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Open GR 10 LO Manual

The document outlines the Achieve Careers Life Orientation program for 2024, focusing on personal branding and self-development. It includes various modules covering topics such as gender equity, community service, career research, and study skills, with an emphasis on engaging activities and critical thinking. The program is designed to help students develop their personal identity and navigate the complexities of the 21st century.

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0% found this document useful (0 votes)

10 views110 pages

Open GR 10 LO Manual

Uploaded by

majidnolan1

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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grade10

2024
14th edition

Life
with a
focus on
personal
branding
MENU
The right to use the Achieve Careers (Pty) Ltd LO programme has been purchased for the year 2024 only, by your school. This programme may not be reproduced, nor adapted in any form, without the permission of Achieve Careers (Pty) Ltd.
Copyright © Achieve Careers (Pty) Ltd, 2024
Understanding the icons
used in this manual

activity

We take an
n i e b
flipped classroom activity*

group/discussion activity

fun activity

website
approach
video
Our mission is to create engaging educational
important point
content that equips scholars with the knowledge
and skills to navigate change in the 21st century.
warning/disclaimer
From career development and personal branding
new vocabulary
to relationships and social media, we cover an
career portfolio** extensive range of topics geared towards self-
awareness and active citizenship. We provide
*A flipped classroom is a blended learning updated information and engaging activities
strategy that challenges traditional learning
by delivering educational content in different
designed to encourage critical thinking, while
formats (e.g., online). It often involves supporting the effective facilitation of interesting
scholars preparing for lessons at home
or in advance, so that they come to class
LO content.
informed and ready for a discussion.

**If you see this icon at the top corner of

a page, it means that the content on that
The legal stuff
page includes handy career information that
should be included in your career portfolio. You are welcome to share any material provided to you that
is contained within this document with your class for the year
purchased (2024) for the purposes of research and study.
Understanding the activities Permission to reproduce, make an adaptation of, or transmit this
The following are used to guide your document in any manner, form or by any means, electronic or
answers to activity questions, where mechanical, including photocopying and recording, or via an
applicable: information storage and retrieval system, must be obtained in
writing from the owner of the intellectual property contained
Bloom’s taxonomy:
within this document, namely Achieve Careers at
B1 Remembering [email protected]. Please ensure that your scholars are
B2 Understanding aware of our copyright notice.
B3 Applying
We have included links to websites and online video clips to help
B4 Analysing
with the learning experience. At the time of publication, all of the
B5 Evaluating links were functioning and relevant.
B6 Creating
Disclaimer: Although every effort has been made to ensure that
Activity mark allocation: the information contained within this document was accurate at
the time of publication, Achieve Careers (Pty) Ltd warrants that no
/3 A question’s mark allocation
liability rests with it in respect of any loss, damage or disruption
caused to any party by any alleged errors or omissions contained
within this document, whether such errors or omissions result
from any alleged negligence, accident or any other cause.

eac ers
remember that there is a whole lot more
Copyright: © Achieve Careers (Pty) Ltd, 2024.
First published in South Africa in 2011.
to the Achieve Careers Life Orientation
programme (including our CAPS and Phys Ed
eBooks as well as tasks and rubrics). To better
navigate all the resources available to you, fo ow s con c us
watch our Teacher User Guide video clip. Instagram: achievecareers www.achievecareers.co.za
Facebook: AchieveCareersSA [email protected]
bit.ly/ACTeacherUserGuide
YouTube: Achieve Careers
c en
p. 57
MO D U L E 4

gender equity
Understanding gender equity p. 58
Terminology p. 61
Hi from us p. 4 (Re)Defining femininity p. 63
(Re)Defining masculinity p. 65
Violence p. 67
MO DULE 1
Grooming and sexual abuse p. 68

personal
p. 5 Consent p. 71

branding
MO D U L E 5

career
Understanding your personal brand p. 6
Linking business and personal branding p. 8
Personal branding vocabulary p. 10
Personal branding and social media p. 14
p. 75
research
Personal branding and career development p. 16 Intro p. 76
Assess yourself p. 78
Identify careers p. 79
Media research p. 81
Informational interview p. 82
MO DULE 2
Develop an entrepreneurial skill set p. 87

community
p. 19
service MO D U L E 6

study skills
Intro p. 20 p. 91
Global and active citizenship p. 22
Consumerism p. 25 Intro p. 92
Sustainable development p. 26 Becoming a strategic learner p. 94
Systems thinking p. 28 Practical study tools p. 96
Social and environmental justice p. 32 Prioritisation p. 98
Become a change agent - Implement an initiative p. 35 Learning and the brain p. 100
Community service journal p. 37 Research and referencing p. 104

MO DULE 3

skills
p. 43
Sources p. 107 About Achieve Careers p. 109

development
Intro p. 44

e s
begin
Courageous conversations p. 46
Strategies to support courageous
conversations p. 48
4 H I FR O M U S

e
[from the Achieve Careers team]
e sc a
We are so excited to be working with you and hope We trust that you will enjoy our programme but
that you enjoy our dynamic programme. We have above all, we hope that it helps you to develop your
created an ‘anti-textbook’ for you which will allow confidence, to believe in who you are, and to start
you to engage actively with the content and which actively working on making an awesome future a
we hope will challenge you, capture your interest, reality for yourself.
and provide you with valuable information.
We value your feedback and look forward to
Our vision is to create resources that make your LO connecting with you via social media. Tag us
lessons relevant and interesting and add value to #achievecareers and we’ll answer your questions,
your life. Since this programme is an ‘anti-textbook’, take on board your suggestions, and help with
be flexible with it and trust your teacher as you work anything else you might need!
through the different modules.

F I ND U S ON S OC I AL ME DIA: Achieve Careers achievecareers AchieveCareersSA O R V I SI T W W W. AC H I E V EC A R E E R S.CO. ZA

brea in e ice • What is something people are always surprised to learn about you?
Harvard Visible Thinking
Routine (Critical Thinking) • What made you smile today?
To build rapport, let’s kick-start • If you could be any animal what would you be?
the year with some conversation
• If you hosted a television show, who would be your first guest and
starters. Read through the
why?
questions and then choose four
that you would like to answer. • If money was no object, what would your dream holiday be?
Once you have answered them, • Who is your role model and why?
share your responses with a partner • What would you be or do if you were not afraid of being excluded or
and then with the rest of the class. judged?
5

Develop your
authentic brand
Manage social media
posts
Impress future
employers

PERSONAL BRANDING
C UR RI C U LU M COVERED IN THIS MO DULE

Development of the self in society:

module
Strategies to enhance self-awareness,

1
self-esteem and self-development;
Factors influencing self-awareness.

MENU
The right to use the Achieve Careers (Pty) Ltd LO programme has been purchased for the year 2024 only, by your school. This programme may not be reproduced, nor adapted in any form, without the permission of Achieve Careers (Pty) Ltd.
Copyright © Achieve Careers (Pty) Ltd, 2024
6 PE R SO N A L BR A N D I N G

CHAPTER 1

understanding your

persona
bra d
Personal branding is your reputation and your credibility. It is what people say
about you when you are not in the room.1 It is your personal story that you
share with the world through the things that you do. It is an expression of your
unique value proposition, the thing that makes you stand out in a crowd.

Personal branding involves working towards creating your personal identity. Watch the video clip, and read the quote
as a source of inspiration before answering the following:

No Regrets (2.27)
bit.ly/ACNoRegrets

01 What would you do if there was no risk of failure and nothing holding Becoming your best
you back? self never ends, you
just take it one step
at a time. For me,
becoming isn’t about
arriving somewhere or
achieving a certain aim
02 Read the quote on the right and unpack its meaning. [...] It’s all a process,
steps along a path.
Becoming requires
equal parts patience
and rigour. Becoming is
never giving up on the
idea that there’s more
03 What do you think Michelle Obama means when she says “Becoming
growing to be done.
your best self never ends”?
MI C H EL L E OB A MA
FORMER FIRST LADY OF THE
UNITED STATES

What is personal branding?

A personal brand is the unique combination of skills, experiences and traits

that make you who you are. It is how you present yourself to the world.2
Personal branding is an ongoing process that involves developing an image of
yourself, both online and in person. It is how people perceive who you are; it
is your story.3

Some benefits of having a well-formed personal brand are:

• Increased confidence-you know your strengths and how you can use
them to meet your life goals.
• Credibility, achieved through the connection between you and your brand
which reflects your own unique selling points. How to approach
• You leave an impression on people. this module
•
A WORK I N PROGRES S
[add your own here]
Personal branding is a useful
tool to help you develop your
understanding of yourself and to
manage the image that you put
Watch the video clips and define personal branding in your own words.
out into the world (particularly
Introduction To Personal Branding (3.33) online). Self-awareness and
bit.ly/IntroPersonal self-development are ongoing
What Is Personal Branding? (1.41) processes that should happen
bit.ly/WhatIsPB throughout your life. The activities
and information in this module
should be viewed as a tool kit to
get to know yourself better and
to reflect on who you would like
to become. We encourage you
to see your personal brand as a
work in progress.

AUTHENTICIT Y AVOIDING PERFECTIO N I S M

Developing your personal brand does not mean being perfect all the Being a perfectionist can slow
time—rather, it involves actively working towards becoming the person us down in achieving our goals
that you want to be, while having fun and being genuine. Authenticity because the fear of failure is so
means being true to who you are. Developing a personal brand is not about great. Failing and then learning
reinventing yourself; it is about embracing who you truly are and putting your from our mistakes is an essential
best foot forward. Your authentic self is the best brand that you can create.4 part of life. When working through
the personal branding activities,
Consider what makes your brand unique: embrace the ‘messy middle’
What is the thing that lights you up, and inspires and excites you? Picture and get stuck into the complex
yourself on the cover of a magazine where you are being featured for this process of beginning to figure out
thing. Working in pairs, describe the story that the magazine would feature who you want to be. Avoid trying
about you. to create the ‘perfect’ brand.5

Perfectionism:
PROACTIVELY DEVELOPING YOUR BRAND A set of self-defeating
thoughts and behaviours
There are various ways in which you can proactively take responsibility for aimed at reaching
your personal brand (your reputation). Here are a few things that contribute excessively high unrealistic
goals6
towards the impression that others have of you:
• How and what you communicate
• Your actions, habits and attitude
• How you present yourself (what you wear, etc.)
• How you spend your time (e.g., working, playing sport, community service)

CHAPTER 2

in in b siness and personal branding

Personal branding is To better understand the concept of personal branding, look at how
businesses brand themselves, how they each promote their unique set of
quite conceptual in qualities or attributes in a consistent way.
nature. It is partly an
Just as a personal brand encompasses who you are as an individual, a
intangible or mental business brand defines the company and what they believe in. Business
concept, which can be and personal brands function in similar ways: they inform others of who
[or what] is being promoted and what makes them unique. Both must
tricky to understand. To be ongoing processes, developing and maintaining impressions and
simplify things, start by reputations.
understanding how a
business brands itself.
Watch the video clip and answer the following questions.

What Is Branding? 01 What is a brand?

(3.00)
bit.ly/BrandingClip

02 Look at the images of two different cars below. Although both images
are of cars, they each offer unique and highly differentiated features,
making them stand out from their competitors.
• Compare and contrast two car brands of your choice. What words
are used to describe them? Make notes below each image. (Note
how neither one nor the other is right or wrong, they are simply
different.)

03 If you were a car brand, what would you be? What words would you
use to describe your brand?

car car

Personal branding
inspiration
This module will encourage you
to work through a variety of
exercises, designed to boost your
self-awareness and articulate your
personal brand. One way in which
you will be asked to consolidate your
personal brand is in a visual form,
such as a magazine cover. The Lazy
Makoti has provided an example of
her personal brand as inspiration.

THE

a i

Mogau Seshoene aka The Lazy Makoti • Passion: My passion is for teaching and helping people become better.
is a trained chef and best-selling In my line of work that means helping them perfect some of their favourite
cookbook author. What began as recipes.
lessons for a friend who was afraid of • Mogau’s personal slogan: A chef passionate about all things African.
being labelled ‘The Lazy Makoti’ (the
lazy daughter-in-law) because she • Career tips: Have a plan and keep putting one foot in front of the other.
could not cook, has evolved into a Make the next right move and the next and eventually it will all connect.
platform that offers a variety of services • Goals: To leave the world better than we found it.
including cooking classes, food styling, • Values: Hard work, authenticity and value to the community.
recipe development and cooking
demos. Mogau has since made the Mail • Health: Take care of your body and it will take care of you.
& Guardian top 200 Young SA list and
the Forbes Africa 30 under 30s list. Her Consider the images and text above. What word(s) would you use to
debut cookbook, ‘The Lazy Makoti’s describe The Lazy Makoti based on her personal brand inspiration above?
Guide to the Kitchen’, was the best-
selling cookbook in South Africa for
2019–2020.

MENU
10 PE R SO N A L BR A N D I N G

CHAPTER 3

your personal branding

ocab ar
In Grade 11 you will be compiling your CV. Students often find it tricky to
find the words to describe themselves and make themselves stand out. The
following pages will not only help you to articulate your personal brand, but
they will help you get a clearer idea of who you are, so that you can relay this
one day to potential employers or university admission officers.

Vocabulary activities 1 Your Fascination Advantage

On pp. 10–13 there are a Sally Hogshead, founder of Fascinate®7, created the Fascination
number of activities designed Advantage® matrix which contains interesting and useful terminology
to assist you in brainstorming to capture your personal brand in a few words.
the word(s) or catch phrases • Primary and secondary advantages: We each have a primary
that sum up who you are advantage and a secondary advantage. Your primary advantage is
and who you want to be. what captivates the people around you and why they buy into and
Complete the first activity believe what you are saying. Your secondary advantage plays a
(Your Fascination Advantage) supportive role for your primary advantage.8
and then, on pp. 12–13, select
two more activities of your • Archetype: The combination of your top two advantages gives you
choice to complete. You will your Archetype, which is how the world sees you when you are at
therefore complete a total your best.8
of three vocabulary-building
activities. Complete the following:

Avoid becoming too hung • Read through the information on the following page about each
up on sourcing the perfect of the seven advantages.
word(s) and rather view
• Determine which one of the seven advantages is your primary
this as a series of activities
advantage (the advantage that best describes you/that you
designed to help you get to
know yourself better, and consider your superpower), and which one is your secondary
to enhance the vocabulary advantage (the advantage that supports and complements your
that you can use to describe primary advantage). There may be more than two words that
yourself. work for you. Go with your gut and choose the two that have the
best fit.
• Once you have noted your primary and secondary advantages,
use the matrix on p. 11 to find and circle or highlight your
Archetype (the intersection of these two advantages).
Think of your Archetype • Complete your information in the space below. An example has
as your personality’s been provided.
superpower—it’s already EXAMPL E: YOU R AN S WER:
there within you. Your Primary advantage Trust
Archetype is who you are
when you are at your best. Secondary Mystique
advantage
SA LLY H O G S H E A D Archetype (personal The Anchor (protective,
CREATOR, FASCINATION ADVANTAGE ® brand description) purposeful, analytical)

The seven advantages…

1. Innovation: Innovation personalities speak the matters, they know how to push for success.
language of creativity. Their creativity gives them Ambitious and determined, they do not want to
an advantage when old solutions do not work disappoint.9
anymore. These are the seekers of adventure. The 5. Trust: Trust personalities speak the language of
experimenters. The proponents of the new. Life is stability. Their consistency gives them an edge.
too short to follow conventions.9 They follow through on what they promise
2. Passion: Passion personalities speak the and deliver on time. They are dependable,
language of relationship. Their ability to forge committed and trustworthy—of course. Steady
relationships builds wide networks in their and focused, they get things done.9
personal and professional lives. Whether they are 6. Mystique: Mystique personalities speak the
at an inter-schools meeting or a school social, language of listening and are known to think
striking up conversation is effortless.9 before they speak. They are admired for their
3. Power: Power personalities speak the language careful consideration and rationale before
of confidence. They inspire others through big making decisions.9 They are observant, logical,
goals. Since they usually know what they want, analytical and independent.10
they often lead the discussion. They ask direct 7. Alert: Alert personalities speak the language
questions, taking charge of a conversation, of details. When details matter, they have an
leaning in and stepping forward.9 advantage over less structured personalities.
4. Prestige: Prestige personalities speak the They are watchful and aware, with an ability
language of excellence. Their personal and to manage complex projects. Practical and
professional aims are to always get better and pragmatic, they take a step-by-step approach
to exceed expectations. When excellence to reaching team goals.9

The Fascination Advantage® matrix

SECONDARY FASCINATION ADVANTAGE
INNOVATION PASSION POWER PRESTIGE TRUST MYSTIQUE ALERT
You change the You connect You lead You earn respect You build loyalty You communicate You prevent
game with with emotion with command with higher with consistency with substance problems with
creativity standards care

THE THE THE THE THE THE

INNOVATION
ROCKSTAR MAVERICK LEADER TRENDSETTER ARTISAN PROVOCATEUR QUICK-START
You change
Bold Pioneering Cutting-Edge Deliberate Clever Prolific
the game with
Artistic Irreverent Elite Thoughtful Adept Thorough
creativity
Unorthodox Entrepreneurial Progressive Flexible Contemporary Diligent
PRIMARY FASCINATION ADVANTAGE

THE THE PEOPLE’S THE THE THE THE

PASSION CATALYST CHAMPION TALENT BELOVED INTRIGUE ORCHESTRATOR
You connect Out-of-the-Box Dynamic Expressive Nurturing Discerning Attentive
with emotion Social Inclusive Stylish Loyal Perceptive Dedicated
Energising Engaging Emotionally Intelligent Sincere Considerate Efficient

THE THE THE THE THE THE

POWER CHANGE AGENT RINGLEADER MAESTRO GUARDIAN MASTERMIND DEFENDER
You lead with Inventive Motivating Ambitious Prominent Methodical Proactive
command Untraditional Spirited Focused Genuine Intense Cautionary
Self-Propelled Compelling Confident Sure-Footed Self-Reliant Strong-Willed

THE THE THE THE THE THE

PRESTIGE AVANT-GARDE CONNOISSEUR VICTOR BLUE CHIP ARCHITECT SCHOLAR
You earn respect Original Insightful Respected Classic Skillful Intellectual
with higher Enterprising Distinguished Competitive Established Restrained Disciplined
standards Forward-Thinking In-the-Know Results-Oriented Best-In-Class Polished Systematic

THE THE THE THE THE THE

TRUST EVOLUTIONARY AUTHENTIC GRAVITAS DIPLOMAT ANCHOR GOOD CITIZEN
You build loyalty Curious Approachable Dignified Levelheaded Protective Principled
with consistency Adaptable Dependable Stable Subtle Purposeful Prepared
Open-Minded Trustworthy Hardworking Capable Analytical Conscientious

THE THE THE THE THE THE

MYSTIQUE SECRET WEAPON SUBTLE TOUCH VEILED STRENGTH ROYAL GUARD WISE OWL ARCHER
You communicate Nimble Tactful Realistic Elegant Observant On-Target
with substance Unassuming Self-Sufficient Intentional Astute Assured Reasoned
Independent Mindful To-the-Point Discreet Unruffled Pragmatic

THE THE THE THE THE THE

ALERT COMPOSER COORDINATOR ACE EDITOR-IN-CHIEF MEDIATOR DETECTIVE
You prevent Strategic Constructive Decisive Productive Steadfast Clear-Cut
problems with Fine-Tuned Organised Tireless Skilled Composed Accurate
care Judicious Practical Forthright Detailed Structured Meticulous

Your one word11

Now that you have selected an Archetype on p. 10 to describe yourself, we
can simplify things even further by identifying a single word to represent and
differentiate you. For some people the word is easy to identify, while for others
the process is a little trickier, although this is considered normal.

According to executive coach Shelley Hammell, most people’s ‘one word’ fits
into one of the following three categories: Expertise, Character or Drive.

• Tick the words below that best describe you.

• In which category did you tick the most words: Expertise, Character or
Drive?

• From the words you have ticked, select the one that you identify with the
most.

Infographic: One Word

bit.ly/OneWordDescribe

EXPERTI SE 11 C H ARAC TER 11 DRI V E 11

(The words in this (These words point to (These words imply
category focus on skills strong moral or ethical an ability to get things
and abilities that enable principles and integrity of done and make things
you to do your job well.) character.) happen.)

Competent Honest Determined

Inspiring Dependable Trailblazer
Effective Loyal Resilient
Well-rounded Faithful Contagious
Organised Kind Driven
Adaptable Charitable Fearless
Versatile Reliable Intense
Extraordinary Authentic Dynamic
Confident Trustworthy Tenacious
Creative Honourable Vivacious
Professional Sincere Motivated
Strategic Supportive Fighter
Talented Helpful Game-changer
Productive Compassionate Ambitious
Resourceful Integrity Energised

Failing to choose a word in one of these categories does not mean that
you do not have this quality. It simply means that this is not the singular
focus with which you want to be known.11

3 Your high five

Work through the online assessment and make a note of your ‘high five’ below. High 5 Test
For each of your ‘high five’, summarise the description from the results obtained. bit.ly/FiveStrength

• Note that some of

the questions are
• challenging and it is
• normal not to have
• all of the answers.
See the activity as a
• process of boosting
your self-awareness,
and answer each
question based on
your gut feel and

4 Your slogan what immediately

comes to mind.
A slogan (or tagline) is a short phrase or sentence that sums up your unique promise
of value. It is a lasting impression of who you are and how you want to be perceived.
Slogans And Taglines
Read the slogans highlighted in the website link and think of a slogan that
bit.ly/BestSloganTags
encapsulates your personal brand. Explain how this ‘handful of words’ tells your
story.

5 Your personal mission statement

Companies have mission statements that sum up who they are and their core focus.
A personal mission statement gives an overview of who you are and can be used to
guide you when you need to make decisions based on your values. It can also reflect
your goals and how you plan to achieve them.

Create a two or three-line personal mission statement below.

CHAPTER 4

personal branding and

socia
Nowadays, so much of our
edi
personal brand is created
on social media. If we define Lungi Naidoo
personal branding as our Sometimes the smallest step in the right direction ends up being the biggest
step of your life. Tip toe if you must BUT TAKE THAT STEP!!!
reputation, it is easy to see
how social media can build
or damage our personal
brand. What we put on social
media has a lot of influence
over what people think of us.

LU N G I NAI D O O
SIN GER
Lungi Naidoo
SON G W RI T ER I Am a Queen styled by Mother Nature
#beautifullycoiledhair #chemicalfree #afrohair #unalteredbeauty
#curlsinmyhairdontcare #loudandproud

Lungi Naidoo - Hawu Lami thelungifoundation KwaDukuza

bit.ly/Hawulami Always remember, you are braver than you believe. You are stronger than you
seem & smarter than you think.
#thelungifoundation #kdm #stangerhighschool #2013 #ourfuture #ourkids
Branding With Lungi Naidoo (1.35) #educationiskey
bit.ly/LungiBrand
The Lungi Foundation (1.11)
This page contains excerpts from the social media accounts of
bit.ly/LungiAC
South African singer and songwriter Lungi Naidoo. From these
images, updates and the video clips, analyse Lungi's personal
TLF (The Lungi Foundation) is a brand and select two words to describe her personal brand.
non-profit organisation that focuses
on helping children in rural areas
in South Africa. They donate library
books, school clothes, toys and food
parcels.

Making a mistake on social media

Admit it. You have done it. You pressed ‘reply all’ when your
snippy response was only meant for one. Or you have sent
an angry WhatsApp. Now what? How do you recover from
these blunders and keep your reputation intact?

12
WHAT TO DO WHEN YOUR PERSONAL BRAND IS IN CRISIS
Here is some advice from Robyn Young, South African personal branding
specialist:
1. Pause.
Then act quickly. Still your beating heart and assess the damage. Check that
what you think happened really did happen and run through the possible
consequences.
2. Embrace the crisis.
Consider this: how can you turn this into an opportunity? Focus on what you
can do, not what you cannot do. For example, can you use it as a catalyst to
have a heart-to-heart with the person concerned? Remember, your reputation
is made during crises. How you perform in the tough times is what matters.
3. Own up to your mistakes.
With each passing minute, the crisis (whether real or imagined) kicks up a
gear. Resist the impulse to run. Respond. Decide what you want to achieve
with your response and then try to right the wrong, honestly and authentically.
Sometimes that is all that is needed.
4. Learn from it.
Move on.

Read the content on this page and consider your own personal brand online.
What is the overall impression that your posts create?

The importance of an online personal brand

“A brand is a particular identity or image that is considered an asset.”13 Creating
an online personal brand allows you to tell your own story, and is a great way
of connecting with like-minded people and future employers.

We live in a digitally-savvy world where anything and everything can be found

online. Social media dominates our lives and this, together with the growing
prominence of a gig economy, makes it important to have a well-thought-out
and authentic online brand.

YOUR DIGITAL FOOTPRINT

Your digital footprint is the unique data trail that you create and leave
when using the Internet. This can be challenging or impossible to erase. The
permanency of what we post on the Internet is something to consider when
posting or participating in poorly researched, heated or hurtful comments.

Watch the video clips and discuss what your digital footprint says about you. Teen Voices:
Do you think it accurately reflects who you are? Oversharing And Your
Digital Footprint (3.34)
bit.ly/DigitalOvershare
Oversharing: Think
Before You Post (3.35)
bit.ly/ThinkPostAC

CHAPTER 5

career
personal branding and

de e p en
Personal branding is a useful way of packaging yourself for potential
employers. 79% of employers have rejected a candidate based on their social
media content.14 To ensure that you don’t become part of this statistic, create
a positive personal brand.

Personal branding involves consciously creating Steps to build your career brand
an image of yourself that will appeal to the type of
companies you would like to work for, while also
• Determine your values, and post aligned content.
remaining true to your authentic self. In a career
development context your personal brand includes • Listen to what others have to say. It is important to
a dynamic CV and a positive online presence, take constructive criticism from people you trust.
reflects how you present yourself and your skill • Define your key characteristics that are likely to
set, and shows a credible reputation. Potential appeal to employers.
employers will want to hire you because they know
• Define your target market of employers. What is
the unique attributes that set you apart.
the type of person/company that you would like to
Personal Branding – Why Is It Important? work for?
(3.36) • Cultivate your brand accordingly (online and in
bit.ly/PersonalBrandingImportance person).
What Is LinkedIn? (1.54) • Revise your brand online as your skills develop and
bit.ly/AllAboutLinkedIn goals change.
Personal Branding (10.30)
bit.ly/BrandingFull Complete the following:
• Assess your overall social media personal brand
LinkedIn is a useful online platform to from the perspective of a future employer.
communicate your personal brand to potential • Using the rating scale from 0–3, evaluate your
future employers. personal brand over the following platforms, as
seen by potential employers:
0. Poor personal branding 2. Some personal branding
1. No personal branding 3. Good personal branding
Consistent and relatable
YouTube video clips (of community service)
When you create your personal brand you
are essentially marketing yourself to potential LinkedIn profile (up-to-date, professional)
employers. Be consistent and personable in your
Various social media accounts (e.g., Instagram,
brand.15 You will inevitably attract the kind of
TikTok)
employers who you will enjoy working with, if your
brand is aligned with your authentic or true self. Presence on online platforms (e.g., writing a blog)

develop your
pers al brand
Having read the information on the previous pages, answer the following questions:

(Bloom’s)
01 If you were a brand, which brand would you be? Justify your answer. B5

02 Provide an example of a brand that does not represent you. Compare and contrast your characteristics to those
of this brand. B4

03 If you had to sum up your brand in a word, what would it be? B2

04 Analyse the following aspects that may make up your personal brand: B4
• Unique talents and abilities (that make you special or unusual):

• Values:

• Life mission or goals:

• Career goals:

• Health and well-being (holistic health):

• Spirituality:

• The impression that someone has when they first meet you (how you interact with new people; how you
come across):

• Your actions, habits or behaviour that are in line with your personal brand:

• Social/environmental impacts that you would like to have on the world:

05 Consider the impact that your society and environment may have on you and the ways in which you could
incorporate elements from them into your brand. For example, being proudly South African may have a
significant influence on how you create your personal brand. B5

06 Reflect on the process of creating your own personal brand. What did you learn and what additional steps
would you like to take to continue to develop your brand? B5

07 Design an image or series of images with words or quotes that represent your personal brand. Refer to The
Lazy Makoti’s example and explanation on p. 9. (Optional: present your personal brand to the class.) B6

e s
TEST YOUR KN OWL EDGE

reflect
Personal Branding
bit.ly/ACPersonal

Once you have completed

the quiz, make a note of
your score below.
/10
19

Global and active

citizenship
Consumerism
Sustainable
development
Fair distribution of
resources

COMMUNIT Y SERVICE
C UR RI C U LU M COVERED IN THIS MO DULE

Social and environmental

module
responsibility: Contemporary social

2
issues; social and environmental
justice. Social responsibilities; youth
service development. Project to
address a social issue.

CHAPTER 1

introduction to

c n
service
Living in a democracy means more than enjoying freedom of speech and
expression. We have individual and collective responsibilities to participate
in our democracy by taking an active role in addressing the social and
environmental issues that we face.

Benefits of community service

A large part of being a responsible citizen is volunteering and giving back to
the community. The act of volunteering gives you purpose and a deep sense
of fulfilment knowing that you are contributing to society. Becoming involved
in community service initiatives not only benefits your community but also
has major benefits for you. It helps you to develop lifelong skills which include
problem-solving, communication, time management, leadership and teamwork.1

Questions to get started.

• What motivates us to give back? What do we gain from giving back?

• How can we give back?

Community service
is a requirement of
• Watch the video clip ‘Build a Nation’ and discuss Renias’ perspective on IEB schools, as well
giving back. as for some university
courses. It is therefore
important to consider
the questions, and to
plan for community
service hours within
• How have you been involved in community initiatives in the past? In your schedule.
what ways did they benefit you? In what ways did they promote social or
environmental justice? Build A Nation:
Choose One Person
(2.15)
bit.ly/PersonOne

Inspiring examples
There are many amazing people and groups doing inspiring things to address
social and environmental challenges. Their examples show us what is possible
when we:
• Have an inspiring vision.
• Take action to make this vision a reality.
• Are willing to actively tackle social and environmental challenges.
• Get together with like-minded people to achieve a common objective.

Passionate young South Africans are making a difference to the social and
environmental challenges that we face. One example of an inspiring South
African using his entrepreneurial skills to benefit the community is social
entrepreneur Lufefe Nomjana, also known as the spinach king. Lufefe saw a
need in his community for nutritious food to help ease the burden of diseases
caused by fast food. He understood the benefits of spinach and so he started
his business, Espinaca Innovations. It incorporates spinach, a nutritiously rich
food, into foods that are already part of peoples’ staple diets, such as bread and
burgers. Lufefe now sources his spinach from local producers, many from his
community, helping them to become a valued part of his production chain and
also creating an income for themselves.

Watch the video clip on Lufefe, the South African helping to feed a
community for inspiration, and answer the following questions:
The South African
01 Identify inspiring NGOs as well as social and environmental initiatives. Helping To Feed A
Community (3.58)
bit.ly/FeedAC

In pairs, source the

name of an inspiring
02 Identify which of these initiatives you would like to get involved in and South African who is
explain why. making a difference
in their community.
Give feedback to the
class on what they
are doing and how
they are making a
difference.

Future employers’ expectations

When you apply for a job one day, your future employer will probably expect
you to have participated in meaningful, sustainable community development.
In order to be able to address this expectation in a future employment
interview, you should consider the following:
• What skills you developed (e.g., leadership and organisational skills).
• How the project addressed specific community or environmental needs.
• How the project was sustainable, and the impact it had.

YOUR COMMUNIT Y S ERV I C E PROJEC T

Working through this module you will discover and get an understanding of
the many social and environmental challenges we face. You can then make
an informed decision in choosing a community service project where you,
importantly, feel you can take the best action possible in making a sustainable
difference.

CHAPTER 2

global and
ac i e ci i e s ip
You’re not just a citizen of South Africa. You are a citizen of a larger global
community and are therefore affected by international issues such as poverty,
gender inequality and environmental degradation.

Global citizens are aware of and understand the wider world and their
A global citizen is place. They get involved in initiatives within their individual communities
someone who and take steps to ensure that global issues, such as inequality, are addressed.
identifies with being They work towards making our world more peaceful, fair and sustainable.
part of an emerging
world community and How to become a global citizen:
whose actions • Show compassion through active engagement.
contribute to building • Give purposefully with clear values and goals.
this community’s values • Keep well-informed of current events.
and practices. 2
• Establish your own viewpoints and your role as an agent of change.

Tick the statements that reflect your activity as a global citizen. Consider
your unchecked statements as areas to improve upon.

You recognise that you are part of a global community and that your
actions have an impact on this community.

You are engaged in educating yourself and others and taking action to
address the world’s social and environmental challenges.

You understand that the world is an interconnected system and that your
behaviour impacts on the common good of everyone.

You are aware that you can contribute to change within your community.

United Nations
The United Nations (UN) is an intergovernmental organisation of
international cooperation. Two of the key aims of the UN which are extremely
relevant to global citizenship are to:3
• protect human rights (outlined in the Universal Declaration of Human
Rights); and
• promote sustainable development.

THE UNIVERSAL DECL ARATION OF HUMAN RIGHTS

The Universal Declaration of Human Rights was drawn up following the
Second World War and is a document that outlines our rights and freedoms.
Governments, along with their citizens, are responsible for ensuring that human
rights violations do not take place. Unfortunately, however, there are many
people and communities who do not have access to some of the basic human
rights, mentioned here on the right.

Read the full list of rights and freedoms from this link, and rank them, in your Universal Declaration Of
opinion, in order of importance. Human Rights
bit.ly/RightsUniversal

As global citizens we should

South African Bill of Rights and corresponding be aware of these rights as
responsibilities they:4

As citizens of South Africa we are each entitled to enjoy specific rights, but • ensure that people have
with these rights comes our civic duty—responsibilities that we are not legally their basic needs met;
required to fulfil but that are crucial to living in a peaceful, democratic and • protect vulnerable groups
successful society. Being an active citizen means that we are involved in our from abuse;
communities and play active roles in the democracy of our country. • allow people to stand up
to societal corruption;
• encourage freedom of
WHY IS IT IMPORTANT TO BE AN ACTIVE CITIZEN? speech and expression;
• give people the freedom
Despite the challenges that South Africa faces, we have one of the most to practise their religion;
progressive constitutions in the world. Active citizenship is important as it • allow people to love who
achieves the following: they choose;
• Gives a voice to everyone. It allows you the opportunity to express your • encourage equal work
views and ensures that human rights are upheld. It provides a platform for opportunities;
public debate about political and social issues. • give people access to
education;
• Creates accountability. It ensures that elected officials are held • protect the environment;
accountable for their actions. Informed citizens can question actions and and
ensure elected officials uphold their promises. • provide a universal
• Creates a community. It encourages citizens to get to know their standard that holds
neighbours and to work together, with everyone using their strengths and governments accountable.
abilities to benefit their communities.

Watch the first video clip and complete the following: What Is A
Responsive Citizen
• Explain what a responsive citizen is.
(8.32)
• Discuss the four general things we can do to be responsive citizens. bit.ly/ResponsiveAC
Jody Williams On
Activism (2.05)
bit.ly/JodyOnActivism
The role of social media
Social media provides an accessible platform for the youth to post their
opinions and raise awareness about community and social issues. However,
social media has also enabled the trend of slacktivism, where people support
a cause by taking action online which involves limited time or effort. Real
change requires willing citizens to take physical action beyond their online
activities.

TOOLS R EQUIR E D TO B E A N ACTIVE CITIZEN

The civic opportunity gap
Knowledge: Being educated about the
Constitution means that you understand your Being equipped with the following would
human rights and can take a stand when they are enhance your impact as an active and
violated. responsible citizen who contributes
Information: Being informed about meaningfully to our social and environmental
unconstitutional behaviour by elected officials challenges:
allows you to hold those officials accountable. • Information about social and environmental
challenges.
Values: Understanding the vision and values of
your community allows you to strive towards • Access to other people’s informed opinions.
common goals. • Platforms and opportunities to express your
Resources to participate in your community: own opinions.
Having or being able to source the necessary
resources enhances your ability to address social Consider schools and youth who have
and environmental challenges. limited access to resources such as Internet
connectivity, access to dynamic guest speakers,
Action: Being an active citizen allows you to
and community projects in which to engage.
express your opinions, take action and fight for
It is evident that these youth have less of an
your community’s rights.
opportunity to form and express their own
Follow up: It is easy to attend a protest and stand political and social opinions, and to participate
for a cause, but it is important to continue your as active citizens. This is known as the civic
support once the protest is over. If you believe opportunity gap.
things should change, follow up.

Advocacy
Advocacy involves standing up for people and gaining support to change the way things are done.5 For example, if
you advocate against child marriage you are taking a stand to stop child marriage. However, responsibility does not
stop there; advocacy requires action.

Advocacy seeks to ensure that all people in society are able to:
• have their voices heard on issues that are important to them;
• protect and promote their rights; and
• have their views and wishes genuinely considered when decisions are being made about their lives.6

Discuss the concept of advocacy.

c ns eris
CHAPTER 3

Being consumers, we all buy goods and pay for services. Consumerism is a
belief that the more you buy, the better off you will be, and that your happiness
depends on having more and more.7 However, this may not be the case.

Consumerism does have its place in the world and is positive in the Consumerism:
sense that it greatly contributes to economic growth through consumer An economic and social system
spending. However, there are some serious disadvantages that cannot be that encourages the consumption
overlooked. of goods and services as a means
of attaining well-being7
Discuss the following: Conspicuous consumption:
The use and ownership of products
1 Why do we throw things away so often when they are in working order? due to the social status they
2 How can we reduce our consumerism but still get the experience we portray rather than the actual use
want in our lives? of the product7

3 Working in pairs, think of three disadvantages of consumerism.

An example has been done for you.
• Consumerism can lead to a materialistic world.
•

Have you bought into

• excessive consumerism?
As honestly as you can, answer
the following questions:
•
I compare what I have with
others and feel insecure.
I buy things impulsively or
Research has shown that excessive consumerism is not linked to happiness. because ‘everyone else has
It can rather increase depression and anxiety when people feel the need to one’.
keep up with society.8 In a society where demand for products and services I focus on possessions over
often exceeds the supply, businesses seek to manufacture these products experiences.
and services on a larger scale. As populations increase, so does the rate I use shopping as therapy.
of consumption. This rising consumption can be seen as positive—it may
I buy things because I want
meet the basic needs of a population and result in job creation. However,
them, not because I need them.
rising consumption has started to undermine our natural systems, making it
harder for the very basic needs of the world's poor to be met, and harming When I clean out my room I
the environment.9 tend to find things that I have
not worn or used, and have
How consumerism harms the environment forgotten that I even owned.

As the demand for goods increases, the need to produce these goods also Answering yes to any of these
increases. This leads to greater use of natural resources, increased land use, questions suggests that you
deforestation, greater pollutant emissions and accelerated climate change, may have bought into the idea
and increases in the use of the ocean as a disposal pit for unwanted of excessive consumerism.
products. While it is necessary to buy
items, consider whether you
need them or whether you
Conscious consumerism, otherwise known as ethical or green
want them! If you want them,
consumerism, has been proposed as a potential solution. Conscious take a moment to imagine how
consumerism means that consumers purchase anything they need you would feel if you already
thoughtfully and with intention, as they recognise the social, economic had them. You will soon know
and environmental impact of each purchase. Identify ways in which you whether or not to spend your
can become a more conscious consumer. hard-earned cash.

CHAPTER 4

sustainable

de e p e
A sustainable community creates a safe space in which to belong. It caters for
people of diverse backgrounds and perspectives to feel safe.

"Throughout the world, people want the same UN SUSTAINABLE DEVELOPMENT GOALS
things: access to clean air and water; economic
opportunities; a safe and healthy place to raise their The Sustainable Development Goals (SDGs) are a
kids; shelter; lifelong learning; a sense of community; list of global goals aimed at creating a more equal
and the ability to have a say in the decisions that world through the eradication of poverty and the
affect their lives."10 protection of the environment. They encourage social
responsibility and remind us of the power that we each
have in order to make a difference.

What is sustainable development? Download the SDGs in Action App to learn more
about the United Nations Sustainable Development
Sustainable development refers to “development Goals (SDGs).
that meets the needs of the present without
compromising the ability of future generations to UN Day (2.03)
meet their own needs”.11 For this to happen, the bit.ly/DayUN
economy, environment and society must work The World's To Do List (1.15)
together to create an inclusive future for all. In bit.ly/WorldDoList
the process, poverty and inequality need to be
eradicated while ensuring that global ecosystems We The People (2.58)
are preserved.12 bit.ly/WeThePeopleGlobal

17 SDGS 12

“A sustainable community manages its

human, natural and financial capital to
meet current needs while ensuring that
adequate resources are available for
future generations.”13

If we take care of nature,

nature will take care of us.
DAV I D AT TEN B OROUG H
BIOLOGIST AND BROADCASTER

Complete the following:

01 Watch the video clip ‘Our Inspiration’ and brainstorm how you can innovate
Our Inspiration (1.56)
and campaign to address global issues.
bit.ly/InspirationGlobal
02 Use the 17 SDGs to assist you in brainstorming a social or environmental
issue that you feel passionate about and that needs to be addressed locally
and/or globally.

03 Answer the following questions:

• What is the social and/or environmental issue that you have selected?

• How does it align with one or more of the SDGs?

• What human right is being violated?

• Which type of communities are most affected by this issue?

• Why do you think it needs to be addressed?

• What, if any, are the consequences of not addressing this issue?

A L IFE O N O U R P L A NE T ON E PL AN ET L I V I N G

“If we take care of nature, nature will take care One Planet Living highlights that we have one
of us. It is now time for our species to stop planet to all live on, to share, and to ensure exists
simply growing; to establish a life on our planet for future generations. This can only be achieved
in balance with nature; to start to thrive. When if we all live within the means of the planet.
you think about it, we are completing a journey;
10 000 years ago as hunter gatherers we lived Research One Planet Living and make note of
a sustainable life because that was the only the ten principles of sustainability.
option. All these years later it is once again
the only option. We need to rediscover how •
to be sustainable; to move from being apart •
from nature to becoming a part of nature once
again.”14 •
•
Watch the Netflix documentary ‘A Life on
Our Planet’ in which David Attenborough •
produces a witness statement outlining •
the changes to the environment over his
•
94-year existence, and solutions to the
biodiversity crises through which he has •
lived. •
A Life On Our Planet •
bit.ly/LifeOnPlanet

CHAPTER 5

socia and
using systems thinking to understand

en ir n e a
iss es
During the next decade it will The social and environmental challenges that we
face are complex and we need to understand them
be imperative that as many of properly before we address them. Systems thinking
the sustainable development gives us a tool to help with this.

goals as possible are achieved.

Perhaps the focus here in South
Africa should be on the social What is systems thinking?
and environmental issues such as Systems thinking can be used as an approach to
alleviating poverty, overcoming problem solving by viewing problems as part of an
overall system. It involves investigating the factors
inequality, empowering women that are contributing to a problem.15 Many of
and girls, and tackling climate these factors may have an impact on other factors
involved.
change.12
THE ICEBERG MODEL 16
Michael Goodman’s Iceberg Model is a useful tool
for encouraging systems thinking. The Iceberg Model
suggests that the issues we see are often just the
tip of the iceberg, and that underneath lies a much
larger structure of many underlying issues that have
all contributed to the main issues.

Complete the following:

1 Refer to the social or environmental problem that you selected on p. 27.

2 Apply the Iceberg Model to your selected issue, using the questions provided
below to understand the problem better, and then propose steps towards a
solution initiative.
3 When working through the iceberg model, answer the following:
• Events: What is happening?
• Patterns: How have things changed? Do you recognise any patterns?
• Structures: What has helped form these patterns? Can you find any links
between different patterns?
• Mental models: What are the values and beliefs that influence these
systems?

Ensure that your intervention plan accounts for the various stakeholders who
will be required to make the plan a sustainable success.

A stakeholder refers to an individual, group or organisation who is influenced

and impacted by or influences and impacts an organisation’s actions. They
have a vested interest in the organisation and how it performs.17

There are two types of stakeholders: internal and external.

1. Internal stakeholders are those who are directly involved in the

operations of the organisation, and they are often financially invested in it.
2. External stakeholders are those who are affected by the work of the
organisation, but have no direct relationship with it.

SY S T E M S T H INK ING MO DE L 16

React
EVENTS
What happened?

Anticipate PAT TERNS/

TRENDS
What happened before?

Design/reform UNDERLYING
STRUCTURES
What led to the patterns?

Transform
MENTAL MODELS
What assumptions, beliefs and
values do people hold?

THE DOUGHNUT MODEL

Another systems thinking tool is Kate Raworth’s Doughnut Model. In an attempt
to combine both environmental and social justice, Raworth proposes that we
tackle these two problems together. She suggests that we take into account
both social and environmental boundaries to ensure that our economic models
and our economic development are socially inclusive and environmentally
sustainable.

Kate Raworth argues that humanity’s 21st century challenge is to ensure that
everyone has the resources they need to fulfil their human rights while still
living within the capacity of the planet’s ecosystems. The Doughnut Model
illustrates this challenge by linking planetary and social boundaries in a
visual way that is easy to understand.

The environmental ceiling of the planet consists of nine planetary

boundaries: beyond these boundaries, we will experience severe and extreme
environmental degradation. The social boundaries comprise twelve social
priorities. Beyond the social foundation exists unacceptable human deprivation
such as hunger, ill-health, unemployment and poverty. Between the social
and planetary boundaries exists an environmentally safe and socially just space
where we can live optimally.18

In a nutshell, the objective of the Doughnut theory is to meet the needs of all
people within the means of the planet.

What Is Doughnut
Economics? (1.35) Watch the video clips and answer the following questions.
bit.ly/DoughnutEco
A Breakthrough
01 Explain what the challenge is, as described by Kate Raworth, and why this
model is unique.
Approach (7.44)
bit.ly/BreakthroughEco

02 Fill in the missing information on the Doughnut Model diagram on the next
page.
03 What two aspects should a new business meet?

04 What social and planetary boundaries are impacted by the issue you chose,
on p. 27.

05 The video clips discuss what businesses need to do in order to meet the aim
of the Doughnut Model. Brainstorm a list of things that you can do within
your own house or school to contribute to the Doughnut Model way of
doing things.

ECO LOGICA L OVERSHOOT

1 6 Land conversion
2 Ocean acidification 7 Biodiversity loss
3 8
4 9 Ozone layer depletion

Ecological ceiling

Social foundation

Space for deprivation,

shortfall and poverty

Safe and socially just

space for humanity

S O C IA L B O UNDA R IE S

1 Water 7 Political voice

2 8
3 9 Gender equality

4 Education 10
5 11 Networks

6 Peace and justice 12

List the potential issues which may be affected by ecological overshoots.

CHAPTER 6

s ice
social and environmental

We are all capable of In South Africa, apartheid created social and environmental
injustices that still exist today. In order to address these
effecting change in our problems, we need to acknowledge past injustices and
society. As you learn to then find ways of correcting them in order to ensure that all
citizens have equal access to a healthy living environment,
recognise social and while also benefiting equally from protective measures against
environmental injustices environmental and health hazards.
you may feel compelled The concepts of environmental justice and social justice are
to become involved in interconnected, as illustrated by the Doughnut Model on the
previous pages.
some of these areas.
Social justice issues are Social justice refers to the fair distribution of opportunities such
as education, employment and healthcare, as well as economic
present in almost every and environmental benefits.19
serious problem that we,
as a society, face. Environmental justice refers to the fair distribution of
environmental benefits and burdens. The benefits include
access to clean air and water, as well as green spaces; one of
the burdens includes pollution.20

For example, it is socially and environmentally unjust for anyone

to have to drink polluted water. According to the South African
Constitution, we all have the right to a safe environment,
regardless of our race, gender or socioeconomic status.

S O C IA L J U S T ICE EN V I RON MEN TAL JUSTI C E

1. Everyone is able to work at their optimum 1. Everyone has equal access to

and therefore benefit from equal healthy, unpolluted land on which to
employment opportunities. live and work.
2. Everyone has access to sustainable 2. Nobody’s health should be
economic resources, to sustainably threatened by the spread of diseases
manage and maintain the land on which linked to pollution.
they live and work.

Impact on women and the poor

Unfortunately, an impediment to environmental justice is that development tends to be controlled
by the rich and powerful. The environmental costs of development are borne by the poor, who
typically experience the fewest benefits from development and the greatest costs of environmental
degradation. Women often experience the cost of this injustice more—for example, having to carry
firewood and water for longer distances. However, this does not mean that men go unaffected—for
example, having to endure potentially unsafe working environments, such as in the mines.

THE POOR THE WEALTHY

Burdens Benefits
Ill health; pollution; no Good health;
access to green spaces; recreational activities;
Benefits high crime low pollution; low crime Burdens

The poor can only afford cheaper housing, The wealthy can afford to live in
often in close proximity to industrial areas greener spaces, with parks and clean
and/or dump sites. This means lower benefits air. This means higher benefits and
and higher burdens for the poor. lower burdens for the wealthy.

Responsibility of government
When government and policymakers strategise about environmental laws, the
entire population should be taken into consideration. For example, dump
sites should not be situated near to where anyone lives.

efi we
B E INSP IR E D:

edwaba
Refilwe Ledwaba is a social When did you realise that you wanted to pursue a career in aviation
entrepreneur, fixed-wing and how did you succeed in achieving your dream?
I grew up in a small town called Lenyenye, in Limpopo during the
pilot, helicopter pilot and apartheid era. During my first domestic flight I became interested
a flight instructor who has in aviation. I had joined an airline as a cabin attendant and started
made history by being taking private flight lessons on my days off from work. During my first
introductory flight I fell in love with the sensation of flying. In order to
the first black woman to cover the costs involved in getting my licence I approached companies
become a helicopter pilot for sponsorships. The South African Police Services (SAPS) responded,
in South Africa. She is also and after selections, I joined their cadet programme.

responsible for effecting Can you please tell us about some of the challenges that you faced
change in our society and how you overcame them to get to where you are today?
My main challenges were a lack of information about aviation and also
through the foundation that the huge financial expense of going into a career in aviation. I reached
she has created which aims out to organisations that were in a position to assist in funding my
to empower young women training. While at points in my career I have been fortunate enough
to have received support from my colleagues and superiors, almost
through the spirit of Ubuntu. exclusively men, for the most part I faced a lack of mentorship and
encouragement.

Did you have any role models or mentors who inspired you along
the way?
Yes, from my community. I looked up to women who were doing
incredible work and they gave me the courage to follow uncharted
territories, but they were not in the aviation industry. I proactively
sought out other women, supportive male pilots and professionals in
the industry to be my mentors.

Can you tell us about the Girls Fly Programme Africa (GFPA) and
why you started it?
My initial reasons for founding GFPA was as a result of my own personal
challenges that I encountered in my journey in becoming a pilot. I
wanted to pave a much smoother path for those that came after me. I
wanted the girls to see people who looked like them in those kinds of
careers.

We decided to focus on grassroot intervention, to make sure that

we build a pipeline for the young girls to be able to leverage the
opportunities that the industry offers. We have crafted innovative
Refilwe founded the Girls Fly STEAM programmes with a focus on aviation and the space industry
Programme in Africa (GFPA) Foundation which are aimed at unlocking opportunities for young, rural, township
in 2009 to encourage more girls and and generally disadvantaged girls in South Africa. The programme
women to enter careers in Science, includes the use of design thinking, technology and innovation to
Technology, Engineering, the Arts and shape, empower, enable and support the next generation.
Mathematics (STEAM).
What is your vision for the GFPA Foundation?
GFPA Foundation To create an Africa where every girl is educated, included and
www.gfpafoundation.org empowered.

MENU
COMMUNIT Y S E R V I C E 35

become a change agent:

i p e en an ini ia i e
Now that you are aware of the challenges that are facing us and have learnt about some of the ways of addressing
these issues, you are better prepared to become an agent of change. But before you jump into action, assess what
project will have the most effective impact on your community.

While you may not be able to change the whole world, remember that one small pebble tossed into water always
results in a ripple effect. Your actions, however small or big, make a difference.

Action plan/intervention strategy (a solution strategy)

Complete the following activities on your chosen social and/or environmental initiative:

01 Create a vision and a comprehensive strategy to address a solution to the issue that you have been researching.
Do so by completing the information on the following two pages.
02 In the activity, consider all stakeholders (for example, government, people affected by the social and/or
environmental issue, general public). Consider all stakeholders with whom you may collaborate including
government, those affected, perpetrators, general public, protection agencies, business, academics.
• Vision (Outline your 5-year vision that you would ultimately like your plan to achieve, in order to alleviate this
issue.)

• Goals (What specific SMART–Specific, Measurable, Attainable, Realistic and Time Bound–goals do you aim to
achieve and what actions do you need to take in order to achieve these goals?)

• Stakeholders (Identify the key parties who will need to be involved to make your plan a success. Detail their roles
and responsibilities.)

• Your personal role and responsibilities (As project manager, consider your current skills and planned future
qualifications.)

• Resources (Consider the resources you require in order to implement your plan, such as budget, time, materials,
knowledge, expertise. Creating a budget is critical. You may need to source funding to support your project until
it is completed.)

• Plan (Outline the practical steps and actions that need to be taken. This can be split into both short and medium-
term. Ensure that specific timeframes are provided.)

• Milestones and measures of success (Establish tangible ways as to how you will measure the success of your
intervention; and your quality assurance.)

• Sustainability (How will your project endure over the long term and ensure the prevention of the issue in the
future?)

e s
TEST YOUR KN OWL EDGE

reflect
Community Service
bit.ly/ACServiceComm

Once you have completed the

quiz, make a note of your score
below.
/10

MENU
37

COMMUNIT Y SERVICE JOURNAL

NAME:

DAT E S:

O R G A N IS AT IO N:

H O S T:

CO NTACT DE TA ILS:
38 COM M U N I T Y S E R V I C E

1
READ T H IS B E FO R E YO U B EG IN!
preparation
The most meaningful community
service projects combine all three of the se ec ing o r
c ni ser ice
following approaches:
• Needs-based approach: Get involved
in a project that meets a major need
in your community or country.
For example, education is a major
challenge in South Africa.
• Skills-based approach: Get involved
The activities that follow are designed to assist you in preparing for
in a project that can make use of your
and implementing safe, sustainable and meaningful community service
current skill set.
involvement.
• Values-based approach: Get
involved in a project that aligns
with your interests and values. For Ensure that your parent(s)/guardian(s) are fully aware of and consent
example, if you place high value on to your involvement in your community service initiative(s). Please
education and the belief that it is note that while you may engage in more than one form of community
important for every child to learn to service, it is advisable to answer the questions in this journal by focusing
read, you may opt to source funding on the community service in which you invest the most time.
for a library at a local children's home.

Community service safety

As you enter into a community
Before starting your community service experience, answer the
service programme it is important
following:
that you are mindful of how
to protect yourself physically,
mentally and emotionally. 1 Outline the organisation you have decided to support through
community service. (Detail the organisation’s aims, objectives or
When choosing your organisation: mission.)
• Thoroughly research the
organisation you have chosen. You
want to choose one that has a solid
foundation and an ethical approach
to reaching its goals.
• Phone or email them with all of your
questions, and make sure you are
satisfied with their answers.
• Ensure your parents/guardians agree 2 What made you select this organisation/community service initiative?
with and give full consent to the
programme you have chosen.
• Research the kinds of initiatives that
the organisation is supporting, and
prepare yourself with the relevant
skills to relate to the initiatives and
to assist the organisation where
needed.

3 Tick the answer that best describes why you have selected the
During the community service:
community service that you have chosen:
• Some organisations deal with
highly stressful and emotionally Participate in work that makes a difference in the lives of others
challenging situations. Take steps
to prepare yourself emotionally Gain valuable life skills such as problem solving
and seek support from a parent/
guardian, teacher or professional if Create a positive impact on our country
needed.
• Let your volunteer coordinator know Learn to work in a team of diverse people
when you are taking a trip, where
and how you are going, and when Step out of my comfort zone and improve my self-confidence
you are expected back.
• Avoid being conspicuous by having
large amounts of money, cell Add three of your own reasons:
phones or other valuables on you.
•
• Make sure your working day is within
daylight hours. •
• Where possible, pair up with a fellow •
volunteer.
• Behave responsibly and adhere to
the rules set by the organisation.

2
preparation
infor a i al in er iew

In order for the experience to be as beneficial as possible, both for you and for the organisation, it is advisable
to conduct an informational interview with your community service host in advance. This ensures that you
will both manage your expectations.

If you are planning to engage in various different acts of community service, it is advisable to complete the
full informational interview with the host with whom you will spend the most time. It is advisable to ask each
of your hosts the first question listed here.

Read about the topic of informational interviews, explored in detail on p. 82. This is a different form of
informational interview as you are not necessarily exploring a career path, but the key principles are the
same.

Complete the following:

01 As an organisation, what community service support do you require? As a scholar, how am I best able to
provide support?

02 Is there a way in which we can ensure that this support has a meaningful and sustainable impact?

03 My key skills are:

How can I use these skills to support your organisation in the form of community service support?

04 What, if any, challenges do you typically face with people offering to do community service? Are there ways
of overcoming these?

05 Do you have any concerns regarding my involvement? (If you have any concerns regarding your own
involvement, bring them up here.)

3 01
ref ec i

Complete the following:

What duties/tasks did you perform as part of your community service? What benefit did these provide the
organisation?

02 Reflect on your personal growth and what you have learnt about yourself as a result of your community
service experience. Have you developed because of it and if so, how? Did it have any positive or negative
bearings on your life?

03 Reflect on any challenges you experienced and what you learnt from them.

04 What would you change or do differently when engaging in community service going forward?

05 What are your thoughts on the experience in general?

06 What specific skills or perspectives did you acquire as a result of the experience?

07 Community service builds relationships and ‘social-connectedness’ with peers and adults, and exposes
scholars to diversity and multiculturalism.21 Describe your personal experience of this.

08 You are invited for a job interview and the interviewer asks you the following question: “Please describe a
community or environmental initiative in which you have been meaningfully involved.” Prepare your answer
to this question, ensuring that you address the way in which you contributed, the skills that you developed,
and what you learnt as a result.

09 Has this experience given you a new perspective on volunteering and community service? Do you think you
will get involved in similar initiatives in the future?

10 Were there any general health requirements you had to follow which impacted on your community service
experience? Were you able to assist, regardless of these?

4 T H A NK YO U

Dear
completion
for
Name of scholar:
To be completed by your
community service host

Name of organisation:

Thank you very much

for allowing me to Name of community service host:
complete my community
service project with your
organisation. Your time Host job title:
and effort in answering
all my questions is greatly
appreciated. Please Host contact details:
complete the brief questions
to the right.

Yours sincerely
Dates of community service:

Total community service hours:

Remember to ask your

community service host to
Host signature:
sign this page!

Community service letter:

It is advisable that the outside
organisation facilitating the Duties completed by the scholar:
community service provides
you with a letter-headed
and stamped certificate of
completion, outlining what
you have done during your
community service. This
letter may then form part of
your career development Feedback for the scholar:
portfolio.

Any further comments:

Company stamp:

Skills
de e op en
21st century life skills
Courageous
conversations
Critical thinking

SKILLS DEVELO P M E N T
C U R RI C U LU M COVERED IN THIS MO DULE [INCLUDING COURAGEOUS
CONVERSATIONS]
Careers and career choices:
Awareness of trends and demands

module

3
in the job market; Scarce skills;
Lifelong learning.

CHAPTER 1

introduction to

s i s
de e op en
Wondering which skills learnt in school will actually prepare you for the real
world? How about learning to keep your cool and managing yourself in
courageous conversations? With the world changing at a rapid rate, there
are many important skills to learn which will help your journey through life.
Becoming competent in navigating challenging conversations and discussions
is key to ensuring your success in the 21st century.

What Are 21st Watch the video clip and discuss the following questions, making notes in
Century Skills? the space provided.
(1.25)
bit.ly/SkillsNew
This video clip's content has
01 The skills that you believe will prepare you for real life, outside of the
been provided by 21st Century
classroom and after school.
Skills bit.ly/SkillsYouTube.

02 How the ability to discuss difficult topics is one of these key skills.

03 How classroom learning could change to accommodate the new world we

live in and the skills we need to develop.

04 How learning outside of the classroom, such as in a part-time job,

listening to other people’s stories, and experiencing life in general are all
critically important to your development.

05 Which life skills do you believe are critical to your success. How do you think
developing these skills could be incorporated into the school system?

What is a skill?
A skill is the ability to use the knowledge that you have gained in order to perform
a task effectively. Skills can be learnt, and with practice and effort they can be
improved. Transferable skills are skills that are used regardless of the work you
do or the position you hold; they are relevant in all aspects of life. These skills
include communication, problem solving, empathy and others.

2 1 ST C E N T U RY S K ILLS: THE F O UR C’ S

There are important skills that we need to develop for today’s world of work.
Many of these are explored in the following pages, but four skills stand out.
These are known as the four C's, and are illustrated below.

Critical thinking
Being able to think about problems in depth and detail, and consider My rating:
the best solutions. This involves solving problems.

Communication
Being able to share your thoughts and ideas, and listen to those of My rating:
others.

Creativity
Being innovative in finding new approaches to things, and thinking My rating:
out of the box.

Collaboration
Being able to work with other people towards a common goal; being My rating:
able to work as part of a team.

Complete the following:

• Rate yourself in the spaces above on each of the four C's. To do this use the rating scale below.
1 Lots of room for improvement 2 Doing a decent job 3 Nailing it
• Based on your ratings above, identify where you have the most room for improvement and the steps
you can take to boost your skills in this area.

CHAPTER 2

courageous

conversations
Sexuality, race, gender, privilege, abortion, vaccines—a few of the many topics
that can be extremely polarising. Your stance on a topic may be very different
to someone else’s. Part of living effectively in today’s world is the ability to
engage with others about topics where perspectives may differ.

We advise completing It means:

the first half of this • being willing to consider other people’s thoughts and opinions on a topic,
module as a precursor
even if they differ from your own;
to topics such as
privilege, race and • being willing to have your opinions challenged and be open to the idea of
gender. It is critical that changing your perspectives;
when you engage in
• having a well-considered opinion on a topic;
these conversations
you do not infringe on • listening effectively, and actively trying to understand alternative
other people's rights. perspectives; and
• having a calm, engaging discussion without losing your temper or shutting
down.
•

[add your own here]

Courageous conversations in classrooms

Brave conversations, by their very definition, can be difficult to hold and
require courage and vulnerability. When you are involved in these types
of conversations it is important to be open to learning and to different
perspectives, and to be willing to have your viewpoint challenged.

DEVELOPING A SPACE FOR BRAVE CONVERSATIONS

As we know that brave conversations are hard, here are some guidelines and
tools in order to create a safe space for these conversations so that they can
be productive.1
1. Stay engaged: You do not have to contribute to every conversation but
disengaging removes your opportunity for learning. Ensure that you are
listening with an open mind and giving the person who is speaking a
platform to share.
2. Be okay with experiencing discomfort: Brave conversations can trigger
you and make you feel uneasy. Speak about this and know that with
discomfort comes growth.
3. Speak your truth: Use this space to talk openly and honestly about your
experiences and how you are feeling. For brave conversations to make a Emotional flooding
difference, speaking without the fear of being shamed is important.
When you experience a high
4. Expect and accept non-closure: The reality is that there is usually no emotional reaction (emotional
quick and simple fix to the injustices that will be addressed in some
flooding), your prefrontal
brave conversations. Use this opportunity to keep the conversations and
cortex, the rational part of your
learning happening.
brain, decreases in activity and
5. Maintain confidentiality: This is critical! When the conversation comes your amygdala, the emotional
to an end, what has been said and who said it is confidential and stays part of your brain, becomes
in that circle. When confidentiality is broken, brave conversations will no overactive. Together this causes
longer happen. the hormones adrenaline and
6. Listen to learn: Go into the conversation with an openness to listen and cortisol to flood your body, with
to learn from others. a fight, flight, freeze or fawn
response kicking in.2
7. Suspend judgement: Do not invalidate someone’s experiences by
judging them. Flooding:
A sensation of feeling
One of the contributing factors to being able to have a brave psychologically and
conversation is to feel safe to do so. As a class, discuss how you can physically overwhelmed
create an environment where you and your classmates feel safe to have during conflict, making
brave conversations. it virtually impossible
to have a productive,
Create ground rules (a safe space for discussion) problem-solving
discussion3
To allow for everyone’s voice to be heard, create a set of ground
rules which will ensure that marginalised perspectives are heard, the
How to handle emotional
conversation is constructive in nature and everyone feels safe to voice
flooding so you can have a
their views. Create a list of ground rules as a class for discussing issues
constructive conversation:3
that are likely to become heated. As a class, brainstorm:
1. Acknowledge that you
• How you will handle the situation when the topic gets heated. (For are feeling emotionally
example, everyone to take a five minute time-out in order to write flooded.
down their thoughts and feelings on the topic.)
2. Soothe yourself, e.g., take
a few minutes to breathe.
3. Take a break and look
inwardly at yourself and
what has triggered your
• How you will ensure that everyone’s voice gets heard. emotional flooding.
4. Take a long time out—this
cannot be an indefinite
amount of time but you
• What behaviour/language is inappropriate.
may need to go for a walk
for an hour or so to gather
your thoughts and come
back to the discussion with
• How you, as a class, will respect and uphold our Constitutional right a clear head.
to equality (refer to p. 48 for more information) and any relevant
school policies. Reflect back to a time
when you felt emotionally
flooded. What were the
physical sensations you
experienced?

ra e es
C H APTER 3

o s ppor
courageous
conversations

1
STR ATEG Y 1

Understand our Constitutional Right to Equality

The Right to Equality: The South African Constitution states that “everyone is equal
before the law and has the right to equal protection and benefit of the law. The
state may not unfairly discriminate directly or indirectly against anyone on one
or more grounds, including race, gender, sex, pregnancy, marital status, ethnic
or social origin, colour, sexual orientation, age, disability, religion, conscience,
belief, culture, language and birth. No person may unfairly discriminate directly or
indirectly against anyone on one or more grounds mentioned above.”4

Ensure that when you create your ground rules, you have the South African
Constitution and any relevant school policies in mind when engaging in
courageous conversations.

Complete the following:

01 What steps can be taken to uphold someone’s right to equality, when

engaging in a courageous or challenging conversation? For example, do not
harass, slander or engage in hate speech.

Integrity is
choosing courage 02 Which of your school policies should you be aware of when engaging in
courageous conversations?
over comfort; it’s
choosing what’s
right over what’s
fun, fast, or easy;
and it’s practicing
your values, not just
professing them.
B R E NÉ B R OW N
AUTHOR

2
S T R AT EG Y 2

Engage in active listening

Listening is a critical skill to develop. It will help you to better understand the
Active Listening Is A
meaning and context of what is being said, and is also key to having effective, Skill (2.15)
brave conversations.
bit.ly/ACListenActive
Produced by Heartlines. Visit
Complete the following activity. The aim of this activity is for the class to www.heartlines.org.za for
more.
engage in and practise active listening about topics that take courage to
speak about. A further objective is to allow the speaker to speak without
interruption.
TOPICS:
1 Watch the video clip and make a note of the SBLR strategy proposed to
• Race
assist with active listening. Add any of your own tips for listening effectively.
• Religion
S • Culture
B • Obstacle I have
overcome
L • Family
R • Upbringing
• Mental health
• Hobby, passion or
interest
• Add your own here:

[add your own here]

2 Select a topic from the list and then share your ideas and experiences
with a partner. Begin by saying,
“Let me tell you about my experience with…”

3
S T R AT EG Y 3

Use tools to respond to strong emotions

By their very nature, courageous conversations can be polarising and can elicit strong emotions. Strong emotions
can be a valuable and powerful indicator that someone cares about the topic being discussed. Think about how
you can build your tolerance for difficult emotions without shutting down. This is known as self-regulation.

Tool 1: Reiterate Contemplate Respire Communicate5

• Restate what you heard.
• Think before you respond. Count to ten if you need to.
• Breathe and settle your emotions.
• Speak with empathy and be thoughtful. Let your focus be on the topic, not the person.

Tool 2: Journalling5
Writing about how you are feeling after having a courageous conversation is an effective tool in dealing with any
strong emotions you may be experiencing. This tool helps you with processing your emotions at a pace you feel
comfortable with; and gives you an opportunity to reflect.

Suggest your own tool to respond to strong emotions and detail how to use it.
Tool 3:

S T R AT EG Y 4
E M
TH
Finding comfort in discomfort

A
WH RE

GIC HA
E
It can be uncomfortable to step out of your comfort zone, but the more you do ENS
PP
so, the better you will become at communicating with people who are different
from you and may hold different perspectives.5 In order to communicate with
people on topics that tend to be polarising, it is crucial to accept that you will
need to be vulnerable but engage with the topics anyway.5 N
E
ZO

RT
O
Complete the following:

MF
CO
01 Comfort level assessment5

YOUR
Decide on a topic that is likely to bring up many different perspectives that
the class wants to discuss, and pick a statement from the list below that
describes how you feel. Consider why you feel this way.
Topic:

• I would rather not talk about it.

• I am very uncomfortable talking about it.
• I am usually uncomfortable talking about it.
• I am sometimes uncomfortable talking about it.
• I am usually comfortable talking about it.
• I am very comfortable talking about it.

02 Assess yourself5
Use the table below to think of a vulnerability you have, and the strengths
you have in order to overcome them and have meaningful conversations.
List the things you need to do in order to improve your ability to have
difficult conversations. An example has been provided for you.

VUL N E R A B IL ITIE S: STR E NGTH S: N EEDS:

I do not feel like I know enough I have a good relationship with I need to do in-depth research
about the topic at hand to have an my class and they will not judge and source credible information in
in-depth conversation about it and me for my lack of knowledge order to have a meaningful, well-
form an opinion. but will rather assist me in my informed conversation.
understanding.

S T R AT EG Y 5

Cognitive dissonance and perspective taking

Perspective taking is the ability to look beyond your own point of view,
so that you can consider how someone else may think or feel about
something. This can be a challenging skill, especially if you feel strongly
about a topic.

Cognitive dissonance occurs when you take on a perspective that

challenges the way in which you view the world. It is uncomfortable
to do this, because you may be challenging beliefs that you have
held for a very long time. The concept of cognitive dissonance was
introduced by psychologist Leon Festinger and is explained as:

“... the mental conflict that occurs when beliefs or assumptions are
contradicted by new information. The unease or tension that the
conflict arouses in people is relieved by one of several defensive
manoeuvres: they reject, explain away or avoid the new information;
they persuade themselves that no conflict really exists; they reconcile
the differences; or they resort to any other defensive means of
preserving stability or order in their conceptions of the world and of
themselves.”6

Complete the following:

1 Watch the video clip and discuss the following, in pairs:

What Is The Hardest Conversation You’ve Had? (3.14)

bit.ly/SoulPancakeHardestConversation
BEING OKAY WITH
DISAGREEING
• What is the hardest conversation you have ever had?
Perspective taking does not always
• What makes a conversation hard?
end in an agreement of beliefs or
2 Reflect on a time when you have experienced cognitive dissonance. opinions. However, it is important to
How did you feel and react? What core beliefs were being have investigated other perspectives
challenged? so that your perspectives are always
well informed.

Life is a lot easier when we all agree

and are all on the same page, but
the reality is that we are all different
and will therefore not always
agree with each other. Disagreeing
is hard but if you manage your
disagreements with respect and
care, your relationships do not need
to be affected and can actually
contribute to building deeper
connections.

How to handle
REMOVE SELF-SERVING BIAS IN FAVOUR OF disagreements effectively:9
PERSPECTIVE TAKING • Seek to understand.
A self-serving bias is a person’s tendency to attribute positive events to • Be aware of your triggers and
their own character but attribute negative events to external factors.7 look past them.
• Seek out similarities.
Developing your intellectual humility will allow you to engage in
meaningful conversations.8 Intellectual humility is defined as • Listen and do not interrupt.
“recognising that one’s beliefs and opinions might be incorrect”.8 It is • Take responsibility for your
about developing a respect for other people’s opinions and ideas that actions and feelings.
are different to yours, and having the maturity to be open to changing
• Use positive language.
your own opinion on the matter.

HARVARD V I SI BL E TH I N KI N G ROUTI N E: STEP I N SI DE

Think of a current issue that has varying perspectives and opinions.

01 Issue:

02 List at least two perspectives on the issue below:

03 Answer the questions based on the two perspectives mentioned above:10

• What might the person who has this perspective care about?
• How might this person perceive him/herself?

6
• What might this person know or believe?

STR ATEG Y 6

Critical thinking
Key to engaging effectively in a courageous conversation is the ability to
Social media: A reliable think critically; to challenge your own thoughts and those to which you are
source of information? exposed. Critical thinking involves challenging your thinking to form opinions
that are backed up with research and information, having taken different
Social media provides a perspectives into account. It involves holding back your own judgement until
publishing platform for you have thoroughly researched a topic from all angles and are able to give a
unedited opinions, whether rich, informed opinion.
or not these opinions are
credible—that is, thoughtful, The objective of critical thinking and engaging openly in challenging
unbiased and thoroughly conversations is not to change your mind or your opinion: it is to ensure that
researched. When you read your opinion is robust and well-informed. If, after researching and listening
information, particularly on to alternative opinions you do or do not change your opinion, either way is
social media, it is important to your choice.
consider its credibility:
• Who wrote the
information and does THE RISK OF THE ECHO CHAMBER EFFECT
anyone serve to gain
from the information? The echo chamber effect results in an information bubble around a user, where
• Has it been well- that person is only exposed to articles (information inside the bubble) that
researched and does support their previously-held beliefs. Companies like Google and Facebook
it consider multiple design algorithms which tailor content to our interests, meaning that we run
the risk of having our current political or social views constantly reinforced

7
perspectives?
without ever being challenged.11

STR ATEG Y 7

Cross-cultural communication
The world we are living in is no longer isolated to the community in which
we live. We are now part of a global community which can be connected
instantaneously. With this comes the need to communicate with different
cultures effectively, both locally and globally. It is important that we develop
the skills to understand, respect and work with others regardless of differences
in race, culture, language, age, gender, sexual orientation, or political or
religious beliefs, etc.12 Having these cross-cultural communication skills
facilitates inclusivity, greater productivity and successful relationships.

usef tips
Be aware of when it
Reiterate what is is time to wrap up
being said—repeat Listen to understand, a conversation and
bring it to an end.13 Keep an open mind and
what you heard to do not listen in order understand that your
ensure that you to plan a comeback to opinion may take on a
heard correctly what is being said.13 new perspective during
in order to avoid the conversation.13
miscommunication.5

Focus on what is Do not go into the

being said, not on conversation on
the person saying it.13 the defensive. You
are merely voicing
your opinion on
the matter, not
defending it.13

Contemplate;
you do not need
to answer straight
Avoid ‘you’ away. Take some
statements. When time, if needed, to
you start pointing COURAGEOUS CONVERSATIONS think about what
fingers at people you want to say.5
they become
defensive.13

• Acknowledge the differences. Never assume

that the message you are communicating
will be received in the way you intended.
Acknowledge that there are cultural differences
at play which could impact communication.
• Develop awareness. Educate yourself on the
cultures that are different from your own and
understand the differences in communication.
• Do not be afraid to ask for help. Ask questions
if you need clarity, and get help when required.
People will be more relieved that you have
thought about their culture in advance than if
you just assume you know everything about
them.
• Add your own here:

CROSS-CULTURAL COMMUNICATION 14

AC T I V I T Y

con ersa ion

class

Work through the following steps of how to conduct a conversation in class, ensuring an open mind and with the
objective of enhancing your understanding of the topic. Select a topic that is likely to elicit a variety of different
perspectives.

01 Select a topic that is relevant to your class.

Topic:

02 Follow the ground rules and uphold the Constitution. When engaging in your conversation, have at hand our
Constitutional rights to equality, any relevant school policies, and the ground rules that you created as a class on
p. 47.

03 Fill in the ‘Before’ column of the 321 Bridge activity on the next page.

04 Recognise the lens through which you understand this topic. Our perspectives are shaped by a number of
factors such as culture, background, education, experiences, friends’ and parents'/guardians’ views on the topic, the
media, etc. Brainstorm the different factors affecting how you view this topic, and complete the online worldview
test to understand more about the way in which you typically view the world.

Worldview Test
bit.ly/WorldTest

Worldview with which you most identify:

05 Conduct research. Flip the classroom and conduct research in your own time before the discussion. Source TED
talks, credible articles, and information that explains different perspectives on the topic.

06 Fishbowl debate. Debate the topic from a perspective other than your own.

07 Complete the ‘After’ part of the 321 Bridge activity on the next page.

08 Complete the following reflection questions:

• In what ways did you experience cognitive dissonance?

• Assess the value of this process. Is there anything you would add to or change about the process?

• What did you learn about courageous discussions from this activity which will assist you in future conversations?

• Is there any additional research you would like to do?

H A R VA R D V I SIB LE THINK ING R OUTINE : 3 2 1 BRI DGE

Your Your
ini ia
response
new
response
to the topic to the topic

3 thoughts/ 3 thoughts/
ideas ideas

2 questions 2 questions

1 analogy 1 analogy

BEFORE DURING A F TE R

Explain how
your new
responses
connect to
your initial
responses:

TEST YOUR KN OWL E D GE

Skills Development
bit.ly/SkillAC

Once you have completed

the quiz, make a note of

e s
your score below.
/10

reflect
Harvard Visible Thinking Why might these topics matter to me?
Routine: The Three Whys 15
As a class, think about the
topics covered in this module
and why these topics are
important. Use the question
prompts and make note of why
the content is important to Why might the topics matter to the people around me?
you, others and to the society
at large.

Why might the topics matter to the world?

N OT E S
57 57

Gender terminology
Masculinity myths
Grooming and sexual
abuse

GENDER EQUIT Y
C U R RI C U LU M COVERED IN THIS MO DULE

Development of the self in society:

module
Definition of concepts: power, power

4
relations, masculinity, femininity and
gender; Stereotypical views of gender
roles and responsibilities; Influence of
gender inequality on relationships.

CHAPTER 1

understanding

gender
e i
We have the power to bring about change, both individually and collectively,
by challenging gender stereotypes. From busting gender myths to challenging
stereotypes, the opportunities for positive change are myriad.

According to the United Nations Sustainable Development Goals report

Gender equality is the impact of COVID-19 has been vast.1
not only a fundamental • Women suffered the greatest share of job losses and increased care
work at home.1
human right, but a
necessary foundation • In 2019, women accounted for 39% of total employment worldwide;
and in 2020 they accounted for almost half (45%) of global
for a peaceful, employment losses.1
prosperous and • 740 million women work in the informal sector. Their income fell by
sustainable world. 3
60% during the first month of the pandemic.2
• 72% of domestic workers, 80% of whom are women, lost their jobs as
a result of COVID-19.2

Achieving Gender Gender diversity:

Equality (2.17) The equal or fair representation of women and men in terms of ratios
bit.ly/GoalFiveUN in the workplace, pay, promotion and opportunity

The United Nations set out a goal to achieve gender equality by 2030.
However, we are not getting there fast enough and the COVID-19
pandemic did nothing to help this. “It would take another 40 years
for women and men to be represented equally in national political
leadership, at the current pace.”4

The above statistics show the terrible impact the COVID-19 pandemic
has had on women, and the limited progress that has been made
towards gender equity. In groups, discuss what changes you think
could be implemented to help change this.

Any place that does not make gender equality a priority is probably
getting other important things wrong too.
PAUL K AG AME
PRESIDENT OF RWANDA

Why we should strive for a culture of gender equity

Research has indicated that gender equality is highly beneficial to both individuals Gender parity:
and society. Before the COVID-19 pandemic, gender parity was estimated to be A statistical measure that
achieved in 100 years. According to the World Economic Forum it will now take provides a numerical
132 years to reach full gender parity. As bleak as the statistics sound, it is positive value of female-to-male
or girl-to-boy ratio for
to note that since the beginning of the World Economic Forum’s research in
indicators such as income
2006 there have been improvements.5 Rwanda is currently ranked 6th in the or education6
world in terms of gender parity. They have closed their gender gap by 81.1%, with
Namibia closely following at 8th in the world and an 80.7% close in their gender Attrition:
gap in 2022.5 Loss of employees

According to most studies, countries that are the most gender equal score
highest on the happiness scale, and experience an improved quality of life for
both men and women. Research has shown that gender-equal companies and
communities experience the following benefits:7
• Happier labour force
• Lower job turnover
• Lower levels of attrition
• Easier recruitment
• Greater job satisfaction
• Higher rates of productivity
• Diversity of views8
• Flexible working times for parents8
• Companies where women make up more than 30% of the executive are more
likely to outperform companies where women only make up 10–30% of the
executive.7
• Healthier communities and improved well-being9
• Higher levels of education10
• Improved reproductive health10

Feminism
Discuss why the word
Feminism is the advocacy of women’s rights on the grounds of the equality ‘feminism’ is perceived
of the sexes.11 A feminist is “a person who believes in the social, political and by some as problematic?
economic equality of the sexes”.12 Author Chimamanda Ngozi Adichie defines a Why is involvement in
feminist as “a man or woman who says: yes there is a problem with gender as it is feminist initiatives avoided
today and we must fix it, we must do better”. It is important to note that the basis by some men?
of feminism is not for women to be exactly the same as men—this is impossible.
Rather, it is a movement for women to be given equal rights and opportunities.
It advocates social, economic and political equality.13

WOMANISM
Womanism is a form of feminism that is based on the everyday experiences Womanism:
of black women. It does not only fight against sexism but also fights against A form of feminism
racism. Womanists are defined as “black feminists or feminists of colour who are focused especially on the
committed to the wholeness and survival of the entire people, both men and conditions and concerns
women.”14 Womanism is closely linked to intersectionality (see p. 61 for more of black women and
information). women of colour15

Gender stereotyping
Society creates expectations and preconceptions about how we are to
behave, in line with our gender. Various attributes and characteristics are
advocated, such as how we speak, dress, earn a living and interact with others.

However, we are born without knowing these expectations. Instead, they are
taught to us by our society, culture and family. Generalisations about the
roles of each gender are called gender stereotypes. These stereotypes can
be harmful when they create biases and limitations for people to reach certain
goals based on their gender.

Gender roles are learnt from a young age, typically between the ages of three
and five when our brain is first able to comprehend gender. These roles are
reinforced throughout our lives by parents, friends, the media and our broader
society or culture. Many gender stereotypes are negative, such as the idea that
girls can be weak or boys can be bullies.

CHALLENGING STEREOT YPES

Both individually and collectively, we have the power to bring about change by
challenging gender stereotypes.

Discuss how social media influencers such as Andrew Tate risk enhancing
damaging gender stereotypes.

Complete the following:

01 Identify what you can do to challenge gender stereotypes. Analyse what can
be done to shape positive gender attitudes amongst the next generation.

Can You Solve The 02 Listen to the podcast (The Surgeon Riddle) and discuss the following:
Surgeon Riddle? (8.09) • The gender biases mentioned in the podcast.
bit.ly/SurgeonRiddle • The consequences of these biases.
A Man’s A Boss, A
Woman’s Bossy (1.01) 03 Exploring gender roles and beauty
bit.ly/BossyAC Watch the second video clip and discuss the following points:
1
Inspiring The Future: • Typical gender stereotypes in your own culture and community.
Redraw The Balance
• Ways in which those stereotypes are changing.
(2.07)
bit.ly/RedrawBalance • How language is used to reinforce stereotypes.
• Positive stereotypes.
Soul Pancake: Women
- How Do You See Me? • How stereotyping can be detrimental.
(3.17)
2 Describe how beauty is perceived in your own culture/society. Reflect
bit.ly/SeeMeHow
on how this has changed over the decades and what it means with
regards to how you define beauty.
3 Discuss the implications of the following study results: “Toys with a
science, technology, engineering and maths focus were three times
more likely to be targeted at boys than girls.”16
4 Reflect on the ways in which stereotypes may influence your thinking
or behaviour. How can you address your reliance on stereotypes in the
future?

er i
CHAPTER 2

Before delving into gender equity discussions it is advisable to first understand

some key terminology, explored on the following two pages.

SEX AND GENDER GENDER NEUTRALIT Y

When we are born, we are categorised according to Gender neutrality focuses on the equal treatment of
our sex. Sex refers to the two main categories (male men and women and the avoidance of any form of
and female) into which humans and most other living discrimination. To achieve this, this perspective aims to
things are divided, on the basis of their biological and transcend gender discussions altogether, rather focusing
physiological characteristics. Biological differences in on our rights as human beings.
humans include chromosomes (female XX, male XY),
reproductive organs (ovaries, testes) and hormones
(oestrogen, testosterone). Physiological differences INTERSECTIONALIT Y
include examples such as men having higher muscle
mass and women carrying higher fat levels. We are Intersectionality refers to “the interconnected nature
also categorised by gender, the socially constructed of social categorisations such as race, class and gender
characteristics of men and women. Traditionally, as they apply to a given individual or group, regarded
gender has been considered in the binary options as creating overlapping and interdependent systems
of masculine and feminine. However today, many of discrimination or disadvantage”.17 Different forms
people also make use of a gender continuum that of discrimination (racism, sexism, xenophobia, etc.)
accounts for people who express themselves in tend to be linked and can leave particular groups at a
ways that are not limited to only masculine or only disadvantage.
feminine.

Important things to know about masculine and PRIVILEGE

feminine concepts:
Privilege refers to an advantage or special benefit that a
• They do not describe sexual orientation or person or group experiences. People can be oppressed
biological essence. and privileged in many different ways due, amongst
• They can change with, amongst other factors, others, to their gender, race or disability.
culture, religion, class, over time and with
individuals.
EMPOWERMENT
• Their values/traits vary between cultures.
Empowerment refers to “increasing the personal,
political, social or economic strength of individuals and
GENDER NORMS VS GENDER communities.”18 When people are empowered they have
STEREOT YPES control over their own lives and the decisions they make.

Gender norms are ideas or implicit rules that society

or cultures have about how men or women ‘should’ GENDER SENSITIVIT Y
behave, and what is considered ‘acceptable’ in society.
Gender stereotypes are preconceived ideas about the Gender-sensitive people and systems recognise and
characteristics and roles to which males and females acknowledge that there are gender inequalities that exist,
are expected to adhere. The gender norms that exist and that things need to change.19
in society often perpetuate gender stereotypes.
Identify and define an additional term that you feel is
pertinent to conversations around gender.
GENDER GAP
Any gap that exists between men and women
regarding their rights, opportunities, status, access,
benefits, remuneration or levels of participation.

ender e ai s
gender equity
In order to ensure that we are not prejudiced against others on the basis of
their gender, equality forms part of the South African Bill of Rights:
“No person may discriminate directly or indirectly against anyone on one or
more grounds, including race, gender, sex, pregnancy, marital status, ethnic
or social origin, colour, sexual orientation, age, disability, religion, conscience,
belief, culture, language and birth.”20

Gender equality is a human right but also a critical contributor to

sustainability. Gender equality is one of the United Nations Sustainable Gender equality: Two people are
Development Goals, aimed at “empowering women and girls and ensuring trying to look over a wall. They are
each given the same platform to
their equal rights”.21 help them achieve this. However, the
person on the left is shorter than the
person on the right and therefore the
Gender equality is the state in which access to rights or
platform is of no help as the person on
opportunities is unaffected by gender.22 It advocates that men the left cannot see over the wall.
and women are given equal opportunity to excel. While this
is a noble concept, it is not always a practical one.

Gender equity acknowledges that men and women have different needs,
and as a result it focuses on equal outcomes as opposed to equal process. To
explain this, consider the following example: Working women who choose to
be mothers have greater maternity requirements than men who have chosen
to be fathers, as the mothers require longer leave for the birth and initial care
of their baby, as well as access to private rooms to be able to express breast
milk etc. at work. Gender equity aims to take this into consideration, to create Gender equity: Two people are
a workplace where the different needs of men and women are met and where trying to look over a wall. The one
gender equality is practised. on the left is shorter than the
one on the right and therefore
In groups, analyse the images on the right and discuss how they are being the more elevated platform has
assisted in ensuring that they
used to illustrate the difference between gender equality and equity. have an equal view over the wall.

H A R VA R D VISIB LE THINK ING R OUTINE : TH I N K, PUZZL E, EXPLORE

01 Complete the following:

HARVARD VISIBLE THINKING ROUTINE:
• Think: After reading all the information above, work on your own and analyse what you have learnt about
gender equity.
• Puzzle and explore: What questions do you still have about gender equity? What concerns do you have on the
topic? What steps would you like to take to further research gender equity? Make notes of any questions you
have and give them to your teacher.
02 Once you have read through all of the definitions, define ‘gender mainstreaming’.

CHAPTER 3

redefining

fe inini
Women: they can’t drive, can’t do their own DIY, and love to gossip. Ever heard
these things being said as jokes? These statements are not based on any
empirical evidence and they could be applicable to any human, man or woman.
Femininity has been fraught with stereotypes such as these that are not backed
up by scientific research and yet remain widely held beliefs.

Femininity myths
• Women are better at multitasking. The reality is that no one is good at
multitasking. Performance is reduced when multitasking and therefore single
tasking is more productive.23
• Women are not as competitive as men. A study conducted by the Stockholm
School of Economics proved that men and women are equally competitive.
Competitiveness is shaped by culture, the task and your upbringing.24
•

[add your own here]

The narratives created around women and beauty

Everyone has been influenced and shaped by narratives throughout their lives.
These narratives influence how we interact and react to the world around us.

“Narratives around gender roles, body types, power, family, immigration, age and ability
are all around us. They repeat to us who is dangerous, who is a hard worker, who is lazy,
who is attractive, who deserves power. Even if we become aware of them and resist them,
the world around us is still playing them on loop and holding us to those narratives. And
ultimately all of these narratives define who has worth—who is valuable.”25

Narrative:
A way of presenting or understanding a situation or series of events that reflects
and promotes a particular point of view or set of values26

Watch the video clip and answer the following questions:

Dove: Beauty On Your 1

What dominant narratives around women do you believe exist in your
Own Terms (1.30) culture, in your country, and globally?
bit.ly/BeautyTerms

2 Research and name women who are changing the narratives of beauty that
exist and encouraging all women to feel beautiful. What inspiration can you
take from these women?

Female role models

Female role models can play an important part in challenging femininity
stereotypes by creating positive and obtainable examples. Some of the
earliest female activists were the suffragettes, who endured tremendous
hardships in the early 1900s in order to campaign for the rights of women to
vote—until then only men were allowed to vote.27

Just over one hundred years later, we are fortunate to have many more female
role models from whom to choose. Naadiya Moosajee is an example of one of
these role models. Frustrated by her experience in the engineering industry in
South Africa, Naadiya co-founded Women in Engineering, an organisation that
brings women in engineering together, and aims to develop engineering talent
in girls across Africa. Women in Engineering creates mentorship and leadership
development opportunities for women in STEM (Science, Technology,
Engineering and Mathematics).28

GENDER STEREOT YPES IN CAREERS

There is an age-old stereotype that since our biological make-up means
that only women can give birth, the role of predominant childcare belongs
to the mother, and the financial role belongs to the father. However, these
stereotypes are changing and traditional gender roles are increasingly
being challenged by both men and women with stay-at-home dads, full-time
working mothers, female breadwinners, and so on.

There is a myth that women are not interested in and are not good at STEM
DID YO U K NOW ? (Science, Technology, Engineering and Mathematics) careers. However, this
is far from the truth. Research indicates that women often score equal to or
A survey found that
even slightly better than men in maths and science. We are now seeing more
women who negotiated
for promotions were 30%
women choosing STEM careers because of early exposure to the subjects, and
more likely to be called a consequent change in gender stereotypes.29
intimidating, bossy or
aggressive compared to Watch the video clip and analyse whether your potential career has any
men.30 gender stereotypes attached to it. Do you think this is still an issue in the 21st
century? If yes, how can you help change people’s perspectives?
How Many Female
Scientists Can You
Name? (6.50)
bit.ly/SciFemale

CHAPTER 4

redefining
sc ini
Real boys don’t cry. Man up... Men face a lot of pressure from society to act
in a specific way in order to be considered masculine. As a result of these
expectations, men are often limited in the ways that they can express
themselves and this can have harmful consequences.

MASCULINIT Y: THREE KEY MY THS

It is not only women who experience social pressure to look and act in specific
ways; men feel it too. Educator and activist Joe Ehrmann speaks about the
pressures that most men experience and refers to them as the three myths of
masculinity.31 Joe Ehrmann’s three myths of masculinity:

1. Athletic ability [size, strength, skill set, winning]

2. Sexual conquest [use of girls or women to validate masculine insecurity]
3. Economic success [job title, position, power, possessions accumulated,
association of self-worth with net worth]

Men–How Do You See

Complete the following:
Me (4.16)
bit.ly/MenSoulPancake
01 Read through Joe Ehrmann’s three myths of masculinity above (add any of
your own myths) and assess the extent to which they are prevalent in our Modeling Healthy
society today. What social pressures do they create? Masculinity (1.55)
bit.ly/ManHealthAC

Complete the following:

• Discuss whether the
‘Bro Code’ still exists
02 Watch the first video clip or the video clip on p. 60, ‘Women–How Do You
and if so, how you
See Me?’, and brainstorm how you want to be seen. Do you feel pressure to
conduct yourself in a particular way because of your sex? would redefine it.
• Watch the second
video clip and identify
THE ‘BRO CODE’ one of the biggest
The ‘Bro Code’ (otherwise known as the Man Code) is an unwritten rule book problems with the
that used to dictate how men should behave, expecting men to be tough, Man Box.
independent and in control, to even use violence to resolve problems. This is
outdated and has recently begun to undergo some dramatic changes.

Mental health and masculinity

STATI STI C S: 3 2
Research has shown that although men experience mental health issues they are
• The suicide rate for men
less likely to seek help, and are at a higher risk of suicide than women. There are
is approximately three
many contributing factors but one in particular stands out—the stigma that still times higher than for
revolves around traditional masculinity and mental health.32 Men are traditionally women in the same age
seen as tough, independent, unemotional and in control. Asking for help is seen as category.
a weakness, when in reality it takes courage and strength to talk to someone about • Fewer men than
your feelings. Men need to be allowed to express their vulnerability without their women get treatment
masculinity being questioned. If men are not given the freedom to do so without for depression related
being judged, the shocking statistics of men’s mental health will not change. disorders.

DE V E LO P ING A H E A LTHY MA SCULINIT Y

Boys should be encouraged to develop a healthy ideal of positive masculinity. Positive masculinity involves
emphasising men’s strengths and virtues and then building upon these. Boys should also be encouraged to
express their masculinity positively by being able to experience a wide range of healthy emotions without
trying to hide how they feel and who they really are.

We Believe: The Best Men Can Be - Gillette What Is A Man? Egard’s Response To Gillette
(1.48) (1.57)
bit.ly/BestMenCanBe bit.ly/WhatIsAMan

Watch the Gillette advert and then Egard’s response. Analyse your response to each advert and then critically
evaluate them.

Steps to developing a healthy masculinity:

1 Find a mentor. A study shows that having 5 Start to work on your definition of
a father-figure, or simply being near father- masculinity. Defining who you are and how
figures, has immense advantages for young you express your masculinity is a process that
men.33 Research shows that more than 60% of takes time. Do not feel frustrated if you cannot
South African children grow up without their figure it all out now. However, it is valuable to
biological fathers.34 The lack of a male figure start to think about the type of man you would
in a boy’s life increases the risk of behavioural like to become.
problems, lack of emotional security, poor Discuss stereotypes and their impact.
6
school performance and low self-esteem. Discussing masculine stereotypes such as
However, whether a boy has a father present ‘men do not cry’ can develop your emotional
or not, having a male mentor to look up to and authenticity and allows you to develop a
respect can help a boy become a better man. healthier outlook on life. Talking about emotions
2 Learn to name and express how you feel. and facing them head on, and standing up
Once you get to the root cause or recognition against people when you feel they are being
of your emotions you will be better able to deal disrespectful, can help you cope with your
with them in a healthier manner.35 emotions when under duress.35
3 Respect your body and those of others. To 7
have strength and purpose is also important
when it comes to the topic of sex. Treat yourself
and others with respect and love.

4 Gain an understanding of consent and

respect. On pp. 71–73 consent is discussed in 8
more detail. This is a crucial step in developing
a healthy masculinity as it changes the narrative
of seeing women as objects.35

D ID YO U K NOW ? In groups, create a compelling (re)definition of masculinity. This

• 82% of boys said they had heard definition could include the importance of relationships and purpose
someone criticise a boy for ‘acting like (to make the world a better place). Write your masculinity (re)
a girl’. At the same time, new research definition in the space below.
has pointed to girls feeling more
empowered than in the past and Challenge yourself with a video: create a short (no longer
facing less gender rigidity than boys.36 than three minutes) video redefining masculinity.
• In a study, 47% of boys said they’d
heard men in their family make sexual
jokes or comments about women;
those boys were more likely to feel
pressure to be tough and play along
with sexism.36

i e ce
CHAPTER 5

Violence is everyone’s problem. It takes place in the form of crime, sexual

assault, child abuse, domestic violence and property damage, amongst others.
Trigger warning: The content covered in the following pages may be triggering for anyone who has experienced
or been affected by sexual abuse. It does not replace professional medical advice or treatment. If necessary, please
seek assistance from a medical professional.

Gender-based violence (GBV)

Gender-based violence refers to the harmful acts directed against a
Laws around GBV
person because of their gender. It is a phenomenon deeply rooted
in gender inequality, and continues to be one of the most notable Criminal Law (Sexual Offences
human rights violations within all societies.37 Both men and women and Related Matters) Amendment
experience gender-based violence but the majority experiencing this Act, Amendment Bill42
are women and girls. • Sexual intimidation to be
recognised as an offence.
Sexual harassment and discrimination against women have captured • Names of people who have
headlines and been a more prominent part of public discourse in the been convicted of sexual
last few years, with people showing that they want change.38 offences to be made public.
• Increased reporting duty of
On 28th January, 2022, President Cyril Ramaphosa signed new those who suspect that a
amendment bills, listed on the right, which are now officially part of the child is being sexually abused.
law. With these amendments being passed, other changes will now be
needed. For example, many in South Africa will still be unable to log a Criminal and Related Matters
protection order online as they have no access to the Internet.39 Amendment Bill43
• Those accused of gender-
based violence can only be
Femicide is an extreme form of GBV, generally understood to involve
granted bail in exceptional
intentional murder of women because they are women. It is usually
circumstances.
perpetrated by men, but sometimes female family members may be
• A victim must be able to
involved.40 plead their case in court
before bail is granted. If the
victim is deceased then family
members can speak on their
Victim blaming behalf.

“This is a devaluing act where the victim of a crime, an accident, Domestic Violence Amendment
or any type of abusive maltreatment is held as wholly or partially Bill44
responsible for the wrongful conduct committed against them.”41 • Definitions need to be
changed and added to
When someone is affected by gender-based violence it is never their
include relationships not
fault. No matter what they were wearing, what they were doing, where previously defined.
they were, or any other factor, these have nothing to do with why they • Protection orders are to be
experienced gender-based violence. It is always the perpetrator's handled online to avoid the
fault! trauma of dealing with courts.

Analyse the victim blaming that tends to take place in our society.

The Poet Protesting Femicide In South Africa (2.30)

bit.ly/PoetGBV

CHAPTER 6

grooming and

se a
It is important to note that age, gender, race, socio-economic status or
b se
sexual orientation are not precursors to grooming. Anyone can be groomed
at any point in their lives by anyone. Child grooming is viewed as a serious
sexual offence under the Criminal Law: Sexual Offences and Related Matters
Amendment Act No. 13 of 2021.

Please note that all teachers have a legal obligation to report any
purposeful disclosure of grooming by a scholar, as well as any grooming
of which they are aware or which they suspect may be taking place.

This content has Grooming can take place in person or online, or even both, and can be
been consulted perpetrated by someone who is known to you and your family or by a
by and created in complete stranger. Groomers form a relationship that feels like a ‘normal’
collaboration with Luke healthy relationship before the sexual abuse begins, so that the person
Lamprecht who is a being groomed feels like it is either normal behaviour or they feel so trapped
Child Protection and
that they are unable to remove themselves from the situation.45 There are,
Development Specialist.
however, some clear markers that would suggest that this is not a ‘normal’
relationship. These are outlined in the stages of grooming.

Grooming:
This is the process by which a sexual predator gains the trust of a child or
their family in order to start a sexual relationship with a child in secret46
Gaslighting:
“A form of emotional abuse that makes you question your beliefs and
perception of reality.”47 Gaslighting is used to maintain control and try to
change the perception of reality. Typical things that might be said are:
“You are being so sensitive”; “That never happened and you have a terrible
memory”; “You are crazy and people will never believe you”.

Stages of grooming48 DENIAL

There is often denial that occurs during the
1. Favouritism: The groomer pays extra attention grooming process and when the grooming has been
to a child and favours them over anyone else. uncovered. People linked to the groomer cannot
Groomers play on the human need to belong and believe what the groomer has done, and sometimes
to feel important and special. The child may even those who have been groomed may try to downplay
receive more attention from the groomer than what has happened if they have not been sexually
from their own parents/guardians. For example, a assaulted. This is never okay! Any allegations of
coach who always gives preferential treatment to grooming need to be taken extremely seriously and
one scholar.49 reported. The person who has been groomed needs
2. Gaining trust: The groomer will gain the trust of to be supported throughout the process.
the person being groomed and often attempts to
gain the trust of their parents/guardians or other
adults who are connected to the person being Discuss the following questions as a class:
groomed.
3. Isolation: The groomer gets the person being
01 What do you feel is inappropriate in a
relationship between a scholar and a teacher?
groomed into an isolated situation which may not
seem threatening at the time, but ensures that
they are alone. This could be booking them out of
school, tutoring, private coaching or trips that do
not include other people.49
Not all of these situations on their own
indicate grooming; some people need extra 02 What do you think could prevent grooming from
coaching or tutoring and this does not mean occurring?
that they are being groomed. It is, however,
important to remain vigilant at all times.

4. Boundary and taboo violations: This is when

the groomer begins to offer certain things that
are not available elsewhere. These could be, for
example, monetary gifts, or they could be when 03 What school policies do you know of that are in
the groomer allows the person being groomed place to protect scholars? Consider the school’s
to do things they are not allowed to do with Code of Conduct.
their parents/guardians, for example, smoking
or drinking. This stage can involve exposure to
pornography. These violations now become a
secret between the person being groomed and
the groomer.49

Once this happens the groomer starts to test

physical boundaries, for example, touching, which
may seem innocent but which is inappropriate.
Taboo violations are one of the easiest ways
to spot grooming. If an adult is facilitating
and participating in something that a 04 What communication tools do you use to
person’s parents/guardians do not allow, communicate with teachers and sports coaches?
such as consuming alcohol, watching Do you feel that some tools of communication
pornography, giving them access to drugs or are inappropriate between teachers and
anything along those lines, it is important to scholars?
question that adult’s motives.

5. Sexualising the relationship: This is when the

groomer desensitises the person being groomed
to sexual abuse. This can occur by, for example,
showing them inappropriate and explicit pictures
or videos. The groomer uses a person’s natural
curiosity to exploit them and manipulate them
into thinking that what is happening is normal. 05 How do we ensure that scholars feel protected?

6. Control: The groomer maintains control by using

secrecy, blame and threats of exposure. The
groomer is often in a position of authority and
power and so the person being groomed feels
unable to speak out.

Signs that someone may be being groomed:50

• Missing from home or school.
• Behavioural change.
• Secretive use of cellphones or the Internet.
• Unexplained gifts.
• Older boyfriends/girlfriends—people being groomed frequently identify the
perpetrators as boyfriends/girlfriends or really good friends.
• Suicidal, self-harming, feeling depressed, unworthy.
• Alcohol or drug use.
• Sexual health issues.

Unfortunately the behavioural changes of a young person being groomed

are often mistaken for the changes experienced during puberty, such as
being more withdrawn from family and looking for more independence, or
they may be like the signs of another trauma, for example, grief. It is critical
to be aware of the signs and always ask questions to ensure that those
around you are okay, because grooming can be hard to identify.

What to do if you have been or think you might be

being groomed 51
• Talk to a trusted adult. This can be difficult because you may have
trusted the adult who you think has been grooming you, but it is important
to know that the groomer created the relationship with you in order to
sexually abuse you; it was never out of good intentions. Tell someone you
trust what has happened or what you think might be happening. The duty
of care rests with the adult who has to report their knowledge of your
disclosure so that the police can conduct a full investigation. If the person
you tell does not believe you then tell someone else; do not stop talking
until someone believes you and reports the matter to the police.
• Remember that it is never your fault! You have been manipulated and
used and the person who has groomed you is fully aware of what they
have done. You are not to blame.

Discuss the statement below.

The power of grooming is in the secret.

Getting help
If you have experienced any form of grooming or abuse, please seek help
from a parent/guardian, school counsellor, medical professional or any
trusted adult. You can also call:
• Childline on their toll-free helpline: 116
• TEARS Foundation on their free helpline: *134*7355# or 010 590 5920

c nse
CHAPTER 7

Consent is the agreement between two people to participate in sexual activity.

It must be communicated freely and clearly; there must be no coercion; neither
party must be under the influence of drugs or alcohol; neither party should be
unconscious and they must both be over the legal age. At the crux of consent
is communication and the respect of boundaries.

It is important to note that consent is not permanent; it can be withdrawn at any

time and it is applied to one act at one specific time.

If consent is not given and sexual activity is continued, this constitutes

sexual assault or even rape. This is a serious criminal offence.

Consent FRIES:52 Consent Explained:

What Is It? (1.46)
Freely given: When consent is given it must be done freely, without bit.ly/ExplainedConsent
F
intimidation, manipulation, threat, or being under the influence, asleep or What Is Sexual
unconscious. Harassment? (1.55)
R Reversible: Either party can change their mind at any time, no matter the bit.ly/HarassmentSexual
circumstances.
Consent Quiz
I Informed: Both parties need to know what they are consenting to and they
bit.ly/ConsentQuizWR
need to be informed and honest with each other. For example, the use of
protection is critical and if one partner has consented to sex with the use of a
condom and the other partner does not respect this, then there is no consent. Complete the following:

Enthusiastic: Both parties should only engage in the sexual activities in which
E
they both want to engage.
01 Complete the consent
quiz using the website.
S Specific: Consent is applicable to a specific act. Kissing someone does not 02 Watch the video clips and
mean that consent has been given to have sex. discuss the following:
• What is the meaning of
consent?
There is no consent when: 53

• What actions and

language constitute
• One party says no and it is not acknowledged by the other party.
sexual harassment?
• It is believed that clothing, flirting or even kissing is an invitation to more.
• One party attempts to convince the other party who appears hesitant.
•

The age of criminal

• capacity in South Africa is
14 years old, which means
you could potentially face
• jail time if you commit a
crime from the age of 14
years.
[add your own here]

Abuse of power Rape culture

Power is an inevitable part of human society Rape culture refers to the notion that rape, sexual assault
and can be positive, such as when governments and sexual harassment have become normal parts of
use their power to ensure that new schools society. It starts with a tolerance of certain behaviours
and roads are built. Yet power can also be such as rape jokes, sexist attitudes or cat-calling.
used destructively, to limit the freedom and Normalising such behaviours then supports and excuses
happiness of others. This is the case when one the more overt sexual behaviours such as revenge porn,
gender is empowered at the expense of the groping or contraceptive sabotage, which then leads to
other. full blown violent sexual assaults such as molestation and
rape.
The media has made us less and less sensitive
to violence and the abuse of power. Some Rape culture is not created by people condoning rape; it
movies, where there is significant power is condoning or ignoring behaviours that can ultimately
imbalance between the man and the woman, lead to rape. For example, accepting that ‘boys will
show these abusive relationships as not only be boys’ when there is a degrading conversation, or
acceptable but also desirable. Furthermore, when commentary of a sexual nature is made about
the normalisation of explicit sexual and a girl; these contribute towards a rape culture. This
pornographic content in media outputs gives us kind of normalisation perpetuates the incorrect belief
a distorted and unrealistic view of what love is that people who have experienced sexual assault
all about. have contributed to their own victimisation, and are
responsible for what has happened to them.

T E R M INO LO G Y

Rape: Sexual assault:

Unlawful sexual intercourse without the consent of the Sexual contact or behaviour that occurs
victim.54 without explicit consent.57 Sexual assault
can be unwanted sexual touching, being
Statutory rape: forced to perform sexual acts, attempted
“Sexual intercourse or other sexual relations with a person rape or rape.
under the legal age of consent."55 The legal age of consent
in South Africa is 16 years of age. In 2013 the legal age of Coercion:
consent was amended in the Sexual Offences Act, stating that Refers to using force or threats to make
children between the ages of 12 and 16 may consent to sexual someone do something that they do not
acts with one another, providing the one party is no more than want to do.
two years older than the other party.
Sexual harassment:
Consent:
Any form of unwelcome sexual
Voluntary or unforced agreement. Consent is an agreement behaviour that is offensive, humiliating or
between parties to engage in sexual activity.56 intimidating.58

T H E S E XUA L V IO L E NCE P YR A MID 59

It might seem a big leap between believing that someone is inferior to you and actually acting on those beliefs
in a physically abusive way. But the sexual violence pyramid suggests that at the base of all sexual violence
are sexist attitudes and beliefs that some people find perfectly acceptable. The belief that someone of the
opposite sex is inferior to another may make it easier to hurt them. This negative cycle can lead to a rape
culture.

Explicit violence
• Gang rape
• Murder
e
The actions and attitudes
Removal of autonomy
nwan ed
on the bottom tiers
reinforce and excuse • Threatening
those higher up. This is
systematic and creates a
o c ing • Safe word violations
culture of acceptance.

Degradation

s en • Cat-calling
• Unsolicited pictures

Normalisation

e i a i des
• Rape jokes
• ‘Boys will be boys’
and be iefs • Unequal pay
• ‘Girls should stay at home’
• Victim blaming

Consider the sexual violence pyramid59 and discuss:

• Ways in which sexist attitudes and beliefs can lead to a rape culture.

• How the pyramid can be useful in tackling social issues such as rape.60

• What you can implement today to stop rape culture (e.g. stop someone from making crude sexual jokes).

Sexual assault is never the victim’s fault.

Being raped or sexually assaulted is never the fault of the victim. Regardless of
any circumstances leading up to the incident and regardless of any physiological
response that happens with their body, they are never to blame and it is never okay!

TEST YOUR KN OWL E D GE

Gender Equity
bit.ly/GenderAC

Once you have completed

the quiz, make a note of your

e s
score below.
/10

reflect
Harvard Visible Thinking Why might these topics matter to me?
Routine: The Three Whys 61
As a class, think about the
topics covered in this module
and why these topics are
important. Use the question
prompts and make note of
why the content is important Why might the topics matter to the people around me?
to you, others and
to the society at large.

Why might the topics matter to the world?

N OT E S
75

Dynamic career
portfolio
Informational
interviews
Entrepreneurship

CAREER RESEARCH
C U R RI C U LU M COVERED IN THIS MO DULE

Careers and career choices:

module
Knowledge about self in relation

5
to subjects, career fields and
study choices; Diversity in jobs,
opportunities within different career
fields; Socio-economic factors as
considerations for career and study
choices; Entrepreneurship.

CHAPTER 1

introduction to

career
researc
You may define success in your future career by the contribution you make to
society, the extent of your passion for what you do, or the size of your bank
balance. Whichever you choose, it will take consistent effort, perseverance and
persistence to achieve that success. And if it’s going to take time and hard
work to succeed in your chosen career, you want to make sure you’ve chosen
a career that’s a good fit for you. Start by researching your career options
right now.

How to find a career that is a good fit

There is probably no single perfect career for you but rather several careers
in which you would do well. The 'Purpose Venn Diagram' illustrates that it is
important to have four elements in your career: a career that enables you
to play to your strengths; allows you to do something you are interested in;
provides enough of an income to pay your bills; and offers a positive impact on
the world.1 You also have approximately 80 000 hours in your career; why not
consider selecting a career that adds something good to the world?2
D ID YO U K NOW ?
The 'Purpose Venn Diagram' can also help you to differentiate between
• 25% of job success is something that would work as a good hobby versus something that would be
predicted by I.Q.3
a viable career. For example, you may have a passion for art but it may not be
• 75% of job success is
aligned to your strengths. In this case, it might be better to stick with art as a
predicted by optimism
levels, social support
hobby rather than as a career.
and your ability to see
stress as a challenge not Create your own success
a threat.3 • Watch the video clip and discuss how it illustrates that grit, effort and
perseverance are keys to success.

21 Icons: Terry Pheto (3.00)

bit.ly/IconsPheto
• Analyse how you can apply these things to your career research.

P UR P O S E VE N N D IAG R A M ACTIVIT Y

Complete the following as a starting point in gaining an understanding of the careers that could work for you.4

1 Write down all the skills

that you have and that you 2 Make note of all the things
can succeed in using. Do that you enjoy doing, such
not just note the obvious What you as art or creative writing. Do
ones but also note down are good at not limit this list based on
those not so obvious such a career option you might
as teamwork or leadership. have in the back of your
mind. Write anything down
that makes you happy.
Strengths and abilities

What you What

will be paid for you love
PROFESSION PASSION

Purpose
Venn
Diagram
CALLING PURPOSE

Interests and passions

4 Research the careers Think about the many challenges

3
that match your interests that the world is facing at the
and skills, and look at the moment, for example, poverty,
economic opportunities hunger and education.
available. What the List the challenges or areas
world needs where you feel compelled to
make a difference.

5 Reflect on any takeaways from this activity, and in particular any areas where the circles overlap.

6 Identify two careers of interest to you. Evaluate them against the 'Purpose Venn Diagram' criteria.

Create a career portfolio that will Keep your research (GoStudy careers activity,
grow with you university or gap year research, informational
interviews, etc.) together in one place in a career
Career research and decision-making is an ongoing portfolio, so that you can easily refer back to these
process that takes place over a number of years and resources when you have a career decision to make.
probably throughout your life. In Grade 9 you would
have grappled with your subject choice, in Grade Brainstorm a list of things that you can include in
10 you are spending time researching your career your career portfolio and discuss the benefits of
options, and in Grade 11 you will make a decision creating a career portfolio.
regarding what to do after school and you will begin
to make applications for tertiary education, if that is
the route you would like to pursue.

It is useful to refer back to all of the research that

you have done.

CHAPTER 2

career research

process
It can be overwhelming to choose where to start your career research. To
help guide you, we have provided a career research process. It comprises a
simple, five-step approach that will guide you on what careers you should be
researching and how to conduct your research.

1 assess o rse f
(boost your self-awareness)
Before deciding on a career avenue, you need to boost your self-awareness
Step-by-step process by gaining a clear picture of who you are, what you are good at, and what you
enjoy doing.
The objective is to provide
you with a structured, step- Self-awareness is being able to focus on your character and emotions and
by-step process to follow monitor how your thoughts, actions and feelings align with your internal values.
when finding out more
about which career options As you learnt in Grade 9, being self-aware involves understanding your
would be best suited to you: strengths, weaknesses and motivations as well as understanding and
recognising how others perceive you. The importance of being self-aware
1. Assess yourself before researching a career is that you know who you are and what you value.
2. Identify careers to
research Complete the following:

3. Media research • Refer back to p. 13 and record, below, your five strengths that you
identified in the 'high five' test.
4. Informational interviews
5. Develop an
entrepreneurial skill set
• If you used the Grade 9 Achieve Careers programme last year, refer back
to pp. 56–61 of your LO manual, and refresh yourself on the details of
what it means to be self-aware. How have you become more self-aware
over the last year?

2 iden if careers
to research
There are so many careers to choose from and it can be difficult to know
where to start your research. The information below provides you with a
bird's-eye view of some of the careers available to you. The careers have been
separated into categories to help you identify the careers that exist in your
current areas of interest.

Identify your top two careers of interest:

As a class, discuss the different career options listed. Can you add any to the
list? Are your parents’/guardians’ professions included? Can you tell the class
a little bit about any of these careers?

More information about most of these careers can be found on

www.gostudy.net.

A R T IS T IC & C RE ATIVE ME DICA L SPORT BUSI N ESS MAN AGEME N T

• Fashion buyer • Anaesthetist • Professional golf caddy • Entrepreneur
• Architect • Oncologist • Personal trainer • Chief executive officer (CEO)
• Events coordinator • General practitioner (doctor) • Sports scientist • Manager
• Art or music teacher • Occupational therapist • Biokineticist • Strategist
• Graphic designer • Audiologist • Horse trainer • Business coach
• Musician • Dietician • Sports referee • Finance director
• Artist • Nurse • Sports coach • Office administrator
• Interior designer • Dentist • Jockey • Operations manager
• Textile designer • Pharmacist • Professional sportsman/woman • Human resources manager
• Clothing designer • Veterinary surgeon • Sports and fitness nutritionist • Client services manager
• Photographer • Dermatologist • Sports journalist • Data analyst
• Film, TV & video producer

FIN A N C E MA R K E TING & S AL ES PRAC TI C AL TRADES EN GI N EERI N G

• Auditor • Real estate agent • Plumber • Bioresource engineer
• Chartered accountant • Salesperson • Make-up artist • Aeronautical engineer
• Actuary • Social media marketer • Hairdresser • Civil engineer
• Quantity surveyor • Market researcher • Beautician • Electrical engineer
• Financial and investment • Advertising accounts executive • Carpenter • Chemical engineer
manager • Travel agent • Building or construction • Computer hardware/software
• Stockbroker • Insurance broker manager engineer
• Financial planner • Sales and marketing manager • Farmer • Agricultural engineer
• Investment banker • Goldsmith or jeweller • Drafting and design engineer
• Chef

S O C IA L SCIE NCE L AN GUAGE I N FORMATI ON TEC H N OLO GY

• Teacher • Viticulturalist • Author • Network administrator
• Diplomat • Marine biologist • Translator • Computer programmer
• Anthropologist • Ecologist • Editor • Computer scientist
• Social worker • Agronomist • Journalist • Computer technician
• Psychologist • Entomologist • Copywriter • Web developer
• Counselor • Geologist • Interpreter
• Human resources practitioner • Horticulturalist
• Life coach • Botanist L AW
• Biochemist
• Hydrologist • Environmental • Arbitrator • Paralegal
lawyer • Advocate • Attorney
• Compliance officer

ID E NT IFY IN G A S TA R TING P O INT F O R YOUR R E SE ARC H

Step 1: Decide on your interests. This involves understanding what you

enjoy or would like to do in the future. What catches your attention and
excites you?
Use the below website to
Step 2: Investigate further. Once you have answered all the questions, explore your interests and
there will be a short description explaining the different interest profiles. possible career options that
match your interests.
Step 3: Decide on a way forward. After investigating your range of
Interest Profiler
interests, take a look at the many career profiles and see what careers
could be suitable for you. bit.ly/InterestCareers

01 Click on the weblink ‘Interest Profiler’.

Click 'next' until you get to the page below.

06 Select a job zone (preferably three, four

or five). On clicking the job zone, you will
02 Answer all 60 questions as honestly as you be directed to different career options
that will match your interests.
can without considering your current grades
or your potential salary.

03 Once you have answered all the questions,

click ‘next’ until you get to the following page.

07 Read through the many different careers

that match your interest. Click on the ones
that appeal to you and read what each
position entails. Go back in the programme
and change your job zone to explore the
different options available.
04 Make note of your top three interests
below. You can click on each interest to
read a bit about each category. 08 Summarise the career that appealed
to you most, in the space below.

05 Click ‘next’ until you get to the following

page.

3researc media

Now that you have identified a starting point of careers to research, you can
tap into the wealth of information that the Internet provides. It is important to
do some background research before moving onto the next step which is an
informational interview.

Use the recommended websites at the bottom of the page to research a

career of interest to you, and fill in your answers below.

CAREER:

About the
career:

Qualifications
required:

University to
consider:

Subjects
required:

Results
required:

Characteristics
suited to this
career:

Potential
employers:

Salary:

Appealing
aspects for me:

Unappealing
aspects for me:

Additional
information:

Once you have completed the information, add this page to your career portfolio.

Go Study Occupational Outlook Handbook

www.gostudy.net www.bls.gov/ooh/

My Wage The National Career Advice Portal - Questionnaires

www.mywage.co.za bit.ly/QuestionCareers

4interviews informational

People form one of your most useful resources when researching careers. An
The aspects of a career that effective way of learning from the experience of others is via informational
you may want to learn more interviews. Informational interviewing is a really simple and low-stress yet
about include: highly useful and effective career research tool. It involves setting up a meeting
with someone who is working in a career that interests you and asking them a
• What does each day series of prepared questions about their job.
involve?
• What are the advantages
It can be daunting, but just do it! Getting in touch with someone to set up
and disadvantages of
being in this career? an informational interview and meeting up with them in person can seem
• Does it allow you to be
intimidating. However, in the bigger scheme of things, it really is not that
creative or work with big of a deal. Most people are only too happy to talk about their careers and
your hands? would love to spend time answering any questions you may have. Give it a
• What is the earning try! Informational interviews can also be conducted online via video calling
potential? platforms such as Zoom or Microsoft Teams.
• Is the career actually like
those seen in television
programmes?
Career development skill: Networking
While the purpose of an informational interview is not to secure a job, it
provides an opportunity to network and get your personal brand out there.
Networking is a key 21st century workplace skill that you can use throughout
your life. Not only does it provide you with key skills for successful job
interviews, but approximately 86% of jobs are sourced through networks and
contacts.5 People prefer to employ someone they know.
Youngpreneur Media
bit.ly/Youngpreneur
Complete the following:
YouTube
Quintessential: • Click on the ‘Quintessential’ web link and scroll towards the bottom of
Informational the page. There you will find a heading - ‘The Quintessential Careers
Interviewing Tutorial Informational Interviewing Tutorial is organized in the following manner’.
bit.ly/LiveCareer Click on each part of this tutorial. Start with ‘What are informational
Interviewing interviews—and why should I do them?’ and continue through to the end.
• The term ‘informational interviewing’ was invented by:
Ziyanda Khumalo: My
Career Journey (9.00)
bit.ly/ZiyandaCareer • List one potential result of an informational interview:

• Why should you never ask for a job during an informational interview?

template:
infor a i al in er iew
Use the template below as a guide for your informational interview, and to write down your interviewee’s
answers in the space provided. Additional space is available at the end of the template to write down any
additional questions you wish to ask.

Name of person interviewed: Profession/career:

01 What is your job title?

02 What qualifications are required? Is a degree/diploma necessary to perform the job?

03 I am considering studying for a degree/diploma in

at .
What is your perception of this degree/diploma and this university/college with respect to the industry?

04 What made you choose this career?

05 Can you take me through your career path and how you have worked your way to where you are now?

06 What are your main roles and responsibilities?

07 What do you like most and like least about your job?

08 What are the most stressful aspects of your job?

09 Do you find your job exciting or boring? Why?

10 What do you find most rewarding about your job?

11 What sort of problems do you deal with?

12 What sort of decisions do you make?

13 Do you manage a lot of people?

14 If you could have done anything differently in your career, what would it have been?

15 Does this career enable financial independence? Is there a salary ceiling?

16 Is there flexibility related to dress code, work hours, holiday schedule, place of residence, etc.?

17 Before you reached your current position, what were some of the other positions you held?

18 What personality would be well-suited to this career?

19 What skills and experiences are most important for a position in this field? How can I start to develop these?

20 Do you have to do a lot of work after normal working hours?

21 What other jobs can you get with the same background? Are there similar jobs that you can suggest?

22 How much demand is there for people in this career field?

23 Did your expectations of your career choice match the reality?

24 Is there anyone else in the industry that you would recommend I speak to?

25 Do you have any further advice?

26 Use the space below to include any other questions that you may have.

evaluation:
infor a i al in er iew

After having conducted your informational interview, answer the following questions in either a written format
or in the form of a presentation to the class.

01 Evaluate the research that you conducted before the informational interview.

02 In hindsight, identify whether there is any additional research that you could have done so that you were better
prepared.

03 Make a comparison between the process of conducting an informational interview in person, as opposed to
via a video calling platform such as Zoom or MS Teams. What factors do you need to consider for an in-person
informational interview and what do you need to consider for one completed online.

04 Evaluate whether or not you believe that this career is a viable option for you.

05 Reflect on your informational interview process and any learning outcomes. Did the process assist you in the
development of your interpersonal skills?

06 Identify additional career research that you need to conduct.

De Bono's
si thin ing a

Select a career that you plan to research further. Apply De Bono’s Six Thinking Hats technique.

Memory jog: De Bono’s 'Six Thinking Hats' theory offers six different ways to tackle a matter, represented by
six different coloured hats: putting on each hat while you think something through is a metaphor for using
each thinking process to ensure that you come to a well thought-out conclusion.

Career selected:

White hat What are the facts and information I know about this career? Can I find relevant statistics and
information on demand for people in this industry?

Red hat What is my gut intuition about this career? Do I feel it is right for me? Is it aligned with my morals and
values?

Purple hat What are the risks of pursuing this career? What are my concerns?

Yellow hat What are the positives or benefits of this career? What excites me about it?

Green hat Are there any alternatives to this career that interest me? Any similar careers I should look into?

Blue hat Is there any further research I need to do, or anyone else I need to speak to on the topic?

5en reprene ria s i

develop an

While conducting your career research, keep in mind the value of developing
se
I RUN JHB (1.45)
your own entrepreneurial skill set. Develop your networking, self-leadership, bit.ly/RunJHBDesign
communication and time management skills, amongst others.
Investec Tipping Point:
Andile Khumalo (11.49)
Entrepreneurial skills are all vital in today’s uncertain job market. Develop an
bit.ly/InvestecAndile
entrepreneurial skill set to combat career uncertainty, and ensure that you always
have a way to make a living.

What it takes to become an entrepreneur

While each entrepreneur is unique, they share some strengths and personality
traits. Grit, for example, is key for any entrepreneur as inevitably their journey will
involve being able to bounce back from challenges and setbacks.

Brainstorm some of the characteristics you think a successful entrepreneur

should possess.

An alternative: intrapreneurship
Intrapreneurship describes acting like an entrepreneur while you are employed
at an organisation. It involves being innovative and creatively identifying areas
for growth for your place of employment, and typically includes some risk. An
intrapreneur can be identified as someone who wants to continually learn and
takes on a lot more responsibility than actually required, in order to further the
company.6

Portfolio careers and

travelpreneurship
Uber and Airbnb are great examples of how technology
has enabled exciting new business ventures that would
not have been possible in the past.

Having a portfolio career involves sourcing income

from a variety of different avenues, for example,
having a part-time job while running a business or
doing freelance work for various clients. Portfolio
careers are associated with entrepreneurship as they
typically involve sourcing at least one form of income
from work that you have done yourself. The gig economy
Travelpreneurship, or nomad entrepreneurship, The gig economy is a labour market that consists of
entails working as an entrepreneur where you are freelance workers, short-term/temporary workers
not tied to a location; your work is independent of a and independent contractors, and therefore
specific location. The particular characteristic that sets encourages portfolio careers. Compared to full-
a travelpreneur apart from someone who just works time employment in one company, more people are
remotely is that they have a passion to travel and see now earning an income based on side hustles and
the world while simultaneously running a successful freelance work.
business.
Side hustle:
Complete the following: Anything outside of your main source of income
• Brainstorm the kinds of businesses that you that adds money to your life7
could operate as a travelpreneur.
A key reason for the growth in the gig economy is
economic reasoning. Some employers cannot afford
to hire permanent staff for all their needs so they
hire contractors and freelancers instead. They call on
them during busy periods thus saving money during
quieter times. This may mean that the freelancer
• A friend has come to you wanting ideas of or contractor will need to work multiple jobs for
what they could do to create a portfolio career. multiple companies to support their lifestyles.
Provide them with suggestions, considering
options like Fiverr. Working in pairs, brainstorm the pros and cons
of working as a freelancer or having a portfolio
Fiverr career.
bit.ly/InfoFiverr

E N T R E P R E NE U R S HIP Q UIZ

Working in groups, create a quiz to assist

your classmates in determining whether
entrepreneurship is an advisable career
option for them. Three suggestions have
been included for you.

I am driven and self-motivated.

I like to think of the big picture.

I have grit, perseverance and dedication.

PEST analysis:
en eprene rs ip
Entrepreneurial business idea

1 Either working independently or in groups, come up with an entrepreneurial

Make this topic come alive!
idea to start a business and make notes about your business idea in the
space provided below. Rather than only learning
2 Watch the video clip about the PEST analysis tool and critically evaluate your about entrepreneurship in
business idea, considering both opportunities and threats. Complete your theory, hear about it first-
analysis in the table provided. hand from people who have
had the experience of owning
their own businesses.
Business idea
• Brainstorm inspiring
• Product/service entrepreneurs in South
Africa who you could
invite to speak to
your class about their
• Target market experiences.
• Prepare some
questions beforehand,
in the format of an
• Stakeholders informational interview.

• Additional information

How To Use PEST Demographic profile:

Analysis (2.42) Age, gender, income bracket,
bit.ly/HowToPEST health, education

P E S T A N A LY S I S OPPORTUNITIES TH REATS
Where are you planning to sell your product? What are the political and legal factors that might affect your
business?

Political

Is there an economic demand for your product or service? How stable is the economy?

Economical

What is the demographic profile of your target market? What social or cultural beliefs, patterns and lifestyle choices
might affect your business?

Socio-cultural

Are there new technologies that your business could use? Are there competitor technologies?

Technological

TEST YOUR KN OWL E D GE

Career Research
bit.ly/InfoCareers

Once you have completed

the quiz, make a note of

e s
your score below.
/10

reflect
Harvard Visible Thinking Why might these topics matter to me?
Routine: The Three Whys 8
As a class, think about the
topics covered in this module
and why these topics are
important. Use the question
prompts and make note of
why the content is important Why might the topics matter to the people around me?
to you, others and
to the society at large.

Why might the topics matter to the world?

N OT E S
91 91

Strategic learners
Practical study tools
Referencing

STUDY SKILLS
C U R RI C U LU M COVERED IN THIS MO DULE

Study skills: Study skills (organisation,

module
time management); Study methods;

6
Process of assessment (referencing);
Annual study plan.

CHAPTER 1

introduction to

s d s i s
In school, in university and throughout your life, you will need to be able to
focus, absorb new information, process it and remember it. In this section we
explore strategies to help you with this, including assessing whether anything
is getting in the way of your studying—are you stressed, tired or even addicted
to your phone?

Complete the following:

Time Management: 01 Discuss why the following factors negatively affect your studying:
bit.ly/QuizTime • Phone addiction
Management • Sleep deprivation
Study Strategies: • Stress and feeling overwhelmed
bit.ly/QuizStudy • Poor time management
Strategies
• Inappropriate environment and setting
02 Complete the online assessments of your time management and study
strategies using the websites on the left, and complete the module which
addresses your most pressing need.

Phone addiction (nomophobia)

Nomophobia refers to a fear of being without your phone (being detached
from it) or being unable to use it for some reason—‘NO MObile PHOne phoBIA’.
It is normal to get anxious if you cannot find your phone but nomophobia
goes beyond this: it is having a constant worry, an irrational fear, and it is a
condition that affects other aspects of your daily life. Although nomophobia
is yet to be included in the DSM-5 (Diagnostic and Statistical Manual of Mental
Disorders), more and more attention is being given to conditions linked to new
media and technology.

The more we rely on our phones, the more common this phobia is
becoming. Nomophobia varies from mild to severe cases. Do you
constantly need to check and respond to your phone alerts? Do you feel
like you are missing a limb if you do not have your phone on you? Perhaps
it is worth considering whether a phone addiction, or simply a phone
distraction, is having an effect on your studying.

How To Break Your Phone Addiction (8.59)

bit.ly/BreakPhone
If you are experiencing time pressure, this video clip may be stopped at 4.22.

TRUE/ FAL SE QUI Z

Watch the first video clip below

Sleep deprivation and answer the following
questions:
Research has shown that the use of smartphones and other electronic
devices at night are a contributing factor to sleep deprivation amongst What If You Sleep Two Hours
adolescents.1 Less Every Night? (3.46)
bit.ly/LessSleep
Instant messaging, gaming, Netflix and other social media stimulate the If you are experiencing time pressure, this
brain and therefore contribute to poor sleep quality or a lack of sleep video clip may be stopped at 3.11.

altogether. This is not only due to the dopamine increase you may get but How To Develop A Sleep
also because of the blue light that is emitted from the screen. The blue light Routine (1.16)
has an effect on the part of the brain that makes us feel alert which then
prevents the production of melatonin, a hormone which helps us wind t f bit.ly/RoutineSleep

down and fall asleep.2 Approximately six hours of

sleep is optimal for the average
person.
In groups, discuss the following and make notes in the space provided.
After one night of sleeping less,
the body releases dopamine.
01 What are the negative effects of sleep deprivation?
60% of people get enough
sleep every night.

Getting only four hours of sleep

a night significantly impacts
cognition and reaction times.

Sleep deprivation does not

just make your brain function
slower; it can actually make it
02 Today many adolescents go to bed with their phones and scroll through
shut off for moments at a time.
social media before going to bed, check their phones throughout the
night, and use them as an alarm clock. Discuss why this can have a
negative impact on sleep.
TH E STATI STI C S

• Teens need 8–10 hours of sleep

each night to function best.3
• Sleep deprivation increases
03 What small steps you can take every day to become less dependent on the likelihood that teens will
or distracted by your phone, as well as steps you can take to improve suffer a myriad of negative
your sleep patterns. consequences including an
inability to concentrate, poor
grades, anxiety, depression,
thoughts of suicide and even
suicide attempts.4
• The use of technology at night
e.g., social media, gaming,
Read through the statistics on the right and analyse if you are sleep- Netflix and instant messaging on
deprived and assess what you can do about it. phones, tablets and computers
contributes to sleep deprivation
in teens.5
• Assignments and deadlines keep
teens awake at night.6

CHAPTER 2

becoming a

s ra e ic
earner
As we move through our school career and possibly
continue our studies afterwards, our study skills and
methods may need to be adapted in order to make the
most of our limited time and massive amounts of information
through which we have to work. The solution? Become more
strategic about your approach to your studying.

Read through the content on this page and the

next, and discuss:
• The value of being a strategic learner.
• How you can be a strategic learner when faced
with content-dense subjects.
Being a strategic learner involves four main Strategic learning teaches specific strategies
components.7 Read the description of each that can be used to improve our ability to learn.
component below and fill in an example of how The goal of strategic learning is to become
you can apply it to your own life. An example has independent lifelong learners who can learn in
been done for you. any environment.

CO M P O NE NT: DESCRIPTION: EXAMPL E OF APPL I C ATI ON I N REAL L I FE:

Being a strategic learner involves having a Implementing time management strategies.
number of skills. These include knowing how
you best learn, understanding the different
Skill learning strategies available, and knowing how
the information you have acquired can be
applied.
Having the desire and self-motivation to do well
in your studies. Being able to set realistic goals,
Will choose the right study strategy based on your
skills, and backing yourself and your ability to
succeed.
Being able to manage your time well and
evaluate your results. Being able to make
Self- changes based on the outcomes.
regulation

Understanding expectations and using the

resources available to help with studies.
Academic
environment

Learning agility
Learning agility is linked to metacognition which means to be aware of Learning agility:
your own thinking and learning. It refers to your ability to monitor your own The capacity from
understanding and progress; to problem solve; and to reflect on your own experience for rapid,
learning. Learning agility is beneficial because it allows you to understand continuous learning8
things, be flexible and adaptable, and improve as you go along.

You can develop learning agility and improve your metacognition skills by:8
• Getting feedback: Talk to teachers and ask for their opinions on your
performance and what you can do in the future to perform better.
• Experimenting: You will never know if something works unless you try it.
• Looking for connections: Apply the knowledge you currently have to
other learning areas and then build on what you know.
• Reflecting: Keep improving your study skills by identifying what went well
and where you can improve.
• Developing self-efficacy: Work on developing your confidence and the
belief that you can succeed in achieving the goals that you have set for
yourself.

Three key study habits

To become a strategic learner, you will need to 3 GET ORGANISED
adopt healthy studying habits. Here are three
habits that will make a significant impact Being disorganised leaves you feeling stressed,
on the effectiveness of your studying whilst anxious and out of control. If you are often
also helping you to manage social media late, forgetting or losing things, missing
distractions. deadlines and generally feeling stressed, ask
yourself what you need to do to become more
1 STOP PROCRASTINATING organised and find what works best for you.
Today’s technologies provide many solutions
Procrastination involves putting off or in the form of different apps. Try using a simple
postponing important things by spending calendar app or reminders. Alternatively, treat
time on more fun, or less important, activities. yourself to a well-designed notebook or
To manage procrastination, prioritise your wall calendar if your phone is too much of a
activities: begin with the important things distraction.
first and then you can enjoy completing the
fun tasks afterwards. Social media can be a Handy hint: Invest in a distraction journal!
tempting source of procrastination, so only
Jotting down all the thoughts that pop
allow yourself time on social media after you into your mind in a journal is a great way
have ticked off your priorities. to clear your mind. Once you have noted
down these thoughts, you will not have to
2 FOCUS worry about remembering them and can
focus instead on what you need to do.
Effective multitasking is a myth! Research has
shown that we are far more effective if we The Science Of Productivity (3.15)
focus on completing one job at a time. Set bit.ly/ScienceProductivity
aside uninterrupted study time.

Read through the three key habits and identify one step you can take to boost the effectiveness of your
studying this week.

CHAPTER 3

practical

s d s
Select a practical study tool of your choice (the examples of retrieval practice and spaced practice have been
explained below). Apply it to a section of work that you need to study from the subject of your choice, and reflect on
its efficiency as a study tool below.

Retrieval practice – blank page testing

Retrieval practice involves sitting down with a blank piece
of paper and recalling from memory the information
that you need to study. This can be done as a flow chart, a Complete the following
written paragraph, a diagram or any other way that works
• At the end of this lesson do a brain-dump
for you. The benefit of this study method is that it highlights
to see what you have remembered and
what you know, what you do not know, and what you
learnt.
understand. Once this is done you can go back and revise
your work, knowing where the gaps are in your knowledge • Reflect on this process of retrieval
and understanding.9 practice. How much of the information
shared in the lesson do you remember?
The concept of retrieval practice makes sense. In a test Did this process highlight the information
you are required to mentally retrieve what you know and you do not know and may need to revise?
put it onto paper—there are no study notes or textbooks to
help you. Therefore, incorporating this practice into your Retrieval Practice (2.22)
studying will prepare you well. Studies have shown that bit.ly/RetrievalPrac
the act of recall and retrieval improves memory, therefore If you are experiencing time pressure, this video clip may be
stopped at 2.05.
improving learning.10

Spaced practice/the spacing To reduce your levels of stress during

effect exams or tests, try to implement ‘spaced
education’ which has been shown
to increase knowledge by 50%. This
Commonly, test anxiety results from involves spacing your learning over time
insufficient preparation. Binge and purge instead of trying to cram it all into one
learning is when students cram for a test marathon session.11 Spaced practice
(binge) and try to quickly spit it out the next leads to retention. The key to spaced
day in the exam (purge). practice is to plan in advance. Set aside
time every day to cover some content,
Spaced practice is exactly that, practising even if exams are months away. This will
and studying in intervals. If you review create a new habit. The spacing effect,
information at key moments on the therefore, is where learning is enhanced
forgetting curve, as indicated above, the if it is spread over a number of sessions
rate at which you forget information can be rather than crammed into one long
drastically reduced.12 session.11

The Forgetting Curve12

The Forgetting Curve was developed by psychologist Hermann

Ebbinghaus as a visual representation to show that the
information we learn fades after time if no effort is made to
retain it. There are a few key findings that the research revealed:

• Memories will weaken over time. If you do not make an

attempt to re-learn you will slowly start forgetting what you
learnt.
• The biggest drop in memory retention happens right
after learning. Without making a concerted effort
to reinforce what we have learnt, our retention drops
ng

ew
ni

w
vi

significantly. Think of this: if you attend a social media

ie
w
PERCENTAGE OF INFORMATION RETAINED12

re
le

v
ie

re
nd
al

webinar and are given all the statistics about social media, in
in

ird
co
tr
rig

Th
Se

an incredible presentation, you will not be able to recall the

stats unless you make a concerted effort to make notes of

those stats and re-learn them.
• Things that hold meaning are easier to remember.
The more interest you have in a topic, the more you will
remember.
• Presentation plays a role in memory. Think of your study
notes. If they are unorganised and all over the place it is
unlikely that you will be able to recall what is on them.
However, when they are neat and well organised it is a lot
easier to remember what you were learning.
• Feelings matter. If you are stressed and tired, your ability to
recall information will be diminished. TIME EL APSED 12

CHAPTER 4

priori isa ion

Between having to submit assignments within deadlines, being energetic on
the sports field, and still finding time to be a good friend, it can all become
rather chaotic and overwhelming. An important tool you can use to manage
this chaos is that of prioritisation.

Defining prioritisation
“Determine the order for dealing with a series of items or tasks according to their
relative importance.”13 Prioritising effectively means allocating your time to where
and when it needs to be in order to achieve your goals. It is a skill that you can
develop with practice and it is very useful in creating order and calm in your life.14

The good news is that prioritisation is a skill that you can develop and improve
with effort. Prioritisation helps you to allocate your time where it is most needed
and most wisely spent. With good prioritisation, you can bring order to chaos and
massively reduce stress. Without prioritisation, you will flounder around, drowning in
competing demands.14

The struggle is real

1 List all of your commitments (separate your school and out-of-school

commitments).
SCH OOL COMMI TMEN TS OTH ER COMMITMENTS

2 What does stress look like for you?

3 What causes chaos in your life?
4 Why do we often say ‘yes’ and end up over-committing ourselves when we know
we are already stretched?

AC T I V I T Y

Paired Comparison Analysis:

prac ica priori isa ion
A Paired Comparison Analysis is a prioritisation
Complete your own Paired Comparison Analysis
tool that can be used to help you determine
your competing priorities and identify which
are most important. It gives your priorities a 01 Create a list of five top competing demands in your life
(e.g., homework, tests, sport, supporting friends, and
weighted ranking so that you can identify what so on).
to say ‘no’ to, in order to free time to focus on
what is most important. 02 Watch the video clip to understand how to do a Paired
Comparison, adding notes to the table below.
How To Use Paired Comparison Analysis 03 Write your five top competing demands along the top
(2.10) row and repeat them down the left column. Rank and
bit.ly/MindtoolsPairedComparison weight your priorities (as shown in the video) and total
your scores in the space provided.

A B C D E

Totals A B C D E

04 Reflection
• Based on your Paired Comparison Analysis, • To what extent did you find this tool useful or
what is one thing that you have on your plate valuable? Is it something you would consider
that you can say ‘no’ to and what is one thing using again? How could it be used in other
that you need to make time for and prioritise? contexts where you need to prioritise?

CHAPTER 5

learning and

e brain
Your brain grows and develops throughout your life, learning and retaining new
information every day. Studies in neuroscience are proving that your brain is
capable of continuously learning by developing new pathways.

Metacognition
In this chapter, we are largely thinking about thinking—or metacognition, a
form of higher order thinking that involves analysing one’s own cognitive
processes. Research shows that metacognition helps to motivate us in
studying. This might seem arbitrary, but what you have learnt so far will have
great value to you. Having a greater understanding of how your brain retains
new information will help you to streamline your studying methods and will
motivate you to move away from ineffective studying.

Neuroplasticity
Neuroplasticity refers to our learning capabilities being comparable to soft
plastic: it is not fixed or static, but instead can be moulded and shaped as we
continually learn new things. When we are exposed to learning and to new
Neuroplasticity (2.03) experiences, our brains change their physical structure by developing and
bit.ly/SentisNeuroplasticity growing new connections and pathways.

Come to class ready to In other words, you are capable of growth and development throughout
discuss the following your life. When we are battling to learn something new, it is tempting to feel
having read the next two resigned to the idea that we have an innate and fixed ability to learn, preventing
pages at home and doing us from learning this new thing, but neuroscientists have proven that through
your own additional learning and practice our brains can and do develop. With effort, grit and
research: perseverance we are able to learn new things.
• ‘Growth mindset’
and how it relates to Research the Conscious Competence Learning Model for a more thorough
neuroplasticity? understanding of frustration in learning and the different learning stages
• How learning and (unconscious incompetence, conscious incompetence, conscious
memory making take competence and unconscious competence). Apply the model to the process
place. of learning how to drive a car.

Memory
Information first enters your brain into your sensory memory and then, if you
are focused, into your short-term memory (STM). If you then process and
review the information, it is transferred into your long-term memory (LTM)
and with an occasional review, it is unlikely that you will forget it. It is therefore
highly advisable to adapt the information that you need to learn or remember
into your LTM as quickly as possible. The rationale for this is that your STM has
a small capacity and a short duration; you may learn something quickly, but
lose the majority of the information within 24 hours unless you revisit it.

Long-term memory is further divided into declarative memory and

nondeclarative memory.

1 Declarative memory is the ability to recall and 2 Nondeclarative memory is largely

verbalise what you have learnt (e.g. naming the unconscious memory. It involves memories
planets or elements on the periodic table). of how to move your body to use objects in
our environment. Making a cup of tea is an
Give another example of a declarative example of a nondeclarative memory. If we
memory. know how to make a cup of tea, we will be
able to make a cup of tea tomorrow as well,
almost without thinking, provided we can tap
into our nondeclarative memory.

WORKING MEMORY AND COGNITIVE LOAD THEORY

Repetition and your LTM
Working memory is the part of our memory that is actively working to
understand new information. According to the Cognitive Load Theory, our Repetition is key to learning:
working memory can only process a certain amount of information at a the more frequently you
time. When we overload it, we experience cognitive overload: the information go over the material in a
is ineffectively processed and not always stored in our long-term memory, so focused manner, the better
that we suffer both an inability to recall what we have learnt as well as a lack the chance you have of
of engagement with the content. storing it permanently in your
LTM. If repetition feels boring,
When our brains are distracted or bombarded with information, we have interweave your subjects:
a much harder time learning new things. So what should we do if we feel research shows that changing
overwhelmed? We need to adapt and modify our thinking and our behaviour. to a different subject helps to
We can do things differently by reducing distractions, making changes and keep the brain more alert.
managing our time better.
Keep in mind that parrot
Analyse the implications of cramming, in light of what you have learnt fashion learning does not
about Cognitive Load Theory. count as focused repetition.
Memory is formed by
associations, so in order to
remember things, create
links to make what you are
learning meaningful.

Learning process
In addition to memory, an important part of learning and studying is getting to grips with
concepts. In other words, it is not enough to simply learn how to store information in
your brain—you also need to understand it.

Putting memory to the test

Having read all of this information about memory, put it to the test by doing the
1
following:
• Split the class up into pairs.
• One person from the pair needs to collect 20 random items and put them on your
desk without your partner seeing them.
• Cover all the items with a cloth.
• Your partner will then have one minute to memorise as many of the items as
possible. Lift the cloth to allow them to see the items, and return the cloth after one
minute.
• When the time is up, your partner must write down all the items seen.

2 How many did they get right?

3 Now that they have had a chance to view and remember all of the items, without your
partner looking, remove an item and give them another chance to have a quick look at
what is under your cloth. Are they able to identify what has been removed?
4 During your next LO lesson, write down the items seen on the desk that you can
remember. Compare and contrast your scores with your partner’s, analysing the role of
STM and LTM in the memory making process.

Test anxiety15
Everyone feels butterflies in their stomach before a big exam. That little bit of stress and
nervousness is caused by extra adrenaline in your body and can actually help improve
your awareness and make you more alert. However, if you make avoidable mistakes or
freeze up in a test as a result of stress, that is the type of stress that is damaging to both
your end results and your health.

There are two components of test anxiety, namely mental and physical. The mental
aspect of test anxiety has to do with your thoughts about the test, whereas the physical
side is the actual physical tension you feel, such as a headache or a sore neck.

Here are some strategies to deal with the mental and physical aspects of test anxiety:

• Visualise success – create a detailed picture in your head of how you will feel when
you succeed.
• Praise yourself – be gentle and encouraging towards yourself using positive words
(like saying ‘I can do this’). People with a high level of self-efficacy (one of the ways to
develop your learning agility) tend to handle challenges and perform better.16
• Breathe – intentional deep, diaphragmatic breathing can reduce your stress and bring
calmness.17
• Exercise – neurotransmitters or chemical messengers such as endorphins, the body's
natural painkillers and mood elevators, are released with exercise. Endorphins are
responsible for the ‘runner's high’ and for feelings of calmness and optimism, and are
also thought to lower stress levels by reducing the body's stress hormones, especially
adrenaline and cortisol.18
• Seek help – if you are feeling overwhelmed or stressed and anxious, seek help from a
trusted adult.

Mindfulness
Unfortunately there is no quick solution to dealing with stress. However,
research illustrates that mindfulness is a powerful tool for calming ourselves
and managing stress.

Mindfulness is the ability to be fully present, aware of where we are and

what we are doing. It is a mental state achieved by being fully focused on
the present moment. While mindfulness is something we are all capable
of doing, it can be hard to do! Mindfulness is a skill that takes practice. As
with any skill, the more you work at it, the easier it will become. There is
growing research in neuroscience showing that when you train your brain
to be mindful, you are even able to change the structure of your brain which
contributes to reduced stress levels.

Five ways to be mindful Mindfulness (3.13)

Watch the video clip and take note of the five things you can do to bit.ly/MindfulnessAC
practise mindfulness.
01

CHAPTER 6

research and

referencin
Research
Research refers to “the systematic investigation into, and study of, materials and
sources in order to establish facts and reach new conclusions”.19

Define quantitative and qualitative research in the space below.

• Quantitative research:

• Qualitative research:

ASKING QUESTIONS
When conducting research, you will need to design questionnaires/surveys.
Closed questions require a yes/no answer while open questions require more
than a single word answer.

Complete the following:

01 20 Questions: Get into pairs, with one partner selecting (quietly to

themselves) a famous person. The other partner needs to guess who it is by
asking only closed questions. They have 20 questions in order to guess the
person’s name.
02 Use Google Forms to create a survey comprising 10 questions. Ask five
classmates to complete your survey, and look at the resultant data. Based on
the data you obtained, assess which questions were valuable and which ones
you would change.

Referencing
An important part of school life is assessment, whether it is in the form of
essays, assignments, group work, projects, orals or presentations. When
you are assessed, it is critical to have acknowledged where the ideas came
from that you used in your work. Referencing ensures that you do this, as REFEREN C I N G I N A N UTSH EL L
it acknowledges work such as ideas, quotes and images that are not your
own. When do you need to reference?

• When you quote directly from

You may be asking yourself why you need to reference when you are at a piece of text, or use someone’s
school and your work is unlikely to be sold or published. Imagine that you exact writings, word for word (also
have spent many hours working on a poem in the annual school magazine called a direct quotation, or in-text
and are really proud of the outcome, and are awarded an excellent mark for referencing). For example: As Norton
your efforts. Now imagine that a company comes across your poem, after (2008) explains, the “squirrels which
you posted a photo of it on Facebook and Instagram (placing it in the public reside in Cape Town have genetically
domain) and they think that your poem is amazing. Of course, the company diverse furry tails in length and
does not use your exact writing, but they do base a lot of their work on all breadth”.
of your great ideas and sell it as their own. How would you feel?
• When you read someone’s ideas and
Referencing is an essential skill to master before college or university. If work, and rewrite or summarise it
you are caught plagiarising at university you could be asked to leave the in your own words (also known as
university. Plagiarism may not be intentional; you may feel that you are paraphrasing). For example: Squirrels
using thoughts, ideas or images that are not yours for a good cause. But no living in Cape Town have different
matter how good your intentions are, plagiarism is still the theft of ideas sized tails (Norton, 2008).
or material, unless the source is acknowledged correctly. • When you state facts or statistics.
This also gives your information
There is an ethical question when it comes to ChatGPT and your academic credibility.
work as many worry that people could have ChatGPT do their assignments
for them. It is important to note that this is very much against academic How do you reference?
integrity and the value of doing your own work, this behaviour has been
called 'AI-assisted plagiarism'. Plagiarism checkers such as GPTZero will pick There are various ways to reference,
up the plagiarism. AI tools such as ChatGPT can be useful in helping you to called referencing styles. A referencing
come up with innovative ideas, however, it is essential to ensure that you style is a standardised system that
use them correctly and do not plagiarise. you use to acknowledge the source of
the information you have used and to
In groups, discuss how AI tools such as ChatGPT can be used in an protect someone’s intellectual property.
ethical and responsible way to enhance your research.
Without proper referencing, you run the
risk of copyright infringement, an illegal
TIPS FOR ESSAY WRITING act.

• Try to use your own words and ideas as far as possible. However, if the Two popular referencing styles are the
idea is not completely your own, ensure that you reference it—even if Harvard Referencing Style and the
you have used your own words to explain the idea. American Psychological Association
• Remember to include a reference list and/or bibliography at the end of (APA) Referencing Style. These styles
your work. are standardised in order to enable
• Try to source ideas from a variety of credible sources. An essay or people reading your work to easily find
assignment gains credibility if you can show that you have researched the original book, website, journal or
several different works on the subject. Some online sources such as article that you used, in case they would
Wikipedia do not always contain credible content and should therefore like to read further.
be avoided.
What do you include in your
• Do not use large chunks of information copied directly from someone reference?
else’s work. Even if you reference this, it is a pointless regurgitation of
content. • Authors
• Date published or the date you
Why reference? accessed the information online
• Credits the original creator of the thoughts or wording • Title of video or article
• Allows additional research to be conducted, based on your sources • URL if appropriate
• Creates credibility by showing that you have done your own research • Publisher plus their city in which they
into a topic publish if, for example, it is a book
• Shows whether the information you have included is relevant and up to • Sometimes you include the page
date numbers and volume number of the
• Removes the risk of plagiarism journal or other publication used

TEST YOUR KN OWL E D GE

Study Skills
bit.ly/SkillStudy

Once you have completed

the quiz, make a note of

e s
your score below.
/10

reflect
Harvard Visible Thinking Why might these topics matter to me?
Routine: The Three Whys 20
As a class, think about the
topics covered in this module
and why these topics are
important. Use the question
prompts and make note of why
the content is important to you, Why might the topics matter to the people around me?
others and to the society at
large.

Why might the topics matter to the world?

N OT E S
107

s rces
T EX T S OU RC ES

Module 1: Personal branding 9. Daskal, L. (2016) 7 Simple Ways to Deal With a Disagreement Effectively, Inc. Africa, [Electronic],
6 May, Available: bit.ly/DisagreeEffective [1 Nov 2022].
1. Jeff Bezos, founder of Amazon.com. 10. Project Zero, Harvard Graduate School of Education. Step Inside: Perceive, Know About, Care
2. Castrillon, C. (2019) 'Why Personal Branding is More Important Than Ever', Forbes, [Electronic], About, [Online], Available: bit.ly/StepInsideHarvard [21 May 2020].
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3. Henderson, G. (2019) 'What is Personal Branding?', Digital Marketing Blog, [Electronic], 7 Nov, bit.ly/EchoChamberJournalism [14 Mar 2019].
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8. Hall, S.H. (2020) '10 Benefits of Gender Equality in the Workplace (International Women's Day
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5. Cambridge Dictionary. Meaning of Advocacy in English, [Online], Available: bit.ly/AdvocacyDef 13. Britannica. Feminism, [Online], Available: bit.ly/FemDef [24 Mar 2022].
[23 Jan 2023]. 14. Natarajan, H. (2022) 'What is The Difference Between Womanism and Feminism?', Stylecraze,
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31. TEDx Talks, 2013. 'Be a Man: Joe Ehrmann at TEDxBaltimore', [video online], Available:
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Module 3: Skills development
32. Gough, B. & Novikova, I. (2020) 'Mental Health, Men and Culture: How Do Sociocultural
1. Cooks-Campbell, A. (2021) 'What Does it Take to Have Courageous Conversations at Work?', Constructions of Masculinities Relate to Men's Mental Health Help-Seeking Behaviour in the WHO
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2. Hogan, B. (2020) What is 'Emotional Flooding' & How Can You Make Sure it isn't Wrecking Your [26 Jan 2023].
Relationships?, SheKnows, [Electronic], 29 May, Available: bit.ly/EmotionFlood [1 Nov 2022]. 33. Sawhill, S.V. (2016) ‘Boys Need Fathers, But Don’t Forget About the Girls’, Brookings, [Electronic],
3. Manes, S. Making Sure Emotional Flooding Doesn't Capsize Your Relationship, The Gottman 9 Feb, Available: bit.ly/BoysFathers [22 Jun 2018].
Institute, [Electronic], Available: bit.ly/FloodingRelation [1 Nov 2022]. 34. Africa Check. (2018) Are 57% of South African Kids Raised Without Fathers?, [Online], Available:
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bit.ly/EqualitySA [22 Mar 2022]. 35. Carolo, H. (2019) 'Boys Can Be Confident in Their Gentle Selves if Men Pave the Way', HuffPost,
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[17 Aug 2020]. 36. Plan International. (2021) The State of Gender Equality for U.S. Adolescents, [Online], Available:
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8. Leary, M.R. ‘The Psychology of Intellectual Humility’, Department of Psychology and 38. Mavadiya, M. (2018) ‘International Women’s Day: All You Need to Know’, Mail Online, [Electronic],
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108 S OU R C E S

39. Mlaba, K. (2020) 'South Africa's New Gender-Based Violence Laws: What You Should Know and V I D EO SO U R C E S
How to Have Your Say', Global Citizen, [Electronic], 23 Sep, Available: bit.ly/SayLaws [19 Feb 2021].
40. Garcia-Moreno. C., Guedes. A. & Knerr. W. (2012). 'Understanding and Addressing Violence
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42. Republic of South Africa - Minister of Justice and Correctional Services. Criminal Law (Sexual
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48. Welner, M. 'Child Sexual Abuse: 6 Stages of Grooming', Oprah.com, [Electronic], Available: ASAPScience, 2012. The Science Of Productivity [video online] Available: bit.ly/ScienceProductivity
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50. Rigg, K. & Phippen, A. (2016) 'Grooming Within Organisations - How to Keep Children Safe', Farrer Civics Academy SA, 2018. What Is A Responsive Citizen [video online] Available: bit.ly/ResponsiveAC
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58. ReachOut.com. What is Sexual Harassment? [Online], Available: bit.ly/HarassSexual [14 Oct 2020].
Dream Stream, 2021. Personal Branding - 1 Introduction To Personal Branding [video online]
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60. Turner, J. J. (2019) ‘Understanding Rape Culture and Teaching Your Children About It’, Parent24, Dream Stream, 2021. Personal Branding - Full Video [video online] Available: bit.ly/BrandingFull
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61. Project Zero - Harvard Graduate School of Education. The 3 Whys, [Online], Available: Eddie Pinero, 2019. No Regrets - Motivational Video [video online] Available: bit.ly/ACNoRegrets
[16 Mar 2022]. Website: www.yourworldwithin.com
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Egard Watches, 2019. What Is A Man? [video online] Available: bit.ly/WhatIsAMan [15 Mar 2019].
Gillette, 2019. We Believe: The Best Men Can Be [video online] Available: bit.ly/BestMenCanBe
[3 Apr 2019].
Module 5: Career research Great Big Story, 2015. The South African Helping To Feed A Community [video online] Available:
1. Kenton, W. (2022) 'What is a Venn Diagram? Components, Examples and Applications', bit.ly/FeedAC [22 Mar 2022]. YouTube: bit.ly/MaceDan Instagram: bit.ly/DanMaceAC
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2. 80 000 Hours (2007) Part 1: We Reviewed Over 60 Studies About What Makes for a Dream Job. [video online] Available: bit.ly/ACListenActive [22 Mar 2022]. Website: www.heartlines.org.za/home
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4. Ward, M. (2017) Suzy Welch: This Simple Diagram Will Help You Figure Out What to Do With Your Website: www.linkedin.com
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Career-Changers, Ten Speed Press. MindToolsVideos, 2018. How To Use PEST Analysis [video online] Available: bit.ly/HowToPEST
6. Chamorro-Premuzic, T. (2020) ‘Why You Should Become an Intrapreneur’, Harvard Business [24 Aug 2021]. Website: www.mindtools.com
Review, [Electronic], 26 Mar, Available: bit.ly/IntrapreneurAC [19 Feb 2021]. MindToolsVideos, 2020. How To Develop A Sleep Routine That Works - Mind Tools Minutes [video
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bit.ly/EconomyGig [22 Mar 2022]. MindToolsVideos, 2021. Mindfulness At Work - Full Video [video online] Available:
8. Project Zero - Harvard Graduate School of Education. The 3 Whys, [Online], Available: bit.ly/MindfulnessAC [10 Feb 2021]. Website: www.mindtools.com
bit.ly/HarvardWhyThree [23 Nov 2022]. Moneyweb & Investec, 2016. Investec Tipping Point: Andile Khumalo [video online] Available:
bit.ly/InvestecAndile [16 Feb 2018]. Website: www.investec.com
MullenLowe Group, 2016. Inspiring The Future – Redraw The Balance [video online] Available:
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1. Twenge, J.M., Krizan, Z. and Hisler, G. (2017) 'Decreases in Self-Reported Sleep Duration Among Norwich Business School, 2011. What Is Branding? [video online] Available: bit.ly/BrandingClip
U.S. Adolescents 2009-2015 and Associations With New Media Screen Time', Science Direct, [3 Apr 2018]. Website: www.uea.ac.uk/norwich-business-school
[Electronic], vol. 39, Nov, pp. 47-53, Available: bit.ly/SleepTeens [27 Oct 2022]. Outsmarting Human Minds, 2017. Can You Solve The Surgeon Riddle? How Expectations Bias Us
2. Chang, A.M., Aeschbach, D., Duffy, J.F. and Czeisler, C.A. (2014) 'Evening Use of Light-Emitting Podcast, [podcast online] Available: bit.ly/SurgeonRiddle [22 May 2020]. Website:
www.outsmartinghumanminds.org
eReaders Negatively Affects Sleep, Carcadian Timing, and Next-Morning Alertness', PNAS,
[Electronic], vol. 112, no. 4, 22 Dec, pp. 1232-1237, Available: bit.ly/BlueLightAwake [27 Oct 2022]. RICoalitionAgainstDV, 2018. Ten Men - Modeling Healthy Masculinity [video online] Available:
bit.ly/ManHealthAC [19 Feb 2021]. Website: www.ricadv.org
3. Suni, E. (2023) 'Teens and Sleep', Sleep Foundation, [Electronic], 1 Mar, Available: bit.ly/TeenSleeps
[24 Mar 2023]. Ross Harrison, 2019. What Is Doughnut Economics? [video online] Available: bit.ly/DoughnutEco
[22 Feb 2021].
4. Richter, R. (2015) ‘Among Teens, Sleep Deprivation an Epidemic’, Stanford Medicine News Center,
[Electronic], 8 Oct, Available: bit.ly/TeensSleepDeprivation [23 May 2017]. Sentis, 2012. Neuroplasticity [video online] Available: bit.ly/SentisNeuroplasticity [11 Dec 2017].
5. KidsHealth. Sleep and Your Teen, [Online], Available: bit.ly/TeenSleepHealth [27 Oct 2022]. Website: www.sentis.com.au
6. UCLA Health. Sleep and Teens, [Online], Available: bit.ly/SleepAndTeenagers [6 Oct 2020]. Social Voice LLC, 2013. A Man's A Boss, A Woman's Bossy [video online] Available: bit.ly/BossyAC
[29 Mar 2018].
7. Weinstein, C.E., Tomberlin, T.L., Julie, A.L. & Kim, J. ‘Helping Students to Become Strategic
Learners: The Roles of Assessment, Teachers, Instruction, and Students’, [Electronic], Available: Soul Pancake, 2016. MEN | How You See Me [video online] Available: bit.ly/MenSoulPancake
bit.ly/LearningStrategic [24 Mar 2022]. [20 Feb 2018]. Website: www.soulpancake.com
8. Valcour, M. (2015) ‘4 Ways to Become a Better Learner’, Harvard Business Review, [Electronic], Soul Pancake, 2016. Soul Pancake: Women - How You See Me? [video online] Available:
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[24 Mar 2022]. Available: bit.ly/SoulPancakeHardestConversation [29 Mar 2018]. Website: www.soulpancake.com
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12. MindTools. Ebbinghaus’s Forgetting Curve, [Online], Available: bit.ly/CurveForgetAC The Global Goals, 2020. The Poet Protesting Femicide In South Africa | Global Goals [video online]
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[24 Mar 2022]. [22 Mar 2022]. Website: www.globalgoals.org
16. Bandura, A. ‘Self-Efficacy’, Stanford University, [Electronic], Available: bit.ly/EfficacySelf The Global Goals. 2015. We The People For The Global Goals [video online] Available:
[24 Mar 2022]. bit.ly/WeThePeopleGlobal [3 Jun 2019].
17. Newman, K.M. (2020) ‘Is the Way You Breathe Making You Anxious?’, Greater Good Magazine, The Global Goals. 2020. World's Largest Lesson - Our Inspirations | Global Goals [video online]
[Electronic], 10 Nov, Available: bit.ly/BreatheAnxiety [24 Mar 2022]. Available: bit.ly/InspirationGlobal [23 Feb 2021].
18. Harvard Health Publishing. (2020) Exercising to Relax, [Online], Available: bit.ly/RelaxExercise The RSA, 2014. RSA ANIMATE: Jody Williams On Activism [video online] Available:
[24 Mar 2022]. bit.ly/JodyOnActivism [19 Mar 2018]. Website: www.theRSA.org
19. Butler Community College - Libraries & Archives. What is Research?, [Online], Available: Thomas Frank, 2022. How To Break Your Phone Addiction [video online] Available: bit.ly/BreakPhone
bit.ly/ResearchWhat [24 Mar 2023]. [27 Oct 2022]. Website: www.collegeinfogeek.com
20. Project Zero - Harvard Graduate School of Education. The 3 Whys, [Online], Available: Volans, 2019. Kate Raworth - A Breakthrough Approach To Economics [video online] Available:
bit.ly/HarvardWhyThree [23 Nov 2022]. bit.ly/BreakthroughEco [22 Feb 2021]. Website: www.volans.com
aachieve
o
careers
Achieve Careers compiles dynamic educational
content for Life Orientation (GR 7–12) and
English Home Language (GR 8–11).

The programmes cover the full CAPS/SAGS curricula in

a fresh and engaging way, designed to capture scholars’
interests. The content focuses on developing key, practical
life skills to assist scholars in life after school, while also
preparing them for their GR 12 year.

We make EPIC resources

• Engaging (get scholars excited about learning)
• Prepare scholars for life after school (assist scholars in
developing transferable skills that will be useful to them
in the real world)
• Innovative (‘anti-textbooks’ that are unique and forward
thinking)
• Current (content that is up-to-date with the latest
research and thinking)

We give back. Achieve Careers runs a partnership project

where we join with educational institutions to donate
unused manuals to underprivileged schools. We also partner
with and provide training to the teachers in these schools,
who then bring the content alive for their scholars.
Achieve Careers
provides high
quality, dynamic
educational
material for
schools in an
anti-textbook
format that
engages both Grade 10 2024
scholars and 14 th edition

teachers. ISBN 978-1-991258-09-0

Copyright © Achieve Careers (Pty) Ltd, 2024
Our internationally
benchmarked content
is well-researched
and updated regularly,
ensuring material
remains current and
appealing, embraces
local diversity, and Learn mo re abo u t o u r
Life Orien tatio n pro gra mme a t
inspires critical thinking. www.achievecareers.co.za

Achieve Careers has made such The Achieve Careers LO manuals are
a meaningful contribution to LO inviting, interactive, and relevant. My
as a subject. They have made learners enjoy the content which is
the curriculum come to life with well laid out with a progressive and
all the interesting activities and logical flow. A significant amount of
resources in their interactive research has been conducted in the
manual. The team is awesome establishment of the programme. As a
to work with! They always assist teacher, I love the resource pack with
where there is a need and go additional material and resources. The
that extra mile. They have really Achieve Careers team provides ongoing
empowered me as a teacher. support, which is extremely valuable.

NICO L E K A MST R A , LO T E AC H E R MEG ME E D I N G , H OD OF LO

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