School of Education

Department of Human Sciences Teaching

2024

Social Science I (Geography)

ESSG62112
Module writer/s: Dr Tiani Wepener

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TABLE OF CONTENTS

1. Overview of module structure .............................................................................................................. 3

2. ORIENTATION ........................................................................................................................................ 3
3. STUDENT RESPONSIBILITIES .................................................................................................................. 3
4. EXPECTED OUTCOMES AND NOTIONAL HOURS ................................................................................... 4
Module outcome .......................................................................................................................... 4
Notional hours .............................................................................................................................. 5
5. CONTACT DETAILS OF LECTURER/S ....................................................................................................... 5
6. CONTACT SESSIONS............................................................................................................................... 5
6.1 Mode of delivery ........................................................................................................................... 5
6.2 Class attendance ........................................................................................................................... 6
6.3 Outline of contact sessions ........................................................................................................... 6
7. ASSESSMENT PLAN for MODULE........................................................................................................... 8
7.1 Assessment schedule .................................................................................................................... 8
8. Navigating the online learning space .................................................................................................... 9
8.1 Microsoft Outlook ......................................................................................................................... 9
8.2 Microsoft Teams ......................................................................................................................... 10
8.3 Moodle ........................................................................................................................................ 10
8.4 Sol Plaatje Library and Information Services .............................................................................. 10
8.5 Tips on getting started with your educational experience (SPU rules & regulations) ................ 10
9. Do you require teaching and learning support? ................................................................................. 11
9.1 Library guides relevant to the School of Education .................................................................... 11
9.2 Referencing ................................................................................................................................. 11
10. Do you require computer skills? ......................................................................................................... 13
11. IT-related issues .................................................................................................................................. 13
12. Grievance PROCEDURE ....................................................................................................................... 13
13. AN OVERVIEW OF LEARNING UNITS in the module ............................................................................ 14
14. REFLECTION AND EVALUATION........................................................................................................... 18

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1. OVERVIEW OF MODULE STRUCTURE

MODULE TITLE Social Science I (Geography)

MODULE CODE ESSG62112
TYPE OF MODULE Core
(FUNDAMENTAL/CORE/ELECTIVE)
NQF LEVEL 6
CREDIT VALUE 12
DATE OF COMPILATION 01/02/2017
DATE OF REVISION 29/01/2024
MODULE LEADER Dr Tiani Wepener
MODULE EVALUATOR

2. ORIENTATION

In the South African school curriculum (CAPS) the subject Social Sciences consists of Geography and
History. Although the two disciplines are kept separate, the Social Sciences school curriculum is designed
to complement the knowledge (content, skills and concepts) outlined in each.

This Social Sciences curriculum (History in Year 1 and Geography in Year 2) aims to provide opportunities
for you to look at your own world and everyday life with fresh and critical eyes. It also introduces you to
a worldview beyond your everyday realities. In this module, the importance of depth of knowledge is
recognised. It is important for you as an Intermediate Phase Social Sciences teacher to possess sufficient
knowledge of Geography. Sufficient knowledge will contribute towards your confidence in the Social
Sciences classroom. The focus of this Geography module is primarily Physical Geography. The lectures,
prescribed book chapters, research papers and class notes will assist you to gain an understanding of some
of the important topics dealt with in this important branch of the discipline. The learning units in the
module cover a broad range of topics so that you are exposed to a large array of geographical concepts,
processes and phenomena on different scales. As a Social Sciences teacher it is important for you to
understand the world on a local, national and global scale. This module will assist your understanding of
different environments by referring to relevant examples and case studies (locally and internationally).
The development of geographical skills, attitudes and values are also an integral part of the module. You
will practice map work techniques and you will get the opportunity to debate about pressing social,
economic and environmental issues that are threatening environmental sustainability across the globe.

3. STUDENT RESPONSIBILITIES

• Attend lectures and tutorials.

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 • Read emails (@spu.ac.za) daily for important notifications. E-mailing etiquette
https://www.cfr.msstate.edu/StudentOrgs/Fps/docs/(Mar2016)Writing%20a%20Formal%20Em
ail.pdf

• Frequently visit Moodle for announcements and uploaded teaching and learning support
material. https://learn.spu.ac.za/mod/folder/view.php?id=17008

• Ensure that your correct cell phone number is on the SPU database.

• Submit your assignments on time or receive a mark deduction of 10% per day.

• Do not submit assignments after more than 3 days late without a valid reason for submitting
your work late.

• Send documentation to support your late submissions within 48 hours and no later than a week
to your lecturers.

• If you choose to de-register from the degree, email Mr Patrick May at Patrick.May@spu.ac.za

• Send queries regarding marks to your lecturer within 7 days of receiving your marks.

• For more information pertaining the above, please watch the following video:
https://www.youtube.com/watch?v=Rtsbod1zpnM

4. EXPECTED OUTCOMES AND NOTIONAL HOURS

Module outcome

On completion of this module, the student should be able to:

• Analyse maps and apply map work skills and techniques;

• Differentiate between different elements of weather and explain the relationship between
geographic location and climatic conditions;

• Interpret geomorphological processes and evaluate the impacts of natural disasters;

• Construct a river profile and describe how different coastal landforms forms;

• Evaluate 21st century environmental issues threatening the sustainability of South Africa.

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 Notional hours
Details of activities Notional hours
Lectures (Blended approach – face to face and Online: TEAMS) 50
Individual self-study (Online LMS: Moodle presentations, forums, etc.) 30
Assessment (formative and summative) 40
Total hours 120
Total credits 12

5. CONTACT DETAILS OF LECTURER/S

Name Office E-mail address

Lecturer Dr M Manjoro Building COO6, Office 302 Munyaradzi.manjoro@spu.ac.za
Dr Hlatywayo Johane.hlatywayo@spu.ac.za
Internal Dr T Wpener Education Building (Room Tiani.wepener@spu.ac.za
Moderator T324)

Consultation
Dr Hlatywayo Walk in and by appointment. Please e-mail me
Dr Manjoro Walk in within 1 hour after each class or practical
Otherwise by appointment. Please email me to book.

6. CONTACT SESSIONS

6.1 Mode of delivery

Discussions, reflections and lectures will take place during the programmed sessions as scheduled on the
timetable. A blended teaching and learning model be adopted based on the following principles:

• The module will promote critical habits of mind, self-directed learning, and the co-construction
of knowledge through the use of a combination of teaching and learning strategies.

• The module will involve simultaneous online and in-class attendance in cases where some
students are expected to physically attend in real time.

• The use of pre-recorded lectures might be applied in large class contexts.

• In-person engagement comprising small groups might take place in the venues allocated on the
timetable. Students will be informed by the lecturers when these sessions are scheduled.

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6.2 Class attendance
Although class attendance is not compulsory, attendance of lecture sessions is important to ensure your
academic success. In this module the focus during contact sessions and amongst students outside
scheduled classes will be on interdependent learning. There should thus be a strong correlation between
learning and class attendance as well as your engagement with fellow students during reflection sessions
in between classes.

6.3 Outline of contact sessions

Date Week Lecture details
19-23 1 Introducing the module:
February
• Defining Geography and distinguishing between the branches of
Geography
• The role of Geography as part of Social Sciences

26 Feb-1 2 The fundamentals of map work:

March
• What is map?
• Side vs plan view
• Elements on a map (key, symbols, scale bar, north arrow etc.)
• Grid reference
• Compass directions
• Types of maps
• Provinces of South Africa
• Continents of the world
• Oceans of the world

4-08 March 3 Locating places on the globe and map:

• Hemispheres
• Latitude
• Longitude
• Using degrees, minutes and seconds

11-15 March 4 Using map scale:

• Measuring distance on a map

• Calculating map scale
• Calculating area using a map scale
• Large scale vs small scale

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 18-22 March 5 Weather and Climate:

• Difference between weather and climate

• Elements of weather: Temperature, precipitation, humidity, wind,
atmospheric pressure, clouds etc.

25-29 March 6 • Elements of weather: Temperature, precipitation, humidity, wind,

atmospheric pressure, clouds etc. cont.

SPU RECESS – 29 March -09 April

08-12 April 7 • Relationship between climate and natural vegetation.
• Examples from South Africa

15-19 April 8 • Global air circulation (Hadley, Ferrell and Polar cells)
• Climatic regions in Africa
• Relationships between climate, climate change and economic activities
(focus on South Africa)

22-26 April 9 Environmental issues in the 21st century:

• Defining sustainability
• Environmental impacts of solid waste production

29 April-3 May 10 • Environmental issues associated with food production

• South Africa’s approach to sustainability

6-10 May 11 • Geomorphology and weathering:

• Structure of Earth
• Oceanic vs continental crust
• Plate tectonics
• Different types of plate boundaries

13-17 May 12 • Types of weathering

• Natural disasters
• Volcanoes, earthquakes and floods
• Managing and mitigating these natural disasters

20-24 May 13 • Fluvial and coastal processes:

• Terminology associated with river systems
• Processes within a drainage basin
• River erosion processes

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 • Rivers of South Africa

27-31 May 14 • Coastal landforms

• How some coastal landforms form

MID YEAR EXAMINATIONS

First opportunity: 27 May-14 June (15 days)
Supplementary: 26 June -05 July (8 days)

Prescribed Textbook(s)

• Christopherson, RW. (2015) Geo systems: An Introduction to Physical Geography. 9th edition.
Pearson

Recommended Reading
• Strahler AH and Strahler. (2011) Introducing Physical Geography. 6th edition. Wiley
• Petersen J.F, Sack D. and Gabler R.E (2016) Physical Geography: 11th edition. Cengage

7. ASSESSMENT PLAN FOR MODULE

• The grading of the module consists of formative assessment and summative assessment tasks.

• This is an examination module. Your knowledge and skills will be assessed at the end of the
semester during a sit-down examination.

• A final mark of 50% must be obtained in order to pass the module.

• The assessment plan below depicts the types of assessment that forms part of this module.

7.1 Assessment schedule

CONTINUOUS ASSESSMENT
Assessment instrument What to submit Weight Date

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 Online Quizzes/activities Individual online work 25% Every 2 weeks
Class test 1 Individual face to face 15% Week 4
Class test 2 Individual face to face 15% Week 9
Semester Theory Test 1 Individual face to face 25% Week 6
Semester Theory Test 2 Individual face to face 20% Week 12
CASS MARK End weighting 50%
EXAMINATION End weighting 50%

Medical Certificates
A medical certificate must be provided regarding missed tests and/or assignments, etc. this must
be submitted to the lecturer or site department secretary within 5 working days of the test date
or due date. Medical certificates not received within 4 days will not be considered – unless the
student was hospitalized. If a medical certificate is accepted, an assessment would be prepared
for the student. Complaints or queries about assessment marks must be raised with the lecturer
concerned within 7 days of the assessment being returned to the students.

8. NAVIGATING THE ONLINE LEARNING SPACE

Take note that all study material for the module will be made available on online teaching and learning
platforms. Some lectures may also be presented in the form of podcasts, pre-recordings or narrated
slides. Interactive online platforms such as Microsoft Outlook, Microsoft Teams, Flip, Moodle and the Sol
Plaatje University Online Library services will be used.

8.1 Microsoft Outlook

Microsoft Outlook allows you to send and receive email messages, manage your calendar, store names
and numbers of your contacts, and track your tasks.

Follow this link https://outlook.office365.com/ to familiarise yourself with the Microsoft Outlook
platform.

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8.2 Microsoft Teams

Microsoft Teams is a persistent chat-based collaboration platform complete with document sharing,
online meetings, and many more extremely useful features for teaching and learning communications.
Follow this link https://learn.spu.ac.za/mod/folder/view.php?id=17008 to familiarise yourself with the
Microsoft Teams platform.

8.3 Moodle

Moodle is an application for online teaching, learning, community building, and knowledge sharing.

Follow this link https://learn.spu.ac.za/mod/folder/view.php?id=17007 to familiarise yourself with the

Moodle platform.

8.4 Sol Plaatje Library and Information Services

The Sol Plaatje University Online Library provides access to various online resources. These sources
include, but are not limited to, printed books, e-books, databases to search and retrieve articles, online
newspapers & online magazines.

Follow this link https://www.spu.ac.za/index.php/library-services-all/ to familiarise yourself with the Sol

Plaatje University Online Library.

8.5 Tips on getting started with your educational experience (SPU rules & regulations)
The video below provides guiding tips on how to get going with your university experience. Click on the
link to watch the video. https://youtu.be/Rtsbod1zpnM

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Please note that all documentation is included in the video description on YouTube, by clicking on “see
more”.

9. DO YOU REQUIRE TEACHING AND LEARNING SUPPORT?

The Centre for Teaching and Learning and Programme Development provides support in terms of
academic literacy development and assignment writing.

Follow this link https://www.spu.ac.za/index.php/teaching-learning-support/ to familiarise yourself with

the teaching and learning support offered by the Centre for Teaching and Learning and Programme
Development.

Also take note that the Centre for Teaching and Learning and Programme Development is offering student
academic support services that are aimed at supporting your academic experience.

Services rendered by the CTLPD:

Academic writing support Mr Sello Mashibini Sello.Mashibini@spu.ac.za

Tutor support Mr Lerato Sekonyela Lerato.Sekonyela@spu.ac.za

Mr Kagisho Mosikare kagisho.mosikare@spu.ac.za

Academic advising Ms Belinda Matabane Belinda.Matabane@spu.ac.za

Student health and wellness Mrs Mpho Setlhabi mpho.setlhabi@spu.ac.za

support

9.1 Library guides relevant to the School of Education

The Sol Plaatje University Online Library also provides useful School-specific library guides. The library
guide platform is useful towards providing relevant resources pertaining to professional education bodies
and education specific databases.

Follow this link https://www.spu.ac.za/index.php/library-services-all/ to familiarise yourself with the

library guides platform.

9.2 Referencing
The word “plagiarism” is derived from the Latin term “plagiaries” which literally means “kidnapper” and
refers to the theft of someone else’s work. The SPU makes a distinction between plagiarism and academic
writing misconduct.

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The former term refers to:

• acts of plagiarism committed unknowingly/ unintentionally; and/or

• improper or no acknowledgement of a limited section of the work.

The latter term refers to:

• repeated incidents of collusion, deliberate dishonesty and more serious forms of plagiarism
committed over an extended period of time.

Against this background, students are requested to refrain from deliberate dishonesty in the form of:

• cribbing in tests and examinations;

• collusion and fabrication or falsification of data;

• purchasing assignments, dissertations and/or theses on the internet and presenting such
documents as your own work; and/or

• submitting the same work for more than one course or in consecutive years.

Referencing allows you to acknowledge the contribution of other writers and researchers in your work.
Any form of academic assignment that draws on the ideas, words or research of other writers must
contain citations. Referencing thus serves as a means to provide evidence to support the assertions and
claims in your own assignments.

Follow this link https://www.spu.ac.za/wp-content/uploads/2020/04/SPU-School-of-Humanities-

Academic-Literacy-and-Ref-Guide-v2-2019-1.pdf to familiarise yourself with the referencing process.

Plagiarism should be always avoided, whenever a student uses an author’s work without
recognizing it and /or cutting and pasting it (not stating facts/thought in own words).
Plagiarized work will not be accepted for marking and students may be subjected to disciplinary
action. You are advised to study the policy on the prevention of plagiarism and copyright
infringement.

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10. DO YOU REQUIRE COMPUTER SKILLS?

The Centre for Teaching and Learning and Programme Development offers a programme that will assist
you to develop the expected computer skills to successfully navigate the online learning space.

Follow this link https://play.vidyard.com/1y8CL5ZRSjkKRAn2G58pc5 to engage in the developmental

computer skills programme.

11. IT-RELATED ISSUES

Should you encounter any problems accessing online platforms, contact the I.T. Service Desk by e-
mailing your issue to the following address ctlpd.enquiries@spu.ac.za

12. GRIEVANCE PROCEDURE

In an event that you have a complaint or an issue, students should STRICTLY adhere to the following
grievance procedure as formulated by the school:
Should you not be content with the offering in class, outcome of results for work completed or
any situation, you may complain or appeal in the following order:

a) Step 1: Consult directly with the module lecturer.

b) Step 2: If problem persists, communicate with the class representative and meet with the
lecturer to discuss the problem (class representative to minute the meeting);
c) Step 3: If the problem persists, put the problem in writing and forward it to the Head of
Department for his/her attention.
d) Step 4: If the outcome is not satisfactory, consult (with the class representative’s assistance)
with the next level of management, and so on.

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13. AN OVERVIEW OF LEARNING UNITS IN THE MODULE

The following learning units will be covered in this module:

Learning unit 1: Map work

Explore the different types of maps (and their uses). Students should demonstrate an understanding of
the elements on a map (e.g. scale bar, map key, coordinates, direction). Map calculations such as
calculating distance, gradient and scale are also practiced. Draw a cross-section of an area to illustrate the
change in topography.

Learning unit 2: Weather and climate

Students should demonstrate an understanding of the difference between weather and climate.
Differentiate between the different elements of weather, how they form and how they are measured.
Analyse rainfall patterns and distribution in South Africa. Assess the impact of climate change on South
African’s economy.

Learning unit 3: Geomorphology and weathering

Students demonstrate understanding of the structure of the earth; types of rocks and their formation;
weathering and types of weathering. Discuss the impact of earthquakes and volcanoes on communities
and. Students should debate the rescue measures which can be taken to reduce the impacts of
earthquakes and volcanoes.

Learning unit 4: Fluvial and coastal processes

Demonstrate a holistic understanding of a river as a system. Differentiate between the different courses
of a river and how a river changes over time. Understand how a river transport its load. Students analyse
and make judgements about the state of rivers in South Africa. Understand coastal processes such as how
waves forms, how coastal erosion takes places and how the ocean transports its load.

Learning unit 5: Environmental issues in the 21st century

Explore the most common environmental issues confronted with in Southern Africa. Demonstrate skills
to resolve environmental issues. Debate the environmental sustainability of South Africa.

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 LEARNING UNIT 1
Map work

LEARNING OUTCOME:
At the end of this learning outcome, students should be able to analyse maps and apply map work
skills and techniques.

Assessment criteria:
In order to achieve this learning outcome, students are expected to:

• Define what a map is;

• Demonstrate the skill to differentiate between side and plan view;
• Use map elements (key, scale bar, north arrow etc.) to read and interpret a map;
• Locate an object on a map using grid reference;
• Identify different type of maps;
• List and locate the provinces of South Africa;
• List and locate the continents and oceans of the world;
• Locate an object based on hemispheres;
• Locate an object using longitude and latitude;
• Calculate distance and map scale on a map;
• Demonstrate the skill to differentiate between maps of different scale.

Electronic resources required to successfully complete Learning Unit 1

- Class notes, PowerPoint presentations and additional resources can be accessed on Moodle -
https://learn.spu.ac.za/mod/folder/view.php?id=17008

LEARNING UNIT 2
Weather and Climate

LEARNING OUTCOME:
At the end of this learning outcome, differentiate between different elements of weather and explain
the relationship between geographic location and climatic conditions.

Assessment criteria:

ESSG62112 2024 15
 In order to achieve this learning outcome, students are expected to:

• Differentiate between weather and climate;

• Explain different elements of weather;
• Describe the climatic conditions of different places based on their geographical location;
• Recognise the associated weather patterns of South Africa;
• Construct a diagram indicating global air circulation and its three associated cells;
• Describe the climatic regions of Africa;
• Evaluate the impact climate change has on the economy of South Africa.

Electronic resources required to successfully complete Learning Unit 2

- Class notes, PowerPoint presentations and additional resources can be accessed on Moodle -
https://learn.spu.ac.za/mod/folder/view.php?id=17008
- http://www.weatherphotos.co.za/
- Conway, D., Van Garderen, E.A., Deryng, D., Dorling, S., Krueger, T., Landman, W., Lankford, B.,
Lebek, K., Osborn, T., Ringler, C. and Thurlow, J., 2015. Climate and southern Africa's water–energy–
food nexus. Nature Climate Change, 5(9), pp.837-846.
- Fisher, M., Abate, T., Lunduka, R.W., Asnake, W., Alemayehu, Y. and Madulu, R.B., 2015. Drought
tolerant maize for farmer adaptation to drought in sub-Saharan Africa: Determinants of adoption in
eastern and southern Africa. Climatic Change, 133, pp.283-299.
- Thornton, P.K., Ericksen, P.J., Herrero, M. and Challinor, A.J., 2014. Climate variability and
vulnerability to climate change: a review. Global change biology, 20(11), pp.3313-3328.

LEARNING UNIT 3
Geomorphology and weathering

LEARNING OUTCOME:
At the end of this learning outcome, students should be able to interpret geomorphological processes
and evaluate the impacts of natural disasters.

Assessment criteria:
In order to achieve this learning outcome, students are expected to:

• Describe the structure of Earth;

• Distinguish between the characteristics of oceanic and continental plates;
• Describe different types of plate boundaries;
• Describe the process of weathering and its consequences on the bio-physical environment;
• Compare natural disasters in relation to formation, impacts and mitigation strategies.

Electronic resources required to successfully complete Learning Unit 3

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- Class notes, PowerPoint presentations and additional resources can be accessed on Moodle -
https://learn.spu.ac.za/mod/folder/view.php?id=17008

LEARNING UNIT 4
Fluvial and coastal processes

LEARNING OUTCOME:
At the end of this learning outcome, students should be able to construct a river profile and describe
how different coastal landforms form;

Assessment criteria:
In order to achieve this learning outcome, students are expected to:

• Define terminology associated with river systems;

• Draw an annotated diagram of a river profile;
• Explain the fluvial processes involve in a drainage basin;
• Distinguish between laminar and turbulent flow;
• Describe the different erosion processes within a river;
• List and locate the major rivers of South Africa;
• Describe different coastal landforms;
• Explain how the different coastal landforms form.

Electronic resources required to successfully complete Learning Unit 4

- Class notes, PowerPoint presentations and additional resources can be accessed on Moodle -
https://learn.spu.ac.za/mod/folder/view.php?id=17008

LEARNING UNIT 5
Environmental issues in the 21st century

LEARNING OUTCOME:
At the end of this learning outcome, students should be able to evaluate 21st century environmental
issues threatening the sustainability of South Africa.

Assessment criteria:
In order to achieve this learning outcome, students are expected to:

• Define what environmental issues entail in the 21st century;

• Explore the evolution of the terms ‘sustainability’ and ‘sustainable development’ over time;
• Examine the impacts of solid waste production and food production on the bio-physical
environment;
• Propose ways to reduce the impacts of environmental issues;
• Review South Africa’s approach to sustainability;

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 • Debate whether South Africa has made progress and/or succeeded in producing a more sustainable
environment.
• Reflect on the role of education in promoting environmental sustainability.

Electronic resources required to successfully complete Learning Unit 5

- Class notes, PowerPoint presentations and additional resources can be accessed on Moodle -
https://learn.spu.ac.za/mod/folder/view.php?id=17008
- Middleton, N., 2018. The global casino: an introduction to environmental issues. Routledge.
- Emas, R., 2015. The concept of sustainable development: definition and defining principles. Brief for
GSDR, 2015, pp.10-13140.
- Aminpour, P., Gray, S., Richardson, R., Singer, A., Castro-Diaz, L., Schaefer, M., Ramlan, M.A. and
Chikowore, N.R., 2020. Perspectives of scholars on the nature of sustainability: a survey study.
International Journal of Sustainability in Higher Education, 21(1), pp.34-53.
- Ozili, P.K., 2022. Sustainability and sustainable development research around the world. Managing
Global Transitions 20 (3): 259–293.
- Adeleke, O., Akinlabi, S., Jen, T.C. and Dunmade, I., 2021. Towards sustainability in municipal solid
waste management in South Africa: A survey of challenges and prospects. Transactions of the Royal
Society of South Africa, 76(1), pp.53-66.
- Shobande, O.A. and Asongu, S.A., 2022. The critical role of education and ICT in promoting
environmental sustainability in Eastern and Southern Africa: a panel VAR approach. Technological
Forecasting and Social Change, 176, p.121480.

14. REFLECTION AND EVALUATION

At the end of this module, it will be expected of you to complete an online questionnaire to reflect on the
value that this module added to your background knowledge as an up-and-coming educator. The module
lecturer will inform you when the module evaluation takes place. We wish you all the best for the
successful completion of this module!

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