2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 5

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 5 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Map skills

(Focus: Africa)

CONTENT AND Orientation of World map and Revision and

learners to Grade 5: Africa our continent (oceans, countries and main cities) Physical map of Africa Formal assessment
CONCEPTS compass directions consolidation
Welcome learners to
Grade 5 Position of equator, north Position of Africa on a world Features on a physical Countries of Africa: South Africa’s Africa’s highest Africa’s great rivers: Nile, Test: Map skills
Geography/Social and south poles on a map and globe map: High and low areas, Landlocked or with a neighbours mountains: Kilimanjaro Niger, Congo, Zambezi, 30 marks
Sciences globe Oceans around Africa rivers, lakes coastline, north, south or (Botswana, Lesotho, and Mount Kenya Limpopo, Gariep-Orange
on equator Mozambique, Low order: 30%
Explain the The seven continents (names and location) Ways of showing height Africa’s largest lakes: Southern Africa’s famous
above sea level on a Madagascar: A country Namibia, Swaziland, Lake Victoria, Lake waterfalls: Victoria, Middle order: 50%
programme of Eight points on the Concepts of countries,
physical map and an island Zimbabwe) Tanganyika, Lake Malawi Maletsunyane High order: 20%
assessment (formal compass: capital cities and borders
and informal) N/S/E/W/NE/NW/SE/SW between countries (including Location on a map Zanzibar: An island of Capital cities of Africa’s great deserts:
physical features like rivers Tanzania South Africa and The Sahara and the
Revise concepts from Eight directions from a
and lakes) neighbouring Namib
Grade 4: compass fixed point on a world Big cities of Africa: Cairo, countries
directions map Countries of Africa: Lagos, Johannesburg,
Introduction to the Locations to be incorporated Nairobi
topic: in all content
Map skills

SKILLS AND VALUES • Read and use sources in order to assimilate information
• Use information to describe, explain and answer questions about places
• Cross-reference information using different sources
• Identify and extract information from visual sources such as maps
• Use and draw maps
• Provide reasoned explanations

RESOURCES TO • World map, globe, political and physical maps of Africa (may be combined onto one map)
ENHANCE LEARNING
• Photos of African landscapes
• Compass

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT
• Learners should be able to follow simple instructions
• Homework, classwork, worksheet
• Informal assessment should be source-based

SBA (FORMAL Test: Source-based and paragraph questions

ASSESSMENT) 30 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 5

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 5 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Physical features of South Africa

CONTENT AND Physical features of South Revision and

South Africa from above (physical map) Rivers Physical features and human activities Formal assessment
CONCEPTS Introduction to the Africa consolidation
topic:
High places and low Location of the Highveld, Location of main physical Where rivers begin Main rivers of South Links between physical Ways in which Controlled test
Physical features places (review ‘sea Lowveld, Great Karoo, Little features in own province and end: Directions of Africa: Identifying features, where people human activities Term 1: 10 marks
of South Africa level’ and ‘height Karoo, Kalahari and flow from high areas to the sources, major live and what they do change the
Location of selected physical Term 2: 20 marks
above sea level’) Namaqualand features in South Africa, such the sea tributaries and (human activities) landscapes: Case
Coastal plain, Physical features of South as Table Mountain, the Concept of river directions of flow study of the impact Source-based and paragraph
escarpment, plateau Africa uKhahlamba-Drakensberg, systems: tributaries (map) of dams on the question
(concepts and location Waterberg, Lake St. Lucia, and catchment areas physical environment Total marks: 30
Mountains, mountain ranges,
of features in South valleys and hills, rivers, Augrabies Falls, Cape Point, Low order: 30%
Africa) waterfall, coastlines: capes and Algoa Bay. Middle order: 50%
bays
High order: 20%

SKILLS AND VALUES • Read and use sources in order to assimilate information
• Identify and extract information from visual sources such as maps
• Use information to describe, explain and answer questions about places
• Provide reasoned explanations
• Cross-reference information using different sources
• Identify and extract information from visual sources such as photographs
• Write in a structured way: Writing coherent sentences

RESOURCES TO • Photographs of rivers, mountains, coastlines and other landscapes in South Africa
ENHANCE LEARNING
• Pictures to show human activity in different physical environments
• Physical map of South Africa

INFORMAL • Corrections on Term 1 assessment

ASSESSMENT
• Oral assessment: Simple questions and answers
• Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework, classwork, worksheet
• Informal assessment should be source-based

SBA (FORMAL Controlled test: source based and paragraph question

ASSESSMENT) Term 1: 10 marks
Term 2: 20 marks
Total: 30 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 5

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 5 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Weather, climate and vegetation of South Africa

CONTENT AND Introduction to the Observing and recording the weather Revision and
CONCEPTS topic: Weather Rainfall Climate Natural vegetation Formal assessment
(independent project) consolidation
Weather, climate and
vegetation of South Elements of weather: Determining and Observe and record the Include observations Rainfall in South Difference between Concept of natural Project: observing and recording weather
Africa Temperature, wind, cloud describing wind weather over a two-week of wind direction and Africa: Distribution climate and weather vegetation 30 marks
cover, rainfall direction period weather patterns maps Different kinds of Links between natural
over the period of Low order: 30%
Precipitation: Rain, hail,
Weather maps in Report on temperatures, Rainfall patterns: climate in South vegetation and
snow the media cloud cover, precipitation observation Summer, winter, all Africa (hot, warm, climate: Examples of Middle order: 50%
How temperature and rain (newspaper and and wind using terms such Observe and year (maps and bar cold, cool, dry, wet, plants and High order: 20%
can be measured: television) as hot, warm, cold, cool, comment on how graphs for selected humid) adaptations to climate
Instruments and units of How weather affects cloudy, partly cloudy, weather affects the places) around South Africa
measurement the daily lives of clear, dry, wet, windy daily lives of people
people

SKILLS AND VALUES • Cross-reference information using different sources

• Read and use sources to assimilate information
• Use information to describe, explain and answer questions about places
• Identify and extract information from visual sources such as maps, tables and graphs
• Identify and extract information from visual sources such as photographs
• Write in a structured way: Writing coherent sentences
• Provide reasoned explanations

RESOURCES TO • Rain gauge, thermometer, windsock or wind vane

ENHANCE LEARNING
• Atlas with temperature and rainfall maps of South Africa
• Photographs of different kinds of natural vegetation in South Africa
Rainfall statistics/graphs

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT
• Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework, classwork, worksheet
• Informal assessment should be source-based

SBA (FORMAL Project: observing and recording weather

ASSESSMENT) 30 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 5

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 5 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

CAPS TOPIC Minerals and mining in South Africa

CONTENT AND Introduction to the topic: Revision and

Mineral and coal resources of South Africa Mining and the environment Mining and people Formal assessment
CONCEPTS Minerals and mining in consolidation
South Africa
Coal as a non- Location of mineral and Concept of mining Impact of mining on Impact of mining on the Challenges of working in a Test: source-based and paragraph questions
Minerals as non-renewable
renewable resource coal mines and links to Ways of mining: Open pit, the environment: environment: Examples to deep gold mine, such as Term 3: 10 Marks
resources
How coal is formed settlement patterns surface mining and shaft Examples to include include the destruction of ventilation, heat, rock falls,
Main minerals mined in South (map) pollution (water and vegetation and wildlife dust Term 4: 20 Marks
and deep level mining
Africa, such as gold, diamonds Uses of coal air) Total: 30 marks
Waste and waste disposal Health and safety risks for
and coal, and their uses
miners Low order: 30%
Rules to protect the health and Middle order: 50%
safety of miners High order: 20%

SKILLS AND VALUES • Read and use sources in order to assimilate information
• Use information to describe, explain and answer questions about places
• Identify and extract information from visual sources such as maps, tables and graphs
• Provide reasoned explanations
• Cross-reference information using different sources
• Write in a structured way: Writing coherent sentences

RESOURCES TO • Map of South Africa to show distribution of main minerals across provinces
ENHANCE LEARNING
• Pictures to illustrate all sections of the topic

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT
• Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework, classwork, worksheet.
• Informal assessment should be source-based

SBA (FORMAL
ASSESSMENT) Controlled test: source-based and paragraph questions
Term 1: 10 marks
Term 2: 20 marks
Total: 30 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Hunter-gathers and herders in southern Africa

CONTENT AND Orientation of learners How we find out about hunter-gathers and Khoikhoi herder
San hunter-gatherer society in the Later Stone Age Revision and consolidation Formal assessment
CONCEPTS to Grade 5: herders society in the Later
Welcome learners to the Stone Age
• Stories Books Lived off the environment The invention of the Social organisation: All Rock art: Test: Source based
Grade 5 subject
In the present we find (A deep knowledge of the bow and arrow, which things were meant to Where, when, how and and paragraph
History/Social Sciences. • Objects Pastoral way of life
out about them by environment meant the contributed to hunting be shared equally why it was created. writing
Explain the programme • Rock paintings San knew when wild effectiveness within a group. How San and
observing living Interpretations of rock art Source-based: 25
of assessment (formal resources were
societies (ethnography) San beliefs and religion Khoikhoi shared the marks
and informal) seasonally available. South African coat of
same landscape Paragraph writing: 5
Introduction to the They moved to coincide arms and the Linton rock
with that availability.) art panel marks
topic:
30 marks
Hunter-gathers and
herders in southern Low order: 30%
Africa. Middle order: 50%
Explain what will be High order: 20%
learned in this topic:
Baseline assessment

SKILLS AND • Bring together information

VALUES
• Decide about what is important information to use
• Take part in discussions or debates and developing points of view about aspects of history based on the evidence that comes from the information available
• Write a piece about history which has an introduction, sets out the relevant information in a logical way and in chronological order and comes to a conclusion that answers the question in a coherent way

RESOURCES TO • Social Sciences textbook

ENHANCE
• Newspaper/magazine articles
LEARNING
• Pictures
• Map of southern Africa
• YouTube videos
• The internet

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT
• Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework, classwork, worksheet
• Informal assessment should be source-based and paragraph questions

SBA (FORMAL Test: Source based and paragraph questions

ASSESSMENT) Marks: 30

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC The first farmers in southern Africa

CONTENT AND Introduction to the When, why and where the first African Revision and
How early African farmers lived in settled chiefdoms Formal assessment
CONCEPTS topic Hunter- farmers settled in southern Africa consolidation
gatherers and
Attitudes to land Interaction with Khoisan: Homesteads and Agriculture: Crops and Social, political and Roles of men, women, Roles of men, women, boys The role of the Controlled test: Source-
herders in southern
Principles of generous villages livestock economic structures boys and girls and girls chief based and paragraph
Africa
acceptance of other people Children were Children were economically The role of cattle writing
Baseline assessment
In Iron Age society it was economically active from active from an early age and Term 1 content: 10 marks
Background important for political power an early age and took took pride in contributing to Term 2 content: 20 marks
information on the first that leaders accepted pride in contributing to the the well-being of the
farmers in southern strangers and integrated well-being of the community. In their teens 30 marks
Africa them into their own community. In their teens they were initiated and Low order: 30%
societies. they were initiated and educated into the Middle order: 50%
educated into the responsibilities of adulthood.
responsibilities of High order: 20%
adulthood.

SKILLS AND VALUES • Bring together information (from newspapers, websites, etc.) Decide about what is important information to use
• Take part in discussions or debates and developing points of view about aspects of history based on the evidence that comes from the information available
• Contrast what information would be like if it was seen or used from another point of view. It also requires being able to compare two or more different points of view about the same person or event
• Write a piece about history which has an introduction, sets out the relevant information in a logical way and in chronological order and comes to a conclusion that answers the question in a coherent way
• Investigate where the information came from.
• See how historians, textbook writers, journalists, or producers and others come to differing conclusions from each other and being able to give a reason(s) for why this is so about a particular topic in history

RESOURCES TO • Newspaper/magazine articles

ENHANCE LEARNING
• Pictures
• Map of southern Africa
• YouTube
• The internet

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT
• Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework, classwork, worksheet
• Informal assessment should be source-based and paragraph questions

SBA (CONTROLLED Controlled test: Source based and paragraph questions

TEST) Term 1 content: 10 marks
Term 2 content: 20 marks
30 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC An ancient African society: Egypt

CONTENT AND Introduction to the The Nile River and Revision and
Way of life in ancient Egypt Case study: The tomb of Tutankhamen Formal assessment
CONCEPTS topic: An ancient how it influenced consolidation
African society: settlement
Egypt Social structure in ancient Sphinx, pyramids and Hieroglyphics, Medicine and Discovery of the tomb: Who, What the discovery revealed Test: source based and paragraph
Egypt temples mathematics and physicians: Diseases, when, why about ancient Egyptian writing
Baseline
astrology anatomy, physiology society. Source-based: 25 marks
assessment
and clinical
examinations Paragraph writing: 5 marks
30 marks
Low order: 30%
Middle order: 50%
High order: 20%

SKILLS AND • Bring together information

VALUES
• Investigate where the information came from
• Take part in discussions or debates and developing points of view about aspects of history based on the evidence that comes from the information available
• See how historians, textbook writers, journalists, or producers and others come to differing conclusions from each other and being able to give a reason(s) for why this is so in a particular topic of history
• Write a piece about history which has an introduction, sets out the relevant information in a logical way and in chronological order and comes to a conclusion that answers the question in a coherent way
• Contrast what information would be like if it was seen or used from another point of view. It also requires being able to compare two or more different points of view about the same person or event

RESOURCES TO • Social Sciences textbook

ENHANCE
• Newspaper/magazine articles
LEARNING
• Pictures
• Map of southern Africa
• YouTube
• The internet

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT
• Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework, classwork, worksheet
• Informal assessment should be source-based and paragraph questions

SBA (FORMAL Test

ASSESSMENT) Source-based and paragraph questions
Marks: 30

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5 (TERM 4)

Term 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

CAPS TOPIC A heritage trail through the provinces of South Africa

CONTENT AND What heritage is Different examples of heritage in the different provinces Revision and consolidation Formal assessment
CONCEPTS Introduction to the topic:
A heritage trail through Heritage in sites of Heritage in objects: Heritage in names of places: Heritage and indigenous Natural heritage and Controlled test: Source based
the provinces of South significance: The Cradle of Golden objects at Names of rivers, dams and medicine: The healing properties indigenous knowledge and paragraph writing
Africa Humankind in Gauteng Mapungubwe in Limpopo towns in the Free State of the aloe in the Eastern Cape systems (IKS): Makhonjwa Term 3 content: 10 marks
OR OR OR Mountains, the oldest in the
Baseline assessment world. Mountains and Term 4 content: 20 marks
Heritage in Heritage and changing Heritage in architecture: the ancestors in IKS in Total = 30 marks
people’s achievements: identities: The Van Riebeeck Stone-walled town of Mpumalanga
Castle in the Western Cape Kaditshwene in the North West Low order: 30%
Frances Baard from OR
Northern Cape NB: Teachers can choose Province Middle order: 50%
between heritage in names of NB: Teachers can choose Heritage in art: San rock art in High order: 20%
NB: Teachers can choose
between heritage in rivers, dams and towns OR between heritage in indigenous the Drakensberg in KwaZulu-
heritage and changing identities. medicine OR heritage in Natal
objects OR heritage in
people’s achievements architecture NB: Teachers can choose
between natural heritage and
indigenous knowledge
systems (Makhonjwa
Mountains) OR heritage in art
(San rock art in the
Drakensberg)

SKILLS AND • Bring together information

VALUES
• Decide what is important information to use
• Explain how and why people and events are publicly remembered in a community, town or city or province and the country. It also involves investigating how people and events in the past are commemorated in ceremonies,
• Celebrations, museums and monuments
• Investigate where the information came from
• Take part in discussions or debates and developing points of view about aspects of history based on the evidence that comes from the information available
• Write a piece about history which has an introduction, sets out the relevant information in a logical way and in chronological order and comes to a conclusion that answers the question in a coherent way

RESOURCES TO • Newspaper/magazine articles

ENHANCE
• Pictures
LEARNING
• Map of southern Africa
• YouTube
• The internet

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT • Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework, classwork, worksheet
• Informal assessment should be source-based and paragraph questions

SBA Controlled test: Source-based and paragraph questions

(CONTROLLED 30 marks
TEST)
Term 3 content: 10 marks
Term 4 content: 20 marks