SABER KHAN

ST10120315
TISS7412 POE
VARSIRTY COLLEGE
SANDTON
Task 1
Question 1

Q.1.1.1
Q.1.1.2
Since there are many various ways to conceptualize space in geography, it is clear that this
knowledge and understanding is dynamic and debated rather than absolute. Everything that
surrounds us and all that occurs and occurs take place in space (Clayton, 2022). Natural or
human objects may be present in space, or perhaps both. Geographers split space into parts,
areas, regions, or zones, each with distinct qualities that make it easier to understand as units
they stand out from other people (Koops, 2017). We distinguish, for instance, between space
that is tied to Earth and outer space, which is related to all space and extends beyond Earth. On
Earth, humans draw boundaries around, categorize, and explain why certain portions of
space—like land and ocean, or areas with heavy and light precipitation—exist. We
conceptualize places like the low fault in South Africa because it is particularly low-lying or the
Fynbos region because of its distinctive flora (Taylor, 2019). These are actual places that we
may visit and observe. It is simplest to think of space's constituent pieces or units as
geographical spaces. Maps are a tool that geographers use to interact with space because they
show the patterns created by human constructions of the environment. In actuality, maps are
the foundation of geography. Abstract space refers to models of reality that depict data on the
areas we conceptualize and delineate. The capacity to communicate through forms, sizes, and
symbols is referred to as graphicacy, a skill connected to map work (Maureen, 2018).
Geographical graphics includes not only the creation of maps as well as the comprehension
and analysis of all types of maps. This suggests that students should be able to identify actual
features that are depicted on maps using map keys, but more significantly, they should be able
to read a map utilizing their geographic understanding. It is logical for students to begin their
map work and map building by concentrating on their immediate settings. In terms of the
spatial creation, students could begin by drawing a picture of their house, a map of their
neighborhood, a map of the Western Cape province, a map of South Africa, a map of the
African continent, etc. (Thorne, 2017).
As they study geography, earth, and environmental sciences, students should undoubtedly
focus on developing their spatial thinking skills. Understanding spatial relationships and
concepts, as well as how to portray them in various ways and use them to support arguments,
are all components of spatial thinking (Gilligan, 2020). Strong spatial thinking abilities give a
learner an advantage in our increasingly technological and globalized culture. Success in math
and science is also connected favorably with spatial thinking. Therefore, it is crucial to offer top-
notch educational tools so that students can develop their spatial thinking skills during their
formative school years. It is even more crucial that these resources offer educational
opportunities created with the development of spatial concepts in mind (Gilligan, 2020).
The students will take part in a matching activity. The objective of the game is for students to
place all of their spatial creation pieces (home, neighborhood, town/city, province, country)
together and collaborate to determine the outcomes. This enables them to apply their
knowledge of spatial relationships and the connections between various facets and regions.
They can improve their ability to solve problems as a result of it. For the quicker, more
experienced learners, the complexity of this task can also be raised. A key ability in problem-
solving and spatial reasoning (spatial reasoning , 2022), this exercise uses visual imagery to
mentally represent an object that isn't physically present. Additionally, this practice can aid
students in developing abstract spatial notions and the capacity to methodically think about
spatial interactions that are not normally immediately encountered in the real world. Their
spatial works represent geographic knowledge that is distinct from first-hand world navigation.
Learners will develop the ability to\think about many large-scale spatial relations among
diverse locales in a real way.
Geography teachers can use Google Earth in the classroom due to its simplicity of use, superior
visualization capabilities, and entertaining features. It has becoming more and more well-liked
as a teaching tool for students to investigate geographic changes in areas like beaches and
urban land uses. (Sager, 2022)According to contemporary learning theories, using computers
while studying gives students the chance to develop their mental abilities and speed up the
learning process in ways that other technologies might not be able to. With Google Earth,
students may examine surface processes and their geological structure, which helps them
develop their spatial skills in relation to change. This is an advantage over traditional teaching
methods (Sager, 2022).
With Google Earth and mapping tools, you can study the diversity of towns and biomes,
calculate how a river's shape has evolved over time, or make a project that showcases various
architectural styles over time. The use of Google Earth and maps in the classroom can aid in the
visualization of abstract ideas across a large geographic area, enabling students to make
connections between what they learn in the classroom and what they encounter in their
everyday lives, communities, and the wider globe. With Google Earth and mapping tools, you
can study the diversity of towns and biomes, calculate how a river's shape has evolved over
time, or make a project that showcases various architectural styles over time. The use of
Google Earth and maps in the classroom can aid in the visualization of abstract ideas across a
large geographic area, enabling students to make connections between what they learn in the
classroom and what they encounter in their everyday lives, communities, and the wider
globe (Sager, 2022).
Q.1.2.1
South Africa’s increased life expectancy can be attributed to two main causes. The first being
the increased life span of HIV and AIDS patients and the second being a decrease in the
mortality rate of infants and children under the age of five. These two factors majorly impacted
South Africa’s life expectancy (Mid-year population estimates 2018, 2018).
South Africa’s life expectancy experienced a decline from the year 2002 and this decline
drastically reached its peak in the year 2005. The decline in life expectancy was result of the
increasing number of annual deaths, with the peak being in 2006. One of the major factors
influencing this was the spread of HIV and AIDS and it being a major cause of death. HIV and
AIDS had been the cause of 330 000 South Africans between the years 2000 and 2005 (Mid-year
population estimates 2018, 2018).
In 2004, the South African government began to distribute HIV antiretrovirals to the public and
this greatly increased the lifespan of HIV AIDS victims, and this was a direct result of an increase
the general life expectancy. It is interesting to note that the annual number of deaths began to
decrease in 2007 and it was also during this time there was likewise a significant increase in the
number of people living with HIV in South Africa. The increase in the number of people living
with HIV is an indication of the increasing lifespan of HIV victims (Mid-year population
estimates 2018, 2018).
From 2002 the prevalence of HIV amongst South African youth between the ages of 15-24
began to decrease. This shows how behavioral patterns influenced the rate of new infections
which impacted both the number of deaths caused by HIV and AIDS, and the general life
expectancy. The decrease in new infections can be attributed to an increased in public
awareness regarding HIV and AIDS, and prevention methods. This general awareness is result of
various government educational initiatives regarding HIV and AIDS (Mid-year population
estimates 2018, 2018).
The second major influence on the increased life expectancy in South Africa was the mortality
rate amongst infants and children under five. The decline in this mortality rate coincides with
the rollout of HIV antiretrovirals, thereby demonstrating the link between the two factors.
Another factor influencing this would be an increase in accessibility to healthcare and an overall
improvement with regards to medication and healthcare facilities.
When analyzing the data, the correlation between these two factors and an increased life
expectancy becomes manifestly clear (Mid-year population estimates 2018, 2018).
Q 1.2.2

· Other factors

· Infant mortality

· HIV/aids
Activity 2 - Field Trips

Q.2.1.1 Field Trip Approval Form

The elementary school's school excursion policy is contained in this paper. This policy was created in
accordance with the pertinent clauses of Act 108 of 1996, the Constitution of the Republic of South
Africa (Constitution, 1996); the South African Schools Act, Act 84 of 1996 (Department of Basic
Education, 1996) and the Regulations for Safety Measures at Public Schools (Government Gazette
22754/2001: Notice 1040) (Department of Basic Education, 2001).

1. Introduction
Every student enjoys venturing outside of the classroom. Great school trips require preparation
and work, but the benefits may be enormous for both students and instructors, and they can
leave a lasting impression on pupils. School excursions give class-based learning another
dimension and serve to reinforce what has been learned in the classroom. Students may also
have the opportunity to learn in a new setting with fresh teachers or instructors. Fun school
field trips will aid pupils in remembering the lessons they learned. Children can learn about and
experience new things in a less regulated environment with a variety of learning styles. This
policy has been created to reduce hazards and make sure that everyone engaged is aware of
their obligations due to the heightened risk associated with any activity conducted outside of
the school's boundaries.
2. Planning
The school principal must give their prior consent before the organizer of the relevant grade
can proceed to go on the excursion.
It is necessary to submit a thorough application that contains the following details:
- The excursion's purpose
- The dates of the excursion
- The intended course
- the items required by students
3. Financial Costing
The school needs to make sure that funds are set aside to plan this outing. However, the
learners' parents or guardians are in charge of their child’s own spending needs. The cost of the
educators and supervision staff must also be covered in the excursion budget. Fundraising
campaigns can be done for all students whose parents cannot pay the excursion charges. It is
crucial that every student attends this excursion because it is one that all students must take in
order to improve their learning.
4. Supervision of learners
Teachers will accompany the children on the buses as they travel to their destinations and
throughout the day's activities. It is important to note that during the entire expedition, the
educators and supervisors accompanying the students are in charge of ensuring their safety and
welfare. The number of instructors or supervisors needed depends on how many students will
be participating in the expedition.
There will not be any unsupervised students or groups of students.
5. Rules and Conduct
All excursions are subject to the conduct policy of the school. Additional rules that must be
followed by all students during the course of the day may be established by educators.
Students should always be mindful of how they conduct themselves in public since they are a
reflection of their institution and its reputation. Students are expected to wear their school
uniform proudly, neatly, and in a way that makes it easy to identify them.
Any student who engages in misconduct will face immediate repercussions, and their parent or
legal guardian may be notified to pick them up.
6. Consent
Parents must be informed in advance of the excursion so they can make the required financial
preparations and let the school know if the student will be able to go. This is a required
excursion, thus if a student is unable to go due to a medical issue, a doctor's note is needed.
Additionally, there must be a parent meeting where the following issues must be covered:
- The excursion's goal
- The itinerary
- The transportation arrangements
- The costs associated with the excursion
- The potential dates and hours for the excursion
- The accommodations for learner supervision
- What should be done by teachers in the event of severe student misconduct, injury, or
illness
Each parent or guardian must first sign a consent form.
7. First Aid / Medical Assistance
Every educator has a first aid certificate which would help any student that is involved with any
serious or minor injury. A first aid kit will be kept at all times by the educators to help assist if
any emergency occurs
_____________
Signed Saber Khan
ADDENDUM A: HEALTH FORM
Every learner participating in the tour must provide this information, which is kept in complete
confidence.
Learner details
- Date of birth:
_____________________________________________________________________
- Learners full name and surname:
_____________________________________________________
- Parent/guardians full name and surname:
______________________________________________
- Parent/ Guardian number (home):
__________________________________________________________
- Parent / Guardian number(cell):
____________________________________________________________
- Family doctor:
_____________________________________________________________________
Medical Aid
YES | NO
If yes, please provide details
______________________________________________________________________________
_______
Allergies – if any, please list
______________________________________________________________________________
_______
______________________________________________________________________________
_______
Medication
- Is your child taking tablets or any form of prescribed medication?
____________________________
- If yes, state the medication
ADDENDUM B : CONSENT FORM
School Internal excursion 2022
Dear Parent/ Guardian
All learners from Grade 7 are invited to attend our school excursion to the Gold Reef City Mines
on 1st November 2022. This is for learners to explore the natural resource site situated in
Johannesburg which will aid them in understanding the Social Science curriculum better. As
safety is of paramount, educators will be on duty at all times.
Learners are required to bring the following:

• Snacks and drinks

• Comfortable shoes

• Pocket Money
DATES: ___________
TIMES: _________
DRESS: School uniform
----------------------------------------
Principal Signature
-------------------------------------------------RETURN SLIP-------------------------------------------------------------
SCHOOL EXCURSION : NATURAL RESOURCE SITE
(According to Section 1 of the South African Schools Act, Act 84 of 1996 (Department of Basic
Education, 1996), this form is only to be used for activities other than school activities.)
I ________________________, parent/guardian of (learner's name)
_______________________ in Grade _______, hereby grant/do not grant permission for my
child to attend this field trip.
If granted: I understand that my child will participate in the activities listed above at their own
risk. I also permit transportation of my child to and from events beyond the school grounds by
members of the staff or other individuals designated by the institution. I have taken note that
the school staff will be watching over my child, and they will use the required caution to protect
his or her safety.

___________________ ____________________
Parents Signature Contact Number
Q 2.1.2
2.1.3 ASSESSMENT DURING THE FIELD TRIP TO THE GOLD REEF CITY GOLD
MINE

You will discover a great deal of information about gold during your tour to
the gold reef city mine, as well as see a lot of fascinating things. It's crucial
that you pay attention to everything you see, feel, and encounter.

Complete the following activity about your visit. The purpose of this activity
is for learners to ensure that they understand properties of gold as well as
learn from their peers on any concepts they do not understand or remember
while touring the Johannesburg Gold Mining Site.

1. Learners should get into groups of five and having a piece of gold to
observe and touch , with each student bearing the responsibility of
answering one question from the following table:

QUESTION ANSWER
LEARNER 1 What color is the piece ?
LEARNER 2 Is the piece dull or shiny?
LEARNER 3 What shape does the piece
present in?
LEARNER 4 Can this piece of gold be
shaped into another
object? If so, what is the
term for that?
LEARNER 5 Describe the process of
how this piece of gold was
mined

1. Write down your favorite part of the mining process as well the part
disliked from the mining process

LIKED DISLIKED
LEARNER 1
LEARNER 2
LEARNER 3
LEARNER 4
LEARNER 5
2.1.4 ASSESSMENT AFTER THE FIELD TRIP TO THE GOLD REEF CITY GOLD
MINE

Answer the following questions based on the information learnt about mining
during the field trip
1. Match Column A with Column B

Column A Column B
1. Miner a. Small lump of gold
2. Nugget b. A vertical opening to the different levels
of a mine
3. Shaft c. A person who works in a mine

1. List 3 properties of gold

1. _____________
2. _____________
3. _____________

2. List one negative impact that gold mining has on the environment.

_________________________________________

3. List one use of gold in society

__________________________

4. Make a list of 3 other natural resources in the environment

1. ____________
2. ____________
3. ____________
2.1.5 RUBRIC FOR ASSESSMENT AFTER FIELD TRIP

1- c
2- a
3- b

2. Ductile. Malleable, conducts heat and electricity

3. Mining can pollute water resources/ uses a lot of energy/ toxic
4. Jewelry/ computers/ trade
5. water, oil, air, trees
Bibliography
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