2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 7

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 7 (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: the world)

CONTENT AND Orientation of learners Current events Local maps and Sketching maps and Sketch a map of a Revision and
Distance and scale Formal assessment
CONCEPTS for Grade 7: Welcome Places in the news on street maps explaining routes local area (project) consolidation
learners to Grade 6 a world map (ongoing Using an index and
Geography/Social Sketching maps to Drawing a sketch of a Line scales and word Calculating distances Calculating distances Measuring indirect Project: local maps
throughout the year) grid to locate places in
Sciences as a subject show the route from map or maps of own scales (review from on maps (direct on maps (indirect distances on a street 50 marks
Latitude and longitude a street guide (use a
one place to another area:***. Grade 6) routes): routes): map (string and a line
Explain the programme of places in the news local map showing
Explaining a route • Include symbols, Different scales for • Use the scale to • Use the scale to scale)
of assessment (formal (review location in places of interest in the
and informal) local area, where verbally (include key and scale different maps: Small estimate distances estimate distances Calculating distances
degrees)
possible) estimating distances) and large-scale maps on a given map on a given map on maps (direct and
Revise concepts from Sketching maps and • Record own
(review from Grade 6) indirect routes):
the Intermediate Phase explaining routes Street maps or observations of • Check estimates • Check estimates
– Grade 5: Eight points Google Maps land use and kinds with accurate with accurate • Use the scale to
of the compass Determining and of vegetation measurement measurement estimate distances
showing compass on a given map
Grade 6: Latitude and directions on a local • Show eight
longitude (degrees) sketch map cardinal compass • Check estimates
directions with accurate
measurement

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
• Provide reasoned explanations
• Cross-reference information using different sources
• Use and draw maps (street maps)

RESOURCES TO • Globe, world map

ENHANCE
• Newspapers, magazines
LEARNING
• Ruler, 360º protractor
• YouTube videos
• Internet (Google Earth)

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: Local maps

ASSESSMENT) Marks: 50

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 7

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 7 (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 Volcanoes, earthquakes and floods

CONTENT AND Revision and

Structure of the earth Volcanoes Earthquakes Floods Formal assessment
CONCEPTS assessment

Core, mantle, crust Core, mantle, crust Location of volcanoes Location of Effects of earthquakes, Reducing the impact: Causes of floods: Effects of floods, Reducing the impact: Controlled test:
How the crust moves: How the crust moves: around the world earthquakes around including injury and Preparing for and Unusually heavy rain, including injury and Preparing for and Term 1: 15 marks
Introduction to tectonic Introduction to tectonic (map) the world (map) loss of life, disease, responding to environmental factors loss of life; disease; responding to floods
displacement of earthquakes (such as farming, displacement of Term 2: 35 marks
plates and plate plates and plate Why volcanoes occur Causes of Case study of a
movements movements earthquakes: Link people, damage to settlement, fires and people; soil erosion; selected flood Map skills, source-based
back to plate infrastructure, fires loss of vegetation) and damage to fields, and paragraph writing
movements and tsunamis earthquakes buildings and Total: 50 marks
(tsunamis) infrastructure

SKILLS AND • Identify and extract information from visual sources such as photographs
VALUES
• Draw maps, sketches and simple illustrations
• Write in a structured way: writing coherent sentences
• Provide reasoned explanations

RESOURCES TO • Atlas, globe, world map

ENHANCE
• Relevant newspaper/magazine articles
LEARNING
• YouTube videos
• Internet (Google Earth)

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 Controlled test:

ASSESSMENT) Term 1: 15 marks
Term 2: 35 marks
Map skills, source-based and paragraph writing
Total: 50 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 7

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 7 (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 Population growth and change

CONTENT AND World population Revision and Formal assessment

CONCEPTS Population concepts Developments that have affected population growth
growth consolidation

Birth rates, death rates Infant mortality rates Pattern of world Widespread illnesses Pandemics of the past: Economic status Scientific Improved healthcare Test: Data-handling, case study and paragraph
and population growth Life expectancy population growth from such as HIV and AIDS, Spanish flu Conflict and wars developments, such as writing
rates 1 AD to present day tuberculosis, malaria Compare the Spanish increased 50 marks
(interpreting a line and diarrhoea flu pandemic to the understanding and
graph) COVID-19 pandemic control of disease and
infection; improved
NOTE: COVID-19 is
not examinable) sanitation; canned food
and refrigeration

SKILLS AND VALUES • 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 photographs
• Draw maps, sketches and simple illustrations
• Write in a structured way: writing coherent sentences
• Provide reasoned explanations

RESOURCES TO • Atlas, globe, world map

ENHANCE
• Relevant newspaper/magazine articles
LEARNING
• YouTube videos
• Internet (Google Earth)

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 Test: Data-handling, case study and paragraph writing

ASSESSMENT) 50 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 7

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 7 (TERM 4)

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

CAPS TOPIC Natural resources and conservation in South Africa

CONTENT AND Revision and Revision and

Natural resources Management of resources Water in South Africa Formal assessment
CONCEPTS consolidation consolidation

Natural resources Concept of Conservation areas Community conservation Who uses South Availability of water River health and the care Examination
on earth, including conservation, (including marine projects – examples Africa’s water (pie and requirement in of catchment areas Term 3 content: 15 marks
water, air and soil including reasons reserves): Eco-tourism – examples chart of water users) South Africa
for conservation Term 4 content: 35 marks
Use and abuse of • Purpose and
selected examples location Source-based and paragraph writing

• Case study of a Total marks: 50

selected area

SKILLS AND • Read and use sources to assimilate information

VALUES
• Use information to describe, explain and answer questions about places
• Identify and extract information from visual sources such as photographs
• Draw maps, sketches and simple illustrations.
• Write in a structured way: Writing coherent sentences
• Provide reasoned explanations

RESOURCES TO • Atlas, globe

ENHANCE
• World map
LEARNING
• Newspapers/magazines
• Ruler360º protractor
• YouTube videos
• Internet (Google Earth)

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 End-of-year examination

ASSESSMENT) Term 3 content: 15 marks
Term 4 content: 35 marks
Total: 50 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 7

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 7 (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 The kingdom of Mali and the city of Timbuktu (14thCentury)
Focus: The development of a rich economy and a learning centre of the kingdom of Mali long ago

CONTENT AND Orientation of learners for Trade across the Revision and Revision and
The kingdom of Mali The city of Timbuktu Formal assessment
CONCEPTS Grade 7: Sahara Desert consolidation consolidation
Explain the programme of
Goods, including salt, Mali at the height of Construction of the Leo Africanus’ Timbuktu as a trade Timbuktu as a centre Timbuktu manuscripts Test: Source-based
assessment (formal and
brought from Europe its power under Great Mosque eyewitness stories of centre on the trans- of learning: project and South and paragraph writing
informal)
and North Africa into Mansa Musa during his travels Saharan caravan route Mathematics, African collaboration questions
Discuss the language of Mali where they were the early 14th century Travel along caravan Goods coming from the chemistry, physics, Why Timbuktu is a 50 marks
assessment exchanged for gold, Mansa Musa’s routes, into the Mediterranean shores optics, astronomy, World Heritage Site
Introduce the topic Trade slaves, ivory pilgrimage to Mecca Saharan desert and and salt being traded in medicine, history,
across the Sahara and ostrich feathers two visits to Timbuktu Timbuktu for gold geography, the
Desert: Camel caravans traditions of Islam,
Spread of Islam across Descriptions of government, laws and
as the means of transport
North Africa and into Timbuktu in his book many more
Review the Grade 4 topic West Africa via traders Description of Africa
Transport through time during the ninth (1550)
(transport on land: century
Animals, carts, wagons
and coaches)

SKILLS AND • Being able to bring together information from text, visual material (including pictures, cartoons, television and movies), songs, poems and interviews with people
VALUES
• Using more than one kind of written information (books, magazines, newspapers and websites)

RESOURCES TO • Atlas
ENHANCE
• Globe
LEARNING
• World map
• Oral history, interviews
• Newspapers, magazines
• YouTube videos
• Internet (Google)

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT
• Learners should be able to answer simple questions using words such as “who”, “what”, “where”, “when”, “why” and “how”
• Homework, classwork, worksheet
• Informal assessment should be source-based

SBA (FORMAL Test: Source-based questions and paragraph writing

ASSESSMENT) 50 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 7

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 7 (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 Transatlantic slave trade

Focus: The nature and impact of the slave trade between West Africa and the American South

CONTENT AND Introduction to the topic Revision and Revision and

Slavery in the American South The impact of the transatlantic slave trade on slaves Formal assessment
CONCEPTS The Transatlantic slave consolidation consolidation
trade
Plantations: Tobacco, Slave markets What it was like to be a Rebellion against The Underground Harriet Tubman: Slave The story of John Controlled test:
West Africa before the
rice, sugar cane and Numbers of slaves plantation slave in the slavery Railroad (an informal who escaped to Brown and his mission Source-based and
European slave trade
cotton that were taken to American South Nat Turner’s revolt network of secret freedom and helped to abolish slavery paragraph writing
The nature of slavery in routes and safe- other slaves to escape
Reasons for using America Slave culture in songs 1831 Term 1: 15 marks
West Africa before houses used by
slave labour What happened to and stories Joseph Cinque and the escaping slaves) Term 2: 35 marks
Europeans
How slaves were the raw materials that Resistance to slavery: Amistad Mutiny of NB: No essay writing
captured, sold and slaves produced Individual responses, 1839 in the June controlled
transported from West e.g. sluggishness, test
Africa passivity, indifference,
shirking, alcoholism, 50 marks
flight,
suicide, arson and
murdering owners

SKILLS AND • Being able to bring together information from text, visual material (including pictures, cartoons, television and movies), songs, poems and interviews with people
VALUES
• Using more than one kind of written information (books, magazines, newspapers and websites)

RESOURCES TO • Atlas
ENHANCE
• Globe
LEARNING
• World map
• Oral history, interviews
• Newspapers, magazines
• YouTube videos
• Internet (Google)

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT
• Learners should be able to answer simple questions using words such as “who”, “what”, “where”, “when”, “why” and “how”
• Homework, classwork, worksheet
• Informal assessment should be source-based

SBA (FORMAL Controlled test

ASSESSMENT) Term 1:15 marks (source-based)
Term 2: 35 marks (source-based and paragraph writing)
NB: No essay writing in the June controlled test
50 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 7

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 7 (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 Colonisation of the Cape 17th–18th centuries

Focus: Colonisation, the expanding frontiers of Dutch settlement and immediate consequences at the Cape

CONTENT AND Introduction to the topic: Revision and Revision and

Dutch settlement Formal assessment
CONCEPTS Colonisation of the consolidation consolidation
Cape 17th–18th
centuries Reasons for the Results of the Dutch What it was like to be a Causes and effects of Free burghers The movement of Land dispossession Test: Source-based
permanent settlement slave trade at the slave at the Cape slave resistance in the Dutch and French trekboers with their and consequences for questions and
Assist learners with essay
of the VOC (DEIC) at Cape: Slave legacy at the Cape Huguenot immigration slaves and servants the indigenous paragraph and essay
writing at the beginning of
the Cape in 1652 Why slaves were Cape, including the to the Cape inland population writing
the term (teachers are to
explain to learners what brought to the Cape religion of Islam and the Expanding European Lifestyles and stories Genadendal: The first Marks: 50
the structure of the essay Where the slaves development of the frontiers of trekboers mission station in
is and how to compose came from Afrikaans language southern Africa 1738
an essay) The work of William
How slaves were
Revise from Grade 5: brought to the Cape Bleek and Lucy Lloyd
Indigenous inhabitants of
the Cape during the 17th
century
Where African farmers
were settled: To the east
of the Cape because of
the climatic constraints of
sorghum and millet. They
settled in summer rainfall
areas that received
around 500 mm of rain
over the summer growing
season

SKILLS AND • Being able to bring together information from text, visual material (including pictures, cartoons, television and movies), songs, poems and interviews with people
VALUES
• Using more than one kind of written information (books, magazines, newspapers and websites)

RESOURCES TO • Atlas
ENHANCE
• Globe
LEARNING
• World map
• Newspapers, magazines
• YouTube videos
• Internet (Google)

INFORMAL • Homework, classwork, worksheet

ASSESSMENT
• Informal assessment should be source-based and include paragraph writing
• Give learners an informal assessment task on essay writing structured as follows:
• Topic sentence and introduction
• Main points and body
• Conclusion

SBA (FORMAL Test

ASSESSMENT) Source-based questions, paragraph writing and essay writing
Marks: 50

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 7

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 7 (TERM 4)

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

CAPS TOPIC Co-operation and conflict on the frontiers of the Cape colony in the early 19th century
Focus: Colonisation, the expanding frontiers of British settlement and immediate consequences at the Cape in the early 19thcentury

CONTENT AND Introduction to the topic Revision and Revision and Revision and
The Eastern frontier of European settlement The northern frontier of European settlement Formal assessment
CONCEPTS Co-operation and consolidation consolidation consolidation
conflict on the frontiers
of the Cape colony in Frontier wars on the British immigration Expanding trade The southern borders Case study: Robert End-of-year examination
the early 19th century eastern frontier of Abolition of slavery in relationships on the of the Tswana world: Moffat (1795–1883) at Term 3 content: 15 marks: Source-based
European settlement 1836 northern frontier of They traded ivory, Kuruman questions and paragraph writing
Arrival of the British and
European settlement hides, skins and furs,
the expanding frontiers of Case study: Chief Term 4 content: 35 marks: Source based
Maqoma (1798–1873) The Kora and Griqua, iron and copper with
European settlement questions and essay writing
and Xhosa resistance groupings of mixed the Kora and Griqua
to the British rule descent and runaway Missionaries and Total: 50 marks
Soldiers and officials slaves who had escaped traders
from the colony, traded
manufactured goods,
tobacco and pack oxen
from the Cape

SKILLS AND • Being able to bring together information from text, visual material (including pictures, cartoons, television and movies), songs, poems and interviews with people
VALUES
• Using more than one kind of written information (books, magazines, newspapers and websites)

RESOURCES TO • Atlas
ENHANCE
• Globe
LEARNING
• World map
• Oral history, interviews
• Newspapers, magazines
• YouTube videos
• Internet (Google)

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT
• Learners should be able to answer simple questions using words such as “who”, “what”, “where”, “when”, “why” and “how”
• Homework, classwork, worksheet
• Informal assessment should be source-based

SBA (FORMAL End-of-year examination

ASSESSMENT) Term 3 content: 15 marks: Source-based questions and paragraph writing
Term 4 content: 35 marks: Source based questions and essay writing
Total: 50 marks