Term 3 Worksheets, Memos, & Summaries

Weeks 1-4
Lesson 1 - Worksheet
Activity 1: SELF EXPLORATION & DISCOVERY:

Who Am I?
The purpose of this activity is to help you reflect on what’s important to you, which is the first step to
understanding what to look for in a job or career. Reflect on the following and fill in the boxes.
Experiences What’s Important to Me

List activities, clubs, hobbies, interests, Mark / circle which of the below values are
job shadows, leadership positions, part-time jobs,
important to you in relation to what you
Example volunteer work, etc:
2023 would like to achieve one day:
Soccer Team Captain
o Achievement
o Building Relationships
o Challenge
o Collaboration/
o Teamwork
o Compensation/Salary
o Creativity
o Cultural Diversity
o Helping Others/Society
o Independence
o Job Security
o Leadership
o Leisure
o Prestige
o Recognition
o Self-Expression
o Support
o Utilizing Skills
o Variety
o Working Inside
o Working Outdoors
My top FIVE strengths, skills, interests, favourite classes, or subjects:
What I could do with my interests and abilities and the things that interest me:
What I’d like to improve on and learn more about:
©2023 Teenactiv 1 www.teenactiv.co.za

Activity 2: MY SKILLS AND ABILITIES
Who Am I?
SKILLS & ABILITIES ASSESSMENT: all jobs require different

skills and abilities. You might not have all the skills or abilities
necessary for some occupations, but you do have an aptitude to
learn new skills. Aptitudes measure the ease with which you can
learn something new.
Instructions: In each section below, place a check mark next to the
skill(s) you have now. Then go back and place a check mark next to
the skills you might not have yet but feel you could learn with a little work. Total the checks in each section
then, at the bottom of the page, circle the area where you had the most skills and aptitude.
My highest SKILLS & ABILITIES section currently is: ________________________________
What comes to mind when you think of your skills?

What can you do with your skills that is unique to you?

PERSONALITY & TEMPERAMENT
Your personality is a combination of emotional and behavioural characteristics that make you different from
others. How you think, feel and act with different people and in different situations is influenced by your
personality or temperament. Different careers appeal to people, partially based on their personality traits.
Instructions: Think about your temperament when you answer the following questions. In which situations
would you prefer the major part of your working day to involved?
My highest PERSONALITY & TEMPERAMENT section currently is: ____________________________
Do your surveys match? Are they similar or very different?

What do you think of your choices from the first part of the assessment? Do they still apply?

Activity 1: Elective Subjects
Read through the information below and answer the questions that follow.
Field Subject Subject Description Strengths Career Option

Basics of accounting that will • Independent studying • Financial
help you if you want to pursue • Conscientious work-ethic Advisor
Accounting a career in accounting or • Sound mathematical
finances or managing a • Chartered
ability
business. Accountant
Based on economics and • Passion for business • Politician
management in the context of • Language skills
business. You’ll learn about • Lawyer
Business • Organisational skills
Studies business plans; proposals and • Analytical skills • Advocate
you’ll learn about on how a
Business, Trade and Economics
• Human
consumer thinks and acts.
Here you’ll learn about how • Reading Resources
money is used in the world, • Comprehension
specifically South Africa. Find • Sound study methods for
out how it’s produced, how it large volumes of work
Economics
gets consumed and used by
the nation and how the country
decides how to distribute its
wealth.
This subject is not just about • Problem solving • Tour Operator
cooking, although you will learn • Communication • Chef
the terminology and etiquette • Critical and Creative
• Hotel Manager
Consumer on a basic level. You will learn • Thinking
Studies about the different strategies • Practical • Guesthouse
used by businesses to read • Collaboration Manager
and understand consumers to
increase sales and productivity. • Airline Crew
You’ll gain the knowledge and • Reading • Cruise Ship
Tourism know-how required to pursue a • Creative Cabin Crew
career in tourism.
This is focused on equipping • Attention to detail • Doctor
Computer you with basic computer • Organised • Physiotherapist
Applications literacy in Microsoft • Practical
Technology programmes like Word and the • Biologist
Science & Technology
(CAT) basic functioning and controls • Speech

of a computer.
Therapist
You’ll gain an in-depth • Logical
knowledge on the physical • Problem-solving • Program
Information workings of a computer. You’ll • Creative Developer
Technology learn how to use computers
• Engineer
properly and basic
programming skills. • Software
This is the study of the life • Problem-solving Technician
Life Science around us which includes • Practical
plants, animals and humans. • Data manipulation
• Communication
Physics and chemistry are • Strong mathematical
combined to make this one ability
Physical
subject. You’ll get the • Strong work ethic
Science
foundations to prepare you for • Memorising info
tertiary level science.
The basics of designing • Strong mathematical • Engineer
Engineering
systems and processes using ability

Engineering • Medical
symbols, signs and lines will be • Strong work ethic
Graphics & Technologist
Design
taught. • Insightful
You’ll learn all about the • Investigative • Journalist

different physical features of • Research • Filmmaker
the Earth and atmosphere, how • Problem-solving
Human and Social Studies
Geography • Anthropologist
it works and how human activity
affects the natural workings of • Human Rights
both.
Activist
As the name implies, you’ll • Strong language skill
study the events of the past • Mature judgement • Creative Writer
History
which have influenced South • Open-mindedness • Academic
Africa and the rest of the world.
Researcher
All the different religions are • Strong language skill
Religion included here. You’ll learn • Mature judgement
Studies about each of their values, • Open-mindedness
history, cultures and practices.
Focuses on the design • Creative • Fine Art
process, production and theory • Innovative • Photography
Design behind products that are • Problem-solving
integrated in many different • Drama &
aspects of our lives. Theatre
You’ll learn about the various • Artistic • Acting
mediums of art through • Dedication (after school
experimentation and practicing. hours) • Dance
Visual Arts This is a time-consuming • Design (e.g.
Arts and Culture
subject and will need passion

Fashion,
and motivation to work after
school hours. Graphics)
Theoretically, you’ll learn about • Critical thinking • Architect
theatrical performance; the • Confident • Fine Artist
Dramatic history of the dramatic arts and • Communication
Arts you’ll be equipped with the • Musician
basic skills needed as a • Performer
performer.
• Entertainer
If you play an instrument, you • Musicality
can take music as a subject. • Dedication (after school • Graphic
Your music teacher will assist hours) Designer
Music
you with your theory and
practical knowledge and will
help you prepare for the music
exams to improve your level of • Fashion
music education. Designer
You’ll learn different dancing • Musicality
techniques and styles, the • Attention to detail
Dance history of dance and performers • Dedication (after school
Studies and how to choreograph your hours)
own dances that will relay a
message and meaning.
[Adapted from: www.educonnect.co.za, Accessed on 6 June 2023]
Activity 2:
2.1 Write down the field of study for each of the following careers.
2.1.1 Program Developer

2.1.2 Human Rights Activist
2.1.3 Lawyer (3)
2.2 List TWO examples of career options for each of the following subjects.
2.2.1 Design (2)

2.2.2 Geography (2)
2.2.3 Physical Science (2)
2.2.4 Consumer Studies (2)
2.2.5 Business Studies (2)
2.3 Indicate whether the following statements are TRUE or FALSE. Choose the answer
and write only ‘true’ or ‘false’ next to the question number. Give a reason if the
statement is FALSE.
2.3.1 Three important skills that you need in order to take business studies: Organisational;
Analytical; Mathematical. (1)
2.3.2 Computer Application Technology (CAT) is focused on equipping you with basic
programming skills. (1)
2.3.3 If you take Consumer Studies, you must like working alone. (1)
2.3.4 Dramatic Arts focuses on performance, so you won’t have to study a lot. (1)
2.3.5 If you want to become and engineer, you need to choose subjects from the Arts and
Culture Field. (1)
2.3.6 In History you will study the impact of local and international events of the past. (1)
(19)
Activity 3:
Choose the correct answer and write only the letter (A-D) next to the question number
(3.1 to 3.5), for example 3.6. D.

3.1 FET stands for…
A. Future Educational Training

B. Further Educational Teaching
C. Future Education and Training
D. Further Education and Training
3.2 How many fundamental subjects are there in the FET phase?
A. four
B. five
C. six
D. seven
3.3 NSC stands for …
A. National Senior Certification

B. Nationwide Student Certification
C. National Senior Certificate
D. Nationwide School Certificate
3.4 Ability refers to …
A. something that has been done successfully

B. the process or fact of achieving something
C. not meeting a desirable or intended objective
D. a talent or skill in a particular area
3.5 Which of the following should play a role in your decisions about subject choice?
A. What your friends choose
B. What your weaknesses are
C. The teachers that you like
D. What older learners say
(5x1) (5)
Activity 4:
Read the extract below and answer the questions that follow.

In-demand careers in South Africa in 2022
When it comes time for you to find work, the best way to set yourself apart from the rest is by getting an
idea of the most in-demand jobs in South Africa right now. But before you dive into a job search, consider
this: what skills are in high demand in South Africa? Once you have a solid understanding of which
industry skills are on the rise, you will be much better prepared come subject-choice time.
[Adapted from https://grabjobs.co/resources/career-resources/
job-search/most-in-demand-jobs-in-south-africa/
Accessed 16 August 2022]
Write paragraphs on the importance of in-demand careers.

Use the following as a guideline.
● Define the term in-demand careers and provide ONE example of how Grade 9’s can find
out which careers are in demand. (1+1) (2)
● Discuss TWO reasons why it is important for Grade 9’s to consider in-demand careers
when making their subject choice. (2x2) (4)
● Recommend TWO practical ways in which high school learners can build skills that will
make them more likely to be successful in an in-demand career field. (2x2) (4)
(10)
Lesson 2 - Worksheet MEMO

Activity 1: Elective Subjects
Read through the information below and answer the questions that follow.
Field Subject Subject Description Strengths Career Option

Basics of accounting that will • Independent studying • Financial
help you if you want to pursue • Conscientious work-ethic Advisor
Accounting a career in accounting or • Sound mathematical
finances or managing a • Chartered
ability
business. Accountant
Based on economics and • Passion for business • Politician
management in the context of • Language skills
business. You’ll learn about • Lawyer
Business • Organisational skills
Studies business plans; proposals and • Analytical skills • Advocate
you’ll learn about on how a
Business, Trade and Economics
• Human
consumer thinks and acts.
Here you’ll learn about how • Reading Resources
money is used in the world, • Comprehension
specifically South Africa. Find • Sound study methods for
out how it’s produced, how it large volumes of work
Economics
gets consumed and used by
the nation and how the country
decides how to distribute its
wealth.
This subject is not just about • Problem solving • Tour Operator
cooking, although you will learn • Communication • Chef
the terminology and etiquette • Critical and Creative
• Hotel Manager
Consumer on a basic level. You will learn • Thinking
Studies about the different strategies • Practical • Guesthouse
used by businesses to read • Collaboration Manager
and understand consumers to
increase sales and productivity. • Airline Crew
You’ll gain the knowledge and • Reading • Cruise Ship
Tourism know-how required to pursue a • Creative Cabin Crew
career in tourism.
This is focused on equipping • Attention to detail • Doctor
Computer you with basic computer • Organised • Physiotherapist
Applications literacy in Microsoft • Practical
Technology programmes like Word and the • Biologist
(CAT) basic functioning and controls • Speech
of a computer.
Therapist
Science & Technology
You’ll gain an in-depth • Logical

knowledge on the physical • Problem-solving • Program
Information workings of a computer. You’ll • Creative Developer
Technology learn how to use computers
• Engineer
properly and basic
programming skills. • Software
This is the study of the life • Problem-solving Technician
around us which includes • Practical
Life Science
plants, animals and humans. • Data manipulation
• Communication
Physics and chemistry are • Strong mathematical
Physical
combined to make this one ability
Science
subject. You’ll get the • Strong work ethic

foundations to prepare you for • Memorising info
tertiary level science.
The basics of designing • Strong mathematical • Engineer
Engineering
systems and processes using ability

Engineering • Medical
symbols, signs and lines will be • Strong work ethic
Graphics & Technologist
Design
taught. • Insightful
You’ll learn all about the • Investigative • Journalist

different physical features of • Research • Filmmaker
the Earth and atmosphere, how • Problem-solving
Human and Social Studies
Geography • Anthropologist
it works and how human activity
affects the natural workings of • Human Rights
both.
Activist
As the name implies, you’ll • Strong language skill
study the events of the past • Mature judgement • Creative Writer
History
which have influenced South • Open-mindedness • Academic
Africa and the rest of the world.
Researcher
All the different religions are • Strong language skill
Religion included here. You’ll learn • Mature judgement
Studies about each of their values, • Open-mindedness
history, cultures and practices.
Focuses on the design • Creative • Fine Art
process, production and theory • Innovative • Photography
Design behind products that are • Problem-solving
integrated in many different • Drama &
aspects of our lives. Theatre
You’ll learn about the various • Artistic • Acting
mediums of art through • Dedication (after school
experimentation and practicing. hours) • Dance
Visual Arts This is a time-consuming • Design (e.g.
subject and will need passion
Fashion,
and motivation to work after
Graphics)
Arts and Culture
school hours.
Theoretically, you’ll learn about • Critical thinking • Architect
theatrical performance; the • Confident • Fine Artist
Dramatic history of the dramatic arts and • Communication
Arts you’ll be equipped with the • Musician
basic skills needed as a • Performer
performer.
• Entertainer
If you play an instrument, you • Musicality
can take music as a subject. • Dedication (after school • Graphic
Your music teacher will assist hours) Designer
you with your theory and
Music • Fashion
practical knowledge and will
help you prepare for the music Designer
exams to improve your level of
music education.
Dance You’ll learn different dancing • Musicality
Studies techniques and styles, the • Attention to detail
history of dance and performers • Dedication (after school
and how to choreograph your hours)
own dances that will relay a
message and meaning.
[Adapted from: www.educonnect.co.za, Accessed on 6 June 2023]
Activity 2:
2.1 Write down the field of study for each of the following careers.
2.1.1 Program Developer SCIENCE & TECHNOLOGY

2.1.2 Human Rights Activist HUMAN & SOCIAL STUDIES
2.1.3 Lawyer BUSINESS, TRADE & ECONOMICS (3)
2.2 List TWO examples of career options for each of the following subjects.
2.2.1 Design (2)

• Fine Art
• Photography
• Design (e.g. Fashion, Graphics)
• Architect
• Graphic Designer
• Fashion Designer
2.2.2 Geography
• Journalist (2)
• Filmmaker
• Anthropologist
• Human Rights Activist
• Academic Researcher
2.2.3 Physical Science (2)

• Doctor
• Physiotherapist
• Engineer
2.2.4 Consumer Studies (2)

• Chef
• Hotel Manager
• Guesthouse Manager
• Airline Crew
• Cruise Ship Cabin Crew
2.2.5 Business Studies (2)

• Politician
• Lawyer
• Advocate
• Human Resources
2.3 Indicate whether the following statements are TRUE or FALSE. Choose the answer
and write only ‘true’ or ‘false’ next to the question number. Give a reason if the
statement is FALSE.

2.3.1 Three important skills that you need in order to take business studies: Organisational;
Analytical; Mathematical. (1)
F. Organisational; Analytical; Language
2.3.2 Computer Application Technology (CAT) is focused on equipping you with basic
programming skills. (1)
F. CAT is focused on equipping you with basic computer literacy in
Microsoft programmes
2.3.3 If you take Consumer Studies, you must like working alone. (1)
F. If you take Consumer Studies, you need to be able to work collaboratively
2.3.4 Dramatic Arts focuses on performance, so you won’t have to study a lot. (1)
F. Dramatic arts focuses on basic performance skills, you will need to study
the history of dramatic arts.
2.3.5 If you want to become and engineer, you need to choose subjects from the Arts and
Culture Field. (1)
F. You need to choose subjects from the Engineer OR Science and
Technology field.
2.3.6 In History you will study the impact of local and international events of the past. (1)
T.
(19)
Activity 3:
Choose the correct answer and write only the letter (A-D) next to the question number
(3.1 to 3.5), for example 3.6. D.
3.1 FET stands for…
E. Future Educational Training

F. Further Educational Teaching
G. Future Education and Training
H. Further Education and Training
3.2 How many fundamental subjects are there in the FET phase?
E. four
F. five
G. six
H. seven
3.3 NSC stands for …
E. National Senior Certification

F. Nationwide Student Certification
G. National Senior Certificate
H. Nationwide School Certificate

3.4 Ability refers to …
E. something that has been done successfully

F. the process or fact of achieving something
G. not meeting a desirable or intended objective
H. a talent or skill in a particular area
3.5 Which of the following should play a role in your decisions about subject choice?
E. What your friends choose
F. What your weaknesses are
G. The teachers that you like
H. What older learners say
(5x1) (5)
Activity 4:
In-demand careers in South Africa in 2022
When it comes time for you to find work, the best way to set yourself apart from the rest is by getting an
idea of the most in-demand jobs in South Africa right now. But before you dive into a job search, consider
this: what skills are in high demand in South Africa? Once you have a solid understanding of which
industry skills are on the rise, you will be much better prepared come subject-choice time.
[Adapted from https://grabjobs.co/resources/career-resources/
job-search/most-in-demand-jobs-in-south-africa/
Write paragraphs on the importance of in-demand careers.

● Define the term in-demand careers and provide ONE example of how Grade 9’s can find
out which careers are in demand. (1+1) (2)
In-demand careers are defined as:

● career fields where the probability of a job seeker gaining employment in a given
occupation is greater (✔)
● job that is determined to be needed in a specific place (✔)
Any ONE of the above for ONE mark
AND
Grade 9’s can find out about careers in demand by:
● researching in-demand jobs on the internet (✔)

● asking recruiters about which jobs are needed (✔)
● interviewing people in a particular industry about jobs that are in demand in that
field (✔)

● Discuss TWO reasons why it is
important for Grade 9’s to consider in-demand careers
when making their subject choice.
(2x2) (4)
Knowing about in-demand careers is important because:
● it allows learners to pick subjects that are in line with in-demand fields (✔) thus making it
more likely that they will be employable (✔)
● it allows learners to see if their passions/interests line up with an in-demand field (✔) this
will assist them in making good subject choices (✔)
● it allows them to focus on skills building within their subject choice (✔) thus providing
them with the foundation for an in-demand field (✔)
Any TWO of the above for TWO marks each

(i.e ONE mark for statement and ONE mark for qualifier/outcome)
● Recommend TWO practical ways in which high school learners can build skills that will
make them more likely to be successful in an in-demand career field. (2x2) (4)
Possible answers may include the following:
● Work shadowing within their field of interest (✔) this will allow them to get a grip on the
skills that are required for that job (✔)
● Researching skills that are in demand (✔) and then direct their learning and extra murals in
a way that can build those skills (✔)
● Volunteering (✔) this will enable them to build interpersonal/ communication/ organisational
skills (✔)

(10)
WORLD OF WORK: Career And Subject Choices
Activity 1: Exam Practice

Read the following extract and answer the questions that follow.
Hasaan is a grade 12 student who is busy applying to tertiary institutions. He is currently

experiencing a lot of anxiety because he is not sure what to study. When he was in grade 9, he
wanted to be a musician, but his parents advised him against taking music as a subject and
instead chose his subjects for him. He is now struggling to pass Maths and Physics and cannot
struggles through Geography class. He just longs to get home so that he can sing along to his
piano or beat out his frustrations on the drums.
The application deadlines are approaching fast and Hasaan fears that he may just have to let
his parents make the decision for him again because he really has no idea what to do.
[Adapted from https://www.healthline.com/health/anxiety; Accessed on 18 May 2023]
1.1 List THREE compulsory subjects that Hasaan should have. (3 x 1) (3)
1.2 Besides musician/performing artist, list ONE other example of a career option (1 x 1) (1)
if you have Music as a subject.
1.3 List ONE reason how poor subject choices affected Hasaan and state how he (1 + 1) (2)
could have avoided this?
1.4 Explain TWO reasons why parents must support their children in their (2 x 2) (4)
choices and not choose for them.
1.5 Discuss TWO reasons why it is important to take your interests and (2 x 2) (4)
strengths into consideration when making your subject choices.
1.6 Besides “exploring where their deeper interests and abilities lie…” recommend (2 x 2) (4)
TWO other aspects one should consider when making a career choice.
1.7 Recommend ONE way how Hasaan can convince his parents that he needs to (1 x 2) (2)
study music.
(20)
Activity 2: Additional Exam Practice
Choose a description from COLUMN B that matches an item in COLUMN A.

Write only the letter (A-G) next to the question number (2.1 to 2.5).
Column A Column B
2.1 passion A. not being good/achieving at something

2.2 weakness B. a natural ability to do something
2.3 strength C. the process of receiving instruction
2.4 education D. acquiring knowledge or skills
2.5 aptitude E. a beneficial quality or attribute of a person
F. a great love for something
G. an inability to do a task
(5x1) (5)
WORLD OF WORK: Career and Subject Choices
Lesson 3 – Worksheet MEMO
Activity 1: Exam Practice
Hasaan is a grade 12 student who is busy applying to tertiary institutions. He is currently

experiencing a lot of anxiety because he is not sure what to study. When he was in grade 9, he
wanted to be a musician, but his parents advised him against taking music as a subject and
instead chose his subjects for him. He is now struggling to pass Maths and Physics and cannot
struggles through Geography class. He just longs to get home so that he can sing along to his
piano or beat out his frustrations on the drums.
The application deadlines are approaching fast and Hasaan fears that he may just have to let
his parents make the decision for him again because he really has no idea what to do.
[Adapted from https://www.healthline.com/health/anxiety; Accessed on 18 May 2023]
1.1 List THREE compulsory subjects that Hasaan should have. (3 x 1) (3)
• Any two South African languages
• Mathematics/ Mathematical Literacy
• Life Orientation
Any THREE
1.2 Besides musician/performing artist, list ONE other example of a career option (1 x 1) (1)
if you have Music as a subject.
• Music Teacher
• Composer (film/television)
• Sound Engineer
Any ONE of the above or other relevant answer for ONE mark
1.3 List ONE reason how poor subject choices affected Hasaan and state how he (1 + 1) (2)
could have avoided this?
• He is now stuck with subjects he does not enjoy and not doing well at ✓
AND
• If he had more information or better self-knowledge, it would have been
easier to stand up to his parents. ✓
1.4 Explain TWO reasons why parents must support their children in their (2 x 2) (4)
choices and not choose for them.
• The younger generation is more advance in term of science and
technology compared to the older generation✓, and choices are also
more. Thus, parents don’t necessarily know what is available✓
• Teens may have different passions than their parents✓ which can
lead to a higher probability of inaccurate judgement. ✓
• It is important for parents not to make final decision for their
teenager’s field of studies✓ due to the generation gap, ✓
• The career may not interest the son / daughter: ✓ They might follow the
parent out of emotions, but what if the son / daughter is not able to
fulfil the expectations due to lack of interest✓
• The career may not interest the son / daughter, so money and time are
wasted✓ / the learner’s future could be ruined. ✓
• The teenager will eventually have to do all the studying and work
related to that career field, not their parents✓; so parents should
understand that due to their wishes, their daughter / son may fail to
give their best in the career. ✓

1.5 Discuss TWO reasons why it is important to take your interests and strengths into (2 x 2) (4)
consideration when making your subject choices.
• Knowing your interests and strengths will in return guide you✓ to
certain preferences for certain work activities and work
environments✓.
• When a career is aligned with one's interest there may be more
motivation✓ to devote effort into developing relevant knowledge and
skills✓

• Choosing subjects that overlaps with your interests✓, leads to
setting higher career-related goals and taking actions to achieve
those goals✓.
• Choosing subjects in which you have a genuine interest in✓ means
you are much more likely to study them and do well✓.
• Knowing and working with your strengths✓ will help you to be
successful and stay motivated✓.

1.6 Besides “exploring where their deeper interests and abilities lie…” recommend (2 x 2) (4)
TWO other aspects one should consider when making a career choice.
• What you love✓ so that you don’t spend your weekdays doing
something that makes you unhappy.✓
• Your passion ✓because if you passionate about something the
chances are greater you’ll be fulfilled in your career
• Your strengths✓ so that you can excel at your job and feel good about
yourself.✓
• Your weaknesses✓ so that you don’t do something you can’t do and
therefore, won’t progress within your chosen field✓
• Thorough research✓ so that you make a well-informed decision✓
• Job market/ availability of jobs✓ so that you don’t struggle to find
employment afterward studying because there are no jobs available.✓
• Your financial circumstances✓ so that you know what your family can
afford to pay for (e.g. extra studies)✓
Any TWO of the above for TWO marks each.

1.7 Recommend ONE way how Hasaan can convince his parents that he needs to (1 x 2) (2)
study music.
• Gather information about his chosen career and, form and (20)
present them with a sound argument ✓ detailing the benefits ✓
of your choice.
The above or any other relevant answers for TWO marks
Activity 2: Additional Exam Practice
Choose a description from COLUMN B that matches an item in COLUMN A.

Write only the letter (A-G) next to the question number (2.1 to 2.5).
Column A Column B
2.1 passion F H. not being good/achieving at something
2.2 weakness A I. a natural ability to do something

2.3 strength E J. the process of receiving instruction
2.4 education C K. acquiring knowledge or skills
2.5 aptitude B L. a beneficial quality or attribute of a person
M. a great love for something
N. an inability to do a task
(5x1) (5)
Lesson 4 – Worksheet
Activity 1: Subject Choice Reflections
Reasons why…
I should research requirements for I should ask for advice from my parents or
higher institutions: teachers:
I shouldn’t choose a subject because I like a teacher, my friends are taking it or my parents expect me to:
I found this to beneficial because: I should base my decisions on:
My strengths, talents and abilities make me unique

because:
Activity 2:
Answer the following questions by writing the answer next to the question number
(2.1 to 2.4). Write your answers in full sentences.

2.1 Define the concept of good decision-making.
(1x1) (1)
2.2 Provide THREE reasons why Grade 9’s might be indecisive when trying to choose
subjects. (3x1) (3)
2.3 Discuss why good decision making is important when Grade 9’s make their subject choice.
(1x2) (2)
2.4 Describe TWO steps a Grade 9 should consider when making their decision about
subject choice. (2x2) (4)
(10)

Activity 3:
Maria is a grade 9 learner about to make her subject choice. She will have to work hard to get a good
matric pass to be able to apply to follow her career ambition to become a lawyer. While there are no
required subjects for admission to the legal profession, Maria will be competing with many other
matriculants for the limited places in the legal course.
She is aware that while studying law there will be a lot of essay writing, talking to people and practical
components where she will need to argue ‘cases’ to practice her skills.
[Adapted from https://careerguidanceproject.co.za/exploration/subject-choices
Write paragraphs on subject choice.

● Differentiate between required subjects and recommended subjects with regards to tertiary
institutions. (1+1) (2)
● Explain TWO ways Maria can build skills needed if she is looking to go into the legal field.
(2x2) (4)

● Recommend TWO things Maria can do while in school to make herself
a more
competitive applicant for this course.
(2x2) (4)
(10)
Activity 1: Subject Choice Reflections
Learners will give personalized responses to this activity.

Reasons why…
I should research requirements for I should ask for advice from my parents or
higher institutions: teachers:
I shouldn’t choose a subject because I like a teacher, my friends are taking it or my parents expect me to:
I found this to beneficial because: I should base my decisions on:
My strengths, talents and abilities make me unique

because:
Activity 2:
Answer the following questions by writing the answer next to the question number
(2.1 to 2.4). Write your answers in full sentences.

2.1 Define the concept of good decision-making.
(1x1) (1)
Good decision-making is:
● Choosing actions that give the best outcome for themselves and others (✔)
● Entering into the decision-making process with an open mind and not let their own biases sway
them (✔)
● To make decisions rationally, after researching alternatives and understanding the consequences
(✔)
2.2 Provide THREE reasons why Grade 9’s might be indecisive when trying to choose
subjects. (3x1) (3)
Grade 9’s might be indecisive because:
● they are not aware of all the subjects available to them (✔)
● they feel overwhelmed by the idea of subject choice (✔)
● they do not know what career field they want to pursue (✔)
● they do not know what their strengths/abilities/weaknesses are (✔)
● they are being influenced by what their parents want (✔)
● they are being influenced by what their peers are doing (✔)
Any THREE of the above for ONE mark each
2.3 Discuss why good decision making is important when Grade 9’s make their subject choice.
(1x2) (2)
Good decision making is needed so that:
● learners make the correct choice (✔) this ensures that they won’t waste time doing subjects they
won’t need in the future. (✔)
● learners consider what careers they are interested in (✔) this ensures that their subject choice is
in line with their future goals.
● learners are allowing themselves a wide variety of career options (✔) this means that they are not
limiting their future prospects. (✔)
Any ONE of the above for TWO marks


2.4 Describe TWO steps a Grade 9 should consider when making their decision about
subject choice. (2x2) (4)
Steps in the decision-making process should include:
● Gather relevant information about different subject options (✔) by speaking to

educators or looking at CAP documents (✔)
● By looking at the content of subjects (✔) you will see if you need them for a future
career or whether your will enjoy them or not (✔)
● As you collect information, you will probably identify several possible career
options (✔) You can use the additional information to look at subjects that you may
not have considered yet (✔)

(10)
Activity 3:
Maria is a grade 9 learner about to make her subject choice. She will have to work hard to get a good
matric pass to be able to apply to follow her career ambition to become a lawyer. While there are no
required subjects for admission to the legal profession, Maria will be competing with many other
matriculants for the limited places in the legal course.
She is aware that while studying law there will be a lot of essay writing, talking to people and practical
components where she will need to argue ‘cases’ to practice her skills.
[Adapted from https://careerguidanceproject.co.za/exploration/subject-choices
Write paragraphs on subject choice.

● Differentiate between required subjects and recommended subjects with regards to tertiary
institutions. (1+1) (2)

Required subjects refers to:
● subjects that a learner has to have in order to apply for a
particular course (✔)
● specific subject combinations which are required in order for an applicant to be admitted to a
specific course (✔)
● subjects that form the basis for further studies and are a requirement for specific fields of study
(✔)
AND
Recommended subjects refers to:
● subjects that will make a course easier (✔)

● subjects which are not required for admission to a specific course, but are useful as they will
build on your current knowledge base (✔)
● Explain TWO ways Maria can build skills needed if she is looking to go into the legal field.
(2x2) (4)
Skills which will assist Maria are:
● essay writing (✔) as this would assist with learning how to build an argument in
writing (✔)
● debating (✔) as she will need to be able to argue cases (✔)
● speed reading (✔) as there will be numerous documents to read through (✔)
● learning other languages (✔) as clients may speak another language and this
will make it easier for her to understand them (✔)

● Recommend TWO things Maria can do while in school to make herself a more
competitive applicant for this course. (2x2) (4)
To make herself a competitive applicant, Maria can:
● participate extra murals such as model UN (✔) as this builds an understanding of
legalities that she will need (✔)

World of Work
Careers and Subject Choices
CONTENT SUMMARY
● leadership positions (✔) as this shows she can
speak to others and balance academics among other things (✔)
● work-shadow within the legal field (✔) as this proves her interest in the field/
allows her to build skills within the field (✔)

(10)
Week 1 to 4 (Term 3)
South Africa needs a workforce that responds to the needs of the economy and its social development. In order to
attain this, learners who are motivated to achieve their dreams and goals need to pursue the career paths that will
provide them with the appropriate skills and knowledge. Learners need to consider very carefully not only their
career options but also their subject choices. The combination of subjects is important for ultimate career choices
and opportunities.
Soon enough, as a Grade 9 learner, you will be getting ready to make some very important choices – and that will be
choosing your subjects for Grade 10. These will be the subjects that you will study from Grade 10 to 12, ultimately
write the National Senior Certificate (NSC).
It’s a big decision to make, how do you know what you should choose?

This section we will look at the different subjects you can take – each school will have
different options available, as well as related careers, strengths,
weaknesses, interests, and abilities. Key terms:
Career – the
Careers vs Job: this is an important distinction to make, occupation/job/professio
n you choose to follow
 A career is a long-term professional journey determined by for the rest of your life. passions.
It is the path to achieve professional goals and ambitions.
 A job is work performed to earn money to support basic needs. It Career Field – the area can be a
full-time or part-time job and may be short-term. It has specific or industry in which you agreed
upon duties between employers and employees. can work, e.g. Education,
IT, Arts
These lessons will focus on a very important first step in choosing the Electives – subjects that subjects
that will lead to a career field and a specific career - resulting in long you choose to do as part term
employment and ideally self-actualisation. of your FET course.
FET – Further Education

Understanding the various possibilities for long-term employment and and Training (The course the
knowledge necessary to begin work in a career field and progress in you complete during that job,
is directly linked to your subject choices. While you may be able to grade 10-12 at school) name a
dozen or more possible career paths for yourself or a friend, there are
thousands of jobs available to a willing workforce.
Choosing the correct subjects will mean that you will have a variety of exciting career options in various industries
that may be of interest to you, where you can excel and progress into a lifelong and rewarding job.
Lesson 1
Subjects in Grade 10, 11 and 12:
Subjects will differ from one school to the next – it is important to know what subjects are offered at your school and
to know what subjects you may want to take in Grade 10.

Accounting
Agricultural Management
Practices
Agricultural Sciences
Agricultural Technology
Business Studies
Civil Technology
Computer Applications
Technology
Consumer Studies
Consumer Studies
Dance Studies
Dramatic Arts
Economics
Electrical Technology
Engineering Graphics and
Design
Geography
History
Hospitality Studies
Information Technology
Life Sciences
Mechanical Technology
Music
Physical Sciences
Religion studies
Tourism
Visual Arts

We can categorise all the different subjects into different learning fields some examples are:
Learning Field: Subject:

Sciences Computer Applications Technology (CAT), Information Technology
(IT), Life Sciences, Physical Sciences, Mathematics
Human & Social Studies Geography, History, Religion Studies, Life Orientation
Services Consumer Studies, Hospitality Studies, Tourism
Business Commerce & Accounting, Business Studies, Economics
Management Studies
Agriculture Agricultural Management Practices, Agricultural Sciences, Agricultural
Technology
Culture & Arts Dance Studies, Design, Dramatic Arts, Music, Visual Arts
Manufacturing, Engineering Civil Technology, Electrical Technology, Mechanical Technology,
& Technology Engineering Graphics and Design
In addition – a learner may take a subject offered by an external assessment body, but it must be approved by the
Department of Basic Education.
The available subjects are:
 Equine Studies
 Maritime Economics
 Modern Greek (Second Additional Language)
 Music
 Nautical Science
 Sport and Exercise Science
Lesson 2
Careers related to different subjects:
Careers and subject choices: Subject choices influence career choices because the skills and knowledge gained in
specific subjects can be directly applicable to certain careers. If a student is interested in pursuing a career in the
medical field, they would likely need to have a strong foundation in biology, chemistry, and mathematics.
To obtain the National Senior Certificate in Grade 12, learners must have SEVEN subjects:
 Languages (one Home Language and one First Additional Language)
 Mathematics or Mathematical Literacy
 Life Orientation.
 Three optional subjects from a list of approved subjects.
SOME CAREER OPTIONS:
CAREER EXAMPLE RELATED SCHOOL SUBJECTS

OPTION

Administrative Bookkeeping, Clerical, Reception Computer Applications Technology,
and Secretarial Work. Information Technology, Accounting, Business
Studies, Languages.
Business Entrepreneur, Business Owners Civil Technology, Electrical Technology,
Including Farmers, Business Mechanical Technology, Engineering, Business
Managers, Commerce, Sales, Studies, Accounting, Mathematics, Economics,
Trading. Agricultural Management, Agricultural
Practices, Agricultural Sciences, Agricultural
Technology, Information Technology.
Health and Paramedic, Nurse, Doctor, Life Sciences, Physical Sciences, Mathematics.
Medicine Physiotherapist, Occupational
Therapist, Medical Technologist,
Speech and Language Therapist.
Hospitality and Chef, Tour Guide, Travel Agent. Hospitality Studies, Life Science, Geography,
Catering Tourism, Consumer Studies.
Information Computer Applications Computer Technician, Computer Programmer
Technology & Technology, Information Computer Graphic Artist, Graphic Design,
Computer Technology, Visual Arts. Games Design.
Work
Human Human Resource Manager, Consumer Studies, Hospitality Studies,
Resources Recruitment Officer, Languages, Life Orientation, Business Studies,
Performance Officer, Computer Applications Technology, Life
Performance Assessor. Sciences.
Law Attorney, Advocate, Legal Languages, Life Sciences, Physical Sciences,
Secretary, Forensic Science History, Life Orientation, Mathematics,
Technician, Law Clerk. Business Studies.
Media Actor, Director, Scriptwriter, Information Technology, Dance Studies,
Reporter, TV And Radio Hosting, Graphics and Design, Dramatic Arts, Music,
Sound Engineer, Photographer, Visual Arts, Languages.
Journalist, Film Editor.
Science and Information Security Analysts, Mathematics, Physical Sciences, Information
Technology Biomedical Engineers, Computer Technology, Civil Technology, Electrical
Systems Analysts, Technology, Mechanical Technology,
Engineering, Graphics and Design
Cartographers and
Photogrammetrists, Biochemists,
Biophysicists.
Social Services Social Workers, Children and Life Sciences, Life Orientation, Languages.
Family Services.
Technical Mechanics, Electricians, Depending on the type of work you want to do.
Trades and Plumbers, Welders, Builders, On the job training where you must serve an
Engineering Civil/Mechanical/ apprenticeship and pass trade tests
Electronic/Electrical/ Mining and Mathematics, Physical Sciences.
Environmental Engineers.
CAREER OPPORTUNITIES:
SUBJECTS FIELDS OF EXAMPLES OF CAREER OPPORTUNITIES

STUDY
Accounting Chartered Accountant, State Accountant, Financial Accountant, Bookkeeper, Banking
Services, Production Manager, Industrial Buyer, Retail Sales Executive, Systems Analyst,
Auctioneer, Chief Financial Officer
Agriculture Farm Manager, Nature Conservationist: Horticulturalist, Agricultural Technician,
Agricultural Engineer, Farmer, Landscape Engineer, Teacher
Civil Technology Draughtsperson, Shop Fitter, Cabinetmaker, Carpenter and Joiner, Plumber, Bricklayer
and Plasterer
Computer Technology Database Designer, Information Technology Specialist, Computer Technician, Software
Engineer, Computer Programmer
Dramatic Arts, Actor (stage, TV, movies), Director, TV Producer, TV Announcer, Radio Announcer,
Television Studies, Set/Costume/ Lighting/Sound Designer, Arts Manager, Speech Therapist, Public Relations
and Dance Studies Officer, Media Relations Coordinator, Dancer, Choreographer, Drama or Dance Teacher,
Critic, Dance Administrator, Aerobics Instructor, Dance Therapist, Fashion Show Director
Economics Chartered Accountant, Economist, Tax Consultant, Auditor, Stockbroker, Budget Analyst,
Business Analyst, Investment Analyst, Market Researcher, Bookkeeper
Electrical Technology Electrician, Auto-Electrician, Electrical Fitter, Electrical Draughtsperson, Electrical or
Electronics Technician, Electrical or Electronics Technologist
Engineering Graphics Architect, Electrical Draughtsperson, Mechanical Draughtsperson, Designer (furniture,
and Design motor vehicles, aeronautics)
Equine Studies Veterinarian, Jockey, Horse Trainer, Horse Breeder, Horse Rider
Geography Environmental Planner, Environmental Journalist, Town Planner, Rural and Urban
Planner, Map Maker, Meteorologist, Conservationist
History Journalist, Public Relations Specialist, Researcher, Tourism Practitioner, Archaeologist,
Historian, Legal Practitioner, Politician, Diplomat, Librarian, Marketer, Tour Guide
Hospitality Tour Guide, Tour Information Officer, Flight Attendant, Purser, Restaurant Manager,
Hotel Manager, Chef, Bartender, Waitron (restaurants, coffee shops, hotels, fast food
outlets, bed-and breakfast establishments), Food and Beverage Manager, Banqueting
Manager, Entrepreneur, Product Developer, Events Manager, Travel Agent, Fashion
Designer
Languages Interpreter, Journalist, Media Broadcaster, Author, Publisher, Editor, Tour Guide,
Translator
Life Sciences Marine Biologist, Microbiologist, Biochemist, Ecologist, Physiotherapist, Botanist,
Zoologist, Pharmacist
Mathematical Literacy Teacher, Plumber, Bricklayer, Welder, Computer Programmer, Bookkeeper, Chef, Social
Worker, Sales Executive, Journalist, Business Manager, Caterer
Mathematics Medical Doctor, Teacher, Pharmacist, Physicist, Actuary, Dentist, Town Planner,
Astronomist, Engineer, Technologist, Technician, Architect, Scientist, Aeroplane Pilot,
Information Technology Specialist
Mechanical Automotive Technician, Aircraft Technician, Automotive Mechanic, Boilermaker,
Technology Earthmoving Equipment Mechanic, Fitter and Turner, Welder
Music Musician, Singer, Recording Studio Technician, Composer, Music Teacher, Sound
Technician, Arts Manager
Nautical Sciences Deck Hand, Deck Officer, Harbour Master, Ship’s Mate, Master Captain, Yacht Captain,
Navigator, Tug Master
Physical Sciences Medical Doctor, Teacher, Pharmacist, Physicist, Actuary, Dentist, Town Planner,
Astronomer/ Scientist, Engineer, Technologist, Technician, Architect, Scientist, Aeroplane
Pilot, Information Technology Specialist
Religious Studies Minister, Social Worker, Development Worker, Human Rights Worker, Researcher,
Journalist, Community Service worker
Visual arts Artist, Desktop Publisher, Curator of an Art Gallery, Art Historian, Critic, Arts Manager,
Teacher, Video Producer, Photographer, Digital Designer, Graphic Designer, Illustrator,
Framer

Key terms:
Lesson 3
Interests – feeling of
Qualities relating to different careers and subjects: Strengths and
wanting to learn
weaknesses; and interests and abilities.
about something.
Abilities – natural
SUBJECT CHOICE behaviours that
In most cases the process of making a career choice begins in the enable you to do very
early stages of our lives, in grade 9 when you must make the something. subjects
choice. Choosing the set of subjects for grade 10 is very important. The
Skills – learned
subjects you choose when entering the Further Education and Training
(FET) phase, grade 10-12 determine your future career options. So, behaviours that it is
important to think hard about your long-term dreams and goals and enable you to do use them
to guide you on which subject to choose. something.
Personality –
As scary as it may sound, but by asking the right questions you will Combination of be able
to make the choice that is perfect for you. characteristics and/or
qualities.
Aptitude - measure
Knowing yourself sets the stage for choosing careers that are right for you. the ease with which It makes
sense to choose a career that fits your personality strengths, values, you can learn interests,
and skills. something new.
Knowing about yourself is the basis of career decision-making. What are your interests, skills, and values? What is
important to you about your work? What are your personal traits and characteristics?
Ask yourself:
Am I going to choose subjects based on the following things like passion, strengths, interests, capabilities, personality,
and your career goals?
Why? Taking a subject ‘just because’, is not always the best way to do it. If a learner chooses subjects because their
friends are doing them, or because they feel they must, there is a chance that they will not do well. If you are not
interested in something and don’t have a passion for it or something is not a strength of yours, it can be very hard to
maintain focus, stay determined and do well. Instead, if you enjoy something and have a passion for it, you are more
likely to excel and do well because of that interest. You will want to succeed and do better.
Passion: choose subjects based on what you are passionate about. When you have a passion for something, you do
not give up even when you come across challenges. For example, if you are passionate about children, you will love
and care for them even if they are troublesome. Your passion will allow you to persist through any difficulty.
If you are passionate about children, you can choose subjects such as Mathematics and Life Sciences. Through these
subjects, you will be able to follow your passion and one day get employment related to children. You can work as a
Teacher, Social Worker or Child Psychologist.
Strengths: choose a subject that matches your strengths. This is because your abilities can be improved and turned
into skills. For example, if you are good at saving money and living on a budget because you want to save up for
something important – means you are money wise or financially savvy. If is your strength; it is something, you have a
natural talent or aptitude for. You can choose a course that will allow you to improve your strength.
You can choose subjects such as Economics, Business Studies, Accounting and Mathematics.
Through these subjects, you will be able to convert your strengths into skills. You can one day
follow a career as a Financial Advisor or a Business Consultant and earn a high salary.
Career Goals: choose a subject that relates to the career you want to follow. If you want to become a doctor, it is
compulsory that you have subjects such as Mathematics and Life Sciences. This is the only way in which you will gain
access to university, because every course has specific requirements. Do research on the career you want to follow
and see what subjects you must choose in high school.
Why are these considerations important?
Abilities and Skills: this can be described as a person's potential that enables him or her to attain a particular level of
competence. It, therefore, pertains to whatever a person can do with ease. A person's aptitude develops from birth.
A young child, for example, who can draw may develop artistic skills as an adolescent. When you turn your abilities
into skills, you have found competence. It takes a lot of determination to develop abilities so that they become skills,
but mature people are willing to take responsibility for their own development, that is, to take responsibility for their
own lives and to make something of their lives.
Interest: is a personal attribute that develops and changes as we mature. Interest is that which we want
and like to do – one person likes to be outdoors in natural surroundings, while another prefers to collect
stamps. A learner who is interested in a specific area will not necessarily be able to perform it better than
anyone else; it does mean, however, that the learner enjoys the activity.
A learner must know her / his strengths, as well as weaknesses. Knowing what they are, gives opportunity to either work on it, or
decide if those weaknesses are the most important skills/ abilities required for job. Knowing your weaknesses also gives an
indication of things that you can work on and hopefully convert into a strength.
There is a close correlation between intellectual abilities and certain occupational fields. One should accept a
realistic concept of his or her intellectual potential and interests in line with their strengths and weaknesses.
Social Skills: A person's social skills determine how he or she relates to people, that is, his or her attitude towards
others. Social skills are based on the following attributes: the ability to communicate, basic behavioural patterns,
common sense, personal affectivity, contributory relationships and social accomplishment. Social situations are an
ideal place for learners to get to know themselves, because they will be with other people who will respond
positively or negatively towards them. Certain vocations require people skills (eg teaching), so learners who choose
professions which require social skills must ensure that they do indeed have the necessary skills.
Personality: is everything that gives a person a wholly distinctive character. It is the sum of what a person is, that is,
why a person is the way he or she is, what he or she appears to be, and how he or she is interpreted by other
people. It is the set of characteristics that make you different from all other people and determines how you behave.
Some people are careful while others are careless, some people have self-confidence while others are shy and
introverted.
An individual's personality is unique. Learners should take their uniqueness into

consideration when choosing a career. Interest is closely linked to a person's personality in the sense that a person's
interest can give some motivation and direction to the personality. A person's interest will also determine the
amount of enthusiasm with which he or she will continue with an activity. It is very important, therefore, to take a
person's interest into consideration when making a career choice. An interest can be seen in
various ways and at various levels. Many people have a hobby which indicates an interest in
something (such as sewing), but they do this hobby in their spare time for their pleasure. People whose interest is
much greater (and they usually seem to have a talent which they have developed to a fine skill), however, will have
the ability to work faster and better because they have the corresponding aptitude. This shows that interest cannot
be considered on its own but must be taken in context with other aspects.
Lesson 4
Decision-making skills: Steps in choosing subjects relating to interests and abilities and career of interest.
CAREER DECISION MAKING PROCESS

Making a career choice is the most important decision you will ever make, however it is often a hard
decision to make. This process is more than just choosing a job – it is about choosing something that will
provide you with the lifestyle you want. It requires readiness and readiness can be informed by the level of
knowledge you have. It is therefore vital that you have the necessary
information and get proper advice before you make your choice. It is okay to feel
overwhelmed by the
idea of making big life-
Career Decision Making decisions. Allow
yourself enough time to
The first step to solving a career problem is to bridge the gap between think and keep your where
you are and where you want to be. Exploring your values, interests, and options open. skills will
help you find educational and career options that match up with your goals.
Whether you are choosing a major, searching for a job, or applying to college or schools.
Knowing what is important to you (your values), what you enjoy (your interests), and what you do well (your skills)
will make it easier for you to make a career decision. Think of values, interests, and skills as the three legs of a stool.
You will sit more comfortably with your decision if each leg is equally strong. The diagram below is a simple way to
remember what is important in making career decisions.
Knowing
Decision How to make myself and
Making decisions knowing about
my options
Once you have a clear understanding of your options and self-knowledge, you can use this information to reflect on
your decision-making process.

The Decision-Making Process:
 Step 1: The Situation

Stop and analyse the situation – some decisions cannot be made in haste and on impulse, it’s important to recognise
when you should stop and not act on impulse.
What is the problem to be solved (e.g., to have a part-time job or to focus on school)? Write it down so you are clear
on what you are trying to resolve. Write down why you should solve this issue (e.g., what are your priorities). This
step gives you an idea of how important this decision is.
 Step 2: Think
Do the research and spend time gathering information to help make your decision. It is not always easy but the more
you know, the greater your chance of making the right decision. You can ask people for help, speak to people you
trust and have your best interest in mind.
You can also use different websites, speak to career counsellors etc.
 Step 3: The Decision

Evaluate all your options and look at what you have in front of you, then you can choose which option or alternative
is best for you.
Once you have done all your research you will be able to see what you have and look at
the consequences of those decisions. Then you can see what will be best for you.
 Step 4: Evaluate the Decision

This can only be done once you made your decision, carried out your plan, and received
feedback and how would you rate your decision? What about the steps you took? Are you still meeting the things
important to you. What lessons did you learn? This is an important step for strengthening your decision-making skills.
If you find your decision didn’t work out well the first time around, use what you learned when you go back to the
drawing board and re-evaluate your choice.
Once a decision is made, that is not the end of it, at this point even though the hard work is done, now is the time to
reflect and evaluate on whether you made the right decision. There is always room for improvement, change and
reflection.
BUT REMEMBER - Choose for YOU - Don’t choose subjects because...
you like a teacher…
o The teacher may resign or retire while you are still in school.
o This will not improve performance in a subject.
o Liking a teacher does not mean you like their subject – it may not suit your interests, abilities or personality.
your friends are taking those subjects…
o Your friend might drop the subject if they aren’t performing well.
o You might experience pressure to perform at the same level as your friend even though your abilities,
interests and personalities are not the same.
o Your friendship might end for several reasons, leaving you stuck with a subject that will not benefit you in the
long term.
your parents expect you to…
If you take subjects that you aren’t necessarily passionate about, but your parents are, you
might end up underperforming, resulting in:
o disappointed parents
o dropping of subjects – catching up on newly selected subjects
o failing a subject or even a grade
o low self-esteem
*If you experience pressure from your parents to take certain subjects, it is best to gather information about your
chosen career and subject path, form and present them with a sound argument detailing the benefits of your choice.
• Ask for views from parents and teachers:

o Sometimes taking major life steps, like choosing a career can be intimidating and overwhelming. You need
the support, encouragement and advice from adults who have this type of life experience.

Weeks 5-7
Activity 1: Group discussion
1. Who or what is a superhero?

________________________________________________________________________
________________________________________________________________________
2. Who is your favourite superhero and why?
________________________________________________________________________
________________________________________________________________________
3. What makes a superhero different from an ordinary hero?
________________________________________________________________________
________________________________________________________________________
4. What is your favourite superpower? What superpower would you have if you had one?
________________________________________________________________________
________________________________________________________________________
5. If a hero stands for what they believe is right, they have a moral code - what would you stand up for
most?
________________________________________________________________________
________________________________________________________________________
6. What makes a hero someone all of us can identify with?
________________________________________________________________________
________________________________________________________________________

Activity 2: General discussion
Questions:
Everyday Heroes – Not every hero wears a cape
1. Who is the hero in this story? Describe them for us.
How old, where do they live, what do they do (student, scholar,
working person, unemployed, housewife?)
2. What moved them into action?

• Sense of duty
• Empathy
• Kindness and a caring heart
• Sense of justice (seeing what is right and wrong in the world and responding)
• Social or environmental consciousness (awareness of suffering)
• Their own experience of suffering
• Other – explain
3. How did they become aware of the need?
4. What did they do to make a difference?
5. What resources did they use to act?

• Personal skills – which ones?
• Own talents – what are their talents?
• Financial means – their own money or others?
• Hobbies – which hobbies?
• Connections with others – who did they rope in to help?
• Appealing for help – how did they make an appeal?
• Making others aware – what did they do to create awareness?
• Other
6. How has the work grown? Did others get involved?
7. What is the result of the actions of this hero in the lives of others?

Alternative Activity 2: Informal Assessment
Refer to your own volunteer case study and answer the following questions:
“Everyday Heroes – Not every hero wears a cape”
1. Define the term ‘volunteer’ and state TWO reasons why the person in your case
study became a volunteer. (1+2) (3)
2. Discuss TWO positive ways in which the person in your case study is contributing to social health or
environmental health in the community they work in or serve.
(2x2) (4)
3. Explain TWO ways that this volunteer could benefit by having more volunteers join
them to grow the work. (2x2) (4)
4. Identify and explain TWO ways in which the person is using their skills, talents,
interests, life experience, and resources to volunteer in their community. (2x2) (4)
5. Propose ONE strategy to increase the involvement in the work being done by the individual to include
learners in a school. (1x2) (2)
Activity 3:
What would a hero do?

Environmental issue: Social issue:
Individual responsibility: Individual responsibility:
Individual solutions: Individual solutions:
Community responsibility: Community responsibility:
Community solutions: Community solutions:

Activity 4: Self-Reflection
Think of the two photographs showing a social and an environmental issue (Activity 3).
Ask yourself: What moves me about each of these photos and the people and places they represent?
Try to think of TWO INDIVIDUAL ACTIONS that you could take to help in both of these situations.

Activity 1: Group discussion
7. Who or what is a superhero?

________________________________________________________________________
________________________________________________________________________
8. Who is your favourite superhero and why?
________________________________________________________________________
________________________________________________________________________
9. What makes a superhero different from an ordinary hero?
________________________________________________________________________
________________________________________________________________________
10. What is your favourite superpower? What superpower would you have if you had one?
________________________________________________________________________
________________________________________________________________________
11. If a hero stands for what they believe is right, they have a moral code - what would you stand up for
most?
________________________________________________________________________
________________________________________________________________________
12. What makes a hero someone all of us can identify with?
________________________________________________________________________
________________________________________________________________________
Activity 2: General discussion

Questions:
Everyday Heroes – Not every hero wears a cape
8. Who is the hero in this story? Describe them for us.
How old, where do they live, what do they do (student, scholar,
working person, unemployed, housewife?)
Ordinary People
9. What moved them into action?
• Sense of duty
• Empathy
• Kindness and a caring heart
• Sense of justice (seeing what is right and wrong in the world and responding)
• Social or environmental consciousness (awareness of suffering)
• Their own experience of suffering
• Other – explain
MOTIVATIONS TO ACT – emotions, personal values, encouragement by others
10. How did they become aware of the need?

AWARENESS OF NEEDS – SOCIAL OR ENVIRONMENTAL CONSCIOUSNESS
Lessons like this make learners aware.
11. What did they do to make a difference?

Practical, simple things often – we must teach learners that they can make a difference
in small, practical, meaningful ways.
12. What resources did they use to act?

• Personal skills – which ones?
• Own talents – what are their talents?
• Financial means – their own money or others?
• Hobbies – which hobbies?
• Connections with others – who did they rope in to help?
• Appealing for help – how did they make an appeal?
• Making others aware – what did they do to create awareness?
• Other
We all have some or all of these to use to harness help for others.
6. How has the work grown? Did others get involved?

Volunteering is contagious – as is kindness, generosity and working with others.
7. What is the result of the actions of this hero in the lives of others?
Share the facts with learners on slide 7:
➢ Everyone can be a hero – ordinary individuals who volunteer.
➢ Individual volunteers, like superheroes are often motivated by a sense of justice or morality
(their own values and sense of right and wrong)
➢ We need to teach empathy, instil empathy, model empathy and make people socially and
environmentally conscious so that they become aware of the needs around them.
➢ We all have superpowers – individuals have hobbies, talents, skills, abilities and a network of
friends, family and resources to use to help others.

Refer to your own volunteer case study and answer the following questions:
“Everyday Heroes – Not every hero wears a cape”
6. Define the term ‘volunteer’ and state TWO reasons why the person in your case
study became a volunteer. (1+2) (3)

A person who offers their services, skills, knowledge for free; partake in an activity
voluntarily ✓
Any TWO specific response that refer to their own case study. ✓ ✓
• They want to provide valuable services which help to grow the community ✓
• They want to change the lives of those around them. ✓
7. Discuss TWO positive ways in which the person in your case study is contributing to social health or
environmental health in the community they work in or serve.
(2x2) (4)
Any examples of ways in which the person is contributing.
ONE mark for the way in which they are contributing and ONE mark for explaining how it contributes,
e.g.:
• Helps develop self-confidence and encourages children to become future leaders, intellectuals
and entrepreneurs.
• Offer counselling services to give people professional guidance on how to deal with personal or
social problems.
• They offer their support to young people and the education of the next generation by offering
learners after-school assistance in their communities
8. Explain TWO ways that this volunteer could benefit by having more volunteers join
them to grow the work. (2x2) (4)
• More volunteers mean a greater opportunity to act for the benefit of the community at large.
✓ making a greater impact, feeding more people, teaching more people skills etc.✓
• The addition of other resources, skills and talents as well as networks of people✓ to make the
work more effective, a greater awareness and the move form an individual response to a
community response ✓
ONE mark any suitable idea✓ and ONE mark for explaining✓.
9. Identify and explain TWO ways in which the person is using their skills, talents,
interests, life experience, and resources to volunteer in their community. (2x2) (4)
This will be specific to each case study.

Any TWO relevant answers for TWO marks each
(i.e. ONE mark for statement and ONE mark for qualifier / explanation)
• It requires the recognising of the specific skills, talents, interests, life experience and resources of
the individual ✓ and how it is influencing /reflected in the practical volunteer activities in this
specific community. ✓

10. Propose ONE strategy to increase the involvement in the work being done by the
individual to include learners in a school. (1x2) (2)
Any ONE of the below or any relevant answer for TWO marks each
• Create a project for community service ✓ so that learners can start somewhere and when they
are involved it might encourage them to carry on ✓
• Create awareness / get speakers in to talk about the different organisations at assemblies etc. ✓
so that learners / community are aware of the different organisations that exist ✓
• Have a club ✓ where learners / parents can join and volunteer their services together ✓ (like an
interact club)
Activity 3:
What would a hero do?
Environmental issue: Social issue:

Individual responsibility: Individual responsibility:
Not to litter, to re-cycle, to clean up the To support children in their quest for a
environment where we can. To good education. To help make sure they
understand the damage that this will are ready and equipped to learn and that
cause to the environment, to humans and they are safe and have basic needs met so
to tourism. that they can learn.
Individual solutions: Individual solutions:

Any suitable solution: Think sustainable, Any suitable solution: Think sustainable,
practical and effective. practical and effective.
Take a bag down to the beach and collect Donate old school shoes and clothing.
rubbish.
Collect all recyclable plastic and take it to a Make sandwiches and deliver them to a
recycling plant. feeding scheme at the school

To approach the local newspaper and to Offer to sponsor a child’s school fees
help draw attention to the issue.
Community responsibility: Community responsibility:
Getting together with others to act in a Getting together with others to act in a
way that is in favour of the good of all – way that is in favour of the good of all –
society and the environment – clearing the society. Working with others in the school
beach. community to help these learners – to
make sure they all have the best
opportunity to learn.
Community solutions: Community solutions:
Create a beach clean-up where the Come together as a school community to
community come together to pick up the adopt a school and to meet some of their
litter. needs.
Involve local recycling businesses - to Collect stationary and old schoolbooks.
collect waste that can be recycled.
Support the feeding scheme.
Awareness campaign – teachers in the
Collect sanitary pads for girl children so
local schools.
they can go to school.
Petition local government about fishing
Get local businesses involved in donating
trawlers and the pollution that is put into
materials and time to re-build the school.
the sea.
Collect tray tables that Kellogg’s sponsors
Local printing company to print flyers
when you buy Kellogg’s products.
Any suitable programme and suggestions.
Activity 4: Self-Reflection
Think of the two photographs showing a social and an environmental issue (Activity 3).
Ask yourself: What moves me about each of these photos and the people and places they represent?

•
Try to think of TWO INDIVIDUAL ACTIONS that you could take to help in both of these situations.
•
•
CASE STUDY 1
Brick by Brick, Design26’s Dream is to Rebuild Mitchell’s Plain for Women
Suraya Williams, founder of the Design26 Foundation is

on a mission to build a stronger community of women
and their futures, brick by brick.
After getting permission to purchase what was

government-owned land earlier this year, Williams and
her team began the next phase of their dream, to rebuild
Mitchell’s Plain for women.
The foundation recently launched the ‘buy a brick’

campaign that’s set on buying the land and building a
community sewing skills centre at Harmony Village,
Mitchell’s Plain where young women can grow and become financially self-sufficient; the same goals Design26 was
founded on.
Williams, who is 46 and from Mitchell’s Plain herself, rediscovered her gift and passion for sewing and design after
her mother’s passing on her birthday. In 2018, she founded the Design26 Foundation to provide skills, work
opportunities, and a positive outlook to young women in the community, changing lives one thread at a time.
“The lack of job opportunities and the prevalence of drugs, alcohol, and abuse can make it difficult for young women
to see a positive future,” Williams said. “The Design26 Foundation aims to break this cycle by providing training and
employment opportunities to young women in our community.”
Suraya adds that youth unemployment in South Africa sitting at 43.4%, which is why she and her team believe that
providing training and employment opportunities is crucial to giving young women the tools they need for success.
The foundation’s dream is to raise R20 million overall to develop the Hope Community Skills Centre and
Manufacturing Plant in Mitchell’s Plain, where the funds will be used to purchase land from the City of Cape Town
and used to construct a building that will house the centre and manufacturing plant. The centre will have classrooms,
training facilities, and equipment for sewing and design.

To achieve their objective, Williams and the Design26 Foundation are appealing to South
Africans to collaborate with them in creating a better future for the youth of South Africa,
especially women.
[Taken from www.goodthingsguy.com/people/brick-by-brick-design26s-dream-is-to-rebuild-mitchells-plain-for-women Accessed 21 May 2023]
CASE STUDY 2
11-Year-Old Takes on Mice to Save Seabirds This Christmas

Romario Valentine is an 11-year-old pint-size planet
warrior, author and artist from Umhlanga, Durban. He has dedicated
the last four years of his young life to protecting our planet. A noble
cause indeed! Now he is hoping to save seabirds, from mice.
Entirely focused on his passions, he has advocated for bird and

marine conservation, climate change, and deforestation. Over the
last four years of reporting on Romario’s efforts, we have been
inspired by his drive to action change, never giving up on his goal to
save the planet and inspire others to do the same.
The planet warrior helped 900 endangered birds at Umgeni River Bird Park, Durban, during the Covid-19 lockdown in
2020 and raised over R55,000 in 12 months for bird species in Durban and in Western Cape.
He also did a Bird Habitat Restoration Campaign on BackABuddy for abandoned African Grey Parrots at Birds of Eden,
Plettenberg Bay, Western Cape. Crowdfunding was used to raise funds to complete a 30×30m aviary so the birds can
have a happy place to live freely. The bird sanctuary is home to 3,500 indigenous and exotic endangered birds and is
the world’s largest free-flight aviary. He aims to prevent them from becoming extinct.
Coming from Durban, he was devastated when the floods resulted in a mass of pollution on the beaches he held so
dearly. As he was on school holiday at the time, Romario took to the beach to do his 220th beach clean.
Once things settled in Durban, he directed his focus on writing his first academic book. Titled “Protect our Planet –
Take action with Romario”, he created a comprehensive guide that focuses on key environmental topics – from
recycling and reforestation to pollution solutions and climate change.
Romario is now turning his attention to the big seabirds in need; the albatrosses, petrels and penguins, which all play
a vital role in the marine ecosystem. Romario has set the goal of raising R11,000.00 for BirdLife South Africa’s
“Mouse-Free Marion Project” (MFM). Marion Island is home to these stunning seabirds and it has a mouse problem.
By tackling the problem, the birds have a fighting chance against all the other odds set against them. Romario has
already raised R2,600 towards his goal of R11,000. Since 2020, Romario has successfully raised R56,000 for causes he
keeps close to his heart.
[Adapted from www.globalcitizen.org/en/content/amazing-young-south-africans-fight-climate-change,
Accessed on 21 May 2023]
[Adapted from https://www.goodthingsguy.com/people/conservation-minded-10-year-old-writes-inspiring-academic-book, Accessed on 21

May 2023]

CASE STUDY 3
After Almost 40 Years of Service, Ma Lakaje Now Aims to Heal Humanity!
After almost four decades of working for the city of Joburg, Phindile Lakaje is hanging up her
public servant hat and will now dedicate her time to helping heal humanity.
Compassion will remain inherent even in retirement for Integrated Service Delivery Deputy
Director in CRUM Region C Phindile Lakaje, who is hanging up her public servant hat officially
at the end of October. Ma Lakaje (65), a social worker by profession who holds an honours
degree from the University of Zululand, will now dedicate her time to healing people mentally.
The almost four decades in public service occupying various challenging positions within the
Council have not altered Ma Lakaje’s selfless nature and the essence of her purpose.
With her mother being a nurse, she says becoming a social worker was influenced by her journalist father; a career
she initially also wanted to go into before being convinced otherwise.
Ma Lakaje says people are fighting internal battles, and desperately need help. “People are going through a lot.
Children’s lives are plunged into meltdown by drug abuse. Those of us whose lives God continues to spare should be
of assistance to those struggling with mental issues.”
She joined the City in 1983 as a junior social worker under what was then the Soweto City Council. She was assigned
to work under the division for youth clubs and moved up the ranks to Acting Manager for social services until 1999.
She was granted a transfer to the Department of Housing and worked as an Operational Manager for People’s
Housing Process.
The establishment of the initiative became the most challenging yet rewarding job she had ever done as it introduced
her to a whole new world that she was unaware of. She says it was a hands-on position and one of the biggest
learning curves as it required her to possess multiple sets of skills and juggle loads of new information.
“It was challenging yet very exciting. We were supporting with the technical administrative skills as the Council and
had to deal with handling finances which was extremely daunting,” Ma Lakaje says.
She pushed until the cessation of the programme after four years, then ventured into the unknown again when she
became part of the Phakama Programme; a project to establish a new IT system for the municipality. The zealous
Dube, Soweto-born, council official managed to stay afloat in the “foreign” environment as a Policy and Targets
Specialist for almost two years. She describes it as one of the most refreshing experiences of her career.
The year 2008 came with a Regional Manager’s position, which saw Ma Lakaje finally finding what would be her long-
term home in the then Department of Development Planning and Urban Management before the renaming of
departments and designations.
The doting mother, grandmother, sister and wife bows out of the City with gratitude and certainty that the
municipality’s future is in the capable hands of the youth as she resumes her true calling of healing humanity.
[Taken from https://www.goodthingsguy.com/people/after-almost-40-years-of-service-ma-lakaje-now-aims-to-heal-
humanity/?fbclid=IwAR1kt9GkWXDki5pyEktL2Au1Phd7zzsIDawoAfDkMwKIZL4UZggkPS82fjg, Accessed on 22 May 2023]
CASE STUDY 4
A police officer in Cape Town spends his mornings doing the most phenomenal acts of kindness.
Warrant Officer Andries Douglas was spotted feeding the homeless on chilly winter mornings. The reason the story
was so beautiful was that Officer Andries used his own money to feed the homeless but he also made sure to
connect with each person as he went along.

A police officer in Cape Town spends his mornings before work cooking breakfast for the
homeless in his surrounding area’s, using his own salary.
Cape Town, South Africa – The news is often filled with negative stories about police officer-related incidents.
Thankfully there are amazing police officers across the country that go above and beyond the call of duty. They work
to make sure that the communities they serve are taken care of.
Meet Warrant officer Andries Douglas, a man with a heart of gold! This
isn’t the first time we have shared a story about this generous cop, last year
during the ice-cold winter mornings Andries would walk along the streets
and place an extra blanket on top of a sleeping homeless person. He
did it to ensure they were warm enough and instantly warmed our hearts!
Today we have a new one, Warrant officer Andries Douglas is being called
‘the chef to the homeless’. This is because in the mornings before his
shift he cooks a warm breakfast for the homeless.
“Chef to the homeless; setting up a mobile breakfast station in under 2 minutes. Serving my people and engaging
with them is the best way to start my day.”
“Just a little bit of time and cash and I was able to feed 37 people spending a few minutes per area. Go to where they
are and you’ll be met with gratitude and friendship!”
Andries set up his gas skottle and made warm scrambled eggs. Each person he fed got two slices of bread with eggs
and some cherry tomatoes. He went to different places in Ceres, Western Cape to ensure many were fed. He used his
own salary to buy the food and supplies to cook.
“I believe in policing from the heart, the one thing you cannot take from me is my passion for the work” The Officer
also made sure that the people he met were warm and had enough blankets to stay warm in the evenings. Since
posting the story Officer Andries has continued the work he has done. Recently he embarked on a trip on a
motorbike to empower farm workers. He set off on the 16 day trip on the 14th of November and completed it on the
28th of November. Officer Andries stopped in 15 different towns and travelled over 3000kms to build connections
with people.
He aims to touch the hearts of those he cares for and in the process has touched the hearts of many more people
who read his story.
As winter has encroached Andries has been handing out warm blankets to the homeless in and around his area. This
man is a local hero!
[Taken from www.goodthingsguy.com/people/police-officer-homeless-chef, Accessed on 22 May 2023]
CASE STUDY 5
Our hero Dario Gouveia started his Sole2Sole initiative in February 2017, he has touched the lives of thousands
and inspired other children to help too!

Dario saw a child on the street with
no shoes and sore-looking feet. He
wondered how many other children were suffering this
way and decided to start collecting shoes to give to
children in need. Since his initiative Sole2Sole was started
he has collected over 6000 pairs of shoes.
The good news doesn’t end there though, Dario’s mother

Zita emailed us this morning to let us know just how far
this initiative has spread!
It’s been quite a emotional journey for Dario♡ We are so

humbled by the Domino effect Sole2Sole has had on the youth…
A mom who saw the initial article in Feb contacted us. Since then, her daughter Rubi Nates took it upon herself to
collect Soles in CT. She has concluded her collection at 3100 pairs of shoes.
Cape Town isn’t the only place this initiative has ventured. It has also travelled across oceans!
Sole2Sole New Zealand was launched by one of Dario’s Friends who immigrated and she too wanted to Help those in
need… To date she collects shoes for the Salvation army in NZ and has the backing of a big cellular company called
SPARK.
A little boy (Aaron) saw the Sole2Sole story and thought it was a bit odd to give shoes away without any socks, so he
started collecting socks and joined up with Dario to hand out socks with the shoes.
To date, Dario has been on various handouts with Aaron. Aaron has collected over 5000 pairs of socks and has had
the backing of Bouce … who donated over 2500 pairs of socks to his cause.
[Adapted from: https://www.goodthingsguy.com/people/amazing-work-sole2sole-hero, Accessed on 22 May 2023]

CASE STUDY 6
Man Dives Deep into Sewage to Stop Pollution Flowing into Zandvlei
When the Raapkraal sewage pump station broke down at

lunchtime on Friday last week, spilling raw sewage into the
Zandvlei nature reserve via the Westlake River, it was 24-
year-old Troy Figenschou who dived in to save the day.
The company he works for, Guerrini Marine Construction, was

called in by the City of Cape Town. Figenschou had to
descend five metres into raw sewage that had flooded the
pump station chamber, in order to stop the leak. He was
hailed as a hero after a photo of him was posted on
the Ward 71 News Faceboook page.
It was the first time in his year as a commercial diver

for Guerrini that he had done a sewage dive. A colleague
recently had to do a similar dive at a failing pump station in
Atlantis.
Mayco member for water and sanitation Zahid Badroodien said it was discovered that a “non-return valve bonnet
was partially open”. Figenschou had to fix it. “It was pitch black, the darkest I’ve ever worked in,” he said.
It took two tries to tighten the flange on the pipe, as at first one of the bolts just kept turning and wouldn’t tighten.
He surfaced and asked the team on land to switch the pump on to check, but it was still leaking, so he went back
down. On the second try, although working in complete darkness, he discovered the bolt was hampered by rags and
rubbish, and once he managed to remove this, the valve tightened up properly.
He said diving into the sewage was not a concern. He had a hazmat dry suit on, gloves locked into the suit, and a
helmet through which he received air and two-way communications. “I was wearing my clothes under the dry suit,”
he said. “Thank goodness it didn’t leak.”
He was not alone in the effort. Several people were involved including someone taking care of the air supply, another
on communications, and another diver ready to go down in case anything went wrong. Figenschou said he had been
a recreational diving instructor for five years but then Covid came along and killed tourism, which was what he relied
upon for income. He then went on a commercial diving course and got hired by Guerrini, and hasn’t looked back.
Badroodien said four vacuum tankers had been used to manage the sewage levels and reduce the impact of the spill
on the environment. Bio-enzymes had been added during the period of the overflow, and afterwards, to reduce the
impact of the pollution.
[Taken from https://www.goodthingsguy.com/lifestyle/man-dives-deep-into-sewage-to-stop-pollution-flowing-into-zandvlei, Accessed on 22
May 2023]
Activity 1: Group work
Write down any words, ideas or concepts shared in the class brainstorming:

INSTRUCTIONS:
In your groups, come up with a definition of “community”.
We will share these definitions and then compare them with a definition by Suzanne Goldsmith.
We will learn the real definition of “community”.
Individually, you will define your own “WAKANDA”… the community where you can work and make a
difference.

Brainstorm a definition of “community”
Look at this definition of community:

“Communities are not built of friends, or of groups with similar styles and tastes, or even of people
who like and understand each other. They are built of people who feel they are part of something
that is bigger than themselves: a shared goal or enterprise, like righting a wrong, or building a road,
or raising children, or living honourably, or worshipping a god. To build community, requires only
the ability to see value in others, to look at them and see a potential partner in one’s enterprise.”
—Suzanne Goldsmith, author
A City Year: On the Streets and in the Neighborhoods with Twelve Young Community Service Volunteers; Transaction
Publishers; 1998
Compare the two definitions:
Your definition: Suzanne Goldsmith’s definition:
DEFINE YOUR OWN PERSONAL COMMUNITY:
Activity 2:

Watch the three-minute video (https://www.youtube.com/watch?v=0IAcrpaZA5U)
and answer the questions that follow.
The community organization is called

…………………………………………………………………………………………………………………………………………….
What kind of work does Phambili do?
………………………………………………………………………………………………………………………………………………
The community is struggling with issues - name some of these social issues
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………
How is the local community church helping this community?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Give TWO reasons that community organizations and civil society (ordinary citizens) are able to play a
critical role in a situation like the Covid-19 pandemic.
……………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………..
Which vulnerable communities are mentioned in this video?
……………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………
Can you name some of the organizations that partner with Phambili?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Why did a number of organisations that were working in the community close down?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
How did NACOSA help Phambili?
………………………………………………………………………………………………………………………………………………

What is the important message from the Director of Phambili?
………………………………………………………………………………………………………………………………………………

Thrive is a non-profitable organization that unites Hout Bay through environmental awareness events
and action projects.
Their focus is on achieving zero waste, local food production, clean water, energy efficiency and a rich bio-
diverse environment.
The local restaurants at Bay Harbour Market in Hout Bay have been praised by Thrive for successfully
conserving the environment through the practices of recycling, buying locally and implementing water-
wise solutions as part of the For the Good of our Hood campaign.
“The organic waste from some restaurants has been transported by a local resident, thus creating some
business for him.
A few restaurants take their recyclable waste to a local recycling co-op, the Hout Bay Recycling Co-op at
the waste drop-off.
Thrive believes that every person is able to make a difference when it comes to benefiting the environment
and the community residing in it.
[Adapted from: www.seeff.com/news/thrive-hout-bay/, Accessed on 6 June 2023]
2.1 Define the term ‘non-profitable organisation’ and state TWO reasons why people
volunteer for organisations like Thrive in Hout Bay. (1+2) (3)
2.2 Provide TWO ways how these NPOs raise money to fulfil duties. (2x1) (2)
2.3 Explain is the significance of teaching students to recycle waste products? (1x2) (2)

2.4 Refer to “buying locally” and using local service providers. Describe TWO ways
how organisations / businesses doing this contribute to the social health of their
community. (2x2) (4)
2.5 Discuss TWO positive, sustainable ways in which the Thrive organization contributes
to the environmental health of the community they work in. (2x2) (4)
Activity 3: Self-reflection
Think and reflect on your own skills and interests.
➢ What activities do you like doing?
➢ Do you have any natural aptitude or competencies that you think you could use to help others in a
volunteer role?
➢ Have you ever volunteered with a community organisation? What was your experience?
➢ Is there any community organisation you would like to get involved with?
NOTE: Important to complete Activity 4 BEFORE the next lesson. We will be using these answers to match
them with specific activities that you could do to help others.

Activity 1: Group work
Write down any words, ideas or concepts shared in the class brainstorming:
INSTRUCTIONS:
In your groups, come up with a definition of “community”.
We will share these definitions and then compare them with a definition by Suzanne Goldsmith.
We will learn the real definition of “community”.
Individually, you will define your own “WAKANDA”… the community where you can work and make a
difference.

Brainstorm a definition of “community”
Look at this definition of community:

“Communities are not built of friends, or of groups with similar styles and tastes, or even of people
who like and understand each other. They are built of people who feel they are part of something
that is bigger than themselves: a shared goal or enterprise, like righting a wrong, or building a road,
or raising children, or living honourably, or worshipping a god. To build community, requires only
the ability to see value in others, to look at them and see a potential partner in one’s enterprise.”
—Suzanne Goldsmith, author
A City Year: On the Streets and in the Neighborhoods with Twelve Young Community Service Volunteers; Transaction
Publishers; 1998
Compare the two definitions:
Your definition: Suzanne Goldsmith’s definition:
DEFINE YOUR OWN PERSONAL COMMUNITY:
Activity 2:
Watch the three-minute video (https://www.youtube.com/watch?v=0IAcrpaZA5U) and answer the
questions that follow.
The community organization is called Phambili
What kind of work does Phambili do? They run a community health care clinic.
The community is struggling with issues - name some of these social issues.
Unemployed, high teen pregnancy rate, gangsterism, substance abuse.
How is the local community church helping this community?
They give up their facilities from Monday to Friday so that the clinic can run in the community.
Give TWO reasons that community organizations and civil society (ordinary citizens) are able to play a
critical role in a situation like the Covid-19 pandemic.
• They deploy / act quickly – they are already in the community

• They are trusted by the community to bring services.
Which vulnerable communities are mentioned in this video?
Marginalized, hard-to-reach groups, those suffering with HIV and TB and victims of Gender-based
violence.
Can you name some of the organizations that partner with Phambili?
Rotary, Dept of Health, City of Cape Town Health Dept.
Why did a number of organisations that were working in the community close down?
35 networking organizations – 29 closed during COVID-19 due to lack of funding.
How did NACOSA help Phambili?
Provided funding, offered to pay staff who contracted COVID-19.
What is the important message from the Director of Phambili?
Together we make a difference.

Thrive is a non-profitable organization that unites Hout Bay through environmental awareness events
and action projects.
Their focus is on achieving zero waste, local food production, clean water, energy efficiency and a rich bio-
diverse environment.
The local restaurants at Bay Harbour Market in Hout Bay have been praised by Thrive for successfully

conserving the environment through the practices of recycling, buying locally and
implementing water-wise solutions as part of the For the Good of our Hood
campaign.
“The organic waste from some restaurants has been transported by a local resident, thus creating some
business for him.
A few restaurants take their recyclable waste to a local recycling co-op, the Hout Bay Recycling Co-op at
the waste drop-off.
Thrive believes that every person is able to make a difference when it comes to benefiting the environment
and the community residing in it.
[Adapted from: www.seeff.com/news/thrive-hout-bay/, Accessed on 6 June 2023]
2.1 Define the term ‘non-profitable organisation’ and state TWO reasons why people
volunteer for organisations like Thrive in Hout Bay. (1+2) (3)
An NPO is a non-governmental organization. It is a non-profit organization that operates independently of

any government, ✓ typically one whose purpose is to address a social, political or environmental issue
✓through advocacy or development projects.
AND
People volunteer with organisations to:

• Meet people✓
• Increase their chances to get job✓
• Learn different skills e.g. social skills, recycling✓
• Improve their self – esteem✓
• Gain work experience✓
• Because they care about the environment and the future of the planet and want to do something concrete
about it ✓
• They want to provide valuable services which help to grow the community (OR) ✓
• They want to change the lives of those around them. ✓
Any TWO of the above or any relevant answer for ONE mark each.
2.2 Provide TWO ways how these NPOs raise money to fulfil duties. (2x1) (2)
• NATIONAL Lottery Fund✓

• Companies and businesses (financial donations) ✓
• Sponsorships from businesses (publicity) ✓
• Fundraisers✓
Any TWO of the above for ONE mark each
2.3 Explain is the significance of teaching students to recycle waste products? (1x2) (2)
• It is important so that they can protect and preserve the environment to live in healthy communities ✓
and in doing so, contribute to the preservation of the environment for the future✓
• Teaching them skills and knowledge to empower and educate themselves✓ so they can use these skills to
counteract unemployment, ill health and create potential income streams ✓
Any ONE of the above or any relevant answer for TWO marks.
2.4 Refer to “buying locally” and using local service providers. Describe TWO ways
how organisations / businesses doing this contribute to the social health of their
community. (2x2) (4)
Any TWO of the below for TWO marks each

(ONE mark for naming the contribution and ONE mark for explanation of how this contributes to social
health).
• When you buy local, you support the local entrepreneurs✓ who are creating their own small businesses –
work enhances social well-being as it alleviates the effects of poverty – physical, emotional and financial –
it gives hope. ✓
• By buying local, you help create jobs✓ for your friends and neighbours, contribute to improved public
infrastructure, and invest in your community both socially and economically. ✓
• By supporting locally owned businesses like those in the source, we are supporting local people who use
local resources sustainably ✓ recycling and removal of waste both create a safer environment, better
health. ✓
2.5 Discuss TWO positive, sustainable ways in which the Thrive organization contributes
to the environmental health of the community they work in. (2x2) (4)
Any TWO of the below for TWO marks each

(ONE mark for stating the sustainable way Thrive operates and ONE mark for the qualifying statement – how it
contributes to community environmental health)
• Thrive creates and supports environmental awareness events and action projects ✓ allowing the local
communities to become aware of the need for environmental protection and then to take positive
action.✓
• They focus on achieving zero waste, local food production, clean water, energy efficiency and a rich bio-
diverse environment. (Any one of these can be mentioned) ✓ This contributes to environmental health
by:
➢ Removing pollution – creates clean areas for living, recreation, sport and deals with ill health and
other diseases created by pollution – can sustain tourism, create jobs✓
➢ Bio-rich environments promote sustainable growth and re-growth of vegetation that prevent soil
erosion and encourages diverse species to thrive – plant and animal. ✓
➢ Clean water prevents diseases and ill health – provides basic needs for the community - can be
part of recreation, tourism, and sustainable living. ✓
Think and reflect on your own skills and interests.
➢ What activities do you like doing?
➢ Do you have any natural aptitude or competencies that you think you could use to help others in a
volunteer role?
➢ Have you ever volunteered with a community organisation? What was your experience?
➢ Is there any community organisation you would like to get involved with?

NOTE: Important to complete Activity 4 BEFORE the next lesson. We will be using
these answers to match them with specific activities that you could do to help others.
Activity 1
INSTRUCTIONS: We will read the article together. Then as a group, you will brainstorm what you know
about each of the following headings: some are definitions and others are needs of the infected and
affected.
Key facts about PALLIATIVE CARE:

According to (World Health Organization)
• Palliative care improves the quality of life of patients and that of their families who are facing
challenges associated with life-threatening illness, whether physical, psychological, social or
spiritual. The quality of life of caregivers improves as well.
• Each year, an estimated 56.8 million people, including 25.7 million in the last year of life, are in need
of palliative care.
• Worldwide, only about 14% of people who need palliative care currently receive it.
• Unnecessarily restrictive regulations for morphine and other essential controlled palliative
medicines deny access to adequate palliative care.
• Adequate national policies, programmes, resources, and training on palliative care among health
professionals are urgently needed in order to improve access.
• The global need for palliative care will continue to grow as a result of the ageing of populations and
the rising burden of non-communicable diseases and some communicable diseases.
• Early delivery of palliative care reduces unnecessary hospital admissions and the use of health
services.
• Palliative care involves a range of services delivered by a range of professionals that all have equally
important roles to play – including physicians, nursing, support workers, paramedics, pharmacists,
physiotherapists, and volunteers –– in support of the patient and their family. World Health
Organization.
[Taken from www.who.int/news-room/fact-sheets/detail/palliative-care. Accessed on 28 May 2023]

TERMINAL ILLNESSES / LIFE-THREATENING ILLNESSES:
PATHEGON:
PALLIATIVE
PALLIATIVE CARE:
CARE:
PHYSICAL NEEDS:
SOCIAL NEEDS:
PSYCHOLOGICAL NEEDS: SPIRITUAL NEEDS:
THE EFFECT OF POVERTY / LESS PRIVILEGED:
THE INFECTED THE AFFECTED

Activity 2:
Your teacher will explain this activity to you:
Sector Public education / Volunteer actions/

Awareness raising/
Community care for
Openness
those with HIV/ AIDS
Community organisation Hold discussion and education
meetings around AIDS and
what we can do.
Organise local campaigns and

events.
Create a culture of support for

people living with AIDS.
Local welfare organisation, Give talks, workshops at

community based schools, churches and
organisations and NGOs organizational and community
meetings.
Monitor health, welfare and

other services and lobby for
improvements eg; for health
services to work with
volunteer caregivers.
Business Have good education,

programmes, business policies
and services for staff and
wellness programmes and
health benefits.
Health workers Run education programmes in

community and clinics, on
prevention, treatment, testing
and care.
Openly discuss AIDS with all

patients and encourage
testing.
Compassionate and good

treatment for patients.

Social workers Community education
programmes.
Rights education about laws
and grants.
Counsel clients who are
positive.
Religious leaders Promote openness and hold

workshops.
Remove stigma of “sin”
associated with HIV/Aids.
Teach responsible
behaviour.
Support role models and
promote testing.
Teachers Life skills training in classes.

Encourage openness and try
to change attitudes of boys
and girls.
Student organisations Education and awareness

programmes.
Create role models
Encourage openness and
testing.
Cultural and sports clubs Cultural events like plays,

songs against AIDS. Sports
events focus on AIDS
awareness. Hold workshops
and invite speakers.
Support people who are
positive.

Activity 3: Informal Assessment
Read the below extract and answer the questions that follow.
HIV Aids Funding and Non-profit Organisations in South Africa
According to the UNAIDS Global AIDS Update 2022, an estimated 38.4 million people were living with HIV
across the globe in 2021, and 28.7 million people were on antiretroviral treatment (ART). There were about
1.5 million new infections. Eastern Europe, Central Asia, and Sub-Saharan Africa are the regions most
affected by the epidemic. Sub-Saharan Africa; however, is heavily affected with 220 000 women and 220
000 men recorded to have died in 2019 data. This reflects the heavy burden that Africa carries and the
amount of work that still needs to be done, even though countries like Botswana and eSwatini have made
great strides
South Africa has the biggest HIV epidemic in the world, with approximately 7.8 million people living with
HIV, and accounts for a third of all new HIV infections in Southern Africa. HIV prevalence among the general
population is high at 13.5%.
World AIDS Day is commemorated each year on the 1st of December and is an opportunity for every
community to unite in the fight against HIV, show support for people living with HIV, and remember those
who have died.
[Adapted from https://southafrica.co.za/hiv-aids-funding-non-profit-organisations-south-africa.html;
Write paragraphs on volunteering by assisting those affected and infected by HIV and AIDS.
Use the following as guideline.
● Name TWO negative effects of terminal illnesses like AIDS on the rest of the
family when left behind. (2x1) (2)
● Discuss TWO practical ways you can assist people living with HIV/AIDS as
a volunteer. (2x2) (4)
● Recommend TWO ways how volunteering can improve your chances of getting
a job one day. (2x2) (4)
[10]
After today’s lesson, take the list of your own skills, talents, passions, hobbies and
interests (Activity 3 in Lesson 2 - Worksheet) and match them to volunteer actions that you can take to
help those suffering with HIV/AIDS and other terminal illnesses.
LIST OF VOLUNTEER ACTIVITIES LIST OF MY SKILLS, TALENTS, PASSIONS,

(FOR AN INDIVIDUAL TEENAGER) HOBBIES AND INTERESTS
(from Activity 3, Lesson 2 – Worksheet)
Use “verbs” or “action words”
Making sandwiches, baking biscuits. Cooking
Walk dogs for elderly or infirm neighbours. I love dogs

Activity 1
INSTRUCTIONS: We will read the article together. Then as a group, you will brainstorm what you know
about each of the following headings: some are definitions and others are needs of the infected and
affected.
Key facts about PALLIATIVE CARE:

According to (World Health Organization)
• Palliative care improves the quality of life of patients and that of their families who are facing
challenges associated with life-threatening illness, whether physical, psychological, social or
spiritual. The quality of life of caregivers improves as well.
• Each year, an estimated 56.8 million people, including 25.7 million in the last year of life, are in need
of palliative care.
• Worldwide, only about 14% of people who need palliative care currently receive it.
• Unnecessarily restrictive regulations for morphine and other essential controlled palliative
medicines deny access to adequate palliative care.
• Adequate national policies, programmes, resources, and training on palliative care among health
professionals are urgently needed in order to improve access.
• The global need for palliative care will continue to grow as a result of the ageing of populations and
the rising burden of non-communicable diseases and some communicable diseases.
• Early delivery of palliative care reduces unnecessary hospital admissions and the use of health
services.
• Palliative care involves a range of services delivered by a range of professionals that all have equally
important roles to play – including physicians, nursing, support workers, paramedics, pharmacists,
physiotherapists, and volunteers –– in support of the patient and their family. World Health
Organization.
[Taken from www.who.int/news-room/fact-sheets/detail/palliative-care. Accessed on 28 May 2023]
See definitions in Lesson Preparation and Content Summary

TERMINAL ILLNESSES / LIFE-THREATENING ILLNESSES:
PATHEGON:
PALLIATIVE
PALLIATIVE CARE:
CARE:
PSYCHOLOGICAL
PHYSICAL NEEDS:NEEDS: SPIRITUAL
SOCIAL NEEDS:
THE EFFECT OF POVERTY / LESS PRIVILEGED:
Activity 2:
Your teacher will explain this activity to you:
Sector Public education / Volunteer actions /

Awareness raising /
Community care for
Openness
those affected or
infected with HIV/ AIDS
Community organisation Hold discussion and education Recruit volunteers for
meetings around AIDS and community care programmes.
what we can do. Work with welfare and health
Organise local campaigns and services.
events.
Create a culture of support for
people living with AIDS.
Local welfare organisation, Give talks, workshops at Organise care projects for
community based schools, churches and people living with AIDS and
organisations and NGOs organizational and community orphans.
meetings. Train care volunteers and
Monitor health, welfare and foster parents.
other services and lobby for Support child-headed
improvements eg; for health households.
services to work with
volunteer caregivers.
Business Have good education, Protect rights of workers

programmes, business policies living with AIDS.
and services for staff and Support community
wellness programmes and programmes.
health benefits. Practice non-discrimination in
employment.
Support sick employees or
orphans from deceased
employees.
Health workers Run education programmes in Counselling for HIV positive

community and clinics, on people and accessing best
prevention, treatment, testing available treatment for
and care. people who are ill.
Openly discuss AIDS with all Training and co-ordination of
patients and encourage home care volunteers.
testing.
Compassionate and good
treatment for patients.

Social workers Community education Help set up community
programmes. care projects.
Train and monitor
Rights education about laws
volunteers and foster
and grants.
parents.
Counsel clients who are Help clients access grants.
positive.
Religious leaders Promote openness and hold Set up counselling and care
workshops. projects for people with
AIDS and orphans.
Remove stigma of “sin”
Involve congregation in
associated with HIV/Aids.
volunteer projects.
Teach responsible
behaviour.
Support role models and
promote testing.
Teachers Life skills training in classes. Identify families in need.

Provide counselling and
Encourage openness and try
support.
to change attitudes of boys
Recruit volunteers to
and girls.
provide care for orphans
and to be involved in
fundraising initiatives.
Student organisations Education and awareness Set up peer counselling

programmes. services.
Recruit students to assist as
Create role models
volunteers in community
Encourage openness and care projects.
testing.
Cultural and sports clubs Cultural events like plays, Raise funds and recruit
songs against AIDS. Sports volunteers.
events focus on AIDS
awareness. Hold workshops
and invite speakers.
Support people who are
positive.

Activity 3: Informal Assessment
Read the below extract and answer the questions that follow.
HIV Aids Funding and Non-profit Organisations in South Africa
According to the UNAIDS Global AIDS Update 2022, an estimated 38.4 million people were living with HIV
across the globe in 2021, and 28.7 million people were on antiretroviral treatment (ART). There were about
1.5 million new infections. Eastern Europe, Central Asia, and Sub-Saharan Africa are the regions most
affected by the epidemic. Sub-Saharan Africa; however, is heavily affected with 220 000 women and 220
000 men recorded to have died in 2019 data. This reflects the heavy burden that Africa carries and the
amount of work that still needs to be done, even though countries like Botswana and eSwatini have made
great strides
South Africa has the biggest HIV epidemic in the world, with approximately 7.8 million people living with
HIV, and accounts for a third of all new HIV infections in Southern Africa. HIV prevalence among the general
population is high at 13.5%.
World AIDS Day is commemorated each year on the 1st of December and is an opportunity for every
community to unite in the fight against HIV, show support for people living with HIV, and remember those
who have died.
[Adapted from https://southafrica.co.za/hiv-aids-funding-non-profit-organisations-south-africa.html;
Write paragraphs on volunteering by assisting those affected and infected by HIV and AIDS.
Use the following as guideline.
● Name TWO negative effects of terminal illnesses like AIDS on the rest of the
family when left behind. (2x1) (2)
Any TWO of the below or any relevant answer for ONE mark each
• Emotions of anger that their family member was taken away too soon. ✓
• Regret that they didn’t spend more time with him/her while they were alive ✓
• Depression or loss of purpose if the person was very important to them ✓
• Fear or uncertainty of the future if the person helped provide for the family or performed
an important role. ✓
● Discuss TWO practical ways you can assist people living with HIV/AIDS as
a volunteer. (2x2) (4)
Any TWO of the below or any relevant answer for TWO marks each
● Buy their groceries / shopping ✓ so that they will have access to healthy food that boosts
their immune systems ✓
● Be available to have open, honest conversations about HIV ✓ so that they can get emotional
support if they need it ✓
● Encourage them to see a doctor and start HIV treatment as soon as
possible ✓ so that they can get the medical treatment they need ✓
● Ask what you can do to support them in establishing a medication routine and sticking to it ✓
as medication adherence is vital ✓
● Recommend TWO ways how volunteering can improve your chances of getting
a job one day. (2x2) (4)
● Volunteering looks good on your CV ✓ and thus improves your chances of getting employed ✓
● If a company has a charitable mindset ✓, they will be able to see that you would fit into their
company’s culture ✓
● Volunteering gives an insight into your interests ✓ and that you are not just driven by money
✓
● It shows that you are able to work with different people ✓ which is an important skill -
especially at larger organizations ✓
[10]
After today’s lesson, take the list of your own skills, talents, passions, hobbies and interests (Activity 3 in
Lesson 2 - Worksheet) and match them to volunteer actions that you can take to help those affected or
infected with HIV/AIDS and other terminal illnesses.
Content Summary
LESSON 1: The Language of Volunteering
The glossary of terms will introduce you to some words that are used when talking about Community
Service. Words like:
LIST OF VOLUNTEER ACTIVITIES LIST OF MY SKILLS, TALENTS, PASSIONS,
(FOR AN INDIVIDUAL TEENAGER) HOBBIES AND INTERESTS
(from Activity 3, Lesson 2 – Worksheet)
Use “verbs” or “action words”
Making sandwiches, baking biscuits, Cooking, Sewing, I love cats, Reading, Social
Walking the dogs for the elderly or infirm media, Soccer
Volunteer: To freely offer to do something or work for an organization without being paid
Community Service – voluntary work intended to help people in a particular area. It is unpaid work
performed by a person or group of people for the benefit and betterment of their community without any
form of compensation.

However, you may have heard of community service in regard to legal sentencing for
breaking the law: unpaid work, intended to be of social use, that an offender is
required to do instead of going to prison.
Altruism: Altruism is the principle and moral practice of concern for happiness of other human beings or
other animals, resulting in a better quality of life both material and spiritual. It is a traditional virtue in
many cultures and a core aspect of various religious traditions and secular worldviews, though the concept
of "others" toward whom concern should be directed can vary among cultures and religions. In an extreme
case, altruism may become a synonym of selflessness, which is the opposite of selfishness.
Philanthropy:
The desire to promote the welfare of others, expressed especially by the generous donation of money to
good causes.
Volunteer/volunteering:
Volunteering is a voluntary act of an individual or group freely giving time and labour for community
service. Many volunteers are specifically trained in the areas they work, such as medicine, education, or
emergency rescue. Others serve on an as-needed basis, such as in response to a natural disaster as a
person who performs work for charitable, humanitarian, or civic reasons for a public agency or non-profit
organization, without the expectation, promise, or receipt of any compensation for their work.
Voluntourism:
The term voluntourism is a combination of the words volunteer and tourism. It is also sometimes referred
to as volunteer travel or volunteer vacation. Voluntourism is a form of tourism in which travelers participate
in voluntary work, typically for a charity.
Voluntourists range in age and come from all over the world. The work they do can be related to
agriculture, health care, education and many other areas.
Charity:
The practice of charity means the voluntary giving of help to those in need, as a humanitarian act.
Generosity
“The virtue of giving good things to others freely and abundantly. … What exactly generosity gives can be
various things: money, possessions, time, attention, aid, encouragement, emotional availability, and more”
(Science of Generosity Initiative, 2012).
Activist:
An Activist - a person who campaigns to bring about political or social change.
Activism: the policy or action of using vigorous campaigning to bring about political or social change.
LESSON 2: Contributions of Community-based and Non-Profit organizations.

What Different Types of NGOs Exist?
In 1945, the term “non-governmental organization” first appeared in the United Nations Charter after
World War II. However, these types of organizations had already existed for many years, advocating for

causes such as women’s rights and the end of slavery. Today, there are thousands of
NGOs around the world.
What are NGOs (“non-governmental organizations”)?

Today, when most people hear the term “NGO,” they think of an organization that improves lives in one
way or another. An NGO is a non-profit organization that operates independently of any government,
typically one whose purpose is to address a social, political or environmental issue. NGOs can be found
locally, nationally, and internationally. When local, NGOs are held to that specific country’s laws, but
international NGOs are not held to international law. The only exception is the International Committee of
the Red Cross.
Globally, NGOs can look very different depending on the laws of their country.
What do NGOs do?

Depending on its type, NGOs can work towards a wide variety of goals. According to the World Bank, there
are essentially two types of NGOs: operational and advocacy.
Operational NGOs focus on development projects, while advocacy NGOs focus on promoting certain
causes.
Many NGOs, especially large ones, are both types at once, though there’s often one area they are more
focused on. Areas of work can include emergency relief, international health education, women’s rights,
children’s rights, economic development, environmental advocacy, disaster preparation, and more.
Some of the most well-known NGOs are:
• Gift of the Givers, the largest NGO of African origin

• Greenpeace
• Amnesty International
• Mercy Corps
• Doctors Without Borders
• International Rescue Committee
• Bill & Melinda Gates Foundation
Other types of NGOs

Within the two categories of operational and advocacy, NGOs can be divided up even further based on
their specific areas of work.
Here are some of the main types:
BINGO – A “big international” NGO, such as the Red Cross. These are also called “business-
friendly” NGOs.
INGO – An international NGO such as Oxfam.
ENGO – An environmental NGO like Greenpeace.
RINGO – A religious international NGO such as Catholic Relief Services.
CSO – A civil society organization like Amnesty International.
GONGO – A government-organized organization like International Union for Conservation of
Nature.
Just like with the two main definitions (operational and advocacy), NGOs can fall into more than one of the
above categories.
NGOs can also support CBOs (community-based organizations), which are very local. Some CBOs are
independent.
FBO’s are Faith-Based Organisations – charity work, which is so needed, that is done in the name of a
particular religion.
How are NGOs funded?
NGOs are funded primarily through grants, loans, membership fees, and private donations. They are also
able to get funding from government organizations without losing their NGO status.
While some NGOs depend on this type of funding, governments can’t be involved in decisions or oversee
what the NGO does.
Why NGOs matter

Why are there so many NGOs? As the world became more globalized and technology allowed for easier
communication, more and more people became aware of issues affecting others. At the same time, people
lost faith in government organizations and their ability to meet the needs of people both at home and
around the world. More NGOs were a natural result.
Non-governmental organisations (NGOs) have played a vital role in supporting South Africa’s development
– they do so by delivering critical services such as education, healthcare, and skills to the disenfranchised
majority and to vulnerable people such as the aged, the frail, the sick, women and children victims of
violence and other groups affected by social ills and rights injustices. NGOs advocate for rights-based
governance, policies and laws and NGOs hold the government accountable for its legal and development
responsibilities.
Did you know? Some NGO information about South Africa: Stats SA reported that in 2014 the country had
127,000 registered non-profit organisations. This is made up of organisations of varying sizes and mandates
that operate across multiple domains in both the formal and informal economy. Voluntary community-
based organisations make up 95 per cent of the sector, and non-profit organisations and trusts the balance.
In addition, an estimated 50,000 NPOs are unregistered. Education NPOs account for about 6 per cent of
the NGO sector.
It seems that NGOs are making a vast positive difference.

“Communities are not built of friends, or of groups with similar styles and tastes, or even of people who like
and understand each other. They are built of people who feel they are part of something that is bigger than
themselves: a shared goal or enterprise, like righting a wrong, or building a road, or raising children, or
living honourably, or worshipping a god. To build community requires only the ability to see value in others,
to look at them and see a potential partner in one’s enterprise.”
Important to notice about Suzanne Goldsmith’s definition of community:

Community IS NOT:
- You do not have to like other people for them to be part of your community
- You do not have to understand other people for them to be part of your community
- You do not have to be friends with people for them to be part of your community
- You do not have to have similar style or tastes for them to be part of your community
Community IS:
- A shared goal or enterprise (businesses/project)
- A goal that is linked to something bigger than yourself and the rest of the community
- Seeing value in others
- Partnering with others in the shared goal or project
1. Find a cause that is linked to your values.

2. Think about the skills you bring to a shared goal (skills, abilities, interests, hobbies, resources,
talents).
3. Look at the community – start close to home – identify social ills and injustices, environmental ills or
injustices or where others are suffering.
4. Match your skills (superpowers) to that need.

THAT is community service!
[Adapted from: Goldsmith, S. (n.d.). A City Year: On the Streets and in the Neighbourhoods with Twelve
Young Community Volunteers.]
DIFFERENT TYPES OF DUTY-BEARERS:

As active and responsible citizens in a democratic country, we all have responsibilities
to participate in volunteer activities to better our communities and our country:
LESSON 3: Volunteer activities to help the less privileged, those infected with
HIV/AIDS and other terminal illnesses.
What does ‘terminal illness’ mean?
An illness or condition is terminal when:

• it cannot be cured and
• it is likely to lead to someone's death.
Some people, including healthcare professionals, may use different definitions. Some people prefer to use
the words life-limiting illness or incurable illness.
Someone with a terminal illness may live for days, weeks, months or years. It often depends on their
diagnosis and any treatment they are having. It can be difficult for healthcare professionals to predict
exactly how long someone with a terminal illness will live (their prognosis).
It can be shocking or upsetting to get a terminal diagnosis, as people sometimes think the word 'terminal'
means they will die soon. This might be a worry for you too. It may help to remember that no two
experiences of a terminal illness are the same. Sometimes, a person's condition will gradually get worse as
the illness progresses. Other people may find that they feel better or worse at different points during their
illness – it is not always a straight path.
There is no set list of illnesses which are terminal.
Examples of some illnesses which can be terminal include:
• advanced cancer
• dementia (including Alzheimer's)
• motor neurone disease (MND)
• lung disease
• neurological diseases, like Parkinson's
• advanced heart disease.
• HIV/AIDS
• Remember that these illnesses are not always terminal.
We must remember that the person with the illness “infected”, needs care and help.
Others who love, live with, care for and are part of the community of the infected person are “affected”
and my have needs too for help, support, information, resources and care.
[Taken from https://www.mariecurie.org.uk/who/terminal-illness-definition, Accessed on 18 May 2023]

Weeks 5-7
Activity 1: Complete the definitions of domestic abuse below by including an
example
of each.
PHYSICAL ABUSE:
VERBAL / EMOTIONAL ABUSE:
SEXUAL ABUSE:
DAMAGE TO PROPERTY:

Activity 2:
These examples of violence in schools were recorded in an online article. In your groups discuss the
following questions and mind map your answers on the page your teacher has given to you.
• Do you think this is a realistic representation of violence in South African schools?

• Statistics show that violence is on the increase in SA schools. Why do you think this is?
• Why are teenagers afraid to report intimidation types of violence like bullying?
• Assess the negative impact of bullying on an individual?
• What could you do as a Grade 9 class to have a voice against violence amongst your peers?
Recommend THREE strategies. Motivate your strategy.
Activity 3:
You need to research why there is violence in families, communities and among friends and peers as well
as the impact that violence has on the individual and the community.
A) Complete this questionnaire below from your own point of view

1) What example of violence have you seen before firsthand?
2) Why do you think the person acted violently?
3) What impact did this act of violence have on you or those around?
4) Do you think anything could be done to prevent this kind of violence from happening again?
Please explain your ideas.

HOMEWORK!!!!
B) Before the next lesson, you will need to have interviewed FIVE different members of your community.
This could include a parent, neighbor, school friend etc. Bring the answers to these interviews to class.
You will need this data in the next lesson. (You are welcome to include another THREE questions of
your own to this questionnaire.)
1) Identify which of the following describes your relationship to the interviewer:
parent community member school learner sibling friend

teacher

4) What impact did this act of violence have on you or those around you?
Activity 4: Reflection Activity
In the space provided write an inspirational quote for your peers to encourage them to stand up against
violence:

Activity 1: Complete the definitions of domestic abuse below by including an
example
of each.
PHYSICAL ABUSE: when someone uses physical abuse to force to hurt someone else.
E.g. a man hitting his wife we he is angry (in most cases bodily harm)
VERBAL / EMOTIONAL ABUSE: when someone uses words to intentional cause emotional
trauma. This could include manipulative behavior out of fear of further abuse.
©2023 Teenactiv E.g. A child being told they are86worthless and not meeting their essential
www.teenactiv.co.za
needs like providing
food. (Verbal (you say hurtful things which hurts your feelings (emotional).
Activity 2:
These examples of violence in schools were recorded in an online article. In your groups discuss the
following questions and mind map your answers on the page your teacher has given to you.
• Do you think this is a realistic representation of violence in South African schools?

• Statistics show that violence is on the increase in SA schools. Why do you think this is?
• Why are teenagers afraid to report intimidation types of violence like bullying?
• Assess the negative impact of bullying on an individual?
• What could you do as a Grade 9 class to have a voice against violence amongst your peers?
Recommend THREE strategies. Motivate your strategy.
Guide this discussion amongst learners and allow for different opinions. We will return to similar
questions later on in the seriers of lessons. Grade 9’s love to try and solve problems. The aim of this
discussion is to spur on problem solving rather than just accepting that the problems exist.
Activity 3:
You need to research why there is violence in families, communities and among friends and peers as well
as the impact that violence has on the individual and the community.

C) Complete this questionnaire below from your own point of view
7) What impact did this act of violence have on you or those around?
8) Do you think anything could be done to prevent this kind of violence from happening again?
Please explain your ideas.
Learner will have personal responses for this activity.

HOMEWORK!!!!
D) Before the next lesson, you will need to have interviewed FIVE different members of your community.
This could include a parent, neighbor, school friend etc. Bring the answers to these interviews to class.
You will need this data in the next lesson. (You are welcome to Include another THREE questions of
your own to this questionnaire.)
5) Identify which of the following describes your relationship to the interviewer:
parent community member school learner sibling friend

teacher

8) What impact did this act of violence have on you or those around you?
In the space provided write an inspirational quote for your peers to encourage them to stand up against
violence:
Each learner will have an individual response in this reflection but ensure that it evokes a positive
response of reconciliation.
Activity 1:
There are many reasons people become violent. In the space below, add another THREE reasons to this list:
Possible reasons may include:
✓ frustration with authorities and so they take the situation into their own hands
✓ they themselves were victims of abuse and followed in the same pattern

✓ low self esteem and self worth
✓ side effects of drug and alcohol abuse
✓
✓
✓
Activity 2:
Using the information you have learnt today and the answers to your questionaries, your group will now
have an opportunity to anaylse the information you collected. An infographic is a poster that takes the data
we collect and puts it in a visually interesting way so that the average person understands the statistics.
Your teacher will allocate a violence category for your group to reflect on. Use all the questionnaires of the
members of your group to collect statistics for your poster. Then work as a group to create this poster that
will go up on the wall in your class.
Use the following points as a guideline:
✓ Include a heading for your poster
✓ Indicate whether men/ women/ children were the victims
✓ include a summary of reasons for violent acts
✓ include summary of impact on the victim and those around them.
Activity 3: Individual Activity

(Complete for homework if not completed in class)
Study the image below and answer the questions that follow.

[Taken from https://www.news24.com/news24/southafrica/news/krugersdorp-rapes-what-we-know-so-far-about-the-
horrific-incident-that-shocked-sa-20220731 Accessed on 1 August 2022]
3.1 Define the term ‘rape culture’ with reference to this image.
(1x2)(2)
(Lower Order)
3.2 Discuss TWO possible reasons for the high levels of violent crime in South Africa.
(2x2)(4)
(Middle Order)

3.3 Recommend TWO ways that an individual can deal proactively with the rape culture in SA.
Motivate your answer.
(2x2)(4)
(Higher Order)
(10)

Answer the following questions:
4.1 How do you stay positive in the face of all the news on violence in South Africa?
4.2 Identify ONE aspect of the content covered in the last two lessons that you would like to do
additional research on.
4.3 What advice would you give your school friends on how to ”be safe” when going out to parties
in your community at night?

Activity 1:
There are many reasons people become violent. In the space below, add another THREE reasons to this list:
Possible reasons may include: Possible suggestions:
✓ a lack of compassion of others
✓ feel like there is no other way to solve their problems other than violence
✓ history of abuse
Activity 2:
Using the information you have learnt today and the answers to your questionaries, your group will now
have an opportunity to anaylse the information you collected. An infographic is a poster that takes the data
we collect and puts it in a visually interesting way so that the average person understands the statistics.
Your teacher will allocate a violence category for your group to reflect on. Use all the questionnaires of the
members of your group to collect statistics for your poster. Then work as a group to create this poster that
will go up on the wall in your class.
Use the following points as a guideline:
✓ Include a heading for your poster
✓ Indicate whether men/ women/ children were the victims
✓ include a summary of reasons for violent acts
✓ include summary of impact on the victim and those around them.

Activity 3: Individual Activity
(Complete for homework if not completed in class)
Study the image below and answer the questions that follow.
[Taken from https://www.news24.com/news24/southafrica/news/krugersdorp-rapes-what-we-know-so-far-about-the-

horrific-incident-that-shocked-sa-20220731 Accessed on 1 August 2022]
3.2 Define the term ‘rape culture’ with reference to this image.
(1x2)(2)
(Lower Order)
Any valid statement for TWO marks
Where people have become used to sexual violence and it has become the norm ✓. The result is that rape
seems normal and people almost don’t care anymore. ✓ This image references 10 000 people in south Africa
being raped in three months. Sadly, this confirms that rape is almost accepted in South Africa as just another
statistic of violence. ✓

3.2 Discuss TWO possible reasons for the high levels of violent crime in South
Africa. (2x2)(4)
(Middle Order)
● There is a history of crime in South Africa✓ some communities have used violence to solve their problems
for many years✓
● Lack of effective legal services ✓ with the increase of crime, it is harder for the police to address all these
areas as they themselves are then in danger ✓
● Lack of consistent punishment ✓ many feel they will not be punished for their crimes, or the severity of
the crime is not as serious ✓
● Increased gang led communities ✓ resulting in communities living in fear as gangs battle for power in the
local community. ✓
3.3 Recommend TWO ways that an individual can deal proactively with the rape culture in SA.
Motivate your answer.
(2x2)(4)
(Higher Order)
● Educate ✓ that this culture exists from a young age so that young boys and girls grow up learning that it is
not acceptable ✓
● Speak up ✓ take a stand against sexist comments and things that oppress women ✓
● Men get involved / set an example ✓ men need to show other men that oppressing women and treating
them inferior is not acceptable ✓
● Respect the women in your life ✓ intervene when you see something becoming potentially violent ✓
Request for government to take more action ✓ with stricter punishments and more laws and policies to
address the inequality. ✓
(10)

Each learner will have an individual response in this reflection.

Activity 1: Fill in the missing terms from this list below on Alternatives to Violence:
COUNT to 10 calm down and think too strong
change CHOOSE to overcome guilty
negative feelings first step professional or even a friend
afraid to REPORT a VOICE help
story trauma
1) Notice your ………………………………. and recognize when these feelings become

irrational and overwhelming. Remember you can …………………………………………. your
feelings.
2) When those negative feelings feel overwhelmingly strong … .………………………….. - this

helps you ………………………………………. more rationally.
3) When negative feelings become …………………………..… ... GET HELP! Talk to a

……………………………………………….. to help you work through your emotions.
4) If you know someone is in a cycle of violence, don’t be ……………………………. them. That

way they can get ………….. before it becomes very difficult to …………………. .
5) Become ……………….. - tell your ……………. if you have been a victim. This will help
others who have been victims to work through their ………….. early on rather than
retaliate in violence later.
6) Violent people need to see their victims as people. This is the ……………………….
towards feeling …………………… for their actions.
Activity 2: Follow the instructions on your group’s instruction sheet.

Refer to Lesson 3 – Group Activity

• What advice would you give a friend that has come from an abusive home who is
afraid that they will turn out like their parents?
• What advice would you give to develop a “kindness culture”?
In the space below, write another inspirational quote to encourage your peers to
choose kindness over violence.
Activity 1: Fill in the missing terms from this list below on Alternatives to
Violence:
7) Notice your negative feelings and recognize when these feelings become irrational
and overwhelming. Remember you can CHOOSE to overcome your feelings.
8) When those negative feelings feel overwhelmingly strong … COUNT to 10 -

this helps you calm down and think more rationally.
9) When negative feelings become too strong … GET HELP! Talk to a professional or even
a friend to help you work through your emotions.

10) If you know someone is in a cycle of violence, don’t be afraid
to REPORT them. That way they can get help early on before it becomes very difficult
to change.
11) Become a VOICE- tell your story if you have been a victim. This will help
others who have been victims to work through their trauma early on rather
than retaliate in violence later.
12) Violent people need to see their victims as people. This is the first step
towards feeling guilty for their actions.
Activity 2: Follow the instructions on your group’s instruction sheet.

Refer to Lesson 3 – Group Activity
Each learner will have an individual response in this reflection but ensure that it
evokes
a positive response of reconciliation.
Activity 1: Add another THREE points to the list below on HOW you can protect
yourself from violence.
✓ If you feel in danger, try to get away immediately and go somewhere safe like
the police station or a friend’s house.
✓ Avoid being alone and walking98in places at night alone. Try going
©2023 Teenactiv
out with your
www.teenactiv.co.za
friends in groups which will be much safer.
Activity 2:
In the PowerPoint presentation your teacher covered THREE different areas that you could get help as a
victim of violence. Use the list below that were covered in the PowerPoint and write them into the BUBBLE
that they belong in. Also include what help they can offer the viictim of violence.
https://www.gov.za/GBV
Individual Community
Government

Activity 3:
Question 1.1: Multiple Choice (4 marks)
Choose the correct answer and write down the letter only.
1.1.1 Bullying, blackmail, threats and manipulation are examples of:
A. Domestic violence
B. Psychological violence
C. Collective violence
D. Physical violence (1)
1.1.2 The best way to manage conflict is to:

A. Give in to what the other person wants
B. Compromise to create a feeling of a win-win situation
C. Try to fight back and make sure you are heard
D. Rather walk away and avoid the conflict (1)
1.1.3 Which of the following is a way to protect yourself from violence:

A. Carry a weapon with you
B. If people want to fight with you, fight back
C. Walk around on your own
D. Try resolve the conflict by talking (1)
1.1.4 The constitutional document that ensures that all South Africans are treated fairly and equally:
A. The Bill of Rights
B. LO textbook
C. Human Rights charter
D. South African Schools Act (1)
Question 1.2: Filling in the missing word (4 marks)

Complete the sentences below by using the words in the word-bank. You may use each word only ON

Psychological SPCA Counselling Sustainable
Individual Rural Assault Emotional
Community Intimidation Guidance Abuse
1.2.1. Physically attacking someone is known as a crime of ___________________ (1)

1.2.2. Volunteering for an organization such as the SPCA is a form of ___________
responsibility. (1)
1.2.3. _________________ violence occurs when someone's self-esteem is slowly
destroyed through manipulation. (1)
1.2.4. The process that occurs when an abused child is helped by a qualified adult to
explore difficulties such as stressful or emotional feelings is known as (1)
_________________.
Question 1.3: Short questions (8 marks)

1.3.1 Describe TWO ways how violence could impact emotionally on teenagers in a household.
(2x2)(4)
1.3.2 Evaluate the negative impact of violence in communities where it is experienced as a common incidence.
(2x2)(4)

(16)

Here is your last chance to leave a memorable quote that can make a change. First walk through the other
quotes still up on the wall in the class from previous lessons. Now choose a quote or phrase that inspires
others to choose kindness over violence. Write your quote in the space below and then on the page your
teacher has given to you.
Activity 1: Add another THREE points to the list below on HOW you can protect
yourself from violence.
L
✓ If you feel in danger, try to get away immediately and go somewhere safe like
the police station or a friend’s house.
✓ Avoid being alone and walking in places at night alone. Try going out with
your friends in groups which will be much safer.
✓ Avoid drugs, alcohol and people that use these substances because these
substances cause people to lose inhibitions and make dangerous choices.
✓ Do not carry any weapons. You might think it makes you feel safe, but it also
opens the door to violence.
✓ .
✓ .

Learners will provide personal responses for this activity

Activity 2:
In the PowerPoint presentation your teacher covered THREE different areas that you could get help as a
victim of violence. Use the list below that were covered in the PowerPoint and write them into the BUBBLE
that they belong in. Also include what help they can offer the viictim of violence.
Individual Community
Government
https://www.g
ov.za/GBV

Activity 3:
Question 1.1: Multiple Choice (4 marks)
Choose the correct answer and write down the letter only.
1.1.1 Bullying, blackmail, threats and manipulation are examples of:
E. Domestic violence
F. Psychological violence
G. Collective violence
H. Physical violence (1)
1.1.2 The best way to manage conflict is to:

E. Give in to what the other person wants
F. Compromise to create a feeling of a win-win situation
G. Try to fight back and make sure you are heard
H. Rather walk away and avoid the conflict (1)
1.1.3 Which of the following is a way to protect yourself from violence:

E. Carry a weapon with you
F. If people want to fight with you, fight back
G. Walk around on your own
H. Try resolve the conflict by talking (1)
1.1.4 The constitutional document that ensures that all South Africans are treated fairly and equally:
E. The Bill of Rights
F. LO textbook
G. Human Rights charter
H. South African Schools Act (1)
Question 1.2: Filling in the missing word (4 marks)

Complete the sentences below by using the words in the word-bank. You may use each word only ONCE.
Psychological SPCA Counselling Sustainable
Individual Rural Assault Emotional
Community Intimidation Guidance Abuse
1.2.1. Physically attacking someone is known as a crime of assault. (1)

1.2.2. Volunteering for an organization such as the SPCA is a form of individual
responsibility. (1)

1.2.3. Psychological violence occurs when someone's self-esteem is slowly destroyed
through manipulation. (1)
1.2.4. The process that occurs when an abused child is helped by a qualified adult to
explore difficulties such as stressful or emotional feelings is known as (1)
counseling.
Question 1.3: Short questions (8 marks)

1.3.1 Describe TWO ways how violence could impact emotionally on teenagers in a household.
(2x2)(4)
• Teenagers may feel afraid and ashamed✓ because of the beating or scars of fighting✓
• Teenagers may feel confused✓ because in many times they are harmed by people that are supposed to
love them✓ .
• Teenagers may feel alone✓ because they do not know what to do✓
• Teenagers feel hopeless✓ because they are threatened by the guilty parties.✓
1.3.2 Evaluate the negative impact of violence in communities where it is experienced as a common incidence.
(2x2)(4)
• People may feel feelings of failure✓ and react violently if they feel they are being victimized✓
• Children in communities may act violent and sometimes turn angry feelings into violent acts,✓because
they have seen their role models act violently✓ in situations
• Some people become passive- accept the violence✓, because they may believe that trying to escape
violence is hopeless.✓
• People who live and see violence all the time in communities✓often end up believing that violent
behaviour is normal✓
(16)

Learners will have personal responses for this activity.
Content Summary
Lesson 1: Health and safety issues related to violence:
In this series we are going to look at different social issues relating to violence. This theme is a continuation of the
same theme in Grade 8 where we looked at gender based violence and how to prevent violence against women. GBV
is one of many different kinds of violence we see in South Africa.
We have seen that violence can be:
• Physical: when someone uses physical abuse to force to hurt someone else. (in most cases bodily harm)
• Verbal or emotional: when someone uses words to intentionaly cause emotional trauma. This could include
manipulative behavior out of fear of further abuse.
• Sexual abuse: when someone is forced into a sexual activity against their own will even if they consented on
the previous occasion.
Violence can take on many different forms and appear in different places. This includes:
Domestic violence is the term given to violence that takes place in the home. This type of violence could
be subtle which means that its not always easily recognizable. Often the abuser wants to control the
home environment and the people in it. The abuser wants to scare the victim into submission so they do
not fight back and try and leave the situation.
Violence at a school environment is on the rise in South Africa. Sometimes this violence has been
occurring for a while but goes unreported until someone gets seriously injured or dies. Some learners
feel intimidated or afraid to report this behavior.
• Physical: when learners are fighting, hitting, pushing or tripping others

• Verbal or emotional: when someone slanders another learner by spreading rumours. This could
include bullying over social media platforms.
• Sexual abuse: this could include a learner forced into (intimidated) a sexual activity with a teacher or
other student.
Violence in the community occurs between the different groups of people that live in a geographical
area. We can also see examples of physical, emotional, sexual and damage to property in communities.
In South African communities we have seen an increase in gang violence and xenophobia.
In some communities, gangs fight over control and often innocent victims are caught in the middle. Some gangs
threaten the community to pay a “safety tax” to ensure their protection by the community gangs. If community
members resists, they are often murdered or tortured.
Xenophobia is when groups within a community act upon their prejudice towards foreigners in their community.
Sometimes this results in foreigner’s homes being burnt, individuals being tortured or murdered.
Lesson 2: Impact of violence on individual and community health and safety:
It’s so sad to hear of how many people have been victims of violence in our families and communities. I think its
especially difficult when you know the person that used violence to get what they want.
There are many reasons why people become violent. Some of those include:
✓ a belief that you as an individual are better than others and have a right
to treat others violently
Sadly, abusers are often respected in their communities and come across as polite individuals. In these instances it is
difficult for the victim to speak about the abuse because they would be afraid of not being believed. Remember we
cannot stop people directly from being violent or blame ourselves for not trying to stop them. You could end up
getting hurt in the process. There are ways of reporting individuals like this. We will look at this in more detail in the
lessons to come.
Violence will always cause some kind of hurt whether it is a physical and visible hurt or something more internal. It is
these internal injuries that often take a long time to heal and sometimes a person will even need assistance to
process the trauma of the abuse. Violence can directly impact the health and safety of both the victim and the
community.
Sadly, there are communities that cannot control their violent members. Some families move out of these areas
towards other areas that they feel are safer for their children. Law enforcement increases in these areas and the
innocent community members are afraid of being caught in the middle of the violence (between the violent
members and the law enforcement).
Lesson 3: Alternatives to violence: problem-solving skills and managing conflict
It is difficult to overcome tendencies towards violence. The good

news is it is not impossible. Much of the effectiveness of these
solutions comes from communicating where a person can find help
and teaching them life skills on how to manage situations
differently.
Lesson 4: Protecting oneself and others from acts of violence: where to find help National health and/or safety
promotion programmes.

In this lesson we look at what you can do to prevent violence and where to go if you need
help. Do you remember when we mentioned that it is important to be a listening friend. You
cannot solve another person’s problems, but you can be there to listen. Sometimes, however, a person who has
experienced a trauma like physical or sexual abuse will often need additional help to overcome the long term effects.
Actions you can take to protect yourself from danger and feel safe:
✓ If you feel in danger, try to get away immediately and go somewhere safe like the police station
or a friend’s house.
✓ Avoid being alone and walking in places at night alone. Try going out with your friends in groups
which will be much safer.
✓ Avoid drugs, alcohol and people that use these substances because these substances cause
people to lose inhibitions and make dangerous choices.
✓ Do not carry any weapons. You might think it makes you feel safe, but it also opens the door to
violence.
Being an individual within a community means that there are others that can
help in times of violence. Each community has different resources or support
centres for victims of violence. An individual can go to a local support group
like the Rape Crisis Centre or a police station. These specialised units will find
out what happened and provide the necessary counselling and support on
what to do next.
There are several organisations in South Africa that could help if you have been exposed to violence.
If you go directly to the SA government website at https://www.gov.za/GBV, you will find there is advice on what to
do if you have been abused in anyway. There is a direct link to services like Thuthuzela Care Centres in many different
communities that will offer support to rape survivors. At a centre like this you would be able to report the case
directly and get the necessary support to open a case and get counselling.

Remember, there is a chance that you might not have experienced violence yourself but we need to be sensitive
because there are so many around us that have. Be the kind of person that builds a “culture of kindness”.

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Weeks 1-4

Activity 1: SELF EXPLORATION & DISCOVERY:

Experiences What’s Important to Me

My top FIVE strengths, skills, interests, favourite classes, or subjects:

What I’d like to improve on and learn more about:

©2023 Teenactiv 1 www.teenactiv.co.za

SKILLS & ABILITIES ASSESSMENT: all jobs require different

My highest SKILLS & ABILITIES section currently is: ________________________________

What comes to mind when you think of your skills?

©2023 Teenactiv 2 www.teenactiv.co.za

My highest PERSONALITY & TEMPERAMENT section currently is: ____________________________

Do your surveys match? Are they similar or very different?

©2023 Teenactiv 3 www.teenactiv.co.za

Field Subject Subject Description Strengths Career Option

(CAT) basic functioning and controls • Speech

systems and processes using ability

You’ll learn all about the • Investigative • Journalist

subject and will need passion

[Adapted from: www.educonnect.co.za, Accessed on 6 June 2023]

2.1.1 Program Developer

2.2.1 Design (2)

©2023 Teenactiv 6 www.teenactiv.co.za

A. Future Educational Training

3.3 NSC stands for …

A. National Senior Certification

3.4 Ability refers to …

A. something that has been done successfully

©2023 Teenactiv 7 www.teenactiv.co.za

Write paragraphs on the importance of in-demand careers.

Lesson 2 - Worksheet MEMO

Field Subject Subject Description Strengths Career Option

©2023 Teenactiv 8 www.teenactiv.co.za

You’ll gain an in-depth • Logical

©2023 Teenactiv 9 www.teenactiv.co.za

systems and processes using ability

You’ll learn all about the • Investigative • Journalist

[Adapted from: www.educonnect.co.za, Accessed on 6 June 2023]

2.1.1 Program Developer SCIENCE & TECHNOLOGY

2.2.1 Design (2)

2.2.3 Physical Science (2)

2.2.4 Consumer Studies (2)

2.2.5 Business Studies (2)

©2023 Teenactiv 11 www.teenactiv.co.za

E. Future Educational Training

3.3 NSC stands for …

E. National Senior Certification

©2023 Teenactiv 12 www.teenactiv.co.za

E. something that has been done successfully

In-demand careers in South Africa in 2022

Write paragraphs on the importance of in-demand careers.

In-demand careers are defined as:

Any ONE of the above for ONE mark

Grade 9’s can find out about careers in demand by:

● researching in-demand jobs on the internet (✔)

Any ONE of the above for ONE mark

Knowing about in-demand careers is important because:

Any TWO of the above for TWO marks each

Possible answers may include the following:

Any TWO of the above for TWO marks each

WORLD OF WORK: Career And Subject Choices