TERM 1-4
LIFE ORIENTATION
GRADE 10
CLASS NOTES
1
Compiled by C. Van Staden, SES Life Orientation
TERM 1
WEEK 1-3
Chapter 1 : Development of the self in society
1. Strategies to develop self-awareness, self-esteem and self-development
1.1. Concepts
Self-awareness
Self-esteem
How good you know
How much you like
yourself regarding
yourself and how confident
interests, skills, strengths
you are.
and weaknesses, likes and
dislikes, goals, values and
beliefs.
Self-development
How you improve yourself
by building up your
strengths, improve your
weaknesses, develop your
life skills and become the
best person you can be.
1.2. Factors that influence self-awareness and self-esteem
•
•
•
•
•
•
What other people say about you
What happens in your life
How well you cope with challenges
How you respond to successes and failures
How popular you are
The media – newspapers, magazines, TV, and all social media
sources like Facebook, Mxit, etc.
1.3. Strategies to build confidence in yourself and others
•
•
Good communication skills
Assertive attitude
- Say what you want to say clearly
- Be positive and respectful
- Know what you want
- Have a tall and straight body posture
- State your viewpoint clearly
- Be polite
2
Compiled by C. Van Staden, SES Life Orientation
•
•
•
Complete tasks and projects successfully by managing your time
effectively
Participate in community organisations
Make good decisions
- Evaluate the situation
- Get information about the different options
- Consider the consequences of each decision
- Choose the best option
- Act on your decision
2. Power and gender
2.1 Concepts
Term
Sex
Explanation
Roles, behaviours, activities and qualities that society
sees as suitable for men / women.
Gender is learnt, it is not a biological function.
Biological qualities that define men and women.
Female and male
Groupings according to sex.
Feminine and masculine
Grouping according to gender.
Power relations
Sharing of power between people in a relationship. You
may have a dominant and a submissive partner in a
relationship. Dominance is often determined by gender
and sex. Men have traditionally more power than
women.
Gender
2.2. Differences between a woman and a man
•
3
The most obvious differences between the sexes are biological
in nature. Example :
Compiled by C. Van Staden, SES Life Orientation
Women
Men
Menstruate
Ovaries that produce eggs
Have two x chromosomes ( XX )
Vagina is inside the body
Give birth
Smaller and lighter with less bone
mass
Less upper body strength
More white blood cells
Puberty starts two years before boys
Fertility lessens after the age of 35
Higher levels of the hormone
oestrogen
Less body hair
Skull is thinner and weaker
Have to work harder to build muscle
No menstruation
Testicles that produce sperm
Have one X and one Y chromosome ( XY )
Penis is outside the body
Do not give birth
Taller and heavier with more bone mass
More upper body strength
More red blood cells
Puberty starts two years after girls
Fertile till old age
Higher levels of the hormone testosterone
More body hair
Skull is thicker and stronger
Build muscles easily
2.3. Stereotypical views of gender roles and responsibilities
• Women may earn less than men for certain work
• Men are promoted to positions of power instead of women
• Men are allowed to smoke, drink and have affairs in some
societies, while women are not.
• Male sports teams get more funding and media coverage than
women teams.
• Women have to do more housework than men.
• Women play a larger role in parenting.
• Some careers are traditionally seen as just for men.
2.4. Influence of gender inequality on relationships and general well-being
•
-
-
4
Sexual abuse and violence
When women/girls are involved in relationships where power is
not equal, men may decide on the conditions under which sex
happens. This may mean forced sex.
Includes rape, incest and violent sexual acts.
Compiled by C. Van Staden, SES Life Orientation
-
Some men are violent toward women and beat them up.
•
Teenage pregnancy
- Peer pressure
- Lack of information
- Poverty
- Rape
- Forced to get pregnant to prove fertility
•
STIs including HIV/AIDS
- Women have no say in the use of protective measures
- Age-mixing in a relationship ( sugar daddies / sugar mommies )
- More than one partner
- Transactional sex ( sex that is paid for )
- Rape
Chapter 2 : Physical education : Fitness
1. Value of participating in exercise programs
1.1. Types of fitness
Type of fitness
Cardiovascular fitness
Muscular strength
Endurance
Flexibility
Explanation
Have a strong heart and
capillary vessels and a
large lung capacity .
Strong muscles and
tendons.
The ability to exercise for a
long time without getting
tired.
The ability to move your
joints and use your muscles
through their full range of
motion.
1.2. Why regular physical activity ?
•
•
•
Reduces stress, worry and depression
Helps you to relax
Makes you feel more confident
5
Compiled by C. Van Staden, SES Life Orientation
Types of exercises
walking
dancing cycling
aerobics running
Weight lifting
Step climbing
Resistance exercises
Cycling
Jogging
swimming
Stretching
Swimming
Yoga
•
•
Helps you to sleep well
Improves brain functioning
WEEK 4-6
Chapter 3 : Careers and career choices
1. Self-knowledge for career choices
1.1. Step 1: Know your interests, abilities, talents and strengths and
weaknesses
Concept
Interests
Abilities
Talents
Strengths
Weaknesses
Explanation
What you like to spend your time doing. What you want to learn more
about.
The things you can do well. The skills you posses.
The natural abilities you were born with.
The things that you are always good at.
The things you struggle with / not good at doing.
A
PERSONALITY
TYPE
B
PERSONALITY
TRAIT
C
CAREER GROUP AND INTEREST
Natural
Open
Honest
Modest
Shy
Perseverance
Practical
Steadfast
Prefer/like to work with your hands, tools and machinery
make or repair articles, look after plants and animals, like
outdoor work. Includes services such as cooking,
making clothes, cutting hair, repairing and installing office
and home equipment, growing, breeding and caring for
animals or plants, construction and maintenance of
roads, pipelines, buildings, etc., operation of heavy
vehicles and machinery like bull-dozers, fork-lifts, trucks
and buses, manufacture, repair or service machinery or
electrical tools, engineering such as building bridges,
designing aircraft, surveying or writing computer
programs.
REALISTIC
6
Compiled by C. Van Staden, SES Life Orientation
Careful
Critical
Inquisitive
INVESTIGATIVE Independent
Systematic
Modest
Precise
Reserved
Complicated
Confused
Sensitive
ARTISTIC
Expressive
Impractical
Impulsive
Independent
Intuitive
Convincing
Co-operative
Friendly
SOCIAL
Helpful
Kind
Sociable
Tactful
Understanding
Adventurous
Ambitious
Demands
attention
ENTERPRISING Domineering
Energetic
Optimistic
Self-confident
Popular
Conscientious
Careful
CONVENTIONAL Conservative
Capable
Obedient
Orderly
Persistent
Collectedness
7
Prefer to work on their own in a research environment, to
investigate and discover new facts, conduct experiments
and observe with scientific equipment to find solutions,
analytical and mental activities aimed at problem solving
and application of knowledge
Enjoy to work in an artistic environment which includes
writing stories or plays, acting on stage, applied arts of
which language is the main component (TV presenter,
writing articles, translating a story), visual arts (sketching,
drawing, photography, designing furniture, buildings,
clothes) and popular entertainment (DJ, playing in a
band, singer).
Work and communicate with people, help and take care
of others, teach them, rendering personal and household
services (e.g. housekeeping, cleaning services, serving
people in restaurants, aircraft and trains), law
enforcement and the protection of persons and property..
Preference for activities through which they can influence,
persuade, motivate or guide people to achieve a common
goal e.g. promotions, management, sales, including
politics
Prefer routine and pre-determined instructions. Rather do
tasks and problems which require the systematic
processing of information using office machines and
working in a controlled environment. Includes jobs of
clerical and secretarial nature, paying and receiving
money, operation of office machines, storing, dispatching
and receiving goods
Compiled by C. Van Staden, SES Life Orientation
1.2. Step 2 : Know more about jobs, occupations, careers and career fields
Concept
Explanation
Job
If you have a job, you are employed and get paid. You may need some
basic training.
Occupation
This the work that you do and requires special education, training or a skill.
Career
An occupation that you have for the larger part of your life. It gives you
opportunities to progress.
Career field
A grouping of occupations that are common regarding skills, knowledge and
work setting
CAREER GROUP
AND PERSONALITY
TYPE
EXAMPLES OF CAREERS
Baker, Bus driver, Carpenter, Bricklayer, Draughtsman, Electrician,
Spray painter,
REALISTIC
Welder, Fireman, Motor mechanic, Plumber, Miner, Farmer, Tiler (wall
and floor), Miner, Filling station attendant
IT specialist, Pharmacist, Technologist, Agriculturist, Engineer, Airline
pilot, Geologist,
INVESTIGATIVE
Dentist, Mathematician, Medical doctor, Chemist, Veterinary surgeon,
Optometrist,
Surveyor, Social scientist, Statistician, Psychologist, Criminologist,
Biologist
Photographer, Singer, Musician, Actor, Interior designer, Fashion
designer, Architect, Artist, Writer, Editor, Cartoonist, Journalist,
AESTHETIC/ARTISTIC Sculptor, Poet, Composer, Choreographer
SOCIAL
ENTERPRISING
CONVENTIONAL
8
Hairdresser, Librarian, Training officer, Teacher, Coach, Historian,
Social worker,
Occupational therapist, Radio/TV announcer, Speech therapist,
Counselor (Marriage, Trauma, HIV, Career), Psychologist, Diplomat,
Clergyman, Law enforcement and protection (Security, Soldier,
Policeman), Nurse, First aid, Flight attendant
Estate agent, Manager (marketing, sales, personnel, hotel) Sales rep,
Buyer, Building contractor, Attorney, Magistrate, Speculator, Insurance
agent
Usher, Postman, Waiter, Receptionist, Typist, Clerk, Bookkeeper,
Cashier, Library assistant, Accountant, Computer operator,
Transport manager, Stock controller, Proof reader, Stock controller
Compiled by C. Van Staden, SES Life Orientation
( Focus, Maskew, Miller and Longman, page 43 )
9
Compiled by C. Van Staden, SES Life Orientation
1.3 Step 3 : Know the requirements of the National Curriculum Statement (
NCS )
•
To qualify for a National Senior Certificate, candidates should offer
a minimum of 7 subjects as follows:
-
Two official languages, at least one at Home Language level
Mathematical Literacy or Mathematics
Life Orientation
Minimum of 3 subjects from the NCS approved subjects
A candidate may not offer more than 4 languages in the package
of 7
There are additional subjects that are recognized for the National
Curriculum Statements.
These are as follows:
Equine Studies, Nautical Science, Maritime Economics, Modern
Greek (from 2009), Sports and Exercise Science (from 2010). Only
one of these can be offered as part of the 7 subject programme.
They may be offered in addition to the 7 subject package.
In all subjects, a portfolio of evidence will contribute 25% and final
examination 75%.
Practical /performance assessment components may contribute up
to a further 25%, making the final examination in such cases worth
50%.
Life Orientation will be assessed through a combination of a portfolio
of evidence and prescribed subject specific practical assessment i.e.
no external examination.
•
Pass requirements
10
Compiled by C. Van Staden, SES Life Orientation
In order to qualify for a National Senior Certificate, a learner must
achieve:
-
-
A minimum rating of 3 i.e. 40% or more, in 3 subjects. One of
the 3 subjects must be an official language at Home Language
level.
A minimum rating of 2 i.e. 30% or more, in 3 other subjects.
Note:
It is compulsory for a learner to pass an official language at home
language level i.e. at 40% or above.
If a learner offers more than the minimum number of 7 subjects,
passes in the additional subjects will be taken into account when
determining whether a learner has met the minimum requirements.
•
In order to qualify for entry into further study at the Higher Certificate
level, a learner must:
- Pass the NSC
- Meet the language requirement for further study at a South
African institution, namely, one of the two official languages
offered by learner must be either English or Afrikaans. To meet
the language criterion to qualify for entry to study at a tertiary
education institution, the learner must pass either English or
Afrikaans at least at the 1st additional level i.e. at 30% or more.
•
In order to qualify for entry into further study at the Diploma level, a
learner must:
- Pass the NSC as follows:
- One official language at home language level at 40%
- 3 other subjects at 40% 2 subjects at 30%
- Meet the language requirement for further study at a South
African institution, namely, one of the two official languages
offered by learner must be either English or Afrikaans. To meet
the language criterion to qualify for entry to study at a tertiary
education institution, the learner must pass either English or
Afrikaans at least at the 1st additional level i.e. at 30% or more.
-
•
The key difference between qualifying for entry to diploma study
rather than higher certificate study is that the learner must
achieve 40% or more in 4 subjects (incl. the official language at
home language level) rather than just 3 subjects.
In order to qualify for entry into further study at the Bachelor Degree
level, a learner must:
11
Compiled by C. Van Staden, SES Life Orientation
-
Pass the NSC as follows:
One official language at home language level at 40% or more
4 subjects from the designated list of subjects at 50% or more
2 subjects at a minimum of 30%
Meet the language requirement for further study at a South
African institution, namely, one of the two official languages
offered by learner must be either English or Afrikaans. To meet
the language criterion to qualify for entry to study at a tertiary
education institution, the learner must pass either English or
Afrikaans at least at the 1st additional level i.e. at 30% or more.
The list of designated subjects which will be in place for 3 years from
2008 is as follows:
-
•
Accounting
Agricultural Sciences
Business Studies
Dramatic Arts
Economics
Engineering Graphics and Design
Geography
History
Consumer Studies
Information Technology
Languages (one language of learning and teaching at a higher
education institution and two other recognised language
subjects)
Life Sciences
Mathematics
Mathematical Literacy
Music
Physical Sciences
Religion Studies
Visual Arts
Note:
In respect of music, it is only the National Senior Certificate Music
course that is considered a designated subject. At this stage no
other music courses are considered designated. They are
recognised as NSC subjects but are not considered to be
‘designated’ for the purpose of qualification for degree studies.
12
Compiled by C. Van Staden, SES Life Orientation
Non-designated subjects may contribute towards the Admission
Points Score (APS) and may be recognised as an institution or
faculty specific entry requirement. Learners must check their results
against specific institutional requirements for the course of study
they wish to follow.
•
Very important to note:
Specific institutional and programme needs may have a specific
language requirement, a specific level of performance in Life
Orientation or require appropriate combinations of recognised
National Senior Certificate subjects and levels of achievement.
Learners must check their results against specific institutional
requirements for the course of study they wish to follow.
2. Life domains
2.1. Being
• Being means who you are.
Physical being
Health
Nutrition
Exercise
Hygiene
Clothing
Physical appearance
Psychological being
Mental health
Thinking
Feelings
Self-awareness
Self-control
Spiritual being
Values
Morals( rules on how to act
and behave )
Spiritual/religious beliefs
2.2. Becoming
• What you do to achieve your goals, hopes and wishes. Becoming
who you want to be.
Practical becoming
13
Leisure becoming
Compiled by C. Van Staden, SES Life Orientation
Growth becoming
The everyday actions you
take to live :
Going to school
Chores
Paid work
Volunteer work
Looking after your
health and social
needs.
Activities that promote
relaxation and lessen stress
:
Physical exercise
Playing games
Visiting friends and
family
Using the social
media Spending time
on hobbies
Going on holidays
Watching TV,
reading a book
Activities to promote,
improve or keep up your
knowledge and skills :
Studying
Attending workshops
Reading
Learning
Asking questions
2.3. Community belonging
• Fitting in with your physical environment and being respected and
accepted by your social environment or by the people around you.
Physical belonging
Your link with your physical
environment :
Home
School
Workplace
Neighbourhood
community
Social belonging
Your link with your social
environment :
Family
Friends
Teachers
Co-workers
Neighbourhood
community
3. Socio-economic factors in study and career choices
3.1. Finances and affordability
Financial assistance
14
Explanation
Compiled by C. Van Staden, SES Life Orientation
Community belonging
Your access to resources
and
services available to
community members :
Clinics and health
services Social
services
Employment
Education
Recreational, sport
and community
activities
Bursary
Student loan
Scholarship
Learnership
An amount of money given to a needy student to help pay for tertiary
studies. You do not pay back a bursary, but may be required to work
for the company who awarded you the bursary.
Money is borrowed from a financial institution and need to be paid back
with interest.
Some companies, businesses and organisations award a once-off
monetary grant if a student performs well in sport / studies.
Allows you to earn while you learn. You study the theory at college
and practise what you have learnt in a real job.
3.2. Accessibility
•
You need to ask yourself :
- How close are you to the nearest tertiary institution?
- If you have to travel, can you afford the transport cost?
- Can you perhaps study this course through distance education?
3.3. The impact of income tax
•
What is income tax?
- It is a tax that an individual and companies pay for what they
earn or for their profits.
- The form of tax that people generally associate with the concept
of tax is "normal" income tax. The Act also establishes a few
methods of paying income tax - namely SITE, PAYE and
provisional tax.
•
What is a tax year?
- 1 March up to the end of February the next year.
•
Who pay taxes?
- All individuals who earns any form of income in a tax year.
- The Minister announced “as from September this year SARS will
require all those receiving any form of employment income –
including those below the tax threshold (R120 000 )
•
Who needs to submit a completed and signed income tax return to
SARS?
Where taxpayers receive remuneration less than R120 000,
taxpayers may elect not to submit an
income tax return, provided
the following criteria are met:
-
15
Remuneration is from a single employer;
Compiled by C. Van Staden, SES Life Orientation
-
-
Remuneration is for a full year of assessment (1 March – 28/29
February); and no allowance was paid, from which PAYE was
not deducted in full with regards to travel allowance.
The more you earn the more tax you will have to pay.
•
Why do we need to pay taxes?
- The government uses the taxes to run the country and pay for
roads, schools, hospitals, pensions and teachers salaries. They
pay grants from taxes.
•
What if I don’t pay tax?
- It is a criminal offence not to pay income tax and if you’re court or
cheat, you can get a fine or sent to jail.
•
Who collect taxes?
- The South African Revenue Services (SARS) collect tax.
•
How much must I pay?
- SARS will work out the tax on your total income over a tax year.
•
Is there more than one sort of tax than income tax?
- Yes, there are several other taxes like :
Types
Who pays it?
VAT
Everybody pay 14% VAT for all goods
they buy. When you pay groceries it is
already included in the price. The shop
pays it back
every month to the government
SITE
Standard income tax on employees.
This taxes is paid by employees who
earn less than R120 000 a year.
Pay as you earn. This tax will get
deducted from your salary every month if
you earn more than R120 000 per year.
Taxes paid on goods like cigarettes and
alcohol
Paid on all good imported into the
country
PAYE
Dirt taxes
Import tax
16
Compiled by C. Van Staden, SES Life Orientation
Provisional tax
WEEK 7-10
It is paid 2 times a year.
Tax paid by people who do not have the
same income every month and year e.g.
sports person earning money from his
winnings
Chapter 4 : Democracy and human rights
1. Diversity, discrimination and human rights violations
1.1. Diversity
• Diversity means being different. - Culture
- Religion and belief system
- Race
- Language
- Gender
- Age
- Health status Place of birth
- Where you stay, etc.
• Every person is unique with individual differences. We must respect
these differences.
To accept and honour diversity, you have to :
- Take pride in your own and other’s cultures
- Agree that we differ from each other
- Respect other’s opinions, even if you disagree with them
- Be willing to learn about the differences that define people
1.2. Discrimination and human rights
•
•
•
Discrimination means to treat people unfairly and differently.
Discrimination denies people their rights, power and privileges.
To discriminate is to violate human rights.
Types of discrimination :
- Fair : discrimination to make up for the inequalities of the past
- Unfair : goes against the constitution example : disabilities,
gender, race, religious, sexual orientation, workplace,
xenophobia
-
17
Compiled by C. Van Staden, SES Life Orientation
Type of
discrimination
Meaning
Example of discrimination
Racism
To treat somebody different
because of their race
To refuse somebody access to a
place or facility like a school
because of their race.
Bias
To give someone or a group
unfair preference or favour
them unfairly
To give people from your culture
better treatment than others e.g. if
you are a waiter at hotel, you will
serve people of one group first
because they come from the same
cultural group as you
Gender stereotyping
To treat people differently
because they are a male or
female
To keep some jobs for men e.g.
engineering. Or to say men are
better engineers than women.
Religious
discrimination
To treat people differently
because of their religion.
To refuse Moslem learners entrance
to a public school, because of their
religion
Sexual Orientation
To be prejudice against people
with same sex relationships
In Malawi men are put in jail if they
have a gay relationship
Discrimination in the
workplace
If you get sexually harassed
Men gets more money for the same
job just because they are men
Xenophobia
If men gets a job because they
are men and not because they
are the best candidate
Prejudice against foreign
nationals, people from other
countries.
If you lose your job because you are
too old.
When Zimbabwean’s are killed or
chased from their houses or shops in
town ships
Fear for strangers or foreigners
2. Our Bill of Rights and human rights instruments
2.1. The South African Bill of rights
•
Chapter 2 of the Constitution is the Bill of Rights. These rights are based on
: dignity, democracy, equality and freedom
Summary of the Bill of Rights
18
Compiled by C. Van Staden, SES Life Orientation
•
Equality
- Every person is equal to every other person according to the law. No
one is allowed to discriminate against people because of their race,
gender, pregnancy, marriage, ethnicity, social class, skin colour, sexual
orientation, age, disability, religion, conscience, belief, language or birth.
•
Human dignity
- Everyone has the right to be respected.
•
Life
Everyone has the right to life. South Africa does not allow the death
•
Freedom and security
- No one may be arrested without trial, violently assaulted, tortured or
punished in cruel, inhuman or degrading ways.
penalty.
•
Slavery
No one can be forced to work as a slave, without pay or forced to work
against their will.
•
Privacy
- Everyone has the right to privacy, to not have their home, body
or property searched, their possessions seized or private
communications read or listened to without their permission.
•
Freedom of religion, belief and opinion
- Everyone may practise the religion they choose, do what they
believe is right and hold their own opinions, as long as they are
consistent with the Bill of Rights and the Constitution.
•
Freedom of expression
- Everyone may express themselves freely, including press
and media, share ideas and art and do academic and
scientific research. No one may encourage war, incite
violence or use hate speech.
19
Compiled by C. Van Staden, SES Life Orientation
•
Freedom of assembly
Everyone has the right to gather together peacefully and unarmed to
demonstrate
and protest.
•
Freedom of association
- Everyone can join with other people for whatever reason.
•
Political rights
- Everyone can participate in politics; have free, fair and regular
elections, vote and stand for public office and hold office if
elected.
•
Citizenship
- Citizenship of South Africa cannot be taken away from any citizen.
•
Freedom of movement and residence
- Any citizen can leave South Africa and return, live where they choose and
have a passport.
•
Freedom of trade, occupation and profession
- Everyone can choose their trade, occupation and profession.
•
Labour relations
- Everyone has a right to fair labour practices, join trade unions, form or join
employers ‘organisations.
•
Environment
- Everyone has a right to an environment that does not harm their health
and is protected against polluting
•
Property
- Everyone has the right to own land and other property. If the
government needs privately owned land or property, a fair price must be
paid for it.
20
Compiled by C. Van Staden, SES Life Orientation
•
Health care, food, water and social security
Everyone has a right to health care, food and water. Social security
(grants of money) is to
be available for people who cannot support themselves or their dependants by
working.
•
Children also have rights, but it is very important that we must
understand that we also have responsibilities because we have rights.
What are they?
Right
Responsibilities
Children have the right to be cared for by parent Children must respect and appreciate parents and
guardians
guardians
Children have the right to privacy
Children must respect other’s privacy
Children have the right to good health care
Children have the responsibility to take good
care of themselves
Children have the right to an education
Children have the responsibility to study and
respect Teachers
Children have the right to a safe and comfortable Children have the responsibility to keep their
rooms tidy
Children have the right to be protected from sex Children have the responsibility not to sexually
Abuse
abuse
others or put themselves in danger of being
abused
2.2. Which organisations protect my human rights in?
South Africa
The Public Protector
South African Human Rights Commission
(SAHRC)
Commission on Gender Equality (CGE)
Office of the Auditor General (A-G)
Independent Electoral Commission (IEC)
CEDAW
Constitutional Court
21
Compiled by C. Van Staden, SES Life Orientation
The Red Cross
The world
The African Union or AU
The United Nations or UN
United Nations Children’s fund (UNICEF)
2.3. Human rights and violations:
•
Human rights are rules to help everybody li9ve together in peace, safety
and happiness. Sometimes people don’t follow these rules. Then they
violate or abuse human rights.
•
An example of human rights violations are human trafficking
-
Human trafficking is the global illegal transport of people across
international and local boarders. To be trafficked means to be
taken against your will or tricked into going with traffickers or
criminals who then sell you. You may be bought, sold and
transported into slavery:
* You can be sold for sexual exploitation and forced
marriage
* You can be sold to work in shops or factories for no pay
* You can be sold to beg to provide money for your
capturers * You can be sold to harvest and sell your
organs such as kidneys * You can be sold to work on
farms or do domestic work.
2.4. What does prejudice mean?
•
•
•
•
To judge people on untruths and their differences.
To be pre-judging people without finding the facts.
Prejudice promotes negative attitudes and behaviour
Prejudice promotes discrimination
•
Why is people prejudiced?
- Because people don’t know the other person - Because people
have political agendas - Because people fear the other they
don’t know
- Because of hatred of diversity
- Because of greed for money
- Because they are power hungry
22
Compiled by C. Van Staden, SES Life Orientation
•
What is the impact of discrimination, oppression, bias, prejudice and
violations of human rights on individuals and society?
- The effect of discrimination is always negative on a person or a
society or community
•
Challenging prejudice and discrimination: significant contributions by
individuals and organisations to address human rights violations
The following people help to fight against discrimination in South Africa
Desmond Tutu
He worked hard to end apartheid
He called us the Rainbow nation
He always fights for the oppressed.
Nelson Mandela
He fight for the promotion of the Freedom
Charter
He is a role model for keeping values of
democracy and equality
Walter Sisulu
Fight for the oppressed during apartheid
Beyers Naude
He was in favour of non-racial religious
organisations that challenged the church
and gave humanitarian help to people
The following organisations protect you today
-
Equality Courts
-
These courts protect you from
unfair discrimination. You can ask
these courts to help you with
harassment and hate speech and
unfair discrimination
23
Compiled by C. Van Staden, SES Life Orientation
-
South African Human Rights
commission
-
-
It is the national institution to
support constitutional democracy.
It promotes, protects and monitors
human rights for everyone.
-
-
Treatment Action Campaign
-
It is a human rights advocacy
organisation.
-
Fights for human rights of people
with HIV and AIDS
-
Commission on Gender Equality
-
This organisation will promote and
protect gender equality in SA.
-
It aims to create a society free of
discrimination
•
Contemporary events showcasing the nature of a transforming South Africa
South African initiatives and campaigns:
-
-
-
TAC (Treatment Action Campaign). This is a organisation that
provides people living with HIV and their families and caregivers with
information about life-saving medicines and treatment. The TAC
advocates for the human rights of people living with HIV and AIDS.
South African Human rights Commission (SAHRC): This
organisation promotes and protects and monitors human rights for
everyone. You can lodge a complaint with the SAHRC if your
human rights have been violated.
Equality Courts: These are courts designed to deal with matters
covered by Promotion of Equality and Prevention of Unfair
Discrimination.
24
Compiled by C. Van Staden, SES Life Orientation
TERM 2
WEEK 1-3
Chapter 5 : Study skills
1. Study skills
1.1. Improve your listening, reading and comprehension skills
•
-
Listening
Listen carefully to what is said - Look and listen.
Make notes.
Ask questions.
Repeat content in own words.
•
-
Reading and comprehension - Read more slowly than usual.
Read the material more than once.
Reading out loud may help you understand.
Ask who?, what?, where? and when? , while you are reading.
Make notes and underline important words.
Look new words up in a dictionary.
Make sure you understand what you are reading.
Read small sections at a time.
1.2. Increase your
concentration and
memory skills
Avoid distractions.
• Find a quiet place to study Switch off cell phone Put up a “do
not disturb” sign
• Take deep breaths and stretch regularly
• Take a 5 minute break every hour
• Try studying in a group
• Reward yourself when you have completed a section
•
•
•
•
•
•
Understand what you want to remember
Make summaries and learn them
Make a mind picture of what you want to remember
Learn actively
Tell someone else what you have learnt
Make acronyms
25
Compiled by C. Van Staden, SES Life Orientation
•
Make up your own questions and try to answer them
1.3. Organise and manage your time
•
•
•
•
•
•
•
Watch out for the following time wasters :
Computer games
Cut / file your nails
Read all the messages you have send and receive on your cell
phone
Run around looking for stationary
Sharpen your pencils
Let people interrupt you
•
•
•
•
•
•
•
•
•
Get organised
Draw up a table / schedule and stick to it
Balance study time with rest and exercise
Take regular short breaks
Spend more time on weaker subjects
Study during the time of day that you have the most energy
Keep all the things you need to study in one place
Avoid time wasters
Once a week, have an overview of the next weeks responsibilities
2. Study methods
2.1. Note taking
•
•
•
•
•
•
•
•
•
•
•
Listen carefully to the teacher
Listen with an aim
Use abbreviations and symbols when you take notes
Use short sentences and key words
Write down only the main points
Group ideas together
Use your own words
Connect ideas with arrows and lines
Underline / highlight important facts
Reread your notes as soon as possible
File your notes
2.2. Mind mapping
•
Write the topic in the middle of the page
26
Compiled by C. Van Staden, SES Life Orientation
•
•
•
•
•
•
Write the heading / subheadings around the topic
Group similar headings together
Join the topic and headings with lines / arrows
Add facts and ideas, only using key words
Use colour / different fonts
The mind map should be an “at glance” summary of the content
2.3. Construct an essay / assignment
•
•
•
•
•
•
•
Understand the topic
Olan your task / essay
Write an introduction
Write the body of the essay
Show what you know
Stick to the topic
Write a conclusion
2.4. Select concepts and content
•
•
Look at the headings and subheadings of each chapter; it will give
you a good idea of what is important.
Look for key words.
3. Critical, creative and problem-solving skills
3.1. Critical thinking
Ask yourself the following questions :
•
•
•
•
•
•
•
Is this a fact ?
Is this an opinion ?
Is it a belief ?
Is it a generalisation ?
Is it important and core information ?
Who said / wrote this ?
How is it the same / different from existing knowledge ?
was it written / said ?
3.2. Creative thinking
•
Look for many possible answers.
27
Compiled by C. Van Staden, SES Life Orientation
When
•
•
•
Brainstorm ideas.
Draw pictures.
Ask yourself questions such as “ What if ... ?”
Ask the question as many times as possible, providing a different
answer each time.
3.3. Problem solving
•
•
•
•
•
•
First you have to know what the problem is.
Write down what you know. What are facts ?
What information do you need ? Gather the information.
List the possible options or choices or solutions.
Decide on the best solution. Give a reason for your choice.
Check how well you have done. Is the solution the correct one ? Did
it have the required outcome?
4. Process of assessment
4.1. Internal and external assessment
•
•
•
•
•
•
•
•
Internal assessment
Happens inside the school
Tasks set and marked by teachers
Informal assessment is not for marks that need to be recorded,
but it is used by the teachers to assess your performance and
progress.
Formal assessment is part of the assessment program and is
recorded and used for promotion / progression purposes.
External assessment
Takes the form of examinations
Question papers are set outside the school by the district,
province or national department
WEEK 4-7
Chapter 6 : Social and environmental responsibility
1. Harmful social and environmental effects
1.1. Environmental justice
28
Compiled by C. Van Staden, SES Life Orientation
•
•
Is putting the right the situation of environmental injustice
Environmental injustice
= people with fewer choices suffer the most from pollution, work that
is harmful for their health and from lack of resources.
= resource depletion
= poor people have unequal access to basic resources such as
water and energy
1.2. Social justice
• Is putting right the situation of social injustice
• Social injustice
= people with fewer choices suffer the most from discrimination
= people with fewer choices have limited knowledge
of the basic human rights
To put something right
means to readdress a situation.
•
•
•
Our constitution says everyone has the right to :
An environment that is not harmful to their health
which means freedom from poverty
Safety which means to be out of harm’s way
Security
1.3. Crime and violence
• Crime has the harmful effect of making people angry, fearful,
distrustful and sad.
• Violence causes people to get injured or to die.
• Crime and violence are violations of our Constitution and Bill of
Rights.
• Crime and violence can lead to post traumatic stress disorder. This
develops after an harmful event like a highjack, attack, mugging or
assault. Sufferers experience lack of sleep, flashbacks, worry,
nightmares, loneliness, lack of trust, forgetfulness and lack of
concentration.
29
Compiled by C. Van Staden, SES Life Orientation
2. Social issues and their harmful effects
1.
Poverty
2.
Food security and production
3. Unequal access to basic resources and services
2.1. Poverty
•
•
Poverty means you are too poor to pay for your basic needs.
Poverty is closely linked to poor health, lack of food, lack of
resources and services, lack of access to safe and healthy
environment, fewer educational opportunities
a) Lack of housing
• In SA 1,875 million people are still living in shacks.
• This is 15% of all households.
b) Unemployment
• Not having work is one of the main causes of
poverty.
• 25% of South-Africans in the age group 18-65, are
unemployed. This is one out of every four people
i.e. ¼ of the population.
c) What to do about poverty ?
•
Overcome personal poverty by working as hard as you can
at school. This will allow you to go into higher education
and follow a career that will meet your financial needs.
•
Use the government’s poverty easing programmes and
grants that are available.
2.2. Food security and production
a) Food security
• It means that everyone has access to enough,
safe, healthy and nutritious food to meet their
dietary needs and preferences.
30
Compiled by C. Van Staden, SES Life Orientation
•
Food security is threatened by things like
droughts, fires and wars.
Food insecurity
leads to :
Undernourishment = you don’t get enough nutrients you
need to grow properly and stay healthy.
Malnutrition = you don’t get the right amount of vitamins,
minerals and other nutrients you need for healthy tissues
and organ functions.
b) Global hunger
• 925 million people do not have enough food to eat.
•
•
98% of the world’s hunger people live in developing
countries.
About 1% of children in the USA suffer from chronic
malnutrition due to their fast food diets.
In SA 2,2 million households are regarded as food
insecure and vulnerable.
2.3. Unequal access to basic resources and services
a) Lack of water
• Some people have little/limited access to water.
• When one tap is shared by many people and used for
•
drinking and washing, the water can get polluted.
Every household in SA is supposed to get 6000 litres of
water free annually. If you use more than the allocated
amount, you pay for it.
b) Health services
• Basic primary health care is free.
• Specialised health services are available only to those
•
who are able to afford it as it is very expensive.
Provinces with fewer resources and more poor people are
not able to offer the basic primary health care to all that
need it. For example : Limpopo, Mpumalanga, Eastern
Cape and the Free State.
3. Youth and civic organisations
3.1. Be a volunteer
• Public / community organisations work towards improving life for
everyone.
31
Compiled by C. Van Staden, SES Life Orientation
•
•
•
•
Youth service and volunteerism are ways to contribute to building a
just and equal South Africa.
Civic responsibility means :
You take actions on social and environmental issues You know
your rights come with responsibilities
Volunteering means :
To give your time freely to benefit others
TERM 3
WEEK 1-5
Chapter 7 : Development of the self in society
1. Life roles
1.1. Different life roles
• You have more than one role at a time.
• In different roles you can be :
• Dependent : you need others to help you
• Independent : you don’t need others’ help and support
• Interdependent : you and someone else depend on each other for
help and support
1.2. Changing roles
• Sometimes roles change; you may take up new roles or the nature
of the role changes.
Roles can be forced on someone
because of circumstances.
1.3. Handling roles effectively
• Certain competencies and skills can assist you to effectively handle
your life roles.
2. Changes from adolescence to adulthood
2.1. Physical changes
•
The reproductive system of a child is not mature and needs to
change as a boy or girl develops into an adult, so that the system
is fully working. These changes begin between the ages of ten
and fifteen. The time when the changes happen is called
puberty.
32
Compiled by C. Van Staden, SES Life Orientation
•
The changes happen because of sex hormones produced by the
testes in boys and by the ovaries in girls. Some changes happen
in boys and girls, while others just happen in boys or girls.
•
•
•
•
•
Here are some changes that happen to both boys and girls:
underarm hair grows
pubic hair grows
body smell gets stronger.
emotional changes
growth rate increases
•
The time when the physical changes and emotional changes
happen is called adolescence.
•
•
•
•
•
•
Boys : Here are some changes that happen only to boys
voice breaks (gets deeper)
testes and penis get bigger
testes start to produce sperm cells
shoulders get wider
hair grows on face and chest.
•
Girls : Here are some changes that happen only to girls:
breasts develop
ovaries start to release egg cells (menstruation start)
hips get wider.
•
•
2.2. Social changes
•
•
•
•
•
•
•
•
Relationships with others
Start close relationships with people outside the family.
Fights and disagreements between teenagers and parents as
teenagers develop their own opinions.
Peers become more important than family.
Teenagers start relationships with members from the opposite
sex.
Peer groups
Friends are very important and can influence you to do good or
bad things ; this is called peer pressure.
For example : pressure to wear certain clothes, experimenting
with drugs / alcohol, skipping school.
33
Compiled by C. Van Staden, SES Life Orientation
•
•
•
•
•
•
Moving into the work force
Become responsible for doing a job
Become responsible for the team you work with
Family may rely on the money you earn
Make new friends
Become responsible for planning a career
3. Coping with change
3.1. Possible changes
•
•
•
•
•
•
Need to change friends
Want to break up with boy / girlfriend
Parents’ divorce / death of a loved one
Change schools
Change classes
Favourite teacher may move to another school / subject
3.2. Communication helps you cope with change
•
•
•
•
•
•
•
Communicate with your parents about your feelings
Keep your parents updated about your plans
Talk to other adults you trust / friends
Learn to be a good listener to your friends too
Say how you feel so that others can understand your reactions and
behaviour
Keep a journal
If you communicate via social media :
- never post anything when you feel angry
- never give personal information to strangers
3.3. Friends
•
•
•
•
•
Can introduce you to new ideas, interests, etc
Get you involved in healthy activities
Make you feel that you belong to a group
Make you feel more secure and accepted
Give you the chance to negotiate with others
4. Values and strategies to make sexuality and life style choices
4.1. Risk behaviour
•
•
Substance abuse
Negative peer pressure
34
Compiled by C. Van Staden, SES Life Orientation
•
•
•
•
•
Sexual activity
Walk around alone at night
Get a lift home with a stranger
Be alone with a partner that does not respect you
Be at a party without adult supervision
4.2. Values
•
•
•
•
•
•
Respect for yourself and others
Abstinence
Self-control
Respect for privacy
Self-protection
Assertiveness
5. Relationship between recreational activities and emotional health
5.1. Emotional health
•
•
•
•
•
•
•
It is your well-being and you ability to cope with life events by
adjusting to problems and stress of everyday living.
You are emotionally healthy if you :
Feel good about who you
are
Accept and express your feelings
Cope effectively with stress
Have healthy relationships
Ask for help if needed
Choose to live a healthy and balanced life style.
5.2. Recreational activities and emotional health
•
•
•
•
•
•
If you participate in recreational activities, you promote you wellbeing.
To stay promote well-being :
Keep a balance between work and play
Get physical exercise every day
Participate in a sport
Go on recreational outings
35
Compiled by C. Van Staden, SES Life Orientation
WEEK 6-10
Chapter 8 : Careers and career choice
1. Diversity of jobs
1.1. Economic sectors
a) Primary sector
• Getting raw materials from the environment that can be made into
•
products and sold
Mining, fishing, farming, etc
b) Secondary sector
• Raw materials are made into products
• Blue collar workers ( over-alls )
• Manufacturing jobs, like car, furniture and textile industries
c) Tertiary sector
• Service delivery
• White collar workers
• Education, health, tourism, etc.
d) Quaternary sector
Involves jobs like research and information technology
1.2. In what different places and conditions can you work ?
•
Outdoors :
sailor, builder, game ranger, forester, farmer,
sportsperson
Form of activity
Designing
Assembling
Growing
Explanation
plan and make decisions about
something that is being build or
created
connect or put together the parts
of something
plant, breed, take care of
36
Example of career
Sculptor, florist, dress designer,
jeweller, interior decorator,
architect, graphic designer
Builder, construction worker,
mechanic, plumber, engineer,
electrician
Farmer,
gardener,
cattle
breeder, forester, wine maker
Compiled by C. Van Staden, SES Life Orientation
Caring
look after, keep people safe
Psychologist, matron, social
and healthy
worker, doctor
direct the behaviour of people
Police officer, traffic officer,
and animals ; make something soldier, bodyguard, air-traffic
work in a certain way
controller
pharmacist, clerk, hotel manager, lawyer, accountant,
Controlling
•
•
Indoors :
chef
Conditions : determined by the place you work
1.3. What forms of activities are involved in each job ?
•
Different careers have different forms of activities, for example :
1.4. What are skills and competencies ?
•
•
•
•
•
Different jobs and careers demand different skills and competencies
Skill
The ability to do something due to training
Learned and practised
Examples :
Numeracy skills
Literacy skills
Technological skills
Communication skills
- Three of the most important skills are :
a) gathering of information
b) analysis of information
c) instruction
•
Competency
- Abilities and skills to do something well
•
Skills and competencies determine:
1. Salary package
-
37
the total pay that an employer is willing to pay the employee
salary package may include :
basic salary and deductions such as pension, UIF and tax. It
may also include a
Compiled by C. Van Staden, SES Life Orientation
-
13th cheque and the following allowances : medical aid, car,
ravelling, cell phone and housing
2. Promotion
- it means to get a salary and/ rank upgrade or raise
3. Further study prospects
- many careers offer further study prospects
- you can upgrade your skills and qualifications while you work.
- you can go on a learnership, or attend university full time or part
time
TERM 4
WEEK 1-3
Chapter 9 : Careers and career choices
1. Trends and demands in the job market
•
•
•
Trend means the way the market is moving / going
Demand means the need for certain types of careers, jobs and skills.
To be in demand means to be wanted.
The job market is where people who are looking for employment and
those who provide employment, interact / communicate.
It tells you where the work opportunities are, identify career fields
and industry sectors, demand education, training, experience.
If you do not follow the trend and demands of the job market, you
may spend years on irrelevant training and do not possess
marketable skills.
2. Read the job market
2.1. Analyse job market information and identify niches
•
Niches
- it is a place / position that needs someone with specialised
skills or a unique combination of skills.
•
Skills shortages
38
Compiled by C. Van Staden, SES Life Orientation
To help you find out what the skills shortages are, you need
to do research to find out : How many career
adverts have there been over the past few years
- Do adverts only appear once
- How easy is it to get qualified with these skills
- What does Statistics SA say about the skills and the career
- What does the SETA say about the demands and training
opportunities
3. Lifelong learning
3.1. The need for lifelong learning
•
•
It means constant learning and self-development; it ongoing
learning.
Benefits of lifelong learning are :
- Helps you to stay aware and in touch with what is happening
in your career field
- Develops your brain by learning new skills and getting new
information
- Activates goals setting and achievement
- Provides financial reward for learning
3.2. Ongoing development of the self
•
•
•
Ability to change
Opportunity to retrain
Teaches flexibility / adaptability
3.3. Different kinds of learning
•
•
•
Formal learning
Official / prescribed learning by an education /
training institution like an university. - It is structured and
needs to e done in a certain time
Informal learning
- Casual or unofficial learning.
- Learn through your everyday activities.
- Is not structured and does not lead to certification.
Non-formal learning
- For example a workshop
39
Compiled by C. Van Staden, SES Life Orientation
Chapter 10 : Democracy and human rights
1. Living in a multi-religious society : ethical traditions and religious laws
1.1. Major religions of South Africa
Religion
Teachings
Judaism
Worship no other God
Do not bow down to any idol or
worship it
Do not use God’s name wrongly
Observe the Sabbath day and keep it
holy
Honour your father and mother
Do not commit murder
Do not steal
Do not commit adultery
Do not accuse anyone falsely
Do not desire another man’s property
Christianity
Follow the same ethical teaching as
given in the ten Commandments.
They follow the teachings of Jesus
Christ.
They love God and care for each other
The Koran sets down a complete
ethical code for Muslims
The must care for all member of their
family
Women must dress modestly,
covering their hair and bodies
They are expected to marry- sex
outside marriage is forbidden
They must give generously to the
poor The fast during Ramadaan to
realise what it is like to be hungry.
Going on pilgrimage to Mecca makes
Muslims understand that all people are
equal.
Muslims are forbidden to eat pork
drink alcohol and to gamble.
Islam
40
Compiled by C. Van Staden, SES Life Orientation
African Traditional Religion
Hinduism
41
They do not have a holy book
Human dignity is valued more than the
individual’s contribution to society
Followers must respect their ancestors
and elders.
They must show hospitality to
everybody
They should help the needy
They should show respect
towards marriage and family.
They should respect each other’s lives
and property.
They should tell the truth , be
hardworking, honest and generous.
They follow the laws of dharma
They should be honest- it is wrong to
lie
Show respect for all life
They should practise non violence
They should practice self control and
discipline in their lives
Respect elders and ancestors
They should care for others, including
sick relatives, elderly parents and
poor.
Compiled by C. Van Staden, SES Life Orientation
Buddish
They have 5 basic rules:
Do not take life, either a person’s or that
of an animal
Do not steal
Avoid wrong or harmful sensual
activities
Do not indulge in wrong speech
Avoid drugs and alcohol
2. Coverage of sport : ways to redress bias
2.1. Ways to redress bias
•
•
Sport coverage may show bias in terms of gender, race,
stereotyping and sporting codes.
The bias can be redressed by :
- Paying more attention to indigenous games
- Identify the bias in sport so that you can be aware of it
- Put pressure on sport commentators and sponsors to be more
inclusive about women’s sport.
- Speak up : Identify and report bias.
2.2. Unfair practises in sport
•
Drug-taking
- Drugs give sportspeople an unfair advantage above their
competitors
- Drugs are used to enhance performance
- Drugs are dangerous and may have serious side effects
- If caught, drug users usually get banned from the sporting
code
•
Match-fixing
- Takes place when players and/or administrators decide in
advance who is going to win and lose.
- It is sometimes done for huge sums of money offered by
betting groups.
•
Subjective umpiring
42
Compiled by C. Van Staden, SES Life Orientation
-
-
•
Unfair refereeing, umpiring / judging makes all people
involved in sport angry and disappointed. It can even lead to
violence.
Officials should apply the sport rules fairly and consistently to
all participants.
Maladministration in sport
- It is when administrators don’t administer the sport properly.
- This happens when : sporting events are not planned
properly, matches are cancelled, policies are not in place,
money is misused and wasted, corruption occurs and the
sport is not promoted properly.
THE END
References
1. Focus on Life Orientation, Maskew, Miller and Longman, 2011.
2. SARS , www. sars.co.za
3. www.hpb.gov.sg
4. www.ieb.co. a/School/nsc.php
43
Compiled by C. Van Staden, SES Life Orientation