Life Orientation

Grade 11 Addenda 2023-2024

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 TERM 1

WEEK 1-10

Term 1
Development of Self in Society
Week 1: Plan and achieve life goals
Apply various life skills to provide evidence of an ability to plan and achieve life
goals.
Explain the following concepts to learners.
Life skills:
Life skills are abilities for adaptive and positive behaviour that enable humans to deal
effectively with the demands and challenges of life.
OR
Tools needed by any person to do well, effectively and productively in life.
For example:
− Communication skills
− Problem-solving
− Decision making
− Time management skills.
(NOTE TO EDUCATOR: To allow learners to give some of the life skills)
• Teacher to allow learners to actively put in place the various life skills will be
used as evidence to achieve their goals.
Steps:
1. Learners identify one life goal.
2. Give one or two life skills needed to achieve the goal.
3. Put an action that will be a reflection on goal intending to achieve.

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e.g.
Life goal Life skills How to action
Become a lawyer Communication Participate in debating
skills/public speaking team at school
skills
CONCEPTS:
▪ Define a goal:
- A goal is a thing we want to achieve in life. It is our plans and aims. A goal
is different from a dream and a wish in that we can take active steps to
achieve a goal. We can turn our wish into a goal.
- When we have goals, we know where we are going. Goals are important
because they help you to take charge of your life and make decisions.

▪ Define goal setting:

- A powerful process of thinking about your ideal future and motivating
yourself to turn your vision into an ideal future.
OR
- Goal setting can be defined as the development of an action plan
designed to motivate or guide a person towards a goal

▪ Identify types of goals:

- Short-term: we achieve it in a short space of time e.g. a project you

want to finish the weekend. You achieve them in a week or month.
-Medium: Something you want to achieve in the next 6 months.
-Long-term: These goals you want to achieve in a few years.
Like becoming a doctor or engineer.
Week 1: Informal Assessment

Activity

Analyse the relationship between personal values, choices and goal setting
1. Identify important parts as to how relationships relate to personal values,
choices and goal setting and indicate advantages or disadvantages.
2. Determine the nature of the relationship between values and goal setting.
3. Learners to reflect on how personal values govern their day-to-day decisions

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Week 2: Important life goals and prioritising
▪ Evaluate the importance of prioritising life goals.

Concepts to explain to learners:

Evaluation: This when you draw your knowledge, judgement or determine the
significance of something

Prioritising: To arrange or deal with something in the order of importance.

Resilience: Is the process and outcome of successfully adapting to difficult or

challenging life experiences, especially through mental, emotional and adjustment to
external and internal demands.

Content:

NOTE TO EDUCATOR

Emphasise to learners that as they set their life goals, they need to think carefully on
what they want to achieve in various areas of their life about parenting ( do you
want to be a parent) and then make their judgement on which of these are
important.

Content

Relationships and their influence on own well -being.

Healthy strong relationships have the following benefits to own well-being; High self-
esteem; greater empathy; lower rates of anxiety and depression; and more trusting

and cooperative relationships.

Types of good relationships that contribute to own well -being are defined by mutual
support; a sense of trust and feelings of affection and intimacy.

Having a variety of social relationships may reduce stress and heart related risks.

The connection between wellbeing and relationships is that, healthy relationships

sow the seeds of well-being. It helps in strengthening one’s immune system, make
one to be more resilient to stress and allows one to live longer.

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Mental health can affect many aspects of life, including intimate relationships. Mental
illnesses include post -traumatic stress disorder, major depressive disorder, general
anxiety disorder and alcoholism. The mostly affected relationship by mental health is
intimate relationship between partners.

Mental health may also affect social relationships. Poor mental health influences
people’s relationships with their children, spouses, relatives, friends and co-workers.
Poor mental health leads to problems such as social isolation, which disrupts a
persons communication and interactions with others.

Week 2: Informal Assessment

Explain how relationships can influence and are influenced by on own well-
being:

1. Educator to explain to learners how relationships can be potentially harmful to

well-being.

2. What makes the relationship unhealthy and risky?

3. How good relationships improve well-being?

4. Discuss the benefits of positive coping strategies that would enhance long-
term resilience and wellbeing.

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Week 3: Relationships and their influence on their well-being:

Critically analyse the impact of the media on values and beliefs about
relationships.
Concepts to explain to learners:
Critically: seriously or extremely.
Analyse: to study or examine something in detail in order to discover or
understand more about it
Impact: collision/ collection

Media : any channel of communication, includes printed, digital, etc.

Values: what is important to a person

Beliefs: something that is accepted, considered to be true.

Cyberbullying: this includes sending, posting, or sharing negative, harmful,

false, or mean content about someone else.

Oversharing: is when you say more than is appropriate in a given situation or

to a specific person.

Sexting: is sending, receiving, or forwarding sexually explicit messages,

photographs, or videos, primarily between mobile phones.

Content

Social media tends to change relationship styles in many ways. Extensive social
media usage is linked with decreased emotional wellness and lower satisfaction in
interpersonal relationships.

Social media allows one to connect with more people. This will make one to meet
with a lot people and getting a lot of ideas and resources that you need. But
sometimes one can meet wrong people who may destroy you.

Social media makes one to compare oneself to others in your social network, which
can have both positive as well as negative effects. Social media can help you better
yourself, as there is more positive information to build yourself online. Social media
can make you feel that you cannot compete, and this will put pressure on you.

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Social media has a negative effect on peer pressure. Aside from cyberbullying,
oversharing and sexting issues, social media also can put negative pressure on
friendships, especially when one friend is very active about posting pictures, status
updates and opinions that hurt others.

Social media has impacted values upheld by parents. Many parents experience
anxiety over the impact on their children’s values and moral development. They feel
these media hinder the development of morals and healthy values. Parents believe
that negative character traits and values dominate social media.

Social media also have an influence on beliefs attitudes and behaviour. In the
individual effect, media information about new norms may persuade individuals to
accept them. In the social effect, the information creates common knowledge of a
norm and enhances social coordination as individuals more readily accept the
information if they believe others have also accepted it.

Week 3: Informal Assessment

1. Identify the social platforms above.
2. Briefly describe the aforementioned social platforms. What are they use for?
3. In which ways can posting information on these platforms affect
your relationships?
4. Advise a friend on the safe uses of such platforms especially
with regards to relationships.
5. Evaluate the impact of social media on relationships.
6. Critically discuss how has social media changed the values of the youth with
regards to relationships.

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Week 4

Research additional and higher education options:

NOTE TO EDUCATOR
Learners need to know how to calculate admission point score of the career that
learner wants to follow, from an institution of higher learning that the learner wants to
study at.

Week 5
Explore requirements for admissions to additional and higher education
courses
Concepts:
- Explore: Is to look closely, examine carefully or investigate.
- Requirements for admissions: The specific minimum criteria Higher
institutions of learning when accepting a student to study at that institution.
- Technical, Vocational, Education and Training (TVET- part of the
education system that combines education, training, and skills
development.
Content
If learner is planning on entering higher education after school, they must remember
that most of the higher education institutions will do a provisional selection based
on your Grade 11 results. When you submit your admission application form.
The following higher education options are available to you once you have your
NSC. The NSC will indicate that you have admission into higher education
Programmes depending on r results and subject combination.
Learners can choose from the following undergraduate qualification types:
• Higher Certificate
• Diploma
• Bachelor
NOTE TO EDUCATOR
Usually, conversations around higher education in South Africa are cantered on
universities. But technical vocational education and training (TVET) colleges are also
an important component of our tertiary education landscape.
Teacher to give learner the opportunity to research on TVET Colleges.
Concept: Technical Vocational, Education and Training (TVET)
▪ Definitions

-Technical, Vocational, Education and Training is a term that is used is the

part of the education system that combines education, training, and skills
development.

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TVET colleges in Gauteng:
• Central Johannesburg TVET College.
• Ekurhuleni East TVET College & Ekurhuleni West TVET College.
• Sedibeng TVET College.
• South West Gauteng TVET College.
• Tshwane North TVET College &Tshwane South TVET College
• Western College for TVET.

Note to the Educator:

➢ Please guide learners on how to search, collect, analyse and interpret,
information regarding TVET colleges.
➢ Guide in learners to differentiate between the different HEI and TVET colleges
by mentioning different qualifications, skills, APS and funding.
➢ Address attitudes (positive & negative) towards TVET colleges.
➢ Differentiate between Technical and Vocational skills
Research the following:

-Technical skills offered at TVET colleges

-Vocational skills TVET colleges

-Types of TVET colleges

-Courses and Qualifications offered at TVET colleges

- APS, application, and funding (NSFAS) at TVET

Week 7
Explore options for financial assistance
Concepts:
- NSFAS: The National Student Financial Aid Scheme is a South African
government student financial aid scheme which provides financial aid to
undergraduate students to help pay for the cost of their tertiary education
after finishing high school.
- Fundza Lushaka: A Bursary that is offered to students who want to study
Bachelor of Arts Degree in Education (Teaching Studies) in South Africa.
Bursary recipients are then required to teach at public school’s equivalent
to the duration of the bursary received.

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Content:
FUNZA LUSHAKA

Learners must be honest when applying for NSFAS or FUNZA LUSHAKA. Failure to
disclose any of the information listed below will be seen as a criminal offence.

• With a criminal record

• Who are older than 30 years of age
• Who are employees of the Highers Education Institution or their
spouses, children or dependents.
Week 8: Human Rights and Democracy

Research the democratic structures: Roles & Responsibility

NOTE TO EDUCATOR
▪ Learners need to be able to differentiate between the various democratic
structures
▪ Outline basic roles, responsibility in table format to assist learners in clearly
identifying roles and responsibilities.

View the example below:

Structure of Government Roles Responsibility

National government Comprised of Parliament, Responsible for safety and

Cabinet and various security, foreign affairs,
Departments. defence and home affairs.

Provincial government The executive council of a Has the primary

province consists of a responsibility for social
premier and several MECs. service delivery?
Premiers are appointed by
the President

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Week 8: Human Rights and Democracy

Research the democratic structures: Roles & Responsibility

NOTE TO EDUCATOR
▪ Learners need to be able to differentiate between the various democratic
structures
▪ Outline basic roles, responsibility in table format to assist learners in clearly
identifying roles and responsibilities.

View the example below:

Structure of Government Roles Responsibility

National government Comprised of Parliament, Responsible for safety and

Cabinet and various security, foreign affairs,
Departments. defence and home affairs.

Provincial government The executive council of a Has the primary

province consists of a responsibility for social
premier and several MECs. service delivery?
Premiers are appointed by
the President

Week 10: Sports and Nation-building

New Content: How sport can support or detract from nation-building?

Definition of concepts:

-Support means to assist with something.

-Detract means diminish the worth or value of (a quality or achievement)/ devalue or

take away.

-Nation-building refers to the creation or development of unity and growth in the

country.

-Participant means a person taking part in the event/ team member.

-Spectator refers to the person who watches a show, game or event.

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NOTE TO EDUCATOR
- Show learners how role sports influenced in nation building in our country
through national and international sporting events.
- Describe the roles of both participant and spectator behaviour contributes
towards nation-building.

How sport can SUPPORT nation building

-Enables Socio-economic development.
-Enables tolerance, understanding, collaboration and respect in communities.
-Enables the elevation of qualities like discipline, determination, teamwork and a
passion for fitness.
-Enables communities to unite through the shared values and interests associated
with the sport.
-Address discrimination, racism and other human right violations.

How sport can DETRACT from the national building

-bribes, money laundry and match-fixing
-stampedes and poor safety/security at the venue
-Abuse of substances and reckless behaviour at the sports event (spectator &
participant)
- Hate speech
▪ Differentiate between spectator and participant behaviour that support &
detract from nation-building

NOTE TO EDUCATOR

• To discuss with learners:

-The impact of particular behaviours on participants, spectators, teams,
opposition, the referee, community, society and nation at large.
-Exposure to positive behaviour programmes, e.g. respect for authority,
Opponents and spectators.
• Learners to critically debate how can sport support or detract from nation
building.

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 Term 2

Week 1: Gender roles and their effects on well-being amended to Gender-

based violence
Conceptual knowledge
- Research-the systematic investigation into and study of materials and sources
in order to establish facts and reach new conclusions.
- Incidences-refers to the occurrence of new cases of disease or injury in a
population over a specified period of time.
- GBV-Gender-based violence
- Violence- behaviour involving physical force intended to hurt, damage, or kill
someone or something.

FORMS OF VIOLENCE
Forms of Explanation Causes Where to get help?
violence
Femicide The intentional murder Femicide is caused by POWA - You can
of women/ girls stereotyped gender contact @powa_za on
because they are roles, discrimination (011) 642 4345/6 or
women/ girls towards women and (011) 591 6800 or
girls, unequal power
Whatsapp on 060 400
relations between
women and men, or
0669 or
harmful social norms counselling@powa.co.
za
SAPS- 10 111

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 Crime stop – 08600 10
111
National Shelter
Movement of South
Africa (NSMSA) –
Helpline for GBV
survivors –
0800 001 005,
SMS/WhatsApp/ Please
Call me to-
082 057 8600
082 058 2215
072 239 7147
Sexual abusive sexual unequal power SAPS – 10 111
abuse, rape behaviour by one relations between Teddy Bear Clinic
person upon another. women and men, or You can contact
It is often perpetrated harmful social norms @powa_za on (011)
using force or by which are associated 642 4345/6 or (011)
taking advantage of with sexually 591 6800 or Whatsapp
another. aggressive, on 060 400 0669 or
hypermasculine, and counselling@powa.co.
delinquent peers. za
Clinic/ Hospital
Department of social
development- 012 312
7794
Child victims of sexual
abuse – 0800 035 553
Incest Human sexual activity Disturbed family SAPS- 10111
between family relationships generate a You can contact
members or close shift in individual @powa_za on (011)
relatives. responsibilities and 642 4345/6 or (011)
expectations that can
591 6800 or Whatsapp
lead to incest.
on 060 400 0669 or
counselling@powa.co.
za
SOCIAL WORKERS
012 312 7794
Domestic Means that in a Domestic violence is SAPS
violence relationship or about power and SOCIAL WORKERS
marriage, one or both control. POWA
partners use physical, Domestic violence is a SONKE GENDER
sexual, or choice on the part of JUSTICE
psychological violence the abuser, but certain LOVE LIFE –
to try to get power or underlying factors www.lifeline.org.za
control over the other might sometimes 086 322 322
or due to losing their contribute to a
temper. person’s propensity for
abuse, including:
holding certain belief
systems about

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 hierarchy and
domination.

Emotional Is a form of abuse, Jealousy. They accuse Department of social

abuse characterized by a you of flirting or development.
person subjecting or cheating, or say you'd South African
exposing another spend all your time depression and anxiety
person to behaviour/ with them if you truly group (SADAG) –
feelings that may loved them. 0800 567 567
result in mental Using guilt www.sadag.co.za.
trauma, Unrealistic LOVE LIFE -
including anxiety, chro expectations www.lifeline.org.za
nic depression, Goading and blaming.
or post-traumatic Denying the abuse.
stress disorder. Blaming you for their
problems.
Destroying and
denying
Mental Involves a person's Nonphysical behaviour LOVE LIFE –
Abuse attempts to frighten, that belittles another www.lifeline.org.za
control, or isolate you person and can South African
mentally. It's in the include insults, put depression and anxiety
abuser's words and down, verbal threats or group (SADAG) –
actions, as well as other tactics that make 0800 567 567
their persistence in the victim feel www.sadag.co.za
these behaviours. threatened, inferior, Mental health line -
Both types of abuse ashamed, or degraded 011 262 6396.
cause intense harm to
the
victim's mental health
Physical Physical violence is Stress — from such Saps – 10 111
Abuse when a person hurts or factors as relationship SANCA (Ke Moja)-
tries to hurt a partner difficulties, financial call 0800 12 13 14
by hitting, kicking, or problems, work to speak to a
using another type demands, drugs and counsellor or
of physical force. alcohol, job insecurity, message- 087 163
and physical threats — 2025 via WhatsApp
that can heighten the between 8 am - 9 am
risk of conflict Social Workers –
escalating. 012 312 7794
Indignity — those Thetha Junction, Love
results from insults, Life’s Youth Line- 0800
put-downs, and 121 900
humiliation — that can

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 provoke retaliation and Alcohol Anonymous -
revenge. 0861 435 722
Vulnerability — being
perceived as less-than
by others — that can
result in being the
target of bullying,
verbal abuse, and
harassment
Sexual Harassment of an to the culture and values
harassment employee is a form of in society and in POWA - (011) 642
in the unfair discrimination companies, and to the 4345/6 or (011) 591
workplace based on the roles, relative power and 6800 or Whatsapp on
grounds of sex, status of the men and 060 400 0669 or
women concerned. to be
gender and/or sexual counselling@powa.co.
a small minority,
orientation. za
SAPS- 10 111
Report to the senior at
work.
Unequal one person has social- If the other party has POWA - (011) 642
power formative power over more money than the 4345/6 or (011) 591
relations another and can get next one. An unfair 6800 or Whatsapp on
the other person to situation in which 060 400 0669 or
do what they wish some people have counselling@powa.co.
more rights or better za
opportunities than the
other people.

Power one person doesn't Fights with someone to

balance and have total control of get more power or to POWA - (011) 642
power the relationship keep your power. 4345/6 or (011) 591
struggles rather, both partners Fights between 6800 or Whatsapp on
can contribute their genders for more 060 400 0669 or
thoughts, opinions, power. counselling@powa.co.
and feelings equally. za
LOVE LIFE -
www.lifeline.org.za
South African
depression and anxiety
group (SADAG) –
0800 567 567

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 Negative effects
• Violence against women can cause long-term physical and mental health
problems. Violence and abuse affect not just the women involved but also their
children, families, and communities. These effects include harm to an individual’s
health, possibly long-term harm to children, and harm to communities such as
lost work and homelessness.
Strategies to reduce gender-based violence
• Funding women’s full participation in civil society
• Scaling up prevention efforts that address unequal gender power relations as
a root cause of gender-based violence.
• Bringing gender-based violence clinical services to lower-level health facilities
• Addressing the needs of child survivors, including interventions to disrupt the
gender-based violence cycle.
• Developing support programs for professionals experiencing second-hand
trauma.

Resource:

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Week 2
Conceptual knowledge
-Unequal power relations - If the other party has more money than the next one. An
unfair situation in which some people have more rights or better opportunities than the
other people.

-Power balance and power struggles between genders - one person doesn't have
total control of the relationship rather, both partners can contribute their thoughts,
opinions, and feelings equally. Fights with someone to get more power or to keep your
power. Fights between genders for more power.

-Abuse of power- Harmful gender norms. Gender stereotypes are sometimes used
to attempt to justify violence against women.

-social norms about the roles and responsibilities of each gender,

-Patriarchy - Patriarchy encourages male leadership, male domination, and male

power. It is a system in which women are subject to economic dependence, violence,
domestication, and the peripherals of decision-making. It imposes structures that
categories some types of work as “men's work” and some as “women's work”
(Reardon, 1996).

-Sexist views - is the root of violence against women and the force preventing
women from choosing, from standing up for themselves, from demanding to be treated
equally. If you look at gender-equality indicators, gender-inequality, the pay gap and
sexual and gender-based violence is widespread

-gender stereotypes -prejudice - A gender stereotype is harmful when it limits women's

and men's capacity to develop their personal abilities, pursue their professional
careers and/or make choices about their lives.

-sexual orientation (LGBTQI+) – beyond physical attacks there is discrimination and

stigma towards the LGBTQI+. The community is victimized by other people. They face
a high rate of corrective rapes, they are trafficked to be sex slaves in other countries
were they face excruciating violence amongst their clients (Thapa,2015).

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Week 3

Conceptual Knowledge
-Trauma- is an emotional response to a terrible event like an accident, rape, or natural
disaster. Immediately after the event, shock and denial are typical. Longer term
reactions include unpredictable emotions, flashbacks, strained relationships, and even
physical symptoms like headaches or nausea

-physical trauma – the victim might get bruises and be permanently hurt.

-psychological trauma- you could feel guilty about the violence. You may not be able
to cope with life and work, and you could lose your sense of self-worth.

-emotional trauma - the victim may become angry, dressed sad and scared.

Discuss the negative effects of GBV on the health and well -being of the:

-individual, - the person might encounter emotional trauma, GBV can further result
in physical injuries, contraction of sexual transmitted infections, including HIV, interruptions to
sexual health and reproductive abilities, unwanted pregnancies and even death. Due to the
sensitivity of the subject, violence against women is universally under-reported. Mental health
issues such as depression, PTSD, sleep difficulties, eating disorders, emotional distress, and
suicide attempts. Headaches, back pain, abdominal pain, fibromyalgia, GD, limited mobility,
poor overall health.

-family and -society: the family might be broken due to the loss of a loved one, Families
and loved ones of survivors can also experience indirect trauma, and many do not
know how to provide effective support.

Explore how GBV contributes towards:

NOTE TO THE EDUCATOR:

Present most recent indicines of GBV in local communities, probe learners to
To explore and explain deeper with learners on how GBV contributes
towards:

• Broken family structures, - families might lose the loved ones, they could be blame
from both parties, fear amongst children.

It could affect children at school\. They might resort to drugs and alcohol as a
coping mechanism.

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 • Increased social ills – the victims could be infected with HIV/ AIDS. They could
also have Sexual Transmitted Infections (STI).
• inability to build trusting social- the victim ends up not trusting males for
example. The victim might isolate herself because of fear
• and sometime the perpetrator isolates the victim to be able to control it without
people knowing.

Week 4

NOTE TO EDUCATOR
To explore and explain deeper with learners’ strategies to address unequal
power relations and power inequality between

Genders.

Ways to promote gender equality in daily life

• Help individual women succeed in the economic spheres.

• Discuss gender equality with family members and children.

• Encourage financial inclusion amongst men and women.

• Support women-owned businesses.

• Shop from companies and businesses that promote gender equality.

• Promote gender equality at home.

TERM 2: Social and Environmental responsibility

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Week 5: Social and Environmental responsibility
SUB-TOPIC: ENVIRONEMENTAL ISSUES THAT CAUSE ILL-HEATH
Concepts
▪ Environment: the surroundings or conditions in which a person, animal, or
plant lives
▪ Ill-health: poor physical or mental condition.
Harmful substances used in food production

Use a variety of food labels to identify the substances used in the production
Assist learners to identify harmful substances from the labels.
Guide learners to complete a table listing the substance and the effect on human
health (side effects).
Discuss reasons why these harmful substances are not regulated.
Recommend ways to regulate (or limit) the use of these harmful substances in food
production.
− Herbicides, pesticides, chemical fertilizers are used on crops.
− Industrial level food processing uses a range of chemicals.
− Sterilizing chemicals, preservatives are potentially harmful if their use is not
regulated in food production.

Week 6: Social and Environmental responsibility

SUB-TOPIC: CLIMATE CHANGE
Concepts
▪ Climate change: change in the earth’s climate, especially those changes
produced by global warming
▪ Global warming: a slow heating up of the earth’s atmosphere
▪ Human activities: everything humans do on the face of the earth
Human activities that contribute to global warming:
▪ Burning of coals that releases carbon dioxide
▪ Growing rice which releases methane
▪ Burning rubbish, trees and plants
▪ Burning fossil fuels
▪ Cutting down trees and rainforests
▪ Farming livestock

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Key Concepts
▪ Effects: changes which are as a result of an action or other cause
▪ Ecosystem: a biological community of organisms and their physical
environment, a complex network or interconnected system
EFFECTS ECOSYSTEMS
▪ Altering of species habitats
▪ Affecting the interaction of species
▪ Affecting the timing of biological events for species which could fundamentally
transform the ecosystem
▪ It overwhelms the capacity of ecosystems to mitigate extreme events and
disturbance
▪ The sea gets warmer which will affect the type and number of fish in the sea
▪ With less fish in the fishermen will lose their jobs
▪ There will be fewer fish to feed people
▪ The fish market will be negatively affected
▪ The economy shall decrease due to fewer fish products production
▪ Sea levels will rise
▪ The sea may flood places where people live and cover the whole islands.

EFFECTS ON HUMANS
▪ People suffer from thermal stress
▪ Get affected by extreme weather events
▪ Get infectious diseases due to lack of water for hygiene e.g. Lyme
disease
▪ Food shortage due to a decreased food production
▪ Malnutrition because of food deficit and damage to crops
▪ Increasing the death rate due to starvation and disasters
▪ Population displacement due to damaged property caused by intense
storms
▪ Increase in medical expenditure due to illnesses and people getting due
to disasters
▪ Increase in air conditioning costs due to warmer average temperatures
▪ Disruption of essential services such as transportation,
telecommunications, energy, water supplies and emergency services

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EFFECTS ON WEATHER PATTERNS
− Extreme weather events become more prevalent
− because of climate change such as but not limited to:
− Heatwaves
− Large storms (ruin infrastructure)
− Floods
− Droughts
− Heavy precipitation (storms that cause floods and landslides)
− Tropical cyclones activity: the most recent being ‘Eloise’ that hit Mozambique
and other parts of South Africa very badly
Activity
Explore the South African extreme weather patterns experienced
between 2020-2023. (3x2) 6
Discuss the impact of heatwaves on the environment. (2x2) 4
Suggest THREE safety strategies local government can implement
when experiencing droughts. (3x2)6

❑ RESPONSIBLE CONSUMPTION HABITS

▪ Due to less food production and damage to crops, people need to learn to be
responsible in the manner in which they consume food
▪ Shop smart – do not buy what you don’t need
▪ Store food correctly – improper storage leads to the massive amount of food
wasted e.g. potatoes, tomatoes, garlic cucumbers and onions should never be
refrigerated
▪ Learn to preserve – try pickling, canning, fermenting, freezing to make your
food to last longer
▪ Keep your fridge clutter-free – try FIFO method, 'First In, First Out' to avoid
food waste
▪ Save leftovers for the next day
▪ Eat the skin of fruits, vegetables and chicken skin,
▪ Eat the yolk – it’s packed with nutrients including protein, Vitamin A, iron,
selenium, etc

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Recycling
What can be recycled How it can be recycled The outcome

▪ Recycle paper Re-use it by making other paper save trees and

products energy needed to
make more paper

▪ Recycle clothes The older siblings pass down Save money from
clothes items to the younger ones clothes and redirect it
to other necessities

▪ Recycle water Use washing basin to bath Less water usage

Save pasta water, etc

❑ SUSTAINABLE USE OF NATURAL RESOURCES

▪ Three pillars that underpin the sustainable use of natural resources are:
➢ economic growth,
➢ social progress and
➢ environmental quality
▪ Sustainable development is defined as "development that meets the needs of
the present without compromising the ability of future generations to meet
their own needs”

SUSTAINABLE USE OF NATURAL RESOURCES

− Achieving this in practice requires that economic growth, social
progress and improving environmental quality go together.
− These three pillars cannot be developed in isolation since they are
strongly interdependent.
− Economic growth can provide additional financial resources for
improving the quality of the environment and reinforcing social
cohesion.
− Social policy underpins economic performance and helps citizens to
take up their responsibility.
− Environmental policy contributes to preserving the natural resource
base of the economy and to enhanced quality of life.

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SUSTAINABLE USE OF NATURAL RESOURCES
Policies that will guide the sustainable use of natural resources can be developed,
implemented, and monitored
Types of such policies are:
economic policy, where the drive for strong economic growth means that resources
must be used to support it
agricultural policy, where the objectives of the Common Agricultural Policy are
widening beyond agricultural productivity to include among other goals, the
integration of environmental concerns for sustainable use of water and soil.
SUSTAINABLE USE OF NATURAL RESOURCES
− fisheries policy, where the Common Fisheries Policy aims to provide for
coherent measures concerning the conservation, management and
exploitation of living aquatic resources.
− energy policy, where one aim is to ensure safe energy supply; transport
policy, where the use of land for transport infrastructure can, for example, lead
to habitat fragmentation.
− Mining policy where the aim is to provide necessary guidelines in terms of
safe mining practices, management of mining processes, etc.
−
❑ SUSTAINABLE TRANSPORTATION

A sustainable transport system is defined as a system that:

− allows the basic access and development needs of society to be met safely
and in a manner consistent with human and ecosystem health and
promotes equity within and between successive generations.
− is affordable, operates fairly and efficiently, offers a choice of transport mode,
and supports a competitive economy, as well as balanced regional
development.
− limits emissions and waste within the planet's ability to absorb them uses
renewable resources at or below their rates of generation and uses non-
renewable resources at or below the rates of development of renewable
substitutes while minimizing the impact on the use of land and the generation
of noise.

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 Term 3

Week 1 & week 3

Week 1: Healthy balanced lifestyle.
Subtopic: Healthy and balanced lifestyle choices:
– Maintaining physical, psychological, social, emotional and
spiritual health
– Healthy nutrition and being physically active
Balanced living means considering all aspects of your life, these are:
– Relationships, being equal partners, and make sure that you are
comfortable
– Work-life involves juggling workplace stress with the daily pressure of
the family.
– Fitness, to be able to control your body.
– Health, to reduce the risk of diseases and increase health.
– Emotional, to allow yourself to feel whatever comes up, without feeling
overwhelmed, and learn to accept our feelings without judgement.

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Maintain means, taking care and look after yourself. To achieve a balanced lifestyle,
you must make sure you are healthy. Your body needs plenty of rest, exercise and
healthy food.

NOTE TO EDUCATOR:

Explain maintaining of health under the following spheres of wellbeing:

– physical: continually engaging in physical activity.
– psychological/ mental: ask for help; go for counselling;
keep in touch
– social: practice good hygiene; know yourself; nurture
relationships; appreciate yourself and others.
– emotional: manage stress; connect with others.
– spiritual: try yoga; pray; take time to meditate; think
positively.

NOTE TO EDUCATOR: Explain further; Healthy nutrition and being physically

active:
e.g.
Good nutrition, physical activity and healthy body weight are essential parts of a
person’s overall health and well-being.
Together, these can help decrease a person’s risk of developing serious health
conditions, such as high blood pressure, high cholesterol, diabetes, heart diseases,
stroke and cancer.
Informal Assessment
Explain the following:
1. Balanced living. (3)
2. Maintaining health (3)
3. Healthy balanced lifestyle is characterised by 5 facets/ domain. (4)
Complete the table below:
DOMAIN/ FACET BEHAVIOUR THAT GOOD PRACTICES TO BE
IMPACTS NEGATIVELY ADOPTED
ON LIFESTYLE
Physical
Psychological
Total: 10 Marks

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Week 2: Impact of unsafe practises on self and others
Concepts
• Unsafe practises-any action that could jeopardise or threaten the safety or
wellbeing of an individual or course of harm or injury
− -Physical. (accident) pedestrian injured/mother had brain damage
− -Emotional: death /traumatised the parents. They can be angry, sad and
shocked
− -Spiritual: lost faith after the terrible accident
− -Social: punished /go to jail/labelled as a killer

Informal Assessment

Note to Teacher: Create a scenario-based to address content on the

impact of unsafe practices on self and others

Example 1: Accidents caused by unsafe road use

Example 2: Discuss with the learners the effects of not wearing a mask in
public places e.g.:
Physical: Person will get sick or die due to Coved 19 related sicknesses
Social: change of circumstances in the house as someone is no more
Emotional: Death of a loved one, children will be sad, feel withdrawn
Spiritual: Lost hope after the death of beloved ones

NB: People not thinking, not following instructions

Committing any of these acts is a safety violation.

NOTE TO EDUCATOR: Based on the knowledge gathered from the previous

lesson on Lifestyle choices
• CONCEPTS
• Socio-Economic: refers to the differences between groups of people or
individual caused mainly by their financial situation
Socio-Economic factors
• Poor Literacy: not knowing how to read the person will not be able to
understand essential information. Lack of schooling or dropping out of school
• Low income: financial hardships contribute to poor mental health, lack of
supportive friends, affects relationships
• Poverty: Unemployment, the stress of not working, family dynamics makes
people live in a dangerous environment this can lead people into depression,
sadness and anger

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 • Unfavourable social environment: circumstances that affect your access
and choice to medical, health, housing, employment, schooling and safety
within society/community.

Informal Assessment

Discuss the effects of unsafe practices on a person's way of life under the
following headings:
1.Poor literacy
2.Low income
3.Unfavourable Social Environment

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TERM 4

Week 2 : Democracy and human rights

Identify and critically analyse various moral and spiritual issues and
dilemmas:
Concepts to explain to learners:
Critically: seriously or extremely.
Analyse: to study or examine something in detail in order to discover or
understand more about it
Moral issues: these are issues of great concern today: animals, abortion,
euthanasia, immigration, religion, etc
Spiritual issues: conflicts over spiritual matters with God/ High power, within
oneself, and with other people.
Dilemma: is a situation in which a difficult choice has to be made between two
or more alternatives.
Right-to-life: this means that nobody, including the government, can try to end
your life.
Euthanasia: is a practice of ending the life of a patient to limit the patient’s
Suffering.
White lies: is a small, socially acceptable lie, to avoid embarrassment.

Content
NOTE TO EDUCATOR

The teacher to explain to learners how diverse religions and belief systems
contribute to a harmonious society and their own belief system.

Allow learners to give their own understanding on the importance of religion different
religions and their teachings.

Learners to determine the moral issue or dilemma on:

Right-to-life, Euthanasia, White lies etc

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 Term 4
STUDY SKILLS

Week 4
NOTE TO EDUCATOR: Content moved from Term 2 to Term 4 week 4-6

Concepts
▪ Revise: make corrections or alterations to/to look over again to correct or
improve
▪ Implement (make a decision, plan, agreement, etc.) into effect.
▪ Time management: the ability to use one's time effectively or productively,
especially at school.
▪ Examine: is to test the knowledge or proficiency of (someone) by requiring
them to answer questions or perform tasks.
▪ Reflect: is to think deeply or carefully about.
▪ Effectiveness: the degree to which something is successful in producing the
desired result; success/benefit/value.

NOTE TO EDUCATOR
▪ Guide learners how to revise their study skills and implement a study
plan by including and applying Time management skills.
Concept:
-Study skills: is a collection of skills which addresses the process of organizing
and taking in new information, retaining information, or dealing with assessments.
Time management skills: include a variety of skills that will help you manage your
time well such as:
− Planning &Goal setting
− Organization
− Prioritizing task

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 − Avoid procrastination
− Stress management
− Communication

▪ Guide learners to examine how learning takes place:

How they gain a mental or physical grasp of the subject and or make sense
of a subject,/event by interpreting it into their own words or actions.

▪ Learners must recognize their learning style and apply a study skill that is best
suited for them.
▪ Reflect on the effectiveness of study skill: get more work done, improved
self-esteem, confidence peak, instils a sense of pride in schoolwork,
improvement in academic performance, achievement and realization of goals,
enthusiastic/ambitious attitude.
Week 5:
CONCEPTS
Study Style: Different methods of learning or understanding new information, the
way a person takes in, understand, express and remember information.
There are 3 types of study styles.
- Visual- using images, maps, graphs.
- Auditory- using verbal communication/ sound to understand better.
- Kinesthetic – using physical senses (touch, movement and feeling) to
understand better.
Study Strategy: plans or methods you make so that you can study most effectively
to achieve a goal.

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WEEK 6

Examination writing skills are techniques used by learners to cope better when
writing an exam. This skill range included everything from active reading to time
management. The main aim why learners should practice good exam writing skills is
so that they achieve better results in their exams.
NOTE TO EDUCATOR
To explain to learners on how to apply goal setting skills: personal development
goals regarding study, health and fitness.

Informal Assessment
Develop your study plan using the following headings below, you may add
more to the list.
Check your current schedule
Set your academic goal
List deadlines and commitments
Priorities your list

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