Grade 11 Term 3 Project 2024

The Effect of Informed & Balanced Lifestyle Choices Among Grade 11 Learners
Impacts on Health and Career Preparedness

Date Issued: Due Date:

Recommended Duration: 4 – 6 Weeks Total Marks: 90

LEARNER INFORMATION

SUBJECT: LIFE ORIENTATION

GRADE: 11

MARKS: 90

TOPICS: Development of Self in Society (DSS)

Career and Career Choices (CCC)

SUB-TOPICS:  Maintaining physical, psychological, social, emotional and

spiritual health through informed and balanced lifestyle
choices.
 Investigate influences leading to risky decisions and
situations among Grade 11 learners.
 Analyse factors that impact negatively on lifestyle choices.
 Assess the impact of risky behaviours and situations on
future well-being and career competencies.
 Explore competencies, abilities and ethics that will assist in
securing a job and developing a career.
PURPOSE: The project seeks to empower Grade 11 learners with the
necessary skills, knowledge, and values to make informed
decisions about balanced lifestyle choices, thereby enhancing their
overall well-being so that they may effectively plan for their future
career prospects. It will also strengthen a deeper understanding of
the importance of consistently maintaining physical, psychological,
social, emotional, and spiritual health for a better quality of life
which could enable them to navigate the challenges brought about
by the ongoing changes in socio-economic living conditions,
challenges of peer pressure, and temptations to engage in risky
behaviours.

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 Furthermore, the project aims to highlight the impact of positive
role models and cultural influences in the promotion of healthy
lifestyles in order to provide school-going young people with the
competencies and ethics required for securing and excelling in
future careers. It will also shed light on the strategies and support
systems that can help learners overcome negative influences and
make responsible decisions that prioritise their personal safety and
long-term success.
DATE OF ISSUE:
SUBMISSION DATE:
DURATION: 4 – 6 Weeks

FORM OF Project
ASSESSMENT:

INSTRUCTIONS ON TECHNICAL ASPECTS

1. 2. Provide a cover page where your personal particulars are indicated.

3. Use a workable title for this project by basing it on the content it treats and the
problems/challenges spoken about in the problem statement. For that, you must read
relevant material on the content it treats. (1x1) (1)
4. Use a table of contents which corresponds to the aspects treated in the project and the
page numbers. To do that, use the same numbering system in your final product as used
in the project.
5. This project will require extended reading and writing on the part of the learner. To that
effect, it may require a thorough investigation into and sourcing information on healthy
and balanced lifestyle choices, risky behaviour and situations, factors that impact
positively on lifestyle choices, and competencies, abilities and ethics that will assist in
securing a job and developing a career.
6. In this task, learners will be required to present their answers in meaningful and sensible
sentences/phrases. In other words, learners must answer the questions in full sentences,
according to the content treated in the different sections of the project.
7. Learners will need adequate guidance at the outset of the project and their progress
should be monitored throughout.
8. Learners must understand all the assessment criteria applicable to the project before they
may start answering the questions.
9. Complete ALL the activities indicated in the project.
10. Submit each section according to the timetable for submission. In this case, an easy
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 timetable for submission should be attached to the project.
11. Different sources should be used to complete the project. At least, FOUR sources must
be used. The use of additional sources will be an advantage to the learner. (1x1) (1)
12. Sources used must be acknowledged and referenced.

A simple Harvard referencing style could be used. For example:

 According to Brown (2019), human rights violations cannot be resolved.
 Brown (2019) views human rights violations as an insurmountable problem. (This is a
paraphrased quote)
 “Human rights violations cannot be resolved”. (Brown, 2019). (This is a direct quote)

13. The project must be bound/stapled.

14. Although learners will spend quality time outside of contact time to collect resources and
information, the completion of the task must be facilitated by the teacher during class
time.
15. All the relevant content and assessment criteria applicable to the project must be
taught and discussed with the learners prior to its commencement.

(Higher Order)

[Sub-total: 2]

Educator Feedback

_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________

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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's 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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SUMMARY OF ASSESSMENT RUBRIC

Weighting Weighting
Cognitive Level Bloom’s Taxonomy
(Suggested) (Actual)
30% (27 marks) 28 marks Lower Order Level 1 & 2
40% (36 marks) 34 marks Middle Order Level 3 & 4
30% (27 marks) 28 marks Higher Order Level 5 & 6

MARKING GRID
Possible Mark Moderated
Description
Mark Obtained Mark
Technical aspects 2

ACTIVITY 1: INTRODUCTION 7

ACTIVITY 2: LITERATURE REVIEW

2.1 Reasons for Risky Decisions 7

2.2 Impact of Lifestyle Choices 19

2.3 Competencies During the Job Search 21
and in the Workplace

ACTIVITY 3: DATA GATHERING

3.1 Interviews 4

3.2 Graphic Representation 4

3.3 Analysis of Results 4

ACTIVITY 4: CONCLUSION 22

TOTAL 90

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PROBLEM STATEMENT

Read the problem statement below and investigate the underlying challenges it speaks about before
you attempt answers to the questions.

Healthy and Balanced Lifestyle Choices

In contemporary societies, the importance of making informed and balanced lifestyle choices is
crucial for young peoples’ well-being and their future endeavours. However, Grade 11 learners
often face significant challenges in this regard, as factors such as socio-economic hardships, a
lack of knowledge, poor decision-making skills, and the influence of peer pressure may impede
their ability to make healthy and beneficial choices.

These difficulties do not only affect young people’s physical, psychological, social, emotional,
and spiritual well-being but also have the potential to hinder the development of essential work-
based competencies, skills and ethics that are necessary for the job market. Their decision-
making skills may be compounded by factors such as substance abuse, unsafe sexual
behaviours, poor dietary habits, and risky driving which could adversely affect their immediate
and future plans.

Evidently, socio-economic challenges such as low income, poor literacy, and unfavourable social
environments may exacerbate these issues, making it even more difficult for learners to adopt
and maintain healthy lifestyle habits. A lack of informed lifestyle choices may also hamper young
people’s capacity to prioritise personal safety which could demonstrate the level at which they
may have developed critical competencies such as writing application letters, building a CV, and
honing interview skills.

[Adapted from https://www.berkeleywellbeing.com. Accessed: 21 May 2024]

SPECIFIC INSTRUCTIONS
All answers must be presented in full sentences. The questions are merely provided to guide
the presentation of answers. No answer must be given in point form. Follow the sequence
given below.

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Main question:

How can Grade 11 learners make informed and balanced lifestyle choices to overcome socio-
economic challenges and risky behaviours, thereby enhancing their overall well-being, resulting in
them being able to effectively plan for successful career paths?

Sub-questions:

A. What are the key factors that influence Grade 11 learners' ability to make balanced lifestyle
choices, and how do these choices impact their physical, psychological, social, emotional, and
spiritual health?

B. What competencies, abilities, and ethics are essential for Grade 11 learners to develop in order
to secure and excel in future careers, and how can education and community support systems
facilitate this preparation?

To answer the above probing questions, consider the problem statement and relevant literature to
present your argument in line with the structure below.

ACTIVITY 1: INTRODUCTION
1.1 Define the term “unhealthy lifestyle choices” and state THREE ways in which unhealthy
lifestyle choices could negatively impact a Grade 11 learner’s ability to succeed in school.
(1+3) (4)
(Lower Order)

1.2 What is meant by the term “competencies” in the context of choosing a career and describe
why it is important for Grade 11 learners to develop the needed career competencies while
still in school. (1+2) (3)
(Lower Order)

[Sub-total: 7]

ACTIVITY 2: LITERATURE REVIEW

Instruction: Your literature review should be done in essay form and should be presented
according to the following questions.

2.1 REASONS FOR RISKY DECISIONS

2.1.1 State THREE examples of unsafe attitudes that could cause Grade 11 learners to make risky
decisions. (3x1) (3)
(Lower Order)

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2.1.2 Describe ONE socio-economic factor associated with poverty that could make it difficult
for Grade 11 learners to make healthy nutritional choices. (1x2) (2)
(Middle Order)

2.1.3 Explain why Grade 11 learners might give in to peer pressure even though they know it is
risky. (1x2) (2)
(Middle Order)

[Sub-total: 7]

2.2 IMPACT OF LIFESTYLE CHOICES

2.2.1 Based on the studied literature and the problem statement, mention FIVE negative effects
that an unplanned teenage pregnancy could have on a Grade 11 learner's future career
goals. (5x1) (5)
(Lower Order)

2.2.2 Describe ways in which Grade 11 learners could be psychologically traumatised by a road
accident caused by their own irresponsible road use. (3x2) (6)
(Middle Order)

2.2.3 Explain ways in which psychological ill-health caused by an unbalanced lifestyle could make
it difficult for individuals to maintain high levels of hygiene. (2x2) (4)
(Middle Order)

2.2.4 Critically discuss how having a criminal record, due to alcohol abuse, could impact your
attempts of finding a job after school. (1x4) (4)
(Higher Order)

[Sub-total: 19]

2.3 COMPETENCIES DURING THE JOB SEARCH AND IN THE WORKPLACE

2.3.1 State FOUR mistakes an individual could make during an interview due to a lack of
knowledge about proper conduct. (4x1) (4)
(Lower Order)

2.3.2 Identify possible unethical workplace behaviours that could result from alcohol dependence.
(5x1) (5)
(Lower Order)

2.3.3 Explain important aspects individuals could look for when studying a job advertisement for
their first job. (2x2) (4)
(Middle Order)
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2.3.4 Evaluate how a Grade 11 learner's personal expectations about the world of work could
influence how they conduct their job search. (1x4) (4)
(Higher Order)

2.3.5 Suggest TWO ways in which Grade 11 learners could take advantage of various school
activities to enhance their competencies for managing projects in their communities. (2x2) (4)
(Higher Order)

[Sub-total: 21]

ACTIVITY 3: DATA GATHERING (INTERVIEWS AND ANALYSIS)

3.1 Interviews

To verify (confirm/disprove) the above findings, use Worksheet 1 to interview at least FOUR of your
schoolmates/peers. You will be expected to jot down or summarise the essence of each response
on Worksheet 1. Therefore, the interviewees will not complete the interview worksheet. You may
present your findings as demonstrated in the example below.

The completed interview worksheets must be attached to the submission.

Example:

To the question: “What steps have you taken so far to prepare for your future career?” you may
present your findings as demonstrated below.

[Insert peer’s name] has taken the following steps:

1.
2.
3.

The rubric below will be used to grade your work.

Excellent (4) Good (2-3) Poor (0-1)

The learner has made an effort to The learner has made an The learner has made a poor
collect the data from FOUR peers adequate attempt to collect the attempt to collect data. ONE or
related to ALL of the questions. data from FOUR peers related to MORE of the interviews have not
The answers provided are clear ALL of the questions. Some been conducted. The answers
and accurately reflect their peers’ answers could have been clearer are unclear and inaccurate. No
knowledge of the topic. to accurately reflect their peers’ effort was made to draw out
knowledge of the topic. further answers from their peers.

(Lower Order)

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3.2 Graphic Representation

To help you with your analysis in the next section, you will use Worksheet 2 to rate each of your
peers. You will then create a bar graph to compare respondents' own ratings with the rating you
gave them.

You may use the space provided in the worksheet to draw the bar graph or you may use a separate
page which you will then attach as an addendum. Below is a demonstration of how your bar graph
could be drawn.

Example:

Summary of Results
6

0
Xabiso Crizelle Antonella Fred

Peer Rating My rating

The rubric below will be used to grade your work.

Excellent (4) Good (3) Adequate (2) Poor (0-1)

The bar graph The bar graph mostly The bar graph partially The bar graph
accurately represents represents the data represents the data inaccurately represents
the data collected, with accurately, but there accurately, with some the data, with significant
each rating category may be minor notable inconsistencies inconsistencies or
(1-5) appropriately inconsistencies or or inaccuracies in the inaccuracies in the
depicted and the inaccuracies in the depiction of ratings. depiction of ratings.
frequency or proportion depiction of ratings.
of respondents clearly
displayed.
(Middle Order)

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3.3 Analysis of Results

Based on the data collection and the bar graph you created, analyse your findings by answering the
questions in Worksheet 3.

The rubric below will be used to grade your work.

Excellent (4) Good (3) Adequate (2) Poor (0-1)

The learner was able to The learner was able to The learner was able to The learner has made
identify key points and identify relevant key identify some of the key little attempt to identify
themes as well as infer points and themes and points and themes. They key points. Their
deeper meaning. They provided clear provided adequate analysis lacks
provided clear references to the references to the information and
references to the interview and graph to interview and graph to references to the
interview and graph to support their analysis. support their analysis. interview and graph.
support their analysis.
Their answers show Their answers are Their argument is
Their answers show high insight and maturity. somewhat insightful but disorganised and lacks
levels of insight, maturity Their findings are lack thoroughness and critical insight.
and creative thinking. organised and to the maturity. Their findings
Their arguments are point. lack clear organisation
presented in a clear and and structure.
organised manner.

(Middle Order)

[Sub-total: 12]

ACTIVITY 4: CONCLUSION

Based on the literature review (Activity 2) and the data collected through fieldwork (Activity 3),
conclude your project by answering the questions below.

4.1 Discuss how Grade 11 learners can educate themselves about the consequences of risky
decisions to encourage healthier choices in their future. (4x2) (8)
(Middle Order)

4.2 Evaluate the effectiveness of online resources in providing Grade 11 learners with the
necessary information for career preparation. (2x4) (8)
(Higher Order)

4.3 Suggest TWO ways in which positive role models could help Grade 11 learners to make
responsible decisions towards healthier lifestyle choices. In your answer, also indicate how
that could lead to a more balanced lifestyle. (2x3) (6)
(Higher Order)

[Sub-total: 22]

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5 BIBLIOGRAPHY

Acknowledge all sources used for the completion of the project as follows:
- Indicate all the sources you have used to complete the project.
- Arrange them alphabetically
- Arrange them chronologically based on the year they were published or released.
- Using additional sources (more than FOUR) will count in your favour.
- Use the guide on the following page to reference correctly.

[GRAND TOTAL: 2 + 7 + 7 + 19 + 21 + 4 + 4 + 4 + 22 = 90]

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 Harvard Referencing Style

Referencing means that you credit the various sources you used when writing your project. Sources
should be arranged alphabetically according to the surname of the first author.
1. Books
Author's surname and initials, year of publication, title (underlined), edition, place of publication,
publisher.
Example:
Marais, B.V.C. and Horne, K.W.W. 2011. The influence of the media on public opinion, Pretoria:
Juta
2. Journals
Author's surname and initials, year of publication of the journal, title of article, title of journal
(underlines), volume, pages.
Example:
Wobbe, T. 2001. How to organise the unorganised, Human Resource Management, 12(8), 8-9.
3. Chapters in books
Author’s surname and initials, title of the chapter, title of the book (underlined), editor of book,
place of publication, publisher, pages.
Example:
Gericke, H.B. The place democracy has in our country, in South Africa, the democratic ideal
edited by J.J. Matthews. London: Benton: 44-45.
4. Newspaper articles
Author surname and initials, year, title, newspaper (underlined), date and month, page.
Example:
Louw, S.2002. Water crisis, what’s next. Daily news. 29 January: 7
5. Internet Referencing
Author surname and initials, year, title (on-line) Available: (full web address) Date accessed:
Example:
Unknown (2004) Sentient microfilaments: A tempest in a tubule (On-line). Available:
http:somecomputer.printer.edu/pub/harnad/psyc.95.3.26/consciousness/11/bixley
Date accessed: 5 May 2011.
6. Personal Interview
Surname and initials. Year. Personal Interview. Date, Place.
Example:
Malan, B.D. 2011. Personal Interview. 5 May, Stellenbosch.

Click on "Reference" toolbar in Word. Click "Insert Citation", choose your source e.g.
webpage and fill in the information. Add Citation and then add Bibliography.

Reference instructions adapted: Expo 2014, L. Kroukamp.

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