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LIFE ORIENTATION
TERMINOLOGY BOOKLET LIFE ORIENTATION
GRADE 12
TERMINOLOGY BOOKLET

Grade 12 Concepts Booklet Draft: 2023


1. Life Skills
2 Healthy lifestyle choices
GRADE 12 TERMINOLOGY
DEVELOPMENT OF THE SELF IN SOCIETY
 Desirable or required abilities/talents/expertise/aptitudes/capacity that a person may develop through
social interaction, formal/informal/semi-formal learning situations enabling one to participate in everyday
life contexts (social/economic/academic/occupational) optimally/effectively in ways that enhance one’s
quality of life/making life meaningful or reasonable to live.
 These are range of skills that enable a person to lead a meaningful life in society. Examples of life skills
include the following:
 Effective communication, Decision-making, Creative thinking, Self-awareness, Flexibility, Time
management, Resilience, Self-management, Interpersonal skills, Problem solving, Critical thinking,
Empathy, Emotional intelligence, Assertiveness, Handling criticism, Cooperation
 The ability to consciously take control of one’s health by making decisions to adopt or follow
good/positive/enabling/healthy life related habits/ways of living etc.
 Decision to identify important things to do with one’s current social,
environmental/religious/cultural/occupational/educational etc. life with an aim of improving on it thereby
making your life meaningful/better/reasonable etc.
 Making decisions/choices that may improve one’s physical, social, psychological, religious, cultural and
emotional life, thus putting you on a positive growth-path.
 These are the decisions that a person deliberately takes regarding the manner in which his/her life is
organised/managed by taking into account the importance of prioritising his/her physical, emotional,
social, mental and psychological wellbeing.
 Healthy lifestyle choices could influence a person to be mindful of what he/she eats, the type of friends
one has for emotional support, what pleasurable activities one participates in, what types of books one
reads for self -development, to what extent could one engage in intoxicating substances, etc. Decisions
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 taken regarding these questions could determine whether a person could lead a productive and healthy
life.
3 Stressors
 Any event/situation/condition/external stimulus that may threaten one’s general wellbeing
(psychological/physical/emotional/cognitive/social/occupational etc.) in either positive (pushing you
to do something worthwhile) or negative (frustrating you from doing what you could do under normal
circumstances).

 A chemical or biological agent, environmental condition, external stimulus or an event that causes
discomfort to an organism leading to inability to effectively do certain things.
4 Physical stressor
 This refers to trauma (injury, infection, surgery), intense physical labor/over-exertion, environmental
pollution (pesticides, herbicides, toxins, heavy metals, inadequate light, radiation, noise, electromagnetic
fields), illness (viral, bacterial, or fungal agents), fatigue, inadequate oxygen supply, hypoglycemia (low
blood sugar), hormonal and/or biochemical imbalances, dietary stress (nutritional deficiencies, food
allergies and sensitivities, unhealthy eating habits), dehydration, substance abuse, dental challenges,
and musculoskeletal misalignments/imbalances that human beings may experience/encounter.

 Physical stressors are directed against the human body.

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Psychological stressor  Stress brought about by psychological factors e.g. (resentments, fears, frustration, sadness, anger,
grief/bereavement), cognitive stress (information overload, accelerated sense of time, worry),

 Come about as a result of negative thoughts arising from what one experiences in his/her social milieu or
where one finds himself/herself impairing an individual’s ability to function/operate normally.

 psychological stressors come about as result of an inability to cope with a situation or your mental
capacity cannot not assist you to overcome the mental exhaustion triggered by your
thoughts/views/perspectives on something. It occurs when you are under pressure or having difficulty
coping with a situation or stimulus.

 Plainly, it could be about viewing something to be difficult for one to do, with the consequence that it
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 impacts your mental capacity, though patterns, cognitive function, concentration, speed with which a task
could be attempted etc. In other words, the perceived difficulty of something may lead to your inability to
complete it successfully. Therefore, the psychological negative perceptions are validated by the task-
difficulty, regardless of whether it was indeed difficult or perceived as such. The fact that it causes
discomfort when thinking about it means it stresses you psychologically.
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Emotional stressor  Stress brought about by negative emotions e.g., guilt, shame, jealousy, resistance, attachments, self-
criticism, self-loathing, unworkable perfectionism, anxiety, panic attacks, not feeling like yourself, not
feeling like things are real, and a sense of being out of control/not being in control), and perceptual stress
(beliefs, roles, stories, attitudes, world view).

 Emotional stressors may affect you socially, psychologically, physically etc. For example, if you are sad,
there is a likelihood that you may show reduced cognitive functioning, you may also withdraw from social
encounters or shy away from engaging in pleasurable activities with your friends and you may experience
somatoform (physical condition with no physiological basis) stress disorder. You may experience extreme
headache with no physical basis. It is all in your feelings, and it does not mean there is something
physically wrong with you.
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Social stressor  The stress that comes about as a result of relationships (friends/colleagues/in-laws/co-workers/lovers
etc.). In other words, if the company you keep makes you feel uncomfortable/makes you feel
worthless/resentful/generates self-doubts, you are most probably suffering from social stress emanating
from social stressors (relationships).

 Note that stressors are triggers, and stress is a condition you will find yourself in, as a result of the
triggers.

 Stress brought about by relationships/marriage difficulties (partner, siblings, children, family, employer,
co-workers), lack of social support, lack of resources for adequate survival, loss of
employment/investments/savings, loss of loved ones, bankruptcy, home foreclosure, and isolation.
8 Environmental stressor
 In the context of the physical environment, this is stress brought about by changes in the physical

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 environment, e.g., drought, flooding, global warming. Obviously, these environmental triggers may
negatively affect an individual in many ways. For example, one may develop emotional/psychological
based symptoms of stress as a result of loosing

 Environmental stressors are not only related to the physical environment we live in, but it could also
include the working environment, home environment, social environment etc. Therefore, the stress one
may feel could be generated by either the physical or the social environment.
9 Abuse  Treatment of others in a prejudicial/cruel/inhumane/demeaning/violent manner based on negative
perceptions/attitudes/ideologies/religious or cultural beliefs/worldviews/orientations/preferences etc. that
certain people have developed towards others.

 Deliberate misuse of objects/plants/environment/people etc. leading to harm/destruction etc. of that which

is involved.
 Using profane language when speaking to other people/using derogatory language when you interact or
refer to others because of differences in terms of socio-economic status/type of work that others are
doing/gender/sex/cultural or religious beliefs etc.
 Forcing others to do certain things against their wishes.
10 Vocation  An occupation for which a person feels drawn to or has a strong impulse/calling/aptitude to follow.
 A type of work that a person feels suited to doing and for which time and energy will be expended in its
pursuance.
 It is about the belief that one has about one’s abilities to pursue a certain career in line with the nature
and type of skills/values and attitudes that are required in that specific job situation.
11 Vocational stress  The pressure (emotional/psychological/physical) that workers may experience as a result of a lack of
required knowledge/abilities/skills/acumen to perform certain activities in the workplace.
 It may happen that one does not have the required set of skills for the performance of certain duties
which could culminate in feelings of stress/self-doubts/inadequacy/self-blame etc.
12 Life crisis (Singular)  A crucial or decisive point or situation (unstable and difficult), involving an impending/apparent
Life Crises (Plural) change/danger that could threaten the life of an individual or normal ways in which people had lived their
lives.
 An emotionally draining event or traumatic experience directed to a person in ways that threaten

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 established ways of living.
 Life threatening events/situations/occurrences that abruptly disrupt people’s lives leading them to
question the very foundation of their existence.
13 Personality  Combination of characteristics or qualities that form an individual’s distinctive character. It involves your
overall approach to things. It is actually the embodiment of who you are in relation to yourself, people,
significant other, workmates, classmates etc. Characteristics such as how you look at people, how you
talk, how you view things, how you solve problems etc. form part of your personality. In a nutshell, your
personality represents yourself, i.e., idiosyncrasies, manner of mannerism etc. For example, people may
say, you are caring, considerate, genuine, frank, brutally honest etc. based on how you relate to others.
That constitutes what we know about you.
 Host of characteristics/qualities/set of behaviours, cognition and emotional patterns that evolve from
biological and environmental factors.
14 Social pressure  This is the tendency to do things/behave according to socially acceptable ways, in fulfilment of the
expectations of those in your social circles. For example, one may wear makeup/cosmetics because all
your friends use them. This is not something you may volitionally chose, but you do it because you want
to belong to the social group. In other words, you have succumbed to social pressure to do these things.
It is actually not according to your personal choice or decision to behave that way.
 Pressure from one’s peers to behave in a manner similar or acceptable to them/ Influence that is exerted
on a person or group by another person or group.
 Coercion/influence/persuasion exerted to an individual by friends/relatives/family/school mates etc. to do
things that one is not prepared to do/to behave in a manner not compatible to one’s wishes, plans etc.
15 Stress  A condition of negative emotional, physical, behavioural and or psychological experience/
pressure/tension/feelings, as a result of interaction with the living environment, including living organisms
in it. For example, one may feel stressed due to poor social relationships, or you may suffer from
cognitive deficiencies due to threats to your psychological wellbeing. The signs and symptoms
observable in a person who experiences stress may determine the type/form/nature of stress one is
going through.
 a state of mental or emotional strain or tension resulting from adverse or demanding circumstances.
 the body's response to physical, mental, or emotional pressure.
16 Signs of stress  These are physical, emotional, behavioural, cognitive/intellectual/mental characteristics that

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 emerge/come out/or become observable when a person is under tremendous pressure which eventually
disturb his/her normal way of doing things or composure.
17 Symptoms of stress  On the other hand, symptoms of stress constitute the feeling that person may have as a result of being
plunged in a stressful situation. That could include feeling anxious, listless, lethargy, generalised
negativity, loss of interests in pleasurable activities, inability to think clearly, inability to complete tasks
etc.
18 Positive stress (Eustress)  This is a feeling of intense pressure when one is about to do certain things enabling them to actually
perform as expected or beyond people’s expectations. Or, intense feelings when you about to do
something you can handle. For example, stage fright, taking an examination, attendance of interviews
etc. when you are actually prepared to do it.
19 Negative stress  This a feeling of intense pressure when one is about to do something ending up not being able to perform
(Distress) as expected/required. For example, fear of public speaking leading to inability to do it all.
 A condition of negative emotional feeling that a person cannot handle or which could lead to inability to
perform optimally.
20 Chronic stress  Stress that goes on for long periods of time. For example, the person may take time to reach this stage. It
is usually based on cumulative bouts of stressful experiences leading to excessive feelings of deep
stress. It does not take place after one isolated incident of stressful feelings, but comes to being after one
has been subjected to prolonged periods of exaggerated feelings of overwhelming stress.
21 Stress management  Are particular steps, techniques, mechanisms, strategies, and ways etc. that a person feeling extreme
emotional pressure/strain uses or considers to deal with the adverse effects of stress or to deal with
stressors in his/her life.
 Refers to the wide spectrum of techniques and psychotherapies aimed at controlling a person’s level of
stress, especially chronic stress, usually for the purpose of improving everyday functioning.
 Simply, this is a strategy or a combination of integrated or isolated initiatives that a person who is
subjected to a stressful condition use (s) to deal with the impending threat and emerge unscathed.
22 Conflict  This is a condition/a state that arises following extreme or minor disagreements in relation to how certain
things should be done. It usually frustrates how certain goals could be reached and may cause people to
be continually antagonistic to each other.
 Conflict does not necessarily result in negative outcomes. People may have conflict that could lead to the
development of creative ways of doing things.

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  a serious disagreement or argument, typically a protracted one.
23 Conflict resolution skills  Those skills that enable a person to successfully resolve conflict.
 These are methods, techniques and or processes that are involved in initiating or facilitating a peaceful
end to conflict. This could come in different ways including collaboration, avoidance, competing,
compromising, accommodating etc.
 Effective communication skills (verbal and or non-verbal), emotional intelligence, respect,
conscientiousness could assist in the resolution of conflict between warring parties.
24 Accommodating  Giving in to the wishes or demands of another person in a cooperative, but not assertive manner. Yet, it
may appear as if the person is being gracious should their argument be incorrect, but the person may be
playing along just to keep the peace. Similarly, “avoiding” conflict doesn’t always lead to a satisfactory
resolution of an issue, but leaves the door open for more assertive members of the group to take control.
25 Conflict avoidance  Conflict avoidance: This is when people seek to withdraw from or ignore any conflict, usually because
he/she is feeling uncomfortable about the confrontation which outweighs any possible reward from
resolving it. The problem is that this strategy doesn’t really resolve the issue because there is a lack of
contribution to the conversation.
26 Competing  Competing: People who are overly assertive rather than cooperative enter into conflict resolution with the
intention of winning. There is an assumption that one person wins and the other loses, pushing out any
chance of seeing a different perspective. As a result, this is not usually a good strategy for resolving
conflicts within a group.
27 Collaboration  Collaboration: A collaborative person is cooperative and assertive at the same time, allowing each
member of the group to contribute and then resolve the issues by establishing a shared solution that all
can support
28 Compromising  Compromising: The concept is that each member of the group gives up something so that no member
gets everything. This is perceived as the best outcome, working to a compromise that is fair although,
often, no one is completely happy with the final resolution.
29 Inter-personal conflict  This is a strife, misunderstanding, dispute etc. that may arise between two or more people in pursuance
of the same thing. For example, conflict emanating from friends pressurising you to go out partying
against the wishes of your parents.
 A conflict that involves other people
30 Intra-personal conflict  This is a strife, misunderstanding, dispute etc. that may arise from within an individual when certain
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 things are to be done. For example, a conflict between wanting to complete a task and watching a movie.
 A conflict that occurs within a person having to do competing things.
31 Initiating, building  Starting, reinforcing and maintaining or forming supportive relationships with honesty, openness and
sustaining positive trust.
relationships  The process of starting a long lasting and supportive relationships.
32 Detrimental relationships  Detrimental relationships are harmful relationships which have a potential to hurt and are often one sided.
Various factors contribute to detrimental relationships, e.g.: Lack of self-esteem, Lack of social
interaction, Dishonesty, Lack of positive ethics, Selfishness, Absence of effective communication
channels.
 Detrimental relationships are characterised by, e.g., Passive aggressive behaviour, Volatility, "Jokes" that
aren't really jokes, walking on eggshells, You feel like you have to ask permission, Constant exhaustion, Becoming
isolated, Detachment from reality, Disengagement form expected roles and functions
33 Understanding others  A process involving the ability of one person developing a genuine sense of knowledge about the needs,
feelings, ambitions, aspirations, challenges etc. that others are experiencing and acting in ways that
compliments their feelings.
 A process involving the ability of one person developing some kind of appreciation and acknowledgement
of the feelings, views, aspirations, struggles etc. of others.
34 Communicating feelings  This is the ability to successfully express, convey, show etc. your true emotional state about something or
others’ views, behaviours, thoughts etc.
 Making your position known about something or peoples’ behaviours, views, attitudes etc.
35 Empathy (communication  This is the ability to sense other people’s emotions, coupled with the ability to imagine what someone
of understanding) else might be thinking or feeling. Contemporary researchers often differentiate between two types of
empathy:
36 Affective empathy  “Affective empathy” refers to the sensations and feelings we get in response to others’ emotions.
(communication of  The ability to express appropriate emotions in different contexts allowing those with whom you relate to
feelings) understand your emotional content/expression.
37 Beliefs  Certain set of values, standards, norms, philosophy of life, worldviews, convictions etc. that people
develop based on how they relate to something/based on how they were raised and how they relate to
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 certain things in their living environment/ deity etc. which may determine the manner in which they
eventually approach life in general.
38 Attitudes  The manner in which people relate to certain things or feel about certain things in their lives. It could
either be positive or negative, depending on their values, experiences, views, perspectives, feelings etc.
about something.
 A way of thinking or feeling about someone or something that shows in the manner people behave or
relate to something/someone.
 Attitudes have the ability to change the manner a person relate to others. For example, one may adopt a
positive attitude towards certain individuals or situations based on their previous experiences about them.
Sometimes people develop certain attitudes based on their experiences with the same or similar
situations or individual in their lives.
 Largely, attitudes determine the extent to which we relate, view, approach, cooperate, etc. with certain
individuals/ situations/ occurrences in our lives.
39 Effective communication  The ability to successfully send or receive verbal or non-verbal message in ways that makes it easier for
the recipient to understand the meaning thereof. It may include verbal and non-verbal communication,
communication of empathy/understanding and or emotional empathy which enable the recipient of the
message to clearly understand the meaning of the message.
40 Values  Those qualities that a person identifies with and are considered very important to a person’s life.
 These are certain qualities
 These are set of ideals, beliefs, attitudes, standards, aspirations etc. that a person embrace and they
usually inform how that individual or group of people conduct (s)/ behave (s) in relation to others, the
world, friends/colleagues, health, life, work, occupation, etc. For example, positive values may enable an
aspirant worker or a worker to be presentable, display appropriate work ethics, be punctual, be
respectful, be considerate etc. In other words, values are what make a human being humane in his/her
approach to things, life, fellow worker/student etc. The values you have nurtured will eventually determine
the type of a person one will become in the face of others, significant other, colleagues, fellow workers
etc.
41 Acceptance of  A person’s disposition to honourably or consciously take blame if something went wrong in any
responsibilities undertaking/establishment/endeavour.
 The ability to take responsibility is necessary if collaboration in a group project is to be realised, as every

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 team member has a specific function or role to perform in the sustenance of the organisation or in order
to successfully execute the responsibilities required in the relationship. If those involved in any
relationship, be it work or intimate relationship, cannot take responsibility or accept responsibility for what
happens in the relationship, the relationship is prone to be negatively affected.
 In another context, acceptance of responsibility, requires self-introspection of that which is going on in the
companionship, as that will help those in the relationship to assume accountable roles or functions in
ensuring that the organisation survives.
 Holding oneself accountable for duties/responsibilities/obligations that accompany a specific role or
position.
42 Growth and change  This refers to physical, emotional, economic, psychological, social development etc. that a person goes
through as he/she moves from one phase of life to another in ways that show maturity or a degree of
experience from each phase to the other. For example, growing from childhood to puberty brings about
physical, emotional, social, psychological changes/development to a persons’ life. As you grow, there are
changes that come with it.
 Growth and change are used simultaneously in this concept precisely because the growth that one goes
through brings to bear a certain degree growth. In other words, as you grow, change is inevitable. For
example, the growth process from childhood to adolescence comes with various changes, i.e., growth
spurt, emotional changes, self-image, maturity of certain biological/physiological organs etc.
43 Post-school destination  This is where an individual may go after completion of a phase/milestone at school and it includes
universities, colleges and or workplaces.
 Post school destination, therefore, does not simply refer to ending up at university, it also refers to
assuming roles in the workplace. That could also include running a business or getting employed. In
simpler terms, it refers to the roles you will assume after matriculating.
44 Positive aspects of  These are good developments that come after a person has done certain improvements or has made
change progress or has abandoned certain inclinations/habits in the manner he/she lives his/her life. This could
be benefits that may come after one has changed negative habits in one’s life. For example, living a
healthier life after quitting smoking or finding yourself in a better position after exploring new opportunities
in your life.
 The benefits that accrue/attained by abandoning previously held ways of doing things in favour of new or
current methods/approaches.

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  Change may also bring about unplanned or unimagined benefits. In this case, change has had inherent
positive benefits to an individual. Change could also bring to bear negative resultant effects. In this case,
change is negative and no benefits whatsoever are experienced. It will only require one’s coping
mechanisms to go through.
45 Negative aspects of  These are uncomfortable or unwanted outcomes of altering certain tendencies/way of doing
change things/attempting new things in life or undesirable outcomes emanating from making progress that shifts
the manner in which you lead your life. For example, being promoted to a job you know nothing about
leading to feelings of stress or even sicknesses.
 Ordinarily, negative aspects of change require, among other things, coping mechanisms with which the
adversities could be positively dealt with.
46 Life cycle  The stages in a person’s life characterised by developmental milestones ranging from being born through
childhood, adolescence, adulthood, to death, ultimately. These milestones have their inherent roles,
challenges and expectations from an individual, determined largely by societal standards.
 Notably, each phase of the life cycle comes with either insurmountable or surmountable challenges. For
one to successfully move to the next phase, one must have satisfied the needs of the current phase.
Failure to do so may result in myriad of psychological, emotional, cognitive, social etc. challenges in
future or current behavioural traits.
47 Traditional practices  These are cultural practices reflective of the long held unique values, beliefs, customs, etc. of a given
group of people in certain communities spanning generations. Rituals/beliefs associated with specific life
stages which are used to mark or celebrate certain milestones in life.
 Traditional practices usually inform how traditional and current communities live their lives in this epoch
of time. It may impact on how people approach life and its challenges. Issues such as celebration of
important milestones in life, how to heal certain diseases, how to address certain bad omens befalling the
community etc. are often informed by certain traditional belief systems.
 The value of traditional belief systems is not entirely related to old and antiquated ways of dealing with
things, but there is a strong likelihood that they permeate to current ways of dealing with a myriad of life
related issues.
48 Personal lifestyle plan  This is a deliberate written or non-written plan about how you want or commit to live a meaningful life by
considering your physical, psychological, emotional, social, occupational etc. aspects of your life.
 This is a plan that one may follow to lead a healthy and self-fulfilling life. It touches on aspects such as

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 physical, emotional, psychological, social etc. elements of life. This is what helps a person to lead a self-
fulfilling life.
49 Quality of life  The degree to which you are physically, emotionally, socially, psychologically/mentally healthy,
comfortable, free spirited and able to happily engage or participate in life events in ways that further
enhance your personal life and that of others.
 Standards of health, comfort and happiness experienced by an individual with one’s life and
surroundings.
50 Personal fitness  The desired level of physical, mental, emotional, psychological, social etc. health reached by a person
who engages in activities that seek to support his/her general health/wellbeing.
 The stage that a person who pursues/executes clear/compatible health related goals reaches and is
symptomized by his ability to function effectively and efficiently in daily activities.
 The concept “personal fitness” should not be exclusively used in the context fitness activities, sports and
games, relaxation and recreational activities, but it could also be appropriate in the context of
psychological, emotional and social aspects of life. For example, one has to have a plan for his/her
psychological/academic development for deeper understanding of life and related issues. If one develops
a plan that could enable him/her to read various academic development books/manuscripts etc., it could
broaden one’s views, knowledge and experiences of life. In that way, the individual has pursued personal
fitness endeavours resulting in his academic fitness.
51 Health goals  These are specific, attainable, measurable, realistic and time bound general health/wellness plan that an
individual sets out in relation to physical, emotional, social, mental, psychological etc., health/wellbeing.
 It is merely about doing things that could put your life on top form physically, emotionally, spiritually,
psychologically, socially etc. For example, an individual could set health goals that could enable him/her
to organise his/her life in ways that makes it easy for him/her to achieve certain predetermined fitness
levels.
52 Lifestyle diseases  Any medical disorder or condition thought to be produced or exacerbated by aspects of a person's
lifestyle (the manner in which one chooses to live his/her life), such as diet and level of physical activity
and it includes atherosclerosis/heart diseases/obesity, type 2 diabetes and diseases associated with
smoking, alcohol and drug abuse
 Lifestyle diseases • It is diseases caused by the way you live your life. Lifestyle diseases are the result
of an unhealthy lifestyle. Factors contributing are the types and amount of food we eat, lack of exercise

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 and smoking. Genetic factors also often play a role. • Lifestyle diseases include diseases like Alzheimer’s
disease, cancer, chronic liver disease, Diabetes, heart disease, stroke, obesity, osteoporosis etc. •
Unsafe sexual behaviour like not using condom correctly, increases the risk of HIV and Aids and STI’s

53 Lifestyle diseases as a  Lifestyle diseases as a result of poverty and gender imbalance • These are a range of diseases that
result of poverty and develop as a result of living under conditions of poverty and be subjected to the negative effects of
gender imbalance gender imbalances.
- For example, cancers of different forms and types, especially, cervical cancer which is mostly caused
by human papillomavirus (which is regarded as the most common STI).
- Other related risk factors include smoking, having multiple sexual partners, and early sexual contact.
Additionally, hypertension, also known as high blood pressure (BP) is very common due to high levels
of stressful events in a person’s life. Poor diet and lack of exercise also play a huge role in the
development of lifestyle diseases. Under normal circumstances, BP is normal if it is more than 120/80
and less than 140/90
- Tuberculosis is also another lifestyle disease, and it is regarded as a leading cause of death in South
Africa, common in overcrowded poverty-stricken communities.
- Diseases of the heart: studies show that people from poor environments are more likely to experience
heart diseases than those from rich environments Disadvantaged people are more likely to smoke
and be obese because they have less access to a healthier diet i.e., fruits and vegetables • STIs:
Rape and sexual abuse are most popular in disadvantaged communities. Women in abusive
relationships cannot negotiate use of condoms when having sex. Women in disadvantaged
communities’ resort to commercial sex in order to put food on the table,
A Brief information on the
different lifestyle
diseases: Cancer  Diseases caused by uncontrolled division of abnormal cells in a part of the body with a potential to
spread all over the body.
B Hypertension  This is a condition that develops when the force of your blood pushing against the walls of your blood
vessels, is consistently too high due to obstruction of those vessels caused by fatty substances etc.
C Tuberculosis  A contagious infection caused by bacteria that mainly affects the lungs but can also affect any other
organ including bone, brain and spine.
 Infectious bacterial disease characterised by the growth of nodules (lumps) in the tissues especially the
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 lungs.
D Diabetes  A chronic disease in which the body’s ability to produce or respond to the hormone insulin is impaired,
resulting in abnormal metabolism of carbohydrates and elevated levels of glucose in the blood and urine
 Chronic disease that affects glucose levels in the blood.
54 Action plan  This is a document containing details about what a person intends to do with his/her life. It may
encapsulate a series of activities considered for the accomplishment of different aims/goals in life.
 It actually consists of lists of steps (goals, purpose, resources, time etc.) which must be undertaken in
order to achieve a specific goal in life.
55 Long term effects of  These are benefits that one could get after participating in different sports and recreational activities for a
Participation longer period of time.
56 Physical Effect  The level of muscular endurance, strength, cardiovascular fitness, body composition, flexibility, agility,
advanced eye-hand coordination etc. that a person may achieve after engagement in physical activities
for a longer period of time.
57 Mental Effect  The level of mental/cognitive/psychological alertness/speed attained after prolonged participation in
physical activities.
58 Social Effect  The level at which your social life improves as a result of participation in physical activities, as sports
have the inherent benefit of unifying the community/improving social cohesion.
59 Emotional Effect  The level of emotional growth and maturity that one may attain after prolonged engagement in physical
activities, as physical activities have the potential to stimulate chemicals in the brain that may make one
to feel happy and relaxed/feel good about him/herself and enabling them to cope better with stress and
negative feelings.
60 Value-Added Benefits  Regular physical activities do not only help with your general physical, emotional, mental, spiritual,
psychological and social health, but they also assist you in the fight against life style diseases and other
physical and or social ills. For example, participating in sports/recreational activities may not only benefit
your physical wellbeing, but could also positively contribute to building a united and happy nation, thus
eliminating arrange of social ills, namely, crime, gangsterism, etc.
 Therefore, value added benefits are the resultant gains or positive spin-offs of participating in games,
sports, recreational and fitness activities. In other words, these are not direct benefits, but they are
related to engagement in sports, games, recreational and fitness activities.
 There could be value added benefits of many things; for example, reading will not only improve your
14
 knowledge, but it could also contribute to reading proficiency, pronunciation, talking etc. In this regard,
reading led to other added benefits which were not targeted by the act of reading in the first place.
61 Relaxation and  The state of being free from tension and anxiety and it includes activities that people may do to relax,
Recreation (activities) have fun, and enjoy/pastime.
62 Physical, mental, social  Well-being encompasses many different elements. This includes positive emotions, such as
and emotional well-being happiness, joy, contentment, excitement, wonder, calmness etc. It also includes good physical health
and positive, meaningful social relationships and connections. The latter is what constitutes social
well-being.
63 Physical well-being  Physical well-being consists of the ability to perform physical activities and carry out social roles that are
not hindered by physical limitations and experiences of bodily pain, and biological health indicators.
64 Mental well-being  Your mental wellbeing is about your thoughts and feelings and how you cope with the ups and downs of
everyday life. It's not the same thing as mental health, although the two can influence each other.
 Our mental wellbeing is often affected by big life events that we have little or no control over, such as
bereavement, illness or redundancy.
 In these situations, it's about how we respond (our behaviours and habits) that will determine the impact
on our mental wellbeing. For example, do we tend to reach out for support or withdraw? Do we assume
the worst or remain open to new opportunities?
65 Social well-being  Social well-being can be defined as the sharing, developing, and sustaining of meaningful
relationships with others. This allows you to feel authentic and valued, and provides a sense of
connectedness and belonging.
66 Emotional well-being  Emotional well-being is “the ability to practice stress-management techniques, be resilient, and generate
the emotions that lead to good feelings.”
67 Gender  Either of the two sexes (male and female), especially when considered with reference to social and
cultural differences rather than biological ones. The term is also used more broadly to denote a range of
identities that do not correspond to established ideas of male and female.
 It is a social construct that prescribes the expected roles of a male or female in society. For example,
some societies shun at women who perform the so-called male functions in communities.
68 Gender imbalances  The proportion of males to females in a given population, usually expressed as the number of males per
100 females.
 It refers to a situation where there are imbalances between the proportion of males and females in a
15
 given set up. Gender parity, on the other hand, refers to a situation where there is a comparable balance
or representation of males and females in society, institution etc.
69 Substance abuse  The use of illegal drugs or taking drugs in excessive amounts or the use of prescription or over-the-
counter drugs or alcohol for purposes other than those for which they are meant to be used. Substance
abuse may lead to social, physical, emotional, and job-related problems.
70 Unsafe sexual behaviour  The activity/behaviour that will increase the probability that a person will engage in sexual activity with
another person without using protection which could lead to pregnancy, transmission of STI, HIV/AIDS.
Using protection could therefore protect the person from contracting these diseases.
 It can mean two similar things: the behaviour itself, or the description of the partner's behaviour leading to
unprotected sexual intercourse.
71 Ill-health  Ill-health: state of being unwell physically, mentally, psychologically and even socially. e.g., stress,
sickness. Ill health could be caused:
 Accidents: unexpected events normally caused by lack of knowledge, skills and unsafe
behaviours. e.g., car accidents, burning of a house etc.
 Crisis: times of extreme difficulty due to accidents, ill-health, disasters and other life changing
events. e.g., when parents’ divorce, children may be devastated and this may lead to stress.
72 Disasters  Disaster: an event/occurrence that may lead to a great damage to human life. Human activities that may
lead to disasters include cutting down of trees which may lead to floods, terrorist attacks etc.
73 Factors that may cause  Factors that may cause ill-health: Psychological factors • People with low self-esteem may turn to
ill-health: - Psychological alcohol or other substances to feel better. This could lead to risky sexual behaviour which may increase
factors chances of contracting STIs or causing accidents that may lead to injury or death. Others may be unable
to suggest using condoms for fear of rejection. Others eat to feel better which may lead to sickness and
eating disorders.
74 Factors that may cause  Factors that may cause ill-health - Social factors • Poor living conditions and poverty, people have
ill-health limited or no access to proper sanitation, infrastructure or health care • People may be unemployed and
Social factors unable to afford their living, which leaves them frustrated and may lead to violence and crime • Women
resort to commercial sex to support their families which may demoralise them and lead to STIs • Living in
dirty surroundings and badly maintained houses increase accidents

75 Factors that may cause  Factors that may cause ill-health: Religious factors • Recently people have been made to eat and

16
 ill-health drink harmful substances in order to get blessings from God and because of their trust in their religious
Religious factors leaders they did, this may cause ill-health.
 Some people do not believe in western medicine, they only believe prayer will heal them, this may
put their lives in excessive danger.
 Terrorist attacks are usually performed by religious extremists who kill others and even
themselves for the god they serve.
76 Factors that cause ill-  Factors that may cause ill-health: Cultural practices. For example, wife inheritance in which a widow
health: is forced to marry her late husband’s brother, and this may lead to unfaithfulness in the marriage,
Cultural practices resulting in STIs. This may also result in forced sex as the woman may not be willing to engage in sexual
intercourse with the brother.
 Circumcision: this is a common African practice which may help reduce the risk of catching STIs,
however, if not properly done by a professional may lead to infections.
 Genital mutilation: a process of removing parts or all female genitals. This is to ensure that girls
are still virgins when they get married and stay faithful when they get married.
77 Factors that cause ill-  Your perspective is the way you see something. Perspective has a Latin root meaning "look through"
health: or "perceive," and all the meanings of perspective have something to do with looking.
Different knowledge  Thus, different knowledge perspectives deal with the varied ways in which people view certain things in
perspectives life. Surely, the differences depend, inter alia, on cultural/religious/societal etc. beliefs/predispositions etc.

1 Frequency of participation
2 Movement performance
3 Safety issues
PHYSICAL EDUCATION
 How often one participates in physical activity over a specific time frame.
 The number of times one participates in physical activities. It could be participation three times a week
etc.
 The degree at which one performs different movement activities in different sports, fitness activities,
games, relaxation and recreational activities.
 Evaluating one’s physical performance, against specified norms/criteria.
 Evaluating the extent to which your body moves in line with set criteria.
 Precautions taken to ensure safety before, during and after physical education sessions.
 It also touches on the extent of safety of the playing ground. For example, removal of harmful objects
from the playing field etc.
17
  It may also refer to precautions when engaging in sports, games, fitness activities and recreation and
relaxation activities. For example, considerate tackling, handling etc. That goes with the ability to evince
sportsmanship during play.
4 Cortisol  A hormone produced by fear, results in anxiety.
 This is a glucocorticoid hormone that your adrenal glands produce and release. Hormones are chemicals
that coordinate different functions in your body by carrying messages through your blood to your organs,
skin, muscles and other tissues.
5 Adrenalin  A hormone secreted by the adrenal glands that increases rates of blood circulation, breathing, and
carbohydrate metabolism and prepares muscles for exertion.
 A hormone that prepares the body to react physically to a threat. The fight-or-flight or the fight-flight-or-
freeze response in the face of a threat to an organism. For example, a person may jump a high wall when
attacked. Or, he/she may do extraordinary things when attacked.

STUDY SKILLS
1 Study Skills  The learning skills that an individual develops over a period of time enabling him/her to efficiently
confront/approach a learning task. For example, how to listen when a learning content is presented, how
to take notes, how to paraphrase/summarise learnt content, when and how to administer assessment,
how to arrange the content for easy recall (mnemonics) etc.
 Strategies and techniques that enable one to make the most efficient use of time (time management),
resources and academic potential for achievement of learning goals.
2 Study styles  These are preferred ways of learning, and it varies from an individual to the other. For example, we have
visual, auditory/aural, social, solitary, logical, verbal, Kinaesthetic etc. learning styles.
3 Study method  This is a process in which learning material, timetable for studying, needed stationary and the learning
environment are subjected to systematic and critical scrutiny to enable the learning process to happen
efficiently.
 These are the approaches or considerations that a learner may consider when studying is to happen
efficiently. It includes the availability of a place to study, study material, stationary, timetable for studying,
etc.

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4 Study strategy
5 Study plan
6 Process of assessment
7 Examination writing skills
8 National Senior
Certificate
 It is a way that a learner may use to approach a specific task in the light of its perceived
demands/difficulty/challenges.
 It is the appropriate application of learning styles, study styles, methods etc. to tackle a learning task at a
given point in time.
 This is the broad approach that an individual has grown to adopt considering one’s learning styles, study
skills and study methods for efficient management of the learning process leading to the attainment of
learning goals.
 In simpler terms, it is the general approach that an individual has, over a long period of time, adopted
towards approaching learning.
 It is a program that a learner my develop for usage in studying all the subjects at school by prioritising
certain topics in those subjects and making provision for assessment, breaks, pleasurable activities,
completion of homework, when to sleep, timetable to be used during the studying process etc. Note that
a study plan is not a study timetable. However, the time-table forms part of the study plan.
 These are the various steps that a person who intends to administer assessment may consider in the
formulation of the assessment activity. It may include determining the purpose of assessment, identifying
aspects or content for assessment, working out the nature and type of questions to be used in that
assessment, enabling you to eventually test what you initially set out to assess.
 These are series of activities/steps designed/undertaken to measure learning competence in a specific
period. It may start by -
 This refers to how the learner prepares for an examination (before, during and after) in terms of how to
study and manage exam stress, what food to eat, how and when to exercise, what and how to read
subject matter, how to read questions and the meaning of the action words, how to present answers in
line with the mark allocation and within the specified time frame etc.
 The different ways that the learner may employ when taking an examination (the general approaches one
utilises to answer questions in an examination).
 This is the ability to read the question, plan the response, answer the questions, understand the mark
allocation, plan for the presentation of your answers in keeping with the requirements of the question etc.
It
 It is the certificate awarded to a learner after fulfilling the requirements of the 12-learning process
signalling the completion of the 12 years of study.
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  It is a credited certificate awarded to learners who have successfully completed their grade 12, in keeping
with the requirements of the National Qualification Framework (NQF) of the South African Qualifications
Authority in South Africa.
 It is an exit examination written after minimum 12 years of formal schooling in South Africa
9 Technical vocation  TVET Colleges focus on vocational and occupational education and training with aim of preparing
education and training students to become functional workers in a skilled trade.
TVET college  As part of the Higher Education system, TVET Colleges accept students who've completed Grade 9, 10,
11 or 12 at high school level. University post-graduates can also enrol for courses at TVET Colleges for
more practical exposure.
 A big benefit of attending a TVET college is the high focus on the employability of students where part of
the curriculum requires the students to complete experiential training (internships and apprenticeships)
which helps build up experience on your CV.
 Vocational education is any type of training, usually in the form of courses and hands-on instructional
lessons, that teaches students the specialised skills required to perform a specific job. These types of
programmes usually forgo traditional academic-based lessons in favour of hands-on learning. Students
learn the fundamentals and capabilities of a specific occupation under the supervision of an active and
highly experienced professional.
 Occupational education programs prepare students for a specific occupation or cluster of occupations,
including agriculture, business, marketing, health care, protective services, trade and industrial,
technology, food service, childcare, and personal and other services programs. It refers to education or
training that will prepare a student for employment that does not require a baccalaureate degree, and
education and training that will prepare a student for transfer to bachelor's degrees in professional fields,
subject to rules adopted by the higher education institution.

10 Career Portfolio  A career portfolio goes beyond a resume and a cover letter to show a prospective employer your work
experience, skills, accomplishments, and more. Portfolios include information about who you are, what
contributions have you made in your career development, what experiences do you have, and examples
of your work and achievements.
 A career portfolio is a collection of your work examples and other career-related documents. It may
include your resume, samples, skills, or awards. You can either submit your portfolio during the

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1 Commitment to a decision
2 Unemployment
3 Innovative solutions
4 Counteracting
unemployment
5 Volunteering/volunteerism
application process, or you can bring it to your interview.
 A career portfolio is not similar to a CV. However, the CV forms part of a career portfolio.
CAREERS AND CAREER CHOICES
 Deliberate act of weighing up pros and cons of a decision and undertake to follow it.
 Ensuring that decisions taken are followed through.
 In simpler terms, this is a calculated and thought through undertaking to ensure that decisions taken
about something are implemented as intended.
 It is doing everything in your power to stick to decisions taken about any undertaking.
 Inability to get a job, though one either has the qualifications or meets the job requirements and is
actively searching for one.
 Creative and inventive ways of doing something. For example, innovative ways of counteracting
unemployment refer to creative/new/never explored ways of eliminating unemployment. Volunteering
may not be regarded as an innovative way of counteracting unemployment because it is the established
and known way of dealing with unemployment. However, people may utilise unique and different ways of
volunteering and that may be regarded as an innovative way.
 You become innovative when you use the existing mechanisms in different and solution driven way. Or,
you may use new and never attempted before mechanisms of doing something. That is prone to give
different and useful solutions to problems.
 An attempt that individuals, government, business, CBOs etc. make to create job opportunities in order to
eliminate joblessness.
 These are measures those individuals use to deal with the omnipresent challenges of not being able to
find a job. There are many measures that could be contemplated to deal with unemployment, e.g.,
considering entrepreneurship by identifying niches in the economy.
 Unpaid work that provides services to the community/business/CBO/government etc. for the wellbeing of
the community.
 This is work those individuals who do not necessarily expect payment do in certain companies,
government institutions, CBOs etc. It, however, increases one’s opportunities for employment when a
vacancy is available. Companies usually consider volunteers for filling of vacancies, depending on how
the volunteer conducted himself/herself.
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6 Part-time jobs  These are jobs in which an employee is required to work fewer hours per week than it is usually the case
with fulltime employment.
 Short-term employment.
7 Community work  These are jobs that an individual would do to serve the needs of the community without expecting any
payment.
 Doing something to benefit one’s community.
8 Entrepreneurship  Starting a business/enterprise by identifying opportunities in your community for profit.
 There are different versions of entrepreneurs, namely social entrepreneurs, Tourism entrepreneurs,
Cultural entrepreneurs, Design Entrepreneurs, Innovative entrepreneurs, etc.
- Innovative entrepreneurship is the practice of establishing creating new/unique business ideas/ways
of running a business with an intention to generate profit, assist your community and accomplish
company goals.
- Design entrepreneurship includes designing/generating ideas that are humanly desirable,
technologically feasible and financially viable; or the process of deeply understanding customer needs
and then creating/designing a product or service that addresses their unmet needs.
- Social entrepreneurship has various meaning, and each is driven by the main objectives of those
involved in a business for a social course/change.
- A social entrepreneur is a person who establishes an enterprise with the aim of solving social
problems or effecting social change (Online dictionary, 2022).
- Social entrepreneurs are essentially a new breed of business-minded people who have evolved with a
universal goal of making the world a better place while also running profitable companies that satisfy
consumers' demand (Schahegger & Wagner, 2003).
- Cultural entrepreneur refers to sstarting a business that specializes in selling cultural products or
offering a service that is unique to a specific cultural group/which is a heritage of a specific
community.
- Tourism entrepreneurship refers to creating and sustaining businesses in the tourism sector by being
innovative and thinking beyond what exists currently.
- Johannesson & Huijbens, 2010 describe Tourism Entrepreneurship as a strategy for economic
development in underdeveloped countries were culture entrepreneurially.
9 Informal jobs  Any work that one performs merely to provide for income to pay for living expenses without entering into
a contract or formally being employed.
22
  Work in which an employer hires an employee without an established working agreement/contract etc.
10 SARS tax obligation  Registering and paying taxes according to legislation.
11 Corruption  Dishonest misuse of public power and money, for private benefit/gain.
12 Fraud  Wrongful or criminal deception intended to result in financial or personal gain.
 Benefiting financially by being dishonest in business transactions.
13 National Benchmark Test  These are a set of tests that measure your academic, i.e., Academic and Quantitative Literacy (AQL) test
(NBT) & the mathematics (MAT) test relative to the university course of interest at tertiary institutions.
14 Embezzlement  It is a form of crime in which a person or entity misappropriates the assets entrusted to them
15 Cronyism  The appointment of friends and associates to positions of authority, without proper regard to their
qualifications.
16 Nepotism  The practice among those with power or influence of favouring relatives and or people closer to you,
especially by giving them jobs, promotion etc. in the workplace.
17 Bribery  The offering, giving, receiving, or soliciting of any item of value to influence the actions of an official, or
other person, in charge of a public or legal duty.
18 Job Contract  Oral or written, express or implied, agreement specifying terms and conditions under which a person
consents to perform certain duties as directed and controlled by an employer in return for an agreed upon
wage or salary.
19 Employee Rights  The rights that an employee has which include the right to be treated fairly, in a morally acceptable way,
or legal way and accommodative of the right to a fair wage, safe working conditions and reasonable time
off.
20 Employer rights  The rights that are accorded to the employer according to the LRA.
21 Worker obligations  An act or course of action that morally or legally binds a person to perform certain duties or act in a
certain way in the workplace/at work.
22 Conditions of Service  These are the standards that bind both the employer and employee to certain operational norms or codes
whose intention is to control, manage and inform the nature of the working environment and must be
adhered to by both the employer and employee.
23 Labour Laws  The body of law that governs the employer-employee relationship, including individual employment
contracts etc.
24 Labour Relations Act  This is Act No. 55 of 1995 which aims to promote economic development, social justice, labour peace
and democracy in the workplace.
23
25 Employments Equity Act  This is Act No. 55 of 1998 which seeks to promote the achievement of equity in the workplace by
advancing equal opportunity and fair treatment in the employment practices through elimination of unfair
discrimination and implementation of affirmative action measures to redress the disadvantages
experienced by designated groups so that there is equitable representation in all occupational categories
and levels in the workforce.
26 Basic Conditions of  This is Act No. 75 of 1997 whose intention is to give effect to the right to fair labour practices impacting
Employment on working hours per week/month/annum, the different types of leaves employees are entitled to,
overtime, meal breaks etc. in the workplace.
27 Equity  The quality of being fair and impartial.
28 Principles of Equity  These are set of principles which dictates fair treatment of all employees in the workplace by favouring
employment of people from designated groups (gender, colour, race or other personal differences,
Designated Group means black designated groups, black people, women, people
with disabilities) for purposes of reversing the negative effects of exclusionary laws.
29 Redress  To remedy or set right (an undesirable or unfair situation)
30 Affirmative action  Affirmative action refers to a set of policies and practices within a government or organization seeking to
include particular groups based on their gender, race, sexuality, creed or nationality in areas in which
they are underrepresented such as education and employment
31 Principles of Redress  These are set of practices/principles used to refer to the range of appropriate responses that can be
provided to individuals or groups of people that have been detrimentally affected by maladministration or
injustices of the past, or who are likely to suffer detriment at some time in the future if previous or on-
going maladministration, injustices are not rectified with the aim to reach a fair and reasonable resolution.
32 Recruitment Process  The process of finding or hiring the best-qualified candidate (from within or outside of an organization) for
a job opening, in a timely and cost-effective manner. The recruitment process includes analysing the
requirements of a job, attracting employees to that job, screening and selecting applicants, hiring, and
integrating the new employee to the organization.
33 General Recruitment  A general direction in which something tends to move. For example, employment trends in the era of the
Trends Fourth Industrial Revolution (4th IR) have changed as digital employment opportunities have overtaken
traditional careers.
34 General Recruitment  These are common and established ways in which employment is done at the given moment.
Practises  These are current and futuristic trends followed by recruiting companies; for example, companies use
24
 internet to advertise vacant posts. Others use social media. Applicants must be computer literate to earn
a job, etc.
35 Trade Unions  An organized association of workers (employees)/employers in a trade, group of trades, or profession,
formed to protect and further their rights and interests of their members in a workplace.
36 Trade union roles and  The main role of trade unions, among other things, is negotiation and representation of their members
their responsibility within the ambit of the Labour Relations Act. The union is expected to determine the members'
grievances and relay the grievance to the employer. Often there is a difference between what the
workers want and what employers offer. ... Many unions also offer courses for their members.
37 Trade union rights  These are set of rights/privileges/recourses that workers in a workplace may have or exercise in the
performance of their duties.
Here are some of the rights that trade unions may exercise:
 the right to access the workplace or to talk to union members.
 the right to stop orders.
 the right to membership stop-orders.
 the right to leave for trade union officials.
 the right to access to information.
 the right to appoint shop stewards, etc.
38 Organised Labour  An association of workers united as a single, representative entity for the purpose of improving the
workers' economic status and working conditions through collective bargaining with employers.
39 Ethics  Moral principles/values that govern/regulate a person's general behaviour and they often characterise a
person’s moral standing. Ethics may include aspects such as being considerate of others, respect,
humility, empathy, etc.
40 Work Ethics  A value based on good conduct, hard work, punctuality, respect, dedication and diligence in the world of
work.
41 Societal Expectations  Refers to the general standards/norms of behaviour that individuals who live within a society are
expected to uphold/live by.
42 Value of Work  These are the benefits that come as a result of one being employed enabling an individual to earn an
Meaningfulness of work income to satisfy their daily needs, boosting their self-esteem, enhancing their dignity etc.

25
 DEMOCRACY AND HUMAN RIGHTS
1 Responsible Citizenship  It is about doing what is right and expected of you as a citizen of a country. For example, taking
part in community work, participating in elections, holding authorities accountable for their
actions, keeping government on check, attendance of community initiatives, keeping the
environment clean, respect for law and authorities etc.
2. Discrimination  Unjust or prejudicial treatment of different categories of people, especially, on grounds of race,
age, sex, culture, religious beliefs, sexual orientation, gender, socio-economic factors etc.
3 Human Rights  These are the rights that all citizens should enjoy by virtue of them being human beings.
 These are the rights contained in various bills to promote humanness, for example, right to
dignity, right to a name, a right to respected, a right to life etc.
4 Bill of Rights  A formal documented declaration encapsulated/enshrined in Chapter 2 of the South African
Constitution that guarantees both the exercise and enjoyment of the 25 specific human rights in
the country.
5 Human Right Violations  An act of disregarding basic human rights when interacting with people and such cases may be
referred to the South African Human Rights Commission (SAHRC).
6 Campaigns  These are series of operations/actions/events intended to raise awareness about
something/program/initiative/occurrence/plans happening in a specific area.
7 Events  These are important occasions/activities/projects that come into being for important reasons in a
community. For example, there are calendar events showcased in the commemoration of the
Youth Day, Human Rights Day, earth day etc.
8 Electronic Media  Media that use electronics for the access and distribution of content, for example, radio,
television and internet.
9 Print Media  Media that produce newspapers, magazines and or any other content carried on paper.
Internet media  This is media that operates through internet connectivity. For example, the different social
media platforms.
10 Social media footprint  These are recorded and shared traces of text, photos, videos, likes/dislikes, emoji and or
comments that are posted, as private messages on internet.
 This is a digital record of everything that a person shares or comments about on internet.
11 Cyber wellness  It is an understanding of online behaviour and awareness of how to protect oneself in
26
 cyberspace.
 Cautious/responsible behaviour emitted when one uses or consumes material paraded in the
cyberspace.
12 Cyber bullying  The act of using electronic communication/media to humiliate/embarrass/slander/smear/defame
etc. a person, typically by sending messages of an intimidating or threatening nature.
13 Cyber savvy  An act of being able to use the digital space in ways that does not expose you to unscrupulous
users.
14 Freedom of Expression  Right to express your ideas and opinions freely and be mindful of other peoples’ freedoms.
15 Limitations  Being restricted to exercise your freedom of expression fully
 The rights in the Bill of Rights may be limited only in terms of law of general application to the
extent that the limitation is reasonable and justifiable in an open and democratic society based
on human dignity, equality, etc.
16 Critical Analysis of Media  To analyse the media and evaluate their balance and fairness in reporting about issues.
17 Coverage of Sport  This is how the media covers different codes of sports by media.
18 Sport Personalities  People that participate in different codes of sports e.g., coach, soccer and netball players, etc.
19 Recreational Activities  Activities that are meant for enjoyment, satisfaction, pleasure and amusement to individuals
20 Ideologies  Set of beliefs that affect one’s outlook on the world i.e., principles
21 Beliefs  These are generally accepted opinions/views/values about the reasons for the existence of
certain things and how one should relate to them.
 Accepted views/opinions/values that the existence of someone or something is true without
proof.
22 Belief systems  A belief system is an ideology or set of principles that helps us to interpret our everyday
reality. This could be in the form of religion, political affiliation, philosophy, or spirituality, among
many other things. These beliefs are shaped and influenced by a number of different factors.
23 World Views  General standpoint/side from which people see and interpret life/world.
 A glass prism through which a person views, relates and interprets daily life/world issues.
24 Long Term Engagement  Being involved with someone or something for a very long time, probably for 3 or more years.
25 Indigenous Games  A host of traditional games for people of all ages

27
26 Non-traditional sports
SOCIAL AND ENVIRONMENTAL RESPONSIBILITY
1 Community Responsibility
2 Laws
3 Regulations
4 Rules
5 Community Services
6 Intervention programmes
7 Educational programmes
8 Personal Mission Statement
9 Personal Views
10 Impact of Vision
 These are current or prevalent sports activities that are mostly publicised, and most people
know of. They include soccer, rugby, tennis, etc.
 The responsibility of individuals in a community to ensure clean and healthy living
environments. Responsibility comes in various ways, for example, avoidance of littering and
dumping, spilling of used oil etc.
 These are statutes/bills/orders/acts/rules etc. whose purpose is to decree/declare how people
should live/behave in a given community/country/society/organisation etc.
 The details necessary tor informed implementation of the law in a country. Unlike the law,
regulations inform the processes to be followed when a certain piece of legislation is to be
implemented.
 Procedures that have to be followed or legal ways of doing things
 Services provided by the different levels of government to community, for example, water,
sanitation, waste removal, houses etc.
 Programmes that are considered and implemented in order to address a particular and urgent
problem in a community, for example, vaccination for COVID-19, rollout of ARVs to HIV positive
community members etc.
 Variety of community empowerment programmes that seek to teach people/community
members about issues that affect them, for example, HIV/AIDS, COVID-19 pandemic,
Tuberculosis, obesity, high blood pressure, crime etc.
 A written or non – written expression that states an individual’s purpose, values, interests, aim
or goal which informs or directs their actions, behaviour and plans in life.
 One’s opinions/knowledge/feelings/ideas/interpretation of what one considers to be important or
how something is or should be.
 The manner in which your future plans/aspirations/goals influence your general behaviour in
relation to others in your community and what you want in life.
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11 Impact study  This is research/evaluative study done on a certain environmental topic/intended action/past
actions to determine what effects doing certain things would have on the environment. Thus,
evaluation of impact studies requires, among other things, scrutiny of available environmental
impact reports to determine future actions.

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