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1.020 ATP 2023-24 GR 5 Soc Sci Final
1.020 ATP 2023-24 GR 5 Soc Sci Final
1.020 ATP 2023-24 GR 5 Soc Sci Final
TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
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
1
2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 5
TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
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
2
2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 5
TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
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
3
2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 5
TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
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
SBA (FORMAL
ASSESSMENT) Controlled test: source-based and paragraph questions
Term 1: 10 marks
Term 2: 20 marks
Total: 30 marks
4
2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5
TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
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
5
2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5
TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
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
6
2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5
TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
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%
7
2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 5
Term 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
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)