2021 Annual Teaching Plan Template
2021 Annual Teaching Plan – Term 1: SOCIAL SCIENCES (GEOGRAPHY): Grade 9
Term 1 Week 1
45 days
Orientation of learners
to Grade 9:
Welcome learners to
Grade 9 Geography/
Social Sciences subject.
Allocate the textbooks
to the learners.
Explain the importance
of taking care of the
Content and textbooks.
concepts Skills Explain the programme
of assessment (formal
and Values and informal).
Discuss the class rules
Introduce the topic:
Map skills (Focus:
Topographic and
orthophoto maps)
Explain what will be
learned in this topic – a
brief outline of the topic.
Skills and
values
(CAPS P.14)
Resources
(other than
textbook) to
enhance
learning
Informal
Assessment
Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Map skills
(Focus: Topographic and orthophoto
CAPS Topic maps)
Map skills (Focus: Map skills (Focus: Map skills (Focus: Map skills (Focus: Map skills (Focus: Map skills (Focus: Map skills (Focus: Revision and Formal Assessment
Topographic and Topographic and Topographic and Topographic and Topographic and Topographic and Topographic and consolidation Task: Assessment of
orthophoto maps) orthophoto maps) orthophoto maps) orthophoto maps) orthophoto maps) orthophoto maps) orthophoto maps) map skills: Test.
. Assess and give
• Contour lines • 1: 10 000 Orthophoto • 1: 10 000 Orthophoto • 1: 50 000 • 1: 50 000 • 1: 50 000 feedback to learners.
-- Concept of contour maps maps Topographic maps Topographic maps Topographic maps • 1: 50 000 -Mark allocation: 50
lines -- Vertical aerial -- How height is shown -- Read map symbols to -- Height clues on -- Contour patterns Topographic maps marks
-- Steep and gentle photographs (Review on orthophoto maps identify: topographic maps showing river valleys, -- Scale and measuring -Set map skills
slopes (description of Grade 8) -- Contour lines on o natural features on -- Contour patterns hills, mountains, ridges distance on topographic questions on
gradient) -- Orthophoto images orthophoto maps – topographic maps showing river valleys, and spurs maps - using line and topographic and
-- River valleys and made from aerial identifying features o constructed features hills, mountains, ridges ratio scales orthophoto maps
spurs photographs on topographic maps and spurs -- Co-ordinates to locate -Discuss map skills
features task early in the term
and give feedback
after assessment.
Information from Information from Information from Information from Information from Information from Information from
maps and maps and maps and maps and maps and maps and maps and
photographs photographs photographs photographs photographs photographs photographs
-- Interpret information -- Interpret information -- Interpret information -- Interpret information -- Interpret information -- Interpret information -- Interpret information
from topographic and from topographic and from topographic and from topographic and from topographic and from topographic and from topographic and
orthophoto maps and orthophoto maps and orthophoto maps and orthophoto maps and orthophoto maps and orthophoto maps and orthophoto maps and
aerial photographs: ** aerial photographs: ** aerial photographs: ** aerial photographs: ** aerial photographs: ** aerial photographs: ** aerial photographs: **
o describe landscape o describe landscape o describe landscape o describe landscape o describe landscape o describe landscape o describe landscape
o identifies land use o identifies land use o identifies land use o identifies land use o identifies land use o identifies land use o identifies land use
o settlement patterns – o settlement patterns – o settlement patterns – o settlement patterns – o settlement patterns – o settlement patterns – o settlement patterns –
identify shape, size, identify shape, size, identify shape, size, identify shape, size, identify shape, size, identify shape, size, identify shape, size,
location location location location location location location
Local and other Local and other Local and other Local and other Local and other Local and other Local and other
topographic and topographic and topographic and topographic and topographic and topographic and topographic and
orthophoto maps and orthophoto maps and orthophoto maps and orthophoto maps and orthophoto maps and orthophoto maps and orthophoto maps and
aerial photos* aerial photos* aerial photos* aerial photos* aerial photos* aerial photos* aerial photos*
• Satellite images (such • Satellite images (such • Satellite images (such • Satellite images (such • Satellite images (such • Satellite images (such • Satellite images (such
as Google as Google as Google as Google as Google as Google as Google
Earth) Earth) Earth) Earth) Earth) Earth) Earth)
• Atlases • Atlases
Oral assessment – Homework/ Classwork/ Homework/ Classwork/ Homework/ Classwork/ Homework/ Classwork/
simple question and Worksheet. Worksheet. Worksheet. Worksheet.
answers. Informal assessment Informal assessment Informal assessment Informal assessment
Learners should be able should be source-based should be source-based should be source-based should be source-based
to follow simple
instructions, such as
writing on their books,
reading from their
books, etc.
2021 Annual Teaching Plan Template
Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days

Formal Assessment
Task: Assessment of
SBA map skills on Topo
and orthophoto: Test.
(Formal Assess and give
Assessment) feedback to learners.
-Mark allocation: 50
marks
2021 Annual Teaching Plan Template

2021 Annual Teaching Plan – Term 2: SOCIAL SCIENCES (GEOGRAPHY): Grade 9

Term 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
51 days

DEVELOPMENT ISSUES
CAPS Topic (Focus: SA and the World)

Development
Meaning of
development – including
Content and economic, social and
environmental aspects
concepts Skills
and Values
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
Skills and where possible, websites
- use geographical knowledge
values to solve problems
- discuss and debate issues
(CAPS P.14) - recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Development
Ways of measuring
development
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Development
The Human
Development Index
(HDI) – life expectancy,
education, per capita
GDP
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Factors affecting
development
Reasons for differences
in development
Historical factors such
as colonialism
Trade – imbalances –
unfair trade
Technology and
industrialization
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Factors affecting
development
Reasons for differences
in development
Health and welfare
Education
Political stability
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Opportunities for
development
More equitable trading
relationships
Alternative development
– particularly
alternatives to
industrialization
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Opportunities for
development
Sustainable
development – including
economic, social and
environmental factors
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Opportunities for Atlases, global School closed
development statistics and current
Sustainable events
development – including Revision and
economic, social and consolidation
environmental factors Summative
assessment
Test: Content and data
50 Marks
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions

Social Sciences textbooks/ Atlas / Globe/ World map/ Newspapers/ magazines

YouTube channel videos/ Internet (Google Earth)/
Resources to Statistics South Africa – Census in brief
enhance
learning

Oral assessment – Oral assessment – Homework/ Classwork/ Homework/ Classwork/ Homework/ Classwork/
simple question and simple question and Worksheet. Worksheet. Worksheet.
answers. answers. Informal assessment Informal assessment Informal assessment
Informal Learners should be able Learners should be able should be source-based should be source-based should be source-based
to follow simple to follow simple
Assessment instructions. instructions, such as
writing on their books,
reading from their
books, etc.
Formative assessment
SBA
Controlled Test:
(Formal Term 1 content 35 marks
Assessment) Term 2 Content 40
75 marks
2021 Annual Teaching Plan Template

2021 Annual Teaching Plan – Term 3: SOCIAL SCIENCES (GEOGRAPHY): Grade 9

Term 3 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
52 days

SURFACE FORCES THAT SHAPE THE EARTH

CAPS Topic (PHYSICAL GEOGRAPHY)

Weathering Weathering Weathering Erosion and deposition Erosion and deposition Erosion and deposition The impact of people on The impact of people on Revision and Schools closed
soil erosion soil erosion consolidation
Concept of weathering Impact of human activities Difference between Rivers – features of Rivers – features of Rivers – features of Summative
Content and Physical weathering on weathering weathering, erosion and erosion and deposition erosion and deposition erosion and deposition Human contributions to Case study: assessment
Chemical weathering deposition along a river course along a river course along a river course erosion through agriculture as a
concepts Skills Biological weathering agriculture, construction contributor to erosion
Test: Content and data
and Values and mining.
50 Marks

- collect and refer to - collect and refer to - collect and refer to - collect and refer to - collect and refer to - collect and refer to - ask questions and - ask questions and
information (including information (including information (including information (including information (including information (including identify issues identify issues
newspapers books and, newspapers books and, newspapers books and, newspapers books and, newspapers books and, newspapers books and, - discuss and listen with - discuss and listen with
where possible, where possible, where possible, where possible, where possible, where possible, interest interest
websites websites websites websites websites websites - collect and refer to - collect and refer to
- devise and frame - use geographical - devise and frame - use geographical - use geographical - use geographical information (including information (including
questions knowledge to solve questions knowledge to solve knowledge to solve knowledge to solve newspapers books and, newspapers books and,
problems problems problems problems where possible, where possible,
- devise and frame - devise and frame - devise and frame - devise and frame websites websites
questions questions questions questions - use geographical - use geographical
Skills and - ask questions and knowledge to solve knowledge to solve
identify issues problems problems
values - discuss and debate - discuss and debate
(CAPS P.14) issues issues
- recognise bias and - recognise bias and
different points of view different points of view
- develop own ideas - develop own ideas
based on new based on new
knowledges knowledges
- suggest solutions to - suggest solutions to
problems problems
- devise and frame - devise and frame
questions questions

Social Sciences textbooks/ Atlas / Globe/ World map/ Newspapers/ magazines

YouTube channel videos/ Internet (Google Earth)/
Resources to Photographs of a range of landforms/ Topographic maps
enhance
learning

Oral assessment – Oral assessment – Homework/ Classwork/ Homework/ Classwork/ Homework/ Classwork/
simple question and simple question and Worksheet. Worksheet. Worksheet.
answers. answers. Informal assessment Informal assessment Informal assessment
Informal Learners should be able Learners should be able should be source-based should be source-based should be source-based
to follow simple to follow simple
Assessment instructions. instructions, such as
writing on their books,
reading from their
books, etc.
Formal assessment
SBA
Test: Term 3 Content
(Formal 50 Marks
Assessment)
2021 Annual Teaching Plan Template

2021 Annual Teaching Plan – Term 4: SOCIAL SCIENCES (GEOGRAPHY): Grade 9

Term 4 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
47 days

RESOURCE USE AND SUSTAINABILITY

(Focus: World)
CAPS Topic
Resources use Resources use Sustainable use of Sustainable use of Food resources Food resources Revision and Revision and Revision and Schools closed
resources resources consolidation consolidation consolidation
-- Uses of natural -- Effects of unwise use -- Concept of food o Factory farming – Summative Summative Summative
resources – renewable of resources -- Ways resources may -- Role of consumers, security – local, regional raising livestock at high assessment assessment assessment
Content and and non-renewable o Over-fishing the be used sustainably individuals, businesses and global examples density
oceans o Sustainable fishing and governments – in -- Role of science and o Genetic modification Test: Content and data
concepts Skills choosing more technology in food of crops 50 Marks
and Values sustainable resource production -- appropriate
use – such as technologies and
reducing pressure on farming techniques
resources, lowering
carbon footprint
- collect and refer to - collect and refer to - collect and refer to - collect and refer to - collect and refer to - collect and refer to
information (including information (including information (including information (including information (including information (including
newspapers books and, newspapers books and, newspapers books and, newspapers books and, newspapers books and, newspapers books and,
where possible, websites where possible, websites where possible, websites where possible, websites where possible, websites where possible, websites
- devise and frame - use geographical - devise and frame - use geographical - use geographical - use geographical
Skills and questions knowledge to solve questions knowledge to solve knowledge to solve knowledge to solve
values problems problems problems problems
- devise and frame - devise and frame - devise and frame - devise and frame
(CAPS P.14) questions questions questions questions
- ask questions and
identify issues

Social Sciences textbooks/ Atlas / Globe/ World map/ Newspapers/ magazines

YouTube channel videos/ Internet (Google Earth)/
Resources to Photographs of a range of landforms/ Topographic maps
enhance
learning

Oral assessment – Oral assessment – Homework/ Classwork/ Homework/ Classwork/

simple question and simple question and Worksheet. Worksheet.
answers. answers. Informal assessment Informal assessment
Informal Learners should be able Learners should be able should be source-based should be source-based
to follow simple to follow simple
Assessment instructions. instructions, such as
writing on their books,
reading from their
books, etc.
Formal assessment
SBA
Controlled Test:
(Formal Term 3 content: 50
Assessment) Term 4 content:25
Total marks: 75
2021 Annual Teaching Plan Template

2021 Annual Teaching Plan – Term 1: SOCIAL SCIENCES (HISTORY): Grade 9

Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
Orientation of World War I and South End of World War I; The Great Depression of Nuremberg Laws and World War II: Europe Extermination camps and Extermination camps Revision and Formal
learners to Grade 9: Africa: Weimar Republic; Treaty 1929 and effects on loss of basic rights of genocide, the Holocaust, and genocide, the Consolidation Assessment
Explain the programme o Battle of Delville Wood of Versailles 1919 and Germany Jewish people 1935 Nazi’s aggressive, and the ‘Final Solution’ Holocaust, and the
of assessment (formal 1919 brief summary of German expansionist foreign policy ‘Final Solution’ Test: 50 Marks:
and informal). o Sinking of Mendi 1917 punishments Reasons for public support Persecution of political for lebensraum (very briefly) Examples of resistance to
Discuss the class rules for Nazi Party and the 1932 opponents; Jehovah’s Nazism in Germany: Examples of resistance World War II:
Briefly begin with Grade 8 Term 4 work Hitler and the Nazis and 1933 elections Witnesses; Roma Outbreak of World War II: Warsaw Ghetto Uprising to Nazism in Germany: The Causes and
Grade 8: Term 4 work serves as a link and 1920s (gypsies); Axis vs. Allies Warsaw Ghetto outbreak (1919 –
CAPS Topic World War I (1914 – introduction to World War Enabling Act 1933 and homosexuals; Slavs; Uprising 1945)
1918) II (1919 – 1945) dictatorship (including black people; disabled
Reasons why WWI concentration camps for People End of World War II in  Source-
broke out: opponents) Europe based
Nationalism, industrial Nazi Germany as an questions
economies, control of example of a fascist  Paragraph
seas, colonisation and state (compared with writing
empires democracy)  Essay writing
History concepts: Historical concepts Historical concepts Historical concepts Historical concepts Historical concepts Historical concepts Historical concepts worth 10
o Time and o Cause and effect o Cause and effect o Cause and effect o Multi-perspective o Cause and effect Multi-perspective o Cause and effect Marks.
chronology o Time and chronology o Multi-perspective o Time and chronology approach o Multi-perspective approach o Multi-perspective
o Cause and effect o Change and continuity approach o Multi-perspective Skills: approach Cause and effect approach Assess ALL
Skills: Skills: Skills: approach o Bring together Skills: Skills: o Time and chronology Skills taught
o Bring together o Bring together information o Bring together Skills: information from o Bring together information o Bring together o Change and thus far.
information from from sources information from o Bring together sources from sources information from continuity
sources o Decide about what is sources information from sources o Investigate where o Investigate where sources Skills:
Core o Decide about what important information to o Decide about what o Decide about what information came information came from o Decide about what o Bring together
Concepts, is important use from sources information to use from information to use from from (check whether o Contrast information from information to use from information from
information to use (important or useful and sources (important or sources information is sources sources (important or sources
Skills and from sources trusted or reliable) useful and trusted or o Contrast information accurate) o Investigate where useful and trusted or o Contrast information
Values o Arrange events reliable) from sources (compare o Give reasons why information came from reliable) from sources
chronologically (timeline) o Give reasons why two or more different historians, writers, (check whether o Contrast information o Give reasons why
o Write paragraphs (topic historians, writers, etc. points of view) etc. come to differing information is accurate) from sources historians, writers,
sentence, supporting come to differing o Write paragraphs and conclusions o Write paragraphs (topic o Write paragraphs and etc. come to differing
sentences and evidence; conclusions essay (introduction, o Discuss or debate sentence, supporting essay (…) conclusions
and concluding sentence/ o Discuss or debate and relevant information, and develop points sentences and evidence; o Arrange events
statement) develop points of view logical, coherent and of view and provide and concluding sentence/ chronologically
and provide evidence chronological way ;and evidence from statement) (Timeline of events:
from sources conclusion) sources 1919 - 1945)
Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases
Resources
(other than Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites
textbook) to including YouTube: including YouTube: pictures, including YouTube: including YouTube: including YouTube: including YouTube: pictures, including YouTube: including YouTube:
pictures, cartoons, cartoons, extracts, videos, pictures, cartoons, pictures, cartoons, extracts, pictures, cartoons, cartoons, extracts, videos, pictures, cartoons, pictures, cartoons,
enhance extracts, videos, documentaries extracts, videos, videos, documentaries extracts, videos, documentaries extracts, videos, extracts, videos,
learning documentaries documentaries documentaries documentaries documentaries
Learners: Classwork/ homework Classwork/ homework Classwork/ homework Classwork/ homework Classwork/ homework
o Respond to oral Learners: Learners: Learners: Learners: Learners: Learners: Learners:
Informal questions – o Answer source- based o Respond to oral o Answer source-based o Respond to oral o Answer source-based o Answer source-based o Answer source-
cognitive levels questions – cognitive questions – cognitive questions – cognitive questions – questions – cognitive questions – cognitive based questions –
Assessment levels (Written) levels levels (Written) cognitive levels levels (Written) levels (Written) cognitive levels
o Draw a timeline of o Discuss and debate… o Discuss and o Answer paragraphs (Written)
events (1914 -1919) debate… questions (written)
2021 Annual Teaching Plan Template

Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
o Write paragraphs o Answer paragraphs and o Answer paragraphs o Draw a timeline of
essay questions and essay questions events (1919 – 1945)
(written) (written)
2021 Annual Teaching Plan Template

2021 Annual Teaching Plan – Term 2: SOCIAL SCIENCES (HISTORY): Grade 9

Term 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 & 11
51 days

World War II in the Increasing tension Increasing tension End of World War II in End of World War II in Definition of the Division of Germany Division of Germany The end of the Cold War Revision and
Pacific between the Allies after between the Allies after the Pacific: Atomic the Pacific: Atomic Superpowers and the 1946 and the building of 1946 and the building of 1989 consolidation
the end of World War II the end of World War II bombs and the bombs and the meaning of ‘Cold War’ the Berlin Wall 1961 the Berlin Wall 1961 o The fall of the Berlin
America in the War vs. in Europe in Europe (cont.) beginning of the Nuclear beginning of the Nuclear (cont.) Wall 1989
Japan: Pearl Harbour Age Age Areas of conflict and o The fall of the Soviet
o Japanese Americans USSR (communism) vs. USSR (communism) vs. o When, where, why o Why did the USA competition between the Union (very briefly) Controlled test: 75
CAPS Topic forcibly moved into USA and West USA and West and how did World drop the bombs? Superpowers in the 1991 Marks
internment camps in (capitalism) (capitalism) War II come to an o Was it justified? Cold War Assess Term 1 and 2
USA end? Brief definition and Content ONLY
o Japanese prisoner-of- explanation of “arms
war camps for Allied and space’ race World War II
soldiers 25 Marks
History concepts: Historical concepts Historical concepts Historical concepts Historical concepts Historical concepts Historical concepts Historical concepts History concepts:
o Cause and effect o Cause and effect o Cause and effect o Cause and effect o Cause and effect o Cause and effect o Cause and effect o Cause and effect o Time and chronology The Nuclear Age and
o Multi-perspective o Multi-perspective o Multi-perspective o Time and chronology o Time and chronology o Multi-perspective Skills: o Time and chronology o Cause and effect the Cold War (1945-
approach approach approach o Multi-perspective o Multi-perspective approach o Bring together Skills: o Change and 1990) This will include
Skills: o Change and Skills: approach approach Skills: information from o Bring together continuity Paragraph writing and 1
o Bring together continuity o Bring together Skills: Skills: o Bring together sources information from Skills: Essay worth 8 Marks.
information from Skills: information from o Bring together o Bring together information from o Decide about what sources o Bring together Total Marks for Term
sources o Bring together sources information from information from sources information to use o Contrast information information from 2 = 50 Marks
o Decide about what is information from o Decide about what sources sources o Investigate where from sources from sources sources Assess ALL Skills
important information sources information to use o Decide about what o Decide about what is information came (important or useful o Investigate where o Decide about what is taught thus far.
to use from sources o Decide about what is from sources information to use important information from (check whether and trusted or information came important information
Core o Contrast information important information (important or useful from sources to use from sources information is reliable) from (check whether to use from sources
Concepts, from sources to use from sources and trusted or o Contrast information o Contrast information accurate) o Contrast information information is o Contrast information
Skills and (compare two or (important or useful reliable) from sources from sources o Give reasons why from sources accurate) from sources
more different points and trusted or o Contrast information (compare two or (compare two or historians, writers, o Write paragraphs o Give reasons why o Arrange events in a
Values of view) reliable) from sources more different points more different points etc. come to differing essay (introduction, historians, writers, chronological way
o Write paragraphs o Give reasons why (compare two or of view) of view) conclusions relevant information, etc. come to differing (timeline)
(topic sentence, historians, writers, more different points o Give reasons why o Write paragraphs and o Discuss or debate logical and conclusions
supporting sentences etc. come to differing of view) historians, writers, essay (introduction, and develop points of chronological way o Discuss or debate
and evidence; and conclusions o Write paragraphs etc. come to differing relevant information, view and provide and conclusion) and develop points of
concluding sentence/ o Discuss or debate (topic sentence, conclusions logical and evidence from view and provide
statement) and develop points of supporting sentences o Discuss or debate chronological way sources evidence from
view and provide and evidence; and and develop points of and conclusion) sources
evidence from concluding sentence/ view and provide
sources statement) evidence from
sources
Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases
Resources
(other than Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites
textbook) to including YouTube: including YouTube: including YouTube: including YouTube: including YouTube: including YouTube: including YouTube: including YouTube: including you tube:
pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons,
enhance extracts, videos, extracts, videos, extracts, videos, extracts, videos, extracts, videos, extracts, videos, extracts, videos, extracts, videos, extracts, videos,
learning documentaries documentaries documentaries documentaries documentaries documentaries documentaries documentaries documentaries
Class work/ homework Classwork/ homework Classwork/ homework Classwork/ homework Classwork/ homework
Learners: Learners: Learners: Learners: Learners: Learners: Learners: Learners: Learners:
o Answer source- o Respond to oral o Answer source- o Respond to oral o Answer source-based o Respond to oral o Answer source-based o Respond to oral o Answer source-based
based questions – questions – cognitive based questions – questions – cognitive questions – cognitive questions – cognitive questions – cognitive questions – cognitive questions – cognitive
Informal cognitive levels levels cognitive levels levels levels (Written) levels levels (Written) levels levels (Written)
Assessment (Written) o Discuss and (Written) o Discuss and o Answer paragraphs o Discuss and o Answer paragraphs o Discuss and o Draw a timeline of
o Write paragraphs debate… o Write paragraphs debate… and essay questions debate… questions (written) debate… events from 1945 –
(Written) (Written) (written) 1991 (Written)
2021 Annual Teaching Plan Template

2021 Annual Teaching Plan – Term 3: SOCIAL SCIENCES (HISTORY): Grade 9

Term 3 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 & 11
52 days
Introduction, The Universal 1948 National Party Oral history and Brief biography: Albert Freedom Charter Women’s March o 1960: Formation of Sharpeville massacre Revision and
guidelines and criteria Declaration of Human and Apartheid research project: Luthuli, his role in the Treason Trial o Brief biographies: PAC 1959 o Causes, leaders, consolidation
for Oral history and Rights after World War o Main apartheid laws Monitoring progress ANC and resistance to Helen Joseph OR events, short-term
research project: II in broad outline (30 minutes) apartheid Lillian Ngoyi and Sharpeville massacre and longer-term
Suggested topic: How their roles in o Causes, leaders, consequences Formal
apartheid affected Brief definition and o Case study: Group 1950s: Repression and The Defiance Campaign resistance to events, short-term Assessment:
CAPS Topic
people’s lives and how explanation of racism Areas Act: Sophia non-violent resistance (including the influence apartheid and longer-term Project 50 Marks
people responded: (30 minutes) town forced removal to apartheid 4 hours of Mahatma Gandhi) consequences Turning points in
Research any apartheid o SACP banned
law, and interview a o ANC programme of
modern South
person who was action African
affected by that law and history since 1948
determine how he or and 1950s
she responded. How apartheid
History concepts: Historical concepts Historical concepts Historical concepts Historical concepts Historical concepts Historical concepts Historical concepts History concepts:
o Time and chronology o Cause and effect o Cause and effect o Cause and effect o Multi-perspective o Cause and effect o Multi-perspective o Cause and effect o Time and chronology
affected people’s
o Cause and effect o Time and chronology o Multi-perspective o Multi-perspective approach o Multi-perspective approach o Multi-perspective o Cause and effect lives and how
Skills: o Change and approach approach o Time and chronology approach o Cause and effect approach o Change and people responded:
o Bring together continuity o Time and chronology Skills: Skills: Skills: o Time and chronology o Time and chronology continuity Research any
information from Skills: Skills: o Bring together o Bring together o Bring together Skills: Skills: apartheid law and
sources o Bring together o Bring together information from information from information from Skills: o Bring together o Bring together
o Decide about what is information from information from sources sources sources o Bring together information from information from
interview a person
important information sources sources o Decide about what is o Decide about what o Decide about what information from sources sources who was affected
to use from sources o Decide about what is o Decide about what important information information to use information to use sources o Contrast information o Decide about what is by that law and
Core o Investigate where important information information to use to use from sources from sources from sources o Decide about what from sources important information determine how he
Concepts, information came to use from sources from sources o Investigate where o Contrast information (important or useful information to use o Investigate where to use from sources or she responded.
Skills and from (check whether (important or useful o Contrast information information came from sources and trusted or from sources information came o Contrast information
Refer to the Guide
information is and trusted or from sources from (check whether (compare two or more reliable) (important or useful from (check whether from sources
Values accurate) reliable) (compare two or more information is different points of view) o Investigate where and trusted or information is o Write paragraphs supplied.
o Give reasons why o Contrast information different points of view) accurate) o Write paragraphs information came reliable) accurate) (topic sentence,
historians, writers, from sources o Write paragraphs o Give reasons why (topic sentence, from (check whether o Contrast information o Give reasons why supporting sentences
etc. come to differing o Write paragraphs (topic sentence, historians, writers, supporting information is from sources historians, writers, and evidence; and
conclusions (topic sentence, supporting sentences etc. come to differing sentences and accurate) o Arrange events in etc. come to differing concluding sentence/
o Discuss or debate supporting sentences and evidence; and conclusions evidence; and o Give reasons why chronological way conclusions statement)
and develop points and evidence; and concluding sentence/ o Discuss or debate… concluding sentence/ historians, writers, (timeline) o Discuss or debate…
of view and provide concluding sentence/ statement) statement) etc. come to differing
evidence from statement) conclusions
sources o Discuss or debate…
Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases
Resources
(other than Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites Sources from websites
textbook) to including YouTube: including YouTube: including YouTube: including YouTube: including YouTube: including YouTube: including YouTube: including YouTube: including you tube:
pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons,
enhance extracts, videos, extracts, videos, extracts, videos, extracts, videos, extracts, videos, extracts, videos, extracts, videos, extracts, videos, extracts, videos,
learning documentaries documentaries documentaries documentaries documentaries documentaries documentaries documentaries documentaries
Classwork/ homework Classwork/ homework Classwork/ homework Classwork/ homework Learners:
Learners: Learners: Learners: Learners: Learners: Learners: Learners: Learners: o Answer source-based
o Respond to oral o Answer source- o Answer source-based o Respond to oral o Answer source-based o Respond to oral o Answer source-based o Respond to oral questions – cognitive
Informal questions – cognitive based questions – questions – cognitive questions – cognitive questions – cognitive questions – cognitive questions – cognitive questions – cognitive levels (Written)
Assessment levels cognitive levels levels (Written) levels levels (Written) levels levels (Written) levels o Answer paragraphs
o Discuss and (Written) o Answer paragraphs o Discuss and o Answer paragraphs o Discuss and o Draw a timeline of o Discuss and questions (written)
debate… o Answer paragraphs and essay questions debate… questions (written) debate… events 1948 – 1950s debate…
questions (written) (written)
2021 Annual Teaching Plan Template
Term 4 Week 1
47 days
Langa March
o Causes, leaders,
events, short-term and
longer-term
consequences
CAPS Topic
History concepts:
o Cause and effect
o Multi-perspective
approach
Skills:
o Bring together
information from
sources
o Decide about what is
important information
Core to use from sources
Concepts, o Investigate where
Skills and information came from
(check whether
Values information is accurate)
o Give reasons why
historians, writers, etc.
come to differing
conclusions
o Discuss or debate and
develop points of view
and provide evidence
from sources
Maps and atlases
Resources
(other than Sources from websites
including YouTube:
textbook) to
pictures, cartoons,
enhance extracts, videos,
learning documentaries
Learners:
o Respond to oral
Informal questions – cognitive
Assessment levels
o Discuss and debate…
2021 Annual Teaching Plan – Term 4: SOCIAL SCIENCES (HISTORY): Grade 9
Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 & 11
Langa March (cont.) 1976: Soweto 1976: Soweto 1976: Soweto uprising: 1990: Release of 1990: Release of Revision and Revision and Formal
uprising: uprising: o Causes, leaders, Nelson Mandela and Nelson Mandela and Consolidation Consolidation Assessment:
1976: Soweto uprising o Causes, leaders, o Causes, leaders, events of 16 June, the unbanning of the unbanning of
o Causes, leaders, events events of 16 June, events of 16 June, spiralling events that liberation movements liberation movements
November
of 16 June, spiralling spiralling events spiralling events that followed throughout o Events leading to o Unbanning of political Controlled Test:
events that followed that followed followed throughout the country, longer- 1994 election (in movements 1990 75 Marks
throughout the country, throughout the the country, longer- term consequences broad outline) o Release of Mandela
longer-term country, longer- term consequences for resistance and o Internal resistance and other political Assess Term 3
consequences for term consequences for resistance and repression and repression 1980s prisoners 1990
resistance and repression for resistance and repression o External pressure on o Negotiations and
and 4 Contents
repression the apartheid regime violence 1990 – 1994 ONLY
1980s o Democratic election
1994 Turning points in
Historical concepts Historical concepts Historical concepts Historical concepts Historical concepts Historical concepts modern South
o Cause and effect o Cause and effect o Cause and effect o Cause and effect o Cause and effect o Multi-perspective
o Multi-perspective o Multi-perspective o Time and chronology o Multi-perspective o Multi-perspective approach
African
approach approach o Multi-perspective approach approach o Cause and effect history since
Skills: Skills: approach Skills: Skills: o Time and chronology 1948 and 1950s
o Bring together information o Bring together Skills: o Bring together o Bring together 50 Marks
from sources information from o Bring together information from information from Skills:
o Decide about what is sources information from sources sources o Bring together
important information to o Decide about what sources o Decide about what is o Decide about what is information from
Turning points in
use from sources information to use o Decide about what important information important information sources modern South
(important or useful and from sources information to use to use from sources to use from sources o Decide about what African history
trusted or reliable) (important or useful from sources (important or useful (important or useful information to use 1960, 1976 and
o Contrast information from and trusted or o Contrast information and trusted or and trusted or from sources 1994.
sources reliable) from sources reliable) reliable) (important or useful
o Write paragraphs and o Give reasons why (compare two or more o Contrast information o Contrast information and trusted or
25 Marks
essay (introduction, historians, writers, different points of view) from sources from sources reliable)
relevant information, etc. come to o Write paragraphs o Write paragraphs and o Write paragraphs o Contrast information Types of
logical, coherent and differing and essay essay (introduction, (topic sentence, from sources questions
chronological way and conclusions (introduction, relevant information, supporting sentences o Arrange events in Source-based
conclusion) o Discuss or debate relevant information, logical, coherent and and evidence; and chronological way
and develop points logical, coherent and chronological way concluding sentence/
Paragraph writing
of view and chronological way and conclusion) statement) Essay writing
provide evidence and conclusion) o
from sources Assess ALL
Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Maps and atlases Skills taught
thus far.
Sources from websites Sources from Sources from websites Sources from websites Sources from websites Sources from websites
including YouTube: pictures, websites including including YouTube: including YouTube: including YouTube: including YouTube:
cartoons, extracts, videos, YouTube: pictures, pictures, cartoons, pictures, cartoons, pictures, cartoons, pictures, cartoons,
documentaries cartoons, extracts, extracts, videos, extracts, videos, extracts, videos, extracts, videos,
videos, documentaries documentaries documentaries documentaries
documentaries
Classwork/ homework Classwork/ homework Classwork/ homework Classwork/ homework Classwork/ homework
Learners: Learners: Learners: Learners: Learners: Learners:
o Answer source- based- o Respond to oral o Answer source- o Answer source-based o Answer source-based o Answer source-based
questions -cognitive questions – based questions - questions – cognitive questions - cognitive questions - cognitive
levels cognitive levels cognitive levels levels (Written) levels (Written) levels (Written)
o Answer paragraphs and o Discuss and (Written) o Answer paragraphs o Answer paragraphs o Draw timeline from
essay questions (Langa debate… o Answer paragraphs and essay questions questions (Written) 1959 – 1994 (Written)
March) questions (Written) (written)