SUGGESTED PLANNING of TEACHING and ASSESSMENT
TERM 1 48days
CAPS coverage
Topic, concepts, skills and
values
Resources (other than textbook
to enhance learning
Informal assessm; remediation
SBA (Formal Assessment)
TERM 2 54 days
CAPS coverage
Topic, concepts, skills and
values
Britain, diamond mining and increasing labour
Requisite pre-knowledge
control and land expansionism
Use a variety of sources i.e. pictures, written oral (stories and interviews) sources which should be properly contextualised and reference to enable learners to extract the relevant information.
Resource (other than
Use the following categories of enquiry during teaching, learning and assessment. Multi perceptivity/ different perspectives)/cause and effect - what were the causes/ effect/Change and continuity (what has changed/ remained
textbook)to enhance learning
the same)/Turning points (how did it transform lives)/Using the past (what can we learn from it/ Through their eyes (how did people in their past view their world?). Practice source – based and paragraph and essay writing. All
Informal assessmt remediation
the relevant essay writing questions are indicated. The other aspects can be used for source-based.
TERM 3 54 days
CAPS coverage
Topic, concepts, skills and
values
Requisite pre-knowledge
Resources (other than
textbook to enhance learning
Informal assessm; remediation
SBA (Formal Assessment)
TERM 4 54 days
CAPS coverage
Topic, concepts, skills and
values
Requisite pre-knowledge
Resources(other than
textbook)to enhance learning
Informalassessm; remediation
SBA(Formal Assessment)
Grade 8 SOCIAL SCIENCES HISTORY 2020
1: 15 – 17 Jan (3 days) 2: 20 - 24 Jan 3: 27 -31 Jan 4: 03 – 07 Feb 5: 10 - 14 Feb 6: 17 - 21 Feb 7: -24 - 28 Feb 8: 02 -06 Mar 9: 09 - 13 Mar 10: 16 - 20 Mar
W: 40% W: 20% W: 20% W: 20%
Changes during the Industrial Revolution in Britain Southern Africa by 1860 Diamond mining in Kimberley 1867 Formal Assessment Task: Source – based, paragraph and essay writing.
Formulate a key question and use different sources on the changes during the Industrial Revolution. Formulate a key question and use different sources on onwards. Formulate a key question and use  Total mark allocation: 50 marks
Pay special attention to new vocabulary. Analyse sources externally and internally. Essay: Describe Southern Africa by 1860. Pay special attention to new different sources on diamond mining in  Formulate a key question
the social changes that took place during the Industrial Revolution. Teach the other relevant vocabulary. Analyse sources externally and internally. Kimberley. Pay special attention to new  Source –based: 3 different sources (i.e. photo/ cartoon, written, etc.
topics/aspects by using sources. Essay: Discuss the reasons for the arrival of Indians to vocabulary. Analyse sources externally and contextualised)
South Africa during the 1860s and the conditions under internally. Essay: Discuss the mining of  Set source-based questions on each source
which they lived and worked in South Africa. Teach the diamonds in South Africa and the  Set paragraph writing and essay writing questions
other relevant topics/aspects by using sources. development of monopolies during the
1880s.
Pre-knowledge: Changes during the Industrial Revolution in Britain, and the beginning of the Pre-knowledge: Industrial Revolution in South Africa. Pre-knowledge: Diamond mining and the
Industrial Revolution in South Africa brought about diamond mining and Britain’s increasing interest increasing interest in SA.
in South Africa.
Use a variety of sources i.e. pictures, written oral (stories and interviews) sources which should be properly contextualised and referenced to enable learners to extract the relevant information.
Use the following categories of enquiry during teaching, learning and assessment. Multi perceptivity/ different perspectives/cause and effect - what were the causes/ effect/Change and continuity (what has changed/ remained the same)/Turning points (how did it transform lives)/Using the past (what
can we learn from it/ Through their eyes (how did people in their past view their world?). Practice source – based and paragraph and essay writing. All the relevant essay writing questions are indicated. The other aspects can be used for source-based.
See guidelines on the Formal Assessment Task.
1: 31 Mar - 03 Apr (4days) 2: 06 -09Apr 3: 14-17Apr (4days) 4: 20-24 Apr 5: 28 -30 Apr 6: 04-08 May 7: 11 – 15 May 8: 18 - 22 May 9; 10; 11: 25 May - 12 June
(4days) (3days))
W:10% W: 50% W;20% W: 20% Internal Examinations
Mineral Revolution in South Africa The discovery and mining of deep level gold on the Witwatersrand The Mineral Revolution as a turning point in South African history Revision and mid-year examination: - Formal Assessment Task: Source –
Formulate a key question and use different Formulate a key question and use different sources on the discovery and mining on the Witwatersrand. Formulate a key question and use different sources on the Mineral Revolution based & paragraph writing
sources on Britain, diamond mining and Pay special attention to new vocabulary. Analyse sources externally and internally. as a turning point in SA history. Pay special attention to new vocabulary.  Total mark allocation: 75 marks
increasing labour control and land Essay: Describe how miners’ lives were disadvantaged by migrant labour, the compound system Analyse sources externally and internally.  Set two questions: one question on Term 1 and one question
expansionism. Pay special attention to new and reserves during the late eighteenth century. Essay: Describe how any two of the following aspects contributed to the on Term 2 content
vocabulary. Analyse sources externally and shift of the balance of power in South Africa after 1902.  Candidates must answer 2 questions.
internally.  Formulate a key question for each question
 Select relevant sources (3) to answer the key questions.
Deep level gold mining on the Witwatersrand. The Mineral Revolution as a turning point in South African  Set Source –based questions: Use 3 different sources (i.e.
photo/ cartoon, written etc. -properly contextualised) per
question.
 Set source-based questions on each source.
 Set a paragraph writing and essay writing question.
1: 07 – 10 Jul (4days) 2: 13 - 17 Jul 3: 20 - 24 Jul 4: 27 – 31 Jul 5: 03 – 07 Aug 6: 11 – 14 Aug 7: 17 – 21 Aug 8: 24 – 28 Aug 9: 31 Aug – 04 Sep 10, 11: 07 - 18 Sep
(4days)
W: 50% W: 30% W: 20% Formal Assessment Task
The scramble for Africa CASE study: The Ashanti Kingdom Formal Assessment Task: Source – based, paragraph and essay writing.
Formulate a key question and use different sources on the European colonisation of Africa in the late 19th century Pay special Formulate a key question and use different sources on the Ashanti Kingdom. Pay special  Total mark allocation: 50 marks
attention to new vocabulary. Analyse sources externally and internally attention to new vocabulary. Analyse sources externally and internally.  Formulate a key question
Essay: Discuss the causes and results of colonisation of Africa in the late 19 th century. Essay: Describe how the British took over control of the Gold Coast through the four British/  Source –based: 3 different sources (i.e. photo/ cartoon,
Anglo-Ashanti wars. written, etc. - contextualised)
 Set source-based questions on each source
European colonisation of Africa in the late 19th century CASE study: The Ashanti Kingdom  Set paragraph writing and essay writing questions
Use a variety of sources i.e. pictures, written oral (stories and interviews) sources which should be properly contextualised and reference to enable learners to extract the relevant information.
Use the following categories of enquiry during teaching, learning and assessment. Multi perceptivity/ different perspectives/cause and effect - what were the causes/ effect/Change and continuity (what has changed/ remained the same)/Turning points (how did it transform lives/Using the past (what
can we learn from it/ Through their eyes (how did people in their past view their world?). All the relevant essay writing questions are indicated. The other aspects can be used for source-based.
See Formal Assessment guidelines.
1: 29 Sept – 02 Oct (4days) 2: 05 – 09 Oct 3: 12 - 16Oct 4: 19 – 23 Oct 5: 26 Oct – 31 Oct 6: 02 – 06 Nov 7; 8; 9; 10; 11: 09 Nov-2 Dec
W: 10% W: 30% W: 20% W: 40% Internal Examinations
World War 1 (1914 – 1918) Aspects of experiences in World War 1 Women in Britain during World War 1 Revision and end-of-year examination: - Formal Assessment Task: Source
Formulate a key question and use Formulate a key question and use different experiences in World War 1. Pay special attention to Formulate a key question and use different sources on Women in Britain during World – based & paragraph writing
different sources on Reasons why World new vocabulary. Analyse sources externally and internally. Essay: Describe the involvement of War 1. Pay special attention to new vocabulary. Analyse sources externally and  Total mark allocation: 75 marks
War 1 broke out. Pay special attention South Africa in the First World War by referring to the Battle of Delville in 1916 and the Sinking internally. Essay: Describe the changing roles of women in the workplace in Britain  Set two questions: one question on Term 3 (35 marks) and
to new vocabulary. Analyse sources of the Mendi in 1917. in World War 1. one question on Term 4 content (40marks)
externally and internally.  Candidates must answer both questions.
 Formulate a key question for each question
 Select 3 relevant sources to answer key question
Use a variety of sources i.e. pictures, written, oral (stories and interviews) sources which should be properly contextualised and reference to enable learners to extract the relevant information.  Set Source –based questions: Use 3 different sources (i.e.
Use the following categories of enquiry during teaching, learning and assessment. Multi perceptivity/ different perspectives/cause and effect - what were the causes/ effect/Change and continuity (what has changed/ remained photo/ cartoon, written sources etc.- properly
the same)/Turning points (how did it transform lives/Using the past (what can we learn from it/ Through their eyes (how did people in their past view their world?). All the relevant essay writing questions are indicated. The contextualised) per question.
other aspects can be used for source-based.  Set source-based questions on each source.
All questions set in the end-of-year examination should be source – based, paragraph and essay writing  Set paragraph writing and essay writing questions.