Western Cape Education Department

Directorate: Curriculum FET

LIFE ORIENTATION
REVISION BOOKLET
TERM 2: 2024

Grade 10

This revision program is designed to assist you in revising the critical

content and skills that you have covered during the second term. The
purpose is to prepare you to understand the key concepts and to
provide you with an opportunity to establish the required standard and
the application of the knowledge necessary to succeed in the
examination.
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LO revision booklet 2024 Grade 10 Term 2

Dear Grade, 10 Learner

Welcome to the second term of your Grade 10 academic year! As you step into this exciting
phase of your educational journey, I want to extend a warm welcome to the vibrant world of Life
Orientation. The journey through high school can be both exhilarating and challenging. Now,
more than ever, as we emerge from the pandemic’s disruptions, it’s crucial to equip yourselves
with the tools necessary for success. This subject is not just about ticking boxes, it’s a compass
that guides you toward personal growth, resilience, and meaningful connections.
Sometimes schooling can seem overwhelming, and that can be especially so with regards to
exams. As you flip through these pages, think of Life Orientation as an adventure—a treasure
hunt through the complexities of existence. Whether you’re navigating friendships, making
ethical choices, or exploring your identity, Life Orientation equips you with essential life skills.
So, open your minds wide and let curiosity be your guide. Life Orientation isn’t just about
academics, it’s about preparing for life beyond the classroom. In this revision booklet you will
find information, activities and tips that can help you with the revision required to do your best
in any exam, task, or test. By getting to grips with your revision you will help to manage any
stress that you might face during the year. We have designed this revision guide to help you to
work through your first term curriculum. You will find activities, notes, diagrams, and templates
in this booklet that will help you to learn concepts or acquire skills needed to do your tasks and
tests. Complete all of these.
In this compact yet powerful resource, you’ll find a treasure trove of knowledge, activities, and
practical tips tailored specifically to the LO curriculum. Whether you’re preparing for your
controlled test or tackling those daunting School-Based Assessments (SBAs), the booklet has
your back.
The revision exercises in this booklet aren’t mere tasks, they’re steppingstones toward success.
Each question invites you to reflect, analyses, and grow. As you tackle them, remember that
these exercises aren’t just preparation for assessments—they’re your weapons for life. Use them
to build a solid foundation for your SBA tasks and exams.
This booklet isn’t just about theory, it’s about application. Whether you’re analysing case
studies or interpreting a cartoon, the booklet prepares you for the real-world scenarios you’ll
encounter. Remember, exams aren’t battles, they’re opportunities to showcase your knowledge
and resilience. Let’s embark on this journey together, with enthusiasm and determination.
So, Grade 10 trailblazers, embrace the LO Revision Booklet. Let it be your companion as you
navigate the seas of knowledge. Sail forth, armed with wisdom. Let’s make this year one of
growth, resilience, and purpose.
We wish you well and hope that you will enjoy working through this booklet until you have
attained mastery of the knowledge and skills in preparation for your tests, assignments, and
especially exams.
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LO revision booklet 2024 Grade 10 Term 2

THE PURPOSE OF THIS REVISION PACK IS TO HELP YOU TO CONSOLIDATE, REVISE THE CONTENT
COVERED AND OF COURSE TO HELP YOU PREPARE FOR THE FORMAL ASSESSMENT, WHETHER IT IS A
TASK OR TEST.

The Programme of Assessment for your grade 10 year is as follow:

MARKS PER TERM

TERM ASSESSMENT TASK
RECORDING REPORTING

Source-based task 90
100
1
Physical Education Task 10

2 Controlled Test 100 100

Project 90
100
3
Physical Education Task 10

4 Controlled Test 100 100

FINAL TOTAL 400 400

WCED ePortal

On the Western Cape Education Department's (WCED) e-Portal, is a range of educational resources
that learners can access at any time. More than 20,000 learning resources are available for free use on
the site. Learners can register through the WCED ePortal to access all the resources. There are a few
steps you need to follow if you want to register:
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LO revision booklet 2024 Grade 10 Term 2

BLOOM’S REVISED TAXONOMY: INSTRUCTION VERBS

During exams, it is very important to read the instructions carefully. This table lists the different
categories of questions you can expect in tests or exams. Make sure you know exactly what these
instructions mean. This will help you to answer questions correctly.

The following list is just to remind you about the meaning of the action verbs/ instruction words used
in controlled tests/tasks/examinations.

L1 and L 2 (lower order) L3 and L 4 (middle order) L5 and L 6 (higher order)

Remembering Understanding Applying Analysing Evaluating Creating

Exhibit Examine and Compile

memory of Demonstrate Solve problems break information information
previously understanding of to into parts by Present and together in a
learned facts and ideas by new identifying defend opinions different way by
material by organising, situations by reasons or causes. by making combining
recalling facts, comparing, applying Make inference judgements elements in a
basic concepts translating, acquired and find evidence about new pattern or
and answers. interpreting, knowledge, to support information, proposing an
giving facts generalisations. validity of ideas alternative
descriptions and techniques or quality of solution
stating main and rules in a work based on a
ideas. different way. set of criteria

Choose Classify Apply Analyse Apply Change

Define Compare Choose Assume Appraise Choose
Find Contrast Develop Categorise Assess Combine
How Explain Identify Classify Compare Compile
List Illustrate Interview Compare Conclude Compose
Match Outline Construct Contrast Consider Construct
Name Summarise Report Conclude Criticise Create
Relate Infer Change Distinguish Decide Develop
Select Relate Conclude Examine Defend Elaborate
What Show Demonstrate Infer Determine Imagine
When Demonstrate Discuss Evaluate Improve
Where Explain Explain Plan
Which Illustrate Interpret Predict
Who Interpret Judge Propose
Why Report Justify Solve
Review Recommend Suppose
Summarise Support Produce
Tell Argue
Prepare
Show
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LO revision booklet 2024 Grade 10 Term 2

INSTRUCTION VERBS

Command verbs What is required /expected from you

Name / State State something without discussion / write facts.
Argue Make a case for accepting or rejecting a position by systematically giving reasons
and evidence for or against it. Demonstrate that you are aware of opposing
viewpoints and provide grounds for rejecting them.
List Write a list of items
Identify Pinpoint a fact or a figure or an example or an argument or a theoretical position
Consider Identify advantages and disadvantages or strengths and weaknesses in argument
and justify your own position and conclusion
Comment on Provide an informed and supported viewpoint
Distinguish Understand the difference between two things/ concepts.
To perceive or recognise the way something differs from the other,
Give Write an answer by recall of information/
Define Give a clear meaning
Describe Give a detailed explanation of something
Discuss Write/talk as if you were sharing your knowledge with someone else.
Use details and examples to explain the topic
Explain To make clear, interpret and spell out the content.
Illustrate Make your points clearer with the use of specific examples, figures, diagrams,
graphs etc.
Interpret Outline what something means in simple terms and give your judgement or
comments in relation to the issue.
Justify Present convincing evidence and reasons to support your argument and answer
the main objections likely to be made about them
Outline Give an overview of a topic in an organised way, without going into too much
detail.
Present Put forward for consideration; show or display
Prove Show that something is true by presenting facts, statistics, examples etc.
Predict Suggest what may happen based on available information.
Recommend/Suggest Put an idea or plan/strategy forward for consideration that is most suitable in the
context. (In LO a solution)
Evaluate/ Assess Give your own opinions/views based on your findings and defend them. Give
judgments (is this right or wrong) about the information. This must include a
positive and negative.

Critically discuss
Make an appraisal of the importance/usefulness/accuracy of something, stressing
both advantages and limitations and back this up with relevant theories or
evidence.
Synthetise Putting together various elements to make a whole.
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LO revision booklet 2024 Grade 10 Term 2

THE CONTROLLED TEST

Outline of the controlled test / examination:

Section A: 20 marks Section B: 40 marks Section C: 40 marks MARK

All questions are All questions are Learners will answer TWO 20-mark
COMPULSORY COMPULSORY questions out of THREE

• A short source may be • Learners will answer TWO
used to contextualise 20-mark questions. Short
some of the questions. open-ended questions
• The questions must could be:
include a combination of o Scenario based.
THREE or more types of o Source-based
questions from the list o Case study
below: o Cartoons
o Multiple choice
o Illustration
o One-word responses
o Graphs
(List, state, provide, give)
o Definitions • Questions should be
o Short explanations knowledge-based, from
(Why, how, describe, explain,
information learners have
discuss)
acquired from the Life
• Questions should test Orientation content in the
understanding and factual FET band.
knowledge.
• Responses should be
short, direct. • Learners should display,
• Mark allocation for the present, and apply
questions should range knowledge and skills
between 1 – 2 marks gained from the Life
Orientation content.
• Mark allocation for
questions in this section
could range between 2 – 4
marks in total per
question.
• Questions will predominantly focus
on the application of knowledge and
skills.
• A short text/diagram/
data/graphs/cartoons can be
provided as a stimulus.
• Questions will predominantly focus
on the application of knowledge and
skills.
• Learners will be required to:
o Explain/examine/
analyse/evaluate/
critically discuss a topic.
o Make decisions and give advice.
o Provide recommendations.
o Make conclusions.
o Solve problems.
• Learners should provide responses
through extended writing of
descriptive paragraphs or short
essays.
• Mark allocation for sub questions in
this section could range between 4
– 8 marks in total per question.

ALLOCATION:
• It is important that you study the mark allocation in brackets before answering a question, to
determine how marks will be applied.
• The mark allocation is also an indication of the format, depth and length of the answer required.
• The depth of content refers to the extent to which a topic is focused upon and explored.
• This will also help enhance the depth of learning as you develop your content learning.
• The breakdown of mark allocation is as follows:
• The first number is the restrictive number indicating the total of facts/statements/opinions
required(2x1) or (3x2).
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LO revision booklet 2024 Grade 10 Term 2

• The second number indicates the mark regarding the depth/scope of your answer (1x2) or
(2x3) or (3x4)
• (1x2): This mark allocation indicates fact/statement/opinion (✓) and qualifier (✓)
• (1x3): This mark allocation indicates fact/statement/opinion (✓) qualifier (✓) and outcome/result
(✓)
• (1x4): This mark allocation indicates fact/statement/opinion (✓) elaboration/explanation (✓
qualifier (✓) and outcome/result (✓): This is applicable when the question states “critically
discuss.”
When the question states “evaluate” your answer must include a positive and negative
Example: Positive= fact/statement/opinion (✓) and qualifier (✓) (2 marks)
Negative=fact/statement/opinion (✓) and qualifier (✓) (2 marks)

SOCIAL AND ENVIRONMENTAL RESPONSIBILITY

QUESTION: 1
Study the pictures below and answer the questions that follow:

1.1. Define social and environmental justice. (2x2) (4)

1.2. List TWO examples of (a) social and (b) environmental justice issues that are prevalent in your (2+2) (4)
community.

1.3. State two ways how you as a learner can actively promote non-violence in your school and (2x2) (4)
neighbourhood.

1.4. Discuss TWO ways in which youth can be involved in promoting social and environmental justice. (2x3) (6)

1.5 Explain THREE ways what impact unequal access to basic resources will have on local communities. (3x3) (9)

1.6 Suggest THREE strategies that local communities can adopt to address the issue of water scarcity.
In EACH answer also indicates what the impact of each strategy will be. (3x3) (9)

1.7 Explain THREE ways how poverty affects access to education and healthcare. (3x3) (9)
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LO revision booklet 2024 Grade 10 Term 2

1.8 Suggest THREE strategies to address the root causes of violence, beyond punitive
measures.
(3x3) (9)
1.9 Critically discuss TWO ways that crime and violence both influence the emotional state of an
individual. (3x4) (12)
(3x4) (12)
1.10 Unequal access to education has profound implications for communities worldwide. Critically
discuss how unequal access to education perpetuates social inequality in several ways.
H
(3x4) (12)

SOCIAL AND ENVIRONMENTAL RESPONSIBILTY

QUESTION 2
Study the diagram and answer the questions that follow.

RAPPORT 7 APRIL 2024

“Bullies assault doctor with stethoscope in hospital”.

“Pastor cuts my hands off at church.”

DIE BURGER 18 APRIL 2024

“Detective shot in hijacking in Cape.”’

“Khayelitsha shooting claims six.”

“Murders, fraud at Fort Hare University”

2.1. List ONE harmful effect that the following social issues have on both personal and community

health:

2.1.1. Crime

2.1.2. Violence

2.1.3. Poverty

2.1.4. Safety and security

2.1.5. Unequal access to basic resources

2.1.6. Lack of basic services (water and health services). (6x1) (6)

3. Suggest THREE measures that schools can introduce to enhance safety and security, benefiting both

learners and staff. (3x3) (9)

4. Critically discuss how can schools incorporate crime prevention education into school curricula for
equipping learners with the knowledge and skills to stay safe and contribute to safer communities.

(2x4) (8)
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LO revision booklet 2024 Grade 10 Term 2

SOCIAL AND ENVIRONMENTAL RESPONSIBILITY

QUESTION 3

3.1. Define the following concepts and give ONE example of each.

3.1.1. Social thinking skills

3.1.2. Constructive thinking skills

3.1.3. Critical thinking skills (3+3) (6)

3.2. Analyse how your constructive thinking skills can assist you in addressing the harmful effects of

crime in your community. (2x4) (8)

3.3. Imagine you’re in a group project. How would you resolve a disagreement among team members

using your social thinking skills. (2x3) (6)

3.4. You’re considering different career paths. How would you use your critical thinking skills to

evaluate the pros and cons of each option? (3x3) (9)

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LO revision booklet 2024 Grade 10 Term 2

SOCIAL AND ENVIRONMENTAL RESPONSIBILITY

QUESTION 4

Read the source below and answer the following questions.

THE FUTURE IS IN OUR

HANDS
Vision
A world where young people have opportunities to
create sustainable livelihoods.

Mission
We use cutting-edge educational approaches to
create pathways for young people from under-
resourced communities to pull themselves and each
other into sustainable livelihoods.
All contents © 2024 Ikamva Lisezandleni Zethu, unless otherwise noted. Contents
under Creative Commons License. NPO Reg. Number: 032-082. PBO Tax Exemption
Number: 930030238. Website by Virtual Web Assist

4.1. Define the term sustainability. (1x2) (2

4.2. State the purpose of the IKAMVA YOUTH organisation. (1x2) (2)

4.3. Suggest TWO ways young people in our communities can create sustainable livelihoods. (2x2) (4)

4.4. Evaluate the educational contributions aimed at empowering youth to attain to sustainable
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LO revision booklet 2024 Grade 10 Term 2

livelihoods, as well as potential areas for improvements. (2x4) (8)

SOCIAL AND ENVIRONMENTAL RESPONSIBILITY

QUESTION 5

Read the source below and answer the following questions.

GIFT OF THE GIVERS

SA - NATIONAL CALL CENTRE Toll Free Number: 0800 786 911
Email: info@giftofthegivers.org

Copyright © 2024 Gift of the Givers Foundation. All Rights Reserved. "NPO 032-031, PBO 930018993"
designed by Assegai & Javelin, developed by DGTL-FUSION

5.1. Which organisation is dedicated to addressing the social challenges affecting communities in

South Africa? (1x1) (1)

5.2. List three social issues in South Africa that the organisation positively addresses. (3x1) (3)

5.3. Explain TWO advantages/ benefits that this organization brings to our communities in South

Africa. (2x2) (4)

5.4. Critically assess TWO methods to mitigate the impact of social issues in our global

communities. (2x4) (8)

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LO revision booklet 2024 Grade 10 Term 2

STUDY SKILLS

QUESTION 6
Study the diagram below and answer the questions.

"Discovering the right study methods for yourself is an integral part of your school and
tertiary education."

6.1 Describe the following terms and provide examples:

6.1.1 Study Skill

6.1.2 Time management

6.1.3 Problem-solving skills (3X2) (6)

6.2 Define the term study method and provide TWO examples of study methods. (1+2) (3)

6.3 Name and motivate FOUR ways you can use to concentrate better when you study. (4x2) (8)

6.4 Discuss the importance of using the right study methods for your school career and post-
school studies. (2X3) (6)
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LO revision booklet 2024 Grade 10 Term 2

STUDY SKILLS

QUESTION 7

Read the scenario below and answer the questions that follow.

Please help!

Johan is a 20-year-old high school boy. He is in Gr.10 for the

second year. He participates in numerous community projects
such as conducting the church choir, playing football and chess.
He does not hand in tasks at school and continues to forget the
assessment dates.

7.1 Name the skill that is lacking in Johan in the above scenario. (1X1) (1)

7.2 Identify the tool that will help him get to his various tasks on a weekly basis and explain to him
how it is going to help him. (1x2) (2)

7.3 Distinguish between internal and external assessment. (2X1) (2)

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LO revision booklet 2024 Grade 10 Term 2

MARKING GUIDELINES

QUESTION 1

1.1. Social justice means the rectification of the situation of social injustice () social justice
encompasses the pursuit of fairness, equality, and human rights within society. ()
Environmental justice is to correct the situation of environmental justice () focuses on equitable
access to environmental resources and protection from environmental hazards. () (2x2) (4)

1.2. (a) Gender pay- gap () Income inequality ()Food insecurity () Social discrimination ()
Homelessness () Access to education () Child welfare ()
Any TWO relevant responses for ONE mark each
(b) Access to clean air ()Access to safe drinking water ()Toxic waste sites and landfills ()
Industrial pollution and proximity to factories () Environmental racism ()
Any TWO relevant responses for ONE mark each (2+2) (4)

1.3. Participate in Non-Violence Workshops () which provide essential skills for handling
disagreements peacefully and fostering positive relationships. ()

Be an advocate for safe spaces ()through policies and practices that prevent violence, promote
empathy, and ensure everyone feels secure and valued. ()

Organise awareness campaigns ()to educate others about the importance of peaceful
interactions and conflict resolution. ()

Practice kindness and empathy () by reaching out to classmates or neighbours who may be
struggling and offer support ()

Any TWO relevant responses for TWO marks each (2x2) (4)

1.4. Participate in Youth-Led initiatives and campaigns () since young people bring fresh
perspectives, creativity, and unwavering dedication to addressing global challenges () and by voicing
their concerns, they raise awareness, inspire action, public demonstrations and engage decision-
makers ()

Educate themselves and others () so that they can understand social justice issues, environmental
impacts, and systemic inequalities empowers youth to take informed action () and by educating
others, they create a ripple effect of awareness and advocacy. ()

Collaborate with local organisations () because youth involvement in local organisations amplifies
their impact and fosters collective action () which will strengthen community-building projects,
community resilience and promote justice ()

Youth can harness the power of social media () to leverage these tools to amplify their voices, share
information, and mobilise support ()creating informative posts, share success stories, and engage in
online activism ().

Any TWO relevant responses for THREE marks each (2x3) (6)
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LO revision booklet 2024 Grade 10 Term 2

1.5. Health Disparities will exist () because unequal access to clean water, sanitation, and healthcare
affects health outcomes () so that communities with limited access suffer from higher rates of
waterborne diseases, malnutrition, and preventable deaths ()

Economic inequity will be prevalent () because resource disparities perpetuate poverty cycles()
which impact on basic resources which hinders economic mobility, job opportunities, and income
growth ()

Environmental sustainability is under threat () since resource scarcity affects ecosystems () and
communities lacking access to clean water or energy sources face environmental degradation and
reduced resilience ()

Social cohesion and trust are under pressure () because disparities erode community bonds ()
and this unequal access fosters resentment, social divisions, and mistrust among neighbours ()

Any THREE relevant responses for THREE marks each (3x3) (9)

1.6. The community can harvest rainwater techniques ()is a cost-effective and environmentally
friendly method captures rainwater from rooftops, surfaces, or catchment areas ()communities
reduce dependence on traditional water sources which can alleviate scarcity, especially during dry
seasons ()

The community can engage in clean-up efforts () thereby protecting local water bodies (rivers, lakes,
ponds) prevent pollution and enhance water quality () leading to cleaner water sources benefit both
human health and ecosystems, ensuring a more resilient community ()

Community members can be trained in water conservation education and awareness programs
()water-saving practices fosters behavioural change () this will lead to water-efficient habits (e.g.,
fixing leaks, using efficient appliances), overall water consumption decreases ()

The community can partner with companies and NGO’s () to enhances resource mobilisation and
expertise () which can fund water projects, implement innovative solutions, and create sustainable
models for water management ()

Any THREE relevant responses for THREE marks each (3x3) (9)

1.7. Limited access to quality education () because poverty restricts families’ ability to afford quality
education, including tuition fees, books, and supplies () and this inadequate resources hinder
cognitive development and negatively impact academic performance ()

High dropout rates occurred () due to financial constraints force some learners to leave school
prematurely to contribute to family income () resulting in limiting educational attainment and
future opportunities for employment and economic mobility ()

Learners will experience health-related barriers to learning () because poverty leads to
inadequate nutrition and healthcare () and children struggle with concentration, memory, and
learning abilities and regular school attendance ()

Communities have lack of access to Healthcare Services ()poverty limits families’ ability to afford
healthcare ()leading to increased mortality rates for chronic conditions and lack of insurance
coverage exacerbates health disparities ()

Any THREE relevant responses for THREE marks each (3x3) (9)
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LO revision booklet 2024 Grade 10 Term 2

1.8. By educating and empower the community ()through education and awareness helps address
systemic inequalities and social determinants of violence () and by fostering collective responsibility,
this strategy promotes community well-being and resilience ()

Investment in Youth Services ()provides alternatives to violence and supports positive

development () and by investing in extracurricular activities, mental health provision, and additional
teaching support, youth services empower young people and reduce their involvement in violence ()

The community must focus on restorative justice ()focuses on repairing harm caused by crime,
promoting healing for all parties involved, and rebuilding relationships within communities ()fosters
understanding through victim-offender mediation and community conferencing, offers a
transformative approach that seeks to heal the wounds caused by crime ()

Work with social services ()to address the root causes of violence which recognizes that punitive
measures alone do not break cycles of violence ()but by providing counselling, support, and exit
pathways, this approach helps individuals escape violence and reduces recidivism ()

Any THREE relevant responses for THREE marks each (3x3) (9)

1.9. It leads to intense emotions for the victim () who often experience strong emotions intense
feelings, such as anger, fear, or sadness catch them off guard () because experiencing a crime or
violent incident is often sudden and unexpected () exacerbate their sense of vulnerability and
confusion, making it harder to cope with the aftermath of the crime ()

Victims experience feelings of shame and guilt () often grapple with feelings of shame and guilt,
even though they are not at fault () and may feel ashamed due to the violation they endured,
leading to self-blame and a sense of unworthiness ()affecting self-esteem and leading to self-blame
and may question their actions or decisions, further impacting their emotional state ()

Victims can experience impaired rationality ()since the trauma of crime can disrupt rational
thinking () and the intense emotions, fear, and shock associated with victimization interfere with
clear decision-making processes ()which may struggle to process information logically, leading to
impulsive reactions or difficulty making sound decisions which can hinder their ability to recover
emotionally ()

Any TWO relevant responses for FOUR marks each (2x4) (8)

1.10. The existence of inadequate infrastructure and resources () is prevalent in schools in
marginalized areas often lack proper infrastructure, including classrooms, libraries, and technology ()
because insufficient resources hinder effective teaching and learning () leads to subpar education for
disadvantaged learners and limited educational quality perpetuates social disparities ()

The prevalence of overcrowded classrooms and teacher shortages ()resulting in high learner-to-
teacher ratios hinder personalised attention and effective learning ()because underfunded schools
struggle to hire and retain qualified educators () and overcrowding affects learner engagement,
achievement, and unequal learning experiences limit career opportunities ()

Financial barriers and school fees () and related costs exclude economically disadvantaged
learners () because families struggle to afford uniforms, textbooks, and extracurricular activities
()which limit access to education and future prospects ()

Any TWO relevant responses for FOUR marks each (2x4) (8)
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LO revision booklet 2024 Grade 10 Term 2

QUESTION 2

2.1.1. Businesses suffer () economic stability () depression () heartbroken ()
2.1.2. Trauma (), anxiety () fear() anxious()
2.1.3. Poor health (), lack of food (),lack of basic resource () fewer educational opportunities()
2.1.4. Exposure to violence and crime () stress (), social isolation (), job losses ()
2.1.5. Poverty (), health disparities (), educational inequity (), social tensions ()
2.1.6. Waterborne diseases () increased mortality (), stress (), education disruption ()
Any relevant response for ONE mark each (6x1) (6)

3. Schools can have emergency drills and training ()which can familiarize everyone with proper
procedures, ensuring swift and coordinated responses during crises () and in that way all feel
more confident and prepared, reducing panic ensuring orderly evacuation ()

Schools can establish school safety committees () to facilitate collaboration, risk assessment,
and safety planning ()and in that way can identify vulnerabilities and tailor safety measures to
specific school contexts ()

Schools can introduce visitor management protocols ()that will ensure controlling access to the
school premises prevents unauthorized individuals from entering () and thus will protects
learners by ensuring that strangers cannot freely access classrooms or school grounds ()

The school can implement a robust communication system (e.g., intercoms, emergency
notification apps, or SMS alerts) () because rapid communication is crucial during emergencies
to disseminate instructions and updates () and this will ensure that learners and staff receive
critical information promptly to keep them safe. ()
Any THREE relevant responses for THREE marks each (3x3) (9)

4. Introduce dedicated Life Orientation lessons on crime prevention education () to address
topics related to safety, conflict resolution, and community responsibility () these lessons
provide a platform to discuss real-world issues, ethical dilemmas, and personal safety () and in
this way learners gain practical knowledge about crime prevention, legal rights, and community
engagement ()

Invite guest speakers and conduct workshops to empower learners () where local law
enforcement officers, community leaders, and crime prevention experts can conduct workshops
or give talks () they provide firsthand insights, share success stories, and engage learners in
interactive discussions () so that learners learn about crime trends, safety strategies, and the
role of community partnerships ()

Infuse crime prevention concepts into various subjects ()like maths, science, and languages
where learner can analyse crime statistics and trends or read crime-related literature or write
persuasive essays on safety measures or explore forensic science and crime scene
investigation()since integrating crime prevention across subjects reinforces learning and
connects theoretical knowledge to real-life applications() lead to learners’ understanding of the
multidisciplinary aspects of crime prevention ()
Any TWO relevant responses for FOUR marks each (2x4) (8)
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LO revision booklet 2024 Grade 10 Term 2

QUESTION 3

3.1.1. Social thinking skills are the skills that enable you to see a need or a problem and want to do
something about it () Example, active listening ()
3.1.2. Constructive thinking skills are skills that make you think in helpful ways to interpret events
calmly and logically () Example, self-evaluation ()
3.1.3. Critical thinking skills refer to the ability to analyze, evaluate, and synthesize information in a
thoughtful and logical manner, enabling individuals to make informed decisions and solve complex
problems () Example, problem-solving () (3+3) (6)

3.2. Use constructive thinking to establish community awareness campaigns () about crime
prevention, safety, reporting procedures, risks, and protective measures ()raising awareness
empowers individuals to recognize and prevent criminal activities, fostering a safer community ()
which will lead to increased community vigilance, reduced crime rates, and improved safety ()

Begin with collaborative problem-solving Forums in the community ()where community

members, law enforcement, and local leaders discuss and brainstorming collaborative problem-
solving crime-related issues () because collaborative forums allow diverse perspectives and
innovative ideas, seeking solutions () and can resulted in community-driven solutions, improved
trust between residents and authorities, and targeted crime reduction strategies ().

Develop Youth Mentorship Programs where older community members guide at-risk youth () in
teaching them life skills, conflict resolution, and positive decision-making () because investing in
youth helps break the cycle of crime and focuses on positive actions ()which can lead to reduced
youth involvement in criminal activities, improved social cohesion, and stronger community bonds
()
Any TWO relevant responses for FOUR marks each (2x4) (8)

3.3. Demonstrate active listening and empathy among team members () for active listening to
each team member’s perspective without interrupting fosters understanding and mutual respect
() and by empathizing with everyone’s viewpoints, the team can find common ground and
identify shared ideas for the project ()

Fosters a culture of compromise and collaboration in the team () encouraging members to find a
middle ground promotes cooperation and teamwork () leading to an agreement on the project
that incorporates aspects from different proposals, fostering collaboration and a cohesive outcome
()

Make sure that communication channels amongst team members are clear () to express your
own ideas and actively seeking clarification from others ensures effective communication () that
ensure that misunderstandings are resolved, and the team aligns on a cohesive project, minimizing
confusion and conflict ()

Any TWO relevant responses for THREE marks each (2x3) (6)
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LO revision booklet 2024 Grade 10 Term 2

3.4. Do research and information gathering on career paths () you can gather information about
job responsibilities, salary, growth prospects, and work-life balance ()and gains a comprehensive
understanding of each career, enabling informed decision-making ()

Design a SWOT Analysis (Strengths, Weaknesses, Opportunities, Threats) on career paths ()that
will help identify the internal strengths and weaknesses of each career option, as well as external
opportunities and threats () and in this way the learner can weigh the pros (strengths and
opportunities) against the cons (weaknesses and threats) for each career path ()

Consult with Professionals and Mentors already working in the field () provides valuable insights
and share their experiences and highlight potential challenges () and in this way the learner gains
practical knowledge about the day-to-day realities of each career and can better assess whether it
aligns with their goals ().

Consider scenario planning and future projection for each career path () asking, what might the
job market look like in 5, 10, or 20 years? Or how adaptable is each career to technological
changes? () so that the learner anticipates future challenges and opportunities, allowing them to
evaluate long-term prospects ()

Any THREE relevant responses for THREE marks each (3x3) (9)

QUESTION 4

4.1. Sustainability refers to the ability to exist and develop without depleting natural resources. 
4.2. To provide after-schooling tutoring/ career guidance✓, /mentorship ✓to the disadvantaged
youth in South Africa. ✓

4.3. Through entrepreneurship ✓starting a business venture focuses on sustainable practices such
as eco-friendly products/services for generating income. ✓

Skills development ✓investing skills through education, training, apprenticeships can open
opportunities for the contribution of conservation. ✓

Community engagement ✓getting involved in community development volunteering etc makes a

positive impact while creating opportunities for sustainable livelihoods. ✓

Technology innovation✓, creating applications for sustainable development community

empowering initiatives. ✓

Campaigns✓ to educate the community through workshops about knowledge about sustainability
development. ✓
Any TWO relevant responses for TWO marks each (2x2) (4)
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LO revision booklet 2024 Grade 10 Term 2

4.4. An educational initiative, example Skills Development Programs✓ could offer practical’s to
relevant sustainable livelihoods, programs cover entrepreneurship✓, conservation and technology
providing valuable knowledge and expertise which brings about development for the youth. Youth
that do not receive educational support lacks knowledge✓ and skills to equip themselves with
entrepreneurial skills. ✓

Career Guidance and Mentorship✓/Campaigns✓/ Online courses✓/Webinars✓/ Forums✓:

these programs will help youth identify their strengths, interests, career pathways✓ aligned with
sustainability. These initiatives provide guidance and support ✓to inspire and empower youth in
their sustainability, to address barriers that affect the youth. ✓

Partnerships with private entities ✓collaborate efforts ✓with the youth in the community
essential to maximise the impact of educational contribution can facilitate resource sharing,
knowledge, innovation ✓leading to more effective and sustainable outcomes for youth
empowerment. ✓

Practical experience✓ and Real-world experience/applications✓: Enhance opportunities for hands

on learning, internships/job shadowing/volunteering✓ is essential for bridging the gap between
education and employment. Education contributions can be strengthened by providing practical
training✓ and exposure to industry-relevant skills, enabling youth to apply their knowledge in real-
life settings gaining valuable experience. ✓

Any TWO relevant responses for FOUR marks each (2x4) (8)

QUESTION 5

5.1. Gift of the givers✓ (1x1) (1)

5.2. Healthcare✓/ Education✓/ Human development✓/ Disaster response✓/ Water

provision✓/ Hunger Alleviation/✓ (Any THREE relevant responses for ONE mark each) (3x1) (3)

5.3. Disaster Relief and Humanitarian Aid: ✓ The organisation provides assistance during times of
crisis by providing resources food water medical supplies shelter psychological support, they address
the urgent needs of affected communities, helping to save lives, alleviate suffering, and restore
dignity. ✓

Community development and sustainable solutions✓: the organization addresses issues and building
resilience, these initiatives focus on areas such as healthcare, education, water provision, agriculture,
income generation empowering communities to overcome challenge. ✓
Gift of the givers restores hope and dignity✓ of the most vulnerable in their time of need, rebuilding
prosperous communities and empowering youth of tomorrow. ✓

Any TWO relevant responses for TWO marks each (2x2) (4)
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LO revision booklet 2024 Grade 10 Term 2

5.4. Education and awareness campaigns✓ implements educations addressing social issues by
educating✓ individual about the root causes, consequences, and potential solutions to social issues
such as poverty, inequality, and discrimination can become more informed and empowered to action.
✓ These campaigns utilize various channels and online platforms to reach the youth. ✓
Advocacy for policy reform ✓to address social issues by advocating for policy changes at local,
national levels communities can address issues such as economic inequality, discrimination, and
environmental degradation✓. Policies have the potential to bring about change✓, it requires
collaboration to overcome resistance and achieve reform. ✓

Community empowerment and capacity building✓: fostering community empowerment✓ and

capacity building initiatives can empower individuals and communities to address social issues from
within by providing resources✓, training, and support, communities can develop their skills,
leadership capacities to tackle challenges such as poverty, unemployment, and social exclusion. ✓

Partnerships among various stakeholders✓, including governments and organizations for addressing
complex social issues ✓, by forming partnerships ad leveraging each other’s expertise, resources and
networks can pool their efforts to develop innovative solutions, and successful intervention
✓.Collaborative approaches facilitate knowledge sharing, and collection action, leading to more
effective responses. ✓

Conflict resolution and peacebuilding initiatives✓ mitigates the impact of social issues in communities
affected by violence, instability and insecurity, this initiatives focus on the root✓ causes have a
dialogue, build trust, resolve conflict, foster reconciliation✓ this creates societies that are better
equipped to address social issues and sustain peace. ✓

Any TWO relevant responses for FOUR marks each (2x4) (8)

QUESTION 6

6.1.1. Study skills refer to a set of techniques, strategies, and habits that individuals use to enhance
their learning and academic performance. These skills encompass a wide range of abilities, including
time management, organization, effective note-taking, active listening, critical thinking, problem-
solving, and test-taking strategies. 

6.1.2. Time management is the process of planning and organizing how you allocate your time to
specific tasks and activities to maximize productivity and achieve your goals. 

6.1.3. Problem-solving skills refer to the ability to identify, analyze, and resolve complex issues or
obstacles in an efficient and effective manner. These skills involve a combination of cognitive
abilities, critical thinking, creativity, and practical reasoning. 

6.2. Methods and strategies a learner can make use of when studying e.g. Mind mapping,
summaries, study groups.

6.3. Find a quiet, well-lit space with minimal distractions where you can focus solely on your studies. 
This might involve turning off your phone or placing it in airplane mode, closing unnecessary tabs on
your computer, and informing others around you that you need uninterrupted time to study
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LO revision booklet 2024 Grade 10 Term 2

Break your study sessions into shorter, focused intervals. Typically, this involves studying for 25
minutes, then taking a short break (e.g., 5 minutes), and repeating the cycle. 

Engage actively with the material you're studying rather than passively reading or listening.
Techniques such as summarizing key points in your own words, teaching the material to someone else,
or creating flashcards for review can enhance concentration and retention by encouraging deeper
processing of the information

Break down your study tasks into smaller, manageable goals and prioritize them based on
importance and urgency. Setting clear objectives helps maintain focus and motivation

Any FOUR relevant responses for TWO marks each (4x2) (8)

6.4. Effective study methods help you learn new material more efficiently. By using techniques such
as active learning, spaced repetition, and retrieval practice, you can optimize your study time and
retain information more effectively This maximizes the value you derive from your educational
experiences, whether in school or beyond. 

Employing appropriate study methods increases your chances of academic success. Whether you're
preparing for exams, completing assignments, or pursuing advanced degrees, using proven study
techniques enhances your ability to comprehend, apply, and recall information accurately. This can
lead to higher grades, better academic performance, and greater opportunities for future
advancement. 

Utilizing appropriate study methods enables you to manage your time and resources more effectively.
 By understanding your learning style, setting realistic goals, and employing efficient study
techniques, you can make the most of your available time and avoid unnecessary stress and
frustration. 

The right study methods not only help you master specific subjects but also cultivate essential skills
such as critical thinking, problem-solving, and information synthesis.  These skills are valuable not
only in academic settings but also in professional and personal contexts. 

Any TWO relevant responses for THREE marks each (2x3) (6)

QUESTION 7

7.1. Time management (1x1) (1)

7.2. Study plan. A study plan helps allocate specific time slots for studying different subjects or
completing various tasks. By having a structured schedule, learners can ensure that they dedicate
sufficient time to each subject or activity, preventing procrastination and last-minute cramming. /
With a weekly study plan, learners can prioritize their tasks based on importance and urgency. By
identifying key deadlines, exams, or assignments ahead of time, they can allocate more time and
attention to tasks that require immediate focus while still ensuring that long-term goals are not
neglected (1x2) (2)

7.3. Internal assessments are conducted by the school: Internal assessment refers to evaluations that
are designed, administered, and graded by teachers or school administrators. It can take various
forms, including quizzes, tests, projects, presentations, and essays. 

External assessments often take the form of standardized tests or examinations, which are
administered to students across multiple schools or regions e.g. the NSC.  (2x1) (2)
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LO revision booklet 2024 Grade 10 Term 2

When revising, pay attention to the definitions of terms and concepts and
base your study on the range of topics covered in your workbooks and
handouts.

• Read the questions carefully.

• Analyse the instructions carefully, highlighting/underlining any keywords
that will help you understand what’s required.
• Make sure you answer the question.