Grade 11 Life Orientation Flashcards

TERM 1WEEK 1-3Chapter 1 : Development of the self in society1. Plan and achieve life goals1.1. 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 achieveA 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  Types of goals:You must set a time limit to achieve your goals1. 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-settingStep 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 skillsStep 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 can2 Life Orientation Gr. 11Step 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-beingThroughout 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 relationships2.1. Types of relationships with different people or groupsFamily- People who are related to you through blood or marriage.- Probably closest to you- Will receive the most love, care and support from them.Casual- Relationships with people you see often, but are not close to like friends and family.Friends- A person you know well, like, trust and respect and who supports youFormal- Relationships with people who are usually in a more senior position than yourself.- Example teachers and elders.- - Good friends will have a positive effect on your well-being.Harmful friends can lead you to risky behaviour and you can get hurt.RomanticClose relationship with another person, based on love.With this person you can be yourself, without demands to change.3 Life Orientation Gr. 112.2. 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 relationshipsthat - Moving to another area- Meeting new people- Health changes- New interest- Getting older- Earning moneychange Unexpected relationshipsevents - Accidents- Job loss- Losing money- Violent crime- Warthat change - 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 team2.4. Power and gender in relationships The role of power in relationshipsHaving 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 stereotypingGender 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 rolesIn 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 4 Life Orientation Gr. 11at 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 feelings. them from showing Forced to be one of the boysTreat women inferior when with friendsBoys sporting events are more important than girls- Views are not taken seriously- Taken for granted and is not allowed to develop as individual- Have little say in decisions that are madeWEEK 4-6Chapter 2 : Careers and career choices1. Requirements for admission to additional and higher education courses1.1. Types of qualificationsHIGHER CERTIFICATEDIPLOMA BACHELOR’S DEGREE- - - - Enables you to work in a specific industry, for example tourismProvides you with specific introductory knowledge and practical skillsFocus on application in the workplaceAllows you to get credits for further studies- - - - - Enables you to work in a specific industry/profession for example managementFocus on general principles of knowledge applicationProvides comprehensive and specialist knowledgeUsually includes practical experienceAllows you to study further to obtain a degree.5 Life Orientation Gr. 11- Provides you with a broad education- Focuses on principles, theory and research- Enables you to follow a career as a professional- Enables you to study further for a post graduate degree1.2. Requirements for admission to additional courses : FET colleges  Everything you need to know about FET collegesAn FET college is an institution that has registered with the Department of higher Education (DHET), in order to provide vocational or occupational training in a specific field.FET stands for Further Education and Training. This effectively means that, once registeredwith the college, you have a wide choice of courses to choose from that best suit your skillsand direction.Should a student wish to continue studying in a related field at a university, the college couldhave provided the background education and training required for entrance. A little background information about FET colleges may be helpful to know here…The education system in South Africa consists of three broad bands. General Education (GE) Further Education and Training (FET) Higher Education (HE)General education consists of the first nine years of your school education. Further Education and Training consists of the final three years of schooling OR completing arelated certificate or diploma at a technical college or educational institution. Higher educationinvolves university level studies, which are usually theoretical in nature.For adult students, who simply want to complete or achieve their senior certificate, thereare Adult Education and Training courses available (AET). However these types of training arenot vocational or occupationally skills based, which means you have to study a set curriculum.With FET colleges you can make sure you get the kind of education you need by selectingonly the courses and subjects you want. These courses and skills will prepare you whenentering the career field of your choice. What are the entrance requirements for FET colleges?FET colleges have very few entrance requirements. This is due to the fact that the collegesaim to provide further education to as many people as possible.FET training can only be completed by people over the age of sixteen. This form of training isdesigned to provide the resources for students, young or old, to learn marketable skills inorder to progress in the field of their choice.6 Life Orientation Gr. 11 What is the difference between public and private FET colleges?Public FET colleges are created and operate under the authority of the Department of HigherEducation. Each year public FET colleges are subsidized by the state in the amount of roughlyfour billion rand.Under the prescriptions of chapter 6 of the Further Education and Training colleges' act 16 of2006, private colleges can register with the department of higher education in order to offeraccredited FET courses.It is very important to always check on the accreditation status of a college offering FurtherEducation and Training courses, as there are many fraudulent companies who claim to offerFET courses but fail to register with the Department of Higher education. Make sure thecourse you are looking to study is accredited by the relevant professional body. Which type of courses do FET colleges offer?- Both private and public FET colleges offer a wide range of courses. These courses canrange from a few hours to a full three year diploma. The courses offered at FETcolleges are tailored to meet the needs of the potential employer, which makes findingthe specific course you need in your field much easier.- Perhaps it would be better to study a Short Course in Cost and Management Accounting, which can be completed in 7 – 9 months, rather than studying afull Diploma in Accounting which could take around 3 years to complete.- These decisions help you choose a course that may fill the specific gap in yourtraining, rather than forcing you to complete a whole qualification, some of which youmay 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 that best suits your needs.7 Life Orientation Gr. 11 Can I complete a course at a FET college through correspondence or distance learning?- With a distance learning FET institution, like College SA, you are able to choose from avery broad range of courses in various fields, due to the fact that there are no lecturers orcampus classes required. Whether you are looking to study at a college in Cape Town,or any college across South Africa, distance learning could provide the training you need,irrespective of where you are in the country. This means that you have more freedom tostudy what you want to study, and by making use of options like distance learning, you canstay employed while you study.- Studying through supported distance learning can be a difficult process for students. Thereare many benefits to studying through correspondence; however, there are also a fewdisadvantages. In order to make this process easier, find out about the services thecollege offers to help you study.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 achievedPercentage Possible score8 (90 -100%) 87 (80 - 89%) 76 (70 - 79%) 65 (60 - 69%) 54 (50 - 59%) 43 (40 - 49%) 32 (30 - 39%) 21 ( 0 - 29%) 11.4. 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 mechanicalorientated subjects.8 Life Orientation Gr. 11 Group A: Fundamentals (Compulsory)- Two official languages: Home Language and First Additional Language- Mathematics or Mathematical Literacy- Life Orientation- Group B: Elective ( Choice )At least 3 subjects from the following:AccountingAgricultural Management PracticesAgricultural SciencesAgricultural TechnologyArtBusiness StudiesCivil TechnologyComputer Applications Technology (previously Computer Studies Standard Grade - Literacy)Consumer StudiesDance StudiesDesignDramatic ArtsEconomicsElectrical TechnologyEngineering Graphics & DesignGeographyHistoryHospitality Studies (previously Home Economics)Information Technology (previously Computer Studies Higher Grade -Programming)Life Sciences (previously Biology)Mathematics: "Paper 3" (geometry, probability); "Advanced Programme Mathematics" (calculus, further algebra, and one of: matrices, statistics, mathematical modelling)Mechanical TechnologyMusicPhysical ScienceReligion StudiesSecond Additional LanguageThird Additional LanguageTourismVisual Arts1.5. 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:It is compulsory for a learner to pass an official language at home language level i.e. at 40% or above.If a learner offers more than the minimum number of 7 subjects, passes in the additional subjects will be taken into account when determining whether a learner has met the minimum requirements. 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.9 Life Orientation Gr. 11 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 from2008 is as follows:AccountingAgricultural SciencesBusiness StudiesDramatic ArtsEconomicsEngineering Graphics and DesignGeographyHistoryConsumer StudiesInformation TechnologyLanguages (one language of learning and teaching at a higher education institution and two other recognised language subjects)Life SciencesMathematicsMathematical LiteracyMusicPhysical SciencesReligion StudiesVisual Arts Note:In respect of music, it is only the National Senior Certificate Music course that is considered a designated subject. At this stage no other music courses are considered designated. They are recognised as NSC subjects but are not considered to be ‘designated’ for the purpose of qualification for degree studies.Non-designated subjects may contribute towards the Admission Points Score (APS) and may be recognised as an institution or faculty specific entry requirement. Learners must check 10 Life Orientation Gr. 11their results against specific institutional requirements for the course of study they wish to follow. Very important to note:Specific institutional and programme needs may have a specific language requirement, a specific level of performance in Life Orientation or require appropriate combinations of recognised National Senior Certificate subjects and levels of achievement. Learners must check their results against specific institutional requirements for the course of study they wish to follow.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. Thepurpose of the NQF is to combine education and training in South Africa, therebytransforming the education system.- The NQF uses codes for specific courses, such as, NQF level 4. This is the code for higherlevel national certificates. College SA offers courses ranging, on the NQF level, between 2and 4. This way you can complete either Short Courses (NQF 2), or fulllength Diplomas (NQF 4). Tailoring the courses according to what you need can speed upthe time it takes to move into the direction you are looking to move into.2. Options for financial assistanceBursaries or scholarshipThese 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 peopleMerit 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 studiesStudy 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 examinationParents/guardianIf you are fortunate enough to have someone who will pay for your studies.Working as studentWorking as a student to pay for your studiesMany students work part time in the evening and over weekends to help pay for their studies.Working for a company /LearnershipsA company you work for can finance your studies. Many companies give bursaries to students and assist them with their payments. In return the students work for them on a contract basisNSFAS: National SA’s only public student loan scheme which helps academically deserving and financial needy students11 Life Orientation Gr. 11Student Financial Aid SchemeWEEK 7 - 10Chapter 3 : Democracy and human rights1. Principles, processes and procedures for democratic participation1.1. 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 done1.2. 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.12 Life Orientation Gr. 111.5. 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. The RSA is a sovereign, democratic state. It is divided into nine provinces, each with its own provincial legislature. All these structures of government derive their powers and functions from the Constitution of the RSA.13 Life Orientation Gr. 11 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. 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. 14 Life Orientation Gr. 11- 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. 1. 2. 3. 4. 5. 6. 7. 8. 9. The law making process consists of 12 basic steps :A draft bill is drawn up.The draft is introduced to the national assembly.The public is allowed to comment on the draft.After public comments were made, changes to the draft are affected.A minister presents the bill in parliament.The bill is given a number.Parliament studies the bill.A special committee debates the bill, and may ask for public commentagain.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 :- get rid of violent and harmful actions at recreation and sports facilities.- ensure a positive, safe and uplifting environment for spectators and15 Life Orientation Gr. 11 participants.- develop a culture that supports safety, fair play and positive sporting.- ban racism from sport.3.3. How sport can support or detract from nation building Support- build tolerance, understanding and success.- oppose all forms of discrimination.- build relationships.- build unity through hosting international sports events. Detract - if spectators, players, match officials and administrators do not behave in a sporting way, it will detract from nation building.16 Life Orientation Gr. 11TERM 2 WEEK 1-4Chapter 4 : Apply study skills, study styles and study strategies1. Examine how learning takes place and reflects on effectiveness How learning takes place- the brain is designed to learn- the more active the brain is, the stronger the connections between neurons become- with practice strong pathways develop and some actions come automatically- learning shapes the brain and your brain will never stop thinking, learning, remembering and exploring.- to create a studying pathway in your brain for learning, you need to : Learn, solve problems, recall, read, think, calculate, reflect and write.- learning something new needs repetition. The more you do something, the better you learn how to do it.1.1. Study styles as preferred way of approaching tasks Every person’s brain is different, because of different wiring.- each brain is special and unique.- each brain prefer to learn in a specific manner.- you need to find the learning style that suits the way in which your brain is wired. Left- and right-brain dominance17 Life Orientation Gr. 1118 Life Orientation Gr. 111.2. Study strategy as a way to approach a specific task in the light ofperceived 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 a) SurveyQUESTION READ RECITE REVIEW - 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. For example, if the heading is Basic Causes of Stress, your question would be "What are the basic causes of stress?" - This arouses your curiosity and increases your comprehension. - c) Read:- 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.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.19 Life Orientation Gr. 11- - - e) Review:- - - - - - - 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 aAfter you have read the entire chapter, look over the notes you made tofamiliarize 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 skills2.1.1. 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 questionsMultiple 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.20 Life Orientation Gr. 11Key word MeaninganalyseBreak 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. assessJudge or estimate the nature, quality or value of something. Make a value judgement that you justify by giving reasons. calculateYou need to get to an answer by using numbers. You will add, subtract, multiply or divide numbers to reach an answer. commentGive your opinion on, explain or criticise. Make a judgement based upon the evidence. compareLook 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. completeAdd the missing information.considerThink about and give your opinion. contrast Focus on the differences between two or more things. Show them in opposition to each other.createPut together ideas or parts to develop an original idea; engage in creative thinking; offer a novel or new suggestion or item. criticiseYou need to make judgements to show your own ideas and evaluation. criticallyanalyseShow 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. discussWrite 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 youthinkGive 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.evaluateGive 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.examineCarefully 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 21 Life Orientation Gr. 11comparisons.interpret Show your understanding of the topic, comment on it, give examples. Describe relationships, explain the meaning. in youropinionThis 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 16th of June? listGive 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.matchFind 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 somethingmentionWrite about something without explaining. There should be no detail; keep it brief. nameSimilar to mention; give a brief answer without long explanations.outlineSummarise, describe main ideas and core points, concepts or events. Give an overview.proveGive the facts to support the issue.stateExplain exactly and clearly as it is.suggestGive possible reasons or ideas. These must be believable; they do not necessarily have to be proven to work. summariseGive a very short and brief account. Include a short conclusion. Do not give unnecessary details.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 senseWr

Goals are the things we want to achieve in life, representing our plans and aims. Unlike dreams or wishes, goals involve active steps towards achievement. Having goals provides direction and helps us take charge of our lives, guiding our decisions through the SMART framework. SMART goals are Specific, Measurable, Achievable, Realistic, and Time-based. Types of goals include short-term (achieved in a week or month), medium-term (achieved in about 6 months), and long-term (achieved in a few years, like becoming a doctor or engineer). A five-step method for planning and goal-setting involves writing down your goal, checking if it is SMART, making an action plan, executing the plan, and evaluating whether the goal was achieved. Problem-solving skills involve explaining the problem, gathering information, listing possible solutions, creating a table of problems and solutions, considering the consequences of each solution, and choosing the best one.
Personal values are the principles that guide your life, influencing decisions and shaping your goals. These values are affected by your environment, school, and important people, helping you prioritize what is important. Relationships are crucial for well-being; positive relationships with family, friends, and colleagues foster happiness and confidence, while conflicts can affect well-being and the ability to form new relationships. Types of relationships include family (close, supportive), casual (frequent but not close), friends (trust, respect, and support), formal (with seniors like teachers and elders), and romantic (based on love and acceptance).
Relationships change with life events, either naturally through moving, meeting new people, health changes, new interests, and aging, or unexpectedly due to accidents, job loss, violent crime, or death. Your family is the first place where relationships form, teaching sharing, responsibilities, order, and routine, and shaping attitudes and values. Good relationships require unselfishness, caring, mutual respect, communication, acceptance, sympathy, good listening, support, and teamwork. Power dynamics exist in relationships, where one person may have control over another, known as power relations. Gender stereotyping occurs when people assume behavior based on gender, while traditional gender roles assign different societal roles to men and women. These roles can negatively affect men and women by preventing emotional expression in men and limiting women's development and decision-making power.
Qualifications include higher certificates, diplomas, and bachelor's degrees. Higher certificates enable work in a specific industry, providing introductory knowledge and skills. Diplomas focus on general principles and practical experience for a specific profession, allowing further studies. Bachelor’s degrees provide broad education, focusing on theory and research, enabling professional careers and postgraduate studies. Further Education and Training (FET) colleges offer vocational training, requiring students to be over sixteen, with few entrance requirements aiming to provide accessible education and marketable skills. These colleges can be public, operating under the Department of Higher Education, or private, requiring accreditation. They offer a range of courses tailored to meet employer needs, potentially completed through distance learning. Admission point scores (APS) are based on NSC examination marks, determining admission to higher learning. Learners study at least 7 subjects, with minimum requirements for higher certificates, diplomas, or bachelor's degrees based on NSC results, language proficiency, and designated subject passes. The South African Qualifications Authority (SAQA) regulates education standards through the National Qualifications Framework (NQF).
Financial assistance options include bursaries or scholarships for excelling students, merit awards based on academic results, financial aid after financial analysis, study loans from banks, parental support, student employment, company sponsorships (learnerships), and the National Student Financial Aid Scheme (NSFAS). Public participation involves engaging in activities like standing for elections, attending meetings, joining organizations, voting, paying taxes, and protesting. It ensures leaders do not abuse power, addresses public needs, informs the government, and sees that things get done. The petition process is a formal request for government action. Governance is how a country is managed, requiring participation, transparency, human rights, efficiency, and accountability. Representation involves elected officials speaking for groups of people through proportional or constituency-based systems. The rule of law includes accountable government, absence of corruption, security, open government, and access to justice.
South Africa is a constitutional democracy with national, provincial, and local government structures. The National Assembly makes laws applicable nationwide, sharing authority with provincial legislatures. Provincial governments create laws and policies within national frameworks. Local governments, through municipalities, aim to provide democratic governance, services, and promote social and economic development. Participation in governance involves cooperation through local structures, school governing bodies, community policing forums, and NGOs. Citizens can participate in law-making, which includes drafting, public comments, parliamentary review, and presidential approval. Sport can contribute to nation-building by building tolerance, understanding, success, opposing discrimination, building relationships, and unity, but can detract if participants behave poorly. Sports codes of conduct aim to eliminate violence, ensure a safe environment, promote fair play, and ban racism. Learning happens through active brain engagement, repetition, and problem-solving, shaping neural pathways and requiring continuous practice.
Study styles vary due to individual brain wiring, with preferences for specific learning methods. The SQ3R method—Survey, Question, Read, Recite, Review—is a study strategy that promotes active reading, questioning, practice, and revision. Planning your study time, prioritizing activities, ensuring sufficient sleep, and practicing past papers are crucial for exam preparation. Multiple-choice questions test factual knowledge, emphasizing critical thinking and elimination strategies. Key examination terms include analyze, apply, assess, calculate, comment, compare, complete, consider, contrast, create, criticize, define, describe, determine, discuss, evaluate, examine, explain, give, identify, illustrate