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1Repair Windows errors before they cause bigger problems2Scan for outdated or missing drivers - takes under a minute3Clear out junk files and repair common Windows errorsFor Grade 10 Life Orientation, Term 2 covers study skills followed by social and environmental responsibility—not a tax unit or discrimination unit. The Department of Basic Education’s CAPS plan places income tax in the Term 1 career and study-choice discussion, and discrimination in Term 1 Democracy and Human Rights. These notes follow the official term sequence so you can revise the right material for the right term.
What is covered in Grade 10 Life Orientation Term 2?
The CAPS annual teaching plan begins Term 2 with study skills, then moves to social and environmental responsibility. It says the topics are compulsory in the indicated term, although schools may choose their order within a term. The plan is in the Department of Basic Education’s Life Orientation Grades 10–12 CAPS document.
- Study skills: practical techniques for learning, managing time and preparing assignments and assessments.
- Social and environmental responsibility: understanding community and global issues, how they affect health, and how people can respond through civic participation and service.
The CAPS plan lists textbooks among recommended resources. When choosing a book or study guide, check that it follows CAPS, covers the required concepts, gives clear examples, has a suitable publication date, and matches your school or province’s plan. A Western Cape Education Department ePortal listing describes a 2025 Grade 10 Term 2 revision booklet as covering second-term content and skills; the listing alone does not establish its detailed contents or whether it covers Term 1 tax or discrimination topics.
Term 2 study skills: methods you can use
CAPS includes listening, reading, comprehension, concentration, memory, organisation, time management, note-taking, mind-mapping, selecting key content, constructing assignments and essays, making comparisons, critical and creative thinking, problem-solving, assessment processes, and an annual study plan. These methods work best as a connected routine rather than a list to memorise.
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Plan study time and prepare for assessments
- Make an annual study plan. List subjects, major topics, assessment dates and other fixed commitments. Work backwards from each due date and reserve regular, manageable sessions for learning, practice and review.
- Use a weekly timetable. Put the most demanding work at times when you can concentrate. Leave space for breaks and unexpected changes, and check the plan at the end of each week.
- Study actively. After a reading session, close the book and explain the main ideas from memory. Use practice questions or short self-tests to find gaps, then return to those parts of your notes.
- Prepare for assessments in stages. Confirm what is being assessed, divide the material into sections, revise over several sessions, and practise the kind of response required—such as an explanation, comparison or essay.
Take useful notes and make a mind map
- Listen and read for structure. Identify the topic, key terms, main claims and supporting examples. Do not try to copy every spoken or written sentence.
- Record ideas in your own words. Use headings, short phrases and examples. Mark questions or unfamiliar terms to check later.
- Build a mind map. Write the central topic in the middle, add branches for the main ideas, and connect related details with brief labels. Use it to see relationships, not as decoration.
- Review soon after class. Fill in missing context, correct mistakes and highlight the few points you need to revisit.
Select key content and construct an assignment or essay
- Read the task carefully. Underline the instruction word—such as compare, explain or discuss—and identify the exact topic and any limits.
- Gather relevant information. Choose material that answers the task, note where it came from, and leave out details that do not help answer it.
- Organise before drafting. Arrange the main points in a logical order. For an essay, plan an introduction, connected body paragraphs and a conclusion that answers the question.
- Support and explain each point. Use examples or evidence where appropriate, then make clear how they relate to the task.
- Revise the draft. Check that every section addresses the question, ideas are easy to follow, and spelling and grammar do not obscure the meaning. Follow your teacher’s instructions for sources and presentation.
Compare ideas and solve problems critically
For a comparison, choose clear criteria first—for example, causes, effects or possible responses—then examine each subject using the same criteria. For a problem-solving task, define the problem, consider causes and affected people, develop more than one possible response, weigh likely consequences, and explain why your chosen response is appropriate. These habits help you move beyond memorising facts to applying them.
Term 2 social and environmental responsibility
CAPS connects social and environmental justice with issues at local and global levels. It names crime, poverty, food security and production, violence, HIV and AIDS, safety and security, unequal access to basic resources, and lack of water or health services. The aim is not only to identify an issue: learners consider its effects on personal and community health, civic participation, youth service and volunteerism.
Analyse an issue through its effects
- Describe the issue precisely. Say what is happening and where, without treating a complex problem as if it has only one cause.
- Identify who is affected. Consider individuals and the wider community, including differences in access to resources or services.
- Connect it to health. Explain plausible effects on personal or community health, using the topic information and classroom material rather than unsupported statistics.
- Consider responsibility and justice. Ask whether people have fair access to safety, water, health services and other basic resources, and what responsibilities individuals or institutions may have.
- Identify constructive action. Consider civic participation, youth or community service, volunteer work, and practical contributions that are appropriate to the issue.
Plan a group project on a contemporary social issue
The CAPS plan includes a group project on a contemporary social issue. A useful project makes a clear connection between the issue, its effects and a realistic response.
- Agree on a focused question and divide research, writing and presentation tasks fairly.
- Use credible information and record sources so that claims can be checked.
- Describe effects on people or community health, and distinguish established information from opinion.
- Propose an achievable response, such as awareness-raising, volunteering or participation in a relevant community initiative.
- Review the finished work together for accuracy, clarity and fair representation of people affected.
Where do taxes and discrimination fit in the Grade 10 plan?
The supplied title groups taxes and discrimination with Term 2, but the official CAPS annual plan places both in Term 1. They are relevant Grade 10 Life Orientation topics, just not Term 2 units in that plan.
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Income tax and career or study choices: Term 1
CAPS mentions income tax as a factor that affects the final salary package when learners consider career and study choices. In practical terms, the amount earned before deductions is not necessarily the amount received as take-home pay. This curriculum reference is not a guide to current tax rates, filing rules or an individual’s tax obligations; check current South African Revenue Service information for those questions.
Discrimination and human rights: Term 1
CAPS places discrimination and human-rights violations in the Democracy and Human Rights unit. It identifies contexts including race, religion, culture, language, gender, age, rural or urban location, xenophobia, human trafficking, and HIV and AIDS status. Learners are expected to examine bias and prejudice, the effects of discrimination, ways to challenge it, campaigns, and protection agencies.
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- Bias is a tendency or preference that can affect how someone judges people or situations.
- Prejudice is a preconceived attitude or judgment about a person or group, often formed without fair consideration of individuals.
- Discriminatory behaviour is conduct that treats people unfairly or excludes them on a prohibited or unjust basis.
- A human-rights violation is an infringement of rights people are entitled to enjoy; discriminatory conduct may contribute to or constitute such a violation.
When studying an example, identify the bias or prejudice involved, describe the conduct and its effects, and consider which rights or protections may be relevant. Then assess ways an individual, organisation, campaign or protection agency could challenge the treatment. These are curriculum notes, not legal advice about a particular case.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.Using a Term 2 revision PDF
The Western Cape Education Department ePortal lists a “2025 Gr. 10 T2 LIFE ORIENTATION: Revision Booklet,” credits the WCED subject team, and describes it as a revision programme for content and skills covered in the second term. The listing was revision-dated 23 September 2026. Since the listing does not show the booklet’s full text, check the PDF itself against your teacher’s Term 2 coverage before relying on it for a specific topic. Do not assume a Term 2 booklet will include Term 1 career choices, income tax or discrimination.
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For revision, use a topic checklist based on your class plan: study skills first, then social and environmental responsibility. Keep Term 1 notes on career and study choices, income tax’s effect on the salary package, and Democracy and Human Rights—including discrimination—in their own sections.
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