Focus Life Orientation Grade 10 Learner's Book

CAPS
Life
Orientation
Grade 10
E. Rooth • A. Seshoka
S. Steenkamp • S. Mahuluhulu
Focus Life Orientation Grade 10
Learner’s Book
Maskew Miller Longman (Pty) Ltd

Forest Drive, Pinelands, Cape Town
website: www.mml.co.za
© Maskew Miller Longman (Pty) Ltd 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright
holder.
Every effort has been made to trace copyright holders. We, the publishers, apologise for any errors or omissions, and invite
copyright holders to contact us if any have occurred, so that we can rectify them.
First published in 2011

ISBN 978 0 636 11460 9
Pack ISBN 978 0 636 12706 7
Edited by Eldene Eyssell
Illustrations by Mashet Ndhlovu, Belinda Leontsinis, Katja Abbot, Macewan Fleming, Annelise Meyer, Adrian Owen, with additional
artwork by Rob Owen, Juanita Stead, Nanda Soobben, Rassie Erasmus, Saaid Rahbeeni and Walter Pichler
Typesetting by Catherine Gillespie
Cover image: Corbis/Great Stock
Printed by
Acknowledgements
Photographs: Africa Media Online: pp36 (Rogan Ward), 38 (Ed Sutter), 51 (Clare Thomas), 76, 159 (Graeme Williams), 80 (Terry
February), 80 (Baileys African History Archive), 80 (Paul Weinberg), 81 (David Goldblatt), 81 (Cedric Nunn), 84 (Shuter and Shooter
Photography), 139 (Guy Stubbs), 170, 278 (Roger de la Harpe), 170 (Greg Marinovich), 235 (ILAM Archive), 237 (John Hogg); Andrew
Ashton: p80; www.anexcdw.org.za: p65; Avusa Syndication: p124; The Bigger Picture/Alamy: pp8, 54, 80; Bigstockphoto: pp10, 15,
16, 19, 24, 28, 35, 40, 43, 51, 55, 59, 61, 63, 90, 117, 173, 174, 208, 210, 212, 220, 223, 226, 247, 253, 276, 287; Campbell Fleming: pp61,
195, 196, 239; Children of Fire: p148; CICR/GASSMANN,Thierry: p73; Digital Source: pp48, 86, 87, 102, 167, 195, 208, 231, 259, 261,
274, 275; Edna Rooth: pp166, 220; Eric Miller: pp21, 22, 51, 80, 81; www.facebook.com/bongo.miya: p145; Gallo Images: pp80 (AFP),
81 (Paul Weinberg), 112 (Foto24/Felix Dlangamandla), 127 (Media24), 205, 220, 263 (Rapport/Roger Sedres); Getty Images: p32;
Greatstock: pp7, 9, 11, 23, 29, 35, 36, 38, 47, 50, 54, 175 179, 184, 201, 209, 210, 211, 220, 236, 249, 254, 267, 269, 272, 275 (Masterfile),
11, 14, 37, 48, 51, 60, 81, 99, 100, 117, 137, 142, 154, 204, 206, 208, 216, 220, 225, 226, 227, 233, 236, 249, 267, 268, 273, 275, 277
(Corbis),13 (Imagesource), 52, 82, 127, 140, 147, 269 (EPA), 103, 169 (MonkeyApple), 280 (Eyevine), 106 (BlendImages); Jan van der
Poll and learners from Elswood Secondary School, Cape Town: pp25, 26, 58, 59,61, 71, 86, 87, 117, 125, 196, 197, 198, 199, 200, 202,
203, 229, 230, 231, 232, 233, 234, 245, 266, 270; www.istockphoto.com: p118; Johan Gerrits: p15; www.lovelife.org.za: p12, 146, 193;
Mediaclubsouthafrica.com: p49 (Jeff Barbee), 77, 132, 133 (Chris Kirchhoff); Nelson Mandela Foundation/John Hogg: p81; Online@
ukzn.ac.za: p263; Picturenet Africa/AP/Gemunu Amarasinghe: p287; Rupert De Beer: p127; Shiela Reiser: p235; www.southafrica.
net/2010: pp88, 89; www.unicef.com: p73; www.womensnet.org.za: pp21, 82; www.yoursportsouthafrica.info: pp121, 122, 123, 281,
285, 286, 287.
Text: Centers for Disease Control and Prevention, USA: pp26, 129; Bua News: p139; City Press: pp140, 181, Cosatu: p134; General
household survey 2012, Statistics South Africa: p134; Discovery Vitality: p165; Food and Agricultural Organization of the United
Nations: p137; Gender Links: p138; Human Sciences Research Council (HSRC): pp22, 128; ITWeb: p145; Lead SA: p84; Mail &
Guardian: p67; Media Club South Africa: p26; Move, Media 24: p96; Nicole Johnston/Oxfam: p97; Population Reference Bureau: p18;
SAPA: p130; Sunshine Tour: p52; Sony Music Entertainment: p204; South African History Online: p166; Southern Africa HIV and
AIDS Information Dissemination Service (SAfAIDS): p77; South African Qualifications Authority: p219; The Annual: p218; UCT/MRC
Research Unit for Exercise Science and Sports Medicine: p71; UKZN Online: p263; UNICEF: p139; Universal Music Publishing Group:
p11; Trafficking in Human Beings: A Guidance Note, 2004. United Nations Development Programme: p65; Volunteer and Service
Enquiry Southern Africa: p146; Water Footprint Network: p139; www.actionforourplanet.com: p135; www.fin24.com: p253;
www.my.monster.com: p226; www.southafrica.info: p218
Plan your Life Orientation assessment tasks

Programme of assessment
The weighting of marks for the five internal formal assessment tasks for Life Orientation in
Grade 10 is as follows:
Term 1 Learner’s Term 2 Learner’s Term 3 Learner’s Term 4 Learner’s

Book page Book page Book page Book page
Task 1 97 Task 2 164 Task 3 244 Task 4 291
Written task: Mid-year Written task: End-of-year
Case study exam: 80 Project examination:
80 marks marks 80 marks 80 marks
Task 5 93 Task 5 162 Task 5 241 Task 5 289
PET: 20 marks PET: 20 marks PET: 20 marks PET: 20 marks
Total = 400 marks for grade 10
FOLO_Gr10_LB.indb 2 2013/12/12 4:39 PM

Term 1
Chapter 1: Development Chapter 2: Physical Chapter 3: Careers
of the self in society Education Term 1: and career choices
Term 1 Fitness programme Term 1
Unit 1: Strategies to develop Unit 1: Safety in Physical Unit 1: Self-knowledge for
self-awareness, self- Education career choices
esteem and self- Unit 2: Physical fitness Unit 2: Life domains
development activities for weeks Unit 3: Socio-economic
Unit 2: Power and gender 1 to 3 factors in career
Unit 3: Value of participation in and study choices
exercise programmes
Chapter 4: Physical
Education Term 1: Chapter 5: Democracy
Fitness programme and human rights
Term 1
Unit 1: Warm up
Unit 2: Physical fitness
Term 1 Unit 1: Diversity,
discrimination
activities for weeks
and human rights
4 to 6
violations
Unit 2: Our Bill of Rights
Chapter 6: Physical Programme of assessment: and other human
Education Term 1: Physical Education Task Term 1 rights instruments
Fitness programme Exam practice Unit 3: Discriminating
PE Term 1 Programme of assessment: behaviour and
Unit 1: Warm up Written task: Case study human rights
Unit 2: Physical fitness violations
activities for weeks Unit 4: Challenge prejudice
7 to 10 and discrimination
Term 1 7
FOLO_Gr10_LB_Term_1.indd 7 2012/11/14 11:43 PM

Chapter 1: Development of the self in
society Term 1 Weeks 1–3
Unit 1: Unit 1: Strategies to develop self-awareness,

Key questions self-esteem and self-development
1. How will you
develop your self-
Time: 1 hour
esteem and self-
awareness and 1.1 What are self-awareness, self-esteem and self-
develop yourself?
development?
2. What influences
your self-esteem Self-awareness
and self-awareness? Self-awareness means you know yourself. You know your:
3. How will you show • interests • likes and dislikes
respect for yourself
• skills • goals, wishes and hopes
and others?
• strengths and weaknesses • values and beliefs.
I value honesty, I have strengths such as doing

fairness and respect. well in mathematics and
languages. I communicate
clearly. I am popular so I have
Key words
many friends.
self-awareness – know
yourself
self-esteem – like and
value yourself I enjoy and am good at
self-development – sport; I play soccer.
improve yourself
media – ways of
communication; for
I am skilled in finding I have weaknesses. I
example: newspapers,
magazines, TV, radio, websites quickly and sometimes waste time
Internet, Facebook, emailing my friends. and arrive late for school.
Twitter, cellphones
influence – affect, have an
effect on, an impact I am interested in
response – reaction, how computers, reading books I have goals, such as I like being with my
you behave, what you do about politicians and passing Grade 10 and friends but do not like
reflection – to think watching music DVDs. going to university. selfish people and crime.
about, to consider
confident – sure of
yourself, you believe in
yourself
Jabu is self-aware. He knows his qualities. He thinks about the different aspects of himself.
Self-esteem
Self-esteem means how much you like yourself. This means how you feel about
yourself, and how good or successful you think you are. It refers to:
• how much you like, rate and value yourself
• how confident you are; how much you believe in yourself.
8 Chapter 1: Development of the self in society Term 1

Example of high self-esteem Key words
Jabu has high self-esteem. He:
affirm – offer
• likes, accepts and believes in himself someone support and
• usually feels confident encouragement
• knows what his strengths are and works at becoming even stronger public speaking – to give
a talk or speech to other
• works hard at improving his weaknesses. people
assertive – firm, sure
Self-development of yourself, clear what
Self-development means how you improve yourself. This means how you: you need and want to
communicate
• build on your strengths
uniqueness – being
• improve on your weaknesses different, special,
• develop your life skills individual, unusual, not
like anyone or anything
• become the best person you can be. else
Example of self-development
Jabu knows he needs to improve on his time management. So he now:
• keeps a diary and plans each day
• does not waste time
• if something needs to be done, he tries to do it immediately.
Jabu realises he needs to explore his skills and interests more:

• so he volunteers at the community youth centre; there he is able to develop his
leadership skills.
The difference between self-awareness, self-esteem and

self-development
Self-awareness, self-esteem and self-development are all aspects of yourself. Below
is a table that summarises the difference between them.
The difference between self-awareness, self-esteem and self-development
Self-awareness Self-esteem Self-development
know yourself like yourself improve yourself
know your: believe in yourself strengthen weaknesses

skills, strengths, weaknesses, respect yourself build on your skills and
likes, dislikes, interests, goals, value yourself strengths
values have confidence
Activity 1: Improve your self-awareness
1. Give an example for each of the numbered items. The example must be
true for you. This should help you become more self-aware. (16)
a) Interests c) Strengths e) Likes g) Goals
b) Skills d) Weaknesses f) Dislikes h) Values
2. Look at the checklist on the next page. Then write only the numbers of the
sentences and the words always, sometimes or never next to each number.
Think carefully about what is true for you. (10)
At the bottom of the next page you can check what your answers say about
your self-esteem.
continued on pg 10
Chapter 1: Development of the self in society Term 1 9

Do you: Always,
sometimes, never
‘Promise me you’ll a) Solve your problems and get out of trouble?

always remember: b) Make your own decisions that are based on information and
You’re braver than you are responsible?
believe, and stronger c) Think you are popular and that other people like you a lot?
than you seem, and
d) Keep to your aims or goals and do what you have planned?
smarter than you think.’
Christopher Robin to e) Feel good about yourself; like who you are?
Winnie-the-Pooh. f) Know that you are in charge of your life?
g) Like the way you look?
h) Cope with what comes your way, no matter what it is?
i) Think you are not as good as most other people you know?
j) Worry that you will fail?
3. Which aspects of yourself do you think you need to develop?

List three and give a reason for each. (6)
4. Explain how you will improve on one of your weaknesses. (4)
5. Describe what you will do to strengthen one of your skills. (4)
1.2 Factors that influence self-awareness and

self-esteem
Many factors or things influence, or affect, the way in which you see yourself. The
factors affect how much you like yourself and how well you know yourself. These
factors include:
• what other people say about you
• what happens in your life
• how well you cope with the difficult things in your life
• your response or reaction to your successes and failures
• how popular you think you are; how much you think your friends like you
• how your family, friends and other important people in your life treat you: they
can build your self-esteem if they support and praise you, or break down your
self-esteem if they say only negative or bad things to you.
The media such as newspapers and magazines, TV and radio,

cellphone messages, MXit, entries on Facebook and the Internet can
also have a large effect on your self-esteem. Pictures of what some
people think are perfect faces and bodies, types of people, adverts
and fashions may have an effect on how you see yourself. You may
compare yourself to these images. Some people try to be or look just
like their favourite celebrities. When they can’t do this, they feel bad
about the way they are or look.
Media messages may affect
your self-esteem.
and ‘always’ or ‘sometimes’ to 9 and 10, you have low self-esteem and need to work on liking yourself more.
have high self-esteem; that is very good. If you have answered ‘never’ or ‘sometimes’ to 1, 2, 3, 4, 5, 6, 7, 8
Answers to question 2: If you have answered ‘always’, to 1, 2, 3, 4, 5, 6, 7, 8, and ‘never’ to 9 and 10, you

How do I see myself? How much do I try
How much or little do to improve myself?
I like myself?
What do I tell
How do I think about myself about
who I am and what I how I am doing?
want in life?
What kind of media do I

How do I deal with take seriously, for example
difficulties and what my friends say on my
challenges? Facebook Wall?
What do my family, friends

How well do I know
and teachers say to me
myself; how self-
and about me?
aware am I?
Sithandwa talks about what influences her self-awareness and self-esteem.
The media also can have a good influence on how we see ourselves. We saw
and heard the song ‘Wavin’ Flag’ by K’naan during the successful 2010 Soccer
World Cup in South Africa. It helped to give us strength and self-belief as a nation.
Activity 2: Investigate what influences you
1. Critically evaluate what influences you. Write short notes to explain at least
seven factors that influence your self-awareness and self-esteem. (14)
1.3 Strategies to build confidence in yourself

and in others
Once you know what can influence your self-esteem, it is easier to improve. Helpful
ways to improve your and others’ confidence are developing good communication
skills, finishing tasks successfully, taking part in community activities, making good
decisions and affirming others.
FOLO_Gr10_LB_Term_1.indd 11 2013/12/13 8:32 AM

Skills focus
Communication skills
Express yourself clearly so that others don’t misunderstand you or get the
wrong idea. Make sure your message is heard and understood.
Be assertive
• Say what you want to say clearly.
• Be polite and respectful, but sure of yourself.
• Know what you want.
• Stand as tall and straight as you can and speak for yourself.
• State your viewpoint or what you need. Make sure people understand
what you say. They should not doubt what you mean.
• Remember to add a ‘please’ and ‘thank you’!
Speak in public
The more you practise speaking in front of others, the easier it gets.
So take every chance you get, to stand up and speak!
Hints for public speaking

Prepare your talk well During the talk
• For a prepared talk, first write out • Breathe in and out deeply to calm
what you want to say. yourself.
• Write the main points or key words • Look at the audience, smile and
on a card or piece of paper. You can start your talk.
take a quick look to remind yourself, • Speak slowly, loudly and clearly.
but don’t read from the paper all the • Put energy and enthusiasm into
time. Know your main points. your voice and body. Show that
• Then practise your talk so that you you are interested in your topic
know it well. Present your talk to an and what you are saying.
Outspoken Mati Ndhlovu won imaginary or pretend audience. • Keep to the topic of your talk.
the Young Communicator • Keep to the time limit.
of the Year award. She uses • Always end with a short, strong
message so people will remember
every opportunity to practise
what you said.
her public speaking skills.
(Source: Photo from UnCut, Complete your tasks or projects successfully
loveLife Nov/Dec 2010.) • Manage your time. Make your deadlines. Finish what you start.
• Persevere: keep trying until you complete your tasks.
Participate in community organisations or life

• Volunteer. The more you help others, the better you will feel about
yourself. You will also learn new skills and be able to get to know more
about yourself. See Chapter 5 for more on how you can be a volunteer.
• Take part in events in your community: have hobbies and interests, be
curious, talk to people, attend functions and celebrations, become a
youth leader.
• Play sport.
• Register to vote.

Make good decisions
Take responsibility for yourself. You are in charge of and in control of your
life. So, don’t blame others for your decisions.
How to make good decisions

1. Evaluate your situation. Think about what the decision means to you.
2. Get information about the different options or choices you have.
3. Carefully think about the effects or consequences of each choice or
decision.
4. Decide what would be the most informed and responsible decision.
Choose the best option.
5. Act on your decision: do what you decided.
Affirm others
To affirm means to support, to encourage and to
give praise.
Help others to become more confident. Praise
them instead of putting them down with negative
words.
Let them see your respect instead of disrespect.
Show how you care for others.
Appreciate your friends, family, teachers and
other important people in your life. Tell them you
value them and that they are important to you.
Thank them and give them honest praise where Say encouraging things to each other instead of name
they deserve it. calling and insults. Spread kindness, not rumours.
1.4 Action plan to build self-esteem

Be strong when others’ words hurt you. Whatever they say is just their idea, it is
not always the truth. But accept criticism if it is helpful and true. End each day with
a short reflection. Think about your successes of the day or what good you did on
this day.
Make a practical action plan to help you to develop yourself.
AN TO BUILD SELF-ESTEEM
EXAMPLE OF AN ACTION PL
HOW
LL DO AN D WH Y WHEN
WHAT I WI
At lea st once a week • Join the debating society
aki ng • e group feedback
• Improve my public spe for the nex t two months • Volunteer to giv
skills; I know I am very shy .
Wh ene ver I get a • Do oral presentations
•
• I never speak in class. cha nce in class • Ask questions in class
y
• I must become les s shy and • Offer to speak at communit
get
more able to speak in public. events so I can practise and
experience.

Activity 3: Improve your self-esteem and others’
self-esteem
Jody is a sixteen-year-old Grade 10 learner at a school in Gauteng.

She sometimes feels OK, but more often she feels bad about
herself. She is unsure about the way she looks, and worries if she
is as good as the other learners in her class. Her idol is a very
skinny model. Jody is slightly overweight. She never speaks in
class. She thinks she is unpopular and has no close friends.
1. Read through the points about factors that affect self-esteem
and read about strategies that can be used to improve self-
esteem. Then help Jody to improve her self-esteem.
Give her three suggestions about what she can do to like
herself more. (6)
2. Now design an action plan to build your self-esteem.
Copy the table headings of the example of an action plan
on page 13 and fill in your own words. (6)
3. After two weeks, see how well you have followed your action
plan. Write a paragraph to explain how you have improved
your self-esteem. (8)
Jody has low self-esteem 4. Imagine you are on the SABC South Africa’s got talent! show.
Get into a small group to create a short song, rap or dance
that gives a message to promote self-esteem.
Present this to the class. (10)
1.5 Acknowledge and respect uniqueness and

differences
Every person in the world is unique. Uniqueness means that every person is
different in some ways, and is special.
Although there are many similarities among people, there are also differences.
People have different looks, cultures, beliefs, skills, interests, ideas, practices,
fashions, needs, values, likes and so on.
• Respect differences; never fear or laugh at differences.
• Our Constitution does not allow discrimination based on differences in race,
culture, gender or ability.
• Always imagine how you would feel if you were the other person.
Race, gender and ability

There are many different cultural groups and races in South Africa.
• Respect all races.
• No race is better or worse than any other race; we are all equal.
• Everybody needs respect, whether the person is girl or boy, woman or man.
• We all have different abilities.
• Respect people who are differently abled than yourself; show you acknowledge,
value and admire them.

Skills focus
Tools to help you to respect differences
A tool is an aid to help you. We respect and acknowledge
our differences… we are
Tool 1: How to respond to differences best friends!
Here are some tips on how to respond when you
do not agree with another person’s viewpoints:
• Stay calm and friendly, and be polite.
• Listen to what they are saying. Do not interrupt or
shout at them.
• Say: ‘I do things differently, but I respect you for the
way you do things. I don’t want to change you to my
way. But I also want you to accept me for the way I am.’
Tool 2: Reach out: learn more about other people

• Get to know as much as you can about other cultural, race and ability
groups. The more you know, the easier it is to respect others.
• Focus on how you are similar.
• Accept differences and see them as opportunities for you to learn more.
Reach out to people who are different from you; make new friends.
Activity 4: Show how you are unique and respect differences
1. Look at the pictures below. For each of the pictures, decide:

a) In what way is the person different from you? (2)
b) In what way is the person the same as you? (2)
c) How would you show respect to the person in each picture? (2)
2. Write a paragraph to give one example where you have shown respect
for differences. Your example must be real and truthful. (4)
3. Write a short essay of not more than one page to explain why you are
unique. Give at least five examples of your uniqueness. (10)
Please accept and respect me. I have

the same needs, hopes and dreams as you,
even if I am from another country!
Accept me for who I am. I

am different from you, yes, but
in many ways we are the same.

Unit 2: Unit 2: Power and gender
Key questions Time: 1 hour
1. What does the term
‘gender’ mean? 2.1 Definition of concepts: power, power relations,
2. What are the masculinity, femininity and gender
differences between It is important that you understand the concepts or ideas relating to gender. This
a man and a will enable you to think carefully about your own gender role and it will help you to
woman? debate and talk about these issues.
3. What is the effect of
gender inequality?
Power
Power means to have control or authority
over another person or your environment.
Key words It also refers to force, strength or might.
relationship power Power is the ability to get things done.
inequality – not having How you understand power can affect your
equal or the same power
in a relationship
relationships. Power is abused if one person
power – control over has too much power over another person.
people or things That leads to unequal power relations.
gender – the role
in society that you
are expected to play Power relations
depending on whether
Power relations are the sharing of power
you are a woman or a girl,
or a man or a boy between people in a relationship. For many
power relations – the years men held the position of power over
sharing of power between
women in the workplace and in the home.
people in a relationship
masculinity – having However, this is changing as government
qualities that are and society are trying to promote equal
associated with men or An unequal power relationship.
boys power relationships.
femininity – having In some relationships one of the partners can be dominant, that is, have more
qualities that are
associated with women power and control over the other. The person who is less dominant is called
or girls submissive or meek. In some cultures, women are encouraged to be submissive
stereotypical – having
to men. Men often have more power because they are physically stronger than
a fixed and very simple
idea of a particular type of women. But our laws protect women from abuse.
person or thing • An unequal power relationship is where one person has the power to either
norms – attitudes or
behaviour that are
give or deny something to the other person. Often, money, violence, emotional
expected or thought of as abuse and sexual intimacy are used to control the other person.
normal
• An equal power relationship is where no person has power over the other
person.
Masculinity
• Masculinity means maleness. This refers to the male sex.
• It also means to behave in ways thought of as typical for men or boys.
• Masculinity describes men and boys and refers to their being manly, or their
manliness. The idea of masculinity is sometimes combined with social customs.
This could encourage male control over women.

Femininity
• Femininity or womanliness means femaleness. This refers to the female sex.
• It also means to behave in ways thought of as typical for women.
• Femininity refers to the qualities or attributes of what is customarily seen as
suitable for women and girls. This may lead to submissive behaviour on the part
of women and girls.
Gender
Gender means the role in society that you are expected to play depending on
whether you are a woman or girl, or a man or boy.
• Gender roles are given according to historical, political, economic and cultural
norms, and may change over time.
• Opportunities and restrictions may be linked to your gender. Women and men
have different biological qualities, power, status, expectations, norms, roles and
responsibilities in society.
Understand important terms
Term Explanation
Gender Socially made roles, behaviours, activities, and qualities that

society sees as suitable for women and men.
Gender is learnt, not a biological function.
Sex Biological and physiological qualities that define women and men.
You are born as a baby girl or boy; that is your sex.
Female and male Groups according to sex
Feminine and masculine Groups according to gender
Activity 5: Match the columns
1. Match the term in column A with the correct descriptions in column B.

Write only the number and correct letter for each number. (7)
A B
1. Femininity a) sharing of power between people in a

relationship
2. Power relations b) one person has the power to give or

deny something to the other person
3. Masculinity c) control over another person
4. Power d) cultural, economic, political roles,

restrictions and opportunities given to
women and men
5. Gender e) biological qualities to tell the

difference between women and men
6. Unequal power f) femaleness

relationship
7. Sex g) maleness

Power relations: decisions made by husbands
Unequal power relationships are often seen in families. For example, household
decision-making, such as making choices on health care, household purchases, and
visits to relatives, is not always equally shared between women and men.
Many men make the decisions about their wives’ health care. The effects are that
when women cannot make health care choices for themselves, and they may be
more exposed to illness and disease. Relationship power inequality also increases
the risk of HIV in women.
In many countries, men

Graph showing the percentage of decisions made by husbands
make the decisions
regarding household
purchases for both daily
items such as food, and
larger purchases such
as furniture. This limits
women’s economic
power in the home.
In some countries, men

decide if women can
visit their family and
friends. When women
cannot decide when to
visit their own family
and friends, they may
become socially isolated
(Adapted from The world’s women and girls 2011 data sheet. 2011 Population Reference Bureau.) or alone, and have less
personal power.
Activity 6: Investigate power relations
Study the graph before you give written answers to these questions.
1. What does relationship power inequality mean? Give an example. (4)
2. How is a husband making decisions for his wife an example of unequal
power relations? (2)
3. What percentage of men in Malawi and Senegal make decisions
about their wives’ health care? (1)
4. In which country does the highest percentage of men make decisions
about household purchases? (1)
5. Which two countries show the highest percentage of men making
decisions about their wives visiting family? (2)
6. Which country shows the least decisions made by husbands? (1)
7. Discuss the reasons why men prefer to make household decisions.
Suggest three reasons. (3)
8. What do you believe: should husbands make decisions for their
wives or not? Give reasons for your answer. (6)

2.2 Differences between a woman and a man
Women and men are similar in many ways but also different in some ways.
The most obvious differences are biological.
Table: The biological differences between women and men
Women Men
menstruate –
ovaries that produce eggs testicles that produce sperm
have two x chromosomes (XX) have one X and one Y chromosome

(XY)
vagina is inside body penis is outside body
give birth –
smaller and lighter with less bone mass taller and heavier with more bone mass
less upper body strength more upper body strength
more white blood cells more red blood cells
bigger breasts that are usually able to small breasts that do not produce milk
produce milk after woman has given
birth
girls start puberty changes almost two boys start puberty changes almost two
years before boys years after girls
fertility lessens after the age of 35 fertile till old age
larger hip section than men, an smaller hip section

adaptation for giving birth
higher levels of the hormone oestrogen higher levels of the hormone

testosterone
skin has less collagen and sebum, so is skin has more collagen and sebum, so
thinner and smoother is thicker and oilier
less body hair more body hair
larger body fat % smaller body fat %
have to work harder to build muscle build muscle easily
bruise easily bruise less easily
skull is thinner and weaker skull is thicker and stronger
less capacity for cardiovascular greater capacity for cardiovascular

endurance endurance
better night vision and better visual better distance vision and depth
memory perception
longer lifespan; live longer shorter lifespan; die sooner
Reproduction and roles in the community

Traditionally women were the caregivers and homemakers, but these roles
are changing. In many modern households, men share both parenting and
housekeeping duties. Just because it is the woman who gives birth does not mean
that the man has no parental duties.
It is best to use common sense and to discuss and agree together about the duties
for women and men. Most roles in society are outdated and changing; it is up to
individuals to modernise gender roles and responsibilities.

2.3 Stereotypical views of gender roles and
responsibilities
Examples of gender differences as decided by societies:
• Women may earn less than men for similar work.
• Men are promoted to positions of power instead of women. For example, there
are more male school principals than female principals.
• In some societies women are not allowed to smoke or drink, but men are
allowed.
• Often men are allowed to have many partners, but women are allowed only one
husband or one boyfriend.
• Male sports teams get more funding, media coverage and pay than female
sports teams.
• In some societies men are allowed to drive cars while women are not.
• In some societies women are not allowed to go out without a male family
member who serves as an escort.
• Women have to do more housework than men.
• Women play a larger role in parenting.
• In some societies, the
widow does not inherit her
husband’s home or money;
the home and money go to
her in-laws.
• Some careers are
traditionally seen as just for
men or just for women. For
example, pilots, mechanics,
engineers and army
commanders are often seen
as men’s jobs, while nurses,
social workers, crèche
assistants, librarians and
What do you think about this
view on gender roles? make-up artists are seen as
women’s jobs.
2.4 Gender differences in participation in physical

activities
Men have larger hearts and lungs than women. The difference in the amount of
oxygen they breathe has an effect on their physical performance. For example,
when a man is jogging at about 50% of his ability, a woman will need to work at over
70% of her ability just to keep up with him.
To ensure fairness in sport, men and women are separated, so they don’t compete
against each other.
• For example, due to the biological difference between women and men, men play
five sets and women three sets in tennis tournaments.
• Similarly, men run longer distances than women in long-distance races.

Activity 7: Join a discussion about gender
Get into groups of girls and boys. If there are many learners in your class, you
can form a few groups of girls and a few groups of boys.
1. The girls’ group has to discuss:
What are the benefits of being male?
What makes it difficult to be male?
2. The boys’ groups has to discuss:
What are the benefits of being female?
What makes it difficult to be female?
3. Write down a list to summarise your main points. Choose a spokesperson
to present your main points to the class. Give each group the chance to
share their ideas before you respond.
4. Give the girls a chance to say whether they agree with the boys’ ideas.
Then give the boys a chance to say if they agree with the girls’ ideas.
5. Write a short paragraph to explain what you learnt about how females and
males see and understand each other. (5)
2.5 Influence of gender inequality on relationships and

general well-being
Differences in the status of women and men lead to unequal human rights and
different experiences of health and well-being.
Sexual abuse and violence

When girls or women are involved in relationships where power is not equal, men
may decide on the conditions under which sex happens. Sadly this may mean
forced sex.
Sexual abuse includes rape, incest and violent sexual acts. It refers to any
inappropriate or wrong touching by family, friends or strangers that makes you feel
uncomfortable. When you are forced to have sex, it is sexual abuse. Report abuse
immediately, and tell an adult whom you trust.
Some men are violent towards women and beat women up. These men are
uneducated and don’t understand that their greater body strength does not give
them the right to abuse women.
Internet and cellphone sexual violence is on the rise. Never send anybody, even
if you trust the person, a photo of yourself naked or in a sexual act. Often these
photos end up on the Internet or get passed around school on cellphones. This
leads to embarrassment and can lead to sexual violence against you.

Graph: Reasons given by teenagers for pregnancy Teenage pregnancy
I was not using any contraception. Unwanted teenage pregnancy may happen because of:
66%
I wanted to have a baby. • peer pressure
28% • lack of information on safe sex and contraception, that is,
It would show that I am a natural/fertile woman.
8% birth control and prevention
It would make people respect me.
• poverty
6%
It would make my boyfriend want to marry me. • rape
5%
I was forced to have sex against my will. • wishing to have a baby to feel loved and have somebody to
3% love, but not wanting the baby once it is born because you
I wanted to get the child support grant.
2% are not ready for such a responsibility
• thinking having a child will keep a relationship going or
0 20 40 60 80 100
force a marriage
(Source: Swartz S and A Bhana. 2009. Teenage Tata: • being forced to get pregnant because there is no choice
Voices of Young Fathers in South Africa. HSRC Press.)
due to gender inequality; it was the man’s decision.
STIs including HIV and AIDS

Gender inequalities influence your exposure to sexually transmitted infections
(STIs), including HIV. In some societies males act out their masculine roles and so
take control of sexual relationships.
Gender customs may force women to be passive or obedient in sexual relationships.

This means women may not discuss or negotiate for safer sex such as condom use,
or abstention. Hence they will not be protected against STIs such as HIV.
HIV is spread quickly when:

• women have no say in the use of protective measures during intercourse, such
as the use of condoms
• there is age-mixing in sexual relationships, for example when a man of 45 has a
relationship with a girl of 15
• there is more than one partner
• there is transactional sex, that is, sex that is paid for
• rape occurs.
Untreated STIs
In both females and males, untreated STIs can increase the risk of HIV transmission.
Women are at higher risk because most STIs go unrecognised; unlike in men, the
sores or other signs are absent or hard to see. So women do not suspect they are at
risk. Even when there are symptoms, STIs in women often go untreated.
Activity 8: Investigate the effects of gender inequality
1. Is South African culture generally female or male dominated?

Give a reason for your answer. (4)
2. What makes women more likely to become infected with HIV? (6)
3. Look at the graph. Identify the two most reported reasons
for teenage pregnancy. Write four sentences of advice about the effects
of teenage pregnancy to give teenagers who give these reasons. (8)
4. Write a paragraph to explain why ‘real men don’t rape’. (8)

Unit 3: Value of participation in exercise Unit 3:
programmes Key questions
1. What are the health
Time: 1 hour
benefits of exercise
3.1 Value of exercise programmes that promote fitness programmes?
If you participate in exercise programmes, it means you regularly take part in 2. What is meant by
cardiovascular
physical activities to improve your physical fitness. The more exercise you get, the
fitness, muscular
fitter and healthier you will be. As you become fit, you will enjoy yourself because
strength, endurance
you won’t feel so tired. and flexibility?
living 3. What is the
improving longer
your endurance or
relationship
stamina becoming between physical
physically fit and mental health?
a lesser risk of
getting: heart disease, building up
colon cancer, type 2 diabetes, your resistance to
high blood pressure, high diseases and helping you
cholesterol, osteoporosis, a to get better sooner after Key words
stroke illness
cardiovascular fitness –
ability of your heart
increasing your weight (cardio), blood vessels
flexibility control (vascular) and lungs to
deliver enough oxygen
and nutrients to the cells
looking good; of your body to meet
your skin will glow the demands of physical
building your activity
with health
muscular strength
physical fitness – your
ability to perform physical
activities well, and to have
energy left for other tasks
The health benefits of regular physical exercise
Cardiovascular fitness
Cardiovascular fitness means you have:
• a strong heart, which shows in a slow pulse rate; if your heart is strong, it does
not have to beat so fast
• a large lung capacity; this allows more oxygen in your blood
• lower blood pressure
• the ability to exercise your body for long periods without running out of breath
or getting tired.
Examples of activities to improve your cardiovascular fitness:

Activities that make your heart and lungs work harder will improve your
cardiovascular fitness. Some examples of activities are:
• walking
• cycling
• dancing
• aerobics
• swimming.

Key words Muscular strength
Muscular strength and power is the ability of your muscles to exert force during an
endurance – stamina,
staying power, your activity. If you have muscular strength, you have:
body’s ability to exercise • strong muscles and tendons • an increased metabolism
for a long time without
• fewer back problems • a good posture
getting too tired
flexibility – the ability • less tiredness • fewer injuries.
to move your joints and
use your muscles through Examples of activities to improve muscular strength:
their full range of motion To improve your muscular strength, you could:
muscular strength – the • lift weights • climb steps quickly
ability of your muscles to
exert force • shot put • push against a partner who weighs about the same as you.
Endurance
Endurance is the ability to exercise for a long time without getting tired. You need
cardiovascular fitness and muscle strength for endurance.
Examples of activities to increase endurance:

• cycling • running • jogging
• weight lifting • aerobics • swimming.
Flexibility
Flexibility is the ability to move your joints and use your muscles through their full
range of motion. It is the range of motion around a joint.
The benefits of flexibility

If you are flexible, it:
• increases your range of motion
• prevents and reduces muscle soreness
• increases your speed
• improves athletic performance
• improves your body awareness, posture and balance
• improves your co-ordination
• improves your circulation
• helps to make you feel good
• is very relaxing
• reduces the risk of injury.
Examples of activities to improve

flexibility:
• Stretching and swimming are good
for increasing your flexibility.
• Arm, leg, shoulder, chest, back and
abdominal exercises will improve
your flexibility.
• Yoga exercises are a gentle way to
improve your flexibility.

3.2 Relationship between physical and mental health
Regular physical activity can benefit your mental health. Health is more than
not being sick. Health includes wellness, a good quality of life and a feeling of
well-being. Physical activity can improve your mood and the way you feel about
yourself. Physical exercise prevents stress, improves your performance at school
and increases your well-being.
Physical activity helps you to look and feel good.
Regular physical activity:

• reduces stress, worry and depression
• helps you to relax
• makes you feel more confident
• clears your mind to help you focus on your studies
• helps you to sleep well
• improves brain functioning, concentration, focus, memory and alertness
• encourages you to socialise and meet new people
• allows you to enjoy yourself, feel happy and have fun!
Key words
endorphins – chemicals
produced by the
pituitary gland and the
hypothalamus during
exercise that help to
lessen pain and promote
feelings of happiness and
well-being
Physical exercise helps your brain to release endorphins. This helps you to feel good.

Activity 9: Analyse case studies on the relationship between
physical and mental health
Case study 1:
Reviving sport in schools
The South African Democratic Union (SADTU) General Secretary Mugwena Maluleke said the union
believes sport, art and culture are very important to learner development and should not be treated
only as additional curriculum activities.
‘For SADTU sport is not only for fun, entertainment and competition, but it is one of the most
effective unifiers of people of different races, cultures, sex and creed. We also see sport as one
of the best promoters of health and wellness,’ he said. Participation in physical activity has many
advantages. Besides the obvious benefits to health, participation in sport can contribute to improved
school performance, as well as to a better self-image and sense of well-being.
(Source: Adapted from Nosimilo Ndlovu, http://www.mediaclubsouthafrica.com)
Case study 2:
The relationship between physical Beyond these well-known health effects,
exercise and achievement at school physical activity also has beneficial influences
When teenagers participate in at least 60 on school achievement. There is substantial
minutes of physical activity every day, many evidence that physical activity can help improve
health benefits occur. Regular physical activity school achievement, including better marks.
builds healthy bones and muscles, improves (Adapted from Centers for Disease Control and Prevention.
2010. The association between school-based physical
muscular strength and endurance, reduces the
activity, including Physical Education, and academic
risk of developing chronic disease risk factors, performance. Atlanta, GA: U.S. Department of Health and
improves self-esteem, and reduces stress and Human Services.)
anxiety.
Read both case study 1 and 2 before you answer these questions.
1. List five health benefits of participation in physical activity. (5)
2. Why does physical activity lead to a better self-image and sense
of well-being? (2)
3. How does physical activity improve school achievement? (5)
4. Sport is very important to your development. Do you agree with this
statement? Give three reasons to support your answer. (3)
5. Critically evaluate the time given for Physical Education (PE) per week
at your school. Write a short paragraph to argue for more time at
school for Physical Education (PE). Give reasons for your suggestions. (10)

Content summary: key concepts
Chapter 1: Development of the self in society Term 1
Unit 1: Strategies to develop self-awareness, self-esteem and

self-development
• Self-awareness means you know about your interests, skills, strengths and
weaknesses, likes and dislikes, goals, wishes and hopes, and values and beliefs.
• Self-esteem means how much you like yourself.
• Self-development means how you can improve yourself.
• Many factors affect your self-awareness and self-esteem, especially the people
around you and the media.
• There are many ways in which all people are the same, and many ways in which
we are different from one another. We need to respect people who are different
from us.
Unit 2: Power and gender

• For many years societies have used stereotypes about what women and men
should be. They did this to make sure that men remained more powerful at
home and at work, but this is changing.
• Differences in the status of women and men lead to unequal human rights and
different experiences of health and well-being, such as:
– sexual abuse and violence
– teenage pregnancy
– STIs including HIV and AIDS.
• Women and men are physically and biologically different, which affects how they
play sport.
Unit 3: Value of participation in exercise programmes

• Exercise programmes promote fitness. The health benefits of regular physical
exercises include:
– cardiovascular fitness
– muscular strength
– endurance
– flexibility.
• The relationship between physical and mental health is well known. Regular
physical activity can benefit your mental health.

Chapter 2: Physical Education Term 1:
Fitness programme Weeks 1–3: Time: 3 hours
Key words Unit 1: Safety in Physical Education

safety – protection of your
well-being It is important to stay safe during your Physical Education (PE) classes. Carefully
warm up – 5–10 minutes work through the safety guide at the start of each term. You will also see safety
of gentle exercises and
stretching to circulate the reminders next to specific activities throughout this book. Please look after your
blood and prepare your own safety and the safety of other learners.
body for exercise
cool down – doing gentle
exercises and stretches 1.1 Clothing
to slow your heart rate
and bring your body back • Wear comfortable clothing that allows free movement. Wear a loose-fitting
to its resting state after T-shirt on PE days.
exercising
• Ensure your belt is not tight around your stomach.
fitness components –
cardiovascular endurance, • Ideally, you would wear shorts that are knee-length, or just above the knees.
muscle strength and • Remove all jewellery as this could hurt you or a partner when you are
flexibility (see Chapter 1
Unit 3) exercising.
• Never wear plastic clothes that do not allow your skin to breathe. Clothes that
stop the evaporation or loss of your sweat can cause your body temperature to
rise too much. Overheating is harmful.
• Wear a hat to protect you against the sun.
1.2 Footwear
• Shoes protect you from falling and injury, as well as
from stepping on sharp objects.
• Wear comfortable takkies or trainers to allow for a
good grip on the ground and free movement.
• Shoes need to be firmly laced so you don’t trip over
your laces or lose a shoe while moving.
• Do not wear sandals or any shoes with heels. You
could easily fall or other learners could step on your
toes or feet.
• Wear socks to prevent getting blisters.
1.3 Surface area

• Clear the area of broken glass and sharp stones before you start your activity.
• Do not jump rope, do aerobics or run on a very hard surface, as you can injure
your knees. The jarring when you land can harm you. Avoid cement or tar
surfaces for these activities.
• Be careful when you exercise on grass if there is not an even surface, as you
can injure yourself by falling into a hole. You could twist or break an ankle if the
ground is very uneven.
28 Chapter 2: Physical Education Term 1: Fitness programme

1.4 Spacing during activities
• Ensure you stand an arm’s length away from the person next to you when you do
exercises, so that you don’t bump into each other.
• You should be able to swing both arms around at full stretch and not touch
another learner.
• When you use a jump rope, wait your turn to jump so you don’t bump the jumper.
• When you run behind a jogger, keep a distance between you so you don’t trip the
person in front of you.
1.5 Follow instructions

• Always follow your teacher’s instructions.
• You can injure yourself seriously if you do not do as you are told.
• Listen carefully. Your teacher will explain what you have to do, and when to stop.
• Listen for the whistle, look for hand signals, and obey every instruction.
• Following instructions is for your safety and enjoyment, as well as for the safety
and enjoyment of the rest of the class.
1.6 Safety on the road

If you do your walking and jogging activities on the road, always:
• Stay on the pavements.
• Wear bright clothing.
• Wear luminous bands at night and reflectors to ensure car drivers
can see you.
• Always face the oncoming traffic.
• Preferably stay away from public roads and exercise in your
school ground or at a school near you.
• Follow the rules for pedestrians; because you are walking or jogging
as part of a PE activity, does not mean you can break the rules of
the road.
• Keep a distance from other runners so you don’t bump into them,
trip them up or step on their heels.
• Do not run in heavy traffic areas, as you will be in danger from cars
overtaking. You will also be exposed to dangerous petrol and diesel
fumes, which can harm your lungs.
• Don’t jog or walk in the middle of the road.
• Jog or walk in single file, not next to each other.
1.7 Avoid strenuous exercise when you are ill

• Don’t participate in physical activity if you have flu.
• If you are injured during an activity, stop immediately.
• If you have a lifestyle illness or a long-term illness, physical exercise will be good
for you. Do as much as you can without tiring yourself, or getting so hot that you
feel uncomfortable.
Chapter 2: Physical Education Term 1: Fitness programme 29

1.8 Prevent dehydration by drinking enough water
The more you sweat when you exercise, the more your temperature rises, and the
more water you lose. This can lead to dehydration.
Dehydration or drying out means your body does not have enough water or fluid.
Dehydration can lead to painful muscle cramps, a loss of energy, smelly dark urine,
headaches, heat stroke and confused thinking. It can even cause death.
Drinking water helps you to stay hydrated, which is the opposite of dehydrated. If
you are hydrated, you have enough water in your body. You know you are hydrated
if you are not thirsty and your urine is clear.
If you drink too much water, it can cause low salt levels in your body, which is also
very dangerous to your health. So use your common sense and drink enough water
to suit your exercise needs.
• Drink water before, during and after every
exercise session.
• Drink water before you get thirsty; if you
are thirsty, you may already be getting
dehydrated.
• Everybody needs a different amount of
water depending on their weight, exercise
intensity level and the temperature outside.
• As a guide, drink eight cups or glasses of
water throughout the day.
• However, when you exercise, you need to
drink more water.
• Drink about one cup of water every 10 to 15
minutes during exercise.
• So, if you are getting a lot of exercise for
Prevent dehydration during physical exercise: drink enough water! one hour, you should drink at least four
cups of water in that time.
1.9 Warm up and cool down

Always warm up before physical activity and cool down after physical activity.
• This prevents injury. For example, a warm-up will help prevent muscle tears.
• You need to warm up all the main muscles you will be using.
• Cooling down ensures that your heart rate slows down and your breathing rate
returns to normal.
Warm up
• A warm-up means you do easy and gentle exercises at the start of the physical
activity lesson for between five and ten minutes.
• This will warm up and loosen your muscles, so you can move with ease.
Your heart and breathing rates will also increase, so your blood will flow and
more oxygen will be released in your body to make you ready for exercise!
• Warming up raises your body temperature to prepare you for physical exercise.
You should be sweating lightly by the end of the warm-up.

• Warm up by gently and slowly exercising the muscles you will use in your
physical activity.
• Warming up ensures that your nerves and muscles are ready for you to develop
your physical actions. It prepares you on a physical and mental level.
• Warming up can be the same activity you plan to do, but at a much slower and
easier pace. For example, if you are going to go running, warm up with a slow
and easy jog or run on the spot.
Safety when warming up

• After about five minutes of gentle warming up, do a few gentle stretches to end.
• Never do stretches at the start of a warm-up. Your muscles will not be flexible
enough; they need to warm up first.
• If you start a warm-up with stretches, you may be at risk of pulling and tearing
your cold muscles when you stretch.
• Do stretches briefly, because they slow your heart rate and cool your body down
again. Usually two to three minutes of stretching will be enough. So, after jogging
for about five minutes, you can begin stretching.
• Do static stretching; this means your muscles are gently stretched in a slow,
controlled movement and held in the stretched position for 30 seconds. This is
the safest method of stretching. You need to feel the stretch but it must not be
sore. Remember to keep still. Do not bounce when you are holding the stretch.
Cool down
• Cool down by gently slowing down and spending a few minutes doing your
movements very slowly and gently, such as a slow jog or a walk.
• Your aim is to slow your heart rate and to get your breathing back to normal.
• End with a few gentle stretches. Stretches are useful because your muscles are
much more flexible when they are warm.
• Make sure that when you stretch, you feel just a gentle tension or pulling in your
muscles. You should not feel pain.
• Hold each stretch for 10–20 seconds and breathe normally.
Safety when cooling down

• Never bounce while you stretch as this could tear a muscle.
• Do only static stretches.
• Always cool down slowly, gently and carefully.
Assessment in PE
See page 93 for the Physical Education Task (PET).
• Remember that you get a mark for each PE period in which you
actively participate.
• During this term, your Movement Performance will be assessed twice,
once during weeks 4–6 and once during weeks 7–10.

Unit 2: Physical fitness activities for weeks
1 to 3
2.1 Warm-up exercises for fitness activities, weeks 1–3

Actively participate in the physical fitness exercises described in this Unit. You
can read more about the components of fitness such as endurance, flexibility and
muscular strength in Chapter 1 Unit 3 on pages 23 and 24.
Add these warm-up exercises to your usual warm-up routine. Also see pages 54–55,
86–87, 116–119 and 195–196 for more warm-up exercises.
1. Imagine running 2. Jog on spot

• Stand. • Trot slowly on the spot, or around
• Move your arms as if you are the playing area.
running. • Keep a relaxed pace.
• Change your speed from slow to fast. • Slowly increase your speed.
• Keep going for 60 seconds. • Jog for three to five minutes.
3. Sideways and backwards 4. Focused walk

jogging • Walk briskly. To walk briskly is to
• Jog sideways. walk fast.
• Jog backwards. • Swing your arms forwards and
• You may take small dance steps as backwards.
well in sideways jogging. • When your right foot steps forward,
your left arm must swing forward.
• When your left foot steps forward,
your right arm must swing forward.
• While you walk, breathe evenly.
• Breathe in and out, in and out, in step
with walking. For example:
– step 1: breathe in
– step 2: breathe out
– step 3: breathe in
– step 4: breathe out
– repeat the four steps and continue
for one to two minutes.
• End this activity by stretching your
arms over your head. Then slowly
bring your arms down to your sides.
Our national soccer team warming up.

5. Follow the leader
Take turns to be the leader to call out these instructions. You also need to perform
these actions, even if you are the leader.
Call out:
• RUN! Learners have to jog on the spot.
• STOP! Learners have to stop moving.
• SWING! Learners must swing their arms.
• SWING! Learners must swing their arms.
• UP! Learners must stretch their arms upwards as high as they can.
• SHAKE! Learners have to stretch out their arms and shake their hands
vigorously, and stretch their fingers out.
• DOWN! Learners need to bend down and try to touch their toes.
• STAND STILL! Learners must stop moving and the next leader gets a turn.
2.2 Cool-down exercises after fitness activities

• Do stretches while your body is still warm.
• Slowly jog and walk.
• Make sure your body cools down.

2.3 Walk, run and sprint
Walk Run Sprint
Walking
• Fitness walking helps you to strengthen the muscles of your shoulders, stomach,
hips, thighs, calves, bottom and upper back.
• When you walk to improve your cardiovascular fitness and endurance, you need
to walk fast, with vigour, focus and energy.
• Aim to walk at least 3.2 km in 20–30 minutes or less. That means, try to walk
1.6 km in 10–15 minutes.
• Start by walking slowly, and then increase your speed so you walk faster until
you are walking very fast.
• When you near the end of your walk, walk at average speed and then slow down.
• Walk every second day of the week for between 20 and 30 minutes.
• After a few weeks of regular walking aim to walk 5 km in 60 minutes or less.
Walking 5 km is about the same as walking 12.5 times round a typical athletics
track or sports field.

PE Activity 1: Fast 20–30 minute walk
1. Walk fast to give yourself a good workout.

2. Keep a good posture. Walk tall.
3. Look forward, ahead, not at the ground.
4. Your chin should be level and your head up.
5. Keep your chest raised, and shoulders relaxed.
6. Bend your arms in slightly less than a 90-degree angle.
7. Cup your hands gently.
8. Swing your arms front to back, not side to side –
your arms should not cross your body. Do not swing your
elbows higher than your breastbone.
9. Swing your arms faster; then your feet will also move faster.
10. Tighten your abs and bottom.
11. Pretend you are walking along a straight line.
12. Push off with your toes; land on your heel, roll through the
step and push off with your toes. Use the bounce of your
calf muscles to drive you forwards.
13. To go faster you need to take smaller, faster steps; don’t lengthen your stride too much.
14. As you walk, take deep rhythmic breaths. This helps to get the oxygen moving through your system.
Jog and run

• Jogging and running are great aerobic exercises that promote heart and lung
fitness and help you to maintain your ideal weight. It also increases your
endurance.
• Sprinting is anaerobic. You sprint in short bursts of speed. It helps to keep you
fit and develop your muscles.
• Jogging, running and sprinting are useful because when you play games you
need to be able to run. Keep yourself fit and prepared for the games you will play
this year by regularly jogging or running.
• Try to jog or run with a friend or a group of friends; you can socialise while you
jog and it is safer than running alone.
• Aim to run for 30 minutes on three alternate days a week.
• If you are unfit, start by fast walking a few minutes per day, then slowly jogging
for 10 minutes a day, until in a few weeks’ time you can jog with ease for 30
minutes a day.
PE Activity 2: Jog or run for 15–20 minutes
1. Jog around the school grounds or on the sports field

for 15–20 minutes.
2. Pace yourself so that you can continue jogging for at
least 15 minutes without stopping. Jog at an easy pace
so that you are still able to talk or whistle.
Do not run too fast. This means you will be able to jog
for longer.

PE Activity 3: Long-distance running
1. Long-distance running is useful to help you build

stamina and endurance.
2. Run slowly but steadily, without stopping.
Run for 1 km or for 20 minutes.
3. Aim to train for a 10-km run. Run 1 km on the
first day. As you get fitter, gradually increase the
distance you run.
4. Increase the distance until you reach 10 km.
Sprint
To sprint is to run very fast for short distances. Participate in track events such as
races to motivate you to practise.
Distance Hints
60 m This is the distance needed to reach your maximum speed. Get off to a very
quick start. Champions run this distance in 6.4 seconds.
100 m This is a good sprint distance to practise, as this will help you in many other
sports as well.
200 m To run this distance means you need to be able to run round a bend.
Champions run this race in 19 to 20 seconds!
400 m This distance is usually one lap around a track, and takes 43–44 seconds. Run
very fast at the start, then sprint slightly slower, then accelerate again and run
as fast as possible for the final 100 m.
Practice is important because if you don’t run very fast in practice, you won’t run
very fast in races or in games. Practise your sprints by running 100 m, 200 m and
400 m on a flat and even surface.
Safety hints PE Activity 4: Sprint

Don’t try to run very 1. Run as fast as you can towards the end-point mark.
fast every day as too
2. Lift your knees as high as you can. The higher you lift your knees, the bigger
much intense exercise
your stride will be.
may damage your
muscles. 3. Start slower than your top speed and go faster and faster.
Run fast two or three 4. Keep your arms loosely at your sides. Do not let them flap in all directions
times a week, on every or stick out, as that tires and slows you down.
second day. Never 5. Keep your elbows bent at 90 degrees.
sprint on consecutive 6. Pump your arms with strength. Swing your arms smoothly by your sides,
days, that is, one day
not across your body.
after the next.
7. Your hands should be cupped, not in fists.
8. Breathe deeply and keep your upper body upright.
9. Slow down after you have reached the distance you want to sprint, until you
come to a stop. Rest for one to two minutes.
10. Race back to your starting point, and repeat this exercise 5 to 10 times.

2.4 Rope jump Safety hints
Jumping rope for ten minutes burns 100 calories, which is more than almost every
• B e careful not to trip
other sport, activity or exercise. It burns more calories than ten minutes of soccer on the rope.
(70 calories) and ten minutes of volleyball (30 calories). • Avoid getting the
• Rope-jumping gives excellent cardiovascular exercise and helps you to get fit. rope tangled with
• Try a variety of rope-jumping exercises. your feet.
• Jump rope a few times a day. • Try not to jump
on cement or tar
• Do rope jumping during breaks at school and during study breaks.
as you could hurt
• Try to jump faster and use more complex jumps.
your knees with the
• Some people can do 427 jumps in two minutes. That is about 3.5 jumps every jarring.
second! • Wait your turn; don’t
• A double-under is when the rope swings under you twice in one jump. The world jump while another
record for continuous double-under jumps is 10 709. learner is still busy
unless it is a paired
or multiple jump.
Basic skills • Never grab a rope
• Keep your posture upright and bend your knees slightly. from another
• As the rope passes over your head, watch it until it nears your feet. leaner’s hands as
• Jump and land using a short jump. Jump with your feet together when you start. it can cause a skin
• Keep your feet close to the ground. burn.
• Stay in a balanced position.
• Keep a constant rhythm.
• When you try new moves, practise your steps first without the rope. Once you
are sure of the steps, use the rope.

PE Activity 5: Rope jump with alternate PE Activity 6: Power jump
feet
1. Jump a little higher than a basic jump.
1. Swing the rope around and jump over it with 2. Turn your wrists quickly so the rope turns
your right foot. twice in one hop.
2. On your second swing, jump over with your 3. Look straight ahead and keep your upper body
left foot. relaxed for good posture.
3. Alternate your feet by
lifting both your knees
slightly forward as if
you are jogging on
the spot.
4. Do not kick your feet
back, as the rope
will catch and you
may trip.
PE Activity 7: Whirlwind PE Activity 8: Rhythm jump
1. Quickly do basic jumps while you twist your 1. Jump a few cm forward, then a few cm back.
lower body to the right. 2. Create your own high-action jumps and see
2. Then jump and twist your lower body to how long and how fast you can jump.
the left.
3. Alternate left to right and repeat 20 times.
PE Activity 9: Indigenous jump-rope game: Kgati
1. This is a rhythmic jumping game.

2. Get into teams.
3. Each learner gets a turn to jump over a rope turned by
two learners on the opposite team while the jumper
sings a rhyme: one, two, Amashigogo shigogo.
4. The challenge is to keep jumping the rope while singing
this chant.

PE Activity 10: Double Dutch
1. Double Dutch is skipping with two ropes turning

in opposite directions.
2. You need four people: two people jumping
and two people turning the ropes in opposite
directions.
3. To help you to keep your rhythm, the turners can
sing rhythmic songs or chants.
4. Stand close beside the entry rope turner. Put your
lead foot forward.
5. Step on your lead foot just after the rope passes
by your face.
6. Take a small step forward onto your lead foot to get closer to the rope, then make a long, low jump to
land between the two turners.
7. Start to jump right away. Use a double bounce step so that both ropes pass under your feet.
8. Jump through the ropes, back and forth, turning around, jumping on one foot.
Fitness log
Complete this table after each PE period. Revise the meanings of the fitness
components on pages 23 and 24.
• Next to each fitness component fill in the type of activity in which you
participated, and how long you participated (duration).
• Also assess your fitness levels to see if you are improving or keeping up the
necessary standard of fitness.
Fitness log
Date Fitness component Fitness activities Duration Self-assessment of fitness
Flexibility
Muscular strength
Muscular endurance
Body composition

Chapter 3: Careers and career choices
Term 1 Weeks 4–6
Unit 1: Unit 1: Self-knowledge for career choices

1. What can help you As you are now in Grade 10, you need to start preparing for the work you want to
choose your career? do after you have left school. If you follow the steps in this Unit, it will help you
2. Do you know what make a career choice.
your interests,
abilities, talents and
strengths are? 1.1 Step 1: Know your own interests, abilities, talents
3. What is the and strengths
difference between Making a career choice will be far easier if you know yourself well. So the first step
a career field, an in choosing a career is to think about the following:
occupation, a career • What are your interests? What do you like to spend your time doing? About what
and a job?
would you like to learn more? Perhaps you like to cook and would one day like to
4. What are the run your own restaurant.
requirements for
• What are your abilities, the things you can do well? Your abilities are your skills.
the National Senior
You can learn them and improve them. Perhaps you are very good at solving
Certificate?
problems, or finding information, or organising and planning, or explaining what
information means.
• What are your talents, the natural abilities you were born with? You may have a
Key words talent for singing or solving mathematical problems or playing soccer.
self-knowledge – knowing • What are your strengths, the things that you are always good at? Maybe you
who you are, what know how to communicate your ideas and are able to persuade people.
interests you, what your
strengths and weaknesses • What are you weaknesses? What are you not good at? What do you not like
are doing? Perhaps you find writing letters and reports difficult, or perhaps you find
interests – something that it difficult to work in a team.
attracts your attention
and makes you want to Interests, strengths, and abilities can be grouped together into personality types
learn more about it or to
be involved in it or categories, as shown in the table on the next page. For example, if you are
career field – a group of interested in and good at dealing with people, communicating, and caring for
occupations that have
people, you are a ‘Social’ type. You may be more than one type. For example, you
common skills, knowledge,
and work settings may be both ‘Social’ and ‘Artistic’.
strengths – the things you
always do well
abilities – skills, things
you can do
talents – the abilities you
were born with
weakness – a quality that
prevents you from being
effective
Know yourself before you choose a career
40 Chapter 3: Careers and career choices Term 1

Personality type Interests, strengths and abilities
Realistic prefer work that requires technical, mechanical, physical, or athletic skill
enjoy working with your hands or with tools, machines or objects
like fixing things
prefer working outdoors
may have trouble expressing yourself and telling others how you feel
prefer to deal with things, plants or animals rather than with ideas or people
Investigative like to learn, know and analyse

enjoy science and scientific activities
good at understanding and solving maths and science problems
like to solve problems
Artistic like to use your imagination and creativity

like to do creative activities such as art, drama, crafts, dance, music or
creative writing
do not like to follow rules
Social concerned about others and their needs

enjoy communicating with and helping people
like to educate and inform
get on well with people
helpful and friendly
like to solve problems by discussing them
Enterprising enjoy influencing and leading others

communicate well and are self-confident
prefer work that rewards your ability to sell, persuade and motivate others
like to try new and adventurous things
enjoy starting and carrying out new projects
like to take risks
Conventional like routine and rules

prefer to be a follower rather than a leader
prefer to work with data than to work with ideas
pay attention to detail
prefer to work in an office environment
good at working with written records and numbers
Activity 1: Make your own personal profile
1. Read the case study below.
Case study:
Kabelo’s interests and strengths But he still wanted golf to be one of the main
For some people, an interest in their life is so activities in his life and part of his career. So
important that it is the main influence on what he made a list of golf-related careers and
they choose for a career. Kabelo was talented employers:
at golf. He started off being a caddy at a golf • golf course manager
course near where he lived. He played golf • golf promotion and marketing
whenever he could. Although his ability to play
• selling golf equipment
golf improved with practice, his swing was
• teaching golf
still one of his weaknesses. But his strength
was that he worked hard to improve his game. • w
orking for a company that gives you free
Another strength was that he was friendly. So membership to a golf club because many
the other golfers liked him and helped him. employees play golf
Kabelo knew he was good, but not as good • sports journalist, specialising in golf
as Tiger Woods. He didn’t think that he could • sports television camera operator.
make a good living as a golfer in South Africa.
Chapter 3: Careers and career choices Term 1 41

2. Copy the table below into your workbook.
Personal profile
Kabelo’s interests My interests Kabelo’s talents My talents and

and abilities abilities
Kabelo’s strengths My strengths Kabelo’s My weaknesses

weaknesses
3. Fill in Kabelo’s interests, talents and abilities, strengths, and weaknesses. (8)
4. Fill in your interests, talents and abilities, strengths, and weaknesses.
You now have your own personal profile. (8)
5. What personality type do you think Kabelo is? Give a reason for your
answer. (2)
6. What personality type or types are you? (2)
1.2 Step 2: Know more about jobs, occupations, careers,

and career fields
You have decided what your interests are and what you like doing. The second
step in choosing your career is to decide what you would like to do after you have
finished school. In which area would you like to study and work so that you can
follow your interests and do what you do well?
Jobs
If you have a job, you are employed and you get paid for working. You may need
only some basic training for a job. For example, you may have a job as a shop
assistant, or a truck driver.
Occupations
An occupation is the work that you do; it usually requires special education,
training or skill. For example, your occupation can be a newspaper reporter, editor,
orthodontist, dental assistant, civil engineer or a doctor.
Careers
A career is an occupation that you have for a large part of your life. It gives you
opportunities to progress. You get promoted and a raise in salary. For example,
teaching may be your career. You start off being a junior teacher and progress to
becoming head of department. You would need a diploma, a certificate or a degree
for a career.
Career fields
A career field is a grouping of occupations. The occupations have common skills,
knowledge, and work settings. People who are employed in a career field have
similar interests and talents. A career field is more than just one job, occupation or
career.

For example, the health science career field includes the occupations of dental assistant,
dietitian, medical scientist, medical equipment technician, optometrist, pharmacist,
nurse and surgeon. A career field includes occupations that require different levels
of education and training. For some occupations you may need a diploma; for other
occupations in the field you may need a university degree.
Examples of career fields and their occupations and careers

Career field Occupations and careers
Agriculture, farmer, veterinarian, veterinary technician, environmental engineer, food scientist, game
food, and natural warden, miner, soil and plant scientist, zoologist
resources
Architecture and bricklayer, carpenter, crane operator, electrician, air conditioning mechanic, plumber,
construction sheet metal worker, architect, quantity surveyor, landscaper
Arts and radio broadcaster, film maker, actor, artist, fashion designer, art teacher, camera operator,
communication graphic designer, sound engineer, journalist, musician, dancer, bookbinder, photographer,
advertisement copywriter, journalist, public relations person, technical writer
Business and accountant, actuary, financial adviser, insurance salesperson, computer operator, legal
finance secretary, human resources manager, banker, office machine technician
Education and primary school teacher, university professor, school social worker, librarian, fitness
training instructor, sports coach
Government soldier, city planner, economist, post office worker, meter reader, tax collector, municipal
and public clerk
administration
Health science nurse, doctor, anaesthetist, dentist, optometrist, pharmacist, vet, dental hygienist,
biologist, medical equipment technician, laboratory technologist, medical records clerk,
chiropractor, hearing aid specialist, midwife
Hospitality and bartender, baker, chef, tour guide, interpreter and translator, travel agent, ticket agent,
tourism airline attendant
Human services marriage counsellor, sociologist, child care worker, priest, hairdresser, funeral director,
massage therapist, manicurist, dressmaker, skin care specialist, psychologist
Information systems engineer, software engineer, IT analyst, Web administrator, computer

technology programmer, network designer, video game designer
Law and security lawyer, attorney, police officer, legal secretary, fire-fighter, sheriff, forensic science
technician, law clerk, security guard, detective
Manufacturing TV installer, locksmith, medical appliance technician, boilermaker, watch repairer,

chemical plant operator, furniture maker, jeweller, printer, welder, upholsterer,
woodworking machine operator
Marketing, sales and cashier, marketing manager, sales representative, market research analyst
service
Science, technology, aerospace engineer, architect, draftsperson, electrical engineer, mining engineer, quality
engineering and control manager, technical writer, water engineer, archaeologist, astronomer, chemical
mathematics technician, geographer, microbiologist, statistician
Transportation aircraft engineer, motor mechanic, air traffic controller, bus driver, pilot, sailor, ship
loader

1.3 Step 3: Know the requirements for the National
Curriculum Statement (NCS): Choose the right subjects
Requirements for the National Curriculum Statement (NCS)
The National Curriculum Statement (NCS) is the policy on curriculum and assessment
at school. It explains what knowledge, skills and values you should learn. It provides
access to higher education and helps with the move from school to work.
Subjects and career options

The NCS guides you on how to make subject choices. It uses the organising fields of
the National Qualifications Framework (NQF), so it’s easier to decide on the subjects
you need for a career field.
From Grades 10 to 12 there are compulsory subjects you have to study, and others
you can choose from to suit your chosen career field. To get a National Senior
Certificate (NSC), which is the certificate you get if you pass Grade 12, you have to
have four compulsory subjects and three optional subjects. You have to study these
seven subjects from Grades 10 to 12. You need:
• Two official languages: one must be on the Home Language level, and the other
must be on either Home or First Additional Language level. One of the two
languages should be the language of learning and teaching.
• Mathematics or Mathematical Literacy
• Life Orientation
• Plus three other subjects (that you can choose from the subjects listed below).
Field of learning School subject

Agriculture and Nature Agricultural Management Practices; Agricultural Sciences; Agricultural Technology
Conservation
Culture and Arts Dance Studies; Design; Dramatic Arts; Music; Visual Arts
Business, Commerce and Accounting; Business Studies; Economics
Management Studies
Communication Studies and All official languages, and approved non-official languages (two official languages are compulsory:
Language your home language and an additional language)
Manufacturing, Engineering Civil Technology; Electrical Technology; Mechanical Technology; Engineering Graphics and Design
and Technology
Human and Social Studies Religion Studies; Geography; History; Life Orientation – compulsory
Physical, Mathematical, Computer Applications Technology; Information Technology; Life Sciences; Mathematical Literacy
Computer and Life Sciences or Mathematics – one of these is compulsory; Physical Sciences
Services Consumer Studies; Hospitality Studies; Tourism
Note that you CANNOT: Note that you MAY:
• take the same language on Home Language and First or change a maximum of two subjects in Grade 10 early in the
Second Additional Language level year, if your school principal agrees. For example, if you have
• take both Mathematics and Mathematical Literacy chosen Mathematical Literacy instead of Mathematics, and
• take more than two additional languages over and above the decide you want to be a medical doctor, you will need to
two official languages that are compulsory. change to Mathematics.
(Source: National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum Statement,
Grades R – 12, 2012. Pretoria, Department of Basic Education.)

Activity 2: Use a decision-making process
1. Look at the diagram below.

2. Look first at the personality types circle in the middle. Write down your
personality type or types (see page 41). You may find that you fit into more
than one type.
3. Look at the next circle, which is the career fields circle.
a) Write down two career fields that are in the same section as your
personality type (see page 43 for help).
b) Write down two possible occupations for each career field.
4. Look at the outside circle that contains school subject fields. Write down the
subjects that are related to the career fields and occupations you have chosen.
5. Evaluate if you have chosen the right subjects for the career you want. If not,
find out what you can do about this.
Diagram to help with the decision making process: self-knowledge, subjects,

career fields and career options
t Suggested school M
en Te an
g em subject fields Co chn ufac
a , ns olo tur
an tical erv gy ing
n d M ema s; Co atio ; Ag , En
e a ath nc e mp n; ric gi
erc l, M Scie ute Phy ultu neer
m r a sica re i
m
Co ys
i a Life ces
c nd l an ng a
s s, ; Ph and erv
i Lif , Ma d N nd
Career e S the atu
s ine dies uter an S cie ma re
Bu Stu mp um fields nc
Co H es tical
,
Agriculture, food and natural

Marketing, sales and resources; Architecture
service; Business and and construction; Arts and
finance; Health science communication; Law and security;
Manufacturing; Transportation
Conventional Realistic
Computer and Life Sciences
Business, Commerce and
Physical, Mathematical,
Business and finance;

Management Studies
Marketing, sales and Agriculture, food and

service; Agriculture, food natural resources;
and natural resources; Personality Health science;
Government and Enterprising Investigative Information technology;
type
public administration; Science, technology,
Hospitality and tourism; engineering and
Human services; mathematics; Business
Business and finance and finance
Social Artistic
Education and training;

Health science; Human
services; Science, Arts and communication;
technology, engineering and Human services
mathematics; Agriculture,
Hu food and natural resources
ma
nS
Co ervic
mp es
ute ; Ph ts; es
r a ysi Ar udi
nd ca a nd al St
Lif l, M re ci
e S at ltu So
cie hem Cu and
nc
es atica an
l, H um

Unit 2: Unit 2: Life domains
1. What is a life
A ‘domain’ means an area. There are three main areas of life: being, becoming and
domain?
belonging in a community. Your quality of life is how well you live and how satisfied
2. What are the three
and happy you are. If you want to know more about your quality of life, you need to
main life domains?
look at your life domains.
3. How will
understanding your Knowing more about your life domains will also help you to choose a career that is
own life domains right for you. This is because looking at your life domains helps you to see what is
help you to choose most important for you.
a career that is right
for you?
2.1 Being
Being means who you are. The being domain has three main aspects: physical,
Key words psychological and spiritual.
being – who you are Physical being Psychological being Spiritual being
becoming – what you do health mental health values
to achieve your goals, nutrition thinking rules on how to act and behave
hopes, and wishes exercise feelings morals
community belonging – hygiene self-awareness spiritual and/or religious beliefs
fitting in with your clothing self-control
physical environment and physical appearance
being accepted by your
social environment
2.2 Becoming
Becoming is what you do to achieve your goals, hopes and wishes. It includes
becoming who you want to be, what you want to have and what you wish to do.
The becoming domain also has three main aspects.
Practical becoming Leisure becoming Growth becoming
The everyday actions you The activities that promote The activities to promote,
take to live: relaxation and lessen your stress improve or keep up
• going to school physical exercise, for example: the standard of your
• working around the house • running, jogging, doing knowledge and skills:
• paid work aerobics, dancing • studying
• volunteer activities • playing games, for example • going to workshops or
• looking after your health playing morabaraba, chess or training sessions
and social needs card games • reading
• visiting friends and family • learning
• SMSing your friends, or • watching documentaries
Twittering or going on on TV
Facebook • asking questions
• spending time on your • visiting exhibitions,
hobbies such as downloading libraries, museums
music, reading, drawing
• going on holidays
• watching your favourite
soaps on TV

2.3 Community belonging
This aspect includes your fitting in with your physical environment and being
accepted by your social environment or by the people around you. It has three
aspects.
Physical belonging Social belonging Community belonging
Your link with your physical Your links with your social Your access to resources and
environment: environment: services usually available to
• home • family community members:
• school • friends • clinics and health services
• workplace • teachers • social services
• neighbourhood • co-workers • employment
• community • neighbourhood • an income to live
• community comfortably
• education
• recreational and sport
community activities
Example
Tintswalo is a 15-year-old Grade 10 learner. She lives in Soweto in Gauteng.
She gives a few examples of her life domains.
Tintswalo’s life domains
Life domain Aspect Example
Being Physical being jogging, how I look, the clothes I wear
Psychological being self-control, being in charge of my feelings, how I

feel, my self-knowledge
Spiritual being my values and beliefs, praying, my ideas of good

and bad behaviour
Becoming Practical becoming schoolwork, having a Saturday job at the library
Leisure becoming PE, hikes, orienteering, jogging, dancing, watching

TV, listening to music, talking to my friends
Growth becoming getting fit, living healthily, coping with change and
being a teenager
Belonging Physical belonging where I live and stay in Soweto, my

neighbourhood
Social belonging my friends and family
Community going to the clinic, taking part in community

belonging activities, having enough money to live well
Activity 3: Explore your life domains
1. Decide which of the three domains is the most important to you. Write
them down from most important to least important.
2. Look at the aspects of each domain. Think about how well you are doing in
each aspect. Give yourself a mark out of 10 for each aspect.
3 . Choose one aspect for which you did not score above 7. Write a short
paragraph to explain what you are going to do to improve on this aspect.
For example: Physical being: Need to exercise more to become fit and
healthier. Go jogging every second day after school.
4. Critically evaluate which career you think will allow you to be 100% satisfied
and happy in all your life domains. Give reasons for your answer.

Unit 3: Unit 3: Socio-economic factors in study and
Key questions career choices
1. What roles do
Time: 1 hour
community needs
play in your choice 3.1 Community needs
of career?
Look around the community in which you live. Is there some career you can follow
2. What can you do to
that will help your community? Perhaps your community needs good teachers. Or
help you to afford
you could start a business that will employ young people.
to study for this
career?
3. How will income tax Activity 4: Read the case study
affect how much
1. What steps did Thato take to make her dreams come true? (4)
you earn?
2. How did Thato help her community? (4)
3. How could Thato expand her business and make it grow? (4)
4. Identify two needs in your community. Examine how you can help. (8)
Key words
Case study:
socio-economic factors –
the social (people) and Thato’s contribution to the community
economic (money)
aspects of life Thato lives in a township
stereotyping – believing, just outside a big city.
unfairly, that all people or She always dreamt
things with a particular about helping her
characteristic are the
same community. She thought
income tax – tax that all about ways that she
individuals and companies could make money and
must pay on what they also help to reduce the
have earned and the
unemployment in her
profits they have made
community.
Thato was interested in running her own business. But first she decided
to go and study for a diploma in hospitality management. While she was
studying, and after she had qualified, she worked in a big hotel.
She always watched the tourist buses coming in and out of the township.
The tourists loved to see where and how the people lived in the
township. The tourists spent a lot of money. This gave Thato an idea. She
decided to start a bed and breakfast in her house – a place where people
could spend the night and not pay the expensive prices of a hotel. The
tourists could experience what it was like to live in the township.
Thato was so busy that she had to employ people to help her. Then she
added a restaurant at the back of the house. Then she built a little shop.
After five years, Thato was employing 20 people to help her look after her
guests, to cook and be waiters in her restaurant, and to make things for
her shop that the tourists would just love to buy.

3.2 Finances and affordability
Studying at a higher education institution, such as a university or a private college,
can be expensive. If you or your family cannot afford the tuition fees, you may need
to find out about getting financial assistance:
• Bursary – an amount of money that a student is given to help pay for college or
university study; you may be given a bursary because you don’t have the money
to pay for your studies, or because you did well at school. You do not have to
pay back a bursary.
• Student loan – you would have to pay back the money you borrow from a bank,
after you have finished your studies. The bank will charge you interest, a fee for
borrowing the money. Some companies or businesses also give student loans.
You don’t have to pay them back, but you do have to work for them after you
have finished your studies.
• Scholarship – some companies, businesses and organisations award
scholarships if you have done very well at school in your studies or at sport.
• Learnership – a learnership allows you to earn while you learn. You study the
theory at a college or a training centre and practise what you have learnt in a
real job. You get paid for the work you do, and you get a qualification at the end
of the training programme.
Activity 5: Give advice to Nancy
Read the scenario and then answer the questions below.
Scenario:
Nancy is a Grade 10 learner. She stays with her mother and three
siblings. Her mother works in a shop as a cashier. It is always a
challenge for Nancy’s mother to manage to support her children
financially. Nancy is performing exceptionally well at school and she
always achieves As in her subjects. Her wish is to study Actuarial
Science (which involves doing calculations for insurance companies) at
one of the top universities in the country.
1. Discuss all possibilities available to Nancy that will enable her to

pay for her studies. (8)
2. How can her mother help her? (4)
3. Explain what advice you would give Nancy in dealing with her
challenges. (8)

3.3 Stereotyping
Stereotyping is believing, unfairly, that all people or things with a particular
characteristic are the same. Stereotypes can be either positive (‘Kenyan men are
good at running marathons’) or negative (‘women are bad drivers’ or ‘all blondes
are stupid’).
Stereotyping can also apply to careers and can limit the careers we think are
possible. For example, people say things like, ‘Nursing is a woman’s job’, ‘Mining is
men’s work’. This is not true.
Activity 6: Explore stereotypes
Read the case study and then answer the questions.
Case study:
Stereotyping When I told people that I was going to study to
Bheki went to university to study for a career be a social worker, they would try to discourage
as a social worker. In an interview with him, me. They said it is a career for women. My family
he said: was not very happy with my choice. They also
tried to discourage me. I was constantly told that
‘I decided to study for this degree because I
I would be wasting my good brains if I become a
have always been passionate about helping
social worker. They said my people will laugh at
people. From the time I was a young boy, I
me for doing a woman’s job. This made me more
always went out of my way to help children
determined to do this kind of work.
who came from poor families. I would always
share my lunch with them at school, and I have been doing this job for a number of years
invite them to come to my home so that we now. I am very good at what I do. I have been
could share whatever we had with them. And promoted a number of times. I am now an
I would also give them clothes to wear. assistant director in the Department of Social
Services.’
1. Why did Bheki want to become a social worker? (5)

2. In which career field is his career? (2)
3. What stereotypes did people have about social
workers? Do you think they still have these
stereotypes?
4. Name six other careers that people think, wrongly,
are only for men or only for women. (4)

Activity 7: Test your stereotypes
Column A Column B Column A Column B
1 A. An attorney 4 D. A switchboard operator
2 B. A soccer player 5 E. A teacher at crèche
3 C. A nurse F. A priest
1. Guess which face in column A belongs to which career in Column B.

Write only the number from column A and the letter from column B. (5)
2. Write down and explain why you matched the faces and the careers
in the way that you did. (5)
3. What did you learn about stereotyping in this activity? (5)
3.4 Accessibility
One of the socio-economic factors that could affect your choice of career is
accessibility to further education and training. You need to ask yourself:
• Is there somewhere close to where you live where you can study for this career?
• If you have to travel far, can you afford the transport costs and/or the costs of
accommodation?
• Can you study for this course through a distance education college or university?
• If you can do a distance education course to study for your career, do you still
have to attend some lectures, or work in the laboratory, or do group work? This
may be the case if you are studying, for example, biology, chemistry and physics,
medicine, visual arts studio units, psychology, social welfare and social work.
• If your off-campus (distance education) learning materials include audio, video,
CD-ROM, and online learning, do you have access to the equipment you would
need to play, such as a DVD player or a computer?
3.5 Impact of income tax

Income tax is a tax that all individuals and companies must pay on what they have
earned and the profits they have made. The government uses the taxes to run the
country and pay for roads, schools, hospitals, and old-age pensions. The tax is
collected by the South African Revenue Services (SARS).
Everyone who is employed has to register to pay tax. If you earn more than about
R35 000 a year, you have to pay income tax. The more you earn, the more tax you
pay. There are different ways to pay tax: SITE, PAYE, and provisional tax.

SITE and PAYE Tax Table SITE
Monthly income Tax Standard Income Tax on Employees (SITE) is paid by employees who earn less
R 4 805 – R 4 810 R10

than R120 000 a year. They earn their money from only one employer.
R 6 000 – R 6 010 R226
R 7 001 – R 7 011 R 406

PAYE tax
Most people who get a monthly salary of more than R10 000 have the tax taken off
R 9 009 – R 9 024 R 768
their salary every month in the form of PAYE tax. PAYE stands for Pay As You Earn.
R 15 020 – R 15 040 R 2 086
For example, in the tax table alongside, if you earn R6 005 a month, your employer
R 40 012 – R 40 062 R 10 273
will take off R226 a month for tax and pay it to SARS. If you earn R58 400 a month,
R 58 334 – R 58 434 R 17 493 you will pay R17 493 a month in tax.
Provisional tax table

Provisional tax
Annual income Tax You would pay income tax twice a year on what you have earned if:
5 501 – 5 600 999 • you do not earn the same amount every month
25 001 – 25 100 4 509 • you work for more than one employer
100 001 – 100 200 18 018 • you earn your money from winnings, for example from playing sport or gambling.
419 001 – 419 200 112 718 You have to estimate how much you will earn in a year. Then you pay a percentage
790 601 – 790 800 259 246 of that to SARS. SARS assesses you at the end of the tax year to make sure you have
818 001 – 818 200 270 200
paid enough tax. There are tax tables that tell you how much to pay (see table).
995 801 – 996 000 341 320

Activity 8: Calculate a sportsperson’s tax
In 2007, James Kamte, from the Eastern Cape, was the first black South African
to qualify to play professional golf in Europe in more than 30 years. Other
professional golfers in South Africa think very highly of Kamte: ‘James has
the temperament, the personality, and the determination of a champion.
His achievements will encourage young talented golfers.’
Below is a list of the tournaments Kamte played in South Africa in 2010,
and how much he earned.
Date Tournament Position Rand
14-01-10 Joburg Open 4 625 206.40
18-02-10 Telkom PGA Championship 16 38 160.00
25-02-10 Vodacom Championship 10 49 687.50
14-04-10 Vodacom Business-Gardener Ross 3 40 800.00
13-05-10 Nashua Golf Challenge 4 27 500.00
15-05-10 Nashua Shoot Out 1 2 000.00
04-06-10 Lombard Insurance Classic 25 7 429.12
(Source: http://www.sunshinetour.info/profiles/KAM005.htm)
1. In which month did Kamte earn the most money? (2)

2. Did Kamte earn more money when he came first in a tournament
than when he came tenth? Why do you think this is so? (4)
3. In how many months of the year did Kamte earn money? (2)
4. Add up how much Kamte earned playing professional golf in 2010. (2)
5. Look at the provisional tax table above. How much tax did Kamte
have to pay in 2010? (2)
6. Give three reasons why it is important to pay tax. (3)

Chapter 3: Careers and career choices Term 1
Unit 1: Self-knowledge for career choices

• The first step in choosing a career is to know your own interests, abilities,
talents and strengths. These interests, abilities, talents and strengths can be
grouped into personality types.
• The second step is to think about a career field. A career field is a group of jobs,
occupations and careers that have common skills, knowledge, and work settings.
• Step three is making sure that you have chosen the correct school subjects for
your possible career.
Unit 2: Life domains

• Knowing more about your life domains will also help you to choose a career that
is right for you.
• Life domains are:
– Being – who you are: your physical being, psychological being, and spiritual
being
– Becoming – who you want to be: practical becoming, leisure becoming, and
growth becoming
– Community belonging – fitting in with your environment; your physical
belonging, social belonging, and community belonging.
Unit 3: Socio-economic factors in study and career choices

• The social and economic aspects of your life can affect your career choice.
• Socio-economic factors include: community needs, finances and affordability,
stereotyping, accessibility.
• Income tax has an impact on your final salary package.
• There are different kinds of income tax: SITE, PAYE, and provisional tax.
• The kind of tax you pay depends on the work that you do.

Reminder: Your Movement Performance will be assessed during your PE lessons.

There is an assessment of your performance of the activities in this Chapter. There
is also an assessment in Chapter 6.
Unit 1: Warm up
1.1 Growing plant stretch

• Stand in a circle.
• Get down as low as you can, without sitting on the ground; crouch and hunch up
to make yourself small.
• Start by moving your body as if you were a seed.
• Imagine you are slowly growing into a flower. Move upwards very, very slowly.
• Slowly raise yourself, bit by bit, until you are standing. You must not do this
quickly; you can injure yourself if you do it quickly.
• Once you are up, stand as tall as you can. Stand on your toes and stretch your
body and arms, and neck and head, upwards as far and high as you can.
• Stand tall for 30 seconds.
• Then give a big sigh.
• Relax and let your arms drop to your sides, and stand flat on your feet.
• Slowly become a seed again, go lower and lower and crunch up your body until
you are almost on the ground.
• Then slowly grow again until you are a tall plant.
• After the last time you grow from a seed into a plant, end with a jump and shout:
sunflower!
1.2 Jumping jacks

• Stand with your arms at your sides, feet together, toes pointing forward.
• Hold your head straight, in a comfortable position to avoid strain.
• Bend your knees.
• Jump up while you spread your arms and legs at the same time.
• Lift your arms to your ears.
• Open your feet a bit wider than your shoulder width.
• Do all of the above in a fast smooth movement.
• Clap or touch your hands above your head.
• As you return from jumping up, bring your arms back down to your sides.
At the same time bring your feet back together.

1.3 Front lunge
• Stand with your feet slightly apart. Point your toes forward.
• Step forward with one foot.
• Support most of your weight on your front heel.
• Lift your back heel so only the ball of your back foot is on the ground.
• Keep your body forward and straight. Hold your shoulders back.
• Bend both knees so that your front knee is directly above your front ankle.
• Your knee of your back leg should come close to the ground without touching it.
• Push upward with your front leg to return to a standing position. Your feet must
be slightly apart.
• Repeat with your other foot forward.
• Inhale on your way down and exhale on your way up.
• Keep your upper body straight throughout the exercise. Do not lean forwards
or backwards.
1.4 Toe touch

• Bend over and touch your fingers to your toes.
• Keep your knees straight or slightly bent, whatever feels more comfortable.
• Hold for 30 seconds.
Assessment in PE
• Remember that you get a mark for each PE period in which you
actively participate.

Key words Unit 2: Physical fitness activities for weeks
cardio-kickboxing – a
combination of aerobics,
4 to 6
boxing and martial arts
circuit training – a series
of exercises that train the
2.1 Cardio-kickboxing
whole body Cardio-kickboxing is a mix of boxing, martial arts and aerobics. Cardio-kickboxing
gives your whole body a good workout. It helps you stay fit, while you enjoy the fast
tempo, the variety of challenging moves and the music.
Cardio-kickboxing benefits your health

• Cardio-kickboxing combines high-powered exercise routines. These exercises
strengthen your body and mind, reduce stress and quicken your reflexes.
• At the same time it increases your endurance and cardiovascular fitness.
• Cardio-kickboxing improves your self-esteem and makes you feel and look good.
• You can burn about 500 to 800 calories an hour, so it’s good for maintaining your
ideal weight.
Play music
Safety for
Use music with a tempo of around 125 beats per minute (bpm). Have a warm-up
cardio-kickboxing
tempo of 120 bpm, and a cool-down tempo of 118 bpm or less.
• L isten carefully to
instructions.
PE Activity 1: Practise routines for cardio-kickboxing
• Keep your knees
a little bent to 1. Basic stance – stand with your feet a shoulder-width apart. Tuck your chin
help with shock
in and bend your arms a little at your elbows, as you hold your hands near
absorption.
your chin.
• If you are new to
kickboxing, do only 2. Forearm extension – straighten your forearm in a chopping motion or curl
five repetitions it in.
(reps) of any 3. Front kick – stand with your feet a shoulder-width apart. Keep your arms
movement at a time. at a 90-degree angle in front of your shoulders. Bend your knees slightly.
• Breathe normally, Pull your right knee up to your chest. Point your knee in the direction of an
don’t hold your
imaginary target. Then, kick out with the ball of your foot. Curl your toes up
breath.
towards you. Repeat this action with your other leg.
• Do not lock your
joints when 4. Knee raise – kick with your knee or lift it as in a leg raise.
throwing kicks or 5. Leg extension – kick your leg forward, diagonally, sideways or backwards
punches. while you keep the knee straight, bent or in motion.
• Do not kick too far 6. Lower leg curl – kick the lower leg forward or back.
out or too high up 7. Squat – bend your knees.
until you are used
8. Straight or bent arm extension – punch or swing your arm straight out, up,
to the kicks, and
down, back, diagonally or sideways, with your elbow bent, straight or in
have increased your
flexibility. motion.
• Never hurt or touch 9. Side kick – stand in the basic kickboxing stance. Then pull your right knee
another person, as up toward your left shoulder. Turn on your left foot as you kick up with
this is a non-contact your right leg. Bend your knees a little bit as you kick towards an imaginary
sport, unlike boxing target. Repeat with your other leg. The outside of your foot or heel should
or kickboxing.
be the part that would hit the target.

10. Toe raises – lift your heels and stand up on your toes.
11. Trunk tip or turn – tilt your trunk forward, like you do for kicks, crunches or
toe touches, or twist your trunk in a turning motion while you punch.
12. Roundhouse kick – stand in basic stance with your knees slightly bent and
feet shoulder width apart. Your right leg is behind. Take your weight onto
your left leg as you lift your right knee. Turn your body to the right as you
kick out with the top of your right foot as though you are hitting a target.
Repeat with the other leg.
2.2 Endurance and strength exercises: circuit training Safety hints

Circuit training is made up of a series of different exercises or stations. It builds • R emember: warm
strength and endurance. It also develops flexibility and coordination. A good up for five minutes
circuit will work your arms, stomach muscles and legs. It will also include aerobic before you start the
exercises to increase your cardiovascular fitness. circuit.
• There are usually about ten stations with different exercises. Each station trains • Cool down for five
minutes once you
a different part of the body.
have completed the
• You quickly complete the exercises at each station, and then you move to the
circuit.
exercises at the next station. • Keep enough space
• You rest for only about 15 to 30 seconds between stations. between you and the
• You should be able to complete the circuit in 45 minutes. other learners so
• You can complete the circuit once, twice or three times, depending on your that you don’t bump
fitness level. into them.
• If you are too tired
Circuit training does not need expensive gym equipment. You can set up a circuit to continue, step
anywhere. outside of the circuit.
Breathe deeply and
then return.

PE Activity 2: Complete a fitness circuit
Station 1: Star jumps

• Star jumps are a useful way to exercise your legs and
your shoulders.
You need to do this jump in one quick movement.
• Start by standing straight with your arms by your side.
Then squat down and bend your legs at the knees.
• Breathe out, jump upwards and outwards, opening
your legs wide and moving your arms out,
creating a star shape while you are in the air.
• Then, as you land, bend your knees until your hands
touch the ground on either side of you.
• Hint: try to keep your back straight. Look ahead,
not down.
• Repeat 10 times.
Station 2: Lift weights

• Fill two 1.5 kg containers, such as empty soap boxes or
1.5 litre plastic cool drink bottles with sand or water.
• Hold one in each hand.
• Lift the weights high above your head. Then return them
to your shoulders.
• Repeat ten times, as fast as you can.
• Then stretch your arms straight out in front of you, still
holding the weights, and move them back in to your
shoulders. Repeat ten times.
Station 3: Wall stretches, wall sit and free

stretches
Wall stretch
• Sit with straight legs facing a wall.
• Put your feet flat against the wall. Keep your feet 30 cm
apart. Without bouncing up and down, stretch your hands
forward towards the wall until you feel a bit of a stretch.
• Stay there for five seconds. Try to touch the wall with your
fingertips, then with the palms of your hands.
• Repeat five times.

Wall sit
• Lean your back against a wall, placing your
feet a short distance from the wall.
• Inhale, bend your knees and slide your hips down
the wall until your thighs are parallel to the floor.
Your ankles should be directly below your knees.
• Hold the stretch for 10 seconds or more.
• Repeat five times
Free stretches
Do a series of stretches (see warm-ups on page 54) such as
windmills, side stretches, leg stretches (front lunge), or hamstring
stretches (toe-touch). Repeat each stretch five times.
Station 4: Controlled sit-ups

• For this exercise you want to see how controlled your
movements are, rather than trying to see how many sit-ups you
can do in a minute.
• The hands-to-knees sit-up is a useful way to work your
abdominal or stomach muscles (abs).
• Lie on your back with your knees bent and feet flat on the floor.
• Start with your hands resting on your thighs, then slowly move
your hands towards your knees as you lift your upper body.
• Control the movement by using your abs on the way down.
• Remember, the slower you work, the harder but more effective
the exercise will be.
• Keep your chin off your chest, and if your neck aches, support
your head with one hand.
• If you do the exercise correctly you should feel your abs working.
• Repeat ten times.
Station 5: Burpees
• Burpees help to strengthen your arm, leg and core body muscles.
• To perform a burpee, stand up straight.
• Then get into a squat position, with your hands on the ground in front of you.
• Kick your feet back to a push-up position.
• Immediately return your feet to the squat position.
• Leap up as high as you can from the squat position and land standing straight.

Station 6: Rope jumping
• Jump on a padded surface or lawn.
• Keep your knees slightly bent and your arms relaxed at your sides.
• Look straight ahead, don’t look down at your feet.
• You don’t need to jump very high or kick your feet up behind you.
• Develop a jumping rhythm so that the sound of your feet is like a
regular drum beat.
• Alternate fast and regular jumping with tricks, for example, let the
rope pass under your feet twice in every jump.
Station 7: Crunches
Crunches strengthen your abdominal muscles
Crunch 1 Crunch 2
• Lie on your back, bend your knees and keep your • Lie on your back and raise your feet off the
feet flat on the ground. ground.
• Hold your hands at the sides of your head. • Bend your knees at 90 degrees.
• Breathe in and tighten your abdominal muscles. • Put your hands at the sides of your head.
• Breathe out and lift your shoulders off the ground. • Tighten your abdominal muscles.
• Keep a space between your chin and your chest. • Breathe out and lift your shoulders off the ground.
• Hold for two seconds. • Curl your shoulders forwards, keeping your lower
Keep your neck relaxed. back on the ground.
• Breathe in and lower yourself • Breathe in as you lower yourself to the ground.
to the ground. • Repeat 20 times.

Station 8: Sprints
• Short sprints help you develop your acceleration,
speed and anaerobic fitness.
• Put markers at 10 m, 20 m and 30 m.
• Run to the 10 m mark, touch the ground and
run back to the start line as fast as you can.
• Then run to the 20 m line and back.
• Lastly, run to the 30 m line and back.
• Start this sprint sequence again and repeat
five times.
• To vary this routine, use very big strides,
high knees and high skips.
• Monitor your improvement by timing yourself to see
if you can run faster each time you run.
Station 9: Shadow boxing

Shadow boxing strengthens your oblique muscles and abs.
This is a non-contact exercise which means you don’t hit anybody.
Horse stance
• Stand with your feet wider than shoulder-width apart.
• Point your toes forwards.
• Bend your knees at a 60 degree angle.
• Keep your back straight.
• Hold your abs tight.
• Put your hands up in a boxing pose.
• Turn your trunk (top half of your body) to your left.
• Turn around on the balls of your feet.
• Strike out as if you are boxing.
Station 10: Step-ups

Step-ups are a good way to build up the strength in your legs.
• Stand in front of the step.
• Keep your back straight.
• Step up with your right foot.
• Put your whole foot flat down on the step.
• Now step up with your left foot.
• Step down, first your right foot, then your left foot.
• Repeat, without pausing.
• Keep to this rhythm: one second up, one second down.
• Keep your shoulders relaxed and your breathing even.
• Try to do this exercise for three minutes, rest and
repeat three times.

Chapter 5: Democracy and human
rights Term 1 Weeks 7–10
Unit 1: Unit 1: Diversity, discrimination and

Key questions human rights violations
1. What is diversity?
Time: 1 hour
2. What is
In the next four weeks you will learn more about diversity and discrimination.
discrimination?
You will learn more about human rights violations and which instruments to use
3. What are violations
to oppose human rights violations. You will also learn more about people and
of human rights?
organisations working to stop discrimination and human rights violations.
1.1 Diversity
Diversity means being different. It refers to difference or variety about many
Key words
aspects of being human, such as:
diversity – difference and • culture
variety
• religion and belief system
discrimination – unfair
treatment • race
human rights – rules to • language
live in society
• gender
human rights violations –
abuse of human rights • age
human trafficking – • health status
illegally buying people and
• place of birth, such as Africa or China
selling them, especially in
another country • where you stay, for example in an urban or rural area.
exploitation – the use of
someone or something Every human being is unique. We all have individual differences. We are also similar
in a way that helps you in many ways. We must respect differences. We must not judge each other on the
unfairly
basis of differences. If we promote fairness and respect for each other, we will live
migrant – a person who
goes from one place to in a peaceful, successful, progressive and caring country.
another, especially to find
work In South Africa, diversity mainly refers to the different cultural groups that enrich
and bless our country. To accept and honour diversity means you:
• take pride in your own and others’ cultures
• agree that everybody does not have to be the same, or look or think alike
• respect others’ opinions, even if you disagree with them
• understand, tolerate and respect different views and experiences
• are willing to learn, work and live together in peace with diverse people.
Ubuntu promotes respect for diversity. Ubuntu is an African philosophy that is

based on:
• care and understanding
• our connectedness to each other
• our shared humanity
• the desire to understand and respect each other.
62 Chapter 5: Democracy and human rights Term 1

Activity 1: Find out more about diversity
Look at the cartoon below.

1. Where would you put yourself: in block 1, relating to people who are
different from you, or in block 2, only relating to people who are the
same as you? Give a reason for your choice. (2)
2. In what way do you think interacting with people who are different
from you can help stop you from being bored? (4)
3. Write a short paragraph to explain what you understand by diversity. (4)
1. Diversity
2. Uniformity
1.2 Discrimination
Discrimination means to treat people unfairly and differently. When
you discriminate, you deny people their rights, power and privileges.
So, to discriminate is to violate or abuse others’ human rights. Often,
discrimination is based on ignorance. For example, some people
discriminate against others who:
• have tuberculosis (TB). Those who discriminate base their discrimination
on fear and ignorance. They don’t know that if you have TB and take your
medicines, you cannot pass the TB bacteria on to others.
• live with HIV or AIDS. Those who discriminate don’t know that you
cannot pass HIV on to another person unless you exchange bodily fluids
during sexual intercourse, or come into contact with infected blood.
• are younger or older than they are. Discrimination based on age has no
place in a modern country.
• live in or come from a rural or an urban area. It does not matter where
you were born or where you live; we are all equal.
• live with albinism. Those who discriminate don’t know that people with
albinism have a genetic disorder that affects their pigmentation, so they
have only slight colour.
• belong to different cultural groups. In the past, the apartheid regime
People who have albinism
discriminated against the majority of people in South Africa, based on their
don’t deserve to be
race. They did not know that all cultural groups are equal. discriminated against.
Chapter 5: Democracy and human rights Term 1 63

Activity 2: Rate yourself – do you discriminate?
Do you discriminate against others? Answer the following questions to

find out. Write the numbers in your workbook and ‘No’ or ‘Yes’ next to the
numbers.
Do you: No Yes
1. have friends who are from different cultures?
2. stop others from bullying or teasing somebody?
3. speak out and show you don’t agree when somebody uses racist
language?
4. invite non-South African citizens to your home to help them feel

welcome?
5. think women are inferior; think women are not as good as men?
6. believe that your cultural group is better than any other cultural group?
7. say negative things about a group of people who are different from you?
8. stay away from people who don’t follow your religion?
9. like to make jokes about people who look different?
10. prefer not to speak more than one language?
Rate yourself
Look at the answers at the bottom of this page.
1.3 Human rights and violations

Human rights are rules to help everybody live together in peace, safety and
happiness. Sometimes people don’t follow these rules. Then they violate or abuse
human rights.
Example of human rights violations: human trafficking

Human trafficking is the global illegal transport of people across international and
local borders. 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:
• for sexual exploitation and forced marriage
• to work in shops or factories for no pay
• to beg to provide money for your capturers
• to harvest and sell your organs such as kidneys
• to work on farms or do domestic work.
Call 0800 555 999 for help or if you suspect human trafficking is going on in
your area.
you need to work hard on improving your attitude so you can stop discriminating.
If you have answered ‘Yes’ to all or some of items 5, 6, 7, 8, 9, 10 and ‘No’ to all or some of items 1, 2, 3, 4,
promote respect for diversity and do not discriminate. Keep up this good attitude!
If you have answered ‘No’ to items 5, 6, 7, 8, 9, 10 and ‘Yes’ to 1, 2, 3, 4, congratulations! You accept and

Activity 3: Learn about human trafficking
Give written answers to these questions, after reading the case study.
Case study:
Global human rights violations: human Human traffickers are organised criminal
trafficking and exploitation of migrants gangs that exploit people by holding them in
Recent years have seen greater numbers of oppressive slave-like conditions, and treating
people migrating from poorer areas, often rural them in a cruel and inhuman manner. This
areas, to places where there is often a steady could include beatings and other punishment,
demand for cheap unskilled labour, usually sexual abuse and sometimes even death.
cities in their own country or another country. People are forced to work and the traffickers
take all or most of the money. This is a form of
People say they leave their homes and migrate
labour exploitation or slavery.
because of unemployment, poor pay, instability
and conflicts. They hope they will improve Most trafficked women and girls are exploited
their economic situation by moving to a in the sex industry and through domestic
country or city that is wealthier and has more labour, while men are trafficked mainly for
opportunities. labour in agriculture, construction and services.
Most countries have very strict immigration Traffickers often take away migrants’ passports.
regulations and do not give outsiders legal Because of this, and because they do not have
work permits easily. This creates the conditions valid visas or work permits, trafficking victims
for human trafficking, because migrants have are afraid of the police and other authorities, and
to depend on illegal middlemen for passports are unable to seek protection. Because there is
and transportation, and they may end up in the not enough national and international protection,
hands of traffickers. human trafficking is growing all over the world.
(Adapted from Trafficking in Human Beings: A Guidance Note, 2004, United Nations Development Programme.)
1. Why do many countries rely on migrant workers? (4)

2. What is labour exploitation? (4)
3. Why is human trafficking increasing? (4)
4. How do human traffickers violate the rights of migrants? (5)
5. What number can you call to report human trafficking? (1)
6. Explain what you can do to prevent human trafficking. (6)
1 TRICKED! 2 TRANSPORTED! 3 TRAPPED! 4 USED!
FOLO_Gr10_LB.indb 65 2013/12/12 4:39 PM

Unit 2: Unit 2: Our Bill of Rights and other human
Key questions rights instruments
1. What are national
Time: 1 hour
and international
instruments 2.1 The South African Bill of Rights
for opposing
Human rights are rules to help everybody live together in peace, safety and
discrimination and
violations of human happiness. Chapter 2 of our Constitution is our Bill of Rights. It lists our human
rights? rights that are protected in South Africa. These rights are based on:
2. What are other • dignity • democracy • equality • freedom.
bills, charters and The summary of the Bill of Rights on pages 68 to 70 briefly explains each of
protection agencies?
your rights, responsibilities and actions you need to take. Use the Bill of Rights
throughout the year as a useful reference to make sure you:
• behave properly, legally and correctly
Key words
• get the benefit of your rights
national and • protect the rights of others
international instruments
– tools used to fight • never violate the rights of others.
against discrimination and
the abuse of rights
Activity 4: Use a human rights instrument
bill – a statement of the
rights of a group of people
Write your own answers down.
charter – a document that
gives rights to a person or 1. Look at the cartoons. For each cartoon, critically evaluate whether you
group agree or disagree with the speaker’s interpretation of human rights
protection agency
violations. (4)
– an organisation or
department that looks
after your human rights
and protects you from the
violation of your rights
I have
rights! You violate
my rights when you tell
me I cannot kiss you.
I am a man!
You are violating

my rights! Child labour
1 2
is against the law! No, I
will not do my language
project!
In what way do these learners

misunderstand violations of
human rights? 2. Refer to the summary of the Bill of Rights on pages 68 to 70.
Find the correct right in the Bill of Rights to support your answers
in question 1. (4)

Activity 5: Analyse the case study
Read the case study and then give written answers to the questions that follow.
Case study:
School dreadlocks ban: a human rights
violation
Grade 10 learner Linda Moloi * (name changed),
was expelled from her school because of her
dreadlocked hairstyle. She laid a complaint at the
Equality Court for her right to wear dreadlocks.
Linda’s father went all the way to the Human
Rights Commission (HRC) to complain and lay
a charge. After the HRC’s appeal to the school,
Linda was allowed to return. However, her family
thought that the incident was not solved properly.
In her sworn statement before the Equality
Court, Linda explained that she felt very shamed,
dishonoured and disrespected, and also
discriminated against, because of her religious
beliefs. Her school’s code of conduct was
discriminatory because it banned dreadlocks and
patterns in hair, as well as so-called ‘strange cuts’.
This obviously discriminates against religions,
for example the Rastafarian religion, and some
African people, who like to have braided hair and
patterns as it’s a cultural tradition.
Linda felt that the school violated her right to
education as stipulated in section 29 of the
Constitution. It also disgraced, humiliated and
discriminated against her, just because of her
religion. She said that she hoped that her school
could become more tolerant and respectful
and be more inclusive. She also hoped that
her school would oppose the rules that spread
stereotypical beliefs and discrimination.
1. Why was Linda expelled from school? (2)

2. How did Linda feel? (2)
3. In what way was Linda discriminated against? (4)
4. List Linda’s human rights that were violated. (4)
5. Give Linda’s school advice: suggest how the school
can show tolerance and respect towards diversity. (8)

Resources: The Bill of Rights and other human rights instruments
Use this summary to help you oppose human rights violations
Right Explanation Your responsible actions
Equality You can never be discriminated against unfairly. All Treat others fairly.
people are equal and must be treated equally. Never discriminate against others
Human dignity You have dignity and self-respect that nobody may Treat other people with respect. Protect people’s
take away from you. For example, nobody should dignity.
use racist language against you, swear at you or Be kind and caring.
shame you. Nobody should do, or ask you to do, Greet people and speak to them politely.
anything that makes you feel ashamed.
Life Nobody may kill you. You have the right to live your Respect the right to life of other people.
life to the full. Do not kill or hurt another person. Protect and
defend others’ lives.
Do not carry dangerous weapons.
Live a healthy life and do not behave in an
irresponsible way that may infect others with
diseases.
Freedom and You cannot be arrested and held without a reason, Live according to the law so you stay out of jail.
security of the a charge and a trial. Respect other people’s bodies; never force another
person Nobody is allowed to beat or harm or torture you person to have sex with you.
in any way. Never bully or hurt others.
You have the right to full control over your body. Solve conflicts peacefully.
You cannot be forced to do anything, such as have
sexual intercourse, without your permission.
Slavery, Slavery is not allowed. A slave is somebody who is Never enslave another person or force somebody
servitude and owned by another person and who works without to work for you. Never be a human trafficker.
forced labour pay or rights. Nobody can force you to work for
them. You cannot work for no pay. You cannot work
for longer than a certain number of hours. You need
leave days.
Privacy You cannot be searched, nor have your home or Do nothing that will make the state invade your
possessions searched, without a warrant. privacy; do not get into criminal activities.
The state or anybody else cannot open your mail,
read your emails or listen to your telephone calls
without your permission.
Freedom of You can have your own opinions and views; you Respect the freedom of others to have any religion
religion, belief cannot be forced to believe in something. and beliefs they want.
and opinion You can follow the religion of your choice. Other Show understanding, tolerance and consideration
people have to respect your religion and allow you for other people’s beliefs and religions.
to practise it.
Same-sex marriages are allowed.
You can get married traditionally or under the
laws of your religion, as long as these laws do not
go against the Constitution. This means that you
cannot marry a 15-year-old, buy a wife or buy a
husband or enforce a marriage.
Freedom of Freedom of expression is freedom of speech. Your opinion should not harm others.
expression This means that everyone may say, write or print Avoid saying, showing or doing things
whatever they want, as long as they don’t violate that can cause offence, violence, hatred or
the rights of others. misunderstandings.
No one is allowed to spread hate and racist speech Do not spread or tell lies.
or propaganda for war, or encourage people to be
violent.

Assembly, You can gather together with other people, hold a Hold orderly, peaceful demonstrations, marches
demonstration, demonstration and picket. and strikes.
picket and You can present a petition, which is a formal
petition request or appeal. However, you must do this
peacefully.
Freedom of You can associate or mix with whomever you want Associate with people who are not criminals.
association to. You can be friends, colleagues, comrades or Avoid forming organisations that are against the
business partners with anyone you want to. You Constitution, for example clubs based on hatred of
can meet or form an organisation with anyone. You another race or cultural group.
cannot be discriminated against because of which
club you belong to, or who your friends are.
Political rights If you are a citizen of South Africa, you can join a Vote in every election: provincial and national.
political party. Accept the outcome of election results, even if your
You can also start your own political party. party does not win.
If you are a citizen of age 18 years or older, you can
vote in secret in elections.
Citizenship Your citizenship cannot be taken away from you. Be a responsible and caring citizen.
That means, you are a South African for ever, unless Obey the laws of the country.
you choose to give up your citizenship and become Help make South Africa a great country.
a citizen of another country.
Freedom of You can go or live wherever you want in South Keep your passport updated.
movement and Africa.
residence You can leave South Africa if you choose, as long as
you have a passport. You can return at any time.
Freedom of You can choose to do any kind of work you Get fully trained for your career and follow the
trade, occupation want. However, you must have the necessary rules and regulations for this career.
and profession qualifications, skills or experience needed for the
job.
Labour relations You have the right to be treated fairly at work. Your Follow the rules about strike action.
hours of work should be fair, working conditions Do your best at work.
safe, and pay and leave as set out in the law. Avoid absenteeism and corruption.
Workers can form and join trade unions. All
workers can go on strike if they follow the correct
procedures.
Environment You have the right to a healthy environment. The Look after the environment.
state must pass laws to protect the environment so Promote sustainable development so that the
that everyone can benefit from it. You can use these environment is protected for the use and enjoyment
laws to ensure your environmental rights. of present and future generations.
Do not litter.
Do not waste water and electricity.
Property Your property can be taken away from you by the Care for your property, and pay your rates and
government only under certain conditions. taxes.
Land reform is allowed. Respect the property of others; do not take what
People who are labour tenants on someone else’s belongs to others.
land need to be protected.
The state must try to ensure that everybody gets
access to land.
Housing Everybody has a right to have access to housing. If you own housing and rent it out to others, do not
Access to housing means that nobody can stop you evict them without advance warning.
from getting a house, evict you, break your house
down or take your house away from you.

Health care, The government must do as much as it can to Save water and plant food if you can.
food, water and make sure that its citizens have basic access to Make healthy lifestyle choices; do not get pregnant
social security health care services, food and water, social security if you can’t afford to look after your child.
(such as pensions and unemployment insurance), Try to save money to use when you are old.
and assistance for people who cannot support
themselves and their dependants. You cannot be
denied urgent medical care, even if you cannot pay
for it.
Children Children under the age of 18 have special rights. Act responsibly and avoid risky behaviour.
They include the right to: Respect your parents.
family care Be loyal and kind to your whole family.
food, shelter and health care
not to be abused or neglected
not to be detained
be given a lawyer
not to be used to fight during armed conflict or war,
but to be protected
not to be forced to work or given work which is not
suitable for a child.
Education You have the right to basic education, including Work hard at school.
adult basic education. This means that from Grades Listen to and respect your teachers, parents and
R–9, you cannot be stopped from attending school caregivers.
even if you can’t pay your school fees. Attend school regularly.
Follow the rules and the school’s code of conduct.
Language and You can use the language of your choice and follow Respect other people’s languages and culture.
culture the culture that you choose. When you follow your culture, uphold the
Constitution so you don’t violate any of the rights
in the Bill of Rights.
Cultural, Communities can enjoy their own culture, use Respect other people’s rights when they enjoy their
religious and their own language, practise their own religion and culture or practise their religion.
linguistic set up their own organisations. Communities can
communities have their own schools, monuments and places of
worship that keep their culture alive.
Access to Everybody has the right to any information that the Use information responsibly.
information government has. Avoid using information that abuses the rights of
others or violates their privacy.
Administrative Administrative action is action by the government Follow the law.

action and public officials who work for government Know your rights and challenge decisions by
departments. Their actions have to be reasonable government officials that violate your rights.
and legal, and the procedures used must be fair.
Access to courts You can ask a court or other legal body to make a Try to solve disagreements through mediation,
decision about a serious argument, disagreement or negotiation and reconciliation.
difference of opinion that is a legal problem. Avoid taking petty arguments to court.
Arrested, Every person has rights if they are arrested, Avoid breaking the law; avoid doing anything that
detained and imprisoned or accused of committing a crime. could get you arrested or jailed.
accused persons

n
Welfare of Childre
e Af ric an Ch ar te r on the Rights and
Th
Rights states about
art er is ve ry sim ilar to what our Bill of
This ch t violated.
s to en su re tha t ch ildren’s rights are no
children. It aim
Extract from the Conv

ention on the Eliminati
The Convention on the on of Discrimination Ag
Elimination of All Form ainst Women (CEDAW
adopted in 1979 by the s of Discrimination again )
United Nations Genera st Women (CEDAW ) wa
women. It defines what l Assembly. This is an int s
discrimination against ernational bill of rights
such discrimination. women is, and sets up for
an agenda for action to
Discrimination against en d
women is defined as:
‘...any distinction, exclu
sion or restriction made
of impairing or nullif yin on the basis of sex which
g the recognition, enjoy has the effect or purpos
their marital status, on me nt or exercise by wome e
a basis of equality of me n, irrespective of
freedoms in the politica n and women, of huma
l, economic, social, cultu n rights and fundamen
Measures to end discrim ral, civil or any other fi tal
ination against women eld.’ (CEDAW )
– incorporate the princ include:
iple of equality of men
discriminatory laws an an d women in the legal sy
d adopt appropriate on stem, abolish all
– establish tribunals an es prohibiting discrimina
d other public institution tion against women
against discrimination s to ensure the effectiv
e protection of women
– ensure elimination
of all acts of discrimina
enterprises. tion against women by
persons , organisations
or
ss Charter
Fitness and Wellne
Extract from Youth,
ay and
l Activity, Sport, Pl
Charter of Physica South Africa
-b ein g fo r all Ch ildren and Youth in
W ell
Preamble e. This
South Africa are our futur
The children and youth of nce
ter aim s to co nt rib ut e to nation building, to enha
Char of life of all
d to improve the quality
the general well-being an
ensuring that:
young South Africans by ht to be
ren and youth have the rig
(i) All South African child
physically active, ysical
ilities to participate in ph
(ii) Opportunities and fac and
ould be equally accessible
activity, sport and play sh
available to all, oting
Ch ild ren an d yo ut h ar e active participants in prom
(iii)
activity, sport and play,
participation in physical h is
African children and yout
(iv) The diversity of South
d.
recognised and embrace
arter has
rican Constitution, this Ch
Aligned with the South Af be adopted
en de ve lop ed for all So uth Africans and should
be all
prove the quality of life for
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ize ns an d fre e th e po ten tial of each person. Physi
cit uth
pla y ar e me an ing ful ch annels through which So
sport and al.
ople and achieve this go
Africa can embrace its pe WellnessCharter)
c.za/depts/essm/YouthFitness&
(Source: http://web.uct.a

2.2 National and international instruments
There are useful national and international instruments or tools for identifying
and stopping discrimination and other violations of human rights. See the extracts
on pages 68 to 71.
Activity 6: Use a human rights instrument
Read the scenarios shown below. Then write your answers down.
Imagine you are a human rights lawyer. What advice can you give each
person in scenarios 1–4 whose rights are violated?
For each of the scenarios:
1. Identify which human rights are violated. (8)
2. Work through the Bill of Rights and the extracts of human rights
instruments on pages 68 to 71. Decide which instrument and right
you can use to address each violated right. (8)
3. Advise the person what actions to take. (8)
Scenarios:
Scenario 1: Desireé wants to play soccer. Her Scenario 2: Recently a factory has been
school told her that soccer is just for boys. No dumping waste on a field next to the school.
sports are offered for girls at the school. The learners have become ill. One Grade 10
learner, Zukiswa, is now in hospital.
Scenario 3: Sonwabo’s parents died. He has Scenario 4: Amina is 15 years old. Her parents
nowhere to stay. His uncle took the house and decided she should leave school and get
all the belongings. Sonwabo is in Grade 10, married to a 60-year-old man they chose for
but he has dropped out of school. her. She has never met this man and does not
want to leave school or get married.

2.3 Protection agencies
Protection agencies look after your human rights and protect you from the
violation of your rights. Examples of a few protection agencies and their logos
are given below.
The International Federation of Red Cross and Red Crescent Societies help to
provide relief and aid in poor and war-torn countries and communities.
They aim to:

• prevent and lessen human suffering
• protect life and health
• ensure respect for humans, specifically in times of armed conflict and other
emergencies
• prevent disease
• promote health and social welfare
• encourage voluntary service
• promote a universal sense of solidarity towards all those in need of protection
and assistance.
The United Nations Children’s Fund (UNICEF), works for children’s rights and
children’s survival, development and protection. UNICEF is guided by the United
Nations Convention on the Rights of the Child. It aims to:
• establish children’s rights as lasting ethical principles
• set up international standards of appropriate behaviour towards children
• advocate for the protection of children’s rights
• help meet children’s basic needs
• expand children’s opportunities to reach their full potential.
The United Nations Security Council authorises peacekeeping forces. For example,
they sent 26 000 peacekeepers to try to stop the violence in Darfur, in western Sudan.
The United Nations Security Council (UNSC) is an organ of the United Nations (UN).
For South African Protection agencies see page 82.
Activity 7: Role-play protection agencies and their work
Choose a protection agency.

Imagine that you are a volunteer working for this agency.
Identify an example of discrimination or another violation of human rights that
this agency would deal with.
1. Present a short role play to the class:
a) Show what your work at this agency is about. (5)
b) Demonstrate how you would address the human rights violation. (10)
c) Explain which human rights instruments you could use to help you. (5)
2. Write a short paragraph to explain what you learnt from participating in
this role play. (5)
3. After you have watched all the class role plays, write down five strategies
that you can apply to address violations of five human rights that are
taking place now, in South Africa and in the rest of the world. (10)

Unit 3: Unit 3: Discriminating behaviour and human
Key questions rights violations
1. What are the
different types of
Time: 1 hour
discrimination?
2. What is the impact 3.1 Types of discriminating behaviour and violations
of discrimination?
Xenophobia, stigma, bias, racism and gender stereotyping are examples of types of
discriminating behaviour. These are explained in the table below.
Key words Fair discrimination

discrimination – unfairly In some cases discrimination is allowed if it is fair. For example, affirmative action
treating a person or group is fair because it is a way to make up for the inequalities of the past apartheid
of people differently from
other people or groups of regime, where jobs were kept for some races only. In the same way, Black Economic
people Empowerment (BEE) is fair because in the past, the majority of the people were not
violation – ignoring or allowed to own companies or invest money.
interfering with a person’s
rights
impact – effect, Unfair discrimination
consequence, result
Unfair discrimination goes against our Constitution. All people are equal and must
be treated equally. The table below gives examples of unfair discrimination.
Examples of unfair discrimination
Type of Explanation Example

discrimination
Disability when you are treated badly because of A hotel allows a child who is in a wheelchair to eat only in the
discrimination your disability garden, not in their dining room – parent and disabled child are
not given the same choices as other parents.
Gender to treat people unfairly and differently Baby girls are neglected in some developing countries in Africa,
discrimination because they are male or female Asia and South America, and receive less food and health care
than boys.
Racial discrimination based on a person’s race; The apartheid regime discriminated against African people, e.g.
discrimination where one race believes it is better than they had to carry pass books and white people did not.
another race In France, the government targeted the Roma people for
deportation or eviction and sent them to Bulgaria and Romania.
Religious discrimination based on a person’s religion In Tibet, the Chinese government discriminates against Tibetan
discrimination and religious beliefs Buddhists. They are jailed and beaten up.
Sexual for example homophobia, which is Gay men are jailed just because they are gay, for example in
orientation prejudice against people who have same- Malawi and Uganda.
discrimination sex relationships
Stigmatisation harmful attitudes and abuse towards In some areas pastors in churches point fingers at members of
others, based on misinformation and the congregation and say they are witches.
ignorance; marking people in a negative
way
Workplace discrimination in hiring, promotion, In some workplaces, people lose their jobs because they are told
discrimination work assignment, termination and they are too old.
compensation, and harassment
Xenophobia prejudice against refugees and foreign Foreign nationals are chased from their homes and killed in South
nationals; hatred and fear of foreigners and Africa.
strangers
Bias influence in an unfair way; to have a A food server at a school hostel always gives the best pieces of
preference for or to favour a group of meat to learners from his own culture; he shows favouritism.
people or an idea, not based on fact or At a clothes store, the saleslady allows only people from her
fairness; to show favouritism culture to try on clothes; she shows bias towards other cultures.

Activity 8: Challenge types of discrimination
Look at the pictures, and answer the questions about them that follow.
1. 2.
3. 4.
1. In what way is each victim being discriminated against? Match each type
of discriminatory behaviour listed, with a picture. Write only
the type of discriminatory behaviour and the correct picture number. (4)
a) Racial discrimination
b) Stigmatisation
c) Xenophobia
d) Disability discrimination
2. Identify the kind of human rights violation each picture shows. (5)
3. Suggest how the victim in each picture feels. (5)
4. Write a short essay of one to two pages on the actions you can take to
oppose discrimination at your school and in your community. (10)

3.2 The nature, source and impact of discrimination
Bias, prejudice, discrimination and oppression have a negative effect on individuals,
societies and countries. Discrimination does only harm; it is never good. The
various forms of discrimination are usually caused by ignorance, political agendas,
greed, need for power or money, or hatred of diversity.
Prejudice is judging people on the basis of untruths and differences. To be

prejudiced is to pre-judge without finding out the truth. Prejudice leads to negative
attitudes and behaviour towards others, and promotes discrimination.
Prejudice also leads to stigma. Stigma is the harmful attitudes and abuse towards
others, based on misinformation and ignorance. People living with HIV and AIDS
and TB are often victims of stigma. To stigmatise is to:
• mark or brand somebody • treat a person as an outcast
• shame a person • behave towards people in a disgraceful way.
Racism is prejudice or discrimination based on a person’s race.
Bias is to influence in an unfair way, or to have a preference that prevents you from
looking at the facts.
Oppression means to be kept down by unjust use of force or authority. When you
are oppressed, you have no freedom or rights.
The impact of discrimination: xenophobia

An example of discrimination is xenophobia. Xenophobia is prejudice against
refugees and foreign nationals. It is the hatred and fear of foreigners and strangers.
This discrimination does a lot of harm to all South Africans.
Impact of xenophobia on the community:

• causes poverty and hardship
• disrupts communities; people are displaced; they lose their homes, possessions
These refugees lost their and shops
income through xenophobic
• harms communities; neighbours lose their trust in each other
violence. They now have
• leads to poverty and insecurity
nothing.
• leads to unemployment
• leads to violence; people get hurt and die
• makes everybody feel unsafe
• affects and harms public order.
Impact of xenophobia on people’s emotions:

• hurts people’s feelings
• makes people feel sad, lonely and afraid
• promotes fear and hatred in people
• makes us all feel ashamed of ourselves
• makes people feel less than human.
Impact of xenophobia on our country:

• gives our country a bad image
• has a negative economic impact
• stops tourists from visiting South Africa.

The impact of discrimination: HIV and AIDS status
People who are living with HIV and AIDS or TB are sometimes stigmatised.
They are discriminated against and branded. This is unfair and unconstitutional.
The people who discriminate are usually afraid and ignorant of the facts of HIV.
They don’t know how HIV can be passed on.
Discrimination is hurtful and can do harm:
• People living with HIV and AIDS may be scared to go for treatment and to tell
others about their illness.
• This can lead to HIV and AIDS and secondary infections such as TB spreading
much more, because people are not getting proper treatment.
• Many people have died unnecessarily because of discrimination and stigma or
the fear of stigma.
Know your HIV and AIDS status

The Departments of Health and Basic Education are implementing voluntary HIV
testing in schools. The initiative forms part of a campaign aimed at ensuring that all
South Africans know their HIV status. This will help everyone to receive treatment
and help to stop the spread of HIV. The sooner we know our HIV status, and take
medication, the easier it is to stop the spread of HIV.
To encourage all South Africans to know their HIV status, the Health Department is
now taking its HIV Counselling and Testing (HCT) campaign to youth at high school
level. The campaign is a preventative strategy that tries to help young people to
understand the link between their sexualities, their sexual relationships, and the
choices they make around sexualities. One of those choices is that you need to
know your status, explained Dr Thobile Mbengashe, Chief Director for HIV/AIDS and
STIs at the National Department of Health.
(Adapted from: http://www.safaids.net/content/south-africa-schools-hiv-testing-campaign-coming-soon-
living-aids)
• Remember that testing is voluntary; nobody can force you to have a test.
However, it is good to have a test, so you can know your status.
• Your result is confidential: nobody else will be told: you can decide who to tell.
• Nobody should discriminate against you because of your HIV status.
• You should also never discriminate against others because of their HIV status. Know your HIV status
Activity 9: Analyse the effects of discrimination
Work in a small group to discuss these questions before you give your own
written answers.
1. Why is it important to know your HIV status? (4)
2. Why are some people scared to go for HIV tests? (3)
3. How do you feel about going for HIV tests? (3)
4. Discuss the effects of discrimination against people who are HIV-positive
or living with AIDS. (4)
5. Explain why it is wrong to discriminate against people because of
their HIV or AIDS status. (5)
6. Suggest how people living with HIV and AIDS can be protected from
discrimination. (6)

Unit 4: Unit 4: Challenge prejudice and discrimination
1. What are the
South Africa is privileged to have many individuals and groups that fight against
contributions of
people who oppose human rights abuses. They promote nation building so that we all get on well with
discrimination, each other and are proud to be South Africans.
human rights
violations and
4.1 Contributions of individuals and organisations to
nation building?
address human rights violations
2. Describe South
African initiatives South Africa is blessed with individuals and organisations that work to address
and campaigns human rights violations. See the wall of honour on pages 80 and 81 for examples of
which address individuals who have made significant contributions. There are also many helpful
discrimination, organisations that oppose discrimination. They fight against human rights abuses
human rights and protect us from human rights violations. Learners can also get together to work
violations and
to oppose discrimination and the violation of rights.
nation building.
3. What is your own
Activity 10: Analyse what learners achieved
opinion on prejudice
and discrimination? Read the case study before you give written answers.
Key words Case study:

initiatives – plans or Grade 10 learners make a plan to challenge prejudice and
programmes that are discrimination
intended to solve a
problem A group of grade 10 learners got together and decided they needed to
campaigns – a series of take responsibility to do something about the xenophobia, racism and
activities designed to discrimination that was happening in their communities.
produce a particular result
The grades 10 class decided to write an open letter to the newspapers
and post it on various websites as well. They addressed this letter to
politicians, educators and ministers of religion.
In the letter they recommended:
• M
ore time for Life Orientation on the time table. This is so that all
learners can be taught very well and thoroughly about citizenship
and what it means to be a South African, how to follow our
Constitution, how to apply the Bill of rights and responsibilities, and
how to oppose all forms of discrimination.
• A
n active campaign at all schools to stop xenophobia. This would
include peer educators, speaking about it, reporting any sign of
xenophobia and having South Africa welcomes other African
countries citizens events and celebrations at the school.
• O
rganising grade 10 learners in all schools to volunteer at refugee
centres, human rights NGOs and to promote a culture of human
rights wherever they are

• NGOs and to promote a culture of human rights wherever they are.
• D
eveloping an ‘I am proudly South African, I am responsible and a
human rights promoter’ clubs, slogans and events to promote an
ethic of active citizenship among the youth.
• S
upport for learners to start a Facebook, Twitter and blog campaign
to promote human rights.
1. Why did the learners decide to take action? (2)

2. What did the learners decide to do? (3)
3. Make a summary of the main actions learners want schools to take to
oppose xenophobia. (10)
4. In what way are these learners setting an example? (5)
5. Suggest five ways in which you can oppose discrimination and
xenophobia at your school or in your community. (10)
Grade 10 learners from Woodlands Secondary School in Mitchell’s Plain made this banner to
oppose xenophobia.

Resources: Human rights wall of honour
Danny Jordaan (1951)
He contributed much to nation building. He is a sports administrator. He used to be
a lecturer, politician and anti-apartheid activist. He was actively part of the liberation
struggle. Danny Jordaan was the leader of our 2010 Soccer World Cup Bid and the Chief
Executive Officer (CEO) of the 2010 FIFA World Cup South Africa. ‘To stand here and
think about my youth in those difficult days, in a stadium that has the name of one of
the world’s great icons, this is a dream come true,’ he said at the Nelson Mandela Bay
Stadium.
Desmond Mpilo Tutu (1931)

Desmond Tutu was born in Klerksdorp, North West Province. He was a cleric, an
archbishop and an anti-apartheid activist. He is a Nobel laureate (a prize winner) and
former Chairman of the Truth and Reconciliation Commission (TRC). He worked very
hard to end apartheid and minority rule in South Africa, for the unbanning of liberation
organisations and for the release of political prisoners. Tutu named us the Rainbow
Nation and believes interracial harmony is possible in South Africa. He is outspoken and
always stands up for the rights of the oppressed.
Lilian Masediba Ngoyi (1911–1980)

Lilian Masediba Ngoyi was born in Pretoria, Gauteng. She was the first woman to be
elected to the National Executive of the African National Congress. She was a politician,
anti-apartheid activist and Treason Trialist, and was imprisoned and banned. As President
of the Federation of South African Women and President of the African National Congress
Women’s League, she was a leader of the 20 000 women who went to Pretoria to protest
against the pass laws on 9 August 1956.
Helen Joseph (1905–1992)

Helen Joseph dedicated herself to opposing apartheid. She was an
inspiration and a symbol of defiance, integrity and courage. She was
arrested on a charge of high treason in December 1956, and banned.
She often repeated the last phrase of The Freedom Charter: ‘These
Freedoms we will fight for, side by side, throughout our lives, until
we have won our liberty’.
Dulcie Evonne September (1935–1988)

Dulcie September was an ANC activist who grew up in Athlone,
Cape Town. She played an important part in the struggle for
national liberation, democracy and social justice. She was
assassinated in Paris for her beliefs and actions.
Sheena Duncan (1932–2010)

Born in Johannesburg, she was an activist and leader of the women’s organisation
Black Sash. Sheena joined the Black Sash movement in 1963 to fight the political causes
of suffering, especially those brought about by the pass laws. She was a volunteer and
held various offices in the Black Sash movement.
Moses Mbheki Mncane Mabhida (1923–1986)

Moses Mabhida was born in Thornville, KwaZulu-
Natal. He was an outstanding leader who became
a major figure in the trade union movement,
the African National Congress (ANC) and the
Communist Party of South Africa (CPSA). He was
elected General Secretary of the Communist Party
in November 1979. The Moses Mabhida Stadium in
Durban is named in his honour.

Walter Max Ulyate Sisulu (1912–2003)
An anti-apartheid activist and prominent member of the ANC, Sisulu was born in Encobo
in the Eastern Cape. He joined the ANC in 1940. Sisulu was a talented political networker.
He was sentenced to life imprisonment at the Rivonia Trial and spent 26 years in prison.
He was elected ANC Deputy President at the ANC’s first national conference in 1991.
Albert Louis Albie Sachs (1935)

Albie Sachs was born in Johannesburg. He is a human rights activist, was a Constitutional
Court judge and is an author. Most of his work involved defending people charged under
apartheid’s racist laws. As a result of his work, he was imprisoned by the security police. In
1988, a bomb was put in his car in Maputo, by South African security agents, and blew up.
He lost an arm and the sight of one eye. He played an active role in the negotiations which
led to South Africa becoming a constitutional democracy.
Oliver Reginald Tambo (1917–1993)

Oliver Tambo spent his life serving in the struggle against apartheid. He was born in
the rural Eastern Cape. He was a science and mathematics teacher. He was among the
founding members of the ANC Youth League (ANCYL) in 1944 and became its first National
Secretary. He set up a legal partnership with Nelson Mandela. He played a major role in the
growth and development of the ANC. His epitaph is: ‘It is our responsibility to break down
barriers of division and create a country where there will be neither Whites nor Blacks, just
South Africans, free and united in diversity.’
Sophia Williams-De Bruyn (1938)

Born in Port Elizabeth in the Eastern Cape, she was a founding
member of the South African Congress of Trade Unions (SACTU). In
recognition of her great contribution to democracy in South Africa,
she also received the Mahatma Gandhi Award. Sophia de Bruyn was
appointed as Deputy Speaker in the Gauteng Legislature.
Fatima Meer (1928–2010)

Fatima Meer was born in Durban and was a writer, academic, screenwriter and anti-
apartheid activist. In 1946, Meer joined many other South African Indians in a passive
resistance campaign against apartheid, during which she started the Student Passive
Resistance Committee. She also helped to establish the Durban District Women’s League,
an organisation started in order to build alliances between Africans and Indians.
Beyers Naudé (1915–2004)

Beyers Naudé was born in Roodepoort in Gauteng and was a
reverend and political activist. He was the founder member of the
Christian Institute, a non-racial religious organisation that challenged
the traditional church and provided humanitarian aid.
Frene Noshir Ginwala (1932)

Born in Johannesburg, Ginwala was a journalist, politician and speaker of the National
Assembly of South Africa. Frene Ginwala worked in Tanzania, Zambia, Mozambique and
the United Kingdom as an ANC official. After she returned to South Africa in 1991, she
formed part of the task force to establish the ANC Women’s League in South Africa.
Nelson Rolihlahla Dalibunga Mandela (1918)

Nelson Mandela was born in Mvezo, a village near Mthatha in the Eastern Cape. He played
a big role in promoting the Freedom Charter, adopted by the Congress of the People in
1955. At the Rivonia Trial, he made a statement that is now famous all over the world: ‘I
have fought against white domination, and I have fought against black domination. I have
cherished the ideal of a democratic and free society in which all persons live together in
harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve.
But if needs be, it is an ideal for which I am prepared to die.’
Nelson Mandela was in prison for 27 years. After his release in 1990, he worked hard for
democracy and was elected President of the ANC in 1991. He won the 1993 Nobel Peace
Prize. He was inaugurated as President of South Africa on 10 May 1994 as the first president
of our democratic country. He stepped down in 1999 after one term. He is a role model and
inspiration who has always kept to his values of democracy, equality and learning.

Activity 11: Identify contributions
Write short answers to the following questions.

1. Read pages 80 and 81. Choose five people who are examples of individuals
who have opposed racism and discrimination and the violations of human
rights. Explain how they have inspired you. (15)
2. Explain how you feel about discrimination and the violation of
human rights. (5)
3. Write a short paragraph to describe what you can do to oppose racism,
oppression, discrimination and the violation of human rights. (5)
4.2 Contemporary events in a transforming South Africa

South African initiatives or projects help to promote a change. We are meant to be
a free democracy where all people’s human rights are protected. Projects help to
ensure that we work hard to ensure human rights for all.
South African initiatives, campaigns and protection

agencies addressing human rights violations
Gender – 16 days of activism

The ‘16 Days of Activism’ against women and children abuse campaign challenges
South Africans to declare an end to violence against women and children for
16 days, and to make this peace permanent. This campaign increases awareness
of the negative impact of violence on women, children and society.
Treatment Action Campaign

The Treatment Action Campaign (TAC) is a large human rights advocacy
TAC and partners take part in
a global week of action. They
organisation. It provides people living with HIV, their families and caregivers with
call on governments to ensure accurate information about life-saving medicines and treatment. The TAC advocates
that the global fund has for the human rights of people living with HIV and AIDS.
money to assist people living
with HIV and AIDS and TB. South African Human Rights Commission
The Human Rights Commission (SAHRC) is the national institution established
to support constitutional democracy. It promotes, protects and monitors human
rights for everyone. The SAHRC addresses human rights violations and seeks
effective redress. This means you can lodge a complaint with the SAHRC if your
human rights have been violated.
Contact details:
Website: www.sahrc.org.za; email: info@sahrc.org.za
Gauteng (Head Office) Tel: 011 484 8300
Eastern Cape Tel: 043 722 7828 Free State Tel: 051 447 1130
KwaZulu-Natal Tel: 031 304 7323 Limpopo Tel: 015 291 3500
Mpumalanga Tel: 013 752 8292/5870 Northern Cape Tel: 054 332 3993
North West Tel: 014 592 0694 Western Cape Tel: 021 426 2277

Equality Courts
Equality Courts are courts designed to deal with matters covered by the Promotion
of Equality and Prevention of Unfair Discrimination Act 4 of 2000, also known as
the Equality Act. The Equality Courts are in the same building as the Magistrate’s
Courts. You can approach an Equality Court with any complaint about:
• unfair discrimination
• publication of information that unfairly discriminates
• harassment
• hate speech.
Go to your nearest Magistrate’s Court and speak to the Equality Clerk, who will
assist you. You will have to fill in a form to explain your complaint. You will have
to give the details of the person against whom you are making the complaint. This
person is called the respondent. You must have at least a name or, even better, the
address of the person, otherwise the matter will not be able to go forward.
Commission on Gender Equality

The Commission on Gender Equality (CGE) advances, promotes and protects
gender equality in South Africa. It aims to contribute to creating a society free from
gender oppression and all forms of inequality.
Your complaint to the CGE should include the following information:

• your name, address and telephone number
• whom you are complaining about and their contact details
• what happened to you, when it happened and who was involved
• what law you think has been broken and how
• if you have made a complaint anywhere else and, if so, what happened.
Contact details: Johannesburg head office: 011 403 7182

Put your complaint in writing and post to:
The Legal Department, Commission for Gender Equality, PO Box 32175,
Braamfontein 2017
Fax Number 011 403 5609 (Legal) Email: complaints@cge.org.za
Activity 12: Choose an initiative
1. Choose and evaluate one initiative or project that you think is making a
useful contribution to our country. Explain why you chose this initiative. (5)
2. Give an example of the type of complaint suitable for the
Equality Courts. (2)
3. Explain how you would lodge a complaint at the Equality Courts. (4)
4. Suggest five actions that you can take to make a useful contribution
to your community.
Present these actions to the class as a poster or a short report. (10)

Equal Education
Equal Education (EE) is a movement of learners, parents, teachers and community
members working for quality and equality in South African education. EE is a
community and membership-based organisation. Equal Education’s most active
members are called Equalisers. They are learners in Grades 8 to 12. Equalisers
have a leading role in the activities of the organisation. They, along with parents,
teachers, activists and community members, work with EE to improve schools
in their communities. EE has run a well-known campaign for a National Policy on
School Libraries.
HEARTLINES
HEARTLINES encourages people of goodwill to have the courage to do good. If
enough people start living according to good values, we can transform South Africa.
HEARTLINES challenges people to live out positive values in a way that will build
people, families, communities and our nation.
LeadSA
LeadSA is an initiative that aims to remind us that it is in our power to change
ourselves and our country, and that we all have the ability to lead. It’s up to you to
stand up for South Africa and our future. LeadSA, together with the Department of
Basic Education, started the campaign to promote the Bill of Responsibilities. This
means that everybody should know that each right comes with a responsibility.
How to be a leader
• Stand up for what’s right. Stand up to corruption. Don’t bribe.
• Stand up for morality. Report crime.
• Stand up for your community. Get to know your neighbours.
• Stand up for free speech. Listen to the other side.
• Stand up for your future. Respect the environment.
• Stand up for education. Go to school and work hard.
• Help instead of harm. Say ‘yes’ when asked to do a favour.
• Acknowledge goodness. When you have something good to say, say it.
(Adapted from www.leadsa.co.za)
Learners make posters to promote human rights.

Chapter 5: Democracy and human rights Term 1
Unit 1: Diversity, discrimination and human rights violations

• Diversity is the difference and variety of being human. We should not judge
others on their differences. We should respect difference.
• Discrimination means treating people unfairly and differently. Discrimination
denies people their rights.
• Human rights are rules to help everyone live together in peace and safety.
Sometimes people violate or abuse these human rights, for example when they
traffic people and exploit them.
Unit 2: Our Bill of Rights and other human rights instruments

• The South African Bill of Rights protects our human rights. These rights are
based on dignity, democracy, equality and freedom.
• There are other human rights instruments that can be used to fight against
discrimination and the abuse of rights, for example the African Charter on
the Rights and Welfare of Children, the Convention on the Elimination of
Discrimination Against Women (CEDAW), and the Youth, Fitness and Wellness
Charter.
• Protection agencies look after and protect human rights, for example the
International Federation of Red Cross and Red Crescent Societies, the United
Nations Children’s Fund (UNICEF), and the United Nations Security Council.
Unit 3: Discriminating behaviour and human rights violations

• Different types of discriminating behaviour and violations include xenophobia;
discrimination on the basis of disability, gender, race, religion, sexual
orientation; discrimination in the workplace; bias; and stigmatisation.
• Bias, prejudice, discrimination and oppression have a negative effect on
individuals, societies and countries.
Unit 4: Challenge prejudice and discrimination

• Many individuals and organisations work hard to prevent discrimination, fight
against human rights abuses, and protect people from human rights violations.
• You can approach the Equality Courts with complaints about discrimination,
harassment and hate speech.
• The Commission on Gender Equality (CGE) advances, promotes and protects
gender equality in South Africa.
• South African initiatives or projects help to promote a change, for example
Gender – 16 Days of Activism; Treatment Action Campaign; Equal Education;
HEARTLINES; and LeadSA.

Unit 1: Warm up
Key words Reminder: Your Movement Performance will be assessed during one of your PE
aerobic – ‘aerobic’ lessons.
means with air or with
oxygen. Aerobic exercise
is based on using your
muscles in a rhythmical
1. Jog on the spot
and continuous way. This Jog in place; lift your knees up.
type of exercise promotes
blood flow throughout
your body and brings 2. Squat
oxygen to your active
muscles. Aerobic exercise • Lower your hips to the ground.
raises your heart rate. • Stretch your arms out.
intensity – how • Hold your head still.
hard you should
exercise to improve • Make sure your movements are slow and
your cardiovascular controlled.
endurance. When you do
cardiovascular exercise, • Hold for ten seconds; this means count for
you must raise your ten seconds without moving.
heart rate. To check the
intensity of your exercise, • Repeat ten times.
check your breathing.
If you are not breathing
faster than usual, the
intensity level is not high 3. Ankle rotation 4. Arm rotations
enough.
• To rotate means to turn, spin, swivel • Stretch both arms forwards.
or revolve. • Rotate your right arm from the
• Point your toes towards the ground shoulder moving your arm down.
Safety hints: and rotate your ankles. • At the same time rotate your left
Warm up • Rotate your ankles to the left and arm in the same way, but move it
• E nsure you increase right. upwards.
your heart rate • Hold your
slowly. arms as
• In the activities for close as you
these weeks you will
can to your
use your legs a lot.
ears and
Ensure you increase
the circulation to hips while
your knees. This you rotate
gives protection them.
to your knee joints • Swop and
and heat to your leg repeat.
muscles.

5. Hip rotations 6. Swing and circle your arms
Safety hints:
• Keep your back • Swing your arms around in big Warm up
and legs straight circles.
• E nd the warm-up
as you rotate your • Keep your head up and your back
with light stretches
hips by making a straight. for your legs to
big circle. • Touch your ears with the inside of prevent muscle
• Repeat in the your arms, and return your arms to stiffness.
other direction. the side. • Stretch all your
• Co-ordinate your breathing with your major muscle
groups.
arm actions.
• Focus on warming
7. Straddle sit 8. Bicycle kicks up your lower back
before doing a step
• Sit with your legs straight and wide • Lie on the ground. Put your legs in
aerobic routine.
apart and your ankles extended. the air.
• Keep your back straight. • Imagine you are riding a bicycle.
• Stretch your arms out in front. Make circular movements with your
• Keep all your movements smooth. legs as if you are pedalling.
• Hold the position for five seconds • Start slowly and move faster and
and repeat. faster. Then slow down again.
9. Heel flicks 10. Mini-lunges

• Take short steps. • Put your hands on your head.
• While you are taking short steps, lift • Squeeze your shoulder blades
your heels up to your bottom. together.
• Take small steps forward while you
drop your back knee to just above
the ground.
• Keep your front lower leg vertical or
upright as you do the lunge.

Unit 2: Physical fitness activities for weeks
Safety hints 7 to 10
• I n low-impact
aerobics, don’t lift
both feet at the same
2.1 Aerobic dance: rhythmical aerobic exercise
time. Keep one foot Rhythmic dance is a series of rhythmical steps and movements in time to music.
down on the floor to Many of the movements used in rhythmic dance originate from gymnastics. The
prevent injuries. dance technique gives your body balance and alignment and the aerobics gives
• Increase arm
your body a workout.
movements and kick
steps to get a high- We are privileged in South Africa as we have many indigenous rhythmic dances as
intensity workout. part of our cultural heritage. We have aerobic traditional African dance music as
well as reggae.
PE Activity 1: Diski dance
Move 1: The Juggle: Also referred to as ‘Teka’. This move involves juggling the soccer ball from your left foot to
your right foot and back again.
Step 1: Stand Step 2: Jump to Step 3: Kick

straight, legs apart, bring your feet your right
knees bent, elbows together. foot forward.
against and arms
away from your body.
Step 4: Bring Step 5: Kick your

your right foot left foot forward
back. and bring it back.
Repeat steps 3 to 5
four times.
Move 2: The Header: Quite simply this move is about bouncing the ball on your head.
Step 1: Stand as if Step 2: Header Step 3: Stand

you’re looking at a (bounce) the as if you’re
soccer ball in the air. imaginary ball looking at the
up to the right soccer ball
– let your whole coming down
body follow the towards you.
soccer ball and
use your hands
and feet.
Step 4: Header Step 5: Start all

(bounce) the over again and
imaginary ball up repeat 4 times.
to the left – let your
whole body follow
the soccer ball and
use your hands
and feet.

Move 3: Table Mountain: This playful move requires that you position yourself bent over with your back flat like a table.
The ball would need to be kept behind your neck.
Step 1: Place Step 2: Take Step 3: Take

hands on bent a step back a step back
keens and flatten with your with your
your back, left leg. Lift right leg. Lift
imagining the your left your right
soccer ball is on arm to point arm to point
your back. at the ball. at the ball.
Step 4: Take a Step 5: Take a step

step back with back with your
your left leg. Lift right leg. Lift your
your left arm to right arm to point
point at the ball. at the ball.
Move 4: Trepa: Trepa is the common South African name of this cool move. After holding the ball from behind your neck you
then flick it over your head and hold it on your foot. You then kick the ball twice with your right foot.
Step 1: After 4 Step 2: Hold

counts, release the ball with
an imaginary ball your right
from your back foot.
over your head.
Step 3–5:
Using your
right leg kick
the ball and
bounce it.
Move 5: The Bridge: The locals refer to this move as the ‘Brija’. It involves passing the ball with your right foot over your left
foot and back again 4 times. You then end off the dance by kicking the ball into the net.
Steps 1–4 : Using

your right leg
only, jump over an
imaginary ball.
Step 5: Using your

right leg again, kick
the ball.
(Adapted from: www.southafrica.net/2010)

Safety hints 2.2 Step aerobics
Step aerobics gives you a good workout and a great aerobic activity that is
• S tep with soft, flat-
footed steps. low-impact and fun.
• Do your step-ups • You step up and down on a step or a strong box for an extended period of time.
gently and softly to • Use moves that require you to step up and down from the platform.
avoid straining your • Move from one end of the step to the other. Use your arms to keep the
legs and feet. Don’t intensity high.
put extra pressure
• Use high-tempo music for your aerobic sessions!
on your feet by
stamping hard.
• Keep the upper part PE Activity 2: Step aerobics
of your body straight
while you do step- 1. Choose music that has 140 beats per minute (bpm) that will allow you to
ups to make your leg do your routine at a fast pace.
muscles strong. 2. You can use any step, block, stone, log or even a low bench that is
• Make sure the whole 30 cm high.
sole of your foot is 3. To do your step-ups well, get into a good rhythm.
on the step.
4. Start the step-up exercise by stepping onto the step or block or object.
• Avoid standing on
Start with your left leg. Keep your left foot on the block, and then step with
your toes while your
leg is up on the step your right foot up onto the block.
box. 5. Now step back down, leading again with the left leg and bringing your right
• Keep a comfortable foot down to join it on the floor.
distance from the 6. Keep this going for a minute.
step as you step 7. Then repeat, but start with your right leg.
down.
8. Keep a good posture when you do step aerobics. Hold your chest high,
• Do not bend your
with your upper body relaxed. Keep your abs tight.
knees more than 90
degrees while you 9. Don’t look down while you are stepping. Look down for just a second if you
step up. have to look at your feet to see where you are stepping. Try to keep your
• Choose a step head facing forward.
that is about 30 10. Repeat and alternate starting legs 20 times.
cm high (higher if
you are very tall).
If your step feels
uncomfortably high,
you may strain
your muscles by
overstretching.

2.3 Outdoors fitness circuit
• An outdoors fitness circuit is an area that is set up with different stations that
require specific exercises at each station.
• An obstacle course is a number of items laid out in an area, over which you have
to roll, jump, crawl, weave, hop, run and climb.
• If you complete the course as fast as you can, you will stay fit and develop your
muscles and movement skills.
PE Activity 3: Make and use an outdoors fitness circuit
Divide into groups of 5–6 learners. Each group will

collect a card from the teacher with a different
sequence of numbers on it, from 1–10. Each group
needs to start at the first number on the card.
This means that not all learners will be queuing
at the same station.
Your fitness circuit route card
Station 1 Station 2
• Carry five desks or tables from your classroom. Run • Tie a rope between two objects (such as trees,
while you do so. bushes, poles) on your school grounds.
• Set them up at station 1, with space between each • You can tear and tie together old socks, stockings
desk or table. or bits of string to make the rope.
• Crawl under each desk or • The height of the rope
table as fast as you can, can vary but needs to be
without touching the table or at least 50 cm or knee-
desk. high from the ground.
• Repeat three times. • Jump over the rope.
Station 3 Station 4
• Put a large net over the ground, raised 50 cm off the • Set out a few large stones or cardboard boxes filled
ground. with sand.
• You can use an old net or covering, or tie plastic • Set them a few paces apart.
bags together to form a • Jump over these
large cover. items, without
• Crawl under this cover. touching the stones
• Then crawl backwards. or boxes.
• Repeat five times. • Repeat five times.

Station 5 Station 6
Place a few old tyres on the ground. • Use five jump ropes.
• Do not stack them, place them flat. • Jump rope for five
• Use them as step-up and step-down exercise tools. minutes, before moving
• They can also be used on to the next station.
to hop into using both • Jump as fast as you can.
feet, hop out without
touching sides, or hop
on one foot, alternating
feet.
• Do step-ups for two
minutes.
Station 7 Station 8
• Draw a long line in the sand with a stick, or make a • Use plastic bottles filled with water, or other
chalk line. containers filled with sand, to make weights that
• You need to follow the line and do hopping actions weigh between 1 and 2 kg.
without stepping over the • You can estimate the weight
line. by using, for example,
• Hop with one foot from a 2 kg soap powder box, or a
one end to the next. 2 litre plastic bottle.
• Turn around and use the • Lift two weights high above
other foot to hop back. your head, then put them
• Repeat twice. down on the ground.
Station 9 Station 10
• Lay out markers such as different kinds of tins or • Set out hoops made from discarded hosepipes,
shapes of stones. rubber pipes or hula hoops. A hula hoop is a
• Weave between the markers, without touching circular tube used in PE activities.
them, as fast as you can using winding, zigzag or • Crawl through the hoops forwards and then
criss-cross steps. backwards.
• Repeat five times. • Repeat five times.

Programme of assessment:
Physical Education Task (PET) Term 1
You will be assessed on your participation in PE and on your performance:
• Participate actively and regularly in fitness exercises for at least ten weeks.
• Take part in all the physical fitness movements during your PE class.
• Aim to increase your cardiovascular fitness, muscle strength, endurance and flexibility,
as well as your general level of fitness.
• Remember that your Movement Performance will be assessed twice during the term.
• Remember that your active participation will be assessed every week.
• You get one mark for each period in which you actively participate.
• You will get a mark out of 5 for each Movement Assessment session.
• You will be assessed according to the criteria in PET part 1 and PET part 2.
How to calculate your marks
Divide the number of times you actively participated by the number of PE periods in the
term.
Example:
8 (times you participated)
10 (PE periods)
Now multiply your answer by 100 to get a percentage:
8 ÷ 10 × 100 = 80%
PET Part 1
Level
Frequency: number of times you Limited Adequate Proficient Excellent Mark out of
participate in PE periods You must do Ok but need Good work Wonderful! 10
You get 1 mark for each time you actively much better to improve 5–7 marks 8–10 marks (1 mark per
participate for one hour per week in all 0–1 marks 2–4 marks 41–70% 71–100% PE lesson)
the fitness activities 1–10% 11–40%
Week 1
Walk and jog
Week 2
Walk, jog and sprint
Week 3
Jog, run and rope jump
Week 4
Cardio-kickboxing
Week 5
Fitness circuit 1
Week 6
Fitness circuit 1
Week 7
Diski dance
Week 8
Step aerobics and diski dance
Week 9
Fitness circuit 2
Week 10
Fitness circuit 2
Programme of assessment: Physical Education Task (PET) Term 1 93

PET Part 2
Level
PE period Limited Adequate Proficient Excellent Mark out of 10

Assessment You are not near You need to You have kept up You are very fit. (2 × 5)
of Movement the required fitness exercise much a good level of You perform all
Performance level. You struggle to more. You are fitness. You can movements very
perform movements not able to do perform most well, and you
correctly, lack all movements movements well keep up and set a
control, get tired correctly and you and keep up. good pace.
easily. tire too quickly. 4 marks 5 marks
0–1 mark 2–3 marks
Assessment 1
Assessment 2
Total
TOTAL MARK FOR PET PART 1 AND PART 2

OUT OF 20 _______________
94 Programme of assessment: Physical Education Task (PET) Term 1

Exam practice Term 1
Remember that in Term 2 you will be writing an exam.

Question 6
These questions give you practice in answering exam
Adverts can be misleading. We see perfect figures and
questions.
faces. These are not real because many people are
wearing make-up; and photographs can be changed.
Question 1 6.1 Give the meaning of self-esteem. (2)
For each of the rights listed below, give your 6.2 Critically evaluate how the media can
corresponding responsibility. (5 3 1) influence self-esteem. (5)
1.1 Human dignity
1.2 Environment
Question 7
1.3 Equality
Ibrahim is a visitor from another country. He has a
1.4 Freedom of religion and belief
different accent. When he speaks, his classmates
1.5 Life
make fun of him. When the class does group work, no
one wants to work with him. He feels like an outcast
Question 2 and does not want to go to school anymore.
2.1 Explain why it is important to cool down 7.1 Explain what you understand by discrimination.
after exercise. (1) In what way is Ibrahim discriminated
2.2. Describe what causes dehydration. Suggest against? (2)
how you can prevent dehydration. (1 1 1) 7.2 Which of Ibrahim’s human rights are violated
2.3 List two safety hints to follow when at school? (2)
walking or jogging on the road. (2 3 1) 7.3 Describe how you think Ibrahim feels in
class. (2)
Question 3 7.4 Suggest four ways you could make Ibrahim
Explain the differences between the following terms: feel at home and enjoy going to your school. (4)
(4 3 2)
3.1 Career field 3.2 Occupation
3.3 Career 3.4 Job
Question 4
South Africa is a diverse country. We have different
cultures, beliefs, and values. We are all unique and
special. Explain how you can show respect for
differences. (5)
Question 5
Look at this cartoon.
5.1 Evaluate whether you think this learner
understands the meaning of human rights
violations. (3)
5.2 Which stereotypical view of gender roles
does this learner show? (3)
5.3 Give this learner advice. What should he do
to promote equal power relations? (4)
Exam practice Term 1 95

Question 8 Sindiswa, a 16 year old learner from the Eastern
Cape was orphaned. She was begging to make a
Read the case study and answer the questions that
living. She was offered work by a woman in her
follow.
town who drove her to Bloemfontein. There she was
Amanda is in Grade 10. She is obese (very sold to a drug and trafficking ring in exchange for
overweight). She hates herself and has low self- cocaine, a dangerous drug. Sindiswa was not the
esteem. She does not do any sport or physical only girl sold that day. The buyer told Sindiswa that
activities. She became depressed when her boyfriend she had to sell herself in the streets and so forced her
left her for her best friend. When she is depressed, into prostitution.
she eats to make herself feel better. Amanda recently
When she and the other girls tried to run away they
had chicken pox and this left scars on her face. She
were beaten up. Sindiswa worked as a prostitute for
is very self-conscious about the scars. The learners at
less than a year before she discovered she was HIV
school make fun of her, and she hates herself for not
positive. When she was too sick to stand, the buyer
standing up to them. She has no friends and never
threw her out on the streets without any care for her
goes out.
well-being. She was hospitalised and told that she
8.1 Explain to Amanda the relationship between had HIV and tuberculosis. The doctors said she had
mental and physical health. (3) only a few weeks left to live.
8.2 Suggest what Amanda could do to participate
in physical activities. (3) (Adapted from Move: 20 April 2011)
8.3 Making good decisions is one way to build 9.1 Explain the term human trafficking. (2)
confidence. Describe the five steps of a 9.2 Give three reasons that people are used
decision-making method to Amanda. (5 3 1) for human trafficking. (3 3 1)
8.4 Give Amanda advice: what other four strategies, 9.3 Who are the possible victims of human
apart from good decision making, can she trafficking? Give a reason for your answer. (2)
apply to build her confidence? (4) 9.4 Do you think it was Sindiswa’s intention to
become a victim of human trafficking?
Question 9 Motivate your answer. (3)
9.5 Which organisation can Sindiswa, as a person
Read the case study below about Human Trafficking
living with HIV, contact for assistance?
before you answer the questions.
Give a reason for your answer. (1 1 1)
A sad case 9.6 A number of Sindiswa’s rights have been
Many teenagers are not aware of the crime of violated in this case study. Critically evaluate
Human Trafficking. They also don’t realise what which three of Sindiswa’s rights were violated.
a big market this has become, not only in South Explain how each right was violated. (6)
Africa but all over the world. Human trafficking is 9.7 Examine what you can do to oppose and
the illegal use of human beings for labour, such as prevent human trafficking. (4)
hard work like in shops and building construction,
and for sexual purposes, for example prostitution,
child pornography and sex brothels. It’s a modern-
day kind of slavery and women and children are the
ones most affected by it. Human trafficking victims
almost always suffer from repeated abuse, torture
and threats.
96 Exam practice Term 1

Programme of Assessment:
Formal written task for Term 1: Case study
• This is an assessment task for Term 1 that you have to do on your own.
• Read the case study, then give written answer to the questions.
• Write neatly and use dark ink.
• Revise the work you did in Term 1 to help you answer the questions.
Case study:
A Somalian refugee’s story
Sowda Hussen Mohamud is a 22-year-old sports being a foreigner. ‘I thought this would be a safe
reporter, a refugee from the war in Somalia. She country, so when I heard about the xenophobia,
was forced to flee her country after receiving I felt sad.’ Foreign nationals report that they are
threats from people who believe women should being threatened. They tell how they have been
not be journalists. ‘They said I should choose evicted, after their landlords were told to ‘get rid
between my profession and my life. I chose my of the makwerekwere’.
profession and I left my home,’ she says. She now There have been promising signs recently
lives in Mayfair, Johannesburg. that some communities will not tolerate
Sowda has made a real effort to learn about South the xenophobic violence. For example, in
Africa and make friends outside her immediate Khayelitsha, residents stood up for foreigners
community. She is a devout Muslim. She feels it who were being attacked. The example set by
is important for people to have friends of other these brave people should make us ask ourselves
cultures. ‘I am a Muslim, but we can all be friends. what kind of country we wish to live in.
My religion does not say I cannot be friends with We should also ask whether we will allow
other people. My friends don’t tell me to leave my selfishness and prejudice to lead to violence
religion, and I don’t tell them to leave theirs, so it’s happening daily. We need to remind ourselves
no problem.’ that our Constitution provides the right to equal
She was surprised to arrive in South Africa and protection of the law and freedom from all forms
learn that, even here, she is under threat for of violence for all people, not just citizens.
(Adapted from Sowda: “I left my country to get peace and to work” by Nicole Johnston, Oxfam Southern Africa
Blog, Oxfam.)
Programme of Assessment: Formal written task for Term 1: Case study 97
FOLO_Gr10_LB.indb 97 2013/12/12 4:40 PM

1. Why did Sowda move from Somalia to South Africa? (2)
2. Explain what a ‘refugee’ is. (2)
3.1 What is Sowda’s career? (1)
3.2 In which career field does her career fall? (2)
3.3 If Sowda went to school in South Africa, which FET school subjects would
she have chosen to enable her to follow her career? (3)
3.4 Do you think Sowda is committed and dedicated to her career?
4.1 Give an example of gender discrimination as experienced by Sowda. (2)
4.2 How do you think Sowda felt about being discriminated against because
of her gender? (2)
4.3 Explain what you understand by stereotypical views of gender roles
and responsibilities. (2)
5. Why was Sowda surprised when she arrived in South Africa? (2)
6.1 What does ‘xenophobia’ mean? (2)
6.2 Give an example of xenophobia in the case study. (2)
6.3 Critically evaluate why some people attack people from other countries. (4)
7. What good example did the community from Khayelitsha set? (2)
8. How does our Constitution protect people from xenophobia? (3)
9.1 Explain your understanding of diversity. (4)
9.2 Name four rights in our Bill of Rights that protect diversity. (4)
9.3 Critically evaluate whether it is important to have friends from different
cultures. (5)
10.1 Does Sowda’s religion stop her from having friends who belong to different
religions? Give a reason for your answer. (2)
10.2 Give two examples to explain what you understand by religious tolerance
and respect. (4)
10.3 Identify two rights in our Constitution that help to promote religious
tolerance and respect. (2)
11. Critically evaluate whether it is acceptable to label people as foreigners,
makwerekwere, or outsiders. (5)
12. Xenophobia and discrimination harm people’s self-esteem. To counter these
negative practices, you could apply strategies to build confidence in others.
Give five examples of how you would build confidence in others. (5)
13. Examine how Sowda’s life domain of community belonging could be
improved. Suggest three ways it could be improved. (6)
14. If you were Sowda, how would you like to be treated by South Africans?
Suggest three ways. (3)
15. Critically evaluate what you could do to ensure that xenophobia does not
happen in your area. Suggest three practical actions you could take. (6)
Total: 80 marks
98 Programme of Assessment: Formal written task for Term 1: Case study

Term 2
Chapter 7: Study skills Chapter 8: Physical Education
Term 2 Term 2: Playground, community
Unit 1: Study skills
and indigenous games
Unit 2: Study methods Unit 1: Safety for games
Unit 3: Critical, creative and problem- Unit 2: Indigenous games
solving skills
Unit 4: Process of assessment and
annual study plans
Term 2
Chapter 9: Social and Chapter 10: Physical

environmental responsibility Education Term 2:
Term 2 Playground, community
and indigenous games
Unit 1: Harmful social and
environmental effects Unit 1: Games
Unit 2: Social issues and their harmful

effects Programme of assessment:
Unit 3: Social, constructive and critical Physical Education Task (PET) Term 2
thinking skills Programme of assessment:
Unit 4: Youth and civic organisations Mid-year exam practice
Term 2 99

Chapter 7: Study skills Term 2 Weeks 1–3
Unit 1: Unit 1: Study skills

1. Do you know
how to listen and There are many things you can do to improve your listening, reading and
read so that you comprehension skills. You can also train yourself to concentrate and
understand? remember better.
2. What can help you
to concentrate and 1.1 Improve your listening, reading and
remember?
comprehension skills
3. How do you
organise your Listening
studying and Active listening is not just hearing what is said. It is thinking about what is said. If
manage your time? you listen actively, you will understand and remember more.
Skills focus
Listening
• Listen carefully to what is said.
• Listen with your ears, but also with
your eyes. Watch the speaker or
speakers and see how they are talking.
• Make notes. Write down only key
words (important words). Do not write
whole sentences because you will be Listen carefully to what people say.
too busy writing to listen properly.

• Keep on asking yourself questions: What does this mean?
Where does this fit in to what I already know?
• Ask the speaker questions.
• In your own words, repeat what the speaker has said to check if you
have understood.
Key words
study skills – your
abilities to listen, read, Reading
understand, concentrate, Good reading habits will help you to find the information you need and to
remember and organise
your learning material, understand and remember what you read. Decide why you are reading something.
and manage your studying
time
Do you want to find a particular piece of information such as a name or a number?
concentration – the ability Then you do not need to read everything. You move your eyes quickly over the
to focus and pay attention reading material until you find the piece of information you are looking for. This is
distract – to cause you
known as scanning.
to stop thinking about
or paying attention to
Do you want to get a general idea about the reading material? For example, you
someone or something
and to think about or pay may want to know if a chapter in a book or an article in a magazine will give you the
attention to someone or information you need to write an essay about a specific subject. So you quickly look
something else instead
at the headings and at the main ideas in each paragraph. This is skimming.
100 Chapter 7: Study skills Term 2

Skills focus
Reading
Do you need to read a lot of difficult material and to understand it? Do you
need to read so that you can find out many details? Then you should do the
following:
• Read more slowly than you usually do. You may need to read the material
more than once.
• Sometimes reading out aloud will help you with understanding.
• Ask yourself questions about what you are reading: who, what, where,
when, how?
• Make notes and underline or highlight important words.
• Look up new words in a dictionary.
• Make sure you understand what you are reading. Don’t skip difficult parts.
• Read small sections at a time. For example, read five pages and then take
a break. Do not try to read a whole book in one go.
1.2 Increase your concentration and memory skills
Skills focus
Concentration
There are various things you can do to help you concentrate and focus on
what you have to listen to, read, or study. Find out what distracts you and
stops you from concentrating, such as noise, other people, boredom or
nervousness. Find ways to deal with these distractions:
• Find a quiet place such as a library.
• Switch off your cellphone and radio.
• Put up a sign that asks people not to disturb you.
• If you are nervous, take deep breaths and stretch.
• Change the subject you study every one or two hours.
• Use different methods of studying. (See Unit 2 on
page 104.)
• Take regular breaks. Walk around.
• For a change, study in a group with other learners.
• Give yourself a reward when you have finished a
section. For example, have something to drink or eat.
Listen to a song. Wrong study habits will not
help you achieve your goals.
Memory
You can train yourself to remember things:
• First understand what you need to remember.
• Make summaries and learn them. Practise repeating the summaries to
yourself when you are walking, standing in queues or while bathing.
• Close your eyes and make a picture of what you are trying to remember.
Chapter 7: Study skills Term 2 101

Frequency • Learn actively. Stand up and walk around while you try to remember.
Intensity
Type Use your fingers to count the points you remember. Read aloud, talk to
Time yourself, explain things to yourself.
FITT
• Tell someone else what you have learnt.
• Make up acronyms. An acronym is a word made up of the first letters
of other words. For example, BODMAS is the order for working out
mathematical equations. It stands for Brackets, Order, Divide, Multiply,
Add, Subtract.
• Make up your own questions and try to answer them the next day in a
mock test or exam.
1.3 Organise and manage your time

Time wasters
What are your favourite ways of wasting time? Are you guilty of doing any of these
things to put off studying until later?
• play computer games? • run around looking for your pens,
• cut and file your nails? paper, dictionary, textbooks?
• read all the messages you have sent • sharpen your pencils?
and received on your cellphone? • let people interrupt you?
Skills focus
Get organised
Getting organised and managing your time are very important study skills.
At the beginning of a school term or the start of a week, plan your study
Oh dear, I should
have started studying
times. Be realistic about how much work you can do in a given time. Do
earlier.
not, for example, say you are going to study for five hours when you know
you can concentrate for only one hour at a time. Here are some tips for you
to organise and plan your time:
• Draw up a table or schedule. Use your diary to write down the dates of
tests, important sports events, and when you have to hand in tasks.
• Balance your study time with time to rest and have fun.
• Take regular short breaks. Make time for these breaks in your schedule.
• Try to spend more time on your weaker subjects.
The more you delay your • Decide what time of day you have the most energy and are able to
work, the more difficult it is concentrate best. Some people study better early in the morning, or in
to cope with.
the evening. Study your most difficult subjects in these times.
• Keep all the things that help you study in one place, such as your
dictionary, pens, highlighters, scrap paper.
• Keep away from those things that stop you from studying, such as
television or radio, phones or noisy people.
• Once a week, for example on a Sunday evening, look at what you have to
do in the next week. This is especially important if you have a project to
hand in or an exam to write.

Activity 1: Analyse your study habits
1. Before reading the case study below:

a) Draw up a table with two columns, like the table below.
List your good and your bad study habits. (5)
Good study habits Bad study habits
b) Skim the case study and write down what you think are the main ideas. (5)
c) Scan the case study to find as many numbers as you can. (5)
2. While reading the case study write down what you think are the
important words. (5)
3. After reading the case study, write down the answers to these questions:
a) Write down three things that Andile and the other learners do
to help themselves concentrate. (3)
b) Write down the things Andile does to help him understand
what he reads. (4)
c) What does Andile use his diary for? (3)
d) What does Andile do to reward himself for working and concentrating? (4)
e) Evaluate the ways in which your study habits are better or worse
than Andile’s study habits. (6)
Case study:
Andile’s study habits
Andile finds it difficult to study at home He underlines or makes notes about the
because his house is small and his brothers main ideas. He asks questions while he
and sisters make a lot of noise. He asked the reads. He thinks about what he reads. If there
school principal if he could use a classroom to is something he does not understand, he
study after school. makes a note. At another time, he tries to find
There are some other learners who also study the answer to his questions by going to the
there. They have all agreed that it will be a quiet library or asking someone.
place. No one talks and they switch off their After about 30 minutes, Andile gives himself
cellphones. a short ten-minute break. He rewards himself
Every Friday afternoon, Andile makes a study for working. He walks around and stretches.
plan for the next week. He decides which He may have something small to eat or drink.
subjects or tasks are more important than He may phone
others. Andile never leaves his work for the last his girlfriend. Andile
minute. He uses his diary to remind him about works like this for
the dates he must hand in tasks and when he is two hours on Monday,
writing a test or an exam. Tuesday, Thursday
and Friday afternoons.
Andile tries to concentrate when he reads.
On Wednesday he
He reads each paragraph once. Then he tells
plays soccer, but then
himself, in his own words, what the paragraph
he studies at home
was about. If a paragraph is difficult, Andile
in the evening for
reads it again until he has understood it. He
one hour.
looks up the words he does not understand in
his dictionary.

Unit 2: Unit 2: Study methods
1. How do you take
You can improve your results by learning effective study methods. Study methods
notes?
don’t have to be boring. They can be fun!
2. What is a mind map
and how do you
draw one? 2.1 Note-taking
3. How do you choose It is important to make notes. You can use them to help you remember and to study
what to study? for your exams.
4. How do you write an
essay?
5. How do you make
Skills focus
comparisons? Taking notes
• Listen carefully to the teacher or speaker.
• Listen with an aim; know what you want to learn from the talk or lesson.
Key words • Use abbreviations and symbols, for example & instead of and; instead
of writing ‘this is a positive effect’.
study methods – ways to
study, learn and remember • Use short sentences, key words and/or a mind map.
similarity – a quality that • Write down only the main points; make short notes. If you try to write
makes one person or thing
down everything the speaker says, you will not be able to listen carefully.
like another
compare – see how ideas, You may miss some important information.
things or people are • Group ideas together.
similar
• Use your own words: this helps you understand.
contrast – see how ideas,
things or people are • Connect ideas: draw lines and circles to link words and ideas.
different • Underline or highlight important facts that you have to remember.
• Put question marks where you don’t understand or could not hear or see,
so you can try to find out.
• Rewrite your notes as soon as you can. This will help you remember what
your symbols and abbreviations meant.
• File your notes. At the top of the first page, write the topic, date and
name of the speaker.
2.2 Mind mapping

A mind map is a tool to help you to learn. It is a diagram to help you study. This is a
visual way to show your understanding of a topic. It is also a tool to help you think,
sort and arrange information.
A mind map is a way to help you:

• understand the topic
• make notes, summarise and present information
• remember facts; it is a useful mnemonic or memory aid
• see the whole topic clearly
• revise information
• think about and solve problems in a creative way
• organise, categorise and sort information
• learn more easily and faster, while you also have fun.

How to make a mind map
• Write the topic (or a word that states the main idea) in large capital letters in the
Hints
middle of a blank page. Make a box or circle around this topic.
• Write the headings or subheadings in your textbook around this middle box or • U se words or
pictures or both.
circle. Leave some space so you can add words.
• Use colours and
• Try to group similar headings and ideas near each other or together.
different kinds of
• Draw lines from the middle box or circle to the headings you have written down. pens to make your
• Make a drawing, picture or symbol to show your understanding of each heading. mind map fun and
Pictures can help you to remember information. easy to read.
• Draw more lines to show links and to show how one part of the topic connects • Use different
with another. colours for different
headings and ideas.
• If you don’t see any connections, leave some topics without any links. You can
• Use thin and thick
go back later and add a link, a line or an arrow.
lines, short and long
• Add facts and ideas, using only key words. Use single words or short half- lines.
sentences. Don’t use unnecessary words such as and, the, is, are.
• Your mind map should give you a summary that you can see in one look.
• With your finger, follow the links you have made.
• Add more lines and words as you learn more about your topic.
• Your mind map may have sub-topic lines going in all directions from the centre.
Sub-topics and facts will branch off from the main ideas and lines. This may look
almost like the branches and twigs of a tree trunk, or a spider’s web.

Activity 2: Make a mind map
1. Follow the instructions on ‘How to make a mind map’. Look at the example
of a mind map.
2. Choose a topic on study skills in this Focus Life Orientation Learner’s Book.
Summarise this topic in the form of a mind map.
3. Draw your mind map across two pages. (20)
2.3 Select concepts and content

When you study for examinations, you cannot study everything as there is usually
a lot of information for each subject. This means you have to choose the core, or
most important, concepts or ideas and content to study.
Look at the headings in each chapter, then at the subheadings. This will give you
a good idea of what is important. Look for key words. In this book, there are key
words that are explained at the beginning of every Unit. So when you study for your
exam, you should understand these key words and find the text where they are used.
Activity 3: Select concepts and summarise content
1. Read the passage below.

2. Then select four important concepts. Write these down in a list. (4)
3. Summarise the content that you think is important, in point form or
in a mind map. Underline the core words or concepts. (16)
How to study: an extract from a motivational talk by Professor Bright

Good morning, class. You look so good today. What lovely blue school uniforms;
you look cool! Enjoy your studies and good luck with your examinations, Grade 10
learners! I remember when I was in Grade 10, I had to choose between my studies
and my social life. I am glad I chose my studies, as today you can see I am a very
successful professor at the university. Oh, those were the good old days – to be
young again – you are so lucky!
But let me get back to my talk. When you study, or are in class, record the
information in the form of short notes. This is so useful. Then, later on, review
your notes. You can do this if you underline key words, mark up core concepts
and content, and/or make a mind map. That is such fun once you get into it,
believe me!
Once you have done that, then you must recite the information out loud. Use your
own words; this helps you to understand and remember. Don’t worry what others
say about you sitting there talking to yourself; this is a good way to study! And the
final thing you need to do is to reflect on or think about what you have learnt.
Make links with what you already know. Think about how it applies to real-life
situations. Easy? For sure, I know you can do it!
My, but it is hot today in this hall. Can somebody please fetch me a glass of water?
You need to plant more trees around the school for shade. Thank you for your
attention, Grade 10s, you are a wonderful class! See you next year when you are in
Grade 11 for a follow-up talk!

2.4 Construct an assignment or essay
When you have to do an assignment or write an essay, there are things you should
do and steps you should follow:
1. Understand the topic
First make sure you understand what your task is about. Check that you understand
what you are supposed to do. Read the instruction or topic carefully to make sure
you don’t leave out any part. Underline the key words.
2. Plan your task or essay
Then plan how you will write the essay or do the task. Write down the steps you
need to take. Or make an outline or a mind map. Your essay should have a logical
flow from one paragraph to the next. That is why planning is so important.
3. Write an introduction
You need an introduction as paragraph 1. Here you introduce the topic. You say
what the essay is going to be about, what question you are going to answer or what
problem you are going to solve.
4. Write the body of your essay
The body of your essay should consist of the core issues of the topic. Each
paragraph should have only one main theme or idea. Start each paragraph with the
main idea. Never have only one sentence as a paragraph.
5. Show what you know
Support what you say with evidence and examples. You need to show your
knowledge and understanding.
6. Keep to the topic
Keep to the topic: answer the question! Make sure you identify the core issues. Do
not waste time on writing unnecessary words or paragraphs.
7. Write a conclusion
End with a short conclusion. Link your conclusion with your introduction. In your
conclusion, never introduce new ideas that you have not discussed in your essay.
Activity 4: Check your essay writing style
1. Write down the numbers that are true for you.

2. Go over the checklist again: this is a guide for good essay writing. (12)
Do you: ✔
1. First try to understand the question or topic.
2. Find out what you have to do.
3. Underline key words in the question, assignment or essay topic.
4. Plan your writing; make an outline before you start writing your essay.
5. First, write down the important points you want to make.
6. Then number these points in the order in which you will cover them.
7. Restate the question in your own words to start your essay.
8. Address the question directly in the first sentence or paragraph.
9. Get right to the point; have no unnecessary words or sentences.
10. Develop your answer with supporting ideas and facts.
11. Keep to the topic.
12. Check for spelling errors, items you have left out, and incorrect dates.

2.5 Make comparisons
To compare is to look at two or more things or people and identify ways in which
they are the same or they are different.
• If you compare, you look more at the ways they are the same, or similarities,
than at the differences.
• To compare is an organising skill. It helps you arrange information so you can
use it well.
To contrast means to compare two or more people or things to show how they are
different. If you contrast, you focus on differences, not on similarities.
Riri compares her netball outfit

to those of her teammates. Words to show similarities:
all also as well as as with both equally
in each case in the same way just as likewise similarly
Words to show differences:

alternatively but while conversely despite
different from elsewhere even if however in contrast
in opposition to instead of nevertheless on the contrary
Riri contrasts her outfit with on the other hand otherwise the opposite the reverse
those of the boys’ soccer team. rather than then again whereas
Activity 5: Compare: identify similarities and differences
Write down the number of each comparison below. Then indicate whether you
think it shows (A) difference or (B) similarity:
1. Active listening is not just hearing what is said. It is thinking about what is
said.
2. Moving your eyes quickly over the reading material until you find what you
are looking for is scanning, whereas quickly looking at headings and key
words to get a general idea is skimming.
3. If you need to read a lot of difficult material, you should read more slowly
than you usually do.
4. Sometimes it is more helpful to study in a group than by yourself.
5. Some people study better in the morning than in the evening, when they
have more energy and can concentrate better.
6. A mind map can look like the branches and twigs from the trunk of a tree.
7. Some mind maps look more like spider webs than trees.
8. Both internal assessment and external assessment are processes of
gathering evidence about what you know and what you can do.
9. A project is like a large assignment or task, with lots of reading and writing.
10. You can use a diary or you can draw up your own study plan in the form of
a table.

Unit 3: Critical, creative and problem-solving Unit 3:
skills Key questions
1. What are critical
Time: 30 minutes
thinking and
When you study and do tasks, you need to solve problems. The best way to solve creative thinking?
problems and find answers is to think critically and creatively. (See also Chapter 9, 2. What steps can
Unit 3 for more on critical thinking.) you take to solve
problems?
3.1 Critical thinking
If you think critically, you evaluate and judge ideas. You keep an open mind, but you
do not accept everything as true. You ask questions about what you are reading,
Key words
hearing or seeing:
• Is this a fact? Can you prove it is true by seeing it, touching it, hearing it or critical thinking –
evaluate or judge ideas
counting it, for example?
creative thinking –
• Is this an opinion? An opinion is what someone thinks about a particular thing. generate, produce or
make new ideas; think
It is not necessarily a fact or true. An opinion should be supported with facts to
in different ways; give
prove it is true. unusual or other ideas
• Is it a belief? A belief is a feeling of being sure that someone or something exists problem solving – offer
solutions
or that something is true. You cannot prove that a belief is true or untrue.
• Is it a generalisation? A generalisation is a general statement about a group
of people or things that is based on only a few people or things in that group.
For example, saying ‘all swans are white’ is a generalisation. You may say this
because you have seen only white swans. But it is not true, because there are
also black swans.
• Is it important or core information? Do you need this information to help solve
the problem, or is it irrelevant?
• Who said or wrote this? Is the person qualified and knowledgeable?
• How is this the same as or different from something else you read or heard?
• When was this written or said? Is the information up to date, or could there be
newer information?
3.2 Creative thinking

If you think creatively, you generate, produce or make many new ideas. You offer
‘We can’t solve
new suggestions and solutions. You think in different ways. You give unusual or problems by using the
other ideas. You find many possible solutions to a problem. There are ways you can same kind of thinking
learn to think creatively: we used when we
• Look for many possible answers rather than just one. created them.’
• Brainstorm ideas. This means coming up with many different ideas, no matter Albert Einstein
how crazy they may seem at first. Just write down ideas on a big piece of paper
as you think of them. Then choose the one or ones you think are best.
• Draw pictures.
• Ask yourself questions such as: What if …? Suppose I look at it this way?
• Ask the same question at least 20 times and give a different answer each time.

Creative thinkers
Creative thinkers are curious – they want to know all kinds of things. They think
differently. Creative thinkers:
• want to know why things are the way they are
• want to know the reasons behind decisions, solutions, events and facts
• ask many questions
• see a need to improve things; and they find ways to improve things
• believe that most problems can be solved
• do not judge new ideas that seem strange or silly
• find solving problems interesting, fun and a challenge
• are not afraid to make mistakes
• don’t give up easily; they keep on trying.
People who think creatively know that what might be a problem for one person can
be a solution or an opportunity for another. For example, people noticed that super
glue could glue your fingers together if you weren’t careful; this was a problem. But
surgeons began to use superglue to glue wounds together; this was a solution.
3.3 Problem solving

The best way to solve problems is to think critically and creatively. There are steps
you can follow to solve problems and find answers.
1. First you have to know what the problem is. What is the question?
A problem or a solution?
2. Write down what you know. What are the facts? What information do you have?
3. What information do you need? Gather information.
4. List the possible options or choices or solutions.
5. Decide on the best solution. Give a reason for your choice.
6. Check how well you have done. Is your solution correct? If not, try again.
Activity 6: Do you have critical and creative thinking skills?
Are the statements below true (‘Yes’) or untrue (‘No’) for you? Copy the table
and write down your answers. For the results look at the bottom of page 111.
Statement Yes/No
1. I hate to be criticised or to be given advice.
2. I like to argue or fight just for any reason, without using logic.
3. I like to debate issues in a logical way.
4. I find and use information to solve problems.
5. I never reflect on or think about my decisions or mistakes.
6. I prefer to be given the right answers, rather than finding them out for myself.
7. I see errors in other people’s reasoning.
8. I see the logical links between ideas.
9. I solve problems in an orderly or systematic way.
10. I think for myself.
11. I think of new ideas and do things differently.
12. I understand the effects of my decisions and solutions.

Activity 7: Practise creative, critical and problem-solving skills
Give written answers to these puzzles and riddles.

1. Sindiswa is looking at a photo. Jabu asks her, ‘Whose photo are you looking
at?’ She says: ‘I don’t have a brother or sister, but this woman’s mother is
my mother’s daughter.’ Whose photo is Sindiswa looking at? (3)
2. You have to make cakes for a party. The recipe says you need exactly four
cups of sugar. You have only two containers. One holds five cups and the
other holds three cups of sugar. Using these containers, can you measure
exactly four cups of sugar? Explain how. (3)
3. Tumi, the owner of a tiny raft, has to take a crocodile, a dove and a bag of
peanuts across a big river. The raft is so small that only one of the three,
apart from Tumi, can be on the raft at the same time. Tumi has to make sure
that the crocodile will not have a chance to kill and eat the dove, and the
dove will have no chance to eat the peanuts. There is no rope to tie up the
crocodile or the dove. There are no other people to help Tumi. There is no
way across except in the raft. How will Tumi manage to get the crocodile,
dove and peanuts across the river? (7)
4. Draw only three straight lines through all the nine dots. Do not retrace or go
back along any of the three lines. Do not lift your pen from the paper. (3)
5. Answer this riddle: Only one colour, but not one size, always stuck at the
bottom, yet easily moves. Present in sun, but not in rain, doing no harm,
and feeling no pain. What is it? (2)
6. What occurs once in January and June, once in July and twice in August? (2)
7. Write a short paragraph to explain what you noticed about the methods
you use to solve different problems. (5)
need to work hard at becoming a critical and creative thinker.

a critical and creative thinker. If you have answer ‘Yes’ to numbers 1, 2, 5, 6, you
For Activity 6: If you have answered ‘Yes’ to numbers 3, 4, 7, 8, 9, 10, 11, 12, you are

Unit 4: Unit 4: Process of assessment and annual
Key questions study plans
1. How can you be
assessed at school?
Time: 30 minutes
2. What is the
difference between 4.1 Internal and external assessment
internal and external
Assessment is the process of gathering evidence of how well you are performing.
assessment?
It is deciding and evaluating how good your skills, knowledge and values are. There
3. What is an annual are two types of assessment at school.
study plan?
Internal assessment
Internal assessment happens inside your school. Your teachers set tasks and
Key words evaluate your work and progress. Their assessment can be formal or informal.
assessment – a process Informal assessment is not for marks that are recorded and reported. Teachers
of gathering evidence of
performance may observe your performance in class, and see if you participate and if you
informal assessment – not understand the work. They can also give you tasks, short tests, worksheets, a
recorded, does not count
discussion, group work, record-keeping, a mind map, role plays, and ask you to do
for marks
formal assessment – activities in your textbook. The marks you get for these tasks are not for recording.
serious, recorded, They are so that you and your teachers can see how you are progressing. You may
required, counts for marks
be asked to assess your own or your classmates’ performance.
annual study plan – a
plan of what you are doing In Life Orientation there are also certificate tasks that you can choose to do.
and need to study for a
whole year Examples of certificate tasks are First Aid, a learner driver’s licence, computer
literacy and study skills courses. You are tested by an organisation and awarded a
certificate of competence. Other certificate tasks can be offered by your school or
community-based organisations. These tasks include participating in the planning,
organisation and presentation of school events, workplace experience and
volunteering.
Formal assessment forms part of your formal Programme of Assessment. These

tasks are marked by your teachers and a record is kept of your marks. For formal
assessment tasks you usually have to study, read the questions carefully, write your
answers down, and hand in your tasks on time.
Formal assessments can be examinations and tests,

source-based tasks, case studies, assignments,
written reports, oral presentations, projects, a
portfolio of evidence and a range of other tasks,
depending on your subjects.
As part of your formal assessment for each of your

seven subjects, you have to do a number of tasks
and write examinations mid-year and at the end of
the year. Examinations are at least 90 minutes.
You get a report at the end of each term. This is a

record of your marks for your formal assessments.
External assessment results are usually printed in newspapers.

External assessment
External assessments take the form of examinations. The examinations are set
outside your school, not by your teacher. They could be set by your district
office, or your Provincial Education Department. In Grade 12 your end of year
examinations are set by the National Department of Basic Education.
4.2 Annual study plan

An annual study plan is a timetable for all your school subjects and activities, for a
whole year. The study plan records, for example:
• the dates when you will write tests and exams
• when you must work on your tasks so you will complete them in time
• when you must hand in your tasks
• when you have to study
• other events, such as netball matches, school trips, choir practice, school play,
school holidays and public holidays.
Skills focus
Make an annual study plan
1. First fill in all your tests and examination dates.
2. Then fill in all the due dates for your tasks.
3. After that fill in your other commitments, such as choir or soccer
practice.
4. Now carefully work out when you plan time to work on your tasks. It
is not helpful to start a project or an essay the day before it is due! So
work out how much time you need for each task and for exam studying,
and then break this down into smaller blocks of time, as shown in this
example:
• You decide you need ten hours altogether for a project, and you have
four weeks to complete it.
• You see that you can fit in two hours each Wednesday afternoon for
the next four weeks to work on this project. Write that in on your
study plan.
• You still need two more hours to finish writing up the project, which
you will have to do on the weekend before the due date. Write that in
your study plan.
Include important personal dates that may affect your studying time. For
example, if you are going to your brother’s wedding, you can be sure
that you will not be studying for a day before and maybe a day after the
wedding. So you need to make another time to study or do your tasks.
You can use a diary or you can draw up your own study plan in the form
of a table. You could have a table for each term so that you can see, on
one page, what you have to do for the whole term. You could also have
a study plan for a month or for each week.

An example of part of an annual study plan
Study plan for May
1 2 3 4 5 6 7 8
Public holiday work on maths Maths task 3 work on Phy sci Mabi’s party Soccer match
task 3 due project home game
Workers day
Work on maths
task 3
9 10 11 12 13 14 15 16
LO PET work on Phy sci work on Phy sci Choir practice Soccer match Choir
Movement project project work on Phy sci away game competition
Performance project
assessment ✓
today remember
PE kit
17 18 19 20 21 22 23 24
Exam revision: Finalise Phy sci Practice for Phy sci project work on Home Exam revision: Exam revision:
Life Sci project English oral hand in language essay Life Sci Life Sci
25 26 27 28 29 30 31
LO PET work on Home Exam revision: Practice for Home language English oral Exam revision:
Movement language essay maths English oral essay due examination LO
Performance
assessment
today remember
PE kit
Activity 8: Draw up an annual study plan
In the form of tables, draw up a study plan for each month in

Terms 2, 3 and 4. Include as much detail as needed. (20)

Chapter 7: Study skills Term 2
Unit 1: Study skills

You can learn to improve your study skills and habits if you:
• listen actively
• read in different ways to get and understand different types of information,
e.g. skim, scan, and read for details
• improve your concentration and deal with distractions
• train your memory by, e.g. making summaries, linking ideas, and making up
acronyms and mnemonics
• organise and manage your time effectively.
Unit 2: Study methods

Examples of study methods are:
• take notes
• make mind maps
• select the most important concepts and content
• follow steps to construct or develop an assignment or an essay
• make comparisons: look at similarities and differences.
Unit 3: Critical, creative and problem-solving skills

• Critical thinking means you evaluate and judge ideas. You keep an open mind.
You ask questions about what you are reading, hearing or seeing.
• Creative thinking means you generate, produce or make many new ideas.
You offer new and unusual suggestions and solutions.
• To solve problems, you need to think critically and creatively. There are steps
you can follow to solve problems and find answers.
Unit 4: Process of assessment and annual study plans

• Internal assessment happens inside your school; it can be formal (for marks)
or informal (not for marks).
• External assessment is an examination that is set outside the school.
• An annual study plan is a timetable of study, task and exam dates for a
whole year.

Playground, community and indigenous
games Weeks 1–3: Time: 3 hours
Safety hints Unit 1: Safety for games

• R ules are meant to Have a look at the safety guidelines on page 28 for PE Term 1.
protect you and the
other players. 1.1 Warm up and cool down
• Listen to
instructions. Warm up
• Tackling is not Remember that a warm-up is the routine you use before you start with a high level
allowed. of activity in your Physical Education class, and before you play games and sport. It
• Touch or tag is a helps you to warm up your body to the required temperature and to prepare your
light touch, not a
body for the physical activity to follow. A warm-up:
grabbing action.
• prepares your muscles for the specific physical activity you will do
• Avoid throwing a
ball towards another • warms your muscles and makes them more supple
learner’s face, • reduces the risk of muscle and joint injuries.
breasts or genital
A warm-up consists of gentle exercises that slowly increase in intensity. Examples of
area.
warm-up routines are:
• aerobic activities such as jogging on the spot; this will raise your pulse rate and
make you warmer
• mobility exercises to loosen your joints, such as swinging your arms in circles
• a few stretches briefly at the end of the warm up, to loosen your muscles.
Cool down
Cool-downs are the opposite of warm-ups. They help you to slow and cool down bit
by bit, after exercising. Cooling down helps to:
• slowly get your heart rate and breathing back to resting levels
• prevent you from getting dizzy or fainting. This can happen when you suddenly
stop rigorous or intense physical exercise. The blood gathers in the large
muscles of your legs and is not evenly spread through your body.
• remove the waste products from your muscles. For example, lactic acid builds
up during strong activity. Slow, gentle cool down movements help you to get rid
of the lactic acid.
• reduce stiffness you may feel the next day
• prevent injuries.
Your aim is to slow your heart rate and get your breathing rate back to normal.
You can:
• do low-intensity exercises for five to seven minutes, such as slow jogging, or
walking
• slow down the game you are playing, and do the actions in the last five minutes
very slowly.
116 Chapter 8: Physical Education Term 2: Playground, community and indigenous games

Stretches to help you cool down
Neck joints
1. Rotate or move your neck around in a semi-circle.
2. Touch your ears to your shoulders.
3. Rotate your neck slowly in a clockwise direction five times.
4. Rotate your neck slowly in an anti-clockwise direction five times.
5. Shrug your shoulders up to your ears five times.
Chest stretch
Swing your elbows back to open up your chest.
Shoulder stretch 1
1. Move your arms in front of your body with vertical
swings.
2. You can swing straight up and down.
3. Then swing out to the sides.
Shoulder stretch 2
1. Stretch your right arm across your body.
2. With your left hand, pull your right elbow across your
chest toward your
left shoulder.
3. Hold for 30 seconds.
4. Repeat on other side.
Ribs stretch
1. Stretch your arms in front of you and interlink your fingers.
2. Raise your hands above your head and turn your palms upward.
3. Stretch your rib cage upwards.
4. Hold for 30 seconds.
5. Relax.
1.2 Warm up for games

A warm-up routine should be for between five and ten minutes. The colder it is, the
longer you should warm up. In Term 2, as winter is approaching, you need to warm
up for ten minutes on cold days.
For the games in Term 2, use the warms-ups described in this unit as well as those
described in Term 1 Chapter 4 pages 54 to 55.
• A good way to warm up is to perform the actions of the game you will be playing,
at a very slow pace.
• Most of the games in this term include running; so jogging slowly is a useful way
to warm up.
• Do movements that increase your heart rate and breathing, and increase the
temperature of your muscles. A good warm-up will result in you sweating a little.
Chapter 8: Physical Education Term 2: Playground, community and indigenous games 117

• Start your warm-up by doing low-level aerobic activities such as brisk walking,
jogging on the spot or jogging very slowly for a short distance.
• Pump your arms in the air in large circular movements. This will help you to
warm up the muscles of your upper body.
• Do a few easy catching and kicking exercises, where you catch and kick or bowl
an imaginary ball.
• Move your fingers and hands, toes and feet so you get ready to catch, trap and
kick a ball.
Specific warm-up exercises for games

To help you enjoy warming up, alternate jogging and stretching with the activities
described on the following pages.
Move your name

1. Choose a sport action to go with your name. It has to start with the initial of
your name.
2. Call out your name and the sport while you demonstrate a typical action from
your sport.
3. The rest of the class must then do your action three times, while also calling
out your name and the sport.
4. Each learner gets a turn.
5. The actions must be physical. For example, if you call out:
• Chuma! Cross-country runner! you must run and leap.
• Sindiswa! Swimmer! you must make swimming movements with your arms.
• Keitumetso! Karate! you must stand with
your legs apart in a defensive stance.
• Thabang! Table-tennis champ! you must hit
an imaginary ball as if you have a bat in
your hand.
• Nobuhle! Netball player! you must jump and
throw an imaginary ball up into the air.
• Robert! Rugby! you must run to score a try.
Xolani! Xtra fit
soccer player!

Donkeys fly
This warm-up alerts you to the importance of listening to instructions and also
warms up your arm and leg muscles, as well as your hands and fingers:
1. The learners stand in a semi-circle and the leader stands in the opening of the
semi-circle.
2. The leader shouts out the name of any animal, bird, fish, plant or insect while
flapping her or his arms in a flying movement.
3. When the leader calls out the name of an animal that flies, all the learners must
make very fast flying and flapping movements, using their arms and hands.
4. When the leader calls out an animal that doesn’t fly, the learners should jog on
the spot without moving their arms. For example:
The leader calls out:
Dogs fly! Ostriches fly! Seagulls fly! Dolphins fly! Trees fly! Pigs fly!
Mosquitoes fly! Crocodiles fly! Proteas fly! Snails fly! Bats fly! Donkeys fly!
In this example, only the creatures in bold can fly. So learners must not fly when
any of the other words are called out; they must jog on the spot.
5. The leader always flaps arms and hands, even when what is called out can’t fly.
So learners must listen carefully!
6. Stand with enough space between you and the learner next to you so you can
swing your arms.
7. When a learner flaps arms when the animals can’t fly, the learner has to step
out of the semi-circle, jog around the outside of the semi-circle and then rejoin
the circle.
8. When a learner jogs on the spot when animals can fly, the learner has to step
out and walk around the semi-circle, making flapping movements all the time,
and then return.
9. Learners who don’t make mistakes take turns to be the leader.
Mosquitoes fly!

Unit 2: Games
Time: 3 hours
2.1 Kho-Kho
This is a running game.
Aim of the game

The aim of the game is to get the opposite team out by chasing and touching them.
What you need

• Playing area: a field. Mark out eight small 30 x 30 cm squares in the middle of
the field.
• Put a pole or stick in the ground at one end of the field.
How to play
1. There are two teams with nine players in each team.
2. Give each player a number.
3. One team is the running team (Team 1) and the other is the chasing team
(Team 2).
4. At the start of play, one player from the running team (Team 1) is the
runner (A), and one player from the chasing team (Team 2) is the chaser (B).
5. All the members from Team 1 take up their positions in the eight 30 x 30 cm
squares in the middle of the field.
6. Every alternate player faces in the same direction. For example, all even-
numbered players will face north, and all odd-numbered players will face south.
7. Three players from Team 2 will be in the playing area. The Chaser B from
Team 2 will start the chase. Chaser B will chase the runner A from Team 1.
8. The runner will run away from the chaser alongside his or her team members
positioned in the squares.
9. At any time, the runner may shout Kho! to one of her or his own team members
who is facing in the same direction in which he or she is running.
10. The runner A will change places with the player he or she called out to, and
that player will take up the running (being chased by B). The runner A may
move in any direction, but must stay inside the playing area.
11. When the chaser wants to chase a runner on the other side of the middle line,
then she or he must first run up to the pole at the end of the field in order to
change direction.
The runner A is out when:

• she or he is touched by the chaser
• he or she steps outside the playing area
• he or she enters the playing area late.

Rules
• No substitutes are allowed during play, unless a player has been injured.
• Rough tackling is not allowed; players who make tackles on purpose are sent off.
• A chaser is allowed to turn three times in seven minutes.
• The chaser may not cross the centre line unless they have run to the pole at the
end of the field.
• Chasers can change direction only when they reach the pole at the end of
the field.
How to score
• The score-keeper counts the number of catches and the number of fouls
committed by the chasers.
• The fouls are subtracted from the catches to give the score.
Example: Fouls = 5, catches = 23, score = 18
• The team with the most points at the end of the game is the winning team.
Time
• There are two halves of seven minutes each.
• After the first seven minutes of play, there is an interval of two minutes for the
players to change over.
• Three players from Team 1 now become chasers and the players from Team 2
take up their positions in the squares as runners.
2.2 Dibeke
Dibeke is a high-action running ball game that requires fitness and skill.
Aim
The aim is to score the highest number of points by kicking the ball past the
halfway line of the defenders and running to the other side of the pitch.
What you need

• A ball.
• A playing area marked with a halfway line.

How to play
1. Form two teams of 12 learners in each team. You may have six girls and six
boys in each team.
2. Each team must choose a captain.
3. Also choose a score-keeper for each team to count the runs of every player on
the team during the match.
4. One team attacks and one team defends.
5. The attackers must try to kick the ball past the halfway line.
6. The attacker who has kicked the ball must run to the other side of the pitch.
This gives the attacking side one point.
7. The defenders need to try to catch the ball before it reaches the halfway line.
8. If the defenders catch the ball in mid-air when the kicker first kicks it, the
attackers swop roles and so become defenders.
9. The defenders can get rid of the attackers by throwing the ball at them.
10. If the attackers get to the other end of the field without being hit by the ball,
the attackers score a point.
11. If the defenders get rid of all the attackers, the defenders score a point. Then
the teams change around and the attackers become defenders.
2.3 Diketo
Diketo is played with stones, and is a game of co-ordination skill.
Aim
The aim of this game is to collect the most stones.
What you need

• A small hole in the ground. Put about twelve small stones inside the hole.
• Or you can draw a circle on the ground with chalk or a stick. Put the stones in
the circle.

How to play
1. Throw a stone up into the air.
2. Scoop out all the stones from the hole or in the circle, before you catch this
stone.
3. Keep one of the stones and return the others to the hole.
4. Repeat the exercise by throwing a stone in the air and grabbing the other
stones before you catch it.
5. Each time you catch the stone, keep one stone before you return the other
stones to the hole.
6. Play for a few rounds, then let another learner have a turn.
7. The learner who collects the most stones wins.
2.4 Kabaddi
This is a running game.
Aim of game
The aim of kabaddi is to catch the opposing team members while you still have
enough breath.
What you need

• Small playing area such as a courtyard.
• Draw a line in the middle so each team stands on opposite sides of the line.
How to play
1. There are two teams with twelve players in each team. Seven players from each
team are on the courtyard at a time.
2. Five players from each team are off the courtyard, in reserve.
3. A team member takes a deep breath and then crosses the line, chanting kabaddi
kabaddi all the time.
4. This learner has to catch or touch the members of the opposing team without
becoming breathless.
The side that has scored the highest number of points when the play ends is the
winning team. Each side scores one point for every opponent caught or touched.

2.5 Drie stokkies
This is a running and jumping game.
Aim of game
The aim of this game is to run and jump over sticks.
What you need

• Three sticks.
• An open piece of ground or a field.
How to play
1. Lay three sticks on the ground a metre apart from each other.
2. Learners run and leap over each stick three times.
3. Once all the learners have leapt over the first three sticks, the last learner
makes the sticks further apart. The sticks must be an equal distance from
each other.
4. Learners do another round of running and leaping.
5. Continue, each time moving the sticks further apart.
6. The winner is the learner who can leap the furthest.
2.6 Blikkies
This is a game of skill where you throw a ball at tins.
Aim of the game

The aim of Blikkies is to score points for your team by hitting tins with a ball.

What you need
• Three tins. Put the tins on top of each other.
• A ball or a round stone.
• A stick to draw in the sand or a piece of chalk.
How to play
1. Divide into two teams.
2. A learner from one of the teams must try to knock the tins over with a ball
or stone.
3. The learner gets three tries. If the learner is unsuccessful, then a member of
the other team gets a chance.
4. If the ball hits the tins, the learner who threw the ball:
• must run to the tins
• put the tins back on top of each other again
• draw a square around the tins with a stick or chalk
• shout Blikkies!
• hop over the tins three times.
5. Each time you hit the tins with the ball, your team scores one point.
6. The first team to get 21 points, or the most points by a specified time, wins.
Assessment in PE
• Remember: you get a mark for each PE period in which you actively
participate.
once during weeks 1-3 and once during weeks 4–7.
• You will get a mark out of 5 for each movement assessment session.

Chapter 9: Social and environmental
responsibility Term 2 Weeks 4–7
Unit 1: Unit 1: Harmful social and environmental

Key questions effects
1. What is
Time: 1 hour
environmental
justice? Poverty is an injustice; so to stop poverty is an act of justice. To overcome poverty
2. What is social is a basic human right.
justice?
3. How does
1.1 Social and environmental justice
environmental and Poverty leads to a lack of freedom; it leads to environmental and social injustice. If
social injustice you lack freedom, you don’t have choices. For example, while you live in poverty:
harm personal and • you cannot choose to live in a nice house with a beautiful view, fresh air, lots of
community health? trees in the garden, and have running water and electricity.
• you probably live in a small place with no running water, garden or electricity
• you may have to live near a rubbish dump or a factory that spills toxic
Key words
(poisonous) fumes into the air
poverty – being poor; • because you are poor, you can’t get out of this situation.
having little money or few
possessions; not having Environmental justice means putting right the situation of environmental injustice.
enough money for the
Environmental injustice happens when:
basic things that people
need to live properly • people with fewer choices, such as the poor and disadvantaged, suffer the most
environmental justice – from pollution, from work that is dangerous to their health and from not having
the right to a safe,
healthy, productive and access to resources
sustainable environment • there is resource depletion, which is, for example, the loss and lessening of
social justice – redressing fishing stock, trees and firewood
the situation whereby
people with fewer • poor people also have unequal access to basic resources such as water and
choices (the poor energy, such as electricity.
and disadvantaged)
often suffer most from Social justice means putting right the situation of social injustice. Social injustice
discrimination (e.g. race,
religion, gender, culture, happens when:
ability, age) and a lack • people with fewer choices, such as the poor and disadvantaged, suffer the most
of acknowledgement of
from discrimination based on, for example, ability, age, culture, gender, race and
their human rights and
access to services (e.g. religious beliefs
health, educational) and
• people with fewer choices lack acknowledgement of their human rights and
infrastructure (e.g. water,
energy, housing) access to services such as health services, a good education, and housing.
Both environmental and social justice mean stopping people with fewer choices
from being exploited and disadvantaged. To be exploited means to be taken
advantage of and to be oppressed.
To put something right means to redress a situation. For example, redress means
making up for the evils of the apartheid regime, where people were exploited and
discriminated against. Many people in our country are poor because of the legacy
of apartheid. All of us, as proud South African citizens, need to work together to
redress past injustices.
126 Chapter 9: Social and environmental responsibility Term 2

Our Constitution (see pages 68 to 70) says that everyone has the right to:
• an environment that is not harmful to their health and well-being
• security, which means freedom from poverty or need such as hunger, thirst and
shelter; it also means to be protected
• safety, which is to be safe and out of harm’s way; it is freedom from danger, risk,
harm or injury.
Activity 1: Analyse quote
Look at this quote:

‘Overcoming poverty is not a gesture of charity. It is an act of justice. Ms Maria Sikhosana in
It is the protection of a fundamental human right, the right to dignity Refilwe, near Kungwini, next
and a decent life. While poverty persists, there is no true freedom.’ to a burning rubbish dump.
Nelson Mandela The fumes from the dump
1. What does Nelson Mandela mean when he says: Overcoming poverty is harm the health of residents
not a gesture of charity? (5) of Refilwe.
2. Which fundamental human rights does Nelson Mandela refer to? (2)
3. What does this statement mean: While poverty exists, there is no true
freedom? (5)
4. Explain in your own words the meaning of environmental and social
justice. Give an example of each. (6)
5. Give an example of an environment that is not harmful to your health
and well-being. (2)
1.2 Crime and violence

Crime has the harmful effect of making people angry, fearful, distrustful and sad. Physical harm and scarring
due to violence: Bibi Aisha, a
When people lose their lives or possessions to crime, it affects them and those
young Afghan teenager, whose
around them in a bad way.
husband cut off her ears and
Violence causes people to die or be injured. This means family and loved ones nose when she wanted to
suffer. The economy also suffers because so many people who contribute to leave him due to his abuse.
building our country die too young, and too soon, or are seriously injured and
cannot work.
Crime and violence are violations of our Constitution and the Bill of Rights, which
state that everyone has the right to feel safe/safety. Crime and violence lead to:
• depression or sadness
• fear, anxiety and worry
• heart attacks
• obesity due to overeating or comfort eating
• loneliness due to staying away from others
• physical injury, permanent body disfigurement or scarring.
Violence can lead to
Crime and violence can also lead to post-traumatic stress disorder. This disorder
permanent harm. Andrew
develops after a harmful event, for example an attack, hijacking, mugging or
Merryweather is paralysed
assault. Sufferers experience lack of sleep, flashbacks or remembering the harmful and in a wheelchair after
event, worry, bad dreams, loneliness, lack of trust, forgetfulness, and a lack of being attacked by Grade 12
concentration or the ability to pay attention. learners.
Chapter 9: Social and environmental responsibility Term 2 127

Case study:
Mr Sibisi is the victim of a murder The Sibisi family was so sad. They missed their
Mr Sibisi had a wife and three teenage children. good husband, father and uncle so very much.
He was also looking after his brother’s five young Life was never the same for this family again.
children. His elderly parents lived with him as well. They lost their home, as they could not pay the
He worked hard so that his family could have a bond. They had no money. The children could
good life and future. not go further than Grade 9; they had to go to
One evening, at the end of the month, when many work. All Mr Sibisi’s dreams for his children died
people get paid, three Grade 10 learners decided that day in the street.
they needed to steal money for drugs. They waited Two of his sons become drug dealers and his
around at the taxi rank. They saw Mr Sibisi and daughter fell pregnant. Social services took
followed him. Just before he got home, the youths the other children away and put them in an
stabbed him, and stole his wallet and his cellphone. orphanage. Soon after the murder, the elderly
They ran away, leaving Mr Sibisi to bleed to death. parents died from the shock of losing their son.
The whole family fell apart.
Activity 2: Analyse the effects of crime and violence
Discuss the case study above with a partner before you give your own
written answers.
1. Why did the learners stab Mr Sibisi? (2)
2. What effect did Mr Sibisi’s murder have on his family?
Draw a diagram or flow chart to show the effect. (10)
3. What advice can you give the learners who stabbed Mr Sibisi? (3)
4. Describe five negative effects of crime. (5)
Youth violence statistics
Graph 1: Youth who had considered committing crime
For half of the youth (50.2%) in this graph, thinking about committing a crime was not the
only thing they did. They admitted they had already committed criminal offences.
(Source: Pelser E. Learning to be lost: youth crime in South Africa. HSRC Youth Policy Initiative)

Graph 2: Percentage of high school learners who carried a weapon
Graph 3: Percentage of high school learners who engaged in violence
(Adapted from Youth Risk Behaviour Survey, MRC, 2010)
Activity 3: Analyse graphs
Carefully look at the three graphs before you answer the questions.
1. What does it mean to consider committing a crime? (2)
2. How many of the youth who considered committing a crime actually
did commit a crime? (1)
3. Which age group shows the highest percentage of youth thinking
about committing a crime? (1)
4. What is the percentage of learners who carried a gun? (1)
5. What percentage of learners reported violence-related behaviours? (1)
6. Which violence-related behaviour had learners experienced the most? (2)
7. How many learners were injured in physical fights? (2)
8. Critically evaluate the risks if learners carry weapons. (4)
9. Examine five harmful effects of violence. (10)

Corruption is crime
Corruption is a serious crime. It means taking a bribe, or being dishonest for the
sake of money. Corruption is fraud. You are corrupt when you use a position of
responsibility or trust for dishonest gain.
Case study:
Fake birth cards sold for grants
A Home Affairs official appeared in the magistrate’s court on fraud charges, police said. She was arrested
in connection with the sale of fake birth certificates to women seeking fraudulent or false grants. She was
working as a clerk at the time of the arrest.
(Adapted from http://www.sowetanlive.co.za/news/2011/02/17/fake-birth-cards-sold-for-grants)
Corruption is a serious crime.
Activity 4: Oppose corruption
Read the case study before you answer these questions.

1. What is the meaning of fraud? (2)
2. Explain why the clerk was corrupt. (2)
3. What crime did the women who wanted to buy fake birth
certificates commit? (2)
4. Explain how the clerk committed a double crime. (4)
5. Critically evaluate the effects of corruption on the community. (5)

Resources: Take responsible action: do something
about crime and violence
If everybody takes responsible action, crime and violence will happen less.
e
What to do about crim Sta y aw ay fro m fri en ds who may want you
to join in crime.
n’t do crime.
• Say NO! to crime. Do me.
ly if you say NO! to cri is is a national number.
You can stop crime on rea tening emergencies. Th
1011 1 to rep or t life -th
• Phone the police on to give your name.
a go od wa y to sto p crime. You do not have
is
• Report crime. This t a crime: 08600 10 11
1.
Na tio na l Cr ime Stop line to repor information.
• Ca ll th e
ne .co .za an d se e ww w.saps.gov.za for more
w.crimeli
• Report crime on ww
t crime.
• SMS 32211 to repor
What to do about crim
e such
as corr uption and frau
• Never do corruption
. Be honest and avoid d
• Report corruption fraud. Report corrupt
on the anti-corruption ion.
• Report the illegal us hotline 0800 701 701.
e of ID documents to
• Report grant fraud 0800 701 701.
to 0800 601 011.
• Report housing fra
ud to 0800 204401.
• Or report on: www.p
ublicservicecorruption
hotline.org.za
What to do about violence
• Stay away from violent acts. Nev
er act in a violent way; don’t hur
• Report all forms of violence. t other people.
• Report child abuse: 0800 05 55 55.
• Report human trafficking: 0800 555
999.
• Stop women abuse: 0800 150 150
.
• Police line: 0800 205 026.
• Report child abuse to National Pol
ice Child Protection: Head Office
012 320 3625 and 082 809 2112.
bout sub stance abused violence.

What to do a ab u se ; th is leads to cr
ime an
stan ce
• Avoid sub using substan
ces.
if yo u ar e ab
• Get help e
abuse helplin S 32312.
• Substance m b er : 08 00 121 314 SM
line n u
Toll-free help 2
l: 61 322 32
08
• LifeLine Te ours a day.
e free , al l la nguages, 24 h e_Abuse/
Calls ar dd ic ti on s_ and_Substanc
ng/A
• Also see: and_Well-bei
za/direc tory/Health_
outhafrica.co.
http://www.s a reatment.htm
tp :// w w w.d rugaware.co.z bu se _a dd ic tion_rehab_t
ht ental/drug_a
elpguide.org/m (0861 helpaa
)
http://www.h l:0861 435 722
Anonymous Te
• Alcoholics groups and co
unselling
lic s su p p o rt
Alcoho 666
Tel: 0861 252 oholics
• AL-ANON n d s an d family of Alc
Support grou
p fo r fr ie 3 900 69 62
-h o u r h el p line: Tel: 08 g problems
arco ti cs A n onymou s 24
fo r ad d ic ts and other dru
• N unselling ependence
ort group, Co m and Drug D
Helpline Supp ouncil o n A lc o h o lis
an National C
• South Afric
NCA
Tel: 0861 4 SA

1.3 HIV and AIDS
HIV and AIDS involve all of us. We can be infected or affected.
• We can be infected with the virus called HIV. If we have HIV, our immune systems
are weak. Then it is easy to get other infections. These are called opportunistic
infections. Sexually transmitted infections (STIs), pneumonia and TB are
examples of opportunistic infections.
• We can be affected because of how HIV harms the people we love, live with
and work with. Nobody can stand up and say, ‘This is not my problem’. It is
everybody’s problem.
Reminder
• HIV is transmitted through bodily fluids, such as semen, vaginal excretions
and blood. Unprotected sexual intercourse, that is, having sex without using a
condom correctly, is the most common way of being infected with HIV.
• Treatment for HIV and AIDS varies depending on the health of the HIV-positive
person, or on the progression of AIDS. You can live a long and reasonably
healthy life if you look after yourself.
• Antiretrovirals (ARVs) do not cure HIV and AIDS. However, they do help you
cope with the disease. You need to start taking ARVs when your CD4 count is
200 or less.
• People who disclose their HIV status need care, understanding, respect and
support. They do not deserve criticism or rejection.
• Never discriminate against people living with HIV and AIDS.
• Remember! You cannot get HIV by kissing, hugging, sharing food, holding hands,
sharing a desk, living in the same house with or going to the same school as a
person living with HIV and AIDS.
• Regularly go for HIV counselling and testing (HCT); know your status and take
action.
HIV and AIDS affect us all.

Activity 5: How great is your HIV risk?
Answer these questions with a ‘Yes’ or a ‘No’. Be truthful!
Do you: Yes or No
1. say you do not need to know the facts about HIV and AIDS; this is not
your problem?
2. believe that you will never get HIV and AIDS, no matter what you do?
3. keep quiet about HIV and AIDS; you don’t talk about it?
4. have many sexual partners?
5. think ARVs will cure you?
6. refuse to consider one day using a condom?
7. refuse to talk to your partner about going for an HIV test?
8. refuse to go for an HIV test; you would rather not know?
9. believe that by the time you get HIV, there will be a quick cure?
10. believe that there really is no such a thing as HIV and AIDS?
11. forget to cover your hands with gloves or plastic bags when touching
others’ blood?
12. think that taking drugs or alcohol has nothing to do with HIV and AIDS?
If you answered ‘Yes’ to any, or some, or all of the above statements, you are in
a high-risk group to get HIV. Decide what it is you need to do to lower your risk
of getting HIV. Take action now, before it is too late.
If you answered ‘No’ to ALL of the above, you are responsible and seem to be
taking good care of yourself. Speak to your friends and people you know who
are not as responsible as you are, to help them live a less-risky lifestyle.
What can you do?

• Prevent HIV by abstaining from sexual
intercourse.
• Prevent HIV by using condoms
correctly; and have sex only when both
partners have discussed their readiness
for entering into a mature, faithful, one-
partner-at-a-time, long-term and loving
relationship.
• Never force another person to have sex
against his or her will or without his or
her consent.
• Go for an HIV test every six months if
you are sexually active.
• Inform yourself of the facts of HIV.
Stop the spread of HIV and AIDS.

Unit 2: Unit 2: Social issues and their harmful effects
1. What are the
harmful effects of 2.1 Poverty
poverty? Poverty means you are too poor to pay for your basic needs. It affects how your
2. What is meant by basic needs are met. People who are poor don’t have enough money to take care of
food security? their health, to buy enough food for their families or to live in comfortable houses.
3. What are the Poverty is closely linked to:
harmful effects of • poor health
the lack of basic • lack of food
resources and • lack of basic resources and services
services?
• lack of access to a healthy and safe environment
• fewer educational opportunities.
Key words Lack of housing

Poverty leads to people not having access to basic resources such as housing.
food security – everybody
has access to enough safe, In South Africa, 2 037 million households still live in shacks. This is 14% of all
healthy and nutritious food households. Despite the progress in the provision of houses, the quality of housing
to meet their dietary needs
and preferences remains a major challenge: 31% of households have houses that have between one
basic services – electricity, and three rooms, and 11,5% of households live in a room or shack on someone
water, sanitation and else’s property.
refuse removal; these
services are provided by (Adapted from General household survey 2012, revised 4 October 2013, Statistics South Africa)
municipalities
basic health services – Unemployment
these services include: Not having work is one of the main causes of poverty. Unemployment affects all age
immunisation, mother
and child care services, groups.
antenatal and postnatal
care including family The majority of jobless young people live in poor households where older family
planning, sexually members are also likely to be unemployed. Almost half of South Africans – 45% –
transmitted disease
live in households that spend less than R1 800 a month. 47% of households get their
care, treatment of minor
ailments, mental health, income from pensions and grants, in other words not from wages or salaries.
school health, treatment (Adapted from General household survey 2012, revised 4 October 2013, Statistics South Africa)
of chronic diseases
(e.g. hypertension and
diabetes), treatment of
communicable diseases
(e.g. tuberculosis and HIV/
AIDS), oral health, and
the provision of essential
drugs
‘Poverty is the worst

form of violence.’
Mahatma Gandhi
The areas in the lighter grey show which countries have the poorest people in the world.
FOLO_Gr10_LB.indb 134 2013/12/12 4:40 PM

These are the poorest countries in the world according to the International
Monetary Fund, 2010:
Ethiopia Afghanistan Mozambique Madagascar
Malawi Togo Sierra Leone Central African Republic
Niger Eritrea Burundi Liberia
Zimbabwe Democratic Republic of the Congo
(http://www.actionforourplanet.com/#/top-ten-poorest-countries/4547138651)
Activity 6: Determine global poverty
Look at the map of the world on page 134.

1. On which continents are most of the poorest countries? (2)
2. Name one country in each of these continents that is not listed among
the poorest countries in the world. (3)
3. What harmful effects of poverty do you think the people in the poorest
counties will suffer? List five. (5)
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 look after your
financial needs. Keep studying; never give up.
Use the poverty easing programmes and grants that are available. Apply for a social
grant if you qualify. Grants include pensions, child support grants, disability grants,
old-age grants and war veterans’ grants.
Activity 7: Explain the harmful effects of poverty
Scenario:
Poisoned fruit kills dump children eaten by a four young children. The fruit had
Across the world, millions of people survive by been exposed to extremely poisonous chemicals
making what use they can of the tons of rubbish that could not be seen. Every one of the
sent to rubbish dumps every day. Those who children died within a day of eating the fruit.
live and ‘work’ at a local dump do their best Grief-stricken family members say that this
to be there for the earliest truck arrivals, to get has happened because ‘no-one cares about
the choicest pickings of discarded food, clothes, the poor’. They claim that industries continue
bottles and plastic – anything they can use or sell. to send poisonous waste to the dump,
Tragically, while the dump is their source of living, although they know that people live off the
it has also become a source of illness and death. A dump, and that regulations on what can be
tempting pile of fairly fresh fruit was found and dumped are not enforced.
Read the scenario before you give written answers to these questions.
1. Why did the children die? (2)
2. Explain how these deaths are an example of the harmful effects
of poverty. (4)
3. Identify environmental and social injustices in the case study. (4)
FOLO_Gr10_LB.indb 135 2013/12/12 4:40 PM

Resources: Take action on social issues
Thusong
The best starting point is to use your Thusong centre. These are one-stop
community places where our government offers services and information about
government programmes in your area. Services on offer include:
community banking computer training food-growing programmes
health information Identity Documents Internet use
library facilities pensions unemployment office
• Call 1020 (a free call from a landline) to find out where your closest Thusong
centre is, or go to www.thusong.gov.za
• You can ask your Thusong centre to help you to apply for a grant. For enquiries
about grants call 0800 601 011.
Department of NQF and Career Department of

Labour Advice Helpline Human Settlement
Advice on employment Telephone 086 0111 673 0800 1 HOUSE
and learnerships. email address: help@nqf. Toll free 0800 146 873
Telephone 012 309 4000 org.za Pretoria 012 421 1311
Postal Address: Private www.dhs.gov.za
Bag X117, Pretoria, 0001 Land rights 0800 007 095
IDASA
PO Box 56950, Arcadia, 0007
Tel: 012 392 0500
IDASA is an organisation that strengthens democracy by encouraging people to

participate. It also aims to protect democratic institutions and to promote social
justice. IDASA runs Local Government Centres that aim to strengthen municipalities
to create good local governance and service delivery.
Presidential Hotline
If all your efforts to get help lead nowhere, as your last option call the
Presidential Hotline on 17737.
Respect helplines
Always respect helplines, SMS numbers and free call numbers. People in urgent
need of help use these numbers. The people answering calls are very busy and are
either public service workers or volunteers. Never misuse these lines to make joke
calls or to abuse the people working there; they are there to help you and others.
So:
• Only use these numbers if you need help or information.
• Know it is a crime to abuse emergency call lines.

2.2 Food security and production
When people are poor, they do not have enough money to buy food. This means
they go hungry. While South Africa may be food secure as a country, large numbers
of households within the country are food insecure.
Food security means that everybody has access to enough safe, healthy and
nutritious food to meet their dietary needs and preferences. This will ensure that
they are able to lead active and healthy lives.
Floods, droughts and fires have bad effects on food

production and food crops. Many crops are destroyed.
When this happens, there is not enough food. Food prices
also then get too high. This makes it even more difficult for
poor people to buy food.
Food insecurity leads to undernourishment. This happens

when you don’t get enough of the nutrients you need to
grow properly and stay healthy.
Malnutrition is the condition that develops when you do

not get the right amount of vitamins, minerals and other
nutrients you need for healthy tissues and organ function.
Global hunger
All over the world there are people who do not have enough food to eat:
• 925 million people do not have enough to eat; these are more people than the
populations of the USA, Canada and the European Union.
• 98% of the world’s hungry live in developing countries.
• Asia and the Pacific region are home to over half the world’s population and
nearly two-thirds of the world’s hungry people.
• About 1% of children in the United States suffer from chronic malnutrition, in
comparison to 50% of children in Southeast Asia.
• About two-thirds of all the malnourished children in the world are in Asia, with
another one quarter in Africa.
• In South Africa, 2.2 million households are regarded as food insecure and
vulnerable.
Undernourishment by region (millions)
(Source: FAO news release, 14 September 2010)

Skills focus
What you can do about food security
• Plant food at school in a food garden, or at home, even if the space is
small.
• Plant different things so you are sure of having at least one kind of
vegetable or fruit for every season.
• Join your school feeding scheme so that you get a good meal once a day.
Maize and vegetable production

In some villages in the Eastern Cape and Free State province, levels of food
security have increased because people have planted maize and vegetables
in their backyard gardens at home. They have increased their crops by
channeling rainwater that they have stored. This is known as in-field
rainwater harvesting (IRWH).
(Source: http://www.genderlinks.org.za/article/gendered-dimensions-of-food-security-in-
south-africa-a-literature-review-2011-02-01)
Activity 8: Food insecurity
1. Look at the graph on page 137. How many people in developed countries
are undernourished compared to people in Asia and the South Pacific? (4)
2. How many people are undernourished in sub-Saharan Africa? (2)
3. Why is there more food insecurity in some parts of the world than
in others? Give five suggestions. (5)
4. Look at the photo of the hungry child. How do you feel when you look
at this photo? (4)
5. How do you think the lack of food will affect children? (5)
6. Describe the benefits of maize and vegetable production in backyard
gardens. (5)
2.3 Unequal access to basic resources and services

Lack of water
Many people living in impoverished areas in South Africa do not have the same
access to water that other South Africans have.
• Some people have little access to water; others have to fetch water in rivers or
from boreholes, while some have to share one tap with many other people.
• When one tap is shared by many people and used for drinking water and
washing at the same time, water can get polluted.
• Free basic water is a basic amount of 6 kl (6 000 l) of water per month per
household, provided by local municipalities.
• The amount of free water depends on the municipality in your area. If you use
more than the free supply, you have to pay for the extra water.

South Africa is serious about water
We are a water-scarce country. Our water will include desalination, which is taking the salt
resources are limited. There is a danger that areas out of seawater, and increasing sewage recycling.
of our country will run out of water in the next Mining and industry will have to recycle the water
few years. they use.
South Africa is starting programmes to (Adapted from www.southafrica.info/about/sustainable/
conserve and expand its water sources. These water-240609.htm)
Skills focus
What you can do to save water
• Shower quickly instead of bathing.
• Never leave a tap running while you brush your teeth.
• Always close all taps after use.
• Fix leaking taps immediately.
• Volunteer to run water-wise programmes at school and in the
community.
• Petition local municipalities to provide access to clean water for all.
• Share water with people who don’t have any water.
Water is a limited resource in South Africa.
Activity 9: Promote equal access to water
Write down your answers to the following questions.

1. What will happen if there is not enough water in South Africa? (2)
2. Discuss the impact on people of unequal access to water. (5)
3. Suggest what government can do to provide equal access to water
for all. (4)
4. Give advice: what should each person do to save water? (6)
FOLO_Gr10_LB.indb 139 2013/12/12 4:40 PM

Health services
South Africa’s health system is trying to help all its citizens. The main focus of the
Department of Health is basic primary health care, which is free of charge or costs
very little. However, specialised health services are usually available only to those
who have the money to pay.
Provinces with fewer resources and more poor people are not able to provide for
all the health needs of the people living there. For example, Limpopo, Mpumalanga,
Free State and the Eastern Cape have less well-resourced health facilities than
Gauteng and the Western Cape.
Case study:
No money for medicines But Tintswalo Hospital had no high blood pressure
Mrs Nellie Makwakwa drops a tissue as her medicine. So Nellie travelled the sixty kilometres
eyes fill with tears. It is the thought of dying and back to her local clinic, Hluvukani. The clinic said
leaving her children without care that frightens they didn’t have the pills either.
her. And she’s been told that she will have a Mr Peps Ndlovu is a big man in his sixties who
stroke if her blood pressure doesn’t come down. also has high blood pressure. He struggles with
The doctor at Tintswalo Hospital in Acornhoek heart failure and asthma. He came to the clinic
in northern Mpumalanga told Nellie that her for an inhaler. The clinic was out of inhalers. He
condition is life-threatening. Her chances of couldn’t get blood pressure medication or aspirin
having a stroke, heart attack and kidney problems either. They were all out of stock. The clinic was
are great. And she’s only in her 30s. The doctor also out of most antibiotics, painkillers, anti-
prescribed a drug called hydrochlorothiazide. By inflammatories, anti-histamines, vitamins and iron
taking the prescribed dosage, Nellie can lead a and other essential supplements for people living
normal life. with HIV.
(Adapted from article by A. Lombard, in City Press 14 February 2010. http://www.tac.org.za/community/CityPressStories)
Activity 10: Discuss the impact of unequal health services
Read the case study before you write down the answers.
1. Why was Mrs Nellie Makwakwa crying? (2)
2. How could her death affect her children? (4)
3. What was Tintswalo Hospital unable to give Mrs Nellie Makwakwa? (2)
4. What did Mr Peps Ndlovu need from the clinic? (2)
5. How do you think Mrs Nellie Makwakwa and Mr Peps Ndlovu felt
Waiting at a clinic.
when they could not get medicine? (4)
6. Describe five harmful effects of below-standard health care on
impoverished people. (10)
7. Critically evaluate how access to unequal health services is an example
of social injustice. (6)

Resources: Take action on health issues
Health helplines
• AIDS Helpline: 0800 012 322
• Thetha Junction, sexual health information: 0800 121 900
• Children’s Cancer Helpline: 0800 333 0555
• National Health Ethics Line: 0800 20 14 144 14
• Mental Health Information Line: 0800 567 567
• loveLife Sexual Health Line: 0800 121 900
Department of Health clinics

Primary health-care services include:
• treatment of minor ailments
• family planning, contraception, condoms
• tuberculosis (TB)
• chronic illnesses
• immunisation
• HIV Counselling and Testing (HCT).
Activity 11: Find the right help
Look at the scenarios in the table below. Write down the number of each
scenario. Next to each number write down the organisation or helpline
where you can get help. Look at the Resources and page 136 in this Unit to
help you. (10)
Problem scenario Where to

get help
1. Norman has HIV and needs information.
2. Richard has to look after his brothers and sisters; they often go
without food.
3. Takalani does not have access to water.
4. Nomsa and her family do not have a place to stay.
5. Jane is in Grade 10. She thinks she may be HIV-positive.
6. Vusi saw a crime being committed, but he is scared to report it.
7. Mary is struggling to find money to buy food.
8. Andy was sent away from the clinic; the nurses said they could not
help him to cope with his TB.
9. Rob has been unemployed for a long time; he wants to work.
10. Nolana’s family have been on the waiting list for a house for many
years; however, other people who recently arrived got houses.

Unit 3: Unit 3: Social, constructive and critical
Key questions thinking skills
1. What are social,
Time: 1 hour
constructive and
critical thinking 3.1 Social, constructive and critical thinking skills for
skills?
participation in civic life
2. How do these skills
You need to develop your thinking skills so that you can join in and take action in
help you to take
part in community your community. Useful kinds of thinking skills are explained below.
life? Social thinking skills are the skills that will enable you to see a need or a problem
3. What are your social and want to do something about it. Social thinking skills help you to consider the
responsibilities? viewpoints and feelings of others.
Constructive thinking skills are skills that let you think in helpful ways. Instead of
allowing yourself to react with too much emotion to the events that occur in your
Key words life, you interpret or understand the events calmly and logically.
social thinking skills – • The way you understand events will have an effect on the way you feel and think
skills that enable you to about them.
consider the views of
others, to understand • It is important that you are able to see events with a clear view. Then you will
how to behave in society, have good judgement.
and to express care and
concern towards others • You think in an optimistic way; you see the positive side.
constructive – helpful A constructive thinker:
• thinks carefully, without coming to false
conclusions
• understands that failure is an opportunity
to learn
• never feels that failure makes you less of a
worthy person
• welcomes challenges with optimism, and
without fear
• finds ways to look at the positive side, even
Do you see the glass as half
when there are problems full or half empty? If you are a
• thinks productively; does not waste time constructive thinker, you will
feeling bad and not taking action. see the glass as being half full.
Constructive thinking in the street

You are walking down the street, eating an orange. Suddenly a small child runs up
and grabs the orange from you! What do you do? Do you:
• react with anger, and try to catch the child to beat her up?
• feel cross and angry for the rest of the day?
• think that life is bad and crime is out of control?
• worry the rest of the day about the event?
The above are not examples of constructive thinking.

Or, do you:
• try to think calmly about the meaning of the event?
• understand that possibly the child has not had anything to eat the whole day?
• think that the child is hungry; there is a reason for this action?
• ask what the poverty and food security situation is in this area?
• wonder what you can you do about the situation to help?
• find the child and ask how you can help, while explaining it is better to ask than
to steal?
These are examples of constructive thinking.
Logical thinking
To think logically is to reason clearly and correctly. You:
• carefully and calmly analyse the problem until you understand it
• draw up an action plan to solve the problem
• try out the plan
• assess the results of the plan; you find out how good or bad your plan was.
Critical thinking skills

Critical thinking can help you get knowledge, and strengthen your arguments.
You can use critical thinking to improve social problems.

Critical thinking is:
• your ability to think through situations carefully
• comparing the advantages and disadvantages of various solutions to a problem
• thinking clearly, logically and sensibly
• thinking in reasonable ways
• not being argumentative or critical of other people.
Activity 12: Use your thinking skills
1. There is a lot of poverty in your area. Suggest five practical ways of

reducing poverty. (10)
2. There are no recreational facilities for youth in your area. This sometimes
leads to teenagers being bored and using drugs, and fighting with each
other. Suggest five ways of getting recreational facilities in your area. (10)
3.2 Informed decisions on social responsibilities

If you make informed decisions, you find out as much information you can about
your choices. You consider different opinions and possibilities.
Skills focus
How to make informed decisions
Use a decision tree to help you decide on what actions to take. A decision
tree is a diagram you make to help you choose the best action to take.
A decision tree:
• represents each choice with a branch
• allows you to have more than one branch to represent different choices.
less crime more crime
criminals are stopped crime gets worse
What happens? What happens?
Report crime Don’t report crime
To report crime
or not?
A decision tree Khama made to help him decide what action to take about reporting
crime in his area.

Skills focus
How to take action
It is every person’s duty or responsibility to become involved in
community and public life. We all need to help to ensure that all people
have their social and environmental rights.
• Social responsibility means to do something to help; it is to volunteer,
lend a hand or do your best to promote community health and well-
being.
• Social responsibilities include having the knowledge and skills to make
informed decisions and take correct action.
• Take action to deal with social issues.
• Decide how you can help.
• Know where to get help.
• Know where to report problems.
Example of a young person who took action

A young man was worried about poor service delivery in his impoverished town,
Umzimkhulu. So he decided to do something. He sent President Zuma a message via
his Facebook page. This was very effective because the President spoke about him
in his State of the Nation address. President Zuma said:
‘The yound man wrote on the Presidency Facebook page that his hometown,
Umzimkhulu, is in an appalling condition, with burst sewerage pipes everywhere,
no drainage system and domestic animals that are roaming around town. Indeed,
we agree service delivery should move faster.’
Activity 13: What is your attitude towards taking action?
1. Answer these questions with a ‘Yes’ or ‘No’; be truthful.
Do you: Yes or No
a) know about any social problems in your community or area?

b) think that people must look after themselves; it is not your worry if
they are suffering?
c) feel you need to help; you want to be a volunteer?
d) say that community service is a social worker’s job, not yours?
e) stay away from people who need help?
If you have answered ‘Yes’ to 1, 3, and ‘No’ to 2, 4, 5 you have a good

attitude towards social responsibility. If you answered ‘Yes’ to any of 2, 4,
or 5, and ‘No’ to any of 1 or 3, you need to work hard on improving your
attitude towards social responsibility. (5)
2. Draw up a decision tree to help you decide what to do in this scenario:
You love spending your free time with your friends. However, you have
seen that a local community centre is asking for youth to become
involved in helping homeless people. (10)

Unit 4: Unit 4: Youth and civic organisations
1. What is
youth service 4.1 Be a volunteer
development? Community service, community projects and volunteering are part of our African
2. What are the philosophy of ubuntu. Ubuntu means caring and sharing. Volunteers work together
benefits of with communities to create a better world. This helps to stop poverty, disease, and
volunteerism? the violation of human rights.
3. What contribution
Public or community organisations work towards improving life for everyone. Youth
can you make to
service development and volunteerism are ways to contribute to building a just
address a social
problem? and equal South Africa.
Civic responsibility means:

• that you take actions on social and environmental issues
Key words • that you know that your rights come with responsibilities; that your
opportunities come with duties.
volunteerism – working
on behalf of others Volunteering means to give your time freely for the benefit of others and:
without payment for
your time and services; • get to know yourself • get opportunities to explore career options
performing an act of • learn new skills • add valuable certificates to your CV
kindness; freely giving
of your talent, time and
• broaden your interests • help to build South Africa.
effort • become more confident
civic – relating to
citizenship or being a
citizen Case study:
South African youth service • g
o on to play leadership roles
programme shows positive in community organisations
impacts on youth development • h
ave good prospects of
Findings from a study conducted education and employment
by Volunteer and Service Enquiry • h
ave better chances of
Southern Africa (VOSESA) show that accessing further educational
participants in one of the largest youth opportunities: 17% of the
service programmes in South Africa, groundBREAKER graduates are
loveLife groundBREAKERS: now studying at post-matric
• h
old many positive attitudes level, compared to 10% of
towards volunteering and active young people nationally.
citizenship
(Adapted from http://www.vosesa.org.za/focus/vol3_no3/index.html)

Case study:
Celebrating a vibrant youth • O
ur youth will need to • rural development
voice participate in programmes • poverty alleviation
We celebrate that resounding to promote our culture and
• crime prevention.
voice of young people, which heritage, the Constitution,
refused to be silenced in the the national symbols, and
face of bullets and torture. various other mechanisms
It is appropriate that we that will cement pride in
commemorate Youth Day under being a South African.
the appropriate theme: the • O
ur country needs an active
South African youth have never cadre of young people who
been silent, and have always participate in processes that
been active participants in the contribute towards making
life of this nation. South Africa a better country.
We trust that youth activism I therefore appeal that the youth
will translate to a youth that be part of our programmes
contributes constructively to that are a core part of youth
the national debate, to national development:
service and other patriotic tasks. President Zuma
(Adapted from President Zuma’s keynote address at the 33rd anniversary of the Soweto Student Uprising
on National Youth Day, Katlehong, 16 June 2009)
Activity 14: Analyse case studies
Read the two case studies and then give written answers.
1. How have the volunteers in the groundBREAKERS programme
benefited from their participation? (4)
2. In what programmes is President Zuma asking youth to participate? (3)
3. How can our youth help to promote pride in being South African? (4)
4. How can you contribute to the national debate, to national service
and to other patriotic tasks? (4)
5. Discuss how President Zuma’s powerful speech inspires you to
take civic action. (4)
6. Critically evaluate how volunteerism benefits both society and
the individual. (6)

Civic responsibility example: volunteerism
Children of Fire is a volunteer organisation aimed at helping burn survivors.
You can make hospital visits and help in other ways.
‘One of the secrets of

life is that all that is
really worth doing is
what we do for others.’
Lewis Carroll
Volunteer Jessie reads to burn survivor Feleng at Children of Fire.
Examples of youth and civic organisations

Local Government Youth Offices loveLife groundBREAKERS
Resource Action Group (RAG) South African Youth Council (SAYC)
Youth Development Network (YDN) Southern African Association of Youth Clubs
(SAAYC)
‘The world is a Examples of volunteer programmes

dangerous place, not Big Brothers Big Sisters of South Africa
because of those who Boitshoko Volunteers, Poly Clinic Itsoeseng
do evil, but because of Children of Fire
those who look on, and Vukiyibambe Youth Volunteer Corps
do nothing.’
Abstain & Be Faithful AIDS Group KwaZulu-Natal
Albert Einstein
Gauteng Volunteer Association, Soweto
Phakamani Volunteers Group, Mafahlaneng
Sinethemba Community Clean-up Volunteers Project, Tembalethu
Activity 15: Evaluate a community service project
Visit a youth service project, or a civic organisation or community service,

or find one on the Internet. Use your critical thinking skills to find out:
1. What is the aim of the organisation or project? (2)
2. What contribution does it make? How does it help the community? (4)
3. What are the strengths of the organisation or project? (3)
4. What are the weaknesses; where and how can they improve? (6)

Chapter 9: Social and environmental responsibility
Unit 1: Harmful social and environmental effects

• Poverty leads to a lack of freedom and to environmental and social injustice.
• Environmental injustice happens when poor people suffer the most from
pollution, have to work in dangerous conditions, and do not have access
to resources.
• Social justice is seen when people with fewer choices do not suffer from
discrimination and they have access to services such as health services,
education, electricity, sanitation and housing.
• Crime and violence are violations of our Constitution; they affect everyone in
the country.
• We are all affected by HIV and AIDS because HIV harms the people we love,
work with and live with.
Unit 2: Social issues and their harmful effects

• Poverty leads to people not having access to basic resources such as housing.
• Poverty is mainly caused by unemployment.
• You can help overcome poverty by getting educated, asking for grants, and
making use of government programmes such as Thusong.
• Food security means that everybody has access to enough safe, healthy and
nutritious food to meet their dietary needs and preferences.
• Many people living in poor areas in South Africa do not have the same access to
water and basic health services that other South Africans have.
Unit 3: Social, constructive and critical thinking skills

• You need to develop your social, constructive and critical thinking skills so that
you can join in and take action in your community.
• Social thinking skills help you to consider the viewpoints and feelings of others.
• Constructive thinking skills are the ability to think in helpful, positive and
optimistic ways.
• Critical thinking enables you to think clearly, to compare and to be reasonable.
• Decision trees help you to make decisions and take action after you have
gathered all the necessary information.
Unit 4: Youth and civic organisations

• Community service, projects and volunteering are part of our African philosophy
of ubuntu.
• They help to stop poverty, disease and the violation of human rights.

Playground, indigenous
and community games Weeks 4–7
Safety hints Time: 4 hours
Remember to warm up In this Chapter different playground, community and indigenous games are
at the beginning of each described. Try to play at least four different games in each PE period.
PE lesson, and to cool
down at the end. You
can find warm-up and Unit 1: Games
cool-down activities
on pages 32, 54, 86,
116 and 195 of this 1.1 Capture the flag
Learner’s Book.
Aim of game
• The aim of the game is to capture or take the flag of the opposing team.
• Whoever gets the flag is the winning team.
What you need

• Two flags. If you don’t have flags, tie plastic bags to sticks.
• A large playing area. Each half belongs to a team and is then called their area.
• Put a flag in the ground at the end of each area, i.e. on opposite sides.
How to play
• Divide your class into two teams.
• All learners must try to capture the opposing team’s flag.
• The only way this can happen is by crossing over into the other team’s area and
stealing their flag.
• When you cross into their area you can be captured and put in ‘jail’. You are
captured if an opposing team member can touch you.
• Then you have to stand still, as if you are in

jail. You can be freed only if one of your team
members runs up and touches you.
• No learners can stand to guard their flag; you
all have to be running around trying to touch
opponents so they can be put in jail.
• You are safe in your area; no opponent
can touch you there. However, you are not
allowed to stay in your area for more than a
minute at a time.
• Once you have your opponents’ flag, you
need to run back to your area without being
touched by an opponent.
150 Chapter 10: Physical Education Term 2: Playground, indigenous and community games

1.2 Stuck in the mud
Aim of game
The aim of the game is to be free, not to be stuck in the mud.
What you need

A playing area where you can run.
How to play
• Four learners are on. They are called chasers.
• They have to chase the learners that are not on and try to touch them.
• When the chasers have touched other learners, these learners are then ‘stuck in
the mud’.
• The learners who were touched
must stand with their legs and arms
stretched out; they cannot move.
• The only way to free them is if
another learner, who is not stuck,
goes through the stuck learner’s legs,
or runs under their arms.
• Play for about five minutes, or until
almost everybody is stuck.
• Choose another four chasers and
repeat until everybody has been a
chaser.
1.3 Move the blanket

Aim of game
The aim is to be the first to carry all the learners in your team across the
playing area.
What you need

• Two large blankets.
• A large playing area.
How to play
• Divide your class into two teams.
• Each team stands at opposite ends of the playing area.
• Learners in each team form groups of four.
• Each group has to carry a learner who is lying in a blanket to the opposite end of
the playing field.
• Once the blanket carriers reach the opposite end, they lower the blanket so the
learner can jump off. This learner then runs back to where they started from.
Chapter 10: Physical Education Term 2: Playground, indigenous and community games 151

• Only then can another learner run to the blanket carriers at the opposite end.
Safety hints This runner must then be carried back to the starting side by the same four
Make sure not to drop learners.
the blanket as learners • Then a new group of four learners will carry a new learner to the opposite end.
being carried could get
• Repeat the carrying and running until each learner has had a turn to be carried
hurt.
in a blanket.
• The first team to carry all their members across wins.
1.4 Jump, run and rest

Aim of game
The aim of the game is to run and jump over your teammates faster than the
other team.
What you need

A playing area on which to lie down.
How to play
• Choose a ‘shouter’.
Safety hint • Divide the rest of the class into teams of 11–12 learners per team.
Avoid stepping on any • Each team will work in its own space.
learners. • Get all team members to lie down on the ground, in a circle.
• They must lie on their backs with their feet towards the inside of the circle.
• Have an arm’s-length space between each team member.
• Give each team member a number.
At the shout 1! the first learner from
each circle must jump up as fast as
possible and run around the circle,
jumping quickly over the middle or
tummy of each team member, and
then quickly run and lie down again.
• Then the next learner, number 2, must
jump up and repeat the exercise.
• Repeat until all learners in the team
have had a turn.
• The winning team is the team whose
members finish the sequence first.

1.5 Catch
Aim of game
The aim is to catch other learners.
What you need

A playing area.
How to play
• Choose three learners to be catchers to start the game.
• As a catcher you have to run around and try to catch or touch other learners.
• You are only allowed to touch a learner on the arm, hand, shoulder, leg or ankle.
• Once you have caught a learner, you are no longer a catcher. The learner who
has been caught becomes the catcher.
• The moment you are caught or
touched, put your left hand on the
spot where you have been touched
and keep it there as you run around
trying to catch someone else.
• You can only take your left hand
off the spot once you have touched
someone else.
• Try to make it difficult for the catcher
to run, so aim for ankles, as it is hard
to run while you are holding your
ankle!
1.6 Heads and tails

Aim of game
In this game, the head must catch the tail.
What you need

A playing area.
How to play
• Form groups of six to seven learners.
• Hold each other round the waist so you make
a line.
• The learner at the front is the head and the
learner at the back is the tail.
• The head must try to catch the tail.
• The learners in the middle need to twist and
turn to try and protect the tail. They are not
allowed to let go of each other.
• Swop so each learner gets a turn to be the head.
FOLO_Gr10_LB.indb 153 2013/12/12 4:40 PM

1.7 Wall handball
Aim of game
The aim is to be the first to get 21 points.
What you need

• Use any wall that is not near windows on your school grounds.
• Tennis balls.
• Many learners can play at the same time; play in pairs and then each pair gets a
ball and wall space.
How to play
• Play in pairs.
• Bounce a ball against the wall.
• Hit the ball with your hands or fists, trying to make shots that the other player
won’t be able to return.
• If the ball bounces before it reaches the wall, the point or serve is given to your
opponent.
• A point is awarded to the server if the receiver misses the ball or the ball
bounces before getting to the wall.
• Points can be scored only by the server.
• If the server misses a return during the throw or volley, the opponent becomes
the server.
• A point is scored when the ball hits the ground twice before your opponent can
return it to the back wall.
• If the player returns the ball, but it hits the ground before it hits the back wall, it
is also a point.
• The first player to get 21 points wins.
Practice drills
• Practise wall handball by passing the ball in groups of six.
• Stand ten steps from a wall.
• Throw the ball against the wall and then catch the rebound.
• Increase distance to 15 steps and
then 20 steps from the wall.
• You need to focus. Keep your
eyes on the ball. Move quickly to
reach the speeding ball.
• Work out a good strategy for
setting up shots that your
opponents can’t get to!

1.8 Wheelchair handball
This game is an adaptation of wall handball. It includes learners in wheelchairs or
learners who have difficulty moving around. If you have blind learners in your class,
you can tie bells or bottle caps to the ball so they make a sound.
Aim
Players in a team must pass the ball to each other until the seated goalkeeper
catches the ball. The team to get the highest score in ten minutes wins.
What you need

Put a chair at each end of the playing area.
How to play
• Divide the class into two teams.
• The chairs at each end of the playing area serve as goals.
• A learner from each team sits in a chair to act as goalkeeper.
• Pass the ball to each other until the seated goalkeeper catches the ball.
• Each time the goalkeeper catches the ball, it counts as a point for the team.
• Players cannot go into the goal area. Defensive players need to keep at least 30
cm from attacking players.
• If a player drops the ball, or if it’s batted down from a throw, or if the ball
touches the ground, the opposing team gets the ball.
• Try as many short passes as you can. A team wins a bonus point if ten or more
passes are put together in one go.
1.9 Pass the ball

Aim
The aim is to make ten consecutive passes, one after the other, to teammates
without losing possession of the ball, and to score the most points.
What you need

• A ball.
• A playing area.

How to play
• Try to make ten consecutive passes to teammates without losing possession of
the ball.
• The aim of the team without the ball is to try to catch the ball or cause
opponents to drop the ball or to throw the ball to an opponent.
• For every ten consecutive passes, the team scores a point.
• Body contact is not allowed.
• You may not grab the ball from your opponent’s hands.
• If you drop the ball, it goes to the opposing team.
• You may not run for more than three steps at a time. Then you must pass
the ball.
• The team with the most points after five minutes wins.
1.10 Wall goal

Aim
The aim is to score goals by throwing the ball on the circle on the wall, and be the
first team to score 21 goals.
What you need

A wall on which you can draw a large circle with chalk.
How to play
• Divide the class into two teams. You can have as many players in a team as
you want.
• Each team aims to score a goal by throwing the ball on the circle on the wall.
• Each team tries to stop their opponents from passing and throwing the ball.
• You move the ball forward using short passes.
• You may not take more than three steps while you have the ball.
• The first team to score 21 goals is the winner!

1.11 Relay ball
Aim
The aim of relay ball is to throw the ball to hit the team’s circle and be the team
with the most points after ten minutes, or the team to get 21 goals first.
What you need

• A ball for each team. It can be any kind of ball.
• A wall on which you have drawn large circles two metres apart, with chalk.
Draw a circle for each team.
How to play
• Divide the class into relay teams.
• Each relay team needs one ball.
• One player at a time runs to about 5 m from the wall and throws to hit the chalk
circle on the wall, then collects the ball, and runs back as fast as possible.
• The player then passes the ball to the next teammate, who repeats the action.
Play continues until everyone in the team has had a shot at the target.
• Then start with the first player again, until the time is up.
• For every shot on target, the team gets a point. The team with the most points
after 10 minutes, or the team to get 21 goals first, wins.
1.12 Dodge ball Safety hints

Aim When you play dodge
ball, always use a soft
The aim of dodge ball is to hit other learners with the ball.
ball.
What you need Do not throw the ball
towards the learner’s
A soft ball or a pair of rolled up socks.
face, breast or genital
How to play areas.
• Stand in a circle with one learner in the middle.
• Throw a soft ball at the learner in the middle until you hit him or her.
• The learner that hit the learner in the middle now goes into the middle.

1.13 Get down
Aim
The aim of the game is to see who can catch the ball and stay upright the longest.
What you need

• Playing area.
• Tennis ball or a ball similar to a tennis ball.
How to play
• You can have any number of players, spread around in the playing area.
• Throw the ball from one learner to the next, in no particular order. This means
players need to stay alert to see when the ball is coming their way.
• When a learner drops the ball, the learners say: Get down! The learner then has
to get down on one knee.
• Continue throwing the ball, also to the players on one knee. You can throw and
catch even if you are lying down.
• If the same player drops the ball again, the players say: Get down! This player
must get down on both knees.
• If this player drops the ball again, the player has to get down on one elbow. Next
time this player drops the ball, she or he has to get down on both elbows. Each
time a ball is dropped, the other players will shout: Get down!
• You have to stay in the position you are in to both catch and throw the ball.
• Once most of the players are on both elbows, start the game again.

1.14 Five-a-side soccer
Aim
The aim is like the aim of soccer: to score goals.
What you need

• Playing area. You can play on any size pitch, the smaller the better!
• Ball.
• Use desks, chairs or dustbins as goalposts so that each team has its own area in
which to play.
How to play
• Divide the class into teams of five learners per team.
• Each team must have an area to play in.
• Play according to this routine:
1. All team members need to kick the ball at least once before anyone in the
team can shoot at the goal.
2. For the first ten minutes, allow only one-two touches of the ball. This means
you cannot keep the ball for more than three seconds, or dribble the ball
if it requires more than two kicks. Use only your preferred foot for passing
and receiving.
3. Repeat for another ten minutes, but use only your non-preferred foot for
passing and receiving.
4. For the next ten minutes, you may only shoot at the goal with headers.
5. If your team puts together more than 20 passes, you earn a bonus point.
• The team with the highest score after 30 minutes wins.

1.15 Stick ball
Aim
The aim is to hit the ball with a stick.
What you need

• Use a broom handle or stick.
• A rubber ball.
• Use markers such as rubbish bins, walls, old tyres, large stones or tree stumps
to mark out your play area on the school ground.
How to play
• Throw the ball up with one hand and hold the bat with the other.
• Let the ball bounce once, giving you enough time to shift into a batting stance
and to put both hands on the bat.
• Hit the ball as hard as you can as it reaches its highest point after it bounces.
1.16 Wallcricket
Aim
The aim is to hit the circle on the wall. The player who gets the most hits wins.
What you need

• Use a broom handle, stick or bat.
• Use chalk to mark out a circle on a wall you want to aim towards.
How to play
• Practise your batting by hitting a soft ball against a wall.
• Lengthen the distance you stand from the wall after every ten hits.
• Teammates can practise their catching while you are batting by running to grab
the ball as it bounces off the wall.

1.17 Roll bat
Aim
The aim of roll bat is to be the batter the most times.
What you need

• A baseball or cricket bat, or a broomstick.
• A soft ball such as an old tennis ball.
How to play
• The whole class plays as one team.
• There is one batter at a time, and the rest of the players are fielders.
• The batter throws the ball in the air and hits it as hard as possible.
• The batter then puts the bat down on the ground.
• The player who catches the ball then rolls the ball towards the bat. This player
must do this from the place
where the ball was caught. The
player must try to hit the bat.
• If the ball hits the bat and goes up
in the air, the batter must catch
the ball.
• If the batter can’t catch the ball,
the catcher becomes the next
batter.
• If a player catches the ball before
it bounces or touches the ground,
that player becomes the next
batter.

• Participate actively and regularly in games for at least seven weeks.
• Take part in all the games during your PE class.
• Aim to improve your game skills, such as kicking, receiving, trapping, hitting
the ball, and your body positioning and anticipation skills.
• Remember that your Movement Performance will be assessed twice over
the term.
Divide the number of times you actively participated by the number of PE periods
in the term.
Example:
6 (times you participated in PE)
7 (PE periods)
6 ÷ 7 × 100 = 86%
PET Part 1
Level
Frequency: number of Limited Adequate Proficient Excellent Mark out of 10

times you participate in PE You must do Ok but need to Good work Wonderful! (1 mark per PE
periods much better improve 5–7 marks 8–10 marks lesson)
You get 1 mark for each 0–1 marks 2–4 marks 41–70% 71–100%
time you actively participate 1–10% 11–40%
for one hour per week in all
the games
Week 1
Indigenous games
Week 2
Indigenous games
Week 3
Indigenous games
Week 4
Playground, community and
indigenous games
Week 5
indigenous games
Week 6
indigenous games
Week 7
indigenous games

PET Part 2
You will get a mark out of 5 for each of the movement assessment sessions.
Level

Assessment of Movement You can’t You need to get You have Your game (2 × 5)
Performance play any of more practice demonstrated skills are very
the games. in playing good game good. You can
You struggle games. You are skills. You can perform all the
to perform not able to do perform most movements
movements all movements movements very well.
correctly. correctly. well. 5 marks
0–1 mark 2–3 marks 4 marks
Assessment 1
Assessment 2
Total

OUT OF 20 _______________

Programme of assessment: Mid-year exam practice
Time: 1½ hours Total marks: 80
Instructions 2.4 flexibility

2.5 warm-up
1. Write clearly and present your work neatly.
2. This paper consists of three sections: Sections A,
B and C. You must answer ALL the questions in Question 3
Section A and Section B, and any TWO questions Choose the correct answer from the options given.
in Section C. Write only the number of the question and the letter
3. Number your answers correctly. of the correct answer. (5 3 1)
3.1 The biological qualities which differentiate
SECTION A women and men from each other are called:

A. sex
ANSWER ALL THE QUESTIONS [20]
B. bisexuality
C. feminist
Question 1 D. sexuality
It is important to know your interests, abilities and 3.2 A group of occupations with common skills,
strengths when you choose a career. Match the knowledge and work settings is a:
personality type in Column A with the interests, A. occupation
strengths and abilities in Column B. Write down only B. career
the number and the letter. (e.g. 1.1 B) (5 3 1) C. career field
D. job
Column A Column B
3.3 The government uses tax contributions from
1.1 Realistic A Like routine and rules; prefer to be
a follower, rather than leader. working individuals, businesses and companies
1.2 Social B Like to use imagination and to:
creativity; do creative activities. A. finance the disabled
1.3 Artistic C Enjoy influencing and leading B. finance students who cannot afford to pay
others; pay attention to detail.
college and university fees
1.4 Investigative D Enjoy working with your hands; C. run the country and pay for infrastructure
like fixing things.
D. all of the above
1.5 Conventional E Concerned about others and their
needs; like to educate and inform. 3.4 Abusing your position of responsibility at work
F Like to learn, know and analyse;

for the sake of money or dishonest gain is:
like to solve problems. A. corruption
B. fraud
Question 2 C.
D.
crime
all of the above
It is very valuable to participate in exercise
3.5 Self-awareness is:
programmes that promote physical fitness.
A. physical well-being
Give one short sentence for each of these terms to
B. knowing yourself
explain their meaning: (5 3 1)
C. low self-esteem
2.1 cardiovascular fitness
D. the life domain being
2.2 muscular strength
2.3 endurance
164 Programme of assessment: Mid-year exam practice

Question 4 Question 6 (10)
Complete these sentences. Write only the number Read this extract before you answer the questions.
of the question and the missing word next to the
South African youth fail fitness and health tests
number. (5 3 1)
Physical fitness in South African youth appears to
4.1 Violation means ignoring or interfering with a
be on the decline or weakening. Recent studies
person’s...............
suggest that about 40% of youth are getting little
4.2 Concentration is the ability to focus and
or no moderate to vigorous activity each week.
pay................
Vulnerable or at risk groups for inactivity are girls,
4.3 Assessment is a process of gathering evidence
who are 16–19 year olds. There is a clear lack of a
of.............
physical activity and sports participation culture in
4.4 To improve social problems in my community, I
adolescents, with more than 1 in 4 indicating little
could.............
or no interest. In fact, one of the most commonly
4.5 Having a fixed and very narrow idea of a group
reported leisure time activities in a recent survey is
of people is a …….………………..
cellphone use.
(Adapted from: Healthy Active Kids South Africa Report
SECTION B Card on the Physical Activity, Nutrition and Tobacco use
for South African Children and Youth. MRC.)
ANSWER ALL THE QUESTIONS [30]
6.1 Explain what ‘vigorous activity’ means. (2)
Question 5 (10)
6.2 Why do you think some girls tend to participate
less in physical activity than boys? (2)
Read this case study before you answer the
6.3 Give the learners who are not getting enough
questions.
physical exercise advice by explaining three
Suicide due to discrimination benefits of regular physical activity for mental
A 15-year-old Rastafarian learner hanged himself. health. (3 3 2 5 6)
His school and the community are shocked and
saddened by the loss of this young life. He had
Question 7 (10)
dreadlocks and the principal wanted him to cut his
Tom is in Grade 10. He lost his parents to AIDS. There
hair. He refused to cut his hair because it was part of
are socio-economic factors that may affect his study
his culture.
choices for his future career.
The learners made fun of him because the principal 7.1 What can Tom do to help fund his further
made him stand in front of the whole school every studies? Give at least four brief hints. (4 3 1)
morning at assembly. He could not take it anymore 7.2 List the three life domains. (3 3 1)
and decided to end his life. 7.3 How will Tom’s understanding of his life domains
5.1 Give one example of discrimination in this help him to choose a suitable career? (3)
case study. (1)
5.2 What was the effect of this discrimination? (1)
5.3 Discuss why some people discriminate
against others. (2)
5.4 Describe how you would behave towards a
person who looks different from you, or
who has HIV, AIDS or TB. (2)
5.5 Give people who discriminate advice: what
should they do instead of discriminate? (4)
Programme of assessment: Mid-year exam practice 165

SECTION C Question 9 (15)
ANSWER ANY TWO QUESTIONS [30] Read the scenario below and then answer the
questions.
Question 8 (15) Maryam was in Grade 10 and wanted to study to

Read this case study before you answer the be a mechanic one day. She always had a passion
questions. for cars. Her mother said that she should just finish
Grade 12 and find a job as a secretary because being
Chris Hani: a South African hero
a mechanic is a man’s job. Maryam’s father said
Activists like Chris Hani have helped to promote
that people, especially men, would never let her
human rights, acceptance of diversity and peace in
work on their cars. Her friends advised her to marry
South Africa. Tembisile Chris Hani, born in the rural
a rich man and have lots of babies. There was also
village of Sabalele, was introduced to the politics
no money for her to study because her parents were
of inequality early in life, when his father had to
saving money to send her brother, who was in Grade
leave their rural home in search of work in the
11, to university.
urban areas of South Africa. This had a significant
effect on the young Chris, who became aware of 9.1 Explain what ‘stereotype’ means.
his mother’s struggle to run the household. Hani’s Give an example to show your understanding.
political involvement really began in 1957 when he (2 1 1 5 3)
became a member of the African National Congress 9.2 Why did Maryam want to become a
Youth League (ANCYL). Hani’s frustration with the mechanic? (2)
apartheid system led him to join the South African 9.3 In which career field would a mechanic be? (1)
Communist Party in 1961 and Umkhonto We Sizwe 9.4 • Critically evaluate the stereotypes people
in 1962. He worked very hard to challenge prejudice have about three careers.
and discrimination and address human rights • Explain why you think people have these
violations. On 10 April 1993, Hani was assassinated stereotypes.
by Januzs Walus, an anti-Communist Polish refugee. • Suggest what you can do to oppose such
stereotypes. (3 3 3 5 9)
(Adapted from http://www.sahistory.org.za/pages/
people/bios/hani,c.htm)
8.1 Explain what you understand by diversity. Give

Question 10 (15)
two examples of diversity. (2 1 2 5 4) There are many social issues that have a negative
8.2 Explain how Chris Hani’s assassination (or effect on local and global communities. South Africa
murder) is a violation of human rights. (3) is one of the water-scarce countries where water
8.3 Critically evaluate the contribution of any one resources are limited.
South African activist who has addressed 10.1 Suggest six ways to save water. (6 3 1)
human rights violations. (8) 10.2 Critically discuss the social consequences or
effects on people due to unequal access to water.
Write at least three paragraphs. (9)
166 Programme of assessment: Mid-year exam practice

Term 3
Chapter 11: Development of the self in society
Term 3
Unit 1: Life roles
Unit 2: Changes from adolescence to adulthood
Unit 3: Coping with change
Unit 4: Values and strategies to make sexuality and Chapter 12: Physical
lifestyle choices Education Term 3:
Unit 5: Skills relating to sexuality and lifestyle choices
Recreation and relaxation
Unit 6: Relationship between recreational activities and Unit 1: Educational gymnastics
emotional health Unit 2: Dance
Chapter 13: Careers and Chapter 14: Physical

career choices Education Term 3:
Term 3 Recreation and relaxation
Unit 1: Diversity of jobs Term 3 Unit 1: Self-defence
Unit 2: Skills and competencies Unit 2: Rhythmical, indigenous
Unit 3: Opportunities within and traditional dances
different career fields Unit 3: Basic orienteering
Exam practice
Programme of assessment: Written task:
Project on youth service
Term 3 167
Chapter 11: Development of the self in
society Term 3 Weeks 1–5
Unit 1: Unit 1: Life roles

1. What are the As you grow up, you take on different life roles, for example, child, student, partner,
various roles people
parent, employee. As these roles change and grow, they affect your relationships
have in life?
with others.
2. What are the
responsibilities
of these changing 1.1. Different life roles
roles? You usually have more than one life role at a time. For example, you can be both a
3. How do these roles child to your parents, and a parent to your children. You can be a partner to your
affect relationships? wife or husband, and an employee, and a leader in your community, all at the same
time. In different roles you can be:
• dependent – you need others to help you
• independent – you do not need others’ help and support
Key words
• interdependent – you and someone else depend on each other or need each
life role – the part other’s support.
someone has in a family,
society or other group Life roles Responsibilities and relationships with others
change – to become
young child dependent on others, such as parents or caregivers, for everything; responsible
different
for listening to parents or caregivers
responsibility – a duty or
task that you are required teenager dependent on adults and caregivers for money and shelter, responsible for own
or expected to do behaviour
relationship – the way in student responsible for working hard at studies and passing
which two or more people
talk to, behave toward and partner interdependent relationship with life partner, wife or husband; responsible for
deal with each other caring for each other
parent responsible for looking after your children, caregiver
older child caregiver to parents, responsible for their welfare when they are old
grandparent may be dependent on others while also helping others, e.g. giving advice and
guidance, or supporting with your pension money
breadwinner provide food, shelter and necessities for your family and loved ones who
depend on you
employee independent, can support yourself; interdependent, work with others in a team
at work
employer need good relationship with employees; responsible for giving them fair
working conditions and paying them on time each month
leader make decisions; guide and show initiative; show respect and fairness to
followers
follower listen to instructions and obey; co-operate and respect leaders

Activity 1: Identify your life roles and responsibilities
1. Draw a timeline with all the roles you have had in your life so far. (10)
2. For each role, list two responsibilities. (20)
3. Say which is your favourite role. Explain why. (5)
1.2 Changing roles

Roles change. Sometimes you take on new roles. Sometimes the nature and
relationships of your current or present roles change. Some roles become more
important than others. For example, your role as a child and your relationship with
your parents change as you grow from a small child, when you think your parents
are wonderful and know everything. Then you become a teenager, and you start
questioning your parents and think they know nothing. Once you are an adult, you
again realise your parents know a lot! Then you yourself become a
parent, and this role becomes more important than your role as a
child. Another example: when you get a boyfriend or a girlfriend,
you may neglect your role and relationship with your friends.
Sometimes life roles change or are forced on people because of

circumstances. Even though you are still very young, you may have
to look after and support your parents because they are ill or do
not have money. Khanyi’s family. Each generation has a
different life role
Case study:
Khanyi’s life roles Khanyi has to bathe her grandmother and
Khanyi is a 15-year-old Grade 10 learner. Her give her medicine. She also has to cook and
mother works every day. Her father was killed in an clean the house. Some days she can leave
accident when she was two. Khanyi’s grandmother her grandmother for a few hours. But if her
lives with them. She is now very old and weak. She grandmother is having a bad day, she has to stay
needs to be helped and looked after all the time. at home.
Khanyi’s mother cannot stay at home because she So Khanyi cannot go to school regularly. She asks
will lose her job. They need the money her mother her friends what has happened in class and tries
earns. to do the work on her own. The school wants to
It is now Khanyi’s responsibility to look after her expel her. Her mother does not know what to do
grandmother. about the situation.
Activity 2: Analyse life roles
Read the case study and give written answers to the questions below.
1. What different life roles is Khanyi expected to fill? (4)
2. Do you think these roles are fair or reasonable? Give reasons for
your answer. (4)
3. What advice would you give Khanyi about school? (4)
4. How do you think Khanyi’s relationship with her mother has been
affected by the role that Khanyi has to play? (4)

1.3 Handling each role effectively
There are competencies and skills you can learn and practise to handle each
of your life roles effectively. Here are some more possible roles and their
competencies.
Roles Competencies
learner reading, writing, computing, planning, gathering information,

evaluating, imagining
friend loving, empathising, sharing, helping, supporting, listening
citizen participating, leading, acting, discussing, caring, getting involved in

your community, school, church, or political activities
family member helping, sharing, loving, taking responsibility, maintaining your health
AmaXhosa male initiates person at leisure appreciating art and music, relaxing, reflecting, playing, knowing
resources for sport and recreation
Society and culture often try to tell us what our roles should be and what our
relationships with others should be. For example, in the past, and in some
cultures today, women were expected to have the roles of wives and mothers,
not employees or leaders.
Society and culture also help you to move into different roles and to know what
is expected of you. For example, initiation rituals in some cultures prepare
adolescents for the change from child to responsible adult.
Activity 3: Handle different roles
Draw a table, like the example table below.

1. In column 1, write down four different roles that you have now.
(The table below shows some examples.) (4)
2. In column 2, number your roles in order of importance to you,
with 1 being most important. (See the example in the table below.) (4)
Vhavenda females doing
Domba dance 3. In column 3, number your roles in order of how much time and
energy you spend on them, with 1 being the most time. (4)
4. Next to each role, write down two competencies or ways you
handle it well. (8)
5. Next to each role, write how your culture says you should handle it. (4)
6. Write a short paragraph in which you identify one role you would like
to handle better and spend more time on. Say why you want to improve
that role and how you will do it. (6)
Role Importance Time Competencies What culture says

learner 2
child 3
friend 1
citizen 4

Unit 2: Changes from adolescence to Unit 2:
adulthood Key questions
1. What changes
Time: 1 hour
happen to boys’
As you become an adult, it is not only your roles that change. There are also and girls’ bodies in
physical changes in your body, emotional changes and social changes. adolescence?
2. How do adolescents’
feelings and the way
2.1 Physical changes they think change?
Adolescence is the time of life when a child develops into an adult, usually
3. How do teenagers’
somewhere between 10 and 19 years old. During this time boys’ and girls’ bodies relationships with
go through big changes. Both boys and girls experience an increase in hormones. others change?
Hormones are natural substances that are produced in the body and that influence
the way the body grows or develops. Adolescents grow taller and the shapes of
their bodies change. Hormone changes usually start earlier in girls than in boys.
Girls Boys
• bodies get more curves and hips get wider • gain weight
• hair under the arms • shoulders become wider
• breasts start to develop • muscles get bigger and stronger
• skin gets oilier • skin gets oilier
• pimples or acne • pimples or acne
• pubic hair • get an ‘Adam’s apple’, the lump that sticks
• leg muscles get bigger and stronger out in the front of a person’s neck, and that
• menstruation (periods) starts moves when a person talks or swallows
• ovulate, produce eggs within the body, • voice changes and gets deeper
which can be fertilised by sperm and grow • penis gets longer and wider
into a baby • hair under the arms and on legs
• pubic hair
• hair on face
• get erections
• have wet dreams
• produce sperm, which are the seeds that
can fertilise a woman’s egg which then
grows into a baby
Key words
2.2 Emotional changes hormones – natural

substances that are
As you grow towards adulthood, you also start to think and feel differently. produced in the body and
that influence the way the
Adolescents:
body grows or develops
• feel unsure about themselves • feel that no one understands them physical changes –
• want to try new things, and can take • look for excitement changes in your body
dangerous risks • have mood swings: they can go from emotional changes –
changes in your feelings
• worry about the way they look very happy to sad or depressed and thinking
• become very interested in the • worry that they are not ‘normal’ or social changes – changes
opposite sex are different from their friends in your relationships with
others, such as family,
• become very interested in sex • feel very adult and grown up one friends, and people in the
• start to question beliefs and values minute, and very young the next workplace
peer pressure – a feeling
• argue with their parents minute
that you must do the same
• become irritable very easily things as other people of
your age and social group
in order to be liked or
respected by them

Activity 4: Celebrate physical and emotional changes
Not all change is negative. Write a paragraph on the positive

and good emotions you experienced when your body changed in
adolescence. (10)
2.3 Social changes

Relationships with others
The relationships of adolescents or teenagers with other people change.
• They have close relationships with people outside the family, with their peers.
Peers are friends and people their own age or in the same social group.
• There are fights and disagreements between teenagers and their parents
as the teenagers develop views of their own that are different from those of
their parents.
• Peers become more important to teenagers than parents and caregivers.
Many young people enjoy • Younger adolescents often form groups of friends of the same sex; they behave
spending more time with
the same as each other, dress the same and do the same things.
their friends.
• Older adolescents make friends with the opposite sex, start having romantic
relationships and start dating.
Peer groups
Friends are very important to adolescents, but they can also make you feel you
have to do some things that you might not usually choose to do. This is called peer
pressure. You do things because you want to fit in with your friends or to look like
you are cool. You are scared of being teased and called names. You make choices
that may be unsafe or get you into trouble. For example:
• You are pressured to wear certain clothes because that is what your friends are
wearing. This can lead to fights with your parents about the type of clothes and
about the money to buy them.
• You try smoking, alcohol or drugs. These are not good for your health and can
lead to accidents, fights, and trouble with your parents and the police.
• You miss school, which gets you into trouble with your parents, the school, and
even some of your other friends who have to tell lies for you.
Skills focus
How can you deal with peer pressure?
Here are a few tips:
• Be true to yourself.
• Make your own choices that are good for you and for your life.
• Be assertive: tell people what you think, feel, want, and will or will not do.
• Talk to someone else who will listen to you and help you.
• Change your group of friends for people who are more like you.

Moving into the workforce
As you move into the workforce, you experience
more changes and increased responsibilities:
• You become responsible for doing a good job.
• You become responsible to the team with which
you work.
• Your family may rely on the money you earn.
• You make new friends.
• You become responsible for planning your career
and working towards achieving your goals. Joining a study group is helpful.
Case study:
Positive peer pressure
Loyiso was not interested in studying. He found Loyiso did not want to join the study group. But,
most of his homework too boring. He usually just after a while, he felt so left out he joined. There
copied from his best friend, Tumelo. One day Tumelo he was not allowed to copy homework and he
was chosen to go on a leadership camp. When he had to make a contribution. Soon he started
returned, he had a different attitude. He was inspired doing better at school. He even started enjoying
to help his friends. So he organised for them to meet his subjects because he understood them better.
every afternoon after school and do homework and ‘Yes,’ Tumelo told him, ‘success breeds more
study for tests, as a group. success!’
Activity 5: Analyse the benefits of peer pressure
Read the case study about positive peer pressure and then answer
the questions.
1. Match the words in column A with their meanings in column B: (3)
A B
1. inspired a) the way you think and feel about someone or something;
a feeling or way of thinking that affects a person’s
behaviour
2. attitude b) to make someone want to do something; to give someone
an idea about what to do or create
3. contribution c) something,such as money, goods, advice or time, that is
given to help a person, a cause or a group
2. Write your own sentence for each of the words in the table. (6)
3. How did Loyiso benefit from peer pressure? (2)
4. Explain what ‘success breeds more success’ means. (3)
5. Write a short paragraph in which you describe an example of positive
peer pressure in your life. Explain how this helped you or another learner. (5)
6. How do you think Loyiso would now be better prepared to join the
workforce one day? (5)

Unit 3: Unit 3: Coping with change
Key questions
1. Why are friends Time: 30 min
important?
To cope with all the changes that are happening in your life as you grow to
2. Why is
adulthood, one of the most important things is to be aware of the changes and
communication
to realise that they are normal. Communicate with others and make friends with
important?
people who will support you.
Key words 3.1 Change

influence – to affect or There are many reasons for change. Here are some examples:
change someone, usually • Sometimes you may need to change friends. You may have changed and no
in an important way
longer have anything in common with a friend, or the friend may have changed
and be a bad influence on you.
• You may want to break up with a girlfriend or boyfriend because the love you felt
is just not there anymore.Or somebody may want to break up with you.
• You may experience your parents’ divorce or a loved one dies.
• You may change schools or move to a new village, town or city.
• At school, you may be in a new class because all your friends are doing other
subjects.
• Your favourite teacher may move to another school.
• The sport you always play is no longer offered and you have to start a
new sport.
• The books you once enjoyed reading are now boring for you and you are reading
new books.
3.2 Communication helps you cope with change

Because you are starting to become independent, get your own ideas, and question
how and why things are done, you may come into conflict with your parents.
• It is important to communicate with your parents and let them know that you
can look after yourself in a responsible way.
• Let your parents or caregivers know what your plans are and where you are
going. This will show them that you can look after yourself and that you are
acting responsibly and safely.
• When you are feeling unsure about life and the changes in your body, talk to
adults you trust and to good friends.
• Learn how to be a good listener to your friends too.
• Say how you feel so that others can understand what is happening in your life.
• Keep a journal and write your thoughts and feelings down.
Hints for communicating on the Internet

Be careful when you
• Never post something if you are feeling angry. Quite often, once you have made a
communicate on the Internet;
posting, you can’t take it back. You may feel shy about it the next day.
don’t share personal
information such as your • Never give personal information away to strangers on the Web.
home address and ID number, • If you want to meet somebody you met on the Internet, arrange to meet in a
or bank account number. public place and ask another friend to go with you.

Avoid being misunderstood
When you are talking to someone, or arguing with them, try not to:
• roll your eyes or look away • make sarcastic comments • slam the door
• pull a face • use swear words • look bored.
Activity 6: Practise your communication skills
Work with a partner. Take turns to rephrase what is said so there can be no
misunderstandings. For example: I will meet you sometime on Saturday at
the shops, can rather be: I will meet you on Saturday morning at 10 a.m. at the
Chicken Express in Vhembe Street. Then there will be no misunderstanding.
1. Yes, you can borrow my cellphone, but rather not, I don’t think so, but
perhaps, I am not sure…
2. Thanks, great! No, I don’t want to go to the dance with you, but perhaps I
will go with you. It depends.
3. Do you have a tampon for me? It is for a friend who has a period. No, it’s not
urgent. Even tomorrow will be fine. Actually forget it. It’s not serious. (6)
A good friend is…
3.3 Friends
Your friends can have a positive influence in your life and help you cope with the
changes. They can:
• introduce you to new ideas, interests, music and friends
• get you involved in youth, sports, music, or community groups
• make you feel that you belong to a group
• make you feel more secure because you know they understand you
• give you the chance to negotiate with others, and accept and get along with them
• accept you for who you are
• understand how you feel because they are also going through a lot of changes.
honest reliable kind
funny never gossips cares
shares loves supports
Skills focus fun to be with
How to make friends

• Be friendly, smile, laugh and show you enjoy talking to others.
• Listen when other learners talk to you.
• Don’t tease or make fun of learners in a nasty way, or gossip.
• Be the first to start a conversation with other learners in your class.
• Remember that the best way to have a friend is to be a good friend.
• If you see a learner struggle with schoolwork, offer to help.
• Don’t change yourself just to be liked; be true to yourself.
Activity 7: Be a good friend
1. Write a paragraph on why your friends are important to you. (4)

2. Write down four ways in which you are a good friend to others. (4)
3. Give a new learner in your class advice: how can she or he make
friends at the school? (4)

Unit 4: Unit 4: Values and strategies to make sexuality
Key questions and lifestyle choices
1. What types of
Time: 1 hour
behaviour can cause
sexual intercourse 4.1 Behaviour that could lead to sexual intercourse and
and teenage
pregnancy?
teenage pregnancy
To make the most of your life, delay sexual intercourse. If you wait before you are
2. What values can
help you make sexually active, you will prevent problems such as unwanted teenage pregnancy,
responsible STIs and distractions from your studies.
decisions about
Your personal potential refers to your abilities, skills and strengths. It means your
your sexuality and
power to live a successful, happy and meaningful life. Teenage sexual intercourse
lifestyle choices?
and unplanned teenage pregnancy can stop you from achieving to the best of your
3. What strategies
ability. It could prevent you from becoming who you really want to be.
can help you
make responsible If you have thought carefully about having sexual intercourse and are in a long-term
decisions about loving relationship with one partner who has no other sexual relationship, and
your sexuality and
you have decided you are physically and emotionally ready for sexual intercourse,
lifestyle choices?
always use a condom in the correct way. This will prevent unwanted teenage
pregnancy and sexually transmitted infections (STIs).
Key words
personal potential – your
promise, ability, power for
successful living
values – standards,
morals, rules you believe
in and follow
strategies – action plans,
methods, ways, tactics
sexuality – sexual activity
and choices
lifestyle – a way of life,
how you choose to live
Substance abuse: one of the behaviours that can lead to sexual intercourse and unwanted
teenage pregnancy.

Substance abuse
When you have too much to drink or use drugs, your brain does not function well.
You can’t think clearly. Your sense of responsibility is weak. This means you may
get into risky situations. Once the drink or drug has worn off, you will feel sorry and
ashamed. You will wonder why you did not think more carefully about your actions.
Peer pressure
Your friends may put pressure on you to have sexual intercourse. If you are under
pressure, you may do things you feel sorry about, because they are things that
you don’t really want to do.‘Oh, join us, everybody is doing it…why are you still a
virgin? You are such a baby, grow up! Only sexually active people can come to my
party…stay at home if you want to be a nun or priest!’ These types of words may be
used to put pressure on you to join your friends.
It is understandable that you want to keep your friends and not be teased or to feel
lonely or different. However, many teenagers put pressure on their friends to have
sexual intercourse when they themselves do not have sexual intercourse. Not all
teenagers have sexual intercourse; there are only a few learners who do have sexual
intercourse. The majority of teenagers know it’s best to delay sexual intercourse
until you are out of school and in a stable, mature relationship.
Scenario:
I’m a real man
Letlotlo Kgomotso, who has just started his first sex – to abstain, you know? There are too many
job, says giving in to peer pressure makes you risks, like HIV and other diseases, and pregnancy,
a feeble man, and not a strong man. ‘My friends which can completely change your life. You’ve
and colleagues may have their own ways of got to think about the whole of the life you have
seeing things, but I’m not scared to make my ahead of you, and not just what you feel like right
own decisions. You’ve got to be yourself to be a now. I want to do the best for myself, and for
real man. Just because you feel like sex would be other people. I want to respect myself, and look at
nice, and give you pleasure, doesn’t mean you my own values when I make choices. That’s what
have to go ahead and do it. I choose not to have makes a real man.’
Activity 8: Analyse the case study
Read what the learner in the scenario on this page says about peer pressure.
1. Explain what you understand by peer pressure. Give an example from your
own life when you felt under pressure from your friends. (6)
2. What does Letlotlo mean when he says ‘You’ve got to think about the whole
of the life you have ahead of you, and not just what you feel like right now’? (5)
3. Identify three possible consequences or results of giving in to peer
pressure to have sex. (3)
4. What is your understanding of being a real man? Choose to abstain. Withstand
Do you agree with Letlotlo? Give a reason for your answer. (5) peer pressure.
5. Write short notes to explain how you will resist peer pressure to have
sexual intercourse. (6)
FOLO_Gr10_LB.indb 177 2013/12/12 4:40 PM

4.2 Dangerous situations
There are many dangerous situations that you can try to avoid, as these could lead
to sexual intercourse, rape and abuse. Do not:
• walk around late at night
• be at a place where drugs and alcohol flow freely
• be in areas where it is not safe
• get a lift home with a stranger
• go out by yourself
• be alone with a partner who does not respect you
• be at a party at a friend’s house when there is no adult supervision.
Sexual abuse
When anybody uses force to take away your right to choose, then it is abuse. Sexual
abuse is wrongly making sexual contact. It includes oral, anal, genital, buttock and
breast contact. It is also the use of objects for vaginal or anal penetration, fondling
or sexual stimulation. The sexual activity is done for the sake of the offender
only, and is without permission. In the case of a child, sexual activity is without
knowledge of what is happening or what the meaning is. Sexual abuse can lead to
unwanted teen pregnancy, STIs and HIV.
Rape
Rape is an assault based on abuse of the sexual organs of another person’s body.
It is a sexual act that is carried out without the permission or consent of the other
person. A sexual act is rape when a person says ‘No’ to any form of sexual contact.
It is also rape when the victim is not able to give permission, for example when the
victim is drunk or unconscious, or too young to understand.
Date rape is just as much rape as when the offence is committed by a stranger.
• If a date takes you out and pays for everything, he or she does not have a right
to have sex with you without your consent. If the partner does have sex without
your consent, it is rape and you can lay a charge at the police station.
• If you have been going out with a person for a long time, your partner still does
not have the right to have sex with you without your permission.
• If you say ‘No’, no matter at what stage, it still means no and going further is rape.
Always report rape; it is not your fault. Never feel too ashamed to report it. If you
are ever forced to have sex, report it and speak to a person you trust. Any persons
who commit sexual abuse or rape must take responsibility for their actions. They
will go to jail for a very long time.

Help! I was at a par t y with my friends. I lied to my parents; I told
them I was going to a friend’s house to study. I lied because I
knew they would not give me permission to go.
While I was at the par t y, we drank a lot of beer and spirits. Then
my friends star ted acting badly. They pushed me in a room with a
guy I did not know and locked the door. They just laughed when
I banged on the door to be let out. This guy was so horrible…he
raped me.
I feel I can’t even repor t this because then my parents will know
I lied to them. What can I do? I am so hur t and now I am scared
of getting pregnant or getting HIV or another ST I. I wish I never
went to that par t y…
Angie
Activity 9: Give advice
Read the letter above and the write down your answers to the following
questions:
1. List two ways in which Angie’s behaviour led to sexual intercourse. (2)
2. What could the possible effects of Angie’s situation be? (4)
3. Give Angie advice: what should she do now? (9)
4.3 Values
Your values are what you believe in and see as important and worthwhile. They
guide you and help you to make responsible decisions. The values below are useful,
as they will protect you from risky behaviour.
Respect for yourself and others

If you respect yourself and others,
you will protect yourself against risky
behaviour. To show respect is a core
part of friendships and relationships.
Always treat your friends as you want
them to treat you: with respect.
Abstinence
Abstinence means to abstain from
sexual intercourse or full penetrative
sex. It means you don’t have sex at all.
That means you don’t have vaginal, oral
or anal sex.
Values are worth more than gold or money; they help to guide you through life.
Your best investment in yourself is to have good values.

Self-control
To have self-control means you have power over your sexual urges and sexual
needs; you are not driven by these. You do not let your feelings rule your life; you
think carefully before you do something.
• A way to release sexual energy is to masturbate yourself or finger your partner.
• A way to help to control yourself is to take time out and remove yourself from
the situation.
Right to privacy
Every teenager needs privacy. You want to explore your body changes, sexual
development and feelings. You may want to write your feelings and thoughts down
in a journal. You have a right to keep this journal private. You may want to have a
private conversation with friends; it is your right to do so. Your body is also private.
Nobody has the right to touch you in a way that makes you feel uncomfortable, or
to take photos of your private parts and distribute them.
Right to protect oneself

You have the right to fight off a sexual assault, report it and to stay away from
people who touch you in a bad way. It is important to know that people who are
sexually abused or raped are not to blame for what happened to them. Some rapists
or abusers tell their victims it is their fault. They do so to keep their victim quiet
about what happened. However, being sexually assaulted is not the victim’s fault.
Report all abuse and rape immediately.
Right to say ‘No’

Every person has a right to say ‘No’. Your body is your private property and
nobody should violate it without your consent.
Skills focus
Take responsibility for your actions
You are in charge of your life. As a Grade 10 learner, you cannot blame
anybody else for your actions.
• If you are an abuser in any way, get help from a counsellor. Apologise
to the victim and be prepared for a jail sentence.
• If you were part of a consensual sexual agreement, take responsibility
for your actions by going to the clinic to be tested for STIs and HIV.
Economic sex, which is the exchange of sex for money or goods, is often a result of
poverty. Young girls who live in poverty are sometimes abused by older men, called
sugar daddies, who prey on teenage girls. They give the girls money and many
things, but also STIs, HIV and babies! Once you are ill or pregnant, they leave you
all alone. Think carefully about your options and rather apply for a grant or ask for
help if you are in a serious poverty situation. Do not rely on sugar daddies.

Case study:
Stay away from sugar daddies ‘The biggest problem is sugar daddies who infect
King Goodwill Zwelithini and the KwaZulu-Natal young girls with HIV/Aids. Sugar daddies should
government have used the reed dance ceremony, stay away from young girls,’ said Dr Mkhize. He
uMkhosi WoMhlanga, to declare war on sugar also said that by delaying sexual debut, both
daddies who sexually exploit young girls and young men and women could avoid becoming
women. The King and Premier Dr Zweli Mkhize victims of the pandemic.
called on the 26 000 Zulu girls who attended the
event at his eNyokeni Palace at KwaNongoma
to stay away from intergenerational sex, as
this increases HIV/Aids among young women.
Intergenerational sex is sex between a young
person and a much older person.
The King told the girls about the importance of
remaining pure and being virgins until getting
married. He said this would help to protect them
against HIV/Aids. King Zwelithini also said it was
not only the HIV/Aids that was destroying our
nation, but also the scourge of drugs and alcohol
which is now killing our youth. ‘Please say no to
drugs and alcohol,’ said the King.
(Adapted from article by Paddy Harper, City Press. http://www.citypress.co.za/SouthAfrica/News/Stay-

away-from-sugar-daddies-2010 09 12)
Activity 10: Understand values and analyse case study
1. Match the value with the correct meaning. Write down the number of
the value and, next to it, the letter of its meaning. (7)
Value Meaning
1. abstinence a) show consideration for yourself and others
2. right to say ‘No’ b) time alone and space to explore who you are;
to have secrets
3. right to privacy c) refuse sexual intercourse
4. respect for yourself and others d) fight off a sexual assault and report it
5. take responsibility for your actions e) don’t allow your sexual urges to run your life
6. right to protect yourself f) know that it’s up to you to behave responsibly
7. self-control g) refuse
Read the case study above before you write the answers in your workbook.
2. What is intergenerational sex? (2)
3. Why does intergenerational sex increase the risk of HIV? (3)
4. What is the role of sugar daddies in spreading HIV? (3)
5. What is the meaning of ‘delaying sexual debut’? (2)
6. Do you agree with King Goodwill Zwelithini and Dr Zweli Mkhize’s
advice to teenagers? Explain the reason for your answer. (3)

Unit 5: Unit 5: Skills relating to sexuality and lifestyle
Key questions choices
1. What skills do
Time: 1 hour
you need to make
informed and There are a number of skills that you need to develop, which will help you to make
responsible choices? informed and responsible sexuality and lifestyle choices.
2. Where can you find
help about sexuality
and lifestyle
5.1 Self-awareness
choices? If you know yourself, you are self-aware. Keep a journal where you update your
goals, wishes, dreams, interests, needs, likes and dislikes, as well as strengths and
weaknesses. Every month, update your journal to answer this question: Who am I?
Think about and then honestly answer these questions:
Key words
• Am I a person who wants to have sexual intercourse?
self-awareness – to know
• Am I a person who wants to have unprotected sexual intercourse?
yourself
critical thinking – the • Am I a person who wants to abuse drugs and alcohol?
skill of analysing and • Am I a person who wants to be a teenage parent?
evaluating information
• Am I a person who wants to exchange sex for money or favours?
assertiveness – being
confident and forceful, but
not aggressive
5.2 Critical thinking
negotiate – discuss to
reach an agreement Critical thinking is the skill of analysing and evaluating information. It is the ability
to think through situations carefully. Critical thinking is to think clearly, logically
and sensibly. It is to think in reasonable ways and to ask questions to get more
information. Critical thinking also helps you to withstand peer pressure, because
you think for yourself.
When you think critically, you:

• compare the advantages and disadvantages of various solutions to a problem to
make informed decisions
• don’t allow your emotions to rule your actions and decisions. You don’t act in a
hasty, non-thinking way
• use the part of your brain where you analyse and think about problems, before
you react
• are able to think about the effects of your actions for now and later, and for
yourself and others.
Activity 11: Scenario – apply your critical thinking skills
Read the scenario on the next page, and then write down your answers to
these questions:
1. What is Thapelo’s problem situation? (5)
2. What are the effects of Thapleo’s actions in making his
girlfriend pregnant? (5)
3. What should Thapelo have done to avoid this situation? (5)
4. What are Thapelos’s options? What can he do?
Give him three suggestions. (5)

Scenario:
I am a 16-year-old learner in Grade 10. My name is She said she would come to live with me and we
Thapelo. My father told me that if he heard stories must raise the child together.
that I was in love with a girl, he would take me out I am too scared to tell my father. He will surely
of school. He said he would send me to work in his take me out of school! That will be the end of my
food stall at the market. education…and my goal of one day becoming a
I fell in love two months ago with a girl in Grade 9. bank manager. I don’t know what to do…Is this
Now she is pregnant. the end of my life?
5.3 Decision-making
When you make an informed, responsible decision, you use a decision-making
method.
• You get as much information as you can.
• You carefully think about and compare the effects of the different choices
you have.
• Then you choose the best option.
The table below is an example of a decision-making method.
Good choice, good effects Bad choice, bad effects
stay at school and complete FET leave school in middle of Grade 10
delay sexual intercourse have sexual intercourse
become a parent when mature enough for the become a parent while at school and too
responsibility young for the responsibility
Because of poor decision-making skills, some teenagers may have sex, even if they
don’t want to. They may have sex because they think having sex will:
• be just like on TV
• do away with having to talk, share and care, and get close to their partner
• make them feel less lonely or sad
• make them more popular
• prove they are a man or a woman
• show their parents or caregivers that they can do what they want.

5.4 Problem-solving
Use your problem-solving skills regularly to keep your brain in good shape. Apply
this method:
1. Describe the problem.
2. Suggest possible solutions.
3. Think about the effects of each solution.
4. Choose the best solution.
I am so worried…Zola says he will dump me
5. Act on the solution. if I don’t have sex with him this weekend…I don’t
know what to do…sob…I love him so much…but I
don’t want to have sex yet…I am only 16 years old…
he says this is my last chance…
Scenario:
Example of using a problem-solving method

Step 1. Describe the problem
Lisa’s boyfriend, Zola, is demanding sexual intercourse. He says he will leave her if she won’t
have sex with him soon. She loves him a lot.
Step 2. Possible solutions Step 3. Possible effects
Have sex Lisa can get STIs, HIV, unwanted pregnancy.

She may feel cross and resent her boyfriend for putting her
under pressure; she may lose respect and love for him.
Teenagers are not ready for sexual intercourse; it may damage
her emotionally as well as physically.
Zola may leave her after having sex as he may prefer to marry a
virgin.
Have sex without It is risky, because in the heat of the moment penetration may
penetration occur; they may not keep to a decision not to have full sex.
Zola may put pressure on Lisa to have full sex anyway; it is
difficult to be in control once they have gone so far.
Abstain; refuse sexual Lisa will feel good, live healthy and be safe from HIV and STIs.
intercourse Lisa will be protected from unwanted teen pregnancy.
She will be free to focus on and achieve goals at school.
Zola may dump her and break her heart.
She will learn about true love: if Zola really loves her, he will
respect her decision. He will not put pressure on Lisa to do
something that she doesn’t want to do.
Get Zola to use a condom in Zola may refuse when it comes to actual sexual intercourse.
correct way, or use a female He may use the condom in an incorrect way and then she has
condom the same risks of STIs, HIV and teenage pregnancy.
Even condoms are not 100% safe.
Step 4. Best solution

Abstain. Explain why this is the best solution: It is the only way Lisa can be 100% safe from HIV,
other STIs, pregnancy and further harm in her relationship.
Step 5. Act on the solution: Lisa talks to Zola; she explains her decision not to have sex.

Activity 12: Analyse the scenario
Carefully read the scenario and the example of applying a problem-solving

method. Then write your answers down.
1. Why is it important to first describe the problem before you start to
look for a solution? (3)
2. Which of the possible solutions can cause the most harm to Lisa?
Explain your answer. (4)
3. Which of the possible solutions can cause the least harm to Lisa?
4. Do you agree with the best solution in the example?
Give two reasons for your answer. (4)
5.6 Communication
Communication means to share, transfer or exchange information. You say how you
feel, what you want, what you know; you give information.
To communicate is to:
• talk to your partner about what you want
• ask your partner what he or she wants
• talk about what is right for both of you
• explain that pressure to have sex is not part of a loving relationship
• talk about, and both understand, why you chose to not have sex.
You are communicating well if you do the following:

• You avoid misunderstandings. You state very clearly what you want or need. If
your partner wants to have sex with you, and you don’t want to, but say: ‘Err…
ummm…I am not sure…,’ you are giving the message that, with a bit of pressure,
you will say ‘Yes’, or that your ‘No’ may actually mean ‘Yes’.
• You are clear about what you want to say. There is no confusion about what
you mean.
• You are honest and express your feelings.
Practise communicating by keeping a journal where you write down your feelings
and thoughts. Also write down practice conversations, where you find different
ways to explain why you don’t want to have sex yet.
Communication skills include assertiveness, negotiation and refusal skills.
5.7 Assertiveness
When you are assertive, you stand up for your rights and needs. You express
yourself in an honest, open, respectful, polite and responsible way. The table on the
next page shows how to be assertive.

How to be assertive
1. State your position 2. Give your reasons 3. Show you understand
Tell the other person how you feel or Give a reason for your feelings, or what Show the other person that you
what you think. you want to happen. understand their situation, even if you do
Explain what you want to happen. not agree.
Say what needs to be done. Say what you
must do and what they must do.
Example: Toni is putting pressure on Tobeka to have sexual intercourse. Tobeka responds in an assertive way.
1. Tobeka states her position 2. Tobeka gives her reasons 3. Tobeka shows she understands
Toni’s situation
No, I do not want to have sex yet. I feel I I am too young and have to focus on my Toni, I understand how you feel. I know
am not ready for a sexual relationship. studies. I also think we have not known that you are disappointed. However, I am
each other long enough for a serious sure you will agree this is for the best.
relationship.
In some cultures, assertive behaviour is

not allowed. Sometimes women are not
allowed to be assertive, while men are
encouraged to be assertive. This means
that in some cultures, men will make the
decisions and take leadership roles, even
when it comes to sexual relationships.
Culture and gender may

affect how assertive you are.
Activity 13: Find out how assertive you are
1. Look at the table below. Write only the number and a ‘Yes’ or ‘No’
next to the number. (5)
Assertive behaviour Yes or No

a) Do you give your opinion when you think or feel differently
from your friends?
b) Are you able to say ‘No’ when you don’t want to do
something?
c) Do you ask for help if you need it?
d) Do you ask questions when you feel confused?
e) Are you able to say ‘No’ to pressure to do something you
don’t want to do?
If you have answered ‘Yes’ to all the questions, then you are assertive.
2. Critically evaluate how gender and culture have an effect on assertive

behaviour. Discuss this question in a small group before you write three
paragraphs to give your viewpoint. (10)

5.8 Negotiations
To negotiate means to discuss to reach an agreement. Usually you negotiate in a
conflict situation. This could be where, for example, one person wants to have sex
and the other does not. Negotiation is a conversation meant to resolve arguments.
It is aimed at getting to an agreement with which both people are happy.
Example
You will negotiate with a partner to delay sex until you have completed your
schooling. If your partner agrees, it is called a negotiated settlement; you both
agree on a course of action.
5.9 Refusal skills

When you say ‘No’
• When you say ‘No’, your voice must be firm. You
cannot say ‘No’ in a whisper or with a giggle.
• It is best not to say ‘No’ with a smile on your face.
Give a clear message that your ‘No’ means ‘no’, not
‘perhaps’, ‘maybe’ or possibly ‘yes’.
• Always make sure your body expresses a ‘No’ as
well as your words. Put your hand up in a stop sign.
• Stand tall and look straight at the person.
What can you say about the
Skills focus refusal skills shown here?
How to say ’No’

• Just say ‘NO’.
• Say clearly what it is you don’t want: No thanks, I do not want to
have sex.
• Give an excuse: No thanks, I do not want to have sex. I have to leave
soon.
• Wait…postpone an answer: No thanks, not now, maybe later when I feel
I am ready. Saying ‘No’ now may not mean you will say ‘No’ forever.
• Change the subject: say ‘No’ and start talking about something else.
No thanks, I don’t want to have sex. Did you hear what happened in
Generations last night?
• Repeat: repeat ‘No’, over and over, or give different ‘no’ words. No
thanks. No. No, I am not interested in sex right now. Not at all, really.
Not now, thanks. No, not for me. No.
• Walk away: say ‘No’, and walk away. Just leave.
• If necessary, shout ‘NO!’ as loud as you can and leave. Push your
partner away and go. When see your partner again, take time to talk
about what happened. Explain that you will not accept this behaviour.
• Stay away. Keep away from a person who may pressure you to do
something you do not want to do. If somebody always pressurises you
to have sex, make sure you are never alone with this person.
(continued on next page)

(How to say ‘No’ continued)
• Keep to your commitment and decision. Even if you are pressurised and
in the heat of the moment decide to change from a ‘No’ to a ‘Yes’, trust
your first decision and stay with that. Say ‘No’.
• Keep your ‘No, I don’t want to have sex’ clear. If you kiss and cuddle a
lot after saying ‘No’, your partner may think you don’t mean ‘No’. You
must not confuse your partner.
• Keep to your ‘No’, no matter what arguments your partner offers. Even
if you’ve had sex before, this does not mean you have to have sex
again. Don’t get persuaded against your will. Your actions in the past do
not have to affect your choices now; it is not too late to say ‘No’.
• Say ‘No’ if you have agreed to sex but your partner refuses to use a
condom. Say: I love you, but NO, I’m not having sex without a condom.
I am leaving now.
• Say ‘No’ even when you have been cuddling and touching a lot; this
does not mean you give the person permission to go all the way. Going
all the way means having sexual intercourse.
• Say ‘No’ even if your partner says: If you don’t have sex with me, it
shows you don’t really love me. Explain that having sex is not a test of
your love. Deciding to wait until you are older before you have sex does
not mean you don’t show love. There are many different ways to show
love; sex does not have to be the only way. Or reply with: If you really
love me, you will wait until I am ready; it will be a joint decision with no
pressure from either of us.
Activity 14: Practise your assertiveness, negotiation,

communication and refusal skills
1. Work in a small group to practise your skills. Respond to the following

scenarios. Use your assertiveness, negotiation, communication and refusal
skills to address these situations in the correct way. Take turns to be the
different people in the scenarios.
2. Then write short notes to explain what you learnt in each scenario about
your assertiveness, negotiation, communication and refusal skills. (6)
Scenario 1 Scenario 2
I am a 16-year-old girl who is in love with I am a 15-year-old learner. I have never had
a boy two years older than I am. We kiss sex before. My situation now is that my
and hug, which I like very much. However, friends at school are putting pressure on
I don’t let him have sex with me. The me to have sex. They all say I am the only
situation now is: one in class who is not having sex. Even my
He says he’ll go blind if I make him stop best friend is laughing at me.
halfway.
Scenario 3
He says he can die from a heart attack if he
does not release his sperm in me. Your partner, whom you love very much
He says everyone is having sex at our age. and depend on a great deal, refuses to
My girlfriends tell me that if I want to keep use a condom. You know she/he has been
him, I have to have sex with him. having sexual affairs with a few other
I’m worried that he will sleep with other people. She/he wants to have sex with you.
girls if I keep saying ‘No’.

5.10 Goal-setting
If you set goals, you know where you are going. If you
have no goals, you don’t know where you are going with
your life.
Always set SMART goals. These are specific,

measurable, achievable, realistic and time-framed.
Example of a SMART goal: to abstain

I plan to abstain while I am at school, so I can focus on
my studies. I want to complete my FET schooling and
go to university by the time I am 19 years old.
I aim to become an engineer.
• Specific: Abstain from sexual intercourse, pass Grades 10, 11 and 12, go to
university.
• Measurable: You will know if you abstain or not; you can see your school
progress in your term reports
• Achievable: Everybody can abstain and many teenagers do. You can pass
Grades 10–12, you can go to university.
• Realistic: It is possible to abstain and to pass all your school subjects, and to go
to university.
• Time-framed: Your goal starts now and carries on until you are 19 years old; so
the time frame is three to four years.
Activity 15: What are your goals?
1. Identify at least one goal. (2)

2. In a small group, discuss the benefits and disadvantages of having sex
while a teenager.
3. Critically evaluate how an unwanted teenage pregnancy or STI could
harm your goals. (10)
5.11 Gather information

The more you know, the better able you are to make informed decisions and resolve
your problems. Inform yourself so you are not caught up in myths or lies about sex.
If you are misinformed, it is easy to get pressured into doing the wrong thing.
Know where to find information

• Speak to your elders, parents, teachers, Life Orientation teacher, religious
adviser, counsellor, community leaders, social worker, and health promoter.
Ask them questions about things that confuse or worry you.
• Go to your library.
• Read newspapers and magazines.
• Look up information on the internet. Use Google and type in a key word. For
example, type in ‘abstinence’ and you will be shown a list of websites.
• Check the information: not everything you see is true.
• Use useful free booklets and magazines such as UnCut and Soul City.
• See page 191 for useful resources.

Resources: Facts about sexuality
Abstinence
1. Abstinence means choosing not to have sexual intercourse. It means not doing
anything that allows the male’s sperm in or near the opening of the female’s
vagina or anus.
2. The majority of informed teenagers in the world choose abstinence.
3. Abstinence always works to prevent pregnancy.
4. Abstinence causes no health problems or harm; it is safe for everybody.
5. Even if you are not a virgin, you can still choose to abstain in future
relationships.
6. Abstinence is free of charge and possible for everybody.
7. Oral and anal sex can spread HIV and any number of STIs, including herpes and
chlamydia. Oral and anal sex are still sex; you are not abstaining if you have
oral or anal sex.
8. Abstinence is the most effective method of birth control.
9. Abstinence prevents HIV and other STI transmission through sexual
intercourse.
10. The only 100% sure way to avoid pregnancy is not to have sexual intercourse.
Pregnancy
1. You can still enjoy a relationship in ways that can’t cause pregnancy or HIV.
2. Holding hands and kissing cannot make you get pregnant.
3. A girl can become pregnant even if a guy withdraws or pulls out his penis
before he ejaculates.
4. A girl can become pregnant if she has sex standing up.
5. A girl can become pregnant if she has sexual intercourse during her period.
6. A girl can become pregnant the first time she has sexual intercourse. A girl can
also become pregnant if she has sex only once.
7. Vaginal or anal intercourse can both cause pregnancy.
8. Even if you wash after sex, you can still get pregnant.
9. Even if you use a condom, you may still get pregnant if the condom is not used
correctly or is reused.
10. A girl can become pregnant even if she has sexual intercourse before her
first period.

Resources: Where to find help about sexuality and
lifestyle choices
Contact Organisation Service provided
0861 322 322 Lifeline 24-hour confidential telephone counselling, rape counselling, trauma
counselling, Aids counselling and advice, referrals to other services in
your area
0800 055 555 Childline assistance for abused children, teenagers, young people and their
families
0800 012 322 AIDS Helpline information about HIV and AIDS, info on nearest post-exposure
prophylaxis (PEP) distribution point.
Start (PEP) treatment as soon as possible after rape, and not later than
within 72 hours of the event.
By law, all rape survivors must have access to free PEP.
You do not need to lay a charge of rape to get access to PEP.
0800 150 150 Stop Women Abuse crisis counselling for women who have been raped or abused, legal
and other options available for abused women and rape survivors
0860 100 262 South African Sexual Health questions and information about sexual health
Association Helpline
0800 246 432 National Emergency Contraception 24-hour information and referral service on emergency contraception,
Hotline for example in the case of rape
0800 11 77 85 Marie Stopes Clinics family planning services, including birth control, pregnancy tests, male
and female sterilisation, HIV testing and antenatal services
0800 035 553 Child Victims of Sexual, Emotional counselling and support
and Physical Abuse, Teenage
Pregnancy
0800 116 941 Women’s Health issues regarding women’s health
083 765 1235 People Opposed to Woman Abuse Gauteng-based organisation offering shelter and counselling services
(Powa) to women in abusive relationships, rape survivors
0800 121 900 Thetha Junction, loveLifes’ youth line sexual health information, teenage issues
0800 567 567 South African Depression and Anxiety suicide helpline
or SMS: 31393 Group (SADAG)
012 312 7794 Department of Social Development advice and assistance on poverty, feeding schemes, subsistence
programmes, grants
012 300 5200 Department of Women, Youth, advice and assistance on job opportunities for people with disabilities,
Children and People with Disabilities provision of sanitary towels, capacity building programmes, gender
abuse prevention programmes
0800 601 011 Grants Helpline advice on how to apply for a grant
0860 448 911 HIV-911 Programme National database of HIV service providers
021 466 9160 Mothers2mothers education and support for pregnant women and new mothers living
with HIV and AIDS
0860 120 120 Human Rights Advice Line advice on human rights abuses
0800 202 933 Department of Basic Education helpline

Unit 6: Unit 6: Relationship between recreational
Key questions activities and emotional health
1. What is emotional
Time: 30 minutes
health?
2. What is the link 6.1 Emotional health
between recreational Emotional health means your well-being, and ability to cope with life events. It is a
activities and
state of well-being where you are able to cope with and adjust to the problems and
emotional health?
stresses of everyday living. It is the extent to which you feel secure and comfortable
and respond to difficult life situations. You feel your feelings and emotions instead
of avoiding them or trying to control them.
If you are emotionally healthy, you:

• feel good about who you are
• accept and express your feelings
• cope with stress
• make friends and have healthy relationships
• ask for help if you need it
• choose to live a healthy and balanced lifestyle.
To be emotionally healthy means you avoid emotional health conditions such

as anxiety disorders. If you have these disorders, you worry too much and have
anxiety, fear and nervousness. You may feel tense all the time. Symptoms of anxiety
disorders include: your heart beats too fast, you sweat a lot, you have trouble
breathing, your hands are shaky, and you have an upset stomach, double vision,
and negative thoughts that are often repeated. You also withdraw or stay away from
other people.
6.2 Relationship between recreational activities and

emotional health
There is a close relationship between recreational activities and emotional health.
If you participate in recreational activities, you promote your well-being. To have
Key words balance in your life means to make time for work and play, for study and recreation.
emotional health – your To stay healthy and promote emotional well-being:
well-being, and ability to
control your thoughts, • Keep a balance: make time for study and recreation.
feelings and behaviours • Get physical exercise every day.
and to deal with stress
and problems • Play a sport.
recreational activities – • Go on recreational outings.
activities that you do for • Be part of a recreational group such as a sports team.
enjoyment and pleasure
• Take part in events such as sports, games, chess, moraboraba, drama and choir.

Case study:
Lead a healthy lifestyle
Faranaaz Ebrahimi talks to us about competing at best is the loveLife Games because so many of us
the loveLife Games. get to have so much fun – I love sports and games.
Interviewer: Tell us about how you took part in the The idea is to encourage us to have a healthy
Games. lifestyle, you know, to get exercise, learn things,
and be part of a group, and belong, and also to
Faranaaz: I competed in the debating competition,
meet so many new friends.
and was in my youth basketball team. We came
second at the basketball, which was really great! I: What games can youngsters take part in?
I really enjoyed it, even if I didn’t win, just being F: So, so many, it’s amazing. There’s also drama
there made me feel good about myself. and dance – and even frisbee, which I also tried!
I: What do you know about loveLife? And then some more sporty competitions like
volleyball, gymnastics, some athletics, netball, oh
F: It’s actually a country-wide programme about
ja, and soccer of course.
HIV that does some amazing things. For me the
Activity 16: Determine the role of recreation in emotional

health
Read the case study before you give written answers.

1. How is youth encouraged to lead a healthy lifestyle? (3)
2. In which of the recreational activities listed in the case study would
you like to participate? Say why you would like to participate in this
activity or activities. (3)
3. What benefits did Faranaaz get from participating in recreational
activities? (4)
4. Imagine you are a guest on a talk show on radio or TV. Prepare a short
talk on the benefits of participating in recreation.
• Include at least five facts to support your viewpoint.
• Summarise your talk before you present it to the class. (10)
FOLO_Gr10_LB.indb 193 2013/12/12 4:40 PM

Chapter 11: Development of the self in society Term 3
Unit 1: Life roles

• You have different roles throughout your life, and various roles at the same time.
• These roles affect your relationships with others.
• Society and culture often try to tell you what your roles should be.
• There are skills you can learn to handle your roles effectively.
Unit 2: Changes from adolescence to adulthood

• As you move into adulthood, you experience physical, emotional and social
changes.
• Friends and peer groups are very important to adolescents. They can put
positive or negative pressure on you to do things you wouldn’t normally do.
• As you move into the workforce, your roles, responsibilities and relationships
change.
Unit 3: Coping with change

• There are many reasons for change as you grow to adulthood.
• You can cope with change if you communicate effectively.
• Good friends can also help you cope with change and support you.
Unit 4: Values and strategies to make sexuality and lifestyle choices

• Delay sexual intercourse, wait before you are sexually active, and you will
prevent problems such as unwanted teenage pregnancy, STIs and distractions
from your studies.
• Avoid behaviour and situations that could lead to sexual intercourse, teenage
pregnancy, sexual abuse and rape, for example substance abuse, spiked drinks
and peer pressure.
• Values that will guide and protect you include: respect for yourself and others,
abstinence, self-control.
• Remember you have the right to privacy, to protect yourself and to say ‘No’.
Unit 5: Skills relating to sexuality and lifestyle choices

• Skills that will help you to make informed and responsible sexuality and lifestyle
choices include: self-awareness, critical thinking, decision-making, problem-
solving, assertiveness, negotiation, communication, refusal, goal-setting and
information gathering about sexuality and lifestyle choices.
Unit 6: Relationship between recreational activities and emotional

health
• Your emotional health is your well-being, and ability to control your thoughts,
feelings and behaviours and to deal with stress and problems.
• If you participate in recreational activities, you promote your emotional health
and well-being. You have balance in your life. You make time for work and play,
for study and recreation.
Recreation and relaxation Weeks 1–5
Unit 1: Educational gymnastics Safety for

gymnastics
Time: 2 hours, weeks 1–2 • A lways keep your
and others’ safety in
From the ancient Greeks to ancient Egyptians, there is evidence that gymnastic mind.
movements were practised thousands of years ago. Egyptian art from 7 000 years • Always have a
ago shows gymnastic activities such as backbends, jumping, tumbling, rolling, spotter when you
swinging and partner movements. try a stunt. A spotter
is a person who
Gymnastics promotes correct posture, flexibility, balance, co-ordination and control watches out for you,
of your body movements. You can apply many of these skills in dance and other observes what you
sports and activities. do and supports you
to make sure you are
safe.
Warm up
• If you do use any
• Because the danger of injury is very real in gymnastics, you need to make sure
equipment, make
you warm up very well before you try any of the movement sequences. sure it is stable and
• Keep all your movements slow and controlled. Don’t make jerky or sudden fixed to the ground.
movements. • Don’t eat or chew
• Add the following warm-up routine to your general warm-up pattern (see PE gum while doing
Term 1 Chapters 4 and 6): movements, because
you could choke.
• Pay attention to
your surroundings,
so you don’t bump
into other learners
or equipment.
• Listen carefully to
instructions and
make sure you
understand what to
do, before you try
the stunts.
• Don’t try to do risky
actions that can hurt
1. Shoulder warm up 2. Thigh stretch you.
1. Stand with your feet hip width apart, 1. Shift your weight on to your left leg.
with your heels, hips and back of 2. Bend your right knee and grab your
your head against a wall. right foot with your right hand.
2. Place your hands in fists at your 3. Pull your right foot towards your
temples. buttocks to stretch the front of the
3. Bring your elbows to touch each thigh.
other in front of your face. 4. Try to keep your knees together.
4. Repeat twenty times. 5. Hold the stretch for thirty seconds
on each leg.
Chapter 12: Physical Education Term 3: Recreation and relaxation 195

3. Back suppleness – dog and cat stretches 4. Groin stretch
1. Get down on your hands and knees on the floor. 1. Kneel on your left knee.
2. Place your hands directly below your shoulders 2. Bend your right leg and place your right foot about
and your knees directly below your hips. 40 cm in front of your left foot.
3. For the dog stretch, inhale while you drop your 3. Move your upper body forwards towards your right
tummy towards the floor so your spine creates a knee until you feel a stretch in your left groin.
downward curve, while bringing your head up. 4. Hold for thirty seconds.
4. For the cat stretch, exhale as you round your back 5. Repeat with left leg forward.
upwards and tuck your head in, so your spine
creates an upwards curve.
5. Repeat both movements 10 times.
5. Knee warm up 7. Upper body warm up

1. Bend forward and place your hands on your knees. 1. Place you feet hip width apart.
2. Move your knees to the right, the back and then to 2. Knees are very slightly bent.
the left in a circle. 3. Start to twist your body from side to side.
3. Do 15 rotations. 4. Keep your arms very relaxed and allow them
4. Repeat rotating the knees to the left. to gently slap your hips as you twist around.
5. Gradually increase the twist as your spine
6. Neck flexibility warms up.
1. Gently rock your head forwards and backwards,
and from left to right. Remember to cool down with slow jogging on the spot
2. Repeat, reversing so that you rock your head from and a few gentle stretches at the end of the PE period.
right to left.
196 Chapter 12: Physical Education Term 3: Recreation and relaxation

1.1 Basic gymnastic movements
PE Activity 1: Partner work
1. Stand and face your partner.

• Put your toes against each other.
• Hold hands as you each lean back
very slowly.
• Pretend that you are sitting on chairs.
• Counterbalance with your partner.
• Hold this pose for ten seconds, and
repeat five times.
2. Sit on the ground, back to back.

• Put your arms through the other learner’s
arms at the elbow. This is called locking
your elbows.
• Bend your knees and put your feet flat on
the ground in front of you.
• Count to three and then push against
each other’s backs.
• Try to stand up at the same time.
• Then sit down together again.
3. Stand next to your partner.

• Keep your feet together, but leave a
space between your feet and your
partner’s feet.
• Hold hands and slowly lean away from
each other until you form a V.
• Move slowly so that you counterbalance
with your partner.
• Hold this balance for ten seconds.

PE Activity 2: Simple T PE Activity 4: Bird stand
• Your body should look like a T. • Stand with your feet a shoulder-width apart.
• Stretch your arms straight out on each side. Balance on one foot. Keep your arms tucked in.
Keep them in line with your shoulders. Keep your balance for 20 seconds, then swop
• Hold your fists closed with your thumbs facing feet.
down. • Spin around in circles, as fast as you can, for
• Keep your arms straight and level. five seconds, then try to balance again, first on
one foot, then the other.
• Now stand on one leg, holding both arms
wide out at the sides. Lift your back leg high.
Keep your head up, without leaning forward.
Hold this pose for ten seconds, then repeat by
balancing on your other leg.
PE Activity 3: Goalpost
• Raise your arms high above your head, straight

up in the air.
• Let your arms touch the sides of your head.
PE Activity 5: Log roll
• Close your fists, with your two thumbs facing
each other. • You roll when you turn over and over. Roll on a
soft surface such as a mat or a grassy area.
• Imagine you are a log. Lie down, keeping your
body straight and your arms straight against
your side.
• Roll down a slope or on a flat surface.
• See how many rolls you can do in 20 seconds.

PE Activity 6: Hop PE Activity 8: Basic jump
• Lift one foot off the ground, keeping your thigh Do a basic jump. Place your feet together.
horizontal. • Keep your weight on your toes and bend your
• Hop around on the other foot. knees as you build up to the jump. Move your
• Swop and repeat with your other foot. arms high above your head in a V-shape.
• You can clap to add rhythm. • Keep your shoulders back.
• Do this for one minute. • Lift your body up through your shoulders,
quickly swinging your arms forward in a circle.
PE Activity 7: Kicking hop
• Stretch your right leg forwards in a kicking PE Activity 9: Standing jump

action, until it is straight.
• Hop backwards on your left foot. Stand with your feet at a narrow angle.
• Land on your right foot and stretch out your • Bend your knees.
left leg. Repeat the hop. • Swing your arms forward and upwards, as you
• Use your arms for balance; keep your legs high. jump into the air.
• Alternate legs. Do this for two minutes. • Stretch your body upwards and keep your
movements controlled so you don’t lose
your shape.
• Do this for one minute.

PE Activity 10: 180-degree jump turn
This is half a turn.

• Stand with your feet a shoulder-width apart.
• Jump as high into the air as you can.
• As you jump, turn your body 180 degrees to face in the opposite direction.
• Land on both your feet. When you land, you need to face the direction
opposite from where you started.
• Repeat, alternating jumping to the left and to the right. Repeat ten times.
PE Activity 11: 360-degree jump turn
This is a full turn.

• Stand with your feet a
shoulder-width apart.
• Jump as high into the air as
you can. Turn 360 degrees;
this is a full turn.
• When you land, you need to
face the same direction that
you started. Land on both
feet.
• Repeat, alternating jumping
to the left and to the right.
Repeat ten times.

PE Activity 12: Toe touch 3. Put your hands on the ground with your fingers
towards the wall. Keep your hands a shoulder
As you jump, spread both legs wide in the air. Try
width apart.
to touch your toes with your hands. Don’t strain
4. Bend your head down towards the ground.
your back. Repeat ten times.
Keep your head between your arms.
5. Kick your legs up. Put all your weight on your
hands, as you keep your upper body straight
and strong.
6. When your feet touch the wall, straighten your
legs. You are now standing on your hands!
7. Keep practising against a wall, until you get your
balance.
8. Then, with the help of a partner for support, do
handstands without a wall.
PE Activity 13: Practise and present a

sequence of gymnastic moves
1. Work in a group of six.

2. Combine educational gymnastic movements
as described in this unit, to form a sequence of
moves.
3. Practise your sequence, helping each other.
4. Present your sequence of movements to the
class.
PE Activity 14: Handstand
The handstand is one of the basic skills of

gymnastics. In a handstand, you stand on your
hands instead of on your feet. Practise handstands
against a wall. Get a partner to help you.
1. Face the wall.
2. Move into a squatting position: bend your
knees and place your body close to the ground.
Assessment in PE
• Remember you get a mark for each PE period in which you actively
participate.

Unit 2: Dance
Time: 3 hours, weeks 3–5
To dance is to move your body rhythmically using steps and arm movement, mostly
Safety for dance in time to music.
• B e aware of your
Dancing is a relaxing form of recreation. It teaches you co-ordination and how to
position so you
don’t bump into move. It helps to maintain your fitness. Dancing is also a fun way to socialise, make
other dancers. new friends and enjoy yourself.
• Be careful not
In the next weeks, practise the basics of line dancing, break dancing, ballroom
to step on your
dancing, hip-hop and dancing with ribbons. Basic gymnastic movements are used
partner’s feet.
• If the floor is for most of the dances in this unit.
slippery, be careful
that you don’t fall. 2.1 Line dancing
• Some of the
• In line dancing, everybody dances in rows or lines.
movements can hurt
you if you do them • Everybody does the same steps to music.
incorrectly. • The steps are easy. So, learn a few basic steps to use in different sequences
• Don’t try a and dances.
movement if you • Most of the music is at 120 or 140 beats per minute, with a 32 count.
are not sure if it will
hurt you or not. Basic line-dance moves
1. Move forward and back.
2. Step right foot forward on right foot diagonal. Touch left foot beside right foot.
3. Step left foot back on left foot diagonal. Touch right foot beside left foot.
4. Step right foot back on right foot diagonal. Touch left foot beside right foot.
5. Step left foot forward on left foot diagonal. Touch right foot beside left foot
Line-dance turn techniques

• Pivot or turn – rotate on the ball of your supporting foot by turning your upper
body. Your free leg is extended forward or back. The degree of turn can be a very
little: a half a turn or 180 degrees.
• Spiral – turn in place on the ball of your supporting foot in the direction
opposite to your supporting foot (on left foot, turn right). End with your
legs tightly twisted, ankles together. Step, get your body balanced over your
supporting foot, and then sharply turn on that spot.

Terms used in line dancing
• and – 1 and 1, or 1 and, which is half of a quick count; it is a half-beat of music.
• lock – a firm cross of your feet
• count – a dance will have a number of counts. This is the number of beats of
music it will take to complete one repetition or sequence of the dance. The
number of steps may not be equal to the number of beats.
• foot positions – there are five basic foot positions:
1. feet together 2. feet parallel, a hip-width apart 3. heel to instep
4. forward or back 5. toe to heel.
• forward shuffle – one step forward on your right foot, and then slide your left
foot next to your right foot
• hitch – lift your knee up with your weight on the opposite leg
• hips rock and hold – hips rock left, hips rock right, hips rock left, hold
• hold – no movement for a set number of beats
• rock steps – right forward rock – step forward with right foot, then rock back
onto your left foot, recovering your weight
• switches –extend one foot out, return it to the centre, transfer your weight, then
extend your opposite foot out; you can extend your foot, your toes, or your
heels; you can extend them forward or to the side
• together tap or touch – the toe or heel of your foot touches or taps the floor
with no weight change
• weave – bring your one foot next to the other, with a weight change.
PE Activity 15: Dance the grapevine line dance
Play music with a constant four-beat pattern.

Practise this four-step technique, which is the sequence of the grapevine:
1. Take one side step.
2. Step across and in front of your lead foot.
3. Take another side step.
4. Step behind your lead foot.
• Count 1-2-3-4 as you move through the four steps, until you can
move easily without counting. Repeat the sequence until you get
a rhythm going.
• Keep with the beat of the music.

PE Activity 16: Line dance
To do this line dance, use any song or music that has four beats or eight beats
a line.
Stand in lines.
1. For 8 counts:
Walk forward 4 counts, clap on the 4th count (4 counts).
Repeat: walk forward 4 counts, clap on the 4th count (4 counts).
2. For 8 counts:
Bounce with your arms out and feet together (8 counts).
3. For 8 counts:
Step with your right foot to the right side; slide your left foot next to your
right foot. Repeat twice (counts 1 and 2 and).
Step your right foot to the right; slide your left foot next to your right foot;
stomp your right foot next to your left foot (counts 3 and 4).
Step your left foot to the left; slide your right foot next to your left foot.
Repeat twice (counts 5 and 6 and ).
Step your left foot to the left; slide your right foot next to your left foot;
stomp your left foot next to your right foot (counts 7 and 8).
4. For 8 counts:
Step on right foot behind left, left foot crosses over right, step on right
(2 counts).
Step on left foot behind right, right foot crosses over left, step on left
(2 counts).
Step on right foot behind left, left foot crosses over right, step on right
(2 counts).
Step on left foot behind right, right foot crosses over left, step on left,
turning ¼ turn to the left (2 counts).
5. For 8 counts:
Four neck bobs forward and back, as you step four steps in place, turn back
¼ turn to the right (4 counts).
6. Repeat the sequence from the start.
FOLO_Gr10_LB.indb 204 2013/12/12 4:41 PM

2.2 Ballroom dancing
Basic techniques
• Face your partner while dancing.
• Carry your weight more on the ball of your foot rather than on your heel.
• Take proper steps; don’t drag your feet.
• Take straight steps with your toes pointed straight ahead, going forward
or backward.
• When you step, the motion should start from your hip. This will allow your
legs to swing freely from their joints.
• Place your feet so they are parallel to your partner’s feet. Your right foot should A classic ballroom dance
be pointed in between your partner’s feet. position. The partners face
• If it’s fast music, take shorter steps. If it’s slow music, take longer steps. each other. The male’s hand
• When you are not sure what to do, turn. is on the female’s hip, and the
female’s hand on the male’s
• When you change direction, you will keep your balance better if your feet are
shoulder.
closer together.
• On right and left turns, twist from the base of your ribcage and snap your hips
around to increase the force of your spin.
• If your partner turns, continue stepping to the beat until your partner turns back
to face you.
2.3 Break dancing and hip-hop

Most break-dancing moves are rooted in gymnastics. They give great workouts.
PE Activity 17: Six step
1. Start by getting into a squatting position. Bend both your knees. This means
you are almost sitting, but not touching the floor with your buttocks.
2. Keep both hands on the ground. Now lift your right hand and swing your right
leg around so the bend of your right knee wraps around your left ankle.
3. Then move your left leg back to directly behind you and straight, where you
would put it if you were going into a push-up position.
4. Move your right leg behind you so that you are in a push-up position, except
your legs are a little spread out.
5. Lift your right hand and bring your left leg to where your right hand has just
been placed.
6. Bring your right leg into the middle of your left knee so that your right
kneecap is in the bend behind your left knee. Move your left leg back to the
position you started in, the squatting position.

PE Activity 18: Hand spin
Tuck your left elbow into your stomach with

your fingers pointing to the left.
Use your right hand to spin yourself on your
hand. Once you have mastered this move,
try to spin faster. To balance takes a lot of
practice. Keep trying!
PE Activity 19: Swipe
1. Start from the crab position. This is with your arms behind you on the floor,
your legs in front, your stomach pointing to the ceiling, but not arched, and
your knees bent.
2. Move your left arm across your body so it lands on the ground on your
right side.
3. Throw your right arm up in the air and put it down behind you.
4. Throw your legs into the air and allow them to untwist themselves.
5. You should now be in the same position you started from.
PE Activity 20: Toprock
Toprock is a four-step, four-beat dance and an easy move to start with. You can
add your own moves, attitude and ideas. Stand up, keep your feet together.
Step 1 – Hop forwards onto your right toe.
Step 2 – Hop backwards onto your left foot and kick back.
Step 3 – Put your right foot behind you and to the left.
Turn your body to the left.
Step 4 – Hop with your left foot back again so you
are in the starting position.

PE Activity 21: Running person
1. Start with your feet together.

2. Bring your right knee up with a hop.
3. Lunge down onto your right foot, while sliding your left foot backward along
the floor.
4. Bring your left knee up with a hop.
5. Lunge down onto your left foot while you slide your right foot backwards
along the floor.
6. Repeat three times.
PE Activity 22: Two-handed one-foot applejack
1. Start in a crouching position, on your toes,

with your hands about 75 mm off the ground.
2. Then kick back as hard as you can with
your right foot.
3. At the same time put your fingertips on
the floor next to your hips. Aim to hit the
top of your thighs against your chest.
4. Kick your feet back down as hard as
you can.
5. At the same time, bring your chest
forward and land back like you started.
PE Activity 23: The flare
Do a six-step, called the flare.

1. Kick your feet up in a giant V in front of you.
2. Then bring your feet around your body
without touching the ground.
3. Do another six-step.

PE Activity 24: Coffee grinder
1. Keep one leg bent and the other straight.

2. Put your hands on the floor.
3. Swing your straight leg around underneath your bent leg and your hands.
4. Continue spinning, then put your legs together and spin on your bottom
until you stop.
PE Activity 25: Head spin
Dance on a smooth surface such as a wooden floor.

To get into a spinning position:
1. Kick your legs back, and then kick up with
your right leg.
2. Put your hands down at 11 and 1 o’clock in
front of you with your legs split. Use your
hands for balance.
3. Twist your legs forward. Let your body
follow once your waist has caught up.
4. Get secure on the top of your head with
your hands on the ground so you can
create your moves.
PE Activity 26: The worm
1. Start out in a push-up position, but with your body on the floor.
2. Use your arms to push your legs into the air as high as you can.
3. Then let your legs fall back down.
4. Lift up your abs and roll up all the way to your chest.
5. Repeat as quickly as possible.

2.4 Ribbon dancing
• Ribbon dancing is based on Chinese choreography. It is a style of dance you do
while holding a long ribbon which is tied to a stick.
• You move the ribbon to the beat of the music.
• Movements in your routine will include swings, waves, circles, spirals, snakes,
flicks, figure eights and throws.
PE Activity 27: Wave
1. Make sure the ribbon does not get twisted around your body or does not
get into a knot, especially when you perform circles and spirals.
2. See the ribbon as part of your arm and move with elegance and control.
3. Use your entire arm, from your shoulder, when you wave your ribbon.
4. Get started by making a wave with your arm.
5. Start with your hand straight out in front of you.
6. Flick your wrist and move your entire arm up and down, in a wave.
7. Watch as your ribbon follows the same path.
8. Move your arm further up and down or faster to increase the speed and
size of your ribbon’s waves.
9. Now take turns to
walk, dance and run
while you wave your
ribbon.
10. Once you have
mastered the basic
wave, bring your arm
overhead and wave it
side to side.
PE Activity 28: Create a dance
1. Learn to do all the dances described in this unit.

2. Work in a group to create and develop an active dance.
3. Perform the dance and teach it to the rest of the class.
4. Participate in other learners’ dances.
Assessment in PE
• Remember: you get a mark for each PE period in which you actively
participate.
once during weeks 1-5 and once during weeks 6–10.

Term 3 Weeks 6–10
Unit 1: Unit 1: Diversity of jobs

Key questions Time: 2 hours
1. What are economic
sectors? In Grade 10 you should be thinking about what you would like to do and where you
would like to work after you have finished school. You can look at future careers in
2. In what different
places and terms of economic sectors, work settings, types of activities and skills. There are
conditions can you many different opportunities within career fields. (See also Chapter 3.)
work?
3. What forms of 1.1 Economic sectors
activities are One way to help you decide about a career to follow is to look at different sectors of
involved in each
South Africa’s economy.
job?
• Primary sector – jobs in this sector involve taking raw materials from nature and
making them into basic foods and products. Examples of raw materials include
mielies, wood, coal, iron, diamonds, fish and gold. A coal miner, people who
Key words
catch fish, and a farmer are examples of people who work in this sector.
diversity – having many
• Secondary sector – people who work in this sector take materials and make
different types, kinds and
forms them into goods that can be sold. Builders, metal workers, car manufacturers,
economy – the economy brewers, shipbuilders, engineers, and paint and chemical manufacturers are
is the process or system
by which goods and examples of people who work in this sector.
services are produced, • Tertiary sector – people who work in this sector provide services to people
sold and bought in a
country or region
and businesses. They include teachers, bankers, dry cleaners, sales assistants,
sector – a part of an estate agents, movie makers, people who run restaurants, tour guides, lawyers,
economy that includes doctors, actors and truck drivers. This sector is different from the primary and
certain kinds of jobs
secondary economic sectors in that it does not produce goods and/or does
raw material – the basic
material that can be not make anything, but it supports the primary and the secondary economic
used to make or create sectors.
something; e.g. coal is the
raw material for electricity
Primary sector. Secondary sector. Tertiary sector.

Activity 1: Identify the sectors
For each of the photos on the previous page, give a reason why that job
is in the sector shown. (6)
1.2 Work settings and conditions

In what kind of place would you like to work? Do you prefer to work outside or
would you rather work inside? These are some of the questions you should ask
yourself when you are deciding on a career or a job. The table below gives you
some examples of different careers and their workplace environments.
Place Careers
outdoors sailor, builder, roads engineer, game ranger, forester, professional sportsperson,
environmentalist
indoors pharmacist, financial adviser, clerk, hotel manager, lawyer, accountant, lecturer,
teacher, chef, optometrist, actuary, banker
laboratory technologist, inventor, chemist, researcher, scientist
mine geologist, miner, metallurgist
workshop bookbinder, sign writer, upholster, mechanic, carpenter
factory engineer, machine operator, clothing manufacturer, food processor
The conditions in which you work will be different depending on your job.
For example:
• The conditions in a modern office are usually pleasant. There could be air
conditioning and smart furniture. You may work from 8 until 4.30 in the
afternoon.
• Working in an office is very different from working in a factory, which may be
noisy and dirty, and you may have to stand all day.
• If you are a doctor, you may work for many hours without being able to sleep.
• You could be a geologist, whose job is to find new places where there is gold.
You could go to faraway places that are freezing cold, or down deep mines that
are very hot.
Activity 2: Compare workplace environments and conditions
Read the two interviews about the conditions for working in a mine and in a
laboratory. Then answer the questions.
A. What is it like to work in a gold mine? Interview with Banzi,

a 25-year-old coal miner
What is it like under the ground?
Underground mines are hot, damp and dark. Even though there are electric
lights underground, sometimes the only light the miners have is from the
lights on their hats. Some mines, especially the very deep ones, can be very
hot. Sometimes the floors are covered in water. Mines are very noisy places
because of drilling, blasting and loading rock.

What physical characteristics or qualities should a coal miner have?
People working in mines must be strong and have the energy to work long
hours. They have to lift, bend over, climb, and work with heavy machinery. The
roofs inside mines are often very low. The miners have to work on their hands
and knees, backs or stomachs.
Is it safe underground?
There are many dangers underground. There could be an explosion or rock
falls. Sometimes there are poisonous gases. The drilling makes dust, which can
cause lung disease in miners. Many miners suffer from loss of hearing.
What do you do to make sure you are safe?

I wear clothes that protect me. I have a hard hat and strong boots. I protect my
ears from the noise. Before we go down the mine to work our shift, we have a
meeting to talk about safety problems and to remind us to work carefully. But
the most important way to be safe is to look after your co-workers. They will
then look after you.
B. What is it like to work in a laboratory? Interview with

scientists and technicians in a medical research laboratory
How does your day start?
‘We all meet in the conference room for coffee. This is when we chat about our
latest experiments and share information,’ says Phumla, the senior scientist.
‘Although we each work on our own projects, getting together like this helps us
to work as a team with a common goal.’
Is it an exciting job?
Says Harith, a PhD student, ‘Sometimes we work for 15 to 20 hours a day. Some
of the work can be boring. Most of the day we do repetitive work. We prepare
cell cultures, purify DNA, do experiments.’
‘And it can get smelly,’ says Gloria, a molecular biologist, ‘with all the
chemicals we use in our research. But you get used to it.’
What are the benefits of working in a lab?

‘We get to listen to music. We don’t have to dress up. We don’t have to shave,’
says Kumi, who used to be a DJ before joining the lab as a technician.
‘And we get to experiment. It’s like playing a computer game. You work things
out and then have the joy of winning the game. And if you can do something to
benefit the world, that’s a bonus,’ says Narita, a medical doctor.
According to Thandi, a master’s student, ‘Science is also about having fun. It’s
fun to find out why things happen, such as: why does a person get a disease?’
‘When you are working, you are thinking about what your work is going to
do for patients in five or ten years’ time,’ says Narita. ‘We are trying to cure
cancer. That is important.’

Questions
1. In what economic sector is coal mining? Give a reason for your answer. (2)
2. Do you think the working conditions in a mine are pleasant and
comfortable? Give two reasons for your answer. (3)
3. Give two dangers to a miner’s health. (2)
4. In what economic sector is working in a laboratory?
5. List two unpleasant and two pleasant conditions for working in a
laboratory. (4)
6. Would you prefer to work in a mine or in a laboratory?
7. What in interview A and what in interview B tells you that teamwork
is important? (4)
1.3 Forms of activities

What do you enjoy doing most? Do you like growing things? Perhaps you like
caring for animals. Maybe you like to manage and control people. Different careers
have different forms of activities. Look at the table below and see what the main
activities are for various careers.
Form of activity Examples of careers
designing – plan and make decisions about something that is sculptor, florist, dress designer, jeweller, interior decorator,
being built or created; create the plans or drawings that show architect, graphic designer, engineer
how something will be made
assembling – connect or put together the parts of something builder, construction worker, mechanic, plumber, engineer
growing – plant, breed, take care of farmer, gardener, cattle breeder, forester, wine-maker
caring – look after, keep people healthy and safe psychologist, matron, nurse, doctor, social worker, volunteer
welfare worker, fundraiser, occupational therapist
controlling – direct the behaviour of people or animals; make police officer, ticket examiner, soldier, bodyguard, air-traffic
something work in a certain way controller
Activity 3: Identify forms of activities
What forms of activity do the following workers do?

Write down the answers and give a reason for each of your answers. (12)
1. miners
2. laboratory technicians
3. teachers
4. construction workers
5. jewellers
6. bodyguards

Unit 2: Unit 2: Skills and competencies
1. What are skills and
Different jobs and careers need different skills and competencies. Some skills,
competencies?
however, are needed in all careers, and in life.
2. How would you
integrate the
different parts of 2.1 Skills and competencies
yourself into the A skill is the ability to do something that comes from training, experience or
world of work?
practice. You usually learn skills; you are not born with them. Competencies are the
abilities and skills to do something well. Examples of skills are:
• numeracy skills – the ability to work with numbers and do calculations
• literacy skills – the ability to read and write
• technology skills – the ability to use computers
• communication skills– the ability to make yourself understood, through writing
and speaking, and to understand others.
Three of the most important skills are information gathering, information analysis
and instruction. These skills are important because you need them in many aspects
of your career and in life.
Information gathering and analysis

In different careers, you need to gather information from different sources and for
different reasons. People use information for many purposes. Here are some. You
can most probably think of more. People gather information to:
• develop skills • gain knowledge
• learn more about something • win an argument
• solve problems • be entertained
• become inspired.
Information can be gathered or collected from many sources, for example:

• textbooks • magazines
• newspapers • DVDs
• reports • museums
• libraries • radio and television broadcasts
• other people • the Internet.
Key words
Once you have gathered information, you have to analyse it to make sure it answers
skill – the ability to do
your questions. (See the sections on study skills and critical thinking in Term 2.)
something that comes
from training, experience Here is a checklist:
or practice ✓ Is the information up to date? If the information is old, it may be missing the
competencies – abilities
and skills to do something latest information you need.
well ✓ Is the person who gives the information qualified? Does the person know about
analysis – a careful the subject? If the person isn’t really knowledgeable, the information may not be
study of something; an
examination of the details accurate or correct.
of something ✓ Does the information give only one point of view? Is it biased? If it is biased, you
integrate – combine, join will not be getting all the information, only part of it.
together
✓ Does the information relate to what you want to know? Is it relevant?

Activity 4: Identify information for different purposes
From the table below, write down the number of the career and
information needed in column A and, next to it, the letter of the correct
source of information in column B. (7)
A. Career and information needed B. Sources of information
1. Scientist – the latest research on treating TB a) magazines for examples, textbooks, newspapers,
brochures and flyers
2. Car mechanic – how to fix a very old car and where to b) museum, Internet, reference books, records of births and
get parts for it deaths, graveyards
3. Teacher – an English lesson on writing advertisements c) municipal rules and regulations, deeds office, national
building laws
4. Historian – history of a certain family in the Cape d) consumer reports on the Internet, suppliers’ brochures
5. Architect – the rules for building an office block on a e) manufacturer’s manuals, Internet, veteran car clubs,
piece of land fellow workers
6. Sports journalist – African cricketers f) research journals, Internet, other scientists
7. Business manager – which is the best telephone system g) Internet, sports associations, interviews, newspapers,
to use in your business sports magazines
Instruction
Being able to give instructions and
And after that you must
teach others is a very useful skill. eh … well, you know what I mean.
Just do it and remember to add the
In many work situations you will need tomato to the burgers before,
no I mean …
to give instructions and explain how
after …
things need to be done. You will also heating up. And
don’t forget the
have to instruct or teach others. sauce …
And, and the

salt, hey.
Now go
and do your
jobs!
Please listen very

carefully. 1: First slice
the tomatoes. 2: Then heat
the burgers. 3: Now put the
tomatoes on the burgers.
4. Lastly, add the sauce.
Let me see if you

understand. Please all make
a burger now.
Who has developed the

skill of instruction well?
Why do you say so? Absolutely!

Forensic Laboratory Assistant
In this position, you will: • prepare reports
• assist the Forensic Analyst in applying forensic science to • testify as an expert witness on evidence or laboratory
investigate crime techniques in court cases.
• collect physical evidence at crime scenes using forensic
techniques You will work in different units in the Forensic Laboratories in the
• examine, test, and analyse tissue samples, chemical South African Police Service (SAP), for example the Biological unit,
substances, physical materials, and ballistics evidence, using Chemical unit, Ballistic unit, and Scientific unit.
recording, measuring and testing equipment Minimum qualifications: you must have a matric certificate or
• interpret laboratory findings and test results to identify and equivalent. You must have subjects that are relevant to the unit in
classify substances, materials and other evidence collected at which you want to work. For example, if you want to work in the
crime scenes Biological unit, you must have Biology as a subject.
• collect and preserve or keep criminal evidence used to solve Skills: you must have strong communications skills. You should be
cases able to work well with others. Skills in interpreting and analysing
• consult experts in ballistics, fingerprinting, handwriting, scientific results are also important.
documents and medicine about evidence Training: in-service training will be provided depending on the
• reconstruct or rebuild crime scenes unit you are working at.
Salary: depends on your qualifications.
Activity 5: Solve crimes
Read the job advertisement for a forensic laboratory assistant, and then
answer these questions:
1. Match the words in column A with their meanings in column B.
From the table below, write down the number of the career and
information needed in column A, and next to this write the letter of
the correct source of information from column B. (5)
A B
1. forensic a) results and observations
2. preserve b) to find out and describe or show the way an event or series of
events happened
3. reconstruct c) happening while you are being paid to work
4. findings d) to keep (something) in its original state or in good condition
5. ballistics e) the science that studies the movement of objects (such as

bullets or rockets) that are shot or forced to move forward
through the air
6. in-service f) relating to the use of scientific knowledge or methods in

solving crimes
2. In which economic sector does this job belong? Why do you say this?
(3)
3. List four of the job’s activities. (4)

4. What is the workplace setting or settings for this job? (2)
5. What qualifications must you have for this job? (1)
What skills are necessary for this job? (3)
6. Give three examples of physical evidence from a crime scene. (3)
7. Would you like to do this job? Why or why not? (4)

2.2 Integrating yourself into the world of work
Integrate or combine your knowledge of the different aspects of yourself and your
knowledge of careers. The more you know about yourself, the easier it will be to
choose a career that is right for you. Of course, the more you know about the world
of work, the easier it will be to link your knowledge of yourself with a career.
Lindiwe integrates aspects of

herself with the world of work and
finds many career options.
Activity 6: Integrate aspects of yourself with the world of work
1. Look at the drawing of Lindiwe. Tell a partner what you think about
her examples of suitable career choices for each aspect of who she is.
Say whether you agree or not. Give reasons for your viewpoint. (5)
2. Redraw the table below. Fill in the blank spaces according to what is
true for you and what you know about suitable different careers. (10)
3. Explain your table to a partner.
Integrate aspects of yourself with the world of work

Who I am Suitable career choices
1. Grade 10 subjects I get the best marks for at

school
2. Subjects I like and enjoy the most
3. Three of my skills
4. Three of my most important interests
5. What kind of person am I? A description of

myself in five words.

Unit 3: Unit 3: Opportunities within different
Key questions career fields
1. What are the
Time: 2 hours
opportunities in
the recreation, There are many career opportunities in many different career fields. Recreation,
fitness and sport fitness and sport industries offer a wide variety of careers to suit people with
industries?
different skills and interests.
2. What is the
importance of
knowing more about 3.1 Opportunities in different career fields
research skills, The world is an exciting place when it comes to careers, because there are so many
salary packages, choices. You need not limit your career choices to only the careers you see around
and promotion and you. Explore further to see what is available. (See also career fields in Chapter 3.)
study prospects?
3. Why are the
profitable use of
3.2 Opportunities in recreation, fitness and sport
time and talents, industries
enjoyment, and Recreation, fitness and sport industries are those that deal with sport, games,
transfer of skills leisure, fitness, recreation and enjoyment. In these industries, you can also be
important aspects of
involved in business management, organising events, supervision, maintenance
career knowledge?
and administration. Work is available at, for example, government departments,
gyms, wellness centres, recreational parks, holiday resorts, leisure and recreational
centres, and schools, colleges and universities.
Key words
Examples of opportunities include:
research – the activity of • Recreation: outdoors adventure, canopy tours, bungee-jumping, hiking guides,
getting information about
a subject mountaineer guides, camp operators, producers of recreational reading material
salary – an amount of and DVDs, tour guides
money that an employee
• Fitness: gym and fitness trainers, fitness-dance instructors, aerobics instructor,
is paid each year
promotion – the move hip-hop and line-dancing teachers, Pilates instructor, gymnastics coach, yoga
to a more responsible instructor, kick-boxing instructor
position at work
• Sport: professional sportsperson, stadium builder, sport shop salesperson, TV
study prospects –
opportunities to study and radio broadcasters, sporting events host, sports manager
skills transfer – using the
same skills in a different
job or area
NEWS FLASH 2
NEWS FLASH 1
Sports tourism South Africa’s sports

market shows growth
More than 10% of foreign tourists come to South Africa to
watch or participate in sport events. Spectators account for South Africa’s sports market showed a growth of
60% to 80% of these sport tourists. There are numerous world- 12% over the past year. That is great when you
class sporting events on South Africa’s calendar every year. compare it to the 3% growth in the sports market
We have proved that we can successfully pull off big events. internationally. Our sports industry is still young
(Adapted from http://www.southafrica.info/business/economy/ and so will show even greater growth.
sectors/tourism-overview.htm#sports) (Adapted from http://www.theannual.co.za/site/annual/usr/
home/theani/public_html/2011/02/megapro-marketing/)

NEWS FLASH 3
Capacity building in sport needed

Sport and its related industries of recreation and professionals to work at the dynamic level required
fitness are in a period of rapid growth. The Skills of international sport events. In addition, the sport
Audit conducted by the Tourism, Hospitality and marketing industry represents a multi-million rand
Sport Sector Education and Training Authority industry. The twenty TV channels dedicated to
identifies the need for capacity building in sport. sport are proof of public demand.
This will help to promote skills in managing sport The role of sport in South Africa continues to
organisations, tournaments and events, sport grow in social and economic importance. This
teams and sport facilities. is especially true for healthy lifestyles in the
Competence in all the areas of sport is workplace and communities.
becoming very specialised and professional. South
(Adapted from http://pcqs.saqa.org.za/
Africa has more opportunities to host sport events
showQualification.php?id=60309)
at an international level than ever before. We need
Activity 7: Analyse career opportunities
Read the three news flashes before you give written answers.
1. What is a sports tourist? (2)
2. How does sport tourism increase employment opportunities?
Suggest five ways. (5)
3. Name three recent big sporting events that South Africa hosted.
Explain how each event generated work opportunities. (6)
4. Why does South Africa’s sports market show growth? (2)
5. Explain what you think it means for employment opportunities if
our sports market shows growth. (2)
6. What will capacity building in sport promote? (2)
7. From the three news flashes, what do you realise about career
opportunities in the recreation, fitness and sport industries? (6)
3.3 Examples of opportunities in recreation, fitness and

sport industries
The many exciting careers in recreation, fitness and sport industries offer
opportunities for people with different skills, interests and abilities. Below are
descriptions of a few interesting careers and career fields.
Sport management
A Sport Management qualification enables you to work in many sport-related areas,
for example:
• sport team management • fitness facility management
• sport event management • sport sponsorship management
• sport tournament management • sport organisation management
• sport facility management • financial management in sport
• sport project management • sport volunteer management.

Fitness trainer
• You work with clients to develop, check and supervise their training or fitness
programmes, give advice on diet and lifestyle choices, and motivate them
to be healthy and fit, or advise them on how to recover from injury.
• You assess your clients’ needs and abilities by weighing, measuring and doing
other fitness tests to check on blood pressure, heart rate and lung capacity.
• You give advice on how to use exercise equipment correctly, such as how to use
weightlifting equipment, exercise bicycles, jogging treadmills and other apparatus.
• You create exercise programmes and give instruction on fitness activities.
• You work closely with medical doctors, physiotherapists, dieticians and
other related health professionals to develop health and fitness programmes
based on exercise rehabilitation, nutrition, counselling and motivation.
Biokineticist
• A biokineticist is an exercise specialist.
• As a biokineticist you scientifically evaluate your clients’ fitness
levels. You work closely with medical experts to improve the
performance of sports teams and sports professionals.
• You also work with people who had medical problems and want
to become more mobile and improve their fitness.
• You usually can study human movement studies at university
and then do biokinetics as a postgraduate course.
Sports broadcaster Hip-hop dance choreographer

You work for radio or TV and comment on sports You design dance steps and dance moves and
games, analyse the games and interview players teach others how to perform. You may put shows
and coaches. together.
Sport advancement officer Sports psychologist

A sport advancement officer promotes As a sports psychologist you give counselling to
participation in sport. You are involved in various sportspeople, parents and coaches.
sport education. • You work with, for example, athletes, to help
them to improve their performance.
• You promote their well-being.

Career adverts
1. Freelance soccer website writer 2. Part-time outdoor education 3. Technician in the fitness industry
SA’s biggest soccer newspaper, Soccer- facilitator A technician in the fitness industry
Laduma, is looking for freelancers A group leader is responsible for repairs, services, maintains and installs
experienced in the art of writing for the delivering/leading outdoor education gym equipment.
Web. They will be required to produce programmes that promote education The job includes service calls to
high-quality soccer match reports. and personal development in a safe commercial and corporate gyms,
Skills needed: and enjoyable environment. and repairing and servicing home
– good English, brief writing style Skills needed: equipment.
– ability to analyse, not only express – passion for the outdoors environment Skills needed:
opinions – like to work with young people – technical, mechanical and logical
– knowledge of local players and – enjoy variety and challenges mind
coaches – skills such as mountain walking, – good people skills and common
– understand tactics of soccer abseiling, kayaking, river rafting, sense
– love and passion for soccer bungee-jumping – the job requires a mix of electronic,
– ability to work under pressure. – good communicator. electrical and mechanical work.
Activity 8: Analyse careers in recreation, fitness and sport

industries
1. Match the careers in column A with the description in column B.

Write down only the number and correct letter. (7)
A B
1. sport advancement officer a) repairs, services, maintains and installs
gym equipment (6)
2. fitness trainer b) works in media (5)
3. sports psychologist c) promotes participation in sport (1)
4. biokineticist d) works out dance steps (7)
5. sports broadcaster e) knows the human body and how
exercising affects it (2)
6. technician in the fitness f) scientifically evaluates his or her clients’
industry fitness levels (4)
7. hip-hop choreographer g) provides counselling to sports teams,
athletes, parents and coaches (3)
2. Look at the three careers adverts above. They describe different careers.
However, there are similarities in some of the skills needed.
Find one similar skill that is mentioned by each advert. (1)
Explain what that tells you about the skill. (1)
3. Explain what is meant by the following:
a) ability to analyse
b) ability to work under pressure
c) passion for the outdoors environment
d) enjoy variety and challenges
e) good people skills and common sense. (5)
4. Choose one career in the recreation, fitness and sport industries.
Prepare to give a brief talk to the class on what this career is about.
Motivate why you think there are employment opportunities in this
particular career. (5)

3.4 Research skills, salary package, promotion and
further study prospects
Research skills
Research skills are needed for many roles in life. They are also valuable skills when
you have a career. If you can ask questions, investigate, find information, look for
facts, explore, make enquiries, examine and look into matters, you will be very
employable.
Try to develop your research skills when you do your school projects and reports.
Investigate your topic carefully and gather as much information as you are able to.
Never live a day without asking a question!
If you research careers, it means you investigate, find out more and explore the
various career choices and what they offer. You must also be able to find out
what the salary package is and what promotion and further study prospects or
opportunities there are. You could, for example, conduct an interview with a person
in a career you are interested in, draw up a short questionnaire, or run a focus
group with people who are in the career field you like.
You could ask questions such as:

1. Describe your career in two sentences.
2. What other work did you do before?
3. Did your previous work lead to your
present career? How?
4. Where do you work?
5. What do you do for most of the day?
6. What school subject did you take?
7. What qualifications are needed for this
career?
8. Where did you study?
9. How long does it take to qualify?
10. What aspects of your work do you enjoy?
11. What aspects of the work do you not like?
12. Are you satisfied with your salary? Why?
13. How would you rate the stress level of
your work?
14. What kind of personality should one have
Use your research skills to
for your career?
make sure your future career
15. How will this career benefit our country?
is not a dead-end job!
Salary package
A salary package is the total pay that an employer is willing to pay an employee.
An employee’s salary package may include basic salary, deductions such as pension
and unemployment benefit (UIF), and income tax. It may also include a 13th cheque
and the following allowances: medical aid, car, travelling, cellphone and housing
allowance.

Example of a salary package
Martial Arts Inc. Monthly payslip

Name of employee: Brad Baloyi Position: Karate Instructor
Cost to company Deductions Brad’s total monthly salary

Basic salary R4 725 Pension R220 package, including allowances,
Car allowance R2 000 Medical aid R500 is R7 875. But his allowances
are not paid to him. His
Housing allowance R1 500 UIF R47
employer pays his car, housing
Cellphone allowance R150 Tax: PAYE R 750
and cellphone accounts. Then
Total cost to company R7 875 Total deductions R1 517
Brad does not get the full
amount of R4 725, because
Monthly income R4 725 – R1 517 = R3 208
there are various deductions.
What you get per month:

Your salary package depends on:
• the kind of work you do
• your qualifications
• the career field and economic sector in which you work.
If you start working at a junior level, your salary package will not
be the same as a more senior person who has been working for
ten years.
Promotion
Promotion means to get a salary and/or rank upgrade or raise.
For example, a junior soccer player can be promoted to the senior
team; an assistant coach can be promoted to coach.
Activity 9: Research prospects of promotion
1. Conduct an interview with one of the following people to find out what
helped them to get a promotion in their work:
• a supervisor
• a manager
• your principal, deputy principal or head of department.
2. Ask the following questions during the interview:
a) What position do you hold at work? (2)
b) At what level did you start working? (2)
c) Which personal qualities contributed to your getting a promotion? (2)
d) Which work ethics or values do you think helped you get a
promotion? (2)
e) How does a promotion affect your salary package? (2)
f) What advice would you give to someone who has just started working
and wants to grow within the job? (2)
3. Write a paragraph about what qualities you believe you need to be
considered for promotion. (8)

Further study prospects
Many careers offer further study prospects. This means that you can upgrade
your skills and qualifications, without leaving your job. You could either go on a
learnership, or attend university either full time or part time. Some employers know
it is useful to their businesses to help employees with upgrading their skills. So
these employers offer further study prospects. For example, if you are working at a
gym as a personal trainer, and show promise, you can go to university to study how
to become a physiotherapist.
3.5 Profitable use of time

Time is money. Time is so valuable in any career. Use every moment you have to
improve your skills, learn more and become more marketable so you can get the
job you want.
• While you are waiting for a job, or working in a job that is just a stepping stone
until the right career opening comes along, use your time well. Learn as much as
you can and work as hard as possible.
• If you are without a job, volunteer so you get work experience.
• If you are in the career you want, also use your time well; make the most of every
opportunity that comes your way.
It’s useful to keep track of how you spend time at work. Get into the habit of keeping
a time chart to show what you do for each working hour.
How to use your talents in working and career

opportunities
Your talents or aptitudes are what you do very well. So it makes sense to use your
talents in your career. This will make it easier to progress and get promotion. For
example, if you are working as a city tour guide, and have the talents of getting on
Who would you rather be?
The person who hates his
very well with others as well as hiking over any terrain, make a suggestion at work
career or the person who that you will take groups of tourists on regular adventure hikes up mountains in
loves and enjoys her career? South Africa. You will be the team leader whom the tourists will trust and your
Give a reason for your talents will ensure an enjoyable experience for all.
answer.
Enjoyment
Oooh no, another day
at work…only Monday today. I wish If you enjoy your work, you will be happy and do
it were already Friday. It feels like
prison sitting in that office. a good job. People who are passionate about their
work live fulfilling lives. For example, there are
I love my job and look
forward to the week so much! many people who are still working even though they
are much older than 65 years. They love what they
are doing; retirement is not even an option for them.
As you spend at least eight hours a day, five or six
days a week, working for many years in your adult
life, you may as well combine what you enjoy doing
with your career. Imagine waking up in the morning
and saying to yourself: ‘Oh yes, what a lovely day. I
can’t wait to get to work!’

3.6 Transfer of skills to other related industries
As explained in Chapter 3, most people have more than one career in their lifetimes.
It is important to understand the skills that you can transfer to a new field of work.
Transferable skills are not specific to one career, so you can apply them to a range
of careers and jobs. Many skills are transferable. Some may be specific skills you
learnt in a career, and others are more general. For example, you may transfer skills
that you at work and school, through hobbies, volunteer work or everyday life
experience. In Life Orientation you will learn useful transferable skills. Transferable
skills include the following:
• communication • project management
• report writing • conflict resolution
• leadership • critical and creative thinking
• computer literacy • initiative and resourcefulness
• teamwork • willingness to learn and undergo
• problem solving instruction
• decision making • multilingualism (being able to speak
• entrepreneurial skills more than one language).
How do you know if a skill is transferable? Ask yourself if you could use that skill in
different careers. If your answer is ‘Yes’, then that skill is transferable.
Example: From a translator to a famous soccer coach

One of the best soccer coaches in the world, José Mourinho, started his career as
a soccer player. He soon realised he would not make it as a professional soccer
player, so he transferred the skills he learnt in soccer, such as perseverance,
discipline and thinking quickly, as well as decision making, to doing a degree at
university. There he learnt critical thinking and problem solving skills. He then
worked as a translator at a soccer club. While he was a translator, he observed
good coaching techniques so he used his time well. He did not waste time crying
because he could not become a soccer star. Using his critical-thinking skills to
strategise, he became one of the most successful managers of the biggest soccer
clubs in the world.
José Mourinho in action.

Case study:
Skills you can transfer to a healthcare career ustomer-service know-how: Working as a
• C
Kunal Dakalo first trained to be a priest. Then he waitron or server before entering nursing will
worked as a counsellor for troubled and refugee be helpful. Good servers must be organised
youth, and then he trained to be a nurse. He says and able to multitask, that is doing many
his religious training and counselling experiences things at once, like must good nurses. Good
sharpened some of the strengths that made him a waitrons, like good healthcare workers,
good nurse: must provide satisfactory customer service.
Hospital patients evaluate nurses and doctors
ompassion and care: Caring and compassion
• C
on whether they were ‘friendly/not friendly’
for the poor and troubled, good listening skills,
or ‘helpful/not helpful’. If you have answered
understanding diverse cultures, and a respect for
phones in an office when all seven phones
teamwork all helped Kunal do his job well.
were ringing at the same time and you had to
ood communication skills: Being able to
• G
greet people, and you remained friendly, you
speak clearly and listening carefully are other
could transfer those coping skills to nursing
transferable skills that are important for people
or training to be a doctor.
who hope to be at the bedside giving good
alm under pressure: Healthcare institutions
• C
healthcare. Health workers must communicate
are usually happy to employ people with
effectively with patients, doctors, managers,
military backgrounds. You have skills needed
colleagues and patients’ families. The ability to
for a fast-paced, important healthcare job.
provide accurate and brief reports is also very
Usually time is very important, and you have
important in healthcare. You could improve your
to think fast. People with experience working
communication skills in many non-healthcare
under pressure, like for the stock market, will
job situations, such as speaking up in meetings,
also have the skills to manage the stress of a
writing memos, and understanding the verbal and
healthcare environment.
nonverbal language of, for example, a child you
babysat.
(Adapted from article by Megan Malugani from http://career-advice.monster.com/career-development/

changing-careers/transferable-skills-to-healthcare/article.aspx)
Activity 10: Analyse skills-transfer case study
Read the case study before you give written answers to the questions.
1. What do you understand by transferable skills? (4)
2. What helped to make the person who was trained to be a priest,
a good nurse? (3)
3. Explain what is meant by good communication skills. (3)
4. Why is communication important in the field of healthcare? (4)
5. What skills do waitrons have that are useful in healthcare professions? (2)
6. Why are healthcare institutions willing to employ people with military
backgrounds? (4)

Examples of transferable skills
Skills: Skills: From your To another career
You can You are career
capture data on a computer well organised fundraiser

researcher
draw graphs using a software motivated to
secretary blogger
package succeed
marketer
deal with people on the friendly and kind data capturer
telephone call centre operator
helpline operator
take minutes at meetings a good listener
Activity 11: Transfer your skills
1. Copy the headings of the chart above. Leave the entries blank.
2. Insert your own skills. (5)
3. Predict what career you may follow. (2)
4. Add the skills you are likely to learn in this career. (2)
5. Indicate to which three careers your skills could be transferable. (6)

Unit 1: Diversity of jobs

• The three sectors of an economy are the primary, secondary and tertiary
sectors.
• Different sectors and jobs have different work settings and conditions.
• Different careers have different forms of activities.
Unit 2: Skills and competencies

• Three of the most important skills are information gathering, information
analysis and instruction.
• Integrate or combine your knowledge of the different aspects of yourself and of
careers to find a career in the world of work that is right for you.
Unit 3: Opportunities within different career fields

• You need not limit your career choices to only the careers you know; explore
career fields to see what is available.
• Recreation, fitness and sport industries offer many career opportunities.
• When you research careers, you should also find out about the salary package
and opportunities for promotion and further study.
• Use your time to improve your skills, learn more and become more marketable
so you can get the job you want.
• It makes sense to use your talents in your career and also to enjoy what you do.
• Most people have more than one career. You can transfer your skills between
careers.

Weeks 6–10 Recreation and relaxation
Safety for self- Unit 1: Self-defence
defence Time: 2 hours
• N ever try any
attacking moves Learning how to defend yourself is an important skill. Self-defence techniques also
on another person help to build good posture and keep you fit.
when there is no
danger to yourself. Self-defence moves
• Never use self-
• The best form of self-defence is to run away.
defence moves to
• However, if you are in a situation where you cannot run away, you need to
bully other learners.
• Use self-defence protect yourself.
only to keep fit and • Practise the moves in this unit without touching or harming anybody else.
to defend yourself. • Remember that these moves are to help you shock the attacker, so you get a
• Always use these chance to run away. These moves are not meant for you to harm another person.
techniques just for
defence, not for
Self-defence styles
attacking somebody
There are various self-defence or martial art forms. These include:
else.
• Remember that 1. Ju-jitsu includes restraining and grappling techniques. It is a method of self-
bullying is not cool defence without weapons that was developed in China and Japan. In addition to
and not allowed in holds and blows, the attacker uses his or her own weight and strength as a form
schools. of defence.
• Always apply 2. Karate is a combat technique best used for self-defence situations. It is a
our Constitution;
traditional Japanese system of unarmed combat. Unarmed means you do not
respect others’
use weapons. You give sharp blows and kicks to pressure-sensitive points on
rights to safety from
harm. the body of your opponent.
• Always warm up 3. Mixed martial arts (MMA) are a combination of different types of martial arts
before you try any of that are mentioned in this list, as well as wrestling.
the moves. Use the 4. Muay Thai moves are useful to protect yourself. It is a sport that originated in
warms-ups on Thailand. It is similar to boxing but also allows strikes with the feet, elbows and
pages 195 and 196
knees. It is also called the art of eight limbs.
(for gymnastics).
5. Tae kwon do uses kicking stunts and techniques. It is used as unarmed combat
for the purpose of self-defence. It originated in Korea.
1.1 Self-defence and distance

There are different self-defence techniques depending on the distance you are from
your attacker.
Short range
This enables you to:
• throw punches • jab with your knees and hit the
• jab with your fingers attacker, while also blocking off
• use your elbows blows with your arms.

Medium range
This distance allow you to kick your attacker in vulnerable places. Vulnerable
places are those your attacker is not protecting or those places that are easily hurt,
for example the genital area.
Long range
• This is a safe distance to turn and run.
• Do not kick out at an attacker from this range. Your foot can be caught. Don’t hit
out at an attacker as your arm or hand can be caught.
• Move your feet; shift position while you block blows or counter-attack.
1.2 Stance
Stance is the way you stand and hold your body. It is your pose or posture.
PE Activity 1: Ready stance PE Activity 2: Forward stance
The ready stance is the way you hold your body 1. Move your left leg forward, at two shoulder
to get ready to defend yourself. It is a balanced widths’ distance.
stance that enables you to apply your defensive 2. Keep your right leg straight, with your toes
moves. The ready stance helps you to get ready to pointed forward.
counter your attacker’s moves and helps you to 3. Bend your left knee. It will be directly over
quickly get out of the way of attacks. your heel.
1. Stand with one foot in front of the other, a 4. Keep your back straight and shoulders square.
shoulder width apart. 5. Extend your right arm straight in front of you
2. Make sure your feet point in the direction at shoulder height.
that you are looking at, which is towards the 6. Make a fist.
attacker. 7. Bend your left arm and bring it into your body.
3. Bend your knees slightly. Your hand is in an upturned fist at your ribs.
4. Lift your arms into a basic boxing position.
Tighten your fingers into fists and hold your
hands about 15 cm from your body.
5. Hold your head up and look straight at your
attacker.

PE Activity 3: Horse stance
You need to look as if you are sitting on top of a horse.

1. Keep your shoulders square with both your hips and feet.
2. Spread your feet in a straight line about two shoulder-widths apart.
3. Keep your spine and head upright.
4. Grip the floor with your toes, and
lower your hips downward by bending
your knees forwards.
5. Push your bottom out and bend your
knees. Keep your back straight.
6. Drop both your hands to your waist.
7. Bend your elbows, keep your arms at
your sides and put your hands into
upturned fists.
1.3 Blocking techniques
PE Activity 4: Block blows to face PE Activity 5: Block blows to chest,

stomach and pubic area
1. Bend your arm to form a 135-degree angle at
the elbow. 1. Bend your arm and put your hand at your ear.
2. Lift your elbow upwards to just above your 2. Keep your elbow close to your body.
forehead. This should be a pushing action. 3. Swing your arm downward and a bit away from
3. Keep the angle. your body.

PE Activity 6: Hourglass stance
1. The hourglass stance is a strong stance for blocking.

2. Place the heel of one foot and the ball of the other foot on a horizontal line,
about a shoulder-width apart.
3. Turn your forward foot inward and point your back foot straight ahead.
4. Bend your legs until your knees touch.
5. Grip the floor with your toes.
6. Tighten your bottom and pull your inside thigh muscles together.
1.4 Defending moves
PE Activity 7: Elbow swing PE Activity 8: Front snap kick
1. Stretch your arm across your face. The front snap kick is delivered with your instep
2. Then quickly bend your arm and swing your and takes the attacker by surprise.
elbow into the attacker as hard as you can. 1. While facing your attacker, raise your knee
3. Aim for the head, ear, eyes or nose. This will until it is level with your hips.
put the attacker off balance. 2. Drive your foot upward by extending it.
3. The front snap kick works best when you
deliver it to the attacker’s groin area.

PE Activity 9: Palm strike PE Activity 10: Rear kick
A palm strike is one of the most basic self-defence Use a rear kick to protect yourself if you are
moves. It works well when you aim it at the nose attacked from behind.
or chin of an attacker. 1. Lift your knee and kick backward.
1. Hold your fingers back in the direction of your 2. Aim for your attacker’s thigh, inner leg or
head while facing your palm forward. groin.
2. The heel of your palm is used for hitting. 3. Strike with your heel, but don’t move your
3. Bring your hand back to your shoulder. upper body forward much.
4. Extend your elbow
and snap your
palm forward.
5. When you strike
the nose or chin,
your attacker
may lose balance.
Once this
happens, you
can run away.
PE Activity 11: Stomping kick
1. If an attacker comes at you from the front or back, lift the knee of your
strongest leg as high as you can. Then kick down hard, to the centre of the
attacker’s foot.
2. This works especially well if you are being held and your arms are not free.
3. Practise this move by lifting your knee high. Then hold it close to your
chest.
4. Let your knee go as you kick down very hard towards the ground so that
your heel will touch the ground – but stop just before you touch the ground.
5. Repeat using your weaker leg.
6. Keep your balance at all times.

1.5 Shadow boxing
In shadow boxing you move around as if you are boxing, but your opponent is
imaginary, not real. Shadow boxing helps to prepare you for defending yourself
in a situation where you are attacked. The aim of shadow boxing is to get fit, and
develop your movement skills and stamina.
PE Activity 12: Basic boxing stance PE Activity 13: Hook
1. Stand with your feet shoulder width apart. Punch while you turn on your hip or knee, as you
2. Tuck your chin in. aim your arm in front of your body.
3. Bend your arms slightly at your elbows.
4. Keep your hands near your chin.
PE Activity 14: Basic shadow boxing moves
1. Relax your body around your shoulders.

2. Throw strong punches in one-two combinations for five punches.
A one-two combination is a left-hand jab, hit or punch, immediately
followed by a right-hand cross to hit your imaginary opponent. (Or use your
opposite hands if that feels more comfortable for you.)
3. Shadow box for three minutes at a time, then rest for one minute and start
your routine again.
4. Keep imagining you have an opponent in front of you; throw strong
punches, block imaginary punches, and keep moving your feet, body and
head to avoid imaginary punches.
5. Move your feet as you
punch.
6. Move your head from
side to side as if you
are avoiding or
keeping away from
punches.

PE Activity 15: Double hook PE Activity 16: Jumping-jack punch
1. Stand in the basic boxing stance. 1. Do a normal jumping jack, but instead of
2. Step forward with your left foot while at the clapping your hands over your head, throw
same time throwing a left hook. swift punches to the front.
3. Keep your right hand up in front of your face. 2. Punch with both your arms to the front.
4. Immediately throw another left hook. 3. When you bring your feet together again, bring
Use your opposite hands and feet if that feels your arms to your sides.
more comfortable for you.
PE Activity 17: Boxing jog in place PE Activity 18: Bunny hop
1. Put your hands in a basic boxing stance, and 1. Keep your legs together. Bend your knees a
keep them up in front of your face. little.
2. Now jog in place. 2. Jump forward 8 cm.
3. Don’t lift your knees high or kick your heels 3. Land gently on the balls of your feet.
backwards. 4. Then jump back again into your starting
4. Keep your knee lifts and heel kicks as small position.
controlled movements, as you jog. 5. Do lots of short, fast hops, all the time keeping
your hands up in a basic boxing stance.

Unit 2 Rhythmical, indigenous and traditional
dances
Time: 1 hour
Rhythmic dance
In rhythmic dance, you take a series of rhythmical steps and movements in time to
music. Many of the movements used in rhythmic dance originate from gymnastics.
We are privileged in South Africa as we have many indigenous rhythmic dances as
part of our cultural heritage.
2.1 Examples of indigenous dances

Venda tshikona dance
For the tshikona dance, each player has a pipe
made of a specific indigenous type of bamboo that
grows around Thohoyandou. Each player has a
note to play, which, when they all play together,
should create a melody. Dancers then move in a
circle, and jump up and down.
Malende dance
The Venda malende dance is used for entertainment purposes. Two women and two
men dance while the rest of the group sings and claps hands.
Mohobelo dance
Mohobelo is a Sotho striding dance. It includes striding, leaping, sliding and
slithering along the ground. Two and sometimes three main movements occur: the
slow bahobela (high kicks), the fast molapo (leaping and twisting in the air), and
the phethola letsoho (hand movements).
Umteyo dance
Umteyo is an Xhosa dance. It is called a shaking
dance. It involves the fast shaking of your thorax,
the area of your body between your neck and
abdomen, so that the whole length of the spine
seems to be rippling.
Isicathamiya
The isiZulu word isicathamiya means ‘to stalk like a
cat’. It is the name of the dance steps that go with
soft harmonies sung a cappella, by choirs, without
musical accompaniment.
Isicathamiya

Indlamu
Indlamu is a traditional Zulu dance. The dancer lifts one foot over her or his head
and brings it down hard, landing squarely on the downbeat. Two dancers perform
indlamu routines together. They shadow each other’s moves exactly.
Nritya
Nritya is an Indian dance form, where the movement of hands and feet reflect the
rhythm and speed of the music. Indian music and dance are based on the concept
of cyclic rhythm. Rhythmic patterns are woven with the musical notes and are
followed with hand and feet movements.
1. While dancing, keep a balance between vigorous and gentle movements.
2. Stamp your feet both hard and soft for variation.
3. Expressive movements include single-handed and double-handed gestures used
for showing objects, actions, emotions, different standing and sitting postures,
leaps, jumps and steps.
Technifunk
Technifunk is fusion dance. It is the combination of disciplined dance techniques,
such as ballet, jazz and modern dance, and music television (MTV) funk, which is
based on traditional African dance. The dance technique gives your body balance
and alignment and the aerobics gives your body a workout.
PE Activity 19: Indigenous dances
Follow the sequence of this rhythmic indigenous dance.

PE Activity 20: Isicathulo – gumboot dance
1. Imagine you are wearing boots. When you slap,

slap your lower leg where you would be
wearing a boot.
2. Slap the outside of your right calf with your
right hand.
3. Use the same hand to slap the inside of your
right leg.
4. Now use your left hand to slap the inside of
your left leg.
5. Then slap on the outside of your left leg with
your left hand.
6. Once you have got these basic moves, repeat as fast as you can.
2.2 Traditional circle dances
PE Activity 21: Stamp and shuffle dance
1. Stand in a circle.
2. Do this dance in a sideways movement in a clockwise direction.
3. On the first beat, step on your left foot, and let your weight shift to your
left foot.
4. On the second beat, slide your right foot to meet your left. Your weight
shifts to your right foot.
5. Move in a clockwise direction, keeping the shape of the circle.
6. Lead with your left foot, stepping forward and to the side.
7. Shuffle your right foot over to catch up with your left foot.
8. Stamp your feet with enough impact to keep to the beat of the music.
9. Let your hands move both at the same time, in a pumping action.
10. When the music changes, move to the centre of the circle.
11. Then move backwards until the circle is the same size as when you started.
12. Focus on doing the dance as a group; keep time together.
PE Activity 22: Create a dance
1. Work in a group to create and develop an indigenous dance.

2. Perform the dance and teach it to the rest of the class.
3. Participate in other learners’ dances.
4. Organise a Zindala Zombili show or a Strictly Come Dancing, High School
Musical, Fame or Dancing with the Stars event at your school.

Unit 3: Basic orienteering
Time: 2 hours, weeks 9–10
Water safety
Every day at least three people drown in South
Africa. Our dams, rivers, pools, stormwater
drains and the sea hide many dangers.
Learning how to swim and how to be safe near
water is a vital survival skill. When you are
on an orienteering outing, there may be water
Swimming permitted.
along the route.
• Never jump into a river or dam before
checking how deep it is.
• Never swim alone.
What to do when you get caught in a strong
current at sea
• Try to stay calm.
• Try to swim out of the current, in a line Swimming not allowed.
parallel to the shore. As the current gets
less, you can then swim towards the shore.
Safety for • If you try to swim directly to the shore, Know your safety signs.
orienteering swimming against the current will make
• A lways go in a you very tired.
group. • Ride the waves, face the shore, wave your arms and shout for help.
• Tell an adult where How to rescue a person in trouble in the water
you are going and • Use a stick with a long rope attached, which has a floating device on the end,
when you expect to such as a tube or piece of foam.
be back. • Throw the floating device to the person; lie flat on your stomach and pull the
• Follow the rules for person to safety while he or she holds on to the floating device.
orienteering.
• Never enter areas
marked ‘restricted’
or ‘out of bounds’; 3.1 Understand orienteering
follow marked Orienteering is an outdoors recreational sport. It is an endurance sport which
routes. includes clever thinking, together with physical fitness. In orienteering, you:
• Have a whistle with • start at a certain point
you so you can blow
• use a map to navigate to find the control points (a control point is a station you
it for help if you are
have to reach, to prove that you were there)
hurt or lost or feel
you are in danger. • plan your route and strategy to get to the end point in the shortest time
Use your voice to • walk, jog, run or sprint to the various control or checkpoints.
call out if you don’t
have a whistle. Kinds of orienteering
• The international
In point-to-point orienteering, all the control points must be visited within the time
distress signal is six
limit, in the order listed. The time can vary, but is usually three hours. The person
long blasts to show
you need help. The who visits all the stations in the correct order, in the fastest time, is the winner.
rescue reply is six In score-O orienteering you have a fixed time limit, usually 60–90 minutes, to reach
short blows.
as many controls as possible, in any order. The controls may have different point
values. The person with the most points is the winner.

Navigate using a map
The purpose of an orienteering map is to show clear features.
• On your map, the start is shown by a triangle.
• The end is marked with a double circle.
• A contour is a line used to show the features of the land. The shape of most
landforms such as hills, valleys, slopes and sand dunes can be shown by using
contours.
Thumb your map

This method will keep you from getting lost. It also helps you to walk or run faster.
• Find your place where you are on the map.
• Hold your map in one hand with your thumb close behind your place, so it’s not
covered up.
• Move your thumb on the map as you move forwards.
• When you come to a feature on the map that is the same as that on the ground,
shift your thumb to mark your new place.
• Keep your thumb on your map as an I am here marker.
Check the distance you have covered

You can work out have many kilometres (km) you have covered. To measure
distance you need to know your pace length. A pace length is the length of a single
step. Count your paces along a measured 100-metre course.
3.2 Adapted orienteering

• Ways of orienteering can differ. For example, you can work in groups to find the
control points. Or you can have relay races, where each learner or group has
to visit a control point before the next teammate can move to the next control
point.
• If your course is in the school yard or a small flat area, ask teams to do different
actions at each control point. For example, they could do a set of ten jumping
jacks at one control point, or a series of arm pulls using a nearby tree at another
control point, or a number of leaps across an obstacle.
• Be inclusive by having courses with markers that make a noise, such as stones
in a tin, so that visually challenged learners can know where they are. Work in
pairs with a sighted and non-sighted learner.
• Set up courses that are wheelchair accessible, such as on a level surface on the
school grounds.

PE Activity 23: Directions game
Take turns to call out directions, such as N, W, SW, NE, NW and so on.
The class must then turn or run in the direction you are calling.
PE Activity 24: Racing around
Know your directions 1. Set up control points on the school grounds.

2. Have a race to see who can find the most control points on a course,
in 20 minutes.
3. This is good practice for formal orienteering.
PE Activity 25: String course
1. Set up a string course on the school grounds.

2. Use a roll of string to mark out the entire length of the course.
3. Make the control points visible by putting painted markers such as tins
or plastic bottles filled with something brightly coloured so they are easy
to see.
4. Draw a map showing the route of the string, as well as the control points,
where further clues can be found.
PE Activity 26: Participate in orienteering
1. Work as a group to set up a course either on the school grounds or in a

suitable open space such as in a park or forest.
2. Draw up a simple map and create control points.
3. Take turns so that each group can also participate in courses other learners
have set up.
Orienteering in South Africa

Find an orienteering club, or team up with schools in your area to start a club.
Useful contact details:
The South African Orienteering Federation gives you contact details of clubs in
your area: http://www.orienteering.co.za
South African Scouts Association Tel: 0860 SCOUTS

http://www.scouting.org.za/ email info@scouting.org.za

• Participate actively every week in recreation and relaxation activities.
• Take part in all the recreation and relaxation activities during your PE class.
• Aim to increase your level of participation, basic educational gymnastics moves,
dance techniques, self-defence and orienteering skills.
• Remember that your Movement Performance will be assessed twice over the term.
Divide the number of times you actively participated by the number of PE periods in
the term.
Example:
10 (PE periods)
9 ÷ 10 × 100 = 90%
PET Part 1
Level
Frequency: number of times you Limited Adequate Proficient Excellent Mark out of 10
participate in PE periods You must do Ok but need to Good work Wonderful! (1 mark per PE
You get 1 mark for each time you much better improve 5–7 marks 8–10 marks lesson)
actively participate for one hour 0–1 marks 2–4 marks 41–70% 71–100%
per week in all the recreation 1–10% 11–40%
activities
Week 1: Gymnastic movements
Week 2: Gymnastic movements
Week 3: Line dancing
Week 4: Break dancing and hip-hop
Week 5: Indigenous dances
Week 6: Self-defence
Week 9: Orienteering
Week 10: Orienteering

PET Part 2
You will get a mark out of 5 for each of the Movement Performance assessment
sessions.
Level

Assessment You are not near You need to practice Your movements You perform all (2 × 5)
of Movement required level. You your movements are good. You movements very
Performance struggle to perform much more. You are can perform most well.
movements correctly. not able to do all movements well.
movements correctly.
0–1 mark 2–3 marks 4 marks 5 marks
ASSESSMENT 1
ASSESSMENT 2
Total

OUT OF 20 _______________

Exam practice Term 3
Remember that in Term 4 you will be writing an exam. 3.3 Where can Rita get help? Give two suggestions. (2)
These questions give you practice in answering exam
questions.
Question 4 [10]
Read the scenario and answer the questions that
Question 1 [5] follow.
Decide whether these statements are TRUE or
Cindy and her friends went to a party. They missed
FALSE. For each answer, write ONE sentence to give
the last bus home. A stranger offered take them
a reason.
home. Cindy didn’t want to go with him. However,
1.1 Antiretroviral drugs (ARVs) will cure AIDS. (1)
she eventually got into the car because her friends
1.2 Abstinence always works to prevent
said she should. The man dropped her friends off
pregnancy. (1)
first and then drove to a dark street where he raped
1.3 Even if you wash after sex, you can still get
her. He threw her out of the car. Someone found her
pregnant. (1)
and took her to the hospital.
1.4 To negotiate means to say yes at all times. (1)
1.5 When you want to make an informed, 4.1 Describe two behaviours that could lead to
responsible decision, you need to get as much sexual intercourse and rape. (2)
information as possible. (1) 4.2 Was it Cindy’s fault that she was raped?
Explain your answer. (2)
4.3 Give Cindy advice: what should she do now? (2)
Question 2 [10]
4.4 Give Cindy four hints on how to say NO to her
2.1 Describe two different work setting. friends when she does not agree with their
Give an example of a career in each. (2) actions. (4)
2.2 Explain the following sectors.
Give an example of a career in each:
(a) primary sector and
Question 5 [10]
(b) tertiary sector (4) Read the scenario and answer the questions that
2.3 List four career opportunities in the field of follow.
recreation, fitness and sport. (4) Parmina has very strict parents, but they surprised
her by letting her go to her friend for a sleepover.
Question 3 [10]
When she got there, her friend decided to go to
a party where there would be alcohol and drugs.
Read the scenario and answer the questions that
Parmina had never gone to a party like this because
follow.
her parents did not allow it. Parmina really wanted
Rita is living with her father, who is dying of AIDS. to go because she did not want to spoil her friend’s
Her mother recently died of AIDS. Besides her father, fun. However, she was afraid that her parents would
she also has two younger siblings to take care of. find out. She didn’t know what to do.
She is in Grade 10 and is struggling to keep up with
Use a decision making method to help Parmina to
her schoolwork. She is always tired. She also has
decide what to do.
a boyfriend who is not happy because they hardly
5.1 Write your decision-making steps down.
spend time with each other.
Indicate the effects of each possible choice. (8)
3.1 Describe the life roles Rita is expected to fill. (4) 5.2 Critically evaluate your final decision. (2)
3.2 Explain how her roles have affected her
relationship with her boyfriend. (4)
Exam practice 243

Written task: Project on youth service
Assessment activity: Participate in a volunteer programme
This task is in FOUR parts. You will hand in each part on a different date. Your
teacher will give you the dates. Work in a small group of three to five learners.
Part 1: Identify social problems

1.1 Identify social problems at your school, or in your community, or
in another community in need. Draw up a list with at least five problems (5)
1.2 Then choose ONE problem from this list as your topic. (2)
1.3 Explain why you say this is a social problem. (2)
1.4 Critically evaluate the causes and effects of this problem. (6)
Due date: _______________ [15]
Part 2: Draw up an action plan

2.1 Decide what you want to do about the problem you identified.
You have to volunteer your time and services. (5)
2.2 Draw up an action plan to show who will do what, where, how and when.
Also indicate possible obstacles or barriers and support or help. (10)
Due date: _______________ [15]
Part 3: Volunteer
3. Put your plan into action. Participate actively as a volunteer for at least three
hours to help solve this problem. This can be for one hour a week for three
weeks, or three hours in one week, or more hours, depending on the need you
wish to address.
You may also join an existing group as a volunteer to address a need, such as
a Government project or service, a non-governmental organisation (NGO),
a community based organisation (CBO) or a faith-based organisation (FBO).
Ask for a certificate or short letter as proof of your participation. Hand this
in to your teacher. (20)
Due date: _______________ [20]
Part 4: Write a report

4. Write a short report on your participation. Each group member must write
her or his own report. In your report:
4.1 Explain how you helped to address the problem. (5)
4.2 Write a paragraph on what you learnt about the problem or topic
you addressed. (5)
4.3 Give five recommendations for what could be done in future about
this problem. (5)
4.4 Explain how you used your problem-solving skills. (5)
4.5 Make a list of aspects you learnt about yourself while you
were volunteering. (5)
4.6 Assess or evaluate the success of your participation. (5)
Due date: _______________ [30]
Total: 80 marks
See the example on page 245.
244 Programme of assessment: Written task: Project on youth service

Assessment rubric
Task component Limited Adequate Proficient Excellent Mark
Did not do required Did only some Did most of what was Task covered all
task aspects of task required aspects thoroughly
Part 1: 0–2 3–5 6–10 11–15
Identify social No list; or list does Only 1–2 social Identified at least Cleary identified at
problems. Make a not relate to social problems on list. 4 relevant social least 5 relevant social ……/15
list of at least five. problems. problems. problem.
(15)
Part 2: 0–2 3–5 6–10 11–15
Draw up an action No action plan as per Action plan has gaps Action plan complete Action plan complete,
plan example. and is not practical. but could be more practical, realistic …./15
(15) practical or realistic. and doable.
Part 3: 0–3 4–7 8–13 14–20

Volunteer Did not volunteer; Only volunteered Volunteered for 3 Volunteered for 3
(20) tried but did not for 1 hour or less. hours. Put most of hours or more; put ……/20
spend time as a Did not put plan into plan into action. whole plan into
volunteer. action. No certificate. Handed in certificate. action. Handed in
certificate.
Part 4: 0–5 6–12 13–20 21–30
Write a report No report or report Report includes Report includes all 6 Report includes all
(30) covers only 1–2 only 3–4 of aspects aspects needed, but 6 aspects needed; is ……/30
aspects needed; needed. could be clearer and detailed, clear and
done as group, not more detailed. well-written.
individual.
Example volunteer project

Look at this example to help you with your youth service project.
Grade 10 learners noticed that there were many unemployed youth in the area. Some
of them left school at the end of Grade 9, some dropped out after Grade 10, and others
were living on the streets. These out-of-school or unemployed youth often threw
stones at the school windows. Some of the school’s learners chased them when they
saw them, and the unemployed youth fought back. There was tension and name-
calling from both sides. Some of the Grade 8 and 9 learners were scared to walk home
after school.
So the Grade 10 learners decided their social issue would be unemployed youth. They
did some research on unemployment and found out what the latest statistics were.
Unemployment statistics
Unemployment leads to poverty. In South Africa, as in many countries in the world,
there are many unemployed people. If young people, especially, are unemployed for a
long time, it harms them, as well as the communities they come from. The longer you
have to look for a job, the less employable you become. In turn, this leads to social
problems. Statistics South Africa’s Labour Force
Survey estimates that the South Africa’s youth
unemployment rate is more than 60% among
15 to 34-year-olds. This means that 3.1 million
young South Africans are unemployed.
It is important to get the facts before you try to

do something about a problem. So the learners
did the right thing by first finding out more
about unemployment. Grade 10 learners work on their project.
Programme of assessment: Written task: Project on youth service 245

Sharing ideas
The learners got together to brainstorm ideas.
This helped them to draw up their action plan.
Action plan
What Who When Resources needed Obstacles Support Assess
progress
✓
1. Career Mpho 18 August • cardboard for Lack of time & • LO teacher
awareness day Cathy posters resources. • town library
for unemployed Jabu • pens/crayons/ Conflict in group – • Internet
youth. Host at Tandeka paints leadership struggle • friends
the school. Tsepho • career info • family
• refreshments
• tables and chairs
• music system
2. Career info from Cathy 20 July box to store info Getting access • Internet
FET colleges Tsepho to more than one • friend at FET
college college
3. Career info from Mpho 20 July box to store info Lack of time Officials at DoE
DoL
4. Entertainment Jabu ongoing • hip-hop group Will they be there on Friends
Tandeka • school choir the day?
• MC
5. Refreshments Tandeka ongoing bread, margarine, jam, Expensive Donations
Cathy peanut butter, fruit,
juice, biscuits, pies
6. Posters Jabu 20 July used cardboards, Resources Sisters and
Tsepho pens, paints brothers
7. Motivational Mpho 17 July Names, phone People may be too Parents,
speakers, Cathy onwards numbers busy to agree to be teachers
workshop, ICT lab Jabu speakers
Tandeka
Tsepho
246 Programme of assessment: Written task: Project on youth service

Term 4
Chapter 15: Careers and Chapter 16: Physical Education
career choices Term 4 Term 4: Traditional and non-
Unit 1: Trends and demands in the
traditional sport
job market Unit 1: Play soccer
Unit 2: Read the job market Unit 2: Play handball
Unit 3: Lifelong learning Unit 3: Play touch rugby
Chapter 17: Democracy

Chapter 18: Physical
and human rights
Education Term 4:
Term 4
Traditional and non-
Unit 1: Living in a multi-religious Term 4 traditional sport
society: ethical traditions
Unit 1: Play cricket
and religious laws
Unit 2: Play hockey
Unit 2: Coverage of sport: ways
to redress bias
End-of-year exam practice
Term 4 247

Term 4 Weeks 1–3
Unit 1: Unit 1: Trends and demands in the job market

1. What is meant by It is very important that you understand the trends and demands of the job market
trends and demands when you are thinking about your future career.
in the job market?
• The trends mean the way the market is moving or going.
2. What do changing • The demands mean the need for certain types of careers, jobs and skills. To be
career patterns
in demand means to be wanted.
mean?
3. What are scarce
Job market
skills?
The job market is where people who are looking for employment and those who
provide employment, such as companies and institutions, interact or communicate.
The job market tells you about the:
• place where the work opportunities are, for example local, regional, national or
international
• career field and industry sectors
• education, training, experience, degrees or certificates needed
• job, occupation or career description.
If you do not follow the trends and demands of the job market, you may:
• spend years and a lot of money training for a career that is no longer in demand
• find that your work suddenly moved to another country
• not have the marketable skills to get a job.
So, it is best to be aware of what is happening in the job market. This will help
you to predict or forecast the future of the job market better, so you can plan your
career. It is always good to plan to follow a career path that has jobs that are in
demand over a long period.
Key words
trend – a general direction
of change
demand – a strong need
for something
job market – work and
career opportunities
globalisation –
throughout the world; a
connected world
scarce skills – very few
skills available; much-
needed skills

1.1 Emerging demands and changing career patterns
You need to know about emerging, rising or up-and-coming demands and scarce or
much-needed skills in the job market. Knowing about these will equip you to make
informed career decisions. The job market changes; it does not stay the same.
A driver of change is an agent of change; it is something that is the force or reason
behind the change.
Drivers of change include the need to:

• save money
• save time and work faster
• make things easier to use while also improving standards
• reduce harm to the environment.
Globalisation
Another big driver of change is globalisation. Globalisation refers to a connected
world. People around the world are increasingly linked to each other. Information
technology (IT) is making globalisation easier and faster.
This means that you don’t need to do business with only people in the same town.
You don’t need to buy from people or sell to people in the same country. You can
now do business with people all over the world. Communication is immediate, no
matter where you live. So ideas, information and products can easily be moved
between countries.
A connected world.
For example:
• A business can move money from one part of the world to the next at the click of
a mouse!
• An institution can advertise a job in Cairo and a person in China can successfully
apply for this job!
This means there is more competition for each job advertised, but there are also
more job opportunities available. For example, international delivery service has
become a huge job opportunity across the world because of globalisation.
Trends in the global career market include:

• going smaller, or downsizing; this means making companies smaller by hiring
fewer workers, or by retrenching, or firing, workers
• a more diverse workforce, with workers from different countries and cultures
who have different skills
• a dynamic or ever-changing job market
• outsourcing – getting people from outside the company to do an aspect of the work
• increased use of Internet and information technology (IT).
Trends in the job market also mean you need to know about jobs on the decline. Automation has led to the
decline of some jobs. There
To decline means to become fewer. These are the jobs that are less in demand or
are fewer bank tellers now.
becoming outdated. For example, most people are expected to be able to work on
However, new jobs are
a computer and produce their own emails and documents. So the need for typists also created as technicians
has declined or has been reduced, and few typists can find work. Similarly, with are needed to keep the
automation on the increase, there is a decline in the need, for example, for many autobanks working.
bank tellers as most people make use of autobanks.

Changing career patterns
The world of careers is changing very fast. Most careers will experience changes.
There is no such thing as a 100% secure and stable career. A stable career is a
career that always stays the same or is always in demand. However, this is an
exciting challenge. It can motivate you to try to get the best possible qualifications
and training and become an expert in what you do. Some of the main career pattern
changes are summarised in this table:
Career pattern changes
Then Now and the future
one career for life you will probably have a number of careers
stay in same job and sector move between different jobs and sectors
work in an office environment or workplace many people work from home

only
only a few choices for careers there are many career choices
many people followed the careers of their people make their own career decisions
parents or went into the family business
most people would stay in their areas people go across the world to work
no Internet and instant communications Internet and instant communications make job
searches easy; this leads to people changing
jobs and businesses creating jobs
stable demand for careers and stable supply demand and supply for careers change quickly
of careers
career security limited career security; there are no jobs

for life
permanent work contractual, short-term, part-time and

temporary work are on the increase
one salary more than one income source; you work for
different organisations or are self-employed
work for only one employer portfolio work; work for more than one
employer
work from 8 am to 5 pm only work is done anytime; work flexi-hours; always

on call with mobile technology such as laptops
and cellphones
once you are qualified, you mostly apply ongoing need for lifelong learning; you need to
those skills only update skills continuously

Activity 1: Explain trends and demands in careers
1. Write three sentences to explain what you understand by trends and

demands of the job market. (3)
2. List three ways in which career patterns are different now from in
the past. (3)
3. Why do you think it is important to follow trends in the workplace?
Give two reasons. (4)
4. How could globalisation affect your future career prospects? (5)
1.2 Scarce skills and the job market

Scarce skills mean careers where there are few or no qualified and experienced
people to do the work. Scarce-skills careers occur because of a difference between
labour demand and supply: there is a higher need for these careers than there are
people to do the work. Scarce skills are the result of people with these skills not
being available.
Critical skills and competencies are specially needed for certain careers. These skills
enable people to do their work to the best of their abilities. It is useful to follow a
career path where critical skills are needed, as you will be more sure of a job.
Critical skills are in demand. They are needed for many careers, and include:
• budgeting and finance • change management • communication • conflict resolution • creativity

• critical thinking • decision making • diversity management • emotional literacy • entrepreneurship
• finding information • flexibility • language and literacy • leadership • mathematics • teamwork
• problem solving • project management • planning and organisation • people management
• learning new skills and lifelong learning • information and communication technology (ICT)
Activity 2: Are you ready for a career?
1. Answer ‘Yes’ or ‘No’ to these questions. (5)
Are you Yes or No

1. able to speak two or more South African languages?
2. computer literate?
3. able to work well in a team?
4. able to continuously learn new skills?
5. good at critical thinking, creative problem solving and
decision making?
2. Write a short essay of one page to describe what you will do to make
sure you have the critical skills and competencies you need for your
future career. (10)

Unit 2: Unit 2: Read the job market
1. How do you read
the market and 2.1 Analyse job market information and identify niches
identify niches? You have to read, or study and interpret, the job market to help you choose a
2. What is the growth career that will be in demand. You need to keep track of the growth and decline of
and decline of different occupations and fields of work. You also need to be aware of the skills and
various occupations competencies linked to jobs.
and fields of work?
3. What are the Niches
competencies linked A niche in the job market is an unusual place or position that usually needs
to advertised jobs?
someone with specialised skills or a unique combination of skills. You need to be
4. What is the role on the look out for a niche in the job market when deciding on a career. There are
of SAQA and the
fewer niche jobs than other jobs, so they usually pay better. Also, the advantage of
NQF and what is
having the special skills for a niche job is that you will not have to compete with
recognition of prior
learning? many other people to get the job.
Sometimes niche jobs are also jobs that not many people want to do because they
could be dangerous or some people may find them unpleasant. Examples of niche
jobs include: yacht captain, mortician, detective, crop-spraying pilot, personal pet
trainer, and nuclear medicine technologist.
Skill shortages
Sector Education and Training Authorities (SETAs) were established to identify
the skill needs for every sector or career field of the South African economy. SETAs
also ensure that training is available to provide for these skill needs.
To help you find out what the skill shortages are, you need to research your chosen
Key words
career field carefully. Find out:
read – study, interpret • How many career adverts have there been over the past few years?
and understand
• Do adverts appear only once – which means the jobs get filled very quickly?
niche job – a job that
is very suitable for • How easy is it to become qualified for this career?
particular people; a • What does Statistics South Africa’s Labour Bulletin say about the demand for this
specialised job that
requires unique skills and career?
knowledge • What does the SETA say about the demands and training opportunities for this
decline – become less career?
SAQA – South African
• What do other people who work in this career field say about the demand or
Qualifications Authority
NQF – National skills shortages?
Qualifications Framework
Look at the Resources on pages 255 to 258 for more information.
RPL – recognition of prior
learning
indicator – a measure of
skills shortages
driver – a cause of a skills
shortage
demand – the need to fill
career vacancies
supply – the available
labour to fill posts

2.2 Growth and decline of careers and competencies
needed
Competencies linked to jobs in demand
Skills and competencies are needed for careers that are growing, so you need to
actively try to develop these skills. If you have skills and competencies for a career
that is on the decline, see how you can improve these skills so that they can be
transferable skills. This will help you to compete in the job market.
Case study:
Maths decline a threat to accounting very short-sighted strategy, given our country’s
A drop in the number of maths students is a threat economic growth aims, Olsen said.
to the accounting profession, according to the SA Maths might not be needed for a successful
Institute of Professional Accountants (Saipa). working career for many people. But passing the
‘By forcing learners to switch to maths literacy, subject at Grade 12-level shows an understanding
the already falling pool of potential candidates of certain skills that are important to the
who could enter professions where Grade 12 accounting profession in particular.
maths is required, is reduced even further,’ said ‘Professional accountants may not routinely use
Shirley Olsen, the chairperson of Saipa’s national algebra or trigonometry in their work,’ she said.
accounting Olympiad committee. ‘But the problem-solving skills and the ability to
SA already has a shortage of at least 26 000 think methodically that are acquired in the course
professional accountants, without whom the of mastering Grade 12-level maths, is crucial or
economy was handicapped, Olsen added. essential to careers such as accountancy,’ Olsen
said.
Forcing learners to drop maths instead of
(Adapted from http://www.fin24.com/Economy/Maths-decline-a-
encouraging them to persevere or keep at it, is a threat-to-accounting-201102010)
Activity 3: Investigate the importance of maths
Read the case study and then write down your answers to the
following questions.
1. Why is the accounting profession under threat? (2)
2. What does passing maths at Grade 12 show? (2)
3. Why is maths important for accountants? (3)
4. Explain how shortages of specific skills harm our country. (4)
5. Critically evaluate whether accountancy is a career
in demand. (4)

Decline of occupations and fields of work
The following jobs and industries will have a hard time coping with automation,
recession, outsourcing and global warming. These careers, jobs and industries are
on the decline:
• Automotive industry. Recent recessions mean people have less money to spend
on cars.
• Basic data-entry assistants. Although the IT industry continues to grow,
automation means there is less need for lower-level skills in IT.
• Bank tellers. Technology is lessening the need for tellers in banks.
• Messengers, postal delivery persons and postal workers. Since the creation of
email and instant messaging, the need to send letters has got less.
• Fishing operators. The sea has been overfished and fishing has been limited in
most areas.
• Farm labour. Many farms are created for long-term use; so most farmers already
have the employees they need.
• Oil and petrol industry. The many changes and instability of this market leads to
increased insecurity in this field.
• Radio broadcast industry. Competition from free online content shows a trend
towards increased Internet use by listeners.
• Textile industry. Increased automation of processes means fewer workers are
needed. Global outsourcing means many companies will close.
• Trains and rails. With passengers now choosing to fly and rent cars, the number
of passengers on rails is declining. The rail transportation industry is also low in
turnover; people keep their jobs there for a long time.
• Testers and samplers in production companies. Technology has made their
services outdated.
• Wood and timber industry. Environmental sustainability concerns are high
because of global warming. Many of these products are now seen as luxuries, not
necessities.
(Adapted from article on http://www.jobvine.co.za)
Read the job market and investigate job advertisements

Career opportunities in the career sections of newspapers and on the Internet are
a rich source of information. The adverts can show you what are the trends and
demands for careers:
• The more adverts for a job, the more in demand that career will be.
• The fewer adverts for a job, the less in demand that career will be.
Read career adverts very carefully. They usually:

• list the qualifications and skills needed for the position
• give a brief description of your main tasks so you know what the job is about
• say what salary you can expect to earn.

Resources: Growth of occupations and fields of work
WANTED!
These are scarce-skills careers. This information is based on an analysis of various Sector
Education and Training Authorities’ (SETAs’) research on scarce skills. This means that there
will be career opportunities in the following fields for at least the next five years.
Technicians
ofessionals
• Aircraft m Education pr
aintenance te her
Engineers • Architect chnician • Maths teac
ft
cal and aircra ural technician
• Science te
acher
• Aeronauti • Aviations
maintenance
engine er technician al researcher
• Electricia • Postdoctor
ion engineer n and lecturer
• Construct
• Electronic
neer technician
• Civil engi
• Hydraulic
engineer s and pneum
• Electrical atic technician
l engineer • Mining te
chnician
• Mechanica
• Tool design
engineer er
• Industrial engineer • Vehicle di
e and satellite agnostic tech
• Microwav nician
gineer
• Mining en
Agriculturali
sts
Information • Agricultu
technology pr ral biotechnol
ofessionals • Agricultu ogist
• ICT securi ral economis
ty specialist t
• Software • Agricultu
developer ral engineer
• Software • Agricultu
engineer ral extension
officer:
technology
• Agricultu
ofessions ral statistician
an d m ed ic al sciences pr • Farm irriga
Healt h
t tion system en
atics specialis gineer
• Bio-inform • Farmer/foo
d producer
nician
l science tech
• Biologica • Food-safet
y quality assu
al engineer rance specia
• Biomedic • Genetic m
arker and prom list
oter
• Dentist • Plant path
ologist
technician
• Laboratory • Veterinari
an
ctor
• Medical do • Virologist
• Nurse
Commerce an
d finance prof Service prov
essions iders
• Actuary
• Fire fighte
• Auditor r
• Police offi
cer
• Chartered
accountant Managers • Traffic offi
leader cer
• E-commer
ce specialist • Business
ur
• Financial
market analys • Entreprene Trade worke
rs
t m anager
• Risk manag
er • Financial • Elec tr ic ia n
anager
• General m • Fitter
ent manager hine operator
• Procurem • Plant/mac
anager
• Project m ager • Plumber
marketing man
• Sales and

Resources: Graphs on scarce skills
Graph 1: Analysis of online labour supply and demand
Graph 2: Changes in occupations 2010–2011
Activity 4: Explore scarce skills: analyse graphs
1. Identify three careers that you find interesting that fall into the
scarce skills category. (3)
2. Which five core critical skills can help you compete in the
career market? (5)
3. Look at Graph 1. In which three career fields is recruiting the most
difficult? What does this say about the demand in this field? (4)
4. In which three career fields is recruiting the easiest? If recruitment is
very easy, what does it say about the demand for this field? (4)
5. Look at Graph 2. Which occupation shows the biggest downward trend
(loss of jobs)? What does this tell you about demand for this career? (2)
6. Which occupation shows the biggest upwards trend (more people being
hired to do this job)? What does this say about the demand for this career? (2)
7. Critically evaluate which career fields you would advise a job seeker to
follow. Give reason for your suggestions. (5)

Resources: Job adverts indicating scarce skills
Department of Women, Children and Persons with Disabilities
DIRECTOR: LEGAL SERVICES (Pretoria)
Salary: Inclusive package of R700 500 per annum (Level 13).
Requirements: Bachelor of Law (LLB) degree.
High-level managerial, communication, research and report-writing skills. Good
leadership and organisational skills. Financial management skills.
Duties: Provide sound legal advice and report to the Minister of the Department. Draft
and amend legislation and policies. Draft and edit contracts.
This advert has appeared over five weeks.
Statistics South Africa

SURVEY OPERATIONS MANAGER
Salary: R900 500 per annum, all-inclusive remuneration package.
Key performance areas: Provide strategic leadership. Ensure effective planning,
implementation and monitoring of divisional strategies, plans and policies.
Requirements: A postgraduate qualification in statistics or economics or related field
at master’s or higher level.
Person profile: Good project management, organisational and interpersonal skills.
Ability to work under pressure and meet deadlines. Dynamic, self-motivated and
creative. Willing to travel and work long hours.
This advert has appeared over ten weeks.
Gauteng Department of Health and Social Development

DENTAL SPECIALIST
Salary: R100 500 per annum, all-inclusive package.
Requirements: A BChD qualification. Registration as a dentist with the HPCSA. A master’s
qualification in management, e.g. an MBA.
Recommendations: Confidence to speak in public. Ability to work in a team and to do
research.
Duties: Lecturing dentistry students. Conduct research. Create and plan courses.
This advert has appeared over 15 weeks.
Zola Corporates
ADMINISTRATIVE ASSISTANT
Salary: R60 000 per annum.
Requirements: Grade 12 certificate, MS Word, Excel, certificate in Office
Practice.
Duties: Typing, filing, answering telephone and taking messages.
This advert appeared once.

Resources: Where to find information on careers
Information is very useful when deciding on a career path, as it gives you an idea of
career opportunities.
• Statistics South Africa’s quarterly bulletin, Quarterly Employment Statistics, and
their very useful Quarterly Labour Force Survey show what the current career
trends and demands are.
– www.statssa.gov.za/keyindicators/, phone 012 310 8600, fax 012 310 8500,
email info@statssa.gov.za
• The CareerJunction produces a monthly index which is a useful guide on trends
and demands in the workplace. The CareerJunction Index directly monitors the
online labour market in South Africa by examining supply and demand.
– www.cji.co.za, phone 021 818 8607, fax 021 818 8609
• The Department of Labour publishes bulletins with indications of unemployment
and trends and demands in the workplace.
– www.labour.gov.za, phone 012 309 4000, fax 012 320 2059
• The Manpower Employment Outlook Survey of local hiring trends is a useful
indicator.
– www.skillsportal.co.za/./758432-Manpower-Employment-Outlook-Survey
– phone 0861 11 22 18
• The Human Sciences Research Council produces Human Resource Development
findings which forecast career trends and needs.
– www.hsrcpress.ac.za, phone 021 466 8000, fax 021 461 0836
• The various SETAs also produce scarce-skills bulletins.
– www.labourguide.co.za/general/setas-81 for contact details of all the SETAs
– www.vocational.co.za
• Also see:
www.info.gov.za/vukuzenzele/advice
www.careers24.com
www.careerjunction.co.za/career advice
www.careerhelp.org.za
• SAQA has a useful national career advice helpline:
Call 086 0111 673
Email: help@nqf.org.za
Activity 5: Analyse trends and demands in the job market:

study job adverts
Look at the job adverts on page 257 before you write down your answer to
these questions.
1. If an advert appears repeatedly over a number of weeks, what does
it tell you about the demand for this career? (2)
2. If an advert appears only once, what does it tell you about the
demand for this career? (2)
3. What can you find out about which career fields are in demand and
which not, from looking at the adverts? (4)

4. What do you notice about the link between salary package and
qualifications? (4)
5. Make a list of the competencies linked to the jobs advertised. Underline
the skills that are mentioned in more than one advert. What does this tell
you about competencies that are needed for most jobs? (6)
6. Look at the table below. Imagine you are a career adviser. Prepare to
give a short talk on one top job of the future. Explain what the job is
about. Say why you think it will be a job in demand. (12)
Career field Top job for the future

Business marketing manager
Education maths and science teacher
Entertainment scriptwriter
Health respiratory therapist
Information technology computer systems analyst
Law tax attorney
Services social worker
Sports physical trainer
Technology applications engineer
Trade plumber
Transport driver
Keep in touch with careers
in demand.
2.3 SAQA, the NQF and RPL

The South African Qualifications Authority (SAQA)
The South African Qualifications Authority (SAQA) is the dedicated national
overseeing body of the National Qualifications Framework (NQF). It makes and
implements policies and criteria for the registration of education and training
providers. SAQA works closely with the Ministers of Education and Labour.
SAQA’s role is to:
• advance the aims of the NQF
• oversee the further development of the NQF
• co-ordinate qualifications for:
– General and Further Education and Training
– Higher Education
– trades and occupations
• register qualifications and develop policy and criteria. This is for assessment,
recognition of prior learning (RPL), and credit accumulation and transfer.
• work closely with Quality Councils (QCs).
The three Quality Councils are responsible for standards generation and for
accreditation and quality assurance of learning. They are the:
• Council on Higher Education (CHE) (levels 5–10)
• Umalusi (levels 1–4)

• Quality Council for Trade and Occupations (QCTO), which has authority over
all workplace or work-related learning, at all levels of the NQF. This means that
workplace qualifications can range from level 1 on the NQF to doctorate level at
level 10.
Make sure your training

institution is registered
All training institutions, such as computer,
nursing, distance, e-learning or FET colleges,
which offer qualifications, need to be
registered with SAQA or the appropriate
Quality Council.
If they are not registered, you will waste your

money, because your certificate will be not be
recognised. You will have to repeat the course
at a registered and accredited institution.
The National Qualifications

Framework (NQF)
The NQF is the set of guidelines which
register the records of learner achievement.
Unregistered training This enables national recognition, throughout all of South Africa, of the skills and
institutions do not qualify knowledge you gained. This helps to set up an integrated system that encourages
you for work. lifelong learning. So, the NQF:
• is national; it represents a national effort to integrate education and training
into one structure of recognised qualifications
• records learner achievement
• allows national recognition of your skills and knowledge
• promotes an integrated system that promotes lifelong learning.
NQF objectives
The objectives of the NQF as outlined in the NQF Act No. 67 of 2008 are designed to
contribute to the:
• full personal development of each learner
• social and economic development of our nation.
The NQF aims to:

• create an integrated national framework for learning achievements
• promote access to, and mobility and progression within, education, training and
career paths
• improve the quality of education and training
• speed up the redress of past unfair discrimination in education, training and
employment opportunities.

The NQF levels
The NQF has a ten-level framework, as shown in the table below.
Band NQF level Qualification type
Higher Education and Training 10 postdoctoral research degrees; doctorates
9 master’s degrees
8 professional qualifications
7 honours degrees
6 national first degrees
5 higher diplomas; national diplomas; national certificates
Further Education and Training Certificate (FETC)
Further Educationand Training 4 national certificates (NSC)
3 You are now at level 3, working towards level 4 – Grade 12
General Education and Training Certificate (GETC)
General Education and Training 1 Grade 9: You have achieved GETC already
3 Adult Basic Education and Training certificate levels, up to ABET Level 4
national certificates
Recognition of prior learning (RPL)

Recognition of prior learning (RPL) is a process in which you are
assessed and you get credit for non-formal learning you have done in
the past. This is particularly important in South Africa, where, due to
the restrictions of the apartheid regime, many people were excluded
from formal learning.
The RPL process:

• identifies what you know and can do
• matches your knowledge, skills and experience to the specific standards of a
qualification, and assesses your learning against those standards
• credits you for skills, knowledge and experience that you built up through
formal, informal and non-formal learning that occurred in the past.
Who qualifies for RPL?

• adults of 23 years and older
• people with a minimum of three years’ work-related experience.
For example, an adult chef with many years’ experience who cooks tasty meals,
can apply for RPL, for credits towards a formal accredited cooking qualification.
Similarly, an administrative assistant with many years’ experience can get
recognition and credits towards an administrative qualification.
Activity 6: Explain what SAQA, NQF and RPL mean
Write short notes to answer these questions.

1. What is SAQA’s function? (2)
2. What is meant by the NQF? (2)
3. When does a person qualify for RPL? (2)

Unit 3: Unit 3: Lifelong learning
1. What is lifelong
learning?
3.1 The need for lifelong learning
2. Why is there a need
Lifelong learning means constant learning and self-development. It is ongoing
for lifelong learning?
learning, both in and outside the formal structure of an educational institution.
3. What are the
Lifelong learning occurs throughout your lifetime.
different kinds of
learning? Everybody should get involved in lifelong learning; it is a basic requirement for
career advancement and self-development. With the fast changes in the job market,
lifelong learning is essential. It helps you to keep improving and to grow in your
career.
Other benefits of lifelong learning include:

• helping you to stay aware and in touch with what is happing in your career field
and the world
• developing your brain by learning new skills and getting new information
Key words • goal setting and goal achievement
lifelong learning – • financial rewards for learning: the more you learn, the more you will earn.
constant learning and
self-development
flexibility – ability to 3.2 Ongoing development of the self
change or do different Lifelong learning ensures your continuous or ongoing self-development. This helps
things
formal learning – you to become a better person, with more knowledge and skills. As you develop
official or prescribed and grow, you can achieve your potential. Your potential is your ability to do well
learning provided by an
in life. To help you develop yourself, you need to be able and willing to change,
education or training
institution, which leads retrain, and be flexible.
to qualification or a
certificate
informal learning – Ability to change
casual, unstructured or Ability is the power to do something. It means you have the necessary qualities to
unofficial learning that
happens every day do what is needed. An ability to change means you can adjust, grow, transform and
non-formal learning adapt. This is especially necessary in the workplace.
– structured learning,
though it does not lead to
formal qualifications Retrain
To retrain is to learn a new skill. This is often done with the aim of doing a job or
finding employment. When you retrain, you get new skills to either do your job
better or to do a different job. Jobs are changing; if you don’t retrain, you will be
left behind. For example, computers are continuously changing and improving, new
software packages are developed, and workers have to learn how to use them.
Flexibility
In PE you learnt that flexibility was the ability of your joints to move through a
‘Learn as if you will live
full range of motion. You will remember that flexibility in your muscles allows for
forever!’
more movement around the joints. You become more flexible if you do stretches.
Mahatma Ghandi
However, in the world of work, flexibility means being able to adapt.

What can you say about the
willingness of the people in the
picture to develop themselves?
Being flexible is very necessary in the workplace; different needs and changing economic
conditions require great flexibility. If you say something like, ‘No, I won’t do that, it’s not
in my job description’ at work, you are looking for a quick exit from your career!
If you are flexible at work you:

• are open to new ideas and ways of working
• realise that even if you are used to doing things one way, there may be other ways to
do the job
• are able to get on with co-workers from diverse cultures and backgrounds.
Case study:
PhD for visually-impaired advocate
Dr Praveena Sukhraj-Ely, who is a Senior State Advocate and Chief Litigation
Office at the Department of Justice, graduated from UKZN with a PhD in
Public Policy. She became blind at the age of 12.
‘I wanted to show the world and myself that I could do it, to continue with
my career and do the PhD at the same time,’ she said. She decided to study
for a doctorate to raise awareness in communities about the challenges
faced by visually impaired learners in South Africa.
(Adapted from http://www.ukzn.ac.za/UKZNonline/V3/06/Issue6.html, April 2009, Volume 3, Issue 6)
A role model who keeps on learning

Dr Mamphela Ramphele started her career in the 1970s as a student activist
in the Black Consciousness Movement. She has been honoured widely for
her contribution to the struggle against apartheid. She has held positions
as a medical doctor, civil rights leader, community development worker,
academic, researcher, sociologist, author, administrator, vice-chancellor,
managing director, company director, businesswoman, chairperson, trustee
and consultant.
Dr Mamphela Ramphele qualified as a medical doctor (MBChB) at the
University of Natal. She also obtained a PhD in Social Anthropology from
the University of Cape Town and a BCom degree in Administration from
the University of South Africa. In addition, she has diplomas in Tropical
Health and Hygiene and Public Health, obtained from the University of the
Witwatersrand.

3.3 Different kinds of learning
There are many opportunities for lifelong learning. Different kinds of learning
include formal learning, informal learning and non-formal learning.
Formal learning
Formal means official or prescribed. Formal learning is provided by an education
or training institution. It is structured and needs to be done in a specific time, and
leads to a qualification and certificate.
Example: you are at school in Grade 10; this is formal learning. You plan to go to
university: that is formal learning. You do an extra course in a third language at a
college; you write an exam and get a certificate; that is formal learning.
Informal learning
Informal means casual or unofficial. You learn informally in your daily life activities.
It is not structured and does not lead to certification.
Example: your co-worker shows you how to Google information.
Non-formal learning
This type of learning is not provided by an education or training institution.
It usually does not lead to certification.
Example: you attend an hour-long workshop at a clinic on HIV prevention.
Kind of Description of learning Where learning takes place

learning
Formal Takes place through a structured programme school, certified courses at

of instruction. You get a formal qualification university, college, learnerships,
and/or certificate. distance learning, e-learning
Informal Results from experience of daily work- attending conferences, going

related, social, family, hobby or recreation to a library and exhibitions, at
activities. It occurs through action and work on a daily basis, Internet
reflection, not attending a course. There is searches, reading
no qualification or certificate.
Non-formal Takes place through a structured programme workshops, on-the-job training

of instruction. It does not usually lead to a sessions, refresher and
formal qualification or certificate. retraining short courses
Activity 7: Analyse case studies about lifelong learning
Read the two case studies before you write down your answers to these questions.
1. What is a lifelong learner? (2)
2. In what way is Dr Sukhraj-Ely a lifelong learner? (2)
3. What was Dr Sukhraj-Ely’s motivation and goal? (2)
4. Do you think Dr Ramphele is a lifelong learner?
5. What are the different careers that Dr Ramphele has followed? (2)
6. Suggest three good reasons for being a lifelong learner. (3)
7. Write an essay of one page to explain how you plan to be a
lifelong learner. (6)

Unit 1: Trends and demands in the job market

• It is important to follow the trends and demands in the job market so that you
can train and develop the right skills for careers that are needed.
• The job market changes all the time and some skills become scarce and other
skills are no longer in demand.
• Globalisation drives change; people can easily do business all over the world.
• Career patterns change, so it is important to get the best possible qualifications
and training.
Unit 2: Read the job market

• You need to study, interpret and understand the job market so that you can
choose a career that will be in demand.
• Niche jobs require special skills and knowledge. They are unusual jobs, and
usually pay better than other jobs.
• If you have skills and competencies for a career that is on the decline, you need
to improve these skills to make sure you can compete in the job market.
• There are many opportunities in scarce-skills careers, so develop these skills.
• The South African Qualifications Authority (SAQA) oversees the registration of
education and training providers and the registration of qualifications. Make
sure your training institution is registered.
• The National Qualifications Framework (NQF) recognises qualifications and
learner achievement and promotes lifelong learning.
• Recognition of prior learning (RPL) is a process in which, through assessment,
you get credit for learning which you have obtained in different ways.
Unit 3: Lifelong learning

• Lifelong learning is constant learning and self-development throughout your life.
• To develop yourself, you need to be willing and able to change, retrain, and be
flexible.
• Lifelong learning can be formal, informal, or non-formal.

traditional sport Weeks 1–3: Time 3 hours
Safety in games Unit 1: Play soccer

• S ee the safety hints
Soccer is the most popular game in the world. It brings many communities and
on pages 28 to 31.
• Never tackle a nations together. Women and men can play soccer. It is an ideal game to play during
player with your your PE lesson, and for after-school sport. To improve your soccer skills, practise
studs up. the exercises described in this unit.
• Never tackle a
player from behind.
South African soccer terms
• Never grab a player
• Diski refers to typical South African informal soccer with rhythm, where the
around the neck in
a tackle. game is played not so much for the result, but for enjoyment. Players get to
• Never use your showcase their skills and tricks.
head to butt • Shibobo means to nutmeg an opponent. This means putting the ball between an
another player. opponent’s legs.
• Be careful with your • Tsamaya are soccer skills such as a step-over, dummy or back heel, which trick
tackles so you don’t
and catch out an opponent.
hurt others.
• Be careful when
you throw balls Aim of soccer
so as not to injure The aim of soccer is to score goals. The team with the most goals wins. Always keep
another player. your target in your mind. Your target is either a teammate to whom you are passing,
• Do not aim the ball or the goal – the back of the net.
at the head or face,
or genital area.
• Always warm up
What you need
and cool down. • You can make your own soccer pitch on any open space in the school grounds
or nearby. Adapt the size of the pitch to the space available.
• You need two goals opposite each other, a halfway line in the middle, and a ball.
Rules for soccer

• A player cannot handle the ball. This means you cannot use your hands to
hold or touch the ball, apart from a throw-in. A throw-in is taken when the ball
crosses a sideline and leaves the field. Keep both your feet on the ground and
put your arms behind your head to throw the ball over your head.
• A corner kick or goal kick is taken when the ball leaves the field across the
end line.
• A player cannot hit, kick, trip, jump on, spit at, charge, pinch, push or hold an
opponent.
• A penalty kick comes from a contact foul (if you trip or touch an opposing
player in the penalty area) or hand ball (touching the ball with your hand) by
the defending team within the penalty area. Place the ball on the penalty spot.
All players must remain outside the penalty area until the ball is kicked. The
goalkeeper must have both feet on the goal line until the ball is kicked.
266 Chapter 16: Physical Education Term 4: Traditional and non-traditional sport

• Players are given yellow cards for fouls and red cards for two yellow cards or
a serious foul, such as injuring a player. A red card means you get sent off and
cannot be replaced for that match, and will have to miss the next game(s).
• This is a shortened version of soccer rules (for the complete rules, see ‘Laws of
the Game’ at www.fifa.com).
PE Activity 1: Goal-scoring drill
1. Stand in the penalty box at the penalty spot, i.e. close to goal.
2. Point your non-striking foot towards the goal. Draw your other foot back.
3. Use a wide area with the inside of your foot to make an accurate shot.
4. Make firm contact to guide the ball into the net. Repeat ten times.
5. Then move five steps further away from goal, and repeat ten times.
6. Again, move a further five steps away from goal, and repeat ten times.
7. Now swop your striking feet and repeat the drill using your other foot to
strike the ball.
8. Always look up so you see where you are aiming at: the back of the net.
PE Activity 2: How to chip the goalkeeper
1. Lift the ball over the goalkeeper by chipping the ball above the
goalkeeper’s body.
2. Give a short, quick stab at the bottom of the ball.
3. Don’t have any follow-through.
4. Your non-kicking foot should be close to the ball.
5. Practise this chip ten times from various distances.
PE Activity 3: Keep possession of the ball Safety hint

1. Passing is a core aspect of soccer. Make sure that you
2. Keep it simple; pass the ball to your nearest teammate who is clear, that is, don’t kick with your
your teammate is not marked by an opponent. toes, because you
might hurt yourself.
3. Sometimes it is useful to pass the ball to a teammate who is further away,
in a good position to score a goal. So be aware of who is where on the
soccer field.
4. Aim carefully and try to make accurate passes.
5. Aim for the middle of the ball.
6. Always pass to somebody; don’t just kick and hope. Know to whom you are
passing before you pass the ball.
7. Use the inside and outside of both your feet to help you to control the ball.
8. Keep the ball within a short distance from your feet so you won’t be
dispossessed (have the ball taken away from you).
9. Keep your eyes on the ball, but look to see where your opponents are and
to whom you can pass the ball. Always look up before you pass the ball.
10. Keep your balance. You need to be able to change direction quickly. If you
are not balanced, you will fall over or lose the ball.
11. Sometimes it is better to dribble or shoot at goal than to pass the ball;
think before you pass.
Chapter 16: Physical Education Term 4: Traditional and non-traditional sport 267

PE Activity 4: Use both your PE Activity 5: Put swerve on the ball
feet
1. If you want to get the ball past defenders, and shoot
1. Prevent defenders from pushing you for goal, put swerve on the ball using the inside of
on to your weaker foot so you lose your foot.
possession or miss shots at goal. 2. With spin you can make the ball bend and dip around
2. You waste time if you have to players as the ball curves outwards.
transfer the ball from a weaker 3. You can cause a soccer ball to curve in flight by striking
to a stronger foot. This also gives it off centre.
defenders a chance to challenge you 4. Look at the place on the ball where you want to strike.
for the ball. 5. If you want to curve the soccer ball to the left, hit it on
3. Always practise your drills with the right side.
both feet. Give your weaker or non- 6. If you want to curve the ball to the right, hit it on the
preferred foot the same or even left side.
more time to practise shooting, 7. Striking with the inside of your foot will give you an
passing and receiving. accurate curve.
PE Activity 6: Bicycle kicks
1. Strikers use these kicks to trick and surprise the

defenders and goalkeeper, as they can aim for goal even
with their backs to the goal.
2. When you do an overhead kick, your feet are off
the ground and your feet turn around in a cycling
movement as you kick the ball.
3. As the ball comes towards you, raise your kicking foot,
with your toes reaching towards the ball.
4. Bend the knee of your non-striking foot as you lean
backwards before rising in the air.
5. Kick the ball with the flat part of your foot, with your
toes pointed towards the instep.
6. Keep your elbows bent and your hands spread out to
help you cushion your fall. Practise on soft ground to
protect your back when you fall.
7. Try not to land flat on your back; twist your body sideways.
8. Your non-kicking foot and hands should hit the ground first to lessen the impact
of your fall. Do not land on your elbows, back, shoulders, neck or head.
The bicycle, scissor or overhead kick is a great way to impress the fans! It takes lots
of practice, so get practising!
Overhead kicks are useful to defenders facing the wrong direction, when they need
to clear the ball from the penalty area.

PE Activity 7: Bend it like Beckham
David Beckham is well known for his free kicks that are accurate
and have a lot of curve or bend. His kicks have sidespin and
topspin. So they dip down and away from the goalkeeper.
1. Put the ball on the ground.
2. Take a few big steps back.
3. Approach the ball more from the side than from the back.
Start at a 45-degree angle from the ball.
4. Then close your angle as you move in for the kick.
5. Make your last step larger than the others.
6. Put your non-striking foot about a pace or so from the ball.
7. Swing your arm in a circle and away from your body as you take your final step.
8. When you put your foot next to the ball, your arm should be fully stretched
out to the side. This helps to keep your balance.
9. Take a full swing at the ball with your striking leg.
10. Make contact with the ball a bit to the right of its centre. Try to make firm contact with the ball.
11. Move your foot over, around and through the ball at the moment of contact. This helps you to get sidespin
and topspin on the ball.
PE Activity 8: How to defend
1. To contain your opponent means you position yourself in front of the

player.
2. Wait until the player releases the ball far enough for you to capture it.
3. Bend your knees and lean forward.
4. Go backwards if your opponent moves sideways.
5. Be ready to move sideways with your opponent. Do not lunge; you can
cause a foul. Be careful of facing a ball dribbler straight on. It is then easy
for the player to put the ball between your legs or run past you.
6. A block tackle is a good way of getting the ball. Put your supporting foot
down firmly so that you don’t lose balance. As your opponent gets the ball,
put your free foot upright to the direction in which the player is moving.
PE Activity 9: Juggle fun
1. Juggling and doing tricks with the ball is great

practice as it makes you feel comfortable with
the ball and in control of the ball.
2. Practise juggling and tricks as often as you can!
3. This does not mean you use these tricks in a
soccer game, but it does help you to develop
ball control. Try moving the ball from your
forehead, to the back of your neck, then to your
feet, Trepa-style!

Unit 2: Play handball
How to play handball

• Handball is a mix of soccer and netball with actions from different sports.
• While you learn to improve your ball skills, handball helps you to develop your
athletic skills to use in other sports.
• Handball is enjoyable and good for developing team skills.
• You can play handball indoors or outdoors, and you can make your own court.
Aim of handball
• The aim of handball is to throw the ball into your opponents’ goal.
• The defenders aim to prevent you from scoring goals. They do this by stopping
shots or getting the ball from you. This means they can reach your team’s goal
and score.
Rules of handball
• You need six court players and one goalkeeper per side.
• You may hold the ball for a maximum of three seconds before you pass or shoot.
• You can’t take more than three steps with the ball.
• Only the goalkeeper is allowed in the goal area.
• Don’t trip, hit, wrestle or hold an opponent.
Where to play
• You can make your own court anywhere where there is an open space on your
school grounds, or in a school hall or classroom, if the weather is bad.
• You don’t need specific equipment. You can just mark out a court in any open
space.
• Make sure there are no broken bottles or stones on the court area.
• Use chalk to mark out the lines. The court is 40 metres long and 20 metres wide.
• There is a goal at each end. The goal is in a D-shaped goal area.
• You don’t need nets; just mark out the goal area.
• Mark out a few courts so you can have more than two teams playing at a time, if
you have the space.
Exercises for handball
PE Activity 10: Shooting and defending
1. Work in pairs of shooters and defenders.

2. The shooter throws the ball at the goal.
3. The defender stands an arm’s length in front of the shooter, who may throw
to the left or right side, or over the head of the defender.
4. Lengthen the distance from the goal after every ten throws, by three paces.

PE Activity 11: Bouncing back
1. Throw a ball in front of you.

2. Run to catch it on the first bounce.
3. Take three steps and bounce the ball to a teammate, while you run back to
your original position.
4. Your teammate then bounces the ball back to you.
PE Activity 12: Baseball pass
A baseball pass is similar to the throw you

use in baseball. Use a baseball pass when you
have a wide-open player far down the court,
and you want to move the ball forward.
1. Get a good grip on the ball
with one hand.
2. Use the other hand to make
sure the ball stays on that hand.
3. Make sure your throwing hand is
a bit higher on the ball than your
supporting hand.
4. Hold the ball near your ear to promote a quick release.
5. Keep your hand behind the ball to prevent a lot of sidespin.
Spin makes the ball hard to catch.
6. Step towards your target. If you are passing the ball, that, is throwing the ball
to a team member, aim for your teammate’s chest.
7. Throw the ball just like you would a baseball. Use more power for further
distances and less power for shorter distances. Make sure you throw over
the defenders.
PE Activity 13: Bounce pass
A bounce pass happens when the ball hits the ground.

Make a bounce pass when you can’t use a baseball or
overhead pass, or a chest pass.
1. Get a firm grip on the ball with both hands on opposite
sides of the ball, or use one hand.
2. Your fingers must point towards the ground.
3. Hold the ball chest high. Step towards your target.
4. Put one of your feet forward and bend your knees
when you make the pass. Aim one-third away from your target.
5. Push the ball outwards.
6. Use enough force, so that when the ball hits the floor it goes directly
to your target.

PE Activity 14: Chest pass
A chest pass is aimed at the height of the chest.

1. Get a firm grip on the ball with both hands on
opposite sides of the ball.
2. Let your hands form a W behind the ball.
3. Bring your thumbs together in the centre.
4. Let your fingers spread out.
5. Step towards your target with one foot.
6. Push the ball towards your target, keeping your elbows close to your body,
while you aim at your teammate’s chest, or at chest level if you use a wall.
7. As you release the ball, straighten your arms and fingers.
8. Keep your wrists pointed upwards to help stretch your arms.
9. Focus and keep your eyes on the receiver. If you are receiving, move towards,
and not away from, the ball.
PE Activity 15: Play a relay ball game
1. Divide the class into relay teams.

2. Each relay team needs one ball.
3. One player runs to 15 steps from the wall and throws to hit the chalk circle
on the wall.
4. The player then collects the ball, runs back as fast as possible, and passes it
to the next teammate, who repeats the action. Repeat until everyone in the
team has had a shot at goal.
5. For every shot on target, the team gets a point. The first team with the most
points after 15 minutes wins!
On target!

Unit 3: Play touch rugby
Touch rugby
• Touch rugby is a fast-moving game. It is similar to rugby, but without the
contact, tackles, scrums, lineouts, rucks and mauls.
• Touch rugby promotes running, ball handling, dodging and chasing, evasion and
support play, as well as attacking and defending game strategy.
• The duration of the game can be varied to suit your needs. Two 20-minute
sessions are useful, with a short break in between.
• The size of the field can vary, but the game can be played on half a rugby field.
No posts are required; you can draw lines.
Aim of touch rugby

The aim of touch rugby is for each team to score touchdowns
or tries, and to prevent the opposition from scoring.
How to play
• Start the game from the middle of the field.
• The ball can be passed, knocked or handed between players
of the attacking team. They may run with the ball to score.
• Defending players prevent the attacking team from gaining a
territorial advantage by touching the ball carrier with their hands.
• Either defending or attacking players may start the touch.
• You can touch a player on any part of his or her clothing or you can touch the
ball, but you have to use the minimum force necessary to touch.
• If a touch is considered to be too strong, a penalty will be awarded.
• After being touched, the player in possession of the ball must stop.
• A touch is claimed by raising your hand and shouting, Touch!
• When the ball is touched, it must be placed at or as close to the mark of the
touch as possible. The attacking side begins play at that mark or in line with it.
• After the ball has been touched six times, it is handed over to the other side.
Score
• A touchdown or try is worth one point. This point is awarded when an attacking
player places the ball on the ground, on or over the defending team’s score line.
• After a team scores, the play begins again with a tap in the middle of the field by
the non-scoring team.
• The team who at the end of play has scored the most tries, wins.
PE Activity 16: Play touch rugby
Play a game of touch rugby. Follow the instructions above.
Assessment in PE

Chapter 17: Democracy and human
rights Term 4
Unit 1: Unit 1: Living in a multi-religious society:
Key questions ethical traditions and religious laws
1. What are the major
Time: 2 hours
religions in South
Africa? 1.1 Ethical traditions and religious laws of major
2. What are ethical religions in South Africa
traditions?
The South African Constitution is considered to be one of the best in the world
3. What are indigenous because it promotes human rights. One of these rights is the right to practise
belief systems?
your chosen religion. There is a diversity of religions in the country – we are a
multi-religious society. Knowledge of the different religions helps to promote
understanding, tolerance and acceptance. Each religion has laws or ethical
traditions that show their followers the right and moral way to behave.
Key words Judaism

Judaism is the religion, philosophy and way of life of the Jewish people. It is a
religion – an organised
system of beliefs, monotheistic religion. This means that its followers believe in only one God.
ceremonies and rules Judaism is based on the Hebrew Bible. Jews believe that their religion is an
used to worship a god or a
expression of the relationship that God developed with the Children of Israel.
group of gods
ethical – following The Jews follow rules and practices that affect every part of their lives. The Jewish
accepted rules of
behaviour; morally right laws come from:
and good • the commandments in the Torah. The Torah, which means ‘teaching’, consists of
traditions – ways of the first five books of the Bible, and is also known as the Five Books of Moses.
thinking, behaving or
doing something that have • the Talmud, which is a collection of
been used by the people interpretations of the Torah
in a particular group,
family or society for a long • the laws of rabbis, Jewish religious teachers
time • customs that developed for religious reasons
monotheistic – believing and have continued long enough to become
in only one God
sect – a religious group
religious practices.
that is a smaller part of a
The laws guide Jewish people on:
larger group and whose A Torah.
members all share similar • what to do when you wake up
beliefs
• what food to eat – Jews are permitted to eat kosher food, which is food allowed
indigenous – produced,
living or existing naturally under Jewish dietary law; for example, Jews are not allowed to eat pork or
in a particular region or shellfish, and they do not eat meat and milk products at the same meal
environment
• what to wear; for example, men wear a yarmulke or kippah on their heads
• how to keep yourself clean
• how to run a business
• whom you can marry -– marrying people from other religions is discouraged
• how to treat God, people and animals
• how to participate and observe Jewish holidays and Shabbat. Shabbat is the
Jewish Sabbath, or day of rest, on Saturday. Jews are not allowed to work on
holidays and on Shabbat.

Christianity
Christianity is also a monotheistic religion. Its roots are in the Old Testament, the
Talmud, the law of Moses, and the New Testament. Christianity teaches that Jesus is
the Son of God and the Saviour of humanity. Because of this, Christians commonly
refer to Jesus as Christ or Messiah. Christians believe that God sent Jesus Christ to
earth to save them from their sins and give them eternal life after death.
Christians, like Jews, look at the Ten Commandments as the basis of right and
wrong. Jesus summarises the Ten Commandments as: ‘Love the Lord your God with
all your heart and with all your soul and with all your strength and with all your
mind’ and ‘Love your neighbour as yourself’ (Luke 10:27).
The three largest groups of Christianity in the world are the Roman Catholic Symbols of the Christian
Church, the Eastern Orthodox churches, and the various churches of Protestantism. faith. The Bible contains the
There are also Charismatic, Apostolic and Reformed churches. Ten Commandments.
African Christianity
Of the over 28 million African Christians in South Africa, about 7 million belong
to the Zion Christian Church. The ZCC is the largest of the African independent
churches. Independent means that the church is not, for example, Catholic,
Lutheran or Presbyterian; it is a separate church.
However, the ZCC is a Christian church, so it follows many of Christianity’s rules,

laws and beliefs. It also has some of its own:
• Your religious faith has the power to heal you.
• The ZCC respects traditional African religious beliefs, especially those beliefs
about the power of the ancestors.
• Zionists should not drink alcohol, smoke, or eat pork.
• The ZCC condemns sexual promiscuity.
• The ZCC preaches non-violence, peace, respect, and the love of God. ZCC church gathering in
• Members of the ZCC wear uniforms. Moria, Polokwane, at Easter.
• Members pay tithes (donations to the church).

• To be healed from sickness and to solve other problems, members must follow
the instructions (ditaelo) passed down from God by the ancestors through the
mouth of the church prophets. The prophets are senior officials (baruti) in the
ZCC. They help heal the sick.
• You must confess your sins if you want to be healed.
Islam
The word Islam means ‘submission to God’, ‘peace’ and ‘way to peace’. The
followers of Islam are called Muslims. Islam is also a monotheistic religion: Muslims
believe that there can be only one God called Allah. Muhammad is seen as the last
prophet and a messenger of God.
There are various sources of Islamic law, called Sharia law:

• the Qur’an (also known as the Koran) is a religious book that encourages
Muslims to live a life of moral virtue.
• the Sunnah, which is the traditions or practices of the prophet Muhammad.
It explains the instructions of the Qur’an. A Sharia bank.
• the opinions of Muslim scholars.

• In Islamic law there is no clear difference between ordinary law, relating to
society, and religious law. The law covers all aspects of life, including family
relations, inheritance, taxation, purification and prayer, banking, welfare,
warfare, the environment and laws about food.
Halaal is an Arabic word meaning ‘lawful’ or ‘permitted’. The opposite of halaal

is haraam. These terms apply to all aspects of Muslim life, but especially to food.
All foods are considered halaal, or allowed, but not pork, animals improperly
slaughtered or dead before slaughtering, alcoholic drinks, and carnivorous or meat-
eating animals, birds of prey and certain other animals.
Islamic law stresses the importance of living by the five pillars of Islam, which are:
• stating your faith – saying that you believe in only one God, Allah, and that
Muhammad is his prophet.
• prayer – Muslims pray five times a day.
• giving to the poor and looking after other people – all Muslim adults are
encouraged to give 2,5% of what they own once a year; this money might be
used to provide education, keep up or build mosques or help the needy.
• Hajj, which means making a pilgrimage, or religious journey, to Mecca – every
Muslim is encouraged to a make a pilgrimage at least once.
• fasting during the holy month of Ramadan, the month that Muhammad received
the Qur’an from Allah – Ramadan is the ninth month of the Islamic calendar. For
thirty days Muslims fast; they do not eat or drink during daylight hours. It starts
when the new moon is seen at the start of the month and ends when the new
moon is seen again at the end of the month.
Hinduism
The term ‘Hinduism’ comes from the word ‘India’ and refers to a wide variety of
religious traditions and philosophies that have developed in India over thousands
of years. Hindus include:
• monotheists – people who believe in one God
• polytheists – people who believe in more than one god.
There are, however, some general things that apply to Hinduism. Hinduism grants
absolute and complete freedom of belief and worship. In some forms of Hinduism,
Symbols of Hinduism.
there are ten commitments, or things Hindus are required to do:
1. do no harm 6. be clean
2. do not lie 7. be content
3. do not steal 8. be self-disciplined
4. do not eat or drink too much 9. study
5. do not be greedy 10. surrender to God.
Hindus may focus on devotion to God, whom they see as Brahma, Shiva, Vishnu
or Shakti, or on several gods, depending on the Hindu sect. Some Hindu practices
focus on performing duties that are part of your stage of life. There are four stages
and sets of duties:
• school years – acquire knowledge and develop your character
• middle years – focus on marriage, family, and career; you should support your
parents, children, guests and holy people

• older years (when your children are grown up) – focus on spiritual things,
spend more time on religious practices, and perhaps go on pilgrimages
• last years – give up all links to the world; give up all worldly thoughts and
desires; spend the rest of your life thinking about spiritual matters.
Most Hindus practise non-violence and respect for all life because they believe that
God or holiness is in all things, including plants and non-human animals. Because
of this, many Hindus are vegetarians. Even those who do eat meat usually do not
eat beef, because the cow in Hindu society is traditionally seen as a caretaker and
mother figure.
Buddhism
Buddhism developed from the teachings of a man called Siddhartha Gautama (the
Buddha) in about 520 BC in India. Buddha never claimed to be God or a prophet
of God. Buddhism is a philosophy that exists in many forms in different cultures.
Buddhism is very tolerant and agrees with the moral teachings of other religions.
Buddhism does not include the idea of worshipping a creator god. Buddhism is
a path of practice and spiritual development so that you can gain insight into
the true nature of life. Buddhists practise meditation as a way to change and to
develop awareness, kindness and wisdom.
Buddha’s teaching offers advice, for example:

• you should not believe anything, no matter where you read or heard it, without
thinking A Buddhist symbol – the
wheel of life.
• all actions have consequences – this is known as karma
• the results of the actions you perform in this life and in earlier lives, will be felt
in a next life, in a process known as reincarnation
• books and teachings are very important; you should listen to great teachers so
that you can undo your ignorance
• meditation is important; meditation is calming your mind and thinking about
your beliefs
• your body is precious, so it is important to keep healthy
• do not complain about change, because without change nothing is possible.
Bahá’í Faith
The Bahá’í Faith is an independent monotheistic religion that was established in
Iran in 1844. Living in a multi-religious society is promoted by the Bahá’í Faith’s
ethical traditions and religious laws. Their focus is on practical ways to deal with
the moral and spiritual challenges of the modern world. Bahá’í followers aim to
reduce discrimination and prejudice between people. Members of the Bahá’í Faith
live in many countries around the world. They represent almost every nation,
ethnic group, culture, and social and economic background.
The Bahá’í Faith is guided by this credo by Bahá’u’lláh, the founder of the Bahá’í
Faith: The earth is but one country and humankind its citizens. They believe that now
is the time for all of humanity to live in unity, in a global community, as we all are a
single people with a common destiny.

The core teaching of the Bahá’í Faith is that of unity; the oneness of God, the human
family, and religion. The followers of the Bahá’í Faith believe that our most urgent
need is to find a unifying vision of the nature and purpose of life and of the future of
society and the world.
Religious laws as stated in the Most Holy Book of the Bahá’í Faith, the Kitab-i-Aqdas
(the book of laws) include:
• Prayer, meditation and fasting to encourage spiritual growth. Followers must
read a passage of the scripture and meditate upon it twice a day, morning and
evening. Bahá’ís fast from sunrise to sunset for nineteen days of the year
(2 March to 20 March). This is a period of spiritual renewal.
• Marriage must be with the permission of the couple. To make marriage a
stronger source of social togetherness, it also depends on the permission of the
couple’s parents.
• Kindness to animals is important and animals may not be burdened with more
than they can bear.
• Followers should work; they should follow a career or have a job.
• Slavery, begging, taking of drugs and alcohol, extramarital sex, gambling, the
waging of holy war and carrying arms are forbidden.
1.2 Origins and practices of indigenous belief systems in

South Africa
South Africa’s indigenous belief systems have been around for about 1 500 years,
since people arrived here from other parts of Africa. Some beliefs and practices are:
• Indigenous belief systems are based on oral traditions. This means that the
values and ways of living are passed on from the elders to the younger people
through stories, myths and tales.
• The elders are very important; they are respected and trusted.
• The community is the most important part of your life because it is made up of
people who remember and share your traditions and beliefs.
• Followers of indigenous belief systems believe that their ancestors’ spirits guide
them.
• There are spiritual leaders such as sangomas or traditional healers. They are
called by the ancestors and learn how to use herbs for healing, and how to tell
what is going to happen in the future.
• Ancestors are a part of all special occasions such as weddings, births and
deaths. During these events, an offering, such as a sheep, cow or chicken, is
made to please and thank the ancestors and ask for their blessing.
• Ancestors make people behave properly and promote peace and harmony. Any
bad behaviour, such as killing, causes anger to the ancestors.
• Traditional African religion believes in a Supreme God, but followers do not
communicate directly with God. They ask their ancestors to communicate for
them. When ancestors are unhappy about the attitude of their descendants, they
make this known and employ painful means against those who misbehave.
• Peace is normal. Peace is linked to order, harmony and balance. Part of the
religious duties of family heads and political leaders in most traditional African
Consultation with a sangoma. societies is peace making. This includes settling arguments and offering prayers
for peace.

• Followers believe in wearing charms or bracelets, usually made of sheepskin or
beads, to help protect them from evil or to bring good luck.
In South Africa, many indigenous people converted to Christianity and Islam when
these religions were introduced to the country. This did not mean that the people
stopped practising their indigenous beliefs. Indigenous belief systems are practised
side by side with other religions.
Activity 1: Discuss ethical traditions and indigenous practices
Write three paragraphs to critically evaluate the role of ethical traditions

and indigenous practices in society. (10)
Activity 2: Interpret tables
Look carefully at the tables below, and then write down your answers to the questions.
Table 1 Table 2
Religion: all South Africans Christianity: all South Africans
Number % Number %
Christianity 35 750 641 79.8 Catholic churches 3 181 332 8.9
Islam 654 06 1.5 Methodist churches 3 035 719 9.5
Hinduism 551 668 1.2 Pentecostal/Charismatic churches 3 695 211 10.3
Judaism 75 549 0.2 Anglican churches 1 722 076 4.8
Other beliefs 283 815 0.6 Lutheran churches 1 130 983 3.2
No religion 6 767 165 15.0 Presbyterian churches 832 497 2.3
Undetermined 610 974 1.4 Zion Christian churches 6 859 078 19.2
Total 44 819 774 100 Apostolic churches 5 873 513 16.4

(Source: Census 2001) Reformed churches 3 232 196 9.0
Other Christian churches 6 188 036 17.3
Total 44 819 774 100%
1. Which religion has the most members in South Africa? (1)

2. Which religion has the fewest members in South Africa? (1)
3. What do you think ‘other beliefs’ in Table 1 could be? Name two. (2)
4. If you add up the number of Muslims, Hindus, Jews, and ‘Other beliefs’,
do they total more or less than the number of people who do not have
a religion? Show how you worked this out. (3)
5. Which church in South Africa has the third most members? (2)
6. How many members are there in your religion? (1)
7. Write a paragraph on the rules and ethical traditions of your religion,
if you have one. If you don’t have a religion, summarise the rules of
one of the religions described in this unit. (5)

Unit 2: Unit 2: Coverage of sport: ways to redress bias
1. How can you
The way the media report on sport needs to be carefully analysed and critically
redress bias in
sport coverage? evaluated. This will help to redress or stop bias. In addition, unfair or unjust
practices in sport need to be identified, analysed and critically evaluated so that
2. What are unfair
practices in sport? these negative practices can be stopped.
2.1 Ways to redress bias

Key words Sport coverage may show bias in terms of gender, race, stereotyping and sporting
codes. Sporting codes are the different kinds of sport. For example, athletics is a
redress – to correct
something that is unfair or sporting code and tennis is a sporting code.
wrong
bias – believing that some
people, ideas, etc., are Examples of bias in sport coverage
better than others; this 1. An example of bias in terms of gender, race and stereotyping is what happened
belief usually results in
treating some people
to Castor Semenya, then world champion of the 800 metres. The media played
unfairly a huge role in headlines sensationalising or stirring doubts about her being a
stereotyping – believing female or a male. The focus was more on her sex than on her achievements in
unfairly that all people or
things with a particular running.
characteristic are the Castor Semenya was banned from competing for a number of months, which
same
affected her progress. This was because people have stereotypical views of
sporting codes – types of
sport what a female or a male is supposed to look like. Especially other countries
match-fixing – dishonestly have stereotypical views of what an African woman must look like. Castor was
deciding on the outcome
treated very badly and discriminated against in terms of her race and gender.
or result of a match before
it is played However, after testing and after some time, she was allowed to participate
maladministration – bad, again.
dishonest or inefficient
management
2. A TV commentator made rude remarks about a professional female linesperson
subjective umpiring during a soccer match, saying that she should rather go home to cook as
– unfair and biased women would not understand the offside rule.
umpiring
3. Radio and TV commentators often refer to female tennis players as girls or
young ladies, but refer to the male tennis players as men.
4. The term ‘sportsman’ is still used more than ‘sportsperson’, even if some of the
participants are female.
5. All media tend to cover male sports much more than female sports. This means
that female sports do not get the exposure needed. Netball gets even less
coverage than minor sports such as snooker and darts!
6. Some media will focus more on what women sportspeople wear, and how they
look, than on how they perform.
7. Some sports get much more coverage in the media. Male soccer, rugby, cricket,
boxing, motor-racing and golf get most of the coverage. This means that
sponsorship for other sporting codes is difficult to get. Sponsors want coverage
so their products can be advertised to a broad audience.
8. When commentators cover sport, they refer to, for example, soccer as just
‘soccer’ when men play, but when women play they refer to ‘women’s soccer’,
Castor Semenya: a winner! as if this is somehow different or inferior.

How to redress bias
Here are some examples of how to address bias in sport:
• Indigenous games were marginalised during the apartheid years. However, now
government has ensured that our indigenous games are given more attention.
Government is actively promoting indigenous games, tournaments and festivals.
• Identify the bias in sport, so that you are aware. For example, compare the
coverage given to men’s and women’s events. You will notice that there is a huge
difference in the coverage of female and male sporting codes.
• Put pressure on sports commentators and sponsors to be more inclusive of
women’s sport. Indigenous games festival.
• Speak up: identify and report bias. Write letters to newspapers, speak about bias
on call-in radio programmes, post a comment (or ‘tweet’) on the Twitter website,
or report bias to your local sports council. You could also avoid buying products
of brands that sponsor or showcase only male sports.
Activity 3: Analyse and critically evaluate bias in reporting
1. Work in a group. Use any newspaper.

2. Complete this table. (12)
Sports coverage Women’s Men’s

sports sports
a) number of stories
b) space given – that is, the length of article
c) the pages used; for example, the front page, back

page, middle pages
d) number of photographs
e) words of praise
f) insulting words or terms such as ‘girls’ for grown

women and ‘boys’ for grown men
3. Work on your own and write a paragraph to critically evaluate your

findings. Explain what you found out about sports coverage. (8)
Activity 4: Write a letter to complain about bias
1. Write a letter to a newspaper, TV or radio station, or an Internet website, to

point out bias in terms of sport coverage. Your letter should not be more
than two pages.
• Identify the type of bias. (4)
• Complain about the unfairness of the bias. (5)
• Make at least three suggestions on how to redress or oppose
this bias. (6)
• Challenge the media to be fair and accurate in their reporting. (5)
2. Share your letters in class. Choose the best three to send in to a local
newspaper, radio or TV station, or to post on a website or blog.

2.2 Unfair practices in sport
Unfair practices in sport include drug-taking, match-fixing, subjective umpiring and
maladministration. Maladministration is bad, dishonest or inefficient management.
These negative practices spoil sport for everyone and have to be opposed.
Drug-taking
When sportspeople use drugs, they give themselves an unfair advantage over
their competitors. Some dishonest sportspeople take drugs to artificially or falsely
improve their performance at sporting events. The drugs, such as steroids, can
help them to build muscles. Other drugs help to increase stamina and so stop them
getting tired.
• In some cases, sportspeople are not aware that they are taking drugs. The drugs
are given to them by coaches or medical personnel who have no morals; they
want to win at all costs.
• Drugs are dangerous; the risk is serious harm to your body. Young sportspeople
have died or damaged their bodies permanently by taking drugs to improve
their performance.
• Pressure from sports coaches and parents to do well sometimes encourages
sportspeople to take drugs. They usually get caught and are then banned from
the sport for a long time, or even for life.
Match-fixing
Match-fixing takes place when
players and/or administrators decide
before the time who will win or lose
the game. They sometimes do this
because of large sums of money
offered to them by betting groups.
This means that some players will
not do their best to win, or the
players may lose on purpose.
Subjective umpiring
To be subjective means not to see
what really happens because you have decided to favour one person or team.
• Unfair refereeing, umpiring or judging makes all the people involved in sport
angry and disappointed. It can even lead to violence. For example, if a referee
does not take action against a player who has hurt and fouled another player,
team members may get involved and a serious fight may be the result. Even
spectators can get involved if an umpire is unfair.
• An example of subjective umpiring is a referee who does not send a player off for
a serious high boot in soccer that leads to an opponent being taken off injured,
but the referee sends a player off for a light shoulder charge.
• Officials should apply the sport rules fairly and consistently to all participants.

Maladministration in sport
When sports administrators – the people who look after, promote and organise
sporting events for the specific sporting code – don’t administer the sport properly,
it is called maladministration. This happens for example when:
• sporting events are not planned properly
• matches and games are cancelled
• youth policies are not in place
• money is misused and wasted
• corruption occurs
• the sport is not promoted properly.
The process of analysis and critical evaluation

To analyse and critically evaluate means to be able to carefully examine facts. You
have to think critically and objectively – that is without bias, in a fair way – about
an issue. Then you have to give a well-planned, logical and clear argument. To give
an argument means you give evidence to support your viewpoint. You give the
reasons why you make a statement.
Once you have examined a range of media reports on sport, decide what your view
is. Then find evidence to support this view. Give good reasons so that you can
persuade or convince others that your viewpoint is correct. Present your critical
evaluation in an orderly way.
Evaluate or assess the evidence to see if it supports your viewpoint or statements.

What did you find in the media about sports coverage? How does this support your
viewpoint? What did you find out about coverage of sport and bias?
What if somebody else does not agree with your viewpoint? Always consider
opposing viewpoints in a cool and calm way. Try to oppose or counter these views
with facts and clear arguments.
Activities 3, 4 and 5 will help you to practice your analytical and critical evaluation
skills.
Activity 5: Prepare a talk and debate
1. Imagine you are a famous sportsperson in any sport code you choose.
Your task is to speak about the evils of drug-taking, match-fixing,
subjective umpiring and maladministration in sport.
2. Suggest what can be done to oppose such practices. (8)
3. Write short notes to summarise your talk. (10)
4. Hold a short debate in class on this topic: ‘Win at all costs’ –
is this message harming sport?

Chapter 17: Democracy and human rights Term 4
Unit 1: Living in a multi-religious society: ethical traditions and

religious laws
• Knowledge of the different religions helps to promote understanding, tolerance
and acceptance.
• Each religion has laws or ethical traditions that show their followers the right
and moral way to behave.
• Judaism, Christianity and Islam are monotheistic religions: their followers
believe in only one God.
• Hindus can be monotheists or polytheists, people who believe in more than one
god.
• Buddhism takes many forms in different cultures; it is a philosophy and its
practitioners do not worship a creator god.
• The ZCC is the largest independent African Christian church.
• Indigenous belief systems are based on oral traditions.
• The elders, ancestors and the community are very important in indigenous
belief systems.
• There are many advantages to living in a society that has many different
religions.
Unit 2: Coverage of sport: ways to redress bias

• The way the media report on sport needs to be carefully analysed and critically
evaluated. This will help to redress or stop bias.
• Unfair practices in sport include drug-taking, match-fixing, subjective umpiring
and maladministration.

traditional sport Weeks 4–6: Time: 3 hours
Unit 1: Play cricket Safety in cricket
• P lay with a tennis
Bat games have been around for centuries and are great for recreation, as well
ball.
as for developing co-ordination and skill. Communities get together and play bat • If you play with a
games in any open spaces. Bat games can be played by any age group. cricket ball, wear
protective head
Warm up and leg gear. The
• Warm up by running on the spot. cricket ball is very
hard and can cause
• Swing your arms round and round as though they are windmills.
serious damage.
• Do arm stretches, shoulder rolls and lunges, and hand movements.
• Never aim the ball
• Remember to cool down afterwards. at a player’s head
or genital area.
Play cricket • Hold your bat or
Cricket is a game that requires batting, throwing and catching, and decision-making stick carefully
to avoid poking
skills. The batter needs to decide:
another player in
• where to place the ball
the face or eye, or
• how to time the swing tripping another
• what strength to use to score a four or a six player.
• how to prevent the fielders from catching the ball
• whether there is enough time to take a run, and then go for the run.
Cricket terms
• The swing of the ball refers to the sideways movement of the ball through the air
in its path towards the batter. The swing is caused by difference in air flow over
the surface of the ball.
• Off side is the half of the field away from the batter’s legs as you stand in the
batting stance.
Aim of cricket
• The aim of cricket is to score more runs than the other team.
• The players try to stop the ball from hitting the wicket.
• The aim is for the ball to hit the stumps off the wicket.
• If the ball hits the wicket, the batter is out.
What you need for cricket

• You need an open space with a level surface to play.
• Adapt the size of the area to the space available.
• Use a tennis ball and a plank or a branch for a bat.

• Use sticks with stones on top for wickets and stumps.
• A wicket is the three sticks or poles, and the stumps are the small pieces of
wood or stones on top of the wickets.
Rules for cricket

• There are 11 players in a team. There are fielders, wicketkeepers, bowlers and
batters.
• The teams take turns to bat or bowl.
• The batter scores a run by running between the wickets.
• The batting team tries to score as many runs as they can by hitting the ball in
such a way that it can’t be caught by the opposing team’s fielders.
• The other team must get the batters out by bowling the ball overarm at the
stumps, which are at each end of the wicket.
• The bowling team can get the batters out by hitting the wicket so the stumps
fall, or they can get the batters out by catching the ball.
• Once all the batters in the team are out, the teams swop so the batters are then
the bowling and fielding side.
• Avoid being hit on the legs in front of the wicket, as you will be out.
• Avoid hitting the ball so that the fielders can catch it. If the opposing team
members catch the ball, the batter is out.
PE Activity 1: Practise batting
1. When you bat, move so you get to the line of the ball.
2. When you bat move your weight forwards to keep your
body balanced.
3. Forward and back strokes form the basis of batting.
4. Swing the bat through and past the contact point with
the ball. This helps to give your swing more power.
5. Lift the bat with two hands when the bat lies face
down on the ground with the handle facing you. Your
hands should be together in the middle of the handle.
Place the V (with thumb well stretched out) of your
preferred hand on the join connecting the handle with
the rest of the bat. Pull your one hand up close to your
other hand on the handle. Your preferred hand is your
stronger hand, usually the one with which you write.
6. The Vs of the two hands should be on the same line.
Remember that your non-preferred hand needs to have
a firm hold.
7. Make sure that the face of the bat faces towards the
line of the ball, to improve your chances of hitting
the ball.
8. Exercise your non-preferred hand to improve your grip
and control of the bat. Strengthen your non-preferred
hand by squeezing and releasing a small ball for 15
minutes every day.

PE Activity 2: The sweep
1. This batter’s shot you play by kneeling on one knee.

2. You put your back leg’s knee on the pitch, and swing the bat around in a
horizontal arc across your body.
3. Your bat is at right angles to the direction of the ball just as, or just after,
the ball has bounced. This is best played from a slow bowler that pitches
close to the batter.
PE Activity 3: Defensive block
1. This defensive shot puts the bat in front of the wicket to stop the ball from
hitting the wicket.
2. This shot has no strength behind it.
3. You play it with a light hold. It stops the ball from moving towards the wicket.
PE Activity 4: Practise bowling
1. The bowler must release the ball before stepping over the crease. This is a
line about 100 cm from the wicket.
2. The bowler runs to the crease in a run-up and bowls the ball at the batter
while keeping a stiff arm.
3. To get a good bowl, swing your bowling arm before you let go of the ball.
4. Hold the ball as far forward in your hand as you can.
5. A useful way to hold the ball is to wrap your three middle fingers around it
and press the ball upward with the other fingers before you let it go.
6. Bowl the ball fast to get it past the batter at the other end of the pitch.
7. Take a long run-up of about 25 to 30 paces back behind the crease from
which you bowl. This increases your bowling speed.
8. Try to bowl a bouncing ball to the batter.
9. Spin the ball with a forward motion before you release it.
10. This action of moving through the air will force the ball to the ground.
11. When it strikes the pitch, it will bounce faster toward the batter.
PE Activity 5: Practise fielding
1. Position yourself in different fielding places so you can get experience

fielding in all areas of the field.
2. Keep your eyes on the ball and position yourself where you predict the
batter will hit the ball.
3. Anticipate the movement of the ball.
PE Activity 6: Play cricket
Play a game of cricket after you have practised batting, bowling and fielding.

Unit 2: Play hockey
Hockey is a game that dates back thousands of years. Two teams compete against each other
using their hockey sticks to hit, push, pass and dribble a small hard ball.
Aim of hockey
The aim of hockey is to score a goal by getting the ball into the opposing team’s goal.
How to play
• There are 11 players in each team: attackers, midfielders, defenders and a goalkeeper.
• Core skills needed are to control, pass, push, stop and shoot the ball with your hockey
stick.
• You need to control the ball while you are running fast. You also weave through and past
defenders towards the goal. So you need to be fit, with good co-ordination.
• Use the flat left-hand side of the stick and the edges of that side, to play the ball.
Rules
• You are not allowed to use your body or feet to control the ball.
• Only the goalkeeper is allowed to use the body to stop the ball within the goal circle.
• Do not raise the ball into the air in a way that is dangerous to another player.
• When the ball is in the air, a player must not play it if it is above shoulder height.
• However, a defender can use his or her stick at any height to save a shot at goal.
• Attackers are allowed to raise the ball in the shooting circle of the goal when they are
trying to score a goal.
• You can score from a penalty stroke, penalty corner and field goal.
• A hockey match lasts 70 minutes: two halves with an interval of five to ten minutes.
• The team with the most goals at the end of the 70 minutes is the winner.
Terms used in hockey

• penalty strokes – can be awarded for an offence by a defender. A shot is taken at the goal
by a chosen player and the shot is defended only by the goalkeeper. The shot is taken
from a spot 6.4 metres directly in front of the goal. All other players must stand outside
the circle, about 23 metres away.
• penalty corners – when rules are broken by the defending team, a penalty corner is
awarded. For the penalty corner, play is stopped to allow the teams to take their positions
in attack and defense.
• field goal – this is a goal scored from open, unbroken play. Field goals may be scored only
from the shooting circle, a semi-circular area in front of the opponent’s goal. Note that if
an attacker hits the ball from outside the shooting circle and it goes directly into the goal
or is only touched by a defender on the way, it does not count.
• fouls – include blocking an opponent from playing the ball, obstructing the opponent’s
stick or body when you make a tackle, and playing the ball dangerously or too high.
• free hits – for general fouls in the main part of the pitch, a free hit is given.
PE Activity 7: Play hockey
Play a game of hockey.

• Participate actively and regularly in sport for at least ten weeks.

• Take part in all the sport during your PE class.
• Aim to improve your sport movement skills.
• Remember that your Movement Performance will be assessed twice over the
term.
Divide the number of times you actively participated by the number of PE periods
in the term.
Example:
6 (PE periods)
6 ÷ 6 × 100 = 100%
PET Part 1
Level
Frequency: number of times Limited Adequate Proficient Excellent Mark out of 10

you participate in PE periods You must do Ok but need to Good work Wonderful! (1 mark per
You get 1 mark for each time much better improve 5–7 marks 8–10 marks PE lesson to
you actively participate for one 0–1 marks 2–4 marks 41–70% 71–100% be converted
hour per week in sport 1–10% 11–40% from 6)
Week 1
Play soccer
Week 2
Play handball
Week 3
Play touch rugby
Week 4
Play cricket
Week 5
Play cricket
Week 6
Play hockey

PET Part 2
You will get a mark out of 5 for each of the movement assessment sessions.
Level
PE Period Limited Adequate Proficient Excellent Mark out of

Assessment of You struggle to You need Your ball control Your ball control 10
Movement control the ball, to improve is good, as well is very good, (2 × 5)
Performance pass, receive, controlling the ball, as your passing, as well as your
hit, and do not passing, receiving, receiving, passing, receiving,
position your body hitting, and hitting, and body hitting, and body
correctly. positioning your positioning. positioning.
0–1 mark body. 4 marks 5 marks
2–3 marks
Assessment 1
Assessment 2
Total

OUT OF 20 _______________

End-of-year exam practice
Time: 1½ hours Total marks: 80

Instructions
1. Write clearly and present your work neatly.
2. This paper consists of three sections: Sections A, B and C.
3. You must answer ALL the questions in Section A and Section B, and any
THREE questions in Section C.
4. Number your answers correctly.
SECTION A [20]
Question 1
Complete the following sentences by choosing the correct words from column B.
Write down only the letter and the word. (10 3 1)
A B
As you grow up, you take on different …(a)…, for example, student, abstinence
partner, parent, employee. As these change, they affect your … emotional
(b)… with others. As you grow up, your body also changes with an hormones
increase in …(c)…, which are …(d)… substances produced in the life roles
body. You experience …(e)… changes, which are changes in your natural
feelings and thinking. You may also feel …(f)…, or a feeling that you peer pressure
must do the same things as other people of your age so that you are privacy
liked by them. To be true to yourself, you need to be …(g)…, which relationships
is not giving into your sexual urges. You have the right to practise … responsibilities
(h)…, which means to refuse any kind of sexual intercourse. You also self-aware
have a right to …(i)…, which is to be alone and to have secrets. If you self-controlled
know who you are, you are …(j). steroids
unnatural
Question 2
Match the descriptions in Column A with the corresponding concepts in Column B.
Write the correct letter next to the corresponding question number. (5)
Column A Column B
2.1 An organisation that looks after your human rights A. Income tax
2.2 Chemicals produced by the pituitary glands and the A. Assessment
hypothalamus during exercise.
2.3 Money that all individuals and companies must pay on C. Chromosomes
what they have earned and the profits they made.
2.4 The process of gathering evidence of how well you are D. Protection Agency
performing.
2.5 Showing dates and planning for tests, exams, tasks and E. Endorphins
projects.
F. Annual study plan
Programme of assessment: End-of-year exam practice 291

Question 3 career one day. Sibongile recently found out that she
is pregnant. She told Peter and he wanted to leave
Write the number of the statement and ‘True’ or
her. After many arguments, she persuaded Peter to
‘False’ next to each number. Give a brief REASON for
play a role in the baby’s life.
each answer, in ONE sentence. (5 3 1)
3.1 The majority of informed teenagers in the world 5.1 List Sibongile’s life roles now. (2)
choose abstinence. 5.2 Describe the life roles Sibongile will have after
3.2 A girl can become pregnant if she has sex she has had the baby. (3)
standing up. 5.3 Explain how Sibongile’s new roles will affect her
3.3 You cannot get pregnant if you have sexual relationship with:
intercourse during your period. a) her parents (1)
3.4 You cannot get pregnant or cause a pregnancy if b) Peter (1)
it is your first time. 5.4 Discuss how Peter should now handle his new
3.5 Abstinence is harmful to your health. role effectively. (3)
SECTION B [30] Question 6

Study the advertisements below and answer the
Question 4 questions that follow.
Write a sentence to explain how you would respond
A. Architectural technologist
in an assertive way in the following situations. (5 3 2)
4.1 A friend wants you to lend her/him your Northern suburbs property development company
seeking young dynamic qualified architectural
cellphone for the weekend.
technologist for drafting construction drawings,
4.2 Your brother asks you to take the blame for
preparing measured drawings of existing buildings,
crashing your dad’s car. and doing detailed landscape design.
4.3 Your best friend wants you to tell her mother Required:
that she is staying over at your house, but she
• BTech Architectural Technology
is really going to stay at her boyfriend’s house
• the ability to work in a team and independently
while his parents are away.
• good communication skills – able to give
4.4. You did not study for a test and one of your instructions clearly in speech and in writing
classmates offers you cheat notes.
• have mathematical ability
4.5 A teammate suggests that you use steroids to
• be able to work accurately
build muscles.
• must be willing to work overtime.
B. Bank teller
Question 5 Requirements: Grade 12, MS Word, Excel,
Read the following scenario and answer the questions certificate in financial and general banking, good
that follow. communication skills, mathematical ability.
Sibongile and Peter have been in a relationship Duties: balance forms, count notes, process credit
for the last two years. They are both in Grade 10. card and foreign exchange transactions, deal with
the public.
Sibongile’s dream is to become a medical doctor.
In-service training provided.
Peter has got involved with some friends who are
involved in crime and substance abuse. Peter has
decided to leave school and stay at home and hang 6.1 Which one of the two careers is a scarce skill
out with his friends. He has no money and lives off career?
his brother. Sibongile lives with her parents who Give a reason for your answer. (2)
adore her. They want their daughter to have a good 6.2 Explain what is meant by a scarce skill. (1)
292 Programme of assessment: End-of-year exam practice

6.3 Which critical skill is required for both
Question 8 [10]
careers? (1)
Read the case study and answer the questions that
6.4 In which of these two careers do you think you
follow.
will earn more?
Give a reason for your answer. (1) Pamela is sixteen years old and in Grade 10. She
6.5 What type of income tax will you pay in these has been in a relationship with Lonwabo, who is
careers? (1) 45 years old, for the last six months. Lonwabo has
6.6 Would you like to have one of these careers? persuaded Pamela that condoms are not for him and
Explain why or why not. (1) that he knows how to avoid getting her pregnant.
6.7 Critically evaluate the importance of lifelong Pamela is not very happy about this, but Lonwabo
learning for your career development. (3) spoils her and buys her pretty clothes, so she has
agreed to it. Pamela has noticed recently that after
SECTION C sexual intercourse with Lonwabo there is some

bleeding from her vagina.
CHOOSE ANY THREE QUESTIONS [30]
Pamela’s life has not been easy. Her mother is a
single parent with no financial support, so poverty is
Question 7 [10]
uppermost in her mind. She has also suffered sexual
For each of the letters below, write a reply in which abuse from her mother’s boyfriend, especially when
you give the person helpful advice. he has been drinking, but she has not told anyone.
7.1 (5) She has seriously been thinking of quitting school
Dear Aunty Mona because Lonwabo has promised to look after her.
I am a Grade 10 learner. I am not sure whether to 8.1 Who has the most power in this relationship?
change from mathematics to mathematical literacy. Give two reasons for your answer. (3)
I am struggling with maths – it is such a lot of hard 8.2 Give an example of risk taking.
work! I want to be an engineer one day. Do you think Explain how this action could lead to HIV. (2)
it will be OK if I just have mathematical literacy? 8.3 Do you think that Pamela should leave school?
I also heard there are lots of jobs for administrative Explain your answer. (2)
assistants. Do you think this is true? 8.4 Give one reason why you think Pamela has
not reported or told anyone about the sexual
Wannabe engineer
abuse she has suffered from her mother’s
7.2 (5) boyfriend. (1)
Dear Aunty Mona 8.5 Give Pamela advice: what could she do
All my friends are in a relationship and say they are about the sexual abuse? (2)
already having sex. I am the only one who doesn’t

have a boyfriend. I feel so stupid around them. My
friends always tease and make fun of me. I would
like to stay a virgin until I get married one day.
They arranged a blind date for me with one of their
friends. I don’t want to go, but I’m afraid that if I
don’t go they won’t be friends with me, or they may
say that I am ‘chicken’.
Pro Abstinence
Programme of assessment: End-of-year exam practice 293

Question 9 [10]
9.1 Banyana Banyana, the women’s South African soccer team, wins important
matches but gets little media coverage. Explain how you think the attitudes
expressed in the cartoon contribute to this lack of media coverage. (4)
9.2 Critically evaluate how to redress media bias in sport.
Write three paragraphs. (3 3 2)
Question 10 [10]
10.1 Explain briefly what the word ‘halaal’ means. (1)
10.2 Name one monotheistic religion. (1)
10.3 Critically evaluate the usefulness of ethical traditions and/or religious laws
of any TWO major religions. Write two paragraphs. (2 3 4)
294 Programme of assessment: End-of-year exam practice

Index/Glossary
A diversity difference and variety 62–64, 67, 76, 210, 274
abstinence not to have sex at all 117, 179, 189, 190, 194
Aids Acquired immune deficiency syndrome, a disease in E
which the body loses much of its immunity 27, 63, 76, emotional health your well-being, ability to manage
77, 22, 132, 133, 141, 149, 181, 191 your thoughts, feelings and behaviours and deal with
analysis a careful study of something; an examination of stress and problems 192, 193
the details of something 214, 227, 256, 283 endurance stamina; your body’s ability to exercise for a
annual study plan a plan of what you are doing and long time without getting too tired 19, 23, 24, 26, 238
need to study for a whole year 112, 113, 114 environmental justice the right to a safe, healthy,
assertiveness being confident and forceful, but not productive and sustainable environment 126
aggressive 182, 185, 188, 194 ethical following accepted rules of behaviour; morally
assessment a process of gathering evidence of right and good 274,
performance 44, 93, 97, 112, 113, 162, 164, 241, 243, 244
F
B fitness components cardiovascular endurance, muscle
becoming what you do to achieve your goals, hopes, and strength and flexibility 28, 39,
wishes 46, 47 flexibility the ability to move your joints and use your
being who you are 46, 47 muscles through their full range of motion 23, 24, 28,
32, 56, 195
bias believing that some people, ideas, etc., are better
than others; often leading to discrimination 74, 76, 85, food security everybody has access to enough safe,
280, 281 healthy and nutritious food to meet their dietary needs
and preferences 134, 138. 143
formal learning official or prescribed learning provided
C by an institution that leads to a qualification 261, 262,
career field a group of occupations that have common 264
skills, knowledge, and work settings 40, 42, 43, 44, 218,
220, 248, 252, 259
circuit training a series of exercises that train the whole
G
body 56, 57, gender the role that you are expected to play in society
depending on whether you are female or male 14–22,
community belonging fitting in with your physical 280
environment and being accepted by your social
environment 46, 47
comprehension understanding 100 H
HIV Human Immunodeficiency Virus; a very infectious
concentration the ability to focus and pay attention 100, virus that can cause AIDS 27, 63, 76, 77, 22, 132, 133, 141,
101
149, 181, 191
confident to believe in and be sure of yourself 8, 9, 13, human rights rules to live in society 62–72, 126, 146, 191
25, 41, 146
human rights violations abuse of human rights 62, 65,
creative thinking generate new or unusual ideas; think in 65, 74,
different ways 109, 225
human trafficking illegally buying and selling of people
critical thinking the skill of analysing and evaluating 62, 64, 65
information 109, 142, 143, 182, 225,
indigenous produced, living or existing naturally in a
particular region or environment 38, 88, 116, 120, 150,
D 162, 235, 237, 241, 274, 277, 278, 281
demand a strong need for something; the need to fill
career vacancies 248–254,
I
discrimination unfairly treating some groups of people informal learning casual, unstructured or unofficial
differently from others 14, 62, 63, 66, 71, 72, 74, 76,
learning that happens every day 262, 264,
78–84, 126, 260
Index/Glossary 295

J responsibility a duty or task that you are required or
job market work and career opportunities 248–249, expected to do 13, 22, 84, 126, 145–146, 148, 168, 177,
251–254, 265 178, 180, 183
RPL recognition of prior learning 252, 259, 261, 265
L
life role the part someone has in a family, society or other S
group 168–170 SAQA South African Qualifications Authority 252,
lifelong learning constant learning and self-development 259–260, 265
168, 251, 261–264, 265 scarce skills very few skills available; much needed skills
248, 251–252, 255–258
M sector a part of an economy made up of similar

organisations or businesses 210, 227, 252
media ways of communicating, e.g. newspapers,
magazines, TV, radio, Internet, cellphones 8, 10, 11, 20, self-awareness to know yourself 8–11, 27, 46, 182, 194
27, 280, 283, 284
self-development to improve yourself 8–9, 27, 262
muscular strength the ability of your muscles to exert
self-esteem to like and value yourself 8–14, 26, 27, 56, 95,
force 23, 24, 26, 27, 32
98
self-knowledge knowing who you are, and your
N interests, strengths and weaknesses 40, 45, 47, 48, 53
non-formal learning structured learning, though it does sexuality sexual activity and choices 176, 182, 190, 191,
not lead to formal qualifications 261, 262, 264 194
NQF National Qualifications Framework 44, 136, 252, skill the ability to do something that comes from training,
259–261, 265 experience, or practice; career skills 8–13, 27, 40–42, 44,
46, 48, 53, 69, 214, 256, 257
P skills transfer using the same skills in a different job or
peer pressure the influence of people your own age on area 218, 225–226
your decisions 22, 171–173, 177 social justice redressing the situation whereby the
physical fitness your ability to perform physical activities poor and disadvantaged often suffer most from
well, and still have energy left discrimination and a lack of access to services and
infrastructure 80, 126–127, 136, 149
power control over people or things 16, 17, 18, 20, 21, 27,
63, 76, 180, 262 sporting codes types of sport 280–281
power relations the sharing of power between people in stereotype a fixed and very simple idea of a particular
a relationship 16, 18 type of person or thing 27, 50–51, 67,
pregnancy having a baby developing in your uterus 22, strategy action plan, method, way, tactic 8, 11, 14, 27, 73,
27, 176–178, 184, 190–191 77, 176, 194
problem solving offering solutions 109–111, 115, 184, 251 study method way to study, learn, and remember
104–108,
protection agency an organisation or department that
looks after your human rights 66, 73 study skills your abilities to listen, read, understand,
concentrate, remember and organise your learning
material, and manage your studying time 100–115,
R substance abuse overusing or being addicted to drugs,
recreational activities activities that you do for medication or alcohol 131, 176–177, 194
enjoyment and pleasure 192–209
redress to correct something that is unfair or wrong 82,
126, 280, 284
V
values standards, morals, rules you believe in and follow
relationship power inequality not having equal or the 8–9, 14, 27, 44, 46–47, 84, 171, 176, 194, 277, 279
same power in a relationship 16, 18
religion an organised system of beliefs, ceremonies, and
rules used to govern how you live 62, 67, 68, 70, 74, 85, X
97, 274–279 xenophobia the hatred or fear of people from other
countries 74–76, 78–79, 85, 97, 98
research the activity of getting information about a
subject 212, 218, 222–223, 227, 252
296 Index/Glossary

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Maskew Miller Longman (Pty) Ltd

First published in 2011

Plan your Life Orientation assessment tasks

Term 1 Learner’s Term 2 Learner’s Term 3 Learner’s Term 4 Learner’s

FOLO_Gr10_LB.indb 2 2013/12/12 4:39 PM

FOLO_Gr10_LB_Term_1.indd 7 2012/11/14 11:43 PM

Unit 1: Unit 1: Strategies to develop self-awareness,

I value honesty, I have strengths such as doing

8 Chapter 1: Development of the self in society Term 1

FOLO_Gr10_LB_Term_1.indd 8 2012/11/14 11:43 PM

Jabu realises he needs to explore his skills and interests more:

The difference between self-awareness, self-esteem and

The difference between self-awareness, self-esteem and self-development

Self-awareness Self-esteem Self-development

know yourself like yourself improve yourself

know your: believe in yourself strengthen weaknesses

Activity 1: Improve your self-awareness

a) Interests c) Strengths e) Likes g) Goals

b) Skills d) Weaknesses f) Dislikes h) Values

Chapter 1: Development of the self in society Term 1 9

FOLO_Gr10_LB_Term_1.indd 9 2012/11/14 11:43 PM

‘Promise me you’ll a) Solve your problems and get out of trouble?

Winnie-the-Pooh. f) Know that you are in charge of your life?

g) Like the way you look?

h) Cope with what comes your way, no matter what it is?

j) Worry that you will fail?

3. Which aspects of yourself do you think you need to develop?

1.2 Factors that influence self-awareness and

The media such as newspapers and magazines, TV and radio,

10 Chapter 1: Development of the self in society Term 1

FOLO_Gr10_LB_Term_1.indd 10 2012/11/14 11:43 PM

How do I think about myself about

who I am and what I how I am doing?

What kind of media do I

What do my family, friends

Sithandwa talks about what influences her self-awareness and self-esteem.

Activity 2: Investigate what influences you

1.3 Strategies to build confidence in yourself

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Hints for public speaking

Participate in community organisations or life

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How to make good decisions

1.4 Action plan to build self-esteem

Make a practical action plan to help you to develop yourself.

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Jody is a sixteen-year-old Grade 10 learner at a school in Gauteng.

1.5 Acknowledge and respect uniqueness and

Race, gender and ability

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Tool 2: Reach out: learn more about other people

Activity 4: Show how you are unique and respect differences

1. Look at the pictures below. For each of the pictures, decide:

Please accept and respect me. I have

Accept me for who I am. I

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Focus Life Orientation Grade 10 Learner's Book

Focus Life Orientation Grade 10 Learner's Book