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GEOGRAPHY

SCHOOL-BASED

ASSESSMENT

EXEMPLARS – CAPS

GRADE 12

LEARNER GUIDE

TABLE OF CONTENTS

Introduction

Objectives/Aims of the project

Assessment tasks as outlined by CAPS

Assessment tasks 4.1 Term 1 – Data-handling task 4.1.1 Exemplar: Data-handling task 1 4.1.2 Exemplar: Data-handling task 2 4.2 Term 2 – Research task 4.2.1 Learner guidelines for conducting research 4.2.2 Guidelines for research 4.2.3 Compiling a bibliography for a research task 4.2.4 Proposed cover page for a research task 4.2.5 Exemplar: Research task 1 4.2.6 Exemplar: Research task 2 4.2.7 Proposed marking rubric for a research task

Conclusion

Page 3 3 3 4 4 4 8

1. Introduction

The purpose of this document is to provide learners with a set of benchmarked school- based assessment tasks (SBAs). It contains useful information and guidelines in the form of exemplars on the following aspects of the curriculum:

• How to do a research task
• Working with sources and source-based questions
• Data handling
• Marking rubrics as guidelines to completing research tasks

2. Objectives/Aims of the project

It is envisaged that this SBA document will provide learners with examples of SBA tasks that are of high quality and a high standard.

• A common standard is set as prescribed by the Curriculum and Assessment Policy Statement (CAPS) document.
• Quality teaching and learning of FET – Grade 12 Geography is promoted throughout all schools in South Africa.

3. Assessment tasks as outlined by CAPS

Term 1 Term 2 Term 3 Term 4

• 2 tasks • 2 tasks • 3 tasks
• 1 standardised test
• Data handling
  • June examination (Papers 1 and 2)
  • Mapwork task
    • 1 standardised test
    • Research/Essay writing task
    • Trial examination (Papers 1 and 2) - Final external examination (Papers 1 and 2)

SBA mark which comprises 25% of final mark (100 marks) 75% of final mark (300 marks)

Term Task Total SBA weight Total 1 Data handling^60

Standardised test 100 10

Mapwork task 60 20 June Paper 1 (^200 300 ) June Paper 2 100

Research/essay writing task 60 20 Standardised test 100 10 Trial Paper 1 (^225 300 ) Trial Paper 2 75

4

External Paper 1 225 300

External Paper 2 (^75) (75%)

1.3 Refer to FIGURE 1A.

1.3.1 Identify the high-pressure cells labelled P and Q. (2 x 2) (4) 1.3.2 Use evidence from the map to explain whether wind speed will be greater in area P or area Q. (3 x 2) (6) [30]

QUESTION 2

2.1 Refer to FIGURE 2A showing cross-sections of the Tugela River along its course in its drainage basin shown in FIGURE 2B. 2.1.1 Define the term drainage basin. (1 x 2) (2) 2.1.2 Which of FIGURE 2A and FIGURE 2B shows a longitudinal and transverse profile respectively? (2 x 2) (4)

2.1.3 Match each of cross-sections A , B and C (FIGURE 2A) with positions (i) , (ii) and (iii) (FIGURE 2B). (3 x 2) (6) 2.1.4 Briefly explain the difference in the width of the river channel at A and C. (2 x 2) (4)

2.2 Refer to FIGURE 2B showing the drainage basin of the Tugela River from its upper to the middle to the lower course.

2.2.1 Determine the stream order of the Tugela River at point X along its course. 1 x 2) (2) 2.2.2 Identify and explain ONE of the stream channel patterns of the Tugela River at (ii) along its course. (3 x 2) (6) 2.2.3 Draw a labelled free-hand cross-section through the river channel along line T–S , showing the position of and the difference in shape between a slip-off slope and an undercut slope. (2 x 2) (4) 2.2.4 Give ONE reason why the Tugela River is more likely to flood in the vicinity of (iii). (1 x 2) (2) [30] GRAND TOTAL: 60

FIGURE 1A: TROPICAL CYCLONE IRINA

FIGURE 1C: PROJECTED PATH

FIGURE 1B: SATELLITE IMAGE

4.1.2 Exemplar: Data-handling task 2

• Curriculum content: People and their needs (gross domestic product, industrial areas, industrial development zones [IDZ])
• Compliant with CAPS.
• May be tested in the NCS and CAPS final external examination.
• One (1) data-handling task must be done.

GRADE 12 SBA (CAPS 2014) DATA-HANDLING TASK PEOPLE AND THEIR NEEDS TIME: 1 hour (60 minutes) MARKS: 60 QUESTION 1 1.1 Refer to FIGURES 1A and 1B and answer the questions that follow. 1.1.1 Define the following terms: (a) Gross domestic product (1 x 2) (2) (b) Balance of trade (1 x 2) (2) 1.2 Identify the largest and the smallest contributor to the South African GDP. (2 x 2) (4) 1.3 Use FIGURE 1B to describe the trend of the South African GDP from 2010 to 2012. (1 x 2) (2) 1.4 How will the trend mentioned in QUESTION 1.3 affect South Africa’s Balance of Trade? (1 x 2) (2) 1.5 Which economic activity (primary, secondary or tertiary) in FIGURE 1A accounts for the existing trend mentioned in QUESTION 1.3? (1 x 2) (2) 1.6 Discuss the relationship between the percentage contributed by agriculture to the South African GDP and food security in the country. (2 x 2) (4) 1.7 FIGURE 1A indicates that the agricultural sector contributes a very small percentage to the GDP. Write a short paragraph (approximately 12 lines) in which you account for the small contribution of the agricultural sector to the South African GDP. (6 x 2) (12) [30]

QUESTION 2

Refer to FIGURE 2 before answering the questions below.

2.1 Write down the correct names for the industrial areas marked B and D. (2 x 2) (4)

2.2 Identify the largest of the four industrial areas visible in FIGURE 2. (1 x 2) (2)

2.3 Explain any TWO factors that have led to the growth and development of the industrial area referred to in QUESTION 2.2. (2 x 2) (4) [10]

QUESTION 3

Refer to FIGURE 3 before answering the questions below.

3.1 What is an IDZ? (1 x 2) (2)

3.2 Name the province in which the Coega IDZ is located. (1 x 2) (2)

3.3 Briefly describe TWO aims for the development of the Coega IDZ. (2 x 2) (4)

3.4 As a manufacturer of heavy earth-moving equipment for sale in Asia, explain what would encourage you to open a factory in the Coega IDZ. (2 x 2) (4)

3.5 Suppose you are a South African government official responsible for economic development. State FOUR incen- tives you would use to attract foreign investors to the Coega IDZ. (4 x 2) (8) [20] GRAND TOTAL: 60

FIGURE 2: INDUSTRY AND MINING IN SOUTH AFRICA

FIGURE 3: COEGA IDZ

THE COEGA INDUSTRIAL DEVELOPMENT ZONE

The Coega Development Corporation (CDC) is a state-owned entity formed in 1999. It was mandated to develop and operate the Coega Industrial Development Zone (IDZ), which is located adjacent to the modern deep-water port facility, Port of Ngqura. The Coega Industrial Development Zone (Coega IDZ), located close to the bustling Nelson Mandela Bay Metropolitan Municipality, is South Africa’s foremost investment hotspot for industries with a global perspective. The Coega Development Corporation strives to improve the delivery of infrastructure in the Eastern Cape by addressing skills shortages, unemployment, constrained planning and project-management capacity as well as under-expenditure.

Industry And Mining

4.2 Term 3 – Research task

Two examples of typical research tasks are provided below.

4.2.1 Learner guidelines for conducting research

Research framework for assessment (Guideline on administration of research task)

RESEARCH ACTIVITIES STEPS MARKS LENGTH TIMEFRAME Formulate the hypothesis/Problem statement 1 5 50 words No more than (^) One week Background information about the study area 2 6 75 to 100 words Mapping 3 5 A4 size or smaller Data collection 4 6 75 to 100 words Two weeks Analysis and synthesis of data 5 15 300 to 450 words Recommendations and possible solutions 6 6 75 to 100 words One week Conclusion – accept or reject the hypothesis 7 5 50 words No more than Bibliography 8 4 One week Cover page 3 Presentation 5 TOTAL 60 Submission 9 Due date

In choosing a topic for research, isolate topics in specific areas in the Geography CAPS content that you have studied in Grade 12.

4.2.2 Guidelines for research

Research Task

Step 1: Formulating a hypothesis/problem statement

As Geographers we seek to understand and explain the interactions amongst humans, and between humans and the environment in space and time. This is achieved by asking questions or making informed geographical decisions. This entails the development of a hypothesis or a problem statement to be tested.

• You have to choose a specific area of study where a geographical problem exists.
• During this stage, a geographical question showing a problem is asked.
• Identify the problem from a local area.
• Formulate a hypothesis or a problem statement. (Hypothesis research is used to prove that certain variables are dependent on or independent of each other. Problem statement research is only to highlight that a specific problem exists in a specific community.)
• You should then follow the steps of research to ensure that the geographical question is answered.

• Describe the study area in terms of its exact position (degrees, minutes and seconds).
• Provide relevant information about the area, for example population of the area or climate of the area.

Step 3: Mapping

• You must provide a map of the area in question.
• During this stage you must create a buffer zone around the area where the geographical problem exists.
• The map should have a clear legend/key and must be drawn to scale. The scale must be indicated on the map.
• If the map used covers a wider area, buffer zones around the area of study should be created.
• The map used should be the most recent map of the study area.

Step 4: Methods of data collection

(a) PRIMARY DATA SOURCES

• The use of questionnaires
• Interviews
• Observations
• Field trips

(b) SECONDARY DATA SOURCES

• Newspaper articles
• Government department statistics
• Books
• Internet

Step 5: Analysis and synthesis of data

• Use collected data now to formulate a discussion around the existing geographical problem.
• At this stage you should represent some of the information graphically where necessary, for example graphs and sketches.
• Analyse graphic information during this stage.

Step 6: Recommendations and possible solutions

• You should now make recommendations to solve the geographical problem in question.
• You should present your original and realistic opinions as far as you possibly can.

Step 7: Conclusion – accept or reject the hypothesis

• You should now take a decision to either ACCEPT or REJECT the hypothesis.
• Give reasons for either ACCEPTING or REJECTING the hypothesis.

Step 8: Bibliography

• You must include a comprehensive bibliography.
• List websites in full.
• You must include annexures of questionnaires and interviews conducted.

Step 9: Submission

• You must include graphs, tables, diagrams and pictures where necessary.
• On submission, ensure that a suitable cover page is included.

4.2.3 Compiling a bibliography for a research task

• For a book:

Author (last name, initials). Title of Book (Publishers, Date of publication).

Example:

Dahl, R. The BFG. (Farrar, Straus & Giroux, 1982).

• For an encyclopaedia:

Encyclopaedia Title , Edition date. Volume number, ˈArticle Titleˈ, page number(s).

Example:

Encyclopaedia Britannica, 1997. Volume 7, ˈGorillasˈ, pp. 50–51.

• For a magazine:

Author (last name first), ˈArticle Titleˈ. Name of Magazine. Volume number, (Date): page number(s).

Example:

Jordan, Jennifer, ˈFilming at the Top of the Worldˈ. Museum of Science Magazine.

Volume 47, No. 1, (Winter 1998): p. 11.

• For a newspaper:

Author (last name first), ˈArticle Titleˈ. Name of Newspaper. City, state publication. (Date): Edition if available, Section, page number(s).

Example:

Powers, Ann, ˈNew Tune for the Material Girlˈ. The New York Times. New York, NY.

(3/1/98): Atlantic Region, Section 2, p. 34.

• For a website:

Quote the name of the website in full and underline.

Example:

http://www.sahistory.org.za/topic/womens-struggle-1900-

4.2.4 Proposed cover page for a research task

NAME OF SCHOOL NAME OF LEARNER SUBJECT RESEARCH TOPIC CURRICULUM CONTENT

Design cover suitable for research topic and place here

STATEMENT OF AUTHENTICITY

I hereby declare that ALL pieces of writing contained in this research task are my own original work and that if I made use of any source, I have duly acknowledged it.

Learner’s signature: __________________________________ Date: _____________

4.2.5 Exemplar: Research task 1

• Curriculum content: Key human-environment interactions in urban areas: People and places – inner-city problems
• Compliant with CAPS.
• May be tested in the CAPS final external examination.
• One (1) research task must be done.

CRIME IN THE INNER CITY

South African cities attract thousands of new residents every year in search of work and a better life. The housing shortage, along with a shortage of housing subsidies, means that for many South Africans there is no alternative but to live in informal housing and shack settlements. The rapid increase in informal settlements around the cities in South Africa has resulted in an increase in crime rates in the inner city.

The inner city is a part of the urban settlement that is found in the commercial zone. Inner city problems are a char- acteristic of old, established cities. In the case of South Africa, cities like Johannesburg, Pretoria, Cape Town, Durban and Port Elizabeth are good examples of urban settlements that experience problems in the inner city.

Compile your research by completing the activities outlined below.

Step 1: Formulate the hypothesis/problem statement

• Formulate your own hypothesis based on a problem you have identified, for example:

The increasing number of informal settlements (choose localised informal settlement) in and around urban areas in South Africa has resulted in higher crime rates within the inner city due to higher unemployment. (Focus: More people in surrounding informal settlements result in unemployment causing people to turn to crime.)

Step 2: Background information about the study area

Give a brief introduction and description (background information) of the city (study area) you have selected in terms of:

• Historical background
• Population
• Description of the location of informal settlements in relation to the inner city
• Other relevant statistical information

Step 3: Mapping

• Provide a map showing the position of the informal settlement in relation to the city that you have identified for your research task. (It is easier to choose your local area as an area of study.)
• The map should clearly indicate buffer zones where informal settlements are located.
• The map should include areas of the city that are regarded as crime ˈhotspotsˈ.
• The map must have a clear legend/key.
• The scale of the map must be indicated.