NATIONAL SENIOR CERTIFICATE FOR ADULTS
NQF LEVEL 4
DRAFT SUBJECT STATEMENT
HUMAN AND SOCIAL SCIENCES
SOCIAL SCIENCE
Table of Contents
1.
Introduction ............................................................................................................................................... 3
2.
Exit Level Outcomes ................................................................................................................................... 3
3.
HISTORY ..................................................................................................................................................... 3
4.
3.1
What is History? ................................................................................................................................. 3
3.2
Specific Aims of History...................................................................................................................... 3
3.3
Assessment Objectives....................................................................................................................... 4
3.4
Scheme of Assessment ...................................................................................................................... 4
3.5
Content Structure .............................................................................................................................. 5
3.6
Subject Content.................................................................................................................................. 6
GEOGRAPHY ............................................................................................................................................... 9
4.1
What is Geography? ........................................................................................................................... 9
4.2
Specific Aims of Geography ............................................................................................................... 9
4.3
Assessment Objectives....................................................................................................................... 9
4.3.1
Knowledge.................................................................................................................................. 9
4.3.2
Skills..........................................................................................................................................10
4.3.3
Attitude and Values..................................................................................................................10
4.4
Content Structure ............................................................................................................................10
4.5
Subject Content................................................................................................................................11
4.6
Scheme of Assessment ....................................................................................................................22
GLOSSARY OF TERMS USED IN HUMAN AND SOCIAL SCIENCE PAPERS ..........................................................24
2
1. Introduction
Social Science aims to introduce learners to a world beyond their everyday realities and
couple the vast content of Social Science with the unique field of adult basic education. It
provides them with the skills, knowledge and understanding of the world around them.
They are trained to observe, speculate, debate, and make connections, select, prioritise
and persist in tackling real and important issues. It aims to enhance the learners’
understanding of a culturally diverse, democratic society in an interdependent world.
The subject of Social Science consists of History and Geography. Both History and
Geography will be assessed at the end of the year. Although the two disciplines are kept
separate, this curriculum is designed to complement the knowledge outlined in each.
There will be a separate exit examination for both and the results will be combined for a
Social Science result.
2. Exit Level Outcomes

Understand and use specific Social Science knowledge.

Know and apply specific Social Science skills.

Understand, adopt and apply the values related to Social Science.

Fostering empathy, fairness and tolerance.
3. HISTORY
3.1
What is History?
History is the study of change and development in society over time. The study of history
enables people to understand and evaluate how past human action has an impact on the
present and how it influences the future. To study history is to study the patterns and
particularities affecting the forces of continuity and change in the human experience. By
developing the skills to reconstruct and identify the forces that have historically influenced
these dynamics, the learner is better able to make informed decisions and predictions
about the present and future.
3.2
Specific Aims of History
The specific aims of History are to create:

an interest in and enjoyment of the study of the past;

knowledge, understanding and appreciation of the past and the forces that shape it;

the ability to undertake a process of historical enquiry based on skills;
3

3.3

an understanding of historical concepts, including historical sources and evidence
future. History is about learning how to think about the past, and by implication the
present, in a disciplined way. History is a process of enquiry. It is about how to think
analytically about the stories people tell us about the past and how we internalise
that information.
Assessment Objectives
Deploy Knowledge
Recall, select, organise and use historical knowledge in context;

Construct Explanation and Communicate Historical Knowledge
Understanding of the past through explanation and analysis of key concepts:
causation, consequence, continuity, change and significance within a historical
context;
Key features are characteristics of the periods studied and the relationship between
them; and the ability to evaluate causation and historical significance to arrive at a
reasoned conclusion.

Interpret and Evaluate Source Materials
How aspects of the past have been interpreted and represented in different ways
through:
 comprehending and extracting relevant information;
 drawing inferences from given information;
 comparing and contrasting different views distinguishing between facts, opinion
and judgement;
 recognising values and detecting bias;
 establishing utility of given information; and
 drawing conclusions based on a reasoned consideration of evidence and
arguments.
3.4
Scheme of Assessment
Candidates are required to enter for Papers 1 and 2.
Paper 1:
Source-Based Questions (1.5 hours, 100 marks) consisting of Two compulsory
source based questions of 50 marks each.
Paper 2: Essay Questions (1.5 hours, 100 marks) consisting of Four questions from Two
themes. Candidates must answer One question from each theme of 50 marks
each.
Each paper must cater for a range of cognitive range and abilities of the candidates.
The weighting of the cognitive skills must be as follows:
 Low order cognitive levels- knowledge / extraction / selection
30%
 Middle order cognitive levels- interpretation / analysis / comparison
40%
4
 High order cognitive levels- evaluation / compare and contrast
3.5
30%
Content Structure
Allocation of themes and content per question paper:
Themes for Source-Based questions:
 Cold War in Europe
 Civil Resistance in South Africa 1970s-1980s
Themes for Essay questions:
 Independent Africa
 Coming of Democracy to South Africa
THEMES
CONTENT
1.
1.1
Origins of Cold War
1.2
USSR and USA creating spheres of interest
1.2.1
Truman Doctrine; Marshall Plan
1.2.2
Berlin Crises
1.2.3
NATO and Warsaw Pact
1.2.4
Cold War in 1970s and 1980s
2.1
Realization of independence
2.2
The successes and challenges
2.2.1
Political
2.2.2
Economic
2.2.3
Social and Cultural
3.1
Introduction: Apartheid in 1960
3.2
Black Consciousness
3.3
1976 Soweto uprising
3.4
Trade union movement
3.5
Tri- cameral parliament
3.6
Reaction- internal and external
4.1
Negotiations 1990-1994
4.2
Government of National Unity
4.3
Truth and Reconciliation Commission
2.
3.
4.
Cold War in Europe
Independent Africa
Civil Resistance in South Africa
1970s- 1980s
Coming of Democracy to South Africa
5
3.6
Subject Content
THEME 1: Cold War in Europe
How did the Cold War period shape international relations after the Second
World War?
After the Second World War, there was a struggle between two the world powers.
Why was it called the ‘Cold’ War? The reason lies in the development and threat of
new deadlier weapons of nuclear technology that prevented outright open warfare.
The Cold War was characterised by conflict through proxy wars, the manipulation
of more vulnerable states through extensive military and financial aid, espionage,
propaganda, rivalry over technological, and space and nuclear races, and sport.
The following is to be covered in this topic:
• End of World War II (introduction) - why did a Cold War develop?
• USSR and USA and the creation of spheres of interest:
-- installation of Soviet-friendly governments in satellite states;
-- USA’s policy of containment: Truman Doctrine and Marshall Plan;
-- Berlin Crises from 1949 to 1961 (broad understanding of the crises);
-- opposing military alliances: NATO and Warsaw Pact (broadly); and
• who was to blame for the Cold War? (interpretation; differing points of view)
THEME 2: Independent Africa
How was independence realised in Africa in the 1960s and 1970s?
The focus is on the political, economic, social and cultural successes and
challenges that countries faced in Africa after independence.
The following is to be covered in this topic:
The successes and challenges faced by independent Africa?
• The kind of states that emerged - their aims and visions (political ideologies);
• Political including:
-- types of leaders: Lumumba, Mobuto Sese Seko, Nyerere (What are the qualities of a
good leader?);
-- legacies of colonialism;
-- types of government; and
-- political stability and instability;
• Economic including:
-- types of economies (as third world countries)
• Social and cultural including:
-- benefits of independence;
-- education; and
-- Africanisation.
6
Theme 3: Civil Resistance in South Africa 1970s- 1980s
What was the nature of the civil society resistance after the 1960s?
The focus is on increased oppression by government and civil resistance against the
oppression. Black Consciousness, Soweto uprising and development of trade unionism
are used as examples of the civil resistance of 1970s. Tri-cameral parliament as a failed
reformed measure in the 1980s and internal and external rejection of Botha’s reforms.
The following is to be covered in this topic:
Introduction (not for exam purposes)
• Nature of the Apartheid state in the 1960s; and
• Opposition - underground, in prison and in exile.
The challenge of Black Consciousness
• The nature and aims of Black Consciousness;
• The role of Steve Biko with the emphasis on his ideas and writing (personal complexes
are confining; people empower themselves);
• Black Consciousness Movement (BCM);
• Black Consciousness was at first perceived by the government as in accord with
Apartheid theories of ‘own affairs’; the challenge posed by the ideas of Black
Consciousness to the state.
The 1976 Soweto uprising (causes and influences by Black Consciousness thinking);
and
• The legacy of Black Consciousness on South African politics.
Labour movements
Growing power of trade union movement from 1973 - black workers rediscover their power
of labour; rapidly growing membership; political membership; political alliance formed with
communities and liberation movements.
Response to Botha’s ‘reforms’ - Tri-cameral parliament, new methods of mobilisation;
labour’s ‘rolling mass action’; mass civic action to make the country ungovernable (role of
civics, UDF, Mass Democratic Movement, End Conscription Campaign and Black Sash)
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Theme 4: Coming of Democracy to South Africa
How did South Africa emerge as a democracy from the crises of the 1990s, and
how did South Africans come to terms with the Apartheid past?
This topic focuses on the debates around the negotiating process between the ANC
and the government; the stalemate in the struggle (in the context of the end of the Cold
War); the compromises made on both sides; the need for reconciliation; the context of
violence that threatened the negotiating process and the success of the negotiations,
which was not the work of one person but rather a team effort on both sides. It
concludes with the choices made in the process of coming to terms with the past, and
includes investigating:
• why SA chose the TRC process and
• a consideration of its alternatives.
The following is to be covered in this topic:
The negotiated settlement and Government of National Unity
• The beginning of the solution: secret negotiations with the ANC-in-exile and negotiations
with Mandela; 1989 to 1991: unbanning of organisations; release of political prisoners;
release of Mandela; debates around negotiations, including talks about talks and Chris
Hani’s objection to the talks; CODESA I; the role of the labour movement in negotiations;
and the ANC giving up the armed struggle;
• Breakdown of negotiations: ‘Whites only’ referendum - De Klerk solution; violence in the
1990s and debates around the violence; CODESA breaks down; Record of
Understanding; Joe Slovo and the Sunset Clause;
• Multi-party negotiation process resumes: formal multi-party negotiation resumed; murder
of Chris Hani; significance to the process; date of elections set;
• Ongoing violence: attempts to derail negotiations flares up after agreements are
reached; AWB invasion of World Trade Centre; St James Massacre; killing at the
Heidelberg Tavern;
• Final road to democracy in 1994: violence again; fall of Mangope and Gqozo and the
Bophuthatswana shootings; Inkatha Freedom Party March to Shell House and Shell
House Massacre; the Constitution and the Bill of Rights; Freedom Front and IFP join
elections; 27 April elections and the Government of National Unity.
How has South Africa chosen to remember the past?
This section includes:
The Truth and Reconciliation Commission
• Reasons for the TRC;
• Various forms of justice: retributive justice and the Nuremberg trials in post- War
Germany; restorative justice and the TRC hearings;
• The debates concerning the TRC:
-- positive aspects: TRC as an instrument of reconciliation;
-- amnesty provisions and problems with amnesty;
-- focus on human rights of 1980s and ignoring institutional violence and the human rights
abuses of Apartheid; and
-- reparations; and
• responses of political parties and reasons for the responses to the TRC and the final
report of the TRC: National Party, Inkatha Freedom Party and African National Congress
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4. GEOGRAPHY
4.1
What is Geography?
Geography is the study of human and physical environments. The subject combines
topics related to physical and human processes over space and time. It helps us to
understand our interconnectedness among groups of people, and between people and
their environment. The main branches are physical and human geography.
Physical geography examines natural processes and features including the atmosphere
landforms and ecosystems. Human geography investigates the activities and impacts of
people on the earth.
4.2
Specific Aims of Geography
The specific aims of Geography are:

acquiring the ability to interpret the distribution and processes of physical
human phenomena

an understanding of the dynamic interrelationship between physical and human
world

locating places and the relationship between them according to scale

transferring skills from the symbolic to the verbal and vice versa

implementing literacy, oracy, numeracy and graphical skills

promoting the use of Geographical Information Systems

committing to sustainable development

creating an awareness of development in the world with the inequalities
and
Geographical education also contributes to the development of personal and social
competence.
4.3
Assessment Objectives
4.3.1 Knowledge
Candidates should demonstrate knowledge of:

geographical facts, concepts, processes, interactions, principles, theories and
trends

components of physical and human environment

spatial patterns of physical and human phenomena; and

physical and human relationships at local, regional and global scale
9
4.3.2 Skills
Candidates should be able to:

use and apply geographical knowledge and understanding to interpret and
evaluate geographical data

interpret maps, tables graphs and photographs

organise and present information in a coherent manner
4.3.3 Attitude and Values
Candidates should be able to:
4.4

show a concern for the sustainable and fair use of resources for the benefit of all

a sense of fairness, sustainability and equality

make judgements, recommendations and take decisions
Content Structure
FOUR geography topics are to be studied in the syllabus.
Geographical skills and techniques should be integrated into these topics:

Climate and weather- cyclones and local climates

Geomorphology – rocks and landforms: drainage systems and fluvial processes

Settlements- rural and urban

Economic geography of South Africa
Each of the above topics is allocated a specific number of teaching hours. The time is
merely a guide but does however illustrate the weighting for each topic in the context of
the syllabus. It is also recommended that learners should do some field work if time
permits. Because of time and physical constraints this will have to be done outside
teaching time.
10
4.5
Subject Content
Geographical skills and techniques:

Using atlases

Fieldwork
Geomorphology – rocks and landforms: drainage systems and fluvial processes
Settlements- rural and urban
Economic geography of South Africa
Climate and weather- cyclones and local climates
Overview
The section teaches the candidates skills required in geography. It must be integrated with
content and will be written in Paper 2.
Content
Objectives
Students should be
able to:
Concepts and
generalisations
Suggested
methods
GENERAL GEOGRAPHIC TECHNIQUES
READING, ANALYSIS AND INTERPRETATION OF MAPS
Types and functions of
maps
Identify the different
types of maps
Maps, topographic
maps, orthophotos
maps, relief maps,
thematic maps
Use of a variety
maps
Scale
Compare the scale of
the topo and
othophoto map
Orientation, comparing,
recognition
Use of a variety
maps with different
scales
Conventional signs
Read maps using
conventional signs
Reading, recognising
Use a variety of
maps
Direction, bearing, true
north, magnetic north,
magnetic bearing
Exercises using
topographic maps
Read using
information from the
key
Direction and bearing
Explain true bearing
Determine direction
using compass points
Measure true bearing
Measure magnetic
declination and
11
magnetic bearing
Area
Measure and
calculate surface
area
Surface area
Use of models and
topographic maps
Grid reference
Locate features of the
given the grid
reference
Latitude, longitude
Use of models and
topographic maps
Contours and
landforms
Recognise contour
patterns and features
on a map
Contour, contour
interval
Use of models and
topographic maps
Gradient
Calculate gradient
Slope, gradient, ratio,
vertical interval,
horizontal distance
Use of models and
topographic maps
Cross section and
intervisibility
Draw a cross section
Cross section, relief
Use of models and
topographic maps
Vertical exaggeration
Calculate vertical
exaggeration
Vertical exaggeration,
horizontal scale, vertical
scale
Use of models and
topographic maps
Reading, analysis and
interpretation of 1:50
000 topographical
maps and 1:10 000
orthophoto maps of
South Africa
Identify physical and
cultural features
Topographic map,
orthophoto map
Reading, analysis
and interpretation
of maps and photo
Determine the
visibility of a feature
from a given point
Identify and explain
the formation of
landforms studied in
geomorphology
Determine the
direction of river flow
Use of tone,
texture and
shadow in the
interpretation of
photos
Identify and explain
the variation in land
use activities in the
mapped areas
Describe the
economic importance
of a mapped area
with reference to
types of farming and
settlement patterns
12
Geographic
Information Systems
Define concepts
GIS, software,
Use of models and
hardware, data,
topographic maps
Describe components database, procedure,
of GIS
people, lines, point,
polygon, remote
Identify line, point,
and polygon features sensing, raster data,
vector data, spatial data,
on a map
attribute data, spatial
Identify raster and
resolution, spectral
vector data on a map resolution
Describe how remote
sensing works
Determine how GIS is Buffering, data
used by government
manipulation
and private sector
Use of models and
topographic maps
Overview
The section consists of basic content required by a geography learner for Paper 1. Topics are
to be integrated with map work.
Content
Objectives
Students should be
able to:
Concepts and
generalisations
Suggested
methods
1. CLIMATOLOGY
1.1 MID LATITUDE CYCLONES AND TROPICAL CYCLONES
Mid latitude cyclonesgeneral characteristics;
conditions necessary for
formation ;
stages of development;
weather patterns
associated with warm and
cold fronts; impact of MLD
Cs on human activities and
the environment. Reading
and interpreting satellite
images and synoptic
weather maps
Describe general
characteristics and
conditions for
formation of the
mid-latitude cyclone
Explain the growth
and decay of a midlatitude cyclone
Cyclonic circulation,
air mass (Tropical
and polar), front,
stationary front, polar
front, warm sector,
occlusion, family of
cyclones
Integrate with
synoptic and
satellite images
Use audio and
visual material
where available
Describe and
explain weather
changes associated
with warm and cold
fronts
Evaluate the impact
13
of MLD on human
activities and the
environment in
South Africa
Identify MLDCs on
synoptic weather
maps/ satellite
images
Tropical cyclones- general
characteristics; conditions
necessary for formation ;
stages of development;
weather patterns
associated with tropical
cyclones; impact of tropical
cyclones on human
activities and the
environment. Strategies
that help prepare for and
mange the effects of
tropical cyclones Reading
and interpreting satellite
images and synoptic
weather maps
Describe general
characteristics of
tropical cyclone
List and explain
preconditions for
the development of
a tropical cyclone
Surface
convergence, and
upper air divergence,
latent heat of
condensation,
coriolis force,
vortex, eye, vorticity
Integrate with
synoptic and
satellite images
Anti cyclone:
subsidence,
divergence,
advection, ridging,
upper air inversion
stable air
Intergrate with
synoptic and
satellite images
Use audio and
visual material
where available
Explain the stages
of a tropical cyclone
Describe and
explain the weather
patterns associated
with tropical
cyclones evaluate
the impact of
tropical cyclones on
human activities
and the
environment
Suggest strategies
that help prepare for
and manage the
effects of tropical
cyclones.
1.2 WEATHER AND CLIMATIC EXPLANATIONS
1.2.1 Subtropical
anticyclones and
associated weather
conditions
Identify and
describe location of
subtropical
anticyclones that
affect South Africa
Describe general
characteristics of
anti cyclonic
circulation around
South Africa
Use audio and
visual material
where available
Cyclone:
convergence, uplift,
trough, cut off low,
unstable air
14
Explain the
influence of anti
cyclonic circulation
on weather and
climate with
reference to the
following: South
Atlantic High, South
Indian High and
Continental High
Berg wind: offshore
wind, onshore wind,
coastal low
Air mass: polar
tropical
Explain the
influence of
travelling
disturbances in
South Africa with
reference to the
following : moisture
front, coastal lows
and berg winds
Read and explain
synoptic charts
1.2.2 Valley climates
Explain the concept
micro climate
Explain the effect of
aspect on
temperature
Explain the effect of
local air movement
on temperatures in
valleys
Micro climate,
aspect, anabatic
wind, katabatic wind,
temperature
inversion, thermal
belt, frost pocket,
radiation fog
Use models,
sketches and do
fieldwork where
possible
City climate, heat
island, pollution
dome, inversion,
country breeze
Use models,
sketches and do
fieldwork where
possible
Explain the effect of
valley climates on
human activities
1.2.3 Urban climates
Define and explain
the concepts ‘heat
island’ and ‘pollution
dome’
Describe and
explain causes and
effects of heat
island and pollution
dome
15
Explain reasons for
the differences
between rural and
urban climates
Discuss strategies
to reduce the
effects of urban
heat islands.
2.GEOMORPHOLOGY
2.1 Rock types
Identify and
describe igneous,
sedimentary and
metamorphic rocks
Igneous rock ,
sedimentary
metamorphic
Displays, media
State their
significance
2.2 Landforms associated with
2.2.1 Horizontal strata
Describe the term
‘horizontal strata’
explain the
formation and
characteristics of
plateau, cap rock,
mesa, butte, conical
hill
Horizontal strata,
plateau, cap rock,
mesa, butte, conical
hill mass wasting,
back wasting
Use topographic
and orthophoto
maps
2.2.2 Inclined strata
Explain the term
‘inclined strata
Inclined strata,
cuesta, scarp slope,
dip slope
Use topographic
and orthophoto
maps
Massive igneous,
batholiths, lopolith
dome, exfoliation
Use topographic
and orthophoto
maps
Describe the
characteristics of
cuestas
2.2.3 Massive strata
Describe the term
massive intrusive
igneous rocks
State the main
characteristics of
domes
2.3 Drainage systems in
Define drainage
basin, drainage
drainage basin,
Use models and
catchment area, river
16
South Africa
sketches
Identify the above
concepts on maps
and and
photographs
system, watershed,
tributary, river
mouth, source,
confluence,
water table, surface
run-off and
groundwater
Identify and
describe types of
rivers
Permanent river,
episodic river, exotic
river
Use models,
topographic maps
and sketches
Identify and
describe the
reasons for the
development of the
following drainage
patterns: dendritic,
trellis, rectangular,
radial, centripetal,
deranged and
parallel;
dendritic, trellis,
Use models,
rectangular, radial,
topographic maps
centripetal, deranged and sketches
and parallel;
Identify and
describe transverse
profile; longitudinal
profile
transverse profile;
longitudinal profile,
graded profile,
ungraded profile,
temporary base
level,
ultimate/permanent
base level, knick
point
Use models,
sketches and do
fieldwork where
possible
Rural settlement
Use maps,
photograph and
diagrams
pattern, watershed,
confluence
2.4 Fluvial processes
2.4.1 River profiles
Identify and
describe reasons
for graded and
ungraded profile
their relationship to
different stages of
a river
3.SETTLEMENT GEOGRAPHY
3.1 RURAL SETTLEMENT
3.1.1 Definition and
function
Define rural
settlement in terms
of function
17
3.1.2 Types: Nucleated
and dispersed
3.1.3 Factors influencing
site, situation and form
Identify and
describe a
nucleated rural
settlement identify
and describe a
dispersed rural
settlement
Nucleated rural
settlement
Distinguish between
site and situation
Site, situation, form
Use maps,
photograph and
diagrams
Depopulation push
and pull factors
Use maps,
photograph and
diagrams
Urbanisation, urban
growth, urban
expansion
Use maps,
photograph and
graphs
Site, situation, trade
and transport, break
of bulk points,
specialised cities,
junction towns and
gateway towns or
gap towns.
Integrate map,
photograph and
diagrams
Dispersed rural
settlement
Explain factors
influencing site and
situation
Use maps,
photograph and
diagrams
Explain factors
influencing the form
of rural settlement
3.1.4 Depopulation of rural
areas
Explain the main
reasons for rural
depopulation
Describe the
consequences of
rural depopulation
to rural areas
3.2 Urban settlement
3.2.1 Processes and
characteristics of
urbanisation
Describe the
process of
urbanisation, urban
growth, urban
expansion
Discuss the rate of
urbanisation using
selected countries
3.2.2Factors influencing
site, situation and situation
Describe terms site,
function and
situation of urban
settlements
3.3 Land use and urban morphology
18
3.3.1 Land use zones
(including the rural-urban
fringe)
Identify and explain
different land use in
an urban settlement
Identify and explain
the characteristics
of each land use
zone
Outline the basic
principles of the
models of urban
structure
Land use zones,
Central Business
District, downtown,
transition zone,
residential zone,
industrial zone, rural
urban fringe,
concentric sector,
multiple nuclei, third
world city, western
city, South African
city
Use topographic
maps, photograph
and diagrams
Central place,
spheres of influence,
threshold population,
range
Map reading and
case studies
Urban morphology,
street pattern, grid
iron regular street
pattern, irregular
street patter, radial
street pattern
Use of topo maps
and photographs
Pollution ( air, noise,
water, land),
congestion, urban
sprawl, urban blight
Use of photographs
Primary, secondary,
tertiary and
quaternary activities
Use graphs and
reports
Apply urban models
to selected cities
3.3.2 Distribution of urban
centres
Explain concepts
listed
Apply concepts to
local examples
3.4 Urban morphology
- Define urban
morphology
- Identify and
describe elements
of urban
morphology
- Describe
factors responsible
for changes in
street patterns,
shapes, and profile
3.5 Urban problems and
solutions
- Describe impact of
problems on the
urban settlements
4.Economic Geography of South
Africa
4.1 Structure of the
Economy
Classify economic
activities according
to the four different
types Describe and
evaluate the
contribution made
by economic
activities to the
GDP
Gross Domestic
Product
19
4.2 Primary Activities
4.2.1 The role of
agriculture with regard
to factors that promote
or hinder development
Explain factors
favouring and
hindering agriculture
Evaluate the changing
contribution made by
the agricultural sector
to the economy of SA.
Subsistence farming,
commercial farming,
small scale farming,
large scale farming
Use graphs, reports
and case studies
Explain problems and
possible solutions
Explain the
importance of food
security in SA
4.2.2 The role of mining
with regard to factors
that promote or hinder
development
Explain factors
favouring and
hindering mining
Use graphs, reports
and case studies
Evaluate the changing
contribution made by
the mining sector to
the economy of SA.
Explain problems and
possible solutions
Secondary Activities
4.2.3 Gauteng (PWV)
and one other industrial
region: DurbanPinetown, Port
Elizabeth-Uitenhage,
South-western Cape
Locate the major
industrial regions on a
map
Identify the dominant
industries in the
regions
Core area,
infrastructure, heavy,
light, raw material
orientated, market
orientated, footloose
industries, ubiquitous
industries and bridge
(break of bulk point)
industries
Use graphs, reports
and case studies
Compare the PWV
with other selected
region
Account for the
development of the
Gauteng (PWV) as a
major industrial area
Describe the
Gauteng’s (PWV’s)
importance to the
South African
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economy
Describe the
challenges and
suggest possible
solutions with
reference to Gauteng
(PWV)
Apply the same
objectives to the other
selected region
4.3 Tertiary Activities
4.3.1The position of
South Africa in the world
trade system
Describe South
Africa’s position with
regard to world trade
Describe the
importance of world
trade to South Africa
Explain factors
affecting SA trade with
Africa and the rest of
the world
World trade, export,
import, balance of
payments, balance
of trade,
Use statistics and
graphs
Case studies
Globalisation,
Multinational
companies
Explain the
significance of the
balance of payments
and balance of trade
to the economy
4.3.2 Economic
development
Define centralisation
and decentralisation
Explain problems
associated with
centralisation
Describe apartheid
and post apartheid
industrial development
strategies
Centralisation,
agglomeration,
decentralisation,
growth point,
Reconstruction and
development
Programme
Case studies
Informal sector
Case studies
Explain the concept
and distribution of
Industrial
Development Zones
(IDZs)
4.3.3 Informal Sector
Define the concept
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‘informal sector’
Describe
characteristics of
informal sector
employment
Explain challenges
facing informal sector
in South Africa
4.6
Scheme of Assessment
The examinations consist of two papers. Paper 1 and Paper 2 are to be taken at separate
sittings. Each paper must cater for a range of cognitive range and abilities of the
candidates.
The weighting of the cognitive skills must be as follows:

Low order cognitive levels-knowledge / remembering
30%

Middle order cognitive levels- application and understanding
40%

High order cognitive levels- analysis , evaluating and creating 30%
Theory: Paper 1
Marks : 150
Questions will range from short
Time: 2 hours
objective type questions to those
requiring application and understanding All questions are compulsory
analysis, synthesis and evaluation.
Section: A
Geographical issues-covers all topics in
the syllabus in an integrated thematic
issue based manner. Map work skills
may be included.
50
Section B :
Climate weather and geomorphology.
This question will examine topics from
climatology and geomorphology.
Candidates may be given the option to
use examples from case study material
covered during their preparation.
50
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Section C :
Settlement (rural and urban) and
economic geography .This question will
examine topics from settlement and
economic geography. Candidates may
be given the option to use examples
from case study material covered during
their preparation.
50
Geographical skills and techniques:
Paper 2
Marks 100
Time:1.5 hours
All questions are compulsory. These
questions must be answered on the
question paper
Question 1: Multiple choice.
20
Question 2: Map calculations.
20
Question 3: Analysis and interpretation
of a topographic map and a photograph
and application of theory.
40
Question 4: Geographical Information
System.
20
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GLOSSARY OF TERMS USED IN HUMAN AND SOCIAL SCIENCE
PAPERS
Action verb
What is expected of the candidate in
order to gain marks
Account for
Give reasons for/Suggest reasons
for/How might
Assess
 Using all the known facts about the
situation
 Decide on the significance, value or
quality of known facts after carefully
weighing the good and bad features
 Weigh the merits and
disadvantages of the position taken
Calculate
 Provide a numerical answer
 Show the working especially if two
or more steps are involved
Compare
 Provide a point by point account of
the similarities and differences
between two sets of information or
two areas
 Must use comparative adjectives
(e.g. larger than, smaller than, more
steep than, less gentle than)
 Question may also be written as
‘List/State/Describe etc. the
similarities and differences between
Contrast
 Identify clearly the point(s) of
difference
 Must use comparative adjectives
(e.g. larger than, smaller than, more
steep than, less gentle than)
 Question may also be written as
‘How are … different?’
Define
 Give a relatively short answer,
usually two or three sentences, with
a precise definition/meaning of a
term
 Give an example where helpful
 Question may also be written as
‘State/Explain the meaning of’ or
‘What is meant by’
Describe
Give a written factual account of the
distinctive features of an item
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Discuss
Give a thorough description from
different points of view
Draw
 Make a sketch of a geographical
form include labels to the diagram
 Question may be written as ‘Using a
diagram’ or ‘Illustrate with a sketch’
Explain
 Give a statement as to why
something occurs
 Show an ability to know or
understand why or how something
happens
Evaluate
See ‘Assess’
How
Prove/demonstrate/show (depending
on question) in what way/to what
extent/for what reason/by what means
or method
Identify/ Give
Give the details or characteristics of
something/to name or point out.
Justify
Give an explanation why something is
chosen or why it is done in a particular
manner or why a particular
position/stand is taken
Place specific names or details to an
illustrative technique
Identify or name a number of specific
features to meet a particular purpose
Label/Insert
List
Locate
Find the place
Match
Connect similar things or things that
belong together.
Name
State something, to give; to mention.
Outline
A general explanation or description of
something.
Predict
Use your own knowledge and
understanding along with information
provided to state what might happen
next
State
Say something, to write something
down.
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Study
Examine closely, pay special attention
to, look carefully at and interpret
Suggest
 Write down ideas on, or knowledge
of a particular feature
 Propose or put forward ideas for
consideration
 Give an explanatory statement
referring to particular feature or
features if question is ‘Suggest why’
or ‘Suggest reasons for’
Why
Provide the cause or reason
26