(lo) coomon task for assessment standardised assessment...

LIFE ORIENTATION CTA 2009

LEARNER’S BOOK SECTION A

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LIFE ORIENTATION

(LO)

COOMON TASK FOR ASSESSMENT

Standardised Assessment Task

Grade 9

2009

LEARNER’S BOOK

SECTION A

� Time: 5 hours

� Marks: 120/2= 60

� No. Pages: 24



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SUMMARY SHEET ME, MY HEALTH, MY ENVIRONMENT AND MY CAREER

Task 1 LO Activity Assessment tool Resources Mark Time Physical development

and movement 4

Assessment standard 2,

3, 4

Activity 1.1 Choose ONE of the 4

activities

Rubric Mats/ grass or any clean & flat surface /classroom / music /

CD player / DVD player

15 90 minutes

Preparing for the soccer world cup

4 Assessment standard 4

Activity 1.2 Memorandum No resources required 10 20 minutes

Task 2 Orientation to the world

of work 5

Assessment standard 1

Activity 2 Memorandum No resources required 15 30 minutes

Task 3 Self – awareness

3

Assessment standard 1, 2,

6


Take responsibility for your own action

3 Assessment

standard 2, 3, 4, 6

Activity 3.2

Memorandum No resources required 10 15 minutes

Decision making 3 Assessment standard 5, 6


Task 4 Voter education 2

Assessment standard 1, 2


Rights, democracy and me

2 Assessment standard 2,

1, 3


Human Rights 2 Assessment

standard 4, 1, 3

Activity 4.3 Memorandum Information page 10 10 minutes

Task 5 Health Services

providers and living healthy

1 Assessment standard 4

Activity 5.1 Memorandum Webpage / library / local library / day clinic / hospital /

14 50 minutes

Drug abuse 1 Assessment standard 3, 4

Activity 5.2 Memorandum Day clinic / drug abuse rehabilitation centers / school

clinics

6 20 minutes

Total: 120÷2=60

5 hours



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NOTE TO TEACHERS AND LEARNERS

THEME: ME, MY HEALTH, MY ENVIRONMENT AND MY CAREER

BACKGROUND

The CTA consists of two sections: Section A and Section B. Section A consists of 120 marks and Section B consists of 80 marks. The time allocation for Section A is 5 hours and for Section B it is 2 hours. Refer to the summary table on the previous page for the allocation of time, marks, Learning Outcomes and Assessment standards. Section A consists of 5 tasks. Task 1 focuses on physical development and movement and it gives the description of sequences and skills for games, gymnastics, aerobics and dance activities. The learners only need to choose ONE of these activities for assessment. The chosen activities for this CTA will be assessed in the second term. The teachers can choose any two of these activities and teach these in the first two terms. The activities not chosen can be used as a resource to teach this section of the syllabus and build further on the activities. A CD is included so as to understand the skills required for these activities. Should the learners not be in a position to perform the chosen activities due to physical challenges, they can study the sequence on video in class and then assist in the assessment of the activities or perform an adapted version of any of these activities. A theory section is included to this question which can be done as a pen and paper activity. Tasks 2, 3, and 4 can be done during lesson periods they need reading, analysing and answering questions. Each question can be done separately in different lesson periods. The tasks for Section A will be done under the supervision of the Life Orientation teacher who will assess the tasks and activities on a continuous basis. Task 5 requires research, visiting websites, day hospitals and will need extra time for research as the task has to be completed under controlled time in the classroom. The CTA for 2009 consists of four documents. These are:

Section A

1. Learner’s Book 2. Teacher’s Book which includes a table summarising all the activities and the memorandum

for Section A.

Section B

1. Learner’s Book 2. Teacher’s Book including the marking guidelines for Section B.



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The School Management Team in conjunction with the teacher should ensure that all the necessary resources and stationery are made available prior to the commencement of the tasks. The tasks in Section A require learners to acquire and show their competencies of the Learning Outcomes. The tasks and activities in Section A and Section B will focus on the application, analysis and understanding of knowledge, skills, values and attitudes required for Grade 9 in Life Orientation. Section B should be completed under strict examination conditions according to a set national timetable.

MANAGEMENT OF THE CTA Make sure that all the necessary resources are available before each task or activity is started.

RESOURCES REQUIRED

o Modified soccer: Balls; skittles ; bottles ; markers; soccer poles ; any improvised poles ; grass area ; tarmac ; clear and safe playing area ; whistle.

Gymnastics, aerobics and dance: music; tape recorder; a clear practice area; tarmac; hall; classroom or mats. o Dictionary; access to the web pages; library; your provincial education and community

libraries.

o A3 paper per learner

o Answer books for Sections A and B of the CTA and blue or black pens

Section A must be completed before Section B is written.

The 5 hours allocated for this section should strictly be spent during school hours.



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LIFE ORIENTATION

CTA – GRADE 9

ACTIVE PARTICIPATION IN PHYSICAL DEVELOPMENT AND MOVEMENT

Tyd: 60 min. Punte: 25

You will be introduced to physical education activities. It is now expected of you to perform an assessment task to demonstrate your knowledge, skills and attitudes in physical education. Please note the following:

(1) You or your team should practice on your own using your free time to prepare for your assessment.

(2) Remember to do warming up activities before you start with any strenuous exercises. (3) Your teacher should advise or guide you throughout your preparation. (4) You and your team will have to present your activities at a specific date. Make sure that

you prepare well. (5) A wide variety of tasks are given to accommodate all learners. However, if you are unable

to participate in any of the task, then you should produce a valid reason such as: A medical certificate. But your teacher can also adapt the activities to suit your abilities.

Choose ONE of the following practical activities to perform.

TASK 1

� Individual

activity /

� Group work

TIME: 90 min � �� MARKS: 25

Activity 1.1



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MODIFIED SOCCER

SKILLS REQUIRED Kicking, dribbling, throw-in, aim at goal and score, intercepting, stopping and heading. This activity requires coordination, accuracy, teamwork and participation.

Field: Total playing area 60m x 50m Penalty area 14m x 7m (diameter) Goal 1,5m x 6m

INSTRUCTIONS As a team develop a strategy to outclass your opponents by practicing the following skills:

1. Dribble ball in between markers 2. Dribble and pass the ball skillful to your team mates to score a goal. ( Closed skill) 3. From a throw-in stop the ball with the chest or trapping it to control and pass the ball

to your team mates to score a goal. ( Closed skill) 4. From a corner kick line up your team mates to score a goal. ( Closed skill) 5. Take a penalty kick in the free kick area and shoot at the post to score goal. (Closed skill) 6. As a team play against another team and apply all the skills to outclass your

opponents. ( Open skill situation) SPECIFICATIONS:

Ball: Size 3 ball or soccer ball Teams: 6 or 9 in case of big classes where one is the goalkeeper. Positions: One goalkeeper, two strikers, one centre forward, one right wing and one left wing.

Penalty area

goal



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Strategy: A team decides on a game plan that includes attacking the goal post of the opponents and defending your own territory. To start: A kick-off is taken at the centre and must be kicked forward At kick-off all players are in their own half of the field. After a goal is scored a kick-off is taken by the team losing the goal. After 10 minutes (half time) ends, a kick off is made by the team not starting the game. A goal can’t be scored directly from a kick off. Out of bounds: The ball shall be thrown into play All opposing players to be 2m away. A goal can’t be scored directly from a throw-in. Defending: Only intentional body contact preventing an opponent from playing the ball should be penalised i.e. kicking, tripping, holding etc. Penalise rough and aggressive play. Any infringement of the rules results in a free kick to the opposing team from the spot where the infringement occurred. Goal kick: If the ball passes out of play over the end line and was last touched by the attacking team, a goal kick is awarded to the defending team. Goal kicks are taken from anywhere in the penalty area, by the goalkeeper. Corner kick: If the ball passes out of play over the line and was last touched by the defending team, an attacking player kicks it back into play from the corner of the pitch. All opposing players to be 6m away.

{ 15 }

OR GYMNASTICS:

SKILLS REQUIRED: The skills required for this activity includes the following: Rotation, balance and elevation. Note: Rotation: Spins and turns Balance: Position the body on one leg, head or hand against the force of gravity. Elevation: Jumps and leaps. The following activities need to be practiced and refined in collaboration with a partner. Here are the key elements of the gymnastic routine that you have to perform. Study them carefully. Practice these techniques as separate activities first before putting them in a sequence.



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Star Jump:

Double foot take off – jump from 2 feet, swing arms sideways and up, stretch arms and legs in the air. Land on both feet, bent knees slightly on landing, return to standing position.

Forward roll:

Start in squat position with hands in front. Tuck your head to your knees and chin to your chest. Raise your bottom. Start to roll. The back of your head or top part of your shoulders are the only parts that touch the mat. Stay in a ball position. End in the same position you started.

Cartwheel

The cartwheel is the movement where one moves sideways (in the motion the wheel of a cart would follow) in a straight line keeping the back straight placing the hand of the same side on the ground followed by the other hand as the legs are passed over the body and then come down as the handsand body come up to a standing up position.

Gymnastics activities should be executed with the necessary flow of movement, stretching of arms and stretched legs. Remember the sequence below needs to be executed synchronizing with your partner, what ever your partner does - you are doing at the same time.

Gymnastic Task (Partner work) In partners, run 6 steps, double foot take-off, star jump…crouch… perform two consecutive forward rolls to standing position … cartwheel left/right, end off in a crouch position… forward roll…stand …cartwheel ...round off …turn around and repeat sequence a second time, round off the movement. { 15 }

OR



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PHYSICAL FITNESS (AEROBICS)

Perform an aerobic routine to demonstrate your cardio vascular fitness. Each team should consist of not more than six members. The following routine is an example of the type of routine that your teacher will expect. You may follow this routine or design your own sequence with the skills described below.. Your exercise routine should include the following movements:

SKILLS REQUIRED: Runs on spot, lifting feet slightly at the back Toe touch activities in standing position - don’t slouch, keep body straight, lifting alternate foot in the air, straight legs, don’t bend knees and touch opposite hand and toe, backs straight, resilient execution required. Repeat with the other foot. Grapevine step - (step to the side left on the left foot (1) , step right foot behind left foot, (2) step left again on left foot (3) and jump both feet together (4), Repeat this step to right stepping onto right foot. This step requires foot coordination, rhythm and resilience From crouch position. Place hands on the floor in front, walk on hands whilst keeping body straight and tuck muscles. Lift head slightly. Do not slouch body, keeping stomach away from the floor whilst walking forwards, back straight. Walk 8 steps forward on hands and walk 8 steps back again.

Task: In groups of six - eight perform the following physical fitness sequence: This sequence can be performed to music:

• Run 8 steps on the spot

• 8 toe-touches starting with right hand touching left toe, repeat with the other hand and foot – in standing position

• Repeat runs and toe-touches again

• Grapevine step to left, repeat this movement to the right. Repeat to the left, then to the right again (4 times in all i.e. to the left, right, left and right again)

• Stretch arms up above head and stretch for 8 counts and bend forward for eight counts leaving hands on floor

• V-step: step onto R obliquely / diagonally forward to R, diagonally forward to L, right back, left back to feet together – 4 times in all.

• Deep lunge to L return to starting position, deep lunge to R repeat to left and right again.



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• Crouch down, heads up.

• “Walk” 8 steps forward on the floor and 8 steps back again. Repeat once more and end up standing straight.

• Repeat the whole sequence once more. Please note the following: (1) Work in a team of not more than 6-8 learners. (2) Your routine should not be less than 2-3 minutes. (3) Choose appropriate music. (4) Your team should practice the routine on your own.

{ 15 }

OR DANCE:

SKILLS REQUIRED: Dancing should be spontaneous, fun and should show enjoyment and a demonstration of a skill. This sequence requires certain execution of the following steps: Skipping step (Note that this is different to rope skipping and without a rope!) Step forward on right foot, hop on right foot, while lifting left leg and point toes, repeat with left foot. (step-hop-step-hop repeat step rhythmically) Do-si-do: Facing partner, walk 4 steps forward passing partners right shoulder, walk 4 steps backward to starting position passing partners left shoulder. In this dance partners in front will make a half turn to face front. Grapevine step – This step combination is longer than the aerobics step: step to the side left on the left foot (1) , step right foot behind left foot, (2) step left again on left foot (3) step to the left on right foot in front of left foot (4) step left again to left (5) step right foot behind left foot (6) step left again on left foot (7) close right foot to left (8) Repeat this step to right start stepping onto right foot. This step requires coordination with body and feet placement, rhythm and resilience Gallops: Moving sideways, repeat same step pattern. Step to left and hop whilst placing right foot to left foot... Step requires resilience and spring in the air. Keep body straight in the air. Remember when performing dance steps to keep head up, backs straight and move rhythmically to music.



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Bars of music

Activities Floor pattern

1-8 1-8 1-16 1-8 1-8 1-8 1-8 1-8

To be performed in groups of 8. Formation: Stand in circle holding hands, all facing inside of circle. Stand in a circle holding hands, gallop eight steps to left in a circle, Repeat eight gallop steps to right Repeat the above sequence – gallops to left and right again

Skip eight 8 steps to form two lines of four each participant 2m away from each other,

Do-si-do (around your partner and back to your place) passing left shoulder. Use skipping step. End next to partners facing front hand on shoulders.

Face front. Finish placing your hands on your partners shoulders Grapevine steps to left, stepping onto left foot, place right foot behind left, step to the left again, place right foot in front, and repeat this sequence counting 8 counts. Repeat sequence to the right. Repeat this sequence (grapevine step again) (If dancers are advanced they can move as described above, the second time around both lines move the opposite direction. E.g. front row to left. Back row to right) If not, both rows perform the grapevine step in the same direction. Skip eight steps finishing in a long way set, face front. The row on the right gallops four steps to left and back again. Row on left four gallops to the right and four back again, and return to a circle formation Repeat the dance once more

X X X X X X X X X X X X X X X X Face Front Move this way X X X X X X X X Face Front X X X X X X X X Front.



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{ 15 }

MY KNOWLEDGE OF SOCCER Refer to the diagram below.

In the view of South Africa hosting the 2010 soccer world cup it will be advantageous for learners to understand the game of soccer. Answer the following questions: 1.2.1 Draw the soccer field as indicated above on your answer sheet and indicate the

positions of the eleven players of one team on the field. (Refer to table with the list of players above) (6)

1.2.2 When is a corner kick given in a soccer match? (1)

SOCCER PLAYERS

1. Right back / Defender 2. Left back /Defender 3. Centre forward 4. Goalie / goalkeeper 5. Right midfielder 6. Right wing 7. Left wing 8. Central midfielder 9. Left midfielder 10. Right inner 11. Left inner

Activity 1.2



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1.2.3 Explain the difference between the infringement for a “yellow card” and a “red card” during a soccer match? (2)

1.2.4 When is a player off-side during a soccer match? (1) { 10 }

CAREER FUNDERS

Tyd: 60 min. Punte: 25 Funders are people or institutions that make bursaries and loans available for study purposes. Here is a list of funders and what they offer to students, i.e. The career field, the name of the fund, the amount of the bursary/loan, the duration of the allocation of funds, tenable – where you could study, service contract and contact details.

FUNDING FOR THE DISABLED DEPARTMENT OF LABOUR: BURSARIES FOR THE DISABLED Value: Tuition fees, residence fees, books and personal spending Duration: 1 year renewable Tenable: Any recognized University or university of technology in South Africa Who can apply? Undergraduate students with a disability, i.e. visual, hearing, physical or psychiatric. The studies must be conducive to an eventual career and the graduate is expected to be able to work after completion of a suitable qualification in their chosen fields. The bursaries are limited and will be awarded to those students with a financial need. Must be South African, Service contract: No Closing date: Not applicable Address: Apply directly to the institution at which you wish to study, including most public tertiary institutions.

BUILDING SCIENCE AND CONSTRUCTION FUNDERS CETA BURSARY PROGRAMME Value: R3500 for books, course materials and stationery in addition to tuition and residence expenses. Duration: 1 year renewable Tenable Any recognized South African Tertiary institution. Who can apply? Students who wish to study towards a career in the construction industry. Good grades. Preference will be given to students with Mathematics and Science. Service contract: No service contract Closing date: 31 August of each year Address: Application forms can be downloaded from: www.ceta.co.za Email: [email protected]

BOILER-MAKING STUDIES FUNDERS FOOD SCIENCE FUNDERS

TASK 2

� Individual

activity

� Group work


Activity 2.1



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Value: All training costs and a monthly allowance. Duration: Eighty weeks Tenable: Any FET college Who can apply? Grade 12 plus N3 (if no applicable subjects) Service contract: A bursary agreement is applicable Closing date: Annually on the 31

st of March and 31

August. A complete CV with grade 12/N course certificates. Address: The Manager Development, Bursar, Employment and Recruitment CEO Mittal Steel SA P O Box 2 Vanderbijlpark, 1900 Fax: (016) 889-3300 e-mail: [email protected]

BURSARY BAKER’S FOOD TECHNOLOGY Value: Tuition Fees, book allowance Duration: 1 year renewable Tenable: Cape Peninsula University of Technology Who can apply? Students who want to study food technology and who have a good academic record. Practical training in the THIRD YEAR of study. Service contract: No Closing date: Check on application Address: Manpower Development Manager Baker’s Limited PO Box 599 Pinetown 3600

LAW STUDY FUNDERS Attorney’s FIDELITY FUND Value: Amount varies, tuition fees Duration: A maximum period of 2 years Tenable: Any South African University Who can apply? Students, who are studying BA (Law), proof of successful completion of the first 2 years of the 4 year LLB curriculum. The award is given to those students who are in financial need or is based on outstanding academic merit. Address: The Operations Director (Bursaries) Attorneys Fidelity Fund Attorney’s Fidelity Fund PO Box 3062 Cape Town, 8000

MINING AND MINEROLOGY MINING AND MINERALOGY FUNDS ANGLO PLATINUM BURSARY SCHEME Value: Full tertiary registration and tuition, book allowance, once of computer allowance, medical and death benefit cover, residence fees, plus personal allowance Duration: Renewable annually for the duration of the course Tenable: Company-approved tertiary institutions Who can apply? Students with a minimum of D symbol for both Mathematics and Science Service contract: Employment contractual obligation of one year of bursary funded Closing date: 15 May of each year Address: The Bursary Department Anglo Platinum Human Resource Development Unit PO Box 450 Kroonstad 0350 www.angloplatinum.com

BUSINESS SCIENCE AND COMMERCE BUSINESS SCIENCE AND COMMERCE FUNDERS Value: Full tuition and residence fees plus an additional cash allowance Duration: Renewable annually for the duration of the course Tenable: Any university offering those fields of study Who can apply? Equity candidates only Grade 12s must have a minimum of a B symbol for Maths. Service contract: Employment contractual obligation of one year for every year of bursary funded

TOWN AND REGIONAL PLANNING TOWN AND REGIONAL PLANNING STUDIES FUNDERS Value: Amount varies: Duration: 1 year renewable Tenable: Any South African institution but with an emphasis on FET colleges Who can apply? Students who have come from poor homes in the Northern, Eastern and Western Cape and the Northwest Province. Learners are expected to achieve over 50% in all subjects.



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Closing date: 15 April of each year Address: c/o Career Wise (Pty) Ltd PO Box 30632 Braamfontein 2017

Service contract: No Closing date: 15 October of the following year. Address: African Scholars’ Fund PO Box 294 Rondebosch 7700 [email protected]

RELIGIOUS STUDIES RELIGIOUS STUDIES FUNDERS Value: Amount varies Duration: 1 year renewable Tenable: Any South African University Who can apply? Undergraduate students who want to study Theology full-time and who are intending to register at a university. Must have Grade 12 exemption. It is preferred that students will come from rural areas. Partial awards are given to students in financial need and/or are based on academic merit. Service contract: No Closing date:31 August – application forms must be requested in writing and are available from 1 May to 31 August each year. Forms received after 31 August will not be acknowledged Address: Study trust National Director PO Box 29192 Melville 2109

DEPARTMENT OF EDUCATION TEACHER TRAINING: FUNZA LUSHAKA FUNDER Value: amount varies, maximum 40 000 per annum Duration: 1 year renewable Tenable: Any Public HEI offering Initial Teacher Education Who can apply? Students registered for B. Ed, PGCE, B.A, B.Sc, BCom, BTech with majors suitable for admission to a PGCE programme in priority areas. Priority areas are: Grades R-9: Foundation phase Grades 4-9: African languages, English, Mathematics, Natural Sciences, and Technology. Grades 10-12: African Languages, English, Mathematics, Mathematics Literacy, Agricultural Sciences, Life Sciences, Physical Sciences, Civil, Electrical, Mechanical, Information Technology, Computer Applications, Engineering Graphics and Design. Service contract: Employment contractual obligation of one year for every year of bursary funded Closing date: varies from institution to institution Address: Students should contact the Financial Aid Office in the institution of their choice

Resource: Financial AID directory – PACE Career centre and Department of Education. These are actual funders.

Answer the questions below:

2.1 What is the purpose of a funder? (2) 2.2 Write down the duration of the bursaries of each of the funders mentioned above. (5) 2.3 If someone wants to become an attorney, which funder will you suggest to this person and which university offers this study course (1) 2.4 A friend is interested in the construction industry. Recommend a funder to your friend and mention the conditions of this bursary. (1) 2.5 Which of the funders provide bursaries to students who wish to become teachers? What are the minimum requirements to qualify for this bursary? (2)



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2.6 Not all students will qualify for a bursary. There are several other options. Name one. (1) 2.7 A student is visually impaired; identify the funder that would provide funding for such a person to further his or her studies at a tertiary institute? (1) 2.8 The Food Science Funders also provide bursaries. Name two jobs included in this field? (1) 2.9 What is unusual of the Boiler Making Funder? What extra does the Boiler Maker Funder offer to students? (1)

{ 15 }

SELF AWARENESS, RESPONSIBILITY AND DECISION MAKING

Tyd: 60 min. Punte: 25

SELF AWARENESS

You are a unique person who needs to identify your own uniqueness and self awareness. Try to see yourself standing in front of a mirror. Answer the following questions about yourself. If you can answer these questions clearly and confidently, then you have a good self awareness.

3.1.1 Write down two characteristics of yourself (2) 3.1.2 Describe your personality, i.e. humorous, quiet etc. (2) 3.1.3 Do you know yourself? How do you deal with challenges (Are you confident and assertive?) Name two qualities of yourself when confronted with a difficult/ problematic situation. (2) 3.1.4 What are your weak points and strong points? (2) 3.1.5 Name at least two ways in which you deal with stress and pressures at school or at home. (2)

{ 10 }

TASK 3

� Individual

activity


Activity 3.1



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TAKE RESPONSIBILITY FOR YOUR ACTIONS One of the basic life skills is the ability to take responsibility for one`s actions. Every decision or action that you take has consequences. Such actions could be either positive or negative. This also means that when your actions are positive, you are proactive and when your actions are negative, you are reactive.

• An action is proactive if the consequence thereof is positive or

• an action is reactive if the consequence is negative. Read the following scenarios and say what action you will take in each of the cases. Choose the correct column to write your action down. 3.2.1. Your friend gets into a fight with a fellow school mate. REACTIVE ACTION PROACTIVE ACTION

(2) 3.2.2. You are pressurised by your close friends to take your first puff at a cigarette. REACTIVE ACTION PROACTIVE ACTION

(2) 3.2.3 Your parents want you to go with them to a family birthday celebration, but you want

to go with your friends to a friend’s party. REACTIVE ACTION PROACTIVE ACTION

(2) 3.2.4. You have a job at a supermarket. A good friend enters the shop and asks to buy a magazine. As you get it for her, you notice her putting a bar of chocolate from the counter into her pocket.

Activity 3.2



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REACTIVE ACTION PROACTIVE ACTION

(2) 3.2.5. Your friends like to show off in front of the opposite sex. You get embarrassed. YOUR DECISION REACTIVE ACTION PROACTIVE ACTION

(2) { 10 } DECISION MAKING Apply the steps of decision making in the following situation. Imagine this scenario: Your school is having a sports day. The principal said that all learners should attend the sports day because the teams need the support of the whole school. Your friends suggest that they are not going to the sports day but instead go to the home of a friend whose parents are working. They want to listen to music and enjoy the company of each other. You tell your parents that you are not interested in sport and rather want to stay at home. However, your parents insist that you attend the sports day and even give you extra pocket money for the day. Identify 4 possible choices you need to make and the possible consequences in the grid below:

Activity 3.3



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Problem: Possible choices Possible consequences a.

b.

c.

d.

Best decision: { 10 } { 30 }

HUMAN RIGHTS AND DEMOCRACY

Tyd: 60 min. Punte: 25 Read the following extract then answer the questions that follow:

2009 is the year for elections. Read the following information, then answer the following questions:

Independent Electoral Commission

The Independent Electoral Commission (IEC) is a permanent body established in terms of the Electoral Commission Act of 1996 to promote and safeguard democracy in South Africa.

Am I registered to vote? ( and if so, where?) If you're on the Voter's Roll, you're registered to vote. You should check the Roll to see if you're registered and to make sure your details have been correctly entered - in particular, that you're registered to vote in the area in which you live.

TASK 4

� Individual

activity


Activity 4.1

RIGHTS, DEMOCRACY AND ME



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Where and how do I register to vote?

You can apply to register only in the voting district in which you live or to which you regularly return after temporary periods of absence. You can register when you turn 16 years of age, although you can only vote when you are 18.

You can register at the office of your nearest municipal electoral officer during office hours. In order to register, you must:

• Apply for registration in person;

• Be a South African citizen; and

• Possess a valid bar-coded identity document or a valid temporary identity certificate.

Where do I vote?

You can only vote in the district for which you registered - your name will only appear only on that part of the Voters’ Roll devoted to this district.

What is the voting procedure?

Voters queue outside their voting station entrance and their names are checked against the Voters’ Roll as they enter the station. To prevent cheating, a voter’s thumb is examined under an ultra-violet scanner for traces of the indelible ink that is applied to everyone who has voted.

Voters receive a ballot paper. Each ballot paper has a list of all registered political parties contesting the elections. Alongside each party name is the photograph of its leader, the party’s logo and a block in which voters can make their mark.

Each voter enters a private cubicle to cast their vote. A voter is allowed to make only one mark on each ballot paper for a party of their choice. Only a tick or a cross is acceptable in the appropriate box next to the chosen party. A mark anywhere else will spoil the ballot paper and so nullify the vote.

After making their choice, voters deposit their ballot papers in a sealed ballot box and leave the station.

http://www.safrica.info/public_services/citizens/your_rights/iec.htm

4.1.1 Write out the abbreviation IEC in full (1) 4.1.2 What is the purpose of the IEC? (1) 4.1.3 What is a Voter’s Roll? (1) 4.1.4 There are three important points that you should remember before you will be allowed

to register. Name them. (3) 4.1.5 At which age can you register and how old should you be before you can vote? (1) 4.1.6 I am staying in Cape Town, can I vote in Gauteng? (1) 4.1.7 Why are voters’ thumbs examined before they vote? (1) 4.1.8 What is a ballot paper? (1)

{ 10 }



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CELEBRATING NATIONAL DAYS The following conversation was captured of Sharleen Surtie-Richards on Good Hope Radio on the 16th of June 2008 during the Youth Day celebrations. She conveyed the following message to the youth of South Africa:

http://www.tvsa.co.za/actorprofile.asp?actorid=2238

Answer the following questions:

4.2.1 On which day is Youth Day celebrated? (1) 4.2.2 Why does Sharleen Surtie-Richards say that you have a special day named after you, what is the significance of this day? (3) 4.2.3 What does it mean when she mentions that you need to “ always be part of the solution not the problem”? (3) 4.2.4 “Prove to us that you are the leaders of tomorrow”. Name 2 qualities of a good leader. (2) 4.2.5 Name two other National holidays in South Africa. (1)

{ 10 }

"Hallo, I'm Sharleen Surtie Richards…. and once again to all you young people out there. Congratulations, you actually have a special day named after you, Youth Day. Guys, respect it, show that you've earned it, prove to us that you deserve to be our leaders of tomorrow. You have your whole lives ahead of you. use each day as a challenge to be a success. Always be part of the solution, not the problem. Love you all, enjoy the day! Love you all, enjoy the day! Good Hope FM. 16 June 2008

Activity 4.2



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HUMAN RIGHTS

Read the following two extracts numbered A and B. They are two different sources and represent real life situations. The one incident happened in Germany the other one on our doorstep in South Africa. Answer the questions below:

A – HOLOCAUST GERMANY “Full statistics for the tragic fate of children who died during the Nazi genocide - Holocaust - will never be known. Estimates range as high as 1.5 million murdered children. This figure includes more than 1.2 million Jewish children, tens of thousands of Gypsy children and thousands of institutionalized handicapped children. Nazi persecution, arrests, and deportations were directed against all members of Jewish families without concern for age. Plucked from their homes and stripped of their childhoods, the children had witnessed the murder of parents, siblings, and relatives. They faced starvation, illness and brutal labor, until they were consigned to the gas (death) chambers.” http://www.auschwitz.dk/star/Default.htm

B - XENOPHOBIA SOUTH AFRICA “Foreign nationals in Alexandra, North of Johannesburg, are begging the police to deport them back to their home countries following the recent outbreak of xenophobia. According to the Alexandra Police, about a thousand refugees are being housed in tents at the police station while several organisations have donated blankets, food and other necessities.” http://www.merinews.com/catFull.jsp?articleID=134488

4.3.1 These are two examples of a term known as “xenophobia”. What is your understanding of xenophobia? (2)

4.3.2 Identify three similarities in the two events. (3) 4.3.3 Name 2 human rights that are being violated in the two events. (2) 4.3.4 Consider your own religion or belief system and suggest at least two ways how

to promote peace among the different cultural groups and suggest at least one way of dealing with the problem of xenophobia. (3)

{ 10 }

Activity 4.3



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HEALTH SERVICE PROVIDERS AND LIVING HEALTHY

Tyd: 60 min. Punte: 25 Communicable diseases are foreign organisms that enter the human body and cause illnesses and sicknesses of various kind. These diseases are carried over from one person to the other. Human beings can also contract such diseases from their environment. The following lists of communicable diseases are well known. Tuberculosis (TB), mumps, HIV and Aids, chickenpox, measles, ringworms, polio, and typhoid fever. Your task is to collect information about these diseases and answer the following questions: On an A3 paper, complete the table below.

5.1.1 Explain what these diseases are. 5.1.2 What information is available to make the public aware of the diseases? 5.1.3 Where can you find treatment for the disease? 5.1.4 Treatment options for these diseases.

Complete this grid. This is an individual task. Transfer this onto an A3 paper.

COMMUNICABLE DISEASES

DEFINITION Explain what it is.

WHAT HEALTH INFORMATION ARE AVAILABLE TO ADDRESS THESE DISEASES AT YOUR SCHOOL OR YOUR COMMUNITY

Provide details of HEALTH SERVICES available, their contact numbers and addresses

What TREATMENT OPTIONS are available to address this disease?

TUBERCULOSIS

MUMPS

TASK 5

� Individual

activity

� Groupwork


Activity 5.1



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HIV AND AIDS

CHICKENPOX

MEASLES

RINGWORMS

INFLUENZA

(14)

Activity 5.2

DRUGS A friend of yours down the road where you stay has been taking drugs for quite a long time and comes to you for help. You want to assist. What advice will you give him/her? Discuss the treatment options and provide him/her with the necessary contact numbers as a start. (6) { 20 }

TOTAL: 120÷2=60

(lo) coomon task for assessment standardised assessment...

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