CURRICULUM GRADE 10 -12 DIRECTORATE

NCS (CAPS)
LEARNER SUPPORT DOCUMENT
GRADE 10
LIFE
ORIENTATION

STEP AHEAD PROGRAMME

2024

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PREFACE
This booklet was prepared and completed by the KZN Province Life Orientation Subject Advisors
and Lead educators. This document must be used in conjunction with the Life Orientation CAPS
policy document, textbooks, and other supplementary materials. This document is designed in
such a way that an Educator and a Learner may be able to work on it freely and independently. Its
objective is to provide guidelines and offer a variety of options on the teaching of TERM 1 content
in the Gr 10 -12 classroom.

It includes several activities and interactive resources that may help both the Educator and the
Learner to navigate their way through the topics outlined in the Annual Teaching Plan. Activities
serve as a guide on how various topics are assessed at different cognitive levels and preparing
learners for informal and formal tasks in LIFE ORIENTATION.

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TABLE OF CONTENTS
CONTENTS PAGE
1. Acknowledgements 5
2. Week 1 6–9
Notes
Informal Assessment Activities
3. Week 2 10 – 15
Notes
Informal Assessment Activities
4. Week 3 16 – 19
Notes
Informal Assessment Activities
5. Week 4 20 – 22
Notes
Informal Assessment Activities
6. Week 5 23 – 26
Notes
Informal Assessment Activities
7. Week 6 27 – 30
Notes
Informal Assessment Activities
8. Week 7 31 – 36
Notes
Informal Assessment Activities
9. Week 8 37 – 39
Notes
Informal Assessment Activities
10. Week 9 40 – 41
Notes
Informal Assessment Activities
11. Week 10 42 – 45
Notes
Informal Assessment Activities
12. Week 11 42 – 45
Notes

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 Informal Assessment Activities
13. Bibliography 46

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ACKNOWLEDGEMENTS
This document is a product of the collaboration, input and contribution from the following
individuals
SURNAME & INITIALS DESIGNATION SCHOOL/DISTRICT
JALI SHUDE T.H LEAD TEACHER UGU DISTRICT
LUKHOZI P.L.R LEAD TEACHER UGU DISTRICT
MANGUE M.S SENIOR EDUCATION ZULULAND DISTRICT
SPECIALIST - FET
MCHUNU P LEAD TEACHER UTHUKELA DISTRICT
MOYANE N.U LEAD TEACHER KING CETSHWAYO
DISTRICT
NDLOVU T.E LEAD TEACHER ILEMBE
NYAMUKONDIWA E LEAD TEACHER UMLAZI DISTRICT
NYANDU T.P.M LEAD TEACHER UMGUNGUNDLOVU
DISTRICT
PHOKU C.T LEAD TEACHER UMKHANYAKUDE
DISTRICT
XOKO F LEAD TEACHER HARRY GWALA
DISTRICT
ZUNGU R.D SENIOR EDUCATION ZULULAND DISTRICT
SPECIALIST - FET

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 Notes : WEEK 1
SELF-AWARENESS AND SELF-ESTEEM
Self-awareness means that you know and understand yourself
It is about your:
Interests, likes, dislikes, weaknesses, goals, dreams, wishes, hopes, values, beliefs and skills.
Self-esteem means how much you like yourself and how confident you are
It speaks about how much you believe in yourself
How much you believe in yourself
Feeling satisfied with your abilities and that you deserve to be liked and respected
You have high self-esteem, when you:

 Like, accept and believes in yourself

 You are confident
 Are able to identify strengths and weaknesses
 Work at being better and stronger
 Strive to improve the weaknesses

Self-development means how you improve yourself

It means:
Development life skills
Building on your strengths
Improving upon weaknesses
Striving to be the person you want to be
Planning your time or day

FACTORS THAT AFFECT SELF-AWARENESS AND SELF-ESTEEM

Many factors or things influence, or affect, the way in which you see yourself. The factors affect
how much you like yourself and how well you know yourself.
These factors include:
 What other people say about you
 What happens in your life
 How well you cope with the difficult things in your life
 Your responses or reactions to your successes and failures

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  How popular you think you are; how much you think your friends like you
 How your family, friends and other important people in your life treat you: they can build
yourself-esteem if they support and praise you, or break down your self-esteem if they
say only negative or bad things to you
 The media- can cause us to make comparisons to others

STRATEGIES TO BUILD CONFIDENCE IN YOURSELF AND IN OTHERS

When you have identified the triggers that impacts upon yourself, it becomes easier to improve
by:
 Having good communication skills
 Being successful at finishing tasks
 Participating in community activities
 Ensuring that the decisions you make, are well thought through and good
 Always affirming others

Good communication skills mean that:

 You are clear when expressing yourself
 You avoid misunderstanding
 Your message is received well and clear
 You are assertive

Complete your tasks or projects successfully

 Make sure you manage your time
 Stick to the deadlines you set
 Finish what you started, persevere- don’t give up

Participate in community organizations or lifelong activities

 Participate in sporting activities
 Volunteer to help those in need
 Participate in events in your community
 Register to vote

Make good decisions

You must take responsibility for yourself and the decisions you make:
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  Make good decisions
 Evaluate your decisions
 Gather information for various options available
 Think about the pros and cons
 Think of the effects of the decision you are about to make
 Choose the best option for you
 Act on your decision
Affirm others
 Help others to become more confident
 Praise them instead of putting them down with negative words
 Let them see your respect instead of disrespect
 Show how you care for others
 Appreciate others

ACKNOWLEDGE AND RESPECT UNIQUENESS AND DIFFERENCES

Uniqueness means that every person is different in some ways, and is special. Every person is
unique. Although there are similarities among people, there are also differences. People have
different looks, cultures, beliefs, skills, ideas, practices, fashions:
 Respect differences; never fear or laugh at differences
 Always imagine how you would feel if you were the other person
 Our Constitution does not allow discrimination based on differences in race, culture,
gender, or ability.

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 ACTIVITIES
WEEK 1
ACTIVITY 1
Study the below quote and answer questions that follow:

1.1. Define the following concepts:

1.1.1 Self-esteem (1x1)(1)
1.1.2. Self-awareness (1x1)(1)
1.2. Discuss TWO factors that may influence your self-esteem positively (2x2)(4)
1.3. Suggest two strategies that teenagers could use to build confidence in themselves.
(2x3) (6)
ACTIVITY 2
Study the picture below and answer questions that follow:

2.1. What is media? (1x1)(1)

2.2. List three examples of media. (1x3)(3)
2.3. Analyse TWO negative effects of social media on self-esteem. (2x3)(6)

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 Notes : WEEK 2
Development of the self in Society
Power, Power relations, Gender, Dominant, Submissive, Unequal Power Relationship,
Masculinity, Femininity, Stereotypic views, Norms, Gender,
Power – Means you have control or authority over others i.e.
 Force / strength
 Ability to get things done.

Power relations
Sharing of power in a relationship
Back in the years men were given power/ authority in the work place that meant that women
were not allowed to be in senior positions.
This doing has put the government to where we are today, trying to redress the situation and
putting more women into senior positions.
In some relationships there are partners who are dominant and others are submissive and its
usually women who are submissive to their male partners.
Gender – role you play as a man or woman according to the norms or societal expectations,
 These roles are given according to historical, political, economic and cultural norms and
may change over time.
 Opportunities and restrictions may be linked to your gender
 Women and men have different biological qualities, power, status, expectations, norms,
roles and responsibilities.

Gender stereotyping – Treating people differently because they are male or female
E.g. To keep some jobs for men or to believe men are better engineers than females.
Dominant- having power and influence over others
 A dominant personality in a relationship may want to make decisions for you but they
could also encourage and motivate you to action.
 Dominant women often exhibit assertiveness, confident and an intrinsic motivation to take
charge.

Submissive- means being ready to conform to the authority or will of others

 This also means that the person is obedient or passive.
 If you are submissive, you obey someone without arguing.
 When you’re submissive in a relationship it means you submit to your partners will, which
literally mean that you put your own desires lower than theirs.

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 The effects of being in a submissive relationship:
 A person with a submissive personality cannot express opinions or disagreement,
especially with those whom they’re dependent on.
 Being submissive sometimes forces you to forget your identity because all you will be
thinking about is how to satisfy your partner.
 Being submissive can also lead to abuse because you can be stuck in an abusive
relationship and cannot seek help.

Unequal power relations – an unequal power relationship is relationship in which one person
has more power or authority than the other e.g :
 When one person is much older than the other, like dating an older man in a romantic
relationship or having a sexual relationship with a teenager.
 This is also a relationship where one person has the power to either give or deny
something to the other person which is often money, violence, emotional abuse and
sexual intimacy are used to control the other person.
Masculinity – means maleness/ typical men /boys and it also encourages male control
over women.
 It also means to behave in ways thought of as typical for men or boys.
 Masculinity describes men and boys and refers to their being mainly, or their manliness.
 The idea of masculinity is sometimes combined with social customs, this could encourage
male control over women.
Femininity- femaleness/ qualities or attributes regarded as characteristics of women and
girls. This refers to the female sex.
Femininity also refers to the qualities or attributes of what is customarily seen as suitable
for women and girls, this may lead to submissive behaviour on the part of women and
girls.
Femininity can also be defined as gentleness, delicacy, kindness, softness, womanliness
etc.
Example of femininity:
 Girls and women are generally expected to dress in typically feminine ways and be polite,
accommodating and nurturing while men are generally expected to be strong, bold and
aggressive.
Femininity vs Masculinity

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 Femininity is seen to be the trait which Masculinity is seen to be the trait which
stress caring and nurturing behaviours, emphasizes ambition, acquisition of
sexuality equality, environmental wealth and differentiated gender roles
awareness and more fluid gender roles
Women are expected to be nurturing and In a masculine culture man are expected
focused on people and people and quality to be assertive, competitive and focused
of life. on material success.

Differences between a woman and a man

Women and men are similar in many ways but also different in some ways.
The most obvious differences are biological
Women Men
Menstruate -
Ovaries that produce eggs Testicles that produce sperms
Have two X chromosomes (XX) Have one X and one Y
chromosomes
Vagina is inside Penis is outside the body
Gives birth -
Fertility lessens after the age of 35 Fertile till old age
Less upper body strength More upper body strength
Small breasts that do not produce
milk
Higher level of the hormone Higher levels of the hormone
oestrogen testosterone
Longer life span, they live longer Shorter life span, they die sooner

Stereotypic views of gender roles/ responsibilities

 Women earn less than men for similar work
 More and better promotions for men
 In some societies men are the only ones who are allowed to drink and smoke
 Men are allowed to have multiple partners
 Male sports are given more financial support, media coverage and better pay than
women sports.
 Men allowed to drive and women are not allowed to drive
 Women do house chores

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  Women do parenting
 There are some careers who are just for men

Gender difference in participation in physical activities

 Men have larger hearts and lungs than women, the difference in the amount they breathe
has an effect on their physical performance. For an example when a man is jogging at
about 50% of his ability, a woman will need to work at over 70% of her ability just to keep
up with him.
 To ensure fairness in sport, men and women are separated so they don’t compete
against each other, for example men run longer distance than women in long-distance
races.

Summary of new words

 Ovaries- small, oval-shaped glands located on either side of the uterus. They also
produce eggs and hormones for menstruation and pregnancy.
 Hormones- chemical messengers that coordinate different functions in the body by
carrying messages through the body to organs, skin, muscles and other tissues. These
signals tell your body what to do.
 Chromosomes- a structure found inside the nucleus of a cell. A chromosome is made up
of proteins and DNA organized into genes.
 Testicles- two small, oval- shaped male sex glands that produces sex hormones and
sperm.
 Fertility- the ability to have babies or to reproduce.
 Oestrogen- one of the main female sex hormones, it is needed for puberty, the
menstrual cycle, pregnancy, bone strength and other functions.
 Life span- the maximum number of years that a human can live.

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 WEEK 2
ACTIVITY 2
CONCEPT
2.1. Complete the table below and define the following concept
Concept Definition
2.1.1 Femininity
2.1.2 Masculinity
2.1.3 Power relations
2.1.4 Gender
2.1.5 Life span
2.1.6 Chromosomes
2.1.7 Hormone
2.1.8 Ovaries
(8x1)(8)

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 ACTIVITY 2

Gender Commission on Banyana Banyana

bonus structure in terms of gender equality
21 Jul 2022

Banyana Banyana Bonus Structure A Slap In The Face of Gender Equality

The Commission for Gender Equality (CGE) has learnt with disappointment about reports that
players for the South African Women’s Senior National Team (Banyana Banyana) will each
receive a R55,000 bonus payment for reaching the finals of the Women’s African Cup of Nations
(WAFCON).

The Commission believes this amount is unfair for a group of hard-working female athletes who
have performed excellently to fly the South African flag high at this tournament. The CGE has in
the past held discussions with the South African Football Association regarding the unequal pay
structures between men and women’s teams, and we will continue to engage different sport
associations and federations on the matter. It is our understanding that players in the senior
national men’s team receive different bonus amounts when they participate in tournaments of
the same level, and this should be a cause for concern in the sport and athletic fraternity.

Source : www.gov.za

2.1 Define the term gender stereotyping (1x2)(2)

2.2 According your own understanding is it fair for Banyana Banyana to be paid less than
Bafana Bafana? Support your answer. (1+2)(3)

2.3 Discuss the negative impacts that gender stereotype can impose on female players
(2x2)(4)
2.4 Suggest TWO strategies the government could implement in order to reduce gender
stereotypes in sports (2x3)(6)
[15]

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 Notes : WEEK 3
Influence of gender inequality on relationships and general well- being
Differences in the status of women and men lead to unequal human rights and different
experiences of health and well-being.
 Sexual abuse and violence-forced sex-
when girls or women are involved in relationships where power is not equal, men may
decide on the conditions under which sex happens. Sadly, this may mean forced sex.

- forced sex in a relationship is when women/girls are involved in relationships where power
is not equal, men may decide on the conditions under which sex happens. E.g. rape, incest
and violent sexual acts.
Some men are violent toward women and beat them up.
Rape- it is a type of sexual assault involving sexual intercourse or other forms of sexual
penetration carried out against a person without their consent

 When the victim is too young to have sex. (16 for girls and 19 for boys) Even if the person
agrees to sex, the law says that having sex with him or her is rape.
 If the victim is not capable of deciding whether he or she is willing to have sex because he
or she is mentally disabled, drugged or drunk.

Incest-sexual relationships between people classed as being too closely related to marry
each other.

 Sexual abuse, in criminal law, any act of sexual contact that a person suffers, submits to,
participate in, or performs as a result of force or violence, threats, fear, or deception or
without having legally consented to the act. It may refers to any inappropriate or wrong
touching by family, friends or strangers that make you feel uncomfortable. The above
mention acts are the form of sexual abuse experienced by some people in toxic
relationships.
Sexual Rights:

 You have a right to enjoy sex when you feel ready for it.
 You have the right to wait until you are ready for sex.
 You always have the right to be respected
 You always have the right to say no
 You have the right to set limits

Teenage pregnancy:

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  Unwanted pregnancy- it usually refers to women who gets pregnant under 20
 Peer pressure- influence from members of one’s peer group.
 Lack of information on safe sex and contraception’s, that is birth control and preventions
 Poverty
 Rape
 Thinking that having a child will keep a relationship going or force a marriage.
 Being forced to get pregnant because there is no choice due to gender inequality, it was the
man’s decision.

STI’s including HIV and AIDS

Gender inequality influence your exposure to sexually transmitted infections (STI’s),
including HIV. In some societies males act out their masculine roles and so they take control of
sexual relationships.
Gender customs may force women to be passive or obedient in sexual relationships. This means
women may not discuss or negotiate for safer sex such as condom use or abstention. Hence, they
will not be protected against STI’s such as HIV.
These perceptions and gender inequalities could have an influence on exposure to sexually
transmitted diseases (STIs) including HIV/AIDS which could result in:
 Women have no say in the use of protective measures like condoms
 Age-mixing in a relationship (sugar daddies / sugar mommies)
 More than one partner
 Transactional sex (sex paid for/ blessers)
 Rape

Untreated STI’s
In both female and males, untreated STI’s can increase the risk for HIV transmission.
Women are at a higher risk because STI’s go unrecognised unlike in men, the sores or other signs
are absent or hard to see. This means women do not suspect they are at risk. Even when there are
symptoms, STI’s in women often go untreated.

What is the value of participation in exercise programmes that promote fitness?

The more you exercise the fitter and healthier you will be. If you become fit, you will enjoy yourself
because you won’t be so tired. You will also reduce your chance of getting injured

Type What does it mean? Type of activities to improve

cardiovascular fitness
You can exercise your body
Walking, cycling, dancing,
for long periods without getting
swimming, aerobics
VID-20240316-WA0008.mp4 tired.

muscular strength It is the power and force you

Climb steps, push against a
have to do an activity
partners body weight, shot
VID-20240316-WA0009.mp4 put, lift weights

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endurance
Your body can exercise for Walking, cycling, swimming,
longer without getting tired aerobics , weights, jogging
VID-20240316-WA0006.mp4

Flexibility The ability to use all your

muscles in all motions around Yoga, swimming
a joint Abdominal exercise
VID-20240316-WA0010.mp4

Benefits:
 Increases range of motion
 Prevents and reduces muscle pain
 Increases speed
 Improves athletic performance
 Improves balance, posture and body awareness
 Coordination, circulation is improved
 Helps you relax and feel good
 Reduces injury risk
 Abdominal exercises improve flexibility

Relationship between physical and mental health

 Physical activities can benefit your mental health.

 It can improve your mood and the way you feel about yourself.
 It prevents and reduces stress.
 It improves your performance at school.
 t will help you to sleep well and relaxes
 It will improve your concentration
 It will help you to make new friends.
 Allows you to enjoy yourself, feel happy and have fun

WEEK 3
ACTIVITY 3.1
3.1 .1Choose the correct answer and write only the letter (A-D) next to the question number on
the answer sheet provided.
3.1.1.1 Cardiovascular fitness means you have:
A. A large lung capacity
B. Lower blood pressure
C. Exercising for longer periods without running out of breath
D. all of the above (1x1) (1)
3.1.1.2 Contraceptives prevent
A. Pregnancy
B. HIV and AIDS
C. Sexual Transmitted Infections

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 D. Diabetes (1x1) (1)
3.1.1.3 Having unlawful sex with a person under the age of consent is termed….
A. Violence
B. Abuse
C. Statutory rape
D. Corrective rape (1x1) (1)
3.1.2 Provide a suitable word/phrase for EACH of the following sentences. Write only the
word/term next to the question numbers on your ANSWER SHEET.
3.1.2.1 The measure of your body composition, a calculation of your body weight in
comparison to your height. (1x1) (1)

3.1.2.2 Explain TWO benefits of physical exercise. (2x1)(2

[06]

Activity 3.2
Read the case study below and answer the questions that follow.

Toxic relationships can cause you to end up doing things that are opposite to your
values and morals. A fifteen year old girl was in a relationship with a forty three
year old man. She realized at a later stage that her actions were immoral and
wrong. Her actions caused so much guilt she wanted to free herself from the
relationship as a result called it off. Unfortunately for her the old man did not take it
easy and ended up abusing her sexually, he raped her without using any
protection out of anger. This girl later found out that she was infected with STI’’s.
She decided to go to the clinic to check herself out and found out even more
results that she has been infected with HIV and was now pregnant with this man’s
child.

Source : Unknown

3.2.1. What do the acronyms HIV, AIDS, STI stand for? (3x1)(3)

3.2.2. Explain why young girls are mostly exposed to such behaviors and
risks of being infected with HIV and STI’s (1x2)(2)

3.2.3. Unwanted teenage pregnancy is often the outcome of rape. Discuss the social,
educational and health effects this might have on the pregnant teenager (3x2)(6)

3.2.4. Discuss the role gender inequality plays when it comes to situations like rape
contracting STI’s and HIV/AIDS. (2x3)(6)

3.2.5. Recommend TWO possible programmes or campaigns that you think could be
implemented in South Africa to decrease the number of teenage pregnancies for teenage
girls to complete their education (2x2)(4)

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 Notes : WEEK 4

Career and career choice:

Know yourself and your interest, ability, talents, and strengths.

● Self-knowledge-knowing who you are, what interests you have, what your strengths and
weaknesses.
● Interests- something that attracts your attention and makes you want to learn more about
it or to be involved in it.
● Talents-the ability, you were born with.
● Self-knowledge-knowing who you are, what interests you have, what your strengths and
weaknesses.
● Interests- something that attracts your attention and makes you want to learn more about
it or to be involved in it.

Concepts :

Concepts Definition

Career field a group of occupations that have

common skills, knowledge, and work
settings.

Talents the ability, you were born with.

Career is an occupation that you have for a

large part of your life.

Occupation is a work that you do, it usually

requires special education.

Job is the work you do which does not

require any qualification

Interests something that attracts your attention

and makes you want to learn more
about it or to be involved in it.

Requirements for National Curriculum Statement [NCS]

Before you can make a career choice you need to know yourself and the things you like, and
you are good at.
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 ● Requirements needed for learners to choose careers suitable for them wisely. Know your
strength, interest, ability, and talents. Select a career choice will be easier for you to cope
with.
● Consider the following aspects in-0der to fulfil career objectives: Self-knowledge be
aware of your weaknesses and the talent you have.
● Be aware of a person you are. Consider your strengths, weaknesses, abilities, emotions
as well as your talents required by that career of your choice.
● Investigate more about your career you long for, like benefits available to your career
field.
● You need to study for 3 years [grades 10,11,12] to get a certificate to leave school.
● You need at least 6 subjects of which 3 are compulsory, and 3 you select.

To progress from one grade to the next you need the following:
● One official language at Home Language level at 40%.
● Two other subjects at 40% subjects not specified]
● Three subjects at 30% [subjects not specified].

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 ACTIVITY 4

4.1.1 What career suitable for a realistic personality? (1x1) (1)

4.1.2 List six career personalities a person needs to consider when choosing a (6x1) (6]
career.
4.1.3 Define the following terms: (1x1) (1)
a. Ability. (1x1)(1)
b. Career field
4.1.4 Critically evaluate why learners with physical sciences, mathematics, and (1x3) (3)
life Sciences are suitable for medicines?

TOTAL (12)

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 Notes : WEEK 5
REQUIREMENTS FOR COMPLETING THE NATIONAL SENIOR CERTIFICATE
The National Senior Certificate or NSC is the main school leaving certificate in South Africa.
This certificate is commonly known as the matriculation (matric) certificate, as Grade 12 is the
matriculation grade.
It is important to obtain the NSC especially if you are considering furthering your studies at
University or University of Technology. Learners need to have at least seven subjects consisting
of four compulsory subjects and three other subjects of your choice. These include the following:

COMPULSORY SUBJECTS
Official Home Language
Mathematical or Mathematical Literacy
First Language {Additional}
Life Orientation

DESIGNATED SUBJECTS:
Agriculture
Equine studies
Civil Technology
Engineering Graphics and Design
Nautical Sciences
Mechanical technology
Electrical Technology
Mathematics
Mathematical Literacy
Physical Sciences
Computer Technology
Computer Programmer.
Life Sciences
Economics
Accounting
History
Geography
Religious Studies
Hospitality
Music

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 Dramatic Arts, Television Studies and
Dance Studies
Visual arts
Language
MINIMUM REQUIREMENTS TO OBTAIN NSC
For a learner to qualify for a National Senior Certificate, he/she must pass:
1. Two official languages, of which one is a home language level
2. Mathematical literacy or mathematics
3. Life orientation
4. Minimum of three subject from NSC approved subjects
5. Learners should provide full evidence of the SBA (School Based Assessment) which
contributes 25% and final examination of 75%

PASS REQUIREMENTS
To qualify for further study at higher certificate level : a learner must
1. Pass the NSC
2. Achieve minimum requirements of 2 official languages to be accepted at tertiary
education institution
3. Pass a home language at 40%
4. Achieve a minimum of 30%-level 2 in three other subjects

REQUIREMENTS FOR FURTHER STUDY AT A DIPLOMA LEVEL

The learner must pass NSC as follows
1. Home language at 40% level -3
2. 3 other subjects at 40% level-3
3. 2 other subjects at 30% - level 2

Requirements for further study at the Bachelor Degree level

A learner must:
1. Pass NSC
2. Achieve Home Language at 40% -level 3 or more
3. Achieve any 4 subjects from the designated list at 50% .level 4 or more
4. Achieve 2 subjects at 40% level-3

The key difference between qualifying for entry to Diploma study compared to Higher Certificate
study is that, the learner must achieve 40%, level-3 in 4 subjects including Home Language
rather than just any 3 subjects.

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 CAREER DECISION-MAKING STEPS

STEP 1 PICTURE YOUR FUTURE

● What do I want my personal and professional life to look like?
● Be realistic with limiting yourself

STEP 2 MAKE AN INITIAL DECISION

● List the advantages, disadvantages and potential outcome of what you want to achieve
● Decide where you want to be.

STEP 3 SET YOUR GOALS

● Set a goal and plan how you are going to achieve it
● Use the SMART principle-your goal must be Specific, Measurable, Achievable and Time-
specific

STEP 4 DEVELOP AN ACTION PLAN

● Write down specific-actions that you will need to take in order to reach your goals.
● Capture important milestones.

STEP 5 TAKE ACTION

● Put your plan into action
● Celebrate milestones as you reach them.

WEEK 5
Activity 5
5.1 Provide a suitable word/phrase for EACH of the following sentences. Write only the
word/term next to the question numbers on your ANSWER SHEET.
5.1.1 ____________ is an industry that your chosen career falls into. eg the health care or
engineering industry.
5.1.2 ____________ is a category of jobs that have similar characteristics, and a person can
work at his/her career for different employers. For example, a doctor or a carpenter.
5.1.3 ____________ is all jobs and occupations that a person experiences in his/her lifetime
5.1.4 ____________ is a specific position in which a person is employed. For example, Chief of
surgery or Framing Carpenter.

(4x1)(4)
ACTIVITY 5.2

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 MAP YOUR CAREER PLAN
“Selecting a career path is a significant decision that warrants thoughtful consideration.”
Use the questions below as guidelines in doing a research about your career choice :
 What is your career of choice? (1x1)(1)
 List your career options? (1x1)(1)
 What are your short -term goals? (1x1)(1)
 What is your action plan that you will implement to make your career a reality? (1x2)(2)

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 Notes : WEEK 6
CAREERS AND CAREER CHOICES
Socio-economic factors to consider when making career and/or study choices:
DEFINITION
TERMS
Socio-economic The social (people) and economic (money) aspects of life.
factors
Income tax Tax that is paid by all individuals and companies depending on
what they have earned and the profit they have made.
Stereotyping Believing, unfairly that all people or things with a particular
characteristic are the same.
Bursary An amount of money given to a needy student to help pay for
institution fees. This amount is not required to be paid back.
Student Loan Money borrowed from a financial institution and it needs to be
paid back with interest.
Scholarship A once off monetary grant given to a student who performs well
in sports/studies by companies, businesses and organization
Learnership Gives you an opportunity to study while you earn. This gives you
a chance to study in college and practice what you have learnt in
a real job.

6.1. Community needs

Questions to ask your-self:
 Which careers can you follow that will help/benefit your community?
 What kind of business can you start and help you grow your community?

When choosing a career it is very important to consider the environment or community you
come from. This will help with identifying the opportunity that is available to improve/develop
your community. Development of communities will wear that the needs of the community are
met.

6.2. Finances and affordability

Studying at a higher education institution such as a university or a private college can be
expensive, hence why it is very important to identify the availability of funds to study. This will
help you to be able to check if you can/not afford the fees and find out the possible financial
assistance.

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 Types of financial assistance:
 Bursary
 Student loan
 Scholarship
 Learnership

6.3. Accessibility
One of the factors that affect the choice of career socially and economically is the availability to
further education and training. When deciding a career you want to study the following questions
are important:
 How close are you to the tertiary institution?
 If you have to travel, can you afford the transport cost?
 Can you study this course through distance education? (distance education include
audio, video, CD-ROM, and online learning)

6.4. Stereotyping
Stereotyping can be either positive or negative. It can apply to career and as a result limit you
from the possible career and career choice. Example: Nursing is a women’s job and mining is
men’s work. This could discourage you and make you feel like you are not making the right
choice.
6.5. Impact of income tax
All individuals that are employed have to register to pay income tax. The amount of tax to pay
depends on the amount of money you earn. These taxes are used to run the country and pay for
roads, schools, hospitals, as well NSFAS and other bursaries available and pensions.

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 6.6 Social-economic factors in study and career choices

The social and economic aspect of

your life can affect your career
choice

Income tax has an impact on your

final salary package. The
different types of taxes include
PAYE, and provisional tax. The
kind of tax you pay depends on
the work that you do.

Socio-economic factors include:

community needs, finances and
affordability, stereotyping,
accessibility

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 WEEK 6
ACTIVITY 6
6.1 Read the extract below and answer the question that follows.
“I am scared. I am doing Grade 10 in a science class and I am not sure what
I want to do after I have left school. I do not want to disappoint my parents.”
Source : unknown

6.1.1 List three careers this grade 10 learner can do. (3x1)(3)
6.1.2 Explain the kind of influence this learner’s parents might have on his/her career
decision making (2x2)(4)
6.1.3 Advise the learner on how to choose a career (2x3)(6)

ACTIVITY 6.2
6.2.1 Study the extract below and answer the questions that follow:

The National Student Financial Aid Scheme (NSFAS) Board met on the 16 th February 2024 to
consider various policy and operational matters relating to the commencement of the 2024
academic year. NSFAS received 1 936330 bursary applicants, 1 000 389 are provisionally
funded, 395 265 are awaiting evaluations, 80 111 have been withdrawn by the students, 141 886
are in progress. NSFAS has rejected 124 918 applications and 1 258 appeals have been lodged
thus far. NSFAS has spent R2.8 billion in January 2024, these funds will go towards paying for
institution fees; student accommodation and book allowances.
[Adapted from: nsfas.org.za]

6.2.1.1 What does NSFAS stand for? (1x1)(1)

6.2.1.2 Describe THREE requirements needed to qualify for financial aid. (3x2)(6)
6.2.1.3 Evaluate THREE reasons why a student’s application for financial aid would be
unsuccessful. (2x3)(6)

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 Notes : WEEK 7
Democracy and Human Rights
Diversity, discrimination and violation of human rights in the context of race, religion,
culture, language, gender, age, rural/urban, HIV and AIDS status
Diversity – Means that as human beings we are different and unique in terms of:
● Culture
● Religion and belief system
● Race
● Age
● Ethnicity
● Sexual orientation
● Language
● Health status
● Place of birth
● Where you stay

We need to honour diversity, by:

● Taking pride in our own and other people’s uniqueness.
● Accepting that people are different.
● Understanding that people’s differences need to be recognized and respected.
● Respecting other people’s opinions even though we differ with them.
● Be willing to learn about other people’s cultures, religions, belief systems, etc.

Discrimination
Treating a person differently and sometimes unfairly because of who they are or because they
possess certain characteristics. It can also deny people their rights, power and privileges.
Democracy – system of government in which supreme authority rests with the people.

Code of conduct – set of rules contained in electoral act 73 of 1998 to be adhered to by

contesting political parties, independent candidates to ensure free and fair elections
Forms of discrimination, meaning and examples:
Urban / Rural – Thinking highly of people from urban areas and giving them better treatment as
opposed to those from rural areas e.g. People from rural areas are sometimes believed to be
uncivilized and those from urban areas are believed to be educated.
Racism – Treating people differently based on their race (Coloured, Indian, African or white)
e.g. To refuse somebody access to a school or facility because of their race.
Bias – Preferring someone or group of people over others e.g. giving people from your culture
better treatment because you prefer them.

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 Gender stereotyping – Treating people differently because they are male or female
E.g. To keep some jobs for men or to believe men are better engineers than females.
Religious discrimination – Treating people differently based on religion e.g. refusing Muslim
student entrance to a public school because of their religion
Sexual Orientation – Being prejudice against people who are in same sex relationships
E.g. some countries send people to jail because they are gay or lesbian.
Workplace Discrimination – Being sexually harassed at work or losing your job because they
believe you are too old for the job.
Health status– Treating people living with HIV and Aids unfairly, e.g. Stigmatization of people
living with HIV or suffering from TB.
Human rights and violations
Human rights – They are rights which are believed to belong to every person. They are
inherent to all human beings regardless of race, sexual orientation, religion, ethnicity or any
other status. We have them simply because we exist as human beings.
Some examples of human rights are:
The right to life, the right to freedom of religion, belief and opinion, the right to privacy, the right
to human dignity, the right to freedom of religion and opinion etc.
Human rights violations – Take place when people’s human rights are abused or disregarded
e.g. Discriminating people at work based on traits like race, gender, sexual orientation, evicting
people by force from their homes or human trafficking.
We can prevent or reduce human rights violations by:
● Knowing our rights.
● Never letting go when we are being violated.
● Challenging our violations in court.
● Exposing the culprits.
● Protecting and respecting the rights of other people.
● Not violating other people.

Educating everyone around us.

Summary of new words
● Culture – Ideas, customs and social behaviour of a particular group of people or society.
● Prejudice – An unfavourable opinion or feeling formed beforehand without knowledge
regarding an ethnic, racial or religious group of people
● Stereotyping – Having a mistaken idea or belief against a group of people,
● Uniqueness – Being the only one of your kind.
● Stigmatization – Treating someone unfairly by publicly disapproving of them.

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 ● Ethnicity – Belonging to a social group that has a common national or cultural tradition

Importance of the:

The Bill of Rights: A document that illustrates the basic human rights.
Rights Explanation

Equality You can never be discriminated

against unfairly. All people are equal
and must be treated equally.

Human dignity You have dignity and self-respect that

nobody may take away from you.

Life Nobody may kill you. You have the

right to live your life to the full. Covid19
lockdown and right to life.

Freedom and security of the person You cannot be arrested and held
without a reason, a charge and a trial.

Slavery, servitude and forced labour. Slavery is not allowed.

Privacy You cannot be searched, nor have

your home or possession searched,
without a warrant.

Freedom of religion, belief and opinion You can have your own opinions and
views; you cannot be forced to believe
in something. Religious and cultural
practices during Covid19.

Freedom of expression Freedom of expression is freedom of

speech. Exercise of the right to
freedom of expression in the context of
Covid19.

Assembly, demonstration, picket and Covid19 effects of regulation on

petition. religious and cultural gathering.

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 Freedom of association You can associate or mix with
whomever you want to.

Citizenship Your citizenship cannot be taken away

from you unless you choose to give up
your citizenship.

Freedom of movement and residence You can go or live wherever you want
in South Africa or anywhere in the
world as long as you have a passport.

Freedom of trade , occupation and You can choose to do any kind of work
profession you want.

Labour relations You have the right to be treated fairly

at work.

Environment You have the right to a healthy

environment. This also helps to stop
the spread of covid19 if people stay in
a clean environment.

Property The state must try to ensure that

everybody gets access to land.

Housing Everybody has a right to have access

to housing, if they don’t afford, they
may apply for RDP houses.

Health care, food, water and social One of covid-19 regulations requires
security us to wash hands regularly with water
and soap and visit clinics if we feel
unwell.

Children Children under the age of 18 have

special rights. They include the right to:

Family care

Food ,shelter and health care

Not to be abused or neglected etc.

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 Education You have the right to basic education
including adult basic education.
Covid19 violated this right since
schools were closed.

Language and culture You can use the language of your

choice and follow the culture that you
choose.

Cultural, religious and linguistic Communities can enjoy their own

communities culture, use their own language,
practices, their own religion and set up
their own organizations.

Access to information Everybody has the right to any

information that the government has.

Administrative action Administrative action is action by the

government and public officials who
work for government departments.
Their actions have to be reasonable
and legal, and procedures used must
be fair.

Access to courts You can ask court or other legal body

to make a decision about a serious
argument, disagreement or difference
of opinion that is legal problem.

Arrested, detained and accused Everybody has rights if they are

persons arrested, imprisoned or accused of
committing a crime.

The African Charter on the Rights and welfare of Children

This charter is very similar to our Bill of Rights states about children. It’s ensure that children
rights are not violated. CEDAW were adopted in 1979 to ensure the purpose is served.
Protection agencies
They look after your human rights and protect you from the violation of your rights.
Examples:

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 ● International Federation of Red Cross and Red Crescent Societies
● UNICEF

● UNSC etc.

ACTIVITIES

7.1 Define the following terms

(a) Discrimination (1x1) (1)

(b) Violation of human rights ( 1x1) (1)

(c) Sexual orientation ( 1x1) (1)

(d) Race ( 1x1) (1)

(e) Religion ( 1x1) (1)

(f) Bill of rights ( 1x1) (1)

ACTIVITY 7.2

Read the scenario and answer the questions that follows.

Lerato is in Grade 10, she realised that her parents died of HIV/AIDS disease, now she told her
friends about what was bothering her all along. Because she trusted her friend that she will not
tell anyone. Only to find that her friend gossip about her. Now everyone is staying away from
her.
(Source unknown)
7.2.1 What does the term HIV/AIDS stand for? (1x2) (2)

7.2.2 Discuss what measures Lerato must implement to deal with the (2x2) (4)
discrimination by her colleagues.

7.2.3 Evaluate the consequences of Lerato’s decision to address the form of (2X2) (4)
discrimination she is facing from her peers.

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 Notes : WEEK 8
Discrimination can be:
● Fair: Discrimination that is compulsory by law, e.g. A person with a poor eyesight
cannot be employed as an airline pilot.
● Unfair: When you are being treated differently as compared to other people and your
dignity as a human being is impaired by such treatment and if that treatment goes
against the constitution, for example being discriminated against based on your in
disability , gender, race, sexual orientation, religion, health status, place of birth,
language, age etc.

EXAMPLES OF HUMAN RIGHTS VIOLATIONS ARE :

● Xenophobia
Xenophobia is a fear or hatred of foreigners, strangers, or people who are different from oneself.
Some common examples of xenophobia include:
⮚ Hate speech or derogatory language towards individuals of different nationalities.
⮚ Discriminatory policies or practices that target immigrants or refugees based on their
nationality or cultural background.
⮚ Violence or harassment directed towards individuals perceived as foreign or different
⮚ Stereotyping and generalizations about people from specific country or regions
⮚ Exclusion or marginalization of individuals based on their nationality or ethnicity
Xenophobia can have harmful effects on individuals and communities, leading to social division,
discrimination, and human rights violations.
It is important to address and combat xenophobia through education, awareness, promoting
understanding and acceptance of diversity.

● Human trafficking

Human trafficking is the global illegal transportation of people across international and local
boarders. It is a crime because involves the exploitation of a person for the purpose of :

⮚ forced labor,( being sold to work on farms or do domestic work and the money given to your
capturer)
⮚ sexual slavery,
⮚ Organ removal against your will.
⮚ Human trafficking can violate the rights, dignity, and freedom of the victim, and it can
involve deception, coercion, or violence.
https://facts.net/human-trafficking-facts/

● Gender-based violence (GBV)

Gender-based violence is any form of violence that targets a person or a group based on their
gender or gender expression. Gender-based violence can include domestic violence, sexual
harassment, rape, female genital mutilation, or honour killings.

● Homophobia

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Homophobia is a fear or hatred of people who are or are perceived to be homosexual.
Homophobia can result in prejudice, discrimination, violence, or exclusion against the LGBTQI +
community.

● Corrective rape

Corrective rape is a brutal act where a gay man/ woman is raped with the intention of changing
his/her sexuality. The perpetrators believe that by subjecting homosexuals to sexual violence, they
can force them to become straight or “normal” again.

The impact of homophobia and corrective rape individual and in society can be significant and
detrimental

On the individual :
Homophobia/ Corrective rape can have effects on mental health and well-being of LGBTQI+
individuals. It can lead to feelings of shame, isolation, and self – hatred, as well as increase rates
of depression, anxiety, and suicide among LGBTQI+
Individuals. Violence resulting from homophobia can have physical and emotional consequences
for individuals

In the society:
Homophobia/ Corrective rape can contribute to the perpetuation of stereotypes, discrimination, and
exclusion of LGBTQI+ individuals. It can create a hostile environment that prevents full
participation and acceptance of diverse sexual orientation and gender identities. This can lead to
social division, mental health issues and barriers to access healthcare, education, and employment
for LGBTQI+ individuals.

ACTIVITY 8.

8.1 Define the following terms

a. Xenophobia (1x1) (1)

b. Homophobia ( 1x1) (1)

c. Gender based violence ( 1x1) (1)

d. Gender based violence ( 1x1) (1)

e. Bias ( 1x1) (1)

f. Society ( 1x1) (1)

g. Prejudice ( 1x1) (1)

h. Oppression ( 1x1) (1)

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 ACTIVITY 8.2 ACTIVITIES

Human Rights Violations: How to Make the Right Decisions and Implement Policies to
Prevent Them.

Human Rights Violations: How to Make the Right https://ww2.clms.ukzn.ac.za/college-hosts-

Decisions and Implement Policies to Prevent colloquium-on-eradicating-gender-based-
Them. Ebadul Haque.(Accessed 16/03/2024) violence/ (Accessed 16/03/2024)

8.2.1 Identify any TWO causes of violations of human rights (2x1) (2)
8.2.2 Suggest TWO reasons each why xenophobia and corrective rape continues (2x3) (6)
despite the various campaigns strategies
8.2.3 Critically discuss the impact of the following to the individual.
i. Human trafficking (1x3) (3)
ii. Gender based violence (1x3) (3)
8.2.4 Critically discuss the impact of the following to the society.
i. Xenophobia (1x3) (3)
ii. Homophobia (1x3) (3)

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 Notes : WEEK 9
Significant contributions by individuals to address human rights violations

▪ Desmond Tutu was a South African Anglican archbishop best known for his
opposition to apartheid in South Africa, for which he received the Nobel Prize
for Peace in 1984. In 1995 he was named head of the Truth and Reconciliation
Commission, which investigated allegations of human rights abuses during the
apartheid era. Following the fall of the apartheid system, Tutu went on to
advocate for human rights throughout Africa, and indeed the world. His positions
continued to shake the status quo, confronting governments and states with
trademark bluntness, spurred by a desire to fight inhumanity wherever it
appeared.
▪ Sophia Theresa Williams-de Bruyn is a former South African anti-
apartheid activist. She was the first recipient of the Women's Award for
exceptional national service.

▪ Charlotte Maxeke was an early opponent of passes for black women (the pass
system in South Africa was used to regulate black people's movement and
restricted their freedom). She led the first anti-pass campaign against the union
government, where she and 700 women marched to the Bloemfontein City
Council and burned their passes. In segregated South Africa, she dedicated her
life to the struggle for women's rights and education for all.

▪ Beyers Naude was a South African cleric and the leading Afrikaner anti-
apartheid activist, who was routinely placed under severe house arrest,
monitored by police surveillance, and imprisoned due to his vocal opposition to
apartheid. The Sharpeville massacre in 1960 (during which the South African
police killed 69 black demonstrators protesting against restrictions on their
freedom of movement) ended his support for his church's political teachings. He
began to question the biblical justification of apartheid by the Dutch Reformed
Church
▪ Albi Sachs was a constitutional court judge who was the chief architect of the
post-apartheid constitution of 1996. As one of 11 green-robed judges, he
participated in landmark rulings. These rulings included declaring capital
punishment a violation of the right to life, to making it unconstitutional to prevent
gay and lesbian people from marrying. The court also backed Aids campaigners
in 2002, by insisting that the government had a duty to provide HIV-positive
pregnant women with drugs to reduce the risk of transmission to their new-born
babies. In his 15 years on the Court, Sachs helped place
South African justice in the forefront of the legal recognition of human rights.

▪ Helen Suzman was instrumental in improving prison conditions for members of

the banned African National Congress including Nelson Mandela, despite her
reservations about Mandela's revolutionary policies, and was also known for
using her parliamentary privilege to evade government censorship and pass

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 information to the media. She tackled gender discrimination, especially
discrimination against Black women

▪ Imtiaz Sooliman is the founder of the humanitarian organisation Gift of the

Givers, the organisation has been responsible for the delivery of life-saving
goods and on-the-ground support for innumerable people.

▪ Nelson Mandela fought for the promotion of the Freedom Charter, he was in
prison for 27 years. After his release in 1990, he worked hard for democracy
and was elected President of South Africa in 1994. He was a role model and
inspiration who always kept to his values of democracy, equality and learning.

ACTIVITY 9.1
9.1 Define the following terms:
a) Contribution (1x1)(1)
b) Address (1x1)(1)
c) Challenging (1x1)(1)
d) Significant (1x1)(1)

ACTIVITY 9.2 (Project question)

Among other human rights issues, the following personalities advanced their human
rights objective based on creating a South Africa that guarantees “a democratic and just
society without racial divisions,” with an endeavour to accomplish, including equal civil
rights for all, a common system of education better working conditions, equity at work
,promotion of women rights etc. These personalities included the following;
Desmond Tutu ,Sophie de Bruin ,Charlotte Maxeke ,Beyers Naude ,Albi Sachs
Helen Suzman,Imtiaz Sooliman and others

Source unknown

Write paragraphs on the significant contributions by any one of the above

individuals to address human rights violations

Use the following as a guideline:

 State the name of the organisation represented by the mentioned personality. (1x1) (1)
 Analyse the role played by the above personality in transforming South Africa (2x2) (4)
to deal with issue of violations of human rights
 Outline THREE aims of the organisation in addressing prejudice and (2x3) (6)
discrimination in the communities.
 Suggest TWO significant factors in which your community could have positively (2x3) (6)
contributed to support the organisation in providing discourse to issues of
prejudice and discrimination.
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 Notes : WEEK 10 and 11
THE IMPACT OF SOUTH AFRICAN INITIATIVES AND CAMPAIGNS WHICH ADDRESS DISCRIMINATION
AND HUMAN RIGHTS:

16 DAYS OF ACTIVISM AGAINST WOMEN AND CHILD ABUSE

⮚ It is a United Nations campaign which takes place annually from 25 November to 10 December.
⮚ It is an international Human rights day.
⮚ It is a world- wide campaign to oppose violence against women and children.
⮚ It aims to raise awareness of the negative impact that violence and abuse have on women and
children.
⮚ It encourages silent female victims to talk about abuse and ensure that they get help.
⮚ It encourages people to report child abuse to the police.
⮚ It encourages women to report bullying.

67 MINUTES FOR MANDELA

⮚ It represents the number of years the former President fought for human rights and the abolition
of apartheid.
⮚ It is in memory of the 67 years of Nelson Mandela ‘s service to the public.
⮚ It has become a global celebration of his life’s contribution‘s towards peace and freedom.
⮚ This campaign encourages people to use 67 minutes of their time to support a chosen charity or
serve in their community.

THINGS LEARNERS CAN DO ON MANDELA DAY

⮚ Pick up littering of papers.
⮚ Learn more about Nelson Mandela and his life.
⮚ Help with some gardening.
⮚ Volunteer to help young children to read or play a sport.
⮚ Arrange a visit to a nursing home.
⮚ Help an elder neighbour with chore.

HERITAGE DAY
⮚ It is a South African public holiday celebrated on 24 September.
⮚ It is to educate young people and make them understand South African history, values and
culture.
⮚ On this day people remember great icons and heroic people that have made an impact on South
Africa and the world.
⮚ It encourages South Africa to celebrate their culture, beliefs and traditions.
⮚ Heritage day recognises the cultural wealth of our nation.
⮚ Heritage day was introduced in the spirit of reconciliation, to help to unite the country after
many years of unfair segregation under apartheid.
⮚ It unites all people under common theme of being a South African.
⮚ It is an opportunity to celebrate diversity and tolerance of all cultures.
⮚ Schools come together to showcase the richest of South African Heritage.
⮚ Learners and teachers proudly wear traditional attire, perform cultural dances, prepare meals
from various South African cultures.

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 ⮚ Teachers can organise guests’ speakers and experts from different cultures to share their
knowledge.
⮚ Schools can decorate school buildings, classrooms to make the day special by including banners
with information about different cultures, flags from different countries.

RECONCILIATION DAY

⮚ It is a public holiday which is celebrated on December 16 every year.

⮚ It encourages peace and unity among different peoples and groups in South Africa.
⮚ It is celebrated with the intention of fostering reconciliation and national unity of the country.
⮚ The day is celebrated to mark end of apartheid and to foster unity across the country.
BRAND PROUDLY SOUTH AFRICAN
⮚ It seeks to influence local procurement in the public and private sectors to increase local
production and to influence consumer to buy.
⮚ The logo means we made this here in South Africa.
⮚ It encourages the nation to make the nation to make personal and organisational contributions
towards economic growth and prosperity in South Africa.
⮚ It is aiming to increase employment opportunities, economic growth and local value.

HUMAN RIGHTS DAY

⮚ It is a national day commemorated on 21 March to remind South African about the sacrifices that
people made which accompanied the struggle for democracy.
⮚ On 21 March 1960 ,69 people died and 180 people were wounded in Sharpville and Langa
townships when police officers opened fire into a crowd that protested peacefully against the
pass laws.
⮚ The Democratic government declared this day as human rights day in South Africa to pay special
honour and respect publicly to those that lost their lives in the struggle for freedom.

FREEDOM DAY - 27 APRIL

⮚ It is the commemoration of the first democratic election held in South Africa.
⮚ Everyone of voting age of over 18 years is allowed to vote.
⮚ It was the first post- apartheid national elections in 1994 held in South Africa where anyone could
vote regardless of race.
⮚ It is a celebration of South Africans becoming a democracy.
⮚ It is a day to reflect on the rights of the people and how important it is to vote for a leader.
⮚ Nelson Mandela became the first black President in 1994.
⮚ The new Constitution of South Africa was introduced.
⮚ It was the first time in South African history that all voters were treated as equal citizens.

YOUTH DAY- 16 JUNE

⮚ It is an international day of the African child commemorates those killed during the Soweto
uprising in South Africa.
⮚ The day also raises awareness of the ongoing need to improve education for children in Africa.
⮚ Youth day celebrates the contribution that young people made to the struggle for freedom in
South Africa.
⮚ On 16 June 1976 school children marched in a protest that began the Soweto uprisings.
⮚ An estimated 20,000 children from schools in the township of Soweto in Johannesburg protested
against the government plans to impose Afrikaans language as a medium of instruction for Black
children.

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 ⮚ Many school children died estimated as 700 died and many school children were wounded
estimated 1000.

WOMEN’S DAY- 09 AUGUST

⮚ Women participated in a national march to petition against pass laws {legislation that required
African persons to carry a document on them to prove that they were allowed to enter a white
area.}
⮚ Women marched to the Union Buildings to protest against the carrying of pass books.
⮚ It is a day when women are recognised for their achievements without regard to divisions,
whether national, ethnic, linguistic, cultural, economic or political.
⮚ National women’s day in South Africa is a powerful day for equal rights.
⮚ Women came together to initiate change in South Africa.
⮚ Not only did they march, they remained standing outside the Union Buildings in silence for 30
minutes in a non-violent and very powerful display of unity.
⮚ National Women’s Day draws attention to many issues that women face in Africa such as
domestic violence, discrimination and harassment in the workplace, equal pay, education for
girls.

ACTIVITY FOR WEEK 10 AND 11

10.1 Define the following term/concepts

a) Discrimination (1x2) (2)

b) Mutilation (1x2) (2)

c) Harassment (1x2) (2)

d) Human Trafficking (1x2) (2)

e) Democracy (1x2) (2)

f) Mobilized advocacy (1x2) (2)

g) Human rights (1x2) (2)

h) Exploitation (1x2) (2)

i) Migrant (1x2) (2)

j) Diversity (1x2) (2)

k) Campaign (1x2) (2)

l) Reconciliation (1x2) (2)

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 ACTIVITY FOR WEEK 10 AND 11 ACTIVITY 10.2

10.2.1 Why people in South Africa are being discriminated? (1x1) (1)

10.2.2 When is the 67 minutes for Mandela Day? (1X1) (1)

10.2.3 As the community leader, critically discuss the purpose of (1x3) (3)
celebrating 67 minutes

10.2.4 State two reasons why schools must participate in heritage day (1x2) (2)

10.2.5 In South Africa we do have different types of political parties, in your (1x2) (2)
knowledge , do you think that we have a democracy?

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BIBLIOGRAPHY
1. Rooth, E et al. (2013). Focus : Life Orientation Grade 10. Maskew Miller: Cape Town

2. Human Rights Violations: How to Make the Right Decisions and Implement Policies to
Prevent Them. Ebadul Haque.(Accessed 16/03/2024)

3. https://www.businesslive.co.za/bd/opinion/2020-03-23-human-rights-violations-in-
workplaces-continue-to-blight-companies/ (Accessed on 16/03/2024)

4. https://ww2.clms.ukzn.ac.za/college-hosts-colloquium-on-eradicating-gender-based-
violence/ (Accessed 16/03/2024)

5. https://www.amnesty.ie/wp-content/uploads/2016/07/Human-Rights-Stories.pdf
(Accessed on 16 Mar. 2024

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