QUESTION NUMBER PAGE NUMBER

QUESTION: 1 PAGE: 2

QUESTION: 2 PAGE: 4

QUESTION: 3 PAGE: 5

QUESTION: 3.1. PAGE: 5

QUESTION: 3.2 PAGE: 6
QUESTION: 3.3 PAGE: 7

QUESTION: 4 PAGE: 8
QUESTION: 4.1. PAGE: 8
QUESTION: 4.2. PAGE: 9
QUESTION: 4.3. PAGE: 10

Page 1 of 11
 QUESTION: 1
STATEMENT TRUE/FALSE SUBSTANTIATION REFERENCE
One of the aims of school Donald et al (1997:96), “life skills comprise particular attitudes, Sub-section:
guidance and counselling is knowledge and skills (Nelson-Jones 1993) which enable us to deal 1.4.3.
1.1. to empower the individual by False effectively with the demands and challenges of everyday life. Life Page: 6
only promoting cognitive skills are indispensable in the process of empowering individuals to
development. engage and cope successfully with life and its challenges”.

Personal and social guidance Sub-section

will enable learners to
develop positive self-images,
1.2. which is one of the principle
responsibilities of educators
and counsellors.
According to (Mwamwenda 1995:465), “This will enable learners : 2.2.1
True to develop positive self-images, which is one of the principle Page: 21
responsibilities of educators and counsellors”.

Problem learners should According to (Vrey 1979), “ … create opportunities for moral Sub-section:
1.3. never be given any False development in the learning environment”. 2.5.3
responsibility. Page: 43

Case studies are long

descriptions of invented
scenarios used in order for True
1.4. learners to make decisions,
judgements and suggest
courses of action.
…”an intensive analysis of an individual unit (as a person or Activity: 2.8
community) stressing developmental factors in relation to Page: 44
environment”.
https://www.merriam-webster.com/dictionary/case%20study

Page 2 of 11
 Aggressive behaviour is
active, direct and honest,
where a person views his or False
1.5. her wants, needs and rights
as equal with those of others.
Aggressive behaviour can cause physical or emotional harm to Sub-section:
others. It may range from verbal abuse to physical abuse. It can also 2.4.3.4
involve harming personal property. Page: 34
www.healthline.com/health/aggressive-behavior
Page 3 of 11
QUESTION: 2

CONCEPT DEFINITION GUIDE REFERENCE

2.1. Emotional Instability An individual is considered emotionally unstable if they Sub-section: 2.10.8.
react with volatility and hostility when facing social or Page: 51
personal pressures. An emotionally unstable person may
also display vicious or destructive behaviour when incited.

2.2. Differentiated education This style of teaching and learning involves the educator Sub-section: 1.6.1
using a variety of teaching strategies, taking into Page: 10
consideration the different paces at which different
children learn or achieve competencies in various learning
areas.
2.3. Self-knowledge The knowledge that a person possesses about themselves, Sub-section: 2.17.1
their character, values and beliefs. Page: 66
2.4. Assertiveness Refers to the ability to get one’s point across to other Sub-section:
people without becoming aggressive, using aggressive
language or insulting the other people in the conversation.
2.5. Co-operative learning This approach to education allows for learners to make use Sub-section:
of and share each of their unique learning experiences with
each other.

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QUESTION: 3

3.1.
 Physical Support
 Cognitive Support
 Emotional Support
 Social Support
 Normative Support

Page 5 of 11
 3.2.
TYPE OF EXPLANATION
SUPPORT
3.2.1. Physical Support In providing physical support to learners, the educator in question needs to understand that each learner is a
unique individual and as such may or may not understand the physical changes taking place in their bodies. Some
learners may isolate themselves from physical activities due to physical weakness or low self-image. In this respect,
learners need to be taught how to accept themselves. Activities which are designed to boost self-confidence and
self-self-esteem are advised.
3.2.2. Cognitive Support For optimal cognitive support to occur in adolescents, the educator concerned needs to be aware of the
importance of cognitive development, both, in terms of the concrete operational phase and the formal operational
phase. The learning material provided by the educator must serve to inspire, challenge and sustain the learner’s
cognitive development. Every learner should be motivated by the educator to aspire to achieve their full potential.
3.2.3. Emotional Support The task of the educator as a facilitator of the learner’s level of emotional stability is about more than simply
asking them to achieve maturity. The educator must display sensitivity to learner’s emotional states, show
empathy when learners cry and assisting them in coming to terms with loss or grief, as well as having a sense of
humour and showing that it is ok to laugh at one’s self. The practice of putting into words what one is feeling or
even bouts of physical activity would serve greatly in an attempt to reduce bottled-up emotions.
3.2.4. Social Support The need to belong may sometimes out-muscle moral and ethical judgement in the learner concerned. In
addition, the peer group teaches new sets of rules and regulations which may conflict with the learner’s
upbringing as well as status-quo. Furthermore, a drastic reduction in the dependency on the parent is noted.
Educators must take a proactive stance against peer groups that have a negative influence on learner’s
development, educate learners on the importance of developing good decision making skills and condemn
ideologies of prejudice which may foster poor inter-personal relations amongst learners.
3.2.5. Normative Support The educator as a benchmark for moral and ethical conduct cannot be under-emphasised. Although most
children may subscribe to a religious denomination, which would teach principles of morals and values, it is still
the task of the educator to guide the learners in his/her care on how to live a guilt free life. As the human species,
it is our conscience which separates us from animals, our ability to distinguish between right and wrong is what
places us at the fore-front of evolution.

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3.3.
The role of the educator in reference to providing emotional support is crucial to the holistic development of every child.

Lebo’s educator needs to create a learning environment in which Lebo can feel safe and comfortable, free of judgement and or bias
and prejudice, whether it’s regarding learning or expressing her personal life. The educator in question should attempt to make
Lebo play sport, by re-directing her focus and expelling some of that pent-up emotion and energy, Lebo may feel a reduction in
her stress, anxiety and level of frustration. The teacher should ascertain if another adult, possibly another member of the family
would step in and intervene, this may reduce tensions in the home and give the child another adult figure-like role-model or
confidant. Although Lebo is going through a rather emotional personal crisis, she should not use this as a crutch for her own ill-
discipline. The educator must enforce boundaries, guidelines and corrective measures wherever necessary. It is important, however,
that once she has been disciplined, not to continuously remind her of her misgivings. The likelihood that Lebo may become anti-
social or reclusive because of her fragile emotional and mental state is a strong possibility and the educator must be cautious for
early warning signs, so that a qualified therapist may be called in to effectively assist the child. The educator must at all times
practice positive re-enforcement in a bid to win the child over, showing her compassion, may just allow her to realise that not
everyone in the world is a bad person and that there is goodness in the world if she just allows herself to see it.

To conclude, I personally that teaching Lebo, that her life does not have to be determined by her current circumstances, is quite possibly
the greatest lesson her educator could teach her. Teaching her to believe that she is so much more than she allows herself to see, that if
she applies herself and works hard she will invariably rise above her circumstances and be her own greatest accomplishment.

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QUESTION: 4

4.1.
 Job description
 Working conditions
 Job opportunities

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4.2.
CAREER CHOICE CONSIDERATION:
4.2.1. Job description
4.2.2. Working conditions
4.2.3. Job opportunities
EXPLANATION
A broad, general, and written statement of a specific job, based on the
findings of a job analysis. It consists of duties, purpose, responsibilities,
possibilities, and working conditions of a job along with the job's title,
and the name or designation of the person to whom the employee
reports. A job description usually forms the basis of job specification.
The conditions in which an individual or staff works, including but not
limited to such things as amenities, physical environment, stress and noise
levels, degree of safety or danger, and the like.
A group of similar tasks related by parallel functions, which when
completed by an employee in an exchange for compensation. A job
consists of duties, responsibilities, and tasks that are defined and specific,
as well as being proficient, calculated, measured, and evaluated.
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4.3.
I think the draw-card with reference to Civil Engineering is most probably the salary. Civil Engineering is a very lucrative career path.
This is not to say that the job itself isn’t labour intensive. Every job has its pinnacle points as well as its pitfalls. I shall endeavour to
explain this career in accordance to the 3 Main Considerations governing a Career Choice.
Firstly, let us look at the job description of a Civil Engineer:
Civil engineers create, improve and protect the environment in which we live. They plan, design and oversee construction and
maintenance of building structures and infrastructure, such as roads, railways, airports, bridges, harbours, dams, irrigation projects, power
plants, and water and sewerage systems.
Taking into consideration all aspects mentioned above, it seems like an exceptionally exciting career prospect. However, I would be
failing in my responsibility as an educator if I neglected to mention the responsibilities associated with each of these tasks, the
maintenance, the assurances that you as the engineer must provide because the lives of people are at stake whenever you build something,
furthermore, should the structure which you build collapses due to the use of sub-standard building materials, you are the first person the
blame will fall on.
Secondly, in terms of the working conditions:
Civil engineers design, build, supervise, operate, and maintain construction projects and systems in the public and private sector,
including roads, buildings, airports, tunnels, dams, bridges, and systems for water supply and sewage treatment. Many civil engineers
work in design, construction, research, and education. For many hours of the day, their job takes them out of the office, often at the
mercy of the elements. One might argue that they get payed such high salaries because of the level of importance their functions serve for
society. In addition, the working hours are long and tedious and during the times that they are busy on projects, they barely have the time
to socialise.
Lastly, with reference to job opportunities:
With an ever-expanding population, more people moving to urban cities and city centres, this has created the market for expanding
infrastructure to accommodate for an ever-increasing demand. Everything, from, education to public works needs upgrading, and herein
lies the demand for civil engineers. New roads, rail networks, housing, hospitals, to name a few are just some of the examples of
infrastructure that either required an upgrade or needed more to be built.
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