Grade 10 Study Guide Life Orientation

FET Phase Grade 10 • Study Guide

Life Orientation CAPS Life Orientation

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Study Guide

2210-E-LIO-SG01

2210-E-LIO-SG01

10

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Reg. No.: 2011/011959/07

Life Orientation Study guide

CAPS aligned

M du Plessis

2210-E-LIO-SG01

Í6*È-E-LIO-SG01;Î

Grade 10

Study Guide G10 ~ Life Orientation

Contents INTRODUCTION...................................................................................................................6 RESOURCE REQUIREMENTS............................................................................................7 TIME ALLOCATION AND TIME MANAGEMENT................................................................7 WEEKLY SCHEDULE...........................................................................................................8 ASSESSMENT PLANNING..................................................................................................8 STUDY TIPS AND METHODS..............................................................................................9 LESSON ELEMENTS...........................................................................................................9 SUBJECT CONTENT AND PLANNING ........................................................................... 12 Unit 1: Development of the self in society..................................................................... 16 LESSON 1.1: Self-awareness, self-esteem and self-development...........................16 LESSON 1.1.1: Self-awareness................................................................................17 Activity 1: How well do you know yourself?.......................................................17 LESSON 1.1.2: Self-esteem......................................................................................18 Activity 2: Evaluate self-esteem.........................................................................21 LESSON 1.1.3: Personal/Self-development..............................................................22 Activity 3: My personal development plan..........................................................24 LESSON 1.1.4: Strategies to build self-confidence and confidence in others ..........25 LESSON 1.2: Power, power relations, masculinity, femininity and gender................30 LESSON 1.2.1: Gender identity and roles.................................................................31 Activity 4: Gender stereotyping..........................................................................34 LESSON 1.2.2: Power relationships..........................................................................35 LESSON 1.2.3: The impact of gender inequality on general well-being....................38 LESSON 1.2.4: Sexual well-being.............................................................................40 LESSON 1.3: Physical fitness and safety..................................................................43 LESSON 1.3.1: The impact of physical fitness on mental health...............................44 LESSON 1.3.2: Physical fitness................................................................................46 LESSON 1.3.3: Safety measures for physical activities............................................47 Activity 5: My physical activity diary: Weeks 1 – 3.............................................50 Unit 2: Careers and career choices................................................................................ 52 LESSON 2.1: Knowledge about myself in relation to career choices .......................53 LESSON 2.1.1: Choosing a career: The importance of self-knowledge....................53 Activity 6: Introversion versus extroversion quiz................................................57 LESSON 2.1.2: The differences between a job, an occupation, a career and a career field............................................................................................................................60 Activity 7: Career fields......................................................................................63 LESSON 2.1.3: Requirements for the National Senior Certificate (NSC)..................67 Activity 8: Research: Career and subject choices..............................................69 LESSON 2.2: Knowledge about life domains............................................................70 LESSON 2.2.1: The three life domains .....................................................................70 Activity 9: What do your life domains reflect?....................................................73 LESSON 2.3: Socio-economic factors to consider when choosing a career.............74 LESSON 2.3.1: Financial/Economic considerations..................................................75 Activity 10: Financial aid for education...............................................................76 LESSON 2.3.2: Gender stereotyping and the influence it has on career choices.....76

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Study Guide G10 ~ Life Orientation

LESSON 2.3.3: The impact of tax on personal income.............................................77 LESSON 2.4: Participation in activities that promote physical fitness ......................79 Activity 11: Evaluate your physical activities for 24 hours..................................79 LESSON 2.4.1: How can I become more physically active?.....................................81 Activity 12: A workout to strengthen the core and increase flexibility.................82 Activity 13: My physical activity diary: Weeks 4 – 6 ..........................................86 Unit 3: Democracy and human rights ............................................................................ 88 LESSON 3.1: Diversity, discrimination and violation of human rights........................88 Activity 14: Diversity collage..............................................................................90 LESSON 3.1.1: Diversity and stereotyping................................................................90 Activity 15: Stereotyping....................................................................................91 LESSON 3.1.2: Discrimination...................................................................................93 Activity 16: Do I discriminate?............................................................................94 LESSON 3.1.3: Human rights violations....................................................................95 Activity 17: Xenophobia.....................................................................................95 LESSON 3.2: The Bill of Rights and other human rights instruments........................97 LESSON 3.2.1: National and international instruments protecting human rights....101 LESSON 3.3: Discriminating behaviour and human rights violations......................105 LESSON 3.3.1: Fair and unfair discrimination.........................................................106 LESSON 3.3.2: The Impact of discrimination..........................................................107 Activity 18: Violation of human rights...............................................................108 LESSON 3.3.3: Human rights defenders and activists............................................ 110 LESSON 3.3.4: Human rights organisations in South Africa................................... 111 LESSON 3.4: Physical fitness................................................................................. 112 LESSON 3.4.1: General safety tips during exercises.............................................. 114 LESSON 3.4.2: Fitness regime: Aerobic exercises................................................. 114 LESSON 3.4.3: Fitness challenge: Basic step aerobics routine ............................. 115 LESSON 3.4.4: Participation in indigenous games................................................. 118 Activity 19: My physical activity diary: Weeks 7 – 9 ........................................ 119 Unit 4: Study skills......................................................................................................... 121 LESSON 4.1: Study skills........................................................................................121 LESSON 4.1.1: Listening, reading and comprehension skills.................................122 Activity 20: Self-assessment – Am I a good listener?......................................122 LESSON 4.1.2: Attention and concentration............................................................125 LESSON 4.1.3: How does memory work?...............................................................128 Activity 21: How important is the role of memory during learning?..................129 LESSON 4.1.4: Organising and time management.................................................131 Activity 22: How to improve time management skills.......................................133 LESSON 4.2: Study methods..................................................................................134 LESSON 4.2.1: Note-taking.....................................................................................135 Activity 23: Making notes / Summarising ........................................................140 LESSON 4.2.2: Problem-solving skills.....................................................................143 LESSON 4.2.3: Comparisons and contrasts...........................................................145 LESSON 4.3: The process of assessment and an annual study plan.....................146 Activity 24: Do you think that examinations are a true test of your ability and knowledge?......................................................................................................148 © Optimi

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Study Guide G10 ~ Life Orientation

Activity 25: Compile a study plan for Term 2....................................................150 LESSON 4.4: Physical Education............................................................................150 LESSON 4.4.1: Safety tips......................................................................................151 LESSON 4.4.2: Indigenous games..........................................................................151 Activity 26: Indigenous games.........................................................................157 Unit 5: Social and environmental responsibility......................................................... 159 LESSON 5.1: Social and environmental justice.......................................................159 Activity 27: Is graffiti, vandalism or art?...........................................................164 Activity 28: Informal settlements......................................................................166 Activity 29: Access to education.......................................................................167 LESSON 5.2: Social and environmental issues and their harmful effects...............169 LESSON 5.2.1: Unemployment...............................................................................169 LESSON 5.2.2: Corruption......................................................................................170 Activity 30: Corruption......................................................................................171 LESSON 5.2.3: Lack of health services...................................................................171 LESSON 5.3: Social, constructive and critical thinking skills...................................175 Activity 31: Apply your thinking skills. Volunteer in your community.................178 LESSON 5.3.1: Youth service development............................................................178 Activity 32: Research volunteering options......................................................179 LESSON 5.4: Physical Education: Playground, indigenous and community games......................................................................................................................180 LESSON 5.4.1: The social and academic benefits of team sports..........................180 LESSON 5.4.2: Benefits of playing indigenous games............................................181 LESSON 5.4.3: Playground games.........................................................................182 LESSON 5.4.4: Community games.........................................................................184 Activity 33: Indigenous and playground games...............................................184 LESSON 5.4.5: Deskercising – exercises to do while studying...............................184 Unit 6: Development of the self in society................................................................... 187 LESSON 6.1: Life roles............................................................................................187 Activity 34: Different stages of life....................................................................190 LESSON 6.2: Changes associated with development towards adulthood..............194 LESSON 6.2.1: Physical changes...........................................................................195 LESSON 6.2.2: Emotional changes.........................................................................196 LESSON 6.2.3: Social changes...............................................................................196 Activity 35: Analyse the impact of peer pressure.............................................200 LESSON 6.3: Values and strategies for making responsible decisions that will fully develop personal potential.......................................................................................201 LESSON 6.3.1: Decisions regarding sexuality........................................................202 LESSON 6.3.2: Values and sexuality.......................................................................203 Activity 36: My personal values........................................................................204 LESSON 6.3.3: Skills related to sexuality and lifestyle choices...............................205 Activity 37: Self-awareness journal..................................................................206 LESSON 6.3.4: Sexual decision-making.................................................................209 LESSON 6.4: Physical Education: Activities that promote recreation and relaxation.................................................................................................................212 LESSON 6.4.1: Outdoor recreational activities........................................................213

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Study Guide G10 ~ Life Orientation

Activity 38: Plan an outdoor recreational activity with your friends..................216 LESSON 6.4.2: Exercises to improve movement performance...............................217 Unit 7: Careers and career choices.............................................................................. 221 LESSON 7.1: Diversity in jobs.................................................................................221 LESSON 7.1.1: Economic sectors...........................................................................222 LESSON 7.1.2: Work environment conditions.........................................................223 Activity 39: In which type of work environment would you like to work?..........225 LESSON 7.1.3: Career opportunities in recreation and leisure...............................225 LESSON 7.2: Skills and competencies....................................................................227 Activity 40: Job analysis...................................................................................230 Activity 41: Assessment of skills, interests, and competencies for a career....232 LESSON 7.3: Research skills, promotion, and further study prospects..................233 Activity 42: Research all the possibilities for a career in hospitality, recreation, fitness or sports which will allow you to work on a cruise ship.........................236 LESSON 7.4: Use time productively to gain transferable skills...............................237 LESSON 7.4.1: Time management.........................................................................238 LESSON 7.4.2: Transferable skills..........................................................................239 Activity 43: Am I already skilled?......................................................................240 LESSON 7.5: Physical Education............................................................................241 LESSON 7.5.1: Activities that promote recreation and relaxation...........................241 LESSON 7.5.2: Sunlight and outdoor activities.......................................................242 Activity 44: Recreation and relaxation..............................................................244 Unit 8: Careers and career choices.............................................................................. 247 LESSON 8.1: Trends and demands in the job market.............................................247 LESSON 8.1.1: Globalisation and careers..............................................................250 LESSON 8.1.2: Changing career patterns and the impact on the need for skills and competencies...........................................................................................................253 LESSON 8.1.3: Niche jobs......................................................................................256 Activity 45: How to find your niche...................................................................257 Activity 46: Research career opportunities in critical skills...............................258 LESSON 8.2: SAQA, NQF and RPL........................................................................258 LESSON 8.3: Different forms of learning.................................................................261 LESSON 8.3.1: Lifelong learning.............................................................................261 LESSON 8.4: Physical Education............................................................................265 LESSON 8.4.1: Life lessons learned through sport.................................................265 Activity 47: Ten life lessons learned through sport...........................................266 LESSON 8.4.2: Traditional versus non-traditional sports........................................269 Unit 9: Democracy and human rights........................................................................... 271 LESSON 9.1: Ethical traditions and religious laws of the main religions in South Africa........................................................................................................................271 LESSON 9.1.1: Christianity ....................................................................................272 LESSON 9.1.2: Judaism..........................................................................................275 LESSON 9.1.3: Islam...............................................................................................277 LESSON 9.1.4: Hinduism........................................................................................279 Activity 48: A comparison between Christianity, Islam and Judaism................280 © Optimi

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Study Guide G10 ~ Life Orientation

LESSON 9.1.5: African Traditional Religion ............................................................281 LESSON 9.2: Uncover biases in sport.....................................................................283 LESSON 9.2.1: Gender discrimination in sport.......................................................283 LESSON 9.2.2: Religious discrimination in sport.....................................................284 LESSON 9.2.3: Disability discrimination in sport ....................................................285 LESSON 9.2.4: Homophobia in sport......................................................................285 LESSON 9.2.5: Lack of media coverage for women’s sports..................................285 Activity 49: Analyse and critically evaluate bias in sport..................................286 LESSON 9.2.6: Unfair practices in sport.................................................................286 Activity 50: Research – analyse and evaluate maladministration and subjective umpiring...........................................................................................................288 LESSON 9.3: Physical Education: Traditional and non-traditional games...............289 Bibliography.................................................................................................................... 292

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Study Guide G10 ~ Life Orientation

INTRODUCTION Life Orientation is the study of the self in relation to others and to society. It addresses skills, knowledge and values about yourself, the environment, responsible citizenship, a healthy and productive lifestyle, social engagement, recreation and physical activities and careers and career choices.

All of these include opportunities to engage in the development and practice of a variety of life skills to solve problems, make informed decisions, and take appropriate actions to live a meaningful and successful life in a rapidly changing society. The focus is not only on knowledge. The importance of the application of skills and values in real-life situations and participation in physical activities, community organisations and initiatives enjoy equal attention.

Life Orientation in the FET Phase aims to: • guide and prepare you to respond appropriately to life’s responsibilities and opportunities • equip you to interact optimally on a personal, psychological, cognitive, motor physical, moral, spiritual, cultural and socio-economic level • guide you to make informed and responsible decisions about your own health and well-being, as well as the health and well-being of others • expose you to your constitutional rights and responsibilities, to the rights of others and to issues concerning diversity • equip you with knowledge, skills and values to make informed decisions about subject choices, higher - and additional education opportunities, careers and the world of work • expose you to various study methods and skills in relation to assessment processes • expose you to the value of regular participation in physical activities Life Orientation in Grade 10 to 12 focuses on the following core topics • Development of the self in society • Social and environmental responsibility • Democracy and human rights • Careers and career choices • Study skills • Physical Education The subject content and related assessment elements are based on the topics as outlined in the Curriculum and Assessment Policy Statement (CAPS).

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Study Guide G10 ~ Life Orientation

RESOURCE REQUIREMENTS The following resources, stationery and equipment are required to successfully complete this subject: • Impaq Life Orientation Study Guide.

• Impaq Life Orientation Facilitator’s Guide (used only by the facilitator).

• A notebook for doing written activities.

• Appropriate clothing, footgear and equipment to do the physical exercises.

TIME ALLOCATION AND TIME MANAGEMENT Grade 10 is a very short year. Although CAPS makes provision for 10 weeks per term, the Department of Basic Education’s school calendar does not always correspond with this.

Once you have completed a term’s work, it is recommended that you start immediately with the next term’s work. This will ensure that there is enough time for thorough study and revision.

The diagram below represents a suggested framework for covering the content. Note that Physical Education continues throughout the term and the intensity increases to increase personal fitness.

• UNIT 4 Study skills

• UNIT 3 Democracy and human rights

TERM 2

TERM 1

• UNIT 2 Careers and career choices

• June exam

TERM 3

• UNIT 5 Social and environmental responsibility

• UNIT 6 Development of the self in society

• UNIT 8 Careers and career choices

• UNIT 7 Careers and career choices

• UNIT 9 Democracy and human rights

TERM 4

• UNIT 1 Development of the self in society

• Revision and exam preparation • November exam • Physical Education

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Study Guide G10 ~ Life Orientation

WEEKLY SCHEDULE The proposed weekly academic schedule for Grade 10.

Time allocation per week (Hours) 4,5 4,5 4,5 2 12 (3 × 4) 27,5

Subject Home Language First Additional Language Mathematics Life Orientation A minimum of any three subjects selected TOTAL

*The duration of a lesson is 45 minutes.

ASSESSMENT PLANNING No activity in the Study Guide is done for formal assessment. Please refer to the portfolio book for all formal assessments.

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Study Guide G10 ~ Life Orientation

STUDY TIPS AND METHODS Keep in mind that studying should never be left until the night before a test or an exam. It is never too early to develop good study habits. Everyone is different, and for some learners the motivation to study comes more naturally. Just as athletes must practise and develop their skills, effective study skills must be practised continuously to perform well. The sooner you understand and apply good study habits, the easier tests and exams will be and the better your chances of getting good marks.

Tips to help you make the most of your Life Orientation studies • You can study anywhere, but the place you choose must not have any distractions.

• Time is the most valuable resource. If you struggle to find time to study, you must prioritise and set a timetable.

• When preparing for tests or exams, you must spend time reviewing the work. Start this process by revising the work while it is still fresh in your mind. If you wait too long, you may discover that the content does not make sense.

• Make sure you understand all the learning material in your Study Guide. It is useless to memorise facts if you do not understand it.

• Test yourself by doing the self-assessment questions and activities. Use the results as a guide to determine which areas you need to pay extra attention to.

• Taking regular breaks is important – working too hard can affect your performance.

• Stay motivated. You can decorate your study space with inspirational quotes or photos of people you want to make proud by getting good marks.

• Reward yourself.

LESSON ELEMENTS Each unit consists of the following learning activities: • Challenges • Life Orientation content • Physical Education • Activities to solve the challenges • Application and reflective activities As well as: • learning objectives • additional activities • definitions • enrichment activities (for the curious) • summaries • self-assessment activities Three weeks are allowed for the completion of each unit.

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Study Guide G10 ~ Life Orientation

LEARNING AIMS What learners should know at the end of the lesson according to CAPS requirements.

IMPORTANT TERMINOLOGY New terminology to assist with the understanding of the subject as part of the lesson.

DEFINE Definitions of concepts to understand the content.

IMPORTANT Explains misunderstandings to avoid possible confusion with existing knowledge

TIPS Any information other than the content, to guide learners through the learning process.

FOR THE CURIOUS Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a pass mark.

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ACTIVITY Questions to complete to test learners’ knowledge of the completed lesson

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Study Guide G10 ~ Life Orientation

CORE CONTENT Emphasise the core of the content; in-depth explanation of a specific section of the lesson; learners must understand this content.

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Study Guide G10 ~ Life Orientation

SUBJECT CONTENT AND PLANNING Lesson

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Content Term 1 Unit 1: Development of the self in society 1.1 Self-awareness, self-esteem and self-development 1.1.1 Self-awareness 1.1.2 Self-esteem 1.1.3 Personal/Self-development 1.1.4 Strategies to build self-confidence and confidence in others

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1.2 Power, power relations, masculinity, femininity, and gender 1.2.1 Gender identity and roles 1.2.2 Power relationships 1.2.3 The impact of gender inequality on general wellbeing 1.2.4 Sexual well-being

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1.3 Physical fitness and safety 1.3.1 The impact of physical fitness on mental health 1.3.2 Physical fitness 1.3.3 Safety measures for physical activities

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Reflect and apply Unit 2: Careers and career choices 2.1 Knowledge about myself in relation to career choices 2.1.1 Choosing a career: The importance of selfknowledge 2.1.2 The differences between a job, an occupation, a career and a career field 2.1.3 Requirements for the National Senior Certificate (NSC) 2.2 Knowledge about life domains 2.2.1 The three life domains 2.3 Socio-economic factors to consider when choosing a career 2.3.1 Financial/Economic considerations 2.3.2 Gender stereotyping and the influence it has on career choices 2.3.3 The impact of tax on personal income 2.4 Participation in activities that promote physical fitness 2.4.1 How can I become more physically active?

Reflect and apply Unit 3: Democracy and human rights 3.1 Diversity, discrimination and violation of human rights 3.1.1 Diversity and stereotyping 3.1.2 Discrimination 3.1.3 Human rights violations 12

Target date*

Study Guide G10 ~ Life Orientation

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3.2 The Bill of Rights and other human rights instruments 3.2.1 National and international instruments protecting human rights

3

3.3 Discriminating behaviour and human rights violations 3.3.1 Fair and unfair discrimination 3.3.2 The impact of discrimination 3.3.3 Human rights defenders and activists 3.3.4 Human rights organisations in South Africa

4

3.4 Physical fitness 3.4.1 General safety tips during exercises 3.4.2 Fitness regime: Aerobic exercises 3.4.3 Fitness challenge: Basic step aerobics routine 3.4.4 Participation in indigenous games Reflect and apply Unit 4: Study skills

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4.1 Study skills 4.1.1 Listening, reading and comprehension skills 4.1.2 Attention and concentration 4.1.3 How does memory work?

4.1.4 Organising and time management

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4.2 Study methods 4.2.1 Note-taking 4.2.2 Problem-solving skills 4.2.3 Comparisons and contrasts

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4.3 The process of assessment and an annual study plan 4.4 Physical Education 4.4.1 Safety tips 4.4.2 Indigenous games Unit 5: Social and environmental responsibility 5.1 Social and environmental justice

2

5.2 Social and environmental issues and their harmful effects 5.2.1 Unemployment 5.2.2 Corruption 5.2.3 Lack of health services

3

5.3 Social, constructive and critical thinking skills 5.3.1 Youth service development

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5.4 Physical Education: Playground, indigenous and community games 5.4.1 The social and academic benefits of team sports 5.4.2 Benefits of playing indigenous games 5.4.3 Playground games 5.4.4 Community games 5.4.5 Deskercising – exercises to do while studying

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Study Guide G10 ~ Life Orientation

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Unit 6: Development of the self in society 6.1 Life roles

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6.2 Changes associated with development towards adulthood 6.2.1 Physical changes 6.2.2 Emotional changes 6.2.3 Social changes

3

6.3 Values and strategies for making responsible decisions that will fully develop personal potential 6.3.1 Decisions regarding sexuality 6.3.2 Values and sexuality 6.3.3 Skills related to sexuality and lifestyle choices 6.3.4 Sexual decision-making

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6.4 Physical Education: Activities that promote recreation and relaxation 6.4.1 Outdoor recreational activities 6.4.2 Exercises to improve movement performance Unit 7: Careers and career choices

1 2 3 4

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7.1 Diversity in jobs 7.1.1 Economic sectors 7.1.2 Work environment conditions 7.1.3 Career opportunities in recreation and leisure 7.2 Skills and competencies 7.3 Research skills, promotion, and further study prospects 7.4 Use time productively to gain transferable skills 7.4.1 Time management 7.4.2 Transferable skills 7.5 Physical Education 7.5.1 Activities that promote recreation and relaxation 7.5.2 Sunlight and outdoor activities Unit 8: Careers and career choices

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8.1 Trends and demands in the job market 8.1.1 Globalisation and careers 8.1.2 Changing career patterns and the impact on the need for skills and competencies 8.1.3 Niche jobs

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8.2 SAQA, NQF and RPL

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8.3 Different forms of learning 8.3.1 Lifelong learning

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8.4 Physical Education 8.4.1 Life lessons learned through sport 8.4.2 Traditional versus non-traditional sports

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Study Guide G10 ~ Life Orientation

Unit 9: Democracy and human rights

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9.1 Ethical traditions and religious laws of the main religions in South Africa 9.1.1 Christianity 9.1.2 Judaism 9.1.3 Islam 9.1.4 Hinduism 9.1.5 African Traditional Religion

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9.2 Uncover biases in sport 9.2.1 Gender discrimination in sport 9.2.2 Religious discrimination in sport 9.2.3 Disability discrimination in sport 9.2.4 Homophobia in sport 9.2.5 Lack of media coverage for women’s sports 9.2.6 Unfair practices in sport

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9.3 Physical Education: Traditional and non-traditional games

*Fill in your target date for the completion of each lesson, according to your year plan for Life Orientation.

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Unit 1:

Development of the self in society

This unit focuses on how to develop strategies to enhance self-awareness, self-esteem and self-development. There are various factors that influence our self-awareness and selfesteem which could impact on our level of confidence when we relate to others and when we must make decisions. An unhealthy self-esteem can lead to an individual experiencing stress, anxiety, and depression.

A high level of self-awareness and a healthy self-esteem will allow a person to not only see their own uniqueness, but also to acknowledge and respect the uniqueness of others.

Physical Education is a continuous aspect of Life Orientation. Personal fitness is often ignored. A lack of exercise can lead to health issues and an overall feeling of despondency.

Our physical health plays a big role in how we perceive ourselves and can contribute to our level of confidence in all areas of society.

CHALLENGES FOR THIS UNIT How can I improve my self-esteem and self-awareness to develop myself?

Determine the role of power when it comes to gender equality.

Determine the impact of physical fitness on my mental health.

LESSON 1.1: Self-awareness, self-esteem and self-development LEARNING OBJECTIVES

• • • • •

At the end of this lesson, you must be able to: understand the relationship between self-awareness and self-esteem identify factors that influence your self-awareness, self-esteem and self-confidence develop strategies to improve your self-esteem and self-confidence help others to improve their self-esteem and self-confidence design a personal development plan DEFINITIONS Action plan: A detailed plan of steps that must be taken to reach one or more goals.

Confidence: The feeling or belief that you can have faith in or rely on someone or something. The word ‘confidence’ comes from the Latin word fidere which means ‘to trust’.

Cyberbullying: The use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature.

Influence: The capacity to have an effect on the character, development or behaviour of someone or something.

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Unit

1

Personal development: The actions a person must take to improve selfawareness and identity and to develop talents to reach potential in order to enhance the quality of life. This may include building human capital, facilitating employability and the realisation of dreams and aspirations. Personal development can take place over the course of a person’s entire life.

Self-awareness: Conscious knowledge of your own character, skills, feelings and the events in your life.

Self-confidence: A feeling of trust in your abilities, qualities, and judgement.

Self-esteem: Confidence in your own worth or abilities; self-respect.

LESSON 1.1.1: Self-awareness The concept of self-awareness means to be aware of the self. Simply put, self-awareness is the conscious knowledge of your own thoughts and emotions. The truth is that many of us go through a day with little or no awareness of what we are doing and why we are doing it.

According to author and journalist Daniel Goleman, the foundation of emotional intelligence is self-awareness. He is quoted as saying: ‘If your emotional abilities aren’t in hand, if you don’t have self-awareness, if you are not able to manage your distressing emotions, if you can’t have empathy and have effective relationships, then no matter how smart you are, you are not going to get very far.’

With emotional self-awareness you understand your own emotions and its impact on your performance. You know what you are feeling and why. You are also aware of how others see you. You can accurately sense your strengths and limitations, which will lead to a realistic self-confidence. People who are self-aware can recognise when their emotions have a negative impact on their work, or on the people around them.

Activity 1: How well do you know yourself?

Answer the following questions as honest as possible.

1. What are your most important values and what does that mean to you?

2. What are the things you are most passionate about? List them.

3. What are your goals and hopes for your future?

4. What are your top strengths?

5. What are your top weaknesses?

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Unit

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Study Guide G10 ~ Life Orientation

How to improve self-awareness 1.

Look at yourself objectively Try to look at yourself objectively, in a way that is not influenced by personal feelings or opinions, so that you can learn how to accept yourself and find ways to improve some of your qualities in the future.

2.

Keep a journal Take time to write about your thoughts and feelings, your successes and failures of the day. This self-reflection will help you grow and move forward to reach your goals. While reflecting, also try to think about the possible impact of your emotions and actions on other people.

3.

Write down your goals and priorities • What are your goals?

• How should you prioritise to reach these goals?

• What are you doing that is not working and preventing success?

• What needs to change in order to improve the rate of success in achieving goals?

LESSON 1.1.2: Self-esteem Psychology, uses the term self-esteem to describe a person’s overall sense of self-worth or personal value. In other words, how much a person appreciates and likes themself. It involves a variety of beliefs about yourself, such as the rating of your own appearance.

We all know that self-esteem together with self-respect is an important part of success. A low self-esteem can leave someone feeling defeated or depressed. It can also lead to making bad choices, falling into destructive relationships or failing to live up to your full potential.

In contrast to this an inflated (often delusional) sense of self-importance can be off-putting to others and can even damage personal relationships. Self-esteem levels at the extreme high and low ends of the spectrum can be harmful, so ideally a realistic yet positive view of yourself is considered the ideal. (Cherry, 2019)

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Unit

Features of a healthy self-esteem • A realistic view of your own potential and that of others.

• A realistic feeling of self-confidence.

• Easily expresses needs.

• Aware of strengths and weaknesses and accepting them.

• A positive outlook on life.

• Accepts failure as part of life.

• Moves past negative experiences.

• Accepts compliments with grace.

• Capable of saying ‘no’ without difficulty.

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Features of a low self-esteem • The belief that others are better than oneself.

• Struggling with self-confidence.

• Difficulty in expressing needs.

• Focuses only on weaknesses.

• A general negative view of life.

• An intense fear of failure.

• Dwells on past negative experiences.

• Often experiences feelings of shame, depression and anxiety.

• Struggles to accept compliments.

• Finds it very difficult to say ‘no’.

The impact of social media on self-esteem Many factors influence self-esteem, for example, your own thinking processes, age, illnesses, disabilities or some emotional and physical limitations. There are also external stimuli that have an impact, for example, critical or negative feedback or responses from family and friends and, of course, the media.

Social media has made it extremely easy to connect with anyone in the world. Social media like Twitter, Facebook, TikTok, Snapchat, Instagram and online gaming communities allow us to have contact and interaction with anyone we choose. We must ask ourselves whether social media is doing more harm than good.

Keep in mind that the media can be highly informative with what is happening around the world and also allow us to have contact with friends and interest groups. Let us look at some of the main concerns regarding the influence of social media on self-esteem: Social media comparison Many learners compare themselves with what they read and see on Facebook – the looks, the clothing style, love life and social calendar. The more you compare yourself with this virtual lifestyle, the more you will feel that your life is inadequate and you will unnecessarily start to think poorly of yourself because you do not experience such glorious holidays, have beautiful clothes or a full social calendar. You will wish you are living someone else’s life. ‘If only my life was as exciting as George’s ...’

Sense of belongingness It is a basic need for all people to belong somewhere and to have friends. This sense of belongingness may increase or decrease based upon the frequency of using social media.

Many social media friends and followers might give a greater sense of belongingness.

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Someone who does not have many followers on social media might start to think that something is wrong with them. Most teenagers measure their sense of belongingness to the number of likes and comments they receive. They might sometimes be anxious for an entire day waiting for a ‘like’ on something they have posted. The acronyms FOMO (fear of missing out) and FOBLO (fear of being left out) are often used to describe this situation.

(Gallagher, 2017) Unfortunately, responses on social media can also have a negative effect because of unwanted reactions (on photos for example) and degrading comments. Cyberbullying will negatively affect self-esteem and self-confidence. Adolescents are especially at risk because their self-image relies on the opinion of peers and is heavily characterised by peer influence.

(Gallagher, 2017) Cyberbullying is extremely dangerous because it is easy for the bully to post a comment.

A person can be hundreds of kilometres away and still be able to effect a form of bullying.

Teenagers cannot escape cyberbullying by staying at home and isolating themselves.

FOR THE CURIOUS Read the article on the average daily time spent on social media around the world at bit.ly/3s1lvla

How to build my own self-esteem A healthy self-esteem is essential to be a happy and successful person. There are certain things that you can do to build and improve your self-esteem.

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Stop being your own biggest critic. Start to listen to the way you talk to yourself.

There is no use in breaking yourself down. Make a definite decision to stop doing that.

Make a list of all the great traits you have and everything that you have already accomplished.

Gracefully accept compliments.

Stop comparing yourself to others. Be proud of who you are.

Do not aim for perfection. Nobody is perfect.

Appreciate what makes you unique and what sets you apart from others.

Develop a positive mindset. Often repeat the following to yourself: ○ I love and accept myself ○ I believe in myself ○ I value and respect myself (Ackerman, 2020)

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Activity 2: Evaluate self-esteem Self-esteem quiz This quiz is a way for you to determine how you see yourself. By being honest with yourself you can see which areas need improvement. Your self-image is how you evaluate your own life, how you feel about school, your relationships and the future.

Scoring: Never 1 Rarely 2 Sometimes 3 Usually 4 Always 5 Statement

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2

3

4

5

I express my opinions openly.

I have no fear of being rejected by other people.

If I must make a major decision that affects myself, I may consult other people, but the final decision will be my own.

I forgive myself for my mistakes.

I believe that I deserve the best that life has to offer.

I accept myself for who I am.

I can express both positive and negative feelings.

I set aside time for myself.

I ask for help when I need it.

I will return an unsatisfactory item purchased to the store.

I do not worry about what others think of me.

When I am dissatisfied with a part of my life, I will take steps to make a change.

I am comfortable to make eye contact with other people.

When criticised, I listen, but do not take it personally.

I am comfortable trying new things.

I can list my accomplishments and positive qualities.

I am comfortable around successful people.

I believe I can handle anything.

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Interpretation of score 0 – 18: Time to change

19 – 36: Signs of trouble 37 – 54: Middle of the road 55 – 72: On the right track 73 – 90: Strong selfesteem

You question every decision made and do not respect yourself.

Your self-esteem is dangerously low. Improving your selfesteem should be your number 1 priority in life.

You believe that other people are worth more than you are. You need to start believing in yourself.

You have days when you think you are doing OK and days when you question everything you do. Work on believing in yourself more.

Your faith in yourself is on the right track. Practise recognising small accomplishments and be proud.

You have a healthy amount of self-respect and are comfortable with making decisions. You learn from mistakes.

Adapted: (Templateroller, n.d.)

LESSON 1.1.3: Personal/Self-development Personal development is a lifelong journey. It covers all the aspects of oneself like physical development, intellectual growth, emotional intelligence and spiritual growth. This may sound overly complicated, but it could also be fun. Most of us find it easier to motivate ourselves to learn and improve purposefully if we have a reason for doing so. The best way to embark on this journey is to develop your own personal vision – a clear idea of where you want to be in a few months or years and knowing why this is important to you. We will look at eight aspects involved in the successful planning of our own self-development.

1.

My personal vision You need a clear vision of what you want and where you want to be in life. Without this picture in mind, you will not be able to identify your personal development needs. What is your idea of being successful? How do you perceive personal success? In which of the following areas do you want to achieve success?

• • • •

Formal studies Career or professional life Personal life and relationships Hobbies or sport

2.

Setting personal goals There is a strong correlation between self-motivation, personal goals and achievement.

Each individual has their own personal goal which might be quite different from someone else’s. These personal goals may change from time to time as we grow and move through life. © Optimi

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At present, achieving good grades might be your goal. Later you may want to pass your driving test or get a job. In general, the more someone achieves, the more self-confident they will become. As self-confidence increases, so does the ability to achieve. Poorly formulated or unrealistic goals can cause failure to achieve these goals. This may lead to a poor selfesteem and low self-confidence. It will also affect motivation levels.

It is important to plan the setting of goals. After you have set and identified your goals, you have to try immediately to achieve those goals. You have to revise your goals daily or weekly to ensure that you are well on track with the achievement of your goals.

Goals must be guided by the SMART principle.

• Specific: Goals must be detailed and target a particular result.

• Measurable: You must be able to determine whether you are making progress or whether you have achieved your goal.

• Achievable: You must be able to reach your goal.

• Realistic: You must look at the bigger picture and be realistic when setting goals.

• Time-bound: You must have a deadline by when the goals must be reached.

3.

SWOT analysis for personal development To ensure that goals are realistic, we need to understand our own strengths and weaknesses.

A SWOT analysis is a way of looking at yourself and your situation to identify areas in need of attention. Use the template below to reflect on your own strengths, weaknesses, opportunities and threats.

Strengths The areas that can support you reaching your goal, e.g. I do not give up easily.

Weaknesses All the areas that could keep you from reaching your goal, e.g. I spend too much time on social media.

Opportunities Possibilities that you could take advantage of, e.g. My friend is excellent in time management and can maybe help me to plan my time better.

Threats The things that might prevent you from reaching your goal, e.g. My friends do not respect my study time.

4.

Design your own personal development action plan To be able to turn your vision into reality, you need your own action plan. After identifying your strengths and opportunities, you need to overcome weaknesses and threats. The best way to do that is to use your strengths and opportunities and develop an action plan so that your vision becomes a reality by reaching your goals.

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An action plan includes: • clearly describing or formulating the goal you want to achieve • the different steps needed to reach the goal • deadlines for the different tasks to be completed • a list of resources needed to complete these tasks • a way to evaluate and measure your success

Activity 3: My personal development plan Complete the following table by designing your own Personal Development Plan. For the purpose of this activity focus only on one goal.

My personal development plan Vision statement ________________________________________________________________________ ________________________________________________________________________ SMART goals Write your goal here: S: Is it specific?

M: Is it measurable?

A: Is it achievable?

R: Is it realistic?

T: It is time-bound?

SWOT analysis Strengths

Weaknesses

Opportunities

Threats

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Action plan Actions

Who is involved?

What do I need?

When must it be completed?

LESSON 1.1.4: Strategies to build self-confidence and confidence in others Self-confidence is the understanding that you trust your own judgement and abilities. It simply means having faith in yourself. Confidence is shown in different ways. It can be the way you behave, in other words how you communicate and your body language. Confidence is the term we use to describe how we feel about our ability to perform roles, functions and tasks.

Confident people are generally more positive towards the world and the people around them and about their daily actions and tasks. Becoming more knowledgeable about different issues, often talking to people and practising positive thinking are all useful ways to improve your levels of confidence. (Skills You Need, n.d.)

Improve communication skills It is not always easy for everybody to do presentations or to have difficult conversations. To communicate with confidence, you need to know what you want to say and clearly say what you want.

Tips for confident communication • A stable clear voice. Practise to talk without whispers or stammering.

• Make eye contact with your audience.

• Listen attentively to others.

• Be assertive. Do not confuse self-confidence with aggressiveness.

• Speak from the heart – if you are passionate about what you say, you will feel more confident. (Matta, 2012) Plan to complete tasks successfully and on time Finishing tasks gives a feeling of accomplishment and promotes self-confidence. Stop procrastinating and start doing what needs to be done. Proper time management skills are equally as important as proper communication skills.

Useful guidelines • Keep a planner where you plan your activities and manage your time to keep to your deadlines.

• Remove all distractions, e.g. TV, social media, phone.

• Congratulate yourself on all tasks completed successfully and on time and reward yourself.

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Problem-solving and decision-making If you have confidence in your own judgement and abilities, it would be easier to identify the real source of problems and make decisions to solve or overcome that specific issue.

We know that if the same problem shows up again, the reason probably is that you were not able to identify the real issue causing the problem in the first place. Every time you start doubting your decisions, you will lose some of your self-confidence and start to doubt your own abilities.

Problem-solving and decision-making Some useful guidelines for solving problems or making decisions • Clearly identify the problem or the issue. Try to understand why you think there is a problem.

• Try to find potential causes for the problem. Also rely on the input from other people and listen to their opinions.

• Identify alternative ways in which to approach the problem in order to solve it.

• Brainstorm with others to find possible solutions.

• Decide on the best possible solution to solve the problem.

• Implement your final decision.

• Evaluate the outcome. Did your plan work? Was this the best solution?

Problem-solving method

Very often we make decisions based on emotions. To ensure that the decision is viable and the best personal option available, a logical approach must be implemented. Rely on many different opinions of those not emotionally involved in the problem.

Effective problem-solving and decision-making will be covered in more detail in Grade 11. © Optimi

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How to build confidence in others It is not always easy to build confidence in another person. You can merely encourage them to be more confident. Let us look at some ways of encouragement.

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•

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Celebrate success. Your friend has passed their test. Make an effort to congratulate them on their success. Tell them how awesome you think that is.

Compliment often. Compliment people on things they have done well. Many people are overly critical of their actions. Affirmation that something has been done well will encourage and motivate them.

Listen to learn. Learn to listen when somebody talks to you. When someone expresses their anxiety or insecurities about something they must do, do not just dismiss it. Provide support and sound advice. Make an effort to meet people that are different from you. Focus on their uniqueness and what you can learn from them.

Acknowledge and respect uniqueness and differences. Try to learn more from people different than you. The better we understand others, the easier it would be to support them.

FOR THE CURIOUS The Power of Positive Thinking: How Thoughts Can Change Your Life

by Brian Tracy Brian Tracy is a Canadian-American motivational public speaker and self-developed author of over eighty books. Below is a summary of the most important aspects of his article.

Can you guess what the most successful and happy people think about all day long? The answer is quite simple …

Healthy, happy people think about what they want, and how to get it, most of the time. In this way developing a positive attitude can profoundly change your entire life.

When you think and talk about what you want and how to get it, you feel happier and in greater control of your life. When you think about something that makes you happy, your brain releases endorphins, which give you a generalised feeling of well-being. As a result, you develop a positive attitude.

How to think positive Based on many psychological tests, happy people seem to have a special quality that enables them to live a better life than the average.

Can you guess what it is? It is the quality of optimism!

The best news about optimism is that it is a learnable quality. That means you can learn how to think positive by taking adopting an optimistic mindset.

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By the law of cause and effect, if you do and say what other healthy, happy people with positive attitudes do and say, you will soon feel the same way, get the same results, and enjoy the same experiences that they do.

Happy people find good in the world Optimists seem to have different ways of dealing with the world that set them apart from the average.

1.

2.

First, they keep their minds on what they want, and keep looking for ways to get it.

They are clear about goals and they are confident that they will accomplish them, sooner or later.

My Second, optimists look for the good in every problem or difficulty. When things go wrong, as they often do, they say, ‘That’s good!’ And then set about finding something positive about the situation.

What we know is that, if you are looking for something good or beneficial in a person or situation, you will always find it. And while you are looking, you will be a more positive and cheerful person.

The power of positive thinking Optimists seek the valuable lesson in every setback or reversal. Rather than getting upset and blaming someone else for what has happened, they take control over their emotions by saying, ‘What can I learn from this experience?’

Resolve today to learn how to develop positive thinking and a positive attitude toward yourself, the people around you and your life.

How do you train your mind to think positive?

Training your mind to think positive can be achieved by leveraging a simple concept. Your mind has enough bandwidth to only focus on one thought at a time. All you must do is keep it focused on uplifting thoughts until you form the same types of neural pathways that are created when you establish a new habit.

When a negative event occurs, remember that it is your response that truly determines the outcome. Always look for the positive response or optimistic lesson when such events take place.

Decide to be happy Resolve from now to see your glass of life as half full rather than half empty. Happy people give thanks for the many blessings in life rather than worrying or complaining about the things they do not have.

Assume the best of intentions on the part of everyone around you. Most people are decent, honest and are trying to do the absolute best they know how to. When you look for something good in their words and actions, you will almost always find something.

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Your positive attitude in action It is easy to be cheerful when everything is going according to plan. But it is when you encounter unexpected setbacks and difficulties that you demonstrate to yourself, and the world around you, what kind of an attitude you really have.

Make sure that it is a positive one!

How positive thinking can help you Developing a positive attitude can help you in more ways than you might realize. When you think positive thoughts, you do not allow your mind (conscious or subconscious) to entertain any negative thoughts or doubts.

After you learn how to think positive, you will notice amazing changes all around you.

Your brain will begin to operate in a state of free-flowing feel-good hormones called endorphins, which will make you feel lighter and happier. You will also notice a major boost in confidence and will feel more capable of taking on new assignments and challenges that might have previously been outside your comfort zone.

By reducing your self-limiting beliefs, you will effectively release your brakes and experience growth like you never imagined. Essentially, you can change your entire life simply by harnessing the power of positive thinking.

Source: bit.ly/3sZqDaF

Summary To be able to develop and grow as a person it is important to increase our self-awareness.

Understanding yourself better, knowing your strengths and weaknesses provide you with an opportunity to develop strategies to improve yourself. You need to understand what might impact your self-esteem and how it might influence your level of confidence and relationships.

You need to take control of your own personal development. Formulating your own vision statement and setting clear and smart goals will contribute to reaching your dreams.

LESSON 1.1: Assessment 1.

2.

3.

4.

5.

List THREE effects of a poor self-esteem on a person’s personal development.

(3 × 1) = (3) What is the difference between self-awareness, self-esteem and self-development?

(3 × 1) = (3) Discuss FOUR ways of building self-esteem.

(4 × 1) = (4) Your friend is struggling with low self-confidence. Suggest FOUR strategies that you can implement to help your friend improve their self-confidence.

(4 × 1) = (4) Explain the importance of having clear vision in order to reach your goals.

(2 × 1) = (2)

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Your friend has a negative view of the world and about themself. They see only a bleak future. Write a short paragraph on the benefits of positive thinking. You may refer to the article by Brian Tracy.

(4 × 1) = 4 [20]

LESSON 1.2: Power, power relations, masculinity, femininity and gender In this lesson we will explore gender roles in our society. Society has certain expectations how we should act, speak, dress and conduct ourselves based on our assigned sex. We call it stereotyping. We will also look at the impact of power in relationships. When you have power, it means that you can influence others more easily and can let the other person do what you want them to do. This can lead to manipulation and controlling behaviour which can be harmful to self-esteem.

LEARNING OBJECTIVES

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At the end of this lesson, you must be able to: understand the impact of gender identity and gender roles understand the impact of stereotyping gender roles understand how gender inequality and the misuse of power in relationships can contribute to sexual abuse define the concepts of power, power relations, masculinity, femininity and gender

DEFINITIONS Culture: Culture is an umbrella term which encompasses the social behaviour and norms found in different societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities and habits of the individuals in these groups.

Femininity: A set of attributes, behaviours and roles associated with girls and women.

Gaslighting: A tactic and form of abuse in which a person manipulates another person in the hope of acquiring power and control over them. The manipulation leads to the victim questioning their own reality and perceptions.

Gender: The range of characteristics pertaining to and differentiating between masculinity and femininity.

Gender norms: Standards and expectations to which women and men generally conform within a particular society, culture or community.

Masculinity: A set of attributes, behaviours and roles associated with boys and men.

Power: In social sciences and politics, power is the capacity of an individual to influence the actions, beliefs and/or conduct of others.

Relationship power: Power in relationships is the respective abilities of each individual in that relationship to influence each other and direct the relationship.

Sexual abuse: Unwanted sexual activity with perpetrators using force, making threats or taking advantage of victims not able to give consent. © Optimi

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