GRADE 10

2020

LIFE ORIENTATION

SELF STUDY GUIDE

TERM 1-4

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 WEEK 1-3

DEVELOPMENT OF THE SELF IN SOCIETY

SELF AWARENESS AND SELF- ESTEEM

What is self-awareness?

 It is the way we see, think and feel about ourselves.

 It is our ability to recognise our strong and weak points and make choices and
decisions based on these abilities.
 It is about your likes and dislikes and skills and wishes for your future.

What is self-esteem?

 It is the way we feel about ourselves. How much do you like yourself. It is based
on what we think other people think of us. It is a awareness of our worth as a
person. Other people can boost or destroy our self-esteem.
 It means how much you like yourself and how good you think you are.

How do I improve my self-confidence and self-esteem?

 If you feel good about yourself, you will have confidence in the things you do.
 You need to build on the situations in which you are confident and try to extend it
to other areas in your life.
 Self-esteem is the image you have of yourself. Self-confidence is the way you act
out this self-esteem.

Write down the things you are good in and keep on reminding yourself about
them:

I am good at..........

I am a winner!!

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 What is self-development?
 It is when you try to improve yourself.
 It is when you build your strengths and improve your weaknesses
 It is when you develop yourself to become the best you can be.

CONFUSED?? Let us compare the three

Self-awareness Self-esteem Self development

See, think and feel about Like/dislike yourself Improve yourself
yourself Think good about yourself

Think of yourself and complete the following bubbles

My strengths...
I have the following I value......
goals...

I am interested
in.....

Factors influencing self-awareness and self-esteem like the

media
 Many things and factors will influence how you feel and think about yourself.
 Things like what other people, friends, family and teachers say about you.
 Things that happened in you life up to now.
 How popular, rich or intelligent you think you are.
 The media (television, magazines, cell phone, twitter, face book, mxit, radio)
can also have a influence (positive or negative) on your self-esteem.
 You get influenced by advertisements. What is fashion and what is
important?

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  The media show what they think is beautifully and important, because they
want to sell something You compare yourself with what is shown as important
and then you decide how good you are.
 Some people try to look and talk and play sport just like these hero’s or
celebrities.
 When teenagers cannot afford these things or do these things they do feel
bad about themselves. Teenagers value themselves on what they see in the
media and not what they see in reality.................

 How do I build confidence in myself and others?

 Start to focus on what you are good at. Yes, everybody does have
something.....
 Start to complete tasks immediately, to the best of your ability. Keep on
improving in every task until you do it perfect and right.
 Finish the tasks you start. Don’t give up.
 Start to take part in sport at school. Remember not all of us can play in the
first team, but remember the first team needs a second team to practise
against.
 Start to take part in activities in the community and at church. You will feel
good about yourself if you do something for somebody else.
 Volunteer to help in your community.
 Make good and right decisions. Do not blame peer pressure. You are in
control of yourself and your own future, so take responsibility for your actions.
 Make sure you communicate how you feel to those around you and make
sure those around you understand what you are trying to say.
 Praise and encourage yourself and others around you. You will attract a lot of
new friends by praising them, but be honest. Tell your class mates if you think
they have done well or look good or has done something good you agree
with.

 Do the activity on the next page (pg.5) as homework/class work.

 Be honest

 Remember this is between you and yourself, you are not doing it to impress others. Be
very honest.

 A friend is not a good or real friend if he/she

laughs at you and your feelings. They
usually laugh at you to try and hide their
own feelings.

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 HOMEWORK/ CLASS WORK ACTIVITY 1

Think about yourself. What do you need to improve and how are you going to do it?

Write it down.

I don’t feel good about myself because.....

I don’t like myself........

I am....

I don’t have........

e.g I never speak in class/ I am very shy/I don’t know what to say in front of girls/I do not
have good marks/I am not as good looking as.......

Take action and take control of yourself and how you feel.

I have a bad self esteem because... What will I do When

 Will do my homework
o e.g. I do not have good marks.... Every day
 I will do my assignments on time
 I will ignore them and tell myself I you Every time it
o some girls say nasty things about
know they are nasty and will not let happens
me all the time
them affect me

1.

2.

3.

4.

5.

For the next 3 weeks:

Before you fall asleep at night. Think about yourself and something good you have done or achieved today,
doesn’t matter how small. See yourself achieving your dreams and goal. Tell yourself that you like yourself and
that you are a winner. Start to like yourself, and then others will like you too.

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 Acknowledge and respect the uniqueness of self and others
and respect differences (race, gender and ability)

Do you understand the meaning of the following words?

Gender Whether you are male or female

Uniqueness People are not the same. Each person do have something that
makes him/her special or different from the others around them

Respect To treat people with concern, value and high regard

Disrespect Lack of respect or politeness towards others

Discriminate To treat somebody different or unfavourable on the grounds of

race, sex, religion etc.

 We all have different cultures, religions, skills, values, abilities, looks, likes
and dislikes.
 According to our constitution we are not allowed to disrespect or
discriminate against any person because of their culture, races and
gender.
 We are all equal. No races or culture are better than the other.
 You must always respect somebody else, even those who have different
abilities than you.
 Learn more about other cultures, because the more you know about other
cultures the easier it will be to respect and understand others.

Definition of concepts: power, power relations, masculinity,

femininity and gender.
What is a power relation?
 Having power means having control over something or someone. In a
relationship, one person may have power over another. We call this power
relation. In a relationship we are suppose to share equal power.

Traditional power relations:

 In most societies men are in power. These power roles are traditional in that
they are followed by generation after generation. These roles are supported
by some religious teachings which stat that the man should be the head of the
home. In traditional gender roles, being masculine means being dominant,
while being feminine means being submissive.

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Roles today:

 In the modern society there have been many changes in the roles of men and
women. Women are taking on roles outside the home, e.g. in the workplace
and politics.

What is a Gender and Gender stereotype?

 Gender is the role that society expects of you to play whether you are a
women or a man. Gender stereotype is when we give men specific roles
and women specific roles in society. Men must be the breadwinner or women
must stay at home and have children. When you have very rigid and fix ideas
of what men can and cannot do.
 Masculinity: means that you have the qualities that are associated with men
and boys-maleness. It refers to the male sex and behaviour expected of men.

 Femininity: means having the qualities that are associated with women and
girls- femaleness. It refers to the female sex and behaviour expected of

women.

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 Homework: Activity 2

Match the work in column A with the correct definition in B

Write only the number and correct letter column C.

Column A Column B C answer

2.1 Gender a To have control over somebody

2.2 Power b to act different towards women,

because they are women

2.3 Power relations c femaleness

2.4 Discriminate d maleness

2.5 Femininity e equal power in a relationship

2.6 Dominate f to treat someone with no politeness

2.7 Masculinity G to control/to have more power

2.8 Disrespect h roles and restrictions that society

give to men and women. If you are male
or female

Topics for class or group discussion:

 If male and female are equal, why do male sports teams get more funding and
media coverage?
 Mothers play a larger role in bringing up children
 Women and men must share housework.
 It is better to be a male
 It is difficult to be female

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 Differences between a man and a woman

Reproduction and roles in the community

Male Female

Penis outside the body Vagina inside the body

- Menstruate/ have ovaries that produce

eggs/give birth

Small hips/more body hair/ Larger hips to give birth/less body hair

Small breasts that do not produce milk Bigger breasts that produce milk

 Traditionally women had the children and raise them. Today more mothers
are working and in the modern home men and women share the duties inside
the house as well as the duties of parenting. Men do have parental duties.
 In your relationship it is very important that you discuss and agree on these
duties.
 Most gender rules of society is outdated and we need to change them to fit our
individual needs for the modern society we live in.
 Parents should raise their children so that they will fit into this modern roles
and responsibilities that will wait upon them in the community.

Stereotypical views of gender roles and responsibilities

Complete the following by naming 5 stereotypical views you experience every
day

Boys Girls

e.g. only boys can be engineers, pilots e.g. only girls can make good chefs
and doctors Girls must clean up after boys.
Boys must work in the garden

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 Gender differences in participation in physical activities
Why must boys sometimes do longer and more activities in PET for the same
marks?
Is this fair? The answer lies in the biological difference between boys and girls.

Boys Girls
 Build muscle easily  Have to work harder to build muscle
 Have greater capacity for  Have less capacity and endurance
cardiovascular endurance  Have smaller hearts and lungs
 Have larger hearts and lungs  Will need to work harder to keep up
 Are stronger with men

The result: Games and rules in games are different for boys and girls

Influence of gender inequality on relationships and general well-

being violence, STIs including HIV and AIDS
TEENAGE PREGNANCY AND TEEN SEX

IS EVERYBODY DOING IT?

 It may seem as if everyone you know has had sex or is involved in a sexual
relationship. A lot of teenagers are sexually active, but many are not.
 When you make a decision to have sex, you will have to think about the risks
and consequences involved.
 It can cause unwanted pregnancy, HIV or other sexually transmitted
infections.
 Many teenagers with low self-esteem think that sex will make them feel better
about themselves and make them more accepted and popular.

ARE YOU READY FOR SEX?

 Many teenagers have sex without making a conscious decision.

 Some have sex because they feel pressure from their friends.
 It is very important to make the decision that is right for you. Not the one
you think your friends want you to make.
 You must decide if you are ready to have sex. You should think twice before
deciding to have sex. Think of the consequences and how you would feel
about yourself and what you need to do to prevent pregnancy, HIV and
infections.
 If you don’t feel ready for sex, you need to say no.
 Think about things like: I’m not ready for such a commitment?/What will
happen if I don’t?/What if I get pregnant?/Am I ready to be a parent?/ Do I
want this guy to be the father? Will this boy marry me?

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 PREVENTING PREGNANCY

 Very few teenagers want to become parents.

 Methods to stop a girl or woman falling pregnant are called
contraception.
 By now you should know the best way of contraception is to say no.
 Types of contraception:
 The pill (Oral contraceptive)
 Condom
 Contraceptive injection

SEXUAL ABUSE

What is child sexual abuse?

This is when a person touches or uses a child or women in a sexual way or way that
makes them feel uncomfortable. When you are forced to have sex, it is sexual
abuse.

Child abusers are also referred to as child molesters or paedophiles.

Incest is the name given to sexual abuse when the abuser is a member of the child’s
immediate family.

Being stronger and more powerful, does not give men the right to trap or bribe or
force the child or women into sexual activity and abuse them.

Cell phones are more and more used by teenagers to expose each other.

Never send anybody a photo of yourself naked or in a sexual act. These photos’s
end up on the internet or get passed around school. This can lead to
embarrassment and sexual violence against you.

Remember that it is illegal (against the law) to have photo’s of someone naked or in
a sexual act on your phone. .This is called pornography and against the laws of our
country. Think of the embarrassment if your parents find out about it or even worse
if you get a criminal record for being in possession of it. Remove it if you do have
such things on your cell phone and warn your friends about having such things on
phones. You are not cool. You only proof that you have no respect for women and

Remove it

It is not cool!!!

for yourself.

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Examples of sexual abuse:

 Being hugged or kissed in a way that leaves you feeling uncomfortable

 Made to watch sexual acts or look at other people’s genitals
 Made to watch sexual films or videos/pose for sexual photos
 Touched on breasts or genitals
 Raped: penetration using force or violence
 Penetrated (having a adult push a penis or object into the vagina or anus)
 Made to have oral sex (by mouth)

RAPE

What is rape?

It is the extreme form of sexual abuse. It is sexual intercourse with a person against
the person’s will. For example:

 To force someone down and having sex with him or her after the person said
no
 When the victim is too young to have sex. (16 for girls and 19 for boys) Even
if the person agrees to sex, the law says that having sex with him or her is
rape.
 If the victim is not capable of deciding whether he or she is willing to have sex
because he or she is mentally disabled, drugged or drunk.

The golden rule: A person always has the right to say NO.

Your Sexual Rights:

 You have a right to enjoy sex when you feel ready for it.
 You have the right to wait until you are ready for sex.
 You always have the right to be respected
 You always have the right to say no
 You have the right to set limits

STI s and HIV and AIDS

 When you do not have a say about sex in your relationship, you are exposed to
sexual transmitted infections. Men do not have the right to control sex in a
relationship.
 STIs can increase the risk of HIV transmission.
 Women are at higher risk because most STIs go unrecognised; while with men
the sores and other signs can be seen.

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 What is the value of participation in exercise programmes that promote
fitness?
The more you exercise the fitter and healthier you will be. If you become fit, you
will enjoy yourself because you won’t be so tired. You will also reduce your
chance of getting injured.

Type What does it mean? Type of activities to improve

cardiovascular You can exercise your body for Walking, cycling, dancing,
fitness long periods without getting tired. swimming, aerobics

muscular strength It is the power and force you have Climb steps, push against a
to do an activity partners body weight, shot put,
lift weights

endurance Your body can exercise for longer Walking, cycling, swimming,
without getting tired aerobics , weights, jogging

Flexibility The ability to use all your muscles Yoga, swimming

in all motions around a joint Abdominal exercise

What is the relationship between physical and mental health?

 Physical activities can benefit your mental health. It can improve your
mood and the way you feel about yourself.
 It prevents and reduces stress.
 It improves your performance at school.
 It will help you to sleep well and relaxes
 It will improve your concentration
 It will help you to make new friends.

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 NB!!!!!!

Very important
WEEK 4-6
work! Pay
CAREER AND CAREER CHOICE attention

Know yourself and your interests, abilities, talents and strengths

Before you can make a career choice you need to know yourself and the things you like and you
are good at.
Complete the following:
Word/term Meaning Look at yourself and complete
Interest Things that attracts your attention and you like
to learn more about
Abilities Things you can do or do well
Talents You are born with it
Strengths The things you always do well
Weakness The things that prevent you from being the
best/ Things you are not good at

Difference between career field, occupation, career and job

Career field It is a grouping of occupations. People who are employed in a career field do have
the same interest and talents.
In a career field you get different levels of education and training.
Education career field: You will have primary and secondary school teachers,
sports coach, Head of Departments, Principal, Curriculum advisers, Circuit Manager
Hospitality and tourism career field: bar tender, baker, chef, travel agent, tour
operator, ticket agent or hotel receptionist

Occupation The work that you do. It requires special training and skills. You get money for
completing a task e.g. architects for drawing plans. Artist for a design

Career The occupation (work) you have for a large part of your life. You can get promoted
in a occupation like from engineer to chief engineer or from educator to HOD.

Job The work you do and you get paid for. You will need basic training for a job like to
be a taxi driver, gardener or shop assistant.

Requirements for National Curriculum Statement (NCS)

 The National Curriculum Statement (NCS) is the policy on curriculum and assessment at school.
 It explains what you should learn.
 It allows you to move from school to work or higher education(to study)

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Requirements for the National Senior Certificate (NSC)

 You need to study for 3 years (grades 10, 11, 12) to get a certificate to leave school.
 You need at least 6 subjects of 2hich 3 are compulsory and 3 you select.
 Not all schools offer all the subjects e.g. agriculture and technical subjects are offered by specific
schools that do have the equipment to do so
.
 To progress from one grade to the next you need the following:
 one official language at Home Language level at 40%
 • two other subjects at 40% (subjects not specified)
 • three subjects at 30% (subjects not specified)

Various subjects and career options

 The NCS guides you on how to make subject choice. It uses the NQF (National Qualification
framework to help you to choose subjects that you need for a career fields. Like maths, science
and biology to go into the Medical field.
 For you to obtain a NCS certificate at the end of grade 12 you need to take 4 compulsory
subjects and 3 optional (choice) subjects All together you need 7 subjects for a NCS certificate
at the end of grade 12
 Compulsory subjects:
 Languages  Home language
 First additional language

 If you take science you must have maths
 Maths or Maths
Literacy
 Must pass this subject
 Life Orientation
Your 3 choice subjects must come from the school subjects that your school will offer. Subjects
are grouped together according to a field of learning
Field of learning School subjects
Geography, History, Religion Studies
Human and Social
Science
Tourism, Consumer Studies and Hospitality
Services
CAT (computer applications Technology
Physical, Mathematical
IT (information technology
and Computer and Life
Life Science, Mathematical Literacy or Maths and Physical Science
Science
Civil Technology
Engineering and
Electrical Technology
Technology
Mechanical Technology
EGD –Engineering graphics and design
2 official languages and approved non-official languages, like Latin
Language and
Communication Studies
Business and Accounting
Business Studies
Commerce and

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 Management Studies Economics
Dance Studies, Design
Arts and Cultures
Dramatic Act
Music
Visual arts

Rules:
 2 Official languages. One must be on Home Language level and the other on First Additional
Language level. One of the two languages should be the language of learning or instruction.
 You must take Maths if you want to take Science
 If you want to take IT- you must take Maths as subjects.
 You may change 2 subjects in grade 10 early in the year, if the principal agrees
 If you did not change in grade 10 you will be allowed to change 1 subject in grade 12 with the
permission of the Head of the Education department. You will not be allowed to attend the
classes until you receive written approval. This might take very long. It is therefore very
important to make sure you choose the right subjects.

Steps in choosing and decision-making process

Step 1
During the previous week you looked at your personality type and you skills, interests and ability.
You identify you most dominant personality type
Step 2
You identify a career field that will fit your personality type.
Step 3
Identify 2 possible careers you want to follow in the career field.
Step 4
Check your current subjects to see if it will fit into the career you want to follow.

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 Knowledge about life domains: (physical, psychological and spiritual)
What is a life domain?
A domain is an area. We have 3 domains in our lives. If you want to look at how satisfied or happy
you are, you will have to look at the life domains
3 Domains of life
Mark out Aspect in my life
Being: Aspects:
of 100
Who you are Physical being: health, nutrition, clothing

Psychological being: feelings, thinking and

mental health

Spiritual being: values, rules and morals.

Becoming Practical becoming: going to school, working in

:What you and around the house, volunteering, studying,
want to have a part time job as waiter
achieve, your Leisure becoming: what you do to relax, like
goals exercise, games, visit friends, TV watching
Growth becoming: to improve your skills and
knowledge by studying, reading, asking questions

Community Physical belonging: home, school, community

belonging:
Social belonging: family friends, teachers
Where you fit
in society Community belonging:
employment, education, clinics

Activity 3 Homework
1. Rate the 3 domains in order of importance in your life. Only write a 1, 2, or 3
next to it in column 1.
2. Look at the aspects in each domain. Rate your current performance with a
mark out of 100 in column 3.
3. Identify aspects in your own life and write them down in column 4.
3. Choose any 2 aspects that you perform during the exercise in number 2
the worst in. Write down the name of the aspect in the table below.
4. Write down 2 ways in which you will try to improve these aspects
E.g. Practical Becoming: I will spend more time on my school work and attend
School regularly

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 5. Write down your career of choice. Indicate how the career will allow you to be
happy in all domains in life.
Aspect Improve

1. 1

2 1

5. How my career of choice will allow me to be happy in all domains in life.

..................................................................................................................................
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Socio-economic factors as considerations for career and study choices:

(Study these notes so that you will have enough knowledge and facts to write an extended writing
questions in Section C for 10-15 marks) Type of question e.g. You need to advise you class
mates on the factors you will have to take into account when you plan your further studies.
 Community needs:
You will have to see if you can identify any career in your community that will
help your community like becoming a good teacher or policeman. Your
community might need an entrepreneur that can create jobs for others in your
community

 Availability of finances
When you want to study it is very important that you look at the cost of studying
and if you can afford it or how you will find the necessary funding for it.
You will have to know the difference between the following options’

 Affordability
It is very important that you and your family start planning for you studies at a
very early age. If your family or parents cannot afford to send you to a tertiary
institution you need to look at alternative ways of doing your tertiary
qualification.

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 One such possibility is to work at first and safe some money and study then.
Another possibility is to work during the day and study part time at night.
If you want to follow these trends you will have to be very disciplined and
willing to work very hard.

Type of financial help Explanation

 You do not pay back a bursary.
Bursary
 Who qualify to get it?
 Students who perform well at school
 Student selected by companies to study in areas of
scares skills e.g. accountants, engineers etc.

Student loan from  You will have to pay back the money after
bank completing you studies they borrow you.
 It can be a bank or company that loan you the
money.
 Banks will charge you interest

Scholarship  Some companies or organisations will give you a

scholarship if you do very well at school in your
studies in their field of operation

Learner ship  You work and earn money and learn at the same
time. You study some time of the year and the rest
you practise those skills you studied in your job.
 At the end of the training program you will be able to
get a qualification

Loan by companies  Some companies will give you a loan and do not
expect you to pay it back but you need to work for
them for a number of year.

NSFAS  NATIONAL STUDENT FANANCIAL AID SCHEME

 They offer bursaries and loans for students who
want to study futher.

 Stereotyping
We have already dealt with stereotyping in relationships, but we also have
stereotyping in the field of careers.

Stereotyping in the field of careers means we allocate specific jobs to men and
women e.g. women cannot be fire men, or mine managers or men cannot be
nursery school teachers or chefs.

 Accessibility
Another question you must ask yourself is how far or close is the institution you
want to study at. Can I afford to travel if it is far from home? Do I have the
correct subjects and achievements to get access to the University or college

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 Impact of income tax on final salary package

What is income tax?

It is a tax that an individual and companies pay for what they earn or for their
profits.

The form of tax that people generally associate with the concept of tax is
"normal" income tax. The Act also establishes a few methods of paying
income tax - namely SITE, PAYE and provisional tax.

What is a tax year? 1 March up to the end of February the next year.

Who pay taxes?

All individuals who earns any form of income in a tax year. The Minister
announced “as from September this year SARS will require all those receiving
any form of employment income – including those below the tax threshold
(R120 000 )–

Who needs to submit a completed and signed income tax return to SARS?

Where taxpayers receive remuneration less than R120 000, taxpayers

may elect not to submit an income tax return, provided the following
criteria are met:

 Remuneration is from a single employer;

 Remuneration is for a full year of assessment (1 March – 28/29 February);
and
 No allowance was paid, from which PAYE was not deducted in full with
regards to travel allowance.

The more you earn the more tax you will have to pay.

Why do we need to pay taxes?

The government uses the taxes to run the country and pay for roads, schools,
hospitals, pensions and teachers salaries. They pay grants from taxes.

What if I don’t pay tax? It is a criminal offence not to pay income tax and if
you’re court or cheat, you can get a fine or sent to jail.

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 Is there more than one sort of tax than income tax?
Yes, there are several other taxes like :

Types Who pays it?

Everybody pay 14% VAT for all
VAT
goods they buy. When you pay
groceries it is already included in the
price. The shop pays it back every
month to the government

Standard income tax on employees.

SITE
This taxes is paid by employees who
earn less than R120 000 a year.
Pay as you earn. This tax will get
PAYE
deducted from your salary every
month if you earn more than
R120 000 per year.
Taxes paid on goods like cigarettes
Dirt taxes
and alcohol
Paid on all good imported into the
Import tax
country
This tax is paid by people who rent
Provisional tax
apartments on the income they might
earn during a year. It is paid 2 times a
year.
Tax paid by people who do not have
the same income every month and
year e.g. sports person earning
money from his winnings

Who collect taxes?

The South African Revenue Services (SARS) collect tax.

How much must I pay? SARS will work out the tax on your total income over
a tax year.

What are SITE, PAYE and provisional tax?

It would be impractical to expect taxpayers to pay tax as a large sum of

money once a year. As a result, the Income Tax Act has created three
mechanisms to solve this problem: SITE, PAYE, and provisional tax. In this
way, income tax is collected as soon as the taxpayer has earned the income
and is offset against the final income tax that is due on assessment.

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Employees' tax

SITE and PAYE are the two elements of employee’s tax. Employees’ tax is
the tax that employers must deduct from the employment income of
employees – such as salaries, wages and bonuses - and pay over to SARS
monthly.

An employer must issue an employee with a receipt known as an employees’

tax certificate (an IRP5/IT3(a)) if SITE or PAYE have been deducted.

Standard Income Tax on Employees

Standard Income Tax on Employees, or SITE, is not a separate tax. It is

merely a method that means employees who earn less than a certain
amount pay income tax as a full and finial liability on the information to the
specific employer. SITE generally applies to individuals:

 whose net remuneration does not exceed R120 000 annually;

 who do not receive a travelling allowance; and who do not receive any other
income

Pay-As-You-Earn

Pay-As-You-Earn, or PAYE, ensure that an employee’s income tax liability is

settled in a continuing fashion, at the same time that the income is earned.
The advantage of this is that the tax liability for the year is settled over the
course of the whole year of assessment.

Provisional tax

Provisional tax allows taxpayers to provide for their final tax liability by paying
two amounts in the course of the year.

Provisional tax payments - which are made six months after the beginning of
a year of assessment, as well as at the end of it - represent tax on anticipated
income.

Multiple income and taxation:

If you have more than one income your tax will be determined by a sliding scale

What are the steps in calculating the income tax owed?

1. Determine gross income

First determine your total receipts and accruals, or total income.

2. Determine the type of tax you need to pay.

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 3. Calculate your tax.

Complete Activity 3 in the learner guide for your CASS file

Bibliography:

 Websites:
www.sars tax

Week 7-10
 Concepts: diversity, discrimination, human rights and violations of human rights
South Africa is a diverse country with people from many different cultures, languages and religions.
According to our constitution we need to respect each other’s culture and we are all equal. Nobody is
better than the other or nobody may get better treatment than the other. Before we can continue you
must understand the following words?
Diversity A lot of different people with different cultures
and religions.
Discrimination Unfair treatment of a person or group of people
Human rights The rights you have because you are a human
being and alive.
Violation of human right Not to respect some bodies human rights
To ignore some bodies human rights
Culture
Xenophobia Prejudice or fear of foreign nationals
Human trafficking. When people are forced to move to a place across
the borders of a country or local and tricked into
doing work you do not want to do. The person
can also be sold by the traffickers.

What s:
Constitution?

Bill of Rights?

In South Africa our country organised by a Constitution. A Constitution is a set of laws that say how
a country must be organised and what people may and not may do. Part of our constitution is the Bill

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 of Rights. The Bill of Rights say what human rights each person in South Africa have. It
protect people from discrimination .

Summary of the Bill of Rights

Equality
Every person is equal to every other person according to the law. No one is allowed to discriminate against people
because of their race, gender, pregnancy, marriage, ethnicity, social class, skin colour, sexual orientation, age,
disability, religion, conscience, belief, language or birth.

Human dignity
Everyone has the right to be respected.

Life
Everyone has the right to life. South Africa does not allow the death penalty.

Freedom and security

No one may be arrested without trial, violently assaulted, tortured or punished in cruel, inhuman or degrading ways.
Slavery
No one can be forced to work as a slave, without pay or forced to work against their will.

Privacy
Everyone has the right to privacy, to not have their home, body or property searched, their
possessions seized or private communications read or listened to without their permission.

Freedom of religion, belief and opinion

Everyone may practise the religion they choose, do what they believe is right and hold their
own opinions, as long as they are consistent with the Bill of Rights and the Constitution.

Freedom of expression
Everyone may express themselves freely, including press and media, share ideas
and art and do academic and scientific research. No one may encourage war, incite
violence or use hate speech.

Freedom of assembly
Everyone has the right to gather together peacefully and unarmed to demonstrate
and protest.

Freedom of association
Everyone can join with other people for whatever reason.

Political rights
Everyone can participate in politics; have free, fair and regular elections, vote and stand
for public office and hold office if elected.

Citizenship
Citizenship of South Africa cannot be taken away from any citizen.

Freedom of movement and residence

Any citizen can leave South Africa and return, live where they choose and have a passport.

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 Freedom of trade, occupation and profession
Everyone can choose their trade, occupation and profession.

Labour relations
Everyone has a right to fair labour practices, join trade unions, form or join employers ‘organisations.

Environment
Everyone has a right to an environment that does not harm their health and is protected against polluting

Property
Everyone has the right to own land and other property. If the government needs privately owned land or property, a fair
price must be paid for it.

Health care, food, water and social security

Everyone has a right to health care, food and water. Social security (grants of money) is to
be available for people who cannot support themselves or their dependants by working.

Children also have rights, but it is very important that we must understand that we also have
responsibilities because we have rights. What are they?
Right Responsibilities
Children have the right to be cared for by parents andChildren must respect and appreciate parents and
guardians guardians
Children have the right to privacy Children must respect others privacy
Children have the right to good health care Children have the responsibility to take good care of
themselves
Children have the right to an education Children have the responsibility to study and respect
Teachers
Children have the right to a safe and comfortable homeChildren have the responsibility to keep their rooms tidy
Children have the right to be protected from sexual Children have the responsibility not to sexually abuse
Abuse others or put themselves in danger of being abused

International Conventions
All over the world countries try to make sure those human rights are supported by all governments. Governments sign
agreements to protect their people’s human rights.

Which organisations protect my human rights in?

1. S  The Public Protector

• South African Human Rights Commission (SAHRC)
South Africa • Commission on Gender Equality (CGE)
• Office of the Auditor General (A-G)
• Independent Electoral Commission (IEC)
 CEDAW
 Constitutional Court
 The Red Cross
The world  The African Union or AU
 The United Nations or UN
 United Nations Children’s fund (UNICEF)

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 Types of discriminating behaviour and violations

What is discrimination?
To treat someone unfairly or to treat a group of people differently.
To treat somebody if he or she have less value than the other.

What are the different types of discrimination and what do they mean?

Type of discrimination Meaning Example of discrimination

Racism To treat somebody different because To refuse somebody access to a place or
of their race facility like a school because of their race.

Bias To give someone or a group unfair To give people from your culture better
preference or favour them unfairly treatment than others e.g. if you are a
waiter at hotel, you will serve people of one
group first because they come from the
same cultural group as you

Gender stereotyping To treat people differently because To keep some jobs for men e.g.
they are a male or female engineering. Or to say men are better
engineers than women.

Religious discrimination To treat people differently because of To refuse Moslem learners entrance to a
their religion. public school, because of their religion

Sexual Orientation To be prejudice against people with In Malawi men are put in jail if they have a
same sex relationships gay relationship

Discrimination in the If you get sexually harassed Men gets more money for the same job just
workplace because they are men
If men gets a job because they are
men and not because they are the If you lose your job because you are too old.
best candidate

Xenophobia Prejudice against foreign nationals, When Zimbabwean’s are killed or chased
people from other countries. from their houses or shops in town ships
Fear for strangers or foreigners

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 Activity 5 Homework
Human rights are important at school and among friends. Here are some
examples of things that people do. The bad things are abuses of human rights.
The good things show respect for human rights.
Do these for homework.

1 Decide which ones abuse your human rights.

2 Decide which ones respect your human rights.
3 Discuss how you would feel if these things happened to you.
4 Write down your answers.

A Someone laughs at you because of your clothes.

B Someone you have never met before greets you respectfully.
C Someone bullies you.
D Someone says it is okay for you leave the party when you do not want to
be there anymore.
E Someone locks you up, even as a joke.
F Someone lets you decide for yourself.
G Someone forces you to do something horrible.
H Someone listens when you explain why you did something he or she did
not like.
I Someone treats you badly, but treats other people nicely.

Human rights and violations:

Human rights are rules to help everybody li9ve together in peace, safety and happiness.
Sometimes people don’t follow these rules. Then they violate or abuse human rights.
An example of human rights violations are human trafficking
Human trafficking is the global illegal transport of people across international and local boarders.
To be trafficked means to be taken against your will or tricked into going with traffickers or
criminals who then sell you. You may be bought, sold and transported into slavery:
 You can be sold for sexual exploitation and forced marriage
 You can be sold to work in shops or factories for no pay
 You can be sold to beg to provide money for your capturers
 You can be sold to harvest and sell your organs such as kidneys
 You can be sold to work on farms or do domestic work.

What do prejudice mean?

To judge people on untruths and their differences.
To be pre-judging people without finding the facts.
Prejudice promotes negative attitudes and behaviour
Prejudice promotes discrimination

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 Why is people prejudice?
 Because people don’t know the other person
 Because people have political agendas
 Because people fear the other they don’t know
 Because of hatred of diversity
 Because of greed for money
 Because they are power hungry
- What is the impact of discrimination, oppression, bias, prejudice and violations of human rights on
individuals and society?

The effect of discrimination is always negative on a person or a society or community

- Challenging prejudice and discrimination: significant contributions by individuals and

organisations to address human rights violations
The following people help to fight against discrimination in South Africa

Desmond Tutu He worked hard to end apartheid

He called us the Rainbow nation
He always fights for the oppressed.

Nelson Mandela He fight for the promotion of the Freedom Charter

He is a role model for keeping values of
democracy and equality

Walter Sisulu Fight for the oppressed during apartheid

Beyers Naude He was in favour of non-racial religious

organisations that challenged the church and gave
humanitarian help to people

- The following organisation protect you today

- Equality Courts - These courts protect you from unfair

- Discrimination You can ask these
- courts to help you with harassment and
- hate speech and unfair discrimination

- South African Human Rights - It is the national institution to support

- commission - Constitutional democracy.
- It promotes, protects and monitors
- Human rights for everyone.

- Treatment Action Campaign - It is a human rights advocacy

- Organisation.

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 - Fight for human rights of people with
- HIV and AIDS

- Commission on Gender Equality - This organisation will promote and

- protect gender equality in SA.
- It aims to create a society free of
- discrimination

Contemporary events showcasing the nature of a transforming South Africa

South African initiatives and campaigns:

 TAC (Treatment Action Campaign). This is a organisation that provides people living with
HIV and their families and caregivers with information about life-saving medicines and
treatment. The TAC advocates for the human rights of people living with HIV and AIDS.
 South African Human rights Commission (SAHRC): This organisation promotes and
protects and monitors human rights for everyone. You can lodge a complaint with the SAHRC
if your human rights have been violated.
 Equality Courts: These are courts designed to deal with matters covered by Promotion of
Equality and Prevention of Unfair Discrimination.

TERM 2

WEEK 1-3

STUDY SKILLS
Not all of us do study and learn in the same way. It is very important that you should
know in which way you learn best and how you can improve these skills.

Sometimes we try hard to get organised, but spend all the times in getting organised
and forget to do the work, or do not have time left to do our work.

Listening: If you listen and pay attention in class, 70% of your work is done. By listening in class you
will understand what the work is all about and you will know what you do not understand and what to
ask the teacher.

 There are two types of listening:

• Passive listening is when you listen without taking part in the conversation or lesson.

• Active listening takes place when you are involved in the conversation or lesson:

 You show that you are aware of what the teachers are saying by nodding, answering or asking

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 questions.
 You ask questions so that the teachers can clarify what they have just said.
 While you are paying attention, you are also thinking about what the teachers are saying.
 You may even write down key words or brief notes during the lesson.
 You are focused on the discussion and not on what the teachers are wearing or the way that
they talk.

 Reading:
 Benefits of reading
 Stimulates the mind
 Expands your knowledge
 Improves your reading speed
 Improves your writing and thinking abilities
 Improves your language
 Improves your imagination and creativity

 Comprehension:

When you comprehend what you are reading, it means that you make sense of what you are reading.
You need good comprehension skills to be successful in all learning. You need to understand the words
linked to your content subjects. You also need comprehension skills when reading questions in
activities and tests. Look at the context of what you are reading. The context is the part or themes
surrounding a passage or story that can help you clarify its meaning. You can often work out the
meaning of a word or phrase if you understand other words in the section that you are reading. But if
you are not sure of the meaning of a word, look it up in a dictionary. Ask yourself questions while you
read.

 Concentration skills
Each one of us has to develop our own methods of concentration. Below are some ideas which may
help you in concentrating in class or while you are studying.

Concentration hints
• If you suddenly remember that you need to do something later, write it down on a piece of paper.
Once it is out of the way, it will not distract you.
• Plan what you want to study.
• Set study goals before you start studying. For example, study Chapter 2 from page 20 to 25.
• It is difficult to concentrate or to study when you are hungry, so remember to eat something before
you study or when you take a break.
• Reward yourself after you have achieved your study goals
• Divide your studying into smaller chunks and vary what you are studying. For example, study a couple
of pages of Mathematics and then switch to Life Sciences.
• When you take a break, do something different, like watering the garden or playing some basketball.
• Make sure that the area in which you are studying is quiet, has sufficient light and fresh air and has a
minimal amount of noise and distractions. Once you are focused, everything will fall into place
 Memory:

At school there is a need to remember certain important information. There are various methods that
we can use to improve our memory.

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Repeated learning: We can learn the same thing in different ways, for example by writing, speaking,
singing and role-playing. You will be duplicating or replicating what you are learning and you will
remember it so much easier.

 Role-play
 Ask a friend to help you role-play a lesson. You are the teacher and your friend will be the
learner. The learner must ask the teacher questions. If the teacher is unable to answer the
questions, it means that you do not know the work.

 Explaining the work to someone else in your own words will help you to remember it better.

 Use acronyms

Acronyms is the word made up of the first letters of other words. example, the planets in our solar
system are Mercury, Venus Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. Here is a
mnemonic which will help you remember the sequence of the planets: My very eager mother jumped
straight under nine planets. (MVEMJSUNP).

 Organisation:

Organising has two components:

Physical organising: This means making sure that your study environment is organised for learning.
• Clear your desk and sit in a comfortable chair.
• Ensure that you have the necessary reading material and textbooks. Do you have pencils and paper?
• Have you checked your calendar to see when you have to complete work or prepare for exams?

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  Time Management:

Computer games

TIME

WASTER
S

Get organised

 Decide what your best time for studying is. Some people prefer early mornings, others late at
night or in the afternoon. You need to use your best time to study to do your most difficult
subject or part of the work.
 Study your difficult subject first. When you are fresh, it is easier to understand and remember.
 Study in short time blocks of 20-30 minutes and take a short break. While you are having a
break, your mind will still be processing the information.
 Be balanced- make time for sport and eat healthy food.
 Always keep a few summaries of difficult work with you in case you have to stand in a queue,
or wait for a taxi or bus.

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 Blocks of study time and breaks
As your school term begins develop and plan for, blocks of study time in a typical week. Blocks
ideally are around 50 minutes, but perhaps you become restless after only 30 minutes? Some
difficult material may require more frequent breaks. Shorten your study blocks if necessary—
but don’t forget to return to the task at hand! What you do during your break should give you
an opportunity to have a snack, relax, or otherwise refresh or re-energize yourself. For
example, place blocks of time when you are most productive: are you a morning person or a
night owl?

Jot down one best time block you can study. How long is it? What makes for a good break for
you? Can you control the activity and return to your studies?

Dedicated study spaces

Determine a place free from distraction (no cell phone or text messaging!) where you can
maximize your concentration and be free of the distractions that friends or hobbies can
bring! You should also have a back-up space that you can escape to, like the
library, departmental study centre.

Prioritize your assignments

When studying, get in the habit of beginning with the most difficult subject or task. You’ll be
fresh, and have more energy to take them on when you are at your best. For more difficult
courses of study, try to be flexible: for example, build in “reaction time” when you can get
feedback on assignments before they are due. What subject has always caused you
problems?

Achieve “stage one”--get something done!

Use your free time wisely
Think of times when you can study "bits" as when walking, riding the bus, etc. Perhaps
you’ve got music to listen to for your course in music appreciation, or drills in language
learning? If you are walking or biking to school, when best to listen? Perhaps you are in a
line waiting? Perfect for routine tasks like flash cards, or if you can concentrate, to read or
review a chapter. The bottom line is to put your time to good use.

o Surroundings. How do you study best? In your PJ's, or your favourite t-shirt? With music or
without? In your room or outside? Regardless, you probably won't be able to study while there
are distractions like:
o Your darling little brother or sister is running screaming around the house. You are going to end
up watching movies because they are far too distracting.

o Your older brother or sister is bothering you on purpose.

o Your music is not relaxing, or is a song you want to sing along to instead of studying.
o It's too dark. Your eyes will strain in dim light.
o You're in a mess. Clean your room, as the mess around you really can distract you from what
you're doing.

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 Correct lighting. For men, try studying with a dimmer light (though not overly dim). Statistics say that
75% of guys that do this will focus better. For girls, it's indicated that 90% of the time, they study and
focus better in a brighter room with little noise. 7

TV. Some people like to have the TV on quietly in the background. This can cut both ways in that it can
distract you from time to time, but also can help you to continue studying. It's a risky strategy to have
the TV on: nobody really knows how much it takes away from your attention and may be distracting you
more than you realize.

W Homework:
Complete the following table:
Name 5 good study habits Name 5 bad study habits

How will I improve the bad habits and replace them with good/better habits

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 Study Methods

 What is a mind map?

It is a tool to help you
It is a diagram to help you study.
It is a visual way to show your understanding of a topic.
It is a summary of the content
It helps you to see the topic clearer

 How to make a mind map?

Write the topic in the middle of a blank page
Use the headings and sub-headings of the content and write it around the middle topic
Group the similar headings near each other

Activity : Homework
Complete the following mind map for any of your subjects.

Key words

MAIN
dKey w ordsTOPIC

Key words

Key words

 Taking notes in class

 Here are some hints to help you make good notes while listening actively:
 Develop your own form of shorthand- a means of abbreviating words so that they make sense
to you, to help you write faster.
 Use arrows, lines, blocks or circles to link facts.
 Write down key words in point form.

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  Selecting the important parts of the work
 Identifying concepts
 Concepts are the main ideas that are explained in a unit in a book or in class. The simplest way
to find out what the general concepts in a unit are, is to look at the broader picture, for example:
Scan through the unit to get the general idea of what it is about.
 Look at subheadings or keywords.
 Draw a mind map which will give you a broad understanding of the unit.
 Find a method that is simple but effective to understand the main facts

Content refers to the facts or information. Some of the content in a unit will be explanations to help you
understand the concepts better. Other parts will contain the facts that you will need to remember.
You need to work through the text in a way that will help you identify what you need to remember.
.
Start by looking at subheadings or keywords.
Read the paragraph under these subheadings and look for linking words such as because and herefore
which will show you how ideas are related.

 Assignments or essays writing

 You will be required to do some projects where you will answer questions in essay form or write
assignments. These steps will help you to plan:

 Understand the essay or assignment question.

 Make sure that you have the resources to write this essay, for example library books,
magazines for pictures, pens, paper, and so on.
 Plan your assignment by gathering the necessary information first.
 Draw a mind map of the content of your assignment.
 Start by writing an introduction or a first paragraph. Here you introduce the topic or
give a summary in a few sentences on what the essay will be about.
 Start each new paragraph with a new idea
 Write the body of the essay. This should be the main issue of the topic
 Show proof of your content by supporting it with maps, graphs and pictures if
applicable
 Keep to the topic- make sure you answer the core issues
 Ask yourself if you are still answering the question that you are required to after every
quarter of the assignment.
 Write a conclusion- end with a short conclusion. Link it with the introduction. Never
introduce new facts in the conclusion of the essay
 Once you have completed the assignment, make sure that you have a bibliography
and proper referencing.

Bibliography
You always have to include a bibliography at the end of your assignment. A bibliography shows where
you got your information from. You cannot take someone else’s work and present it as your own.

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Example: Spartan, T., Long days of the year, 2001, London, Bubble Books

 Making comparisons
To compare is to look at two or more things and identify ways in which they are the same or
they are different.

 You can make comparisons by drawing tables which will show you the positive and negative
sides of the issue.
 You could use point form to show advantages or disadvantages of a concept.

Words that show similarities Words that show differences

All Alternatively
Also But
As well as While
As with Conversely
Both Despite
Equally Different from
In each case On the other hand
In the same way Rather than
Just as Elsewhere
Likewise Instead of
Similarly Otherwise/ on the contrary
The opposite/the reverse
In contrast

 Critical thinking
 When you do critical thinking you evaluate and judge ideas. You ask questions about what you
are reading hearing or seeing.
 Is this a fact?- Can I prove it is true
 Is it an opinion of somebody? It is what somebody think- you must support a
 Is it a belief? You cannot proof if a belief is true or not true
 How is it the same or different?

 Creative thinking:
o If you think creatively, you generate, produce or make many new ideas. It means you offer new
suggestions and solutions. You think in different ways. How do you learn to think creatively?
o Creative skills concern your ability to use your imagination when applying yourself to a particular
task. Creative skills can be used when looking at an original idea and improving it, or by creating a
completely new idea and expanding on it.
o Being creative simply means thinking out of the box, mind-mapping and brainstorming are brilliant
ways in which to utilise your creative skills and to study creatively

o Look for many possible answers rather than just one

o Ask yourself: What if? / Suppose I look at it this way?
 Creative thinkers are:

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o People who want to know why things are the way they are?
o People who want to know the reason behind decisions
o People who believe that most problems can be solved
o People who are not afraid to make mistakes
o People who don’t give up easily and keep on trying

 Problem solving
 The best way to solve a problem is to think critically and creatively.
 The first step to problem solving is: Identify the problem
 Write down the facts and what you know about it
 Identify the information you need
 Make a list of the possible solutions or answers to the problem
 Decide on the best solution- give reasons for your choice

 Process of assessment: internal and external

 Internal assessment: Your teacher sets the task and evaluates your work and progress.

 External assessment: The examination or tasks are set outside your school, not by your teacher.
It can be set by your district office, provincial office or a cluster of teachers in your circuits around
the school

 Daily or informal assessment: This type of assessment consists of various ways to master
knowledge, skills and values. These could be in the form of short class tests, discussions, practical
demonstrations, mind maps, debates, oral reports and role plays.
Your teacher may not necessarily mark all of these tasks – instead, you will have the chance to
mark your own work or that of your class mate.

 Formal assessment

Formal assessment tasks are marked and recorded for promotion. You will complete five tasks as
formal assessment tasks: one project, one written task, one extended Physical Education Task
(PET) and two examinations. The five internal formal tasks make up 100% of the total mark out of
400,

 Annual study plan

An annual study plan is a timetable for all your subjects and activities for a year
The study plan will record the
o Dates when you will write exams and tests.
o When to work on projects to complete in time
o When to hand in projects
o When to start with exam preparation and revision
o Other events such as matches, school trips, holidays and public holidays

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Homework: Activity
Prepare a study plan for term 2
Start by putting the dates for test and exams in first
Put in the dates to submit projects and tasks next
Put in the dates for matches etc.
Start planning how much time you need for revision.

WEEK 4-7

Contemporary social issues that impact negatively on local and global communities.

New words: Meaning

Poverty Not having enough money for the basic things that
People need to live.
Environmental justice making sure that resources from the Earth are not
damaged or used up
Social justice This is to put right the situation where poor and
disadvantage people suffer and don’t have the
choice that other people have e.g. access
to services like health and water and education
adequate Enough of something to satisfy a need
Basic health services Immunisation, mother and child care services,
Family planning sexual transmitted disease care, treatment
of minor diseases and chronic diseases

Social and environmental justice

Social and environmental justice means stopping people with fewer choices from being exploited and
disadvantaged. To be exploited means to be taken advantage of and to be oppressed.

To put things right means to readdress the situation. All of us in South Africa need to work together to
put the past right. Our Constitution says that everyone has the right to:

 An environment that is not harmful to their health and well-being

 Security- to be protected
 Safety:- safe from danger, risk, harm and injury

Class/ group discussion: (Optional)

Nelson Mandela: “Overcoming poverty is not a gesture of charity. It is an act of justice. It is the
protection of a fundamental human right, the right to dignity and a decent life. While poverty
persist, there is not true freedom”
NB!!! FOR EXAM LONG
QUESTION/ APPLICATION
QUESTIONS
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o Social issues
Crime and Violence: Crime makes people angry, distrustful. When people lose their lives or
possessions to crime, it affects them and those around them in a bad way. Violence causes people to
die or be injured. The economy also suffers because so many people who contribute to building our
country die too young and cannot work. This leads to a vicious cycle of crime and violence, because
the problem goes round and round, getting worse all the time.

There are two kinds of actions that help to break the cycle of crime and violence and build safety and
security in communities:
• Stop actions: Actions that stop people committing crimes and acting violently.
• Start actions: Actions to help people to live together, trade, organise their communities and work
together so they do not want to commit crime
o Corruption: Corruption is a serious crime. It makes taking a bribe4, or being dishonest for the sake
of money. Corruption is fraud. You are corrupt when you use a position of trust and responsibility
for dishonest gain.
o Poverty: Poverty means you are too poor to pay for your basic needs. Poor people cannot take
care of their health, buy enough food for their families or live in comfortable houses. This means
people do not have access to basic resources such as housing. Not having work is one of the main
causes of poverty(unemployment)
o Food Security: This means that everybody has access to enough safe, healthy and nutritious food
to meet their dietary needs and preferences. It will make sure people can lead active and healthy
lives. Floods, droughts and fires have bad effects on food production and food crops.
Food production: Food production is the first stage in dealing with the four aspects of poverty. Food
production begins when people in a poor community work together with each other, with government
agencies and non-government organisations (NGOs), or civic organisations, to:
• grow food gardens and raise livestock (such as chickens)
• start local co-operative projects to store, sell, buy and distribute food and create jobs in the
community.
o Unequal access to basic resources:
o 1. Water: Many people living in poor areas in SA do not have the same access to water than other
South Africans
 Some people have to fetch water in river or from a borehole
 Free basic water is a basic amount of 6 kl ( 6000 liter) of water per month per family. If a
family use more than the basic supply, they have to pay for the water.
o Lack of basic services e.g. health services:
The South African health system is trying to help all its citizens. The main focus is primary health
care, which s free of cost. Provinces with fewer resources and more poor people are not able to
provide all the health needs of the people living there.
o HIV and AIDS: HIV and aids involve all of us. You can be infected or affected by it. You can be
infected by the virus called HIV. It means your body will not be able to fight other infections. E.g of
infections are STIs, TB and pneumonia
If you are affected by HIV: It means some you love gets harmed by it.

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 Harmful effects of these issues on personal and
community health
Social, constructive and critical thinking skills necessary to participate in civic
life.

Key words
Social thinking skills Skills that make you consider the view of others
and understand how to behave and care in a
society
Constructive thinking skills Helpful thinking skills
Civic Being a citizen
Volunteerism Working without payment on behalf of others;
performing an act of kindness;
giving your time and talent freely

Communities are able to address social issues in their areas when ordinary people:
• know, understand and think about the issues that affect them
• develop skills in social responsibility
• make informed decisions about what actions to take based on their knowledge and skills

 Social responsibility
Often the people who are most affected by social issues are not the people who caused them. But the
actio9ns of the local communities can make the situation better or worse. Local community actions can
improve life in local communities when people understand, develop skills, make decisions and
volunteer to take action to deal with social issues. That is called “social responsibility”.

 Youth and civic organisations, community services, projects and volunteerism

The National Youth Development Agency (NYDA) helps young people in local youth and civic
organisations, schools, colleges and universities to volunteer to make a difference in their communities
and in the country.

Projects that young people are involved in include health promotion (especially HIV and Aids
education), environmental awareness, infrastructural development (for example, repairing children’s
homes) and promoting safety and security. NYDA has branches in all nine provinces of South Africa.

The purpose and contribution of youth and civic organisations, their areas of strength and
where they can improve

Complete the following activity:

1. Look for a youth or civic organisation in your area

2. Identify their purpose, areas of strength and how they can improve
3. Write your answers to the above questions in the table below.

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Name of organisation Purpose Strength How can they improve

o Social responsibilities including the knowledge and skills to make informed decisions and take appropriate action
When you know the causes of social issues you can begin to:
• develop skills in social responsibility
• make informed decisions
• take appropriate action
o Own contribution to these services, projects and organisations: a group project to address a
contemporary social issue that impacts negatively on local and/or global communities.
Your teacher will explain your project that you should submit in term 3 to you. See learner guide for
instructions. This is a group project.

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 TERM 3

Development of the self in society

Key words:
Life role The part someone has in a family,
society or in a group
Responsibility Duty or task you are expected to do
Relationships The way in which two or more people talk
to behave towards or deal with each
other
Hormones Chemicals in your body that rigger
changes
Physical change Changes in your body
Emotional change Changes in your feelings
Peer pressure A feeling that you must do the same
things as other people of your age and
social group in order to be like or be
respected by them

Life roles: child, student, adult, role in family, partner, mother, father,
grandparent, breadwinner, employee, employer, leader and follower
.
 You usually have more than one life role at a time e.g you can be child to your
parents, and parent to your children at the same time.
 You will also have different responsibilities in different stages. These stages
are linked to your age.

Evolving nature of and responsibilities inherent in each role; how roles

change and affect relationships
 Your roles will change. Sometimes you take a new role. Some roles become
more important to you for e.g. your role as a child and your relationship with
your parents change as you grow from small child to adult.
 Changes and crises can happen at any stage of our lives. Our roles can
change suddenly as result of the these challenges
 Some challenging events such as losing a job or illness bring sympathy and
understanding from others in society. Others like divorce can bring critism.
They way people outside the family respond will make a difference to the way
you cope with challenges.

Changes associated with development towards adulthood: adolescence to

adulthood - Physical changes: hormonal, increased growth rates, bodily
proportions, secondary sex/gender characteristics, primary changes in the
body (menstruation, ovulation and seed formation) and skin problems

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- Emotional changes: maturing personality, depth and control of emotions,
feelings of insecurity, changing needs, interests, feelings, beliefs, values and
sexual interest.

- Social changes: relationship with family, interaction with social groups, need
for acceptance by and dependence on peer group, moving into the workforce
and increased responsibilities

Coping with change: importance of communication and making friends

decisions regarding sexuality and
lifestyle choices to optimise personal
potential
- Behaviour that could lead to sexual intercourse and teenage pregnancy, sexual
abuse and rape
- Values such as respect for self and others, abstinence, self-control, right to privacy,
right to protect oneself, right to
say ‘No’ and taking responsibility for own actions
- Skills such as self-awareness, critical thinking, decision-making, problem-solving,
assertiveness, negotiations,
communication, refusal, goal-setting and information gathering relating to sexuality
and lifestyle choices
- Where to find help regarding sexuality and lifestyle choices

CAPS 15
TO PIC TERM 3 GRADE 10
WEEKS 1 - 5 Recommended resources
Development of the self in society 5 hours Textbook

grandparent, breadwinner, employee, employer,

leader and follower
- Evolving nature of and responsibilities inherent in each role; how roles change and
affect relationships
- Handling each role effectively: influence of society and culture

adulthood
- Physical changes: hormonal, increased growth rates, bodily proportions, secondary
sex/gender characteristics,
primary changes in the body (menstruation, ovulation and seed formation) and skin
problems
- Emotional changes: maturing personality, depth and control of emotions, feelings of
insecurity, changing needs,
interests, feelings, beliefs, values and sexual interest
- Social changes: relationship with family, interaction with social groups, need for
acceptance by and dependence on
peer group, moving into the workforce and increased responsibilities

lifestyle choices to optimise personal

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potential
- Behaviour that could lead to sexual intercourse and teenage pregnancy, sexual
abuse and rape
- Values such as respect for self and others, abstinence, self-control, right to privacy,
right to protect oneself, right to
say ‘No’ and taking responsibility for own actions
- Skills such as self-awareness, critical thinking, decision-making, problem-solving,
assertiveness, negotiations,
communication, refusal, goal-setting and information gathering relating to sexuality
and lifestyle choices
- Where to find help regarding sexuality and lifestyle choices
tween recreational activities and emotional health
Physical Education 5 hours Textbook, resources on recreation and relaxation

promote recreation and

relaxation

WEEKS 6 - 10
Careers and career choices 5 hours Textbook
• Diversity in jobs:
- Economic sectors: primary (raw materials), secondary (finished products or goods)
and tertiary (infrastructure and
providing services)
- Work settings: workplace environment and conditions; indoors and outdoors
(laboratory, mine)
- Activities involved in each job: designing, assembling and growing
- Skills and competencies: information gathering or analysis and instruction
- Various facets of self and integration into the world of work
• Opportunities within different career fields including work in recreation, fitness and
sport industries:
- Research skills, salary package, promotion and further study prospects
- Profitable use of time, how to use talents in working and career opportunities,
enjoyment and transfer of skills to other
related industries
Physical Education 5 hours Textbook, resources on recreation and relaxation

What is peer pressure?

How to make friends

Take responsibility for your actions

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 TERM 4

TO PIC TERM 4 GRADE 10

WEEKS 1 - 3 Recommended resources
Careers and career choices 3 hours Textbook, resources on careers
• Awareness of trends and demands in the job market: emerging demands or
changing patterns of careers and scarce
skills and the job market
- Reading the market for trends regarding jobs and identifying niches
- Growth and decline of various occupations and fields of work and competencies
linked to these jobs
- SAQA, the NQF framework and recognition of prior learning
• The need for lifelong learning: ability to change, re-train, flexibility and ongoing
development of the self
- Different kinds of learning: formal, informal and non-formal
Physical Education 3 hours Textbook, resources on traditional and

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

TO PIC TERM 4 GRADE 10
WEEKS 1 - 3 Recommended resources
Careers and career choices 3 hours Textbook, resources on careers
• Awareness of trends and demands in the job market: emerging demands or
changing patterns of careers and scarce
skills and the job market
- Reading the market for trends regarding jobs and identifying niches
- Growth and decline of various occupations and fields of work and competencies
linked to these jobs
- SAQA, the NQF framework and recognition of prior learning
• The need for lifelong learning: ability to change, re-train, flexibility and ongoing
development of the self
- Different kinds of learning: formal, informal and non-formal
Physical Education 3 hours Textbook, resources on traditional and non-traditional
sport
• Participation in activities that promote skills in traditional and/or non-traditional
sports
• Participation and movement performance in traditional and/or non-traditional sports
• Safety issues relating to participation in traditional and/or non-traditional sports

WEEKS 4 - 6
Democracy and human rights 3 hours Textbook, newspaper articles, resources on
different
religions and belief systems
• Living in a multi-religious society: understanding ethical traditions and/or religious
laws of major religions in South Africa
- Major Religions: Judaism, Christianity, Islam, Hinduism, Buddhism, Baha’i Faith
and African Religion
- Indigenous belief systems in South Africa: origins and practices
• Coverage of sport: ways to redress biases
- Gender, race, stereotyping and sporting codes

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- Unfair practices: drug-taking, match-fixing, subjective umpiring and
maladministration in sport
- Process of analysis and critical evaluation
Physical Education 3 hours Textbook, resources on traditional

Trends and demands in the job market

Occupations and fields of work

Democracy and human rights

Ethical traditions and religious laws

Coverage of sport

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