voting activities

 Make good decisions

- Take responsibility for yourself

- Evaluate the situation
- Get information about the different options
- Consider the consequences of each decision
- Choose the best option

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Grade 10 NOTES TERM ONE JC DISTRICT
- Act on your decision

Action plan to build self esteem

- Be strong when others’ words hurt you (just their idea; not always true)
- Accept criticism if it is helpful and true
- End each day with a reflection (success/what good you did)
- Make practical action plan to help develop yourself (what I will do and why; when; how)

Acknowledge and respect uniqueness and differences

Everyone is unique (different & special)

- Respect differences (don’t fear, laugh at them)

- Constitution doesn’t allow discrimination based on race / culture / gender/ ability/ differences
- Always imagine how you feel if you’d were the other person

Race, gender and ability

There are many different cultural groups and races in South Africa and the world at large.
- Respect all races
- All races are equal
- Everybody needs respect (regardless of gender/abilities/ race/culture)
-

Tools to help you respect differences

Tool1: How to respond to differences

- Stay calm
- Be friendly and polite
- Listen to
- Respect them

Tool 2: Reach out: learn more about other people

 Learn about other culture/race/ability groups (more knowledge is equal to easier respect)
 Focus on similarities: accept differences
 Reach out to people different from you; make new friends

2. Power and gender

2.1 Concepts

Term Explanation
Relationship power inequality Not having equal power in a relationship
Power Refers to force/strength/might/ability to get things done.
Control over people/things
Gender Roles, behaviours, activities and qualities that society sees as suitable for
men / women.
Gender is learnt, it is not a biological function.
Stereotypical Having fixed and simple idea of certain person /thing
Sex Biological qualities that define men and women.

Female and male Groupings according to sex.

Feminine Having qualities associated with women/girls; womanliness, female sex

Masculine Having qualities associated with men/boys; maleness, male sex
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.
Norm Attitudes/behaviour that are expected/thought of as normal
Female & Male Groups according to sex

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Grade 10 NOTES TERM ONE JC DISTRICT
2.2. Differences between a woman and a man

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

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

Reproduction & roles in the family

Traditional roles of men and women are changing. It is up to individuals to modernise gender roles and responsibilities.

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.
 In some societies:

 Women can’t smoke/drink/have more than one partner

 Only men allowed to drive cars
 Women not allowed to go drive cars
 Women not allowed to go out without male escort
 Widow doesn’t inherit husband’s home/money

Gender difference in participation in physical activities

 Men have larger hearts & lungs; oxygen difference affects physical performance
 Men & women are separated to ensure fairness in sport

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

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Grade 10 NOTES TERM ONE JC DISTRICT
 Gender inequalities influence exposure to STIs
 Gender customer may force women to be passive/obedience (can’t negotiate for safer sex)
 Males often take control of sexual relationships

- 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

Physical education: Fitness

The 5 Components of Physical Fitness

Some people think that being physically fit means being in good general health. Other people think it means being able to lift a certain
amount of weight or being able to run a particular distance in a certain time. One common definition is that physical fitness is a set of
attributes that people have or achieve relating to their ability to perform physical activity. Another common definition is that physical
fitness is a state of well-being with a low risk of premature health problems and energy to participate in a variety of physical activities. Even
though the definition of physical fitness can vary, there's near unanimous agreement on the 5 components of physical fitness.

Let's take a closer look at these components individually.

1. Cardiovascular fitness (or cardio-respiratory endurance or cardiovascular endurance) Of the 5 components, cardiovascular
fitness is the cornerstone that creates the pathway to improving your other fitness levels.

Cardiovascular fitness is the efficiency with which the body (the heart and lungs) delivers oxygen and nutrients to the required
working muscles and transports waste products from the cells over a sustained period of time. Or to put it another way, it's the
ability of your heart and lungs to work together to provide the necessary oxygen and fuel to your body without quickly reaching a
high level of fatigue and tiredness.

In our daily lives, we need cardiovascular fitness to handle the physical tasks and all of the "running around" we do.

A common test of cardiovascular fitness usually involves some type of sustained running. But typical examples of physical
activities that relate to cardiovascular fitness are jogging, swimming, cycling, plyometric, brisk or speed walking and any type of
aerobic exercises. Aerobic exercise is the best way to improve cardiovascular fitness.

2. Muscular strength is the maximum amount of force (weight or heavy resistance) a muscle or muscle group can generate in a
single effort to the point that no more repetitions can be done without rest. Muscular strength is quite the opposite of
cardiovascular fitness in regards to the fact that cardiovascular fitness is measured over a certain period of time. While on the
other hand, muscular strength is measured in one repetition.

In our daily lives, we need modest levels of strength to be able to perform everyday physical tasks like lifting, moving, carrying,
etc.

A common test to measure upper body strength is some type of weightlifting exercise, such as the bench press. Anaerobic
weightlifting exercises like the bench press, leg press, shoulder press, or bicep curls are examples of the best ways to improve
muscular strength.

3. Muscular endurance is the ability of a muscle or group of muscles to perform repeated movements (or to hold a particular
position) with less than maximum force for an extended period of time or until muscular fatigue. Or, to put it simplistically, it's
how long your muscles can do something before getting too exhausted to finish.

Be careful not to confuse muscular endurance with muscular strength. While they can work together, they are definitely not the
same. For many athletes, there may be a need to distinguish between muscular strength and muscular endurance. But for
everyday people who want to easily perform their daily routines, are trying to stay healthy and fit, and just want to enjoy physical
activities like hiking, biking, or snowboarding, muscular endurance plays a major role in fitness.

Common testing for muscular endurance can be dynamic (the ability to repeat contractions) or static (the ability to sustain a
contraction). Dynamic tests would be to see how many sit-ups, for example, a person can complete in a designated amount of
time (e.g. 30 seconds, a minute, or maybe longer). Or, without being timed, the person could do as many repetitions of the
exercise as they could until they couldn't do anymore. An example of a static test would be the plank exercise.

Muscular endurance can be improved by both aerobic and anaerobic exercises. Some examples would be biking, step machines
and elliptical machines.

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Grade 10 NOTES TERM ONE JC DISTRICT
4. Flexibility is the ability to move the joints or any group of joints, muscles, ligaments, and tendons through their full, normal range
of motion without discomfort or pain.

Flexibility is actually more important to physical fitness than people realize. Not only does flexibility play a big role in performing
many daily tasks, but maintaining or even increasing your flexibility is critical to protecting your joints and keeping them healthy.
In addition, being flexible contributes to improving your lower back health, reducing the appearance and effects of arthritis, and
reducing muscle-tendon injuries.

Not everyone has the same flexibility or flexibility requirements. Your flexibility tells you how limber you are. And, when it comes
to testing your flexibility fitness level, the sit-and-reach or shoulder flexibility test is most often used.

Stretching is the best way to improve flexibility. And, most fitness experts recommend a daily routine of static and dynamic
stretches for each joint.

5. Body composition is the percentage of fat in your body compared to your lean body mass (muscles, bones, tendons, ligaments,
organs, etc.).

Body composition is a better indicator of your overall fitness condition than body weight. So understand that your total body
weight or what you see on your bathroom scale does not tell you how much fat or lean body mass (muscle) you have.

Body composition is useful in helping to determine health risks. Therefore, knowing your body composition and how it relates to
your overall fitness level is essential. An optimal ratio of fat mass to lean mass is a clear indicator of good fitness.

Your body composition is a consequence of the extent that you perform the other components of physical fitness. In other
words, when you improve the other four components, it will have a positive impact on body composition resulting in less body
fat. Alternatively, when you have a high body fat content ratio, you are considered overweight or possibly obese. And, it
negatively affects the other fitness components as well as your daily performance, your appearance, and your overall health.

There are several methods that can be used to calculate body composition. The best method is underwater weighing. But due to
the expense, this isn't practical for the everyday person. Other methods of determining your body composition include skinfold
readings - using skinfold callipers and taking measurements from certain areas of your body, or electrostatic measurements
which are now incorporated into many scales used in homes.

A regular program involving aerobic exercise and strength training can help you decrease your body fat and increase your muscle
mass; and thereby, significantly improving your body composition and general overall health and fitness.

In conclusion, you now know that being fit is not just about being able to bench press a lot of weight, but you also need to know
how well you can handle running a mile, for example, and a few other things. The key is that by understanding the 5 components
of physical fitness, you'll be better able to assess your fitness level and determine what specific health and fitness goals you'd like
to achieve.

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 capillary walking dancing
vessels and a large lung capacity . cycling aerobics
running
Muscular strength Strong muscles and tendons. Weight lifting
Step climbing
Resistance exercises
Endurance The ability to exercise for a long time Cycling
without getting tired. Jogging
swimming
Flexibility The ability to move your joints and Stretching
use your muscles through their full Swimming
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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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 PERSONALITY CAREER GROUP AND INTEREST
TYPE TRAIT

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

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Grade 10 NOTES TERM ONE JC DISTRICT

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
REALISTIC Baker, Bus driver, Carpenter, Bricklayer, Draughtsman, Electrician, Spray painter, Welder,
Fireman, Motor mechanic, Plumber, Miner, Farmer, Tiler (wall and floor), Miner, Filling station
attendant
IT specialist, Pharmacist, Technologist, Agriculturist, Engineer, Airline pilot, Geologist, Dentist,
Mathematician, Medical doctor, Chemist, Veterinary surgeon, Optometrist, Surveyor, Social
INVESTIGATIVE scientist, Statistician, Psychologist, Criminologist, Biologist

AESTHETIC/ARTISTIC Photographer, Singer, Musician, Actor, Interior designer, Fashion designer, Architect, Artist,
Writer, Editor, Cartoonist, Journalist, Sculptor, Poet, Composer, Choreographer
Hairdresser, Librarian, Training officer, Teacher, Coach, Historian, Social worker, Occupational
therapist, Radio/TV announcer, Speech therapist, Counselor (Marriage, Trauma, HIV, Career),
SOCIAL Psychologist, Diplomat, Clergyman, Law enforcement and protection (Security, Soldier,
Policeman), Nurse, First aid, Flight attendant
ENTERPRISING Estate agent, Manager (marketing, sales, personnel, hotel) Sales rep, Buyer, Building contractor,
Attorney, Magistrate, Speculator, Insurance agent

CONVENTIONAL Usher, Postman, Waiter, Receptionist, Typist, Clerk, Bookkeeper, Cashier, Library assistant,
Accountant, Computer operator, Transport manager, Stock controller, Proof reader, Stock
controller

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Grade 10 NOTES TERM ONE JC DISTRICT

( 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

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Grade 10 NOTES TERM ONE JC DISTRICT
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 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

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Grade 10 NOTES TERM ONE JC DISTRICT
- 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 and
Exercise Feelings 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 take to Activities that promote relaxation Activities to promote, improve or
live : and lessen stress : keep up your knowledge and skills :
Going to school Physical exercise Studying
Chores Playing games Attending workshops
Paid work Visiting friends and family Reading
Volunteer work Using the social media Learning
Looking after your health Spending time on hobbies Asking questions
and social needs. 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 and
environment : environment : services available to community
Home Family members :
School Friends Clinics and health services
Workplace Teachers Social services
Neighbourhood Co-workers Employment
Community Neighbourhood Education
community Recreational, sport and
community activities
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Grade 10 NOTES TERM ONE JC DISTRICT

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?

- 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 buy. When
VAT you pay groceries it is already included in the price.
The shop pays it back every month to the government

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Grade 10 NOTES TERM ONE JC DISTRICT
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 from your salary
PAYE every month if you earn more than R120 000 per year.
Taxes paid on goods like cigarettes and alcohol
Dirt taxes
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

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 because of To refuse somebody access to a place or facility
their race like a school because of their race.

Bias To give someone or a group unfair
preference or favour them unfairly
To give people from your culture 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 because they To keep some jobs for men e.g. engineering. Or
are a male or female to say men are better engineers than women.

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Religious discrimination To treat people differently because of their To refuse Moslem learners entrance to a public
religion. school, because of their religion

Sexual Orientation To be prejudice against people with same sex In Malawi men are put in jail if they have a gay
relationships relationship

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

Xenophobia Prejudice against foreign nationals, people When Zimbabwean’s are killed or chased from their
from other countries. houses or shops 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

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Grade 10 NOTES TERM ONE JC DISTRICT
- 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
Children have the right to be cared for by parents and guardians
Children have the right to privacy
Children have the right to good health care
Children have the right to an education
Children have the right to a safe and comfortable home
Children have the right to be protected from sexual
Abuse
Responsibilities
Children must respect and appreciate parents and
Guardians
Children must respect others privacy
Children have the responsibility to take good care of
Themselves
Children have the responsibility to study and respect
Teachers
Children have the responsibility to keep their rooms tidy
Children have the responsibility not to sexually 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 (SAHRC)
South Africa  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.
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Grade 10 NOTES TERM ONE JC DISTRICT
 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
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 us even 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 support constitutional democracy.
- Commission - 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.

THE END
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