Grade 11 Life Orientation Revision Notes

Chapter 1: Development of the Self in Society

• Types of Goals

  • Definition: Goals are the things we want to achieve in life; they represent our plans and aims. They differ from dreams and wishes because active steps can be taken to achieve them. A wish remains a wish until it is turned into a goal.

  • Importance: Goals provide direction, help individuals take charge of their lives, and facilitate decision-making.

• SMART Goal Setting

  • Specific (S): You must state exactly what you want to achieve, who is involved, and what is needed.

  • Measurable (M): You must be able to track your progress and know when the goal is achieved.

  • Achievable (A): Consider if you have the necessary money, skills, and abilities.

  • Realistic (R): You must be able to achieve the goal and be willing to work for it.

  • Time-Based (T): You must set a specific time limit for achievement.

• Categories of Goals

  • Short-term goals: Achieved in a short space of time, such as a week or a month (e.g., finishing a project over a weekend).

  • Medium-term goals: Something intended for achievement within the next $6$ months.

  • Long-term goals: Goals achieved over several years, such as becoming a doctor or engineer.

• Five-Step Method for Planning and Goal-Setting

  • Step 1: Write down your goal.

  • Step 2: Check if it is a SMART goal.

  • Step 3: Make an action plan to achieve the goal.

  • Step 4: Execute the action plan.

  • Step 5: Evaluate if the goal has been achieved.

• Problem-Solving Skills: Six-Step Method

  • Step 1: Explain the problem. Define it and state its meaning.

  • Step 2: Gather information about the problem (what information helps solve it, what do you need to know).

  • Step 3: List as many possible solutions as possible.

  • Step 4: Create a table documenting problems and solutions.

  • Step 5: Think of the effects/consequences of each solution.

  • Step 6: Choose the best solution and write down the reason why it is the best.

• Personal Values, Choices, and Goal-Setting

  • Values Definition: Principles considered important in life. They guide decisions on how to live.

  • Influence: Values influence the decisions made, the types of goals set, and the shaping of a mission statement.

  • Influencers: Environment, school, and important people in life.

  • Prioritization: Values help determine what is important and help set priorities.

Chapter 1.2: Relationships and Well-being

• Influence on Well-being

  • Well-being depends on relationships. Good relationships with family, friends, and colleagues promote happiness and confidence.

  • Conflict in relationships can negatively affect well-being and the ability to form new relationships.

• Types of Relationships

  • Family: People related by blood or marriage; usually the closest sources of love, care, and support.

  • Casual: Frequent interactions with people who are not close, like certain acquaintances.

  • Friends: People known well, liked, trusted, and respected. Positive friends boost well-being; harmful friends may lead to risky behavior.

  • Formal: Relationships with people in senior positions, such as teachers and elders.

  • Romantic: Close relationships based on love, where one can be themselves without demands to change.

• Changing Relationships

  • Natural Developments: Moving area, meeting new people, health changes, new interests, getting older, earning money.

  • Unexpected Events: Accidents, job loss, losing money, violent crime, war, death of family/friends, separation, and divorce.

  • Family Role: The family is where first relationships form and major changes occur. Parents and family need time to adjust to a child's changes. The family teaches sharing, responsibility, order, routine, and values.

• Qualities of Good Relationships (Healthy)

  • Unselfishness, caring, mutual respect, ability to communicate, accepting people as they are, being sympathetic, being a good listener, being supportive, and working as a team.

• Power and Gender in Relationships

  • Power Relations: When one person has control over another.

  • Gender Stereotyping: Assuming behaviors based on gender (e.g., all girls like to cook; men earn money while women spend it).

  • Gender Roles: Traditional roles are biologically influenced (women as child-bearers, men as workers). Historically, masculine meant dominant and feminine meant submissive.

  • Specific Stereotypes: Women are emotional/rule-driven by feelings, men are more interested in sex, women are more mature, engineering is not for women, and men are insensitive.

  • Impact on Men: Prevented from showing feelings, forced into "one of the boys" culture, treating women as inferior to fit in.

  • Impact on Women: Views not taken seriously, taken for granted, limited individual development, and little say in decisions.

Chapter 2: Careers and Career Choices

• Types of Qualifications

  • Higher Certificate: Enables work in specific industries (e.g., tourism), provides introductory knowledge and practical skills, focuses on workplace application, and allowed for further study credits.

  • Diploma: Enables work in specific professions (e.g., management), focuses on general knowledge application, provides specialist knowledge, often includes practical experience, and leads to degree studies.

  • Bachelor’s Degree: Provides broad education, focuses on principles, theory, and research, enables professional careers, and leads to postgraduate study.

• Further Education and Training (FET) Colleges

  • Registered with the Department of Higher Education (DHET) to provide vocational or occupational training.

  • South African Education Bands:

    1. General Education (GE): First $9$ years of school.

    2. Further Education and Training (FET): Final $3$ years of school OR technical college certificate/diploma.

    3. Higher Education (HE): University-level theoretical studies.

  • Entrance Requirements: Very few; must be over the age of $16$.

  • Public vs. Private: Public colleges are state-subsidized (approx. $4$ billion rand annually). Private colleges must register under the FET Colleges Act $16$ of $2006$. Always verify accreditation.

  • Industry Fields: Agriculture, Business, Commerce, Management, Education, Engineering, Manufacturing, Services, Building Construction, and Security.

  • Distance Learning: Enables employment while studying (e.g., College SA).

• Admission Point Score (APS)

  • Calculated based on National Senior Certificate (NSC) examination marks.

  • NSC Rating Scale:

    • Level 8 ($90-100\%$) = $8$ points

    • Level 7 ($80-89\%$) = $7$ points

    • Level 6 ($70-79\%$) = $6$ points

    • Level 5 ($60-69\%$) = $5$ points

    • Level 4 ($50-59\%$) = $4$ points

    • Level 3 ($40-49\%$) = $3$ points

    • Level 2 ($30-39\%$) = $2$ points

    • Level 1 ($0-29\%$) = $1$ points

• NSC Subject Groups

  • Total of at least $7$ subjects.

  • Group A (Fundamentals): Home Language, First Additional Language, Mathematics or Mathematical Literacy, and Life Orientation.

  • Group B (Electives): Choice of at least $3$ subjects (e.g., Accounting, Physical Science, Geography, etc.).

• Minimum Admission Requirements

  • NSC Pass: $40\%$ in $3$ subjects (including Home Language) and $30\%$ in other subjects.

  • Higher Certificate Entry: Pass the NSC and pass English or Afrikaans at at least $30\%$.

  • Diploma Entry: NSC pass with Home Language at $40\%$, $3$ other subjects at $40\%$, and $2$ subjects at $30\%$. Must pass English or Afrikaans at $30\%$.

  • Bachelor’s Degree Entry: NSC pass with Home Language at $40\%$, $4$ designated subjects at $50\%$, and $2$ subjects at $30\%$. Must pass English or Afrikaans at $30\%$.

• Financial Assistance Options

  • Bursaries/Scholarships: Based on excellence in a field (e.g., sports).

  • Merit Awards: Based on academic results.

  • Financial Aid: Based on personal financial analysis/need.

  • Study Loans: Bank loans requiring repayment and medical exams.

  • Parents/Guardians: Personal funding.

  • Working as a student: Part-time employment.

  • Learnerships: Company-financed study in exchange for contract work.

  • NSFAS: National Student Financial Aid Scheme for academically deserving and financially needy students.

Chapter 3: Democracy and Human Rights

• Public Participation

  • Involves standing for elections, attending community meetings, joining organizations, voting, paying taxes, and protesting/petitioning.

  • Importance: Prevents abuse of power, ensures public needs are addressed, and helps things get done.

  • Petition: A formal written request signed by people to demand change from an organization or government.

• Governance and Rule of Law

  • Co-operative Governance: Different levels of government working together.

  • Good Governance Characteristics: Participation, transparency, delivery of human rights, efficiency, effectiveness, environmental protection, and accountability.

  • Rule of Law Principles: Accountable government, absence of corruption, security/rights, open government, and access to justice.

• Democratic Structures in RSA

  • RSA is a constitutional democracy with three levels: national, provincial, and local.

  • National Government: Parliament consists of the National Assembly ($350-400$ members, $5$-year term) and the NCOP.

  • Provincial Government: Nine provinces; can develop specific laws within the national framework.

  • Local Government: Municipalities providing basic services and local social/economic development.

• The Law-Making Process ($12$ Steps)

  1. Draft bill prepared.

  2. Introduced to the National Assembly.

  3. Public comment period.

  4. Draft changes based on comments.

  5. Minister presents the bill.

  6. Bill is numbered.

  7. Parliament studies the bill.

  8. Special committee debates it (may ask for more public comment).

  9. Committee sends changes back to Parliament.

  10. Parliament votes on the bill.

  11. NCOP considers, then approves or rejects the bill.

  12. If NCOP approves, sent to President for signature into law.

• Sport in Nation Building

  • Supports unity through hosting international events, builds tolerance, and opposes discrimination.

  • Detracts if participants/spectators display bad behavior, frustration, violence, or racism.

Chapter 4: Study Skills and Strategies

• How Learning Takes Place

  • The brain learns by strengthening connections between neurons through activity and repetition. To create study pathways, one must learn, solve problems, recall, read, think, calculate, reflect, and write.

• Brain Hemispheric Functions

  • Left Hemisphere: Learns part to whole, stimulated by function, phonetic reader, likes words/symbols, orderly, structured, rational, detail-oriented, sequential, and literal.

  • Right Hemisphere: Learns whole to part, stimulated by appearance, whole language reader, likes pictures/charts, spontaneous, intuitive, emotional, spatial, and creative.

• SQ3R Study Method

  • Survey: Quick glance at titles, headings, and diagrams to preview organization.

  • Question: Turn headings into questions to arouse curiosity.

  • Read: Read with concentration to find answers to those questions; identification of main ideas.

  • Recite: Answer questions out loud in your own words to check understanding.

  • Review: Familiarize yourself with notes immediately after reading, once a week, and before exams.

• Examination Writing Skills

  • Planning: Study time tables, prioritizing activities, practicing past papers, and getting enough sleep.

  • Tactics for Question Types:

    • Multiple Choice: Eliminate clearly wrong answers.

    • True/False: Everything must be true for the statement to be true; watch for negatives (e.g., "not," "un-").

    • Paragraph: Introduction with main point, supporting sentences, and conclusion.

    • Matching: Match certain items first; cross out as you go.

• Question Keywords

  • Analyse: Break into parts and discuss links.

  • Compare: Focus on similarities.

  • Contrast: Focus on differences.

  • Define: Short, exact meaning.

  • Discuss: Full answers in sentences, debate pros/cons, provide conclusion.

  • Evaluate: Give own/others' opinions based on facts.

• Top 10 Exam Mistakes

  1. Cramming/Spotting questions.

  2. Arriving late/No stationary.

  3. Panicking.

  4. Not reading instructions.

  5. Poor time allocation.

  6. Misinterpreting questions.

  7. Weak start/end.

  8. Illegible handwriting.

  9. Slow reading/writing.

  10. Forgetting personal details.

Chapter 5: Social and Environmental Responsibility

• Environmental Issues and Ill Health

  • Antibiotics: Used for animal growth; results in human resistance.

  • Artificial Hormones (rBST): Injected into cows; linked to breast/colon cancer in humans.

  • Animal By-products: Feeding animal parts to animals; leading to Mad Cow disease.

  • Pesticides: Chemicals that kill insects; can be breathed in or contaminate water.

  • Inhumane Farming: Cruel conditions (e.g., battery chickens) lead to poor animal welfare.

  • Degradation: Soil erosion, radiation, pollution, loss of open space.

• Depletion of Resources

  • Overfishing: Leads to unemployment and species disappearance.

  • Firewood: Leads to extinction of trees, erosion, loss of fuel, and global warming.

  • Land: Depletion through monoculture, overgrazing, mining pollution, and infrastructure.

• Climate Change

  • Causes: Build-up of gases like carbon dioxide trapping heat.

  • Impact: Rise in sea levels, changing rainfall for crops (maize, cereal), and warmer oceans.

  • Mitigation: Public transport, drought-resistant indigenous plants, recycling, solar water heaters, and rainwater collection.

Chapter 6: Balanced Lifestyle and Nutrition

• Balanced Lifestyle Aspects

  • Physical (fitness), Psychological (avoiding risky behavior), Social (good relationships), Emotional (exploring emotions), and Spiritual (religious adherence).

  • Negative Impact Factors: Accidents (guilt, disability), Risky behavior (substance abuse), Socio-economic environment (poverty, crime, peer pressure).

  • Positive Impact Factors: Role models, parents (educating, clear rules), peers, values, and media information.

• Nutrition and Energy

  • Kilojoules: Measure of energy providing in food.

  • Carbohydrates: Energy from fruit/grain; excess stored as fat.

  • Fibre: Keeps digestive system healthy.

  • Protein: Muscle/tissue generation (meat, beans, eggs).

  • Vitamins/Minerals: A, B, C, D, calcium, iron (e.g., Vitamin C in fruit, Calcium in yoghurt).

  • Fats: Unsaturated (nuts, olive oil) are better for cholesterol than saturated fats.

  • Sugar: Limit to one teaspoon daily; prioritize low GI-foods.

Chapter 7: Career Application and Ethics

• Application Process

  • Application Letter: Paragraph 1 (Position/how learned), Paragraph 2 (Why interested/fit), Paragraph 3 (Interview request/thanks).

  • CV (Curriculum Vitae): Name/Contact, Profile, Education (reverse chronological), Work Experience, Skills/Achievements, Interests, and References.

• Effective Meetings and Minutes

  • Meetings: Begin with purpose, encourage open discussion, press for closure, summarize points, and keep a record.

  • Minutes: Must include date/time, participants/regrets, previous minute corrections, and decisions made (motions, voting, next steps).

• Interview Skills

  • Panel Interview: Direct attention to everyone, expect repetition, identify who to impress.

  • Attire: Ironed/clean clothes, proper fit, no flashy jewelry, neutral makeup, match belt to shoes.

  • Questions: "Tell us about yourself," "Why do you want this job?", "Salary expectations."

  • DOs/DON'Ts: Be $20$ minutes early, speak clearly, smile. Do not chew gum, gossip, or use swear words.

• Work Ethics

  • Moral principles like honesty, integrity, respect, and non-discrimination.

  • Unethical Behavior: Sexual harassment, lying about qualifications, and abuse of power.

• Employment Classification

  • Skilled: Highly trained, multiple competencies.

  • Semi-skilled: Trained for one job, assists skilled workers.

  • Unskilled: Little or no training.

  • Physical Labour: No formal qualifications (e.g., harvesting, digging).

Chapter 8: Gender, Power, and Abuse

• Unequal Power Relations

  • Power inequality exists when one group has more rights/opportunities. Power imbalance leads to struggles.

  • Forms of Power Abuse:

    • Physical Abuse: Use of force to cause injury.

    • Incest: Sexual intercourse with close relations prohibited by law.

    • Mourning Period: Rules strictly enforced for widows in certain cultures.

    • Domestic Violence: domination using fear, guilt, and threats.

    • Sexual Violence/Rape: Date rape, Gang rape, Statutory rape (sex with a girl under $16$).

    • Sexual Harassment: Constant unwanted behavior (comments, jokes, touches, promises for sex).

• Effects of Abuse

  • Physical: Bruises, STIs, DNA damage, unwanted pregnancies, and death.

  • Emotional: Fear, depression, increased suicide risk, shame, feeling powerless, and school dropouts.

Chapter 9: Religion and Moral Dilmmas

• Religions and Their Teachings

  • Judaism: Ten Commandments (no other gods, honor parents, do not murder).

  • Christianity: Follow ethical teaachings of Jesus Christ; love and care for others.

  • Islam: Complete ethical code (Koran), modesty in dress, Ramadaan fasting, pilgrimage to Mecca, prohibition of pork/alcohol/gambling.

  • African Traditional Religion: Valuing human dignity, ancestors/elders, hospitality, and hard work.

  • Hinduism: Laws of Dharma, non-violence, self-control, and care for sick/elderly.

  • Buddhism: Five basic rules (do not take life, do not steal, avoid harmful sensual activities, no wrong speech, no drugs/alcohol).

• Moral and Social Issues

  • The Right to Life vs. Abortion: Bill of Rights guarantees life, but Choice on Termination of Pregnancy Act gives women abortion rights.

  • Euthanasia: Killing a sick/injured person to end suffering; choice versus the sanctity of life.

  • Cultural Practices: Use of rhinoceros horn (medicine), arranged marriages, and male circumcision rites.