Grade 11 Life Orientation Class Notes PDF

**[TERM 1]** **[WEEK 1-3]** **[Chapter 1 : Development of the self in society]** **[1. Plan and achieve life goals]** **1.1. Types of goals** - **What are goals?** - Goals are the things we want to achieve in life. It is our plans and aims. They are different from dreams and wishes in...

**[TERM 1]** **[WEEK 1-3]** **[Chapter 1 : Development of the self in society]** **[1. Plan and achieve life goals]** **1.1. Types of goals** - **What are goals?** - Goals are the things we want to achieve in life. It is our plans and aims. They are different from dreams and wishes in that we can take active steps to achieve goals. We can turn our wish into a goal. - When we have goals we know where we are going. Goals are important because they help you to take charge of your life and make decisions. - You must set **SMART goals**. +-----------------------+-----------------------+-----------------------+ | **S** | **SPECIFIC** | What do I want to | | | | achieve? You must say | | | | exactly what you want | | | | to achieve. | | | | | | | | Who is involved?/What | | | | do I need to be able | | | | to do this. | +=======================+=======================+=======================+ | **M** | **MEASURABLE** | You must be able to | | | | measure if your make | | | | progress and achieve | +-----------------------+-----------------------+-----------------------+ | **A** | **ACHIEVABLE** | What do I need to | | | | achieve it? Money, | | | | skills, abilities. | +-----------------------+-----------------------+-----------------------+ | **R** | **REALISTIC** | You must be able to | | | | achieve it and must | | | | be willing to work | | | | towards achieving the | | | | goals. | +-----------------------+-----------------------+-----------------------+ | **T** | **TIME BASED** | You must set a time | | | | limit to achieve your | | | | goals | +-----------------------+-----------------------+-----------------------+ - **Types of goals:** **1. Short-term goals**: we achieve it in a short space of time e.g. a project you want to finish the weekend. You achieve them in a week or month. **2. Medium-term goals**: Something you want to achieve in the next 6 months. **3. Long-term goals**. These goals you want to achieve in a few years. Like becoming a doctor or engineer. **1.2. Five-step method for planning and goal-setting** Step 1 : Write down your goal. Step 2 : Check to see if it is a smart goal. Step 3 : Make an action plan to achieve your goal. Step 4 : Do it. Carry out your action plan. Step 5 : Evaluate if you have achieved your goal. **1.3. Problem-solving skills** Step 1 : Explain the problem. Define the problem and say what it means. Step 2 : Gather information about the problem. Step 3 : List as many possible solutions as you can Step 4 : Make a table and write down your problems and solutions. Step 5 : Think of the effects / consequences of each solution. Step 6 : Choose the best solution. A problem-solving model can look like this : +-----------------------------------+-----------------------------------+ | 1\. Explain the problem. Define | | | the problem and say what it | | | means. | | +===================================+===================================+ | 2\. Gather information about the | | | problem. What information can | | | help you to solve the | | | | | | problem ? What do you need to | | | know ? | | +-----------------------------------+-----------------------------------+ | 3\. Possible solutions. | 4\. Possible effect of each | | | solution. | +-----------------------------------+-----------------------------------+ | 5\. Write down the best | | | solution. | | | | | | Reason why this is the best | | | solution. | | +-----------------------------------+-----------------------------------+ **1.4. Relationship between personal values, choices and goal-setting** - **What are values?** - It is the principals you think are important in life. It helps you to make decisions on how you want to live your life. - You values will influence the decisions you make. - It will influence the kind of goals you set in your life. Your values will shape your mission statement. - Things that will influence your values are your environment, your school, important people in your life etc. - Values help you to choose what is important to you - it helps you to set your priorities. **[2. Relationships and their influence on your well-being]** Throughout our lives we depend on relationships for well-being. It you have good relationship with members of your family and friends and colleagues you feel happy and confident. When there is conflict in any of these relationships it can affect your well-being and also threaten your ability to form new relationships **2.1. Types of relationships with different people or groups** +-----------------------------------+-----------------------------------+ | Family | Casual | | | | | - People who are related to you | - Relationships with people you | | through blood or marriage. | see often, but are not close | | | to like friends and family. | | - Probably closest to you | | | | | | - Will receive the most love, | | | care and support from them. | | +===================================+===================================+ | Friends | Formal | | | | | - A person you know well, like, | - Relationships with people who | | trust and respect and who | are usually in a more senior | | supports you | position than yourself. | | | | | - Good friends will have a | - Example teachers and elders. | | positive effect on your | | | well-being. | | | | | | - Harmful friends can lead you | | | to risky behaviour and you | | | can get hurt. | | +-----------------------------------+-----------------------------------+ | | Romantic | | | | | | - Close relationship with | | | another person, based on | | | love. | | | | | | - With this person you can be | | | yourself, without demands to | | | change. | +-----------------------------------+-----------------------------------+ **2.2. Changing relationships** - Life changes and with every change, relationships change as well. Some develop fast as life opens new opportunities. Others develop slow and steadily. Some people are forced to change quickly because of unexpected events in their lives. +-----------------------------------+-----------------------------------+ | Natural developments that change | Unexpected events that change | | relationships | relationships | | | | | - Moving to another area | - Accidents | | | | | - Meeting new people | - Job loss | | | | | - Health changes | - Losing money | | | | | - New interest | - Violent crime | | | | | - Getting older | - War | | | | | - Earning money | - Death of a family member | | | | | | - Death of a close friend | | | | | | - Separation and divorce | +-----------------------------------+-----------------------------------+ - Your family is where your first relationships are formed and where you are going to see the greatest changes in your relationships. - Your parents and family are aware of the changes you are going through. They need time to get used to the new you. Take time to talk to your family. Your family prepares you for the world. You learn the importance of sharing and accepting responsibilities and the need for order and routine. You absorb attitudes, values and ways of behaviour form your family. As you grow older and form new relationships you can decide which attitudes and values you want to keep and what you want to change. **2.3. Skills and qualities which make good relationships** - Unselfish - Caring - Mutual respect - Ability to communicate - Accepting people as they are - Sympathetic - Good listener - Supportive - Able to work as team **2.4. Power and gender in relationships** - **The role of power in relationships** Having power means having control over something or someone. In relationships one person may have power over another. We call these relationships power relations. - **Gender roles and stereotyping** Gender stereotyping is when people think that someone behaves or will behave in a certain way because of their gender. For example, thinking that all girls like to cook, Men earn the money and women spend it. - **Gender roles** In society there are traditional gender roles. Men and women have different biological roles which have influenced their roles in society. Women bear children and in the past they stayed at home to raise the children. Men went out to work and earn the money. Men had financial power and could decide how the money was used. Women were dependent on men, tied down by family responsibilities. This is changing and many women today who have children also work. In traditional gender roles, being masculine means being dominant while being feminine means being submissive. We live in a society that has expectations of people based on their gender. For example, men are supposed to be strong and powerful, while women and children can be weak and submissive. Women are expected to be emotional, whereas men are rational. More examples: - Women are emotional and let emotions rule their lives - Men are more interested in sex than women - Women are more mature than men - Engineering in not a career for women - Men are insensitive - - **The effect of gender roles on men and women:** +-----------------------------------+-----------------------------------+ | *MEN* | *WOMEN* | +===================================+===================================+ | - Prevent them from showing | - Views are not taken seriously | | feelings. | | | | - Taken for granted and is not | | - Forced to be one of the boys | allowed to develop as | | | individual | | - Treat women inferior when | | | with friends | - Have little say in decisions | | | that are made | | - Boys sporting events are more | | | important than girls | | +-----------------------------------+-----------------------------------+ **[WEEK 4-6]** **[Chapter 2 : Careers and career choices]** **[1. Requirements for admission to additional and higher education courses]** **1.1. Types of qualifications** +-----------------------+-----------------------+-----------------------+ | *HIGHER CERTIFICATE* | *DIPLOMA* | *BACHELOR'S DEGREE* | +=======================+=======================+=======================+ | - Enables you to | - Enables you to | - Provides you with | | work in a | work in a | a broad education | | specific | specific | | | industry, for | industry/professi | - Focuses on | | example tourism | on | principles, | | | for example | theory and | | - Provides you with | management | research | | specific | | | | introductory | - Focus on general | - Enables you to | | knowledge and | principles of | follow a career | | practical skills | knowledge | as a professional | | | application | | | - Focus on | | - Enables you to | | application in | - Provides | study further for | | the workplace | comprehensive and | a post graduate | | | specialist | degree | | - Allows you to get | knowledge | | | credits for | | | | further studies | - Usually includes | | | | practical | | | | experience | | | | | | | | - Allows you to | | | | study further to | | | | obtain a degree. | | +-----------------------+-----------------------+-----------------------+ **1.2. Requirements for admission to additional courses : FET colleges** - **Everything you need to know about FET colleges**       - **A little background information about FET colleges may be helpful to know here...**   The education system in South Africa consists of three broad bands.   - - -           - **What are the entrance requirements for FET colleges?**        - **What is the difference between public and private FET colleges?**           - [**Which type of courses do FET colleges offer?**](http://collegesa.co.za/FET-Courses.html)   - Both private and public FET colleges offer a [wide range of courses](http://www.collegesa.co.za/FET-Courses.html). These courses can range from a few hours to a [full three year diploma](http://www.collegesa.co.za/Diplomas.html). The courses offered at FET colleges are tailored to meet the needs of the potential employer, which makes finding the specific course you need in your field much easier. - Perhaps it would be better to study a Short Course in [Cost and Management Accounting](http://www.collegesa.co.za/Professional-Institutes/Institute-of-Certified-Bookkeepers-ICB/Short-Courses/Senior-Bookkeeper/Senior-Bookkeeping-Cost-and-Management-Accounting.html), which can be completed in 7 -- 9 months, rather than studying a full [Diploma](http://www.collegesa.co.za/Diplomas.html) in [Accounting](http://collegesa.co.za/Bookkeeping-Accounting-Studies.html) which could take around 3 years to complete. - These decisions help you choose a course that may fill the specific gap in your training, rather than forcing you to complete a whole qualification, some of which you may already have training in.     - **Which industry fields are supported by FET colleges?**   Various FET colleges offer training and courses in a wide variety of fields.   **These include (but are not limited to):** - Agriculture - Business - Commerce - Management - Education - Training and development - Engineering - Manufacturing and technology - Services - Building construction - Security  If you are unsure about which field or career path to follow, most colleges have resources which can [help you find a college](http://www.collegesa.co.za/How-to-find-a-good-FET-College.html) that best suits your needs.      - [**Can I complete a course at a FET college through correspondence or distance learning?**](http://www.collegesa.co.za/FET-Correspondence-Courses-South-Africa.html)   - With a [distance learning](http://www.collegesa.co.za/FET-correspondence-courses-South-Africa.html) FET institution, like **College SA**, you are able to choose from a very broad range of courses in various fields, due to the fact that there are no lecturers or campus classes required. Whether you are [looking to study at a college in Cape Town](http://www.collegesa.co.za/FET-college-cape-town.html), or [any college across South Africa](http://www.collegesa.co.za/FET-college-South-Africa.html), distance learning could provide the training you need, irrespective of where you are in the country. This means that you have more freedom to study what you want to study, and by making use of options like [distance learning](http://www.collegesa.co.za/how-does-distance-learning-or-home-study-work.html), you can stay employed while you study.   - Studying through [supported distance learning](http://www.collegesa.co.za/FET-correspondence-courses-South-Africa.html) can be a difficult process for students. There are many benefits to studying through correspondence; however, there are also a few disadvantages. In order to make this process easier, find out about the services the college offers to [help you study](http://www.collegesa.co.za/ten-ways-how-college-sa-offers-you-real-study-help-throughout-your-time-with-us.html). **1.3. Admission point score ( APS )**   - The APS system gives possible points for the marks that you get in your NSC examinations. Admission to higher learning institutions depends on the total number of points you obtain. **NSC rating APS** -------------------- ------------ ---------------- Level achieved Percentage Possible score 8 (90 -100%) 8 7 (80 - 89%) 7 6 (70 - 79%) 6 5 (60 - 69%) 5 4 (50 - 59%) 4 3 (40 - 49%) 3 2 (30 - 39%) 2 1 ( 0 - 29%) 1 **1.4. NSC subjects** - Learners study at least 7 subjects - 4 compulsory and at least 3 electives. - All subjects are written on one grade only and are no longer written on Higher or Standard Grade. - Not all schools offer the full range of Elective subjects listed here. Each school may offer subjects specific to its academic orientation. For example, Agriculture Schools offer the agriculture-orientated subjects whereas technical Schools offer the practical and mechanical-orientated subjects. - **Group A: Fundamentals (Compulsory)** - Two [official languages](http://en.wikipedia.org/wiki/Languages_of_South_Africa): Home Language and First Additional Language - Mathematics or Mathematical Literacy - Life Orientation - - **Group B: Elective ( Choice )** **At least 3 subjects from the following:** +-----------------------+-----------------------+-----------------------+ | Accounting | Design | Mathematics: \"Paper | | | | 3\" (geometry, | | Agricultural | Dramatic Arts | probability); | | Management Practices | | \"Advanced Programme | | | Economics | Mathematics\" | | Agricultural Sciences | | (calculus, further | | | Electrical Technology | algebra, and one of: | | Agricultural | | matrices, statistics, | | Technology | Engineering Graphics | mathematical | | | & | modelling) | | Art | | | | | Design | Mechanical Technology | | Business Studies | | | | | Geography | Music | | Civil Technology | | | | | History | Physical Science | | Computer Applications | | | | Technology | Hospitality Studies | Religion Studies | | (previously Computer | (previously Home | | | Studies *Standard | Economics) | Second Additional | | Grade* - Literacy) | | Language | | | Information | | | Consumer Studies | Technology | Third Additional | | | (previously Computer | Language | | Dance Studies | Studies *Higher | | | | Grade* - Programming) | Tourism | | | | | | | Life Sciences | Visual Arts | | | (previously Biology) | | +-----------------------+-----------------------+-----------------------+ **1.5. Minimum requirements for admission to study for higher certificate,** **diploma or bachelor's degree.\ ** - In order to qualify for a **National Senior Certificate**, a learner must achieve: - A minimum rating of 3 i.e.  40% or more, in 3 subjects. One of the 3 subjects must be an official language at Home Language level. - A minimum rating of 2 i.e. 30% or more, in 3 other subjects. **Note:** - In order to qualify for entry into **further study at the Higher Certificate** level, a learner must: - Pass the NSC - Meet the language requirement for further study at a South African institution, namely, one of the two official languages offered by learner must be either English or Afrikaans. To meet the language criterion to qualify for entry to study at a tertiary education institution, the learner must pass either English or Afrikaans at least at the 1st additional level i.e. at 30% or more. - In order to qualify for entry into **further study at the Diploma level**, a learner must: - Pass the NSC as follows: - One official language at home language level at 40% - 3 other subjects at 40% - 2 subjects at 30% - Meet the language requirement for further study at a South African institution, namely, one of the two official languages offered by learner must be either English or Afrikaans. To meet the language criterion to qualify for entry to study at a tertiary education institution, the learner must pass either English or Afrikaans at least at the 1st additional level i.e. at 30% or more.  - The key difference between qualifying for entry to diploma study rather than higher certificate study is that the learner must achieve 40% or more in 4 subjects (incl. the official language at home language level) rather than just 3 subjects. - In order to qualify for entry into **further study at the Bachelor Degree** level, a learner must: - Pass the NSC as follows: - One official language at home language level at 40% or more - 4 subjects from the **designated** list of subjects at 50% or more - 2 subjects at a minimum of 30% - Meet the language requirement for further study at a South African institution, namely, one of the two official languages offered by learner must be either English or Afrikaans. To meet the language criterion to qualify for entry to study at a tertiary education institution, the learner must pass either English or Afrikaans at least at the 1st additional level i.e. at 30% or more.  **The list of designated subjects which will be in place for 3 years from** **2008 is as follows:** -- -- -- -- - **Note: ** - **Very important to note: ** **1.6.** **SAQA and the NQF framework** - **The South African Qualifications Authority** - (SAQA) regulates and sets the standards in the South African education system, including the National Qualifications Framework (NQF) - It is responsible for overseeing the development and implementation of the NQF. All education and training providers must be registered with and accredited by SAQA. - SAQA also ensures that standards and qualifications of different bodies are internationally comparable - **The National Qualification Framework (NQF)** - The NQF is the framework on which the standards for colleges are registered. The purpose of the NQF is to combine education and training in South Africa, thereby transforming the education system. - The NQF uses codes for specific courses, such as, NQF level 4. This is the code for higher level national certificates. College SA offers courses ranging, on the NQF level, between 2 and 4. This way you can complete either [Short Courses](http://www.collegesa.co.za/short-coursestp1.html) (NQF 2), or full length [Diplomas](http://www.collegesa.co.za/Diplomas.html) (NQF 4). Tailoring the courses according to what you need can speed up the time it takes to move into the direction you are looking to move into. **[2. Options for financial assistance]** +-----------------------------------+-----------------------------------+ | Bursaries or scholarship | These are awarded to students who | | | excel in a particular field and | | | wish to pursue a career in that | | | area. Sports bursaries to top | | | performing sports people | +===================================+===================================+ | Merit award | These may be given based on your | | | school results or at the end of a | | | year of study when you have | | | maintained an excellent set of | | | result. | +-----------------------------------+-----------------------------------+ | Financial aid | Financial assistance may be given | | | after a detailed personal | | | financial analysis is done that | | | shows your parents are not able | | | to pay for your studies | +-----------------------------------+-----------------------------------+ | Study loans | Applying at a bank for a study | | | loan. This will have to be paid | | | back over time as requires you | | | and your family to have a full | | | financial assessment and often a | | | medical examination | +-----------------------------------+-----------------------------------+ | Parents/guardian | If you are fortunate enough to | | | have someone who will pay for | | | your studies. | +-----------------------------------+-----------------------------------+ | Working as student | Working as a student to pay for | | | your studies | | | | | | Many students work part time in | | | the evening and over weekends to | | | help pay for their studies. | +-----------------------------------+-----------------------------------+ | Working for a company / | A company you work for can | | | finance your studies. Many | | Learnerships | companies give bursaries to | | | students and assist them with | | | their payments. In return the | | | students work for them on a | | | contract basis | +-----------------------------------+-----------------------------------+ | NSFAS: National Student Financial | SA's only public student loan | | Aid Scheme | scheme which helps academically | | | deserving and financial needy | | | students | +-----------------------------------+-----------------------------------+ **[WEEK 7 - 10]** **[Chapter 3 : Democracy and human rights]** **[1. Principles, processes and procedures for democratic participation]** **1.1. Public participation** - To be involved with others in doing something ; to take part in an activity or an event. - You participate publicly when you : - Stand for elections - Attend community meetings - Join civil / political organisations - Vote in lections - Pay taxes - Protest and petition - Public participation is important because it : - Makes sure leaders do not abuse their powers - Ensures that the public's needs and concerns are addressed - Helps to inform government about people's needs and concerns - Helps to see that things get done **1.2. Petition process** - A written document that people sign to show that they want a person / organisation to change or to do something. - It is a formal request asking the government to do something about a matter. **1.3. Governance** - It is the way that a country is controlled or managed by the people who run it. According to the Constitution, our country is run on a system of co-operative governance. Various levels of government must work together. - Good governance : - Allows participation and provides feedback to the people - Is transparent ( is open to the public and does not try to hide its actions ) - Delivers basic human rights - Is efficient and effective - Produces results - Protects the environment - Is accountable ( Takes responsibility for its actions, performance and decisions by explaining why things are done in a certain way. ) **1.4. Representation** - Through elections, people are voted in to represent / speak on behalf of a certain group of people. - Proportional representation : Parties get a certain number of seats in parliament according to the percentage of votes they get in an election. People vote for the party of their choice. - Constituency-based representation : Country is divided in voting areas, called constituencies. A constituency is represented by one member of a party's choice. People vote for their chosen candidate. **1.5. Rule of law** - The following five principles define the rule of law : 1\. A government that is accountable. 2\. An absence of corruption. 3\. Security, order and fundamental rights. 4\. An open government that enforces laws and regulations. 5\. Access to justice. **[2. Democratic structures]** **2.1. The Republic of South Africa (RSA) is a constitutional democracy.** **It consists of three structures of government, namely: national, provincial** **and local governments.** - **National Government** - The National Assembly is the supreme law-making body in the RSA. Laws made by the National Assembly are applicable throughout the RSA. - The same is true of policies made by the Cabinet of the National Government. While there are areas of exclusive legislative competence for the National Assembly, the National Assembly shares its legislative authority with provincial legislatures. - Parliament consists of two Houses: the National Assembly and the National Council of Provinces (NCOP). - The National Assembly is elected for a term of five years and consists of no fewer than 350 and no more than 400 Members. Members are elected in accordance with an electoral system, based on a common voters\' roll with a minimum age of 18 years, resulting in a system of proportional representation. nat\_prov\_local.png  **\ ** - **Provincial Government** - Provincial governments are bound by laws and policies passed at national level, but can develop their own laws and policies within this framework to suit their specific needs. - Provincial legislatures may pass their own constitutions subject to the provisions of the Constitution of the RSA. - **Local Government** - Local governments consist of municipalities whose objectives are, amongst other things, to provide democratic and accountable government for local communities, to ensure the provision of services to communities and to promote social and economic development. **2.2. Processes for participating in the structures and the in the governance** **and law-making processes of the country.** - When people co-operate and work together to develop the country, it's called participation. - People can participate in many ways, for example: through local structures , school governing bodies, community policing forums and NGOs. - Ordinary citizens can take part in the law-making process. - The law making process consists of 12 basic steps : 1. A draft bill is drawn up. 2. The draft is introduced to the national assembly. 3. The public is allowed to comment on the draft. 4. After public comments were made, changes to the draft are affected. 5. A minister presents the bill in parliament. 6. The bill is given a number. 7. Parliament studies the bill. 8. A special committee debates the bill, and may ask for public comment 9. The committee affects changes to the bill and send it back to parliament. 10. Parliament votes on the bill. 11. If the bill is approved ( voted in ), the National Council of Provinces (NCOP), considers the bill. They can approve / reject the bill. 12. If approved by the NCOP, it's send back to the National Assembly to be passed. A law is passed if it is signed by the president. **3. [The role of sport in nation building : ]** **[Participant and spectator behaviour in sport.]** **3.1. Incidence of particular behaviour : triggers of certain behaviour** - Sport in one of the best ways to contribute to nation building - If participants in sport behave badly, they set bad examples as role models. - If spectators become frustrated, it could lead to violence or could harm the sporting event. - Both participants and spectators have a responsibility to nation building through good behaviour at sporting events. **3.2. Exposure to positive behaviour programmes** - A sports code of conduct aims to : **3.3. How sport can support or detract from nation building** - **Support** - **Detract** **[TERM 2 ]** **[WEEK 1-4]** **[Chapter 4 : Apply study skills, study styles and study strategies]** **1. [Examine how learning takes place and reflects on effectiveness]** - **How learning takes place** **1.1. Study styles as preferred way of approaching tasks** - Every person's brain is different, because of different wiring. - Left- and right-brain dominance  **1.2. Study strategy as a way to approach a specific task in the light of** **perceived demands** - You should use a study method when you study for examinations or tests. - Use a method that allows you to read actively, ask and answer questions, practise, repeat and revise what you learn. - The SQ3R method adheres to this requirements : **SURVEY QUESTION READ RECITE REVIEW** a\) [Survey] - This step takes only a few minutes. - Go through the chapter quickly. - Glance at the chapter title, the introduction, headings, and summary paragraphs, if any. Notice any pictures, diagrams, graphs, tables, etc. Read any bold print. - Previewing your text gives you some background about topics you may have never encountered before. You pick up general information. You know where to find information. You gain a better idea of how the information is organized and presented. It opens up a place in your brain where the new information will be stored. It saves time by reducing the amount of time it takes to read the chapter. Another advantage is that it creates an interest in what is coming up. It motivates you to read less interesting material to get to the "good stuff. b\) [Question:] - Before you begin reading a section, turn the heading into a question. - This arouses your curiosity and increases your comprehension. - It also brings to mind information you already know. The questions you ask help make important points stand out as you read. This forces you to think about what you are reading. c\) [Read:] - Read the material under the heading with the purpose of getting the answer to your question. Read with concentration. - Identify the main ideas and highlight or underline them. - Read sections at a time and stop to ask questions. Jot down notes and ask yourself what you just read. If you can answer your question, read on. If not, look it over again. - A good practice for more difficult reading is to do an outline of chapter in your notes. By leaving extra space you can fill in details during the class lecture. - Make note of new vocabulary and write definitions in your notes. d\) [Recite:] - This step requires that you recite out loud the answer to the question you asked prior to reading a section of the text. Say it in your own words. If you find you cannot answer your question, go back and look for the answer, then try again. This way you will know if you have understood the material. - Besides answering your questions, look away from the book and try to state in your own words what the reading is about. - You may jot down brief notes about what you read. - When you are done, go back a e\) [Review:] - After you have read the entire chapter, look over the notes you made to - familiarize yourself with the important information. - Check your memory by reciting the main points out loud. - Then review the main points in your notes, making sure you understand them. Add to your notes from the text, if necessary. - Always do a review of the chapter after completing your reading. Then do quick reviews before and after each class. Do longer, more in-depth reviews before exams. - Don't wait until exam time to review your textbook. Review once a week all the readings from that week. Be sure you can summarize the key points. Write them down to further reinforce learning. - Finally, make up test questions from what you have read. Be sure to write them down and answer them. **2. [Examination writing skills and process of assessment ]** **2.1. Examination writing skills** **2.1.1. Planning** - **Strategize your study time:** - Plan and review your study time table. - Where, when, what and how are you going to study? - Planning is important so that you have enough time to study all the work efficient and effective. - Prioritizing your daily activities. For example is watching your favourite program going to add value to your life and help you pass examinations? Is having sufficient sleep important to concentrate in class. - **Prepare yourself for an examination** - Start studying long before the time. - Make sure you sleep enough - Practise past papers. It will help you to understand what they expect of you. - Eat breakfast before the exam - Get to the venue on time - Remember all your equipment like pens, calculators etc. **2.1.2. Types of questions** - **Multiple choice questions:** - This questions test factual knowledge. - Read the directions carefully - Improve your odds, think critically (i.e cover the options, read the stem and try to answer, then read the stem with each option. - Often one of the answers is clearly wrong and you can eliminate it straightaway. - Work out the answer that is most correct. - **True / false questions** - For a statement to be TRUE, everything about the statement must be TRUE. Choose TRUE unless you know the statement is FALSE - Be careful when a statement has a negative such as not, do not, or in (infrequent) and un (unfriendly) - NB. A negative can completely change the meaning of the statement - **Fill in the missing word / complete the sentence** - Read the item and think about what is missing - Write an answer that logically completes the item - Be sure your answer fits the item grammatically - Use the length of the line as a clue to the length of the answer(the mark allocation for each question indicates length of time to spend) - Unless the length of the blank is the same for all answers - After you write the answer, read the entire answer to make sure it makes sense - **Writing a one-paragraph answer** - Begin with an introductory sentence that contains your main point - Follow with sentences that support your point - End your answer with a sentence that states your conclusion - **Matching questions** - Read all the items in both columns before making any matches - Start by making the matches about which you are sure - Cross out items in both columns as you make matches - Make your best guess for remaining items, unless there is a penalty for guessing - **Essay questions:** - The key to writing a good essay is to understand the instructions properly. What does the examiner want? - An essay should have an introduction, content and conclusion. - Set up a time schedule to answer each questions and review or edit all question **2.1.3. Key examination question words and their meanings** ------------------------ ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **\ **Meaning** Key word** **analyse** Break up into separate parts and discuss, examine, interpret, explore and investigate each part. Say how each part is important. Explain how the parts are linked or related. **apply** Use in practical way. When you apply you show in a practical way what your understanding is. Use your knowledge and understanding of the topic to make it relevant to a situation, issue or problem. **assess** Judge or estimate the nature, quality or value of something. Make a value judgement that you justify by giving reasons. **calculate** You need to get to an answer by using numbers. You will add, subtract, multiply or divide numbers to reach an answer. **comment** Give your opinion on, explain or criticise. Make a judgement based upon the evidence. **compare** Look at two or more things. Identify similarities and differences. See how they are the same, and how they are different. Focus more on similarities than differences. **complete** Add the missing information. **consider** Think about and give your opinion. **contrast** Focus on the differences between two or more things. Show them in opposition to each other. **create** Put together ideas or parts to develop an original idea; engage in creative thinking; offer a novel or new suggestion or item. **criticise** You need to make judgements to show your own ideas and evaluation. **critically analyse** Show approval or disapproval, or find mistakes or faults, and merits or good aspects; give reasons. **define** You need to give the exact meaning of the term or words. Definitions are short and exact. This is not a discussion. **describe** Give an account of something where you recall what you have learned or state what you observed. **determine** Find out the facts. For example, determine how many learners in Grade 11 do physical exercise more than four times a week. **discuss** Write about something; compare a number of possible views about an issue or problem. Debate, consider, and argue the issues. Include comparisons and contrasts, look at pros and cons. Say what you think about the topic. Give a full answer in sentences, not just a list in point form. Always give a conclusion. **do you think** Give your OWN opinions about an issue or problem. Pay attention to the reason you give and arguments you offer; you will not be given marks just for an opinion. Provide well-reasoned or logical reasons for your opinions, based on facts. **enumerate** This is the same as list. Give a number of points. **evaluate** Give your own opinion and /or the opinions of others. Give evidence to support your evaluation. Give an indication of the amount, quality or value of something. Compare a number of possible views about an issue or problem. Make judgements based on facts. **examine** Carefully look at something and in detail so you can comment on it. Break down an issue or problem into smaller parts to understand it. Then explain what you have learned. **explain** Give details, describe, make clear, make it understandable. Make something plain or simplify. Describe in detail so that it can be understood. Always give examples when you are asked to explain. **give** You supply, provide, present, or offer information. **identify** Recognise and name someone or something; to say who or what they are. **illustrate** Give realistic examples. Explain very clearly. You can use examples and comparisons. **interpret** Show your understanding of the topic, comment on it, give examples. Describe relationships, explain the meaning. **in your opinion** This asks you what you think about something or feel about something. For example, in your opinion do the youth do enough to celebrate Youth Day on the 16^th^ of June? **list** Give a short list of the points. State in the shortest way. Be brief. Do not discuss or write an essay. Usually you write items one below the other in a list. **match** Find things that go together; find things that are similar or connected to each other. **measure** **Find the size, quantity, etc. of something. Judge the importance, value or effect of something** **mention** Write about something without explaining. There should be no detail; keep it brief. **name** Similar to mention; give a brief answer without long explanations. **outline** Summarise, describe main ideas and core points, concepts or events. Give an overview. **prove** Give the facts to support the issue. **state** Explain exactly and clearly as it is. **suggest** Give possible reasons or ideas. These must be believable; they do not necessarily have to be proven to work. **summarise** Give a very short and brief account. Include a short conclusion. Do not give unnecessary details. ------------------------ ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **2.1.4. Presenting a question paper** The following are some points to keep in mind to present the paper well: 1. **Hand Writing** -- Keep the hand writing legible. If the examiner cannot read your writing you will lose marks. Do not do too much scratching around on the paper. This really makes the paper look dirty. 2. **Margins** - Draw margins on both side of the paper. This is generally very important that your answers are in the centre of the answer paper and visible properly. The best time to do it is the time when you get the answer sheets and before you get the question paper, so this does not waste any time of attempting the paper. 3. **Figures** -- Generally you can draw figures with pen. But preferably draw them with pencil. Generally a free hand diagram would do in an engineering paper but when done with a pencil is much easier to correct and change than a one drawn with pen. And it looks much neater. 4. **Rough Work** -- Do not do rough work of any kind just next to the sum. Do the rough work in the margin. Or you could just mark the last page as rough work and do all the rough work there. 5. **Sub Question** -- All the sub question of a question should be attempted in a sequential order. If you do not know a sub question leave appropriate place for it Do not attempt the sub question anywhere else. This would be highly irritating for the examiner. He might not even check that answer. All these small things do not take up a lot of time during the paper but if not done they make the paper untidy. Due to this the examiner might not be able to read exactly what you have written and it might affect your marks drastically. So do keep these tips in mind. 2.1.5. Top 10 mistakes ---------------------- The top10 mistakes that most students make when attempting a test or exam paper, and how to overcome them. +-----------------------------------+-----------------------------------+ | **Mistake** | **How to correct** | +===================================+===================================+ | 1\. Spotting only some questions | Start revising long before the | | or cramming too much | exams in order to be able to | | information into your memory | cover all the work. Plan your | | | study time | +-----------------------------------+-----------------------------------+ | 2\. Arriving late/failing to | Give yourself enough time to | | bring necessary stationary | travel to venue. Make a note on | | | the exam time table e.g. remember | | | calculator. | +-----------------------------------+-----------------------------------+ | 3\. Panic before or during paper | Prepare well, sleep enough before | | | a paper. Tell yourself it is not | | | the end of the world and only a | | | exam paper. | +-----------------------------------+-----------------------------------+ | 4\. Failing to read instructions | Read the instructions and make | | and scan through questions | sure of the number of questions | | | you need to answer. Scan through | | | a paper before you begin to | | | write. Proceed to answer the easy | | | questions first. | +-----------------------------------+-----------------------------------+ | 5\. Failing to allocate time for | Allocate time to each question. | | each question/failing to plan | Plan your exam time before you go | | your time | to the exam room. Know how long | | | you should take for the short and | | | long questions. Allocate your | | | time accordingly. If you fail to | | | plan, you plan to fail! | +-----------------------------------+-----------------------------------+ | 6\. Misinterpreting | Underline the key words in the | | question/producing and | question. Make sure you just | | incoherent answer/writing too | answer what the question | | much or too little | requires. | +-----------------------------------+-----------------------------------+ | 7\. Not sure how to start or end | Don't waste time by starting over | | question | and over again. The emphasis | | | should be on the flow of your | | | ideas. Make sure paragraphs are | | | coherent | +-----------------------------------+-----------------------------------+ | 8\. Writing illegible | If your "a" looks like a" u" and | | | your "v" looks like a" u" you | | | will lose marks as the marker | | | cannot read your answer. Practice | | | your handwriting | +-----------------------------------+-----------------------------------+ | 9\. Reading and writing too | Practicing your reading will | | slowly | increase your reading speed. | | | Practice your writing skills or | | | you can try different types of | | | pens and pencils. | +-----------------------------------+-----------------------------------+ | 10\. Forgetting to write your | Always start your exam by writing | | personal particulars | your personal details on your | | | exam book | | | | | | Write your exam number and | | | particulars on the loose pages, | | | as a whole stack of papers may | | | fall apart during transit. | +-----------------------------------+-----------------------------------+ **3. [Time-management skills and annual study plan]** **3.1. Create good study habits** - Study at the same time each day so that it becomes a habit. - Plan for weekly reviews. - Set aside blocks of study time (about 45 minutes each). - Keep your study area just for studying and get rid of distractions. - Write down assignments in every class including the DUE DATE and then - check off items as you complete them.  - Take advantage of open "time windows."   **3.2. Plan Properly for Peak Performance**   - Set up a school-year calendar to get a big picture of your semester--don't include too much detail at this point. - Schedule your fixed commitments. Block out time for papers, projects, readings, meetings, scheduled exams, holidays, breaks, presentations, etc. - Allot time for planned recreation, sports, club activities, etc. - Make a Weekly Schedule. Once a week block out time on a more detailed  **3.3. Follow your plan**   - Don't let peer pressure or the quest for short-term gratification dictate what you consider important. - Focus on the goals you've set for yourself and follow up on your true top priorities. - Align your priorities with your long-term values and goals.    **3.4. Set priorities: There's always more to do than you have time for**   - Be mindful that the actions you take today will plant the seeds for your long - Think of the possible actions you can take today that will contribute to your success.  - Go over each action you've thought of and ask yourself, "What positive things might happen if I make this a top priority?" - Ask yourself, "What negative things might happen if I don't make it a top priority?" - Write down the answers you've come up with **3.5. Overcome procrastination** - Without a date, you'll procrastinate. Whenever you get an assignment, set a goal for when you're going to start it so you can finish without a last minute panic. - Once you're given a due date on an assignment, count backwards from the due date to establish a start date. Take into account time you'll be spending on other items like social events, sports, etc. Refer to your school calendar where you've blocked out time you've committed to other things.  - Keep stress to a minimum. Start early to avoid a frantic finish.  - If you usually wait until the last minute to study or work on an assignment, instead of making your goal to finish on time, make your goal to finish early.  - Remember the riddle, "How do you eat an elephant?"  The answer: "A bite at a time. If it's a big assignment, break it into small steps. **3.6. Look Back From the Future**   Things that appear critically important today might seem relatively unimportant when you view them from a future perspective. Also, things that appear to be relatively unimportant today might be very important when you view them from a future perspective. Looking back from the future--"back casting" instead of forecasting--which items will have been the most significant for you to have accomplished to achieve your ideal week, month, year, and life? **4. [Umpiring, administrative, organisational and leadership skills]** **4.1. Umpire and referee skills** +-----------------------------------+-----------------------------------+ | - Know and respect the rules of | - Explain penalties and | | the game | punishment | | | | | - Understand how to use hand | - Never take bribes | | signals correctly | | | | - Stop the game when a player | | - Apply rules consistently | gets injured | | | | | - Make fair judgements | - Ensure that a player that's | | | bleeding, leaves the field | | - Protect the players | | | | - Use a whistle, when required | | - Stay fit | by the nature of the game | | | | | - Control the players firmly | - Keep score accurately | | but respectfully | | | | - Listen to advice from the | | - Act fairly and honestly | team of officials, such as | | | line judges, match officials, | | | etc | +-----------------------------------+-----------------------------------+ **4.2. Administrative skills** - Promoting the game - Working out a schedule of games and matches - Booking playing areas - Fundraising - Controlling the list of reserve players - Giving numbers to players - Writing a match report in co-operation with umpire / referee. **4.3. Organisational skills** - Organising first aid - Organising transport to and from the game - Planning practice sessions - Planning matches and tournaments - Organising and checking equipment **4.4. Leadership skills** The skills hat leaders, captains and couches should have, include : - Lead by example - Keep calm - Take responsibility - Show respect - Communicate clearly - Be responsible - Be fair and treat everybody the same, without having favourites **[WEEK 5-7]** **[Chapter 5 : Social and environmental responsibility]** **1. [Environmental issues that cause ill health]** **1.1. The use of harmful substances in food production** *SUBSTANCE* *HOW, WHERE AND WHY* *CAUSING ILL HEALTH* --------------------- ------------------------------------------------------------------------------------------ --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Antibiotics Given to animals to prevent disease and make them eat more to grow fat. It can get in the animal's milk and flesh and when consumed by humans, they can build up resistance against antibiotics. Artificial hormones rBST is injected into cows to stimulate milk production. Leads to deformed calves and mastitis. It can enhance the levels in the human and be linked to breast and colon cancer. Animal by-products The parts of animals not consumed by humans, are fed to the animals as protein boosters. Can lead to animal disease epidemics such as mouth-and-foot disease and mad cow disease. Pesticides Kills insects, weeds and germs that may inhibit healthy plant growth. Some pesticides are stored in body fat and may make humans ill. Pesticides can also be breathed in or get into drinking water. Food additives Chemicals are used to preserve food and give it colour and flavour. Some people may be allergic to some additives and it can have severe reactions such as asthma attacks. In large amounts some additives may cause cancer and lead to ADD ( Attention Deficit Disorder ). Plastics Materials such as Styrofoam, PVC and polystyrene are used to package food and drinks. If plastics are not recycled, they cause pollution. They can release chemicals that can be harmful to people's health. **1.2. Inhumane farming methods** Inhumane farming methods are ways of farming that are cruel to animals. - An example is a battery of chickens. These animals never see sunlight, get fresh air, move and live in discomfort and frustration every day. **1.3. Impact of degradation on society and the environment.** Degradation is the process of damaging or ruining something. Destroying / harming the environment affects people and the planet. Human activities can cause environmental hazards such as soil erosion and pollution. Examples are : - Soil erosion - Pollution ( air, water and land ) - Radiation - Floods - Fires - Wind damage - Loss of open space and lack of infrastructure **1.4. Impact of depletion of sources** - **Overfishing** - Whole species of fish can disappear. - Fish not suitable for consumption is thrown away. - People who rely on fishing for a living will be unemployed. - People whose diet relies on fish will not have enough to eat. - **Firewood** - Some types of trees will become extinct. - No trees will exist to bind the soil, leading to erosion. - People will run out of fuel to cook food and keep warm. - There will be no shade. - Birds will have no place to live. - Alien plants will take over the land. - Global warming and climate change will take place because trees absorb carbon dioxide and give off oxygen. - **Land** - Farmers plant the same type of crops on the same piece of land, year after year, depleting the soil. Crop failure will occur. - Cattle are allowed to eat all the grass, leading to soil erosion. - Land is used to build infrastructure. - Mining activities pollute the land. - Pesticides can poison the land so that it cannot be used for farming. **2. [Climate change]** **2.1. Causes of climate change** It is a change in temperature and weather patterns. Gases, such as carbon dioxide, build up in the atmosphere and trap the sun's heat. The heat causes changes in weather patterns. Summers and winters may last longer and rainfall may change. **2.2. Impact of climate change on development** - World will get warmer and rainfall patterns will change - Maize, fruit and cereal production will be directly affected. - The oceans will get warmer, which will impact on the type and numbers of fish. - Sea levels will rise. - Droughts, floods and extreme temperatures will be a threat to health. **2.3. Mitigation of climate change** - Use motor cars less, to curb the emission of harmful gasses. Rather walk or make use of public transport. - Build houses out of the way of floods / big waves - Plant drought-resistant, indigenous trees. - Recycle paper to save trees. - Turn of the tap, don't let water run freely. - Turn of light, insulate the house and use a solar water heater. - Collect rainwater to use in the garden. **[TERM 3]** **[WEEK 1-5]** **[Chapter 6 : Development of the self in society]** **1. [ Healthy and balanced lifestyle choices]** **1.1. Characteristics of a healthy and balanced lifestyle** A balanced lifestyle means that there is balance and harmony between the following aspects of your life : - Physical : Being physically fit and healthy. - Psychological : Avoid risky behaviours and apply life skills. - Social : Have good relationships with family and friends. - Emotional : Are able to explore, express and control emotions. - Spiritual : Following the rules of your religion / belief system. **2. [Factors that impact negatively on lifestyle choices]** - **Accidents** - - - - - - **Risky behaviour and situations** - Risky behaviour and situations are not like accidents, because you have control over them. - Risky behaviour such as substance abuse, affects your personal safety and has a negative impact on your lifestyle choices. - **Socio-economic environment** - For example : lack of literacy, low income, very high income, poor neighbourhood, no access to medical care, peer-pressure, substance abuse, crime abuse and violence. **3. [Factors that impact positively on lifestyle choices]** - **Positive role models** - A person who can inspire and motivate you to make healthy and useful lifestyle choices. - This person is a good example to others. - People admire such a role model and want to imitate his/her. - **Parents** They can have a positive influence on their children's lifestyle choices, if they : - - - - - - - - - - **Peers** - - **Personal values, belief system and religion** - - - **Media, social and cultural influences** - - **4. [Role of nutrition in health and physical activities]** - **Nutrition is an important aspect of fitness and health** To be healthy, you need to follow a nutritious, balanced diet and get regular physical exercise. Manage your weight by exercising, eat nutritious food, don't starve yourself and don't overeat and always drink enough water. - **Types of food that provides healthy sources of energy** +-----------------------------------+-----------------------------------+ | *CONCEPT* | *EXPLANATION* | +===================================+===================================+ | kilojoules | A measure of how much energy food | | | provides for your body. The food | | | label will indicate the amount of | | | energy per serving. | +-----------------------------------+-----------------------------------+ | carbohydrates | Important energy source found in | | | fruits, vegetables, wholegrain | | | products, pap and potatoes /sweet | | | potatoes. You will gain weight if | | | you eat too much carbohydrates, | | | without burning it through | | | exercise. | +-----------------------------------+-----------------------------------+ | fibre | Helps to keep your digestive | | | system healthy. All whole r | | | | | | Grain products are high in fibre. | +-----------------------------------+-----------------------------------+ | protein | Foods rich in protein are : fish, | | | meat, dairy, beans, lentils, nuts | | | and eggs. Protein assists muscle | | | and tissue generation. | +-----------------------------------+-----------------------------------+ | Vitamins and minerals | Essential vitamins and minerals | | | are : Vitamins A,B,C,D calcium | | | and iron. Fruit contains vitamin | | | C and antioxidants which help to | | | reduce cell damage. Yoghurt is a | | | good source of calcium and | | | vitamin B. | +-----------------------------------+-----------------------------------+ | fats | Fats are found in oil, butter and | | | meat, fish and nuts. | | | | | | Unsaturated fats found in nuts, | | | fish and olive oil, are good fats | | | because they do not raise your | | | cholesterol levels. | +-----------------------------------+-----------------------------------+ | sugar | Avoid having more than one | | | teaspoon sugar a day. Eat low | | | GI-foods that have a slower | | | effect on your blood sugar | | | levels. They break down slowly | | | and give you a longer sense of | | | being full. | +-----------------------------------+-----------------------------------+ **[WEEK 6-10]** **[Chapter 7 : Careers and career choices]** **1. [Competencies, abilities and ethics that will assist in securing a job and ]** **[developing a career]** **1.1. Studying advertisements, writing application letter and completing** **application forms** - **Study advertisements** - - **Write an application letter** +-----------------------------------------------------------------------+ | Street / PO Box Address\ | | City | | | | Postal Code\ | | Telephone Number\ | | Email Address | | | | Month, Day, Year\ | | Name of Organization\ | | Street or P. O. Box Address\ | | City | | | | Postal Code | | | | Dear Mr./Ms./Dr. LastName: | | | | Application for \...\...\...\...\...\...\...\...\...\... | | | | **Opening paragraph:** State what position or internship you are | | applying for; how you learned of the organization or position, and | | basic information or qualifications about yourself. | | | | **2nd paragraph:** Tell why you are interested in the employer or | | type of work the employer does (Simply stating that you are | | interested does not tell why, and can sound like a form letter). | | Demonstrate that you know enough about the employer or position to | | relate your background to the employer or position. Mention specific | | qualifications which make you a good fit for the employer\'s needs. | | This is an opportunity to explain in more detail relevant items in | | your resume. Refer to the fact that your resume is enclosed. Mention | | other enclosures if such are required to apply for a position. | | | | **3rd paragraph:** Indicate that you would like the opportunity to | | interview for a position or to talk with the employer to learn more | | about their opportunities or hiring plans. Restate briefly why | | you\'re so passionate about the opportunity you\'re applying for. | | State that you would be glad to provide the employer with any | | additional information needed. Thank the employer for her/his | | consideration. | | | | Sincerely, | | | | (Your handwritten signature) | | | | Your name typed | +-----------------------------------------------------------------------+ - **Complete application forms properly** Keep the following in mind : - - - - **Writing and building a CV** - - - - **4. Create a section for your education and qualifications.**  **5. Create a section for your work experience.**  **6. Create a section for your skills and achievements.**  **8. Create a section for other information.**  **9.Create a section for references.**  **1.2. Managing meetings** - **How to manage meetings** **Tip \#1: Begin With a Purpose** --------------------------------- Tip \#2: Encourage Open Discussion for More Effective Meetings Tip \#3: Press for Closure Tip \#4: Summarize the Main Point - **How to write minutes\ \ **Before you start taking notes, it's important to understand the type of information you need to record at the meeting. Generally, meeting minutes usually include the following: - Date and time of the meeting - Names of the meeting participants and those unable to attend (e.g., "regrets") - Acceptance or corrections/amendments to previous meeting minutes - Decisions made about each agenda item, for example: - Actions taken or agreed to be taken - Next steps - Voting outcomes -- e.g., (if necessary, details regarding who made motions; who seconded and approved or via show of hands, etc.) - Motions taken or rejected - Items to be held over - New business - **Tips that might help your note taking:** - **Create an outline** -- as discussed earlier, having an outline (or template) based on the agenda makes it easy for you to simply jot down notes, decisions, etc. under each item as you go along. If you are taking notes by hand, consider including space below each item on your outline for your hand-written notes, then print these out and use this to capture minutes. - **Check-off attendees as they enter the room** - if you know the meeting attendees, you can check them off as they arrive, if not have folks introduce themselves at the start of the meeting or circulate an attendance list they can check-off themselves. - **Record decisions or notes on action items** in your outline as soon as they occur to be sure they are recorded accurately. - **Ask for clarification if necessary** -- for example, if the group moves on without making a decision or an obvious conclusion, ask for clarification of the decision and/or next steps involved. - **Don't try to capture it all** -- you can't keep up if you try to write down the conversation verbatim, so be sure to simply (and clearly) write (or type) just the decisions, assignments, action steps, etc. **1.3. Interview skills** An interview is the next step after sending off your application letter and CV. An interview is a formal meeting between you and the employer / interviewer of the place you applied for the job. Be careful of what you post on social media because prospective employers may check your profile before you are invited for an interview. - **Panel interview hints** - **How to dress for an interview**\ 1. Make sure your clothes that are neatly ironed and press. 3\. Don't wear **flashy jewelry**. You'll want the interviewer to pay attention to you, not your bling. 4\. Dress according to the **season**. Don't wear a stuffy turtleneck sweater in the middle of the summer. 5\. Don't wear **perfume or aftershave**. You never know if your interviewer is allergic and this isn't a good way to find out. 6\. Make sure you have a nice, **clean haircut** that makes you look well groomed. 7\. For men, make sure you shave and keep **facial hair** to a minimum. 8\. For women, don't wear anything that is **too revealing**. It's best to keep your body parts inside your clothing and not be too exposed. 10\. For women, make sure you wear **appropriate lingerie** and/or pantyhose underneath your clothing. This will give you smooth lines and assure you don't have visible panty lines on your backside. 11\. For women, don't overdo your **makeup**. Wear natural colors and avoid heavy eye shadow, eyeliner and bright colored lipstick. 12.For pants outfits, make sure you wear a **belt** that matches the color of your shoes. - **Interview hints** *DO* *DON'T* ---------------------------------------------------------- ------------------------------------------------------ Be on time, at least 20 minutes before interview starts. Arrive late. Dress neatly. Look untidy. Keep all documents in a neat file. Smoke. Smile and try to relax. Chew gum while talking. Speak clearly. Gossip about your previous manager or place of work. Be honest. Use swear words. Try to remember the names of the interviewers. Be rude to the interviewers. Thank them for the interview. Refuse to answer questions. - Prepare for typical interview questions The following typical questions may be asked : - Tell us a bit about yourself. Who are you ? - Why do you want this job ? / Why do you think you are the right person for the job ? - What skills do you have to offer us ? - What are your most outstanding achievements ? - Explain how you cope with challenging situations. - Can you make your own decisions ? Explain. - Where do you see yourself in five years time ?/ What are your goals ? - Are you willing to work overtime ? - Are you willing to go beyond your job description ? - What do you expect to earn ? **1.4. Ethics and ethical behaviour** - **What is work ethics?** - Acting honestly - Integrity - Respect - Non- discrimination and fairness Unethical behaviour includes: - Discrimination - Sexual harassment - Lying about qualification and abilities - Abusing of power **2. [Personal expectations about jobs and careers]** **2.1. Expectancy and reality** Keep the following in mind when deciding on a career / job, as your expectations may not meet the reality of the job / career : - You need to study between 3 and 7 years to obtain a degree - You will start at the bottom and will have to work your way up. - Most work places give 30 days and less leave days per year - Some careers, like those of sport people, have a very short life span - Some careers are very stressful and workers need to make a career change to prevent burn out - In some careers and jobs, you need to work at night / over time **2.2. Chances of success and satisfaction** Success means to achieve your goals, whatever they are. Satisfaction means to be happy and pleased with what you have achieved. The chances that you will be successful and happy in your job depend on : - - - - - - **2.3. Suitability audit** A suitability audit is a quiz, questionnaire or test to assess how suitable you are for the job / career / career field. It answers the questions : Do you meet the requirements ? Does your personality match the job / career ? **3. [Knowledge about self in relation to the demands of the world of work and ]** **[socio-economic conditions]** [ ] **3.1. Socio-economic conditions** Conditions related to the conditions of the society you live in and how much money you have / earn. Examples : - level of education \- where you live \- culture and religion **3.2. Skilled, semi-skilled, unskilled and physical labour** Skilled The workers are highly trained and can do many kinds of jobs that are within the range of the competence. ----------------- ----------------------------------------------------------------------------------------------------------------------------------------------- Semi-skilled The workers are trained to do one job only and usually assist skilled workers Unskilled These workers have very little or no training and possess no special skills Physical labour These workers have no formal qualifications. Examples : gardening, offloading of furniture, harvesting fruit, digging graves / trenches, etc. **3.3. Additional and higher education studies required for different careers** Degree Academic qualification awarded by a university or college following successful completion of a course of study, for example to become an accountant --------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Diploma A qualification given by a college or professional organisation after completion of a course of education or training in a particular field. E.g. Diploma in Travel and Tourism Certificate qualification Is given after completion of short courses of additional study. E.g Microsoft Certificate for operating Word program **3.4. Expectancy, reality and perseverance** Sometimes people have high expectations about the career they are going to follow. In reality, however, it may not be so easy to follow your dream. Socio-economic issues can get in the way of fulfilling your ambitions. For example : - poverty \- late / non-application to higher education institutes \- child-headed families \- impact of HIV and AIDS \- teenage pregnancy **[TERM 4]** **[WEEK 1-3]** **[Chapter 8 : Development of the self in society]** **1. [Gender roles and their effects on health and well-being]** Gender roles are the different roles, behaviour and activities that society thinks are appropriate or right for women and men. The different roles that women and men play can effect their health and well-being. **1.1. Unequal power relations, power inequality, power balance and power** **struggle between genders** - - - - **1.2. Abuse of power** - **Individual : Physical abuse** - - **Family : Incest** - - **Cultural : mourning period** - - **Social : Domestic violence** - - - - **Social : Sexual violence and rape** - - - - - - - - - Sexual harassment - - - - - - - - - - - - - - **2. [Negative effects on health and well-being]** - **Physical effects of abuse** - - - - - - - - - Emotional effects of abuse +-----------------------------------+-----------------------------------+ | - - - - - - - - | - - - - - - - | +-----------------------------------+-----------------------------------+ **[WEEKS 4 -- 6]** **[Chapter 9 : Democracy and human rights]** **1. [ Contribution of diverse religions and belief systems to a harmonious society]** **[and your own belief system]** - **Contribution to a harmonious society** - **Different religions and their teachings** +-----------------------------------+-----------------------------------+ | **Religion** | **Teachings** | +===================================+===================================+ | Judaism | Worship no other God | | | | | | Do not bow down to any idol or | | | worship it | | | | | | Do not use God's name wrongly | | | | | | Observe the Sabbath day and keep | | | it holy | | | | | | Honour your father and mother | | | | | | Do not commit murder | | | | | | Do not steal | | | | | | Do not commit adultery | | | | | | Do not accuse anyone falsely | | | | | | Do not desire another man's | | | property | +-----------------------------------+-----------------------------------+ | Christianity | Follow the same ethical teaching | | | as given in the ten Commandments. | | | | | | They follow the teachings of | | | Jesus Christ. | | | | | | They love God and care for each | | | other | +-----------------------------------+-----------------------------------+ | Islam | The Koran sets down a complete | | | ethical code for Muslims | | | | | | The must care for all member of | | | their family | | | | | | Women must dress modestly, | | | covering their hair and bodies | | | | | | They are expected to marry- sex | | | outside marriage is forbidden | | | | | | They must give generously to the | | | poor | | | | | | The fast during Ramadaan to | | | realise what it is like to be | | | hungry. | | | | | | Going on pilgrimage to Mecca | | | makes Muslims understand that all | | | people are equal. | | | | | | Muslims are forbidden to eat pork | | | drink alcohol and to gamble. | +-----------------------------------+-----------------------------------+ | African Traditional Religion | They do not have a holy book | | | | | | Human dignity is valued more than | | | the individual's contribution to | | | society | | | | | | Followers must respect their | | | ancestors and elders. | | | | | | They must show hospitality to | | | everybody | | | | | | They should help the needy | | | | | | They should show respect towards | | | marriage and family. | | | | | | They should respect each other's | | | lives and property. | | | | | | They should tell the truth , be | | | hardworking, honest and generous. | +-----------------------------------+-----------------------------------+ | Hinduism | They follow the laws of dharma | | | | | | They should be honest- it is | | | wrong to lie | | | | | | Show respect for all life | | | | | | They should practise non violence | | | | | | They should practice self control | | | and discipline in their lives | | | | | | Respect elders and ancestors | | | | | | They should care for others, | | | including sick relatives, elderly | | | parents and poor. | +-----------------------------------+-----------------------------------+ | Buddish | They have 5 basic rules: | | | | | | Do not take life, either a | | | person's or that of an animal | | | | | | Do not steal | | | | | | Avoid wrong or harmful sensual | | | activities | | | | | | Do not indulge in wrong speech | | | | | | Avoid drugs and alcohol | +-----------------------------------+-----------------------------------+ - **Personal Believe System** - - - - - Religious beliefs help to give meaning to life. They give answers to people's questions about themselves and the world they live in. Religious beliefs answer questions such as: Who am I? Why am I here? - Religion brings people together and gives them a sense of belonging. They help people to feel part of a religious community - Religious values give people a set of guidelines for living. Religions provide clear ethical teachings on how people should live their everyday lives. People know the rules they should obey, and what their religion regards as right and wrong. - Religion is used by different societies to explain events that happen in people's lives. - Religion gives its followers a sense of security in life. They know who they are, what their place is in that religion