2021 REVISED ANNUAL TEACHING PLANS

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2021 REVISED ANNUAL TEACHINGPLANSSUBJECT: SOCIAL SCIENCES (Geography &History) SENIOR PHASEImplementation: 1 January 2021

PRESENTATION OUTLINE1. Introduction2. Principles3. Underpinning assumptions4. Key Recovery Strategies5. Purpose6. Content Overview amendments7. Annual Teaching Plan amendments8. School Based Assessment (SBA) amendments

INTRODUCTIONCOVID 19 led to losses inteaching and learning timedue to: the lockdown period andphased reopening ofschools, Alternating time tablingmodels and the related health andsafety protocols.Furthermore, the revisionof the school calendar andintermittent closure ofmany schools negativelyimpacted the ability ofteachers to implementthe revised 2020 ATPs asenvisioned.To mediate the impact and support teachers inmanaging teaching, assessment and learningwithin the reduced time, the DBE in 2020implemented: Circular S3 that outlined and guidedteachers to conduct context specificsubject trimming, in consultation withsubject advisors. National Assessment Circular 02 andCircular E 11 to guide school-basedassessment in phases and subjects

PRINCIPLES1Use of the 2020 Curriculum RecoveryFramework as the base document2Learning losses inform the Three YearRecovery Plans for School –basedAssessment3Management of the learning losses and theSchool Based Recovery Plans4Create opportunities through adjusted ATPs tostrengthen pre-knowledge, consolidation,revision, and deeper learning5Entrench Assessment for Learning as aPedagogical Approach to address the learninglosses

PRINCIPLES6The 2021 Recovery ATPs maintains the useof current LTSM and resources alreadyavailable in the system.7Content topics removed in 2020 were notautomatically returned in the 2021Recovery ATPs.8Fundamental and core topics were retainedin the Recovery ATPs9To guide and support effective teachingand learning

UNDERPINNING ASSUMPTIONS1231ASSUMPTION 1All learners will return to school from day 1 of the 2021academic year and norm-times as stipulated in the CAPS willbe adhered to for the entire school year;2ASSUMPTION 2Learning losses due to COVID-19 across grades andsubjects will vary from school to school, class to class andeven within classes.3ASSUMPTION 3Each Teacher will have a record of learning losses andDepartmental Heads and Subject Advisors will monitorprogress in learning loss recovery;

UNDERPINNING ASSUMPTIONS445566ASSUMPTION 4All schools will develop & implement school-basedsupport programmes for all grades/years with particularfocus on all the exit grades/years (3, 6, 9 and 12)throughout the three-year period.ASSUMPTION 5All Circulars related to the 2020 ATPs including SBAto be withdrawn and revised to align to the 2021ATPs.ASSUMPTION 6Schools have systems in place to manage thepossibility of a second wave of the pandemic in Q1and Q3 of the 2021

THE DEVELOPMENT OF THE 2021 RECOVERYATPSThe Recovery ATPs are aligned to the: 2021 School calendar Abridged S4 of CAPS Curriculum and assessment principles asprescribed in the CAPS policy for SocialSciences.

PURPOSE To mediate the amendments of the 2021 RecoveryAnnual Teaching Plan including School BasedAssessment for Social Sciences (Geography andHistory), Grade 7-9 for implementation in January2021 as stipulated in Circular S13 of 2020. To ensure teaching proceeds as per the 2021school calendar. To assist teachers with guidedpacing and sequencing of curriculum content andassessment.

PURPOSE (CONTINUED) To enable teachers to cover the essential core content/skills including the fundamentals within the available,amended time. To assist teachers with planning for the different forms ofassessment. To ensure learners are adequately prepared for thesubsequent year/s in terms of content, skills, knowledge,attitudes and values

GEOGRAPHY GRADE 7

CONTENT OVERVIEWGEOGRAPHYTERMGrade 71Map Skills2Volcanoes , earthquakes, and floods3Population growth and change4Natural resources and conservationin South Africa

SUMMARY: CONTENT/TOPICS AMENDEDContent/TopicsI.II.I.Finding home, school andplaces of interest on amap of the local areaUsing a street map to findplaces and describe arouteCase study of a selectedearthquakeII. Earthquakes: Why somecommunities are at higherrisk than othersIII. Floods: Why somecommunities are at higherrisk than othersTerms1AmendmentsI.II.2I.THIS HAS BEEN MERGED WITH: Using an indexand grid to locate places in a street guideTHIS CONTENT HAS BEEN REMOVED AS IT WILLBE COVERED IN THE FOLLOWING WEEK Explaining a route verbally (include estimatingdistances)This has been removed as teachers can includeexamples of earthquakes when teaching the sectionon earthquakeII. This topic has been removed as this content will beincluded when teachers teach Reducing the impactof earthquakesIII. This content can be included in the section: Causes offloods

SUMMARY: CONTENT/TOPICS AMENDEDContent/TopicsTermsAmendmentsI. World population growthII. Improved health care3I.I.4I.Responsible use of water resources agricultural, industrial and domesticusersII. Disappearing wetlands and whyconservation is necessary – casestudyWorld Population Growth should be the main section when teachingthe section on Population Growth. The content to be taught under thissection is:o Pattern of world population growth from 1 AD to present day(interpreting a line graph)o Developments that have affected population growth:i. Widespread illnesses such as HIV and AIDS, tuberculosis,malaria, diarrhoeaii. Pandemics of the past – Must Include COVID19iii. Economic statusiv. Conflict and warsv. Scientific developments – such as the increasedunderstanding and control of disease and infection;vi. improved health careThis has been removed as this component will covered in term 2content: Causes of floodsII. This has been removed as this component will covered inConservation areas (including marine reserves)

INFORMAL ASSESSMENT: SENIOR PHASE Informal assessment is an important aspect of teaching andlearning and should take place frequently, to monitor learners’progress. Informal assessment should be used to provide feedback to thelearners and to inform planning for teaching, but need not berecorded. Learners or teachers can mark these assessment tasks. Learners should read and write regularly, starting with sentencesand paragraphs and building up to extended pieces of work. Informal assessment in the Senior Phase should cater for a rangeof cognitive levels.

AMENDMENTS SCHOOL BASEDASSESSMENT (SBA)

SUMMARY: REVISED PROGRAMME OFASSESSMENTTerm 1Term 2Term 3Term 4Project: Sketch map of alocal area50 marksControlled Test:Term 1: 25 marksTerm 2: 25 marksTest: Term 3 contentControlled TestTerm 3: 25 marksTerm 4: 25 marks

HISTORY GRADE 7

CONTENT OVERVIEWHISTORYTERMGrade 71The Kingdom of Mali and the city of Timbuktu14th century2The Transatlantic slave trade3Colonisation of the Cape 17th -18th centuries4Co –operation and conflict on the frontiers of the Cape Colonyin the early 19th century

TopicSUMMARY: CONTENT/CONCEPTS OMITTEDTermAmendmentsThe kingdom of Mali and the city of Timbuktu 14thcentury1No amendmentsThe Transatlantic slave trade2The following sub-topics/ concepts wereomitted:o The impact of the slave trade on theeconomies of:o West Africao America and Britaino Gains for America and Britain andnegative impact on AfricaColonisation of the Cape 17th – 18th centuries3No amendmentsCo-operation and conflict on the frontiers of theCape Colony in the early 19th century4No amendments

SUMMARY: REVISED PROGRAMME OFASSESSMENT FOR GRADE 7 HISTORYTerm 1Term 2Term 3Term 4Formal Assessment:Formal Assessment:Formal Assessment:End of yearassessment:Test: 50 Marks:Term 1 content Source-basedquestions Paragraph writingJune Controlled Test: 50MarksAssess Term 1 and 2Content ONLY Term 1: 15 marks Term 2: 35 marksTotal Marks: 50 Source-basedquestions Paragraph writingTest: 50 MarksTerm 3 contentSource-basedquestions, paragraphwriting and essaywritingNovember Controlled Test:50 MarksAssess Term 3 and 4Contents ONLYTerm 3 content: 25 marks –source based questions andparagraph writingTerm 4 content: 25 marks –source based questions andessay writing

GRADE 7 SBAGrade 7 HistoryTermContentForm of Assessment1The kingdom of Mali and the city of Timbuktu 14th centuryTest 50 marks(Source-based questions, paragraphwriting)2The Transatlantic slave tradeJune Controlled Test:TOTAL 50 Marks(Source-based questions, paragraphwriting)Assess Term 1 and 2 Content ONLY

GRADE 7 SBAGrade 7 HistoryTermContentForm of Assessment3Colonisation of the Cape 17th – 18th centuries4Co-operation and conflict on the frontiers of the Cape Controlled Test:Term 3 content: 25 marks – sourceColony in the early 19th centuryTest: 50 marksSource-based questions, paragraphwriting and essay writingbased questions and paragraph writingTerm 4 content: 25 marks (Source-based questions and essaywriting)TOTAL MARKS: 50

GEOGRAPHY GRADE 8

CONTENT OVERVIEWGEOGRAPHYTERMGrade 81Map skills2Climate Regions3Settlement4Transport and trade

SUMMARY: CONTENT/TOPICS AMENDEDContent/TopicsMap skillsTermsAmendments1No amendmentsClimate Regions2No amendmentsSettlement3No amendmentsTransport andtrade4No amendments

AMENDMENTS SCHOOL BASEDASSESSMENT (SBA)

SUMMARY: REVISED PROGRAMME OFASSESSMENTTerm 1Term 2Term 3Term 4Test: Map skillsControlled TestProject onsettlementsNovember exam50 Marks25 marks : term 150 marks : term 2Total : 75 marks50 marks50 marks : term 325 marks : term 4Total : 75 marks

GRADE 8 SBA FOR 2021Grade 8 GeographyTermContentForm of Assessment1Map skillsFormal test2Climate Regions(50 marks)Map skills (25 marks)Controlled Test3SettlementsProject4Settlement (50 marks)Transport and trade(25 marks)Controlled Test

SUMMARY: END OF YEAR ASSESSMENTTypes of QuestionsContentMarksSource-based assessmentand paragraph writingSettlement50Transport and trade25TOTAL75

HISTORY GRADE 8

CONTENT OVERVIEWHISTORYTERMGrade 81The Industrial Revolution in Britain and SouthernAfrica2The Mineral Revolution in South Africa3The scramble for Africa4The World War I (1914-1918)

SUMMARY: CONTENT/TOPICS AMENDEDContent/TopicsThe Industrial Revolution inBritain and Southern AfricaThe Mineral Revolution inSouth AfricaTermsAmendments1No amendments2DEEP –LEVEL GOLD MINING ON THEWITWATERSRAND 1886The content/sub topic “Why gold is valuable” andMigrant workers and Mining of gold andconditions underground and how gold is minedwere omitted.NB: The content “The importance of gold” wasdiscussed in Grade 6 on the topic “Mapungubwe, inGrade 7 on Trans Saharan trade and in Grade 8Term 1, the importance of diamond has beenexplained, similarly gold like diamond is important topeople.

SUMMARY: CONTENT/TOPICS AMENDEDContent/TopicsTermsAmendmentsThe Scramble for Africa3The rise of the Ashanti Kingdom and their earlycontact with European traders and explorers.Results of colonisation for Ashanti Kingdom andBritain.(N.B The above content was omitted in the 2020Revised ATP).The content has been brought back asit introduces the topic “The Kingdom of Ashanti “and also explains explicitly the impact ofcolonisation on Ashanti.The World War I (1914 -1918)4World War 1 has been brought back to Grade 8History ATP as it links with topic “The World War IIin Grade 9 (Term 1).

SUMMARY: REVISED PROGRAMME OFASSESSMENTTerm 1Term 2Term 3Term 4Formal Assessment:Test: 50 Marks:The Industrial Revolutionin Britain and SouthernAfrica Source-basedquestions Paragraph writing Essay writing.June Controlled Test:75 MarksAssess Term 1 and 2ContentTerm 1 25 MarksTerm 2 50 Marks . Source-basedquestions Paragraph writing Essay writing.Formal AssessmentTest: 50 MarksAssess Term 3 Content(The scramble for Africa) Source-basedquestions Paragraph writing Essay writing.November ControlledTestAssess Term 3 and 4ContentsTerm 3 50Term 4 25 Source-basedquestions Paragraph Essay writing)

GRADE 8 SBA FOR 2021Grade 8 :HistoryTermContentForm of Assessment1The Industrial Revolution in Britain and SouthernAfricaTest2The Mineral Revolution in South AfricaControlled Test3The Scramble for AfricaTest4World War IControlled Test

SUMMARY: END OF YEAR ASSESSMENTTypes of QuestionsSource-based assessment , paragraphwriting and essay writingContentMarksTerm 3:The Scramble for Africa50Term 4World War I (1914-1918)TOTAL2575

GEOGRAPHY GRADE 9

CONTENT OVERVIEWGEOGRAPHYTERMGrade 91Topographic and orthophoto maps2Development issues3Surface forces that shape the earth4Resource use and sustainability

SUMMARY: CONTENT/TOPICS AMENDEDContent/TopicsTermsAmendmentsMap Skills1No AmendmentsDevelopment Issues2The following sub-topics have been omitted:World map indicating the HDI (Countries ranked by level of high,middle or low development) Differences in development around theword – comparisons of selected countries and regionsSurface forces that shape the Earth3The following sub-topics have been omitted:Sea – features of erosion and deposition associated with associatedwith wave action: the power of wave action and typical landformsMoving ice – features of erosion and deposition associated withglaciated landscapesWind - features of erosion and deposition associated with windResource use and sustainability4The following sub-topics have been amended:Over-fishing OR Over-grazingSustainable fishing OR Sustainable land-use for grazing.Role of consumers – individuals, businesses and governmentsOmitted

AMENDMENTS SCHOOL BASEDASSESSMENT (SBA)

SUMMARY: REVISED PROGRAMME OFASSESSMENTTerm 1Term 2Term 3Term 4Test:Controlled Test.Test:Learners will write atest based on Term 3work only.50 marksControlled Test:The test on map reading,analysis and interpretationis administered, assessedand reported on as part ofFormal Assessment duringTerm 1.50 MarksFormal assessment of75 marks consistingof Term 1(25 marks)and 2 (50 marks)work.Controlled Test:Term 3 (50 marks) andTerm 4 (25 Marks)75 Marks

GRADE 9 SBA FOR 2021Grade 9 GeographyTermContentForm of Assessment1Map SkillsTest2Development (50) Map Skills (25)Controlled Test3Surface Forces that shape the earthTest4Surface forces that shape the earth(50) Resourceuse and sustainability (25)Controlled Test

SUMMARY: END OF YEAR ASSESSMENTTypes of QuestionsContentMarksSource-based, data handling and definition ofconcepts for Term 3 and 4.Forces that shape the earthResource use and sustainability5025TOTAL75

HISTORY GRADE 9

CONTENT OVERVIEWHISTORYTERMGrade 91The causes and outbreak(1919 1945)2The Nuclear Age and The Cold War3Turning points in modern South AfricanHistory since 19484Turning points in South African History1960,1976 and 1990

SUMMARY: CONTENT/TOPICS AMENDEDContent/TopicsWorld War IITerms1Amendment The Nuclear Age and ColdWar2 Grade 8 Term 4 work is included briefly (week 1 & 2).Chronological sequence of events (timeline). It serves a link andintroduction to World War II (1919 – 1945)The following content has been omitted:o Failures of democracy in Weimar Republico Sophie Scholl and White Rose movemento Dietrich Bonhoeffer and Confessing Churcho Japan expansion and atrocities in ChinaWorld War II in the Pacific has been moved to week 1 of Term 2.World War II in the Pacific is included. It serves as a link betweenWorld War II and the Nuclear AgeThe details of Arms race and Space race have been omitted. It willbe dealt with in details in grade 11.Focus should be on brief definition and explanation of Arms raceand Space race.

SUMMARY: CONTENT/TOPICS AMENDEDContent/TopicsTurning points in modernSouth African historysince 1948Terms3Amendment ooo oo4Turning points in SouthAfrican history 1960, 1976and 1990The following content has been omitted:Human evolution and common ancestry has been removed (in-depth details willbe covered in grade 11)Racial segregation before apartheid has been removed (in-depth details will becovered in grade 11)Case study: Bantustans – Forced removal – People of Mogopa toBophuthatswanaIntroduction, guidelines and criteria for Oral History and research projectincluded in week 1The following content from Term 4 is included:1960: Formation of PAC 1959Sharpeville massacreThe following content removed to Term 3:o 1960: Formation of PAC 1959o Sharpeville massacre End of Cold war – removed (in-depth details will be covered in grade 12) Choice: Brief biographies of Helen Joseph OR Lillian Ngoyi (role inresistance to apartheid)

SUMMARY: REVISED PROGRAMME OFASSESSMENT FOR GRADE 9 HISTORYTerm 1Term 2Term 3Term 4Formal Assessment:Formal Assessment:Formal Assessment:End of yearassessment:Test: 50 Marks:June Controlled Test: 75MarksWorld War II: The CausesAssess Term 1 and 2and outbreak (1919 – 1945) Content ONLY World War II Source-basedTotal for Term 1 questions25 Marks Paragraph writing The Nuclear Age and the Essay writing worthCold War (1945-1990) This10 Marks.will include ParagraphNB. Source-based,writing and 1 Essay worth 8paragraph and essayMarks.writing also in terms 2Total Marks for Term 2 and 450 MarksAssess ALL Skills taughtAssess ALL Skills taughtthus far.thus far.Project 50 MarksTurning points in modernSouth Africanhistory since 1948 and1950sHow apartheid affectedpeople’s lives and howpeople responded:Research any apartheid lawand interview a person whowas affected by that law anddetermine how he or sheresponded.Refer to the Guidesupplied.November ControlledTest: 75 MarksAssess Term 3 and 4Contents ONLYTurning points in modern SouthAfricanhistory since 1948 and 1950s 50 MarksTurning points in modernSouth African history 1960,1976 and 1994. 25 MarksAssess ALL Skills taughtthus far.

GRADE 9 SBA FOR 2021Grade 9 HistoryTermContentForm of Assessment1World War II (1919 – 1945)Test 50 marks(Source-based questions, paragraphand essay writing)2World War 11 (1919 – 1945) and the Nuclear Age andCold WarJune Controlled Test:TOTAL 75 Marks(Source-based questions, paragraphand essay writing)Assess Term 1 and 2 Content ONLYAssess ALL Skills taught thus far.

GRADE 9 SBA FOR 2021Grade 9 HistoryTermContentForm of Assessment3Turning points in modern South African History, since1948Oral History and research projectTOTAL: 50 marks4Turning points in South African History 1960, 1976 and1990November Controlled Test: TOTAL:75 Marks(Source-based questions, paragraphand essay writing)Assess Term 3 and 4 Contents ONLYAssess ALL Skills taught thus far.

SUMMARY: END OF YEAR ASSESSMENTGrade 9 HistoryTypes of questionsSource-based, paragraph and essaywritingContentMarksTerm 3:Turning points in modern South African History, since194850Term 4:Turning points in South African History 1960, 1976and 199025

COGNITIVE LEVELS Assessment should cater for a range of cognitivelevels:Cognitive levelPercentageLower order: knowledge and recall30Middle order: comprehension and application50Higher order: evaluation and synthesis20

ASSESSMENT GUIDELINES FOR PARAGRAPHWRITING: GEOGRAPHY & HISTORY Paragraph questions in Grade 7 should be allocated a total of 5marks.

ASSESSMENT GUIDELINES FOR PARAGRAPHQUESTIONS: GEOGRAPHY & HISTORY Assessment guidelines for paragraph questions in Grade 8-9 Paragraph questions in Grades 8-9 should be allocated a total of 8marks.Level 1 Uses evidence in an elementary manner e.g. shows little orMarks: 0-2no understanding. Uses evidence partially to report on topic or cannot report ontopic.Level 2 Evidence is mostly relevant and relates to a great extent to thetopic. Uses evidence in a very basic manner.Marks: 3-5Level 3 Uses relevant evidence e.g. demonstrates a thoroughunderstanding Uses evidence very effectively in an organised paragraph thatshows an understanding of the topic.Marks: 6-8

Paragraphs should be structured asfollows:–Topic sentence–The main point/s–The concluding sentence

ESSAY WRITING IN HISTORY Introduce Essay writing at the beginning of the Term 2 in Grade 7. Essays must have a formal structure that includes an introductio

Annual Teaching Plan including School Based Assessment for . Social Sciences (Geography and History), Grade 7-9 for implementation in January 2021 as stipulated in Circular S13 of 2020. To ensure teaching proceeds as per the 2021 school calendar. To assist teachers with . guided pacing and sequencing. of curriculum content and assessment.

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