Taledi Class Notes Grade 11 2017

TALEDI AREA OFFICE
LIFE ORIENTATION
GRADE 11
CLASS NOTES 2017
1 Compiled by C. Van Staden, SES Life Orientation

TERM 1
WEEK 1-3
Chapter 1 : Development of the self in society
1. Plan and achieve life goals
1.1. Types of goals
 What are goals?

- Goals are the things we want to achieve in life. It is our plans and aims. They
are different from dreams and wishes in that we can take active steps to
achieve goals. We can turn our wish into a goal.
- When we have goals we know where we are going. Goals are important
because they help you to take charge of your life and make decisions.
 You must set SMART goals.
S SPECIFIC What do I want to achieve? You must say exactly

what you want to achieve.
Who is involved?/What do I need to be able to do this.
M MEASURABLE You must be able to measure if your make progress
and achieve
A ACHIEVABLE What do I need to achieve it? Money, skills, abilities.
R REALISTIC You must be able to achieve it and must be willing to

work towards achieving the goals.
T TIME BASED You must set a time limit to achieve your goals
 Types of goals:
1. Short-term goals: we achieve it in a short space of time e.g. a project you

want to finish the weekend. You achieve them in a week or month.
2. Medium-term goals: Something you want to achieve in the next 6 months.
3. Long-term goals. These goals you want to achieve in a few years.
Like becoming a doctor or engineer.
1.2. Five-step method for planning and goal-setting
Step 1 : Write down your goal.

Step 2 : Check to see if it is a smart goal.
Step 3 : Make an action plan to achieve your goal.
Step 4 : Do it. Carry out your action plan.
Step 5 : Evaluate if you have achieved your goal.
1.3. Problem-solving skills
Step 1 : Explain the problem. Define the problem and say what it means.
Step 2 : Gather information about the problem.
Step 3 : List as many possible solutions as you can
Step 4 : Make a table and write down your problems and solutions.
Step 5 : Think of the effects / consequences of each solution.
Step 6 : Choose the best solution.
A problem-solving model can look like this :
1. Explain the problem. Define the problem and say what it means.
2. Gather information about the problem. What information can help you to solve the
problem ? What do you need to know ?
3. Possible solutions. 4. Possible effect of each solution.
5. Write down the best solution.
Reason why this is the best solution.
1.4. Relationship between personal values, choices and goal-setting
 What are values?

- It is the principals you think are important in life.
It helps you to make decisions on how you want to live your life.
- You values will influence the decisions you make.
- It will influence the kind of goals you set in your life. Your values will shape
your mission statement.

- Things that will influence your values are your environment, your school,
important people in your life etc.
- Values help you to choose what is important to you - it helps you to set your
priorities.
2. Relationships and their influence on your well-being
Throughout our lives we depend on relationships for well-being. It you have good
relationship with members of your family and friends and colleagues you feel happy
and confident. When there is conflict in any of these relationships it can affect your
well-being and also threaten your ability to form new relationships
2.1. Types of relationships with different people or groups
Family Casual
- People who are related to you - Relationships with people you see
through blood or marriage. often, but are not close to like
- Probably closest to you friends and family.
- Will receive the most love, care
and support from them.
Friends Formal
- A person you know well, like, trust - Relationships with people who are
and respect and who supports you usually in a more senior position
- Good friends will have a positive than yourself.
effect on your well-being. - Example teachers and elders.
- Harmful friends can lead you to
risky behaviour and you can get Romantic
hurt. - Close relationship with another
person, based on love.
- With this person you can be
yourself, without demands to
change.
2.2. Changing relationships
 Life changes and with every change, relationships change as well. Some
develop fast as life opens new opportunities. Others develop slow and
steadily. Some people are forced to change quickly because of unexpected
events in their lives.
Natural developments that change Unexpected events that change

relationships relationships

- Moving to another area - Accidents
- Meeting new people - Job loss
- Health changes - Losing money
- New interest - Violent crime
- Getting older - War
- Earning money - Death of a family member
- Death of a close friend
- Separation and divorce
 Your family is where your first relationships are formed and where you are
going to see the greatest changes in your relationships.
 Your parents and family are aware of the changes you are going through.
They need time to get used to the new you. Take time to talk to your family.
Your family prepares you for the world. You learn the importance of sharing
and accepting responsibilities and the need for order and routine. You absorb
attitudes, values and ways of behaviour form your family. As you grow older
and form new relationships you can decide which attitudes and values you
want to keep and what you want to change.
2.3. Skills and qualities which make good relationships
- Unselfish
- Caring
- Mutual respect
- Ability to communicate
- Accepting people as they are
- Sympathetic
- Good listener
- Supportive
- Able to work as team
2.4. Power and gender in relationships
 The role of power in relationships

Having power means having control over something or someone. In
relationships one person may have power over another. We call these
relationships power relations.
 Gender roles and stereotyping

Gender stereotyping is when people think that someone behaves or will
behave in a certain way because of their gender. For example, thinking that
all girls like to cook, Men earn the money and women spend it.
 Gender roles

In society there are traditional gender roles. Men and women have different
biological roles which have influenced their roles in society. Women bear
children and in the past they stayed at home to raise the children. Men went
out to work and earn the money. Men had financial power and could decide
how the money was used. Women were dependent on men, tied down by
family responsibilities. This is changing and many women today who have
children also work.
In traditional gender roles, being masculine means being dominant while

being feminine means being submissive. We live in a society that has
expectations of people based on their gender. For example, men are
supposed to be strong and powerful, while women and children can be weak
and submissive. Women are expected to be emotional, whereas men are
rational.
More examples:
- Women are emotional and let emotions rule their lives
- Men are more interested in sex than women
- Women are more mature than men
- Engineering in not a career for women
- Men are insensitive
-
 The effect of gender roles on men and women:
MEN WOMEN
- Prevent them from showing - Views are not taken seriously
feelings. - Taken for granted and is not
- Forced to be one of the boys allowed to develop as individual
- Treat women inferior when with - Have little say in decisions that
friends are made
- Boys sporting events are more
important than girls

WEEK 4-6
Chapter 2 : Careers and career choices
1. Requirements for admission to additional and higher education courses
1.1. Types of qualifications
HIGHER CERTIFICATE DIPLOMA BACHELOR’S DEGREE

- Enables you to - Enables you to - Provides you with a
work in a specific work in a specific broad education
industry, for industry/profession - Focuses on
example tourism for example principles, theory
- Provides you with management and research
specific introductory - Focus on general - Enables you to
knowledge and principles of follow a career as a
practical skills knowledge professional
- Focus on application - Enables you to
application in the - Provides study further for a
workplace comprehensive and post graduate
- Allows you to get specialist degree
credits for further knowledge
studies - Usually includes
practical experience
- Allows you to study
further to obtain a
degree.
1.2. Requirements for admission to additional courses : FET colleges
 Everything you need to know about FET colleges

An FET college is an institution that has registered with the Department of
higher Education (DHET), in order to provide vocational or occupational
training in a specific field.
FET stands for Further Education and Training. This effectively means that,
once registered with the college, you have a wide choice of courses to choose
from that best suit your skills and direction.

Should a student wish to continue studying in a related field at a university,
the college could have provided the background education and training
required for entrance.
 A little background information about FET colleges may be helpful to

know here…
The education system in South Africa consists of three broad bands.
 General Education (GE)

 Further Education and Training (FET)
 Higher Education (HE)
General education consists of the first nine years of your school

education. Further Education and Training consists of the final three years of
schooling OR completing a related certificate or diploma at a technical college
or educational institution. Higher education involves university level studies,
which are usually theoretical in nature.
For adult students, who simply want to complete or achieve their senior
certificate, there are Adult Education and Training courses available
(AET). However these types of training are not vocational or occupationally
skills based, which means you have to study a set curriculum.
With FET colleges you can make sure you get the kind of education you need
by selecting only the courses and subjects you want. These courses and skills
will prepare you when entering the career field of your choice.
 What are the entrance requirements for FET colleges?
FET colleges have very few entrance requirements. This is due to the fact that
the colleges aim to provide further education to as many people as possible.
FET training can only be completed by people over the age of sixteen. This
form of training is designed to provide the resources for students, young or
old, to learn marketable skills in order to progress in the field of their choice.
 What is the difference between public and private FET colleges?

Public FET colleges are created and operate under the authority of
the Department of Higher Education. Each year public FET colleges are
subsidized by the state in the amount of roughly four billion rand.
Under the prescriptions of chapter 6 of the Further Education and

Training colleges' act 16 of 2006, private colleges can register with the
department of higher education in order to offer accredited FET courses.
It is very important to always check on the accreditation status of a college

offering Further Education and Training courses, as there are many fraudulent
companies who claim to offer FET courses but fail to register with
the Department of Higher education. Make sure the course you are looking to
study is accredited by the relevant professional body.
 Which type of courses do FET colleges offer?
- Both private and public FET colleges offer a wide range of courses.
These courses can range from a few hours to a full three year diploma.
The courses offered at FET colleges are tailored to meet the needs of
the potential employer, which makes finding the specific course you
need in your field much easier.
- Perhaps it would be better to study a Short Course in Cost and
Management Accounting, which can be completed in 7 – 9 months,
rather than studying a full Diploma in Accounting which could take
around 3 years to complete.
- These decisions help you choose a course that may fill the specific gap
in your training, rather than forcing you to complete a whole
qualification, some of which you may already have training in.
 Which industry fields are supported by FET colleges?
Various FET colleges offer training and courses in a wide variety of fields.
These include (but are not limited to):

- Agriculture
- Business
- Commerce
- Management
- Education
- Training and development
- Engineering
- Manufacturing and technology
- Services

- Building construction
- Security
If you are unsure about which field or career path to follow, most colleges
have resources which can help you find a college that best suits your needs.
 Can I complete a course at a FET college through correspondence or

distance learning?
- With a distance learning FET institution, like College SA, you are able to
choose from a very broad range of courses in various fields, due to the
fact that there are no lecturers or campus classes required. Whether you
are looking to study at a college in Cape Town, or any college across
South Africa, distance learning could provide the training you need,
irrespective of where you are in the country. This means that you have
more freedom to study what you want to study, and by making use of
options like distance learning, you can stay employed while you study.
- Studying through supported distance learning can be a difficult process for

students. There are many benefits to studying through correspondence;
however, there are also a few disadvantages. In order to make this
process easier, find out about the services the college offers to help you
study.
1.3. Admission point score ( APS )
 The APS system gives possible points for the marks that you get in your NSC
examinations. Admission to higher learning institutions depends on the total
number of points you obtain.
NSC rating APS

Level achieved Percentage Possible score
8 (90 -100%) 8
7 (80 - 89%) 7
6 (70 - 79%) 6
5 (60 - 69%) 5
4 (50 - 59%) 4
3 (40 - 49%) 3
10 Compiled
2 by C. Van Staden,
(30 - SES
39%)Life Orientation2
1 ( 0 - 29%) 1
1.4. NSC subjects
- Learners study at least 7 subjects - 4 compulsory and at least 3 electives.

- All subjects are written on one grade only and are no longer written on Higher
or Standard Grade.
- Not all schools offer the full range of Elective subjects listed here. Each school
may offer subjects specific to its academic orientation. For example,
Agriculture Schools offer the agriculture-orientated subjects whereas technical
Schools offer the practical and mechanical-orientated subjects.
 Group A: Fundamentals (Compulsory)

- Two official languages: Home Language and First Additional Language
- Mathematics or Mathematical Literacy
- Life Orientation
-
 Group B: Elective ( Choice )
At least 3 subjects from the following:
Accounting Design Mathematics: "Paper 3"

Agricultural Management Dramatic Arts (geometry, probability);
Practices Economics "Advanced Programme
Agricultural Sciences Electrical Technology Mathematics" (calculus,
Agricultural Technology Engineering Graphics & further algebra, and one
Art Design of: matrices, statistics,
Business Studies Geography mathematical modelling)
Civil Technology History Mechanical Technology
Computer Applications Hospitality Studies Music
Technology (previously (previously Home Physical Science
Computer Economics) Religion Studies
Studies Standard Grade - Information Technology Second Additional
Literacy) (previously Computer Language
Consumer Studies Studies Higher Grade - Third Additional Language
Dance Studies Programming) Tourism
Life Sciences (previously Visual Arts
Biology)

1.5. Minimum requirements for admission to study for higher certificate,
diploma or bachelor’s degree.
 In order to qualify for a National Senior Certificate, a learner must achieve:
- A minimum rating of 3 i.e. 40% or more, in 3 subjects. One of the 3

subjects must be an official language at Home Language level.
- A minimum rating of 2 i.e. 30% or more, in 3 other subjects.
Note:
It is compulsory for a learner to pass an official language at home language
level i.e. at 40% or above.
If a learner offers more than the minimum number of 7 subjects, passes in the
additional subjects will be taken into account when determining whether a
learner has met the minimum requirements.
 In order to qualify for entry into further study at the Higher Certificate level,
a learner must:
- Pass the NSC
- Meet the language requirement for further study at a South African
institution, namely, one of the two official languages offered by learner
must be either English or Afrikaans. To meet the language criterion to
qualify for entry to study at a tertiary education institution, the learner must
pass either English or Afrikaans at least at the 1st additional level i.e. at
30% or more.
 In order to qualify for entry into further study at the Diploma level, a learner
must:
- Pass the NSC as follows:
- One official language at home language level at 40%
- 3 other subjects at 40%
- 2 subjects at 30%

30% or more.
- The key difference between qualifying for entry to diploma study rather
than higher certificate study is that the learner must achieve 40% or more
in 4 subjects (incl. the official language at home language level) rather
than just 3 subjects.
 In order to qualify for entry into further study at the Bachelor Degree level,
a learner must:
- Pass the NSC as follows:
- One official language at home language level at 40% or more
- 4 subjects from the designated list of subjects at 50% or more
- 2 subjects at a minimum of 30%
30% or more.
The list of designated subjects which will be in place for 3 years from
2008 is as follows:
Accounting Languages (one language of

Agricultural Sciences learning and teaching at a higher
Business Studies education institution and two other
Dramatic Arts recognised language subjects)
Economics Life Sciences
Engineering Graphics and Design Mathematics
Geography Mathematical Literacy
History Music
Consumer Studies Physical Sciences
Information Technology Religion Studies
Visual Arts
 Note:
In respect of music, it is only the National Senior Certificate Music course that
is considered a designated subject. At this stage no other music courses are
considered designated. They are recognised as NSC subjects but are not
considered to be ‘designated’ for the purpose of qualification for degree
studies.
Non-designated subjects may contribute towards the Admission Points Score

(APS) and may be recognised as an institution or faculty specific entry
requirement. Learners must check their results against specific institutional
requirements for the course of study they wish to follow.
 Very important to note:

Specific institutional and programme needs may have a specific language
requirement, a specific level of performance in Life Orientation or require
appropriate combinations of recognised National Senior Certificate subjects
and levels of achievement. Learners must check their results against specific
institutional requirements for the course of study they wish to follow.
1.6. SAQA and the NQF framework
 The South African Qualifications Authority

- (SAQA) regulates and sets the standards in the South African education
system, including the National Qualifications Framework (NQF)
- It is responsible for overseeing the development and implementation of the
NQF. All education and training providers must be registered with and
accredited by SAQA.
- SAQA also ensures that standards and qualifications of different bodies
are internationally comparable
 The National Qualification Framework (NQF)

- The NQF is the framework on which the standards for colleges are
registered. The purpose of the NQF is to combine education and training
in South Africa, thereby transforming the education system.
- The NQF uses codes for specific courses, such as, NQF level 4. This is
the code for higher level national certificates. College SA offers courses
ranging, on the NQF level, between 2 and 4. This way you can complete
either Short Courses (NQF 2), or full length Diplomas (NQF 4). Tailoring
the courses according to what you need can speed up the time it takes to
move into the direction you are looking to move into.
2. Options for financial assistance
Bursaries or scholarship These are awarded to students who excel in a particular field
and wish to pursue a career in that area. Sports bursaries to
top performing sports people
Merit award These may be given based on your school results or at the end
of a year of study when you have maintained an excellent set
of result.
Financial aid Financial assistance may be given after a detailed personal
financial analysis is done that shows your parents are not able
to pay for your studies
Study loans Applying at a bank for a study loan. This will have to be paid
back over time as requires you and your family to have a full

financial assessment and often a medical examination
Parents/guardian If you are fortunate enough to have someone who will pay for
your studies.
Working as student Working as a student to pay for your studies
Many students work part time in the evening and over
weekends to help pay for their studies.
Working for a company / A company you work for can finance your studies. Many
Learnerships companies give bursaries to students and assist them with
their payments. In return the students work for them on a
contract basis
NSFAS: National Student SA’s only public student loan scheme which helps
Financial Aid Scheme academically deserving and financial needy students
WEEK 7 - 10
Chapter 3 : Democracy and human rights
1. Principles, processes and procedures for democratic participation
1.1. Public participation
 To be involved with others in doing something ; to take part in an activity or an

event.
 You participate publicly when you :
- Stand for elections
- Attend community meetings
- Join civil / political organisations
- Vote in lections
- Pay taxes
- Protest and petition
 Public participation is important because it :
- Makes sure leaders do not abuse their powers
- Ensures that the public’s needs and concerns are addressed
- Helps to inform government about people’s needs and concerns
- Helps to see that things get done
1.2. Petition process
 A written document that people sign to show that they want a person /
organisation to change or to do something.
 It is a formal request asking the government to do something about a matter.
1.3. Governance
 It is the way that a country is controlled or managed by the people who run it.
According to the Constitution, our country is run on a system of co-operative
governance. Various levels of government must work together.

 Good governance :
- Allows participation and provides feedback to the people
- Is transparent ( is open to the public and does not try to hide its actions )
- Delivers basic human rights
- Is efficient and effective
- Produces results
- Protects the environment
- Is accountable ( Takes responsibility for its actions, performance and
decisions by explaining why things are done in a certain way. )
1.4. Representation
 Through elections, people are voted in to represent / speak on behalf of a

certain group of people.
 Proportional representation : Parties get a certain number of seats in
parliament according to the percentage of votes they get in an election.
People vote for the party of their choice.
 Constituency-based representation : Country is divided in voting areas, called
constituencies. A constituency is represented by one member of a party’s
choice. People vote for their chosen candidate.
1.5. Rule of law
 The following five principles define the rule of law :
1. A government that is accountable.

2. An absence of corruption.
3. Security, order and fundamental rights.
4. An open government that enforces laws and regulations.
5. Access to justice.
2. Democratic structures
2.1. The Republic of South Africa (RSA) is a constitutional democracy.

It consists of three structures of government, namely: national, provincial
and local governments.
The RSA is a sovereign, democratic state. It is divided into nine provinces, each
with its own provincial legislature. All these structures of government derive their
powers and functions from the Constitution of the RSA.
 National Government

- The National Assembly is the supreme law-making body in the RSA. Laws
made by the National Assembly are applicable throughout the RSA.
- The same is true of policies made by the Cabinet of the National
Government. While there are areas of exclusive legislative competence for
the National Assembly, the National Assembly shares its legislative
authority with provincial legislatures.
- Parliament consists of two Houses: the National Assembly and the
National Council of Provinces (NCOP).
- The National Assembly is elected for a term of five years and consists of
no fewer than 350 and no more than 400 Members. Members are elected
in accordance with an electoral system, based on a common voters' roll
with a minimum age of 18 years, resulting in a system of proportional
representation.

 Provincial Government
- Provincial governments are bound by laws and policies passed at national
level, but can develop their own laws and policies within this framework to
suit their specific needs.
- Provincial legislatures may pass their own constitutions subject to the
provisions of the Constitution of the RSA.
 Local Government
- Local governments consist of municipalities whose objectives are,
amongst other things, to provide democratic and accountable government

for local communities, to ensure the provision of services to communities
and to promote social and economic development.
2.2. Processes for participating in the structures and the in the governance
and law-making processes of the country.
 When people co-operate and work together to develop the country, it’s called
participation.
 People can participate in many ways, for example: through local structures ,
school governing bodies, community policing forums and NGOs.
 Ordinary citizens can take part in the law-making process.
 The law making process consists of 12 basic steps :
1. A draft bill is drawn up.

2. The draft is introduced to the national assembly.
3. The public is allowed to comment on the draft.
4. After public comments were made, changes to the draft are affected.
5. A minister presents the bill in parliament.
6. The bill is given a number.
7. Parliament studies the bill.
8. A special committee debates the bill, and may ask for public comment
again.
9. The committee affects changes to the bill and send it back to parliament.
10. Parliament votes on the bill.
11. If the bill is approved ( voted in ), the National Council of Provinces (NCOP),
considers the bill. They can approve / reject the bill.
12. If approved by the NCOP, it’s send back to the National Assembly to be
passed. A law is passed if it is signed by the president.
3. The role of sport in nation building :

Participant and spectator behaviour in sport.
3.1. Incidence of particular behaviour : triggers of certain behaviour
 Sport in one of the best ways to contribute to nation building

 If participants in sport behave badly, they set bad examples as role models.
 If spectators become frustrated, it could lead to violence or could harm the
sporting event.
 Both participants and spectators have a responsibility to nation building
through good behaviour at sporting events.
3.2. Exposure to positive behaviour programmes
 A sports code of conduct aims to :

- get rid of violent and harmful actions at recreation and sports facilities.
- ensure a positive, safe and uplifting environment for spectators and
participants.
- develop a culture that supports safety, fair play and positive sporting.

- ban racism from sport.
3.3. How sport can support or detract from nation building
 Support
- build tolerance, understanding and success.
- oppose all forms of discrimination.
- build relationships.
- build unity through hosting international sports events.
 Detract
- if spectators, players, match officials and administrators do not behave in a
sporting way, it will detract from nation building.

TERM 2
WEEK 1-4
Chapter 4 : Apply study skills, study styles and study strategies
1. Examine how learning takes place and reflects on effectiveness
 How learning takes place

- the brain is designed to learn
- the more active the brain is, the stronger the connections between neurons
become
- with practice strong pathways develop and some actions come automatically
- learning shapes the brain and your brain will never stop thinking, learning,
remembering and exploring.
- to create a studying pathway in your brain for learning, you need to :
Learn, solve problems, recall, read, think, calculate, reflect and write.
- learning something new needs repetition. The more you do something, the
better you learn how to do it.
1.1. Study styles as preferred way of approaching tasks
 Every person’s brain is different, because of different wiring.

- each brain is special and unique.
- each brain prefer to learn in a specific manner.
- you need to find the learning style that suits the way in which your brain is
wired.
 Left- and right-brain dominance

1.2. Study strategy as a way to approach a specific task in the light of
perceived demands
 You should use a study method when you study for examinations or tests.
 Use a method that allows you to read actively, ask and answer questions,
practise, repeat and revise what you learn.
 The SQ3R method adheres to this requirements :
SURVEY QUESTION READ RECITE REVIEW
a) Survey
- This step takes only a few minutes.

- Go through the chapter quickly.
- Glance at the chapter title, the introduction, headings, and summary
paragraphs, if any. Notice any pictures, diagrams, graphs, tables, etc.
Read any bold print.
- Previewing your text gives you some background about topics you may
have never encountered before. You pick up general information. You
know where to find information. You gain a better idea of how the
information is organized and presented. It opens up a place in your brain
where the new information will be stored. It saves time by reducing the
amount of time it takes to read the chapter. Another advantage is that it
creates an interest in what is coming up. It motivates you to read less
interesting material to get to the “good stuff.
b) Question:
- Before you begin reading a section, turn the heading into a question.
For example, if the heading is Basic Causes of Stress, your question
would be "What are the basic causes of stress?"
- This arouses your curiosity and increases your comprehension.
- It also brings to mind information you already know. The questions you ask
help make important points stand out as you read. This forces you to think
about what you are reading.
c) Read:
- Read the material under the heading with the purpose of getting the
answer to your question. Read with concentration.
- Identify the main ideas and highlight or underline them.
- Read sections at a time and stop to ask questions. Jot down notes and
ask yourself what you just read. If you can answer your question, read on.
If not, look it over again.
- A good practice for more difficult reading is to do an outline of chapter in
your notes. By leaving extra space you can fill in details during the class
lecture.
- Make note of new vocabulary and write definitions in your notes.

d) Recite:
- This step requires that you recite out loud the answer to the question you
asked prior to reading a section of the text. Say it in your own words. If you
find you cannot answer your question, go back and look for the answer,
then try again. This way you will know if you have understood the material.
- Besides answering your questions, look away from the book and try to
state in your own words what the reading is about.
- You may jot down brief notes about what you read.
- When you are done, go back a
e) Review:
- After you have read the entire chapter, look over the notes you made to
- familiarize yourself with the important information.
- Check your memory by reciting the main points out loud.
- Then review the main points in your notes, making sure you understand
them. Add to your notes from the text, if necessary.
- Always do a review of the chapter after completing your reading. Then do
quick reviews before and after each class. Do longer, more in-depth
reviews before exams.
- Don’t wait until exam time to review your textbook. Review once a week all
the readings from that week. Be sure you can summarize the key points.
Write them down to further reinforce learning.
- Finally, make up test questions from what you have read. Be sure to write
them down and answer them.
2. Examination writing skills and process of assessment
2.1. Examination writing skills
2.1.1. Planning
- Strategize your study time:

- Plan and review your study time table.
- Where, when, what and how are you going to study?
- Planning is important so that you have enough time to study all the work
efficient and effective.
- Prioritizing your daily activities. For example is watching your favourite
program going to add value to your life and help you pass examinations? Is
having sufficient sleep important to concentrate in class.
- Prepare yourself for an examination

- Start studying long before the time.
- Make sure you sleep enough
- Practise past papers. It will help you to understand what they expect of you.
- Eat breakfast before the exam
- Get to the venue on time
- Remember all your equipment like pens, calculators etc.

2.1.2. Types of questions
- Multiple choice questions:

- This questions test factual knowledge.
- Read the directions carefully
- Improve your odds, think critically (i.e cover the options, read the stem and
try to answer, then read the stem with each option.
- Often one of the answers is clearly wrong and you can eliminate it
straightaway.
- Work out the answer that is most correct.
- True / false questions
- For a statement to be TRUE, everything about the statement must be TRUE.

Choose TRUE unless you know the statement is FALSE
- Be careful when a statement has a negative such as not, do not, or in
(infrequent) and un (unfriendly)
- NB. A negative can completely change the meaning of the statement
- Fill in the missing word / complete the sentence
- Read the item and think about what is missing

- Write an answer that logically completes the item
- Be sure your answer fits the item grammatically
- Use the length of the line as a clue to the length of the answer(the mark
allocation for each question indicates length of time to spend)
- Unless the length of the blank is the same for all answers
- After you write the answer, read the entire answer to make sure it makes
sense
- Writing a one-paragraph answer
- Begin with an introductory sentence that contains your main point

- Follow with sentences that support your point
- End your answer with a sentence that states your conclusion
- Matching questions
- Read all the items in both columns before making any matches
- Start by making the matches about which you are sure
- Cross out items in both columns as you make matches
- Make your best guess for remaining items, unless there is a penalty for
guessing

- Essay questions:
- The key to writing a good essay is to understand the instructions properly.
What does the examiner want?
- An essay should have an introduction, content and conclusion.
- Set up a time schedule to answer each questions and review or edit all
question
2.1.3. Key examination question words and their meanings
Key word Meaning
analyse Break up into separate parts and discuss, examine, interpret, explore and investigate
each part. Say how each part is important. Explain how the parts are linked or related.
apply Use in practical way. When you apply you show in a practical way what your
understanding is. Use your knowledge and understanding of the topic to make it relevant
to a situation, issue or problem.
assess Judge or estimate the nature, quality or value of something. Make a value judgement
that you justify by giving reasons.
calculate You need to get to an answer by using numbers. You will add, subtract, multiply or divide
numbers to reach an answer.
comment Give your opinion on, explain or criticise. Make a judgement based upon the evidence.
compare Look at two or more things. Identify similarities and differences. See how they are the
same, and how they are different. Focus more on similarities than differences.
complete Add the missing information.
consider Think about and give your opinion.
contrast Focus on the differences between two or more things. Show them in opposition to each
other.
create Put together ideas or parts to develop an original idea; engage in creative thinking; offer
a novel or new suggestion or item.
criticise You need to make judgements to show your own ideas and evaluation.
critically Show approval or disapproval, or find mistakes or faults, and merits or good aspects;
analyse give reasons.
define You need to give the exact meaning of the term or words. Definitions are short and
exact. This is not a discussion.
describe Give an account of something where you recall what you have learned or state what you
observed.

determine Find out the facts. For example, determine how many learners in Grade 11 do physical
exercise more than four times a week.
discuss Write about something; compare a number of possible views about an issue or problem.
Debate, consider, and argue the issues. Include comparisons and contrasts, look at pros
and cons. Say what you think about the topic. Give a full answer in sentences, not just a
list in point form. Always give a conclusion.
do you Give your OWN opinions about an issue or problem. Pay attention to the reason you
think give and arguments you offer; you will not be given marks just for an opinion. Provide
well-reasoned or logical reasons for your opinions, based on facts.
enumerate This is the same as list. Give a number of points.
evaluate Give your own opinion and /or the opinions of others. Give evidence to support your
evaluation. Give an indication of the amount, quality or value of something. Compare a
number of possible views about an issue or problem. Make judgements based on facts.
examine Carefully look at something and in detail so you can comment on it. Break down an issue
or problem into smaller parts to understand it. Then explain what you have learned.
explain Give details, describe, make clear, make it understandable. Make something plain or
simplify. Describe in detail so that it can be understood. Always give examples when you
are asked to explain.
give You supply, provide, present, or offer information.
identify Recognise and name someone or something; to say who or what they are.
illustrate Give realistic examples. Explain very clearly. You can use examples and comparisons.
interpret Show your understanding of the topic, comment on it, give examples. Describe
relationships, explain the meaning.
in your This asks you what you think about something or feel about something. For example, in
opinion your opinion do the youth do enough to celebrate Youth Day on the 16th of June?
list Give a short list of the points. State in the shortest way. Be brief. Do not discuss or write
an essay. Usually you write items one below the other in a list.
match Find things that go together; find things that are similar or connected to each other.
measure Find the size, quantity, etc. of something. Judge the importance, value or effect of
something
mention Write about something without explaining. There should be no detail; keep it brief.
name Similar to mention; give a brief answer without long explanations.
outline Summarise, describe main ideas and core points, concepts or events. Give an overview.
prove Give the facts to support the issue.
state Explain exactly and clearly as it is.

suggest Give possible reasons or ideas. These must be believable; they do not necessarily have
to be proven to work.
summarise Give a very short and brief account. Include a short conclusion. Do not give unnecessary
details.
2.1.4. Presenting a question paper
The following are some points to keep in mind to present the paper well:
1. Hand Writing – Keep the hand writing legible. If the examiner cannot read
your writing you will lose marks. Do not do too much scratching around on the
paper. This really makes the paper look dirty.
2. Margins - Draw margins on both side of the paper. This is generally very
important that your answers are in the centre of the answer paper and visible
properly. The best time to do it is the time when you get the answer sheets
and before you get the question paper, so this does not waste any time of
attempting the paper.
3. Figures – Generally you can draw figures with pen. But preferably draw them
with pencil. Generally a free hand diagram would do in an engineering paper
but when done with a pencil is much easier to correct and change than a one
drawn with pen. And it looks much neater.
4. Rough Work – Do not do rough work of any kind just next to the sum. Do the
rough work in the margin. Or you could just mark the last page as rough work
and do all the rough work there.
5. Sub Question – All the sub question of a question should be attempted in a
sequential order. If you do not know a sub question leave appropriate place
for it Do not attempt the sub question anywhere else. This would be highly
irritating for the examiner. He might not even check that answer.
All these small things do not take up a lot of time during the paper but if not done
they make the paper untidy. Due to this the examiner might not be able to read
exactly what you have written and it might affect your marks drastically. So do keep
these tips in mind.
2.1.5. Top 10 mistakes
The top10 mistakes that most students make when attempting a test or exam paper,
and how to overcome them.
Mistake How to correct
1. Spotting only some questions Start revising long before the exams in order to
or cramming too much be able to cover all the work. Plan your study
information into your memory time

2. Arriving late/failing to bring Give yourself enough time to travel to venue.
necessary stationary Make a note on the exam time table e.g.
remember calculator.
3. Panic before or during paper Prepare well, sleep enough before a paper. Tell
yourself it is not the end of the world and only a
exam paper.
Read the instructions and make sure of the

number of questions you need to answer. Scan
4. Failing to read instructions through a paper before you begin to write.
and scan through questions Proceed to answer the easy questions first.
5. Failing to allocate time for Allocate time to each question. Plan your exam
each question/failing to plan time before you go to the exam room. Know how
your time long you should take for the short and long
questions. Allocate your time accordingly. If you
fail to plan, you plan to fail!
6. Misinterpreting Underline the key words in the question. Make

question/producing and sure you just answer what the question requires.
incoherent answer/writing too
much or too little
7. Not sure how to start or end Don’t waste time by starting over and over again.
question The emphasis should be on the flow of your
ideas. Make sure paragraphs are coherent
8. Writing illegible If your “a” looks like a” u” and your “v” looks like
a” u” you will lose marks as the marker cannot
read your answer. Practice your handwriting
9. Reading and writing too Practicing your reading will increase your reading
slowly speed. Practice your writing skills or you can try
different types of pens and pencils.
10. Forgetting to write your Always start your exam by writing your personal
personal particulars details on your exam book
Write your exam number and particulars on the

loose pages, as a whole stack of papers may fall
apart during transit.

3. Time-management skills and annual study plan
3.1. Create good study habits
- Study at the same time each day so that it becomes a habit.

- Plan for weekly reviews.
- Set aside blocks of study time (about 45 minutes each).
- Keep your study area just for studying and get rid of distractions.
- Write down assignments in every class including the DUE DATE and then
- check off items as you complete them.
- Take advantage of open “time windows.”
Use the time you spend waiting, walking, riding, etc. to review what you’ve
learned.
Just before class, quickly review your notes or readings relating to that
class.
3.2. Plan Properly for Peak Performance
- Set up a school-year calendar to get a big picture of your semester–don’t

include too much detail at this point.
- Schedule your fixed commitments. Block out time for papers, projects,
readings, meetings, scheduled exams, holidays, breaks, presentations, etc.
- Allot time for planned recreation, sports, club activities, etc.
Enter important dates for your social and family life.
Leave free time for yourself so you have flexibility.
- Make a Weekly Schedule. Once a week block out time on a more detailed
level for important commitments and deadlines you need to meet.
Schedule meetings with yourself to work on back-burner items.
Make a Daily To-Do List. At the end of each day organize and schedule your
next day. Include routines, errands, and study time.

3.3. Follow your plan
- Don’t let peer pressure or the quest for short-term gratification dictate what
you consider important.
- Focus on the goals you’ve set for yourself and follow up on your true top
priorities.
- Align your priorities with your long-term values and goals.
3.4. Set priorities: There’s always more to do than you have time for
- Be mindful that the actions you take today will plant the seeds for your long
success or failure.
- Think of the possible actions you can take today that will contribute to your
success.
- Go over each action you’ve thought of and ask yourself, “What positive things
might happen if I make this a top priority?”
- Ask yourself, “What negative things might happen if I don’t make it a top
priority?”
- Write down the answers you’ve come up with
3.5. Overcome procrastination
- Without a date, you’ll procrastinate. Whenever you get an assignment, set a

goal for when you’re going to start it so you can finish without a last minute
panic.
- Once you’re given a due date on an assignment, count backwards from the
due date to establish a start date. Take into account time you’ll be spending
on other items like social events, sports, etc. Refer to your school calendar
where you’ve blocked out time you’ve committed to other things.
- Keep stress to a minimum. Start early to avoid a frantic finish.
- If you usually wait until the last minute to study or work on an assignment,
instead of making your goal to finish on time, make your goal to finish early.
- Remember the riddle, “How do you eat an elephant?” The answer: “A bite at
a time. If it’s a big assignment, break it into small steps.
3.6. Look Back From the Future
Things that appear critically important today might seem relatively unimportant when
you view them from a future perspective. Also, things that appear to be relatively
unimportant today might be very important when you view them from a future
perspective.
Looking back from the future–”back casting” instead of forecasting–which items will
have been the most significant for you to have accomplished to achieve your ideal
week, month, year, and life?

4. Umpiring, administrative, organisational and leadership skills
4.1. Umpire and referee skills
- Know and respect the rules of the - Explain penalties and punishment
game - Never take bribes
- Understand how to use hand - Stop the game when a player gets
signals correctly injured
- Apply rules consistently - Ensure that a player that’s
- Make fair judgements bleeding, leaves the field
- Protect the players - Use a whistle, when required by
- Stay fit the nature of the game
- Control the players firmly but - Keep score accurately
respectfully - Listen to advice from the team of
- Act fairly and honestly officials, such as line judges,
match officials, etc
4.2. Administrative skills
- Promoting the game

- Working out a schedule of games and matches
- Booking playing areas
- Fundraising
- Controlling the list of reserve players
- Giving numbers to players
- Writing a match report in co-operation with umpire / referee.
4.3. Organisational skills
- Organising first aid

- Organising transport to and from the game
- Planning practice sessions
- Planning matches and tournaments
- Organising and checking equipment
4.4. Leadership skills
The skills hat leaders, captains and couches should have, include :
- Lead by example
- Keep calm
- Take responsibility
- Show respect
- Communicate clearly
- Be responsible
- Be fair and treat everybody the same, without having favourites

WEEK 5-7
Chapter 5 : Social and environmental responsibility
1. Environmental issues that cause ill health
1.1. The use of harmful substances in food production
SUBSTANCE HOW, WHERE AND WHY CAUSING ILL HEALTH

Antibiotics Given to animals to prevent It can get in the animal’s milk and
disease and make them eat flesh and when consumed by
more to grow fat. humans, they can build up
resistance against antibiotics.
Artificial rBST is injected into cows to Leads to deformed calves and
hormones stimulate milk production. mastitis. It can enhance the levels
in the human and be linked to
breast and colon cancer.
Animal by- The parts of animals not Can lead to animal disease
products consumed by humans, are epidemics such as mouth-and-foot
fed to the animals as protein disease and mad cow disease.
boosters.
Pesticides Kills insects, weeds and Some pesticides are stored in body
germs that may inhibit fat and may make humans ill.
healthy plant growth. Pesticides can also be breathed in
or get into drinking water.
Food additives Chemicals are used to Some people may be allergic to
preserve food and give it some additives and it can have
colour and flavour. severe reactions such as asthma
attacks. In large amounts some
additives may cause cancer and
lead to ADD ( Attention Deficit
Disorder ).
Plastics Materials such as Styrofoam, If plastics are not recycled, they
PVC and polystyrene are cause pollution. They can release
used to package food and chemicals that can be harmful to
drinks. people’s health.
1.2. Inhumane farming methods
Inhumane farming methods are ways of farming that are cruel to animals.
- An example is a battery of chickens. These animals never see sunlight, get
fresh air, move and live in discomfort and frustration every day.
1.3. Impact of degradation on society and the environment.
Degradation is the process of damaging or ruining something.

Destroying / harming the environment affects people and the planet.
Human activities can cause environmental hazards such as soil erosion and
pollution.

Examples are :
- Soil erosion
- Pollution ( air, water and land )
- Radiation
- Floods
- Fires
- Wind damage
- Loss of open space and lack of infrastructure
1.4. Impact of depletion of sources
 Overfishing
- Whole species of fish can disappear.
- Fish not suitable for consumption is thrown away.
- People who rely on fishing for a living will be unemployed.
- People whose diet relies on fish will not have enough to eat.
 Firewood
- Some types of trees will become extinct.
- No trees will exist to bind the soil, leading to erosion.
- People will run out of fuel to cook food and keep warm.
- There will be no shade.
- Birds will have no place to live.
- Alien plants will take over the land.
- Global warming and climate change will take place because trees
absorb carbon dioxide and give off oxygen.
 Land
- Farmers plant the same type of crops on the same piece of land, year
after year, depleting the soil. Crop failure will occur.
- Cattle are allowed to eat all the grass, leading to soil erosion.
- Land is used to build infrastructure.
- Mining activities pollute the land.
- Pesticides can poison the land so that it cannot be used for farming.
2. Climate change
2.1. Causes of climate change

It is a change in temperature and weather patterns. Gases, such as carbon
dioxide, build up in the atmosphere and trap the sun’s heat. The heat causes
changes in weather patterns. Summers and winters may last longer and rainfall
may change.
2.2. Impact of climate change on development

- World will get warmer and rainfall patterns will change
- Maize, fruit and cereal production will be directly affected.
- The oceans will get warmer, which will impact on the type and numbers of
fish.
- Sea levels will rise.
- Droughts, floods and extreme temperatures will be a threat to health.

2.3. Mitigation of climate change
- Use motor cars less, to curb the emission of harmful gasses. Rather walk or
make use of public transport.
- Build houses out of the way of floods / big waves
- Plant drought-resistant, indigenous trees.
- Recycle paper to save trees.
- Turn of the tap, don’t let water run freely.
- Turn of light, insulate the house and use a solar water heater.
- Collect rainwater to use in the garden.

TERM 3
WEEK 1-5
1. Healthy and balanced lifestyle choices
1.1. Characteristics of a healthy and balanced lifestyle
A balanced lifestyle means that there is balance and harmony between the
following aspects of your life :
 Physical : Being physically fit and healthy.

 Psychological : Avoid risky behaviours and apply life skills.
 Social : Have good relationships with family and friends.
 Emotional : Are able to explore, express and control emotions.
 Spiritual : Following the rules of your religion / belief system.
2. Factors that impact negatively on lifestyle choices
 Accidents
- Physical : You may become disabled, lose a limb, break your neck /
suffer brain damage.
- Psychological : If you caused the accident, you may feel guilty.
- Social : You may lose the support of family and friends, be
shunned by the community.
- Emotional : You may become angry, depressed, sad and scared.
- Spiritual : You may lose your faith.
 Risky behaviour and situations

- Risky behaviour and situations are not like accidents, because you have
control over them.
- Risky behaviour such as substance abuse, affects your personal safety
and has a negative impact on your lifestyle choices.
 Socio-economic environment
- For example : lack of literacy, low income, very high income, poor
neighbourhood, no access to medical care, peer-pressure, substance
abuse, crime abuse and violence.

3. Factors that impact positively on lifestyle choices
 Positive role models

- A person who can inspire and motivate you to make healthy and useful
lifestyle choices.
- This person is a good example to others.
- People admire such a role model and want to imitate his/her.
 Parents
They can have a positive influence on their children’s lifestyle choices, if they :
- Support, encourage and support
- Educate
- Warn about alcohol and substance abuse
- Model healthy behaviour
- Never drive under the influence or while talking on the cell phone
- Show acceptance and love
- Set clear rules
- Supervise study times and ensure all school work is done
- Encourage participation in physical activities
 Peers
- Friends from the same age can positively influence your life style choices.
 Personal values, belief system and religion

- Your values (the criteria for acceptable behaviour) and religion / belief
systems can positively influence your life style choices.
- Healthy relationships, peace, positive attitudes and improved physical
health may stem from the above.
 Media, social and cultural influences

- Health information is freely available in the printed and electronic media
- Culture is a set believes and attitudes shared by a group of people and
can impact on your life style choices. Many cultural traditions are based
on healthy living and good interpersonal relationships.
4. Role of nutrition in health and physical activities
 Nutrition is an important aspect of fitness and health

To be healthy, you need to follow a nutritious, balanced diet and get regular
physical exercise.
Manage your weight by exercising, eat nutritious food, don’t starve yourself
and don’t overeat and always drink enough water.

 Types of food that provides healthy sources of energy
CONCEPT EXPLANATION
kilojoules A measure of how much energy food provides for your
body. The food label will indicate the amount of energy
per serving.
carbohydrates Important energy source found in fruits, vegetables,
wholegrain products, pap and potatoes /sweet potatoes.
You will gain weight if you eat too much carbohydrates,
without burning it through exercise.
fibre Helps to keep your digestive system healthy. All whole r
Grain products are high in fibre.
protein Foods rich in protein are : fish, meat, dairy, beans,

lentils, nuts and eggs. Protein assists muscle and tissue
generation.
Vitamins and Essential vitamins and minerals are : Vitamins A,B,C,D
minerals calcium and iron. Fruit contains vitamin C and
antioxidants which help to reduce cell damage. Yoghurt
is a good source of calcium and vitamin B.
fats Fats are found in oil, butter and meat, fish and nuts.
Unsaturated fats found in nuts, fish and olive oil, are
good fats because they do not raise your cholesterol
levels.
sugar Avoid having more than one teaspoon sugar a day. Eat
low GI-foods that have a slower effect on your blood
sugar levels. They break down slowly and give you a
longer sense of being full.

WEEK 6-10
Chapter 7 : Careers and career choices
1. Competencies, abilities and ethics that will assist in securing a job and
developing a career
1.1. Studying advertisements, writing application letter and completing

application forms
 Study advertisements
- Find advertisements in newspapers, on the internet and on bulletin/notice
boards.
 Write an application letter
Street / PO Box Address

City
Postal Code
Telephone Number
Email Address
Month, Day, Year
Name of Organization
Street or P. O. Box Address
City
Postal Code
Dear Mr./Ms./Dr. LastName:
Application for ..............................
Opening paragraph: State what position or internship you are applying for; how you learned
of the organization or position, and basic information or qualifications about yourself.
2nd paragraph: Tell why you are interested in the employer or type of work the employer
does (Simply stating that you are interested does not tell why, and can sound like a form
letter). Demonstrate that you know enough about the employer or position to relate your
background to the employer or position. Mention specific qualifications which make you a
good fit for the employer's needs. This is an opportunity to explain in more detail relevant
items in your resume. Refer to the fact that your resume is enclosed. Mention other
enclosures if such are required to apply for a position.
3rd paragraph: Indicate that you would like the opportunity to interview for a position or to
talk with the employer to learn more about their opportunities or hiring plans. Restate briefly
why you're so passionate about the opportunity you're applying for. State that you would be
glad to provide the employer with any additional information needed. Thank the employer for
her/his consideration.
Sincerely,
(Your handwritten signature)

Your name typed
 Complete application forms properly

Keep the following in mind :
- Answer all the questions truthfully
- Incomplete / incorrectly completed forms will be rejected.
- Read instructions carefully
 Writing and building a CV

A CV is a curriculum vitae which is a summary of your career experience,
qualifications, skills and abilities. It tells future employers more about you in a
formal and businesslike manner.
Your CV should relate to the job requirements, always highlight how you
qualify for the requirements in the advertisement.
Keep the following in mind :
- Always keep your CV updated
- Have testimonials and references ready
- Present your CV neatly typed and bound
- Keep CV short
1. Create the format for your CV.

Are you going to break each section up with a line? Are you going to put each
section in its own box? Are you going to list all of your information? Play
around with different formats to see which looks most professional. Aim for no
more than the front and back of a standard sheet of paper.
2. List your name, address, telephone number, and email at the top of
the page.
It is important to make your name a size larger than the rest of the text as it is
important for your reviewer to know who he or she is reading about. It is up to
you as to how you format this information.
Standard format would be to have your name in the center of the page. Your
home address should be listed in a block format on the left side of the paper.
Put your telephone number and email below your home address. If you have
another address (such as your address while you are at school) list this
address on the right hand side of the paper.
3. Write a personal profile.

This is an optional part of the CV that is good for giving your reviewer a more
in-depth look at you as a person. This is where you sell your skills,
experiences, and personal qualities. It should be original and well-written. Use
positive words such as “adaptable”, “confident”, and “determined”.
4. Create a section for your education and qualifications.

This section can be at the beginning of your CV or you can choose to list it
after other sections. The order of sections is up to you. List your education in
reverse chronological order. Begin with university if you attended or are
attending it and work your way backwards. List the name of your university,
the dates you went there, your major and minor, and your grade point average
or A levels.

5. Create a section for your work experience.
This is the section in which you should list all of your relevant work
experience. List the name of the company, the location of the company, the
years you worked there, and what you did. Start with your most recent job and
work backwards. If you have a long list of work experience, only put the
experiences relevant to the job you are applying for.
6. Create a section for your skills and achievements.

This section is where you list the things you accomplished at your previous
jobs, and the skills you have developed through your experiences. This is also
the section where you list any of your published work, lectures you've given,
classes you've taught, etc.
7. Create a section for your interests.

You should list any relevant interests that paint you in the most positive light.
Choose several interests from the list you created while brainstorming for your
CV (in Part One).
8. Create a section for other information.

If there is a noticeable gap in your CV or there is some other information you
would like to share, put it in this section. This sort of information can include
leaving work to take care of children, join the Peace Corps, etc.
9.Create a section for references.

These are people you have worked with in the past such as professors,
previous employers, etc. that have seen your work and can credibly support
praises that they give you. The company you are applying to may contact
these references to find out more about your previous work. You should talk
with the person you would like to list a reference before actually listing them--it
is best to double check that they still have the same number, are ok with
giving you a reference, or that they remember who you are. Write down their
full names and contact information (including their phone numbers and
emails).
1.2. Managing meetings
 How to manage meetings
Tip #1: Begin With a Purpose

One of the most important tasks you need to do to improve
your management skills and hold more effective meetings, is to begin with
an outline of the purpose. When everyone sits down you say, “We are
holding this meeting today to accomplish these goals and objectives.”
Tip #2: Encourage Open Discussion for More Effective Meetings

It’s very important that you get input from everybody; not only the people who
have a lot to contribute and are eager, but also from those who are more shy
and less likely to speak up. You want input from especially women and others

who may be a little bit reluctant to try to compete with more aggressive or
assertive people.
Tip #3: Press for Closure

Once you start talking on a subject, discuss it thoroughly but press for closure
on what has been decided and who’s going to do what and by when, before
you go on to the next item on the agenda.
The inability to keep on track and to press for closure are the two major time
wasters and major complaints from people who attend non-effective meetings.
Tip #4: Summarize the Main Point

Learn is to summarize at the end of each discussion point and at the end of
the meeting. Set out and summarize your time and action schedules, and
your implementation plan and assignments. Then have everybody in the
meeting agree on what has been decided.
Tip #5: Keep a Record

Finally, distribute minutes from the meeting within 24 hours. The more
important the decisions that have been taken, the more important that you
have them distributed in writing so that if they have questions they can get
back to you. If there are no questions then they are accepting the record of
the meeting as distributed. This is a final step that is very important part of
conducting more effective meetings and improving your management skills.
 How to write minutes
Before you start taking notes, it’s important to understand the type of
information you need to record at the meeting. Generally, meeting minutes
usually include the following:
- Date and time of the meeting
- Names of the meeting participants and those unable to attend (e.g.,
“regrets”)
- Acceptance or corrections/amendments to previous meeting minutes
- Decisions made about each agenda item, for example:
- Actions taken or agreed to be taken
- Next steps
- Voting outcomes – e.g., (if necessary, details regarding who made
motions; who seconded and approved or via show of hands, etc.)
- Motions taken or rejected
- Items to be held over
- New business
- Next meeting date and time
Tips that might help your note taking:
- Create an outline – as discussed earlier, having an outline (or template)

based on the agenda makes it easy for you to simply jot down notes,
decisions, etc. under each item as you go along. If you are taking notes by
hand, consider including space below each item on your outline for your hand-
written notes, then print these out and use this to capture minutes.

- Check-off attendees as they enter the room - if you know the meeting
attendees, you can check them off as they arrive, if not have folks introduce
themselves at the start of the meeting or circulate an attendance list they can
check-off themselves.
- Record decisions or notes on action items in your outline as soon as they

occur to be sure they are recorded accurately.
- Ask for clarification if necessary – for example, if the group moves on

without making a decision or an obvious conclusion, ask for clarification of the
decision and/or next steps involved.
- Don’t try to capture it all – you can’t keep up if you try to write down the
conversation verbatim, so be sure to simply (and clearly) write (or type) just
the decisions, assignments, action steps, etc.
1.3. Interview skills
An interview is the next step after sending off your application letter and CV.
An interview is a formal meeting between you and the employer / interviewer of
the place you applied for the job.
Be careful of what you post on social media because prospective employers may
check your profile before you are invited for an interview.
 Panel interview hints

1. Direct your attention to each person on the panel.
2. Expect to repeat yourself.
3. Find out who you’ll need to impress the most.
4. Be prepared for at least one zinger question.
5. Thank all participants promptly.
 How to dress for an interview

1. Make sure your clothes that are neatly ironed and press.
Nothing gives away the lack of attention to detail than wrinkled clothing.
2. Make sure your clothing fits properly. If your pants or sleeves are too long
or something is too loose or too tight you’ll look and probably feel
awkward.
3. Don’t wear flashy jewelry. You’ll want the interviewer to pay attention to
you, not your bling.
4. Dress according to the season. Don’t wear a stuffy turtleneck sweater in
the middle of the summer.
5. Don’t wear perfume or aftershave. You never know if your interviewer is
allergic and this isn’t a good way to find out.
6. Make sure you have a nice, clean haircut that makes you look well
groomed.
7. For men, make sure you shave and keep facial hair to a minimum.
8. For women, don’t wear anything that is too revealing. It’s best to keep your
body parts inside your clothing and not be too exposed.
9. Avoid articles of clothing with loud, busy prints. It’s best to wear solid

colors that flatter your skin tone.
10. For women, make sure you wear appropriate lingerie and/or pantyhose
underneath your clothing. This will give you smooth lines and assure you
don’t have visible panty lines on your backside.
11. For women, don’t overdo your makeup. Wear natural colors and avoid
heavy eye shadow, eyeliner and bright colored lipstick.
12.For pants outfits, make sure you wear a belt that matches the color of your
shoes.
 Interview hints
DO DON’T
Be on time, at least 20 minutes before Arrive late.
interview starts.
Dress neatly. Look untidy.
Keep all documents in a neat file. Smoke.
Smile and try to relax. Chew gum while talking.
Speak clearly. Gossip about your previous manager or

place of work.
Be honest. Use swear words.
Try to remember the names of the Be rude to the interviewers.

interviewers.
Thank them for the interview. Refuse to answer questions.
 Prepare for typical interview questions

The following typical questions may be asked :
- Tell us a bit about yourself. Who are you ?
- Why do you want this job ? / Why do you think you are the right person
for the job ?
- What skills do you have to offer us ?
- What are your most outstanding achievements ?
- Explain how you cope with challenging situations.
- Can you make your own decisions ? Explain.
- Where do you see yourself in five years time ?/ What are your goals ?
- Are you willing to work overtime ?
- Are you willing to go beyond your job description ?
- What do you expect to earn ?

1.4. Ethics and ethical behaviour
 What is work ethics?
Ethics are sets of moral principles or rules of behaviour relating to right and
wrong actions
When we talk about work ethic, we are concerned with how people should
behave in the workplace.
Some examples or appropriate behaviour in the workplace include:

- Acting honestly
- Integrity
- Respect
- Non- discrimination and fairness
Unethical behaviour includes:

- Discrimination
- Sexual harassment
- Lying about qualification and abilities
- Abusing of power
2. Personal expectations about jobs and careers
2.1. Expectancy and reality
Keep the following in mind when deciding on a career / job, as your expectations
may not meet the reality of the job / career :
- You need to study between 3 and 7 years to obtain a degree
- You will start at the bottom and will have to work your way up.
- Most work places give 30 days and less leave days per year
- Some careers, like those of sport people, have a very short life span
- Some careers are very stressful and workers need to make a career change
to prevent burn out
- In some careers and jobs, you need to work at night / over time
2.2. Chances of success and satisfaction
Success means to achieve your goals, whatever they are.

Satisfaction means to be happy and pleased with what you have achieved.
The chances that you will be successful and happy in your job depend on :
- Having realistic expectations
- Interest in what you do
- Your personality suiting the job
Do the following to ensure chances of success and satisfaction :

- Research your future job / career very well
- Think about your interests, abilities, needs and values
- Know yourself well and make sure your personality suits the job
2.3. Suitability audit
A suitability audit is a quiz, questionnaire or test to assess how suitable you are
for the job / career / career field.
It answers the questions : Do you meet the requirements ? Does your
personality match the job / career ?
3. Knowledge about self in relation to the demands of the world of work and
socio-economic conditions
3.1. Socio-economic conditions

Conditions related to the conditions of the society you live in and how much
money you have / earn.
Examples : - level of education
- where you live
- culture and religion
3.2. Skilled, semi-skilled, unskilled and physical labour
Skilled The workers are highly trained and can

do many kinds of jobs that are within the
range of the competence.
Semi-skilled The workers are trained to do one job
only and usually assist skilled workers
Unskilled These workers have very little or no
training and possess no special skills
Physical labour These workers have no formal
qualifications. Examples : gardening,
offloading of furniture, harvesting fruit,
digging graves / trenches, etc.
3.3. Additional and higher education studies required for different careers
Degree Academic qualification awarded by a

university or college following successful
completion of a course of study, for
example to become an accountant
Diploma A qualification given by a college or
professional organisation after
completion of a course of education or
training in a particular field. E.g. Diploma
in Travel and Tourism
Certificate qualification Is given after completion of short courses
of additional study. E.g Microsoft
Certificate for operating Word program

3.4. Expectancy, reality and perseverance
Sometimes people have high expectations about the career they are going to
follow. In reality, however, it may not be so easy to follow your dream.
Socio-economic issues can get in the way of fulfilling your ambitions.
For example : - poverty
- late / non-application to higher education institutes
- child-headed families
- impact of HIV and AIDS
- teenage pregnancy

TERM 4
WEEK 1-3
1. Gender roles and their effects on health and well-being
Gender roles are the different roles, behaviour and activities that society thinks
are appropriate or right for women and men.
The different roles that women and men play can effect their health and
well-being.
1.1. Unequal power relations, power inequality, power balance and power
struggle between genders
 Power inequality
- some people have more rights, better opportunities and more power
than other people.
- The power balance is unfair which may lead to power struggles
- Unequal power relations can affect a person negatively, for example :
some cultures think education for girls is not important.
1.2. Abuse of power
 Individual : Physical abuse

- Using physical force to cause harm, injury, disability or death.
 Family : Incest
- Sexual intercourse between people who are so closely related that they
would not be allowed to get married by law.
 Cultural : mourning period

- Many cultures have religious rituals, traditions or behaviour for mourning
or grieving for someone who has died. These rules dictate the mourning
period, mourning dress code and mourning behaviour. Rules are strictly
enforced for widows.
 Social : Domestic violence

- Happens when one person in a close relationship or marriage tries to
dominate and control the other person.
- Uses fear, guilt, shame, threats and physical violence to control you.
- The abuser can be either a man or a woman.
 Social : Sexual violence and rape

- Any sexual act that is unwanted by the other person
- Trying to force someone to have sex with you
- Being forced to watch other people performing sexual acts
- Being forced to perform anal / oral sex
- Penetration with fingers / objects

- Date rape : getting raped by the person you are on a date with
- Gang rape : being raped by more than one person
- Statutory rape : sex with a girl under the age of 16, with or without her
consent.
 Sexual harassment
- It is unwanted sexual behaviour that happens again and again. It can
take the form of :
- Sexual comments
- Asking about a person’s sex life
- Suggestions and hints about having sex
- Physical contact such as touching, feeling or pinching
- Whistling
- Rude gestures / finger signs
- Sex-related jokes
- Showing pornographic pictures
- Promises of promotion in exchange for sex
- Name-calling
- Spreading untrue stories about someone’s sexual activities
- Sending inappropriate notes, letters, SMSs or emails
- Making obscene phone calls
2. Negative effects on health and well-being
 Physical effects of abuse

- Bruises
- Broken bones and teeth
- Rope or strap marks
- STIs, HIV and AIDS
- Bald spots where hair has been pulled out
- Burn wounds
- Unwanted pregnancies
- Death
 Emotional effects of abuse
- Fear of the abuser - Avoiding friends

- Depression - Feeling worthless and powerless
- Fear for personal safety - Feelings of guilt
- Anger - Sleeplessness and nightmares
- Increased risk of suicide - Being afraid to trust people
- Alcohol and substance abuse - Poor marks at school
- Shame - Dropping out of school
- Difficulty to concentrate

WEEKS 4 – 6
Chapter 9 : Democracy and human rights
1. Contribution of diverse religions and belief systems to a harmonious society

and your own belief system
 Contribution to a harmonious society

- promoting harmony, peace and tolerance
- providing moral codes to live by
- give people a sense of belonging
- encourage people to learn about their own and others
- teaching friendship, understanding and respect
- helping the less fortunate and uplifting the community by founding and
funding outreach programs and organisations
 Different religions and their teachings
Religion Teachings
Judaism Worship no other God
Do not bow down to any idol or worship it
Do not use God’s name wrongly
Observe the Sabbath day and keep it holy
Honour your father and mother
Do not commit murder
Do not steal
Do not commit adultery
Do not accuse anyone falsely
Do not desire another man’s property
Christianity Follow the same ethical teaching as given in the ten

Commandments.
They follow the teachings of Jesus Christ.
They love God and care for each other
Islam The Koran sets down a complete ethical code for Muslims
The must care for all member of their family
Women must dress modestly, covering their hair and bodies
They are expected to marry- sex outside marriage is forbidden
They must give generously to the poor
The fast during Ramadaan to realise what it is like to be hungry.
Going on pilgrimage to Mecca makes Muslims understand that all
people are equal.
Muslims are forbidden to eat pork drink alcohol and to gamble.
African They do not have a holy book
Traditional Human dignity is valued more than the individual’s contribution to
Religion society
Followers must respect their ancestors and elders.
They must show hospitality to everybody
They should help the needy
They should show respect towards marriage and family.

They should respect each other’s lives and property.
They should tell the truth , be hardworking, honest and generous.
Hinduism They follow the laws of dharma
They should be honest- it is wrong to lie
Show respect for all life
They should practise non violence
They should practice self control and discipline in their lives
Respect elders and ancestors
They should care for others, including sick relatives, elderly parents
and poor.
Buddish They have 5 basic rules:
Do not take life, either a person’s or that of an animal
Do not steal
Avoid wrong or harmful sensual activities
Do not indulge in wrong speech
Avoid drugs and alcohol
 Personal Believe System

- Often we think that morality and religion are just old-fashioned sets of
rules which are meant to stop us from enjoying ourselves. However,
having a moral code to live by is about having our own internal awareness
of who we are and what we are prepared to do.
- When we are young we are taught moral values by our parents and other
family member. We learn their belief system and rituals of their religion.
As teenagers we start to question these values. We are starting to
develop our own moral code.
- As we live in a multicultural country where people follow multiple religions
it is important for us to learn about other religions and also to go beyond
the mere facts about religion. It mean s you develop and understand a
religion so that you are able to empathise with and respect other who
differ from your religious observance.
- Why is religion important?
 Religious beliefs help to give meaning to life. They give answers to
people’s questions about themselves and the world they live in.
Religious beliefs answer questions such as: Who am I? Why am I
here?
 Religion brings people together and gives them a sense of belonging.
They help people to feel part of a religious community
 Religious values give people a set of guidelines for living. Religions
provide clear ethical teachings on how people should live their
everyday lives. People know the rules they should obey, and what
their religion regards as right and wrong.
 Religion is used by different societies to explain events that happen in
people’s lives.
 Religion gives its followers a sense of security in life. They know who
they are, what their place is in that religion and in the wider society

2. Identify and critically analyse moral and social issues and dilemmas
 The right to live

According to the Bill of Right, everybody has the right to life.
However, the Choice on Termination of Pregnancy Act ( Act no 2 of 1996 ),
gives women the right to decide whether they want an abortion. No hospital
can deny a woman this right.
The moral issue / dilemma : Is abortion acceptable ?
 Euthanasia
It is the act / practice of killing someone who is very sick or injured to prevent
any more suffering.
The moral issue / dilemma : Can you take a person’s life, even if the
circumstances demand it and the person give consent ?
 Cultural practices and traditions
- Rhinoceros horn : traditional Asian medicine.

- Arranged marriages : parents / families decide whom their children will
marry.
- Male circumcision : part of the initiation rites of some cultures.
THE END
References
1. Focus on Life Orientation, Maskew, Miller and Longman, 2012.
2. www.collegesa.co.za/FET-College
3. www.kznlegislature.gov.za
4. www.ieb.co.za/School/nsc.php


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TALEDI AREA OFFICE

1 Compiled by C. Van Staden, SES Life Orientation

Chapter 1 : Development of the self in society

1. Plan and achieve life goals

1.1. Types of goals

 What are goals?

 You must set SMART goals.

S SPECIFIC What do I want to achieve? You must say exactly

R REALISTIC You must be able to achieve it and must be willing to

1. Short-term goals: we achieve it in a short space of time e.g. a project you

1.2. Five-step method for planning and goal-setting

Step 1 : Write down your goal.

1.3. Problem-solving skills

A problem-solving model can look like this :

3. Possible solutions. 4. Possible effect of each solution.

5. Write down the best solution.

Reason why this is the best solution.

1.4. Relationship between personal values, choices and goal-setting

 What are values?

3 Compiled by C. Van Staden, SES Life Orientation

2. Relationships and their influence on your well-being

2.1. Types of relationships with different people or groups

2.2. Changing relationships

Natural developments that change Unexpected events that change

4 Compiled by C. Van Staden, SES Life Orientation

2.3. Skills and qualities which make good relationships

2.4. Power and gender in relationships

 The role of power in relationships

 Gender roles and stereotyping

5 Compiled by C. Van Staden, SES Life Orientation

In traditional gender roles, being masculine means being dominant while

6 Compiled by C. Van Staden, SES Life Orientation

Chapter 2 : Careers and career choices

1. Requirements for admission to additional and higher education courses

1.1. Types of qualifications

HIGHER CERTIFICATE DIPLOMA BACHELOR’S DEGREE

1.2. Requirements for admission to additional courses : FET colleges

 Everything you need to know about FET colleges

7 Compiled by C. Van Staden, SES Life Orientation

 A little background information about FET colleges may be helpful to

The education system in South Africa consists of three broad bands.

 General Education (GE)

General education consists of the first nine years of your school

 What are the entrance requirements for FET colleges?

 What is the difference between public and private FET colleges?

8 Compiled by C. Van Staden, SES Life Orientation

Under the prescriptions of chapter 6 of the Further Education and

It is very important to always check on the accreditation status of a college

 Which type of courses do FET colleges offer?

 Which industry fields are supported by FET colleges?

These include (but are not limited to):

9 Compiled by C. Van Staden, SES Life Orientation

 Can I complete a course at a FET college through correspondence or

- Studying through supported distance learning can be a difficult process for

1.3. Admission point score ( APS )

NSC rating APS

- Learners study at least 7 subjects - 4 compulsory and at least 3 electives.

 Group A: Fundamentals (Compulsory)