CAPE WINELANDS EDUCATION DISTRICT

CAPE WINELANDS EDUCATION DISTRICT

LIFE ORIENTATION
REVISION PACK FOR
GRADE 12
2022

1 || LIFE ORIENTATION LEARNER BOOKLET GRADE 12 2022

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GRADE: 12 LIFE ORIENTATION PHASE: FET

REVISED CONTENT MAP

KEY TOPIC
Term 1: • Stress management
Development of • Dealing with Conflict
self in society • Change as part of healthy lifestyle choices
Study Skills • Exam writing skills
• Important terminology and concepts
Term 2: • Responsible Citizenship
Democracy and • The role of the media in a democratic society
Human Rights • Ideologies, beliefs, and worldviews on construction of recreation
and physical activity across cultures and genders
Social and • Environment and services which promote a healthy
environmental • Responsibilities of various levels of
responsibility
Term 3 • Human factors that cause ill-health, accidents, crises, and
Development of disaster
the self in society • Action plan for lifelong participation in physical activities.

Career and career • Core elements of a job contract

choices • Refinement of portfolio of plans for life after school
Term 4 • Strategies to follow to succeed in Grade 12
Study skills
Career and career • Refinement of portfolio of plans for life after school
choices

1 || LIFE ORIENTATION LEARNER BOOKLET GRADE 12 2022

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TERM 1
CLASS NOTES

-Development of Self in Society

-Study Skills
-Careers and Career Choices

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Development of the self in society

Life skills is when you are required to adapt to change as part of healthy lifestyle choices:
Identify, assess and manage stress.

• What is stress?
o Stress is what we feel in situations we find difficult, challenging or even
frightening when we feel we can’t cope with the situation.
o It is physical, mental, or emotional strain, caused by demands that are placed
on a person. ntal, or emotional factor that causes bodily or mental tension
which can be external (from the environment, psychological, or social
situations) or internal (illness, or from a medical procedure).
o It can initiate the "fight or flight" response, a complex reaction of nervous and
endocrine (hormones) systems.

• Signs and symptoms of stress

Emotional
Low self-esteem
Loneliness
Irritability
Frequent crying
Frustration
Feeling ‘uptight’
Depression
Helplessness
Physical Mental
Frequent headache or migraine Confusion
Dizziness Lack of concentration
Increase blood pressure Reduced creativity and productivity
Back pain Indecision
Sore neck muscles Carelessness
Nausea, vomiting and diarrhoea High risky behaviour including drug
Insomnia (sleep disorders) & and alcohol abuse
nightmares

• What is good stress (Eustress)?

Eustress is a positive form of stress having a beneficial effect on health, motivation,
performance, and emotional well-being. Stress that makes you ready for action as it
gives you adrenalin and energy. Example: when you must stand in front of the class
and speak. It is for a short term, and you can have sweaty palms and a dry mouthy or
butterflies in your tummy.

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• What is bad /negative stress (Distress)?

Distress is seen as outside of our coping abilities, feels unpleasant, decreases
performance and can lead to mental and physical problems. If the stress is more than
you can cope with, it is unhealthy; you may become ill, unhappy and depressed,
inability to complete your tasks, you could have headaches or will not be able to
sleep.

• What is a stressor?
A chemical or biological reaction, environmental condition, external stimulus seen as
causing stress to individuals. An event that individuals might consider demanding,
challenging, and/or threatening individual safety

• Types of stressors:
o Physical - stressors caused by health issues, trauma to the body, self-harm, lifestyle
choices and abuse.

Health issue Trauma Self-harm Lifestyle choices

Acute and chronic Experience Alcohol and Lack of sleep
illness violent attacks drug abuse Poor diet
Pregnancy Being a crime Cutting oneself Lack of exercise Too much
Menstruation victim drinking and smoking

o Environmental - stressors that are found in our surroundings cause irritations.

Examples of common environmental stressors include poverty, noise, pollution,
natural disasters, poor ventilation, insects, pandemics e.g. Covid-19

o Social – stressors caused by the people around you that stems from one’s
relationships with others and from the social environment. Examples of common
environmental stressors include poor communication, conflict, bullying, negative
peer pressure, changes in family structure e.g. divorce, new siblings

o Emotional – stress brought by people’s reactions to difficult situations, causing

negative emotions. Examples of common environmental stressors include
death, moving house, not coping with uncertainties about life post-matric,
negative thoughts, unrealistic expectations, frustration, anger, conflict, and
anxiety.

• What is stress management?

A variety of techniques and treatment aimed at controlling a person's level of stress,
especially chronic stress, usually for improving everyday functioning. It consists of
making changes to one’s life in a constant, yet stressful situation, preventing stress by
practicing self-care, relaxation and managing response to stressful situations.

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• Why is it important to manage stress?

Your body produces cortisol and adrenalin, these are 2 stress hormones.

o Cortisol: is the hormone produced by fear, results in anxiety.

o Adrenalin: is the hormone that prepares the body to react physically to a threat.
If you fail to manage your stress, your body can produce too much of the
hormones for too long. The stress will damage your body and change to chronic
diseases like high blood pressure.

• How to manage stress: behaviours, techniques, strategies &ways to manage it.

o Decrease negative self-talk. Challenge negative thoughts about yourself with
alternative positive thoughts. "My life will never get better" can be, "I may feel
hopeless now, but my life can get better if I work at it and get some help."
o Learn to feel good about doing a competent job rather than demanding
perfection from yourself and others.
o Meditation and relaxation exercises (abdominal breathing and muscle
relaxation techniques); simple deep breathing exercises can assist greatly in
relieving stress because it helps to calm the mind.
o Exercise and eat healthy foods regularly at least 3 times a week.
o Avoid excess caffeine intake which increase feelings of anxiety and agitation.
o Don't use illegal drugs, alcohol and tobacco.
o Be assertive. state feelings in a polite, firm, and not overly aggressive or passive
way ("I feel angry when you yell at me" "Please stop yelling"). Rehearse and
practice to overcome situations which cause stress. Take a speech class.
o Apply practical coping skills; break a large task into small, manageable tasks.
o Take a break from stressful situations; listen to music, talk to a friend, draw, write in
your diary, paint, or spending time with a pet to reduce stress.
o Build a network of friends who help you cope in a positive way.
o Keeping a stress journal; can help to identify the regular stressors in life and the
way one deals with them. Each time you feel stressed; keep track of it in your
journal. Keep a daily log, you will begin to see patterns and common themes.
o Analyse your stress; what causes your stress, how you felt, both physically and
emotionally, how you acted in response, what did you do to feel better?
o Not all stress can be avoided. It is not healthy to avoid a situation that needs to
be addressed. You may be surprised by the stressors you can eliminate.
o Learn how to say “no” – Know your limits and stick to them. Whether in your
personal or professional life, refuse to accept added responsibilities. Taking on
more than you can handle is a sure recipe for stress and can lead to burn out.
o Avoid people who stress you out – If someone consistently causes stress in your
life and you can’t turn the relationship around, limit the amount of time you
spend with that person or end the relationship entirely.
o Plan: control your environment If the news causes anxious, turn the TV off.
o Shorten your to-do list – Analyse your responsibilities, and daily tasks. Distinguish
between the “should” and “must.” Drop the unnecessary to the bottom of the list
or eliminate them.

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Conflict - disagreements, opposing viewpoints, or struggles for power between people.

• Types of conflict

• Conflict resolution skills (solve both intrapersonal and interpersonal conflict)

o Be assertive: do not become aggressive but state your

problem clearly and explain which of your rights are
being ignored or violated.
o Use I- statements: let the other person know how you
feel and respond to the problem using -I statements:
e.g. I feel that you do not understand me when…
o Keep your feelings under control: Keep your feelings
under control so that you do not hurt the person
physically or emotionally, talk and do not shout.
o Do not accuse: Try not to blame the other person.
Accept the conflict and deal with it.
o Accept compromise: agree on a middle situation
which is not completely in favour of one side, agree to disagree.
o Move on when the conflict is over, move on. Do not refer to previous conflict
o Cool down before your express your feelings be in control of your feelings.
o Recognize the other person’s point of view even if you do not agree, it is fine to have
different opinions but do not fight.
o Respect the other person: if you show that your respect the other person, it will help
to solve the conflict.
o Be willing to make peace or seek solution: Maintaining conflict is not a positive way
of dealing with it.

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Initiate, build & sustain positive relationships and importance of communication

• Stages in a relationship: Initiating, building, and sustaining relationships

• How do I initiate, (begin), keep friends and build the relationships?

Positive communication leads to positive relationships. Our ability to communicate

with others will determine the success of our relationships. Communication is about
understanding others and communicating our feelings, beliefs and attitudes to them

o Initiating positive relationships

- Establish trust; be open, talk about what is important to you, let the other
person get to know who you are.
- Be honest; express yourself, discuss your thoughts and feelings sincerely.
- Be attentive; listen attentively (pay attention), be genuinely interested in
what other person has to say, find out what interest the other person has and
share your interests as well.
- Take time to know each other

o Building positive relationships

- Treat each other with respect; appreciate each other’s uniqueness;
respect the rights of everyone, understand each other’s emotions, allow
each other the freedom to be themselves.
- Behave appropriately; be kind and generous, accept responsibility for
your actions, support each other, display commitment.
- Communicate with honesty; develop empathy, control your emotions.

o Sustaining positive relationships

- Sharing: what is important to you and show that you trust and appreciate
the other person, share your feelings, ideas, and opinions.
- Being compassionate: allows one to understand and support each other.
- Trust and honesty: trusting each other means you can rely on each other’s
support and being honest means, you can always believe the other
person.
- Tolerance: accepting the views, beliefs, or behaviours of others different
from you where you will both feel accepted and appreciated.

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o Factors that influence effective communication

o Change in circumstances

Plan to deal with each aspect

Speak to someone
you can trust
separately. Ask for advice

Know what the

The more information you have
changes will be the easier it will be to cope

Think of previous Learn from previous situations

changes you have and knowledge and apply it
experienced
Learn from mistakes you see
others make.

Look for the good See it as an opportunity to

aspects of the develop and grow.
change

Give yourself time Take charge and be patient

to adapt

• Positive and negative aspects of change

POSITIVE NEGATIVE

• Exciting • Can cause stress

• Challenging • Not always for the better
• Motivating • Can be irritating
• Can lead to better things • May make you feel unsure and insecure
• Demands you keep • Loss
flexible • Fear of the unknown
• Keep your brain alert • Threatening
• Discover hidden potential • Painful, for example, illness
• Keeps your life interesting • Sorrowful, for example, death
• Opportunities
• Can lead to personal growth

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• Personal lifestyle plan to promote quality of life

o Healthy life style - refers to healthy living, leaving one fit, energetic
and at reduced risk of disease, based on the choices one makes
about their daily habits. It is characterized as a “balanced life” in
which one makes “wise choices”.
o It outlines the positive and voluntary measures that a person can
implement to maintain good mental and physical health that includes healthy
habits in terms of diet, treatment of the body, sex, and the environment.

• Personal lifestyle plan - A plan or strategy to live in a specific way which is to

live a healthy and balanced life. The aim is to: improve or maintain a good
quality of life, promote one’s wellbeing and live a fulfilling and happy life.

• Different aspects of lifestyle plan that promote quality of life.

Physical exercise, nutrition for health & weight management, outdoor recreation &
relaxation, sleep, promote healthy habits, abstinence / safe sex, avoid harmful
substances, cope with change, emotional health, stress management, time
management, conflict resolution, relationships and communication, volunteer to
help others

• Study skills - Process of assessment and examination writing skills:

o What is assessment?
It is the continuous planned process of gathering information on achievement.

• Assessment is important because:

- It identifies how one copes with new knowledge, content and skills.
- It is an opportunity to enhance (improve) individual growth and development
- It allows one to monitor progress
- It gives feedback on one’s growth and development

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Examination writing skills

o Multiple Choice: This question test factual knowledge

• Essay questions: The key to writing a good essay is to understand the instructions
properly. What does the examiner want?

• Preparing for exams

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• Presenting a question paper: The following are some points to keep in mind:

1. Hand Writing – Keep the hand writing neat. If the examiner cannot read your
writing you will lose marks. No scratching around on the paper.
2. Margins - Draw margins on both side of the paper. This is important that your
answers are in the centre of the answer paper and the best time to do it, is the
time when you get the answer sheets and before you get the question paper.
3. Figures – you can draw figures with pen, but preferably draw them in pencil. A
free hand diagram would do in an engineering paper but when done in pencil it is
much easier to correct and change than one drawn with a pen.
4. Rough Work – Do not do rough work of any kind just next to the sum. Do the rough
work on the margin and label it as such.
5. Sub Questions – All the sub questions of a question should be attempted in a
sequential order. If you do not know the answer to a sub question leave
appropriate space for it. Do not attempt the sub question anywhere else.

Top 10 Mistakes: When attempting a test or examination paper, and how to overcome them.
MISTAKE HOW TO CORRECT
1.Spotting only some questions or Start revising long before the exams to cover all the
cramming too much info at once. work. Plan a study time; develop a personal timetable.
2. Arriving late in the exam Give yourself enough time to travel to venue. Make a
venue/failing to bring necessary note on the exam timetable. Pack and keep all your
stationary e.g. pen, calculator, etc. stationary in your bag/sleeve.
3. Panic before or during paper Prepare well, sleep enough before a paper. Tell yourself
it is not the end of the world and only an exam paper.
Take a deep breath to calm you down.
4. Failing to read instructions and scan Read ALL instructions carefully and establish the number
through questions of questions you need to answer. Scan through the
paper before you begin to write. Answer the easy
questions first.
5. Failing to allocate time for each Allocate time to each question. Plan your exam time
question/failing to plan your time before you go to the exam room. Time your short and
long questions. Allocate your time accordingly.
6. Misinterpreting question/incoherent Underline the key words in the question. Make sure you
answering/writing too much or too little answer only what the question requires.
7. Not sure how to start or end a Don’t waste time by starting over again. The emphasis
question should be on the flow of your ideas. Make sure
paragraphs are coherent
8. Failing to write legibly (clear enough If your looks like a u and your v looks like a u you will lose
to read) marks as the marker gives up because he cannot read
your answer. Practice your handwriting
9. Reading and writing too slowly Practice reading to increase your reading speed.
Practice your writing skills with different pens and pencils.
10. Forgetting to write your personal Always start your exam by writing your personal details
particulars e.g. exam number, ID on your exam book.
number etc. Write your name and particulars on ALL loose pages, as
a whole stack of papers may fall apart when in transit.

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Key examination question words and their meanings

Key word Meaning

Analyse Break up into separate parts and discuss, examine, interpret, explore and investigate
each part. Say how each part is important. Explain how the parts are linked or
related.
Apply Use in practical way. When you apply you show in a practical way what your
understanding is. Use your knowledge and understanding of the topic to make it
relevant to a situation, issue or problem.
assess Judge or estimate the nature, quality or value of something. Make a value
judgement that you justify by giving reasons.
calculate You need to get to an answer by using numbers. You will add, subtract, multiply or
divide numbers to reach an answer.
comment Give your opinion on, explain or criticise. Make a judgement based upon the
evidence.
compare Look at two or more things. Identify similarities and differences. See how they are the
same, and how they are different. Focus more on similarities than differences.
Complete Add the missing information.
consider Think about and give your opinion.
Contrast Focus on the differences between two or more things. Show them in opposition to
each other.
create Put together ideas or parts to develop an original idea; engage in creative thinking;
offer a novel or new suggestion or item.
Criticise You need to make judgements to show your own ideas and evaluation.
critically Show approval or disapproval, or find mistakes or faults, and merits or good aspects;
analyse give reasons.
Define You need to give the exact meaning of the term or words. Definitions are short and
exact. This is not a discussion.
Describe Give an account of something where you recall what you have learned or state what
you observed.
Determine Find out the facts. For example, determine how many learners in Grade 11 do
physical exercise more than four times a week.
Discuss Write about something; compare a number of possible views about an issue or
problem. Debate, consider, and argue the issues. Include comparisons and contrasts,
look at pros and cons. Say what you think about the topic. Give a full answer in
sentences, not just a list in point form. Always give a conclusion.
do you Give your OWN opinions about an issue or problem. Pay attention to the reason you
think give and arguments you offer; you will not be given marks just for an opinion. Provide
well-reasoned or logical reasons for your opinions, based on facts.
Enumerate This is the same as list. Give several points.
evaluate Give your own opinion and /or the opinions of others. Give evidence to support your
evaluation. Give an indication of the amount, quality or value of something.
Compare possible views about an issue. Make judgements based on facts.

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examine Carefully at something in detail so you can comment on it. Break down an issue or
problem into smaller parts to understand it. Then explain what you have learned.
Explain Give details, describe, make clear, make it understandable. Make something plain or
simplify. Describe in detail so that it can be understood.
Always give examples when you are asked to explain.
Give You supply, provide, present, or offer information.
Identify Recognise and name someone or something; to say who or what they are.
Illustrate Give realistic examples. Explain very clearly. You can use examples and comparisons.
Interpret Show your understanding of the topic, comment on it, give examples. Describe
relationships, explain the meaning.
in your This asks you what you think about something or feel about something. For example,
opinion in your opinion do the youth do enough to celebrate Youth Day on 16th of June?
List Give a short list of the points. State in the shortest way. Be brief. Do not discuss or write
an essay. Usually, you write items one below the other in a list.
Match Find things that go together; find things that are similar or connected to each other.
Measure Find the size, quantity, of something. Judge the importance, value or effect of
something
mention Write about something without explaining. There should be no detail; keep it brief.
name Similar to mention; give a brief answer without long explanations.
Outline Summarise, describe main ideas and points, concepts or events. Give an overview.
Prove Give the facts to support the issue.
State Explain exactly and clearly as it is.
suggest Give possible reasons or ideas. These must be believable; they do not necessarily
have to be proven to work.
Summarise Give a very short and brief account. Include a short conclusion. Do not give
unnecessary details.

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1 || LIFE ORIENTATION LEARNER BOOKLET GRADE 12 2022

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CLASS NOTES
TERM 2
- Democracy and Human Rights
- Social & Environmental Responsibilities

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Discrimination
It is the unjust, unfair, and unequal treatment to others on the grounds of age, race, sex,
religion or creed.

Human rights violation

It refers to violation of the basic rights of people by treating them wrongly; hurting,
disrespecting or acting against someone’s rights.

The role of the media in a democratic society: electronic and print media

● The role of the media in a democratic society

• Electronic media are any media that need electricity or batteries,
such as the Internet and emails, websites, blogs, Facebook, Twitter, radio,
TV, film and DVDs.
• Print media include books, newspapers, magazines, pamphlets,
brochures, posters and billboards

● Role of the media in a democracy

• To inform the public on what is going on: inform democratic choices through the
clarification of complex issues, particularly in an age when information is the
driving force of economic advancement and international events impact on
people's daily lives as never before;
• To provoke public debates leading to greater public participation in important
decisions;
• To uncover abuses and expose violations of human rights
• To inform citizens about their government, their rights and freedom and their
health and safety.
• To alert and mobilize public opinion to humanitarian causes/injustices; To allow
political diversity to express itself by advertising different views/ ideological
approaches to certain issues;
• To keep politicians attuned to public opinion while offering politicians a medium
to explain policies/decisions to public opinion and build the necessary support.
• To report on unlawful activities, the courts and court cases
• To expose corruption and mismanagement
• To give political information that can inform voters
• To promote nation-building, by giving access to diverse viewpoints and world
views, as well as sports coverage.

Examples of when the media do not fulfil their roles responsibly include:
• Most media make money from advertisements and sponsors. The media
therefore aims to satisfy the interests of their advertisers. These may not be the
same as the interests of the public. They 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.

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• Political news is often more about personalities, than about politicians’ work and
contributions. 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 (overemphasise) 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, decided on what was necessary to
tell the public and what not. What is not told may be just as important as what is
told.
• Freedom of expression and limitations:
“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; and academic freedom and freedom of scientific research.”
• Freedom of expression means that you can express your ideas and opinions freely
through speech, writing, and other forms of communication. Freedom of
expression is a basic right in a democratic society, and it applies to everyone,
including individuals and the media. People may not express viewpoints that
violate the rights of others.

• Constitutional limitations to freedom of expression

• Freedom of expression is a basic human right since this is part of the foundation
of any democracy and essential for the health of a democracy. However, it
must be remembered that freedom of expression is not a superior right in South
Africa and must be seen in the context of the rights to dignity and privacy.
This means that social media users do not have carte blanche to post what
they please. Online conduct is governed by the same laws as offline conduct
and hate speech, incitement to commit violence and defamation are
examples of speech that is not protected.

The right to freedom of expression does not include:

- Propaganda for war e.g. you may not publish something that will provoke war
or anything that will compromise peace and stability of the country.
- Incitement of imminent violence e.g. you may not encourage people to take
part in any form of violent acts
- Advocacy of hatred that is based on race, ethnicity, gender or religion e.g. you
may not use racist language or hate speech
- Incitement to cause harm e.g. you may not publish or distribute anything that is
criminal in nature that may be hurtful or harmful to others.

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• Extent to which media reporting reflects a democratic society

- The following information is an indication of how much the media mirror or reflects
a democratic South Africa:
• topics covered - areas of wide range of interest and relevance catering equally
for all citizens of a country
• Positions taken by editors – reflects the position of the editor and how the editor
feels about an issue or event.
• space allocated- how big the item is, which page it appears on in newspaper or
magazine, or how much time is allocated to it in TV or radio broadcast, or whether
it appears in the beginning or at end of a news report
• Geographical distribution – refers to accessibility (availability) of information to
different groups of society.
• Critical analysis of media and campaigns
Media - the main means of mass communication (broadcasting, publishing, and
the Internet) regarded collectively.
It is important to critically analyse the media to evaluate their balance and
fairness in reporting. One needs to ask questions and gather information from
several different sources before accepting or forming an opinion. One way of
evaluating the media is through checking if the media follow the South African
Press code:
• Reporting of news – report the truth and only according to facts.
• Gathering of news– obtained legally, honestly and fairly unless public interest
dictates otherwise
• Independence and conflict of interest – conflict of interest must be avoided and
commercial, political personal or non-professional consideration are not allowed
to influence reporting.
• Privacy – exercise exceptional care and consideration in matter involving private
life unless overruled by valid public interest.
• Dignity and reputation -exercise exceptional care and consideration in matter
involving dignity and reputation unless overruled by valid public interest
• Discrimination and hate speech – media is obliged not to publish material that
amounts to hate speech or discrimination with reference to race, colour, illness,
age, ethnicity, sexual orientation or other status except when strictly relevant to
the matter reported.
• Advocacy – although a publication is considered justified in strongly advocating its
own views on controversial topics, readers should be treated fairly by highlighting
fact and opinion.
• Comment– any criticism must be fair and honest.
• Children – the press should not identify children who have been victims of abuse
or exploitation, or have been charged with or convicted of a crime.
• Violence – care in presentation of violence.
• Headlines, posters, pictures and captions – provides reasonable reflection on the
content of the report or picture and not misrepresentation.

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• Confidential and anonymous sources – oblige to protect confidential sources

and information.
• Payment for articles – avoid paying informant (informer).

Campaigns – are movements, drives or crusades that push, fight or advocate for an
issue. Some campaigns are useful necessary and contribute positively to a
democratic society e.g. Mandela day campaign, Right2Know campaign while others
are not helpful e.g. where some media start a campaign to humiliate a politician or
celebrity for personal reason.

Coverage of sport, sports personalities and recreation activities

The coverage differs; the media tend to focus on the big five sports in South Africa
e.g. man’s soccer, golf, motor racing, cricket and rugby that have a wide range of
coverage. Indigenous games and orienteering, netball, women’s soccer, hockey
table tennis, are often less covered.

Often sportsmen also dominate the sports media over sportswomen, who struggle to
get media coverage. Media do not report equally on famous sportsmen and
sportswomen. Women referred to in sexist term as ‘girls’, whereas men are referred to
as ‘men’; women are portrayed in terms on how attractive they look and not in their
performance.

Ideologies, beliefs and world views on recreation and physical activity across
cultures and genders

Culture : Eastern and Western cultures

- In some Eastern countries forms of martial art or self-defence are practised by many
people because these activities are part of their ideologies, belief systems and
religions.
- In the Western culture, sport is a way to make money. Lots of money is spent on
sporting activities, events and sponsorships. Sport is a huge industry, with many job
opportunities. The focus of sport is developing champions with very specific skills.
- In South African culture all people are allowed and encouraged to play any sports
they prefer.
• Traditional culture and indigenous games
- Culture plays an important part in the choice of recreation. In many traditional
cultures, if you are good in sport, it boosts your social status.
- Sport also teaches young people the values of their culture e.g. team work and self-
discipline and comradeship as it brings the community together.

• Gender
- Participation in sport and many recreational activities is men

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SOCIAL AND ENVIRONMENTAL RESPONSIBILITY

• Community responsibility to provide environments and services that promote safe and
healthy living
Responsibilities of various levels of government
o The Constitution says that everyone has the right to a safe and healthy
environment. It is the responsibility of every person in every community to look after
the environment and to use resources responsibly. It is also the responsibility of
various levels of government to ensure that environments and services are safe and
healthy.
- Parliament makes laws for the whole country.
- Provincial governments make laws for their own province.
- Municipalities make by-laws for their municipal areas.

• Concepts
CONCEPT EXPLANATION
Laws Acts of/set of rules which a country or community has in place to
control the behaviour of its citizens.
Regulations The details necessary to implement laws that are put in place and
maintained by different authorities/levels of government.
Rules Procedures to be followed / ways of doing things specific to an
area of activity.

• Laws, regulations and rules

- A law is also called an Act and is general in nature. Acts provide the opportunity for
ministers, provinces, and municipalities to make regulations. These also promote safe
and healthy living.
- Government departments keep the environment safe and healthy by inspecting
workplaces, facilitating health programmes and providing safe sanitation
- Municipal by-laws and community services deal with fire prevention and protection,
disposal of bodies, sewage, keeping parks clean and safe, street trading cleanliness,
water services, health programmes, animal welfare, public toilets, and clinics.

• Educational and intervention programmes: Impact studies

- Educational programmes deal with creating awareness on health and safety issues;
teach communities what they can do to improve health and safety and provide
information where to get help if there is health or safety issue in your community.
- Intervention programmes deals with solving or improving urgent problems such as
health programmes to fight obesity and diabetes, sport programme to discourage
crime and substance abuse, and programme such as genderbased violence.

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- Some examples of educational and intervention programmes are:

- Youth Substance Abuse Prevention and Awareness Programmes is run by South
African National Council on Alcoholism (SANCA) that promote healthy lifestyle by
providing drug education and developing leadership and life skills in schools.
- Recycling Day is usually held in September during Cleanup SA week that aims to
educate community about social environmental and economic benefits of
recycling and contribution to a cleaner, greener, and healthier South Africa.
- NICRO: Safety Ambassador is an intervention programme for school going youth
(15-18 years) aims to promote gender-based violence awareness and community
engagement.
- Impact Studies – measure and monitor programmes to assess their effectiveness.

• Formulating a personal mission statement for life

- Personal mission statement is an expression of your personal views, values, belief

Personal Values Things that you choose and are important to you, influenced by everything
that you have had contact with
in your life: your parents, your friends, your life experiences, your access to
media and your conscience.
Personal views Your opinions and what you consider to be important and maybe be
influenced by your future goals, your religion, culture, and values.
Belief Trust, faith or confidence, an acceptance that something exists or is true,
especially one without proof, and based on religion, i.e. Allah, Jesus Christ
Belief system The way you try to understand the world and your place in it; set of beliefs
about what is right and wrong, true and false that may be based on the
teachings of a formal religion or may be part of your cultural belief system.
Religion What you believe and who or what you worship based on faith and belief in
God or a god that has a moral codes, rituals and ways of behaving towards
others. It can guide your values, attitudes and behaviour.
Ideologies These are organised set of beliefs, values and ideas; the way you believe
you should live in the world and the way society should operate.
Vision It is your dream for the future that gives you direction and inspiration.
Environmental Responsibility towards your environment; treating the nature with respect
responsibility and not doing anything harmful to your environment, get involved with
environmental clean-up campaigns.
Lifestyle (physical Your lifestyle is how you live your life daily; regular exercise, eat healthy
and emotional food, practise safe sex, and not drink alcohol so that you care for you
wellbeing) physical wellbeing and health.
Mission Statement A short statement of why an organization exists, what its overall goal is,
identifying the goal of its operations. i.e. popular mission statements
Personal Mission A personal mission statement is a brief description of what you want to
Statement focus on, what you want to accomplish and who you want to become in a
particular area of your life over the next one to five years. It is a way to
focus your energy, actions, behaviours and decisions towards the things
that are most important to you.

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• Personal mission statement Purpose:

- Encourages you to explore and identify your own values, dreams and goals.
- Helps to identify your skills, your values and your dreams.
- Shows what is important to you, and how you plan to achieve your aims
and goals.
- Gives control and structure or purpose to your life and guides you into
the future.
- While there is no unique format or formula for creating your personal
mission statement, the following guidelines may be helpful: o Keep it
simple, clear and brief. The best mission statements tend to be 3 to 5
sentences long.
- Your mission statement should touch upon what you want to focus on
and who you want to become as a person (character) in this part of
your life. Think about specific actions, behaviours, habits and qualities
that would have a significant positive impact in this part of your life
over the next one to three years.
- Make sure your mission statement is positive. Instead of saying what you don't
want to do or don't want to be, say what you do want to do or become. Find the
positive alternatives to any negative statements. o Include positive behaviours,
character traits and values that you consider particularly important and want to
develop further.
- Think about how your actions, habits, behaviour and character traits in this area
affect the important relationships in your life.
- Create a mission statement that will guide you in your day-to-day actions and
decisions. Make it a part of your everyday life.
- Think about how your mission affects the other areas of your life. Is it consistent with
your other personal mission statements? Will it conflict with or contradict something
else? Is it balanced?
- Make it emotional. Including an emotional payoff in your mission statement infuses
it with passion and will make it even more compelling, inspiring and energizing.

Remember that your mission statement is not cast in stone. It will continue to change
and evolve as you gain insights about yourself and what you want out of each part
of your life.

It impacts on your action and behaviour in life; drives you to achieved, guides you,
helps you to set goals, and keep you on your path to success. It also affects your
community and society because if you achieve your vision and fulfil your dreams
others will benefit and you will be a positive role model.

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TERM 3
CLASS NOTES

Development of Self in Society

Careers and career choices

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Development of the self in society

• Human factors that cause ill-health, accidents, crises and disasters
Bad lifestyle choices such as smoking, drinking, use and abuse of drugs can cause ill-
health. Driving under the influence of drug or alcohol can lead to accidents. People
can cause crises by stealing copper cables and trains will not run whilst sports fans
that push into stadiums can cause a disaster.
Psychological, social, religious, cultural practices and different knowledge practices
can also cause ill-health.
o Concepts
KEY CONCEPTS EXPLANATION
Human factors Human and individual characteristics, that influence behaviour
affecting health and safety e.g., low self-esteem resulting in risky
behaviour
Environmental Issues in our surroundings, the natural world that contribute to ill
factors health, accidents, disasters and crises such as floods, extreme
temperatures
Lifestyle diseases Illnesses linked to the way we live that can be prevented by
change in nutrition, environment, and your general lifestyle.
Natural disasters A sudden accident or natural catastrophe that causes great
damage or loss of life such as fires, floods, tsunamis and
earthquakes.
Hazard Danger, risks or a threat that is usually caused by man, such as
pollution, toxic waste, deforestation etc.
Ill-health Illness, sickness or a medical condition that makes you unwell that
can be prevented or avoided.
Accidents Mishaps / misfortunes which happen when unexpected or
unplanned.
Crises Emergency situations that cause great distress and upheaval,
sudden change, or disruption.
Disasters Tragedies, events that cause adversity, devastation, damage or
destruction.

o Psychological factors
- Issues which involve the mental and emotional aspects of being human; as the body
and mind interact closely, some psychological factors can cause illness and
sometimes illness has psychological effects.
- Psychosomatic illness is a sickness that involves both body and mind. It may start with
emotional stress, but can become physical e.g. stress can lead to stroke. This illness is
real and needs to be treated.
- Some examples of psychological factors that cause ill-health are negative self-image
or low self-esteem which may result in risky behaviour and unsafe sexual behaviour
which in turn could lead to sexually transmitted diseases (STIs) such as HIV and AIDS.

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o Social factors
- Issues which involve people, the community and the public; how people behave
towards each other and the social conditions they live in, can affect their health and
make them ill.
- For example, peer pressure may result in poor decision-making, overcrowding and
poverty increase the risk of ill-health and accidents, limited or no access to clean water
and good sanitation can lead to disease and insufficient or poor-quality food leads to
nutritional deficiencies.

o Religious factors
- Issues on religion and belief-system which may help to heal people but possibly cause
ill-health.
- For example, some religion may prevent people from taking medicine or having a
blood transfusion which may lead to serious illness / death while others believe only
their god can cure them, refusing medical treatment of any form.
- In other religions various potions and medicines are mixed and given to sick
people, these are not scientifically tested or may have a negative impact on
the other medicine that the person is already taking and may not be good for
their health e.g. taking herbal medicine together with the prescribed
antibiotics can revoke its effect thus causing serious illness.
- Religions and belief that promote sharing of a communal cup, passed from
one person to another can also cause illness e.g. flu, mouth sores to spread.
- Belief in bogus (not genuine) faith healers who purport/claim to have the
power to heal may result in one becoming more ill or death since they do not
get the treatment needed.
- Wars fought over religion have led to disaster; terrorist attacks by religious
extremist have caused great distress and tragedy for many innocent victims.

o Cultural practices
- There are some cultural influences or practices that are damaging and cause ill-health
although there are many cultures which are beneficial, helpful and healing.
- Harmful cultural practices which are often aimed at benefiting males and cause harm
to females; female genital mutilation and cutting, practice of early marriage, wife
inheritance / unkungena, arranged marriage and polygamous marriages place
women at higher risk of abuse, HIV and other STIs.
- Other examples of harmful cultural practices include male child preference where
female foetuses are being aborted or female babies being killed at birth or neglect
of female children, circumcision performed by untrained or careless people who do
not take enough care to prevent infection.
- Culture of silence where it is taboo to speak about sex, relationships and matters of
reproductive health leads to misinformation, myths and lack of knowledge, and stop
people from visiting the clinic for treatment that can save their lives.
- In some cultures, there are nutritional taboos; some food may not be eaten by
pregnant mothers and their babies that has harmful effect because they are not
getting all the nutrients.

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o Different knowledge perspective

- This is the viewpoint or outlook one has e.g. facts and information can be seen from
a particular viewpoint, outlook or angle; different people have different ways of
understanding and knowing about things.
- For example, people may say it is healthy to fast or not eat for three days while
another will say it is harmful to our body or a person may say eating meat is healthy
others will say they do not like meat. Similarly, somebody thinks that bottled water is
healthier than tap water, but another may say tap water is healthier than bottled
water.

Lifestyle diseases are diseases linked with the way people live their life and the result
of an unhealthy lifestyle; lack of physical activity, unhealthy eating, alcohol, drugs,
smoking and because of poverty and gender imbalances that are preventable.
- Diseases that mostly influence our lifestyle are cancer, hypertension, diseases of the
heart and circulatory system, tuberculosis, sexually transmitted infections including
HIV and AIDS.
- The lifestyles of people who live in poverty includes increase deprivation, lack of
access in medical care and ability to get help needed, loss of hope and increased
stress.
- Examples of lifestyle diseases include: cancer, hepatitis B, hypertension, diseases of
the heart and circulatory system, tuberculosis, and STIs (Sexually transmitted
infections, including HIV/AIDS)

o Concepts
KEY CONCEPTS EXPLANATION
Cancer These are a range of diseases in which abnormal cells
increase and spread out of control.
Hepatitis B A kind of liver infection which can lead to liver disease
and liver cancer
Hypertension An illness where the blood pressure in the arteries is
constantly high.
Circulatory system diseases Abnormalities of the heart and vessel system

Cardiovascular diseases Group of diseases that involved the heart, blood vessels,
arteries and veins.
Tuberculosis An infectious disease caused by bacterium which
spread through airborne and infectious droplets.
Sexually Transmitted Diseases which are spread from person to person during
Diseases sexual intercourse
Poverty Lack of money to provide for one’s basic needs.
Gender roles The different roles and responsibilities assigned to men
and women respectively by society.

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• Cancers
- South Africa has the highest risk of cancer in the world.
- Cervical cancer in women affects as many as 1 In 34 South African women and
appears while they are still young with weak immune system. It is a slow growing
cancer that may not have symptoms but can be detected through screening.
- Lung cancer is a tumour in the lungs caused primarily by smoking tobacco and
exposure to asbestos, environmental tobacco smoke, and exposures to other
- Prostate cancer starts in the male prostate gland (small gland which is part of the
male reproductive organ).

• Hepatitis B
- The most common serious liver infection in the world.
- Having chronic hepatitis B increases one’s risk of developing liver failure, liver cancer
or cirrhosis — a condition that permanently scars the liver.
- Spread when people come in contact with the blood, open sores, or body fluids of
someone who has the hepatitis B virus.

• Hypertension
- Refers to ‘silent killer’ because people are not aware that they are sufferers.
- Some contributory lifestyle factors include poor diet, poverty, stressful lifestyle, lack
education and difficulty in accessing medical care.

• Tuberculosis
- Leading cause of death in South Africa and most common in conditions of poverty
and over-crowding.
- Pulmonary or lung TB is the most widespread and contagious form of active TB
although TB can occur in almost any part of the body e.g. bones
- People living with HIV are at a higher risk of developing TB because their immune
systems cannot resist the TB bacteria.

• Sexually Transmitted Infections

- More than 1 million sexually transmitted infections (STIs) are acquired every day
worldwide.
- Some high level sexually transmitted infections like syphilis, gonorrhea and HIV in South
Africa partly are the result of poverty e.g. women have fewer choices, low status of
women e.g. no say in the relationship and violence and abuse against women e.g.
women in abusive relationships cannot negotiate safer sex.

• Diseases of the heart and circulatory system

- The leading contributory condition to circulatory system disease is hypertension.
- Some other examples include heart diseases and stroke.
- The number one cause of death globally
- Seriously affect low-and middle-income groups and occur equally in men and
women.

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Lifestyle diseases as a result of poverty and gender imbalances

o Poverty
- The main diseases of poverty are TB, HIV and AIDS and malnutrition. People who live
in poverty are also at a greater risk of lifestyle diseases, because of fewer choices and
lack money to access health care e.g. may not have 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 also results in:

o poor sanitation and lack of water in the community can lead to diseases.
o food insecurity: people have no access to enough food or healthy food. The
lack of balanced and nutritious meals weakens the immune system, this results
in people being put at risk of infections and diseases.
o overcrowding due to lack of adequate housing results in poor ventilation
causing TB to spread easily.
o people suffering from hypertension due to stress cannot get medication, that
worsens their condition.
o lack of access to safe sources of energy; women walk long distances to gather
firewood. This collection of wood increases the risk of being attacked and
sexual assault, often leading to STIs including HIV.
o women being forced to engage in sex for money to survive are also at high risk
of getting STIs and passing them on.

o Gender imbalances

- Gender imbalance are a result of the continuous oppression of one group by

another based on gender, it manifests itself differently according to race,
culture, politics, country, and economic situation.
- It is a causal factor of violence against women. While gender discrimination
happens to both men and women in individual situations, discrimination
against women is prevalent (wide spread) in South Africa and the world.
- Gender imbalances or inequalities affect the health of both men and women but
discrimination against women e.g. unequal power relations, can prevent women
from getting the health care they need and from living a healthy life.
- Men and women have different patterns of ill-health because of:

o differences in biological make up

o women’s reproductive function
o different gender roles

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Lifestyle diseases: contributing factors and intervention strategies

o Contributing factors to lifestyle diseases

- Eating habits; bad eating habits and an unbalanced diet cause ill-health
e.g. overweight or obese.
- Lack of exercise is associated with various illnesses such as obesity, heart
disease and general lack of well-being.
- Smoking/Tobacco use is responsible to 80% of a lung cancer deaths.
• Linked to reduce fertility in women, risk of miscarriage, early
birth and still birth.
• Pneumonia and asthma are aggravated by smoking
• Causes poor blood flow to the arm and legs. - Substance
abuse
• Studies show smoking of marijuana is linked to mental illness
including depression and anxiety.
• Lowers immune system making one more vulnerable to illness
and disease.

- Unsafe sexual behaviours

• Early sexual intercourse among women (before the age of 18) and with many sexual
partners have a higher risk in developing cervical cancer.
• STIs like HIV and AIDS are a result of unsafe sexual behaviour.

Intervention strategies
o Prevention: The best way to prevent or lower the risk of lifestyle disease is to:

• Avoid: bad habits and behaviours that contribute to lifestyle diseases e.g. avoid lot
of sugar and salt, avoid all tobacco products, etc.
• Abstain: The best way to prevent STIs is to abstain (restrain oneself from doing or
enjoying something) from sexual intercourse or use condom properly every time
you have sex.
• To prevent lung cancer, abstain from smoking.
• Adapt: One may lower the risk of cancer by adapting (getting used to) your
diet e.g. low meat intake or becoming a vegetarian, high in omega-3 fatty
acids; fish is a rich source of omega-3, etc.

o Intervention
• Protect people from tobacco smoke, banning smoking in public area,
raising taxes on tobacco and warnings about the danger of tobacco use.
• Educating people about healthy lifestyle, STIs including HIV, early detection,
regular screening and visits to the clinic,

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- Promoting testing for HIV

- Community awareness about nutrition and promoting backyard garden.
- Limiting access to alcohol, banning alcohol advertisement and raising taxes
on alcohol
- Reducing salt intake and salt content food
- Replacing trans-fat in food with polyunsaturated fat.

• Control and Management

- If you control something, it means you manage it so that it does not become
a crisis or disaster. For example:
- To avoid getting or to control the spread of TB you can - ➢ open the windows
and let fresh air come into your home
- help and encourage people to follow the treatment instructions and take their
medication.
- To prevent heart attack or stroke if you have hypertension, you can- ➢ eat
healthy e.g. less salt, less fats, etc.
• do regular physical exercise
• lose weight
• stop smoking
• deal with your stress applying relaxation techniques.

• Early Detection
The earlier a disease is detected, the more likely it can be cured or managed
properly. Early management can save life; prevent or delay serious
complications.
- Screening test can be done to detect health problems even before symptoms
happen; medical examinations and self-examination.
- For example, although hypertension is a chronic disease for which there is no
cure, the earlier it is detected, the better the management will be.
- Another example is cancer where there is good success rate of survival, with
early detection.
- HIV testing can lead to early treatment of those who are infected and may
prevent them from spreading the disease to others.

- Treatment: is medical care e.g. surgery, medication and chemotherapy that

deals with disease so that someone can feel better or become healthy again.
The aim of treatment is to cure the disease, reduce or ease the symptoms.

• Lifestyle changes; changing diet, exercise, and taking part activities to

reduce stress are recommended in combination with medication as
treatment.
- It is important that people have access to treatment and continue taking
their treatment because if the course of medication is interrupted e.g.
medication for TB and HIV, they can develop resistance to drugs (decrease
in effectiveness of medication) and cannot be treated with the said
medication.
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• Care and Support : People who get the correct care and support continue their
treatment programme.
- Clinic sisters, social workers, psychologists and community support groups form part
of care and support programme. Patients needs are assessed and a care plan is
created; education about the disease and referral to the right services and support
group.
- Family forms the first line of defence in terms of care and support.
- Organisations are also involved in care and support e.g. South African
National AIDS Council – testing and treatment.

• Commitment to participate in physical activities for long-term engagement

Long-term effects of participation- Committing to long-term participation in physical

exercise helps prevent lifestyle diseases and has mental, emotional and social benefits.

The physical, mental, social and emotional effects of long-term participation

Physical benefits (keeps your Mental benefits (helps Social benefits (helps Emotional benefits (helps
body healthy and strong) to keep your mind you to make friends you feel good about
alert) and feel part of a yourself and cope with
group; contributes to your stress and negative
nation building feelings)
o Prevention of chronic o Improved o Meeting people o Increased chemicals
diseases thinking, learning and making friends in the brain that
o Weight management and judgement o Helps to integrate make you feel happy
o Stronger bones, joints and skills in a new situation and relaxed
muscles o Clears the mind o Prevents o Feelings of self-worth
o Protection from osteoporosis o Helps to prevent loneliness improve
(bone disease) Better sleep mental diseases o Promotes social o Improved the mood;
habits and patterns o Prevents negative support laughing and keep
o Reduced risk of heart attack thinking you happy
o Decreases
and stroke o Reduce stress absenteeism at o Feel good about
o Increased protection from school/work yourself
o Growth of new
viral diseases brain cells in the o Improves teamwork o Prevents depression
o Prevention of diabetes areas of the brain and leadership skills o Prevents stress
o Prevention of cancers responsible for o Promotes a spirit of o Improves physical
o Improved general health memory and co-operation appearance which
and fitness learning o A sense of enhances self-
o Strong immune system o A sense of belonging esteem and
wellbeing and increases
o Improve ability to function in
achievement confidence
daily activities

• Importance of obtaining a Grade 12 certificate:

It allows you to study at a Higher Education Institution. It is a basic requirement if you
want to apply for a bursary. Most employees require NSC, it’s a basic requirement for
many jobs. It shows employees that you have some skills and knowledge and that you
know how to learn.

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Develop a study plan for grade 12 (Below find an example)

Careers and career choices:

• Commit to a decision:
- You should decide based on your interests, strengths, weaknesses, skills abilities and
personality and commit to it.
- You may have decided to further your future career path, but a decision alone does
not lead to much.
- You must act on your decision.
- Try to apply, get all the necessary forms, and organise all the requirements for next
year’s choice.
- You must apply this year, as early as June. Most institutions look at your grade 11 results
and give you provisional acceptance. Final acceptance depends on grade 12 results.

• Course Application for higher Education:

You will complete a student application/registration form. Make sure the institution
you apply to offers the course you want to study. Check if you meet the requirements
for the educational institution. Fill in application forms
- Use plain black (capital) letters
- Be careful not to crease or dirty the form
- Send the original application form with certified copies of the document the
institution requires e.g. ID
- Always keep a copy of your form.
- Apply in good time. Late application are costly. You can get application forms
from: online on the institution website, via mail from the institution you applied to
and Student Support Centre.
- Availability of funds (options)
- Working and studying at the same time
- Applying for a bank loan
- Applying for a bursary or scholarship
- Funding assistance from NSFAS

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• Job application
- Most employers require applicants to complete a job application, even if they
submit a resume and cover letter. Employers use job applications to ensure that they
have consistent information for all candidates.
- In addition, by signing a job application or acknowledging online that the
information in the application is accurate, the candidate is attesting to them
job and educational history. This means that you can be denied employment or
fired in the future if you aren't truthful about your employment record.
- Before you complete a job application, either online or in-person, it's important to
have all the information you need to complete the application on hand. Review
these job application tips to be sure you're prepared to apply for employment.

• Job Application Tips

- Review Your Employment History. You'll need your resume or a list of your employment
and education history to make sure that you're listing the correct dates of
employment, job titles, and education. Your resume should match the job application
perfectly - discrepancies will be noticed.
- Download a Sample Job Application. Download a job application sample and
practice filling it out. That way you can be sure you have all the information you
need, in advance.
- Ask for an Application. If you are applying for a position in-person, ask for a job
application, then take it home with you to complete.
- When You Apply In-Person. When you stop in to pick up or drop off a job application,
be sure you are dressed appropriately. You may end up speaking to the manager
and it's important to look professional, just in case you get an on-the-spot interview.
- In-Person Job Application Checklist. Review this list of information you'll need to
apply to complete an in-person job application.
- Online Job Applications. Job applications for many companies are available
online. Large employers offer such a service. In fact, some employers no longer
accept paper applications and require applicants to apply via their company web
site or the site where they have posted job openings.
- Follow the Instructions. Follow the instructions when completing both online and
paper job applications. Check the company web site or the fine print on the job
application form for instructions, because the most important rule to remember when
completing a job application is to follow the directions.
- Review Before You Submit. Thoroughly read the instructions for applying for
employment - before you click the Submit button. The company will regard
applications that are submitted correctly and accurately in a much better light
than those from candidates who don't follow the instructions. Some companies
won't accept incomplete applications, so you'll be rejected before you even apply
if you don't submit your job application correctly.
- Be Prepared to Take a Test. Some companies test applicants for employment to
determine if the candidate is a good match for the jobs they are hiring for.
Companies who conduct pre-employment tests (talent assessments) are seeking
applicants that match their hiring criteria. Review advice on taking employment
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tests, so you're prepared to respond to the employment-related questions you may

be asked. Companies also may require drug tests for applicants for employment.
- Know How to Complete a Job Application. These step-by-step instructions how to
complete a job application include all the information you need to complete an
application for employment and tips and suggestions for writing applications that
make a great impression.

Reasons for and impact of unemployment

• What is unemployment? When someone who is willing and able to work

can’t find a job. The person is physically fit, mentally sound, well qualified
and willing to work but can’t find a job.

• What causes unemployment?

- Poor education: Lack of skills and education makes it hard for the people
to find employment
- Labour laws: overly protective labour laws (for employees) make it less attractive
to hire new staff; make it very difficult to dismiss or retrench workers, employers
are therefore less keen to employ people. o Imbalance in skills set available
- There are too many unskilled and semi-skilled workers available and not enough
jobs; several children who start school have not completed matric.
- There are shortages of skilled and highly skilled workers among graduates and
therefore too many unskilled labourers and insufficient skilled workers.
- Technology and automation, machinery and other technology have replaced
manual labourers/warm bodies in the workplace.

- Poverty
- Poverty and the resultant social issues incapacitate and discourages the job search
and access to labour markets.
- Unemployment causes poverty, and poverty in turn contributes to high and
sustained unemployment o Infrastructure
- People who live in rural areas experience barriers, high transport cost, a lack of
social networking to pass on information about jobs and support job searches
logistically in the city.
- General lack of formal labour market information and often do not have access to
technology to help people searching for job; makes job searches expensive,
difficult, and high risk for those with no resources and little cash.

- The effect or impact of unemployment: A job provides satisfaction,

support and hope and fulfilment. Unemployment affects the
unemployed not only financially, but also personally and socially.

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Labour issues: Workers rights, Laws and Acts

• Workers’ Rights
- Workers and Employers rights are protected in the
Labour Relations Act (LRA). Workers’ rights in South Africa
are outline in the Bill of Rights or Section 27 of the
Constitution of the Republic of South Africa.

Workers’ rights in South Africa Employers’ rights in South Africa

o The right to choose your own trade, o The right to join an employer’s organisation
profession, or occupation. o The right to be part of the program and
o The right to fair labour practice activities arrange by the employers’
o The right to join a union o The right to be organisation.
part of the program and activities o To keep to the agreement in the job contract.
arranged by the Union. He cannot change the conditions of
o The right to strike employment without consulting the employee.
o To keep to the agreement in the job o Not to engage in unfair labour practice
contract. o To arrange his business practices according to
o Give the employer value for his money by the labour law of the country.
being productive during working hours o To apply Affirmative action
and not stay away without a valid reason. o To apply the Equity act in the workplace

• Principles of equity and redress

- The history of South Africa’s labour practices has been known by inequality and
exploitation; division between black and white, male, and female. Skills
development and employment equity did not exist e.g. most black women worked
on farms or as domestic works with few rights.
- The employment Equity Act contains the principles of equity and redress. This is
achieved when everybody has the same opportunities, and everybody is treated
fairly.
o Principle of Equity
- The principle of giving extra job opportunities or advantages to people who have
traditionally been treated unfairly because of their race, gender, sexual orientation
physical differences, marital status, disability, religion, HIV status, belief, political
opinion, culture, language and birth.
o Principle of Redress
- The principle which deals with rectifying the wrongs or injustices of the past, making
right the current wrong and restoring fairness in South African workplace.
- There is an effort to redress the disadvantages of the past and to promote previously
disadvantage people like women and disable people.

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o What is the difference between employment equity and affirmative action?

Affirmative action deals with equal employment opportunities and equal
representation in all occupation groups and levels in the workplace.
- Employment equity has to do with the numbers of workers from different groups in
the workplace. Equity is achieved through affirmative action.
- What does the law say about Affirmative Action?
Affirmative action are measures intended to ensure that suitably qualified employees
from designated groups have equal employment opportunity and are equitably
represented in all occupational categories and levels of the workforce.
- Measures for affirmative Action includes: identifying and elimination of barriers that
affect designated groups, measures to promote diversity, training of designated
group and preferential treatment to ensure equal representation in the work place.

• Recruitment process: general trends and practices.

- Recruitment refers to the process of getting the right person to apply for the job in a
company. The aim of recruitment is to get several qualified - or skilled people to
apply for a particular job or vacancy.
- The recruitment process should be fair, confidential, promote diversity and achieve
equity in the workplace.

See the exemplar diagram below for detail about the process.

Work ethics and societal expectations

• Work ethics
- Deals with a worker’s attitude towards his or her job and employer. You can compare
it to your attitude towards your school and your responsibility towards your schoolwork.
It involves attitudes, behaviour, respect, honesty, accountability, communication and
interaction with other people. It can be compared with the effort you take to study,
how you respect your teachers and fellow students and make your school a better
place.
- Good work ethics will refer to your positive attitude and commitment to your work or in
your case your school.

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- Work ethics demonstrate the decisions you make about what is right and acceptable
against what is wrong and unacceptable.
- Work ethics come from within a person and give others a picture of your values, culture
and upbringing.
- People with good work ethics are likely to keep their jobs and make a success at work.
They will also benefit from their good ethics by coming in line for promotion.
- The skills of having good work ethics are referred to as soft skills e.g. the willingness to
learn and to be taught by a senior or supervisor, the ability to get along with other
workers well, the behaviour and attitude of the worker towards the company, being on
time and being at work without taking leave or sick leave unnecessary or without
proper reason.
- Good work ethic is the most important skill in keeping a good job. Good work will start
the moment you apply for a job. You will show this by putting in a neat, complete,
and well organised application without any mistakes.
- When you start a new job, the first thing your supervisor will notice is the time you arrive
and leave your work. It will also show in the way you dress for work, volunteer for new
tasks, cooperate with other workers and contribute with new ideas to the company
you work for. You will have an attitude of what can I offer the company instead of
what can the company offer me.

• Work Ethics and Societal expectation

- Societal expectation refers to what the society and people in your community
expect of other people sharing the community with them. It is about how people
expect other people to behave and how to treat each other.
- It can almost be compared with our basic human rights in our constitution. Rights
like the right to be treated with respect, to be safe, to be treated with dignity and
not judged unfairly. It also refers to our environment and the way we expect others
to treat the environment we share and protect for the future.
- When you enter the world of work people in the workplace will have certain
expectations of you and the way you behave. Each society and community will
have its own expectations based on the culture, values, and religion of the society.
When you apply for a job, you should make sure your personal values and beliefs fit
in with the expectations of the society.

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• The value of work

- Work is not only earning money.
- It gives us purpose and meaning and help us to live a fulfilled life(satisfied,happy).
- It gives meaning to life because: it allows you to grow and develop, gives you a
purpose and goals, use your talents and abilities and as you grow and develop
you reach self-actualization (achieve potential), which is where you come to find
a meaning to life.
- We find values of work only if we have passion; a love for the work and enjoy
doing it because we have chosen our right or correct career.

TERM 4
CLASS NOTES

Study Skills
Sample question & Answers

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INFORMAL ASSESSMENT : QUESTIONS AND POSSIBLE ANSWERS

State TWO reasons why School Based Assessment is important for a Grade 12 learner.

Possible responses could be:

• SBA assists learners to improve on the final examination mark as it forms
25% of the final mark in all subjects beside LO.
• It determines whether the learning objectives of the content have been met.
• When learners can see how they are doing in a class, they are able to
determine whether they understand the content.
• Assessment can also help motivate learners; if learners know they are doing
poorly, they may begin to work harder.
• It is a way for the learner to communicate their learning to the teacher and for
the teacher to give feedback to the learner.
• It helps the learner to know how much more effort is required to achieve their
goals
• It helps learners to set goals to improve further on their results.
(2x1) (2)
Briefly explain the following concepts in relation to physical activity:

(a) Endurance is the ability of the muscles to exert itself and remain active for a
long period of time, as well as its ability to resist, withstand, and recover from any
strain on the muscles or exertion (2x1) (2)
b) Flexibility is defined as the range of motion of your muscle and the mobility of
the muscles, which allows for more movement around the joints. (2x1) (2)

State TWO personal safety measures to be applied during Physical Education.

Possible responses could be:

• Follow exercise rules and procedures.
• Do not exercise when unwell or injured.
• Begin your exercise programme slowly with low-intensity exercises.
• Wear appropriate attire (clothes/ shoes/ no jewellery) for your activity.
• Warm up before exercising/ cool down afterwards.
• Pay attention to your surroundings for possible safety hazards when exercising
outdoors.
• Drink water before, during, and after your workout session to keep hydrated, even
if you don't feel thirsty.
• Dress appropriately for the temperature outdoors, or opt for an indoor activity if it's
very hot or cold.
• Choose to do types of physical activity that are appropriate for your current fitness
level and health goals. (2x1) (2)

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The reading technique that is most suitable to find the following in a newspaper:
(a) Skimming (1)
(b) Scanning (1)

When people in positions of power unfairly give the best jobs to their family and friends.

• Nepotism / Cronyism (1)

The type of conflict you experience when a part of you wants to study the whole
weekend and the other part wants to visit a friend.
• Intrapersonal conflict. (1)
[9]
Briefly explain the term entrepreneurship.

Possible responses could be:

• It is the process of designing/ launching/ running a new business offering a product/
process/ service for which there's a need in the community.
• It is a business venture that is committed to turning an idea into a profitable
business.
• The capacity and willingness to develop/organize/manage a business venture
along with any of its risks in order to make a profit (1x2) (2)

Discuss why entrepreneurship could be a good option for an unemployed person.

Possible responses could be:

•Entrepreneurship results in a job and regular income for those wishing to work
•It empowers a person to move forward and participate in the local and global
economy.
• It creates a direct relationship between the effort you put in and your income. In other
words, if you work hard your reward should be higher too.
(1x2) (2)
Evaluate TWO reasons why people should support entrepreneurs in their communities.

Possible responses could be:

• Entrepreneurs improve the local economy, therefore when a consumer buys from
local entrepreneurs, more money stays in the community.
• Entrepreneurs keep the community unique: they give a community its flavour. By
supporting these businesses instead of chain stores, you ensure that uniqueness is
preserved as a part of your community.
• Entrepreneurs provide better customer service. When you shop local, the business
owner is usually directly connected to every employee in the store and this leads to
a personal approach that often means any problem you have is taken seriously.
• More personalized service is provided as the owner personally knows his customers.
He knows the products you buy or the services you request on a regular basis and
can tailor services to make your experience even better. Buying from local

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entrepreneurs has benefits beyond mere convenience. When you support local
business owners, you get a better level of service thereby helping to make your
community a better place to live in.
• It may stimulate other businesses or sectors to support the new venture thus
increasing economic development in communities.
• New and improved offerings, products or technologies from entrepreneurs
enable new markets to be developed and new wealth created.
• Through their unique offerings of new goods and services, entrepreneurs offer
alternative options for the community.
• Entrepreneurs also invest in community projects and provide financial support to
local charities and this enables further development in communities.
Many entrepreneurs support eco-friendly environments by making use of recycled
items for bags which they resell to communities. (2x2) (4)

Suggest TWO strategies that entrepreneurs can use to succeed in their businesses.

Possible responses could be:

• Create a product or deliver a service that is distinctly different so that it is better than
what is available.
• Conduct thorough research to identify a niche in the market.
• Cater for a specific group of the target audience to ensure a constant customer
base.
• Devise a loyalty programme to reward existing customers and to recruit new ones.
• Keep abreast of changes and adapt your product accordingly to ensure customer
satisfaction and retention.
• Define and popularise what makes you different to attract the attention of potential
customers.
• Advertise products on different places such as social networks if they want to
succeed above other competitors. (2x2) (4)

Explain THREE differences between sports and recreational activities.

Possible responses could be:
• Sporting Activities always have set rules while relaxation/ recreational activities some
have set rules like bowl, others do not like swimming or hiking.
• In sporting activities every match has a winner and loser while in relaxation/
recreational often no winner or loser for example an aerobics class
• Physical ability is important in sporting activities while in relaxation/ recreational
activities physical ability is not important as much.
• In sporting activities, you compete against others while in relaxation/ recreational
activities you can do it on your own like yoga.
• Sporting activities always have referees or umpires while relaxation/ recreational
activities this are not necessary or needed.
• Sporting activities always require special skill while in relaxation/ recreational
activities these are not always required.

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• Sporting activities usually require special equipment while in relaxation/ recreational

activities the special equipment is only required sometimes.
• Participants usually take the sporting activities seriously while this is not the case in in
relaxation/ recreational activities.
(3x2) (6)

Critically discuss THREE ways in which physical activities could improve your quality of life.
Possible responses could be: (It will improve my quality of life in the following ways)
• It will ensure that I stay fit and improve my chances of a longer life as it will prevent
many lifestyle diseases.
• Physical activity reduces body fat which is associated with high blood pressure and
by reducing body fat, physical activity can help to prevent and control diabetes.
• Physical activity helps to reduce body fat by building or preserving muscle mass and
improving the body's ability to use calories and when physical activity is combined
with proper nutrition, it can help control weight and prevent obesity, a major risk
factor for many diseases.
• By increasing muscle strength and endurance and improving flexibility and posture,
regular exercise helps to prevent back pain and will keep me fit and healthy
• regular physical activity can improve my mood and the way I feel about myself
and in this way it may reduce depression and anxiety and may help me to better
manage stress. (3x3) (9)

Propose TWO practical solutions that a learner can use to resolve conflict with their friends.

Possible responses could be: A learner could …

• take full responsibility for his actions during a conflict instead of blame shifting or
accusing his friends for his/her attitude
• express his feelings/ needs to his friends thereby making them aware of it so that
they will be able to support him more effectively.
• use listening and paraphrasing skills in conversations with his friends to make sure
that he understands them correctly and to avoid misunderstandings.
• apply self-control or remain calm to avoid being overly emotional and reacting in
such a way to his friends that it worsens the conflict.
• apply negotiation skills when talking to his friends in order to keep the peace or
sustain a good relationship.
• work together with friends on a support strategy so that both parties fully
understand their role in fulfilling their obligations to one another
(2x2)4

Mention THREE possible causes for the increase of chronic disease in South Africa.

Possible responses could be:

• More people have access to technological devices e.g. computers, television, etc.
and therefore their lifestyles are becoming even more inactive.
• Poor diet - junk or fast-food outlets are spreading and making unhealthy choices
easier, faster or cheaper than healthy options.

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• Laws and policies that are designed to protect people are not being implemented
e.g. selling tobacco and alcohol products to persons under 18.
• Lack of education on good nutrition and healthy lifestyle choices.
• Poverty and food security are important social and environmental issues in South
Africa that cause people to not eat regularly or to follow a poor diet.
• Genetically modified food may also contribute to the development of chronic
diseases. (3x1) (3)

According to the passage: “There was a higher prevalence of obesity in women than in
men.” Briefly discuss THREE reasons why you think women today could be more obese than
men.

Possible responses could be:

• Traditional and cultural practices. Women are more likely to do household chores and
men are more likely to work outside for example in the garden.
• Stereotypical career choices. Men are more likely to do jobs that require physical
activity and women are more likely to do administrative or office type of jobs.
• Women’s hormones are different from men. For example, menopause/ birth control
pills etc.
• Pregnancy, where women struggle to lose weight after giving birth.
• Women’s genes and metabolism could predispose them to weight gain.
• Working women often must eat on the run when they need to multitask e.g. look after
children, household chores etc. This could result in poor diet and lack of time for
exercise. (3x2) (6)

Critically evaluate THREE roles of the media in a democratic society.

Possible responses could be:

• The primary role of media is to inform and educate the general public about domestic
and international political developments, but the state of media currently in our
country is far from ideal, (✓) which is reflected in the TV news programme or newspaper
as well as the processes involved in making the product including editorial policy,
government censorship, advertiser pressure, etc.
• The mass media is expected to serve as a nonconforming voice against excesses of
power, but instead of the media framework being set by democratic mechanisms
from the bottom-up, we have a system that is directed by corporate and political
interests.
• The role of the media is to inform democratic choices through the clarification of
complex issues, particularly in an age when information is the driving force of
economic advancement and international events impact on people's daily lives as
never before the media sometimes misinform and publish inaccurate versions of
events and failed to put the events in the true context or situation.
• The role of the media is to provide political information that can inform voters, however
political news is often more focused on the scandalous private lives of politicians,
instead about politicians’ work and their positive contribution.
(3x3) (9)

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Write your personal mission statement (7-10 lines) using the template below.

Personal Mission Statement Sentence Templates

"To ... [what you want to achieve, do or become] ... so that ... [reasons why it is
important]. I will do this by ... [specific behaviors or actions you can
use to get there]."

"I value ...[choose one to three personal values]... because ...[reasons why
these values are important to you]. Accordingly, I will ...[what you can do to
live by these values]."

"To develop and cultivate the qualities of ...[two to three values/character

traits]... that I admire in ...[an influential person in your life]... so that ...[why
you want to develop these qualities]."

"To live each day with ...[choose one to three values or principles]... so that
...[what living by these values will give you]. I will do this by ...[specific behaviors
you will use to live by these values]."

"To appreciate and enjoy ...[things you want to appreciate and enjoy more]
by ...[what you can do to appreciate/enjoy these things]."

"To treasure above all else ...[most important things to you] by ...[what you can
do to live your priorities]."

"To be known by ...[an important person/group]... as someone who is ...[qualities

you want to have]...; by ...[some other person/group]... as someone who is
...[other qualities]...;

All the best, you can do this!!!!!

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YOUR FUTURE IS IN YOUR HANDS!!!!!

1 || LIFE ORIENTATION LEARNER BOOKLET GRADE 12 2022