MOGALAKWENA / WATERBERG DISTRICTS

GRADE 12

2025 LIFE ORIENTATION TERM 2

PROJECT [ TASK 2 ]

MARKS: 90

BROAD INSTRUCTIONS

1.1 The activity must be one consolidated piece of work.

1.2 This activity would require extensive reading on the part of the learners.
1.3 You will be required to investigate, collate information, interpret and make suggestions.
1.4 Your Life Orientation textbooks and additional but relevant materials will be required.
1.5 All articles used in this activity must be acknowledged.
1.6 Write full sentences and avoid short-hand.
1.7 Sensible statements will count in your favour.
1.8 Don’t write a statement if it does not make sense to you.
1.9 Check (proofread) your work before submission.
1.10 All phrases must be well structured.
1.11 There has to be a flow of arguments/discussions.
1.12 Write neatly and legibly.
1.13 All questions are compulsory, and number your questions the same as in the task.
1.14 Carefully, read ALL the instructions.

This project consists of 9 pages including the cover page

MOGALAKWENA/WATERBERG DISTRICTS LIFE ORIENTATION GRADE 12, PROJECT 2025 Page 1

GRADE 12 2025 TASK 2: PROJECT

TOPIC DEMOCRACY AND HUMAN RIGHTS

SOCIAL AND ENVIRONMENTAL RESPONSIBILITY
PURPOSE This project requires you to explore the interconnectedness of
media, nation building, and environmental responsibility across
different levels of government in South Africa. You will analyse
how media is used to promote nation building and environmental
awareness, and how different government levels implement
policies and initiatives related to these areas.
ASSESSMENT • You will be expected to display knowledge, skills and values
and demonstrate certain competencies.
• The project requires extended reading and writing on the part
of the learner.
• The project will involve thorough investigation into and
sourcing information on media
• ,nation building, environmental responsibility and levels of
government.
• All assessment criteria applicable to the project has to be
discussed with the learners prior to the commencement of
the project.

MARKS • Technical aspects = 2 marks

• Activity 1 Introduction = 8 marks
• Activity 2 Media and nation building= 17 marks
• Activity 3 Media and environmental responsibility = 20
marks
• Activity 4 Government levels and implementation= 24
marks
• Activity 5 Personal reflection and recommendations = 4
marks
• Activity 6 Design and presentation of a campaign = 15
marks

TOTAL: = 90 marks
DURATION • Although you will spend time outside of contact time to collect
resources and information, the completion of the task has
to be facilitated by the teacher in class during contact
time.
• You will need adequate guidance at the onset of the project
and progress should be monitored throughout.
• 3-4 WEEKS
ISSUE DATE 25 APRIL 2025
COMPLETION 23 MAY 2025
DATE

MOGALAKWENA/WATERBERG DISTRICTS LIFE ORIENTATION GRADE 12, PROJECT 2025 Page 2

LEARNER COLLECTION OF EVIDENCE: DECLARATION OF OWNERSHIP

NAME OF LEARNER

NAME OF SCHOOL

SUBJECT

GRADE

CIRCUIT

DISTRICT

TASK

Declaration by the teacher:

I declare that all the work done in this learner collection of evidence is the sole work
of this learner.

Signed _______________________ Date ___________________

Declaration by learner:

I declare that all the work done in this collection of evidence is my own work.

Signed _______________________ Date

___________________

MOGALAKWENA/WATERBERG DISTRICTS LIFE ORIENTATION GRADE 12, PROJECT 2025 Page 3

 A. SPECIFIC INSTRUCTIONS

1. Cover page must include, name of learner, name of school, grade and name of
task.
2. Create an appropriate title for this project. The title should address the
content of the problem statement. It is essential to do thorough research on the
content to create appropriate title. (1x1) (1)
3. Create a table of contents indicating page numbers. Use the same numbering
system outlined in this document.
4. This project will require extensive reading and writing skills. It is therefore
essential that you do thorough research on the following aspects: The role of the
media in a democratic society and the responsibilities of different levels of
government in maintaining nation building and healthy environments.
5. Learners are not allowed to plagiarise as they will be penalised. Learners
must not present answers derived from internet sources as they are.
6. You are expected to present your answers in meaningful and meaningful
sentences/phrases. You must therefore answer the questions, which appear in
the different sections of the project, in full sentences.
7. Your teacher will provide adequate guidance at the start of the project and your
progress will be monitored throughout.
8. Before you start answering the questions, you must first make sure that you
understand all the assessment criteria that apply to the project.
9. Complete ALL the activities indicated in the project.
10. Ensure that each section is submitted on time according to the submission
schedule. A submission schedule should be attached to this project.
11. A variety of sources must be used to complete the project. Consult at least
four (4) sources so that your project is well-rounded and comprehensive. More
sources will positively affect your score. (1x1)(1)
12. Sources used must be acknowledged according to the Harvard citation
method, for example:
• According to Brown (2019), human rights violations cannot be solved.
• Brown (2019) considers human rights violations to be an insurmountable
problem. (paraphrased quote)
• "Human rights violation cannot be solved". (Brown, 2019). (direct quote)
13. The project must be bound / stapled.
14. Although you must collect resources and information outside of class time, the
completion of the task, during class time, will be facilitated by your teacher.
15. All the relevant content and assessment criteria that apply to the project
will be taught and discussed with you before the start of the project.
SUBTOTAL: 2 marks

MOGALAKWENA/WATERBERG DISTRICTS LIFE ORIENTATION GRADE 12, PROJECT 2025 Page 4

PROBLEM STATEMENT
Study the problem statement below and examine the underlying challenges
contained in it before answering the questions that follow.

Embracing the Power of Media and Communication for Unity: The path to a
Government of National Unity in South Africa

In this pivotal moment in our history, let us harness the power of media and communication
to forge a path towards a government of national unity that embodies the values of
democracy, diversity, and solidarity.

In the diverse and vibrant landscape of South Africa, the role of media and communication
has always been instrumental in shaping public opinion, fostering dialogue, and promoting
national unity. As we navigate the complexities of our political landscape, the concept of a
government of national unity is emerging as a beacon of hope for a country seeking to
transcend its divisions and build a future based on cooperation and inclusivity.

In this era of social and digital media, the power of communication has never been more
potent. Traditional media outlets, online platforms, and social networks serve as catalysts for
change, influencing public discourse and driving the narrative surrounding important political
developments. As we contemplate the formation of a government of national unity, it is
imperative that we harness the full potential of the media to facilitate this process and pave
the way for a more united future.

In this pivotal moment in our history, let us harness the power of media and communication
to forge a path towards a government of national unity that embodies the values of
democracy, diversity, and solidarity. Together, we can build a stronger, more resilient South
Africa where unity triumphs over division, and hope prevails over discord.

government of national unity

By Andile April 2024-07-08

NOTE: You should utilize the dictionary when studying the above text. You should
also examine interconnectedness of media, nation building, and environmental
responsibility across different levels of government in South Africa, as indicated in
the problem statement.

Complete the project by following the sequence below.

MOGALAKWENA/WATERBERG DISTRICTS LIFE ORIENTATION GRADE 12, PROJECT 2025 Page 5

 1. INTRODUCTION

1.1 Define following key terms, and explain the significance of each term in
a South African context.
1.1.1.Media frenzy
1.1.2 Nation Building (4+2=6

1.2.Briefly outline the role of Local government in these areas. (2X1=2)

[08]
2. MEDIA AND NATION BUILDING

2.1. Following the literature you have read, investigate how various media
platforms are used to promote national unity, social cohesion, and a sense of
shared identity.
(2x3=6)
2.2. Analyse ONE specific example of media campaigns or initiatives that aim to
foster nation building.
(1X3=3)
2.3. Based on the literature you have read, discuss the role of media in
addressing social issues that may hinder nation building.
(4x2=8)

[17]
3. MEDIA AND ENVIRONMENTAL RESPONSIBILITY

3.1.Examine how media is used to raise awareness about environmental issues.

(3X2=6)
3.2. Based on the studied literature, analyse the effectiveness of media
campaigns in promoting environmentally responsible behaviour.
(2x3=6)
3.3. In line with the literature you have read, critically discuss the role of media in
holding government and corporations accountable for their environmental
impact. (2x4=8)
[20]

Subtotal:47
4. GOVERNMENT LEVELS AND IMPLEMENTATION

4.1. Provide TWO specific examples of government environmental programs or

projects at THREE of each levels and explain the importance of each.
(3x4=12)

MOGALAKWENA/WATERBERG DISTRICTS LIFE ORIENTATION GRADE 12, PROJECT 2025 Page 6

 4.2. Evaluate the effectiveness of intergovernmental cooperation in addressing
National building issues. (3x2=6)

4.3. In agreement with what you have studied, evaluate the strengths and
weaknesses of current government approaches and suggest potential
improvements.
(2x3=6)
[24]

5. PERSONAL REFLECTION AND RECOMMENDATIONS

5.1. Personal Learning: Reflect on what you have learned about the role of
media and government in nation building and environmental
responsibility. (own words)

The rubric below will be used to grade your personal learning. (4x1=4)

Excellent (4) Good (3) Adequate (2) Poor (1-0)

Learner was able to Learner was able to Learner was able to Learner has very
identify key points identify relevant key identify some of the little attempt identify
as well as infer points and provided key points. They key points. Their
deeper meaning. clear references to provided adequate reflection lacks
They provided clear media, government references to media, information and
references to media, levels, nation government levels, references to media,
government levels, building and nation building and government levels,
nation building and environmental environmental nation building and
environmental responsibility. responsibility environmental
responsibility responsibility.

Their reflection Their reflection Their reflections are Their reflection is

shows high levels of shows insight and somewhat insightful disorganized and
insight, maturity and maturity so that their but lack lacks critical insight.
creative thinking in findings are thoroughness and
order to present organized and to the maturity so that their
their personal point. personal learning
learning in a clear lack a clear
and organized organization and
manner. structure.

[4]
6. DESIGN AND PRESENTATION OF A CAMPAIGN (A4 papers)

MOGALAKWENA/WATERBERG DISTRICTS LIFE ORIENTATION GRADE 12, PROJECT 2025 Page 7

 • Design and present a campaign to foster nation-building and a healthy
environment within your local community.( localise your campaign)
• Use visual aids (e.g. graphs, images etc) to enhance your presentation.
• Your presentation should be written in full sentences.(one word responses
won’t be accepted)
• Present your campaign in a clear, organized, and engaging manner by
following the following steps.

➢ Campaign Title
➢ Two campaign objectives
➢ Target Audience
➢ Campaign Duration
➢ Two nation building Activities
➢ Two healthy environment Activities
➢ Explain two Communication & Promotion Strategies
➢ Provide two Successes of the campaign
➢ Use visual aids

Rubric for design and presentation of a campaign (15 marks)

Criteria Marks Description
Title 1 A clear and concise title for the campaign is provided.
Two specific, measurable, achievable, relevant, and
Objectives 2 time-bound (SMART) objectives for the campaign are
clearly stated.
The specific group(s) the campaign aims to reach are
Target Audience 1
clearly identified and described.
The planned start and end dates or the total length of
Campaign Duration 1
the campaign are specified.
Two distinct and well-described activities that directly
Nation Building
2 contribute to nation building are presented. The
Activities (Two)
explanation clarifies how these activities achieve this.
Two distinct and well-described activities focused on
Healthy Environment promoting a healthy environment are presented. The
2
Activities (Two) explanation clarifies the environmental benefits of
these activities.
Two distinct and well-explained strategies for
Communication & communicating the campaign message and
Promotion 2 promoting engagement with the target audience are
Strategies (Two) provided. The explanation includes details on how
these strategies will be implemented.
Two specific and measurable successes (or
Successes of the anticipated successes if the campaign hasn't
2
Campaign (Two) launched) are identified and explained. These should
directly relate back to the stated objectives.

MOGALAKWENA/WATERBERG DISTRICTS LIFE ORIENTATION GRADE 12, PROJECT 2025 Page 8

 At least two relevant and effective visual aids (e.g.,
images, charts and info graphics) are included to
Visual Aids 2 enhance understanding and engagement with the
campaign plan. The visual aids are clearly labelled
and integrated into the presentation.
[15]

Subtotal: 43
GRAND TOTAL: 90

BIBLIOGRAPHY

• Acknowledge all sources used during the completion of the project by compiling a
bibliography.
• Arrange the sources alphabetically and then according to the year in which they
were published or released.
• Using more than FOUR sources will positively affect your marks.
• Use the Harvard referencing method in your bibliography).

TAKE NOTE of the intricacies of punctuation – full stops, commas, colons,

etc. These are MUSTS in referencing format!
BOOKS
Author, Initial(s). Year. Name of Book. Edition. Place: Publisher.

Armstrong, F. & Barton. L. 1999. Disability, human rights and education: Cross-
cultural perspectives. 2nd edition. Buckingham: Open University Press.
ENCYCLOPAEDIAS
Books

Chow, T.C. 1983. Hydrologic sciences. Encyclopaedia Britannica: Macromedia,

Volume 9. 15th edition.

NEWSPAPERS
Surname, initial(s). Year. Title of article. Name of newspaper. Day Month: Page
numbers.

INTERNET
BE CAREFUL about using the Internet as a reference! Select reputable
websites and ensure that you copy the ENTIRE URL address of the actual
page where you get your information from i.e. do NOT provide
www.google.co.za as a reference!
Surname, initial(s). Year. Title of document. Organisation responsible for the site.
From: URL (accessed Day Month Year)

MOGALAKWENA/WATERBERG DISTRICTS LIFE ORIENTATION GRADE 12, PROJECT 2025 Page 9

 Johnston, J.C. 1991. A psychological perspective on the new design concepts for
William Head Institute (British Colombia). Correctional service of Canada. From:

http://www.csc-scc.gc.ca/test/pblct/forum/e032/e032g.shmtl (accessed 5 April

2000). If there is no author, then you leave the author out.

Radio or television programme

Station. Year. Title. [TV program]. Day. Month.

NB: Your list of references must appear at the back of your report. They
must be arranged in ALPHABETICAL order!!

MOGALAKWENA/WATERBERG DISTRICTS LIFE ORIENTATION GRADE 12, PROJECT 2025 Page 10