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Table of Contents
Chapter 1 : Self-development in society ...................................................................................... 2
Unit 1 : Identify stressors, assess and manage stress ................................................................. 2
Unit 2 : Conflict management skills .............................................................................................. 5
Unit 3 : Leading, building and sustaining positive relationships and the importance of
communication ............................................................................................................................. 5
Chapter 2 : Study skills ................................................................................................................. 7
Unit 1 : Reflect on the assessment process and examination writing skills .................................. 7
Unit 2 : Importance of school-based assessment ......................................................................... 9
Chapter 3 : Careers and career choices .................................................................................... 11
Unit 1 : Commitment to a decision taken .................................................................................... 11
Unit 2 : Reasons for and impact of unemployment ..................................................................... 12
Unit 3 : Innovative solutions to combat unemployment .............................................................. 13
Chapter 4 : Democracy and human rights ................................................................................. 16
Unit 1 : Responsible citizenship.................................................................................................. 16
Unit 2 : The role of the media in a democratic society : electronic and print media .................... 18
Unit 3 : Ideologies, religion and world views ............................................................................... 21
Chapter 5 : Social environmental responsibility ....................................................................... 23
Unit 1 : Corporate social responsibility to provide environments and services that promote safe
and healthy living........................................................................................................................ 23
Unit 2 : Formulate a personal mission statement for your life ..................................................... 25
Unit 3 : Impact of a vision ........................................................................................................... 27
Chapter 6 : Self-development in society .................................................................................... 28
Unit 1 : Human factors causing poor health, accidents, crises and disasters ............................. 28
Unit 2 : Lifestyle diseases due to poverty and gender inequality ................................................ 30
Unit 3 : Lifestyle diseases : contributing factors and intervention strategies ............................... 33
Unit 4 : Commitment to participate in long-term physical activity................................................ 35
Chapter 7 : Careers and career choices .................................................................................... 36
Unit 1 : Core elements of an employment contract ..................................................................... 36
Unit 2 : The value of work : how work gives meaning to life ....................................................... 38
Chapter 8 : Study skills ............................................................................................................... 39
Unit 1 : Preparing for success : strategies for succeeding in the Grade 12 exam ...................... 39
Unit 2 : Revision of study skills and examination writing skills .................................................... 40
Chapter 9 : Careers and career choices .................................................................................... 42
Unit 1 : Refinement of a portfolio of plans for life after school .................................................... 42
Unit 2 : Identification of possible job opportunities, application letters and answers, and a CV .. 43

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 Chapter 1 : Self-development in society
UNIT 1 : IDENTIFY STRESSORS, ASSESS AND MANAGE STRESS

Identify stressors
• Stress is a response to pressures and demands that are constant, rising, or new.
• For example : there is simply too much to achieve and too many problems to tackle or there
are too many things happening over which you have no control.

Physical stressors
• Physical factors lead to stress, which affects your body.
• For example : unhealthy lifestyle choices, such as poor nutrition, lack of sleep, drug abuse and
addiction.

Emotional stressors
• Emotions, thoughts, reactions to life crises and change, personality and self-esteem are
examples of emotional stressors.
• Constant worry, nervousness, anxiety, jealousy, anger, disappointment, rejection, suffering
from a broken relationship, hatred, fear, fear of failure and uncertainty about your future are all
stressful feelings.

Personality as a stressor
Type A personality
• You are a hard worker who wants to perform.
• You have ambitions and want to achieve them.
• You put a lot of pressure on yourself.
• You prefer to be in control.

Type B personality
• You are carefree, cool and calm.
• You put off a lot and do things at the last minute.
• You are not really competitive and you do not seem to care if you do not win or even finish last.
• You are a positive person who always hopes for the best.

Type C personality
• You are ashamed, but do not let it deceive you.
• You enjoy being alone.
• You regularly give in to peer pressure to keep people happy.

Type D personality
• You're a pessimist.
• You keep your emotions hidden and do not express how you feel.
• You do not have enough energy and are often tired and sad.
• You get excited easily and are often gloomy or upset.

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Social stressors
• Family and the community.
• Divorce or death in the family.
• Problems with the dish.
• Poverty.
• Stigma.

Friends and peers

• Peer pressure.
• Termination of a friendship or relationship.
• To be unsure if others like you or accept you.
• Teasing and naming.
• Press to join a gang or party.

Environmental stressors
• The environment is all around you.
• Fires, floods and droughts are examples of natural disasters.
• Living conditions are deplorable, with a shortage of essential amenities such as water, power
and adequate shelter.
• Lack of personal space at home, such as sharing a room and workspaces.
• Construction, ringing cell phones and loud music all contribute to noise pollution.
• Lack of fresh air, sunlight and seclusion are all physical factors.

Factors that
Stressor Effects on quality of life
cause stress
• Physical and emotional pain.
• Loss of confidence.
Bodily Abuse • Fear.
• Can not focus on studies.
• Absent from school and falling behind.
• Heart broken.
• Raw.
Life crisis
• Loneliness.
• Depression.
Emotional
• Coming.
• Anxious.
Personality
• Insomnia.
• Unhealthy lifestyle choices.
• Loss of motivation.
Profession
• Insomnia.
Social pressure • You're hurting yourself and could end up in jail.
Social • You are often worried.
• Feel uncertain whether you will be able to write
Poverty
the exams.
• Lose motivation.
• You can feel very tense.
Environment Noise • Get a headache.
• Gets irritated and can not focus.

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Assess your stress levels
The signs and symptoms of stress
• Headache.
• Stomach pain.
• A tense feeling.
• Insomnia.
• Constant thirst.
• Feelings of unease.

Positive and negative stress

• Stress can drive you and get you ready to act by releasing adrenaline into your system, giving
you the energy to act.
• Positive stress is beneficial to your health as it can motivate, encourage and put you under
pressure.

Stress levels
• A low stress level indicates that you can handle the stress in your life.
• An average stress level indicates that you can still handle your stress, but it needs to be
addressed before it becomes unbearable.
• A high level of stress indicates that you should use one-time stress management techniques to
reduce your stress or eliminate its sources.

Stress management
• How you respond to stress, deal with it and manage it is your choice.
• You have the option of allowing stress to ruin your life, or you can confront it and do it to your
advantage.
• Use your stress to inspire and inspire yourself, and deal with the rest with strategies that work
for you.
• It is best to tackle each of your concerns one by one.

Handling mechanisms and/or management techniques

• The coping mechanisms are the ways in which you act, think, or deal with stress.
• For example, you can change your perspective on your problems and see them as challenges
and learning opportunities.
• Not all coping techniques, such as drinking or drug use, are effective.
• Management tactics are the methods you use to manage and prevent stress in your life, such
as time management and eating nutritious food.

Develop and apply your own strategy

• Identify stressors and assess stress levels.
• Follow a balanced lifestyle.
• Balanced nutrition.
• Make time for exercise, recreation and entertainment.
• Deal with your emotions.
• Visualize and transform harmful emotions into healing emotions.
• Laugh.
• Time management.
• Good relationships.

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 UNIT 2 : CONFLICT MANAGEMENT SKILLS
Interpersonal and intrapersonal conflict
• When there are differences of opinion, conflicting views or power struggles, conflict arises.
• Interpersonal conflict occurs when people communicate with each other.
• Intrapersonal conflict occurs within yourself.

Conflict resolution skills

• Conflict is healthy and natural, but if left unresolved, it can be devastating.
• It is not the difference of opinion that is destructive, but how we deal with it.
• If we do not resolve conflict appropriately, it can get out of control, which can lead to further
conflict and possibly war.
• Conflict resolution skills are abilities that help you solve interpersonal and intrapersonal
problems.

UNIT 3 : LEADING, BUILDING AND SUSTAINING POSITIVE RELATIONSHIPS

AND THE IMPORTANCE OF COMMUNICATION

Factors that influence effective communication

• Personality.
• Introvert.
• Extrovert.
• Attention seeker.
• Insincere.

Attitudes and values

• If you just think that your views, beliefs and values are correct and show little respect for
others, you will not be a good listener and you will not allow others to express their
perspectives freely.
• This will prevent you from communicating with others and could lead to confrontation.

Acceptance of responsibilities
• Because you can take responsibility, you can be trusted to complete a task.
• If you make a mistake, admit it and apologize.
• If there is no trust, reliability or responsibility, effective communication is impossible.

Appropriate expression of views and feelings

• The appropriate expression of thoughts and feelings involves saying what you think and feel
without hurting or offending others.
• Always make an effort to convey your thoughts and feelings in a respectful way.

Respect the feelings of others

• When you show empathy for others' sentiments, you also show respect for their feelings.
• You can show respect, understanding and politeness, even if you do not agree with it.

Change in circumstances
• Some people thrive on change and are quick to adapt.
• Change is an opportunity for them to grow.

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Positive and negative aspects of change
Positive Negative
• Exciting. • May cause stress.
• Challenging. • Not always better.
• Motivating. • May make you feel insecure and insecure.
• Can lead to better things. • Can be annoying.
• Requires you to be flexible. • Loss.
• Keep your brain awake. • Fear of the unknown.
• Allows you to discover hidden potential. • Threatening.
• Keep your life interesting. • Painful.

Traditional practices
• These rites will vary depending on the usual practices of your culture.
• Transitional rites help with adapting to change and acceptance of a new social prestige, as well
as acceptance by the community.
• Each phase of life and each social position is related to a specific social rank, complete with
responsibilities and benefits.

Important phases in the life cycle

• Birth.
• The first school year.
• Puberty : body changes to make reproduction possible.
• 18 years old : voting age, driver's license, leaving school.
• 21 years old : adulthood.
• Graduation/career.
• Marriage, start a family.
• Grandparents/elderly.
• The death.

Personal lifestyle plan to ensure quality life

Your personal lifestyle plan
• A personal lifestyle plan is a set of guidelines for living a certain way.
• The goal is to improve or maintain a high quality of life, improve your health and lead a full and
happy life.
• Physical health, mental state, level of freedom and independence, social ties, personal views
and environment all contribute to your overall quality of life.
• To increase your quality of life, you should try to make your lifestyle healthier and more
conducive to your overall well-being.

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 Chapter 2 : Study skills
UNIT 1 : REFLECT ON THE ASSESSMENT PROCESS AND EXAMINATION WRITING
SKILLS

Assessment process
• Mind maps, role play, demonstrations, assignments, quizzes, oral presentations, checklists,
tests and exams are evaluated.
• Not all evaluations are formal.
• The teacher can do an informal or daily evaluation by observing you during a course and giving
feedback on knowledge gaps or helping you to understand better.
• A short class test, a debate, an oral report, a short homework assignment, an observation or
group work are examples of informal assessment.

Types of assignments What you need to do

• Answer questions.
Case studies • Give examples from personal experience.
• Interpret, analyse, give advice and solve problems.
• Gather information.
• Organise evidence.
Written reports • Write a report.
• Draw conclusions.
• Include references to sources.
• Gather information about a case.
Written and oral
• Collect visual aids.
presentations
• Prepare a speech or presentation.
• Read widely and write extensively.
• Search and find information.
Project
• Prepare questions for interviews.
• Sort data.

Review your study skills

Flashcards
• Flashcards are cards or pieces of paper on which you write down important points and stickers
information.
• Cut a sheet of A4 paper or cardboard into four equal parts.
• Do not try to cram too much information into each card.

Memory cards
• Memory cards help you remember information by arranging it in a logical way.
• It divides large amounts of data into smaller, more manageable parts.

Memory rhyme
• A memory rhyme is a word, sentence or song that helps to recall information.
• Each person will develop his/her own memory rhymes that he/she will be able to recall.

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Summaries
• Make summaries of keywords based on your work.
• It is mostly found in headings and the first few sentences in paragraphs.

Table
• Tables help you link information in a logical way and identify links.
• Also use only keywords and short pieces of information.

Talk and listen

• Read your notes aloud to yourself.
• Discuss in pairs or groups the material you have learned.
• Show your understanding of diagrams.
• Notice what your teacher says.

Move around
• Walk through the room while reading or repeating your study material.
• Close your eyes and use your finger to make imaginary notes in the air or on the table.
• Take regular breaks to move around and dance.

Be colorful
• Use different colors to highlight important topics in your notes or on your flashcards.
• Make mind maps and colorful diagrams.

Study music and rhythm

• While this may not work for everyone, some students learn better with soft music playing in the
background.

Role play
• Assume the role of the teacher and explain the work to others.

Review your study strategies

• Study strategies are plans that you make so that your studies are most effective.
• Review and assess the strategies you have used.

Study plan
• Make a week's short-term plans or a year's long-term plans.
• Remember to include deadlines for assignments and projects, as well as dates for tests and
exams, group sessions and time for relaxation and physical activity.

Place of study
• Study, if possible, in a space that is your own.
• Let your housemates know that this is your space and that you need privacy.
• Otherwise, use an empty classroom or a library.

Get organised
• Make sure you have all your necessary notes and equipment.
• Turn off your phone.
• Files, cartons or large envelopes are ideal for storing your work.

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Revise your study styles
• Investigate your unique study style.
• Use the study skills tactics that best suit you.
• Keep in mind that you may have different study styles.

Study styles
• Visual.
• Musical.
• Kinesthetic/physical.
• Verbal.
• Logical/mathematical.
• Interpersonal/social.
• Intrapersonal.

Revise exam writing skills

• Quickly read all the questions in an exam paper to gain an understanding of the topics
discussed and the type of questions asked.
• You also get an idea of which questions are harder and simpler.
• Maybe start with the easier questions.

Plan the answer

• Make a list of your thoughts in bullet points.
• To arrange your answer, use bullet points, numbers and arrows to connect the points logically.
• Make a memory card.
• Make a list of each term you found in the question and the comments you want to make about
it below.

Answer the question

• Do not write more than was asked.
• Make a list of your questions and number them.
• Make sure you write clearly.
• Use only blue or black pens.
• Keep track of how much time you have allotted to each question.
• Make a summary of your marks if you lose time with an essay question.

UNIT 2 : IMPORTANCE OF SCHOOL-BASED ASSESSMENT

School-based assessment
• Formal assessment counts points.
• Projects, oral presentations, demonstrations, tests, examinations and practical demonstrations
are examples of formal assessment tasks (FATs).
• School-based assessment assignments are held and required regularly throughout the year.
• This is done externally by the Department of Basic Education and Umalusi, the General Quality
Assurance Board, and further education and training, and counts 25% of your final mark in all
subjects.

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Practical Assessment Task (25% of final examinations)
• Arts.
• Languages.
• Technology.
• Life Orientation.
• Computer Science.
• Services.

Why school-based assessment is important

• The importance of school-based evaluation is that it informs you and your teacher about what
you already know and what you still need to learn and understand before you take the final
test.
• Based on these results, HEIs will accept you provisionally or temporarily.
• If you achieve the required final results, they will accept you permanently.

Importance of obtaining the National Senior Certificate

Importance of obtaining the NSC
• It enables you to attend a higher education institution.
• The higher your grades, the more HEs and courses you can choose.
• If you want to apply for a scholarship, you must meet this condition.
• If you want to work in the police force, the army, the air force or the navy, you will need the
NSC.
• Many positions require this as a minimum qualification.
• It shows employers that you have certain knowledge and abilities, as well as the ability to learn.

Develop a study plan for Grade 12

• Relaxation and physical activity are beneficial as they help you study more effectively.
• At the beginning of the year, the school must submit an assessment plan for all your Grade 12
topics.
• Use it to compile a year-long study program.
• Revise and change your study plan regularly to devote extra time to subjects that require it.

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 Chapter 3 : Careers and career choices
UNIT 1 : COMMITMENT TO A DECISION TAKEN

Commit yourself to a decision that has been made

• There are basic prerequisites for entering the labor market and enrolling for higher courses.
• Before deciding whether to apply for a job or a study course, you need to learn more about the
types of jobs available, tuition fees, financial aid, housing, transportation, and how to apply.
• This year you have to apply - preferably by June.
• They accept you tentatively, but your eventual acceptance depends on your Grade 12 results.
• Let them know when you get your results, and send a certified copy of your grade 12
certificate.

Application for a course at a higher education institution or for additional

education
• Are there other courses that are more suited to your interests and abilities?
• What fees do you have to pay?
• Is the institution known, does it offer good value for money and does it offer recognised
courses?
• Where would you live if the best institution to follow your course was a long distance?

Skills for final action

• You have done your homework on the many courses you want to take, the institutions they
offer and the work you want to do.
• Now you need to apply your knowledge to learn more about funding options, fill out documents,
find accommodation and make preparations.

Availability of money
• You need to be practical and pre-fire to make things happen for you, before you register.
• This means you have to work hard at school so that your marks are good.

Forms of financial assistance

• Scholarship.
• Student loan.
• Learning.

Complete forms
• Whether you are applying at school or for a job, the process begins with filling out forms.
• Make sure all the information you provide is correct.
• Fill in the forms completely and accurately.

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Accommodation and travel arrangements
Accommodation options
Places to stay Possible advantages Possible disadvantages
• Cheap. • Parents still treat you like a child.
House • Get food and your laundry is • You may not have a quiet place
done. to study.
• May not like your roommate.
• Near campus.
Residence • Lots of distractions.
• No transport problems.
• Far from home.
• Cost.
Part of an • Freedom and space.
• Distractions and parties.
apartment • Divide the rental cost.
• Annoying housemates.
• Concise.
• Cheap rent.
A room • No space to study.
• Your own space.
• Hard to cook your own food.

Admission requirements and possible challenges

• Does not meet the minimum requirements for marks or experience.
• You have not completed the application completely and accurately.
• The deadlines have not been met.
• Possible challenges.
• The availability of funding.
• Transport and accommodation.
• Responsibilities at home.

Strategies to achieve goals

• Specifically : precise and not general.
• Measurable : you can see when you reach your goal.
• Achievable : you can achieve this goal.
• Realistic : your goal is practical and sensible.
• Timely : you can achieve it within the time you set for yourself.

SMHRT goal
• Establish a strategy to do this.
• Put your strategy into action.
• Assess whether you have reached your goal or how far you still have to go.

UNIT 2 : REASONS FOR AND IMPACT OF UNEMPLOYMENT

Unemployment causes poverty and poverty leads to unemployment

• When a large number of people are unemployed, fewer products are manufactured and fewer
services are provided.
• Unemployed people can not get goods due to a lack of funds.
• Investors prefer not to expand their businesses or lay off employees.
• Some even prefer to close their business rather than lose a significant amount of money.

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Reasons for unemployment
• Jobs and skills are not compatible.
• Corruption.
• The economy slowed.
• Companies need to fire people.

Specific reasons for youth unemployment

• Employers do not believe that education is an accurate indicator of aptitude.
• In a competitive workplace, low NSC pass rates are unacceptable.
• Employers prefer skilled and experienced staff over young people with no experience.
• The youth's expectations may not be in line with reality.

Impact of unemployment
• Unemployment has a negative impact or effect.
• There is no money or income without work.
• People will not be able to meet their basic necessities like food, clothing, shelter and
transportation if they do not have access to money.
• Unemployment has a financial, personal and social impact on those who are unemployed.
• Unemployed people often lose hope, self-respect and motivation.
• This often leads to family disputes, divorce and abuse.

The effects of unemployment

• Poverty.
• Hungry.
• Homelessness.
• Lack of education and training.
• Substance abuse.

Unemployment cycle
• Can't get job.
• Can not pay the rent
• Food is out of reach.
• Do not have enough money to look for work because you did not have transportation.
• Do not have enough money to pay for internet access to look for work online.
• Do not have enough money to wear decent clothes for an interview.
• Problems at home, family members putting pressure on you to get a job or go on a trip.
• It is possible to be forced to accept any kind of work.
• Getting depressed and not getting a job.
• Will rely on begging, borrowing and even stealing to get by.
• It's harder to get a job if you have a criminal record.

UNIT 3 : INNOVATIVE SOLUTIONS TO COMBAT UNEMPLOYMENT

Volunteering
• Volunteering is about helping others in some way.
• You offer your time and talents to help others.
• You do not expect to be paid.
• It increases self-assurance.

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Part-time job
• A part-time job is when you work a short time or part of a day or week.
• Through part-time work, you can gain a lot of experience by enabling you to perform many jobs
simultaneously.
• You will gain valuable experience and skills in various fields.
• Furthermore, you earn money while improving your resume.

Community work
• To do something for your community or a less privileged community.
• It's a kind of volunteer work, except that you focus on the needs of your community.

Self-employment
• To be an entrepreneur, you need to identify a need and fill it with a service or product that
people want.
• This is a great way to supplement your income while looking for further opportunities.

Informal work
• Informal work is regularly done for a limited time.
• Because of the flexible hours, some people choose informal work.
• Thanks to the flexible hours, they can manage their family and work responsibilities.

Financial and social viability of self-employment and other employment options

• Self-employment and other forms of work can be the best ways to make money.
• It is in everyone's best interest to provide more work.
• We can not expect the government to deliver all the work.

SARS tax liabilities

• The government's primary source of income is income tax.
• It is a tax levied on all the taxpayers' earnings and profits.
• There will be no roads, hospitals or schools without income tax, and therefore the government
cannot function.
• If you earn more than R63 556 every year, you have to pay income tax, whether you are an
entrepreneur or an informal worker.

The impact of corruption and fraud on the individual, company, community and
country
• Corruption and fraud are unethical methods of obtaining money, privileges and power.
• Corruption is the misappropriation of public funds and power for personal gain.
• This is the case with the use of public office for personal gain.
• The use of an official position, title or status for personal gain is an example of corruption.
• Making money by cheating, stealing or doing dishonest activities is fraud.

Forms of corrupt
• Bribery.
• To steal public resources.
• Nepotism and jobs for brothers.
• Favoritism.

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Impact of corruption on individuals
• Corruption has the biggest impact on the poor.
• For example, it increases the cost of public services.
• Poor access to housing, electricity, water and health care is also hampered.
• If there is corruption, it is easy to lose hope, as those who can afford it get unfair benefits.

Impact of corruption on the company

• People distrust officials who accept bribes because of corruption.
• People in the firm are becoming increasingly distrustful of each other.
• The corporation or government deserves a bad reputation.
• It is possible that the company will have to invest a considerable amount of money to set up
procedures to prevent corruption.
• This money could have been better spent on programs that promote social responsibility.

Impact of corruption on the community

• The surrounding environment is also affected.
• Bribery is seen as the only method of gaining access to services and jobs.
• Others in the community will believe that bribery is the regular approach to achieving what they
want.
• People will start to distrust each other because of corruption, which benefits some people more
than others.

Impact of corruption on the country

• Corruption has a negative impact on a country's economy.
• As a result of corruption, money set aside for initiatives and job creation will be wasted, thus
hindering social development.
• Economic growth is hampered by corruption.
• Because there is less labor and more inequality, it increases poverty.
• If resources designed to improve the lives of poor people do not achieve this, we will not be
able to achieve the goal of a better life for all.

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 Chapter 4 : Democracy and human rights
UNIT 1 : RESPONSIBLE CITIZENSHIP

A responsible citizen
• Respect and promote human rights.
• Concerned about the well-being of others.
• Participate in campaigns, projects and events.
• Obey the law.
• Participate in civic and political activities.
• Vote in elections.
• Pay taxes.

Evaluate your position on discrimination and human rights violations

• You examine your own behavior, position and attitude regarding these matters when you
consider your position on discrimination and violation of human rights.

Rights
• To be treated equally.
• To have dignity and self-respect.
• To have your own opinion and views.
• To freely express your ideas, views and opinions.
• To live and work in a healthy environment.
• To have access to basic health care.

Discrimination
• You treat others unfairly and unequally if you discriminate against them because they are
different from you.
• Adding derogatory labels because of their ethnicity, age or religion, or because of a physical or
mental disability, is an example of discriminatory behavior.
• Discrimination is a human rights violation.

Human rights violations

• Human rights violations are when someone's rights are violated, despised or acted upon.
• When you name someone by their first name, you respect them and you violate their right to
dignity.

Participation in discussions, projects, campaigns and events that oppose

discrimination and human rights violations
Reservations
• Discussions are dialogues, negotiations and conversations during which people share
information, ideas, experiences and opinions.
• Reservations can be formal or informal.

For example
• Online discussions and forums.
• Social media.
• Radio programs.

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Projects
Orange Farm Human Rights Advice Center
• The Foundation for Human Rights took over a project launched by the Catholic Church on
Orange Farm in 1996.
• With a population of about one million people, Orange Farm, south of Johannesburg, is one of
the largest informal settlements in South Africa.

Youth Rights Project

• An initiative taken by the Human Rights Institute of South Africa offers training sessions for
human rights to youth delegates.
• The aim is to promote values and responsibility, expertise and skills in young people.
• Young people attending the workshops are expected to share what they have learned with
their communities and to start projects to promote human rights.

Campaigns
• A campaign is a series of actions that aim to change something.
• A campaign can be for or against something.

Peermont School Support Program

• In selected high schools in the Ekurhuleni and Sedibeng districts, the Peermont School
Support Program (PSSP) has launched a human rights campaign.
• The aim is to start debates on human rights, the Bill of Rights and the Constitution in
classrooms.
• Field visits for students, school seminars with guest speakers and a poster campaign are part
of the program.
• PSSP has also submitted a declaration of responsibilities to the schools, setting out the
responsibilities associated with the rights of the Bill of Rights.

Demand Dignity Campaign

• The six-year-old Demand Dignity campaign by Amnesty International focuses on areas where
impoverished people are overlooked, excluded from choices and kept poor and powerless.
• Years later, the oil sector in the Niger Delta region of Nigeria has not yet cleaned up oil leaks
and other pollution.
• It puts poor people at risk of violating their economic, social and cultural rights.

Youth celebrations
• Various groups, such as the Foundation for Human Rights and the Government's National
Youth Development Agency, host youth celebrations.
• These events are aimed at honoring youth, having fun, and learning more about what it means
to take self-determination.
• Young people are informed about the resources available and opportunities to volunteer at
community projects that benefit youth, women, children, and the elderly.

Youth Family Congress

• Takes place in Tanzania.
• It aimed to give young people the opportunity to discuss issues that affect them.

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Evaluation of outcomes of campaigns and events
• Determine the objectives of the campaign or event.
• See if these goals have been achieved.
• You can do this by observing, asking questions, doing research and comparing how the
problem was solved or improved before and after the campaign or event.

UNIT 2 : THE ROLE OF THE MEDIA IN A DEMOCRATIC SOCIETY : ELECTRONIC

AND PRINT MEDIA

Role of the media in a democracy

• Any media powered by electricity or batteries is considered electronic media.
• Books, newspapers, magazines, pamphlets, brochures, posters, and billboards are examples
of print media.
• The function of the media is to inform and entertain the public about daily events that are
newsworthy, such as by broadcasting soap operas that people can watch.
• Telephones enable people to communicate with each other and send and receive messages
instantly.
• Websites and software programs that allow you to instantly link to other users' websites are
known as social media.

The role of the media in a democracy

• Reveal human rights violations.
• Reporting on illegal activities, the courts and court cases.
• To expose corruption and mismanagement.
• To communicate.
• To entertain.
• Provide political information that can inform voters.
• Identify problems in our country.
• Promote debate and discussion.
• To promote nation building.

Therefore, the media must

• Explain what is going on and give enough details to explain why it is happening.
• Explain problems without causing discomfort.
• Encourage free and fair elections, as well as fair publicity for all political parties.
• Distinguish between facts and opinions, as well as reporting and analysis.
• Teach reporters the need to thoroughly review sources before compiling reports.

Examples of when the media does not fulfill its role responsibly
• Advertising and sponsorship are the primary source of revenue for most media.
• Instead of informing, the media publishes news to entertain.
• Political news is often more about personalities than about the work and achievements of
legislators.
• The media regularly exaggerates the risks and makes people worry unnecessarily.
• Interpretations of news and events may be inaccurate.
• The information in the print media, on the radio and on television is selected from a wide range
of data.

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Freedom of expression and restrictions
• Freedom of expression refers to the ability to freely express your thoughts and opinions
through voice, writing and other forms of communication.
• In a democratic society, freedom of expression is a fundamental right.
• Unlike the current level of freedom in South Africa, there were restrictions on what the media
could push and severe censorship during apartheid.
• This meant that the press was banned from reporting on certain topics and events.

Constitutional freedom of expression

• Our Constitution offers freedom of expression in South Africa.
• This means that people have the freedom to express their opinions, even if they differ from
those of others.

Right to freedom of expression

• Freedom of the press and other media.
• Freedom to receive or share information or ideas.
• Freedom of artistic creativity.
• Academic freedom and freedom of scientific research.

Constitutional Restrictions on Freedom or Expression

• Propaganda for war.
• Extermination of threatening violence.
• Inflammation of hatred based on race, ethnicity, gender/religion.
• Clearing to cause damage.

The State Information Protection Bill

• Information that the general public and other countries should not know is often classified as
state secret.
• To protect the people and the country, this material has been withheld.
• South Africa and Mozambique, for example, have a treaty on how to catch and deal with
pirates.
• The size of an army and the number of weapons it possesses are likewise classified
information.

The extent to which media reporting reflects a democratic society

• To determine how much media reflects a democratic society, look at the themes covered in the
media, the views of the editors and the amount of space and airtime allocated to the topics.
• The extent to which the media reflects a democratic society is also determined by its
geographical distribution, or the accessibility of information for different groups living in different
places.

Topics covered
• Newspaper editors, radio station managers and television managers decide what topics to
cover and how much time or space each story gets.
• These individuals do not necessarily have neutral views.
• Many of them are motivated primarily by commercial considerations.
• News, celebrity information, sports, religion, health, arts, culture, politics, entertainment, work
and schoolwork are examples of popular topics because people find them interesting or
beneficial.

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Views of editors
• Editors of newspapers and magazines have a great power because they not only decide on
themes, space and content.
• An editorial is a short opinion piece that summarises the most important news article and
expresses a point of view on it.
• It is usually used to good effect, such as persuading the government to build a library in every
school or asking people to stop committing crimes or driving safely.

Allocated space
• Space refers not only to the amount of space an item occupies on a page, but also to the exact
page on which it appears in a newspaper or magazine, as well as the amount of time it
receives on television or radio, or it appears at the beginning or end of a news item, whether it
appears on the homepage of a website or whether it can only be accessed via links.

Geographical distribution
• Newspapers, cell phone coverage and satellite television may not be available in isolated rural
locations.
• In some rural areas, internet access is not available or is not readily available.
• Rural residents may be restricted to listening to local radio stations.
• Furthermore, poor people cannot afford newspapers or access to computers, internet or
televisions.
• Because there are already a large number of people in South Africa who cannot read, radio
and television are the most accessible forms for them.
• Citizens will have access to as much information as possible before voting in elections.

Critical analysis of the media

• It is essential to critically review the media to assess the balance and fairness of reporting.
• For example, if a TV news report in a battle zone represents only one side of the narrative and
does not interrogate or display the mortality rates of resistance forces, it does not provide fair
coverage.

Critical analysis of campaigns

• Movements, campaigns or crusades campaigning or fighting for a cause.
• There have been initiatives to remove corrupt officials, prevent traffic accidents and inform the
country about HIV, for example.
• Some campaigns have no beneficial outcome, such as when the media launches a campaign
to embarrass a politician or celebrity for personal reasons.
• Some campaigns are beneficial, necessary and help in the development of a democratic
society.

Mandela Day Campaign

• The Mandela Day slogan, “Act. Inspire change. Make Mandela Day every day”, aims to
encourage people to make a difference by working for positive change.
• The number 67 is a symbol of the 67 years that former president Mandela gave to fight for
human rights.
• Start with the necessities if you want to make a change.
• On Mandela Day (July 18), simply offer 67 minutes of your time to help others and make a
difference.

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Coverage of sports, sports personalities and recreational activities
• Sports, sports personalities and leisure activities are discussed differently in the media.
• In South Africa, the media tends to focus on the so-called "five big" sports of football, rugby,
cricket, golf and motor racing for men.
• Sports including netball, women's soccer, hockey, canoeing, table tennis, indigenous games
and orienteering enjoy a lot of attention, but are often overlooked.
• Athletes have excessive coverage in the media, while sportswomen get harder coverage.

UNIT 3 : IDEOLOGIES, RELIGION AND WORLD VIEWS

Eastern and Western cultures

• Many people in various Oriental countries practice martial arts or self-defense such as judo,
karate and t'ai chi because these practices are enshrined in their philosophies, belief systems
and religions.
• Chinese martial arts is a kind of traditional Chinese cultural sport that has evolved over time.
• Exercise camps, in which you are exposed to a hard series of exercises, similar to an army
fitness routine, are becoming increasingly popular in the West, and they are mostly aimed at
women who want to improve their fitness.
• Sport, unlike in ancient civilizations, is a way of making money in Western cultures.

South African culture

• Certain sports were designated for specific cultural groups in South Africa during the apartheid
era.
• The participants were encouraged to take part in rugby.
• Rugby is offered at almost all white schools, and it has been made compulsory for men to
participate in order to promote a specific cultural philosophy and nationalism.
• Rugby is not encouraged for black men and women.

Traditional culture and indigenous games

• Culture has a big influence on what people do for fun.
• Stick fights, known as intonga, are particularly prevalent in Nguni culture.
• It can be traced back to the isiZulu civilization, until the 1670s, when the Zulu chief
Amalandela, the son of Gumede, lived in the Umhlatuze Valley.
• If you excel in sports, your social position rises in many traditional societies.
• Sport is usually a social or recreational activity rather than a source of income.
• Sport also cultivates in young people cultural values such as cooperation and self-discipline.

Ideologies, religion and world views regarding recreation and physical activity
• The Olympic Games are held every four years and feature the top athletes from around the
world competing for gold medals in a number of sports.
• Differences in ideologies, religions and worldviews are less important than participating in the
World Scene.
• Women are increasingly participating in the Games, and more countries can send their top
athletes to compete.
• Athletes get the chance to learn from other cultures while projecting a unifying image of sports
participation.
• Events such as the game can enable all countries to participate in physical activities and have
equal access to them.

21
Ideologies, religion and worldviews regarding recreation and physical activity
• Men still dominate participation in sports and recreational activities.
• Many people feel that men are more competitive and aggressive, and that these qualities are
necessary to be successful in sports.
• In some societies, women have to wear strict clothing when participating in sports.
• Shiite Islamic laws, for example, require all women in Iran to cover their hair, necks, bodies,
arms and legs.
• Even international athletes participating in Iran must adhere to the country's dress code.

22
 Chapter 5 : Social environmental responsibility
UNIT 1 : CORPORATE SOCIAL RESPONSIBILITY TO PROVIDE ENVIRONMENTS
AND SERVICES THAT PROMOTE SAFE AND HEALTHY LIVING

Responsibilities of various levels of government

• People are abusing the environment by polluting the air with smoke and chemicals, throwing
chemicals and rubbish into rivers and seas, cutting down too many trees and using too many
toxins, among other things.
• The environment is becoming unsafe and unhealthy for humans, animals and plants in many
regions of the planet.
• According to the Constitution, everyone has the right to a safe and healthy environment.
• Every individual and community has a responsibility to protect the environment and to use
resources properly.
• Various levels of government are also responsible for providing the environment and services
that enable a safe and healthy existence.

Laws, regulations and rules

• Parliament develops laws that apply to the whole country.
• Laws are enacted by provincial governments for their specific jurisdictions.
• Municipalities are enacting laws that govern their own jurisdictions.
• Ministers have the authority to draw up rules or to add laws by means of laws.
• Regulations may not contradict the principal law or instruct anything materially different.
• The Minister, provincial governments and local governments may only take specific noise
control measures under the Environmental Protection Act 1989.

A municipality's by-laws
• Emergency services.
• Cemeteries and crematoria.
• Public health.
• Public open spaces.
• Street trading.
• Water services.

Community services
• Electricity, garbage removal, water, traffic management, clinics and fire services are provided
by local governments and municipal councils.
• To provide community services such as energy and health care, different levels of government
must work together.

Education and intervention programs : impact studies

• Various programs have an impact in a safe and healthy way.
• NGOs, organizations, businesses, schools, community centers, religious institutions,
municipalities and the Department of Health can all organize programs.

Educational and intervention programs

• People are trained and made aware of issues that affect them through educational programs.
• Intervention programs are designed to address specific and urgent issues and to correct them.
23
Community Health Intervention Programs (CAPs)
• Sport and exercise are used in these programs to promote a better way of life in Cape Town.
• It was created in response to the increasing number of people suffering from hypertension and
diabetes.
• One of the programs is OptiFit, which offers walking, running, aerobic and indoor shooting
exercises in community centers for adults aged 18 to 55 years.

Sports intervention programs

• Some towns and non-governmental organizations (NGOs) have set up intervention programs
aimed at encouraging young people to engage in healthy physical activity, while also
discouraging crime, racism and drug abuse through involvement in sport.
• These activities also raise awareness of HIV and AIDS.
• Indigenous games, special development programs, sports camps for school holidays and
sports days are regular activities that take place at community centers and sports fields across
the country.

Nimro : Security ambassadors

• Gender-based violence awareness and community involvement are promoted through an
intervention program for teens (15 - 18 years old) in school.
• Schools select safety ambassadors for lifestyle interventions and workshops on how to conduct
school initiatives.
• They learn to take control of their environment and to solve crime-related problems with other
young people.

Recycling day
• It usually takes place in September as part of Make SA Clean Week.
• Its purpose is to raise awareness of the social, environmental and economic benefits of
recycling, as well as to contribute to a cleaner, greener and healthier South Africa.

Juvenile substance abuse prevention and awareness programs

• The South African National Council on Alcoholism and Drug Addiction is at the head of this
program (SANRA).
• By learning drug knowledge and building leadership and life skills in schools, the program
encourages a healthy lifestyle.

Impact studies
• Impact studies follow and measure something to discover if it has or will have an effect.
• Before building a road, for example, an environmental impact study can be done to determine
how it will affect water runoff, plants, animals and people.
• After a youth addiction prevention program, an impact study can be done to see if it was
effective and what needs to be changed.

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 UNIT 2 : FORMULATE A PERSONAL MISSION STATEMENT FOR YOUR LIFE

Personal mission statement

• A mission usually describes the purpose of a business, organization, or business.
• It explains what the business does, its vision and its values.
• It summarises these points briefly.
• A mission statement is designed to run a business, such as how it operates, how employees
and customers are treated, and how environmental responsibility is demonstrated.

Personal views
• Your personal views are your thoughts and beliefs about what is important to you.
• Your future ambitions, religion, society and values can influence your own opinions.

Values
• Personal beliefs that determine how you live.
• These are your guidelines for what is acceptable and what is not.
• These are characteristics that are meaningful to you and that are important or useful to you.
• Your life experience, the place you live, your school, your interests and the people in your life
are all factors that influence your values.

Examples of values
• Honesty.
• Responsibility.
• Accuracy.
• Loyalty.
• Self-sacrifice.

Belief system
• Your belief system is the lens through which you view the world and your place in it.
• It is possible that your belief system is based on the teachings of a formal religion or that it is
part of your cultural belief system.

Religion
• What you believe and who or what you worship forms your religion.
• Moral rules, rituals, and methods of dealing with others are common among religions.
• Religion is based on faith.
• Your beliefs, attitudes, and behaviors can be influenced by religion.

Buddhism
• Buddhism is a divine teaching that is beneficial to people of all backgrounds.
• According to a Buddhist beginning, people need to restructure their lives so that they can live in
peace with themselves and others.

Christianity
• The Ten Commandments, which represent essential ideals, are followed by Christians.
• Good deeds have a high monetary value.
• Within the Christian religion, there are different churches that lead their members.

25
Hinduism
• Hindus believe in religion and freedom of worship and regard the whole world as one family.
• Religion encourages peaceful coexistence as well as spiritually meaningful and moral life.
• Non-violence, as well as tolerance, respect, wisdom and compassion, are highly valued.

Islam
• Islam is a religion that teaches Muslims how to live their lives according to a set of principles
that govern every part of their lives.
• Muslims learn how to live according to their principles from the Qur'an and other prophetic
teachings.
• Followers are encouraged to fulfill their moral obligations and live morally upright lifestyles.
• Family life is highly valued.

Judaism
• Jews also follow the Ten Commandments.
• They also have specific rules, such as how to run a business ethically and how to treat people
and animals.

African Traditional Religion

• Society is the most important aspect of life in the Afrikaans Traditional Religion (ATG).
• ATG also promotes moral principles, social order, security and harmony.
• These ideals are demonstrated daily in action.

Bahá’í Religion
• The Bahá’í Religion focuses on practical ways to address the moral and spiritual challenges of
the modern world.
• Bahá’í followers aim to reduce discrimination and prejudice between people and value justice
and human rights.

Ideologies
• Ideologies are a collection of beliefs, values and concepts arranged in a system.
• Democracy, communism, nationalism and fascism are examples of political philosophies.
• Capitalism, socialism and Marxism are examples of economic ideologies.
• These philosophies have different views on social welfare, religion, patriotism, health care and
the legal system.

Lifestyle (physical and emotional well-being)

• Your lifestyle is how you lead your life on a daily basis.
• Spending time with friends, resting in nature and participating in community events ensures
your mental well-being.
• You follow a religion or have a belief system that gives you strength and comfort.

Environmental responsibility
• If you take your environmental responsibilities seriously, you understand the need to treat
nature with respect.
• You do not pollute or cut down trees without replacing them, which can be harmful to the
environment.
• You recycle and participate in environmental cleanup campaigns.

26
Goals for studies and career choices
• Your goals for study and career choices are your plans for the future, the steps you need to
take to achieve your later life goals.
• For example, your goal may be to have a good job and own your own home within 10 years.

Formulate a personal mission statement for your life

• It's a good idea to start thinking about your long-term goals.
• A personal mission statement serves as a roadmap for your future endeavors.
• It examines your current situation as well as your goals for the next 3 - 5 years.
• Keep your goal short enough to write or print large letters on one sheet of paper and place it on
the wall of your room to encourage you.

UNIT 3 : IMPACT OF A VISION

Impact of a vision on actions and actions in life

• The choices you make.
• Encourage yourself to perform well.
• Inspire yourself and give yourself the will to keep going when there are challenges in your life.
• Guide you when you set goals.
• Commit to achieving your goals.
• Work hard to achieve success.

Impact of a vision on the immediate community as well as the wider society

• Your view can have an impact on the people in your immediate area.
• Your community consists of your family and friends, as well as the individuals with whom you
live and work.
• It can also have an impact on society as a whole, which includes more than just your
neighborhood, town, province or country.
• Bill Gates, the creator of Microsoft, for example, had the vision that ordinary people have
personal computers on their workstations.

27
 Chapter 6 : Self-development in society
UNIT 1 : HUMAN FACTORS CAUSING POOR HEALTH, ACCIDENTS, CRISES AND
DISASTERS

Poor health
• If your health is poor, it means you get sick easily.
• Poor lifestyle choices can lead to poor health, for example having unprotected sex and
contracting a sexually transmitted infection (STI), smoking and lung cancer, or abusing alcohol
and developing liver disease.

Accidents
• Accidents occur when unexpected and unplanned things happen to someone.
• For example, people cause traffic accidents by driving too fast or under the influence of
alcohol.
• Accidents with fire can happen when someone leaves a burning candle near a curtain.
• Fire accidents can happen when a pot of boiling water or oil is left where a child can knock it
over.

Crises
• A crisis is a state of emergency that causes great distress and disruption.
• People can cause crises, for example when a man leaves his wife for another woman and
leaves his family without food, school fees or rent.
• This means that trains cannot run, people are late for work and learners are late for school, or
it can even cause accidents.

Ramp
• A disaster is a great tragedy or devastation.
• It can be caused by nature or humans.
• When they use rivers for their ablutions, such as doing laundry and defecating in them, the
water can become contaminated.
• People who use contaminated water can contract cholera, which is a deadly disease and
spreads easily.

Psychological factors that cause poor health

• Psychological factors refer to the mental and emotional aspects of man.
• The mind and body are in close interaction; sometimes psychological factors can cause illness
and sometimes illness can have a psychological effect.
• A psychosomatic illness really exists and not just in your imagination.
• It should be treated like any other disease.
• Examples of psychosomatic illnesses are indigestion or stomach problems, fatigue and
headaches.

Social factors that cause poor health

• Poor health is related to social factors, which are issues that involve people, the community
and the public.
• How people treat each other and the social conditions in which they live can affect their health.
• Gender-based violence, especially violence against women, is a major cause of ill health.
• Women are also more exposed to STIs and HIV due to forced sexual intercourse or rape.

28
Religious factors that cause poor health
• Religious and belief systems can help heal people, but can also cause poor health.
• Some people's religions may prevent them from taking medication or undergoing a blood
transfusion.
• It can lead to serious illness and even death.
• There are people who have such strong religious beliefs that they say that only their god can
heal them.

Cultural practices that cause poor health

• Culture influences our view of health, illness and treatment, as well as our actions towards our
health.
• All cultures practice wholesome and harmful practices.
• Harmful cultural practices are often aimed at benefiting men and can cause harm to women in
the process.
• Female genital mutilation (VGV), the inheritance of women and the preference for male
children seriously harm the health of women.

Preference for male children

• In some cultures, boys are preferred over girls.
• This can lead to the abortion of a female fetus or the killing of a baby girl at birth.
• It also has a detrimental effect because the best food is often kept for the boy and the girl then
suffers from malnutrition and general neglect.

Circumcision
• Male circumcision is the removal of the foreskin of the male penis.
• It can help reduce the transmission of HIV.
• However, it can be harmful if it is performed by an untrained or careless person who uses
unsterilized instruments and does not take enough precautions to prevent infection.

Female genital mutilation and circumcision

• Female genital mutilation involves the surgical removal of parts of, or all of, the female genital
organs.
• It is an outdated practice in some parts of the world that is continued because it is a custom.
• It is believed that a woman's sexuality can be controlled by mutilating her genital organs.
• However, VGM leads to serious health problems and diseases, including internal and external
bleeding, infection and severe pain.

Regular marriages
• Sometimes girls as young as 11 as the fourth or fifth wife are offered to men who are old
enough to be their grandparents.
• The parents usually do this to get money or to pay off debts.
• The harmful consequences include the girls being deprived of their childhood, as well as a lack
of education and poor health.
• Difficult births, often due to the young age of these young mothers, often lead to their death.
• They need to breastfeed their babies at a stage in their lives where they are still growing.

29
Culture of silence
• In some cultures it is taboo to talk about sex, gender relations and issues of reproductive
health, HIV and AIDS and pregnancy.
• This secrecy can lead to misinformation, myths, lack of knowledge, stigmas and discrimination.
• It can also stop people from going to a clinic for treatment that could save their lives.

Dry sex
• Dry sex or vaginal dryness leads to friction in the genital area and causes injuries to the
membrane that carries the vagina and uterine sac.
• This scar tissue increases the risk that women may contract HIV.
• Dry sex removes the bacteria that help fight infection.
• There is a higher risk that a condom can rupture during dry sex.
• It also leads to a higher risk of an STI infection.

Nutritional damage
• In some cultures there are nutritional taboos, which means that some foods may not be eaten.
• The taboos usually apply to girls and pregnant mothers.
• In some cultures, the baby girls are weaned much sooner than the boys.
• This means that the boys have a much better chance of survival and good health.

Different knowledge perspectives

• A knowledge perspective is the opinion or point of view you have about something.
• Facts and information can, for example, be seen from a specific point of view, point of view or
angle.
• Different people have different knowledge perspectives, which means they have different ways
of understanding and knowing well.

UNIT 2 : LIFESTYLE DISEASES DUE TO POVERTY AND GENDER INEQUALITY

Cervical cancer in women

• Women are vulnerable to cervical cancer, which is almost always caused by human
papillomavirus (HPV) infection.
• It is a cancer that forms in the tissue of the cervix.
• The cervix is the organ that connects the uterus and the vagina.
• It usually grows slowly and may have few symptoms, but it can be detected with regular
checkups.

Lung cancer
• Women are more vulnerable to the effects of smoking than men.
• Women develop lung cancer after exposure to lower levels of smoking than men.
• Women who smoke three to five cigarettes a day can double their risk of developing cancer,
while men who have to smoke six to nine cigarettes to double that risk.

Prostate cancer in men

• Prostate cancer usually starts in the male prostate gland.
• It is a gland that is part of the male reproductive system.
• It wraps around the urethra, the tube that carries urine out of the body.

30
Symptoms of prostate cancer
• Delayed or slow onset of urination and a slow flow of urine.
• Drip or urine leakage after urination.
• Can not empty the bladder properly.
• Blood in the urine or semen.
• Pain in the legs of the body in the lower back and pelvis.

Hepatitis B
• Hepatitis B is the most common serious liver infection in the world.
• Chronic hepatitis B infection can lead to liver disease and liver cancer.
• The liver is an important organ that filters toxins from the blood and produces substances that
fight infections.

Symptoms of hepatitis B infection

• Flu-like symptoms.
• Fatigue.
• No appetite.
• Vomiting and nausea.
• Dark urine.

High blood pressure

• Hypertension is a disease where the blood pressure in your blood vessel system is constantly
high.
• Arteries are blood vessels that carry oxygen-rich blood to your body.
• Blood pressure is the force of the blood that presses against the walls of the blood vessels.
• With each heartbeat, the heart pumps blood through the arteries to the rest of your body.

Diseases of the heart and circulatory system

• The main cause of circulatory system diseases is high blood pressure.
• Cardiovascular diseases are diseases of the heart and the vascular system.
• These include cardiovascular diseases, such as heart disease and stroke, as well as high
blood pressure.
• The most common form is coronary heart disease or ischemic heart disease.
• The blood vessels narrow, which reduces the supply of oxygen and nutrients to the heart.

The World Health Organization (WHO) warns that diseases of the heart and
circulatory system
• The number one cause of death worldwide.
• It causes an estimated 17.50 million deaths annually, which is 30% of all deaths worldwide.
• Of these deaths, an estimated 7.50 million are due to coronary heart disease and 6.20 million
to strokes.

Tuberculosis
• Tuberculosis (TB) is a contagious disease caused by the bacterium Mycobacterium
tuberculosis.
• It is spread by infectious, airborne droplets.
• For example, when infected people cough, sneeze or spit, they can spread TB bacteria in the
air.

31
Pulmonary TB symptoms
• Fatigue.
• Chest pain.
• Blood in the saliva.
• Fever, with a high temperature.
• Appetite and weight loss and night sweats.
• Shortness of breath.

Sexually transmitted infections, including HIV and AIDS

• STIs are spread through the transmission of infected organisms from one person to another
during sexual contact.
• In addition to common STIs such as syphilis and gonorrhea, STIs also include HIV, which
causes AIDS; chlamydia trachomatis, the human papillomavirus (HPV), which can cause
cancer of the penis or anus.
• STIs in the mother can cause miscarriages, premature births and stillbirths, as well as
blindness and pneumonia in the baby.

Poverty
• Poverty means not having enough money to provide for your basic needs.
• A household of four with an income of less than R2 000 per month lives below the poverty line
and cannot provide for their basic needs.
• People living in poverty are also at greater risk for lifestyle diseases because they have fewer
choices.
• Poor people are more likely to contract diseases because they do not have money for access
to health care.

Poverty leads to
• Poor sanitation and a shortage of water in the community, which can lead to diseases.
• Food insecurity, which means people do not have adequate access to food or enough healthy
food.
• The less balanced and nutritious the meals are, the more the immune system weakens and
people are at risk of contracting infections and diseases.
• The repeated reuse of oil for cooking purposes because they do not have money to buy new
oil.

Gender inequalities
• There is a close relationship between poverty and gender inequality.
• Gender roles are the different roles and responsibilities assigned to men and women by the
community.
• Gender imbalances or inequalities affect the health of both men and women.

This is due to
• Differences in biological composition.
• Women's reproductive function.
• Different gender roles leading to different lifestyles and health risk factors.

32
UNIT 3 : LIFESTYLE DISEASES : CONTRIBUTING FACTORS AND INTERVENTION
STRATEGIES

Contributing factors to lifestyle diseases

Lifestyle factors For example Risk
• Cervical cancer in women.
Risky sexual behavior • Sex without a condom.
• STIs and HIV.
• Eat too much fat, especially
Poor eating habits • Prostate cancer in men.
animal fat.
• Drug abuse and use of
Substance Abuse • Hepatitis B and AIDS.
infected needles.
• Plum tobacco and the use of • Cancer of the mouth, lips,
Tobacco use
snuff. esophagus and pancreas.
• Do not do enough • High blood pressure.
Lack of exercise cardiorespiratory and aerobic • Heart disease and circulatory
exercise. system diseases.

Intervention strategies
• An intervention strategy is a way to help, get involved and do something.
• Prevention and control, for example, are two basic and effective measures.
• Treatment, care and support are needed to tackle lifestyle diseases.
• Intervention strategies to fight lifestyle diseases.
• To protect people from tobacco smoking and to ban smoking in public places.
• Increase taxes on tobacco products.
• Ban tobacco advertising, advertising and sponsorship.
• Address warnings about the dangers of tobacco use.
• Teach people about healthy living.
• Educate people about STIs, including HIV.
• Reducing the stigma towards people living with HIV and AIDS.
• Promoting HIV testing.

Health promotion in schools

• Encourage regular physical activity.
• Educate people about the importance of early detection, regular tests and clinic visits.
• Restrict access to alcohol.
• Prohibit alcohol advertising.
• Increase taxes on alcohol.
• Raise community awareness about nutrition.

Prevention
• How to prevent diseases of the heart and circulatory system
• Avoid all tobacco products.
• Get regular physical exercise.
• Follow a heart health nutrition plan.
• For example, avoid red meat and very fried, fatty foods.
• Rather eat fresh fruits and vegetables every day.
• Avoid lots of sugar and salt.
• Maintain a healthy weight.

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Vaccinations
• Vaccinations, when available, can prevent certain cancers.
• Vaccination against hepatitis B, a major cause of liver cancer.
• Vaccination against the human papillomavirus (HPV), the leading cause of cervical cancer.

Control
• When you control something, you manage it so that it does not become a crisis or a disaster.
• TB transmission usually occurs indoors, in dark, humid spaces where droplets can remain in
the air for a long time.
• TB is easily spread in densely populated and poor living conditions, hostels and in
overcrowded prisons, refugee and squatter camps, mines and poorly ventilated factories and
classrooms.
• Direct sunlight and fresh air quickly kill the TB bacterium.

To prevent TB or to prevent the spread of TB, you can

• Open the windows and let fresh air into your home, classroom or bus.
• People with TB help and encourage them to follow the treatment instructions and take their
medication regularly.

Early detection
• Early detection means detecting and treating the disease early, before it becomes incurable or
transmitted to others.

Cancers
Tests for cervical cancer
• Regular pap smears, a procedure in which cells are scraped off the cervix and viewed under a
microscope, help detect cervical cancer.
• Cervical cancer usually does not show symptoms until it is advanced.
• It is therefore extremely important that women are tested for it regularly.
• Tests can detect early signs of the disease.

High blood pressure

• Your blood pressure is considered normal when it is below 120/80 mm Hg, with 120 referring to
the systolic and 80 referring to the diastolic number.
• You have pre-high blood pressure if your blood pressure is between 120/80 and 139/89.
• When your blood pressure is 140/90 or higher, you have high blood pressure.

SOIs
• Check the clinic regularly for tests.
• The sooner you know you have an STI, the sooner it can be treated.
• Many STIs have no symptoms, so a test is the only way you will know.
• If you are not sexually active, you do not need to go for STI tests.

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Intervention strategies
Treatment
• Treatment involves medical care such as surgery, medication or chemotherapy so that the
person can feel better or be healed again.
• Cancer treatment, for example, differs depending on the type of cancer.
• High blood pressure can be treated with daily medication.
• Medication for TB is very effective in treating this disease.
• However, it should be taken daily and only stopped when the doctor says so.
• Many STIs can be cured by early treatment.

Care and support

• You can alleviate the stress of an illness by joining a support group whose members share
common experiences and problems.
• People with cancer need a lot of friendship and support because the chemotherapy can cause
hair and weight loss, nausea, depression and severe fatigue.

This may include

• Pain relief.
• Confirmation of life and the handling of deaths as a normal process.
• Not to hasten or delay death.
• Integration of the psychological and spiritual aspects of patients' care.
• Providing a support system to help patients live as actively as possible until they die.

UNIT 4 : COMMITMENT TO PARTICIPATE IN LONG-TERM PHYSICAL ACTIVITY

Long-term consequences of participation

The benefits of long-term exercise
• Physical benefits : keep your body healthy and strong.
• Spiritual benefits : helps keep your mind awake.
• Social benefits : help you make friends and feel part of a group.
• Emotional benefits : help you feel good about yourself and deal with your stress and negative
feelings.

Develop a plan of action for lifelong participation in physical activity

• Criteria.
• Safety.
• Suitability of activity for age group.
• Accessibility.
• Cost.
• Health benefits.

Value-added benefits and lifestyle diseases

Benefits of physical activity
• It reduces the risk of dying from lifestyle diseases at a young age.
• Lowers blood pressure and relieves stress on your heart.
• Reduce the risk of developing diabetes.
• Reduce feelings of depression and anxiety.
• Promotes weight loss.

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 Chapter 7 : Careers and career choices
UNIT 1 : CORE ELEMENTS OF AN EMPLOYMENT CONTRACT

The Labor Relations Act (LRA), Act 66 of 1995

• The LRA aims to promote economic development, social justice, labor peace and democracy
in the workplace.
• Does not apply to members of the National Defense Force, the National Intelligence Agency
and the South African Secret Service.

Employment Equity Act (WGI), 55 of 1998

• Promote equal opportunities by eradicating unfair discrimination in any employment policy or
practice.
• Regulate affirmative action so that people from the designated groups with suitable
qualifications get employment opportunities.
• According to the WGI, designated groups are black and colored people, Indians, women and
disabled people of all races.

The Basic Conditions of Employment Act (BCEA), 75 of 1997

• The BCEA was introduced in 1997 and amended in 2002.
• Employers must provide employees with written details of their employment in the form of an
employment contract.
• It is against the law to employ a child under the age of 15, except in the performing arts.
• Children between the ages of 15 and 18 may not be employed in hazardous work that
endangers their welfare, education, physical or mental health, or spiritual, moral, or social
development.
• Employees have duties and responsibilities towards their employers.
• For example, employees may not take sick leave if they are not ill and they must obey all legal
and reasonable instructions from their employers.

Core elements of an employment contract

• The BCEA outlines the core elements that need to be covered in an employment or
employment contract.
• These core elements are the minimum or basic elements.
• They are indicated in the sample contract on the pages that follow.
• Your employee can add elements.

Principles of equality and redress

Equality
• South Africa's labor laws promote equality and justice.
• According to the WGI, every employer must take steps to promote equal opportunities in the
workplace by eliminating unfair discrimination in any employment policy or practice.
• Sometimes, however, an employer can discriminate if it seems fair.

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Correction
• Disciplinary hearings : address employees' misconduct in the workplace, such as absence,
disobedience and refusal to do what the employer tells you to do, or dishonesty.
• Workplace forums : committees of elected employees; they meet regularly with employers to
discuss workplace issues.
• Trade unions : help and represent employees in grievance and disciplinary proceedings.
• Bargaining councils : represent employees and employers in different sectors.
• The Commission for Conciliation, Mediation and Arbitration (CCMA) : seeks to resolve disputes
and disputes between employers and employees through negotiation and mediation rather
than court cases or strikes.

Recruitment process : general trends and practices

• There are different ways to recruit or find people to join a company or business to perform a
specific task.
• Some companies use recruitment or staffing agencies to locate job seekers.
• A general current trend is to recruit employees online.
• Sometimes companies post vacancies on their websites and ask you to apply online.

How to fill out an online application form

• Submit your resume online, including photos.
• Take tests to see if you are fit or qualified for the job.
• Write a few paragraphs about yourself.
• Make an appointment for an interview.
• Some employers also use social networking sites to advertise jobs.

Examples of social networks

• Facebook.
• Twitter.
• LinkedIn.

Trade unions and organised labor

Trade unions
• Trade unions are organisations that represent the interests of their members in the workplace.
• They take part in collective bargaining and negotiations with employers for, for example, wage
increases or better working conditions.

Union office bearers or officials have the right to

• Enter the workplace to recruit and communicate with members.
• Meet with employees at their workplace, but not during their working hours.

Members of a trade union are entitled to

• Election of trade union representatives at their workplace.
• Authorise the employer to deduct union membership fees or levies from members' wages.
• Union representatives, also known as floor representatives, are full-time employees elected by
union members.

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They have the right to
• Assist and represent other employees with grievance and disciplinary proceedings.
• To obtain special leave, if they are elected union office bearers, for trade union activities, such
as attending trade union conferences or training courses.
• To see if employers treat the employees in accordance with the provisions of legislation.

Organised labor
Employers' organisations
• The LRA states that employers have the right to join employers' organizations.
• More than 160 employers' organizations are registered with the Department of Labor.
• Employers' organizations look after the interests of their members, negotiate with unions and
keep members up to date, for example, on the latest labor laws.

Federations
• A federation is a group of organizations that consists of smaller groups, such as groups of
trade unions or groups of employers' organizations.
• The main trade union federations in South Africa are the Congress of South African Trade
Unions (Cosatu), the Federation of Unions of South Africa (Fedusa), and the National Council
of Trade Unions (Nactu).

Work ethic and community expectations

• These are standards that show us what is right or wrong, good or bad.
• Ethics is based on values and respect for yourself, others and your environment.
• Work ethic shows what is acceptable or good in the work environment.
• There are certain rules in the workplace that you must obey.

For example, the community expects you to

• To work if you can work.
• To help build the nation.
• To have a good work ethic.
• To fulfill your potential.
• Create work for others, if possible.
• Pay taxes.

UNIT 2 : THE VALUE OF WORK : HOW WORK GIVES MEANING TO LIFE

The value of work

• The value or sense of work is more than providing money.
• It gives us purpose and meaning.
• To be fulfilled means to be satisfied, contented and happy.

How work gives meaning to life

• When you have meaning in your life, you are fulfilled and you experience self-realization.
• The well-known psychologist Abraham Maslow described such people as those who are
fulfilling their potential and are doing what they are capable of.
• There is a need for growth throughout one's life.
• According to Maslow, we always develop and never stay the same.

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 Chapter 8 : Study skills
UNIT 1 : PREPARING FOR SUCCESS : STRATEGIES FOR SUCCEEDING IN THE
GRADE 12 EXAM

Revision of own study skills

Study timetable
• Compile a study timetable for the last few weeks before the NSC examination, as well as for
the time during the examination.
• Prioritize the topics you are going to write first, but do not forget about those that come later.
• Indicate in your study schedule when you will have breaks for recreation and physical activities.
• Also indicate how many hours you will have each night to sleep.
• Also indicate when you will meet your study group and teachers for additional support.

Trial exam
• Set a time when you can work continuously, under examination conditions, and answer the
papers as you would in an examination.
• Review the questions you answered incorrectly and write down the correct answers.
• Go back to those sections in your textbook and review the content.
• See if you understand where you made mistakes and if you now know that section.
• Ask your teachers to help you if you can not find the correct answers.
• If you have a memorandum where all the answers are given, use it to help you mark your work.

Summaries
• Go through these summaries regularly.
• Record in your study timetable when you will review your summaries for the different subjects.
• It will help to go through each summary every three days, before you forget the content.
• Put your summaries in places where you can see them.
• Say your summaries aloud.

Revision
• Revise the aspects you do not know.
• If there are any parts you do not understand, ask your teachers to help you.
• Please do not wait until the day before the exam to ask your teachers - ask now, long before
the exam.

Active learning
• Ask and answer questions.
• Practice answering exam type questions.
• To repeat what you have learned.
• Regularly review what you have learned.

Help yourself focus and concentrate

Nutrition
• Make sure you eat balanced meals during your exam time.
• Eat fresh vegetables and fruits every day, as well as a small portion of starch and meat.
• You work hard while studying and may be hungry.

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Salt sensations
• Unsalted peanuts and any other unsalted raw nuts, or even roasted in the oven but not
roasted.
• Low-salt biltong in moderate amounts.
• Chicken wings.
• Carrots, tomatoes, celery and salad on a low-salt biscuit.
• A slice of cheese or a teaspoon of cottage cheese.

Fruit fantasy
• Apple, banana, avocado, orange, guava, papaya, strawberries, blueberries.

Before your exam

• If you are writing exams early in the morning : yoghurt, two slices of bread with peanut butter or
cheese or egg should be enough, with a glass of milk or a cup of rooibos tea.
• If you write an exam in the middle of the morning : eat your normal breakfast, but eat a healthy
snack before your exam.
• If you write after lunch : eat a light lunch consisting of a sandwich and a boiled egg or a slice of
cheese, or a piece of chicken.
• If you write late in the afternoon : eat lunch as usual, but eat a healthy snack before your exam.

Recreation
• You should also relax during your preparation for and writing exams.
• However, your recreational periods should be short, regular and sensible.
• This means you need to get physical exercise, but do not overload yourself.

Sleep
• Try to sleep at least 6 hours a night during exam time, and eight to 10 hours on weekends.
• Avoid "all nights", where you stay up all night studying.
• It will not help you, because somehow you will have to catch up on your lost sleep and sleep all
day instead of studying.
• You may also be too tired to write the exam if you do not get any sleep.
• Avoid taking any pills that are supposed to keep you awake.
• They do not help and can have adverse side effects.

Self-talk and motivation

• An important part of your study method is to keep yourself motivated and diligent to study.
• Constantly tell yourself that you can do it.

UNIT 2 : REVISION OF STUDY SKILLS AND EXAMINATION WRITING SKILLS

Before the exam

• Pack three black pens, two sharpened pencils, an eraser, ruler, watch, ID book and any other
equipment you may need and take it with you to the examination room.
• Do not talk to friends about the exam before you start writing.
• They can confuse or upset you because they can name a section of work that you have not
learned.
• Try to spend the time before the exam alone.

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When the exam starts
• Write your examination number and other required details on the answer book.
• Check your details to make sure they are correct.
• Read through the whole paper before you start.
• You will have ten minutes to do this before the exam starts.
• When you are allowed to start writing, mark the easy questions because you have to do it first.
• Work out how much time you need to spend on each question.

Read the questions carefully

• Make sure you understand the questions before answering them.
• Just answer what the question asks.
• Follow the instructions carefully.
• Constantly check whether you are answering what is being asked.
• Note the words used in the questions.

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 Chapter 9 : Careers and career choices
UNIT 1 : REFINEMENT OF A PORTFOLIO OF PLANS FOR LIFE AFTER SCHOOL

Refinement
• Make sure it contains all your plans and information.
• Update all your information, for example your latest points, your current address and phone
numbers.
• Throw away anything that is no longer relevant or outdated so that it does not take up space
and confuse you.
• For example, make new copies of your ID if the old copies look crumpled or torn.

Record of plans and progress in achieving them

• Keep a record of your plans so you can see if you are making progress in achieving them.

Minimum admission requirements

Bachelor's Degree Diploma Higher Certificate
• One official language at
• One official language at • One official language at
home language level -
home language level - home language level -
40% (APS3) or more.
40% (APS3) or more. 40% (APS3) or more.
• Four subjects from the
• Three other subjects - 40% • Two other subjects - 40%
designated list - 50%
(APS3) or more for each (TPT3) or more for each
(TPT4) or more for each
subject. subject.
subject.
• Two subjects - 30% • Three subjects - 30%
• Two subjects - 30%
(APS2) or more for each (APS2) or more for each
(APS2) or more for each
subject. subject.
subject.

To make a decision, you need to do the following

• Decide at which institution you want to study.
• Get the application form and complete it.
• Submit your forms long before the closing date.
• Make sure you include all the relevant documents.
• If you have to do an interview or take a selection test, write down the date, time and place.
• Apply to more than one institution in case your application is not successful.
• Find out the deadlines for submitting your applications.

Additional requirements
• Most courses have additional requirements, such as a minimum mark for certain subjects.
• Some institutions have their own selection tests or may invite you for an interview.
• Even if you meet these requirements, admission is not automatic because a limited number of
students can be accommodated per course.
• You will also be interviewed.

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Details of identified institutions providing funding for intended courses
• Scholarships : awarded to outstanding students by various trust funds and organizations.
• Merit awards : awarded by universities to South African students who excelled in school and
obtained their NSC the year before they studied at the HEI.
• Scholarships and loans from the university : usually for full-time students.
• Sports scholarships : usually for athletes who have acquired at least provincial colors in their
sport.
• National Student Financial Scheme (NSFAS) : loans that can be converted into bursaries if you
do well.
• Scholarships from national and provincial governments : you usually have to work for the
government after graduating.
• Scholarships from companies and organizations : some have training schemes and you may
have to work for them after you graduate.
• Work study programs : you work in your free time on campus.
• Eduloan : has different types of loans for different educational needs.
• Loans from banks : most banks offer loans at special interest rates to students.

UNIT 2 : IDENTIFICATION OF POSSIBLE JOB OPPORTUNITIES, APPLICATION

LETTERS AND ANSWERS, AND A CV

Identify job opportunities

• Studying a specific area can lead to a lot of job opportunities.
• Do research on the possibilities by searching career websites on the internet, talking to people
who have followed your field of study, asking questions to career counselors at the HEI where
you want to study, and reading journals and magazines.

Employment opportunities with an NSC

• Learnership : you apply for a scholarship in an area in which you are interested.
• Shadow work : this will help you decide if your chosen profession is the right profession for
you.
• Apply to a FET college : the Department of Higher Education offers FET bursaries if you are
financially needy.
• Take a bridging year : you take time off after Grade 12.
• Offer your services voluntarily : work at NGOs and community programs.
• Join a skills program : a skills program will equip you with hands-on experience and make you
more employable.
• Start your own small business : take the initiative and find out how to start your own small,
micro or medium-sized business (SMME).

Application letters for employment/study/bursaries/scholarships

• Application letters must be short and to the point.
• Just write down the information needed.
• An application letter is the first contact you will have with a potential employee and it should
attract the attention of the reader.

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Application for a scholarship
• Make your subject line : Application for scholarship (name the scholarship).
• In the first paragraph, mention that you are applying for the scholarship.
• In the second paragraph, say what course you want to follow, where you want to study and the
cost.

Replies to letters
• When you receive answers to your application letters for employment, study or scholarship,
reply and say thank you.
• This will create a good impression.
• Even if you do not get the job or scholarship, write to thank them for the answer.
• Ask them if they will keep your details on file in case another post becomes available, for
example.

A short CV for an application for part-time or full-time work or a scholarship

• When you apply for a part-time or full-time job or for a scholarship, you will have to provide a
short curriculum vitae (CV).
• Summarise your resume to fit, if possible, on a single sheet of paper.
• Include your contact details, ID number, school name and your subjects.
• Name any computer, leadership, communication and organizational skills and experience you
have.
• Also briefly mention any community work, part-time work and interests or hobbies.
• Make sure there are no grammar or spelling errors and that you typed it neatly.
• Make clear, certified copies of all your relevant documents to attach to your resume.

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