Professional Documents
Culture Documents
Life Orientation Grade 12 Exam
Life Orientation Grade 12 Exam
Life Orientation
Grade 12
Learnerʼs Book
P Farhangpour
S Iyer
L Kennedy-Smith
J Rentel
MACMILLAN
13 15 17 19 18 16 14
0 2 4 6 8 10 9 7 5 3 1
Published by
Macmillan South Africa (Pty) Ltd
Private Bag X19
Northlands
2116
Gauteng
South Africa
Photographs:
AAI Fotostock: page 120, 167 (left)
Afripics: page 1, 8, 20, 23, 91, 115, 147, 153, 167 (middle), 174, 186, 195, 222, 299
CartoonStock: page 138, 182, 250
Gallo: page 45, 47, 67, 100, 127, 137, 172, 193, 203, 209, 271, 282
Greatstock Corbis: page 17, 49, 83, 117, 151, 167 (right), 175, 190, 192, 211, 218, 242, 254, 277
INPRA: page 76, 93, 135
Zapiro: page 128
e-ISBN: 9781431024285
WIP: 4504M000
The publishers have made every effort to trace the copyright holders.
If they have inadvertently overlooked any, they will be pleased to make the
necessary arrangements at the first opportunity.
Term 2
Topic 4: Democracy and human rights........................................................................................ 115
Physical Education Weeks 1–4........................................................................................ 140
Formal assessment: Participation and movement performance.............................. 149
Term 3
Topic 6: Development of the self in society: Defeating lifestyle illnesses and staying
healthy................................................................................................................................ 186
Physical Education Weeks 1–4........................................................................................ 208
Formal assessment: Participation and movement performance.............................. 221
c
1 Term 1
Development of the self
in society
Adapting to change and maintaining
quality of life
What you will learn about in this topic
●● Life skills required to adapt to change as part of ongoing healthy
lifestyle choices: stressors, change and quality of life
Identify stressors: physical, emotional, social and environmental
Word bank
agitation: being emotionally disturbed or nervous
ambitious: determined to be successful
category: type
conform: follow what most people do
distressed: unhappy, upset
fatal: deadly
impairment: not working properly
minority group: a group of people that is different from the majority of the population
norm: standard
persevere: continue to work hard at something
2 • Topic 1
Identify stressors
Stressors are any situation or persons that can cause stress. There are a variety of stressors. Think
about your life – you will notice that there are many stressors in everyone’s life. Look at the
following stressors and add examples from your experience to each category.
Physical factors
Physical stressors cause stress to your body. They include heat, sitting in the same position for
hours, straining the eyes by staring at computer screen, too much physical work or exercise,
hunger or overeating. Physical stressors also
include conditions such as obesity, sickness,
disability and physical impairment.
Life can change suddenly and dramatically through accidents or events such as the death of a
loved one, loss of job, divorce, being disabled or diagnosed with a fatal illness. People
experiencing such high levels of stress will need professional help to manage their stress.
Social factors
Society expects us to conform to a set of standards and norms. Many people experience pressure
for them to look and act like their peers. This causes stress as we might not always be willing or
able to conform to these standards. For example, many learners like to wear fashionable clothes,
be popular, and have a certain body size and appearance. This can cause stress for those who
can’t afford to buy certain labels or don’t have a particular body shape.
The pain of being bullied or discriminated against can affect a person’s school performance and
general well-being. If you notice bullying or discrimination at school, report it to your Life
Orientation teacher immediately.
People also experience vocational stress, which is stress in the workplace. Interpersonal
relationships, workload and clash of values and personalities are some causes of vocational
stress.
‘I graduated last year with a BCom in Industrial Psychology, and I’m now working on a
contract basis in human resources. Each time my contract expires, the company extends it
for another two months but I’m so scared that one day they might not. I keep making
mistakes at work because I feel so anxious about being unemployed and broke. I try to do
well but I always feel like I’m not good enough.’
– Pabi, 23, HR assistant
Some people are less affected by social pressures than others. For example, some students are
less bothered by peer pressure regarding clothing, financial status, fashion and body image.
Others are more sensitive towards them and feel happier if they are part of the crowd. Some
experts think that this is because people have different personality types. They believe that
‘A-Type’ personalities are ambitious, rushed, time conscious and driven, while ‘B-Type’
4 • Topic 1
personalities are less ambitious, less time conscious and more relaxed and more able to change.
According to this theory, A-Type people are more likely to feel stressed than B-Type personalities.
However, all people can try to learn to improve their coping strategies regardless of their
personality type.
Environmental factors
These are stresses caused by elements in the environment. They include living in polluted areas
or in unhygienic or unsafe surroundings, such as being close to a dumping area or near a river
that tends to flood. Environmental stressors also include over-crowded homes, no access to water
and electricity, or trying to work in a place with very loud noises or lots of movement.
Classroom activity 1
Work on your own, then in a group.
1 On your own, list all the stressors in your life.
a) Classify your stressors according to the different types.
b) Draw a circle and divide it into four sections representing the different types of
stressors: physical, social, emotional and
environmental. Your circle should look like a pie.
c) In each section write the list of people or
situations that presently cause you stress. Colour
and shade the sections according to the level of
stress. Darker colours represent the greater Physical Social
levels of stress.
Emotional Environmental
2 Work in small groups for this activity.
Your teacher will assign you one of the listed
scenarios. Identify and discuss the type of stressor
for the scenario assigned to your group.
a) Farida is the only Indian girl in her Tswana- Types of stressors
speaking class.
b) Lebo comes from a low-income family that lives in a rural area. She is attending a
private school as a boarder.
c) Mary’s school is near a mine and the air is dirty, especially in winter. Mary tends to
get chest infections in winter.
d) Patho is worried all the time about his mom, who is ill at home.
3 Role-play the case assigned to you, displaying the stress experienced in each case.
Levels of stress
Experts have identified four levels or stages of stress.
Level 1
At this level, the person experiences mild anxiety. At this level, the stress experienced is
considered as ‘healthy stress’. The person is highly motivated and is able to cope with the stress.
For example a person who has just been promoted to a new job experiences healthy stress. It
gives the person the energy and motivation to learn how to do the new job quickly.
Level 2
At this level, stress affects the daily life of the person in a
negative way. The individual may complain about overloading Job s
and a feeling of being overwhelmed and distressed. For Tired dline
Bills Dea
example, a woman who is being sexually harassed by her boss Health
may feel that she can’t cope with this additional stress. Overdue work
Anxiety No sleep Debt
Level 3
hts
The third level is characterised by chronic stress. The person Late nig Fea
r
will experience feelings of irritability and even physical Stress
symptoms such as tension headaches. For example, if the
woman was sexually harassed for some time and could not
resolve the situation, the stress would start to affect her
productivity and sense of well-being negatively.
Level 4
At this level, the individual feels exhausted, both physically
and emotionally. The person will need medical attention and
moral support. For example, someone who has been living in
an abusive home for a long time will experience this level of
stress. People with stress at this stage should consult a doctor or
other professional for help in dealing with their stress.
(Source: http://jenaisle.com/2011/03/16/the-four-levels-of-stress-
which-level-are-you-in/) Chronic stress can start to affect your
productivity and even your physical health.
Symptoms of stress
Both positive and negative stress have certain symptoms. Positive stress can include signs such
as a slight change in appetite and sleeping habits, a slight feeling of anxiety, faster heart rate and
more alertness and energy. When stress becomes negative, the following symptoms may appear:
6 • Topic 1
Psychological symptoms
●● Memory problems ●● Moodiness
●● Inability to concentrate ●● Irritability or short temper
●● Poor judgement ●● Agitation, inability to relax
●● Seeing only the negative ●● Feeling overwhelmed
●● Anxious or racing thoughts ●● Sense of loneliness and isolation
●● Constant worrying ●● Depression or general unhappiness
Do you suffer from any of these symptoms? Remember that stress can be a threat to your health.
It can cause a range of illnesses such as migraines, different sorts of pain, heart problems,
digestive problems, sleeping disorders, lower immune system and even cancer.
Other people use more positive strategies. This list gives some strategies that will help you to
manage stress in a healthy way:
●● Avoid unnecessary stress: Learn to avoid those who cause you stress, learn to say ’no’ to
extra responsibilities and avoid stressful situations.
●● Manage your time well: Plan your day and manage your time. Grade 12 is loaded with tests
and assignments and using time wisely can help you avoid stress.
●● Do breathing exercises: When you are stressed you tend to breathe shallowly and rapidly.
Take a few deep breaths to help you to calm down.
●● Change your ways: If you are not communicative and hide your feelings others won’t know
what is bothering you. Learn to express your feelings openly and in a respectful way.
●● Be assertive: Let others know their limits and that you cannot be pushed around.
●● Adjust your attitude: Try to see the stressful situation from a positive perspective and focus
on the fact that the stressful situation will end. See the bigger picture. Think about the lessons
you might learn from the experience. Adjust your standards: if you are after perfection, you
might be setting yourself up for failure.
●● Accept things you cannot change: Some things are out of your control. You cannot change
other people’s attitudes or decisions. Rather concentrate on your own reactions.
●● Make time for fun, relaxation and exercise: Take time out every now and then to relax.
Exercise can refresh your mind and body. Dancing, listening to music and talking to friends
can bring back balance to your life. Make sure you get enough sleep.
Meditation is a fo
Developing and implementing a control anxiety an
rm of relaxation th
at can help you to
d can restore your
personal strategy emotional balanc
e.
To control your stress, you need a strategy that caters for your needs and your
unique circumstances. Use the following guideline to formulate your personal strategy:
1. List your stressors.
2. Arrange them in order of very high, high, medium, and low stress levels.
3. Read through the coping strategies you learnt in this topic.
4. For each of the stressors, specify coping strategies that you find useful.
5. Implement the strategies for a week.
6. Keep a journal during that week.
7. Evaluate the strategies for effectiveness: Which ones worked? Which ones need adjustment?
Classroom activity 2
Work on your own.
1 On your own, draw up a table to analyse your stress. List the symptoms of stress that
apply to you in the first column, then rate the degree of the severity.
Symptom 1 2 3 4 5
Very low Low Average High Very high
Headache ✗
Sonia was 14 years old when her father Vusi was so depressed that he committed
suicide. She and her mother had to move to a shack in Vosloorus, and their relationship
was difficult because they were both so traumatised by Vusi’s death. They began to
fight, so Sonia moved to live with her aunt, who also lives in Vosloorus.
8 • Topic 1
Now Sonia is 18 and facing her matric exams. Her aunt is supportive of her, and tries to
help Sonia with her homework. Sonia wants to help her aunt in return, so she works at
a supermarket on the weekends to contribute some money to the household. She knows
that if she gets a good education she will be able to help more, but some days she feels
like she’s overwhelmed by the difficulties that life has given her. It’s hard to get out of
bed and be cheerful on those days.
Communication
In Grade 10, we looked at communication. Communication is a process of passing a message
from one person/party to another. We use verbal and non-verbal communication to connect
with other people. Two parties are involved in the process of communication: the sender and the
receiver. They both play an important role in the success of communication.
Word bank
assume: suppose, think without having proof
boastful: telling others how good you are
disconnected: cut off
responsive: reacting, responding
sarcasm: mockery, saying something with intention of being hurtful
Importance of
communication
At the end of Grade 12, you will join the
world of work or institutions of higher
learning, and you will meet many people for
the first time. You will need effective
communication skills to start and maintain
relationships with people from different
cultural groups and backgrounds.
10 • Topic 1
Understanding others
Communication is complex because there are at least two parties involved in the communication
process. You should understand the other person as much as they should understand you. But
the other person is not the same as you: you might be different ages, from different cultures,
social and educational backgrounds, or speak different languages. You will not necessarily think
and feel about things in the same way. You should never assume that you completely understand
what another person is thinking or feeling, or why they are doing something. Also don’t assume
that they fully understand you. The only way to make sure is to ask questions and discuss issues.
All people see the world from their own individual perspective. This is based on their past
experiences. To understand them, try to see things from their point of view. Get to know about
the person and his or her past experiences. Don’t judge people; rather try to understand what
makes them the way they are.
Communicating feelings
When we communicate with others we do not communicate just
facts, we also communicate our feelings. Every time you interact
with someone, you interact with their feelings as well as their
thoughts. Recent research has shown that communicating feelings is
essential for building and sustaining relationships. When you don’t
communicate your feelings, you keep back essential information,
which can be important to the relationship.
When you communicate with people it is important that you pay attention to their feelings.
Neglecting their feelings creates the impression that you do not care about them. To improve
relationships, express positive feelings and show people that you appreciate what they mean to
you. Simple words such as ‘thank you’ or ‘I missed you’ can go a long way to improve
relationships.
Classroom activity 3
Work with a partner.
1 Think about a classmate or a friend who you think is a good communicator. List the
qualities that make him or her a good communicator.
2 How does he or she handle other people’s feelings?
12 • Topic 1
Classroom activity 4
Work with a partner who has known you for at least one year.
1 Create a checklist with three columns, such as this one:
14 • Topic 1
However, people are individuals and don’t fit perfectly into any of these types. The personality
classification is given just as a guide for facilitating better communication according to a person’s
dominant personality qualities.
South Africa is a diverse country. We meet and work with people of different cultures, religions
and political views. You must be sensitive towards these diversities and make sure that you show
respect to the people you communicate with. Familiarise yourself with the value system of the
person first and try to have an open mind about them.
Different cultures have different codes of conduct for communication. For example:
●● in many traditional cultures, making eye contact while talking is considered impolite. In the
Western culture eye contact is encouraged and is considered a sign of paying attention
●● in some cultures, children are expected not to ask questions in front of adults. At school they
are expected to ask questions.
Differences in communication styles may cause misunderstanding and could even be seen as
insulting. To avoid such situations, get to know the culture of people you are in contact with.
Accept that people are different and that they have the right to hold their own values.
Classroom activity 5
Work in a group.
Answer the following questions in small groups:
1 What are some of the most common causes of breakdown in communication that
young people experience? List and discuss.
2 Study the following conversation and answer questions that follow.
Conversation
Manager: Why can’t you ever do the reports the way I want them done?
PA: Because you keep changing your mind about how you want them done.
Manager: No, it’s because you don’t listen to me. You intentionally disregard my
instructions.
16 • Topic 1
Types of conflict
Conflict is a serious argument or disagreement
that is not generally quickly resolved. Most of us
think of conflict as negative, but conflict has Clashes of personality can happen with people that
benefits. Healthy conflicts can help improve your you live and work with closely.
relationships and can help you to know yourself
better. In the following sections, we will look at intrapersonal conflict and interpersonal conflict.
Intrapersonal conflicts
Intrapersonal conflict occurs within the person. We sometimes experience conflict within
ourselves, where we have thoughts or feelings that come into conflict with each other. In
intrapersonal conflict you experience a mental dialogue representing an argument between two
opposing ideas, values, emotions or actions.
Most intrapersonal conflicts relate to choices you need to make and often have moral values
involved. For example, you might come from a culture where girls are expected to have a lower
position in the family and society. You might disagree with this, but still love and respect your
culture. These two values might clash and make it difficult for you to decide what to do.
At other times, intrapersonal conflicts reflect your interactions with others, for example what you
said to a person, or how they might view you. You might realise that you said something
incorrect or hurtful to someone, but feel nervous or too proud to go back and discuss it.
Interpersonal conflicts
In interpersonal conflict, you are in conflict with other people around you. Interpersonal conflicts
are very common between peers, co-workers, siblings, spouses, roommates and neighbours.
Some interpersonal conflicts can become disruptive and affect normal functioning. For this reason
it is important to learn about them and understand how to deal with them.
Classroom activity 6
Work as a class.
1 Place two chairs facing each other in front of the classroom. Put a hat or a scarf on one
of the chairs.
2 Think about situation of conflict you experienced recently.
3 One volunteer comes to the front. This learner should sit on one chair and tell the
imaginary person on the other chair about their conflict. The learner must explain the
conflict from his or her own point of view.
4 Then the learner should move to the opposite chair and put on the hat. He or she
should narrate the problem from the other person’s point of view.
5 After that, the learner should take off the hat and return to the first chair. He or she
should explain the feelings brought out by the conflict.
6 Then the learner returns to the other chair, puts the hat on again, and describes this
person’s feelings in the conflict.
7 If necessary, the learner can continue the process for more turns, until all feelings and
the attitudes have been covered.
8 When the volunteer is finished, the class should go through the list of sources of
interpersonal conflict, discussing whether each is applicable to the role-play.
18 • Topic 1
Classroom activity 7
Work in a group.
1 Get into groups of about five learners.
2 Each group must develop a role-play resolving a conflict situation. Use the conflict
resolution strategies you learnt in this section.
3 As a group, write a report on the conflict and the resolution strategies you used for
resolving the conflict. Also identify the style of conflict resolution you will use.
Word bank
artefacts: objects from a particular culture
climax: the highest point
coincide: happen together
comfort zone: a state where you are comfortable and at ease
competent: capable
expand: grow bigger
minor: a person younger than 18, needs permission from guardians for important
decisions
mixed feelings: feeling both good and bad
procreation: having children
seclusion: isolation
status quo: the situation as it is
transition: change from one state or situation to another
By finishing high school you will be starting a new phase It takes a lot of ha
of your life. It will bring changes and excitement to your to reach the clim
rd work and persev
erance
life. However, many people in Grade 12 are anxious about ax of your school
ing life –
what will happen to them after school. Grade 12.
20 • Topic 1
Change in circumstances
When you leave school, your circumstances will change. These are some of the changes you will
face:
●● You are eligible to vote (once you turn 18).
●● You can get a driver’s licence.
●● You may legally buy and drink alcoholic beverages.
●● You are not a minor anymore – you are considered an adult.
●● You may believe and practise your own ideologies.
●● School peer pressure will no longer be a part of your life.
●● Your family will probably give you more freedom to move around.
If you study or work after school, these changes in circumstances can apply to you:
●● You might have to leave the safe and familiar atmosphere of home and stay in a hostel or
residence.
●● You will have different types of colleagues. They might be older than you and from other
towns and cultures.
●● You will have different types of financial obligations such as rent, transport, food, etc.
●● Your social environment will be different from the controlled and familiar environment of
school where most of your classmates were your neighbours.
●● There might be new pressures such as pressure to have sex, drink, and so on.
●● You will need new ways of dressing, according to the work situation or to the institution of
learning you will be attending.
Negative feelings towards change show how we view the change and suggest that we don’t feel
competent to cope with it. If we make these assumptions about change, it becomes more difficult
to adapt to change:
●● Change is bad.
●● I can never adjust to it.
●● It is unfair.
●● If I ignore it, it will go away.
●● I can continue living normally without change.
However, if you see change as having positive aspects, you will be more likely to go through
change more readily and with better control. In this case, you will see change as an opportunity
to expand your horizon and experience new things.
Classroom activity 8
Work on your own then in a group.
1 On your own, write a list of aspects of your life that will change after you leave school.
2 Draw a table like this one. Fill in the expected changes and your hopes and fears for
each aspect.
3 In small groups of 4–5 members, compare your tables. Put together one
comprehensive list of hopes and fears for post-school life.
4 Discuss how you will adapt to these changes:
a) Your social environment will be different from the controlled and familiar
environment of school where most of your classmates were your neighbours.
b) There might be new pressures such as pressure to have sex, drink, and so on.
22 • Topic 1
Although rituals differ among different ethnic groups, most of these cultures include some of
these elements: ritual sacrifice, seclusion (entering the bush and building a temporary lodge),
circumcision, painting the skin with white clay and burning the lodge and belongings at the close
of the seclusion.
(Source: Adapted from http://www.mamiwata.com/women.html )
Classroom activity 9
Work with a partner.
Interview an older man or woman from one of the South African ethnic groups and collect
information about the ceremonies and rituals for coming of age.
1 According to this traditional practice, what new responsibilities will the young person
now face?
2 Do you think these traditional practices are still relevant in today’s society?
3 What values does this traditional practice emphasise?
4 Submit a written report of your findings.
5 Include some photos and/or cultural artefacts.
Use the following guidelines to create your personal lifestyle plan to promote quality life. Read
over your response to Classroom activity 8 to remind yourself of the changes you anticipate and
your hopes and fears. Then follow these steps.
Start to design your plan: how you will achieve your goals
●● Your plan should be flexible, leaving room for adjustments. For example, you may plan to
learn new skills on a computer at home during the mornings but then discover that no-one is
available to help you at that time of the day.
●● Include timeframes for your plan. Aim at achieving a goal by a certain time, otherwise it
might get forgotten or take too long to achieve.
●● Your plan should be suitable to your needs and fit your strengths and weaknesses.
●● Include goals and activities that enrich all parts of you, including your physical, emotional,
intellectual, social, artistic, moral and spiritual sides.
24 • Topic 1
Homework activities
1 Discuss and identify the type of stressor for one of the following cases:
a) Mike lives in a neighbourhood with a high crime rate.
b) Saba has taken nine subjects and does not manage with the workload.
c) Jenny is nervous about her matric dance, even though it is months away.
2 Read the following case study, which reflects social stressors. How relevant is this case
study to people your age?
‘I’ve never been the “skinny girl”. I’m short and stout, which has always made me
feel uncomfortable, until I watched a Bollywood movie. (My BFFs and I are
obsessed!) Even though the main character’s body was curvier than you usually
see in Hollywood movies, all the guys couldn’t stop staring at her! It has made me
realise that beauty is in the eye of the beholder and some guys actually prefer a
girl with curves. I’m a lot more comfortable with my weight and size now. I no
longer let what others say about me get me down.’ – Crystal, 19
(Source: Seventeen Magazine, November 2009)
3 Read the following two conversations below (the first conversation is a repeat from
Classroom activity 5) and compare the interactions in the two conversations.
a) What is the difference between the two conversations?
b) Which conversation may lead to a conflict? Why?
Conversation 1
Manager: Why can’t you ever do the reports the way I want them done?
PA: Because you keep changing your mind about how you want them done.
Manager: No, it’s because you don’t listen to me. You intentionally disregard my
instructions.
1 Think about the last time you said something to a teacher or a friend that got you in
trouble because you chose your words badly. What happened? How could you have
corrected it?
2 Think about an example of a conflict you experienced in the past. Could you resolve
it? If so, what did you learn from it?
3 Comment on this quotation by Stephen Hawking: ‘Intelligence is the ability to
change.’
Summary
●● Stress is when people feel overwhelmed and under pressure.
●● Stressors can be physical, emotional, social or environmental.
●● Positive stress motivates you to work hard. Negative stress can be harmful.
●● Stress has physical and behavioural symptoms.
●● You can use several strategies to cope with stress.
●● Effective communication is necessary for sustaining positive relationships.
●● Understanding others and communicating our feelings helps us communicate better.
●● Our attitudes, personalities and values affect our communication.
●● Conflict can be negative, but also has some positive aspects.
●● Differences in values, priorities, bias and misunderstanding can cause conflict.
●● People use different styles to deal with conflict.
●● The transition between school and post-school is exciting and eventful.
●● Last year of school life means finishing one phase of the life cycle and starting another
one. You must be able to adapt to these.
●● Transition is accompanied by changes in circumstances.
●● Change has positive and negative aspects to it.
●● Positive attitudes help with smooth adaption to change.
●● Many African traditions celebrate phases in the life cycle.
●● A personal lifestyle plan can help with sustaining and promoting a quality lifestyle.
26 • Topic 1
Word bank
cardiac output: the amount of blood that the heart can pump
sleep apnoea: temporarily stopping breathing during sleep
You can work out whether your weight is within a reasonable range for your height by
calculating your Body Mass Index (BMI). Your BMI is your weight in kilograms (kg) divided by
your height in metres squared (m2). Record your score in Section 2 of the health and fitness
questionnaire that your teacher will provide.
weight (kg)
BMI =
height 2 (m 2 )
Blood pressure consists of two readings and is measured in millimetres of mercury (mm Hg). The
systolic pressure is the higher of the two readings and is a measure of the force with which the
heart contracts to pump blood around the body. The diastolic pressure is the lower of the two
readings and indicates the pressure while the heart is relaxed and filling with blood in
preparation for the next contraction.
The only way to find out if your blood pressure is normal is to have it checked by a qualified
health care professional.
Pulse
Your pulse or heart rate is the number of times that your heart beats in one minute. Normal
values depend on your age and fitness level. The average heart rate for adults is 72 beats per
minute (bpm), but fitter people have lower heart rates and some athletes can go down to a heart
rate of below 50 bpm. People with a heart rate of above 72 bpm may have a slightly higher risk of
heart attack.
The only way to check your cholesterol is to have your blood tested by a qualified healthcare
professional.
Blood glucose
Glucose is a simple sugar (monosaccharide) that results from the breakdown of carbohydrates in
your diet. It provides vital energy to all the cells in your body. Normal fasting blood glucose
levels are between 4,4 and 6,1 mmol/l. If your levels are higher than this you may be at risk of
developing diabetes. It is recommended that you reduce the amount of sugar intake in your diet
as this directly leads to high blood glucose levels. This includes sweets, chocolates and fizzy
drinks. Also check food labels because sugar may be added to products that you wouldn’t
expect.
The only way to check your blood glucose levels is to have your blood tested by a qualified
healthcare professional.
Doing regular cardiovascular exercise has the benefit of increasing your cardiac output and
improves muscle efficiency. It also helps to control blood pressure, cholesterol and blood sugar
levels and helps to maintain a healthy body weight. Psychological benefits include improved
sense of well-being and self-esteem.
To test your cardiovascular endurance you will be performing the Cooper 12-minute running
test. You will run around the athletics track for 12 minutes and then record your total distance
covered. Your teacher will guide you through this process.
The following table gives the results chart for the Cooper 12-minute running test:
You can use the following chart to help you calculate the distance that you achieved. Record your
distance in Section 3 of your health and fitness questionnaire.
Number of laps completed around the track with total distance covered in metres
1 lap 400 m 5 laps 2 000 m
1,5 laps 600 m 5,5 laps 2 200 m
2 laps 800 m 6 laps 2 400 m
2,5 laps 1 000 m 6,5 laps 2 600 m
3 laps 1 200 m 7 laps 2 800 m
3,5 laps 1 400 m 7,5 laps 3 000 m
4 laps 1 600 m 8 laps 3 200 m
4,5 laps 1 800 m 8,5 laps 3 400 m
To test your muscle endurance you will be performing the push-up test and the sit-up test.
Push-up test
●● Measures upper body strength and endurance
●● Procedure: Begin with your hands and toes flat on the floor and your body and legs in a
straight line. Girls can do half push-ups with the knees also on the floor, but ensure that the
body is still straight all the way to the knees. Your hands must be slightly wider than shoulder
width apart. Lower your body until you get to a 90 degree angle at the elbows and then return
to the starting position.
Sit-ups
●● Measure the strength and endurance of the abdominal and hip-flexor muscles.
●● Procedure: Lie on your back on the floor with your knees bent at approximately 90 degrees.
Place your hands on your thighs. Raise your body off the floor until your hands touch the top
of your knees and then return to the starting position. Ensure that you don’t pull with your
head and neck, but rather use your muscles to pull you up.
●● Scoring: Record the number of correctly completed sit-ups in one minute. Write it down in
Section 3 of your health and fitness questionnaire.
Anaerobic capacity
Anaerobic capacity is your body’s ability to produce energy without using oxygen. Anaerobic
fitness is required for exercise of high intensity and short duration such as weight training and
sprinting.
Flexibility
Flexibility is the range of motion of a joint and is a very important component of your overall
fitness. It is necessary to prevent injuries and optimise performance. Always incorporate
stretching exercises in your warm up before training and in your cool down after your workout.
Setting goals
Our aim for this term is achieving health and fitness goals. Goal setting is a very useful tool for
helping you think about what you want from your life and how to go about achieving it. Setting
goals gives you a sense of direction and purpose. It helps you to focus your attention and your
effort on activities that are important to you and it helps you to cope better with setbacks that
occur along the way. Just make sure that your goals are your own and not those of your parents,
teachers or peers.
When starting your goal-setting process, you can be smart by using the principles of SMART.
This means that your goals should be:
Action!
Result
Yes
Reward! Did I reach my goal?
No
Assess:
Was my goal specific enough?
Was the result measurable?
Was my goal realistic?
Did I run out of time?
Did I lose motivation?
Did I put in enough effort?
Word bank
muscle elasticity: the ability of the muscle to stretch
oxygenated: filled with oxygen
simultaneously: at the same time
You need to know the benefits of circuit training, how to go about planning your circuit training
programme and what safety precautions are necessary when you participate in a circuit training
exercise session. You also need to know why it is important to warm up before exercise and cool
down afterwards.
Goals
Now that you have established your current level of fitness, you are now ready to set goals for
your circuit training programme. Remember your goals must be S.M.A.R.T and they must be
your own. Everybody will have different goals based on their abilities and interests. One person
may want to focus on increasing cardiovascular fitness and the next person might want to
improve the muscular endurance of their leg muscles. Based on your personal goals, you will
include exercises in your circuit that focus on achieving them.
Weather conditions
If the weather is fine, then you can plan your programme in an outdoor setting. If not, you will
need to plan your programme for an indoor setting in a hall or gymnasium.
confusing if there are too many stations. It is preferable rather to keep it simple. More is not
necessarily better.
●● Now think about the placement of your stations. Ensure that there is enough space between
stations so that everybody can move freely, but not too far apart that it will take a long time to
get from one station to the next.
●● Now that you have worked out your number of stations and positioned them correctly in
your space, the next consideration is the timing of the periods of activity and the periods of
rest. You can work either according to time or according to number of repetitions. For
example you can have 30-second intervals of activity followed by 15 seconds of rest, or you
can do 20 repetitions followed by 15 seconds of rest. As you get fitter and stronger, you can
always increase the activity time and the number of repetitions. So the structure of your
programme might be as follows:
1. Push-ups – 30 seconds
Rest – 15 seconds
2. Squats – 30 seconds
Rest – 15 seconds
3. Sit-ups – 30 seconds
Rest – 15 seconds
4. Jumping jacks – 30 seconds
Rest – 15 seconds
●● Finally, think about the number of times that you will complete a full circuit. This will depend
on the amount of time at your disposal, the number of stations that you have in your circuit as
well as your fitness level.
Station 4 Station 2
Jumping Jacks Repeat Squats
30 seconds 3Î 30 seconds
Station 3
Rest 15 Sit-ups Rest 15
seconds 30 seconds seconds
Push-ups
You learnt how to do a push-up last week. You can do
either full push-ups or half push-ups depending on
your level of muscular strength and endurance.
Push-ups
Weeks 1–5 • 37
Sit-ups
You learnt how to do a sit-up last week. For this Squats
activity you will not have your classmate to hold your feet for you,
you need to do them without support.
Sit-ups
Jumping jacks
Stand with your feet together. Now jump up and simultaneously open both
your feet to land about shoulder width apart with your toes pointing forward.
As you do this, you are going to lift your arms above your head. Now jump up
again, bring your feet back together and your arms back down to your sides.
This is one jumping jack.
It is equally important to cool down. Your body needs to cool down after exercise, and if you
skip this step you run the risk of hurting yourself. Cooling down helps your body get rid of the
waste products that build up during exercise and it reduces muscle soreness after exercise.
Stretching is the best form of cooling down. Stretch all parts of your body in your cooling down
process.
Word bank
calories: units of energy; the quantity of food that produces that amount of energy
duration: length of time
frequency: how often something happens
metabolism: the chemical processes that happens in our bodies so that we can live; in
metabolism, substances are processed and used by our bodies
You need to know what the health and fitness benefits of running/walking are, how to work out
your target training zone and what safety precautions are necessary during your exercise
session. You also need some guidelines on how to plan your running/walking programme.
Once you have worked out your target training zone, you can check that you are training at the
correct intensity for you. If your heart rate is below your lower limit score then you are not
training hard enough. If your heart rate is higher than your upper limit score then you might be
pushing too hard. You can measure your pulse at any time during your workout by using the
method that you learnt in Week 1. Remember that it takes at least five minutes for your body to
warm up and get into your target training zone.
duration of your running session. It will also be useful for measuring your heart rate so that you
can check your training intensity. If you have access to a heart-rate monitor you can also wear
that to check your training heart rate during your session.
el Do you know how to set your own health and fitness goals?
yours
●●
Word bank
radiation: energy emitted from the sun or another source in the form of heat or light
ultraviolet: a type of light that humans cannot see but that is bad for our skin
However, over exposure to the ultraviolet (UV) radiation of the sun is dangerous and can cause
problems such as sunburn, skin damage, premature skin ageing and skin cancer. More than 90%
of skin cancers are caused by sun exposure. Using tanning beds and tanning lamps will cause
the same problems.
Each day has a different level of ultraviolet (UV) radiation. Charts such as this one help you make sure that you
are properly protected from the sun.
If you have dark skin, eyes and hair you have a lower risk of developing sunburn and related
problems. However, this does not mean that you can be careless when you are outside in the sun.
You should still follow all the safety precautions mentioned previously.
Assessment guidelines
Your teacher will assess you according to two categories:
1. Your participation – This is the number of times that you participate in Physical
Education periods per term.
2. Movement performance – Your teacher will observe whether your performance of a
movement has the desired outcome by focusing on your overall performance.
Your teacher will use the following assessment tool:
c
2
Study skills
Studying
This is your last year in the South African
How well did
schooling system. This year, you will have
I perform?
to make choices and decisions about what What went
you will do after school. You may have well? What
different kinds of opportunities, and you went wrong?
will have to think carefully about what Do I need to
you will do in the next stage of your life. change the
way I study?
So far, through the Life Orientation
curriculum, you have been given skills that
will guide and prepare you for life’s
responsibilities and opportunities. In
Grade 11 you were exposed to various
Reflect on your study skills. Are they working for you?
study skills, strategies, styles and exam
writing skills. You learnt how to set
personal and study goals; you learnt some time-management skills to help you fit in all the
studying you needed to do for your tests and exams; you were given skills to assist you in
drawing up an annual study plan to achieve your study goals; you learnt about your study style,
that is, the preferred way in which you study. We covered different study skills you could use to
help you with your tests and exams. You were exposed to various study strategies to help you
remember what you needed to learn and we hope that you were successful in applying them in
Grade 11.
50 • Topic 2
Lastly, we looked at various exam writing skills to help you complete your end-of-year exams
successfully.
Word bank
assessment: making a judgement about your skills, knowledge and understanding about a
particular subject
knowledge: knowing about a subject through studying and/or experience of it
objectively: to not be influenced by personal feelings or bias
reflect on: to give careful or long consideration about something
skill: an ability to do something that is gained or developed through training or
experience
understanding: having good comprehension and having a personal opinion or interpretation
of a subject
Your teacher will assess your knowledge through something like a test or a project. To see
whether you can recycle you may need to do a small project (doing it), and to show you can
apply it you may be given a homework activity to see how you can recycle at home.
Perhaps you studied in a different way for a particular grade and it worked really well for you.
Have you tried applying those same skills to other grades? Were you too scared to risk changing
the way you studied prior to writing an examination? Have you tried changing the way you
study or the strategy you use before writing a test to try out these new ways? It is important that
you learn from your mistakes and apply what worked well in other examinations to this year’s
examinations, tests and assessments.
Consider analysing and reflecting on your feelings at the time of the examinations. Ask yourself
the following questions: How did I feel at the time of the examination when I changed the way I
did things? Do I feel more secure if I stick to the same routines? Do I panic or feel anxious if I
don’t study the exact same way for each examination? Analysing and reflecting on your feelings
about and around examination time may also reveal an important part of why you do the things
you do.
Classroom activity 1
Work with a partner.
1 Write a definition of assessment as you understand it.
2 How well do you think you are doing in your classroom-based assessments (activities)
so far?
3 How can you improve your classroom-based assessments (activities)?
4 How well have you done in your formal assessments, for example examinations, so
far? What can you do to improve your marks on your formal assessments?
5 How do you feel when writing examinations if you studied for them in a particular
way?
6 Will knowing how you feel help you to make some changes to examinations this year?
52 • Topic 2
Some questions you can ask yourself to help you reflect include the following:
●● What went well? Why?
●● What did not go so well? Why?
●● How will you do this differently the next time?
●● What do you need to change or work on the next time?
●● What will your first step be from now on?
It is important that you find a method and style to suit the way you
learn. Perhaps you tried something different in Grade 11 and it
didn’t work as well as you thought it would.
Relook at your study style, i.e. the preferred way in which you
approach the way you study. Perhaps you learn better by hearing Are you a procrastinato
r
information, rather than just visually capturing key concepts and when it comes to stu dy ing ?
notes for an exam. Maybe you are better at doing things when you
learn about them and would learn better if you built some models.
Revise the effectiveness of the study methods you have used. For example, you decided to learn
‘parrot fashion’ for a particular subject but you couldn’t remember half the material when it was
time to write your exam; or you decided to make your own notes and do summaries, which
worked really well for a particular subject.
Consider how well your study strategy worked. Your study strategy is your plan of action to
achieve specific results. For example, perhaps you tried using mnemonics but it didn’t quite
work for you. Or you tried the SQ3R approach and it worked really well for some of your
subjects. You could now consider using it for all your subjects, but not using mnemonics this
time.
Classroom activity 2
Work with a partner.
1 Does your current study style work for you? Provide reasons for your answer. If it
does not work for you describe what you need to change.
2 Describe the study methods you have used so far and state why these methods work
best for you.
3 Explain the current study strategies you use to study for a formal test or exam.
Indicate whether these strategies work for you or not. Indicate how you will adapt
these strategies to make them work even better for your end-of-year exams.
4 You are required to design a set of ten SMSs or a similar short text to send to your
friends or class. They will contain a set of study tips that you will send or give to each
other over the ten weeks before your final exams. The study tips must be useful and
meaningful.
54 • Topic 2
Examination-writing skills
Examination-writing skills
Exams are used to measure your understanding and knowledge of a particular subject. Exams
are used to assess how well you can recall and apply theory, how much knowledge you have
about the content of a subject, your ability to think critically and solve problems and how well
you communicate your ideas and opinions. Exams provide you with feedback about how well
you work under pressure and also your ability to work alone.
Word bank
analogies: comparisons
process of elimination: a process where you remove the obviously wrong options and are
left with the correct option
trigger: something that starts a process
56 • Topic 2