Lesson 6 – Worksheet MEMO

Activity 1:

Turn back to your notes from the first lesson (Lesson 1 – Worksheet) and look at your homework
response to Activity 4. Reflect how well you have implemented your own plan to improve your
lifestyle in the specific areas you identified over the past four weeks. Write your answers in the
table below.
Be honest with yourself in this activity.

My plan was My plan was The changes I can make to still be able to make
realistic unrealistic these changes.
Physical

Psychological

Social

Emotional

Spiritual

Learners will give personalized responses to this activity.

Activity 2:

After reading the list of ways in which Sgt Masethla was a positive role model, answer the
following questions:

1) What can you learn about social responsibility and involvement from Sgt Masethla?
Sgt Masethla wanted to improve the conditions of the community she worked in. I could also
look around me and dee how I could get involved in my community, helping the people as a
positive role model.

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 2) How does a role model like this influence your values and beliefs?
When you encounter someone who is trustworthy, kind and making a positive influence, I feel
that there is hope that not all police officers are corrupt and restores my faith in the police.
3) What can you learn about how to treat the elderly and children in a community?
The elderly need to be noticed and something as small as doing exercises with them will
improve their quality of life and show them that they are valuable members of the community.
4) Consider TWO ways that you could be a positive role model to the members of your community
and explain the impact it would have on others.
Learners own responses

Activity 3:
Question 1
Choose the correct answer and write only the letter (A-D) next to the question number
(1.1.1 to 1.1.5), for example 1.1.6. D.
1.1.1 Which of the following people would make a positive role model?

A. A social media influencer who promotes physical fitness and emotional health.
B. A doctor who drinks excessively because they cannot save everyone.
C. A parent who tries their best but sometimes gives in to unsafe behaviour.
D. A community leader who settles disputes with personal interests in mind.

1.1.2. Which of the following could be considered when exercising personal safety?

A. Glancing at your phone when making use of a zebra crossing.

B. Standing within arm’s length of a strange car to give directions.
C. Carrying illegal weapons such as knives or guns when walking.
D. Alerting loved ones of the intended destination before going out.

1.1.3 South Africans who consistently practice poor hygiene and dietary behaviour could:

A. Pass non-contagious diseases to other South Africans.

B. Put themselves at a higher risk of contracting COVID-19.
C. Have higher energy levels and a boosted immune system.
D. Find themselves at a higher risk of contracting STIs.

1.1.4 Which socio-economic aspects could make someone more likely to make unhealthy
lifestyle choices?

A. Poor literacy, unfavourable social environments and peer pressure

B. Low income, unfavourable social environments and poor social skills
C. Unfavourable social environments, poor social skills and poor literacy
D. Poor literacy, low income and unfavourable social environments

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 1.1.5. What could make teenagers likely to eat healthy food?

A. Parents mixing healthy and fast foods in their daily diets.

B. Parents often encouraging drinking of fizzy drinks after meals.
C. Having sugary deserts after eating vegetables laden food.
D. Constant exposure to environments that strictly prefer balanced diet.
(5x1) (5)

1.2 Answer the following questions by writing the answer next to the question number
(1.2.1 - 1.2.2). Write your answers in full sentences.

1.2.1 Provide TWO ways that role models could help a high school learner make positive
lifestyle choices. (2x1) (2)

Any TWO of the below for ONE mark each

Role models can could …

 Demonstrate healthy choices that learners can copy. 
 Be a source of guidance if the learner needs advice. 
 Provide emotional support and encouragement if the learner is struggling to make the right
choice. 
 Provide reasonable resources the learner may need to implement their positive choices.
 Conduct workshops / seminars / dialogue / panel discussion in which the consequences of
negative behaviour are discussed. 
 Develop handouts to guide learners on the correct course of direction they may consider when
experiencing the same thing. 
 Use social media (Facebook, Twitter, Instagram, Tik Tok etc.) to showcase best ways of dealing
with such problems.

1.2.2 Describe TWO ways in which high school learners who are addicted to illegal
substances could seek support to recover from their addiction. (2x2) (4)

Any TWO of the below for TWO marks each

(i.e. ONE mark for statement and ONE mark for qualifier / explanation)

High school learners could…

 Speak to a school councillor or psychologist who could give them emotional support to make
tough decisions and follow through. 
 Research possible options / strategies so that they have many options to choose from and can
select the one that feels right for them. 
 Speak to a knowledgeable teacher or adult about their difficulties in order to get emotional
support and guidance from an external source.
 ask a trustworthy friend or loved one to hold them accountable / check in with them regularly
to help them stay on track and motivate them to avoid relapses. 
(6)

Question 2

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Read the extract below and answer the questions that follow.

SEE: 60% of SA teens have been drunk

Young children should be at school, learning and playing, yet reports indicate that Gauteng’s
youngest drug dealer is an eight-year-old boy from Douglasdale. Studies report that 12% of all
South African learners have used illegal substances, including heroin, mandrax and cocaine.
Pressure from peers and unsafe attitudes are only some of the factors that contribute towards this
crisis. Are they not being educated on the dangers and their own personal safety?
Furthermore, by the age of 18, more than 60% of teenagers have been drunk. Studies have also
shown that children who start drinking before the age of 15 are four times likelier to become
alcoholics. One can only wonder at the physical impacts such substance abuse will have on our
youth.
[Adapted from: https://www.topuniversities.com Accessed on 15 June 2021]

2.1 Define the term ‘substance abuse’ and name TWO ways in which teenagers may
feel pressured by their peers to drink alcohol or take drugs. (1+2) (3)

Any relevant definition for ONE mark

Substance abuse:
 excessive use of alcohol, pain medications or illegal / legal drugs 
 irresponsible / unreasonable use of drugs
 use of substances that could lead to physical, social or emotional harm

Any TWO of the below for ONE mark each

 Learners may notice many of their friends doing it and they feel internal pressure to join
in / they fear standing out from the crowd.
 Their friends may ask constantly / repeatedly. 
 Peers may call them names or reject them for not taking the drugs
 Peers could bully them for not fitting in. 

2.2 Provide THREE unsafe attitudes towards substance abuse within a community
which could result in teenagers who are more at risk of abusing substances. (3x1) (3)

Any THREE of the below for ONE mark each

 The community could view it as normal. 

 It may be seen as an acceptable coping method for trauma or stress. 
 Community members may view it as acceptable to expose children to substances at an
early age. 
 Adults may feel that it is appropriate to ask children to handle / fetch their substances
for them.
 Many may feel that it is useless to educate the youth about dangers of substance abuse.


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  Some adults may assume that the youth know everything about substance abuse and
don’t talk about it. 

2.3 Describe THREE long term physical impacts of substance abuse on teenagers. (3x2) (6)

Any THREE of the below for TWO marks each.

(i.e. ONE mark for statement and ONE mark for qualifier / explanation)

 Substance abuse could affect the chemistry in their brain making it difficult to
concentrate or focus on important tasks.
 Long term substance abuse can damage kidneys and liver making it difficult for the body
to function and clear out toxins.
 Inhaling drugs or smoking can cause damage to lungs which could lead to further
complications such as emphysema, lung cancer or asthma.
 Overuse of injections can cause vein collapse  which can negatively affect blood flow in
the body.
 Substance abuse can trigger or aggravate existing mental health conditions, making it
difficult for the individual to function optimally. 

2.4 Discuss why substance abuse continues despite the fact that teenagers are taught
against it. (2x2) (4)

Any TWO of the below for TWO marks each.

(i.e. ONE mark for statement and ONE mark for qualifier / explanation)

 New substances are being introduced faster than teachers can keep up with which
means that the curriculum isn’t as up to date and learners aren’t as informed as they
would hope. 
 Some lessons may focus more on fear than accurate information  which means that
learners are still making emotionally based decisions /or/ which could mean that the
effects of the substance abuse education does not stick around once the fear wears off. 
 Often the information is repetitive which means that learners get bored and do not pay
enough attention. 

2.5 Recommend TWO strategies that teenagers may consider to protect themselves
from illegal substances in promotion of their personal safety. (2x2) (4)

Any TWO of the below for TWO marks each.

(i.e. ONE mark for statement and ONE mark for qualifier / explanation)

Teenagers could…
 Ensure that they surround themselves with positive influences and friends who will
not pressure them into substance abuse.
 Avoid parties where they know people will be distributing substances so that they can
avoid being tempted to try any of these substances.

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  Fill their life with meaningful activities such as sports or community projectsso that
they don’t need to fill gaps in their life with substance abuse.
 Stay informed / familiarise themselves with the negative effects of substance abuse,
which they could keep in mind when they are tempted to try any substances as a way to
discourage themselves.
(20)

Activity 4:

As we finish off this lesson, read through and answer the questions below as you reflect on the
following:

 Name THREE positive characteristics in your life that would make you a good role model for
others?

 Consider your teachers at school. What positive experiences with them has had a positive
influence on you?

 Identify what you are looking for in a role model to inspire you. Commit to researching, talking
to people - if you can’t say you have any positive role models yet.
Learners will give personalized responses to this activity.

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