NSC Life Orientation CAT PART A 2026 | Massachusetts Institute of Technology

University:
Massachusetts Institute of Technology
Course:
24.191 | Ethics in Your Life: Being, Thinking, Doing (or Not?)
Academic year:

2025
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367

Pages:

27
Author:

Leoni Makondo

NATIONAL SENIOR CERTIFICATE EXAMINATION 2026 LIFE ORIENTATION COMMON ASSESSMENT TASK: PART A LEARNER'S WORKBOOK ETHICS IN A CHANGING WORLD integrity value honor moral principles honesty ETHICS choice conscience right fairness responsibility [Source: University, S.C. (2019) Ethics in life and business, My Own Business Institute - Learn How To Start a Business. Available at: (Accessed: 15 November 2025).] 'The most important human endeavour is the striving for morality in our actions. Our inner balance and even our very existence depend on it. Only morality in our actions can give beauty and dignity to life'. - Albert Einstein We are living in a period of rapid and far-reaching change. Developments in artificial intelligence, cloning and surveillance technologies are transforming daily life in ways that previous generations could not have anticipated. At the same time, shifts in global politics, the rise of nationalism and ongoing conflicts remind us that issues of justice and human rights remain pressing and complex. Alongside these realities, challenges such as climate change, misinformation and the demands of a globalised economy call for thoughtful, informed and responsible decisionmaking from all of us. IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 2 of 27 In this context, ethics is more than a theoretical concept; it is a practical compass for navigating uncertainty. Ethical reflection asks not only what we can do, but what we should do. It promotes empathy, integrity and accountability, and helps people recognise the impact of their choices on others. Ethics underpins responsible citizenship, supports young people in weighing up fairness and justice, and prepares them to address dilemmas in varied contexts – including medicine, business, sport, food production, fast fashion, environmental responsibility and governance. Above all, an ethics focus empowers all people to make decisions that are humane, thoughtful and courageous. FOCUS OF THE 2026 CAT The 2026 Life Orientation CAT will engage learners with the theme of Ethics in a Changing World. It will address: • • • • An understanding of the concept of ethics and why it is central to human decisionmaking. Ethical dilemmas that arise from technological, political and social change. How ethical principles can guide learners to act responsibly and compassionately in a complex world. The application of ethics in different contexts, such as: o medicine o business o sports o food production o fast fashion o environmental responsibility o governance NB: ASSESSMENT REQUIREMENTS Questions 3 (20 marks) and 4 (60 marks) are compulsory questions for assessment. Please work through Question 1 and Question 2 with your classmates and educator and carefully note the comments and observations made. These will give you insight into the multiple perspectives of each contextual source that you may not have previously considered. This will aid you in providing quality answers in CAT A and B. Regarding your responses in both CAT A and CAT B, please ensure that you provide sufficient detail in your answers. You are required to think deeply about each question and ensure that your opinions and thoughts are supported by valid reasoning. IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 3 of 27 QUESTION 1 WHAT IS ETHICS? AIM: To explore the concept of ethics, gain an understanding of what is ethics and why it is important that we learn about ethics. Question 1.1 – Exploring ethics Ethics is the discipline concerned with what is morally good and bad and morally right and wrong. The term is also applied to any system or theory of moral values or principles. How should we live? Shall we aim at happiness or at knowledge, virtue, or the creation of beautiful objects? If we choose happiness, will it be our own or the happiness of all? And what of the more particular questions that face us: is it right to be dishonest in a good cause? Can we justify living in opulence while elsewhere in the world people are starving? Is going to war justiﬁed in cases where it is likely that innocent people will be killed? Is it wrong to clone a human being or to destroy human embryos in medical research? What are our obligations, if any, to the generations of humans who will come after us and to the nonhuman animals with whom we share the planet? Ethics deals with such questions at all levels. Its subject consists of the fundamental issues of practical decision making, and its major concerns include the nature of ultimate value and the standards by which human actions can be judged right or wrong. The terms ethics and morality are closely related. It is now common to refer to ethical judgements or to ethical principles where it once would have been more accurate to speak of moral judgements or moral principles. These applications are an extension of the meaning of ethics. In this sense, ethics is equivalent to moral philosophy. [Source: Singer, P. (ed.) (2025) Ethics | definition, history, examples, types, philosophy, & facts | britannica, Britannica. Available at: (Accessed: 09 December 2025).] 1.1.1 Mind dump For 10 – 15 minutes, in silence, write down your thoughts on the topic of ethics. A few prompts: • What do you think of when you hear the term ethics? • Why do you think ethics developed? • Are ethics universal or specific to certain groups of people/specific industries? • In what way do you consider yourself an ethical person and in what way do you think you are not? Justify your response. Share your thoughts with the class. IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 4 of 27 1.1.2 Read the extract below and then follow the instructions below. What is ethics? Have you ever had to make a diﬃcult moral choice? Maybe you've wrestled with a tough hypothetical question or even considered whether your values align with how you live. Whenever we call upon our morals and values to decide on the best possible outcome, we engage with ethics. Ethics invites us to ask questions like: What is the diﬀerence between right and wrong? Should we organise society diﬀerently than we do now? Is what I'm doing making the world a better place? How do I know if I'm living my life well? It's not always easy or intuitive to make the right choice, and not everyone's ethical standards align, which is why studying ethics can help you gain problem-solving, critical thinking, and analytical skills that will bring a valuable perspective to your life in general! [Source: Juhlin, S. (2022) What is ethics?, What is Ethics? | North Central College. Available at: (Accessed: 11 December 2025).] Think-Pair-Share Answer the following questions on your own and then share your thoughts with a partner. • What is the difference between right and wrong? • How could/should society be organised to ensure it is more ethical? • What are you doing to make the world a better place? • What does it mean to you to 'live your life well' and what tangible evidence exists to confirm this in your life? [Source: PX_Media (2013) Right, wrong, it depends - crossroads sign with three arrows stock photo, Dreamstime. Available at: https://www.dreamstime.com/right-wrong-depends-signpost-image184690000 (Accessed: 18 December 2025).] IEB Copyright © 2026 PLEASE TURN OVER Page 5 of 27 NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Question 1.2 – Why study ethics? Ethics is a central component of any happy, healthy, and mature life. But some critics still question the value of studying ethics and living an ethical life. After all, if you ignore ethics, you can just focus on yourself, right? Not so fast. Some great reasons to resist those critics include the following: Ethics allows you to live an authentic life. An authentic and meaningful life requires you to live with a sense of integrity. Integrity is making commitments and sticking to them through thick and thin — no matter how much violating them may beneﬁt you. Having a ﬁrm character or set of principles to guide your life and the choices you make is what ethics is all about. Ethics makes you more successful. You may think that ethics can hold you back in all kinds of ways, but the truth is the opposite. Ethical people embody traits that unethical people have to work at to fake — they're honest, trustworthy, loyal, and caring. As a result, ethical people are perfectly suited not only for interpersonal relationships generally, but also more speciﬁcally for the kinds of interactions that make for thriving business. Unethical people generally don't do so well at these things. Ethics allows you to cultivate inner peace. Lives that are lived ethically tend to be calmer, more focused, and more productive than those that are lived unethically. Most people can't turn off their sympathy for other human beings. Hurting people leaves scars on both the giver and the receiver. As a result, unethical people have stormier internal lives because they have to work to suppress their consciences and sympathies to deal with the ways they treat others. When they fail to properly suppress their sympathies, the guilt and shame that comes with harming or disrespecting one's fellow human beings takes deep root within them. Ethics provides for a stable society. When people live ethical lives, they tell the truth, avoid harming others, and are generous. Working with such people is easy. On the other hand, callous and insensitive people are distrusted, so it's difficult for them to be integrated well into social arrangements. A stable society requires a lot of ethical people working together in highly coordinated ways. If society were mostly composed of unethical people, it would quickly crumble. Ethics may help out in the afterlife. Some religious traditions believe ethics is the key to something even greater than personal success and social stability: eternal life. No one can be sure about an eternal life, but people of faith from many diﬀerent religions believe that good behaviour in this life leads to rewards in the next life. [Source: Panza, C. and Potthast, A. (2025) Why study ethics?, Dummies. Available at: (Accessed: 11 December 2025).] 1.2.1 Which of the above benefits of living ethically do you believe are the most important and why? 1.2.2 Which of the above benefits do you believe are less important and why? 1.2.3 Class debate: Divide yourselves into five groups, according to your answers for Question 1.2.1. In your groups, formulate reasons as to why the ethical theory you identify with is the most important, and then debate which group's choice and reasonings are the best. 1.2.4 Write down at least THREE insights that you gained during the debate. IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 6 of 27 Question 1.3 – Ethical theories Below is a brief explanation of five ethical theories. Once you have read through them, respond to the questions that follow. Ethical theory serves as the foundation for ethical solutions to the difficult situations people encounter in life. In fact, for centuries, philosophers have come up with theoretical ways of telling right from wrong and for giving guidelines about how to live and act ethically. Virtue ethics states that character matters above all else. Living an ethical life, or acting rightly, requires developing and demonstrating the virtues of courage, compassion, wisdom, and temperance. It also requires the avoidance of vices like greed, jealousy, and selfishness. Utilitarianism holds that the amount of happiness and suffering created by a person's actions is what really matters. Thus, acting rightly involves maximising the amount of happiness and minimising the amount of suffering around you. Sometimes you may even need to break some of the traditional moral rules to achieve such an outcome. Kantianism (deontology) emphasises the principles behind actions rather than an action's results. Acting rightly thus requires being motivated by proper universal principles that treat everyone with respect. When you're motivated by the right principles, you overcome your animal instincts and act ethically. Contract theory proposes thinking about ethics in terms of agreements between people. Doing the right thing means abiding by the agreements that the members of a rational society would choose. So, for contract theorists, ethics isn't necessarily about character, consequences, or principles. Care ethics focuses ethical attention on relationships before other factors. As a result, acting rightly involves building, strengthening, and maintaining strong relationships. Acting rightly thus displays care for others and for the relationships of which they are a part. To care ethicists, relationships are fundamental to ethical thinking. [Source: Panza, C. and Potthast, A. (2025a) A snapshot of key ethical theories, Dummies. Available at: (Accessed: 14 December 2025).] 1.3.1 There is a table attached at the end of this document as Annexure A (pages 25–26 of this document). Fill out the required information about the different ethical theories. You will have to conduct additional research to ensure you answer with the required depth. Virtue ethics has been completed for you as an example. 1.3.2 Which ethical theory most resonates with you and why? 1.3.3 Which ethical theory do you believe is largely irrelevant and why? 1.3.4 Identify at least THREE universal ethical principles across these frameworks. 1.3.5 Why might ethical principles differ across cultures? 1.3.6 How might the research into ethical theories direct your own life choices? IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 7 of 27 Question 1.4 – Ethical decision-making 1.4.1 Watch Would you sacrifice one person to save five? – Eleanor Nielson (4,55 min) [Source: ] • • • Explain fully what you would decide to do in the different trolley scenarios depicted in the video: - Classic trolley scenario (pull the lever) - Bridge trolley scenario (push the person off the bridge) Why do you think men are more likely than women to throw the person off the bridge? Why do you think research participants were more likely to sacrifice a group of men as opposed to a group of women? 1.4.2 Read the text below and answer the questions that follow. What Is the Connection between Bias and Ethics? Bias can weaken ethical decision-making. It can distort how people see situations and make it harder to act fairly. This means that awareness of bias, and steps to reduce it, are essential. At its core, the link between bias and ethics lies in how our assumptions and attitudes influence our moral judgments and actions. Ethics provides guidance on what is right and wrong. Bias, however, can distort how we apply these principles. Ethics can be seen as a compass that guides decisions, while bias acts like a force that pulls the needle away from the correct direction. Bias, in simple terms, is a tendency or preference for or against a person, group, or idea. These tendencies may be conscious or unconscious. They often develop through personal experiences, cultural expectations, or social influences. Ethics, by contrast, refers to the moral principles that guide behaviour and decisionmaking. Ethical frameworks, such as utilitarianism and deontology, provide clear guidelines for making decisions based on values like fairness, justice, and concern for others. Problems arise when bias leads people to act in ways that go against their ethical beliefs or shared social norms. For example, a person may believe in treating everyone equally but still make unfair decisions due to an unconscious bias against a certain group. This gap between ethical beliefs and actions can have serious effects on personal relationships, workplaces, and wider society. IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 8 of 27 Bias often acts like a filter. It shapes how we understand ethical problems and influences our choices, often without our awareness. Understanding this link is an important first step in reducing the negative effects of bias on ethical behaviour. By recognising and questioning our own biases, we can make better ethical decisions that support fairness and justice. This requires ongoing self-reflection, learning from others, and a commitment to ethical behaviour, even when it feels difficult. Recognising Unconscious Bias One of the main challenges in addressing bias and ethics is recognising unconscious bias. These biases operate outside our awareness, which makes them difficult to identify. They often appear as automatic judgements or stereotypes that influence behaviour without us noticing. To increase awareness of unconscious bias, it is helpful to seek out different perspectives and experiences. Interacting with people from different cultures, backgrounds, and viewpoints can challenge assumptions. Tools such as Implicit Association Tests (IATs) can also help reveal unconscious biases by showing patterns in how people associate ideas. This process should be approached with openness and humility. Recognising bias is not about blaming oneself. Instead, it is about taking responsibility and working towards fairer behaviour. Ethical Frameworks as a Counterbalance Ethical frameworks can help limit the influence of bias on decision-making. They provide a structured way to think through ethical issues, which reduces reliance on instinct alone. Utilitarianism focuses on the results of actions and aims to promote the greatest good. Deontology stresses the importance of following moral rules and duties. Virtue ethics focuses on building positive character traits. Applying these frameworks encourages careful thinking. They help people consider different viewpoints and possible outcomes, leading to more balanced and ethical decisions that are less affected by personal bias. [Source: What is the connection between bias and ethics? → question (2025) Lifestyle Sustainability Directory. Available at: (Accessed: 17 December 2025).] 1.4.2.1 Sometimes we are unaware of our unconscious biases. It is therefore helpful to consciously reflect on our decisions and interrogate the reasons for our behaviour. It is also helpful to take credible tests that can make us aware of our blind spots. Project Implicit is an independent 501(c)(3) nonprofit and an international network of researchers studying implicit cognition – those fast, automatic thoughts and feelings that quietly shape perception, judgment, and behaviour. For 25 years, we've helped millions of people better understand how their minds work. IEB Copyright © 2026 PLEASE TURN OVER Page 9 of 27 NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Before taking the test, read the instructions that follow after the link. Take the test: Go to []. If you are over the age of 18 years, you can register on the main page and take the various online IAT tests. These are free and your results will be used as part of ongoing research into unconscious biases. If you are not yet 18 years old, you will need to select the Project Implicit Youth option and register on that platform. These tests will take approximately 10 minutes to complete. Ensure you have sufficient time to complete them. It is recommended that you minimise your distractions in order to get a true result. Your teacher might facilitate a class discussion after everyone has had an opportunity to complete the tests. Reflect on your results and make note of any biases you were not aware of and how you can intentionally work towards mitigating these. Being aware of our biases enable us to make better ethical decisions. 1.4.2.2 Research and make notes on the following common forms of bias. Include strategies to mitigate each of the biases. - Anchoring bias - Actor-Observer bias - Availibility Heuristic - Confirmation bias - The Halo Effect - Status Quo bias 1.4.3 Watch Ethical Decision Making (3,29 mins) [Source: ] 1.4.3.1 What are the FOUR key drivers of decision making? 1.4.3.2 What are the pros and cons of the shortcuts (heuristics) our brain uses? 1.4.3.3 The video clip mentions the following aspects that influence our unthinking custom and practice: - Family - Society - Workplace/School - Cultural background - Friendships Critically analyse the beliefs held by these influences in your life and identify at least ONE belief that you do not agree with. 1.4.3.4 According to the video clip, why is ethics so important? IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 10 of 27 1.4.3.5 Analyse and discuss the following quote from the video clip: 'If we do not admit our potential to make bad decisions, we will struggle to make good ones.' 1.4.3.6 Think of, and discuss, an example in society where powerful individuals have caused harm by enforcing and soliciting support for their personal biases 1.4.4 Read the text below and answer the questions that follow. A Framework for Ethical Decision Making We all have an image of our better selves—of how we are when we act ethically or are 'at our best.' We probably also have an image of what an ethical community, an ethical business, an ethical government, or an ethical society should be. Ethics really has to do with all these levels—acting ethically as individuals, creating ethical organisations and governments, and making our society as a whole more ethical in the way it treats everyone. Making Decisions Making good ethical decisions requires an ability to be sensitive to ethical issues as well as having a practiced method for exploring the ethical aspects of a decision. Having a method for ethical decision making is essential. When practiced regularly, the method becomes so familiar that we work through it automatically without consulting the speciﬁc steps. The more novel and diﬃcult the ethical choice we face, the more we need to rely on discussion and dialogue with others about the dilemma. Only by careful exploration of the problem, aided by the insights and diﬀerent perspectives of others, can we make good ethical choices in such situations. The following framework for ethical decision making is intended to serve as a practical tool for exploring ethical dilemmas and identifying ethical courses of action. A Framework for Ethical Decision Making Identify the Ethical Issues 1. 2. Could this decision or situation be damaging to someone or to some group, or unevenly beneﬁcial to people? Does this decision involve a choice between a good and bad alternative, or perhaps between two 'goods' or between two 'bads'? Is this issue about more than solely what is legal or what is most eﬃcient? If so, how? Get the Facts 3. IEB Copyright © 2026 What are the relevant facts of the case? What facts are not known? Can I learn more about the situation? Do I know enough to make a decision? PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK 4. 5. Page 11 of 27 What individuals and groups have an important stake in the outcome? Are the concerns of some of those individuals or groups more important? Why? What are the options for acting? Have all the relevant persons and groups been consulted? Have I identiﬁed creative options? Evaluate Alternative Actions 6. Evaluate the options by asking the following questions: - Which option best respects the rights of all who have a stake? - Which option treats people fairly, giving them each what they are due? - Which option will produce the most good and do the least harm for as many stakeholders as possible? - Which option best serves the community as a whole, not just some members? - Which option leads me to act as the sort of person I want to be? - Which option appropriately considers the relationships, concerns, and feelings of all stakeholders? Choose an Option for Action and Test It 7. 8. 9. After an evaluation using all of these lenses, which option best addresses the situation? If I told someone I respect (or a public audience) which option I have chosen, what would they say? How can my decision be implemented with the greatest care and attention to the concerns of all stakeholders? Implement Your Decision and Reﬂect on the Outcome 10. How did my decision turn out, and what have I learned from this speciﬁc situation? What (if any) follow-up actions should I take? [Source: Santa Clara University (2021) A framework for Ethical Decision making, Markkula Center for Applied Ethics. Available at: (Accessed: 14 December 2025).] IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 12 of 27 1.4.4.1 Explain a time when doing the right thing felt 'wrong' because it was a difficult thing to do. 1.4.4.2 Can you think of any religious traditions that you perceive to be unethical? 1.4.4.3 Can you think of laws/governmental systems that you perceive to be unethical? 1.4.4.4 Can you think of any cultural norms that you perceive to be unethical? 1.4.4.5 Consider and discuss an example of a technology or scientific advancement which is possible but which you believe to be unethical. 1.4.4.6 Apply the above decision-making framework to an ethical dilemma you have faced in your own life. Afterwards, answer the following questions: - What informed your decision making? - Do you think you made the right decision? - Would you make a different decision today? Why or why not? Share your answers with a partner. IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 13 of 27 QUESTION 2 ETHICS IN THE WORLD AROUND US AIM: To explore ethical decision making and analyse ethics in the world around us. Question 2.1 – Ethical dilemmas What follows are a series of ethical dilemmas. You will be required to work through the scenarios and reflect on the possible courses of action. Remember to think critically about the ethical tensions highlighted, apply the ethical lenses previously discussed in Question 1.4.4, and look at the decisions from various perspectives. Ethical dilemma 1 – Following the rules One of the most important characteristics of an eﬀective leader is treating people equitably. This involves fairness and consistency, including regards to applying the rules to everyone equally. What should a coach do when a few superstar players get caught breaking rules that should lead to their suspension from the team immediately before a big game that is very important to the team? - If the star players don't play, there is a good chance the team will lose. If the team has to win this game to advance to the championship game, should that aﬀect the coach's decision? - If the coach doesn't apply appropriate consequences to the actions of the players who broke the rules, what lesson are those players learning? Will they continue to break rules? - What about the other players who do follow the rules. Will they learn that the rules are just suggestions and feel like they don't need to comply in the future? - What if one of the players who broke the rules will miss a chance to be seen by the scout for the national team if he doesn't play in the game? - What if the team's school will earn a large amount of money from television coverage of the big game if the team goes to the championship? - What if the coach is set to earn a big bonus or signiﬁcant pay increase if the team advances to the championship game? Coaches are responsible for winning, but they're also responsible for setting an appropriate example of leadership for players and treating all team members fairly. What may seem to be an obvious choice between right and wrong at ﬁrst glance is really much more complicated. [Source: White, M.G. (2022) Ethical dilemma examples, YourDictionary. Available at: (Accessed: 17 December 2025).] IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 14 of 27 Ethical dilemma 2 – Drinking and driving Jordan was drunk. There might be times you can convince yourself that you're okay — this wasn't one of those times. He was drunk and he knew he was drunk. But that wasn't the problem. He had gone to this party with his friends, including a designated driver, but they had already left. He was supposed to go with them, but he was having such a great time he told them he'd ﬁnd another ride. Now he was stuck. The only people left who could give him a ride were pretty wasted, themselves. He thought about calling a friend, but it was at least ﬁfty kilometres to his house, and he didn't want to impose. He couldn't stay where he was because he didn't even know the people who threw the party. If he called his parents … well, he couldn't even imagine the lecture. He had already been given the 'Matric year so keep your nose to the grindstone' talk a hundred times. A girl he had met that night said her friend was dropping her oﬀ and could take him too. Unfortunately, she was pretty buzzed. Jordan knew it was dumb to get into the car with a driver you know is drunk. Everyone knows that. But everyone doesn't have to go ﬁfty kilometres and then face grumpy parents. As far as he was concerned, he was in trouble either way. He needed to make a decision. [Source: Denison, C. (2023) Dilemma #5 - drinking & driving — Corey was drunk - good character, GoodCharacter.com. Available at: (Accessed: 17 December 2025).] Ethical dilemma 3 – The cost of a cure Imagine you were in a situation where someone in your family was extremely ill. Your relative's doctor says that there is an experimental medicine that might help your loved one, expressing that it is the only thing that might work. Your family has very limited ﬁnancial means. The medication costs R 20 000 per month and medical aid will not cover the cost. You try to borrow money to pay for a course of treatment but are unable to do so. – When faced with a ﬁnancial barrier to a potentially lifesaving treatment for someone you love, would stealing money to pay for the medication be morally justiﬁed? – Would it matter what form the stealing took? Would your decision be diﬀerent if you were considering robbing a bank versus stealing a credit card from another relative to use? – What about the pharmaceutical company? Do you feel it is ethical to charge so much for a medication that has a unique ability to potentially save people? – What about your feelings toward the ethics of the medical aid's refusal to cover the medication? IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 15 of 27 When faced with the possibility of losing a loved one simply due to a lack of funds, it's possible that someone who is ordinarily completely opposed to stealing might be able to rationalise such an action. They may see stealing to potentially save someone's life as morally justiﬁable, while stealing just for one's own ﬁnancial gain to be immoral. Further, there is the issue of the pricing and coverage decisions made by the pharmaceutical company and medical aid provider. These things, while they might anger the person facing a moral dilemma, are beyond the individual's control. [Source: White, M.G. (2022) Ethical dilemma examples, YourDictionary. Available at: (Accessed: 17 December 2025).] Ethical dilemma 4 – Loyalty versus safety Slindile was worried about her good friend Rebecca. Rebecca was always talking about how fat she was and what she was trying to do about it. But the truth is that Rebecca was not at all fat. In fact, she was downright skinny. Since they were in Grade 8, Rebecca had lost at least 8kgs. Now, they were in Grade 10 and Slindile was afraid that Rebecca had an eating disorder. Slindile was also getting frustrated. Where were all the grown-ups? Who was watching out for Rebecca besides Slindile and her friends? Slindile knew that someone from their school had talked to Rebecca's parents last year, and that Rebecca's mom had gotten angry about the school poking its nose into family business. Rebecca's mom claimed that Rebecca had a dancer's body and a high metabolism. That was last year. Now things were worse and Slindile felt like she was literally watching her friend disappear. Finally, one Monday afternoon Slindile had had enough. As she watched Rebecca take three diet pills and eat four grapes for lunch, she decided she had to do something. As helpless and scared as she felt now, how would it compare to how she would feel if Rebecca actually ended up in the hospital … or worse? Rebecca would be furious if she found out that Slindile had talked to someone behind her back. So, Slindile had two problems – should she tell someone how bad things were, and if so, whom should she go to? [Source: Denison, C. (2019) Dilemma #12 - to tell or not to tell?, GoodCharacter.com. Available at: (Accessed: 17 December 2025).] Ethical Dilemma 5 – The ethical dilemma of self-driving cars Watch The ethical dilemma of self-driving cars - Patrick Lin (4,15 mins) [Source: ] IEB Copyright © 2026 PLEASE TURN OVER Page 16 of 27 NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Ethical Dilemma 6 – Can AI predict someone's breakup? Watch Can AI predict someone's breakup? - Thomas Hofweber (4,42 mins) [Source: ] Ethical Dilemma 7 – Can humans be trusted with control over genetics? Watch Can humans be trusted with control over genetics? Michael Vazquez and Raye Ploeger (5,11 mins) [Source:] IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 17 of 27 QUESTION 3 Compulsory – 20 Marks: THE ETHICS OF SOCIAL MEDIA DESIGN AIM: To explore the design of social media applications and apply the ethical thinking frameworks. This section needs to be completed under test conditions. Your educator will arrange for this to be done at a suitable time in class. Approximate time required: 45 minutes. IEB Copyright © 2026 PLEASE TURN OVER Page 18 of 27 NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK QUESTION 4 Compulsory – 60 Marks: THE ETHICS LENS AIM: You will investigate how ethics manifests in real life within an area that affects you, your school, your family, or your community. Ethics is not just theory – it influences behaviour, decisions, opportunities, fairness, justice, and wellbeing in everyday life. As you have worked through CAT A, you have been introduced to the theory of ethics, examined ethical decision-making, and explored ethical dilemmas. You have also considered the ethics surrounding various technological advancements such as self-driving cars and AI. However, ethics is not just theoretical. It should inform every aspect of our lives if we wish to live full, rich and authentic lives. Furthermore, we should demand ethical leadership from those in power, choose ethical products, and create systems that operate ethically. [Source: Unesco (2021) Ethics office, UNESCO.org. Available at: (Accessed: 24 December 2025).] TASK INSTRUCTIONS You are required to select one ethical focus area that is meaningful to you and explore the ethics that is shown / not shown in this area. Below are a few suggestions of possible focus areas you may choose from: Social media and technology: Persuasive design, attention economy, dark patterns, misinformation, privacy • Fast fashion and consumer culture: Shein/Temu culture, labour exploitation, sustainability, waste • Influencer culture and advertising: Honesty, manipulation, unrealistic standards, impact on identity • Sustainability and environment: Waste, water use, electricity, environmental justice, greenwashing • Medicine/health: Access to care, fairness, consent, misinformation, vaping • Food production and distribution: Affordability, food deserts, hunger vs profit, fairness • School/Youth context: Bullying, fairness in sport, academic integrity, discipline • Big business: Excesses wealth, labour practices, profit over people, production line • Politics: Voting campaign strategies, nepotism, government tenders, budget & spending • Any other ethical issue relevant to YOUR life (check in with your educator) NB: The issue you select must be local, real and relevant – not abstract philosophy. • IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 19 of 27 You can watch the following YouTube clips for inspiration: The lies that sell fast fashion (7,44 min) [] Explained: Why David Coote was sacked by PGMOL and what happens next (4,04 mins) [] Factory farming, animal welfare and the future of modern agriculture | DW Documentary (32,14 mins) [] Faking Influence: The dark side of influencer lifestyle (13,00 mins) [] The above YouTube video is the first of a four-part series. It is recommended that you watch all four if you have the time. The Rise of Gen Alpha Influencers: Ethics & Regulations (2,42 mins) [] WHAT YOU NEED TO DO 4.1 After you have selected a core focus area, conduct an ethical analysis on the focus area by answering the following questions: - What is the ethical problem and in what area of society does it mainly present itself? - Who is affected, and in what way? - Which ethical values or principles are involved? (for example: fairness, dignity, justice, compassion, autonomy) - Apply the six lenses used when making ethical decisions to this specific area. - Does bias impact upon this situation and, if so, how, and if not, why not? - Does this situation respect or violate ethical principles? If so, how and if not, why not? IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK 4.2 Page 20 of 27 Interview at least THREE 'professional' people of 'expertise/authority' who are impacted and / or have been impacted by this ethical situation. - You cannot interview peers, unless they have first-hand experience of/on your selected issue. - You may only interview ONE peer/family member. - You will need to voice/video record your interviews and submit these recordings to your educator. - Fill out the sheet on Annexure B on page 29 of this document. - You need to use the questions below for your interview, and add at least FIVE of your own questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. What ethical issue do you think is most visible or important in our community or daily life right now? I am researching ethics in the following area: _____________________ How have you personally experienced or been affected by this issue? How did you deal with / manage the issue personally? From your own understanding, how do you understand ethical versus unethical behaviour in this area? Do you think people are always aware that there is an ethical problem in this situation? Why or why not? Do you think some people justify unethical behaviour in this area? If yes, how do they justify it? Do you think the situation is fair for everyone involved? Explain your answer. Who do you think should be responsible for addressing or fixing the issue (individuals / companies / government / schools / families etc.)? What do you think would be a realistic and ethical way to improve or reduce this problem? Do you have any further thoughts on this matter? [Source: Vectormine (ed.) (2022a) Ethical behavior and Wright or wrong dilemma choice tiny person concept: Moral principle, concept, ethics, Pinterest. Available at: (Accessed: 24 December 2025).] IEB Copyright © 2026 PLEASE TURN OVER Page 21 of 27 NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK 4.3 After you have conducted your interviews, write a summary analysis of the interviewee responses. 4.4 Using your initial research, as well as the insight gained from the interviews, write a personal position and critical judgement by answering the following question: Based on my investigation, I believe this ethical issue is (acceptable / harmful / complex / misunderstood / own descriptor) … because… You must: - Take a clear position - Justify it using your evidence and personal conviction - Show awareness of different perspectives - Discuss the impact on mental health / wellbeing / fairness and/or dignity - Write between 300 – 400 words 4.5 Design a practical response to improve the situation. Choose ONE: - School policy recommendation - Youth awareness campaign - Community solution - Personal responsibility plan - Open letter to an organisation / company / government - Ethical design proposal/guideline It must include: o What should change? o Who should act? o Why is this an ethical and appropriate response? o How will it help real people? - The length of this response is determined by the option chosen. You are required to submit your task as a research report [PART A] AND oral feedback to the class [PART B]. PART A Your report must include the following (Arial size 12, 1.15 line spacing): 1. 2. 3. 4. 5. 6. 7. 8. Cover page Table of contents Headings and subheadings for each section (depicted in Questions 4.1 – 4.5 above) At least 10 visuals (you could include one photograph of each of the people you interviewed [if they are willing], and images/photos that capture the essence of the problem or graphs detailing statistics) A reference list (in a recognised academic format) The rubric for this task (page 23 of this booklet) Plagiarism declaration (as included on page 24 of this booklet) Annexure B (page 27 of this booklet) IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 22 of 27 PART B Your oral feedback to the class must include the following (2 – 3 minutes long): This oral feedback can be in the form of a video recording if in-class time availability is limited. • • • An explanation of the ethical issue and why it is a problem. Brief summary of insight gleaned during research and the interviews conducted and why you found it insightful. An explanation of your practical response and why it would be effective. IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Name:___________________________________ DESCRIPTORS ETHICAL ANALYSIS - What is the ethical problem and in what area of society does it mainly present itself? (3) - Who is affected, and in what way (3) - Which ethical values or principles are involved? (2) - Apply the six lenses used when making ethical decisions. (3) - Does bias impact upon this situation and, if so, how? (2) - Does this situation respect or violate ethical principles? (2) INTERVIEWS Recordings and summary analysis handed in. PERSONAL POSITION AND CRITICAL JUDGEMENT - Take a clear position (2) - Justify it using your evidence and personal conviction (3) - Show awareness of different perspectives (3) - Discuss the impact on mental health, wellbeing, fairness and/or dignity (2) PRACTICAL RESPONSE - What should change? (2) - Who should act? (2) - Why is this an ethical and appropriate response? (3) - How will it help real people? (3) PRESENTATION - Research report (5) - Oral feedback / video (5) REFERENCES & PLAGIARISM DECLARATION A reference list has been included in the correct academic format. The plagiarism declaration has been included. Comments: IEB Copyright © 2026 Page 23 of 27 Class:________________ LEVEL 1 0 – 4 Marks Not all elements have been discussed. There are large gaps in the required detail or elements. LEVEL 2 5 – 8 Marks All elements have been superficially discussed. LEVEL 3 9 – 11 Marks All elements have been discussed. LEVEL 4 12 – 15 Marks All elements have been discussed in thorough detail. 0 – 2 Marks No or limited interview recordings & summary analysis provided. Annexure B not handed in. 3 – 5 Marks Only one community member has been interviewed or interviews only partially completed. Superficial summary analysis completed. Annexure B not handed in. 3 – 5 Marks 6 – 7 Marks Only two community members were interviewed, or the interviews were lacking in detail. Basic summary analysis completed. Annexure B is handed in. 6 – 7 Marks 8 – 10 Marks In-depth interview recordings with three community members. Detailed summary analysis completed. Annexure B is handed in. Not all elements have been discussed. There are large gaps in the required detail or elements. All elements have been superficially discussed. The motivation for the selection of the aspect of community is thin. All elements have been discussed. Superficial motivation for the selection of the aspect of the community is provided. All elements have been discussed in thorough detail. A clear motivation for the selection of the aspect of the community has been provided. 0 – 2 Marks Not all elements have been discussed. Response is not practical and / or it does not bring about real ethical change. 0 – 2 Marks Submission requirements not adhered to. No visuals are included in the report. 3 – 5 Marks All elements have been superficially discussed. Response is limited in ability to bring about real ethical change. 6 – 7 Marks All elements have been discussed well. Response is practical and will bring about ethical change. 8 – 10 Marks All elements have been discussed in thorough detail. The response is detailed and will bring about great ethical change for all people affected. 3 – 5 Marks One or two requirements are not adhered to. The task is difficult to follow. Fewer than 5 visuals are included. Oral feedback is superficial. 8 – 10 Marks Information has been presented according to research report requirements. The task layout is interesting and easy to read. Oral feedback is engaging and the learner clearly shows insight. 4 – 5 Marks A reference list has been included in the correct format, as well as the plagiarism declaration. 0 – 2 Marks 0 – 1 Marks 2 Marks 6 – 7 Marks Information has been presented according to research report requirements. The task layout is somewhat easy to read. Oral feedback is interesting. 3 Marks Only the URLs are provided, or no reference list has been included. The plagiarism declaration has not been submitted. A reference list has been included. Many errors or lack of formatting and the plagiarism declaration has not been submitted. A reference list has been included, but there are minor errors in formatting. The plagiarism declaration has been submitted. TOTAL: 8 – 10 Marks ___________/60 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 24 of 27 PLAGIARISM DECLARATION Learner Name and Surname: Assessment due date: I, (full name and surname), confirm that: • • • • • I fully understand the concept of plagiarism. The task that I have submitted is entirely my own work. I have accurately and clearly stated where AI has been used. I have fully and accurately referenced all sources used in this task. I agree to verbally explain my answers/solutions presented in this task if asked to do so by my teacher. Signature: Date signed: IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Page 25 of 27 ANNEXURE A Virtue Ethics Core Definition Key Question How the theory determines right vs wrong Key values / Principles Strengths Virtue ethics focuses on developing good character traits (virtues) such as honesty, courage, kindness, and wisdom. A person acts ethically when they consistently display these virtues. 'What kind of person should I be?' An action is right if it is something a virtuous person - someone with a good moral character would choose. The emphasis is not on rules or consequences, but on being the kind of person who naturally acts well. Courage, compassion, generosity, integrity, temperance, humility, fairness, wisdom; avoiding vices such as selfishness, greed, jealousy, and cowardice. - Encourages long-term moral growth rather than quick decisions. - Focuses on motivations and personal integrity, not just behaviour. - Helps people IEB Copyright © 2026 Utilitarianism Kantianism (deontology) Contract Theory Care Ethics PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK Criticisms / Limitations Real world example of this theory in action Page 26 of 27 develop traits that improve relationships and society. - Flexible and adaptable to many different situations. - It does not give clear rules for what to do in specific dilemmas. - People may disagree about what counts as a 'virtue.' - Virtuous intentions do not always lead to good outcomes. - Can be difficult to apply when virtues conflict (e.g., honesty vs kindness). Returning a lost wallet because honesty and integrity matter to you - not because of rules or fear of being caught. IEB Copyright © 2026 PLEASE TURN OVER NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – LEARNER'S WORKBOOK ANNEXURE B INTERVIEW 1 Date of Interview: Interviewee Name and Surname: Designation of Interviewee: Signature of Interviewee: INTERVIEW 2 Date of Interview: Interviewee Name and Surname: Designation of Interviewee: Signature of Interviewee: INTERVIEW 3 Date of Interview: Interviewee Name and Surname: Designation of Interviewee: Signature of Interviewee: IEB Copyright © 2026 Page 27 of 27

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