Unit 1: Healthy and Balanced Lifestyle Choices

1.1 Characteristics of a Healthy and Balanced Lifestyle

• Definition: Living your life to the fullest by taking responsibility for smart health and lifestyle decisions, plans,
and actions.
• Balance is key: Spiritual, psychological, social, and physical well-being are interconnected. Neglect one, and the
others are affected.
• WHO definition of health: Complete physical, mental, and social well-being—not just the absence of disease.
• Healthy and balanced lifestyle includes:
◦ Preventing diseases
◦ Eating nutritious foods
◦ Being physically fit
◦ Feeling emotionally well
◦ Being socially accepted and accepting
◦ Feeling spiritually well
•
Physical Psychological Social Emotional Spiritual
Make responsible, Build and maintain Express and control Follow your chosen
Exercise 30–60 minutes daily informed decisions positive relationships emotions appropriately spiritual or religious
Eat nutritious foods (fruits, Be self-disciplined: follow Participate in Enjoy recreation and beliefsmeditate, read
Pray,
vegetables); avoid too much sugar, study timetable, limit community activities nature; appreciate the inspirational texts, or sing
salt, and fatty foods distractions
Learn from experience and andloyal,
Be volunteer work
trustworthy, beauty around
Reflect on dailyyou
gratitude spiritual
Join faithsongs
or spiritual
Get 8–10 hours of sleep past problems and kind to others and personal meaning groups and perform good
Stay drug-free: avoid alcohol, Set goals to guide the deeds
– – –
cigarettes, and other drugs future

Unit 2: Factors That Impact Negatively on Lifestyle Choices

2.1 Accidents
• Definition: Sudden, unplanned events causing damage or injury.
• Impact on well-being:

◦ Physical: disability, broken bones, brain injury

◦ Psychological: guilt, low self-worth, difficulty coping
◦ Social: loss of support from friends/family
◦ Emotional: anger, depression, fear
◦ Spiritual: loss of faith
Preventable accidents include:
• Fires: Use appliances safely, handle paraffin carefully.
• Drowning: Learn swimming, be aware of currents, learn CPR.
• Poisoning: Know medicine doses, read warnings, avoid dangerous foods.
• Work accidents: Use tools/machinery safely.
• Car accidents: Don’t drink and drive, avoid reckless driving.
2.2 Risky Behaviour and Situations
• Definition: Situations you can control but involve unsafe choices.
• Examples:

◦ Substance abuse (alcohol, drugs, smoking)

◦ Unsafe online behaviour (sharing personal info)
◦ Dangerous road use (not wearing seatbelts, car racing, distracted crossing)
 ◦ Risky sexual behaviour (multiple partners, older partners)
Teenage
Emotional/ Pregnanc
Substance Hygiene &
Physical Psychologic Legal Social y& Suicide STIs & HIV/AIDS Peer Pressure
Abuse Diet
al Sexual
Behaviour
Affects
Poor hygiene
education/ Leads to risky
→ disease
Teenage career; Linked to Sterility, behaviour:
spread; poor
brain more physical/ emotional depression, substance
Trauma, Harm to diet →
Injury, Jail, vulnerable emotional distress; physical harm; abuse, crime,
distress, criminal reputation, → malnutrition,
illness, or health permanent prevention: safe school bunking,
psychologica record social
death addiction, impact; injury or death; impaired brain sex, condoms, stealing,
l scars stigma jail, social financial religious/ethical function, treatment, ARVs violence; harms
obesity, heart
problems burden; concerns adherence personal safety
disease,
social and self-esteem
diabetes
stigma

2.3 Socio-Economic Environment

• Lack of literacy: Limited job options, inability to read health warnings, inability to protect rights
• Income:

◦ Low income → fewer choices, unsafe actions for money

◦ High income → risk of waste, ignoring spiritual well-being
• Poverty & unsafe neighbourhoods: Limited access to food, medical care, and safe environments
• Culture: Influences perceptions of health, body image, substance use
• Social environment: Crime, substance abuse, violence → harm and fear, fractured communities

Democracy and Human Rights

1. Public Participation
• Your right and responsibility to take part in decisions affecting your life.
• Can participate as individuals, interest groups, communities.
• Ways to participate:
◦ Vote
◦ Stand for elections
◦ Attend community meetings
◦ Join civil/political organisations
◦ Pay taxes
◦ Protest or submit petitions
• Importance:
◦ Prevents abuse of power
◦ Ensures public needs are considered
◦ Informs government of citizens’ priorities
◦ Helps get things done
Petitions
• Formal request to government to act on an issue.
• Can submit to Parliament, provincial or local government.

2. Governance
• Governance: How a country, city, company or organisation is run.
• Co-operative governance: Different levels of government work together.
 • Good governance:
◦ Allows participation and keeps public informed
◦ Transparent
◦ Delivers human rights: health, housing, education, food, safety
◦ Efficient, effective, timely
◦ Protects environment
◦ Takes responsibility for actions
3. Law-making Process
• Public can comment on new laws before approval.
• Laws must pass different levels of government.
• 12 steps: Draft → National Assembly → Public comment → Changes → Minister tables → Number
assigned → Parliament studies → Committee debates → Committee returns → Parliament votes →
NCOP approval → President signs
4. Rule of Law
• Protects human rights and keeps society safe.
• 5 principles:
1. Government accountable – powers limited, independent courts & press
2. No corruption – no bribery, no stealing
3. Security & rights – laws protect citizens, no personal violence
4. Open government – fair laws, public involved in process
5. Access to justice – peaceful problem-solving, rights of victims/suspects protected
5. Transparency
• Government must be open, honest, and understandable.
• Public can access budgets, meetings, laws, policies.
• Importance: Prevents hidden agendas, allows public participation.
6. Representation
• Elections choose people to speak/act for you.
• Types:
◦ Proportional representation: seats in Parliament based on % of votes
◦ Constituency-based: candidate with most votes represents area
7. Accountability
• Leaders must:
◦ Take responsibility for actions
◦ Explain decisions
◦ Show how money is spent
◦ Keep promises
8. Democratic Structures in South AfriCan
Level Structures Role How to participate

National Parliament (National Make and implement laws/ Vote, petition, stand for election, lobby
Assembly & NCOP), policies for country
Provincial Legislature, Premier, Make laws/policies for Attend public meetings, comment on policies
MECs province
Local Metros, Districts, Local Deliver services, by-laws, Attend council meetings, serve on ward
Municipalities social/economic development committee, public hearings, izimbizo,
Traditional Leaders, councils Advise municipalities, Attend meetings, monitor councils
Authorities preserve customs
Political ANC, DA, IFP, COPE Represent voters, educate Join party, vote, stand for elections
Parties public
9. Local Community Structures

• Citizen-led, not politicians

• Examples:

◦ Representative Council of Learners – elected learners, address needs, encourage unity

◦ Civil Society Organisations (CSOs) – NGOs, interest groups; monitor & advocate
• Participate: attend meetings, stand for election, help organise projects
10. Constitutions

• Legal “founding document” for any organisation.

• Includes: purpose, objectives, membership, decision-making procedures, control of money/assets, rules to close
organisation
11. Elections & Representation

• National/Provincial: vote for parties → proportional representation

• Metropolitan: vote for party & ward candidate
• Local: 3 votes – ward, local council, district council
• Community organisations: elect leaders annually
12. Mandates, Lobbying & Advocacy

• Mandate: power to act given by voters or law

• Lobbying: influence decisions (letters, meetings, petitions, social media)
• Advocacy: campaign for cause (public meetings, petitions, media, marches, songs)
• Structures change due to: people, constitutions, mandates, lobbying, advocacy

Requirements for Admission to Higher Education

1. Types of Qualifications
Higher education in South Africa takes place at institutions of higher learning:
1. Universities
◦ Offer mainly degrees.
◦ Focus on professions (e.g., medicine, law) and research.
2. Universities of Technology
◦ Offer certificates, diplomas, and degrees in technology.
◦ Courses are practical, aimed at entering a job or career directly.
3. Comprehensive Universities
◦ Offer both university and university of technology qualifications.
4. Choosing a course and institution depends on:
• Your interests.
• The qualification you want in 2, 5, or 10 years.
• NSC results.
• Location and affordability.
• Whether you want to study while working.

Qualification Purpose Knowledge Focus Practical Experience Path Forward

Higher Work in a specific Introductory knowledge & Usually includes work Can study advanced certificate or credit
Certificate industry practical techniques experience toward diploma/degree
Work in a Practical workplace Can study advanced diploma or bachelor’s
Diploma General and specialist knowledge experience
profession/industry degree
Bachelor’s Can study honours, master’s, or advanced
Professional career Principles, theory, research Minimal practical work diploma
Degree
Credits & NQF Levels:
• 1 credit = 10 hours of study.
• Example: Higher Certificate = 120 credits, Bachelor’s = 360 credits.
3. Admission Requirements
3.1 Further Education & Training (FET) Colleges

• Offer vocational courses (ready for specific jobs).

• Some NCV courses accepted at universities.
• Admission preference: Grade 12 NSC.
• Promotion requirements:
◦ 1 home language ≥ 40%
◦ 2 subjects ≥ 40%
◦ 3 subjects ≥ 30%
3.2 National Senior Certificate (NSC) & Admission Points (APS)

• APS points convert NSC % into points (e.g., 80–100% = 7 points).

• Higher education uses APS for admission.
• Life Orientation = 10 credits (sometimes not counted in APS).
Minimum NSC requirements:

Qualification NSC Requirements

Higher Certificate Home Language ≥40%, 2 subjects ≥40%, 3 subjects ≥30%
Diploma Home Language ≥40%, 3 subjects ≥40% (excl. LO), 2 subjects ≥30%
Bachelor’s Degree Home Language ≥40%, 4 designated subjects ≥50%, 2 subjects ≥30%

Designated subjects: Mathematics, Physical Sciences, Life Sciences, Economics, Accounting, History, Languages, Visual Arts, etc.
3.3 Specific Programmes

• Some courses require extra points for certain subjects.

• May require National Benchmark Tests (NBT):

◦ AQL: Academic literacy & quantitative literacy.

◦ MAT: Grade 12 Mathematics.
• NBT results + NSC determine placement in regular, bridging, or foundation programmes.
Examples:
1. Journalism (TUT) – APS ≥ 22, English APS 4+, recommended subjects: 3rd language, Geography, History, Arts.
2. Chemical Engineering (UKZN) – APS ≥ 40, Mathematics 6, Physical Science 6.
3. BCom Accounting (UJ) – APS ≥ 30, Language 4, Maths 3, Life Orientation 4.
4. Medical Doctor (Stellenbosch) – Selection mark: NSC 45%, NBT 30%, Non-academic merit 25%.
Unit 2: Options for Financial Assistance

Type Description Provider Repayment/Obligations Additional Notes

Universities,
Money awarded to students; No repayment unless contract bursary; may May have conditions in
Bursary companies,
usually no repayment require working for the company after studies contract bursary
municipalities
Some NSFAS loans may
Study Money borrowed to pay tuition Banks, companies, Repay principal + interest; repayment starts convert to bursaries if
Loan and related costs NSFAS when earning ≥ R30,000/year successful
Scholarsh Awarded for academic, sports, or Universities, Can cover full or partial
No repayment; must maintain excellent results
ip other achievements organizations tuition and costs
Learnersh Paid work-based learning
Employers & Complete assignments, tasks, practical tests; Requires signing a
ip program leading to NQF
education providers qualification awarded upon completion Learnership Agreement
(SETA) qualification