LIfe Orientation TERM1-4 NOTES

TERM 1-4
LIFE ORIENTATION
GRADE 10
CLASS NOTES
1 Compiled by C. Van Staden, SES Life Orientation

TERM 1
WEEK 1-3
Chapter 1 : Development of the self in society
1. Strategies to develop self-awareness, self-esteem and self-development
1.1. Concepts
Self-awareness Self-esteem Self-development

How good you know How much you like How you improve yourself
yourself regarding yourself and how confident by building up your
interests, skills, strengths you are. strengths, improve your
and weaknesses, likes and weaknesses, develop your
dislikes, goals, values and life skills and become the
beliefs. best person you can be.
1.2. Factors that influence self-awareness and self-esteem
• What other people say about you

• What happens in your life
• How well you cope with challenges
• How you respond to successes and failures
• How popular you are
• The media – newspapers, magazines, TV, and all social media
sources like Facebook, Mxit, etc.
1.3. Strategies to build confidence in yourself and others
• Good communication skills

• Assertive attitude
- Say what you want to say clearly
- Be positive and respectful
- Know what you want
- Have a tall and straight body posture
- State your viewpoint clearly
- Be polite

• Complete tasks and projects successfully by managing your time
effectively
• Participate in community organisations
• Make good decisions
- Evaluate the situation
- Get information about the different options
- Consider the consequences of each decision
- Choose the best option
- Act on your decision
2. Power and gender
2.1 Concepts
Term Explanation
Gender Roles, behaviours, activities and qualities that society
sees as suitable for men / women.
Gender is learnt, it is not a biological function.
Sex Biological qualities that define men and women.
Female and male Groupings according to sex.
Feminine and masculine Grouping according to gender.
Power relations Sharing of power between people in a relationship. You

may have a dominant and a submissive partner in a
relationship. Dominance is often determined by gender
and sex. Men have traditionally more power than
women.
2.2. Differences between a woman and a man
• The most obvious differences between the sexes are biological

in nature. Example :

Women Men
Menstruate No menstruation
Ovaries that produce eggs Testicles that produce sperm
Have two x chromosomes ( XX ) Have one X and one Y chromosome ( XY )
Vagina is inside the body Penis is outside the body
Give birth Do not give birth
Smaller and lighter with less bone Taller and heavier with more bone mass
mass
Less upper body strength More upper body strength
More white blood cells More red blood cells
Puberty starts two years before boys Puberty starts two years after girls
Fertility lessens after the age of 35 Fertile till old age
Higher levels of the hormone Higher levels of the hormone testosterone
oestrogen
Less body hair More body hair
Skull is thinner and weaker Skull is thicker and stronger
Have to work harder to build muscle Build muscles easily
2.3. Stereotypical views of gender roles and responsibilities

• Women may earn less than men for certain work
• Men are promoted to positions of power instead of women
• Men are allowed to smoke, drink and have affairs in some
societies, while women are not.
• Male sports teams get more funding and media coverage than
women teams.
• Women have to do more housework than men.
• Women play a larger role in parenting.
• Some careers are traditionally seen as just for men.
2.4. Influence of gender inequality on relationships and general well-being
• Sexual abuse and violence

- When women/girls are involved in relationships where power is
not equal, men may decide on the conditions under which sex
happens. This may mean forced sex.
- Includes rape, incest and violent sexual acts.
- Some men are violent toward women and beat them up.
• Teenage pregnancy
- Peer pressure
- Lack of information
- Poverty
- Rape
- Forced to get pregnant to prove fertility
• STIs including HIV/AIDS

- Women have no say in the use of protective measures
- Age-mixing in a relationship ( sugar daddies / sugar mommies )
- More than one partner
- Transactional sex ( sex that is paid for )
- Rape
Chapter 2 : Physical education : Fitness
1. Value of participating in exercise programs
1.1. Types of fitness
Type of fitness Explanation Types of exercises

Cardiovascular fitness Have a strong heart and walking
capillary vessels and a dancing cycling
large lung capacity . aerobics running
Muscular strength Strong muscles and Weight lifting
tendons. Step climbing
Resistance exercises
Endurance The ability to exercise for a Cycling
long time without getting Jogging
tired. swimming
Flexibility The ability to move your Stretching
joints and use your muscles Swimming
through their full range of Yoga
motion.
1.2. Why regular physical activity ?
• Reduces stress, worry and depression

• Helps you to relax
• Makes you feel more confident

• Helps you to sleep well
• Improves brain functioning
WEEK 4-6
Chapter 3 : Careers and career choices
1. Self-knowledge for career choices
1.1. Step 1: Know your interests, abilities, talents and strengths and
weaknesses
Concept Explanation
Interests What you like to spend your time doing. What you want to learn more
about.
Abilities The things you can do well. The skills you posses.
Talents The natural abilities you were born with.
Strengths The things that you are always good at.
Weaknesses The things you struggle with / not good at doing.
A B C
PERSONALITY PERSONALITY CAREER GROUP AND INTEREST
TYPE TRAIT
Natural Prefer/like to work with your hands, tools and machinery

Open make or repair articles, look after plants and animals, like
Honest outdoor work. Includes services such as cooking,
Modest making clothes, cutting hair, repairing and installing office
REALISTIC Shy and home equipment, growing, breeding and caring for
Perseverance animals or plants, construction and maintenance of
Practical roads, pipelines, buildings, etc., operation of heavy
Steadfast vehicles and machinery like bull-dozers, fork-lifts, trucks
and buses, manufacture, repair or service machinery or
electrical tools, engineering such as building bridges,
designing aircraft, surveying or writing computer
programs.
Careful
Critical Prefer to work on their own in a research environment, to
Inquisitive investigate and discover new facts, conduct experiments
INVESTIGATIVE Independent and observe with scientific equipment to find solutions,
Systematic analytical and mental activities aimed at problem solving
Modest and application of knowledge
Precise
Reserved
Complicated Enjoy to work in an artistic environment which includes
Confused writing stories or plays, acting on stage, applied arts of
Sensitive which language is the main component (TV presenter,
ARTISTIC Expressive writing articles, translating a story), visual arts (sketching,
Impractical drawing, photography, designing furniture, buildings,
Impulsive clothes) and popular entertainment (DJ, playing in a
Independent band, singer).
Intuitive
Convincing Work and communicate with people, help and take care
Co-operative of others, teach them, rendering personal and household
Friendly services (e.g. housekeeping, cleaning services, serving
SOCIAL Helpful people in restaurants, aircraft and trains), law
Kind enforcement and the protection of persons and property..
Sociable
Tactful
Understanding
Adventurous Preference for activities through which they can influence,
Ambitious persuade, motivate or guide people to achieve a common
Demands goal e.g. promotions, management, sales, including
attention politics
ENTERPRISING Domineering
Energetic
Optimistic
Self-confident
Popular
Conscientious Prefer routine and pre-determined instructions. Rather do
Careful tasks and problems which require the systematic
CONVENTIONAL Conservative processing of information using office machines and
Capable working in a controlled environment. Includes jobs of
Obedient clerical and secretarial nature, paying and receiving
Orderly money, operation of office machines, storing, dispatching
Persistent and receiving goods
Collectedness

1.2. Step 2 : Know more about jobs, occupations, careers and career fields
Concept Explanation
Job If you have a job, you are employed and get paid. You may need some
basic training.
Occupation This the work that you do and requires special education, training or a skill.
Career An occupation that you have for the larger part of your life. It gives you
opportunities to progress.
Career field A grouping of occupations that are common regarding skills, knowledge and
work setting
CAREER GROUP
AND PERSONALITY EXAMPLES OF CAREERS
TYPE
Baker, Bus driver, Carpenter, Bricklayer, Draughtsman, Electrician,
Spray painter,
REALISTIC Welder, Fireman, Motor mechanic, Plumber, Miner, Farmer, Tiler (wall
and floor), Miner, Filling station attendant
IT specialist, Pharmacist, Technologist, Agriculturist, Engineer, Airline
pilot, Geologist,
INVESTIGATIVE Dentist, Mathematician, Medical doctor, Chemist, Veterinary surgeon,
Optometrist,
Surveyor, Social scientist, Statistician, Psychologist, Criminologist,
Biologist
Photographer, Singer, Musician, Actor, Interior designer, Fashion
designer, Architect, Artist, Writer, Editor, Cartoonist, Journalist,
AESTHETIC/ARTISTIC Sculptor, Poet, Composer, Choreographer
Hairdresser, Librarian, Training officer, Teacher, Coach, Historian,
Social worker,
SOCIAL Occupational therapist, Radio/TV announcer, Speech therapist,
Counselor (Marriage, Trauma, HIV, Career), Psychologist, Diplomat,
Clergyman, Law enforcement and protection (Security, Soldier,
Policeman), Nurse, First aid, Flight attendant
Estate agent, Manager (marketing, sales, personnel, hotel) Sales rep,
Buyer, Building contractor, Attorney, Magistrate, Speculator, Insurance
ENTERPRISING agent
Usher, Postman, Waiter, Receptionist, Typist, Clerk, Bookkeeper,
Cashier, Library assistant, Accountant, Computer operator,
CONVENTIONAL Transport manager, Stock controller, Proof reader, Stock controller

( Focus, Maskew, Miller and Longman, page 43 )

1.3 Step 3 : Know the requirements of the National Curriculum Statement (
NCS )
• To qualify for a National Senior Certificate, candidates should offer

a minimum of 7 subjects as follows:
- Two official languages, at least one at Home Language level

- Mathematical Literacy or Mathematics
- Life Orientation
- Minimum of 3 subjects from the NCS approved subjects
- A candidate may not offer more than 4 languages in the package
of 7
There are additional subjects that are recognized for the National
Curriculum Statements.
These are as follows:
Equine Studies, Nautical Science, Maritime Economics, Modern
Greek (from 2009), Sports and Exercise Science (from 2010). Only
one of these can be offered as part of the 7 subject programme.
They may be offered in addition to the 7 subject package.
In all subjects, a portfolio of evidence will contribute 25% and final

examination 75%.
Practical /performance assessment components may contribute up
to a further 25%, making the final examination in such cases worth
50%.
Life Orientation will be assessed through a combination of a portfolio

of evidence and prescribed subject specific practical assessment i.e.
no external examination.
• Pass requirements

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%
- 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%
The list of designated subjects which will be in place for 3 years from
2008 is as follows:
- Accounting
- Agricultural Sciences
- Business Studies
- Dramatic Arts
- Economics
- Engineering Graphics and Design
- Geography
- History
- Consumer Studies
- Information Technology
- Languages (one language of learning and teaching at a higher
education institution and two other recognised language
subjects)
- Life Sciences
- Mathematics
- Mathematical Literacy
- Music
- Physical Sciences
- 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.
2. Life domains
2.1. Being
• Being means who you are.
Physical being Psychological being Spiritual being

Health Mental health Values
Nutrition Thinking Morals( rules on how to act
Exercise Feelings and behave )
Hygiene Self-awareness Spiritual/religious beliefs
Clothing Self-control
Physical appearance
2.2. Becoming
• What you do to achieve your goals, hopes and wishes. Becoming
who you want to be.
Practical becoming Leisure becoming Growth becoming

The everyday actions you Activities that promote Activities to promote,
take to live : relaxation and lessen stress improve or keep up your
Going to school : knowledge and skills :
Chores Physical exercise Studying
Paid work Playing games Attending workshops
Volunteer work Visiting friends and Reading
Looking after your family Learning
health and social Using the social Asking questions
needs. media Spending time
on hobbies
Going on holidays
Watching TV,
reading a book
2.3. Community belonging

• Fitting in with your physical environment and being respected and
accepted by your social environment or by the people around you.
Physical belonging Social belonging Community belonging

Your link with your physical Your link with your social Your access to resources
environment : environment : and
Home Family services available to
School Friends community members :
Workplace Teachers Clinics and health
Neighbourhood Co-workers services Social
community Neighbourhood services
community Employment
Education
Recreational, sport
and community
activities
3. Socio-economic factors in study and career choices
3.1. Finances and affordability

Financial assistance Explanation
Bursary An amount of money given to a needy student to help pay for tertiary
studies. You do not pay back a bursary, but may be required to work
for the company who awarded you the bursary.
Student loan Money is borrowed from a financial institution and need to be paid back
with interest.
Scholarship Some companies, businesses and organisations award a once-off
monetary grant if a student performs well in sport / studies.
Learnership Allows you to earn while you learn. You study the theory at college
and practise what you have learnt in a real job.
3.2. Accessibility
• You need to ask yourself :

- How close are you to the nearest tertiary institution?
- If you have to travel, can you afford the transport cost?
- Can you perhaps study this course through distance education?
3.3. The impact of income tax
• What is income tax?

- It is a tax that an individual and companies pay for what they
earn or for their profits.
- The form of tax that people generally associate with the concept
of tax is "normal" income tax. The Act also establishes a few
methods of paying income tax - namely SITE, PAYE and
provisional tax.
• What is a tax year?

- 1 March up to the end of February the next year.
• Who pay taxes?

- All individuals who earns any form of income in a tax year.
- The Minister announced “as from September this year SARS will
require all those receiving any form of employment income –
including those below the tax threshold (R120 000 )
• Who needs to submit a completed and signed income tax return to

SARS?
Where taxpayers receive remuneration less than R120 000,
taxpayers may elect not to submit an income tax return, provided
the following criteria are met:
- Remuneration is from a single employer;

- Remuneration is for a full year of assessment (1 March – 28/29
February); and no allowance was paid, from which PAYE was
not deducted in full with regards to travel allowance.
- The more you earn the more tax you will have to pay.
• Why do we need to pay taxes?

- The government uses the taxes to run the country and pay for
roads, schools, hospitals, pensions and teachers salaries. They
pay grants from taxes.
• What if I don’t pay tax?

- It is a criminal offence not to pay income tax and if you’re court or
cheat, you can get a fine or sent to jail.
• Who collect taxes?

- The South African Revenue Services (SARS) collect tax.
• How much must I pay?

- SARS will work out the tax on your total income over a tax year.
• Is there more than one sort of tax than income tax?

- Yes, there are several other taxes like :
Types Who pays it?

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

This taxes is paid by employees who
earn less than R120 000 a year.
PAYE Pay as you earn. This tax will get
deducted from your salary every month if
you earn more than R120 000 per year.
Dirt taxes Taxes paid on goods like cigarettes and
alcohol
Import tax Paid on all good imported into the
country

Provisional tax It is paid 2 times a year.
Tax paid by people who do not have the
same income every month and year e.g.
sports person earning money from his
winnings
WEEK 7-10 Chapter 4 : Democracy and human rights
1. Diversity, discrimination and human rights violations
1.1. Diversity
• Diversity means being different. - Culture
- Religion and belief system
- Race
- Language
- Gender
- Age
- Health status - Place of birth
- Where you stay, etc.
• Every person is unique with individual differences. We must respect
these differences. To accept and honour diversity, you have to :
- Take pride in your own and other’s cultures
- Agree that we differ from each other
- Respect other’s opinions, even if you disagree with them
- Be willing to learn about the differences that define people
1.2. Discrimination and human rights
• Discrimination means to treat people unfairly and differently.

Discrimination denies people their rights, power and privileges.
• To discriminate is to violate human rights.
• Types of discrimination :
- Fair : discrimination to make up for the inequalities of the past
- Unfair : goes against the constitution example : disabilities,
gender, race, religious, sexual orientation, workplace,
xenophobia
-

Type of
Meaning Example of discrimination
discrimination
Racism To treat somebody different To refuse somebody access to a
because of their race place or facility like a school
because of their race.
Bias To give someone or a group To give people from your culture

unfair preference or favour better treatment than others e.g. if
them unfairly you are a waiter at hotel, you will
serve people of one group first
because they come from the same
cultural group as you
Gender stereotyping To treat people differently To keep some jobs for men e.g.
because they are a male or engineering. Or to say men are
female better engineers than women.
Religious To treat people differently To refuse Moslem learners entrance

discrimination because of their religion. to a public school, because of their
religion
Sexual Orientation To be prejudice against people In Malawi men are put in jail if they
with same sex relationships have a gay relationship
Discrimination in the If you get sexually harassed Men gets more money for the same
workplace job just because they are men
If men gets a job because they
are men and not because they If you lose your job because you are
are the best candidate too old.
Xenophobia Prejudice against foreign When Zimbabwean’s are killed or

nationals, people from other chased from their houses or shops in
countries. town ships
Fear for strangers or foreigners
2. Our Bill of Rights and human rights instruments
2.1. The South African Bill of rights
• Chapter 2 of the Constitution is the Bill of Rights. These rights are based on
: dignity, democracy, equality and freedom
Summary of the Bill of Rights

• Equality
- Every person is equal to every other person according to the law. No
one is allowed to discriminate against people because of their race,
gender, pregnancy, marriage, ethnicity, social class, skin colour, sexual
orientation, age, disability, religion, conscience, belief, language or birth.
• Human dignity
- Everyone has the right to be respected.
• Life
- Everyone has the right to life. South Africa does not allow the death
penalty.
• Freedom and security

- No one may be arrested without trial, violently assaulted, tortured or
punished in cruel, inhuman or degrading ways.
• Slavery
- No one can be forced to work as a slave, without pay or forced to work
against their will.
• Privacy
- Everyone has the right to privacy, to not have their home, body
or property searched, their possessions seized or private
communications read or listened to without their permission.
• Freedom of religion, belief and opinion

- Everyone may practise the religion they choose, do what they
believe is right and hold their own opinions, as long as they are
consistent with the Bill of Rights and the Constitution.
• Freedom of expression
- Everyone may express themselves freely, including press
and media, share ideas and art and do academic and
scientific research. No one may encourage war, incite
violence or use hate speech.

• Freedom of assembly
- Everyone has the right to gather together peacefully and unarmed to
demonstrate
and protest.
• Freedom of association
- Everyone can join with other people for whatever reason.
• Political rights
- Everyone can participate in politics; have free, fair and regular
elections, vote and stand for public office and hold office if
elected.
• Citizenship
- Citizenship of South Africa cannot be taken away from any citizen.
• Freedom of movement and residence

- Any citizen can leave South Africa and return, live where they choose and
have a passport.
• Freedom of trade, occupation and profession

- Everyone can choose their trade, occupation and profession.
• Labour relations
- Everyone has a right to fair labour practices, join trade unions, form or join
employers ‘organisations.
• Environment
- Everyone has a right to an environment that does not harm their health
and is protected against polluting
• Property
- Everyone has the right to own land and other property. If the
government needs privately owned land or property, a fair price must be
paid for it.

•Health care, food, water and social security
- Everyone has a right to health care, food and water. Social security
(grants of money) is to
be available for people who cannot support themselves or their dependants by
working.
• Children also have rights, but it is very important that we must

understand that we also have responsibilities because we have rights.
What are they?
Right Responsibilities
Children have the right to be cared for by parent Children must respect and appreciate parents and
guardians guardians
Children have the right to privacy Children must respect other’s privacy
Children have the right to good health care Children have the responsibility to take good
care of themselves
Children have the right to an education Children have the responsibility to study and
respect Teachers
Children have the right to a safe and comfortable Children have the responsibility to keep their
rooms tidy
Children have the right to be protected from sex Children have the responsibility not to sexually
Abuse abuse
others or put themselves in danger of being
abused
2.2. Which organisations protect my human rights in?
The Public Protector

South African Human Rights Commission
South Africa (SAHRC)
Commission on Gender Equality (CGE)
Office of the Auditor General (A-G)
Independent Electoral Commission (IEC)
CEDAW
Constitutional Court

The Red Cross
The world The African Union or AU

The United Nations or UN
United Nations Children’s fund (UNICEF)
2.3. Human rights and violations:

• Human rights are rules to help everybody li9ve together in peace, safety
and happiness. Sometimes people don’t follow these rules. Then they
violate or abuse human rights.
• An example of human rights violations are human trafficking
- Human trafficking is the global illegal transport of people across

international and local boarders. To be trafficked means to be
taken against your will or tricked into going with traffickers or
criminals who then sell you. You may be bought, sold and
transported into slavery:
* You can be sold for sexual exploitation and forced
marriage
* You can be sold to work in shops or factories for no pay
* You can be sold to beg to provide money for your
capturers * You can be sold to harvest and sell your
organs such as kidneys * You can be sold to work on
farms or do domestic work.
2.4. What does prejudice mean?

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

- Because people don’t know the other person - Because people
have political agendas - Because people fear the other they
don’t know
- Because of hatred of diversity
- Because of greed for money
- Because they are power hungry

• What is the impact of discrimination, oppression, bias, prejudice and
violations of human rights on individuals and society?
- The effect of discrimination is always negative on a person or a
society or community
• Challenging prejudice and discrimination: significant contributions by

individuals and organisations to address human rights violations
The following people help to fight against discrimination in South Africa
Desmond Tutu He worked hard to end apartheid

He called us the Rainbow nation
He always fights for the oppressed.
Nelson Mandela He fight for the promotion of the Freedom

Charter
He is a role model for keeping values of
democracy and equality
Walter Sisulu Fight for the oppressed during apartheid
Beyers Naude He was in favour of non-racial religious

organisations that challenged the church
and gave humanitarian help to people
The following organisations protect you today
- Equality Courts
- These courts protect you from
unfair discrimination. You can ask
these courts to help you with
harassment and hate speech and
unfair discrimination

- South African Human Rights - It is the national institution to
commission
- support constitutional democracy.
- It promotes, protects and monitors
human rights for everyone.
- Treatment Action Campaign - It is a human rights advocacy

organisation.
- Fights for human rights of people
with HIV and AIDS
- Commission on Gender Equality - This organisation will promote and

protect gender equality in SA.
- It aims to create a society free of
discrimination
• Contemporary events showcasing the nature of a transforming South Africa
South African initiatives and campaigns:
- TAC (Treatment Action Campaign). This is a organisation that

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

TERM 2
WEEK 1-3
Chapter 5 : Study skills
1. Study skills
1.1. Improve your listening, reading and comprehension skills
• Listening
- Listen carefully to what is said - Look and listen.
- Make notes.
- Ask questions.
- Repeat content in own words.
• Reading and comprehension - Read more slowly than usual.

- Read the material more than once.
- Reading out loud may help you understand.
- Ask who?, what?, where? and when? , while you are reading.
- Make notes and underline important words.
- Look new words up in a dictionary.
- Make sure you understand what you are reading.
- Read small sections at a time.
1.2. Increase your

concentration and
memory skills
Avoid distractions.
• Find a quiet place to study Switch off cell phone Put up a “do
not disturb” sign
• Take deep breaths and stretch regularly
• Take a 5 minute break every hour
• Try studying in a group
• Reward yourself when you have completed a section
• Understand what you want to remember

• Make summaries and learn them
• Make a mind picture of what you want to remember
• Learn actively
• Tell someone else what you have learnt
• Make acronyms
• Make up your own questions and try to answer them
1.3. Organise and manage your time
• Watch out for the following time wasters :

• Computer games
• Cut / file your nails
• Read all the messages you have send and receive on your cell
phone
• Run around looking for stationary
• Sharpen your pencils
• Let people interrupt you
• Get organised
• Draw up a table / schedule and stick to it
• Balance study time with rest and exercise
• Take regular short breaks
• Spend more time on weaker subjects
• Study during the time of day that you have the most energy
• Keep all the things you need to study in one place
• Avoid time wasters
• Once a week, have an overview of the next weeks responsibilities
2. Study methods
2.1. Note taking
• Listen carefully to the teacher

• Listen with an aim
• Use abbreviations and symbols when you take notes
• Use short sentences and key words
• Write down only the main points
• Group ideas together
• Use your own words
• Connect ideas with arrows and lines
• Underline / highlight important facts
• Reread your notes as soon as possible
• File your notes
2.2. Mind mapping
• Write the topic in the middle of the page

• Write the heading / subheadings around the topic
• Group similar headings together
• Join the topic and headings with lines / arrows
• Add facts and ideas, only using key words
• Use colour / different fonts
• The mind map should be an “at glance” summary of the content
2.3. Construct an essay / assignment
• Understand the topic

• Olan your task / essay
• Write an introduction
• Write the body of the essay
• Show what you know
• Stick to the topic
• Write a conclusion
2.4. Select concepts and content
• Look at the headings and subheadings of each chapter; it will give

you a good idea of what is important.
• Look for key words.
3. Critical, creative and problem-solving skills
3.1. Critical thinking

Ask yourself the following questions :
• Is this a fact ?
• Is this an opinion ?
• Is it a belief ?
• Is it a generalisation ?
• Is it important and core information ?
• Who said / wrote this ?
• How is it the same / different from existing knowledge ? When
was it written / said ?
3.2. Creative thinking
• Look for many possible answers.

• Brainstorm ideas. Draw pictures.
• Ask yourself questions such as “ What if ... ?”
• Ask the question as many times as possible, providing a different
answer each time.
3.3. Problem solving
• First you have to know what the problem is.

• Write down what you know. What are facts ?
• What information do you need ? Gather the information.
• List the possible options or choices or solutions.
• Decide on the best solution. Give a reason for your choice.
• Check how well you have done. Is the solution the correct one ? Did
it have the required outcome?
4. Process of assessment
4.1. Internal and external assessment
• Internal assessment
• Happens inside the school
• Tasks set and marked by teachers
• Informal assessment is not for marks that need to be recorded,
but it is used by the teachers to assess your performance and
progress.
• Formal assessment is part of the assessment program and is
recorded and used for promotion / progression purposes.
• External assessment
• Takes the form of examinations
• Question papers are set outside the school by the district,
province or national department
WEEK 4-7
Chapter 6 : Social and environmental responsibility
1. Harmful social and environmental effects
1.1. Environmental justice

• Is putting the right the situation of environmental injustice
• Environmental injustice
= people with fewer choices suffer the most from pollution, work that
is harmful for their health and from lack of resources.
= resource depletion
= poor people have unequal access to basic resources such as
water and energy
1.2. Social justice

• Is putting right the situation of social injustice
• Social injustice
= people with fewer choices suffer the most from discrimination
= people with fewer choices have limited knowledge
of the basic human rights To put something right
means to readdress a situation.
• Our constitution says everyone has the right to :
• An environment that is not harmful to their health Security
which means freedom from poverty
• Safety which means to be out of harm’s way
1.3. Crime and violence

• Crime has the harmful effect of making people angry, fearful,
distrustful and sad.
• Violence causes people to get injured or to die.
• Crime and violence are violations of our Constitution and Bill of
Rights.
• Crime and violence can lead to post traumatic stress disorder. This
develops after an harmful event like a highjack, attack, mugging or
assault. Sufferers experience lack of sleep, flashbacks, worry,
nightmares, loneliness, lack of trust, forgetfulness and lack of
concentration.

2. Social issues and their harmful effects
1. Poverty
2. Food security and production
3. Unequal access to basic resources and services
2.1. Poverty
• Poverty means you are too poor to pay for your basic needs.
• Poverty is closely linked to poor health, lack of food, lack of
resources and services, lack of access to safe and healthy
environment, fewer educational opportunities
a) Lack of housing
• In SA 1,875 million people are still living in shacks.
• This is 15% of all households.
b) Unemployment
• Not having work is one of the main causes of
poverty.
• 25% of South-Africans in the age group 18-65, are
unemployed. This is one out of every four people
i.e. ¼ of the population.
c) What to do about poverty ?

• Overcome personal poverty by working as hard as you can
at school. This will allow you to go into higher education
and follow a career that will meet your financial needs.
• Use the government’s poverty easing programmes and
grants that are available.
2.2. Food security and production
a) Food security
• It means that everyone has access to enough,
safe, healthy and nutritious food to meet their
dietary needs and preferences.

• Food security is threatened by things like
droughts, fires and wars. Food insecurity
leads to :
Undernourishment = you don’t get enough nutrients you
need to grow properly and stay healthy.
Malnutrition = you don’t get the right amount of vitamins,
minerals and other nutrients you need for healthy tissues
and organ functions.
b) Global hunger
• 925 million people do not have enough food to eat.
98% of the world’s hunger people live in developing
countries.
• About 1% of children in the USA suffer from chronic
malnutrition due to their fast food diets.
• In SA 2,2 million households are regarded as food
insecure and vulnerable.
2.3. Unequal access to basic resources and services
a) Lack of water
• Some people have little/limited access to water.
• When one tap is shared by many people and used for
drinking and washing, the water can get polluted.
• Every household in SA is supposed to get 6000 litres of
water free annually. If you use more than the allocated
amount, you pay for it.
b) Health services
• Basic primary health care is free.
• Specialised health services are available only to those
who are able to afford it as it is very expensive.
• Provinces with fewer resources and more poor people are
not able to offer the basic primary health care to all that
need it. For example : Limpopo, Mpumalanga, Eastern
Cape and the Free State.
3. Youth and civic organisations
3.1. Be a volunteer
• Public / community organisations work towards improving life for
everyone.

• Youth service and volunteerism are ways to contribute to building a
just and equal South Africa.
• Civic responsibility means :
• You take actions on social and environmental issues You know
your rights come with responsibilities
• Volunteering means :
To give your time freely to benefit others
TERM 3
WEEK 1-5
Chapter 7 : Development of the self in society
1. Life roles
1.1. Different life roles

• You have more than one role at a time.
• In different roles you can be :
• Dependent : you need others to help you
• Independent : you don’t need others’ help and support
• Interdependent : you and someone else depend on each other for
help and support
1.2. Changing roles

• Sometimes roles change; you may take up new roles or the nature
of the role changes. Roles can be forced on someone
because of circumstances.
1.3. Handling roles effectively

• Certain competencies and skills can assist you to effectively handle
your life roles.
2. Changes from adolescence to adulthood
2.1. Physical changes
• The reproductive system of a child is not mature and needs to

change as a boy or girl develops into an adult, so that the system
is fully working. These changes begin between the ages of ten
and fifteen. The time when the changes happen is called
puberty.

• The changes happen because of sex hormones produced by the
testes in boys and by the ovaries in girls. Some changes happen
in boys and girls, while others just happen in boys or girls.
• Here are some changes that happen to both boys and girls:
• underarm hair grows
• pubic hair grows
• body smell gets stronger. emotional changes
• growth rate increases
• The time when the physical changes and emotional changes

happen is called adolescence.
• Boys : Here are some changes that happen only to boys

• voice breaks (gets deeper)
• testes and penis get bigger
• testes start to produce sperm cells
• shoulders get wider
• hair grows on face and chest.
• Girls : Here are some changes that happen only to girls:

breasts develop
• ovaries start to release egg cells (menstruation start)
• hips get wider.
2.2. Social changes
• Relationships with others

• Start close relationships with people outside the family.
• Fights and disagreements between teenagers and parents as
teenagers develop their own opinions.
• Peers become more important than family.
• Teenagers start relationships with members from the opposite
sex.
• Peer groups
• Friends are very important and can influence you to do good or
bad things ; this is called peer pressure.
• For example : pressure to wear certain clothes, experimenting
with drugs / alcohol, skipping school.

• Moving into the work force
• Become responsible for doing a job
• Become responsible for the team you work with
• Family may rely on the money you earn
• Make new friends
• Become responsible for planning a career
3. Coping with change
3.1. Possible changes
• Need to change friends

• Want to break up with boy / girlfriend
• Parents’ divorce / death of a loved one
• Change schools
• Change classes
• Favourite teacher may move to another school / subject
3.2. Communication helps you cope with change
• Communicate with your parents about your feelings

• Keep your parents updated about your plans
• Talk to other adults you trust / friends
• Learn to be a good listener to your friends too
• Say how you feel so that others can understand your reactions and
behaviour
• Keep a journal
• If you communicate via social media :
- never post anything when you feel angry
- never give personal information to strangers
3.3. Friends
• Can introduce you to new ideas, interests, etc

• Get you involved in healthy activities
• Make you feel that you belong to a group
• Make you feel more secure and accepted
• Give you the chance to negotiate with others
4. Values and strategies to make sexuality and life style choices
4.1. Risk behaviour
• Substance abuse
• Negative peer pressure
• Sexual activity
• Walk around alone at night
• Get a lift home with a stranger
• Be alone with a partner that does not respect you
• Be at a party without adult supervision
4.2. Values
• Respect for yourself and others

• Abstinence
• Self-control
• Respect for privacy
• Self-protection
• Assertiveness
5. Relationship between recreational activities and emotional health
5.1. Emotional health
• It is your well-being and you ability to cope with life events by

adjusting to problems and stress of everyday living.
• You are emotionally healthy if you : Feel good about who you
are
• Accept and express your feelings
• Cope effectively with stress
• Have healthy relationships
• Ask for help if needed
• Choose to live a healthy and balanced life style.
5.2. Recreational activities and emotional health
• If you participate in recreational activities, you promote you well-

being.
• To stay promote well-being :
• Keep a balance between work and play
• Get physical exercise every day
• Participate in a sport
• Go on recreational outings

WEEK 6-10
Chapter 8 : Careers and career choice
1. Diversity of jobs
1.1. Economic sectors
a) Primary sector
• Getting raw materials from the environment that can be made into
products and sold
• Mining, fishing, farming, etc
b) Secondary sector
• Raw materials are made into products
• Blue collar workers ( over-alls )
• Manufacturing jobs, like car, furniture and textile industries
c) Tertiary sector
• Service delivery
• White collar workers
• Education, health, tourism, etc.
d) Quaternary sector
Involves jobs like research and information technology
1.2. In what different places and conditions can you work ?
• Outdoors : sailor, builder, game ranger, forester, farmer,

sportsperson
Form of activity Explanation Example of career
Designing plan and make decisions about Sculptor, florist, dress designer,
something that is being build or jeweller, interior decorator,
created architect, graphic designer
Assembling connect or put together the parts Builder, construction worker,
of something mechanic, plumber, engineer,
electrician
Growing plant, breed, take care of Farmer, gardener, cattle
breeder, forester, wine maker

Caring look after, keep people safe Psychologist, matron, social
and healthy worker, doctor
Controlling direct the behaviour of people Police officer, traffic officer,
and animals ; make something soldier, bodyguard, air-traffic
work in a certain way controller
• Indoors : pharmacist, clerk, hotel manager, lawyer, accountant,
chef
• Conditions : determined by the place you work
1.3. What forms of activities are involved in each job ?
• Different careers have different forms of activities, for example :
1.4. What are skills and competencies ?
• Different jobs and careers demand different skills and competencies

• Skill
• The ability to do something due to training
• Learned and practised
• Examples :
Numeracy skills
Literacy skills
Technological skills
Communication skills
- Three of the most important skills are :
a) gathering of information
b) analysis of information
c) instruction
• Competency
- Abilities and skills to do something well
• Skills and competencies determine:
1. Salary package
- the total pay that an employer is willing to pay the employee
salary package may include :
- basic salary and deductions such as pension, UIF and tax. It
may also include a

- 13th cheque and the following allowances : medical aid, car,
ravelling, cell phone and housing
2. Promotion
- it means to get a salary and/ rank upgrade or raise
3. Further study prospects

- many careers offer further study prospects
- you can upgrade your skills and qualifications while you work.
- you can go on a learnership, or attend university full time or part
time
TERM 4
WEEK 1-3
Chapter 9 : Careers and career choices
1. Trends and demands in the job market
• Trend means the way the market is moving / going

• Demand means the need for certain types of careers, jobs and skills.
To be in demand means to be wanted.
• The job market is where people who are looking for employment and
those who provide employment, interact / communicate.
It tells you where the work opportunities are, identify career fields
and industry sectors, demand education, training, experience.
If you do not follow the trend and demands of the job market, you
may spend years on irrelevant training and do not possess
marketable skills.
2. Read the job market
2.1. Analyse job market information and identify niches
• Niches
- it is a place / position that needs someone with specialised
skills or a unique combination of skills.
• Skills shortages

To help you find out what the skills shortages are, you need
to do research to find out : - How many career
adverts have there been over the past few years
- Do adverts only appear once
- How easy is it to get qualified with these skills
- What does Statistics SA say about the skills and the career
- What does the SETA say about the demands and training
opportunities
3. Lifelong learning
3.1. The need for lifelong learning
• It means constant learning and self-development; it ongoing

learning.
• Benefits of lifelong learning are :
- Helps you to stay aware and in touch with what is happening
in your career field
- Develops your brain by learning new skills and getting new
information
- Activates goals setting and achievement
- Provides financial reward for learning
3.2. Ongoing development of the self
• Ability to change
• Opportunity to retrain
• Teaches flexibility / adaptability
3.3. Different kinds of learning
• Formal learning
- Official / prescribed learning by an education /
training institution like an university. - It is structured and
needs to e done in a certain time
• Informal learning
- Casual or unofficial learning.
- Learn through your everyday activities.
- Is not structured and does not lead to certification.
• Non-formal learning
- For example a workshop

Chapter 10 : Democracy and human rights
1. Living in a multi-religious society : ethical traditions and religious laws
1.1. Major religions of South Africa

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 Traditional Religion They do not have a holy book
Human dignity is valued more than the
individual’s contribution to 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
2. Coverage of sport : ways to redress bias
2.1. Ways to redress bias
• Sport coverage may show bias in terms of gender, race,

stereotyping and sporting codes.
• The bias can be redressed by :
- Paying more attention to indigenous games
- Identify the bias in sport so that you can be aware of it
- Put pressure on sport commentators and sponsors to be more
inclusive about women’s sport.
- Speak up : Identify and report bias.
2.2. Unfair practises in sport
• Drug-taking
- Drugs give sportspeople an unfair advantage above their
competitors
- Drugs are used to enhance performance
- Drugs are dangerous and may have serious side effects
- If caught, drug users usually get banned from the sporting
code
• Match-fixing
- Takes place when players and/or administrators decide in
advance who is going to win and lose.
- It is sometimes done for huge sums of money offered by
betting groups.
• Subjective umpiring

- Unfair refereeing, umpiring / judging makes all people
involved in sport angry and disappointed. It can even lead to
violence.
- Officials should apply the sport rules fairly and consistently to
all participants.
• Maladministration in sport
- It is when administrators don’t administer the sport properly.
- This happens when : sporting events are not planned
properly, matches are cancelled, policies are not in place,
money is misused and wasted, corruption occurs and the
sport is not promoted properly.
THE END
References
1. Focus on Life Orientation, Maskew, Miller and Longman, 2011.
2. SARS , www. sars.co.za
3. www.hpb.gov.sg
4. www.ieb.co. a/School/nsc.php

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TERM 1-4

1 Compiled by C. Van Staden, SES Life Orientation

Chapter 1 : Development of the self in society

1. Strategies to develop self-awareness, self-esteem and self-development

Self-awareness Self-esteem Self-development

1.2. Factors that influence self-awareness and self-esteem

• What other people say about you

1.3. Strategies to build confidence in yourself and others

• Good communication skills

2 Compiled by C. Van Staden, SES Life Orientation

2. Power and gender

Female and male Groupings according to sex.

Feminine and masculine Grouping according to gender.

Power relations Sharing of power between people in a relationship. You

2.2. Differences between a woman and a man

• The most obvious differences between the sexes are biological

3 Compiled by C. Van Staden, SES Life Orientation

2.3. Stereotypical views of gender roles and responsibilities

2.4. Influence of gender inequality on relationships and general well-being

• Sexual abuse and violence

• STIs including HIV/AIDS

Chapter 2 : Physical education : Fitness

1. Value of participating in exercise programs

1.1. Types of fitness

Type of fitness Explanation Types of exercises

1.2. Why regular physical activity ?

• Reduces stress, worry and depression

5 Compiled by C. Van Staden, SES Life Orientation

Chapter 3 : Careers and career choices

1. Self-knowledge for career choices

Natural Prefer/like to work with your hands, tools and machinery

7 Compiled by C. Van Staden, SES Life Orientation

8 Compiled by C. Van Staden, SES Life Orientation

9 Compiled by C. Van Staden, SES Life Orientation

• To qualify for a National Senior Certificate, candidates should offer

- Two official languages, at least one at Home Language level

In all subjects, a portfolio of evidence will contribute 25% and final

Life Orientation will be assessed through a combination of a portfolio

10 Compiled by C. Van Staden, SES Life Orientation

- The key difference between qualifying for entry to diploma study

In respect of music, it is only the National Senior Certificate Music

12 Compiled by C. Van Staden, SES Life Orientation

• Very important to note:

Specific institutional and programme needs may have a specific

Physical being Psychological being Spiritual being

Practical becoming Leisure becoming Growth becoming

13 Compiled by C. Van Staden, SES Life Orientation

2.3. Community belonging

Physical belonging Social belonging Community belonging

3. Socio-economic factors in study and career choices

3.1. Finances and affordability

• You need to ask yourself :

3.3. The impact of income tax

• What is income tax?

• What is a tax year?

• Who pay taxes?

• Who needs to submit a completed and signed income tax return to

15 Compiled by C. Van Staden, SES Life Orientation