Solutions for all
Life Orientation
Grade 12
Learnerʼs Book
P Farhangpour
S Iyer
L Kennedy-Smith
J Rentel
MACMILLAN
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2013/05/15 4:48 PM
Solutions for all Life Orientation Grade 12 Learner’s Book
© P Farhangpour, S Iyer, L Kennedy-Smith, J Rentel, 2013
© Illustrations and design Macmillan South Africa (Pty) Ltd, 2103
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form
or by any means, electronic, photocopying, recording,
or otherwise, without the prior written permission of the
copyright holder or in accordance with the provisions
of the Copyright Act, 1978 (as amended).
Any person who commits any unauthorised act in relation to this
publication may be liable for criminal prosecution and
civil claims for damages.
First published 2013
13 15 17 19 18 16 14
0 2 4 6 8 10 9 7 5 3 1
Published by
Macmillan South Africa (Pty) Ltd
Private Bag X19
Northlands
2116
Gauteng
South Africa
Typeset by Tangerine Design Studio
Cover image by Reach for a Dream
Cover design by Deevine Design
Illustrations by Kathy Pienaar, Rob Owen, Heidi-Kate Greeff,
Julia du Plessis, Marleen Visser, Mark de Lange and Genies
Photographs:
AAI Fotostock: page 120, 167 (left)
Afripics: page 1, 8, 20, 23, 91, 115, 147, 153, 167 (middle), 174, 186, 195, 222, 299
CartoonStock: page 138, 182, 250
Gallo: page 45, 47, 67, 100, 127, 137, 172, 193, 203, 209, 271, 282
Greatstock Corbis: page 17, 49, 83, 117, 151, 167 (right), 175, 190, 192, 211, 218, 242, 254, 277
INPRA: page 76, 93, 135
Zapiro: page 128
e-ISBN: 9781431024285
WIP: 4504M000
It is illegal to photocopy any page of this book
without written permission from the publishers.
The publishers have made every effort to trace the copyright holders.
If they have inadvertently overlooked any, they will be pleased to make the
necessary arrangements at the first opportunity.
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Contents
Term 1
Topic 1:
Development of the self in society: Adapting to change and maintaining
quality of life.....................................................................................................................
Physical Education Weeks 1–5........................................................................................
Formal assessment: Participation and movement performance .............................
1
27
47
Topic 2:
Study skills........................................................................................................................
Physical Education Weeks 6–7........................................................................................
49
66
Topic 3:
Careers and career choices.............................................................................................. 76
Physical Education Weeks 8–10...................................................................................... 99
Formal assessment: Participation and movement performance.............................. 107
Formal assessment: Written task................................................................................... 108
Term 2
Topic 4:
Democracy and human rights........................................................................................ 115
Physical Education Weeks 1–4........................................................................................ 140
Formal assessment: Participation and movement performance.............................. 149
Topic 5:
Social and environmental responsibility....................................................................... 151
Physical Education Weeks 5–7........................................................................................ 171
Formal assessment: Participation and movement performance.............................. 178
Formal assessment: Exemplar mid-year examination............................................... 179
Formal assessment: Project............................................................................................. 183
Term 3
Topic 6:
Development of the self in society: Defeating lifestyle illnesses and staying
healthy................................................................................................................................ 186
Physical Education Weeks 1–4........................................................................................ 208
Formal assessment: Participation and movement performance.............................. 221
Topic 7:
Careers and career choices.............................................................................................. 222
Physical Education Weeks 5–7........................................................................................ 241
Formal assessment: Participation and movement performance.............................. 247
Formal assessment: Exemplar final examination....................................................... 249
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Term 4
Topic 8:
Study skills........................................................................................................................ 254
Physical Education Weeks 1–2........................................................................................ 270
Topic 9:
Careers and career choices.............................................................................................. 282
Physical Education Weeks 3–4........................................................................................ 298
Index ................................................................................................................................. 302
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c
Topi
1
Term 1
Development of the self
in society
Adapting to change and maintaining
quality of life
What you will learn about in this topic
●●
●●
Life skills required to adapt to change as part of ongoing healthy
lifestyle choices: stressors, change and quality of life
šš Identify stressors: physical, emotional, social and environmental
factors (abuse, vocation, life crises, personality and social pressure)
šš Assess levels of stress: signs and symptoms of stress, positive
stress and negative stress
šš Stress management: coping mechanisms and/or management
techniques, develop and implement own strategy
šš Conflict resolution skills: inter-personal and intra-personal
šš Initiating, building and sustaining positive relationships:
importance of communication (understanding others,
communicating feelings, beliefs and attitudes)
šš Factors that influence effective communication: personality,
attitudes and values, acceptance of responsibilities, express views
and feelings appropriately and respect the feelings of others
šš Adapting to growth and change: change in circumstances
šš Transition between school and post-school destination, positive
and negative aspects of change, investigate other views and
insights of the lifecycle and related traditional practices
Personal lifestyle plan to promote quality of life
Development of the self in society • 1
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Let’s talk about this topic
●●
●●
●●
●●
As you are close to finishing school, you are facing some major changes in your life. Are
you ready for the changes coming your way?
Are you well equipped to address the stresses that accompany change?
Do you have the communication skills, interpersonal abilities and conflict management
strategies needed to face change?
Do you have any plans to maintain a positive lifestyle?
Life skills required to adapt to change as part
of ongoing healthy lifestyle choices:
stressors, change and quality of life
What you know already
Coping with stress
Stress is not something new to you. You have experienced it in many different situations; for
example, when you chose your subjects, when you were late in submitting an assignment, when
you started dating, or when you went for a medical test. Being stressed is normal and happens
to everyone. We need to have the knowledge and skills to deal with stress.
●●
●●
k
Chec f
el
yours
●●
●●
●●
●●
Do you know what stress is?
Do you know what the different kinds of stressors are?
Are you aware of the symptoms of stress?
Can you differentiate between positive and negative stress?
Do you have the skills for coping with stress?
Do you have the skills and the knowledge to create your own stressmanagement plan?
Word bank
agitation:
ambitious:
category:
conform:
distressed:
fatal:
impairment:
minority group:
norm:
persevere:
2
being emotionally disturbed or nervous
determined to be successful
type
follow what most people do
unhappy, upset
deadly
not working properly
a group of people that is different from the majority of the population
standard
continue to work hard at something
• Topic 1
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Term 1 Weeks 1–5
procrastinating: putting off doing something necessary
straining:
pressuring, hurting
warning sign, indicator
symptom:
What you still need to know
What is stress and how does it work?
Stress is the feeling of being overwhelmed
and under pressure. Our bodies respond to
stress: the pituitary gland in the brain sends
chemical messages to the nervous system
and adrenal glands telling them that
something is wrong. In response, the
adrenal glands produce stress hormones.
These hormones prepare the body for
emergency action. Your heart pounds
faster, your muscles tighten, your blood
pressure rises, your breath quickens, your
palms get sweaty, your mouth dries and
your senses become sharper. These physical
changes prepare you to either fight or flee
from what has caused your stress.
Experiencing stress when entering new situations is normal.
Identify stressors
Stressors are any situation or persons that can cause stress. There are a variety of stressors. Think
about your life – you will notice that there are many stressors in everyone’s life. Look at the
following stressors and add examples from your experience to each category.
Physical factors
Physical stressors cause stress to your body. They include heat, sitting in the same position for
hours, straining the eyes by staring at computer screen, too much physical work or exercise,
hunger or overeating. Physical stressors also
include conditions such as obesity, sickness,
disability and physical impairment.
Emotional or psychological factors
Emotional or psychological stressors cause
emotional strain. These stressors could include
being criticised and belittled, worrying about sick
parents, or having a feeling of inferiority and low
self-esteem.
Your workload can feel overwhelming in Grade 12.
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Emotional stress can rise as the stressor becomes more serious. For example, a person living with
a serious illness may become more stressed if the sickness gets worse.
Life can change suddenly and dramatically through accidents or events such as the death of a
loved one, loss of job, divorce, being disabled or diagnosed with a fatal illness. People
experiencing such high levels of stress will need professional help to manage their stress.
Social factors
Society expects us to conform to a set of standards and norms. Many people experience pressure
for them to look and act like their peers. This causes stress as we might not always be willing or
able to conform to these standards. For example, many learners like to wear fashionable clothes,
be popular, and have a certain body size and appearance. This can cause stress for those who
can’t afford to buy certain labels or don’t have a particular body shape.
Bullying is also a source of social stress. Bullying can
happen in person or through social media such as
Facebook and Twitter. This is known as cyber bullying.
Cyber bullying can include harassment or posting of
personal pictures without permission, and can end in
depression, feelings of powerlessness and even
suicide.
Discrimination is another example of a social stressor.
Some learners from minority groups are rejected and
discriminated against by their peers because of their
race, cultural or ethnic background or sexual
orientation.
Bullying is a form
of social stress.
The pain of being bullied or discriminated against can affect a person’s school performance and
general well-being. If you notice bullying or discrimination at school, report it to your Life
Orientation teacher immediately.
People also experience vocational stress, which is stress in the workplace. Interpersonal
relationships, workload and clash of values and personalities are some causes of vocational
stress.
‘I graduated last year with a BCom in Industrial Psychology, and I’m now working on a
contract basis in human resources. Each time my contract expires, the company extends it
for another two months but I’m so scared that one day they might not. I keep making
mistakes at work because I feel so anxious about being unemployed and broke. I try to do
well but I always feel like I’m not good enough.’
– Pabi, 23, HR assistant
Some people are less affected by social pressures than others. For example, some students are
less bothered by peer pressure regarding clothing, financial status, fashion and body image.
Others are more sensitive towards them and feel happier if they are part of the crowd. Some
experts think that this is because people have different personality types. They believe that
‘A-Type’ personalities are ambitious, rushed, time conscious and driven, while ‘B-Type’
4
• Topic 1
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Term 1 Weeks 1–5
personalities are less ambitious, less time conscious and more relaxed and more able to change.
According to this theory, A-Type people are more likely to feel stressed than B-Type personalities.
However, all people can try to learn to improve their coping strategies regardless of their
personality type.
Environmental factors
These are stresses caused by elements in the environment. They include living in polluted areas
or in unhygienic or unsafe surroundings, such as being close to a dumping area or near a river
that tends to flood. Environmental stressors also include over-crowded homes, no access to water
and electricity, or trying to work in a place with very loud noises or lots of movement.
Classroom activity 1
Work on your own, then in a group.
1
On your own, list all the stressors in your life.
a) Classify your stressors according to the different types.
b) Draw a circle and divide it into four sections representing the different types of
stressors: physical, social, emotional and
environmental. Your circle should look like a pie.
c) In each section write the list of people or
situations that presently cause you stress. Colour
and shade the sections according to the level of
stress. Darker colours represent the greater
levels of stress.
2
Work in small groups for this activity.
Physical
Social
Emotional Environmental
Your teacher will assign you one of the listed
scenarios. Identify and discuss the type of stressor
for the scenario assigned to your group.
a) Farida is the only Indian girl in her Tswanaspeaking class.
Types of stressors
b) Lebo comes from a low-income family that lives in a rural area. She is attending a
private school as a boarder.
c) Mary’s school is near a mine and the air is dirty, especially in winter. Mary tends to
get chest infections in winter.
d) Patho is worried all the time about his mom, who is ill at home.
3
Role-play the case assigned to you, displaying the stress experienced in each case.
Positive stress and negative stress
Stress is not only a negative force. A small amount of stress can also motivate you to act – this is
positive stress. For example, positive stress makes you study for a test when the date of the test
draws closer.
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Negative stress is when you feel unable to cope with the pressure of the stressor. Stress over a
long period of time becomes negative when it poses a threat to your health, your productivity,
your relationships, and your quality of life. For example, taking care of a sick relative for a long
time or living in a home where there is abuse can damage quality of life and happiness.
Levels of stress
Experts have identified four levels or stages of stress.
Level 1
At this level, the person experiences mild anxiety. At this level, the stress experienced is
considered as ‘healthy stress’. The person is highly motivated and is able to cope with the stress.
For example a person who has just been promoted to a new job experiences healthy stress. It
gives the person the energy and motivation to learn how to do the new job quickly.
Level 2
At this level, stress affects the daily life of the person in a
negative way. The individual may complain about overloading
and a feeling of being overwhelmed and distressed. For
example, a woman who is being sexually harassed by her boss
may feel that she can’t cope with this additional stress.
Level 3
The third level is characterised by chronic stress. The person
will experience feelings of irritability and even physical
symptoms such as tension headaches. For example, if the
woman was sexually harassed for some time and could not
resolve the situation, the stress would start to affect her
productivity and sense of well-being negatively.
Tired
Health
Bills
s
ine
dl
Dea
Overdue work
Anxiety
hts
Late nig
Stress
Job
No sleep
Debt
Fea
r
Level 4
At this level, the individual feels exhausted, both physically
and emotionally. The person will need medical attention and
moral support. For example, someone who has been living in
an abusive home for a long time will experience this level of
stress. People with stress at this stage should consult a doctor or
other professional for help in dealing with their stress.
(Source: http://jenaisle.com/2011/03/16/the-four-levels-of-stresswhich-level-are-you-in/)
Chronic stress can start to affect your
productivity and even your physical health.
Symptoms of stress
Both positive and negative stress have certain symptoms. Positive stress can include signs such
as a slight change in appetite and sleeping habits, a slight feeling of anxiety, faster heart rate and
more alertness and energy. When stress becomes negative, the following symptoms may appear:
6
• Topic 1
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Term 1 Weeks 1–5
Psychological symptoms
●●
Memory problems
●●
Inability to concentrate
●●
Poor judgement
●●
Seeing only the negative
●●
Anxious or racing thoughts
●●
Constant worrying
Physical symptoms
●●
Headaches
●●
Sore back
●●
Stiff muscles, especially around neck and
shoulders
●●
Diarrhoea or constipation
●●
Nausea, dizziness
●●
Chest pain, rapid heartbeat
●●
Frequent colds
●●
●●
●●
●●
●●
●●
Moodiness
Irritability or short temper
Agitation, inability to relax
Feeling overwhelmed
Sense of loneliness and isolation
Depression or general unhappiness
Behavioural symptoms
●●
Eating more or less
●●
Sleeping too much or too little
●●
Isolating oneself from others
●●
Low productivity/neglecting responsibilities
●●
Using alcohol, cigarettes or drugs to relax
●●
Nervous habits (e.g. nail biting, pacing)
(Source: adapted from www.helpguide.org)
Do you suffer from any of these symptoms? Remember that stress can be a threat to your health.
It can cause a range of illnesses such as migraines, different sorts of pain, heart problems,
digestive problems, sleeping disorders, lower immune system and even cancer.
Stress management: coping mechanisms
People deal with stress in different ways. Some people choose unhealthy ways of dealing with
stress, including using alcohol or drugs, smoking, eating a lot, watching TV for hours, taking
their frustrations out on others or procrastinating.
Other people use more positive strategies. This list gives some strategies that will help you to
manage stress in a healthy way:
●●
Avoid unnecessary stress: Learn to avoid those who cause you stress, learn to say ’no’ to
extra responsibilities and avoid stressful situations.
●●
Manage your time well: Plan your day and manage your time. Grade 12 is loaded with tests
and assignments and using time wisely can help you avoid stress.
●●
Do breathing exercises: When you are stressed you tend to breathe shallowly and rapidly.
Take a few deep breaths to help you to calm down.
●●
Change your ways: If you are not communicative and hide your feelings others won’t know
what is bothering you. Learn to express your feelings openly and in a respectful way.
●●
Be assertive: Let others know their limits and that you cannot be pushed around.
●●
Adjust your attitude: Try to see the stressful situation from a positive perspective and focus
on the fact that the stressful situation will end. See the bigger picture. Think about the lessons
you might learn from the experience. Adjust your standards: if you are after perfection, you
might be setting yourself up for failure.
●●
Accept things you cannot change: Some things are out of your control. You cannot change
other people’s attitudes or decisions. Rather concentrate on your own reactions.
●●
Make time for fun, relaxation and exercise: Take time out every now and then to relax.
Exercise can refresh your mind and body. Dancing, listening to music and talking to friends
can bring back balance to your life. Make sure you get enough sleep.
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Meditate or pray: Connecting to your spiritual
side can help you to put things in perspective
and give you the encouragement to persevere.
●●
Adopt a healthy lifestyle: Healthy diet and
way of life can save you from a lot of
unnecessary stress. This includes regular
physical exercise and staying away from risky
behaviours such as substance abuse and
careless sexual behaviour.
(Source: Adapted from www.helpguide.org)
●●
Developing and implementing a
personal strategy
Meditation is a fo
rm of relaxation th
at can help you to
control anxiety an
d can restore your
emotional balanc
e.
To control your stress, you need a strategy that caters for your needs and your
unique circumstances. Use the following guideline to formulate your personal strategy:
1. List your stressors.
2. Arrange them in order of very high, high, medium, and low stress levels.
3. Read through the coping strategies you learnt in this topic.
4. For each of the stressors, specify coping strategies that you find useful.
5. Implement the strategies for a week.
6. Keep a journal during that week.
7. Evaluate the strategies for effectiveness: Which ones worked? Which ones need adjustment?
Classroom activity 2
Work on your own.
1
On your own, draw up a table to analyse your stress. List the symptoms of stress that
apply to you in the first column, then rate the degree of the severity.
Symptom
1
Very low
Headache
2
2
Low
3
Average
4
High
5
Very high
✗
Read the following case study.
Sonia was 14 years old when her father Vusi was so depressed that he committed
suicide. She and her mother had to move to a shack in Vosloorus, and their relationship
was difficult because they were both so traumatised by Vusi’s death. They began to
fight, so Sonia moved to live with her aunt, who also lives in Vosloorus.
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Term 1 Weeks 1–5
Now Sonia is 18 and facing her matric exams. Her aunt is supportive of her, and tries to
help Sonia with her homework. Sonia wants to help her aunt in return, so she works at
a supermarket on the weekends to contribute some money to the household. She knows
that if she gets a good education she will be able to help more, but some days she feels
like she’s overwhelmed by the difficulties that life has given her. It’s hard to get out of
bed and be cheerful on those days.
a) List the type of stressors that the young woman is facing.
b) List the stressors in order of level of severity.
c) Describe the kind of stress symptoms she might be experiencing.
Development of the self in society • 9
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Initiating, building and sustaining positive
relationships
What you know already
Communication
In Grade 10, we looked at communication. Communication is a process of passing a message
from one person/party to another. We use verbal and non-verbal communication to connect
with other people. Two parties are involved in the process of communication: the sender and the
receiver. They both play an important role in the success of communication.
●●
k
Chec f
el
yours
●●
●●
●●
●●
●●
●●
Do you know what is involved in communication?
What forms of non-verbal language do you know?
Do you think you are a good communicator?
Is it easy for you to initiate a relationship?
Are you able to sustain relationships with others?
Can you effectively communicate your feelings?
Do you understand other people’s feelings and attitudes?
Word bank
assume:
boastful:
disconnected:
responsive:
sarcasm:
suppose, think without having proof
telling others how good you are
cut off
reacting, responding
mockery, saying something with intention of being hurtful
What you still need to know
Importance of
communication
At the end of Grade 12, you will join the
world of work or institutions of higher
learning, and you will meet many people for
the first time. You will need effective
communication skills to start and maintain
relationships with people from different
cultural groups and backgrounds.
The ability to communicate with others effectively is a key
factor in successful relationships.
10
• Topic 1
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Term 1 Weeks 1–5
Understanding others
Communication is complex because there are at least two parties involved in the communication
process. You should understand the other person as much as they should understand you. But
the other person is not the same as you: you might be different ages, from different cultures,
social and educational backgrounds, or speak different languages. You will not necessarily think
and feel about things in the same way. You should never assume that you completely understand
what another person is thinking or feeling, or why they are doing something. Also don’t assume
that they fully understand you. The only way to make sure is to ask questions and discuss issues.
All people see the world from their own individual perspective. This is based on their past
experiences. To understand them, try to see things from their point of view. Get to know about
the person and his or her past experiences. Don’t judge people; rather try to understand what
makes them the way they are.
Communicating feelings
When we communicate with others we do not communicate just
facts, we also communicate our feelings. Every time you interact
with someone, you interact with their feelings as well as their
thoughts. Recent research has shown that communicating feelings is
essential for building and sustaining relationships. When you don’t
communicate your feelings, you keep back essential information,
which can be important to the relationship.
Look at the importance of communicating feelings in these
examples:
●●
Couples in a relationship need to communicate their feelings
constantly. If they don’t, they might end up feeling disconnected.
Often divorced people complain about a lack of or breakdown in
communication. They are not complaining about a lack of
‘I feel that you are neglecting
information but a lack of emotional connection and support.
me and not spending time with
●●
Friends sometimes assume that they do not need to focus on
me. This makes me feel that I
their communication. If you are angry at your friend and treat
am not important to you.'
him or her coldly for a few days without telling the person what
made you angry, you will not be able to solve the problem. Your friendship will suffer and
might end. Your friend might not even know that you were angry at him or her.
When you communicate with people it is important that you pay attention to their feelings.
Neglecting their feelings creates the impression that you do not care about them. To improve
relationships, express positive feelings and show people that you appreciate what they mean to
you. Simple words such as ‘thank you’ or ‘I missed you’ can go a long way to improve
relationships.
Classroom activity 3
Work with a partner.
1
Think about a classmate or a friend who you think is a good communicator. List the
qualities that make him or her a good communicator.
2
How does he or she handle other people’s feelings?
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Role of attitudes in communication
Attitudes refer to how we approach and relate to people and situations. Our attitude towards
people helps determine how we communicate with them.
Attitudes for initiating a relationship
We all want to find new relationships and new friends. You will find the following attitudes
useful for initiating a relationship:
●●
Be positive. A positive attitude creates a positive atmosphere.
●●
Smile and be inviting.
●●
Have the confidence to initiate the process. Often the other person is nervous to start a
conversation.
●●
Be genuinely interested in the other person and what they are doing.
●●
Be open and non-judgemental, and don’t jump to conclusions.
●●
Be yourself. Don’t try to impress.
Attitudes for building and sustaining a relationship
To sustain and nurture a relationship, practise the following:
Be a good listener.
●●
If you are not sure about something, ask questions.
●●
Choose your words carefully. Some words can be very hurtful.
●●
Be polite, patient and flexible.
●●
Respect other people’s feelings.
●●
Respect other people’s beliefs and convictions.
●●
Be helpful and offer help when you see a need.
●●
Show genuine interest in the person’s goals and assist him or her to achieve them.
●●
Harmful attitudes that cause breakdown in communication
Negative attitudes create a negative atmosphere,
and make you unpopular. These are examples of
harmful attitudes that you should avoid:
●●
Using sarcasm: When you make fun of people
and their ideas, people feel unhappy and they
will want to stay away from you.
●●
Being a boastful ‘know it all’: Giving the
impression that you know better than others
makes people feel inferior and think that you
are arrogant.
●●
Being critical: Nobody likes to be criticised
even if it’s true.
●●
Blaming others: People resent being blamed
and having their faults exposed.
●●
Being dominant: People resent you if they
never have a chance to talk because you are
constantly trying to outshine others.
12
Being overly arrogant and too competitive can make
you unpopular with your peers.
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Term 1 Weeks 1–5
Classroom activity 4
Work with a partner who has known you for at least one year.
1
Create a checklist with three columns, such as this one:
Attitude
You
Your
partner
Comment
Using sarcasm
Being a boastful ‘know it all’
Being critical
Blaming others
Being dominant
Positive attitude
Always smiling
Confidence
Genuine interest
Non-judgemental
Being yourself
Good listener
Asks questions to get the message
Chooses words carefully
Polite, patient, flexible
Respects others’ feelings
Respects others’ beliefs
Helpful
2
Genuine interest in others’ goals
On your own, use the checklist to assess your own attitudes and your classmate’s.
Write ‘Yes’ in the appropriate columns for each attitude that you or your friend
possess and ‘No’ if it’s missing. Try to be as honest and objective as possible.
3
In the Comment column, you could add in examples or suggestions.
4
With your partner, compare your checklists. How similar or different are they? How
do you each see yourselves and each other? Be honest but also tactful and constructive
in your discussion about each other.
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Factors influencing effective communication
Communication and personality type are directly related; we cannot separate people’s
personalities from the way they communicate. Scientists have developed different ways of
classifying personalities. The Myers-Briggs Type Indicator classifies people into four different
types:
●●
●●
●●
●●
Relater-Supporters: These people are generally supportive,
nurturing and friendly. Communication with this kind of
personality is relatively easy as you will find the person friendly
and accommodating. You can be relaxed and express yourself
freely around this kind of person. You will find them receptive
and willing to answer your questions.
Initiator-Cheerleaders: These people are energetic, motivating,
persuasive and fun. This kind of person is sociable and popular.
You can talk to him or her about ordinary and daily issues, but
do not expect them to be always there for you or become too
close.
Analyser-Investigators: They are task-driven and analytical
people. They are curious and want to find out about the world.
They want reasons and information. They don’t have much time
to just socialise. You can be straightforward with them by giving
them facts when you communicate with them.
Driver-Leaders: These people are powerful and want to achieve.
They are control-oriented and productive. When communicating
with this kind of personality, remember that they are ambitious
and want to be in charge. They want you to agree with them and
give them the chance to run the show.
(Source: Adapted from: http://www.nipreston.com/publications/excerpts/personalitytypes.pdf)
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Term 1 Weeks 1–5
However, people are individuals and don’t fit perfectly into any of these types. The personality
classification is given just as a guide for facilitating better communication according to a person’s
dominant personality qualities.
Role of values and attitudes in communication
People’s values affect the quality of communication. Religious values, political affiliation and
cultural beliefs are important to people and most people are sensitive towards them. Having
different values may cause difficulties in communication, as people may misunderstand or even
be offended by what the other person says or does.
South Africa is a diverse country. We meet and work with people of different cultures, religions
and political views. You must be sensitive towards these diversities and make sure that you show
respect to the people you communicate with. Familiarise yourself with the value system of the
person first and try to have an open mind about them.
Different cultures have different codes of conduct for communication. For example:
●●
in many traditional cultures, making eye contact while talking is considered impolite. In the
Western culture eye contact is encouraged and is considered a sign of paying attention
●●
in some cultures, children are expected not to ask questions in front of adults. At school they
are expected to ask questions.
Differences in communication styles may cause misunderstanding and could even be seen as
insulting. To avoid such situations, get to know the culture of people you are in contact with.
Accept that people are different and that they have the right to hold their own values.
Guidelines for effective communication
Acceptance of responsibilities
Two parties are involved in the communication process. Both of
them must play their part to make the communication process
effective. These guidelines will help you to take responsibility for
your part in the process of communication:
●●
Listen attentively: Focus fully on the speaker and try to
understand his or her point of view. Do not interrupt and do
not try to finish his or her sentences. Do not think about your
own things while listening to the other person, and do not
change the topic or criticise. Keep eye contact.
●●
Express yourself clearly: Explain your view clearly using
simple and familiar words. Do not assume that others know
what you want to say. Use complete sentences with a clear
voice.
●●
Do not postpone what needs to be said now: If there is an
issue you need to raise or a situation that needs to be clarified,
try to deal with it as soon as possible. The longer you wait, the
harder it gets.
●●
Pay attention to your body language: Be aware of the way you
speak – your intonation, gestures and facial expressions. If you
speak in an accusing tone, the other person is likely to feel
Your body language says a lot
more about how you are feeling
than you may realise. How do
you think this boy is feeling?
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defensive even before they have heard what you have to say. If you use an open posture, a
calm voice and relaxed body language it helps the other person to feel at ease and to be more
responsive.
(Source: Adapted from http://au.reachout.com)
Appropriate expression of views and feelings and respecting the feelings
of others
Show respect to others’ feelings and views. Use these guidelines to express your feelings and
views appropriately:
●●
Express your negative feelings appropriately: When you experience strong negative
emotions, such as anger, irritation, disappointment and rejection, avoid using blaming
statements. Statements that start with ‘You’ make the other person feel attacked. Rather, use
statements that start with ‘I’ to explain your feelings. For example, say ‘I felt disappointed
when you didn’t show up’ rather than ‘You’ve let me down again’; or ‘I feel neglected when I
am left alone at home’ rather than saying ‘You left me alone at home, you disappointed me
again!’
●●
Choose your words carefully: Wisely chosen words help nurture the relationship. Careless
jokes and sarcasm spoil relationships.
●●
Be humble and friendly: Nobody likes arrogance. Humility and friendliness go a long way
to establish a good relationship.
●●
Have empathy: Try to see things from others’ point of view: put yourself in their shoes. This
will help you to understand them.
Classroom activity 5
Work in a group.
Answer the following questions in small groups:
1
What are some of the most common causes of breakdown in communication that
young people experience? List and discuss.
2
Study the following conversation and answer questions that follow.
Conversation
Manager: Why can’t you ever do the reports the way I want them done?
PA: Because you keep changing your mind about how you want them done.
Manager: No, it’s because you don’t listen to me. You intentionally disregard my
instructions.
a) What personality type do you think the manager has?
b) What do we need to remember when communicating with this kind of personality
type?
c) How do you think the manager’s words are making the assistant feel?
d) What values or attitudes are they showing to each other?
e) Did they accept their responsibility to make communication effective?
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Term 1 Weeks 1–5
Conflict resolution skills
Conflicts can happen for different reasons and at
different times with different people. The only
way to deal with them is to learn to manage them
in the best way possible.
Types of conflict
Conflict is a serious argument or disagreement
that is not generally quickly resolved. Most of us
think of conflict as negative, but conflict has
Clashes of personality can happen with people that
benefits. Healthy conflicts can help improve your
you live and work with closely.
relationships and can help you to know yourself
better. In the following sections, we will look at intrapersonal conflict and interpersonal conflict.
Intrapersonal conflicts
Intrapersonal conflict occurs within the person. We sometimes experience conflict within
ourselves, where we have thoughts or feelings that come into conflict with each other. In
intrapersonal conflict you experience a mental dialogue representing an argument between two
opposing ideas, values, emotions or actions.
Most intrapersonal conflicts relate to choices you need to make and often have moral values
involved. For example, you might come from a culture where girls are expected to have a lower
position in the family and society. You might disagree with this, but still love and respect your
culture. These two values might clash and make it difficult for you to decide what to do.
At other times, intrapersonal conflicts reflect your interactions with others, for example what you
said to a person, or how they might view you. You might realise that you said something
incorrect or hurtful to someone, but feel nervous or too proud to go back and discuss it.
Interpersonal conflicts
In interpersonal conflict, you are in conflict with other people around you. Interpersonal conflicts
are very common between peers, co-workers, siblings, spouses, roommates and neighbours.
Some interpersonal conflicts can become disruptive and affect normal functioning. For this reason
it is important to learn about them and understand how to deal with them.
Sources of interpersonal conflict
●●
Differences in values: Conflicts may happen
because we view situations in different ways and
hold different values. The difference in values could
be due to differences in upbringing, cultures,
education and background. In South Africa we have
a range of races, religions, cultures, and lifestyles –
if not handled with open-mindedness and
sensitivity these differences can cause conflict.
Conflicts can arise
from misunderstan
dings.
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●●
●●
●●
●●
Misunderstanding: A lot of conflicts are the result of communication problems and
misunderstandings. For example, you might misinterpret someone’s comment and take
offence at it.
Differences in method: People may have different views on the best way to do something.
For example, two people may work on the same project but cannot agree on how to lead the
project.
Differences in priorities: People with different priorities may not consider another person’s
point as important. They may end up in conflict.
Bias or prejudice: Prejudice against a group of people can cause conflict. For example, a male
engineer who believes that women are not good at science might not take his female
colleagues seriously and so come into conflict with them.
Classroom activity 6
Work as a class.
1
Place two chairs facing each other in front of the classroom. Put a hat or a scarf on one
of the chairs.
2
Think about situation of conflict you experienced recently.
3
One volunteer comes to the front. This learner should sit on one chair and tell the
imaginary person on the other chair about their conflict. The learner must explain the
conflict from his or her own point of view.
4
Then the learner should move to the opposite chair and put on the hat. He or she
should narrate the problem from the other person’s point of view.
5
After that, the learner should take off the hat and return to the first chair. He or she
should explain the feelings brought out by the conflict.
6
Then the learner returns to the other chair, puts the hat on again, and describes this
person’s feelings in the conflict.
7
If necessary, the learner can continue the process for more turns, until all feelings and
the attitudes have been covered.
8
When the volunteer is finished, the class should go through the list of sources of
interpersonal conflict, discussing whether each is applicable to the role-play.
Styles of dealing with conflict
People react to conflict in different ways. Study the following styles and decide which one is
your style:
●●
Avoidance or denial: You prefer to pretend that there is no problem and try to avoid the
conflict instead of facing it. You disregard your own concerns as well as those of the other
person by not dealing with the conflict problem. This approach will not solve the problem;
the tension will still be present during interactions and will affect the relationship.
●●
Accommodating: You will try to satisfy the other person’s needs at the expense of your own.
You might later feel victimised and regretful since you made the sacrifice.
●●
Competing: You work towards achieving your own interest at whatever expense to the other
person.
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Term 1 Weeks 1–5
●●
●●
Compromising: You want to come to a mutual agreement and middle-ground position in
order to be fair to both parties.
Collaborating: You offer to work with the other party to find a solution that is agreeable to
both parties.
Steps in resolving interpersonal conflicts
Most experts suggest these steps to resolve conflict:
Step 1: Listen to the other person’s side of the story until you ‘experience the other side’. This
requires you to empathise with the other person and see things from their perspective (put
yourself in their shoes).
●●
Step 2: Clarify what the disagreement is about and state the problem, for example, ‘We have a
problem over ...’
●●
Step 3: Brainstorm and list all possible solutions without assessing them.
●●
Step 4: Select solutions that are acceptable to both of you. Agree who will do what.
●●
Step 5: Implement the solution and evaluate the results.
●●
Classroom activity 7
Work in a group.
1
Get into groups of about five learners.
2
Each group must develop a role-play resolving a conflict situation. Use the conflict
resolution strategies you learnt in this section.
3
As a group, write a report on the conflict and the resolution strategies you used for
resolving the conflict. Also identify the style of conflict resolution you will use.
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Growing with change and personal lifestyle plan
What you know already
Learning from change
We go through different stages in life: infancy, childhood, adolescence and adulthood. Through
each stage, we change and develop. Most of us feel uncertain about the changes that accompany
each stage, and may feel scared when we face change. However, change is often good for us, and
we learn about ourselves and how to respond to the world through change.
k
Chec f
el
yours
●●
●●
●●
●●
Do you feel comfortable with change?
Do you know the positives and negatives of change?
Will you be able to adapt to life after school?
Do you have a personal lifestyle plan to ensure quality of life?
Word bank
artefacts:
climax:
coincide:
comfort zone:
competent:
expand:
minor:
mixed feelings:
procreation:
seclusion:
status quo:
transition:
objects from a particular culture
the highest point
happen together
a state where you are comfortable and at ease
capable
grow bigger
a person younger than 18, needs permission from guardians for important
decisions
feeling both good and bad
having children
isolation
the situation as it is
change from one state or situation to another
What you still need to know
Transition between school and
post-school destination
Congratulations, you have made it! You’re in Grade 12, the
last year of school life. You should be very proud of
yourself.
By finishing high school you will be starting a new phase
of your life. It will bring changes and excitement to your
life. However, many people in Grade 12 are anxious about
what will happen to them after school.
20
It takes a lot of ha
rd work and persev
erance
to reach the clim
ax of your school
ing life –
Grade 12.
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Term 1 Weeks 1–5
Change in circumstances
When you leave school, your circumstances will change. These are some of the changes you will
face:
●●
You are eligible to vote (once you turn 18).
●●
You can get a driver’s licence.
●●
You may legally buy and drink alcoholic beverages.
●●
You are not a minor anymore – you are considered an adult.
●●
You may believe and practise your own ideologies.
●●
School peer pressure will no longer be a part of your life.
●●
Your family will probably give you more freedom to move around.
If you study or work after school, these changes in circumstances can apply to you:
You might have to leave the safe and familiar atmosphere of home and stay in a hostel or
residence.
●●
You will have different types of colleagues. They might be older than you and from other
towns and cultures.
●●
You will have different types of financial obligations such as rent, transport, food, etc.
●●
Your social environment will be different from the controlled and familiar environment of
school where most of your classmates were your neighbours.
●●
There might be new pressures such as pressure to have sex, drink, and so on.
●●
You will need new ways of dressing, according to the work situation or to the institution of
learning you will be attending.
●●
Negative and positive aspects of change
Change is a break in the normal routine and a challenge to the status quo. It means moving out of
your comfort zone into the unknown. This transition will bring some challenges and mixed
feelings, as change has both positive and negative aspects.
Negative aspects of change
Positive aspects of change
UncertaintyAnticipating new opportunities
Fear of failure
Possibility of great success
Excitement of new horizons
Fear of the unknown
Fear of discomfort
Growth and maturity
Fear of missing the familiar
Discovering new things
Fear of new routines
Interesting activities
Negative feelings towards change show how we view the change and suggest that we don’t feel
competent to cope with it. If we make these assumptions about change, it becomes more difficult
to adapt to change:
●●
Change is bad.
●●
I can never adjust to it.
●●
It is unfair.
●●
If I ignore it, it will go away.
●●
I can continue living normally without change.
However, if you see change as having positive aspects, you will be more likely to go through
change more readily and with better control. In this case, you will see change as an opportunity
to expand your horizon and experience new things.
Development of the self in society • 21
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Attitudes towards change
Make sure your attitude to change is positive. If you tell yourself, ‘I can handle this,’ you will
react differently to challenges than if you say, ‘This is terrible. I’m going crazy.’ Apply the
following tips:
●●
Recognise that change does happen: do not deny change.
●●
Be flexible: if you’re flexible you have better chance of succeeding.
●●
Look for new opportunities.
●●
Be aware of your surroundings: be alert about changes in your environment.
●●
Recognise the stages: not everyone goes through the same stages to adapt to change.
●●
Communicate with others: you can get details about the change from others.
Adapting to change for growth
To adapt means to adjust. When you adapt you are more open to other people’s opinions and
ideas. You learn from them and will become more open to opportunities, both in your personal
and professional life. But if you are unable to adapt, you will be stressed and feel insecure.
Use these guidelines to deal with change constructively:
1. Stop and think so that you avoid misinterpretations. Analyse the new situation and look at
the circumstances from a different perspective. This will help you to make informed choices.
2. Think long-term. Think about the consequences of your choices and how they may affect
your family and friends and your well-being.
3. Prepare for change by learning continuously. Read a lot and consult skilled people.
4. Look at every challenge as an opportunity to grow wiser.
5. Become clear on your values. Make sure that the values that are important to you are met in
your actions and decisions.
Classroom activity 8
Work on your own then in a group.
1
On your own, write a list of aspects of your life that will change after you leave school.
2
Draw a table like this one. Fill in the expected changes and your hopes and fears for
each aspect.
Post-school life circumstances
My hopes
My fears
3
In small groups of 4–5 members, compare your tables. Put together one
comprehensive list of hopes and fears for post-school life.
4
Discuss how you will adapt to these changes:
a) Your social environment will be different from the controlled and familiar
environment of school where most of your classmates were your neighbours.
b) There might be new pressures such as pressure to have sex, drink, and so on.
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Term 1 Weeks 1–5
Insight into life cycle in traditional practices
You are about to end the schooling phase and start a new phase in your life. This change also
coincides with your physical maturity and coming of age. In most world traditions, the move
from one phase of the life cycle to the next is celebrated and recognised as a rite of passage.
Births, puberty and marriage are among these phases. These celebrations show that society
recognises the individual’s growth. In modern cultures, society recognises your achievements
and your completion of school by a school dance
and graduation ceremonies.
Different African cultures celebrate different rites
of passage. In some African cultures a coming-ofage ritual for girls shows that a girl is now ready
for marriage and child-bearing. Procreation is very
important, and is considered the primary purpose
of marriage. During a period of ritual seclusion,
young girls are taught about the secrets of
womanhood. Boys are initiated into their
responsibilities as a father and the head of family,
and take on their civic and religious duties.
Marriage is considered a rite of passage.
Using these rituals, the society shows the
individual members what it expects of them and
what it means to be an adult. In South Africa, the Zulu, the Tswana and Sotho and ShangaanTsonga people circumcise boys. The initiation schools provide training to prepare the youth for a
smooth transition from childhood behaviour into the more complex behaviour expected from
adults.
Although rituals differ among different ethnic groups, most of these cultures include some of
these elements: ritual sacrifice, seclusion (entering the bush and building a temporary lodge),
circumcision, painting the skin with white clay and burning the lodge and belongings at the close
of the seclusion.
(Source: Adapted from http://www.mamiwata.com/women.html )
Classroom activity 9
Work with a partner.
Interview an older man or woman from one of the South African ethnic groups and collect
information about the ceremonies and rituals for coming of age.
1
According to this traditional practice, what new responsibilities will the young person
now face?
2
Do you think these traditional practices are still relevant in today’s society?
3
What values does this traditional practice emphasise?
4
Submit a written report of your findings.
5
Include some photos and/or cultural artefacts.
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Personal lifestyle plan to promote quality of life
We have discussed how your life will change in the next months. Now you will create a
comprehensive plan to guide you through this period of transition in your life.
Use the following guidelines to create your personal lifestyle plan to promote quality life. Read
over your response to Classroom activity 8 to remind yourself of the changes you anticipate and
your hopes and fears. Then follow these steps.
Set your goals
●●
●●
●●
Set goals for your lifestyle plan. Decide on two possible plans: Plan A and Plan B. Plan A
refers to one possibility as your destination, and Plan B refers to the second possible
destination. For example, the first destination could be studying at a college, and the second
destination could be volunteering for an NGO in case the first destination does not work.
Your goals should include different aspects of your life. For example, you should have
creative and recreational goals that inspire you.
Be realistic. You should be able to achieve your goals within a reasonable time.
Start to design your plan: how you will achieve your goals
●●
●●
●●
●●
Your plan should be flexible, leaving room for adjustments. For example, you may plan to
learn new skills on a computer at home during the mornings but then discover that no-one is
available to help you at that time of the day.
Include timeframes for your plan. Aim at achieving a goal by a certain time, otherwise it
might get forgotten or take too long to achieve.
Your plan should be suitable to your needs and fit your strengths and weaknesses.
Include goals and activities that enrich all parts of you, including your physical, emotional,
intellectual, social, artistic, moral and spiritual sides.
Include the activities you need to achieve your goals
●●
●●
●●
●●
●●
●●
●●
●●
The activities and the time allocated to them should be balanced and realistic.
Include time for reading and expanding your knowledge on a variety of topics. These should
be related to what you will be studying or the job you seek.
Include the use of library, and surfing the internet to expand your knowledge.
Make room for talking to experts and consulting experienced people as part of your
activities. You can learn a lot from wise people.
Include your well-being in relation to your family. Remember what you do and plan will also
affect the people around you.
Don’t forget about your physical health and fitness.
Include working on coping skills with stress and change in your plan.
Include activities that keep you inspired. This could be reading inspirational stories, praying,
meditating or interacting with people who have succeeded in your planned field.
Design your plan
Write down your goals
1. On one page write down all the important values that you want to keep in mind.
2. On another page write your short-term goals that need to be achieved within the next three
months.
3. Write your long-term (six months to one year) goals on another page. Remember the longterm goals should contain two possible options: Plans A and B.
24
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Term 1 Weeks 1–5
Collate the long- and short-term goals
4. Make a timeline incorporating both the short- and long-term goals, so that you can see the
overall big picture.
5. Start drafting one plan for the short-term goals, and another for the long-term goals.
6. When you have finished your rough work, write it out neatly, using colour to make it clear
and attractive. If you can’t read your plan easily, or find it unattractive, you won’t follow it.
7. Check that your short-term goals link to your long-term goals.
8. You may use different pages for creating sub-sections for your plan. For example you can
write on an individual page all the activities to improve your stress-coping skills.
Build in some ways you can check your progress
9. Build in times and methods for review and assessment.
10. Put the pages together in a neat folder, and refer to it often.
Homework activities
1
Discuss and identify the type of stressor for one of the following cases:
a) Mike lives in a neighbourhood with a high crime rate.
b) Saba has taken nine subjects and does not manage with the workload.
c) Jenny is nervous about her matric dance, even though it is months away.
2
Read the following case study, which reflects social stressors. How relevant is this case
study to people your age?
‘I’ve never been the “skinny girl”. I’m short and stout, which has always made me
feel uncomfortable, until I watched a Bollywood movie. (My BFFs and I are
obsessed!) Even though the main character’s body was curvier than you usually
see in Hollywood movies, all the guys couldn’t stop staring at her! It has made me
realise that beauty is in the eye of the beholder and some guys actually prefer a
girl with curves. I’m a lot more comfortable with my weight and size now. I no
longer let what others say about me get me down.’ – Crystal, 19
(Source: Seventeen Magazine, November 2009)
3
Read the following two conversations below (the first conversation is a repeat from
Classroom activity 5) and compare the interactions in the two conversations.
a) What is the difference between the two conversations?
b) Which conversation may lead to a conflict? Why?
Conversation 1
Manager: Why can’t you ever do the reports the way I want them done?
PA: Because you keep changing your mind about how you want them done.
Manager: No, it’s because you don’t listen to me. You intentionally disregard my
instructions.
Development of the self in society • 25
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Conversation 2
Manager: Can you tell me why these reports aren’t showing a date on them?
PA: I wasn’t sure what you wanted. Previously you wanted them like this,
and then you wanted them done in a different way.
Manager: When that happens, I’d like you to feel free to ask me for clarification.
Then you’ll know what to do, and I’ll be happy with the report.
4
Is hearing the same as listening? Discuss.
Extra practice activities
1
Think about the last time you said something to a teacher or a friend that got you in
trouble because you chose your words badly. What happened? How could you have
corrected it?
2
Think about an example of a conflict you experienced in the past. Could you resolve
it? If so, what did you learn from it?
3
Comment on this quotation by Stephen Hawking: ‘Intelligence is the ability to
change.’
Summary
●●
●●
●●
●●
●●
●●
●●
●●
●●
●●
●●
●●
●●
●●
●●
●●
●●
●●
26
Stress is when people feel overwhelmed and under pressure.
Stressors can be physical, emotional, social or environmental.
Positive stress motivates you to work hard. Negative stress can be harmful.
Stress has physical and behavioural symptoms.
You can use several strategies to cope with stress.
Effective communication is necessary for sustaining positive relationships.
Understanding others and communicating our feelings helps us communicate better.
Our attitudes, personalities and values affect our communication.
Conflict can be negative, but also has some positive aspects.
Differences in values, priorities, bias and misunderstanding can cause conflict.
People use different styles to deal with conflict.
The transition between school and post-school is exciting and eventful.
Last year of school life means finishing one phase of the life cycle and starting another
one. You must be able to adapt to these.
Transition is accompanied by changes in circumstances.
Change has positive and negative aspects to it.
Positive attitudes help with smooth adaption to change.
Many African traditions celebrate phases in the life cycle.
A personal lifestyle plan can help with sustaining and promoting a quality lifestyle.
• Topic 1
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Term 1 Weeks 1–5
Physical Education Weeks 1–5
Week 1: How to achieve your goals in a
physical activity programme
What you will learn about this week
●●
●●
●●
●●
●●
●●
The components of health
The components of fitness
Setting goals for your health and fitness programme
Tests for the health and fitness components
Execution of health and fitness tests
Safety precautions when executing fitness tests
Let’s talk about this week
●●
●●
●●
●●
●●
●●
●●
What are the different components of health?
What are the different components of fitness?
What are the poor-lifestyle diseases and what causes them?
How will you go about setting goals for your health and fitness programme?
What tests can you do to check your health and fitness level?
How are you going to execute these health and fitness tests?
What safety precautions do you need to take for the tests?
What you know already
●●
●●
●●
●●
You know the health and fitness benefits of being physically active.
You know different activities that you can do to stay healthy.
You already have a general fitness level from the sport you participate in during and after
school.
You have a good understanding of different sports and physical activities you do during and
after school.
Word bank
cardiac output:
sleep apnoea:
the amount of blood that the heart can pump
temporarily stopping breathing during sleep
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What you still need to know
The components of health
You need to learn about the various components of health and fitness and what you can do to
avoid getting any of the lifestyle-related illnesses. Many of these problems tend to occur later on
in life, but it is good to understand them now so that you can live a healthy and active lifestyle.
This week, you will complete a health and fitness questionnaire so that you can gain some
insight into your current health and fitness levels. Your teacher will provide you with copies of
this questionnaire.
Body composition
Men
Your body consists of
muscle, fat, bone and
water. There are many
problems associated
Water 55–65%
with obesity (high
percentage of body fat).
These include the
following:
●●
Coronary heart
Fat 15–20%
disease
●●
Type 2 diabetes
Bone 5–6%
●●
Cancers
●●
Hypertension (high
Muscle 16–18%
blood pressure)
●●
High blood
cholesterol
●●
Sleep apnoea and respiratory problems
●●
Osteoarthritis
Women
Water 55–65%
Fat 20–30%
Bone 5–6%
Muscle 14–16%
The average composition of the human adult body
You can work out whether your weight is within a reasonable range for your height by
calculating your Body Mass Index (BMI). Your BMI is your weight in kilograms (kg) divided by
your height in metres squared (m2). Record your score in Section 2 of the health and fitness
questionnaire that your teacher will provide.
BMI =
weight (kg)
height 2 (m 2 )
This table gives the scores for BMI:
Result
28
Girls
Boys
Underweight
< 19,1
< 20,7
Healthy range
19,1–25,8
20,7–26,4
Marginally overweight
25,8–27,3
26,4–27,8
Overweight
27,3–32,2
27,8–31,1
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Term 1 Weeks 1–5
Severely overweight
Obese
32,3–44,8
31,1–45,4
> 44,8
> 45,4
Blood pressure (BP)
High blood pressure is the above-average exertion of pressure on your blood vessels. It causes
your cardiovascular system (heart and arteries) to have to work harder than normal. This can
cause health problems such as heart attacks, strokes and kidney failure.
Blood pressure consists of two readings and is measured in millimetres of mercury (mm Hg). The
systolic pressure is the higher of the two readings and is a measure of the force with which the
heart contracts to pump blood around the body. The diastolic pressure is the lower of the two
readings and indicates the pressure while the heart is relaxed and filling with blood in
preparation for the next contraction.
The only way to find out if your blood pressure is normal is to have it checked by a qualified
health care professional.
This table gives the scores for BP:
Result
Systolic BP
Diastolic BP
< 105
< 60
Normal range
105–140
60–90
Borderline hypertension
140–160
90–95
Mild hypertension
> 160
95–105
Moderately serious hypertension
> 160
105–115
Serious hypertension
> 160
> 115
Hypotension (Low)
Pulse
Your pulse or heart rate is the number of times that your heart beats in one minute. Normal
values depend on your age and fitness level. The average heart rate for adults is 72 beats per
minute (bpm), but fitter people have lower heart rates and some athletes can go down to a heart
rate of below 50 bpm. People with a heart rate of above 72 bpm may have a slightly higher risk of
heart attack.
Taking your pulse:
Step 1: Turn your left hand so that your palm faces upwards.
Now place the index finger and middle finger of your right
hand on your wrist just below the thumb joint.
Step 2: With these two fingers, exert light pressure on the area
until you feel a pulsating sensation.
Step 3: Using a stopwatch or clock, measure the number of
pulses you can feel in your fingers in 10 seconds. Multiply this
number by 6. This will be your resting heart rate. Record your
score in Section 2 of your health and fitness questionnaire.
Work out your pulse per minute: pulse in 10 seconds × 6 =
pulses in one minute.
Taking your pulse
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Cholesterol
Cholesterol is a sticky, waxy substance in your body that is vital for the production of hormones,
vitamin D and bile and is also necessary for protecting the nerves and the structure of cells.
Cholesterol is produced by the liver and it is also ingested in our food. Normal cholesterol values
are between 3,4 and 7,5 mmol/l. Higher than normal cholesterol in your blood may increase
your risk of cardiovascular disease. It is recommended that you do not eat much saturated fat
(animal fat) and trans fat (processed and fried food) as these can cause an increase in LowDensity Lipoprotein (LDL) or ‘bad cholesterol’. Rather eat unsaturated fats, which are found
mostly in plant-based foods such as olive oil, nuts and seeds as well as oily fish. These fats are
essential for good health and are shown to increase High-density Lipoprotein (HDL) or ‘good
cholesterol’.
The only way to check your cholesterol is to have your blood tested by a qualified healthcare
professional.
Blood glucose
Glucose is a simple sugar (monosaccharide) that results from the breakdown of carbohydrates in
your diet. It provides vital energy to all the cells in your body. Normal fasting blood glucose
levels are between 4,4 and 6,1 mmol/l. If your levels are higher than this you may be at risk of
developing diabetes. It is recommended that you reduce the amount of sugar intake in your diet
as this directly leads to high blood glucose levels. This includes sweets, chocolates and fizzy
drinks. Also check food labels because sugar may be added to products that you wouldn’t
expect.
The only way to check your blood glucose levels is to have your blood tested by a qualified
healthcare professional.
The components of fitness
Cardiovascular or aerobic endurance
Cardiovascular endurance is the ability to exercise continuously at moderate intensity for long
periods of time without getting tired. Cardiovascular exercise is aerobic, which means that you
use oxygen to produce energy. When you do any form of cardiovascular exercise, your body uses
stored carbohydrates and fat for energy. Examples of cardiovascular exercise include walking,
jogging, running, cycling and swimming.
Doing regular cardiovascular exercise has the benefit of increasing your cardiac output and
improves muscle efficiency. It also helps to control blood pressure, cholesterol and blood sugar
levels and helps to maintain a healthy body weight. Psychological benefits include improved
sense of well-being and self-esteem.
To test your cardiovascular endurance you will be performing the Cooper 12-minute running
test. You will run around the athletics track for 12 minutes and then record your total distance
covered. Your teacher will guide you through this process.
The following table gives the results chart for the Cooper 12-minute running test:
30
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Term 1 Weeks 1–5
Result
Boys
Girls
>3 000 m
>2 300 m
Above average
2 700–3 000 m
2 100–2 300 m
Average
2 500–2 699 m
1 800–2 099 m
Below average
2 300–2 499 m
1 700–1 799 m
<2 300 m
<1 700 m
> 44,8
> 45,4
Excellent
Poor
Obese
You can use the following chart to help you calculate the distance that you achieved. Record your
distance in Section 3 of your health and fitness questionnaire.
Number of laps completed around the track with total distance covered in metres
1 lap
400 m
5 laps
2 000 m
1,5 laps
600 m
5,5 laps
2 200 m
2 laps
800 m
6 laps
2 400 m
2,5 laps
1 000 m
6,5 laps
2 600 m
3 laps
1 200 m
7 laps
2 800 m
3,5 laps
1 400 m
7,5 laps
3 000 m
4 laps
1 600 m
8 laps
3 200 m
4,5 laps
1 800 m
8,5 laps
3 400 m
Muscular strength and endurance
Muscular strength is how much weight you can push or lift in single repetition. Muscular
endurance is the ability to push or lift a lighter weight as many times as possible. Muscular
strength and endurance training involves training the upper body, lower body, back and
abdominal muscles. This type of training is anaerobic, which means that you do not use oxygen,
but the result is that you will get tired quickly. Therefore this type of training is intense, but
relatively short (less than two minutes). There are important benefits of muscle strength and
endurance training:
●●
It improves your posture and support for your lower back.
●●
It helps to prevent injuries.
●●
It makes your muscles firmer and stronger.
●●
It helps to reduce body fat.
To test your muscle endurance you will be performing the push-up test and the sit-up test.
Push-up test
●●
●●
Measures upper body strength and endurance
Procedure: Begin with your hands and toes flat on the floor and your body and legs in a
straight line. Girls can do half push-ups with the knees also on the floor, but ensure that the
body is still straight all the way to the knees. Your hands must be slightly wider than shoulder
width apart. Lower your body until you get to a 90 degree angle at the elbows and then return
to the starting position.
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●●
Scoring: Record the number of push-ups correctly completed till exhaustion. In other words,
do as many as you can. Write your score in your questionnaire.
Results table for push-up test
Result
Boys
Girls
> 56
> 35
Good
47–56
27–35
Above average
35–46
21–27
Average
19–34
11–20
Below average
11–18
6–10
Poor
4–10
2–5
<4
0–1
Excellent
Very poor
Sit-ups
●●
●●
●●
Measure the strength and endurance of the abdominal and hip-flexor muscles.
Procedure: Lie on your back on the floor with your knees bent at approximately 90 degrees.
Place your hands on your thighs. Raise your body off the floor until your hands touch the top
of your knees and then return to the starting position. Ensure that you don’t pull with your
head and neck, but rather use your muscles to pull you up.
Scoring: Record the number of correctly completed sit-ups in one minute. Write it down in
Section 3 of your health and fitness questionnaire.
Results table for sit-up test
Result
Boys
Girls
>49
>43
Good
44–49
37–43
Above average
39–43
33–36
Average
35–38
29–32
Below average
31–34
25–28
Poor
25–30
18–24
<25
<18
Excellent
Very poor
Anaerobic capacity
Anaerobic capacity is your body’s ability to produce energy without using oxygen. Anaerobic
fitness is required for exercise of high intensity and short duration such as weight training and
sprinting.
Flexibility
Flexibility is the range of motion of a joint and is a very important component of your overall
fitness. It is necessary to prevent injuries and optimise performance. Always incorporate
stretching exercises in your warm up before training and in your cool down after your workout.
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Term 1 Weeks 1–5
Safety precautions during fitness testing
●●
●●
●●
●●
●●
●●
●●
●●
Do not participate in the fitness tests if you are ill or injured.
Do not participate in the activity if you have any other limitation that might prevent you from
being able to perform the fitness tests safely.
Wear comfortable clothing and sports shoes.
Ensure that there are no hazardous objects lying around that could cause you to fall or injure
yourself.
Ensure that you stretch for five minutes before and after your fitness tests.
Ensure that you use the proper exercising technique during the tests.
Ensure that you drink water during and after the testing process if you feel thirsty.
Stop exercising if you feel any pain, dizziness or nausea.
Setting goals
Our aim for this term is achieving health and fitness goals. Goal setting is a very useful tool for
helping you think about what you want from your life and how to go about achieving it. Setting
goals gives you a sense of direction and purpose. It helps you to focus your attention and your
effort on activities that are important to you and it helps you to cope better with setbacks that
occur along the way. Just make sure that your goals are your own and not those of your parents,
teachers or peers.
When starting your goal-setting process, you can be smart by using the principles of SMART.
This means that your goals should be:
S
M
A
R
T
Set my goal
(Use the principles of SMART)
Specific
Measurable
Achievable
Realistic
Time targeted
Create my plan
(Identify all the necessary steps)
Action!
Result
Yes
Reward!
Did I reach my goal?
No
Assess:
Was my goal specific enough?
Was the result measurable?
Was my goal realistic?
Did I run out of time?
Did I lose motivation?
Did I put in enough effort?
(Source: Adapted from: http://www.uic.edu/depts/ace/goal_chart.shtml)
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Once you have established what your goals are you will need to keep yourself motivated in
order to have the best chance of achieving your goal. Your motivational factors can be intrinsic
(internal) or extrinsic (external) factors that drive you to action in order to achieve your goal.
Intrinsic motivation is internally driven because you are interested in the activity and enjoy
doing it whereas extrinsic motivation means that you would like to get some form of affirmation
such as prize or selection onto a certain team. Your personal motivational factors will usually be
a combination of both.
Physical activity Week 1
Perform the fitness tests. Your teacher will guide you through all the tests and give the
necessary instructions. Record your results in Section 3 of the health and fitness
questionnaire provided by your teacher. Physically challenged learners should be assisted
by physically abled learners in performing PET activities in the presence of your teacher.
1
Cooper 12-minute running test for cardiovascular endurance
2
Push-up test for muscular strength and endurance of the upper body
3
Sit-up test for muscular strength and endurance of the abdominal and hip flexor
muscles
Homework activity Week 1
Work on your own.
1
Fill out sections 1 and 2 of the health and fitness questionnaire provided by your
teacher.
2
Use the goal-setting flow chart to write down your health and fitness goals in Section 4
of your health and fitness questionnaire.
Week 2: Circuit training as a means to
achieve your health and fitness goals
What you will learn about this week
●●
●●
●●
34
The benefits of circuit training
Planning your circuit training programme
Safety precautions during circuit training
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Term 1 Weeks 1–5
Let’s talk about this week
●●
●●
●●
●●
●●
What components of fitness will you use when participating in a circuit training
programme?
What are the benefits of circuit training?
How do you go about planning a circuit training programme?
Why is it important to warm up and cool down?
What safety precautions should you take when you participate in circuit training?
What you know already
●●
●●
●●
●●
You understand what the different components of health and fitness are.
You know that a poor lifestyle can cause illness.
You know some of the tests that you can perform to evaluate your fitness level.
You have a good understanding of your current health and fitness level based on the results
that you attained in the health and fitness evaluation last week.
k
Chec f
el
yours
●●
●●
●●
Do you know what the components of health and fitness are?
Do you understand the process of goal setting?
Do you have a reasonable level of fitness?
Word bank
muscle elasticity: the ability of the muscle to stretch
filled with oxygen
oxygenated:
simultaneously: at the same time
What you still need to know
You need to know the benefits of circuit training, how to go about planning your circuit training
programme and what safety precautions are necessary when you participate in a circuit training
exercise session. You also need to know why it is important to warm up before exercise and cool
down afterwards.
What are the benefits of circuit training?
Circuit training is a form of exercise where you follow a set series of exercises in a sequence. It
has a number of benefits:
●●
It is quick and effective.
●●
It combines many of the fitness components into one training session. These include
cardiovascular endurance, muscle strength and muscle endurance.
●●
It burns a lot of calories so it is an excellent means of weight loss and management.
●●
It can be changed regularly so that you exercise all the muscle groups.
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●●
●●
●●
●●
●●
It is a suitable training method for all levels of fitness.
It is challenging.
It is interesting and fun.
It doesn’t require a lot of equipment.
It can be adapted for indoor or outdoor training.
Planning your circuit training programme
When planning your circuit training programme there are a number of factors that need to be
considered.
Current fitness level
It is vital to be honest about your current level of fitness. You must start with a programme that
is suitable for your current level of fitness, otherwise you are at risk of getting injured or
dropping out because you don’t feel that you can manage. Your programme should be
challenging but manageable. If you find that it is too easy, you can always make it more difficult,
but it is very demoralising to start your programme and then find that you can’t manage.
Goals
Now that you have established your current level of fitness, you are now ready to set goals for
your circuit training programme. Remember your goals must be S.M.A.R.T and they must be
your own. Everybody will have different goals based on their abilities and interests. One person
may want to focus on increasing cardiovascular fitness and the next person might want to
improve the muscular endurance of their leg muscles. Based on your personal goals, you will
include exercises in your circuit that focus on achieving them.
Weather conditions
If the weather is fine, then you can plan your programme in an outdoor setting. If not, you will
need to plan your programme for an indoor setting in a hall or gymnasium.
Access to facilities and equipment
You will need to plan your circuit training programme according to the facilities and equipment
that you have at your disposal. If you have access to a school gymnasium then make use of
equipment such as wall bars, climbing ropes, skipping ropes, medicine balls and dumbbells. You
can also incorporate weight-training machines if you have access to those. If not, there are plenty
of effective exercises that you can do with just your own body.
Structure of your circuit training programme
When planning your circuit, there are a number of important factors to consider:
Firstly, ensure that you train different muscle groups in consecutive exercises. For example:
1. First exercise: push-up (upper body)
2. Second exercise: squat (legs)
3. Third exercise: sit-up (abdominals)
4. Fourth exercise: jumping jacks (cardiovascular)
●●
Next, think about the number of exercises that you will incorporate into your programme. In
this example we have used four different exercises, but this can be adapted according to your
needs. It can be as few as two exercises and as many as ten. However, it can become a bit
●●
36
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Term 1 Weeks 1–5
●●
●●
●●
confusing if there are too many stations. It is preferable rather to keep it simple. More is not
necessarily better.
Now think about the placement of your stations. Ensure that there is enough space between
stations so that everybody can move freely, but not too far apart that it will take a long time to
get from one station to the next.
Now that you have worked out your number of stations and positioned them correctly in
your space, the next consideration is the timing of the periods of activity and the periods of
rest. You can work either according to time or according to number of repetitions. For
example you can have 30-second intervals of activity followed by 15 seconds of rest, or you
can do 20 repetitions followed by 15 seconds of rest. As you get fitter and stronger, you can
always increase the activity time and the number of repetitions. So the structure of your
programme might be as follows:
1. Push-ups – 30 seconds
Rest – 15 seconds
2. Squats – 30 seconds
Rest – 15 seconds
3. Sit-ups – 30 seconds
Rest – 15 seconds
4. Jumping jacks – 30 seconds
Rest – 15 seconds
Finally, think about the number of times that you will complete a full circuit. This will depend
on the amount of time at your disposal, the number of stations that you have in your circuit as
well as your fitness level.
Rest 15
seconds
Station 4
Jumping Jacks
30 seconds
Rest 15
seconds
Station 1
Push-ups
30 seconds
Repeat
3Î
Station 3
Sit-ups
30 seconds
Rest 15
seconds
Station 2
Squats
30 seconds
Rest 15
seconds
Push-ups
You learnt how to do a push-up last week. You can do
either full push-ups or half push-ups depending on
your level of muscular strength and endurance.
Push-ups
SFA LO Gr12 LB.indb 37
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Squats
Stand with your feet just slightly wider than shoulder-width apart and your toes
pointing forwards. Place your arms straight out in front of you at about chest
height. Now bend your knees as far as you can. Do not let your heels lift off the
floor. Now come back to the starting position. This is one repetition.
Sit-ups
You learnt how to do a sit-up last week. For this
activity you will not have your classmate to hold your feet for you,
you need to do them without support.
Squats
Sit-ups
Jumping jacks
Stand with your feet together. Now jump up and simultaneously open both
your feet to land about shoulder width apart with your toes pointing forward.
As you do this, you are going to lift your arms above your head. Now jump up
again, bring your feet back together and your arms back down to your sides.
This is one jumping jack.
Warming up and cooling down
Jumping jacks
Warming up is a physical as well as a mental activity, as it helps you to get into the right mindset
for exercise. The body functions better when it is warmed up and ready to go. Warming up
prepares the body to exert itself in exercise. The blood flow to the muscles increases, which
means that the muscles receive more oxygenated blood. And the more oxygen the muscles
receive, the better they will perform. The elasticity of the muscles increases. Warming up also
increases your heart rate and prevents you from getting injured.
It is equally important to cool down. Your body needs to cool down after exercise, and if you
skip this step you run the risk of hurting yourself. Cooling down helps your body get rid of the
waste products that build up during exercise and it reduces muscle soreness after exercise.
Stretching is the best form of cooling down. Stretch all parts of your body in your cooling down
process.
Safety precautions during circuit training
●●
●●
●●
●●
●●
●●
●●
●●
●●
38
Do not participate in the circuit training programme if you are ill or injured.
Do not participate in the circuit training programme if you have any other limitation that
might prevent you from safely performing the activity.
Wear comfortable clothing and sports shoes.
Ensure that there are no hazardous objects lying around that could cause you to fall or injure
yourself.
Ensure that you warm up before your participate in the circuit training programme and cool
down afterwards. This should include a light jog and a 5-minute stretch.
Ensure that you use the proper exercising technique for all the exercises.
Ensure that you drink water if you feel thirsty.
Stop exercising if you feel any of the following symptoms: pain, dizziness or nausea.
Ensure that you work a safe distance from any of your class mates to avoid collision.
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Term 1 Weeks 1–5
Physical activity Week 2
You are going to participate in a circuit training exercise session. It may be the one described
above or your teacher might design a new one. Physically challenged learners should be
assisted by physically abled learners in performing PET activities in the presence of your
teacher.
Week 3: Walking and running as a means to
achieve your health and fitness goals
What you will learn about this week
●●
●●
●●
The health and fitness benefits of walking and running
The intensity levels of walking and running
Safety precautions for walking and running
Let’s talk about this week
●●
●●
●●
What are the health and fitness benefits of walking or running?
At what intensity should you walk or run?
What safety precautions must you take for walking or running?
What you know already
●●
●●
●●
You know what your resting pulse is.
You know how to set up a circuit training programme according to your own fitness level and
goals.
You know about the necessary safety precautions during participation in a circuit training
exercise session.
k
Chec f
el
yours
●●
●●
●●
Do you know the health and fitness benefits of circuit training?
Do you understand how to design a circuit training programme?
Do you know what safety precautions to take during a circuit training exercise
session?
Word bank
calories:
duration:
frequency:
metabolism:
units of energy; the quantity of food that produces that amount of energy
length of time
how often something happens
the chemical processes that happens in our bodies so that we can live; in
metabolism, substances are processed and used by our bodies
Weeks 1–5 • 39
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What you still need to know
You need to know what the health and fitness benefits of running/walking are, how to work out
your target training zone and what safety precautions are necessary during your exercise
session. You also need some guidelines on how to plan your running/walking programme.
What are the health and fitness benefits of walking and
running?
●●
●●
●●
●●
●●
Walking and running are forms of aerobic exercise.
Doing these exercises will improve the efficiency of
your cardiovascular system. This means that your
heart, lungs and blood vessels will get better at
pumping oxygen to all the cells in your body as well
as removing carbon dioxide from all the cells in
your body.
Walking and running improves the efficiency of
your leg muscles. This will have the added benefit
of making your leg muscles stronger and firmer.
Walking and running help to prevent health
problems such as cardiovascular disease, high
cholesterol, high blood pressure, type 2 diabetes,
Running has been
a popular sport sin
arthritis and osteoporosis. They can also help
ce
ancient times.
strengthen your immune system.
Walking and running are excellent ways to manage your
weight because you burn a lot of calories during this form of training. With any type of
cardiovascular exercise, your body uses the fat stores in the body to produce energy.
Walking and running will increase your metabolism, which will also help to reduce body fat.
Intensity level of your walking or running session
When you do any form of cardiovascular training, in this case walking or running, there is an
ideal heart rate at which you want to train. This is called the target training zone. You will learn
how to calculate your target training heart rate during the classroom activity. It is very useful to
know your target training zone so that you can apply it to all your cardiovascular training
workouts.
Once you have worked out your target training zone, you can check that you are training at the
correct intensity for you. If your heart rate is below your lower limit score then you are not
training hard enough. If your heart rate is higher than your upper limit score then you might be
pushing too hard. You can measure your pulse at any time during your workout by using the
method that you learnt in Week 1. Remember that it takes at least five minutes for your body to
warm up and get into your target training zone.
What you need
Ideally you should have a pair of running shoes, but if that is not possible you can wear your
most comfortable shoes. Some people even run barefoot without any problems. Your running
clothing should be light and comfortable. It is helpful to wear a watch in order to check the
40
• Physical Education
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Term 1 Weeks 1–5
duration of your running session. It will also be useful for measuring your heart rate so that you
can check your training intensity. If you have access to a heart-rate monitor you can also wear
that to check your training heart rate during your session.
Planning your walking/running programme
Everybody will have a different programme according to their abilities, fitness level and goals. It
is important to start your running programme slowly and increase your running duration and
frequency gradually, otherwise you might be at risk of injuring yourself. If you are a beginner, try
to walk/run for 20 minutes twice a week. As you get fitter, you can increase the duration to 30
minutes and the frequency to three times a week.
Safety precautions (during your school activity session)
●●
●●
●●
●●
●●
●●
●●
●●
●●
Do not participate in the walking/running activity if you are ill or injured.
Do not participate if you have any other limitations that might prevent you from safely
participating in this activity.
Wear comfortable clothing and sports shoes.
Ensure that you stretch for five minutes before and after your run.
Watch carefully where you are running so that you can avoid any potential hazards such as
holes or stones.
Drink water if you feel thirsty.
Stop exercising if you feel pain, dizziness or nausea.
Ensure that you run a safe distance from any of your classmates to avoid collision.
Wear a hat and sunscreen.
Safety precautions (during private training sessions)
If you decide to start your own walking/running programme
outside of school, please bear in mind the following safety
considerations:
●●
Try to walk/run with a partner. If this is not always
possible, try to walk/run in populated areas.
●●
Do not run with an MP3 player, iPod or any other music
device. You need to be able to hear the traffic and other
sounds.
●●
Do not run in the path of traffic.
●●
Change your route from time to time so that it doesn’t
become predictable.
●●
Don’t run in the dark.
●●
Don’t carry any valuable items with you.
●●
Be alert and aware of your surroundings.
An example of good walking technique
Weeks 1–5 • 41
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An example of good running technique
Homework activity Week 3
You are going to calculate your target training zone according to the following steps.
1
Work out your maximum heart rate (MHR).
E.g. 220 – age (e.g. 17 years) = 203 bpm
2
Record your resting heart rate (RHR)
E.g. 68 bpm
3
Now subtract your RHR from your MHR.
E.g. 203 – 68 = 135
4
Now calculate 60% – 80% of this score.
E.g. 60% of 135 = 81 and 80% of 135 = 108
5
Finally add your RHR back onto each of these two scores.
E.g. 81 + 68 = 149 and 108 + 68 = 176
6
You now have the lower limit and upper limit of your target training zone. In other
words you want your heart rate to be between 149 and 176 beats per minute.
Physical activity Week 3
You are going to participate in a cardiovascular fitness training session. This session will
ideally be a run, but you may walk at any time if your current fitness level does not enable
you to run for the whole session. Physically challenged learners should be assisted by
physically abled learners in performing PET activities in the presence of your teacher.
42
• Physical Education
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Term 1 Weeks 1–5
Week 4: Protecting yourself from the harmful
effects of the sun
What you will learn about this week
●●
●●
●●
●●
●●
The potential dangers of overexposure to the sun
The signs of sun damage
How to protect yourself from sunburn
Characteristics that increase the risk of sunburn and related problems
How to treat sunburn
Let’s talk about this week
●●
●●
●●
●●
●●
What are the potential dangers of overexposure to the sun?
What are the signs of sun damage?
What precautions can you take to protect yourself from the sun when participating in
outdoor activities?
What characteristics increase the risk of sunburn and related problems?
How do you treat sunburn?
What you know already
●●
●●
●●
You know the health and fitness benefits of participating in a circuit training programme.
You know the health and fitness benefits of participating in cardiovascular fitness activities
such as running.
You know how to set your goals for your health and fitness programme.
●●
k
Chec f
el
yours
●●
●●
●●
●●
Do you know the health and fitness benefits of circuit training?
Do you know the health and fitness benefits of running?
Do you know how to set your own health and fitness goals?
Do you know how to design a personalised circuit training programme?
Do you know how to plan a personalised running programme?
Word bank
radiation:
ultraviolet:
energy emitted from the sun or another source in the form of heat or light
a type of light that humans cannot see but that is bad for our skin
Weeks 1–5 • 43
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What you still need to know
The potential dangers of overexposure to the sun
The sun is necessary to sustain all life on earth and has many health benefits:
It promotes the absorption of vitamin D in our bodies, which is critical for skeletal
development.
●●
It boosts immune function and is important for the formation of blood cells.
●●
However, over exposure to the ultraviolet (UV) radiation of the sun is dangerous and can cause
problems such as sunburn, skin damage, premature skin ageing and skin cancer. More than 90%
of skin cancers are caused by sun exposure. Using tanning beds and tanning lamps will cause
the same problems.
UV Index
UV Index 1
UV Index 2
Level
Protection
Low
No protection required
You can stay safely outside.
UV Index 3
UV Index 4
Moderate
UV Index 5
UV Index 6
UV Index 7
High
UV Index 8
UV Index 9
Very high
UV Index 10
UV Index 11+
Extreme
Protection required
Seek shade during midday hours! Slip on a
shirt, slop on sunscreen and slap on a hat!
Extra protection
Avoid being outside during midday hours!
Make sure you seek shade. Shirt, sunscreen
and hat are a must.
Each day has a different level of ultraviolet (UV) radiation. Charts such as this one help you make sure that you
are properly protected from the sun.
The signs of sun damage
●●
●●
●●
The first and most obvious sign of sun damage is redness of the skin.
If your sunburn becomes more serious, you might develop blisters on your skin.
If you develop a headache, fever or severe fatigue you might have heat exhaustion or heat
stroke.
Precautions that you can take to protect yourself from
the sun
●●
●●
●●
44
Wear a hat and other protective clothing.
Use sunscreen with a minimum sun protection factor (SPF) of 15.
Cover all exposed areas including your ears, neck and nose.
• Physical Education
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Term 1 Weeks 1–5
●●
●●
●●
Use a lip balm that contains a sunscreen.
Drink plenty of water when exercising outdoors in the
heat.
If possible, try to plan your outdoor activities for the
cooler times of day i.e. before 10 o’clock or after 4 o’clock.
Good sun protection habits will keep skin healthy while
involved in an active, outdoor lifestyle.
●●
When possible, wear clothing to cover the skin; hats, too.
●●
Use at least an SPF 30 broad spectrum sunscreen.
●●
Try to schedule activity before 10 a.m. or after 4 p.m.
●●
Seek shade when possible.
Characteristics that increase the risk
of developing sunburn and related
problems
Certain characteristics increase your risk of sunburn, skin
damage and skin cancer. They include:
●●
having blond or red hair
●●
having blue or green eyes
●●
having fair skin
●●
tending to get freckles
●●
having many moles
●●
a family history of skin cancer.
Always make sure that you take the
proper precautions when exercising in
the sun.
If you have dark skin, eyes and hair you have a lower risk of developing sunburn and related
problems. However, this does not mean that you can be careless when you are outside in the sun.
You should still follow all the safety precautions mentioned previously.
Treatment for sunburn
If you have sunburn, take the following steps:
●●
Get out of the sun.
●●
Do not wash your skin with soap. It might dry out your skin further.
●●
Do not apply moisturisers that contain strong fragrances. These might irritate your skin
further.
●●
Do not apply moisturiser while the skin is still hot. It will take 12–24 hours for the skin to cool
down.
●●
When your skin has cooled, you can then apply a fragrance-free moisturiser.
●●
Drink plenty of water.
●●
Soak a soft washcloth in cool water and apply it to the affected area. After a few minutes the
cloth will get warm, so you will need to keep re-soaking it in cool water. You can also lie in a
cool bath.
●●
Apply pure, unscented aloe vera gel directly onto the affected area.
●●
Take an anti-inflammatory with the permission of your parent or caregiver.
●●
If you have blisters, do not pop them. This could increase your risk of infection.
●●
If you suspect that you might have a sunburn-related infection, get medical care as soon as
possible. You might have an infection if you have a fever and a bad smell coming from your
skin.
Weeks 1–5 • 45
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Homework activity Week 4
You are going to design your own four-week exercise programme. Use the following
guidelines:
●●
Plan your programme according to your current level of fitness.
●●
Plan your programme according to any limitations that you may have.
●●
Plan it according to your own goals.
●●
●●
●●
It must include cardiovascular training and circuit training. Refer back to the relevant
information in weeks 1, 2 and 3 if you need to remind yourself of this.
It should get gradually more difficult each week as you get fitter and stronger.
It should have at least one planned rest day. In other words, plan for a day of no
exercising.
●●
Mention any necessary safety precautions.
●●
It must be a programme that you can practically do over the next four-week period.
Your programme will include a written component (a written description of the plan), as
well as an oral presentation. Your written plan could take the form of a mind map, a table, a
diagram or any other format you like. Ensure that you are able to practically demonstrate
any exercises in your programme. Physically challenged learners should be assisted by
physically abled learners in performing PET activities in the presence of your teacher.
Week 5: Presentation of assignments
What you will learn about this week
●●
You are going to get some new ideas about cardiovascular training and circuit training
from your classmates during their presentations.
Let’s talk about this week
●●
●●
Did you have any difficulties planning your exercise programme?
If you did, what were they?
What you know already
●●
●●
●●
●●
46
You know the potential dangers of overexposure to the sun.
You know what the signs of sun damage are.
You know what precautions to take to protect yourself from sunburn.
You know how to treat sunburn.
• Physical Education
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Term 1 Weeks 1–5
k
Chec f
el
yours
●●
●●
●●
●●
What are the potential dangers of overexposure to the sun?
What are the signs of sun damage?
What precautions should you take to protect yourself from sunburn?
How do you treat sunburn?
What you still need to know
As your classmates present their programmes, you will evaluate them.
Participation and movement performance Week 5
You are going to present your training programme to your teacher and your class. You will
also hand in your written assignment to your teacher for evaluation. Your teacher will
evaluate your presentation according to the following criteria:
●●
Is your programme suitable for your current level of fitness?
●●
Have you considered any limitations that you may have?
●●
Does your programme include cardiovascular training and circuit training?
●●
Does your programme get gradually more difficult as you get fitter and stronger?
●●
Did you correctly demonstrate the circuit training exercises?
●●
Did you include the necessary safety precautions for your programme?
●●
Is your programme realistic and achievable?
Physically challenged learners should be assisted by physically abled learners in performing
PET activities in the presence of your teacher.
Assessment guidelines
Your teacher will assess you according to two categories:
1.
2.
Your participation – This is the number of times that you participate in Physical
Education periods per term.
Movement performance – Your teacher will observe whether your performance of a
movement has the desired outcome by focusing on your overall performance.
Your teacher will use the following assessment tool:
Level
Criterion 1:
Frequency of
participation
during Physical
Education
periods
(10 marks)
Limited
0% = 0 marks
(did not
participate at all)
1–10% = 1 mark
Adequate
Proficient
Excellent
11–20% = 2 marks 41–50% = 5 marks 71–80% = 8 marks
21–30% = 3 marks 51–60% = 6 marks 81–90% = 9 marks
31–40% = 4 marks 61–70% = 7 marks 91–100% =
10 marks
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Criterion 2:
Outcome of
movement
performance
(10 marks)
48
Needs
significant
attention:
movements do
not produce the
desired outcome
at all
(0–1 mark)
Requires
attention and
refinement:
lapses in
movements,
which do not
always produce
the desired
outcome
(2–3 marks)
Efficient,
effective and
appropriate:
movements
mostly produce
the correct
desired outcome
(4 marks)
Exceptional level
of skill:
movements
always produce
the desired
outcome
(5 marks)
• Physical Education
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c
Topi
2
Study skills
What you will learn about in this topic
●●
●●
●●
Reflect on the process of assessment and examination writing skills
and apply these skills: revise own study skills, strategies and styles
šš Revise examination writing skills (read the question, plan the
response, answer the questions, etc.)
Importance of School Based Assessment
Importance of obtaining the National Senior Certificate (NSC):
develop a study plan for Grade 12
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Let’s talk about this topic
●●
●●
●●
●●
●●
●●
●●
●●
●●
●●
Do you know how to reflect on the process of assessment?
Do you know how to revise your study skills, styles and strategies?
Do you know how to reflect on the work you have done and use this to make
improvements to the way you study?
Have you thought about how your exams went and what you could do differently?
Do you know how to answer questions appropriately for an exam?
How well do you prepare for your exams?
Why is assessment so important at school and beyond school?
Why is obtaining your National Senior Certificate so important?
Did you use a study plan for Grade 11?
How well did your study plan work, or did it not work?
Revise and reflect
What you know already
Studying
This is your last year in the South African
schooling system. This year, you will have
to make choices and decisions about what
you will do after school. You may have
different kinds of opportunities, and you
will have to think carefully about what
you will do in the next stage of your life.
How well did
I perform?
What went
well? What
went wrong?
Do I need to
change the
way I study?
So far, through the Life Orientation
curriculum, you have been given skills that
will guide and prepare you for life’s
responsibilities and opportunities. In
Grade 11 you were exposed to various
Reflect on your study skills. Are they working for you?
study skills, strategies, styles and exam
writing skills. You learnt how to set
personal and study goals; you learnt some time-management skills to help you fit in all the
studying you needed to do for your tests and exams; you were given skills to assist you in
drawing up an annual study plan to achieve your study goals; you learnt about your study style,
that is, the preferred way in which you study. We covered different study skills you could use to
help you with your tests and exams. You were exposed to various study strategies to help you
remember what you needed to learn and we hope that you were successful in applying them in
Grade 11.
50
• Topic 2
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Term 1 Weeks 6–7
Lastly, we looked at various exam writing skills to help you complete your end-of-year exams
successfully.
k
Chec f
el
yours
●●
●●
●●
●●
●●
●●
How did your final Grade 11 exams go?
Did you apply the correct study skills and strategies?
Did your study/learning style work for you?
Were you able to respond to the questions in your exam(s) appropriately?
What would you change, in terms of how you studied, to get through your
Grade 12 final exams?
Are your Grade 11 results good enough for you to access higher education
next year?
Word bank
assessment:
knowledge:
objectively:
reflect on:
skill:
understanding:
making a judgement about your skills, knowledge and understanding about a
particular subject
knowing about a subject through studying and/or experience of it
to not be influenced by personal feelings or bias
to give careful or long consideration about something
an ability to do something that is gained or developed through training or
experience
having good comprehension and having a personal opinion or interpretation
of a subject
What you still need to know
Reflect on the process of assessment and examination
writing skills and apply these skills: revise own study
skills, strategies and styles
About assessment
To revise, assessment is the process whereby your knowledge of something is evaluated. The
assessor will also consider how well you can do something and if you can apply it to other
situations.
For example, let’s say you are learning about recycling.
You need to have knowledge about recycling, such as what it is and how it works
(knowledge).
●●
You need to be able to show that you can recycle (i.e. doing it).
●●
You need to be able to apply recycling skills to different environments, such as your home
and school (understanding/application).
●●
Your teacher will assess your knowledge through something like a test or a project. To see
whether you can recycle you may need to do a small project (doing it), and to show you can
apply it you may be given a homework activity to see how you can recycle at home.
Study skills • 51
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Reflect on the process of assessment
It will be useful if you reflect on both the informal and formal assessments you do in Grade 12
and that you did in previous grades at school. You can reflect on your classroom activities
(informal assessments). Think about how you felt performing a role-play; whether you
performed well or not and any improvements you could make to your performance. In the case
of formal assessments, you can reflect on a test you have written and why you achieved poor or
high marks. Think about what you could have done differently, such as studying sooner,
studying in a different way, using a different learning style to help you study better, etc. You can
use these questions as a guide, and add more of your own questions.
Reflect on examination-writing skills and apply them
You have had many years at school already. You have probably written more examinations than
you can count at this point in time. However, it is useful to reflect on the outcome of those
examinations and why you achieved what you did or why you didn’t achieve good marks. Some
examples of questions you can ask yourself include: Why did I perform well in the Grade 10
examinations and not in the Grade 11 examinations? What did I do differently to achieve
excellent marks in Grade 11 examinations? Why did I perform poorly in a specific subject’s
examination?
Perhaps you studied in a different way for a particular grade and it worked really well for you.
Have you tried applying those same skills to other grades? Were you too scared to risk changing
the way you studied prior to writing an examination? Have you tried changing the way you
study or the strategy you use before writing a test to try out these new ways? It is important that
you learn from your mistakes and apply what worked well in other examinations to this year’s
examinations, tests and assessments.
Consider analysing and reflecting on your feelings at the time of the examinations. Ask yourself
the following questions: How did I feel at the time of the examination when I changed the way I
did things? Do I feel more secure if I stick to the same routines? Do I panic or feel anxious if I
don’t study the exact same way for each examination? Analysing and reflecting on your feelings
about and around examination time may also reveal an important part of why you do the things
you do.
Classroom activity 1
Work with a partner.
52
1
Write a definition of assessment as you understand it.
2
How well do you think you are doing in your classroom-based assessments (activities)
so far?
3
How can you improve your classroom-based assessments (activities)?
4
How well have you done in your formal assessments, for example examinations, so
far? What can you do to improve your marks on your formal assessments?
5
How do you feel when writing examinations if you studied for them in a particular
way?
6
Will knowing how you feel help you to make some changes to examinations this year?
• Topic 2
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Term 1 Weeks 6–7
Reflect on and revise your study skills, strategies and
styles
Why reflect on the way you learn?
Reflecting on the way you learn enables you to view your progress objectively, to identify what
is going well and the areas on which you need to work. You may reflect on your feelings
regarding a specific subject and identify areas to develop and ways to improve.
Some questions you can ask yourself to help you reflect include the following:
●●
What went well? Why?
●●
What did not go so well? Why?
●●
How will you do this differently the next time?
●●
What do you need to change or work on the next time?
●●
What will your first step be from now on?
Reflect on your study skills, strategies and styles
and apply them
Once you have reflected on your learning, you can review and
revise your study skills, strategies and styles you have used to
write any tests, examinations and to complete any other
assessment activity. Using your Grade 11 results as a starting
point, perhaps you need to consider revising the way you have
learnt to improve your Grade 12 results.
It is important that you find a method and style to suit the way you
learn. Perhaps you tried something different in Grade 11 and it
didn’t work as well as you thought it would.
Relook at your study style, i.e. the preferred way in which you
approach the way you study. Perhaps you learn better by hearing
information, rather than just visually capturing key concepts and
notes for an exam. Maybe you are better at doing things when you
learn about them and would learn better if you built some models.
r
Are you a procrastinato
?
ing
dy
when it comes to stu
Revise the effectiveness of the study methods you have used. For example, you decided to learn
‘parrot fashion’ for a particular subject but you couldn’t remember half the material when it was
time to write your exam; or you decided to make your own notes and do summaries, which
worked really well for a particular subject.
Consider how well your study strategy worked. Your study strategy is your plan of action to
achieve specific results. For example, perhaps you tried using mnemonics but it didn’t quite
work for you. Or you tried the SQ3R approach and it worked really well for some of your
subjects. You could now consider using it for all your subjects, but not using mnemonics this
time.
Here are some ideas for you to consider this year:
Instead of using full summaries, create keywords or phrases of no more than two sides of A4
paper for each possible question or topic.
●●
Study skills • 53
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●●
●●
●●
●●
Create your own flashcards in different colours for different information and to make links
between topics.
If you are a more visual learner, include charts or mind maps of your ideas. Use visual
symbols or shapes that represent key concepts and how they relate to each other. For
example, use a warning sign for a key
concept you need to remember.
If you learn better by hearing, record
yourself reading key notes and play this
back a number of times to become familiar
with the information and key ideas
relevant to your exams.
Form a study group or get together with a
friend where you can discuss ideas and
explain concepts to each other.
Go back to your Grade 11 textbook where we
looked at study styles, strategies and methods
in detail and see where you can improve or
review what you did do to make this year
more successful.
If you find it more effective to study with other people, form a
study group or find a study buddy.
Classroom activity 2
Work with a partner.
54
1
Does your current study style work for you? Provide reasons for your answer. If it
does not work for you describe what you need to change.
2
Describe the study methods you have used so far and state why these methods work
best for you.
3
Explain the current study strategies you use to study for a formal test or exam.
Indicate whether these strategies work for you or not. Indicate how you will adapt
these strategies to make them work even better for your end-of-year exams.
4
You are required to design a set of ten SMSs or a similar short text to send to your
friends or class. They will contain a set of study tips that you will send or give to each
other over the ten weeks before your final exams. The study tips must be useful and
meaningful.
• Topic 2
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Term 1 Weeks 6–7
Examination-writing skills
What you know already
Examination-writing skills
Exams are used to measure your understanding and knowledge of a particular subject. Exams
are used to assess how well you can recall and apply theory, how much knowledge you have
about the content of a subject, your ability to think critically and solve problems and how well
you communicate your ideas and opinions. Exams provide you with feedback about how well
you work under pressure and also your ability to work alone.
k
Chec f
el
yours
●●
●●
●●
What methods do you use to study?
Do you use study methods that are best suited to you, or do you just follow
what other people have suggested?
What plan have you made for this year’s studies?
Word bank
analogies:
process of elimination:
trigger:
comparisons
a process where you remove the obviously wrong options and are
left with the correct option
something that starts a process
What you still need to know
Revise examination writing skills
Exams require a lot of studying and this can be stressful.
There are many different types of exams and sometimes
exams consist of a combination of sections that include
multiple-choice questions, short-answer questions and
essay questions.
Although each section may be different, there are a
number of strategies you can use to do well. These
include using a process of elimination, reading the
instructions/questions carefully and taking your time to
improve your chances of answering the questions
correctly. The following are some guidelines for you to
enable you to revise your examination writing skills.
Remember you will always read the question, plan your
response and answer the question(s), etc.
Preparing properly for your exams will save
you from anxiety during the exam.
Study skills • 55
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Reading multiple-choice examination question(s)
You need to demonstrate your knowledge of the subject and be able to recall and apply your
knowledge quickly. You need to be able to analyse the questions asked.
Planning your response
●●
●●
●●
●●
Identify main themes or key topics of the content you have covered.
Make your own notes and organise them into key topics.
Memorise key terms and theories well enough to answer many questions quickly.
Practise responding to multiple-choice questions under a certain time limit and check that
your answers actually answer the question/statement.
Answering the question(s)
●●
●●
●●
●●
●●
●●
●●
Predict the answer before reading the choices and choose this one first.
Read all the choices for each question.
Eliminate obvious wrong choices.
If you cannot do one question, move on to the next one.
Carefully read statements – statements using words such as all, every, no, never are less likely
to be correct; those using words such as generally, most, least may be more likely be correct.
Watch out for extra-long or complicated choices, as they may be wrong.
Try to answer all the questions; sometimes a good guess is better than no answer.
Reading short-answer examination question(s)
These exams have many questions requiring answers of about a paragraph in length. Questions
vary and are used to assess your memory and your ability to apply concepts. You need to be able
to analyse questions really well.
Planning your response
●●
●●
●●
Follow the same advice as for multiple-choice questions.
Practise answering similar past exam questions.
Check your answers with someone in your class to ensure you answered the question
correctly, rather than reacting to keywords to produce an inappropriate answer.
Answering the question(s)
●●
●●
●●
●●
Look at the mark allocation to see where you need to spend more time. Don’t write a lot on
some questions and nothing on others.
Write in full sentences rather than using bullet points if a longer answer is required.
If you run out of time rather answer the questions about which you are confident.
Allow time to check your answers.
Reading essay examination question(s)
An essay-type exam requires you to demonstrate your analytical skills, to recall and apply
knowledge in certain ways.
56
• Topic 2
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