Gr.

11
Life
Orientation
z WRITE DOWN -
DISCUSS -
HOMEWORK -
 TERM 1
z
 z
 Development of the self in society
 1. Plan and achieve life goals

 1.1. Types of goals

 What are goals?

 Goals are the things we want to achieve in life. It is our plans and aims.
They are different from dreams and wishes in that we can take active
steps to achieve goals. We can turn our wish into a goal.
 When we have goals we know where we are going. Goals are important
because they help you to take charge of your life and make decisions.
•You must set SMART goals.
z
S SPECIFIC What do I want to achieve? You must say
exactly what you want to achieve.
Who is involved?/What do I need to be able to
do this.
M MEASURABLE You must be able to measure if your make progress
and achieve

A ACHIEVABLE What do I need to achieve it? Money, skills, abilities.

R REALISTIC You must be able to achieve it and must be willing

to work towards achieving the goals.

T TIME BASED You must set a time limit to achieve your goals
 z

 Types of goals:

 1. Short-term goals: we achieve it in a short space of time e.g. a project

you want to finish the weekend. You achieve them in a week or month.
 2. Medium-term goals: Something you want to achieve in the next 6
months.
 3. Long-term goals. These goals you want to achieve in a few years.
Like becoming a doctor or engineer.
 z
 1.2. Five-step method for planning and goal-setting

 Step 1 : Write down your goal.

 Step 2 : Check to see if it is a smart goal.
 Step 3 : Make an action plan to achieve your goal.
 Step 4 : Do it. Carry out your action plan.
 Step 5 : Evaluate if you have achieved your goal.
 z
 1.3. Problem-solving skills

 Step 1 : Explain the problem. Define the problem and say what it means.

 Step 2 : Gather information about the problem.

 Step 3 : List as many possible solutions as you can

 Step 4 : Make a table and write down your problems and solutions.

 Step 5 : Think of the effects / consequences of each solution.

 Step 6 : Choose the best solution.

 Act . 9 page 10
A problem-solving model can look like this :
z
1. Explain the problem. Define the problem and say what it means.

2. Gather information about the problem. What information can help you to
solve the
problem ? What do you need to know ?

3. Possible solutions. 4. Possible effect of each solution.

5. Write down the best solution.

Reason why this is the best solution.

 1.4. Relationships
z between personal values, choices and goal-setting
 What are values?

 It is the principals you think are important in life.

 It helps you to make decisions on how you want to live your life.

 You values will influence the decisions you make.

 It will influence the kind of goals you set in your life. Your values will shape your
mission statement.
 Things that will influence your values are your environment, your school,
important people in your life etc.
 Values help you to choose what is important to you - it helps you to set your
priorities.
 2. Relationships and their influence on your well-being
z
 Throughout our lives we depend on relationships for well-being. If you
have good relationships with members of your family and friends and
colleagues you feel happy and confident. When there is conflict in any of
these relationships it can affect your well-being and also threaten your
ability to form new relationships
2.1. Types of relationships with different people or groups
z
Family Casual
- People who are related to you through - Relationships with people you see often,
blood or marriage. but are not close to like friends and family.
- Probably closest to you
- Will receive the most love, care and
support from them.
Friends Formal
- A person you know well, like, trust and - Relationships with people who are usually in
respect and who supports you a more senior position than yourself.
- Good friends will have a positive effect on - Example teachers and elders.
your well-being.
- Harmful friends can lead you to risky
behaviour and you can get hurt. Romantic
- Close relationship with another person,
based on love.
- With this person you can be yourself, without
demands to change.
2.2. Changing relationships
•Life changes zand with every change, relationships change as well. Some
develop fast as life opens new opportunities.
•Others develop slow and steadily.
•Some people are forced to change quickly because of unexpected events
in their lives. Natural developments Unexpected events that
that change relationships change relationships

- Moving to another area - Accidents

- Meeting new people - Job loss
- Health changes - Losing money
- New interest - Violent crime
- Getting older - War
- Earning money - Death of a family
member
- Death of a close friend
- Separation and divorce
 z
 Your family is where your first relationships are formed and where you are
going to see the greatest changes in your relationships.
 Your parents and family are aware of the changes you are going through.
They need time to get used to the new you. Take time to talk to your
family. Your family prepares you for the world. You learn the importance
of sharing and accepting responsibilities and the need for order and
routine. You absorb attitudes, values and ways of behaviour form your
family. As you grow older and form new relationships you can decide
which attitudes and values you want to keep and what you want to
change.
 2.3. Skills
z and qualities which make good relationships

 Unselfish

 Caring

 Mutual respect

 Ability to communicate

 Accepting people as they are

 Sympathetic

 Good listener

 Supportive

 Able to work as team

 2.4. Power and gender in relationships

z
 The role of power in relationships
 Having power means having control over something or someone. In relationships one
person may have power over another. We call these relationships power relations.
 Gender roles and stereotyping

 Gender stereotyping is when people think that someone behaves or will behave in a
certain way because of their gender. For example, thinking that all girls like to cook,
Men earn the money and women spend it.
 Gender roles

 In society there are traditional gender roles. Men and women have different biological
roles which have influenced their roles in society. Women bear children and in the past
they stayed at home to raise the children. Men went out to work and earn the money.
Men had financial power and could decide how the money was used. Women were
dependent on men, tied down by family responsibilities. This is changing and many
women today who have children also work.
 In traditional gender roles, being masculine means being dominant while being
z
feminine means being submissive. We live in a society that has expectations of
people based on their gender. For example, men are supposed to be strong and
powerful, while women and children can be weak and submissive. Women are
expected to be emotional, whereas men are rational.
 More examples:

 Women are emotional and let emotions rule their lives

 Men are more interested in sex than women

 Women are more mature than men

 Engineering in not a career for women

 Men are insensitive

•The effect of gender roles on men and women:
z
MEN WOMEN
- Prevent them from showing - Views are not taken seriously
feelings. - Taken for granted and is not
- Forced to be one of the allowed to develop as
boys individual
- Treat women inferior when - Have little say in decisions
with friends that are made
- Boys sporting events are
more important than girls

Act 19 page 20
Careers and career choices
1. Requirements
z for admission to additional and higher education courses
1.1. Types of qualifications
HIGHER CERTIFICATE DIPLOMA BACHELOR’S DEGREE
- Enables you to work - Enables you to work in - Provides you with a
in a specific industry, a specific broad education
for example tourism industry/profession for - Focuses on principles,
- Provides you with example management theory and research
specific introductory - Focus on general - Enables you to follow
knowledge and principles of a career as a
practical skills knowledge application professional
- Focus on application - Provides - Enables you to study
in the workplace comprehensive and further for a post
- Allows you to get specialist knowledge graduate degree
credits for further - Usually includes
studies practical experience
- Allows you to study
further to obtain a
degree.
 1.2. Requirements
z for admission to additional courses : FET colleges
 Everything you need to know about FET colleges

 An FET college is an institution that has registered with the Department of

higher Education (DHET), in order to provide vocational or occupational
training in a specific field.
 FET stands for Further Education and Training. This effectively means that,
once registered with the college, you have a wide choice of courses to
choose from that best suit your skills and direction.
 Should a student wish to continue studying in a related field at a university,
the college could have provided the background education and training
required for entrance.
 A little background
z information about FET colleges may be helpful to
know here…
 The education system in South Africa consists of three broad bands.

 General Education (GE)

 Further Education and Training (FET)

 Higher Education (HE)

 General education consists of the first nine years of your school

education. Further Education and Training consists of the final three years
of schooling OR completing a related certificate or diploma at a technical
college or educational institution. Higher education involves university
level studies, which are usually theoretical in nature.
 z

 For adult students, who simply want to complete or achieve their senior
certificate, there are Adult Education and Training courses available
(AET). However these types of training are not vocational or
occupationally skills based, which means you have to study a set
curriculum.
 With FET colleges you can make sure you get the kind of education you
need by selecting only the courses and subjects you want. These courses
and skills will prepare you when entering the career field of your choice.
 What are the entrance requirements for FET colleges?
z
 FET colleges have very few entrance requirements. This is due to the fact
that the colleges aim to provide further education to as many people as
possible.
 FET training can only be completed by people over the age of sixteen.
This form of training is designed to provide the resources for students,
young or old, to learn marketable skills in order to progress in the field of
their choice.
 What is the difference between public and private FET colleges?

 Public FET colleges are created and operate under the authority of
the Department of Higher Education. Each year public FET colleges are
subsidized by the state in the amount of roughly four billion rand.
 It is veryzimportant to always check on the accreditation status of a
college offering Further Education and Training courses, as there are
many fraudulent companies who claim to offer FET courses but fail to
register with the Department of Higher education. Make sure the course
you are looking to study is accredited by the relevant professional body.
 z
 Which type of courses do FET colleges offer?
 Both private and public FET colleges offer a wide range of courses. These
courses can range from a few hours to a full three year diploma. The
courses offered at FET colleges are tailored to meet the needs of the
potential employer, which makes finding the specific course you need in
your field much easier.
 Perhaps it would be better to study a Short Course in Cost and
Management Accounting, which can be completed in 7 – 9 months, rather
than studying a full Diploma in Accounting which could take around 3
years to complete.
 Which industry
z fields are supported by FET colleges?
 Various FET colleges offer training and courses in a wide variety of fields.

 These include (but are not limited to):

 Agriculture Business
 Commerce Management
 Education Training and development
 Engineering Manufacturing and technology
 Services Building construction
 Security
1.3. Admission point score ( APS )
•The APS system gives possible points for the marks that you get in your NSC examinations.
z learning institutions depends on the total number of points you obtain.
Admission to higher

NSC rating APS

Level achieved Percentage Possible score
8 (90 -100%) 8

7 (80 - 89%) 7

6 (70 - 79%) 6

5 (60 - 69%) 5

4 (50 - 59%) 4

3 (40 - 49%) 3

2 (30 - 39%) 2

1 ( 0 - 29%) 1
 1.4. NSC zsubjects

 Learners study at least 7 subjects - 4 compulsory and at least 3 electives.

 All subjects are written on one grade only and are no longer written on Higher or
Standard Grade.
 Not all schools offer the full range of Elective subjects listed here. Each school may
offer subjects specific to its academic orientation. For example, Agriculture Schools
offer the agriculture-orientated subjects whereas technical Schools offer the practical
and mechanical-orientated subjects.
 Group A: Fundamentals (Compulsory)

 Two official languages: Home Language and First Additional Language

 Mathematics or Mathematical Literacy

 Life Orientation
 •Group B: Elective ( Choice )
At least 3 subjects from the following:
z

Accounting Design Mathematics: "Paper 3"

Agricultural Management Dramatic Arts (geometry, probability);
Practices Economics "Advanced Programme
Agricultural Sciences Electrical Technology Mathematics" (calculus,
Agricultural Technology Engineering Graphics & further algebra, and one of:
Art Design matrices, statistics,
Business Studies Geography mathematical modelling)
Civil Technology History Mechanical Technology
Computer Applications Hospitality Studies Music
Technology (previously (previously Home Physical Science
Computer Studies Standard Economics) Religion Studies
Grade - Literacy) Information Technology Second Additional Language
Consumer Studies (previously Computer Third Additional Language
Dance Studies Studies Higher Grade - Tourism
Programming) Visual Arts
Life Sciences (previously
Biology)
 1.5. Minimum requirements for admission to study for higher certificate,
diploma zor bachelor’s degree.
In order to qualify for a National Senior Certificate, a learner must achieve:
 A minimum rating of 3 i.e. 40% or more, in 3 subjects. One of the 3 subjects
must be an official language at Home Language level.
 A minimum rating of 2 i.e. 30% or more, in 3 other subjects.

 Note:

 It is compulsory for a learner to pass an official language at home language level

i.e. at 40% or above.
 If a learner offers more than the minimum number of 7 subjects, passes in the
additional subjects will be taken into account when determining whether a
learner has met the minimum requirements.
 z
 In order to qualify for entry into further study at the Higher
Certificate level, a learner must:
 Pass the NSC

 Meet the language requirement for further study at a South African

institution, namely, one of the two official languages offered by learner
must be either English or Afrikaans. To meet the language criterion to
qualify for entry to study at a tertiary education institution, the learner
must pass either English or Afrikaans at least at the 1st additional level
i.e. at 30% or more.
 In order to qualify
z for entry into further study at the Diploma level, a learner
must:
 Pass the NSC as follows:

 One official language at home language level at 40%

 3 other subjects at 40%

 2 subjects at 30%

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

 One official language at home language level at 40% or more

 4 subjects from the designated list of subjects at 50% or more

 2 subjects at a minimum of 30%

Meet the language requirement for further study at a South African institution,
namely, one of the two official languages offered by learner must be either English
or Afrikaans. To meet the language criterion to qualify for entry to study at a tertiary
education institution, the learner must pass either English or Afrikaans at least at
the 1st additional level i.e. at 30% or more.
 Very important to note:
z
 Specific institutional and programme needs may have a specific language
requirement, a specific level of performance in Life Orientation or require
appropriate combinations of recognised National Senior Certificate
subjects and levels of achievement. Learners must check their results
against specific institutional requirements for the course of study they
wish to follow.
 z
 1.6. SAQA and the NQF framework
 The South African Qualifications Authority

 (SAQA) regulates and sets the standards in the South African education
system, including the National Qualifications Framework (NQF)
 It is responsible for overseeing the development and implementation of
the NQF. All education and training providers must be registered with and
accredited by SAQA.
 SAQA also ensures that standards and qualifications of different bodies
are internationally comparable
 The National
z Qualification Framework (NQF)
 The NQF is the framework on which the standards for colleges are
registered. The purpose of the NQF is to combine education and training
in South Africa, thereby transforming the education system.
 The NQF uses codes for specific courses, such as, NQF level 4. This is
the code for higher level national certificates. College SA offers courses
ranging, on the NQF level, between 2 and 4. This way you can complete
either Short Courses (NQF 2), or full length Diplomas (NQF 4). Tailoring
the courses according to what you need can speed up the time it takes to
move into the direction you are looking to move into.

Act 5 page 50
2. Options for financial assistance Act 6 page 54
Bursaries or scholarship These are awarded to students who excel in a particular field and wish to
z pursue a career in that area. Sports bursaries to top performing sports
people

Study loans Applying at a bank for a study loan. This will have to be paid back over
time with interest as requires you and your family to have a full financial
assessment and often a medical examination

Parents/guardian If you are fortunate enough to have someone who will pay for your
studies.
Working as student Working as a student to pay for your studies
Many students work part time in the evening and over weekends to help
pay for their studies.

Working for a company / A company you work for can finance your studies. Many companies give
Learnerships bursaries to students and assist them with their payments. In return the
students work for them on a contract basis

NSFAS: National Student SA’s only public student loan scheme which helps academically deserving
Financial Aid Scheme and financial needy students
 Democracy and human rights
z
 1. Principles, processes and procedures for democratic participation

 1.1. Public participation

 To be involved with others in doing something ; to take part in an activity or an

event.
 You participate publicly when you :

 Attend community meetings

 Join civil / political organisations

 Vote in elections

 Pay taxes

 Peaceful protest and petition

 Public participation is important because it :
z
 Makes sure leaders do not abuse their powers

 Ensures that the public’s needs and concerns are addressed

 Helps to inform government about people’s needs and concerns

 Helps to see that things get done

 1.2. Petition process Act 2 page 66

 A written document
z that people sign to show that they want a person / organisation to change or to do
something.

 1.3. Governance

 It is the way that a country is controlled or managed by the people who run it.

 Good governance :

 Allows participation and provides feedback to the people

 Is transparent ( is open to the public and does not try to hide its actions )

 Delivers basic human rights

 Is efficient and effective

 Produces results

 Protects the environment

 1.4. Representation

 Through elections,
z people are voted in to represent / speak on behalf of a certain group of people.

 Proportional representation : Parties get a certain number of seats in parliament according to the
percentage of votes they get in an election. People vote for the party of their choice.

 Constituency-based representation : Country is divided in voting areas, called constituencies. A

constituency is represented by one member of a party’s choice. People vote for their chosen candidate.

 1.5. Rule of law

 The following five principles define the rule of law :

 1. A government that is accountable.

 2. An absence of corruption.

 3. Security, order and fundamental rights.

 4. An open government that enforces laws and regulations.

 5. Access to justice.
 2. Democratic structures

 z
2.1. The Republic of South Africa (RSA) is a constitutional democracy.

 It consists of three structures of government, namely: national, provincial and

local governments.

 The RSA is a sovereign, democratic state. It is divided into nine provinces, each with its
own provincial legislature. All these structures of government derive their powers and
functions from the Constitution of the RSA.
 Nationalz Government

 The National Assembly is the supreme law-making body in the RSA.

Laws made by the National Assembly are applicable throughout the RSA.
 Parliament consists of two Houses: the National Assembly and the
National Council of Provinces (NCOP).
 The National Assembly is elected for a term of five years and consists of
no fewer than 350 and no more than 400 Members. Members are elected
in accordance with an electoral system, based on a common voters' roll
with a minimum age of 18 years, resulting in a system of proportional
representation.
z
z
 Provincial Government
z
 Provincial governments are bound by laws and policies passed at national
level, but can develop their own laws and policies within this framework to
suit their specific needs.
 Provincial legislatures may pass their own constitutions subject to the
provisions of the Constitution of the RSA.
 Local Government

 Local governments consist of municipalities whose objectives are,

amongst other things, to provide democratic and accountable government
for local communities, to ensure the provision of services to communities
and to promote social and economic development.
 Act 5 page 74
 z
 3. The role of sport in nation building :

 Participant and spectator behaviour in sport.

 3.1. Incidence of particular behaviour : triggers of certain behaviour

 Sport in one of the best ways to contribute to nation building

 If participants in sport behave badly, they set bad examples as role models.

 If spectators become frustrated, it could lead to violence or could harm the sporting
event.

 Both participants and spectators have a responsibility to nation building through good
behaviour at sporting events.
 z
 3.2. Exposure to positive behaviour programmes

 A sports code of conduct aims to :

 - get rid of violent and harmful actions at recreation and sports facilities.

 - ensure a positive, safe and uplifting environment for spectators and

 participants.
 - develop a culture that supports safety, fair play and positive sporting.

 - ban racism from sport.

 3.3. Howz sport can support or detract from nation building

 Support

 - build tolerance, understanding and success.

 - oppose all forms of discrimination.

 - build relationships.

 - build unity through hosting international sports events.

 Detract

 - if spectators, players, match officials and administrators do not behave in a

 sporting way, it will detract from nation building.

z
TERM 2
z
 Development of the self in society
z
 1. Gender roles and their effects on health and well-being

 Gender roles are the different roles, behaviour and activities that society thinks are appropriate
or right for women and men.

 The different roles that women and men play can effect their health and well-being.

 1.1. Unequal power relations, power inequality, power balance and power struggle
between genders

 Power inequality

 some people have more rights, better opportunities and more power than other people.

 The power balance is unfair which may lead to power struggles

 Unequal power relations can affect a person negatively, for example : some cultures think
education for girls is not important.
 1.2. Abuse of power
z
 Individual : Physical abuse

 Using physical force to cause harm, injury, disability or death.

 Family : Incest

 Sexual intercourse between people who are so closely related that they
would not be allowed to get married by law.
 Cultural : mourning period

 Many cultures have religious rituals, traditions or behaviour for mourning or

grieving for someone who has died. These rules dictate the mourning
period, mourning dress code and mourning behaviour. Rules are strictly
enforced for widows.
 z

 Social : Domestic violence

 Happens when one person in a close relationship or marriage tries to

dominate and control the other person.
 Uses fear, guilt, shame, threats and physical violence to control you.

 The abuser can be either a man or a woman.

Do activity 1 on page 249

 Social : Sexual
z violence and rape

 Any sexual act that is unwanted by the other person

 Trying to force someone to have sex with you

 Being forced to watch other people performing sexual acts

 Being forced to perform anal / oral sex

 Penetration with fingers / objects

 Date rape : getting raped by the person you are on a date with

 Gang rape : being raped by more than one person

 Statutory rape : sex with someone under the age of 16, with or without consent.
 Sexual harassment
z
 It is unwanted sexual behaviour that happens again and again. It can take the form of :

 Sexual comments

 Suggestions and hints about having sex

 Physical contact such as touching, feeling or pinching

 Whistling

 Rude gestures / finger signs

 Sex-related jokes

 Showing pornographic pictures

 Promises of promotion in exchange for sex

 Name-calling

 Sending inappropriate notes, letters, SMSs or emails

 2. Negative effects on health and well-being
z
 Physical effects of abuse

 Bruises

 Broken bones and teeth

 Rope or strap marks

 Bald spots where hair has been pulled out

 Burn wounds

 Unwanted pregnancies

 Death

Do activity 4 (1, 2 & 4) on page 255

•Emotional effects of abuse

- Fear of zthe abuser - Avoiding friends

- Depression - Feeling worthless and
- Fear for personal safety powerless
- Anger - Feelings of guilt
- Increased risk of suicide - Sleeplessness and
- Alcohol and substance nightmares
abuse - Being afraid to trust
- Shame people
- Difficulty to concentrate - Poor marks at school
- Dropping out of school
• Emotional / mental violence (Emosionele / geestelike geweld)
Psychological abuse, often called emotional abuse, is a form of abuse
characterized by a person subjecting or exposing another person to a
behavior that may result in psychological trauma, including anxiety, chronic
depression, or post-traumatic stress disorder amongst other psychological
problems.
Sielkundige mishandeling, wat dikwels emosionele mishandeling genoem
word, is 'n vorm van mishandeling wat gekenmerk word deur 'n persoon wat 'n
ander persoon onderwerp of blootstel aan 'n gedrag wat kan lei tot sielkundige
trauma, insluitend angs, chroniese depressie of post-traumatiese
stresversteuring onder ander sielkundige probleme.
• Femicide (vrouemoord)
Femicide is generally understood to involve intentional murder of
women because they are women, but broader definitions include any killings
of women or girls.
Daar word algemeen verstaan ​dat vrouemoord opsetlike moord op vroue
behels omdat hulle vroue is, maar breër definisies sluit enige moorde op vroue
of meisies in.
- Patriarchy (Patriargie)
"the rule of the father" and is used to refer to a social system where men control a
disproportionately large share of social, economic, political and religious power, and
inheritance usually passes down the male line.
"die heerskappy van die vader" en word gebruik om te verwys na 'n sosiale stelsel waar
mans 'n buitensporige groot deel van sosiale, ekonomiese, politieke en godsdienstige
mag beheer, en erfenis gewoonlik na die manlike lyn oorgaan.
- Sexist views (Seksistiese sienings)
Sexism is prejudice or discrimination against a person or group based on their sex or
gender. It primarily affects women and girls, and it is the root cause of gender inequity
worldwide. Sexist acts include any that frame one sex or gender as inferior.
Seksisme is vooroordeel of diskriminasie teen 'n persoon of groep op grond van hul
geslag of geslag. Dit raak hoofsaaklik vroue en meisies, en dit is die hoofoorsaak van
geslagsongelykheid wêreldwyd. Seksistiese dade sluit enige in wat een geslag of geslag
as minderwaardig raam.
- Gender stereotypes (Geslagstereotipes)
A gender stereotype is a generalized view or preconception about attributes or
characteristics, or the roles that
are or ought to be possessed by, or performed by, women and men.
'n Geslagstereotipe is 'n algemene siening of vooropvatting oor eienskappe of eienskappe,
of die rolle wat deur
vroue en mans besit of behoort te word.
- Prejudice (Vooroordeel)
preconceived opinion that is not based on reason or actual experience.
vooropgestelde mening wat nie op rede of werklike ervaring gebaseer is nie.
- Bigotry (Bigotry)
obstinate or unreasonable attachment to a belief, opinion, or faction, in particular prejudice
against a person or
people on the basis of their membership of a particular group.
hardnekkige of onredelike gehegtheid aan 'n oortuiging, opinie of faksie, in die besonder
vooroordeel teen ‘n
persoon of mense op grond van hul lidmaatskap van 'n bepaalde groep.
- Race (Ras)
• a group of people of common ancestry
• a group of people of common ancestry, distinguished from others by physical
characteristics, such as hair type, colour of eyes and skin, stature, etc.
'n groep mense van gemeenskaplike afkoms
'n groep mense van gemeenskaplike afkoms, wat van ander onderskei word deur fisiese
eienskappe, soos haartipe, kleur van oë en vel, statuur, ens.
Sexual orientation
(LGBTQI+)
 SUID-AFRIKAANSE
MENSEREGTEKOMMISSIE (SAMRK)
• Die SAMRK is die nasionale instelling wat gestig is om grondwetlike
demokrasie te ondersteun.
• Dit bevorder, beskerm en moniteer menseregte vir almal.
• Hulle spreek menseregteskendings aan en soek effektiewe regstelling.
• Dit beteken jy kan 'n klag by die SAMRK indien as jou regte geskend is.
 SOUTH AFRICAN RIGHTS COMMISSION
(SAHRC)
• The SAHRC is the national institution established to support
constitutional democracy.
• It promotes, protects and monitors human rights for everyone.
• They addresses human rights violations and seeks effective redress.
• This means you can lodge a complaint with the SAHRC if your rights
have been violated.
 GESLAG-16 DAE VAN AKTIVISME
• Die veldtog vir '16 dae van aktivisme' teen vroue- en kindermishandeling
daag Suid-Afrikaners uit om vir 16 dae 'n einde aan geweld teen vroue en
kinders te verklaar, en om hierdie vrede permanent te maak.
• Hierdie veldtog verhoog bewustheid van die negatiewe impak van geweld
op vroue, kinders en die samelewing.
 GENDER-16 DAYS OF ACTIVISM
• The ‘16 days of activism’ against women and children abuse campaign
challenges South Africans to declare an end to violence against women and
children for 16 days, and to make this peace permanent.
• This campaign increases awareness of the negative impact of violence on
women, children and society.
 67 MINUTE VIR MANDELA

• Mandela-dag is 'n wêreldwye oproep tot aksie wat die idee vier dat
elke individu die mag het om die wêreld te transformeer, die vermoë
om 'n impak te maak.

• Die Mandeladag-veldtogboodskap is:

• "Nelson Mandela het 67 jaar lank vir sosiale geregtigheid geveg. Ons
vra jou om met 67 minute te begin."[5]
• “Ons sal geëerd wees as so ’n dag kan dien om mense regoor die
wêreld bymekaar te bring om armoede te beveg en vrede, versoening
en kulturele diversiteit te bevorder,” luidens ’n verklaring wat namens
Mandela uitgereik is.
 67 MINUTE VIR MANDELA

• Mandela Day is a global call to action that celebrates the idea that
each individual has the power to transform the world, the ability to
make an impact.

• The Mandela Day campaign message is:

• "Nelson Mandela has fought for social justice for 67 years. We're
asking you to start with 67 minutes."[5]
• "We would be honoured if such a day can serve to bring people
together around the world to fight poverty and promote peace,
reconciliation and cultural diversity," according to a statement issued
on Mandela's behalf.
 Social and environmental responsibility
1.1. The use ofz harmful substances in food production

SUBSTANCE HOW, WHERE AND WHY CAUSING ILL HEALTH

Antibiotics Given to animals to prevent It can get in the animal’s milk and flesh
disease and make them eat more and when consumed by humans, they
to grow fat. can build up resistance against
antibiotics.

Artificial rBST is injected into cows to Leads to deformed calves and mastitis. It
hormones stimulate milk production. can enhance the levels in the human and
be linked to breast and colon cancer.

Animal by- The parts of animals not consumed Can lead to animal disease epidemics
products by humans, are fed to the animals such as mouth-and-foot disease and mad
as protein boosters. cow disease.
Pesticides Kills insects, weeds and germs that Some pesticides are stored in body fat
may inhibit healthy plant growth. and may make humans ill. Pesticides can
also be breathed in or get into drinking
water.
Food z Chemicals are used to Some people may be allergic to
additives preserve food and give it some additives and it can have
colour and flavour. severe reactions such as asthma
attacks. In large amounts some
additives may cause cancer and
lead to ADD ( Attention Deficit
Disorder ).

Plastics Materials such as Styrofoam, If plastics are not recycled, they

PVC and polystyrene are cause pollution. They can release
used to package food and chemicals that can be harmful to
drinks. people’s health.
 1.2. Inhumane farming methods

 z methods are ways of farming that are cruel to animals.

Inhumane farming

 1.3. Impact of degradation on society and the environment.

 Degradation is the process of damaging or ruining something.

 Human activities can cause environmental hazards such as soil erosion and pollution.

 Examples are :

 Soil erosion

 Pollution ( air, water and land )

 Radiation

 Floods

 Fires

 Wind damage
 1.4. Impact of depletion of sources
z
 Overfishing
 Whole species of fish can disappear.
 Fish not suitable for consumption is thrown away.
 People who rely on fishing for a living will be unemployed.

 People whose diet relies on fish will not have enough to eat.
 Firewood z

 No trees will exist to bind the soil, leading to erosion.

 People will run out of fuel to cook food and keep warm.

 Alien plants will take over the land.

 Global warming and climate change will take place because trees absorb carbon dioxide and
give off oxygen.

 Land

 Farmers plant the same type of crops on the same piece of land, year after year, depleting the
soil. Crop failure will occur.

 Cattle are allowed to eat all the grass, leading to soil erosion.

 Land is used to build infrastructure.

 Mining activities pollute the land.

 2. Climatez change

 2.1. Causes of climate change

 It is a change in temperature and weather patterns. Gases, such as carbon dioxide,

build up in the atmosphere and trap the sun’s heat. The heat causes changes in weather
patterns. Summers and winters may last longer and rainfall may change.

 2.2. Impact of climate change on development

 World will get warmer and rainfall patterns will change

 Maize, fruit and cereal production will be directly affected.

 The oceans will get warmer, which will impact on the type and numbers of fish.

 Sea levels will rise.

 Droughts, floods and extreme temperatures will be a threat to health.

 z

 2.3. Mitigation of climate change

 Use motor cars less, to curb the emission of harmful gasses. Rather walk
or make use of public transport.
 Build houses out of the way of floods / big waves

 Plant drought-resistant, indigenous trees.

 Recycle paper to save trees.

 Turn of light, insulate the house and use a solar water heater.
 TERM 3
z
 Development
z of the self in society

 1. Healthy and balanced lifestyle choices

 1.1. Characteristics of a healthy and balanced lifestyle

 A balanced lifestyle means that there is balance and harmony between the following
aspects of your life :

 Physical : Being physically fit and healthy.

 Psychological : Avoid risky behaviours and apply life skills.

 Social : Have good relationships with family and friends.

 Emotional : Are able to explore, express and control emotions.

 Spiritual : Following the rules of your religion / belief system.

 z
 2. Factors that impact negatively on lifestyle choices

 Accidents

 Physical : You may become disabled, lose a limb, break your

neck / suffer brain damage.

 Psychological : If you caused the accident, you may feel guilty.

 Social : You may lose the support of family and friends, be

shunned by the community.

 Emotional : You may become angry, depressed, sad and scared.

 Spiritual : You may lose your faith.

 z
 Risky behaviour and situations
 Risky behaviour and situations are not like accidents, because you have
control over them.
 Risky behaviour such as substance abuse, affects your personal safety
and has a negative impact on your lifestyle choices.
 Socio-economic environment

 For example : lack of literacy, low income, very high income, poor
neighbourhood, no access to medical care, peer-pressure, substance
abuse, crime abuse and violence.
 3. Factors zthat impact positively on lifestyle choices

 Positive role models

 A person who can inspire and motivate you to make healthy and useful lifestyle choices.

 This person is a good example to others.

 People admire such a role model and want to imitate his/her.

 Parents
z
 They can have a positive influence on their children’s lifestyle choices, if they :

 Support, encourage and support

 Educate

 Warn about alcohol and substance abuse

 Model healthy behaviour

 Never drive under the influence or while talking on the cell phone

 Show acceptance and love

 Set clear rules

 Supervise study times and ensure all school work is done

 Encourage participation in physical activities

 Peers z

 Friends from the same age can positively influence your life style choices.

 Personal values, belief system and religion

 Your values (the criteria for acceptable behaviour) and religion / belief systems
can positively influence your life style choices.
 Media, social and cultural influences

 Health information is freely available in the printed and electronic media

 Culture is a set believes and attitudes shared by a group of people and can
impact on your life style choices. Many cultural traditions are based on healthy
living and good interpersonal relationships.
 z
 4. Role of nutrition in health and physical activities
 Nutrition is an important aspect of fitness and health

 To be healthy, you need to follow a nutritious, balanced

diet and get regular physical exercise.

 Manage your weight by exercising,

eat nutritious food, don’t starve yourself

and don’t overeat and always drink

enough water.
•Types of food that provides healthy sources of energy
CONCEPT EXPLANATION
kilojoules z A measure of how much energy food provides for your body. The food label will
indicate the amount of energy per serving.
carbohydrates Important energy source found in fruits, vegetables, wholegrain products, pap and
potatoes /sweet potatoes. You will gain weight if you eat too much carbohydrates,
without burning it through exercise.
fibre Helps to keep your digestive system healthy. All whole grain products are high in
fibre.

protein Foods rich in protein are : fish, meat, dairy, beans, lentils, nuts and eggs. Protein
assists muscle and tissue generation.
Vitamins and minerals Essential vitamins and minerals are : Vitamins A,B,C,D calcium and iron. Fruit
contains vitamin C and antioxidants which help to reduce cell damage. Yoghurt is a
good source of calcium and vitamin B.
fats Fats are found in oil, butter and meat, fish and nuts.
Unsaturated fats found in nuts, fish and olive oil, are good fats because they do not
raise your cholesterol levels.
sugar Avoid having more than one teaspoon sugar a day. Eat low GI-foods that have a
slower effect on your blood sugar levels. They break down slowly and give you a
longer sense of being full.
 z

Careers and career choices

 1. Competencies, abilities and ethics that will assist in securing a job and
developing a career

 1.1. Studying advertisements, writing application letter and completing application

forms

 Study advertisements

 Find advertisements in newspapers, on the internet and on bulletin/notice boards.

 Street / PO Box Address
•Write an application letter City
Postal Code
Telephone Number
Email Address
z
Month, Day, Year
Name of Organization
Street or P. O. Box Address
City
Postal Code

Dear Mr./Ms./Dr. LastName:

Application for ..............................

Opening paragraph: State what position or internship you are applying for; how you learned of the organization
or position, and basic information or qualifications about yourself.

2nd paragraph: Tell why you are interested in the employer or type of work the employer does (Simply stating
that you are interested does not tell why, and can sound like a form letter). Demonstrate that you know enough
about the employer or position to relate your background to the employer or position. Mention specific
qualifications which make you a good fit for the employer's needs. This is an opportunity to explain in more
detail relevant items in your resume. Refer to the fact that your resume is enclosed. Mention other enclosures if
such are required to apply for a position.

3rd paragraph: Indicate that you would like the opportunity to interview for a position or to talk with the
employer to learn more about their opportunities or hiring plans. Restate briefly why you're so passionate about
the opportunity you're applying for. State that you would be glad to provide the employer with any additional
information needed. Thank the employer for her/his consideration.

Sincerely,
(Your handwritten signature)
Your name typed
 z

 Complete application forms properly

 Keep the following in mind :

 Answer all the questions truthfully

 Incomplete / incorrectly completed forms will be rejected.

 Read instructions carefully

 Writing and building a CV
z
 A CV is a curriculum vitae which is a summary of your career experience,
qualifications, skills and abilities. It tells future employers more about you in a
formal and business like manner.
 Your CV should relate to the job requirements, always highlight how you qualify
for the requirements in the advertisement.
 Keep the following in mind :

 Always keep your CV updated

 Have testimonials and references ready

 Present your CV neatly typed and bound

 Keep CV short
 z
1. Create the format for your CV.

 Are you going to break each section up with a line? Are you going to put each section in
its own box? Are you going to list all of your information? Play around with different
formats to see which looks most professional. Aim for no more than the front and back of
a standard sheet of paper.

 2. List your name, address, telephone number, and email at the top of the page.

 It is important to make your name a size larger than the rest of the text as it is important
for your reviewer to know who he or she is reading about. It is up to you as to how you
format this information.

 Standard format would be to have your name in the center of the page. Your home
address should be listed in a block format on the left side of the paper. Put your
telephone number and email below your home address.
 3. Write za personal profile.

 This is an optional part of the CV that is good for giving your reviewer a
more in-depth look at you as a person. This is where you sell your skills,
experiences, and personal qualities. It should be original and well-written.
Use positive words such as “adaptable”, “confident”, and “determined”.
 4. Create a section for your education and qualifications.

 This section can be at the beginning of your CV or you can choose to list it
after other sections. The order of sections is up to you. List your education
in reverse chronological order. Begin with university if you attended or are
attending it and work your way backwards. List the name of your university,
the dates you went there, your major and minor, and your grade point
average or A levels.
 z a section for your work experience.
 5. Create

 This is the section in which you should list all of your relevant work
experience. List the name of the company, the location of the company,
the years you worked there, and what you did. Start with your most recent
job and work backwards. If you have a long list of work experience, only
put the experiences relevant to the job you are applying for.
 6. Create a section for your skills and achievements.

 This section is where you list the things you accomplished at your
previous jobs, and the skills you have developed through your
experiences. This is also the section where you list any of your published
work, lectures you've given, classes you've taught, etc.
 z
 7. Create a section for your interests.

 You should list any relevant interests that paint you in the most positive
light. Choose several interests from the list you created while
brainstorming for your CV (in Part One).
 8. Create a section for other information.

 If there is a noticeable gap in your CV or there is some other information

you would like to share, put it in this section. This sort of information can
include leaving work to take care of children, join the Peace Corps, etc.
 z
 9. Create a section for references.

 These are people you have worked with in the past such as professors,
previous employers, etc. that have seen your work and can credibly
support praises that they give you. The company you are applying to may
contact these references to find out more about your previous work. You
should talk with the person you would like to list a reference before
actually listing them--it is best to double check that they still have the
same number, are ok with giving you a reference, or that they remember
who you are. Write down their full names and contact information
(including their phone numbers and emails).
 1.3. Interview
z skills
 An interview is the next step after sending off your application letter and CV.

 An interview is a formal meeting between you and the employer / interviewer of the
place you applied for the job.
 Be careful of what you post on social media because prospective employers may
check your profile before you are invited for an interview.
 Panel interview hints

 1. Direct your attention to each person on the panel.

2. Expect to repeat yourself.
3. Find out who you’ll need to impress the most.
4. Be prepared for at least one zinger question.
5. Thank all participants promptly.
 How to dress for an interview
1. z sure your clothes that are neatly ironed and pressed.
Make

Nothing gives away the lack of attention to detail than wrinkled

clothing.
 2. Make sure your clothing fits properly. If your pants or sleeves are too
long or something is too loose or too tight you’ll look and probably feel
awkward.
 3. Don’t wear flashy jewellery. You’ll want the interviewer to pay
attention to you, not your bling.
 4. Dress according to the season. Don’t wear a stuffy turtleneck
sweater in the middle of the summer.
 5. Don’t wear perfume or aftershave. You never know if your interviewer
is allergic and this isn’t a good way to find out.
 6. Make sure you have a nice, clean haircut that makes you look well groomed.
z
 7. For men, make sure you shave and keep facial hair to a minimum.
 8. For women, don’t wear anything that is too revealing. It’s best to keep your
body parts inside your clothing and not be too exposed.
 9. Avoid articles of clothing with loud, busy prints. It’s best to wear solid
colors that flatter your skin tone.
 10. For women, make sure you wear appropriate lingerie and/or pantyhose
underneath your clothing. This will give you smooth lines and assure you don’t
have visible panty lines on your backside.
 11. For women, don’t overdo your makeup. Wear natural colors and avoid heavy
eye shadow, eyeliner and bright colored lipstick.
 12. For pants outfits, make sure you wear a belt that matches the color of your
shoes.
•Interview hints
DO DON’T
z
Be on time, at least 20 minutes before Arrive late.
interview starts.
Dress neatly. Look untidy.

Keep all documents in a neat file. Smoke.

Smile and try to relax. Chew gum while talking.

Speak clearly. Gossip about your previous manager or place of

work.
Be honest. Use swear words.

Try to remember the names of the Be rude to the interviewers.

interviewers.
Thank them for the interview. Refuse to answer questions.
 Prepare for typical interview questions

 z
The following typical questions may be asked :

 Tell us a bit about yourself. Who are you ?

 Why do you want this job ? / Why do you think you are the right person for the job ?

 What skills do you have to offer us ?

 What are your most outstanding achievements ?

 Explain how you cope with challenging situations.

 Can you make your own decisions ? Explain.

 Where do you see yourself in five years time ?/ What are your goals ?

 Are you willing to work overtime ?

 Are you willing to go beyond your job description ?

 What do you expect to earn ?

PERFORM MOCK INTERVIEW WITH CLASS

 1.4. Ethics and ethical behaviour
 What is workzethics?
 Ethics are sets of moral principles or rules of behaviour relating to right and wrong actions
 Some examples or appropriate behaviour in the workplace include:
 Acting honestly
 Integrity
 Respect
 Non- discrimination and fairness
 Unethical behaviour includes:
 Discrimination
 Sexual harassment
 Lying about qualification and abilities
 Abusing of power
 2. Personal expectations about jobs and careers
z
 2.1. Expectancy and reality

 Keep the following in mind when deciding on a career / job, as your

expectations may not meet the reality of the job / career :
 You need to study between 3 and 7 years to obtain a degree

 You will start at the bottom and will have to work your way up.

 Some careers, like those of sport people, have a very short life span

 Some careers are very stressful and workers need to make a career change to
prevent burn out
 In some careers and jobs, you need to work at night / over time
 2.2. Chances of success and satisfaction
z
 Success means to achieve your goals, whatever they are.

 Satisfaction means to be happy and pleased with what you have achieved.

 The chances that you will be successful and happy in your job depend on:

 Having realistic expectations

 Interest in what you do

 Do the following to ensure chances of success and satisfaction :

 Research your future job / career very well

 Think about your interests, abilities, needs and values

 Know yourself well and make sure your personality suits the job
 z
 3. Knowledge about self in relation to the demands of the world of
work and socio-economic conditions
 3.1. Socio-economic conditions

 Conditions related to the conditions of the society you live in and how
much money you have / earn.
 Examples : - level of education

- culture and religion

- where you live

3.2. Skilled, semi-skilled, unskilled and physical labour
Skilled z The workers are highly trained and can
do many kinds of jobs that are within the
range of the competence.

Semi-skilled The workers are trained to do one job

only and usually assist skilled workers

Unskilled These workers have very little or no

training and possess no special skills

Physical labour These workers have no formal

qualifications. Examples : gardening,
offloading of furniture, harvesting fruit,
digging graves / trenches, etc.
3.3. Additional and higher education studies required for different careers
Degree z Academic qualification awarded by a
university or college following
successful completion of a course of
study, for example to become an
accountant
Diploma A qualification given by a college or
professional organisation after
completion of a course of education or
training in a particular field. E.g.
Diploma in Travel and Tourism

Certificate qualification Is given after completion of short

courses of additional study. E.g
Microsoft Certificate for operating Word
program
 3.4. Expectancy, reality and perseverance
z
 Sometimes people have high expectations about the career they are
going to follow. In reality, however, it may not be so easy to follow your
dream.
 Socio-economic issues can get in the way of fulfilling your ambitions.
 For example : - poverty

- late / non-application to higher education institutes

- child-headed families

- impact of HIV and AIDS

- teenage pregnancy
z
TERM 4
 Democracy
z and human rights

 1. Contribution of diverse religions and belief systems to a harmonious society

and your own belief system

 Contribution to a harmonious society

 - promoting harmony, peace and tolerance

 - providing moral codes to live by

 - give people a sense of belonging

 - encourage people to learn about their own and others

 - teaching friendship, understanding and respect

 - helping the less fortunate and uplifting the community by founding and funding
outreach programs and organisations
•Different religions and their teachings
Religion z Teachings
Judaism Worship no other God
Do not bow down to any idol or worship it
Do not use God’s name wrongly
Observe the Sabbath day and keep it holy
Honour your father and mother
Do not commit murder
Do not steal
Do not commit adultery
Do not accuse anyone falsely
Do not desire another man’s property

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

African They do not have a holy book

Traditional Human dignity is valued more than the individual’s contribution to society
Religion Followers must respect their ancestors and elders.
They must show hospitality to everybody
They should help the needy
They should show respect towards marriage and family.
They should respect each other’s lives and property.
They should tell the truth , be hardworking, honest and generous.
Hinduism They follow the laws of dharma
z
They should be honest- it is wrong to lie
Show respect for all life
They should practise non violence
They should practice self control and discipline in their lives
Respect elders and ancestors
They should care for others, including sick relatives, elderly parents
and poor.

Buddish They have 5 basic rules:

Do not take life, either a person’s or that of an animal
Do not steal
Avoid wrong or harmful sensual activities
Do not indulge in wrong speech
Avoid drugs and alcohol
 z
 Personal Believe System

 Often we think that morality and religion are just old-fashioned sets of
rules which are meant to stop us from enjoying ourselves. However,
having a moral code to live by is about having our own internal awareness
of who we are and what we are prepared to do.
 When we are young we are taught moral values by our parents and other
family members. We learn their belief system and rituals of their religion.
As teenagers we start to question these values. We are starting to
develop our own moral code.
 Why is religion
z important?
 Religious beliefs help to give meaning to life. They give answers to
people’s questions about themselves and the world they live in.
Religious beliefs answer questions such as: Who am I? Why am I
here?
 Religion brings people together and gives them a sense of belonging.
They help people to feel part of a religious community
 Religious values give people a set of guidelines for living. Religions
provide clear ethical teachings on how people should live their everyday
lives. People know the rules they should obey, and what their religion
regards as right and wrong.
 Religion is used by different societies to explain events that happen in
people’s lives.
 z
 2. Identify and critically analyse moral and social issues and
dilemmas
 The right to live

 According to the Bill of Right, everybody has the right to life.

 However, the Choice on Termination of Pregnancy Act ( Act no 2 of

1996 ), gives women the right to decide whether they want an abortion.
No hospital can deny a woman this right.
 The moral issue / dilemma : Is abortion acceptable ?
 z
 Euthanasia

 It is the act / practice of killing someone who is very sick or injured to

prevent any more suffering.
 The moral issue / dilemma : Can you take a person’s life, even if the
circumstances demand it and the person give consent ?
 Dilemma

 A situation in which you have to make a difficult decision.

z
 z
Apply study skills, study styles and study strategies

 1. Examine how learning takes place and reflects on effectiveness

 How learning takes place

 - the more active the brain is, the stronger the connections between neurons become

 - with practice strong pathways develop and some actions come automatically

 - learning shapes the brain and your brain will never stop thinking, learning,
remembering and exploring.

 - to create a studying pathway in your brain for learning, you need to :

- Learn, solve problems, recall, read, think, calculate, reflect and write.

 - learning something new needs repetition.

 1.1. Study styles as preferred way of approaching tasks
z
 - each brain prefers to learn in a specific manner.

 - you need to find the learning style that suits the way in which your brain is
wired.
Left- and right-brain dominance
z
z
z
Studying methods and planning
z
 The SQ3R method:
 It stands for Survey, question, Read, Recall and Review.
 It is a very effective way of studying as it helps to embed the learning material in your
memory.
 You begin to survey your learning material in a broader context. You get an overall idea of
what the work is about.
 Look at headings and sub-headings and create questions.
 The next step is to –read with understanding
 As your read you recall what you have read by asking and answering questions to yourself
 Review: could you answer your own questions
 If you could not start from the beginning or where you got lost.
 2. Examination writing skills and process of assessment
z
 2.1. Examination writing skills

 2.1.1. Planning

 Strategize your study time:

 Plan and review your study time table.

 Where, when, what and how are you going to study?

 Planning is important so that you have enough time to study all the work efficient
and effectively.
 Prioritizing your daily activities. For example is watching your favourite program
going to add value to your life and help you pass examinations? Is having sufficient
sleep important to concentrate in class.
 Preparezyourself for an examination

 Start studying long before the time.

 Make sure you sleep enough

 Practise past papers. It will help you to understand what they expect of
you.
 Eat breakfast before the exam

 Get to the venue on time

 Remember all your equipment like pens, calculators etc.

 Writing a one-paragraph answer
z

 Begin with an introductory sentence that contains your main point

 Follow with sentences that support your point

 End your answer with a sentence that states your conclusion

Evaluate how physical participation in

sports can impact positively on the
emotional well-being of a recovering drug
addict. (2 x 2)
It may improve feelings of self-worth/self-
esteem () and therefore the self-respect
of the drug addict may improve. ()
2.1.3. Key examination question words and their meanings
z Meaning
Key word
analyse Break up into separate parts and discuss, examine, interpret, explore and investigate each part.
Say how each part is important. Explain how the parts are linked or related.
apply Use in practical way. When you apply you show in a practical way what your understanding is.
Use your knowledge and understanding of the topic to make it relevant to a situation, issue or
problem.
assess Judge or estimate the nature, quality or value of something. Make a value judgement that you
justify by giving reasons.
calculate You need to get to an answer by using numbers. You will add, subtract, multiply or divide numbers
to reach an answer.
comment Give your opinion on, explain or criticise. Make a judgement based upon the evidence.
compare Look at two or more things. Identify similarities and differences. See how they are the same, and
how they are different. Focus more on similarities than differences.
complete Add the missing information.
consider Think about and give your opinion.
contrast Focus on the differences between two or more things. Show them in opposition to each other.
create Put together ideas or parts to develop an original idea; engage in creative thinking; offer a novel
or new suggestion or item.
criticise You need to make judgements to show your own ideas and evaluation.
critically Show approval or disapproval, or find mistakes or faults, and merits or good aspects; give
analyse reasons.
define You need to give the exact meaning of the term or words. Definitions are short and exact. This is not a
discussion.
describe Give anz account of something where you recall what you have learned or state what you observed.

determine Find out the facts. For example, determine how many learners in Grade 11 do physical exercise more
than four times a week.
discuss Write about something; compare a number of possible views about an issue or problem. Debate,
consider, and argue the issues. Include comparisons and contrasts, look at pros and cons. Say what
you think about the topic. Give a full answer in sentences, not just a list in point form. Always give a
conclusion.
do you think Give your OWN opinions about an issue or problem. Pay attention to the reason you give and
arguments you offer; you will not be given marks just for an opinion. Provide well-reasoned or logical
reasons for your opinions, based on facts.
evaluate Give your own opinion and /or the opinions of others. Give evidence to support your evaluation. Give
an indication of the amount, quality or value of something. Compare a number of possible views about
an issue or problem. Make judgements based on facts.
examine Carefully look at something and in detail so you can comment on it. Break down an issue or problem
into smaller parts to understand it. Then explain what you have learned.
explain Give details, describe, make clear, make it understandable. Make something plain or simplify. Describe
in detail so that it can be understood. Always give examples when you are asked to explain.
identify Recognise and name someone or something; to say who or what they are.

illustrate Givezrealistic examples. Explain very clearly. You can use examples and comparisons.

interpret Show your understanding of the topic, comment on it, give examples. Describe relationships,
explain the meaning.

in your This asks you what you think about something or feel about something. For example, in your
opinion opinion do the youth do enough to celebrate Youth Day on the 16th of June?

list Give a short list of the points. State in the shortest way. Be brief. Do not discuss or write an
essay. Usually you write items one below the other in a list.

match Find things that go together; find things that are similar or connected to each other.

measure Find the size, quantity, etc. of something. Judge the importance, value or effect of something

mention Write about something without explaining. There should be no detail; keep it brief.

name Similar to mention; give a brief answer without long explanations.

outline Summarise, describe main ideas and core points, concepts or events. Give an overview.

prove Give the facts to support the issue.

2.1.5. Top 10 mistakes
The top10 mistakes that most students make when attempting a test or exam paper, and how to overcome
them. z

Mistake How to correct

1. Spotting only some Start revising long before the exams in

questions or cramming too order to be able to cover all the work. Plan
much information into your your study time
memory
2. Arriving late/failing to bring Give yourself enough time to travel to venue. Make a note on
necessary stationary
z the exam time table e.g. remember calculator.

3. Panic before or during paper Prepare well, sleep enough before a paper. Tell yourself it is not
the end of the world and only a exam paper.

4. Failing to read instructions and scan Read the instructions and make sure of the number of questions
through questions you need to answer. Scan through a paper before you begin to
write. Proceed to answer the easy questions first.

5. Failing to allocate time for each Allocate time to each question. Plan your exam time before you
question/failing to plan your time go to the exam room. Know how long you should take for the
short and long questions. Allocate your time accordingly. If you
fail to plan, you plan to fail!

6. Misinterpreting question/producing Underline the key words in the question. Make sure you just
and incoherent answer/writing too much answer what the question requires.
or too little
7. Not sure how to start or end Don’t waste time by starting over and over again. The
question z emphasis should be on the flow of your ideas. Make sure
paragraphs are coherent

8. Writing illegible If your “a” looks like a” u” and your “v” looks like a” u” you will
lose marks as the marker cannot read your answer. Practice
your handwriting

9. Reading and writing too slowly Practicing your reading will increase your reading speed.
Practice your writing skills or you can try different types of pens
and pencils.

10. Forgetting to write your personal Always start your exam by writing your personal details on your
particulars exam book

Write your exam number and particulars on the loose pages, as

a whole stack of papers may fall apart during transit.
 z

 3. Time-management skills and annual study plan

 3.1. Create good study habits

 Study at the same time each day so that it becomes a habit.

 Set aside blocks of study time (about 45 minutes each).

 Keep your study area just for studying and get rid of distractions.

 Write down assignments in every class including the DUE DATE Take
advantage of open “time windows.”
 z
 3.2. Plan Properly for Peak Performance

 Set up a school-year calendar to get a big picture of your term–don’t

include too much detail at this point.
 Schedule your fixed commitments. Block out time for papers, projects,
readings, meetings, scheduled exams, holidays, breaks, presentations,
etc.
 Allot time for planned recreation, sports, club activities, etc.

 Leave free time for yourself so you have flexibility.

z
 3.3. Follow
z your plan
 Don’t let peer pressure or the quest for short-term gratification dictate
what you consider important.
 Focus on the goals you’ve set for yourself and follow up on your true top
priorities.
 Align your priorities with your long-term values and goals.

 3.4. Set priorities: There’s always more to do than you have time for

 Be mindful that the actions you take today will plant the seeds for your
long success or failure.
 Think of the possible actions you can take today that will contribute to
your success.
 3.5. Overcome
z procrastination
 Without a date, you’ll procrastinate. Whenever you get an assignment, set
a goal for when you’re going to start it so you can finish without a last
minute panic.
 Take into account time you’ll be spending on other items like social
events, sports, etc. Refer to your school calendar where you’ve blocked
out time you’ve committed to other things.
 Keep stress to a minimum. Start early to avoid a frantic finish.

 If you usually wait until the last minute to study or work on an assignment,
instead of making your goal to finish on time, make your goal to finish
early.