Life Orientation Grade 11 MP Task Term 1 2026 Questions and Answers

Two ways in which personal values may help you with goal setting are:

1. Personal values help you to choose goals that are meaningful to you, and goals that matter to you motivate you to work hard to achieve them.
2. Your values help you decide which goals are most important, so you can prioritise the activities that will move you closer to achieving them.

Four ways in which nurturing relationships with family members may enable you to prioritise life goals are:

1. If you put energy into building healthy relationships with your family, they are more likely to help you openly to set and clarify your life goals.
2. If you show trust in your family members, it creates a natural system of accountability, because they will check that you are working on what you planned to achieve.
3. If you help to create a peaceful home environment, you can concentrate better, organise yourself and focus on your most important goals.
4. If you build a strong, caring bond with family members, they are more likely to support you emotionally when you suffer setbacks, so you can keep moving towards your goals.

Four ways in which your wellbeing may influence how you relate with others are:

1. If you are physically healthy, you have the energy and a positive attitude to engage with others and to cope with difficult social situations.
2. If you are emotionally stable, you are more likely to communicate calmly, listen actively and handle conflict constructively instead of becoming aggressive.
3. If you have high self-esteem, you relate to others with confidence, set healthy boundaries and are less likely to take things personally.
4. If your stress levels are low, you are more patient with others and emotionally available to support them when they need you.

When communication in a relationship is dishonest, unclear or avoided, trust slowly breaks down, which creates emotional strain and harms how you feel about yourself.

The impact of the media on beliefs about relationships can be discussed as follows:

1. Negative: The media often shows relationships as perfect, romantic and effortless through movies and social media posts. Viewers feel pressure to copy what they see, and they then compare their own real relationships to these unrealistic standards, which leaves them frustrated and dissatisfied with normal imperfections.
2. Positive: The media can educate people about healthy relationships by promoting good communication, consent, respect and emotional intelligence through awareness campaigns and storylines. This challenges harmful social norms, encourages empathy and gives young people role models of respectful behaviour.

Two practical strategies that could ensure successful achievement of relationship goals are:

1. People should communicate openly and honestly, for example by checking in regularly, expressing feelings without blaming and listening without interrupting, because this lets everyone play their part and shows commitment to the relationship, which helps you keep healthy friendships with your school mates.
2. People should respect each other's boundaries by giving one another personal space and being clear about what behaviour is acceptable, because healthy boundaries create a safe environment in which friendships with school mates can grow.

Admission requirements are the set of criteria, such as minimum subject levels and an Admission Point Score, that a learner must meet in order to be accepted into a university, college or other post-school institution.

Four reasons why learners find it difficult to be admitted to higher education institutions are:

1. Many learners do not achieve the marks or subject levels required for specific programmes.
2. Institutions have fewer spaces than applicants, so admission is highly competitive.
3. Some learners submit late, incomplete or poorly prepared applications.
4. Some learners cannot afford application fees or meet the financial requirements.

Two differences between the National Benchmark Test (NBT) and the Admission Point Score (APS) are:

1. The NBT is a standardised test that measures a prospective student's academic literacy, quantitative literacy and mathematics skills, whereas the APS is a points system that universities use to evaluate a learner's Grade 12 subject results.
2. The NBT helps institutions decide whether a student is ready for university or needs extra support, such as an extended programme, whereas the APS shows whether a learner meets the minimum entry requirements for a specific course.

A career portfolio lets a Grade 11 learner keep all their academic results, certificates, awards and evidence of leadership and community service in one organised place, so it is ready and up to date when they apply to universities, bursaries or internships in Grade 12.

Three reasons why Grade 11 learners should use the Khetha document for career pathing are:

1. It explains the different pathways after Grade 12, such as university, TVET colleges, learnerships and apprenticeships, which helps learners make informed decisions before entering Grade 12.
2. It shows the admission requirements for different programmes, so learners can check the subjects and marks needed and improve their performance before their final year.
3. It helps learners start preparing for tertiary and bursary applications early, which avoids last-minute decisions and increases their chances of being admitted.

Four reasons why Grade 11 learners should have more than one career option are:

1. If a learner does not meet the required APS, subject levels or NBT scores for the first choice, a backup option lets them follow a similar field without delaying their studies.
2. Popular programmes such as Medicine, Engineering and Law receive far more applications than there are places, so having other choices increases the learner's chance of being admitted somewhere.
3. Interests and strengths can change, so having several options gives learners room to adjust their career path if they discover a new passion.
4. The world of work keeps changing, so having more than one option helps learners stay adaptable if their first-choice field becomes oversaturated or less in demand.

Two negative effects of an inability to explore tertiary education financial assistance while still in Grade 11 are:

1. Learners may miss bursary deadlines or fail to meet requirements that needed early preparation, which reduces their chances of getting financial support for the course they want.
2. Learners may be forced to enrol in any course they can afford instead of the one they really want, because they did not plan for the costs of their chosen field.

Two reasons why most Grade 11 learners may not be interested in studying at TVET colleges are:

1. Learners are influenced by the social stigma that TVET colleges offer inferior education. Many people believe a TVET qualification will not make a person attractive to employers, so learners avoid these colleges even though many vocational fields are in high demand.
2. Many learners receive limited career guidance, so they do not know about the wide range of programmes that TVET colleges offer. Without this information they overlook TVET options and simply default to the more familiar university system, even when a TVET course would suit them better.

Sector Education and Training Authorities (SETAs) offer learnerships that combine theory with real workplace experience, so young people gain practical, work-ready skills. Because they can show proven experience, employers are more willing to hire them, which makes SETA programmes a strong route into employment for the youth.

Grade 11 learners can form career planning study groups that meet weekly to discuss different careers, admission requirements and subject choices. Sharing this information keeps members accountable for their chosen career paths, and knowing what marks they need motivates them to study harder so that their academic performance improves.