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First published in 2012

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for permission to reproduce printed and photographic material:
Table on page 50 from The World Justice Project Rule of Law Index 2011 by Mark David Agrast, Juan
Carlos Botero and Alejandro Ponce. Used by permission of The World Justice Project; Extract on page 155
from Pediatrics: Official Journal of The American Academy of Pediatrics. Clinical Report: Sports Drinks
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 CONTENTS

Introduction
Philosophy, values and goals of the Grade 11 Life Orientation curriculum vi
How to use Focus Life Orientation and the National Curriculum and Assessment Policy
Statement (CAPS) viii
Getting started ix
Planning x
Annual Teaching Plan xi
Assessment xv
Inclusive education in Focus Life Orientation xx

Term 1 Overview 1

Weeks 1–3
CHAPTER 1: DEVELOPMENT OF THE SELF IN SOCIETY TERM 1 2
Unit 1: Plan and achieve life goals: Apply life skills as evidence of an ability 3
Unit 2: Relationships and their influence on your well-being 14

CHAPTER 2: PHYSICAL EDUCATION TERM 1:

PHYSICAL FITNESS AND HEALTH PROGRAMME 24
Unit 1: Safety in physical fitness activities 30
Unit 2: Improve your physical fitness and health: Test your fitness 31
Unit 3: Improve your physical fitness and health: Get exercise 34

Weeks 4–6
CHAPTER 3: CAREERS AND CAREER CHOICES TERM 1 36
Unit 1: Requirements for admission to additional and higher education courses 37
Unit 2: Options for financial assistance 41

CHAPTER 4: PHYSICAL EDUCATION TERM 1:

PHYSICAL FITNESS AND HEALTH PROGRAMME 45
Unit 1: Improve your physical fitness and health: Get exercise 45
Unit 2: Running and sprinting games for fitness 46

Weeks 7–10
CHAPTER 5: DEMOCRACY AND HUMAN RIGHTS TERM 1 48
Unit 1: Principles, processes and procedures for democratic participation 49
Unit 2: Democratic structures 51
 Unit 3: The role of sport in nation building: Participant and spectator behaviour
in sport 53

CHAPTER 6: PHYSICAL EDUCATION TERM 1:

PHYSICAL FITNESS AND HEALTH PROGRAMME 61
Unit 1: Fitness warm ups and cool downs 61
Unit 2: Improve your physical fitness and health: Get exercise 62

PROGRAMME OF ASSESSMENT: PHYSICAL EDUCATION TASK (PET) TERM 1 65

PROGRAMME OF ASSESSMENT: WRITTEN TASK TERM 1: ASSIGNMENT 69

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 Term 2 Overview 73

Weeks 1–4
CHAPTER 7: STUDY SKILLS TERM 2 74
Unit 1: Apply study skills, study styles and study strategies 75
Unit 2: Examination writing skills and process of assessment 78
Unit 3: Time-management skills and annual study plan 79
Unit 4: Goal-setting skills: Personal development goals regarding study,
health and fitness 81

CHAPTER 8: PHYSICAL EDUCATION TERM 2: PARTICIPATE IN SELF-DESIGNED

GAMES TO PROMOTE UMPIRING, ADMINISTRATIVE, ORGANISATIONAL
AND LEADERSHIP SKILLS 85
Unit 1: Safety in games 89
Unit 2: Umpiring, administrative, organisational and leadership skills 89
Unit 3: Participate in community, playground and indigenous games 90
Unit 4: Design a game 91

Weeks 5–7
CHAPTER 9: SOCIAL AND ENVIRONMENTAL RESPONSIBILITY TERM 2 95
Unit 1: Environmental issues that cause ill health 96
Unit 2: Climate change 105
Unit 3: Participation in a community service to address
a contemporary environmental issue 106

CHAPTER 10: PHYSICAL EDUCATION TERM 2: PARTICIPATE IN SELF-DESIGNED

GAMES TO PROMOTE UMPIRING, ADMINISTRATIVE, ORGANISATIONAL
AND LEADERSHIP SKILLS 109
Unit 1: Leadership skills review 112
Unit 2: Participate in self-designed games 113
Unit 3: Play rainy day games 114

PROGRAMME OF ASSESSMENT: PHYSICAL EDUCATION TASK (PET) TERM 2 116

PROGRAMME OF ASSESSMENT: MID-YEAR EXAMINATION 119

Term 3 Overview 126

Weeks 1–5
CHAPTER 11: DEVELOPMENT OF THE SELF IN SOCIETY TERM 3 127
Unit 1: Healthy and balanced lifestyle choices 129
Unit 2: Factors that impact negatively on lifestyle choices 133
Unit 3: Factors that impact positively on lifestyle choices 139
Unit 4: Impact of unsafe practices on self and others 141
Unit 5: Individual responsibility for making informed decisions and choices 144
Unit 6: Role of nutrition in health and physical activities 148

CHAPTER 12: PHYSICAL EDUCATION TERM 3: LEADERSHIP ROLES IN SELF-DESIGNED

OR STRUCTURED RECREATION AND RELAXATION GROUP ACTIVITIES 158
Unit 1: Safety for recreational activities 159
Unit 2: Leadership roles in recreation 160
Unit 3: Hiking 161
Unit 4: Recreational dance 161

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 Weeks 6–10
CHAPTER 13: CAREERS AND CAREER CHOICES TERM 3 163
Unit 1: Competencies, abilities and ethics that will assist in securing a job and
developing a career 164
Unit 2: Personal expectations about jobs and careers 172
Unit 3: Knowledge about self in relation to the demands of the world of work and
socio-economic conditions 179

CHAPTER 14: PHYSICAL EDUCATION TERM 3: LEADERSHIP ROLES IN

SELF-DESIGNED OR STRUCTURED RECREATION AND
RELAXATION GROUP ACTIVITIES 182
Unit 1: Obstacle course 185
Unit 2: Recreational dance with apparatus 185
Unit 3: Orienteering game 185

PROGRAMME OF ASSESSMENT: PHYSICAL EDUCATION TASK (PET) TERM 3 187

PROGRAMME OF ASSESSMENT: WRITTEN TASK TERM 3:

PROJECT TO ADDRESS AN ENVIRONMENTAL ISSUE 190

Term 4 Overview 192

Weeks 1–3
CHAPTER 15: DEVELOPMENT OF THE SELF IN SOCIETY TERM 4 193
Unit 1: Gender roles and their effects on health and well-being 194
Unit 2: Negative effects on health and well-being 197
Unit 3: Address unequal power relations and power inequality between genders 198

CHAPTER 16: PHYSICAL EDUCATION TERM 4: MODIFIED SPORTS TO PROMOTE

UMPIRING, ADMINISTRATIVE, ORGANISATIONAL AND
LEADERSHIP SKILLS 202
Unit 1: Safety for sport 202
Unit 2: Modified traditional sport: Netball 202
Unit 3: Modified non-traditional sport: Touch rugby 203
Unit 4: Modified traditional sport: Hockey 204
Weeks 4–6
CHAPTER 17: DEMOCRACY AND HUMAN RIGHTS TERM 4 205
Unit 1: Contribution of diverse religions and belief systems to a
harmonious society and your belief system 208
Unit 2: Identify and critically analyse moral and spiritual issues and dilemmas 212

CHAPTER 18: PHYSICAL EDUCATION TERM 4: MODIFIED SPORTS TO PROMOTE

UMPIRING, ADMINISTRATIVE, ORGANISATIONAL AND
LEADERSHIP SKILLS 217
Unit 1: Modified non-traditional sport: Volleyball 219
Unit 2: Modified non-traditional sport: Rounders 219
Unit 3: Modified sport: Relay races 220

PROGRAMME OF ASSESSMENT: PHYSICAL EDUCATION TASK (PET) TERM 4 221

PROGRAMME OF ASSESSMENT: END-OF-YEAR EXAMINATION 224

GLOSSARY 232

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 INTRODUCTION
Philosophy, values and goals of the Grade 11 Life Orientation
curriculum
Congratulations on being a Grade 11 Life Orientation teacher! The aims of Life Orientation indicate the
importance of this subject. Life Orientation is the glue that holds the school together and gives learners
the opportunities to become who they could possibly be as they develop their potential to the full.
Teaching Life Orientation is both a privilege and a responsibility to make a huge, beneficial contribution
to the youth of South Africa. By being a Life Orientation teacher, you show how special and committed
you are in teaching this unique and essential subject.
Life Orientation is a fundamental subject, which means it is compulsory in Grades 10 to 12. It deals
with the study of the self in relation to others. It has a holistic approach to the personal, social, cognitive
or intellectual, emotional, spiritual and motor and physical development of learners. This is the most
import subject on the school timetable, so your expertise and commitment are honoured by allocating
Life Orientation to you to teach.
Life Orientation helps develop learners who are confident, live balanced lifestyles, make informed and
responsible decisions, and are able to make meaningful contributions to a just and democratic society, a
productive economy and an improved quality of life for all in South Africa.
The Life Orientation curriculum deals with the required skills, knowledge and values for the
development of self, environmental education, responsible citizenship, health and well-being, productive
living and careers and career choices, appropriate social engagement, and participation in recreation and
regular physical activity.
Life Orientation aims to:
1. guide and prepare learners to respond appropriately to life’s responsibilities and opportunities
2. equip learners to interact optimally on a personal, psychological, cognitive, motor, physical, moral,
spiritual, cultural and socio-economic level
3. guide learners to make informed and responsible decisions about their own health and well-being and
the health and well-being of others
4. expose learners to their constitutional rights and responsibilities, to the rights of others and to issues
of diversity
5. equip learners with knowledge, skills and values to make informed decisions about subject choices,
careers, additional skills and higher education opportunities, and the world of work
6. expose learners to various study methods and skills pertaining to assessment processes
7. expose learners to an understanding of the value of regular participation in physical activity.
(CAPS, 2012)

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 Poem in appreciation of the Grade 11 Life Orientation teacher
I skill my learners for life I skill my learners for life
Develop self in society Demonstrate study skill applications
Plan and achieve life goals Explore study styles and strategies
Apply problem-solving skills Improve examination-writing skills
Understand relationships and how they Insist learners do time management
influence well-being and annual study plans
I guide my learners towards healthy lifestyle as they set study, health and fitness goals
choices
As they apply decision-making skills I skill my learners for life
Make responsible nutritional choices in relation to Facilitate participation in Physical Education
physical exercise Motivate learners to move,
Understand gender roles and their get and stay fit and healthy
effects on health and well-being Develop leadership and umpiring skills
as each one teach one
I skill my learners for life Encourage participation
Promote social and environmental responsibility in modified games and sport
Educate about environmental issues Leaders develop through recreational group
that cause ill health and activities all the while staying safe
climate change
And enable participation in a community service I skill my learners for life
to address an environmental issue Assess informally and also give
formal written tasks, PETS and exams
I skill my learners for life Design assessments and marking memos,
Teach about democracy and human rights rubrics and checklists
Promote democratic participation Record marks and progress reports
and democratic structures Reinforce and extend
Analyse the role of knowledge, skills and values
sport in nation building
Acknowledge contributions of our country’s I skill my learners for life
diverse religions and beliefs to a harmonious Promote Life Orientation CAPS
society Ensure this fundamental subject
Debate ethical dilemmas gets its rightful timetable space
Help develop critical yet respectful thinkers and meaningful place
in all hearts and minds
I skill my learners for life
Inform about careers and career choices I am a Grade 11 Life Orientation teacher!
Teach about admission requirements
and funding options, as well as the competencies, by Dr Edna Rooth
abilities and ethics needed for a career Focus Life Orientation
Discuss expectations and career realities Grade 11 Teacher’s Guide
Encourage self-knowledge in relation to the world
of work and socio-economic demands
My learners are ready for the future

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 How to use Focus Life Orientation and the National Curriculum
and Assessment Policy Statement (CAPS)

The National Curriculum and Assessment Policy Statement (CAPS) came into effect in January 2012
to improve the implementation of the National Curriculum Statement (NCS). The CAPS is designed
to support teachers by bringing all the important information from the NCS into a single document,
and cover all content, planning and assessment requirements for each subject. The CAPS is not a new
curriculum; it is a repackaged curriculum that is very teacher friendly.
The CAPS Grades R–12 is based on these principles:
• Social transformation: Ensuring that the educational imbalances of the past are redressed, and that
equal educational opportunities are provided for all sections of the population
• Active and critical learning: Encouraging an active and critical approach to learning, rather than rote
and uncritical learning of given truths
• High knowledge and high skills: Specifying the minimum standards of knowledge and skills to
be achieved at each Grade and setting high, achievable standards in all subjects. Progression: The
content and context of each Grade shows progression from simple to complex
• Human rights, inclusivity, environmental and social justice: Infusing the principles and practices of
social and environmental justice and human rights as defined in the Constitution of the Republic
of South Africa. The National Curriculum Statement Grades R–12 is sensitive to issues of diversity
such as poverty, inequality, race, gender, language, age, disability and other factors.
• Valuing indigenous knowledge systems: Acknowledging the rich history and heritage of this country
as important contributors to nurturing the values contained in the Constitution
• Credibility, quality and efficiency: Providing an education that is comparable in quality, breadth and
depth to that of other countries.

Using Focus Life Orientation and CAPS

Focus Life Orientation Grade 11 has been carefully structured and written to deliver all the requirements
of the CAPS, and to embed the core principles into all teaching and learning. The course takes you
through the curriculum content term by term, week by week, to ensure a careful progression of learning
that meets your needs in the classroom. It has activities, exam practice and summaries built in throughout
to ensure the frequent consolidation and revision that will ensure exam and written assessment task
success for all learners.
The Focus Life Orientation series has been carefully planned, so that each Grade builds on the
previous Grades and does not repeat the same activities and exercises. Hence, for example, care has been
taken to use a different form of assessment from the Term 1 assessment task for Focus Life Orientation
Grade 10, which was a case study. Learners now, in Grade 11, get the opportunity to do an assignment.

Using the Focus Life Orientation Teacher’s Guide

This Teacher’s Guide should be used together with the Focus Life Orientation Grade 11 Learner’s Book
and with the Life Orientation Curriculum and Assessment Policy Statement document. Each chapter has
a clear focus on the topics outlined in the CAPS:
1. Development of the self in society
2. Social and environmental responsibility
3. Democracy and human rights
4. Careers and career choices
5. Study skills
6. Physical Education.

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 The useful Background information for each chapter helps to increase teachers’ understanding of key
concepts. It also gives teachers additional information on the topic, to help teachers, especially those new
to Life Orientation, to understand this essential subject better.
Additional resources are given at the end of each chapter. This is an optional additional resource for
teachers who need more information. A host of free resources can be downloaded from the Internet.
Suitable sites have been researched and a selection of useful websites given for the teacher. References are
also given to selected YouTube sites. It is useful to download these short video clips and imbed them in
a PowerPoint presentation, or use as is, to stimulate learners’ interest and to help explain core concepts.
Most of the videos are between two and five minutes in duration, and are useful as an introduction to the
lesson. Some of the videos are helpful for giving background information on a specific topic.
The Annual Teaching Plan on pages xi to xiv suggests a route through the curriculum content that
matches the term-by-term approach outlined in the CAPS document. However you can choose to
progress through the chapters and units to best suit you and your class, as long as you complete all the
topics as prescribed per term. The Annual Teaching Plan tables in this Teacher’s Guide will tell you how
long to spend on each unit, so that you can rearrange them as required.

How to use Focus Life Orientation

This series has been carefully developed and tested in classrooms to deliver all the support you need for
successful teaching and learning.
• Each term starts with a clear summary of what is covered.
• Each unit starts with key questions. Learners should be able to answer these questions when they
have completed that unit. This helps to maintain focused learning.
• There is a summary at the end of each chapter, which recaps the key concepts that have been covered.
This can be used as a revision guide to check that learners are on track for their exams.
• Exam practice questions are provided at the end of the two terms in which examinations are done,
and two full exam papers are provided, one for the mid-year examination and one for the end-of-year
examination. Detailed memoranda are also supplied. Exam practice questions help learners to test
themselves on the content they have covered. It also assists them to build up their confidence with
exam-style questions.
• Learners are given opportunities for life skills practice in class so that they can develop these core
skills further.
• Language support is built in throughout the course. New words that relate to the content being
taught are highlighted in bold on the page where they first appear. A clear definition is provided on
the same page or on the facing page. There is also a glossary at the back of the Learner’s Book and
the Teacher’s Guide. Learners are required to give written answers in activities and are guided to
write paragraphs and essays. In addition, learners are required to read case studies to further develop
their reading skills.
• Learners’ mathematical skills are also encouraged. Graphs and tables are given for analysis and
learners have to work out higher education admission score points, and multiply, divide, add up and
subtract for a number of questions.
• The relevant assessment tasks, as outlined in the programme of assessment, are built in throughout
the course at the correct time in the term.

Getting started
For each term, the required topics follow the CAPS structure. Hence, you have, for example, Development
of the self in society for Term 1, over weeks 1–3 (that is, three hours). Thereafter, there is a chapter on
Physical Education (PE) that runs for the same three weeks. This means that one hour per week is for
dealing with Development of the self in society and the other hour per week for PE. Thereafter, you have
Careers and career choices for weeks 4–6, and again another PE chapter of the same time period. The
term ends with Democracy and human rights and a final PE chapter, over weeks 7–10. This format is
followed throughout the book, making it easy for you to plan and teach.

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 The formal written assessment task for Term 1 is an assignment, which links the topics dealt with in
Term 1. The Physical Education Task (PET) requires weekly attention, as learners get marks for weekly
participation. They are assessed twice per term on their movement performance. The Physical Education
Tasks on pages 65, 116, 190, 191 and 221 give full details on how this should be assessed. An example of a
class list is given on page 68 to help you record learners’ marks.

Planning
Use of teaching time
Life Orientation is a fundamental subject in Grades 10 to 12. A minimum of two hours per week must be
allocated to Life Orientation on the school timetable. A fixed period of one hour per week must be given to
Physical Education (PE). This period must be labelled as PE on the school timetable.
The Annual Teaching Plan on the following pages provides a suggested route through this content. Use
this as a starting point for your own planning.
It is recommended that you spend 35 weeks in the year for teaching and assessments, and the
remaining five weeks for examinations. The CAPS document provides a guideline of how to break up this
time to ensure you cover all the sections of the Life Orientation curriculum.

Topic Grade 11 teaching time

Development of the self in society 11 hours / 11 weeks
Social and environmental responsibility 3 hours / 3 weeks
Democracy and human rights 7 hours / 7 weeks
Careers and career choices 8 hours / 8 weeks
Study skills 4 hours / 4 weeks
Physical Education 33 hours / 33 weeks
Examination 14 hours / 5 weeks

Focus Life Orientation adheres to this time allocation, but provides you with the flexibility to link the Topics
and their content where there are meaningful connections or overlap of content. Each Unit represents a
discrete section of work that delivers a key concept or section of content. You can rearrange these Units
and the Chapters as needed to fit varying term lengths or the availability of time and resources in your
classroom. Most units can be completed in an hour or one lesson.

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 Annual Teaching Plan Term 1
Weeks Chapters/topics Units (sub-topics) Time Work
and allocation completed
time per unit date
1–3 Chapter 1: Unit 1: Plan and achieve life goals: Apply 2 x 45
3 hours Development of the life skills as evidence of an ability minutes
self in society Term 1 Unit 2: Relationships and their influence on 2 x 45
your well-being minutes
1–3 Chapter 2: Physical Unit 1: Safety in physical fitness activities Throughout
3 hours Education Term 1: the term
Physical fitness and Unit 2: Improve your physical fitness and 1 hour
health programme health: Test your fitness
Unit 3: Improve your physical fitness and 2 hours
health: Get exercise

4–6 Chapter 3: Careers Unit 1: Requirements for admission to 2 hours

3 hours and career choices additional and higher education
Term 1 courses
Unit 2: Options for financial assistance 1 hour
4–6 Chapter 4: Physical Unit 1: Improve your physical fitness and 1 hour
3 hours Education Term 1: health: Get exercise
Physical fitness and Unit 2: Running and sprinting games for 2 hours
health programme fitness
7–10 Chapter 5: Unit 1: Principles, processes and 1 hour
4 hours Democracy and procedures for democratic
human rights Term 1 participation
Unit 2: Democratic structures 1½ hours
Unit 3: The role of sport in nation building: 1½ hours
Participant and spectator behaviour
in sport
7–10 Chapter 6: Physical Unit 1: Fitness warm ups and cool downs Ongoing
4 hours Education Term 1: every week
Physical fitness and Unit 2: Improve your physical fitness and 4 hours
health programme health: Get exercise
Formal assessment 1. Physical Education Task (PET) Term 1
2. Written assessment Term 1: Assignment

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 Annual Teaching Plan Term 2
Weeks Chapters/topics Units (sub-topics) Time Work
and time allocation completed
per unit date
1–4 Chapter 7: Study Unit 1: Apply study skills, study styles and 1¼ hours
4 hours skills Term 2 study strategies
Unit 2: Examination-writing skills and 1 hour
process of assessment
Unit 3: Time-management skills and annual 1 hour
study plan
Unit 4: Goal-setting skills: Personal 45 minutes
development goals regarding study,
health and fitness
1–4 Chapter 8: Physical Unit 1: Safety in games Throughout
4 hours Education Term 2: the term
Participate in self- Unit 2: Umpiring, administrative, Throughout
designed games to organisational and leadership skills the term
promote umpiring,
Unit 3: Participate in community, playground 2 hours
administrative,
and indigenous games
organisational and
leadership skills Unit 4: Design a game 2 hours
5–7 Chapter 9: Social Unit 1: Environmental issues that cause ill 1½ hours
3 hours and environmental health
responsibility Term 2 Unit 2: Climate change 45 minutes
Unit 3: Participation in a community 45 minutes
service to address a contemporary
environmental issue
5–7 Chapter 10: Physical Unit 1: Leadership skills review Refer to
3 hours Education Term 2: throughout
Participate in self- the term
designed games to Unit 2: Participate in self-designed games 3 hours
promote umpiring,
Unit 3: Play rainy day games As needed
administrative,
organisational and
leadership skills
Formal assessment 1. Physical Education Task (PET) Term 2
2. Mid-year (Weeks 8–10) examination

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 Annual Teaching Plan Term 3
Weeks Chapters/topics Units (sub-topics) Time Work
and allocation completed
time per unit date
1–5 Chapter 11: Unit 1: Healthy and balanced lifestyle 1 hour
5 hours Development of the choices 45 minutes
self in society Term 3 Unit 2: Factors that impact negatively on
lifestyle choices 45 minutes
Unit 3: Factors that impact positively on
lifestyle choices 45 minutes
Unit 4: Impact of unsafe practices on self
and others 45 minutes
Unit 5: Individual responsibility for making
informed decisions and choices 1 hour
Unit 6: Role of nutrition in health and
physical activities
1–5 Chapter 12: Physical Unit 1: Safety for recreational activities Throughout
5 hours Education Term 3: the term
Leadership roles Unit 2: Leadership roles in recreation Throughout
in self-designed or the term
structured recreation
Unit 3: Hiking 2 hours
and relaxation group
activities Unit 4: Recreational dance 3 hours
6–10 Chapter 13: Careers Unit 1: Competencies, abilities and ethics 3 hours
5 hours and career choices that will assist in securing a job and
Term 3 developing a career
Unit 2: Personal expectations about jobs 1 hour
and careers
Unit 3: Knowledge about self in relation to 1 hour
the demands of the world of work
and socio-economic conditions
6–10 Chapter 14: Physical Unit 1: Obstacle course 2 hours
5 hours Education Term 3: Unit 2: Recreational dance with apparatus 2 hours
Leadership roles
Unit 3: Orienteering game 1 hour
in self-designed or
structured recreation
and relaxation group
activities
Formal assessment 1. Physical Education Task (PET) Term 3
2. Written task Term 3: Project to address an
environmental issue

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 Annual Teaching Plan Term 4
Weeks Chapters/topics Units (sub-topics) Time Work
and time allocation completed
per unit date
1–3 Chapter 15: Unit 1: Gender roles and their effects on 1 hour
3 hours Development of the health and well-being
self in society Term 4 Unit 2: Negative effects on health and well- 1 hour
being
Unit 3: Address unequal power relations 1 hour
and power inequality between
genders
1–3 Chapter 16: Physical Unit 1: Safety for sport Throughout
3 hours Education Term 4: the term
Modified sports to Unit 2: Modified traditional sport: Netball 1 hour
promote umpiring,
Unit 3: Modified non-traditional sport: Touch 1 hour
administrative,
rugby
organisational and
leadership skills Unit 4: Modified traditional sport: Hockey 1 hour
4–6 Chapter 17: Unit 1: Contribution of diverse religions 1 hour
3 hours Democracy and and belief systems to a harmonious
human rights Term 4 society and your belief system
Unit 2: Identify and critically analyse moral 2 hours
and spiritual issues and dilemmas
4–6 Chapter 18: Physical Unit 1: Modified non-traditional sport: 1 hour
3 hours Education Term 4: Volleyball
Modified sports to Unit 2: Modified non-traditional sport: 1 hour
promote umpiring, Rounders
administrative,
Unit 3: Modified sport: Relay races 1 hour
organisational and
leadership skills
Formal assessment 1. Physical Education Task (PET) Term 4
2. End-of-year examination

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 Assessment
Assessment for Focus Life Orientation Grade 11 includes formal written tasks such as an assignment and
a project, examinations and the Physical Education Tasks (PET). Details of these can be found in the Life
Orientation CAPS document, but the main structure and weighting of this assessment are summarised
here.

Programme of Assessment for Grade 11

Term 1 Term 2 Term 3 Term 4
Task 1: Written task: Assignment Task 2: Mid-year Task 3: Written task: Task 4: End-of-year
examination Project examination
80 marks 80 marks 80 marks 80 marks
Task 5 Physical Education Task Task 5 Physical Task 5 Physical Task 5 Physical
20 marks Education Task Education Task Education Task 20
20 marks 20 marks marks
100 marks 100 marks 100 marks 100 marks

Apply this guide to include a range of cognitive levels in formal assessments:

Cognitive Bloom’s taxonomy Weighting Types of questions
level
Lower Levels 1–2 30% What? Why? Who? When? List, define, show,
order Knowledge and label, tabulate, quote, name
comprehension;
remembering and
understanding
Middle Levels 3–4 40% Discuss, explain, describe, apply, demonstrate,
order Application and analysis; calculate, complete, illustrate, show, solve, modify,
applying and analysing relate, change, classify, analyse, separate, order,
connect, classify, arrange, compare, select, infer
Higher Levels 5–6 30% Evaluate, synthesise, integrate, critically evaluate,
order Synthesis and evaluation; examine, combine, modify, rearrange, substitute,
evaluating and creating plan, create, design, invent, what if, compose,
formulate, prepare, rewrite, assess, decide, rank,
measure, recommend, convince, select, judge,
support, conclude, compare, summarise

How Focus Life Orientation helps you with assessment

Suggested tasks for this programme of assessment are built in throughout each term of the Focus Life
Orientation Grade 11 Learner’s Book, exactly where you need them. In addition, Chapters 2, 4, 6, 8, 10,
12, 14, 16 and 18 develop the skills that are needed to successfully complete the Physical Education Tasks
in Terms 1, 2, 3 and 4.
Informal or daily assessment tasks are given in the varied activities in the Focus Life Orientation
Grade 11 Learner’s Book, with a suggested mark allocation to help guide the learners in these tasks. The
informal assessment tasks vary in length and are in diverse forms.
Practice exam questions are included at the end of Terms 2 and 4 in the Learner’s Book, and two full
example marking guidelines are offered in the Teacher’s Guide.

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 Formal assessment: Programme of assessment LB
pages
Term 1 Physical Education Task (PET) Term 1 94
Written task Term 1: Assignment 96
Term 2 Physical Education Task (PET) Term 2 166
Mid-year examination 168
Term 3 Physical Education Task (PET) Term 3 242
Written task Term 3: Project to address an environmental issue 244
Term 4 Physical Education Task (PET) Term 4 289
End-of-year examination 291

Hints for setting assessments

It is important to continue raising the standard of Life Orientation. One way to do this is to ensure you
set challenging assessments of a high standard, based on the guidelines in the Life Orientation CAPS
document. To ensure that HEIs take learners’ Life Orientation marks seriously, Life Orientation teachers
need to:
1. create and administer assessments in the form of a range of assessment tasks as per the Life Orienta-
tion CAPS document
2. collect evidence of learners’ progress and achievement
3. evaluate this evidence against a set memo, rubric or checklist
4. record the learners’ progress – this is useful to find out how learners are doing, as then you can help
them to improve and address problem areas.

In Life Orientation, the focus in assessment is not merely on theory and rote learning. Although we expect
learners to know the necessary facts and content knowledge, Life Orientation goes beyond and uses a
more practical approach in assessment.
Follow the Life Orientation CAPS document carefully to find out which skills, knowledge and values
you need to assess per topic.
For informal or daily assessment, use the range of activities in the Focus Life Orientation Grade 11
Learner’s Book given on each topic and the appropriate content. These informal tasks prepare learners for
their formal assessment tasks. They also help them to identify their Life Orientation content weaknesses and
strengths and their performance in Life Orientation in general.
Optional certificate tasks are very useful to help learners build their CVs, gain additional experience
and gain easier access to HEIs and the job market. Please try to give learners access to such courses.
Performance-based certificate tasks are offered by outside organisations. Examples are learner’s driver
licence, first-aid, ICT, peer counselling and lifesaving courses. The organisation that offers the course sets
the performance assessment criteria, hours of attendance and so on. Use the resources at the end of each
chapter to help you locate organisations that may offer courses at a small cost for your school. Please be
aware of organisations that charge huge sums; this does not imply that they are necessarily better than
those organisations working for free or for nominal costs. Contact your nearest HEI to enquire about free
courses, and NGOs and government departments for free or subsidised courses.
Participation-based certificate tasks are offered by the school and community-based organisations.
Here learners must participate regularly over a set period of time. Examples are participating in after-
hours sport, cultural dances, debating team, drama and choir competitions. Tasks such as planning,
organising and presenting school-based events would also be included. Examples provided in the Focus
Life Orientation Grade 11 Learner’s Book include presenting an indigenous games festival or a dance
competition. Participatory activities such as job-shadow experiences, participating in and joining
orienteering clubs, fitness clubs, HIV and AIDS awareness drives and moot court debates (see additional
resources at the end of Chapter 17) are examples of useful certificate tasks.

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 Formal tasks
Learners do two formal tasks per year. Written formal tasks include source-based tasks, case studies,
assignments, written reports, written and oral presentations, and portfolio-of-evidence tasks.
Use a different formal task format in Term 1 for each year, so that learners are exposed to a range
of task types. In Focus Life Orientation Grade 10 a case study was offered, so in Focus Life Orientation
Grade 11 an assignment is given. Use these examples as a guideline to develop your own assessment tasks.
In Term 3 in Grades 10 and 11, learners do a project. Again, change the nature of the project as
required by Life Orientation CAPS for each Grade. Give the learners the project during the course of
Term 2, so they can use part of the winter school break to start working on it.
Mark allocation
Both the formal written task and project count 80 marks each. Please give learners enough work to do
for the 80 marks. Use the principle of one statement, one mark as a guide. Life Orientation cannot be
seen as a subject where learners get marks for doing very little. Please help to raise the standard of Life
Orientation by giving fair but challenging tasks that will help learners to think at a higher level and
extend their skills, knowledge and values.
Examinations
Mid-year and end-of-year examinations need to be set in Grade 11. Each examination counts 80 marks
and must be for a minimum of 1½ hours. These exams are written at the same time as the usual set school
exams for the term.
Use the exam practice examples in Focus Life Orientation Grade 11 Learner’s Book to help guide you
in setting your own exams.
An exam has three sections:

Section A (20 marks)

• All questions are compulsory; learners must answer all the questions to indicate their
understanding and factual knowledge.
• Answers should be short. Help yourself by making the answers easy to mark, so use at least two or
more short-answer type questions, such as multiple choice, matching columns, filling in missing words
or short sentence responses.
• If you use True/False type questions, please note that learners have to give a reason for their answer,
whether it is True or False. This reason can be given in a short sentence.
• It is always useful to give learners a brief context to place the question in a Life Orientation-
related situation.
Section B (30 marks)
• All questions are compulsory; learners must answer all the questions to indicate their knowledge
and skills, as well as an understanding of real-life Life Orientation-related issues relevant to
Grade 11 learners.
• Use short, open-ended questions. Please note that open-ended does not mean learners can give
any answer; it means there will be a range of possible correct answers and that the answer is
more than a yes or no answer.
• Use short scenarios to help learners apply their knowledge.
• Learners should answer in full sentences, list items or write short paragraphs.

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 Section C (30 marks)
• Here learners get a choice from either three 15-mark questions where they will choose two questions
to do, or from four 10-mark questions where they will answer three questions.
• Questions need to focus on the application of knowledge and skills, and they need to challenge
learners to think creatively and critically, and to examine relevant issues.
• Use recent case studies and newspaper reports to help provide a context.
• Learners should write paragraphs and short essays to respond to these questions.
Please consult the Life Orientation CAPS document for more information on how to set your exam
papers.
Cognitive levels
Sections A, B and C all need to include questions at lower-, middle- and higher- order cognitive levels. See
the table on page xix to guide you in formulating questions at the required cognitive levels.

Useful hints
• Base your exam on the Grade 11 content as prescribed in the Life Orientation CAPS.
• Always ensure you base your exam paper on the required structure, weighting and cognitive levels as
prescribed by the Life Orientation CAPS.
• Work out a marking memorandum for each exam and ensure that the answers are correct.
• Give clear instructions to learners so they know what is expected of them.
• Use short sentences and clear terms and language that the learners will understand.
• Complete an analysis grid (see page xix) to ensure you have covered the curriculum and required
cognitive levels.
• Analyse exam results to identify learners’ strengths and weaknesses. Plan appropriate reinforcement
measures and extension activities.
• Return exam answer papers and give learners copies of the marking memo, so they can do revision
and see where they went wrong.

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 Exam question paper analysis grid
Use this grid to help you analyse your question papers to see if they are of the required standard and
level, and cover the curriculum properly.

Exam Life Section Question Marks Estimated Marks per Marks per Total
question Orientation A, B or type time difficulty level Bloom’s marks
number topic C cognitive
categories

Levels 1 and 2

Levels 3 and 4

Levels 5 and 6
Medium

Difficult
Easy

80

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 Inclusive education in Focus Life Orientation
The core principles that underpin the National Curriculum remain an important part of teaching and
learning with the CAPS. Of particular importance are the principles and practices of social and environ-
mental justice, and of human rights, as promoted in the South African Constitution.
Central to this is the importance of inclusivity in the classroom, which is based on the belief that
each individual is personally valued and has the ability and right to learn and develop.
For most teachers, the most difficult aspect of inclusive education is that classes have a very diverse
range of learners with different abilities, as well as different types of barriers to learning. Below are some
practical suggestions for accommodating diversity in your classroom.
• Create a safe teaching and learning environment.
• Praise whenever possible and make positive comments; notice positive behaviour (and don’t just focus
on the negative behaviour).
• Create a positive atmosphere of mutual respect and trust in your classroom, with clear ground rules.
For example:
– Encourage learners to laugh together, never at each other.
– Don’t allow teasing or bullying.
• Develop a team relationship between everyone who is working towards the success of the learner,
including the educator, the parents and the learners themselves.
• Keep in mind that, in your class, there will be learners whose learning style is different from yours.
Some learners will internalise knowledge best by listening, some by using supporting diagrams and
other visual supports, and others by getting hands-on and doing things in a practical way.
• Set up different group-work systems.
– Same-ability groups: These groups are useful when learners are working on a task that develops
specific skills. It enables you to adjust the task slightly depending on the level of the group. It
also enables groups of learners to work at different paces.
– Mixed-ability groups: These groups work well for tasks, projects and activities where you want
learners to work together and learn from each other.
• Allow learners to help each other.
• Train learners in your class to become tutors and introduce peer tutoring.
• Encourage learners who are computer literate to help or teach learners who do not have computers
at home.
• Always ensure that all learners feel included, irrespective of their religions, sexual preferences, socio-
economic backgrounds, health status and abilities.
• Encourage learners who are HIV positive or have TB, to take their medications, eat healthily
and attend school regularly. Ensure they report all instances of discrimination or stigma so that
immediate action can be taken. Provide means to give learners opportunities to catch up on missed
work if they have been absent due to illness or visits to the clinic.
• Promote acceptance of diversity by encouraging learners to spend time with different learners and by
mixing groups. This practice will help them know and understand each other, and avoid cliques.
• If you have different cultures in your class, be careful not to give more attention to any one specific
cultural group. Treat everybody equally.
• Help learners to become aware of the challenges that differently-abled learners face. For example, ask
learners to interview a person living with a disability. Then get them to write a short report about the
challenges this person faces and how he or she deals with these challenges. Learners have to comment
on whether their attitudes have changed towards differently-abled people, and explain how they have
changed.
• Get learners to experience how it feels to be differently-abled. Example activities are writing an
essay with their eyes closed, and then reading what they have written. You can also ask learners to

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 put earplugs in their ears for 15 minutes. During this time, you would continue to teach as usual,
and they would have to try and read your lips, and write down what you said. Also get learners to
communicate for a period using other means instead of speech. In each case, let learners reflect on
how they felt during the exercise.
• Encourage all learners to learn sign language.

Inclusivity in Physical Education in Focus Life Orientation

Try to plan your activities in such a way, that all the learners, including those with different abilities, can
participate. Here are some suggestions about how to include differently-abled learners:
• Avoid letting learners who are differently-abled stand around, or stand looking from the sidelines, or
only take the register or hold jerseys; they also need to and want to participate.
• Include some suitable activities when learners must work in a group. For example, get them to create
a game where half of the group must be blindfolded. In this way, a blind learner can easily take the
lead because that learner knows how to move around without seeing.
• Include races where learners can run or hop on one leg. These activities will then include learners
with amputations.
• If learners can’t move, let them do the activities on the spot. For example, they can throw and catch
without moving forwards and backwards.
• Put bells or seeds on a string on balls so visually challenged learners can see them.
• Allow learners to participate at the pace and level at which they are able, rather than make them sit
out. For example, if a learner can’t run, encourage the learner to walk fast, rather than sit out.
• Make the playing areas smaller, reduce the distances learners should run, and use lighter, and softer
balls to accommodate differently-abled learners.
• If learners struggle to balance, draw a line in the sand and let them hop or walk on the line, rather
than on a beam, plank or bench. They will feel safer, won’t hurt themselves and will still be able to
participate.
• For learners who can’t hear, instead of a whistle, wave a white flag in air to mean resume play and
horizontally to indicate stop play, and a red flag to mean foul.

Do you promote inclusivity? There are many people who are physically challenged in that they cannot
hear or cannot speak. They have to use sign language (hand signals) to help them communicate. It is use-
ful to learn sign language so that you can communicate with people who cannot hear.

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 • Let learners create their own games that can be played while seated.
• Make use of paired activities so learners can help each other.
• Ensure there is no bullying, name calling or teasing.
• Grade 11 learners can be very resourceful, so give them the opportunities to offer their own ideas on
how to include everyone in the class.

As leaders and participants, learners are reminded to ensure that their Physical Education activities are
inclusive. Refer to Learner’s Book pages 133, 134, 159, 161, 204, 213, 214 and 289.

The following games included in the Learner’s Book promote inclusivity:

• blind tag on Learner’s Book page 58
• piggy-back ride on Learner’s Book page 60
• sack racing on Learner’s Book page 127
• windows and doors on Learner’s Book page 128
• seated Frisbee on Learner’s Book page 130
• walking netball on Learner’s Book page 266
• blindfold kick-ball on Learner’s Book page 268
• wheelchair soccer and blindfold soccer on Learner’s Book page 270
• seated volleyball on Learner’s Book page 289
• abba race and blind relay on Learner’s Book page 294.

Example adaptation of specific activities: Elastics on Learner’s Book page 127:

• Two learners stand inside the elastic, holding it around their ankles.
• The learners who hold the elastic can be blindfolded.
• Two learners at a time can jump over or under the elastic. They can even tramp on it.
• Give each learner a chance to do their trick with the elastic.

Or, instead of two learners who are blindfolded:

• two learners who are holding the elastic can sit on the chairs.
• the elastic can be held so that it is at waist height for the learners who jump under or over it.
• they can jump over or under the elastic.

There are many activities in Focus Life Orientation that differently-abled learners can readily do. The
majority of the games can be slightly adapted to suit learners’ individual needs. However, many of the
games are already adapted to be inclusive. For example, visually challenged learners, assisted by sighted
learners, can readily participate in most of the fitness activities described in Term 1.

Focus Life Orientation Grade 11 helps to teach learners of diverse abilities, in particular by providing:
• a range of activities to cater for different learning styles
• opportunities for group, pair and individual work, with the emphasis on individual work
• support for reinforcement and extension in each chapter in the Teacher’s Guide.

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 TERM 1 OVERVIEW

Within Term 1 your Grade 11 learners will cover the following sections of content.

Chapters and time Learner’s

Topics allocation Units Book pages
Development of Chapter 1: Development Unit 1: Plan and achieve life goals: Apply 2
the self in society of the self in society life skills as evidence of an ability
(Term 1) Unit 2: Relationships and their influence 12
(3 hours) on your well-being
Physical Education Chapter 2: Physical Unit 1: Safety in physical activities 22
fitness and health Unit 2: Improve your physical fitness and 26
programme health: Test your fitness
(3 hours) Unit 3: Improve your physical fitness and 34
health: Get exercise
Careers and career Chapter 3: Careers and Unit 1: Requirements for admission to 44
choices career choices (Term 1) additional and higher education courses
(3 hours) Unit 2: Options for financial assistance 51
Physical Education Chapter 4: Physical Unit 1: Improve your physical fitness and 56
fitness and health health: Get exercise
programme Unit 2: Running and sprinting games for 58
(3 hours) fitness
Democracy and Chapter 5: Democracy Unit 1: Principles, processes and 62
human rights and human rights procedures for democratic participation
(Term 1) Unit 2: Democratic structures 67
(4 hours) Unit 3: The role of sport in nation 75
building: Participant and spectator
behaviour in sport
Physical Education Chapter 6: Physical Unit 1: Fitness warm ups and cool downs 83
fitness and health Unit 2 Improve your physical fitness and 88
programme health: Get exercise
(4 hours)

TERM 1 PROGRAMME OF ASSESSMENT

The following formal assessment tasks will need to be completed in Term 1. You may use the example in
this book for your learners or you may want to develop your own.

Mark Learner’s Teacher’s

Formal assessment task allocation Book page Guide page
Physical Education Task (PET) Term 1 20 marks 94 65
Written task Term 1: Assignment 80 marks 96 69

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 CHAPTER 1: DEVELOPMENT OF THE SELF IN SOCIETY TERM 1

Chapter introduction Weeks 1–3; Time: 3 hours

This chapter deals with planning and achieving life goals and problem-solving
skills. It also looks at relationships and their influence on learners’ well-being. Set
Goals
Background information
Life Orientation provides learners with the opportunity and skills to plan, set
and achieve life goals, and to become the next generation of successful citizens.
As learners explore their values, and the choices they make, the relationship with goal-setting will become
clear. Teachers can play a significant role in inspiring and motivating learners to consider their values and
goals, and to strive to live their lives to their fullest as they achieve their potential. Now is the time for
learners to be energised, hopeful and inspired.
Setting goals is one of the best ways to motivate learners in Grade 11 to do well at school. As the
emphasis is on life goals, they get opportunities to think about their future careers, and what they want in
life. Doing goal-setting in the first weeks of Term 1 provides learners with a useful opportunity to become
serious about their school achievement. This aspect is further reinforced in Term 2 when they set personal
development goals with regard to study, health and fitness.
Together with goal-setting, learners also deal with relationships, specifically relationships that
benefit or harm their well-being. Relationships are very important to learners in Grade 11, and it is vital
that they know their rights and responsibilities in relationships, as well as the social and cultural views
that influence and affect relationships, qualities sought in different relationships and individuality in
relationships. In addition, learners should understand the changing nature of relationships. These topics
are very interesting and relevant to learners; the Life Orientation curriculum is firmly in touch with youth
needs and interests. Hence teachers should have no difficulty in engaging learners at an increasingly
deeper level in Grade 11 topics.
Of concern as well is the impact of the media on learners’ values and beliefs about relationships. The
media in its different forms plays an important role in how learners see the world and the relationships
they form. Life Orientation provides learners with opportunities to critically analyse how the media may
affect them, and what they can do to counter any negative effects.
The first three weeks of Term 1 in Grade 11 provide learners with an exciting start to their Life
Orientation journey for the year. Enjoy being an inspirational Life Orientation teacher as you encourage
learners to start the year with persistence and perseverance as their motto!

Chapter planning
Learner’s Weeks of
Unit Book pages Term 1 Time Resources needed
Unit 1: Plan and achieve 2 1–2 2 × 45 Learner’s Book
life goals: Apply life skills minutes Optional: quotes on goal-setting,
as evidence of an ability newspaper or Internet-sourced stories
about role models who achieved their
goals
Unit 2: Relationships 12 2–3 2 × 45 Learner’s Book
and their influence on minutes Optional: media such as newspapers,
your well-being Internet, music CDs, YouTube clips

2 Term 1

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 Unit 1: Plan and achieve life goals: Apply life skills as evidence of
an ability

Teaching guidelines Weeks 1–2; Time: 2 x 45 minutes

1. It is very useful to deal with goal-setting in Term 1 week 1. This helps learners to start the year with a
plan and helps them to identify and focus on their goals.
2. Explain to learners that a goal is something you try to achieve so that you can live your life to the
fullest. Goals give you direction and focus, and they are personal.
3. Examples of life goals include goals for family, marriage, parenting, relationships and careers.
4. Give learners practical examples of the different types of goals. The different types of goals are short-
term goals and medium-term goals, which help you to achieve your long-term goals.
5. Explain to learners that their goals become real when they take action and follow steps in planning
and goal-setting.
6. Encourage learners to follow the SMART method to set their goals. Their goals should be specific,
measurable, achievable, realistic and timely.
7. Learners should follow a goal-planning method. The five-step method for planning and setting goals
is to write down your goal; check to see if it is a SMART goal; make an action plan to achieve it;
carry out your action plan; and evaluate if you have achieved your goal.
8. For learners to achieve their goals, they need to use their problem-solving skills and tools, persevere,
and be persistent. Encourage them to never give up. Use examples of role models who have
persevered through all kinds of challenges to succeed and achieve their goals.
9. Help learners to learn how to prioritise their life goals and decide what is most important for them at
a particular time.
10. Point out to learners that their personal values influence their choices and goal-setting.
11. Be aware that goal-setting is personal and some learners may not feel comfortable sharing their
goals in class. Some learners may find it very difficult to set goals and think beyond their immediate
challenging circumstances. Others may prefer to dream rather than set realistic goals. Yet other
learners find it hard to think beyond the immediate issues of day-to-day living. Be patient and try
to deal with this topic thoroughly, as it is a vital start to the year in Grade 11. Refer to your own
experiences as an example that learners can relate to; you may have had to overcome obstacles,
but through perseverance and persistence, you are now a teacher, and not only a teacher but a Life
Orientation teacher – the most important teachers at the school!

Activity 1: Identify types of goals LB page 3

Teaching guidelines
Identify whether the following learners’ goals are short, medium term or long term. Give reasons for your
answers. (6)
1. Check that learners understand the difference between short-, medium- and long-term goals as
discussed on the Learner’s Book page 2.
2. Give them this summary to help remind them:
• Short-term goals are achieved in a short time – a week, month or few months; they are usually
achieved in less than one year.
• Medium-term goals are in the middle; they are shorter than long-term goals and longer then
short-term goals – they are usually achieved in one to three years.
• Long-term goals – future life goals – are usually achieved in more than three years’ time.

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 Answers
Learners’ reasons may differ. The reasons given here are examples; accept all valid reasons.
1. Lindiwe is in Grade 11. She aims to be a matron at a hospital.
Long-term goal. (1)
Long-term goals are life goals – for example, a career that you aim to achieve in more than three years.
As she is now in Grade 11, she will first do her Grade 12, then study to be a nurse for three years, then
work as a nurse, then become a nursing sister if she studies further, and then eventually become a
matron, after being ward sister for a number of years. So becoming a matron is a long-term goal. (1)
2. Sally is a final-year student at university. She is working towards passing with a distinction. She aims to
work as a chartered accountant at a big firm.
Passing with distinction is a short-term goal (1), as she can achieve this within this year. Working as a
chartered accountant is a medium-term goal, as she may achieve this within the next three years. (1)
3. Bongani aims to practise his running four times a week. He aims to run in a long-distance race next year.
Running four times a week is a short-term goal; this is what he will do for the next few months. (1)
Running in the race is a medium-term goal because this is a goal that he aims to achieve in the next year. (1)
[6]

Activity 2: Analyse a graph LB page 3

Teaching guidelines
1. Give learners enough time to look at the graph in the Learner’s Book on page 3. It is important that
learners in Grade 11 are able to extract information from graphs.
2. Ask learners if they have observed others or can speak about their own experiences, to compare
whether the information in the graph applies to them.
3. Ask learners to give a few examples of just dreaming and hoping, with a vague idea of what they want
to achieve, in comparison with actively working towards identified goals. Explain that there is nothing
wrong with dreams and hopes, but to make them become real, you need to do something about it.
Answers
1. Look at Graph 1. What information does the Graph give you about goal-setting? (4)
Goal-setting is definitely not just about dreaming and hoping. It means careful thought, planning and
work. Participants in Group 3 wrote down their goals and the actions that they would take to achieve
their goals. They then sent their goals, action plans and weekly progress reports to supportive friends
(2). They achieved more of their goals than those participants who did not write their goals down or
only wrote their goals down but not the actions they would take to achieve them. (2)
2. Use the information in Graph 1 to help you to write down one hint for goal-setting. (2)
Learners’ answers will differ. An example answer is:
• When you set goals, you should always write them down, make an action plan and discuss it with
a friend who can encourage you. (2)
[6]

Activity 3: Set a SMART goal LB page 5

Teaching guidelines
1. Ensure that learners understand the concept of SMART goals as explained in the Learner’s Book on
page 4, before they attempt this exercise. Allow for discussion in the class, as learners give their
opinions and listen to their peers’ ideas.
2. Remind learners that their dreams are the start of setting goals: goals are dreams with action plans
and hard work! Always encourage learners to aim big; please never put learners down and don’t tell
them they have no hope of achieving their goals.
3. Before learners answer Activity 3, ask them to close their eyes while you lead them into a visualisation
exercise. Speak very slowly and gently. Guide them with the words on page 5.

4 Term 1

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  lose your eyes. Imagine you are in a place that you think is very beautiful. It is peaceful and you
C
feel happy. You have everything you need around you, and all the people who are important in your
life are with you. Keep your eyes closed. Soak up the feeling of happiness. Yes, you really feel good.
Life is good. What you value, you have.
Now slowly open your eyes. Write down what it is you want most in your life. Look at what you
have written down. Now reword it into a SMART life goal.

Answers
1. Decide whether or not the following goals are SMART. Give reasons for your answers.
1.1. I want to be famous, perhaps a film star or a politician, and everybody must know me! (1)
 This is not SMART, because it is not specific; the word ‘perhaps’ shows indecision; there is no
time frame; and it does not explain exactly how this could happen. This is more of a dream than
a goal.
1.2. I aim to get above 65% in all my subjects this year, and plan to get a bursary and go to university in
three years’ time, to study journalism. (1)
It is SMART, because is it specific – get above 65% – and this result is measurable, it is achievable
and realistic, to get a bursary and do well; and a time frame of three years is given.
1.3. I want to get vigorous physical exercise for an hour every day of the week for the rest of the term, to
increase my fitness level. (1)
It is SMART: It is specific – it says the exercise will be vigorous; it is measurable as fitness can be
measured; it is achievable and realistic as everybody can exercise for an hour every day; and it is
timely, as it says an hour every day of the week for the rest of the term.
2. Set and write down a SMART goal. Explain why you say it is a SMART goal. (6)
Learners’ answers will differ. However, help them to check that it is a specific, measurable, achievable,
realistic and timely goal. In terms of their explanations, learners’ answers will differ. Learners have
to justify or give reasons. Help them to identify in what way goals are SMART by going over the
criteria for SMART goals in the Learner’s Book on page 4.
[9]
Reinforcement
Some learners are not able to express any life goals or big goals as they cannot see beyond their immediate
circumstances or into the future. It is important that all learners can dream and reach for their ideals. Get
these learners to do the following:
Start by setting small, short-term goals. For example, every Monday morning write down two things
that you want to achieve in the week. Make sure that before next Monday comes, you have checked the
two items to see if you have achieved them. Then set two more small goals. Let learners continue with this
for about six weeks, and then ask them to revisit their big goals and dreams.

Activity 4: Plan your goal LB page 5

Teaching guidelines
1. Learners must give written action plans. Ask them to share these with a partner and explain their
action plans. Then check their written action plans.
2. Some learners tend to be all goals but no action; help them to think of practical ways to achieve their
goals in a step-by-step way. For example, a learner may say, ‘I want to go to university to study to
become a History professor.’ However, the learner may be failing History. So the first step is to pass
and get good marks for History, to take extras classes, to do extra reading in History and to watch
historical documentaries.
So the learners need to set goals around these smaller steps first, as part of an overall action plan.

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 Answers
Draw up an action plan to show how you intend to achieve the goal you set in Activity 3. (10)
Learners’ answers will differ. Use this as a guideline:
What When How By when Evaluate
The learners must Learners must give a specific Learners must give Here learners Learners
explain clearly time frame – for example, realistic explanations of must give the must assess
exactly what the every week, once a month, how they are going to time frame their progress
goal is. (2) each term, i.e. when they will achieve their goals. What by when – how are
work on achieving this goal. will they do? It must be they want to they doing?
(2) practical and doable. (2) achieve all the (2)
actions. (2)
[10]
Encourage learners to set SMART goals to increase or maintain their fitness. Even though learners will
focus on personal fitness goals in Grade 12, to help them increase their fitness levels in Grade 12 they can
make a start by setting fitness goals.
Reinforcement
If learners struggle with action plans, give them this example.

Types of goals Actions needed Achieved 

(how long they will take to (what you will have to do) (measure your progress)
achieve)
Short-term goals Use all opportunities in class to give Tick next to each goal if you have
(to achieve in less than one group feedback and to speak in class. achieved it.
year)
Focus on my strengths.
To become more confident to
Write out the speech and practise.
speak in public
Make short notes to help me remember.
To get into the school debating
team Take a deep breath when I feel shy.
Medium-term goals Join a Toastmasters Club. Tick next to each goal if you have
(to achieve in one to three achieved it.
Pass Grades 11 and 12 with good marks.
years)
Volunteer to speak on community radio
To become a member of the
programmes.
learners’ representative council
when I am in Grade 12
To be a speaker at events and
the MC at functions
Long-term goals Go to university to study for a BA in Tick next to each goal if you have
(to achieve in more than Politics, History and languages or do a achieved it.
three years’ time) law degree.
Life goal: career – to become Join the ANCYL and be active in student
a politician politics.
Look for a job in governance or public
administration.

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 Example action plan
Activity 5: Analyse the case study LB page 6

Teaching guidelines
1. If learners do not know who Jordan is, explain that he is a famous basketball player. Let learners
read the case study in pairs and discuss it before they do their own written answers.
2. Encourage learners to play a game of basketball. Aiming to put the ball in the hoop symbolises much
about goal-setting. Then let them discuss the links between goal-setting and scoring goals in sport.
Answers
1. What does the quote by Karen Ravin mean in terms of goal setting? (2)
If you set goals, aim high, because you can only go ahead in life if your goals will challenge you to
develop and achieve to the best of your ability. So dream big and then take action to succeed in life.
2. What does Michael Jordan mean when he refers to failure as leading to success? (2)
If you fail, and you don’t give up, but try again and again, and learn from your mistakes, then you
will succeed.
3. Why does Dr Sibongiseni Dhlomo advise you to set your goals for the future? (2)
Each of us has something that we are good at, and it’s our responsibility to discover what that is. We
need to base our goals on our potential and then make a commitment to achieve our goals. We can only
be successful if we set our goals and plan to achieve them. Our country needs us to be successful.
4. Give an example of a goal that would be realistic and manageable for you. (2)
Learners’ answers will differ. They need to give examples that are practical, can be achieved and are
doable. They should demonstrate that they understand what it means to be realistic and manageable.
For example, some learners have dreams rather than goals and so struggle to set realistic goals.
Learners may say: ‘I aim to be the director of a company at the end of Grade 12.’ A more realistic
and manageable goal is to say: ‘After Grade 12, I will study for three years, then join a company to
gain experience. After five to eight years, I will start my own company.’
5. Critically evaluate this statement: ‘Do not let your failures define you, but let them teach you’. (4)
Learners’ answers will differ. Example answer:
This is a very wise statement. Never label yourself as a failure if you don’t succeed or make a mistake.
You need to learn from it, try again and move on, as a better and wiser person. Avoid labels that are
negative; you are not a failure; your behaviour may have led to failure, so change your behaviour. So,
never give up; keep going and learn all the time from your failures and mistakes.
[12]

Activity 6: Solve problems LB page 7

Teaching guidelines
1. Explain to learners that facing obstacles, barriers and problems is often a normal part of goal-setting.
There are sometimes obstacles that lead to problems that may stop them from achieving their goals.
2. It is useful for learners to prepare themselves to solve these issues before the obstacles become too
big. They have to look at each obstacle and think of the effects of allowing that obstacle to stop them
from achieving their goals. Then they need to suggest a few possible solutions to each problem.
3. Remind learners to use a problem-solving method and give written solutions.
4. If at first learners do not manage to achieve their goals, they must keep trying! ‘You need to motivate
yourself to carry on. Never give up!’ is the advice from people who have achieved their goals.
Perseverance means you keep trying, no matter how difficult it is. Remind the learners again of role
models who persevered and achieved their goals.
5. Guide learners in doing this exercise:
Stand on your toes and reach up as high as you can. Imagine you are tickling a cloud … reach higher
and higher! Then reach out to another person by stretching your arms as far as they can go. Once you
have found a partner, tell that person about a time in your life when you really had to stretch yourself,
extend yourself, push yourself to your limits to achieve a goal. Talk about whether there was a time in

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 your life when you aimed very high with the goals you set yourself. Describe these goals and tell your
partner what happened.
6. Explain to learners that goal-setting is an important life skill that incorporates other life skills. To
help ourselves set realistic, challenging and attainable goals, we need the following life skills, among
others:
• decision-making • perseverance and determination
• career-exploration skills • planning, especially long-term planning
• problem-solving • self-belief and confidence
• information-gathering skills • self-knowledge
• learning from experience • time management.
Ask learners to rate themselves – how good are they at these skills?
Answers
1. Use the problem-solving table to try to solve Thoko’s and Tim’s problems. Redraw the table twice. Fill it
in for each problem.
1.1 T hoko is worried because she feels there are too many obstacles in her way, and she believes that
she will never achieve her goal. Thoko is from a poor family. She has eight brothers and sisters, and
her parents are not working. Her father left a long time ago but told Thoko to leave school as soon
as she got her Grade 12, so she could start working to help support the family. Thoko set a goal for
herself, which is that she would like to go to university to study to be a lawyer. (5)
Learners’ answers will vary. An example answer is given in the table below.
1. Explain what the problem is about. Describe the problem.
• Thoko is worried as she feels there are too many barriers in her way, so she believes that she will
not achieve her career life goal.
• Thoko is from a poor family. She is expected to leave school after Grade 12 and start working.
• But Thoko wants to go to university and become a lawyer.
2. What information can help you to solve the problem? What do you need to know?
• What funding opportunities are there? What bursaries, learnerships, study loans and scholarships
are available?
• Where can her family get assistance, such as child grants for her siblings?
• Where can her mother get employment?
3. Possible solutions: 4. Possible effects of each solution:
Get a bursary or study loan. Be able to go to university.
Explain to the family that in the long term, The family will say they need the money now, or the
Thoko will be able to help them more if she family may understand and allow her to study further
becomes a lawyer than if she goes to work after Grade 12.
straight after Grade 12. She will earn much
more as a lawyer than, for example, as a
packer at a supermarket.
Go to work after Grade 12. If Thoko manages to find a job, her income will be
around R1 500 a month only. This will not help her family
a lot. She may feel bitter about losing out on her life goal,
and resent her family. This could cause tension. She may
decide to use the money she earns for herself anyway.
5. Best solution:
Explain to the family and get a bursary; study to become a lawyer. Get part-time work while at school and
later in university holidays to help support the family.
Reason why this is the best solution: Thoko will achieve her life goal and be able to support her family.
1.2 Tim has a problem. He has set himself a goal to do aerobic exercise every second day, but never actually

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 does his physical exercise. So he is not fit, is slightly overweight and was not chosen for the soccer team.
He has many excuses for not doing exercise. He tells himself: ‘I will get lonely, it is boring, it is too hot,
it is too cold, it’s too early, it’s too late, I am too busy, I am too tired, there are things to do … and I will
seriously start next week.’ (5)
Learners’ answers will vary. This is an example answer:
1. Explain what the problem is about. Describe the problem.
• Tim is lazy.
• He is unfit but too lazy to get physical exercise. The longer he goes without exercise, the less fit he
becomes and the more lazy he gets.
• He makes excuses for not exercising, and he believes his own excuses.
2. What information can help you to solve the problem? What do you need to know?
• Where can Tim exercise? • What kinds of exercise will Tim enjoy?
• With whom can Tim exercise? • What exercise programme can Tim follow?
3. Possible solutions: 4. Possible effects of each solution:
Tim can start slowly by taking part in He will start exercising more regularly.
exercises that he enjoys.
Tim can exercise with a friend so he does not He will exercise more often this way.
get lonely, and so that he can be motivated.
Tim can decide not to get exercise and to He will not get any exercise, he will remain unfit, and his
believe his excuses. health and well-being will suffer.
5. Best solution:
Tim must start exercising slowly by taking part in physical activities that he enjoys, and he must do this
with a friend who can motivate him.
Reason why this is the best solution:
He will get fit, be able to socialise with his friend or friends, and get used to regular exercise.

2. List the obstacles or problems that can stop you from achieving one of your goals. (5)
Learners’ answers will vary. Accept all appropriate answers.
3. Tell a partner what you will try to do to overcome each obstacle or problem. Then give written solutions to
these obstacles. (5)
Learners’ answers will vary. Accept all appropriate answers.
[20]

Activity 7: Motivate others to persevere and persist LB page 9

Teaching guidelines
1. Give learners examples of role models who had big dreams and who achieved a great deal. For
example, ex-president Nelson Mandela had a dream of a free country, and after so many years in jail,
he achieved the liberation of South Africa.
2. Ask learners to suggest quotes and proverbs or wise words drawn from indigenous knowledge that
inform us about goal-setting, perseverance and values.
3. To get them started, write a few quotes on the board or use these to make a worksheet:
• Tsha kule tshi wanwa nga muhovhi (Tshivenda) – That which is far is obtained through
perseverance.
It means, if you keep at a task, you will achieve your goal in the end.
• You don’t just fall into the future. You make your own future.
• Shoot for the moon. Even if you miss, you’ll land among the stars. – Les Brown
• People with goals succeed because they know where they’re going. – Earl Nightingale

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 Answers
Read the case study and the quotes on pages 8 and 9.
1. Explain the message that you get from the case study and from the quotes about the value of persistence
and perseverance. (5)
Learners’ answers will differ. An example answer is:
If you want to achieve your life goals and be successful, never give up (1). Keep working hard (1);
persevere and persist (1); keep going no matter how many obstacles are in your way (1). You are
in charge of your own life; take responsibility; don’t blame others for your failures; and work on
improving yourself all the time because you can achieve your life goals (1).
2.  Write your own motivational and inspirational quote to help other learners persevere and persist. (5)
Learners’ answers will differ. An example answer is:
 Aim high. Work low. Start at the bottom and get to your goals in a step-by-step way. Keep going, no
matter what happens. You will get there!
[10]
Extension
Ask learners to work in small groups to interview a role model who has achieved her or his goals. Ask this
person for advice on goal-setting. Get the groups to present their interview findings to the class.

Activity 8: Prioritise and persevere LB page 9

Teaching guidelines
1. Help learners to prioritise by explaining that they need to decide what is important for them to
achieve. Guide learners to separate what is important from what is not important. One way to help
learners prioritise is to get them to make a priority list. For example, make a list of tasks:
• to do now …
• to do tomorrow …
• to do in two days’ time …
• to do next week …
• to do next month …
• to do in two months’ time …
• to do in a year’s time …
• not important to do … .
2. Also remind learners to use their decision-making skills frequently. Remember that prioritising
always involves decision-making.
Answers
1.
List one goal from each of these categories of life goals: (10)
Learners’ answers will differ. Example answers include:
1.1 Family
My goal is to look after my grandparents and parents, as well as my younger brothers and sisters.
I will send a quarter of my salary home every month once I am working.
1.2 Marriage
Once I am finished with my studies at university, when I meet the person who is right for me, and
am in love, I want to get married.
1.3 Parenting
One day I would like to have two children. I want to be the best parent possible, so I will wait
until I am older, have a good job and am in a position to look after my children. I won’t expect
other people to look after my children; they will be my responsibility.

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 1.4 Career choices
I aim to become a civil engineer so that I can help my country by building roads. I will go to
university after Grade 12 and then work for an engineering company to gain experience. After
that, I will run my own engineering company.
1.5 Relationships
I want to have a good circle of friends, and have a good working relationship with my colleagues
at work. I also want to have exercise buddies who will jog with me.

2. Number your five life goals from 1 to 5 in order of your priorities now as a Grade 11 learner. So goal 1
will be your most important goal now, and so on. (5)
Learners’ answers will differ. Example answers include:
1. Career
2. Relationships
3. Family
4. Marriage
5. Parenting

3. Give reasons for your priorities. (5)
Learners’ answers will differ. Example answers include:
• Career:
This is my main priority because I know if I have a good career, I will enjoy my work, contribute to
South Africa’s economy, be able to care for others, follow my dreams of travelling and build a house.
• Relationships:
This is my second priority because I know my friends can support me in achieving my goals. To have
good friends adds to my well-being and I will be very happy to know I am not alone in the world.
• Family:
Family is also important to me and I will always take care of mine. It may take some time before
I can support them.
• Marriage:
This is not my main priority right now; it can wait.
• Parenting:
I need to be much older and wiser before I take on a parenting role, and be well established in my
career first.
[20]

Activity 9: Show the relationship between your values, choices and goal-setting
LB page 10

Teaching guidelines
1. The values that our South African Constitution supports are common values that we all need to respect
and promote. Explain that our Constitution is a standard against which we can measure our values.
2. Learners may hold many different values. Learners may mention these values: respect, dignity,
valuing life, helping others, hard work, happiness, health, kindness, earning a good income, living
each day to the full, ending each day by saying how much they have helped others, religion and
beliefs, ancestors, family, being proudly South African.
3. Learners need to make the link between their values and their goals. They need to give examples to
show their understanding.

Answers
1. Explain how Tintswalo’s life goal and her values are linked. (4)
Tintswalo’s career life goal is to become an engineer. She says that she wants to help her rural

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 community by building bridges so that when the rivers flood, the people won’t have to struggle to get
to town. Her values are to help others, so her life goal links to her values.
2. How is Tintswalo’s choice to study rather than go out linked to her values and her life goal? (2)
Tintswalo knows that to achieve her life goal, she needs to do well at school. So, even though she
wants to go out and her friends pressure her to join them, she makes the decision to rather study. So
her life goal and her values are linked. She wants to help others, and in order to do so, she needs to
study hard at school so she can become an engineer.
3. Critically evaluate how Tintswalo’s life goal makes her feel. (3)
She feels like a worthy person who wants to make an important contribution in her life. It gives her
an aim in life; she feels she has a reason to live and be on this Earth. Her life goal gives her a focus, so
she is very goal directed and serious about living a meaningful life.
4. List five of your values in order of importance. (5)
Learners’ answers will differ. Example answers include:
1. accountability
2. perseverance
3. self-control
4. truth
5. respect for human rights.
5. Identify three of your life goals. (3)
Learners’ answers will differ. Example answer:
• My career goal is to become an air traffic controller.
• My parenting goal is to have one child.
• My relationship goal is to have 300 friends on Facebook, and five good friends I see at least once a
week.
6. Decide which of your life goals is the most important right now. Give a reason for your answer. (3)
Learners’ answers will differ. Example answer:
My relationship goal is to have 300 friends on Facebook, and five good friends I see at least once a
week. This is most important right now for me because at this age I need good friends, and I love to
communicate with others.
7. Draw a diagram, using two facing pages, to show the relationship between your values, the choices that
you make and your life goals. (10)
Learners’ answers will differ. Evaluate diagrams based on whether relationships are shown in a way
that is understandable. [30]

Reinforcement
Some learners may not fully understand the concept of values and the importance of values for goal-
setting. Let the learners work through the constitutional values and describe how they can apply each
value to their own lives. Make sure learners give practical examples that refer to their own situations.
Some learners struggle to prioritise. Help them by giving them these hints:
• Decide which are your most important goals for now.
• Identify what can distract you from achieving your goals.
• Develop a strategy to help you focus on your goals.

Remind yourself of your values and what you want to achieve. This will help prevent distractions.

Extension
Let learners work in small groups to prepare to debate which values in our South African Constitution
are most important. The outcome of the debate may be that groups will choose different values as most
important. All people’s values are important to them; at different times in their lives, and in different
circumstances, people may have different values. As long as the values are in accordance with our
Constitution, we need to respect each other’s values.

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 Core principles and values of our Constitution
• Democracy
• Social justice and equity
• Equality
• Non-racism and non-sexism
• Ubuntu
• An open society
• Accountability
• Respect
• The rule of law
• Reconciliation.

If possible, invite motivational speakers and role models in the local community to address your learners
on topics such as goal-setting, success, dreaming big and acting on these dreams. Also collect newspaper
stories about successful role models who achieved their goals through hard times. Make a corner in the
classroom to be the role-model wall and put these articles up, or photocopy them for the learners. Use
these stories as case studies for exams and extra work.
Inclusivity
All learners need to be encouraged to have big dreams and aim high. Learners who experience physical
challenges or barriers to learning need extra encouragement to ensure that they aim high, and to realise
that they have the potential to succeed.
Reinforcement
Give learners these hints for goal-setting.

Hints for goal-setting

• Identify and then write your goals down.
• Break each goal down into smaller steps.
• Fill in an action plan to achieve each step of the goal. Then follow this action plan. The word
‘action’ means you need to take action; you can’t achieve your goals by just sitting still!
• Make your goals SMART.
• Decide how you will achieve your goals. Plan carefully.
• Persevere; don’t give up – keep going!
• Try not to have goals that contradict each other or cancel each other out.
• Keep to your plan.
• Keep your goals simple.
• Know why you set each goal. Be able to defend your goals.
• Know yourself. Know what you can do and what you cannot do. Make sure your goals are
realistic.
• Know what is possible and what not.
• Prioritise your goals. Decide which goals are most important, and which are less important.
• Make a poster of your goals; put it up so you can be reminded of what you want to achieve.
• Celebrate each time you achieve a goal.

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 Unit 2: Relationships and their influence on your
well-being

Teaching guidelines Weeks 2–3; Time: 2 x 45 minutes

1. Guide learners to understand how relationships influence their well-being, what the different types of
relationships with different people are and how relationships change.
2. Pay particular attention to helping learners identify which types of relationships contribute to, or are
detrimental to, their well-being.
3. Encourage learners to critically evaluate the impact of the media on values and beliefs about relationships.

Activity 10: Imagine you are alone in the world LB page 12

Teaching guidelines
1. Check that learners understand the concept of well-being.
2. Organise the learners to discuss, in small groups, how relationships can help or harm your well-being;
they should then give general feedback to the class. It is important that they realise the powerful
effect that relationships can have on well-being.
Answers
1. Imagine that you wake up one morning to find you are the only person left on earth. How would
you feel? (4)
Learners’ answers will differ. An example is:
• I would feel lonely, scared, sad and afraid. I would not feel happy, or comfortable, or satisfied.
2. How do relationships with others help to strengthen your well-being? (8)
• If you have good relationships, you will feel supported. (1)
• You will worry less, feel less stressedand be better able to cope with feeling depressed. (1)
• Strong relationships with others help to make you stronger and add to your feelings of well-being. (1)
• If you have good relationships, you will have more confidence and positive beliefs about yourself
than if you have negative or destructive relationships. (1)
• Good relationships help you to value and accept yourself; if others like and respect you, you will also
like and respect yourself. If others value you, you will also see yourself as a valuable person. (1)
• Loneliness is often said to be the curse of modern living, where people don’t always have time
for each other or don’t make the effort to nurture and sustain good relationships with others.
This has a negative effect on people’s well-being. The opposite is also true: the better your
relationships, the better your sense of well-being. (1)
• Even in good times, when things go well with you, you want to share your happy moments with your
friends. If you have nobody to share this with, your well-being and quality of life will suffer. (1)
• If you have a problem or are going through a difficult time but have good friends or a good
support system, things will be easier for you than if you are all alone. (1)
3. Critically evaluate the meanings of the wise sayings on this page. (4 x 2)
1. Umuntu ngumuntu ngabantu. (A person is only a person through their relationship with others.)
This means you only become fully human through how you relate to others. To be human means to
relate to others, according to this saying. And that is what ubuntu is about. So to be fully human,
you must show respect to yourself and others, and be compassionate and caring.
2. When you run alone, you run fast. When you run together, you run far.
If you run alone, you can go very fast because there will be nobody to delay you. However, you will
soon tire. But if you run together, you can go very far, because you can help each other along the way.
3. The value of your life is the value of your relationships.
The most important thing in life is your relationships – relating to others. So this is as valuable as
your life itself.
4. Shared joy is a double joy; shared sorrow is only half a sorrow.

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 When you are joyful, and you can share this with somebody, you become even more joyful. When
you are sad, and can share your sadness with somebody, you become less sad.
[20]
Extension
Ask learners to critically discuss the following two quotes in terms of the impact that relationships have
on well-being:
1. I miss you when something really good happens, because you’re the one I want to share it with. I miss you
when something is troubling me, because you’re the only one who understands me so well. I miss you when
I laugh and cry, because I know that you’re the one who makes my laughter grow and my tears disappear. I
miss you all the time, but I miss you the most when I lie awake at night and think of all the wonderful times
we spent with each other… for those were some of the best memorable times of my life. Author unknown
(http://www.inspirational-quotes-change-lives.com/imissyouquotes.html)
2. I’ve noticed that being with you, I smile more often, I anger a little less quickly, the sun shines a little
brighter, and life is so much sweeter. For being with you takes me to a different place: a place called love.
Author unknown (http://www.searchquotes.com/quotation)

Activity 11: Identify changing relationships LB page 13

Answers
1. Copy and complete Table 2 below.
2. Share your answers with a partner.
Learners’ answers will differ. An example is:
Name
of best
Growing up friend Are you still best friends? Why? Why not?
My best friend when I was 4 Cindi No, her parents moved to another village.
My best friend when I was 7 Sipho No, we don’t now have the same interests.
My best friend when I was 13 Thabang No, we are not best friends but we are still friends. I now play
soccer and he prefers to hang out with a group of smokers; I don’t
like that.
My best friend now Nancy I am in love with her; I want to spend all my free time with her.

3. Write a paragraph to explain what you understand by changing relationships.

Changing relationships mean that your best friends may become just acquaintances, or that people
you once knew only a little are now very close to you. It may also mean breaking up and making
new friends. Sometimes formal relationships become more informal; as you grow older, people start
treating you differently.

Activity 12: Identify changing types of relationships with different groups LB page 14

Teaching guidelines
Allow learners to work in pairs or small groups to look at the cartoon. Give them time to discuss similar
experiences in their own lives.
Answers
Look at the cartoon.
1. List the different types of relationships that Ntsumi and Calvin have. (8)
Ntsumi: family, parents, mother, friends, teachers, each other, formal or romantic
Calvin: family, parents, mother, friends, teachers, each other, formal or romantic

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 2. How do you think that of Ntsumi and Calvin’s relationships may be changing with the different people
shown in the picture above? Give reasons for your answers. (12)
• Ntsumi and Calvin may spend less time with their families; as they become older, they become
more independent and want to spend time with each other and their own age group.
• Their parents may feel that they no longer listen to them.
• Pressure from peers may make them join the peer group rather than go to the shop for the mother
or spend time on their studies.
• Ntsumi and Calvin may challenge their teachers and sometimes disobey them.
• Ntsumi and Calvin’s love for each other may mean that they want to spend time together and less
time with family and friends.
[20]
Extension
Apart from the relationship types discussed on Learner’s Book page 13, there are these kinds of
relationships that you could discuss with learners:
Respect relationships
This is the type of relationship where there is respect, acceptance, trust, approval, support and enjoyment
of each other. You are allowed to be yourself and are respected for who you are. You accept and
appreciate differences, and you allow each other to grow and achieve your potential.
Economic relationships
Some people have relationships based on need. Usually the choice of partner is based only on need. They
often last only as long as the economic needs last, or as long as the person with money is willing to give.
People form relationships based on the need for food, shelter or a job, or for items such as cell phones,
fashionable clothes, new shoes, school fees or money.
Expected relationships
Sometimes family or caregivers may choose a partner for their child or have expectations of their child to
form a relationship with somebody the parents have chosen. Sometimes it is expected of a person to have
a relationship with somebody who is a family friend or a child of friends of the family.
Me-me relationships
These people are not sure of themselves, and they feel the need for a relationship based on what the other
person looks like, or who the other person is. So they may form relationships with people who they think are
popular, rich, successful, famous, fashionable or very attractive, because it gives them a sense of confidence.
They may want to join a certain group and think the relationship may give them entry into this group. Each
partner may have a different reason for the relationship, and in some cases they may be using each other
for different reasons. For example, one person may want to make somebody else jealous, and may choose a
partner on that basis.
Remedial relationships
Sometimes people need healing relationships after they have suffered a loss such as death, divorce or a
break-up. They need somebody to give them lots of love and care.
Remote relationships
When people don’t trust each other, or fear getting close to others, they may have a distant relationship
where they don’t get very close to each other. They don’t share their inner secrets or talk openly. Or it may
even be a long-distance relationship, or an Internet relationship, where the people do not meet face to face.
Recreational relationships
Some people have relationships for fun and entertainment. These are usually short-term relationships.
You may be on holiday, or away from home for a while, and know that this relationship won’t last.

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 Test relationships
In these relationships, people try things out. For example, you may try to have a relationship with somebody
who is very different from you. You may want to experiment and be curious, and try out something
different. Sometimes people are trying to find out who they are and where they belong. So they may have
relationships with a range of different people to see where they best belong or who suits them.

Activity 13: Identify relationships that contribute or are detrimental to well-being

LB page 15

Teaching guidelines
1. Ask learners to comment on this quote:
Some of the biggest challenges in relationships come from the fact that most people enter a relationship
in order to get something: they’re trying to find someone who’s going to make them feel good. In reality,
the only way a relationship will last is if you see your relationship as a place that you go to give, and not
a place that you go to take. – Anthony Robbins
Answers
1. Which of the relationships in the scenarios contribute to or are detrimental to well-being? Give a reason
for each answer.
1. It is detrimental because Majobo’s best friend gossips about her; she can’t be trusted. She makes
Majobo feel sad; this harms her well-being.
2. It is detrimental because Tshawe does not allow for open communication and does not treat
Thembeka with respect. He causes her to worry; this is bad for her sense of well-being.
3. It is detrimental: Mosiuoa does not want to accept that the relationship is over, so he puts
pressure on and manipulates Nthati to feel guilty. This is bad for her well-being because she
cannot spend time with the person she really loves. These threats of his may also mean he could
become violent towards her. He puts too much responsibility on her and she does not feel free.
This harms her well-being.
4. Nku and Maria’s relationship contributes to their well-being. Nku feels supported, loved and at
ease. There is no pressure to have sex or to change from the person he is, as Maria also shares his
values. So his well-being is strengthened.
2. What advice would you give to each person in each scenario? What should they do about this relationship?
Scenario 1 Scenario 2
Majobo Tina Thembeka Tshawe
Find a friend who does not Never gossip about your Dump Tshawe; leave Learn to be faithful
gossip about you, or talk best friend; always be loyal. him. He cannot be and trustworthy. Don’t
to Tina and explain this is Apologise to Majobo and trusted. cheat on your girlfriend.
her last chance. Tell her don’t do it again. Give her a chance to
how you feel about it. speak, and listen to her
concerns. Show her
more respect.

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 Scenario 3 Scenario 4
Nthati Mosiuoa Nku Maria
Move on; he is not your Get over your Nurture and care for Nurture and care for
responsibility. Tell him in a disappointment. Your Maria; you have a Nku; you have a precious
polite and respectful way girlfriend has the right precious relationship. relationship.
you don’t love him and to break up with you.
are in love with somebody Move on: learn from your
else. Then don’t respond to mistakes and soon you will
his calls, SMSes or visits. meet somebody else. She
You need to make a clean does not belong to you.
break. If he continues to Take responsibility for your
hassle you, lay a charge at own life; don’t blame her
the police station and get if you feel like committing
a restraining order. suicide. Grow up; you are
behaving like a spoilt three-
year-old!

3. Think about relationships that have been good for you and those that have harmed you. Give an example
of each one.
Learners’ answers will differ. Ensure learners understand the difference between beneficial and
detrimental or harmful relationships. This should be clear from their examples.

Activity 14: Develop a personal Bill of Rights for relationships LB page 16

Teaching guidelines
1. Allow learners to discuss, as a class, the rights and responsibilities in Table 3 on Learner’s Book page
16. Manage the debate and encourage all learners to participate. Especially pay attention to female
learners, who are often quieter than their male counterparts when it comes to speaking in class.
Ensure that learners are given opportunities to explain the reasons why they agree or disagree with
the responsibilities cited. Ask for practical, real-life examples.
Answers
1. Have a short class debate on the rights and responsibilities listed in the Table 3. Find out how many
learners agree or disagree with each responsibility, and what their reasons are.
Learners’ responses will vary. Learners should be able to give substantiated reasons for their ideas.
Learners should also be able to give practical examples.
2. Create a personal Bill of Rights for relationships. List five rights and responsibilities that you would like
to see in relationships. (10)
Learners’ answers will vary. Example answer:

My right My responsibility
I want others to show me respect; they should not call I also have to respect others, not call them names,
me names or make fun of me. not swear at them and not make fun of them.
I have a right to be and feel safe from physical harm. I must not hit or smack others, or hurt them in any
way.
I can break off a relationship at any time. I also do I need to break off a relationship in a polite way and
not have to change myself and my values to stay in a also accept that somebody else may break off a
relationship. relationship with me. I will accept that and not hassle
or harm that person. I will move on in my life.

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 I can abstain from sex and be a virgin as long as I I must not put pressure on others to have sex.
want.
I have a right not to be bullied. I must never be a bully or in any way be part of a
group who bully others.

3. Prioritise the rights and responsibilities that are most important for you. Give reasons
for your answers. (10)
• Learners’ answers will vary. Focus on learners’ reasons for their answers. The reasons must fit the
priority.
• Get them to give written answers. For example, a learner may say that respect is the number one
right, because it does not feel good when people don’t show you respect.
[20]

Activity 15: Analyse the generation gap LB page 17

Answers
1.Study the reasons for conflict between parents and children as shown in Graph 2.
1.1 Which two reasons are given the most?
Staying up late at night and neglecting schoolwork are the two reasons given most often.
Learners’ answers will vary. Example answer:
• Yes, parents have the right to complain because if you stay up late at night, you will be tired
the next day. Then you won’t be able to do well at school. As a teenager you need more sleep
at night and should go to sleep not later than 10 p.m.
• Parents have the right to moan if you are neglecting your schoolwork. As much as you have
a right to education, you have a responsibility to do your best at school.
1.2 What is your viewpoint – do you think parents have a right to complain? Give a reason for your
answer.
Learners’ answers will differ. Accept all appropriate answers.

Activity 16: Determine qualities sought in different relationships LB page 18

Answers
Work in a group.
1. Discuss the qualities you would like in the following relationships:
Learners’ answers will differ.
1.1 Friendship:
• Loyalty
• Trust
• Never gossip
• Don’t backstab
• Be there for each other in good and bad times
• Understanding
• Listen to each other
• Fun and laughter
• Attention.
1.2 Romantic relationships:
• Respect
• Trust
• Don’t cheat on each other
• Be open and honest
• Don’t pressure each other to do things they don’t what to do
• Love.

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 1.3 Formal relationships:
• Respect
• Understanding
• The chance to explain
• Advice
• Guidance
• Role model.
2. Now work on your own. Give a written summary of the qualities you would like in each of the
relationships. (12)
Learners’ answers will vary. Use the answer in 1 as a guide. Ensure they do not merely list qualities,
but discuss and give full written sentences to explain the quality, and give reasons why they would
look for these qualities in relationships.
3. Rate how you do in each of these different relationships.
3.1 Which of the qualities do you have? (3)
Learners’ answers will vary. Encourage them to be honest and share in pairs. However, if they
don’t wish to share, they do not have to.
3.2 Which beneficial or helpful qualities do you still need to work on? (3)
Learners’ answers will vary. Encourage them to be honest and share in pairs. However, if they
don’t wish to share, they do not have to.
4. Explain what you will do to improve the qualities that you still need to work on. (7)
Learners’ answers will vary. Look for reality-based answers. Learners should be honest and give
practical ways. For example:
• I am very jealous. I need to work on being less jealous. I need to stop myself each time and
say, ‘Hey, now you are being jealous.’ I need to trust myself and others more, then I will not be
jealous.
[25]

Activity 17: Evaluate individuality in relationships LB page 18

Teaching guidelines
Explain to learners that some people give over their individuality when they are in relationships. This may
be because the partner demands this, or it could be voluntary. They then become less of a person.
Answers
1. Critically evaluate the words on the T-shirt. (4)
 Without you I am nobody; with you I am somebody.
It means that I am not a person without the other person; the other makes me a person. This is true
in many ways because the other makes you who you are. However, you need to be careful because you
are not a nobody if you don’t have a close friend or a partner; you are still somebody. Some people
feel that they are less than human if they don’t have a girlfriend or boyfriend. This is not true.
2. Give advice to the wearer of the T-shirt. Explain how the wearer could have individuality in
a relationship. (4)
You can still be yourself in a relationship. You are yourself, with or without the other person. It is
important not to change yourself for another person, unless you are working on your negative qualities
or weaknesses. If, for example, you hate rugby, but your boyfriend loves rugby, and you tell him you
love rugby, he may buy you a season ticket to all the games and expect you to be there every time. He
will be unaware of your needs and likes; you never told him. It is best to be honest, and say, ‘Hey, we
are different in some ways, and that is OK. I don’t have to change myself to be with you; I am still me.
However, I am willing to compromise, to give up my time sometimes to do stuff I do not like, so I will
watch a few rugby games with you, but not all of them! I also want to watch soccer, because that is my
favourite game.’
[8]

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 Activity 18: Analyse media messages about relationships LB page 20

Answers
1. Write down the message that each cartoon on page 19 gives about relationships.
• Cartoon 1: People like you because of the way you smell, or because of the kind of deodorant you use.
• Cartoon 2: If you drive a 4x4, you will be popular with girls.
• Cartoon 3: Your cell phone adds to your popularity; people will like you more because you have the
latest and most expensive cell phone.
2. Critically evaluate the beliefs and values about relationships that the people in each cartoon hold.
• Cartoon 1: The guy is mistaken; girls won’t like him more because of the deodorant he is using.
The media often shows people getting love because of what they wear, buy or use. This is just a
marketing tool to sell products; it is not true. The man in the cartoon does not understand the basis
on which relationships are formed. This is a wrong message and very superficial; nobody will fall in
love with you just because of a particular deodorant you use.
• Cartoon 2: Any girl who likes a guy just because he drives a 4x4 will not be worth having as a
friend. The guy is mistaken; girls will like him because of who he is, not for what he drives.
• Cartoon 3: It is not true that your popularity will increase if you have the latest-model cell phone.
That has nothing to do with you as a person.

Activity 19: Analyse the impact of social media LB page 20

Teaching guidelines
1. Facebook, MXit and other social media are here to stay. The best way for learners to protect
themselves is to know how to use these and similar media responsibly and safely. Advise learners to
not overuse these media; it is very time-consuming, some learners don’t get enough sleep because
they are up till late using media, and others never go out to be with their friends. Others risk meeting
dangerous people on the Internet, people who may harm them.
Answers
1. Do you think the time that South African youth spend using media can affect their relationships? Give
three reasons for your answer. (6)
Learners’ answers will vary. Example answer:
Yes, because sometimes you do not take the time to go out and meet people face to face, and then
don’t develop the skills to relate to people when you are in their company. You can also invent things
about yourself if you talk only on social media; it may not be true and there is no way for the other
people to know. In some ways, if you spend a lot of time on media, you may be missing out on real
relationships.
2. Who are young people mostly talking to on MXit? (1)
They are talking mostly to friends and family
3. What are young people mostly talking about? (1)
They are talking mostly about love lives, dating and relationships.
4. Why do many South African teens rather chat on MXit than actually meet friends in person? (2)
MXit is easier if teens are shy, and teens can easily chat on MXit.
5. What are the effects of preferring to socialise on MXit? (4)
You miss out on real relationships, go out less, don’t do fun stuff with your friends, and don’t pay
enough attention to one person because you may be talking to a few people at a time, or may even be
using MXit while you are with a friend, to talk to your other friends. You may become antisocial and
lonely, because you don’t go out any more and communicate only via MXit or Facebook.
6. Critically evaluate how the overuse of social media, like MXit and cell phones, affect your values and
beliefs about relationships? (6)
You may not have a realistic view of social relationships, and be unable to deal with people in real life.
[20]

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 Additional resources
Books
Covey, S (1998) The 7 Habits of Highly Effective Teens. New York: Simon & Schuster.
Heartlines (2007) Values for Life: Educators Guide. Gauteng: The Mass Media Project. Heartlines
Resource Centre. Tel 0861 44 22 88.
Soul City (2009) One Love. Pretoria: Soul City.

Websites
• http://www.heartlines.org.za/
(useful Life Orientation resources on values )
• http://itunes.apple.com/za/podcast/goal-setting-and-achievement/id305208343
• MXIT: Uses, Perceptions and Self-justifications. Wallace Chigona, Agnes Chigona, Bomkazi Ngqokelela,
and Sicelo Mpofu. Department of Information Systems, University of Cape Town.
• http://jiito.org/articles/JIITOv4p001-016Chigona369.pdf
(an interesting research article on the use of social media, such as MXIt, for South African youth.)
• http://www.cyc-net.org/cyc-online/cycol-0609-maier.html
(an interesting academic article on relationships)
• http://www.nationalaccountsofwellbeing.org/learn/what-is-well-being.html
• http://www.spiritual-healing-secrets.com/well-being.html
• Love is not all looks and lust
• http://www.witness.co.za/index.php?showcontent&global[_id]=35779
• http://www.onelovesouthernafrica.org/index.php/the-making-of-a-strong-well-respected-man/#more-6147
• http://teensexualhealth.vch.ca/workshop_modules/relationships_I_stage_III.htm
• http://www.busywomensfitness.com/goalsetting.html
• http://www.mygoals.com/content/college-goals.html
• http://www.gifted.uconn.edu/siegle/SelfEfficacy/section8.html
• www.ccd.me.edu/careerprep/CareerPrepCurriculum_LP-7.pdf
• http://www.ehow.com/list_6131213_goal-setting-activities-teenagers.html
• http://www.nacada.ksu.edu/clearinghouse/advisingissues/academically-underprepared.htm
• http://m4lit.files.wordpress.com/2010/03/m4lit_mobile_literacies_mwalton_20101.pdf
• http://www.unicef.org/videoaudio/intermedia_revised.pdf
• http://www.positivityblog.com/index.php/2007/07/25/10-inspirational-quotes-on-relationships/
• http://www.sitesforteachers.com/index.html
• http://teachteenparents.com/lessons.htm
• http://www.livestrong.com/article/30488-goal-setting-activities-teenagers/
• http://www.parent24.com/Teen_13-18/development_behaviour/Goal-setting-for-teens-20090710
• http://kidshealth.org/teen/your_mind/problems/goals_tips.html
• http://its.leesummit.k12.mo.us/counseling.htm
• http://www.hucklc.org/classes/spring-2012-schedule/945-the-game-of-life-financial-literacy-goal-setting-a-
college-planning-for-teens.html
• http://www.healthfun-ps.com/teens-dreams-and-ambitions.html
• http://worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=2&id=279&li
nk1=31&link2=279
 (download free worksheets)

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 PowerPoint
• 
http://www.slideshare.net/
(many free PowerPoint presentations to choose from on Life Orientation topics, plus video clips)
• http://www.worldofteaching.com/
• http://www.uen.org/Lessonplan/preview.cgi?LPid=29142
• http://www.pppst.com/psychology.html
• http://psychcentral.com/
• http://www.wizq.com/tutorial/10402-Goal-Setting-PowerPoint-Content
• http://www.slideworld.com/pptslides.aspx/teaching-techniques
• http://www.slideworld.com/slideshows.aspx/Teach-life-and-social-skills,-such-as-communicatio-ppt-276958
• http://www.teachersatrisk.com/2009/02/08/helping-my-students-set-goals-the-smart-way/
• http://www.educationworld.com/a_tech/tech/tech013.shtml
(online tutor on how to create a PowerPoint presentations)

YouTube
• 
http://www.goal-setting-college.com/inspiration/free-motivational-inspirational-video-clips/
• 
http://www.youtube.com/watch?v=2gtp1Ya1rQo
• 
http://www.youtube.com/watch?v=flRvsO8m_KI
• 
http://www.youtube.com/watch?v=-qTiYA1WiY8
• 
http://www.youtube.com/watch?v=ji5_MqicxSo
• 
http://www.youtube.com/watch?v=RxPZh4AnWyk
• 
http://video.google.com/videoplay?docid=-1278136665600416977
• 
http://discipliningteenagerstoday.com/jack-canfield-talks-tips-goal-setting-disciplining-teenagers
• 
http://www.youtube.com/watch?v=lg056YuBmHY
• 
http://www.youtube.com/watch?v=DA6QAdKOmtA&NR=1
• 
http://www.youtube.com/watch?v=lg056YuBmHY
• 
http://www.youtube.com/watch?v=oGCKHX4Lr9o [global well being – economists]

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 CHAPTER 2: PHYSICAL EDUCATION TERM 1: PHYSICAL
FITNESS AND HEALTH PROGRAMME

Chapter introduction Weeks 1–3; Time:3 hours

In this chapter you will guide learners in safety in Physical Education (PE), and get them to actively
participate in fitness activities. The better their physical fitness, the better their health. You will give
learners opportunities to assess their fitness levels, so they can actively work towards improving their
fitness levels during this term. They will also actively participate in fitness exercises such as aerobic dances.

Please note that none of the PE chapters or activities is theoretical. This means you need to take the learners
outside to do physical activities for each PE lesson. Learners cannot just sit in the classroom and read about
PE and fitness. Aspects of the theoretical components of PE are addressed in Chapters 5, 7 and 11. The PE
chapters are meant for the active participation of learners. Learners must get a minimum of one hour a week
of PE, and this must be marked as such on the timetable, with provision made for learners to go outside. If
it rains, push the desks in the class to the sides or move the furniture out to the passage (as a helpful fitness
exercise for the learners!) and use the space in the classroom for the physical exercise of the lesson.

Inclusivity
All learners are encouraged to participate in fitness programmes based on their needs. This means that
everybody will actively participate, but at different levels. For example, obese learners need to exercise,
but because they may be extremely unfit and short of breath, they will start slowly and gradually increase
their fitness, together with an improved nutrition plan. Learners who are not mobile will do what they
can, and set targets to improve on what they are already able to do. For example, a learner in a wheelchair
who has arm mobility may be given exercises to specifically strengthen the arm muscles and upper body.

Chapter planning
Learner’s Book
Unit pages Term 1 Hours Resources needed
Unit 1: Safety in 22 1–3 Ongoing; Learner’s Book, and see additional
physical fitness repeatedly refer to resources
activities this unit as needed
Unit 2: Improve your 26 1 1 Teacher’s whistle
physical fitness and
health: Test your
fitness
Unit 3: Improve your 34 2–3 2 Teacher’s whistle
physical fitness and Skipping ropes
health: Get exercise
Optional: CD player, fast-paced
music

Background information
If you are a teacher who is new to PE, it is useful to understand the basic terms used. You will come
across these terms in resources you may use and on the Internet.
Cardiovascular fitness
• Cardiovascular refers to the heart (cardio) and blood vessels (vascular: arteries, veins and capillaries)
and the circulatory system. This fitness is the ability of the lungs, heart and blood vessels to deliver
enough oxygen and nutrients to the cells to meet the demands of physical activity.

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 • When you breathe, part of the oxygen in the air is taken up in your lungs and transported to your
heart by your bloodstream. Your heart is responsible for pumping the oxygenated blood through your
circulatory system to all the organs and tissues of your body.
• Cardiovascular exercises strengthen your heart by making it beat harder and faster, and by making
you breathe faster. With repeated exercise you can become fit. Your heart, lungs and muscles start
functioning better, so your endurance and performance improve.
• Cardiovascular exercises need to have the necessary intensity, be the correct type, be regular and have
the right duration. Occasional or slow-moving exercise will not benefit your cardiovascular fitness.
• You can measure your cardiovascular fitness by walking fast for 1.6 km or by walking as fast and far as
you can in 10 minutes. Measure your pulse after your walk.
Exercise target zone
• When you exercise, your heart rate should be between the lower and upper ends of your target heart
rate zone.
• Your heart rate target zone is the range of heart rates that you choose to aim for when you exercise.
Your choice is based on your fitness goals. Your heart rate target zone is a percentage of your maximum
heart rate.
• If you exercise above this zone, you may harm yourself due to overexertion; if you exercise below this
zone, you will not get enough benefit from the exercise.
• You can measure your heart rate by taking your pulse. To measure your heart rate, put your fingers of
your right hand over your heart or measure your wrist pulse by putting your index and middle fingers
of the opposite hand on the underside of your wrist. Do this 3–4 cm towards the elbow from the point
where your thumb bone is attached to your wrist.
• When you feel your pulse, look at a watch for 20 seconds or ask a partner to count to 20. Then count
the number of pulses in 20 seconds. Multiply this number by 3 to get your heart rate per minute. For
example, if you count 18 pulses in 20 seconds, 18 × 3 = 54 beats per minute.
• To measure your heart rate target zone, do the calculation as described below. In this example, the
learner’s heart rate should be between about 102 and 153 beats per minute while exercising.

Example: a learner who is 17

Calculate your exercise heart rate target zone
years old
1. Subtract your age from 220. This is your maximum heart rate. 220 – 17 = 203
2. Multiply your maximum heart rate by 0.5. This is the lower end of your
203 × 0.5 = 101.5
target zone.
3. Multiply your maximum heart rate by 0.75. This is the upper end of
203 × 0.75 = 152.25
your target zone.

Know your heart rate: Take your pulse

To find out if you are exercising within your heart rate target zone, stop exercising to take your pulse. Feel
your pulse on the artery of the wrist in line with the thumb. Put the tips of your index and middle fingers
over your artery and press lightly. Don’t use your thumb. Take a full 60-second count of your heartbeats.
Breath sound check
This is a useful assessment tool that helps you monitor the intensity of an exercise. When you can hear
your own breathing, the intensity of the activity is moderate to vigorous and your heart rate will be
between 55% and 85% of your maximum heart rate.
Flexibility
• Flexibility is the range of motion around a joint in the body, showing how far it can be bent and
stretched. Flexibility is limited by the muscles, tendons, joint capsules, ligaments, and bones of the
joints, which allow for movement.
• With proper stretching, flexibility can increase for all the joints in your body. Arm, leg, shoulder,

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 chest, back and abdominal exercises will improve your muscle tone or firmness, strength, flexibility
and endurance – your ability to exercise over a period of time.
• You can measure your flexibility by doing the sit-and-reach test. This measures the flexibility of the
backs of your legs, hips and lower back. Sit with your legs stretched out in front of you. Keeping
your knees down, reach forward as far as you can stretch and hold the stretch for five seconds.
Measure the distance you can reach.
Muscular strength
• Muscular strength is the power of a muscle to exert force against resistance. It is also the ability to lift
heavy weights.
• You can measure your muscular strength by finding out what the heaviest weight is that you can lift.
Muscular endurance
• Muscular endurance is the ability of a muscle to repeatedly exert force or to maintain a fixed
contraction for a period of time. When you lift the same item over and over again, you show
muscular endurance.
• Muscle tone is the firmness of your muscles.
• You can measure your muscular endurance by seeing how many push-ups you can do without resting.
Body composition
• Body composition refers to the amounts of muscle, fat, bone and other vital parts of your body.
Good body composition is achieved through healthy nutrition and regular exercise.
• Examples of weak body composition are underdeveloped muscles and too much body fat.
• You can measure your body composition by doing the skin-fold test. Get a partner to pinch a fold
of skin on the back of your upper arm. The pinched skin should be halfway between the tip of your
elbow and the tip of your shoulder. Measure the width with a ruler, or use a piece of plank or wood
that is 10 mm wide. A width of more than 10 mm could indicate an excess of body fat.
Co-ordination
• Co-ordination is a skill-related part of physical fitness. It refers to your ability to use your senses and
body parts in carrying out movement tasks evenly and accurately.
• For example, hand-eye or foot-eye co-ordination is needed when you hit or catch a ball, dribble,
juggle or do dance moves.
• The more flexible you are, the easier you will be able to co-ordinate your body movements.
Balance
• Balance is another skill-related aspect of physical fitness. When you balance, you keep stable while
standing still or moving.
• Flexibility promotes balance, as your muscles will not strain to do the required movements to keep
your balance.
Agility
• Agility is a skill-related part of physical fitness. It is the ability to quickly change the position of your
whole body in space, with accuracy and speed.
• If you keep to your ideal weight, you will be agile. If you are overweight, having too much body fat, it
will limit your agility.
Speed
• Speed is a skill-related part of physical fitness. It is your ability to perform a movement within a short
period of time.
• Examples are running and swimming speed, and the speed of hand and foot movements.
• The more powerful your muscles are, the greater your speed.
Reaction time
• Reaction time is the speed with which you can move in reaction to a challenge.

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 • For example, you need a speedy reaction time when turning to trap a ball, positioning yourself to
catch a ball and responding to a ball thrown at you.
• The more quickly you react, the better at the game or sport you will be.
• The fitter you are and the better your muscular strength is, the quicker your reaction time will be.
Power
• Power refers to the rate at which you can perform physical actions.
• Power is a combination of strength and speed. It is the ability to exert muscle force quickly.
Planning exercise sessions
• It is important to plan an exercise programme carefully. Before learners start exercising, consider how
you will structure the exercise session. Think about:
- what type of exercise you will include
- how many times you will get learners to repeat their actions
- in what order or sequence they will do the activities
- what the intensity and duration of the programme should be
- how regularly they should participate.
• A complete exercise programme should include aerobic exercise, anaerobic exercise and stretching.
• The usual order of an exercise programme is to warm up, exercise and cool down.
• You need to increase the challenge of the activities over time. This is called progression. It will not be
helpful to do exactly the same level of activity over an extended period of time.
• As learners become fitter, they need to do more challenging activities.
Type of exercise
• Type means the kinds of exercises that will raise your heart rate and improve your fitness.
• The activity must be intense enough to increase blood flow to your muscles for an extended period of time.
• Aerobic exercise is the correct type of exercise to strengthen your cardiovascular system and improve
your endurance.
• Anaerobic exercise improves your speed and strength.
Aerobic exercise
• Aerobic means with air or with oxygen. Aerobic exercise allows you to use your muscles in a
rhythmical and continuous way.
• This type of exercise promotes blood flow throughout your body and brings oxygen to your
active muscles.
• Importantly, aerobic exercise raises your heart rate. It is a medium-intensity type of exercise.
• Examples of aerobic exercise are fast walking, swimming, energetic dancing, jogging, rope jumping
and stair climbing.
• Aerobic games that require continuous running include handball, squash, netball and basketball.
Anaerobic exercise
• Anaerobic means without oxygen. During anaerobic exercise, oxygen is used up more quickly than
your body is able to refill it inside the active muscles.
• Anaerobic exercise benefits your muscle groups, bones and joints, and is great for strength building
and muscle gain.
• However, aerobic exercise needs to be done more often than anaerobic exercise, as aerobic exercise
has more health benefits.
• Examples of anaerobic activities are short-term, high-intensity exercise such as sprinting and
weight-lifting.
Repetition
• A repetition (rep) is a single lift of a weight, or one sit-up or doing one exercise.
• A set is a group of repetitions. Generally you need to do five reps of each exercise, or one set.
• The number of reps and sets you need to do, and are able to do, increases as you become fitter.

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 Sequence of exercises
• The sequence of exercises refers to the order in which you will do the exercises.
• It is best to start with the least demanding exercises, work up to the most difficult exercise, and finish
your exercise session with less-demanding cool-down exercises.
Frequency
• Frequency means how often you exercise.
• Experts advise to exercise with high intensity three times a week for at least 30–60 minutes each time.
For all other days, you need to participate in at least 30 minutes of activity of moderate intensity.
• Alternate your exercises: do high-intensity exercise one day, and low-intensity exercise the next day.
Intensity
• Intensity means how hard you should exercise to improve your cardiovascular endurance.
• When you do cardiovascular exercise, you must raise your heart rate.
• To check the intensity of your exercise, check your breathing. If you are not breathing faster than
usual, the intensity level is not high enough.
Duration
• Duration is the actual length of time you need to be active in any one session.
• For exercise to benefit you, exercise for between 30 and 60 minutes, on at least three to five days a week.
• It is best not to do strenuous exercises on consecutive days.

Summary: Know your PE terms

abs: abdominal muscles, the large muscles in your stomach
aerobic: with oxygen
aerobic endurance: your aerobic fitness ability to do prolonged exercise without fatigue
aerobic exercise: sustained, repetitive or rhythmic activity. using the big muscle groups
aerobic fitness: a measure of how well your blood transports oxygen around the body, and how well
your muscles utilise the oxygen
anaerobic: without oxygen
body composition: the amount of fat mass and the amount of fat-free mass – muscle, bone, skin and
organs in the body
body mass index (BMI): a number calculated using your height and mass, which gives an indication
of total body fat content
bpm: the units of heart rate, beats per minute
callisthenics: exercises that do not require any equipment; e.g. jumping jacks, burpees, running on the
spot
cardiorespiratory: refers to the heart and respiratory system
cardiovascular exercise: exercise to get your heart to beat faster. this gets your blood circulation
to flow more fresh blood through your body. Cardiovascular refers to the heart and blood vessels.
Cardio means ‘heart’, and ‘vascular’ means ‘vessel’
circuit training: when you do a prescribed number of repetitions or time spent on each exercise,
before moving quickly to another exercise, spending only a minute or so resting
cool down: light exercises performed to get the body ready for ending physical activity.
dehydration: a decrease in body fluids, lack moisture or liquid
endurance: the body’s ability to exercise with the least tiredness
flexibility: the range of motion around a joint in the body, showing how far it can be bent and
stretched.
glycogen: the form in which carbohydrates are stored in the body
hamstrings: the group of muscles and tendons running behind the knee and thigh

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 heart rate: measurement of the work done by the heart, expressed as the number of beats per
minute (bpm)
interval training: a training session that involves repeated bouts of exercise, separated by rest intervals
kilojoule (kJ): the unit for a measure of the energy value in food and physical activity
lats: the large muscles of the back that move the arms downward, backward and in internal rotation.
ligament: strong, fibrous band of connecting tissue connecting two or more bones or cartilage, for
supporting a muscle, fascia or organ
muscular endurance: the ability of a muscle to repeatedly exert force or to keep a fixed contraction for
a period of time; when you lift the same item over and over again, you show muscular endurance
muscular strength: the power of a muscle to exert force against resistance; the ability to lift heavy
weights
obliques: the muscles on either side of the abdominals that rotate and flex the trunk
quads: the large muscles in the front of the thigh
ratio: the relation, proportion, percentage, part, share or fraction
rep or repetition: the completion of one full range of motion that is performed for any exercise
resistance training: training designed to increase the body’s strength, power, and muscular endurance
through resistance exercise
rest interval: a pause between sets of an exercise, which allows the muscles to recover partially before
beginning the next set
resting heart rate: the number of heart beats in one minute (bpm) when you are at complete rest.
Your resting heart rate decreases as you become more fit
rotate: turn, revolve or swivel
set: a number of repetitions for each type of exercise performed
step aerobics: low-impact aerobics that involve stepping up and down on adjustable platforms
strength training: exercise that involves resistance or weight bearing to build maximum muscle force
torso: trunk, chest and upper body
vigorous: energetic, strong and forceful
warm-up: light, gradual exercises performed to get the body ready for physical activity

PE kit
A PE kit for learners is useful. Encourage learners to wear a PE kit. However, please be aware that many
learners cannot afford extra clothing for PE. This should not stop them from participating in PE classes.
Some learners may wear T-shirts under their school shirts, and then take their school shirts off for the PE
lesson. Please do not ban learners from participating if they don’t have a PE kit; all learners must move
actively for the full PE lesson hour.
Resources
• Try to build up your PE resources over time. Be on the lookout for donations of equipment. Also
negotiate with your principal and SGB (school governing body); there should be funds made
available
for PE equipment.
• Promote learners’ creativity by encouraging them to make their own PE resources.
• Save money and protect the environment: use recycled and natural objects.

Many items can be made by the learners. For example:

• Use old telephone directories as steps for aerobic step-up exercises or as weights or markers.
• Use empty plastic bottles such as water or cooldrink containers as markers to mark out a game area,
or as bats to strike a ball or as weights filled with sand (for use outside the classroom).
• Use cut-off materials to make bands to identify team members and group leaders.
• Use 1 kg and 2 kg washing powder or cereal boxes, or 500 g jam tins, or small mealie-meal bags, filled
with sand, as weights.

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 • Use rolled-up old magazines as weights.
• Use tins as markers for orienteering or to store instructions for obstacle courses.
• Use magazines or newspapers, rolled up tightly and tied with a rubber band or string, as a bat.
• Use newspapers or scrap paper, rolled into a ball and placed in an orange or potato net bag, tie the
bag and use as a ball, or wrap rolled-up papers with tape to use as a ball.
• Use plastic lids from coffee tins as Frisbees or for practising catching.
• Use empty paper towel rolls or tightly rolled-up newspapers to strike a coffee lid or soft ball.
• Use trees, logs, old tyres, ditches and grass patches as obstacles to climb over and up, crawl under,
dodge around or jump over.
• Use sticks, planks, branches or broom handles as bats.
• Use sticks as wickets.
• Use stones or cooldrink bottle tops as cricket stumps.
• Use cardboard boxes, filled with sand to prevent them from blowing away, to mark out goal areas.
• Use markers, such as sticks or bins, for goalposts.
• Use torn stockings, old socks, string orange bags, plastic bags and other scraps of materials that are
cut into thin strips and tied together, for string or skipping ropes.

Unit 1: Safety in physical fitness activities

Resources Weeks 1–3; Time: Ongoing
Teacher’s whistle.
Time allocation: To be referred to in all PE lessons, as required. Start each term with at least 10 minutes
discussing safety in PE. If you observe learners taking risks, remind them of safety in PE and refer them
to Learner’s Book pages 22–25.
Teaching guidelines
1. It is important to keep learners safe from injury during (PE) classes. Carefully work though the safety
guide at the start of each term, and continue to refer to this section throughout the term. There are
also additional safety hints with specific activities. Please ensure that learners are aware of safety
issues around participating in PE.
2. Please get a whistle so you can communicate with learners. They need to respond to the whistle. They
should immediately stop what they are doing and listen to your instructions, or start what you have
instructed them to do.
3. Core safety issues to be dealt with in Term 1 include:
• warm up and cool down
• spacing during activities
• clothing
• footwear
• drinking enough water
• using sun protection
• starting slowly
• knowing when to stop
• dealing with muscle cramps
• resting
• avoiding repetitive stress injury (rsi)
• being careful when you use weights
• getting treatment for asthma
• protecting your knees
• avoiding performance drugs.
4. Go over all the safety hints on Learner’s Book pages 22–25 and ask the learners if they have
questions.

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 Unit 2: Improve your physical fitness and health:
Test your fitness

Teaching guidelines Week 1; Time: 1 hour

1. This unit deals with activities that learners can use to determine their fitness levels. It is possible for
learners to know how to improve their fitness only if they know what their current level of fitness is.
2. In week 1, lesson 1 on PE in Term 1, get learners to complete the range of fitness tests described
in detail on Learner’s Book pages 26–33. Encourage them to complete their logs honestly and
accurately; the information is for their use, and it will benefit them only if it is accurate.
Fitness logs
Ask learners to complete fitness logs so they can monitor their fitness levels. Learners can complete their
logs to record their fitness after doing the fitness tests described on Learner’s Book pages 26–33. They can
repeat the tests every three weeks to assess their progress and compare their fitness levels. Learners need to
do a full range of fitness tests again in week 10, at the end of Term 1. Then they can evaluate properly if
they have improved their fitness.

PE Activity 1: Work out how much exercise you do LB page 26

Teaching guidelines
The exercise pyramids help learners to become aware of how much or how little exercise they actually
do. Their health will be linked to how much exercise they get. Point out the importance of knowing
how much exercise you get. Also make learners aware of the difference between moderate and vigorous
exercise.

Metabolic rate
Metabolic rate is the rate at which your body burns calories.

Metabolic equivalent (MET)

• 1 MET is the energy (oxygen) used by your body as you sit quietly, and for low-intensity exercise – for
example, when you read, or chat on your cell phone.
• Any activity that burns 3 to 6 METs is moderate-intensity physical activity – for example, walking at
a leisurely pace.
• Any activity that burns more than 6 METs is vigorous-intensity physical activity, such as playing in a
soccer or netball match.
• The harder your body works during an activity, the higher the MET.

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 Examples of different kinds of exercise and metabolic rate

Low metabolic activity Moderate metabolic activity Vigorous metabolic activity

(1 unit of energy) (between 3–6 units of energy) (more than 6 units of energy)
Walk slowly, stroll, amble, Walk briskly (moderately fast) up to Walk fast, 7–8 km/h or faster, jog, run,
wash dishes, stand in a 5–6 km/h on level road or surface, wheeling wheelchair, walk up a hill, move
queue, wave to a friend, walk down a hill, walk with crutches, heavy furniture, shovel coal into a stove,
window-shopping, sweep scrub or polish floor, sweep outdoors, climb stairs fast
floor indoors hang up washing, carry water and
firewood
Relaxation exercises such Yoga, gymnastics, trampoline, tai chi, Push-ups, pull-downs, judo, karate,
as progressive relaxation, weight training boxing, taekwondo, rope jumping
deep breathing
Slow dancing Line dancing, ballroom dancing, Aerobic dancing, dancing to very fast
indigenous dancing, ballet, modern music, breakdance, hip-hop, fast and
dancing, moderate-pace dancing strenuous indigenous dancing
Hit ball against a wall Games such as tennis – doubles, Indigenous games such as dibeke and
softly/slowly, float in pool ping-pong (table tennis), golf, kho-kho, tennis – singles, wheelchair
softball, practising baskets for tennis, wheelchair basketball, soccer,
basketball, coaching, volleyball, basketball, rugby, kickball, hockey, beach
Frisbee, juggling, fencing, swimming volleyball on sand, handball, racquetball,
for fun, diving, water aerobics, squash, swimming laps, water polo, water
surfing, skateboarding or roller- basketball, rowing
skating, cricket
Sway to music Play in a band, march, play drums Play a heavy musical instrument while
and guitar, play small indigenous marching in a band, play large indigenous
instruments instruments
Pick flowers or vegeta- Rake lawn, weed, plant, mow lawn Heavy digging, chop wood, mow lawn
bles, water garden with (electric or diesel), water garden with (manual), shovel, push a car
hosepipe cans, wash a car

Learners should alternate between doing moderate to vigorous exercise on one day and vigorous exercise
on the alternate day. Help learners to correctly categorise the kind of exercise they do by giving them this
information:
Talk test
• Use the talk-test method of measuring the intensity of your exercise. If you are active at a light-
intensity level, you should be able to sing while doing the activity.
• If you are active at a moderate intensity level, you should be able to have a conversation comfortably
while busy with the activity, without getting out of breath.
• If you are participating in a vigorous activity, you may be too out of breath, depending on your
fitness, to have a conversation.
Answers
1. Draw an exercise pyramid.
2. Fill in your weekly exercise in the pyramid.
3. Compare your pyramid to the example pyramid on this page. What does your pyramid tell you about the
amount of physical exercise that you do?

Learners’ answers will differ. The most important aspect is for them to become aware of the extent of
their exercise per week. Learners should also be able to indicate if they cite, for example, walking as
exercise, how fast and how far they walk. There is a difference between energetic walking and strolling.

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 PE Activity 2: Decide how fit you are LB page 27

Teaching guidelines
Allow learners a few minutes to discuss how fit they think they are. It will be interesting for them to
compare their levels of fitness, after doing the fitness tests, with their perceptions of their fitness.
Answers
1. How fit do you think you are? Decide where you are on this fitness range.
2. Discuss your answer with a partner. Give reasons for your answer.
3. Instead of guessing what your fitness level is, do the fitness tests described in this unit to find out how fit
you are. The fitness tests are specifically based on the health-related components of fitness.

Learners’ answers will differ. Some learners will have unrealistic views of their fitness, while others may
not be sure.
Reinforcement
Get learners to complete this quick self-quiz and then discuss their answers with a partner. Ask learners to
motivate why they say they are fit and living a healthy lifestyle, or not. Learners who answer ‘Yes’ to these
statements need to seriously look at their level of fitness and health.

A. Fitness check. Do you: Yes/No

1. get out of breath when you walk upstairs or uphill?
2. walk for 10 minutes and then your legs start to hurt?
3. feel dizzy or faint when you get up quickly?
4. feel tired if you have to stand for more than 30 minutes?
5. prefer to watch sport on TV, rather than play sport?
6. become out of breath if you run a short distance?
7. think physical exercise is not for you?

Remind learners that regular physical exercise helps them to:

• improve their physical fitness
• achieve and maintain a healthy weight
• build strong bones
• grow and develop healthily
• strengthen their muscles
• promote their flexibility
• have a good posture and balance
• prevent diseases such as diabetes, heart failure and cancer.

PE Activity 3: Summarise your fitness LB page 27

Teaching guidelines
1. Get learners to measure their:
• cardiorespiratory endurance
• flexibility
• muscular strength and endurance
• body composition.
2. Encourage learners to be honest; it is no use cheating on these tests as they are meant to help you to
improve your fitness. If you record the wrong result, you will not know how much you have improved.
You will also not know how much you should improve to obtain your ideal level of fitness.

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 Answers
1. Copy the chart below.
2. Do the fitness tests that follow first. Then summarise your fitness on this chart for each of the health-
related components of fitness.
3. Compare your fitness for each of the fitness component with the norms tables.
4. Discuss your fitness results with a partner. What do these results tell you about your fitness?
5. Explain what you need to do to improve your fitness.

Learners’ answers will differ, depending on their fitness. Use the fitness norms on Learner’s Book page 28
as a guide. Learner’s answer should be realistic.
Get learners to work through Learner’s Book pages 26–33 before doing the fitness tests for each aspect
of fitness. Encourage learners to do more than one test. Let learners do the fitness tests for the health-related
components of fitness as explained on Learner’s Book pages 26–33. Ensure they record their results. They
can copy the table on Learner’s Book page 27 to record their results in their workbooks.
Let learners share and discuss their experiences with a partner of their choice. They need to refer
to the fitness tables on Learner’s Book pages 28, 29, 31, 32 and 33 to ensure they understand what their
fitness levels mean.
Be sensitive to learners’ feelings about obesity and being over- or under-weight. Do not allow ridicule
in class. Learners do not have to share their BMI. Emphasise that this is personal information. Explain
that a higher BMI may not mean you are overweight or obese. Never allow public sharing and do not
comment on obese learners or make jokes about weight.
Remind learners: You do not have to share your BMI with anybody else. The figures on Learner’s
Book page 33 are just guidelines, and if yours differ it does not mean you are overweight or obese. It may
be an indication that you are more muscular and fit, or it may be an indication that you need to reconsider
your nutritional intake and exercise regime, so that you can obtain your optimal weight.
There are instances where learners were too scared to go to class on the day they had to measure their
BMI for fear of ridicule by their classmates. So ensure the information is private, and do not give learners
the opportunity to share this; move quickly on to the next task.
Learners’ BMI scores will differ. They need to be able to explain why each person’s BMI may be
different and why adult BMI norms cannot be applied to teenagers, as per Learner’s Book page 33.

Unit 3: Improve your physical fitness and health:

Get exercise
Teaching guidelines Weeks 2–3; Time: 2 hours
Make sure you always let learners warm up and cool down. In the Learner’s Book, on pages 34–38,
warm-up and cool-down activities are given that are suitable for the fitness exercise described. Warm-up
exercises described include, apart from the usual warm-up routine, the following:

1. Slow jog 10. Simulated running arm action

2. Side-to-side run 11. Trunk rotator
3. Run backwards 12. Windmills
4. Lunge 13. Arm swings
5. Lunge walk 14. Hamstring stretch 1
6. Backside kick 15. Hamstring stretch 2
7. High knee lift 16. Hip and thigh stretch
8. High knee march 17. Quadriceps stretch
9. Jumps 18. Calf stretch.

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 Teaching guidelines
Use a CD player or radio if you have access, to play active music to help the learners move in the aerobic
sessions of step and dance. Encourage learners to bring their own CDs, so you can play a range of fast-
moving music.
PE Activity 1: Aerobic dance: Step-touch LB page 39
PE Activity 2: Jump and march LB page 39
PE Activity 3: Macarena dance LB page 40

Extension
Learners may have their own fast-paced aerobic dances that give a good workout; allow them to teach
these dances to the class.

Fitness exercises
Teaching guidelines
Let learners do the fitness exercises described on Learner’s Book pages 41–43. Some learners may have
difficulty doing these exercises; encourage them to persevere. Remind learners of the safety hints on
Learner’s Book pages 22–25. and ensure learners warm up properly before attempting these exercises,
because they are challenging.

PE Activity 4: Hands and knees: Modified push-ups LB page 41

PE Activity 5: Chair squat LB page 41
PE Activity 6: Squat with weights 1 LB page 41
PE Activity 7: Squat with weights 2 LB page 42
PE Activity 8: Corner stretch LB page 42
PE Activity 9: Wall squat LB page 43
Inclusivity
Get learners to work in small groups to develop aerobic exercises that can be done while sitting down.
This is to accommodate learners in wheelchairs or learners who are not mobile. The groups have to
demonstrate their exercises to the rest of the class, and the whole class has to do the exercises. Everybody
has to be seated. This will ensure that learners who use wheelchairs will not feel excluded or different.
Mention to learners that stars such as Teboho Mokgalagadi, a cerebral palsy athlete, won two gold
medals at the Paralympics. Terence Parkin won 13 medals at the Deaflympics. Denver John in table
tennis and Lebogang Molefe in athletics did exceptionally well at the 2011 Special Olympics World
Summer Games in Greece, bringing home three gold medals each. Never limit yourself by using the word
‘impossible’!
Reinforcement
Shadow-boxing
You can do shadow-boxing while sitting down in a chair. You do not have to move your legs for this, yet
will increase your heartbeat and work up a good sweat in an aerobic exercise.
Throw a few punches in the air. Throw a right, again and again, then a left, another left, and follow
with a right, left and right. Do it fast! Throw a number of mixed punches, as fast as you can. Throw some
punches to the side. Your head will also move around getting exercise too. Move the upper part of your
body as if you were a boxer moving in a ring. Lean forwards and backwards, forwards and backwards,
duck and throw a punch, repeat. You can push your chair around backwards and forwards, as if you are
moving away from your opponent while you throw punches in the air.

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 CHAPTER 3: CAREERS AND CAREER CHOICES TERM 1

Chapter introduction Weeks 4–6; Time: 3 hours

This chapter deals with the requirements for admission to additional and
higher education courses. It looks at the National Senior Certificate (NSC) Get
requirements for certificate, diploma and degree studies.
financial aid
Learners are guided on how to evaluate additional and higher education
options. They are informed about admission score points (ASP) for institutions
of higher learning and admission requirements for specific programmes or
courses.
This chapter also deals with the options learners have for financial assistance. These include bursaries,
study loans, scholarships, learnerships and SETAs (Sector Education and Training Authorities), as well as
obligations of these financial arrangements.

Background information
Help is available for teachers new to career education. The contact details at the end of this chapter, and
the SAQA helpline described below, provide teachers with excellent resources to advise learners on career
education. Learners may also access the SAQA number for help. Encourage your learners to refer to the
websites given at the end of this chapter, so they can gather information in an ongoing way to equip them
for their future careers.
It is vital that learners understand that to access the National Student Financial Aid Scheme
(NSFAS), they have to apply directly to the financial aid office of the institution where they want to study,
and not apply to NSFAS itself.
The South African Qualifications Authority (SAQA) has established a career advice helpline, the
NQF and Career Advice Helpline. This nationally accessible service is available to people of all ages and
can be accessed by phone, SMS, website, email, letter or in person. This means that anyone – for example
a learner needing to choose school subjects, a school leaver wanting to study further or a working person
wanting to switch to a different kind of work – can find the information and support to take the next
step. The aim is to equip learners with the information to navigate work and study paths, to enable them
to increase their employability and to manage their own career development. In addition, it provides a
resource for career advisers and others in providing career advice to learners. (from http://www.saqa.org.
za/show.asp?id=2536 )

SAQA career advice helpline

The NQF and Career Advice Helpline number: 086 0111 673
email address: [email protected]

Chapter planning
Learner’s Weeks of
Unit Book pages Term 1 Hours Resources needed
Unit 1: Requirements for 44 4–5 2 Learner’s Book
admission to additional and Optional: Various HEIs admission
higher education courses policies
Unit 2: Options for financial 51 6 1 Learner’s Book
assistance Optional: Information on
financial aid available from HEIs,
organisations and institutions

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 Unit 1: Requirements for admission to additional and higher
education courses
Teaching guidelines Weeks 4–5; Time: 2 hours
Explain to learners how important it is to do well at school. Give them an overview of the NSC marks
they have to get to study further for a certificate, diploma or a degree. Also explain the differences between
the different levels of qualifications, looking at the new levels of the National Qualifications Framework
(NQF).
Go over the admission score points for institutions of higher learning. Institutions may set their own
admission score points, but learners can get a general idea of what is required. This is essential, so they
can prepare themselves and not be shocked when they complete their NSC but find they cannot gain
entry. Explain that admission score points are based on their marks, and again emphasise how important
it is do to well at school. Grade 11 is the year where learners have to become very serious about their
studies and school achievements.
Finally, point out that institutions may have different admission requirements for programmes or
courses. Remind learners that they need to do their best at school, as this will keep more options open to
them when they apply for admission to further or higher education.

Activity 1: Calculate how hard you will have to work LB page 46

Teaching guidelines
1. Get learners to write their calculations down and share, before you write the calculation steps and
answers on the board.
2. Let learners discuss the investment in time a person makes when deciding to study further, in terms
of eventual rewards such as getting a good job or following the career of your choice.
Answers
One credit is equal to 10 hours of study time, and a full-time student studies for 30 weeks a year. Use this
information to do these calculations.
1. A qualification is worth 120 credits and takes one year to complete. How many hours a week must you
study? (2)
1 credit = 10 hours
120 credits  10 hours = 1 200 hours
1 200 hours / 30 weeks = 40 hours of study per week
2. I f the minimum number of credits a year for a qualification is 120 credits, how long will it take you to
obtain a bachelor’s degree? (2)
120  3 = 360 credits
360 credits / 120 credits per year = 3 years
[4]
Reinforcement
Some learners do not want to study for a long time. However, they need to be encouraged to study further
because an NSC is merely a ticket to future studies, not an end in itself. Get learners to consider types of
qualifications and other options, such as short courses, leanerships or FET colleges, if they do not show
an interest in studying further. Let the learners do this activity:
1. Make a table where you compare and contrast the following:
• FET colleges
• universities
• universities of technology.
2. Which institution suits your career path choice? Give a reason for your answer.

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 Answers
FET colleges Universities Universities of technology
They offer a certificate – They offer academic courses and They offer certificates, diplomas
the National Certificate degrees, and you can do further research. and degrees in technology that lead
Vocational (NCV) – that Undergraduate studies lead to a degree, directly into a career. The courses
gives you the knowledge diploma or certificate. Postgraduate are more practical than those
and skills required by a studies lead to an advanced diploma and offered at a university.
specific workplace. The honours, master’s, doctoral, or post- The admission requirement is a
training is skills- and work- doctoral qualifications. Grade 12 NSC. The admission
related and prepares you The admission requirement is Grade 12 requirements are not as strict as at
directly for the world of NSC. Each university and course has universities, but some courses still
work. its own further admission requirements, require you to have high marks for
Admission requirement is which range from a set mark for specific specific subjects.
a Grade 9 GETC. subjects to a pre-admission test.

Learners’ answers will differ. Examples:

1. A university, because I want to be a nuclear physicist. Only universities offer the appropriate courses. I
also want to do a PhD in nuclear physics; universities offer opportunities for PhD studies and research.
2. I want to go to a university of technology because I want to be an electrical engineer. I can get a lot of
practical and work experience while I am there, which will help me because I want to start my own firm.
3. I want to go to an FET college because I want to do a one-year course to get my coaching level 1 certificate.

Activity 2: Calculate your APS score LB page 47

Teaching guidelines
Learners need to read Learner’s Book page 47 carefully. The APS is not as complicated as it looks;
learners should be able to work out their APS scores. Learners can use their Grade 10 marks, and repeat
this exercise at the end of Term 1 when they know their Grade 11 marks for all their subjects.
Answers
1. Write a list of your subjects in Grade 10.
Learners’ answers will differ. Example answer:
Example of Grade 10 subjects = English Home language; Sesotho FAL; Mathematics; Life
Orientation; Physical Science; Life Science; Geography.
2. Next to each subject, write down the marks that you received in your end-of-year examinations in Grade 10.
Learners’ answers will differ. Example answer:
English Home Language 60%; Sesotho FAL 65%; Mathematics 70%; Life Orientation 88%; Physical
Science 62%; Life Science 59%; Geography 49%.
3. Work out your APS points for each subject using Table 2. (14)
Learners’ answers will differ. Example answer:

Subjects APS score

English Home Language 60% 5
Sesotho FAL 65% 5
Mathematics 70% 6
Life Orientation 88% 7
Physical Science 62% 5
Life Science 59% 4
Geography 49% 3
4. Add up your APS points to get your APS score. Keep this list: You will be using it in other activities.
Score is 35 for the answer in 3.

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 Activity 3: Categorise your subjects LB page 48

Teaching guidelines Ensure learners understand what is meant by the terms compulsory, recognised
and designated before they answer the question.

Answers
Use the list of subjects that you drew up in the previous activity. Next to each subject, write whether it is C
(Compulsory), R (Recognised) or D (Designated). Note: Some of your subjects may be both R and D. (14)
Example answer:
• English Home Language C
• Sesotho FAL C
• Mathematics C
• Life Orientation C
• Physical Science R&D
• Life Science R&D
• Geography R & D
[14]

Activity 4: Work out whether you fulfil minimum requirements LB page 49

1. Use the list of subjects and marks that you drew up in Activities 2 and 3.
2. Use Table 6 to find out if you fulfil the minimum requirements to study for a bachelor’s degree, a diploma
or a certificate.
Answers
Using the example from Activity 2, this learner will fulfil the minimum requirements for a bachelor’s degree.

Activity 5: Calculate who qualifies for admission LB page 50

1. Work out if Sipho qualifies for admission to a BSc in Chemical Engineering at the University of
KwaZulu-Natal. (6)
Sipho does not qualify for admission to a BSc in Chemical Engineering at the University of KwaZulu-
Natal. He does not have Physical Science, his Mathematics is a 5 APS and his APS total is below 40.
Subject % APS BSc Chem Eng
IsiZulu (Home Language) 64 5 >3 
English (First Additional Language) 71 6 >4 (D1) 
Life Orientation 80 (7) (>4) 
Mathematics 61 5 >6 (D2) ×
Accounting 70 6 >4 (D3) 
Business Studies 73 6 >4 (D4) 
Computer Applications Technology 82 7 ×
Physical Science – – >6 ×
Total 35 40 ×

So, sadly, Sipho doesn’t make it. He does pass on the degree level (Table 6 in the Learner’s Book, page 48).
He has
• 1 official language at >3
• 4 designated subjects (D1–D4) at >4.
• 2 subjects at >6
He can go to university, but he can’t study for a BSc Chemical Engineering. He doesn’t have Physical
Science and his Maths mark is below what is required. Life Orientation doesn’t count in the total APS
requirement, even though he did so well. They would look at his Life Orientation mark, though, when
deciding on a bursary. Even counting Computer Applications Technology, his total APS is <40.

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 2.Choose one of the example qualifications. Use your list of subjects, marks and APS points, and work out
if you qualify for admission. (5)
Learners’ answers will differ. Check that they have worked out their APS points correctly, and
whether they have the required subjects for the qualification that they are interested in.
[11]
Reinforcement
If learners struggle to work out their admission points, or don’t qualify in the example given, let them
work out their APS again, using the example given below and the admission score point system for
the University of the Western Cape. To study at this university, you need to meet the minimum NSC
requirements, and meet the requirements of their score point system, which is given in the table below.

For admission to do degree and diploma programmes at the University of the Western Cape, the system for
calculating points is as follows:
NSC UWC points
levels
Level Percentage Points for Points for Maths or Points for Life Points for each
English Maths Lit Orientation other subject
8 90–100% 15 15 3 8
7 80–89% 13 13 3 7
6 70–79% 11 11 2 6
5 60–69% 9 9 2 5
4 50–59% 7 7 2 4
3 40–49% 5 5 1 3
2 30–39% 3 3 1 2
1 20–29% 1 1 1 1
Less than 20% 0 0 0 0

Example:
Zandile wants to study for a degree in Education at UWC. He obtained the following NSC results:
English Home Language level 6 (70–79%); Afrikaans 1st Additional Language level 5 (60–69%);
Mathematics level 5 (60–69%); Life Orientation level 6 (70–79%); Geography level 4 (50–59%); Physical
Science level 5 (60–69%); Life Science level 4 (50–59%).
To study in the Faculty of Education, you need a minimum of 27 points for degree studies and 23
points for diploma studies.
Score points
Subjects NCS level UWC score obtained
English Home Language 6 11
Afrikaans 1st Additional Language 5 5
Mathematics 5 9
Life Orientation 6 2
Geography 4 4
Physical Science 5 5
Life Science 4 4
Total score 40
Extension
• Get learners to research the different HEI APS requirements and make comparative tables. Let them
present their work to the class.
• Have a discussion on which institutions would be best to study at for which courses.

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 Unit 2: Options for financial assistance
Teaching guidelines Week 6; Time: 1 hour
1. Guide learners in exploring their options or choices for financial assistance. It is very important that
learners do not lose hope if they cannot afford to study further; there are many options available.
Motivate learners to investigate the funding options and to start applying early.
2. Also point out to learners that they do have obligations in terms of financial arrangements, and
would have to take responsibility for this. Learners have to pay back their study loans. They have to
pass to retain their bursaries. Donations are gifts and do not have to be repaid. However, donations
and scholarships will not be repeated if learners fail. Learners can apply for bursaries by contacting
the financial aid office at the institutions where they want to study.
3. Where possible, encourage learners to become financially literate. They need to understand how
money works, what a loan is, what an interest rate is and why loans should be paid back. Learners
also have to start planning for their future as many bursaries don’t cover all costs.

Activity 6: Critically evaluate the benefits of financial assistance LB page 54

Teaching guidelines
1. The case studies are short so learners should be able to complete them within the lesson. However, they
first have to go over Learner’s Book pages 51–53 so they are clear on the financial options available to
them.
2. If you have time, refer learners to the Mid-year examination on page 168 of the Learner’s Book,
where they can answer further questions on financial options to test their knowledge.
3. Advise learners to always read the small print on any contract before they sign. They must know the
interest rate if they take out a loan and find out if, and for how long, they may have to work for a
bursary provider.
Answers
Read Case study 1 on page 53 and Case study 2 above.
1. List the types of financial assistance that Nhlakanipho received. Explain how he got them and how they
helped him. (4)
Nhlakanipho got a full scholarship at high school. That helped him to get through high school.
He got a bursary to study at university. His teachers gave him a bursary form to complete. This
enabled him to go to university to study for a Bachelor of Science degree.
2. Critically discuss what else the financial assistance has allowed Nhlakanipho and Razia to do, besides
pay for their studies. (4)
Nhlakanipho could fulfil his childhood dream by going to university. He could dream bigger, because
he wanted to study further in the field of Physics and Chemistry to the highest level. He developed his
leadership skills, and made friends for life.
Razia could get a job after completing her studies. She was also able to buy her mother a four-plate
stove and curtains.
3. Describe the challenges that Nhlakanipho and Razia both faced. (4)
Nhlakanipho had a single mother. She struggled to get him through school.
Razia’s family was poor. They barely made R90 000 per year. Her mother did not even have a four-
plate stove.
4. Critically discuss what Razia means when she says that the bursary gave her ‘a future’. (4)
The bursary allowed her to study and have a secure career. She gets a good income; she earns good
money. This allows her to have a better life. She can now afford to buy things that she did not have
when she grew up. She can also provide for her mother. She does not have to worry about her finances
and lack of money.
[16]

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 Reinforcement
Summarise this information for learners or give it as an activity where they have to fill in the requirements
and obligations.

Type of financial assistance Requirements Obligations

Study loan Somebody to stand surety for Pay back according to a loan
you agreement
Scholarship Excel in academic studies and Don’t have to pay back and have
be top of the class no other obligations, except to pass
so as not to disappoint the donors
Donation Be in great need of funds Don’t have to pay back and have
no other obligations as it’s a gift
Bursary Do well and get good marks, be Pass your courses, don’t have to
in need of funds according to pay back. May have to work for
the funder’s criteria the organisation for a few years,
though

Extension
Encourage learners to collect information from HEIs about bursaries and loans. Keep copies in class so
you can start a small library of financial information. The financial aid offices at HEIs and FET colleges
administer bursaries and loans from numerous funders.
Useful information

National Skills Fund

Encourage learners to choose a career where the skills are scarce. Many bursaries from the
National Skills Fund are available for a study focus in a scarce-skills area. Universities decide who
qualifies for these funds. There are no conditions attached to these bursaries, apart from passing.

Funding is made available through the Skills Development Act of 1998. Bursary funding is given
to undergraduate students in these specific areas of scarce skills:

• Accounting • Geology
• Financial Management • Information Systems
• Actuarial Studies • Mathematical Sciences
• Auditing • Agriculture
• Business Management • Statistics
• Economics • Financial Accounting
• Physics • Bio-technology
• Computer Science • Engineering
• Chemistry

Future students need to apply directly to the HEI financial aid offices of their choice for the
bursaries.

FET college bursaries

Bursaries for the National Certificate (Vocational) and for certain NATED learning and teaching
courses at FET colleges are available for qualifying students. There is no employment condition
attached to these bursaries. Students must apply for funding through the relevant FET college’s
Student Support Services.
(adapted from http://www.nsfas.org.za/bursary.htm )

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 Additional resources
Most HEIs provide informative career newsletters and journals free of charge; check with your closest
institution.
Department of Labour: Directorate of Employment Equity
(For information on careers for people with disabilities)
Private Bag x 117, Pretoria 001
Tel: 012 309 4142; Fax: 012 309 4709
Books/references materials
• HESA 2008: Into Higher Education: A Guide for schools. Free copies available from the Department
of Higher Education.
• National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum
Statement, Grades R – 12, 2012. Pretoria: Department of Basic Education.
• Funding: http://www.eduloan.co.za/apply_now/talking_about_finance/ (free career aptitude test)
For school fees:
African Scholars’ Fund
P O Box 294, Rondebosch, 7700
Tel: 021-689 909, Fax: 021-689 9095
[email protected], www.bosttech.com/asf
National Student Financial Aid Scheme
https://www.nsfas.org.za
National Youth Commission: 0800 000 001
Bursaries and loans
Public libraries are an excellent source of up-to-date information on bursaries.
The Bursary Register: Tel: 011 672 6559, Fax: 011 472 3507, PO Box 178, Florida Hills, 1716
National Student Financial Aid Scheme: Email: [email protected]; http://www.nsfas.org.za
Loans – Department of Education: 0860 555 544
http://www.funsalushaka.doe.gov.za/ (teaching bursaries)
Online bursary directory: http://www.bursariesdirectory.net/
Bursary databases
www.gostudy.mobi/Bursaries/Default.aspx
www.careerwise.co.za
Bursary office 011 484 7505
http://www.pub.ac.za/pdfs/Bursary_Information_Pack useful annual bursary information pack
Eduloan
Customer service: www.eduloan.co.za or 0860 55544
http://www.eduloan.co.za/apply_now/talking_about_finance/
Bank loans
ABSA: www.absa.co.za or 0860 008 600
First National Bank: www.fnblifestart.co.za or 0860 102 458
Nedbank: www.nedbank.co.za or 0860115 060
Standard Bank: www.standardbank.co.za or 0860 123 456
Websites
www.labour.gov.za (info on careers, trends in job market, financial aid)
www.aidc.org.za (unemployment issues)
www.careers.co.za (for information on careers)
www.hesa.org.za (for information on universities)

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 www.education.gov.za (for information on universities, FET institutions, and career opportunities)
http://www.careerday.co.za
http://www.gostudy.co.za
http://www.schoolnet.org.za
http://www.careers24.com www.nyc.gov.za (National Youth Commission)
http://www.dti.gov.za/
http://www.skillsportal.co.za/page/features/535405-Tackling-the-gap-between-schooling-and-higher-
education
Provincial offices of Department of Labour
Eastern Cape 043 701 3000
Free State 051 505 6200
Gauteng 011 497 3000
KZN 031 336 1500
Limpopo 015 290 1744
Mpumalanga 013 655 8700
Northern Cape 053 838 1500
North West 018 387 1800
Tswane 012 309 5000
Western Cape 021 460 5911
Department of Trade and Industry
Private Bag X84, Pretoria, 0001. Customer Contact Centre on 0861 843 384
Learnerships
ETDP SETA
PO Box 5734, Rivonia 2128.
Tel: (011) 807 5621
Fax: (011) 807 7490
[email protected]
www.etdpseta.org.za
PACE programmes
Very useful information and lessons
PACE career centre, Tel: 011 440 8600, email: [email protected]
http://www.pacecareers.com
Career helplines
CCMA helpline 086 161616 for information on careers for people with disabilities.
The NQF and Career Advice Helpline number: 086 0111 673; e-mail address: [email protected]

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 CHAPTER 4: PHYSICAL EDUCATION TERM 1: PHYSICAL
FITNESS AND HEALTH PROGRAMME

Chapter introduction Weeks 4–6; Time: 3 hours

In this chapter learners continue with their fitness and health programme. They do running games, sprints
and relay races.

Chapter planning
Learner’s Book
Unit pages Weeks in Term 1 Hours Resources needed
Unit 1: Improve your physical 56 4–6 1 Learner’s Book
fitness and health: Get Teacher’s whistle
exercise

Unit 2: Running and sprinting 58 4–6 2 Learner’s Book

games for fitness Teacher’s whistle

Unit 1: Improve your physical fitness and health:

Get exercise
1.1 Running
Sprint drills
PE Activity 1: Side strides crossover LB page 56
PE Activity 2: Bound LB page 56
PE Activity 3: Skip and clap LB page 57
PE Activity 4: Sprint faster and faster LB page 57
PE Activity 5: Sprint routine LB page 57
Teaching guidelines
To sprint is to run very fast for short distances. Explain to learners that they should sprint to keep their
fitness levels up, and to develop their muscles.
Distance Hints
60 metres This is the distance needed to reach your maximum speed. Get off to a very
quick start. Champions run this distance in 6.4 seconds.
100 metres This is a good sprint distance to practise, as it will help you in many other
sports as well.
200 metres To run this distance means you need to be able to run round a bend.
Champions run this race in 19 to 20 seconds!
400 metres This distance is usually one lap around a track, and takes 43–44 seconds.
Run very fast at the start, then sprint slightly more slowly, then accelerate
again and run as fast as possible for the final 100 metres.

Get learners to practise their sprints by running 100 m, 200 m and 400 m on a flat and even surface.

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 Give learners the following advice:
• Run as fast as you can towards the end-point mark. Lift your knees as high as you can. The higher
you lift your knees, the bigger your stride is.
• The start should be slower than your top speed, then go faster and faster.
• Keep your arms at 90 degrees and by your sides, not flapping wildly in all directions or sticking out,
as that tires and slows you down. Pump your arms with strength. Keep them loose, with your elbows
bent. Swing your arms smoothly by your sides, not across your body. Your hands should be cupped,
not in fists.
• Slow down after you have reached the distance you want to sprint, until you come to a stop. Rest for
1–2 minutes.
• Race back to your starting point, and repeat this exercise five to 10 times.
• Breathe deeply and keep your upper body upright.
Remind learners to do the following:
• Don’t try to run very fast every day as too much intense exercise may damage your muscles.
• Run fast twice or three times a week, on every second day.
• Never sprint on consecutive days (two days in a row).
A useful sprint skills training programme (five weeks)
Practice drills Warm up
(Take short one-minute rests Run slowly on spot. Do stretching exercises; touch toes; lunge; jog in
between activities.) place; walk round the track; stretch your shoulders, neck, calf muscles,
quadriceps, hamstrings and groin area. Hold each stretch for 15 to
30 seconds. (7 min)
Sprint practice
Jog on flat track or road (10 min).
Sprint as fast as you can (1 min) x 5.
Jump rope (5 min).
Run uphill (2 min) x 3.
Jog downhill (1 min) x 3.
Sprint as fast as you can on flat road or track (2 min) x 5 (choose your
distance from: 100 m x 5, 200 m x 5 and 400 m x 5).
Cool-down
Slow running on the spot, stretch, walk (5 min).
Duration and intensity 60 minutes, high intensity
Frequency On alternate days, 3 x a week
Goal Increase fitness, endurance, muscle strength and speed

Unit 2: Running and sprinting games for fitness

Teaching guidelines
These running games are especially useful for learners who are not so motivated to get physical exercise.
In the sheer enjoyment and competitive spirit of these games, they get more running exercise than they
would by merely doing running drills and sprints.
PE Activity 6: Fitness touch LB page 58
PE Activity 7: Touch-toe game LB page 58
PE Activity 8: Here-there-anywhere game LB page 58
PE Activity 9: Leopards and lions LB page 59
PE Activity 10: Follow the leader LB page 59
PE Activity 11: Shadow chasers LB page 59

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 PE Activity 12: Sprint and jog LB page 60
PE Activity 13: Beat the ball LB page 60
PE Activity 14: Fitness wheelbarrow LB page 60

Fitness relay races

Teaching guidelines
The extra competitive edge that team relays bring, further motivates learners to move fast. However,
please be aware that some learners are slower paced. They should not be ridiculed or blamed for their
teams coming last. Have fast-paced relays one after the other, with little emphasis on which teams win
and who loses. Emphasise that the most important aspect is to try your best, improve your fitness by
participating, complete the distance you are supposed to run, and follow the rules of the particular relay.
PE Activity 15: Fitness fanatic exercise relay LB page 60
PE Activity 16: Water relay LB page 61
PE Activity 17: Potato relay LB page 61
Reinforcement
Give learners these fitness and health hints:
• Monitor your fitness: keep a daily record of the physical exercise you do.
• Compare per week to see if you are dropping off or increasing your exercise.
• Weigh yourself, measure your heart and pulse rate, and do the breath and talk tests.
• Challenge yourself to do a bit more every week.
• Make sure you know the intensity and MET of your exercise. The intensity of physical activity
means how hard your body works, whether light, moderate or vigorous. This is based on the
amount of energy or effort you spend in performing the activity. The metabolic exercise rate
means the energy you spend in a given time period.
• To help you monitor your exercise level and your fitness, you need to assess the frequency with
which you participate or exercise, the intensity of the activity, the time you spend on exercising
and how you cope in the various activities.
• Do a breath-sound check and a talk test, and take your pulse to know your heart rate.
• Challenge yourself to do a bit more exercise every week.

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 CHAPTER 5: DEMOCRACY AND HUMAN RIGHTS TERM 1

Chapter introduction Weeks 7–10; Time: 4 hours

In this chapter learners find out more about democratic participation. The
principles, processes and procedures for democratic participation include public
participation, the petition process, governance, the law-making process, the rule Participate
of law, transparency, representation and accountability. in democracy
Learners investigate our national, provincial and local government and
community structures. They become aware that everybody can participate in
political structures as well as in the governance and law-making process of
the country.
Learners further investigate the role of sport in nation building, as they look at participant and
spectator behaviour in sport. They realise that both the negative and positive actions of sports players and
spectators can have an effect on participants, spectators, teams, the opposition, community, society and
the whole country.

Background information
The focus in this chapter is on democratic participation and democratic structures, as well as the role of
sport in nation building. Democratic participation means everyone in South Africa can take part in and
contribute to how our country is governed.
Encourage learners to think critically and make acute observations, and discuss and debate issues
around participation and governance. Our democracy offers learners opportunities for participation that
many of their parents never had under the restrictions of the previous non-democratic apartheid regime.
Encourage learners to use these opportunities to the full as they participate as responsible citizens should.
The role of sport as a powerful nation-building tool is well researched. It is vital that learners
critically evaluate how both participants and spectators in sport should behave to ensure ongoing nation
building.

Chapter planning

Learner’s Weeks of
Unit Book pages Term 1 Hours Resources needed
Unit 1: Principles, processes 62 7 1 Learner’s Book
and procedures for democratic South African Constitution
participation
Unit 2: Democratic structures 67 8–9 1½ Learner’s Book
South African Constitution
Unit 3: The role of sport in nation 75 9–10 1½ Learner’s Book
building: Participant and spectator Optional: newspaper articles
behaviour in sport

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 Unit 1: Principles, processes and procedures for democratic
participation
Teaching guidelines Week 7; Time: 1 hour
Ensure that learners understand that, in a democracy, it is your right and responsibility to take part in
the decisions about matters that affect you and other people. Learners should understand that they can
participate by following certain principles, processes and procedures. Some people tend to just complain
but never participate in the necessary ways; learners should avoid becoming passive complainers. A
democracy gives all citizens the opportunity to take part in government. Learners must know that their
voices can be heard and that their contributions are valuable.
The principles, processes and procedures that citizens can get involved with include public
participation, the petition process, governance, the law-making process, the rule of law, transparency,
representation and accountability. It is vital that learners understand all these terms and can give practical
examples to show their understanding.

Activity 1: Draw up a petition LB page 64

Teaching guidelines
1. Let learners look at the example petition on Learner’s Book page 63 and briefly discuss how it differs
from an ordinary letter. Refer them to page 98, where the criteria for petitions are listed.
2. Also discuss online petitions and how powerful a petition can be, because many people can become
aware of an issue in a short time. It is a useful way to talk to government and help to improve an
issue.
Answers
1.  In groups, decide on an issue that you would like to change at your school or in your community.
Learners’ answers will differ. For example, issues can be factories which are built in and around
the community and which cause pollution; rubbish dumps where children play; bullying at school;
drug abuse in and around the school and community; the lack of physical activities at school;
no recreational facilities in the community; gangsterism and xenophobia; homeless people,
unemployment and the lack of facilities for physically challenged people; traffic accidents, unsafe
transport to school and toll roads.
2. Draw up a petition using the example given on page 63. (10)
Learners’ answers will differ. Use the petition on Learner’s Book page 63 as a guide.
Use this checklist to help you mark.

Have the learners done the following? Yes/No

• Included their names and contact details
• Clearly indicated to whom the petition is addressed
• Shown clearly the request they are making; The subject of the petition is briefly and clearly
indicated
• Included a brief motivation for the petition; they explain the reasons for their petition
• Made sure that their petition is polite and does not contain improper or disrespectful language
• Indicated the type of the assistance they are asking for
• Signed the petition.
[10]
3. Find out how many signatures you can get on your petition.
Learners will see how important this issue is to others and try to gather signatures. They need to
inform themselves of the issue they are petitioning about because others will ask questions.

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 Reinforcement
1. Complete the following: (5)

Questions Yes/No
1 Do you know who your ward councillor is?
2 Do you attend public meetings?
3 Do you comment when a new law is made?
4 Do you know what parties or organisations are involved when laws are made?
5 Do you know your rights and responsibilities as a citizen?
[5]
2. If you do not know who your ward councillor is, where can you find out?
3. How can you get more involved in your community?
4. What can the government do to get communities to work towards the same goal?

Activity 2: Match the columns LB page 66

Answers
Match the term in Column A with its correct description in Column B. (7)
1–d; 2–f; 3–a; 4–c; 5–g; 6–b; 7–e
[7]
Extension
Give this table to learners to analyse. It shows the extent to which countries adhere to the rule of law
in practice.

Eastern
Europe Latin Middle
East Asia and America East and
South
Sub-Saharan and the Central and the North
Asia
Rule of law factor Africa Pacific Asia Caribbean Africa
1. Limited government
51 30 50 39 39 48
powers
2. Absence of corruption 52 26 40 44 38 58
3. Order and security 58 21 29 53 34 65
4. Fundamental rights 52 32 33 35 56 48
5. Open government 60 26 40 36 41 54
6. Enforcing rules and
53 32 38 38 29 58
regulations
7. Access to civil justice 43 41 34 38 28 62
8. Effective criminal justice 46 24 38 50 39 40

(Source: WJP Rule of Law Index 2011 database)

Note: Various rule-of-law factors were studied in 66 countries. The table shows the average ranking of
countries in various areas for different factors. For example, East Asia and the Pacific get 26 for open
governments. This means their governments are more open than those in South Asia, which is in place
number 54 out of 66.
(Adapted from: World Justice Project Rule of Law Index 2011, p. 22. http://www.worldjusticeproject.
org/?q=rule-of-law-index/index-2011)

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 Follow the rule of law
Give learners these scenarios. For each one, they should identify which of the five principles of the rule of
law apply. Ask them to give reasons for their answers.
• You are the owner of a small business. You have a disagreement with a client because he hasn’t paid
you. The only way you think you can settle the argument is with the threat of physical violence.
• The building in which you live has collapsed. There are no building regulations and laws that make
sure builders build safe buildings and use the proper materials.
• Your child is sick. When you get to the hospital, the nurses have taken the day off. You have to bribe
a doctor to look at your child. There are no clean sheets on the beds because someone has used the
hospital’s money to take her family on holiday.
• The police have caught the person who stole your car. But it has taken so long to get the accused to court
that the papers about the case have been lost. The person has been let out on bail, but has disappeared.
• In the area where you live, 25% of the homes have had a burglary in the past three years and 6% have
reported a murder in their household.

Unit 2: Democratic structures

Teaching guidelines Week 8–9; Time: 1½ hours
1. Point out to learners that our South African democracy has national, provincial and local
government and community structures in which it is possible for any person to participate. In
addition, we have important structures such as traditional authorities, political parties, interest
groups and businesses.
2. Learners need to be aware that local community structures include non-governmental, community-
based and faith-based organisations and representative councils of learners (RCLs). Use the RCL as
an example because learners will be familiar with this.
3. Learners should understand that democratic and participation structures can change. This is because
of constitutions, elections, representation of constituencies, mandates, lobbying, advocacy and
meetings. Learners can look forward to getting involved in all these aspects.
4. Processes allow any adult person to participate in political structures as well as in the governance and
law-making processes of the country; learners need to know what the processes are and how to follow
the required way to participate.

Activity 3: Get involved locally LB page 69

Answers
1. Compare the principles and functions of national, provincial and local government. (6)
National government Provincial government Local government
It makes and carries out It makes and carries out It makes and carries out local by-laws.
laws and policies for the laws and policies that affect Provides a democratic and accountable
whole country. the province only. government for local communities.
Makes sure there are sustainable services to the
communities (water, electricity, sanitation, refuse
removal, roads).
Makes sure there is social and economic
development.
Makes sure there is a safe and healthy
environment.
Encourages communities and community
organisations to be involved in local government.
Plans and budgets for the community.

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 2. Explain how you can get involved in a local community structure. (5)
Attend meetings, volunteer to help, stand for election as an office bearer.
3. Describe what you would do to get elected to the representative council of learners at your school. (5)
• Be a role model.
• Nominate yourself or let someone nominate you.
• Find out what the issues are that learners want to be addrestsed. Explain how you will address
these issues.
• Prepare to deliver a good manifesto so that other learners can vote for you.
• Speak out at meetings.
• Show you care about other learners and their issues.
• Follow the school rules.
• Participate in debates.
[16]

Show your leadership skills during PE lessons

Activity 4: Score eight goals LB page 73
Read the song lyrics on page 72 and answer the questions below:
1. Explain what an advocacy campaign is. (2)
It is the structured active support of a cause. It raises awareness and tries to find a solution to an
issue or problem. Examples include advocacy campaigns to counter women abuse, to prevent HIV
and AIDS, and to oppose xenophobia.
2. Each verse is about one goal. List the eight goals. (8)
Goal 1: Eradicate extreme poverty and hunger.
Goal 2: Achieve universal primary education.
Goal 3: Promote gender equality and empower women.
Goal 4: Reduce child mortality.
Goal 5: Improve maternal health.
Goal 6: Combat HIV/AIDS, malaria and other diseases.
Goal 7: Ensure environmental sustainability.
Goal 8: Develop a global partnership for development.
3. Explain what the chorus means. (5)
It means that time is flying and we must not waste any more time. If we want the Africa that we dream
of, we must try to reach these eight goals. If we reach these goals, Africa will be safer, richer and better.
4. Write an essay in which you critically discuss how this song contributed to the success or failure of the
advocacy campaign. (15)
Learners’ answers will differ.
15–12 marks 11–9 marks 8–5 marks 4–3 marks 2–1 marks
The learner explains Explains how the Explains Gives only a Could not explain
clearly how the song song contributed somewhat vague explanation how the song
contributed to the to the failure how the song of how the song contributed to the
failure or success or success of contributed to contributed to the failure or success
of the campaign. the campaign. the failure or failure or success of of the campaign.
Logical arguments are Good arguments success of the the campaign. No Unfounded
given, with reasons with motivations campaign, but solid arguments or statements
or motivations for are given, the explanations reasons are given. It are given in a
viewpoints. but the essay are not clear is not clear that the haphazard way.
needs further or sufficient. learner understands The essay is not
elaboration. Arguments are the song or the task. complete.
given, but lack
solid reasons.
[30]

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 Activity 5: Make it a gun-free South Africa LB page 74

Answers
Read the case study and answer the questions.
1. In your own words, explain how Samuel Kobela participated in the law-making process. (6)
Samuel was not happy with the Firearms Control Bill, so he wanted to give input or express his views.
He was then invited to present an oral submission.
2. Why did Samuel object to the age limit of 18? (4)
He objected to the age of 18 because 18 is too young and it will be better for schools if the age is 25.
You don’t get anyone of that age at school. Learners at school won’t be allowed to carry guns and it
will also make schools a safer place.
3. Critically discuss the ways in which the government follows the rule of law, as shown in this
case study. (10)
The government involved the public in the process. They had a public meeting and invited Samuel
to attend. Information was made available. He could express his view at the public hearing.
He could say what he thought and criticise the Bill without fear of harassment, imprisonment
or arrest. His viewpoint was respected and listened to. The Bill was made available for public
comment. The public was allowed to comment.
[20]

Unit 3: The role of sport in nation building: Participant and

spectator behaviour in sport
Teaching guidelines Week 9–10; Time: 1½ hours
1. Ensure that learners realise the impact of participant and spectator behaviour in sport.
2. They need to understand how sport can support or detract from nation building.
3. Learners also need to be aware of their roles in promoting nation building through sport.
4. Positive behaviour programmes help to promote good sporting behaviour and nation building.

Activity 6: Rate your behaviour in sport LB page 75

Teaching guidelines
1. Allow learners to evaluate how well they behave and whether they are good sports. Encourage
learners to be honest when they fill in this self-check; some learners know what they are supposed to
say but it does not reflect their reality.
2. You may be aware of some learners who hate losing and even cheat when they play games in PE;
they are not sporting players or spectators when opposing teams visit the school; or they are so
competitive that they forget all the games’ rules when they play. Without mentioning the names of
any learners, give examples of these kinds of behaviour and ask the class how they feel about such
incidents. Get the learners to explain what they understand by terms such as sporting, fair play, good
spectator behaviour and sporting behaviour.
Answers
Are you a good sport? How well do you behave as a player and as a spectator?
1. Read the list of questions in Table 3.
2. In your exercise book, write down the question number and answer ‘yes’ or ‘no’ next to each one. Be
honest. Look at the bottom of the page to rate how well-behaved you are. (10)
Learners’ answers will differ. Let them share in pairs how they rated.

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 Activity 7: Identify triggers and effects LB page 76

Answers
1. Work in groups, and select five triggers from Table 4.
2. Explain in detail how you have observed or heard about the behaviour and effects of these triggers at
sporting events. (10)
Learners’ answers will differ. They need to give their own examples, from the triggers selected in Table 4 in
the Learner’s Book or expand on the issues listed in the table. Examples include:
• antisocial behaviour such as swearing or cursing
• abusing alcohol or drugs
• being violent towards others
• threatening opposing players and officials
• throwing objects at players and other spectators
• beating up the referee
• shouting racist remarks at players
• starting a fire in the stadium
• breaking pavilion seats
• breaking the gates to get in without a ticket
• taking the seat that someone else has already booked
• refusing to be quiet when there is a minute’s silence for someone who died. [10]

Activity 8: Analyse unsporting behaviour LB page 77

Teaching guidelines
1. If there is not enough time, give each group a different article to read, from Learner’s Book page 77.
2. Ask the learners to share how they would have felt if they were at the receiving end of such
unsporting behaviour.
Answers
Read the three newspaper articles. Give written answers to these questions.
1. In which ways was the Proteas’ tour to Australia harmed? (3)
Spectators shined laser lights in the eyes of our team’s players, they were jeered outside hotels, there
were drunken fistfights on the pavilions and racial abuse towards our players.
2. Advise the Australian spectators how to behave in a sporting spirit. (4)
• Treat the opponents with respect. Do not try to make them miss a ball by shining a laser light in their
eyes.
• Avoid shouting abuse at players.
• Never racially abuse a player.
• Avoid taking alcohol to sporting matches. Remove drunken spectators immediately from the stands.
3. What did the behaviour of the spectators lead to in Italy? (2)
A mass fight or brawl, which led to the match being cancelled. Once a match is cancelled, usually the
home team forfeits the points if it was their spectators who behaved badly. TV money was lost firstly
because of the delayed start and secondly because of the cancellation of the match. Sponsors may even
have pulled out.
4. Discuss the effects of racism and violence in the rugby game. (4)
Such incidents can spread to the spectators and can lead to violence among them as well. It spoils the
game and breaks down trust and respect. Spectators are then too scared to attend matches in future
and the sport is harmed. Instead of enjoying themselves, spectators and players have a bad time. It
gives the game a bad reputation. People leave with hatred and prejudice in their hearts, instead of the
good feeling that sport usually gives them.
5. Critically evaluate how the participants harmed nation building. (4)
Learners’ answers will differ. Example answer:

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 We cannot support our national team as one nation if there are still people who act in a racist way.
Their racial abuse harms nation building, because it causes people to group themselves according to
race in the aftermath of the event. People feel insulted and don’t feel that they belong at the sport,
and in future may not support the national team. There is no nation building if people are racist;
there is no one nation if people group themselves according to race and hurl abuse at members of
other races. So the participants really harmed nation building a great deal; it will take time to heal
these wounds and to start trusting each other again.
[17]

Activity 9: Develop a sporting code of conduct LB page 78

Teaching guidelines
1. When learners do their presentations, make sure that they keep to the topic, speak clearly, are brief
and make practical suggestions.
2. Give learners an opportunity to refine and correct their work, and reword their sporting codes
on decorative posters. Put their decorated sporting codes on the classroom wall or the school
noticeboard. Refer to these during PE lessons and sports events. Use school assembly to let group
leaders take turns to present
their sporting codes.
3. From these codes, develop a code of sporting behaviour for the school. Let learners feel part of this
process by taking leadership roles in promoting this sporting code of conduct. Publicly acknowledge
their contributions.
4. Remind learners that it is each person’s responsibility to act in a sporting way, as a spectator or as a
player. This ensures that fair play and sporting behaviour is the winner!
Answers
Read the case study and then answer these questions in writing.
1. Why do principals want to have a sporting code of conduct? (2)
Unruly and violent spectator behaviour at school sports games has a bad effect on learners. Principals
hope a sporting code of conduct will help to improve this bad situation.
2. Why do some referees no longer want to be referees? (2)
The bad behaviour of spectators is forcing them to resign because they have stopped enjoying
refereeing and do not feel safe.
3. Discuss the kinds of player and spectator behaviour that you think should be ‘red-carded’ (not allowed). (6)
The following player behaviour should not be allowed:
• Players who are cheeky or argue with the referee, players who shout insults at the opposing team’s
supporters, players who throw things or spit at spectators and at opposing players, players who
fight with their opponents, players who swear or curse, and players who give offensive hand signs
to other players, the referee or the spectators.
• Spectators who run onto the field, throw objects at players, shout racist abuse, harm the referee
and get drunk should be removed from the area.
4. Develop a code of conduct for participants and spectators to promote fair play, sporting behaviour and
nation building. Present your ideas to the class. (10)
Learners’ answers will differ. This is an example:
• Arrive early and buy your ticket in good time.
• Never bring any kind of weapon to a game.
• Don’t abuse alcohol or drugs at the game.
• Don’t run onto the sports field while the game is on or just after the game.
• Never throw objects onto the pitch.
• Treat the opponents and their supporters with respect.
• Support your team even when they lose.
• Don’t insult or swear at officials, players or other supporters.
• Players should play fairly and not cheat to win games.

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 • Players should not argue with the referee.
• Players must not shout or swear at the referee or opposing team members.
• Players must treat the spectators with respect.
• Biting, tripping, head-butting, eye-gouging, spitting, hitting or kicking another player must not be
allowed.
• Players must not take bribes or take bets on the outcome of a game they play in.
• The codes of conduct will be made known to both players and spectators.
• Each spectator and player must sign a form agreeing that they will abide by the code.
• The code will be promoted at sports events through role plays, songs and dances before the events
start.
• Security personnel will enforce the code.
• Action will be taken against people who do not honour the code.
• Sponsors will be asked to give prizes for the best-behaved spectators and players in competitions.
[20]
Reinforcement
Ask learners to suggest what can be done to prevent unsporting behaviour.
Example answers:
1. There should be safety monitors or security personnel on duty who are well trained and wear
clearly marked clothing to show they are security staff.
2. Safety personnel should try to prevent violence by getting rid of violent spectators before they cause
a stampede or hurt somebody.
3. No alcohol or drugs should be allowed into the stadium.
4. Spectators should be body-searched to make sure they do not carry knives, guns or other weapons.
5. Tickets should be sold a few days before the time so that there is no crush to buy tickets just before
the match.
6. Cooldrinks should be sold not in cans or bottles, but in paper cups. Cans and glass bottles, and even
plastic bottles, can be dangerous when thrown with force at players, referees, or spectators.
7. Fun entertainment should be provided to encourage spectators to arrive early to avoid a stampede
to get into the stadium when the match starts. There can be warm-up matches, music and dancing,
and competitions.
8. Spectators who are guilty of antisocial behaviour should be banned from attending matches for a
long period.

Activity 10: Show your support LB page 79

Teaching guidelines
Get learners to express their creativity by making the posters. Encourage the learners to use recycled
materials. They should not spend money on the poster. They should make the posters themselves. Use
the posters to decorate your classroom or the school. Take a photo of the posters and send it to the local
community newspaper.
Answers
Work as a group.
1. Make a poster, card or banner to show your support for any national South African sports team. (20)
2. Use discarded materials you can find. For example, use cardboard from an old cardboard box. You do
not have to spend money on your item.
3. As well as support a national team, your item should:
• have a strong, encouraging message for your team
• clearly show that you are South African
• promote unity in sport and nation building.

Use the marking checklist on page 57 to assess learners’ work.

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 Marking checklist
Criteria Marks
The poster supports a national team; it is clear which team is being supported. (2)
It has a strong, encouraging message for the team. The message is clearly visible and is creative. (4)
It clearly shows that the learners are South African; a national symbol, our flag or team symbol (4)
is drawn.
It promotes unity in sport and nation building; the idea of one nation one team is clear. (2)
Effort was put into making this poster. (4)
The poster is visually attractive. (4)

[20]
Activity 11: Analyse a positive behaviour programme LB page 79

Answers
1. Read the examples of what Hoops 4 Hope, Let’s Play and loveLife offer.
2. In what way do you think these are positive behaviour programmes? (6)
They give learners a chance to play sport in a sporting environment and encourage good behaviour,
while also developing sporting talent. Such programmes promote good sporting behaviour and teach
learners how to behave at sporting events. These programmes promote sport.
[6]

Activity 12: Analyse the impact of behaviour LB page 80

1. Look at the two photos on this page. What message do these images give you? Write a short paragraph
to explain your viewpoint. (5)
Learners’ answers will differ. This is an example:
Sport is exciting and fun and it brings us together; it builds a bridge between racial and cultural
divides. The supporters shown in the pictures are united in their support for our sporting teams; it
makes us very proud to see these images. We present a united face to the world. So the message is one
of unity, joy and togetherness.
2. Look at the effects of behaviour as listed in Table 4 on page 76. For each negative behaviour, suggest a
positive action. (15)
Learners’ answers will differ. An example answer is given on page 58.

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 A. Spectators sometimes break the entry gates to get into the stadium without tickets, or arrive late and push
to get in.
B. Buy your tickets in good time and arrive early.
A. Sometimes supporters sit in the emergency exits and they block the only way.
B. Sit only in your allocated seat; never sit in emergency exits.
A. Spectators steal other peoples’ seats.
B. Sit only where you are allocated seats. Look at your ticket number and sit in the correct seat or block.
A. Some fans arrive with weapons.
B. Do not bring any knives, guns or sticks with you. Bring a smile instead.
A. Spectators who bring alcohol into the premises may get drunk.
B. Avoid bringing alcohol. Bring fruit instead.
A. Some spectators smoke dagga and get aggressive.
B. Avoid all drugs at sporting events.
A. Spectators run onto the sports field.
B. Stay well away from the playing area. Whether you are happy or sad, express yourself by singing.
A. Supporters throw objects onto the pitch.
B. Avoid throwing anything on the pitch. If you are angry, the only thing you can throw is your voice!
A. Spectators boo players.
B. Sing their praises instead of booing them.
A. Spectators shout and swear at the coach.
B. Applaud the coach instead.
A. Bad spectator behaviour in general.
B. Behave well, be polite and friendly and have fun, while allowing others to also relax and have fun.
A. Players take bribes to throw a match.
B. Avoid all gambling syndicates and never take a bribe. Play your best at all times; play to win.
A. Referees take bribes to unfairly favour a specific team or player.
B. Be honest as an official; never take a bribe. Be fair and treat all the players the same as you apply the rules
fairly. Report people who want to bribe you: blow the whistle on corruption in sport.

3. Give a critical evaluation of how behaviour can have an impact on participants, spectators, teams,
opposition, community, society and the nation. Give examples to explain your answers. Present your
work in a table, a flow chart or a mind map. (20)
 Learners’ answers will differ. Ensure that learners understand the cause and effect of behaviour and
are able to show this. They need to be very aware of how their actions can have an impact. Allocate
1 mark for each behaviour listed, 4 marks for a description of its impact, 2 marks for each realistic
example given, and 3 marks
for each cause-and-effect explanation as correctly portrayed in the table, flow chart or mind map.
[40]

Activity 13: Give a talk on the role of sport in nation building LB page 81
Answers
1. Imagine that you are going to give a talk on the radio. Plan a short, powerful message to convince or
persuade listeners that sport can contribute to nation building.
2. Read the case study on this page before you prepare your talk.
3. Use at least five of these key words and ideas in your speech to show that you understand what they
mean: unifying, fellowship, diversity, support, sporting behaviour, respect, equality, positive behaviour.
4. Write your message down before you present it to the class.
(10)

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 Learners’ answers will differ. Here is an example:
• Sport contributes to nation building because it is unifying; it brings all of us together. You have
people from diverse cultures and areas, all supporting the same team, sharing the joy of a goal scored
and the agony of a goal conceded. Diversity becomes unity; nobody cares how old or young you are,
what your home language is, where you are from, what your bank balance is and how many degrees
you have. We are all supporters of our national teams, and as South Africans we are one nation.
• The Springboks helped to unite the split cultural groups in South Africa when they won the Rugby
World Cup in 1995. For the first time in the history of our country, South Africans from all walks of
life joined together to celebrate the victory. After that, we also all celebrated winning when in 1996
Bafana Bafana won the African Cup of Nations. Fans celebrated all over South Africa!
• There is a great sense of community amongst spectators as well as participants in sport, together like
one team, supporting each other, and proudly supporting the South African team.
• The more sporting the behaviour of our sport teams, the better behaved the spectators will be, and
the more we will promote nation building.
• By showing respect to opposing team supporters and players, and to each other, we can stand
proudly as South Africans and say: we are a worthy nation. We have come a long way since 1994;
today we are all equal and stand proud as we support our national teams.
• Positive behaviour programmes such as the loveLife games, and schools developing sporting codes
of conduct, indigenous games festivals, mass participation programmes, school sports and centres of
sport excellence – all contribute to nation building.
• Sport has the potential to build social cohesion and promote national unity; it is a vital component in
our lives as South Africans.
• Sport promotes nation building. It makes us all feel proud to be South Africans. Diverse cultural
groups play sport and support the same teams, and they get to know and respect each other. Sport
promotes tolerance, which means acceptance of others who may be different from you. Because
you play together, you get to know and respect each other. As spectators and players, we must show
goodwill towards our opponents and be non-abusive in our manner and our language. We must not
insult our opponents, but respect them, and applaud them. Then the world will truly look upon us as
the foremost sporting nation.
[10]

Extension
Organise a debate about sporting behaviour and nation building. Example topics are: ‘Sporting behaviour
starts with spectator behaviour and Participant behaviour in sport and Sport equals nation building.
Many learners will know the ‘Shosholoza’ song, which is popular at national sports events. Ask
learners to create a school song to sing at sporting events, with a catchy tune and rhythm. One day, this

song may become just as popular as Shosholoza! Stimela si qhamuka South Africa
Shosholoza
Sithwele kanzima, sithwele kanzima
Shosholoza Sithwele kanzima, sithwele kanzima
Ku lezontaba Sithwele kanzima, sithwele kanzima
Stimela si qhamuka e South Africa Sithwele kanzima, sithwele kanzima
Sithwele kanzima, sithwele kanzima
Wen u ya baleka Etshe!
Wen u ya baleka Shosholoza

Ku lezontaba

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 Additional resources
Books/reference materials
The Constitution of the Republic of South Africa. 1996. Act No. 108 of 1996.
IEC & GED. 2008. Make Your Mark: School Democracy Education Manual. Gauteng: EDITPRO.
GTZ. 2008. Learning to Live Together. Download free from: http://www.ineesite.org/uploads/documents/
store/Learning_to_Live_Together.pdf

Websites
Democracy and governance
http://devplan.kzntl.gov.za/idp_reviewed/IDPS/KZ265/Council_and_community_Structures.pdf
http://www.gov.za/
http://www.idasa.org/about_us/activities/output/mapping_community_structures/
http://www.info.gov.za/aboutgovt/dept.htm
http://www.info.gov.za/aboutgovt/locgovt/salga.htm
http://www.info.gov.za/aboutgovt/provgovt.htm
http://www.info.gov.za/aboutgovt/publicadmin/ps.htm
http://worldjusticeproject.org/rule-of-law-index/
http://www.wiserearth.org/aof/136
http://www.ijr.org.za/publications/Building_blocks_to_democracy.php
http://www.ci.org.za/depts/ci/pubs/pdf/ciinthenews/press_releases/2011/press_release_gauge_2011_ eng.
pdf

The role of sport in nation building

See: Sport and Recreation South Africa (SRSA). 2011. Strategic Plan 2011–2015.
Download from: http://www.pmg.org.za/files/docs/110322stratplan.pdf
http://www.gppac.net/documents/pbp/8/2_intro.htm
http://www.info.gov.za/whitepapers/1998/sports.htm
https://www.sascoc.co.za/files/2011/06/South-African-Coaching-Framework-Consultation-Document-04-
Nov
https://:www.srsa.gov.za
http://www.hsf.org.za/past-events/quarterly-roundtable-series/quarterly-roundtable-series-on-sport-
nation-building-and-development
http://www.pmg.org.za/files/docs/110322stratplan.pdf
http://www.southafrica.co.za/about-south-africa/sport-and-recreation

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 CHAPTER 6: PHYSICAL EDUCATION TERM 1: PHYSICAL
FITNESS AND HEALTH PROGRAMME

Chapter introduction Weeks 7–10; Time: 4 hours

The main focus in this chapter is on getting learners to participate in fitness circuits.
Chapter planning

Learners Book
Unit pages Week in Term 1 Hours Resources needed
Unit 1: Fitness warm ups 83 7–10 Ongoing; Learner’s Book
and cool downs refer to in Teacher’s whistle
weeks 7–10
Unit 2: Improve your 88 7–10 4 Learner’s Book
physical fitness and health: Teacher’s whistle
get exercise

Unit 1: Fitness warm ups and cool downs

Teaching guidelines Weeks 7–10; Time: Ongoing
Let learners do these warm-up exercises before doing the exercises given in this chapter. Please note that
learners should warm up for 10 minutes, not longer. An entire lesson should never be spent on warm-up
exercises. Select the most appropriate warm up routines for your learners.
1.1 Warm-up exercises
1. Slow jog
2. Shoulder circles
3. Neck movement
4. Shoulder shrug
5. Side bends
6. Chest stretch
7. Hip circles
8. Half squat
9. Leg swings
10. Biceps stretch
11. Upper-back stretch
12. Shoulder stretch
13. Shoulder and triceps stretch
14. Torso stretch
15. Quadriceps stretch
16. Lower-back stretch
1.2 Cool down
1. Do the same stretches you did during your warm up.
2. Slowly walk around the exercise area.

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 Unit 2: Improve your physical fitness and health: Get exercise
Teaching guidelines
Use the fitness circuit guides on Learner’s Book pages 88–91 as a guide. Also encourage learners to design
their own fitness circuits. Ensure that the activities will be vigorous and challenging, but safe.
2.1 Fitness circuits
PE Activity 1: Fitness fun LB page 88
PE Activity 2: Five-station circuit LB page 88
PE Activity 3: 10-station circuit LB page 89
Reinforcement
1. Jumping rope for 10 minutes burns 100 calories, which is more than almost any other sport, activity
or exercise. It burns more calories than 10 minutes of football (70 calories) and 10 minutes of
volleyball (30 calories).
2. Some people can do 427 jumps in two minutes. That is about 3.5 jumps every second!
3. A double-under is when the rope swings under you twice in one jump. The world record for the
biggest number of continuous double-under jumps is 10 709.
4. Double Dutch is skipping with two ropes turning in opposite directions. The 2007 film Jump it! made
Double Dutch rope jumping very popular.
Double Dutch
Double Dutch needs four people, two jumping and two turning the ropes in opposite directions.
Join in any chants or rhythmic songs, which the turners can choose. This will also help you to keep your rhythm.
1. Stand in a ready position close beside the entry rope-turner. Put your lead foot forward.
2. Step on your lead foot just after the rope passes by your face.
3. Take a small step forward onto your lead foot to get closer to the rope, then make a long, low jump to
land between the two turners.
4. Start to jump right away. Use a double-bounce step so that both ropes pass under your feet.
5. Jump through the ropes, back and forth; turn around; jump on one foot.
Reinforcement
Give learners who struggle these hints about rope jumping:
• When you jump over the rope, try to sway from side to side so that you can develop a rhythm.
• When you step over the rope, interchange your legs regularly, with your left and right legs each
getting the same time to be the front leg. In this way, both your legs get the same good workout.
Extension
• Identify learners who are very fit.
• Ask them to become fitness role models. Ask each one to team up with, or help, a learner who is
struggling with her or his fitness.
• The fit learners could do exercises with the less fit learners to guide and help motivate them.
• This can be a form of peer coaching.
• Encourage the fit learners to do a certificate course in physical fitness or coaching.

2.2 Additional fitness exercises

PE Activity 4: Circuit 3 team fitness race LB page 92
PE Activity 5: Push-up lines LB page 92
PE Activity 6: Paired run and jump LB page 93
PE Activity 7: Sprints and starts LB page 93

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 2.3 Fitness retest
• It is vital that learners retest their physical fitness at the end of the term. They can do this in week 10,
in the last few minutes of the PE period.
• Ask learners to compare their fitness levels in week 1 with those in week 10. Let them discuss their
conclusions.
• Encourage learners to continue with their fitness and health programme for the rest of the year.

Additional resources for PE Term 1

Alter, M J (1998) Sport Stretch. USA: Human Kinetics.
Clarke, B (2006) 5k and 10k Training. USA: Human Kinetics.
Friedman, L (2003) Alvin Ailey Dance Moves: A New Way to Exercise. New York: Stewart, Tabori &
Chang.
Green K & Hardman K (eds) (2005). Physical Education – Essential Issues. London: Sage.
Hall, J. (2002) The Exercise Bible. London: Kyle Cathie Limited.
Martin, S (2005) Stretching. London: Dorling Kindersley Limited.
Roberts, M (2005) The Peripheral Heart Action PHA Workout. London: DK.
Sutcliffe, J (1999) The Body Maintenance Manual. Cape Town: Tafelberg.
Tucker, R & Dugas, J (2009) The Runner’s Body. New York: Runners World.
Pillay, T & Frantz, JM (2009). The effects of a short-term physical activity intervention programme
on body mass index, blood pressure, and percentage body fat among high school learners. Journal of
Community and Health Sciences, 4(2): 13–18.
African Journal for Physical, Health Education, Recreation and Dance (AJPHERD)
(download from http://www.ajol.info/index.php/ajpherd).
Health and Fitness Professionals Association: www.hfpa.co.za
Websites
Please note: These sites are for teachers to select information.
Although these websites have been carefully screened, in a few instances, some of the fitness websites
may contain adverts for fitness products and weight management tools that are not suitable for learners.
Learners should not do heavy weight training, nor should they take appetite suppressants or any
supplements to increase their bulk or muscles.
Information on running
Run/Walk for Life (walking/running organisation) http://www.runwalkforlife.co.za
Runners World (online magazine) http://www.runnersworld.co.za
http://www.runnersguide.co.za/

General fitness and health information

http://www.mrc.ac.za/public/healthy_kids_report_2010.pdf
http://kidshealth.org/classroom/9to12/personal/fitness/fitness.pdf
http://www.positivesportparent.com/2011/11/make-exercise-a-fun-family-activity-365-days-of-the-year/
http://www.nlm.nih.gov/medlineplus/exerciseandphysicalfitness.html
http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html
http://www.cdc.gov/Healthyyouth/physicalactivity/guidelines.htm#1
http://www KidsHealth.org/teen/food_fitness/exercise/exercise_log.html
http://www KidsHealth.org/teen/food_fitness/exercise/sport_safety.html
http://www.news24.com/SouthAfrica/News/SA-kids-fatter-smoking-drinking-more-20110209
http://www.myhealth-and-fitness-advice.com/benefits-of-staying-active-as-a-teenager/
http://www.myhealth-and-fitness-advice.com/category/exercise-videos-for-all/
http://www.fitnesszone.co.za/
http://www.health24.com/fitness
http://www.health24.com/fitness/Lifestages/16-480-508.asp

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 http://www.healthfun-ps.com/teen-life.html
http://www.medicinenet.com/script/main/art.asp?articlekey=10078
http://www.pecentral.org
http://www.medicinenet.com/7_most_effective_exercises_slideshow/article.htm
http://www.medicinenet.com/exercise_and_activity/article.htm
http://www.toneteen.com/pages/fitness.htm
http://exercise.about.com/cs/exercisehealth/a/teenagers.htm
http://www.teenzeen.org/how-teens-can-get-fit-fast.html
http://www.health24.com/fitness/Getting_started/16-474.asp
http://www.health24.com/fitness/Cardio/16-1371,15795.asp
http://www.heartfoundation.co.za/riskfactors/excercise.htm
http://www.discovery.co.za/discovery_za/web/pdfs/vitality/youth_and_schools/vteachers_information
_guide.pdf
http://myhealth365.co.za/teen-health/protection/
http://atozteacherstuff.com/
http://www.thefitnessleague.co.za/display.asp?SecID=46
http://www.myhealth-and-fitness-advice.com/
http://www.citypress.co.za/Lifestyle/News/Lets-get-physical-20111111

Videos
http://www.myhealth-and-fitness-advice.com/category/exercise-videos-for-all/

YouTube
http://becomingacna.com/2009/50-free-youtube-videos-to-improve-your-physical-health/
(selection of fitness videos)
http://www.youtube.com/watch?v=DkuP01Zm7fA
(general fitness)
http://www.youtube.com/watch?v=I2DeDHrT_GE
(dance aerobics)
http://www.youtube.com/watch?v=-26g4KqpfVU&feature=fvw
(step aerobics)
http://www.youtube.com/watch?v=txt_gSQgXV8
(fitness circuit)
http://www.youtube.com/watch?v=MJOvaZ1JaAU
(circuit training; very useful for teachers)

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 PROGRAMME OF ASSESSMENT:
PHYSICAL EDUCATION TASK (PET) TERM 1
LB Page 94
Introduction
Get learners to participate actively every week in fitness activities as they aim to increase their levels
of fitness. Explain to learners that they will be assessed according to the criteria in PET Part 1 and PET
Part 2. This means that they will be assessed on their participation in PE and on their movement performance.
The total mark for Physical Education in Term 1 is a mark out of 20.

PET Part 1: Participation

• This refers to learners’ participation – the PE lessons they attend AND participate in. This will be
assessed every week. Their participation must be marked out of a total of 10 marks.

PET Part 2: Movement performance

• Learners’ movement performance is based on how well they do in the requirements for the fitness
exercises. Their movement performance must be assessed twice during the term: once in weeks 4-6
and once in weeks 7–10.
• Learners’ movement performance is assessed out of five marks for each assessment, which gives a
total of 10 marks for both assessments.

How to calculate marks for PET Part 1

Divide the number of times the learner actively participated by the number of PE periods in the term.
Example:
9 (times the learner participated)
10 (number of PE periods in Term 1)

This gives you 0.9.

Multiply the answer by 100 to get a percentage: 0.9 × 100 = 90%
Then convert the percentage to a mark out of 10. In the example, it will be 9/10.

How to calculate marks for PET Part 2

Add up the marks the learner got for observation 1 and observation 2, which will be out of a total of 5 for
each observation. The mark for movement performance counts out of 10.

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 Physical Education Task (PET) Part 1: Participation
PET Part 1 Level Mark
Frequency: Limited Adequate Proficient Excellent Mark out of 10
Number of Learner must do Learner can Good; Wonderful (One mark
times learner much better improve competent for each PE
participated in PE lesson)
0% = 0 marks 11–20% = 41–50% = 71–80% =
periods
(did not participate 2 marks 5 marks 8 marks
Give one 1 mark at all) 21–30% = 51–60% = 81–90% =
for each PE
1–10% = 1 mark 3 marks 6 marks 9 marks
lesson in which
learner actively 31–40% = 61–70% = 91–100% =
participated for 4 marks 7 marks 10 marks
one hour in all the
fitness activities. 0–1 mark 2–4 marks 5–7 marks 8–10 marks
(1–10%) (11–40%) (41–70%) (71–100%)
Week 1
Learners
measure their
fitness and do
fitness exercises
Week 2
Fitness
exercises
Week 3
Aerobic dance
Week 4
Run and sprint
Week 5
Fitness running
games
Week 6
Fitness relay
races
Week 7
Fitness circuit 1
Week 8
Fitness circuit 2
Week 9
Fitness circuit 3
Week 10
Fitness
exercises
and learners
measure their
fitness again

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 Physical Education Task (PET) Part 2: Movement performance

PET Part 2 Level Mark

Assessment of Limited Adequate Proficient Excellent Mark out
movement performance Learner must Learner needs Learner has Learner has of 10
(learners are observed and pay much more to exercise kept up a reached and (2 × 5)
assessed once in attention to PE, much more, is good level maintained
weeks 4–6, and once in is not near the not able to do of fitness, the required
weeks 7–10) required fitness all the fitness performs level of fitness,
level, struggles movements most of performs all
to perform correctly and the fitness the fitness
movements gets tired too movements movements
with control soon. Must do well, keeps very well,
and easily gets more physical up, does not always keeps
tired. Must exercise to get overtired up, does not
work harder to increase and maintains get overtired
increase fitness fitness. an energetic and sets an
level. pace. energetic pace.

0–1 mark 2–3 marks 4 marks 5 marks

(1–10%) (11–40%) (41–70%) (71–100%)
Date Movement
assessment 1
(first observation
/5)
Date Movement
assessment 2
(second
observation /5)
Total

PET Term 1 total mark

How to calculate total marks for PET Part 1 and Part 2
Add up both totals to get a mark out of 20.

Total mark for PET Part 1 Frequency of participation Movement performance Mark out of 20 =
and Part 2 (maximum 10) (maximum 10)

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 Use a class list to record learners’ participation and movement performance:
Term 1 Pet 1: Frequency of participation: 10 marks PET 2: Total
Movement for
PE periods per term performance: Term
10 marks 1
Learners’ PE PE PE PE PE PE PE PE PE PE %
names 1 2 3 4 5 6 7 8 9 10

Second observation 5
First observation 5
Total marks 10

Total marks 10
20

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

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 PROGRAMME OF ASSESSMENT:
WRITTEN TASK TERM 1:
ASSIGNMENT
LB Page 96

(80 marks)

Learners may hand in their tasks in two parts, or at one time. Give them the dates when they have to hand in their work.
Answers
Assignment Part 1
Learners must work alone.
• Write an essay on your career life goal by using the subheadings and paragraph structure given in the
Assignment Part 1 task outline.
• Read the extract about Letlhogonolo Mafela before you start your essay.
1.1 Write a paragraph to describe your life goal in terms of a career. Motivate why you chose this as a life goal.
(5)
Learners’ answers will differ. However, learners have to:
Identify a career goal. This can be in the form of stating an actual career they wish to follow, or a
goal of attending a training institution such as a university or doing a learnership. They need to
describe this career goal, not merely name it. This has to be described in terms of a life goal, i.e. not
merely a short-term goal, such as doing a temporary job.
Learners should write a paragraph, so should write at least three sentences, and possibly more.
Allocate only 1 mark if a learner merely states a career goal in a one- or two-word response.
Suggested mark allocation
1. One mark for identifying a career goal. ü
2. Two marks for describing this goal in some detail. The description must show an understanding
of what this career is about. üü
3. Two marks for giving a valid reason or reasons why the learner chose this particular career. üü
[5]
1.2 In your second paragraph, explain what possible obstacles and problems you may face in trying to
achieve this life goal. (5)
Learners’ answers will differ. However, mark learners on:
Identification of obstacles, barriers or problems relating to achieving the goal mentioned in 1.1.
Allocate one mark for each obstacle to a maximum of 3 marks. (3) üüü
Explanation of why this is a problem, or giving more information. If learners merely list the problems
they can get a maximum of two marks only; they need to include an explanation, in other words,
write a paragraph. The obstacle or problem should match the career goal and be realistic. (2) üü
[5]
1.3 In your third paragraph, apply a problem-solving method in a step-by-step way to address one of the
problems you have identified in 1.2. (10)
Here learners must apply the problem-solving method explained on Learner’s Book page 7, or a
similar method. They should unpack the problem in a step-by-step way. They need to select only one
problem and make it specific to their career goal.

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 Allocate marks as follows:

1. Explain what the problem is about. Describe the problem.

1 mark for describing the problem; what the problem is about ü
2. What information can help you to solve the problem? What do you need to know?
1 mark for the information needed. The learner does not have to provide the actual information, but should
indicate what information will help to solve this problem. ü
3. Possible solutions 4. Possible effects of each solution
2 marks for suggesting a possible solutionüü 2 marks for suggesting a possible effect or outcome
üü
1 mark for suggesting an alternative or another 1 mark for suggesting a possible effect or outcome ü
possible solutionü
5. Best solution:
2 marks for suggesting a reasonable solutionüü
[10]
Example answer
1. Explain what the problem is about. Describe the problem.
I don’t have any money to go to university. To become a meteorologist, my career life goal, I need to go to
university.
1 mark for describing the problem; what the problem is about ü
2. What information can help you to solve the problem? What do you need to know?
I need to find out about bursaries, loans or scholarships that are available.
1 mark for information needed. The learner does not have to provide the actual information, but should
indicate what information will help to solve this problem. ü
3. Possible solutions 4. Possible effects of each solution
Take out a loan. It may not be easy to get a loan because my parents are
2 marks for suggesting a possible solution üü not working and can’t qualify for credit. The loan may
not cover all my needs, because I also have to think of
supporting my family while I am studying.
2 marks for suggesting a possible effect or outcome üü
Apply for a bursary, but find out about a loan in This could cover my expenses and I don’t have to worry
case I don’t qualify for a bursary. about getting surety or paying it back. I can take on
1 mark for suggesting an alternative or another vacation work in the long university holidays so I can
possible solution ü contribute to my family’s income.
1 mark for suggesting a possible effect or outcome ü
5. Best solution:
Apply for a bursary, with a loan as backup.
2 marks for suggesting a reasonable solution üü

1.4 Use your fourth paragraph to explain what you learnt from Letlhogonolo Mafela about perseverance
and persistence. Give an example of how you have persevered and persisted in terms of your own goal
achievement. (8)

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 Learners’ answers will differ. Allocate marks as follows:
Learner shows an understanding of perseverance and persistence as keeping on trying, not giving up,
being goal directed and determined. ü
Learner shows evidence of having read and understood the case study. ü
Learner explains what was learnt from Letlhogonolo Mafela. ü For example, it could not have been
easy to write with your feet, but he never gave up. He was very independent and did not want special
favours. He is a role model and I learnt that if he could do it, so can I. I need to be like him, and
never give up, no matter what the obstacles. If you want to achieve your goal, you need to keep on
working towards that goal, no matter how difficult it is. ü(4)
Give an example of how you have persevered and persisted in terms of your own goal achievement.
Learner gives a realistic example üshowing understanding of difficulties and ways to overcome them,
ü keeping focus, keeping the goal in mind, trying no matter what, ü having self-belief, being willing to
keep on trying. ü (4)
1.5 In your fifth paragraph, critically evaluate whether Letlhogonolo has suitable subjects to study biological
sciences at a university. Give reasons for your answer. (4)
Yes, Letlhogonolo has suitable subjects to study biological sciences at a university. This is because he
has passed Maths, ü Physical Sciences ü and Life Sciences. ü
1.6 In your final paragraph, identify what kind of financial aid Letlhogonolo received. Examine what other
financial aid options are available. (8)
Letlhogonolo obtained rewards, ü which is similar to a scholarship. He does not have to pay this
money back; it is a present to use for his studies. ü He got R25 000 from the Dr Kenneth Kaunda
district municipality and R25 000 from the Matlosana local municipality. He also received an award
based on merit, which he does not have to pay back, and a computer from the North West MEC for
education, Mr Raymond Elisha. üSo in summary, all of this can be seen as a scholarship. ü(4)
Then critically evaluate which financial assistance option is most suitable for you.
Learners’ answers will differ. Their evaluation should show thorough knowledge of the difference
between a bursary, a loan and a scholarship, as well as a learnership. The learner’s option or preferred
choice should be based on sound reasoning. For example:
I will opt for a loan ü because at this stage my marks are not good enough to get a scholarship or a
bursary. ü I will go for the NSFAS loan because if I do well at university, I get a rebate and will not
have to pay the whole loan back. ü The rates are also very reasonable; I will be able to afford to pay
this loan back. ü(4)
Subtotal: 40 marks
Assignment Part 2
• Democratic participation includes public participation and the petition process.
• Sport contributes to nation building.
Learners should work alone.
2. Carefully consider the above two statements before you do the following:
2.1 D  raw up a petition to request sport and recreation facilities in your area. The facilities should
accommodate people like Letlhogonolo who are physically challenged.
2.2 Use the correct format for a petition. (5)
2.3 Give well-structured reasons why you need sport and recreation facilities in your area. (16)
2.4 Suggest how the facilities should be adapted to be inclusive, that is, to accommodate physically
challenged people. (10)
2.5 Explain how the sport and recreation facilities will be used. (5)
2.6 Indicate to whom you will hand the petition. (2)
2.7 Sign the petition and collect at least three other signatures for your petition. (2)

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 PROGRAMME OF ASSESSMENT: WRITTEN
TASK TERM 1: ASSIGNMENT PART 2 ASSESSMENT
GUIDELINES

Checklist for marking Part 2 of the Term 1 Assignment

Criteria Maximum mark

2.1 Use the correct format for a petition: 5
• Formal, polite language and neatly written 
• Include your name and contact details 
• Indicate the nature of the request being made; the subject of the petition 
• Include a clear reason for the petition 
2.2 Give well-structured reasons why you need sport and recreation facilities: 16
• Reason 1 for need 
• Reason 2 for need 
• Reason 3 for need 
• Reason 4 for need 
2.3 Suggest how the facilities should be adapted to be inclusive, that is, to accommodate 10
physically challenged people:
• Practical suggestion 1 
• Practical suggestion 2 
• Practical suggestion 3 
• Practical suggestion 4 
• Practical suggestion 5 
2.4 Explain how the sport and recreation facilities will be used: 5
• C
 lear description of how and by whom it will be used. Say who will use the
sport and recreation facilities, how, for what and when
2.5 Identify the person to whom you will hand the petition: 2
• Name and rank of person, e.g. local MEC for Sport and Recreation
2.6 Sign the petition and collect at least three other signatures for your petition. 2
Total marks 40

Subtotal: 40 marks
Total Part 1 and Part 2: 80 marks

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 TERM 2 OVERVIEW
Within Term 2, your Grade 11 learners will cover the following sections of content.

Learner’s
Chapters and time Book
Topics allocation Units pages
Study skills Chapter 7: Study skills Unit 1: Apply study skills, study styles and study 100
(Term 2) strategies
(4 hours) Unit 2: Examination writing skills and process of 107
assessment
Unit 3: Time-management skills and annual study 112
plan
Unit 4: Goal-setting skills: Personal development 116
goals regarding study, health and fitness
Physical Chapter 8: Participate Unit 1: Safety in games 119
Education in self-designed Unit 2: Umpiring, administrative, organisational 122
games to promote and leadership skills
umpiring, administrative,
Unit 3: Participate in community, playground and 126
organisational and
indigenous games
leadership skills
Unit 4: Design a game 131
(4 hours)
Social and Chapter 9: Social Unit 1: Environmental issues that cause ill health 137
environmental and environmental Unit 2: Climate change 152
responsibility responsibility
Unit 3: Participation in a community service to 154
(Term 2)
address a contemporary environmental
(3 hours) issue
Physical Chapter 10: Participate Unit 1: Leadership skills review 157
Education in self-designed Unit 2: Participate in self-designed games 160
games to promote
Unit 3: Play rainy day games 162
umpiring, administrative,
organisational and
leadership skills
(3 hours)

TERM 2 PROGRAMME OF ASSESSMENT

The following formal assessment tasks will need to be completed in Term 2. You may use the example in
this book for your learners or you may want to develop your own.

Formal assessment task Mark Learner’s Teacher’s

allocation Book page Guide page
Physical Education Task (PET) Term 2 20 marks 166 116
Mid-year examination 80 marks 168 119

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 CHAPTER 7: STUDY SKILLS TERM 2
Weeks 1–4; Time: 4 hours
Chapter introduction
• In this chapter learners are made aware that the human brain is designed
to learn. The emphasis is on realising that the more active your brain is, the
Study!
more easily you learn.
• Right-brain and left-brain dominance are introduced to learners, as well
as the different kinds of intelligences. Learners are encouraged to identify
their learning styles, so they can use suitable ways to study.
• The useful five-step SQ3R method is given as an example.
• Exam-writing techniques are dealt with for answering different types of exam questions, as well as how to
avoid common exam-writing errors. Learners need to understand key words that are often used in exams.
• Learners are made aware of the process of assessment and how this could help them to adjust their
study plans.
• Good time management is core to good study skills, and so is making annual study plans.
• Finally, this chapter emphasises the importance of setting personal-development goals, which include
goals for study, health and fitness.

Chapter planning
Learner’s Weeks of
Unit Book pages Term 2 Hours Resources needed
Unit 1: Apply study skills, 100 1 1¼ Learner’s Book
study styles and study Optional: access to computer lab
strategies for online study style assessments
Unit 2: Examination writing 107 2 1 Learner’s Book
skills and process of Optional: v previous years’ exam
assessment papers for arious subjects’
Unit 3: Time-management 112 3 1 Learner’s Book
skills and annual study plan Optional: wall clock
Unit 4: Goal-setting skills: 116 4 45 Learner’s Book
Personal development goals minutes
regarding study, health and
fitness

Background information
How learning takes place
The human brain is designed to learn. This means our brain will never stop thinking, learning,
remembering and exploring, unless we stop using it. Learning and remembering are two core functions
of the brain. We can increase our brain functions by using them; the more we learn, the better we will be
at learning! The brain changes all the time. So, by doing exercises to stimulate the brain, we enlarge its
capacity to learn and remember. That is why it is vital that learners write, calculate and read every day,
as well as solving maths problems on a daily basis. Learners should be encouraged to do homework after
school, so they can consolidate what they learnt during the day.
Research increasingly points to the necessity of vigorous aerobic exercise for enhanced brain
function. Encourage learners to get regular aerobic exercise to ensure they make the most of their minds.
Aerobic exercises such as running or jogging have long been known to be good for health. Recent research
published in the Proceedings of the National Academy of Sciences (PNAS) shows that aerobic exercise
also stimulates the growth of new brain cells and improves our memory and ability to learn (see http://
www.physorg.com/news183199377.html).

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 As a way of motivating learners to use their minds, explain that:
1. the synapses in your brain are the connections between the nerve cells. These synapses are core to
information exchange and storage of new information. The more active your synapses are, the greater
their plasticity so they can be shaped or developed, and the better your learning and memory will be.
A synapse is the point where a nerve cell, called a neuron, communicates with another nerve cell. The
first nerve cell releases a chemical transmitter. This spreads across a small space and gets the brain
receptors active. These receptors are on the cell that the synapse wants to communicate with.
2. your learning shapes the development of the physical system in the brain, which leads to its own
wiring pattern. So the more you learn, recall, think, reflect and solve problems, the better your wiring
pattern will be suited to studying.
3. learning something new requires repetition. The more you do something over and over, the better
you learn how to do it. By practising, repeating and revising, you become better at it. You may feel
happy when you are learning something new, if it is useful and interesting. It is easier to learn new
information if it builds on a basis of something you already know. That is why it is important to link
what you are learning with what you already know.
4. when you learn something, the structure of your brain changes, one synapse at a time. The less
you use your brain, the less you study, ask and answer questions, think, learn, memorise and solve
problems, the less you develop your brain. Learners who never do homework, and do not prepare for
tests and exams, run the risk of losing important functions of their brains.
5. when you learn, your neurons send messages to each other. This happens repeatedly. As you learn,
your brain creates pathways between the neurons. So learning becomes easier and you can do better.
That is why you need to keep challenging and stimulating your brain to learn new things. Keep your
brain active and ready for even more learning.

UNIT 1: Apply study skills, study styles and study strategies

Teaching guidelines Week 1; Time: 1¼ hours
1. Learners need to become aware of exactly how they learn. This will help them to evaluate how
effective their learning is.
2. Learners also need to know which study style they prefer and which study strategies suit their specific
tasks the best.
3. It is useful to explain a bit about how the brain works; this helps learners to understand how to use
their brains better and how to keep their brains stimulated and healthy.

Activity 1: Quiz on how you learn LB page 101

Teaching guidelines
1. There are a number of self-evaluation activities in this chapter. It is important that learners
understand that they have to be honest when answering these quizzes; the purpose is to learn more
about themselves and how they study.
2. Use the items in Table 1 on Learner’s Book page 102 to help guide learners on the basics of useful
learning habits.
3. Get learners to share their answers in pairs and discuss where they need to improve.
Answers
1. Answer ‘yes’ or ‘no’ to the questions in this quiz. Be honest, as this quiz can help you find out more about
how you learn.
2. Then check the guide at the bottom of the page to see how you are doing.

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 When you learn, do you: Yes/No
1. have a quiet place where you can study, without distractions?
2. use a study timetable?
3. get enough sleep?
4. use visuals such as mind maps, colours, flash cards?
5. make summaries?
6. write short notes?
7. study every day?
8. always study for your tests and exams?
9. manage your time?
10. do your work immediately and not procrastinate?
11. answer practice exam and test questions?
12. know the best learning style that works for you?
13. organise yourself?
14. use your voice to help you remember?
15. revise your work?

(If you have answered YES to all questions 1–15, you are well on your way with good learning skills.
If you have answered NO to more than two or three questions, you need to pay careful attention to
improving how you learn. This will help you reach your potential.)

Activity 2: Identify the study skills you need to improve LB page 102

Teaching guidelines
Explain to the learners the concept of diagnosis, or finding out what is wrong. Encourage them to try to
find out where their weaknesses lie with regard to studying. That is the first step towards improving their
study skills.
Answers
1. Imagine that you are a doctor. You are now going to diagnose what is wrong with your studying! Look at
Table 1. Read each row to decide whether it applies to you.
2. Write a list of the aspects of your study skills that you wish to improve. (10)
3. Tell a partner how you are going to improve these aspects.

Learners’ answers will differ. Example answer:

I do not know where to start. I think: Break my work down into manageable smaller parts.
‘Oh no, there is so much to learn …’ Organise the information by numbering each part clearly.
Decide to start with the beginning and do one page at a time.
Tick off each page or part that I have studied.
I can’t decide what is important and Look at previous Grade 11 question papers as a guide. Make a
what to leave out. summary of all the content covered in exams in the last three years.
Use this summary to guide me.
Look at my textbook headings; the headings tell me what is important.

[10]

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 Activity 3: Quiz to find out your brain dominance LB page 104

Teaching guidelines
1. Ensure that learners understand that no person is only left- or right-brained; we are all either left-
brain or right-brain dominant, but we use both hemispheres of the brain. There is no such thing as a
completely right-brained or left-brained person.
2. Explain to the learners that brain dominance means being stronger in either the left or right side.
3. Emphasise that there is no good or bad brain dominance; there is no better or worse brain
dominance.
4. Encourage learners to see this exercise as a way to find out more about how they learn best.
Discourage any teasing or comparisons, and point out that knowing more about your brain
dominance helps you to study better, as it can help you use your brain optimally.
Answers
1. Find out if you are more right-brained or more left-brained. Read the statements in Table 2 on page 104.
Circle the numbers that are true for you.
2. Then add up to see if you have more circles on the left or the right side.
3. Write a short paragraph to explain whether you are more right-brained dominant or left-brained
dominant. Give practical examples. (10)

Learners’ answers will differ. Example answer:

I am right-brained in most respects because I prefer less structure in class. I like the freedom to be
creative, move around and draw freehand. I easily get bored when I have to listen to a lot of information.
The shorter the lesson, the better for me. I love learning, but need the lessons to be short and interesting,
with more participation and discussion than just sitting listening to the teacher. My favourite pastime is
to compose songs and write poetry … it is easy for me. My mother always shouts at me for being untidy
and my dad says I will change into the bed soon, because I prefer to lie on the bed when I study. Life
Orientation is my favourite subject and I think I want to be a graphic designer or a songwriter. However,
in some ways I am also more left- brained: I play chess, and enjoy aspects of maths very much. I like
doing calculations and solving problems.
[10]

Activity 4: Know your learning styles LB page 105

Answers
1. Summarise how you need to study to suit your left-brain or right-brain dominance. (6)
Learners’ answers will differ, depending on their brain dominance.
See Learner’s Book page 104.
2. Explain which learning styles you will use to suit your stronger intelligences. (6)
Learners’ answers will differ, depending on their brain dominance.
See Learner’s Book pages 104–105.
[12]

Activity 5: Strategise: Improve your learning LB page 106

Teaching guidelines
1. Let learners read Learner’s Book pages 105–106. and then give their own examples of where they are
already using these methods. Get learners to share in small groups before they give written answers.
2. Allow learners to speak honestly about their study struggles and issues. Motivate and encourage
them; explain it is normal to find studying difficult until you find a method that works for you.
3. Go over the SQ3R method again, to ensure all the learners understand this method.

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 Answers
1. Write five hints on how to improve your brain function. (10)
Learners’ answers will differ. Some examples are listed below:
• Use my brain every day.
• Study, ask and answer questions; think, learn, memorise and solve problems.
• Solve problems every day.
• Read, write and do maths every day.
• Do some homework every day.
• Draw pictures and make charts, tables, mind maps, cartoons and posters of the parts of the work
that I find difficult to understand or remember.
• Read actively.
• Ask and answer questions.
• Practise.
• Repeat.
• Revise what I learn.
2. Apply the SQ3R study method for a test that you need to write.
3. Critically evaluate how this method worked for you. (10)
Learners’ answers will differ. Example answer:
I tried to apply the SQ3R but did not manage to read actively. I just memorised the pages without
making notes, asking questions or underlining. I thought I did not have enough time to read actively.
In the end, I failed the test, so next time I will try the SQ3R method.
[20]

Unit 2: Examination writing skills and process of assessment

Teaching guidelines Week 2; Time: 1 hour
Explain to learners what examination writing skills are about. Let them look at Learner’s Book page 109,
where an examiner cites common exam errors. Many learners will be able to identify with these. Ask
them to bring some exam answer sheets to class so they can analyse the errors they made.
Encourage learners to make the most of the process of assessment; it is a useful way to find out what
you know and where you need to pay more attention.

Activity 6: Check how well you write your exams LB page 107

Answers
1. Answer the questions in Table 3 below honestly. Then add up how many ‘yes’ and how many ‘no’ answers
you have. Look at what your answers mean by reading the text at the bottom of the page. (12)
2. Read each question again, and look at the reason given. Add another reason for each statement, in your
own words. (12)
Learners’ answers will differ. It is important that they give reasons in their own words, to show they
understand the text on Learner’s Book page 107.
[24]

Activity 7: Understand key words LB page 110

Teaching guidelines
Help learners to understand and use the common words in Table 4 that are used in exam questions.
Answers
1. Mark the words you know and can apply in Table 4 on page 110. (5)
2. Practise using the words in the table that you don’t know, so you can use them in future.
Learners’ answers will differ.

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 Activity 8: Keep track of your progress LB page 111
Teaching guidelines
Give learners the opportunity to make a graph of their marks in their exercise books.
Answers
1. Make a graph of your marks for all your subjects per term, like the one shown in the example below. (7)
2. Check your study timetable to see if you have given yourself enough time to study for those subjects with
lower marks.
Learners’ answers will differ. See the example of a graph on Learner’s Book page 111.
[7]
Unit 3: Time-management skills and annual study plan
Teaching guidelines Week 3; Time: 1 hour
Emphasise that good time-management skills can help learners a great deal when they study.
Point out the benefits of an annual study plan as well.

Activity 9: Make a pie chart of how you spend your time LB page 112

Teaching guidelines
Let learners share their pie charts in pairs, and colour in their time wasters. Ask learners to change time
wasters into time savers and to give practical examples.
Answers
1. Show how you spend your time on a typical day by writing in each segment and making it the size closest
to the amount of time. (10)
2. Do another pie chart to show how you spend your time in a typical week. (10)
3. What do your pie charts tell you about how you spend your time? (6)
Learners’ answers will differ. Example answer:
• My pie chart shows I get only six hours’ sleep and spend a lot of time doing nothing! I could not
fill in
some segments because I really don’t know what I do with my time. I realise I waste a too much time.
4. Identify any time wasters. (6)
• Doing nothing
• SMSing my friends
• Watching TV until I fall asleep.
5. Explain how you will change time-wasting to time-saving. (8)
• Doing nothing: use this time to study
• SMS my friends: limit this to 30 minutes per day
• Watching TV until I fall asleep: watch for only 1 hour per day.
Learners’ answers will differ. They need to give at least four examples.
[40]

Activity 10: Investigate procrastination LB page 113

Teaching guidelines
Ask the learners to present the Norman case study on Learner's Book page 112 as a funny skit in class for
a few minutes.
Answers
1. What does procrastination mean? (2)
It means to put off or delay doing something to a later time.
2. Give an example of when you have procrastinated when you were supposed to study. (2)
Learners’ answers will differ; check if they understand the meaning of procrastination when they cite

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 examples. Examples are: I first had a rest, then I SMSed my friend, then I went to play cards, then
I visited my aunt, then I downloaded some music, and then it was time to go to bed. I told myself:
‘Ag, I will study tomorrow.’
3. In what way did Norman procrastinate? (4)
He never got to his studies. He first did unnecessary time-wasting things like going to the shop,
SMSing his friends and watching TV.
4. How did Norman waste time? (4)
He procrastinated and filled his afternoon and evenings with activities that were not helpful to his
studies.
He delayed getting started.
5. Give Norman advice about how he should manage his time better. (8)
Avoid procrastinating; this is a huge time-waster. Just get started on your homework and studies.
Make a study timetable before you start studying and then just get going.
[20]

Activity 11: Time-management problems and solutions LB page 114

Teaching guidelines
Remind learners of the problem-solving skills methods on Learner’s Book page 7.
Answers
1. Give solutions to these problems. (20)
Learners’ answers will differ. An example answer is given below:

Problems Solution
1. You find it hard to get started when you need to Start with an aspect that you enjoy and that you find
study. easy.
2. You have too many other things to do after school. Prioritise and cut down on non-essentials.
3. You prefer MXit or SMSing your friends. Limit your time; set aside no more than 30 minutes per
day for SMS and MXit time.
4. You feel that you lose out if you don’t watch your Record your soapies and watch them all in one go
favourite soapies. over the weekend. Reduce the number – choose one
and let the others go.
5. You feel too tired after school. Have a short rest or sleep after school and then start
once you feel rested.
6. You fall asleep when you have to study. Study for short periods, get up after every 30 minutes,
read actively, draw mind maps.
7. Your family or friends distract you. Have a meeting with them and explain your goals; tell
them you need help to focus on your studies. Ask the
school if you can study in a classroom after school.
8. You can’t concentrate or focus, so feel you can Motivate yourself; join a study group; think about the
use the time better by not studying. benefits of studying; look around and see the number
of unemployed people – force yourself to study so you
can ensure a good future for yourself and your family.
9. You can’t decide what to study first. Start with your favourite subject or the subject with the
closest deadline for a test or exam.
10. You have too much homework to study for your While you are doing homework, know that it helps you
exams. with exams because you are learning all the time you
do homework. Make summaries and use the SQ3R
method to study for your exams; select an aspect for
each subject that you will study.
Give two marks per solution. [20]

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 Activity 12: Make a study plan LB page 115

Teaching guidelines
1. Give learners enough time in class to draw up their study timetables.
2. It is difficult for learners to draw up their study timetables if they do not have the dates for when they
are supposed to hand in tasks and write exams. Try to motivate your colleagues to give learners these
dates at the start of each term; it makes it easier for learners to plan. It is vital that learners in Grade
11 plan their study time; they cannot cope if they do not plan.
3. Encourage learners to set aside time every day to do homework after school. Learners cannot do well
in Grade 11 if they do not spend enough time on schoolwork after school hours. This is a vital year
because it lays the foundation for Grade 12. If learners do well in Grade 11, they have a much better
chance of success in Grade 12, and in all the opportunities for bursaries and scholarships that Grade
12 achievement brings.
Answers
1. Make a study plan for the term and year. Include your: (10)
• due dates for homework tasks for all your subjects
• test dates
• exam dates
• formal written-assessment tasks dates.
• study periods for each subject based on these dates.

Learners’ answers will differ. Use this checklist to assess their study timetables:

Study timetable ü
1. Due dates for homework tasks for seven subjects
2. Test dates
3. Exam dates
4. Formal written assessment task dates for seven subjects
5. Study periods per day for seven subjects

[10]

Unit 4: Goal-setting skills: Personal development goals regarding

study, health and fitness
Teaching guidelines Week 4; Time: 45 minutes
Help learners to identify their personal development goals for study, health and fitness. These goals
should be set for Term 2. At the end of Term 2, ask learners to reset study, health and fitness goals for
Term 3, and so on, so they become used to setting goals. Remind learners to work at achieving these
goals, and help them to evaluate their progress.

Activity 13: Set SMART goals for personal development LB page 117

Teaching guidelines
1. Help learners to set SMART goals for their personal development; this is vital for them. Refer them to
Learner’s Book pages 2–11. on goal-setting in Term 1, so they can be reminded what SMART goals are.
Learners tend to set vague goals around personal development; help them to make their goals practical,
achievable and realistic. Ensure they give a time frame and that their goals are measurable.

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 2. Encourage learners to set small goals. For example, some learners will set goals such as this: I aim to
be healthy/I aim to be fit. These are not SMART goals and don’t explain what the learners will do.
3. Motivate learners to evaluate their goals in an honest way; they will not be assessed on whether they
have achieved the goals, but on how honestly they have evaluated their progress.
4. Get learners to share in pairs what actions they need to take to improve their goal achievement, if
they are struggling.
Answers
1. Draw up a table of SMART goals for your personal development. Give three goals for each aspect:
study, health and fitness. (9)
2. Explain how you will achieve these goals. (6)
3. Evaluate whether you are achieving these goals. Check your progress at least once a month. (5)
Learner’s answers will differ. An example answer is given below:

SMART goal How I will achieve this goal Evaluation

Study 1.  I will start doing this immediately. 1.  Achieved; evidence is
1.  Do five extra maths problems every I will set aside one hour for the an exercise book full of
afternoon for three months. extra maths problems every maths problems solved!
afternoon after school. ü
2.  Read 10 pages of English literature
every day for one month; Life 2.  I will read for 30 minutes every 2.  Not quite yet; sometimes
Orientation: look up new words in evening before I go to sleep. To I fall asleep before
dictionary and write the meanings make time to do this, I will cut completing 10 pages.
down. down my SMS and MXit times. 3.  Almost achieved;
3.  Make a summary of what I learnt in 3.  I will keep a special exercise book I missed doing
each class, for each subject, every for the summaries, which I will do summaries on 11 May
day for the rest of the term. immediately after school, every and 17 May.
day. I will read out my summaries
at my study group, and we will
discuss what we learnt in each
subject.
Health 1.  I will not take money to school so 1. Achieved except for
1. I will stop drinking fizzy cooldrinks I won’t be able to buy cooldrinks three days this month.
from today. I will replace this with at break times. I will keep a water 2. Achieved except for
water and sip water while I study. bottle with me at study times and 1day.
make sure I drink enough water.
2. I will eat a piece of fruit instead 3.  Achieved; they
of having sweets, when I have a 2.  I will ask my mother to stop buying understood and now even
craving for sweet things. sweets for me and rather buy remind me to move away
sweet fruits. I will take a piece of when they light up. ü
3.  I will walk away from my friends
fruit to school.
when they smoke; I will avoid
second-hand smoke. 3.  I will explain the dangers of
second-hand smoke to my friends
and stand far away so I don’t
inhale their smoke. If somebody
stands near an entrance to a door
while smoking, I will ask them
to stand further away from the
entrance so I can enter without
inhaling their smoke.

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 SMART goal How I will achieve this goal Evaluation
Fitness 1. I will get up 10 minutes earlier, 1.  Achieved; I don’t use the
1.  I will jog to school every morning pack my school stuff in a rucksack taxi any more and am
instead of taking the taxi. I will so jogging is easier, and jog with one minute faster! ü
increase my speed so I reduce my my best friend do we can motivate 2. Achieved; I never miss
time by one minute by the end of the each other. soccer. ü
term. 2. I will set aside the time to play 3. Mostly achieved; I
2. I will play soccer for 45 minutes soccer and ask my best friend to missed four sessions.
every second afternoon. join me.

3. I will join the aerobic dancing club 3. I will explain the importance of
and do aerobics for one hour, on fitness exercises to my parents
three evenings per week. and ask them to help me keep to
this commitment.

[20]
Additional resources
Books
Buzan, T (2000.) Head First: 10 Ways to Tap into Your Natural Genius. London: Thorsons.
De Bono, E (1978.) Teaching Thinking. London: Penguin Books.

Websites
http://www.slideshare.net (Many good-quality free PowerPoint slides on study skills for teachers to
download and use in the class)
http://www.howtostudy.org/resources_skill.php?id=4 (Very good site leading to other useful study skills
sites)
http://www.medicinenet.com/brain_foods_pictures_slideshow/article.htm
http://www.fi.edu/learn/brain/exercise.html
http://www.schoolclub.co.za/Nutrition/DownloadFiles/luckystar_booklet.pdf
http://www.westerncape.gov.za/Text/2010/4/wced_Grade_12_tips_for_success_booklet_1.pdf
http://frank.mtsu.edu/~studskl/hd/learn.html
http://surfaquarium.com/MI/inventory.htm
http://www.lib.uoguelph.ca/assistance/learning_services/top_40_study_strategies.cfm
http://www.learningcommons.uoguelph.ca/guides/time_management/
http://sciencelearningcenter.pbworks.com/w/page/34142402/Study%20Skills%20Online
http://www.rit.edu/studentaffairs/asc/college_programs/lng_pwr/index.
php?l1=1&l2=1&l3=1&location=111
http://www.howtostudy.org/resources_skill.php?id=3
http://www.nfer.ac.uk/nfer/publications/HWK01/HWK01_home.cfm?publicationID=501&title=Home
work:%20a%20review%20of%20recent%20research (Useful for research on role of doing homework in
school achievement)
http://www.memory-key.com/improving/strategies/children/homework
There are many websites where learners can go online and take free tests to determine their brain
dominance and preferred learning styles, and find out which study skills will help them the most.
http://dus.psu.edu/academicsuccess/studyskills.html
http://www.studygs.net/
http://www.how-to-study.com/
http://www.howtostudy.org/
http://www.academictips.org/

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 YouTube
http://www.watchknowlearn.org/Category.aspx?CategoryID=949 (Free video downloads for teachers on
study skills; also includes short reviews on study-skills videos; very useful for the Life Orientation teacher)
http://www.youtube.com/watch?v=6hQGDgBIKrw (Video on procrastination and time management)
http://www.youtube.com/watch?v=hGxkoKDClqw (Study skills)
http://www.youtube.com/watch?v=sdlq6JlXF54 (Study tips)
http://faststudyskills.com/blog/ (Study skills webinar; how to concentrate on homework and focus on one
aspect at a time)
http://faststudyskills.com/blog/study-tips-for-exams-improve-study-skills
http://www.yourepeat.com/watch/?v=GVEb5E4xzws (How to learn and memorise notes)

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 CHAPTER 8: PHYSICAL EDUCATION TERM 2:
PARTICIPATE IN SELF-DESIGNED GAMES
TO PROMOTE UMPIRING, ADMINISTRATIVE,
ORGANISATIONAL AND LEADERSHIP SKILLS

Chapter introduction Weeks 1–4; Time: 4 hours

In this chapter learners get the opportunity to design their own games. They also develop their umpiring,
administrative, organisational and leadership skills. They play self-designed and structured community,
playground and indigenous games that promote physical activity.
Learners are guided on how to develop and design a game. They create rules that explain how the
game is played and promote player safety and fair play. Learners plan the procedures of how the game
will be played and list the specific skills the players will develop in the game. Learners are guided on how
to make or improvise equipment, so no money needs to be spent on buying resources.

Chapter planning
Learner’s Weeks
Book of Term
Unit pages 2 Hours Resources needed
Unit 1: Safety in games 119 1–4 Refer to this Learner’s Book
continuously Teacher’s whistle
as needed

Unit 2: Umpiring, administrative, 122 1–4 Refer to this Learner’s Book

organisational and leadership continuously Teacher’s whistle
skills as needed

Optional: scorecards, rule books

Unit 3: Participate in community, 126 2 2 Learner’s Book
playground and indigenous games Teacher’s whistle

Optional: scorecards, rule books

Unit 4: Design a game 131 3 2 Learner’s Book
Teacher’s whistle, learners’
whistles, tins, sticks, bands,
scarves, balls, Frisbees, markers,
scorecards

Background information
Physical Education gives learners many opportunities to develop their officiating and leadership skills. Within
their groups or teams, and in the class, learners are able to practise refereeing and umpiring, administration,
organisation and various forms of leadership. They also have to work in teams and be followers. This helps
prepare learners for their future careers and for successful integration into the workplace and society.
Leadership may at times be challenging for learners; sometimes it is necessary to alter leadership
styles according to the situation. They may try out different leadership styles. Usually the best styles are
democratic leadership. The best leaders in games and sport are those who work with their groups, are fair
and do not criticise their groups harshly. However, at times leaders, in the context of games and sport,
need to be direct and give orders.

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 Examples of good and weak leadership
Good leaders:
• are able to help resolve conflicts
• are fair and treat everyone equally
• are honest and keep their promises
• are in control of their emotions
• are polite, friendly and assertive
• can be firm when necessary
• can cope with responsibility
• can make decisions
• can plan and prioritise
• can relax with their team
• delegate tasks to all team members
• encourage group members to learn, grow and explore their abilities
• explain what is expected of the team
• have clear goals
• lead by example
• let group members help to plan activities
• listen carefully to all group members
• praise group members and thank them for tasks done well
• protect others from injury and harm and are safety-aware
• work as hard as the rest of the group.

Examples of weak leadership:

• A soccer captain who gets a red card for foul play is a leader who is not setting an example.
• Situations in which no negotiation takes place – for example, the sports coach orders the team to play
a match on a Sunday, even though it is against the religious beliefs of three learners in the team.
• A netball captain verbally abuses teammates for dropping the ball.
• The team captain argues and pushes the referee.
• The captain can’t make decisions and takes so long to decide that the game is lost.
• A team leader puts the players at risk by ordering them to start playing without first warming up.

Different leadership styles

Authoritarian leadership
In an authoritarian or autocratic leadership style, the leader has all the power and the followers have
none. The leader tells the team what to do and they follow instructions. The leader focuses on his or her
status and on the job, rather than on the needs, suggestions and feelings of the members of the group. The
members of the team are followers who are not encouraged to question the leader’s decisions or actions.

An authoritarian leader:
• makes the decisions for the group without consulting team members
• supervises everyone all the time
• discourages questioning
• decides by himself or herself what the goals are
• focuses on the task to be done and not on the people or their feelings
• gives orders
• does not allow for discussion
• decides on team members’ roles
• tells team members what, how, when and where to perform on the field
• does not delegate
• does not share information.

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 Advantages Disadvantages
Works well in a crisis or dangerous situation or on the This leadership style may lead to low motivation, envy
field when something needs to be done immediately and unhappiness
Things get done quickly as there are no long The members of the team resent not being asked for
discussions their input
Useful if the team members don’t have confidence or Creates an attitude of ‘us and him/her’ between team
sufficient knowledge or skills members and the leader
Everyone in the team knows the rules and It doesn’t allow team members to develop as they
procedures; there is no uncertainty about what has to don’t get the chance to think for themselves
be done Because there is no power-sharing, team members
Works well in situations where team members are feel disempowered.
unwilling to take responsibility for their behaviour.

Democratic leadership style

In a democratic style of leadership, the whole group shares the power and the leader is part of the team.

A democratic leader:
• delegates
• directs and supports, but does not control the team
• emphasises teamwork and interdependence; team members depend on each other and the game is
won and lost by the team, not individuals
• encourages others in the team to develop leadership skills
• helps to sort out conflict
• listens to teammates and involves them in discussions
• makes sure that everyone participates in making decisions
• shares information
• allows voting on decisions that need to be made.

Advantages Disadvantages
Gives team members a feeling of power and control If the team members are not skilled or
Everybody has a say in how the team works and in the experienced enough, they may make mistakes
decisions that are made Some team members may take advantage of
Develops a team that plays together as a unit the leader and not do their bit

Team members feel committed to achieving the team’s Getting the job done can take a long time
goals because they were part of setting the goals There may be power struggles for leadership.
Everyone in the team takes responsibility for the decisions
they make together
Works well in situations where problems need to be
solved by teammates with different skills and experience;
everybody pulls together.

Laissez-faire leadership
‘Laissez-faire’ comes from French and means ‘let it be’. In this style of leadership, the leader leaves the
members of the group to get on with what they are supposed to be doing. The leader doesn’t focus on
the task or the team members. It is a form of non-leadership; the leader does not carry out any of the
functions of a leader, such as organising, facilitating, directing, motivating, controlling or planning.

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 The laissez-faire leader:
• allows teammates to set their own goals and decide how to reach them
• stays away from conflict rather than dealing with it
• avoids getting involved with the team; is distant
• does not direct or support the actions of the team members
• leaves the team to make decisions without helping them or telling them how
• makes little effort to get the game played or build the team.

Advantages Disadvantages
Works well when the team has a lot of Team members can do the wrong thing if they are not guided
knowledge, skills and experience, and The game may never get played!
members do not need to be told what
to do. All members of the group have to act responsibly and be able to
perform without supervision
The team may feel unhappy because they do not receive feedback
on their performance
Members of the group act as individuals and not as a team; this is
not helpful for team games.

Humanistic leadership
Here the leader believes that the game will be played best if the team’s feelings, emotions and well-being
are taken care of first. If people feel happy and satisfied, they will perform better. The leader places more
emphasis on team members’ needs and wants than on bossing, ordering, instructing, controlling, planning
or directing the team.

The humanistic leader:

• accepts people’s differences
• allows people to be themselves
• asks herself or himself, ‘How do I get the best out of my team?’
• considers people’s emotions or feelings
• empowers the group
• encourages full and open communication
• encourages people to try different ways of doing things and to be creative
• enjoys sharing information
• helps people with their personal problems
• is concerned about keeping good communication going among the team members
• is friendly and approachable
• listens to others and considers their points of view
• motivates and inspires the group
• plays the role of facilitator and communicator
• sees the game as a chance for all team members to develop and demonstrate their skills
• shares leadership with others
• treats all members as equals
• tries to make the game fun and enjoyable
• understands that other people have feelings and may be sensitive.

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 Advantages Disadvantages
Teammates get a chance to contribute and show what There may be more talk than action
they can do Some team members may take advantage and not
Members of the team are happy do their best – for example they may miss practice
There is less conflict sessions

Because everyone shares power, the group feels The task may not get done because there is less
motivated emphasis on planning and organising

Develops teamwork; the team works well as a unit It can take a long time to make decisions because
decisions are based on everyone agreeing.
Gets the best out of each team member.

Unit 1: Safety in games

Teaching guidelines Weeks 1–4; Time: Ongoing
Revise the safety instructions given in Term 1 on pages 22–25 of the Learner's Book, in addition to these
safety measures specific to this term’s games. The following safety hints are dealt with in this term:
1.1 Warm up and cool down
• Warm up
• Cool down
1.2 Follow instructions
1.3 The size and surface of the playing area
1.4 Basic first aid
• Nosebleeds
• Broken bones
• Cardiopulmonary resuscitation (CPR)
• Deal with blood in a responsible way
1.5 Care for other players.

Unit 2: Umpiring, administrative, organisational and leadership

skills
Teaching guidelines Weeks 1–4; Time: Ongoing
 uide learners to refer to Learner’s Book pages 122–124, to become familiar with the range of skills
G
they need to acquire. They need to focus on the skills of the umpire and the referee (officiating skills),
administrative and organisational skills, and leadership skills.
The leadership roles learners need to explore, attempt and develop include those of team leader and
captain, and as a coach, to teach their peers their self-designed games.

PE Activity 1: Check your skills LB page 125

Teaching guidelines
1. Guide learners to keep track of their officiating, administrative, organisational and leadership skills
by completing the checklists on Learner’s Book page 125; encourage them to think about how they
can improve their skills. Liaise with the language teachers so that learners can keep journals or write
essays on how they are developing these skills. There will be times when learners find difficulties;
encourage them not to give up. This is excellent practice not only for future involvement in sport, but
also for life.
2. Ensure that the girl learners get the same leadership opportunities as the boy learners; sometimes the
girl learners are assigned only administrative duties. They need ample opportunities to develop all the
skills required.

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 Reinforcement
1. Some learners may struggle with leadership, while others do not like to be followers. Some of the
learners who are used to playing leadership roles may not be easy to work with in teams when other
learners get the opportunity to be leaders.
2. Have a discussion with these learners and ask them to give examples of their difficulties, to help them
analyse and identify issues that they can work on. Example questions you can ask to help learners
include:
2.1. Ask learners to explain the aspects of being a leader that they enjoy. Example answers:
• Being able to give feedback to encourage my team’s efforts
• Being the person in charge; I feel special
• Having lots of responsibility
• Having the opportunity to learn more about myself and others
• Building confidence and skills; leadership is making me more confident
• Learning how to communicate better with others.
2.2 Ask learners to explain the aspects of being a follower that they enjoy. Example answers:
• It’s relaxing.
• It reduces pressure.
• It’s nice for somebody else to be in charge sometimes.
• It gives me the chance to learn more about being a follower and being myself.
• It gives me the chance to focus on the activity instead of worrying about others.
2.3 Ask learners what makes it difficult to be a leader. Example answers:
• People who do not co-operate
• Jealousy
• Responsibility
• Decision-making
• Fear of failure
• Pressure
• Expectations
• Gossip.
2.4 Ask learners what makes it difficult to be a follower. Example answers:
• A bossy leader
• An undemocratic leader
• Weak leadership
• Wanting to be the leader
• Not being able to follow instructions
• Not trusting others to lead
• Favouritism; the leader gives friends special privileges.

Unit 3: Participate in community, playground and indigenous

games
Teaching guidelines Week 2; Time: 2 hours
1. The games in Unit 3 are examples of community, playground and indigenous games. Learners can
adapt these games, combine two or three different games to create a new game, or use them as a guide
to create new self-designed games.
2. Let learners play these games to help them design their own games in the next unit:
• PE Game 1: Mbube, Mbube LB page 126
• PE Game 2: Mamba LB page 126
• PE Game 3: Elastics LB page 127
• PE Game 4: Sack racing LB page 127
• PE Game 5: Kick and catch LB page 127
• PE Game 6: Steal the scarf LB page 128

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 • PE Game 7: Windows and doors LB
page 128
• PE Game 8: Slap ball LB page 128
• PE Game 9: Jungle fun LB page 129
• PE Game 10: Bounce ball LB page 129
• PE Game 11: Play Ultimate Frisbee LB page 130

Background information on how to play Ultimate Frisbee

1. The game is played on a soccer-sized field and is similar to netball with end sections. The aim of
the game is to pass the disc (the Frisbee) up to the end section your team is attacking, while the
defending team attempts to knock down, catch or force the disc out of bounds. To score, the disc
must be caught in the end section.
2. You can catch the Frisbee with beautiful runs, fast movements, leaps, dives and throws.
3. A very important part of Ultimate Frisbee is the spirit-of-the-game value. Even though Ultimate is a
highly competitive sport, it is never at the expense of fair play and respect for other players. Ultimate
is a non-contact sport, so there is no reason to hurt another player. Ultimate is self-refereed. This
means you are honour-bound to play by the rules.
4. Ultimate is usually played with seven a side, but the numbers do not really matter, so you can have
more or fewer players. Boys and girls can play together. Learners who face physical challenges can
also play, and learners of all ages can play together.

Unit 4: Design a game

Teaching guidelines Week 2; Time; 2 hours
1. To help learners get the opportunity to learn the basic principles of officiating, administration,
organisation and leadership, they design community and/or playground and/or indigenous games
that promote physical activity.
2. They coach their peers in these games and also participate in games and sport coached by their peers.
3. Explain to learners how to develop and design a game.
4. Create rules. Keep the rules short and easy to understand. It is not fun learning long complex rules
which detract from actual game time.
5. The rules should explain how the game is played.
6. Include rules that promote player safety and fair play.
7. Consider the procedures of how the game will be played.
8. List the specific skills the players will develop in the game.
9. Plan how to make or improvise equipment so you don’t have to spend money on buying resources.
Also think about how you can use the existing facilities at your school for your game.
When the learners run a practice session, they need to know that:
1. Players like to be active; they like to run, jump, compete, have turns with the equipment and
participate fully.
2. This means that your game will not be popular if only one person at a time is active, or when there
are many minutes with no activity, or when a large class has to sit on the sidelines because the game
caters only for a few players. So consider the size of the class and plan how you can create a game to
include all learners at the same time.
3. Look around to see what you have available. For example, if you don’t have a large playing area,
design a game that can be played in a small space.

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 Inclusivity
Remind learners to be inclusive. They have to plan how to include learners who are physically or
intellectually challenged. Learners must be alerted to the following:
1. Tactical awareness opportunities:
• Consider space, time, force and speed as part of your tactical awareness training.
2. Space:
• Where in the area of play should the ball or equipment be placed?
• Where in the area of play should players be and go?
3. Time:
• How do players make best use of their time?
• When do players execute specific skills?
• When do they play their shots at goal?
• When do they try to lessen their opponents’ time in control?
4. Force:
• How much force is necessary to apply on the ball for speed, distance and height?
• To which part of the ball must force be applied for height, directional control and distance?
5. Speed:
• How fast must players run to invade or defend?
Reinforcement
If learners are unsure how to design a modified game, let them first play the more structured community,
playground and indigenous games described in the Learner’s Book on pages 126–130.

PE Activity 2: Design a game LB page 133

Answers
1. Work in teams of four to five learners.
2. Play some of the games listed on pages 126 to 130 so you get the idea of how to design your own game.
3. Use the game design guide in Table 1 on page 132, the template on page 134, and the examples on pages
135 and 136 to help you.
4. Practise your game.
5. Refine your game.
6. Take turns to coach, referee or umpire your game.
7. Take turns to be the team captain.
8. Share administration and organisational duties.
9. Teach your game to the other learners in your class.
10. Fill in the checklist on page 125 to rate your leadership skills.
11. If you have learners who are physically challenged, adapt your game to ensure you include them.

Learners’ answers will differ. Use these guidelines to assess the games learners design:
1. Guide learners to use the outline of the template or the guide to design a game, on Learner’s Book
page 134.
2. Remind them of the importance of identifying the aim and rules of the game.
3. Go over Example 1, Learner’s book page 135, Goal going-gone, and then let learners play this game.
Ask them if the guide in the template gave them enough information to play the game. Ask what they
would add or leave out.
4. Then go over Example 2, Learner’s Book page 136, and let them play a game of soccer-tennis. Again,
analyse how the game was written down in the template.

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 PE Activity 3: Design a game LB page 136

Answers
1.  Work in a group. Design a modified game using the structure in the game design guide template.
Carefully consider the points mentioned in this section about rules, and pay attention to detail. Think
about this: One day your game may be played all over the world, in the same way that soccer is now a
universal game.
2. Demonstrate to the class how to play your game.
Learners’ answers will differ. Give learners enough time to design their games. Encourage them to be
creative and to design challenging games that will give learners a vigorous workout.
Extension
Get learners to play these games:
1. Name of game: Continuous cricket
Type of game: Bat
 Aim of game: To score the most runs. This is a fast game of non-stop bowling and batting. Everybody gets
a chance to play.
 Rules and method: Have two teams. One team are the batters and the other team are the bowlers and
fielders.
Bowlers and fielders team: Each bowler gets a turn to bowl 10 balls before the next bowler gets a turn.
When players are not bowling, they have to be fielding.
Batters team: Each batter gets to bat until out.
Bowl the ball underarm. Every time the batter hits the ball, the batter runs to a marked-up area and
then back to the batting place. The fielders return the ball to the bowler, who can bowl immediately on
receiving the ball, whether the batter is back in place or not. As soon as the batter is out, i.e. the bowler
hits the wicket, the next player runs up to replace the batter. The bowler need not wait for the batter to get
ready; the bowler can bowl at the wicket as soon as the ball is received.
How to score: Each out (when the bowler hits the wicket) counts as one run for the bowling and fielding
team. Each run, from batter’s position to batter’s mark and back, counts as one run for the batting team.
The team with the most runs win.
 Skills needed to play this game: Speed, catching, bowling, batting
 Playing area: Half the size of a soccer pitch, or any open space. Area marked out for batting and area
marked up for batter to run to.
Equipment: Bat or broom handle, a small rubber ball, markers such as cones or empty plastic cooldrink
bottles. Wickets – three stumps or sticks with corks or stones on top.
Number: Any number of players divided into two equal teams
Duration: 30 minutes or more
Safety measures: Don’t use a cricket ball, as it’s too hard and can cause injury.

2.Name of game: Super handball

Type of game: Ball
Aim of game: The aim of the game is to pass the ball among your team using your hands. You need to
keep possession and get up the field to score a point.
Rules and method: No more than two defenders are allowed in the goal area. To pass the ball, you must use
both your hands. You can throw underarm or overarm. Before passing to a teammate, you must touch the
ball to the ground, then pass. Once the player receives the ball they cannot run, they have to freeze. Then
they must pass to a teammate within three seconds. The opposing team can intercept only between passes.
Defenders cannot grab the ball out of players’ hands. If the ball goes out of the playing area, award a
throw-in to the opposing team.
How to score: Each team scores one point by placing the ball or throwing the ball down in their
opponents’ goal. The team with the most points wins.
Skills needed to play this game: Passing, receiving and positioning, defending, teamwork.

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 Playing area: Set up a goal at each end of the playing area. The goal can be a small (3 m x 3 m) area where

the ball can be placed. The larger the teams, the bigger the playing area you need.
Equipment: A soccer ball, netball, volleyball or basketball
Number: Have any number of players in a team.
Duration: 20 minutes per half
Safety measures: No tackling.

Reinforcement
For learners who struggle to use the template, let them get started by using this simplified version:

Short game description Number of players Duration Activity level Skills developed
Aim, rules and what you need

Give learners this easy example of a modified game, to encourage them to create their own games.
Speed ball
1. Divide the class in half, each half to form a team.
2. Allocate the number 1 or 2 to each learner, alternating so that no two number ones will stand next to
each other.
3. Give the team a few seconds to memorise all the players who are on their side, with the same number
of players on each side.
4. Start the game, with the teams throwing the ball to each other as fast as possible.
5. No team member can hold the ball for longer than two seconds.
6. The wining team is the one which keeps the movement going the longest without the opposing team
getting hold of the ball.

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 CHAPTER 9: SOCIAL AND ENVIRONMENTAL
RESPONSIBILITY TERM 2

Chapter introduction Weeks 5–7; Time: 3 hours

In this chapter learners are made aware of the environmental issues that
affect the environment, the society and their health. They consider the use of
harmful substances in food production such as animal antibiotics and artificial Stop
hormones; they also consider animal by-products, pesticides, food additives, and climate change
plastics.
Learners are introduced to inhumane farming methods such as battery or
factory farming. They learn about degradation such as soil erosion; air, water
and land pollution and radiation; floods, fires and wind damage; and the loss of open space and the lack
of infrastructure.
They discuss the complexities of resources depletion through overfishing, using trees for firewood,
and damaging the land through incorrect farming methods, mining and building.
Learners are made aware that they can take action about the environmental factors that cause ill
health. They can change their attitudes, and learn safety and first-aid skills to cope with disasters by being
prepared.
The issue of climate change is introduced. Learners are made aware that they can address climate
change; everybody has a part to play.
Learners are encouraged to participate in a community service that helps to overcome environmental
issues.

Background information
Environmental issues and climate change are very topical. Future generations will hold this generation
accountable; we all need to make the necessary changes in our lifestyles and become environmental
protectors.
When learners participate in a community service that addresses a contemporary environmental issue,
they need to show how this issue harms certain sectors of society more than others. Environmental justice
means rectifying the situation where people with fewer choices are exploited – for example, the poor and
the disadvantaged. Very poor people often suffer most from pollution, jobs hazardous to their health,
resource depletion such as the loss of trees and fishing stock, and unequal access to resources such as
housing, land, water and electricity. The abuse of environmental rights is a serious problem in South
Africa, as in many other countries. We all need to become involved so that these issues can be addressed.
If we do something, we can make a difference. If we do nothing, we are all guilty of adding to the
misery of other people. There is something that every person can do, no matter how small it may seem.
Often the small things add up to make a big difference.
We need to encourage our learners to never say, ‘There is nothing we can do’, but rather to say ‘Look,
there is always something we can do – let’s start now!’
While promoting indigenous knowledge, learners can be referred to the ways that people traditionally
lived in harmony with the environment. Many of our African ancestors did not harm the environment
and promoted the principles of sustainable development.
Your role as a Life Orientation teacher is very important in promoting environmentally responsible
behaviour. ‘We will conserve only what we love. We love only what we understand. We will understand
only what we are taught’ (Baba Dioum, Senegalese environmentalist).

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 Chapter planning
Learner’s Weeks of
Unit Book pages Term 21 Hours Resources needed
Unit 1: Environmental issues that 137 5 1½ Learner’s Book
cause ill health South African Constitution

Unit 2: Climate change 152 6 45 min Learner’s Book

South African Constitution
Unit 3: Participation in a 154 7 45 min Learner’s Book
community service to address a Optional: newspaper articles
contemporary environmental issue

Unit 1: Environmental issues that cause ill health

Teaching guidelines Weeks 5; Time: 1½ hours
• Explain to learners that they need to know the environmental issues that cause ill health.
• Give a few examples and ask them to add from their own experiences. Allow for as much debate and
discussion as possible, to engage learners actively in this topic.
• Make learners aware of environmental hazards and let them critically analyse how environmental
hazards can affect society.

Activity 1: Investigate harmful substances in food production LB page 138

Teaching guidelines
1. Explain to the learners that people’s reactions to food additives are not the same. Some people are
allergic to some addictives; others get asthma attacks. Some food additives may cause cancer. Others
lead to attention deficient disorder (ADD). (Refer to Table 1 on Learner's Book page 137.)
2. The reasons why manufacturers use additives are to enhance the taste and make you want to eat
more, so they will add flavourants. Have you ever had only one chip out of a packet? And to make
the food last longer, they may add harmful preservatives. Others add food colouring to make the food
look attractive. The main aim is not to add nutritional value, but to add economic value.
3. The unseen additives of course include the antibiotics that are added to animal feed and with which
animals are injected. These are is then passed on to humans. Ask learners if they really know what
they are eating. Allow for a short discussion on this.
Answers
Carefully read Table 1 again.
1. Work in small groups:
1.1 Collect at least five labels from different kinds of food products.
1.2 Carefully read these labels and list their ingredients.
1.3 Underline the ingredients that you think may be harmful, such as E numbers and rBST.
1.4 Decide which food product you think is the healthiest. Give reasons for your answer.
(30)

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 Learners’ answers will differ. Use this marking checklist as a guide:

The learners have: Marks

• collected at least five labels from different kinds of food products 5
• correctly listed the ingredients from each label 5
• underlined the ingredients that may be harmful, such as E numbers and rBST 5
• shown evidence of reading the table on Learner’s Book page 137 5
• compared the food labels and decided which of the food items is the healthiest 5
• given valid reasons. 5
[30]

1.3 Typical ingredients that are cause for concern include:

• artificial colouring such as Blue 2, Green 3, Red 3, Yellow and 6
• aspartame (NutraSweet, E951)
• partially hydrogenated vegetable oil (trans fat)
• potassium bromate
• saccharin (E954)
• sodium nitrate (E250)
• monosodium glutamate (MSG, E621)
• tartrazine (E102)
• BHA.
2. In your own words, explain why giving antibiotics to animals can affect human health. (4)
Learners’ answers will differ. Example answer:
• In the same way that the overuse of antibiotics by doctors and their patients has reduced the
ability of those drugs to cure infections, the overuse of antibiotics on farm animals is also
lessening the ability of antibiotics to heal people.
• If you give animals antibiotics in their feed, it can lead to people becoming infected with
resistant bacteria. This happens if they eat or touch contaminated meat.
3. Critically discuss the advantages and disadvantages of pesticides. (12)
Learners’ answers will differ. Example answer:
Advantages:
• They control pests.
• Some pests such as mosquitoes, spread diseases. We need to get rid of these pests.
• Crops can be preserved instead of being eaten by insects.
Disadvantages:
• Pesticides are poisonous. There is not enough knowledge on how to use them responsibly and
they are not regulated properly.
• Some pesticides kill humans and animals.
• Pesticides can’t tell the difference between destructive pests such as aphids, and helpful insects,
such as bees and ladybirds. So all are killed and this has a negative impact on the rest of the
ecosystem.
• Birds die because they eat insects that have been poisoned, or birds and frogs die from hunger
because the insects that they feed on have been eliminated.
• Pests require repeated insecticide applications and build up resistance, thus needing stronger
poisons that are even more harmful to humans.
• Minor pests can become serious pests because the ecosystem is unbalanced after the use of
pesticides.
• Pesticides are expensive and add to food prices.
• Some pesticides take a long time to break down and remain in the soil for many years thus
continuing to harm and poison.

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 4.Write a paragraph in which you describe what you can do to use less plastic. (4)
Learners’ answers will differ. Example answer:
Keep a stainless-steel drinking cup or mug or water bottle with you. Refuse to use plastic water
bottles and polystyrene drinking cups. Always use reusable bags when you shop; never buy plastic
bags. Use glass instead of plastic. Buy food from the loose-item sections instead of prepacked food.
Buy in bulk and save on plastic packaging.
[50]
Extension
1. Show learners the YouTube video about the overuse of antibiotics in livestock (downloadable from:
http://www.cbsnews.com/stories/2010/02/09/eveningnews/main6191530.shtml).
2. Start an organic food garden at the school.
3. Show learners the video clip on plastic (downloadable from:
http://www.youtube.com/watch?v=LZ71svh1RVo) or get them to research the different ways to
reduce plastic.

Activity 2: Say no to factory farming LB page 139

Teaching guidelines
Allow for a short discussion about eating meat. Point out that many people consume meat without taking
into account the long-term consequences of their actions for the animals, the people and the earth.
Animals are kept like prisoners in appalling conditions in cages, crates and sheds. By eating less meat, we
would create less pressure for the production of meat at the cost of animal welfare. Eating less meat will
serve as an added benefit towards sustainable development.
The negative aspect of factory farming is that production takes priority over the health of the people.
The antibiotics given to animals in order to prevent diseases and fast-track their growth can be very
harmful to humans. This could lead to antibiotic resistance.
Point out that humans do not need to depend on meat for their survival; there are millions of healthy
vegetarians – people who don’t eat meat – who live long and healthy lives.
Answers
Read the information and case study on page 139 and answer the questions below.
1. Explain how eating less meat can improve the welfare of animals. (6)
Learners’ answers will differ. Example answer:
If we eat less meat, it won’t be necessary for animal factory farms to exist; they are there because of
the demand for meat. It is in factory farms that animals are tortured and abused on a daily basis.
2. List two ways in which factory farming can lead to ill health in humans. (4)
Learners answers will differ. An example is:
Eating too much meat can increase the risk of obesity, heart disease and some cancers.
Antibiotics and growth hormones are given to factory-farm animals; these additives cause serious
human heath risks. The animals also never see sunlight and never move around, so they are sickly.

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 3.Critically evaluate in what ways the massive scale of factory farming ‘harms … the planet’’. (10)
Learners’ answers will differ. An example is:
• The massive modern scale of factory farming harms the planet in a number of ways. The
production of greenhouse gases by farm animals contributes to climate change. Climate change
may lead to the destruction of the Earth.
• Industrial animal agriculture uses large amounts of grains and soya, which should rather be
used for humans. When we produce animal food crops, we add to deforestation and air, land and
water pollution. This seriously harms our planet.
• Massive-scale factory farming uses large amounts of water, mostly to grow the crops. Water is a
scare resource. Without water we can’t survive.
• In some counties there is mass starvation. Approximately one billion people in the world do not
have enough to eat. Raising fewer farm animals on natural foods would free up land for crops for
humans to use.
• Factory farming can lead to rural unemployment and put small-scale farmers out of business,
because they cannot compete with the big factory farms. Unemployment, in turn, leads to other
problems.
• The advantages of factory farming are few; it is mainly to make money and produce enough
meat quickly to feed an overpopulated world. It is not necessary to eat meat, and if we all eat less
meat, and refuse to eat factory-farmed meat, we will help to save our planet.
[20]
Reinforcement
Let learners read this extract before they answer the questions that follow.

Battery farming is the artificial and cruel practice of packing too many animals into small, closed
spaces. This is done to increase productivity and save on wages for workers and other costs.
These animals never:
• see sunlight
• get fresh air
• move freely
• live without daily injury and pain.
These animals are also unhealthy to eat. This is because they are often diseased and pumped full of
antibiotics and growth hormones. Battery-farmed chicken feet are sold to the poor, and often have
ammonia burns and infected sores.
Free range is a more natural way of farming. In a free-range environment, the animals live outside
and can move around. They can also:
• scratch for food in a normal way
• interact with other animals naturally
• live a pain-free life.
They are less prone to diseases and are healthier to eat.
A useful website where you can find more information on the treatment of animals is:
http://www.animal-voice.org

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 Questions
1. Why do you think battery farming is cruel?
These animals never see sunlight, never get fresh air and never move about, and they live with daily
mutilation and pain.
2. In what way are animals that are reared in batteries unhealthy to eat?
They are often diseased and pumped full of antibiotics and growth hormones.
3. What can you do to reduce battery farming? Suggest five actions.
• Make your voice heard; as a consumer, you can make a difference.
• Refuse to eat meat that has been battery farmed.
• Insist on free-range products.
• Do not support fast-food outlets and supermarkets that sell battery meat and chicken.
• Start a petition to protest against inhumane farming methods.
• Organise protests at battery farms.
• Write letters and SMSs to the media to complain about battery-farming methods.

Activity 3: Stop air pollution LB page 143

Teaching guidelines
Ask the learners for a brief discussion of ways of producing energy, and which ways will be best for the
environment and for human safety. Then they should read the case study.
Answers
Read the case study on page 142 and answer the questions.
1. Discuss the benefits of the BnM method. (2)
It helps to reduce the air pollution caused by burning coal. This means that it reduces the smoke and
inhalation dangers caused by burning coal.
2. Did all the people who tried this new method carry on using it? Explain why you think this is so. (2)
Yes, because 99% of those who started to use the method were still using it after one month. They
were shown how the new method works by demonstrations, so they understood and were excited.
3. Critically examine whether it is better to tell people about new methods or to show them. (4)
It is better to show them because then they understand and know how they work. If you just hear
about it, you may not believe it.
[8]

Activity 4: Identify environmental hazards LB page 145

Teaching guidelines
Ensure learners understand the (term) ‘hazard’. Explain that a hazard has the potential to cause harm to
people, property and the environment. Ask learners if they can identify any hazards in the school
grounds.
Answers
1.Identify the environmental hazard that causes the most harm where you live. (5)
Learners’ answers will differ. Example answer:
Fire causes the most harm where I live. There are often bush fires, and in the nearby settlements,
shacks burn down, especially in winter.

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 2.Write an essay in which you describe three ways to overcome or lessen the impact of the hazard. (10)
Learners’ answers will differ. Example answer:
• To reduce the impact of fire danger, I would ensure that I use the paraffin stove correctly. It must
carry the SABS stamp, and must be firmly placed so that the stove does not fall over.
• I will ensure that all my candles are in tins filled with sand so they don’t fall over. I will not place
them near a curtain or bedding.
• I will keep a bucket of sand near my door in case of fire.
• To prevent bush fires, I will educate all my peers about not throwing cigarette butts away in the
veld, and not to leave a braai unattended.
• When I go for the holidays to my grandparents who live on a farm, I will make sure I make a
firebreak between that farm and the next one, to prevent any veld fires from spreading.
[15]

Activity 5: Explore other sources of fuel LB page 147

Answers
Read the case study and then answer the questions:
1. List the challenges Palesa identified in her community. (2)
People in her community use wood, coal and paraffin for heating and cooking. These work out to be
expensive as many people are unemployed.
2. Describe in your own words how Palesa found a solution to these challenges. (4)
Palesa saw many marula trees in her area. She knows that people can pick the fruit for free, and they
do not have to chop down the trees. So she found a way to use marula fruit as a fuel source instead of
firewood, paraffin or coal.
3. For how long will 1 kg of marula coal burn? (2)
250 g of marula coal burns for 3,5 hours
250 g x 4 = 1 kg
1 kg will burn for 4 x 3,5 hours
Answer:
14 hours
4. Critically discuss how Palesa’s discovery can lessen the impact of the depletion of resources. (4)
The less coal and paraffin we burn, and the fewer trees we chop down to make wood fires, the better
our
resources will keep. By using a renewable resource such as the marula fruit, we are not depleting our
resources.
[12]

Activity 6: Be positive LB Page 149

Teaching guidelines
Ask learners to offer suggestions on what helps a person to cope in the event of a natural disaster such as
a flood, tsunami or earthquake. Learners may offer suggestions such as:
• the ability to adapt to change
• to work hard at starting again if you lose everything; to keep hope and energy levels high
• to apply your problem-solving skills.

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 Answers
1. In small groups, critically discuss how Japanese people reacted to the terrible damage from the
earthquake and tsunami. (5)
Learners’ answer will differ. Example answer:
The Japanese all pulled together and each person did what he or she could to help others. They were
very patient and did not complain. They helped each other without even being asked to do so. An old
man put it well when he said: ‘If you work hard, you lift your spirits.’ They just got on with the job of
cleaning up and trying to rebuild their country.
2. Write a paragraph in which you describe what you would have done in the same situation. (10)
Learners’ answers will differ. Example answer:
I hope I would also have remained calm, strong and patient. I would have a positive attitude and
make the best of the situation. I would believe that it would get better, and that we would be OK if
we all worked together. I wouldn’t sit down and cry and feel sorry for myself, and just complain. I
would say this is a challenge – let me use my problem-solving skills. I would also think, let’s see how I
can help others.
[15]

Activity 7: Write a letter LB page 150

Answers
Write a letter to the managing director of a company that operates in your area.
1. Ask the MD to sponsor first-aid kits for your community.
2. Give reasons why this would be a good CSI project and how it will benefit the company.
3. Give reasons why sponsoring these first-aid kits would benefit the community.

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 Learners’ answers will differ. An example letter:

PO Box 4769
Tshiawelo
SOWETO
1818
4 May 2015

Dr Jane Maluleke
The Managing Director
Zebs Ltd
Tshiawelo
SOWETO
1818

Dear Dr Maluleke
First-aid kits for Tshiawelo
This is a request to please sponsor a set of five first-aid kits for the Tshiawelo community.
The opportunity to donate these kits will be an excellent CSI project for your company. It will
further benefit your company because the community will see who donated the kits, as we will put
your logo on the kits. We will also invite you to the formal handover, and the press will be present.
This publicity will stand you in good stead, and you will be known as a company that cares about
the people of Tshiawelo.
Sponsoring the first-aid kits will benefit us in the Tshiawelo community; it could save lives. It
takes time to get the emergency services to us or to take an injured person to hospital. The kits will
serve as lifesavers until help arrives. With natural and human-made disasters on the increase, every
community should have a safety plan prepared. Part of the safety plan includes having first-aid kits
available.
Should you wish to contact me, I am on cell 081 104 7733. My email address is: LoKhosa709@
gmail.com

Yours sincerely,

Loko Khosa
Loko Khosa
Grade 11 C, Tshiawelo Secondary School

Activity 8: Deal with disasters LB page 151

Answers
Study the cartoon and answer the following questions:
1. Draw up two lists: one of natural disasters and one of human-made disasters. (10)
Learners’ answers will differ. For example:
Natural disasters:
• floods
• earthquakes
• volcanoes
• tsunamis
• typhoons
• twisters
• hurricanes

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 • hail
• lightning
• naturally occurring fires
• drought.
Human-made disasters:
• greenhouse gasses
• overpopulation
• depletion of non-renewable resources
• soil erosion
• war
• pollution
• fire.
2. Explain what you can do to prevent human-made disasters. (10)
Learners’ answers will differ. The answer may include these points:
• Try not to live or build on river banks or very close to water, especially in low-lying areas.
• Avoid causing fires in the bush or in homes.
• Secure your living area so that in the case of strong winds, the structures don’t break up or fall on
people.
• Limit the use of nuclear energy.
• Try not to live close to a nuclear plant.
[20]

Activity 9: Draw up a family emergency plan LB page 151

Teaching guidelines
Let learners first investigate an emergency plan for the school and draw up an emergency exit plan. They
need to mark up all the exits and fire hoses, the siren or bell, the first-aid kit and other safety features.
Organise a safety drill at the school and teach learners how to evacuate the building quickly, without
panicking.
Answers
Draw up an emergency plan for your family that they can use in case of a disaster. Include the following
items:
1. a plan of your home, showing where the exits are (14)
2. something to warn people or to let them know where you are, such as a whistle or bell (2)
3. a list of important phone numbers, including: a contact person outside your area, such as a friend or
relative; emergency numbers (6)
4. a place where all family members can meet in case they lose each other (2)
5. a list of what you would include in your emergency kit. (10)

Learners’ answers will differ. Use this marking guideline:

Criteria Mark
1. Plan of the home 10
2. Exit(s) clearly marked 4
3. Warning device to let people know where you are, e.g. a whistle, vuvuzela, bell, drum or horn 2
4. A list of emergency phone numbers 4
5. A contact person outside your area and his or her phone number 2
6. The name or address of a place where all family members can meet in case they lose 2
each other
7. A list of what you would include in your emergency kit (at least 10 items) 10

[34]

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 Unit 2: Climate change
Teaching guidelines Week 6; Time: 45 minutes
• Explain the causes of climate change to learners. Allow for as much discussion as possible, and ask
for examples of what learners have seen and heard. Some learners may have been following news
programmes or watching documentaries on TV; ask for their opinions.
• Let learners consider the impact that climate change has on development.
• Get learners to critically evaluate what they could do to lessen the impact of and adapt to climate
change.

Activity 10: Deal with climate change LB page 153

Teaching guidelines
Encourage learners to discuss and debate the issues on Learner’s Book page 152. Ask them to imagine the
world in 50 years’ time. What will it be like? What will the natural environment be like? Get learners to
make quick drawings of the world as they see it in 50 years’ time. Then let them share in small groups.
Usually learners draw depressing pictures of bleak landscapes with little green left, and little space
left. To lift the mood, ask learners to draw in the actions they can take to prevent climate change.
Answers
1. Discuss the threats to food security in South Africa. (6)
Maize, fruit and cereal production will be badly affected. Due to rising temperatures, some fruit trees
are
not bearing enough fruit. Some sheep are becoming ill due to the heat. While temperatures are rising,
rainfall is dropping. This means that produce will be affected and we won’t be producing the food
that we need. So we will not be food secure.
2. Describe the ways in which climate change can affect the economy of South Africa. (4)
• Farmers may go out of business, so many people will lose their jobs and there will be less food. If
we have to import food, it will be very expensive.
• People in the fishing industry and forestry will lose their jobs because there will be less timber
and fish.
3. Suggest three things that can be done to lessen the impact of climate change. (6)
Learners’ answers will differ. Examples are:
• Use motor cars less; walk or use public transport.
• Avoid building houses in places where there are likely to be floods.
• Plant indigenous trees.
• Recycle paper to save trees and the energy needed to make more paper.
• Save water; fix leaking taps.
• Collect rainwater to use in the garden.
[16]
Extension
1. Give learners this quote to critically discuss:
The earth provides enough to satisfy everyone’s needs, but not for everyone’s greed. (Mahatma Gandhi).
2. Ask learners to debate these topics:
• Climate change is imaginary; it is not real and will never happen. There is no such thing; there is
no proof.
• Climate change is real, serious and happening as we speak. Unless we take action, we are not
leaving a world fit to live in for the next generations.

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 3. Recycle organic waste.
• Start a campaign to recycle organic waste such as food, vegetable peels and eggshells by turning
it into compost.
• Show people how to use the compost to grow food they can eat and sell. Contact:
Food Gardens Foundation, 011 342-4440/6967/5743/3329, 086 549 0096, 011 342-1986,
http://www.foodgardensfoundation.org.za
• Read through this table to find out what you can recycle.

What can you recycle?

Metal Tetrapak Plastic
ü ü ü ×
cooldrink cans Paper containers lined food containers (e.g. for polystyrene cups,
beer cans with foil or plastic (fruit margarine) containers
juice containers, milk bottles (e.g. for milk, foam packing material
food tins
cartons, custard cartons) cooldrink) (e.g. used to pack new
lids of glass jars
household cleaner appliances like TV sets and
aluminium foil DVD players)
bottles (e.g. for
paint cans dishwashing liquid)
aerosol cans shampoo bottles
(recyclers need to know plastic bags (e.g.
the contents of paint and shopping bags)
aerosol cans, so don't
remove their labels)
Glass Paper
ü × ü ×
cooldrink bottles cups, saucers, plates white photocopy paper waxed paper
food jars (e.g. used for drinking glasses magazines and books laminated paper (paper
sauces, spices, jam) light bulbs newspaper covered in plastic)
wine bottles florescent tubes corrugated board carbon paper

cardboard (e.g. cereal self-adhesive paper

boxes, packing boxes, photographs
food containers)
telephone directories

Key:
ü: can be recycled
×: cannot be recycled

Unit 3: Participation in a community service to address a

contemporary environmental issue
Teaching guidelines  Week 7; Time: 45 minutes
Guide learners on how to participate in a community service that addresses an environmental issue. Help
them to identify an environmental issue relevant to their communities. Then lead the learners in a discussion
to talk about how and why environmental issues harm certain sectors of society more than others.

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 Give them examples of how poorer people have fewer choices about where they live, what they eat
and what they can do if there is a natural disaster. Often, if there is a flood, mud slide or an earthquake,
poorer people are more affected because their houses will not be as strong as they should be, and they
may live on riverbanks because they have no other place to stay.
Learners will do this task out of class hours; use the lesson to get them started, and explain what is
wanted from this task.

Activity 11: Participate in a community service LB page 155

Answers
Work in groups of five learners.
1. Decide on an environmental issue that affects your community. (4)
2. Explain why this environmental issue harms certain sectors of society more than others. (6)
3. Investigate what you can do about this issue to improve it. Make a list of your main ideas. (5)
4. Contact an existing community service in your area for assistance. (5)
5. Draw up an action plan. Decide who will do what, and how and when. (10)
6. Participate in a community service. Make sure that your actions are practical and helpful. (20)
7. Write a report on your participation. (15)
8. Present your report to the class. Ensure you present in such a way that you persuade the class to also get
involved in this community service. (15)
[80]
Also refer to the project for Term 3 on pages 244 to 246.
Use this guide to help you assess learners’ work:

The group has: Mark

1. identified a relevant environmental issue that affects their community. 4
2. explained why this environmental issue harms certain sectors of society more than others, giving 6
at least three reasons.
3. investigated what they can do about this issue to improve it and made a list of at least five main 5
ideas.
4. contacted an existing community service in their area for assistance. However, if there are no 5
community services, do not deduct marks. Allocate marks for trying, or for investigating whether
there is a community service.
5. drawn up an action plan. They decided who will do what, and how and when. 10
6. participated in a community service. They implemented practical and helpful actions. 20
7. written a report on their participation. The report is submitted in writing and it follows the format of 15
a report.
8. presented their report in class. 15
• Their presentation was persuasive and convincing.
• The group offered good arguments for why community service on the chosen issue is vital.
• They were well prepared.
• The report was informative.
• It was an accurate report on participation in community service.

[80]

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 Additional resources
The Humane Education Trust in South Africa promotes a spirit of care and respect for all life. It is the official
mouthpiece of Compassion in World Farming. They publish a useful magazine, called Animal Voice. See:
http://www.animal-voice.org/Resources/
http://nhne-pulse.org/factory-farming-animal-abuse/
http://www.belsandia.com/factory-farming-animal-cruelty.html
http://humane-education.org.za/
http://bugs.bio.usyd.edu.au/learning/resources/Entomology/pests/insecticides.html
http://dkc.esc20.net/pdfs/Pesticides.pdf (very useful ideas for teachers. Includes marking rubrics.)
http://earthfirst.com/resolve-to-use-less-plastic-in-2009-heres-how/
http://myplasticfreelife.com/2007/10/list/
http://plasticless.com/
http://www.wisebread.com/plastic-packaging-thirty-ways-im-using-less-and-why
http://newurbanhabitat.com/2010/07/28/12-easy-ways-to-use-less-plastic/
http://www.enviropaedia.com/company/default.php?pk_company_id=367
http://www.enviropaedia.com/resources/environmental/resource_default.php?resource_category=21
http://www.nspca.co.za/page.aspx?Id=220&CateId=13&Category=Education&SubCateId=220&SubCate
gory=Humane%20Education%20Trust
http://yaleglobal.yale.edu/content/dealing-disasters-connected-world
http://www.bt.cdc.gov/mentalhealth/
http://www.bt.cdc.gov/disasters/pdf/tipsforyouth.pdf
http://www.environment.gov.za
http://unfccc.int/2860.php (download environmental decisions made at COP Duran 2011)
http://greencommunities.co.za/documents/Green%20Communities%20Best%20Practice%20Model%20
Website.pdf
http://www.etu.org.za/toolbox/docs/government/environmental.html
http://www.communitylawcentre.org.za/clc-projects/socio-economic-rights/2nd-ed-of-resource-book/
chapter%205.pdf/
http://www.greenerliving.co.za
http://cop17insouthafrica.wordpress.com/
http://www.climate-justice-now.org
http://www.groundwork.org.za
http://www.earthlife.org.za
http://www.watersafe.co.za/2011/12/15/the-package-of-decisions-made-at-cop-17-in-durban-2011/
http://www.boell.org.za/web/cop17-cop17.html

Podcast on coping with disasters

http://www2c.cdc.gov/podcasts/player.asp?f=303306

YouTube
http://www.animal-voice.org/Videos/
http://www.youtube.com/watch?v=rV6YTn3JYY4 (factory farming)
http://www.youtube.com/watch?v=_FH8AQzk4HM (factory farming)
http://www.youtube.com/verify_age?next_url=/watch%3Fv%3D9mlh6BDBpA4 (factory farming)
http://earthfirst.com/resolve-to-use-less-plastic-in-2009-heres-how/
http://www.good.is/post/use-less-plastic/ or http://www.youtube.com/watch?v=LZ71svh1RVo
http://www.youtube.com/watch?v=zzjOcOcQ90U (climate change)
http://www.guardian.co.uk/environment/blog/2010/mar/29/youtube-climate-change-scepticism
http://blog.sciencegeekgirl.com/2008/01/09/great-youtube-video-on-climate-change/
http://www.youtube.com/watch?v=QD2WTK94c1U (climate change)
http://www.youtube.com/watch?v=avYeOx3nw-c (COP17 Durban 2011)

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 CHAPTER 10: PHYSICAL EDUCATION TERM 2:
PARTICIPATE IN SELF-DESIGNED GAMES
TO PROMOTE UMPIRING, ADMINISTRATIVE,
ORGANISATIONAL AND LEADERSHIP SKILLS

Chapter introduction Weeks 5–7: Time: 3 hours

Learners get opportunities to apply their skills in administration, organising, officiating and leadership by
presenting an indigenous games festival. They offer a combination of self-designed indigenous games and
standard indigenous games.

Chapter planning
Learner’s Book Weeks of
Unit pages Term 2 Hours Resources needed
Unit 1: Leadership skills 157 5–7 Refer to Learner’s Book, teacher’s
review the review whistle
continuously
as needed
Unit 2: Participate in self- 160 5–7 3 Balls, markers, bands to
designed games discern team members,
string, small stones, chalk,
Learner’s Book, teacher’s
whistle
Unit 3: Play rainy day games 162 As needed As needed Balls, hula hoops, a board
with 100 numbered hooks,
rubber rings, skittles or
plastic bottles, Learner's
Book, teacher's whistle

Background information
Let learners play these indigenous games if they have not yet done so in previous years. This will help to
give them examples of indigenous games, which they can then modify, or they can suggest alternatives.
1. Dibeke
Dibeke is a high-action running ball game that requires fitness and skill.
Aim of the game
The aim is to score the highest number of points by kicking the ball past the halfway line of the defenders,
and running to the other end of the pitch.
What you need
• A ball
• A playing area marked with a halfway line.
How to play
1. Form two teams of 12 learners in each team. You may have six girls and six boys in each team.
2. Each team must choose a captain.
3. Also choose a scorekeeper for each team to count the runs of every player and team during the
match.
4. One team are the attackers and the other team are the defenders.
5. The attackers must try to kick the ball past the halfway line.

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 6. The attacker who has kicked the ball must run to the other end of the pitch. This gives the attacking
team one point.
7. The defenders must try to catch the ball before it reaches the halfway line.
8. If the defenders catch the ball in mid-air after it is kicked, the attackers swap roles and so become
defenders.
9. The defenders can get rid of the attackers by throwing the ball at them.
10. If the attackers get to the other end of the field without being hit by the ball, the attackers score a
point.
11. If the defenders get rid of all the attackers, the defenders score a point. Then the teams change roles,
and the attackers become defenders.
2. Kho-Kho
This is a running game.
Aim of the game
The aim of the game is to get the opposite team out by chasing and touching them.

What you need

• Playing area: a field. Mark out eight small 30 x 30 cm squares in the middle of the field.
• Plant a pole or stick at one end of the field.
How to play
1. There are two teams with nine players in each team.
2. Give each player a number, from one to nine.
3. One team is the running team (Team 1) and Team 2 is the chasing team.
4. At the start of play, one player from the running team is the runner (A) and one from Team 2 is the
chaser (B).
5. All the members from Team 1 take up their positions in the eight 30 x 30 cm squares in the middle of
the field.
6. Alternate players face in opposite directions. For example, all even-numbered players will face north,
and all odd-numbered players will face south.
7. Three players from Team 2 will be in the playing area. One of these players will start the chase. This
player will start the game by chasing the runner from Team 1.
8. The runner will run away from the chaser alongside her team members positioned in the squares.
9. At any time, the runner may shout Kho! to one of her own team members who is facing in the same
direction in which she is running.
10. The runner (A) will change places with the player she called out to, and that player will take up the
running (being chased by B, from the other team). The runner (A) may move in any direction, but
must stay inside the playing area.
11. When the chaser wants to chase a runner on the other side of the middle line, then he must first run
up to the pole at the end of the field in order to change direction.
12. A runner (A) is out when he or she:
• is touched by the chaser
• steps outside the playing area
• enters the playing area late.
Rules
• No substitutes are allowed during play, unless a player has been injured.
• Rough tackling is not allowed; players who make tackles on purpose are sent off.
• Catchers are allowed to turn three times in seven minutes.
• The chaser may not cross the centre line.
• Chasers can change direction only when they reach the pole at the end of the field.

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 How to score
• The score-keeper counts the number of catches and the number of fouls committed by the chasers.
• The fouls are subtracted from the catches to give the score.
Example:
Fouls = 5, catches = 23, score = 18
• The team with the most points at the end of the game is the winning team.
Time
• There are two halves of seven minutes each.
• After the first seven minutes of play, there is an interval of two minutes for the players to change over.
• Three players from Team 1 now become chasers and eight players from Team 2 take up their
positions in the squares, and one not in a square, as runners.
3. Drie stokkies
This is a running and jumping game.
Aim of the game
The aim of this game is to run and jump over sticks.
What you need
• Three sticks
• An open piece of ground or a field.

How to play
1. Place three sticks a metre apart from each other.
2. The players run and leap over each stick three times.
3. Once all the players have leapt over the first three sticks, the last player moves the sticks further apart.
The sticks must be an equal distance from each other.
4. Players do another round of running and leaping.
5. Continue, each time moving the sticks farther apart.
6. The winner is the player who can leap the furthest.
4. Blikkies
This is a game of skill where you throw a ball at tins.
Aim of the game
The aim of Blikkies is to score points for your team by hitting tins with a ball.
What you need
• Three tins. Put the tins on top of each other.
• A ball or a round stone
• A stick to draw in the sand or a piece of chalk to draw on the floor.
How to play
1. Divide into two teams.
2. A player from one of the teams must try to knock the tins over with a ball or stone.
3. The player gets three tries. If the player is unsuccessful, then a member of the other team gets a chance.
4. If the ball hits the tins, the player who threw the ball:
• must run to the tins
• put the tins back on top of each other again
• draw a square around the tins with the stick or chalk
• shout Blikkies!
• hop over the tins three times.
5. Each time you hit the tins with the ball, your team scores one point.
6. The first team to get 21, points or the most points in an agreed time, wins.

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 5. Kgati: indigenous jump-rope game
This is a rhythmic jumping game. Teams are formed, and each participant has a turn to jump over a rope
turned by two on the opposite team while singing a rhyme: one, two, Amahsigogo shigogo. The challenge
is to keep jumping over the rope while singing this rhyme.

Unit 1: Leadership skills review

Teaching guidelines Week 5–7; Time: Ongoing
Encourage learners to evaluate their leadership skills. Ask them to give examples as reasons for their yes/
no answers to PE Activity 1 and Activity 2.
Reinforcement
Explain to learners who struggle with their leadership skills, especially when they teach their self-designed
games to their peers, to remember these important points:
1. The first task is to plan the practice. This means that you have to think about the needs of your
players. Decide what they need to learn to improve in their sport. The coach plans each practice
session before the players arrive. This means the learners can spend their time learning a new skill or
improving on one they already know. They don’t waste time standing around waiting for the coach to
come up with a plan on what they are supposed to be doing.
2. The second task is to conduct the practice. This means that you have to get the players’ attention and
keep it. You have to plan the exercises so that everyone is doing something most of the time, even
though you may have different exercises for different players. Knowing how to talk to the players
is very important. The coach has to make sure the players don’t get frustrated, bored or hurt. This
is where leadership skills become very important. You need to be able to motivate your players and
inspire them to do the best they can, even at practice sessions.
3. The third task is to make sure the players get to the competition or match on time. Part of this job is
to fill out registration forms, organise transport, supervise the match or game and make sure there is
enough water to drink.

PE Activity 1: Check if you are a good leader LB page 157

PE Activity 2: Check if you are a good captain LB page 158

Teaching guidelines
• Get the learners to complete the checklists on Learner’s Book pages 157 and 158.
• Ask them to be honest and to explain their answers to a partner. Ask the learners to give examples to
substantiate their yes/no responses.

PE Activity 3: Play games and be an umpire, administrator, organiser and leader

LB page 159
Teaching guidelines
Remind learners what to do when they officiate:
• Be honest.
• Be fair.
• Keep fit.
• Know and respect the rules of the game.
• Apply the rules consistently.
• Protect the players.

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 • Control the players firmly but respectfully.
• Encourage players and spectators to enjoy the game.

Unit 2: participate in self-designed games

Teaching guidelines Week 5–7; Time: 3 hours
The games in this unit are examples of modified indigenous games.
•. PE Game 1: Ndondo LB page 160
• PE Game 2: One-two-beki LB page 160
Let learners play these games as well as indigenous games such as Dibeke, Kho-kho and Drie stokkies.
Alert them that they have to offer an indigenous games festival and need to know a range of indigenous
games. They can also modify the indigenous games they know.

PE Activity 4: Offer an indigenous games festival LB page 161

Teaching guidelines
Guide learners to plan an indigenous games event at the school.
Answers
1. Work as a class, but divide into teams of six learners.
2. Each learner in each team must have a chance to be one of the following:
• umpire or referee
• captain
• coach
• organiser
• administrator
• team leader.
3. Plan and present an indigenous games festival at your school. Use the checklist on page 125 to evaluate
your umpiring, administration, organising and leadership skills.
Work as a class to answer these questions:
1. How will you advertise and promote the indigenous games day?
2. How many games will you have and will they be self-designed or modified indigenous games?
3. How will you organise the events? For example, will games be played at the same time, or only one
game at a time?
4. How will you decide who plays which games, or will learners choose their games?
5. Will you group the participating learners per grade or per class, or by any other criteria?
6. How will you make sure it will be easy to tell the opposing teams apart?
7. How will you identify the different team captains?
8. Who will be the umpires and referees, and their assistants?
9. Who will organise scorecards, result boards and record-keeping?
10. Who will organise the equipment?
11. Who will organise the playing areas so they are safe, ready and playable?
12. Who will ensure there is enough water and other refreshments?
13. Who will look after first aid and invite a nurse form the clinic to attend?
14. Who will be the speaker at the awards ceremony?

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 Reinforcement
Remind learners that they also have to focus on skills development. For those learners who neglect this
aspect, ask them to describe the skills needed for the modified game that they created. Explain how you
would promote these skills in your peer-coaching sessions.

Criteria
1. The necessary skills are identified.
2. The skills must be aligned to the game.
3. How to promote skills:
• Tactical awareness opportunities.
4. Consider space, time, force and speed as part of your tactical awareness training:
• Space:
− Where in the field of play should the ball or equipment be placed?
− Where in the field of play should players be and go?
• Time:
− How do players make the best use of their time?
− When do players execute specific skills?
− When do they play their shots at goal?
− When do they try to lessen their opponents’ time?
• Force:
− How much force is necessary to apply on the ball for speed, distance and height?
− To which part/s of the ball should player apply force for height, directional control and distance?
• Speed:
− How fast must players run to invade or defend?
5. Drills:
• Describe the type of drills such as rope jumping, catching and throwing, running sprints, ball kicking,
and batting practice.
6. Other activities:
• Playing the game either at practice sessions and/or competitively.

Extension
Ask learners to compile a booklet with their indigenous games, both modified and standard. If you have
the facilities, let learners play these games and make a video recording. Post these recordings on YouTube
to spread the wonder of indigenous games, so other schools can also benefit.

Unit 3: Play rainy day games Week 5–7; Time: As needed

Teaching guidelines
If it rains in the PE period, learners still need to get active. They can play these games indoors. Get
learners to move the desks and chairs in your class against the walls, to make enough space to play these
games.
• PE Game 3: Snail LB page 162
• PE Game 4: Maths hopscotch LB page 162
• PE Game 5: Drop scotch LB page 163
• PE Game 6: Crocodiles in the river LB page 163
• PE Game 7: Ampe LB page 164

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 • PE Game 8: Circle leaf game LB page 164
• PE Game 9: Hula-hoop puzzle LB page 165
• PE Game 10: Potato pass LB page 165
• PE Game 11: Rings LB page 165
• PE Game 12: Skittles LB page 165

Additional resources for PE

http://www.ultimatehandbook.com/Webpages/Beginner/simplerules.html (Frisbee rules and hints)
http://www.ultimatehandbook.com/Webpages/Beginner/basics.html (Basics of frisbee)
http://www.ultimatehandbook.com/Webpages/Beginner/drills.html (Frisbee drills)
http://www.makeuseof.com/tag/learn-play-ultimate-frisbee-pro-5-websites/
http://www.srsa.gov.za
(For information on indigenous games tournaments and to get the latest edition of the Indigenous Games
Rules Book free from the Department of Sport and Recreation)
You can also download the Indigenous Games Rules Book free from: http://www.kzndsr.gov.za/LinkClick.
aspx?link=GIS%2FIndigenous+Games+Rule+Book.pdf&tabid=131&mid=927
Download the very useful link, A Chance to Play, free from:
http://www.a-chance-to-play.de/downloads.htm or from http://www.childrensrightscentre.co.za
A chapter specific to indigenous games:
http://www.childrensrightscentre.co.za/site/files/6592/Chap13Indigenousgames.pdf
http://www.helium.com/items/2127525-how-to-become-a-good-referee
http://wilderdom.com/games/IndigenousActivities.html
http://www.streetplay.com/rulesheets/hopscotch/
http://www.streetplay.com/rulesheets/stickball/
http://www.footy4kids.co.uk/
http://familyfun.go.com/games/indoor-outdoor-games/feature/
UNICEF (2004) Sport, Recreation and Play. The United Nations Children’s Fund, New York. Download
free from: http://www.un.org/wcm/webdav/site/sport/shared/sport/pdfs/Sport%20Recreation%20and%20
Play_UNICEF.pdf
YouTube
http://www.youtube.com/watch?v=LyXFKFO4xus
(Demonstration of advanced Frisbee throws)
http://www.youtube.com/watch?v=zOMtYnNUEzE
(Frisbee backhand throw)
http://www.makeuseof.com/tag/learn-play-ultimate-frisbee-pro-5-websites/
(Full references to excellent YouTube sites for frisbee)
http://www.youtube.com/watch?v=Zl19BELxOPQ
(Humorous clip of refereeing)
http://www.youtube.com/watch?v=LtEHM7y8Gas
(Interview with a good referee)
http://video-hned.com/video/7_3Zx12zROw/Referees.html
(Challenges of being a referee)
http://www.jambalayah.com/node/487
(Indigenous games video)
http://www.firstload.com/?uniq=6404ea6e74101ec8&log=47382&fn=african+playground+games

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 PROGRAMME OF ASSESSMENT:
PHYSICAL EDUCATION TASK (PET)
TERM 2

Introduction
Learners should:
• Take part in all the games during the weekly one-hour PE class.
• Design their own games and also play structured community, playground and indigenous games.
• Aim to increase their game skills such as running, attacking, defending, throwing, jumping, kicking,
receiving, trapping, hitting, and body positioning and anticipation skills.
• Develop their umpiring, administrative, organisational and leadership skills.

Assessment
• Learners’ movement performance will be assessed twice over the term.
• Learners’ active participation will be assessed every week.
• Learners are assessed according to the criteria in PET part 1 and PET part 2.

PET Part 1: Participation

Participation refers to the PE lessons that learners attend AND participate in. This will be assessed every
week. Learners’ participation is assessed against a total of 10 marks.

PET Part 2: Movement performance

• Learners’ movement performance refers to how well learners did in the requirements for the self-
designed games. Learners’ movement performance is assessed twice during the term: once in weeks
1–4 and once in weeks 5–7. Movement performance is assessed out of five marks for each assessment,
which gives a total of 10 marks.

How to calculate marks for PET Part 1

Divide the number of times the learner actively participated by the number of PE periods in Term 2.
Example (a learner with full participation in the seven weeks):
7 + (times the learner participated)
7 (Number of PE periods)
• Then multiply the answer by 100 to get a percentage: 7/7 = 1 x 100 = 100%
• Then convert the percentage to a mark out of 10. In the example, it will be 10/10.

How to calculate marks for PET Part 2

Add up the marks the learner got for movement observation 1 and observation 2, which will be out of a
total of five marks for each observation. The mark for movement performance counts out of 10.

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 Physical Education Task PET Part 1: Participation

PET Part 1 Level Mark

Frequency: Limited Adequate Proficient Excellent Mark out of 10
Number of times Learner must Learner can Good; Wonderful (One mark
learner participated do much better improve competent for each PE
in PE periods 0% = 0 marks 11–20% = 41–50% = 71–80% = lesson)
Learner gets one (did not 2 marks 5 marks 8 marks
mark for each time participate at 21–30% = 51–60% = 81 – 90% =
she/he actively all) 3 marks 6 marks 9 marks
participates for one 1–10% = 31–40% = 61–70% = 91–100% =
hour per week in all 1 mark 4 marks 7 marks 10 marks
the games.
0–1 mark 2–4 marks 5 – 7 marks 8–10 marks
(1–10%) (11–40%) (41–70%) (71–100%)
Week 1
Play goal going-
gone and soccer-
tennis
Week 2
Design and play
games
Week 3
Design and play
community and
playground games
Week 4
Design and play
community and
playground games
Week 5
Design and play
indigenous games
Week6
Design and play
indigenous games
Week 7
Organise and
participate in an
indigenous games
festival

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 Physical Education Task (PET) Part 2: Movement Performance

PET Part 2 Level Mark

Assessment of Movement Limited Adequate Proficient The learner’s Mark
Performance The learner The learner The learner game was out of
(Learners are observed and did not design needs to work designed a superbly 10
assessed once in any games. on game design game well. designed. (2 × 5)
weeks 4–6 and once in skills. Learner has Learner’s game
Learner
weeks 7–10.) cannot play Learner needs demonstrated skills are very
the games. to get more good game good.
practice in skills. Learner can
Learner
playing games. Learner can perform all the
struggles
to perform Learner not perform most movements
required able to do all movements well. very well.
movements. movements Learner can take Learner‘s
correctly. on umpiring, umpiring,
Learner
lacks skills Learner’s skills administrative, administrative,
in umpiring, in umpiring, organisational & organisational &
administration, administration, leadership roles. leadership skills
organising & organising & are outstanding.
leadership. leadership need
work.

0–1 mark 2–3 marks 4 marks 5 marks

(1–10%) (11–40%) (41–70%) (71–100%)
Date Assessment 1
(first observation
/5)
Date Assessment 2
(second
observation /5)

Total

PET Term 2 total mark:

How to calculate total marks for PET Part 1 and Part 2

Add up both totals to get a mark out of 20.

Total mark for PET Part 1 Frequency of participation Movement Performance Mark out of 20 =
and Part 2 (maximum 10) (maximum 10)

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 PROGRAMME OF ASSESSMENT:
MID-YEAR EXAMINATION
LB PAGE 168

Total marks: 80 Time: 1½ hours

Section A [20]

ANSWER ALL THE QUESTIONS.

Question 1 (10)
1. 1.1 making summaries, making work interesting, making work visual, using the SQ3R method,
managing your time, reading every day, asking questions (accept any two of these or similar) üü
1.2 pictures, drawings, doodles, cartoons, mind maps, flow charts, posters, charts, tables (accept any
two of these or similar) üü
1.3 healthü and fitnessü
1.4 alcoholü and drugsü
1.5 junk or fast food or fried foods or foods with lots of additives or MSG and a lot of salt, sugary
or fizzy sugary cooldrinks, sweets with tartrazine, sweets, lots of sugar (accept any two of these or
similar) üü
[10 marks]

Question 2 (5)
Choose a description from Column B that matches an item in Column A.
Answers:
2.1 = Eü; 2.2 = Dü; 2.3 = Fü; 2.4 = Hü; 2.5 = Bü [5 marks]

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 Question 3 (5)
There are funding options for learners to study further after Grade 12.
Choose the correct answer from the options given. Write only the number of the question and the letter of the
correct answer.
3.1 A bursary is:
A) an amount that is given to you to help you pay to study at a higher education institution
B) a sum of money you borrow from a bank
C) money paid by the lotto when you win a scratch-card prize
D) school fees.
3.2 A scholarship is:
A) money you borrow and need to pay back
B) obtainable if your marks are the lowest in the class
C) money that you use to buy a car
D) money awarded to you by an organisation because you did well at school in your studies or at sport
3.3 A study loan is:
A) university fees
B) money lent to you by a bank, company or a business so that you can study
C) SETA funding
D) money you borrow from your teachers to buy food
3.4 A learnership is:
A) a job that pays you while you are studying, you study the theory at a higher education institution
and practise what you have learnt in your job
B) a course you take at university
C) a study style
D) learning how to work on a ship.
3.5 The abbreviation SETA stands for
A) Special Education and Training Services
B) Sector Education and Training Authority
C) Second Education and Training Authority
D) Study Education and Training Advice.

Answers: 3.1 A; 3.2 D; 3.3 B; 3.4 A; 3.5 B [5 marks]

Section B [30]

ANSWER ALL THE QUESTIONS.

Question 4 (10)
Lesego is in Grade 11. Her plan is to be a physicist after studying at a university. Lesego has a problem with
her boyfriend, Carl. Carl has been pressurising her to have sex with him. Lesego loves him very much, but she
has told him that she is not ready to take that step because her studies are a priority to her.
4.1 Advise Lesego about to deal with the problem. Use a problem-solving method, in a step-by-step way, to
help her find a solution. (6)

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 1. Explain what the problem is about. Describe the problem.
Carl is pressurising Lesego to have sex with him. ü
2. What information can help you to solve the problem? What do you need to know?
• What are Lesego’s values? ü
• What knowledge does she have regarding making choices?
• What knowledge does she have regarding being sexually active?
• How important is her goal of becoming a physicist?
3. Possible solutions: 4. Possible effects of each solution:
Do not give in to Carl’s request.ü • Carl might break up with her.
• Lesego can do well at school.
• Lesego will be able to focus on her studies.
• Her plans for university are on track.ü
Agree to have sex with Carl. • If they do not use protection, she might fall pregnant.
• This might strengthen or weaken their relationship.
• Carl might leave her anyway.
5. Best solution:
Do not give in to Carl’s request. ü
Reason why this is the best solution:
I do not think Lesego is ready for this kind of relationship. Her priority is her studies; she needs to focus on her
life goal. My advice to Lesego is to not give in to Carl’s pressure. ü

4.2. Explain how giving in to Carl’s request can have an effect on her goals. (2)
• She might lose focus on her goals.ü
• She might fall pregnant if they do not use protection. Then she will have to prioritise her baby,
not her school or career goals.ü
• She might lose Carl even after he got what he wanted and this may cause her emotional
problems. Then she may lose focus on her goals.ü
(Accept any other two similar, correct and relevant statements.)
4.3. Which two values could help Lesego deal with Carl? (2)
• Perseveranceü
• Believing in abstinence ü
• Getting her priorities rightü
• Respect in relationships. ü
(Any two answers. Also accept correct, relevant and similar answers)
[10 marks]

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 Question 5 (18)
5. Physical fitness should be a priority, as well as safety relating to participation in physical fitness activities.
5.1 Explain how you would check the intensity of your exercise. (2)
To check the intensity of your exercise, check your breathing.ü If you are not breathing faster than
usual, the intensity level is not high enough.ü
5.2 What are the signs of good cardio-respiratory endurance? (2)
Two signs; allocate 1 mark per sign:
• You have a strong heart, indicated by a slow pulse rate, because your heart does not have to beat
so much.ü
• You have large lung capacity, which allows more oxygen to be taken to your blood.ü
5.3 Describe how you world deal with muscle cramps. (2)
Stop exercising and wait for the cramp to go away before you start to exercise again.üü
5.4 Why is it good to avoid performance drugs? (2)
Accept any TWO appropriate answers:
• These drugs are illegal.ü
• They have harmful side-effects.ü
• They can cause heart attacks, cancer and sterility.ü
• Some of these drugs may cause aggression, pimples and obesity.ü

Question 6 (12)
6. Indigenous games have many benefits.
6.1 Briefly describe one indigenous game that you have played this term.(3)
Learners’ answers will differ. Check for accuracy and knowledge of the game. Example answers:
Dibekeü, a high-action running ball game that requires fitness and skill. The aim is to score the
highest number of points.ü You kick the ball past the halfway line of the defenders, and run to the
other side of the pitch. You have two teams of 12 learners in each team.ü
Or
Kho-Khoü is a running game. The aim of the game is to get the opposite team out by chasing and
touching them.ü There are two teams with nine players in each team, and each player has a number.
One team is the running team and the other is the chasing team.ü
Or
Drie stokkiesü is a running and jumping game. The aim of this game is to run and jump over
sticks.ü You place three sticks a metre apart from each other. Learners run and leap over each stick
three times.ü
Or
Kgatiü is a rhythmic, rope jumping game.ü You form teams and each learner has a turn to jump
over a rope turned by two learners on the opposite team while singing a rhyme: One, two, Amahsigogo
shigogo. The challenge is to keep jumping the rope while singing this rhyme.ü
6.2 Explain the importance of umpiring in games. (2)
Learners answer will differ. Accept any TWO appropriate points:
• Umpires pay an important role because they ensure fair play and that the rules of the game are
followed.ü
• They protect players from injury and stop games when a player is hurt.ü
• They have the power to punish foul play by sending players off.ü
6.3 Critically evaluate how playing indigenous games has helped you to develop your leadership skills. (4)
Learners’ answers will differ. Focus on learners identifying how their leadership skills have improved
or what they have realised about how their leadership skills were developed. Accept examples. An
example answer:
My leadership skills were developed because I realised that I could be a leader.ü While I was
coaching my peers and demonstrating how to play Dibeke, I realised that they learnt from me and
listened to me.ü In the beginning I was a bit shy and did not speak clearly, so my friends said they

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 could not hear me. From that, I learnt to speak clearly and to try to not be shy. When I was captain
of our team, I realised that as a leader during play I need to be authoritarian and players need to
listen to me.ü However, at practice games and when we plan games, I can be a democratic leader
because I need to listen to the team and let them help to make decisions. When we planned the
indigenous games festival, I realised I could contribute many good ideas and that a leader also has to
be a follower.ü
6.4 Describe how you would adapt a game to include a learner who is visually challenged. (3)
Learners’ answers will differ. Accept practical, workable ideas. Examples:
• I will play the game in pairs where one partner in each pair is blindfolded.ü
• The sighted partners then have to guide the blindfolded learners by touch and voice.üü
Or
• I will fix a bell onto the ball so that the learner can hear the ball coming in her or his direction.üüü
• I will adjust the field of play to make it smaller so the learner can hear where the ball is.üüü
• I will put learners as markers who can call out if the blind learner comes near the end of the
field of play.üüü

Section C [30]

ANSWER TWO OF THE THREE QUESTIONS.

Question 7 (15)
Examine the final Grade 12 marks of the following learners and then answer the questions that follow:

Learner 1 Learner 2 Learner 3

English Home Language – 51% IsiXhosa Home Language – 83% Sepedi Home Language – 55%
Afrikaans 1st Additional Language – 41% English 1st Additional Language – 70% English 1st Additional
Mathematical Literacy – 37% Mathematics – 69% Language – 41%

Life Orientation – 50% Life Orientation – 84% Mathematics – 48%

Computer Application Technology – 62% Accounting – 63% Life Orientation – 60%

History – 39% Geography – 75% Information Technology – 42%

Visual Arts – 35% Life Sciences – 54% Physical Sciences – 39%

Design – 37%

7.1 Name the types of qualification (for example, a degree, diploma or certificate) that each learner
qualifies to study for. Give a reason for each of your answers. (6)
Learner 1: Higher Certificate ü (one mark for the qualification)
• home language above 40% • two subjects above 40% • three subjects above 30%.
ü (one mark for the reason)
Learner 2: Bachelor’s degree ü (one mark for the qualification)
• the learner has designated subjects • passed four subjects above 50%
• passed home language with a mark above 40% • passed two subjects above 30%.
ü (one mark for the reason)
Learner 3: Diploma ü (one mark for the qualification)
• home language above 40% • three subjects above 40% • two subjects above 30%
ü (one mark for the reason)
7.2. Which of the three learners cannot study at a university? Give a reason for your answer. (3)
Learner 1 ü has one subject which is not a designated subject. ü
This learner has four subjects below 50%.ü
OR
There are few courses that accept Mathematical Literacy instead of Mathematics.

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 7.3. Give an example of the type of institution at which each learner can go to study. (3)
Learner 1 – An FET college,ü or the learner may give the name of an institution; allocate a mark if
the institution falls into the correct category, for example, Tshwane Vocational College
Learner 2 – A university,ü for example, Rhodes University
Learner 3 – A university of technology,ü for example, Vaal Triangle University of Technology.
(Credit learners for their own correct and relevant answers.)
7.4. Suggest a suitable career path for each of the learners, based on their subject choices. (3)
Learner 1: Graphic artist, desk-top publisher ü
Learner 2: Geographer, meteorologist, journalism ü
Learner 3: Sports coach, administrative assistant. ü
Question 8 (15)
South Africa has launched its National Climate Change Response Policy. The policy gives us a roadmap
for responding to the urgency of climate change, as it moves us towards a greener economy. Our future
sustainable development, quality of life and economic growth depend on the effects of climate change.
8.1 What do you understand by a ‘greener economy’? (4)
It is an economy that does not harm the environment, or harms it less.ü For example, measures are
put in place to reduce harmful emissionsü and prohibit dumping by factories, ü there is more public
transportü and private cars are used less, and there are more locally manufactured items but not so
many imports.
8.2 Explain in two sentences what you understand by (climate change). (4)
Climate change is any change in global temperatures and rainfall over time.üü This can be due to
natural changes or to human activity. üü
Or
It is a long-term change in the earth's climate.üü This is especially a change due to an increase in the
average atmospheric temperature, brought on by natural effects as well as human actions. üü
Or
Climate change means changes in the earth’s climate, especially those changes produced by global
warming.üü Climate change is a change in temperature and other weather patterns. üü
8.3 Critically evaluate these aspects of climate change: (7)
• causes
• impact on development
• mitigation.

Causes
Climate change, as a change in temperature and weather patterns, is caused by gases, such as carbon
dioxide and methane; they build up in the atmosphere and they trap the sun’s heat. This heat causes
changes in weather patterns. People add to the gases in the atmosphere.ü When you burn coal, for
example, it gives off carbon dioxide. Methane comes from growing rice, from animal manure and from the
digestive processes of cattle, all of which is released into the air, and from burning rubbish, trees and other
plants. It seems that humans are playing a big role in adding to climate change.ü
(Accept any two relevant answers.üü)

Impact on development
Climate change may lead to drought and scarcity of resources as abnormal heat means that, for example,
crops can no longer be produced in some regions.ü People will not have enough food to eat or water to
run factories and irrigate crops.ü This will slow down development. ü
Or
The world will get warmer and rainfall patterns will change. Water will evaporate more quickly, and
streams will dry up. There will be less water available for farming, drinking and industryü. Therefore,
maize, fruit and cereal production will be badly affected. Farmers will go out of business, people will lose
their jobs and there will be less food. The number of forest fires will increase and not enough rain will fall
for new trees to grow. Without wood we can’t build the infrastructure we need to develop as a country. ü

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 Or
The sea will get warmer, which will have an effect on the types and numbers of fish. Fishery workers may
lose their jobs and there will be fewer fish to feed people.ü Sea levels will rise. The sea may flood places
where people live and cover whole islands. In some countries there will be less living space. ü
Or
Droughts, floods and extreme temperatures are a threat to health. Cholera outbreaks are possible in
extreme weather events,ü especially in poor settlements where many people live closely together.ü This
will stunt development.
(Any three relevant answersüüü)

To mitigate climate change, we can do the following:

• Use motor cars less, as they are the fastest-growing source of greenhouse gases. Instead, walk, take
public transport or ride a bicycle. ü
• Avoid building houses in places where there are likely to be floods and big waves. ü
• Plant indigenous, drought-resistant trees. Trees absorb carbon dioxide and produce oxygen.ü
• Recycle paper to save trees and the energy needed to make more paper. ü
• Turn off the tap and don’t leave the water running or dripping. ü
• Turn off the lights, insulate your house and use a solar water heater. ü
• Collect rainwater to use in the garden. ü
(Any two correct answers üü)
[15 marks]
Question 9 (15)
South Africa got involved in Global Youth Activation Summit
9.1 I dentify an example of a positive behaviour programme in the extract. (2)
The Global Youth Activation Summit.ü This is a platform where the youth come together and
discuss issues that affect them on a daily basis, especially issues to do with the intellectually disabled
and how athletes are treated in the communities in which they live. ü
9.2 Explain what Eunice Kennedy Shriver meant when she said that on the playing field, we forget about our
differences and forge bonds that recognise our mutual humanity.’ (3)
When we play sport, we are united.ü It does not matter if people are different from each
other,übecause sport is the focusü, not our differences. We are all humans who enjoy playing sport;
that is all that matters on the playing field, nothing else. It is a common shared enjoyment, no matter
who you are.
9.3 Examine how participant and spectator behaviour in sport can either support or detract from nation
building. (4)
Participant and spectator behaviour in sport can support nation buildingü if participants and
spectators behave well, play by the rules, and don’t trigger bad events or bad behaviour. Then we feel
proud of our sport teams and our spectators as we support a common goal, and that is sport. This
helps to build us as a country and nation, as it unifies us. ü
However, participant and spectator behaviour in sport can detract from nation building ü if
participants and spectators do not behave well, don’t play by the rules and trigger bad events. ü
9.4 Critically evaluate the role of sport in nation building. Use the information provided in the extract as a
starting point for your argument. (6)
Sport has a big role to play in nation building.ü For example, during the Special Olympics World
Games, two of our athletes and a chaperone represented South Africa at the Global Youth Activation
Summit.ü Our athletes made a presentation on their Tshivenda culture.ü We were all proud that
one of the South African cultures was presented.ü As a nation, we supported the special athletes. It
was helpful for them to join the Global Youth Activation Summit and bring messages home, so more
people can be aware of special needs, and become more inclusive. Sport is for everyone; and everyone
in our nation can participate no matter their abilities or the challenges they face.ü This means we are
truly one nation.ü
[15 marks]
Total: 80 marks
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 TERM 3 OVERVIEW
Within Term 3, your Grade 11 learners will cover the following sections of content.

Learner’s
Chapters and time Book
Topics allocation Units pages
Development Chapter 11: Unit 1: Healthy and balanced lifestyle choices 172
of the self in Development of the Unit 2: Factors that impact negatively on lifestyle 177
society self in society choices
(Term 3)
Unit 3: Factors that impact positively on lifestyle choices 183
(5 hours)
Unit 4: Impact of unsafe practices on self and others 187
Unit 5: Individual responsibility for making informed 189
decisions and choices
Unit 6: Role of nutrition in health and physical activities 192
Physical Chapter 12: Unit 1: Safety for recreational activities 198
Education Leadership roles Unit 2: Leadership roles in recreation 204
in self-designed or
Unit 3: Hiking 206
structured recreation
and relaxation group Unit 4: Recreational dance 210
activities
(5 hours)
Careers Chapter 13: Careers Unit 1: Competencies, abilities and ethics that will assist 215
and career and career choices in securing a job and developing a career
choices (Term 3) Unit 2: Personal expectations about jobs and careers 229
(5 hours) Unit 3: Knowledge about self in relation to the demands 234
of the world of work and socio-economic
conditions
Physical Chapter 14: Unit 1: Obstacle course 238
Education Leadership roles Unit 2: Recreational dance with apparatus 239
in self-designed or
Unit 3: Orienteering game 241
structured recreation
and relaxation group
activities
(5 hours)

TERM 3 PROGRAMME OF ASSESSMENT

The following formal assessment tasks will need to be completed in Term 3. You may use the example in
this book for your learners or you may want to develop your own.

Formal assessment task Mark Learner’s Teacher’s

allocation Book Page Guide page
Physical Education Task (PET) Term 3 20 marks 242 187
Written task Term 3: Project 80 marks 244 190

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 CHAPTER 11: DEVELOPMENT OF THE SELF IN SOCIETY
TERM 3
Chapter introduction Weeks 1–5; Time: 5 Hours

• This chapter deals with living a balanced and healthy lifestyle. Learners
are reminded of the physical, psychological, social, emotional and spiritual Make informed
components of a balanced lifestyle.
• Learners are warned that there are a number of things that can negatively
decisions
affect their lifestyle choices, such as accidents, risky behaviour and
situations, and their socio-economic environments.
• Learners are also encouraged to identify the factors that have a positive impact on their lifestyle
choices, such as positive role models, parents, peers, personal values, belief system and religion,
media, social and cultural influences, and economic conditions.
• The effects of unsafe behaviour on self and others are dealt with. Learners are reminded to take
responsibility for making informed decisions that don’t harm others.
• Finally, as part of living a healthy and balanced lifestyle, learners are given opportunities to
investigate the role of nutrition in health and physical activities.

Chapter planning
Learner’s Book Weeks of Resources needed
Unit pages Term 3 Hours
Unit 1: Healthy and balanced lifestyle 172 1 1 Learner’s Book
choices
Unit 2: Factors that impact negatively 177 2 45 min Learner’s Book
on lifestyle choices
Unit 3: Factors that impact positively 183 2–3 45 min Learner’s Book
on lifestyle choices Optional: newspaper
articles
Unit 4: Impact of unsafe practices on 187 3–4 45 min Learner’s Book
self and others Optional: newspaper
articles
Unit 5: Individual responsibility for 189 4 45 min Learner’s Book
making informed decisions and
choices
Unit 6: Role of nutrition in health and 192 5 1 Learner’s Book
physical activities

Background information
As part of living a balanced lifestyle, it is important to help learners to develop resilience. Resilience means
learners can withstand difficulties and make informed and responsible lifestyle decisions. They can avoid
risky behaviour. This is because they are mentally and physically strong when they are resilient. It is based
on the theory that protective factors help strengthen learners’ determination. Protective factors include:
• life skills application
• caring relationships
• high expectations
• goals
• participation in community activities
• constitutional values.

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 The following help to build resilience in learners:
• teachers
• schools
• families
• communities
• religious institutions
• choirs
• drama groups
• volunteer work
• sport organisations
• Life Orientation classes.
• Encourage learners to take up physical exercises that promote co-ordination, focus, attention and
balance.
• Exercises that help to promote well-being include deep breathing, yoga, meditation, running and
aerobics. Mind-body exercises such as tai chi, taekwondo and yoga are useful forms of relaxation,
physical fitness activity and control of emotions.
• Many of these martial art forms originated in 14th-century China. Today they are used mainly for
self-defence, physical fitness, mind-alertness, relaxation and general health promotion. Tai chi, for
example, is known to promote health, as it creates a state of awareness that encourages relaxation,
creativity, holistic thinking and a feeling of well-being. Originally, people who studied tai chi used
it to help them learn how to use their minds better. They learned how to preserve their bodies and
minds as a whole.
• Through guided movement, you can get into harmony with the environment, with your body and with
your mind.

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 Unit 1: Healthy and balanced lifestyle choices
Teaching guidelines Week 1; Time: 1 hour
1. Let learners explain what they understand by living a healthy and balanced lifestyle. They need to
give examples of how they think they are living healthy and balanced lifestyles. Learners should be
able to explain the physical, psychological, social, emotional and spiritual aspects of well-being, after
working through the units in this chapter.
2. There is a great deal of content to cover in Term 3, weeks 1–5; however, some of the concepts should
be familiar to learners, so you can build on what they already know. Select the activities that you
consider to be new to learners or that need special emphasis due to learners’ risky behaviour or
challenging situations.
3. Start the lesson with an exercise in juggling. Juggling symbolises what we need to do to keep the
various aspects of a healthy lifestyle in balance.
4. Teach learners how to juggle various objects. To juggle means to balance a number of things at the
same time.
5. Juggling is an enjoyable and calming recreational activity, that promotes concentration and focus.
Some learners say it helps them to do maths and to study. Others find it helps them with ball skills
and with co-ordination.

How to juggle
You need three apples or oranges or small heavy balls. You can also use potatoes.
• Start with one ball or piece of fruit. Throw the ball in an arc or curve from hand to hand at
about eye level. Throw in an arc, not a circle.
• When you feel comfortable with one ball, move to the next part of the exercise: Start with one
ball or piece of fruit in each hand. First toss the ball in your right hand (ball A) in an arc at
about eye level, to your left hand. When this ball reaches the highest point in its arc, throw ball
B in an arc from your left hand to your right hand. Catch A in your left hand, then catch B in
your right hand. Stop. Repeat until you feel comfortable.
• Repeat this exercise, but start with your left hand instead of your right hand.
• Practise until you can do this smoothly.
• If you throw two balls in a circle, or throw both balls at the same time, it is very difficult to
catch them.
• When you feel ready, you can juggle three objects:
– Start with two balls in one hand, and one ball in the other.
– Start by throwing the ball in front of your right hand in an arc to your left hand.
– When ball A reaches its highest point, throw ball (B) in your left hand in an arc to your
right hand. Catch A in your left hand. This is like the two-ball exercise. When the ball
thrown to your right hand reaches its height, throw the ball from your right hand (C) in an
arc to your left hand. Catch B in your right hand.
– When that ball (C) reaches its highest point, throw the ball in your left hand (A) in an arc to
your right hand. Catch C in your left hand. And so on.
– You are now juggling! Easy or difficult? It gets easier with practice! In the same way, we
have to juggle many things in our lives when we want to live a balanced and healthy lifestyle.

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 Activity 1: Do you live a healthy and balanced lifestyle? LB page 173

Teaching guidelines
Get learners to do the quiz. Emphasise and explain to them they need to be honest; there are no marks
involved, nor do they have to share with anybody else. It is vital that they are aware of the extent to which
they are leading balanced lifestyles. This quiz will give them some indication.

Extension
1. The Chinese yin yang symbol symbolises harmony and balance. Let learners create their own signs to
symbolise well-being, harmony and balance.
This is an example of a yin yang symbol with an African interpretation.

2. Guide learners to investigate indigenous knowledge on leading a healthy and balanced lifestyle. They
can speak to parents, grandparents or elders in the community, or visit the library or search on the
Internet.

Activity 2: Analyse scenarios LB page 175

Teaching guidelines
Ask learners to give examples of living a balanced lifestyle and not living a balanced lifestyle. Ensure they
understand the concept of balanced lifestyle before they read the scenarios.
Answers
1. Work in pairs to read and talk about the scenarios shown below.
2. Then copy and fill in the table. (16)

Name Identify aspects of life not in balance

1. Palesa Physical: Palesa hates and does not get enough physical exercise.
Emotional: She is not emotionally in touch with her feelings and cannot express herself
appropriately.
2. Nicole Social: Nicole does not have any friends. She is lonely and alone. She never goes out.
Psychological: She stresses about exams and worries too much.
Physical: She does not get enough sleep.

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 3. Jon Physical: Jon does not follow a healthy diet as he likes only deep-fried red meat. He does not eat
fresh fruit and veg. He also does not eat breakfast, and then fills himself with sugary cakes.
Physical and social: He is having sex with three girls and does not use condoms, so he is putting
himself and others at risk of HIV and other STIs. He does not go for check-ups at the clinic.
Spiritual and emotional: Jon spends too much time with his girlfriends, so there is not enough
time for other important aspects of his life.
4. Katleho Spiritual: He does not attend religious ceremonies. He refuses to pray. He does not
want to listen to spiritual messages or wisdom.
Emotional: He gets into fights, and he does’t not know how to express his feelings in a non-violent way.
Psychological and physical: He does not know how to behave and indulges in risky behaviour
such as getting drunk. He harms his mind as well as his body by doing so.
[16]

Give advice to live a balanced lifestyle

1. Get exercise! Walk to school. Get active during PE periods and play a sport after school. Get one hour of
exercise every day. Watch less TV.

Write down your feelings and try to find out what you are feeling and why. Avoid shouting and swearing at
others; rather explain what you are feeling when you are upset. Calm yourself first.

If you get more physical exercise, you will feel less frustrated and angry.
2. Cut down on red meat and fried foods. Eat more veg and fruit. Eat breakfast. Avoid buying cakes.
Stop having sex with multiple partners. If you do have sex, use a condom, always. Go to the clinic
immediately for a check-up.
Stop lying to your girlfriends; don’t be a ‘playa’!
You are too young to be having sex; abstain until you are out of school/ready for a committed relationship
with one person.
Focus on your Grade 11 studies and give yourself time to consider your unhealthy and risky lifestyle.
Apologise to your girlfriends for your lies and for putting them at risk, and ask them to also go to the clinic
for a check-up.
If any one of them may be pregnant due to your not using a condom, make plans to support the child and
mother for the rest of the child’s life; it is also your responsibility.
3. Try to make friends; be friendly and let people talk about themselves; show you are interested. Invite a
classmate over to your place, join a study group, join a club, take part in a sport so you can socialise with
people.
Do exercise to help you relax at exam times. Do visualisations and deep breathing, and go for long walks.
Join an aerobic dance club.
Plan to study more.
Go to bed at 21:30 at the latest and stop watching so much TV.

4. Attend church with your family. If you don’t like that religion, find another one: you can go to a mosque,
temple, explore ancestor worship, but do develop your spiritual side. Listen and apply the messages from
holy texts; you need to have spiritual guidance. Pray with your family. Read inspirational texts and listen to
religious music.
Avoid physical violence; work on yourself to reduce your aggression. Join a sports club; learn to express
your feelings in appropriate ways. Apologise to the people you hurt.
Avoid your friends who drink and avoid all forms of alcohol. Play sport over weekends; study and join your
family on family visits and religious events.

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 Reinforcement
Get learners to compare the following two stories. Ask them to:
1. Identify who is leading a healthy and balanced lifestyle. Let them give reasons for their answers.
2. Identify who is not leading a healthy and balanced lifestyle. Let them give reasons for their answers.

1. Thobeka’s story
 hobeka is juggling many priorities to live a healthy and balanced lifestyle. She is determined to pass
T
her Grade 11 with good marks, so she spends a lot of time on her school work.
She knows that to stay healthy and fit she needs to exercise and participate in sport. She
plays netball and joins her aerobic dance group at least twice a week. She also makes sure she eats
balanced meals every day.
Thobeka realises that it’s fun to be young, so she allows herself time to do cool things. She
hangs out with her friends, goes window-shopping, listens to music and chats.
However, she plays it safe and keeps away from dangerous situations. She makes sure she does
not go near dangerous places or out with boys she does not know well.
Thobeka is a responsible member of the community and does voluntary work at a centre for
babies who are HIV-positive. She is active in politics and a member of the Youth League.
She also has home and family responsibilities. She sometimes helps her father at his shop in the
evenings. She supervises her brothers to make dinner.
At weekends she attends religious activities, participates in outdoor recreation and spends time
with her family and friends.

2. Nalini’s story
Nalini often arrives late for school. Her homework is usually not done, as she puts things off until
later … and then runs out of time! Because she is late for school, she usually never has time to make
herself a sandwich to have during break. She often feels hungry and asks for a few chips and a
mouthful of fizzy cola from a friend.
During lunchtime Nalini sings in the school choir and does not have time to eat. In the
afternoon she practises netball. After netball practice, Nalini sometimes feels weak with hunger. On
the way home, she buys a chocolate and some chips. She needs the money for taxi fare and so ends
up having to walk home.
So, she gets home late, feels tired and has a rest. She falls asleep and wakes up only the next day.
She never prepares well for her tests. Her school marks are poor.
One day, on the way to school, she met a few guys from another town. They were on holiday
from university. They invited her to a picnic. Their car was filled with beer bottles and cigarette
smoke. Without thinking, Nalini agreed … and hopped into their car. Off they went! So … she
missed another day of school and a test, and spent her time alone with a few drunken boys she did
not know well, in a remote place.

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 Activity 3: Balance your lifestyle LB page 176

Answers
1. Look at the examples of Lebona and Jason on pages 173 and 174 and the resource on page 174. Then use
two facing pages in your exercise book to draw five large circles. Make a circle for each of these aspects:
a) physical b) psychological
c) social d) emotional
e) spiritual
2. Now, in each circle, write the most important things you do to ensure that this aspect of your life is in
balance. (10)
3. Evaluate your drawing. Are you living a balanced lifestyle? If so, give reasons to explain. If not, describe
what you need to do to make sure you live a balanced lifestyle. (10)

Learners’ answers will differ. Use this marking guideline:

Criteria Mark
1. Physical: identified which aspects are in balance. Shows an understanding of what physical means. 2
2. Psychological: identified which aspects are in balance. Shows an understanding of what 2
psychological means.
3. Social: identified which aspects are in balance. Shows an understanding of what social means. 2
4. Emotional: identified which aspects are in balance. Shows an understanding of what emotional 2
means.
5. Spiritual: identified which aspects are in balance. Shows an understanding of what spiritual means. 2
Evaluated with insight and honesty. 5
Reasons are clear. Identified shortcomings and explained what to do. 5
[20]

Unit 2: Factors that impact negatively on lifestyle choices

Teaching guidelines Week 2; Time: 45 minutes
Guide learners to identify what has a negative effect on their lifestyle choices. Give them examples from
Learner’s Book pages 172–182 and also ask learners to offer suggestions for a short general discussion.
Review Table 1: Accidents that can be prevented.A

Activity 4: Analyse a case study LB page 178

Teaching guidelines
1. Explain to learners the importance of doing research on risky behaviours among youth, and how the
results can help them to be better prepared to avoid such behaviours. Ask for general comments on
the case study.
2. You may have learners in class who do engage in risky behaviours; do not refer specifically to them
by name or humiliate them. However, ensure they understand the risks they are taking and the harm
they may cause themselves and others.
Answers
1. What did the results obtained by the MRC about youth and substance abuse confirm? (2)
It confirmed high levels of substance abuse.
2. Identify one risky behaviour given in the case study. (1)
Binge drinking and driving while under the influence of a mind-altering substance is an example of
risky behaviour.

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 3. What is the link between substance abuse and other risky behaviours? (6)
Using alcohol or drugs reduces your inhibitions and it becomes much easier to engage in unsafe
sexual activity.
4. Critically evaluate how the risky behaviour given in the case study negatively affected learners’ lifestyle
choices. (6)
Using alcohol or drugs reduces inhibitions and it becomes much easier for learners to engage in
unsafe sexual activity, drunk driving, and violence and to visit unsafe places.
[15]
Reinforcement
1. Give learners the following statements and let them decide whether they are true or false. Ask them to
give reasons for their answers.

1. Know the truth about alcohol and drugs

Statement True or Reason
false?
1. Driving after using TRUE Drugs also slow down your reflexes and harm your co-ordination. Drugs
drugs is not safer than also affect your judgement and the way you see things. All these factors
driving after drinking. make it likely that you will cause an accident if you drive, if you have
alcohol or drugs in your system.
2. Alcohol and drugs do TRUE The problems will not go away; you will forget about them only for a very
not help you to solve short while. Usually your problems get worse because you don’t handle
your problems. them properly; these substances help you to escape only for a short
while.
3. Alcohol and drugs do TRUE In fact, they can cause more stress. You may feel relaxed only for a
not help you to relax in short while. But as soon as the effects wear off, you will feel even more
the long term. stressed.
4. Alcohol and drugs do TRUE You may lose your ability to get sexually aroused. You may also become
not make you sexually sterile. This will prevent you from having children.
active.
5. Alcohol and drugs can TRUE You may take part in risky actions because you can’t think clearly when
harm your health and under the influence of alcohol and drugs. Your body, especially your brain
well-being. and liver, can also be harmed. You may become addicted. If you are
pregnant, your baby may be born with foetal alcohol syndrome.
6. Smoking is a serious TRUE More than ¼ of smokers die of smoking-related diseases such as cancer
risk. and lung problems.
7. Smoking is not TRUE Most intelligent teenagers now know that smoking is out and not cool;
fashionable . smoking is a health risk.

2. Know the truth about HIV and AIDS

Statement True or Reason
false?
1. You cannot get HIV from TRUE If AIDS were transmitted by mosquitoes, we’d all be dead by now!
mosquito bites. Mosquitoes take blood, they do not donate blood.
2. HIV is the virus that causes TRUE Human immunodeficiency syndrome (HIV) is a virus. It slowly
AIDS. damages the body’s immune system. Without a strong, healthy
immune system, the body becomes at risk to many infections and
illnesses. Flu, colds, pneumonia, malaria, TB, diarrhoea, cancers,
rashes and sores, and STIs can easily attack your body if your
immune system is not strong. If a person living with HIV becomes
sick with one of the more serious types of these infections, they
are said to have acquired immunodeficiency syndrome, or AIDS.

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 Statement True or Reason
false?
3. Condoms help reduce the TRUE Condoms can prevent semen from entering the vagina. Using a
risk of infection. condom during sex can reduce the risk of getting HIV.
4. Drinking alcohol can TRUE If you drink alcohol, your decision-making ability may be harmed.
increase your risk of You may take part in risky actions as you cannot think clearly and
getting HIV. forget about your own and others’ safety.
5. ARVs cannot cure AIDS. TRUE ARVs cannot cure AIDS. There is no cure. However, they can
delay the onset of AIDS and help you to live longer.
6. If a person infected with TRUE The only thing that such behaviour does is to spread the disease
HIV has sex with many very fast. Having sex with others will make you more ill, as you
others or with virgins, the will be exposed to STIs. Having sex with a virgin or a young
person will not be cured. person or an old person will also not cure you of HIV and AIDS.
This is NOT a cure. There is no cure.
7. If we both have HIV, we TRUE There is a chance of re-infection with a different strain of HIV,
still need to use a condom. which makes HIV treatment even more difficult.
8. There is no cure for HIV TRUE While some people make claims of miraculous cures, the sad
and AIDS. truth is that as yet there is no cure for HIV. Be careful of claims
or cures and miracles, as it may be a way to get your money. HIV
can be treated to improve your quality of life and delay the onset
of AIDS, but you cannot be cured yet. Doctors, traditional healers,
hospitals, clinics, nurses and ministers of religion cannot cure HIV
and AIDS. They can help the symptoms so that you feel better, but
there is no cure yet.
9. HIV is not spread by TRUE The only body fluids of an infected person that spread HIV are:
kissing. semen, vaginal fluid, blood and breast milk.
10. Taking birth control pills TRUE Birth control pills can protect you only from pregnancy and getting
cannot protect a woman a baby. Birth control pills give no protection against STIs and HIV
from getting HIV. and AIDS.

Extension
Work in a small group.
1. Write and draw an alcohol advert that tells the truth about the harmful effects of alcohol.
2. Guide learners to read Learner’s Book page 179 on risky behaviours among teenagers. Give them
time in class to discuss in their groups which risky behaviour they wish to focus on.
2.1 Investigate one of the following risky behaviours and situations:
personal safety, road use, substance use and abuse, sexual behaviour, risk of pregnancy, teenage
suicides, hygiene and dietary behaviour, sexually transmitted infections (STIs), HIV and AIDS,
and peer pressure.
2.2 List the dangers as well as consequences of the risky behaviour you are investigating.
2.3 Make a poster or presentation on your chosen topic, on ideas to help prevent youth from
participating in this risky behaviour. Ensure that your poster or presentation promotes healthy
and safe living.

Learners’ posters or presentations will differ. They will gather information about the risky behaviour
and may even wish to interview learners at school and health workers at clinics and hospitals. They will
identify the dangers of the risky behaviour and the consequences or effects. They will suggest ways to
counter and prevent this risky behaviour.

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 Assessment suggestion
Criteria Marks
Risky behaviour is clearly identified and explained in poster or presentation. /10
Teh dangers and consequences of risky behaviour are shown in poster or presentation. /10
Poster or presentation may prevent risky behaviour. /10
Poster or presentation is informative. /10
Poster or presentation promotes healthy and safe living. /10
Poster or presentation offers alternatives to risky behaviour. /10
Poster or presentation is creative, attracts attention and sends a powerful message. /10
The group worked well as a team. Everybody in the group participated. /10

Total marks = 80
Activity 5: Calculate the cost LB page 181

Teaching guidelines
Answers
Learners’ answer will differ. This a guideline. Learners need to show evidence that they have thought
about the different basic items needed for a baby, and the expense in terms of real cost as compared to the
child grant.
Imagine you are a teenage father or mother.
1. List the items you will need to buy for your one-year-old baby for a month. (5)
Clothes, blankets, sheets, pillow, baby bathing soap, shampoo, baby cream, lotion for nappy rash, soft
towel, baby food, wipes, cotton wool, sponge, Vaseline, nappies, formula if not breast feeding or for
while you are at school, bottles, dummies, baby toys, pram/stroller, bag cot/basket?
2. List unexpected costs such as medical bills. (2)
Rash, colds, teething problems, tummy upsets : R300–R500
3. Calculate what it will cost per month to look after a baby for a year. (4)
Per month: Add up basics such as nappies, food, lotions, soap, bottles.
• Nappies: R180
• Formula: R400
• Wipes: R40
• Baby wash products: R80
• Clothes: R150
• Food: R150
• Medical: R150
• Per month: R1 150
• Per year: R13 800.
4. Compare this cost to the child grant amount of R250 per month. (4)
• Child grant per year: R3 000
• Real costs (will be more; this is a conservative estimate) per year: R13 800
• Shortfall: R10 800.
5.  Predict schools fees from Grade R to Grade 12. Include school uniform fees, lunch money, books and
transport to school. (4)
• School fees: R100 a month = R1 000
• School uniform: R700
• Lunch: R20 a day = R7 200
• Books: R500

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 • Transport: R20 a day = R7 200
• Per year: R16 600 x 12 years = R199 200.
6. Compare the economic costs of having a baby while you are still at school, with having a baby once you
are working in the career of your choice. (5)
• It will be very difficult to provide for my baby while I am at school. I won’t be able to get R16
600 and will never make R199 200 for the next 12 years without a job. Jobs for school leavers
who do not complete their NSC are not well paying; I will, if I am lucky enough to get a job,
only earn around
R1 500 per month.
• However, once I work after studying for my career, it will be achievable to afford a baby.
7. Give advice to the teenagers in the case study: Should they have a baby for the child grant? Give reasons
for your answers. (5)
No, you should not have a baby just for the child grant. The money is not enough to look after your
baby properly. If you think you will be able to use the money for airtime or new shoes, think again:
your baby will need every cent and more.
8. Critically evaluate how the socio-economic environment can have a negative impact on
lifestyle choices. (10)
Learners’ answers will differ. An example is:
• Sometimes, if you are very poor, you may consider risky behaviour or make a dangerous lifestyle
choice. For example, you may not be able to afford food, so you won’t get the nutrients you need.
Or you may consider going with a sugar daddy, just for the money. You may live in a high-crime
area and start moving with the wrong crowd, or you may be exposed to drugs.
• Of course, you need to be stronger than your socio-economic environment; there are so many
successful people who rise above these conditions. But it can be difficult. For example, if all
you see is crime, you think this is the best choice to make. If you see gangsters driving in new
smart cars, you may think: Well, that is a good lifestyle choice. Perhaps you don’t realise that the
gangsters may be killed soon or end up in jail.
• You may be too poor to buy the things you want, so you may sleep around with different guys,
who buy you things. But then, you may become pregnant and end up even poorer, or you may
get an STI or HIV. This will make your life so much worse. But sometimes you won’t think of the
consequences, because all you see is that you need money now.
• However, no matter what your socio-economic environment is, your life and the choices you
make are your responsibility. Work hard at school, do your best and try to get into a better
situation; there is always help and financial assistance for those learners who work hard at
school. Make a responsible lifestyle choice and help yourself to avoid risky behaviour, which
makes your life more complicated and causes a lot of suffering.
[39]

Activity 6: Investigate the factors that impact negatively on lifestyle choices LB page 182

Answers
Read Tables 2 and 3 on pages 179 and 180.
1. Identify five factors that have a negative effect on lifestyle choices. (5)
Learners’ answers will differ; consult the tables in this unit of the Learner’s Book as a guideline.
2. Explain why these factors have a negative effect on lifestyle choices. Give examples to explain your
answers. (15)
Learners’ answers will differ; consult the tables in this unit of the Learner’s Book as a guideline.
3. For each of the factors that have a negative impact on lifestyle choices, give an example that is not listed
in Tables 2 and 3. (15)
Learners’ answers will differ. Encourage them to use examples that are relevant to their situations and
that they can relate to.
[35]

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 Reinforcement
Let learners work in groups to analyse these scenarios. Let learners identify risky behaviours. Ask learners
to explain what they would do if they were in these situations.
You could also ask learners to role-play these situations. They can also give the learners in the
scenarios advice: what should they do?

1. Kagiso is serious about her schoolwork. She knows, that as a grade 11 learner, she has to work
very hard according to her study plan. However, her friends tease her and call her ‘bookworm,
bookworm!’ They want to miss the last three periods on Friday and go to the shops. They put
pressure on her to go with them. ‘Come with us, don’t be such a boring bookworm!’ they tell her.
2. Limpho is curious about how it would feel to smoke a cigarette. Her friends are all smoking.
‘Hey Limpho, if you want to sit with us, you better start smoking!’ they say.
3. Mikhaela feels left out. Some of her classmates are planning a party. They huddle together, but
whisper when she walks past. She knows she will become part of that group only if she starts
drinking alcohol.
4. Tebogo has not yet got a driver’s licence, but he knows how to drive a little from watching his dad.
His friends want him to ‘borrow’ his dad’s car and take them to a street party in another village.

Extension
1. List the qualities of a healthy and balanced lifestyle. (10)
• There is balance between your physical, psychological, social, emotional and spiritual aspects of life.
• Balance means that you make time for your physical fitness and pay attention to good nutrition,
while looking after your health and avoiding risky behaviours.
• You also have time to work on developing good relationships with your family and friends.
• You take part in community initiatives and social events, and also do volunteer work. You are
able to explore, express and control your emotions and follow the spiritual religious or belief
system path you have chosen.
(2 marks per idea)
2. List five factors that may have a negative impact on your lifestyle. (5)
• violence
• traffic safety
• suicide-related behaviour
• substance abuse
• sexual behaviour
• nutrition and dietary behaviour
• physical activity
• hygiene.
(1 mark per factor; any of these or similar)
3. Suggest what you can do to prevent teenage suicide. (5)
• Always be a good listener when a friend has a problem.
• Try to talk to somebody who seems depressed or lonely.
• Never bully another learner.
• Call a helpline for advice.
• Talk to a teacher or parent and express how you feel; share your problems; ask for advice.
(1 mark per idea)
4. Share your road safety skills by answering these questions:
4.1 What leads to most fatal (deadly) accidents on the road? (2)
• Drunk driving.
4.2 Explain how you can prevent road accidents as a pedestrian. (2)
• Be alert; cross only at pedestrian crossings or bridges; be aware what is going on around you;
don’t play in the street; don’t take dares to run in front of cars.

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 4.3 Explain how you can prevent road accidents as a driver. (2)
• Look in all directions for potential hazards.
• Evaluate the possible dangers.
• Decide which action will ensure everyone’s safety.

Unit 3: Factors that impact positively on lifestyle choices

Teaching guidelines Weeks 2–3; Time: 45 minutes
1. This is a vital unit as it helps learners to identify the factors that impact positively on lifestyle choices.
Ensure learners get enough time to consider not only the negative effects on lifestyle choices, but also
the positive effects.
2. The value of good role models in Life Orientation teaching is very high; our learners need to be exposed
to positive role models who demonstrate good behaviour, balanced lifestyle choices and healthy and safe
living. Start collecting media stories about good role models. Look around in the community as well. It
is useful to use role models who are in the community. It is not always advisable to use only celebrities,
as often they do wrong things and this confuses learners who may have held them in high esteem.
3. Learners should be guided in identifying their good role models, and also to consider in what ways
they are role models. As senior learners at the school, the Grades 8–10 learners do look up to them,
and they can have a beneficial effect on these learners.
Youth assets
• Young people also have many good things to offer.
• If you focus only on the negative, you encourage negative behaviour.
• Young people need to believe in their ability to do well.
• Being young does not have to mean being bad.
• Youth assets are powerful tools to help make young people strong, able to make informed decisions
and be goal directed.
• The resilience of youth is remarkable. We are strong, can persevere and overcome. Look how our
brothers and sisters fought for freedom on 16 June 1976 in Soweto and in other parts of the country.
• We have lots of energy! We are healthy, vibrant and strong.
• Young people are optimistic, creative and courageous.
• We are democratic and proudly South African.
• We are educated and motivated to achieve the best we can.
• We have ideals and goals in life.
• We are the NOW generation – we have new ideas.

Activity 7: Analyse case studies 1, 2 and 3 LB page 184

Teaching guidelines
Let learners first read and discuss these inspirational case studies before they give written answers. Ask
learners to mention other role models they know and explain how and why they are role models.
Answers
1. What does Amukelani mean when she says, ‘I believe that each person can make an effort to improve
themselves and to have balance in life’? (4)
She means that we can all prioritise and make responsible decisions. We can strive to be and do
better. We need never limit ourselves; the world is there to succeed in. It is up to us. We can all live
balanced lifestyles; nobody is forcing us to live in an unbalanced way or to take risks.
2. What did playing tennis teach Lucas? (4)
It taught him everything you need to know about life. It showed him how to interact with people. He
learnt self-discipline, respect and how to be self-motivated. He learnt about dignity and ubuntu.
3. What did you learn from Amukelani and Lucas? (6)
I learnt that it is possible to overcome all obstacles and problems, to persevere, to live a healthy
lifestyle, and to not sit and complain, but to do something to improve yourself and your life.

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 4. Critically evaluate why Amukelani and Lucas are role models. (6)
 hey set an example for all of us to follow. They have taken challenging circumstances and made
T
the most of themselves. They live balanced lifestyles and are successful achievers. They inspire and
motivate us to make healthy and useful lifestyle choices.
5. What does Blake Williams mean when he says, ‘My mother is the wind beneath my wings. With her in
my life nothing can stop me from flying’? (4)
His mother is his inspiration, encouragement and motivation. Her belief in him and support give him
the courage to achieve his goals.
6. How do you think Blake’s family helped him to become a champion? (2)
They believed in him, and supported him in every way they could.
7. Why is Blake’s mother proud of her son? (2)
He is a champion and has won many prizes.
8. Give an example of how you make your parents or caregivers proud. (2)
Learners’ answers will differ. Example answer:
• I always study for at least three hours every day after school. I have already been awarded a
bursary to go to university.
• I always respect my parents. I help around the house and garden and spend time with my family.
[30]

Activity 8: Check if your peers have a positive influence on your lifestyle choices
LB page 185

Teaching guidelines
Give learners the chance to check how they influence and are influenced by their friends. Give and ask
for examples of positive influences. For example, a learner may persuade a classmate to join her in soccer
practice or rope jumping, instead of watching TV. This is a positive influence. Or a learner may prevent
his friend from taking a drug; this is a positive influence.

Activity 9: Give examples of factors that have a positive effect LB page 186

Answers
1. Give one example of each of the following factors that have a good effect on your lifestyle choices:
1.1 media influences
1.2. social influences
1.3. cultural influences
1.4. economic conditions
1.5. personal values, belief system, religion. (8)

Learners’ answers will differ. Check to make sure they understand the different factors. Example answers:
1. Media influences: I find a lot of useful information on the Internet. I learnt that I should not smoke
and that there are more learners who don’t smoke than those who do. I learnt that it is not normal
or cool for a Grade 11 learner to smoke; it’s just ignorant. I also read up about role models and that
inspires me to rise above my circumstances.
2. Social influences: My friends are really so good at motivating me; when I want to go out to parties
they tell me to rather study. They help me so much to focus on my goals. I think at school we are the
A-team when it comes to studying and I feel so proud of this.
3. Cultural influences: My culture promotes respect for elders; I find this a very good thing in my life
and I am always respectful to my elders. We take care of my aged granny; she is not stuck in some
dismal room in an old-age home, but lives with her family who love and respect her. I choose to show
respect to aged people and am already planning to look after my family one day, when they are old.

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 4. Economic conditions: I have learnt to budget and save money. I buy carefully and avoid buying on
credit. I am from a poor family, but we know how to work with money because there is no money to
waste. I think I am more financially literate than many of my classmates; some really don’t know the
value of money and what things should cost.
5. Personal values, belief system and religion: My values, beliefs and religion have a very good influence
on my lifestyle choices. My religion forbids me to have sex before marriage, so I don’t even consider
it. My boyfriend knows no means no. my values are to always keep my goal in mind, which is to
become an eye surgeon. So I choose to focus on my goals. I believe in the power of human potential;
no matter what your circumstances, if you persevere and keep working hard, you will get where you
want to be. So even when things are tough, I remain optimistic and hopeful.
[8]

Unit 4: Impact of unsafe practices on self and others

Teaching guidelines Week 3–4; Time: 45 minutes
1. Help learners to seriously consider the impact or effect of unsafe practices on themselves and others.
Some learners in Grade 11 are still very focused on themselves and tend to be unaware of how their
actions have an effect on others. They tend to see things only from their perspective. So it is useful to
spend time on getting learners to think about the power they have to help or hurt, create or destroy,
contribute or cancel.
2. Introduce the concept of drunk driving to learners in this activity:
• Use a pair of old sunglasses. Smear a bit of cream on the outside so whoever wears these glasses
will not have a clear view.
• Ask a volunteer learner to wear the glasses. Tie a chair or heavy object to one of the volunteer’s
legs. Then ask the volunteer to move around the classroom. The volunteer will bump into other
desks, and not be able to walk properly. This symbolises what alcohol does to your body; your
eyesight becomes blurred, and your co-ordination becomes slow and is hampered.
• Ask the learners if they would get into the car of a person who has consumed alcohol. Write
their reasons on the board.

Activity 10: Identify the impact of unsafe practices LB page 188

1. Carefully read the scenario on page 187. Why do you think Charley, Mavis and Stix took part in unsafe
practices? (4)
They were bored, uninformed, did not think before they acted, and never thought about the
consequences or effects of their actions.
2. Summarise how Charley, Mavis and Stix affected themselves and others. (16)
• A whole family was destroyed. A baby was killed, the mother very seriously injured, possibly
with brain damage. The father will be paralysed for the rest of his life. He will no longer be able
to work and support his family.
• Charley, Mavis and Stix’s lives will also never be the same, as they will be arrested and could face
attempted murder and drunk driving changes, as well as theft charges. They will have criminal
records and will find it difficult to get jobs and bursaries to study. They may go to jail. They will
have to live with the guilt of killing and maiming others for the rest of their lives.
• Their victims may institute civil charges and Charley’s, Mavis’s and Stix’s parents may have to
pay damages, which could bankrupt them. This could affect their families in a bad way, and their
siblings may not get opportunities to stay in school after Grade 9.
3. Look at the extracts from newspapers. Identify the unsafe behaviour or risky situation in each extract. (6)
3.1 Substance abuse: overuse leads to death and mixing with the crowd who sell and do drugs, leads
to becoming an easy target for murder and rape
3.2 Not taking care when in traffic: not checking left and right to see if it is safe to cross the road,
not using a pedestrian crossing, listening to music while walking in the road
3.3 Poor nutritional choices and lack of physical exercise: suffering from preventable diseases
3.4 Using weapons and violent behaviour

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 3.5 Health risks: having sex before marriage, having sex while a teenager, not using a condom, not
visiting the clinic for a check-up, having multiple sexual partners, not abstaining
3.6 Alcohol abusers lead to violence and destruction.
4.
Explain the impact that these unsafe practices had on the learners and on others. (12)
4.1 The learners died; they were probably in Grade 11, with their whole lives ahead of them. What
a waste of human potential. Their families will be devastated and so will their classmates and
teachers.
4.2 The learner died far too young; all this learner’s dreams and hopes will come to nothing. The
learner’s parents, friends and teachers will be very upset and sad. The driver of the car will be
traumatised and may never drive again. Our country needs our young people to be alive; it does
not need them to die so soon.
4.3 Learners who don’t get physical exercise may suffer from preventable diseases. They may not
fulfil their potential because they are ill and may die young. If they are not playing a sport or
getting exercise, they also miss out on fun and friendships. Because they are obese, they may be
teased at school, and feel bad about their body images or the way they look. This may lead them
to eat even more, so they will get fatter and sicklier.
4.4 If you don’t start your treatment for HIV, you can become very ill and it may be too late to start
ARVs. You may also pass HIV on to others, if you don’t know you have it. STIs can seriously
damage your heart and can be passed on to others. So you may be passing on diseases that can
seriously harm others.
4.5 The picnic site is meant for others to enjoy; by trashing this place, you take away their enjoyment.
They will also not feel safe to go there and may now stay at home instead of enjoying the
outdoors and having a relaxing time. The burning of the forest will lead to many birds, animals
and insects dying a slow and painful death. The lack of trees will lead to climate change and the
loss of the firewood will harm those who need the fuel to make fires to cook. They will have to
spend money to buy more expensive energy forms.
 [38]
Reinforcement
Use the same scenario as on Learner’s Book page 187. Ask learners to give answers to these questions.
Make this point strongly: Never drink and drive. Refuse to be a passenger in a car or taxi where the driver
has had more than even one small drink.
1. In what way can peer pressure influence learners to take risks?
• They are pressured because they want to be popular, be seen as brave, not be different from their
friends. They fear being teased or losing their friends, and they often do things they would never
have done if they were alone or without peer pressure. Peer pressure often leads to a dare to do
something risky or irresponsible.
2. Describe what could have happened if Charley, Mavis and Stix had made informed decisions.
• They would not have become drunk.
• They would not have stolen a car.
• They would not have put pressure on the driver to go faster.
• The family would still be alive and well.
• Charley’s, Mavis’s and Stix’s futures would not be harmed.
3. List the reasons why drinking and driving is dangerous.
• You lose the ability to think clearly.
• You cannot make good decisions.
• You can’t see well.
• You think you can do anything and lose all fear.
• You are not in charge or in control of the car and cannot easily prevent accidents as your
reaction time is slow.
• You may not be aware that you are speeding.
• You don’t follow the rules of the road.

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 Extension
1. Let learners go over this extract, then ask them to demonstrate these actions. Facilitate a discussion
on why these road safety hints are important.
2. Ask learners to compile two lists of road safety hints, one for drivers and one for pedestrians.

Safety hints for driving

• Look in all directions for potential hazards.
• Evaluate the possible dangers.
• Decide which action will ensure everyone’s safety.
Observe and be alert
• Before you signal your aim to turn, change lanes, slow down, or move your vehicle in a certain way,
ensure clutch control, then look in the mirrors to see if it is safe behind and alongside your vehicle.
Signal
• If it is safe, signal your intention, using indicators (before turning) or brake lights (for slowing
down) as appropriate.
Check your blind spot
• Look over your shoulder. Turn your head to check behind you where the mirrors don’t show the
full picture. This is to make sure there’s no vehicle that is not visible in your mirrors.

• Check in the mirrors again.

• Check again that it is still safe behind and alongside your vehicle before moving.
• Know how to use your brakes and keep them in good working order. Use your brakes to reduce
speed, and if you want to stop, allow for a longer stopping distance in wet conditions or when you
are carrying a load or passengers.

Activity 11: Evaluate the impact of unsafe practices LB page 188

Teaching guidelines
1. Aspects that have a negative effect on learners’ healthy lifestyles are the risky behaviours that
especially teenagers/youth take part in. A very useful source of information (see Additional
Resources at the end of this chapter) is the Youth Risk Behaviour Survey, as it will give you an
indication of which youth risks are the most serious in your province.
2. Common youth risks that lead to preventable deaths, disfigurement and ill health include:
• accidents such as traffic, road and train – pedestrian as well as vehicular; the fatal use of firearms
or knives; drowning; death by fire
• living in unsafe and impoverished environments that also impact negatively on learners
• substance abuse, such as drugs, smoking and alcohol, is a serious risk behaviour that leads to rapid
health deterioration. The teenage brain is not completely formed yet. These substances therefore
have a serious harmful effect and also lead learners to indulge in other associated risky behaviours.
• unsafe lifestyle choices around sexuality, leading to HIV and AIDS and other sexually
transmitted infections (STIs); unwanted teenage pregnancies and forced marriages.
3. Unsafe attitudes and behaviours have an impact not only on learners but also on those around them
– their friends, peers, families and communities, as well as the country as a whole.
4. As a brief introduction, write the statement below on the board.
A butterfly flaps it’s wings in North Africa and there is an earthquake in Asia.
Ask learners what the statement means. (For every action, there is a reaction or effect. Whatever we
do can have an effect on other people and the environment.) Our actions do not happen in isolation,
as all things are connected. For example, a war in one part of the world can lead to problems in

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 other parts of the world as people flee the war zone. Harm done to the environment in one part of
the world affects other parts of the world as well; remind learners of Chapter 9. In the same way, our
actions have an effect – good or bad – on others.
Answers
1. Read the case study and answer question 2 in writing.
2. Evaluate the impact of Jane’s and Lenka’s unsafe practices on themselves and others, in terms of the
physical, emotional, spiritual, social, economic, political and environmental aspects. (10)
Learners’ answers will differ. Example answer:

Aspects Jane Lenka

Physical Unplanned pregnancy/did not abstain Became addicted to drugs
Caused her baby to die Contributed to baby’s death
Emotional Will never get over loss of baby Lost interest in life
Spiritual Lost her faith Living a bad life; no religion in his life
Social Caused her brother to become addicted and Lost interest in friends
many other learners too
Economic Could not provide for her baby Started to do badly at school; not
Caused others to become addicted by selling assured of an NSC or a career and
drugs to them; they could not earn a good living was expelled from school
and wasted all their money on drugs
Political Harming the youth of South Africa by selling Will go to jail and be a burden on
drugs to them taxpayer; won’t contribute to building
South Africa
Environmental Created a dangerous environment for her child Created a dangerous environment
by having drugs in the house for Jane’s child by having drugs in his
room
[10]

Unit 5: Individual responsibility for making informed decisions

and choices
Teaching guidelines Week 4; Time: 45 minutes
Remind learners what is meant by individual responsibility. Guide them on how to cope with and
overcome barriers regarding behaviour. Encourage them to use the appropriate support and assistance
that is available.

Resource: Decision-making template

1. Describe the decision you need to make:
2. Collect the necessary information:
3. Options: 4. Effects (short-, medium- and long-term):

5. Best choice:
Reason:
Act on decision:
6. Evaluate decision:

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 Activity 12: Apply a decision-making method LB page 190

Teaching guidelines
Remind learners of the decision-making methods they were taught in Grade 10 and this year. Also remind
them of their life goals they set in Term 1; decisions about lifestyle may impact on their life goals. Then let
them use the decision-making template on Learner’s Book page 189.
Answers
1. Identify an important decision about a healthy and balanced lifestyle choice you need to make. You can
use the example above or choose your own.
2. Use the decision-making steps to help you to make this important lifestyle decision.
3. Explain your decision to a partner. (10)
The contents of learners’ answers will differ. Example answer:

Step 1: Describe the To drink alcohol or not

decision you need to make
Step 2: Gather Alcohol may make me feel relaxed and confident at a party but it also may
information make me feel sad, angry and depressed. It may make me lose my sense of
responsibility and I may do something that I could regret for the rest of my life.
Alcohol in moderation is fine if taken with food – for example, half a glass of
wine or a small glass of beer, once a week with food. However, drinking for the
sake of getting drunk is just stupid; you kill your brain cells, damage your liver
and cause yourself and others a lot of harm. Drinking alcohol does not make
your problems go away; it makes them worse.
Step 3: Options Step 4: Effects (short-, medium- and long-term)
• Drink a lot. Short – get drunk, get very sick and vomit in front of everybody
Medium – act irresponsibly and fall pregnant or make somebody pregnant
Long – drop out of school to find a menial job to help to support the baby
• Drink moderately. Short – feel okay but get a bit sick and have headache
Medium – unsure what moderate is; friends see me drinking so keep on filling
my glass
Long – get used to alcohol, cannot relate to others without a drink in hand; lose
interest in school, fail exams, drop out of school
• Do not drink. Short – get teased until my friends accept and respect my decision; enjoy
parties anyway
Medium – have no health problems and not exposed to risky behaviour due to
alcohol
Long – achieve my life goals
Step 5: Best choice: Do not drink.
Reason: It’s harmful, unnecessary and will stop me from achieving my life goals.
Act on decision: Say no at the party; be strong and believe in myself. Ask for a soft drink and stick to my
decision. Be proud of myself!
Step 6: Evaluate decision: This was the best decision; my life is on track now and I will achieve my life goals.

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 Assessment suggestion
Get learners to peer-assess each other. Allocate one mark per item in this checklist:

Decision-making steps Marks

1. Identify the decision. 1

2. Describe the decision you need to make. 1

3. Gather information about the decision. 1
4. Identify your different options or choices. 1
5. Think of at least one consequence for each option. 1
6. Choose the best option. 1
7.    Explain why this is the best option. 1
8. Act on your decision. 1
9. Evaluate your decision. 1
10. Explain decision clearly. 1

[10]
Reinforcement
• Making informed, responsible decisions is a core life skill. It is important to consider the
consequences of your decisions, on a short-, medium- and long-term basis.
• Your values help you to make decisions in the same way that they help you set goals and decide on
priorities.
Example:
You may decide to let your friends influence you to do drugs.
• The short-term consequence may be that you feel part of the group and enjoy the immediate effects
of the drug.
• The medium-term consequences could be that you realise the feel-good effects do not last and you
feel worse afterwards; you lose focus at school and lose interest in life, and don’t like your friends so
much anyway.
• The long-term consequences could be permanent brain damage that may prevent you from achieving
your life goals and fulfilling your potential.

Extension
A study found that the prevalence of learners having ever had sex increased with age. More learners in
Grade 11, that is 52.1%, reported to having had sex, compared with the 24.9% pupils in Grade 8 (http://
www.witness.co.za/index.php?showcontent&global[_id]=41250). This is worrying information; Grade 11
appears to be the most at- risk age for teenage pregnancy. To address this if it is an issue in your school.
Try the following: get learners to form peer education groups to actively promote abstention among all
Grade 11 learners.

Activity 13: Seek support, advice and assistance LB page 190

Teaching guidelines
Let learners look at the resource on Learner’s Book page 191 before they answer these questions. Let them
share their answers in small groups.

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 Answers
1. Explain where to go to for help and advice in each of these situations: (6)
1.1 You are drinking too much beer.
1.2 Your ‘friends’ spiked your drink at a party; you passed out and are not sure if you were raped.
1.3 You are not sure if you are pregnant.
1.4 You think you may have an STI.
1.5 You are obese.
1.6 You are depressed.
2. I magine you have met people who have the problems in 1.1 to 1.6. Explain what they need to do for each
problem. (18)

Problem Where to get help What to do

1.1 You are drinking too Substance abuse helpline Stop drinking beer. Avoid the people whom you
much beer. Call: 0800 12 13 14 drink with. Talk to somebody you trust. Join a
SMS: 32312 support group. Recognise that you have a problem.
1.2 Your ‘friends’ spiked your Police line Go for a check-up at the hospital. Lay a charge
drink at a party; you Call: 0800 205 026 at the police station; even If you were not raped,
passed out and are not spiking a drink is illegal; this is a criminal act.
sure if you were raped. In future avoid these friends; they are not good
friends.
1.3 You are not sure if you Local clinic Go for a check-up at the clinic. Avoid having sex;
are pregnant. you are too young. If you really have to have sex,
use a condom. However, rather abstain.

1.4 You think you may have Local clinic Immediately go for a check-up. If you get
an STI. medicines, take them as prescribed. Tell your
partner(s) as well so they can also go for check-
ups. From now on abstain; do not be sexually
active.
1.5 You are obese. Local clinic Get intensive, vigorous physical exercise. Go to the
Sports club clinic for a check-up. Consult a dietician. Cut out
fatty and sugary foods.
1.6 You are depressed. SADAG (South African Talk to a person you trust. Get help. Join a support
Depression and Anxiety group. Contact SADAG or Lifeline.
Group)
Call: 0800 567 567 (all
hours)
SMS: 31393
For support groups call:
0860 664 878
LifeLine National
Counselling Line
Call: 0861 322 322 (all
hours)
[24]

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 Reinforcement
Ask learners to write down any problems they may be having, on slips of paper without adding their
names. Collect all the papers, put them in a box and shake the box so the papers are mixed. Then pass
the box around the class to allow each learner to take one piece of paper without first reading it. Then
get learners to work in small groups to suggest what can be done for each problem/to give advice. Ask
learners to share their answers in class.

Unit 6: Role of nutrition in health and physical activities

Teaching guidelines Week 5; Time: 1 hour
1. Explain to learners the role that nutrition plays in health and physical activities. Nutrition is an
important aspect of fitness and health. Physically active teenagers need a balanced diet, which
includes a variety of food, including fresh fruit and vegetables every day. This is essential to improve
their athletic or physical performance and keep their bodies healthy. The MRC’s research indicates
that youth are not getting the nutrition they need. They have expressed concern about the fast foods
and unhealthy snacks that learners consume. Many of these snacks are sold at or near schools.
2. Please be sensitive to the economic circumstances of learners. Many learners have to survive on
whatever food they can access and do not have choices. Ensure that learners with fewer choices do
not feel hurt, but learn which choices to make within their difficult circumstances.
3. If there is no feeding scheme at your school, and learners are impoverished, ask the school principal
to initiate such a scheme. The school feeding schemes provides at least one nutritious meal a day.

Activity 14: Give advice on nutrition and diet LB page 192

Teaching guidelines
• This is a short case study; get learners to read it quickly and answer the questions. Allow for some discussion.
• Ensure at all times that overweight learners in the class are not teased or referred to.
Answers
Read the case study before you answer these questions.
1. What does it mean to obsess about something? (2)
It means to worry about something all the time and then to take extreme measures, like going on a crash diet.
2. What are the dangers of a crash diet? (4)
• You can harm your body; you can lack some of the nutrients you need for normal growth and
development.
• You may even become anorexic or bulimic.
3. Give an overweight friend advice about nutrition and diet. (4)
Get physical exercise every day for at least one hour. Be very active; get vigorous exercise. reduce your
food intake but make sure you eat balanced meals. Cut out cool drinks and eat only low-fat treats.
However, don’t fixate on your weight issues; do something about being overweight and then relax.
[10]

Activity 15: Find the connection LB page 192

Teaching guidelines
1. There is a saying: ‘You are what you eat.’ Ask learners what this means.
2. Point out to learners to be aware of the need for certain foods when doing physical activities.
• Carbohydrates give you lots of energy when you are active. It is good to eat a carbohydrate-rich
meal about three to four hours before the game starts. Give yourself enough time for the food to
digest. It is not wise to play a game on a full tummy! Eat more carbohydrates a few hours after
your match to replace the energy you have used up. For the rest of the time, follow a balanced diet.
• Refuelling after physical activity is also very important, but it is often ignored. Nutritious meals
help speed up the recovery process and replace the nutrients that have been lost.

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 Do not “reward” yourself for your performances after competitive games with sweets or fast
food. Rather treat yourself to a nutritious meal.
• It is important for teenagers to be aware of their calcium and iron levels. In periods of rapid
growth, such as the teenage years, athletes are especially vulnerable to calcium and iron
deficiencies.
Answers
1. Why is there is a link between physical activity and nutrition?
What you eat should be balanced with what you need and how much you exercise. The less physical
exercise you get, the less you should eat, especially high-energy foods and carbohydrates.
2. Why will you not be able to manage your weight if you are not physically active?
If you eat too much and are not physically active, or do not get enough vigorous exercise, you will be
overweight. To maintain your correct weight, the calories you eat must equal the energy you burn.
To lose weight, you must use more calories than you eat. A weight-control strategy includes daily
physical exercise.

Activity 16: Record your food intake and physical activity LB page 196

Teaching guidelines
1. Explain to learners why it is important to keep a log of the food they eat. Often we think we eat
healthily, but once we start recording our intake, we realise we are missing important components. Or
we find out we are taking in too much food in relation to too little exercise.
2. Encourage learners to eat balanced and nutritious meals and fresh fruit and vegetables every day.
Alert them to portion size, avoiding too much sugar and salt, and avoiding fried foods.
3. Emphasise that it is extremely important for learners to be aware of proper hydration. This means
they need to drink enough fluids, especially water. Water or diluted fruit juice should always be
accessible to learners at practice sessions and competitions.
• Thirst is not an adequate indicator of the body’s need for water because thirst occurs only after
you are dehydrated. Drink before you feel thirsty. Always drink water regularly before, during
and after exercise.
• Dehydration reduces performance and increases the risk of heat illness, such as heatstroke, heat
exhaustion and heat stress. Most regions in South Africa are very hot. Often, learners have to do
physical activities in the early afternoons while the sun is at its hottest.
• Dehydration occurs when fluid is lost and is not replaced. Fluid loss lessens the body’s ability to
perspire and thus its ability to cool itself. Dehydration will also reduce the blood supply to the
skin. This contributes to an increase in temperature. The more intense the activity, the greater the
risk of dehydration.
• Drink at least one to two glasses of water (totalling about 500 ml) one hour before intense
physical activity or a match. You need to feel comfortable with the amount of fluid in your
stomach when you start your activity.
• Drink 250 ml (one glass) of water every 20–30 minutes during intense physical activity. After the
event, fluid should be consumed regularly to replace fluid loss. The hotter it is, the more you will
need to drink. Amounts will depend on the weather conditions.
Answers
1. Copy the example log in Table 6 and fill it in for a week. Note the food you eat. (10)
2. Also indicate what type of physical activity you do each day. (5)
3. Analyse your log to see if you are getting enough nutrients and eating balanced meals. (5)
4. Comment on your physical activity in relation to your food intake. (5)
5. Adapt your food intake and exercise level if you are not satisfied that you are eating well and getting
enough exercise. (10)
1. and 2. Learners’ logs will differ, but need to be complete. They need to show they can analyse their logs
and improve where needed. An example of a completed log is shown on pages 150 and 151.

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 150
Day Breakfast Mid-morning Lunch Mid-afternoon Supper Daily fluid Physical
snack snack intake activity

Term 3
Monday Whole orange, Slice of avocado Wholewheat Diluted Pap, curried 6 glasses of Jump rope and
porridge, and low-salt, low- bread sandwiches unsweetened fruit chicken stew, water, 1 glass of step aerobics
and slice of sugar biscuit with low-fat juice and bar of spinach and fruit juice, 1 glass
wholewheat bread butter, a slice dark chocolate carrots, skim milk skim milk

9780636137035_foc_lfo_g11_tg_eng_za.indb 150
with peanut butter of medium-fat and a few grapes
cheese and dark or a guava
green lettuce and
tomatoes, an
apple
Tuesday Low-fat yoghurt, Diluted fruit juice, Sweet potato Unsweetened fruit Mealie pap 4 glasses of Soccer practice
banana, and slice dark chocolate salad with boiled juice, slice of cake or potatoes, water, 1 glass
of cheese on egg and avocado, beans, pumpkin, juice, 1 glass milk
wholewheat bread an orange cabbage, onions
and tomatoes.
Slice of paw-paw,
and a glass of
milk
Wednesday Porridge, orange Banana, diluted Wholewheat Packet of low-fat, Fish, potatoes, 4 glasses of PE class;
juice, slice of fruit juice bread sandwiches low-salt popcorn, broccoli, raw water, 2 glasses indigenous
wholewheat with peanut butter glass of skim milk onions and milk, 1 glass fruit games practice
bread with honey and an apple tomatoes. Skim juice
or syrup milk and a mango
or peach

2014/10/17 8:27 AM
 Day Breakfast Mid-morning Lunch Mid-afternoon Supper Daily fluid hysical activity
snack snack intake
Thursday Porridge, apples Packet of low-fat, Sweet potatoes Diluted fruit juice, Wholewheat 6 glasses of Soccer practice
and wholewheat low-salt popcorn, with baked beans, dark chocolate bread, thick water, 2 glasses
bread with peanut glass of skim milk a banana, and vegetable soup, milk, 1 glass fruit

9780636137035_foc_lfo_g11_tg_eng_za.indb 151
butter pineapple juice a banana, an juice
avocado pear,
and some skim
milk
Friday Low-fat yoghurt, Peanut butter Carrot salad with Packet of low-fat, Fish, sweet 6 glasses of Aerobic dancing
paw-paw, sandwich, diluted nuts, a mealie, a low-salt popcorn, potatoes, green water, 2 glasses
wholewheat fruit juice banana and skim glass of skim milk and red peppers, milk, 2 glasses
bread, glass of milk marrows, fruit juice
tomato juice cabbage, and
fresh orange juice
Saturday Muffin, jam, Cheese sandwich Burger and chips, Packet of jelly Vegetable soup 4 glasses of Walking to visit
diluted fruit juice coleslaw salad babies, can of and wholewheat water, 2 glasses friends
cooldrink bread juice/cooldrink
Sunday Scrambled eggs Skim milk and a Grilled chicken, Fruit juice and a Chicken salad 7 glasses of Soccer match
on wholewheat scone rice, spinach slice of cake and lettuce, slice water, 2 glasses
bread toast, and pumpkin. Ice of brown bread of juice
diluted fruit juice cream with tomato

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 3. When learners analyse their logs, they should be able to see where they do not get enough of a
particular food group or nutrient. For example:
• I eat too many carbohydrates and not enough proteins. I also do not get enough vitamins,
especially vitamin C. Some days, I get no proteins. Other days, I get no vitamins.
• I need to get more exercise. I eat more than I should in relation to the exercise I get. I need to
drink more water.
4. Learners should show how they will adjust their food intake and level of exercise. They can add a
column, or write in a different colour or explain in a written form. For example: I aim to eat fruit
every day.
I will have a boiled or scrambled egg on at least two days a week. My physical exercise needs to be
more vigorous. I should not eat a big snack just before exercising.
5. An example: Now I am more aware of what I eat because I have to chart my meals and what
nutrients
I get. I have realised I never eat much fruit. I now include fruit every day. I do not think I get enough
protein either, so am making an effort to include more protein-rich foods. I am feeling more energetic
lately – I think it is because I am eating better. [35]

Use the nutrient charts below and on page 153 to help you to get learners to assess their logs.

Nutrient charts: vitamins and minerals

Vitamin What it does Where it is found
A (retinol) Helps vision, skin, bone and tooth growth, Mango, broccoli, butternut, squash, carrots,
immunity and reproduction tomato juice, sweet potatoes, pumpkin
B1 (thiamin) Promotes energy metabolism and nerve Spinach, green peas, tomato juice, watermelon,
function sunflower seeds
B2 (riboflavin) Supports energy metabolism, normal Spinach, broccoli, eggs, milk
vision and skin health
B3 (niacin) Helps energy metabolism, skin health, Spinach, potatoes, tomato juice, lean chicken
nervous system and digestive system breast, fish
B6 Amino acid and fatty acid metabolism, red Bananas, watermelon, tomato juice, broccoli,
(pyridoxine) blood cell production spinach, potatoes, rice, grilled chicken breast
B12 Used in new cell synthesis, helps break Lean meat, poultry, fish, milk, eggs
down fatty acids and amino acids,
supports nerve cell maintenance
C (ascorbic Collagen synthesis, amino acid Spinach, broccoli, red bell peppers, peas, tomato
acid) metabolism, helps iron absorption, juice, mango, orange, grapefruit, strawberries
immunity, antioxidant
D Promotes bone mineralisation self- Fortified milk, egg yolk, fatty fish
synthesis via sunlight
E Antioxidant, regulation of oxidation Polyunsaturated plant oils (soybean, canola oils),
reactions, supports cell membrane wheat germ, sunflower seeds, tofu, avocado,
stabilisation sweet potatoes, cod
Folate Supports DNA synthesis and new cell Tomato juice, green beans, broccoli, spinach,
formation asparagus, peas, lentils, beans
K Synthesis of blood-clotting proteins, Brussels sprouts, leafy green vegetables,
regulates blood calcium spinach, broccoli, cabbage
Mineral What it does Where it is found
Chloride Maintains fluid and electrolyte balance, Salt, soy sauce, milk, eggs, meat
aids digestion

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 Copper Necessary for the absorption and use of Water
iron, supports formation of haemoglobin
and several enzymes
Chromium Linked to insulin and is required for the Vegetable oil, liver, brewer’s yeast, whole grains,
release of energy from glucose cheese, nuts
Calcium Formation of bones and teeth, supports Milk, yoghurt, cheddar cheese, tofu, sardines,
blood clotting green beans, spinach, broccoli

Fluoride Involved in the formation of bones and Water, tea, seafood

teeth, helps to make teeth resistant to
decay
Magnesium Supports bone mineralisation, protein Spinach, broccoli, artichokes, green beans,
building, muscular contraction, nerve tomato juice, beans, peas, sunflower seeds, tofu,
impulse transmission, immunity cashews
Manganese Facilitates many cell processes Widespread in a range of foods
Molybdenum Helps cell processes Legumes
Iodine Component of thyroid hormones that Salt, seafood, bread, milk, cheese
help regulate growth, development and
metabolic rate
Iron Part of the protein haemoglobin (carries Parsley, spinach, broccoli, green beans, tomato
oxygen throughout your body’s cells) juice, tofu, beef liver
Phosphorus Formation of cells, bones and teeth, Fish, poultry, eggs, milk
maintains acid–base balance
Potassium Keeps fluid and electrolyte balance, cell Potatoes, squash, spinach, broccoli, carrots,
integrity, muscle contractions and nerve green beans, tomato juice, avocado, grapefruit,
impulse transmission watermelon, banana, strawberries, cod, milk
Selenium Antioxidant: combines with vitamin E to Seafood and grains
protect the body from oxidation
Sodium Maintains fluid and electrolyte balance, Salt, bread, milk
supports muscle contraction and nerve
impulse transmissions
Zinc A part of many enzymes, involved in Spinach, broccoli, green peas and beans, tomato
the production of genetic material and juice, lentils, plain yoghurt, cheese
proteins, transports vitamin A, taste
perception, wound healing

Reinforcement
1. Get learners to work in small groups to create a cheap but nutritious recipe. They need to justify why
they say this is a nutritious meal.
2. Learners will offer a range of recipes. This is an example:
Recipe
Ingredients
Small can of pilchards
Raw carrots and fresh parsley
Spinach, cabbage or morogo
Sweet potatoes, mealie pap or brown rice cooked without butter, oil, margarine, salt or sugar
Beans or samp
Tomato, onion or garlic sauce.

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 Method
1. Lightly stir-fry the spinach, cabbage or morogo. Use a spoon of water, not oil. Fry for just one
minute.
2. Place fish on the potatoes or pap or rice, in the middle of the plate. Pour the sauce over the fish. Put
the rest of the food in a circle on the plate. Decorate with the parsley.

A drink of skim milk or water

An apple or orange to eat about 30 minutes after the meal.

Nutritious meal because:

• Food groups: protein – fish
• Vegetables: spinach, cabbage, morogo and carrots
• Carbohydrate starches: rice, pap or sweet potatoes
• Vitamins: orange, spinach
• Oils: fish oil in pilchards

Extension
1. Give learners the symptoms in the first column and ask them to provide reasons and give advice. This
activity gives learners the opportunity to apply their knowledge of nutrients.

Example answers
Sign Reason Advice
Your muscles cramp. You do not get enough calcium, Drink skim milk or eat cheese every day. Eat
magnesium and potassium. lots of broccoli. Do not overcook the broccoli
– just heat for a minute.
You feel tired, light- You are not eating enough; not Get at least 10–12 hours’ sleep. Eat three
headed, faint, dizzy, sleeping enough; not living a balanced meals a day. Leave out the tea, coffee and
weak. lifestyle; having too much tea, coffee fizzy drinks. Replace with diluted fruit juice,
and fizzy canned soft drinks; or vegetable soups and water. Do not smoke
inhaling too much smoke. and stay away from people who smoke, so
that you do not inhale second-hand smoke.
Your hands shake, You eat a lot of sugar, cakes, sweets Cut down on your sugar intake. Drink fruit
and/or your head or fizzy drinks. juice with no added sugar, and dilute the
hurts. juice with water so you have half water and
half juice. Instead of sweets, chew on a raw
carrot stick. Add pumpkin to your meals – it’s
sweet, so you do not need added sugars.
You are constipated. You eat too many refined foods. You do Eat wholewheat bread, beans, stewed fruit,
not drink enough water. prunes and brown rice. Drink at least eight
glasses of water a day. Cut down on white
bread and cakes.
You have indigestion, You eat too much. The food is very rich Halve your portions. Wait 30 minutes before
wind and a bloated – fatty foods, fried foods, fast food. you take a second helping. You may then
feeling. realise you are not hungry anymore! Cut
down on oils and fat. Do not eat fast foods or
fried foods.

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 Sign Reason Advice
There are sores in You are not getting enough vitamin C. Eat more oranges and fresh fruit such as
your mouth. guavas. Eat raw vegetables and salads. Have
green vegetables.

Your moods go up You eat foods high in MSG and other Read the labels very carefully to see whether
and down; you feel additives in food, flavourants and there are additives in your foods. Avoid such
irritable and cannot colourants, and too much sugar. foods.
concentrate.

2. Alert learners to the risk associated with energy and sports drinks. Get learners to investigate the
latest research on these drinks and present their findings to the class. Here is an extract to get them
started:

American Academy of Pediatrics discourages sports and energy drink use for students
As sports drinks take the place of other cooldrinks in school vending machines, a new report from
the American Academy of Pediatrics (AAP) cautions that most teens who eat a balanced diet and
drink enough water do not need sports and energy drinks.
The recommendations in the journal Pediatrics distinguish between sports drinks, which are
typically flavoured beverages that contain carbohydrates, minerals and electrolytes, and energy drinks
that contain stimulants, usually caffeine. The AAP discourages excessive intake of carbohydrate-
containing beverages beyond what is needed to replenish the body during or after prolonged exercise,
and mentions that excessive caloric intake can lead to a risk of overweight or obesity. The report also
states that the caffeine in many energy drinks can pose risks to children and should also be avoided.
Download full article for free from: http://pediatrics.aappublications.org/content/
early/2011/05/25/peds.2011-0965.full.pdf+html)
(Source: Pediatrics, Volume 127, Page 1182, Copyright 2011 by the American Academy of
Pediatrics http://pediatrics.aappublications.org/content/127/6/1182.full.pdf+html)

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 Additional resources
Useful resources such as UnCut from loveLife, and the very helpful Soul City publications, are freely
available. Use case studies and information from these youth-friendly publications to make your lessons
interesting and relevant. For more information:
Soul City
www.soulcity.org.za
Tel: 0861 768 524 Fax: 011 341 0370
Soul City Institute for Health & Development Communication, P.O Box 1290, Houghton, 2041.
loveLife
www.lovelife.org.za/media/uncut.php
Tel: 011 523 1000 Fax: 011 523 1001, loveLife, PO Box 45, Parklands, 2121
http://www.shapemag.co.za/lifestyle/what-babies-cost/
Free book downloads
Coping with Teenage Pregnancy: A Guide for Young People. Umsobomvu Youth Fund. This is a useful
resource especially for those learners who are already pregnant.
http://www.uyf.org.za/ur/Health_Teenage%20Pregnancy_Final.pdf
Useful textbooks on sexuality education from:
http://www.aidsalliance.org/publicationsdetails.aspx?id=211 or
http://www.aidsalliance.org/publication-search-results.aspx
United Nations Office on Drugs and Crime and the Cape Town Drug Counselling Centre (2004)
Conducting Effective Substance Abuse Prevention Work Among the Youth in South Africa. United Nations,
Pretoria.
www.unodc.org.za or http://www.unodc.org/youthnet/youthnet_action.html or www.drugcentre.org.za
Training and Research Support Centre, Zimbabwe (2006) Auntie Stella: Facilitator’s guide – teenagers
talk about sex, life and relationships. http://www.tarsc.org/publications/documents
Guide on the benefits of recreational activities for emotional health:
http://www.parks.ca.gov/pages/795/files/benefits%20final%20online%20v6-1-05.pdf
Books and articles
Botvin, GJ (2000) Preventing Alcohol and Tobacco Use through Life Skills Training: Theory, Methods, and
Empirical Findings. Alcohol Research and Health, vol. 24, no. 4, pp. 250–257.
CDC 2007. Guidelines for a Coordinated Approach to School Health: Addressing the Physical, Social and
Emotional Health Needs of the School Community. CDC, Connecticut State Department of Education.
Goleman, D (1996) Emotional Intelligence. Bloomsbury, London.
Finger, B et al., (eds) (2002) Intervention Strategies that Work for Youth. Youth Issues Paper 1. Arlington:
Family Health International.
Kirby, D. (2007) Emerging Answers:. Research Findings on Programs to Reduce Teen Pregnancy and
Sexually Transmitted Diseases. Washington, DC: National Campaign to Prevent Teen and Unplanned
Pregnancy.
Reddy et al. (2010) The 2nd South African Youth Risk Behaviour Survey. Department of Health and the
MRC, Cape Town.
Searll A (2002) Getting High on Life. Zebra Press, Cape Town.
Van Ginneken, L et al. (2004) Health Education for Behaviour Change: A Workbook to Improve Skills.
Amsterdam: Network Learning.
Walley D (2006) Teenage Nervous Breakdown. Routledge: New York.
Internet
All these sites have free relevant material:
http://learning.blogs.nytimes.com/2007/01/30/do-you-know-your-health-iq/
(Topical lesson plans ideas)
http://learning.blogs.nytimes.com/2011/08/15/adolescent-health-general-well-being-and-safety/
(An excellent site for teachers – free downloads of many practical lesson plan ideas)

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 http://learning.blogs.nytimes.com/2002/08/22/steer-clear-of-trouble/
(Lesson plan ideas on traffic safety)
http://learning.blogs.nytimes.com/2001/05/08/dont-drink-to-that/
(Lesson plan ideas on the effects of drinking and driving)
http://www.nytimes.com/2009/05/26/health/26teen.html
(Effects of overuse of texting)
http://www.nhs.uk/livewell/goodfood/Pages/Goodfoodhome.aspx
http://www.nytimes.com/2007/12/18/health/18brod.html
(Teenage risks)
http://learning.blogs.nytimes.com/2010/06/15/dangerous-teen-tricks-fill-in/
(Quiz sheet, fill in missing words)
http://www.ncbi.nlm.nih.gov/books/NBK44659/
(Informative site with many links for topical aspects of the Life Orientation curriculum)
http://www.Answers.com/topic/health-related-behavior
http://www.fhi360.org/en/RH/Pubs/Network/v17_3/nt1734.htm
(Abstinence, delaying sex)
http://www.Answers.com/topic/risk-behaviors-teen-pregnancy
http://teens.drugabuse.gov/facts/facts_hiv1.php
http://www.who.int/mediacentre/factsheets/fs345/en/index.html
(Teenagers: health risks and solutions)
http://www.greatschools.org/special-education/health/930-develop-a-healthy-balanced-lifestyle.gs
(Tips for teachers of learners with learning disabilities)
http://www.livestrong.com/article/365604-why-is-a-healthy-lifestyle-important-for-teenagers/
http://www.healthykids.nsw.gov.au/
http://youroptihealthsite.com/healthy-eating-and-living-for-kids-and-teenagers
http://familydoctor.org/online/famdocen/home/articles/589.html
http://www.healthy-holistic-living.com/tips-to-healthy-living.html#ixzz1dBq3XHWE
http://www.body-wellbeing.com/50_ideas_healthy_lifestyle_10_/
http://www.cdc.gov/healthyyouth/cshp/goals.htm
http://www.cdc.gov/healthyyouth/publications/pdf/PP-Ch9.pdf
http://www.sde.ct.gov/sde/LIB/sde/PDF/deps/student/Guidelines_CSH.pdf
http://www.seedprog.co.za/content/VegetableGardening/vegetableGardening.pdf
(How to start a food garden).
YouTube
http://www.youtube.com/watch?v=EBU4mDk0Ci4
(This is an excellent free link and video. Once at this introductory YouTube site, you can download short
videos on all the necessary topics given on the final screen shot of the first video. The Lifestyle disease
game is interactive.)
‘The decisions teenagers make about diet, exercise, smoking, and alcohol have an immediate impact on
their health. Teens assume they are too young to get cancer, diabetes, chronic lung diseases, or other
lifestyle diseases. But, in fact, the choices teens make can damage their health now and in the future.
Program profiles overweight teens with high cholesterol, high blood pressure, sleep apnea, and other
problems. Shows how teen smokers are at greater risk for cancer and chronic lung disease and often
already suffer respiratory problems impacting daily life. Also profiles a teen alcoholic to understand the
impact of alcoholism on a teen’s physical and emotional well-being. Identifies healthy behaviours and
urges teens to make smart choices to improve health now and in the future. Emphasises these keys to
health: stop smoking, avoid alcohol, eat a balanced diet, avoid stress and get enough sleep.’ (from http://
www.youtube.com/watch?v=EBU4mDk0Ci4)
http://www.youtube.com/watch?v=0hwpSlhaF4w (Cool choices for teens)
http://www.youtube.com/watch?v=j2WkkgWUpP8 (Talking and singing about how today’s a good day to
start exercising your right to feel better – physical activity, healthy eating, and healthy lifestyles.)
http://www.youtube.com/watch?v=Sa_3Qzw65rs (HIV and AIDS prevention)

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 CHAPTER 12: PHYSICAL EDUCATION TERM 3:
LEADERSHIP ROLES IN SELF-DESIGNED
OR STRUCTURED RECREATION AND
RELAXATION GROUP ACTIVITIES
Chapter introduction Weeks 1–5; Time: 5 hours
In this chapter learners will participate and improve their movement performance in programmes that
promote various leadership roles in a self-designed recreational and relaxation group activity. The focus in
this chapter is on hiking and dancing as examples of recreational activities suitable for learners in Grade 11.
Chapter planning
Learner’s Weeks
Book of Term
Unit pages 3 Hours Resources needed
Unit 1: Safety for 198 1–5 Ongoing; repeatedly refer to Learner’s Book
recreational activities this unit as needed
Unit 2: Leadership 204 1–5 Ongoing; repeatedly refer to Learner’s Book
roles in recreation this unit as needed Teacher’s whistle
Unit 3: Hiking 206 1–2 2 Learner’s Book
Teacher’s whistle
Unit 4: Recreational 210 3–5 3 Learner’s Book
dance Optional: CD player, fast-
paced music

Background information
Dance is an enjoyable recreational activity. Learners enjoy dancing; use this to get them interested and
fully participating in Physical Education. The table below gives a brief introduction to a few of the
different dance forms that learners may enjoy.

Type of Description and fitness potential

dance
African This is one of the best ways to get exercise. The dances are aerobic and get muscles working
dance in the legs, arms, abs, chest and back. African dance promotes excellent movement, is fun and
also a space for creative expression. Sessions should be 60 minutes to get the best workout.

Aerobic There are two kinds of aerobic dance, high impact and low impact. Low impact is more
dance suitable as the risk of injury is far less, and it can be done by any age group. In low-impact
aerobic dance, aerobic movements – in other words, those movements involving large muscle
groups used in continuous rhythmic activities – at least one foot contacts the ground at all
times. In high-impact aerobic dance, there are instances when the body is moved through
space and both feet lose contact with the ground.
Ballet Promotes flexibility, physical strength, good posture and elegance.
Ballroom Classic dances such as swing, tango, foxtrot and waltz. It is vigorous and gives a good
dancing cardiovascular workout.
Break-dance This is a form of hip hop and very popular with learners. It gives a good workout and uses
most muscle groups. Break-dance requires stamina and a high level of fitness.

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 Capoeira This is a martial arts form of dance from Brazil, developed by people from Africa, which is
a mix of ritual African dance moves and martial arts movements. This enhances flexibility
and agility, and develops fitness and muscle tone. Leg kicks and dodges, and acrobatic
movements such as backflips and somersaults, are typical of capoeira.
Kwaito This has a vibrant mix of South African indigenous music, disco, hip hop, R&B, reggae, and
American and British house music, and the dance form is similar to the music. Kwaito is
unique to South Africa and very popular. Dance moves are generally vigorous so kwaito gives
a good workout.
Latin Dances include the merengue, lambada, samba, rumba and cha-cha. The salsa, originating in
American Cuba, is particularly popular and promotes fitness.
Zumba Zumba is an energetic fusion-dance style including Latin-style dances and African-style
dancing. Zumba uses moves from, for example, hip hop, salsa, samba, merengue, martial arts
and mambo, and is aerobic. ‘Zumba’ means ‘to move fast and have fun’ .

Unit 1: Safety for recreational activites

Teaching guidelines Weeks 1–5; Time: Ongoing
1. Remind the learners that most recreation-related injuries can be prevented. Ensure they plan and
prepare well before they participate in a recreational activity. There are so many preventable incidents
of learners falling, getting lost or drowning. Learners need to be aware of the risks of outdoor
recreation so that they fully enjoy these opportunities.
2. Safety issues dealt with in this unit include:
• avoiding alcohol
• water safety
• safety around dams, rivers and streams
• guidelines for crossing a river or stream
• guidelines for walking or swimming through a river
• sea safety
• how to float in water
• how to do breaststroke
• how to do backstroke
• first aid for drowning
• hiking safety hints.
3. Give learners these examples of possibly dangerous situations that are preventable:
• Example 1: A mountain walk can turn into a disaster if you go off the path; do not have warm
clothing, a torch and water with you; and do not inform your family what time you expect to be
back. The weather can change very quickly and it can get cold and misty. If you get lost or fall,
nobody will come looking for you if you have not told them where you are and when you expect
to be home.
• Example 2: If you have not done much exercise during the year, and suddenly go on a 40-km run,
you could give yourself a heart attack! First get fit.
4. In addition, learners are guided on how to care for the environment. It is important that you help
learners develop a sense of responsibility towards the environment while they enjoy the outdoors.
Explain to learners that we can have fun and enjoy the outdoors, but there is a responsibility that
comes with having fun. Our future opportunities to use the outdoors depend on how we use nature
today. It is essential to be environmentally responsible. That means looking after, protecting and
caring for the natural environment.

Inclusivity
Some learners may need to take extra precautions to be safe. For example, learners with asthma need to
make sure they carry their pumps with them on outings. Learners who have diabetes need to take some
food and extra medication in case the outing takes longer than planned.

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 Make sure that all learners take part in the outing. Contact Eco-access (see Resources at the end of
this chapter for details) for ideas to accommodate differently abled learners.

Unit 2: Leadership roles in recreation Weeks 1–5; Time: Ongoing

Teaching guidelines
Discuss the leadership roles that learners can take on in recreation. They include the following:
• team captain
• team leader
• coach
• manager
• administrator
• sport and recreation official
• outdoor recreation leader
• choreographer
• dance instructor
• dance leader
• warm-up/cool-down supervisor
• obstacle-race leader
• safety officer
• events organiser.

Activity 1: Analyse the leadership cartoons LB page 205

Teaching guidelines
Give learners the chance to quickly analyse the leadership cartoons. This can be a quick verbal activity, as
in the PE lesson you should not spend time on theoretical matters inside the class.
Answers
1. Work in small groups to critically analyse the cartoons.
2. What can you say about the leadership qualities of each leader?
3. Give each leader advice on how he or she can improve his or her leadership skills.

Learners' answers will differ. Example answer:

Cartoon 1
•. Her style is a bit aggressive; she should not tell learners they could cross there and she would let them
drown. She is giving them good advice but should make the decision that they will all cross at the
bridge, and not give learners the option of crossing in the dangerous place.
• Lead by example and be firm when there is a possible risk; decide for the group that you will all cross
at the bridge, after explaining the reasons to them.

Cartoon 2
• He is a weak leader because he cannot decide. He confuses his team. He is irresponsible because he
may put his group at risk.
• Learn how to make responsible and informed decisions.
• Never confuse your team. Don’t give contradictory instructions.
• Don’t play with people’s lives; it is dangerous to go out in lightning storms. Listen to the weather
warnings.

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 Cartoon 3
• He is a weak leader because he is just looking, not taking leadership by trying to resolve the conflict or
deciding for the group on a direction to go. He should have planned the route better, so he is unprepared.
• Plan your route well and use a map so you know where you are going. If there is a conflict, you need
to help resolve it. If no one knows which way to go, have a vote.

Unit 3: Hiking
Teaching guidelines Weeks 1–2; Time: 2 hours
1. Get learners to always warm up before their hikes and to cool down afterwards. Get learners to play
the warm-up games described on Learner’s Book page 207.
2. Get learners to identify suitable sites for hikes. If they don’t manage, contact your nearest local
recreation department, or use the contact numbers at the end of this chapter for further advice.
Ensure that the learners choose a safe and realistic site for a hike; it should not be too strenuous or
long as they need to be back before dark.

PE Activity 1: Plan and participate in an outdoor recreational event LB page 209

Teaching guidelines
1. Guide learners to plan and participate in an outdoor recreational activity in their free time, in
addition to the PE period. Ask learners to discuss possible options for outdoor recreational activities.
Each group has to offer at least three different places. Let the groups share with the rest of the class
and have a general short discussion about the suitability and unsuitability of the suggested options.
Groups may choose different places. The class does not have to choose the same area if more options
are available. Remind learners of the issues around safety and environmental responsibility, as these
are vitally important.
2. Have a debriefing session after the hike and let learners analyse their various leadership roles and styles.

Unit 4: Recreational dance

Teaching guidelines Weeks 3–5; Time: 3 hours
After warming up as per Learner’s Book page 210, guide learners in the dances as described. Let learners
do the pantsula, pata pata, toyi-toyi, sokkie, beat it, cha-cha slide dance, conga and zumba (PE Activities
2–9 Learner’s Book pages 210–214).

PE Activity 10: Organise a dance event LB page 214

Teaching guidelines
Choreography is the sequence of steps and movements in dance. To choreograph is to create and arrange
dance movements, and plan how the space will best be used for these movements. Encourage learners to
choreograph their own combinations of dance moves once they have mastered the basics of the dances
described in detail on Learner’s Book pages 210 to 214.
Answers
1. As a class, arrange an event similar to a Mzansi Fo Sho competition or similar– for example Step Up or
Step Out, So You Think You Can Dance, or High School Musical.
• The learners have to organise their dance events.
• Guide learners on how to teach their dance to the class through demonstration, and then letting
the rest of the class practise the dance.
• Point out to learners the responsibility of being fair as judges.

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 Additional resources
Books
BirdLife SA (2000) Learning for Sustainable Living. BirdLife SA, Gauteng.
Levy, J (1993) Complete Guide to Walks and Trails in Southern Africa. Cape Town: Struik Publishers.
Olivier, W (1995) Hiking Trails of Southern Africa. Cape Town: Southern Book Publishers.
Olivier, W (1996) Exploring the Natural Wonders of South Africa. Cape Town: Struik Publishers.
Royal Life Saving (1999) Swimming and Lifesaving. Sydney: Elsevier Mosby.
Website Organisations
The South African Orienteering Federation: Tel. (011) 360 3046 (w) P O Box 8968, Cinda Park, 1463.
www.saof.org.za
South African Scouts Association: PO Box 2434, Clareinch 7740, Cape Town. Tel. (021) 683-3910, Fax
(021) 683-3716. http://www.scouting.org.za/ email [email protected] Tel: 0860 SCOUTS.
Visit the scout website for information on how to find a scouting organisation in your area.
www.scouting.org.za/sasa/campsites.html
Websites
http://www.sadc-reep.org.za/
Department of Environmental Affairs and Tourism: http://www.environment.gov.za/
Eco-link: http://www.ecolink.co.za/
Environmental Justice Networking Forum: http://www.bcb.uwc.ac.za/inforeep/EJNF.htm
http://www.swimsa.co.za
http://www.openswim.co.za
http://www.samastersswimming.com
http://www.swimmersden.com
http://www.capeswim.com
http://www.dwaf.gov.za
http://www.totalimmersion.co.za
http://www.joburg.org.za/september/pools.stm
http://www.eco-schools.org www.schoolzone.co.uk
http://www.deltaenviro.org.za
http://www.whizseek.org/Recreation/Outdoors/ SchoolsandEducation/
http://www.ihs.co.za.
http://www.birdlife.org.za/resources/
http://www.salsapower.com (international salsa music and dancing website)
http://www.niasouthafrica.co.za (information about NIA in South Africa)
http://www.capoeira.co.za (information about capoeira in South Africa)
http://www.dancedirectory.co.za
Wildlife & Environment Society of South Africa Education: http://www.wessa.org.za/
Enviroteach: http://www.enviroteach.co.za
Delta Environmental Centre: http://www.deltaenviro.org.za/deltavis.htm
Culture Arts, Tourism, Hospitality & Sports Sector Education & Training Authority: http://www.cathsseta.
org.za
Eco-access: (Information and assistance with recreational activities to ensure inclusivity)
http://www.sancb.org.za/article/volunteering-help-disabled-people-eco-access
YouTube
http://www.dancenyoga.com/zumba_video
http://www.youtube.com/watch?v=YkvdwAZv91o (Step aerobics and Zumba combo)
http://www.youtube.com/watch?v=fQIU9Lze6dU (Reggaeton in Zumba mode)

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 CHAPTER 13: CAREERS AND CAREER CHOICES TERM 3

Chapter introduction Weeks 6–10; Time: 5 hours

• In this chapter learners are given opportunities to learn what to do to help
them in their career paths. They develop the competencies, abilities and Apply
ethics that will assist them in getting a job and developing a career.
• Learners build their CVs, are exposed to application forms and learn for a job
essential workspace skills such as office admin, and managing meetings
and projects.
• Learners practise their interview skills and prepare answers for typical interview questions.
• Learners critically evaluate ethics and ethical behaviour in the workplace.
• They realise the importance of realistic expectations about jobs and careers. Learners are advised to
consider socio-economic conditions and the different demands of skilled, semi-skilled, unskilled and
physical labour, as well as the additional and higher-education studies needed for different careers.
The importance of perseverance is emphasised.

Chapter planning
Learner’s Book Weeks of Resources
Unit pages Term 3 Hours needed
Unit 1: Competencies, abilities and ethics that will 215 6–8 3 Learner’s book
assist in securing a job and developing a career
Unit 2: Personal expectations about jobs and 229 9 1 Learner’s book
careers
Unit 3: Knowledge about self in relation to the 234 10 1 Learner’s book
demands of the world of work and socio-economic
conditions

Background information
The competencies, abilities and ethics required for a career need to be developed as part of the career-
education process. Learners need information and practice in developing the necessary competencies to
ensure they are career ready after their schooling. To help learners with their personal expectations in
relation to jobs or careers of interest, encourage them to participate in a job shadow programme. This will
also assist them to develop their self-knowledge in relation to the demands of the world of work.
Ideally, Grade 11 learners would do a job shadow experience in their school holidays, for a day
or a few days. Job or work shadowing is defined a temporary, unpaid exposure to the workplace in
an occupational area of interest. Work shadowers observe the work environment, occupational skills
in practice, the value of professional training and possible career options. Job shadowing is a career-
exploration activity where, for a day or longer, learners follow a professional working in a career field of
interest. Learners get to see for themselves what it’s like working in a specific job.
In this work-shadow experience, learners spend a specified period of time shadowing or following
workers in the workplace in order to gain experience within the work environment. Work shadowing gives
much more information than brochures or online resources can. It gives the learners insight into how
organisations function, and what the job involves on a daily basis. Learners can also critically evaluate
whether they have the skills for the job, or will be able to acquire the necessary knowledge.
Job shadowers are encouraged to prepare and ask questions, write reports on their experiences and
collect contact details to start building a network of useful contacts.
Advise learners to check out the dress code of the organisations they are visiting before they go.
Explain to the learners that they must be on their best behaviour; they are living out their CVs in a work-
shadow experience. At the end of the work-shadow experience, learners should thank the organisation
and write a letter to express their appreciation, or send an email.

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 Help learners to set up work-shadow experiences by making contact with a range of organisations
and institutions. Build up a list of responsive institutions, and use them on a yearly basis. Always ask
permission and give the organisation ample time to prepare. Keep copies of correspondence and ensure
learners arrive on the dates and at the times planned. Also ensure the safety of learners and make certain
that they are not exploited in any way.
Being informed about the world of work will ensure that learners are better equipped for the often
challenging job searches, application processes and interviews they may encounter. Learners will also be
motivated and inspired by professionals they meet to study further and enter universities; the more role
models they interact with, the better their chances of achieving their goals.

Unit 1: Competencies, abilites and ethics that will assist in

securing a job and developing a career
Teaching guidelines Week 6–8; Time: 3 hours
1. Guide learners on how to complete an application form and how to compile a CV. Point out that
increasingly the emphasis in CV writing is on brief CVs with the essential information, instead of
long-winded, rambling CVs. Liaise with the various language teachers to include CV writing and
application letters as part of their tasks for this term.
2. Explain to learners how to manage meetings and projects and give them opportunities to practise
doing so.
3. Go over the typical questions learners can expect at an interview. Also alert them to how they should
conduct themselves in Skype interviews.
4. Get learners to critically analyse the meaning of ethics and ethical behaviour in the workplace.

Activity 1: Apply for a part-time job LB page 218

Teaching guidelines
1. In this activity learners will explore how to write an letter of application. Emphasise to the learners
that application letters and CVs form a package that will tell possible employers about them.
2. An application letter is a business letter – short, formal and containing only what is necessary for the
employer to know. It is a polite request. It keeps to the topic. A letter to a friend is informal, can be
long and chatty, and may be about many topics.
3. The heading gives the topic so the reader immediately knows where to file the letter. Always state
which position you are applying for and all your contact details.
4. Learners need to practise applying for a job. Many learners already do part-time work during
weekends or vacations. In addition to helping learners financially, this helps them learn more about
the job market, as well as giving them valuable work experience.
5. Advise learners never to include any original documents with application letters, as they will not be
returned.
6. Many institutions want you to write an application letter. This is their first way of evaluating you. If
your letter is sloppy, filled with errors and difficult to read, they throw your application in the bin. If
your letter is perfect, you have a better chance of being called for an interview.
7. A letter of application is a business letter. The style is formal; you must write briefly and to the point.
Only say what you need to say. The letter explains that you are interested in the job or a place at the
university. It clarifies why you are applying and says how you are suitable for the position.
8. Use a computer to type your letter, if possible. If you don’t have access to a computer, write your
letter very neatly on a clean sheet of paper. Make sure you address the envelope correctly.
9. Some adverts say: Do not include a CV with your application letter. This means you must not send
your CV, but only your application letter. Other adverts specify that you have to send in your CV with
your application letter or form. Always do exactly what the advert requires. No organisation is going

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 to employ someone who cannot follow a basic instruction in an advert. Some organisations require
only a one-page CV. Then you have to summarise the main points relevant to that job’s requirements.
Do not send them a four-pager if they only ask for one page!
10. Some learners struggle to follow instructions. When you apply for a job, you have to follow the
instructions in the advert or the application form very carefully. To help learners become aware of
how well they follow instructions, give them a copy of this worksheet:

Surprise test!
Before writing your answers down, follow the instructions carefully and accurately. You are not
allowed to speak or ask any questions. Please look only at your own worksheet. Sit quietly once
you have completed your tasks. Do not look up or at other learners.
Instructions
1. Read all the questions before you start doing anything.
2. Write your name in the top right-hand corner of this worksheet.
3. Circle the word ‘name’ in sentence 2.
4. Draw 5 small triangles in the bottom left-hand corner of this worksheet.
5. Put an ‘E’ in each of the triangles.
6. Circle each triangle.
7. Write your name in the bottom left-hand corner.
8. Write ‘Yes, Yes, Yes I am GREAT!’ under your name.
9. Write an ‘A’ in the bottom right-hand corner.
10. Draw a square around this ‘A’.
11. Multiply 4971 by 3379. Write your answer on the back side of this worksheet.
12. Draw a parallelogram around the word ‘triangle’ in sentence number 4.
13.  ow, click the fingers of your right hand, while at the same time tapping your left foot to
N
the rhythm of your favourite tune.
14. If you believe you have carefully followed all instructions up to this point, write the word
‘done’ in the empty space below:

15. Divide 78653 by 419865. Write your answer on the back of this worksheet.
16. Draw a square around your answer. Draw a triangle around the square.
17. After having read all the instructions 1–17 carefully, only do instruction no. 2.
18. Then sit quietly and think about your future career.

11. You may find that most learners rush ahead and try to answer the questions. Most don’t read all the
questions first and only then see the instruction to do only number 2.
12. Use this as an example to point out that carefully following instructions is a vital skill.

Answers
1. Read and study the adverts on page 215.
2. Respond to one advert by writing an application letter or by copying and filling in the application form
on page 217. (10)
Learners’ answers will differ. Ensure they follow the guidelines as on Learner’s Book pages 216–217.
[10]

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 Activity 2: Be your own referee LB page 219

Teaching guidelines
Collect a range of newspapers, job adverts. Most list the skills and strengths needed for the jobs. Let
learners look at the adverts and compare their skills and strengths to see if they are in touch with what is
important in the job market.
Answers
1. Imagine you are your own referee. Write a list of 10 positive things you can say about yourself. (10)
Learners’ answers will differ.
2. Share this list with a partner. Explain why each positive quality you listed is true.
Check that learners can give honest and practical examples to verify their positive qualities. Learners’
answers will differ.
[10]
Reinforcement
It is important that learners understand what a testimonial is and how to obtain testimonials. Explain to
learners that a testimonial is a letter of reference that explains what kind of person you are and why you
should get the job you are applying for. Usually a reference letter is written by a person in a position of
good standing in the community, such as a teacher, lecturer, school principal, political leader, traditional
leader, imam, chief, priest, guru or other religious leader, or a sports coach or the head of the organisation
for which you are a volunteer. If you have worked, then the manager or director of your workplace may
give you a letter. The more prominent your referee, the better chance you have of getting an interview.
You need to collect reference letters throughout your life, as you always need to be prepared for a
career change. You may be nominated for an award and need to quickly collect reference letters. It is not
always possible to get hold of a reference letter at short notice. You cannot expect anybody to write a
letter for you without giving them at least a few weeks’ notice. Most organisations require either at least
three letters of reference or three names of referees. They will indicate in the job advert which they prefer.
A referee is a person who will either write on your behalf or speak on your behalf. You need to first
ask the referee for permission to use their names. Make sure you give updated contact details for all your
referees. Include phone numbers including a cell phone, address, email and fax details where applicable.
You have to say which positions the referees hold. For example, say that Ms Ratshitanga is a local ANC
MP, or that Mr Booysen is a priest. It is good manners to let your referees know before the time that they
may be contacted by a company who wants to know more about you.
Sometimes there is not much to say about a person. If you do not participate in anything or don’t do
much with your free time, it is very difficult for a referee to say a lot about you. The more you volunteer,
the more work experience you get and the more you practise your entrepreneurial skills, the easier it is for
your referee to say good things about you. Attendance at sports functions and participation in sport and
recreation also help the referee. Job shadowing, informal jobs and part-time work all help your referees to
say worthy things about you, as well as developing your skills.

Activity 3: Plan your (job-shadow) experience LB page 220

Teaching guidelines
Encourage learners to do a job-shadow experience. The benefits are enormous. Ask learners to report
back on their experiences.
Answers
1. How did Dumi benefit from doing job shadowing? (2)
She learnt so much, and now is even more motivated to become a pilot. She made good contacts and
got a useful reference letter. She now knows much more about her future career.

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 2. Have you ever thought, regarding your future career: ‘Maybe I can do that … let me try’? Explain how a
job-shadow experience can help you. (4)
Learners’ answers will differ. An example is:
You can see if the work suits you and if you would like it. Sometimes you are not sure and don’t
know if you really know enough about the job. A job shadow experience can help you because you
get to see the real job, not some glossy brochure or TV soapy about the job. You get to see how
people do the job from day to day; you see some of the the boring parts, the exciting parts, the good
and bad aspects. You also get to network with people who can help you in your future career, as they
may put a word in for you or give you a reference letter, or advise you who else to speak to.
3. Set up a job shadow experience for yourself. (14)
Not all learners will be able to do this, but encourage all learners at least to try. Give them credit for
trying. If you are in an area with limited job shadow opportunities, hold a work-simulation day at
school.
[20]
Extension
Let learners use the leadership skills they are developing in Physical Education, to arrange for a careers
event at the school. They can work in groups to invite a range of people from different careers to address
the rest of the class, or even all the Grade 10, 11 and 12 learners. You can assist by inviting the nearby
HEIs to put up information stands as well.

Activity 4: Compile a CV LB page 220

Teaching guidelines
Human resource administrators mainly want to see how a learner’s CV relates to the job requirements.
So, learners must be sure to always highlight how they qualify for the requirements in the advert. HR
departments often get thousands of CVs for each advertised post. They do not have the time to hunt for
clues about how well suited the applicant may be for the job. The learner’s CV must be brief and to the
point, and not include any unnecessary details.
To get learners’ attention, ask them to say which of these topics belong in the CV of a person
applying for the post of soccer coach:
1. My granny’s birthplace
2. My favourite food
3. My soccer skills
4. My cat’s name
5. My favourite music
6. My coaching experience
7. My age
8. The names of all my best friends
9. My coaching qualifications
10. The soapies I like most
11. My favourite car model
12. My leadership skills
13. My braaing skills
14. My knowledge of exercise science and nutrition
15. The name of my Grade 2 teacher thirty years ago.
Only numbers 3, 6, 7, 9, 12 and 14 are relevant.

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 168
1.
Criteria 1–2 marks 3–5 marks 6–8 marks 9–12 marks 13–16 marks 17–20 marks
Contact details No contact details Only the learner’s Address is Address is complete All contact details All contact details
name incomplete well ordered well ordered, very

Term 3
easy to contact the
Answers

learner
Qualifications: Not specified Only some aspects Only some aspects Most education and All education and All education and
education and mentioned mentioned, in training experiences training experiences training experiences

9780636137035_foc_lfo_g11_tg_eng_za.indb 168
training haphazard way listed listed clearly listed, in
ordered way

Work experience None None Nothing recent Some work Volunteer work, job- Extensive volunteer
experience shadow and holiday work, job-shadow
jobs and holiday jobs
Use this rubric as a marking guide.

Key skills None mentioned Unrealistic list given Only one skill Two skills Three or more Four or more
relevant skills relevant skills
accurately listed
and described

Awards and None None None Vague mention One or more Two or more
accomplishments mentioned mentioned
Career path plans Not done Not done Only a one-liner; Mentions career Lists career plans Lists career plans
and interests does not relate to plans and interests; and interests clearly and interests clearly
reality. No interests could be more and shows goal
mentioned realistic and specific directedness
Contactable None Only one, but no Only one, Two, incomplete Two contacts but no Two, full contact
referees contact details incomplete contact contact details postal address, or details clearly set
details missing one aspect out
of contact details
Write a CV. Use the categories given in this example CV as a guide. (20)

Concise, kept to No, off the topic Off the topic; tells Slightly off topic, Kept to topic most Kept to topic, could Consistently kept
topic entire life story. contains irrelevant of the time, but be slightly more to topic throughout,
information includes some concise very concise but
irrelevant info includes all details
needed
Language, More than 10 More than five Four mistakes Three errors Only one or two No errors
grammar and mistakes mistakes errors
editing
Neatness and Sloppy work; Untidy, words Reasonably neat Neatness not Neat and tidy Very clear
presentation categories don’t scratched out but needs to be consistent presentation of CV,
line up much tidier neat and carefully
compiled

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 Activity 5: Analyse competencies that will help you develop your career LB page 222

Teaching guidelines
Employers look for people who have the basic skills in managing a meeting, computer literacy, project
management and office administration.
Answers
1. Write a paragraph to explain what competencies or skills you need to help you develop your career. (5)
Learners’ answers will differ. An example is:
• I need to be in touch with current technology. There is hardly any career these days where you don’t
use computers and other technology. I also have to make sure I practise my leadership skills as well as
my administrative skills.
Learners can mention any combination of these skills and competencies:
• Studying advertisements, writing an application letter and completing application forms
• Writing and building a CV: all forms of experience gained, acquisition of testimonials and evidence
(job shadowing and informal jobs)
• Managing meetings, managing a project and office administration skills.
[5]

Activity 6: Identify appropriate interview behaviour LB page 224

Teaching guidelines
1. Use these hints from Learner’s Book page 223 to help you do well in your interviews.

Do: Don’t:
Be on time. Get there at least 20 minutes
before the time. Arrive late.
Dress neatly. Look untidy.
Try to remember the names of the interviewers. Be rude to your interviewers.
Thank them for the interview. Refuse to answer questions.

2. Get learners to assess their knowledge of interviews by answering true or false to these statements:

Interview checklist True/False

The best way to cope with an interview is to:
a. forget about it until it’s the day for the interview
b. prepare well in advance
c. get into a nervous state
d. arrive late
e. look untidy
f. keep quiet during the interview
g. interrupt the interviewer by saying you need to go outside for a smoke
h. get cross with the interviewers when they ask difficult questions
i. listen carefully to the questions
j. ask the interviewer to repeat the question if you do not understand

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 k. answer clearly
l. smile and be polite
m. be rude and angry
n. be too shy to behave in a friendly way
o. lie about your skills
p. not ask any questions
q. say you do not want to work overtime.

If you have answered True for b, i, j, k, and l, and False for the rest, you have already made a good start
on how to handle yourself in an interview.
Answers
1. Decide which cartoons show good interview behaviour. Give reason for your answers. (4)
Cartoon 2: She is neatly dressed. Her CV is ready. She looks sure of herself. She sits upright. She is
very polite. She is well prepared as she knows what her long term goals are.
2. Decide which cartoons show poor interview behaviour. Give reasons for your answers. (4)
Cartoon 1: He is untidy. He shows disrespect by smoking. He is not carrying his body well; he is
slouching. His language is too informal; the interviewers are not his friends.
Cartoon 3: She is late. She is not well organised. Her hair is untidy.
Cartoon 4: He is too shy. He does not sit straight. He does not relax his hands. He looks scared. He is
not well prepared to answer the questions. He lacks confidence and self-belief.
[8]

Activity 7: Practise being interviewed LB page 226

Teaching guidelines
Get learners to work in pairs to practise aspects of being interviewees and both being interviewers. Also
set up a few panel interviews in class and let learners practise being interviewed by a panel.
Answers
1. Work in pairs to role-play interviews. Take turns to do the following:
1.1 Be interviewed and to be the interviewer
1.2 Ask and answer the typical interview questions described on page 225.
2. 
Write a short paragraph to summarise what you learnt about your interview skills. Start your paragraph
with this sentence: ‘I know that during an interview I have to…’ (10)
Learners’ answers will differ. Example answer:
I now know that during an interview I have to be much more prepared than I thought. I realise I am
very quiet in an interview and can’t think quickly how to answer a question. So I should prepare very
well and practise answering possible questions. I also have to research the company well and find out
what their mission and values are, and who runs the company. I should be on time, dress neatly and
smile and try to relax. My documents must all be in a neat file so if they ask for something, I have
it ready. I must speak clearly and slowly so they can understand and hear me. I must be honest and
not tell lies about qualifications I don’t have; they will check up on me. I must be polite even if the
interviewers irritate me.
[10]
Extension
Organise with a few parents and people in the community to come to school on a Saturday and act as
interviewers. Make it very formal. Set up a large table and have the learner in the interview sit at one end.
Give each learner an opportunity to be interviewed as she or he would be in the workplace.

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 Activity 8: Apply your workplace ethics LB page 228

Teaching guidelines
1. Write this African proverb on the board: Wherever you go, your character goes with you.
2. Ask learners what this means to them.
3. Explain that workplace ethics refers to the morals, principles, values and rules for good, fair and
correct behaviour at work. All workplaces require you to behave ethically. This means you need to
have a good character or personality, and develop the personal qualities listed. You also need a firm
sense of what is right and what is wrong.
Answers
1. Work in small groups to take turns to role-play each scenario.
2. Make a decision on how you will react in each scenario.
3. Explain your decision to your group.
Scenario 1: You are the manager of a hotel. You have been told by the owner that the hotel is going to
close in six months’ time. At a staff meeting, workers ask you about a rumour they have heard that the
hotel will close. What do you tell them?
It is best to be honest and tell the workers the truth. This will then give them enough time to look for
other jobs and to prepare to budget for possible unemployment in the near future.
Scenario 2: You are working for a building firm. A secretary at the firm offers you money to build
an extra room at his house. He says you can easily get away from work and use your firm’s time and
building materials. What do you decide to do?
Politely refuse. Report the secretary to your boss, who can then decide whether to take it further.
Scenario 3: Your co-worker uses the office phone to make her wedding arrangements. She calls a firm in
China. She prints the wedding cards on office paper and uses the office photocopier to make 500 copies
of the wedding programme. What do you decide to do?
Speak to her politely and ask her to do her private business at home, and to stop using work
resources for her wedding. Ask her to pay the bills for her phone calls and for her photocopies. If she
does not listen, report her to the line manager.
Scenario 4: You are a nurse at a clinic. A patient asks you to sign a form to say he has TB so he can
claim for a grant. You know he does not have TB. He offers you R200. What do you decide to do?
Explain to the patient that you cannot do this. Report the patient to the supervisor or the police.
Scenario 5: You were given the task to write an important report by a certain date. You are not sure how
to write the report. You don’t have enough time to do the report. What do you decide to do?
 Ask for help. Explain that you will not be ready in time. Be honest about your problem. Offer to work
overtime to sort it out.
4. Critically evaluate what your decisions tell you about your ethics, accountability and transparency in the
workplace. (12)
Learners’ answers may differ. Example answers:
I am an ethical person; I am not corrupt. I am accountable and responsible. I am transparent and
speak the truth. My workplace can trust me in the future; I will not let them down. I understand why
ethical behaviour in the workplace is important.
5. Write a short paragraph on what you learnt about ethical behaviour from the role plays. (8)
Learners’ answers will differ. Example answer:
I learnt that it is easy to be tempted to be dishonest. Sometimes there are difficult situations to deal
with.
There is always somebody who will cheat and want to involve you. But I also learnt that I do not have
to be dishonest; I can be ethical. I realise that my duty is to report dishonest behaviour.
[20]

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 Unit 2: Personal expectations about jobs and careers
Teaching guidelines Week 9; Time: 1 hour
Explain to learners that they need to identify their personal expectations about a job or a career. Then
they must find out if their expectations match reality. They need to evaluate their chances of career
success and satisfaction. Learners should seriously consider what careers would suit them.

Activity 9: Match expectations and reality LB page 230

Teaching guidelines
1. Explain to learners that, to prevent disappointment, they need to match their expectations with
reality. Ask learners to give suggestions of what they expect university studies or the workplace to be
like. Some learners may say that university is all about parties and finding romance; others may say it
means a lot of hard work. Obviously the most realistic view is that university is hard work; nobody
can get any qualifications by just partying all the time.
2. Career success and satisfaction are possible if you know yourself well and choose a career path that is
right for you. Most people say that career satisfaction is one of the most important things in their lives.
3. Think about it – you spend eight hours or more a day at work. If you enjoy your work, feel fulfilled
and get satisfaction from your work, while also experiencing success, then you will be a happy and
well-balanced person.
4. Imagine the horror of being totally unhappy at work, hating your job and feeling sad … and never
being successful. What a waste of your life!
5. That is why it so important to plan carefully for your future career path and match your expectations
with reality.
Answers
1.Describe what you expect you would do in the following jobs:
1.1 medical doctor
 A medical doctor see’s sick people to diagnose what is wrong, prescribe medicine, do operations,
stitch up wounds, treat and refer patients for other medical services, and educate them to prevent
illnesses.
1.2 geologist
Geologists work with the earth’s materials and processes, as well as the earth’s history. They work
in a variety of settings, such as natural resource companies, environmental consulting companies,
government agencies, non-profit organisations, and universities. Some geologists do fieldwork
and others spend time in laboratories, classrooms or offices. They do calculations and reports,
and use computers.
1.3 professional musician
A professional musician will play in front of audiences, either as a soloist or as part of a band or
orchestra.
1.4 social worker
 Social workers help people who have problems to resolve their problems. They help people who
are living in poverty, orphans, abused children and women and the disabled, and they help people
deal with their relationships and solve personal and family problems.
1.5 architect
An architect designs buildings. Architects work in the construction industry. They can design
new buildings, design extensions or alterations and assist with restoring historical buildings.
They produce drawings for the construction team to use. They work closely with clients, builders,
surveyors, engineers, electricians and plumbers.
1.6 police officer
Police officers work to fight against crime and to protect citizens. They catch criminals, and work
to/ reduce theft, robbery, hijacking, muggings and murder. They also combat organised crime.
They help victims of crime and look after the safety of the community.

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 1.7 lawyer
 A lawyer advises clients about divorce, criminal cases, business transactions, claims liability,
lawsuits, legal rights and obligations. A lawyer also interprets laws, rulings and regulations for
individuals and businesses; defends clients in court and help clients to lay charges.
1.8 professional dancer
 Dancers express feelings and act out stories and musical scores through the movement of their
bodies. Some dancers focus on classical ballet, modern dance, performing in musical shows,
doing tap, belly, folk, ethnic, jazz or ballroom dancing. Some teach. Professional dancers spend
a great deal of their time in class, auditions and rehearsals. They often have to audition for new
parts, as many dance productions last for only a few months.
1.9. sales representative
Sales representatives play an important role in the success of their companies’ products. They
have to sell products and have to interest buyers and purchasing agents in their companies’
products or services. They have to address clients’ questions and complaints. They demonstrate
their products and advise clients on how to use these products. They may spend much of their
time travelling.
1.10 actor
An actor can work in live stage performances, TV soap operas, radio work, advertising and film
parts.
2. Choose two of the careers above. Swap descriptions with a partner.
3. Critically discuss each other’s descriptions and evaluate if you have said the same things. Then ask
another pair what they said, until you have a few different opinions on the careers.
4. Write a paragraph explaining how your expectations for the careers match reality.
Learners’ answers will differ. It is important that they compare what they thought the career was
about, with what the career is really about.
Reinforcement
Give learners the table on the next pages to analyse. Ask them:
1. How do your values, interests, personality and skills link with a career path or career field?
2. Explain which career suits you the best. Give reasons for your answer.
Match expectations with reality: values, interests, personality, skills and example careers.

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 174
Values Interests Personality Skills Career suggestions

Term 3
Creative thinking Acting Arty Creative Arts and communications
Originality Art Creative thinker Good at communicating Actor Fashion designer
Freedom of expression Culture Inspired ideas Author Journalist
Dance Original Imaginative Cartoonist Musician

9780636137035_foc_lfo_g11_tg_eng_za.indb 174
Design Innovative Choreographer Photographer
Drama Inventive Comedian Production designer
Entertainment Original Dancer TV/radio/film
Fashion
Language
Music
Perseverance Planning events for Conventional; like to Carrying through with Business/Information management
Order others know what is expected ideas Accountant Financial planner
Organising others of you Well organised Actuary Loans officer
Numbers Enjoy following Good with numbers
instructions Auditor Office planner
Neat Budget analyst Statistician
Orderly Claims examiner Store manager
Computer programmer Telemarketer
Credit collector Travel agent
Environmental justice Nature Nature lover Good at observing, Agriscience /Natural resources
Respect for nature Plants and animals Practical learning, investigating, Anatomist Landscape architect
and solving problems
Physical exercise Curious about the Animal scientist Marine biologist
Problem solving physical world Adventure leader Plant geneticist
Interested in plants and Biological scientist Recreation officer
animals
Entomologist Veterinarian
Like to be physically
active; like to observe, Environmentalist Laboratory technician
learn, investigate, solve Food scientist
problems
Horticulturist

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 Values Interests Personality Skills Career suggestions
Helping others How the body works Investigative Good at investigating Health sciences
Health promotion Observing and noting Care for sick people or Research Anaesthesiologist Nurse
changes animals Helping people get/stay Biomedical equipment technician Obstetrician
New diseases Help them stay well well
Cardiologist Obstetrician
Cardiology lab technician Optometrist
Dentist Pathologist
Dermatologist Physical therapist

9780636137035_foc_lfo_g11_tg_eng_za.indb 175
Dialysis technician Psychiatrist
Dietician Speech therapist
Gynaecologist Surgeon
Hospital administrator Toxicologist
Medical doctor Urologist
Nuclear medicine technologist
Social justice Helping others Friendly Good at solving Social services
Helping people Making a difference Open problems Anthropologist Parole/probation officer
Important to do Making things better Outgoing Coach Principal
something that makes for others Understanding Counsellor Psychologist
things better for other
people Cooperative Geographer Restaurant manager
Like to work with people Historian Teacher
to help solve problems Human resources administrator Social worker
Lawyer Special agent
Military specialist Urban planner
Minister/imam/rabbi/priest/preacher
Curious about how Like to use your Realistic Mechanically inclined Engineering/industrial/technological sciences
things work hands and build Practical Good with your hands Aerospace engineer Geophysicist
things
Mechanically inclined Good at building things Air-conditioning contractor Landscape engineer
Interested in knowing and practical
how things work Air-traffic controller Marine biologist
Curious about how Architect Mechanical engineer
things work
Building inspector Mining engineer
Chemical engineer Optician
Civil engineer Pilot

Chapter 13
Construction manager Pollution controller
Electrical engineer Production manager
Environmental analyst Ships engineer

175
Forensic scientist Transportation worker

2014/10/17 8:27 AM
 Extension
1. Imagine you are career counsellors. Work in pairs. Read what the learners are saying below.
1.1 Advise each learner on a career path, or necessary actions to take, to ensure they will be happy
and successful in their careers.
1.2 Explain to these learners why interests, abilities and personal expectations are important when
making a career-path decision.

Learners 1 to 6: interests, abilities and personal expectations

Example answers to question 1:
1. I want to study sports psychology… but my brother, who is paying for me, is forcing me to do a BA in
languages.
Example answer: Keep to your goal of sports psychology and apply for a bursary, learnership or
financial aid so your brother does not have to pay.
2. I want to do marketing because all my friends are doing marketing. I enjoy doing sport and I think I can
be a professional athlete.
Example answer: Your friends will not be around at work to help you or look after your needs if you
are unable to do the work, unhappy or bored. Choose a career that you are interested in based on
your skills, needs, goals, personality and interests. Do a job shadow with a firm in marketing to see
if you will enjoy this kind of work. Then investigate how you can combine a career in sport with a
career in marketing.
3. I am doing a BSc as this was the only bursary I could get, but my real interest lies in theology.
Example answer: Speak to the institution’s career counsellor and bursary office and ask if you
can change courses or apply for a different bursary. Do theology on a part-time basis so long and
volunteer at a religious institution to gain practical experience.
4. I want to do a BCom because my girlfriend is in that class. I am actually interested in art.
Example answer: You may break up with your girlfriend and then lose interest in this course. Choose
a career path that suits your skills, interests, goals and vision. Spend time, at their places of work,
with people who have completed a BCom, to see if you enjoy this kind of work. Find out which
subjects you will have to study and decide whether they interest you.
5. My parents want me to be a teacher; I don’t know what I want to do… but I enjoy travelling and learning
foreign languages.
Example answer: You need to decide for yourself as this is your life. Go for a BA degree in languages,
with history and geography as other subjects. The travel and tourism industry offers many job
opportunities. If at the end you decide you actually do want to teach, you will still be on the right career
path to make this decision. A basic BA is useful as your options are open for postgraduate studies.
6. I am doing a Business Admin degree because my family want me to work in their business. My real
dream is to be a social worker…
Example answer: Speak to your family because this is your life and you need to decide for yourself.
Explain that you want to change courses and go for social work. South Africa needs many social
workers.
Example answer to question 2:
You need to take your interests, abilities and personal expectations into account, because if they are
in opposition to the career path you have chosen, you will not be happy, motivated or successful. Your
career-path choice must be your decision as you will spend a great deal of your life in this career. Decide
for yourself.

Activity 10: Help the learners face reality LB page 231

Teaching guidelines
Let the learners read though each scenario, or act them out in short role plays, before they give written
answers. Once they have completed the task, get them to discuss and assess their answers in groups and
ask for general comments.

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 Answers
Work in pairs. Help to give these five learners a reality check. (40)
1. Explain to each learner what he or she could expect from their chosen career paths.
1.1 You will work very long hours, won’t get a lot of leave to travel and will have to study for at least
seven years.
1.2 You don’t do investigations as you are not a qualified detective, and in real courts you cannot be
rude to the judge. Very few court cases are televised and you have to be a top lawyer with many
years’ experience before you will be hired to defend a case that may be televised.
1.3 To be a professional soccer player you need to be highly skilled and gifted in soccer, as well
as physically very fit. You will have to play for a club that can afford to pay you well, as the
career of a soccer player is short. This means you will need to save your money and also do
additional courses so you can enter another career when you retire, at the age of between 28 and
34. Usually you don’t become an instant millionaire – it takes years of practice, hard work and
regular good performances before you earn a lot of money.
1.4 Universities offer courses of three years and longer to qualify you for a profession. Being at
university means having to read a lot and spend many hours studying. All courses require
a great deal of work and commitment. There are no professional qualifications that can be
obtained at a university in six weeks.
2. Correct the learners if you think they have the wrong information about their chosen courses or careers.
2.1 You need to do Mathematics, not Mathematical Literacy, if you want to be accepted in medicine
at university. You need to get high marks for Mathematics. You also need to do Life Sciences.
History won’t help you get into medical school.
2.2 You need to study very hard for at least three years for a BA in law and then a further two years
for an LLB and to qualify. You spend most of your time in an office at a desk. To be a lawyer is
hard work and you work very long hours, sometimes including weekends.
2.3 You need to qualify yourself as you may not earn enough. If you are only the B team now, it
seems unlikely that you will be chosen for a professional club. You won’t just be spotted by
chance; you need to play regularly at the highest level and have an agent who will organise trials
for you at various professional clubs.
2.4 Universities require lots of work – reading, listening to lectures, doing research, reading
textbooks and library books, and writing many assignments, tests and examinations. It is a lot
of work. There is not a lot of time to party; usually you also study over weekends. Students who
party a lot drop out soon and don’t qualify for anything. Universities expect you to have an idea
of your career field or path when you register.
3. Advise each learner whether you think he or she has chosen a suitable career path.
4. Offer suggestions to help the learners in their career-path choices.
4.1 This is not the right career for you because you are not doing science and are thinking only of
the money and the car, not of healing people and working very hard. If you are interested in
travel and have History as a subject, consider a career in the tourism industry.
4.2 This is not the best choice for you because you love sport and being in the outdoors. You are in
a hurry to start your own firm; you need to be a lawyer for a long time before you can have your
own firm as you first need to get experience and the necessary funds. A better career option for
you may be to study sport and recreation. There are many careers that will allow you to be in the
outdoors and work for yourself. For example, you can be a personal trainer, an adventure-tour
guide or an environmental officer.
4.3 Try to get into the A team before you decide on becoming a professional soccer player. If you
love sport, register for a course in sport and recreation. If you have the necessary talent and
are willing to work long hours on the practice field, then the institution will promote you and
professional clubs will become interested. If you don’t get into professional soccer, then you will
have a sports-related qualification which will enable you to work in that area, as there are many
options ranging from sport psychologist, sport injury specialist and sports-shop owner to sports
broadcaster and journalist.

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 4.4 This is not the right career option for you as you are not interested in reading and studying, or
a professional career requiring many years of study and hard work. A better option will be to
go on a short course in a people-oriented field such as an events organiser. This means you can
organise parties, conferences and other events. As you are sociable and like parties, this may be a
good option for you. Alternatively, try to get into the entertainment or advertising industry.

Assessment suggestion
Let learners assess each other in groups. As learners’ answers will vary, give them this checklist as an
assessment tool:
Criteria Scenario Mark
1 2 3 4 /10
1. Realistic expectations and information about career
2. Correcting wrong information
3. Suitable advice
4. Useful suggestions

Total marks = 40 (marks for each question and scenario, as set out in table above, plus two bonus marks
for any exceptional insights about the social and economic factors that may have influenced each learner’s
career choices in scenarios 1–4). [40]

Activity 11: Complete a suitability audit LB page 232

Teaching guidelines
1. Write this on the board: Know yourself. You need to know who you are, so that you can become the
person you want to be.
2. Ask learners what this means in terms of career pathing.
3. Self-knowledge is one of the most useful tools to help you plan your career. The more you know
about yourself, the easier it will be to decide which career path to follow.
4. You are still developing and growing and gathering experience, so your interests and goals may
change as you grow older. This is not a problem, as long as you keep track of how you are changing.
5. Many career paths are broad enough to allow for course changes, as well as career changes within
and even across learning fields.
6. Try to:
• Explore and discover what you need and want in life.
• Find out which career path can help you to achieve your goals.
7. Get to know your:
• abilities, skills and strengths
• interests
• values
• needs
• personality.
8. This means you need to be able to answer these questions:
• What are you good at?
• What can you do really well?
• What have you already got some experience or training in?
• What are you interested in? What do you find fascinating, engaging, attention grabbing, and
really great to spend time and energy on?
• What do you enjoy doing?
• What do you think is important in your life?

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 • What do you need?
• What kind of work will satisfy your needs?
• What kind of person are you? What personal qualities do you have?
Answers
1. Complete the activity audit in Table 2. Answer ‘yes’ to the statements that are most true for you. Then
check your answers against the possible careers listed below.

Extension
Encourage learners to express their creativity in terms of a suitability audit. Allow them to use words,
and/or draw or paste pictures cut from newspapers and magazines. Explain that an advert makes things
public and praises the value of the item; in the same way they need to be proud of who they are and
advertise their qualities. Let learners share their adverts in groups.
Advertise yourself
1. Make a full-page advert to advertise yourself. Focus on your abilities, skills, strengths, interests, values
and needs. Your advert should:
• explain who you are
• showcase your skills and strengths
• inform people of your values, needs and interests
• enable others to get to know you.
2. Identify a career path that you think is right for you.
3. Show how it links to your career advert.
4. Justify why you think this career is right for you. Explain what your expectations are and what you
know about the realities of this career.
5. Present your advert to the class.

Unit 3: Knowledge about self in relation to the demands of the

world of work and socio-economic conditions
Teaching guidelines Week 10; Time: 1 hour
Ensure learners understand what is meant by socio-economic conditions. They should know the demands
of skilled, semi-skilled, unskilled and physical labour. Point out that the better your level of qualifications,
the higher your salary will be, and the more career options will be open to you. Advise learners on
the additional studies and higher education they need for different careers. Encourage the learners to
persevere.

Activity 12: Discuss perseverance and social and economic factors LB page 236

Teaching guidelines
1. Point out to learners that your choice of career path is influenced by many factors, including
the environment in which you live, your personal strengths and abilities, and your educational
achievements. In addition, your community, family, parents, siblings and friends may play an
important role in your career choice.
2. Poverty is an obstacle to many learners’ career choices. Some learners have responsibilities such as
looking after younger brothers and sisters or elderly parents, and they cannot afford to study full-
time. Other learners already have their own children and partners to support, and they can’t afford to
study full-time either.
3. However, always encourage and motivate learners to rise above their socio-economic conditions.
Refer them to Chapter 3 again and remind them of the financial aid available.

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 4. For many learners, they may be the first generation to go to university, as under the previous
apartheid regime, their parents’ career options were severely limited. This may put a lot of pressure
on them to succeed, and even to follow a career that they are not interested in.
5. Let learners discuss the case study before they give written answers. Ask the learners to suggest other
examples of people in careers that they may be interested in, people who have also succeeded against
all odds. Ask learners to discuss the personal qualities that make one person achieve success and
another give up, or turn to crime or drugs, although they both face the same hardships.
Answers
Read the case study and then answer these questions in writing.
1. Describe the socio-economic challenges that you think Ronalda faced. (4)
She had to walk 10 km to school. After school, she had to rush back home to prepare supper and
to attend to her siblings and aging grandmother. Her grandmother was the only breadwinner, so she
had to take on the responsibilities of the household. At school they did not have enough textbooks
or stationery, or any computers. When her siblings took ill, she had to be absent from school to take
care of them.
2. Critically discuss how Ronalda persevered to overcome her challenges. (5)
She never gave up. No matter what her circumstances were, she held on to her dream, her goal, and
she kept trying her best. She persevered against all odds.
3. Write a short letter to Ronalda to explain what you have learnt from her. (10)
Learners’ answers will differ. The letter must be informal in tone, and point out what a powerful
message Ronalda is giving. An example is:

Dear Ronalda
You are a fabulous role model; you have now inspired me to go for my dream career. Thanks to you, I
feel empowered to keep trying until I get a good NSC pass so I can go to university. I know that I will
one day also study Mathematical Sciences, just like you.
Your strong determination to keep going to school, to get up so early, and your kindness to your
family give me goose bumps! I wish I could be like you. You are truly practising ubuntu.
Thank you for being there as a role model for me. I know you will be a brilliant professor.
Keep well
Zubeida Lagerdien
Grade 11 C
Ladium Secondary School

[19]
Reinforcement
1. Ask learners to explain why Simazile is an inspiration.

Case study: Engineer Ntyikwe keeps beating the odds

By Slyabonga Kaupa
Simazile Ntyikwe lost his legs in a train accident when he was 13. Many people said he was one of
the bravest people in Cape Town; he struggled to get transport to study, but he preservered.
Now Ntyikwe of Delft, 24 years old, is well on the way to achieving his dreams, against all odds.
For 12 months he has been doing his practical learning with a company, Unitemp, in Lansdowne. He
completed his Mechanical Engineering course at the Cape Peninsula University of Technology.
He said that at the University he faced problems of accessibility. He was also challenged by
the attitudes of some students and lecturers, who kept on asking him how he was going to work as
an engineer. However, it was all worth it. He has now finished his diploma and is well on track to
achieving his goals.
(Adapted from http://www.sasce.co.za/downloads/publications/newslink_magazine/sasce%20newslink.pdf)

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 Additional resources
Websites
http://www.JobDescSearchTool.cfm
http://www.Jcareerplanning.about.com/cs/occupations/
http://www.businessballs.com/jobdescription.htm
http://jobsearch.about.com/od/curriculumvitae/Curriculum_Vitae.htm
http://www.jobs.co.za/job-seekers/career-advice/article/21/how-to-write-a-top-selling-cv-cover-letter
http://www.jobs.co.za/job-seekers/career-advice/article/18/cv-writing-check-list
http://www.goldpe.org.za/youthzone/future-steps-CV-SA.php
http://www.etu.org.za/toolbox/docs/building/webmeetings.html
http://www.careerhelp.org.za/page/plan-your-career/interview-skills/629428-Interview-Skills
http://sciencecareers.sciencemag.org/pdf/tools_tips/outreach/interviewing-skills.pdf
http://www.impactfactory.com/gate/new_job_interview_skills_hints_and_tips/fungate_174-1103-91240.html
http://jobsearch.about.com/od/interviewquestionsanswers/a/interviewquest.htm
http://www.acpeople.com.au/interview/questions.asp
http://www.selectsmart.com/topjobs.html (Suitability audit)
http://www.psychometricinstitute.co.uk/ (Career suitability audits)
http://www.onlineethics.org/cms/4745.aspx
http://ezinearticles.com/?Ethical-Behavior-in-the-Workplace&id=2418371
http://www.skillsportal.co.za/page/features/contributors/des-squire/222521-Honest-and-ethical-behaviour
http://www.health.gpg.gov.za/Anti-corruption%20booklet.pdf]
http://www.ethicsmonitor.co.za/Article.aspx?AID=7
http://www.mywage.co.za/main/work-smart/cvfolder
http://www.jobspace.co.za/
http://www.careerjet.co.za
http://www.youtube.com/user/MissyQuest
http://www.spice4life.co.za/content/arm-yourself-job-hunt (Good links to other useful sites)
YouTube
http://www.youtube.com/watch?v=hyF7PqsM1Pw (CV writing)
http://www.youtube.com/watch?v=2bJ1MelJMpc&list=UUuOPaR-z8scPH1DVnX2xA2A&index=2&feature=pl
cp (CV)
http://www.youtube.com/watch?v=mWOi9N71Mj0&list=UUuOPaR-z8scPH1DVnX2xA2A&index=10&feature
=plcp (How to prepare for a job interview)
http://www.youtube.com/watch?v=b5SrHnp7Qf0&list=UUuOPaR-z8scPH1DVnX2xA2A&index=4&feature=pl
cp (How to prepare for a telephonic job interview)
http://www.makeuseof.com/tag/5-youtube-video-channels-learning-basic-job-interview-skills/
http://www.youtube.com/watch?v=-ezFNrWMTlc (Interview tips- how to answer ‘tell us about yourself’
questions)

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 CHAPTER 14: PHYSICAL EDUCATION TERM 3: LEADERSHIP
ROLES IN SELF-DESIGNED OR STRUCTURED
RECREATION AND RELAXATION
GROUP ACTIVITIES

Chapter introduction Weeks 6–10; Time: 5 hours

In this chapter learners continue with their recreational activities. They create and participate in obstacle
courses, do recreational dance with apparatus and play an orienteering game.

Chapter planning
Learner’s Book Weeks of
Unit pages Term 3 Hours Resources needed
Unit 1: Obstacle course 238 6–7 2 Learner’s Book
Teacher’s whistle
Unit 2: Recreational dance with 239 8–9 2 Learner’s Book
apparatus CD player, music CDs, hoops,
ribbons, shakers
Unit 3: Orienteering game 241 10 1 Learner’s Book
Markers, small prizes

Background information
For teachers new to PE, it is useful to get to know more about orienteering. Orienteering is an outdoor
recreational sport. It is an endurance sport which includes mental agility together with physical fitness.
Often orienteering courses are held where there are obstacles that you need to climb, jump and swing over
and roll under. This is a great recreational sport for a range of ages and of levels of fitness and ability.
In orienteering you use a map to find your way; you plot a route with the map while you run. Places
are marked up on the map, and you generally need to find them in a specific order. You may have to
solve puzzles, riddles and problems at each station or control point before you can get the clues to reach
the next station. Your decision-making skills are also tested as you need to decide on the routes you will
follow, while you are running as fast as you can.
There are different types of orienteering, ranging from ‘point-to-point orienteering’, to ‘score-O
orienteering’. In point-to-point orienteering, all the control points must be visited within the time limit,
and in the order listed. The time can vary but it is usually three hours. The person who visits all the
stations in the correct order in the fastest time is the winner. In score-O orienteering, you have a fixed time
limit, usually 60 to 90 minutes, to reach as many controls as possible, in any order. The controls may have
different point values. The person with the most points is the winner.

Aim of orienteering
You have to find different stations or control points in an outdoor setting, using a map or clues for
instructions. Usually you need to run or walk fast, as the aim is to see who can find all the stations in the
shortest time. You will be given:
• a map showing the station locations
• a station or control point description sheet that describes the features that you are looking for
• a control card. You need to tick your card at each control to prove that you were there. A control
point is a station you have to reach, to prove that you were there.

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 Rules and safety of orienteering
1. The winner is the person with the fastest time.
2. A missing tick on a control card means you are disqualified, as you have not completed the circuit.
3. If you need to get to the different stations in a specific order, you are disqualified if you don’t follow
that order.
4. Never move or change the control points.
5. Always report to the finish area, even if you are over the time limit.
6. Don’t follow other groups or competitors and don’t ask for directions from other groups unless you
are lost.
7. Never enter areas marked restricted or out of bounds; follow marked routes.
8. It is against the rules to tease, insult, taunt, trip, push, bully, threaten or be rude to other participants.
9. Always show respect for the environment (see Chapter 9); leave only footprints, not rubbish or harm.
Practice: Techniques and tactics for orienteering
1. Work out where the control points are by looking at the map.
2. Understand what the different symbols mean.
3. Know your directions: north, south, east, west, left and right!
4. Think quickly, run fast and make informed decisions.
5. Locate yourself: work out where you are in relation to the control points that you need to find.
6. You can use any route to get to the control points, as long as you get to the points in the order
specified.
Hints
1. A shorter distance is not always faster.
2. A footpath or trail will let you move faster than going through a forest or a thorny, uphill, muddy or
soft sandy area which may be a more direct route.
3. It takes longer to run or walk through bushy landscapes than through open land.
4. Sometimes the long way round is quicker, because running uphill and then downhill could take more
time.
Navigate and map-read
1. Follow instructions and directions and read a topographic map. A topographic map shows the shape
of the landscape, such as contours, mountains, hills, valleys, dongas and ditches.
2. Understand an orienteering map showing symbols and colour codes for different aspects of the en-
vironment, such as rivers and paths. Know what you are looking for so you can keep alert. Look out
for markers or clues on the map that can guide you.
3. Turn the map until what is in front of you on the course is in front of you on the map. Match what
you see around you to what is on the map. It does not matter if the words and pictures on the map
are upside down or sideways. Keep the map orientated to what is in front of you.
4. Put your middle finger or your thumb on the spot where you are on the map, and keep your finger
there while you run. Move your finger from time to time to accurately reflect your new position.
5. Ways of orienteering can differ. For example, you can work in groups to find the control points. Have
relay races, where each learner or group has to visit a control point before the next teammate can
move to the next control point.
6. If your course is on the school grounds or a small flat area, ask teams to do different actions at each
control point. For example, they could do a set of 10 jumping jacks at one control point, or a series
of arm-pulls using a nearby tree at another control point, or a number of leaps across an obstacle.
Inclusivity
Be inclusive by having courses with markers that make a noise, such as stones in a tin, so that visually
challenged learners can know where they are. Work in pairs, with a sighted and a non-sighted learner. Set
up courses that are wheelchair accessible, such as on a level surface on the school grounds.

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 String course
Use a roll of string to mark out the entire length of the course. Make the control points visible by using
painted markers that are easy to see, such as tins or plastic bottles filled with something brightly coloured.
Draw a map showing the route of the string and the control points, where further clues can be found.
Racing around
Have a race to see who can find the most control points on a course in 20 minutes. Set up control points
on the school grounds. This is good practice for formal orienteering.
Directions game
Take turns to call direction, such as N, W, SW, NE, NW and so on. The class must then turn or run in the
direction you are calling.
Examples of some basic orienteering symbols

Building Fence
Road Trail

Clearing Hill Sandy Tree cluster

Shallow
Crossing Junction

Single tree
Deep
Open land
Stony ground
Ditch

Overgrown
Stream
End

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 Unit 1: Obstacle course Week 6–7 Time: 2 hours
PE Activity 1: Design an obstacle course LB page 238
Teaching guidelines
1. Learners design and set up their own outdoor recreational circuit on the school premises or an al-
located area near the school. The circuit should have obstacles which encourage crawling, rolling,
leaping, jumping, hopping, balancing, turning, stepping, sprinting and running.
2. Guide learners to set up outdoor recreational circuits. Explain how an activity card should be made
and how to write clear, concise instructions. Encourage the school to keep the obstacle course or exer-
cise circuit as a permanent fixture. However, learners need to adapt and change activities required for
obstacles; otherwise they will not get sufficient exercise and may get bored. Always ensure the safety
of learners by making sure they will not hurt themselves on the circuit.
3. There are various reality TV shows where people have to race on an obstacle course; learners
may have seen these. This is useful for ideas, but always remind learners of the necessary safety
precautions. Avoid having an obstacle course over water.

Unit 2: Recreational dance with apparatus

PE Activity 2: Ribbon dance LB page 239
PE Activity 3: Dancing with hoops LB page 239
PE Activity 4: Shaker dance LB page 240
PE Activity 5: Create your own dance routine LB page 240

Teaching guidelines  Week 8–9 Time: 2 hours

1. Guide learners to do rhythmic dances with apparatus such as ribbons, shakers and hoops, and then
give them opportunities to create their own dance with apparatus.
2. Focus on learners’ co-ordination, grace and enjoyment of this excellent recreational activity.
3. Let learners practise making circles, spirals and snakes, as well as catching and throwing the ribbon
or apparatus in all directions. Learners need to focus as they move to music as gracefully as possible.
Explain to learners that the movement is similar to drawing pictures in the air with their bodies and
the apparatus.

Unit 3: Orienteering game

PE Activity 6: Find the treasure LB page 241

Teaching guidelines Week 10; Time: 1 hour

1. Divide the learners into groups. Each group must choose their own team leader.
2. Get learners to walk around the school grounds so that they can map out their area and decide as a
group where they will hide the clues and treasures.
3. Each person in the group will have a role to play. One or two will have to draw the map, one will write
out the instructions and the others will have to make the clues.
4. When all the groups have completed their map and clues, they will hand them in to you.
5. Give each group a colour or number. For example, group no. 1 will follow the map of group no. 2,
and group no. 2 will use the map planned by group no. 1.
6. If group no. 1 is green, it means that they must wear green sweaters or green bands. Their clues also
will have to be green so that the other group will know what colour to hunt for.
7. Let learners hide their clues and treasure before the time of the hunt, to save time.
8. Let the learners start at different points so that not all learners are on one spot at the same time.
9. It is important that you go through each map and set of instructions before giving them to the vari-
ous groups, in case some maps do not make sense and have to be redrawn.

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 Extension
Get learners to design and compete on an orienteering course according to the guidelines given in
Background information in this chapter. Give them these guidelines:

1. Identify an area in your school grounds or an area nearby – it could be an open field, a park,
or natural area such as a hill – or any open space which you can use for orienteering. If the
area is small, work out a trail that criss-crosses and repeats sections, so that the whole orien-
teering course is no less than 5 km long.
2. Make an orienteering map, showing the control points and clues. Add symbols, such as for an
obstacle or a path, to describe the area. Mark each control point clearly, so it is obvious that it
is a control point. Include the compass points N, S, E and W.
3. In groups, take turns to set out clues and control points. Practise your leadership skills by
taking turns to be team leaders, leading your groups in completing the orienteering courses
laid out.

Additional resources for PE

The Internet
The South African Orienteering Federation: (011) 360 3046 (w) P O Box 8968, Cinda Park, 1463;
www.saof.org.za
RACO - Orienteering Section of the Rand Athletic Club http://www.racorienteers.co.za/
Peninsula Orienteering Club www.penoc.org.za email [email protected]
South African Scouts Association. PO Box 2434, Clareinch 7740, Cape Town. (021) 683 3910. Fax (021)
683- 3716. http://www.scouting.org.za/ email: [email protected] Tel: 0860 SCOUTS
Visit the scout website for information on how to find a scouting organisation in your area.
www.scouting.org.za/sasa/campsites.html
Adventure Racing http://www.ar.co.za/http://www.sadc-reep.org.za/
Department of Environmental Affairs and Tourism: http://www.environment.gov.za/
Culture, Arts, Tourism, Hospitality & Sports Sector Education & Training Authority
http://www.cathsseta.org.za
http://www.sancb.org.za/article/volunteering-help-disabled-people-eco-access
http://www.ehow.com/how_2062877_use-ribbon-rhythmic-gymnastics.html#ixzz1j26wFACX
http://dance.lovetoknow.com/Art_of_Chinese_Ribbon_Dance

YouTube
http://www.orienteering.co.za/2010/04/orienteering-video-for-beginners/ (useful for the teacher new to PE and
orienteering)
http://www.youtube.com/watch?v=QrxpH6_viMU (obstacle course)
http://www.youtube.com/watch?v=JKq8e66axL8 (obstacle course)
http://www.youtube.com/watch?v=OLK1S8HwPQM (rhythmic dancing with ribbon)

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 PROGRAMME OF ASSESSMENT: PHYSICAL
PHYSICAL EDUCATION TASK (PET) TERM 3
LB PAGE 242

Get learners to develop their leadership skills by participating actively every week in self-designed
or structured recreation and relaxation activities. Learners have to take part in all the recreation and
relaxation activities during the weekly one-hour PE class. Explain that you will assess their movement
performance twice over the term and assess their active participation every week. Assess them according
to the criteria in PET Part 1 and PET Part 2.

PET Part 1: Participation

Participation refers to the PE lessons learners attend AND participate in. This will be assessed every
week. Their participation is marked out of a total of 10 marks.

PET Part 2: Movement performance

Learners’ movement performance refers to how well they did in the requirements for the recreation
and relaxation activities. Their movement performance will be assessed twice during the term: once in
weeks 1–5 and once in weeks 6–10. Their movement performance is assessed out of five marks for each
assessment, which gives a total of 10 marks.

How to calculate learners’ marks for PET Part 1

Divide the number of times each learner actively participated by the number of PE periods in the term.
Example:
  8 (times the learner participated)
10 (number of PE periods in Term 3
This gives 0.8.
Multiply the answer by 100 to get a percentage: 0.8 × 100 = 80%
Then convert the precentage to a mark out of 10. In the example it will be 18/10.
How to calculate marks for PET Part 2
Add up the marks each learner got for observation 1 and observation 2, which will be out of a total of
five marks for each observation. Learners’ marks for movement performance will count out of 10.

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 Physical Education Task (PET) Part 1: Participation
PET Part 1 Level Mark
Frequency: Limited Adequate Proficient Excellent Mark out of 10
Number of Learner must do Learner can Good work; Wonderful (One mark
times learner much better improve competent for each PE
participated in PE lesson)
0% = 0 marks (did 11–20% = 41–50% = 71–80% =
periods
not participate 2 marks 5 marks 8 marks
Learners get one at all) 21–30% = 51–60% = 81–90% =
mark for each 1–10% = 1 mark 3 marks 6 marks 9 marks
time they actively
participate for 31–40% = 61–70% = 91–100% =
one hour per 4 marks 7 marks 10 marks
week in all the
recreational 0–1 mark 2–4 marks 5–7 marks 8–10 marks
activities 1–10% (11–40%) (41–70%) (71–100%)
Week 1
Hiking
Week 2
Plan and
participate in
an outdoor
recreational
event
Week 3
Pantsula, pata
pata, toyi-toyi
Week 4
Sokkie, beat it,
cha-cha, conga,
zumba
Week 5
Create your own
dance routine
Week 6
Obstacle course
Week 7
Obstacle course
Week 8
Ribbon dance,
dancing with
hoops, shaker
dance
Week 9
Create your own
dance routine
Week 10
Orienteering
game

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 Physical Education Task (PET) Part 2: Movement performance
PET Part 2 Level Mark
Assessment of movement Limited Adequate Proficient Excellent Mark
performance Learner’s Learner’s Learner’s Learner’s out of
(Learners are observed and movement movement movement movement 10
assessed once in weeks 1–5, performance performance performance is performance (2 x 5)
and once in weeks 6–10) is not at the needs to mostly at the is consistently
required level. improve a lot. required level. superb.
Learner cannot Learner Learner Learner designs
design a struggles designs a a recreational
recreational to design a recreational and relaxation
and relaxation recreational and relaxation group activity in
group activity. and relaxation group activity an expert way.
Learner group activity. well. Learner takes
cannot take Learner’s Learner on different
on leadership leadership can take leadership
roles. skills need on different roles with great
improvement. leadership success.
roles.

0–1 mark 2–3 marks 4 marks 5 marks

(1–10%) (11–40%) (41–70%) (71–100%)
Date Movement
assessment 1 (first
observation /5)
Date Movement
assessment 2
(second observation
/5)
Total

PET Term 3 total mark

How to calculate total marks for PET Part 1 and Part 2
Add up both totals to get a mark out of 20.

Total mark for PET Part 1 Frequency of participation Movement performance Mark out of 20 =
and Part 2 (maximum 10) (maximum 10)

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 PROGRAMME OF ASSESSMENT:
WRITTEN TASK TERM 3: PROJECT TO
ADDRESS AN
ENVIRONMENTAL ISSUE
LB page 244
(80 marks)

Project: Participate in a community service that addresses a contemporary environmental issue. Indicate
how this environmental issue harms certain sectors of society more than others.
Teaching guidelines
Learners will work in groups on this project. There should not be more than five learners in a group.
• Get learners to start early on this project. Give them the task before the end of Term 2, even though
it is due only in Term 3. This is so that they can use part of the mid-term vacation to do the task.
• Emphasise to learners that they can’t do this project the day before the submission date; they have to
work on it well before the time, partly because it includes an off-school practical component.
• Encourage learners also to use the opportunity to extend the task doing a job shadow in relation to a
career they are interested in, either at the community service organisation or elsewhere.
• Remind learners to use strong binding for their project. They must bind or staple the final document.
They could also make two neat holes in the left-hand margins of their pages, and tie the pages
together with string.

Step 1: Form a group of not more than five learners. Choose a group leader.
Step 2: Identify an environmental issue that is relevant in your area.
Read pages 137–156 again for examples of environmental issues. Observe what is going on in
your area.
Explain how this environmental issue harms some people more than others. For example, people
living in impoverished areas are usually more exposed to toxic waste, pollution, fire hazards, and
lack of water and housing.
Step 3: Find out more about this environmental issue.
Step 4: Participate in a community service to help address this issue. You can join an existing service
provider, such as a community organisation, or you can start your own service for the duration
of the project. You can find details about community organisations on pages 154 and 155.
Step 5: Write up your project, following the guidelines given.

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 PROGRAMME OF ASSESSMENT: WRITTEN TASK
TERM 3: PROJECT TO ADDRESS AN
ENVIRONMENTAL ISSUE ASSESSMENT GUIDELINES
Marking guide for marking the Term 3 Project

Criteria Marks
1. A cover page  1
All these criteria must be complied with before learners can get a mark:
• title of project
• assessment number
• your grade and class
• all group members’ names and surnames.
2. A table of contents  1
Learners must include each heading and the page number on which each heading occurs.
3. Written description of your project 2
3.1 Topic 
The topic must be brief and clearly stated. It must name the issue that learners are helping with.
3.2 Background on the environmental issue. 10
Learners must:
• give more information
• cite statistics or observations, or other readings 
• explain why it is an issue
• explain why they chose this topic 
• explain why this problem affects some people more than others. 
3.3 Name of community service or organisation  2
or
If learners offer their services without an organisation, they must give themselves a name.
3.4 Learners’ contribution and service. (40) 40
Explanation of their contribution: They must describe their service.
Each group member must write his or her own part. Explain:
• W hat they did/actions they took described in detail  (a maximum of 30 marks for
this section. For example if there are five learners, then 5 x 6 marks each; if there are three
learners then 3 x 10 each. If there are four learners, then 4 x 7 marks, with the balance of
2 marks given to the group as a whole if the work was according to criteria)
• When: A clear indication of the time frame  (indicate the dates/days/weeks)
• F or how long/how many hours did they offer their services? They will get marks only if the
service was a reasonable amount of time, depending on the time required, as specified by
you, the teacher. 
3.5 Reflection on learning. 10
  Analysis of what they learnt about the environmental issue, themselves  and
the community they helped. 
3.6 Visual evidence. 10
 Pictures, photographs, diagrams, drawings or (photographs are optional) graphs to help
explain both their issue and their contribution. 
3.7 Bibliography. 4
List of the titles of the books learners consulted 
and/or Internet websites they visited
and/or other sources of information.
Total marks 80

[80]

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 TERM 4 OVERVIEW
Within Term 4 your Grade 11 learners will cover the following sections of content.

Learner’s
Topics Chapters and time allocation Units Book pages
Development Chapter 15: Development of the Unit 1: Gender roles and their effects on 248
of the self in self in society health and well-being
society (Term 4) Unit 2: Negative effects on health and 256
(3 hours) well-being
Unit 3: Address unequal power relations 257
and power inequality between
genders
Physical Chapter 16: Modified sports to Unit 1: Safety for sport 262
Education promote umpiring, administrative, Unit 2: Modified traditional sport: Netball 265
organisational and leadership skills Unit 3: Modified non-traditional sport:
267
(3 hours) Touch rugby
Unit 4: Modified traditional sport: Hockey 269
Democracy Chapter 17: Democracy and Unit 1: Contribution of diverse religions 271
and human human rights and belief systems to a
rights (Term 4) harmonious society and your
(3 hours) belief system
273
Unit 2: Identify and critically analyse
moral and spiritual issues and
dilemmas

Physical Chapter 18: Modified sports to Unit 1: Modified non-traditional sport: 287
Education promote umpiring, administrative, Volleyball
organisational and leadership skills Unit 2: Modified non-traditional sport: 290
(3 hours) Rounders
Unit 3: Modified sport: Relay races 293

Term 4 Programme of Assessment

The following formal assessment tasks will need to be completed in Term 4. You may use the example in
this book for your learners or you may want to develop your own.

Formal assessment task Mark Learner’s Teacher’s

allocation Book Page Guide page
Physical Education Task (PET) Term 4 20 marks 295 221
End-of-year examination 80 marks 297 224

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 CHAPTER 15: DEVELOPMENT OF THE SELF IN SOCIETY
TERM 4

Chapter introduction Weeks 1–3; Time: 3 hours

Learners are reminded that gender roles are the different roles, behaviour and
activities that different societies or cultures think are appropriate or right for Promote gender
women and men. Different gender roles can lead to unequal power relations and
equality
power inequality, and to power imbalance and power struggles between genders.
Gender-role differences and inequalities include less education for girls, men
being considered the heads of households, and men and women doing different
types of jobs.
Abuse of power includes physical abuse, incest, different mourning rituals for men and women in
some cultures, domestic violence, sexual violence and rape, and sexual harassment in the workplace and
at schools. The negative effects of gender roles on health and well-being include physical harm and injury
and emotional effects.
Learners are informed that they can address unequal power relations between genders and their
effects by knowing their rights, speaking up, and reporting forms of abuse. There are many organisations
that can help learners if they experience abuse or know someone who does.

Chapter planning
Learner’s Weeks of
Unit Book pages Term 4 Hours Resources needed
Unit 1: Gender roles and their 248 1 1 Learner’s Book
effects on health and well-being

Unit 2: Negative effects on health 256 2 1 Learner’s Book

and well-being
Unit 3: Address unequal power 257 3 1 Learner’s Book
relations and power inequality Optional: see additional
between genders resources at the end of the
chapter.

Background information
Gender and power inequalities around gender and its effects on well-being are sensitive but essential
issues to address in the Life Orientation class. Although it is important for learners to debate issues
around gender and express their viewpoints, we should move beyond mere debate, and actively work
towards helping learners adopt views established in the South African Constitution of 1994. This will
promote gender equality and enhance the well-being of all South Africans.
Incidences of violence, abuse and discrimination against women mean that not all South Africans
enjoy the freedom our democracy has given us. The well-being of all learners is at risk if we do not take
appropriate action; the Life Orientation curriculum gives us precisely these opportunities to promote the
well-being of our learners.

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 An interesting article for background reading:

The balance of power between women and men

The organisation ANSA-AFRICA identifies gender as a significant cross-cutting factor to add value
to and facilitate the improvement of gender imbalances on the demand side of service delivery. Social
accountability issues are gendered because gender relations are central to change the balance of power
between women and men in societies.
Gender is understood as the socially acquired attribute of masculinity and femininity by which
women and men are identified. Gendered relations are increasingly recognised to be central to the
development of policies and implementation to promote effective service delivery.
Given that the gender gap is based on gender-based inequalities that arise through social and
political processes in our societies, evidence shows that benefits in society accrue more to men than
women. Such differences and inequalities between men and women are manifest in, for example,
economic, educational, social, political, technological and health sectors. Some concrete examples
of the gendered dimension of social accountability issues are: food security, sexual and reproductive
health, education of the girl child, water, transport, sanitation, electricity and hygiene.
Recent experience shows that gender-based discrimination prevents societies as a whole, women
and men, from reaching their full potential. Global efforts to combat inequalities, such as the
Millennium Development Goals (MDG 3) and the Platform for Action adopted at the UN World
Conference on Women, highlight that a primary goal of all development is to mainstream gender
equality in all areas of social and economic development.
Gender mainstreaming, a process rather than an end itself, should prioritise gender in all areas
of social accountability: policy development; advocacy; dialogue; resource allocation; planning
and implementation. The centrality of women’s roles in political-economic development should be
understood against the background of vast inequities that prevail.
(Adapted from http://www.ansa-africa.net/index.php/themes/gender/)

Unit 1: Gender roles and their effects on health and well-being

Teaching guidelines Week 1; Time: 1 hours
Use Learner’s Book page 248 to help explain learners what gender roles are and what unequal power
relations between genders mean. Also point out the different forms of power abuse against an individual.
Give learners this self-quiz to test their attitudes:
Test your attitude
1. Complete the table on your own to see whether you agree or disagree with the statements.
2. Discuss your answers with a partner.

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 Statements Agree/Disagree
1. Gender violence happens only in cities.
2. Only girls get sexually abused.
3. Women can always easily get out of abusive relationships.
4. Women deserve to be beaten up.
5. Men who beat women have the right to do so.
6. If you drink or use drugs, it excuses your behaviour; you are not responsible then for
causing harm.
7. Young children should not report abuse if the abuser is a family member.
8. You deserve to be sexually harassed if you dress in revealing clothes.
9. A person has no right to feel safe and loved at home.
10. Women and girls like to be sexually harassed.

Guide learners who agree with any of these statements to pay extra attention to this aspect of the curriculum.
Ask them to give reasons for their opinions and ask for counter-arguments from the rest of the class.
Lead learners in a discussion on what they think the mindsets are of the people who made these
statements. Ask learners to give advice on how the people who made these statements could be educated.

Activity 1: Change the balance of power LB page 249

Teaching guidelines
Let learners read and discuss the case studies in pairs before they give written answers. Ask learners if
they have heard of or observed any similar incidences as highlighted in the case studies.
Answers
Read the case study and give written answers to the questions.
1. Give an example of power inequality from the case study. (2)
The loans were made to the men. They made the decisions of how to use the money. The women
could not make any decisions in the household or the community.
2. Evaluate why the farms failed when the loans were given to the men. (2)
The men did not do the farming. Most of the men worked in the cities. The men did not use the
money for farming. They used it for all the wrong reasons.
3. Describe the ways in which the women gained more power. (4)
The women became better farmers. They could feed their families. They could start other small
businesses, such as selling the extra food from their farms and making bricks. They could also pay
their children’s school fees, buy medicines and build new homes. Some of them could even employ
men to work for them.
4. Critically discuss the ways in which the change in the balance of power has affected the women. (4)
They developed self-confidence. They also gained respect in their communities. Before that, they were
not allowed to take part in family and community meetings. Now they are seen as equals and they
work in partnership with the men in the development of their families and their communities.
[12]

Activity 2: Discuss what is fair and right LB page 251

Teaching guidelines
1. Allow learners to express a range of opinions, as long as they give well-reasoned motivations for their
ideas. Allow the class to debate these issues and to give other examples similar to the scenarios.
2. If some learners show rigid adherence to gender inequality and unfair attitudes and behaviour
towards women, ask them to put themselves in the shoes of the victims in each scenario. Ask them
to express how they would feel. Guide them in thinking about how this gender inequality may affect
their well-being in a negative way.

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 Answers
1.Read the scenarios on your own.
2.In groups, critically discuss whether you think the actions in these scenarios are fair and right.
Give reasons for your opinions. (15)
2.1 It is not fair on Amina. She has worked hard to get to her final year. She should go to classes and
write her exams. She can still mourn in her heart.
Some learners may also say that this is fair because she must follow her community customs. (3)
2.2 It is not fair. Comfort has a duty towards her patients. She swore an oath when she became a
nurse. She can’t work without her uniform so it is not that she disrespects her culture. Her in-laws
should be satisfied if she wears a black armband for the year.
Some learners may say that she must follow her customs; the hospital should understand. (3)
2.3 It is not right of Karabo to throw the herbs away. She can tell her sister-in-law that she does not
want to drink the herbs.
Some learners may say that Karabo is doing the right thing. (3)
2.4 It is not right and fair on Lerato. She has three children to support. If she improves her qualifica-
tions, she might get a better job. She must think about her children and about herself. (3)
2.5 Thembi is not doing the right thing. She is deceiving her in-laws. If she is unhappy with her
culture and the black clothes, then she must tell them the truth. (3)
[15]

Activity 3: Find out if your relationship is abusive LB page 253

Teaching guidelines
This is a private exercise for learners to do by themselves. They do not have to share their answers. The
aim of this activity is to alert learners to the qualities of their relationships. Some learners are so used to
being in abusive relationships that they think this is normative and usual; they need to realise they have a
right to be in safe and healthy relationships. Encourage learners to report abuse at all times.
Answers
Are you in an abusive relationship if any of the things below happen to you? Give reasons for your view point.
The more ‘yes’ answers or ticks learners have, the more likely it is that they are in an abusive relationship.
Reinforcement
Ask learners to read this scenario and then give Caron advice. What should she do?
Scenario
Caron has been abused by her boyfriend. She comes to school every Monday with bruises on her
face, arms and legs. She always makes excuses that she and her brother had been fighting. Everybody
knows that her boyfriend is a violent person.

Activity 4: Discuss sexual harassment LB page 255

Teaching guidelines
Allow for some class discussion before learners give written answers. Ensure that the girl learners have an
equal opportunity to express their viewpoints.
Answers
Read the case study and answer the questions.
1. In your own words, explain what sexual harassment means. (6)
Learners’ answers will differ. Example answer:
Sexual harassment is when someone touches you or makes you feel uncomfortable or says things
about your body that you don’t like. When someone makes sexual remarks to or about you or touches
you in ways that make you feel uncomfortable, that is sexual harassment.

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 2. Do you think Cally was sexually harassed? Give reasons for your answer. (4)
Yes, they made personal comments about her clothes and her body, and they touched her. Rudy
peered into her blouse, pinched her bottom and slapped her. He also kissed her.
3. Do you think that Rudy thought what he did was acceptable? Explain your answer. (4)
Yes, in his mind it was nothing. He denied that he did anything wrong.
4. Critically discuss the impact of Rudy’s behaviour on Cally’s state of mind. (4)
Cally was emotionally disturbed. She could not concentrate. She was stressed and unhappy. Cally felt
depressed, sad and lonely.
5. What can Cally do to ensure that this does not happen to another woman at work? Give her advice on
what steps she should take. (6)
She can talk to Rudy first. If that does not help, then she must lay a formal complaint against him with
the employer. If that does not help, then she must lay a complaint at the police station. She can ask
the commander of the fire station to require all the males to attend sexual harassment courses so they
know the law and become more sensitive to women’s needs. They need to be educated and it is up the
organisation to educate them.
[24]
Extension
Get learners to write a letter to a newspaper to argue for gender equity. (20)
Here is an example of a marking guide for the extension task.

20–16 marks 15–10 marks 9–6 marks 5–0 marks

Gender equity clearly Gender equity Gender equity explained, Gender equity not
explained; issues of explained; issues of but incomplete explained; only one issue
gender inequality gender inequality explanation; only one of gender inequality partly
described in depth; described; argument for issue of gender inequality described; no argument
argument for respect, respect, equality, non- described; argument for for respect, equality, non-
equality, non- discriminatory practices respect, equality, non- discriminatory practices,
discriminatory practices mostly clearly articulated; discriminatory practices so does not substantiate
clearly articulated; makes makes two or more good unclear; makes one point viewpoint
three or more good points points to substantiate to substantiate viewpoint
to substantiate viewpoint viewpoint
[20]

Unit 2: Negative effects on health and well-being

Teaching guidelines Week 2; Time: 1 hours
Let learners critically evaluate the negative effects of gender roles on health and well-being. Ask them
to give examples of these bad effects, from what they have observed in their communities or seen in the
media.

Activity 5: Discuss abuse LB page 256

Answers
1. Look at the photos of Charlize Theron and Oprah Winfrey. From what you know about them, discuss
how they overcame the negative effects of abuse on their health and well-being. (6)
• Charlize Theron did not let the negative effects of abuse influence her health and well-being. She
became a ballet dancer and an actress. She went to America and also worked as a photo model.
Today she is a very happy and successful actress and film star and was the first South African
woman to win an Oscar.

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 • Oprah Winfrey did not let the abuse influence her. She overcame all of that hardship by focusing
on the good things in life. That ordeal made her a stronger person. It inspired her to help other
victims of abuse. Today she is one of the world’s weathiest women. She is ranked number 1 in
America’s list of the most powerful women in the entertainment industry. She has run her own
TV show for years. She also built a leadership school in Gauteng for girls from impoverished
backgrounds.
[6]

Unit 3: Address unequal power relations and power inequality

between genders
Teaching guidelines Week 3; Time: 1 hours
1. Learners need to think about and debate this very topical question: How can you address unequal
power relations between genders?
2. Start the session by asking learners to work in pairs. They need to get up and find a space in the class
to move. Let the learners decide who will be A and who will be B, then give this instruction:
3. All the A learners must now get into a position of power over your partner, B. You may not hurt your
partner but you have to be in a position of power. For example, you may get your partner to sit on
the floor while you stand above your partner, or you may point a finger at your partner while your
partner backs away. Once you are in a position of power, freeze as if you are a statue.
4. Ask the learners to look around the class, without getting out of their relative power positions. Then
ask the learners to swap roles, so the Bs now get into a position of power over the As. Finally, ask the
learners to get into an equal position of power-sharing, so A and B are equally positioned.
5. Then ask the learners to share the following with their partners:
a) How did you feel being in power over your partner? Why?
b) How did you feel being without power? Why?
c) How did you feel sharing power? Why?
d) Which of the three actions do you prefer? Why?
6. End this activity by asking the learners to thank their partners and give a high five or shake hands, so
there are no bad feelings left after this exercise.
7. A short ice breaker is a good introduction to the lesson. It helps learners to think about how it feels
to be.without power. Make the point that unequal power relations and power inequality between
genders are realties for many people in the world.

Activity 6: Give your opinion on an issue: Join a blog conversation LB page 259

Teaching guidelines
1. Explain to learners what a blog is. It is a website on which a person or group record opinions and
information and join in a debate as they comment on events. It is also a publication of personal
thoughts and web links that is accessible to the public. A blogger is a person who blogs.
2. Encourage learners to also join blogs to debate issues. Remind them to be polite, avoid abusive lan-
guage, offer logical arguments and always hold our constitutional values as a guide. Therefore they
should not express discriminatory opinions.
Answers
Read the comments and answer the questions.
1. List three of the arguments in favour of ukuthwala. (3)
• Ukuthwala is a cornerstone of a strong community made up of strong families.There is nothing
wrong with ukuthwala. We need to respect and be tolerant of cultures that we don’t practise.
• The family of the kidnapped girl get cows.

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 2. Critically discuss the parents’ different attitudes to ukuthwala. (6)
• Some parents are glad that their children are kidnapped because then they have one less mouth
to feed.
• Others were happy to receive cows for their daughters.
• Where both families agreed to marriages, everyone was happy because it was part of their
custom.
• Other parents were not in favour of this because they felt that their daughters should choose
their own husbands.
3. List the ways in which ukuthwala is against the law. (4)
• It is against the law to rape, abduct or kidnap a person. It is against the law to force a person to
marry another person. Underage sex is a crime.
4. What is your view on ukuthwala? Write a paragraph in which you motivate your opinion. (10)
• Learners will give their own opinions on ukuthwala. They need to be mindful of the South
African Constitution in their arguments.

Use the following guide to mark the paragraph:

10–8 7–5 4–3 2–1

Expresses excellent Expresses clear views on Expresses views on Could hardly express
views on ukuthwala, with ukuthwala, with at least ukuthwala, with at least views on ukuthwala, with
at least four reasons why three reasons why they two reasons why they only one reason why
they disagree with the disagree with the practice disagree with the practice they disagree with the
practice practice.

5. Write a letter to a victim of ukuthwala in which you give her advice and tell her where she can
get help. (10)

Use the following guide to mark the letter.

Criteria Max. mark

Letter has excellent advice with at least three places to find help. 10
Letter has good advice with at least two places to find help. 7
Letter gives advice with at least one place to find help. 5
Letter gives only one piece of advice. 2

[33]

Reinforcement
Read the case study and then answer the questions.

The incidence of gender-based violence (GBV) in southern Africa is very high. The World Health
Organization (WHO) estimates that one out of every three women experiences GBV at some point
in their lives. GBV both reflects and reinforces the inequalities between women and men and often
harms the dignity of the affected.
The media has a critical role to play in awareness raising and in reducing the levels and impact of
GBV by covering stories that focus on prevention, support and other integrated approaches. This
should ensure that people who experience gender violence can receive effective care and support.
However, more often than not the media is part of the problem rather than the solution.
(Adapted from http://www.genderlinks.org.za/article/reporting-gbv-2011-11-22)

[33]

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 Questions
1. Why do you think that the incidence of gender-based violence is so high in South Africa?
2. Explain gender inequality in your own words.
3. Do you think the media does a good job of addressing gender-based violence? Give reasons for
your answer.
4. Suggest practical ways in which the media can contribute to addressing gender-based violence
effectively.
5. What is your view on gender-based violence? Discuss this in five sentences.
Extension
Give learners this extract to read and then discuss critically:

Extract
Gender is the socially acquired attribute of masculinity and femininity by which women and men are
identified. Gendered relations are increasingly recognised to be central to the development of policies
and implementation to promote effective service delivery.
The gender gap is based on gender-based inequalities that arise through social and political
processes in our societies; evidence shows that benefits in society accrue more to men than to women.
Such differences and inequalities between men and women are shown in, for example, the economic,
educational, social, political, technological and health sectors. Some concrete examples of the
gendered dimension of social accountability issues are: food security, sexual and reproductive health,
education of the girl child, water, transport, sanitation, electricity and hygiene.
(Adapted from http://www.ansa-africa.net/index.php/themes/gender/)

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 Additional resources
Publications
Burchardt, M (2010) Ironies of Subordination: Ambivalences of Gender in Religious AIDS Interventions
in South Africa. Oxford Development Studies. Volume 38, Issue 1, March 2010, 63–82.
EI, EDC & WHO (2007) Building a Gender Friendly School Environment: A Toolkit for Educators and
Their Unions. New York, Education International, Education Development Center, and the World Health
Organization.
HEAIDS (2008) Being a Teacher in the Context of the HIV/AIDS Pandemic. Pretoria: Higher Education
South Africa.
Heartlines (2007) Values for Life: Educators Guide. Gauteng, The Mass Media Project. Heartlines
resource Centre. Tel. 0861 44 22 88.
International HIV/AIDS Alliance (2008) Our Future: Preparing to Teach Sexuality and Life Skills.
Jones, N, Moore, K, Villar-Marquez, E, Broadbent, E. 2008. Painful lessons: The Politics of Preventing
Sexual Violence and Bullying at Cchool. London: Overseas Development Institute and Plan International.
The Constitution of the Republic of South Africa. Act No.108 of 1996.
United States Agency for International Development Office of Women in Development. 2009. Doorways
I: Student training manual on school-related gender-based violence prevention and response. New York:
USAIDOWD.
The Internet
http://www.mywage.co.za/main/women-and-work/sexual-harassment-1
http://southafrica.smetoolkit.org/sa/en/content/en/386/Sample-Sexual-Harassment-Policies
http://www.feministafrica.org/uploads/File/Issue_8/08_issue8_article5.pdf
http://www.fhi360.org/en/RH/Pubs/Network/v17_3/nt1733.htm
http://www.fhi360.org/en/RH/Pubs/Network/v21_4/NWvol21-4gendroles.htm
http://www.who.int/mental_health/prevention/genderwomen/en/
http://www.socialworkers.org/practice/adolescent_health/ah0102.asp
http://www.unescap.org/ESID/GAD/Publication/Others/Publication_EGM-VAW.pdf
http://www.slideserve.com/oshin/gender-and-reproductive-behaviour
http://www.who.int/reproductivehealth/topics/gender_rights/sexual_health/en/
http://www.unicef.org/emerg/files/male_roles.pdf
http://www.media-awareness.ca/english/resources/educational/lessons/secondary/gender_
portrayal/exposing_gender.cfm
http://www.un.org/womenwatch/daw/public/Women%20and%20Sport.pdf
http://www.globalissues.org/article/166/womens-rights
http://www.globalissues.org/article/166/womens-rights#Genderdiscriminationthroughoutalifetime
Videos
http://topdocumentaryfilms.com/killing-us-softly-3/
(free download: gender and the media)
http://online.wsj.com/article/SB10001424052748704013604576247133240163732.
html#articleTabs%3Dvideo
(free download: women in the economy)
http://www.protectthehuman.com/videos/everybody-2
(free download: short clip on human rights but can make the link to gender)

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 CHAPTER 16: PHYSICAL EDUCATION TERM 4: MODIFIED
SPORTS TO PROMOTE UMPIRING,
ADMINISTRATIVE, ORGANISATIONAL AND
LEADERSHIP SKILLS

Chapter introduction Weeks 1–3; Time: 3 hours

In this chapter learners get the opportunity to participate in programmes that promote umpiring,
administrative, organisational and leadership skills in sports. They play modified traditional and non-
traditional sports.

Chapter planning
Weeks
Learner’s of Term
Unit Book pages 4 Hours Resources needed
Unit 1: Safety for sport 262 1–3 Refer to Learner’s Book, teacher’s
continuously as whistle
needed
Unit 2: Modified traditional sport: 265 1 1 Learner’s Book, teacher’s
Netball whistle, netballs

Unit 3: Modified non-traditional 267 3 1 Learner’s Book, flag,

sport: Touch rugby whistle
Unit 4: Modified traditional 269 3 1 Learner’s Book, hockey
sport:Hockey sticks, whistle, markers

Background information
Although learners must play modified traditional and non-traditional sports, for the teacher new to PE,
the basic rules are given for the sports dealt with in this chapter.

Unit 1: Safety for sport

Teaching guidelines Weeks 1–3; Time: Ongoing
Deal with safety for sports, including warm-ups and cool-downs, the use of apparatus and equipment,
first aid and keeping safe while you play sports.

Unit 2: Modified traditional sport: Netball

Teaching guidelines Weeks 1; Time: 1 hour
Let learners play modified netball. Adapt the game even further so that all learners can play for the entire
Physical Education period.

PE Activity 1: Play modified netball LB page 265

Teaching guidelines
1. Let learners do a proper warm up first. The warm up can be as follows: Do running on the spot. Do
running forwards, backwards and sideways. After that the learners can stretch the major muscles.
2. Get the learners to practise the different passing, defending and catching skills.
3. Divide the learners into groups. Use more than one court. Let learners play the game by using the
rules in the Learner’s Book. Modified netball is slightly different from traditional netball. There is no
offside, so learners can play anywhere on the field.

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 4. Learners should include everybody in the game; that is why they cannot throw the ball to the same
person twice in a row. The aim is to get the ball into the opposition’s hoop as quickly as possible.
5. It is important that learners practise and improve on their skills. Explain to them that is not just
about winning, but to enjoy their game. Let each learner get a chance to umpire for at least five
minutes.
6. Go around to the groups to observe and give advice.
7. Please note that if there is limited space and there are not enough hoops, the learners who are not
playing must divide themselves into groups and practise passing, and work on set pieces. Learners
should not be merely observing; all learners in the class must be active for the full hour of Physical
Education.

PE Activity 2: Practise umpiring, administrative, organisational and leadership

skills in modified netball  LB page 266

Teaching guidelines
1. Let learners first explain their understanding of the role of a captain and an umpire. Explain to them
the importance of the captain and the umpire. Refer to the Learner’s Book pages 122, 123 and 266.
2. Encourage learners to have respect for the captain and the umpire and to obey the rules. Explain to
them that rules are there to protect everybody and so that there can be order in the game. Let learners
play a short game while one learner umpires. Change every few minutes so that someone else can be the
umpire and captain.

Unit 3: Modified non-traditional sport: Touch rugby Weeks 2; Time: 1 hour

PE Activity 3: Play modified touch rugby LB page 267

Teaching guidelines
1. Follow the rules for warm-ups. This is to prevent injuries. Let learners do running, passing, catching
and defending with a partner.
2. Explain to the learners that this is a very fast game and there are no scrums and hardly any kicking.
Learners will not use an entire rugby field, but any suitable space which is safe.
3. The idea is to get as many touchdowns as possible by placing the ball on the ground anywhere behind
the markers. Let learners play the game by following the instructions in the Learner’s Book on page
267. Give everybody a chance to be either the captain or the referee. Stop the game if learners do not
follow the rules, and have a discussion about the need for rules, before you continue with the game.

PE Activity 4: Practise umpiring, administrative, organisational and leadership

skills in modified touch rugby LB page 268

Teaching guidelines
1. Explain to the learners that each game has its own rules.
2. Tell them that the referee and also the captain play important roles in the game.
3. Let learners play the game. One will referee, two will be the touch judges and each side will have a
captain. Change the roles every time so that learners get a chance to practise the different roles. Give
the captains bands to wear so they are easily identifiable. The referees will have whistles.

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 Unit 4: Modified traditional sport: Hockey Week 3; Time: 1 hour

PE Activity 5: Play modified hockey LB page 269

Teaching guidelines
1. In modified hockey you have 11 players to a side. So, four teams can play at the same time if there is
enough space. The warm-up can include running with and without a stick, and running forward and
backwards, keeping the stick in one hand and alternating the hands.
2. If each learner has a stick, they can practise dribbling up and down and passing to each other.
3. Divide the learners into groups after their warm-up, and practise the different skills required for hockey.
Then let them play a modified hockey game as described on Learner’s Book page 269. The aim is for
everyone to participate; that is why they can hold on to the ball for only five seconds before passing it to
another player.

PE Activity 6: Practise umpiring, administrative, organisational and leadership

skills in modified hockey LB page 270

Teaching guidelines
1. A leader should set the example at all times. Stress the importance of leadership skills.
2. Explain to the learners that the captain should organise his or her team with great care. The captain
must take control of the team. The captain must know all the players’ strong and weak points. Go
through the rules and duties and responsibilities in the Learner’s Book on page pages 122, 123 and 270.
3. Ask a learner to umpire the game, and after a short time choose another umpire, so you give as many
learners as possible a turn. Observe the learners and give advice when needed.

Additional resources
Book
Greyling, R (2004) Rules of Sport. Cape Town: Francolin Publishers.
Internet
Download this useful manual free from:
http://www.discovery.co.za/discovery_za/web/pdfs/vitality/youth_and_schools/hockey_coaching_manual_
part2.pdf
Download a free PTT and DVD plus useful guidelines from:
http://www.youthsport.co.za/default.asp?contentID=261

Other useful websites

http://www.essortment.com/coaching-youth-sports-teach-kids-play-field-hockey-50305.html
http://www.coachinghockey.com/
http://www.fieldhockey.org/Articles/Umpiring/SimpleRules-BSeymour.htm (hockey)
http://www.jes-hockey.com/animated/dwarmingupbasicwarm-up.html (hockey)
http://www.touchrugby.co.za/show_sub.asp?id=220 (touch rugby)
http://www.google.co.za/search?q=touch+rugby&hl=en&prmd=imvnsu&tbm=isch&tbo=u&source=univ&
sa=X&ei=MLsJT4jyIcTNhAeXr4W3CQ&sqi=2&ved=0CGYQsAQ&biw=1366&bih=673 (touch rugby)
http://www.livestrong.com/article/108832-rugby-training-games-kids
http://toolsandideasforpeteachers.blogspot.com/2007/11/teaching-rugby-ideas.html
http://www.touchsa.co.za (touch rugby)
http://netball-sa.co.za/content/view/20/11/ (netball)
http://www.internationalnetball.com/netball_rules.html (netball)
http://www.nevisculturama.net/nevisnetball/howtoplay.htm
http://www.netballonline.com/TheGame/Technical/NetballRules/tabid/69/language/en-GB/Default.aspx

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 CHAPTER 17: DEMOCRACY AND HUMAN RIGHTS TERM 4

Chapter introduction Weeks 4–6; Time: 3 hours

This chapter reminds learners that a religion is a set of beliefs, including a belief
in God or gods, with practices and rituals. In South Africa there are many reli-
Live in
gions, such as Christianity, Hinduism, Islam and Judaism. They contribute to a
harmonious society by promoting peace, harmony and tolerance through moral Harmony
codes and values. A belief system is an organised way of trying to explain the
world around us, and this may include ancestor worship. Not all belief systems
are religious and they may not include a belief in a god, e.g. atheism, agnosticism and humanism.
Learners are made aware that it is important to clarify their own values and beliefs by questioning
why, how and what they believe.
Learners are reminded of the importance of listening to and respecting differing opinions, as long as
they are acceptable in terms of our Constitution.

Chapter planning
Learner’s Weeks of
Unit Book pages Term 4 Hours Resources needed
Unit 1: Contribution of diverse religions 271 4–5 1½ Learner’s Book
and belief systems to a harmonious
society and your belief system
Unit 2: Identify and critically analyse moral 281 5–6 1½ Learner’s Book
and spiritual issues and dilemmas

Background information
How religions contribute to a harmonious society
All religions have values and rules. Many of these rules are concerned with living peacefully and in
harmony with your community and the communities around you. The rules may be about first living
peacefully with yourself, or they may require you to take action to make the world better for others.
Christianity
Christians who follow the Ten Commandments contribute to a harmonious society, particularly when
they follow these rules:
• Honour your father and your mother.
• You shall not murder.
• You shall not steal.
• You shall not bear false witness against your neighbour.
• You shall not covet your neighbour’s house; you shall not covet your neighbour’s wife, nor his male
servant, nor his female servant, nor his ox, nor his donkey, nor anything that is your neighbour’s.

Various Christian religions also have their own rules or focus to ensure a harmonious society. For
example, the ZCC preach a message of peace. Followers start their greetings with the words, ‘Kgotsong
or kgotso a e be le lena, (kgotso e be le lena)’ meaning ‘peace be with you, (and with you)’. They also
believe that you can get to heaven by following Christian rules and by doing good works while on Earth.
The ZCC does not allow alcohol or smoking. It condemns sexual promiscuity and violence. As a result,
church members are known for their honesty and dependability.

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 African Traditional Religion
In African Traditional Religion (ATR), the community is the most important part of someone’s life.
Religion also supports moral order. It creates a sense of security and harmony in the community.
Some learners may not be aware of the value and importance of African belief systems. Ensure that
they are informed:
• Traditional African ethical practices and indigenous beliefs stress a close link between individuals
and their communities. Traditional African Religion includes the concept of ubuntu.
• Ancestors are important and are believed to care about the living. Ancestors guide their families and
connect them to the spirit world. Ancestors are a part of every major event such as weddings, births
and deaths. At these events, offerings are made to please, thank and honour the ancestors. People do
not misbehave, because it would upset the ancestors.
• Indigenous beliefs are passed on from elders to the younger generation through stories, myths and
tales. This helps people to be aware of their cultural identity.
• It is believed that if you sin, it harms the public good.
• There is respect for life, and children are treasured. The whole community is involved in training the
young.
• Only adults may drink and drunkenness is considered shameful.
• Old people are respected and the community respects their wisdom. It is believed that their wisdom
can guide you in living in the present day.
• Marriage is important because it brings together people and families. Youth are gradually initiated
into adulthood and society.
• Hospitality is a duty and is the most common value in African Traditional Religion all over Africa.
• Efforts are made to secure and promote justice and peace within the community. There is respect for
authority.
• The poor and the sick are taken care of, and widows and orphans are looked after.
Islam
Islam is a religion that guides Muslims through sets of rules that govern every aspect of life. Islam itself
means ‘way to peace’. If Muslims follow the five pillars of Islam, they will contribute to a harmonious
society, especially if they give to the poor and look after others. All Muslim adults are encouraged to
give 2.5% of what they own once a year. This money may be used to uplift the community by providing
education, maintaining buildings and mosques, and helping the needy. Doing good, and having the right
belief, are part of Islam.
The Qur’an and other teachings of the Prophet tell Muslims how to contribute to a harmonious
society. For example:
• ‘Be maintainers of justice and bearers of true witness for Allah, even if it (the truth) goes against your
own selves or parents or relatives or someone who is rich or poor.’ (4:135)
• ‘It is most hateful in the sight of Allah that you say things which you do not do.’ (61:3)
• ‘Woe to those who pray but are unmindful of their prayers, who do good to be seen.’ (107:4-6)
• ‘They (the true believers) give food, out of love for Allah, to the poor, the orphan and the slave,
saying: We feed you only for Allah’s pleasure – we desire from you neither reward nor thanks.’ (76:8-9)
• ‘(The dutiful are) . . . those who restrain their anger and pardon people. Allah loves those who do
good to others.’ (3:134)
• ‘Allah commands you to uphold justice and to do good to others and to give to the relatives.’ (16:90)
• ‘O you who believe! avoid most of suspicion (against others), for surely suspicion in some cases is sin;
and do not spy (into other people’s affairs), nor let some of you backbite others.’ (49:12)
• ‘Maintain the orphans out of their property and clothe them and give them a good education.’ (4:5-6)
• ‘(The true believers are those) in whose wealth there is a known right for the beggar and the destitute.’
(70:24-25)
• ‘The best of you are those who are kindest to their wives.’ (4:3)
• ‘There is no animal in the Earth, nor a bird flying on its two wings, but they are communities like
yourselves (O people).’ (6:38)

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 Judaism
Jews also follow the Ten Commandments. In addition, they have specific rules that make for harmonious
living with others, for example, how to run a business ethically and how to treat people and animals.
The Torah contains 613 mitzvot (commands to perform or not perform certain actions). Some mitzvot
are rituals about how to practise Judaism. Others are ethical rules that contribute to a harmonious
society. These rules include:
• Give to charity.
• Do not steal.
• Do not take revenge or bear a grudge.
• Honour the old and wise.
• Do not stand by idly when human life is in danger.
• Look after widows and orphans.
• Look after the poor and give them what they need.
• Love strangers (that is, non-Jews).
• Pay people you employ.
• Do not break promises.
Bahá’í Faith
The Bahá’í Faith is an independent monotheistic religion that was established in Iran in 1844. Living in a
multi-religious society is promoted by the Bahá’í Faith’s ethical traditions and religious laws. Their focus
is on practical ways to deal with the moral and spiritual challenges of the modern world. Bahá’í followers
aim to reduce discrimination and prejudice between people. Members of the Bahá’í Faith live in many
countries around the world. They represent almost every nation, ethnic group, culture, and social and
economic background.
The Bahá’í Faith is guided by this credo by Bahá’u’lláh, the founder of the Bahá’í Faith: The Earth is
but one country and humankind its citizens. They believe that now is the time for all of humanity to live in
unity, in a global community, as we all are a single people with a common destiny.
The core teaching of the Bahá’í Faith is that of unity; the oneness of God, the human family, and
religion. The followers of the Bahá’í Faith believe that our most urgent need is to find a unifying vision of
the nature and purpose of life and of the future of society and the world.
Members of the Bahá’í Faith believe that the earth is one country and humankind its citizens.
They have a harmonious view of the world, in which everyone lives in unity. Their focus is on reducing
discrimination and prejudice among people. Also, kindness to animals is important. People should work,
have a career or a job. It is forbidden to take drugs or drink alcohol, keep people in slavery, beg, gamble,
carry arms or wage holy wars. In this way their members contribute to a harmonious society.
Buddhism
Buddhism is a belief system that is tolerant of all other beliefs and religions. Buddhists do not preach or
try to convert other people. Buddhists live in harmony with other religions.
A basic Buddhist belief is that there is suffering in the world and that people should end that suffering
so that they can live at peace with themselves and others. The way to achieve this, for example, is to:
• be moral and not do bad things
• meditate to change yourself and develop awareness, kindness and wisdom
• take responsibility for your own life and do not blame others
• speak in a truthful and non-hurtful way
• act in a way that doesn’t harm anyone, including animals
• consider your actions in this life; all actions have consequences (karma), and what you do now will
affect you in your next life (reincarnation)
• respect and listen to great teachers
• connect with your spiritual community
• do good deeds that will lead to the best consequences for yourself and others: do not lie, steal,
defraud, kill or injure others, hurt others through sexual relationships, and do not cloud your mind
with too much alcohol

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 • be compassionate towards the people you meet; if you light a lamp for somebody, it will also brighten
your path.
• do not hold onto anger; holding on to anger is like grasping a hot coal with the intent of throwing it
at someone else; you are the one getting burned.
Hinduism
Hinduism refers to a wide variety of religious traditions. Some Hindus concentrate on meditating; others
focus on fulfilling the social and moral duties that go with different positions or stages in their lives. For
example, Hindus in their middle years focus on harmony in marriage and family. Hinduism believes in
freedom of belief and worship; it sees the whole words as a single family.
Some Hindu beliefs, values and practices that encourage harmony include:
• the practice of non-violence
• respect all life because divinity or godliness is in all beings, including plants and non-humans
• supporting one’s parents, children and guests
• unselfish service, volunteerism, accountability, respect, fairness, continuous improvement and unity.

There are various moral and spiritual issues and dilemmas that learners have to clarify. For example:
• right to life – for or against abortion
• euthanasia – the act of killing someone who is very sick or injured in order to prevent more suffering
• cultural practices and traditions – such as the use of rhinoceros horns, arranged marriages, male
circumcision and female genital mutilation (FGM)
• economic and environmental issues – such as harvesting medicinal plants, mining, and using land for
conservation.
See the Additional resources (page 216) for more information on how to run a class debate. Try to give
learners opportunities to refine their thinking and debating skills, so they learn to clarify their beliefs and
opinions and can put forward logical arguments, while being prepared to listen to others’ viewpoints.

Unit 1: Contribution of diverse religions and belief systems to a

harmonious society and your belief system
Teaching guidelines Weeks 4–5: Time: 1½ hours
1. Let learners identify and comment on the contributions of South Africa’s diverse religions and belief
systems to a harmonious society, in the context of their own belief systems.
2. Help learners to clarify their own values and beliefs though debate and discussion.

Activity 1: Analyse contributions of religions to a harmonious society and clarify

your beliefs and values LB page 280

Teaching guidelines
1. Get learners to work in groups of five to six maximum. They first have to read the prayers in the
Learner’s Book pages 274 to 279. Ask them to look for common words or themes that occur in most
of the prayers.
Ask the learners to share in their groups how they feel after reading the prayers. Some learners
may say they feel ‘peaceful, at ease, thoughtful, hopeful, good’. Encourage them to think about why
this is so.
2. Ask learners to share the common words that they have identified. Do not spend too long on this
activity, as there is still a lot to cover.

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 3. Get learners to share, from their reading of the Learner's Book pages 271 to 279 as well as their own
observations and experiences, examples of how our diverse religions contribute to a harmonious society.
Check if learners understand the meaning of the concepts around harmony and peace. Often, learners
only have a superficial understanding, so ask them to explain these concepts. For many learners, these
are merely words. Ask learners to think of a time when they felt very peaceful. What did it feel like?
What helped them feel peaceful? What did they do? In what way did they enjoy this feeling?
• Peace is state of mind when your mind is at rest and you have no worries, anger, fear and
tension. There is peace when there are no fights, anger or conflict among people.
•  Harmony happens when different parts or elements are working in cooperation. It is like
different musical notes played or sung at the same time to produce a pleasing sound.
4. When learners talk about their own belief systems, ensure that other learners show respect. Make
sure there is no teasing or name calling. For learners who say they don't have a religion, point out
there are still things they believe in, and that they have values that form part of their individual belief
system. Be careful to be fair and don't favour any one religion over another, no matter what your own
religion is. It is not the teacher’s role to convert learners to his or her particular religion.
5. Refer learners to the proverbs and quotes on pages 272 to 279; as well as to the peace prayers. Allow
only a short time for creation and planning of the items; it should not take the entire period. Ask
learners to copy their presentations into their workbooks or to make posters to display in the classroom.
6. Give learners enough time to answer all the questions and to give well-considered reasons. Some
learners may struggle to give reasons for their beliefs; help them by giving a few examples. Get
learners to share their tables in pairs and then identify any changes in beliefs. Then ask for learners
to comment in a general class discussion on any changes in their beliefs, and the reasons why.
7. Ask learners to write the essay for homework. Explain what they need to do as per the guidelines,
rubric and example essay on pages 211 and 212 in this Teacher's Guide.
Answers
Learners’ answers will differ; there are no right or wrong answers as long as learners’ opinions are
acceptable in terms of our Constitution. However, learners should try to motivate their reasons and be
able to express themselves in a clear and logical way. Give a mark for each reason that is expressed clearly
and logically.
1. Read the peace prayers from the seven religions discussed.
Give learners enough time to read the peace prayers.
2. List common themes or words that occur in most of the peace prayers.
Example answers include: peace, love, light, faith, pardon, hope, joy, giving, free, friend, immortality
or eternal life, humility, merciful, praise, tranquillity, harmony.
3. Discuss in which ways different religions promote harmony and peace. Give examples to explain what
you mean.
Learners should give concrete examples to show their understanding. All religions do charity and
voluntary work to help those in need. This work plays a major role in promoting harmony. Get
learners to cite specific examples.
Example answers include:
• Christian: Through doing good deeds, looking after those in need and prayers, church services
and gospel songs
• ATR: A great emphasis is placed on respecting your family, elders and your community. This
leads to harmony because if you respect others’ views, you don’t fight.
• Islam: Through feeding the poor, daily prayers, fasting and living a good life.
• Judaism: By creating job opportunities and doing good deeds for all people, not only Jews.
• Baha’i: By working towards the upliftment and betterment of all and by supporting educational
initiatives.
• Buddhism: By clearing the mind of negative thoughts and by seeing all as one.
• Hinduism: By meditating and following the rules of healthy living.
4. Explain to your group how your belief system or religion helps you to promote harmony at home, in your
school and community, and in South Africa.

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 Here learners’ answers will differ, according to their beliefs. An example answer is given below.

My religion is Christianity. I belong to the Gospel church. We pray and sing a lot. When I pray, I
become peaceful and calm. I feel serene and don’t have bad thoughts. When I sing, I feel so happy.
The more I go to church, the more I get to love others; I never want to hurt other people. I believe
in the sanctity of human life and will never kill another person. At home, when my brothers fight,
I read to them from the Bible and they stop fighting. At school, when others tease me, I don’t get
angry and I don't insult them. I just stay peaceful and walk away. Then there is no conflict. In my
community, I promote harmony because I volunteer at the crèche every Friday afternoon. I also
am a church choir member and we perform in hospitals, prisons and at orphanages. We bring
messages of peace, hope and harmony to those who are in difficult situations. In South Africa, I
contribute to harmony by respecting all cultures and our government according to the rules of
my religion. So, for me my religion helps me to promote harmony; peace in myself and to live in
harmony with others.

5. Create your own short prayer, saying, proverb, poem or song to promote harmonious living. Present your
words of wisdom to the class. (10)
Learners’ answers will differ. An example answer is given below:
Peace is in the rays of the sun and the waves of the sea;
Look! It begins with you and me.
Please no more fights, no more tears;
Let us let go of our fears.

Peace is for us all to share;

In loving, and how to show we care
Give peace a chant and a chance
As we follow a world meditative dance
So we can all live in perfect harmony.

Give learners marks according to this rubric.

Criteria Mark
Kept to topic and is short – presentation not longer than one to two minutes 2
Original creation; not copied from text book; used ideas in the Learner’s Book to create own
presentations 2
Has a strong peace and harmony message 4
Groups present as a team; everybody participates 2
Total marks 10

6. Answer ‘yes’ or ‘no’ for each question in Table 1. Give a reason for each of your answers; explain to your
group why you say ‘yes’ or ‘no’.
Let learners share their answers orally. Check that they give reasons for their answers. Again, ensure
there is no teasing.

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 7.N
 ow work alone to write a short essay of not more than five paragraphs, to critically analyse the
contributions of South Africa’s diverse religions and belief systems to a harmonious society. Also indicate,
in one paragraph, the role of your own belief system in contributing to a harmonious society. (15)
Get the learners to do their essays as homework and submit the next week. An example essay is
given below.

South Africa’s diverse religions and belief systems contribute to a harmonious society. Each
religion brings guidelines on how we should live in peace and harmony with each other. In
addition, a successful multi-religious society, like we have in South Africa, is one where people of
all faiths and beliefs live together in friendship, understanding and respect. There is no doubt in
my mind that living in a multi-religious society leads to a peaceful society. In the next paragraphs,
I explain my viewpoint.
Getting to know people of different religions allows us to build relationships and come to
understand and respect other faiths. We are exposed to other people’s religions and culture
through the media and through the people we know and meet. So we get to know about different
religions. The more we know about something, the more accepting and tolerant we become
because it doesn’t seem strange. Very often, we find out that different religions have many
similarities, such as a belief in one God. We also learn about the different religious celebrations
such as Good Friday for Christians, Ramadan for Muslims, Diwali for Hindus and Rosh
Hashanah for the Jewish community. Sometimes we celebrate each other’s holidays and taste each
other’s special foods for these celebrations. Once we see how similar we are, there is no way we
can fight with each other.
From an analysis of holy books and prayers, it is clear that South Africa’s main religions
promote peace. They want their followers to live in peace and goodwill. An African Traditional
Religion prayer says: ‘And the people may continue to live in harmony. Peace be with us’; a
Christian prayer tells us that ‘Blessed are the Peacemakers, for they shall be known as the
Children of God’; and an Islam prayer reminds us that ‘Most Gracious are those who walk
on the Earth in humility, and when we address them, we say PEACE.’ This term of peace and
harmony runs through many prayers. It really helps us to focus on peace and how to live in
harmony with others.
Even the ways in which the different religions greet, show that peace is at the forefront. The
Muslims say Salaam; the Jews say Shalom and the Hindis say Namaste, while many Christians
say Bless you or Peace be with you. This contributes to a harmonious society, because the way in
which we greet shows respect and promotes good relationships. So we can have Muslims and Jews
living next to each other, and greeting each other in a peaceful way and, in this way, they spread
peace and respect. In the same way, the different religions play a huge role in humanitarian work
and building harmonious communities. Nearby, we have Hindus making food for the homeless
and unemployed, and Muslims helping those who were left with nothing when we had floods.
We also have Christians donating clothes for the orphanages in our area, and Jews offering job
opportunities to the unemployed. Our religions tell us to help those in need, so we learn to give
instead of being selfish, thereby building a harmonious community
The role of my belief system in contributing to a harmonious society is clear to me. I try to
follow the rules of my religion, which teaches me to love my neighbour as myself, and to forgive
those who harm me, and to live in peace and harmony with others. My religion also teaches me
to give to charity and to be a volunteer. I read to the blind at the old age centre once a week, and
take food to school every day for another learner in my class who has no food. I pray every day
and on Sundays I go to church. I sing in the choir. Our beautiful songs fill the congregation’s
hearts with love and good thoughts. So, in my way I believe I am also contributing to a
harmonious society, through following my religion and beliefs.

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 Mark the essays according to the following rubric:

Structure of essay The learner has: Marks

Introduction • introduced the topic briefly
• shown an understanding of the topic
• stated agreement or disagreement with the topic 3
Three paragraphs • written three paragraphs with examples to support the introduction
• shown a clear understanding of how religions and belief systems
contribute to a harmonious society
• given concrete examples 3×3=9
Final paragraph
referring to own • shown insight into own beliefs and how these contribute to a
beliefs harmonious society 3
Total marks: 15

[25]

Unit 2: Identify and critically analyse moral and spiritual issues

and dilemmas
Teaching guidelines Weeks 5–6; Time: 1½ hours
1. Help learners to understand what is meant by moral and spiritual issues and dilemmas, by using the
examples on Learner’s Book pages 281–284.
2. Insist that learners listen to and respect different opinions, as long as they are acceptable in terms of
our Constitution. Encourage them to value the importance of respecting differing opinions.

Activity 2: Decide if euthanasia is justified LB page 282

Teaching guidelines
The purpose of this activity is to test how a learner deals with a dilemma. There are two perspectives
when dealing with a moral issue like abortion and euthanasia, that is, the pro-life and the pro-choice. The
pro-life believers accuse their pro-choice opponents of being murderers. On the other side, pro-choice
believers see themselves as lifesavers and people who reduce suffering. Your role is to facilitate and help
the learners to see the story from both sides.
Answers
1. Work in small groups to read the case study and the scenarios.
2. For each scenario, debate whether or not the person involved should go to jail, why, and for how long.
Learners’ answers will differ. Allow the focus to be on reasoning, respecting different opinions in
groups and stating arguments clearly. Example answers are given on the next page.

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 For jail Against jail
Case study 1
Life is something precious and sacred; it has been The patient was suffering from an incurable disease.
created by God. God has the right to give and to take She suffered so much and even tried for 33 days to
life. Davidson had no right to facilitate the process starve herself to death.
of his mother’s death through the administration of Davidson, as her son who was nearest and dearest
morphine. Since he quickened his mother’s death, he to her, could not cope with seeing her suffering. He
should go to jail for killing his mother. wanted to help her; he wanted to do as she asked.
He had no option but to give her morphine to lessen
her terrible pain.
We should empathise with him since he was also in
pain as he saw his mother suffering. He should not
go to jail, since he did what he thought was best for
his mother.
Scenario 2
What is important is the life that God has given us and Motherhood is a profound experience. An expectant
not the condition of that life. Even a child born with mother always has great expectations, and if she
abnormalities should be appreciated, regardless of the happens to give birth to a baby with toxoplasmosis
abnormalities. all her hopes turn into bad dreams.
The mother had no right to terminate the life of the It is always said that when a child dies a part of a
child because of the child’s condition. Hence she mother dies with a child. One may safely say that
should go to jail; murder is murder, even if there are when a mother gives birth to a child with serious
special circumstances. brain damage, a part of the mother is also damaged.
The mother was justified in drowning her child in the
bath, since she did not want her child to suffer in
perpetuity.
She should not be sent to jail, because she acted in
her baby’s interest.
Scenario 3
The doctor could be labelled a killer. Whether the The doctor realised that there was no hope for the
patient suffers or not, the doctor should not tamper with suffering patient. The doctor was in the shoes of the
the process of dying. The doctor acted in an unethical patient when he gave the patient the medicine to
way. He should be jailed. quicken her death. What is the use of prolonging the
life of a suffering person? The doctor mitigated the
suffering of the patient by giving her medicine that
would terminate her life.
He should not be jailed since, he was doing
everything to the best of his ability to save the
patient from suffering.

Activity 3: Critically analyse issues LB page 284

Teaching guidelines
This case study is aimed at testing the learners’ skills of critical thinking. Allow for discussion in the class
before learners give written answers.
Answers
Read the case study and answer the following questions.
1. What did the councillor mean when he said this development was another case of favouring the rich over
the poor? Who are the ‘rich’ and who are the ‘poor’ in this case study? (4)
He meant that the development will be for people who have lots of money to buy houses there. It will
also make the developer rich. There will be no advantages for poor people. The ‘rich’ are those with the
resources to buy the land– in this case, Mr Viljoen. The ‘poor’ or the have-nots are the landless people
who don’t have the financial means to buy the land i.e. the people of Zwelihle Community Trust.

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 2. Identify and briefly describe the following issues:
2.1 cultural practices and traditions (4)
The forest is used by both the eSotho and siXhosa ethnic groups for initiation purposes.
Initiation schools are a form of cultural practice. The sacred stones planted by the initiates have
a symbolic meaning for both initiates and their principals.
2.2 economic issues (4)
The development in the area will serve as an added benefit in that there will be housing, a road
that will reduce the pressure of congestion, and business development that will create jobs and
reduce poverty.
2.3 environmental issues. (4)
The forest is not in a good condition. It is apparent that although it is used for the purpose of
initiation, it is not well looked after; it needs rehabilitation. In other words, tradition is taking
priority over the environment. But the forest needs to be conserved.
3. Of the issues you have identified, which do you think is the most important in this story? Motivate your
answer. (6)
The conflict between culture and big business: the two groups see things from different perspectives.
Big businesses want to develop the place to make money, whereas the cultural practitioners want
to use the forest for cultural purposes. It is a conflict between culture, the environment and the
economy.
[22]

Activity 4: Debate and discuss different opinions LB page 285

Teaching guidelines
1. Call out a selection of these issues, while learners respond by choosing a spot on the line. Do not
allow any bullying, teasing or name-calling as a result of where learners choose to stand. Your role is
to be an impartial facilitator. By the end of the exercise, learners must understand that it is normal to
have different opinions in society.
2. If you do not have enough space in the classroom for the learners to stand along a line, ask them to
stand up straight if they strongly agree with an issue, remain seated if they are neutral and crouch on
the ground if they disagree.
• Eating pork • Sugar daddies
• Having only one child or none • Nationalisation of mines
• Chopping down trees for firewood • Democracy
• Abortion • Eating battery- or factory-farmed chickens
• Right to life • Sex before marriage
• Throwing waste plastic in the water • Teenage pregnancy
• Euthanasia • Voting
• Reincarnation • Being chosen on merit for sports teams
• God • Free housing for immigrants
• Jesus • Child grants for teenagers who have more
• Buddha than one baby
• Ancestors • Cheating by not paying tax to SARS
• Climate change • Stealing if you are hungry
• Circumcision • Stealing medicines if you are sick
• Arranged marriages • Religions contribute to peace and harmony
• Protecting medicinal plants in society.
• Polygamy

Answers
1. The teacher will call out different beliefs and opinions.
2. Learners must get into three lines to show how they feel about the issue:
• Line 1: Believe strongly

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 • Middle line: Neutral; don’t have an opinion
• Line 3: Don’t believe at all.
3. Each time the teacher calls out an issue, you must move into the line that shows how strongly you believe
in the issue.
4. After doing this a few times, discuss the following questions as a class:
4.1 About which issues did learners have mostly the same opinion or belief?
4.2 About which issues did learners have mostly different opinions or beliefs?
4.3 How did you feel when you were the only person in a line?
4.4 Did everyone respect other people’s opinions?

Opinion Teacher’s role

4.1 Learners have mostly Be neutral and be objective; avoid imposing your opinion. Allow learners to
the same opinion or discuss freely. Ensure that learners really have the same opinion, and are not
belief. merely choosing to go with the majority. Alternatively, there may be some issues
that learners have not yet thought about or don’t care about; give them enough
time to consider these issues.
4.2 Learners have mostly Emphasise that people are diverse and entitled to their own opinion.
different opinions and Remind learners to be tolerant and respectful of others, beliefs.
beliefs.
4.3 It is important to Impress upon learners that in life you don’t have to go with the flow.
give learners an Emphasise that if you don’t stand for something, you will fall for anything.
opportunity to say
Leaders are people who are not afraid to stand up for what they believe.
how they feel. Some
learners will be too
shy to stand alone.
4.4 Learners have to be Ensure that learners understand the value of respecting other people’s opinions.
very honest here; Give learners opportunities to express their opinions, even if these opinions may
some may tend to be be unpopular.
disrespectful without
Ensure girl learners get the same opportunities to express their viewpoint.
realising it.
Stop the discussion if learners start shouting at each other or all talk at same
time. Calm them down and then ask the learners to speak one at a time. Continue
to do this until they learn to listen to each other.

Extension
1. Give learners this challenge:
Start an online debate by posting your topic and viewpoint on:
http://debatepedia.idebate.org/en/index.php/Debatepedia:Creating_new_pages
• Express an opinion about a topic such as beliefs, religion, the right to life, euthanasia, culture,
the economy or the environment.
• Continue to join the debate as others respond.
• Ensure your viewpoint is logical and well researched.
• Remain polite and fair in your responses.
2. Ask learners to collect letters and SMSs to the editor in the various newspapers they can find, that
deal with issues such as beliefs, religion, the right to life, euthanasia, culture, the economy and the
environment.
2.1 Let them group the letters and SMSs, as well as ongoing responses and debates in letters, pages
of the newspapers, per topic.
2.2 Ask them to identify which letters and SMSs are unfair, discriminatory, illogical or intolerant,
and which are fair, tolerant of other opinions, logical and offer clear arguments. Get the learners
to give reasons for their responses.
2.3 Encourage learners to write their own letters in response to what they have read.

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 Additional resources
Moot Court Competition
Encourage your learners to develop their critical thinking and debating skills by participating in the
annual Moot Court Competition. The first annual National Schools Moot Court Competition took place
at the Constitutional Court in Johannesburg on National Human Rights Day, 21 March 2011. Teams
from four schools in each of the nine provinces – a total of 72 learners were selected to participate in this
groundbreaking event. Now there is a Moot Court Competition every year, for more learners.
The aim is to create greater awareness in schools and communities in South Africa about our
Constitution and the values that it embodies, through active participation. The aim is also to encourage
talented learners to consider pursuing a career in law. This Competition provides a unique opportunity
for learners to develop their research, writing and oral advocacy skills as they aim to come to grips with
constitutional issues.
The competition is organised by a different grouping of law faculties each year. All law faculties in the
country support the learners in preparing for the competition. All secondary schools in South Africa may
enter a team of two learners.
The first round is in written form. Learners are expected to write two short essays (two to four pages for
each essay) setting out the opposing sides of the case.
The learners (and the teachers who accompany them) who were selected for the preliminary national oral
rounds will be transported to Pretoria.
On 27 April all the participants will attend lectures on the Constitution aimed at assisting them during
their oral presentations in the competition, and will be taken on a tour of the Constitutional Court and
other places of significance in the field of law, such as the Union Buildings and the Apartheid Museum.
A number of prizes supporting the study of law at any South African university where they gain
admission will be awarded to outstanding learners.
For more information on the Moot Court Competition, see www.up.ac.za/law or http://www.clasi.
net/ or write to: Meetali Jain, Project Director, South African Constitutional Literacy and Service Initiative
(CLASI), University of Cape Town, Faculty of Law, Rondebosch, 7700.

Website
http://www.un.org/cyberschoolbus/peaceday/poem/poem.asp
http://www.bahai.org.za
http://visit-islam.com/8contributions.htm
http://www.hinduism.co.za/stories-.htm
http://www.diversityanddialogue.org.uk/files/report.pdf
http://www.reformedworship.org/article/march-2011/passing-peace
http://www.faithcommunity-novi.org/sermon/PDF/ser03266.pdf
http://www.csdf-fcde.ca/english/resources/NLSDU _Teachers_Guide_to_Debate.pdf
http://debatepedia.idebate.org/en/index.php/Debate:_Assisted_suicide
http://www.erp.org.za/pdf/religion%20booklet_WEB .pdf
http://afrikaworld.net/afrel/community.htm (ATR)
http://www.peacebuildinginitiative.org/index.cfm?pageId=1827
http://www.everyculture.com/Sa-Th/South-Africa.html
http://www.hsrc.ac.za/Document-1564.phtml (free download: Chidester D: Global citizenship, cultural
citizenship and world religions)

YouTube
http://www.youtube.com/watch?v=tUX 3bfxLaC8 (anti-euthanasia)
http://www.youtube.com/watch?v=U0vK4_t1iD8 (pro-euthanasia)
http://www.youtube.com/watch?v=qJh3hLy5nIE &feature=endscreen&NR=1 (euthanasia debate)

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 CHAPTER 18: PHYSICAL EDUCATION TERM 4: MODIFIED
SPORTS TO PROMOTE UMPIRING,
ADMINISTRATIVE, ORGANISATIONAL AND
LEADERSHIP SKILLS

Chapter introduction Weeks 4–6; Time: 3 hours

In this chapter learners get the opportunity to play modified traditional and non-traditional sport. They
play modified volleyball and rounders and participate in athletics in modified relay races. They also
develop their umpiring, administrative, organisational and leadership skills while participating in these
sports.

Chapter planning

Learner’s Weeks of
Unit Book pages Term 4 Hours Resources needed
Unit 1: Modified non-traditional 287 4 1 Learner’s Book, teacher’s whistle, ball
sport: Volleyball
Unit 2: Modified non-traditional 290 5 1 Learner’s Book, teacher’s whistle, ball
sport: Rounders
Unit 3: Modified sport: Relay 293 6 1 Learner’s Book, teacher’s whistle,
races batons or objects to pass

Background information
Non-traditional sport: Volleyball
• Volleyball is a popular sport that is played around the world. It requires players to be quick, and to
have excellent eye-hand co-ordination. Players must be able to communicate with their teammates.
• The skills used in volleyball include serving, blocking, setting/passing and hitting. Learners must be
exposed to different skills and drills during exercises so that they can become comfortable in all areas
of volleyball.
• Volleyball is played by two teams of four to six players on a court divided by a net.
• The aim of the game is to send the ball over the net. This must be done so that the opposing team
cannot return the ball or stop it from hitting the ground in their court.
• Each team gets three hits to try to return the ball.
• The ball is put into play by a serve. The server hits the ball over the net to the opponent.
• When the receiving team wins a volley, it gets the right to serve. Then the players rotate one position
clockwise.
• When the serving team wins a volley, they get a point and the right to continue serving. The ball must
clear the net on a serve.
Common volleyball terms
• Ace: When the ball is served to the other team and no one touches it
• Kill: When a team spikes the ball and it ends in either a point or a sideout
• Roof: When a player jumps above the height of the net and then blocks the ball
• Spike: The act of driving a volleyball at a sharp angle into the opponent’s court by jumping near the
net and hitting the ball down hard from above
• Sideout: When the team serving the ball makes a mistake, and causes the ball to go to the other team.

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 Rounders
• Rounders is a vigorous batting and fielding game. Rounders dates to the 16th century. This game was
the inspiration for the development of baseball and softball.

A Rounders pitch

Aim of rounders
• Hit the ball and run around four poster or bases to get a rounder. Points – that is, rounders are scored
by the batting team by completing a circuit around the field through four bases or posts without
being out.
What you need for rounders
• The rounders pitch is rectangular in shape. It has areas for throwing the ball to the batter and posts
which must be reached by the batter, once they have hit the ball or a no-ball is called. Use a tennis
ball and a bat or stick.
Rules and safety for rounders
• Two teams compete; one team fields and the other bats. Traditionally each team has a maximum of
15 players and a minimum of six. A maximum of nine players are allowed to play in fielding positions
at one time.
• Bowlers must bowl underarm at a height between the knee and head of the batter and without letting
the ball bounce, go wide past the batter or go straight at the batter’s body or head.
• When at a post, you must remain in contact with that post.
• When the bowler has the ball in the bowler’s area you cannot run between posts.
• You cannot have more than one batter at each post.
• You must touch the fourth post on getting to base (home).
• You score one rounder if the fourth (last) post is reached and touched before the next ball; one
rounder if the fourth post is reached on a no-ball (no catch out); a half rounder if the fourth post is
reached without hitting the ball; a half rounder if the second post is reached after hitting the ball; a
penalty half rounder for an obstruction by a fielder; a penalty half rounder for two consecutive no-
balls (for example, when the ball goes wide of the batter).
• You are out when you are caught by a fielder, have a foot over the front or back line of the batting
area before missing or hitting a correctly thrown ball, run inside a post, if the ball hits the post you
are running towards, if you leave the post during the bowling action while the bowler is in her or his
area, or by overtaking another player and by obstructing a player from reaching a post.
Relay races
• During a relay race, members of a team take turns running with a baton. Each runner must pass the
baton to the next runner within a certain zone.

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 Unit 1: Modified non-traditional sport: Volleyball Week 4; Time: 1 hour

PE Activity 1: Play modified volleyball and practise leadership skills LB page 289

Teaching guidelines
1. Get into teams and play a game of modified volleyball.
• Let more than two teams play at a time. Start by letting the learners warm up. Do warm-ups
such as slow versions of running, jumping, hitting and serving. After a good warm-up, learners
can divide into teams of four.
• Let them play the game while following the instructions in the Learner’s Book on pages 287–289.
Stop the game if needed to show them the correct ways. Let two learners start as the umpires and
get them to swap roles with others during the game.
2. In pairs, practise spiking, blocking and serving skills, and overhead passing.
• Learners must get the chance to practise so that they can improve on their skills. Let them practise
and improve their spiking, blocking, serving and passing skills. Refer to the Learner’s Book on pages
287–288.
• Observe the learners and pick out competent learners to show and guide the weaker ones.
3. Take turns to be the first and second referee and the captain so you can practise your leadership skills.
• Have one learner read the rules and ask a different learner to explain the meaning. Refer
to the Learner’s Book page 288. Let one learner take the lead to organise the others into
their respective teams.
• Get learners to select the captains and two referees. Change roles or duties every ten minutes so
that more of the learners can get the chance to practise their leadership skills.

Unit 2: Modified non-traditional sport: Rounders Week 5; Time: 1 hour

PE Activity 2: Play modified rounders and practise leadership skills LB page 292

Teaching guidelines
1. Get into teams and play some games of modified rounders.
• Let one of the learners take the lead doing the warm-up exercises. By now they should be
familiar with the major muscle groups and will be able to do the warm-up themselves. This will
also give them confidence and teach the others to follow and listen to their peers.
• Explain the rules to the learners after they have done their warm-up. Refer to the Learner’s Book
page 290. Get the learners to start playing; it is easier to learn the rules of a game once you play.
Explain the rules again and allow them to restart the game. Learners will find it easier as they
continue playing.
2. In pairs, practise batting, bowling and throwing skills.
• Get learners to follow the guidelines on Learner’s Book page 291 so that they can practise their
skills.
3. Takes turns to be the batter’s umpire, the bowler’s umpire and the referee so you can practise your
leadership skills.
• Each team should choose their own captain. Each team must appoint an umpire. Let them play
their game, alternating umpires and captains. Emphasise fair play and the roles of the umpires
and referees.

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 Unit 3: Modified sport: Relay races Week 6; Time: 1 hour

PE Activity 3: Officiate LB page 294

PE Activity 4: Be a relay race leader LB page 294

Teaching guidelines
1. Work in groups of five to six learners to design your own modified relay races.
Explain that a modified relay race still involves running, but you can use any object in place of a stick
or baton, or you can run without anything and just touch your teammate.
• I f you know your learners, divide them equally by putting the same number of strong and weak
runners in a team.
2. Choose a group leader, practise your relay race and teach it to other learners in the class.
• L
 et learners choose a group leader.
• M
 ake sure that learners warm up their major muscles first. Learners can do short bursts of
running.
• Once they’ve practised their relay race, give each team a chance to teach it to the rest of the class.
3. Take turns to be the umpire so you can practise your leadership skills.
Go through the rules with all learners so that everyone is familiar with the rules. Let learners run the
modified relay races, and give each one a chance to be an official.
• Let learners practise their relay again and appoint a different umpire every time. Let one learner
act as the umpire to show the others where the markers should be. It is important that the umpire
enforces the rules by being strict but fair to all runners.
• Each learner must get a chance to be a race leader. The race leader should know his or her team.
The leader must organise the team to get the best out of everybody. The leader must know what
leg of the relay each runner must run according to their strength and ability.

Reinforcement
Practice routine: Techniques and tactics for rounders
1. Each player from the batting team takes turns to bat. Hit the ball as far as you can to make rounders
by running around the bases.
2. Get a firm grip round the handle of the bat with one hand. The top of the bat should be pointing up
towards the sky. All your fingers should be round the handle. Hold the bat up high so that when you
swing you have enough power to make the ball go far.
3. Be tactically aware and look around the field for any gaps that aren’t covered, and hit the ball in those
directions.

Additional resources
http://www.volleyballadvisors.com/how-to-play-volleyball.html
http://volleyball.lifetips.com/ (volleyball)
http://www.volleyball-training-ground.com/volleyball-rules.html (volleyball)
http://www.strength-and-power-for-volleyball.com/basic-volleyball-rules.html (volleyball)
http://www.chaosmedia.com/Rounders/Rounders.html (rounders)
http://roundersforfun.com/game.htm (rounders)
http://www.rounders.com/ (rounders)
http://trackandfield.about.com/od/sprintsandrelays/a/400relaystrat.htm (relay)
http://family-fun.kaboose.com/best-obstacle-relay-races.html (relay)
http://www.youthwork-practice.com/games/relay-races-games.html (relay)

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 PROGRAMME OF ASSESSMENT:
PHYSICAL EDUCATION TASK (PET)
TERM 4 LB Page 295

Get learners to participate actively every week in modified traditional and non-traditional sports that
promote their umpiring, administrative, organisational and leadership skills.
Learners will be assessed according to the criteria in PET Part 1 and PET Part 2. They will be
assessed on their participation in PE and on movement performance. Their total mark for Physical
Education in Term 4 is a mark out of 20.
PET Part 1: Participation
Learners’ participation means the PE lessons they attend AND participate in. This will be assessed every
week. Each learner’s participation is marked out of a total of 10 marks.
PET Part 2: Movement performance
Learners’ movement performance is how well the learners did in the requirements for the modified sports
programmes. Their movement performance will be assessed twice during the term once in weeks 1–3 and
once in weeks 4–6.
Learners’ movement performance is assessed out of five marks for each assessment, which gives a
total of 10 marks. Movement performance refers to ball control, passing, catching, footwork, fielding,
hitting, positioning of the body, anticipation, attack and defence.
Encourage learners to develop their umpiring, administrative, organisational and leadership skills as
they participate actively and regularly in modified sports over six weeks.
Aim to get learners to increase their sporting skills such as running, attacking, defending, throwing,
jumping, kicking, receiving, trapping and hitting, and their body positioning and anticipation skills.
How to calculate marks for PET Part 1
Divide the number of times each learner actively participated by the number of PE periods in the term.
Example:
4 (times learner participated)
6 (number of PE periods in Term 4)

• This gives 0.6.

• Multiply the answer by 100 to get a percentage: 0.6 × 100 = 60%
• Then convert the percentage to a mark out of 10. In the example it will be 6/10.
How to calculate marks for PET Part 2
Add up the marks each learner got for observation 1 and observation 2, which will be out of a total of
five marks for each observation. The mark for movement performance will count out of 10.

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 Physical Education Task (PET) Part 1: Participation
PET Part 1 Level Mark
Frequency: number Limited Adequate Proficient Excellent Mark out of 10
of times learner Learner must do Learner can Good; Wonderful (One mark
participated in PE much better improve competent for each PE
periods lesson)
Allocate one mark for 0% = 0 marks 11–20% = 41–50% = 71–80% =
each PE lesson in (did not 2 marks 5 marks 8 marks
which learner actively participate at all) 81–90% =
21–30% = 51–60% =
participates for one 1–10% = 1 mark 9 marks
3 marks 6 marks
hour in sports.
31–40% = 61–70% = 91–100% =
4 marks 7 marks 10 marks
0–1 mark 2–4 marks 5–7 marks 8–10 marks
(1–10%) (11–40%) (41–70%) (71–100%)
Week 1:
Modified netball
Week 2:
Modified touch
rugby
Week 3:
Modified hockey
Week 4:
Modified volleyball
Week 5:
Modified rounders
Week 6:
Modified relay races

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 Physical Education Task (PET) Part 2: Movement Performance
PET Part 2 Level Mark
Assessment of Limited Adequate Proficient Excellent Mark
movement performance Learner cannot Learner needs Learner has Learner’s out of
(Learners are observed play the sports. to get more demonstrated sports skills are 10
and assessed once in Learner practice in good sports very good (2 × 5)
weeks 4–6 and once in struggles to playing sports. skills Learner can
weeks 7–10) perform required Learner is not Learner can perform all the
movements. able to do all perform most movements
Learner lacks movements movements very well
umpiring, correctly. well Learner’s
administrative, Learner’s Learner umpiring,
organisational & umpiring, can take on administrative,
leadership skills. administrative, umpiring, organisational
organisational & administrative, & leadership
leadership skills organisational skills are
need work. & leadership outstanding.
roles
0–1 mark 2–3 marks 4 marks 5 marks
(1–10%) (11–40%) (41–70%) (71–100%)
Date Assessment 1
(first
observation /5)
Date Assessment 2
(second
observation /5)
Total

Physical Education Task (PET) Part 1: Participation

How to calculate total marks for PET Part 1 and Part 2
Add up both totals to get a mark out of 20.

Total mark for PET Part 1 Frequency of participation Movement performance Mark out of 20 =
and Part 2 (maximum 10) (maximum 10)

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 PROGRAMME OF ASSESSMENT: END-OF-
YEAR EXAMINATION PRACTICE LB PAGES 297
Total marks: 80 Time: 1½ hours

SECTION A [20]

ANSWER ALL THE QUESTIONS.

Question 1 (10)
Match the items in Column B with the correct statements in Column A. Write only the letter with the correct
answer next to the corresponding question number; for example, 1–11 M.
Column A Column B
1.1 A measure of energy in food A. Global warming
1.2 Sources of carbohydrates B. Fibre
1.3 Essential in oxygen production during a workout C. APS
1.4 Helps keep your digestive system healthy D. Iron
1.5 Protect your skin, bones and internal organs E. Tuberculosis
1.6 A situation in which carbon dioxide and methane build up in the F. Humanism
atmosphere, trapping the heat of the sun
1.7 A disease that is spread more quickly if there is air pollution G. Euthanasia

1.8 Focused on moral principles based on reason and shared values H. Protein
1.9 Total number of points for admission to an institution of higher I. Kilojoule
learning
1.10 Substances which when added to food in large amounts can J. Fats
lead to attention deficit disorder
K. Whole grains, fruit and vegetables
L. food additives

1.1 I 
1.2 K 
1.3 D 
1.4 B 
1.5 J 
1.6 A 
1.7 E 
1.8 F 
1.9 C 
1.10 L 
[10 marks]

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 Question 2 (5)
Answer true or false for the following statements. Give a brief reason for each answer. Write only the question
number, True or False, and your reason.
2.1 Euthanasia is a disease caused by land pollution.
False: Euthanasia is the act or practice of ending the life of a person suffering from a terminal or
incurable painful disease, such as by lethal injection or a drug overdose. 
2.2 If you believe strongly in something, such as a specific religion, you do not have to show respect for
differing opinions and beliefs of others.
False: According to the Constitution, you must always respect other religions and beliefs even if they
don’t agree with yours, because that is the only way to live in harmony with others. Religions and
beliefs are personal and each person has a right to their own religion and beliefs; these need to be
respected. 
2.3 Unequal power relations within a gender context means less or more electricity in some houses.
False: Unequal power relations means that one gender, usually male, has more power over the other,
usually female. Hence, in such unequal relationships, power is not shared. 
2.4 The Domestic Violence Act can be used to protect you from domestic violence.
True: This Act can keep you safe as it is there to help eliminate domestic or family violence. 
2.5 Transparency is when everybody is kept in ignorance and there is great secrecy.
False: Transparency means people are informed as information is made public in an open way,
nothing is hidden, and things are clear and easy to understand
(Only allocate one mark per answer if the reason given for the answer is correct. Allocate no marks for
True/False even if correct if no reason, or an incorrect reason, is given.)
[5 marks]

Question 3 (5)
List the FIVE components of a healthy and balanced lifestyle.
physical 
psychological 
social 
emotional 
spiritual 
[5 marks]

SECTION B [30]

ANSWER ALL THE QUESTIONS.

Question 4 (8)
Read the case study before you answer the questions that follow.
4.1 Do you think Jabu is a positive role model? Give reasons for your answer. (2)
Yes, because he cared for his family, helped his younger brothers and sisters, never gave up and kept
his goals in mind, while still helping others. 
4.2 Are you a role model? Give reasons for your answer? (2)
Learners’ answers will differ; allocate a mark for a clear understanding of the concept of a role
model. Learners may answer yes or no, as long as the answer indicates an understanding of the
concept of a role model. For example:
Yes, because my peers look up to me due to my leadership skills, especially in sport and in
volunteering at the youth centre, and also in saying no to using drugs. 
Or
No, because I engage in risky behaviour and I am a bad influence on my friends. 

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 4.3 You have a choice, either to study part-time so that you can look after your parentless siblings, or to
leave them to find their own way in life while you study full-time. Apply a decision-making method to
help you make a decision. (4)
Learners’ answers will differ. Allocate marks for a specific decision-making method and the steps used
correctly. An example is:
1. What is the decision to be made? Either I can study part-time so that I can look after my parentless
siblings, or I can leave them to find their own way in life, while I study full-time. 
2. Choices and effects: 
a) Study full-time and forget about my siblings. I will feel guilty and will not be happy, and they will
suffer.
b) Study part-time: I will be able to help my siblings and still achieve my life goals.
c) Study full-time but get an extra study loan to not only support my studies, but also help to
support my family.
3. Best decision: If I can’t get a study loan to support my family as well as study full-time, I will opt to
study part-time and thus be able to help my siblings. 
[10 marks]

Question 5 (4)
Explain what your duties are as captain of any adapted non-traditional sport that you participate in.
Learners’ answers will differ. Accept any FOUR points below or other relevant points:
• Make sure that learners with flu or serious sport injuries don’t play. 
• Be inclusive and make provision for learners with disabilities or physical challenges, so that they can
participate. 
• Politely question the umpire, referee or linesperson if you think they make a wrong call. 
• Lead by example. 
• Encourage and motivate your team. 
• Praise your team is they play well. 
• Do the toss with the opposition captain. 
• Congratulate and thank your opponents at the end of the game. 
[4 marks]

Question 6 (5)
It is important to stay safe when you play sport.
6.1 List two safety measures that you should take to make sure you stay safe when playing sport. (2)
Learners’ answers will differ. Accept any TWO relevant safety measures:
• Stop playing when you in injure yourself. Immediately get treatment or apply first aid. 
• Wrap blankets, sacks or plastic bags around poles or goal posts. 
• Keep a safe distance from other players. 
• Learn how to fall so that you don’t injure yourself. 
• Follow the rules of the game. 
• Pick up broken glass, stones and other objects on the field of play before the game. 
• Don’t wave your bat or stick around. 
6.2 Explain how you, as a leader, will ensure that your group is safe while on an outdoors hike. (3)
Learners’ answers will differ. Accept any THREE appropriate points:
• Give clear instructions and directions. 
• Carry a map and know where you are going. 
• Ensure that your group follows all the safety signs. 
• Avoid taking risks. 
• Take regular rest breaks. 
• Warm up before a hike. 
• Never swim where it is dangerous. 
• Always tell an adult where you are going and when you expect to be back. 
[3 marks]

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 Question 7 (13)
The careers in the list below are those for which there are vacancies in South Africa. So it makes sense to
investigate getting additional skills or higher education to qualify you for one of these careers. Select one of
these careers to help you answer the questions that follow.
• Accountant
• Artisan
• Engineer
• Information technologist
• Manager
• Maths and science teacher
• Medical doctor
• Nurse
• Pharmacist
• Social worker
7.1 Imagine you are at an interview. Give a written answer to this question: Why are you interested in a
career of? (Add your chosen career from the list given.) Give TWO responses. (2)
• My strengths are in this career field. 
• I already have some skills in this career field. 
• I have experience as a … because I volunteered, or job shadowed, or did part-time work as a … 
• This work is my passion. 
• I have a keen interest in this career and I have carefully planned my career path in this career
field. 
• I have always admired people in this career because I believe they are making a huge contribution
to South Africa’s economy. I also want to make a useful contribution to my country. 
(Any TWO answers from the above or similar. The answer must fit the career chosen.)
7.2 Give TWO hints on what you should avoid doing during a telephonic job interview. (2)
• Keeping your radio or TV on, or being in a noisy place 
• Speaking too fast 
• Putting the phone down without saying thank you 
(Any TWO similar responses. Notice that learners must say what they will avoid doing, not what they
must do.)
7.3 Which career from the list can you follow if you have Maths Literacy and not Mathematics? (1)
Social worker 
7.4 For which of the listed careers will it be the most difficult to get entry into a university? Give a reason for
your answer. (2)
Medical doctor:  You need very high marks, or high APS scores, or there are limited places at the
few universities that offer medicine.  (Any one valid reason)
7.5 Identify ONE suitable funding option for your career selected from the list. Explain why this would be
the best financial-aid option for you. (2)
A bursary: I am from a very poor family and my parents are unemployed. I pass all my subjects and
have shown I can work hard at my studies. 
A loan: I know I will get a good job in future and have no problem in repaying my loan. 
A scholarship: I am getting the highest marks in class, so I will qualify for a scholarship. 
(One mark for the funding option and one mark for an appropriate reason)
7.6 Critically discuss ethics and ethical behaviour, with reference to transparency and accountability, specific
to your chosen career from the list.
Explain:
7.6.1 what you understand by ethics and ethical behaviour (2)
Ethics in the workplace refers to the morals, principles, values and rules for good, fair and
correct behaviour at work. All workplaces require you to behave ethically. This means you
need to have a good character or personality, and develop the necessary personal qualities,
such as diligence, honesty and responsibility. 

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 Ethical behaviour means that you act in a good way. You know the difference between right
and wrong, and choose to do the right thing. 
7.6.2 how ethics and ethical behaviour, with reference to transparency and accountability, specifically
relate to your chosen career from the list. Give TWO examples to clarify your answer.(2)
Learners’ answers will differ. These are examples:
• Accountant: Be open and honest about your financial work and never cheat or steal
money from clients, never hide transactions or change the figures in the budget to
make it look better than it is. 
• Artisan: Make sure you pay attention to detail so that your work does not cause
accidents;never use materials bought from people who stole them. 
• Engineer: Be honest about what you do; do not harm the environment or design
structures that will cause accidents; use materials of good quality when building roads or
bridges. 
• Information technologist: Never hack into accounts and never do illegal Internet
transactions. 
• Manager: Never lie to your staff,  be fair in your dealings with them; respect your staff
and never take bribes. 
• Maths and science teacher: Read up on the latest developments in the field so you are
informed.  Always mark your learners’ work fairly and explain to them where they
have lost marks so they can improve. 
• Medical doctor: Tell your patients the truth about their health or condition, treat them
with care and respect, and ask for a second opinion if you are not sure. 
• Nurse: Treat your patients with respect, love and care. 
• Pharmacist: Pay attention to detail and make sure you give the correct prescriptions to
your clients. Don’t buy unsafe medicines illegally, and don’t change the sell-by dates on
medicines. 
• Social worker: Respect the confidentiality of your clients and never take bribes. 
(Any TWO examples that show learners’ understanding of the core concepts of ethics and
ethical behaviour, and transparency and accountability, in relation to any one career chosen
from the list)
[13 marks]

SECTION C [30]

ANSWER TWO OF THE THREE QUESTIONS.

Question 8 (15)
Read this extract before you answer the questions that follow.
8.1 Critically analyse what is meant by ‘balancing the number of calories you consume with the number of
calories your body uses’. (5)
This means there is a link between intake and output, between how much you eat and how much
physical exercise you get. Eating without getting exercise is unhealthy, as is exercising without
eating. If you eat more calories than you burn in exercise, you will gain extra weight.  If you don’t
have enough calories to burn during exercise, you will put strain on your body and you will be too
tired to exercise properly. 
(Any FIVE relevant points to show the learner’s understanding)
8.2 Write a short essay of FIVE paragraphs to critically evaluate the role of nutrition in health and physical
activities. (10)
Nutrition plays an important role in health and physical activities; to be healthy, you need to follow
a nutritious, balanced diet and get regular physical exercise. Physically active people need a balanced
diet, which includes a variety of food types, including fresh fruit and vegetables every day. This is
essential to improve your athletic or physical performance and to keep your body healthy. 

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 The kilojoule (kj), a measure of the energy that food provides to your body, provides a useful guide.
This is because the more physical exercise you get, the more kilojoules you need. 
Carbohydrates are an important energy source, especially if you are physically active. If you eat
too much of anything and do not burn it off through physical activity, you will gain weight. The
right amount of carbohydrates is 40% of your food intake. Sweet potatoes are an excellent source
of carbohydrates. They are also rich in iron, which is essential for the red blood cells, which carry
oxygen during a workout. Sweet potatoes also contain an antioxidant called beta carotene; they are a
source of vitamin C and are a fat-free source of vitamin E. Both vitamins C and E have antioxidant
properties that help in muscle recovery after exercise. 
Fish such as sardines or mackerel are good sources of protein, iron and Vitamin B12. These are all
essential for athletic performance. Proteins provide 17 kilojoules per gram. Fruit is a source of energy
and it contains the carbohydrates and fibre you need to have plenty of energy. 
Physically active teenagers should consume about 70 g of fat per day. Eat a nutritious snack before
exercise; it improves your performance, stamina and endurance. It helps to prevent low blood sugar,
which lowers your energy level, and then you can’t exercise properly. 
(Allocate TWO marks per paragraph. Learner’s answers will differ; however, the main points should
be included in the examples.)
[15 marks]

Question 9 (15)
Read the extract below before you answer the questions that follow.
9.1 Explain how road accidents may have a negative effect on your lifestyle choices. (3)
You may have less choice about your lifestyle after a road accident because you may be seriously
injured. Your options for healthy living may then be severely limited. You may have no choices at all
because you could be killed.
Some results of road accidents include becoming paralysed, losing the functions of some organs,
being brain damaged, or being on life support in hospital for the rest of your life. 
You may not have many choices physically, because you may not be able to get exercise, and
psychologically you may be traumatised and suffer from post-traumatic stress disorder; socially you
may become isolated because you are too injured to go out with your friends; and emotionally you
may be angry and depressed; also spiritually, you may lose your faith. 
(Any THREE valid points)
9.2 Give TWO first-aid hints about what to do if you come across a road accident victim. (2)
• Call for help. 
• Try to get the injured person to breathe by clearing airway passages. 
• Try to stop any bleeding. 
• Do not move the person because you can add to a spinal or neck injury. 
• Do not give the person anything to eat or drink because the victim may have to have an
operation or may choke. 
• Encourage the person to stay calm. 
(Any TWO appropriate hints)
9.3 Critically evaluate the impact of unsafe practices on yourself and others, with regard to aggressive road
use. Give examples to substatiate your statements. (6)
You can harm yourself and others if you are aggressive on the road. You could cause accidents in
which you or others may be killed or seriously injured, or permanently disfigured. 
For example, you could try to overtake another car without carefully considering oncoming traffic.
In this way you could cause a head-on collision; the other car may burst into flames and all the
passengers and the driver may be killed. You could become seriously injured, lose your eyesight and
your legs, and for the rest of your life be a dependant and live in pain.  The people who were killed
may leave children behind who now become orphans and suffer in poverty and sadness. Your own
family may despair because they now have to look after you. You may be charged with causing an

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 accident, and go to jail. You may lose everything that you value and enjoy, and cause other people’s
lives never to be the same again. 
(Any SIX valid points, showing a thorough understanding of the effects of aggressive road use)
9.4 Suggest FOUR ways in which we can reduce the number of road deaths that occur every festive season. (4)
• Reduce the speed limit to 80 kilometres per hour on open roads and to 40 k.p.h. in built-up
areas. 
• For the first offence of drinking and driving, drivers should be banned from driving for 10 years
and given a fine of R20 000. 
• Drunk drivers who cause accidents should be jailed for a mandatory 10-year sentence with hard
labour, and their driver’s licences taken away for life. 
• Make more rest stops along the way and force drivers to rest after every two to three hours of
driving. 
• Licensed drivers should be retested every five years. 
• Ban vehicles that are not roadworthy. 
• Ban overloading of vehicles such as buses and taxis. 
• Have clear pedestrian crossings where drivers know that they have to stop, and educate
pedestrians to cross the road only at these crossings. 
• Have different dates for school holidays for each province, so the roads are not so busy. 
• Add another day to public holidays so people can get back without having to rush home. 
• Encourage motorists not to drive at night. 
• Send aggressive drivers on compulsory anger-management courses. 
• Make sure every learner at school gets a learner’s licence at a reputable driving school. 
(Any FOUR valid suggestions)
[15 marks]

Question 10 (15)
Read this case study before you answer the questions that follow.
10.1 What is an inter-faith gathering? (2)
An inter-faith gathering is a gathering of people who are from different religions and beliefs
systems. 
10.2 Explain what President Zuma means when he says that ‘Today, the spear is not to go out and fight,
but it is to keep peace and protect the nation’. (4)
The spear is used as a symbol.  In this case, it was used in a cleansing ceremony. . We are no
longer at war as a country divided by apartheid. Instead, we are united and a democracy. . So our
aim is to keep the peace and our weapons are used for protection, not for war. 
10.3 Describe how African Traditional Religion contributes to a harmonious society. Give TWO
statements. (4)
Learners' answers will differ. Accept any TWO correct statements:
African Traditional Religion is lived and practiced by millions of people in South Africa. This
means that they put its principles into practice, and follow the rules as they apply Ubuntu, respect
and peace. 
African Traditional Religion promotes harmony, social and environmental justice, love, forgiveness,
reconciliation, balance, and an understanding of earthly and heavenly matters. This is because we
have a responsibility to God, society, nature and the living, as well as the unborn and the dead. So
we should add to the wellbeing of the community, and not be selfish or greedy. 
In African Traditional Religion, a moral person is one who lives well with others, and has
harmonious relationships with all in the community. This contributes to a peaceful society. 
African Traditional Religion links the past with the present in a spiritual and meaningful way,
and so promotes peace. Respecting and communing with your ancestors guides you in the right
way to live. 

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 The rituals and rites of passage promote harmonious living. People understand how to live with
others in peace. 
African Traditional Religion promotes peace. Its practitioners play leadership roles in social and
community events, and often act as peacekeepers, negotiators and mediators. 
10.4 Identify ONE cultural practice or tradition. Critically analyse the value of this cultural practice or
tradition. (5)
Learners’ answers will differ. Allocate one mark for identification of cultural practice or tradition
and four marks for an analysis of the value of this practice or tradition. Example answer:
Initiation.  Initiation marks the passage from puberty or teenager to adulthood.  It teaches
you how to be responsible and live in the world as an adult,  and shows you how to respect
yourself and others . In some cultures, male circumcision takes place, and this helps to
prevent HIV. 
[15 marks]

Total: 80 marks

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 GLOSSARY
distraction – something that makes it difficult to
A
think or pay attention or concentrate
accountability – being responsible for something diverse – different, varied
accountable – being held responsible; explaining dominance – being more important or stronger
actions or decisions duration – length of time that something lasts
AIDS – acquired immune deficiency syndrome, a
disease in which the body loses much of its
E
immunity environmental hazards – dangers in or to the
audit – quiz, questionnaire environment
ethics – rules for behaving based on ideas about
B
what is morally good and bad
balanced lifestyle – to have the right amount of euthanasia – the act or practice of killing someone
study, physical activity, rest, sleep, work, who is very sick or injured, in order to prevent
spirituality and recreation in your daily life, to any more suffering
keep you healthy expectancy – thinking, hoping or feeling that
body composition – the proportions of fat, muscle something will happen
and bone in the body expectation – a strong belief that something will
bursary – an amount of money that a student is happen or that you will achieve something
given to help pay for studies at a higher extreme weather events – floods, hurricanes,
education institution cyclones, droughts, very hot and very cold
temperatures
C
F
cardiorespiratory endurance – the ability of the
body to perform exercises using large muscle faith-based organisation – a non-profit organisation
groups over an extended amount of time at that is formed by people of the same religion
different intensity levels financial arrangements – agreements or contracts
civil society – ordinary citizens about money
climate change – changes in world climate patterns flexibility – the ability of the body’s joints and
caused mostly by carbon dioxide in the muscles to perform a full range of movements
atmosphere; changes in rainfall patterns, without being damaged
temperature and sea level, and an increase in
severe weather events
G
contribute – to help to cause something to happen gender – the meaning society gives to being male
curriculum vitae (CV) – résumé; a brief account of a or female
person’s education, qualifications and previous global warming – a slow heating up of the earth’s
jobs, usually sent with a job application atmosphere
governance – the way that a country, city, company,
D
etc. is controlled by the people who run it
deforestation – the act or result of cutting down or greenhouse gas – any gas that makes the earth heat
burning all the trees in an area up, e.g. carbon dioxide, methane, nitrous oxide
degradation – the act or process of damaging or
destroying something
H
depletion – using most or all of something harmonious – not disagreeing or fighting; living
important peacefully together
detrimental – harmful or damaging health – state of complete physical, mental and
dilemma – a situation in which you have to make a social well-being
difficult choice HIV – Human Immunodeficiency virus: a very
disasters – event such as a floods, tornados, fires, infectious virus that can cause aids
plane crashes ect., that happens suddenly and
cause much suffering or loss to many people

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 non-governmental organisation (NGO) –
I
organisation that is not part of government,
ill health – illness, sickness, having a disease e.g. Child Welfare
incest – sexual intercourse between people who are
very closely related
O
individuality – the quality or character that makes obligation – something that you must do because
one person different from others of a law, rule, promise or contract; your
inequality – an unfair situation in which some responsibility
people have more rights or better opportunities
than other people P
informal jobs – casual, small jobs often done by
people who are self-employed participant – person involved in an activity or
infrastructure – the basic equipment and structures event or sport
(such as roads, buildings, electricity and participation – to be involved with others in doing
sanitation) that are needed for a country, region something; to take part in an activity or event
or town to function properly with others
inhumane – not kind or gentle to people or animals perseverance – the determination to keep trying to
intensity – intensity means how hard you should do something difficult
exercise to improve your cardiovascular persistence – the determination to continue to do
endurance something
petition – a written document that people sign to
J show that they want a person or organisation
to do or change something
job shadowing – to go with someone in his or her physical fitness – the ability to perform physical
daily activities at work in order to gain activities vigorously, with energy or power left
experience at or insight into a job for other tasks
plasticity – adaptability, flexibility, ability to
L
change
learnership – a job that pays you while you are power abuse – treat a person in a harmful way
studying the theory of your job at a higher because you have power over them
education institution power struggles – fights with someone in order to
legislature – a group of people with the power to get more power or to keep your power
make or change laws preference – something that is liked or wanted
life goals – lifestyle more prioritise – than another thing
procedures – a series of actions that are done in a
M certain way or order

mitigate – make something less severe, harmful or Q

serious
mourning – the act of showing great sadness qualities – characteristics or features that someone
because someone has died or something has
muscular endurance and strength – the ability of
the muscles in the body to perform the most
R
amount of work with the least effort over an relationships – the way people feel about and
extended amount of time behave towards one another
representation – a person or group that speaks or
N
acts for or in support of another person or
nation building – promoting a South African group
identity, national unity and a shared sense of resources – something that a country has and can
belonging use to increase its wealth

Glossary 233

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 right-to-life – against abortion study skills – ability to study and learn that comes
rule of law – all citizens of a country have to follow from training, experience and practice
its laws, no matter how powerful the people are; study strategies – careful plans or methods for
the government must run the country according achieving study goals
to laws and the Constitution study styles – particular ways in which you study
suitability – having the qualities that are right or
S needed
synapses – connections between the nerve cells
satisfaction – a happy or pleased feeling because of
something that you did T
scholarship – money awarded to you by a company,
business or organisation because you did well at testimonials – written or spoken statement that
school in your studies or at sport praise someone’s work, skills, competencies,
SETA – Sector Education and Training Authority; character, etc.
the function of a SETA for a particular toxic – poisonous
industry is to increase the skills of people who transparency – open, not hiding anything, clear
work or want to work in that industry or sector and easy to understand
sexual harassment – unwanted and repeated sexual
comments, looks, suggestions or physical
V
contact values – strongly held beliefs about what is
socio-economic – involving a combination of social valuable,
and economic factors; factors to do with important, or acceptable; principles or
society and with the system by which goods standards of behaviour; one’s judgement of
and services are produced, sold and bought what is important in life
spectator – person who watches sport vigorous – very active and energetic
sporting behaviour – the way participants and
spectators behave in sport W
study loan – money lent to you by a bank,
company or business so that you can pay for well-being – being healthy, happy and comfortable
your studies

234 Glossary

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