Life Orientation /Grade 10 Source-based task MDoE/ February 2024

NATIONAL
SENIOR CERTIFICATE

GRADE 10

LIFE ORIENTATION
Source-based task
2024

MARKS: 90

This Source-based task consists of 15 pages, including the cover page and the
Analysis grid

Duration: 3 - 4 weeks

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Life Orientation /Grade 10 Source-based task MDoE/ February 2024

Development of the Self in Society, Careers and Career Choices and

Democracy and Human rights

SUBJECT: LIFE ORIENTATION

GRADE: 10

MARKS: 90

TOPICS: Development of the Self in Society (DSS)

Democracy and Human Rights (DHR)

SUBTOPICs/Content • Self-awareness and self-esteem

areas: • Power and power relations
• Gender inequality
• Discrimination and violations of human rights

PURPOSE: The purpose of this Task is to instill the necessary life

skills to enable grade 10 learners to effectively deal
with the challenges of an inability to do self-evaluation
which is necessary for the development of self-esteem
and self-confidence, as necessary conditions for one
to self-mange and effectively deal with the challenges
of growing up, such as human trafficking and the
negative influence of the media.

Moreover, learners will be required to develop the

necessary knowledge and skills that could enable
them to understand and deal with gender-based
violence, discrimination, unequal power relations, and
teenage -pregnancy.
DURATION: 3 – 4 Weeks
Date of issue 2 February 2024

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Life Orientation /Grade 10 Source-based task MDoE/ February 2024

Date of final 26 February 2024, i.e.,

completion • Activity 1 (12 February 2024)
• Activity 2 (26 February 2024)
FORM OF SOURCE-BASED TASK (SBT)
ASSESSMENT:

TEACHERS’ INSTRUCTIONS

• The teacher will actively guide learners on the type and nature of the
required material to complete the task. Thus, learners will collect the
needed resources to class and the teacher will help them understand the
content thereof, in keeping with the questions in each section of the Source-
based task, under the framework of the 2024 ATP.
• Resources may vary depending on the nature and aim of the Source-based
task.
• Additional resources, i.e., reliable website material, textbooks of other
subjects, life Orientation (LO) handouts, notes given by teachers, the
concept document and other DBE resources may be used.
• The teacher will guide learners on how the task could successfully be
completed.
• Learners will be monitored through-out the completion process.
• Learners should not expect answers from teachers; however, discussions
of the related topics/content could be done.
• Each completed section must be submitted before the next section is
commenced with.
• The teacher will indicate if a learner is ready to continue with the next
section.

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Life Orientation /Grade 10 Source-based task MDoE/ February 2024

LEARNERS’ INSTRUCTIONS

• Learners will spend time outside of class-contact time to collect needed

resources for the completion of the Source-based task. The collection of
information will be guided by the questions.
• The text does not have answers. Its aim is to introduce the topic/content
treated in the questions.
• This task requires learners to do an in-depth or extended reading that could
accord them an opportunity to digest the content/concepts treated in the task.
To that effect, related material could be read, so that the content could be
interpreted from different angles, resulting in a better interpretation or
understanding of the problems which could be tested through learners’ ability
to conduct informed discussions, define the key concepts, analyze the related
concepts, critically discuss certain aspects, evaluate certain instances and
make recommendations based on the problem in each activity.
• Therefore, learners should digest the information in the two sources and then
respond to application questions based on informed decision-making and
problem-solving skills.
• In this task you will be required to complete TWO activities of 45 marks each.
You will need to submit each activity typed out and attached to the ultimate
presentation.
• Fully completed declaration forms must be attached to the completed task.
• The task should be well-structured by taking into account the following
aspects:
- A completed cover page with learner and task details (provided by the
teacher).
- Correctly numbered answers to correspond with questions.
- Each section should be answered on a new page.
- Write legibly and neatly.
- Use proper grammar and present meaningful sentences as answers to
questions.
- Proof-read your work before submission.

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Life Orientation /Grade 10 Source-based task MDoE/ February 2024

- Consider the mark allocation in each question. It informs you of the extent
of the required answer (s).
- Sequence and number all your pages.
- The task must be bound / stapled.
- Arial, font 12, justified, 1.5 spacing should be considered if typed on
computer.
- Hand written submissions are also welcome.
• Even if learners may work in groups, individual learner’s attempt will be
credited. Therefore, the end product will not be a groups’ product. The task
requires learners to display their individual attempt to solve the problems, in
keeping with the questions and content treated in the task.

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Life Orientation /Grade 10 Source-based task MDoE/ February 2024

DECLARATION OF OWNERSHIP OF LEARNER COLLECTION OF EVIDENCE

NAME
SCHOOL
CENTRE NUMBER
DISTRICT

Declaration by the Teacher:

I declare that all the work done in this learner collection of evidence is the sole work
of this learner.

Signed: _____________________ Date: _______________

Declaration by the Learner:

I declare that all the work done in this collection of evidence is my own work.

Signed: ___________________ Date: ______________

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 Life Orientation /Grade 10 Source-based task MDoE/ February 2024

ACTIVITY 1

Read the source below and consider the completion instructions to answer the
questions that follow.

SELF-AWARENESS, SELF-ESTEEM, SELF-CONFIDENCE AND EFFECTS OF SELF-

ESTEEM IN HUMAN TRAFFICKING
The first step towards understanding yourself is knowing who you are as a person. Interestingly,
it can be difficult to accept that we don’t really know much about ourselves, even though we may
think we do. This means it is important to take an 1inventory of your abilities and life experiences
before you move ahead, identifying those traits that help you define who you are. People make
decisions and act in certain ways based on their beliefs, emotions, and biases. Understanding
the origin of everything is crucial for one to be successful in life. They say “confusion is the natural
consequence of ignorance” and that seems corrects in many situations.

Before you can do anything else, you need to know what your values and beliefs are. For that,
you may need to answer questions such as “Why do we cling to the values we believe in? Why
do we choose one thing over another? The answers to these questions lie in understanding who
you are as a person. Beliefs are shaped by a variety of interacting factors and that includes your
upbringing or prior experiences, the environment you live in, friends, teachers, family members,
availability of positive role models etc. Importantly, self-aware individuals are better at
comprehending the origins of their ideas and beliefs, and that could strengthen their beliefs by
triggering the formation of new ideas and identities. Thus, your beliefs and values may serve as
a necessary condition for the achievement of your goals in life, if properly set and pursued.

In the same way, self-esteem and self-confidence are often used interchangeably; however, they
actually have different meaning and aim. Interestingly, they may all be as a result of self-
awareness, but they may differ in terms of how they influence your physical, emotional and
psychological growth. They are therefore products of a person being in relationship with others
and his/her environment.

The truth is that, not everyone is born with an 2inbuilt sense of self-confidence and other self-
defeating thoughts/tendencies. Sometimes it can be hard to develop confidence, either because
of personal experiences, having caused you to lose confidence. There are a couple of 3handy

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 Life Orientation /Grade 10 Source-based task MDoE/ February 2024

things you can do to build your confidence. Some of them are just little changes to your frame of
mind, and others are things you have to work on, for a bit longer to make them familiar habits.

Often, adolescent girls tend to, ordinarily, show lower self-esteem compared to boys. They are
also likely to engage in negative assessments of their physical characteristics and intellectual
abilities than boys. That could explain the high incident rate of suicide attempts, cases of
depression, and eating disorders among girls. Unfortunately, the media has been identified as
one major contributor to the development of these negative views and beliefs and that is possible
by the manner ideal qualities are portrayed as desirable to 4embrace. The problem of an inability
to develop self-management techniques to effectively deal with various challenges, like human
traffickers, is because they (traffickers) understand the psychological and emotional vulnerability
of young people. Victims of human trafficking could suffer from psychological manipulation and
abuse from traffickers. In order to control their victims, traffickers use a variety of emotionally
destructive techniques, undermining the confidence and self-worth of their victims, and verbally
abusing and isolating them to create a pervasive sense of helplessness.

Among women who have survived trafficking, there are increased rates of anxiety and stress
disorders, disassociation, depression, personality disorders, low self-esteem, suicidal ideation,
and poor interpersonal relationships. Worse, victims of human trafficking have often been robbed
of their identities, had their self-esteem demolished, and already experienced physical and
psychological abuse before they became victims of human traffickers. Once they leave their
traffickers, survivors have a variety of immediate, short-, and long-term needs that must be
addressed to help promote resiliency while they are reintegrating into the community.

GLOSSARY:
1Inventory- complete list of needed items/aspects for something
2Inbuilt - qualities you are born with.
3 Handy things- things that you can do to deal with a particular situation/occurrence.
4embrace - accept enthusiastically and keenly.
5Human Trafficking - forceful/deceitful recruitment/transportation/transfer/harbouring or receipt
of persons for the monetary value attach to them.

Adapted from https://www.scielo.org.za, accessed on the 29th January 2024.

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 Life Orientation /Grade 10 Source-based task MDoE/ February 2024

Completion instructions:
Read the above source, digest its content, use additional sources to add on the available sources
at your school, discuss the significance of the concepts and implication of the content thereof.
Proper reading will enable you to answer the application questions below. Bear in mind the fact
that, group discussions may precede answering of the question; however, a learner will be
credited for his or her unique responses. The questions will require you to apply your critical,
creative and problem-solving skills to eventually make recommendations based on the
challenges related to the source.

1.1 After reading the extract above, define the term self-esteem. (1x2) (2)
1.2 According to the above source, there are many factors that could (4X1) (4)
influence the development of one’s self-esteem and self-awareness;
briefly state FOUR factors that could lower one’s self-esteem.
1.3 Based on the above extract, self-development and self-confidence (2x2) (4)
differ, but are important aspects of growing up; differentiate between
self-development and self-confidence.
1.4 Depression and suicidal thoughts have been identified as conditions (1x2) (2)
that could come about as a result of an inability to develop healthy
levels of self-management skills; describe a self-management
strategy that learners may use to enhance their self-esteem.
1.5 There are various ways in which young people could enhance their (3x2) (6)
self-esteem; explain THREE strategies that a grade 10 learner may
consider to enhance his/her self-esteem.
1.6 The above source establishes that human traffickers may traumatise (4x2) (8)
their victims physically and psychologically; discuss FOUR ways in
which human trafficking may negatively affect the victim’s self-
esteem.
1.7 The above source establishes that human trafficking may lower an (2x2) (4)
individual’s self-worth; analyse TWO negative impacts of human
trafficking on the victim’s self-worth.
1.8 The media has been identified as one of the major contributing factors (2x4) (8)
towards the development of negative views and beliefs in young

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 Life Orientation /Grade 10 Source-based task MDoE/ February 2024

people; critically discuss TWO negative effects of excessive use of

social media on the self-worth of teenagers.
1.9 Low self-esteem may enable sexual abuse; evaluate how self-esteem (1x4) (4)
could impact on the ability of the youth to deal with sexual abuse
taking place in their school premises.
1.10 Now that the challenges related to low self-esteem have been (1x3) (3)
explored, recommend ONE way in which Grade 10 learners could
effectively deal with sexual abuse at school. In your answer, also
indicate how that could ensure their continued safety.
Sub-total: 45

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 Life Orientation /Grade 10 Source-based task MDoE/ February 2024

Activity 2

Read the source below and consider the completion instructions to answer the
questions that follow.

GENDER STEREOTYPE AND GENDER INEQUALITY INFLUENCING TEENAGE

PREGNANCY

Gender stereotyping comes about as a result of unconscious biases we usually have about
gender groups. We aren’t 1preprogrammed at birth with these biases and stereotypes.
Instead, they are learned through repeated and ongoing messages we receive. Gender
roles, norms, and expectations are learned by watching others in our society, including our
families, our teachers and classmates, and the media. These roles and the stereotypes
attached to them are 2reinforced through interactions starting from birth. Consciously or not,
adults and often other children will reward behaviour or 3attributes that are in line with
expectations for a child’s gender, and discourage behaviour and attributes that are not.

Some ways gender stereotypes are learned and reinforced in childhood include, how adults
dress children, toys and play activities offered to children, children observing genders in
different roles, e.g., a child may see that all of the teachers at their daycare are female,
praise and criticism children receive for behaviours. encouragement to gravitate toward
certain subjects in school (such as math for boys and language arts for girls), anything that
models and rewards accepted gender norms. Children begin to internalize these
stereotypes quite early. Research has shown that, as early as primary school, children
reflect similar prescriptive gender stereotypes as adults, especially about physical
appearance and behaviour.

A gender stereotype is harmful when it limits women’s and men’s capacity to develop their
personal abilities, pursue their professional careers and/or make choices about their lives
Clearly, wrongful gender stereotyping is a frequent cause of discrimination against
women. It is a contributing factor in violations of the right to health, adequate standard of
living, education, marriage and family relations, work, freedom of expression, freedom of
movement, political participation and representation, effective remedy, and freedom from
gender-based violence.

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 Life Orientation /Grade 10 Source-based task MDoE/ February 2024

Gender stereotype has also been identified as one of the major contributory factors to
teenage pregnancy. Basically, it is a complex issue that affects individuals, families, and
communities worldwide. On the other hand, it is influenced by various factors, including
socio-economic status, education, and access to healthcare.

Consequently, gender inequality and teenage pregnancy can have long-lasting effects on
both the individual and society. Girls who experience early pregnancies often face
educational challenges, as they may be forced to drop out of school so that they may take
care of their children. This, as a result, could perpetuate the cycle of poverty, as it may
adversely limit their future opportunities.

Furthermore, gender inequality can block girls’ access to economic opportunities, making it
challenging for them to provide for themselves and their children, later on in life. The lack
of financial independence can further contribute to the cycle of teenage pregnancy, as girls
may feel limited in their options for a better future.

Alarmingly, incidents of gender inequality could also affect teenagers’ ability to make
informed career choices. There could be negative traditional belief systems that push the
youth to choose certain careers over others, due to unequal power relations between boys
and girls; something that society may unintentionally promote.

Glossary:
1preprogrammed - to program something or someone in advance/ to transfer the
development of certain traits/qualities in individuals/ offspring/ children etc.
2reinforced – an act done to strengthen or support an act/view/condition/circumstance or
making it impactful.
3attributes – characteristics/ qualities that explain that distinguish something from other
things.
Adapted from https://www.unicef.org, accessed on the 29th of January 2024.

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 Life Orientation /Grade 10 Source-based task MDoE/ February 2024

Completion instructions
Before answering the questions below, carefully digest the content and concept of
entrepreneurship. You may discuss these aspects in groups. However, only individual
attempt will be credited. The questions will require you to conduct group discussions, use
various sources on the challenges of water services in the context of the roles and functions
of the different democratic structures. That will enable you to gain a deeper understanding
of the challenges related to the provision of water services to communities.

2.1 The above source deals with both gender stereotype and (1x2) (2)
gender inequality; define the term gender stereotype.
2.2 Gender stereotyping may contribute to gender inequality; (4X1) (4)
briefly state FOUR stereotypical views that may lead to
gender inequality.
2.3 The above source refers to the differences between gender (2x2) (4)
stereotype and discrimination; differentiate between
discrimination and gender inequality.
2.4 Wrongful gender stereotyping may contribute to the violation (1x2) (2)
of human rights; describe how gender stereotyping may
lead to violation of grade 10 learners’ rights.
2.5 Gender inequality may be a necessary condition for teenage (3x2) (6)
pregnancy; explain THREE ways in which gender inequality
could negatively impact the ability of grade 10 learners to
succeed in their school work.
2.6 Incidents of sexual abuse are not reported due to gender (4x2) (8)
inequalities; discuss FOUR reasons why gender inequality
could make families of victims of sexual abuse not to report
such cases to authorities.
2.7 Participation in fitness programme may promote inclusivity (2x2) (4)
by discouraging gender inequality; analyse TWO ways in
which fitness activities could promote gender equality
among grade 10 learners.
2.8 The above source indicates that gender inequality may (2x4) (8)
frustrate girls from accessing available socio-economic

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Life Orientation /Grade 10 Source-based task MDoE/ February 2024

opportunities; critically discuss TWO socio-economic factors

that could sustain the cycle of poverty among the youth.
2.9 Societies have a role to play in dealing with the scourge of (1x4) (4)
teenage pregnancy; evaluate the role that communities
could play in the fight against teenage pregnancy.
2.10 Recommend ONE strategy that learners may consider to (1x3) (3)
successfully protect themselves from being victims of
gender inequality. In your answer, also indicate how that
could ensure that everybody is always safe.
Sub-total: 45
Grand-Total 90

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 Life Orientation /Grade 10 Source-based task MDoE/ February 2024

TOPIC/CONTENT VERBS AND COGNITIVE DIFFICULTY

QUESTIONS TOTAL
CONTEXTS LEVEL LEVELS
Activity 1
1.1. Self-esteem Define the 1 1 2
concept
1.2 Self-esteem Briefly State 1 2 4
1.3 Self-development and self- Differentiate 1 2 4
confidence
1.4 Self-esteem Describe 1 2 2
1.5 Self -esteem Explain 2 3 6
1.6 Self-esteem Discuss 2 4 8
1.7 Human trafficking and self-esteem Analyse 2 4 4
1.8 Self-esteem Critically 3 5 8
discuss
1.9 Low self-esteem Evaluate 3 5 4
1.10 Sexual abuse and self-esteem Recommend 3 6 3
45
Activity 2
2.1 Gender type Define the 1 1 2
concept
2.2 Gender inequality Briefly State 1 1 4
2.3 Discrimination and gender inequality Differentiate 1 2 4
2.4 Gender stereotyping Describe 1 2 2
2.5 Gender inequality Explain 2 3 6
2.6 Gender inequality Discuss 2 4 8
2.7 Gender inequality Analyse 2 4 4
2.8 Socio-economic factors Critically 3 5 8
discuss
2.9 Gender inequality Evaluate 3 5 4
2.10 Gender inequality Recommend 3 6 3
45
[90]

Summary of cognitive levels

Cognitive levels Expected Actual percentage Comments

percentage and and marks
marks
Low order 30% (27 marks) 30% (27 marks) Balanced
Mid order 40% (36 marks) 40% (36 marks) Balanced
High order 30% (27 marks) 30% (27 marks) Balanced

Due to its nature and the critical thinking, creative and problem-solving skills required,
Source-based tasks are essentially pitched at higher cognitive level; however, this task
attempted to adhere to the applicable and prescribed cognitive levels, as enjoined by
Section 4 of the CAPS, Abridged Section 4 of the CAPS and the 2021 Examination
guideline document.

Moses Nsimbini 29 January 2024

Internal moderator for Life Orientation

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