Term 2

Chapter 7: Study skills Chapter 8: Physical Education

Term 2 Term 2: Playground, community
Unit 1: Study skills
and indigenous games
Unit 2: Study methods Unit 1: Safety for games
Unit 3: Critical, creative and problem- Unit 2: Indigenous games
solving skills
Unit 4: Process of assessment and
annual study plans

Term 2

Chapter 9: Social and Chapter 10: Physical

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

Unit 2: Social issues and their harmful

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

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 Chapter 7: Study skills Term 2 Weeks 1–3

Unit 1: Unit 1: Study skills

Key questions Time: 1 hour
1. Do you know
how to listen and There are many things you can do to improve your listening, reading and
read so that you comprehension skills. You can also train yourself to concentrate and
understand? remember better.
2. What can help you
to concentrate and 1.1 Improve your listening, reading and
remember?
comprehension skills
3. How do you
organise your Listening
studying and Active listening is not just hearing what is said. It is thinking about what is said. If
manage your time? you listen actively, you will understand and remember more.

Skills focus
Listening
• Listen carefully to what is said.
• Listen with your ears, but also with
your eyes. Watch the speaker or
speakers and see how they are talking.
• Make notes. Write down only key
words (important words). Do not write
whole sentences because you will be Listen carefully to what people say.

too busy writing to listen properly.

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

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 Skills focus
Reading
Do you need to read a lot of difficult material and to understand it? Do you
need to read so that you can find out many details? Then you should do the
following:
• Read more slowly than you usually do. You may need to read the material
more than once.
• Sometimes reading out aloud will help you with understanding.
• Ask yourself questions about what you are reading: who, what, where,
when, how?
• Make notes and underline or highlight important words.
• Look up new words in a dictionary.
• Make sure you understand what you are reading. Don’t skip difficult parts.
• Read small sections at a time. For example, read five pages and then take
a break. Do not try to read a whole book in one go.

1.2 Increase your concentration and memory skills

Skills focus
Concentration
There are various things you can do to help you concentrate and focus on
what you have to listen to, read, or study. Find out what distracts you and
stops you from concentrating, such as noise, other people, boredom or
nervousness. Find ways to deal with these distractions:
• Find a quiet place such as a library.
• Switch off your cellphone and radio.
• Put up a sign that asks people not to disturb you.
• If you are nervous, take deep breaths and stretch.
• Change the subject you study every one or two hours.
• Use different methods of studying. (See Unit 2 on
page 104.)
• Take regular breaks. Walk around.
• For a change, study in a group with other learners.
• Give yourself a reward when you have finished a
section. For example, have something to drink or eat.
Listen to a song. Wrong study habits will not
help you achieve your goals.
Memory
You can train yourself to remember things:
• First understand what you need to remember.
• Make summaries and learn them. Practise repeating the summaries to
yourself when you are walking, standing in queues or while bathing.
• Close your eyes and make a picture of what you are trying to remember.

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

1.3 Organise and manage your time

Time wasters
What are your favourite ways of wasting time? Are you guilty of doing any of these
things to put off studying until later?
• play computer games? • run around looking for your pens,
• cut and file your nails? paper, dictionary, textbooks?
• read all the messages you have sent • sharpen your pencils?
and received on your cellphone? • let people interrupt you?

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

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 Activity 1: Analyse your study habits

1. Before reading the case study below:

a) Draw up a table with two columns, like the table below.
List your good and your bad study habits. (5)

Good study habits Bad study habits

b) Skim the case study and write down what you think are the main ideas. (5)
c) Scan the case study to find as many numbers as you can. (5)
2. While reading the case study write down what you think are the
important words. (5)
3. After reading the case study, write down the answers to these questions:
a) Write down three things that Andile and the other learners do
to help themselves concentrate. (3)
b) Write down the things Andile does to help him understand
what he reads. (4)
c) What does Andile use his diary for? (3)
d) What does Andile do to reward himself for working and concentrating? (4)
e) Evaluate the ways in which your study habits are better or worse
than Andile’s study habits. (6)

Case study:
Andile’s study habits
Andile finds it difficult to study at home He underlines or makes notes about the
because his house is small and his brothers main ideas. He asks questions while he
and sisters make a lot of noise. He asked the reads. He thinks about what he reads. If there
school principal if he could use a classroom to is something he does not understand, he
study after school. makes a note. At another time, he tries to find
There are some other learners who also study the answer to his questions by going to the
there. They have all agreed that it will be a quiet library or asking someone.
place. No one talks and they switch off their After about 30 minutes, Andile gives himself
cellphones. a short ten-minute break. He rewards himself
Every Friday afternoon, Andile makes a study for working. He walks around and stretches.
plan for the next week. He decides which He may have something small to eat or drink.
subjects or tasks are more important than He may phone
others. Andile never leaves his work for the last his girlfriend. Andile
minute. He uses his diary to remind him about works like this for
the dates he must hand in tasks and when he is two hours on Monday,
writing a test or an exam. Tuesday, Thursday
and Friday afternoons.
Andile tries to concentrate when he reads.
On Wednesday he
He reads each paragraph once. Then he tells
plays soccer, but then
himself, in his own words, what the paragraph
he studies at home
was about. If a paragraph is difficult, Andile
in the evening for
reads it again until he has understood it. He
one hour.
looks up the words he does not understand in
his dictionary.

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

2.2 Mind mapping

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

A mind map is a way to help you:

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

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

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 Activity 2: Make a mind map

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

2.3 Select concepts and content

When you study for examinations, you cannot study everything as there is usually
a lot of information for each subject. This means you have to choose the core, or
most important, concepts or ideas and content to study.

Look at the headings in each chapter, then at the subheadings. This will give you
a good idea of what is important. Look for key words. In this book, there are key
words that are explained at the beginning of every Unit. So when you study for your
exam, you should understand these key words and find the text where they are used.

Activity 3: Select concepts and summarise content

1. Read the passage below.

2. Then select four important concepts. Write these down in a list. (4)
3. Summarise the content that you think is important, in point form or
in a mind map. Underline the core words or concepts. (16)

How to study: an extract from a motivational talk by Professor Bright

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

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

Activity 4: Check your essay writing style

1. Write down the numbers that are true for you.

2. Go over the checklist again: this is a guide for good essay writing. (12)

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

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 2.5 Make comparisons
To compare is to look at two or more things or people and identify ways in which
they are the same or they are different.
• If you compare, you look more at the ways they are the same, or similarities,
than at the differences.
• To compare is an organising skill. It helps you arrange information so you can
use it well.

To contrast means to compare two or more people or things to show how they are
different. If you contrast, you focus on differences, not on similarities.

Riri compares her netball outfit

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

Words to show differences:

alternatively but while conversely despite
different from elsewhere even if however in contrast
in opposition to instead of nevertheless on the contrary
Riri contrasts her outfit with on the other hand otherwise the opposite the reverse
those of the boys’ soccer team. rather than then again whereas

Activity 5: Compare: identify similarities and differences

Write down the number of each comparison below. Then indicate whether you
think it shows (A) difference or (B) similarity:
1. Active listening is not just hearing what is said. It is thinking about what is
said.
2. Moving your eyes quickly over the reading material until you find what you
are looking for is scanning, whereas quickly looking at headings and key
words to get a general idea is skimming.
3. If you need to read a lot of difficult material, you should read more slowly
than you usually do.
4. Sometimes it is more helpful to study in a group than by yourself.
5. Some people study better in the morning than in the evening, when they
have more energy and can concentrate better.
6. A mind map can look like the branches and twigs from the trunk of a tree.
7. Some mind maps look more like spider webs than trees.
8. Both internal assessment and external assessment are processes of
gathering evidence about what you know and what you can do.
9. A project is like a large assignment or task, with lots of reading and writing.
10. You can use a diary or you can draw up your own study plan in the form of
a table.

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

3.2 Creative thinking

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

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 Creative thinkers
Creative thinkers are curious – they want to know all kinds of things. They think
differently. Creative thinkers:
• want to know why things are the way they are
• want to know the reasons behind decisions, solutions, events and facts
• ask many questions
• see a need to improve things; and they find ways to improve things
• believe that most problems can be solved
• do not judge new ideas that seem strange or silly
• find solving problems interesting, fun and a challenge
• are not afraid to make mistakes
• don’t give up easily; they keep on trying.

People who think creatively know that what might be a problem for one person can
be a solution or an opportunity for another. For example, people noticed that super
glue could glue your fingers together if you weren’t careful; this was a problem. But
surgeons began to use superglue to glue wounds together; this was a solution.

3.3 Problem solving

The best way to solve problems is to think critically and creatively. There are steps
you can follow to solve problems and find answers.
1. First you have to know what the problem is. What is the question?
A problem or a solution?
2. Write down what you know. What are the facts? What information do you have?
3. What information do you need? Gather information.
4. List the possible options or choices or solutions.
5. Decide on the best solution. Give a reason for your choice.
6. Check how well you have done. Is your solution correct? If not, try again.

Activity 6: Do you have critical and creative thinking skills?

Are the statements below true (‘Yes’) or untrue (‘No’) for you? Copy the table
and write down your answers. For the results look at the bottom of page 111.

Statement Yes/No

1. I hate to be criticised or to be given advice.

2. I like to argue or fight just for any reason, without using logic.

3. I like to debate issues in a logical way.

4. I find and use information to solve problems.

5. I never reflect on or think about my decisions or mistakes.

6. I prefer to be given the right answers, rather than finding them out for myself.

7. I see errors in other people’s reasoning.

8. I see the logical links between ideas.

9. I solve problems in an orderly or systematic way.

10. I think for myself.

11. I think of new ideas and do things differently.

12. I understand the effects of my decisions and solutions.

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 Activity 7: Practise creative, critical and problem-solving skills

Give written answers to these puzzles and riddles.

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

need to work hard at becoming a critical and creative thinker.

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

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

Formal assessment forms part of your formal Programme of Assessment. These

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

Formal assessments can be examinations and tests,

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

As part of your formal assessment for each of your

seven subjects, you have to do a number of tasks
and write examinations mid-year and at the end of
the year. Examinations are at least 90 minutes.

You get a report at the end of each term. This is a

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

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

4.2 Annual study plan

An annual study plan is a timetable for all your school subjects and activities, for a
whole year. The study plan records, for example:
• the dates when you will write tests and exams
• when you must work on your tasks so you will complete them in time
• when you must hand in your tasks
• when you have to study
• other events, such as netball matches, school trips, choir practice, school play,
school holidays and public holidays.

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

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 An example of part of an annual study plan
Study plan for May
1 2 3 4 5 6 7 8
Public holiday work on maths Maths task 3 work on Phy sci Mabi’s party Soccer match
task 3 due project home game
Workers day
Work on maths
task 3

9 10 11 12 13 14 15 16
LO PET work on Phy sci work on Phy sci Choir practice Soccer match Choir
Movement project project work on Phy sci away game competition
Performance project
assessment ✓
today remember
PE kit

17 18 19 20 21 22 23 24
Exam revision: Finalise Phy sci Practice for Phy sci project work on Home Exam revision: Exam revision:
Life Sci project English oral hand in language essay Life Sci Life Sci

25 26 27 28 29 30 31
LO PET work on Home Exam revision: Practice for Home language English oral Exam revision:
Movement language essay maths English oral essay due examination LO
Performance
assessment
today remember
PE kit

Activity 8: Draw up an annual study plan

In the form of tables, draw up a study plan for each month in

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

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 Content summary: key concepts

Chapter 7: Study skills Term 2

Unit 1: Study skills

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

Unit 2: Study methods

Examples of study methods are:
• take notes
• make mind maps
• select the most important concepts and content
• follow steps to construct or develop an assignment or an essay
• make comparisons: look at similarities and differences.

Unit 3: Critical, creative and problem-solving skills

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

Unit 4: Process of assessment and annual study plans

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

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 Chapter 8: Physical Education Term 2:
Playground, community and indigenous
games Weeks 1–3: Time: 3 hours

Safety hints Unit 1: Safety for games

• Rules are meant to Have a look at the safety guidelines on page 28 for PE Term 1.
protect you and the
other players. 1.1 Warm up and cool down
• Listen to
instructions. Warm up
• Tackling is not Remember that a warm-up is the routine you use before you start with a high level
allowed. of activity in your Physical Education class, and before you play games and sport. It
• Touch or tag is a helps you to warm up your body to the required temperature and to prepare your
light touch, not a
body for the physical activity to follow. A warm-up:
grabbing action.
• prepares your muscles for the specific physical activity you will do
• Avoid throwing a
ball towards another • warms your muscles and makes them more supple
learner’s face, • reduces the risk of muscle and joint injuries.
breasts or genital
A warm-up consists of gentle exercises that slowly increase in intensity. Examples of
area.
warm-up routines are:
• aerobic activities such as jogging on the spot; this will raise your pulse rate and
make you warmer
• mobility exercises to loosen your joints, such as swinging your arms in circles
• a few stretches briefly at the end of the warm up, to loosen your muscles.

Cool down
Cool-downs are the opposite of warm-ups. They help you to slow and cool down bit
by bit, after exercising. Cooling down helps to:
• slowly get your heart rate and breathing back to resting levels
• prevent you from getting dizzy or fainting. This can happen when you suddenly
stop rigorous or intense physical exercise. The blood gathers in the large
muscles of your legs and is not evenly spread through your body.
• remove the waste products from your muscles. For example, lactic acid builds
up during strong activity. Slow, gentle cool down movements help you to get rid
of the lactic acid.
• reduce stiffness you may feel the next day
• prevent injuries.

Your aim is to slow your heart rate and get your breathing rate back to normal.
You can:
• do low-intensity exercises for five to seven minutes, such as slow jogging, or
walking
• slow down the game you are playing, and do the actions in the last five minutes
very slowly.

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 Stretches to help you cool down

Neck joints
1. Rotate or move your neck around in a semi-circle.
2. Touch your ears to your shoulders.
3. Rotate your neck slowly in a clockwise direction five times.
4. Rotate your neck slowly in an anti-clockwise direction five times.
5. Shrug your shoulders up to your ears five times.

Chest stretch
Swing your elbows back to open up your chest.

Shoulder stretch 1
1. Move your arms in front of your body with vertical
swings.
2. You can swing straight up and down.
3. Then swing out to the sides.

Shoulder stretch 2
1. Stretch your right arm across your body.
2. With your left hand, pull your right elbow across your
chest toward your
left shoulder.
3. Hold for 30 seconds.
4. Repeat on other side.

Ribs stretch
1. Stretch your arms in front of you and interlink your fingers.
2. Raise your hands above your head and turn your palms upward.
3. Stretch your rib cage upwards.
4. Hold for 30 seconds.
5. Relax.

1.2 Warm up for games

A warm-up routine should be for between five and ten minutes. The colder it is, the
longer you should warm up. In Term 2, as winter is approaching, you need to warm
up for ten minutes on cold days.

For the games in Term 2, use the warms-ups described in this unit as well as those
described in Term 1 Chapter 4 pages 54 to 55.
• A good way to warm up is to perform the actions of the game you will be playing,
at a very slow pace.
• Most of the games in this term include running; so jogging slowly is a useful way
to warm up.
• Do movements that increase your heart rate and breathing, and increase the
temperature of your muscles. A good warm-up will result in you sweating a little.

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

Specific warm-up exercises for games

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

Move your name

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

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

Mosquitoes fly!

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 Unit 2: Games
Time: 3 hours

2.1 Kho-Kho
This is a running game.

Aim of the game

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

What you need

• Playing area: a field. Mark out eight small 30 x 30 cm squares in the middle of
the field.
• Put a pole or stick in the ground at one end of the field.

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

The runner A is out when:

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

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 Rules
• No substitutes are allowed during play, unless a player has been injured.
• Rough tackling is not allowed; players who make tackles on purpose are sent off.
• A chaser is allowed to turn three times in seven minutes.
• The chaser may not cross the centre line unless they have run to the pole at the
end of the field.
• Chasers can change direction only when they reach the pole at the end of
the field.

How to score
• The score-keeper counts the number of catches and the number of fouls
committed by the chasers.
• The fouls are subtracted from the catches to give the score.
Example: Fouls = 5, catches = 23, score = 18
• The team with the most points at the end of the game is the winning team.

Time
• There are two halves of seven minutes each.
• After the first seven minutes of play, there is an interval of two minutes for the
players to change over.
• Three players from Team 1 now become chasers and the players from Team 2
take up their positions in the squares as runners.

2.2 Dibeke
Dibeke is a high-action running ball game that requires fitness and skill.

Aim
The aim is to score the highest number of points by kicking the ball past the
halfway line of the defenders and running to the other side of the pitch.

What you need

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

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

2.3 Diketo
Diketo is played with stones, and is a game of co-ordination skill.

Aim
The aim of this game is to collect the most stones.

What you need

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

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 How to play
1. Throw a stone up into the air.
2. Scoop out all the stones from the hole or in the circle, before you catch this
stone.
3. Keep one of the stones and return the others to the hole.
4. Repeat the exercise by throwing a stone in the air and grabbing the other
stones before you catch it.
5. Each time you catch the stone, keep one stone before you return the other
stones to the hole.
6. Play for a few rounds, then let another learner have a turn.
7. The learner who collects the most stones wins.

2.4 Kabaddi
This is a running game.

Aim of game
The aim of kabaddi is to catch the opposing team members while you still have
enough breath.

What you need

• Small playing area such as a courtyard.
• Draw a line in the middle so each team stands on opposite sides of the line.

How to play
1. There are two teams with twelve players in each team. Seven players from each
team are on the courtyard at a time.
2. Five players from each team are off the courtyard, in reserve.
3. A team member takes a deep breath and then crosses the line, chanting kabaddi
kabaddi all the time.
4. This learner has to catch or touch the members of the opposing team without
becoming breathless.

The side that has scored the highest number of points when the play ends is the
winning team. Each side scores one point for every opponent caught or touched.

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 2.5 Drie stokkies
This is a running and jumping game.

Aim of game
The aim of this game is to run and jump over sticks.

What you need

• Three sticks.
• An open piece of ground or a field.

How to play
1. Lay three sticks on the ground a metre apart from each other.
2. Learners run and leap over each stick three times.
3. Once all the learners have leapt over the first three sticks, the last learner
makes the sticks further apart. The sticks must be an equal distance from
each other.
4. Learners do another round of running and leaping.
5. Continue, each time moving the sticks further apart.
6. The winner is the learner who can leap the furthest.

2.6 Blikkies
This is a game of skill where you throw a ball at tins.

Aim of the game

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

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 What you need
• Three tins. Put the tins on top of each other.
• A ball or a round stone.
• A stick to draw in the sand or a piece of chalk.

How to play
1. Divide into two teams.
2. A learner from one of the teams must try to knock the tins over with a ball
or stone.
3. The learner gets three tries. If the learner is unsuccessful, then a member of
the other team gets a chance.
4. If the ball hits the tins, the learner who threw the ball:
• must run to the tins
• put the tins back on top of each other again
• draw a square around the tins with a stick or chalk
• shout Blikkies!
• hop over the tins three times.
5. Each time you hit the tins with the ball, your team scores one point.
6. The first team to get 21 points, or the most points by a specified time, wins.

Assessment in PE
See page 162 for the Physical Education Task (PET).
• Remember: you get a mark for each PE period in which you actively
participate.
• During this term, your Movement Performance will be assessed twice,
once during weeks 1-3 and once during weeks 4–7.
• You will get a mark out of 5 for each movement assessment session.

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 Chapter 9: Social and environmental
responsibility Term 2 Weeks 4–7

Unit 1: Unit 1: Harmful social and environmental

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

Both environmental and social justice mean stopping people with fewer choices
from being exploited and disadvantaged. To be exploited means to be taken
advantage of and to be oppressed.

To put something right means to redress a situation. For example, redress means
making up for the evils of the apartheid regime, where people were exploited and
discriminated against. Many people in our country are poor because of the legacy
of apartheid. All of us, as proud South African citizens, need to work together to
redress past injustices.

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

Activity 1: Analyse quote

Look at this quote:

‘Overcoming poverty is not a gesture of charity. It is an act of justice. Ms Maria Sikhosana in
It is the protection of a fundamental human right, the right to dignity Refilwe, near Kungwini, next
and a decent life. While poverty persists, there is no true freedom.’ to a burning rubbish dump.
Nelson Mandela The fumes from the dump
1. What does Nelson Mandela mean when he says: Overcoming poverty is harm the health of residents
not a gesture of charity? (5) of Refilwe.

2. Which fundamental human rights does Nelson Mandela refer to? (2)
3. What does this statement mean: While poverty exists, there is no true
freedom? (5)
4. Explain in your own words the meaning of environmental and social
justice. Give an example of each. (6)
5. Give an example of an environment that is not harmful to your health
and well-being. (2)

1.2 Crime and violence

Crime has the harmful effect of making people angry, fearful, distrustful and sad. Physical harm and scarring
due to violence: Bibi Aisha, a
When people lose their lives or possessions to crime, it affects them and those
young Afghan teenager, whose
around them in a bad way.
husband cut off her ears and
Violence causes people to die or be injured. This means family and loved ones nose when she wanted to
suffer. The economy also suffers because so many people who contribute to leave him due to his abuse.

building our country die too young, and too soon, or are seriously injured and
cannot work.

Crime and violence are violations of our Constitution and the Bill of Rights, which
state that everyone has the right to feel safe/safety. Crime and violence lead to:
• depression or sadness
• fear, anxiety and worry
• heart attacks
• obesity due to overeating or comfort eating
• loneliness due to staying away from others
• physical injury, permanent body disfigurement or scarring.
Violence can lead to
Crime and violence can also lead to post-traumatic stress disorder. This disorder
permanent harm. Andrew
develops after a harmful event, for example an attack, hijacking, mugging or
Merryweather is paralysed
assault. Sufferers experience lack of sleep, flashbacks or remembering the harmful and in a wheelchair after
event, worry, bad dreams, loneliness, lack of trust, forgetfulness, and a lack of being attacked by Grade 12
concentration or the ability to pay attention. learners.

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 Case study:
Mr Sibisi is the victim of a murder The Sibisi family was so sad. They missed their
Mr Sibisi had a wife and three teenage children. good husband, father and uncle so very much.
He was also looking after his brother’s five young Life was never the same for this family again.
children. His elderly parents lived with him as well. They lost their home, as they could not pay the
He worked hard so that his family could have a bond. They had no money. The children could
good life and future. not go further than Grade 9; they had to go to
One evening, at the end of the month, when many work. All Mr Sibisi’s dreams for his children died
people get paid, three Grade 10 learners decided that day in the street.
they needed to steal money for drugs. They waited Two of his sons become drug dealers and his
around at the taxi rank. They saw Mr Sibisi and daughter fell pregnant. Social services took
followed him. Just before he got home, the youths the other children away and put them in an
stabbed him, and stole his wallet and his cellphone. orphanage. Soon after the murder, the elderly
They ran away, leaving Mr Sibisi to bleed to death. parents died from the shock of losing their son.
The whole family fell apart.

Activity 2: Analyse the effects of crime and violence

Discuss the case study above with a partner before you give your own
written answers.
1. Why did the learners stab Mr Sibisi? (2)
2. What effect did Mr Sibisi’s murder have on his family?
Draw a diagram or flow chart to show the effect. (10)
3. What advice can you give the learners who stabbed Mr Sibisi? (3)
4. Describe five negative effects of crime. (5)

Youth violence statistics

Graph 1: Youth who had considered committing crime

For half of the youth (50.2%) in this graph, thinking about committing a crime was not the
only thing they did. They admitted they had already committed criminal offences.

(Source: Pelser E. Learning to be lost: youth crime in South Africa. HSRC Youth Policy Initiative)

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 Graph 2: Percentage of high school learners who carried a weapon

Graph 3: Percentage of high school learners who engaged in violence

(Adapted from Youth Risk Behaviour Survey, MRC, 2010)

Activity 3: Analyse graphs

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

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 Corruption is crime
Corruption is a serious crime. It means taking a bribe, or being dishonest for the
sake of money. Corruption is fraud. You are corrupt when you use a position of
responsibility or trust for dishonest gain.

Case study:
Fake birth cards sold for grants
A Home Affairs official appeared in the magistrate’s court on fraud charges, police said. She was arrested
in connection with the sale of fake birth certificates to women seeking fraudulent or false grants. She was
working as a clerk at the time of the arrest.
(Adapted from http://www.sowetanlive.co.za/news/2011/02/17/fake-birth-cards-sold-for-grants)

Corruption is a serious crime.

Activity 4: Oppose corruption

Read the case study before you answer these questions.

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

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 Resources: Take responsible action: do something
about crime and violence
If everybody takes responsible action, crime and violence will happen less.

e
What to do about crim Sta y aw ay fro m fri en ds who may want you
to join in crime.
do crime.
• Say NO! to crime. Don’t me.
ly if you say NO! to cri is is a national number.
You can stop crime on rea tening emergencies. Th
11 1 to rep or t life -th
Phone the police on 10 to give your name.
•
a go od wa y to sto p crime. You do not have
• Report crime. This is crime: 08600 10 111.
e Stop line to report a information.
• Call the National Crim se e ww w.saps.gov.za for more
rimeli ne .co .za an d
• Report crime on www.c
me.
• SMS 32211 to report cri
What to do about crim
e such as corr uption and fraud
• Never do corruption.
Be honest and avoid fra
• Report corruption on ud. Report corruption
the anti-corruption ho .
• Report the illegal use tlin e 0800 701 701.
of ID documents to 08
• Report grant fraud to 00 701 701.
0800 601 011.
• Report housing fraud
to 0800 204401.
• Or report on: www.pub
licservicecorruptionho
tline.org.za
What to do about violence
• Stay away from violent acts. Nev
er act in a violent way; don’t hur
• Report all forms of violence. t other people.
• Report child abuse: 0800 05 55 55.
• Report human trafficking: 0800 555
999.
• Stop women abuse: 0800 150 150
.
• Police line: 0800 205 026.
• Report child abuse to National Pol
ice Child Protection: Head Office
012 320 3625 and 082 809 2112.

bout sub stance abused violence.

What to do a ab u se ; th is leads to cr
ime an
stan ce
• Avoid sub using substan
ces.
if yo u ar e ab
• Get help e
abuse helplin S 32312.
• Substance m b er : 08 00 121 314 SM
line n u
Toll-free help 2
l: 61 322 32
08
• LifeLine Te ours a day.
e free , al l la nguages, 24 h e_Abuse/
Calls ar dd ic ti on s_ and_Substanc
ng/A
• Also see: and_Well-bei
za/directory/Health_
outhafrica.co.
http://www.s a reatment.htm
tp :// w w w.d rugaware.co.z bu se _a dd ic tion_rehab_t
ht ental/drug_a
elpguide.org/m (0861 helpaa
)
http://www.h l: 0861 435 722
Anonymous Te
• Alcoholics groups and co
unselling
lic s su p p o rt
Alcoho 666
Tel: 0861 252 oholics
• AL-ANON n d s an d family of Alc
Support grou
p fo r fr ie 3 900 69 62
-h o u r h el p line: Tel: 08 g problems
arco ti cs A n onymou s 24
fo r ad d ic ts and other dru
• N unselling ependence
ort group, Co m and Drug D
Helpline Supp ouncil o n A lc o h o lis
an National C
• South Afric
NCA
Tel: 0861 4 SA
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 1.3 HIV and AIDS
HIV and AIDS involve all of us. We can be infected or affected.
• We can be infected with the virus called HIV. If we have HIV, our immune systems
are weak. Then it is easy to get other infections. These are called opportunistic
infections. Sexually transmitted infections (STIs), pneumonia and TB are
examples of opportunistic infections.
• We can be affected because of how HIV harms the people we love, live with
and work with. Nobody can stand up and say, ‘This is not my problem’. It is
everybody’s problem.

Reminder
• HIV is transmitted through bodily fluids, such as semen, vaginal excretions
and blood. Unprotected sexual intercourse, that is, having sex without using a
condom correctly, is the most common way of being infected with HIV.
• Treatment for HIV and AIDS varies depending on the health of the HIV-positive
person, or on the progression of AIDS. You can live a long and reasonably
healthy life if you look after yourself.
• Antiretrovirals (ARVs) do not cure HIV and AIDS. However, they do help you
cope with the disease. You need to start taking ARVs when your CD4 count is
200 or less.
• People who disclose their HIV status need care, understanding, respect and
support. They do not deserve criticism or rejection.
• Never discriminate against people living with HIV and AIDS.
• Remember! You cannot get HIV by kissing, hugging, sharing food, holding hands,
sharing a desk, living in the same house with or going to the same school as a
person living with HIV and AIDS.
• Regularly go for HIV counselling and testing (HCT); know your status and take
action.

HIV and AIDS affect us all.

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 Activity 5: How great is your HIV risk?

Answer these questions with a ‘Yes’ or a ‘No’. Be truthful!

Do you: Yes or No

1. say you do not need to know the facts about HIV and AIDS; this is not
your problem?

2. believe that you will never get HIV and AIDS, no matter what you do?

3. keep quiet about HIV and AIDS; you don’t talk about it?

4. have many sexual partners?

5. think ARVs will cure you?

6. refuse to consider one day using a condom?

7. refuse to talk to your partner about going for an HIV test?

8. refuse to go for an HIV test; you would rather not know?

9. believe that by the time you get HIV, there will be a quick cure?

10. believe that there really is no such a thing as HIV and AIDS?

11. forget to cover your hands with gloves or plastic bags when touching
others’ blood?

12. think that taking drugs or alcohol has nothing to do with HIV and AIDS?

If you answered ‘Yes’ to any, or some, or all of the above statements, you are in
a high-risk group to get HIV. Decide what it is you need to do to lower your risk
of getting HIV. Take action now, before it is too late.

If you answered ‘No’ to ALL of the above, you are responsible and seem to be
taking good care of yourself. Speak to your friends and people you know who
are not as responsible as you are, to help them live a less-risky lifestyle.

What can you do?

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

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

Key words Lack of housing

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

‘Poverty is the worst

form of violence.’
Mahatma Gandhi

The areas in the lighter grey show which countries have the poorest people in the world.

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

Activity 6: Determine global poverty

Look at the map of the world on page 134.

1. On which continents are most of the poorest countries? (2)
2. Name one country in each of these continents that is not listed among
the poorest countries in the world. (3)
3. What harmful effects of poverty do you think the people in the poorest
counties will suffer? List five. (5)

What to do about poverty

Overcome personal poverty by working as hard as you can at school. This will
allow you to go into higher education and follow a career that will look after your
financial needs. Keep studying; never give up.

Use the poverty easing programmes and grants that are available. Apply for a social
grant if you qualify. Grants include pensions, child support grants, disability grants,
old-age grants and war veterans’ grants.

Activity 7: Explain the harmful effects of poverty

Scenario:
Poisoned fruit kills dump children eaten by a four young children. The fruit had
Across the world, millions of people survive by been exposed to extremely poisonous chemicals
making what use they can of the tons of rubbish that could not be seen. Every one of the
sent to rubbish dumps every day. Those who children died within a day of eating the fruit.
live and ‘work’ at a local dump do their best Grief-stricken family members say that this
to be there for the earliest truck arrivals, to get has happened because ‘no-one cares about
the choicest pickings of discarded food, clothes, the poor’. They claim that industries continue
bottles and plastic – anything they can use or sell. to send poisonous waste to the dump,
Tragically, while the dump is their source of living, although they know that people live off the
it has also become a source of illness and death. A dump, and that regulations on what can be
tempting pile of fairly fresh fruit was found and dumped are not enforced.

Read the scenario before you give written answers to these questions.
1. Why did the children die? (2)
2. Explain how these deaths are an example of the harmful effects
of poverty. (4)
3. Identify environmental and social injustices in the case study. (4)

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 Resources: Take action on social issues
Thusong
The best starting point is to use your Thusong centre. These are one-stop
community places where our government offers services and information about
government programmes in your area. Services on offer include:
community banking computer training food-growing programmes
health information Identity Documents Internet use
library facilities pensions unemployment office

• Call 1020 (a free call from a landline) to find out where your closest Thusong
centre is, or go to www.thusong.gov.za
• You can ask your Thusong centre to help you to apply for a grant. For enquiries
about grants call 0800 601 011.

Department of NQF and Career Department of

Labour Advice Helpline Human Settlement
Advice on employment Telephone 086 0111 673 0800 1 HOUSE
and learnerships. email address: help@nqf. Toll free 0800 146 873
Telephone 012 309 4000 org.za Pretoria 012 421 1311
Postal Address: Private www.dhs.gov.za
Bag X117, Pretoria, 0001 Land rights 0800 007 095

IDASA
PO Box 56950, Arcadia, 0007
Tel: 012 392 0500

IDASA is an organisation that strengthens democracy by encouraging people to

participate. It also aims to protect democratic institutions and to promote social
justice. IDASA runs Local Government Centres that aim to strengthen municipalities
to create good local governance and service delivery.

Presidential Hotline
If all your efforts to get help lead nowhere, as your last option call the
Presidential Hotline on 17737.

Respect helplines
Always respect helplines, SMS numbers and free call numbers. People in urgent
need of help use these numbers. The people answering calls are very busy and are
either public service workers or volunteers. Never misuse these lines to make joke
calls or to abuse the people working there; they are there to help you and others.
So:
• Only use these numbers if you need help or information.
• Know it is a crime to abuse emergency call lines.

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 2.2 Food security and production
When people are poor, they do not have enough money to buy food. This means
they go hungry. While South Africa may be food secure as a country, large numbers
of households within the country are food insecure.

Food security means that everybody has access to enough safe, healthy and
nutritious food to meet their dietary needs and preferences. This will ensure that
they are able to lead active and healthy lives.

Floods, droughts and fires have bad effects on food

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

Food insecurity leads to undernourishment. This happens

when you don’t get enough of the nutrients you need to
grow properly and stay healthy.

Malnutrition is the condition that develops when you do

not get the right amount of vitamins, minerals and other
nutrients you need for healthy tissues and organ function.

Global hunger
All over the world there are people who do not have enough food to eat:
• 925 million people do not have enough to eat; these are more people than the
populations of the USA, Canada and the European Union.
• 98% of the world’s hungry live in developing countries.
• Asia and the Pacific region are home to over half the world’s population and
nearly two-thirds of the world’s hungry people.
• About 1% of children in the United States suffer from chronic malnutrition, in
comparison to 50% of children in Southeast Asia.
• About two-thirds of all the malnourished children in the world are in Asia, with
another one quarter in Africa.
• In South Africa, 2.2 million households are regarded as food insecure and
vulnerable.

Undernourishment by region (millions)

(Source: FAO news release, 14 September 2010)

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

Maize and vegetable production

In some villages in the Eastern Cape and Free State province, levels of food
security have increased because people have planted maize and vegetables
in their backyard gardens at home. They have increased their crops by
channeling rainwater that they have stored. This is known as in-field
rainwater harvesting (IRWH).
(Source: http://www.genderlinks.org.za/article/gendered-dimensions-of-food-security-in-
south-africa-a-literature-review-2011-02-01)

Activity 8: Food insecurity

1. Look at the graph on page 137. How many people in developed countries
are undernourished compared to people in Asia and the South Pacific? (4)
2. How many people are undernourished in sub-Saharan Africa? (2)
3. Why is there more food insecurity in some parts of the world than
in others? Give five suggestions. (5)
4. Look at the photo of the hungry child. How do you feel when you look
at this photo? (4)
5. How do you think the lack of food will affect children? (5)
6. Describe the benefits of maize and vegetable production in backyard
gardens. (5)

2.3 Unequal access to basic resources and services

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

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 South Africa is serious about water
We are a water-scarce country. Our water will include desalination, which is taking the salt
resources are limited. There is a danger that areas out of seawater, and increasing sewage recycling.
of our country will run out of water in the next Mining and industry will have to recycle the water
few years. they use.
South Africa is starting programmes to (Adapted from www.southafrica.info/about/sustainable/
conserve and expand its water sources. These water-240609.htm)

Skills focus
What you can do to save water
• Shower quickly instead of bathing.
• Never leave a tap running while you brush your teeth.
• Always close all taps after use.
• Fix leaking taps immediately.
• Volunteer to run water-wise programmes at school and in the
community.
• Petition local municipalities to provide access to clean water for all.
• Share water with people who don’t have any water.

Water is a limited resource in South Africa.

Activity 9: Promote equal access to water

Write down your answers to the following questions.

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

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 Health services
South Africa’s health system is trying to help all its citizens. The main focus of the
Department of Health is basic primary health care, which is free of charge or costs
very little. However, specialised health services are usually available only to those
who have the money to pay.

Provinces with fewer resources and more poor people are not able to provide for
all the health needs of the people living there. For example, Limpopo, Mpumalanga,
Free State and the Eastern Cape have less well-resourced health facilities than
Gauteng and the Western Cape.

Case study:
No money for medicines But Tintswalo Hospital had no high blood pressure
Mrs Nellie Makwakwa drops a tissue as her medicine. So Nellie travelled the sixty kilometres
eyes fill with tears. It is the thought of dying and back to her local clinic, Hluvukani. The clinic said
leaving her children without care that frightens they didn’t have the pills either.
her. And she’s been told that she will have a Mr Peps Ndlovu is a big man in his sixties who
stroke if her blood pressure doesn’t come down. also has high blood pressure. He struggles with
The doctor at Tintswalo Hospital in Acornhoek heart failure and asthma. He came to the clinic
in northern Mpumalanga told Nellie that her for an inhaler. The clinic was out of inhalers. He
condition is life-threatening. Her chances of couldn’t get blood pressure medication or aspirin
having a stroke, heart attack and kidney problems either. They were all out of stock. The clinic was
are great. And she’s only in her 30s. The doctor also out of most antibiotics, painkillers, anti-
prescribed a drug called hydrochlorothiazide. By inflammatories, anti-histamines, vitamins and iron
taking the prescribed dosage, Nellie can lead a and other essential supplements for people living
normal life. with HIV.

(Adapted from article by A. Lombard, in City Press 14 February 2010. http://www.tac.org.za/community/CityPressStories)

Activity 10: Discuss the impact of unequal health services

Read the case study before you write down the answers.
1. Why was Mrs Nellie Makwakwa crying? (2)
2. How could her death affect her children? (4)
3. What was Tintswalo Hospital unable to give Mrs Nellie Makwakwa? (2)
4. What did Mr Peps Ndlovu need from the clinic? (2)
5. How do you think Mrs Nellie Makwakwa and Mr Peps Ndlovu felt

Waiting at a clinic.
when they could not get medicine? (4)
6. Describe five harmful effects of below-standard health care on
impoverished people. (10)
7. Critically evaluate how access to unequal health services is an example
of social injustice. (6)

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

Department of Health clinics

Primary health-care services include:
• treatment of minor ailments
• family planning, contraception, condoms
• tuberculosis (TB)
• chronic illnesses
• immunisation
• HIV Counselling and Testing (HCT).

Activity 11: Find the right help

Look at the scenarios in the table below. Write down the number of each
scenario. Next to each number write down the organisation or helpline
where you can get help. Look at the Resources and page 136 in this Unit to
help you. (10)

Problem scenario Where to

get help

1. Norman has HIV and needs information.

2. Richard has to look after his brothers and sisters; they often go
without food.

3. Takalani does not have access to water.

4. Nomsa and her family do not have a place to stay.

5. Jane is in Grade 10. She thinks she may be HIV-positive.

6. Vusi saw a crime being committed, but he is scared to report it.

7. Mary is struggling to find money to buy food.

8. Andy was sent away from the clinic; the nurses said they could not
help him to cope with his TB.

9. Rob has been unemployed for a long time; he wants to work.

10. Nolana’s family have been on the waiting list for a house for many
years; however, other people who recently arrived got houses.

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 Unit 3: Unit 3: Social, constructive and critical
Key questions thinking skills
1. What are social,
Time: 1 hour
constructive and
critical thinking 3.1 Social, constructive and critical thinking skills for
skills?
participation in civic life
2. How do these skills
You need to develop your thinking skills so that you can join in and take action in
help you to take
part in community your community. Useful kinds of thinking skills are explained below.
life? Social thinking skills are the skills that will enable you to see a need or a problem
3. What are your social and want to do something about it. Social thinking skills help you to consider the
responsibilities? viewpoints and feelings of others.

Constructive thinking skills are skills that let you think in helpful ways. Instead of
allowing yourself to react with too much emotion to the events that occur in your
Key words life, you interpret or understand the events calmly and logically.
social thinking skills – • The way you understand events will have an effect on the way you feel and think
skills that enable you to about them.
consider the views of
others, to understand • It is important that you are able to see events with a clear view. Then you will
how to behave in society, have good judgement.
and to express care and
concern towards others • You think in an optimistic way; you see the positive side.
constructive – helpful A constructive thinker:
• thinks carefully, without coming to false
conclusions
• understands that failure is an opportunity
to learn
• never feels that failure makes you less of a
worthy person
• welcomes challenges with optimism, and
without fear
• finds ways to look at the positive side, even
Do you see the glass as half
when there are problems full or half empty? If you are a
• thinks productively; does not waste time constructive thinker, you will
feeling bad and not taking action. see the glass as being half full.

Constructive thinking in the street

You are walking down the street, eating an orange. Suddenly a small child runs up
and grabs the orange from you! What do you do? Do you:
• react with anger, and try to catch the child to beat her up?
• feel cross and angry for the rest of the day?
• think that life is bad and crime is out of control?
• worry the rest of the day about the event?

The above are not examples of constructive thinking.

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 Or, do you:
• try to think calmly about the meaning of the event?
• understand that possibly the child has not had anything to eat the whole day?
• think that the child is hungry; there is a reason for this action?
• ask what the poverty and food security situation is in this area?
• wonder what you can you do about the situation to help?
• find the child and ask how you can help, while explaining it is better to ask than
to steal?

These are examples of constructive thinking.

Logical thinking
To think logically is to reason clearly and correctly. You:
• carefully and calmly analyse the problem until you understand it
• draw up an action plan to solve the problem
• try out the plan
• assess the results of the plan; you find out how good or bad your plan was.

Critical thinking skills

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

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 Critical thinking is:
• your ability to think through situations carefully
• comparing the advantages and disadvantages of various solutions to a problem
• thinking clearly, logically and sensibly
• thinking in reasonable ways
• not being argumentative or critical of other people.

Activity 12: Use your thinking skills

1. There is a lot of poverty in your area. Suggest five practical ways of

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

3.2 Informed decisions on social responsibilities

If you make informed decisions, you find out as much information you can about
your choices. You consider different opinions and possibilities.

Skills focus
How to make informed decisions
Use a decision tree to help you decide on what actions to take. A decision
tree is a diagram you make to help you choose the best action to take.
A decision tree:
• represents each choice with a branch
• allows you to have more than one branch to represent different choices.

less crime more crime

criminals are stopped crime gets worse

What happens? What happens?

Report crime Don’t report crime

To report crime
or not?

A decision tree Khama made to help him decide what action to take about reporting
crime in his area.

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

Example of a young person who took action

A young man was worried about poor service delivery in his impoverished town,
Umzimkhulu. So he decided to do something. He sent President Zuma a message via
his Facebook page. This was very effective because the President spoke about him
in his State of the Nation address. President Zuma said:

‘The yound man wrote on the Presidency Facebook page that his hometown,
Umzimkhulu, is in an appalling condition, with burst sewerage pipes everywhere,
no drainage system and domestic animals that are roaming around town. Indeed,
we agree service delivery should move faster.’

Activity 13: What is your attitude towards taking action?

1. Answer these questions with a ‘Yes’ or ‘No’; be truthful.

Do you: Yes or No

a) know about any social problems in your community or area?

b) think that people must look after themselves; it is not your worry if
they are suffering?
c) feel you need to help; you want to be a volunteer?
d) say that community service is a social worker’s job, not yours?
e) stay away from people who need help?

If you have answered ‘Yes’ to 1, 3, and ‘No’ to 2, 4, 5 you have a good

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

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

Civic responsibility means:

• that you take actions on social and environmental issues

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

(Adapted from http://www.vosesa.org.za/focus/vol3_no3/index.html)

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 Case study:
Celebrating a vibrant youth • Our youth will need to • rural development
voice participate in programmes • poverty alleviation
We celebrate that resounding to promote our culture and
• crime prevention.
voice of young people, which heritage, the Constitution,
refused to be silenced in the the national symbols, and
face of bullets and torture. various other mechanisms
It is appropriate that we that will cement pride in
commemorate Youth Day under being a South African.
the appropriate theme: the • Our country needs an active
South African youth have never cadre of young people who
been silent, and have always participate in processes that
been active participants in the contribute towards making
life of this nation. South Africa a better country.
We trust that youth activism I therefore appeal that the youth
will translate to a youth that be part of our programmes
contributes constructively to that are a core part of youth
the national debate, to national development:
service and other patriotic tasks. President Zuma

(Adapted from President Zuma’s keynote address at the 33rd anniversary of the Soweto Student Uprising
on National Youth Day, Katlehong, 16 June 2009)

Activity 14: Analyse case studies

Read the two case studies and then give written answers.
1. How have the volunteers in the groundBREAKERS programme
benefited from their participation? (4)
2. In what programmes is President Zuma asking youth to participate? (3)
3. How can our youth help to promote pride in being South African? (4)
4. How can you contribute to the national debate, to national service
and to other patriotic tasks? (4)
5. Discuss how President Zuma’s powerful speech inspires you to
take civic action. (4)
6. Critically evaluate how volunteerism benefits both society and
the individual. (6)

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

‘One of the secrets of

life is that all that is
really worth doing is
what we do for others.’
Lewis Carroll

Volunteer Jessie reads to burn survivor Feleng at Children of Fire.

Examples of youth and civic organisations

Local Government Youth Offices loveLife groundBREAKERS
Resource Action Group (RAG) South African Youth Council (SAYC)
Youth Development Network (YDN) Southern African Association of Youth Clubs
(SAAYC)

‘The world is a Examples of volunteer programmes

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

Activity 15: Evaluate a community service project

Visit a youth service project, or a civic organisation or community service,

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

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 Content summary: key concepts

Chapter 9: Social and environmental responsibility

Unit 1: Harmful social and environmental effects

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

Unit 2: Social issues and their harmful effects

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

Unit 3: Social, constructive and critical thinking skills

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

Unit 4: Youth and civic organisations

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

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 Chapter 10: Physical Education Term 2:
Playground, indigenous
and community games Weeks 4–7

Safety hints Time: 4 hours

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

What you need

• Two flags. If you don’t have flags, tie plastic bags to sticks.
• A large playing area. Each half belongs to a team and is then called their area.
• Put a flag in the ground at the end of each area, i.e. on opposite sides.

How to play
• Divide your class into two teams.
• All learners must try to capture the opposing team’s flag.
• The only way this can happen is by crossing over into the other team’s area and
stealing their flag.
• When you cross into their area you can be captured and put in ‘jail’. You are
captured if an opposing team member can touch you.

• Then you have to stand still, as if you are in

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

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

What you need

A playing area where you can run.

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

1.3 Move the blanket

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

What you need

• Two large blankets.
• A large playing area.

How to play
• Divide your class into two teams.
• Each team stands at opposite ends of the playing area.
• Learners in each team form groups of four.
• Each group has to carry a learner who is lying in a blanket to the opposite end of
the playing field.
• Once the blanket carriers reach the opposite end, they lower the blanket so the
learner can jump off. This learner then runs back to where they started from.

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

1.4 Jump, run and rest

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

What you need

A playing area on which to lie down.

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

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

What you need

A playing area.

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

1.6 Heads and tails

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

What you need

A playing area.

How to play
• Form groups of six to seven learners.
• Hold each other round the waist so you make
a line.
• The learner at the front is the head and the
learner at the back is the tail.
• The head must try to catch the tail.
• The learners in the middle need to twist and
turn to try and protect the tail. They are not
allowed to let go of each other.
• Swop so each learner gets a turn to be the head.

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

What you need

• Use any wall that is not near windows on your school grounds.
• Tennis balls.
• Many learners can play at the same time; play in pairs and then each pair gets a
ball and wall space.

How to play
• Play in pairs.
• Bounce a ball against the wall.
• Hit the ball with your hands or fists, trying to make shots that the other player
won’t be able to return.
• If the ball bounces before it reaches the wall, the point or serve is given to your
opponent.
• A point is awarded to the server if the receiver misses the ball or the ball
bounces before getting to the wall.
• Points can be scored only by the server.
• If the server misses a return during the throw or volley, the opponent becomes
the server.
• A point is scored when the ball hits the ground twice before your opponent can
return it to the back wall.
• If the player returns the ball, but it hits the ground before it hits the back wall, it
is also a point.
• The first player to get 21 points wins.

Practice drills
• Practise wall handball by passing the ball in groups of six.
• Stand ten steps from a wall.
• Throw the ball against the wall and then catch the rebound.
• Increase distance to 15 steps and
then 20 steps from the wall.
• You need to focus. Keep your
eyes on the ball. Move quickly to
reach the speeding ball.
• Work out a good strategy for
setting up shots that your
opponents can’t get to!

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 1.8 Wheelchair handball
This game is an adaptation of wall handball. It includes learners in wheelchairs or
learners who have difficulty moving around. If you have blind learners in your class,
you can tie bells or bottle caps to the ball so they make a sound.

Aim
Players in a team must pass the ball to each other until the seated goalkeeper
catches the ball. The team to get the highest score in ten minutes wins.

What you need

Put a chair at each end of the playing area.

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

1.9 Pass the ball

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

What you need

• A ball.
• A playing area.

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

1.10 Wall goal

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

What you need

A wall on which you can draw a large circle with chalk.

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

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

What you need

• A ball for each team. It can be any kind of ball.
• A wall on which you have drawn large circles two metres apart, with chalk.
Draw a circle for each team.

How to play
• Divide the class into relay teams.
• Each relay team needs one ball.
• One player at a time runs to about 5 m from the wall and throws to hit the chalk
circle on the wall, then collects the ball, and runs back as fast as possible.
• The player then passes the ball to the next teammate, who repeats the action.
Play continues until everyone in the team has had a shot at the target.
• Then start with the first player again, until the time is up.
• For every shot on target, the team gets a point. The team with the most points
after 10 minutes, or the team to get 21 goals first, wins.

1.12 Dodge ball Safety hints

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

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

What you need

• Playing area.
• Tennis ball or a ball similar to a tennis ball.

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

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

What you need

• Playing area. You can play on any size pitch, the smaller the better!
• Ball.
• Use desks, chairs or dustbins as goalposts so that each team has its own area in
which to play.

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

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

What you need

• Use a broom handle or stick.
• A rubber ball.
• Use markers such as rubbish bins, walls, old tyres, large stones or tree stumps
to mark out your play area on the school ground.

How to play
• Throw the ball up with one hand and hold the bat with the other.
• Let the ball bounce once, giving you enough time to shift into a batting stance
and to put both hands on the bat.
• Hit the ball as hard as you can as it reaches its highest point after it bounces.

1.16 Wallcricket
Aim
The aim is to hit the circle on the wall. The player who gets the most hits wins.

What you need

• Use a broom handle, stick or bat.
• Use chalk to mark out a circle on a wall you want to aim towards.

How to play
• Practise your batting by hitting a soft ball against a wall.
• Lengthen the distance you stand from the wall after every ten hits.
• Teammates can practise their catching while you are batting by running to grab
the ball as it bounces off the wall.

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

What you need

• A baseball or cricket bat, or a broomstick.
• A soft ball such as an old tennis ball.

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

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 Programme of assessment:
Physical Education Task (PET) Term 2
• Participate actively and regularly in games for at least seven weeks.
• Take part in all the games during your PE class.
• Aim to improve your game skills, such as kicking, receiving, trapping, hitting
the ball, and your body positioning and anticipation skills.
• Remember that your Movement Performance will be assessed twice over
the term.
• Remember that your active participation will be assessed every week.
• You will be assessed according to the criteria in PET part 1 and PET part 2.
How to calculate your marks
Divide the number of times you actively participated by the number of PE periods
in the term.
Example:
6 (times you participated in PE)
7 (PE periods)
Now multiply your answer by 100 to get a percentage:
6 ÷ 7 × 100 = 86%

PET Part 1

Level

Frequency: number of Limited Adequate Proficient Excellent Mark out of 10

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

Week 1
Indigenous games

Week 2
Indigenous games

Week 3
Indigenous games

Week 4
Playground, community and
indigenous games

Week 5
Playground, community and
indigenous games

Week 6
Playground, community and
indigenous games

Week 7
Playground, community and
indigenous games

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

Level

PE period Limited Adequate Proficient Excellent Mark out of 10

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

Assessment 1

Assessment 2

Total

TOTAL MARK FOR PET PART 1 AND PART 2

OUT OF 20 _______________

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 Programme of assessment: Mid-year exam practice

Time: 1½ hours Total marks: 80

Instructions 2.4 flexibility

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

SECTION A women and men from each other are called:

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

F Like to learn, know and analyse;

for the sake of money or dishonest gain is:
like to solve problems. A. corruption
B. fraud

Question 2 C.
D.
crime
all of the above
It is very valuable to participate in exercise
3.5 Self-awareness is:
programmes that promote physical fitness.
A. physical well-being
Give one short sentence for each of these terms to
B. knowing yourself
explain their meaning: (5 3 1)
C. low self-esteem
2.1 cardiovascular fitness
D. the life domain being
2.2 muscular strength
2.3 endurance

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 Question 4 Question 6 (10)
Complete these sentences. Write only the number Read this extract before you answer the questions.
of the question and the missing word next to the
South African youth fail fitness and health tests
number. (5 3 1)
Physical fitness in South African youth appears to
4.1 Violation means ignoring or interfering with a
be on the decline or weakening. Recent studies
person’s...............
suggest that about 40% of youth are getting little
4.2 Concentration is the ability to focus and
or no moderate to vigorous activity each week.
pay................
Vulnerable or at risk groups for inactivity are girls,
4.3 Assessment is a process of gathering evidence
who are 16–19 year olds. There is a clear lack of a
of.............
physical activity and sports participation culture in
4.4 To improve social problems in my community, I
adolescents, with more than 1 in 4 indicating little
could.............
or no interest. In fact, one of the most commonly
4.5 Having a fixed and very narrow idea of a group
reported leisure time activities in a recent survey is
of people is a …….………………..
cellphone use.
(Adapted from: Healthy Active Kids South Africa Report
SECTION B Card on the Physical Activity, Nutrition and Tobacco use
for South African Children and Youth. MRC.)
ANSWER ALL THE QUESTIONS [30]
6.1 Explain what ‘vigorous activity’ means. (2)

Question 5 (10)
6.2 Why do you think some girls tend to participate
less in physical activity than boys? (2)
Read this case study before you answer the
6.3 Give the learners who are not getting enough
questions.
physical exercise advice by explaining three
Suicide due to discrimination benefits of regular physical activity for mental
A 15-year-old Rastafarian learner hanged himself. health. (3 3 2 5 6)
His school and the community are shocked and
saddened by the loss of this young life. He had
Question 7 (10)
dreadlocks and the principal wanted him to cut his
Tom is in Grade 10. He lost his parents to AIDS. There
hair. He refused to cut his hair because it was part of
are socio-economic factors that may affect his study
his culture.
choices for his future career.
The learners made fun of him because the principal 7.1 What can Tom do to help fund his further
made him stand in front of the whole school every studies? Give at least four brief hints. (4 3 1)
morning at assembly. He could not take it anymore 7.2 List the three life domains. (3 3 1)
and decided to end his life. 7.3 How will Tom’s understanding of his life domains
5.1 Give one example of discrimination in this help him to choose a suitable career? (3)
case study. (1)
5.2 What was the effect of this discrimination? (1)
5.3 Discuss why some people discriminate
against others. (2)
5.4 Describe how you would behave towards a
person who looks different from you, or
who has HIV, AIDS or TB. (2)
5.5 Give people who discriminate advice: what
should they do instead of discriminate? (4)

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 SECTION C Question 9 (15)
ANSWER ANY TWO QUESTIONS [30] Read the scenario below and then answer the
questions.

Question 8 (15) Maryam was in Grade 10 and wanted to study to

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

8.1 Explain what you understand by diversity. Give

Question 10 (15)

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

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

Chapter 13: Careers and Chapter 14: Physical

career choices Education Term 3:
Term 3 Recreation and relaxation
Unit 1: Diversity of jobs Term 3 Unit 1: Self-defence
Unit 2: Skills and competencies Unit 2: Rhythmical, indigenous
Unit 3: Opportunities within and traditional dances
different career fields Unit 3: Basic orienteering

Exam practice
Programme of assessment:
Physical Education Task (PET) Term 3
Programme of assessment: Written task:
Project on youth service

Term 3 167