life orientation

Chapter 1: Development of the Self in Society

Unit 1: Life Skills to Adapt to Change

Identity Stressors
  • Change: Transformation or becoming different.
  • Quality of life: Personal well-being and satisfaction with life conditions.
  • Stress: Pressure, nervous tension, anxiety, constant worry, strain.
  • Anxiety: Worry, nervousness, or unease.
  • Stressors: Things that cause stress or pressure.
  • Personality: Unique qualities, actions, behavior, and attitude of a person.
  • Stress: A reaction caused by ongoing, increasing, or new pressures or demands. It can lead to:
    • Constant nervous tension or anxiety
    • Feeling overwhelmed with too much to do or too many problems to solve
    • Feeling a lack of control
Types of Stressors
  • Physical Stressors
    • Lack of physical exercise
    • Physical or sexual abuse
    • Illness
    • Injury
    • Hunger
    • Accidents
    • Overtiredness
    • Physical disabilities
    • Unhealthy lifestyle choices
  • Emotional Stressors
    • Constant worry
    • Nervousness
    • Anxiety
    • Jealousy
    • Anger
    • Disappointment
    • Rejection
    • Hate
    • Reactions to life crises and change
  • Environmental Stressors
    • Air pollution (traffic)
    • Water pollution (factory waste)
    • Natural disasters (fire, floods, droughts)
    • Dangerous environments where violence is prevalent
    • Harmful living conditions lacking basic facilities (water, electricity, shelter)
    • Lack of private space at home
    • Noise pollution
    • Physical factors (lack of fresh air, privacy, sunlight)
  • Social Stressors
    • Divorce or death in the family
    • Family responsibilities
    • Family pressure to succeed
    • Arguments with family members
    • Trouble with the law
    • Poverty, financial difficulties, debt
    • Stigma
    • Gender discrimination
  • Stressors Related to Friends and Peers
    • Peer pressure
    • Breaking up a friendship or relationship
    • Loneliness
    • Unpopularity
    • Being unsure of others
    • Teasing and name-calling
    • Bullying
    • Pressure to join a gang or to party
    • Fear of crime
    • Pressure to smoke, drink, use drugs, and wear expensive clothes
  • Stressors Related to Thoughts
    • Unplanned pregnancy
    • Death of a parent or family member
    • Failing
    • Job loss
    • Divorce of parents
    • Image of yourself
    • Change (moving, starting a new job, marriage, transition from school to adult life)
Assessing Stress Levels
  • Signs of stress: Measurable indications of stress.
  • Symptoms of stress: Feelings that indicate stress.
  • Adrenaline: A hormone released in reaction to stress, increasing heart rate and blood pressure.
  • Eustress: Positive, good, and necessary stress.
  • Distress: Negative, harmful stress.
Signs and Symptoms of Stress
  • Signs are physical and measurable.
  • Symptoms are problems noticed or felt.
  • Stress is a personal experience.
  • Signs include:
    • Diarrhoea/upset stomach
    • Rapid heartbeat
    • Bleeding ulcers
    • Sweating too much
Positive and Negative Stress
  • Positive stress motivates and prepares for action by releasing adrenaline.
  • Negative stress is unhealthy, unpleasant, and can be dangerous, reducing performance.
Levels of Stress
  • Low level: Able to cope with stress.
  • High level: Requires urgent stress management.
Stress Management
  • Coping mechanism: Ways to handle stress.
  • Management techniques: Ways to manage and prevent stress.
  • Strategies:
    • Identify stressors and assess stress levels.
    • Balanced nutrition.
    • Laughter.
    • Balanced lifestyle.
    • Deal with emotions.
    • Time management.
    • Physical exercise, recreation, and relaxation.
    • Exam stress reducers.
    • Visualise and turn hurtful emotions into healing emotions.
    • Embrace challenges.
    • Good relationships.

Unit 2: Conflict Resolution Skills

Interpersonal and Intrapersonal Conflict
  • Conflict: Disagreement, argument, fight.
  • Resolution: Solution, agreement.
  • Interpersonal: Between persons.
  • Intrapersonal: Within yourself.
  • Interpersonal conflict: Disagreement between two or more people.
  • Intrapersonal conflict: Inner conflict when wrestling with thoughts.
Conflict Resolution Skills
  1. Map the conflict to resolve intra- and interpersonal conflicts.
  2. Use 'I' sentences to resolve interpersonal conflicts (I feel; When; Because; And I would like).
  3. Apply assertive skills to resolve interpersonal conflicts.
  4. Use listening and rephrasing skills to resolve interpersonal conflicts.
  5. Apply self-control skills to prevent and resolve intra- and interpersonal conflicts.
  6. Apply negotiation and mediation skills to resolve interpersonal conflicts.
  • Assertive: Expressing wants logically and politely.
  • Negotiate: Talking through conflict to reach agreement.
  • Mediate: Keeping peace between people in conflict.

Unit 3: Positive Relationships and Communication

Initiate, Build & Sustain Positive Relationships
  • Sustain: Keep going, maintain, continue.
  • Initiate: Start, begin.
  • Empathy: Understand another person's feelings.
  • Communication: Understanding others and communicating feelings, beliefs, and attitudes.
  1. Initiate relationships
    • Remember people's names
    • Be willing to share information about yourself
    • Use humour
  2. Build and sustain relationships: communicate that you understand others by showing empathy
    • This allows you to relate to what people are saying, feeling and going through.
  3. Build and sustain relationships: show that you understand others by applying your listening skills.
    • Hear what is being said.
    • Listen
    • Make sure you understand
    • Summarise what is said
  4. Build and sustain relationships: communicate your feelings, beliefs and attitudes.
    • Your feelings, beliefs and attitude are all part of who you are.
Factors that Influence Affective Communication

  • Good communication means people understand each other with no misunderstandings and messages are given in a clear, understandable way.

  • Personality

    • Your personality determines the way you act, behave and react.

    • Introvert: shy, doesn't communicate easily.

    • Extrovert: communicates easily.

    • Attention seeker: overbearing, takes over, wants to be the center of attention.

    • Gossip: talks about other people.

    • Insincere: two-faced or hypocritical.

    • Bully: hurts people with words or actions.

    • Unreliable: makes promises but doesn't keep them.

    • Trustworthy: keeps promises.

  • Attitudes & values

    • These affect your communication especially when you think that you are better than somebody else.

  • Acceptance of responsibilities

    • Responsibility means you are accountable and you do your duty. You can be trusted to do your job. You apologise for your mistakes.

  • Appropriate expression of views and feelings

    • This means that you say what you think and feel, but in a way that does not hurt or offend others.

  • Respect the feelings of others

    • This means that you also show empathy and compassion. You also show respect regardless of whether or not you agree.

    • To show that you respect the feelings of others:

      • Listen carefully, pay attention and look interested and engaged.
      • Use positive body language and don't look bored.
      • Never interrupt.
      • Respond with statements such as: I agree; I understand…
      • Avoid judging people without first listening to them properly.
      • Avoid laughing at or teasing people when they share their feelings with you.

Unit 4: Transition Between School and Post-School Destination

Change in Circumstances
  • Circumstance: Situation, status.
  • How to adapt to growth and change in circumstances
    • Plan what to do: know what the changes will be and make a plan to deal with each aspect. Where possible, do this before the change happens.
    • Think of previous changes in your life and how you coped with them: use some of those skills again if they worked for you.
    • Talk to somebody you trust: say how you feel about the change.
    • List the good aspects of changes.
    • Develop a positive attitude towards change and takechange: see it as a challenge and opportunity for your personal development and growth.
    • Avoid resisting change and face your fear of change: talk about your fears of change. Tell a friend, family member or teacher how you feel.
    • Change will influence your need for more information: this is because you move from a known situation to an unknown situation. The more information you have about the new situation, the easier it will be to cope.
    • Give yourself time to adjust to the change.
    • Use your religion or belief system to guide you and to give you comfort and support.
Transition
  • Transition: Movement, passage, or change from one stage to another.
  • Post-school destination: The place you will be going to after school.
Positive and Negative Aspects of Change
  • Positive
    • Exciting
    • Challenging
    • Motivating
    • Keeps your brain alert
    • Allows you to discover hidden potential
    • Keeps your life interesting
    • Opportunities
    • Can lead to personal growth
    • Can lead to better things
    • Demands that you are flexible
  • Negative
    • Can cause stress
    • Not always for the better
    • May make you feel unsure and insecure
    • Can be irritating; just when you get used to something, there is change
    • Loss
    • Fear of the unknown
    • Threatening
    • Painful, for example, illness
    • Sorrowful, for example, death
Investigate other views and insights of the life cycle related to traditional practices
  • Life cycle: growth or progression through different stages of development.
  • Rites of passage: rituals, ceremonies, or events that symbolise important stages in a person's life.
    • Rites of passage help to make it easier to move from one phase to the next. They help people to adapt to change, and accept a new social status, as well as being accepted by the community. There is a specific social status, with responsibilities and privileges, linked to each life stage and new social role.
  • Important stages in the life cycle: Birth; first year at school; puberty-body changes to get ready for reproduction; 18 years old-voting age; 21 years old-adulthood; marriage, starting a family; graduation/profession/career; Grandparents/elderly; death.
  • Male circumcision: isiXhosa initiation
  • Reed dance: isiZulu rite of passage
  • 21st birthday party: marking entry to adulthood
  • Bar Mitzvah: Jewish religious ceremony
  • Funeral: Xitsonga mourners

Unit 5: Personal Lifestyle Plan

Personal Lifestyle Plan to Promote Quality Life

  • Lifestyle plan: plan to live a certain way.

  • The best lifestyle plan is to live a healthy and balanced life. The aim is to improve or maintain a good quality of life, to promote your well-being and live a fulfilling and happy life. Lifestyle plans mean living in a way that you remain healthy. It helps you to manage your life, take control of it and achieve the quality of life you want.

  • Lifestyle plan

    • Physical exercise: get exercise every day for 20-30 minutes.

    • Nutrition and weight management: eat balanced meals; avoid diets and reduce my fat and sugar intake.

    • Outdoors recreation and relaxation: spend time at least once a week in the natural environment outdoors; relax with family and friends.

    • Sleep: get enough sleep so you don't feel tired when you're awake.

    • Promote healthy habits and avoid unhealthy habits: know the difference between healthy and unhealthy habits; then make a plan to change unhealthy habits.

    • Abstention or safe sex: wait until i am out of school before i have sexual relationships; if you do have sexual relations, always use a condom and go to the clinic for regular checks for STIs.

    • Avoid cigarettes, drugs and alcohol: avoid all these substances; they don't reduce stress or make life better, only worse.

    • Cope with change: embrace change as a normal part of life and look forward to new challenges.

    • Emotional health: express your feelings appropriately.

    • Stress management: use the strategies given in this chapter to help you manage stress.

    • Time management: be on time, save time and use every moment of your life well.

    • Conflict resolution: meditate and negotiate, be assertive and try to resolve conflicts before they get out of hand.

    • Relationships and communication: be a good friend, treat others as you would like to be treated, listen well and communicate your feelings.

    • Volunteer to help others: give to others, help others and reach out to others.

Chapter 2: Physical Education

Unit 1: Safety in Physical Fitness Activities

  • Intensity: How hard to exercise for cardiovascular endurance.
  • Low-impact: Exercise where at least one foot remains on the ground.
  • High-impact: Exercise where both feet leave the ground, stressing joints and muscles.
  • Flexibility: Ability to move joints and muscles through their full range.
  • Physical fitness: Ability to perform activities vigorously with energy left for other tasks.

Unit 2: Setting Fitness Goals

  • Muscular endurance: The ability of muscles to continue applying force.
  • Body mass index (BMI): Measure of body composition. The formula is: BMI=weight in kgheight in m2BMI = \frac{weight\ in\ kg}{height\ in\ m^2}
    • Used for adults over 20.
    • BMI used as a guideline for people under the age of 20, because: You are still growing and getting taller; young people grow at different rates.
  • Core: Muscles in your abdomen and back attached to spine and pelvis.
  • Core strength: Strong muscles around your torso.
  • Torso: Main part of body, excluding head, arms, and legs.
  • Core exercises: Abdominal crunches, sit-ups, and push-ups.
  • Abdomen: Body part below chest; stomach.
  • Abs: Abdominal muscles.

Unit 3: Cardio Kickboxing

  • Cardio kickboxing combines boxing, martial arts, and aerobics.

Chapter 3: Study Skills

Unit 1: Assessment and Examination Skills

Process of Assessment
  • Strategies: Plans to achieve a goal.
  • Styles: Ways of doing something.
  • Assessment: Evaluation.
  • Formal assessments: Tasks, tests, and exams for marks.
Revising Study Skills, Strategies, and Styles
  • Study skills
    • Flashcards: key points and short bits of information on small cards or pieces of paper.
    • Mind maps: link information in a logical way that will help you to remember.
    • Mnemonics: A mnemonic is something such as a word, a sentence, or a song, that helps you to remember something.
    • Summaries: Summaries consist of key words.
    • Tables: organize information in a logical and connected way.
    • Talk and listen: Read your notes out loud; discuss study material out loud.
    • Be colorful: Use different colors to highlight important points in your notes or on your flashcards.
    • Move about: Walk around while you are reading or repeating your material.
    • Study to music and rhythm: Tap with your feet or fingers while you recite your notes.
    • Role-play: being the teacher and explaining the work to others.
  • Study strategies
    • Study plan: Analyse how you spend your time and cut out time wasters. Draw up plans. Include due dates for tasks and projects, test and exam dates, group study periods, and time for relaxation and physical activity.
    • Study place: Have your own area where you study.
    • Get organised: Have all your study notes and all the equipment you need with you. Switch off your cell phone.
    • Keep your work and notes in files, boxes, or large envelopes; label them clearly.
  • Study style
    • Visual: Use pictures, maps and colours to organise information. Visualise how things work & are connected. Draw colourful mind maps. Colour-code your files and notes. Draw pictures instead of using words.
    • Musical: Use sound, rhyme, rhythm and music in your studying. Listen to information rather than read it. Make mnemonics that rhyme or you can sing to a tune. Play music quietly in the background.
    • Kinaesthetic/ physical: Move around rather than sit still. Find out how things work rather than read about them or look at diagrams. Use flashcards because you can touch them and move them around. Draw big pictures and mind maps. Study in a place where you have room to move.
    • Verbal: Read, write and speak. Read your notes out loud; be dramatic. Discuss work with others.
    • Logical/mathematical: See patterns and connections. Work through problems in a systematic way. Draw up tables and lists of key points. Draw mind maps and connect points with arrows.
    • Interpersonal/ mathematical: Work with others. Discuss work with others. Join a study group. Do a role play
    • Intrapersonal: Work on your own. Have quiet and privacy. Role play by yourself. Find a quiet place to study.
Revising Examination Writing Skills

  • Read the questions

    • Read the question very carefully.
    • Note any instruction about how to answer the question.
    • See if the question has more than one part.
    • See how many marks are allocated to each section.
    • Underline key verbs that tell you what the examiner expects to do.

  • Plan the response

    • Write down your key ideas in point form.
    • Draw a mini mind map.
    • Write down each topic key word you have identified in the question and the points you want to make about it below or next to the key word.
    • Use bullets, numbering, and arrows to organise your answer so that the points are connected logically.
    • Do not write more than you have been asked for.

  • Answer the question

    • Number your questions clearly.
    • Write neatly and clearly.
    • Tick off or cross out the points on your response plan to make sure you have covered all of them.
    • Clearly cross out anything you don't want the examiner to mark.

Unit 2: School Based Assessment

What is School Based Assessment?
  • School Based Assessment: all formal assessment, including examinations, conducted by the school throughout the year on a continuous basis.
  • Higher education: education after Grade 12.
  • HEI: higher education institution, such as a university or university of technology.
Why School Based Assessment is Important
  • School Based Assessment is important because it tells you, and your teacher, what you know and what you still need to learn and understand before you write your final examination.
  • These results are essential if you are planning to study at a HEI. Most HEls require your examination results for Grade 11. They will accept you provisionally, or temporarily, based on the results. They will accept you permanently if you get the required final results.
  • The higher your marks, the better your chances of being accepted at an HEI of your choice.

Unit 3: Obtaining the National Senior Certificate

Importance of Obtaining the NSC
  • The NSC is the key to opportunities to develop, grow and find employment. It is the basis on which you can build your future. It is important to obtain your NSC because:
    • It allows you to study at an HEI. The better your marks are, the more choices you have of HEIs and courses to study.
    • It is a basic requirement if you want to apply for abursary.
    • Even if you are not going to study at an HEI, you will still need your NSC if you want to work. It is a basic requirement for many jobs.
    • Once you have your NSC, you can go back to studying at any time.
  • Having your NSC shows you can:
    • Identify and solve problems and make decisions using critical and creative thinking.
    • Work effectively as an individual and with others as a member of a team.
    • Organise and manage yourself and your activities responsibly and effectively.
    • Collect, analyse, organise and critically evaluate information.
    • Communicate effectively.
    • Use science and technology effectively and critically.
Developing a Study Plan for Grade 12
  • Use your assessment plan to draw up a study plan for the whole year. Revise your study plan continuously and adjust it to give more time to the subjects that need it.

Chapter 5: Careers and Career Choices

Unit 1: Commitment to a Decision Taken

Making Decisions
  • Decisions: Resolutions to make up your mind about a choice after considering different options.
  • Commit: to promise to do something; to work very hard to do something; to not give up.
  • You should make decisions based on your interests, strengths, weaknesses, skills, abilities, and personality and commit to them.
  • You have to act on your decision- need to make an effort to apply, get all the necessary forms and organise all the requirements for next year's choice.
Job or Course Application

  • Job application

    • When deciding on applying for a job, make sure:
      • This is really what you want to do, and is not someone else's decision.
      • You have gathered as much information as possible on various options.
      • You have researched jobs in detail so that you know what qualifications are needed, what you will do, your hours of work, what you will get paid, and how you will get to and from work.

  • Application hints

    • Write a covering letter- keep it short; give an overview.
    • Make sure you have all the information you need.
    • Make your application easy to read.
    • If you are attaching your CV to an email or uploading it to an application site, ensure it isn't a large file.
    • Have a professional email address.
    • Read the job advert carefully.
    • Ensure you provide all the required documents.
    • Carefully check your spelling and grammar.
    • Send your application to the right person.

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

    • Consider:
      • Are there other courses that would suit our interests and skills better.
      • What fees will you have to pay?
      • Does this institution have a good reputation, offer value for money, and are its courses recognised?
      • Where will you stay?
      • Are you thinking of studying a course at a particular institution just because your friends are?
Skills for Final Action
  • Availability of funds
    • Bursary: if you have good marks or don't have money to pay for your studies.
    • Scholarship: from a company, business, or municipality; if you did well at school.
    • Student loan: from a bank or Edu-Loan, which you have to pay back.
    • Learnership: you earn while you learn; contact the SETA for the sector in which you would like to follow a career.
Application Forms
  • Complete forms
    • Fill in the year you want to study.
    • Make sure you put in the right codes, as it appears in the university's prospectus or handbook.
    • The government wants information about your gender, population group, home language, marital status. This information does not influence your application.
    • You are at school, and have not yet attended an HEI.
    • The university needs to know if you have any disabilities so they can make special arrangements for you.
    • Apply before the due dates
      • Include all contact details
  • Remember to:
    • Contact the institution about any disabilities
    • Fill in all sections
    • Write clearly and neatly
    • Note how and by when application fees must be paid
    • Attach all required details
Requirements for Acceptance and Possible Challenges
  • Don't apply for a job or a course if:
    • You don't have the necessary marks, qualifications or experience
      • You haven't completed the applications properly, fully, and accurately
      • You have missed the due dates
  • Possible challenges include:
    * The availability of funding
    * Not being able to follow your first choice of study programme because it is full
    * Transport and accommodation
    * Responsibilities at home
    * Having to rewrite some subjects so that you can qualify for a course
    * The lack of jobs that interest you or for which you are qualified
Strategies to Achieve Goals
  • SMART goal:
    • Specific: exact and not general.
    • Measurable: you can see when you have achieved your goal or made progress towards it.
    • Achievable: you can reach this goal; it is within your abilities; it is possible.
    • Realistic: your goal is practical and sensible.
    • Timely: you can achieve it within the time you have set yourself.
  • Once you have set your SMART goal:
    * Make an action plan to achieve it.
    * Carry out your action plan.
    * Evaluate if you have achieved your goal or how far you still have to go.

Unit 2: Reasons for, and Impact of, Unemployment

Reasons for Unemployment
  • Unemployment: Being without a job, joblessness.
  • Recession: Downturn, slump, decline.
  • Unemployment is a worldwide challenge which means there is no work, and no income.
  • Unemployment causes poverty and poverty leads to unemployment
  • When there are many unemployed people, fewer goods and services are produced and fewer services are provided.
  • Unemployed people don't have money to buy goods or use services.
  • Investors become scared to invest their money because they may lose it, as not enough people will buy their goods or use their services.
  • Investors decide not to expand their businesses or they retrench workers.
  • Some may even close down their businesses before they lose a lot of money.
Reasons for Unemployment
  • A mismatch between skills and job opportunities; there are no jobs for people with certain skills, or there are jobs but not people with the skills to do them.
  • Corruption, which leads to 'jobs for friends' at overly high salaries and takes away jobs from the poor or better qualified.
  • Difficult for first-time or new entrants to enter the labor market; people with experience are preferred.
  • Distance from workplace to home due to the apartheid-era Group Areas Act that displaced people.
  • Overpopulation.
  • Lack of education and skills.
  • Lack of entrepreneurship opportunities.
  • Lack of job search skills and information.
  • Mechanisation and computers reduce the number of people needed for jobs.
  • Shortage of skilled labor lessens the opportunities for less skilled labor.
Specific reasons for youth unemployment
  • Businesses prefer employees who already have skills and experience to inexperienced and unskilled youth.
  • Lack of knowledge on how to apply for study bursaries, study loans and learnerships.
  • Lack of businesses that are willing to do on-the-job training.
  • Expectations of youth may not match reality. Some youth would rather not work than do a job thought to be below their hopes.
  • Lack of networking skills; not knowing whom to contact.
  • Some youth give up, and stop looking for jobs.
  • There are too few universities to accommodate all the applicants.
  • Lack of entrepreneurial skills.
  • Employers do not regard schooling as an accurate measure of abilities. Low pass marks for NSC are not acceptable in a competitive workplace.
  • Lack of job search skills, especially for learners in schools where LO is not taken seriously.
Impact of unemployment
  • The effects of unemployment include:
    • Poverty
    • Hunger
    • Physical and mental health suffers
    • Child abuse
    • Homelessness
    • Lack of education and training
    • Substance abuse
    • Crime
    • Exploitation
    • Human trafficking
    • HIV and AIDS
    • Lack of self-esteem
    • Exclusion and loneliness
    • Not feeling like a citizen of South Africa
Cycle of Unemployment
  1. Can't find work; unemployed.
  2. Can't afford rent; live on streets.
  3. Can't afford food; go hungry and get sick.
  4. No money for transport to look for a job; miss job offers.
  5. No money to pay Internet fees to check online for jobs.
  6. No money to buy smartphones for a job interview.
  7. Problems at home; family puts pressure to get a job or to get out.
  8. May be forced to accept any kind of work, below minimum wage or below qualifications/ ability and not keep job.
  9. The longer unemployed, the higher the risk of substance abuse; feeling hopeless, angry, depressed, lonely and lose confidence. May give up; or stop looking for a job.
  10. Become discouraged and unemployable. Feel desperate, will do anything for money. Will beg, borrow or even steal to survive. With a criminal record, more difficult to find employment.

Unit 3: Counteract Unemployment: Innovative Solutions

Volunteering, part-time jobs, community work, entrepreneurship and informal jobs
  • Counteract: Cancel out, work against.
  • Entrepreneur: A person who sees the opportunity to start a business or offer a service.
  • Informal jobs: Jobs where you work for yourself.
  • Formal jobs: Jobs where you work for an employer, and have a job contract.
Volunteering
  • Volunteering is whereby a person assists others by giving their time and skills without expecting payment. It makes people feel good about themselves and builds confidence. It allows people to explore their interests, abilities and skills and assists in choosing a career. Volunteers receive a letter or a certificate to state what kind of work was done.
Part-Time Jobs
  • A part-time job is whereby you work for a short while and gain a lot of experience because of being able to have more than one job at a time.
Community Work
  • Community work means that a person does something to benefit their community or a community in need. The work is usually paid for by government or an NGO or a religious-based organisation.
Entrepreneurship
  • An entrepreneur sees a need and provides a good or service to satisfy needs.
Informal Jobs
  • Informal jobs are usually short term and have flexible hours - allowing people to balance family responsibilities.
Financial and social viability of entrepreneurship and other employment options
  • Entrepreneurship: How to draw up a business plan
  • Business plan: A business plan sets out your goals for your business. It explains how you will achieve your goals; it gives a practical strategy. It outlines how you will sell, market and finance your idea.
A business plan should include:
  1. Short accurate summary of your business, idea or plan.
  2. An outline to explain the idea and indicating the uniqueness.
  3. Briefly indicate the structure who will run the business, how many people are involved etc.
  4. Explain what your target market looks like; their needs; the type of clients and customers etc.
  5. Explain your finances - start-up money, where it will come from, how much the profit will be etc.
  6. Design an action plan to describe how you will advertise, market and sell your services or products.
  7. Know the legal requirements - rules and regulations, permission required etc.
  8. Describe what you already have to start with.
  9. Add a SWOT analysis-strengths, weaknesses, opportunities, threats.
  10. Go out and implement your plan.
SARS Tax Obligations
  • Income tax: government's main source of income.
  • SARS: South African Revenue Services.
  • Tax threshold: the level of income at which you begin to pay tax.
  • Non-compliance: not doing something that is officially or legally required.
  • Tax dodging: avoiding paying tax.
  • Income tax is levied on all income and profits received by a taxpayer - including individuals, companies and trusts.
  • SARS requires all people receiving any form of employment income to be registered with SARS to reduce non-compliance and tax dodging.
Corruption and Fraud
  • The impact of corruption and fraud on the individual, company, community