CLASS NOTES

TERM 2
by MATSAKA DJ

72 | LIFE ORIENTATION TEACHER GUIDE GRADE 12

TERM 2

Responsible Citizenship
1. Responsible citizenship
Responsible citizenship means that you do your duty as a citizen, you fulfil your
responsibilities, and do what is right or expected of you as a citizen.
A responsible citizen is a person who:
- follows the rules and laws of the country without obligation.
- is aware of, respect, and promote human rights.
- is concerned about the welfare of others.
- take part in campaigns, projects and events that fight against the violation of
the human rights.
- obey the law.
- pays tax.

1.1 Evaluate your position on discrimination and human rights violations

It means you evaluate your position regarding discrimination and human rights
violations by critically analysing your opinions, attitudes and behaviour taking the
Bill of Rights into account.

1.2. Bill of Rights

The Bill of Rights is a cornerstone of democracy in South Africa. It is the rights of
all people in our country. The Bill of Rights is basic human rights that all people,
not only South African citizens, should enjoy and respect. Examples of some of
these rights are:
 to be treated equally;
 to have dignity and self-respect;
 to have your own opinion and views and to follow any religion
you chose;
 to express your ideas,
 views and opinions freely, as long as they don’t violate the rights of
others;
 to live and work in a healthy environment;
 to be treated fairly at work;
 to speak any language, you chose
 to have access to basic health care.

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1.3. Discrimination
It is the unjust, unfair, and unequal treatment to others on the grounds of age,
race, sex, religion or creed.

1.4. Human rights violation

It refers to violation of the basic rights of people by treating them wrongly;
hurting, disrespecting or acting against someone’s rights.

The role of the media in a democratic society: electronic and print media
2. The role of the media in a democratic society
2.1. Electronic and print media
 Electronic media are any media that need electricity or batteries, such as
the Internet and emails, websites, blogs, Facebook, Twitter, radio, TV, film
and DVDs.
 Print media include books, newspapers, magazines, pamphlets, brochures,
posters and billboards

2.2 Role of the media in a democracy

 To inform the public on what is going on: inform democratic choices through
the clarification of complex issues, particularly in an age when information is
the driving force of economic advancement and international events impact
on people's daily lives as never before;
 To provoke public debates leading to greater public participation in important
decisions;
 To uncover abuses and expose violations of human rights
 To inform citizens about their government, their rights and freedom and their
health and safety.
 To alert and mobilize public opinion to humanitarian causes/injustices;
To allow political diversity to express itself by advertising different views/
ideological approaches to certain issues;
 To keep politicians attuned to public opinion while offering politicians a
medium to explain policies/decisions to public opinion and build the
necessary support.
 To report on unlawful activities, the courts and court cases
 To expose corruption and mismanagement
 To give political information that can inform voters
 To promote nation-building, by giving access to diverse viewpoints and world
views, as well as sports cover

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Examples of when the media do not fulfil their roles responsibly include:
 Most media make money from advertisements and sponsors. The media
therefore aim to satisfy the interests of their advertisers. These may not be the
same as the interests of the public. They may withhold information or give biased
reports, to satisfy their sponsors.
 News entertains rather than informs. Some media are filled with gossip,
scandals, sex and violence rather than facts.
 Political news is often more about personalities, than about politicians’ work and
contributions. Media publicise the scandalous private lives of politicians and
their families, which have nothing to do with their work.
 The lives of famous stars are made difficult by the paparazzi who invade their
privacy. The media are like vultures when celebrities are in trouble; they
persecute rather than protect them.
 The media sometimes exaggerate (overemphasised) dangers and make people
afraid for no reason.
 News and interpretations of events may be biased, incomplete or incorrect.
 The information in the printed press, radio and TV has been selected from a
large pool of information. Somebody, somewhere, made a decision on what was
necessary to tell the public and what not. What is not told may be just as
important as what is told.

2.3 Freedom of expression and limitations:

“Everyone has the right to freedom of expression, which includes freedom of the press
and other media; freedom to receive or impart information or ideas; freedom of artistic
creativity; and academic freedom and freedom of scientific research.”
Freedom of expression means that you can express your ideas and opinions freely
through speech, writing, and other forms of communication. Freedom of expression is
a basic right in a democratic society, and it applies to everyone, including individuals
and the media. People may not express viewpoints that violate the rights of others.

 Constitutional limitations to freedom of expression

Freedom of expression is a basic human right since this is part of the foundation
of any democracy and essential for the health of a democracy. However, it must
be remembered that freedom of expression is not a superior right in South Africa
and must be seen in the context of the rights to dignity and privacy.
This means that social media users do not have carte blanche to post what they
please. Online conduct is governed by the same laws as offline conduct and hate
speech, incitement to commit violence and defamation are examples of speech
that is not protected.

The right to freedom of expression does not include:

- Propaganda for war e.g. you may not publish something that will provoke
war or anything that will compromise peace and stability of the country.
- Incitement of imminent violence e.g. you may not encourage people to
take part in any form of violent acts
- Advocacy of hatred that is based on race, ethnicity, gender or religion e.g.
you may not use racist language or hate speech
- incitement to cause harm e.g. you may not publish or distribute anything
that is criminal in nature that may be hurtful or harmful to others.

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2.4 Extent to which media reporting reflects a democratic society
The following information is an indication of how much the media mirror or
reflects a democratic South Africa:
 topics covered - areas of wide range of interest and relevance catering
equally for all citizens of a country
 positions taken by editors – reflects the position of the editor and how the
editor feels about an issue or event.
 space allocated- how big the item is, which page it appears on in newspaper
or magazine, or much time is allocated to it in TV or radio broadcast, or
whether it appears in the beginning or at end of a news report
 Geographical distribution – refers to accessibility (availability) of information
to different groups of society.

2.5 Critical analysis of media and campaigns

Media - the main means of mass communication (broadcasting, publishing, and
the Internet) regarded collectively.
It is important to critically analyse the media to evaluate their balance and fairness
in reporting. One needs to ask questions and gather information from a number of
different sources before accepting or forming an opinion. One way of evaluating
the media is through checking if the media follow the South African Press code:
 Reporting of news – report the truth and only according to facts.
 Gathering of news– obtained legally, honestly and fairly unless public
interest dictates otherwise
 Independence and conflict of interest – conflict of interest must be avoided
and commercial, political personal or non-professional consideration are not
allowed to influence reporting.
 Privacy – exercise exceptional care and consideration in matter involving
private life unless overruled by valid public interest.
 Dignity and reputation -exercise exceptional care and consideration in
matter involving dignity and reputation unless overruled by valid public
interest
 Discrimination and hate speech – media is obliged not to publish material
that amounts tohate speech or discrimination with reference to race, colour,
illness, age, ethnicity, sexual orientation or other status except when strictly
relevant to the matter reported.
 Advocacy – although a publication is considered justified in strongly
advocating its own views on controversial topics, readers should be
treated fairly by highlighting fact and opinion.
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  Comment– any criticism must be fair and honest.
 Children – the press should not identify children who
have been victims of abuse or exploitation, or have been
charged with or convicted of a crime.
 Violence – care in presentation of violence.
 Headlines, posters, pictures and captions – provides
reasonable reflection of the contents of the report or
picture and not misrepresentation.
 Confidential and anonymous sources – oblige to protect confidential
sources and information.
 Payment for articles – avoid paying informant (informer).

Campaigns – are movements, drives or crusades that push, fight or advocate for an
issue. Some campaigns are useful necessary and contribute positively to a
democratic society e.g. Mandela day campaign, Right2Know campaign while others
are not helpful e.g. where some media start a campaign to humiliate a politician or
celebrity for personal reason.

2.6 Coverage of sport, sports personalities and recreation activities

The coverage differs; the media tend to focus on the big five sports in South Africa
e.g. man’s soccer, golf, motor racing, cricket and rugby that have a wide range of
coverage. Indigenous games and orienteering, netball, women’s soccer, hockey
table tennis, are often less covered.

Often sportsmen also dominate the sports media over sportswomen, who struggle
to get media coverage. Media do not report equally on famous sportsmen and
sportswomen. Women referred to in sexist term as ‘girls’, whereas men are
referred to as ‘men’; women are portrayed in terms on how attractive they look and
not in their performance.

3. Ideologies, beliefs and world views on recreation and physical activity

across cultures and genders
3.1 Culture
 Eastern and Western cultures
- In some Eastern countries forms of martial art or self-defence are practised
by many people because these activities are part of their ideologies, belief
systems and religions.
- In the Western culture, sport is a way to make money. Lots of money is spent
on sporting activities, events and sponsorships. Sport is a huge industry, with
many job opportunities. The focus of sport is developing champions with very
specific skills.
- In South African culture all people are allowed and encouraged to pla any
sports they preferred to.
 Traditional culture and indigenous games
- Culture plays an important part in the choice of recreation. In many
traditional cultures, if you are good in sport, it boosts your social status.
- Sport also teaches young people the values of their culture e.g. team
work and self-discipline and comradeship as it brings the community
together.
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3.2 Gender
 Participation in sport and many recreational activities is men dominated since
many still believe that men are more competitive and aggressive thinking that
these qualities are necessary to play sport and be a winner.
 Men who have no interest in sport are often laugh at while women who are good
at sport are often accused of being manly.
 In some culture women are restricted in terms of what they can wear to play
sport and being marginalised or treated insignificant.
 For example, in some countries women in sport must obey certain dress code
in their country whilst in African countries; women’s participation in sport is
limited due to gender discrimination.
 Although the media is still biased against women in sports since most of sports
commentator are men, male sports are given front page headlines and
advertisement for sports-related goods shown during a sports programme, use
more male personalities than females one, our South African government is
trying to promote equality in sports and recreation.

SOCIAL AND ENVIRONMENTAL RESPONSIBILITY

4. Community responsibility to provide environments and services that
promote safe and healthy living
4.1 Responsibilities of various levels of government
The Constitution says that everyone has the right to a safe and healthy environment.
It is the responsibility of every person in every community to look after the environment
and to use resources responsibly. It is also the responsibility of various levels of
government to ensure that environments and services are safe and healthy.
- Parliament makes laws for the whole country.
- Provincial governments make laws for their own provinces.
- Municipalities make by-laws for their municipal areas.
 Concepts
CONCEPT EXPLANATION
Laws Acts of/set of rules which a country or community
has in place to control the behaviour of its citizens.
Regulations The details necessary to implement laws that are
put in place and maintained by different
authorities/levels of government.
Rules Procedures to be followed / ways of doing things
specific to an area of activity.

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  Laws, regulations and rules
A law is also called an Act and is general in nature. Acts provide the opportunity
for ministers, provinces and municipalities to make regulations. These also
promote safe and healthy living.
Government departments keep the environment safe and healthy by inspecting
workplaces, facilitating health programmes and providing safe sanitation
Municipal by-laws and community services deal with fire prevention and
protection, disposal of bodies, sewage, keeping parks clean and safe, street
trading cleanliness, water services, health programmes, animal welfare, public
toilets and clinics.

4.2 Educational and intervention programmes: Impact studies

 Educational programmes deal with creating awareness on health and safety
issues; teach communities what they can do to improve health and safety
and provide information where to get help if there is health or safety issue in
your community.
 Intervention programmes deals with solving or improving urgent problems
such as health programmes to fight obesity and diabetes, sport programme
to discourage crime and substance abuse, and programme such as gender-
based violence.
 Some examples of educational and intervention programmes are:
- Youth Substance Abuse Prevention and Awareness Programmes is run
by South African National Council on Alcoholism (SANCA) that promote
healthy lifestyle by providing drug education and developing leadership
and life skills in schools.
- Recycling Day is usually held in September during Cleanup SA week
that aims to educate community about social environmental and
economic benefits of recycling and contribution to a cleaner, greener
and healthier South Africa.
- NICRO: Safety Ambassador is an intervention programme for school
going youth (15-18 years) aims to promote gender-based violence
awareness and community engagement.
 Impact Studies – measure and monitor programmes to assess their
effectiveness.

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4.3 Formulating a personal mission statement for life
 Personal mission statement is an expression of your personal views, values,
belief system or religion, ideology, lifestyle and goals for your studies and
career choices. It states what you want to achieve and the kind of person you
want to be. It briefly states how you will achieve these goals.

 Concepts
CONCEPT EXPLANATION
Mission Statement A short statement of why an organization exists, what its
overall goal is, identifying the goal of its operations. i.e.
popular mission statements:

Personal Mission A personal mission statement is a brief description of

Statement what you want to focus on, what you want to accomplish
and who you want to become in a particular area of your
life over the next one to five years. It is a way to focus
your energy, actions, behaviors and decisions towards
the things that are most important to you.

Personal Values Things that you choose and are important to you,
influenced by everything that you have had contact with
in your life: your parents, your friends, your life
experiences, your access to media and your
conscience.
Personal views Your opinions and what you consider to be important
and maybe be influenced by your future goals, your
religion, culture, and values.
Belief Trust, faith or confidence, an acceptance that something
exists or is true, especially one without proof, and based
on religion, i.e. Allah, Jesus Christ
Belief system The way you try to understand the world and your place
in it; set of beliefs about what is right and wrong, true
and false that may be based on the teachings of a
formal religion or may be part of your cultural belief
system.

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 CONCEPT EXPLANATION
Religion What you believe and who or what you worship based
on faith and belief in God or a god that has a moral
codes, rituals and ways of behaving towards others. It
can guide your values, attitudes and behaviour.
Ideologies These are organised set of beliefs, values and ideas; the
way you believe you should live in the world and the way
society should operate.
Vision It is your dream for the future that gives you direction
and inspiration.
Environmental Responsibility towards your environment; treating the
responsibility nature with respect and not doing anything harmful to
your environment, get involved with environmental
clean-up campaigns.
Lifestyle (physical Your lifestyle is how you live your life on a daily basis;
and emotional well- regular exercise, eat healthy food, practise safe sex, and
being) not drink alcohol so that you care for you physical well-
being and health.

4.3 Personal mission statement

 Purpose:
o Encourages you to explore and identify your own values, dreams and goals.
o Helps to identify your skills, your values and your dreams.
o Shows what is important to you, and how you plan to achieve your aims and
goals.
o Gives control and structure or purpose to your life and guides you into the
future.

 While there is no unique format or formula for creating your personal mission
statement, the following guidelines may be helpful:
o Keep it simple, clear and brief. The best mission statements tend to be 3 to
5 sentences long.
o Your mission statement should touch upon what you want to focus on and
who you want to become as a person (character) in this part of your life.
Think about specific actions, behaviors, habits and qualities that would have
a significant positive impact in this part of your life over the next one to three
years.
o Make sure your mission statement is positive. Instead of saying what you
don't want to do or don't want to be, say what you do want to do or become.
Find the positive alternatives to any negative statements.
o Include positive behaviors, character traits and values that you consider
particularly important and want to develop further.
o Think about how your actions, habits, behavior and character traits in this
area affect the important relationships in your life.
o Create a mission statement that will guide you in your day-to-day actions
and decisions. Make it a part of your everyday life.
o Think about how your mission affects the other areas of your life. Is it
consistent with your other personal mission statements? Will it conflict with or
contradict something else? Is it balanced?

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 o Make it emotional. Including an emotional payoff in your mission statement
infuses it with passion and will make it even more compelling, inspiring and
energizing.

Remember that your mission statement is not cast in

stone. It will continue to change and evolve as you gain
insights about yourself and what you want out of each
part of your life.

4.5 Impact of vision

It impacts on your action and behaviour in life; drives you

to achieved, guides you, helps you to set goals, and keep
you on your path to success. It also affects you community
and society because if you achieve your vision and fulfil
your dreams others will benefit and you will be positive role
model.

References
1. Focus on Life Orientation, Maskew, Miller and Longman, 2013.
2. Yebo Life Orientation, Heinemann, 2013
3. https://ace.nsula.edu/assets/Writing-a-Personal-Mission-Statement.pdf

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 TERM 2
INFORMAL ASSESSEMENT

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 INFORMAL ASSESSMENT 1: SHORT QUESTIONS
QUESTION 1: Answer the following questions by writing the answer next to the
question number (1.1–1.4) in your answer sheet.
1.1 Provide ONE advantage of electronic media. (1)

1.2 State TWO different meanings of censorship with regards to the media. (2)

1.3 Name the RIGHT that protects you from anyone searching your body
and belongings, opening your mail and listening to your phone calls. (1)

1.4 Provide THREE reasons why sport and recreation are important for South
Africans. (3)

[7]

 INFORMAL ASSESSMENT 2: SHORT QUESTIONS (ONE WORD)

QUESTION 2: Give the correct word/term for the following statements by
writing only the correct answer next to the question number (2.1-2.3).

2.1 The illegal movement of people, typically for the purposes of forced labour
or commercial sexual exploitation. (1)

2.2 A system of government in which people choose their rulers by voting

them during elections. (1)

2.3 Journalists who try to find information that is normally hidden from the
public. (1)
[3]

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 INFORMAL ASSESSMENT 3: SOURCED/BASED
QUESTION 3: Study the extract below and answer the questions that follow.
Write in full sentences.

Campaign Against Crime

The local police, together with members of the community policing forum (CPF)
recently conducted a door-to-door campaign aimed at sensitising the community
(making them aware), especially the youth, about the effects of using nyaope
(heroine) and other drugs. This Blitz Awareness campaign was held on Thursday
and Friday in Soshanguve. “We chose to start with Mabopane Station, then went to
other sections like Block T, W and Batho Plaza, where we distributed pamphlets and
spoke to people, because these areas are associated with drug use.” explained CPF
chairman Paul Makgoba.
It is alleged that most crimes in the community are committed by young boys who
smoke nyaope and other drugs. The community also pleaded with the police to
increase their visibility in the community, especially at night.

Homes of victims were also visited, “We will refer them for professional help, and
next time we will invite other stakeholders to come with us,” said Makgoba.
During the visits, members of the public complained about the growing rate of house
robberies as well as cable theft, which often left the community without electricity.
Author: David Matsena Adapted: REKORD: 13 MARCH 2015, PAGE 15

3.1 Mention THREE aims of this campaign. (3)

3.2 Provide TWO reasons why you think boys are more likely to use drugs. (2)

3.3 Suggest THREE ways in which the community can support the
campaign so that it becomes more effective. (3x2) (6)

3.4 Critically discuss TWO ways through which the impact of this campaign
can be evaluated. (2x2) (4)
[15]

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 INFORMAL ASSESSMENT 4: SHORT TEXT
QUESTION 4: Study the short text below and answer the questions that follow.
Write your answers in full sentences.

https://za.pinterest.com/lindashepherd/mission-statementtime-management/ Accessed on
20th of March 2019

4.1 What do you understand by the term Personal Mission statement and why do you
think that every person should have a personal mission statement. (1+1) (2)

4.2 What does Stephen Covey mean by saying that a personal mission statement is
the DNA of all other decisions? (2)

4.3 Distinguish between a Mission and a Vision. (2+2) (4)

4.4 List THREE essential components of a personal mission statement. (3x1) (3)

4.5 Suggest TWO ways in which a personal mission statement may assist you to
choose a job/career (2x2) (4)
[15]

 INFORMAL ASSESSMENT 5: PARAGRAPH WRITING

QUESTION 5: Read the extract below and answer the questions that follow.

Residents no longer report water leaks

Many streets in the locations have a river of water running from either a burst pipe or
a valve that needs replacing.
Two weeks ago, a team from the municipality came to attend to one of the major
leaks, but they left without fixing it after they dug up a huge hole on the side of the
road.
Instead of fixing the leaks the municipality is cutting off the water leading to blocked
toilets.
Adapted from the witness. Accessed on 24 October 2018.

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 Write paragraphs on the responsibility of communities in providing safe and healthy
living. Use the following guidelines to answer the questions:
 Name THREE diseases that can affect the community because of the unhealthy
environment. (3)

 Discuss THREE human rights violations in the extract. (3x2) (6)

 Suggest THREE legal actions that the community can take to make the municipality
aware of their dissatisfaction concerning service delivery.

(3x2) (6)
[15]

 INFORMAL ASSESSMENT 6: PARAGRAPHS WRITING

QUESTION 6: Read the statement below and answer the questions that follow.

For Our Protection

The following is a way in which the national government has promoted safe and
healthy living.
The Consumer Protection Act, (CPA), which came into effect on 1 April 2011,
regulates goods and services that impact the environment and/or health. The
obligation to provide information in respect of potential or actual environmental or
health impacts of goods or services is covered by CPA regulation.
Anon

Write paragraphs on safe and healthy living in which you...

● Discuss THREE activities through which local governments can ensure
the provision of services that promote safe and healthy living. (3x2) (6)

● Critically evaluate THREE contributions of your own towards

environmental health and safety in your community. Use examples
to illustrate your answer. (3x3) (9)
[15]

 INFORMAL ASSESSMENT 7: PARAGRAPH WRITING

Read the text below and answer the question that follows.

Physical activity in various forms has always been part of human history. Different
cultures have different views on physical activity. Most societies in the past were
patriarchal, where men were dominant.
Anon

Write paragraphs on worldviews on physical activity across genders and include the
following:
● Assess how this inequality has been redressed in South Africa. (3x2) (6)
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 ● Evaluate the past patriarchal society’s influence on women’s participation
in sport across South Africa. (3x3) (9)
[15]

 INFORMAL ASSESSMENT 8: PARAGRAPH WRITING

QUESTION 8: Study the extract below and answer the questions that follow:

What is 'Fake News'?

Fake news is the deliberate spread of misinformation, be it via the traditional news
media or via social media, with the intent to mislead in order to gain financially or
politically. It often employs eye-catching headlines or entirely fabricated news-stories
in order to increase readership and, in the case of internet-based stories, online
sharing. Profit relies on advertising regardless of the truth of the published stories.
Anonymously-hosted fake news websites lacking known publishers have also been
implicated, because they make it difficult to prosecute sources of fake news.
Anon

Write paragraphs on the media in South Africa in which you:

 Explain THREE ways in which truthful investigative journalism contributes to our
democratic society. (3x2) (6)

 “The limitation to freedom of expression is applied when it threatens national

security, justice or the personal safety of an individual.” Critically discuss THREE
ways in which this limitation protects the citizens in a democratic South Africa.
(3x3) (9)

[15]

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 INFORMAL ASSESSMENT 9: CARTOON

QUESTION 6: Study the cartoon below and answer the questions that follow.
Write in full sentences.

HUMAN RIGHTS CAMPAIGN

[Adapted from www.sabc.co.za Retrieved on 07 March 2017 ]

9.1 Define the term “human rights abuse” and give ONE example of such an abuse.
(2+1) (3)
9.2 Explain the following TWO concepts:
A. Racism
B. Religious intolerance (2x2) (4)

9.3 Discuss TWO strategies that can be applied to ensure the success of anti-
xenophobia campaigns (2x2) (4)

9.4 Assess how an anti-Xenophobia campaign can equip the youth with regard to
engaging in societal issues. Give TWO answers. (2x2) (4)
[15]

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 INFORMAL ASSESSMENT 10: CARTOON
QUESTION 10: Study the cartoon and answer the questions that follow.

Cecil John Rhodes Statue pelted with Excrement at UCT

Source: http://www.zapiro.com/cartoon/2594102-150320mg

Write an essay on the extent to which media reporting reflects a democratic South
Africa in which you include the following:
 Analyse THREE ways in which the cartoon reflects freedom of the press.
(3x2) (6)

 Critically evaluate THREE roles of the media in a democratic society. (3x3) (9)
[15]

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 INFORMAL ASSESSMENT 10: HOMEWORK 1

SCENARIO TYPE IMPACT/ CORRECTIVE

EVALUATION e.g. MEASURE e.g.
individual, how to address
community, the individual
company issue
A contractor hands money to Bribery
municipal manager in order to be
favoured in a contract bid / A voter
accepts an offer to sell his vote to a
candidate for R50.00.
Some businesses collaborated in Collusion
inflating the price of masks and hand
sanitizers during the corona virus
outbreak.
A lodging company gets lodging access Undue
to customary land by flying the leaders influence
and their wives to Australia and giving
them gifts, without consultation with
other members of the community.
A man is employed as driver for a Nepotism
government department by his relative
without going through the recruitment
process; stating that he is an
experienced, safe and reliable driver.
A teacher takes pens and note pads Embezzlement
from her school stores cupboard to use
for her church meetings.
Electoral workers are provided with food Undue
and drinks by a candidate. influence
A minister for defence owns a company Conflict of
with which the defence department has interest
a million-dollar contract.
The manager appointed friends and Cronyism
associates to positions of authority,
without proper regard to their
qualifications.
STUDY SKILLS: Learners can An acronym like CECBUNC may be used for
develop a pneumonic on the memorising the different forms of corruption
different types of Fraud and
Corruption:
C = Conflict of interest
E = Embezzlement
C = Cronyism
B = Bribery
U = Undue influence
N = Nepotism
C = Collusion

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 INFORMAL ASSESSMENT 11: HOMEWORK 2
 Write TWO positive quotes which mean something to you and helps you identify
your dream. Acknowledge the authors.

 INFORMAL ASSESSMENT 12: HOMEWORK 3

 Write your personal mission statement (7-10 lines) using the template below.

Personal Mission Statement Sentence Templates

"To ... [what you want to achieve, do or become] ... so that ... [reasons why
it is important]. I will do this by ... [specific behaviors or actions you can
use to get there]."

"I value ...[choose one to three personal values]... because ...[reasons why
these values are important to you]. Accordingly, I will ...[what you can do to
live by these values]."

"To develop and cultivate the qualities of ...[two to three values/character

traits]... that I admire in ...[an influential person in your life]... so that ...[why
you want to develop these qualities]."

"To live each day with ...[choose one to three values or principles]... so that
...[what living by these values will give you]. I will do this by ...[specific
behaviors you will use to live by these values]."

"To appreciate and enjoy ...[things you want to appreciate and enjoy more]
by ...[what you can do to appreciate/enjoy these things]."

"To treasure above all else ...[most important things to you] by ...[what you can
do to live your priorities]."

"To be known by ...[an important person/group]... as someone who is

...[qualities you want to have]...; by ...[some other person/group]... as
someone who is ...[other qualities]...;

93 | LIFE ORIENTATION GRADE 12

 MARKING GUIDELINE
TERM 2

 INFORMAL ASSESSMENT 1: SHORT QUESTIONS

QUESTION 1:
1.1 Provide ONE advantage of electronic media.
Possible responses could be:
 More up to date ( )
 more interactive ( )
 faster / cost-effective ( )
 less time consuming ( ) (1)

1.2 State TWO different meanings of censorship with regards to the media.
Possible responses include: Censorship means …
 preventing certain information from being published. ( )
 not providing journalists access to information. ( )
 covering up information such as crime statistics. ( )
 censoring (removing) hate speech, libel or defamation. ( ) (2)

1.3 Name the RIGHT that protects you from anyone searching your body and
belongings, opening your mail and listening to your phone calls.

The Right to personal privacy. (✓) (1)

1.4 Provide THREE reasons why sport and recreation are important for South
Africans.
Possible responses could be:
 Promotes national pride in the country. ( )
 Promotes team spirit in South Africa. ( )
 Produces healthy South Africans. ( )
 Develops leadership skills. ( )
 Boosts the South African economy. ( )
 Promotes nation-building. ( )
 Creates a global platform for interaction. ( )
 Boosts the tourism industry. ( )
 Contributes to job creation. ( )
 Provides financial benefits for South Africa. ( )
 Develops national sporting heroes and role models. ( )
 Reduces the prevalence of lifestyle diseases in the country. ( )
 Creates interest in participation in physical activities. ( )
(3x1) (3)

[7]

94 | LIFE ORIENTATION GRADE 12

 INFORMAL ASSESSMENT 2: SHORT QUESTIONS (ONE WORD)
QUESTION 2: Give the correct word/term for the following statements by
writing only the correct answer next to the question number (2.1-2.3).

2.1 The illegal movement of people, typically for the purposes of forced labour
or commercial sexual exploitation.

Human trafficking ( ) (1)

2.2 A system of government in which people choose their rulers by voting them
during elections.

Democracy ( ) (1)
2.3 Journalists who try to find information that is normally hidden from the
public.
Investigative journalists ( ) (1)

[3]

 INFORMAL ASSESSMENT 3: SOURCED/BASED

QUESTION 3: Answers should be in full sentences

3.1 Mention THREE aims of this campaign.

Possible responses could be:

 Sensitising / making the youth aware of the effects of usage of drugs ( )
 Increase visibility of the police especially at night ( )
 To help the youth see the link between crime and drug usage ( )
 To stop crime and substance abuse ( )
 To refer victims for professional help ( )
(3x1) (3)

3.2 Provide TWO reasons why you think boys are more likely to use drugs.
Possible responses could be: Boys may be more likely to use drugs because …
 They are more likely to indulge in risky behavior. ( )
 Socially it is more unacceptable for girls to use drugs. ( )
 Boys may be more prone to peer pressure.
 Boys may more likely belong to gangs. ( )
 They could have dropped out of school. ( )
 There is more shame associated with girls taking drugs. ( )
 Social expectations from boys – they can’t show emotion so
they need to suppress it. ( )
 Boys may be more concerned about wanting acceptance. ( )
 Boys are more likely to be seen as “masculine” if they take drugs,
it is not viewed as “feminine” for girls. ( ) (2x1) (2)

95 | LIFE ORIENTATION GRADE 12

3.3 Suggest THREE ways in which the community can support the campaign so
that it becomes more effective.

Possible responses could be:

 Parents can join forces with the campaign ( ) by becoming involved with their
children and thereby change attitudes and behavior( ).
 Volunteer and be trained as a campaign worker ( ) so that the community can
continue with it ( ).
 Have a plan for when the campaign is over ( ) people/community must know
what to do and they do not feel abandoned ( ).
 Community members should be involved by being taught about crime, drug
abuse and their effects ( ) and spread the message in less formal settings for
example churches ( )
 Voluntarism should be encouraged amongst community members ( ) to
monitor and assist stakeholders for example the police ( ).
 Community can apply for rehabilitation centres / support groups for the youth
who are at school ( ) so they don’t have to leave school to go to rehabilitation
( ).
 Youth development centres (e.g. sport and recreation centres) should focus on
keeping the youth engaged in physical (productive) activities ( ) so that there
is less chance of them becoming part of a gang or the wrong crowd ( ).
 Schools in the community ( ) could create awareness campaigns ( ) around
the existing community campaign to bring about a change in attitudes and
behaviours ( )
 Teachers, coaches, youth workers, faith-based community workers as well as
extended family members could provide youth with education and positive role
modeling ( ) to prevent learners from becoming involved with drugs ( )
 Raise funds ( ) so that those who are involved get incentives and / or there
are more resources ( ).
(3x2) (6)

3.4 Critically discuss TWO ways through which the impact of this campaign can be
evaluated.
Possible responses could be:
 Interview the community ( ) to find out if crime has decreased ( ) .
 Visit schools ( ) to see if the students are more aware / knowledgeable as
compared to before the campaign ( )
 Questionnaires can be used ( ) to measure a change in attitudes, knowledge
and behavior in community ( ).
 Service providers like social workers, courts, health, shelters, etc. ( ) could
be asked about statistics of crime / drug abuse ( ).
 The media could be involved in investigating and assessing ( ) the media
involvement in the community and if it has made a difference ( ).
 Social media could be used ( ) to find out if people were aware of the
campaign and if it made any difference ( ).
(2x2) (4)
[15]

96 | LIFE ORIENTATION GRADE 12

 INFORMAL ASSESSMENT 4: SHORT TEXT
QUESTION 4: Answers should be in full sentences.
4.1What do you understand by the term Personal Mission statement and why do you
think that every person should have a personal mission statement.

ONE mark for the term Personal Mission statement and ONE mark for the
reason.
● A personal mission statement is a declaration of your purpose/goal/what you
want to achieve in life. ( ) AND
● A personal mission statement is important in order to guide them, give them
purpose and to help them know themselves, their values and beliefs/ A
personal mission statement helps us reach our goals and stay focused. ( )
(1+1) (2)

4.2 What does Stephen Covey mean by saying that a personal mission statement is
the DNA of all other decisions?
Possible responses could be:
● He is explaining that we build on our personal mission statement ( ) and that
all other choices we make relies on our goals and develops from our vision and
mission in life ( ).
● Just like your DNA is a blueprint for who you are, ( ) similarly all your decisions
/ actions/goals that you set for yourself in life stems from your mission statement
( ).
(2)

4.3 Distinguish between a Mission and a Vision.

 A mission describes a group or individual’s intentions or what they strive to
accomplish, ( ) while a vision describes larger goals that are anticipated to
come into fruition from their efforts ( ).
 Mission- what you want to achieve/ something one is willing to accomplish
( ) whilst a vision is where you are going to be in the future with your goals/
Way you view yourself in the future and what you have achieved ( ).
(2+2) (4)

8.4 List THREE essential components of a personal mission statement.

 Personal views ( )
 Values ( )
 Beliefs ( )
 Religion and ideologies ( )
 Lifestyle ( )
 Environmental and community responsibility ( )
 Goals and career choices ( )
(3x1) (3)
8.5 Suggest TWO ways in which a personal mission statement may assist you to
choose a job/career.
Possible responses could be: A mission statement will help you to…
 Consider the things you value the most in a job () so that you apply for a job
that does not conflict with your values. ()

97 | LIFE ORIENTATION GRADE 12

  Identify your own talents and interests () that would help you consider the job
that you would be most suited to. ()
 Give you focus on the right course of action to take ( ) when seeking
employment suitable to your lifestyle. ()
 Consider what is really important in life () so that you are able to weigh your
options in deciding where to apply for a job. ()
(2x2) (4)
[15]

 INFORMAL ASSESSMENT 5: PARAGRAPH WRITING

QUESTION 5: Write paragraphs on the responsibility of communities in providing
safe and healthy living. Use the following guidelines to answer the questions:
Name THREE diseases that can affect the community because of the unhealthy
environment.

Possible responses could be:

 Tuberculosis (TB) ()
 Asthma ()
 Sinuses ()
 Diarrhoea () (3x1) (3)

Discuss THREE human rights violations in the extract.

 The right to a healthy environment () because stinking sewerages and blocked
toilets are unhygienic ().
 The right to water () due to water cut off by the municipality ().
 The right to life () as stinking sewerages and blocked toilets can cause
health problems which might lead to death ()
(3x2) (6)
Suggest THREE legal actions that the community can take to make the municipality
aware of their dissatisfaction concerning service delivery.
Possible responses could be:
 The community members can arrange a meeting with the mayor () where they
express their dissatisfaction to the municipality ().
 They can draw up a petition signed by community members to be presented to
the municipal manager () where they list their grievances ().
 Putting up posters with their grievances around the municipality’s building () so
as to express their dissatisfaction about service delivery ()
 Organise peaceful protests () so as to make their voice heard ()
(3x2) (6)
[15]

98 | LIFE ORIENTATION GRADE 12

 INFORMAL ASSESSMENT 5: PARAGRAPH WRITING
QUESTION 5: Write paragraphs on safe and healthy living in which you...
Discuss THREE activities through which local governments can ensure the provision
of services that promote safe and healthy living.
Possible responses could be:
 Provision of clean environment () the council has the legal responsibility to
ensure refuse is removed so the there is no spreading of disease ().
 Garbage removal () so the there is no change of disease spreading and the
environment is clean ().
 Protecting workers () against environmental hazards associated with their
work ()
 Service delivery with regards to sustainability of resources for example solar
energy () or providing parks ()
 Recycling () this would belong under the local government responsibility this
would ensure sustainability and a safer environment ().
 Waste dumps () ensuring that these are controlled in a hygienic manner so
that it does not affect the environment or citizens ().
 Cleaning of rivers () local government would have to ensure that citizens in the
community are breathing and drinking water and air which is safe ().
 Repair of broken sewerage / water pipes () so the citizens have a clean and
safe environment because sewerage can cause disease ().
 Availability of Health Care at a local level () clinics in communities should
provide family planning, ARVs etc ().
 Provision of basic needs like water () clean and safe drinking water should be
available in every household ()
 Provision of social and physical environment that promotes physical activities ()
for example parks and community centers that include activities that encourages
healthy lifestyles ().
(3x2) (6)

Critically evaluate THREE contributions of your own towards environmental health and
safety in your community. Use examples to illustrate your answer.
Possible responses could be:
 Save electricity () for example: I switch off lights when not in the room / boil only
the amount of water I need / we use solar heating instead of a geyser () this will
decrease the pressure on the electricity usage with affects load shedding ().
 Lessen pollution () for example I pick up rubbish and recycle / reuse plastic bags
while shopping / I report places that pollute / I do not burn tyres or burn illegally
() this lessens the pollution in my immediate environment and acts as an
example to others ().
 Read the label on household chemicals. () I ensure that for example gloves are
worn if need be, chemicals do not end up in water that runs into the garden or
can harm any birds / animals () this ensures that the vegetation and wildlife
around me is not harmed ().
 Grow plants () I increase the amount of greenery in our garden / community ()
not only because of its beauty but because it increases oxygen in the air and
combats erosion ()

99 | LIFE ORIENTATION GRADE 12

  Plant only indigenous flowers, trees and shrubs () because it is better for my
environment () exotic plants can use more water, may affect indigenous plants
and be bad for the soil ()
 Do not burn tyres to get rid of them as the smoke is toxic but I use them as
planting containers for seeds and vegetables or for insulation, or to make sandals
 Do not start fires or do something that may accidently start a fire () for example
leave candles unattended or gas stoves () in this way I am sure that my
environment is safer for me and others
 Close all taps tightly so they do not drip () I report leaking taps and toilets
immediately and follow up that they been fixed () this contributes to water
conservation ().
(3x2) (6)

[15]

 INFORMAL ASSESSMENT 6: PARAGRAPH WRITING

QUESTION 6: Write paragraphs on worldviews on physical activity across genders

and include the following:

Analyse the past patriarchal society’s influence on women’s participation in sport

across South Africa.

Possible responses include:

● In patriarchal societies men were seen as the stronger sex and were identified
with speed and power, women were regarded as delicate and weak, () as a
result, women were only allowed to participate in activities such as skating and
swimming and men participated in sports such as rugby and boxing ()
● Historically in South Africa women were only allowed to watch sports and not
to take part in sports such as boxing, cricket and rugby () thus men thought
the acceptable activities for women were tennis, netball or golf ()
● Endurance exercise was thought to be harmful to women and so activities such
as weightlifting were not socially acceptable by a patriarchal society () as this
became exclusive for men only and women are not supposed to take part at all
().
● Historically in South Africa women were perceived to be home-makers () and
had to tend to family chores hence they were not permitted to be outdoors
engaging in physical activities ()
(3x2) (6)

Evaluate how this inequality has been redressed in South Africa.

Possible responses could be:
 International pressure () had in some cases led to these bans been lifted and
it created equal opportunities for South African women to participate in sport ()
and in this way women who had the passion and potential started parting in
sporting activities ().
 Gender equality on all levels was guaranteed by the Constitution and the Bill of
Human Rights () and activists and women started campaigning for these rights
for women () and in this way women gained more confidence to participate in
sport as they had the law on their side ().
100 | LIFE ORIENTATION GRADE 12
  The South African government encourages all South Africans to participate in
sport and recreational activities () and it is making an effort to provide facilities,
equipment, education, training and opportunities () to encourage women to
participate in all sporting codes ().
 The government regards sport as a nation- building tool () and therefore
encourages all citizens to take part () and in this way more women are
encouraged to participate in sporting activities ().
 The government and sporting bodies have introduced many policies aimed at
getting the nation to play () to encourage participation among everyone,
including previously disadvantaged groups, like women () and in this way
more and more women are supported by these policies and are encouraged to
participate ().
(3x3) (9)
[15]

 INFORMAL ASSESSMENT 7: PARAGRAPH WRITING

QUESTION 7: Write paragraphs on the media in South Africa in which you:
Explain THREE ways in which truthful investigative journalism contributes to our
democratic society.
Possible responses could be:
 They create awareness in society about real situations and issues (). They help
to keep the public informed about current affairs and current issues that are not
always investigated by other types of reporting. ()
 They become a voice for the people so that issues can openly be discussed ()
and thereby ensure transparency ()
 They act as a watchdog () and address people directly about their actions and
thereby ensure accountability ().
 They influence relevant authorities to expose unfair acts or corruption () so that
they can be dealt with ().
 They create a platform for people / parties () so that information is accessible
to all and issues can be debated openly ()
 They make people aware of their rights and responsibilities () so people are
able to exercise those rights according to the Bill of Rights ().
(3x2) (3)

“The limitation to freedom of expression is applied when it threatens national security,

justice or the personal safety of an individual.” Critically discuss THREE ways in which
this limitation protects the citizens in a democratic South Africa.
Possible responses could be:
 The media may not reflect hate (media may not promote hate speech) (). This
limitation is needed to protect the people in a democracy and to avoid conflict
among the different groups of society () in order to promote diversity and
tolerance as it is important in democracy ().
 The media may not use propaganda to promote war (). This limitation will not
encourage war () but rather foster peace in our democracy ().
 The media may not encourage violence (). This limitation encourages respect
for diversity () and promote tolerance amongst citizens ().
101 | LIFE ORIENTATION GRADE 12
 The media may not advocate hatred that is based on race, ethnicity, gender or
religion (). This limitation protects South African citizens from false or
unjustifiable attacks on their attacks on their reputation and dignity. () It will also
prevent violations of one’s religious convictions for feelings. ()
 The media may not incite harm (). This limitation will discourage citizens from
taking part in violent acts, riots or illegal strikes () which could lead to people
being injured or property being destroyed ().
 The media may not report untruthfully () this ensures that people and
organisations reputations are protected () and they are not slandered (lied about)
().
 The media may not expose children to inappropriate, indecent or offensive material
(). This limitation protects minors () from material that may be harmful to them
().
 The media may not jeopardise national security () this limitation ensures that
citizens are protected () and do no come to harm and are kept safe which is in
the Bill of Rights (). (3x3) (9)
[15]

 INFORMAL ASSESSMENT 8: CARTOON

QUESTION 8: Write in full sentences

8.1 Define the term “human rights abuse” and give ONE example of such an abuse.

It refers to violation of the basic rights of people () by treating them wrongly;
hurting, disrespecting or acting against someone’s rights() .

Examples
 Killing or ill- treating foreigners ()
 No access to housing. ()
 No access to education ()
 Not treated with dignity ()
(2+1) (3)

8.2 Explain the following TWO concepts:

(a) Racism - Prejudice or discrimination () directed against someone of a
different race. ()

(b) Religious intolerance - unwillingness to recognise a person’s religious

beliefs, opinions and practices, () viewing your religion is the only correct
one ().
(2x2) (4)

8.3 Discuss TWO strategies that can be applied to ensure the success of anti-
xenophobia campaigns
Possible responses could be:
 Local people, victims and perpetrators should share their experiences ( ) and
come up with strategies to overcome the challenges facing the society ().
102 | LIFE ORIENTATION GRADE 12
  The police, churches and other stakeholders should be involved in developing
strategies () and prioritise them to ensure active participation of all in the
implementation of such strategies ().
(2x2) (4)

8.4 Assess how an anti-Xenophobia campaign can equip the youth with regard to
engaging in societal issues. Give TWO answers.

Possible responses could be: The campaign.......

● Allows them to come face to face with their real-life experiences (), thus
building confidence and developing coping skills ().
● Creates awareness by exposing human rights violations (), thus equipped
with knowledge and skills on how to protect themselves from such violations.
()
(2x2) (4)
[15]

 INFORMAL ASSESSMENT 7: CARTOON

QUESTION 7: Study the cartoon and answer the questions that follow.

Write an essay on the extent to which media reporting reflects a democratic South
Africa in which you include the following:
Analyse THREE ways in which the cartoon reflects freedom of the press.
Possible responses could be:
 It does reflect freedom of the press () because the cartoonist was allowed to
express a critical view () .
 The cartoon illustrates freedom of the media () to debate and educate on
issues arising in the community/ country ().
 It allows the media freedom to criticise and make people aware through humour
() of what is happening in the community/country ().
 It allows the media to publish newspapers, magazines, and other printed matter
() without government restriction and subject only to the laws of libel ().
(3x2) (6)

Critically evaluate THREE roles of the media in a democratic society.

Possible responses could be:
● The primary role of media is to inform and educate the general public about
domestic and international political developments () but the state of media
currently in our country is far from ideal, () which is reflected in the TV news
programme or newspaper as well as the processes involved in making the
product including editorial policy, government censorship, advertiser pressure,
etc. () .
● The mass media is expected to serve as a nonconforming voice against
excesses of power, () but instead of the media framework being set by
democratic mechanisms from the bottom-up, () we actually have a system
that is directed by corporate and political interests ().
103 | LIFE ORIENTATION GRADE 12
 ● The role of the media is to inform democratic choices through the clarification
of complex issues, particularly in an age when information is the driving force
of economic advancement and international events impact on people's daily
lives as never before() but the media sometimes misinform and publish
inaccurate versions of events() and failed to put the events in the true context
or situation ().
● The role of the media is to provide political information that can inform voters,
() however political news is often more focused on the scandalous private
lives of politicians () instead about politicians’ work and their positive
contribution ().
(3x3) (9)
[15]

104 | LIFE ORIENTATION GRADE 12

 TERM 3

105 | LIFE ORIENTATION GRADE 12

Development of the self in society

 Human factors that cause ill-health, accidents, crises and disasters

Bad life style choices such as smoking, drinking, use and abuse of drugs can
cause ill-health. Driving under the influence of drug or alcohol can lead to accident.
People can cause crises by stealing copper cables that trains cannot run whilst
sports fans that push into stadiums can cause disaster.
Psychological, social, religious, cultural practices and different knowledge
practices can also cause ill-health.

 Concepts
KEY CONCEPTS EXPLANATION
Human factors Human and individual characteristics, that influence
behaviour affecting health and safety e.g. low self-
esteem resulting to risky behaviour,

Environmental factors Issues in our surroundings, the natural world that

contribute to ill health, accidents, disasters and crises
such as floods, extreme temperatures
Lifestyle diseases Illnesses linked to the way we live that can be
prevented by change in nutrition, environment and
your general lifestyle.
Natural disasters A sudden accident or natural catastrophe that causes
great damage or loss of life such as fires, floods,
tsunamis and earth quakes.
Hazard Danger, risks or a threat that is usually caused by
man, such as pollution, toxic waste, deforestation etc.
Ill-health Illness, sickness or a medical condition that makes
you unwell that can be prevented or avoided.
Accidents Mishaps / misfortunes which happen when
unexpected or unplanned.
Crises Emergency situations that cause great distress and
upheaval, sudden change or disruption.
Disasters Tragedies, events that cause adversity, devastation,
damage or destruction.

o Psychological factors
- Issues which involve the mental and emotional aspects of being human; as
the body and mind interact closely, some psychological factors can cause
illness and sometimes illness has psychological effect.

106 | LIFE ORIENTATION GRADE 12

 - Psychosomatic illness is a sickness that involves both body and mind. It
may start with emotional stress, but can become physical e.g. stress can
lead to stroke. This illness is real and needs to be treated.
- Some examples of psychological factors that cause ill-health are negative
self-image or low self-esteem which may result to risky behaviour and
unsafe sexual behaviour could lead to sexually transmitted diseases (STIs)
such as HIV and AIDS.

o Social factors
- Issues which involve people, the community and the public; how people
behave towards each other and the social conditions they live in, can affect
their health and make them ill.
- For example, peer pressure may result in poor decision-making,
overcrowding and poverty increase the risk of ill-health and accident and
limited or no access to clean water and good sanitation can lead to disease and
insufficient or poor-quality food leads to nutritional deficiencies.

o Religious factors
- Issues on religion and belief-system which may help to heal people but
possibly cause ill-health.
- For example, some religion may prevent people from taking medicine or
having a blood transfusion which may lead to serious illness / death while
others believe only their god can cure them, refusing medical treatment of
any form.
- In other religions various potions and medicines are mixed and given to sick
people that are not scientifically tested or may have negative interaction
with the other medicine that the person is already taking and may not be
good for their health e.g. taking herbal medicine together with the
prescribed antibiotics can revoke its effect thus causing serious illness.
- Religions and belief that promote sharing of a communal cup, passed from
one to another can also cause illness e.g. flu, mouth sore to spread.
- Belief in bogus (not genuine) faith healers who do not have the power to
heal may result to become more ill or death since they do not get the
treatment needed.
- Wars fought over religion have led to disaster; terrorist attacks by religious
extremist have caused great distress and tragedy for many innocent
victims.

o Cultural practices
- Issues regarding cultural influences or practices that are damaging and
cause ill-health although there are many cultures which are beneficial,
helpful and healing.
- Harmful cultural practices which are often aimed at benefiting males and
cause harm to female; female genital mutilation and cutting, practice of
early marriage, wife inheritance / unkungena, arranged marriage and
polygamous marriages place women at higher risk of abuse, HIV and other
STIs.
- Other examples of harmful cultural practices include male child preference
where female foetuses are being aborted or female babies being killed at
birth or neglect of female children, circumcision performed by untrained or
careless people who do not take enough care to prevent infection,

107 | LIFE ORIENTATION GRADE 12

 - Culture of silence where it is taboo to speak about sex, relationships and
matter of reproductive health leads to misinformation, myths and lack of
knowledge, and stop people from visiting the clinic for treatment that can
save their lives.
- In some culture there are nutritional taboos; some food may not be eaten
by pregnant mothers and their babies that has harmful effect because they
are not getting all the nutrients.

o Different knowledge perspective

- This is the viewpoint or outlook one has e.g. facts and information can be
seen from a particular viewpoint, outlook or angle; different people have
different ways of understanding and knowing about things.
- For example, people may say it is healthy to fast or not eat for three days
while another will say it is harmful to our body or a person may say eating
meat is healthy others will say they do not like meat. Similarly, somebody
thinks that bottled water is healthier than tap water, but another may say
tap water is healthier than bottled water.

 Lifestyle diseases
o Lifestyle diseases are diseases linked with the way people live their life and
the result of an unhealthy lifestyle; lack of physical activity, unhealthy eating,
alcohol, drugs, smoking and as a result of poverty and gender imbalances that
are preventable.
- Diseases that mostly have an effect on our lifestyle are cancer,
hypertension, diseases of the heart and circulatory system, tuberculosis,
sexually transmitted infections including HIV and AIDS.
- The lifestyles of people who live in poverty includes increase deprivation,
lack of access in medical care and ability to get help needed, loss of hope
and increased stress.
- Some examples of lifestyle diseases include: cancer, hepatitis B,
hypertension, diseases of the heart and circulatory system, tuberculosis,
and STIs (Sexually transmitted infections, including HIV/AIDS)

108 | LIFE ORIENTATION GRADE 12

 o Concepts
KEY CONCEPTS EXPLANATION
Cancer These are range of diseases in which abnormal cells
increase and spread out of control.
Hepatitis B A kind of liver infection which can lead to liver disease
and liver cancer
Hypertension An illness where the blood pressure in the arteries is
constantly high.
Circulatory system Abnormalities of the heart and vessel system
diseases
Cardiovascular diseases Group of diseases that involved the heart, blood
vessels, arteries and veins.
Tuberculosis An infectious disease caused by bacterium which
spread through airborne and infectious droplets.
Sexually Transmitted Diseases which are spread from person to person
Diseases during sexual contact.
Poverty Lack of money to provide for one’s basic needs.
Gender roles The different roles and responsibilities assigned to
men and women by society.

 Cancers
- South Africa has the highest risk of cancer in the world.
- Cervical cancer in women affects as many as 1 In 34 South African
women and appears while they are still young with weak immune
system. It is a slow growing cancer that may not have symptoms but can
be found in screening.
- Lung cancer is a tumor in the lungs caused primarily by smoking tobacco
and exposure to asbestos, environmental tobacco smoke, and exposures to other
- Prostate cancer starts in the male prostate gland (small gland which is part
of the male reproductive organ).

 Hepatitis B
- The most common serious liver infection in the world.
- Having chronic hepatitis B increases one’s risk of developing liver failure,
liver cancer or cirrhosis — a condition that permanently scars of the liver.
- Spread when people come in contact with the blood, open sores, or body
fluids of someone who has the hepatitis B virus.

 Hypertension
- Refers to ‘silent killer’ because people are not aware that they are
sufferer.
- Some contributory lifestyle factors include: poor diet, poverty, stressful
lifestyle, lack education and difficult yin accessing medical care.

 Tuberculosis
- Leading cause of death in South Africa and most common in conditions of
poverty and over-crowding.
- Pulmonary or lung TB is the most widespread and contagious form of
active TB although TB can occur in almost any part of the body e.g.
bones

109 | LIFE ORIENTATION GRADE 12

 - People living with HIV are higher risk of developing TB because their
immune systems cannot resist the TB bacteria.

 Sexually Transmitted Infections

- More than 1 million sexually transmitted infections (STIs) are acquired
every day worldwide.
- Some high level sexually transmitted infections like syphilis, gonorrhea
and HIV in South Africa partly are the results of poverty e.g. women have
fewer choices, low status of women e.g. no say in the relationship and
violence and abuse against women e.g. women in abusive relationships
cannot negotiate safer sex.

 Disease of the heart and circulatory system

- The leading contributory condition to circulatory system disease is
hypertension.
- Some other examples include heart diseases and stroke.
- The number one cause of death globally
- Seriously affect low-and middle-income groups and occur equally in men
and women.

 Lifestyle diseases as a result of poverty and gender imbalances

o Poverty
- The main diseases of poverty are TB, HIV and AIDS and malnutrition.
People who live in poverty are also at a greater risk of lifestyle diseases,
because of fewer choices and lack money to access health care e.g. may
not have money for transport to get to a clinic, buy medicines, or cannot
afford to take time off from work to get medical care and rest.

- Poverty also results in:

 poor sanitation and lack of water in the community can lead to
diseases.
 food insecurity; people have no access to enough food or healthy
food. The less balanced and nutritious meals weaken the immune
system thus results to people put at risk of infections and diseases.
 overcrowding due to lack of adequate housing results to poor
ventilation cause TB to spread easily.
 people suffering from hypertension due to stress cannot get
medication thus worsen the condition.
 lack of access to safe source of energy; women walk long distances
to gather firewood. This collection of wood increases the risk of
being attack and sexual assault, often leading to STIs including
HIV.
 women being forced to engage in sex for money to survive are also
higher risk of getting STIs and pass it on.

o Gender imbalances
- Gender imbalance is a result of the continuous discrimination of one group
of people based upon gender and manifests itself differently according to
race, culture, politics, country, and economic situation.
- It is a causal factor of violence against women. While gender
discrimination happens to both men and women in individual situations,
110 | LIFE ORIENTATION GRADE 12
 discrimination against women is prevalent (wide spread) in South Africa
and the whole world.
- Gender imbalances or inequalities affect the health of both men and
women but discrimination against women e.g. unequal power
relationships, can prevent women from getting health care they need and
from living a healthy life.
- Men and women have different patterns of ill-health because of:
 difference in biological make up
 women reproductive function
 different gender roles

 Lifestyle diseases: contributing factors and intervention strategies

o Contributing factors to life style diseases
- Eating habits; bad eating habits and unbalanced diet cause ill-health e.g.
overweight or obese.
- Lack of exercise is associated with various illnesses such as obesity, heart
disease and general lack of well-being.
- Smoking/5obacco use is responsible to 80% of a lung cancer death.
 Linked to reduce fertility in women, risk of
miscarriage, early birth and still birth.
 Pneumonia and asthma are aggravated by
smoking
 Causes poor blood flow to the arm and legs.
- Substance abuse
 Studies show smoking of marijuana is linked
to mental illness including depression and
anxiety.
 Lowers immune system making one more
vulnerable to illness and disease.

- Unsafe sexual behaviours

 Early sexual intercourse among women (before the age of 18) and
with many sexual partners have a higher risk if developing cervical
cancer.
 STIs like HIV and AIDS are a result of unsafe sexual behaviour.

 Intervention strategies
o Prevention
The best way to prevent or lower the risk of lifestyle disease is to:
- Avoid
 Avoid the bad habits and behaviours that contribute to lifestyle
diseases e.g. avoid lot of sugar and salt, avoid all tobacco
products, etc.

 AbstainThe best way to prevent STIs is to abstain (restrain

oneself from doing or enjoying something) from sexual
intercourse or use condom properly every time you have sex.
 To prevent lung cancer abstain from smoking.

111 | LIFE ORIENTATION GRADE 12

 - Adapt
 One may lower the risk of cancer by adapting (getting use to)
your diet e.g. low meat intake or becoming a vegetarian, high in
omega-3 fatty acids; fish is a rich source of omega-3, etc.

o Intervention
- Protect people from tobacco smoke, banning smoking in public area,
raising taxes on tobacco and warnings about the danger of tobacco
use.
- Educating people about healthy lifestyle, STIs including HIV, early
detection, regular screening and visits to the clinic,
- Promoting testing for HIV
- Community awareness about nutrition and promoting
backyard garden.
- Limiting access to alcohol, banning alcohol
advertisement and raising taxes on alcohol
- Reducing salt intake and salt content food
- Replacing trans-fat in food with polyunsaturated fat.

Control and Management

- If you control something, it means you manage it so that it does not
become a crisis or
disaster. For example:
- To avoid getting or to control the spread of TB you can -
 open the windows and let fresh air comes into your home
 help and encourage people to follow the treatment instructions
and take their medication.
- To prevent heart attack or stroke if you have hypertension you can-
 eat healthy e.g. less salt, less fats, et.
 do regular physical exercise
 lose weight
 stop smoking
 deal with your stress applying relaxation techniques.

o Early Detection
The earlier disease is detected, the more likely it can be cured or managed
properly. Early management can save life; prevent or delay serious
complications.
- Screening test can be done to detect health problems even before
symptoms happen; medical examinations and self-examination.
- For example, although hypertension is a chronic disease for which there
is no cure, the earlier it is detected, the better the management will be.
- Another example is cancer, where there is good success rate of survival,
with early detection.
- HIV testing can lead to early treatment of those who are infected and
may prevent them from spreading the disease to others.

112 | LIFE ORIENTATION GRADE 12

 o Treatment
Treatment is medical care e.g. surgery, medication and chemotherapy that
deals with disease so that someone can feel better or become healthy again.
The aim of treatment is to cure the disease, reduce or ease the symptoms.
- Lifestyle changes; changing diet, exercise, and taking part activities to
reduce stress are recommended in combination with medication
treatment
- It is important that people have access to treatment and continue taking
their treatment because if the course of medication is interrupted e.g.
medication for TB and HIV, they can develop resistance to drugs
(decrease in effectiveness of medication) and cannot be treated with the
said medication.

o Care and Support

People who get the correct care and support continue their treatment
programme.
- Clinic sister, social workers, psychologists and community support groups
form part of care and support programme. Patients needs are assessed
and a care plan is created; education about the disease and referral to
the right services and support group.
- Family
- Organisations are also involved in care and support e.g. South African
National AIDS Council – testing and treatment.

 Commitment to participate in physical activities for long-term engagement

o Long-term effects of participation
Committing to long-term participation in physical exercise helps prevent lifestyle
diseases and has mental, emotional and social benefits.

113 | LIFE ORIENTATION GRADE 12

 The physical, mental, social and emotional effects of long-term participation

Physical benefits Mental benefits Social benefits Emotional benefits

(keeps your body (helps to keep your (helps you to make (helps you feel good
healthy and strong) mind alert) friends and feel part about yourself and to
of a group; cope with your stress
contributes to nation- and negative feelings)
building
o Prevention of o Improved thinking, o Meeting people o Increased
chronic diseases learning and and making chemicals in the
o Weight judgement skills friends brain that make you
management o Clears the mind o Helps to integrate feel happy and
o Stronger bones, o Helps to prevent in a new situation relaxed
joints and mental diseases o Prevents o Feelings of self-
muscles o Prevents negative loneliness worth improve
o Protection from thinking o Promotes social o Improved the
osteoporosis o Reduce stress support mood; laughing and
(bone disease) o Growth of new o Decreases keep you happy
Better sleep brain cells in the absenteeism at o Feel good about
habits and areas of the brain school/work yourself
patterns responsible for o Improves o Prevents
o Reduced risk of memory and teamwork and depression
heart attack and learning leadership skills o Prevents stress
stroke o A sense of well- o Promotes a spirit o Improves physical
o Increased being and of co-operation appearance which
protection from achievement o A sense of enhances self-
viral diseases belonging esteem and
o Prevention of increases
diabetes confidence
o Prevention of
cancers
o Improved general
health and fitness
o Strong immune
system
o Improve ability to
function in daily
activities

HOW EXERCISE CAN BOOST BRAIN FUNCTION.

Studies show that making time for exercise can benefit mental health, relationships
and lead to a healthier and happier life overall.
o Reduce Stress
One of the most common mental benefits of exercise is stress relief. Working up
a sweat can help manage physical and mental stress. Exercise also increases
concentrations of norepinephrine, a chemical that can moderate the brain's
response to stress. So, go ahead and get sweaty -- working out can reduce stress
and boost the body's ability to deal with existing mental tension. Win-win!

114 | LIFE ORIENTATION GRADE 12

 o Boost Happy Chemicals
Exercise releases endorphins, which create feelings of happiness and euphoria.
Studies have shown that exercise can even alleviate symptoms of depression.
For this reason, doctors recommend that people suffering from depression or
anxiety (or those who are just feeling blue) to exercise frequently. From working
out for just 30 minutes a few times a week can instantly boost overall mood.
o Improve Self-Confidence
On a very basic level, physical fitness can boost self-esteem and improve positive
self-image. Regardless of weight, size, gender or age, exercise can quickly
elevate a person's perception of his or her attractiveness, that is, self-worth.
Exercising in the great outdoors can increase self-esteem even more plus, all
that Vitamin D acquired from soaking up the sun (while wearing sunscreen, of
course!) can lessen the likelihood of experiencing depressive symptoms.

o Alleviate Anxiety
The warm and fuzzy chemicals that are released during and after exercise can
help people with anxiety to calm down.

o Boost Brainpower
Various studies have shown that cardiovascular exercise can create new brain
cells and improve overall brain performance. Studies also suggest that a tough
workout increases levels of a brain-derived protein in the body, believed to help
with decision making, higher thinking and learning.

o Sharpen Memory
Regular physical activity boosts memory and ability to learn new things. Getting
sweaty increases production of cells responsible for memory and learning. For
this reason, research has linked children's brain development with level of
physical fitness. A study showed that running sprints improved vocabulary
retention also.

o Help Control Addiction

Exercise can help in addiction recovery. Short exercise sessions effectively
distract drug or alcohol addicts, making them de-prioritize cravings (at least in the
short term). Working out when on the wagon has other benefits, too. Alcohol
abuse disrupts many body processes, including daily tempos. As a result,
alcoholics find they can't fall asleep (or stay asleep) without drinking. Exercise
can help reboot the body clock, helping people hit the hay at the right time.

o Increase Relaxation
For some, a moderate workout can be the equivalent of a sleeping pill, even for
people with insomnia. Moving around five to six hours before bedtime raises the
body's core temperature. When the body temp drops back to normal a few hours
later, it signals the body that it's time to sleep.

o Get More Done

Feeling uninspired? The solution might be just a short walk or jog away. Research
shows that those who take time for exercise on a regular basis are more
productive and have more energy than their more sedentary peers.

115 | LIFE ORIENTATION GRADE 12

 o Tap into Creativity
A heart-pumping activity can boost creativity for up to two hours afterwards.
Supercharge post-workout inspiration by exercising outdoors and interacting with
nature. Next time you need a burst of creative thinking, hit the trails for a long
walk or run to refresh the body and the brain at the same time.

o Inspire Others
Whether it's a pick-up game of soccer or just a run with a friend, exercise rarely
happens in a bubble. And that's good news for all of us.
Even fitness beginners can inspire each other to push harder during a sweat
session, so find a workout buddy and get moving!

Working out can have positive effects gaining self-confidence, getting out of a funk,
and even thinking smarter are some of the motivations to take time for exercise on a
regular basis.
Source: Adopted from https://www.huffpost.com/entry/mental-health-benefits-
exercise_n_2956099

116 | LIFE ORIENTATION GRADE 12

Careers and career choices

 Core elements of a job contract: worker rights and obligations; conditions

of service

o Concepts
KEY CONCEPTS EXPLANATION
Employment A voluntary agreement between two parties in terms of
contract which one party (the employee) places his or her personal
services or labour potential at the disposal and under the
control of the other party (the employer) in exchange for
some form of remuneration which may include money
and/or payments in kind.
Also refer to contract of employment is a kind of contract
used in labour law to attribute rights and responsibilities
between parties
Act Law or piece of legislation
Obligations Refers to duties and responsibilities; things you must do
because these are the law, you have promised to them, or
they are morally right.
Condition of Sets out the duties, responsibilities, hours of work, salary,
service leave and other privileges to be enjoyed by person
employed.
Affirmative Action Action taken to favour people who were discriminated in
the work environment in the past.
Equity Refers to fairness; equal opportunity and fair treatment in
the workplace by eliminating unfair discrimination in any
employment policy or practice.
Redress A way to correct or fix something that is wrong or unfair.;
correct or fix injustice experience by groups who have
been disadvantaged in the past by developing skills of
those who did not have the opportunities or making right
what is wrong.
Principle A basic idea or rule that explains or controls how
something happens or works.
Designated groups People from a certain groups; black people, women and
people with disabilities
Recruitment Finding suitable people for a particular job.
e-recruitment Recruitment on line.
Collective People negotiating as a group.
bargaining
Dismissal Being fires from the job.

o Labour Laws
Over the past few years, the labour laws have changed;
replaced with new versions. Here’s all you need to know
about this Act.

117 | LIFE ORIENTATION GRADE 12

 LEGISLATION EXPLANATION
The Labour o Address trade union matters, collective bargaining,
Relation Act (LRA) dismissal law and labour disputes resolution.
o Address unfair labour practices and provide key
requirements for a fair dismissal
o Gives code of good practice; guidelines to deal with
issues such as HIV and AIDS, sexual harassment
cases and trade union and employer organisation
registration
The Employment o Focuses on the removal of unfair workplace
Equity Act (EEA) discrimination
o Applies affirmative action
- According to the Act, it is not unfair
discrimination to promote affirmative action
consistent with the Act or to prefer or exclude
any person on the basis of inherent job
requirement.
Basic Conditions of o Controls and standardise the basic conditions of
Employment Act employment
o Covers the basic terms of employment

 SUMMARY: LABOUR RELATIONS ACT (LLRC)

Objects of the Act:
The Labour Relations Act aims to promote economic development, social justice,
labour peace and democracy in the workplace.
It sets out to achieve this by fulfilling the primary objectives of the Act, which are:
 To give effect to and regulate the fundamental rights conferred by section 27
of the Constitution, including the right to fair labour practices, to form and join
trade unions and employer’s organisations, to organise and bargain
collectively, and to strike and lock out.
 To provide a framework for regulating the relationship between employees
and their unions on the one hand, and employers and their organisations on
the other hand. At the same time it also encourages employers and
employees to regulate relations between themselves.
 To promote orderly collective bargaining, collective bargaining at sectoral
level, employee participation in decision-making in the workplace and the
effective resolution of labour disputes.

Key Provisions:
Joining Organisations. [Chapter 2]
Strong trade unions and employer’s organizations are necessary for effective
collective bargaining. Collective bargaining is an important way of regulating industrial
relations and of determining employees’ wages and benefits.
In the past trade unions struggled to secure organizational rights (such as permission
to enter a workplace or conduct union meetings there). This was a major hamstring
for trade unions as this right is essential for building the capacity of trade unions to
enable them to bargain more effectively.
The Act therefore sets out to strengthen trade union organisation by supporting
118 | LIFE ORIENTATION GRADE 12
freedom of association rights, which enable employees and job seekers to participate
freely in union activities, and by supporting organisational rights, which makes it easier
for unions to organise employees.

The Act also makes sure that no obstacles exist that will prevent employers to join
employers’ organisations.
Even though employers’ organizations do not have to register with the Department of
Labour, they are advised to do so. If they do not register, there is no guarantee for
members that thee will be a proper constitution or control over finances. Registration
provides some check on abuse, corruption and unconstitutional practices such as
racism. It also affords certain rights to unions such as the right to participate in forming
a federation of trade unions or a federation of employers’ organizations and the right
to conclude collective agreements.
If there is a dispute about the interpretation or application of any of the provisions in
this chapter, then the party who alleges that a right has been infringed must prove the
facts of the conduct. The burden then shifts to the party who engaged in that conduct to
prove that the conduct did not infringe any provision of the chapter.

Organizing and Collective Bargaining [Chapter 3]

The Act provides for the following organizational rights:
* Trade union access to a workplace.
This includes the right of unions to enter an employer’s premises to recruit or meet
members, hold meetings with employees outside their working hours and conduct
elections or ballots among its members on union matters.
* Deductions from employees’ wages of trade union subscriptions by the employer
for the trade union.
* Election of trade union representatives at a workplace.
The more members the trade union has, the more representatives it can elect. These
representatives can assist and represent employees in grievance and disciplinary
proceedings, monitor the employer’s compliance with labour laws, etc.
* Leave for trade union activities during working hours.
Union representatives are entitled to reasonable time off with pay during working hours
to perform their functions as union representatives, or receive training in the functions
of union representatives.
Strikes and lock-outs. [Chapter 4]
The Act grants employees the right to strike. It also grants employers recourse to lock
out employees. Some of the issues over which a strike or lock-out might be held are
wage increases, a demand to establish or join a bargaining council, a demand for
organizational rights, etc.
Strikes can be either protected or unprotected. If a trade union wants to embark on a
protected strike, then certain requirements have to be met. One of the most important
requirements is that the trade union must give the employer at least 48 hours notice
of its intention to embark on a strike action. If the employer is the State, then 7 days
notice is required.
Once a strike is protected employees may not be dismissed for going on strike, they
may not get a court interdict to stop the strike, employees do not commit breach of
contract by going on strike and employers may not institute civil proceedings against
119 | LIFE ORIENTATION GRADE 12
employees on strike.
Participation in workplace decision-making. [Chapter 3]
The Act provides three options for promoting centralised collective bargaining, i.e.:
* Collective agreements
Employers and a trade union can negotiate a collective agreement, providing for joint
negotiations. The terms and conditions of the collective agreement will then apply only
to the parties to the agreement and its members.
* Bargaining Councils
May negotiate agreements on a range of issues, including wages and conditions of
work, benefits, training schemes, and disciplinary and grievance procedures. Council
agreements may be extended to all employers and employees in the council’s
registered scope of representivity, as long as certain requirements are met.
* Statutory Councils
Is a weaker version of a bargaining council. While the parties to a statutory council can
draw up agreements on wages and working conditions, these agreements cannot be
extended to employers and employees outside the council. However, agreements on
training schemes, provident or pension funds, medical schemes and similar benefit
schemes can be extended by the minister to cover all employers and employees in
that sector.
Registering and managing organizations. [Chapter 6]
Provision of workplace forums is a major innovation in the Act. These forums are
committees of employees elected by employees in a workplace. They will meet
employers on a regular basis for consultation on workplace issues.
The general functions of workplace forums are to promote the interests of all
employees (not just those of trade union members), to enhance efficiency in the
workplace, to be consulted by the employer on certain matters and to participate in
joint decision-making on other matters.
Settling disputes. [Chapter 7]
The Act fundamentally changes dispute resolution institutions and procedures.
Procedures are planned to be simple and efficient. The Act promotes private
procedures negotiated between parties for the resolution of disputes.
It establishes an independent body, the Commission for Conciliation, Mediation and
Arbitration (CCMA), which will actively seek to resolve disputes through conciliation
and arbitration. It also establishes new courts, namely the Labour and Labour Appeal
court, which are the only courts which can hear and decide labour disputes arising
from 11 November 1996, and which have more authority and power than the previous
courts.

Unfair treatment in the workplace. [Chapter 8]

The Act provides for the regulation of unfair treatment in the workplace via a provision
on unfair labour practices. In terms of the Act the following treatments amount to unfair
labour practice, i.e.:
* Discrimination against employees or applicants for employment.
* Discrimination based on any arbitrary reason, e.g. race, gender, sex, etc.
Discrimination can be either direct (e.g. employer refuses to pay a woman doing the
same job as a man the same wage just because she is a woman. It can also occur in

120 | LIFE ORIENTATION GRADE 12

an indirect manner, (e.g. employer rules that employees who are absent from work for
longer than 30 days in a year will not get a bonus).
Treatment will however not amount to an unfair labour practice where the employer
applies an affirmative action policy or where he discriminated on the ground of the
inherent requirements of a particular job.
Discipline and Dismissals. [Chapter 9]
The Act provides three grounds on which an employer may dismiss an employee, i.e.
where the employee is guilty of misconduct, for incapacity and for operational reasons
(retrenchment).
Dismissal must however be the last resort for an employer. In order for a dismissal to
be valid, it has to be fair both in terms of substance and procedure. In other words, the
dismissal must be for a substantive reason such as breaking a rule of conduct in the
workplace where the rule was valid and reasonable, the employee knew about the
rule, the employer applied the rule consistently and dismissal
is the appropriate step to take against the employee.

Even if there are very good substantive reasons for a dismissal, an employer must
follow a fair procedure before dismissing the employee. This requires the employer to
conduct an investigation into the alleged misconduct. The employer must inform the
employee of the investigation, the union should be consulted before the inquiry
commences, the employee should be given adequate time to prepare his or her
response to allegations levelled against him or her and the employee has the right to
be assisted by a shop steward or other employee.

An employee, who feels that he or she has been unfairly dismissed, can lodge a
complaint with the Commission on Conciliation, Mediation and Arbitration (CCMA). If
a dispute remains unresolved, the employee may refer it to arbitration where it
concerns misconduct or incapacity or to the Labour Court where it concerns
retrenchment. The employee only has to prove the dismissal and then the onus shifts
to the employer to prove that the dismissal was for a fair reason.
The Commission or Labour court can either order reinstatement of the employee, pay
from the date of dismissal until the last day of the court or arbitration proceedings if
the dismissal is only procedurally unfair, up to two years’ wages for automatically unfair
dismissals and a maximum of one years’ wages if the unfair dismissal is for
misconduct, incapacity and retrenchments.

Obligations imposed by the Act

1. Employer
In terms of the organizational rights of registered trade unions, the employer is
obliged to grant to trade union representatives access to its premises in order
to recruit members or communicate with members or otherwise serve
members’ interests. The Act also obliges the employer to grant leave of
absence to trade union representatives to carry out the work of the union.
Where an employee joins a trade union and authorizes the employer to deduct
membership fees, the employer is obliged to make such deductions as soon as
possible and must then remit the membership fees to the relevant trade union.
The employer is also obliged to disclose to a trade union representative any
relevant information that will enable the representative to
perform his or her functions effectively. [Chapter 3]

121 | LIFE ORIENTATION GRADE 12

 2. In terms of dismissal of employees, the Act obliges the employer to follow a fair
procedure. This includes the requirements that the employer should conduct
investigations into alleged cases of misconduct, inform the employee of the
investigation, consult the union before the inquiry commences, give the employee
adequate time to prepare his or her response to allegations levelled against him
or her and the informing the employee of his or her to be assisted by a shop
steward or other employee [Chapter 9]
Employers are also obliged to keep records of any collective agreements,
arbitration awards or wage determinations.

3. Employee
In terms of the registration of trade unions, the Act obliges trade unions to keep
proper records of its income, expenditure and liabilities. To this end, financial
statements have to be prepared
within six months after the end of each financial year.

4. Registered trade unions are also obliged to keep a list of its members, the minutes
of any
meetings held and the ballot papers for a period of three years.
They must also provide the Registrar of Labour Relations with financial reports,
lists of members, changes of addresses, information on the election of its office
bearers etc. [Chapter 6: Part A]

5. Registrar of Labour Relations

The Act makes provision for the appointment of a Registrar of Labour Relations.
It obliges the registrar to keep a register of registered trade unions, registered
employers’ organizations, federations of trade unions, federations of
employers’ organizations and councils. If a new entry is made or removed from
the register, the Registrar must give notice thereof in the Government Gazette
within 30 days of the entry or deletion [Chapter 6: Part C].
Source:http://pmg-assets.s3-website-eu-west-1.amazonaws.com/docs/2000/appendices/000229LRASummary.htm

 Summary: Employment Equity Act

South Africa is one of the most culturally, racially and economically diverse countries
in the world. To ensure that everyone enjoys equal opportunity and fair treatment in
the workplace, the Employment Equity Act, No 55 of 1998 was enacted into law.
The Employment Equity Act protects you, and your rights, from any form of
discrimination by your employer. Here’s all you need to know about this Act.

What is the Employment Equity Act?

The Employment Equity Act is the law that promotes equity in the workplace, ensures
that all employees receive equal opportunities and that employees are treated fairly
by their employers. The law protects you from unfair treatment and any form of
discrimination. The law states that your employer can't discriminate against you
directly or indirectly through employment policy or practice on the grounds of:

122 | LIFE ORIENTATION GRADE 12

 race,
 gender,
 pregnancy,
 marital status,
 family responsibility,
 ethnic or social origin,
 colour,
 sexual orientation,
 age,
 disability,
 religion,
 HIV status,
 conscience,
 belief,
 political opinion,
 culture,
 language, and
 birth.
The law aims to redress injustices of the past by implementing affirmative action
measures. According to the legislation, it isn't unfair discrimination to promote
affirmative action consistent with the Act or to prefer or exclude any person on the
basis of an inherent job requirement.

The purpose of the Employment Equity Act

The purpose of the Act is to achieve equity in the workplace, by:
 Promoting equal opportunity and fair treatment in employment through the
elimination of unfair discrimination.
 Implementing affirmative action measures to redress the disadvantages in
employment experienced by designated groups (A designated group means
black people, women, or people with disabilities) to ensure their equitable
representation in all occupational categories and levels in the workforce.
 The act applies to all employees and employers, except to the South African
National Defence Force, National Intelligence Agency, and South African
Secret Services.
 The act also protects employees from unfair medical testing and evaluation, it
states:

Medical testing of an employee is permissible only when legislation requires testing or

when this is justifiable for various reasons.

HIV testing is prohibited unless such testing is determined to be justifiable by the

Labour Court.
Psychological testing and similar assessments are prohibited, unless the test is
scientifically valid and reliable, can be applied fairly to all employees, and isn't biased
against any employee or group.

Application of the Act

According to the legislation the act applies to:
a. Chapter II (sections 5 – 11) all employers and employees.
123 | LIFE ORIENTATION GRADE 12
 b. Chapter III (sections 12 – 27) applies to designated employers.
c. A designated employer means an employer who employs 50 or more
employees or has a total annual turnover as reflected in Schedule 4 of the
Act, municipalities and organs of state. Employers can also volunteer to
become designated employers.
d. A designated group means black people, women, or people with disabilities.
e. The South African National Defence Force, National Intelligence Agency, and
South African Secret Services are excluded from this Act.
What's the responsibility of the employer to ensure that the EEA is being
implemented?
A designated employer must prepare and implement a plan to achieve employment
equity, which must:
 have objectives for each year of the plan,
 include affirmative action measures,
 have numerical goals for achieving equitable representation,
 have a timetable for each year,
 have internal monitoring and evaluation procedures, including internal
dispute resolution mechanisms, and
 identify persons, including senior managers, to monitor and implement the
plan.
What can you do if you were unfairly dismissed or discriminated against?
 An employee, or applicant for employment, may refer a dispute concerning
alleged unfair discrimination (or medical or psychological testing) to the
CCMA for conciliation. This must be done within 6 months of the alleged
discrimination (or testing).
 If a dispute isn't resolved at conciliation, a party may refer it to the Labour
Court for adjudication. The parties to a dispute may also agree to refer the
dispute to arbitration.
 Unfair dismissal disputes in which unfair discrimination is alleged must be
dealt with in terms of the Labour Relations Act. The dismissal must be
referred to the CCMA within 30 days.

Source: https://www.westerncape.gov.za/general-publication/employment-equity-act-summary

 Summary: The Basic Conditions of Employment Act (BCEA)

2020
Department of Labour (National)
(The Government of South Africa)
South African workers and employers enjoy many rights, thanks to the
Basic Conditions of Employment Act. From leave days to the
termination of your employment and more, here’s all you need to know about this Act.
Who does the Act apply to?
The Act applies to all workers and employers except members of the National Defence
Force, National Intelligence Agency, South African Secret Service and unpaid
volunteers working for charities.

Working hours
This section doesn’t apply to:
124 | LIFE ORIENTATION GRADE 12
  senior managers (those who can hire, discipline and dismiss workers)
 sales staff who travel
 workers who work less than 24 hours a month
 those doing emergency work are excluded from certain provisions.

Ordinary hours of work

You must not work more than:
 45 hours in any week.
 9 hours a day if a worker works 5 days or less a week.
 8 hours a day if a worker works more than 5 days a week.

Compressed work week

You may agree to work up to 12 hours a day without paid overtime. This agreement
must be in writing. When working a compressed working week, workers can’t work
more than 45 hours a week, 10 hours overtime or 5 days a week.
Averaging
A collective agreement may allow your working hours to be averaged over a period
of up to 4 months. Agreeing to this, a worker can’t work more than an average of 45
ordinary hours a week and 5 hours of overtime a week. A collective agreement for
averaging must be re-negotiated each year.

Overtime
Overtime hours
 If overtime is needed, you must agree to it and may not work for more than 12
hours a day or more than 10 hours overtime a week.
 Please note that a collective agreement can be made to increase this to 15
hours a week, but only for up to 2 months a year.

Pay for overtime

 Overtime must be paid at one-and-a-half (1.5) times of your normal hourly pay
rate.
 You and your employer may also agree to paid time off instead of extra pay or
a combination of time off and paid overtime.

Meal breaks and rest periods

 You must have a meal break of 60 minutes after 5 hours' work. A written
agreement may lower this to 30 minutes and do away with the meal break if
you work less than 6 hours a day.
 You must have a daily rest period of 12 continuous hours and a weekly rest
period of 36 continuous hours. Unless otherwise agreed, this must include
Sundays.

Sunday work
 If you sometimes work on a Sunday, you must get double pay. If you normally
work on a Sunday, you must be paid one-and-a-half (1.5) times the normal
wage. There may be an agreement for paid time off instead of overtime pay.

125 | LIFE ORIENTATION GRADE 12

Night work
 Night work is unhealthy and can lead to accidents. If you work between 18:00
and 06:00 you must get extra pay (allowance) or be able to work fewer hours
for the same amount of money.
 Transport must be available to the workers.
 If you usually work between 11pm and 6am, you must be told of the health and
safety risks. You’re entitled to regular medical check-ups, paid for by your
employer. You must be moved to a day shift if night work develops into a health
problem. All medical examinations must be kept confidential.

Public holidays
 You must be paid if you work on a public holiday and you’re only allowed to
work if you’ve agreed to. You can either get paid double your normal wage or
negotiate time off work.
Leave
Annual Leave
 You can take up to 21 continuous days' annual leave or, by agreement, 1 day
for every 17 days worked or 1 hour for every 17 hours worked.
 Leave must be taken by no later than 6 months after the end of the annual leave
cycle. You can only get paid for any leave outstanding when you leave the job.

Sick Leave
 You can take up to 6 weeks' paid sick leave during a 36-month cycle.
 During the first 6 months of starting at a company, you can take 1 day's paid
sick leave for every 26 days you’ve worked.
 An employer may want a medical certificate before paying you when you’re
sick for more than 2 days at a time or more than twice in 8 weeks.

Maternity leave
 If you’re pregnant, you can take up to 4 continuous months of maternity leave.
 You can start your maternity leave any time from 4 weeks before the expected
date of birth or on a date a doctor/midwife says is necessary for your health
or that of your unborn child.
 You may work for 6 weeks after the birth of your child unless a doctor or
midwife has advised you to.
 A pregnant or breastfeeding female worker isn’t allowed to perform work that’s
dangerous to her or her child.

Your rights as a working breastfeeding mom

 When you return to work from maternity leave, you can ask your manager or
supervisor for space where you can breastfeed or express milk.
 According to the Code of Good Practice on the protection of employees during
pregnancy and after the birth of a child, arrangements should be made for you
to have 2 breaks of 30 minutes per day for breastfeeding or expressing milk.
This should be arranged for every working day for the first 6 months of your
child's life.
 A toilet isn't a safe or hygienic space to express milk. Try to get a clean and
private space for you to express milk or breastfeed.

126 | LIFE ORIENTATION GRADE 12

Paternity leave
 Fathers are entitled to 10 consecutive days unpaid paternity leave. You will
have to claim from the Unemployment Insurance Fund (UIF) for those unpaid
days.
 This is applicable to fathers who adopt a child under 2 years old. This leave
can be taken from the date that the adoption order is given or when the child
is placed in the care of the adoptive parents.
 The employer should be notified in writing when the leave will be taken unless
you’re unable to do so.
NOTE: Please confirm with your Human Resources department if your company has
adopted the 10-day paternity leave and the conditions attached to it.

Family responsibility leave

If you’re employed full-time for longer than 4 months, you can take 3 days' paid
family responsibility leave per year when your
 child is born
 child is sick
 or for the death of your spouse or life partner, parent, adoptive parent,
grandparent, child, adopted child, grandchild or sibling.
NOTE: An employer may want reasonable proof of the birth, illness or death for
which the leave was taken.

Job information and payment

Employers must give new workers information about their job and working conditions
in writing. This includes all the terms of conditions of employment and a list of any
other related documents.
Minimum wage
 Minimum wage is the lowest wage that an employer should pay to a worker. As
from the 1st of January 2019, no worker may be paid below the national
minimum wage which is currently set at R20 an hour.
 Your minimum wage is determined by the sector you work in.

Keeping records
Employers must keep a record of at least:
 Your name and job.
 Time worked
 Money paid
 Date of birth for if you’re under 18 years old.
 Payment
An employer must pay you:
 In South African money.
 Daily, weekly, every two weeks or monthly.
 In cash, cheque or direct deposit.
 With a payslip.

Each payslip must include:

 The employer's name and address.
 Your name and job.
 The period of payment.
127 | LIFE ORIENTATION GRADE 12
  Your pay.
 The amount and purpose of any deduction made from the pay.
 The actual amount paid to you.

The pay slip must also include:

 Ordinary pay rate and overtime pay rate.
 The number of ordinary and overtime hours worked during that period of
payment.
 The number of hours worked on a Sunday or public holiday during that period.
 The total number of ordinary and overtime hours worked in the period of
averaging if there’s an averaging agreement.

Approved deductions
An employer may not deduct any money from your pay, unless:
 You’ve agreed in writing.
 The deduction is required by law or permitted in terms of a law, collective
agreement, court order or arbitration award.

Termination of employment
Notice
You or your employer must give notice to end an employment contract of not less
than:
 1 week, if employed for 6 months or less.
 2 weeks, if employed for more than 6 months but not more than one year.
 4 weeks, if employed for 1 year or more.
 The notice must be in writing, except for a worker who can’t write. If you can’t
write, you can give verbal notice.
If you live in premises owned by your employer, you must be given 1 months’ notice
to leave or be given another place to live until the contract is lawfully ended.
Even if you’re given notice to leave the premises where you’re living, you can still
challenge the dismissal using the Labour Relations Act or any other law.

Severance pay
An employer must pay you if you’re dismissed due to retrenchment or restructuring, at
least 1 week's severance pay for every year of continuous service.
You’re not entitled to severance pay if you unreasonably refuse other employment with
the same employer or with another employer.

Certificate of service
You must be given a certificate of service when you leave a job.

Child labour and forced labour

 It is against the law to employ a child under 15 years old.
 Children under 18 may not do dangerous work or work meant for an adult.
 It is against the law to force someone to work.

128 | LIFE ORIENTATION GRADE 12

Variations of Basic Conditions of Employment
Bargaining Council
A collective agreement concluded by a bargaining council can be different from this
law. It however must not:
 Negatively affect workers’ health and safety, and family responsibilities.
 Lower annual leave to less than 2 weeks.
 Lower maternity leave in any way.
 Lower sick leave in any way.
 Lower the protection of night workers.
 Allow for any child labour or forced labour.

Other agreements
Collective agreements and individual agreements must
follow the Act.

The Minister
The Minister of Labour may decide to vary or exclude a basic condition of employment.
Employers or employer organisations can also apply to do this.

Sectoral determinations
Special rules that still abide by this Act can be made for specific sectors to establish
basic conditions for workers in a sector and area.

Employment Conditions Commission

This Act allows the Employment Conditions Commission to advise the Minister of
Labour, Monitoring, Enforcement and Legal Proceedings.
Inspectors play an important role in implementing this law. They need to do the
following:
 Advise workers and employers about their labour rights and obligations.
 Inspect, investigate complaints.
 Question people.
 Inspect, copy and remove records.
 Serve a compliance order by writing to the Director-General of the
Department of Labour, who will then look at the facts and agree, change or
cancel the order.
This Act overrides any agreement or contract you may have signed with your employer
or worker and it is important that you take note of the following key points. It is a crime
to:
 Try to prevent, block or influence a labour inspector or any other person
obeying this Act.
 Get or try to get a document by stealing, lying or showing a false or forged
document.
 Pretend to be a labour inspector or any other person obeying this Act.
 Refuse or fail to answer questions from a labour inspector or any other
person obeying this Act.
 Refuse or fail to obey a labour inspector or any other person obeying this
Act.
Note: If a worker works more than 24 hours a month, a worker is a full time worker and
protected by the Basic Conditions of Employment Act.
129 | LIFE ORIENTATION TEACHER GUIDE GRADE 12
Where to get help
If you need to make a complaint or have a question, contact the provincial Department
of Labour office.
Source https://www.westerncape.gov.za/general-publication/basic-conditions-employment-act

 Core Elements of job contract

The core elements of job contract are workers rights, workers obligations and
conditions of service which are all determined and protected by legislation.
The Basic Condition of Employment Act (BCEA), 75 of1997 sets out the core
elements (refers to conditions of service). The basis of employment contracts
can be found in Section 13 of the South African Constitution.
Employment contract contain numerous vital elements on which the employment
is based and are useful for employers to know before they decide to draw up the
document. An employer needs an employment contract that protects him and his
business, while ensuring a suitable work environment for his employee. When both
interests are served in fair manner, both the company and the employee reap
benefits. Providing an employment contract essentially replaces the standard
hiring understanding between employer and employee.

 Conditions of service
- Companies and jobs are not the same and they will have different conditions
of service. Conditions of service includes things like the number of hours
you will be expected to work (normally 40 hours per week) as well as the
amount of leave you will be able to take every year. All of the conditions of
service should be covered in your employment contract.
- Depending on your job and responsibility within a company your conditions
of service will also indicate items like disciplinary procedures for e.g.
constant late coming for work, absent without valid reason or any other form
of non-compliance with company policy.
- All the conditions of service are covered in the Basic Conditions of
Employment Act and each company should set their conditions of service in
line with this law.
- This act or law will protect you and your employer from taking advantage of
each other or of practising unfairness in the workplace.
- In order to protect you, your conditions of service should also indicate the
policies and procedures in case of grievances in your company.
- Labour laws:
- As a result of South Africa’s apartheid past, job reservation and the
segregation and exploitation of workers, South African labour is ruled by four
major acts or laws. They are the Labour Relations Act, the Basic Conditions
of Employment Act, the Employment Equity act and the Skills development
Act. These laws were designed to protect the rights of workers and
employers and all of them will affect you directly when you start working or
looking for a job. (These laws do not apply to members of the South African
Secret Service, the National Intelligence Agency or the National Defence
force members). All these laws can be found on the website of the
Department of Labour. (www.labour.gov.za)
- All laws have an introduction. This refers to the reason for making and
implementing the law and to whom it applies or who is excluded from it. The
130 | LIFE ORIENTATION GRADE 12
 next part will refer to the “rules” made by the law. It will end by saying how
to solve problems.
- Labour Relations Act (LRA) (as amended in 2002)
- The Labour Relations Act covers all the inter action between employers and
employees. The act applies to all employers, workers, trade unions and
employers’ organisations.
- Labour relations are controlled by the government and the regulations it lays
down working conditions for employers. The purpose of the act is to make
sure that Section 27 of the Constitution of South Africa is implemented in
the work place. The act makes sure that the Constitutional Rights or all
employers and employees are adhering to.

Source https://smallbusiness.chron.com/basic-elements-employment-contract-15518.html

 Labour issues: Workers rights, Laws and Acts

o Workers’ Rights
Workers and Employers rights are protected in the
Labour Relations Act (LRA). Workers’ rights in South
Africa are outline in the Bill of Rights or Section 27 of
the Constitution of the Republic of South Africa.

Workers’ rights in South Africa Employers rights in South Africa

o The right to choose your own trade, o The right to join an employer’s
profession or occupation. organisation
o The right to fair labour practise o The right to be part of the program and
o The right to join a union activities arrange by the employers
o The right to be part of the program organisation.
and activities arranged by the o To keep to the agreement in the job
Union. contract. He cannot change the
o The right to strike conditions of employment without
o To keep to the agreement in the job consulting the employee.
contract. o Not to engage in unfair labour practice
o Give the employer value for his o To arrange his business practices
money by being productive during according to the labour law of the
working hours and not stay away country.
without a valid reason. o To apply Affirmative action
o To apply the Equity act in the work place

 Principles of equity and redress

- The history of South Africa’s labour practices has been known by inequality
and exploitation; division between black and white, male and female. Skills
development and employment equity did not exist e.g. most black women
worked on farms or as domestic works with few rights.
- The employment Equity Act contains the principles of equity and redress.
This is achieved when everybody has the same opportunities and
everybody is treated fairly.
o Principle of Equity

131 | LIFE ORIENTATION GRADE 12

 The principle of giving extra job opportunities or advantages to people who have
traditionally been treated unfairly because of their race, gender, sexual
orientation physical differences, marital status, disability, religion, HIV status,
belief, political opinion, culture, language and birth.
o Principle of Redress
The principle which deals with rectifying the wrongs or injustices of the past,
making right the current wrong and restoring fairness in South African work
place.
- There is an effort to redress the disadvantages of the past and to promote
previously disadvantage people like women and disable people.

o What is the difference between employment equity and affirmative action?

- Affirmative action deals with equal employment opportunities and
equal representation in all occupation groups and levels in the
workplace.
- Employment equity has to do with the numbers of workers from
different groups in the workplace. Equity is achieved through affirmative
action.

 What does the law say about Affirmative Action?

- Affirmative action are measures intended to ensure that suitably qualified
employees from designated groups have equal employment opportunity
and are equitably represented in all occupational categories and levels of
the workforce.
- Measures for affirmative Action includes: identifying and elimination of
barriers that affect designated groups, measures to promote diversity,
training of designated group and preferential treatment to ensure equal
representation in the work place.

 Recruitment process: general trends and practices.

- Recruitment refers to the process of getting the right person to apply for
the job in a company. The aim of recruitment is to get a number of qualified
or skilled people to apply for a particular job or vacancy.
-

- The recruitment process should be fair, confidential, promote diversity

and achieve equity in the workplace.

o See the exemplar diagram below for detail about the process.

132 | LIFE ORIENTATION GRADE 12

Work ethics and societal expectations

 Work ethics
- Deals with a worker’s attitude
towards his or her job and
employer. You can compare it
with your attitude towards your
school and your responsibility
towards your schoolwork. It
involves attitudes, behaviour,
respect, honesty, accountability,
communication and interaction
with other people. It can be compared with the effort you take to study, how
you respect your teachers and fellow students and make your school a better
place.
- Good work ethics will refer to your positive attitude and commitment to your
work or in your case your school.
- Work ethics demonstrate the decisions you make about what is right and
acceptable against what is wrong and unacceptable.
- Work ethics come from within a person and give others a picture of your values,
culture and upbringing.
- People with good work ethics are likely to keep their jobs and make a success
at work. They will also benefit from their good ethics by coming in line for
promotion.
- The skills of having good work ethics are referred to as soft skills e.g. the
willingness to learn and to be taught by a senior or supervisor, the ability to get
along with other workers well, the behaviour and attitude of the worker towards the
company, being on time and being at work without taking leave or sick leave unnecessary or
without proper reason.
- Good work ethic is the most important skill in keeping a good job. Good work
will start the moment you apply for a job. You will show this by putting in a neat,
complete and well organised application without any mistakes.
- When you start a new job, the first thing your supervisor will notice is the time
you arrive and leave your work. It will also show in the way you dress for work,
volunteer for new tasks, cooperate with other workers and contribute with new
ideas to the company you work for. You will have an attitude of what can I offer
the company instead of what can the company offer me.

133 | LIFE ORIENTATION GRADE 12

 o Work Ethics and Societal expectation
- Societal expectation refers to what the
society and people in your community
expect of other people sharing the
community with them. It is about how
people expect other people to behave and
how to treat each other.
- It can almost be compared with our basic human rights in our constitution.
Rights like the right to be treated with respect, to be safe, to be treated with
dignity and not judged unfairly. It also refers to our environment and the
way we expect others to treat the environment we share and protect for
the future.
- When you enter the world of work people in the workplace will have certain
expectations of you and the way you behave. Each society and community
will have its own expectations based on the culture, values and religion of
the society. When you apply for a job, you should make sure your personal
values and beliefs fit in with the expectations of the society.

 The value of work

o Work is not only earning money.
o It gives us purpose and meaning and help us to
live a fulfilled life (satisfied, contented and
happy).
o It gives meaning to life because: it allows you to
grow and develop, gives you a purpose and
goals, use your talents and abilities and as you
grow and develop you reach self-actualisation
(achieve potential), which is where you come to
find a meaning to life.
o We find values of work only if we have passion; a
love for the work and enjoy doing it because we have chosen our right or
correct career.

References
 Focus on Life Orientation, Maskew, Millerand Longman, 2013.
 Yebo Life Orientation, Heinemann, 2012
 https://smallbusiness.chron.com/basic-elements-employment-contract-
15518.html
 https://www.westerncape.gov.za/general-publication/employment-equity-act-summary
 https://www.westerncape.gov.za/general-publication/employment-equity-act-summary
 www.jobsearch.about.com
 www.gtegypt.org

134 | LIFE ORIENTATION GRADE 12

 TERM 3
INFORMAL ASSESSMENT

135 | LIFE ORIENTATION TEACHER GUIDE GRADE 12

 INFORMAL ASSESSMENT 1: MATCHING COLUMN
QUESTION 1: Choose a description from COLUMN B that matches an item in
COLUMN A. Write only the letter (A–H) next to the question number (1.3.1–1.3.5),
for example 1.3.6 J.

COLUMN A: ITEMS COLUMN B: DESCRIPTIONS

1.1 Recruitment A a set of principles that protects employers and
employees by giving guidance on conditions of
1.2 Work ethics work, health and safety in the working
environment
1.3 Employment contract
B responsible for the workforce, determines
1.5 Interview labour demand, labour availability, selection
and training of employees
Human resource
department C represents its members and aims to improve
working conditions and payment

D a set of principles and norms which guides an

employee's behaviour

E the process of attracting applicants who have

the knowledge, skills and ethics to help an
organisation to achieve its mission

F the process of observing the work that a person

does at the workplace for a limited period with
the purpose of getting to know what the job is
about

G a mutual agreement on workplace expectations

for the employer and employee

H a meeting during which a potential employee is

evaluated by an employer for possible
employment in the company

(5x1) (5)

136 | LIFE ORIENTATION GRADE 12

 INFORMAL ASSESSMENT 2: TRUE/FALSE
QUESTION 2: Indicate whether the following statements are TRUE or FALSE. Write
only 'true' or 'false' next to the question number (1.2.1–1.2.4). Give a reason if the
statement is FALSE.
2.1 A job contract can be open to negotiation and renegotiation if both parties are
willing, but the contract should include certain core elements.

2.2 The purpose of the Basic Conditions of Employment Act, 1997 Act 75 of
1997) is to achieve equality in the workplace by implementing affirmative
action measures to redress disadvantages in employment.

2.3 You may encounter certain tax obligations as an entrepreneur, for example
you must have a payroll system if you employ people.

2.4 Creative thinking involves judging the causes of a problem.

[6]

 INFORMAL ASSESSMENT 3: SHORT QUESTIONS

QUESTION 3: Answer the following questions by writing the answer next to
the question number (3.1–3.3) in your answer sheet.

3.1 State the chronic disease that affects glucose levels in the blood. (1)

3.2 The process of observing the work that a person does at a workplace
for a limited period with the purpose of getting to know what the job
is about. (1)
3.3 A meeting during which a potential employee is evaluated by an
employer for possible employment in the company. (1)
[3]

 INFORMAL ASSESSMENT 4: MULTIPLE CHOICE QUESTIONS

Question 4: Various options are provided as possible answers to the
Following questions. Choose the answer and write only the letter (A–D) next
to the question number (4.1–4.5), for example, 4.6 D.
4.1 One physical benefit of long physical participation includes:
A. Increase chemicals in the brain that make you happy and relaxed.
B. Growth of new brain cells in the areas of the brain responsible for
memory and learning.
C. Improves physical appearance which enhances self-esteem and
increases confidence
D. Improve ability to function in your daily activities.

4.2 Sets out the duties, responsibilities, hours of work, salary, leave and other
privileges to be enjoyed by person employed.
137 | LIFE ORIENTATION TEACHER GUIDE GRADE 12
 A. Employment Contract
B. Collective bargaining
C. Condition of service
D. Affirmative action

4.3 The aim of the Employment Equity Act, 55 of 1998 is to promote…

A. control and standardise collective bargaining, good codes of practice and
fair discrimination.
B. skills development, fair treatment, labour peace and fair discrimination in
the workplace.
C. the rights of the employer, ensure health and safety and promote fair
discrimination in the workplace.
D. equal opportunity and fair treatment in the workplace and protect workers
and job seekers from unfair discrimination.

4.4 Treatment for hypertension as a lifestyle disease includes taking prescription

medication and…
A. following a low-salt diet.
B. drinking lots of energy drinks.
C. following a high-salt diet.
D. following a high-protein diet.

4.5 People who practise unsafe sexual behaviour are at risk of HIV and …
A. prostate cancer, hypertension, diseases of the heart.
B. hypertension, diseases of the heart, cancer of the liver.
C. cervical cancer, syphilis, gonorrhea.
D. hypertension, cancer of the lungs, heart disease. (5x1) (5)
/5/

 INFORMAL ASSESSMENT 5: SOURCE-BASED

QUESTION 5: Read the extract below and answer the questions that follow.

Reasons for Lack of Exercise in Teens

Approximately 50 percent of young South Africans aged 12 to 21 lack a regular,

vigorous activity routine, according to the Centres for Disease Control and Prevention.
Children and teens need regular exercise for strong muscles and bones, fewer health
problems and a reduced risk for obesity. Identifying the exercise barriers than keep
your teen from being active allows you to help her become more physically fit.
A decrease in the amount of physical education time in schools contributes to less
teen exercise. According to the Centres for Disease Control and Prevention, about 19
percent of teens in high school participate in a daily physical education class lasting at
least 20 minutes. If PE class is the primary source of exercise for a teen, he/she does
not get enough regular daily exercise. In some cases, teens are able to opt out of PE
or are only required to take it during certain school terms, meaning he/she could go
for long stretches of time without any exercise during the school year.

138 | LIFE ORIENTATION GRADE 12

 Like adults, teens often lack the motivation or desire to exercise. If physical fitness
hasn't been a valued activity in the family, a teen is less likely to put forth the effort or
find the motivation to exercise.
By Shelly Frost Sept. 11, 2017

3.1 Name any THREE lifestyle diseases that can occur as a result of minimal
or lack of physical exercise. (3)

3.2 Apart from schools, explain how local government (municipalities)

can involve teens in physical activities? (1x2) (2)

3.3 Discuss THREE factors that may prevent teens from taking part in
regular physical activity. (3x2) (6)

3.4 Suggest TWO ways in which schools can motivate learners to

attend Physical Education classes. (2x2) (4)

[15]

 INFORMAL ASSESSMENT 6: ESSAY WRITING

QUESTION 4: Read the extract below and answer the question that follows.

Recruitment processes
The recruitment, selection and development of suitable candidates are crucial
strategic functions to ensure the competitiveness of corporate and public sector
organisations
Anon

Write a short essay on the recruitment process using the following as a guideline:
 Define the term recruitment process and explain the importance of such
a process. (1+2) (3)

 Describe THREE actions which will ensure that your job application
is accepted. (3x2) (6)

 Explain ONE way in which EACH of the following labour acts creates a fair
working environment:
- The Labour Relations Act (LRA), 1995 (Act 66 of 1995)
- The Employment Equity Act (EEA), 1998 (Act 55 of 1998)
- The Basic Conditions of Employment Act (BCEA), 1997 (Act 75 of
1997)
(3x2) (6)
[15]

139 | LIFE ORIENTATION GRADE 12

 INFORMAL ASSESSMENT 5: PARAGRAPH WRITING

QUESTION 6: Read the extract below and answer the questions that follow.

Lifestyle Diseases in South Africa

A survey conducted by the Human Science Research Council (HSRC) warns that
"South Africa is heading for a disaster" if the number of people living with "chronic
diseases of lifestyle" does not change.

Globally 2.1 billion people are overweight or obese, or just over 30% of the world’s
population – however, the situation is much worse in South Africa, according to new
statistics published by Discovery Vitality.

“The big picture is worse in South Africa. Nearly 70% of South African women and 31%
of South African men are overweight or obese,” said Dr Craig Nossel, head of Wellness
at Vitality.

Adapted from https://businesstech.co.za/news/lifestyle/331389/heres-how-many-south-africans-are-

overweight-according-to-discovery/ Retrieved on 12 May 2020

Write paragraphs on lifestyle diseases in which you include the following...

 Mention THREE possible causes for the increase of chronic diseases
in South Africa. (3x1) (3)

 According to the passage: “There was a higher prevalence of obesity in

women than in men.” Briefly discuss THREE reasons why you think
women in today’s society could be more obese than men. (3x2) (6)

 Identify TWO intervention strategies that have been put in place by the
government to address lifestyle diseases. Explain one positive and one
negative impact that each strategy has on society. (2x3) (6)
[15]

 INFORMAL ASSESSMENT 7 PARAGRAPH WRITING

QUESTION 7: Read the extract below and answer the questions that follow.

Work ethics
Many job seekers struggle though to understand that work ethic is more than
just an innate mix of a good family upbringing and personal qualities, but rather
a trait you can actually nurture.
Adapted fromhttps://www.paymoapp.com/blog/work-ethic/.Accessed on 12 May 2020
140 | LIFE ORIENTATION GRADE 12
Write paragraphs on work ethics in which you include the following:
 State THREE societal expectations with regard to work ethics of
companies/organisations. (3x1) (3)
 Explain THREE ways in which a strong work ethic helps you in
your career paths. (3x2) (6)
 Propose THREE ways in which you can develop strong work ethics
when you enter the job market. (3x2) (6)

[15]

141 | LIFE ORIENTATION TEACHER GUIDE GRADE 12

 MARKING GUIDELINE
TERM 3

 INFORMAL ASSESSMENT 1: MATCHING COLUMN

QUESTION 1:
1.1 E ()
1.2 D ()
1.3 G ()
1.4 H ()
1.5 B ()
(5x1) (5)

[5]

 INFORMAL ASSESSMENT 2: TRUE/FALSE

QUESTION 2: ONE mark () for stating TRUE or FALSE and ONE mark () for
providing a relevant reason if FALSE.

2.1 True ()

2.2 False ()

The purpose of the Basic Conditions of Employment Act is to give insight to fair
labour practices. ()
OR
The purpose of the Employment Equity Act is to achieve equality in the workplace
by implementing affirmative action measures to redress the disadvantages in
employment. ()
OR
This is the purpose of the Employment Equity Act and not that of the Basic
Conditions of Employment Act. () (2)

2.3 True ()

2.4 False ()

Creative thinking is to generate new ideas to solve a problem. ()

OR

Critical thinking/ evaluating/ analysis involve making judgement of the causes

of a problem. ()
(2)

142 | LIFE ORIENTATION GRADE 12

 [6]

 INFORMAL ASSESSMENT 3: SHORT QUESTIONS

QUESTION 3:

3.1 Diabetes / Sugar Diabetes / Type 1 or Type 2 Diabetes () (1)

3.2 Job Shadowing/Work shadowing ( ) (1)

3.3 Interview ( ) (1)

[3]

 INFORMAL ASSESSMENT 4: MULTIPLE CHOICE QUESTIONS

QUESTION 4:
4.1 D( )
4.2 C( )
4.3 D( )
4.4 A( )
4.5 C( )
(5x1) (5)
/5/

 INFORMAL ASSESSMENT 5: SOURCE-BASED

QUESTION 5: Write in full sentences.

5.1 Name any THREE lifestyle diseases that can occur as a result of minimal or lack
of physical exercise.

Possible responses could be:

 Diabetes (Type 2), heart disease, stroke, cancer ( ).
 Physical Effects of Poor Nutrition: Causes of poor nutrition include eating
disorders/ alcoholism/starvation and poor diet. ( )
 Short-term effects of poor nutrition include lethargy and feeling unwell in
general. ( )
 These include obesity/ high cholesterol/ diabetes/ heart disease/ cancer/
gallstones/ gout and many other health problems. ( )
 Mental Effects of Poor Nutrition: Vitamin and mineral deficiencies resulting from
a bad diet link with disorders of the nervous system. ( )
 Malnutrition in infants can lead to mental retardation and other developmental
delays, and malnutrition in pregnancy may even increase the risk of Alzheimer’s
disease when the child reaches old age. ( )
 Poor diet may also contribute to depression. ( )
(3x1) (3)
143 | LIFE ORIENTATION GRADE 12
5.2 Apart from schools, explain how local government (municipalities can involve
teens in physical activities?

Possible responses could be:

 They can set requirements for developers ( ) to provide sidewalks, walking and
biking trails, and greenspace in new developments, as well as invest public
money in enhancing existing areas ( ).
 Local governments can support physical activity in other ways as well ( ). Parks
and recreation departments, for example, often run sports leagues or offer
dance, gymnastics, or other active classes. ( )
 Promote walking and bicycling to school ( ) through Safe Routes to School
programs and related initiatives ( ).
 Improve traffic safety and enforce traffic laws ( ) to make streets safer for
children to walk, bicycle, and play ( )
 Local governments can provide support and resources to local organizations
( ) that want to create healthy environments ( ).
 Develop media campaigns, utilizing multiple channels (print, radio, Internet,
television, other promotional materials) ( ) to promote physical activity using
consistent messages ( ).
 Design a media campaign ( ) that establishes physical activity as a health equity
issue and reframes obesity as a consequence of environmental inequities and
not just the result of poor personal choices ( ).
(1x2) (2)

5.3 Discuss THREE factors that may prevent teens from taking part in regular physical
activity.
Possible responses could be:
 Lack of time to exercise. ( ) If a teen has lots of homework, works a part-time
job or carries much of the household responsibilities, he may find it difficult to
make time for exercise. ( )
 Lack of self-motivation. ( ) If physical fitness hasn't been a valued activity in the
family, a teen is less likely to put forth the effort or find the motivation to exercise
( ).
 Lack of access to exercise equipment, sports teams or space to perform fitness
routines ( ) that could make it more difficult for the teen to exercise regularly ( ).
 Lack of interest ( ) may cause teenagers not to enjoy doing physical activities
and feel bored as well ( ).
 Lack of confidence in their ability to be physically active ( ) lead to self-
efficacy to some teenagers ( ).
 Fear of being injured or having been injured recently, ( )an experience which
may discourage amongst some of them ( ).
 Lack of self-management skills ( ) to set personal goals, monitor and fit in
their daily routine to exercise.
 Lack of encouragement, support, or companionship from family and friends
( ) can easily makes teenagers lazy to do physical activities ( ).

144 | LIFE ORIENTATION GRADE 12

  Lack of facilities such as parks, sidewalks, bicycle trails, or safe and pleasant
walking places to do outdoors exercise ( ) may result to teenagers not very
keen to do physical activities ( ).
 Technology such as computers, TVs, video games, and smartphones promote a
sedentary lifestyle. ( )Teenagers who spend long periods of time online or on the
sofa watching TV usually miss out on valuable exercise and fitness activities. ( )
(3x2) (6)

5.4 Suggest TWO ways in which schools can motivate learners to attend Physical
Education classes.

Possible responses could be:

● Schools can develop activities that build on learner’s interests ( ) by including
activities that learners like doing and are trendy and happening in that phase
( ).
● Increase opportunities for self-directed learning ( ) by allowing learners to take
ownership of their learning, choose their personal goals and offer options of
different activities from which they can develop skills ( ).
● Physical education activities can start with simple forms of activities, ( ) so that
learners can build confidence and gain self-esteem in a non-judgmental way
( ).
● Activities should include attainable goals ( ) and in this way when learners
succeed, they will be proud of their performance, which can lead to more interest
and a willingness to take on more challenging work ( ).
● Allow learners to design their own games and activities ( ) as this will generate
an interest in them to attend the Physical Education classes and participate with
enthusiasm ( ).
(2x2) (4)
[15]

 INFORMAL ASSESSMENT 6: ESSAY WRITING

QUESTION 6: Write a short essay on the recruitment process using the following as
a guideline.

Define the term recruitment process and explain the importance of such a process.

ONE mark ( )for a definition of recruitment process and TWO marks ( ) for a well-
explained response.

Possible response could be: Recruitment process is a …

 process/method of finding suitable candidates for a job. ( )

OR
 way of attracting/selecting/appointing suitable candidates for a job in an
organisation. ( )

AND

145 | LIFE ORIENTATION GRADE 12

Possible responses could be: The importance of the process of recruitment is to …
 attract the right kind of employees by ( ) availing a high number of candidates
( ).
 provide the organisation with sufficient skills so ( ) as to choose the best one for
present or future use ( ).
 enable companies to target potential candidates and recruit them for future
employment ( ) rather than striving to find the right one at the last minute ( ).
 ensure diversity in selection in ( ) order to meet all legal and social types of
obligations such as affirmative action/employment equity ( ).
 ensure fairness/transparency ( ) in order to give equal opportunity to all job-
seekers ( )
 direct the employer on the correct processes and procedures to be followed ( )
so as to combat unfair discrimination/minimize possible disputes ( ).
 create a platform which applicants can use to base their grievances on in ( )
case they were disadvantaged by the process/the process was flawed ( )

(1+2) (3)

Describe THREE actions which will ensure that your job application is accepted.
Possible responses could be:
 Write a cover letter to give an overview of your abilities/qualifications relevant to
the job requirements ( ) so that it is clear why you are the suitable candidate for
the position ( ).
 Include all required documents and information e.g. certified copies of your ID
and certificates ( ) to ensure that you have met all requirements ( ).
 Submission should be on time ( ) to avoid your application being rejected ( ).
 Complete the application form correctly and neatly ( ) so that your application is
accepted ( ).
 Provide your correct contact details so ( ) that you can be contacted/reached for
an interview ( ).
 Carefully check your spelling and grammar/use appropriate language ( ) in order
to leave a good impression/prove your professionalism/display good academic
skills ( ).
 Send your application to the relevant person or as indicated in the advertisement
( ) to avoid your application being lost ( ).
 Write a concise and accurate CV according to the job description ( ) so that your
prospective employer gets a quick overview of your competency/experience. ( )
 Use correct and credible references ( ) so that the employer gets a professional
impression of your work experience ( )
(3x2) (6)

Explain ONE way in which EACH of the following labour acts creates a fair working
environment:

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

Possible responses could be: The Labour Relations Act creates a fair working
environment because it …

146 | LIFE ORIENTATION GRADE 12

  Regulates rules for the relationship between the employer and worker thereby
( ) ensuring fair practice between the two parties ( ).
 Gives the worker the right to belong to a trade union ( ) whereby the worker can
be protected by his trade union in the workplace ( ).
 Established the Commission for Conciliation, Mediation and Arbitration (CCMA)
( ) whereby disputes and arguments are settled between workers and employers
in a fair manner ( ).
 Regulates the organisational rights of trade unions ( ) to ensure that they do not
overstep their boundaries ( ).
 Promotes and facilitates collective bargaining at the workplace ( )to meet the
rights of its members ( ).
 Regulates the right to strike and the option to lock out ( ) in conformity with the
Constitution ( ).
 Promotes employee participation in decision-making ( ) through the
establishment of workplace forums ( ).
 Provides simple procedures for dispute resolution ( ) in order to achieve a win-
win situation between employer and employee ( ).
 Provides for dispute resolution ( ) through independent alternative dispute
resolution services ( ).
(1 x 2)

The Employment Equity Act (EEA), 1998 (Act 55 of 1998)

Possible responses could be: The Employment Equity Act creates a fair working
environment because it …
 Promotes equal opportunities in the workplace ( ) thereby unfair discrimination
or practices in any employment policy or practice are eliminated ( ).
 Regulates affirmative action ( ) therefore people from the designated groups are
given employment opportunities which ensure fair treatment of all people ( ).
 Implements affirmative action measures ( ) to redress the disadvantages of the
past ( ).
 Ensures equitable representation in all occupational categories and levels in the
work force ( ) to address imbalances of the designated groups ( ).
(1 x 2)

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

Possible responses could be: The Basic Conditions of Employment Act creates a fair
working environment because it...
 Ensures that all workers have employment contracts ( ) so that the worker and
employer are both protected from unfair working practices ( ).
 Sets out the duties and responsibilities workers have towards their employers
( ) therefore, making sure that workers do what is expected of them so that
employers do not make unreasonable requests ( ).
 Regulates the right to fair labour practices by ( ) establishing and enforcing basic
conditions of employment/monitoring the variation of basic conditions of
employment ( ).
 Prescribes the minimum conditions of employment ( ) that employers must
legally comply with ( ).

147 | LIFE ORIENTATION GRADE 12

  Protects workers from exploitation ( ) thereby promoting respect for human rights
and social justice ( ).
 Regulates labour practices by ( ) setting out the rights and duties of employers
and employees ( ).
 Ensures social justice by ( ) establishing the basic standards of employment with
regard to working hours, leave, payment, dismissal and dispute resolutions ( ).
(1 x 2)
[15]

 INFORMAL ASSESSMENT 6: PARAGRAPH WRITING

QUESTION 6: Write paragraphs on lifestyle diseases in which you include the

following…

Mention THREE possible causes for the increase of chronic disease in South Africa.
Possible responses could be:
 More people have access to technological devices e.g. computers, television, etc.
and therefore their lifestyles are becoming even more inactive. ()
 Poor diet - junk or fast food outlets are spreading and making unhealthy choices
easier, faster or cheaper than healthy options. ()
 Laws and policies that are designed to protect people are not being implemented
e.g. selling tobacco and alcohol products to persons under 18. ()
 Lack of education on good nutrition and healthy lifestyle choices. ()
 Poverty and food security are important social and environmental issues in South
Africa that cause people to not eat regularly or to follow a poor diet. ()
 Genetically modified food may also contribute to the development of chronic
diseases. ()
(3x1) (3)

According to the passage: “There was a higher prevalence of obesity in women than
in men.” Briefly discuss THREE reasons why you think women in today’s society could
be more obese than men.
Possible responses could be:
 Traditional and cultural practices. () Women are more likely to do household
chores and men are more likely to work outside for example in the garden ().
 Stereotypical career choices. () Men are more likely to do jobs that require
physical activity and women are more likely to do administrative or office type of
jobs ().
 Women’s hormones are different from men. () For example, menopause/ birth
control pills etc. ().
 Pregnancy, () where women struggle to lose weight after giving birth ().
 Women’s genes and metabolism () could predispose them to weight gain. ()
 Working women often have to eat on the run when they need to multitask e.g.
look after children, household chores etc. () This could result in poor diet and
lack of time for exercise. ()
(3x2) (6)

148 | LIFE ORIENTATION GRADE 12

Identify TWO intervention strategies that have been put in place by the government to
address lifestyle diseases. Explain one positive and one negative impact that each
strategy has on society.

● ONE mark () for the intervention strategy.

● ONE mark ()for a positive impact.
● ONE mark () for a negative impact.

Possible responses could be:

● Warning labels on tobacco products. ()
⮚ This has educated people who were ignorant of the dangers of tobacco and
they now no longer smoke. ()
AND
⮚ people continue to smoke or they ignore the warnings. ()

● Provision of condoms in health clinics. ()

⮚ This is effective because they are readily available and the rate of HIV
infection has dropped. ()
AND
⮚ this may not be effective because there are still many people who are
infected with STI’s/STD’s. ()

● Inclusion of Physical Education as part of the Life Orientation curriculum.

()
⮚ Life Orientation is a compulsory subject and policy states all learners must
do Physical Education for 1 hour a week. ()
AND
⮚ Many of the schools are not implementing the policy and learners are not
doing 1 hour of Physical Education once a week. ()

● Banning the advertising of tobacco products on television. ()

⮚ children are no longer exposed to the negative image of glamour and
sophistication that the adverts on television portrayed on smoking. ()
AND
⮚ children are still bombarded by advertising in other forms of media that
glamorizes smoking. ()

● Introducing the process of restricting the amount of salt that is used in

manufactured foods. ()
⮚ manufacturers are accountable for what they put into the food being sold to
the public. ()
AND
⮚ people may still just add salt to whatever they eat because they are used to
it and prefer saltier foods. ()

● Restricting the access to alcohol and tobacco products from being sold to
children under the age of 18. ()

149 | LIFE ORIENTATION GRADE 12

 ⮚ shop owners are now more aware that could be prosecuted if they are
found to be selling tobacco products and alcohol to minors. ()
AND
⮚ These laws are not being implemented because some shop owners are still
selling these products to minors and are not being prosecuted for it. ()

● Passing a law to provide consumers with food labels on products. ()

⮚ consumers are able to make more informed choices about the products that
they are buying. ()
AND
⮚ Many consumers don’t bother to read the labels or the nutritional contents
of the products they buy. ()
(2x3) (6)
[15]

 INFORMAL ASSESSMENT 7 PARAGRAPH WRITING

QUESTION 7: Write paragraphs on work ethics in which you include the following:

State THREE societal expectations with regard to work ethics of companies/

organisations.

Possible responses could be:

 Meet demands for honest treatment of customers/clients ()
 Provide for fair working conditions for employees ()
 Be an environmentally friendly business ()
 Stay within legal parameters ()
 Always maintain its integrity in the community ()
 Honour company policies and agreements ()
 Accountability by performing their duties and taking responsibility for their
actions ()
 Pursue excellence in service delivery ()
(3x1) (3)

Explain THREE ways in which a strong work ethic helps you in your career paths.
Possible responses could be:
 A strong work ethic will not only expose you to greater opportunities, () but it will
earn you a reputation of excellence in your profession ().
 If you are an individual with a strong work ethic, you embody the qualities () that
will keep you in demand by top companies throughout your career ().
 Individuals with a strong work ethic derive greater satisfaction from their work ()
because they are fully engaged in what they are doing every day ().
 If you desire to advance in your profession, a strong work ethic will keep your
career moving upward. () Every employer wants an employee with this kind of
mentality. ()

150 | LIFE ORIENTATION GRADE 12

  By demonstrating a strong work ethic in your job, you’ll discover you are more
marketable, in demand, satisfied and promotable () than those content to watch
the clock and collect a pay check ().
(3x2) (6)

Propose THREE ways in which you can develop strong work ethics when you enter
the job market.
Possible responses could be:
 Develop integrity () by performing consistently at the same level of quality at all
times ()
 Take responsibility () for your actions at all times, which includes being punctual
().
 Develop positive communication skills () by knowing how to communicate in a
way that is positive and constructive – and shows respect for the feelings of others
()
 Avoid negative talk and gossip () by providing feedback that improves situations
and builds people up ().
 Be an active listener () and be considerate of others and respectful of their roles
in the organization ().
 Develop a can-do attitude () and be willing to assist in efforts outside your realm
of responsibility ().
 Accomplishing all things () as if they were great and noble ().
 Identify someone you believe personifies a good work ethic, () observe their
behaviour, and then emulate it ()
(3x2) (6)
[15]

151 | LIFE ORIENTATION GRADE 12