TERM 2
WEEK 1 - 4
TOPIC: DEMOCRACY AND HUMAN RIGHTS
1. RESPONSIBLE CITIZENSHIP
Responsible citizenship means that you fulfill your duties as a citizen and your responsibility and
do what is right and what is expected of you.
obey the law
vote in
elections
As a
resonsible
citizen
you...
respect and
promote
human
rights
take part in
campaigns, projects
and events fighting
human rights
violations
istockphoto.com
Activity ONE:
1. Describe the term responsible citizenship in your own words and state any other THREE
actions of a responsible citizen
2. ‘It is my duty to be loyal to my leaders and
follow their instructions and do what they say.”
Debate the statement above with a friend, sibling, or class mate.
Focus on the instructions regarding the COVID – 19 lock-down.
3. List FOUR ways how you and your family can act responsibly in this challenging time we
are in currently in - fighting the COVID-19 virus
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1.2 EVALUATE YOUR POSITION WHEN YOU ARE DEALING WITH DISCRIMINATION AND
HUMAN RIGHTS VIOLATIONS.
Think about the following:
4. How do you act when you witness discrimination?
5. How do you react when the rights of a friend are being violated?
6. How will you behave when your friends make jokes about xenophobia?
7. Do you participate in Human Rights Campaigns, can you identify ONE campaign?
8. In which ways can you challenge human rights violations?
1.3 BILL OF RIGHTS
Definition according to Wikipedia:
Chapter Two of the Constitution of South Africa contains the
Bill of Rights, a human rights charter that protects the civil, political
and socio-economic rights of all people in South Africa. The rights in the
Bill apply to all law, including the common law, and bind all branches of the government, including
the national executive, Parliament, the judiciary, provincial governments and municipal councils.
Some provisions, such as those prohibiting unfair discrimination, also apply to the actions of private
persons.
Examples of human rights:
➢ To be treated equally.
➢ To have dignity and self-respect
➢ To have your own opinion and views and to follow any religion you may choose;
➢ To have you own opinion freely as long as it does not violate the rights of others.
➢ To live and work in a healthy environment
➢ To be treated fairly at work
➢ To speak the language of your choice.
➢ To have access to basic health care.
1.4 DISCRIMINATION
If you discriminate against others, your actions are unfair, unjust, because you treat people
unequal or as inferior because they differ from you. This might be on the grounds of their race,
age, sex, or religion. and think differently.
1.5 HUMAN RIGHTS VIOLATIONS
Violate- when you do something that breaks a law, principle or agreement.
Human rights violations are when, you hurt others, are disrespectful and act against their rights.
Often, we think to call someone names, are ok and cool. Emotional abuse is a human right
violation.
REVISION EXERCISE:
Read the extract below and answer the question that follows.
HUMAN RIGHTS VIOLATIONS IN SOUTH AFRICA
They broke into our house, beat my husband with sticks and took everything!
[Adapted from www.theguardian.com. Accessed on 6 April 2017.]
Write a short essay on human rights violations.
Use the following as a guideline:
• Define human rights violations and explain the human right that has been violated in the
extract above.
• Discuss THREE ways in which the community could help the victims in the extract above to
deal with human rights violations.
• Suggest THREE strategies that the South African government can implement to solve the ongoing problem of human rights violations in our country.
REFELECTION:
Reflection is important – integrating your own thoughts feelings and actions on thoughts
Develop a passion for learning. If you do you will never cease to grow
– Anthony J. D’Angelo
Any media that needs
electricity or batteries
▪ Television
▪ Radio
▪ Film & DVD’s
▪ Internet
▪ E-mails
▪ Websites
▪ Blogs
▪ Facebook & Twitter
Any media form that is printed
Books
▪ Newspapers
▪ Magazines
▪ Brochures
▪ Pamphlets
▪ Posters
▪ Billboards
google.com
The role of media in a DEMOCRACY
• In a democratic society, the media
have the responsibility of promoting
democratic principles such as
transparency, accountability and
freedom of speech.
• Their role is to empower country’s
citizens by keeping them constantly
informed…
To empower citizens with information regarding
their rights
▪ To give citizens access to information so that they can know
their rights
▪ To provide citizens with enough information to know how and
why they should participate in decision making and hold the
powers that be accountable
▪ To provide opportunities for the exchange of knowledge and
ideas
The role of media in a DEMOCRACY
The media should also create a platform for:
• Sharing ideas and opinions
• Discussion and debate around key issues
• Furthermore the media’s role is also to:
• Entertain and educate their audiences
• Promote nation building
• Encourage diversity of expression
▪ expose human rights violations
▪ communicate, inform, educate & entertain
▪ expose corruption and mismanagement
▪ report unlawful activities & court cases
▪ promote debate & discussion
▪ promote nation-building
▪ shape public opinion
Media can make or break a
reputation and must therefore:
Sometimes media does not
fulfil a responsible role, eg.
▪ Give enough information to
▪ Satisfying the interests of
explain what is happening
▪ Issues must be explained in a
non-biased way
▪ Headlines should not be
untrue, scandalous or
sensationalised
▪ State the facts
▪ Give political parties equal
coverage
▪ Sources must be checked
before reported on
the advertiser vs the
interest of the publc
▪ Gossip, scandals, reported
on in an entertaining way
▪ Paparazzi invading privacy
of celebrities
▪ Information is sometimes
biased and incorrect
The role of MEDIA in a DEMOCRACY
according to South Africa’s Constitution…
• Everyone has the right to access
any information:
• held by the state
• held by another person that has
to do with the protection of any
rights
• Everyone, including the media, has
the right to Freedom of Expression
FREEDOM OF EXPRESSION
(according to SA’s Bill of Rights)
EVERYONE HAS THE RIGHT TO
FREEDOM OF EXPRESSION WHICH
INCLUDES:
1. Freedom of the press and other media
2. Freedom to receive or impart information
or ideas
3. Freedom of artistic creativity
4. Academic freedom and freedom of
scientific research
Limitations of
Freedom of Expression
THE RIGHT TO FREEDOM OF
EXPRESSION DOES NOT EXTEND TO:
1. Propaganda for war
2. Incitement of imminent violence
3. Advocacy of hatred based on race, ethnicity,
gender or religion
4. Incitement to cause harm
▪ More commonly known as the Secrecy Bill
▪ The Bill proposes long sentences for journalists/whistle-
blowers/anyone who makes state secrets public
▪ However no clarity exists around what is considered “state
secrets”
▪ What is a possible negative impact of this Bill?
▪ Decide which of the following should be freely
communicated in the media:
A. Cartoons that are offensive to particular
religions
B. Racists tweets
C. Tender irregularities involving a minister and
a close family member
▪ Topics covered: which topics are commonly
covered by the media? What does this say
about the media?
▪ Editorial position: What is the viewpoint of the
editor? Is the editor biased for or against a
topic or group of people?
▪ Space allocated to topics: Which topics are
featured heavily and which are featured a
little?
▪ Geographical distribution: Is the information
available to many groups or people or only to a
certain few?
Study the quotes
and explain in
your own words
what it means
▪ Define the following concepts:
3.1 Electronic media
3.2 Print media
3.3 Paparazzi
3.4 Freedom of expression
3.5 Whistle - blower
LO
SUMMARIES
#MATRIC
Please refrain from copying these notes and distributing them to peers–
this is a source of money for myself and these notes required a great deal
of effort. Thanking you in advance for your cooperation.
ALL THE BEST FOR MATRIC.
God Bless.
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CHAPTER 1: DEVELOPMENT OF THE SELF IN SOCIETY
UNIT 1: LIFE SKILLS REQUIRED TO ADAPT TO CHANGE AS PART OF HEALTHY LIFESTYLE CHOICES: IDENTIFY
STRESSES, ASSESS AND MANAGE STRESS
Identity stressors
Change: to transform or become different.
Quality of life: your level of personal well-being and satisfaction with your life, what the conditions of your life are.
Stress: pressure, nervous, tension and anxiety, constant worry, strain.
Anxiety: worry, nervousness or unease.
Stressors: things that cause stress or pressure.
Personality: qualities, actions, behaviour and attitude that make a person unique.
Stress is a reaction caused by ongoing, increasing or new pressures or demands. When the pressures are more than
your coping skills, you may feel overcome by:
- Constant nervous tension or anxiety
- Too much to do
- Too many problems to solve
- Too many things happening over which you think you have no control
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Physical stressors
Lack of physical exercise
Physical or sexual abuse
Illness
Injury
Hunger
Accidents
Overtiredness
Physical disabilities
Unhealthy lifestyle choices
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Emotional stressors
Feelings
 Constant worry
 Nervousness
 Anxiety
 Jealousy
 Anger
 Disappointment
 Rejection
 Hate
Thoughts
Reactions to life crises and change
 Unplanned pregnancy
 Death of a parent or family member
 Failing
 Divorce of parents
 Job loss
Personality
Image of yourself
Change
 moving
 starting a new job
 marriage
 transition from school to adult life
Environmental stressors
- Pollution
 Air pollution (traffic)
 Water pollution (waste from factories)
- Natural disasters
 Fire, floods & droughts
- Dangerous environments where violence is part
of life
- Harmful living conditions that lack basic facilities
such as water, electricity and proper shelter
- Lack of private space at home
- Noise pollution
- Physical factors (lack of fresh air, sunlight and
privacy)
Social stressors
Family & society
 divorce or death in the family
 family responsibilities
 family pressure to succeed
 arguments with family members
 trouble with the law
 poverty, financial difficulties, debt
 stigma
 gender discrimination
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Friends and peers
peer pressure
breaking up a friendship or relationship
loneliness
unpopularity
being unsure of others
teasing and name calling
bullying
pressure to join a gang or to party
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fear of crime
Pressure to smoke, drink, use drugs, and
wear expensive clothes.
Assess your levels of stress
Signs of stress: a measurable indication of stress.
Symptoms of stress: feelings that indicate stress.
Adrenaline: a chemical messenger called a hormone that is released into the blood system in reaction to stress; it
increases the heart rate and blood pressure.
Eustress: positive, good and necessary stress.
Distress: negative, harmful bad stress.
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The signs and symptoms of stress
Signs are physical and can be seen or measured.
Symptoms of stress are problems that are noticed or felt.
Stress is a personal experience.
Signs include:
 Diarrhoea/ upset stomach
 Rapid heartbeat
 Bleeding ulcers
 Sweating too much
Positive and negative stress
Stress can motivate and make you ready for action as it releases adrenaline into the blood stream to give
you the energy to take action.
Positive stress motivates you, encourages you and makes you push yourself.
Negative stress is unhealthy, unpleasant and can be dangerous- can reduce your performance level.
Levels of stress
Low level of stress: you are able to cope with the stress in your life.
High level of stress: you urgently need to apply stress management methods to reduce your stress or get rid
of it.
Stress Management
Coping mechanism: ways to handle or deal with stress.
Management techniques: ways to deal with or manage and prevent stress.
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Identify stressors & assess
stress levels.
Balanced nutrition.
Laughter.
Embrace the challenges of
Grade 12.
Develop & implement your own strategy
 Follow a balanced lifestyle.
 Deal with your emotions.
 Time management.
 Apply exam stress reducers.
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Make time for physical
exercise, recreation &
relaxation.
Visualise & turn hurtful
emotions into healing
emotions.
Good relationships.
UNIT 2: LIFE SKILLS REQUIRED TO ADAPT TO CHANGE AS PART OF HEALTHY LIFESTYLE CHOICES: CONFLICT
RESOLUTION SKILLS
Interpersonal and intrapersonal conflict
Conflict: disagreement, argument, fight.
Resolution: solution, agreement.
Interpersonal: existing or occurring between persons.
Intrapersonal: existing or occurring within yourself.
Interpersonal conflict: a disagreement between two or more people.
Intrapersonal conflict: when you think about something, wrestle with it and have inner conflict.
Conflict resolution skills
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2.
3.
4.
5.
6.
Map the conflict to resolve intra- and interpersonal conflicts.
Use ‘I’ sentences to resolve interpersonal conflicts. (I feel; When; Because; And I would like...)
Apply assertive skills to resolve interpersonal conflicts.
Use listening and rephrasing skills to resolve interpersonal conflicts.
Apply self-control skills to prevent and resolve intra- and interpersonal conflicts.
Apply negotiation and mediation skills to resolve interpersonal conflicts.
Assertive: being able to say what you want in a logical and polite way.
Negotiate: to talk through a conflict and to reach an agreement; trading with words.
Mediate: to keep peace between people who are in a conflict situation.
UNIT 3: LIFE SKILLS REQUIRED TO ADAPT TO CHANGE AS PART OF HEALTHY LIFESTYLE CHOICES: INITIATE, BUILD &
SUSTAIN POITIVE RELATIONSHIPS & IMPORTANCE OF COMMUNICATION
Initiate, build and sustain positive relationships: importance of communication
Sustain: keep going, maintain, continue.
Initiate: start, begin.
Empathy: understand another person’s feelings.
Communication is about understanding others and communicating feelings, beliefs and attitudes- these are vital
skills. Maintain contact with your family and friends regardless of the different directions that you choose.
1. Initiate relationships
- Remember people’s names
- Be willing to share information about yourself
- Use humour
2. Build and sustain relationships: communicate that you understand others by showing empathy
- This allows you to relate to what people are saying, feeling and going through.
3. Build and sustain relationships: show that you understand others by applying your listening skills.
- Hear what is being said.
- Listen
- Make sure you understand
- Summarise what is said
4. Build and sustain relationships: communicate your feelings, beliefs and attitudes.
- Your feelings, beliefs and attitude are all part of who you are.
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Factors that influence effective communication
Good communication means people understand each other, there are no misunderstandings and messages are given
in a clear, understandable way.
Personality
Your personality determines the way you act, behave and react.
- Introvert: shy, doesn’t communicate easily.
- Extrovert: communicates easily.
- Attention seeker: overbearing, takes over, wants to be the centre of attention.
- Gossip: talks about other people.
- Insincere: two-faced or hypocritical.
- Bully: hurts people with words or actions.
- Unreliable: makes promises but doesn’t keep them.
- Trustworthy: keeps promises.
Attitudes & values
These affect your communication especially when you think that you are better than somebody else.
Acceptance of responsibilities
Responsibility means you are accountable and you do your duty. You can be trusted to do your job. You apologise
for your mistakes.
Appropriate expression of views and feelings
This means that you say what you think and feel, but in a way that does not hurt or offend others.
Respect the feelings of others
This means that you also show empathy and compassion. You also show respect regardless of whether or not you
agree.
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To show that you respect the feelings of others:
Listen carefully, pay attention and look interested and engaged.
Use positive body language and don’t look bored.
Never interrupt.
Respond with statements such as: I agree; I understand...
Avoid judging people without first listening to them properly.
Avoid laughing at or teasing people when they share their feelings with you.
UNIT 4: TRANSITION BETWEEN SCHOOL AND POST-SCHOOL DESTINATION, POSITIVE AND NEGATIVE ASPECTS OF
CHANGE, INVESTIGATE OTHER CIEWS, THE LIFE CYCLE AND TRADITIONAL PRACTICES
Change in circumstances
Circumstance: situation, status.
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How to adapt to growth and change in circumstances
Plan what to do: know what the changes will be and make a plan to deal with each aspect. Where possible,
do this before the change happens.
Think of previous changes in your life and how you coped with them: use some of those skills again if they
worked for you.
Talk to somebody you trust: say how you feel about the change.
List the good aspects of changes.
Develop a positive attitude towards change and take change: see it as a challenge and opportunity for your
personal development and growth.
Avoid resisting change and face your fear of change: talk about your fears of change. Tell a friend, family
member or teacher how you feel.
Change will influence your need for more information: this is because you move from a known situation to
an unknown situation. The more information you have about the new situation, the easier it will be to
cope.
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Give yourself time to adjust to the change.
Use your religion or belief system to guide you and to give you comfort and support.
Transition between school and post-school destination
Transition: movement, passage, or change from one stage to another.
Post-school destination: the place you will be going to after school.
Positive and negative aspects of change
Positive
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Exciting
Challenging
Motivating
Can lead to better things
Demands that you are flexible
Keeps your brain alert
Allows you to discover hidden potential
Keeps your life interesting
Opportunities
Can lead to personal growth
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Negative
Can cause stress
Not always for the better
May make you feel unsure and insecure
Can be irritating; just when you get used to
something, there is change
Loss
Fear of the unknown
Threatening
Painful, for example, illness
Sorrowful, for example, death
Investigate other views and insights of the life cycle related to traditional practices
Life cycle: growth or progression through different stages of development.
Rites of passage: rituals, ceremonies, or events that symbolise important stages in a person’s life.
Rites of passage help to make it easier to move from one phase to the next. They help people to adapt to change,
and accept a new social status, as well as being accepted by the community. There is a specific social status, with
responsibilities and privileges, linked to each life stage and new social role.
Important stages in the life cycle:
Birth; first year at school;
puberty- body changes to get ready for reproduction; 18 years old-voting age;
21 years old- adulthood;
graduation/profession/career;
marriage, starting a family;
Grandparents/elderly;
death.
Male circumcision: isiXhosa initiation
Reed dance: isiZulu rite of passage
21st birthday party: marking entry to adulthood
Bar Mitzvah: Jewish religious ceremony
Funeral: Xitsonga mourners
UNIT 5: PERSONAL LIFESTYLE PLAN TO PROMOTE QUALITY OF LIFE
Your personal lifestyle plan
Lifestyle plan: plan to live a certain way.
The best lifestyle plan is to live a healthy and balanced life. The aim is to improve or maintain a good quality of life,
to promote your well-being and live a fulfilling and happy life. Lifestyle plans mean living in a way that you remain
healthy. It helps you to manage your life, take control of it and achieve the quality of life you want.
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Lifestyle plan
Physical exercise: get exercise every day for 20-30 minutes.
Nutrition and weight management: eat balanced meals; avoid diets and reduce my fat and sugar intake.
Outdoors recreation and relaxation: spend time at least once a week in the natural environment outdoors;
relax with family and friends.
Sleep: get enough sleep so you don’t feel tired when you’re awake.
Promote healthy habits and avoid unhealthy habits: know the difference between healthy and unhealthy
habits; then make a plan to change unhealthy habits.
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Abstention or safe sex: wait until i am out of school before i have sexual relationships; if you do have sexual
relations, always use a condom and go to the clinic for regular checks for STIs.
Avoid cigarettes, drugs and alcohol: avoid all these substances; they don’t reduce stress or make life better,
only worse.
Cope with change: embrace change as a normal part of life and look forward to new challenges.
Emotional health: express your feelings appropriately.
Stress management: use the strategies given in this chapter to help you manage stress.
Time management: be on time, save time and use every moment of your life well.
Conflict resolution: meditate and negotiate, be assertive and try to resolve conflicts before they get out of
hand.
Relationships and communication: be a good friend, treat others as you would like to be treated, listen well
and communicate your feelings.
Volunteer to help others: give to others, help others and reach out to others.
CHAPTER 2: PHYSICAL EDUCATION: PARTICIPATE IN PROGRAMMES THAT
PROMOTE ACHIEVEMENT OF PERSONAL FITNESS AND HEALTH GOALS
UNIT 1: SAFETY IN PHYSICAL FITNESS ACTIVITIES
Intensity: how hard you should exercise to improve your cardiovascular endurance.
Low-impact: exercise where at least one of your feet remains in contact with the ground at all times, doesn’t put
your joints under much stress.
High-impact: exercise where both your feet leave the ground at the same time, for example, puts stress on your
joints and muscles.
Flexibility: the ability to move your joints and use your muscles through their full range of motion.
Physical fitness: ability to perform physical activities vigorously, with energy or power left for other tasks.
UNIT 2: SET PERSONAL FITNESS AND HEALTH GOALS
Muscular endurance: the ability of your muscles to continue applying force.
Body mass index (BMI): the measure of your body composition, a calculation of your body weight in comparison to
your height. BMI = weight in kg/ height in m2
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Body Mass Index (BMI)
Used for adults over 20.
If you are under the age of 20, the BMI can only be used as a guideline because:
You are still growing and getting taller; young people grow at different rates
You may be the same age and height as someone else, but you may be more developed or more muscular or
have heavier bones.
An ideal BMI at this age is different for males and females.
Core: muscles in your abdomen and back that are attracted to your spine and pelvis.
Core strength: strong muscles around your torso.
Torso: the main part of your body, not including your head, arms, and legs
Core exercises: abdominal crunches, sit-ups and push ups.
Abdomen: the part of your body below your chest; your stomach.
Abs: abdominal muscles.
UNIT 3: PARTICIPATE IN CARDO KICKBOXING
Cardio kickboxing: a mix of boxing, martial arts and aerobics.
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CHAPTER 3: STUDY SKILLS
UNIT 1: REFLECT ON THE PROCESS OF ASSESSMENT AND EXAMINATION WRITING SKILLS, APPLY THESE SKILLS
AND REVISE EXAMINATION WRITING SKILLS
Process of assessment
Strategies: plans or methods to achieve a goal.
Styles: particular ways of doing something.
Assessment: evaluation.
Formal assessments: tasks, tests and exams for marks.
Revise own study skills, strategies and styles
Revise your study skills
Flashcards
Mind maps
Mnemonics
Summaries
Tables
talk and listen
Be colourful
Move about
Study to music and
rhythm
Role-play
Small cards or pieces of paper on which you write key points and short bits of information.
Mind maps link information in a logical way that will help you to remember.
A mnemonic is something such as a word, a sentence, or a song, that helps you to remember something.
Summaries consist of key words.
Tables help you to organise information in a logical and connected way.
Read your notes out loud; discuss study material out loud.
Use different colours to highlight important points in your notes or on your flashcards.
Walk around while you are reading or repeating your material.
Tap with your feet or fingers while you recite your notes.
Study plan
Analyse how you spend your time and cut out time wasters. Draw up plans. Include due dates for tasks
and projects, test and exam dates, group study periods, and time for relaxation and physical activity.
Have your own area where you study.
Have all your study notes and all the equipment you need with you
Switch off your cell phone
Keep your work and notes in files, boxes, or large envelopes; label them clearly
Role-play being the teacher and explaining the work to others.
Revise your study strategies
Study place
Get organised
Revise your study styles
Study style
Visual
Musical
Kinaesthetic/
physical
You prefer to...
Use pictures, maps and colours to
organise information.
Visualise how things work & are
connected.
Use sound, rhyme, rhythm and music in
your studying.
Listen to information rather than read it.
Move around rather than sit still.
Find out how things work rather than
read about them or look at diagrams.
Verbal
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Read, write and speak.
Logical/mathematical
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Interpersonal/
mathematical
Intrapersonal
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See patterns and connections.
Work through problems in a systematic
way.
Work with others
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Work on your own
Have quiet and privacy
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Study skills and strategies
Draw colourful mind maps.
Colour-code your files and notes.
Draw pictures instead of using words.
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Make mnemonics that rhyme or you can
sing to a tune.
Play music quietly in the background.
Use flashcards because you can touch
them and move them around.
Draw big pictures and mind maps.
Do role play.
Study in a place where you have room to
move.
Read your notes out loud; be dramatic
Discuss work with others.
Draw up tables and lists of key points.
Draw mind maps and connect points with
arrows.
Do a role play
Join a study group
Role play by yourself
Find a quiet place to study
Revise examination writing skills
Read the questions
Plan the response
Answer the question
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Read the question very carefully
Note any instruction about how to answer the question.
See if the question has more than one part.
See how many marks are allocated to each section.
Underline key verbs that tell you what the examiner expects to do .
Write down your key ideas in point form.
Use bullets, numbering, and arrows to organise your answer so that the points are
connected logically.
Draw a mini mind map.
Write down each topic key word you have identified in the question and the points
you want to make about it below or next to the key word.
Do not write more than you have been asked for.
Number your questions clearly.
Write neatly and clearly.
Tick off or cross out the points on your response plan to make sure you have
covered all of them.
Clearly cross out anything you don’t want the examiner to mark.
UNIT 2: IMPORTANCE OF SCHOOL BASED ASSESSMENT
What is School Based Assessment?
School Based Assessment: all formal assessment, including examinations, conducted by the school throughout the
year on a continuous basis.
Higher education: education after Grade 12.
HEI: higher education institution, such as a university or university of technology.
Why School Based Assessment is important
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School Based Assessment is important because it tells you, and your teacher, what you know and what you
still need to learn and understand before you write your final examination.
These results are essential if you are planning to study at a HEI.
Most HEIs require your examination results for Grade 11.
They will accept you provisionally, or temporarily, based on the results. They will accept you permanently if
you get the required final results.
The higher your marks, the better your chances of being accepted at an HEI of your choice.
UNIT 3: IMPORTANCE OF OBTAINING THE NATIONAL SENIOR CERTIFICATE (NSC): DEVELOP A STUDY PLAN FOR
GRADE 12
Importance of obtaining the NSC
The NSC is the key to opportunities to develop, grow and find employment. It is the basis on which you can build
your future. IT is important to obtain your NSC because:
 It allows you to study at an HEI. The better your marks are, the more choices you have of HEIs and courses
to study.
 It is a basic requirement if you want to apply for a bursary.
 Even if you are not going to study at an HEI, you will still need your NSC if you want to work.
 It is a basic requirement for many jobs.
 Once you have your NSC, you can go back to studying at any time.
 Having your NSC shows you can:
- Identify and solve problems and make decisions using critical and creative thinking.
- Work effectively as an individual and with others as a member of a team.
- Organise and manage yourself and your activities responsibly and effectively.
- Collect, analyse, organise and critically evaluate information.
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Communicate effectively.
Use science and technology effectively and critically.
Develop a study plan for Grade 12
Use your assessment plan to draw up a study plan for the whole year. Revise your study plan continuously and
adjust it to give more time to the subjects that need it.
CHAPTER 5: CAREERS AND CAREER CHOICES
UNIT 1: COMMITMENT TO A DECISION TAKEN
Commit to a decision taken
Decisions: resolutions to make up your mind about a choice after considering different options.
Commit: to promise to do something; to work very hard to do something; to not give up.
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You should make decisions based on your interests, strengths, weaknesses, skills, abilities, and personality
and commit to them.
You have to act on your decision- need to make an effort to apply, get all the necessary forms and organise
all the requirements for next year’s choice.
Job or course application for additional or higher education
Job application
When deciding on applying for a job, make sure:
 This is really what you want to do, and is not someone else’s decision.
 You have gathered as much information as possible on various options.
 You have researched jobs in detail so that you know what qualifications are needed, what you will do, your
hours of work, what you will get paid, and how you will get to and from work.
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Application hints
Write a covering letter- keep it short; give an overview.
Make sure you have all the information you need.
Make your application easy to read.
If you are attaching your CV to an email or uploading it to an application site, ensure it isn’t a large file.
Have a professional email address.
Read the job advert carefully.
Ensure you provide all the required documents.
Carefully check your spelling and grammar.
Send your application to the right person.
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Application for a course at a higher education institution or for additional education
Consider:
Are there other courses that would suit our interests and skills better.
What fees will you have to pay?
Does this institution have a good reputation, offer value for money, and are its courses recognised?
Where will you stay?
Are you thinking of studying a course at a particular institution just because your friends are?
Skills for final action
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Availability of funds
Bursary: if you have good marks or don’t have money to pay for your studies.
Scholarship: from a company, business, or municipality; if you did well at school.
Student loan: from a bank or Edu-Loan, which you have to pay back.
Learnership: you earn while you learn; contact the SETA for the sector in which you would like to follow a
career.
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Complete forms
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Fill in the year you want to study.
Make sure you put in the right codes, as it appears in the university’s prospectus or handbook.
The government wants information about your gender, population group, home language, marital status.
This information does not influence your application.
You are at school, and have not yet attended an HEI.
The university needs to know if you have any disabilities so they can make special arrangements for you.
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Remember to:
Apply before the due dates
Include all contact details
Contact the institution about any disabilities
Fill in all sections
Write clearly and neatly
Note how and by when application fees must be paid
Attach all required details
Requirements for acceptance and possible challenges
Don’t apply for a job or a course if:
 You don’t have the necessary marks, qualifications or experience
 You haven’t completed the applications properly, fully, and accurately
 You have missed the due dates
Possible challenges include:
 The availability of funding
 Not being able to follow your first choice of study programme because it is full
 Transport and accommodation
 Responsibilities at home
 Having to rewrite some subjects so that you can qualify for a course
 The lack of jobs that interest you or for which you are qualified
Strategies to achieve goals
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Specific: exact and not general.
Measurable: you can see when you have achieved your goal or made progress towards it.
Achievable: you can reach this goal; it is within your abilities; it is possible.
Realistic: your goal is practical and sensible.
Timely: you can achieve it within the time; you have set yourself.
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Once you have set your SMART goal:
Make an action plan to achieve it.
Carry out your action plan.
Evaluate if you have achieved your goal or how far you still have to go.
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UNIT 2: REASONS FOR AND IMPACT OF UNEMPLOYMENT
Reasons for unemployment
Unemployment: being without a job, joblessness.
Recession: downturn, slump, decline.
Unemployment is a worldwide challenge which means there is no work, and no income.
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Unemployment causes poverty and poverty leads to unemployment
When there are many unemployed people, fewer goods and services are produced and fewer services are
provided.
Unemployed people don’t have money to buy goods or use services.
Investors become scared to invest their money because they may lose it, as not enough people will buy their
goods or use their services.
Investors decide not to expand their businesses or they retrench workers.
Some may even close down their businesses before they lose a lot of money.
Reasons for unemployment
A mismatch between skills and job opportunities; there are no jobs for people with certain skills, or there
are jobs but not people with the skills to do them.
Corruption, which leads to ‘jobs for friends’ at overly high salaries and takes away jobs from the poor or
better qualified.
Difficult for first-time or new entrants to enter the labour market; people with experience are preferred.
Distance from workplace to home due to the apartheid-era Group Areas Act that displaced people.
Overpopulation.
Lack of education and skills.
Lack of entrepreneurship opportunities.
Lack of job search skills and information.
Mechanisation and computers reduce the number of people needed for jobs.
Shortage of skilled labour lessens the opportunities for less skilled labour.
Specific reasons for youth unemployment
Businesses prefer employees who already have skills and experience to inexperienced and unskilled youth.
Lack of knowledge on how to apply for study bursaries, study loans and learnerships.
Lack of businesses that are willing to do on-the-job training.
Expectations of youth may not match reality. Some youth would rather not work than do a job thought to
be below their hopes.
Lack of networking skills; not knowing whom to contact.
Some youth give up, and stop looking for jobs.
There are too few universities to accommodate all the applicants.
Lack of entrepreneurial skills.
Employers do not regard schooling as an accurate measure of abilities. Low pass marks for NSC are not
acceptable in a competitive workplace.
Lack of job search skills, especially for learners in schools where LO is not taken seriously.
Impact of unemployment
The effects of unemployment include:
- Poverty
- Hunger
- Homelessness
- Lack of education and
training
- Substance abuse
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Physical and mental health
suffers
Crime
Exploitation
Human trafficking
HIV and AIDS
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Child abuse
Lack of self-esteem
Exclusion and loneliness
Not feeling like a citizen of
South Africa
Cycle of unemployment
1.
2.
3.
4.
5.
6.
7.
8.
Can’t find work; unemployed.
Can’t afford rent; live on streets.
Can’t afford food; go hungry and get sick.
No money for transport to look for a job; miss job offers.
No money to pay Internet fees to check online for jobs.
No money to buy smartphones for a job interview.
Problems at home; family puts pressure to get a job or to get out.
May be forced to accept any kind of work, below minimum wage or below qualifications/ ability and not
keep job.
9. The longer unemployed, the higher the risk of substance abuse; feeling hopeless, angry, depressed, lonely
and lose confidence. May give up; or stop looking for a job.
10. Become discouraged and unemployable. Feel desperate, will do anything for money. Will beg, borrow or
even steal to survive. With a criminal record, more difficult to find employment.
UNIT 3: INNOVATIVE SOLUTIONS TO COUNTERACT UNEMPLOYMENT
Volunteering, part-time jobs, community work, entrepreneurship and informal jobs
Counteract: cancel out, work against.
Entrepreneur: a person who sees the opportunity to start a business or offer a service.
Informal jobs: jobs where you work for yourself.
Formal jobs: jobs where you work for an employer, and have a job contract.
Volunteering
Volunteering is whereby a person assists others by giving their time and skills without expecting payment. It makes
people feel good about themselves and builds confidence. It allows people to explore their interests, abilities and
skills and assists in choosing a career. Volunteers receive a letter or a certificate to state what kind of work was done.
Part-time jobs
A part-time job is whereby you work for a short while and gain a lot of experience because of being able to have
more than one job at a time.
Community work
Community work means that a person does something to benefit their community or a community in need. The
work is usually paid for by government or an NGO or a religious-based organisation.
Entrepreneurship
An entrepreneur sees a need and provides a good or service to satisfy needs.
Informal jobs
Informal jobs are usually short term and have flexible hours – allowing people to balance family responsibilities.
Financial and social viability of entrepreneurship and other employment options
Entrepreneurship: How to draw up a business plan
Business plan: A business plan sets out your goals for your business. It explains how you will achieve your goals; it
gives a practical strategy. It outlines how you will sell, market and finance your idea.
A business plan should include:
1. Short accurate summary of your business, idea or plan.
2. An outline to explain the idea and indicating the uniqueness.
3. Briefly indicate the structure - who will run the business, how many people are involved etc.
4. Explain what your target market looks like; their needs; the type of clients and customers etc.
5. Explain your finances – start-up money, where it will come from, how much the profit will be etc.
6. Design an action plan to describe how you will advertise, market and sell your services or products.
7. Know the legal requirements – rules and regulations, permission required etc.
8. Describe what you already have to start with.
9. Add a SWOT analysis – strengths, weaknesses, opportunities, threats.
10. Go out and implement your plan.
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SARS tax obligations
Income tax: government’s main source of income.
SARS: South African Revenue Services.
Tax threshold: the level of income at which you begin to pay tax.
Non-compliance: not doing something that is officially or legally required.
Tax dodging: avoiding paying tax.
Income tax is levied on all income and profits received by a taxpayer – including individuals, companies and trusts.
SARS requires all people receiving any form of employment income to be registered with SARS to reduce noncompliance and tax dodging.
The impact of corruption and fraud on the individual, company, community and country
Corruption: dishonesty, misuse of public power and money for private benefit.
Fraud: to swindle, scam, cheat or deceive.
Cronyism: favouritism shown to friends, regardless of their qualifications.
Corruption and fraud are ways of getting money, privileges and power dishonestly. It is the enemy of selfimprovement, nation-building, service delivery and good governance.
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Forms of corrupt behaviour include:
Bribery: paying for an illegal favour.
 Nepotism and cronyism: the appointment of
family or friends to positions of authority,
Influence peddling: the illegal practice of using
regardless of their qualifications.
one’s influence in government or connections
with persons in authority to receive information
 Favouritism: giving special treatment or favours
or benefits.
to those who do not deserve them.
Stealing public resources: taking what belong to
 Extortion: obtaining money or favours through
all, for yourself.
force or threats.
Impact of corruption on
Individuals
Companies
Communities
Country
Impact
Poor people are affected the most because corruption increases the cost of public
services. It makes poor people feel powerless and cheated. It is easy to lose hope as a
result of these unfair advantages.
People no longer trust officials who take bribes. People within companies start to
mistrust one another leading to the company or government getting a bad name. The
company may have to spend a large amount to put controls in place.
People may believe that the only way to access services, jobs and opportunities is
through bribery. If bribery becomes common, others in the community will think that
corruption is the norm; people begin to distrust one another.
Service delivery is not at its best, unemployment is increased, institutions don’t develop,
income generation through taxes will be harmed and donors and investors won’t put
money in a corrupt country. Money meant for projects and job creation will be lost to
corruption and so social development will not take place. Corruption limits economic
growth. It promotes poverty as there are fewer jobs and more inequality.
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CHAPTER 7: DEMOCRACY AND HUMAN RIGHTS
UNIT 1: RESPONSIBLE CITIZENSHIPS
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As a responsible citizen you:
Are aware of, respect, and promote human
 Take part in campaigns, projects and events that
rights.
fight against the violation of human rights.
Are concerned about welfare of others.
 Participate in civil and political activities
Obey the law.
 Vote in elections.
Pay your taxes.
Evaluate your position on discrimination and human rights violations
Campaigns: a planned series of actions intended to achieve a particular aim.
Events: planned occasions for activities.
Violation: interfering with a person’s rights; doing something that is against the law.
Projects: planned activity that have a specific purpose to improve something; usually take place over a long time.
Bill of Rights
The Bill of Rights enshrines the rights of all people in our country and affirms the democratic values of human
dignity, equality and freedom.
Discrimination
If you discriminate against others, you treat them unjustly, unfairly, and unequally because they are, or you think
they are, different from you.
Human rights violations
Human rights violations mean hurting, disrespecting or acting against someone’s rights.
Participate in discussions, projects, campaigns and events which address discrimination and
human rights violations
Discussions
Discussions are dialogues, talks and conversations in which people share information, ideas, experiences and
opinions. They can be formal or informal.
Examples include:
 Online discussions and forums: people write
 Radio programmes: may have a discussion with
their opinions on a website and others respond
an expert and then people phone in to give their
and comment.
ideas or ask questions.
 Social media: Twitter and Facebook.
 Organisations: such as the Human Rights
Commission have discussions with government.
 Talks and workshops.
Projects
Projects that help people who human rights have been violated usually run over a long time, even years.
Organisation
Orange Farm Human
Rights Advice Centre
Orange Farm is one of the
largest informal
settlements in SA.
Youth Rights Project
Young people are expected
to pass on what they know
and to start projects to
improve human rights
situations.
Purpose
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The project is an advice centre that deals with evictions, domestic violence,
child abuse, and disability issues.
It assists refugees and asylum seekers, and helps people to get birth
certificates and ID documents.
This project organises human rights training workshops for youth
representatives.
The aim is to build values and develop responsibility, expertise, skills and
understanding of rights that give youth opportunities.
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Campaigns
Citizenship: accepting the responsibilities of being a citizen; being a responsible member of a community.
Campaign
Peermont School Support
Programme
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Demand Dignity campaign
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Purpose
Aims to introduce conversations at the schools about human rights, the Bill of
Rights and the Constitution.
Includes flied trips for learners, school workshops with guest speakers, and a
poster campaign.
Aims to encourage learners, teachers, parents and communities to work
together and create a culture of responsible citizenship in schools.
Focuses on areas of human rights violations in which poor people are ignored,
excluded from decisions and are kept poor and powerless.
Events
Event
Youth Celebrations
Youth Family Congress
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Purpose
These events are about celebrating being young, having fun and learning more
about what it means to take responsibility for one’s future.
Talks and discussions focus on the challenges that young people face and how
to overcome them.
Young people are made aware of the opportunities available for them.
The youth are given the chance to show off their talents in performances and
exhibitions.
Aims to give young people the opportunity to discuss issues affecting them.
Evaluation of outcomes of campaigns and events
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To evaluate the outcomes of a campaign or event, you need to apply evaluation criteria. These include:
Identify the aims of the campaign or event.
Find out if these aims were achieved. This you can do by observing, asking questions, doing research and by
comparing the problem before the campaign or events, to how the problem was solved or improved, after
the campaign or event.
UNIT 2: THE ROLE OF THE MEDIA IN A DEMOCRATIC SOCIETY: ELECTRONIC AND PRINT MEDIA
Role of the media in a democracy
Electronic media: ICT, computers, radios, TVs, cell phones, DVDs
Print media: newspapers, books, magazines, brochures, letters, adverts, billboards.
Freedom of expression: you can say what you think and feel freely; give information and viewpoints.
Limitations: boundaries, restrictions, limits.
Paparazzi: photojournalists who follow or chase after celebrities and politicians in both their public and private lives,
looking for scandal.
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The role of the media is to inform society about daily events that are newsworthy and to entertain.
Newspapers give us daily news, covering local and international events.
Telephones keep people in touch with each other and allow them to send and receive messages
immediately.
Social media are websites and software programmes that allow you to interact instantly with a website or
with other users.
The media’s role is important in a democracy to:
Expose violations of human rights.
Report on unlawful activities, the courts and court cases.
Expose corruption and mismanagement.
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Communicate, inform and educate.
Entertain.
Give political information that can inform voters.
Identify problems in our country and communities.
Promote debate discussion.
Promote nation-building by giving access to diverse viewpoints and world views as well as sports coverage.
Give publicity to successes and people who are inspiring.
Shape public opinion.
The media should:
The media should be fair, honest and reliable. Freedom of expression comes with the responsibility to use this
freedom with care, and to take note of the limitations of this freedom.
 Should explain what is happening, and give enough information to explain why it is happening.
 Must explain issues without being sensational or trying to shock.
 Should focus not only on scandals or use untrue headlines just to sell papers or get their viewership and
listenership numbers up so that they can charge more for advertisements.
 Should promote free and fair elections and give political parties equal exposure.
 Need to differentiate between facts and opinions, and reporting versus analysis.
 Could be leaders in debates on what can be and should be done about the challenges that affect our
democracy and our country’s wellbeing.
 Must train reporters to check sources carefully before reporting.
 Should publish corrections if they make mistakes, in the same size and the same position on the page where
the error occurred.
The media do not always fulfil their role in a democratic society. They sometimes harm, misinform, and publish
inaccurate versions of events and half-truths.
Examples of when the media do not fulfil their roles responsibly include:
 Most media make money from advertisements and sponsors. The media therefore aim to satisfy the
interests of their advertisers. These may not be the same as the interests of the public. The media may
withhold information or give biased reports, to satisfy their sponsors.
 News entertains rather than informs. Some media are filled with gossip, scandals, sex and violence rather
than facts.
 Political news is often more about personalities than about politicians’ work and contributions. The media
publicise the scandalous private lives of politicians and their families, which have nothing to do with their
work.
 The lives of famous stars are made difficult by the paparazzi who invade their privacy. The media are like
vultures when celebrities are in trouble; they persecute rather than protect them.
 The media sometimes exaggerate dangers and make people afraid for no reason.
 News and interpretations of events may be biased, incomplete or incorrect.
 The information in the printed press, radio and TV has been selected from a large pool of information.
Somebody, somewhere, made a decision on what was necessary to tell the public and what was not
necessary. What is not told may be just as important as to what is told.
Freedom of expression and limitations
Whistle-blower: a person who reports illegal or immoral activities.
Investigative journalists: news reporters who try to find information that is of interest to the public, but that
someone or an institution may try to hide.
Freedom of expression means that you can express your ideas and opinions freely through speech, writing, and
other forms of communication. This freedom has limitations – people may not express viewpoints that violate the
rights of others. The lack of freedom of expression in an undemocratic country makes us realise how privileged we
are to live in a democratic country.
Constitutional freedom of expression
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The Constitution states that everyone has the right to freedom of expression, which includes:
 Freedom of the press and other media.
 Freedom to receive or impart information or ideas.
 Freedom of artistic creativity.
 Academic freedom and freedom of scientific research.
Constitutional limitations to freedom of expression
The right to freedom of expression does not include:
 Propaganda for war.
 Incitement of imminent violence.
 Advocacy of hatred that is based on race, ethnicity, gender or religion.
 Incitement to cause harm.
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The Protection of State Information Bill
This Bill is also known as the Secrecy Bill because it proposes long jail sentences for journalists or whistleblowers or anyone who makes state secrets public.
State secrets usually include information that the general public and other countries don’t need to know.
This information is used to protect the public and the country.
Although it is necessary to protect our country’s state secrets, there are fears that this Bill may be abused to
protect some corrupt officials.
The negative aspects are that this legislation may harm investigative journalists, because it may gag or
silence opinions.
Extent to which media reporting reflects a democratic society
The following topics can be analysed to assist in deciding the extent or level to which media reflect a democratic
society:
Topics covered
Editors, managers and bosses choose the topics to cover in their social media; these topics don’t necessarily have
neutral opinions. Many of them are guided by commercial interests. The topics covered are determined by how
newsworthy it is and what the entertainment value is.
Positions taken by editors
Editors have a lot of power because of their ability to express their opinions in editorials. An editorial is usually a
short opinion piece that summarises the main news item and gives an opinion about it. It reflects the position of the
editor and how the editor feels about an issue or event. The editor’s position can also be seen from the type of
content allowed, space allocated and slant or focus of the news reports.
Space allocated
Space allocation refers to what page an article appears on in a newspaper or magazine, how much time is given to it
in a TV or radio broadcast, whether it appears at the beginning or end of a news report etc. Space allocation is not
always fair. Analysts spend a lot of time looking at which stories on the Internet get the most hits or visits, what is
tweeted about most etc. – this information is used to inform editors of future space allocation, as they try to
compete to make their products what readers, viewers and advertisers want.
Geographical distribution
The accessibility of information for different groups in SA is not equal – especially in rural areas.
Critical analysis of media and campaigns
Critical analysis of the media
It is important to critically analyse the media to evaluate their balance and fairness in reporting. Pay attention to
their selection of content; sources used; types of stories; level of commercial content; sensationalism; interest;
exaggeration; accuracy.
Critical analysis of campaigns
Campaigns are movements, drives or crusades that push, fight or advocate for an issue. Some campaigns are not
helpful as they can humiliate politicians or celebrities for personal reasons.
Mandela Day campaign: this campaign aims to encourage people to make a difference by working for positive
change.
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Coverage of sport, sports personalities and recreation activities
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The media tends to focus on men’s soccer, rugby, cricket, golf and motor racing.
Sports such as netball, women’s soccer, hockey etc. are often under-reported.
Sportsmen dominate the sports media over sportswomen, who struggle to get media coverage.
Media do not report equally on famous sportsmen and sportswomen.
Women are often referred to in sexist terms as ‘girls’, whereas men are referred to as ‘men’.
Women are described in terms of their attractiveness; not their ability.
UNIT 3: IDEOLOGIES, BELIEFS AND WORLD VIEWS ON RECREATION AND PHYSICAL ACTIVITY ACROSS CULTURES
AND GENDERS
Ideologies, beliefs and world views on recreation and physical activity: culture
Ideologies: principles, philosophies, dogmas or ideas.
World views: the general standpoint or side from which people see and interpret the world; collections of beliefs
about life.
Culture: the beliefs, behaviours, items, and ideas that are common to the members of a particular group or society.
It includes, for example, language, dress, customs, values, norms, traditions and rituals.
Ideologies, beliefs and world views vary across different cultures and genders.
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Eastern and Western cultures
In some eastern countries, forms of martial arts or self-defence are practised by people because these
activities are part of their ideologies etc.
Chinese martial arts are traditional Chinese cultural sports, which have developed over a long time.
Sumo wrestling is believed to represent what is good in traditional Japanese culture; the wrestlers live for
their sport and are regarded as heroes.
Yoga is regarded as a spiritual activity but is seen as a health activity in the Western world.
Participation in recreation and physical activity promotes mental and physical health and well-being, and
helps to build communities and nations.
In Western culture, sport is a way of making money; with a large amount of money spent on developing
champions with very special skills.
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South African culture
In SA, certain sports were designated for specific cultural groups.
The belief was to ‘make men’ out of the players and they were encouraged to take part in rugby.
Rugby was offered by most white schools and made compulsory, to promote a certain cultural ideology and
nationalism.
Soccer was promoted in African schools.
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Traditional culture and indigenous games
Intonga or stick fighting is very popular in the Nguni culture.
Men were encouraged to practise stick fighting, a form of martial arts, to prepare them to become warriors.
Bare-knuckle first fights area common form of boxing, believed to promote manliness and cultural traditions.
If you are good at sport, it boosts your social status.
Sport teachers young people the values of their culture such as teamwork and self-discipline.
Sport is a way of bringing people in the community together.
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Ideologies, beliefs and world views on recreation and physical activity
During the Olympics, differences in ideologies, beliefs and world views become less important than the
opportunity to compete on the world stage.
Countries are increasingly able to send their sports starts to this event.
Sports people get the opportunity to learn about other cultures as they spread a unified image of
participation in sport.
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Ideologies, beliefs and world views on recreation and physical activity: gender
Gender: socially formed roles, behaviours, activities, and roles that society gives to women and men.
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Participation in sport and many recreational activities is still dominated by men.
People believe that men are more competitive and aggressive, and that these qualities are necessary to play
sport or be a winner.
Men who are not interested in sport are often ridiculed; women who are good at sport are often accused of
being too manly.
In some cultures, women are severely restricted when it comes to what they can wear to play sport; which
means that they are often marginalised.
In some African countries, women’s participation in sport is limited due to gender discrimination.
The South African government is trying to promote equality in sports and recreation.
The media is guilty of being biased against women in sport.
Male sports are given front page headlines; advertisements use male sport personalities.
CHAPTER 9: SOCIAL AND ENVIRONMENTAL RESPONSIBILITY
UNIT 1: COMMUNITY RESPONSIBILITY TO PROVIDE ENVIRONMENTS AND SERVICES THAT PROMOTE SAFE AND
HEALTHY LIVING
Responsibilities of various levels of government
Laws: statutes and Acts; sets of rules.
Regulations: the details necessary to implement laws.
Rules: procedures that have to be followed, or ways of doing things.
It is the responsibility of the government to ensure that everyone has access to a safe and healthy environment.
Laws, regulations and rules
 Parliament and provinces can make laws of agriculture, education, housing etc.
 Acts are usually quite general; they do not cover every possible detail of a matter.
 Acts give ministers the power to make regulations or add details to laws.
 Regulations can’t conflict with the main Act or state something completely different.
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The responsibilities of government to promote safe and healthy environments
Department of Women, Children and people with Disabilities: facilitates and supports health related
programmes; co-ordinates programmes for children living in the street; redresses and discourages harmful
practices.
Department of Water Affairs: makes sure that South Africans gain access to clean water and safe
sanitation.
Department of Labour: inspects workplaces to make sure that they are safe and healthy.
Department of Health: co-ordinates and monitors all health services in the provinces and municipalities.
Community services
Community services: services provided by municipalities.
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Examples of community services:
Provide free basic services
- Look after street children, orphans, and
Build libraries
abandoned children
Construct and run sport facilities
- Help addicts and their families
Create employment opportunities and transfer
- Develop and maintain cemeteries
skills
- Look after the welfare of animals
Start and give funds for community food
- Form community policing partnerships
gardens
- Run health programmes
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Educational and intervention programmes: impact studies
Intervention: action taken to improve something.
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Educational and intervention programmes
Educational programmes aim to teach people and make them aware about issues that affect them.
Intervention programmes address particular and urgent problems and try to improve them.
Programme
Community Health
Intervention Programmes
(CHIPs)
Sports intervention
programmes
NICRO: Safety
Ambassadors
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Purpose
These programmes promote healthier lifestyles in Cape Town through sports
and exercise.
They were developed to address the growing number of people with
hypertension and diabetes.
These aim to involve youth in healthy exercise, and discourage crime, racism
and substance abuse through participation in sport.
These programmes also raise HIV and AIDS awareness.
For school-going youth to promote gender based violence awareness and
community engagement.
Impact studies
Impact studies: research to find out if an action has had or will have an effect on something.
Impact studies measure and monitor something to see if a particular action would, or is, having an effect. They may
be carried out after a youth substance prevention programme to find out if it has worked and what in the
programme needs to change. They are also known as audits or assessments.
UNIT 2: FORUMLATING A PERSONAL MISSION STATEMENT FOR LIFE
Personal mission statement
Mission statement: something that states a purpose, aim or goal.
Views: opinions, ways of thinking about something.
Values: beliefs about what is important, acceptable or valuable.
Belief system: a faith with a series of beliefs, but not a formal religion.
A mission statement usually sets out the purpose and aim of a business, company or organisation. It says what the
business does, what its vision is and what its values are.
The following aspects should be considered when formulating a mission statement:
Personal views
Personal views are your opinions and what you consider to be important. Your personal views may be influenced by
your goals for the future, your religion, culture and values.
Values
Values are personal beliefs that guide the way you live your life. They are your standards of acceptable and
unacceptable behaviour. They are aspects that are important or valuable to you and have meaning for you. Some of
the things which shape your values are your life experiences, the environment in which you live, your school, your
interests and the important people in your life. Your values help you decide on your goals.
Honesty, responsibility, accuracy, loyalty, truthfulness, self-sacrifice, integrity, generosity, patriotism, truth.
Belief system
Your belief system is the way you try to understand the world and your place in it. It answers questions such as:
Why am I here? Who created the world? IT is also your set of beliefs about what is right and wrong, true and false. It
may be based on the teachings of a formal religion or it may be part of your cultural belief system.
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Religion
Your religion is what you believe and who or what you worship. Religions usually have moral codes, rituals and ways
of behaving towards others. Religion is based on faith and a belief in god or a god. Religion can guide your values,
attitudes and behaviour.
Ideologies
Ideologies are an organised set of beliefs, values and ideas. They are the way you believe you should live in the
world and the way society should operate.
Political ideologies
Economic ideologies
- Democracy
- capitalism
- Communism
- socialism
- nationalism
- Marxism
Lifestyle (physical and emotional well-being)
Your lifestyle is how you live your life on a daily basis – exercise regularly; eat healthy food; practise safe sex; spend
time with friends; relaxing in nature; taking part in community activities.
Environmental responsibility
It is important to treat nature with respect.
Goals for studies and career choices
Your goals for your studies and career choices are your plans for the future, the steps you need to take to achieve
your later goals in life.
Formulate a personal mission statement for your life
Tips on creating your own mission statement:
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Be brief and clear.
Show what you want to focus on and the kind of person you want to be.
Say what you want to do and be, not what you don’t want; be positive.
Find a quote from someone you admire because of who they are and/or what they have achieved.
UNIT 3: IMPACT OF VISION
Impact of vision on actions and behaviour in life
To have a vision about your future gives you a direction about who you want to be or what you want to achieve
during your life. It is a mental picture of what the future will or could be like. It is what will make your life exciting
and fulfilling.
Your vision can:
 Affect the choices you make.
 Drive you to achieve and do well.
 Give you inspiration and the will to carry on when there are challenges in your life.
 Make you achieve the impossible.
 Guide you when you set goals.
 Make you committed to achieving your goals.
 Make you work hard to achieve success.
 Be the light that shows you the way when you are not sure what to do.
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CHAPTER 11: DEVELOPMENT OF THE SELF IN SOCIETY
UNIT 1: HUMAN FACTORS THAT CAUSE ILL-HEALTH, ACCIDENTS, CRISES AND DISASTERS
Ill-health, accidents, crises and disasters
Ill-health: illness, sickness; a medical condition that makes you unwell.
Accidents: mishaps, misfortunes.
Crises: emergencies, calamities, catastrophes, upheavals.
Disasters: tragedies, events that cause adversity or devastation.
Sexually transmitted infection (STI): an infection that is spread through person-to-person sexual contact.
Ill-health
Bad lifestyle choices can lead to ill-health (sickness), such as having sex and getting a sexually transmitted infection
(STI), smoking and getting lung cancer or abusing alcohol and getting liver disease.
Accidents
Accidents happen when unexpected and unplanned bad things happen to a person – as a result of alcohol. Fire
accidents can happen as a result of unsupervised candles. Burn accidents can occur as a result of boiling water or oil
being left where i child can overturn it.
Crises
A crisis is an emergency situation that causes great distress and upheaval.
Disasters
A disaster is a great tragedy or devastation. It can be caused by nature or people.
Psychological, social and religious factors, cultural practices and different knowledge
perspectives
Cultural practices: rites or regular activities done by people of the same origin
Knowledge perspectives: facts and information seen from a particular viewpoint, outlook or angle
Foetal alcohol syndrome (FAS): a condition that results from alcohol abuse by the mother during pregnancy
Psychological factors that cause ill-health
Psychological factors are the mental and emotional aspects of being a human being.
If you have a negative self-image and low self-esteem yo may not think that you are worth demanding safe sex, like
using a condom. This psychological factor can lead to getting HIV.
Psychometric illness means a sickness that involves both the mind and the body. This illness may start with
emotional stress, but can become physical --> can cause an ulcer or a stroke – digestive or stomach problems, muscle
pain, tiredness and headaches.
Social factors that cause ill-health
Ill-health is closely linked to social factors, which are issues that involve people, the community and the public.
Violence can lead to injury and stress (Gender-based violence)
Foetal alcohol syndrome (FAS) results when mothers drink alcohol while they are pregnant. No amount of alcohol is
safe to have during pregnancy – it leads to learning problems so children cannot cope at school, they drop out and
become unemployable. This leads to poverty.
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Religious factors that cause ill-health
Some religious forbid the use of condoms
Jehovah’s Witnesses believe that only God can cure them so they refuse medical or mental help.
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Some religions tell their followers that illness is their fault, and they have to pay a penance to show that they
are sorry, or be punished.
Various potions and medicines are mixed but have not been scientifically tested.
Cultural practices that cause ill-health
Culture influences the way we look at health, illness and treatment.
Harmful cultural practices are often aimed at benefitting males, and so cause harm to females.
Unkungena: wife inheritance
FGM: Female genital mutilation
Different knowledge perspectives
A knowledge perspective is the viewpoint or outlook you have on something.
UNIT 2: Lifestyle diseases as a result of poverty and gender imbalances
What are lifestyle diseases?
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A lifestyle disease is an illness that is linked to the way people live. It is a disease that can be prevented by
changes in nutrition, environment, your general lifestyle, avoiding substance abuse, as well as the promotion
of gender equality and the reduction of poverty.
Hypertension, diabetes, diseases caused by smoking, HIV
Cancers
Cervical cancer in women
Cervical cancer is almost always caused by human papillomavirus infection.
It is a cancer that forms in the tissues of the cervix, the organ connecting the uterus and vagina. It is usually a slowgrowing cancer that may not have symptoms, but can be found with regular screening.
Lung cancer
Women are more vulnerable to the effects of smoking than men.
Prostate cancer in men
Starts in the male prostate gland – a small gland that is part of the male reproductive system.
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Symptoms:
delayed or slow start to urination and slow urinary stream
Dribbling or leaks after urinating
An inability to empty out all the urine
Blood in the urine or semen
Bone pain in the lower back and pelvic bones
Hepatitis B
Hepatitis B is the most common serious liver infection in the world – can lead to liver disease and liver cancer.
The liver is an important organ that filters toxins out of the blood and makes substances that fight infections.
Symptoms:
- Flu-like symptoms
- Tiredness
- Itchiness
- No appetite
- Dark urine
- Vomiting and nausea
- Jaundice
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Hypertension
Hypertension: very high blood pressure.
An illness where the blood pressure in your arteries is constantly high.
Arteries are blood vessels that carry oxygen-rich blood to your body.
Blood pressure is the force of blood that pushes up against the walls of the blood vessels.
Diseases of the heart and circulatory system
Circulatory system diseases: abnormalities of the heart and vessels system
Cardiovascular diseases: the group of diseases that involve the heart, blood vessels, arteries and veins
Tuberculosis
An infectious disease caused by the Mycobacterium tuberculosis bacterium. It is spread through airborne infection
droplets. (when infectious people cough, sneeze or spit, they move TB bacteria into the air. People living with HIV
are at a much greater risk of developing TB, because their immune systems cannot withstand the TB bacteria)
Pulmonary TB symptoms:
- A cough for two weeks or more
- Blood in the sputum
- Fever, with a high temperature and night sweats
- Loss of appetite and weight
- Chest pain
- Tiredness
- Shortness of breath
Sexually transmitted infections including HIV and AIDS
STIs are spread by the transfer of infected organisms from person to person during sexual contact.
Lifestyle diseases as a result of povert and gender imbalances
Poverty
Poverty means not having enough money to provide for your basic needs.
TB, HIV and AIDS and malnutrition are the man diseases of poverty.
The poor suffer most from illness because they do not have the money to access health care.
They may not have enough money for transport to get to a clinic, buy medicines, or cannot afford to take time off
from work to get medical care and rest.
Poverty results in:
 Poor sanitation and a lack of water in the community, which can lead to diseases
 Food insecurity: this means people don’t have access to enough food or enough healthy food. The less
balanced and nutritious meals are, the more the immune system weaker, and people are put at risk for
infections and illnesses.
 People reusing oil in cooking, because they don’t have money to buy new oil. This can lead to cancer.
 Overcrowding, due to lack of adequate housing. Not enough ventilation or airflow can cause TB to spread.
 People suffering from hypertension, due to stress and not getting the medication they need.
 Lack of access to safe sources of energy. In rural communities, the poor, usually women, walk long distances
to gather firewood. Wood collection increases their risk of physical attack and sexual assault, often leading
to STIs, including HIV.
 Women being forced to engage in sex for money to survive. This means that they are at higher risk of
getting HIV and also passing it on.
Gender imbalances
Gender roles are the different roles and responsibilities assigned to men and women by society.
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Gender imbalances or inequalities affect the health of both men and women.
The biological risk of illnesses and the levels of seriousness differ between men and women. This means the two
groups have different patterns of ill-health. This is because of:
 Differences in biological make-up
 The reproductive function of women
 Different gender roles that result in different lifestyles and health risk factors
UNIT 3: LIFESTYLE DISEASES: CONTRIBUTING FACTORS AND INTERVENTION STRATEGIES
Contributing factors to lifestyle diseases
Lifestyle factor
Unsafe sexual
behaviour
Poor eating habits
Example
Sex without a condom; multiple sexual
partners
Eating too much fat, especially animal fat
Not eating enough healthy food; malnutrition
High levels of salt intake; lack of calcium,
potassium and magnesium in food intake; lack
of vitamin D
Eating too much; obesity, being overweight
Alcohol abuse, alcoholism
Substance abuse
Drug abuse and using dirty needles
Smoking
Tobacco use
Chewing tobacco and using snuf
Lack of exercise
Not doing enough cardiorespiratory and aerobic
exercise
At risk for...
Cervical cancer in women; STIs
and HIV; hepatitis b
Prostate cancer in men
TB
Hypertension
Hypertension; diseases of the
heart and circulatory system
Prostate cancer in men; TB;
hypertension; diseases of the
heart and circulatory system
Hepatitis B
TB; hypertension; diseases of the
heart and circulatory system; lung
cancer; chronic bronchitis
Cancer of the mouth, lips,
oesophagus, and pancreas
Hypertension; diseases of the
heart and circulatory system
Intervention strategies: prevention, control and early detection of lifestyle diseases
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Intervention strategies to counter lifestyle diseases could include:
Protecting people from tobacco smoke and banning smoking in public places
Raising taxes on tobacco
Banning tobacco advertising, promotion and sponsor ship
Warnings about the dangers of tobacco use
Educating people about healthy lifestyles
Educating people about STIs including HIV
Reducing the stigma against people with HIV and AIDS
Promoting testing for HIV
Encouraging regular physical activity
Educating people about the importance of early detection, regular screenings and visits to the clinic
Limiting access to alcohol
Banning alcohol advertising
Raising taxes on alcohol
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Prevention
Avoid, abstain and adapt
Prevention means to stop something from happening.
Prevent diseases of the heart and circulatory system:
- Avoid all tobacco products
- Get regular physical exercise
- Follow a heart-healthy nutritional plan
- Avoid a lot of sugar and salt
- Keep a healthy weight
- Go for regular health screenings
Vaccinations
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Vaccination against hepatitis B
Vaccination against the human papillomavirus, the main cause of cervical cancer
Control
If you control something, you manage it so it does not become a crisis or a disaster.
Avoid getting TB:
- Open the windows and let fresh air into your home, classroom, or bus
- Help and encourage people who have TB to follow the treatment instructions and take their medication.
Control hypertension:
- Eat healthily
- Get regular physical exercise
- Lose weight
- Eat less salt
- Stop smoking
Early detection
Early detection means to notice and get treatment early on when the illness starts, before it becomes untreatable,
or becomes very difficult to treat, and before it is passed on to others.
Intervention strategies: treatment, care and support
Care and support
Hospice: a place where sick people who cannot be cured live in the later stages of the disease
Patients get the support and care they need, and can die in comfort and dignity. Hospices provide palliative care.
This may include:
 Relief from pain
 Affirmation of life and dying treated as a normal process
 Not speeding up or slowing down death
 Integration of the psychological and spiritual aspects of patient care
 Offering a support system to help patients live as actively as possible until death
 Offering a support system to help the family cope
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UNIT 4: COMMITMENT TO PARTICIPATE IN PHYSICAL ACTIVITIES FOR LONG-TERM ENGAGEMENT: DEVELOP AN
ACTION PLAN
Long-term effects of participation
Long-term: continuing, lasting, for a long time
Physical benefits
 Stronger bones
 Protection from
osteoporosis
 Reduced risk of
heart attack and
stroke
 Increased
protection from
viral diseases
 Prevention of
diabetes
 Prevention of
cancers
 Improved general
health and fitness
Mental benefits
 Clears the mind
 Keeps the mind
alert
 Helps to prevent
mental diseases
 Prevents negative
thinking
Social benefits
 Make and keep
friends
 Helps to integrate
in a new situation
 Meet people
 Prevents loneliness
 Promotes social
support
 New friendships
made
 Decreases
absenteeism from
work
 Improves
teamwork and
leadership skills
 Promotes a spirit
of co-operation
Emotional benefits
 Enjoyment
 Feelings of selfworth improve
 Relaxation reduces
stress
 Having fun and
laughing; keeps
you happy and
young
 Feel good about
yourself
 Look forward to
the activities
 Prevents
depression
 Prevents stress
 Personal
satisfaction
CHAPTER 13: CAREERS AND CAREER CHOICES
UNIT 1: CORE ELEMENTS OF A JOB CONTRACT: WORKER RIGHTS AND OBLIGATIONS; CONDITIONS OF SERVICE
Labour laws: Labour Relations Act, Employment Equity Act and Basic Conditions of Employment
Act
Obligations: duties and responsibilities; things you must do because they are the law, you have promised to do
them, or they are morally right
Trade union: an organisation that represents the interests of their members in the workplace
Disputes: arguments, disagreements
Labour laws
The Labour Relations Act
The LRA aims to promote economic development, social justice, labour peace and democracy in the workplace. It:
 Makes rules for the relationships between: employer (who may be an individual or a company) and
individual or groups of employees; employer or employers’ organisations and a trade union; and employee
and a trade union.
 Promotes employee rights to fair labour practices; to form and join trade unions and employers’
organisations; to organise and bargain collectively; to participate in decision-making through workplace
forums; and to strikes and lock-outs.
 Expects employers and employees to try to settle arguments and disputes through negotiation and
conciliation instead of strikes and going to court.
 Establishes the Commission for Conciliation, Mediation and Arbitration (CCMA), which plays a critical role in
sorting out disputes and providing advice; and the Labour Court and the Labour of Appeal Court to decide
matters related to the LRA.
 Does not apply to members of the National Defence Force, the National Intelligence Agency, and the South
African Secret Service. Some of the rights are limited when they apply to domestic workers.
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Employment Equity Act
The aim of the EEA is to:
 Promote equal opportunity in the workplace by eliminating unfair discrimination in any employment policy
or practice.
 Regulate affirmative action so that people from the designated groups, who have suitable qualifications, are
given opportunities for employment. Designated groups, according to the EEA, are Africans, Coloureds and
Indians, and women and the disabled, of all races.
The Basic Conditions of Employment Act
The BCEA makes rules and regulations about the right to fair labour practices, which include:
 Employers must give their employees details of their employment in writing, in the form of an employment
contract.
 It is against the law to employ a child under 15 years old, except for children in the performing arts (theatre,
dance, movies). Children aged 15 to 18 may not be employed to do dangerous work or do work that places
at risk their well-being, education, physical or mental health, or spiritual, moral or social development.
 Employees have duties and responsibilities toward their employers.
Core elements of a job contract
The BCEA sets out the core elements (conditions of service) that mst be covered in an employment contract.
- Name of employee
- Title of document
- Employer’s full name and address
- Employee’s full name and address
- Job title
- Occupation
- Brief description of the job
- Employee’s job description
- Date
- Place of work
- Hours of work
- Payment amount and when it will be paid
- Allowances
- Deductions
- Overtime
- Working hours and days of work:
 Ordinary hours of work: an employee must not work more than 45 hours in any week; 9 hours a day if a
worker works 5 days or less a week or 8 hours a day if a worker works roe than 5 days a week. Employees
may agree to work 12 hours a day for fewer days in a week so that they can have long weekends.
 Meal breaks: an employee must have a meal break of 60 minutes after 5 hours’ work.
 Rest periods: a worker must have a 12- hour rest period every day and a 36-hour rest period every week,
which must include Sunday unless otherwise agreed.
 Night work: people working between 6:00 at night and 6:00 in the morning must get extra pay or be able to
work fewer hours for the same amount of money
- Payment:
 Salary, wage, or the rate and method of calculating wages; overtime rate; other cash payments and
payments in kind and their value; how often the employee is paid; any deductions.
- Overtime rate:
 Employees must agree to work overtime. They may not work more than three hours overtime a day or 10
hours overtime a week. They must be paid 1,5 times their normal pay or must get paid time off. An
employee who sometimes works on a Sunday must get double pay.
 Public holidays – employees must be paid for any public holiday that falls on a working day. They must agree
to working on a public holiday and be paid double their normal rate or given time off.
- Leave:
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A worker can take from 15 up to 21 working days’ annual leave depending on the employer’s policy. An
employer can pay an employee instead of giving leave only if that employee leaves the job.
An employee can take up to 6 weeks’ paid sick leave for 36 months of work. In the first 6 months, an
employee can take one day’s paid sick leave for every 26 days worked.
Annual leave:
You may have to take leave when it suits the company.
Sick leave:
An employer may want a medical certificate before paying a worker who is sick for more than 2 days at a
time or more than twice in 8 weeks.
Maternity leave
Family responsibility leave
A full-time employee who has worked for longer than 4 months can take 3 days’ paid family responsibility
leave per year. The employer may want proof that the leave is needed.
Termination
Communications
A pregnant employee can take up to 4 continuous months of maternity leave which may be unpaid leave.
She can start leave any time from 4 weeks before the expected date of birth or on a date a doctor or
midwife says is necessary for her health or that of her unborn child. She also may not work for 6 weeks after
the birth of her child unless declared fit to do so by a doctor or midwife. A pregnant or breastfeeding
woman is not allowed to perform work that is dangerous to her or her child, such as working with dangerous
chemicals.
Notice period for ending the employment
Dress code and presentation
Employee’s work ethic obligations and promises
Place, date
Signatures
Principles of equity and redress
Equity: fairness; equal opportunity and fair treatment
Redress: a way to correct or fix something that is wrong or unfair
Equity
South Africa’s labour laws promote equity and fairness.
According to the EEA, every employer must take steps to promote equal opportunity in the workplace by eliminating
unfair discrimination in any employment policy or practise.
No person may unfairly discriminate against an employee because of his or her race, gender ,sex, pregnancy, marital
status, family responsibility, ethnic or social origin etc.
Redress
South Africa’s labour laws provide for general redress of past unfairness.
Eg. Affirmative action redresses injustices experienced by groups who have been disadvantaged in the past under
the apartheid regime. It eliminates unfair discrimination and develops the skills of those who did not have
opportunities. It promotes equal opportunities in employment.
Redress can also mean making right a current wrong.
Examples include:
 Disciplinary hearings: address employees’ misconduct in the workplace such as absenteeism,
insubordination or not doing what your employer tells you to do, or dishonesty.
 Workplace forums: committees of elected employees; they meet regularly with employers to discuss
workplace issues.
 Bargaining council: represent employees and employers in different sectors, for example, the motor
industry; they make sure that all members follow agreements.
 The Commission for Conciliation, Mediation and Arbitration (CCMA): tries to settle aruments and disputes
between employers and employees, through negotiation and conciliation instead of strikes and going to
court
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Recruitment: finding suitable people for a particular job
Trade unions and organised labour
Trade unions
Trade unions are organisations that represent the interests of their members in the workplace. They participate in
collective bargaining or negotiations with employers for wage increases or improvements in workplace conditions.
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SADTU: South African Democratic Teachers Union
POPCRU: Police and Prison Civil Rights Union
SATAWU: South African Transport and Allied Workers Union
NUM: National Union of Mineworkers
Trade union office-bearers or officials have the right to:
 Enter the workplace to recruit members and to communication with them
 Hold meetings with employees at their workplace, but outside their working hours.
Members of a trade union are entitled to:
 Elect trade union representatives at their workplace
 Authorise the employer to deduct union subscriptions or levies from members’ wages.
Trade union representatives, also known as shop stewards, are full-time employees who have been elected by
members of the trade union. They have the right to:
 Assist and represent other employees in grievance and disciplinary proceedings such as attending union
conferences or training courses
 Check whether employers are keeping to the law in the treatment of employees
 Get relevant information from the employer that will allow the representative to carry out his or her
functions, such as representing an employee at a disciplinary hearing.
Organised labour
Trade unions are a form of organised labour.
Federations
A federation is a group of organisations that is made up of smaller groups such as groups of trade unions or groups
of employers’ organisations.
Main trade union federations:
- COSATU: Congress of South African Trade Unions
- NACTU: National Council of Trade Unions
Federations negotiate with government and represent their members.
Work ethics and societal expectations
Work ethics: rules of behaviour at work
Societal expectations: what people believe you should do or how you should behave
Ethics are moral principles and standards of conduct that tell us how we should act and behave. They are standards
that show us what is right or wrong, good or bad. Ethics are based on values and on respect for yourself.
Work ethics show what is acceptable or good in the world of work.
Societal expectations are what people expect and believe you should do or how you should behave:
 Work if you are able to do so
 Have work ethics
 Help to build the nation
 Fulfil your potential
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Pay taxes
Contribute to the economy
Create jobs for others
Mentor others and pass on your knowledge and skills
Examples of work ethics and societal expectations:
- Adaptability: you are flexible and can cope with change; you welcome suggestions about how to work
more efficiently; you can change your work habits to fit in with your co-workers
- Dependability: you are honest, reliable, and on time.
- Flexibility: you are willing to do a job that is not in your job description or after your normal working hours
- Honesty: you do not take what is not yours, including your employer’s telephone for personal call or your
employer’s time to conduct your own personal business; you own up when you make a mistake
- Initiative: you can work without direct supervision; you have ideas of your own; you start things by
yourself; you are self-motivated
- Attitude: you have a positive attitude towards your job; you are enthusiastic; you are motivated and enjoy
your job; you face challenges and try to overcome them.
- Reliability: you are trusted to do or provide what is needed; people believe you
- Mentoring: you are expected to pass on your knowledge and skils and to help others develop and learn.
UNIT 2: THE VALUE OF WORK: HOW WORK GIVES MEANING TO LIFE
The value of work
Meaning: importance, significance
Fulfilled: satisfied, contented, pleased
Passion: enthusiasm, zeal, eagerness
The value of work gives us purpose and meaning; and it helps us to live fulfilled lives. To be fulfilled means to be
satisfied, contented, and happy.
How work gives meaning to life
Self-actualisation: to achieve your potential
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How to behave to live a more meaningful life
Experience life with full attention, focus and interest
Try and learn new things
Listen to and express your feelings
Be honest
Be prepared to be unpopular if your views do not agree with those of the majority
Take responsibility and work hard
Never be bored with life
If you can’t find a job, volunteer or study further
Read many different books to broaden your mind
Explore your potential. Never say: “I now know everything and have done everything.” Accept that there is
always more to learn and do.
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LEWENSORIëNTERING
GRAAD 12
KLASNOTAS
Kwartaal 1
1
WEEK 1-5
Hoofstuk 1:Ontwikkeling van die self in die samelewing
1. Lewensvaardigheid wat nodig is om aan tepas by verandering as deel van ‘n gesonde
leefstyl keuse: Identifiseer, assesseer en bestuur van stres.

Wat is stres?
Stres is wat ons ervaar in situasies wat as moeilik, uitdagend en soms vreesaanjaend
ervaar word. Dit is wanneer ons voel ons kan nie ‘n situasie hanteer nie.

Wat is goeie stres?
Stres wat jou gereed maak vir aksie gee jou adrenalien en energie. Bv. Wanneer jy voor in
die klas staan en praat. Dit is vir ‘n kort tydjie en jy kan dalk swetende hande ervaar en droë
mond of skoenlappers op jou maag.
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Wat is slegte stres?
Indien stres meer is as wat jy kan hanteer, is dit ongesond. Jy mag siek ongelukkig of
depressief raak. Jy is nie instaat om jou take te doen so goed as wat jy kan nie. Jy sal
hoofpyne kry of nie kan slaap nie.
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Wat is ‘n stressor?
‘n Stressor is enige iets, ‘n gebeurtenis of ‘n persoon wat stres veroorsaak. Dit is dinge wat
stres aktiveer.
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Simptomes van stres:
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Korttermyn effekte/gevolge:Vinnige asemhanling, vinnige hartklop/droë mond,
sweterig hande/nek spanning/skoenlappers op jou maag
Lang termyn effekte/gevolge: Hoë bloedddruk, hoofpyne, maagsere, alergieë,ens.

Tipe stressors:
-
2
fisies:
veroorsaak deur fisiese beserings, seksuele misbruik, agv geweld.
omgewing: veroorsaak deur faktore soos ekstreme weer of besoedeling
Persoonlikheid: Sommige mense is meer geneig tot stres as ander
Sosiaal:
veroorsaak deur mense rondom jou, groepsdruk
Emosioneel: veroorsaak deur jou emosies, bv. probleme in verhoudings
.

Wat is belangrik om stres te hanteer/bestuur?
Jou liggaam produseer kortisol en adrenalien. Dit is 2 streshormone. Kortisol is die
hormoon wat geproduseer word tydens vrees en manifisteer in angstigheid.
Adrenalien is die hormoon wat die liggaam voorberei om te fisies te reageer op
gevaar/bedreiging.
Indien jy nie daarin slaag om stres te hanteer nie kan jou liggaam te veel van hierdie
hormone produseer . Die stres beskadig dan jou liggaam en verander in chroniese siektes
soos hoë bloeddruk.

Faktore wat kan lei tot stres in die werkplek:
-

Hoe om stres te bestuur : Gedrag tegnieke , strategie en voorbeelde van watter wyse
stres bestuur kan word.
-
-
-
-
-
3
Swak bestuur of swak beplanning deur bestuurders.
Vaardigheidstekort van ander werkers.
Swak werksverhoudings tussen bestuur en werknemers.
Swak wersverhoudings tussen werknemers
Swak/slegte werksomgewing
Werknemers wat nie instaat is om die werk te doen nie.
Jaloesie
Autokrasie deur bestuur
Take wat veeleisend is
Slegte houding van seniors (geen ondersteuning)
Swak werkshulpbronne om werk na behore te doen.
Swak werksetiek by werkers
Te min personeel
Swak voordele
Lae salarisse
Meditasie is een van die natuurlike manier om stres te ontlaai. Eenvoudige asemhalings
oefeninge kan baie daartoe bydra om stres te verlig. Meditasie help die brein kalmeer.
Oefening en gesonde voedsel. Eet gesonde kos en oefen tenminste 3 keer ‘n week.
Vermy hoë kaffeien inname wat angstigheid en geirriteerdheid kan verhoog.
Moenie onwettige dwelms, alkohol en tabak gebruik nie.
Leer ontspanningsoefeninge (abdominale asemhaling en spier ontspannings tegnieke)
Ontwikkel beslistheids vaardighede. Bv. Stel gevoelens om ‘n ordentlike, ferme maniernie aggressief of passief nie. ( Ek voel kwaad/woedend as jy op my skree. Hou op so
skree) Oefen situasies wat stress veroorsaak: neem spraak klasse, as situasies waar jy
voor in klas moet praat jou angstig maak.
Leer praktiese en effektiewe bestuurs-/hanteringsvaardighede.
Verminder negatiewe praatjies oor jouself. Daag negatiewe gedagtes uit met
alternatiewe positiewe of neutral gedagtes. Byvoorbeeld: ”My lewe sal nooit verbeter
nie” na “Ek voel dalk nou hopeloos , maar my lewe sal beter word.”
Leer om goed te voel oor ‘n goeie werk gedoen eerder as om perfeksionisme te verwag
van jouself en ander.
Neem ‘n breuk van stresvolle situasies. Aktiwiteite soos musiek , geselsies met jou
vriende, teken, skryf, tyd saam met jou troeteldier kan stres verminder
Bou ‘n netwerk van vriende wat jou sal help om stres op ‘n positiewe manier te hanteer.
‘n Stresjoernaal kan jou help om gereelde stressors in jou lewe te identifiseer en te help
om dit te hanteer.Hou elke keer as jy gestres voel ‘n joernaal. Indien jy dit doen sal jy
patrone kan raaksien en identifiseer.
Analiseer jou stres:
Wat veroorsaak jou stress?
Hoe voel jy fisies en emosioneel?
Hoe reageer jy?
Wat het jy gedoen om jouself beter te laat voel?
Nie alle stres kan vermy word nie en dit is nie gesond om ‘n situasie te vermy wat
aangespreek moet word nie. Jy sal verbaas wees hoeveel stressors jy kan elimineer.
-
-
Ken jou limiet en hou daarby. Of dit in jou persoonlike of professionele lewe is.Moenie
nog verantwoordelikhede aanvaar indien jy naby die bereiking van jou doelwitte is nie.
Om meer aan te vat as dit wat jy kan hanteer sal verseker bydra tot ‘n resep van stres
en uitbranding.
Vermy mense wat jou laat stres; verander die verhouding wat vir jou stres veroorsaak.
Vermy die persoon of spandeer minder tyd saam.
Beplan; neem beheer van jou omgewing. Skakel die TV af as die nuus jou gespanne
maak. As verkeer jou gespanne maak, vermy dit.
Maak ‘n doen-lysie – onderskei tussen moet doen en kan doen.
2. Vaardighede wat nodig is om aan te pas by verandering as deel van ‘n gesonde
leefstylekeuse:
1.Konflik-oplossingsvaardighede
KONSEP
Interpersoonlike konflik
VERDUIDELIKING
Wanneer daar verskille is, teenoorgestelde
sienings,magsstryd tussen twee persone.
Gebeur tussen mense
Intrapersoonlike konflik
Gebeur binne in jouself
Konflik

Konflik-oplossingsvaardighede
1. Wees oortuigend: moenie aggressief raak nie, maar stel jou probleem duidelik en
verduidelik watter van jou regte word geignoreer of oortree.
2. Gebruik ek-stellings:Laat die ander persoon weet hoe jy voel en reageer op die probleem
deur gebruik te maak van ek-stellings : Ek voel dat jy my nie verstaan nie,wanneer…..
3. Hou jou gevoelens onder beheer: Hou jou gevoelens onder beheer sodat jy nie die
persoon fisies en emosioneel seer maak nie, bv. praat en moenie skree nie.
4. Moenie oordeel/ beskuldig nie: Probeer om nie die ander persoon te blameer nie.
Aanvaar die konflik en hanteer dit.
5. Aanvaar kompromie: Kry ‘n middeweg wat nie tot voordeel ‘n sekere party is nie, maar
deur almal aan vaar word.
6. Beweeg aan: Moenie na vorige konflikte verwys nie.
7. Kalmeer voordat jy uiting gee aan jou gevoelens: Wees in beheer van jouself.
8. Herken en erken die ander persoon se siening al stem jy nie saam nie. AGREE TO
DISAGREE!
9. Respekteer die ander persoon: Indien jy toon dat jy die ander persoon respekteer sal dit
bydra tot die probleemoplossings.
10. Wees bereid om vrede te maak en oplossings te vind: Om konflik te onderhou is ‘n
negatiewe manier om dit te hanteer.
3. Lewensvaardigede wat nodig is om aan tepas by verandering as deel van ‘n gesonde
4
lewensstyl keuses : Inisieer, bou en onderhou positiewe verhoudings en die
belangrikheid van kommunikasie

Inisieer,bou en onderhou van verhoudings
Positiewe kommunikasie lei tot positiewe verhoudings. Ons vermoë om te kommunikeer
met ander bepaal die sukses van ons verhouding met ander. Kommunikasie gaan oor die
begrip om ander te verstaan en ons gevoelens, geloof en houding te kommunikeer na die
ander persoon.

Hoe inisieer(begin), behou vriende en bou ek verhoudings?
- Inisieer verhoudings:Jy gaan op ‘n nuwe plek wees volgende jaar. Jy mag dalk
niemand ken nie. Dit sal dus van jou afhang om vriendskappe te bou. ‘n Goeie begin is
om seker te maak jy hoor die persoon se naam. Vra uit oor hul name en miskien ook die
betekenis daarvan. Dan vra jul uit oor hulself , want mense hou daarvan om oor hulself te
praat.
• Jy kan ook ‘n gesprek begin met ‘n neutrael onderwerp as die persoon skaam is.
Probeer die persoon se naam onthou, sodat die persoon volgende keer as jy sy naam
onthou spesiaal sal voel omdat jy dit onthou.
• Wees bereid om iets van jouself ook te deel, moenie die heeltyd oor jouself praat nie.
Vermy om groot te praat. Mense hou nie daarvan nie.
• Hou by met die nuutste nuus en onderwerpe waaroor mense praat. Indien mense agter
kom dat jy ingelig is, sal hul dit geniet om met jou te praat.

Karakter en vaardighede van positiewe verhoudings
Goeie verhoudings help ons deur moeilike tye in ons lewens. Die vorm en onderhouding
van goeie verhoudings kom nie maklik nie. Jy moet kyk vir kwaliteite en vaardighede en
karaktertrekke in ‘n persoon met wie jy ‘n verhouding bou. Watter kwaliteit,vaardighede en
karaktertrekke trek jou aan?
5
•
Vaardighede wat
benodig word deur ‘n
goeie kommunikeerder.
•
•
•
•
•
Karaktertrekke en
kwaliteite
•
•
•
•
•
•
•
•
•
Vermoë om te kommunikeer
Vermoë om te luister
Simpatie / empatie
Om nie te verwag dat almal dieselfde siening
het as jy nie.
Vermoë om te gee en te neem
Onselfsugtigheid
Wedersydse respek
Verdraagsaamheid
Omgee/ondersteuning
Respek vir ander en die werk wat hul doen.
Kan saam werk in ‘n span
Verstaan hoe ander dink
Vermoë om jouself te wees

Bou en onderhouding van positiewe verhoudings met goeie kommunikasie- en
luistervaardighede
In verhoudings bou goeie kommunikasie goeie verhoudings. Daar is goeie en nie so goeie
maniere om met mense te kommunikeer nie.
Effektiewe kommunikasie
Luister aandagtig en met simpatie.
Luister sonder om te oordeel.
Verstaan voordat jy reageer.
Praat duidelik sonder om emosioneel te
wees.
Verstaan die ander persoon se
gevoelens..
Toon met jou liggaam dat jy luister, bv.
Knik jou kop om te wys jy luister of stem
saam.

Nie-effektiewe kommunikasie
Om nie te luister na ander persoon nie.
Ander persoon in die rede te val.
Om bevooroordelend te wees en
afleidings te maak.
Om emosioneel te wees en oor te
reageer.
Sarkastiese reaksies en verdedigende
gedrag.
Vou jou arms en draai weg of kyk rond
en praat met ‘n ander persoon TERWYL
‘n persoon met jou praat.
Bou en onderhou ‘n positiewe verhouding: kommunikeer jou gevoelens, geloof en
houding.
Daar is verskillende faktore wat die manier hoe ons kommunikeer affekteer. Jou
GEVOELENS, wat jy glo en jou houding is deel daarvan. Indien jy jou gevoelens en
menslikheid toon, sal mense jou beter verstaan.
Jou GELOOF is deel van wie jy is, en is dit belangrik om dit uit te druk. Dit is belangrik dat
jy hierdie aspekte kommunikeer. Alhoewel, moet nooit geloof/houdings kommunikeer wat
teen ons grondwetlike beginsels gaan nie. Gee uiting aan jou gevoelens, geloof en houding
sonder om dit op ander af te dwing. Alle persoon is daarop geregtig om hul eie sienings te
hê.

Faktore wat ‘n invloed het op effektiewe kommunikasie
 Persoonlikheid: Die manier wat jy optree, jou gedra en jou houding vorm deel van jou
persoonlikheid. Onthou ons almal reageer op ‘n sekere manier in ‘n sekere situasie.
Somtyds word ‘n skaam persoon beskou is verveeld en oninteressant totdat jy hom leer
ken. Ander mense is ekstroverte en mag jou dalk intimideer deur die manier wat hul met jou
praat. Party mense kruip weg agter hul “swakhede”deur heeltyd aandag te soek en wil
heeltyd die middelpunt van aandag wees. Jou eie persoonlikheid sal bepaal of jy deur
hierdie persone aangetrek word of afgesit word.
 Houdings en waardes: Indien jy enige houding het ( hoe jy dink en optree) en dink dat jy
beter is as ander,sal dit jou kommunikasie affekteer. Indien jy dink dat jou idees, gelowe en
waardes is reg en jy wys nie respek nie, sal jy nie ‘n goeie luisteraar wees nie en sal jy ook
nie ander toelaat om aan hulself uiting te gee nie oor hul sienings. Dit sal kommunikasie
blokkeer tussen jou en ander mense en tot konflik lei.
 Aanvaarding van verantwoordelikheid: Verantwoordelikheid beteken dat jy rekenskap
gee en doen wat jou plig is en veratnwoordelikheid vir jou dade neem. Jy kan vertrou word
om jou werk te doen omdat jy verantwoordelik is. Indien jy ‘n fout maak, skuif jy dit nie op ‘n
6
ander persoon af nie. Effektiewe kommunikasie kan slegs gebeur indien daar vertroue,
betroubaarheid en verantwoordelikheid is. Vriendskap kom met verantwoordelikheid.
 Gespase uitdrukking van siening en gevoel: Gepaste uitdrukking van gevoel en siening
is om te se wat jy dink en voel, maar nie ‘n ander persoon seer maak of aanstoot gee nie.
 Respekteer die gevoel van ander: Wanneer jy resperk toon vir ander se gevoelens, sal
hul ook respek vir jou gevoelens toon.
4. Lewensvaardigheid wat nodig is om aante pas by verandering as deel van ‘n gesonde
leefstyl keuse: Oorgang tussen skool en na-skool eindpunt

Verandering in omstandighede
Praat met
iemand
wat jy
vertrou
Weet wat
die
veranderin
ge gaan
wees.
•Maak elke aspekmaklik
om te hanteer
•Hoe meer inligting jy het
hoe makliker sal dit wees
om dit te hanteer.
Dink aan
vorige
veranderin
gs
Dink
aandie
goeie
aspekte
van
veranderin
g
•Leer van vorige
situasies en kennis en
pas dit toe.
•Leer van die foute van
ander.
•Sien dit as 'n uitdaging
en'n geleentheid om te
ontwikkel en te groei
•Neem beheer
Gee jouself tyd
om aan te pas
7
Beplan wat om te doen.
Dink aan vorige verandering en wat daarop van toepassing was.

Positiewe en negatiewe aspekte van verandering
-

8
Praat met iemand wat jy vertrou.
Maak ‘n lys van die goeie aspekte van verandering.
Ontwikkel ‘n positiewe houding t.o.v veranderings.
Vermy teenstrydige veranderings.
Verandering sal jou behoefte aand onderrig beïnvloed.
Gee jouself tyd om te pas by verandering.
Gebruik jou geloofsisteem en geloof om jou te lei.
POSITIEF
Opwindend
Uitdagend
Motiverend
Kan tot beter dinge lei
Vereis dat jy buigbaar bly
Hou jou brein op en wakker
Laat jou toe om verborge potensiaal
te ontdek
Hou jou lewe interessant
Geleenthede
Kan tot persoonlike groei lei
Lewens siklus
-
NEGATIEF
Kan stres veroorsaak
Nie altyd die beste nie
Mag jou laat onseker voel
Kan irriterend wees
Verliese
Vrees vir die onbekend
Dreigend
Pynlik,siektes
Rou, bv dood
Baba
Jong kind
/tiener
Groot
ouers,ouderdom
Ouer/volwasse
nes
Jong
volwassene
5. Persoonlike leefstyl plan verseker ‘n kwaliteit lewe
Die volgende aspekte moet ingesluit wees :
- Fisiese oefening
- Voeding- en gewigsbestuur
- Buitemuurse aktiwiteite en ontspanning
- Slaap
- Promoveer gesonde gewoontes
- Onthouding/veilige seks
- Vermy skadelike middels
- Hanteerverandering
- Emosionele gesondheid
- Stresbestuur
- Tydsbestuur
- Konflik oplossing
- Verhoudings en kommunikasie
- Vrywilliger/help ander
WEEK 6-7
Hoofstuk 2 : Studie vaardighede
1. Proses van assessering en eksamen skryf vaardighede
9

Wat is assessering?
Dit is die voordurende beplande proses van inligting insamel oor dit wat bereik is.

Hoekom assesering?
Dit identifiseer hoe jy nuwe inlgiting, inhoud en vaardighede bemeester.

Verskillende tipes asseserings?
- Formatiewe assesering: Wanneer jy aan iets werk en jy en jou onderwyser kan sien
hoe jy vorder.
- Summatiewe assessering: Dit gebeur aan die einde van ‘n kwartaal, of hoofstuk of
projek. Dit meet hoe jy jou tyd bestuur het.
- Self-assessering: Jy asseseer jouself.
Studie metodes en beplanning

10
Die SQ3 metode:
Dit staan vir Survey, Read, Recall and Review.
Stap 1:Jy begin deur ‘n oorsig te doen oor die breë inhoud van jou werk. Jy kry ‘n
algemene oorsig van waaroor die werk gaan.
Kyk na hoofopskrifte en subopskrifte.
-
Stap 2:Lees
Jy lees die hoofstuk
Herroep dit wat jy gelees het deur vrae te vra en te beantwoord
-
Stap 3: Review/hersien: Sit dit wat jy gelees het in ‘n breinkaart.
Indien jy sukkel begin voor of daar waar jy verlore geraak het.

Strategie vir jou studietyd:
Beplan jou studie tyd
Waar, wanneer, wat en hoe gaan jy studeer?
Beplanning is belangrik sodat jy genoeg tyd het om al die werk effektief en deeglik kan
deurwerk.
Prioritiseer jou daaglikse aktwiteite.
Genoeg slaap is belangrik om te konsentreer in die klas.

Berei jouself voor vir die eksamen
Begin lank voor die tyd studeer.
Maak seker jy slaap genoeg
Oefen ou eksamen vraestelle.Dit sal help om te weet wat daar van jou verwag word.
Eet ‘n goeie ontbyt voor ‘n eksamen
Wees betyds
Onthou al jou toerusting: penne, optelmasjientjie, ens.
 Meerkeuse vrae (monkey puzzles):
Hierdie vrae toets feitlike kennis.
Dikwels is een van die vrae defnitief verkeerd en kan jy dit onmiddelik elimineer.
Werk uit watter antwoord is die mees korrekte antwoord

Opstelvrae:
Die sleutel om ‘n goeie opstel te skryf is om die vraag se instruksie reg te verstaan.
Wat wil die eksaminator hê?

Voorbereiding vir die eksamen:
Voorbereiding vir
die eksamen


.Weet hoeveel vrae jy moet beantwoord
Weet watter styl die vraag is, bv. opstel
Werk deur oefen vraestelle om jouself voor te berei
Aand voor die
eksamen
Kry genoeg slap-jy kan nie skryf as jy moeg is nie
Kry al die toerusting wat jy nodig het: penne , rekenaars, ens.
Maak seker wat die tyd en plek is waar jy skryf
Dag van die
eksamen
•
•
•
•
Eksamen lokaal
•
•
•
•
•

eet ‘n goeie ontbyt. –sonder om te eet kan jy nie
konsentreer nie.
visualiseer jouself as suksesvol
daag betyds op en gaan toilet toe
vermy om die werk met vriende te bespreek dit kan jou
deurmekaar maak en op jou senuwees.
dink aan sukses terwyl jy diep asemhaal
Maak seker die papier wat jy ontvang is die regte papier
asook in die regte taal.
Lees en highlight die sleutelwoorde van die instruksies
voltooi jou inligting op die voorkant van die eksamen
boek
Werk uit hoeveel tyd jy vir elke vraag het.
Aanbieding van ‘n vraestel
Die volgende is riglyne om ingedagte te hou om ‘n vraestel aan te bied:
Hand skrif-Hou jou handskrif leesbaar. Indien die eksaminator jou handskrif nie kan lees
nie, kan jy punte verloor. Moenie te veel krap op die papier nie. Dit laat jou werk onnet lyk.
11
Kantlyne–Trek kantlyne teen albei kante van die papier. Dit is baie belangrik dat jou werk
in die minddel van die bladsy is en duidelik sigbaar.Die beste tyd om dit te doen is wanneer
jy jou antwoordblad gekry het en nog voordat jy die vraestel ontvang het, dus mors jy nie
tyd wanneer jy die vraestel moet beantwoord nie.
1. Figure /sketse – Jy kan figure met pen teken, maar dit is beter en verkieslik dat jy dit met
potlood doen. Dit is net makliker om foute te korrigeer en te verander. Dit vertoon ook
netjieser.
2. Rofwerk– Moenie rofwerk net langs die som doen nie. Doen dit in die kantlyn. Of merk die
laaste bladsy as rofwerk.
3. Sub-vrae– al die sub vrae of vrae wat beantwoord word moet in volgorde gedoen word.
Indien jy nie die antwoord ken nie, los genoeg spasie oop. Moenie die vraag op ‘n ander
plek probeer nie. Dit kan irriterend vir die eksaminator wees. Die kans is dat hy/sy nie eers
die vraag gaan merk nie, is goed.
Al hierdie klein dingetjies neem nie baie tyd in beslag nie. Maar indien hul nie gedoen word nie,
laat dit die antwoordblad onnet lyk. Indien die eksaminator nie kan lees nie, kan dit jou punte
drasties beïnvloed.Hou dit dus ingedagte
INSTRUKSIE /
OPDRAGWOORD
Verduidelik
Sê hoe dit is dat iets gebeur of gebeur het. Maak
duidelik hoe of waarom iets gebeur of hoekom dit so is.
Ontleed
Ondersoek in fyn detail. Identifiseer die belangrikste
punte en hooffunksies.
Lewer kommentaar
Identifiseer en skryf oor die belangrikste kwessies.
Basseer antwoord op wat jy gelees het of gehoor het
tydens lesse.
Vermy suiwer persoonlike mening.
Vergelyk
Wys hoe twee of meer dinge ooreenstem. Dui die
relevansie of gevolge van hierdie ooreenkomste aan.
Daarenteen kan jy ook die teenoorgesteldes met
mekaar vergelyk. Wys wat is anders. Dui aan of die
verskille betekenisvol is. Indien toepaslik, gee redes
waarom 'n item of argument verkies word.
Evalueer krities
Ondersoek argumente vir en teen die stelling / saak.
Gee ‘n defininsie
Beskryf / sê hoe iets is.
Gee die presiese betekenis. Moenie 'n standaard
woordeboekbetekenis gebruik nie. Gebruik
die betekenis wat op die vak van toepassing is.
Gee die belangrikste kenmerke of eienskappe van iets.
Onderskei
Gee die verskille tussen twee of meer dinge.
Evalueer
Gebruik bewyse om die belangrikheid of nut van die
onderwerp te verduidelik. Daar kan ook teen-argumente
wees.
Analiseer soortgelyke onderwerpe. Kyk na detail. Stem
Ondersoek
12
BETEKENIS
Illustreer
ooreen met kritiese evaluasie.
Maak iets duidelik, gee voorbeelde of bewyse.
Interpreteer
Wys wat data of ander materiaal beteken of impliseer.
Regverdig / Motiveer
Gee stawende bewyse vir 'n argument of idee; wys
waarom besluite of gevolgtrekkings gemaak is.
Vertel
Konsentreer om te sê wat gebeur het, vertel dit as 'n
storie.
Gee ‘n uiteensetting
Gee slegs die belangrikste punte.
Dui die verband aan
Wys hoe twee of meer dinge aan mekaar gekoppel is.
Lys
Gee die belangrikste kenmerke, in 'n baie duidelike
taalgebruik (amper soos 'n eenvoudige lys, maar in vol
sinne geskryf).
Som op / gee opsomming
Teken net die belangrikste punte aan. Los
besonderhede of voorbeelde uit.
Oorweeg hoe ver of hoeveel iets waar is, of dit bydra tot
'n finale gevolgtrekking. Die antwoord is gewoonlik
iewers tussen 'heeltemal' / ‘volkome’ en 'glad nie'.
Tot watter mate
13
Spoor die gevolge na / op
Volg die orde van die verskillende stadiums in 'n
gebeurtenis of proses.
Pas kennis toe
Dui op ‘n praktiese manier aan wat jou begrip van die
inhoud is.
Assesseer
Beoordeel die aard, kwaliteit of waarde van iets.
Bereken die antwoord
Jou antwoord moet in syfers gegee word. Jy moet plus /
minus / maal / deel met syfers om ‘n antwoord te kry.
Voltooi
Vul dieinligting in wat uitgelaat is.
Bepaal
Kry die feite.
Dink jy dat / Stem jy saam
dat / volgens jou opinie
Gee / verskaf
Verskaf jou eie opinie oor ‘n saak of probleem. Verskaf
altyd ‘n rede vir jou antwoord.
Bied inligting aan.
Pas bymekaar
Vind inligting wat ooreenstem of bymekaar pas, dinge
wat dieselfde is of aan mekaar gekoppel kan word.
Bewys dat
Gee die feite wat die saak ondersteun.

Top 10 Foute wat gemaak word
Die top foute wat meeste student maak is wanneer hul toets of eksamen skryf en hoe om
dit te oorkom.
FOUT
HOE OM DIT REG TE MAAK
1. Om Slegs sekerer vrae te leer Begin hersiening lank voor die tyd om in
(spot) of te probeer om baie inligting staat te wees om soveel moontlike werk te
in jou geheue te probeer plaas.
doen. Beplan jou studietyd.
2. Laat wees
Gee jouself genoeg tyd om na ‘n
geleentheid reis. Maak notas op jou
eksamenrooster , bv. ONTHOU:
Sakrekenaar.
3.Om Paniekerig te raak voor die tyd
Berei goed voor. Slaap genoeg voor ‘n
vraestel. Vertel aan jouself dat dit nie die
einde van die wêreld is nie, slegs ‘n
vraestel.
4.Nie daarin slaag om instruksie te
lees nie en ook nie deur vrae te gaan
nie.
Lees die instruksies en maak seker van die
aantal vrae wat jy moet antwoord. Gaan
deur die vraestel voordat jy poog om dit te
antwoord. Gaan voort om die maklike vrae
eerste te antwoord.
5. Nie daarin sleg om genoeg tyd toe
te laat vir elke vrae/ nie daarin slaag
om jou tyd te beplan nie.
Beplan tyd vir elke vraag. Beplan jou
eksamentyd voordat jy in die
eksamenlokaal ingaan. Weet hoeveel tyd jy
moet gebruik vir langvrae en kortvrae.
“If you fail to plan, you plan to fail!
14
6. Verkeerde intrepetasie van vrae,
verkeerde en nie ooreenkomstige
antwoorde/te veel of te min.
Onderstreep die hoofwoorde in die vraag.
Maak seker jy antwoord slegs dit wat die
vraag vereis.
7. Nie seker hoe om te begin of die
vraag te beëindig nie.
Moenie tyd mors en aanmekaar oor en oor
begin nie. Die klem moet om die vloei van
jou idees wees. Maak seker paragrawe is
samehangend en kom ooreen.
8. Skrif nie leesbaar en sinvol nie.
Indien jou a soos ‘n u lyk en jou v soos ‘n u,
sal die merker moed opgee en dit nie
verder merk nie omdat hy dit verder kan
lees nie. Ook om sin te probeer uitmaak uit
sinne is nie sinvol nie. Indien jy te klein
skryf , is jou werk ook moeilik om te lees en
te verstaan.
9. Lees en skryf te stadig
Oefen jou lees en vermeerder jou
leesspoed. Oefen jou skryfvaardighede of
probeer verskillende soorte penne en
potlode.
10.Vergeet om jou persoonlike
besonderhede te skryf.
Begin altyd jou eksamen deur jou
persoonlike inligting op jou eksamenboek te
skryf.Skryf jou naam en besonderhede op
alle los papier.
2.Belangrikheid om die NSS (Nasionale Senior Sertifikaat) te verkry
-
Dit laat jou toe om by ‘n Hoër onderwysinstelling te studeer.
Dit is ‘n basiese vereiste as jy vir ‘n beurs aansoek doen.
Meeste werkgewers vereis NSS, dit is ‘n basiese vereiste vir meeste werke.
Dit wys werkgewers dat jy mate van vaardighede het end at jy weet hoe om te leer.
3. Ontwikkel ‘n studieplan vir gr 12
Byvoorveeld:
WEEK 8-10
Hoofstuk 3: Loopbane en loopbaan keuses
1. Om te bly by ‘n besluit wat geneem is
15
1.1. “Commit” tot ‘n besluit
-
Jy moet ‘n besluit maak gebaseer op jou belangstellings, sterkpunte, swakpunte,
vaardigheid en persoonlikheid en daarby hou.
Jy mag besluit het om jou loopbaan voort te sit maar ‘n besluit self lei nie tot veel nie jy
moet tot aksie oorgaan.
Wend ‘n poging aan en doen aansoek, kry die nodige vorms en sorg dat jy al die vereiste
van volgende jaar se keuses het.
Jy moet hierdie jaar aansoek doen, so vroeg as Maart, in Junie ook. Meeste instansies kyk
na jou graad 11 punte en gee jou voorlopige tolating. Finale toelating word op jou graad 12
punte gegee.
1.2. Werk/kursus aansoeke vir hoër onderwys

Werksaansoek (www.jobsearch.about.com )
- Meeste werkgewers vereis van aansoekers om ‘n werksaansoekvorm te voltooi. Al het
hul ‘n CV en Dekbrief ingehandig. Werkgewers gebruik aansoeke om seker te maak dat
hul dieselfde inligting het oor al die kandidate.
- Met die ondertekening van die werksaansoek erken jy dat die inligting wat gegee is,
akkuraat is. Dit beteken dat die werksaanbod geweier kan word en dat jy afgedank kan
word indien hul uitvind dat jou werksinligting nie korrek is nie.
- Voordat jy ‘n werksaansoek voltooi, of dit nou op internet is of in persoon, is dit belangrik
om al die inligting byderhand te hê wat nodig is om die aansoek te voltooi. Gaan die
volgde wenke deur om seker te maak dat jy gereed is om jou aansoek in te dien:
 Werksaansoekwenke (”Tips”)
 Hersien jou werksgeskiedenis. Jy het jou CV nodig of ‘n lys an jou vorige werke,
geskiedenis van jou opleiding. Maak seker dat jy die korrekte datums het van jou werk,
werksbenaming en opleiding. Jy CV moet perfek met jou aansoekvorm ooreenstem.
 Laai ‘n aansoekvorm af- en oefen om dit vooraf. in te vul.Op die manier kan jy seker
maak dat jy al die inlgting het.
 Vra vir ‘n aansoekvorm- As jy aansoek in persoon doen vra vir ‘n aansoekvorm, neem
dit huis toe en voltooi dit.
 Wanneer jy aansoek doen in persoon.Wanneer jy gaan om ‘n vorm op te tel of af te
gee maak seker jy is korrek aangetrek. Jy mag dalk met die bestuurder praat en daarom
is dit belangrik dat jy professioneel lyk, vir ingeval jy oombliklik ‘n onderhoud kry.
 Persoonlike werksaansoek lysie/checklist. Hersien die lys van inligting wat jy moontlik
nodig sal hê.
 Aanlyn-werksaansoek. Werksaansoek vir baie maatskappye is aanlyn beskikbaar.Baie
groot maatskappye bied so ‘n diens aan. Sekere maatskappye aanvaar geen papieraansoeke meer nie enaanvaar slegs aanlyn aansoeke.
 Volg die instruksies. Volg die instruksie wanneer aanlyn en op papier aansoek doen.
Kyk op die maatskappy se webwerf vir die fynskrif of op die aansoekvorm vir instruksies,
want dit uiters belangrik om instruksies te volg.
16
 Gaan oor jou aansoek voordat jy dit ingee Lees deeglik die instruksies wanneer jy
aansoek doen vir werk voordat jy die stuur- knoppie druk of dit inhandig. ‘n Maatskappy
sal die korrekte en akkurate aansoek in ‘n baie beter lig beskou as die wat nie die
instruksies gevolg het nie. Inderdaad is daar maatskappye wat aansoeke wat nie korrek
voltooi is nie, nie sal aanvaar nie. Hierdie aansoeke word uitgegooi sonder dat daar na
hulle gekyk word.Maak dus seker jou aansoek is korrek voltooi.
 Wees voorberei om ‘n toets te skryf. Sommig maatskappy toetsaansoekers vir werk
om te bepaal of kandidaat aan hul behoeftes voldoen.
 Weet hoe om ‘n werksaansoek te voltooi.
i) Volg die instruksies.
ii) Skryf in swartpen.
iii) Skryf in duidelike drukskrif.
iv) Moenie doodtrek of tipex gebruik nie.
v) Heroorweeg elke sin voordat jy dit neerskryf.
vi) Sorg dat jou spelling korrek is.

Aansoek vir ‘n kursus by ‘n hoër onderwys instelling
Hou die volgende ingedagte
- Toelatingsvereistes
- Beskikbare fondse
- Voltooiing van aansoek vorms
- akkomodasie en vervoerreëlings
2. Redes vir en impak van werkloosheid
2.1. Wat is werkloosheid?
Wanneer jy bereid is om te werk, reg is vir werk en desperaat werk wil hê, maar kry nie
werk nie omdat daar eenvoudig nie genoeg werk is vir almal nie.Jy het dus geen werk of ‘n
loopbaan nie.
2.2. Wat veroorsaak werkloosheid?
17
Mense word afgedank wanneer werksgeleenthede afneem.
Maatskappye probeer koste bespaar deur minder mense aan te stel/huur, dit maak dat
mense verminder word/oortollig verklaar word.
Fabrieke maak toe omdat mense sekere produkte nie meer koop nie.
Swak arbeidsmark verwante vaardighede- mense het nie die vaardighede wat hul nodig
het vir die werksmark nie.
Korupsie, wat lei tot “werk vir vriende” teen bo gemiddelde salarisse en neem werk weg
van mense wat arm of beter gekwalifiseer is.
Moeilik vir werkers wat vir die eerste keer werk soek of die arbeidsmark vir die eerste
keer betree; mense met ondervinding word verkies.
Te veel mense het dieselfde kwalifikasie vir te min poste.
Kopers soek goedkoop invoere en plaaslike mense verloor hul werk omdat fabrieke
moet toemaak.
Wanneer daar baie werklose mense is, word minder produkte geproduseer en minder
dienste aangebied/voorsien.
-
-
Beleggers raak bang om hul geld te belê, omdat hul bang is hul verloor dit omdat nie
genoeg mense die goedere of hul dienste kan bekostig/koop nie.
In moeilike ekonomiese omstandighede van die wêreld of resessie, sal daar minder
geld beskikbaar wees om te spandeer aan uitspattighede soos vakansie, reis, hotel
akkomodasie en uiteet in restaurant.Daar is minder geld beskikbaar om uitspattige
goed soos geskenke te koop.Dus gaan daar hotelle restaurant en geskenkwinkels
toemaak .
Gegradueerders oorskat hul waarde en wil nie lae betaalde werke doen nie wat
moontlik die enigste werk wees wat beskikbaar is.
Hoër koste van werknemers, firmas huur minder mense wat meer werk moet doen.
Werksoekers voel ontmoedig en gee op om werk te probeer soek.
Te kort aan werksoekvaardighede en -inligting.
Meganisering en rekenaars verminder die aantal mense wat nodig is vir die werk.
Hoër voorsiening as aanvraag- daar is meer aansoekers as werk wat beskikbaar is.
Spesifieke rede vir werkloosheid by jongmense
- Besighede verkies werknemers wat reeds vaardighede het en ervaring het bo onervare
jongmense.
- Werkgewer beskou nie skoling as ‘n akurate meting van ‘n persoon se vermoë nie. Lae
punte vir die NSS is nie aanvaarbaar in die kompeterende werkplek nie.
- Verwagtinge van jongmense is nie dieselfde as in die werklike lewe nie. Jongmense sal
eerder nie werk nie as om ‘n werk te doen wat onder hul verwagting is nie.
- Te kort aan besighede wat by-die-werk opleiding verskaf
- Te kort aan entrepeneursvaardighede
- Te kort aan kennis oor hoe om aansoek te doen vir werk en studies, studielenings en
leerlingskappe.
- Te kort aan netwerk vaardighede – hoe om kontak te maak.
- Jongmense het nie genoeg inligting oor die rol van VOT kolleges en hul kursse wat hul
aanbied nie.
- Armoede, wat lei tot ‘n tekort aan fondse vir verdere kwalifikasie, te kort aan geld vir
vervoer na werksonderhode, CV te druk, lugtyd en internet toegang.
- Sommige jongmense het ook hoë salarisverwagting op beginnersvlak, waartoe
werkplekke nie wil instem nie.
- Sommige jongmense gee op en hou op kyk vir werk.
- Daar is te veel gegradueerdes wat nie aan die markbehoeftes voorsien nie.
- Daar is te min universiteite wat aansoekers kan akkomodeer.
2.3. Die effek of impak van werkloosheid:
‘n Werk verskaf tevredenheid, ondersteuning, hoop en vervulling. Werkloosheid affekteer
die werklose nie net finansieël nie maar ook persoonlik en sosiaal.
18
Jy verloor selfmotivering, selfrespek en jou selfbeeld kry ‘n knou.
Ons verloor sin in die lewe.
Konflik in families ontstaan.
Egskeiding of misbruik van die werklose persoon.
Ons voel ons verloor beheer oor ons lewe.
-
Stres, onsekerheid en depressie.
Verveeldheid en tekort aan motivering.
Vermeerder skuld.
Dwelms, sigaret en alkoholmisbruik.
Vermeerder geweld en misbruik. Gesinsgeweld en misbruik neem toe indien daar
finansiële probleme is.
Verhoudings word geaffekteer.
Kan lei tot misdaad en sosiale onstabiliteit.
Veroorsaak armoede.
Verminderde belasting inkomste vir die regering, dus minder geld om te spandeer op
opvoeding en onderrig, hospitale, polisie en paaie.
Honger en huisloos.
Uitsluiting en alleenheid.
Te kort aan onderrig en opleiding lei tot uitbuiting.
Mensehandel.
HIV en VIGS en ander seksueel oordraagbare siektes.
Misdaad.
2.4. Innoverende oplossings om werkloosheid teen te werk
19
-
Registreer op die Departement van Arbeid se databasis as werklose werksoekers.
Dit is ‘n register van alle werkloses wat werksoek. Om te registreer moet jy jou plaaslike
Departemens van Arbeid Sentrum besoek en so ‘n aansoek voltooi.Die Departement van
Arbeid sal aan jou ‘n verwysingsnommer voorsien en jou inlig oor leerlingskappe en
geleentheid wat opdaag. Jy kan die kontakinligting van jou Departement van Arbeid kry by:
http://www.labour.gov.za/contacts.
-
Begin deeltyds werk gedurende skool vakansies en naweke en kry so ervaring.
-
Vrywilllige werk: Vrywillige werk beteken jy help ander. Jy gee jou ty den vaardighede aan
ander. As vrywillige voel jy beter oor jouself omdat jy iets vir iemand anders doen.Jy gee
jou tyd en vaardighede sonder om iets terug te verwag.Dit bou selfvertroue Dit help jou om
meer van jou belangstelling, vermoë en vaardighede uit te vind. Dit maak dit ook dus
makliker om ‘n loopbaan te kies.Jy kan ook diere help of om riviere en strande te help
skoonmaak. Jy kry gewoonlike ‘n brief wat sertifiseer waar jy gewerk het en vir hoe lank.
Voeg dit by jou CV want nou het jy werksondervinding en het gewys dat jy bereid is om van
Suid-Afrika ‘n beter plek te maak.
-
Deeltydese werk: Indien jy vir ‘n kort tyd perk of deel van ‘n dag of week gewerk het, het jy
‘n deeltydse werk. Jy kan baie ervaring so opdoen, omdat jy meer as een so ‘n werk kan
doen op ‘n slag. Jy kan dalk werk kry as ‘n plek aanwyser, dit slegs ‘n deeltydse werk.
Daardeur kry jy ondervinding, jy leer ‘n vaardighed aan en jy verdien ‘n inkomste. Jy kan dit
ook in jou CV sit as deeltydse werk.
-
Gemeenskapswerk: Gemeenskapswerk is werk wat tot jou gemeenskaps se voordeel is
en ook wat hul nodig het. Dit is ook ‘n vorm van vrywillige werk, maar jy konsentreer op die
gemeenskap se behoefte. Dit word gewoonlik deur die regering of NGO of ‘n
geloofsgebaseerder gemeenskapbetaal. BV. Jy kan dalk help om weeskinders kos te gee.
-
Entrepreneurskap; Om ‘n entrepreneur te wees moet jy die behoefte kan raaksien en iets
do nom daardie behoefte te vul. Dit is ‘n goeie manier om geld te verdien terwyl jy wag vir
ander werkgeleenthede. Indien jy as entrepreneur suksesvol is, kan jy dit dalk in jou dag tot
dag werk maak.
-
Informele werk is gewoonlik van korte duur soos byvoorbeeld: jy dalk karre was, tuine
maak, koerante verkoop,klere maak,ens. Sommige mense verkies hierdie werk omdat dit
fleksietyd is. Dit help ook dat jy gesinstyd kan bestuur en balanseer. Party vind weer dit is
die enigste werk wat hul kan doen om te oorleef.
-
Skryf in as ‘n tydelike werknemer (or temps/aflosse).Sommige bestuurders neem aan dat
jy gelukkig is as ‘n tydelike werknemer en moet soms in kennis gestel word dat jy
gelukkiger sal wees as ‘n voltydse werknemer.
-
Kontak ‘n werksagentskap( ‘n Google soektog sal verskeie in jou area gee) plaas en
skep ‘n profile by hulle . Moenie hulle e-mail nie, bel eerder.
Kry werk maak nie saak waar dit is nie, al is dit net ‘n deeltydse werk., Of jy ‘n kassiere
is , rakke pak, dit maak nie saak nie, want jy moet ‘n inkomste begin kry. Moenie dink dat jy
te goed vir enige werk is nie, jy moet iewers begin.
-
2.5. Finansiele en sosiale waarde van entrepeneurskap en ander werksgeleenthede.
Entrepeneurskap en ander werk is die beste opsie om geld te verdien. Hoe meer werk
geskep word hoe beter vir almal. Stel ‘n besigheidsplan op en sien of dit ‘n werkende
oplossing is.
2.6. Belasingverantwoordelikheid (Suid-Afrikaanse Inkomste Diens, SAID)
Wanneer jy ‘n salaris verdien is daar ‘n deel waarop jy inkomstebelasting betaal. Dit
beteken dat wanneer jy vir werk soek, die bedrag wat jy sien nie die bedrag is wat jy betaal
gaan word nie. Jou belasting sal eers afgetrek word. Jy moet dus by SAID registreer.
Inkomste belasting is die regering se hoofbron van inkomste. Inkomstebelasting word
bereken op die inkomste en wins van ‘n belastingbetaler. Dit sluit in individue, maatskappye
en trusts. Dit is almal se verantwoordelikheid om belasting te betaal. Sonder dit sal ons
geen dienste, geen paaie, hospitale en skole hê nie.
Al is jy ‘n entrepreneur of informele werker, moet jy belasting betaal ass jy meer as R63 556
‘n jaar verdien. Kleiner maatsakppye word tegemoet gekom en betaal minder belasting as
die groter maatskappye. Indien jy nie belasting betaal nie dra jy nog by tot die
werkloosheidsfonds.
2.7. Die impak van korupsie en bedrog op die individue ,maatskappy en gemeenskap en
die land
20
-
Individue
Die arm individue word geraak deurdat korupsie toeneem omdat die koste van dienste
verhoog word. Dit verminder arm mense se toegang tot huise, elektrisiteit en
gesondheidsdienste. Hul voel magteloos en ingedoen.
-
Maatskappye
Amptenare wat omkoopgeld aanvaar kan nie vertrou word nie. Niemand binne die
maatskappy vertrou mekaar nie en die maatskappy kry ‘n slegte naam. Die maatskappy
moet baie geld spandeer op maatstawe wat hierdie korupsie beheer.
-
Gemeenskappe
Mense mag dink dat dit nie enigste manier is om toegang tot diens en werk te kry.
Korupsie en omkopery word as die norme aanvaar. Dit bevoordeel slegs sommige
mense.
-
Land
Dienste sal nie die beste wees nie, werkloosheid sal toenoem, institusies sal nie
ontwikkel nie. Inkomste deur middel van belasting lei daaronder. Beleggers wil nie meer
in die land belê nie. Geld wat vir projekte en werk bedoel is, sal verlore wees omdat dit
verlore gaan a.g.v korupsie. Korrupsie beperk ekonomiese en sosiale groei.
KWARTAAL 2
WEEK 1-4
Hoofstuk 4 : Demokrasie en menseregte
1.Verantwoordelike burgerskap
Verantwoordelike burgerskap beteken dat jy jou pligte as burger en jou verantwoordelikheid
nakom en doen wat reg is en van jou verwag word. JY:
-
Wees bewus , respekteer en staan menseregte voor
Is besorg oor die welstand van ander
Neem deel aan veldtogte, projekte en geleenthede wat veg teen die skending van mense
regte
Gehoorsaam die wet
1.1. Evalueer jou posisie t.o.v. die diskriminasie en skending van menseregte
As jy jou posisie t.o.v. diskriminasie en menseregte en skending evalueer, analiseer jy jou
eie uitkyk, gedrag en mening en houding teenoor hierdie dinge. Jy kan jou posisie oorweeg
deur die Handves van Regte in aanmerking te neem.
1.2. Handves van Regte
Die Handves van mense regte is die hoeksteen van demokrasie in Suid-Afrika. Dit is die
regte van die mense in die land. Dit is die basiese menseregte van alle mense, nie net in
SA nie, en moet geniet word en gerespekteer word.Voorbeelde van menseregte:









21
Om gelyk behandel te word.
Om menswaardigheid tê he en gelyk behandel te word.
Om jou eie mening en siening en geloof te hê en te volg;
Om jou idees uit te druk,
Siening en opinie vrylik uit te leef solank dit nie die regte van ander skend nie.
Om te leef en te werk in ‘n gesonde omgewing
Om by die werk regverdig behandel te word
Om die taal van jou keuse te praat.
Om toegang te hê tot basiese gesondheidsorg
1.3. Diskriminasie
Indien jy diskrimineer teenoor ander, is jou optrede onregverdig en ongelyk omdat hul van
jou verskil en anders dink
1.4. Menseregteskendings
Menseregteskending is wanneer jy ander seermaak, disrespekvol is en teen hul regte
optree. Indien jy iemand name noem is jy onrespekvol teenoor daardie persoon.Dan
oortree jy daardie persoon se mensereg.
2. Die rol van die media in ‘n demokratiese samelewing: Elektronies en gedrukte media


Elektroniese media is enige media wat batterye of elektrisiteit nodig het soos internet,
emails, webwerwe , blogs, facebook, twitter, radio TV, film en DVD’s
Gedrukte media sluit in boeke, koerante, tydskrifte, pamflette, brocheres, plakkate en
kennisborde.
2.1. Rol van die media in ‘n demokrasie:
- Die rol van die media is om die gemeenskap in te lig oor daagllikse gebeure wat nuuswaardig is.
- In ‘n demokrasie, onderrig en kommunikeer die media.
- Die media speel ‘n baie belangrike rol om die burgers in te lig oor die regering, hul regte
en vryheid, gesondheid en veiligheid.
- Stel oortreding van menseregte bloot.
- Rapporteer ongeregtige aktwiteite, die howe en hofsake.
- Ontbloot korupsie en wanbestuur.
- Kommunikeer, lig in en onderrig en vermaak.
- Vorm die publiek se mening.
- Gee politieke inligting wat die stemgeregtiges inlig.
- Identifiseer probleme in ons land en gemeenskappe.
- Moedig debat en besprekings aan.
- Moedig nasiebou aan, deur toegang te gee tot verskeie sieningspunte,
wereldsieningspunte en ook sport decking.

Die rol en verantwoordelikhede van die media in ‘n demokratiese samelewing sluit in:
- Om regverdig te wees
- Eerlik en
- Betroubaar te wees en op te tree

Voorbeelde van wanneer media nie hul rol verantwoordelik vul nie, is:
- In die media word meestal geld gemaak deur borgskappe en advertensies.
- Daarom wil die media hul adverteers se belange vul.Dit mag dalk nie dieselfde as die
publiek se belange wees nie.Hul mag moontlik inligting weerhou of berigte skryf wat
bevooroordeeld is.
- Nuus fokus op vermaak in plaas van inligting. Sommige media is oorlaai met ‘n
geskinder,skandale, seks en geweld inplaas van feite.
- Politieke nuus is soms meer oor persoonlikhede as wat dit oor politici se werk en bydraes
gaan. Media publiseer die skandalige privaat lewe van politici en hul familie, wat niks met
hul werk te doen het nie.
22
- Die lewe van bekende sterre word moeilik gemaak deur paparazzi wat hul privaatheid
indring.Die media is soos aasvoëls wanneer bekendes/beroemdes in die moeilikheid is;
hul vervolg hul in plaas van hul beskerm.
- Media vergroot soms gevare en maak mense bang vir geen rede.
- Nuus en die intrepetasie van gebeur is soms bevooroordeeld, onvolledig en verkeerd.
- Die inlgting in gedrukte media, radio en TV word gekies uit ‘n groot aantal inligting.
Iemand, êrens, het ‘n besluit geneem wat nodig is om aan die publiek te vertel en wat
nie.
2.2. Vryheid van uitdrukking en beperking:
Vryheid van uitdrukking beteken dat jy jou idees en opinies mag uitdruk vrylik deur spraak,
skryf of enige ander vorm van kommunikasie.Vryheid van uitdrukking is ‘n basiese reg in ‘n
demokratiese samelewing, en het betrekking tot almal, insluitend die media en individue.
Mense mag niehul sienswyses uitdruk indien dit die reg van ‘n ander persoon vernietig /te na
kom nie.


Grondwetlike beperkings tot vryheid van uitdrukking
Die reg in die grondwet sluit nie die volgende in nie:
- Propaganda vir oorlogvoering
- Aanmoediging van geweld
- Aanmoediging van haat wat gebaseer is op ras, etnisiteit, geslag , geloof
- Aanmoediging om iemand te beseer
Dit beteken jy het Vryheid van spraak, maar kan nie haatspraak lewer nie. Jy kan nie
mense aanmoedig om geweld te pleeg nie, of ander te haat nie of ander seer te maak nie.
Die media mag nie enige iets wat krimineel in aard is of skade of beserings aan ‘n persoon
kan veroorsaak publiseer of versprei nie.
2.3. Die mate waartoe die media se beriggewing ‘n demokratiese samelewing reflekteer:
Jy kan die volgende inligting analiseer om te bepaal tot watter mate/vlak die media ‘n
demokratiese samelwing reflekteer:
- Onderwerpe wat gedek word
- Standpunte wat ingeneem word deur die redakteur
- Spasie toeglaat vir onderwerpe
- Geografiese verspreiding
2.4. Kritiese analise van die media en veldtogte
Die media kan ge-evalueer word volgens die SA Pers Kode, wat die volgende insluit:
23
rapportering van nuus
insameling van nuus
onafhanklike belange en konflikte
privaatheid
waardigheid en reputasie
diskriminasie en haat spraak
menings
kinders
geweld
opskrifte, plakkate, prente, aanhalings
vertroulik en anonieme bronne
betaling van artikels
3. Ideologie, gelowe en wereld siening oor die skepping en fisiese aktiwiteite oor kulture en
generasies

Oosterse en Westerse kulture
- In sommige oosterse lande vorm gevegskuns of selfverdediging deel van hul ideologieë ,
en geloofsisteme.
- In die westerse kulture is sport ‘n manier om geld te maak. Baie geld word spandeer op
aktiwiteiet, geleenthede en borgskappe. Sport is ‘n groot industrie, met baie
werksgeleenthede. Die fokus op sport is om kampioene te skep met baie spesifieke
vaardighede.

Tradisionele kulture en tradisionele speletjies
- Kulture speel ‘n belangrike rol as dit kom by die keuse van vermaak.
- In baie tradisionele kulture, as jy goed in sport is, verhoog of gee dit jou sosiale status ‘n
hupstoot.
- Sport is gewoonlik ‘n sosiale of vermaaklike aktiwiteit en word nie gesien as ‘n manier om
geld te maak nie.
- Sport leer ook jongmense die waarde van kultuur
- Sport is ‘n manier om die gemeenskap nader aan mekaar te bring.
Hoofstuk 5 : Sosiale en omgewings verantwoordelikheid
1. Gemeenskapsverantwoordelikheid om omgewing en dienste te voorsien wat veilige en
gesonde lewe bevorder.
1.1. Verantwoordelikheid op verskeie vlakke van die regering
Die grondwet se dat enige een die reg het tot ‘n veilige en gesonde omgewing.Dit is die
verantwoordelikheid van elkeen in elke gemeenskap om na die omgewing en hulpbronne om te
sien. Dit is ook die verantwoordelikheid van verskeie regeringsvlakke om te verseker dat die
omgewing en dienste veilig en gesond is.


24
Konsepte
KONSEPTE
Wette
VERDUIDELIKING
Statute / aktes ; Stel reëlls
Regulasies
Besonderhede wat nodig is om die wet te
implementeer
Reëls
Prosedures wat gevolg moet word/wyse waarop
dinge gedoen moet word.
Wette, regulasies en reëls
- Parlement maak wetgewing vir die hele land.
- Provinsiale regering wat reëls maak vir provinsies.
- Munisipaliteite maak by-wette vir hul munisipale areas.
- ‘n Wet word ook ‘n regulasie genoem en is in wese meer algemeen.
- Reëls is baie dieselfde as regulasies.
1.2. Opvoedkundige en intervensie programme: Impakstudies
Daar is ‘n verskeidenheid programme wat ‘n impak het op veilige en gesonde leefstyl. Die
programme kan deur die NGO (Nie-regerings Organisasies) of organisies, skole, besighede,
gemeenskapssentrums , geloofs institusies, munisipaliteite en die Departement van
Gesondheid georganiseer word.

Opvoedkundige- en intervensie programme
Die doel is om mense te leer en bewus te maak van sake wat hul raak.
Byvoorbeeld:Gemeenskaps Gesondheids intervensie Programme [Community Health
Intervention Programmes (CHIPs)], sport intervensie programme NICRO; Veiligheids
Ambassadeurs, Herwinningsdag en Jeug Middelmisbruik -en bewusmakingsprogramme.

Impak studies
Meet en monitor om te sien of ‘n spesifieke aksie enige effekte het of moontlik sal hê.
Impakstudies is ook bekend as oudits en assessering.
2. Formulering van ‘n persoonlike missieverklaring vir jou lewe
2.1. Wat is ‘n persoonlike missieverklaring ?
Dit is ‘n beskrywing van jou en jou waardes, drome, houding en doelwitte.
Jy stel vir jouself doelwitte, Die doel is dat jy jouself sal ontdek en verken.Om jou eie
waardes,drome en doelwitte te identifiseer, wat weer help om jou vaardighede, waardes en
drome te ontdek. Dit sê wat vir jou belangrik en hoe jy beplan om dit te bereik

Wat is waardes?
- Dit is die dinge wat jy kies en wat vir jou belangrik is in jou lewe. Dit is nie wat jou vriende
of ouers besluit wat belangrik is nie. Jy moet kies uit vrye wil. Dit is die dinge waarop jy
trots is en vir die wêreld wil vertel.
- Jou waardes is beïnvloed deur almal en alles waarmee jy in kontak was in jou lewe: jou
ouers, jou vriende , jou lewens ervarings, jou toegang tot media en jou gewete. Vir jou
om ‘n volwassene te word, het jy nodig om jou eie waardesisteem te ontwikkel. Dit isdie
kode waarvolgens jy jou lewe/gaan leef.

Hoekom is dit belangrik om ‘n missieverklaring te he?
- Dit gee beheer, struktuur en doel in jou lewe. Dit rig jou op die toekoms. Dit help jou om
jou doelwitte te bereik.
- Om jou eie persoonlike missieverklaring te formuleer, hou die volgende aspekte
ingedagte:
1. Persoonlike sienings
Jou persoonlike sienings is jou eie opinies en wat jy beskou as belangrik. Bv. jy mag dalk
wiskunde as ‘n belangrike vak beskou omdat jy wil gaan studeer as ‘n rekenmeester. Jou
persoonlike sienings beïnvloed jou doelwitte vir die toekoms, jou geloof jou kultuur en jou
waardes.
2. Geloofsisteem
25
Jou geloofsisteem is die manier wat jy probeer om die wêreld en jou plek daarin te
verstaan. Dit is ook jou stel geloofsienings van wat reg of verkeerd en waar of onwaar is.
Jou geloof sisteem kan ook gebaseer wees op jou formele geloofsonderrig of jou kultuur
se geloofsisteem.
3. Geloof
Jou geloof is dit waarin jy glo of dit wat jy aanbid. Geloof is gewoonlik die morele kodes,
rituele en wyse van optrede teenoor ander.
Ideologie is ‘n stel georganiseerde geloofsiening, waardes en idees. Dit is die manier wat
jy glo jy moet leef in die wêreld en die manier wat die gemeenskap moet funksioneer.
Politiese ideologie sluit in demokrasie, kommunisme, nasionalisme en fasisme.
4. Leefstyle (fisiese en emosionele welstand)
Dit is hoe jy jou lewe op ‘n daaglikese basis leef. Byvoorbeeld. Jy doen oefening op ‘n
gereelde basis, eet gesonde kos, beoefen veilige seks en drink nie alkohol nie en sorg so
vir jou fisiese gesondheid en welstand.
5. Omgewingsverantwoordelikheid
Indien jy jou verantwoordelikheid teenoor die omgewing ernstig opneem, sal jy weet om
die natuur met respek te behandel. Jy doen nie nie iets wat die natuur kan skade laat lei
nie, byvoorbeeld bome afkap sonder om nuwes te plant nie. Jou moet herwin en
betrokke raak by veldtogte wat die natuur skoonmaak/bewaar.
6. Doelwitte vir studie- en loopbaankeuses
Jou doel vir studie- en loopbaankeuses is jou planne vir die toekoms. Dit is die stap wat
jy moet neem om latere doelwitte in jou lewe te bereik. Jy mag dalk byvoorbeeld die doel
hê om ‘n goeie werk te kry en jou eie huis te koop binne ‘n bepaalde tydperk.
Om ‘n visie te hê oor jou toekoms help jou rigting gee om te bereik dit wat jy in 10 of 30 jaar wil
bereik. Jou visie is jou droom. Dit is die prentjie van wat jou toekoms kan of sal wees. Dit sal jou
lewe opwindend en vervullend maak. Jou visie maak jou ambisieus. Dit hoef nie altyd perfek te
wees nie. Dit mag dalk ‘n bietjie mal klink. Droom groot!
26
KWARTAAL 3
WEEK 1-4
Hoofstuk 6 : Ontwikkeling van die self in die samelewing.
1.Menslike faktore wat die volgende veroorsaak: swak gesondheid, ongelukke,krisisse
en rampe.
SLEUTEL KONSEPTE
Menslike faktore
Omgewingsfaktore
Leefstylsiektes
BESKRYWING
Faktore wat deur die mens bygedra word soos
byvoorbeeld kulturele, sosiale en geloofsaspekte.
Faktore in die omgewing/natuurlike wêreld wat tot swak
gesondheid lei, ongelukke, rampe en krisisse soos
vloede en ekstreme temperature.
Siektes wat die gevolg is van die manier hoe jy leef en
‘n effek op jou lewe het.
Natuurlike rampe
‘n Skielike ongeluk of natuurlik katastrofie wat tot groot
skade of verlies aan lewe lei, soos vuur, vloede
tsunami’s en aardbewings.
Gevare/Risiko’s
Gevare/risiko’s wat gewoonlik veroorsaak word deur
mense , soos besoedeling, stort van chemiese
afvalstowwe, ens.
Swak gesondheid
Ongelukke
Siektes, mediese toestande wat jou siek maak.
Onvoorsiene gebeure
Krississe
Noodgevalle, katastrofes, opstande
Rampe
Tragedies/gebeure wat verwoesting saai
1.1. Swak gesondheid, ongelukke, krississe en rampe
- Dit is nie buite ons beheer nie.
- Dit kan beheer word, vermy word en voorkom word.

Swak gesondheid
- Swak leefstylkeuses lei tot swak gesondheid.Onveilige seks kan lei tot STD, rook kan
long kanker veroorsaak, alkohol misbruik kan lei tot lewersiektes.

Ongelukke
- Wanneer onverwagse en onbeplande dinge met mense gebeur.
- Te vining bestuur onder die invloed van drank kan tot ongelukke lei.

Krisisse
- ‘n noodsituasie wat tot groot spanning en opstande lei.
Die man wat sy vrou verlaat vir ‘n ander vrou/sy familie los om vir hulself te sorg.
 Rampe
27
-
Dit is ‘n groot tragedie/verwoesting. Kan deur mense of natuur veroorsaak word.
-
Hantering van rampe
Rampe kan lei tot trauma. Trauma beteken ernstige liggaamlike besering of skok.
PTSD (Post traumatic stress disorder)is ‘n langtermyn gevolg van slegte ervarings.
Mense wat gesinsgeweld ervaar het,verkragting, misdaad of natuurlike of
mensegemaakte rampe oorleef het, kan lei aan emosionele spanning, ontrekking of
afhanklikheid.
Emosionele reaksie sluit in: rou, woede, agressie en depressie.
Na Rampe: dit mag moeilik wees om te konsentreer of te onthou en besluite te neem.
Mense kan gedisoriënteerd voel, verward en onseker oor wie jy is en waar jy is en wat
om te doen.
-
1.2. Sielkundige, sosiale en religieuse faktore, kulturele praktyke en verskillende
perspektiewe.

Sielkundige faktore
- Die geestelike en emosionele aspekte van mens wees.
- Die verstand en liggaam se wisselwerking is in noue verband en psigologies faktore
kan siektes veroorsaak. Bv. swak selfbeeld kan lei tot deurmekaar/verwarde gedrag en
kan lei tot moontlike opdoen van SOS- Seksuele oordraagbare siektes.
- Psigomatiese siektes beteken siektes wat die verstand en die liggaam insluit. Dit kan
begin met emosionele stres, maar manifesteer in fisiese simptome. Die tipe siektes is
werklik en is nie in jou verbeelding nie en moet behanel word.

Sosiale faktore
- Sake wat mense, gemeenskappe en die publiek insluit.
- Hoe mense teenoor mekaar optree en die sosiale omstandighede waar in leef, kan hul
gesonheid affekteer.
- Geweld, gebruik van skadelike middels en besoedeling.

Godsienstige faktore
- Geloof mag mense daarvan weerhou om medikasie te gebruik of moontlike
bloedoortapping te kry wat kan lei tot ernstige siektes en self die dood.
- Sommige mense glo net hul god kan hulle gesond maak en weier mediese behandeling
van enige vorm.
- In sommige godsdienste word verskillende mengsels aan siek mense gegee. Hierdie
kruiemiddels is nie wetenskaplik getoets en kan swak gesondheid veroorsaak.
- Sommige mense glo in geloofsgenesers .
 Kulturele voorkeure
- Manlike kind voorkeure: vroulike fetus word geaborteer of met geboorte dood gemaak.
Vroulike kinders word verwaarloos.
- Besnydenis
- Vroulike geslagsorgaan word vermink en gesny
- Vooraf gereelde troues
- Vroue wat ge-erf word / unkungena
- Kultuur van stilte
- Voedingskade, waar sommige voedsel verbode is en die beperkte dieët is skadelik vir
die menslike liggaam.
28
2.
Leefstyl siektes
Dit is siektes wat veroorsaak word deur die manier wat jy leef. Leefstyl siektes is die
reslutaat van ‘n ongesonde leefstyl. Faktore wat hiertoe bydra is die tipe en aantal voedsel
wat ons eet, tekort aan oefening en rook. Genetiese faktore speel ook ‘n rol.
Leefstyl siektes sluit in Alzheimer, kanker, lewersiektes, diabetes, hartaanvalle, hartsiektes,
oorgewig en toename in MIV/Vigs en ander seksueel oordraagbare siektes.

Wat veroorsaak leefstyl siektes?
Faktore in diet, leefstyl en omgewing dra by tot die opdoen van hierdie bo-genoemde siektes.
Rook, alkohol en dwelmmisbruik asook die tekort aan oefening verhoog die kans om hierie
siekter op ‘n later stadium in jou lewe op te doen.
-
Voorbeelde van leefstyl siektes
Kanker
Hepatitis B
Hipertensie/hoë bloeddruk
Siektes van die hart en asemhalingssisteem.
Tuberkulose
SOS
Intervensie-strategie
- Voorkoming: vermy, weerhou, pas aan en in-enting
- Kontroleer/bestuur
- Vroeë waarneming; kanker SOS ens.
- Sorg en ondersteun
3. Verbinding tot deelname aan fisiese aktiwiteite vir langtermyn betrokkenheid
Dit is van uiterste belang om jouself tot fisiese aktiwiteit te verbind
Die fisiese, verstandelike, sosiale en emosionele voordele is belangrik
Die voordele van langtermyn oefening sluit in:
- Fisiese voordele - hou jou liggaam gesond en sterk
- Geestelike voordeel - hou jou verstand helder/op-en-wakker
- Sosiale voordele – help jou vriende maak en jy voel deel van ‘n groep;dra by tot nasiebou
- Emosionele voordele – help jou goed voel oor jouself en help jou om stres en negatiewe
gevoelens hanteer.
Die fisiese, geestelike, sosiale en emosionel effek van langtermyn deelname:
29
Fisiese voordele
Geestelike voordele
Sterker bene
Beskerm teen
osteoperose
Verminder
hartaanvalle
Verhoog beskerming
teen virale siektes.
Voorkom diabetes
Voorkom kanker
Verbeter algemene
gesondheid
Helder verstand
Help voorkom
verstandelike siektes
Voorkom negatiewe
denke
Sosiale voordele
Emosionele
voordele
Maak en hou vriende
Genot
Help om in nuwe
Gevoel van
situasie te integreer
selfwaarde
Ontmoet mense
verbeter.
Voorkom alleenheid
Ontspanning
Verhoog sosiale
verminder stres
ondersteuning
Om pret te he laat
Nuwe vriende
jou lag en laat jou
Verminder
gelukkig en jonk
afwesighede by werk. Voel goed oor
Verbeter span werk
jouself.
en
Sien uit na
leierskapsvaardighede aktwiteite
Verminder
Voorkom
gesondheidskoste
depressiwiteit
Voorkokm stress
Gee persoonlike
tevredenheid
WEEK 5-7
Hoofstuk 6: Loopbaan en loopbaan keuses
1. Arbeidskwessies: Werkersregte, wetgewing en regulasies
1.1. Werkersregte
Werknemers en werkgewers se regte is saamgevat en word beskerm in Die Wet op
Arbeidsverhoudinge / Labour Relations Act (LRA). Werknemersregte in Suid-Afrika is uiteengesit
in die “Bill of Rights or Section 27 of the Constitution(grondwet) of the Republic of South Africa.”
30
Werkersregte in Suid-Afrika
Werkgewers se regte in Suid-Afrika
Die reg om jou keuse te maak oor jou
ambag professie of beroep.
Die reg op regverdige behandeling.
Die reg om aan ‘n unie te behoort.
Die reg om deel te wees van ‘n program
en aktiwiteit wat ‘n unie aanbied.
Die reg om te staak.
Die reg om aan enige werkgewersorganisasie te behoort
Die reg om deel te wees van ‘n program
wat die werkgewersorganisasie reel.
1.2.






Werknemers se verantwoordelikheid in
Suid-Afrika
Werkgewers se verantwoordelikheid in
Suid-Afrika
Hou by die ooreenkoms in die
werkskontrak.
Gee die werkgewer waarde vir sy geld
deur produktief te wees gedurende
werks ure en nie weg te bly sonder ‘n
geldige rede.
Om by die ooreenkoms te hou wat in die
werkskontrak ooreengekom is.Hy kan nie
die omstandighede van die werk
verander sonder om die werknemer in ag
te neem nie.
Nie betrokke te raak by onregverdige
arbeidspraktyke nie.
Om sy arbeidspraktyke te reël volgens
die arbeidswette van die land.
Om regstellende aksie toe te pas.
Om die gelykheidswet toe te pas in die
werksplek.
Voorwaardes van in diensneming
Maatskappye is nie dieselfde nie en gaan verskillende diensvoorwaardes he.
Voorwaardes sluit goed in soos: aantal ure wat van jou verwag word om te werk (gewoonlik
40 uur per week) asook die aantal siekdae wat jy mag neem per jaar. Diensvoorwaardes
moet in die dienskontrak saam gevat word.
Afhangende van jou werk en verantwoordelikheid in die maatskappy, sal jou
diensvoorwaardes ook prosedures soos dissiplinêre prosedures insluit. Bv. laat kom vir
werk,afwesighede sonder geldige redes en nie-nakoming van diensvoorwaardes.
Al die diensvoorwaardes word gegee in die basiese Wet van Diensvoorwaardes en elke
maatskappy moet hul eie diensvoorwaardes volgens die wet opstel.
Die regulasie of wet sal jou en jou werkgewer beskerm van misbruik.
Diensvoorwaardes moet die griewe prosedures ook insluit.
Arbeids wette:
 As gevolg van Suid-Afrika se apartheidsverlede, werk reservering , uitsluiting en uitbuiting
van werkers,word Suid-Afrika se arbeid deur vier vername wette beheer.Hulle is :

- Die Arbeidsverhoudings Eet,
- Die Wet op Basiese Diensvoorwaardes
- Die Werknemers Gelykheids Wet
- Vaardigheidsontwikkelings Wet.
- ( Labour Relations Act, the Basic Conditions of Employment Act, the Employment Equity
act and the Skills development Act.)
Die wette is ontwerp om die regte van wernemers en werkgewers te beskerm. Hulle sal jou
direk raak sodra jy begin werk of ‘n werk soek. (Hierdie wette is nie van toepassing op die
Suid-Afrikaanse geheime diens, Nasionale Intiligensie agentskap of die Nasionale
Verdedigingsmagte nie.)
Al hierdie wette kan gevind word op die webblad van die Departement van Arbeid by
(www.labour.gov.za).

31
Alle wette het ‘n inleiding. Dit verwys na die rede vir maak en implementering van die wet,
op wie dit van toepassing is en wie uitgesluit is. Die volgende deel verwys na die “reëls “wat
deur die wet gemaak is. Dit eindig deur te noem hoe probleme opgelos word.

Die wet op Arbeidverhoudings dek al die interaksies tussen die werknemers en die
werkgewers. Die wet is van toepassing op al die werknemers, werkers, unies en
werknemersorganisasies.
Arbeidsverhoudinge word gekontroleer deur die regering en die regulasies wat dit neerlê
vir die werksvoorwaardes van die werknemers.Die doel van die wet is om seker te maak
dat seksie 27 van die grondwet van Suid-Afrika geïmplementeer word in die werkplek.Die
wet maak seker dat die werknemers en werkgewers gehoorsaam is aan die Konstitusionele
Reg.

1.3. Wet op Gelyke Indiensneming/Employment Equity Act
-
Wat is die doel van die wet?
Om te verseker dat gelykheid bereik is en onderhou word in die werksplek.
Die wet bevorder gelyke geleenthede en regverdige indiensneming
Die wet staan vir die regverdigde behandeling van werknemers deur die
eliminasie van onregverdige diskriminasie.Om regstellende aksie in werking te
stel, moet die groepe wat voorheen benadeel is, aangespreek word.
-
Wat se die wet oor Regstellende Aksie?
Regstellende aksie verseker dat geskikte gekwalifiseerder persone van aangewysde
(designated) groepe gelyke werksgeleenthede het en op gelyke vlak verteenwoordig is in
al die beroepskategorieë en alle werksvlakke.
Mate van regstellende aksie sluit in: identifiseer en elimineer van struikelblokke wat
sekere groepe affekteer en voorkeurbehandeling om te verseker dat daar gelyke
verteenwoordiging in die werkplek is.
Wat se die wet oor gelyke indiensneming?
‘n Aangewyste werknemer moet voorberei en ‘n plan implementer om werksgelykheid te
bereik wat ‘n doel het vir elke jaar van die plan en sluit regstellende aksie in asook ‘n
tydsraamwerk vir die jaar.
Hy moet ‘n senior bestuurder hê wat die plan sal monitor en implementer.
1.4.
Wet op Basiese Diensvoorwaardes 1997 (BCEA)
‘n opsomming van die wet moet sigbaar wees in die werkplek in die amptelike taal wat in
die werkplek gepraat word.
-
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Vir wie is die wet?
Vir alle werknemers en werkgewer behalwe mense wat vrywillig werk, Verdedigingsmagte, Nasionale Intelligensie Agentskappe en SA Geheime Diens.
Indien ‘n werker meer as 24 uur ‘n maand werk, is die werker in volle diens en word deur
die Wet op Basiese diensvoorwaardes beskerm
Werksure
Oortyd
‘n Werknemer moet nie meer as:
45 uur per week
9 ure ‘n dag werk as ‘n werknemer minder as 5 dae of
minder per week werk nie
8 ure ‘n dag indien ‘n werknemer meer as 5 dae ‘n
week werk nie.
Werknemers moet instem om oortyd te werk.
Mag nie meer as 3 ure oortyd werk per dag of 10 ure
per week nie.
Oortyd word betaal teen 1 ½ keer die normale salaris of
dit waaroor ooreengekom is om betaal te word.
‘n Werknemer moet ‘n etensbreuk van 60 minute neem
na 5 ure se werk.
Etenstye kan verminder word na 30 minute na ‘n
skriftelike ooreenkoms.
Etenstye kan ook verwyder word indien ‘n werknemer
minder as 6 ure per dag werk.
‘n Werknemer moet ‘n dag van rus kry van 12
aaneenlopende ure en ‘n weeklikse rus van 36
aaneenlopende ure van werk.
Jaarlikse Verlof
‘n Werknemer kan 21 aaneenlopende dae jaarlikse
verlof neem soos ooreengekom
‘n Werknemer kry 1 dag vir elke 17 dae werk of 1 uur
vir elke 17 ure gewerk.
‘n Werkgewer kan slegs aan ‘n persoon verlof uitbetaal
indien die persoon diens verlaat indien dit nog nie
gevat is nie toe diens verlaat is.
Siek verlof
‘n Werknemer kan 6 weke betaalde verlof neem
gedurende ‘n 36 daeverlof siklus. Gedurende die
eerste 6 maande kan ‘n werknemer een dag siek verlof
neem vir elke 26 dae gewerk.
‘n Werkgewer kan vra vir mediese sertifikaat voordat
siek verlof betaal word vir siekte wat langer as 2 dae
was of meer as 2 keer in ‘n week..
Kraam verlof
‘n Swanger werknemer kan 4 aaneenlopende maande
kraamverlof neem. Verlof kan 4 weke voor die verwagte
datum van geboorte in aanvang neem.
‘n Swanger werknemer mag nie vir 6 weke na geboorte
werk nie, tensy sy geskik verklaar word vir werk deur
die dokter of vroedvrou.
GesinsVoltydse werknemers wat vir langer 4 maande in diens
verantwoordelikeheidsverlof is kan 3 dae betaalde gesinsverantwoordelikheidsverlof neem per jaar:
Indien die werknermer se kind siek is of gebore word.
Dood van ‘n eggenoot, lewensmaat, aanneemouers,
grootouers, aanneem van ‘n kind.
Werkgewer is geregtig op bewys van die
noodsaaklikheid vir hierdie verlof.
Etensbreuke en
rusperiodes
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2.
Beginsels van gelykheid en regstelling
Die geskiedenis van Suid-Afrika se arbeidspraktyke was bekend as ongelyk en een van
uitbuiting.Voorheen is daar onderskeid getref tussen wit en swart en manlik en vroulik.
- Wit Suid-Afrikaanse mans is het by verre voordeel getrek deur selektiewe werkverskaffing
(werk is gehou vir slegs wit mans) en bevordering strategieë in die jare van apartheid. Daar
is ‘n poging aangewend om die ongelykeheid reg te stel vir die wat daardeur benadeel was
en ook om voorheen benadeelde groepe te bevorder soos vroue en gestremdes.
-
-
Wat is die verskil tussen werksgelykheid en regstellende aksie?
Regstellende aksie het te doel met gelyke werksgeleenthede en gelyke
verteenwoordigheid in alle beroepe en vlakke in die werksplek.
Werksgelykheid het te doen met die aantal werknemers van die verskillende groepe in
die werksplek. Gelykheid word bereik deur regstellende aksie.
3.Werwingsproses : algemene tendense en praktyke
3.1. Wat is werwing en werwingsproses?
Werwing verwys na die proses om die regte persoon te kry om vir die werk aansoek te doen in ‘n
maatskappy.Die doel van werwing is om ‘n sekeer aantal gekwalifiseerde en vaardige persone te
kry om aansoek te doen vir ‘n spesifieke werk of vakante pos. Die werwingsproses moet
regverdig, vertroulik ,verskeidenheid en die bereiking van gelykheid insluit.
Bestudeer die diagram onder vir meer inligting oor die proses
4. Werksetiek en sosiale verwagtinge
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4.1. Werksetiek
Dit het te doen met ‘n werknemer se houding teenoor sy werk. Jy kan dit vergelyk met jou
houding teenoor jou skool en jou verantwoordelikheid teenoor jou skoolwerk.Dit sluit in jou
houding, jou gedrag, respek, eerlikheid, aanspreeklikheid, kommunikasie en interaksie met
ander mense. Dit kan vergelyk word met die poging wat jy aanwend met jou studies, respek
teenoor onderwyser en jou mede skoolmaats en die poging om jou skool ‘n beter plek te
maak. Goeie werksetiek verwys na die positiewe houding en verbintenis tot jou werk.
Werksetiek demonstreer die besluit wat jy maak oor dit wat reg en aanvaarbaar is teenoor
dit wat verkeer en onaanvaarbaar is.Werksetiek kom van binne ‘n persoon en gee ‘n beeld
van jou waarde, kultuur en opvoeding.
-
-
-
Mense met goeie werksetiek is meer geneig om hul werk te hou en ‘n sukses daarvan te
maak. Hul sal voordeel daaruit trek en in aanmerking geneem word vir bevordering.
Die vaardigheid om goeie werksetiek te openbaar word verwys na sagte vaardigheid, bv die
bereidheid om te leer en geleer te word deur ‘n senior en toesighouer, die vermoë om met
al die werknemers oor die weg te kom, die gedrag en houding van die werknemer teenoor
die maatskappy, betyds te wees en by die werk te wees sonder om onnodige verlof
/siekverlof te neem.
Werksetiek is die belangrikste vaardigheid om ‘n werk te behou. Goeie werk begin die
oomblik wanneer jy begin aansoek doen vir ‘n werk. Jy sal dit toon deur ‘n netjies, volledige
en wel-uiteengesette aansoek sonder foute in te gee.
Wanneer jy ‘n nuwe werk begin, is die eerste ding wat jou toesighouer gaan opmerk, die tyd
wanneer jy daar aankom en wanneer jy vertrek. Dit sal ook in jou kleredrag, vrywilligheid
om werk te doen, samewerking met ander kollegas en bydrae van nuwe idees in die
maatskappy weerspieël word. Jy moet ‘n houding hê van: “ Wat kan ek vir die maatskappy
aanbied?”
4.2. Sosiale verwagtinge
- Verwys na wat die gemeenskap en die mense in jou gemeenskap van jou verwag.Dit is hoe
ander mense verwag ander moet optree en hoe hul mekaar moet behandel. Dit kan bykans
vergelyk word met die basies menseregte in ons grondwet. Regte soos die reg om met
respek behandel te word, om veilig te wees, en nie onregverdig behandel te word nie. Dit
verwys ook na die omgewing en die manier wat ons verwag ander moet die omgewing wat
ons deel, behandel en beskerm.
- Wanneer jy die wêreld van werk betree, sal mense seker verwagting van jou hê en ook hoe
jy moet optree.Elke gemeenskap sal hul eie verwagtinge hê gebaseer op hul kultuur,
waardes en geloof. Wanneer jy aansoek doen vir ‘n werk, moet jy seker maak jou
persoonlike waardes en geloof pas in by die wat die gemeenskap van jou verwag.
DIE EINDE
VERWYSINGS
1. Fokus op Lewensoriëntering, Maskew, Miller en Longman, 2013.
2. www.jobsearch.about.com
3. www.gtegypt.org
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