HAYTHORNE SECONDARY SCHOOL

GRADE 12
LIFE ORIENTATION PROJECT 2023

Examiner: Mr M P.Lawrence

Moderator: Mrs.S.Hammond

MARKS: 90

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 LEARNER’S COVER PAGE
TASK 2: RESEARCH PROJECT
NAME OF LEARNER

GRADE
NAME OF SCHOOL
DISTRICT

SECTION MARK OBTAINED DATE

Section A

Section B

Section C
TOTAL: 90

Educator’s signature: ____________________ Date: __________________

FEEDBACK TO LEARNER:

MODERATION: NAME SIGNATURE DATE

HOD
(School)
Cluster/District
Moderator
Provincial
Moderator

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 ASSESSMENT FRAMEWORK
SUBJECT: LIFE ORIENTATION
GRADE: 12
MARKS: 90
TOPICS: Democracy and Human Rights (DHR)

The role of media in democratic South Africa

Social and Environmental Responsibility (SER)

SUB-TOPICS: • Evaluate own position when dealing with discrimination and human
rights violations.
• Assess projects, campaigns and events which address discrimination
and human rights violations.
• Analyse and debate the role of the media in a democratic society.
• Investigate the principles, processes and procedures for democratic
participation.
• Freedom of expression and limitations.
• Responsibilities of various levels of government.
• Community responsibility to ensure environments and services that
promote safe and healthy living.

PURPOSE: The project seeks to empower learners with skills, knowledge and values to
be able to exercise responsibility when participating on social media for
purposes of addressing human rights violation and to promote safe and
healthy living environment. It will also shed some light on the role of the
media in a democratic society. Furthermore, it will evaluate the
responsibilities of various levels of government in keeping a safe and
healthy environment.

DATE OF 25 April 2023

ISSUE
SUBMISSION 19 May 2023
DATE
DURATION: 5 – 6 Weeks ( if challenges are encountered no later than 31May 2023 )
FORM OF PROJECT
ASSESSMENT:

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INSTRUCTIONS ON TECHNICAL ASPECTS

1. Use the cover page provided where you shall indicate your personal particulars.
2. Provide a workable title to this project based on the content it treats and the problem
spoken about in the hypothesis (problem statement). For that, you have got to read
relevant material on the content it treats.
3. A table of contents must be used. There has to be coherence between the aspects
treated and page numbers. For that, the very same numbering system used in the
project should be used. The items presented should also be considered in your table of
contents and for completion of the project.
4. This project will require extended reading and writing on the part of the learner. To that
effect, it will involve thorough investigation into and sourcing information on
discrimination and human rights violations, the role of the media in a democratic society
and the responsibilities of various levels of government to keep safe and healthy
environments.
5. In this task, learners will be required to present their answers in meaningful and sensible
sentences. Therefore, learners will need adequate guidance at the outset of the project
and progress should be monitored throughout.
6. All assessment criteria applicable to the project need to be discussed with the learners
prior the commencement of the project.
7. Complete all the activities indicated in the project.
8. Different sources should be used to complete the project. At least, four (4) sources must
be used. More sources used will be an advantage to the learner
9. Sources used must be acknowledged. Your teacher will direct you on which referencing
style to use.
10. The project must be bound / stapled.

11. Your teacher will explain the assessment process and assist you throughout.

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DECLARATION OF OWNERSHIP OF LEARNER COLLECTION OF EVIDENCE

NAME

SCHOOL

CENTRE NUMBER

DISTRICT

Declaration by the Teacher:

I declare that all the work done in this learner collection of evidence is the sole work of
this learner.

Signed: _____________________ Date: _______________

Declaration by the Learner:

I declare that all the work done in this collection of evidence is my own work.

Signed: ___________________ Date: ______________

Summary of Assessment Rubric:

Weighting (Expected) Weighting Cognitive level Bloom’s taxonomy

(Actual)
30% (27 marks) 28 marks Lower Order Level 1&2
40% (36 marks) 32 marks Middle Order Level 3&4
30% (27 marks) 30 marks Higher Order Level 5&6

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Description Possible Mark Moderated
Mark Obtained Mark

Technical aspects /Presentation and bibliography 06

Part A: Introduction 15

Part B: Human rights violation in schools 12

Provision of safe and healthy living 11

environments to communities.

Social-media and media freedom 16

Levels of government role in addressing GBV in 12

South Africa
PART C: Conclusions and Recommendations 18

TOTAL 90

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INSTRUCTIONS TO LEARNERS
● This activity would require extensive reading on the part of the learner. The purpose of
the sources in each activity is to ignite/provoke/spark thinking around the
concepts/content treated in the Task. They will not provide answers to the questions.
● Learners must read, digest content and respond to application and knowledge-based
questions. This is not a test, but a practical activity whose aim, among other things, is
to enable learners to apply content in different contexts, so as to demonstrate holistic
understanding of the content/skills/knowledge.
● Each learner must have completed his/her individual work. No copying from other
learners is expected. Unique, individual, work is expected.
● Three compulsory activities must be answered.
● Our Life Orientation (LO) notes and other additional relevant materials will be of
assistance.
● Write full sentences and avoid short-hand.
● Sensible statements will count in your favour.
● Consider the mark allocation to each question.
● Don’t write a statement if it does not make sense to you. ● Proof-read your work
before submission.
● Write neatly and legibly.
● Number your questions the same as in the task.
● Carefully, read all the instructions.
● Learners will be monitored throughout the process.

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Read the extract below to develop a better understanding of the extent of the problem.

Responsibility: a buzz word that affects both individuals and government.

According to the South African Human Rights Commission (SAHRC), human rights violation in
South Africa (SA) is rising rapidly (SAHRC, 2019). The SAHRC (2019) further argues that high
rates of Gender Based Violence (GBV) has overtaken other acts of human rights violation.
There are systems that the South African government has put in place to enable South
Africans to successfully report such occurrences, but the incidents are not put under control.
According to the Ford Foundation (2022), it is estimated that a “…woman is killed in
South Africa every four hours, and at least half of them murdered by an intimate partner. “The
rate at which women are killed by intimate partner is also five times higher than the global
average” (Ford Foundation, 2022).

Killing is but one example of gender-based violence. It takes many forms namely, physical
violence, verbal violence, psychological violence, sexual violence, forced marriages, female
genital mutilation, forced abortion, socio-economic violence etc. (Council of Europe, 2023). It
is interesting to note that males also suffer from GBV, but the rate at which they suffer is not
the same; women suffer more than males.

On the other hand, the Department of Environment, Forestry and Fisheries (DEFF) (2022)
admits that creating a safe and healthy environment is the responsibility of all citizens of a
country. They further argued that, “no legislation is enough to deal with this problem, unless
people consider it in their daily lives” (DEFF, 2022). Therefore, individuals in communities
could change this situation. All it takes is a conscious decision to be responsible.

Therefore, GBV and irresponsible usage of our physical living environment is the responsibility
of everyone, both males and females. Irresponsibility is observed in many areas of human life,
for example, the Fourth Industrial Revolution (4th IR) came with easy and efficient means of
communication in the form of internet medium; however, it also came with unimaginable
challenges of ensuring cyber safety, cyber wellness, cyber savvy etc. as cybercrime and cyber

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 bullying are on the increase. Typically, these are examples of use and abuse of amenities
(facilities). It goes to tell how human irresponsibility could bring about untold misery and pain
to their lives. Worse, these tendencies fly in the face of the reputable “bill of rights” and the
ever-ending campaigns to eliminate such tendencies. The Bill of rights was instituted
(introduced) to educate the south African public about the need to respect human rights while
setting “limits” within which the exercise of human rights could be enjoyed.
Therefore, section 36 of the Bill of Rights sets limits to the exercise of the rights in South
Africa. For example, the exercise of the “freedom of expression” may not be to the detriment
(disadvantage) of other citizens, i.e., individuals, institutions, groups of individuals, democratic
structures, institutions established to ensure good governance etc.)

https://www.sahrc.org.za ;https://www.fordfoundation.org.; world bank. Or/en; https://elge.europa.eu. Accessed

on the 21st March 2023.

SPECIFIC INSTRUCTIONS:

All the questions must be answered in an extensive manner, depending on the context of
the required answer. To that end, full sentences, in paragraphs, must be used. The
questions are provided to guide you on the salient (important) aspects of your answers.
No answer must be given in a point form. Follow the sequence given below. Bind your
Project so that all pages are held together.

The main research questions are:

A. How citizens could effectively deal with the increased incidents of human rights
violation common in most South African communities?
B. To what extent are communities benefiting from the various legislations put in
place to ensure safe and healthy living environments in South Africa?
C. To which extent are South Africans exercising caution when they use social
media platforms for various purposes?

In an effort to answer the above main questions, you shall investigate the phenomenon
(problematic issue) of GBV, the responsibility of various levels (spheres) of government
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to provide safe and healthy living conditions, and working out of best ways for online
communication.

PART A: THE INTRODUCTION (Understanding the basics about the problem)

1.1 Define the term “human rights violation” and state TWO factors (1+ 2) (3)
that could contribute to acts of GBV in people’s homes.
1.2 What is meant by the term “Bill of rights” and indicate TWO (1 + 2) (3)
reasons why GBV in South Africa continues despite the existence of the Bill
of Rights.
1.3 Give TWO examples of services that are provided by (2 + 1) (3)
municipalities which are meant to ensure “safe and healthy living
environments” to communities and state ONE reason why most
South Africans still live under filthy conditions.
1.4 Explain why it is important for the youth to always ensure cyber- (2X2) (4)
safety when they communicate on social media.
1.5 Clarify why the Bill of rights provides for Section 36 which sets (1x2) (2)
limits to the exercise of all the rights in South Africa.
Sub-total [15]
PART B: THE EXTENT OF THE PROBLEM

2. Human right violations in schools.

2.1. Mention FOUR negative long-term social effects of human rights (4x1) (4)

violation happening in school premises currently in South Africa.

2.2.Indicate how cyber-bullying as a result of GBV could negatively impact the dignity
of a school going youth. (2x2) (4)

2.3.Suggest ways in which the youth could promote respect for (2x2) (4)

human rights in general within their school premises.

Sub-total [12]

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3. Provision of safe and healthy living environments to communities.

3.1 State THREE ways in which a filthy living environment could (3x1) (3)
negatively impact the general wellbeing of those living in it.
3.2 Explain why the youth seem reluctant to play an active role in (1x2) (2)
ensuring a clean and healthy-living environment in their communities.
3.3 Discuss how the unwillingness to act against criminal activities (1x2) (2)
happening in your community could increase the rate of crime making your
environment unsafe.
3.4 Recommend ways in which members of the community could (2x2) (4)
ensure continued provision of clean and safe water to all community
members.
Sub-total [11]

4. Social-media and media freedom

4.1 State FOUR ways in which the youth could effectively use (4x1) (4)
electronic media to bring about awareness on the importance of living in
safe and healthy environments.
4.2 Indicate the risks that community members could encounter (2x1) (2)
when they use the social media to advocate for safe and healthy living
environments.
4.3 Discuss ways in which cyber-safety could be ensured on social(3x2) (6)
media when advocating for a safe and healthy living environment.
4.4 Explain why the limitations to the right to freedom of expression (2x2) (4)
should be observed on social media campaigns when citizens are alerted
of the dangers of unhealthy living environments.
Sub-total [16]

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 5. Key role played by different levels of government regarding GBV.

In a concise paragraph, critically evaluate THREE campaigns established at government level

to address this issue. (3x4) (12)

PART C

6. CONCLUSIONS AND RECOMMENDATIONS

Based on all of the above questions that you have researched and analysed conclude
by answering the following questions.

6.1. Assess how you, as a young person, could use social media to (2x3) (6)
promote respect for the different rights in the Bill of rights.

6.2. Critically discuss how young people could be negatively (1X4) (4)
impacted upon if they failed to adhere to the limitations to the right to freedom
of expression when they use social media.

6.3. Evaluate social media’s effectiveness in advocating for (1X2) (2)

community support for a safe and healthy living environment.

6.4 Recommend ways in which a personal mission statement could (2X3) (6)
make people feel accountable for spoiling the environment. In your answer,
also indicate how that could sustain efforts to continuously keep the
environment safe and healthy.

Sub-total [18]
Take note 6 marks are awarded for the bibliography and overall presentation of the
project .

Grand-total [90]

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 7. Bibliography

Acknowledge all sources used for the completion of the project as follows:

- Indicate all the sources you have used to complete the project.
- More sources used sway in your favour
- Arrange them alphabetically and consider the years in which they were published
or released.
The sources could be acknowledged as follows:
1. From a book:
Author (last name first). Title of the book. City: Publisher, Date of publication.
EXAMPLE: Dahl, Roald. The BFG. New York: Farrar, Straus and Giroux, 1982.

2. From an encyclopaedia:
Encyclopaedia Title, Edition Date. Volume Number, "Article Title," page numbers.
EXAMPLE: The Encyclopaedia Brittanica, 1997. Volume 7, "Gorillas," pp. 50-51.

3. From a magazine:
Author (last name first), "Article Title." Name of magazine. Volume number, (Date):
page numbers.
EXAMPLE: Jordan, Jennifer, "Filming at the Top of the World." Museum of Science
Magazine. Volume 47, No. 1, (Winter 1998): p. 11.

4. From a newspaper:
Author (last name first), "Article Title." Name of newspaper, city, state of publication.
(date): edition if available, section, page
number(s).
EXAMPLE: Powers, Ann, "New Tune for the Material Girl." The New York Times, New
York, NY. (3/1/98): Atlantic Region, Section 2, p. 34.

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 5. From online sources Internet:
Author of message, (Date). Subject of message. Electronic conference or bulletin
board
(Online). Available e-mail: LISTSERV@ e-mail address
a) EXAMPLE: Ellen Block, (September 15, 1995). New Winners. Teen Booklist
(Online).
Helen Smith@wellington.com. World Wide Web: URL (Uniform Resource Locator or
WWW address). author (or item's name, if mentioned), date.
b) EXAMPLE: (Boston Globe's www address) http://www.boston.com. Today's
News, August 1, 1996.
http://www.teachervision.fen.com/researchpapers/writing/2123.html
(Extract from Teacher visions: http://www.teachervision.fen.com/research paper.

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 Analysis grid for the grade 12 LO Project
SECTIONS Questions TOPICS/SUB-TOPICS/Content Cognitive Difficulty levels MARKS TOTAL
levels
Technical 1 1 2 2
PART A: 1 1.1 Human rights violation 1 1 3 3
1.2 Bill of rights 1 2 3 3
1.3 Safe and healthy environment 1 1 and 2 3 3
1.4 Cyber safety 2 3 4 4 (17)
1.5 Bill of rights 2 3 2 2
PART B: 2 2.1 Human rights violation 1 2 4 4
2.2 Cyberbullying 2 3 4 4
2.3 Human rights violation 3 4 4 4 (12)
PART B: 3 3.1 Safe and healthy environment 1 1 3 3
3.2 Safe and healthy environment 2 3 2 2
3.3 Safe and healthy environment 2 4 2 2
3.4 Safe and healthy environment 3 5 4 4 (11)
PART B: 4 4.1 The role of the media in a democratic 1 2 4 4
society
4.2 The role of the media in a democratic 1 2 2 2
society
4.3 The role of the media in a democratic 2 3 6 6
society
4.4 The role of the media in a democratic 2 5 4 4 (16)
society and right to freedom of
expression.
PART C Identify the three levels of 1 2 3 3
government
Critically evaluate their roles in 3 3 9 9 (12)
reducing GBV
5. 5.1 The role of the media in a democratic 3 5 8 8
society
5.2 The Bill of rights 3 5 4 4
5.3 Safe and healthy living environments 3 5 4 4
5.4 Safe and healthy living environments 3 6 6 6 (22)

Total 90

Summary of the cognitive levels

Weighting (Expected) Weighting (Actual) Cognitive levels Difficulty levels

30% (27 Marks) 28 Marks Low order 1 and 2
40% (36 Marks) 32 Marks Mid order 3 and 4
30% (27 Marks) 30 Marks Higher Order 5 and 6

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